AsianStudies

10:45 AM to 12:00 PM
ROBINSON Workhop Leaders

Melda N YIldiz Xurong Kong 

Tianying Yun


This workshop outlines the role of innovative interdisciplinary collaborations among the Asian Studies faculty in various disciplines (English, History, Economics, Communication, Theatre, Music, Women Studies, Geography, Teacher Education) as well as invited speakers from around the world; offers creative strategies and possibilities for integrating new technologies and 21st century skills into Asian Studies curriculum; demonstrate Project Based Learning activities focusing on students’ interests and current events and experiential classroom activities such as field trips to museum and showcases undergraduate students’ interdisciplinary multimedia projects and digital stories. In this workshop, panelists will share their experiences in developing, implementing, and assessing an innovative interdisciplinary introduction to Asian Studies course while collaborating with colleagues and scholars in other disciplines and countries. We will highlight one of the classroom projects that invite university community to celebrate students’ term projects while enjoying tea and snacks from Asian countries. We will explore wide range of meanings undergraduate students associated with experiential and exploratory learning activities; impact of new technologies in the curriculum; the ways in which participants integrated interdisciplinary topics into their multimedia projects; and how they gained alternative points of view on Asian Studies and renewed interest and commitment to global stories and issues.

Introduction to panelist- 5min.

Ice Breaker- 10-15 min. Asia Bingo- complete one row questions while going around the room to find someone who speaks one foreign language, Asian language, lived abroad, visited Asia, drink Mongolian salt tea, have the same Chinese birth year of animal, person who say thank you in 3 or more Asian language, etc.

Brief Description of our Asian Studies curriculum- 5-10min. This presentation will accomplish three main goals: (1) promoting cultural and linguistically responsive curriculum through developing global competencies and 21st century skills for undergraduate students; (2) describing their reactions, discoveries, and experiences integrating new media and telecommunication tools into their projects; and (3) showcasing their multilingual multicultural multimedia projects.

We will discuss strategies for integrating new media and technologies into the multicultural curriculum, offer creative suggestions for integrating 21st century tools to the classroom, outline teacher candidates’ interdisciplinary curriculum design and research experience; and explore activities, exercises, and assessment strategies and tools that align with the local and national curriculum standards (MiddleStates, ISTE/NETS, P21)

Project Based Learning Activity- 25-30min. Participants will be asked to get into groups of 4-5. Each group will be given poster paper, markers and agenda of the PBL project. The agenda will ask them to form groups, include concepts maps such as Alpha Boxes, Persuasion Map to outline their thesis statement. Each group will be a news agency who needs to report an event from an Asian country. If more time, they will design their own company logo, etc. During the Super Storm Sandy, we focused on tragedies in Asia. One term, we focused on health issues in Asia, AIDS in China, Flu epidemic. This term, I would like to focus on Women Issues such as India and rape. 30 Women 70 men ratio in part of China and India. This summer, we may pick issues such as a travel tips to Asian countries, Asia- US trade today and in the past through spice route/ silk road, Asian musical instruments. Our panelist will be work as a resource. If internet connection is available, we can bring our mobile devices for research. Each group will select a region, country, come up with a news story, create a poster identifying facts and issues, and present it to the news editorial board. Presentations-10-15min. Each group will present their poster/news story. One or two members of the group will present the news outlining the facts and one representative from each group will be one evaluation team/ news editorial board scoring news reporters and the posters based on a rubric. The group who receive the highest score will receive certificate.

Conclusions/Outcomes/Evaluations: 5min.

Workshop participants will be able to: · argue the challenges and advantages of integrating new media and technologies into the Asian Studies course,

· examine the process of preparing project based learning activities for an interdisciplinary teaching and learning,

· explore lesson plans, assessment tools, curriculum guides and links to online resources and students' projects. develop skills in designing interdisciplinary project based learning activities, develop lesson plans, assessment tools, and curriculum guides that incorporate 21st Century Skills and new media and technologies across grades and subjects.

