2022 PACIE Conference
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Concurrent Session Descriptions
Friday, September 30, 2022
10:30 - 11:30 Concurrent Sessions 1
Offering the Seal of Biliteracy
Cherie Garrett, World Language Dept. Chair, Dallastown Area HS
#K-HE
Offering the Seal of Biliteracy at your educational institution will not only recognize those who are proficient in two or more languages, but will also generate support and excitement among your students, administrators and the community for your world language program. In this presentation, the purpose and benefits of the Seal of Biliteracy will be explained and a plan for implementation will be shared so you have a simple process to offer the Seal of Biliteracy at your institution. In addition, a comparison between the PA Seal of Biliteracy and the Global Seal of Biliteracy will be provided.
Virtual Pre-Departure Orientations: Constructing New Realities, Reaching the Next Generation.
Meg Ramey, PhD, Executive Director, WorldKind
Holly Sypniewski, PhD Director, Faculty Development and Global Initiatives York College
#6-HE
Pre-departure orientations for education abroad programs are often a pain point, a drain on staff resources, increasingly complicated to schedule, and consistently under-assessed for their efficacy.
Thanks to some generous funding from Penn State's I-Corps program, last Spring, over 40 universities were surveyed about their current PDOs. Then, representatives from 12 different universities participated in a focus group helping to design a next-generation, virtual PDO program. Beta testing of modules with students will begin in Fall 2022.
As participants in this project, we look forward to sharing what we have learned through this process with the rest of the PACIE community.
International Engagement through a Community Lens
Karen Treber, General Counsel (Salisbury University) & AFS-USA Volunteer
Jill Woerner, Director of Educational Outreach, AFS-USA, former world language teacher, former school administrator, & former World Languages and Global Learning Specialist at Indiana Department of Education (licensed teacher & administrator).
#6-12
Every community is unique, but has the opportunity to expose its members to the world through international exchange. Join these presenters to learn how exchange students can make a difference in the classroom, in a family, and in a community by sharing daily life experiences. From meals at home and in the cafeteria to group work and discussions in class, learn how to get the most of having global students in your school and classroom and how to get there if you don’t already have them.
Rooted by Black-Centered Praxis: Rethinking Experiential Learning
Sabea Evans, Program Coordinator, Lagim Tehi Tuma
Alice Lesnick, Co-Director, Lagim Tehi Tuma; Term Professor and Director, Bryn Mawr/Haverford Education Program; Associate Dean for Global Engagement.
#K-HE
Laɣim Tehi Tuma (LTT) facilitates a transnational threshold across various higher education institutions and grassroots organizations in the Northern Region of Ghana to reconceptualize education with global Black liberation at its center. Working with partners including Bryn Mawr and Haverford Colleges, the University for Development Studies, and Lincoln University, LTT sustains a platform for collaborative thinking through inquiry research; critical language and cultural arts engagement; internships within community-powered organizations; and engaging Black studies to open questions about intervening in the colonial frameworks of dominant education systems.
A new collaboration with Community College of Philadelphia is creating thought partnership among LTT Fellows and CCP’s Global Summit Student Ambassadors in what is broadening LTT into a Global Black Studies Praxis Consortium rooted in the physical, virtual, and embodied spaces shared by the Greater Philadelphia Area and Ghana.
These transnational and intercommunity collaborations have raised questions and motivations around recasting and reclaiming hope outside of whiteness and white supremacy; living otherwise into futures that aren’t hobbled by the codes prescribed by global racialized capitalism and white supremacy; reconceiving education as a mode of grassroots organizing in collaboration with a committed, distributed network of solidarities, inquiries, emergences; and defining community that situates collaboration as primary and fosters student leadership, ownership, and direction of their own educations. The questions we continue to raise and invite others to think with us on are:
How does centering Black Studies and Black Diasporic grassroots justice work shift our understandings of what experiential learning is, can do, requires?
How does centering global black liberation across disciplines, justice work, experiential learning ground us in community from a place of abundance vs inclusion?
In this workshop, session leaders will provide a program overview and reflections, then each facilitate small group discussion of these critical questions with respect to session participant’s own programs, inviting current and past student Fellows of LTT to share their perspectives as interlocutors with participants. We will follow with collaborative, whole-group reflection and posing of emerging questions and instantiate a process of thinking together toward PA experiential learning opportunities rooted by transnational and intergenerational experiences of Black-centered praxis.
What's in a Name?
Manuel A. Roman-Lacayo, Ph.D, Associate Director; Center for Latin American Studies | UCIS | University of Pittsburgh
Luz Amanda Hank, Assistant Director for Partnerships and Programming, Center for Latin American Studies | UCIS | University of Pittsburgh
Molly McSweeney, Community Engagement and Scholarship Coordinator, Nationality Rooms and Intercultural Exchange Programs | UCIS | University of Pittsburgh
Maja Konitzer, Program Manager, Global Studies Center | UCIS | University of Pittsburgh
#K-HE
Can names create subconscious bias? What is the history of our given name? Does the region where our name is most popular impact how we are perceived? How do social status and laws affect our names? Why is it so challenging to ask someone how their name is pronounced? How aware are you of the power of a person’s name?
