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c. If applicable, please attach your "Exempt Research" or "Nonexempt Research" narrative to this form as indicated in the definitions page in the attached instructions. US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World
Project Abstract: Cambodia’s Cultural Heritage in the Modern World
Applicant Institution: Middlesex Community College 33 Kearney Square, Lowell, MA 01852 Project Director: Dona Cady, Dean of Global Education [email protected] 781/280-3678 Project Type 1: Short-Term Seminar Number & Educational level of participants: 6 Middlesex Community College faculty and 6 middle and high school teachers from the Lowell Public Schools Competitive Preference Priority 1 & 3: Specific geographic regions of the world (Cambodia) and Inclusion of K12 teachers Invitational Priority: MCC is an accredited public community college Overview: Middlesex Community College (MCC) is proposing a Fulbright-Hays Group Study Abroad (GPA) project for the purpose of deepening and expanding connections between Cambodian arts and cultural traditions with curricula at MCC and the Lowell Public Schools (LPS). This project, Cambodia’s Cultural Heritage in the Modern World, will also foster an appreciation of Cambodian classical and folk art forms among the general Lowell community and support strategies for sustaining these traditions in the local region. The overall goals of this project are 1.) To provide Cambodian youth with a strong sense to their cultural legacy by increasing their appreciation of Cambodia’s cultural arts heritage through new curricula and educational activities as well as 2.) to help sustain the unique artistic culture of Cambodia in the United States by developing the assets of the Lowell community through cultural and educational activities. The specific objectives to accomplish the goals of the project are: 1.) Increase by 12 the number of MCC and LPS faculty who can integrate content related to the arts and culture of Cambodia into their classes through research, travel/study, and curriculum development; 2.) Infuse a minimum of 25 courses at the elementary, secondary, and college levels with content reflecting the arts, culture and historic context of these Cambodia traditional art forms incorporating current Cambodian scholarship and resources researched in Cambodia and the United States; 3.) Increase faculty knowledge of the comparative connections between Cambodians in Cambodia and Cambodians in America based on access to their cultural heritage; 4.) Increase faculty expertise in designing culturally sensitive educational activities and teaching strategies that contribute to fostering positive self-imagery in students; 5.) Integrate Cambodian traditional and classic art instruction into the recently developed Fine Arts Pathway at Lowell High School, strengthen its articulation to MCC and potential the connection of this pathway to RUFA and/or AUPP courses by engaging 10 faculty from IHEs in pathway development; and 6.) Develop strategies for sustaining the artistic and cultural traditions of Cambodia within the contemporary context in Lowell by increasing access to MCC microenterprise and entrepreneurial coursework to members of the Cambodian arts community. Middlesex Community College is one of the largest of the 15 public community colleges in Massachusetts with a total credit enrollment of nearly 10,000 students in Fall 2014. Over 2600 of these students are from Lowell that has the second largest Cambodia diaspora in the United States, numbering nearly 20% of the city’s population of 107,0001. This project will build on a strong foundation of previous work with institutions in Cambodia as well as notable local initiatives, in collaboration with members of the Lowell area Cambodian community, aimed at preserving the cultural heritage and arts of Cambodia.
1 US Census Bureau, American Factfinder, ACS Demographic and Housing Estimates US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World
Middlesex Community College Fulbright-Hays Group Project Abroad Program
TABLE OF CONTENTS
1. Plan of Operation (i) Design of the project 1 Project Overview 4 (ii) Management plan 14 (iii) Objectives in Relation to the purpose 17 (iv) Use of Resources to Achieve Objectives 19 (v) Equal Access 20
2. Quality of Key Personnel (i), (ii), (iii) Qualifications, responsibilities and time commitment of project director and other personnel 21 (iv) Non-discriminatory practices 25
3. Budget and Cost Effectiveness (i), (ii) Budget is adequate and costs are adequate 25
4. Evaluation Plan 28
5. Adequacy of Resources 31
6. Potential Impact (i) Potential impact of the project on the development and improvement of area studies in U.S. education 32 (ii) Long-term benefits 33 (iii) Process by which resulting curricula will be evaluated 34
7. Relevance to Institutional Goals 35
8. Need for Overseas Experience 38
9. Competitive Preference Priority I 40
10. Competitive Preference Priority II 40
11. Competitive Preference Priority III 40
12. Invitational Priority 40
0 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World
1. Plan of operation
(i) Design of the project
Rationale Middlesex Community College (MCC) is proposing a Fulbright-Hays Group Study
Abroad (GPA) project for the purpose of deepening and expanding connections between
Cambodian arts and cultural traditions with the humanities fine arts, social science, and business curricula at MCC, the Lowell Public Schools and other partners in the Lowell area. This project,
Cambodia’s Cultural Heritage in the Modern World, will build on a strong foundation of previous work with institutions in Cambodia as well as notable local initiatives, in collaboration with members of the Lowell area Cambodian, community aimed at preserving the cultural heritage and arts of Cambodia. The main purpose of this project will be to draw upon
Cambodia’s rich artistic heritage as a primary means to understand Cambodian culture and traditions which, when infused into curriculum, will support efforts to foster resiliency and a strong self-concept among Cambodian youth/young adults in the Lowell area. By engaging the faculty and student audiences in learning about authentic classical artistic and cultural traditions that are in limited practice in the United States, Cambodia’s Cultural Heritage in the Modern
World will also create the wherewithal to draw on these traditions in new ways and expand the appreciation and understanding of this heritage to other audiences.
Middlesex Community College1 is one of the largest of the 15 public community colleges in Massachusetts with a total credit enrollment of nearly 10,000 students in Fall 2014. Over
2600 of these students are from Lowell which has one of the largest Cambodian populations in the United States who number nearly 20% of the city’s population of 107,0002. This project will build on MCC’s prior experience implementing two successful GPA projects to Cambodia
1 As an accredited community college, MCC meets the Fulbright-Hays Invitational Priority (1). 2 US Census Bureau, American Factfinder, ACS Demographic and Housing Estimates
1 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World
(2002; 2010) and the extensive work the college has done over 25 years to infuse Asian studies across the curriculum through Fulbright and other grants as well as the strong institutional commitment to this work that is exemplified by the History, Politics, & Global Studies concentration in the Liberals Studies AA degree program. Examples of Fulbright-Hays curriculum projects implemented by MCC and Lowell Public School (LPS) faculty are listed below. More than 900 MCC and LPS students are impacted annually:
Examples of MCC Fulbright-Hays Curriculum Projects Interdisciplinary Learning Community – Psychology Windows on the World-Cambodia: Genocide Recovery and English English Composition II (multiple sections per Integration of Cambodian Poetry and Drama Readings semester) Literature I (multiple sections per semester) Integration of Cambodian Literature selections Honors Asian Literature and Social Psychology New Unit on Cambodian Cultural Mores Course World of Music (offered each semester, 2x annually) New Unit on Cambodian Music and related cultural/historical context Ceramics I and II (3 sections per semester) New Units on Cambodian Ceramics and related cultural/historical context Examples of Lowell Public School Fulbright-Hays Curriculum Projects English Language Arts New Unit on Cambodian Refugee Experience Social Studies South East Asia Studies New Unit on Cambodian Refugee Experience K-12 Art Classes New Units on the Cambodian ceramics tradition Joint MCC and LPS Projects Leveraged by Fulbright-Hays Designing and publishing of photobook on Cambodia used in a variety of pre-school – 8 settings Obtainment of a private foundation grant and National Endowment for the Arts grant to support construction of a Cambodian kiln and training of art teachers in the endangered Cambodian ceramics art tradition; http://community.middlesex.mass.edu/blogs/cambodiankiln/default.aspx Obtainment of a local T. E. Parker Foundation grant for funding to purchase Cambodian music instruments and train K-12 art teachers in classical Cambodian music so that they may develop units of study for students Development of a permanent Cambodian photo alphabet used to teach alphabet, vocabulary, and letter structure
Over the past decade MCC has built strong connections to Cambodia that include a relationship with The Royal Academy of Fine Arts (RUFA) in Phnom Penh as part of a previous
Fulbright-Hays grant (2010) and MCC’s integral involvement in the development of the
American University of Phnom Penh (AUPP), a new four-year Liberal Arts institution that will help the country meet the need for credentialed professionals with degrees in Liberal Studies,
2 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World
Economics, Law, and Global Affairs-Business.3 An objective of this Fulbright-Hays project will be to link a recently formed Fine Arts Pathway at Lowell High School, that articulates to MCC, to programming and courses at AUPP. The AUPP business major may also develop/include coursework and support for entrepreneurship endeavors related to the Cambodian arts
Initiatives in the Lowell area that have deepened ties to community and other organizations, include a National Endowment for the Arts (NEA) project to build a traditional style wood fire
Cambodian kiln for teaching and use by one of the few surviving Cambodian master ceramists in the world as well as a privately funded Cambodian classical music project that supports Lowell
Public School teachers in instructing students in the musical heritage and use of classical
Cambodian Pin Peat instruments. The proposed project, therefore, will leverage the connections that MCC has built with partners in Cambodia as well as the significant accomplishments of recent initiatives related to Lowell’s Cambodian community that have started to make the classical cultural and artistic traditions of Cambodia more broadly accessible to a contemporary audience in MCC’s region. The previous MCC Fulbright Hays GPA project, Presenting
Cambodia from an Historical and Contemporary Perspective, completed in 2011, established both the scholarly and practical infrastructure from which to implement this project.
This application is fueled by the enthusiasm, initiative, intellectual curiosity and engagement of LPS teachers and MCC faculty who have participated in the Cambodian word- fired kiln, the classical music projects and other initiatives related to Cambodia. In fact, this is a pivotal moment to multiply and deepen curriculum content and K12 - college collaboration as well as encourage community participation in educational goals related to the Cambodian experience, its culture and art forms. This grant will enable the recent accomplishments of the kiln project and music initiative to build into greater long-term endeavors such as the work of the
3 At present three MCC staff - Dona Cady, Kenneth Dunn, and Rick Doud - serve on the AUPP Advisory Board
3 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World nationally recognized Angkor Dance Troupe established in 1986 by Lowell resident Tim Thou.
These efforts also are in concert with the many cultural activities in the Lowell community itself.
Once famous as “the cradle of the American Industrial Revolution,” the city has long been a nexus of history and culture due in part to the energy and courage of the many immigrant and newcomer groups who made Lowell their home. The influx of Cambodians refugees that began in the late 1970s established Lowell as a major American center for this diaspora. However, the circumstances of refugee trauma, cultural destruction and genocide have presented many challenges for sustaining Cambodia’s unique traditions and art forms both in Cambodia and the
United States. This project, then, will seek to build on the work to date related to preserving and disseminating these traditions to a contemporary audience in Lowell but also to develop strategies for sustaining these art forms and, hence, continued education related to them through the creation of institutional infrastructure in the public schools and institutions of higher education as well as through microenterprise and entrepreneurship opportunities.
Project Overview: MCC proposes a four-week travel-study seminar in Cambodia, for a delegation of 12 MCC and area middle-high school faculty and teachers. This cohort of 12 will include Project Manager (PM) Margaret Rack of MCC and Curriculum Specialist (CS) Phala
Chea of LPS. Project Director (PD) Dona Cady, Dean of Global Education at MCC and a
Cambodian master ceramic artist and MCC professor Yary Livan will be two additional members of the team who will accompany the study-travel group and will be covered through
MCC matching funds. The project management members have previous experience in
Cambodia as well as having participated on other Fulbright-Hays projects. All other members will be new and selected by a process described in Section 1. (v) of this proposal.
4 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World
The arts of Cambodia are an especially central feature of this culture and were targeted for destruction by the Khmer Rouge because of their centrality to Cambodian identity and connections to the educated class of professionals and intellectuals. For instance, Cambodian classical music was an integral part of court rituals, ceremonies and daily life. The Pol Pot regime was intent on leaving Cambodia without any cultural or artistic heritage. The loss that was suffered related to intellectual and artistic traditions during the genocide was immeasurable and left few living Cambodians with extensive knowledge of these arts, especially in the more classical forms. For the last 30 years, Cambodians have sought to re-build their social, economic and cultural foundations, both in Cambodia and in other countries. The refugee experience of
Cambodians in the United States reflects this loss. Cambodian adults, who fled the country because of the genocide, struggle with the effects of trauma and have limited resources for preserving their cultural traditions or transmitting them to new generations of Cambodian youth.
The youth in turn suffer from their parents’ cultural disassociation and have little access to their
Cambodian heritage from authentic sources. High drop-out rates, gang involvement and adjudication among these youth have been attributed to both the parents’ trauma as well as the loss of native culture and sense of belonging.4
This project is designed to build curricula that support the MCC institutional student learning outcome of multicultural global literacy as well as the strategic priority to build partnerships with area schools that address the educational needs of both the college and community. As home to the second largest Cambodian diaspora in the United States, the city of
Lowell has the unique opportunity to enrich its overall diversity by cultivating an active
4 (http://www.wbur.org/2010/05/12/invisible-communities-iii), and, Selections from: Tintiangco-Cubanes, A., Kiang, P. K., & Museus, S. D. (Eds.) (2010). Intersections between secondary and postsecondary education. Special Issue of AAPI Nexus, 8(1). Los Angeles: University of California.
5 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World
Cambodian art, music and cultural milieu while responding to a critical need within the
Cambodian community that continues to contend with issues of acculturation, trauma and intergenerational conflict.5
Project Activities, Pre-departure: Upon acceptance in the fall, participants will receive orientation materials that provide an overview of program requirements goals and objectives, outline of pre-departure activities and requirements, and reading lists. The pre-trip preparation schedule includes five components: (1) Introductory Workshop; (2) Public Lecture (3) Master
Classes related to the visual arts and music; (4) Khmer language instruction; and (5) Three-day orientation prior to July departure. All sessions will be conducted at MCC unless otherwise noted and will be overseen by PD Cady, PM Rack, and CS Chea. Participants will be encouraged to attend two events at MCC, a film screening and the Interdisciplinary Weekend on South East
Asia that specifically connect to the goals of the grant. During International Education Week at
MCC there will be film screenings of A River Changes Course, The Areng Valley, and as yet an untitled film on three Cambodian musician families with filmmaker and human rights activist
Kalyanee Mam. Additionally, participants will be encouraged to attend the MCC
Interdisciplinary Weekend: Southeast Asia, a 15 hour 1 credit course that includes lectures, readings, hand-on workshops, and discussions. The invited keynote, Judy Ledgerwood,
Professor, Department of Anthropology, and Director of Center for Southeast Asian Studies,
Northern Illinois University, will be speaking on Cambodia and Cambodian-Americans.
Introductory Workshop (3 Hours): The workshop will cover logistics, curriculum development, use of multi-media, and a book discussion. After an initial icebreaker activity in
5 Dinh, K. T., Weinstein, T. L., Kim, S. Y., & Ho, I. K. (2008). Acculturative and Psychological Predictors of Academic-Related Outcomes Among Cambodian American High School Students. Journal of Southeast Asian American Education & Advancement : JSAAEA, 3(2008), 1–25. doi:10.1901/jaba.2008.3-1.
6 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World which participants share their personal and professional goals for the grant, the PD, PC, and CS will tie participants’ goals to the grant objectives, review the Fulbright program requirements and guidelines with participants and provide suggestions on maintaining reflection journals.
Additional information will be provided on requirements related to passports, visas, health, travel regulations, reading and meeting timelines, and pre-departure assessment questionnaire. Drs.
Claire Abrams, Lowell Public School Assistant Superintendent of Curriculum, Instruction and
Assessment, and CS Chea will discuss with public school teachers ideas for developing and accessing new global education curriculum modules and units tied to the Massachusetts
Curriculum Frameworks. The PD will discuss with MCC faculty approaches to integrating new multicultural/global education modules into existing curricula and/or developing new courses.
Peter Shea, MCC Director of Professional Development, will provide multi-media training in systematic techniques for recording 1-3 minute smart phone videos, using e-portfolio daily journal entries, and sharing photos to support curriculum development. The workshop will conclude with a discussion of the book In the Shadow of the Banyan by Vaddey Ratner, a deeply moving novel to use with students as it provides a window to the genocide in Cambodia through a compelling personal lens. Participants will be encouraged to consider how after reading the novel, their perceptions of the Cambodian experience may have changed and how it could be used in the classroom.
Public Lecture: External Evaluator Dr. Leonard Andaya will provide a public lecture SE Asia:
A World in Change at MCC which will look closely at the variation and transformations within
SE Asia today with particular regard to Cambodian culture, politics, economics, and conditions of conflict. In the afternoon, participants will meet with Dr. Andaya. Topics for discussion in reference to participants’ own project topics and his book A History of Early Modern Southeast
7 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World
Asia, 1400–1830. Participants will be encouraged to consider how the issues raised in the public lecture and afternoon meetings relate to their students’ experiences.
Master Classes: To understand the present, we begin in the past with the traditional fine arts, central the underpinnings of Cambodian culture. Cambodian master artists, Yary Livan, ceramics, and Song Heng, classical music, will each provide two master classes at varying levels for a total of 10 hours. These classes will address practically how the arts form the foundation for a diverse Cambodian culture and how these traditional forms are a fragile living practice today within and outside of Cambodia. The ceramic master classes will include introduction to
Cambodian aesthetics, decorative art forms, use of ceramics within the culture, and technical manipulation of the clay. Participants will have the opportunity to fire their works in the
Cambodian brick kiln. Master classes in classical music will include introduction to instruments such as the Pin Peat Ensemble, the historical and cultural significance of music to Cambodian aesthetics, the importance of oral tradition including the master to pupil dissemination of knowledge, and the practice of traditional classical song and dance music. Participants will have the opportunity to participate and/or perform in a MCC World Music class.
Language Study (20 hours): Tararith Kho, former Scholars at Risk Fellow at Harvard, and fellow at Brown University’s International Writing Project, teaches credit Khmer courses at
MCC, and will provide 20 hours of pre-trip task-based language instruction at the novice level.
Since Khmer is a very difficult and complex language to master, faculty will learn basic key written and oral phrases and will begin to learn how language is inherently connected to culture and content through customs of speech and structure of the written script. The language training will not make the participants fluent in Khmer; it will, however, provide them with a feeling for the Khmer language, some ability to speak directly with the people they meet, and the ability to
8 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World show their respect and appreciation to those providing them with information. Note: The participants will receive an additional 20 hours of language training while in Cambodia.
Participants will be pre-and post-tested following this training and assessed periodically during the training in Cambodia and in post-sessions to assess task-based learning outcomes.
Orientation Program (24 hours – Three days): Faculty will participate in a three-day
Orientation Program designed to build upon the Reading/Discussion Seminars and to make them more familiar with various aspects of Cambodia. They will also learn about the cultural practices that should be followed when interacting with people. The PD, PM and CS along with other members of the Planning Team and local and regional Cambodian experts, will conduct the
Orientation Program, which will also include viewing of selected videos and a walking tour of
Lowell’s Cambodian neighborhoods. Each orientation day will begin with language instruction for a total of 10 hours during the orientation week. The following is a brief summary.
Day One: After language lessons and lunch at a local Khmer restaurant, where task-based language skills may be practiced, there is an overview of Cambodia by Dr. George Chigas,
Coordinator of Asian Studies and Director of International Partnerships in Cambodia at UMass
Lowell, on how Cambodia’s ancient culture informs the modern voices in Cambodia itself as well as in the diaspora communities like Lowell, MA. The day will focus on areas in Cambodia where faculty will study and includes a discussion of Hun Sen’s Cambodia by Sabastian Strangio on how the issues raised in this book impact political, social, environmental, and most particularly traditional artistic cultural practices.
