**Africa**

**Arcadia University Proposal to**

**The U.S. Department of Education**

**Fulbright Hays Group Projects Abroad Program**

**November, 2005**

**Abstract**

"Cultural Studies and Service Learning in Equatorial Guinea" provides an
in-depth opportunity for college students to learn about and experience
a part of Africa that is not often the focus in African and Africana
studies and that exemplifies current ways of thinking about the hybrid
and changing nature of culture within and across national boundaries.
This increased understanding of a particular multilingual and
multicultural Spanish-speaking nation and region in Africa will benefit
not only the participating undergraduate students, but also 12 K-12
classrooms in the United States with whom those participants will be
matched to provide current, dynamic and interactive presentations (upon
their return to the U.S.) for children studying Africa as part of the
national social studies standards. The proposed program in Equatorial
Guinea would provide scholarship funds for flights and housing for a
group of 12 undergraduate students, enabling traditionally
underrepresented students able to participate in the program. It is a
15-week program that includes service learning opportunities in teaching
English and wildlife conservation. Students will engage in service
learning activities that not only enhance the academic content of the
courses offered in Equatorial Guinea, but also address a current concern
in African and Africana studies: that those studying Africa also play a
role in addressing local needs and interests as part of that study.
Faculty and students will work in collaboration with the Universidad
Nacional de Guinea Ecuatorial (UNGE), so that the U.S. students will be
in classes with Equatorial Guinean undergraduates which are taught by
both UNGE and Arcadia faculty.

# **CLAYTON STATE UNIVERSITY** 

Rajgopal Sashti Tel: 678-466-4100

Associate Professor of Geography Fax: 678-466-4119

E-mail: <rajgopalsashti@clayton.edu>

**[SEMINAR ON CURRENT SOCIAL, POLITICAL AND ECONOMIC
CLIMATE]{.underline}**

**[IN SOUTH AFRICA]{.underline}**

Clayton State University, in partnership with the member institutions of
the Nine University and College International Studies Consortium of
Georgia, is seeking to promote the integration of International Studies
specifically related to South Africa area studies into the general
curriculum of the collaborating schools and school systems. This will be
done by:

Identifying a team 15 key faculty members and master teachers in
Georgia's public and private K-12 and universities and colleges whose
primary mission is "teaching."

Involving this team of 15 educators in a four-week
professional/curriculum development project that enhances their
understanding of international studies in general and South African
studies in particular and that creates a continuum for South
Africa-related instruction from K-17.

Developing curricular resources that can be applied across a broad range
of classrooms and teaching styles.

Creating partnerships between American teachers and teachers in South
Africa that develop into partner school relationships; and

Creating opportunities for these teachers to disseminate their knowledge
and curriculum to other K-17 teachers.

This program will impact significant and influential educational systems
(K-17) in the state of Georgia.

**Five Colleges, Incorporated**

The Five College Public School Partnership of Five Colleges,
Incorporated (Amherst, Hampshire, Mount Holyoke, and Smith Colleges and
the University of Massachusetts Amherst) requests \$80,000 from the
Fulbright-Hays Group Projects Abroad Program to support a study tour of
South Africa for fourteen educators. The study tour is the centerpiece
of an eighteen-month project (April 1, 2006 -- August 31, 2007) to
develop area studies curriculum on South Africa for the Amherst,
Greenfield, Northampton, South Hadley, and Springfield Public Schools.
The project timeline encompasses two major phases: selection,
orientation, and curriculum planning (April 1. 2006- July 23, 2007) and
the study tour to South Africa (July 24 --August 24, 2007).

> The project responds to the needs of K-12 school districts to develop
> curricula that prepares students for citizenship in a global society.
> It has three major objectives: (1) to foster global awareness through
> first-hand experience with the geography and the social, cultural, and
> political history of South Africa; (2) to provide teachers and school
> administrators with the knowledge and materials to develop area
> studies curricula on South Africa; and (3) to facilitate continuing
> cross-cultural learning projects by establishing school-to-school
> partnerships. The study tour will be made up of ten K-12 teachers and
> curriculum directors (two from each district) and four representatives
> of the higher education institutions of the Five College consortium.
> The orientation and curriculum-building phases of the project will be
> supported by faculty members of the Five College African Studies
> Council and curriculum specialists in the education departments of
> Mount Holyoke and Smith Colleges and the public schools.

The five-week study tour will visit four major regions in South Africa:
Johannesburg and Pretoria in Gauteng; Durban in Natal; East London and
Port Elizabeth in the Eastern Cape; and Cape Town and Stellenbosch in
the Western Cape. It will include field trips that illustrate colonial,
post-colonial, apartheid-era, and post-apartheid influences on the
development of South Africa as a new emerging democracy. The study tour
is anchored by visits in each province to K12 schools, which will allow
us to establish long-term cross-cultural learning projects linking
schools and classrooms in the U.S. with schools and classrooms in South
Africa.

The evaluation of the project includes both quantitative and qualitative
methods. The expected outcomes are: (1) the development of high-quality
South African area studies curriculum units that foster global
awareness; (2) incorporation of South Africa area studies into the
curriculum of the five participating districts and dissemination of the
units through professional organizations and the Internet; and (3)
on-going cross-cultural learning projects between South African and
western Massachusetts schools.

The Five College Public School Partnership has assembled a management
team knowledgeable about South Africa and curriculum development. Five
Colleges, Incorporated will supplement grant funding to provide adequate
resources to support the project. This proposal meets the Fulbright-Hays
program priorities in that it develops area studies curriculum on South
Africa.

