Academy Service—And Perhaps Hamilton Inspired Crane’S Vision for Baylor

Global Engagement the world’s concerns. world’s the happiness, freedom, and courage. He debated moral responsibility and he responded to Crane aglobal was thinker. He travelled, read widely, and contemplated big ideas: Institution the in world.” Institution Hamilton, in New York. He deemed Hamilton “the greatest Baptist 1863-1885, spent senior his year of college at the Hamilton and Literary Theological Dr. William Carey Crane, President of Baylor University at Independence, Texas, by the struck emphasiswas on “world.” palpable sense of Baylor pride and promise, combined Texas” in a“bigger with 2016. Tuesday, away 10, May passed of University, Philosophy, Baylor Professor (Bud), Emeritus H. Duncan Dr.56. Elmer 1 W

Elmer H. Duncan, H. Duncan, Elmer attention and Wherever care. we find ourselves teaching and whoever comprises our community of learning, let’s our make community flourish. Building proudly said so. not by Iwas the designation surprised Baptist university. Abronze placard near the Daniel Bill Student Union hen here Iarrived the in mid-nineties, Baylor the world’s as known was largest Today’s world not is Crane’s world, but it remains aworld that needs community of learning. You see the pattern “To Christ” Preach for Teaching to support and Learning: and inspire aflourishing founders’ vision for Baylor— for vision founders’ advocacy of mission. Whichever direction the inspiration Iam flows, and women for worldwide the mission of the Academy service—and Perhaps Hamilton inspired Crane’s vision for Baylor. perhaps Or the glad for it. Baylor remains for Church, for Texas—and for the world. global engagement both Baylor’s fulfill mission—to educate men This editionThis of the Baylor Review highlights share tips for the world bringing to Waco. examples These of student growth in study and service abroad.student studyand in service Campus growth instructors increasingly complex world. Center The for Global Engagement globe. Faculty members from diverse academic departments foster helps students forge academic connections and cultural across the 1 You see the counterparts, nineteenth-century Like pattern. his : The Education of William Carey Crane Crane of William Carey Education The

Academy forTeaching and Learning and Pro Ecclesia, Pro TexanaPro Ecclesia, (Waco: Baylor University Press, 1987), Press, University (Waco: Baylor . J. LenoreWright ’s efforts to engage efforts an —inspired Crane’s : there a was

spirit. I

Spring 2017 Mission: To support and inspire a flourishing community of learning. Table oF contents

Advisory Council: Bill Bellinger, Professor and Chair, Religion Ellen Filgo, Assistant Director for Liaison Services, University Libraries 3 A Word from the Provost Tom Hanks, Professor, English Chris Hansen, Associate Professor and Chair, Film and Digital Media 4 Looking Back on (re)Designing Tim Logan, Associate Vice President for Teaching: Flipping the Classroom Electronic Library, University Libraries Gary Mortenson, Professor and Dean, School of Music 5 Getting to Know Canvas: Stephen Reid, Professor, Truett Seminary Videoconferencing with Laine Scales, Professor of Higher BigBlueButton Education and Associate Dean, Graduate School 6 Global Engagement: Anne-Marie Schultz, Professor and The Heart of Baylor’s Mission Director, Baylor Interdisciplinary Core Elizabeth Vardaman, Senior Lecturer and Associate Dean for Engaged Learning, 9 What We’re Reading Now Arts and Sciences Dianna Vitanza, Associate Vice Provost for Research, Arts and Sciences 10 Fill the World with Color: Charles Weaver, Professor and Chair, The Meaning and Impact of Psychology and Neuroscience International Study and Mission Staff: Director – Lenore Wright 12 Ten Easy Ways to Bring the Assistant Director – Tiffani Riggers-Piehl World to Your Classroom Office Manager – Craig Clarkson 2016-17 Graduate Fellows – Lyndsay DiPietro, Jennifer Howell, 13 TA Take Note Marcos Luna Hoyas, Jeremy Klutts, Courtney Kurinec, Matt Millsap, Mackenzie Sarna, Zach Winfield, Ashley Yeaman 14 2016 Master Teachers

15 ATL by the Numbers

16 Spring 2017 SET Calendar

Dr. Lenore Wright Page 2 Baylor University A Word from the Provost Dr. L. Gregory Jones, Executive Vice President and Provost