Day Two: After language lessons, there will be a quick top-up review of previous multi-media training, and participants will be divided into four groups based on discipline and curriculum interests. Each group will consider possible curriculum collaborations as during travel each
9 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World group will periodically report out on its observations via smart phone videos, journal entries, and photos. Peter Kiang and Shirley Tang, professors at the School for Global Inclusion and Social
Development of UMass Boston, will provide a workshop using national models they have developed to integrate culturally responsive instruction in the classroom, such as digital storytelling, with holistic practices of mentoring, service learning and advocacy. They will discuss how to address the social and academic needs of students as well as the capacity-building needs of local Asian American communities, particularly those in Lowell, MA
Day Three: After language lessons and lunch at a local Khmer restaurant, participants will have a walking tour of Lowell’s Cambodian Community, followed by a session on microenterprise and entrepreneurship by Luciano Sappia, MCC professor of Entrepreneurship, to provide a framework for participants to begin considering how such opportunities could be supported through curricula at MCC. This will be followed by presentations of participant projects and research interests and review of travel itinerary and questions.
Phase II. Cambodia Travel/Study Seminar, July11-August 8, 2016:
Sites identified for visits in Cambodia have been carefully selected to meet the specific needs of a variety of disciplines. While each day’s visits have been planned to maximize the available time, we have also allowed some free time that will permit additional visits to organizations or sites that might emerge as being helpful after the faculty have had an opportunity to begin their research in Cambodia. The study trip begins and ends in Phnom Penh, the capital of Cambodia and its largest urban center, with additional trips to several different locations throughout
Cambodia as detailed in the itinerary. Themes for lectures and discussions focus on: Preserving
Angkor; Microenterprise, Entrepreneurship and the Arts; Higher Education Development;
Traditional and Contemporary Arts and Culture (See Itinerary for more details on activities).
10 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World
The lectures will enhance the faculty field research and contribute to a more in-depth understanding of specific topics. Whenever possible, we will also provide faculty with the opportunity to meet and speak with individual Cambodians, which will provide another, very important perspective around the role and importance of the arts.
Faculty will keep journals, field notes, and 1-3 minute videos throughout their field study.
These will detail not only information that they learn as a result of their study, but also their personal reactions to their experiences. These journals and field notes will be very useful to them as they develop new courses/modules, provide training for other educators, and assist with developing community programming to engage Cambodian youth.
The PD and PM will finalize the in-country study phase with Dr. Yos Chandara, Dean of
Music at the Royal Fine Arts Academy (RUFA), who will serve as the Host Country
Coordinator. Highlights of the itinerary are as follows: (1) Travel and study in five Cambodian cities /provinces (Phnom Penh, Preah Vihear, Siem Reap, Battambang, and Kampong Chhnang) selected to provide insight and understanding of the past and present Cambodian experience; (2)
Meetings with Cambodian government officials, NGO leaders, educators (including faculty at
RUFA and AUPP), business people, religious leaders, community organizations, and citizens such as Cambodian Living Arts6; (3) Lectures/discussions with Cambodian experts; (4) An additional 20 hours of instruction in Khmer; and (5) Collection of historical and cultural data and anecdotal information to support individual group member’s projects and to address impact of the atrocities committed by the Khmer Rouge, as well as the effectiveness of the Extraordinary
Chambers in the Courts of Cambodia trial in addressing the generational impact of the genocide on the Cambodian diaspora. (A detailed itinerary is included in the Other Narrative section.)
6 Cambodian Living Arts (http://www.cambodianlivingarts.org/) exemplifies how traditional and classical Cambodian art forms can be sustained, disseminated and leveraged “to provide a sense of unity and shared culture”.
11 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World
In Phnom Penh, we will have the opportunity to meet master musicians and artisans as well as to present a carbon-fiber violin to RUFA on behalf of Strings for Cambodia, an effort launched at MCC after the Fulbright-Hays study in 2010 to help Cambodia begin its first orchestra since the Khmer Rouge. The UNESCO World Heritage sites of Preah Vihear and
Angkor Wat in Siem Reap provide participants breathtaking and deep authentic experiences of
Cambodia’s artistic heritage. From Siem Reap we travel to Battambang down Tonle Sap Lake, filled with the colorful floating villages of boat people as well as haunting views of villages perched precariously on top of seemingly mile high trash heaps. Certainly a window on modern
Cambodia and its struggles to provide infrastructure and sustained upward mobility for its citizens. Kampong Chhnaang, birthplace of Cambodian pottery, provides an opportunity to meet with Cambodian potters and villagers, incuding the Japanese pottery project that is reviving
Cambodian pottery while fostering economic independence and pride of potters. We then visit
Takeo and Oudong, which highlight sustainable craft entrepreneurship enterprises, returning to
Phnom Penh to meet with Cambodia Living Arts master musicians and final in-country contacts.
Language Instruction (20 pre-trip; 20 in country; total: 40 hrs): Building on the 20 hours of pre-trip language instruction, additional in-country language lessons will emphasize task-based language approach as participants begin to visit sites and interact with scholars and artists and also enable participants to be more confident navigating the host country including changing currency, buying items, and arranging transportation. As participants learn more language, they will better understand how language informs culture.
Emergency Exit Plan: The Director will register participants at the U.S. and Cambodian embassies and ensure that they enroll in the Smart Traveler Enrollment Program. She will have contact information for staff at the U.S. Embassy and will monitor the Bureau of Consular
12 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World
Affairs website for risk management travel warnings/alert, and if necessary to leave Cambodia, will reach out to the host country contacts, as well as Patrick Cook, MCC Executive Director of
Public Affairs, who will work with her to make travel arrangements. He will communicate with the Office of U.S. Representative Nicola Tsongas for additional assistance, if necessary.
Post Seminar Phase III – Curriculum Development, Special Projects and Dissemination:
Upon completion of the overseas phase, the PD, PM, and CS, along with the other members of the planning team, will work with MCC faculty participants and the LPS teachers to establish timelines for special projects and curriculum development completion as well as strategies for dissemination of information within the Lowell community. Highlights of this post-seminar phase include: (1) Infusing information obtained in Cambodia on the artistic traditions, history, culture, and entrepreneurship opportunities and into a minimum of 25 courses within the LPS and MCC and piloting new courses during the 2016-17 academic year; (2)
Working with the college’s Asian studies initiatives, International Club, LPS, Cambodian organizations, and community groups to disseminate information, hold community forums, and display presentations at key locations throughout the City of Lowell, in particular, during a multi-day conference on Cambodia in March 2017 External Evaluator Leonard Andaya will provide a public lecture and grant participants, other educators, and Cambodian artists will present and perform; and (3) Continuing discussions and joint research with contacts in
Cambodia, including the faculty at RUFA and K-12 schools through the use technology (e-mail,
Skype, Facebook, LinkedIn, Twitter, and blogs).
Curriculum Development – At regularly scheduled meetings, participants will meet to share videos, reflections and ideas on themes and content and will begin to design their curriculum projects. Leonard Andaya, PhD, Professor of Southeast Asia at the University of Hawai’i,
13 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World
External Evaluator; Claire Abrams, Assistant Superintendent of Curriculum and Assessment for the Lowell Public Schools; and CS Dr. Phala Chea will provide feedback to participants pre and post field study on curriculum ideas.
Post Seminar Phase III – Curriculum Development, Special Projects and Dissemination
Post-trip activities will include seven, two-hour monthly meetings at MCC and a visit to Primary
Source, a leader in K-12 curriculum development. Purposes of these meetings are to: (1)
Continue building relationships among a continuum of educators with a common focus; (2)
Provide support for development of curriculum and other activities and (3) Plan dissemination activities. Highlights of this post-seminar phase include: (1) Infusing curriculum modules on
Cambodian arts and culture, many of which will be multi-media based, into a minimum of 25 courses at area middle-high schools and MCC and piloting new courses beginning in 2017; (2)
Posting curricula on MCC Global Education and Primary Source websites; sharing it with colleagues; and presenting at conferences such as those sponsored by the East-West Center’s
Asian Studies Development Program and the Asia Society; (3) Increasing the number of students enrolled in MCC’s History, Politics, & Global Studies concentration by designing and promoting a new Cambodian Studies Pathway through such initiatives as articulating credit for high school in Cambodian focused English Language Arts, Social Studies and Arts courses with MCC courses, online courses, dual enrollment, and student engagement activities.
(ii) Management Plan
A management plan has been carefully designed to benefit from the broad-based international experience of the PD and PM who worked closely with a Project Planning Team to design the research/study project. Dona Cady, MCC Dean of Global Education, will serve as overall PD and accompany the MCC group to Cambodia supported by MCC funds. She will be assisted by MCC Professor of Art Margaret Rack, who will serve as PM and accompany the
14 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World faculty to Cambodia. Professor Rack has traveled to Cambodia several times and has worked extensively on projects related to Cambodian arts and culture and is well-qualified to oversee travel activities in Cambodia. Kenneth Dunn will serve as a team advisor to this project based on his extensive experience working with the program partners in Cambodia and his in-depth knowledge of the country, its people, history and culture. Similarly CS Phala Chea will also advise on all facets of the project phases based on her extensive knowledge and understanding of
Cambodia. (See Quality of Key Personnel and resumes for additional information.)
Dean Cady will oversee all phases of the project, including participant selection, orientation and pre-trip activities; travel/study abroad itinerary; curriculum development; continuation of contacts with RUFA and AUPP; evaluation; and dissemination activities. Dean
Cady will be responsible for completion of all required documentation to the US Department of
Education. She has extensive experience planning and implementing international education programs, as well as working with the Lowell Cambodian community to offer programs and services. Professor Rack will assist Dean Cady with planning the specific aspects of the trip, including finalizing all arrangements in Cambodia, coordinating travel arrangements (passports, plane tickets, hotel accommodations), conducting orientation and pre-travel activities, accompanying faculty throughout the trip, and assisting with the dissemination activities. The project will benefit significantly from her experience as a faculty member who has traveled, studied, and taught in Cambodia.
A GPA Planning Team worked collaboratively to develop the plans for all three phases of the project including the in-country itinerary. Ken Dunn has been key in working with MCC’s
Cambodian partner RUFA and AUPP in Phnom Penh and has held meetings with the RUFA
Dean Yos Chandara and AUPP President Sharon Siverts and Chair of the Trustees Board Dr.
15 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World
Vandeth Chea as well as other Cambodian leaders this spring to build stronger cultural and curriculum relationships in anticipation of a Fulbright-Hayes GPA application. Dr. Phala Chea will serve as the CS on the trip. As part of the dissemination activities, she will work with both the LPS and MCC faculty to support their curriculum development and special project completion. Dean Cady and Professor Rack will also work with MCC faculty participating in the study/research component to assist them in developing curricula and community-focused projects. (See Appendices for resumes)
In addition to planning the proposed itinerary, the management team conducted a survey that was sent to all full-time MCC Humanities and Social Sciences faculty and LPS teachers requesting the following information: (1) why would it be beneficial for them to conduct research in Cambodia; (2) what specific arts, cultural interest focus, proposed project or curriculum initiative would they develop as a result of this research; (3) what areas of research and interest in Cambodia would their project or curriculum development support; and (4) how would they address a “continuum-relational perspective,” i.e. how research conducted in
Cambodia would influence their educational approach in relating to Cambodian students and their families. This management structure and the survey results distributed to more than 40 LPS teachers and MCC faculty in early 2015 directly influenced the development of the proposal and links to all three project phases.
The table identifies the specific activities to be undertaken and individuals responsible. It clearly demonstrates the efficiency of operation and linkages between all project phases.
Schedule of Activities and Responsibilities Task Person(s) Responsible Phase I – Pre-Travel Selection of Participants Project Director, Project Coordinator, MCC Vice President for Academic and Student Affairs, Representatives (2) from Public Schools Reading and Study Seminar Project Director, Project Coordinator, Curriculum
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Specialist Orientation Activities Project Director, Project Coordinator, Curriculum Specialist Language Training Tararith Kho (MCC faculty), Project Coordinator Identification of Travel/Study Sites and identification of Project Director, Project Coordinator, Curriculum Cambodian experts to speak on various topics and to hold Specialist in consultation with Project Planning Team and discussions with faculty Advisor Kenneth Dunn Phase II – Travel-Study Seminar Finalization of Travel Arrangements Project Director, Project Coordinator, Curriculum Specialist Travel through Cambodia Project Director, Project Coordinator, Curriculum Specialist Lectures and Discussions Experts identified in planning phase Initial Curriculum Development Project Direction/Cur. Spec., Through Skype: LPS Assistant Superintendent for Curriculum and Evaluator Phase III – Post Travel-Study Dissemination Curriculum Development and Enhancement; posting of Project Director, Curriculum Specialist, Project curriculum modules and activities on MCC Global Coordinator, LPS Assistant Superintendent for Education website Curriculum Dissemination Activities, including community outreach Project Director, Curriculum Specialist, Project Coordinator, MCC and Public School Faculty Faculty, Student, and Project Evaluations Project Director, Curriculum Specialist (iii) Objectives in Relation to the Purpose of the Program
The goal of this project is thoroughly consistent with the purpose of the Fulbright-Hays GPA program in that it would strengthen intercultural understanding and support of the greater Lowell
Cambodian population by means of educational and cultural exchange. The overall goals of this project are 1.) To provide Cambodian youth with a strong sense to their cultural legacy by increasing their appreciation of Cambodia’s cultural arts heritage through new curricula and educational activities as well as 2.) to help sustain the unique artistic culture of Cambodia in the
United States by developing the assets of the Lowell community through cultural and educational activities. The specific objectives to accomplish the goals of the project are:
1.) Increase by 12 the number of MCC and LPS faculty who can integrate content related to the arts and culture of Cambodia into their classes through research, travel/study, and curriculum development;
2.) Infuse a minimum of 25 courses at the elementary, secondary, and college levels with content reflecting the arts, culture and historic context of these Cambodia traditional art forms
17 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World incorporating current Cambodian scholarship and resources researched in Cambodia and
America;
3.) Increase faculty knowledge of the comparative connections between Cambodians in
Cambodia and Cambodians in America based on access to their cultural heritage;
4.) Increase faculty expertise in designing culturally sensitive educational activities and teaching strategies that contribute to fostering positive self-imagery in students;
5.) Integrate Cambodian traditional and classic art instruction into the recently developed
Fine Arts Pathway at Lowell High School, strengthen its articulation to MCC and potential the connection of this pathway to RUFA and/or AUPP courses by engaging 10 faculty from IHEs in pathway development; and
6.) Develop strategies for sustaining the artistic and cultural traditions of Cambodia within the contemporary context in Lowell by increasing access to MCC microenterprise and entrepreneurial coursework to members of the Cambodian arts community. The following chart indicates objectives and their link to project activities.
Goals and Objectives Activities to Accomplish Objective 1.) Increase by 12 the number of MCC and LPS faculty Each participant will identify a preliminary who can integrate content related to the arts and culture research focus area as part of the application of Cambodia into their classes through research, process. This may include the creation or travel/study, and curriculum development; modification of a course(s), as well as the design and implementation of a special project. The pre- 2.) Infuse a minimum of 25 courses at the elementary, travel phase will provide background information secondary, and college levels with content reflecting on the country and culture of Cambodia and its the arts, culture and historic context of these Cambodia context within SE Asia; the travel/study phase will traditional art forms incorporating current Cambodian provide opportunities to conduct curriculum- scholarship and resources researched in Cambodia and related research and to begin development of America; curricula and other activities with most being completed in 2016-17. Monthly meetings will be held with participants post study/research to provide professional development and to share ideas regarding new content knowledge, teaching methodologies, and implementation strategies. 3.) Increase faculty knowledge of the comparative During the pre-study lectures and orientation, connections between Cambodians in Cambodia and faculty will begin to consider and discuss the Cambodians in America based on access to their significance of these cultural traditions – and cultural heritage; access to them – for people of Cambodian descent in the modern world. Travel and study activities
18 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World
will be framed by this understanding. Curricula and projects that are designed through this project in the post-study phase will use deliberate strategies to develop historical and cultural context for instruction/appreciation of art forms. 4.) Increase faculty expertise in designing culturally Pre-study activities will create a firmer sensitive educational activities and teaching strategies understanding of cultural factors in the content and that contribute to fostering positive self-imagery in approach to learning for a modern Cambodian students; audience. Post-study curriculum development activities will address these factors explicitly in the design of products. 5.) Integrate Cambodian traditional and classic art Monthly meetings will be held with participants instruction into the recently developed Fine Arts post study/research to undertake curriculum and Pathway at Lowell High School, strengthen its project development regarding new content articulation to MCC and explore the potential to knowledge, teaching methodologies and develop the connection of this pathway with RUFA consideration about how these can be integrated and/or AUPP by engaging 10 faculty from Cambodian with this pathway. IHEs; and The travel and study phase will provide participants with direct contact with the Cambodian IHEs and information on coursework and majors. Post-study curriculum development, informed by colleagues from RUFA and AUPP, will align curriculum as indicated. 6.) Develop strategies for sustaining the artistic and Using models introduced on the pre-study lecture cultural traditions of Cambodia within the classes, participants will consider microenterprise contemporary context in Lowell by increasing access to and entrepreneurial models during interviews and MCC microenterprise and entrepreneurial coursework classes in-country, and develop new approaches to members of the Cambodian arts community. during to sustainability and long-term viability of an arts and culture center in post-study activities. (iv) Use of Resources and Personnel to Achieve Objectives
The chart below demonstrates how MCC will utilize resources and staff to achieve objectives.
Objective and Purpose Resources/Methods Project Personnel Timeframe 1.) Increase by 12 the number of MCC Pre/Post study and Project Director, 12/2015 – and LPS faculty who can integrate curriculum development - Project Manager, 9/2017 content related to the arts and culture of MCC Global Education Curriculum Specialist Cambodia into their classes through program funds; research, travel/study, and curriculum Research/Study abroad - development GPA funds 2.) Infuse a minimum of 25 courses at the Research/Study abroad – Project Director, Project 8/2016 – elementary, secondary, and college levels Fulbright - GPA funds; Coordinator, Curriculum 3/2017 with content reflecting the arts, culture MCC curriculum Specialist, MCC Director and historic context of these Cambodia development workshops of Professional traditional art forms incorporating current and in-kind staff Development, Primary Cambodian scholarship and resources resources; Primary Source Source staff, LPS Asst. researched in Cambodia and America; resources Sup. of Curriculum 3.) Increase faculty knowledge of the Pre/Post study of culture Project Director, 9/2015 – comparative connections between and historical context - Curriculum Specialist 3/2017 Cambodians in Cambodia and MCC Global Education Content experts, Cambodians in America based on access program funds; In- Program Advisor Dunn to their cultural heritage; country meetings and study - GPA funds 4.) Increase faculty expertise in designing MCC Workshops for Project Director, Project 8/2016 –
19 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World culturally sensitive educational activities faculty on designing Coordinator, Curriculum 3/2017 and teaching strategies that contribute to culturally sensitive Specialist, MCC Director fostering positive self-imagery in materials - in-kind staff of Professional students; resources including Development, LPS Asst. MCC FSA Diversity Sup. of Curriculum Committee; LPS curriculum development expertise 5.) Integrate Cambodian traditional and In- country meetings and Project Director, Project 6/2016 – classic art instruction into the recently study - GPA funds; Post- Coordinator, Curriculum 3/2017 developed Fine Arts Pathway at Lowell travel/study of culture and Specialist, MCC Director High School, strengthen its articulation to curriculum development - of Professional MCC and explore the potential to develop MCC Global Education Development, LPS Asst. the connection of this pathway with program funds Sup. of Curriculum, RUFA and/or AUPP; Program Advisor Dunn 6.) Develop strategies for sustaining the Pre/Post study and Project Director, Project 3/2016- artistic and cultural traditions of curriculum development - Coordinator, Curriculum 3/2017 Cambodia within the contemporary MCC Global Education Specialist, MCC Faculty context in Lowell by increasing access to program funds; expert L. Sappia, MCC microenterprise and entrepreneurial Research/Study abroad - Program Advisor Dunn coursework to members of the GPA funds Cambodian arts community.