# **JAMES MADISON UNIVERSITY** 

Dr. Jennifer E. Coffman, Principal Investigator

James Madison University

MSC 5731, Office of International Programs

Harrisonburg, Virginia 22807

\(540\) 568-3975 Phone

\(540\) 568-6240 Fax

coffmaje@jmu.edu

**Abstract: Short-Term Seminar in Kenya for Virginia Teachers**

The Office of International Programs (OIP) at James Madison University
(JMU) proposes a Short-Term Seminar in Kenya for Virginia Teachers to
facilitate an understanding and appreciation among participants of
Kenya's varied cultures, the relationships between people and their
environments, and the history and current challenges of the education
system. This thirty-four day program will involve eighteen participants,
including fifteen to eighteen teachers from elementary, middle or
secondary schools, one to three JMU students, as well as the Project
Director (PD) from the JMU Department of Anthropology. Also supporting
and traveling with the group, (and funded entirely by the OIP,) will be
a Curriculum Specialist (CS) from the JMU College of Education and the
Project Manager (PM) from the OIP. Participating teachers will be
selected from four public school districts, as well as a private
elementary school and a private high school and will be obligated to
develop curricula based on their experiences.

The PD will serve as the Seminar Academic Director, the CS will serve to
support participating teachers in the development of Seminar-based
curriculum and the PM will be responsible for dissemination of program
information, Seminar web site development and application process,
candidate selection, pre-departure orientation sessions, travel and
financial arrangements, post-seminar participant meetings, program
evaluation and DoE reporting. The OIP gratefully accepts \$75,000 from
Fulbright-Hays Group Projects Abroad Program for this project.

In addition to daily lectures, language lessons and various instructive
site visits, participants will live in rural villages, camp and travel
with pastoralist guides, learn Swahili, and spend several days in two
rural schools where they will engage in service projects and conduct
"learning exchanges" with local Kenyan teachers. This seminar will serve
as a hands-on introduction to cultures of sub-Saharan Africa through the
particular case study of Kenya, as well as a history of how these
cultures have been perceived, interpreted, and portrayed. Participating
teachers will greatly expand their own knowledge base while producing
specific projects and curricula that will benefit their students and
fellow teachers for years to come.

**ILLINOIS STATE UNIVERSITY**

**Abstract**

This Fulbright Group Projects Abroad proposes a four-week seminar
consisting of twelve middle and secondary school teachers, a curriculum
specialist, and project director to take place in South Africa from July
1 to July 29 of 2006. The purpose of this program, **Understanding South
Africa Through** **Reconciliation,** **Segregation, and Creolization,**
will be to satisfy the following objectives:

> \(1\) To provide an introduction to the historical geography of South
> Africa from the past to the present through lectures, fieldtrips, and
> museum visits focusing on (a) reconciliation, (b) segregation, and (c)
> creolization.    
>
> \(2\) To strengthen teachers' geography and history content
> knowledge of South Africa by specifically making connections to
> particular people and places from books read and films viewed by
> participants prior to and during the seminar.
>
> \(3\) To have participants develop comparative South Africa-United
> States units focusing on reconciliation, segregation, and
> creolization.
>
> \(4\) To have participants expand their knowledge base of
> multicultural and diversity issues which can be implemented into their
> existing curricula. 
>
> \(5\) To disseminate standards-based curriculum materials through: (a)
> participation at national conferences (National Council for the Social
> Studies and National Council for Geographic Education), (b) postings
> on the National Geographic Education Foundation's Xpeditions website
> and on the Illinois and Kentucky Geographic Alliance websites, and (c)
> pre- and in-service workshops sponsored by the Illinois and Kentucky
> Geographic Alliances. 

The primary motivation for the project is to enhance American educator's
experience and knowledge of South Africa, in particular, and sub-Saharan
Africa more generally. Towards that end, participants will gain a
multifaceted view of South Africa's geographical diversity, both
physical and cultural, through visiting three provinces and four major
cities. Participants will experience people and places associated with
reconciliation, segregation, and creolization making comparisons with
the U.S. historical experience. For example, the Apartheid Museum and
memorial sites in Johannesburg underscore the "long walk to freedom"
that culminated in political reconciliation. In KwaZulu-Natal the
freedom theme, emphasized through Mandela and Gandhi in
Pietermartizburg-Msunduzi, is juxtaposed against social, economic, and
educational segregation associated with the plantation system. The focus
shifts to creolization in the Western Cape through language development
(Afrikaans Language Museum and Monument), rugby, music, cuisine, and the
mixed race area known as District Six.

The program will provide participants with an orientation, coupled with
required pre-departure readings; weekly, in-country evaluations and city
debriefings, as well as a culminating in-country debriefing meeting.
During the seminar, participants will develop curriculum units which
will be shared in their final form at the debriefing meeting prior to
the group's return to the U.S. The director will provide regional and
national presentation opportunities for participants to share their
experiences during the remainder of the grant period. The modules will
be evaluated and shared on websites in Illinois and Kentucky, as well as
with the National Geographic Society Education Foundation.

## MICHIGAN STATE UNIVERSITY 

***Abstract:***

Undergraduate Study in Senegal and South Africa for Need-based First
Generation College Students

The African Studies Center and the Office Study Abroad at Michigan State
University in collaboration with Washington D.C.-based Council for
Opportunity in Education, representing more than 900 universities and
colleges in the United States, will coordinate a program that will
facilitate twelve (12) U.S. undergraduates to study for a semester in
either Senegal or South Africa. The GPA will provide the opportunity for
twelve students from disadvantaged and first generation backgrounds to
study for a semester in Michigan State University-developed study abroad
programs at either the *Université Cheikh Anta Diop* in Senegal, or at
the *University of KwaZulu-Natal,* in South Africa.

The proposed GPA will take place in the spring semester (January-June)
2007 and is designed (i) to significantly expand participants knowledge
and understanding of the history, culture, society and contemporary
issues in Senegal or South Africa, (ii) to increase the participants'
understanding of global issues that impact the U.S. and countries in
Africa, (iii) to provide low-income first generation college students
the opportunity to study in Africa by participating in a semester length
study abroad program, (iv) to heighten awareness and understanding of
Africa within some communities across the US, and (v) to strengthen
linkages with host institutions in Senegal and South Africa.