Leaders in the 21st century need to be globally engaged, and this is especially true of Christian leaders. This has long been the case, and has been true of influential leaders across diverse sectors and vocations. It is even more urgent in the world in which we live today. Being “globally engaged” means far more than simply having traveled to faraway places. It is quite possible to travel around the world as a “tourist” and never become engaged in the local culture. It is also possible never to leave the United States and be quite engaged globally. To be sure, engaging other cultures attentiveness to “tourists.” We on their own terms is a significant what is going on engage others asset in developing a mindset of around the world. on their terms, global engagement, as is a capacity to I regularly read immersing ourselves welcome people from other cultures and access world to the best of into our own neighborhoods and news, in addition to our ability in the communities. The key is why we learn reading perspectives language, customs, that global engagement is crucial, on the United States and rhythms of the and how we learn to practice such developed by people from cultures we encounter. engagement. very different vantage points. Fourth, we develop practices of The most central reason why global We can integrate perspectives from hospitality to others in our own engagement is crucial for 21st century other cultures into our courses and communities. The letter to the Christian leaders is because God into regular patterns of our reading Hebrews enjoins us to “not neglect created this world of diverse cultures and learning. to show hospitality to strangers, for and peoples, and it is incumbent Second, we can develop unlikely by doing that some have entertained on us to both honor that diversity friendships at Baylor and in Waco. angels without knowing it” (13:2). and seek to understand and learn Spend time listening to and learning Hospitality is central to the Christian from diverse others. In the Great from people different from “you” – faith, and it is an important practice Commission Jesus calls his disciples to whoever you are and whatever your for wise leadership in the 21st century. go to “all nations” (Matthew 28:19). background. I will never forget how Global engagement is far more than It is also essential because most an unlikely friendship with a young travel; it is far more than marveling vocations today require intercultural adult from Cuba in 1981 challenged at the wondrous diversity that engagement. This is especially the the stereotypes I had grown up comprises our world. It is a way of case for people in multi-national with about Cuba and Cubans. That life, whether in Waco or Mexia or organizations, yet it is also increasingly has encouraged my regular practice Houston or Bangalore, Shanghai or true for people living and serving in of nurturing unlikely friendships Ndola, Zambia (where our partner rural communities. The rise of digital whenever I can. Northrise University is located). It is technologies will make this even more Third, whenever we travel abroad, a way of learning, whether in Modern important in the next few decades. whether for “study abroad” or on Languages and Cultures or Physics or How do we learn to practice global a mission trip or just for vacation, Marketing or Music. It is a way that engagement? First, we do so by we can adopt an attitude more akin guides us to more faithful, and more developing regular practices of to being “anthropologists” than effective, leadership.

Academy for Teaching and Learning Page 3 Looking Back on (re)Designing Teaching: Flipping the Classroom Dr. Mia Moody-Ramirez, Associate Professor and Graduate Program Director, Journalism, Public Relations and New Media; American Studies Program Director The flipped classroom, a pedagogical To get a head start on restructuring Opportunities such as these are often model in which lecture and this class, I participated in the not available in traditional lecture homework elements of a course are Course Makeover Workshop last classroom settings. I also offered reversed, has been used in various summer (see sidebar, page 5). online quizzes to assess student forms for many decades. Woodland I revised my syllabus, updated learning. Students reported enjoying Park High School chemistry my goals and objectives, and these quizzes because they had access teachers Jonathan Bergmann and incorporated additional tools such to their results immediately and the Aaron Sams are often noted as as online quizzes. I also recorded quizzes helped prepare them for the spearheading the flipped-classroom several video clips on topics ranging course exams. concept as early as 2007. The two from stereotypes of underrepresented As far as dislikes, a large percentage recorded their lectures and posted groups to the class ground rules. of the students named the research them online for students who About half way through the paper as their least favorite activity. A missed class. While there is not a course, I surveyed the students to few students requested more rubrics cookie-cutter method to flipping a get feedback on the flipped class and clarification on assignment course, students usually view lecture experience. Seven of the eight deadlines. materials outside of class and devote students completed the survey. All Even with the few drawbacks I in-class time to exercises and group respondents said they were learning discussions. experienced, I have enjoyed the new material and reported that this flipped class experience. Survey I chose to flip my course Gender, course was meeting each of their responses revealed the flipped Race and Media (JOU 4V95), expectations. classroom concept is valuable and because it is not lecture heavy. Some of the students’ favorite beneficial to students. I am thankful Typical activities include analyzing activities were blog entries and the for the opportunity to participate in media trends, discussing current circle of sharing activities, as well the Baylor Fellows program, which events, peer teaching, and group as the Twitter analysis and privilege has encouraged me to develop the project collaboration. Traditionally, exercise. Students also stated they skills students already have and I have used more of a blended enjoyed the small class setting, open help them acquire new skills while teaching technique in which I lecture discussion, linking in-class materials becoming life-long learners. I am for 40 to 50 minutes and incorporate to current events, the openness of looking forward to building on what a hands-on activity toward the end class discussions, and the sharing of I have learned this semester and of class. stories and experiences that enlighten improving all of the courses I teach one another. based on this experience.

