1. Organize a 5 week itinerary that includes contacts with overseas
colleges/universities/institutions to host our faculty group and offer us lectures/discussions/workshops. [grant/miiie covers expenses there]
2. Help with one or two presentations during the pre-departure
workshops (on Saturday-Sunday) in late May, 2007.
3. Optional: Travel with the group to Japan and/or S. Korea for 5
weeks or a portion of it, during the summer of 2007.
Myself, my office and another Japanese/S. Korea expert...
design, planning, and execution of the Fulbright project
_______________________________________________
<> Ghana05 & msu ASC structuring (j metzler):
Week 1 is normally [ ] 101context: lectures and site visits to museums, parliament, historical monuments &c.
Week 2-3 often ..an extended "road trip" to important areas outside the capital/metro
Week 4 we divide the group for themed programming (e.g. soc sci/humanities, busn sts, allied health)
Week 5 place participants at institutions/org connected to their disc/thematic interests
Week 6 (less formal) ...for participants to work on their curriculum projects; sessions to share
--For on-going assessment, we schedule a de-briefing session each Friday
<> naf'05 spain/morocco
1. PLAN OF OPERATION (10pp)
2. QUALITY OF KEY PERSONNEL (4pp)
3. BUDGET AND COST EFFECTIVENESS (1 p)
4. EVALUATION PLAN (1 p)
5. ADEQUACY OF RESOURCES (1 p)
6. RELEVANCE TO INSTITUTIONAL DEVELOPMENT (2 pp)
=-=-=-=-=-= 1 Sept 06 from Theo miiie survey (50 returns of 300+), in rank order:
1. Emerging problems & future challenges of advanced industrial societies.
2. Environment & natural resources issues....
3. Back to the past....
4. Gender issues (statuses of men & women)....
>>>draft an outline of topics, tasks and deadlines.
Then ask for feedback from you about the
content,
structure,
sequencing and
practical/logistical concerns
---based on your experiences with proposal making, and study-tour work.
=-=-=-=-=-= survey wording on these 4 items:
Back to the past: lessons, uses and the appeals of the past in the modern world
Emerging problems and future challenges of advanced industrialized societies
Natural resources: attitudes, routines and innovations of the past, present and future
Statuses of men and women and the low birthrate responses by government, academia, business and news media.
xInternationalizing the classroom, community and country: policies and practices
xCase studies of civil society: citizen groups, private sector, government agencies
xMinorities and responses to discrimination/disempowerment at work and communities
xSchooling and lifelong education programs
xSociety’s leaders: systems of public safety, public health, government, the law and business
JP TOPICS
Emerging problems and future challenges of advanced industrialized societies
Back to the past: lessons, uses and the appeals of the past in the modern world
Natural resources: attitudes, routines " "
Case studies of civil society: citizen gr " "
Society’s leaders: systems of public " "
Internationalizing the classroom, community " "
Statuses of men and women and " "
KR TOPICS
Surrounded by giants: regional remedies and creative responses of geography, history, politics
Natural resources: attitudes, routines " "
Case studies of civil society: citizen gr " "
Society’s leaders: systems of public " "
Internationalizing the classroom, community " "
Statuses of men and women and " "
=-=-=-=-=-= shortest structure:
What matters is not simply how long the program was, but what was built in to frame it... extensive pre-travel and post-travel sessions on campus
...a well-designed, immersive and intensive three week program can present more cross-cultural learning that a 10- week one ...partying and detached interaction with the living and breathing culture.
about the academic side of the "study" ...things like reading, doing research, writing? ...how much work can the students accomplish; how much proof of their work they can produce, and how much content they can honestly absorb and remember? [min/max]
=-=-=-=-=-=-= reflections, SMeloche 2002 Poland
scope = 3-6 weeks
>>> allow the equivalent of a full week of full days to complete
>>> Sylvia- money pouch, then distribute perdiem to 16 participants
>>> local assistant/language help paid salary
$ by participant is "off the US.ED books" so can go toward pre/post events & food, for example (e.g. Poland'02 $1000)
TIP: jumble roomates to avoid cliques & promote interchange
credit card: find out if it will work only during US business hours
coordinators =self & travel agent, local contact
predeparture orientation (advice/online materials created by CJS-Witteveen)
curric project Promised (vs. blacklisted US.ED)
*how about local newsmedia coverage of GPA'ers in action as they visit schools, homes, etc?
