Great Lakes Colleges Association

Strengthening Education in the Tradition of the Liberal Arts

Global Liberal Arts Alliance

Course Possibilities for 2018-19

The faculty members teaching the courses listed below would like to offer their course as a Globally Connected Course in the 2018-19 academic year and are looking for a course partner from an Alliance institution. If you are interested, please contact the instructor to explore the possibility. Please see the Global Course Connections page for information on how to submit a proposal Ito offer a Globally Connected Course.

If you would like to have a course you teach included in the list below, please complete the Course Description Google Form.

Fall 2018 Courses                Spring 2019 Courses         Languages

Courses for Fall 2018

ENGL 101, Fall 2018
Nadia Iftikhar, nadiaiftikhar@fccollege.edu.pk, Forman Christian College (A Chartered University)
In this course, students will acquire the English language skills needed to write multi-paragraph compositions, with an emphasis on argumentation. This step-wise process will involve critical reading of the provided selections, summarizing, paraphrasing, paragraph writing (narrative, descriptive, expository and argumentative), and finally composing an organized (argumentative) essay. Grammatical skills will be developed through formal instruction and peer/group editing. [Expected enrollment: 30]

PSCI475 China in the World, Fall 2018
Michelle Mood, Moodm@kenyon.edu, Kenyon College
This seminar will explore the People's Republic of China from an interdisciplinary perspective, focusing on enduring historical and political issues as well as current challenges. Topics to be covered will include challenges of China's 20th century development (revolution and independence; Mao's China vs. Reform China), challenges of 21st century development (pollution, urban sprawl, consumerism, rural-urban divide), and foreign relations, as well as contemporary issues to be selected from the following: gender, minorities, inequality, role of intellectuals, role of the internet, rise of protests. China's presence in the South China Sea, its One Belt One Road Initiative, and China in Africa will also be explored. [Expected enrollment: 10]

POL 151 Introduction to Global Politics, Fall 2018
Virginia Beard, beard@hope.edu, Hope College
This course serves as an introduction to the themes and ideas of global politics, straddling topics from both Comparative Politics and International Relations. Students in this course will become familiar with the major themes and issues involved in politics across the world with a topical orientation – beginning from the macro-level (why do we study global politics? What is globalization? What is democracy and why does it matter) and ranging across intermediate and micro level analysis (what issues are taken up in the global political realm – from conflict and security, the global economy, political and economic development, gender and development in global politics, global health issues, and global environmental concerns. What are the range of perspectives and evidence surrounding these issues? What role do international laws, organizations, states, communities and individuals play in the global political arenas?) Global issues cover a range of topics from how population growth and migration of populations affects and is affected by the persistence of poverty to how the existence of globally shared resources creates both global cooperation and conflict. Students should gain a deeper ability to think critically and empirically regarding the major issues affecting our shared world. [Expected enrollment: 30]

Soc 340 European Integration, Fall 2018

Matthew Schoene, mschoene@albion.edu, Albion College
This course provides an in-depth examination of contemporary European issues post-1989. Of special interest will be the social challenges of integrating vastly disparate societies into an economic, political and social union. Europe, both as a continent and an idea, stands at a crossroads. The course will begin with an overview of the purpose of new Pan-European intuitions and the competing forces of integration and resistance. Next, the course explores various social problems Europe as a whole must confront: peace & security, economic crisis, belonging and exclusion, fertility and others. Finally, the course concludes by examining the potential future of European society. [Expected enrollment: 15]

Span 495 Women's Agency and Activism in Latin America, Fall 2018
Maria Claudie Andre, andre@hope.edu, Hope College
Through the lenses of economics, politics, sociology, gender and cultural studies, students will learn how women's and feminist movements, ideas, legal actions, and activist strategies have the capacity to transform law and institutions, society, and the relationship between governments and citizens in various regions of the world. Among other topics, the course will address: income and social inequality, women's reproductive rights, environmental feminisms, and violence against women and femicide. Students will also learn how most social movements led by women rely on visual arts, music, and literature as means to gain agency and acquire the most basic human rights. [Expected enrollment: 15]

