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Salzburg Global Seminar / International Study Program

Colleges as Site of Global Citizenship

Each summer, a select group of BCC faculty journey to Salzburg, Austria, to participate in a unique program where faculty and administrators from two- and four-year colleges and universities from around the United States explore ideas and strategies for successfully globalizing their curriculum and their campuses through a comprehensive institutional approach to global education.

BCC has been in the forefront of the Salzburg experience since President Carolyn Williams served on the Advisory Committee that established the ISP.   Since 1984, faculty and administrators have participated in the Salzburg seminar.  In addition, since 2005, BCC has sent students to a CUNY ISP session, transforming their world views as well as their lives.

With the input and continued support of BCC’s Salzburg Faculty Fellows, the College has established a Global Initiative that is leading the way towards globalizing the campus and helping our students fulfill the College’s mission to graduate students who are prepared to live within, profit from, and contribute to a 21st century global environment marked by diversity, change and expanded opportunities for learning and growth.

Salzburg Faculty

2004
Michael Roggow
The Salzburg Global Seminar inspired me to integrate global perspectives into dual enrollment program (College Now) courses and curricula. As a starting point, BCC faculty met with UHHS teachers in 2009-2010 to discuss the importance of infusing global dimensions into high school and college-level courses. Three training sessions were held for teachers (facilitated by a handful of experienced BCC faculty), who later infused global dimensions into their high school course syllabi. We built upon this by infusing global dimensions in college-level courses (through College Now) in various disciplines at University Heights High School. Students incorporated global themes into their writing and capstone projects. Faculty and student discussion groups were also facilitated as part of this initiative.

Andrew Rowan
Attending the first Salzburg Global Seminar International Study Program in July 2004 marked a turning point in my career at Bronx Community College.  Under the leadership of BCC President Carolyn Williams, who as in attendance too as a member of the ISP Advisory Board, I not only was privileged to interact with fellow faculty from around the United States, I was able to have daily discussions with our president about what we had both seen and heard and what ideas we thought would fit at our institution.

One of the first of these ideas was a Center for Tolerance and Understanding which, after meeting and partnering with Barbara Schaier-Peleg, we eventually established on our campus in 2005.  After attending the seminar with Barbara with 2005, we began to work earnestly at mapping out how a movement to incorporate global learning at BCC would look.  Our first steps, after CTU, were to expand International Education Week offerings to include more classroom-oriented activities, such as lectures, films and discussions, as well to involve faculty and students from a wider range of disciplines.

Almost seven years after my first ISP experience, I have been lucky enough to work closely with the College’s Global Initiative, born out of the ISP, and to also maintain a close, mutually rewarding relationship with my colleagues in Salzburg.  Being able to create and implement ideas on the BCC campus and then to share them with other colleagues through the seminar has been a transformative experience.  One of the highlights was the collaboration between San Jose State University and BCC on a Fulbright Scholar-in-residence grant for the ISP’s director of education, Dr. Jochen Fried.  He spent one year in the United States, first at San Jose, and then at BCC, coteaching the BCC’s inaugural global citizenship class, engaging with other metropolitan-area ISP partners, and  presenting faculty development seminars on global learning in higher education at BCC and other CUNY community colleges.  This collaboration helped to solidify the progress that we had made to that point at the College and led to further steps, such as our Global Perspectives events series.

The Salzburg-BCC partnership is the cornerstone of the work that has been done under the auspices of the National Center for Educational Alliances to bring global learning and global awareness to the forefront at Bronx Community College.

2005
Frederick De Naples
After my participation in the Salzburg Global Seminar, I used my role as English Department Chairperson to strongly support the efforts of English faculty engaged in the Global Initiative. The conversations, workshops, and projects that I was involved with in Salzburg, centered around the theme of "Community Colleges as sites of Global Citizenship," prepared me to recognize who among my colleagues would be committed to the concept of global citizenship and could make significant contributions. Projects like Andrew Rowan's Global Citizenship ENG 12 course and the participation of Dr. Jochen Fried, Session Director of the Salzburg Global Seminar, for a semester at BCC have had a significant impact on our college's global learning goals. The English Department has been (and is) well represented on the Global Initiative Steering Committee. Finally, since leaving the chair position, I have joined the college's initiative in South Africa, doing my own part to be a good global citizen.