[correspondents from NPR, MGW, NHK living in Japan]
=-=-=-=-=-=-=-= 2004 gpw sketch
topic: classrooms and school life as socialization in Japan, Korea and China.
expertise: involve CCS and KSP (or someone they suggest) to lead the respective segments.
I'd do the Japan part myself.
time: aim for a streamlined itinerary with 10 days in Japan, 6 in Korea, 12 in China (June 10 - July 8)
curriculum:
a) presence each of CJK in USA language and society (including pop culture/imagination)
b) popular culture in CJK as window into the globalization that connects USA to CJK
c) school visits and study ele >jhs >hs in each country as window into social relations and values in each of CJK
If you think this is a good topic and scope/approach, I would take the lead and get C,J,K colleagues involved.
We'd split the work: proposal, pre/post-travel seminar(s) and documenting/reporting requirements.
The most exciting part is what comes afterward: yes we'd have a dedicated set of teachers to continue to work with, but also we'd have the makings of a roadshow to take to conferences and other in-service settings (intermediate school district sites, AAS and selected regional chapters, NCSS & the Michigan council for Social Studies). And if all goes well, a similar patterns/itinerary can be repeated with a target educator audience from community colleges ----either self-funded by participants; or maybe with something other than Fulbright money (3 year interval for past awardees). In other words, the GPA itself would be productive of other outlets/settings
=-=-=-=-=-= JCMU collabo?
1. Could we "sublet" 20 rooms at JCMU for 5-7 days? What would it cost? What dates would be possible/convenient under the normal annual cycle of JCMU programs?
As JCMU is always filled to capacity during the summer session from June 1 - August 5, there would not be a possibility of using JCMU for housing during that time. It might be possible to use JCMU during May. We typically are full with May Short Courses the middle 2-weeks and closed the 1st and 4th weeks, but we might be able to work something out in May. JCMU could be availble for meeting/lecture space in June and July, just not housing. BTW, would this be 20 rooms or 20 people. If you literally need 20 rooms, this will not likely be possible at JCMU.
2. Sometime in June or July will there be environment-related lecturers at JCMU? If so, could our study-tour folks also attend? What might a satisfactory cost-sharing be for any such piggy-back arrangement?
We operate our Environmental Sciences in Japan program from June 1 - August 5. This is facultated by the University of Shiga Prefecture. It consists of students taking a Japanese for Science Majors (5 credit) language course, Environmental Issues of Lake Biwa and Japan (3 credit topics course), and an internship (2-5 credits). It might be possible for your group to piggy-back on this program or get a special lecture or two.
3. Even if we can't stay at JCMU, or we can't attend relevant lectures, would you be willing to share a list of environment-related (English speaking) presenters?
Of course. As mentioned, our program is facilitated by USP and taught by there faculty. I am sure these folks would be interested in working with you. Of course, the new Governor is an expert in environmental studies as well. It would be really cool to meet/speak with her.
4. Another arrangement: event if we can't stay at JCMU or piggy-back with your own programing, can we use the JCMU facility for presenters that we hire? What would be the procedure and (sample) expense to use the facility for 1 day? for 3 days?
I do think we could work this out so you could use JCMU for presentations and lecture. I'll have to check into the expense. The procedure would simply tell us what you need and when and we'll say OK.
5. Any further issues, collaborative combinations or related sites/speakers/field-trips you can think of would be welcome!
It soulds like you are looking at June and July, but if it is possible to do this in May, JCMU could be very supportive - especially with advanced notice. We have run an Environmental Hydrology course in May a number of time. We could help facilitate housing, space, speakers, and field-trips in May. Once the summer session starts, we will be much more limited in space and resources.
Also, as I mentioned above, the Governor Kada might be interested in meeting with the group. As far as field trips go, the Lake Biwa Museum is a must. Also, the Aqueduct Museum in Kyoto might be good. There is also a dam, a water treatment plant, and a recycling center we have used for field trips in our ESJ program. Chikibushima (the teple island in Lake Biwa) might be interesting as well. Of course, there is always the Uminoko.
Just down the street for JCMU is a Toyota-owned retreat center. We have used it for US Pavilion Guide and Freshman Seminar housing. Toyota is trying to sell the facility and planning on closing it this October. I do not know what will become of this facility, but I'll let you know. We still want to use it for JCMU, and if we can figure out a way I'll let you know.
