####### **FY 2008 Project Abstracts**

**Fulbright-Hays Group Projects Abroad Program**

**Short-Term Projects**

###### 

###### 

###### U.S. Department of Education

Office of Postsecondary Education

Washington, DC

**TABLE OF CONTENTS**

AFRICA PROJECTS (6)

  --------------------- ------- ------------------------------- ----------
  Ghana                 GA      Clark Atlanta University        3

  Cameroon              MN      Concordia College               4

  South Africa          MS      Jackson State University        5

  South Africa          AR      University of Arkansas at       6
                                Monticello                      

  Tanzania              GA      University of Georgia           7

  Rwanda                WI      University of Wisconsin-Madison 8
  --------------------- ------- ------------------------------- ----------

**EAST ASIA PROJECTS (3)**

  --------------------- ------- ------------------------------- ----------
  China                 MT      Salish Kootenai College         9

  China                 MD      Towson University               10

  China                 CO      University of Colorado-Boulder  11
  --------------------- ------- ------------------------------- ----------

RUSSIA, CENTRAL & EASTERN EUROPE PROJECTS (5)

  --------------------- ------- ------------------------------- ----------
  Russia                DC      ACTR/ACCELS                     12

  Hungary & the Czech   GA      Clayton State University        13
  Republic                                                      

  Russia                NY      Hobart & William Smith Colleges 14

  Bulgaria              MI      Michigan State University       15

  Russia                IL      University of Chicago           16
  --------------------- ------- ------------------------------- ----------

**NEAR EAST, NORTH AFRICA & EURASIA PROJECTS (4)**

  --------------------- ------- ------------------------------- ----------
  Morocco               KS      Johnson County Community        17
                                College                         

  Morocco               AZ      Maricopa County Community       18
                                Colleges District               

  Egypt                 CO      Metropolitan State College of   19
                                Denver                          

  Israel & Palestine    WA      Washington State University     20
  --------------------- ------- ------------------------------- ----------

**SOUTH ASIA PROJECTS (3)**

  --------------------- ------- ------------------------------- ----------
  India                 NC      Duke University                 21

  India                 IL      Oakton Community College        22

  India                 CO      University of Colorado-Boulder  23
  --------------------- ------- ------------------------------- ----------

**SOUTHEAST ASIA PROJECT (1)**

  --------------------- ------- ------------------------------- ----------
  Philippines           CA      Sonoma State University         24

  --------------------- ------- ------------------------------- ----------

**WESTERN HEMISPHERE PROJECTS (4)**

  --------------------- ------- ------------------------------- ----------
  Mexico                MD      University of                   25
                                Maryland-Baltimore County       

  Ecuador               MI      Michigan State University       26

  Ecuador & Peru        FL      University of Florida           27

  Chile                 WI      University of                   28
                                Wisconsin-Milwaukee             
  --------------------- ------- ------------------------------- ----------

**AFRICA (6)**

# CLARK ATLANTA UNIVERSITY -- Ghana

*"The Political-Economy and Culture of Rural and Urban Ghana:*

*A Seminar in African Studies"*

Clark Atlanta University (CAU) proposes to conduct a Group Projects
Abroad entitled *The Political-Economy and Culture of Rural and Urban
Ghana: A Seminar in African Studies (Ghana Seminar).* The purpose of the
*Ghana Seminar* is to train a small group of high school teachers,
college and university professors, and graduate students to observe,
understand, and appreciate African rural and urban contemporary life,
and thereby equip them to initiate, facilitate, or extend the study of
Africa within their educational institutions and the wider community.
Core themes of the *Ghana Seminar* include: (a) Historical legacies: the
Past in the Present; (b) The Challenges of Rural and Urban Development:
Infrastructure, Popular Participation in Policy-making, and
Industrialization; (c) Women in Rural and Urban Development; (d)
Education for National Development; (e) Healthcare Delivery Systems:
Traditional and Modern; (f) The Triangular Slave Trade: The Links
between Ghana, West Africa and the Americas; (g) Pan-Africanism and the
Independence Struggles: The Links between Atlanta, USA and Accra, Ghana;
and (h) Rural and Urban Tourism and Economic Growth. Specific products
of the *Ghana Seminar* will include participants' curriculum
units/lesson plans, research reports, revised course curricula, and
dedicated Web pages.

**[CONCORDIA COLLEGE -- Cameroon]{.underline}**

*"Culture, Cinema and Commerce in Cameroon"*

Concordia College proposes a Fulbright-Hays Group Project to Cameroon.
Our participants will acquire first-hand resource materials for
curriculum development in French and African studies and a short-term
intensive immersion experience in French. These materials will be
disseminated to the larger public by way of a Web site administered by
Dr. Gay Rawson and hosted at Concordia College, as well as through
presentations done by the participants.

In cooperation with teachers in the several states and members of the
three professional organizations (Foreign Language Association of Red
River, Minnesota Council on the Teaching of Languages and Cultures, and
the American Association of Teachers of French), Concordia College will
select thirteen participants for this program. The central activity of
this project will be to develop curriculum materials for the
participants' use in their classrooms and communities through a
month-long program of immersion in the French language, instruction,
field study, and cultural activities --specifically those relating to
cinema and commerce.

Dr. Zacharie Petnkeu, a Cameroonian national and Assistant Professor of
French, will assist with this experience on behalf of Concordia College
as a bilingual scholar escort. The host institution in Cameroon is the
Université des Montagnes in Bangangté (UdM). Professor André Ntonfo,
Dean of the African Studies Program and Director of International
Cooperation at UdM, will serve as in-country coordinator.

A pre-departure orientation weekend will provide an important emphasis
on cultural intelligence and intercultural communication for all
participants. We will also discuss the history, background, itinerary,
and important concepts for the experience in Cameroon. This phase
includes oral interviews and a pre-test for assessment purposes.

The four weeks of study, travel and research in Cameroon will feature a
wide variety of relevant field trips to both cities and rural areas.
Visits are planned to several provinces, which will offer opportunities
to experience the rich diversity of this "miniature Africa."
Participants will interact with local experts and specialists in the
different fields by means of formal lectures, informal meetings, and
discussions. A post-test and oral interview will conclude this phase.

The post-seminar phase, coordinated via technology, will involve editing
and organizing the field research conducted by participants with regard
to culture, cinema, and/or commerce. These curricular projects must
utilize knowledge gained and materials collected during the overseas
phase and produce tangible materials that can be reproduced and
distributed. They may include digital video, audio files, photos,
written texts, or PowerPoint presentations. Participants are expected to
integrate this material into their curriculum and present it to their
colleagues in the local, state, regional or national communities.

