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IMPACT in Action - How to create a global assignment

  • 1.  IMPACT in Action - How to create a global assignment

    Posted 04-06-2022 12:33:00
    Has the pandemic peaked your interest in globalizing content and pedagogy for your  mathematics and statistics courses?

    If yes, have you taken any action to pursue the interest such as creating a global assignment, attending webinars, workshops or conferences?

    Please share your ideas and your work.



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    Jignasa Rami
    Assistant Professor
    CC of Baltimore County
    Owings Mills MD
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  • 2.  RE: IMPACT in Action - How to create a global assignment

    Posted 04-10-2022 09:52:00
    Yes!  I have been in collaboration with Amanda Klinger of Davidson-Davie Community College creating a global module to study the southern Mediterranean region of Europe in hopes to eventually lead a study away program there with our Quantitative Literacy courses.  We are hoping to include activities for virtual student conversations with students in Greece, creating itineraries, and comparing immigration numbers and circumstances between the US and the European region.

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    Amanda Davis
    Forsyth Tech CC
    Winston Salem NC
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  • 3.  RE: IMPACT in Action - How to create a global assignment

    Posted 04-11-2022 01:27:00
    This is a great idea!

    I'm working on developing our Quantitative Reasoning course for this fall.  My goal is to create individualized student projects, where each student chooses a country of the world to apply the methods of the course.  But it's amazing to think that you could integrate that with actual travel to the place, or even virtual conversations in country!

    Best wishes on your development for this.

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    Rick Powers
    Instructor
    Western Technical College
    La Crosse WI
    powersr@westerntc.edu
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  • 4.  RE: IMPACT in Action - How to create a global assignment

    Posted 04-13-2022 16:22:00

    I agree that developing a Quantitative Reasoning course holds great promise for infusing a global perspective into learning. A few years back I became certified for global learning in our Global Education Program at my college. In the process I had to create a globally oriented project for one of my courses. I chose my introductory statistics course. Below is a link to student work, brochure instructions, and a milestone document that keeps students (and professor) on track with monitoring progress made throughout the semester. The project was showcased on AMATYC's IMPACT site last year. 

    https://my.amatyc.org/viewdocument/a-global-hip-for-an-introductory-st?CommunityKey=77eeb78d-0bdb-4a6c-94b5-6aca25f64acb&tab=librarydocuments

    Have fun checking it out!

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    Barbara Leitherer
    Professor of Mathematics
    CC of Baltimore County - Essex
    Baltimore MD
    bleitherer@ccbcmd.edu
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  • 5.  RE: IMPACT in Action - How to create a global assignment

    Posted 04-13-2022 16:40:00
    Rick,
    This is great idea. It is imperative that our students gain the global perspective while learning important mathematical concepts.  It's important that they understand importance of applications of the concepts they learn in the classroom. They can relate to such applications and benefit tremendously from the same.  I am sure your students are in for a great experience.

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    Jignasa Rami
    Assistant Professor
    CC of Baltimore County
    Owings Mills MD
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  • 6.  RE: IMPACT in Action - How to create a global assignment

    Posted 04-13-2022 15:59:00
    This is wonderful news, Amanda! Students will learn so much more if their curriculum is aligned with their study away program. If what they learn in a course is not connected to study away, it is less likely that they experience the global learning opportunity as deep, enriching and meaningful. Both in an academic and personal sense. Quantitative Literacy appears to be great course for experimentation. Looking forward to hearing more about this in the coming year. Please stay tuned, since in the last week of April we will have virtual exchanges as our topic of the week (which could be of interest to you).

