1. Topics for dissemination
projects:
- Research questions pursued at
the seminar (distributed as articles, talks, handbooks, readers,
etc.)
- Curriculum change
- Resources used during the
seminar (i.e. holdings of the Library of Congress, web resources
such as the American Memory project, CD-Roms)
- Informational sessions on the
Community College Humanities Association, summer seminars,
possibilities for research support
2. Venues for presenting
information from the seminar:
- Home department, as guest
lecturer in colleagues’ classes, broader college venues
(i.e. faculty lecture series)
- Rotary Clubs, senior citizens
groups, churches
- Public libraries
- Other local educational
institutions (neighboring community colleges, historical
societies, public school boards)
- Personal web sites with links to
seminar-related information
- Local newspapers (could cover
attendance at the seminar, curriculum change)
- Reading groups for students,
faculty, senior citizens
- Written forms: scholarly
journals, institutional or state-wide newsletters,
etc.
- Local cable channel
(college-based, public access)
- "Black history month,"
"women’s history month," etc.
3. Pan-institutional activities
to facilitate dissemination or ongoing discussion:
- State-wide community college
curriculum committee
- University/community college
partnerships
- State humanities councils
(through speakers bureaus, etc.)
- State- or regionally-based
professional associations (such as Georgia Association of
Historians)
4. Curriculum change
- A. Individual efforts:
- Change curriculum in your own
courses (could be worked into ongoing departmental or
college-wide discussions of curriculum)
- Teach a mini-course in your
research area
- B. Possibilities for
collaboration on curriculum change:
- Connect with high school and
K-12 teachers
- Work with intra-college
institutions such as centers for humanities, centers for
teaching, international schools
- Use this material to teach
diversity, multiculturalism as part of college
mandates
- Incorporate material into
interdisciplinary capstone courses
- Work with colleagues who
specialize in different geographical areas,
disciplines
- Work with English, Composition
departments on incorporating historical materials, global
perspectives
5. Pointers for effective
dissemination:
- When making arrangements for
presentations, work with department chairs and others in
administrative
-
Combine this work with other projects, other outside
grants
-
Keep workshop topics broad to increase likelihood that
presentation is of general interest
-
Emphasize applicability of the presentation to others’
teaching so as not to appear
self-congratulatory
-
Experiment with formats: "workshops," "activities," "brown bags,"
"presentations," "round tables," etc.
-
Arrange to collaborate with a few colleagues and be sure to
follow up with them
-
Provide handouts
-
Advertise and offer food
6.
Specific projects emerging from the seminar
(Brainstorm):
Producing a handbook of syllabi for community college humanities
teachers (to include syllabi for courses such as world
literature, world religions, etc.)
Creating a primary source reader on a particular topic (such as
women in world history)
What
will be the AHA’s role in dissemination?
Also
need to find ways of teaching mandated curriculum (say, western
civ.) without threatening the powers that be (esp. for jr.
people)
One
person suggested that by emphasizing the applicability of their
research to teaching, participants could offset political
problems and offer useful information to colleagues. A former
department chair stated that in her experience, departments are
always looking for people to present their work. She suggested
that participants discuss modes of presentation with department
chairs and others in coordinating positions.
One
participant said that part of the problem of disseminating is
that you need to follow up with people. He would like to discuss
curriculum change with five or six colleagues with whom he
already had relationships and to follow up with them to find out
how their efforts worked out. He pointed out that such follow up
doesn’t always come naturally.
See
if others are interested in putting together a lecture series or
book discussion group.
The
seminar topic lends itself to interdisciplinary meetings. For
example, examining food and crop transfers in a historical
perspectives could bring together biology and history
faculty.
Work
with high school and junior high school teachers. One participant
is thinking about creating a handbook of humanities syllabi
incorporating a global perspective for community college and
other teachers.
Another one says one workshop will be her paper and another one
will be about the ideas in the seminar itself. Nutting’s
thing has an ongoing thing about revising curriculum. She has two
dates scheduled. Her own work and how this can be included in
other curricula. And also on resources she was exposed to here
– encouraging people to extend themselves here in the
summers. She has a web site, and she’ll be putting up staff
on this seminar. Planning to hot link to resources identified by
people here. To the web site that’s created as a result of
this. She can require students to use links in the
course.