FS 101, Liberal Learning and Human Flourishing, Fall 2018
Eric Boynton, eboynton@allegheny.edu, Allegheny College
An exploration of the meaning of the liberal arts, emphasizing their contemporary significance. Students are encouraged to make informed assessments of the continuing relevance of the liberal arts as a model for higher education, a basis for engaged citizenship, and a preparation for life. This approach seeks coherence across educational experiences and hones the analytical and collaborative skills valued by employers and graduate schools. Coursework emphasizes the development of effective oral and written communication skills with a focus on description, summary, and critical thinking. [Expected enrollment: 15]

SWK 295 Global Studies, Winter Semester (1/9/18 to 2/27/18)
Deborah Sturtevant, sturtevant@hope.edu, Hope College
This course explores the meaning of global social welfare and in particular women and children's issues and relates to an international perspective on social justice and social work practice and policies. Incorporating an understanding of the history of global social welfare and a commitment to the values and ethics consistent with the profession of social work, this course critically looks at specific social justice issues including child trafficking, refugees and immigration, war and disaster, child welfare, health and mental health, girls education, women's issues. This course will provide students with a better understanding of global issues and their impact on practice and policy at all levels. [Expected enrollment: 15]

WRI 101 Freshman Composition I, Fall 2018 (This course is offered every semester)
Emilienne Idorenyin Akpan, emilienne.akpan@aun.edu.ng, American University of Nigeria
Writing 101 focuses on developing effective written communication ability, critical reading skills, and analysis in several major forms of writing. Course Objectives: American University of Nigeria is committed to the principle that writing is a key component in a liberal education. Writing facilitates the discovery and exploration of new knowledge and also helps develop the ability to think clearly and critically. The ability to express your ideas effectively beyond the first year will also make you more successful in future employment and leadership positions. The aim here is to prepare students to communicate and create new knowledge in the many different communities - academic, business, personal, and international in which they will live and work. The emphasis in WRI 101 is placed primarily on planning, outlining, writing and revising essays. Stress is placed upon exposition and argumentation; emphasis is also given to grammar, sentence structure, organization, and diction. Students will learn how communication takes place within rhetorical situations and how it is shaped by the purpose, audience, and context in which the communication occurs. Focus is also placed on how these factors shape the inquiry of a topic, the development of research questions, and the development of well-constructed arguments. Because we engage in communication daily, studying the effects of words not only helps students succeed in college and in their careers, but it also helps them become better informed, more active members of our society and our world. [Expected enrollment: 25+]

PAS0102E Service-Learning, Fall 2018 & Spring 2019
Karla Díaz, kdiaz@usfq.edu.ec, Universidad San Francisco de Quito USFQ
The Service-Learning course combines a theoretical learning component with service hours in order for the student to acquire an integral learning experience about Ecuador's social reality. Through readings, reflections, discussions and various activities, students can reflect on different topics, develop leadership skills, civic awareness, tolerance and respect. [Expected enrollment: 25 students per semester]

DANC 228 The Choreographer II, Fall 2018
Kora Radella, radellak@kenyon.edu, Kenyon College
Choreographer II is designed to provide students with a dance laboratory to practice and experiment with choreography. The course will include improvisational scores, short compositional studies, more developed choreography, site-specific work, readings, discussion, viewings and written assignments. The choreography will be set, shared, viewed, constructively critiqued, played with, and edited. The course will enable each student to make choreographic choices and works that are informed and challenged. Students will be guided to question previously unexamined assumptions they have about dance and to tread into more probing movement invention and compositional approaches. A Collaborations can be integrated within the course, including collaborations within different fields other than dance. For example, I could work with a music composition professor and class on a collaborative project in which the students could come up with ideas and create a dance and music collaborative project. There are many ways to go about this and I could offer many suggestions based on my twenty-five-year collaborative partnership with a composer/saxophonist. Collaborations with visual art and creative writing classes would also work well. These are move obvious examples, but I would be interested in other proposals as well! Expected Enrollment: 8. The normal pre-requisite for this course is The Choreographer I in which they make short dance composition studies and create solo works. [Expected enrollment: 8]