# JACKSON STATE UNIVERSITY -- South Africa

### "Area Studies Seminar on Women, Family and Social Change in South Africa"

The primary purpose of the seminar is to strengthen and diversify the
African Studies and Global Education Programs at Jackson State
University with a comprehensive study of the changing cultural patterns
and social systems in South Africa with special emphasis on women and
family.  The central focus of the project is on the changing status
roles of women in the family, community, politics, and the professions
in both rural and urban settings.

The project will involve eight university faculty and seven K-12
teachers who are committed to international education and intercultural
studies. Participants will be drawn from humanities, social sciences,
education, business and social studies.  In addition to explorations
into ethnic heritage, cultural traditions, and history, the group will
focus on four select themes: (1) Women, family and social change; (2)
Women in politics, business and the professions; (3) Women and rural
economy; and (4) Cultural feminism in African studies.

The month-long project will be implemented during summer 2009.  The
project will have two phases. There will be a series of lectures,
seminars, curriculum development sessions and interviews at key
universities in South Africa (University of Fort Hare, University of
Kwazulu Natal, University of Zululand, University of Cape Town, and
University of South Africa).  Second, there will be a number of field
trips, cultural excursions, interviews, and meetings in Johannesburg,
Cape Town, Pretoria, Alice, Durban, and Zululand. The program will be
evaluated at regular intervals. The overall assessment will involve
internal and external evaluation as well as qualitative and quantitative
measurements. Participants will develop curriculum units, global
education projects and several papers that will be disseminated.

**[UNIVERSITY OF ARKANSAS AT MONTICELLO -- South Africa]{.underline}**

### "A Curriculum Development Project to the Republic of South Africa"

The Center for Social Studies Education (CSSE) at the School of Social
and Behavioral Sciences at the University of Arkansas at Monticello
(UAM) will conduct in the Republic of South Africa for five weeks in
June and July of 2008 a Fulbright-Hays Group Projects Abroad curriculum
development project. The sixteen participants will earn six semester
hours of graduate credit. This project constitutes a collaborative
effort of the CSSE and select Arkansas school districts to improve the
teaching of area studies, particularly of Africa.

The director of the project will be Dr. Richard A. Corby, professor of
history at UAM. He has traveled and taught in Africa and the Middle East
and has taught at both the university and secondary school levels in the
United States and West Africa. Dr. Corby has conducted many workshops in
Arkansas and other states on teaching about Africa and has developed
curriculum modules about the continent. He has been the project director
of successful Fulbright-Hays Group Projects Abroad (GPA) projects
including two to South Africa in 2002 and 2005.

The first phase of the project design will be a two-day orientation on
campus at UAM. The goals will be to introduce African history and
culture, to learn about South African customs in order to successfully
study and travel in the country for five weeks, and to plan for the
development of curriculum materials. To accomplish these goals, we will
have Mr. Sipho Bavuma, a South African student who is currently living
in Little Rock, go into the "do's and don'ts" of living successfully in
his country; Ms. Kay Grant, social studies teacher at Drew Central High
School, Monticello, will provide sessions on transforming knowledge and
materials into curriculum products; and Dr. Corby will discuss aspects
of South Africa's past.

The second phase of the project consists of the five weeks of field work
in South Africa. The first two and a half weeks will consist of lectures
on South African history and culture at the University of the Western
Cape (UWC) in suburban Cape Town, followed by appropriate short field
trips. The participants will then travel to points of interest
throughout the country for two and a half weeks, including to the
National Arts Festival at Grahamstown, Durban, a rural area of
KwaZulu-Natal, Johannesburg, and Kimberley. Dr. Corby, Dr. Liesel
Hibbert, our in-country coordinator, and lecturers at UWC will assist
the participants in their researching, planning, and designing
curriculum materials.

The last phase of the project will be the dissemination and follow-up.
Dr. Corby will conduct a follow-up meeting at UAM in June of 2009 for
all participants. The teachers will disseminate their knowledge and
materials as they give workshops for colleagues and organize panels for
meetings of the Arkansas Council for the Social Studies and in their own
schools and school districts.

**[UNIVERSITY OF GEORGIA -- Tanzania]{.underline}**

#### "Fulbright-Hays Group Project Abroad in Tanzania"

The University of Georgia (UGA) African Studies Institute (ASI) proposes
this Fulbright-Hays Group Projects Abroad (GPA) Short Term Seminar as an
innovative approach to precipitate increased African language and
culture to University of Georgia and K-12 educational curriculums. The
program will provide extended U.S.-based language and culture workshops,
increase pre-departure knowledge bases, and promote learning during the
four-week Tanzanian-based language and culture immersion experience.
Applications will be solicited from all 35 University System of Georgia
(USG) faculty and Georgia K-12 educational personnel. Requirements
include involvement or interest in African area studies (East Africa) or
international programming.

The four-week Tanzania-based seminar is a capstone event culminating an
intensive U.S.-based pre-departure Swahili language and culture
preparation that will include both online and face-to-face delivery
platforms. It is important to note that no U.S. Department of Education
funds will be used to conduct U.S.-based activities. Participants will
attend pre-departure workshops (eight four-hour Saturday sessions),
complete directed projects, and participate in online beginning Swahili
instruction. During Tanzanian-based activities ASI will capitalize on
the combined expertise of the MS -Training Center for Development
Cooperation (MS-TCDC), Tumaini University Makumira College campus
(Arusha, Tanzania), and University of Dar-Es-Salaam Swahili Language
Department.

Participants will receive adequate pre-departure and in-country
orientation. Pre-departure orientation will be conducted in conjunction
with U.S.-based workshops and online instruction. An in-country
orientation, conducted during the initial two days in Tanzania, will
provide academic and cultural orientation. This will be followed by a
four-week language and cultural immersion program based at MS-TCDC. This
seminar will encompass language and cultural experiences via classroom
and field-based experiences such as seminars, group projects,
cultural/educational site visits, local host family home stays,
reflective journaling, and an Africa-based curriculum project.