The proposed project will comprise of three phases: (a) Pre-departure
communication and planning and orientation at departure (September 2006
-- January 2007); (b) Semester length study abroad program in Senegal or
South Africa (January -- June 2007); and (c) Reentry activities (June --
Fall 2007).

Cynthia Felbeck Chalou, Project Director

Assistant Director\
Office of Study Abroad\
Michigan State University\
109 International Center\
East Lansing, MI 48824-1035\
Tel: (517) 432-4345\
Fax: (517) 432-2082\
E-mail: <chalouc@msu.edu>

###### Asia 

**Asia Society**

China Through Landscapes and Literatures

Fulbright-Hays Group Projects Abroad Project #21A060048(EA)
China![](media/image1.png){width="1.2493055555555554in"
height="3.7159722222222222in"}

Number of Participants: 13 (plus Project Leader, Academic/Curriculum
Expert)

Project Director:

Elizabeth A. (Lili) Cole,

Assistant Director, TeachAsia

Asia Society Education Division

725 Park Avenue

New York, NY 10021

Telephone 212-327-9353; fax 212-717-1234; e-mail lilic@asiasoc.org

Abstract

Asia Society, a private, non-profit international cultural and
educational organization is requesting funding from the Fulbright-Hays
Group Projects Abroad Program for \$76,076 to fund an educators' study
tour to China in the summer of 2006. The objective of the study tour,
entitled *China Through Landscapes and Literature*, is to improve the
study of historical and contemporary China in middle school and high
school, in the short term for the participating educators and their
schools, and in the long term as a demonstration project whose results
will be widely applicable to other schools, especially in urban areas.
Through the lens of landscapes and literature, participants will work
with project staff and academic advisors to develop curriculum materials
in the following four designated areas of research, all of which will be
explored in depth in the course of the research trip itself: China's
engagement with the world; China's ethnic, religious, geographic,
regional, and socio-economic diversity; China's environmental
challenges; and China's rapid transformation.

There are many curricular and supplementary materials for the teaching
of Chinese studies, but not all of them are well-designed, up-to-date,
or engaging for students in urban schools. Few convey the complexity of
China's historical depth, its interactions with the rest of the world,
its ethnic, regional, and cultural diversity, or its environmental and
political challenges. Very few seek to teach about China through the
medium of prose and poetry. *China Through Landscapes and Literature*
will enable participants to absorb and transmit their own experiences in
China, not only in their own classrooms, but also in the materials they
create for others nationwide. Asia Society's staff expertise, track
record in training educators and developing educational materials, and
its strong relationship with two networks of urban schools uniquely
qualifies Asia Society to successfully complete this project.

# 

# 

# **HOWARD UNIVERSITY** 

# 

#  Project Director: Dr. Fang Wu, Assistant Professor

> School of Education, Howard University
>
> 2441 4^th^ Street, NW
>
> Washington, DC 20059
>
> (202)806-4948; f_wu@howard.edu

### From Beltway to Great Wall: Experiencing Authentic Chinese Culture to Enhance Multicultural Curricula in Greater Washington DC Public Schools

### 

### Abstract

Howard University's School of Education (SOE) requests grant support
through the Fulbright-Hays Group Projects Abroad Program for an
intensive five-week culture study tour in Beijing, Jinan, Qufu, and
Xi'an, China to develop on-line cultural resources and unit lesson plans
to be used in school districts of Washington, DC; Montgomery County,
Maryland; and Prince George's County, Maryland. The project will
facilitate the ongoing efforts of the University and the School
Districts to create ethnically inclusive curricula, in this case, by
providing teaching and learning resources that reflect the history,
culture, and current affairs of China. The main goal of the project is
to allow kindergarten and elementary school teachers to explore and
experience the rich Chinese culture through first-hand learning
experiences as well as direct interaction with Chinese people. Teachers
will bring back authentic knowledge, skills, and materials to enhance
their curricula and to share with colleagues and students in greater
Washington DC public schools.

The five-week China travel-study tour will be preceded by one week of
preparation at Howard University and concluded with a week-long workshop
at Howard to finalize project outcome. These two weeks will be funded
in-kind by the University and with contributions from participants.
Participants include 14 in-service teachers, selected through a
competitive application process, who represent the three participating
school districts. Systematic review, discussions and work sessions are
scheduled throughout the study tour to ensure participants working
toward the project goals.

The expected outcome of this group project include constructing unit
lesson plans that will be used by teachers to teach about China and
Chinese culture in greater Washington elementary schools. A dedicated
website will be created to ensure distribution of project outcome to a
broader audience throughout the nation. The group will also make a
donation to Beijing Children's Welfare Institute to support its
educational programs for disabled orphans.

STONEHILL COLLEGE

PROJECT ABSTRACT

Project Title: ***China's Post-Mao Metamorphosis: An Interdisciplinary
Exploration***

\# of Participants: 14 (including project director)

Project Director: Xuejian Yu, Ph.D.

Professor and Chair of Communication

Stonehill College

> Easton, MA 02375
>
> Tel: (508)565-1115 Fax: (508)565-1565
>
> <xyu@stonehill.edu>

Stonehill College, in cooperation with six public school partner
districts in southeastern Massachusetts, will conduct a four-week
Fulbright-Hays Group Project Abroad (GPA) Program in the People's
Republic of China in the summer of 2006. ***China's Post-Mao
Metamorphosis: An Interdisciplinary Exploration*** include eight faculty
members representing a variety of disciplines in the humanities, social
sciences and education, and six K-12 teachers from the College's six
partner school districts.