Pictured above: Dr. Mia Moody-Ramirez leading her seminar. Page 4 Baylor University Getting to Know Canvas: Videoconferencing with BigBlueButton Jeremy Klutts, MBA/MIS, ATL Graduate Fellow Expanding the classroom past Once the “Conferences” tool is within Canvas so that they can access its traditional four walls can be enabled, select it from the left-hand the conference. Features available an enriching experience for both navigation menu. You will see a within the conference environment students and professors. However, page with two sections named “New include a chat window shared by in many cases it may not be feasible Conferences” and “Concluded all participants, the ability to share to take a class meeting off campus. Conferences.” If you have not used a PowerPoint, poll the participants, In these instances, online tools can conferences in this course previously, and share the presenter’s screen. allow instructors to bring the outside both sections should be empty. In BigBlueButton has produced several world to the class. Using the online the future, this page will display a tutorials available within the webinar conferencing tool BigBlueButton in record of active and past conferences. environment and additional support Canvas, instructors can teach their To create a new conference, click the is available from the Online Teaching own class from remote locales or set button in the upper right-hand corner and Learning Services department at up web-based seminars (webinars) for labeled “+ Conference.” Baylor. guest speakers to address their class. When creating a new conference, BigBlueButton conferences in Canvas you are able to name the conference, allow Baylor faculty to leverage the set the duration (the default is 60 power of the internet to increase the minutes), and give a brief description impact of the classroom experience. for the conference. You can set a To enable BigBlueButton duration for the conference, but not functionality in Canvas, go to the a starting date/time. The course left-hand navigation pane and select administrator must manually start “Conferences.” If the conferences the conference by clicking “start.” option is greyed out, you will need to Only after the conference is started proceed to “Settings” > “Navigation,” will the students be able to join the scroll down to “Conferences,” select conference. Students should join the right-hand dropdown (with the from their personal computers to take gear icon), “Enable,” and then “Save” advantage of the full functionality of at the bottom of the page. This the software, including features like process will ensure that conferences chat and polling. you set up will be visible to students The course instructor will need to in the course. add any guest speakers to the course Course Makeover Workshop 2017 Do you have a course that on learning theories, course you to present your ideas and needs updating? Have you been plans, and syllabus construction; interact with your peers. The goal assigned a course to teach that construct (or significantly revise) is for you to leave the workshop requires new preparation? Are a course plan and syllabus; and with a revitalized syllabus and you part of a teaching team receive critical feedback from a plan for implementing your that would like to devote time faculty colleagues. redesigned course. to course development? If you answered yes to any of these Throughout the workshop, This year’s workshop is scheduled questions, the Course Makeover you will spend time working for May 22-24. Refreshments Workshop is designed for you. independently and in large and will be provided. For more small groups in a variety of information, and to sign up to In this three-day workshop, you activities. These activities will participate, visit the Academy for will review current literature provide ample opportunity for Teaching and Learning website.

Academy for Teaching and Learning Page 5 Global Engagement: The Heart of Baylor’s Mission Dr. Jeffrey Hamilton, Vice-Provost for Global Engagement, Professor of History

Pictured above: Ms. Delores Melendez meets with students in the Center for Global Engagement. he Center for Global the great names of Baylor, such as led by Mr. Bo White, Director of Engagement at Baylor is Dr. A. J. Armstrong of Armstrong Study Abroad, who recently joined Tentering a very exciting time. Browning Library fame, led our us from the University of Illinois. He We have recently moved into a newly earliest international travel programs. directs a team of three advisors and renovated space in the Hankamer Formal exchange programs were first coordinators along with domestic Academic Building, placing us in the established nearly half a century ago: and international student workers heart of campus, which is only fitting Baylor has been sending students who work with faculty-led study as Global Engagement is at the very to Seinan Gakuin University in abroad programs and exchange and heart of Baylor’s mission to educate Fukuoka, Japan, and receiving theirs affiliate programs. men and women for worldwide here in Waco, since 1973. leadership and service. Though our In 2015-16, 799 Baylor students increasingly global society makes Today the Center for Global participated in study abroad international experience more Engagement serves the university programs, and in 2016 some 180 and more necessary for students, and its mission in a variety of ways, faculty and staff made a total of Baylor has historically recognized including assisting faculty, staff, 250 international trips of various the academic and personal benefits and students as they participate in types. The Center for Global of global engagement. The first international activities such as study Engagement also develops and international students enrolled at abroad programs, internships, and maintains institutional agreements Baylor in the 1920s, and some of academic conferences. This area is with partner institutions around