# UNIVERSITY OF WISCONSIN-MADISON -- Rwanda

### "Developing Learning Expeditions on Youth and Development in Rwanda"

This Curriculum Development Teams project takes fifteen high school
social studies teachers and curriculum planners from across the United
States to Rwanda for thirty days of curriculum design on the theme of
youth and development. Y*outh* is central because the median age of
Rwanda's population (and Africa's) is 17; change on the continent hinges
on the energies of those now young. *Development* is our subject because
it encompasses the transformations in production, commerce, education,
health, and social service provisioning that Rwanda and other African
countries need to engineer in order to lift themselves out of widespread
poverty. This project and the products that derive from it will help
teachers correct stereotypes of general African despair as well as
specific stereotypes that link the word "Rwanda" only with tragedy.

The project will yield curriculum materials to be used in schools across
the United States. Specifically, we will develop five comprehensive
*learning expeditions* on these aspects of youth and development in
Rwanda: (1) *Schooling for the Future*; (2) *Youth on the Move*; (3)
*Safe Water*; (4) *Growth and Fairness: Coffee and Tea*; and (5) *We in
the World*.

Rwanda is an excellent locale for American teachers and their students
to begin to grasp the challenges of development and the readiness of
youth to meet those challenges. It is small, compact, and easy to
navigate. Its government and a wealth of host-country partners are
enthusiastic about educating project participants in the realities of
Rwanda's history and its road ahead. And the African Studies Program
(ASP) of the University of Wisconsin-Madison has unparalleled Rwanda
expertise on its faculty to prepare participants for their experience,
as well as outstanding ties in the country.

The ASP at Wisconsin is a federally funded Title VI National Resource
Center for Africa anchoring one of the nation's largest and most well
established communities of Africa scholars. For more than 40 years,
ASP's outreach division has vigorously pursued a program of
comprehensive K-12 teacher outreach on Africa in the state, region, and
nation. ASP has designed this project with an informal partner,
Expeditionary Learning Schools Outward Bound (ELS). ELS is a non-profit,
comprehensive K-12 school improvement design now in place in more than
150 urban, suburban, and rural public and private schools nationwide. It
builds on the 60-year history and craft wisdom of the Outward Bound
movement and the educational ideas of Kurt Hahn, its founder. Schools
that adopt the ELS approach follow normal school curricula but stress
subject integration, teamwork, and the process and excitement of
*expeditions in learning*.

The fifteen project participants will include eight teachers from ELS
schools around the country, two ELS school designers, and five K-12
teachers from schools unaffiliated with ELS. The learning expeditions
that derive from this project will animate ELS schools around the
country and be entirely available on the Web for full or partial use by
any school and any teacher anywhere.

**EAST ASIA (3)**

# SALISH KOOTENAI COLLEGE -- China

*"Global Education Seminar on Modern China"*

The overall purpose of the project is to develop a comprehensive
curriculum, supported by global education tools, on the cultural history
of China from the Silk Road to the modern market economy. This will be
accomplished through first hand study of key milestones that can be
understood and effectively translated into curriculum units in such
diverse courses as World History, Cultural Geography, Global Studies,
Asian Religions, International Relations, International Business and
International Economics. The seminar will examine the cultural and
economic transformations brought about by the prosperous Silk Road, the
recent trends of change under the current economic reforms and the new
face of China represented by the Pudong New Area.

The five-week program in China will be divided into two distinct phases:
twelve days of academic programs in Beijing and Xian, and three weeks of
travel study along the Silk Road and in the Shanghai metropolitan area.
The program will consist of lectures at several universities, curriculum
development workshops with Chinese scholars, personal interviews, and
planned field trips to major cultural centers, archaeological sites and
museums.

The group will consist of eight faculty members and seven teachers who
share a common interest in global studies, in general, and China in
particular. Members of the faculty in the social sciences, humanities,
and education from colleges and universities in Montana and adjoining
states are eligible to participate.

The program will be evaluated at regular intervals. Curriculum units and
media resources developed by the team will be widely disseminated.

**[TOWSON UNIVERSITY -- China]{.underline}**

*"A New China View: Reshaping the Social Studies Curriculum*

*in Middle and High Schools"*

# 

In 2006, Towson University's (TU) College of Education, in partnership
with its College of Liberal Arts, successfully conducted the
Fulbright-Hays Group Project in China involving twelve K-12 classroom
teachers from selected public school districts across the nation. The
project entitled "Exploring China: Empowering Teachers to Transform
Curriculum in K-12 Classrooms" accomplished its goal of developing
educators' intercultural competence and enhancing curriculum and
instruction on China in K-12 classrooms in the United States. The
current proposal is to continue to apply our 2006 program model by
expanding participants' scope of knowledge on China beyond Beijing,
Shanghai and Xi'an to the western part of China that remains largely
underdeveloped today, yet has shaped the history, economy, and culture
of China. The program will focus on the area studies of social science
at the secondary education level to encourage better in-depth
collaborations among participants. Participants of our 2006 program will
serve as peer advisers during pre- and post-departure activities.

The program will accomplish the following four objectives: 1) provide
opportunities for participants to acquire first-hand knowledge of the
history, culture, language, geography, family structures, religion,
education, economics and politics of China and dispel stereotypes and
myths they may have learned previously; 2) develop cognitive and
affective changes in the participants and have them reflected in the
courses they teach; 3) create units of study in history, culture,
language, geography, education, economics and politics of China that
include a full range of instructional materials, supplemental resources
and teaching strategies; and 4) join an online educator consortium,
established by our 2006 project participants, where units of study,
teaching materials, teaching strategies and relevant resources are
shared with a larger educational community.

We intend to carry out a five-week educational institute in China. The
China immersion experience will comprise three phases: (a) pre-departure
communication, planning and orientation; (b) a five-week immersion in
China; and (c) post-immersion activities. A fourteen member participant
group will include two faculty members from TU and twelve secondary
social studies educators from throughout the United States. The project
will feature a combination of seminars provided by local experts and
scholars, school and home visits, cultural events and curriculum
planning sessions, and extensive travel to both historic and
contemporary sites that are related to modernization and economic
development. Upon their return to the Uited States, participants will
finish preparation of units of study for secondary schools and implement
them in their classrooms. Participants will also continue dialogue
online to plan to disseminate and share their experience, curriculum,
and teaching strategies with a larger educational community.

