I am an instructor in the Sociology department at SPSCC and used the support I received from NIEA to develop a unit for my Social Problems course. Specifically, I internationalized the curriculum relating to problems with the environment. I focused on climate change and some of the effects this is having on people in China. My goal was to illustrate the interconnectedness of our social
Darcie Donegan, Whatcom Community College
Broadly speaking, our cross-cultural mathematical topics focus on
(a) how cultures have differed and to some extent still differ in their mathematical ideas and techniques, and
(b) how different cultures have collaborated to produce the international mathematical practices we use today.
Preston Kiekel, Centralia College
discussions, video screenings and presentations, we are able to use the NIEA mini grant to engage in intercultural activities (such as field trips and observations, guest speakers, and SPSCC international students’ conversation partner program, etc.) designed to increase students’ international sensitivity/competence in their everyday lives on SPSCC campuses.
Bin Zhang, South Puget Sound Community College
This addition is intended to address the West-centric perspective in the previous design, and provide students a better balanced picture of the world.
Yi Li, Tacoma Community College
In this class, we explore math in many different societies, periods in history, and from numerous under-represented groups within our own society. We explore mathematical concepts and developments from Africa, Pre-Renaissance Europe, Asia, South America, Pre-Columbian North America, and Australia and Polynesia.
But they soon open their minds and enjoy their own discussions and differences about customs such as organ donation, burial practices and the views of human rights regarding the Right to Die which differs greatly from one part of the world to another. One of the interesting things that resulted from this project was the connection with an international resource and foundation: the Krista Foundation.
Polly McMahon, Spokane Falls Community College
While it is perceived in different ways around the world, the experience of loss and the belief in an afterlife seems to be universal. The students really appreciate learning about different practices throughout the world. They do wrestle with some of the differences of ideas and practices which can seem bizarre to many of us in the Western world.
This mini-grant gave me the opportunity to explore, research and organize a training for parents on parenting practices and approaches around the world. The students found it very interesting—learning new ideas and rethinking some other own cultural assumptions on families. I plan to repeat it next year for some other parent programs and hope to develop into a booklet!
Photo: Mmijanrahman - Own work, CC BY-SA 4.0, via Wikimedia Commons
With the support of the NIEA mini grant, a new unit has been added to my Intercultural Communication class curriculum, which focuses on exploring the relationship between globalization and internationalization and applying this relationship to the study of intercultural communication. In this new unit, along with lectures,
In this project, I sought to internationalize my class, history 127, by adding a significant portion on the experiences of the non-Western world, primarily East Asia, South Asia, and Southeast Asia during the period from 900 to 1750. These experiences now are presented not just as a result of the Western impact, but more importantly a long-term effect of the local dynamics.
behaviors regarding our relationship with, and impact on, the planet. Specifically I worked to provide students with an opportunity to critically and more deeply understand the challenges we face in creating a sustainable global community.Examining the impacts of climate change in China, with its rapidly growing economy, puts the problem in global perspective.
Katrina Prime, South Puget Sound Community College