INTERNATIONAL RESEARCH and REVIEW · Volume 6 · Number 2· SPRING 2017
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SPECIAL ISSUE SPECIAL and REVIEW Journal of Phi Beta Delta 8669 Internationalizing the Curriculum the Curriculum Internationalizing - VOLUME 6 NUMBER 6 2 VOLUME SPRING 2017 ISSN: 2167 Honor Society for International Scholars Society for Honor INTERNATIONAL RESEARCH INTERNATIONAL PHI BETA DELTA INTERNATIONAL RESEARCH AND REVIEW · Volume 6 · Number 2· SPRING 2017 International Research and Review Journal of Phi Beta Delta, Honor Society for International Scholars Volume 6 Number 2 Spring 2017 Nneka Nora Osakwe, Ph.D. Guest Editor Table of Contents Preface ........................................................................................................................ i Guest Editor Remarks ................................................................................................ ii Internationalizing Courses: A Faculty Development Process Nneka Nora Osakwe, Ph.D. .......................................................................... 1 Internationalizing Teacher Education in the United States: A Teacher Educator’s Journey from Conceptualization to Implementation Erica DeCuir, Ph.D. .................................................................................... 32 Internationalizing the Music Course: MUSC 2022 Ear Training and Sight Singing Through an International Lens Mimi Noda, Ph.D. ....................................................................................... 51 Integrating Comparative Research on Global Instructional Practices in Pre-Service Early Childhood Education Science Course Instruction Dorene Medlin, Ed.D. ................................................................................. 64 A Global Integration: Internationalizing of a Public Speaking Course Florence A. Lyons, Ph.D............................................................................. 85 Internationalizing the Mathematical Finance Course Zephyrinus C. Okonkwo, Ph.D. ................................................................ 103 Internationalizing the Curriculum: Re-thinking Teaching Approaches to World Literature and English Composition Candice A. Pitts, Ph.D. ............................................................................. 120 The Internationalization of Curriculum at ASU: Personal Reflections on a Disparate Evolution James L. Hill, Ph.D. .................................................................................. 140 Copyright 2016, Phi Beta Delta Honor Society for International Scholars; All rights reserved. ISSN: 2167-8669 Preface I am pleased to bring you this special issue of our journal, International Research and Review. This special issue focuses on the internationalization of the curriculum at an Historically Black College/University (HBCU), in this case Albany State University, in Albany, Georgia. It arose out of a connection Dr. Nora Osakwe and I made at the NAFSA Region VII conference held in Savannah, Georgia in 2015. The literature is growing on the internationalization of the curriculum. But, much remains to be accomplished. Very little has been written about efforts of HBCU’s to internationalize their curricula and courses. Thanks to Dr. Osakwe’s efforts at Albany State University, the institution is moving steadily toward an understanding of what it takes to internationalize. All the more so because, except for a few HBCU’s at the top of the ladder, so few students at HBCU’s engage in study abroad, and so few students from abroad attend HBCU’s. Thus, the internationalization of the curriculum and courses becomes a path for aiding local students’ understanding of the connections between one’s self, the knowledge base of the disciplines, and the derivation and application of that knowledge to the world outside of the local environment. I commend this issue to you. Michael B. Smithee, EdD Director of Publications i Guest Editor’s Remarks This special issue of the journal, International Research and Review, is an outcome of a Title III sponsored project entitled: “Faculty Professional Development on Internationalizing Courses (FPDIC).” The project goal was to enhance faculty’s international and intercultural competence and pedagogical effectiveness through workshops and provision of resources to impact students’ global learning outcome. The project involved 14 faculty members of Albany State University(ASU), Georgia who teach both graduate and undergraduate level courses from seven departments: Teacher Education, English Modern Languages and Mass Communication, Fine Arts, Math and Computer Science, Natural and Forensic Sciences, History and Political Science, and Health Management. Through this special issue, in collaboration with the Phi Beta Delta Honor Society journal, International Research and Review, we share some of the outcomes of the project. Through this publication we provide pedagogical knowledge and resources for faculty members who plan to engage in similar academic exercise and professional development. To enhance the quality of students’ learning outcomes our aim was to ensure that intercultural and international competencies are part and parcel of learning goals across disciplines. In the first article, “Internationalizing Courses: A Faculty Development Process,” I describe the five-phase process of preparing and implementing the faculty professional development project. This article will be especially useful to senior international education officers or academic vice presidents who might want to engage in a similar project. The six subsequent articles are content and pedagogical model articles, which illustrate implementation of course internationalization in six different class scenarios. Dr. Erica Decuir’s and Dr. Dorene Medlin’s articles exemplify what could be done in an undergraduate pre- service teacher education program despite the stringent expectation to conform to set standard in teacher preparation. In her Social Studies/Diversity/ Language Arts 4000 level course, Dr. Decuir applied reflective practice and revision to four levels of curriculum process and successfully implemented internationalization focused on sensitizing pre-service teachers on multicultural education and culturally responsive teaching. She explains her creative use of TED-Talk documentary “The danger of a single story” by Chimamanda Adichie as a pedagogical resource in explication of culture and demanding preservice teachers to develop culturally responsive lessons. ii She also shares imminent challenges of the process including time management and content coverage. Dr. Medlin on the other hand used a research-centered approach in her ECEC 4354: Science for Young Children to engage pre-service childhood education teachers enrolled in mathematics and science block to evaluate and compare how science lessons are designed and taught in other countries and in Albany, Georgia, USA. In conducting the research project, the students developed their critical thinking skills, as they compared science instruction pedagogy globally through research questions. The students’ research recommendations are instructive to science teachers K-12. Dr. Both Dr. Decuir and Dr. Medlin’s articles can be valued resources for teacher educators, especially those educators, who would like to internationalize their courses. Discussion of internationalization in music is very rare and the literature is quite limited in the area. Dr. Mimi Noda’s article is therefore very timely in providing a model of instructional possibilities in her article entitled: “Internationalizing the Music Course: MUSC 2022 Ear Training and Sight Singing through an International Lens.” She describes the process of infusing the knowledge of other countries and their culture into a music course designed to train students to aurally identify and write intervals and scales, aurally analyze the chord structures of harmony, hear and write dictated rhythms, and become proficient in sight singing. Her creative resource and pedagogy show a unique and motivating option for internationalizing a music lesson. Dr. Florence Lyons, in her article entitled “A Global Integration: Internationalizing of a Public Speaking Course,” reports on her process and unique experience infusing global and cross-cultural elements in a Freshman Fundamentals of Public Speaking course. The experience broadened students' knowledge about other countries and awareness about study abroad in the context of learning public speaking skills. Dr. Candice Pitts’ article “Internationalizing the Curriculum: Re- thinking Pedagogical Approaches to World Literature and English Composition,” shows the use of multimedia texts to engage students in prevalent and relatable trends in international and cross-cultural discourses, showing how interconnected the world countries and citizens are. The new perspective will interest faculty who teach core composition classes and literature. The science courses, especially Mathematics, have always been the most challenging area in internationalization. Dr. Zephyrinus Okonkwo’s article is therefore a welcome contribution in this special issue. He shares his internationalization process in his course: MATH 4330-Mathemeatics of Compound Interest, where he used data from global sources (International Monetary Fund, World Bank etc.) as instructional statistical resource as well as for informing students about international and intercultural knowledge about different countries’ economy and culture. iii Dr. James Hill’s article: “The Internationalization of Curriculum at ASU: Personal Reflections on a Disparate Evolution” draws from his presentation