**[UNIVERSITY OF COLORADO-BOULDER -- China]{.underline}**

### AP Japanese Language and Culture: "Journey to the Interior"

With the introduction of Advanced Placement (AP) Japanese Language and
Culture courses in American secondary schools, it has become evident
that we must now address the following needs for professional
development in our field: 1) the development of advanced-level Japanese
language skills among AP Japanese language and culture teachers; 2) the
deepening of cultural competence of Japanese teachers; 3) facilitation
of stronger connections among Japanese language teachers and teachers of
cognate disciplines such as world history and world literature; and 4)
facilitation of vertical articulation of Japanese language and culture
instruction between secondary and university programs. This project
addresses these goals by bringing together a group of competitively
selected teachers of AP Japanese Language and Culture with teachers of
literature and history in an Institute centering on academic and
experiential study of the famous [Journey to the Interior]{.underline}
(Oku no Hosomichi), composed by the haiku poet Matsuo Bashō soon after
his poetic pilgrimage through northern Japan in 1689.

Participants will spend four weeks in Japan tracing Bashō's route,
visiting the historic, religious, and literary sites he visited,
studying his writings, and meeting with contemporary haiku poets and
scholars of his work. As they travel they will build language skills and
cultural knowledge and collect materials for use in preparing curricular
units. In addition to the four-week Institute, participants will have
pre-departure orientation and follow-up mentoring and support after
returning from Japan to complete their curricular projects, use them in
their own classrooms, and make them available online to other teachers.

**RUSSIA, CENTRAL & EASTERN EUROPE (5)**

# AMERICAN COUNCILS FOR INTERNATIONAL EDUCATION: ACTR/ACCELS -- Russia

*"Contemporary Russia Program"\
*

Preparing a new generation of U.S. citizens with professional competence
in critical foreign languages and cultures, including Russian, is
recognized by both educators and political leaders as a strategic
imperative. American Councils for International Education: ACTR/ACCELS
(American Councils) administers high quality language and cultural
programs at leading educational centers in Moscow, St. Petersburg, and
Vladimir. American Councils' Contemporary Russia program is a short-term
summer program conducted in Moscow that explores the economic, cultural,
and political issues currently facing Russia. Participants take
Russian-language courses at their proficiency level, allowing those with
no prior training in the language to participate. Current and future
teachers enhance their knowledge of Russian culture, history, and
language, and bring a renewed vigor to their Russian language classrooms
at the elementary and secondary school level.

For more than 30 years, American Councils has successfully pursued its
mission to advance education, research, and mutual understanding across
the United States and the countries of Eurasia, Southeast Europe, and
South Asia. With a staff of over 375 professionals, American Councils
designs, implements, and supports innovative programs in education,
professional development, community outreach, and scholarly research.
The Contemporary Russia program is another avenue in achieving
significant results in promoting high-level expertise in Russian
language and culture.

**[CLAYTON STATE UNIVERSITY -- Hungary & the Czech
Republic]{.underline}**

##### "Seminar on Tradition and Transformation in Hungary and the Czech Republic"

Clayton State University will conduct a four-week Fulbright-Hays
Short-Term Study Seminar in Hungary and the Czech Republic for thirteen
to fifteen Clayton State and other university/college faculty as well as
elementary and secondary school teachers from June 6 - July 5, 2008. The
study program is designed to maximize contact between teachers and
individuals representing diverse sectors of the two countries. By
meeting with educators, government officials, and business leaders in
Budapest, Prague, Debrecen, and Pecs and through field activities,
participants will explore what citizens believe in and how they are
facing day-to-day challenges. What participants learn will form the
basis for integration of Central European concerns into respective
participants' courses as modules or segments. Participants will also
develop presentations to increase the knowledge and understanding of
students and citizens about Hungary and the Czech Republic.

**[HOBART & WILLIAM SMITH COLLEGES -- Russia]{.underline}**

### "Modern Siberia: Ecology and Culture"

Faculty members of Hobart and William Smith Colleges (HWS, the Colleges)
will conduct an intensive seminar in and near the Russian city of
Irkutsk, located in Eastern Siberia near Lake Baikal. The seminar will
foster interdisciplinary learning and teaching in Russian area studies
and environmental studies by immersing participants in the interrelated
topics of culture and ecology in modern Siberia. We define culture as
the multiple factors that shape daily life, including language, history,
economics, politics, religion, ethnicity, and high culture such as
literature and the fine and performing arts.

This program expands the extremely successful Fulbright-Hays group
seminar run by HWS in 2006 to Siberia. The current seminar will benefit
students whose academic focus is in one of five categories: Russian area
studies, economics, anthropology, environmental studies, and education,
either at the baccalaureate level or at the master's level. The seminar
will enhance primary and secondary education by selecting participants
who are prospective teachers, including those from the HWS undergraduate
teacher certification program and Master of Arts in Teaching program.

The seminar is an interdisciplinary endeavor that will build on the
aforementioned fields as students study the Lake Baikal region of
Russia. Participants will: 1) benefit from applying their knowledge of
Russia to the cultural and ecological issues they encounter; 2) learn
how these cultural and ecological issues affect historical and modern
Russia; 3) explore the strengths and limitations of the American
worldview as they see a very different social, political, and economic
system in operation; 4) learn about the culture of the indigenous
peoples of the Baikal region and observe how the Buryat and Russian
cultures have coexisted, conflicted, or amalgamated over the past five
centuries; 5) explore the ways in which Siberian and U.S. experiences
with environmental problems are both similar and different; 6) observe
the Russian education system at the primary, secondary, and
post-secondary levels, focusing on approaches to problems that the
Russian and U.S. systems share, and on differences between the two
systems; and 7) apply what they have learned upon return to the United
States, in ways including but not limited to educational and
environmental outreach.

**[MICHIGAN STATE UNIVERSITY -- Bulgaria]{.underline}**

### "Bulgaria: Understanding the Eurasian Frontier"

The Center for Advanced Study of International Development (CASID) at
Michigan State University, in collaboration with the international
education partnership Linking All Types of Teachers to International
Cross-cultural Education (LATTICE) proposes a Fulbright-Hays Group
Project Abroad (GPA) to Bulgaria for K-12 educators. The proposed GPA,
*Bulgaria: Understanding the Eurasian Frontier,* will provide an
opportunity for fourteen K-12 educators in the social sciences/area
studies to participate in a four-week study program in Bulgaria. The
goals of the program are to: (a) expand the participants' knowledge and
understanding of the scope of Bulgarian history; (b) promote
understanding the many civilizations, populations, and cultures that
have impacted Bulgaria, and (c) increase the participants' commitment to
internationalize education in their school districts through the
production of new curricula, teaching materials, and educational
programming.