Barbara Schaier-Peleg
Promoting global learning on campus has been a priority for me that started with my involvement with our Ford Foundation and USAID-funded programs in South Africa.  From the beginning of our work abroad, I believed that it was incumbent upon us to bring our international experiences back to the campus.  We began by implementing an annual International Education Week that included both cultural and academic activities.  While the activities were often well-attended, we were only reaching a small group of students and faculty and what we offered was not typically well integrated into the classroom. 

My participation in the International Study Program at the Salzburg Global Seminar helped me to think more systemically about how to build a multi-faceted approach that included the Global Initiative Steering Committee, development of agreed-upon global learning objectives, and the incorporation of global awareness activities throughout the year.   We have implemented Global Perspectives, a theme-based inter-departmental approach to co-curricular activities and are trying to implement a global scholars program as well. We also have established a Center for Tolerance and Understanding at the College. 

2006
Jason Finkelstein
My experience at the Salzburg Global Seminar was very powerful and has influenced how I view the ecological crisis of times.  While I was not new to the topic of global awareness and sustainability, attending the Salzburg Global Seminar served to clarify my understanding and to strengthen my awareness of the need to integrate global awareness into the educational experiences of our students.   I came away from Salzburg with the realization that we are not really educating our students if they leave us with little or no exposure to the profound topic of global interconnectedness. 

Melissa Kirk
Participating in ISP 15 in 2006 was a career-changing experience for me. Although I was always drawn to international education, travelling to Salzburg with higher education colleagues from around the US, provided me with a stronger context for understanding global issues and their application to co-curricular programming in an urban community college setting.

Since that time, I have been involved in every aspect of BCC’s Global Initiative. I am a member of several committees related to these efforts, including the Global Initiative Steering Committee, the advisory board for the Center for Tolerance and Understanding (CTU), and the Salzburg Global Seminar Student Selection Committee. Additionally, the Office of Student Life is a major funding source for the CTU’s co-curricular programming and Global Perspectives, which includes approximately 20 global co-curricular programs each year, with themes ranging from global awareness, tolerance and understanding, and global women to sustainability and the environment.

Finally, I am a member of the BCC Student Services team for the United States-South Africa Partnership for Skills Development, a USAID-funded initiative to build capacity in South Africa’s Further Education and Training (FET) Colleges. I am proud to support the efforts of BCC’s Global Initiative. In the near future, I hope to pursue a doctorate in the field of international education so I can do my part to further strengthen our global education efforts.

Claudio Mazzatenta
I have had the privilege to attend the Salzburg Global Seminar twice – in 2006 and 2009. This global learning experience has helped me to promote at BCC activities such as presentations on global warming and alternative energy technology as well as multiple events on our annual Earth Day observations. I also modified the syllabus of my biology course by incorporating sustainable energy concepts. An article written for the American Biology Teacher where I mentioned how the Salzburg experience was translated into action at BCC was selected by Encyclopaedia Britannica Online (“Can Global Warming Heat Up Envirnonmental Education?Encyclopædia Britannica from American Biology Teacher, August 2008 by Claudio Mazzatenta, www.britannica.com.)

Vrunda Prabhu
The theme of the Salzburg Global Seminar for my summer of professional development was “Community Colleges as Sites of Global Citizenship.”  The intent of participation was to bring the theme actively into the classroom instructional environment.  It was accomplished by collaborative projects designed with Academic Librarian James Watson using his expertise of the Geographic Information System. Students in Basic Mathematics classes (Math 01 and Math 03) conducted group projects and reported to the class on their work at the end of the semester.  Utilizing the GIS in the mathematics class became a regular feature since then and is at present continued to be employed.  Students indicated their preferences and their dislike of topics.  They liked topics that were relevant in their everyday life, such as their thoughts on building a new school in the Bronx, but disliked topics that focused on college dropout, race, etc.  Students’ interest in maps increased and they were exposed to the GIS as another possible career choice requiring mathematics and being a lucrative profession.  Participation in the Partnership for Skills Development (PKSD) project in South Africa, extended the collaboration between Watson and Prabhu to Dr. Peter Barbatis, Watson and Prabhu, as the three continue to explore means to engage students in taking up greater ownership of their learning through a concerted approach called Students as Partners in Learning initiated in Basic Mathematics classes since Fall 2010.  Ownership of learning is an essential component of becoming a global citizen, and it is possible in a mathematics classroom. 

