This interactive presentation describes the experiences of faculty in the anthropology and sociology departments, along with the Center for Excellence in Teaching and Learning at Parkland College, as they redesign courses to incorporate more international research and resources. The slides also discuss approaches to instructional design that are quick and easy and provide practical resources and tools to help design or re-design curriculum

Grison, Sarah

Scarborough, Isabel, Ph.D.

English

SPARK: Scholarship at Parkland | Parkland College

Parkland College
Global Studies Initiatives in Social Sciences Pilot
Project Global Studies Initiatives in the Social Sciences
7-21-2017
Internationalizing the Curriculum
Isabel Scarborough Ph.D.
Parkland College, iscarborough@parkland.edu
Sarah Grison
Parkland College, sgrison@parkland.edu
Open access to this Presentation is brought to you by Parkland College's institutional repository, SPARK: Scholarship at Parkland. For more
information, please contact spark@parkland.edu.
Recommended Citation
Scarborough, Isabel Ph.D. and Grison, Sarah, "Internationalizing the Curriculum" (2017). Global Studies Initiatives in Social Sciences
Pilot Project. 1.
https://spark.parkland.edu/global_studies/1
Internationalizing the 
Curriculum
Isabel M. Scarborough, Ph.D.
Associate Professor of Anthropology, Department of Social Sciences, Parkland College
Sarah Grison, Ph.D.
Associate Professor of Psychology, Center for Excellence in Teaching & Learning
ISRL Collaborative Workshop, University of Illinois at Urbana-Champaign
July 21, 2017
Access this PPT and materials at: https://tinyurl.com/ya9ugnjk
Our goal is an interactive 
workshop to:
• Describe our experiences with 
internationalizing curricula in 
Anthropology and Sociology
• Discuss approaches to instructional design 
that are quick and easy to use
• Provide practical resources tools to help 
design or re-design classes 
Now we want to know who you are and 
what your goals are!
Have you ever designed or re-designed a class?
A. Yes, more than once
B. Yes, once
C. No, but I need to soon
D. No, and I don’t need to soon
Turn your plicker card to the direction that reflects the answer you want.
Click here to learn about using plickers to engage students in class.
Pilot Project to Internationalize the 
Curriculum
Three courses:
• SOC 101, Introduction to Sociology
• ANT 101, Introduction to 
Anthropology
• ANT 103, Introduction to Cultural 
Anthropology
Duration:  six weeks, Summer 
semester
5 participating faculty, 2 full time, 3 
part-time
Completely online
Issues: 
Community college faculty have little time left to 
devote to researching new course materials given 
a heavy teaching, mentoring, and service load.
Introductory course textbooks often require 
complementary material in order to provide 
students with the latest and most relevant work in 
the field.
Four-year institutions require more applied 
research skills from our students. 
Project Goals: 
Develop a stronger focus on scholarly 
material by Western European, Eastern 
European scholars, and scholars of 
globalization issues.
Use these materials to illustrate  leading 
anthropology and sociology theories on 
gender, race, economic and political systems, 
immigration, criminality, communication, the 
environment, and material culture, among 
other topics.  
Generate collaboration between part time 
and full time faculty.
Make students producers of knowledge, as 
opposed to passive consumers. 
Pedagogical workshops: Center for Excellence in 
Teaching and Learning
Project preparation 
workshops: April and 
May 2017
Project results 
workshop: August, 
2017, during faculty 
prep week.
A Quick and Easy Method to Design Classes
Click here to access Chapter 4 
in Angelo and Cross
More Resources for Instructional Design
Click here for Fink’s 
Significant Learning 
Experiences Model
Click here to see the
SAM Model
Click here to see Merrill’s 
First Principles of InstructionClick here to see the 