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    Barbara Leitherer
    Professor of Mathematics
    CC of Baltimore County - Essex
    Baltimore MD
    bleitherer@ccbcmd.edu
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  • 7.  RE: IMPACT in Action - How to create a global assignment

    Posted 04-16-2022 14:52:00
    Hi Amanda,
    Quantitative Literacy courses have great many topics which are very appropriate for global applications. It is a great idea to incorporate global perspective for topics in these courses and am sure will lead to study abroad opportunities for your students, may it be virtual or in person.
    Would love to see your projects once they are finalized.
    Jignasa Rami

    ------------------------------
    Jignasa Rami
    Assistant Professor
    CC of Baltimore County
    Owings Mills MD
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  • 8.  RE: IMPACT in Action - How to create a global assignment

    Posted 04-23-2022 12:38:00
      |   view attached
    It is not hard to implement a global component into a mathematics, statistics or quantitative literacy course. Dive right into your creativity. At the AMATYC Conference in Phoenix I suggested a few strategies on how to get started. Often we already have a working project or example that we can expand by a global topic that takes students' thinking to a higher cognitive level. Over time I have learned that students actually enjoy this mental excursion but nevertheless still get surprised. It is like a wake-up call for them. They need to pay better attention to the questions I ask, the responses their peers generate, and the direction the discussion is going to take. They also know that the answer to the global question is not available on chegg.com or any other online answering service.  
    I have attached an example that can be used as a class discussion or a project in an introductory statistics course. Data from the Maryland Department of Health served as foundation to compare COVID19 positive infections at two different time slots, March 2020 and July 2021. Students had to read graphs, formulate age classes, and do work by hand and with the computer to explain the shift of the average age that had occurred for COVID19 positive infections in Maryland. For the most part, this project included descriptive statistics (frequency and relative frequency distributions, mean for grouped data, graphs) and some writing. I then added a global component to the mix, a graph from a medical website in Germany, showing the distribution of COVID19 positive infections in Bavaria, my home state in the South of Germany. Age classes were similar, yet some extra features in the German graph added some zest to the discussion. The emphasis on this part was on analysis of graphs and articulating the similarities and differences. I am curious how this project is perceived, so please get a discussion going. In case this peaked your interest, the project file is attached.

    For more strategies on how to implement a global perspective into your teaching, see the PPT slide below: 



    ------------------------------
    Barbara Leitherer
    Professor of Mathematics
    CC of Baltimore County - Essex
    Baltimore MD
    bleitherer@ccbcmd.edu
    ------------------------------

    Attachment(s)



  • 9.  RE: IMPACT in Action - How to create a global assignment

    Posted 04-30-2022 11:40:00
    Dear Colleagues, 

    Thank you so much for sharing your great ideas and projects! I think you might be interested in the following references regarding student ownership of their mathematics learning and global learning of mathematics. Included is Barbara and her colleagues' paper to be presented at the International Conference of Mathematics Education for the Future Project this summer. Congratulations, Barbara and Jignasa!

    Cheers,
    Hong

    Angier, C. (2021). Global citizenship and mathematics. Mathematics Teaching, 279, 37-39

    Appelbaum, P., Friedler, L. M., Ortiz, C. E., & Wolff, E. F. (2009). Internationalizing the University Mathematics Curriculum. Journal of Studies in International Education, 13(3), 365–381. https://doi.org/10.1177/1028315308319632

    Conley, D. T., & French, E. M. (2014). Student Ownership of Learning as a Key Component of College Readiness. American Behavioral Scientist, 58(8), 1018–1034. https://doi.org/10.1177/0002764213515232

    Dhersin et al. (2022). Mathematics for Action: Supporting science-based decision-making. United Nations Educational, Scientific and Culture Organization, Paris, France.

    Leitherer, B. H., Dwarka, P. R., Xhane, E. K., & Rami, J. R. (2022, August). Undergraduate research in a 2-year college: Climate change, global learning, process and observations. Presentation at International Conference of the Mathematics Education for the Future Project. Cambridge, UK.

    Liang, S. (2018). Helping college students claim ownership of their mathematics learning. European Journal of Science and Mathematics Education, 6(2), 36–43. https://doi.org/10.30935/scimath/9521

    Owens, K. (2007). Identity as a Mathematical Thinker. Mathematics Teacher Education and Development, 9, 36–50.

