CEHD 947 CEHD New Course WES Level 3 Connections CEHD 3050

CEHD 947 Date of request: 20-NOV-2018 Request ID: E-2018-COE-156 College: E Department: COE Initiator name: Sarah Summy Initiator email: sarah.summy@wmich.edu Proposed effective term: 202040 Does course need General Education approval?: Y Will course be used in teacher education?: N If 5000 level course, prerequisites apply to: U Proposed course data: WES New Course CEHD 3050 New course selected: This new course is seeking approval as WMU Essential Studies - Level 3: Connections Proposed course prefix and number: CEHD 3050 Proposed credit hours: 3 Proposed course title: CEHD 3050: Study Abroad and Global Learning in Education Proposed course prerequisites: none Proposed course corequisites: none Proposed course prerequisites that may be taken concurrently (before or at the same time): none Minimum grade for prerequisites (default grades are D for Undergrad and C for Grad): none Major and/or minor restrictions: Not Applicable List all the four-digit major and/or minor codes (from Banner) that are to be included or excluded: none 10 Classification restrictions: Not Applicable 11 List all the classifications (freshman, sophomore, junior, senior) that are to be included or excluded: none 12 Level restriction: Include 13 List the level (undergraduate, graduate) that is to be included or excluded UG 14 Do prerequisites and corequisites for 5000-level courses apply to undergraduates, graduates, or both? Not Applicable 15 Is this a multi-topic course? No 16 Proposed course title to be entered in Banner: Study Abroad and Glob Learn Ed 17 Is this course repeatable for credit? No 18 Is this course mandatory credit/no credit? No 19 Select class type: Lecture/Lab/Discussion 20 How many contact hours per week for this course? 21 Level 3: Connections: Indicate which course category the course should be placed in: Global Perspectives 22 Indicate which ONE additional required student learning outcome the course will assess: Develop sensitivity to diversity and inclusion 23 AND, Indicate which ONE additional required student learning outcome the course will assess: Demonstrate effective and appropriate oral and digital communication abilities 24 How are you going to address this in your course? Upon completion of travel students will submit 3-5 minute video or other graphic representation (i.e presentation (ppt sway, prezi, photographic exhibit, virtual reality-merge cube, electronic poster,) that reflects a specific real-world program in global learning in education The video or presentation will include pictures and video clips from travels and a narrative explaining the context and meaning of the selected pictures and/or video clips The video or presentation must address a clear message and exhibit this message with a skillful and cohesive organizational pattern The narrative must include multiple, varied, credible and relevant sources and evidence Additionally, the mediated presentation must include techniques that are effective and appropriate with evident attention to professional practice A Please choose Yes or No to indicate if this class is a Teacher Education class: No B Please choose the applicable class level: Undergraduate C Please respond Yes if this is a current general education course and/or a course being submitted for the new WMU Essential Studies program Please respond No if it is neither Yes D Explain briefly and clearly the proposed improvement Initial WMU Essential Studies review and approval Additionally, this course will be used by multiple study abroad experiences in the CEHD This will assist in being able to assess the impact of Study Abroad within the CEHD and will allow for the course to be implemented at least 1x per year E Rationale Give your reason(s) for the proposed improvement (If your proposal includes prerequisites, justify those, too.) Initial WMU Essential Studies Review and Approval At this time there is not a specific CEHD course for study abroad While this course is for Essential Studies the impact should be seen within multiple CEHD majors Study Abroad is considered a high impact practice by the Higher Learning Commission and is aligned with the WMU Strategic Plan, Globally Engaged F List the student learning outcomes for the proposed course or the revised or proposed major, minor, or concentration These are the outcomes that the department will use for future assessments of the course or program Upon successful completion of the course the student should be able to: • Explain globalization and the context that makes globalization and its consequences meaningful; • Develop global awareness and international perspectives (WMU Essential Studies Level 3Global Perspectives Objectives) • Develop sensitivity to diversity and inclusion (WMU Essential Studies Level –Global Perspectives Objectives) • Demonstrate effective and appropriate oral and digital communication abilities (WMU Essential Studies Level –Global Perspectives) • Reflect upon and engage in discussion, comparison and interpretation of the impact of macro, mezzo and micro factors on the delivery and experience of educational systems; • Demonstrate interest, respect and open mindedness in relation to competing ideologies and different cultural behaviors and expectations; G Describe how this curriculum change is a response to student learning assessment outcomes that are part of a departmental or college assessment plan or informal assessment activities Initial WMU Essential Studies