Addie Model
Click here to 
see Gangné’s 9 
Events of 
Instruction
Step 2: Teaching Goals Inventory
Click here to access Chapter 2 
in Angelo and Cross
Course goals: 
SOC 101: Social inequalities. Focus on 
globalization.
ANT 101: Cross-cultural comparisons 
of communication (linguistic 
anthropology), and material culture 
(archaeology). Focus on Western 
Europe.
ANT 103:  Economic development 
and environmental anthropology. 
Focus on ethnographies from Russia, 
Eastern Europe, and Eurasia. 
Steps 3: Resources for Activities to Target Goals
Click here to see a summary of 
many of the 50 CATs in Classroom 
Assessment Techniques by Angelo 
and Cross
Steps 3: More Resources for Activities to Target Goals
Click here to see 
Collaborative 
Learning 
Techniques
Click here to see 
Student 
Engagement 
Techniques
Click here to see 
the book by 
Tokuhama-
Espinosa, 2010
Click here for the APA 
pdf that summarizes 
evidence-based 
learning techniques
Example of course implementation: ANT 103
Work about other cultures, and from scholars from 
other cultures. Topics: environment and development 
Step 5: Resources for Rubrics
You can find samples of 
holistic rubrics by clicking 
here, here, and here. 
You can find samples of analytic 
rubrics by clicking here. 
“How will members of this 
community see themselves if their 
only job is taken away? As stated in 
the article, “Parcagii see their daily 
sidewalk struggles as a sign of 
success inasmuch as they are 
managing to be part of a dynamic 
and prestigious part of the 
city” (70). They feel a part of the city 
with their jobs, which give them a 
sense of pride.”
“First and foremost, the culture of the city has been shaped by 
the parcagii, and altering their role in the community may 
disrupt the culture. As outlined previously, they provide many 
necessary duties in the city, and displacing them would make 
the city less efficient. Parcagii understand the infrastructure of 
the city better than anyone else .”
“In terms of how Crate explains climate change, I agree 
with her, I think If people saw the cultural effects of 
climate change, it would help create advocacy. 
However, research takes time, effort, and scholars. She 
stated, “Observations and perceptions of local effects 
of climate change…reveal a need to develop research 
projects focusing on the cognitive/perceptual 
orientations of communities” (328).”
Direct Assessment: Student assignment responses
“We have talked about culture as both 
the cause and necessary solution to 
climate change. It is the dominant 
global consumer culture that has 
produced this humanitarian crisis. In 
order to end it, we must transform our 
culture to be regenerative, as Crate 
says. In order to do so, we need to 
understand how native cultures have 
successfully sustainably stewarded the 
environment for many years.”
Step 6: Resources for Student Feedback
Click here to see a summary 
of the 50 CATs in Classroom 
Assessment Techniques by 
Angelo and Cross
Indirect assessment: student survey
Project Reports: Peer 
presentations, local library 
collection, scholarly repository.
Is this approach to internationalizing your 
curriculum useful?
A. Definitely
B. Probably
C. Probably not
D. Definitely not
Turn your plicker card to the direction that reflects the answer you want.
Click here to learn about using plickers to engage students in class.
Recall our workshop goals 
were to:
• Describe our experiences with 
internationalizing curricula in 
Anthropology and Sociology
• Discuss approaches to instructional design 
that are quick and easy to use
• Provide practical resources tools to help 
design or re-design classes 
What do you think?
Did we reach our goals for the day?
Please fill in the evaluation about the workshop!
Thank you for your interest!
• Any questions or thoughts?
• Please feel free to email us:
• iscarborough@parkland.edu
• sgrison@parkland.edu
• You can access this presentation at:
• https://tinyurl.com/ya9ugnjk