While world languages, and the cultural and cognitive frameworks they reveal, are essential to a global education, we have within our grasp concise signifiers that can illustrate the complexity and richness of life in countries beyond our own – personal names. Names carry with them significant aspects reflecting culture, mores, social systems, status and world view. Names reflect the diversity and traditions in our shared heritage, yet they are seldom pursued as more than identifiers for administrative and bureaucratic purposes. Instead, when seen in a wide perspective, with the dignity every human being deserves, names provide opportunities to leverage experiential learning and global competence.
Names connect to the deepest aspects of our selves, identity and background. As they largely remain consistent through most of our lives (mostly because of legal constraints), whether chosen by our parents, family or ourselves, they are a shorthand representation of who we are, or whom we aspire to be. Names are sometimes at the heart of discrimination, marginalization, inequity and exclusion, irrespective of the person with whom they are associated.
Join us as we share approaches to navigating the complex subject of names and name identity. While we will explore basic tools and name etiquette, with the kindness and respect we all deserve, we also intend to reflect about what our names say about us, and how they may be used to define who we are and how we may be able to build more welcoming classroom and community environments. This introductory presentation is intended to explore various dimensions of our names, the names of places, identity, perception and belonging.
Transnational Social and Political Theory Track: Engaged Thinking and Historical Practice: The Ideas of South Asian Diasporas
Among the diasporas shaping our region and the world, the South Asian ones loom large. In the Philly region alone, about 1 in 50 residents has roots in the Subcontinent. And of migrants worldwide, 1 out of every 4 shares this heritage. Hence we all interweave with these diasporas and their members. How then shall we address the ideas they create? This session takes an engaged approach, studying these notions as expressed in political struggles and in the most public-facing registers. Thus it considers the ideas of South Asian American youths, of migrants who saw the Mexican Revolution as a model for overthrowing British rule back in the Subcontinent, of revolutionaries who used public-facing media to challenge that rule, and of subversive thinkers challenging the exclusionary nationalisms stoked by European partitions.
Michael Rabinder JamesProfessor of Political Science, Bucknell University, Lewisburg, Pennsylvania
Ameena Ghaffar-Kucher Director, International Educational Development Program, UPenn Grad School of Education, Philadelphia
Daniel Kent-Carrasco Professor-Researcher, Institute for Historical Research, National Autonomous University of Mexico (UNAM), Mexico City
Inder MarwahAssociate Professor of Political Science, McMaster University, Hamilton, Ontario
Facilitator: Tom Donahue-Ochoa, Visiting Assistant Professor of Political Science, Haverford College
1:30 - 2:30 Concurrent Sessions 2
K-12 Instruction for Global Competence: Expanding Student Minds
Marcia Thomas, PACIE Board, PaTTAN Consultant, retired.
Deanna Baird, PACIE Board, Upper St. Clair, retired.
#K-12
Which global competencies are important to you and your students? Explore various competencies and learn to easily incorporate your favorite ones into your units. Examine global resources available through PACIE to support your instruction. The information presented is appropriate across disciplines. Let's expand our students thinking to include multiple cultural perspectives!
Diversity and Inclusion, Core Equity: Next Steps in Global Education at Community College of Philadelphia
David C. Prejsnar, Director, Center for International Understanding, Community College of Philadelphia
Lucia Gbaya-Kanga, Study Abroad Coordinator/Black Studies Coordinator, Community College of Philadelphia, Member
Lisa Sanders, Asst. Dean of Liberal Studies, Community College of Philadelphia, Member Girija Nagaswami, Facilitator, Faculty Center for Teaching & Learning / Liberal Studies Assessment Team, Community College of Philadelphia
#HE
During the past three years, Community College of Philadelphia has committed to ensuring that diversity, equity and inclusion is embedded in all aspects of college life, and to continuing to grow international education both on campus and through virtual “education abroad.” Recently the College has adopted a Strategic Pillar related to Diversity, Equity and Inclusion (DEI) that pledges to undertake a “continuous critical analysis of existing structures in all facets of the College, [and to] identify those that are inequitable on their face and in their application.” The global studies programs are examining how DEI relates to international education and how our programs can promote underrepresented and marginalized groups in its international curricula, programs and activities. This session will share three aspects of this ongoing process.
Due to COVID, Study Abroad pivoted from offering short-term travel programs to developing a month-long virtual Global Studies paired with a Student Global Ambassador Program. Students are introduced to current topics, theories, and approaches to social justice within a DEI framework. The summit centers speakers who are leaders, students, educators, artists, and activists from various non-Western countries reflected within the Philadelphia community. Speakers examine social justice, activism, and advocacy within their own local and global communities and provide opportunities for meaningful community-building.
Inclusion and diversity are also being built into the global curriculum through new faculty and curriculum development initiatives in the areas of South Asian and East Asian Studies. Through partnerships with the Title VI National Resource Centers on South and East Asia at the University of Pennsylvania, College faculty will be infusing modules on these cultural/geographical regions into a variety of courses across the College. Research has shown that the use of High Impact Practices (HIPs) such as scaffolding and problem-based learning, results in greater equity in learning outcomes. The panel will discuss examples being developed by faculty participants.