The specific objectives of this project are: 1) ***Understanding
Post-Mao China*** by exposing participants to cultural, historical,
political, social, economic and educational issues crucial to a better
understanding of the rapid and extraordinary metamorphosis underway in
rural and urban China and the related unintended consequences from the
post-Mao era through the 21^st^ century; 2) ***Curriculum Development***
by enhancing all participants' capacity to integrate their knowledge and
to implement their experiences in the secondary and post-secondary
classroom curricula through instructional meetings, exchanges, field
visits, research and social and cultural activities; and 3)
***Establishing Linkages & Enhancing Collaboration*** by providing
opportunities to develop sustainable linkages with professionals and
institutions from the educational, cultural and economic environment in
China and to enhance collaboration and dissemination of curricular
efforts between Stonehill College and area school districts.

This project consists of four distinct phases: 1) Recruitment and
selection of participants; 2) Pre-departure preparation/orientation
consisting of six three-hour orientation sessions from April to June
that feature a comprehensive program covering such topics as Chinese
communication, religions, politics, education, and history; 3) Four
weeks of study, travel and research activities in China, focusing on the
regions of Beijing, Shanghai, and Shandong and Hunan provinces; and 4)
Curriculum development, dissemination and follow-up activities that
include the development of curriculum units about China for K-12
teachers, development of new interdisciplinary courses on China by
Stonehill faculty, revised and expanded Stonehill College syllabi
integrating China and Asian studies, creation of a cultural video and
photographic essay of the study abroad project, academic and community
presentations and workshops, and creation of a public web site to access
teaching and learning materials developed through the project.

Dr. Xuejian Yu is responsible for the day-to-day administration of the
project and will lead the seminar tour abroad. To ensure all activities
in China are effectively executed, two in-country coordinators, Prof.
Chunming Xiang of Xiangtan University in Hunan, and Mr. Guang Yang of
China Confucius Foundation in Beijing, are to accompany the GPA group
full-time while participants visit their respective regions.

VALPARAISO UNIVERSITY

Abstract

Valparaiso University, in partnership with the Center for International
Exchange of Zhejiang University of Technology, will launch a pilot,
two-month total immersion program in the Hangzhou area of China in
summer 2006. The program will accept college students and graduates
nationwide who have taken at least two years of Chinese and K-2
educators who are currently teaching Chinese, planning to teach Chinese,
or in a position to influence the language curriculum at their schools.
The overarching goal of the program is that, through a rigorous
curriculum that combines intensive, advanced language training in a
Chinese-only environment with an internship experience conducted
primarily in Chinese, participants will achieve an operational level of
proficiency in Chinese and a better understanding of Chinese culture.
Such training will, depending on participants' goals, enhance their
teaching effectiveness as instructors of high school Chinese, and/or
prepare them for careers or advanced (graduate) study that require
Chinese language skills.

To achieve this goal, the proposed program will:

-   Recruit nationally up to 20-24 college undergraduate or graduate
    students who have taken at least two years of Chinese classes.
    Students with any majors can apply.

-   Recruit 6 K-12 educators who are currently teaching or planning to
    teach Chinese, or who are in positions to influence the language
    curriculum in their school districts. Preference will be given to
    educators from Indiana and Illinois, states that lag many others in
    the teaching of Chinese at the high school level.

-   Formalize a partnership agreement between VU and the Center for
    International Exchange of Zhejiang University of Technology (ZUT),
    Hangzhou, China. VU will be responsible for selection of
    participants, curriculum design, and on-site management. ZUT will
    provide local teaching staff, facilities, and logistical support for
    arranging internships.

-   Develop, test, and deliver a curriculum and related teaching
    materials designed to meet the goals of the program.

-   Guide and encourage participants toward relevant employers and
    graduate programs, including the newly established Master of Arts in
    Chinese Studies program at VU.

-   Operate the pilot, total immersion program in Hangzhou, China in
    summer 2006. Develop a plan for offering similar problems after 2006
    based on assessment.

-   To support the proposed program, VU requests a grant of \$76,178.00
    from GPA. Valparaiso University will provide matching funds of up to
    \$30,184.00 from its operating budget.

####  

#### UNIVERSITY OF OKLAHOMA 

Project Title: The Consequences of Confucianism in China and Korea:
Fulbright-Hays Group

Projects Abroad

The Oklahoma Institute for Teaching East Asia is sponsoring a four
week-long Fulbright-Hays Group Projects Abroad (GPA) for elementary,
middle and high school teachers across the state of Oklahoma. We will
travel in China and Korea in June 2007. The project is a program of
instruction, field study, and cultural activities in China and Korea for
the purpose of developing curriculum materials for the participants' use
in their classrooms and with which they will present professional
development seminars. Specifically, teachers will be asked to develop a
project of their own design intended to have lasting impact on their
home schools and communities.

The Oklahoma Institute is associated with the National Consortium for
Teaching About Asia through the coordinating site of Columbia
University; funding comes from the Freeman Foundation. The participants
for this GPA program will be selected from teachers who have completed a
semester-long seminar on East Asia offered through the Oklahoma
Institute for Teaching East Asia, and include Oklahoma primary, middle,
and secondary teachers from both public and private schools. Because the
seminar provides substantive academic exposure and curriculum
development in the areas of China, Japan, Korea, and Vietnam,
participants are well prepared to utilize the experiences that they will
gain from their travel. While in Beijing, teachers will be housed at
Beijing University. They will visit Beijing Normal University for
additional lectures.

A full day pre-departure orientation workshop will review some basic
Confucian concepts, engage participants in cross-cultural awareness
activities, and provide time for discussing and refining their
curricular projects. In China and Korea, teachers will tour historical
and modern sites, hear experts, and visit schools. Formal discussion
sessions at breakfast and during bus travel will provide opportunity for
discussion among the group. Examples of questions are in the appendix.