The GPA will focus on understanding key Eurasian cultures and
civilizations, from the ancient Greeks to the Soviet Union, through
their influence, impact, and interactions with Balkan populations. The
area that was to become Bulgaria has historically been at the crossroads
of a number of empires and populations. This has resulted in a
particularly rich and vibrant history that is etched on the country in
the form of archaeological and historical sites, cultural customs,
artistic and musical traditions, and also in the memories and identities
of the population. It is this legacy that the GPA aims to explore.

The GPA will be comprised of three phases: (1) *Four Pre-departure
workshops* that will provide a participatory/interactive orientation to
Bulgaria and to the themes that will be explored in the second phase.
(2) *Four week Program in Bulgaria.* While in Bulgaria, the program is
designed to coordinate visits to important cultural and historic sites
with lectures and discussions led by Bulgarian experts. During the final
phase of the program, (3) *Post-trip* *Project Implementation,*
participating educators will implement their individual teaching and
education projects. The final projects will be disseminated to other
educators, including pre-service teachers.

**[UNIVERSITY OF CHICAGO -- Russia]{.underline}**

### "Discovering Russia: Challenging Stereotypes and Media Myths"

Most Americans gain their knowledge about Russia through news media
reports, most of which are generally negative, or sensationalized and
misleading. These skewed representations are what students have direct
access to, and what teachers have to filter or unravel in order to
present Russia in their classes. The Center for East European and
Russian/Eurasian Studies (CEERES) at the University of Chicago, in
conjunction with faculty from Illinois State University in
Bloomington--Normal, will conduct a Fulbright--Hays Group Project Abroad
(GPA) project, whose purpose is to give participants a guided tour of
the "real Russia." We will use lectures and visits to strategic cities,
museums, and monuments in Russia to correct misperceptions gleaned from
textbooks, media, and Hollywood representations.

This project is designed to help U.S. elementary and secondary teachers
gain a better understanding of Russian history, society, politics,
economics, the arts and culture by studying these topics from the
perspective of everyday life in Russia today. The first-hand knowledge
acquired by living with a Russian family in coordination with a variety
of educational and cultural experiences will allow the participants to
develop lesson plans that will be incorporated into their teaching and
shared with colleagues. The lesson plans will be compiled into a
curriculum guide and disseminated to other teachers of social studies
and Russian through various avenues, including curriculum workshops and
online media.

The project is designed to take place in three phases: (1) pre-departure
preparations and a five-day curriculum development workshop on Russia at
The University of Chicago from June 19-21, 2008; (2) a four-week seminar
in Russia from June 21 to July 20, 2008; and (3) post-travel development
and dissemination of curriculum materials and presentations of these
materials in teacher training workshops in academic year 2008-09 and
summer 2009 at regional and national workshops and in the participants'
local districts.

The principal personnel of the project are faculty and staff affiliated
with CEERES, a National Resource Center (NRC) funded by Title VI of the
US Department of Education; a faculty member at Illinois State
University and president of Serendipity-Russia; and a faculty member at
Vladimir State Pedagogical University in Russia.

The project will have widespread and lasting impact on the study of
Russian language and culture in U.S. elementary and secondary schools.
Participating educators will develop and implement lesson plans on
Russia that will impact hundreds of teachers and thousands of students
throughout the United States. CEERES is uniquely situated to bring
together a diverse group of teachers from throughout the United States
to participate in the program, and to distribute the resulting
curricular materials through our outreach activities, other NRCs,
teacher training workshops, professional conferences, and through a
variety of electronic media, including CD-ROMs and Web sites.

**NEAR EAST, NORTH AFRICA & EURASIA (4)**

# JOHNSON COUNTY COMMUNITY COLLEGE -- Morocco

### "Unity and Diversity in an Islamic Society: The Example of Morocco"

The goal of "Unity and Diversity in an Islamic Society: The Example of
Morocco" is to promote and support the expansion of curriculum on the
study of Islam and Islamic cultures by focusing on the example of
Morocco under the Project Type 1: Short Term Seminar program.
Participants will consist of faculty from the secondary, community
college, and four-year college levels in the greater Kansas City area.

Although Islamic societies are often represented in the West as
monolithically unified around a common faith, the *Maghreb* has
throughout history been a meeting place of cultures: Arab and Berber,
European and African, "traditional" and "modern." Perhaps no Islamic
country better exemplifies the roles of migration, European colonization
and nationalism in shaping social identity than Morocco. The project
will expose 14 faculty to the many veins of cultural identity that
comprise present-day Morocco, with particular attention to the role that
Islam, in its unique Moroccan inflections, plays in shaping cultural,
political, and artistic discourse. During a 35-day tour, a series of
lectures, workshops and guided experiences will be provided, leading to
the growth and development of particular knowledge and expertise about
the Muslim world -- namely, the rich and complex face of living Islam in
Morocco.

Participants will achieve greater cultural competency; acquire a depth
of knowledge about Morocco, Islam, and Islamic cultures; create
curriculum units for use in their classes and dissemination to peer
educators; develop a base of friendship and collegial support with
fellow American educators at the secondary, community college and
four-year college levels to internationalize their curricula in critical
areas of knowledge; and establish contacts with academic peers in
Morocco to promote international faculty and student exchanges.

# MARICOPA COUNTY COMMUNITY COLLEGES DISTRICT -- Morocco

*"Global Engagement: Team-based Faculty and K-12*

*Teacher Development Program in Morocco"*

> The Maricopa Community Colleges District, in collaboration with the
> National Center for Teacher Education and Arizona secondary schools,
> is conducting a five-week curriculum development project in Morocco
> that will catalyze a comprehensive Islamic studies and Arabic language
> instruction program to serve all ten Maricopa Community Colleges,
> Arizona secondary schools, and the larger Phoenix metropolitan
> community.

This Group Project Abroad (GPA) will train a cadre of community college
and secondary school faculty and key administrators to acquire content
knowledge and sensitivity to historical, cultural, linguistic, social,
economic, political, and educational aspects of Islamic societies and
Muslim culture for the purpose of enhancing curricular offerings in
Islamic studies at their respective institutions. This GPA will
contribute toward the establishment of an Islamic Studies Certificate
Program, enhance Arabic language course offerings for the entire
community, and give participants a first-hand understanding of Moroccan
culture and society to impart to students in Arizona's classrooms.

A total of 16 participants will be divided into two eight-member teams
comprised of four Maricopa Community College faculty and four secondary
school participants on each team. The two teams will form Social
Sciences and Humanities/Language components.