This session will benefit higher education faculty, K-12 educators and students, parents, media specialists and librarians who seek alternative strategies and tools in teaching and learning 21st Century Skills and develop project based learning activities and curriculum materials focusing on Asia and global education. The research paper and the results of the study will be provided as a hand-out. The presentation slides and the online course outline will be posted on our social networking page for the future collaboration among the conference participants.

In conclusion, the main goal of this presentation is to draw on the natural links between educational media and global education. We will explore how a critical approach to the study of global education combines knowledge, reflection, and action; promotes educational equity; and prepares new generation to be productive members of a multicultural, democratic society.

Resources:
 * Our online course model is at [|https://sites.google.com/a/kean.edu/][|as2000]
 * Our slides will be posted on []
 * Our students Portfolios will be at http://ukean.wikispaces.com/E-portfolios

Course Description

An interdisciplinary subject that draws on literature, history, anthropology, film, and cultural studies to examine the role of Asia and experiences of Asian Americans in the U.S. society.

During this activity, we introduce our undergraduates to library databases and research tools and skills and provide a wide range of research papers, periodicals and nonfiction texts about a chosen topic and its importance for an individual, nation and the world. Participants work in groups; each group utilizes different media and engages in specific strategic and replicable activities that support the development of basic research skills. Each group creates and presents a research-based poster, including both visuals and text, on their topic.

1. To show students a wide range of library resources, peer reviewed journals and periodicals.

2. To experience research in a group in a project based learning model. Each group uses different texts and periodicals and summarizes, compares, contrasts, and evaluates the content of these media. Groups engage in specific strategic and replicable activities focusing on the development of these basic research skills.

3. To create research based posters and then present their findings / posters to the other groups (as if they are the board of trustees of Asia Society).

IRA Standard Two (IRA, 2004) advocates the “use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction.” This workshop will model not only curriculum materials to support reading and writing approaches but specific strategies for working with research articles periodicals and other print and non-print media.

In addition to IRA standard 2, this project also aligns with several other relevant national standards relating to information literacy...defined as the group of skills needed to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (American Library Association, 1989). Achievement of information literacy competencies by college students is of major importance to the Middle States Commission on Higher Education (2002), which itself defines information literacy as:

...an intellectual framework for identifying, finding, understanding, evaluating and using information. It includes determining the nature and extent of needed information; accessing information effectively and efficiently; evaluating critically information and its sources; incorporating selected information in the learner’s knowledge base and value system; using information effectively to accomplish a specific purpose; understanding the economic, legal and social issues surrounding the use of information and information technology; and observing laws, regulations, and institutional policies related to the access and use of information (p. 32).

These additional standards include: AASL (American Association of School Librarians - Standards for the 21st Century Learner) standards 1.1-1.4, 2.1-2.4, and 3.1-3.4 ([]). It would be good for education majors to be aware of these AASL standards, so they can see how they could collaborate with school librarians to help their students achieve these competencies relating to reading, comprehension, and information literacy.

ACRL (Association of College & Research Libraries – Information Literacy Competency Standards for Higher Education) standards 1-4 ([])

These are the standards that we use in the Kean University Library.

References American Library Association. Association of College and Research Libraries. (1989). Presidential Committee on Information Literacy. Retrieved July 12, 2010, from [] American Library Association. Association of College and Research Libraries. (2006). Information Literacy Competency Standards for Higher Education. Retrieved July 26, 2011, from [] Middle States Association of Colleges and Schools. Commission on Higher Education. (2002). Characteristics of excellence in higher education: Eligibility requirements and standards for accreditation. Philadelphia, PA: Middle States Commission on Higher Education.