Please let me know if you have any other questions at this time. I am very interested in this and think we can work out something - even if it might be limited.
==========================
____________________________________ pdf pulls
:: VN 2004 structure (July 20 - Aug 14 = 25 days)
Week 1 [lecture/orientation-bgrd]
Sa Pa Hoa Sua Hue Hoi An Ho Chi Minh Can Tho
--------Highlights of participating
On Saturday our group joined the Can Tho University teachers and field workers to brainstorm
entrepreneurial ideas that will assist the villagers with limited property to increase their
household income and become self-sufficient. This was one of those days that we all felt at one
with the people in the communities we visited, and shared their love of family, home and life.
...Carol and I bombarded Mr. Thuan with all kinds of questions. He was more than generous
to share his experiences with us, for which I am very grateful. We learned that it is very difficult
to earn a living as an artist in Vietnam and most likely impossible for an individual if he/she does
not belong to the Party.
...We ended our day with a trip to the American Embassy. There Public Affairs Officer Thomas
Carmichael briefed us on Vietnam/US relations. We have only have had official diplomatic
relations with Vietnam since 1995. Mr. Carmichael was quite informative as he talked about
American role in helping with trade, economic development, MIA, educational reform and other
relations.
...This morning we returned to the Hanoi College of Foreign Languages and met with Jason Picard
to learn about the literature of Vietnam. Jason is an American who came to Vietnam in 1997 to
work for a non-governmental organization and taught English for two years in the south. He
became fluent in the Vietnamese language and used his newly acquired skill to work as an
interpreter in Hanoi. He returned to the USA, earned an MA in Asian Studies with a focus on the
history of Vietnam. This fall Jason will return to the US and begin a PhD program at Berkeley. His
enthusiasm for the country, history and literature is obvious, and this was his first opportunity to
talk about the literature of Vietnam to a class at length (although this was far too short).
...A very gracious family actually allowed me to enter their home and tour their
house. This multiple-bedroom home was designed for maximum use. Their livestock were right
outside the front door.
It was the people who really touched me. They spoke enough English to talk about our families,
jobs, and hobbies. Regardless of where we live, we are so similar around the world. They had
incredible farming practices and took advantage of all of their land. It was such a powerful
experience that I wanted to share it with someone else. This desire led to Andrew and me going
14 km by motorcycle to Ta Phian to the village of the Red Dao. The cycle ride was fantastic, and
wet! It was just a great day to be alive! The air, the fire aromas, beautiful smiles and enchanting
region were all captivating. The knowledge and experiences of the two villages will clearly come
home with me.
...we leaned about
their program to train disadvantaged youth such as orphans, street children, children of war
invalids, ethnic minority youth, and hearing-impaired and disabled youth. Hoa Sua was
established in 1994 to provide vocational training to enable disadvantaged youth to find jobs and
become productive members of society. One hundred percent of their graduates find jobs after
they finish training at Hoa Sua. They have two restaurants in Hanoi and one in Sa Pa where
students receive training.
We then visited the school to see how students were trained. At the bakery area, students were
learning to make fancy French pastries,
...we saw a documentary film by Tran Van Thuy entitled “The Story of Politeness.”
It was an excellent film about kindness and the importance of serving others. It started with a
quote: “A man’s spirit is a hundred times heavier than his body and is too heavy to carry by
himself. Therefore, we need to help one another by sharing each others’ burdens.”
...Just beyond the temple we saw a car on display that was driven
to Saigon in 1963 by a Buddhist monk just before he set himself on fire in the street as a protest
to President Diem’s treatment of Buddhists in South Vietnam. Many of us recognized the very
famous picture of this incident next to the car on display.
...Reflections on Vietnamese cooking class, Judy Huynh, August 6
Today began with an early trip to the Ben Thanh Market with a chef from the Vietnam Cookery
Center. We learned about all kinds of fruits, vegetables, meats, poultry and seafood. The fruits
and vegetables were neatly arranged and look very attractive. However, the
meat/poultry/seafood section was less appealing. Chunks of raw meat sit out in the stalls with
no refrigeration. Most of the fish and seafood was kept on ice. Surprisingly, there were few flies
around.