The quality of the project that a participant designs is a major part of
the participant selection process and will be evaluated by an objective
selection committee on the basis of the potential impact that it will
have in the participant's school and community. Participants' curricular
projects will require the utilization of knowledge gained and materials
collected during the field experience. Dissemination of the curriculum
materials produced by the participants is the final and most phase of
this project. Upon returning home, GPA participants will implement their
curriculum projects in their schools and communities. Further, they will
present their projects to teachers across the state of Oklahoma through
at least three major local, statewide, and regional workshops and
conferences. Copies of these curriculum materials will be available to
future attendees of OKITEA seminars as well as to all alumni.
Additionally, the project director will distribute the units to
appropriate educational organizations throughout Oklahoma.

![](media/image2.png){width="2.18125in" height="2.0618055555555554in"}

**MIDWEST INSTITUTE for INTERNATIONAL/INTERCULTURAL EDUCATION**

\(i\) Project Title: **[Russia: Curriculum Infusion]{.underline}**

\(ii\) [Project Director:]{.underline} Theo Sypris, Director - Midwest
Institute for IIE - P.O. Box 325 - Oshtemo, MI 49077, phone: (269)
488-4283, fax: (269) 488-4458, email: <tsypris@kvcc.edu>

\(iii\) Participants: Seventeen faculty participants from ten colleges

The project is designed to assist faculty in a consortium of two-year
public colleges in the Midwest region (called the Midwest Institute for
IIE) to create curriculum, provide for professional development, and
foster institutional collaboration. The selected faculty will educate
their students, provide services to local community, and facilitate a
better understanding about Russia.

The participating faculty will become part of a three‑phase project: a)
readings, training workshops and pre‑departure orientation; b) overseas
lectures/workshops and project development; and c) post‑trip completion
of curriculum modules, production of curriculum handbook, a CD-ROM on
video and photos from the trip, and implementation of college and
community projects.

The faculty selected to participate in the project represent a good mix
of disciplines in arts, communications, humanities, and social sciences,
as well as, diverse personal and professional background. The study tour
will last about five weeks.

There are nine project objectives:

1.  To increase the number of faculty expertise on Russia through
    readings, lectures, workshops, travel, and interaction with faculty,
    administrators, community leaders & officials in Russia. To expand
    the international content of the colleges' curricula through the
    development and the infusion of curriculum modules into selected
    courses in arts, communications, humanities, and social sciences.

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2.  To increase the number of faculty to use on-line software, such as
    BlackBoard or Web-CT or Educator, as an interactive learning tool to
    enhance sharing and learning about Russia.

3.  To use the Midwest Institute's Web site and individual Web sites
    created by the participating faculty to share their curriculum work
    and photos/video with students, other faculty and colleges in the
    consortium. To offer lectures and campus events to the college
    community regarding economic, political, social and cultural aspects
    of Russia.

4.  To develop an educational VHS video program and a CD-ROM on Russia
    based on the trip and the curriculum developed. To facilitate
    collaborative projects and exchanges with educational institutions,
    businesses, government agencies, and civic groups in Russia.

5.  To expand the understanding and knowledge on Russia with the
    development of a curriculum handbook and disseminate free of charge
    to interested colleges and schools.

6.  To produce a group journal on the trip to Russia.

UNIVERSITY OF CALIFORNIA, SANTA BARBARA

Project Director: Nancy Gallagher,

Co-Director (Professor, Department of History)

Center for Middle East Studies

Santa Barbara, CA 93106 (805) 893-4245 / Fax: (805) 893-2059

gallagher@history.ucsb.edu

ABSTRACT

The Center For Middle East Studies At The University Of California,
Santa Barbara will conduct a Short-Term Training Seminar in Jordan for
20 California-based K-12 teachers, administrators, and instructors
working at two- or four-year colleges. The seminar is designed to
strengthen the knowledge of Middle Eastern society and culture among
California educators who teach or administer social studies and
humanities curricula. The goal of the seminar is to expand the network
of experienced teachers who will foster curriculum development in Middle
East area studies and the Arabic language. The seminar will consist of
daily lectures and field trips in Amman, and other parts of Jordan.
Participants will meet with Jordanian Ministry of Education officials,
educators, NGO representatives, and students in order to establish
ongoing curricular exchange networks via the Internet and personal
contacts. They will visit a wide range of educational institutions
including public and private schools, university education faculties,
community colleges, literacy training programs, handicraft and
vocational training centers. A special focus of the seminar will be
daily Arabic language classes for non-specialists in order to introduce
the basic elements of Arabic language culture into K-2 curriculum. UCSB
faculty and Jordanian experts will lecture in the areas of archeology,
Islam and religious studies, middle east history, social studies,
politics, and culture. Classroom discussions will be accompanied by
field trips to archeological, historical, cultural, and religious sites
in Jordan and Syria.

#### UNIVERSITY OF ARIZONA 

##### 

##### ABSTRACT

The University of Arizona's Department of Journalism will take 12
nationally-recruited upper-division undergraduate students to Cairo,
Egypt, for eight weeks to study the Arabic language and to conduct
journalism field research.

The goal of this program is to provide journalism students with the
opportunity to gain the skills needed to pursue a career in journalism
with special knowledge of the Middle East through study of its primary
language and hands-on experience reporting in a major Arab capital.
Preference will be given to students who speak or have studied Arabic.

Students will live in Cairo for eight weeks over the summer while
studying Arabic language at the American University in Cairo's Center
for Adult and Continuing Education, and conducting journalism field work
which will center on the skills and abilities needed to effectively
report in the Middle East. Students can receive three credit hours in
Arabic and six credit hours in journalism. They will be accompanied by a
University of Arizona journalism professor with extensive experience
living and teaching journalism in Cairo. A local Cairo coordinator who
has extensive experience working with journalists will help facilitate
activities, such as arranging interviews and briefings, and will
translate for the group when necessary. Students will be tested at the
American University in Cairo and placed in appropriate level classes of
four or five students to study colloquial Egyptian Arabic for 64 hours
of classroom contact.