HS 235 The Birth of Medieval Europe: from Constantine to the First Crusade, Fall 2018
Fabrizio Conti, faconti@johncabot.edu, John Cabot University
This course explores the major events, intellectual developments, and artistic achievements that shaped the history and culture of Europe and Byzantium from the 4th to the 11th centuries. The course treats such issues as the migrations and political restructuring of Late Antiquity, the Christianization of Europe, the development of feudalism, the rise of the Dar al-Islam and its relations with Europe and the Byzantine world, heresy and orthodoxy, and religious reform movements. [Expected enrollment: 12]

RLST 391.001 -- Religion and Globalization, Fall
David Howlett, howlett1@kenyon.edu, Kenyon College
This course investigates case studies from Hinduism, Christianity, and Islam that illustrate or complicate prevailing theories of globalization. With a historical focus that begins in the 1970s, we will ll encounter diverse people like a hugging Hindu saint in India who advocates for female empowerment, Congolese charismatic Christians worshiping in once empty London cathedrals, and Chicago Muslims who sell Halal meat at an eco-food cooperative. We will ll discuss subjects like globalization and localized violence in Hindu India, transnational sex politics in Christian Uganda, and cosmopolitanism in Muslim Mauritania. Together we will analyze how religions shape and have been shaped by the larger cultural, political, and economic processes of connection, coercion, and consent that scholars call globalization. [Expected enrollment: 12]

FYS 197: Dig In!: Foodways, Sustainable Agriculture, and Justice, Fall 2018
James Wells, jameswells@depauw.edu, DePauw University
In his book "The Planetary Garden and Other Writings" (2015), French horticulturalist and landscape architect Gilles Clément asserts the existential imperative for humans to cooperate with ecological systems. Clément calls this sort of cooperation "gardening," and gardening is the fundamental responsibility of humanist ecologists. Humanist ecology provides a framework for my interest to teach a course entitled "Dig In!: Foodways, Sustainable Agriculture, and Justice." This course offers the opportunity for students to build their knowledge-base about foodways and to engage in environmental justice work. Foodways is an interdisciplinary concept that refers to the cultural and economic practices involved in the production and consumption of food. Along with the study of foodways, students will explore practices of sustainable agriculture through experiential learning projects at DePauw's Ullem Campus Farm and Center for Sustainability. [Expected enrollment: 16]

Courses for Spring 2019

INA 4007 Projects for Social and Environmental Innovation (PISA), Spring 2019
Cristina Munoz, mmunoz@usfq.edu.ec, Universidad San Francisco de Quito
PISA pursues social and environmental innovation projects to improve quality of life in different organizations (communities, private and public entities, NGOs and others) in Ecuador using Human-Centered Design. While using Design Thinking methodologies, students will learn the three phases of design: inspiration, ideation and implementation. To understand the process, students will use ethnographic research, fast prototyping and community level implementations to address their own identified needs. This class includes a community immersion component. [Expected enrollment: 10]

EN 3304, Sociolinguistics, Spring 2019
Melpomeni Ilkos, ilkosm@acg.edu, Deree-The American College of Greece
In spring semester 2019, I will be teaching EN 3304 Sociolinguistics. It is an introduction to the study of language as a social phenomenon. Students are expected to read a selection of articles and will be encouraged to make comparisons to their own language backgrounds. Thus the course will provide students with insight into the social functions of language and into the ways in which language is used to convey social meaning. Topics covered will include:

  • Sociolinguistic Variation - Regional dialects; Social dialects; Standard languages; Vernacular languages
  • Language and Gender - Male-female speech differences; sexist language; Women’s language
  • Politeness - Politeness markers in different languages
  • Multilingualism - Diglossia; Bilingualism and multilingualism; Code switching and code mixing; Pidgins and creoles; Lingua francas

I would like to broaden the perspective of the class with a collaborative student project through GLAA global connection. For example possible connections could be with a Sociology course that also looks into gender and/or social groups and status). We could collaborate by reading and working on the same materials (issues & articles); students could interview each other (using a questionnaire): a student from the connected class would interview a Deree-The American College of Greece student and a Deree-The American College of Greece student would interview a student from the connected class, and accumulate peer testimonies to compare how language is used in other parts of the world possibly in relation to gender, age, group status, politeness markers, etc. Another suggestion could be for students to research and write a paper on the issues of Culture & Language or Language & Gender in Different Cultures and via Skype present orally their work to the group in order to inform each other about the culture related findings. Discussion(s) and Q&A will take place after each presentation. I am also open to other ideas to incorporate global perspectives on language use and/or other collaborative student projects. [Expected enrollment: 6-10 students]

PSCI 342 Politics of Development, Spring 2019
Michelle Mood, moodm@kenyon.edu, Kenyon College
Alternative strategies of economic development post the most difficult political choices for those countries of Africa, Asia, and Latin America not yet enjoying economic prosperity. This course has three goals. First, it will explore the contending theories of development that have shaped the debate about development in the past half century: modernization theory, dependency theory, various theories of state-led development, neoliberalism, structuralism, grassroots development and sustainable development. Second, it will compare alternative strategies of development, both state-level and local-level, in a variety of case studies. Third, it will consider a set of contemporary issues that complicate the efforts of countries to develop: globalization, environmental catastrophe, population growth, and human rights considerations. [Expected enrollment: 20]

POL 305 African Politics, Spring 2019
Virginia Beard, beard@hope.edu, Hope College
Contemporary Africa is a study in contrasts. On the one hand, experiences high levels of poverty, is beset with notable intractable, deadly armed conflicts, includes a number of failed states, and faces a daunting array of environmental, demographic, and health problems. Yet Africa has vast amounts of valuable resources from natural minerals to human capacity and also seen some hopeful and positive trends in economic growth, conflict management, democratization, and technological innovation that could benefit the world. With a focus on sub-Saharan Africa (SSA), the class is situated within macro-analysis of power, privilege and voice as we study individual cases as well as general themes that span SSA countries in their political and economic development to better understand that which is known as "Africa" and to learn what Africa can teach us comparatively about the rest of the world. [Expected enrollment: 15]

ES230, Soil to Plate, Spring 2019
Eric Pallant, Beth Choate, epallant@allegheny.edu, Allegheny College
Soil to Plate is a critical interdisciplinary survey of food production around the world. We will discuss all aspects of agriculture and food systems: soil management and crop production; insect and pest management; energy and water requirements; food processing and preparation; food distribution and food justice; food politics and economics; culture, cooking, diet and health. You will learn to critically evaluate what you eat and what others eat, how and where your food is grown, and the pros and cons of conventional, organic, sustainable and local food production. The goal of this course is to help you develop more nuanced and informed ideas of the complexities involved in producing sufficient high quality food for a global population of more than seven billion people. [Expected enrollment: 20]

FRE 101 Elementary French, Spring 2019
Emilienne Idorenyin Akpan, emilienne.akpan@aun.edu.ng, American University of Nigeria
FRE101 Elementary French is a beginner's course for students with little or no knowledge of the French language (formal instruction or informal experience). This introductory course gives training in the basic patterns and structures of French language and culture through reading, listening, writing and speaking. Note however that this course targets the acquisition of oral competence (listening and speaking) and instruction will mainly be in French. This course also stresses the importance of communication through the use of a wide variety of activities including: group work, oral practice, games and role playing. Through extensive practice in class, students will acquire the basic vocabulary and sentence structures of French. They will also be encouraged to listen, repeat, understand and use language in its spoken context without recourse to notes or dictionaries, written text or English. [Expected enrollment: 15+]

