Notes on the STA Course from the Planning Week Workshop (8/21/12)

Notes on the STA course from the Planning Week workshop (8/21/12)

GENERAL SUGGESTIONS

1. The first STA class needs to have some course content in it. Sometimes, we overwhelm the class with note-taking, as the students need to be informed and reminded of many details and dates. Remember, your first class sets the tone for the STA and Winter course. It needs to engage students with the content of the course. 2. Go into the STA course running. Use group activities to share course information, begin discussions, and team-build. Remember that students are less busy when our STA classes first meet than in November when their Fall Semester is overwhelming them.

ICE-BREAKERS, GETTING TO KNOW EACH OTHER, GROUP BONDING

1. Activity modeled by Donna: As students enter class, give each a card with a number, color or image. Force students to sit according to the card they are given. Images could be cultural icons. Forces students to sit with new people and to meet others in the class. If using cultural icons, group is responsible for researching and presenting on that icon for next class. 2. Students often introduce themselves to the group. Have one of the course leaders create a “Facebook” page with this basic information and share it electronically so that all students have access to it. Better yet, have the students create one themselves. 3. Use the challenge course – very important to build bonds. 4. Functional Leadership Model – Ambassadors team: Students have to introduce speakers, give certificates, research the person ahead of time. 5. Starter reflection - Syllabus review: Each student considers his/her prior learning that impacts the course. What have I studied or done in the past that relates to this course?

LOCATE COURSE DESTINATION(S) AND CULTURE(S) IN SPACE AND TIME

1. Each student brings in a picture of the place(s) the class will experience. This tests their initial perceptions of the place and how they are thinking about the people and culture there. 2. How to look: Students bring in images from tourism websites of [country]. Collect images in a PowerPoint show. Review images as a group and discuss: a) how to observe; b) how are expectations/ is knowledge constructed through images?; c) what’s left out/missing?; d) what do images say about [country]?; e) whose perspective are we hearing/seeing?; f) whose perspective are we NOT hearing/seeing? 3. Map exercise: Download a blank outline map of the countries they will visit. Have students fill in the names of the countries. Then show them the correct answers. Refer back to map throughout semester (capitals, historical events, etc.). Map builds with information and complexity throughout semester. Each student has a physical map. Have pairs/groups of students conduct research to add to map. 4. Have the students make a list of the information they ought to know. Who is the country’s President? What are importance historical events? Think of creating an entry like the CIA Factbook or an encyclopedia entry. 5. Divide students into groups and give each group a place associated with the course. Each group produces a guide for that place. Presentations are scheduled throughout the semester on their site/guide. (this activity was mentioned 2x in different groups) 6. Students create a “Lonely Planet” guide for specific sites or topics of the winter term course. 7. Students have to research and be tour guides at specific sites (have students take notes and give test later). 8. Students produce an annotated bibliography (2 page guide) for various places they will be visiting (history, places to visit, media). This guide can be taken with each member of the class while they are abroad. 9. Print out images of the country, cut them into puzzle pieces. Student groups have to put the puzzle together, research the image and present back to group. 10. Students pick movies to screen during the STA related to the winter term location. Students lead discussion about location and context of the film (mentioned 2x in different groups) 11. Have students develop discussion questions for specific sites and lead class discussion. 12. Pairs or triads are assigned to pick a cultural topic from a handout and at the end of class give 6- 8 minute presentation on their topic. Also need to write a 1-2 page paper that is graded. Presentations can be interactive. Serves as an introduction to the culture. 13. Vietnam: Cultured family exercise. Three-page book focused on Vietnam. Opens eyes to different culture.

OTHER SPECIFIC ACTIVITIES

1. Peru: In May, they were assigned to create a visual depiction of the Adam & Eve story, no matter how bad their art skills. Then they compare these to illustrations from a History of Peru book written in the 17th century. The class explores the difference in geography in the depictions [and why the Andes are in the Peruvian ones!]. This helps students realize how different ways of perceiving shape what we know. Leads into discussions of culture, history, etc. 2. Double-entry journal for Costa Rica: Final assignment during STA class – What society do they expect to encounter (preconceived notions related to social, cultural, gender and economic issues); after or during winter term – write about ACTUAL encounters, characteristics of the society, how their perceptions have changed, what was reinforced. 3. Public Health in India: Choose one public health issue in India of interest to you. Review two online newspaper articles/journal articles. Investigate, and lead small group discussion. 4. Choose one issue related specifically to [insert country name], investigate, research then present to class. 5. Students pair up with roommates to do a group paper or bibliography during the STA course. Then, when on site, have them revisit the topic after exposure and present to class. 6. YouTube search: Every class, a couple of students look up a YouTube video about the theme for the course. Prompts for those who are assigned to do it. 7. Book reports: All students read and write paper on each book. Books provide students with a knowledge base when they arrive. Discuss books in STA class. Sometimes meet with authors during winter term. 8. Book reports (2): Instructors provide a selection of books (i.e. about 5) in the spring. Each student reads a book over the summer with 5-6 other students. Early fall – groups of students meet in book club format. Groups provide book reports with emergent themes and share/present to larger group. In country: Students write a journal contrasting the theme from the reading with observations of country. 9. Article reports: Contemporary pieces, get students thinking theoretically about course content. 10. Article reports (2): Instructors ask students to find a research article. Must get article approved by instructors to make sure there are no duplicate articles. Results in presentation/sharing with larger group. 11. Self-portrait and field notes: Students complete self-portrait to practice skills they will use during the winter term course. 12. End of STA course: Students write a paper and ask questions they will try to answer during the winter term. 13. Connect home context with away context: AAC&U high impact process – visit Hindu temple in Cary before they leave for India. 14. Cultural budget: Use for self-directed study on free day. Students can be reimbursed for expenses through cultural budget with receipt. Useful for breaking up groups and independent learning. 15. Blog: Have students blog about themes (e.g. religion) or specific sites. Grade via rubric. 16. Each student is assigned a name related to an ethnic group. They have to follow the news about that group and keep the class updated on that group.