The journalism course, Reporting the Middle East, is an upper division
class that focuses on field research and will include 120 classroom
time. It will include a series of organized briefings by local and
foreign journalists, government officials, and directors of various
civil society organizations. Students also will attend background
lectures presented by local educators in Arab world history, Islam,
economics/development, and contemporary politics. Before traveling to
Cairo each will receive a specially-designed reading packet on relevant
topics to provide background information.

Based on the briefings, lectures and their experiences, students will
develop news story ideas and will report individually under the
supervision of the journalism professor. Students will be teamed with
Egyptian students in advanced translation and interpretation or
journalism to report and complete several stories that will be packaged
and published in newspapers in the U.S. and Egypt. Student stories and
written, audio or visual journals detailing their experiences will be
posted to a special Web site developed for the program to expand the
reach of the project and encourage other students to consider study and
travel to the Middle East.

A culture component will focus on educational day tours in Cairo and
weekend trips to three culturally and historically significant locations
in Egypt.

# 

#  

# 

# **Colorado State University**

1\) Project Title: **Fabric of Indian Life**

2\) Number of participants: **21**

3\) Project Director: **Dr. James W. Boyd**, University Distinguished
Teaching Scholar and Professor of Philosophy, Department of Philosophy,
Colorado State University, Fort Collins, CO 80523. Telephone: (970) 482
-7260; Fax (970) 491-4900; e-mail: jwboyd@lamar.colostate.edu

**Abstract: Fabric of Indian Life**

Two educational organizations, Colorado State University (CSU) and the
International Textile and Apparel Association (ITAA), jointly propose a
year long faculty development project for 21 university and K-12
educators. The project centers on textiles as an integral, engaging, and
tactile way of studying the diverse material cultures, social behaviors,
and world views of the people of India. Textiles are, in a very rich
sense, the *Fabric of Indian Life.*

The goal of the project is to enhance Asian studies in universities and
K-12 schools, with each participant developing a new or revised
course/unit infused with Indian cultural content. This project also
offers a model for developing six small, cohesive teams of educators
(two ITAA university faculty members and one K-12 teacher) throughout
the U.S. who will have a built-in support network to create and sustain
their learning experience. Such teams will foster collaboration among
members in the same geographic area as they develop their India infusion
units/courses. Posting the India infusion curriculum projects on CSU\'s
website will broaden dissemination to educators throughout the U.S. A
comprehensive evaluation plan addresses both the content of the project
as well as the team-based organizational model.

Exploring the diversity of Indian culture through textiles is
particularly relevant, given the increasingly important role India plays
in today\'s world. A significant feature of this project is to
understand the current and future positioning of India\'s domestic
economy and international trade status in terms of textile design,
manufacturing, and retailing, both in urban and in rural contexts.
Participants will not only visit major cities, but also five villages in
the Kachchh area, where they will join in workshops with artisans
engaged in textile production. Together the range of cultural
experiences planned in three regions of India will contribute to
participants\' deepened understanding of the very fabric of Indian life.

# **WILLIAM PATERSON UNIVERSITY OF NEW JERSEY**

Project Director: Dr. Balmurli Natrajan

Title: Assistant Professor of Anthropology

Address: William Paterson University

300 Pompton Road, Wayne, NJ 07470

Contact Information: Phone: 973-720-3869

Fax: 973-720-3631

NatrajanB@wpunj.edu

**The Worlds of Work in a Global Age:**

**Meeting Challenges of Teaching India for the 21st Century**

This short-term 4-week seminar to India will focus on social
transformations in the context of globalization to develop resources for
teaching about India in elementary, secondary and post-secondary
classroom. The project includes pre-trip meetings, an intense immersion
experience in India, and post-trip meetings and presentations for 10
participants who are teachers and administrators from elementary and
secondary schools in metropolitan New Jersey and faculty from **William
Paterson University of New Jersey (WPUNJ)**. The focus of the project,
the diverse "worlds of work" and work related activities, will explore
multiple facets of change in 21^st^ century India. The project will be
based in the south India cities of Bangalore and Chennai -- both widely
acknowledged as nodal points in a globalizing world since the late
1990s.

Major objectives of the project are to enable integration of
international studies in New Jersey schools, enhance the Asian Studies
Program at WPUNJ, and establish an active network and resource base on
South Asia for teachers in New Jersey. Activities will include visits to
organizations and places of work (nodal points in the global economy,
educational centers, grass-roots development projects) and historical
sites, and in-class lectures and discussions. Partici-pants will meet
school and university teachers and students, development workers,
intellectuals, policy makers, and ordinary people in rural and urban
India including factory and informal sector workers. Major outcomes
include lesson plans for teaching India in schools, an interactive Web
site on South Asia, "Worlds of Work in a Global Age: An Indian Tapestry"
produced collectively by participants, presentations of papers on
pedagogical issues at the Teaching Asia conference at WPNJ in Spring
2007, and linkages with the Indian community in New Jersey.

#### CLAYTON STATE UNIVERSITY 

**[ABSTRACT]{.underline}**

**Project Title: Seminar on Cultural Diversity and Development in
Malaysia and Singapore**

**Project Director:** Rajgopal Sashti, Associate Professor of Geography,

Tel: 678-466-4100 -- Fax: 678-466-4100 -- e-mail:

<rajgopalsashti@clayton.edu>

Clayton State University will conduct a four-week Fulbright-Hays Short
Term Study Seminar in Malaysia and Singapore for 15 Clayton State and
other university/college faculty members and elementary and secondary
schools teachers. 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 Singapore, Kuala Lumpur, Kuching, Kota Kinabalu and Penang
and through field activities, participants will explore what the
citizens believe and how they are facing day-to-day challenges. What the
participants learn will form the basis for integration of Southeast
Asian 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 Thailand.