(v) Equal Access: MCC and LPS will make every effort to ensure that project participants who are eligible to participate are selected without regard to race, color, national origin, gender, age, or handicapping condition. Eligibility for study in Cambodia will follow MCC’s equal access/affirmative action policy, as well as the stated guidelines for eligible GPA project participants in the Fulbright-Hays GPA application. In addition, MCC recognizes the significance of ensuring that participants must be actively engaged in the education process; and currently teaching and/or studying in the fields of humanities, social sciences, foreign languages, business, and/or area studies.
At MCC, the selection committee will be comprised of the PD, PM and Provost/Vice
President for Academic and Student Affairs. At LPS, the selection process will be overseen by the Superintendent of Schools, who will identify two other representatives to serve on the committee. The application will clearly state the criteria that will be considered in the evaluation of each applicant. The application will include specific information on how the trip will enable
20 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World faculty to enhance their curricula, as well as the way they teach and interact with Cambodian students and their families.
Pending notification of funding, all full-time MCC faculty teaching in the Divisions of
Humanities and Social Science, Fine Arts, and Business and all LPS K-12 teachers will be invited to submit a formal application. MCC faculty will be informed of this opportunity through
MCC Newscaster that goes out to the entire college, individual emails, and announcements made at Division and Faculty Staff Associate meetings. LPS teachers will be similarly informed.
2. Quality of key personnel
(i), (ii), (iii) Qualifications, responsibilities and time commitment of project director and other personnel
Project Director: Dona Cady was named MCC’s Dean of Global Education in 2012 after serving as Associate and Interim Dean of Humanities and Asian Studies and a member of the
MCC faculty for 34 years. She is now responsible for global curriculum initiatives, coordinating partnerships, international exchanges and grants, student study abroad programs, and has an extensive background in Asian studies and grants administration that makes her well-qualified to lead the project. She holds a bachelor’s degree from the University of the Pacific, master’s degree from University of Notre Dame, and Diploma in European Archeology from Oxford
University and is fluent in French and Spanish. She regularly presents on Asian studies (Daoist and Confucian Role Ethics) as well as Global Education strategic initiatives at regional, national, and international conferences.
Dean Cady took a lead role in design of MCC’s History, Politics, & Global Studies concentration in the Liberals Studies AA degree program. Dean Cady’s grant administration experience includes planning and implementing at MCC the Parker Foundation grant Preserving
Cambodian Classical Music, the EWC-ASDP Title IV Enhancing Undergraduate Chinese
21 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World
Language and Culture Studies: Integrating Faculty and Curriculum, the multi-college cohort
ASDP/National Endowment for Humanities Thinking through Cultural Diversity: Bridging
Cultural Differences in Asian Traditions, and the AACU/NEH Bridging Cultures to Form a
Nation: Difference, Community, and Democratic Thinking. Other Asian Studies administrative experience includes serving as the Regional Coordinator for EWC-ASDP, annually organizing four regional workshops and conferences, and chairing the 2011 ASDP national conference in
Boston Asian Studies: Traditions and Transformation. Dean Cady’s lengthy experience in designing innovative courses provides the background for her to serve also as the Project
Director. This includes having developed and taught traditional, online and learning community courses, many of which integrated web-based and digital materials and virtual world technologies. In 2006, she was selected as a Massachusetts Colleges Online Course of
Distinction Winner and was a participant in MCC’s prior Fulbright-Hays GPA to Cambodia.
She will oversee all phases of the project and devote 25 % or her time to these responsibilities.
Project Manager: Margaret Rack, MCC Professor of Art will serve as Project Manager.
Margaret Rack has taught Art at MCC since 1990 and has also taught at the School of the
Museum of Fine Arts, Boston, MA. She is well recognized both locally and nationally, having been named a National Endowment for the Arts “Coming Up Taller” finalist (2004) and semi- finalist (2003) and also received a City of Boston and ProArts Consortium “1997 Pubic Service in the Arts” award. She has traveled to and taught in Cambodia as well as participating in
MCC’s Fulbright-Hays project to Cambodia (2010).
Professor Rack will devote 10% time for assisting with the organization and implementation of pre- and post- project activities and full-time to the project when the study trip occurs in July
2016. Her responsibilities include assisting Dean Cady with planning the specific aspects of the
22 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World trip, including finalizing all arrangements, meetings, and site visits in Cambodia; conducting orientation and pre-travel activities; accompanying faculty throughout the trip, and assisting with the dissemination.
Curriculum Specialist: Phala Chea, Ed.D., the Specialist for Community Outreach in Support of English Language Learners and Families within the Lowell Public Schools, will serve as the
Project Curriculum Specialist. Dr. Chea’s responsibilities include ensuring all state and federal laws and regulations pertaining to the education of English Language Learners (ELLs) are understood and are part of the daily school and classroom practice, monitoring the program delivery services for ELLs, developing and overseeing professional development for teachers and tutors that promotes the use of best practices in the instruction of ELLs, and collaborating with district staff to design, and implement and support innovative programs and maintain community connections in order to assure that families are involved in their children’s academic life. She holds a doctoral degree in education leadership and a master’s degree in curriculum and instruction. Her professional experiences include seven years of teaching in the LPS. She has also served as an instructor at Fitchburg State College where her responsibilities included teaching and guiding teachers on cultural diversity and urban teaching. Additional experience includes having been the Coordinator of the LPS Parent Information Center.
Dr. Chea will devote 10% time to assisting with pre- and post-travel activities and full- time to the project during the July study trip. Her responsibilities will focus on providing guidance to the LPS teachers and MCC faculty as they conduct research in Cambodia and then develop curriculum and special projects following the trip. She, herself, will also be developing a plan and related curriculum for the LPS to infuse Cambodian studies into K–12 classes. Finally,
Dr. Chea will assist in leading the community meetings and forums to disseminate the project’s
23 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World findings and to develop ongoing initiatives aimed at increasing the ability of educators to relate to Cambodian youth and their families. Dr. Chea’s expertise in curriculum development and deep understanding of the challenges faced by Cambodian youth and their families will enable her to provide significant assistance.
Travel-Study Host Coordinator: Yos Chandara, Dean of Music at the Royal Fine Arts
Academy (RUFA), will serve as the Host Country Coordinator. Dean Chandara is an accomplished musician, conductor, and teacher. Dean Chandara holds a BA in Music, specializing in Violin, from the School of Fine Arts (now Royal University of Fine Arts) in
Phnom Penh and an MA in Music Theory from the Bulgarian State Conservatory Sofia, Bulgaria
(now State Academy “Pantcho Vladigerov”). Dean Chandara was involved in the creation and development of the Nokor Reach Orchestra for the Cambodian Ministry of Culture and Fine
Arts. His background as a musician includes conducting, composing/arranging, and performing and he is experienced composing and performing Khmer, Angklung (Indonesian) and western music. Dean Chandara has worked with many arts organizations both within Cambodia as well as internationally. Dean Chandara will devote 10% time to pre- and post-project activities and
120 hours during the in-country phase of the project. His responsibilities will include identifying
RUFA and other faculty, as well as other educators, to meet with American faculty; facilitating faculty discussions; providing guidance on the research being conducted by participants; assisting in coordinating visits and travel and accompanying the group several days outside of
Phnom Penh; and facilitating ongoing communication between LPS, MCC and Cambodian faculty in post-travel/study phase.
Team Advisor: Kenneth Dunn, member of the MCC faculty since 1983, will also support the
MCC team based on his extensive experience with Cambodia and his involvement with the new
24 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World
American University in Phnom Penh (AUPP). He will do this in his MCC role as International
Director of SE Asia Studies. Professor Dunn holds a J.D., is currently the MCC Director of
International Programs in South East Asia as well as a Professor of Legal Studies at MCC. He has directed the MCC Law Center since its inception in 1989 and is the former chair of the
Paralegal Studies Program. Professor Dunn has extensive travel and study experience in
Cambodia. From 1997 – 2002, he served as Project Director of a USIA College and University
Affiliations Program (CUAP) focused on establishing a conflict resolution program at the
National Institute of Management. Through the CUAP grant project, Professor Dunn has established numerous relationships with Cambodian faculty, who have traveled to MCC to study conflict resolution. In 2004, he was selected as a Fulbright Senior Specialist and completed a project in 2004-2005 designing an undergraduate law curriculum at National University of
Management in Phnom Penh. From 2006-2008, he taught International Business Law in the
Doctorate of Business Administration program at that institution.
(iv) Non-discriminatory practices: MCC has a comprehensive affirmative action policy that is followed closely by all Departments. To fulfill GEPA and GPRA requirements, MCC will select eligible participants according to College and program guidelines established to fulfill the requirements of the General Education Provision Act (GEPA) section 427, and the Government
Performance and Results Act (GPRA).
Curriculum vitas: Curriculum vitas of the GPA key personnel are included in Attachments.
3. Budget and cost effectiveness.
(i), (ii) Budget is adequate and costs are adequate
A cost effective budget has been developed that provides extensive in-kind contributions, including the work of the Project Director and Project Manager from MCC, who will provide a
25 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World high level of leadership throughout the project. The time and expenses of the Project Director, including travel this administrator’s travel to Cambodia, are all covered through the commitment of institutional funds. Direct costs reflect all necessary and appropriate items related to the four-week study in Cambodia and focus on international travel from Boston, Massachusetts to
Phnom Penh and in-country travel to four additional cities/provinces (Siem Reap, Peah Vihear,
Battambang and Kampong Chhnang). Care has been taken to develop a budget that maximizes the use of both grant and college resources to support faculty study and research. MCC will fund all Phase I and Phase III activities through a budget dedicated to global education initiatives and in-kind support from staff. The total MCC match is $117,568 ($94,607 in-kind;
$22,961 in cash) and LPS is contributing $9,800 in-kind for Ms. Phala Chea’s time.
A total of $81,588 is requested. This includes: $23,496 for international air travel and
$51,482 for in-country travel (includes per diem and transportation costs). To reduce expenses, the project utilizes a combination of vans, one in-country flight, and transport by boat to travel between cities. All costs have been calculated at current “over-the-counter economy ticket rates” in order to accommodate maximum transportation costs when the project is implemented. Every effort will be made to obtain the most reasonable air and land transportation fares. According to grant guidelines, the per diem expense has been calculated at 50% of the U.S. State Department published per diem rates. Additional funding covers stipends for in-country lectures, language instruction and in-country coordinators; and purchase of resource and education materials by participants ($3,000).
MCC will provide in-kind and cash support for all pre-travel seminars, language instruction, three-day orientation and for post-travel workshops. GPA participants will devote 76 hours each to pre-trip activities and will not be compensated. The post-study curriculum/special
26 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World project development required of all participants will require a minimum of 40 hours per participant for which they will not be compensated. The four-weeks of study in Cambodia, including transportation is $51,482 or $4,290 per participant of direct costs to the USDOE for 12 participants, the PD/CS and the PM will be covered by institutional monies for a total of 14 overall. Thus, the budget effectively utilizes both grant funds to cover costs in China and college resources to cover costs of the pre- and post-project phases.
Relationship between project costs and project objectives: Objectives Source of Rationale for Cost Funding 1.) Increase by 12 the number of MCC and Pre-Travel - Pre-travel Phase: provides participants with LPS faculty who can integrate content Matching background on Cambodia exposure to key related to the arts and culture of MCC cash language terms, information on how to conduct Cambodia into their classes through and in-kind research, foundational information on research, travel/study, and curriculum funds for Cambodian artistic and cultural history, and development; workshop models for sustaining through educational 2.) Infuse a minimum of 25 courses at the leaders infrastructure and/or business development. All elementary, secondary, and college of this is required to prepare participants for a levels with content reflecting the arts, productive curriculum development and/or other culture and historic context of these activity project. Cambodia traditional art forms; 3.) Increase faculty knowledge of the comparative connections between Travel – Travel Phase provides opportunity for four- Cambodians in Cambodia and Fulbright week, in-depth study of Cambodia’s cultural and Cambodians in America based on access Funds to arts tradition, visits and discussions with subject to their cultural heritage; support travel area experts, and organizations focused on arts 4.) Increase faculty expertise in designing costs preservation. All places to be visited reflect this culturally sensitive educational activities emphasis. Lectures provided and/or arranged for and teaching strategies that contribute to by in-country hosts will provide specific fostering positive self-imagery in contexts for visits to sites and other trip students; (see positive impact on experiences. The planned activities are required Achievement Gap) to provide participants with a deeper, first- 5.) Integrate Cambodian traditional and person exposure to Cambodia that will then be classic art instruction into the recently reflected in the curriculum that is developed. developed Fine Arts Pathway at Lowell High School, strengthen its articulation Post-Travel – Post-Travel Phase provides further support for to MCC and explore the potential to Matching curriculum development and piloting, develop the connection of this pathway MCC cash educational pathway development related to arts with RUFA and/or AUPP; and in-kind and culture, and building infrastructure to 6.) Develop strategies for sustaining the funds to sustain in contemporary American setting as artistic and cultural traditions of support well as dissemination of project curriculum Cambodia within the contemporary curriculum through web sites and presentations. context in Lowell by increasing access to development . MCC microenterprise and workshops entrepreneurial coursework to members and planning of the Cambodian arts community. sister-school relationships
27 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World
4. Evaluation plan.
Evaluation plan for project activities, impact and curricular outcomes
A variety of evaluations will be conducted throughout all three phases to ensure that modifications and adjustments of activities can be made in a timely manner to ensure successful fulfillment of project objectives. The PD will oversee a comprehensive evaluation plan that will include quantitative and qualitative assessments. Prior to the travel phase, each participant will be required to develop his/her project outline that will include the following: topic, course or project goal and objectives and relationship to the GPA project goal, problem statement, target audience or grade level, anticipated outcome(s)/impact, and potential assessment tools. This outline will be further refined throughout the project. An external evaluator, Leonard Andaya,
PhD, Professor of Southeast Asian History at the University of Hawai’i, will meet with the PD and CS during the pre-travel and post-travel phases the project to identify appropriate progress indicators and outcome assessments, formalize data collection, and analyze the evaluations that will be ongoing throughout the project. (See Appendices for examples.) He will also be in contact with individual participants several times during the initiative to evaluate how the project support is meeting participants’ personal project goals. As completed, he will summarize these interview results and discuss with the PD and CS for follow-up. He will also review all other quantitative and qualitative assessments and meet with the PD and CS to provide suggestions for enhancement of project activities. (See CV in Attachments). He will compile all assessments and evaluations into reports that will be shared with the Provost/VP for Academic Affairs, Division
Deans and school curriculum directors for input and submitted with the final project report.
Methodology, how data will be collected, potential questions to be asked, how data will be analyzed, how evaluation results will be used, link to project objectives/goals
28 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World
The following chart illustrates the quantitative and qualitative assessments that will be completed to measure the achievement of each objective and to inform project activities. As assessments are completed throughout the project, they will be reviewed by the PD, CS, PM and evaluators to determine impact and results and to enhance or revise activities to meet participant and student needs. Following each Pre-Travel, Travel, and Post-Travel activity, participants will complete a Likert survey that measures increase in knowledge and asks questions related to most and least useful elements of the seminar or activity and suggestions. MCC uses the American
Association of University and College (AAUP) LEAP Global Learning Value Rubric to assess levels of student multicultural/global learning, and this rubric will be used in developing assessments related to the piloted curricula.
Objectives Assessments and Analysis Timeline 1. Increase by 12 the number of Pre-and post-questionnaires related to individual participant goals 1/2016 MCC and LPS faculty who can will be administered to determine the degree to which they were and integrate content related to the arts met and additional support that can be provided. PD/CS and 2/2017 and culture of Cambodia into their Evaluator will review questionnaires to determine extent of classes through research, participant growth in knowledge. travel/study, and curriculum development; 2. Infuse a minimum of 25 Participants will complete modules and/or new course outlines by 9/2016- courses at the elementary, December 30, 2016 and pilot in spring 2016 or AY 2017, 3/2016 secondary, and college levels with depending upon course scheduling. MCC faculty will comply content reflecting the arts, culture with college syllabi requirements, while public school faculty and historic context of these will comply with system standards for curriculum development Cambodia traditional art forms; that are directly related to the Massachusetts Curriculum Frameworks. The PD/CS and Lowell Public School Assistant Superintendent for Curriculum will review draft outlines to make suggestions on content. Final outlines will be reviewed by the PD/CS and approved by Division Deans or public school curriculum coordinators and principals to ensure content and assessments meet college and school standards and requirements.
Each college and school module or course will include student learning outcomes and how these outcomes will be assessed. 9/2016 - Assessments may include the use of rubrics, reflection papers, e- ongoing portfolio, and projects. Results of these assessments will be analyzed to determine impact on student learning. 3. Increase faculty knowledge of Faculty will complete a pre- and post survey related to their 1/2016 the comparative connections understanding of Cambodia and the relationship of arts/cultural and between Cambodians in experiences to daily life and community well-being. In addition, 2/2017 Cambodia and Cambodians in at the conclusion of the trip, faculty will complete an evaluation America based on access to their survey of the travel/study trip and participate in a follow-up focus and cultural heritage; group discussion. 9/2016
29 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World
4. Increase faculty expertise in Faculty participating in workshops related to developing 11/2016- designing culturally sensitive curricula, teaching methodologies and intercultural competencies 3/2017 educational activities and teaching will complete workshop evaluations. PD will analyze and provide strategies that contribute to additional information, as necessary based on the evaluations. fostering positive self-imagery in students; (see positive impact on Assessments will include number of participants and the number Achievement Gap) of new initiatives begun as a result of these discussions; additional assessments will include measurement of impact of these activities on Cambodian students against relevant benchmark data 5. Integrate Cambodian traditional MCC has an institutionalized Program Review Process; and classic art instruction into the courses/modules will be reviewed as part of the History, Politics, Program recently developed Fine Arts & Global Studies concentration in the Liberals Studies AA review is Pathway at Lowell High School, degree program curriculum; the History offerings will be conducted strengthen its articulation to MCC reviewed as part of the Social Science concentration curriculum, every five and explore the potential to Visual and Music offerings as part of the Fine & Performing arts years. develop the connection of this concentration. The review process includes analysis of program pathway with RUFA and/or student learning outcomes and assessment; institutional data AUPP; related to enrollment, retention and transfer; and input from an external expert.
Memoranda of Understanding will be developed between MCC or public schools and Cambodian universities as to the intent to align coursework. 6. Develop strategies for Participant notes, videos, and other material collected during the 11/2016- sustaining the artistic and cultural travel/study phase will record observations on the use of 3/2017 traditions of Cambodia within the microenterprise/entrepreneurial activities that have yielded contemporary context in Lowell results in the Cambodian context. Using participant project by increasing access to MCC outlines, post-travel sessions will de-brief on collected microenterprise and observations, compile participants’ proposals for activities and entrepreneurial coursework to develop planning steps needed to operationalize. members of the Cambodian arts community. Project impacts include: (1) students in courses/modules developed through this project will gain increased awareness and multicultural understanding of the influence of historic
Cambodia artistic traditions on the Cambodian-American identity, 2.) Cambodian-American students will benefit as due to strategies to combat refugee trauma, cultural destruction, dropout rates, graduation rates, and gang-involvement as well as increase entrance into postsecondary education, evidenced by improvements in closing the achievement gap among participating students, 3.) the Lowell community and involved schools will report increased participation in, and appreciation of, cultural activities and classes related to Cambodian arts and culture, and 4.) engagement related to curriculum, activities, and institutional infrastructure (pathways) will generate new endeavors related to microenterprise and entrepreneurship and institutional
30 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World infrastructure for sustaining cultural activities. All assessments and evaluations will be compiled into reports that will be shared with the Vice President for Academic Affairs and Division Deans and also submitted with the final project report.