Review and Approval, aligned with the university and college strategic plans H Effect on other colleges, departments or programs If consultation with others is required, attach evidence of consultation and support If objections have been raised, document the resolution Demonstrate that the program you propose is not a duplication of an existing one Initial WMU Essential Studies Review and Approval This proposed course will be the first Study Abroad Course with a CEHD prefix and will be available for multiple study abroad programs The programs using this prefix will all assess the SLO's assigned to this category I Effect on your department's programs Show how the proposed change fits with other departmental offerings Initial WMU Essential Studies Review and Approval A Higher Learning Commission High Impact Practice, promotes study abroad J Effects on enrolled students: are program conflicts avoided? Will your proposal make it easier or harder for students to meet graduation requirements? Can students complete the program in a reasonable time? Show that you have considered scheduling needs and demands on students' time If a required course will be offered during summer only, provide a rationale Initial WMU Essential Studies This course will be offered when study abroad experiences are scheduled Due to the intense workload involved in organizing study abroad experiences not all programs are offered 1x per year This Prefix will increase access for students to receive credit using the CEHD prefix for their study abroad experiences K Student or external market demand What is your anticipated student audience? What evidence of student or market demand or need exists? What is the estimated enrollment? What other factors make your proposal beneficial to students? Initial WMU Essential Studies review and approval Generally, study abroad experiences are small Enrollment is based on individual experiences and subsequent capacity of each trip L Effects on resources Explain how your proposal would affect department and University resources, including faculty, equipment, space, technology, and library holdings Tell how you will staff additions to the program If more advising will be needed, how will you provide for it? How often will course(s) be offered? What will be the initial one-time costs and the ongoing base-funding costs for the proposed program? (Attach additional pages, as necessary.) Currently, there are multiple study abroad experiences in the college but they are being offered under various department course numbers and not include the same SLOs or assessments With one course number in the college, students will be be able to identify the multiple experiences available to them within the college, the college will be able to more readily evaluate the impact of study abroad and simply keep track of how many students are engaging in study abroad Number of sections: Minimum times per year Capacity of the course: contingent upon the specific study abroad experience No offerings online as this experience includes travel M With the change from General Education to WMU Essential Studies, this question is no longer used For courses requesting approval as a WMU Essential Studies course, a syllabus identifying the student learning outcomes and an action plan for assessing the student learning outcomes must be attached in the Banner Workflow system Not Applicable N (Undergraduate proposals only) Describe, in detail, how this curriculum change affects transfer articulation for Michigan community colleges For course changes, include detail on necessary changes to transfer articulation from Michigan community college courses For new majors or minors, describe transfer guidelines to be developed with Michigan community colleges For revisions to majors or minors, describe necessary revisions to Michigan community college guidelines Department chairs should seek assistance from college advising directors or from the admissions office in completing this section Not applicable O Current catalog copy: This is a new course P Proposed catalog copy: Study Abroad and Global Learning in the College of Education and Human Development is an interdisciplinary course conducted outside the United States by WMU faculty in CEHD or others associated with WMU This CEHD 3050 course is taught with a portion of the course being set in a country and whose educational systems and processes are in contrast to that of the United States This course meets the student learning outcomes in the WMU Essential Studies Level 3Connections, Global Perspectives Course Category This course also meets the Diversity and Inclusion student learning outcome Department Curriculum Chair approver: Marcia Fetters Department Curriculum Chair comment: Date: 20-NOV-2018 Department approver: Marcia Fetters Chair comment: Date: 20-NOV-2018 Western Michigan University CEHD 3050: Study Abroad and Global Learning in Education Instructor: Semester: Pre-Trip Class Days/Times: Trip Dates and Location: Class Location: Office Hours: Telephone: E-mail: Course Description: Study Abroad and Global Learning in the College of Education and Human Development is an interdisciplinary course conducted outside the United States by WMU faculty in CEHD or others associated with WMU This CHED 3050 course is taught with a portion of the course being set in a country and whose educational systems and processes are in contrast to that of the United States This course meets the student learning outcomes in the WMU