Each team will be assigned counterparts from four Moroccan
universities - one in each of the four cities visited (Rabat, Fes,
Casablanca, & Marrakech) - to act as *Academic Mentors* from their
respective disciplines. With the Moroccan counterpart assistance and
in-country activities, each team will develop a specific course related
to their discipline and participants will also collaboratively and
independently create learning modules, curriculum units, and lesson
plans to infuse their courses with Islamic content.

These outcomes will be disseminated throughout the United States through
the National Center for Teacher Education, the Maricopa Center for
Learning & Instruction, and through organizations like Community
Colleges for International Development, and the American Association of
Community Colleges.

**[METROPOLITAN STATE COLLEGE OF DENVER -- Egypt]{.underline}**

# *"A Short Term Seminar on Egypt"*

Metropolitan State College of Denver (MSCD) proposes to conduct a
six-week short-term seminar on Egypt during summer 2008 for a team of 15
educators from Jefferson County Public Schools and MSCD, two of
Colorado's largest public education providers. The general goal of the
proposed seminar is to enhance the expertise of participating teachers
and, thus, enhance the quality of instruction about Egypt. The proposal
requests \$87,345 that will be supplemented by \$24,945 in non-federal
funds. Specific seminar objectives will be:

> \(1\) To provide an intensive content-based academic program on Egypt
> and Egyptian society to a team of American educators through lectures,
> field trips, and interactions with Egyptians from a variety of
> backgrounds.
>
> \(2\) To strengthen teachers' knowledge about Egypt's history,
> culture, politics, geography, religion, economics, and international
> relations.
>
> \(3\) To have participants develop new or upgrade existing curriculum
> units based on first-hand on-site experiences and acquire relevant
> teaching materials.
>
> \(4\) To disseminate Egypt-focused curriculum materials through (a)
> county-wide in-service training sessions and workshops; (b)
> participation in state, regional and national professional
> conferences; and (c) appropriate technologies.

Seminar objectives will be accomplished through an intensive program
consisting of the following:

A.  Pre-Departure Orientation: Teachers will complete background
    readings on Egypt and attend a three-day orientation program.

B.  Five-week On-site Experience: This will consist of lectures, field
    trips, readings, interactions with Egyptians from varied
    backgrounds, development of instructional modules, and acquisition
    of teaching materials.

C.  Follow-up: This phase will consist of completion of instructional
    modules for enhancing courses; incorporation of Egypt-focused
    materials in participants' courses; monthly meetings during Fall
    2008 where each participant will share his/her module(s) with the
    team and plans for wider dissemination; dissemination of modules to
    other schools and teachers as appropriate; and presentation of Egypt
    experience at professional meetings and workshops to disseminate
    material on Egypt to the wider academic communities.

D.  Evaluation: Each phase of the project will be evaluated to collect
    summative and/or formative data. Results will demonstrate strengths,
    weaknesses, and the degree of success

# WASHINGTON STATE UNIVERSITY -- Israel and Palestine

### "Israel and Palestine: Working towards a culture of peace"

In this Group Study Abroad we will study the culture of peace as it is
being developed between Israelis and Palestinians. From these
experiences, we will develop a curriculum that includes a film for
middle and high school teachers that examines the relationship between
Israel and Palestine in the context of community oriented peace
activities. This is a collaborative effort between Washington State
University, University of Idaho and University of Hawai'i. The
responsible party at each university will put together a team consisting
of a pre-service teacher, a local school district teacher, a university
faculty member in teacher education, and an area studies expert. We will
also include a curriculum specialist from the State of Washington Office
of Public Instruction. With a collaborative team of this nature, we will
extend area and international studies to teachers and teacher educators
who have not had extensive experience with research and teaching in this
curriculum area.

The team will travel to sites in Israel and Palestine studying the
dynamic culture of the region with a focus on how individuals and groups
are working towards a culture of peace. This first hand experience with
the culture will provide team members with an in-depth understanding of
the issues that have historically and currently shaped the relationship
between these two peoples. While the ongoing conflict between Israel and
Palestine dominates our understanding of the region, it has also become
fertile ground for very visible and sustained peace efforts. For
example, in Israel we will visit locations such as Yad Vashem, the
holocaust museum, and Neve Shalom-Wahat al-Salam (Oasis of Peace), an
Israeli/Palestinian peace community. In Palestine we will visit the Hope
Flowers School, a peace oriented school in Bethlehem, and Holy Land
Trust, a nonviolent social action and education group.

The project objectives are to: 1) improve participants' understanding of
the culture of the region; 2) gain first-hand experience and knowledge
that participants will integrate into their own teaching; and 3) create
an engaging high quality curriculum that includes a film. Project
participants will work as a collaborative team to develop their
understandings of the culture of peace and to create a common set of
curriculum materials. The curriculum materials will be distributed
through a project website and each participant will play a role in
developing and disseminating the curriculum materials.

**SOUTH ASIA (3)**

# DUKE UNIVERSITY -- India

### "Teaching South Asia Through Material Objects and Performance Events"

This project involves teaching-faculty from four post-secondary
institutions of the *North Carolina Center for South Asia Studies*
consortium, and four International Baccalaureate (IB) secondary schools
that are piloting a new outreach initiative of the Center to integrate
international studies of South Asia into the IB curriculum. Our first,
two-part goal is (a) to create new curriculum focused on South Asia at
the K-12 level and in a Historically Black College or University-member
campus, and (b) to expand undergraduate area studies offerings at the
three campuses already offering South Asia courses. A second important,
and related, goal--building on the fact that the project involves
participants from such differently placed institutions--is to create a
model that situates specific new curricula into a coherent pipeline of
learning experiences that connect grades three through 16.

The curriculum will move out from material objects and
records/representations of performance events obtained in India. While
studying the processes and meanings attached to these materials,
students will come to understand the larger patterns by which
communities are imagined and constituted to play their respective roles
in civil society, and how these patterns change over time to fit new
circumstances. That is, the focus on material objects will move out from
the objects themselves to the conditions that shape transactions and
define the arenas in which they occur. The "material" arena will be
broadly understood to encompass urban spaces and architecture, including
temples, shrines and mosques as well as civic buildings associated with
rulers; material culture (from musical instruments to textiles to
medical *materia)*; inscriptions; and literary tracts and posters (and
their printing, sale, and consumption). The resulting curriculum will
examine how material worlds reflect, but also create, dynamic processes
by which forms of community are defined and interact to form civil
societies and how these patterns change over time.