5. Adequacy of Resources
At Applicant Site (MCC): Participants will have access to extensive support in developing curricula and projects. In addition to the guidance provided by the PD, CS and PM, the faculty will also participate in workshops conducted by the MCC Director of Professional Development
Peter Shea, staff from Primary Source, and Claire Abrams, Lowell Public School Assistant
Superintendent for Curriculum. Shea, who also teaches at MCC, has extensive background in curriculum and course design including the use of technologically enhanced pedagogy through simulations, multi-media, and web-based learning, integration of core student success strategies, and identification of feedback and assessment strategies linked to student learning outcomes.
Primary Source, a Massachusetts based nationally recognized organization focused on global education, will provide curriculum workshops. Abrams, who has significant experience in innovative curriculum development, and the Elise Martin, MCC Dean of Assessment, will provide input to participants on strategies for assessing student learning outcomes.
In Country Host: MCC has contacts at the RUFA and AUPP in Phnom Penh. These contacts have assisted in the planning of this proposal and will continue to work with us to finalize accommodations, lectures and field experiences. The project will also work with the institutions and CS Phala Chea, for in country language study/field experiences.
Facilities, Supplies and Other Resources: Phase I and Phase III activities will take place at either the MCC campus, Primary Source, or participating schools. All facilities are fully handicap accessible and meet all ADA requirements. Project staff and participants will have full
31 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World access to meeting rooms, computers, internet connections, multimedia, and other resources to support pre- and post-trip activities. All MCC faculty have furnished offices that include personal computers or can access computers in the library or in the college’s Teaching, Learning and Reflection Centers. In addition, all participants will be able to use the MCC Interactive
Technology Labs that are located on both campuses, which feature a wide variety of curriculum development hardware and software to support the use of multimedia module design. High school teachers have access to technology available through schools and MCC. Primary Source offers a variety of resources for teachers through its programs, library, and curriculum units.
Primary Source publications combine primary sources with lesson plans for teachers to incorporate into their classes. The LPS is a partner with Primary Source. Finally, MCC will offer workshops related to the Cambodia arts tradition based on participant research and study interests. A project Word Press site will be created containing robust resources, faculty asynchronous discussions boards, and the ability to upload multi-media curriculum modules.
Letters of Support: Letters of Support have been received local organizations, in-country partners as well as US Representative N. Tsongas and Senator E. Warren. (See Attachments.)
6. Potential Impact
(i.) Potential impact of the project on the development and improvement of modern foreign languages and area studies in U.S. education
As reflected in the anticipated outcomes linked to project objectives, MCC anticipates that the project will a direct impact on K12 and college students engaged through the newly developed course and module curricula. Related to area studies in the participating schools, the effect on area studies will be seen in new curricula in History, Social Studies, Literature, and
Fine Arts at both the K12 and college levels. There is also the opportunity to develop new
32 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World programming for the Fine Arts Pathway between the K12 and college partners both in the US as well as with the IHEs in Cambodia which is unusual and exciting feature of the project.
College faculty and public school teachers will disseminate the curriculum and related pedagogy they develop in a variety of ways, such as making it available through the MCC
Global Education site and the project’s own linked website, sharing it with colleagues, and presenting at conferences for K-12 educators and college-level faculty from disciplines within the humanities and social sciences within six months of returning from travel- studyhttp://profiles.doe.mass.edu/analysis/default.aspx?orgcode=01600000&orgtypecode=5&.
In this way the project has the potential to impact large numbers of educators, as well as students, across the nation. The project will also provide the foundation for ongoing connections, joint research and collaborations with AUPP and RUFA faculty in Cambodia.
These collaborations, in turn, will further impact how faculty and teachers design curriculum for their area of study, as well as the related pedagogy.
(ii.) Long-term benefits to project participants, their students, colleagues, and communities resulting from successful completion of the grant
The K12 teachers and college faculty who participate in this project will be able to develop curricula and programming that is directly informed by first-hand source material and the value of experiencing a unique cultural context through travel and research. The curricula and materials that are produced will be made broadly available through the media and professional development strategies that the participants will be encouraged to use.
One of the long-term objectives of this GPA project is to build support and understanding for Cambodian and Cambodian-American students and their families based on increased understanding of the cultural heritage and its basis for identity among Cambodian-Americans. It is recognized that to be Cambodian is to ‘own’ Cambodian culture - Buddhism, Khmer language,
33 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World
Khmer arts and the ability to pass this culture of proper Cambodian behavior, customs and heritage to one’s own children.7 Research has shown that Cambodian parents fear that their children will lose this culture as they become more Americanized and this project will provide opportunities for Cambodian youth to engage with these traditions and for the broader community to build a better understanding and appreciation of Cambodian art forms. This project also offers the potential to foster microenterprise and entrepreneurship strategies among community and organizational participants connected to the local activities.
The potential for benefits among Cambodian students in the Lowell schools is indicated in the chart below This chart clearly demonstrates that Lowell students of Asian decent
(primarily Cambodians, Laotians and Vietnamese) lag greatly behind Asian students throughout the state when measured by an index score for the Massachusetts Comprehensive Assessment
System (MCAS) tests. Thus, one of the project’s most important impacts will be to strengthen opportunities for Cambodian students to succeed, both at the K-12 and college level.
School Indicators (2014) for Asian Students and Comparison Groups, Lowell MA8 Asian students State Achievement based on MCAS tests, all grades (using CPI index score) . English Language Arts 79.4 91.1 . Mathematics 78.6 90.6 . Science 63.5 85.5
(iii.) Process by which resulting curricula will be evaluated for accuracy and effectiveness
At MCC, Division Deans approve all revisions in course syllabi as well as faculty developed modules to ensure they reflect project goals and objectives. All new courses are presented to the Faculty-Staff Curriculum Committee for review, which then submits the course
7 Mortland, C. Cambodian refugees and identity in the United States. In L. Camino and R. Krufeld (Eds.). Reconstructing lives, recapturing meanings: Refugee identity, gender, and culture (pp.5-27). Washington, DC: Gorden and Breach Publishers (1994). 8 MA Department of Elementary and Secondary Education, District Analysis and Review Tools (DART), http://profiles.doe.mass.edu/analysis/default.aspx?orgcode=01600000&orgtypecode=5&
34 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World proposal to the Faculty-Staff Association for approval. This ensures that course development meets all college standards. In the public schools, Department Heads, Principals and Curriculum
Directors approve new curriculum. As noted above, the PD/CS, MCC Dean of Assessment and
LPS Assistant Superintend of Curriculum will work with faculty and teachers in the use of rubrics, course artifacts, e-portfolios, multi-media, and overall course performance to determine effective assessment tools for identified student learning outcomes.
7. Relevance to Institution’s Educational Goals
Institutional development goals: The MCC Strategic Plan, linked to the college’s mission and
LEAP high impact practices, has three key priorities, the second of which is to “identify and respond to current and emerging educational, workforce, civic, environmental, multicultural, and global awareness needs of the communities within the service region.” The proposed project clearly fits with this institutional priority and its related specific objectives, and in addition to this strategic priority, the college has established global perspectives as one of its six student learning outcomes. This includes students being able to demonstrate knowledge of significant global issue(s); compare physical conditions and cultural practices of their own cultures with those of others through an interdisciplinary approach; recognize and appreciate the ways in which people in their community, nation and throughout the world are increasingly interconnected; and communicate an appreciation for the diverse forms of creativity as expressed through the arts locally, regionally, and globally as well as the value of cultural expression. Finally, the college requires that all students complete general education requirements and actively encourages the infusion of multicultural and global perspectives in each general education course. Courses that integrate Cambodian modules would fulfill this requirement, based on criteria established by the
General Education Committee. Thus, the project meets a key strategic priority, a college
35 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World institutional student learning outcome, as well as the academic general education priority to increase the number of courses with multicultural and global awareness.
MCC staff and faculty are committed to ongoing internationalization of the curriculum as a way to further cultural diversity and understanding, as well as to reflect global history and change. Since 1980, MCC has been actively engaged in international programs and currently has linkages with more than 30 countries. Partnerships have included international training programs for faculty and business people in such countries as Russia, Kyrgyz Republic, People’s Republic of China, Armenia, Ukraine, South Africa, and England, including a recent very successful
Higher Education Development (HED) grant to Morocco. The College has collaborated for over twenty-five years with the East-West Center (EWC) and the Asian Studies Development
Program (ASDP) located at the University of Hawai‘i as well as other institutions to implement grants from the National Endowment for the Humanities (NEH), and the Undergraduate
International Studies and Foreign Language Program (UISFL), to develop a consortium of two- and four-year colleges committed to infusing Asia related content into the undergraduate curriculum. Middlesex served as the first site on the mainland for ASDP programs and has a strong leadership role in the ASDP Alumni as well as the Association of Regional Centers for
Asian Studies (ARCAS) Boards. Through the East-West Center affiliation, the College has sponsored faculty who have studied at the EWC and hosted EWC Southeast Asian Institutes in
Lowell, the most recent in 2015. Another NEH grant, two U.S. Department of Education Title
VIA grants, and partnership in a LUCE -ARCAS grant on the Chinese Diaspora in Southeast
Asia have provided faculty with opportunities to attend programs that focused on historical, political, and cultural aspects of Southeast Asian countries, particularly Cambodia, and to infuse the curricula with multi-cultural and global content relating to these studies.
36 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World
Other international-related projects have included a NEH grant that enabled faculty to learn more about the infusion of African culture in American society; a USIA College and
University Affiliations Program grant; a Title VIB Grant from the Department of Education that supported an Institute for Internationalizing Business Curricula at colleges; a grant from the
Luso-American Development Foundation; a Department of State grant for workforce development in Ukraine; and a Department of State College and University Affiliations Program grant that funded the conflict resolution training program in Cambodia.
This GPA proposed project is directly related to the college’s program priorities and related objectives. It builds upon other activities for internationalizing the curriculum that have already taken place at the college and offers faculty an important opportunity to learn more about a country that is directly connected to Lowell and the campus community.
Relationship between the project and the institution’s program development in modern foreign languages and area studies
This project will benefit area studies by providing faculty from the humanities, social science and fine art disciplines with the opportunity to study and conduct research in Cambodia.
The knowledge they obtain will enable them to design new curriculum modules and may also lead to the development of new courses with interdisciplinary approaches based upon the cross- fertilization of ideas that will take place throughout the field study. Specific ways by which the project will impact area discipline studies are: (1) provide content for the development of a minimum of 25 new curriculum modules that will be integrated into existing courses and taught to students; content will draw upon both factual and anecdotal information that faculty will obtain during their research; (2) provide opportunities to videotape and/or photograph sites in
Cambodia and obtain other artifacts; these can be used to support curriculum activities; (3) provide cross-disciplinary perspectives that can lead to the development of entirely new courses
37 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World with an international focus; (4) broaden community engagement through these activities and generate interest in pursuing studies and/or new initiatives on the part of community members, and (5) provide faculty with knowledge that can then be shared with other educators through the
Global Education website overseen by the Project Director. (See Resources section.)
Through providing participants with 40 hours of instruction in Khmer language, the project will increase the capacity of LPS and MCC faculty to communicate, in a very introductory way, with Cambodian students and their families. This, in turn, will help
Cambodians and Cambodian-Americans realize that their heritage, experience, and needs are being validated and will encourage them to begin the conversations and dialogues that can result in stronger connections with the schools and college, resulting, ultimately, in the positive engagement and success of Cambodian youth and their families.
Outline what changes will take place due to a GPA project: As described above, a minimum of 25 courses offered at LPS and MCC will include an integration of Cambodian content. This number will probably be even greater, given that faculty are likely to integrate content in several courses. Thus, more students at the K-12 and college levels will gain a greater understanding of historic and artistic traditions of Cambodia. The travel and research will also enable participants to relate more effectively with the Cambodian community and work with them to develop a continuum of educational experiences that will nurture, support, and validate all Cambodians and contribute to their fuller integration into American society, while at the same time honoring and preserving their culture and heritage.
8. Need for Overseas Experience
First-hand overseas experience is necessary in order to achieve the project’s objectives
38 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World
The success of Cambodia’s Cultural Heritage in the Modern World is directly related to gaining a fuller knowledge and understanding of Cambodian classical and folk art forms, and the cultural foundations of these, that are extremely rare outside of Cambodia. In order to be able to nurture and support these traditions in Lowell, faculty participants must experience and learn about these art forms in credible and authentic ways that are only possible in Cambodia. This has critical implications because of the significant Cambodian population in Lowell and the opportunity to develop a strong traditional Cambodian arts community in the United States. The in-country experience also provides the appropriate cultural context for these artistic traditions and practices. The project also links with local organizations that are focused on nurturing these art forms and traditions back to life. The following statements are provided from the results of the survey MCC conducted with Lowell Public School teachers and MCC faculty to determine the need for the project and gauge the level of interest among potential participants. The statements underscore the value of the travel/study experience:
LPS Teacher and MCC Faculty responses, March 2015 Respondent KP: As a teacher of literature and humanities courses at MCC, I am enthusiastic and passionate about learning more about Asian cultures in order to infuse them successfully into my courses at MCC. I think it would be wonderful experience to delve deeper into the culture of Cambodia through travel to develop units focusing on the literary and visual arts of Cambodia to share with students next fall 2016. Respondent SS: I'd like to learn more about how the current government, school system in the big cities compare to the school system in rural area. Even though, I lived through the Khmer Rouge regime and lost all of my family I still want to learn more about what effect on other people; especially, those elders that have kids attending Lowell system. Respondent RM: I have recently begun to co-teach a course in Cambodian Music and Culture through Lowell Teacher Academy/ Fitchburg State Univ. as part of a grant funded by the Parker Foundation, secured by faculty at Middlesex Community College and UML. . . I am enjoying the challenges presented by this project, especially learning to play these instruments, working with adults who are like minded, and introducing new curriculum to my own students. This experience has led me to consider opportunities to continue this work (both music-making and teaching) in partnership with the local colleges and community musicians. . . A Fulbright-Hays trip to Cambodia that may offer an opportunity to connect and work with musicians, especially teachers and students, . . .with an eye toward continuing to learn and teach in Lowell. Respondent AR: When I began my study of music at the collegiate level, I was drawn to the city of Lowell because of the diverse ethnic community that resides here. . . As a first year teacher in Lowell, I faced many unexpected challenges. I struggled to connect to many of my students. However, when I introduced a lesson on the Cambodian Water Festival, I immediately found a connection with children who had been otherwise uninterested and distant in my class. Being able to reach students on the heart level by sharing . . from their own musical culture is one of the greatest privileges I have as a teacher. Respondent CP: I would like to visit and learn more about Cambodia for many reasons. Cambodia has been an
39 US Dept of Education, Fulbright-Hays Group Projects Abroad, 2015 Middlesex Community College Cambodia’s Cultural Heritage in the Modern World integral part of my professional and personal life since the arrival of Cambodian refugees to Lowell in the late 1980's when I began teaching in Lowell. Over the years, I developed a keen interest in the culture, history, and traditions of Cambodians in Lowell and in Cambodia . . Respondent MS: I currently work at the high school mostly with Americanized descendants of those who came to the U.S. from Cambodia as refugees. Part of understanding the needs of this population is understanding the culture of their families. I feel that Lowell is a melting pot of culture and knowledge about the culture of any of the groups that make up our student body gives teachers an advantage.
9. Competitive Preference Priority 1: Strategic World Areas
Middlesex Community College’s project will focus solely on Cambodia.
10. Competitive Preference Priority 2: Substantive Training and Thematic Focus on Priority Languages
NA, this is not a primary focus of MCC’s project.
11. Competitive Preference Priority 3: Inclusion of K12 Educators
MCC’s project on Cambodian artistic and cultural heritage will involve Lowell Public
School teachers as at least 50% of its participants. A critical focus of this project is enabling
Lowell’s Cambodian youth to develop a stronger, experiential connection to their culture through curricula development as a means to support their academic and personal success. The experience and knowledge of the LPS teachers will be a powerful base from which to leverage the work of this project related to students’ connection to their cultural heritage. In the personal statements gathered from the surveys, respondents discuss a sense of connection that occurs when the students’ culture is presented in class as well as the profound effect that the teachers have experienced by virtue of their exposure to the culture. The opportunity to experience the culture directly will be an important foundation upon which to broaden others’ exposure to, and understanding of, it.
12. Invitational Priority
Middlesex Community College is a public community college accredited by the New
England Association of Schools and Colleges (NEASC).
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MIDDLESEX COMMUNITY COLLEGE Fulbright-Hays Group Project Abroad Cambodia’s Cultural Heritage in the Modern World Pre-Trip Orientation Schedule
Pre-trip preparation schedule includes three components: (1) 3 hour introductory logistics workshop; (2) 8 hours of Master Classes (3) 20 hours of Khmer language instruction; and (3) 3- day orientation (24 hours) prior to July departure for in-country research, reading/discussion seminars, and study phase.
o There will be daily evaluations during the orientation week. o All sessions will be conducted at Middlesex Community College unless otherwise noted and will be overseen by the Project Director, Project Manager, and Curriculum Specialist o Orientation materials will be sent in the fall to each participant to review program requirements, clarify program goals and objectives, and prepare for discussions from the reading list.
Reading and Viewing List
Andaya, Barbara Watson, and Leonard Y. Andaya. A History of Early Modern Southeast Asia, 1400–1830. Cambridge: Cambridge University Press, 2015. This text provides an overview of early modern Southeast Asia, when the region became tightly integrated into the world economy and local societies adapted to new religious and political ideas, effecting far-reaching economic and environmental changes.
Stewart, Frank and Sharon May, ed. In the Shadow of Angkor: Contemporary Writing from Cambodia. Hawai’i: University of Hawai’1 Press, 2002. This text is a collection of stories, poems, and essays by modern Cambodian writers that provides a window into Cambodian culture. This is an accessible text for use in the classroom, particularly with Cambodian and Cambodian-American students.
McCormick, Patricia. Never Fall Down: A Novel. New York; Balzer + Bray; Reprint ed, 2013. An authentic and powerful retelling of Arn Chorn-Pond’s journey from orphan, boy soldier, and musician, to international advocate for the arts in Cambodia and founder of Cambodian Living Arts, this is an excellent text to use with students as this book supports Common Core State Standards.
Ratner, Vaddey. In the Shadow of the Banyan. New York: Simon & Schuster, 2013. In a story “rich with Buddhist teachings, the mythology of Cambodia, and the natural beauty of her world,” Ratner, a Pen Hemingway finalist, “weaves a moving tribute not only to her father and family but to victims of all genocides—past, present, and future.” This hauntingly lyrical text will resonate with students and faculty.
Strangio, Sabastian. Hun Sen’s Cambodia. Yale: Yale University Press, 2014. In this richly detailed study of the contradictions and complexity of a country and its leader, Strangio explores the present state of Cambodian society under Hun Sen’s leadership, painting a vivid portrait of a nation struggling to reconcile the promise of peace and democracy with a violent and tumultuous past.
Films:
Screening of the film during international education week in November 16-20, 2015 A River Changes Course with filmmaker Kalyanee Mam as discussant. Additional films include her short on Areng Valley and as yet untitled film of three Cambodian musician families and their generational struggles to keep their musical traditions alive.
Screening of the film during MCC’s International Film Series in spring 2016: Lost Child: Sayon’s Story with Sayon Soeun as discussant. The film tells the story of his childhood in Cambodia during genocide and his return as an adult integrating into the community of Lowell, MA.
Pre-Orientation Week Schedule
11/16-20 International Education Week - Optional
Community Screening of A River Changes Course, The Areng Valley, and as yet untitled film on three Cambodian musician families with filmmaker and human rights activist Kalyanee Mam.
. Grant participants will be highly encouraged to attend the film screenings and discussions
3/30 Introductory Logistics Workshop
The following will be covered in the GPA initial meeting:
. Conduct icebreaker activity in which participants share their personal and professional goals for the grant . Tie participants’ goals to the grant objectives . Review Fulbright program requirements and guidelines . Review with participants passport, visas, health, and travel regulations and set timelines . Complete pre-departure assessment questionnaire with participants . Review pre-travel reading timeline with participants and curriculum expectations/assignments . Provide multi-media training in systematic techniques for recording 1-3 minute smart phone videos, e-portfolio daily journal entries, and photo sharing to support curriculum development after return to the US.