# **SLIPPERY ROCK UNIVERSITY** 

# 

# Abstract

The primary purpose of this Group Projects Abroad proposal to Malaysia
and Singapore is to promote the expansion of curriculum in colleges and
universities on Southeast Asia, and in particular on Malaysia and
Singapore. We will accomplish our goal by providing educators from
fourteen colleges and universities in the United States with an
opportunity to learn at first hand about the political, social, economic
and cultural dynamics of these countries through 30 formal presentations
and through many on-site visits to political, religious and cultural
places. We will provide the participants with a guided learning
experience that will lead to their integrating this knowledge into their
teaching through the development of curriculum units on Singapore and
Malaysia. Participants will disseminate their newly developed curriculum
units to a wider audience of university and college professors through
outreach efforts, conference presentations, a special edition of the
journal *East-West Connections*, and by posting their curriculum units
on the Web site of the Asian Studies Development Program.

The participants in the project will be selected from among the nineteen
key colleges and universities designated as the Association of Regional
Centers of the Asian Studies Development Program, which is a national
organization affiliated with the East-West Center and the University of
Hawaii. The program will include two-day orientation and two-day
follow-up sessions at the Center for Southeast Asian Studies at the
University of Hawaii where participants will be briefed by experts on
the region, preview the itinerary and develop tentative proposals for
their curriculum projects. Participants will finalize drafts of the
curriculum projects and an external evaluation of the program will be
conducted in the follow-up session. The group will spend six days in
Singapore, and twenty-five days in Malaysia with two days in transit.
The total duration of the program is thirty-seven days.

#### Sonoma State University

Southern Philippines Study Program

12 participants

Project Director: Professor Elenita Strobel

AMCS, Sonoma State University

1801 E. Cotati Ave.

Rohnert Park CA, 94928

707-494-4967

FAX: 707-664-2053

Email: lenystrobel@sbcglobal.net

Southern Philippines Study Program

Filipino Americans number about two million. Large-scale migration from
the Philippines to the United States has been continuous for more than a
century. Filipino American communities located in Northern California
include concentrations in San Francisco, Oakland, Daly City, Solano
County, Contra Costa County, and Sonoma County, with Filipino and
Filipino-American student populations of 30 percent and more in some
schools. While there are large numbers of Filipino American students in
K-12 classrooms, their teachers, a majority of whom are non-Filipino
Americans, often lack adequate knowledge for helping students learn
about their Filipino heritage.

Sonoma State University\'s Fulbright program to the Philippines, July 12
through August 14, 2006, for 12 Northern California elementary and
secondary school teachers and university faculty who support K-12
teachers is designed to provide teachers with the necessary knowledge
and experience for introducing substantive instruction about the
Philippines into the curriculum of elementary and secondary schools in
Northern California. Teachers will be introduced to an in depth
understanding of the Philippines\' social, economic, cultural, ethnic
and linguistic diversity. The goal is identification and development of
resources that will contribute to inclusion of the study of the
Philippines in California classrooms, and throughout the U.S. Our
partner and host institution in Mindanao will be the Ateneo de Davao
University, one of five campuses that comprise a 145-year old Jesuit
educational institution in the Philippines.

Knowledge about the Philippines as represented in educational canon and
popular culture, i.e., limited or distorted media exposure, is an
inadequate base for meaningful instruction about the Philippines in K-12
and post-secondary education. The Philippines, an archipelago of 7,100
islands in Southeast Asia, is strategically located as the gateway to
Asia. Among Southeast Asian countries, it is the oldest democracy, and
has had continuous historic, economic, and cultural ties to the rest of
Asia. This study tour will give participants an immersion experience
that will deepen their knowledge of this Southeast Asian country . . .
its historical and cultural uniqueness as well as its similarities to
its Asian neighbors. Teachers will travel to the island of Mindanao in
the Southern Philippines. Mindanao, the second largest island in the
Philippines, is a confluence of indigenous and migrant cultures,
languages, and religions (Islam and Christianity). Because Mindanao is
geographically linked to the rest of Southeast Asia, cultural,
linguistic, and ethnic influences from greater Southern Asia are present
everywhere on the island.

During the grant period, both in the Philippines and after the trip,
participants will develop curriculum materials for K-12 and
postsecondary education, create a web-based educational resource for
these materials, and hold a one day conference at Sonoma State
University during the summer 2007 to disseminate materials developed
during the program.

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 is the project director.

**[Western Hemisphere]{.underline}**

#### University of Maryland, Baltimore County

Abstract: MEXICAN ART AND CULTURE IN AN INTERCULTURAL PERSPECTIVE

This five-week short-term seminar for fifteen 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 29 until August
4, 2006.  Pre-departure orientation will be held on the UMBC campus on
May 20, 21. 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
incorporate\
successfully 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;
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.  Optional Spanish courses will also be
offered.  Through a series of site visits and visual presentations, the
project will provide participants with a 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 and disseminate to colleagues.

![](media/image3.png){width="6.458333333333333in"
height="1.738888888888889in"}

**University of Pittsburgh**

University Center for International Studies

Center for Latin American Studies

**Project Abstract**

Number of Participants: 14 to 16 Teachers

Project Director's Name: M. Rosalind Eannarino

Title: Coordinator for Educational Public Service

Center for Latin American Studies (CLAS)

> University Center for International Studies

Address: 4205 Posvar Hall, University of Pittsburgh, Pittsburgh, PA
15260

Telephone: 412.648.7397 or 7392

Fax: 412.648.2199

Email: alinda@ucis.pitt.edu

The goal of *Northeastern Brazil: People, Culture and History* is to
conduct a five-week short term seminar project in Northeastern, Brazil
specifically the States of Pernambuco and Bahia, for the purpose of
undertaking research and collecting materials to design
interdisciplinary lessons and activities to be integrated into U.S. high
school world-language and social studies classrooms. The lessons will
enable U.S. educators to explore the many similarities and striking
differences in historic events that were vital elements in the formation
of two of the three largest countries in the Western Hemisphere---Brazil
and the United States. It is imperative that U.S. students develop a
comprehensive understanding of both U.S. and world history if they are
to become informed citizens and world leaders in a global society.
Secondary educators are in need of resources that will enable them to
incorporate the history and culture of other countries, for comparative
purposes, into their regular world-language and social studies courses.
The new Brazilian lessons will serve as enrichment materials for use
along with regular secondary level courses.