INTDS 591, Spring 2019
Monali Chowdhury, Eric Palmer, mchowdhury@allegheny.edu, Allegheny College
This interdisciplinary course is taught as part of the Global Citizen Scholars (GCS) program at Allegheny College which is premised on integrative learning in three high impact areas: global learning, civic engagement, and diversity. The GCS course involves students in critical discussion of diversity as related to cultural practices, social institutions and political processes. The specific focus of diversity for our spring 2019 course is cognitive difference and disability and its intersection with differences in ethnicity, socioeconomic status, culture, and interwoven issues of power, privilege and difference. Critical writing and discussion of relevant reading and film paves the path for students to appreciate the diversities and synergies among the world's people, and in turn, to become reflective and responsible global citizens. We envision that, via a GLAA Course Connection, students can engage in valuable shared learning where they examine how particular global issues are complexly manifested in their own local communities. [Expected enrollment: 20]

PAS0102E Service-Learning, Fall 2018 & Spring 2019
Karla Díaz, kdiaz@usfq.edu.ec, Universidad San Francisco de Quito USFQ
The Service-Learning course combines a theoretical learning component with service hours in order for the student to acquire an integral learning experience about Ecuador's social reality. Through readings, reflections, discussions and various activities, students can reflect on different topics, develop leadership skills, civic awareness, tolerance and respect. [Expected enrollment: 25 students per semester] 

French 300 Contemporary research in French phonology, Spring 2019
Shureka Nyawalo, snyawalo@wooster.edu, The College of Wooster
This NEW course will be taught in French for upper-level students in French, looking at the intersection of phonology and sociolinguistics. I am interested in possibly collaborating with Melpomeni Ilkos for part of the course, as my students will also be discussing regional, stylistic and social differences as they relate to French pronunciation. [Expected enrollment: 10]

Languages

Language instruction offers an excellent opportunity for a Globally Connected Course. The longest running course connection has been between German courses at the American University in Bulgaria and Denison University. German is not the native language for students on either campus, so they have the same sets of challenges. Since language courses are sequenced, there is also the opportunity for students to have several connected courses together and to get to know each other.

School German French Spanish Arabic Japanese Chinese English Latin Italian Russian
Al Akhawayn University in Ifrane X X X X    
Albion College X X X X
Allegheny College X X X X X X    
American College of Greece X X X X  
American University in Bulgaria X X X              
American University in Cairo X X
American University of Beirut                    
American Univesity of Nigeria X X X    
American University of Paris   X 
  X        X 
X   
Antioch College X X X        
Ashesi University College   X         X      
Bratislava International School of Liberal Arts X      
Denison University X X X X X X   X     
DePauw University X X X X X X X X  X
Earlham College X X X X X X X  X    
Effat University C X          
FLAME University X X X   X          
Forman Christian College X X                
Franklin University Switzerland X X X  
Hope College X X X X X X    X    X
International Christian University X X X X X X X   X X
John Cabot University               X     
Kalamazoo College X X X X X X   X    
Kenyon College X X   X X  X  X   X  X X  X 
Lingnan College   X X   X X      
Oberlin College X X X X X X X X X
Ohio Wesleyan University X X X X X X X X X  
Wabash College X X X X X X  
The College of Wooster X X
X       X   X      X

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Great Lakes Colleges Association

Strengthening Education in the Tradition of the Liberal Arts

The Great Lakes Colleges Association
535 West William. Suite 301
Ann Arbor, Michigan 48103

+1.734.661.2350 (voice)
+1.734.661.2349 (fax)