Essential Studies Level 3-Connections, Global Perspectives Course Category This course also meets the Diversity and Inclusion student learning outcome Credits: credits Course Objectives: Upon successful completion of the course the student should be able to: • • • • • Explain globalization and the context that makes globalization and its consequences meaningful; Develop global awareness and international perspectives (WMU Essential Studies Level 3-Global Perspectives Objectives) Develop sensitivity to diversity and inclusion (WMU Essential Studies Level –Global Perspectives Objectives) Demonstrate effective and appropriate oral and digital communication abilities (WMU Essential Studies Level –Global Perspectives) Reflect upon and engage in discussion, comparison and interpretation of the impact of macro, mezzo and micro factors on the delivery and experience of educational systems; • Demonstrate interest, respect and open mindedness in relation to competing ideologies and different cultural behaviors and expectations; Relationship to Other Courses CEHD 3050 may be used as an elective course within the undergraduate program, or as a WMU Essential Studies Level –Global Perspectives for undergraduate students Please consult your advisor for confirmation as to where this course will fit into your program of study Accommodation for Disabilities/Special Needs: Any student with a documented disability (e.g., physical, learning, psychiatric, vision, hearing, etc.) who needs to arrange reasonable accommodations must contact Disability Services for Students at (269) 3872116 at the beginning of the semester A disability determination must be made by this office before any accommodations are provided by the instructor For more information, go to http://www.wmich.edu/disabilityservices/ This study abroad course has physical requirements that are important to note for students considering applying They include: • • • Walk up to one mile on uneven terrain in a 25 minute timeframe; Lift and carry their own luggage for a distance of blocks; and Engage in routine medical self-care and other activities of daily living independently or with assistive devices that they provide Safety and Ethics: The College of Education and Human Development places a high priority on student safety and ethical behavior Issues related to safety, competence, and ethics that arise with groups and organizations will be identified and discussed throughout the course It is expected that students engage in ethical behavior in class and in the completion of course assignments Diversity: The College of Education and Human Development, is an inclusive community of learners that embraces, respects, and advocates for human diversity The College has a sustained commitment to eliminating disparities in education and other human services by using dynamic methods to infuse this perspective into curricula, clinical practice, and research It is expected that students also demonstrate a respect for diversity, consistent with their professional Code of Ethics, in their academic performance FERPA Guidelines: The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records The law applies to all schools that receive funds under an applicable program of the U.S Department of Education FERPA gives parents certain rights with respect to their children's education records These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level Students to whom the rights have transferred are “eligible students.” Student Academic Conduct: You are responsible for making yourself aware of and understanding the policies and procedures in the Undergraduate and Graduate Catalogs that pertain to Academic Honesty These policies include cheating, fabrication, falsification and forgery, multiple submission, plagiarism, complicity and computer misuse [Policies can be found at: http://catalog.wmich.edu/content.php?catoid=20&navoid=778 ] If there is reason to believe you have been involved in academic dishonesty, you will be referred to the Office of Student Conduct You will be given the opportunity to review the charge(s) If you believe you are not responsible, you will have the opportunity for a hearing You should consult with your instructor if you are uncertain about an issue of academic honesty prior to the submission of an assignment or test For the Code of Honor and additional policies on issues such as diversity, religious observance, student disabilities, etc., please see: http://www.wmich.edu/conduct/code/index.html Questions/ Concerns: If you have questions or experience any difficulties regarding any aspect of the course, please talk with the instructor so that the difficulties may be remedied Grading: A = 93-100 67 BA = 88-92 B = 83-87 CB = 78-82 C = 73-77 DC 68-72 D = 63- E=62-0 Course Assignments: Journal of Experience Journal your activities in preparation for and during the travel period Notes should be made about the language and cultural differences you observe, as well as your response to the increased diversity that you see, and your role in that In addition, observations about everyday cultural interactions (such as in meeting people, in stores, restaurants and sightseeing) need to be recorded It is important to pay attention and observe the environment around you This will require a shift from passive to active learning Reflection or group discussion Select a day during the trip (on instructor-provided list) to lead or co-lead a reflection for the group Prepare materials and a group