Complementing this materials-based focus will be work on what is now
broadly defined as performance events, ranging from dance and musical
productions to politically- and religiously-prompted processions, to
storytelling and devotional or folk song genres as well as other oral
presentations. Examinations of these genres thus enable us to pull out
key characteristics and variables about how communities that constitute
a "civilization" or modern civil society are organized, ordered, and
contested by looking at evidence over time. These objects and
performances can be analyzed for the ways they enable citizens to talk
about values, rights, responsibilities and roles in particular contexts,
and about the relationship between an individual and the state.

During summer 2008, the group will travel to India for four and a half
weeks, to four regional centers (Delhi, Jaipur/Rajasthan,
Bangalore/Mysore and Kerala).

# OAKTON COMMUNITY COLLEGE -- India

*"In Search of Gandhi's India: Teaching and Learning Non-Violence*

*in a Globalized World"*

Oakton Community College, in collaboration with the Illinois Consortium
for International Studies and Programs, Loyola University -- Chicago
Peace Studies Program, University of Chicago South Asian Studies
Department, the Gandhi Memorial Trust Fund, Association of Indians in
America, and Evanston Township High School, will lead a Group Studies
Abroad project to take 14 carefully selected educators from Illinois
community colleges, high schools and universities, to India for an
intensive five-week seminar on the thought and continuing legacy of
Mohandas K. Gandhi, with the aim of establishing an interdisciplinary
dialogue on peace and non-violence between Indian and U.S. scholars and
educators.

The seminar will take participants to the cities and places most
relevant to Gandhi's historical legacy, as well as to places where
modern scholars, teachers, social workers and activists continue to
creatively engage ideas of non-violence in their work on contemporary
social problems, incorporating a wide range of lectures and activities
that highlight the complexity, depth and rich offerings of Indian
civilization. Furthermore, this seminar is designed to promote, support
and facilitate the integration of a specific area of international
studies into the curricula, teaching practices and academic programs of
participating institutions by providing much needed professional
development for college, university and high school faculty.

# UNIVERSITY OF COLORADO-BOULDER -- India

### "Religious Pluralism in India: Islam, Hinduism & Other Traditions"

The South, Southeast, and West Asia Outreach Program (SSEWA) of the
Center for Asian Studies (CAS) at the University of Colorado at Boulder
seek support to conduct a four-week short-term seminar project in India.
This travel-study project will constitute one component of an extended
professional development program in South Asian studies. Funds secured
through the University of Colorado, as well as project participant
cost-share funds, will cover U.S.-based orientation and follow-through
activities. The proposed program will address the need for 1)
integration of international studies, specifically religious studies
with a significant component focusing on Islam and Hinduism, into the
secondary social sciences and humanities curricula; and 2) professional
development that enhances secondary educators' content knowledge about
India and South Asia, emphasizing the major world religions of Islam,
Hinduism, Buddhism, Sikhism, Jainism, and Christianity, cultural study,
and cross-cultural pedagogy.

The four-week program in India will provide 12 participating Colorado
secondary-school teachers with a first-hand cultural immersion
experience, academic learning, and opportunities to gather authentic
resource materials and to network in India. Through the Program for
Teaching East Asia, the Center for Asian Studies has conducted 11 study
tours for educators in Asia. Collaboration with the American Institute
of Indian Studies will provide an extensive network of educational and
logistical resources that will allow CAS to execute a program
integrating formal and experiential study about Indian culture; living
and historic religious traditions, with a particular focus on Islam; and
society, history, literature, and geography. In the birthplace of four
of the world's great religious traditions, participants will visit
historic pilgrimage sites across North India and simultaneously learn
from academic experts about contemporary, day-to-day issues, thereby
improving their understanding of religious pluralism in the world and
the United States.

**SOUTHEAST ASIA (1)**

# SONOMA STATE UNIVERSITY -- Philippines

"Fulbright-Hays Group Project Abroad to Philippines"

Sonoma State University\'s program to the Philippines, July 10 through
August 9, 2008, is for a Fulbright-Hays Group Study Abroad team of 11
northern California K-12 teachers, one curriculum specialist, and a
project director. The grant award of \$75,500 will fund a second Group
Study Abroad project that allows new participants to expand and deepen
knowledge of the Philippines to which teachers were first introduced
during a 2006 Fulbright-Hays Group Project Abroad (GPA) to the
Philippines. The first GPA in 2006 culminated in a multicultural
education conference focusing on the Philippines and Filipino America
attended by about 100 teachers from the region in June 2007. The goal of
the current study abroad program is an expansion of strategies for
inclusion in the study of the Philippines in California classrooms, and
throughout the United States. The 2008 program builds on the 2006 grant
goals by enlarging the context of study through its focus on the
Philippines in its Southeast Asian/Asian context.

A second Fulbright-Hays grant to the Philippines provides new
teacher-participants with the opportunity to expand the knowledge base
and curriculum materials disseminated at the 2007 curriculum conference.
Teachers will acquire a deeper understanding of the Philippines' social,
economic, cultural, ethnic and linguistic diversity, as well as its
status and position within the national (Philippines), regional
(Southeast Asia), and global contexts. The 2006 GPA focused on
U.S.-Philippine relations; this 2008 GPA focuses on the Philippines as
an integral part of Asia/Southeast Asia.

![](media/image1.png){width="2.0833333333333332e-2in"
height="1.0416666666666666e-2in"}During the grant period, both in the
Philippines and after the trip, participants will develop and
disseminate new and additional curriculum materials for K-12 and
postsecondary education, and expand the web-based educational resource
for these materials via the North Bay International Studies Project Web
site. Program sponsors include Sonoma State University (SSU), supported
by the North Bay International Studies Project (NBISP), the Schools of
Social Sciences and Arts and Humanities at SSU, and our Philippines
host, Ateneo de Davao University. Dr. Elenita Strobel, Professor of
American Multicultural Studies, will serve as project director.

**WESTERN HEMISPHERE (4)**

# UNIVERSITY OF MARYLAND-BALTIMORE COUNTY -- Mexico

*"Mexican Art and Culture in an Intercultural Perspective"*

This five-week short-term seminar for twelve elementary and secondary
teachers of art, social studies, and Spanish is sponsored by the
University of Maryland, Baltimore County (UMBC) and is organized in
collaboration with the Center for the Instruction of Foreign Students
(CEPE) of the National Autonomous University of Mexico (UNAM). 