Internationalizing the Curriculum

Scholarship at Parkland

Parkland CollegeGlobal Studies Initiatives in Social Sciences PilotProject Global Studies Initiatives in the Social Sciences7-21-2017Internationalizing the CurriculumIsabel Scarborough Ph.D.Parkland College, iscarborough@parkland.eduSarah GrisonParkland College, sgrison@parkland.eduOpen access to this Presentation is brought to you by Parkland College's institutional repository, SPARK: Scholarship at Parkland. For moreinformation, please contact spark@parkland.edu.Recommended CitationScarborough, Isabel Ph.D. and Grison, Sarah, "Internationalizing the Curriculum" (2017). Global Studies Initiatives in Social SciencesPilot Project. 1.https://spark.parkland.edu/global_studies/1Internationalizing the CurriculumIsabel M. Scarborough, Ph.D.Associate Professor of Anthropology, Department of Social Sciences, Parkland CollegeSarah Grison, Ph.D.Associate Professor of Psychology, Center for Excellence in Teaching & LearningISRL Collaborative Workshop, University of Illinois at Urbana-ChampaignJuly 21, 2017Access this PPT and materials at: https://tinyurl.com/ya9ugnjkOur goal is an interactive workshop to:• Describe our experiences with internationalizing curricula in Anthropology and Sociology• Discuss approaches to instructional design that are quick and easy to use• Provide practical resources tools to help design or re-design classes Now we want to know who you are and what your goals are!Have you ever designed or re-designed a class?A. Yes, more than onceB. Yes, onceC. No, but I need to soonD. No, and I don’t need to soonTurn your plicker card to the direction that reflects the answer you want.Click here to learn about using plickers to engage students in class.Pilot Project to Internationalize the CurriculumThree courses:• SOC 101, Introduction to Sociology• ANT 101, Introduction to Anthropology• ANT 103, Introduction to Cultural AnthropologyDuration:  six weeks, Summer semester5 participating faculty, 2 full time, 3 part-timeCompletely onlineIssues: Community college faculty have little time left to devote to researching new course materials given a heavy teaching, mentoring, and service load.Introductory course textbooks often require complementary material in order to provide students with the latest and most relevant work in the field.Four-year institutions require more applied research skills from our students. Project Goals: Develop a stronger focus on scholarly material by Western European, Eastern European scholars, and scholars of globalization issues.Use these materials to illustrate  leading anthropology and sociology theories on gender, race, economic and political systems, immigration, criminality, communication, the environment, and material culture, among other topics.  Generate collaboration between part time and full time faculty.Make students producers of knowledge, as opposed to passive consumers. Pedagogical workshops: Center for Excellence in Teaching and LearningProject preparation workshops: April and May 2017Project results workshop: August, 2017, during faculty prep week.A Quick and Easy Method to Design ClassesClick here to access Chapter 4 in Angelo and CrossMore Resources for Instructional DesignClick here for Fink’s Significant Learning Experiences ModelClick here to see theSAM ModelClick here to see Merrill’s First Principles of InstructionClick here to see the Addie ModelClick here to see Gangné’s 9 Events of InstructionStep 2: Teaching Goals InventoryClick here to access Chapter 2 in Angelo and CrossCourse goals: SOC 101: Social inequalities. Focus on globalization.ANT 101: Cross-cultural comparisons of communication (linguistic anthropology), and material culture (archaeology). Focus on Western Europe.ANT 103:  Economic development and environmental anthropology. Focus on ethnographies from Russia, Eastern Europe, and Eurasia. Steps 3: Resources for Activities to Target GoalsClick here to see a summary of many of the 50 CATs in Classroom Assessment Techniques by Angelo and CrossSteps 3: More Resources for Activities to Target GoalsClick here to see Collaborative Learning TechniquesClick here to see Student Engagement TechniquesClick here to see the book by Tokuhama-Espinosa, 2010Click here for the APA pdf that summarizes evidence-based learning techniquesExample of course implementation: ANT 103Work about other cultures, and from scholars from other cultures. Topics: environment and development Step 5: Resources for RubricsYou can find samples of holistic rubrics by clicking here, here, and here. You can find samples of analytic rubrics by clicking here. “How will members of this community see themselves if their only job is taken away? As stated in the article, “Parcagii see their daily sidewalk struggles as a sign of success inasmuch as they are managing to be part of a dynamic and prestigious part of the city” (70). They feel a part of the city with their jobs, which give them a sense of pride.”“First and foremost, the culture of the city has been shaped by the parcagii, and altering their role in the community may disrupt the culture. As outlined previously, they provide many necessary duties in the city, and displacing them would make the city less efficient. Parcagii understand the infrastructure of the city better than anyone else .”“In terms of how Crate explains climate change, I agree with her, I think If people saw the cultural effects of climate change, it would help create advocacy. However, research takes time, effort, and scholars. She stated, “Observations and perceptions of local effects of climate change…reveal a need to develop research projects focusing on the cognitive/perceptual orientations of communities” (328).”Direct Assessment: Student assignment responses“We have talked about culture as both the cause and necessary solution to climate change. It is the dominant global consumer culture that has produced this humanitarian crisis. In order to end it, we must transform our culture to be regenerative, as Crate says. In order to do so, we need to understand how native cultures have successfully sustainably stewarded the environment for many years.”Step 6: Resources for Student FeedbackClick here to see a summary of the 50 CATs in Classroom Assessment Techniques by Angelo and CrossIndirect assessment: student surveyProject Reports: Peer presentations, local library collection, scholarly repository.Is this approach to internationalizing your curriculum useful?A. DefinitelyB. ProbablyC. Probably notD. Definitely notTurn your plicker card to the direction that reflects the answer you want.Click here to learn about using plickers to engage students in class.Recall our workshop goals were to:• Describe our experiences with internationalizing curricula in Anthropology and Sociology• Discuss approaches to instructional design that are quick and easy to use• Provide practical resources tools to help design or re-design classes What do you think?Did we reach our goals for the day?Please fill in the evaluation about the workshop!Thank you for your interest!• Any questions or thoughts?• Please feel free to email us:• iscarborough@parkland.edu• sgrison@parkland.edu• You can access this presentation at:• https://tinyurl.com/ya9ugnjk

https://spark.parkland.edu/cgi/viewcontent.cgi?article=1000&amp;context=global_studies

Internationalizing the Curriculum

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SPARK: Scholarship at Parkland | Parkland College

Scholarship at Parkland

Scholarship at Parkland

SPARK: Scholarship at Parkland | Parkland College

Scholarship at Parkland