gse program

Information about gse program

Published on June 24, 2007

Author: VolteMort

Source: authorstream.com

Content

Slide1:  Headlines The College of Education and the Department of Educational Policy Studies at the University of Illinois, Urbana-Champaign has developed a new Master of Education (Ed.M.) degree in Global Studies in Education. The aim of this new degree program is to assist K-12 teachers in incorporating global perspectives into existing curricula and pedagogies. The program in Global Studies in Education (GSE) is offered in an on-line format, with a range of opportunities for teachers to apply course ideas in their own classrooms. Applications for the first cohort are being accepted, with instruction to begin in January, 2005. Slide2:  What is Global Studies in Education? Global Studies in Education (GSE) is a Master of Education degree in Education Policy Studies. GSE employs expertise from across the College of Education in: An exploration of the ways in which the world is becoming inextricably interconnected and interdependent; An examination of the implications of this for educational policy and practice. Slide3:  Origins of the Program Extensive community and media interest in globalization and education Professional development of teachers in this area identified as a major need in numerous reports Recognition after 9/11 of the need for Americans to know the world beyond the United States’ borders UIUC and the College of Education’s commitment to internationalization and to outreach Impetus provided by the International High School Initiative Slide4:  Who has funded the development of the program? US Department of Education's Title VI Illinois International High School Initiative UIUC Center for Global Studies Center for African Studies UIUC Office of the Provost UIUC College of Education Slide5:  Key GSE Assumptions We are all affected by a complex, transforming world that is becoming evermore interconnected and interdependent. We need to understand how the world beyond our national borders affects us, and how our actions at the national and local levels affect that world. Education plays a key role in providing students with the knowledge, skills, and values needed to navigate these transforming global realities. Slide6:  GSE Instructional Philosophy: activity-based combination of theoretical and practical dimensions interactive and experiential online lectures and discussion (online chat and forum) group projects opportunities to apply course ideas extensive use of web resources transnational links and study abroad student conferences Slide7:  What does the program look like? GSE is built around six core courses that examine how global interconnectivity and interdependence affect education: Internationalization of the Curriculum Global Issues in Classroom Learning and Management Technology, Globalization, and Educational Reform Globalization and Educational Policy Identity and Culture in Transnational Contexts Organizational Development in Education The program also features a Study Abroad: Experience andamp; Issues option and an individualized School-based Project in Internationalization. Slide8:  How will the program be taught? All courses will be taught online. Each course will incorporate a variety of readings, writing assignments, group projects, and other related activities. All course materials will be available on-line or will be made available in print. Courses will feature synchronous and/or asynchronous online formats--for example, bulletin boards, on-line chats, real-time audio or video mini-lectures. Slide9:  Online Platform for GSE: Moodle Moodle is a software package designed to support a social constructionist framework of education. Moodle is provided as Open Source software. Basically this means Moodle can be downloaded without any cost to both course developers and students. Moodle is easy to learn and operate. It is now used widely around the world because it requires only a very basic level of technology skills. For further details see: http://moodle.org/doc/ Slide10:  Internationalization of the Curriculum examination of the theoretical underpinnings of the notion of internationalization of the curriculum looks at ways in which curriculum is affected by forces of both globalization and nationalism two case studies of how curriculum has historically been utilized in nation building how tensions between the global and the local are inherent in curriculum how curriculum is a site of construction of national as well as cosmopolitan identities some practical ways in which schools have sought to internationalize their curriculum Slide11:  Technology, Globalization and Educational Reform key social, ethical, and policy dimensions of new technology use in schools, and the challenges and opportunities provided by globalization the consequences of technology uses for the learning opportunities and outcomes of students access and equity issues, censorship, privacy, commercialization, new forms of literacy, online communication, and developing a 'global community' through the Internet investigation of the ways in which schools are able to use technology to internationalize their curriculum Slide12:  Global Issues in Classroom Learning and Management classroom management, discipline, and other pedagogical issues relevant to teaching in transnational contexts examines theories of teaching and learning in order to show how current approaches to pedagogy are based on assumptions of cultural homogeneity and national character contrasts this approach with challenges faced by teachers of classrooms composed of students of mixed national and cultural backgrounds encourages students to share and develop more culturally inclusive principles and practices of classroom learning and management Slide13:  Globalization and Educational Policy based on the assumption that it is no longer possible to interpret and analyze educational policies within their national contexts; and that global processes affect the ways in which educational policies are now developed shows how global institutions, such as transnational