Page 6 Baylor University the world in order to enhance Association of Colleges and Schools In addition, we will be introducing Baylor’s reputation as a leader in Commission on Colleges, Baylor a Certificate in Global Engagement. international education, and we has been working on a new Quality This certificate program will not expect the number and scope of Enhancement Plan (QEP) that will be an academic credential, but these agreements to rise in the focus on global engagement. In rather a mixture of curricular and coming years. Spring semester 2018, the university co-curricular experiences that will is planning to introduce this be noted on student transcripts. On another front, the Center works QEP, Global Baylor: Addressing Students who choose to pursue this with international students and Challenges to Human Flourishing, certificate will move through three scholars who come here to join our beginning with a series of on-campus levels, from entry to exploration to academic community. Dr. Mark events that will coincide with our engagement. Some activities, such as Bryant, Director of International annual celebration of Diadeloso. In a reading group and an international Student and Scholar Services, leads Fall semester 2018, the QEP will experience, are required, but most a team of five staff members who begin operations across campus. You are elective. The certificate program work directly with students and can stay informed on the QEP at will be open to students from all scholars, as well as with sponsoring www.baylor.edu/ie/qep. majors. It is designed so that it will departments, to facilitate the visa not add additional course hours process and compliance with all The QEP contains four interrelated to an undergraduate degree, but government regulations, as well initiatives: Global Challenges, will allow students to connect their as provide activities to help with Enhanced International Experiences, curricular and co-curricular activities orientation and integration into the Diversity Abroad, and Global Baylor. in such a way as to deepen and university and life in the United enrich both. States. In Fall semester 2016, Baylor Global Challenges is designed to welcomed 733 international students introduce incoming freshmen to Enhanced International Experiences (510 undergraduates and 223 the many global issues that their will seek to introduce new graduate students) from 74 different generation will face. For the first approaches to study abroad and to countries, and during 2016-17, we three years the primary focus will enrich the international experiences expect to host more than 50 visiting be on issues relating to global of students on both study abroad scholars from around the world. health, as this is a challenge that and mission trips. One innovation These international students and can be addressed from the differing will be the introduction of embedded scholars bring cultural diversity to perspectives of virtually every study abroad experiences within the university and greatly enrich our academic unit on campus. Several existing catalog courses. These community. sessions of University Chapel will be courses will provide an opportunity devoted to speakers who will relate to build an international travel Finally, by experience sponsoring and into a full- co-sponsoring semester course, academic and generally during cultural events spring break, across campus The Center for Global as a required throughout the Engagement works to further component at no year, the Center “ broaden our community’s additional cost for Global “ to the student. Engagement works exposure to cultural diversity We will pilot to further broaden and prepare students to live this program our community’s in a global society. beginning in exposure to Spring semester cultural diversity 2018 with and prepare TED 3380, students to Social Issues in live in a global Education. We society. This last function of the their experiences in the field and expect to fund at least three such Center will expand dramatically encourage our students to imagine courses during the first full year of over the next few years. As part ways to build global issues into their the QEP, in Spring semester 2019, of the reaffirmation process for own vocational plans. and hope to expand that number accreditation by the Southern with new donor support.

Academy for Teaching and Learning Page 7 Another innovation will be the to study abroad for students from Education Week, emphasize the introduction of a sequence of three, diverse backgrounds, especially theme of human flourishing in new, one-credit courses devoted first-generation college students. Scholars Week, and organize to cultural competencies in study In common with most American an annual campus-wide event to abroad. GBL 1101, GBL 1102, and universities, diverse students and celebrate the contributions of Baylor GBL 1103 will be offered to students first-generation students at Baylor students, faculty, and staff have made in the semester before, during, and participate in study abroad programs to addressing global challenges. after their study abroad experience. at a much lower rate than the general We will also reach out to the many GBL 1102 will be required for all student population. Broadening alumni, parents, and friends of Baylor students studying abroad these students’ participation can Baylor who live abroad to help bring beginning in 2018-19. The purpose enrich not only their educational the world to our campus through of this course, as well as the other experience, but also that of other their experiences and insights. two non-required courses, is to assist study abroad students who are part students in engaging with the culture of their cohort. The Center for Global Engagement of their study abroad home in an is located in suite 160 of the intentional way that will deepen their Global Baylor recognizes that not Hankamer Academic Building. We experience, making it more valuable all students will study abroad or invite you to stop by for a visit to to them both at the time and in pursue the Certificate in Global learn how you can become more their future studies and careers. One Engagement, but nevertheless our involved in global engagement both recent study, cited in the Financial community as a whole is deeply on campus and beyond. Working Times, forecasted that the number involved in addressing global together, we can better prepare of workers who will take on global challenges. The purpose of Global our students with the experiences, assignments will increase by 50% Baylor will be to showcase the skills, and attitudes they will need over the next decade. Our students many global activities that are being to flourish in an increasingly global need to be prepared to succeed in undertaken here on campus by society and economy. this global environment. creating a calendar that will serve as a clearinghouse for these events. Diversity Abroad will focus on Among other initiatives, we will identifying and eliminating barriers expand activities during International

Spotlight On: Center for Global Engagement Mackenzie Sarna, English, ATL Graduate Fellow

Baylor’s mission is the driving ISSS works with Baylor’s worldwide. These programs force behind the department international students to are designed to facilitate on campus that facilitates manage the logistics of intentional and integrated many of Baylor’s “worldwide” studying in the United educational experiences so endeavors: the Center for States and to enhance their that the participants return Global Engagement (CGE). experience of American to Baylor with experience for Formerly known as the Office culture. They host multiple their resume and a view of the for International Education, the programs and events to world that has been challenged Center for Global Engagement help international students through interaction with was renamed to highlight transition to life at Baylor and people from different cultures. the university’s intention engage with others at the to help students engage university. In so doing, ISSS Through both the receiving not only academically but provides enriching experiences and sending sides of the also personally, relationally, for both international and department, the Center for and ideologically with domestic students. Global Engagement facilitates other cultures. The CGE Baylor’s worldwide mission, accomplishes its mission The Study Abroad program thereby enabling members through two distinct efforts: enriches the lives of Baylor’s of the Baylor community to International Students and domestic students by providing engage with the world in Scholars Services (ISSS) and opportunities to participate tangible and transformative Study Abroad. in educational programs ways.