Finally, the panel will discuss how the College is gathering and analyzing assessment data on student equity gaps in courses and programs with a global focus or component.
Building an Intercultural Mindset Through a Global Citizenship Program
Anita Casper, Global Ambassador Program Coordinator/Global Education Advisor, Bucknell University.
Milton Newberry, Director of Sustainability, Bucknell University,
Other presenters TBC - presenters from Bucknell involved in the program (i.e., Advisory Board members, mentors, session presenters and students).
#6-12,HE
In a world rife with disinformation, the threats of climate change and embedded in a colonial mentality of haves and have nots, the need for global citizenship skills, knowledge and attitudes is more important than ever. As international education strives to address diversity, equity and inclusion (DEI) issues and the United Nations Sustainable Development Goals, educators are challenged by effective program models and delivery methods. This session addresses global learning and citizenship through a co-curricular, leadership program that could be used with both secondary and undergraduate students. We will provide an overview of the program and a brief history of how it evolved over eight years. Staff and faculty involved will share their roles in making the program a success and students will share their experience in the program and what they gained. We will discuss the benefits and challenges of offering the program. Participants will discuss how they are incorporating DEI and the SDGs into their programs and how they might adapt current practices to more effectively deliver information to incorporate reflection and engagement.
Cross-Community Working Groups to Foster Linguistic Equity and Linguistic Justice
Susannah Bien-Gund, Multilingual Specialist, Haverford College Writing Center
Natalie Mera Ford, Multilingual Writing Specialist, Writing Associates Program, Swarthmore College
Vanessa Petroj, Director of Multilingual Writing, Bryn Mawr College
#K-HE
As our schools and communities grow increasingly multinational, multilingual, and multicultural, how can we, collectively, strive towards fostering and achieving linguistic equity and linguistic justice? In a time of increased polarization, it is vital to ask questions and engage in continuing discussion that address critical topics affecting our students and colleagues in all areas of life. In the “Tri-Co” Colleges of Bryn Mawr, Haverford, and Swarthmore, the Multilingual Specialists across our three Writing Centers and Writing Programs have been working together since 2019 to create space for strategy sharing, reflection, and action between our campuses and across faculty, staff, and student affiliation through yearly series of Mellon Tri-College Seed Grant funded workshops and associated events around topics of multilingualism, linguistic justice, and linguistic equity in our academic spaces. As we are embarking on our fourth year of cross-institutional collaboration, we are thrilled to share our experience, practices, and vision for our initiative with the wider audiences at the PACIE Conference 2022. During this interactive session, participants will engage with the successes, strengths, and challenges of our model, and work together to brainstorm strategies for building productive, praxis-oriented groups in their own contexts.
Beyond the Bell Campus Tour
Beyond the Bell Tours is a social enterprise committed to Putting the People Back in People’s History. They create inclusive historical walking tours of Philadelphia highlighting marginalized communities, peoples, and histories. Co-founders Rebecca Fisher and Joey Leroux grew Beyond the Bell while students at Haverford College, collaborating with the Haverford Innovations Program and Peace, Justice, and Human Rights Concentration. Rebecca also developed an on-campus People’s History tour that reveals excluded histories on and in immediate proximity to campus. Join a walking tour with Rebecca, tailored to the PACIE Conference, and made possible through the support of the Tuttle Residency and collaboration with Professor Jill Stauffer.
Transnational Social and Political Theory Track:
Part 1 of 2: Movement-requested Research: Updating Higher Ed’s and Government’s Methods of Listening and Learning from Struggles against Domination
How would we, as educators and citizens, act if the research enterprise centered the questions put by social movements? What if scholars prioritized investigating those questions? And took pains to share the movements’ assumptions about them? What if they then published their findings in a language accessible to the movements and their members? This session examines different approaches to such movement-requested research. It studies the impacts they would have on how higher education and government learn from struggles for social change. Hence it ponders how movement-driven research and teaching based in Ardmore, Pennsylvania is transforming ideas of how rituals create borders, and borders create rituals; how the California Truth and Healing Council is updating the historical record in light of the public testimonies given by members of indigenous peoples in the state; how a movement-centered approach to legal research might hear indigenous voices through the judicial archive; and how examining the problems set by Chief Levi General’s petitions to the League of Nations would reshape prevailing assumptions about Haudenosaunee-settler relations.
Kouslaa Kessler-Mata California Truth and Healing Council and Associate Professor of Politics, U San Francisco
Jill Stauffer Associate Professor and Director of Peace, Justice, and Human Rights, Haverford College
Catherine Lu Professor of Political Science and Director, Lin Center for the Study of Freedom and Global Orders, McGill U, Montréal, Québec
Molly Farneth Associate Professor of Religion, Haverford College
Facilitator: Tom Donahue-Ochoa, Visiting Assistant Professor of Political Science, Haverford College