Mathematics is a universal language and its sense-making has of necessity to be individual.  Thus, in a mathematics classroom while each individual in a small-group setting discovers her/his mathematics potential to be more than her/his preconceptions before coming to the class, they have created the possibility for greater attainment in the present and future learning.  As they change their own perceptions and are validated by their peers in a teaching-research environment, their exploration of the world is also greater than the immediate geographic locale through the repeated attention to maps and making sense of number on the map through the GIS-based exercises.

Alnisa Shabazz
The 2006 Salzburg Global Seminar has been the most rewarding professional activity in my academic career.  I often reflect upon the diversity of the informational sessions on global issues that still impact upon learning, politics, health care, war and peace, issues concerning children and women and the emerging democracies around the world. 

Supreme Court Associate Justice Anthony Kennedy addressed the group about International Law.  He briefly discussed the topic of emerging democracies and the number of countries that were adopting new constitutions.  The recent events concerning the social and political unrest in Middle Eastern countries took me right back to the lecture Justice Kennedy delivered to the group.  Until that time, I was very naive about the notion that any group of people, in this day and age, would attempt to re-write laws and constitutions that have been in place for many centuries.  The dreams and screams of democracy from nations with people desiring freedom are no longer unique to America and European countries. It is now a viable global choice for any country with people who long for self determination.

When teaching groups of nursing students, I often remind them about the advantages we have in America.  For example, there are women and children who are unable to go to doctors without the permission of husbands and fathers.  Because of the cultural differences, you might see that aspect of culture as you are encountering clients in the healthcare area.  It is important not to reject what is a part of someone’s culture, but to recognize the situation before you while trying to still engage or involve the client (usually a woman) who is abiding by her cultural norms.  Students are often learning how to teach cultural sensitive therapeutic diets to a client who has just been diagnosed with diabetes.  For some of the female Muslim nursing students who practice social strictures within their religion, I will only assign them female clients to care for in the clinical setting. By doing this I am modeling the same cultural awareness that I expect them to demonstrate and become aware of when caring for clients from different backgrounds.

2007
Kate Culkin
I attended the Salzburg Global Seminar in the summer of 2007.  I was particularly inspired by the presentation of Mary Catherine Bateson and the informal conversation I had with Dr. Bateson afterwards.  Her ideas about creating autobiographical reflective writing assignments as a way to allow students to understand the knowledge they already possess and empower them in their studies has been important to my development as a teacher.  In both my world history and American history classes I have designed assignments in which students reflect on how history has shaped their own lives.  Attending the seminar also has encouraged me to place American history in a global context in my classes.   In the 2010-2011 academic year, in addition, I organized the Women’s Global Film Series on campus as a Global Perspectives event.

Jeanine Kelly-Williams
The Salzburg Global Seminar is an experience I will never forget and will always treasure. It was really an enriching experience to meet and share with faculty members from across the world. I immensely enjoyed the presenters. Each one, regardless of whether I agreed with them or not, made me think deeply about my identity and responsibilities not only as an American but also as a member of a global community. The ISP experience was a confirmation of instincts I have always held regarding the need to broaden the perspectives of our students. Going to Salzburg exposed me to possible ways to do this – not only as an individual but also as a member of newly discovered community of like-minded colleagues.

The Salzburg Global Seminar broadened my approach to teaching. I am much more aware of the historical and cultural contributions of all the peoples of the world. I make it a point to highlight the global nature of the development of culture, in my case, the Study of Art and Design. In my lectures I include artists and designers from all parts of our world who are important to the development of modern graphic design that might normally be omitted or overlooked. When I am constrained by time to limit my teaching to a small part of history that is most pertinent to our American culture I point out that although we may be focusing on a particular vein of history it is important to know that there is much more that is available out there to discover from all cultures and encourage students to become active learners in their own right, seeking information on their own as they become researchers and scholars.