Page 8 Baylor University What We’re Reading Now Compiled by Dr. Jenny Howell, Religion, ATL Graduate Fellow

Lang, J. M. Small Teaching: Everyday Lessons from and radical way of learning. Through examining the the Science of Teaching. Jossey-Bass, 2016. “moonshot” enterprises that have emerged in the wake In Small Teaching, of Google, Cavagnaro and Fasihudden have identified James Lang offers a collection of virtues and habits moonshot innovators simple steps to spark demonstrate and that higher education can cultivate positive change in in students. To do so, higher education will need higher education to reconsider its approach to pedagogy. The authors through small but explore a variety of institutions across the United powerful modifications States that are already exploring such possibilities with to course design and startling outcomes. teaching practices. Lang proposes tangible De Buyckere, P., and C. Hulshof. Urban Myths classroom modifications about Learning and Education. Academic Press, to ignite student- 2015. learning outcomes. This book debunks Designed with a wide many of the prevalent array of classroom misunderstandings environments and and misinterpretations demands in mind, of frequently-cited Lang offers insight for improvement in large lecture educational research halls, small seminars, labs, and on-line environments regarding how students alike. learn. Some of the claims explored include Keeley, J. W., E. Ismail, and W. Buskist. “Excellent the idea of multiple Teachers’ Perspectives on Excellent Teaching.” learning styles, the Teaching of Psychology 43, no. 3, 2016, pp.175-179. role of gender in When thinking about who might have advice to give learning math, and the faculty for creating a dynamic and successful classroom relationship between environment, who better to ask than university classical music and faculty members who have won teaching awards? cognitive development. The authors of this article interviewed over 60 award- Buyckere and Hulshof winning university faculty members to learn what present each myth and provide substantive background award winners themselves prioritize for good teaching. for its origin and reception. After thorough This investigation reveals that excellent teachers offer examination, the authors categorize these claims a different list of priorities for successful teaching as either a myth, a nuanced claim, or an unproven than the broader population of faculty. Their insights claim. Each chapter provides references for readers to challenge the reader to reconsider teaching practices continue their examination into the role these myths and priorities in the classroom and provide guidance play in the formation of pedagogy. for teacher training programs. Haynes, S. R., ed. Professing in the Postmodern Cavagnaro, L. B., and H. Fasihudden. “A Academy: Faculty and the Future of Church-Related Moonshot Approach to Change in Higher Colleges. Baylor University Press, 2002. Education.” Liberal Education 102, no. 2, 2016, The essays in this volume explore the specific role pp. 8-17. faculty play in shaping American religiously-affiliated Google founders Larry Page and Sergey Brin higher education. Organized along three central revolutionized the way we access and utilize themes, professing as vocation, pedagogy and praxis, information. Their revolutionary approach to and mission and curriculum development, Professing information in turn expanded into a multitude in the Postmodern Academy offers a holistic reflection of dynamic innovations. Authors Cavagnaro and on the contribution of faculty to faith-based higher Fasihudden argue that higher education can learn education. from Page and Brin, among others, who offer a new

Academy for Teaching and Learning Page 9 Fill the World with Color: The Meaning and Impact of International Study and Mission Matt Millsap, History, ATL Graduate Fellow