Nutting’s district is trying to internationalize the
curriculum. This works in a number of ways. a new course called
"critical issues for the 21st century." Transnational
identities. She teaches latin americas. esp. extending concept of
racial and ethnic identity in Latin America. also working on
coordinated studies – one on the seas. working on bringing
community colleges together in Washington state. Also wants to
work on an article.
Working with faculty members at own institutions and others
– presenting a paper; writing a book.
Habibian
Many
states have community college newsletters – state wide. You
can be on the state’s curriculum committee. E. Brown is
working with Yale on international studies – she is being
liaison between Yale and community technical college system. They
want that to be a model of big-time univs working with community
colleges.
One
participant is frustrated because she was told that fac. would
not be interested. Will give a brief workshop in a basement. Can
present it to senior citizens at a lunch or dinner meeting. also
to a church group. She wants to contact people at other campuses.
Maybe they can arrange meetings. But they won’t letter
present to big group. Describes there not being much cooperation
among comm. college campuses. Question of whether there’d be
a larger audience if the topic were broader? She says
there’s just not much interest. (Ruth)
Caroline Dolphin – also from CO. The CO historical
association is looking to work with people in communities. She
suggests that Ruth can work with them. Points out differences
among colleges. Before she came here, one colleague said
she’s supposed to lead a diversity seminar. So she’s
going to do it on this material. They need to do an interdsic.
capstone course – she thinks material from here will help
with that – combining humanities and world history. Two,
wants to infuse current course with stuff she’s picking up
here. Part, doing stuff on immigration to Colorado. She learned
here that in COS they had interviewed immigrants coming into the
state. She’s going to use that material, plus American
Memory stuff. She thinks her colleagues would be interested in
integrating American Mem. stuff into their teaching. A lot of
fac. will accept participants doing guest lectures in their
classes. Also integrating with international schools on their
campus.
J.
Walwick – is moving to new college. No world history –
thinks he could be most effective presenting his material and
emph. interconnectedness of stuff – you can do a global
perspective without radically changing the
curriculum.
Ricks—campuses – esp. useful to introduce web stuff.
Putting courses on line. There’s also a new environmental
history course—he’ll be able to help that fac. member
with course dev’t. Also w/ Georgia Association of Historians
– there’s a teaching methods section. He’d like to
work in that section and talk about what they’ve talked
about here. Also there’s a local t.v. station – a talk
show that he can go on.
Corrie Haines will do something in black history month. Critical
Issues in Race Relations: South Africa. He can use existing
materials at his college and at the public library. There’s
only one history course on Africa, and he teachers
its.
Emily Tai—some people across depts have been trying to
institute a gender studies program. This is a political thing
– got as far as her proposing a new women’s history
course. They solicit speakers for women’s history month. She
could do that. Oct. 28, she’s doing a minicourse on her
topic. She also teaches history of religion. She might be able to
work out a workshop not on her topic, but on resources at LC,
American Memory project. She would have to keep it very broad.
For religion course, she thinks there’s all kinds of stuff
in bibliog. from here. Also to everyone: about 2 years about,
when she started thinking about women’s history course.
Sarah Shaper-Hughes’ book is available as a source book. In
the course of discussing this w/ publishers, but Addison Wesley
something wanted to put together something that was more about
social history. Something called life cycles, world perspectives.
Sources that traced lives of individual women over place and
time. Since she’s a western civ. specialist, there’s
only one area she can do . . . she hopes that the seminar could
become a collaborative effort on the reader.
It
might not be a "workshop" – rather, an "activity" – 15
people is fine.
Wanting to incor. a service learning course into his composition
class. They gave him release time but there were a lot of
disasters. No one talked to him. Part of the dissemination
process—you have to go back and water and fertilize. He has
5 or 6 people w/ whom he has relationships – he wants to
follow up with teachers and see if their new efforts work out.
Follow up doesn’t always come naturally.
(Bryan)
Judy
talks about working with various institutions within her college:
center for humanities, for teaching. Also with cable channels.