Fourteen to sixteen educators from public and private schools in
Pennsylvania, Ohio, and West Virginia will be selected to participate in
*Northeastern Brazil: People, Culture and History*. In order to best
meet the goal of the project (to design interdisciplinary curriculum)
and to enable educators to work in a Portuguese-speaking country, the
project will include intensive Brazilian Portuguese language training.
The intensive language instruction will begin during the 2006 Spring
semester at the University of Pittsburgh and continue in Brazil.

*Northeastern Brazil: People, Culture and History* will consist of five
distinct components:

\(1\) intensive Brazilian Portuguese language training; (2) a pre-trip
seminar preparing the educators to conduct research in Brazil; (3) a
five-week field research and material collection segment in Brazil; (4)
a post-trip curriculum development segment at the University of
Pittsburgh, and (5) a curriculum sharing and dissemination phase. The
curriculum sharing phase will continue with dissemination of the
finished products nationwide through the network of National Resource
Centers on Latin American Studies; through CLAS' website
[www.ucis.pitt.edu/clas](http://www.ucis.pitt.edu/clas)), where they can
be accessed by a national audience; and to expand the coverage of the
program by providing a series of professional development workshops for
teachers in Pennsylvania, Ohio, and West Virginia. The program
participants will share their experiences and introduce the new
curriculum to educators in the tri-state area as part of CLAS' outreach
program. (Spring/Summer 2006)

  ---------------------------------------------------- ---------------------------------------- -------------------------
  ![](media/image4.png){width="0.9270833333333334in"   **DEPARTMENT OF FOREIGN LANGUAGES**\     \(610\) 436-2700\
  height="1.5in"}                                      109 Main Hall                            <http://www.wcupa.edu/>

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

## 

## 

## West Chester University

## 

## Fulbright-Hays Group Projects Abroad in Peru

###### 

**Language and Culture Study in Lima, the Peruvian Amazon, and
Rainforest for K-12 Teachers**

Sponsored by West Chester University's

Department of Foreign Languages

and

the ACEER Foundation

The four-week project in Peru is designed for (a) students entering or
completing their student-teaching internship phase, (b) newly recruited
teachers, and (c) practicing K-12 teachers.

\(1\) Provide K-12 Pennsylvania Spanish teachers insight into the
culture of Peru through target language activities and survival
instruction in Quechua, which will allow them an extra measure of
communication with teachers and students in Peruvian rural schools and
villages;

\(2\) Furnish a structured forum for teachers to mutually assist each
other in a collaborative setting to improve language proficiency, and
integrate cultural, linguistic, and educational experiences into lesson
plans designed for implementation during the post-project phase;

\(3\) Establish post-program forums to disseminate information and
teaching modules to neighboring schools and communities, and establish
an exchange program between the participants' schools and the K-12
schools of Peru's host teachers. This curriculum project has practical
classroom application for teachers to develop modules on the history and
culture of Peru, its indigenous past and present, as well as ecology and
the environment. The Fulbright-Hays experience and the intensive
instruction will also allow participants to earn up to six credits
toward the M.A. or M.Ed. degrees in Spanish at West Chester University.

Participants will visit public and private educational centers in Lima
and Andean mountain communities, as well as several Inca archeological
sites, including Machu Picchu and a jungle lodge operated by the host
organization (ACEER). Participants will have the opportunity not only to
observe and interact with their Peruvian K-12 colleagues, but also
appreciate differences between the two systems of education. Upon
completion of their summer study, participants will be able to: (1)
describe in general terms the history of Peru and the impact the early
history and culture has on present-day Peru; (2) identify geographic
regions within the country, as well as the ecological and cultural
diversity; (3) compare and contrast public and private educational
programs visited in Peru, and, (4) compare and contrast how U.S. and
Peruvian educational and/or related educational programs address the
needs of K-12 children. The Fulbright experience will achieve
transformations in the teacher and the curriculum, and foster greater
and personal awareness of diverse multicultural and multilingual
experiences and perspectives. The program in Peru is offered as part of
the Department of Foreign Languages' outreach opportunities for the K-12
teachers.

[Eligibility:]{.smallcaps}

A total of 12 applicants will be selected without regard to race, color,
national origin, gender, age, or disabilities. Eligible are: (1)
students entering or completing their student-teaching internship phase,
(2) newly recruited teachers, and (3) practicing K-12 teachers.
Selection will conform to the Affirmative Action Policy at WCU and to
Fulbright-Hays Group Projects Abroad eligibility criteria. Minorities
are encouraged to apply.

[Program costs:]{.smallcaps}

The Fulbright grant will cover program costs of airfare, lodging, meals,
and organized tours. Program costs exclude: Passport fees; sightseeing
and personal transportation outside group activities; health insurances,
inoculations, medical visits; personal purchases and souvenirs. Check
with us if not sure whether an expense is covered or not.

APPLICATION DEADLINE EXTENDED TO WEDNESDAY, MAY 22, 2006

To apply, please download application from WCU FOREIGN LANGUAGES
WEBSITE:

Contact person: Dr. Jerry Williams with any questions:
jwilliams2@wcupa.edu,

or call: 610-436-2700