Facilitators: Project Director Cady; Project Manager Rack; and Lowell Public School Curriculum facilitators Claire Abrams, Assistant Superintendent of Curriculum, Instruction and Assessment; and Phala Chea, Specialist for Community Outreach in Support of English Language learners and Families.
Book Discussion: In the Shadow of the Banyan by Vaddey Ratner. An extraordinarily lyrical this book provides a window to the genocide in Cambodia through a compelling personal lens. Through the reading guide in the book and a facilitated discussion, participants will be encouraged to consider how after reading this text, their perceptions of Cambodia may have changed and how this text could be used in the classroom.
Facilitators: PD Dona Cady and PM Rack
4/13 Public MCC Lecture:
Presentation: SE Asia: A World in Change
Presenter: Leonard Andaya, Professor of Southeast Asian History, Department of History at University of Hawai’i, Manoa.
. This presentation will be open to the MCC community and will look closely at the variation and transformations within SE Asia today with regards to culture, politics, economics, and conditions of conflict.
Afternoon meeting with grant participants:
. Topics for discussion include history, politics, and economics in reference to the text A History of Early Modern Southeast Asia, 1400–1830 and participants’ own project topics. . Participants will be encouraged to consider the issues raised through the public lecture and afternoon meetings in relation to their students’ experiences.
Facilitator: PD Cady and External Evaluator Andaya
4/29 Interdisciplinary Weekend: Southeast Asia
4/30 Grant participants are encouraged to attend the MCC spring semester Interdisciplinary Weekend. The theme for spring 2015 is Southeast Asia. The IDS Weekend is a Friday and Saturday 15 hour 1 credit topical course that will explore SE Asia’s diverse cultural traditions with the world through art, music, literature, economics, history, science, philosophy, and food,. With lectures from experts, readings, hand-on workshops, and group discussions, including optional service learning opportunities, participants will explore the intersections of cultures and communities in SE Asia today, with particular attention to Cambodia, an experience that will enhance our capacity to participate in a diverse, globally interconnected world. There will a guided museum visit, Friday dinner, and lunch Saturday.
Invited Keynote: Judy Ledgerwood, Professor, Department of Anthropology, and Director of Center for Southeast Asian Studies, Northern Illinois University
5/4 Master Classes: Classical and Folk Cambodian Music (5/4 and 5/11)
5/11 Presenter: Song Heng, Master Musician of Cambodian Classical and Folk Music
. Song Heng will provide a master class for participants to learn simple Cambodian melodies. Instruction may be at novice to intermediate level depending on the musical skills of participants. Participants will have the opportunity to participate and/or perform in a MCC World Music class. . Discussion of Never Fall Down by Patricia McCormick in connection to the work in Cambodia and Lowell to keep traditional Cambodian music alive.
Facilitator: PD Cady and Master Musician Heng
5/18 Master Classes: Cambodian Ceramics (5/8 and 5/25)
5/25 Presenter: Yary Livan, Master of Cambodian Ceramics
. Yary Livan will provide a master class for participants to learn traditional Cambodian decorative arts and ceramic techniques. Instruction may be at novice to intermediate level depending on the art skills of participants. The kiln firing of the pottery will be at the brick Cambodian kiln in Lowell that MCC manages in partnership with the National Park Service. The firing day is open to the community.
Facilitator: PD Cady and Master Ceramicist Livan
6/6 Khmer Language Pre-Orientation Week Schedule:
6/8- On Monday and Wednesday from 3:30-6:00 pm on June 6, 8, 13, and 15, there will be 4 6/13 sessions of 2.5 hours of Khmer language lessons. Instruction will be at the novice level. 6/15 Participants will be pre-and post-tested following this training and periodically task-based tested during the training in Cambodia to assess learning outcomes.
. In the context of language instruction, Tararith Kho, an internationally published poet and co-founder of the Nou Hach Literature Project, will use selections from In the Shadow of Angkor: Contemporary Writing from Cambodia, to assist in language instruction.
Facilitator: Tararith Kho, Instructor in Khmer Language at Middlesex Community College and University of Massachusetts, Lowell
Orientation Week: June 20-22 9-5 pm
Day 1: Culture: Ancient and Modern Voices
Language in morning 3 hours
Lunch at Tepthida Khmer Restaurant – 1 hour language practice - task-based
Presentation: Dr. George Chigas, University of Massachusetts, Lowell, Discussion on Cambodian Studies and Culture
. Presentation on how Cambodia’s ancient culture informs the modern voices in Cambodia itself as well as in the diaspora communities like Lowell, MA.
Book Discussion: Hun Sen’s Cambodia by Sabastian Strangio
. Topics for discussion: Cambodia’s struggle to reconcile the promise of peace and democracy with a violent and tumultuous past . Participants will be encouraged to consider these issues in relation to Cambodian political, social, and environmental issues.
Primary Source Seminar/Workshop:
. Primary Source will provide resource guides and curriculum support specific to projects to maximize participants’ field study curriculum. Discussion will focus on proposed projects and research with small group work (groups 1-4) on curriculum connections.
Day 2: Education in Crisis: The Cambodian and Cambodian-American Community
Language in morning 3 hours
Lunch
Top-up review of multi-media training in systematic techniques for recording 1-3 minute smart phone videos, e-portfolio daily journal entries, and photo sharing to support curriculum development after return to the US.
. Participants will be divided into 4 groups based on discipline and curriculum interests. Each group will consider possible curriculum collaborations and during travel each group will periodically report out on their observations via smart phone videos, journal entries, and photos.
Lunch
Presentations: Peter Kiang, Professor of Cultural Studies, Social Studies, Multicultural Education, School for Global Inclusion and Social Development, University of Massachusetts Boston and Shirley Tang, Associate Professor of Asian American Studies, School for Global Inclusion and Social Development, University of Massachusetts Boston
Workshop: Connecting with Cambodian American Students: Digital Storytelling and Culturally Responsive Instruction
. Using national models developed to integrate culturally-responsive instruction in the classroom with holistic practices of mentoring, service-learning, and advocacy, Kiang and Tang have will discuss how to address the social and academic needs of students as well as the capacity-building needs of local Asian American communities, particularly those in Lowell, MA . Articles: 1. Peter N. Kiang. "Education and Community Development Among Nineteenth-Century Irish and Contemporary Cambodians in Lowell, Massachusetts" New England Journal of Public Policy 9.1 (1993). 2. Peter Nien-chu Kiang. "We Could Shape It: Organizing for Asian Pacific American Student Empowerment" Institute for Asian American Studies Publications (1996). 3. Selections from: Tintiangco-Cubanes, A., Kiang, P. K., & Museus, S. D. (Eds.) (2010). Intersections between secondary and postsecondary education. Special Issue of AAPI Nexus, 8(1). Los Angeles: University of California
Day 3 – Cambodia’s Economy in the New Global Era
Language in morning 3 hours
Lunch & Walking Tour of Lowell Cambodian Community
Presentation: Luciano Sappia, Professor of Entrepreneurship, Department of Business, Middlesex Community College
. This presentation will address the on-the-ground reality of doing business in SE Asia and particularly in Cambodia today – the economic, cultural, and political factors that go into any business transaction and sustainable micro-financing of artisan businesses.
Project & Research Interests presentations and discussion
Review travel itinerary; Q & A session
MCC & LPS Fulbright-Hays Group Study Abroad Page 1 of 5 Middlesex Community College Fulbright-Hays Groups Study Abroad Trip Itinerary (Tentative) July 11 – August 8, 2016
Korean Airlines = $1,500-$2,000 Hotels = $50-$125 per night
DATE LOCALE ACTIVITY
Monday, July 11 Boston, MA 7:00am Depart Boston Tuesday, July 12 Seoul/Phnom Penh Travel 10:10pm Arrive in Phnom Penh Hotel check-in Wednesday, July 13 Phnom Penh 7:00am—8:00am Breakfast 8:30am—11:30am Visit the Royal University of Fine Arts; overview of institution and programs; presentation of carbon-fiber violin through Strings for Cambodia, corollary of a 2010 Fulbright-Hays project 1:00pm—3:30pm Language instruction 4:00pm—6:00pm Free time to explore Phnom Penh, marketplace, and places of individual cultural interest 6:30pm Dinner Thursday, July 14 Phnom Penh 7:00am—8:00am Breakfast 8:30am—9:30am Visit American University of Phnom Penh (AUPP); overview of institution and programs 10:00am—11:30am Visit U.S. Embassy; meet with Ambassador 1:30am—3:00pm Visit Sovann Komar Center; Meeting with Mr. Arun Sothea and his children and parents at Sovann Komar Center, orphanage center funded by American philanthropist, Ms. Johnson, heir of Johnson & Johnson Co. Check out website: www.goldenchildren.org 3:30pm—6:00pm American University of Phnom Penh (AUPP); Language instruction 6:30pm -8:30pm Dinner – practice task-based language at dinner Friday, July 15 Phnom Penh 7:00am—8:00am Breakfast 8:30am—11:30am Visit Documentation Center of Cambodia; Dr. Phala Chea is co-author of DOC Genocide Workbook now taught in Cambodian schools 1:00pm—3:30pm Language instruction 3:30pm—6:00pm Visit Extraordinary Chambers in the Courts of Cambodia (ECCC), meeting with Mr. Nareth Moung, ECCC Translator, Meeting with UN Representative and/or judges (2 & 5) 6:30pm-8:30pm Dinner - practice task-based language at dinner Saturday, July 16 Phnom Penh 7:00am—8:00am Breakfast 9:00am—11:30am Language instruction MCC & LPS Fulbright-Hays Group Study Abroad Page 2 of 5
1:30pm—3:30pm Visit Tour Toul Sleng Museum 3:30pm—6:00pm Visit Choeung Ek’s Killing Fields and Mass Graves 6:30pm Dinner and discussion with Mr. Rithy Panh, World-acclaimed documentary film director/producer, including S-21: Khmer Rouge Killing Machine and with Mr. Vann Nath, survivor of Toul Sleng Prison (1). Sunday, July 17 Phnom Penh 7:00am—8:00am Breakfast 9:00am—11:30am Language instruction 1:00pm–-3:30pm National Museum; textiles, visual arts and ceramics 3:00pm-4:00pm Meeting with Princess Merie Norodom, founder of Sabbhana Women’s Foundation for discussion: “Women’s Economic Development and Traditional Cambodian Handicraft” – exquisite Khmer arts and craft (1) – www.sobbhana.org 4:30pm—6:00pm Tour of Royal Palace; view cultural artifacts 6:30pm Dinner at Foreign Correspondent Club – have dinner and experience the site where correspondents gathered during the war Monday, July 18 Phnom Penh 7:00am—8:00am Breakfast 9:00am—11:00am Discussion with H.E. Mu Sochua,”Women’s Rights and Gender Equality” - Discussion on How This Impacts the arts 1:00pm–-3:00pm Meeting with Mr. Vann Molyvann, Cambodian legendary architect, discuss Traditional and Contemporary Arts and Culture 3:30pm—6:00pm Tour Rajana Association – Cambodian Art and Craft 6:30pm Dinner Tuesday, July 19 Phnom Penh 7:00am—8:00am Breakfast 9:00am—11:00am Meeting with Mr. Pech Tum Kravel, Cambodian legendary performer/artist of Yike opera 1:00pm–-2:00pm Discussion with H.E. Roland Eng, Ambassador-at-Large on “Progress in Business and Trade Development” 2:30pm --5:00pm Language instruction 5:00pm—7:00pm Check out Monument Book Store – the main bookstore in Cambodia 7:00pm—8:00pm Dinner - practice task-based language at dinner Wednesday, July 20 Phnom Penh 7:00am—8:00am Breakfast 9:00am—11:00am Meeting with Ms. Sara Colm, senior researcher for New York-based Human Rights Watch, who speaks Khmer fluently 1:00pm–-6:00pm Visit major NGOs: Cambodian Development Research Institute (CDRI), and Cambodian Coordination Committee (CCC) 6:30pm—7:00pm Dinner Thursday, July 21 Preah Vihear 7:00am—8:00am Breakfast 9:00am—11:00am Travel to Preah Vihear 1:00pm–-3:30pm Hotel check-in MCC & LPS Fulbright-Hays Group Study Abroad Page 3 of 5
3:30pm—6:00pm Free time to explore Preah Vihear, marketplace, and places of individual cultural interest 6:30pm—7:00pm Dinner Friday, July 22 Preah Vihear 7:00am—8:00am Breakfast 9:00am—11:00am Preah Vihear Temple 1:00pm–-3:30pm Preah Vihear 3:30pm—6:00pm Free time to explore Preah Vihear, marketplace, and important places 6:30pm—7:00pm Dinner Saturday, July 23 Siem Reap 7:00am—8:00am Breakfast 9:00am—11:00am Travel to Siem Reap 1:00pm–-3:30pm Hotel check-in 3:30pm—8:00pm Visit Wat Bo Shadow Puppet Show/Dinner – post show talk back with performers Sunday, July 24 Siem Reap 7:00am—8:00am Breakfast 9:00am—11:00am Tour of Angkor Wat Complex 1:00pm–-2:30pm Tour of Temple Complex 3:00pm—6:00pm Visit Phnom Bakheng 6:30pm—7:00pm Dinner Monday, July 25 Siem Reap 6:00am—11:00am Breakfast/Visit Angkor Complex: Bayon, Angkor Thom, Ta Prom, Preah Khan, Angkor Wat 1:00pm–-2:30pm Tour of Temple Complex 3:00pm—6:00pm Visit Angkor Complex: Bayon, Angkor Thom, Ta Prom, Preah Khan, Angkor Wat 6:30pm—7:00pm Dinner Tuesday, July 26 Siem Reap 7:00am—8:00am Breakfast 8:30am—11:00am Stone Making; Tour Khmer Angkor Art Workshop (wood carving, stone, furniture, arts & crafts training, etc.) - excellent quality of Khmer arts 12:30pm—3:30pm Tour Silk Farm & Weaving Training Center at Teik Tlar Village – outskirt of Siem Reap, run by Artisan D’Angkor 4:30pm—5:00pm Visit Khmer Studies Center 5:30pm Free time to explore Siem Reap Night Market, temples Wednesday, July 27 Siem Reap 7:00am—8:00am Breakfast 8:30am—11:30am Visit Phnom Kulen 1:00pm—3:00pm Tour Artisans D’Angkor – Arts & Craft Training School and discussion with Ms. Sivanna Khoeung: “Rural Poverty Reduction and Fair Trade”; www.artisansdangkor.com 4:00pm Free time to explore Siem Reap Night Market, temples, National Museum Thursday, July 28 Siem Reap 7:00am—8:00am Breakfast 8:30am—9:30am Visit Angkor Hospital for Children, founded by Japanese American photographer & Friends Without Borders. Check out website: http://angkorhospital.org 10:00am—7:00pm Visit Cambodian Cultural Village & Performances in outskirt of Siem Reap downtown. www.cambodianculturalvillage.com/ MCC & LPS Fulbright-Hays Group Study Abroad Page 4 of 5
Friday, July 29 Siem 6:00am—7:00am Breakfast Reap/Battambang 7:00am—2:00am Travel to Battambang down Tonle Sap Lake – floating villages and boat people 2:30pm Hotel check-in 3:30pm—4:30pm Meeting with Director of Buddhism for Development: “Rural and Social Development through Buddhism” 5:00pm—6:00pm Free time to explore Battambang Night Market 6:00pm—7:00pm Dinner Saturday, July 30 Battambang 7:00am—8:00am Breakfast 8:30am—9:30am Meet with Governor of Battambang: “Economic Development, Tourism in the province 10:00am—11:00am Bamboo Train 1:00pm—5:00pm Tour countryside, marketplace, museum, shop, etc Sunday, July 31 Battambang 7:00am—8:00am Breakfast 8:30am—11:00am Visit Old Pagodas and Angkorian Era Ruins 1:00pm—5:00pm Visit Lotus Gallery and Make Maek Gallery 5:30pm Free time to explore Battambang French colonial influence Monday, August 1 Battambang/Kampong 7:00am—8:00am Breakfast Chhnang 8:30am—11:00am Travel to Kampong Chhnang 1:00pm—5:00pm Visit birthplace of Cambodian pottery and meet with Cambodian potters and villagers 5:30pm Free time Tuesday, August 2 Kampong Chhnang 7:00am—8:00am Breakfast 8:30am—12:00am Visit Japanese pottery project that seeks to revive Cambodian pottery while fostering economic independence and pride of potters 2:00pm—5:00pm Travel to Phnom Penh 5:30pm Free time Wednesday, August Phnom Penh/Oudong 7:00am—8:00am Breakfast 3 9:00am—11:30am Language Class 1:00pm–-3:00pm Visit Oudong – palace of past kings 3:30pm—4:30pm Travel to Phnom Penh 5:00pm Free time to explore Phnom Penh Thursday, August 4 Phnom Penh/Takeo 6:00am—7:00am Breakfast 7:00am—11:00am Travel to Takeo and visit Khmer Weaving Village and meet villagers 1:00pm–-3:00pm Visit pre-Angkor monuments in Tonle Bati area 3:30pm—5:00pm Travel to Phnom Penh 5:00pm Free time to explore Phnom Penh Friday, August 5 Phnom Penh 7:00am—8:00am Breakfast 9:00am—11:30am Residence at University of Fine Arts; language instruction 1:00pm–-4:30pm Meeting with Mr. Ieng Sithul, Cambodian Arts master, Cambodian Living Arts. Check out MCC & LPS Fulbright-Hays Group Study Abroad Page 5 of 5
website: www.Cambodianlivingarts.org 5:00pm Free time to explore Phnom Penh Saturday, August 6 Phnom Penh 7:00am—8:00am Breakfast 9:00am—11:30am Residence at University of Fine Arts; language instruction 1:00pm–-4:00pm Meeting with Mr. Kong Nai, legendary Chapey artist, or Ray Charles of Cambodia Living Arts
Sunday, August 7 Phnom Penh 7:00am—8:00am Breakfast 9:00am—11:30am Take an Architectural Tour of Phnom Penh, seeing the last French Colonial buildings before they are gone due to modernization of Phnom Penh 1:00pm- 2:30 Visit National Teacher Training Institute 3:00pm—7:00pm Mekong River Boat Ride and dinner with special/significant guests Monday, August 8 Phnom Penh 7:00am—8:00am Breakfast 11:15pm Depart Phnom Penh Tuesday, August 9 Seattle/Boston 12:35pm Arrive in Seattle 3:45pm Depart for Boston 11:53pm Arrive in Boston
MIDDLESEX COMMUNITY COLLEGE Fulbright-Hays Group Project Abroad Cambodia’s Cultural Heritage in the Modern World Post-Trip Follow-up Activities Schedule
Following the research and study period in Cambodia, participants will be required to attend seven, two-hour monthly meetings overseen by the Project Director, Project Manager, and Curriculum Specialist. These meetings will: . support the development of curriculum and other activities that increase the appreciation of the rich cultural arts heritage of Cambodia by providing Cambodian youth with a strong sense to their cultural legacy through new curricula and educational activities; . help sustain the unique artistic culture of Cambodia in the United States by developing the assets of the Lowell Cambodian community through cultural and educational activities; . foster a greater understanding and appreciation of Cambodian culture among the general population, including its potential to act as a central feature in Lowell’s developing identity as a regional cultural center, by increasing the educational opportunities to experience these art forms; . continue building relationships among a continuum of educators with a common focus, including RUFA, AUPP, and other organizations; . share curriculum implementation successes, and challenges related to including content and pedagogy; . plan and implement dissemination activities
Participants will submit a written synopsis of their experience to the Project Director by September 12 based on their e-portfolio journal entries; some of the topics reflected in the synopses or suggested by participants will be incorporated into the monthly workshops.
