Awards and Grants for Faculty
The Institute for Global Engagement invites applications annually for two awards open to all faculty at SUNY Oswego: the Internationalization Course Redesign Award (5 awards of $500 each) and the Global Engagement Guest Speaker Grant (5 awards of $250 each). For more details, please read the information below.
A call for proposals is sent out via email to all faculty in the second half of the Spring semester. For any questions, contact Dr. Ulises Mejias, Director of IGE (email@example.com).
- Internationalization Course Redesign Award
- Global Engagement Guest Speaker Grant
- Read about previous award recipients
Internationalization Course Redesign Award
Selection process: Review by IGE committee
Five awards of $500 each are available for the purpose of redesigning an existing course by incorporating global or international dimensions, theoretical perspectives, case studies or information. All courses from all departments are eligible with the exception of courses receiving COIL funding. The course must already be in the course catalog (i.e., the course must not be a new course under development), and faculty must be able to confirm that their department intends to offer the course at least once in the next two years. All faculty teaching at SUNY Oswego can apply. Priority may be given to courses that are taught more frequently, that are Gen Ed courses, and/or that have high enrollments.
By accepting this stipend, faculty commit to attending a workshop in the Fall semester on internationalizing course content, sponsored by IGE. During the workshop, faculty will produce a revised course syllabus. Faculty will be responsible for presenting and discussing the revised syllabus within their respective departments. If the changes require that the course proposal be updated, the faculty will also be responsible for getting the proposal approved by the corresponding departmental and college curriculum committees (all during the Fall semester). The revised course will receive a special section designation to indicate the course has been internationalized. Finally, the faculty agree to participate in an assessment of the redesigned course after it has been offered, and to prepare a short report about the experience.
Global Engagement Guest Speaker Grant
Selection process: Review by IGE committee
Five grants of $250 each are available for the purpose of hosting a guest speaker in a class taught in Fall 2016 or Spring 2017. The purpose of the visit must be to introduce or enhance global perspectives in the course content. This grant is intended to be an honorarium paid directly to the speaker to help defray travel costs, or simply to compensate them for their time.
Courses from all departments are eligible, with the exception of courses receiving COIL funding. All faculty teaching at SUNY Oswego can apply. The guest speaker would preferably visit the campus in person, but he or she can also attend via synchronous or asynchronous telepresence (video chat, participation in online forum, etc). Synchronous visits would preferably take place during class time, but they could also take place outside of class time at an event supervised by the faculty and which students in the course are required to attend. Faculty will also be encouraged to open the event to the larger public (reserving a large room if necessary).
All details concerning speaker selection and scheduling of visit are the responsibility of the faculty. The guest speaker can be a non-US citizen visiting the US, or a US citizen with expertise in global issues who can introduce global perspectives into the course. Speakers could include scholars, activists, diplomats, state employees, artists, scientists, etc. Priority may be given to proposals that already identify a specific individual as the speaker; however, proposals where faculty have identified a category of speaker but have yet to identify an individual will also be considered.
Previous Award Recipients
Introduction to Cultural Anthropology
Although as an anthropologist most of my content is international, the IGE internationalization redesign award was an incredible opportunity to refine my course objectives. Heather Ward and Susan Carvalho from American Council on Education pushed us to think through the “why” of learner outcomes. This invited us to be clear on what we wanted students to gain from international content and put the focus on skills-based teaching and assessment. The award helped me bring my course, Introduction to Cultural Anthropology, in line with the strengths of my department (hands-on research and problem solving), while at the same time staying focused on the goals outlined in SUNY Oswego’s Tomorrow Plan. I took particular interest in the plan’s emphasis on engaging grand challenges of our time and world awareness.
My redesigned course put social and global issues front and center. I began by taking existing course components and reframing their themes around grand challenges. The redesigned course emphasized how finding solutions for the grand challenges of our time first requires a nuanced understanding of the problem. The final assignment had students choose what they saw as a significant global social problem (drug trade, religious intolerance) and compare anthropological accounts of the issue with mainstream media coverage. Students came away with a better ability to identify their own cultural assumptions and with new tools to seek out more in-depth analyses. Often times, introductory courses can be a laundry list of key terms and figures that non-majors will never see again. In redesigning my course, I was able to identify what is most valuable about anthropological knowledge and put that into focus for a better student experience and hopefully a better world.