For a number of years after the Salzburg Global Seminar, I organized a student poster exhibition. Each year a global theme was selected and built into a project in the students’ course work. The project was always well received by the students and they all eagerly participated. I find that the students are excited and challenged by globally themed projects, and I will always work to keep them included in their coursework and encourage others to do so.

Alexander Lamazares
While the language of the world may be rapidly becoming English, the culture of the world is not; higher education curricula must accommodate this reality. The demand for cross-cultural understanding and a global approach to education can be met only by introducing culturally and globally oriented content into instruction across a spectrum of subjects. The Salzburg Global Seminar provided me with the tools needed to bridge intercultural gaps in my Spanish and Portuguese classes. The lectures and informal debates with scholars from around the globe provided me with the opportunity to reflect on global issues, to further understand the interdependency and complexity of a shrinking world, and to hear first-hand from scholars who are involved in shaping the discourse on globalization. This was an opportunity to reflect, question, hear the opinions of my colleagues, and share information on how best to infuse a global perspective into all aspects of the college experience.
                     
Foreign language study at BCC promotes an increased understanding of what it means to belong to a culture, an awareness of how culture affects other interconnected issues of identity such as race, class, gender, ethnicity and religion, and how these categories intersect and overlap. In my Spanish and Portuguese classes, I try to give students the tools so they can think critically about these issues, and understand how they shape intercultural communication both locally, and globally. It is my hopes that my students have exposure to globalization and global awareness, so that they can be global citizens and competent professionals, and are prepared for an era of increased globalization.

Jennifer Misick
It is amazing how one small adventure can impact one’s professional life.  When I applied to attend the Salzburg Global Seminar, I thought that I would see a new country, meet a few people and eat food that I had never seen before.  Imagine my surprise when I discovered that this “mighty adventure” would evolve into a great learning experience about who I am. The Salzburg Global Seminar provided an opportunity for me to interact with faculty and administrators from around the world.  There were a few surprises.  I thought the only thing in which we would engage would be lively conversation about how to make the world a better place to live.  Instead, I learned to communicate with colleagues from around the world.  The most exciting part of my trip had nothing to do with the discussions in which we engaged; but it was all about the fact, however, that I had an opportunity to have breakfast, alone, with Mary Catherine Bateson, the daughter of Margaret Mead, and to have an in-depth exchange of ideas about global education.  Imagine my surprise to learn that we were both early risers.  I expected profound and I received beautiful natural conversation over a simple breakfast in Austria.  I learned that it is good to listen, to smile, to cooperate. 

When I returned to BCC, what amazed me was the warmth I felt from fellow faculty who had attended the seminar in Salzburg.  That connection has caused us to support each other in projects and issues that we probably would not have considered.  Salzburg connected us to the point that just a phone call now causes us to move into action.  We now push together to promote global education and understanding at BCC.  We now include the concept of global citizenry in our conversations and in our courses.  It has become personal for me, and I believe it has become personal for my fellow colleagues as well.

Tamar Rothenberg
I attended the Salzburg Global Seminar in July 2007. At Salzburg, my thematic action group, in which each person came from a different school and a different discipline, focused on establishing global perspectives as a general education requirement, which is already the case at BCC. One of the other things we discussed was designating global-focused classes, such as labeling them "G" courses for the purpose of distribution requirements, interdisciplinary minors or options. (The closest thing we have to such a system here at BCC is the Writing Intensive two-class requirement, with certain classes-often course sections-designated as W classes.) As part of the Global Initiative Steering Committee, I have contributed to efforts to develop a similar "Global Scholars" program at BCC.

Since the courses I teach, World Regional Geography and History of the Modern World, are already globally themed, my efforts at BCC to increase global learning have often focused on pushing the recognition of geography as a central and necessary subject for any global learning. At Salzburg, I presented an "informal option" explaining what geography is-and isn't (or isn't simply), since the discipline is often unrecognized as a discipline and dismissed as a compendium of locational facts presumably taught in grade school (which it often isn't, in any form). I later did a similar presentation at the Center for Teaching Excellence, as part of my effort to get faculty, who often act as student advisers, to appreciate the discipline and encourage students to develop global learning by taking geography at BCC.