corporations, intergovernmental organizations, NGOs and the media affect the global circulations of educational policy ideas and ideologies case studies drawn from around the world, to illustrate the extent to which the processes of globalization have created conditions of cultural homogeneity and global inequalities; and explores how such negative affects of globalization might be resisted Slide14:  Identity and Culture in Transnational Contexts reasons for the movement of people across national boundaries … migrants, refugees, denizens critical look at how identity and cultures are produced by this mobility issues of the manner in which constructions of ethnicity, race and gender are related to class exploration of the ways in which migrant communities remain in touch with their countries of origin examination of migrant experiences in the United States and their implications for education issues of local and global inequalities bilingual and Multicultural education Slide15:  Organizational Change in Education organizational change has emerged as a critical topic in education administration, and the ability to lead change at various levels is now a key competence for teachers and administrators alike students will develop an understanding of the external and internal forces that drive the need for change, of major models to understand how change unfolds at individual, group, organizational, and system-wide levels, and how organizational change might be facilitated and led focus on change in traditional and non-traditional educational settings and on change in a globalizing societal context Slide16:  Study Abroad: Experience andamp; Issues (optional) travel on a faculty-led, three-week study trip participate in lectures, workshops, and visits to schools and other educational institutions consider the potential of study abroad programs for internationalizing the curriculum consider the benefits and pitfalls of study abroad programs develop a set of criteria for assessing their successful implementation While some financial support may be available, students are responsible for all expenses. Slide17:  Study Abroad Alternatives negotiate participation in an alternative study abroad program organize a study abroad program take an alternative online course on related topics offered by other departments, colleges or even universities abroad, especially partner institutions Slide18:  School-based Project in Internationalization Provides students with an opportunity to pursue a project of their own--ideally related to their own schools--utilizing theoretical and practical ideas explored in the program. Students might develop: a policy on internationalization workshops promoting internationalization a curriculum package in their discipline area a study abroad trip an exchange program using Internet technology Slide19:  Partner Institutions The UIUC College of Education is negotiating a ‘virtual exchange’ with a number of universities abroad. These include: Stockholm Institute of Education, Sweden University of Bristol, UK Deakin University, Australia Leuven University, Belgium University of Cape Town, South Africa University of Granada, Spain Tsinghua University, China National Institute of Education, Singapore Students from some of these institutions might become ‘guest students’ in some GSE courses on an exchange basis. Slide20:  Will there be any face-to-face meetings? There will be an in-person orientation prior to the start of each program. Though attendance is not required, it is strongly recommended that you attend, as it will be an opportunity to build a community with the cohort you will be working with for the next two years. There may also be conferences throughout the program, allowing opportunities for face-to-face interaction. The study abroad component will be another opportunity to meet your colleagues one-on-one. Slide21:  When does the program begin? The first cohort will begin in January, 2005 and will follow the UIUC calendar year. The two-year program is scheduled as follows: Spring 2005 -- 1 course Summer 2005 -- 2 courses Fall 2005 -- 1 course Spring 2006 -- 1 course Summer 2006-- 1 course/study abroad Fall 2006– school-based project Slide22:  How do I apply? We are currently accepting applications. The instructions can be found at: http://gse.ed.uiuc.edu/admissions.html The GRE is not required for this program. You will need three letters of recommendation, transcripts, a completed application, and the application fee ($40). Slide23:  How much does the program cost? Because this program is intended for teachers, we have decided to charge the off-campus student rate rather than the professional rate. Thus, each course will cost approximately $1035 including fees. Slide24:  Is there financial aid available? The Illinois International High School Initiative is offering 12 scholarships of $500 each to secondary school teachers in Illinois. Five fee waiver places have been set aside for teachers who supervise UIUC students. Additional financial assistance is available from FAFSA (Free Application for Federal Student Aid). The UIUC financial aid office will work with you to identify additional sources of funding. Slide25:  When is the deadline for applications? The application deadline for the January, 2005 cohort is DECEMBER 15th, 2004. Slide26:  What if I have more questions? For more information, you can go to the website: http://gse.ed.uiuc.edu Or you can email us at: [email protected] Slide27:  Do you have any comments or suggestions regarding: the positives and negatives of the program? program content: scope; degree of difficulty; balance between theoretical and practical; missing elements; etc.? the program pedagogy: consistency with philosophy; accessibility; workload; ease of use with technology; etc.? the appeal and possible interest of the program among teachers, school administrators, colleges? program affordability, flexibility and other administrative arrangements? how we should publicize the program within Illinois and beyond? the groups who should be informed and whose support we might seek?

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