Genesis of Antibiotic Resistance (AR) XXXV: Global Awareness on Antibiotic Resistance Pandemic (ARP) by “Educating Global Citizens” (EGC).
Authors: Cervantes Karla , Martinez Yuvette , Fuentes Liliana , Balino Armando , Fernandez Alayza , De Los Santos Ludwig , Espinoza Ivan , Villarreal Diego , Huerta Jose , Gayton Edith , Koenig Robert , Clark Stephanie , Ledezama Claudia , Kannan Subburaj 
Published: June 2021

Based on the outcome from the forum on programs in professional education at the Graduate School of education, Harvard University, Cambridge, MA focused on “EGC” from July 17th 2017 till July 30th, 2017, the views expressed on “ARP” are presented here. Global education is a collective responsibility of government(s), universities with resources, and NGO across the globe to implement the policies, sharing their resources for the betterment of educators, educational infrastructures, and practical lessons to the most impoverished nations including their school systems. “Global Campaign on “ARP” requires awareness, of “AR” with empathy enabling the students across the globe to have alertness, while academic pursuits such as organizing the local community forums, poster presentation, awareness campaigns to the stakeholders, “The Global Citizens” would speed up the process. framework for Global Competence as reported by Wiley's (2014) has been adopted in the biology for science majors classes, to increase the global competence level of students for “EGC” on the dangers of looming “ARP”. Investigate the World: From the instructional perspective, a list of issues concerning “ARP” shall be presented to the students for identification and investigation of the specific issue(s) of their interest. After identification, students would investigate a specific issue beyond their immediate environment. The students will generate questions and conduct their investigation to obtain answers. Upon completing the investigation, students will explain the significance their finding to their peers and the faculty in the class (Colloquium). Recognize perspectives: During the colloquium, my students will have the opportunity to present their experiences and allow others to critique their strengths and strains. This exercise also provides an opportunity for the students to recognize and express their own perspective as well as others, providing opportunity to analyze the factors (Cultural interactions, differential access to knowledge, technology, and resources that impact quality of life across the globe) that influence their stances. Communicate ideas: Based on the lessons learned from the colloquium both the faculty and students shall design an effective communication strategy to educate the global citizens on dangers of the “ARP”. Take Action in the Class: As a part of developing global competence, we shall have poster competition, debates, and quiz competition on “ARP” during the activity hour sponsored by STEM club. Take Action in the Community: Volunteering in the local community, accessibility, engaging the stakeholder (my students) to become more enthusiastic about the topics relevant to “ARP” while being a challenging teacher with effective communication skills are important elements of our approach. Bridging the communication gap: At the present, the following six strategies for advancing global education are being considered: 1. Make the Case, 2. Define Success, 3. Make Strategic Upgrades, 4. Leverage Technology, 5. Grow Global Leaders and 6. Create Global Partnerships (museums, international organizations, embassies or consulates). Taken together, with all of the aforesaid attributes our students will augment the leadership trait(s) to envision and rally the global community on “ARP”. Taken together, implementing the aforesaid accosts as a part of didactic calisthenics, across the globe would plausibly reinforce the awareness on “ARP” as a part of “EGC”.

Support or Funding Information

Supported by professional developmental funds of Southwest Texas Junior College, and Programs in Professional Education, Harvard Graduate School of Education, 13 Appian Way, 5th Floor, Harvard University, Cambridge, MA 02138 to Subburaj Kannan

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.