Incor this w/ outside grants. also with work w/ student reading
groups; w/ senior citizens’ reading groups. trying to
develop oral hsitory works w/ immigrants.
problem of this being seen as self-promotion; esp. problem for
junior fac. members. You can make it available to your
colleagues, but you can’t push them. Bryan’s idea of
working closely w/ people you trust.
EXAMPLES
Michele Dolphin, professional development seminar scheduled for
January 21, 2000.
Y.
K. Hui, a presentation in a Consortium of five institutions of
higher education in the Texas Panhandle October 31,
1999.
On
October 19, Cathy Itnyre gave a presentation to the Morongo Basin
Hospice on death in world cultures and on January 13 will present
a session to my college's faculty on the GRS and the related work
I've been doing since. She will provide an in-service to high
school and junior high school history teachers in the Morongo
Unified School District in either January or
February.
Linda Quintanilla was a principle speaker at a major event for
the Houston Community College System "Global Education Forum,"
Nov. 11, 1:30-4:30 on "Internationalizing the Curriculum". In her
presentation she drew directly from the information and
experience at the seminar. She also spoke for 30 minutes in
November to an education class at the University of Houston on
how to globalize the curriculum. In a much smaller setting she
gave a talk on the same subject in September for Phi Delta Kappa,
an international educational organization.
Jan
Ziegler made a presentation at the Pocahontas Kiwanis Meeting,
and is scheduled to co-present at the AHA. She is also
tentatively scheduled to present at the Arkansas Association of
Two-Year Colleges at the annual meeting in
2000.
According to Eileen Brown, "On Nov.14, 1999, I made a
presentation to the Norwalk-Westport branch of the American
Assoc. of Univ. Women on the research that I did in Washington at
their annual dinner meeting. On Jan.12 I will give a presentation
on new approaches to World History at a week-long seminar that
the Social and Behavioral Science Dept. is having on our campus.
On Jan. 14, representatives from all 12 community colleges in the
State of Ct. are meeting at Yale Univ. Yale has a new initiative
with our system to help us globalize curricula. I and Caryn
Stedman from Yale are heading up this program. Also, on Feb.8, I
will be presenting our work in Washington DC to members of the
NCC faculty via a Faculty Forum."
John
Ricks reports that "I gave the talk on my topic, "The Ogallala
Aquifer" to the Dublin, Georgia Rotary on November 12. I plan to
have two workshops for faculty next Semester.
The
CCHA national conference had two panels, including:
panel 1 with Judith Gaines, George Edwards, Eileen Brown,
Mary-Ellen Jacobs and Karen Marcotte
panel 2 with Asao Inoue, Judith Thorn, Michele Dolphin, Bryan
Hull.
Jacqueline Ellis: "Here is the formal CFP for our essay
collection. Please submit proposals or please pass along to
anyone you know who might be interested.
We invite submissions for publication in an interdisciplinary
collection of scholarly essays and personal narratives that
investigate the experiences of working-class women in the global
economy.
Maureen Nutting: In fall quarter, I did a workshop for faculty
and staff on using the LOC website. And on February 14th I will
be doing one on globalizing regional studies, while Diane
Eisenberg visits our campus and Tacoma CC.
Maryam Habibian: I gave my presentation based on my research at
the Library of Congress on Oct. 21st at the Teacher's Center at
the Borough of Manhattan Community College. It was well received
and I am planning to do the next one in a form of workshop or
presentation sometime in Feb. 2000.
Mary-Ellen Jacobs and Karen Marcotte:
Presentations on Globablizing Regional Studies
1. Alamo Community College District Employee Development Day, Monday, October
11, 1999: We co-presented a session which described our work at the LC last
summer and how we have used our research in the classroom.
2. Community College Humanities Association National Conference in Chicago,
Thursday, October 28, 1999: We were panel participants in a session describing
our research at the LC.
3. Palo Alto College Faculty Development Seminar on Teaching and Learning,
Tuesday, November 9, 1999: We co-presented a session describing how we
integrated our research from the LC into a world civilization/world literature
learning community.
4. The Conference on College Composition and Communication Annual Meeting in
Minneapolis: We will be co-presenting a session on April 13, 2000 which
describes our research at the LC and how we have used this as the basis for our
learning community curriculum.