I have also been involved in various co-curricular activities under the auspices of the Global Initiative, including Earth Day and Women's History Month. This past semester, Fall 2010, Dr. Giulia Guarneri and I did a well-attended presentation at the Center for Teaching Excellence on specific projects we do in our classes that get students, as the title said, "Blending Global Awareness with Personal Insight."

2008
Julie Bolt
Since participating in the Salzburg Global Seminar, I have been involved in developing several of the college’s Global initiative programs.  In Spring 2009, I helped research and co-write the Global Learning Outcomes, along with the National Center for Educational Alliances and Dean Nancy Ritze. In 2009 and 2010, I chaired panels for International Women’s Day, featuring, amongst others, women from the United Nations speaking on the behalf of peace and justice workers.  Also, in both Fall 2009 and 2010, I worked with Dr. David Blot to produce an event for International Peace Day, focusing on conscientious objection, disarmament and peace building processes. I joined Dr. Kate Culkin to present and discuss a film on Shirley Chisholm, Unbought and Unbossed. In 2011, I will work on global environmental issues, including co-presenting and discussing the movie, The Cove. Perhaps most importantly, global learning is now integral in all my course content and has influenced my pedagogy.

Allan Gilman
I would like to thank the National Center for Educational Alliances for giving me the opportunity to participate in the Salzburg Global Seminar in the Summer of 2008.

The seminar afforded me the opportunity to interact with faculty from BCC, the other three participating colleges (Borough of Manhattan Community College, San Jose State University and the City Colleges of Chicago), the International Study Program faculty and invited speakers. This mix of individuals – each with refreshing new and provoking thoughts, views and ideas – gave me a new perspective on my role and responsibility as a “global citizen,” both personally and professionally.

I feel the Salzburg Global Seminar re-energized me personally and made me more aware of my role, responsibility and accountability as a global citizen. Professionally, I have incorporated themes from the seminar into my courses which, in turn, will have a positive effect on my students. A major theme I teach in my courses is “global health” and the impact it has. Students, in turn, will be able to disseminate this global idea to other students, to their families, and to their communities. Additionally, I had coordinated/monitored a co-curricular event with the departments of nursing, chemistry, physics and biology on “water scarcity” and its relationship to “global health” in the spring of 2010 for the National Center for Educational Alliances.           

2009
Sue Moss
Prior to attending the Salzburg Global Seminar, I was well informed about international resources in dance. However, I was not aware of international resources in physical education. While I was at the seminar, I had the opportunity to use their excellent data base, and to discover organizations, conferences, and journals that could benefit my entire department. Now that I have become the Chair of the Department of Health, Physical Education and Wellness, I have been able to use that information to receive a faculty development grant which will help the department develop lessons plans based on best international practices in physical education and policies. We are planning to incorporate these lessons across the PEA curriculum.

Clarence Perkins
My participation in the Salzburg Global Seminar was my first opportunity to visit Europe and to interact with educators and professionals in an international setting. In addition to providing workshops that assisted me in incorporating a global perspective in my teaching, the seminar enabled me to understand global issues from the perspective of individuals who were not American. Since participating in the seminar I use global examples to underscore issues that I discuss in class. For example, in my accounting information system course I use an example of Con Ed’s outsourcing of manhole covers to India and the disposal of US computers in developing countries to discuss business ethics. I was enthusiastic and honored to become a Salzburg fellow, and it energized me to search for ways to bring this important perspective to the BCC community.

Kathleen Urda
My participation in the Salzburg Global Seminar in July 2009 was not only an influence on and a joy for me personally but has definitely affected my life as a professor and member of the Bronx Community College community. In terms of teaching, I have consciously altered two of my courses, ENG 14 Urban Fantasies, and ENG 11 Composition and Rhetoric I, to reflect a more global perspective. For example, in ENG 11, the topic is the fairy tale and why it has endured in some way in almost every culture one could name. We look at fairy tales from around the world in order to explore this question and investigate ways in which something like the Cinderella plot seems common to many countries but also may change in a particular culture and what that may mean. Beyond teaching, I have continued my relationship with the BCC Global Initiative, serving on the student selection committee twice and getting ready to participate in the Center for Tolerance and Understanding. In general, after Salzburg, I think I have a much better sense of how important the conversation about what it means to have a truly global perspective is both inside and outside the classroom.  I look forward to many more years of trying to further this conversation that began in Salzburg.