Baylor’s Quality Enhancement production, leisure activities, and different perspective.” In her view, Plan, Global Baylor: Addressing philanthropy. The authors explained students’ engagement with local Challenges to Human Flourishing, that after college these students culture ranks as high as learning proposes four inter-related initiatives had a more global perspective; they anthropology or archeology because to encourage an appreciation for sought cross-cultural friendships, engagement holds great potential the international nature of the voted more often on issues of global for long-term intellectual and moral university’s mission. One emphasis import, and published more work development. It is in the unsettling is the benefit and necessity of of international or intercultural environment where language is students experiencing other cultures significance. This research is different, social norms seem strange, through study abroad programs and validated by the testimony of and even nonverbal cues are elusive mission work. Baylor faculty leading study abroad that one’s outlook is broadened. The Enhanced International Travel and mission trips who add that Experiencing differences first-hand Experiences initiative stresses participation in these experiences helps students to broaden their the significance of education encourages global citizenship, a sense of citizenship and learn to and research abroad to increase sense of empathy, and an awareness regard those of other nationalities the global competency of college of community needs. and cultures as fellow co-laborers graduates. As noted in Global Global Citizens and as sisters and brothers. Baylor, empirical research affirms The experience of interacting with Hoggarth explains that the process the advantage of undergraduate someone who does not look, speak, “is like watching students cross a and graduate students spending or worship like you is instrumental line where they have to learn new time immersed in other cultures. in teaching multiculturalism cultures and that experience often A 2014 report issued by Frontiers: and promoting appreciation for turns them into The Interdisciplinary Journal of Study diverse others. Reflecting on her global citizens.” Abroad identified four categories time teaching students at a field Seeing the “Other” as a Person where participants of study abroad school in Belize, Dr. Julie Hoggarth Dr. Joe Yelderman (Geosciences) or other international education (Anthropology) emphasizes the offers one way of understanding programs appear to be more benefit of immersion in unfamiliar why student experience abroad globally-engaged than their peers: cultures. Hoggarth points out that enhances global engagement civic engagement, knowledge “experiences abroad give you a back home. A hydrogeologist, Page 10 Baylor University Yelderman’s expertise allows him neighbor. Study abroad programs job market and help students to assist developing countries are uniquely suited to engender learn how to integrate their faith, with issues of water management. a sense of empathy by providing learning, and service to address He has led several groups on students context for understanding global needs. Global engagement research and service trips, most others’ experiences. For instance, develops creativity and innovation notably to Uganda and Costa Rica. on a recent trip to Nazareth, in students’ approaches to Recounting the effect of these Dr. Nathan Elkins (Art History) addressing the needs of their local trips, Yelderman observes that the noticed that some of his students and international communities. experience often changes students’ were troubled by a billboard stating Dr. Davide Zori (Baylor perception of other countries and that there was no God but Allah. Interdisciplinary Core) speaks of cultures. It transforms their view of It was clearly aimed at visiting this collaborative creativity when Ugandans or Costa Ricans, turning Christians and Jews. Sensing the recounting his experiences leading a faceless group into a person with students’ discomfort, Elkins used students on an archeological dig in a name and a history. Yelderman the opportunity to describe how Italy in 2015. The town where the comments that “when students meet something as seemingly innocuous site was located held a feast to honor people from other countries they as a billboard can be unsettling the end of the project, and on the are no longer just a Tico or a Costa for those of different faiths and last night when the American and Rican. He is Juan, and when you cultures. He asked his students to Italian students were gathered, a meet and work alongside Juan, he imagine, for example, how Muslim local man named Angelo Fiaschetti comes to represent Costa Rica.” immigrants in the United States broke out in spontaneous, operatic In short, face-to-face interactions must feel when they encounter the song. The song’s chorus celebrated can personalize people or groups same kind of targeted rhetoric. how the collaboration between we tend to think of in generalities. His teaching underscores that these two cultures had produced Seeing that Juan — who speaks fundamental goal of the Global research and created knowledge. differently, looks differently, and Baylor call for intercultural This partnership, Fiashetti related, may or may not worship like awareness and global competency “filled the world with color.” me — still shares many is not merely cognizance, but Such is the meaning and the impact of my own fears empathy. of studying abroad: to prepare and aspirations Likewise, students for an interconnected highlights our Dr. Randall world and, in doing so, to enhance common human Bradley (Church global competency and cultivate experience. Music) has intercultural awareness. Yet, the That sense of noted increased pedagogical value of study abroad commonality empathy in his extends beyond mere exposure to links us students when new sights, sounds, and ideas, to the together in they return development of skills of reflection, a a way that home. Bradley, sense of empathy and an awareness overcomes who has led of shared concerns. Through study the foreignness multiple mission abroad, students collaborate and of a disparate and service trips interact across dissimilar ethnicities, culture. Personal abroad, remarked nationalities, and cultures in exchanges guard us that upon their return, alignment with Baylor’s Pro Futuris from perceiving other students seemed more vision and its mission to educate groups as monoliths and help us discerning of areas in need within men and women for worldwide value others as individuals, or, in their own communities and more leadership and service. Christian terms, as Image-Bearers. able to empathize with those outside Experience abroad allows students their immediate spheres. One of the Baylor Study Abroad holds an annual photo to see the “other” as a person. main benefits to studying abroad contest for undergraduate students who Going Global for the Community is participating students are more studied abroad the previous year. This article Identifying others as people helps likely to see and meet local areas of features photos from some of the 2015-2016 students relate to those with need upon their return. contest winners. Timothy Hong received first experiences unlike their own. This Fill the World with Color place for his image, Shop Keeper (pictured on empathy is a requisite precursor to In harmony with Baylor’s mission, opposite page), which he took while studying the cultural awareness obligated the Enhanced International at the Florence University of the Arts. Melissa by Global Baylor and, more Travel Experiences initiative of Curtis took Chasing the Capri Sun (pictured at importantly, in Jesus’ summation of Global Baylor reflects the need to the left) while participating in the Baylor in divine law—love God and love your prepare students for a globalized Italy Program, and received third place. Academy for Teaching and Learning Page 11 Ten Easy Ways to Bring the World to Your Classroom

Compiled by Lyndsay DiPietro, Geosciences, ATL Graduate Fellow

Diversify your readings. For many classes, Take advantage of technology. Use assigned readings are a major part of the connections with colleagues from foreign course experience. By choosing reading universities to broaden students’ horizons. assignments with a variety of cultural Have your students use social media or perspectives, you can help to expand programs like Skype to engage in discussion students’ views of the subject and its or even collaborative assignments across relationship to the rest of the world. country lines.