At the cooking school, we were introduced to a variety of tropical fruits grown in Vietnam, such
as longan, rambutan, custard apple, soursop and milkfruit. We also learned about some of the
kitchen utensils used in Vietnamese cookery. Next was the fun part – actually cooking our own
Vietnamese meal! We were given aprons and sat at work stations equipped with two stools and
two gas burners.
Our first dish was green papaya salad with pork and shrimp, accompanied by Nuoc mam dipping
sauce, which Vietnamese eat at every meal. The second dish was Vietnamese spring rolls, which
are made with minced pork, crab, prawns, dried ear mushrooms, taro and seasonings mixed
together, then wrapped in rice paper and deep fried. We all became quite adept at rolling the
spring rolls, though some looked better than others. We took a short break to sample our first
two dishes, which were delicious!
... In the afternoon, we visited the Buddhist Institute where Prof. Minh Chi shared the history of
Buddhism in Vietnam and how it influences the Vietnamese mentality and way of life.
... The reality of the experience was how war is so horrible. I can’t imagine, but I need to
understand how we, along with so many other nations, were willing to sacrifice so much here in
Vietnam. The people of this nation were living in a battlefield.
In large part, the tunnels have become a tourist destination. Buses galore, widened tunnels to fit
the modern tourists, and a rifle range with a gift shop selling rubber sandals are placed right
next to the maze of tunnels where people lived. We were all taken aback when we went through
__________________________
This project, Understanding Vietnam: Beyond the War, enables 16 Michigan K-12 teachers and
administrators to participate in a 4-week study project in Vietnam in July-August 2004 with a focus on
modern Vietnam’s culture, arts, and history in a context that emphasizes the country’s contemporary
status as a dynamic Southeast Asian society rather than its bitter wartime past.
This program takes advantage of existing institutional and programmatic ties between MSU’s College
of Education and the College of Education at Can Tho University in Vietnam to (1) teach participants
about Vietnamese culture, environment, and educational systems, (2) develop a curriculum guide and
multimedia material to assist in integrating international studies into the K-12 classroom, and 3)
thereby develop critically-needed awareness of human diversity and strengthen cultural competencies
of Michigan educators and students.
_____________________________________________________________
EAsia 14 apps, 7 funded in 2005 CK not Jp ($476k/13 =av. $68k for 15 pers =4.5k &pay-in $500x15 =7500kitty)
--------62k to 80 k (2x 6wk each to China with grad/ugrad)
ASIA Network: Studying the "New Fourth Dragon": The Greater Pearl River Delta of China
(four weeks; 15 faculty) China
Western Illinois University: Understanding Korea Today: Traditional Values and Modern Technology
(four weeks; two faculty and 14 teachers) Korea
University of Maine at Farmington: Get to Know China
(four weeks; 12 faculty and teachers)
China Midwest Institute: China: Curriculum Infusion
(five weeks; 18 faculty)
China University of Michigan: Globalization Interdisciplinary Chinese Studies: A University of Michigan Project
(two six week seminars; 12 undergraduate and graduate students; Group Research and Study Project)
China The University of Montana: Group Project to Xinjiang and Kazakhstan
(four weeks; eight faculty and seven teachers)
China & Kazakhstan Fordham University: Women, Family and Social Change in China
(six weeks; 16 faculty) China
...The Mutual Educational and Cultural Exchange (Fulbright-Hays) Act of 1961
aims to foster "the development of friendly, sympathetic and peaceful relations between the
United States and other countries of the world." To achieve this goal, it supports
*focused overseas learning opportunities for educators* through Seminars
Abroad and Group Projects Abroad
...partnerships forged ...multidirectional bridge for learning.
...establish working relationships with their counterparts in other countries &cohort
...participants' experiences translate into curricular, outreach and research initiatives
lungching.chiao@ed.gov
http://www.ed.gov/about/offices/list/ope/iegps/understanding-among-educators.html
The partnerships forged through these programs create a multidirectional bridge for learning.
U.S. educators establish working relationships with their counterparts in other countries as well
as with other teachers within the traveling group. The programs' impact is multiplied as
participants' experiences translate into curricular, outreach and research initiatives that help to
create a country-wide cadre of citizens who are knowledgable about *gloal* topics. In a world in
which intercultural understanding is all-important, the Fulbright-Hays programs represent an
integral Federal investment in our teachers, our children, and our future.