Farnosh Saeedi
I participated in Salzburg Global Seminar in summer of 2009.  It was truly a great experience in regard to global learning issues.  The seminar inspired me so much that upon my arrival I was eagerly looking forward to contribute in one way or another to working with BCC’s Global Initiative.  I participated in “Where I Come From” event in Fall 2010.  I was on the committee for selection of students for the seminar’s International Study Program. We reviewed and rated the applications and we interviewed the student finalists in Fall 2010.  I am one of the coordinators for the Women Speak on Global Citizenry event which will be held on March 15, 2011 as part of the Global Perspectives series.  I am also one of the coordinators who are organizing the Earth Day event at the College. I am delighted and excited to contribute to these initiatives.  Global citizenship has become one of my favorite subjects since I returned from the Salzburg Global Seminar.  I am grateful that the College has made resources available to organize and present such great events and activities for students as well as for giving opportunities to junior faculty to also gain experience in this regard.

2010
Nicolas Anuku
The Salzburg Global Seminar emphasized an interdisciplinary approach to sustainable development as well as global education.  We, as educators, are faced with the challenge of reshaping, reformulating and proposing updated quality education taking into account the multicultural diversity of the global community. The proposal of a new way of thinking and teaching: education for sustainable development in the 21st century.
Education for sustainable development (ESD) is setting a new direction for education and learning for all. It promotes quality education, and is inclusive of all people. It is based on values, principles and practices necessary to respond effectively to current and future challenges.  ESD highlights the interdependence of environment, economy, society, and cultural diversity from local to global levels, and takes account of past, present and future. ESD evokes a new emerging scientific field known as nanotechnology which involves chemists, physicists, biochemists, material scientists, biologists, an interdisciplinary gathering for the behavior of the infinitesimally small. 

Since attending the seminar, I have been able to synthesize and associate the teaching of chemistry to real events, daily commercial products, oil spills, the price of oil and other social, economic and political events related to countries of origin for my students. This interdisciplinary approach has helped students appreciate the various fields of chemistry, sometimes leading to a change of their respective majors.

The Department of Chemistry and Chemical Technology at Bronx Community College has embraced this new way of thinking and teaching by introducing a course on Nanoscience in order to respond to these serious questions regarding global education. These multidisciplinary important questions shall shape interesting answers for the second decade of this 21st century.

Catherine Mbewe
I participated in the Salzburg Global Seminar in July 2010. In Fall 2010 I was able to implement some global concepts in one of my clinical groups. Nursing students participate in the care of a diverse patient population. Being in the Bronx, however, the patient population can be 50-70% Spanish speaking. Last semester I distributed medical Spanish handouts to students and encouraged them to speak Spanish to their Spanish-speaking patients. This was helpful to the students because usually they would rely on one or two translators in the group. They were able to use the hand outs for the basic part of their assessments and called on the translators for the more complicated situations.  The students felt empowered and were able to provide holistic care. It was a small thing but helped them to take care of global citizens.  I was also able to collaborate with two colleagues in the nursing department to make a presentation on the issue of food scarcity for the College community. This workshop not only brought awareness to this global problem but also offered grassroots solutions that individuals could use.  This spring we will present this workshop again in collaboration with a colleague from the biology department that will offer an even wider viewpoint on this issue.

Vava Roczniak
It is now a little over half a year since I participated in the 2010 Salzburg Global Seminar.  Although even before the event the History classes I taught had a major global component, I am happy to say that with the guidance provided by the seminar and that of my colleagues I was able to strengthen it, as well as to introduce a more balanced global perspective in my Philosophy classes as well, which now contain more comparative exercises than ever before.  I have made it a point to participate in college events catering to the Global Perspectives program, such as the “Where I Come From” faculty/student interaction event, where I represented my native Poland.  I have also been invited to participate in the selection process of new student Salzburg Global Seminar attendees, though because of health reasons I wasn’t able to attend.