Involve students in field work. Taking Create an open environment. Your students into the field lets them see your students are one of the best sources of work in action and gives them a sense of the diversity in the classroom. Make your wider applications of course content. If taking classroom environment an open, accepting students with you during the semester is an one where students can share their own impossibility, share your field experiences in experiences with one another and know that class or utilize a guest speaker. they will be treated with respect.

Use case studies. Case studies can serve as a proxy for real-world experience. Develop Encourage co-curricular activities. As case study assignments for your students students gain experience getting to know that involve global or cultural issues. While people different from themselves, they tend completing the assignment, they will make to be better engaged with global concerns. connections between course content and Encourage students to get to know one world issues. another outside of class. These relationships can lead to academic success and make them better global citizens.

Discuss current global issues. Give your students opportunities to discuss relevant Take a field trip. Research suggests that current events from around the world. Not getting students out of their own cultural only will it help them see the ways that their comfort zones can help them better engage course relates to the real world, but it will the world as a whole. Find ways to take your also make them better informed about global class to off-campus locations that will give issues and different cultures. them new experiences and perspectives.

Make class projects outreach projects. Practice what you teach. Culturally aware Create class projects that meet local needs teachers tend to produce globally-engaged around Waco. Doing so will give your students. Keep a global mindset when students the chance to apply what they are you are putting together your lectures and learning in a tangible, meaningful way and assignments and that mindset will make its may require them to engage with perspectives way into what your students gain from your different from their own to create a successful class. final product.

Page 12 Baylor University In this segment, a graduate student Teacher of Record asks a TA Take Note question about teaching and an expert faculty member responds. Dr. Alex McNair, Associate Professor and Division Director, Spanish and Portuguese, Modern Languages and Cultures

Question: “How do you In teaching students to negotiate the Spanish-speaking world have incorporate global between languages, we are teaching very different perspectives on US engagement in your classes?” them to unlock another storehouse. politics, for example, than the NY When students begin to understand Times or Waco Tribune. The coverage The phrase, “storehouse of a second language in their own of the election on Univisión may consciousness,” taken from George terms, they gain access to another seem visually analogous to that of Steiner’s After Babel: Aspects of way of perceiving the world. My hope the English-speaking networks, but Language and Translation (1992), goes is that students realize somewhere the reactions and concerns of the straight to the heart of what I want my along the way that language is much commentators are quite different. students to develop in the classroom, more than a tool for communication, and beyond that, what I want them to it is a storehouse of consciousness, Another important component take into their lives as engaged global an almacén full of clues about how of these classes is to experience citizens. Steiner contemplates the another community of speakers language as artistic expression, as incredible diversity of expression that in the forms of poems, songs, short the many languages of the globe have stories, and one-act plays. I find this made possible, but also laments the helps students to connect to language rapid rate of extinction of endangered and culture on a more human level. languages: “many will dim into It’s one thing to read a third-person oblivion before rudimentary account in English about someone’s grammars or word lists can be immigrant experience, for example, salvaged. Each takes with it a or a socio-economic analysis of storehouse of consciousness” trends in global migration; but (56). Every language, every it’s hard not to place yourself in dialect, represents a unique way another’s shoes when you read of perceiving the world and a first-person account of the expressing our relation to it and hardships and heartbreaks of to one another. In Spanish, for moving to another country to example, you cannot “fall in escape violence or seek a better love” as we do in English; you life for loved ones. We need both “in-love yourself of someone” (te types of text to make sense of the enamoras de alguien). The process is world: the sober third-person report, passive and accidental in English. In and the personal, first-person account. Spanish, it is much more deliberate. The one gives us data points and context, the other shows us a human The differences point to the richness face. of thought available to us when we perceives the world, and about what decide to open up another storehouse they value. I want my students to become of consciousness, an almacén de more proficient with the language, conciencia. In Spanish, almacén In the fourth and fifth semesters, obviously; knowing another language, implies a more concrete structure, students begin to read and listen having another almacén de conciencia, and conciencia can mean both to native speakers to improve their is an extremely useful tool that I “conscience” and “consciousness.” grammar and vocabulary. In this want my students to have. But in So when I say almacén de conciencia, process, they are seeing the world developing this expressive “tool” there is an ethical component anew through another set of eyes they are necessarily beginning to see involved, a sense of “awareness.” The and ears. My students follow the the world from the perspective of journey of one phrase from English headlines of El País (a Spanish daily communities other than their own. to Spanish has taken us from the newspaper), and they keep journals They expand their awareness and “storehouse of consciousness” – a on the articles they read. A part of exercise their consciences. This, to space for perceptions capable of our class discussion each day involves me, seems to be one of the keys to shaping our thoughts – to an almacén a conversation about what they are encouraging global engagement. de conciencia, that warehouse full of learning from Spanish media about knowledge and moral responsibility. our world. Newspaper articles from

Academy for Teaching and Learning Page 13 2016 Master Teachers Teaching Awards Each year, Baylor University recognizes distinctive teaching by faculty and graduate student instructors. The Academy for Teaching and Learning is pleased to celebrate these excellent teachers.