The program will be held in Mexico City and Taxco from June 26 until
August 1, 2008.  Pre-departure orientation will be held on the UMBC
campus on May 17-18. The purpose of the project is to improve the
instruction of Mexican and Latin American studies and the Spanish
language in Maryland and Virginia.  The objective is to provide
participants with an immersion interdisciplinary living and learning
experience so that they will have new knowledge and materials that will
allow them to successfully incorporate themes of Mexican art and culture
in their curricula.

Required courses will be in five areas:  Pre-Hispanic Mexican Art and
Culture; Viceregal Mexican Art and Culture; Contemporary Mexican Art and
Culture; Current Changes in the Economy and Politics of Mexico; and
Pedagogic and Curricular Strategies and Practices. These courses will be
taught by the project director, the curriculum specialist, and members
of the CEPE art history faculty.  Spanish language classes will also be
offered.  Through a series of site visits and visual presentations, the
project will provide participants with significant exposure to the
extensive artistic production that has gone on in Mexico from
pre-Hispanic times until the present.  The final project for the program
will be a dossier of materials, including a brief research paper, a unit
of instruction, and a Web site that participants will incorporate into
their curricula for dissemination to colleagues.

# MICHIGAN STATE UNIVERSITY -- Ecuador

# *"Ecuador: Cultural Diversity and Social Change in Latin America"*

Michigan State University Extension and the Center for Latin American
and Caribbean Studies with the support of the Center for Advanced Study
of International Development, propose a four-week Fulbright Hays Group
Program Abroad short-term project to Ecuador entitled "*Cultural
Diversity and Social Change in Latin America.*" The project is designed
to provide fourteen Michigan educators--twelve elementary, middle and
secondary teachers or graduate students in education and two 4-H Youth
Development professionals\--with interdisciplinary knowledge and skills
to internationalize curriculum in areas such as social studies, history,
economics, environmental studies, arts and language arts. The project
focuses on the changing and complex nature of culture and its
relationship to the environment \-- historic roots, the present
situation, and competing visions of the future \-- as seen through the
eyes of various cultural groups. Experiential learning will occur as
teachers experience the reality of culture though home stays and visits
to schools, local communities, ecotourism efforts, conservation groups
and governmental and non-governmental organizations. Spanish language
study will focus on cultural sensitivity and practical language skills.
Reflection upon the experience will inform participants' curriculum
development efforts, help teachers discover and communicate the
important connections between the United States and Latin America and
facilitate a more empathetic understanding of the cultural background of
the growing number of students from Latin American attending Michigan
schools.

# UNIVERSITY OF FLORIDA -- Ecuador & Peru

*"The Andean 'HATSS' Project: Reaching High Achievement*

*for Teachers and Students of Spanish in Florida Schools"*

The University of Florida (UF) Center for Latin American Studies,
College of Education and Florida schools propose a four-week curriculum
development project in Ecuador and Peru entitled \"The Andean \"HATSS\"
Project: Reaching High Achievement for Teachers and Students of Spanish
in Florida Schools\". Through the HATSS project, K-12 foreign language
and area studies teachers will design and implement innovative curricula
using new technologies that will prepare students for an increasingly
global and diverse world. Despite the rich cultural and linguistic
diversity that exists in Latin America, currently much of the materials
and language being used to inform instruction in classrooms comes from
Mexico or Spain. Moreover, in today's fast-paced world, it is
challenging for teachers to develop new curricula that engage students.

Project HATSS will address these challenges through a three-phase
project. In Phase I, twelve teachers will be identified and participate
in a two day pre-departure training program at UF that prepares them to
travel to Latin America, provides regional background knowledge, and
offers educational technology training. Phase II consists of on-site
experiences in Ecuador and Peru in which participants acquire knowledge
of local languages and cultures, guided by local on-site experts and in
conjunction with U.S. project personnel. Finally, in Phase III
participants will utilize knowledge, technologies, materials, and
language acquired to create curriculum units. Participants will
disseminate their work through local, state or national conferences in
addition to free pod cast downloads on the Web. Project HATSS has the
potential to touch a broad, national audience to support high quality
teaching and learning that advance the achievement of students in
Florida classrooms and beyond.

# UNIVERSITY OF WISCONSIN-MILWAUKEE -- Chile

*"Chile and Children's Literature:*

*Authentic Text for K-12 Spanish/Bilingual Teachers and Librarians"*

The Center for Latin American and Caribbean Studies (CLACS), University
of Wisconsin-Milwaukee, will offer a five-week project for twelve K-12
teachers (Spanish language and bilingual/dual language education) and
school library media specialists. The program, *Chile and Children's
Literature: Authentic Text for K-12 Spanish/Bilingual Teachers and
Librarians*, will be based in Santiago, Chile and will focus on
Spanish-language children's and young adult literature and its potential
for use in the K-12 classroom.

In partnership with the Universidad de los Andes and the leadership of
children's book specialist Professor Cecilia Beuchat, teachers will
explore the use of children's literature to both convey cultural content
and for its pedagogical benefits in language teaching. In addition to a
specialized course, taught by Professor Beuchat, the project will
include: seminars on Chilean history, culture and contemporary issues
(including indigenous Chile); visits to cultural centers, libraries and
museums; school visits; roundtables with writers and illustrators; and
travel to locations highlighting the diversity of the country and
locations prominent as settings in Chilean children's books. The project
will culminate with an opportunity to attend the International
Children's and Young Adult Literature Book Fair in Buenos Aires, one of
a handful of book fairs in the world that focus solely on children's
book publishing, with Spanish language children's and young adult
literature available from throughout Latin America.

The teachers and librarians, drawn from urban and rural districts
throughout the state of Wisconsin, will complete the program with a
deeper knowledge about the availability and use of authentic text, both
for second language learners and for heritage speakers. Participating
library media specialists will gain awareness of Spanish language
materials as resources to better support classroom learning. The project
will be offered completely in Spanish, providing the additional benefit
of an immersion experience to strengthen participants' language
proficiency.

The proposed project will be teacher-led, drawing upon the expertise of
a former high school Spanish teacher, Eileen Hesseling, and a dual
language elementary school library media specialist, Mayra Sánchez
Negrón. (CLACS will cover the costs of the co-leader.) The program also
benefits from the educational outreach programming experience of CLACS,
a Title VI funded National Resource Center (NRC) for Latin American
Studies. In addition to an extensive track record offering professional
development opportunities for teachers, CLACS has been creating outreach
services and resources related to children's literature over the past
sixteen years. Participants will produce web-based lesson plans or
annotated resource lists for dissemination via the CLACS website and via
outreachWorld.org, a website designed for collaborative sharing of
international education resources by Title VI NRCs.