Colleges as Sites of Global Citizenship (from the Salzburg Global Seminar website)

Colleges and universities are vital institutions for addressing political, social, and economic concerns, be they at a local, national, or global level. While embedded in their communities, they contribute substantially to a nation’s competitiveness and operate within an increasingly international environment that links people and institutions together across borders. Colleges and universities are arguably the most resilient and the most sustainable institutions not only for advancing modernization and prosperity but also for ensuring the foundation and continuance of civil society. As such, they are gateways into a future that is in our own hands.

The three main areas of focus are:

Institutional Policies

  • Is global education part of the institution’s mission statement?
  • Are the college presidents/chancellors and the trustees committed to global education as a priority goal, and are they publicly communicating and propagating this goal?
  • Is the issue addressed in a coordinated effort (a strategic plan or an institution-wide committee) and are resources (money, staff time, etc.) allocated to implement activities that will raise global awareness on campus?
  • Has the college established partnerships with other educational institutions, as well as community groups, civil society organizations, and business, to share experience in global education, learn from them, listen to needs, etc?
  • Is the commitment to issues of globalization by individual faculty being encouraged and rewarded by the college’s leadership and made a criterion for hiring new staff?
  • Does the college practice what it preaches by adhering to a policy that engages faculty, staff, administration, and students proactively in embracing values of multicultural understanding and sustainability?

Curriculum Enhancement

  • How do we make students see the interconnectedness between their consumption and career choices and the effect on others around the world?
  • How do we effectively engage our students to be active citizens in the global, national, regional, and local arenas?
  • How do we help students sculpt their life-long self-concept to include being an engaged global citizen – and what learning activities will be best suited for addressing these questions?
  • Is global education an additive, or is it a pervasive element throughout the entire academic program?
  • How can existing programs be recalibrated to include global awareness?
  • Where does one find educational materials, tool-kits, etc., for different academic subjects to integrate global awareness into the curriculum? Apart from content, do we need a new didactical approach to teach global citizenship?
  • How can global competency be made a measurable outcome of students’ learning experience?
  • How can colleges make use of their increasingly international and diverse student population to increase awareness of other cultures and world outlooks?
  • What roles can students generally play to bring about transformative change on their campuses?

Faculty Development

  • Is the faculty prepared to change and to reorient its teaching and research around issues of globalization and the immediate and future impact of globalization? How can faculty members who are willing to be involved be identified?
  • Are faculty development opportunities being provided by the college that could be a basis for common and coordinated action (faculty seminars, sabbaticals, opportunities for exchange, etc)?
  • Within the given institutional framework, would it be possible to reallocate faculty work load assignments to provide for development of global competency and involvement in international activities?
  • Do job descriptions and tenure and promotion requirements have to be adjusted in order to reward work towards integrating a global agenda into the college’s study program?
  • What is needed most to initiate and sustain the commitment of faculty to global education?

How to Apply

Faculty and administrators who are interested in supporting BCC’s Global Initiative and who would like to play a leadership role in advancing the international work on campus should apply for this seminar.  First, you must be nominated by your department chair.  A Letter of Nomination should be sent to Senior Vice President for Academic Affairs, George Sanchez, with a copy to Barbara Schaier-Peleg, Director, Center for Educational Alliances, GML, A1 or bsp@thenationalcenter.org.

All participants are expected to infuse global learning into their classes as well as working with global-awareness projects sponsored by the National Center for Educational Alliances.

Fee Information

Seminar fees (including room and board) are paid by Bronx Community College.  There is a travel reimbursement of up to $750 awarded to each participant to help defray airfare expenses.

www.salzburgglobal.org

 

Fulbright Programs (From the CIES WEBSITE)

Department of State Programs
The traditional Fulbright Scholar Program sends 800 U.S. faculty and professionals abroad each year. Grantees lecture and conduct research in a wide variety of academic and professional fields.