activity or discussion which allow the group to reflect on a cultural or practice area of their experience that day, and which draws upon your own experience and culture Make sure to introduce your fellow learners to an area of diversity and inclusion from your own life that they might not otherwise learn If materials are needed, make sure to bring them with you Examples: Read poem and go around group to ask for reflections about the poem and the experiences for the day Lead a prayer, song, meditation, or activity from your culture, invite others to participate if they wish, and talk about the role of same in your culture Bring a portable game (e.g catchphrase, Pictionary) and lead group through one round of play Video or other Graphic Representation on Experience including self-reflective narrative Upon completion of travel students will submit 3-5minute video or other graphic representation (i.e presentation (ppt sway, prezi, photographic exhibit, virtual realitymerge cube, electronic poster,) that reflects a specific real-world program in global learning in education The video or presentation will include pictures and video clips from travels and a narrative explaining the context and meaning of the selected pictures and/or video clips The video or presentation must address a clear message and exhibit this message with a skillful and cohesive organizational pattern The narrative must include multiple, varied, credible and relevant sources and evidence Additionally, the mediated presentation must include techniques that are effective and appropriate with evident attention to professional practice Global Perspectives X WMU Essential Studies Student Learning Outcome Assignments and/or Learning Activities that meet the criteria within the rubric that is aligned with the SLO Develop global and international perspectives Student will journal in preparation for and during the travel period Notes will be made about language and cultural differences observed and well as your reaction to the increased diversity that the student sees In addition, observations about everyday cultural interactions need to be recorded It is important to pay attention and observe the environment around you This will require a shift from passive to active learning Choose One Student Learning Outcome From Below WMU Essential Studies Assignments and/or Learning Activities Student Learning Outcome that meet the criteria within the rubric that is aligned with the SLO � � � X Apply ethical, critical, and informed thought within and across disciplines Apply different methods of intellectual inquiry, investigation and discovery Work both independently and in collaboration with others to achieve goals Develop sensitivity to diversity and inclusion Students will select a day during the trip (on instructor-provided list) to lead or co-lead a reflection for the group Prepare materials and a group activity or discussion which allow the group to reflect on a cultural or practice area of their experience that day, and which draws upon your own experience and culture Students will make sure to introduce their fellow learners to an area of diversity and inclusion from your own life that they might not otherwise learn See SLO assessment above When the SLO assessment will take place Journal will be reviewed by instructors prior to travel, and for each week while traveling Instructors will conference with students about their journaling in small group discussions while abroad and at a posttravel discussion When the SLO assessment will take place Selected day during travel as assigned by instructor See SLO above � � X Develop practices for planetary sustainability Additionally, Select One Level I Student Learning Outcome From Below WMU Essential Studies Assignments and/or Learning Activities When the Student Learning Outcome that meet the criteria within the rubric SLO that is aligned with the SLO assessment will take place Demonstrate effective and appropriate written communication Demonstrate effective and Upon Upon completion of travel appropriate oral and digital completion of students will submit 3-5minute communication travel video or other graphic representation (i.e presentation ppt., sway, prezzi), photographic exhibit, virtual reality-merge cube, electronic poster) that reflects a specific real-world program in global learning in education The video or presentation will include pictures and video clips from travels and a narrative explaining the context and meaning of the selected pictures and/or video clips The video or presentation must address a clear message and exhibit this message with a skillful and cohesive organizational pattern The narrative must include multiple, varied, credible and relevant sources and evidence Additionally, the mediated presentation must include techniques that are effective and appropriate with evident attention to professional practice  ... this course? 21 Level 3: Connections: Indicate which course category the course should be placed in: Global Perspectives 22 Indicate which ONE additional required student learning outcome the course. .. conducted outside the United States by WMU faculty in CEHD or others associated with WMU This CEHD 30 50 course is taught with a portion of the course being set in a country and whose educational... that of the United States This course meets the student learning outcomes in the WMU Essential Studies Level 3Connections, Global Perspectives Course Category This course also meets the Diversity