...experience of a lifetime... As administrator ...helpful to observe classrooms,
discuss policy with teachers and principals, visit teacher training institutions, compare curriculum and
"best practices", ...interested in New Zealand's literacy program, since ranked 3rd most literate nation
...slides from China and examples from her personal experience help students in her Economies in
Transition and Economic Development courses become more engaged in the material...
positive impact on my students' learning has been the most beneficial part of my China GSA."
[GPA =5-6 weeks of seminar, curric dev team or 3 to 12 mo res. team]
Emphasis is placed on humanities, soc.sci and languages in non-West European contexts,
addressing regional and national curricular priorities.
[examples; excerpted]
An eight week pre-trip seminar led by Latin American Studies faculty and
curriculum development specialists laid the foundation for research and
materials collection in Nicaragua. During the four-week overseas segment,
participants connected with Nicaraguans, learned about attitudes and ideas
regarding politics and society and exchanged teaching resources and
strategies. Educators became students in an effort to create the bilateral
curriculum, working side-by-side with public school teachers in Managua,
observing limited materials and supplies in overcrowded classrooms. A
resulting exchange of Spanish language lessons for U.S. educators for
computer technology lessons for Nicaraguan educators is one example of
the ongoing impact of these partnerships.
The project concluded with post-trip curriculum development wrap-up
meetings at the University of Pittsburgh. These meetings allowed
participants to organize materials and pilot teach new units... most available textbooks
contain very little information about [ ] and with few exceptions focus on [ ]
... We actually got to know the people and every effort was made to spend
as much time as possible with them….
... "Our goal was to design a curriculum that would speak with a Nicaraguan voice.
It has also become a part of us and has changed, in very subtle but significant ways,
how we hear the world's peoples and cultures."
... develop and share new teaching materials and strategies, and to form
lasting partnerships with colleagues in the United States and around the globe.
=-=-=-=-=-= 3 weeks... 2003, Nepal (73pp study guide produced/published online)
Michigan teachers were recruited through Intermediate School Districts in Macomb,
Wayne, Oakland and Ingham counties. In addition to their participation in cultural and
environmental education activities during the three-week study tour, the Michigan teachers
committed to contribute educational units that have become this Study Guide. The Study
Guide offers teachers a valuable resource to bring Nepal to Michigan classrooms while
meeting state standards and benchmarks.
[see PDF "nepal03msu.pdf " p.2 cover page of website, text pasted below]
Introduction
Program Summary Acknowledgement Participants Itinerary How to use this guide Study Guide Units
This Web site is a study guide for teachers with background materials related
to the October 2003 Fulbright-Hays Group Projects Abroad study tour of
Nepal... units mounted by the end of May 2004. We thank you for your interest and for your patience.
[Fulbright-Hays] [Michigan State University] {International Studies & Program] [Asian Studies Center]
http://www.isp.msu.edu/nepal
[HOW TO USE THIS STUDY GUIDE]
:: Purpose of the Study Guide
This Study Guide is designed to help educators integrate international studies into their
curricula. It provides a profile of Nepal, a series of theme-based, multidisciplinary units and
activities developed by teachers for teachers and sources for further study of the topics
introduced.
:: Relation to Benchmarks and MEAP (and other states)
The Nepal Study Guide is directly connected to the Michigan Curriculum Framework.
Every unit activity is grounded in a specific standard and benchmark that provide
expectations for all students to develop an understanding of other cultures and areas of
the world.
:: Partnering in Teaching
As indicated, the Study Guide is multidisciplinary. It is recommended that teachers
consider drawing upon other resources in your school to partner in teaching some of these
units, especially those that combine Science and Social Science activities.
:: Study Guide Format - (How To Use)
The Nepal Study Guide consists of Ten Units. Each Unit has been authored by one of the
Fulbright-Hays participating teachers. The content of the units reflects the diverse teaching
disciplines and interests of the teachers. Each Unit follows a specific format that will
provide you with basic information for conducting the activities for your students. The first
Unit is designed to be used as an Introduction to Nepal for your students.
The Unit format is as follows:
Title Author Grade Levels Subjects Time Required Objectives Benchmarks
Materials Required Procedures (includes Background) Assessment (Includes Enrichment) Resources