Following is the schedule for the post-research and study phase. While key topic areas have been identified, additional areas will be included to accommodate participant interests.
Note: In addition, to the monthly two-hour meetings, participants will be working on their new course development/modifications or special projects under the direction of the Project Director, Program Manager, and Curriculum Specialist. The MCC Dean of Assessment and MCC Director of Professional Development, as well as other curriculum specialists from the schools, will provide ongoing assistance.
9/21/16 Expectations versus Realities Facilitators: Project Director and Project Manager . Participants share reflections of the trip . Discussion of Cambodia “immersion” experiences: groups 1-4 reports . Ways of presenting the arts and cultural traditions of Cambodia to students, in context of modern economic, cultural, and social changes that reflect the legacies of genocide and disconnection
1 . Discuss multi-day conference for sharing projects and involving Cambodian community . List of topics for future discussion based on participants reflections . Dinner with Tararith Kho and task-based language practice
10/19/16 Legacies of Trauma and Re-traumatizing and Moving Forward . Coping in Cambodia . Coping in America . Lessons from Cambodia . Discussion of in-country insights on challenges faced in Cambodian society: . the culture of homes . self-esteem . reserve and belonging . western contextualization . Outreach dinner with local Cambodian artists – task-based language practiced . Discussion of strategies for sustainable artistic entrepreneurship
11/16/16 Primary Source Workshop . Hosted at Primary Source’s library with introductions by librarian to Primary Source’s collections on Cambodia-related resources Facilitators: Primary Source Staff . Taking learning back through school; classroom-based initiatives, particularly in the arts . Accessing high-quality resources . Setting up exchange or ongoing communication opportunities . Further professional development opportunities
12/7/16 Designing Curricula and Other Initiatives Facilitators: Claire Abrams, Lowell High School Curriculum Coordinator; Curriculum Specialist Phala Chea; Peter Shea, Director of Professional Development; Elise Martin, Dean of Assessment . Middle-high school-college pathways for Cambodian students . Cambodia Fine Arts Pathway – LPS/MCC/AUPP/RUFA . Identifying student learning outcomes and related assessments . Student engagement activities and designing an assessment pathway . Pedagogical strategies in light of: . family worldviews and American education . relationship to teacher . content selection . Use of participants multi-media learning artifacts and models
1/25/17 Participants’ Topics and Outreach Strategies to the Cambodia Community Facilitators: Project Director; Project Manager . Outreach vehicles to the Khmer arts community
2 . Discuss progress on multi-day conference and other outreach activities . Dinner and task-based language practice (Meets GPA GPRA Measure 2, dissemination of information/materials through outreach activity, 12 participants)
2/15/17 Community Outreach . Models and progress, including online, web-based and multi-media . Integrating cross-cultural understanding in curriculum development . Area Resources update . Strategies to disseminate material such as: . posting curricula on MCC Global Education and Primary Source websites . sharing with colleagues; presenting at conferences, i.e. East-West Center’s Asian Studies Development Program and the Asia Society . Strategies to gain organizational support for new courses/modules . Connections and partnerships update with AUPP and RUFA (Meets GPA GPRA Measure 2, dissemination of information/materials through outreach activity, 12 participants)
3/22/17 Discussions of Participants’ Projects Facilitator: Leonard Andaya, External Evaluator . Review of projects, progress, insights . Discuss content and assessment strategies for disciplines . Recommendations to participants . Evaluation of project initiatives and assessment outcomes to date . Next steps . Dinner and task-based language practice
3/23-24/17 Multi-day Conference on Cambodian Culture and the Arts . Public lecture by Leonard Andaya . Presentations and performances by grant participants, educators, and Cambodian artists (Meets GPA GPRA Measure 2, dissemination of information/materials through outreach activity, 12 participants)
3 Figure 1: PMF for Project-Specific Measures for GPA (Short-Term) Applicants
Project Goal Statement: To provide Cambodian youth with a strong sense to their cultural legacy by increasing their appreciation of Cambodia’s cultural arts heritage through new curricula and educational activities
2. Performance Measures 3. Activities 4. Data/ 5. Due Date 6. Target Indicators T1
1.) Increase by 12 the number of MCC a.) 1&2 The pre-travel phase will provide and LPS faculty who can integrate background information on the country content related to the arts and culture of and culture of Cambodia and its context Cambodia into their classes through within SE Asia during which each research, travel/study, and curriculum participant will identify a preliminary development research focus area as part of the application process. This may include the 2.) Infuse a minimum of 25 courses at the creation or modification of a course(s), as elementary, secondary, and college levels well as the design and implementation of with content reflecting the arts, culture a special project. and historic context of these Cambodia b.) 1&2 the travel/study phase will traditional art forms incorporating current provide opportunities to conduct Cambodian scholarship and resources curriculum-related research and to begin researched in Cambodia and the US development of curricula and other activities with most being completed in 2016-17. c.) 1&2 Monthly meetings will be held with participants post study/research to provide professional development and to share ideas regarding new content 3.) Increase faculty knowledge of the a.) 3 During the pre-study lectures and comparative connections between orientation, faculty will begin to consider Cambodians in Cambodia and and discuss the significance of these Cambodians in America based on access cultural traditions – and access to them – to their cultural heritage for people of Cambodian descent in the modern world. b.) 3 Travel and study activities will be framed by this understanding. Curricula and projects that are designed through this project in the post-study phase will use deliberate strategies to develop historical and cultural context for instruction/appreciation of art forms. 4.) Increase faculty expertise in designing a.) 4 Pre-study activities will create a culturally sensitive educational activities firmer understanding of cultural factors in and teaching strategies that contribute to the content and approach to learning for a fostering positive self-imagery in students modern Cambodian audience. b.) 4 Post-study curriculum development activities will address these factors explicitly in the design of products. Project Goal Statement: To help sustain the unique artistic culture of Cambodia in the United States by developing the assets of the Lowell community through cultural and educational activities
2. Performance Measures 3. Activities 4. Data/ 5. Due Date 6. Target Indicator T1 s
5.) Integrate Cambodian traditional and a.) 5 The travel and study phase will classic art instruction into the recently provide participants with direct contact developed Fine Arts Pathway at Lowell with the Cambodian IHEs and High School, strengthen its articulation to information on coursework and majors. MCC and potential the connection of this b.) 5 Monthly meetings will be held with pathway to RUFA and/or AUPP courses participants post study/research to by engaging 10 faculty from IHEs in undertake curriculum and project pathway development development regarding new content knowledge, teaching methodologies and consideration about how these can be integrated with this pathway. c.) 5 Post-study curriculum development, informed by colleagues from RUFA and AUPP, will align curriculum as indicated.
6.) Develop strategies for sustaining the a.) 6 Using models introduced on the artistic and cultural traditions of pre-study lecture classes, Cambodia within the contemporary b.) 6 participants will consider context in Lowell by increasing access to microenterprise and entrepreneurial MCC microenterprise and entrepreneurial models during interviews and classes in- coursework to members of the country, and Cambodian arts community c.) 6 develop new approaches during to sustainability and long-term viability of an arts and culture center in post-study activities.
GLOBAL LEARNING VALUE RUBRIC for more information, please contact [email protected]
Note: In fall 2014, Middlesex Community College will be adopting the use of this rubric to assess student multicultural/global literacy competencies. As MCC faculty develop the curriculum modules, they will use this rubric to guide student assessment. Definition Global learning is a critical analysis of and an engagement with complex, interdependent global systems and legacies (such as natural, physical, social, cultural, economic, and political) and their implications for people’s lives and the earth’s sustainability. Through global learning, students should 1) become informed, open-minded, and responsible people who are attentive to diversity across the spectrum of differences, 2) seek to understand how their actions affect both local and global communities, and 3) address the world’s most pressing and enduring issues collaboratively and equitably.
Framing Language Effective and transformative global learning offers students meaningful opportunities to analyze and explore complex global challenges, collaborate respectfully with diverse others, apply learning to take resp onsible action in contemporary global contexts, and evaluate the goals, methods, and consequences of that action. Global learning should enhance students’ sense of identity, community, ethics, and perspective- taking. Global learning is based on the principle that the world is a collection of interdependent yet inequitable systems and that higher education has a vital role in expanding knowledge of human and natural systems, privilege and stratification, and sustainability and development to foster individuals’ ability to advance equity and justice at home and abroad. Global learning cannot be achieved in a single course or a single experience but is acquired cumulativ ely across students’ entire college career through an institution’s curricular and co-curricular programming. As this rubric is designed to assess global learning on a programmatic level across time, the benchmarks (levels 1-4) may not be directly applicable to a singular experience, course, or assignment. Depending on the context, there may be development within one level rather than growth from level to level.
We encourage users of the Global Learning Rubric to also consult three other closely related VALUE Rubrics: Civic Engagement, Intercultural Knowledge and Competence, and Ethical Reasoning. Glossary The definitions that follow were developed to clarify terms and concepts used in this rubric only. Global Self-Awareness: in the context of global learning, the continuum through which students develop a mature, integrated identity with a systemic understanding of the interrelationships among the self, local and global communities, and the natural and physical world. Perspective Taking: the ability to engage and learn from perspectives and experiences different from one’s own and to understand how one’s place in the world both informs and limits one’s knowledge. The goal is to develop the capacity to understand the interrelationships between multiple perspectives, such as personal, social, cultural, disciplinary, environmental, local, and global. Cultural Diversity: the ability to recognize the origins and influences of one’s own cultural heritage along with its limitations in providing all that one needs to know in the world. This includes the curiosity to learn resp ectfully about the cultural diversity of other people and on an individual level to traverse cultural boundaries to bridge differences and collaboratively reach common goals. On a systems level, the important skill of comparatively analyzing how cultures can be marked and assigned a place within power structures that determine hierarchies, inequalities, and opportunities and which can vary over time and place. This can include, but is not limited to, understanding race, ethnicity, gender, nationhood, religion, and class. Personal and Social Responsibility: the ability to recognize one’s responsibilities to society--locally, nationally, and globally--and to develop a perspective on ethical and power relations both across the globe and withd in in ividual societies. This requires developing competence in ethical and moral reasoning and action. Global Systems: the complex and overlapping worldwide systems, including natural systems (those systems associated with the natural world including biological, chemical, and physical sciences) and human systems (those systems developed by humans such as cultural, economic, political, and built), which operate in observable patterns and often are affected by or are the result of human design or disruption. These systems influence how life is lived and what options are open to whom. Students need to understand how these systems 1) are influenced and/or constructed, 2) operate with differential consequences, 3) affect the human and natural world, and 4) can be altered. Knowledge Application: in the context of global learning, the application of an integrated and systemic understanding of the interrelationships between contemporary and past challenges facing cultures, societies, and the natural world (i.e., contexts) on the local and global levels. An ability to apply knowledge and skills gained through higher learning to real-life problem-solving both alone and with others.
GLOBAL LEARNING VALUE RUBRIC for more information, please contact [email protected]
Global learning is a critical analysis of and an engagement with complex, interdependent global systems and legacies (such as natural, physical, social, cultural, economic, and political) and their implications for people’s lives and the earth’s sustainability. Through global learning, students should 1) become informed, open-minded, and responsible people who are attentive to diversity across the spectrum of differences, 2) seek to understand how their actions affect both local and global communities, and 3) address the world’s most pressing and enduring issues collaboratively and equitably.
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.
Capstone Milestones Benchmark 4 3 2 1 Global Self-Awareness Effectively addresses significant issues in the natural and Evaluates the global impact of one’s own and others’ Analyzes ways that human actions influence the natural Identifies some connections between an individual’s human world based on articulating one’s identity in a specific local actions on the natural and human world. and human world. personal decision-making and certain local and global global context. issues.
Perspective Taking Evaluates and applies diverse perspectives to complex Synthesizes other perspectives (such as cultural, Identifies and explains multiple perspectives (such as Identifies multiple perspectives while maintaining a value subjects within natural and human systems in the face of disciplinary, and ethical) when investigating subjects cultural, disciplinary, and ethical) when exploring subjects preference for own positioning (such as cultural, multiple and even conflicting positions (i.e. cultural, within natural and human systems. within natural and human systems. disciplinary, and ethical). disciplinary, and ethical.) Cultural Diversity Adapts and applies a deep understanding of multiple Analyzes substantial connections between the worldviews, Explains and connects two or more cultures historically Describes the experiences of others historically or in worldviews, experiences, and power structures while power structures, and experiences of multiple cultures or in contemporary contexts with some acknowledgement contemporary contexts primarily through one cultural initiating meaningful interaction with other cultures to historically or in contemporary contexts, incorporating of power structures, demonstrating respectful interaction perspective, demonstrating some openness to varied address significant global problems. respectful interactions with other cultures. with varied cultures and worldviews. cultures and worldviews.
Personal and Social Takes informed and responsible action to address ethical, Analyzes the ethical, social, and environmental Explains the ethical, social, and environmental Identifies basic ethical dimensions of some local or Responsibility social, and environmental challenges in global systems consequences of global systems and identifies a range of consequences of local and national decisions on global national decisions that have global impact. and evaluates the local and broader consequences of actions informed by one’s sense of personal and civic systems. individual and collective interventions. responsibility.
Understanding Global Uses deep knowledge of the historic and contemporary Analyzes major elements of global systems, including their Examines the historical and contemporary roles, Identifies the basic role of some global and local Systems role and differential effects of human organizations and historic and contemporary interconnections and the interconnections, and differential effects of human institutions, ideas, and processes in the human and actions on global systems to develop and advocate for differential effects of human organizations and actions, to organizations and actions on global systems within the natural worlds. informed, appropriate action to solve complex problems pose elementary solutions to complex problems in the human and the natural worlds. in the human and natural worlds. human and natural worlds.
Applying Knowledge to Applies knowledge and skills to implement sophisticated, Plans and evaluates more complex solutions to global Formulates practical yet elementary solutions to global Defines global challenges in basic ways, including a Contemporary Global appropriate, and workable solutions to address complex challenges that are appropriate to their contexts using challenges that use at least two disciplinary perspectives limited number of perspectives and solutions. Contexts global problems using interdisciplinary perspectives multiple disciplinary perspectives (such as cultural, (such as cultural, historical, and scientific). independently or with others. historical, and scientific).
Language Assessment Rubric Rubric for Interpersonal Task – Novice Level
Note: The instructors for both pre-trip and travel phases will customize assessments based on specific task-based assignments related to such areas as greeting others, asking for information, using the metro, purchasing items, ordering food, and asking for clarification. Students will be able to understand the requirements of the assessment based on the rubric.
In Task-Based Learning, performance assessment differs from traditional paper-and-pencil tests in that the primary focus is to get an accurate picture of students’ communicative abilities and to generalize about students’ ability beyond the learning/testing situation to real-life communication. In order to provide Fulbright participants with the opportunity to display more language and have relatively more control over the language produced, a variety of tasks can be used, such as asking for directions, or asking for a specific product in a store or giving an address to a cab driver. Appropriate tasks for the assessment will be carefully selected and their characteristics thoroughly described. Authenticity of the tasks is a critical quality in task-based assessment. The Chinese language teachers will take several key issues into account when designing and scoring task-based assessment. They will start with a clear purpose of the test and then inform participants what they want to find out based on the test scores. Examples include, the level of mastery of specific phrases or of specific structures that have been covered in class. This approach is also helpful in determining who can advance to the next level or who should repeat the same level. The goal of the assessment is to enable the teacher to make inferences about the state of the test-taker’s language ability and his or her ability to use language in situations that resemble real-life.
Strong Performance Meets Expectations Approaching Expectations How does student Uses a variety of memorized Uses several memorized Uses a limited number of communicate during a phrases, sentences, and phrases, sentences, and memorized phrases, task-based questions. Recombines questions. sentences, and questions. conversation? memorized vocabulary to (Domain: Functions) make new sentences, questions.
How understandable is Can be understood by people Can be understood by people Can be understood by student’s speech? with whom student is with whom student is people with whom student (Domain: Language speaking. Any errors made speaking if student repeats is speaking most of the Control) in speech are minor and do and/or rephrases time. May need to repeat, not interfere with occasionally. Errors made in rephrase, or ask how to communication. speech rarely interfere with say a word. Errors made communication. in speech may occasionally interfere with communication. How does student keep Can respond to what Can respond to what Can respond to what the conversation someone says by reacting someone says by reacting someone says by reacting going? with a variety of comments with a comment or follow-up with a comment. Repeats (Domain: or follow—up questions. question. Repeats or uses or uses gestures as needed Communication Repeats, rephrases and uses gestures as needed. and/or may resort to Strategies) gestures as needed. English occasionally. How varied is student Uses a wide variety of very Uses a variety of very Uses very familiar and a vocabulary? familiar and newly learned familiar and newly learned limited number of newly (Domain:Vocabulary) vocabulary. vocabulary. learned vocabulary. How does student Uses culturally appropriate Uses culturally appropriate Uses a culturally demonstrate cultural expressions and gestures expressions or gestures appropriate expression knowledge and during the conversation. during the conversation. and/or gesture during the awareness? conversation. (Domain: Cultural Awareness) Adapted from “The Center for Advanced Research on Language Acquisition (CARLA)” University of Minnesota E-portfolio Assessments
Note: Each participant in the Fulbright-Hays GPA will complete an e-portfolio that will include journal reflections, 1-3 minute smart phone videos, photos, and multi-media curriculum resources. These e- portfolios will support development of curriculum and other activities.
The following are examples of e-portfolios completed by Middlesex students, one of whom traveled to Ireland last year and one of whom is traveling in China this June, through the Middlesex Travel Fellowship program. The e-portfolios demonstrate how students use them to reflect on growth in multicultural/global competencies and how faculty use them to assess student work related to courses and other activities.
Sample of Group Projects Abroad to Cambodia Study/Research Evaluation Form
1. Has your understanding of Cambodia changed from your experience? In what ways?
2. What are the two or three of the most important concepts that you learned about Cambodia? Be specific.
3. Please comment on the following areas and/or identify ways in which your experience could be improved.
Advertisement:
Selection process:
Pre- and Post Workshops:
Texts/Supplementary Material:
Language Preparation:
Country Preparation (currency, clothing, weather, packing, etc.)
In-Country Study and Research:
Lecture/Activities:
Overall Itinerary:
Itinerary for each city/region visited:
Project and research:
4. Are there discussion topics that you would have liked to have been presented?
5. Please comment on any other aspects of the program.
Example of Workshop Evaluation Form MIDDLESEX COMMUNITY COLLEGE
Note: Participants will complete this survey following each workshop during the Pre- and Post- Travel Phases, as well as after lectures offered during the Travel Phase.
Workshop Title: Presenters: Dates:
We would appreciate your feedback on this workshop. Please indicate (1) what, if anything, you already knew about the topic, and (2) what, if anything, you learned . Put an “X” beside the appropriate number in the range between 1 (“nothing”) to 5 (“a great deal”). Your written comments are especially helpful for planning future workshops.
What I Already Knew What I Gained Today Nothing A Great Deal Nothing A Great Deal Understanding of (add specific (3) (1) (2) (3) (4) (5)X (1) (2) (4) (5) information on topic) X
Comments/suggestions:
What I Already Knew What I Gained Today Nothing A Great Deal Nothing A Great Deal Strategies for (add specific (1) (2) (3) (4) (5) (1) (2) (3) (4) (5) information)
Comments/suggestions:
What I Already Knew What I Gained Today (Include Other topical areas to be Nothing A Great Deal assessed) (1) (2) (3) (4) (5) (1) (2) (3) (4) (5)
Comments/suggestions:
What I Already Knew What I Gained Today Additional applications Nothing A Great Deal principles (1) (2) (3) (4) (5) (1) (2) (3) (4) (5)
Comments/suggestions:
Please continue on next page.
1. What was one or some of the most important things you learned from the workshop?
2. What, if anything, from the workshop remains unclear to you?
3. What, if anything, did you gain from other participants?
4. Please indicate your satisfaction with this workshop series overall by circling the response that most closely describes your feelings.