Agenda
 * 1) 1. Welcome/ Introduction/ Distribution of PBL project- (5 minutes)
 * 2) 2. Name Your Company – Create Your Vision (5 minutes)
 * 3) 3. Read and Summarize Articles Using Alpha Boxes (Individually) (15 minutes)
 * 4) 4. Writing a Thesis Statement and Supporting Reasons / Facts (Group Activity Using Persuasion Map-[]) (15 minutes) (Participants are encouraged to: a) collect data from the room- e.g. develop a simple survey and ask your peers to make a convincing argument b) invite workshop leaders to join your team for consultation; c) may use other information literacy resources and experts using internet additional articles, statistics and search skills.)
 * 5) 5. Create Poster and Presentation (Group Activity) (10 minutes)
 * 6) 6. Present Posters (Group Activity) (15 minutes)
 * 7) 7. Asia Society Board of Trustees selects the Company (One selected member of the group will be in the Board of Trustees circle and the other group members will present the poster) (5 minutes)
 * 8) 8. Wrap –Up (5 minutes)

1) Introduction

Mission:

You have been newly hired to work for an advertising company and placed in an "Innovative Team” that would like to receive the bid from Asia Society Board of Trustees to promote Global Competency professional development in NYC public schools. Board also would like to use your company’s research to request more funding from the state. You will work with your group to design a research-based poster which will be presented to the the Board of Trustees of Asia Society.

The “Problem”: This company is new and had no previous track record. You need to make sure your research-based ideas will bring your first business.

Global Competency/ Literacy

You have been chosen to be on this team because of your special talent and skills. Remember, you only have a short amount of time to put together this presentation (until 11:25am. Friday June 28) and your project has to be the winner.

Directions for this poster session are very specific and will be provided. Please raise your hand to ask for outside assistance from your workshop leaders (information literacy specialist and higher education experts) in the room.


 * 1) 1. One side of the poster must have the name of the Company and its vision.
 * 2) 2. The other side of the poster must be a researched-based, visual poster supporting your presentation. It must have a strong thesis statement and you must convince the Board of Trustees that your ad campaign is “innovative, educational and appropriate for prospective K12 teachers in NYC.”
 * 3) 3. You will only have 2 minutes to present your poster. Please be prepared to answer questions (questions will be pulled from the articles given in your package).

Look around the room….you have 3 or more advertising companies that will be bidding on this project.

Best of luck!

2) Create Your Vision & Name Your Company


 * Choose a Team leader, Time keeper, Graphic Designer, Researcher, Writer, Final Poster Presenter, etc.
 * Read all the directions through before beginning this task.
 * Your objective is to create an image / visual / logo with your Company's name and vision.
 * Pick a title that reflects your mission/ vision of your company.
 * Assign roles, as needed (graphic designer(s), time keeper, writer(s), etc…).
 * Complete this task in 5 min.

3) Read and Summarize Articles Using Alpha Boxes. (15 min)

Alpha-boxes can be utilized as you read an article to help you to prioritize information from the text and create a concise summary based on this information.

As you read each article, try to find important facts which begin with each letter of the alphabet. Find the most interesting facts you can for each box. Place these facts next to the initial letter they begin with (example: Mr. Thiel, the co-founder of Pay-Pal, could be placed in “T” for Thiel). While the goal is to have one fact for each letter, only important facts should be used, hence making it sometimes necessary to skip letters and other letters may necessitate double facts.

This strategy will help you to both prioritize and recall the important facts used in the text. The completed Alpha Boxes will aid you in writing a concise summary of the text.

Once you have finished reading the article, write a one paragraph summary of the article using only information from the Alpha Boxes.

Each group will be provided the following:


 * Printed 10 articles
 * Allowed internet access (for our students at the college- they will have access to Kean University Databases on a computer)
 * Poster Paper
 * Pencils
 * Markers

Use Alpha Boxes in the link to record your key points in each article you read, take notes individually. Take approximately 30 min.

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4) Write a Thesis Statement and Supporting Reasons / Facts (Group Activity Using Persuasion Map-[]) (15 minutes)

NOTE: Due to time constraints today, while formal referencing can be limited, make sure you reference at least the author, date, and title for all reasons and facts.
 * 1) 1. The Group Leader will be responsible for these following these steps and filling out the Persuasion Map with the Team.
 * 2) 2. Your Company’s overall “goal” is to have the Board to choose your Research Based advertisement idea. But why should they choose your company? What one statement can your company create, based on the articles you have read, that will compel the Board to choose your product? This statement will become your “goal” or “thesis” statement.
 * 3) 3. Once your Company has a draft of the thesis statement, write it in the “Goal” box in the “Persuasion Map.” As your group works, you may want to further refine this thesis statement.
 * 4) 4. Now, based on the articles you have read, find three compelling reasons to support this goal.
 * 5) 5. Finally, give facts and examples from the articles you read.