    Skovsmose, O. (2007). Mathematical Literacy and Globalisation. In B. Atweh, A. C. Barton, M. C. Borba, N. Gough, C. Keitel, C. Vistro-Yu, & R. Vithal (Eds.), Internationalisation and Globalisation in Mathematics and Science Education (pp. 3–18). Springer Netherlands. https://doi.org/10.1007/978-1-4020-5908-7_1



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    Hong Yuan
    CUNY Borough of Manhattan CC
    New York City NY
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  • 10.  RE: IMPACT in Action - How to create a global assignment

    Posted 04-23-2022 18:08:00
    Hello Colleagues:
    Not quite a direct response to the question. Nevertheless, inspired by my colleges INTL 210, International Travel-Culture course, and AMATYC's position statement on Mathematics and Global Learning, my college is offering a study abroad course, Journey with Math and History. Here's a video teaser: https://www.youtube.com/watch?v=-ZggaKRXXqk

     

    A snapshot of what the course is about. We are using quantitative reasoning (and a little bit of algebra and stats) as a vehicle to situate the learning outcomes of our INTL 210 within the English context. We'll be visiting a number of places in England, but the main cities will be London, Cambridge, and Oxford. Students with any math background can enroll.

    We are also giving students an opportunity to earn math credit-specifically our Math for Liberal Arts course. However, there are some additional stipulations.

     



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    David Tannor
    Kellogg CC
    Battle Creek MI
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  • 11.  RE: IMPACT in Action - How to create a global assignment

    Posted 04-25-2022 09:26:00
    Edited by Barbara Leitherer 04-25-2022 11:00:39
      |   view attached
    This is an exciting idea to connect history with mathematics in a study abroad program. Your response is well positioned in this post if we look at internationalization in a twofold way: we can bring the world to the students, which is what we are doing at AMATYC through a globalized curriculum. In the global education literature this is often referred to as "internationalization at home". Or we can take students outbound into the world, which is what you are doing. To maximize student experiences in a foreign country, efforts need to be made to connect goals of the study abroad program with course objectives. I have attached a file from a colleague at Valencia College who was scheduled to do a presentation at the 2020 AMATYC conference, but all themed sessions got canceled. She allowed me to share her PPT with colleagues who are interested in study abroad. Maybe you will find some ideas for your journey ahead.
    Taking students outbound always requires additional competencies such as intercultural skills. We have not looked enough at those in mathematics, but those skills need to be rigorously practiced. Below is a link for a podcast that makes the connection between global learning and intercultural learning. Check it out. The website contains other links to questions about assessment in both fields, and the podcast by Tara Harvey and Stephanie Doscher, two well regarded professionals in global education:
    https://globallearningpodcast.fiu.edu/season-2/episode-4-tara-harvey/index.html
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    Barbara Leitherer
    Professor of Mathematics
    CC of Baltimore County - Essex
    Baltimore MD
    bleitherer@ccbcmd.edu
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    Attachment(s)



  • 12.  RE: IMPACT in Action - How to create a global assignment

    Posted 04-29-2022 17:24:00
    Thanks Barbara.

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    David Tannor
    Kellogg CC
    Battle Creek MI
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  • 13.  RE: IMPACT in Action - How to create a global assignment

    Posted 05-01-2022 10:46:00
    This is a great thread - thanks for starting it and it's been great looking at everyone's resources already.

    Just throwing one thought out to the group: I think it's also important to remember how enacting culturally relevant pedagogy should also be seen as a way to globalize our math curriculum. Being culturally responsive to a diverse study population is a natural way to globalize a course that's individually relevant to the students you have. I was approached by a chemistry colleague this past year whose students struggle with the course because of the math that in even an introduction to chemistry course. We created an applied math in chemistry series of assignments/activities with cultural responsiveness in mind: https://academicworks.cuny.edu/nc_oers/27/
    It's been fun to collaborate with colleagues outside of my program, and you'll see part of our attempt to make her activities on units and measurements, gas laws, etc. required bringing in examples and discussions of international contexts. 

    CONGRATS Barbara and Jignasa on the paper! Can't wait to learn more about the project in Toronto! 


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    Grace Pai
    Assistant Professor
    Guttman CC - City University of New York
    New York NY
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