Very Dissatisfied Dissatisfied Neither Satisfied Very Satisfied Dissatisfied or Satisfied
5. Would you be interested in additional coaching workshops?
Additional Comments:
Name: (Optional) ______
LOWELL PUBLIC SCHOOLS Henry J. Mroz Central Administration Offices 155 Merrimack Street Lowell, MA 01852
Tel: 978-674-4324 Jean M. Franco Fax: 978-937-7609 Superintendent of Schools email: [email protected]
Mohamed Abdel-Kader Deputy Assistant Secretary International and Foreign Language Education U.S. Department of Education 400 Maryland Avenue, SW Washington, D.C. 20202
Dear Deputy Assistant Secretary Abdel-Kader:
I am writing this letter to express my enthusiastic support for a partnership between the Lowell Public Schools and Middlesex Community College for a proposal to the United States Department of Education’s Fulbright-Hays Group Projects Abroad program related to Cambodian arts and culture, Cambodia’s Cultural Heritage in the Modern World. The Lowell Public Schools has a long history of working closely with Middlesex Community College on a range of educational projects that enhance student learning, expand curriculum resources and support professional development.
The Lowell Public Schools serves nearly 4,000 Asian students with 1,700 identified as Khmer speakers and English Language Learners, the largest Limited English Proficiency group in the school system. It is anticipated that the project will provide our school community with a deeper understanding of Cambodian customs and traditions through exposure to, and study of, a number of the rich classical art forms of this unique culture. As a result the project will assist key teachers in developing a greater knowledge of the arts and culture of Cambodia that in turn will result in the creation of new opportunities for infusing study and research into classes and curricula.
This project’s focus on developing new connections between Cambodia’s artistic and cultural heritage and Lowell’s Cambodian community, especially our youth, will provide important resources for helping Cambodians and Cambodian-Americans who reside in Lowell access and preserve a strong connection to their cultural and artistic heritage. A primary goal of the project in fact is to support young Cambodians in identifying with their heritage and establishing a healthy self-concept that integrates their native culture. Just as importantly it will inform and broaden the understanding and appreciation of Cambodia’s cultural heritage among the general community, and thereby help to sustain interest in, and commitment to, this art.
In closing, I would like to restate our enthusiasm for working with Middlesex Community College on this important project. This grant holds the promise to positively impact the lives of many citizens in our region and beyond by strengthening ties between Cambodia’s cultural heritage and modern Cambodian life in our community. The Lowell Public Schools looks forward to having teachers participate in this study abroad opportunity and in using this experience to inform curricula and the student experience.
Sincerely,
Jean Franco Superintendent of Schools
March 23, 2015
Mohamed Abdel-Kader Deputy Assistant Secretary International and Foreign Language Education U.S. Department of Education 400 Maryland Avenue, SW Washington, D.C. 20202
Dear Deputy Assistant Secretary Abdel-Kader,
The American University of Phnom Penh(AUPP) offers its commitment to work with Middlesex Community College (MCC) of Lowell, MA on a US Department of Education Fulbright-Hays Group Study Abroad project, Cambodia’s Cultural Heritage in the Modern World. As a recently established four year American-model university in Cambodia we offer high quality academic programs that “educate students to be contributing global citizens who have a strong knowledge base, are committed to life-long learning and demonstrate high ethical standards and behavior.” We welcome the opportunity to partner with MCC in an initiative that will strengthen Cambodian-Americans’ sense of connection to their native culture as well as share the artistic and cultural accomplishments of this heritage more broadly.
AUPP has a strong connection with MCC through two members of our Advisory Board – Dona Cady, MCC Dean of Global Education, and Kenneth Dunn, MCC Director of International Programs in South East – and so we consider MCC to be a valuable partner in educational endeavors. We support the purpose of this project which will be to draw upon Cambodia’s rich cultural heritage as a means to increase the knowledge of Cambodian fine arts as a means to foster a strong self-concept among Cambodian youth/young adults in the Lowell area while also raising awareness and appreciation of Cambodian culture among the general population.
AUPP will host certain in-country activities with the faculty chosen to participate in the travel and study abroad portion of the project during the summer of 2016. This will include demonstrations, performances, discussions and lectures on the classical arts of Cambodia as well as the culture and traditions related to this art. We will also partner in providing Khmer language instruction to assist the faculty studying through this grant to be able to communicate in a practical way yet effective way with the Cambodians who they meet during their stay.
We appreciate your consideration of this proposal and looking forward to working with the faculty of Middlesex Community College and the Lowell Public Schools who participate in this travel-study initiative.
Sincerely,
William H. Heidcamp Vice President for Academic and Student Affairs American University of Phnom Penh No. 50, St. 315, Sangkat Boeung Kok II Toul Kork, Phnom Penh, Cambodia [email protected]
Julia&de&la&Torre& Executive)Director) ) & BOARD&OF&DIRECTORS& Rosemary&Hoey&Pisano& Mohamed Abdel-Kader President&& Deputy Assistant Secretary & Rosalie&Kerr& International and Foreign Language Education Vice)President) ) U.S. Department of Education Gerald&E.&Campbell& Treasurer) 400 Maryland Avenue, SW ) Carol&Goss& Washington, D.C. 20202 Clerk) & Morgan&Brown& Dear Deputy Assistant Secretary Abdel-Kader: Katherine&Fick& Susan&J.&Goldberg& Claudette&Hunt& Mike&MacEwen& On behalf of Primary Source I am very pleased to submit this Letter of Support for the Diane&Palmer& Middlesex Community College Fulbright-Hays project Cambodia’s Cultural Heritage Lalitha&Ramakrishnan&& Evelyne&Vallet& in the Modern World. Primary Source is an independent educational nonprofit that Anne&Watt*& creates professional development programs in the arts and humanities with global Matthew&Zalosh& & & content, reaching over 2,500 K-12 teachers and their 200,000 students every year. We ADVISORY&BOARD& have worked with members of the MCC faculty over the years through our association Vernon&Alden& & Steven&Cohen& with Global Education Massachusetts (GEM). Tufts)University) & Caroline&Elkins& In support of the proposed Fulbright-Hays project, Primary Source will facilitate a Harvard)University) ) pre-tour workshop of content and resources specifically targeted to the interests and Kathleen&M.&Ennis& & needs of the grant participants. We will also host at Primary Source’s library a post- Henry&Louis&Gates,&Jr.& Harvard)University) tour workshop with our librarian that will include introductions to digital and other & Honorable&Julian&Houston& resources including our online lesson plans, webliographies, and the library’s book & Jackie&JenkinsMScott& collection. The workshop outcomes would include supporting the application of field- Wheelock)College) & study learning through school and classroom-based initiatives, accessing high-quality Tarun&Khanna& resources, setting up exchange or ongoing communication, and introducing further Harvard)Business)School) ) Alan&Lightman) professional development opportunities. MIT) & Peggy&McIntosh& Primary Source is committed to supporting increased understanding between Asia, Wellesley)College) ) Africa, Latin America, the Middle East, and the United States by connecting educators Fernando&Reimers& Harvard)University) to the people and cultures of these regions. We believe that this project will further ) Anna&Roelofs*& that goal, as well as our continuing collaboration with Middlesex Community College, & John&Stauffer& the Lowell School District and other area Primary Source partner schools. Harvard)University) ) Vivien&Stewart& Sincerely, Asia)Society)) ) Ambassador&Charles&Stith) APARC,)Boston)University& ) Ezra&F.&Vogel& Harvard)University)Asia)Center) ) John&Watt& & Shiping&Zheng& Julia de la Torre Bentley)University) & Executive Director & & *Founder&
101 Walnut Street, Watertown, Massachusetts 02472 • 617.923.9933 phone • 617.923.0975 fax • www.primarysource.org
D o n a M . C a d y 16 Spruce Road, North Reading, MA 01864 C-978-239-5884/ H-978-664-4428 [email protected]
Professional Experience
2012 – Present Middlesex Community College Bedford, MA 01730
Dean of Global Education . Serve as manager and key resource for the comprehensive globalization of the college . Provide leadership for and management of Global Education, including program planning, implementation, and assessment . Oversee budget development and management . Coordinate international curriculum initiatives and mapping, institutional partnerships, international exchanges and grants, student study abroad programs, and other activities that contribute to general education, including intercultural competency and global awareness and knowledge at MCC . Member of revising team for History, Politics, & Global Studies concentration in the LAS AA degree program . Organize and direct numerous globally focused faculty and student development opportunities: conferences, workshops, events, and webinars
2011 – 2012 Middlesex Community College Bedford, MA 01730
Associate Dean of Humanities and Asian Studies . Administer and manage growth in the Humanities division . Lead ELL and Reading/Writing redesign teams . Organize and direct seven chairs, departments, and over 200 faculty . Coordinate and manage budget for division . Administer and coordinate growth of Asian Studies curricular initiatives . IDS 105 Interdisciplinary Weekend: Connections Across Asia . Member of revising team for Global Studies Concentration and Asian Studies option . Organize and direct workshops and conferences on Asian Studies . Plan and implement American Colleges and Universities (AAC&U) Grant . Bridging Cultures to Form a Nation: Difference, Community, and Democratic Thinking . Plan and implement East West Center’s (EWC) Asian Studies Development Program (ASDP) Grants . Title VI “Enhancing Undergraduate Chinese Language & Culture Studies: Integrating Faculty & Curriculum Development” . ASDP/NEH grant for “Thinking Through Cultural Diversity: Bridging Cultural Differences in Asian Traditions” . Serve as Regional Manager for EWC-ASDP
2010 – 2011 Middlesex Community College Bedford, MA 01730
Interim Dean of Humanities and Asian Studies Coordinator . Administer and manage growth in the Humanities division and ASDP initiatives . Organize and direct seven chairs, departments, and over 200 faculty . Coordinate and manage budget for division . Organize and direct workshops and conferences on Asian Studies . Past conferences Include: “Crossing Borders,” Boston; “Frames of Engagement,” Lowell; “Emerging Trends,” Boston https://www.middlesex.mass.edu/asdp . Plan and implement Title VI Grant for “Enhancing Undergraduate Chinese Language and Culture Studies: Integrating Faculty and Curriculum Development” . Serve as Regional Manager for the EWC-ASDP Chair of ASDP 2011 National Conference in Boston
2003 – Present Middlesex Community College Bedford, MA 01730
Professor of Humanities . Develop and teach undergraduate traditional, online, and learning community courses . Serve as Co-chair the Technology Committee 2008-Present . Served on Executive FSA Board 2003-2008 . Course of Distinction Winner for Mass Colleges Online 2006 1981-2003 Middlesex Community College Bedford, MA 01730
Adjunct Professor in English
. Teach undergraduate traditional English Composition I and English Composition II courses
Education
Diploma in European Archeology 1979 Somerville College, Oxford University, Oxford, England Master of Arts Degree, English Literature 1978 University of Notre Dame, Notre Dame, IN Bachelor of Arts Degree, English Literature and European History 1978 University of the Pacific, Stockton, CA
International Educational Experience In 2015 participant in American Council on Education (ACE) webinar for the Institute for Leading Internationalization In 2013 participant in founding cohort of American Council on Education’s Institute for Leading Internationalization, Washington, D.C. In 2012 multi-college cohort leader and participant in Year I of the EWC-ASDP 3 year NEH Bridging Cultures grant Thinking Through Cultural Diversity: Bridging Cultural Differences in Asian Traditions In 2012 participant in Year I of the AAC&U 3 year NEH Bridging Cultures grant Bridging Cultures to Form a Nation: Difference, Community, and Democratic Thinking In 2012 organized and hosted a Community Colleges for International Development (CCID) leadership team of Chinese academic administrators. Four MOUs signed. In 2011-12 multi-college cohort leader and participant in Year I and II of the EWC-ASDP 3 year Title VI grant Enhancing Undergraduate Chinese Language and Culture Studies: Integrating Faculty and Curriculum Development In 2011 participated in the 4 week Nishan Confucian Studies Summer Institute in Shandong Province In 2010 participated in the Fulbright-Hays 4 week Study Abroad in Cambodia In 2009 participated in EWC-ASDP workshop on India, Maricopa Community College, Phoenix, AZ In 2008 participated in the 4 week EWC-ASDP Field Study: Focusing of Southwest China In 2007-09 participated National Science Foundation Math Across the Curriculum (MAC3) Conference, Seattle, WA and follow-up research at Middlesex Community College In 2005-2007 participated in Title VIA Grant on Islam, Middlesex Community College, Bedford, MA In 2007 participated in NEH 6 week Institute at the EWC-ASDP The Ideal and the Real: Arcs of Change in Chinese Culture, Honolulu, HI In 2006 participated in the EWC-ASDP Institute on Korea at University of Louisville, Louisville, KY & EWC-ASDP workshop on China at Portland Community College, OR In 2004 participated in the 4 week EWC-ASDP Field Institute on Korea: Transitions and Transformations, funded by the Korean Foundation
Writing Cady, D., Self C., Olson, M. Connecting Democratic Engagement and Global Learning in General Education. Diversity and Democracy, AAC&U, August 2014 Cady, D. “China and the Community College Connection.” International Briefs for Higher Education Leaders Series. American Council on Education. No. 1: 2012. Cady, D., Olson, M., Shea, P., Grenier, J. “A Practical Model and Assignments for Using Virtual Worlds in Higher Education.” Transforming Virtual Worlds (Cutting-edge Technologies in Higher Education) vol. 4., ed. Charles Wankel and Randy Hinrichs, Emerald Press, 2011. Cady, D., Kalivas, D., Margulis, D., & Olson, M. (2007) Teaching and Learning in Virtual Worlds. Middlesex Community College. Carnegie COPPER Blog http://community.middlesex.mass.edu/blogs/copper/archive/2007/12/06/Teaching-and-Learning-in-a- Virtual-World.aspx Cady, D., Kalivas, D., Margulis, D., & Olson, M. (2006) Creating a Community of Practice to Support Technological Innovation in the Community College. Community College Journal, Oct/Nov 2006. Conference Presentations The Scholars at Risk Program: A Global Community of Support, Poster presentation, NAFSA, Boston 2015 Global STEM: Educating for the 21st Century, Global STEM Conference, Regis College, 2015 Making Your International Mark for the CCID Conference, Newport Beach, CA, 2015 Half the Sky: Wuwei and Ren in Mulan for ASDP National Conference, Branson, MO, 2015 Global STEM: The Why, Whats and Hows of Educating for the 21st Century, Massachusetts STEM Summit, Worcester, MA 2014 Crossing the Bridge: Advancing Students’ Global Knowledge through the MCC Bridging Cultures Project for the AAC&U Global Learning Conference, Minneapolis, MN 2014 Half the Sky: Untangling Roots to Reach the Heights of Wisdom: Wuwei and Ren in Mulan for International Daoist Conference, Boston, MA 2014 Conversations on the Bridge: The Bridging Cultures Project at Middlesex Community College for the AAC&U Global Learning Conference, Providence, RI, 2013 Half the Sky: Untangling Roots to Reach the Heights of Wisdom on Panel: Glimpses of Women in Asia: Interdisciplinary Perspectives for the International East-West Center Conference, Beijing, China September 2012 and the 2013 ASDP National Conference in Phoenix, AZ Nishan and Beyond: Journeys in Search of the Sage for the EWC-ASDP National Conference, Seattle, WA 2012 The Dao, My Avatar, and Me for the EWC-ASDP National Conference, Boston, MA 2011 The Reality of Transcending the Virtual for International Daoist Conference, Los Angeles, CA 2010 The Reality of the Virtual for the EWC-ASDP, Honolulu, HI 2010 Keynote Address: The Reality of Transcending the Virtual for Virtual World Best Practices in Education, Second Life, 2010 As the Worlds Turn: In Search of the Perfect Virtual World (with D. Margulis), Virtual World Best Practices in Education, Second Life 2010 Asian Commemoration and Transcendence: Meeting with Life on the Other Side, EWC-ASDP National Conference, Philadelphia, PA 2009 Online Assessment for the Community College Leadership Academy, Northern Essex Community College, Haverhill, MA 2009 The New Model for Using Virtual Worlds (with M. Olson) League for Innovation in the Community College CIT Conference, Salt Lake City, Utah 2008 Science Fiction, Virtual Worlds and Virtual Ontology: Finding the Real and the Ideal in the Dao for the EWC-ASDP National Conference, Chicago, IL 2008 The WoW Factor: Using MMORPGs in Instruction (with M. Olson) League for Innovation in the Community College CIT Conference, Nashville, Tennessee 2007 Casting Your Pod to the Wind: New Media Enhancing Student Learning (with M. Olson, D. Kalivas, and D. Margulis) League for Innovation in the Community College CIT Conference, Charlotte, North Carolina 2006 Sharing Best Practices in E-Learning Massachusetts Colleges Online, Middlesex Community College, Lowell, MA 2005 Closing the Distance in Distance Learning Massachusetts Colleges Online, Bridgewater State Community College, Bridgewater, MA 2004 Imagination and Virtual Learning Massachusetts Community College Conference on Teaching & Learning, Middlesex Community College, Lowell, MA 2004 The Undiscovered Country: Video Streaming for the Humanities Massachusetts Community College Conference on Teaching & Learning, Cape Cod Community College, Dennis, Massachusetts, 2003
Professional Associations
Community Colleges for International Development (CCID) American Colleges and Universities (AACU) Boston Alumni Representative for Somerville College, Oxford University, Oxford, England Oxford and Cambridge Society of New England, President 1
CURRICULUM VITAE
Dr. Leonard Y. Andaya, Professor of Southeast Asian History Department of History, University of Hawai’i at Manoa Honolulu, HI, USA 96822, Email: [email protected], Tel: 1-808-9566764 Academic Record 1965 Bachelor of Arts in History magna cum laude from Yale University; member of Phi Beta Kappa, Alpha Chapter, Yale University 1969 Master of Arts in History from Cornell University 1971 Doctor of Philosophy in History from Cornell University Most Recent Fellowships 2000 National Endowment for the Humanities fellowship (declined) 2000 Fulbright-Hays Faculty Research Abroad grant for 12 months to conduct research in the Netherlands, Malaysia, Australia, and Indonesia 2001 2000 Fellow-in-Residence at the Netherlands Institute for Advanced Study, Wassenaar, The Netherlands, 2001. 2007-2008 Fulbright-Hays Senior Scholar Fellowship for eight months to do research in eastern Indonesia and The Netherlands 2007 Senior Fellow at the Asia Research Institute, National University of Singapore, October- December. 2008 Affiliated Fellow at the International Institute for Asian Studies, Leiden 2011-12 Tan Chin Tuan Distinguished Visiting Professorship at the National University of Singapore 2013 (summer) Visiting Senior Fellow at the Royal Netherlands Institute for Caribbean and Southeast Asian Studies, Leiden 2014 (summer) Visiting Senior Fellow in the history department, University of Malaya, Kuala Lumpur, Malaysia Recent professional contributions to the field 1997 Director of Southeast Asian Cultures Summer Institute, sponsored by the National Endowment for the Humanities, held conjointly at the University of Hawai’i at Manoa and the East-West Center, Honolulu, June 9-July 11 2001 Visiting Professor to the Portuguese Centre for Studies on Southeast Asia (CEPESA) to assist in the development of Southeast Asian Studies in Portugal 2002 Director of Infusing Southeast Asian Studies into the Undergraduate Curriculum Summer Institute, sponsored by the Henry Luce Foundation, held conjointly at the University of Hawai’i at Manoa and the East-West Center, Honolulu, July 23-August 9 2005 Director of Southeast Asia Summer Institute, sponsored by the National Endowment for the Humanities, held conjointly at the University of Hawai’i at Manoa and the East-West Center, Honolulu 2010 Reviewed the Distance Learning Program at the University of Science in Penang, Malaysia 2012 Member of an international committee of academics to review Dept. of Southeast Asian Studies and the Dept. of Malay Studies at the National University of Singapore 2013 Reviewed the Department of History at the University of Science in Penang, Malaysia 2015 Asked to be part of international committee of academics to review the Department of History, University of Malaya in Kuala Lumpur, Malaysia 2
PUBLICATIONS Books 1975 The Kingdom of Johor, 1641-1728; Economic and Political Developments. Oxford University Press, Kuala Lumpur. 1975 (translation of a seventeenth century Dutch archival source on Thailand) The Short History of the Kings of Siam. edited by D.K. Wyatt. The Siam Society, Bangkok. 1981 The Heritage of Arung Palakka: A History of South Sulawesi (Celebes) in the Seventeenth Century. Martinus Nijhoff, The Hague. 1982 A History of Malaysia. (co-authored with Barbara Watson Andaya). Macmillan, London. 1983 Sejarah Malaysia (a translation of A History of Malaysia). Macmillan, Kuala Lumpur. 1987 Kerajaan Johor, 1641-1728; Pembangunan Ekonomi dan Politik (a translation of The Kingdom of Johor by Shamsuddin Jaafar. Dewan Bahasa dan Pustaka, Kuala Lumpur. 1988 Glimpses of Indonesian History (co-authored with Barbara Watson Andaya). Asian Studies Society of New Zealand, Auckland. 1993 The World of Maluku: Eastern Indonesia in the Early Modern Period. University of Hawaii Press, Honolulu. 2000 A History of Malaysia, Second Edition. Macmillan/University of Hawaii Press, London/Honolulu. 2008 Leaves of the Same Tree: Trade and Ethnicity in the Straits of Melaka. University of Hawai’i Press, Honolulu. 2015 (with Barbara Watson Andaya), A History of Early Modern Southeast Asia. Cambridge: Cambridge University Press, 2015 Forthcoming 2016 (with Barbara Watson Andaya). History of Malaysia, Third Edition, Palgrave.