In our term paper, we will use APA style.

5) Creating Your Poster Presentation (Group Activity)


 * 1) 1. Team Leader reads the directions below.
 * 2) 2. Identify roles (i.e. presenter(s), graphic designers, time keeper)
 * 3) 3. Create a research based poster and prepare Presentation

Now that you have your thesis (goal), reasons, and facts, you are ready to create your poster and presentation. Please use the following hints to make your group stand out.

- Poster Presentations Use Visual Grammar

- Your poster needs to be easily seen in a distance.

Do not quote the author try to rephrase

- It is beyond showing a power point slide on a screen.

- It needs to written grammatically correct and visually appealing.

- It showcases your research. More visuals than text.

- It emphasizes the important points and thesis (goal) without visual clutter.

- It indicates the main points and facts graphically with a clear message.

6) Each group member will pick two students to present the poster and also one person to score the posters. (review person will play the role of a judge/ board member)

Members of the Board will be given the rubric below to judge your poster presentation:

[]

Example Poster:

[]

Resources:

[|__http://faculty.vassar.edu/brvannor/ChJa120/__]

[|__http://www.globalcultures.net/asianblog/?page_id=21__]

Persuasion Map- http://www.readwritethink.org/files/resources/printouts/persuasion%20map.pdf

Alpha Boxes- http://www.asdk12.org/MiddleLink/LA/vocabulary/forms/Alphaboxes.pdf

Resources-

Asia Society. (2008). Going global: Preparing our students for an interconnected world. New York: Author.

Biber, G. E. (1831). Henry Pestalozzi and his plan of education: Being an account of his life and writings. London: J. Souter.

Bresciani, M. (2008). GLOBAL COMPETENCIES IN STUDENT AFFAIRS/SERVICES PROFESSIONALS: A LITERATURE SYNTHESIS. College Student Journal, 42(3), 906-919. Committee for Economic Development. (2006). Education for global leadership: The importance of international studies and foreign language education for U.S. economic and national security. Washington, DC: Author.

Gabbard, W., Starks, S. H., Jaggers, J., & Cappiccie, A. C. (2011). Effective Strategies for Teaching Cultural Competency to MSW Students in a Global Society. World Academy Of Science, Engineering & Technology, 801389-1393.

Kandel, I. (1930). International understanding and the schools. Address delivered before the National Association of Secondary School Principals. In I. Kandel, Essays in Comparative Education (pp. 228–235). New York: Teachers College.

National Research Council. (2007). International education and foreign languages: Keys to securing America's future. Washington, DC: National Academies Press.

Partnership for 21st Century Skills. (2007). Beyond the three Rs: Voter attitudes toward 21st century skills. Tucson, AZ: Author. Reimers, F. M. (2009). Global Competency. Harvard International Review, 30(4), 24-27.

Reimers, F. (2009). Educating for Global Competency. In J. E. Cohen & M. B. Malin (Eds.),International perspectives on the goals of universal basic and secondary education. New York: Routledge.

Tran, L., & Nyland, C. (2013). Competency-based training, global skills mobility and the teaching of international students in vocational education and training. Journal Of Vocational Education & Training, 65(1), 143-157. doi:10.1080/13636820.2012.755215

Why We Need Competency-Based Education http://asiasociety.org/education/partnership-global-learning/making-case/why-we-need-competency-based-education

Global Competency Rubric- https://docs.google.com/viewer?url=http%3A%2F%2Fwww.edsteps.org%2Fccsso%2FSampleWorks%2Fmatrices420.pdf

http://www.globalteachereducation.org/global-competence

Global Mindset- http://www.ajoconnor.com/blog/global-mindset-2020-leadership-competency

Why assess? http://www.stfm.org/RCtoolkit/Why.cfm

WorldSavy- Global Competency Report http://worldsavvy.org/about/why-need/world-savvy-global-competency-research-results/

=Leading for Global Competency = http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/Leading-for-Global-Competency.aspx