t.

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Memorandum

TO: Senate

RE: Minor in International and Global

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Education - SCUP 05-017

FROM: Bill Krane

Acting Chair, SCUP

Acting Vice-President, Academic

DATE: February 16, 2005

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At its February 9, 2005 meeting the Senate Committee on University Priorities (SCUP)

recommended the following motion:

Motion

That Senate approve and recommend to the Board of Governors the proposal for a Minor in

International and Global Education in the Faculty of Education.

end.

c: P. Shaker

L. LeMare

G. Nicholls

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SIMON FRASER UNIVERSkt ( F E B 012005

Vice president

MEMORANDUM

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\ ACADEM1J

To: ?

Senate Committee on University Priorities

From: ?

R.

Mathewes, Vice-Chair

Senate Committee on Undergraduate Studies

Subject:

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Faculty of Education

Minor in International and Global Education

(SCUS Reference: SCUS 04-33)

Date: ?

January 26, 2005

At the SCUS meeting held on January 18,

2005,

SCUS approved in principle and recommended

approval by SCUP of a new Minor in International and Global Education in the Faculty of

Education.

The relevant documentation is attached for review by SCUP.

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Overview

SFU has expressed a commitment to the internationalization of its academic programs in

all of its faculties. The Faculty of Education is likewise committed to being actively

involved in internationalizing its four program areas. To enhance the Faculty of

Education's participation in this internationalization process, Undergraduate Programs

wishes to establish a Minor in International and Global Education. With the opportunities

for students to now receive a B.Ed. as a second degree, there has been a growing interest

by students to enroll in an education minor given that an education minor is required for a

B.Ed. The development of a Minor in International and Global Education would be of

value to prospective and current teachers wanting to teach both in international and

Canadian settings.

The goal of the International and Global Education Minor is to provide a focus that will

help teachers to foster learning environments in which students are actively engaged in

developing an understanding of, and a responsibility for, promoting positive

interdependent relationships on local, national and global levels so that individually and

collectively, world citizens can increasingly be participants in a socially just and equitable

world. By actively dealing with issues arising out of the interdependent action among

various political, economic, cultural, technological and social systems; participants

analyze alternatives, make decisions and by so doing enhance their sense of

empowerment. In this process students form and question their international and global

perspective. International and Global Education is, therefore, a holistic approach which

endeavours to infuse a global perspective in the creation and implementation of

curriculum experiences.

Listed below are definitions of international and global education drawn from the

literature:

International education includes the study of relations among nations, particular regions of the

world, foreign languages and cultures, comparative and international approaches to particular

disciplines, and the examination of issues affecting more than one country (Pickert 1992:20).

Global education is teaching and learning with a global perspective:

• Recognizing the interdependence and interconnections of issues, regions, peoples, places,

systems and themes;

• Infusing global issues, such as sustainable development, environmental care, peace and

human rights, into traditional subject areas;

• Working toward active, responsible global citizenship building a more peaceful, just and

sustainable world (Copumantarakis, Defining Global Education, 2002)

Within education in general, there has been a growing interest in International and Global

Education as indicated, for example, by the expressed strong interest of students applying

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to the International Teacher Education Module (currently about 10% of PDP applicants);

student participation in short term international placements (summer 2004-29

participants); the demand for SFU education graduates by international school boards; the

interest in attracting international teachers by B.C. school boards; the development of

graduate programs in Global Education at other institutions (e.g. OISE; the increased use

of the Canadian curriculum for international schools; the focus of the BCTF (BC

Teachers Federation) Peace and Global Education as a specialist association; and the

proposed BCTF 2006 summer institute on Global Education.

Therefore, this Minor would be of interest to the following people:

• Pre-service elementary and secondary teachers interested in infusing a global

perspective in any of the. school subject areas

• Pre-PDP students taking courses towards an education minor in preparation for

entering PDP

Students interested in a B.Ed. as a second degree

• ITEM participants in PDP

• Post Baccalaureate Diploma teachers interested in Global Education

• Preservice and inservice teachers from international teacher education faculties or

universities

Summary of Minor

This minor provides opportunities to explore an interdisciplinary, experientially based

approach to International and Global Education so that appropriate learning experiences

can be created and infused in any given elementary and secondary course. Course work

required as part of this minor is as follows:

Lower Division Education Requirements

One of

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(3 credits)

EDUC 100-3 Questions and Issues in Education

EDUC 230-3 Introduction to Philosophy of Education

EDUC 240-3 Social Issues in Education

EDUC

250-3

Studies in the History of Education in the Western World

Upper Division Education Requirements

Students must complete a minimum of 15 hours as specified below:

BOTH

EDUC 370-4

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International and Intercultural Education

EDUC

435-4 ?

Infusing Global Perspectives in Curriculum

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AND EITHER

One

Designs for Learning Course and one of the following:

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(4 credits) ?

40

OR Two of the following: ?

(3/4 credits)

EDUC 311-3 Foundations in Aboriginal Education, Language and Culture

EDUC 367-4 Teaching Children and Minority Language Backgrounds in Elementary

Classrooms

EDUC 382-4 Diversity in Education: Theories, Policies, Practices

EDUC 441-4 Multicultural/Anti Racist Education

EDUC 448-4 Law in the Curriculum

EDUC 452-8 Environmental Education

EDUC 467-4 Curriculum and Instruction in Teaching English as a Second Language

EDUC 471-4 Curriculum Development: Theory and Practice

PLUS an Intercultural/International Experience

An academic intercultural and/or international experience is required for students before

completing this Minor. This postsecondary experience may be an intercultural

experience within Canada, such as a practicum experience in a First Nations community,

or outside of Canada. Examples include:

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• Coop Placement in an intercultural/international setting

• Participation in an International Field School Program

• International Student Exchange Semester outside of Canada or the

United States

• Teaching English as a Foreign Language outside of Canada or the United States

Experiences fuilfilling the requirements of this minor will need to meet the following

criteria:

Successful completion of the program experience as indicated by an official

document from the supervising institution

An experience with a high degree of participatory involvement

An experience completed within five years prior to registering in the minor or

five years after completing the course work for the minor.

Those who successfully complete the PDP ITEM program or International Field School

at SFU will meet the above requirements. All other applicants must submit a report

indicating the nature of their experience, their analysis of their learning, and a letter of

support from a person involved in supervising the experience. The Director of

Undergraduate Programs will oversee the assessment of these submissions. A follow-up

interview may be required.

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Summary of Requirements

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3 lower level credits from designated education courses

• A minimum of 15 upper level Education credits from the designated selection of

courses

• A documented postsecondary intercultural/international experience within five

years prior to registering in this minor, or within

5

years of completing the last

course in the minor

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