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ABSTRACTS FOR PANEL 2: SCHOOL AND COMMUNITY PARTNERSHIPS
“Teacher Fellowships Program & Integrating NYC DOE Accreditation for K-12 Outreach Programs”
Diana Shin, Outreach Administrator, The Hagop Kevorkian Center for Near Eastern, New York University
The Hagop Kevorkian Center for Near Eastern offers Teacher Fellowships to outstanding K-12 educators, which provides a grant stipend, mentoring services from a NYU faculty member, and borrowing privileges at NYU libraries. The past two summers, we have also offered our Summer Institutes for “p-credit,” in partnership with the New York City Department of Education (DOE)’s After School Professional Development Program (ASPDP), enhancing the impact and reach of our programs. We would like to share with other Title VI NRCS our experience and knowledge of administering these complementary outreach programs. (This is just a preliminary abstract and title). I would rework these if selected to present.
“UO CAPS NRC K-12 Outreach: Language and Culture in the Classroom”
Holly Lakey, Program and Grant Coordinator; Katie Gillard, Master Teacher/Consultant, Center for Asian and Pacific Studies; Michelle Crowson, Graduate Teaching Fellow, Center for Asian and Pacific Studies, University of Oregon
From its inception in 1987, CAPS has engaged in K-12 outreach and our activities have expanded during our time as a National Resource Center. We continue to partner with the Jordan Schnitzer
Museum of Art on campus, as well as with our Language Teaching Specialization Masters students, K-12 teachers, and local artists and visiting scholars, to provide outreach to schools and the public throughout Oregon. The JSMA serves an average of 10,000 students each year through its K-12 outreach programs, and has become a leader in coordinating art education with state benchmarks through interdisciplinary K-12 curriculum on East Asia. Our teacher training activities highlight East Asian content from the collection housed in the JSMA. Large events, such as the Lunar New Year Celebration and Oregon Asian Celebration, provide opportunities for local students and families to be exposed to art and culture activities like calligraphy, brush painting, musical and dance performances, dragon puppet theater, and tea ceremonies. East Asian-themed spring and summer break classes keep students entertained while teaching them about elements of Asian culture, such as the samurai of Japan and art in Korea. Through our partnerships with local artists, visiting scholars, and Oregon public and private schools, we have begun offering an “Artist in Residence” experience, in which an expert in Asian art and culture visits local schools, giving lessons in their specialty. CAPS also partners with UO graduate students in the Language Teaching Specialization program to support the After School program at Edison Elementary titled “Chinese Language and Culture Club.” Graduate students use the club as part of their practicum teaching experience. They develop curriculum based on a “voyage through China,” which fosters interaction with maps, audio-visuals, and hands-on language and culture tasks as they “travel” through Chinese locations. One of our most innovative and collaborative projects is our “Teach Asia” program, which integrates East Asian culture and language into K-12 reading and writing instruction. These modules and activities are consistent with Common Core objectives and have themes from a wide range of regions, fields, and time periods such as South Korean Robotics, Japanese Population Crisis, and Chinese Creation Myths. Modules provide teachers with detailed lesson plans, thematic reading, discussion questions, writing prompts, peer evaluation resources, and audio-visual materials. This process of module development is informed by K-12 teacher feedback. In the summer of 2015, we hosted a K-12 Teacher Training Workshop, where the modules were provided and methods for incorporation were discussed. Through an interactive blog, teachers download modules and activities and provide feedback on the resources. A second workshop held this summer worked to refine efforts with teacher feedback, and we’ve moved toward incorporating more multimedia and interactive materials and building activities that can be brought into many kinds of classrooms. This process of feedback and revision makes this a truly teacher-driven program.
“Promoting Critical Language Study at the K-12 Level: The Case of Russian”
Mark Trotter, Associate Director/Outreach Coordinator, Russian and East European Institute, Indiana University
This presentation will provide an overview of extensive outreach efforts in support of Russian language instruction as undertaken by the Russian and East European Institution of Indiana University. Among the major activities to be surveyed: after-school programs for Russian as a foreign and heritage language, contests of Russian language for middle and high school students, in-service training and support for K-12 teachers of Russian language.