Selection of most recent articles 2000 “The Bissu: Study of a Third Gender in Indonesia”, in Barbara Watson Andaya (ed.), Other Pasts: women, Gender and History in Early Modern Southeast Asia. Honolulu: Center for Southeast Asian Studies, 2000, pp. 27-46. 2000 “A History of Trade in the Sea of Melayu”, Itinerario, European Journal of Overseas History, vol. XXIV (1), 2000, pp. 87-110. 2000 “Unravelling Minangkabau Ethnicity”, Itinerario, European Journal of Overseas History, vol. XXIV (2), 2000, pp. 20-43. 2001 “Aceh’s Contribution to Standards of Malayness”, Archipel 61 (2001), pp. 29-68. 2001 “Ethnicity in the Philippine Revolution”, in Florentino Rodao and Felice Noelle Rodriguez (eds.), The Philippine Revolution of 1896: Ordinary Lives in Extraordinary Times. Manila: Ateneo de Manila Press, 2001, pp. 49-83. 2002 "De militarie alliantie tussen de Verenigde Oost-Indische Compagnie en de Buginezen", in Gerrit Knaap and Ger Teitler (eds.), De Verenigde Oost-Indische Compagnie tussen oorlog en diplomatie. Leiden: KITLV Press, 2002, pp. 383-397. 2002 "Orang Asli and the Melayu in the History of the Malay Peninsula", Journal of the Malaysian Branch of the Royal Asiatic Society 75, 1 (June). pp. 23-48. 2002 “The Trans-Sumatra Trade and the Ethnicization of the ‘Batak’”, Bijdragen tot het Taal-, Land- en Volkenkunde. 158, 3 (2002), pp. 367-409. 2004 "Nature of War and Peace among the Bugis-Makassar People". South East Asia Research 12, 1 (March 2004), pp. 81-118. 3
2004 "'A Very Good-Natured but Awe-Inspiring Government': The Reign of a Successful Queen in Seventeenth Century Aceh". In Locher, Elsbeth and Peter Riesbergen (eds.), Hof en handel; Aziatische machthebbers en de VOC. Leiden: KITLV Press, pp. 59-84. 2004 "Search for the 'Origins' of Melayu". In Barnard, Timothy P. (ed.), Contesting Malayness: Malay Identity across Boundaries. Singapore: Singapore University Press, pp. 56-75. 2006 “Commodities, Culture and Migration in Early Modern Sumatra, the Malay Peninsula and Borneo”. In Wil de Jong et al(eds.), The Social Ecology of Tropical Forests: Migration, Populations and Frontiers. Kyoto: Kyoto University Press, 2006,195-213. 2010 ”Diaspora Bugis, Identitas, dan Islam di Negeri Malaya”. In Andi Faisal Bakti (ed.), Diaspora Bugis di Alam Melayu. Makassar: Ininnawa, 2010, pp. 17-52. 2010 “The ‘Informal Portuguese Empire’ and the Topasses in the Solor Archipelago and Timor in the Seventeenth and Eighteenth Centuries”. Journal of Southeast Asian Studies 41, 3 (October), pp. 391-420. 2011 “Comments on Victor Lieberman’s Strange Parallels”. The Journal of Asian Studies 70, 4 (November 2011), 995-7. 2011 “Eastern Indonesia: A Study of the Intersection of Global, Regional, and Local Networks in the ‘Extended’ Indian Ocean”. In Stefan Halikowski-Smith (ed.), Reinterpreting Indian Ocean Worlds: Essays in Honour of Kirti N. Chaudhuri. Cambridge: Cambridge Scholars, 107-40. 2011 “The Gujarati Legacy in Southeast Asia”. In LotikaVaradarajan (ed.), Gujarat and the Sea. Gujarat: Darshak Itihas Nidhi, 2011, pp. 385-404. 2011 “The Bujang Valley in the Early History of the ‘Sea of Malayu’”. In Stephen Chia and Barbara Watson Andaya (eds.), Bujang Valley and Early Civilisations in Southeast Asia. Kuala Lumpur: Department of National Heritage, 69-94. 2012 “At the Edges of the Estado da India: The Black Portuguese in the Lesser Sunda Islands of Indonesia in the 17th and 18th Centuries”. In Om Prakash (ed.), The Trading World of the Indian Ocean, 1500-1800. New Delhi: Centre for the Studies in Civilizations. 2012 (with Barbara Watson Andaya) “Malacca: Cosmopolitan Trading Port of the Early Modern World (1500-1824). In Aran Mackinnon and Elain McClarnand Mackinnon (eds.), Places of Encounter: Time, Place, and Connectivity in World History, vol. 1. Boulder: Westview Press, 227-42. 2013 “Ethnicity in Precolonial and Colonial Southeast Asia”. In Norman Owen (ed.), Routledge Handbook of Southeast Asian History. London: Routledge, 267-277. 2014 (with Barbara Watson Andaya): “The ‘Sea of Malayu’: An Ocean Perspective of Malay History” in The Dynamics of Cultural Counterpoint in Asian Studies, ed. David Jones and Michele Marian (Albany: SUNY Press), pp. 207-20. Forthcoming 2015 “Massoi and Kain Timur in the Birdshead Peninsula of New Guinea, the Easternmost Corner of the Indian Ocean World”. In Michael Pearson (ed.), Trade, Circulation and Flow in the Indian Ocean World. New York: Palgrave. 2016 “Flights of Fancy: The Bird of Paradise and Its Cultural Impact”. Special issue of The Journal of Southeast Asian Studies, edited by Koh Keng We.
CURRICULUM VITAE
Margaret Rack 8 Ships Bell Road Gloucester MA 01930 508 494 5650 cell [email protected]
TEACHING Middlesex Community College 2004 – present Professor of Art, tenured 2010 1990 – 2004 Adjunct Faculty School of the Museum of Fine Arts Boston 1992 – 2004 Adjunct Faculty, sculpture, community art
EDUCATION 2012 Fellowship, “Bridging Cultures” East West Center, University of Hawaii, Honolulu, Hawaii 2010 Fulbright Hays Group Project Abroad to Cambodia Scholar 1994 BFA Tufts University, Medford MA 1980 Four Year Diploma. School of the Museum of Fine Arts, Boston, MA
AWARDS 2014-15 National Endowment for the Arts Traditional Arts Grant, Program Design and Management for Middlesex Community College, Lowell, MA 2004 National Endowment for the Arts “Coming Up Taller” finalist. 2003 National Endowment for the Arts “Coming Up Taller” semifinalist. 2003 Massachusetts Department of Public Health “Tenth Annual Ounce of Prevention Award” Community Leadership Award Partnership/Coalition, Outstanding Contributions to Building Healthy Communities for All 1997 The City of Boston and the ProArts Consortium “1997 Public Service in the Arts Award” 1986 Clarissa Bartlett Traveling Fellowship, Museum of Fine Arts, Boston
COMMISSIONS 2005 Museum of Fine Arts, Boston, The Artist Project artist-in-residence, led 5 Boys & Girls clubs in producing an 80 foot mural to wrap the new wing construction project wall. 2003 VietAID community based organization, co-directed creation of 40 foot ceramic frieze in Fields Corner Community Garden. 2004 Wellspring House, Gloucester MA, “Human Spirit” awards sculptures for Phyllis & Paul Fireman and Jane & William Saltonstall. 1986 Colony Inc., Hingham, MA. Artist in residence, sculpture for corporate headquarters.
BIBLIOGRAPHY 2013 Profiles Magazine, Spring 2013 edition, “Margaret Rack, Helping Preserve the Ancient Art of Cambodian Ceramics”, by Ellen Ricca
Rack page 2
2012 Boston Globe, October 18, “Cambodian kiln lights up tradition in Lowell” by Joel Brown, 1994 Provincetown News, October 1994 1994 South End News, October 1994 1993 Gloucester Times, 1993, profile by Gail Mountain 1992 South End News, August 1992, “Lightness of Metal” 1992 Middlesex News, May 1986, review by Meredith Fyfe Day
PROFESSIONAL MEMBERSHIP Cape Ann Artisans Group, exhibiting and open studios events twice annually, member since 1992. www.capeannartisans.com
Recent EXHIBITIONS
2013 Flatrocks Gallery, Gloucester MA
2013 “Drawing Out of Bounds”, 2013 Wheaton Biennial, Beard and Weil Gallery, Wheaton College, Norton, MA
2013 “Cape Ann Artisans 30 Years”, Cape Ann Museum, Gloucester, MA
2006 “Women in Textiles” Bunker Hill Community College, Boston MA
2004 “North Shore Artists” Wenham Museum, Wenham, MA
2004 “Cambodian Expression” Boott Mill Gallery, Lowell MA
2002 Acacia Gallery, Gloucester MA
CONFERENCE PRESENTATIONS
2014 “Continuing and Contemporizing Cambodian Ceramics: a Community Effort”, 20th Asian Studies Development Program National Conference, March 2014, Houston Texas.
2010 “Continuing and Contemporizing Khmer Ceramics,” 17th Asian Studies Development Program National Conference, March 2010, Boston MA
2006 “Engaging Youth in Sustainable Community Partnerships” co-presenter with Dr. Shirley Tang, at College Art Association February 2006 National Conference
2006 “Youth-Art-in-Action,” Campus Compact Conference, April 2006
Phala Chea, Ed.D. 52 Lawrence Dr. #417, Lowell, MA 01854 (978) 455-3915 (H) / 857-472-9394 (C) / (978) 674-2109 (W) [email protected] or [email protected]
EDUCATION June 2003 University of Massachusetts, Lowell, MA Degree: Doctorate in Education (Ed.D.) Major: Leadership in Schooling
June 1995 University of Massachusetts, Lowell, MA Degree: Master in Education (M.Ed.) Major: Curriculum & Instruction
June 1994 University of Massachusetts, Lowell, MA Degree: Bachelor of Arts (B.A.) Major 1: Political Science Major 2: Sociology
CERTIFICATIONS Massachusetts Supervisor/Director (All Levels) Massachusetts Principal/Assistant Principal (PreK-6), (5-8), and (9-12) Massachusetts Superintendent/Assistant Superintendent (All Levels) Massachusetts Teaching Certificate in Elementary School (1-6) Massachusetts Teaching Certificate in Middle School (5-9) Massachusetts Teaching Certificate in English as a Second Language (PreK-9) Massachusetts Specialist Teaching Certificate in Reading (All Levels) Massachusetts Teaching Certificate in History (1-6), (6-9) and (9-12)
PROFESSIONAL EXPERIENCE Apr. 12 – Present Coordinator of English Language Education Programs, Lowell Public Schools, Lowell, MA Responsibilities included coordinating and monitoring the development, implementation, management, evaluation, and revision of approved English Language Education curriculum to affect an optimum learning climate; and assisting in the development and implementation of state, federal and private grant applications.
Aug. 07 – Present Educational Consultant, Documentation Center of Cambodia, Phnom Penh, Cambodia Responsibilities included developing, organizing, facilitating, and providing professional development to Cambodian educators under the Genocide Education Project and assisting in project managing and evaluation.
Aug. 06 – Present Adjunct Professor, Lowell Teacher Academy, Fitchburg State College, Fitchburg, MA Responsibilities included teaching and guiding teachers on the issues of cultural diversity and urban teaching.
May 09 – Apr. 12 Specialist for Community Outreach in Support of English Language Learners and Families, Lowell Public Schools, Lowell, MA Responsibilities included ensuring all state and federal laws and regulations pertaining to the education of English Language Learners (ELLs) are understood and are part of the daily school and classroom practice, monitoring the program delivery services for ELLs, developing and overseeing professional development for teachers and tutors, collaborate with district staff and parent liaisons to design, implement, support innovative programs, and maintain community connections.
May 09 – Sept. 12 McKinney-Vento Education Liaison, Lowell Public Schools, Lowell, MA Responsibilities included managing McKinney-Vento grant, assisting homeless families and unaccompanied youth in accessing academic and social support, and collaborating with local agencies and organizations to provide resources to families and school staff.
Mar. 02 – Apr. 09 Parent Information Center Coordinator, Lowell Public Schools, Lowell, MA Responsibilities included supervising staff, training parent liaisons and teachers, managing the budget, completing state required enrollment reports, planning and developing parent information programs, and working closely with federal, state, and local agencies in meeting the varying needs of parents and students. In addition, collaborate and partner with local social agencies and community organizations.
Aug. 01 – Mar. 02 Acting Equity Facilitator, Lowell Public Schools, Lowell, MA Responsibilities included promoting equity and integration by focusing on instructional practices and scheduling, curriculum and professional development, parental involvement, and administrative practices.
Aug. 95 – Aug. 01 Elementary and Middle School Teacher, Lowell Public Schools, Lowell, MA Responsibilities included developing lessons to implement the curriculum standards, conferencing with colleagues, students and parents, developing improvement plans, teaching students using diverse instructional strategies, and helping students accessing general education curriculum.
ADDITIONAL LANGUAGE PROFICIENCY Khmer
PROFESSIONAL TRAINING SEI Endorsement for Administrators National Institute for School Leadership (NISL) in ESL AFT PD to Raise Student Achievement for School & District Teams Trauma, Poverty and Homelessness Effective Leadership for Academic Achievement Connecting Teaching to Learning Facilitating School Improvement with Data Leadership Academy National Institute for School Leadership (NISL) Best Practices in Instruction and Assessment Leadership for Honest, Open Communication and Key Beliefs
Yary Livan 41 Franklin Street Lowell, MA 01854 978-726-6288 [email protected]
Work Experience Total more than twenty years teaching experience in the U.S. and Cambodia.
Jan 2006 – Present Middlesex Community College Lowell, MA - Professor Ceramic
Jan 2006 – May 2010 Lowell Community Charter School Lowell, MA - Art Teacher Assistant from K-garden through 8 grade - Teaches traditional Cambodian and contemporary Sculpture, including potteries decorating design. - Drawing and Painting - Stage designer.
Jan 2003 –2007 Office for the Arts at Harvard Harvard University Boston, MA Visiting Artist, Ceramics Program, Office for the Arts at Harvard, - Workshop organizer - Ceramic Art teacher - Own Art Project - Seminar-workshop combining the study of ceramics cultural traditions with creative development of studio work Fall 2005 Instructor, Arts Incentive Program, United South End Settlements, Spring 2004-Fall 2005 Ceramics Program, Office for the Arts at Harvard, Fall 2003 - Summer 2004 Instructor Fall 2002 – Summer 2003 Recipient Mima Weissmann Award for Study of Ceramic Arts, Ceramics Program, Office for the Arts at Harvard,
Feb 2003 – Apr 2005 Youth Arts in Action Museum of Fine Arts Boston, MA Public Art/Public Action Course – Visiting Artist Faculty, School of the Museum of Fine Arts Boston - Team teaches with SMFA faculty Marge Rack, a college level public art course partnered with Youth-Art-in-Action, a youth arts leadership development program of the MFA. - Students created bas-relief ceramic tiles for a community park in Fields Corner Dorchester MA - Stage mural for Ronan Park, Dorchester MA - Provided instruction on water color technique, and acrylic painting - Taught traditional Cambodian and contemporary Sculpture, including modeling, carving, mold making, and fiberglass resin casting. Led the program achieved and obtained the 2005 Coming Up Taller Awards from the President’s Committee on the Arts and Humanities, an initiative of the National Endowment for the Arts.
1994 – 2000 Partnership with JICA Cambodia Assistance Director - Ceramic kiln maker - Taught students on Water color design
1992 – 1994 Training Center on Ceramic for Cambodian Returnees (JSRC) in Cambodia Program Coordinator - Designed and implemented project plan on ceramic - Provided techniques and taught
Exhibitions:
May 2008- Feb 2009 The National Heritage Museum Lexington, MA Keepers of Tradition: Art and Folk Heritage in Massachusetts is a collaboration between the Massachusetts Cultural Council and the National Heritage Museum
Jan16,08 – Feb16,08 Lehman Art Center North Andover, MA Cambodian Art Brook School
Feb 2003 – Apr 2003 The Brush Gallery Lowell, MA Emerging Voices/Healing Souls The fifth in a series of Building Community through Culture Program held in collaboration with UMASS Lowell
Oct 2002 – Nov 2002 Providence College Providence, RI Spirit of Cambodia - A celebration of contemporary Cambodian art including Diaspora artists and artists from Cambodia exhibiting in the United States for the first time
April – June 2004 Boott Mill Gallery Lowell MA “Cambodian Expressions I” April – Sept 2005 “Cambodian Expressions II” April – Sept 2006 “Cambodian Expressions III
August-Sept 2004 Museum of Fine Arts in Boston Boston MA Teacher and students exhibit painting and ceramics from Public-Art- Public-Action and Youth-Art-in-Action collaborative arts. ______
Other Arts Activities
June – October 07 Four Faces Sculpture in Lowell Down Town park for the ArtVenture Events – In collaboration with Revolving Museum
2003- 2006 Founding member of Cambodian Artists Association, cosponsor organization with Middlesex Community College, Lowell National Historical Parks, and local Cambodian American community leaders founding “Cambodian Expressions Festivals” in Lowell MA
April 6, 2006 Participated in Destination World – organized by the Revolving Museum in Lowell in collaboration with the Cultural Organization of Lowell. Demonstrated to the audiences on Cambodian Boat making – made from clay.
Dec 2001 – Aug 2002 The Cambodia Mutual Assistance Association Lowell, MA - Worked in collaboration with other co-founder in organizing: Khmer New Year – Lowell Southeast Asian Water Festival - Stage designer at the Tsongas arena for the dance troupe, singers and comedians - Portrait designer
2003 Show and sell in Museum School Annual Scholarship Benefit Show 2002 Run show and sell at Harvard University Ceramics Program in Boston MA
1985 Organized an exhibition in Bangkok on Cambodian Arts
______Education & University of Fine Arts Phnom Penh, Cambodia Training Studied at the Royal University of Fine Arts both before and after the war. Master of Arts – Ceramic and Sculpture
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Date of Birth July 29, 1954 Battambang Province - Cambodia