2016 Collins Teaching Award: Dr. Bruce E. Hodson Senior Lecturer Chemistry and Biochemistry

Pictured from left to right: Corey P. Carbonara, Ph.D., Professor of Film and Digital Media, College of Arts and Sciences; T. Laine Scales, Ph.D., Professor of Higher Education, School of Education, and Associate Dean of Graduate Studies and Professional Development, Graduate School; and Gaynor I. Yancey, D.S.W., Professor of 2016 Cornelia Social Work, Diana R. Garland School of Social Work. Marschall Smith Professor of the Baylor University Interim President the faculty members’ achievements Year Award: David E. Garland has announced that and the observations of the various Dr. Johnny Henderson the designation of Master Teacher—the nominators. Nominations may be Distinguished Professor of highest honor given to Baylor faculty made by former students of the Mathematics members for sustained excellence nominated faculty member or by in teaching—has been conferred current or former staff, faculty or on Corey P. Carbonara, Ph.D.; T. administrators personally familiar 2016 Baylor Laine Scales, Ph.D.; and Gaynor I. with the nominated faculty member’s Centennial Professors: Yancey, D.S.W. Garland made the record of teaching achievements and Dr. Sandra Cooper announcement during the annual fall other contributions to teaching. Mathematics Education faculty meeting August 25, 2016, at Waco Hall. Master Teachers represent: Steven Pounders Theatre Arts “It is an honor and privilege to 1. Knowledge and use of effective confer the lifetime Master Teacher and engaging pedagogy designation upon Dr. Carbonara, Dr. Scales, and Dr. Yancey. All three 2. Advocacy for teaching and 2015-16 Outstanding faculty members were unanimously learning, as reflected by Graduate Instructors charactersitics such as: passion recommended by the selection Megan Haggard for teaching and learning, committee as excellent teachers, Psychology and Neuroscience whose years of dedication and engagement of students, and impact beyond the nominee’s Mike Milovich commitment to teaching and to our Management Information Systems students have been outstanding,” own courses Garland said. “They truly represent 3. Sustained (minimum 10 Amy Schroeder the transformational experience our years at Baylor University) English students receive at Baylor.” commitment to teaching Grace Aquino The appointments are based on the excellence. Environmental Science profound impact of faculty members More information about these Master Olivia Carrol in the classroom and on students’ Teachers is available at the ATL Political Science lives as judged by the record of website. Nathan Cartagena Philosophy

Page 14 Baylor University Provost’s University Faculty Teaching Forum 157 20Development Participants 484 Grants Awarded SET Attendees ATL By the numbers 2016 Participation Attendees at Participants 179 Professional in Faculty Development Mentoring 152 Workshops Programs

The ATL fosters teaching excellence through: You can foster teaching excellence.

Programs From generation to generation, Baylor students • Course Makeover Workshop have been transformed by the teaching and • Faculty Interest Groups mentorship of dedicated, caring faculty members. • Provost’s Faculty Forum Outstanding professors have been central • Seminars for Excellence in Teaching to Baylor’s history, and nurturing the strong • Summer Faculty Institute connection between faculty members and students • University Teaching Development Grants is at the heart of Pro Futuris. Services The Academy for Teaching and Learning invites • Faculty Mentoring you to remember a favorite faculty member by • Guest Presentations offering a gift in his or her name. Your gift in the name of a beloved teacher will enhance Baylor’s • Interdisciplinary Collaborations identity as a place where the teaching and caring • Pedagogical Development Workshops mentorship of students matter. Go to the ATL • Print and Video Materials website and click “Give” for more information • Teaching Assessments about our Faculty Excellence Fund. ...and more.

Academy for Teaching and Learning Page 15 ACADEMY FOR TEACHING AND LEARNING Seminars for Excellence SET in Teaching January March 25 Teaching with the Special 1 Creating an Inclusive Classroom Collections 12:20 - 1:20 PM 3:30 - 4:30 PM 14 Teaching on the Road: Navigating 31 What We Know about How Students Traveling, Learning, and Field Work Learn: Applying Memory Research to with Students the Classroom 11:00 - 12:00 PM 12:30 - 1:30 PM 20 Preparing Students for the Latest Paradigm in Knowledge Discovery: Computational Thinking February 2:30 - 3:30 PM 15 Building Community in the Online 28 Global Engagement and Student Classroom Learning through Study Abroad 10:05 - 11:05 AM 12:30 - 1:30 PM 23 Promoting Student Learning and Academic Integrity through Effective Assessment Strategies 3:30 - 4:30 PM April 10 Public Displays of Learning: Making Assignments Matter 1:15 - 2:15 PM For more information about each SET and to register, visit www.baylor.edu/ATL/SET.

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