“Global-to-Local Service-Learning Initiative”
Nicole Palasz, Program Coordinator, and Dina M Wolf, K-16 Outreach Coordinator, Institute of World Affairs and Center for International Education, University of Wisconsin-Milwaukee
The Global-to-Local Service-Learning Initiative is a program developed by the University of Wisconsin-Milwaukee’s Institute of World Affairs (IWA) in partnership with the local school district, Milwaukee Public Schools (MPS). This large urban district serves families frequently facing challenges related to poverty, segregation and violence. Our initiative is designed to engage Milwaukee residents, and youth in particular, as active citizens addressing local manifestations of global issues in our own community. Service-learning is an instructional practice that connects classroom studies with the care and concern students naturally have for their world. Through investigation, planning,
reflection, and youth-led action, students join with community partners to solve problems, meet needs, and make things better in their schools, their neighborhoods, and around the world.
The initiative is designed to accomplish three main goals: first, to allow students to fulfill a service-learning graduation requirement; second, to foster awareness of how local and global issues are connected; and third, to empower students to effect change in their communities and beyond. Through interactive workshops, curricular support, and opportunities to interact with global changemakers, this initiative engages both K-12 educators and students in exploring intersections between local and global challenges and identifying opportunities to take action. The initiative will be highlighted in November as an “innovation for democracy” at the 2016 World Forum for Democracy in Strasbourg, France.
“Outreach to K-14 Communities Through University Student Service Learning”
Elizabeth Bucrek, Carolina Navigators Program Manager and Instructor, University of North Carolina, Chapel Hill
Looking for a way to enrich the education of both the university students at your institution, and the K-14 students throughout your state, through engaged global learning? The Carolina Navigators program illustrates how service learning can result in high quality, free, global education resources for the K-14 community. This presentation will focus on a model for a non-credit, hybrid online/face-to-face, service learning experience for undergrads, at The University of North Carolina, Chapel Hill. UNC students in the program create culture kits and videos, and give virtual presentations throughout the semester, to a partner middle school. University students benefit from this on-campus global experience by having the opportunity to share and process their experiences abroad, while gaining intercultural, technology, and leadership skills. K-14 students and educators benefit from virtual student speakers who provide learning beyond the walls of the classroom, and authentic culture kits created by students with international expertise. The service learning experience allows the program to reach K-14 communities all over the state, with a small budget, and without ever leaving campus! During the 2015-2016 academic year, 45 UNC students completed 1,659 service learning hours to have an impact on 51,025 K-14 students, and 1,454 educators, from 144 different schools in 46 NC counties, by sending out 641 culture kits, doing 16 virtual presentations, and creating 30 new videos. The presenter will reveal the semester service learning experience syllabus, and examples of online weekly modules. In addition, she will explain the details of the online booking system, and how the program uses it to efficiently organize teacher requests for global resources.
“Illinois International Educator Advisory Board: Participatory and Reflective K-12 Outreach Programming”
Duane Johansen, Outreach Coordinator, Center for East Asian and Pacific Studies; Sebnem Ozkan, Outreach Coordinator, European Union Center; Alejandra Seufferheld, Outreach Coordinator, Center for Latin American and Caribbean Studies; Jeremie Smith, Outreach Coordinator, Center for Global Studies; Angela Williams, Associate Director, Center for South Asian and Middle Eastern Studies, University of Illinois at Urbana-Champaign
University of Illinois’ Outreach Coordinators will discuss joint initiatives and programs designed to build and strengthen relationships with K-12 schools in our region. The K-12 Educator Advisory Committee is a group of K-12 teachers, librarians and administrators that meet 3-4 times per semester to discuss the six University of Illinois Area Studies Centers’ outreach programs. This diverse group of educators provide valuable insights into how to best support teachers’ instructional goals and reach a broad group of K-12 students. Three examples of successful teacher and school partnerships will also be discussed: the International Scholars in the Classroom program, the Oakwood Junior High School International Festival, and the Fisher High School classroom partnership.