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Browsing by Author "Goldfarb, Nancy"
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Item Incorporating Global Learning Perspectives in a Freshman Computing Curriculum(IEEE, 2022-10-11) Mithun, Shamima; Goldfarb, Nancy; Computer Information and Graphics Technology, School of Engineering and TechnologyThis research-to-practice full paper describes our integration of global learning perspectives through a research-based group project in a First-Year Seminar course for new technology major students at our urban Midwestern university, IUPUI (Indiana University - Purdue University Indianapolis). Since 2003, the ACE (American Council on Education) has emphasized global competencies, which are defined as "the attitudes, skills, and knowledge to live and work in a multicultural and interconnected world". Despite the increasing recognition of the importance of developing these global competencies, opportunities for young people to do so suffer from issues of accessibility. Educational institutions are challenged with providing opportunities to prepare students for global citizenship in the twenty-first century and are working to expand global competency education. Our undergraduate institution is no exception.In accordance with this mission, we incorporated global learning perspectives through a group project in our First-Year-Seminar course to increase students’ interest in global learning experiences (such as studying abroad) and provide resources for students to develop global competencies. This is important both for personal development in the quest for a more equitable world and employability; employers repeatedly convey that awareness of global issues is a highly desirable characteristic in potential hires.In our implementation, students selected a global issue, chosen from the United Nations Sustainable Development Goals database, which had unique significance to them and their communities. This approach allowed space for students to take ownership and agency over the content of their learning experiences while ensuring they engaged with the following learning objectives: 1)Team collaboration, communication, and cohesion 2)Conducting independent research on a global problem and its solutions 3)Synthesis of information from multiple sources and perspectives to develop an informed stance 4)Developing a stance regarding a global problem and justification of this stance using data 5)Creating a well-organized deliverable with consideration for the audience (i.e., their peers) and contextWe point to course survey data and student reflections to evaluate our course. Students conveyed how the course structure enabled them to (a) consider global perspectives around issues that may or may not have been salient to them before the course, (b) experience empathy for people experiencing challenges related to the issues of interest and gratitude for their circumstances, and (c) consider their personal role in addressing global issues in their communities. Students also indicated an interest in further addressing such issues through self-education and advocacy on a community and political scale.To further expand efforts to make global competency education accessible, our next implementation will utilize Collaborative Online International Learning experiences in which students virtually collaborate with students outside of the United States through our local Office of International Affairs. Through these collaborations, students will be challenged to consider how such global issues manifest in different communities, cultures, and geographic regions and the implications of these differences for solution design.Item With a Little Help from our Friends: Teaching Collectives as Lifelines in Troublesome Times(Indiana University, 2021-04) Jettpace, Lynn; Miller, Leslie; Frank, Mary Ann; Clemons, Michelle; Goldfarb, Nancy; English, School of Liberal ArtsEmergencies have a way of changing the orientation of faculty from academic projects to surviving the unknown and coping with change. Many faculty members, because they frequently work independently, often lack support structures through which they can engage in mutual aid during times of crisis. The authors recently discovered that having a community of colleagues with whom to share ideas has made them more resilient to changing circumstances. While the Civility Community of Practice at IUPUI has been meeting since 2014 as an interdisciplinary research collective, it transitioned to a weekly online teaching and support seminar in response to the university’s unexpected move to online course delivery on account of the pandemic. This reflective essay will examine the transformative possibilities of a teaching collective in the face of crisis. From the onset of the crisis, each of the authors had personal and teaching challenges that the group’s Zoom meetings resolved. The weekly meetings involved sharing teaching tips but also basic survival strategies, tips they never imagined discussing with professional colleagues. In addition to discussing the elements that make a successful learning community, this essay will include reflections by each of the five community members about how the Zoom meetings helped them adapt to and navigate their personal and professional lives during the pandemic. In these individual reflections, the authors will discuss how moving their courses online challenged their teaching practices, motivated their experimentation with Zoom, and transformed their online classroom to impact the student learning experience.Item With a Little Help from our Friends: Teaching Collectives as Lifelines in Troublesome Times(Indiana University, 2021-04-09) Jettpace, Lynn; Miller, Leslie; Frank, Mary Ann; Clemons, Michelle Lynn; Goldfarb, Nancy; Kelley School of Business - IndianapolisEmergencies have a way of changing the orientation of faculty from academic projects to surviving the unknown and coping with change. Many faculty members, because they frequently work independently, often lack support structures through which they can engage in mutual aid during times of crisis. The authors recently discovered that having a community of colleagues with whom to share ideas has made them more resilient to changing circumstances. While the Civility Community of Practice at IUPUI has been meeting since 2014 as an interdisciplinary research collective, it transitioned to a weekly online teaching and support seminar in response to the university’s unexpected move to online course delivery on account of the pandemic. This reflective essay will examine the transformative possibilities of a teaching collective in the face of crisis. From the onset of the crisis, each of the authors had personal and teaching challenges that the group’s Zoom meetings resolved. The weekly meetings involved sharing teaching tips but also basic survival strategies, tips they never imagined discussing with professional colleagues. In addition to discussing the elements that make a successful learning community, this essay will include reflections by each of the five community members about how the Zoom meetings helped them adapt to and navigate their personal and professional lives during the pandemic. In these individual reflections, the authors will discuss how moving their courses online challenged their teaching practices, motivated their experimentation with Zoom, and transformed their online classroom to impact the student learning experience.