ENG 265 Writing about Literature
The redesign award provided two important things for me. It funded my research, and the day long seminar provided the quantitative research and pedagogical tools to forward an international perspective across the curriculum. Course iterations previous to the redesign revolved around exposing students to the 'Romantic Canon' as it is traditionally understood. As my research progressed I began peppering the course with a few texts from abolitionists and Caribbean authors, unsure if the students would be able to assimilate those political stakes into our work on the Canon. Since the redesign, I have taught the class once, in the Spring 2016 semester as the sophomore seminar and am teaching it currently as ENG 204, Writing about Literature.
The majority of students enjoy the new material, despite the frequency of tragedy which occurs throughout. I find myself also invigorated by the teaching, as it remains close to my research. While it is often difficult to translate research to the classroom, I find this to be an essential feature of my pedagogy. Students' diverse perspectives and biographies create a network of connections that re-energize my interest and at times even re-direct my research.
EDU 306/GLS 402 Permaculture and Global Education
In Fall of 2015, the EDU 306 Permaculture and Global Education in Benin course curriculum was redesigned to reflect the information gathered at the IGE/ACE workshop in Internationalization. Students in this course had the unique opportunity to explore cross cultural, historical, political and environmental structures in each area. Students had unique access to books, articles, interviews, guest lectures and films written and/or directed by scholars in Benin and countries with similar composition. In addition, we incorporated field trips and hands-on experiences for students to think outside of the classroom and connect to the material in a different way. Throughout the re-design process I was able to understand not only the rich and in-depth nature in which my students would be receiving the information but to my surprise how I would also be doing the same. Opening my own scope and thinking outside of the box helped the students in the classroom do so as well.
In the classroom, the conversations seemed to be more personal and at a deeper level. I believe that this was the case because of the use of field trips and hands on experiences our students could connect to. As students traveled abroad, they were familiar with a number of concepts and observations because of the primary and culturally relevant sources used in class. Since then, the experience of using these resources have bled into my work with the Educational Opportunity Program and our first year seminar, Introduction to College Level Learning. I have been more aware of the sources and materials I use in class to grab the student’s attention. This new method has not only helped me inspire our students to broaden their world-view but it has helped me to connect to their world view as well. I am so thankful for the opportunity presented by IGE/ACE and the Provost’s office. It has influenced my pedagogy and I look forward to seeing how it develops in future courses and curriculums.
EAD 652 Curriculum Administration Redesign
My goal was to revise the Curriculum Administration course (EAD 652) in our Certificate of Advanced Study Program in Educational Leadership so that our SUNY Oswego students understand how to lead schools that will graduate “world-ready” graduates. The scope was to embed international skills into the curriculum so they exist in every classroom and subject across a school district. It was also to build monitoring systems to be certain all students are providing evidence of acquiring these international skills, and to research and embed current worldwide trends into the syllabus for students to learn how to lead schools for tomorrow’s graduates. I taught the two sections of EAD 652 during the Summer 2016 semester. The results showed that in order to lead schools for tomorrow’s graduates, our candidates needed to be comfortable with what tomorrow’s K-12 graduates will need in terms of skills sets, relevant programming to align to current and emerging career fields, and world-wide trends that will continue to change the paradigms of classroom, teacher, and school.
I have several examples of student work that provide direct evidence of the depth of understanding of the goal and scope of the course redesign. For example, the Ed Leadership students did thorough research on current and emerging careers and did an in-depth study of the relevancy of current programming inside public schools. They also created vision statements that included skills K-12 students will need to become “world-ready” graduates, and designed methods to monitor and track whether this is truly occurring inside schools. I presented to our department faculty and we are anxious to embed a more international perspective in other courses in our CAS program.
ACC 321 Accounting as a Management Tool Redesign
The most significant aspect of the course redesign is the incorporation of international financial reporting standards throughout the course. The inclusion of this material allowed students to engage in a deeper examination of principles based on financial reporting and created higher-order learning opportunities for students to compare and contrast the fundamental differences between the US financial reporting standards (GAAP) and International financial reporting standards (IFRS). These differences require students to examine the rules for their impact on major aspects of financial reporting for publicly traded, global corporations.
Students’ perceptions of the inclusion of the international reporting standards included: 1) improved recognition of the nature of the accounting standard setting process; 2) improved understanding of how accounting standards impact financial statement results; and 3) improved recognition of the issues that have prevented the US from fully incorporating the international standards. Specific learning objectives related to the new material (as well as the old material) were created and incorporated directly into lesson plans, formative, and summative assessments. Students engaged in critical thinking and ethical dilemmas that related to violations of the accounting standards. Metacognition was emphasized through the use of surveys that collect data regarding student perceptions of achieving the stated learning objectives.