The Fulbright Program is sponsored by the United States Department of State, Bureau of Educational and Cultural Affairs. Under a cooperative agreement with the Bureau, the Council for International Exchange of Scholars (CIES) assists in the administration of the Fulbright Scholar Program for faculty and professionals.

Eligibility requirements apply at the time of application. Applicants must meet all of the following requirements—unless specific exemptions are stated in individual country or award descriptions. Applicants will be considered without regard to race, color, religion, sex, age, national origin and/or physical impairment.

  • U.S. citizenship at the time of application. Permanent resident status is not sufficient.

  • A Ph.D. or equivalent professional/terminal degree (including a master's depending on the field) as appropriate at the time of application. For professionals and artists outside academe, recognized professional standing and substantial professional accomplishments.

  • College or university teaching experience at the level and in the field of the proposed lecturing activity as specified in the award description at the time of application.

  • Foreign language proficiency as specified in the award description or as required for the completion of the proposed project. (Note: Except in certain world areas and countries, lecturing is in English.)

  • Sound physical and mental health.

  • Limits apply to previous Fulbright Scholar grantees.

How to Select an Award
The Fulbright Scholar Program consists of over 900 award opportunities in over 130 countries for U.S. college and university faculty, administrators, professionals and independent scholars. Awards are listed in 45 different fields or disciplines and a variety of sub-disciplines and interdisciplinary fields, and are open to every academic rank—from instructor to professor emeritus—as well as untenured faculty, adjuncts, professionals outside academe and retirees.

Some awards call for a specific discipline or field, a specific host institution and prescribed grant activities. Other awards—called All Disciplines—offer applicants greater flexibility over project activities and host institution, within limits depending on the country. Awards vary in activity and length of stay, and grant stipends and benefits vary by country program and type of award. The various categories of awards are described below.

Once you have identified an award, you would be well advised to consult the program officer responsible for the country you are considering. Program officers are experts on the countries assigned to them and can offer tips for shaping a competitive application, as well as additional information on the award, institution or country. Contact information for program officers can be found at the beginning of each country section or on our website at www.cies.org/amstaff.htm.

Types of awards
Awards may be either discipline specific or open to all disciplines:

  • Discipline specific awards, particularly for lecturing, are specific awards that identify areas of specialization, host institution affiliation and the type and level of the Fulbright assignment. These awards generally reflect the priorities and special interests of the host country and university.
  • All Disciplines awards allow candidates to propose their own lecturing or research projects and institutional affiliations, within limits depending on the country.

Awards fall into several different categories:

  • Research awards principally for research activity.
  • Lecturing awards principally for lecturing, either as stipulated in the assignment or proposed independently. Lecturing awards are normally not offered for the summer months only, unless otherwise specified in the grant starting date.
  • Lecturing/Research awards for combined lecturing and research activity, with the expectation that both activities will take place during the grant. Generally, a lighter teaching load is required to allow time for research activity.
  • Distinguished Lecturing, Lecturing/Research and Research awards are offered in select countries to scholars who are outstanding in their disciplines or professions. Recognized national standing is normally required.
  • Junior Lecturing and Junior Research awards designed primarily for recent Ph.D.s and others early in their careers or, in certain specified circumstances (for example, TEFL), where a doctorate is not required.
  • Seminar, short-term seminars or group programs.

Approximately 20 percent of awards are for research, and 80 percent are for lecturing, combined lecturing and research or seminar participation.

In addition to the major categories listed above, there are a number of Special Feature Awards, including:

  • Serial Grants awards allow the grant to be divided into shorter in-country stays over a predetermined period of time.
  • Travel-Only Grants awards provide only round-trip transportation to the country where the scholar will lecture or conduct research.
  • Partial or Partial-Maintenance Grants awards have a stipend or other fixed amount of support that is usually lower than the standard award benefits for the country.
  • Full-Maintenance Grants awards provide full benefits. Used in instances to distinguish the level of support available.
  • Collaborative U.S./Visiting Scholar Lecturing or Lecturing/Research Awards offer an opportunity for U.S. scholars to submit a joint proposal with a colleague from abroad for a collaborative lecturing or lecturing/research project. These awards are available for Egypt, India, Thailand and Turkey.

 

 
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