Global Classrooms – Online
- Engage with one or more international organization
- Students register and pay tuition in their home institution
- Student engagement via online learning platforms such as Blackboard Collaborate/Quercus (LMS) or tools like Zoom and Teams
Examples of GC Online:
- Guest lectures or panels (recorded or live)
- Asynchronous discussion board
Sarah Hillewaert – ANT465H5S: Anthropology of Islam
Prof. Sarah Hillewaert is creating a unique and engaging online learning environment for students in the Anthropology of Islam class. Over the course of the semester, eight international guests will join students online to have informal conversations about the global themes covered in the course creating a unique virtual global learning environment for students. Conversations will include guest speakers like; Chris Abdur-Rahman Blauvelt, CEO of Launchgood, the biggest Islamic crowdfunding platform will join the conversation on charity and ethics in Islam. Aman Ali, the award-winning American comedian and storyteller, will join students during the week on prayer, to talk about his 30 Mosques in 30 Days project. And Dr. amina wadud, famous for her work on feminism in Islam, will speak about gender and Islam.
GLOBAL CLASSROOMS SEMINAR
Recording of the webinar, Global Classrooms: Enabling Rich Reciprocal International Learning, hosted in collaboration with Online Learning Strategies (OLS), the Centre for Teaching Support & Innovation (CTSI), and the Centre for International Experience.
- Synchronous lectures or panels
- Single assignments or projects students do together
Sarfaroz Niyozov, Mary Drinkwater – OISE
A course outline for CIE 1006: Democracy, Human Rights and Democratic Education in an Era of Globalization offered by Comparative, International & Development Education Centre (CIDEC- OISE).
Sanja Hinic-Frlog – BIO209H5S: Fundamentals of Human Anatomy & Physiology II
During the Winter Reading week, students will embark on a virtual journey to the Amazon jungle and cradle of the Incan Empire with Sanja Hinic-Frlog. They will explore the contrasts between Canadian and Peruvian healthcare systems and examine both western and traditional approaches to health with a focus on its geographic and social determinants and the impacts of COVID-19. Using an immersive virtual environment, they will be challenged to think critically about healthcare and service delivery in Peru’s unique cultural landscape.
Liz Coulson – EDS220H5S: Equity and Diversity in Education
Liz Coulson is curating an opportunity for students to explore education in Ecuador. Over the semester students will explore the education disparities in Ecuador and local initiatives that are working to overcome them. Through connections with private schools, international non-profit organizations, and Ecuadorian change-makers students will expand their understanding of education systems outside of Canada and learn about innovative approaches to improving access to education.
Barbara Murck – ENV311H5S: Environmental Issues in the Developing World
Barbara Murck is embedding connections and conversations with community leaders in Ecuador into Environmental Issues in the Developing World. In this course, students will examine ‘environment’ and ‘development’ as inseparable challenges. Students will consider global, regional, and local environmental problems from the perspectives of developing nations, and investigate the economic, social, and political roots of these problems. Students will be immersed in the Ecuadorian landscape from the Amazon to the Andes, to the Islands by connecting with local indigenous activists, managers of biodiversity conservation research facilities and tourism facilities, local producers of key commodities like chocolate and coffee, and more!
Dr. Obidimma Ezezika – Food Security, Food Sovereignty, and Health (HLTD27H3F)
Food security is arguably the most important determinant of health and well being, and yet in many areas of the world there are profound challenges to achieving it. Food sovereignty – the right of peoples to healthy and culturally appropriate food, and to self-determined food production – has an important and complex relationship with food security. Using theoretical readings and case studies, this Fall 2020 course will examine these concepts and the challenges faced by communities in achieving them. This course will examine the implications of food security and food sovereignty for health equity in the context of sub Saharan Africa.
- Coordinated pre-recorded virtual tours of agricultural sites in Uganda, Nigeria, Kenya, and Tanzania
- Coordinated and supported student led interviews with prominent agricultural/food securities professionals in each of those countries
Dr. Mary Elizabeth Luka – Research and the Creative Ecosystem: Practice Makes Perfect! (VPAC21H3F)
Are you interested in hands-on professional practices as well as theory-based learning about how people and organizations work in the culture sector and media industries? This course examines the creative ecosystem by looking at how specific creative business models and practices operate (including creative hubs, media companies, and performing/visual arts organizations). While the ecosystem is made up of a broad and sometimes baffling array of for-profit, non-profit and hybrid ways of doing things, this course will provide insights into the professional practices at an organization of your choice. In this course, students will undertake an independent research project (singly or in pairs) that might include interviews or focus groups, ethnographic observation, data analyses of websites and social media, physical or virtual site visits (health regulations permitting), or other ways of investigating what actually happens inside your specific institution—or professional area—of interest. Students will meet synchronously on a periodic basis with the whole class or in small groups asynchronously with the professor in alternating sessions to compare readings and notes that contextualize the creative ecosystem and your own project.
This course has collaborative peer components with courses in both New School in New York, USA and with the Digital Ethnography Research Centre at RMIT in Melbourne, AU.
- Presented in class on global classrooms, global learning, interview best practices, and mentorship.
- Coordinated and supported student led interviews with prominent professionals in the field, located both domestically and internationally.
Students work and learn together through shared lectures, projects, assignments throughout the entire course
Joseph Wong – MUN101H1F: Global Innovation I
In this course, UofT students collaborated with peers at the Monterrey Institute of Technology and Higher Education in Mexico. In groups, students investigated critical questions that could help them better understand different responses to COVID-19. The student teams examined inequality, Indigenous rights, and whether informal workers should be considered essential during periods of lockdown.
Teresa Kramarz – MUN105Y1: Global Problem Solving
In this course, students worked to gain a better understanding of how COVID-19 has impacted progress toward the United Nations’ Sustainable Development Goals (SDGs). Blended student teams from Argentina and Canada conducted comparative case studies on COVID-19 impacts and responses from city governments in La Plata and Toronto. With their peers from the Universidad Catolica de La Plata (UCALP) in Argentina, Munk Ones compared COVID-19 testing schemes, online education, public transit and other municipal policies in response to the pandemic.
Elham Marzi – InVEST
The InVEST project staff facilitate initial matchmaking between UofT students and faculty and counterparts at international universities, enable quality virtual interactions between team members, and offer value-added opportunities for student teams to learn about effective teamwork strategies, intercultural understanding and communication and other pertinent topics that prepare them for work in the increasingly globalized and distributed engineering landscape.
Rahim Rezaie – EESC-A
Engineering Education for Sustainable Cities in Africa (EESC-A) is a cross-disciplinary research program within the Faculty of Applied Science and Engineering at the University of Toronto (UofT) working across multiple dimensions – urban issues, sustainability, climate change, Global South and Global North, and existing versus new forms of university level pedagogy – including the use of information and communication technologies to enhance engineering education.
Global Classrooms – Blended
- Engage with one or more international organization, each institution teaching its own course of similar subject, with an in-person component in an international location. The in-person component can be:
- Low touch – visits to local spaces related to the course with students from all institutions
- Medium touch – sitting in on lectures at the hosting university
- High touch – working on virtual projects and assignments together
- May include recorded guest lectures
- May include online learning component as well via shared LMS or tool like Zooms and Teams (i.e. to start work on project that students will present to the full group when meeting in-person)
- Students are registered and pay tuition in their home institution
Global Classrooms – Virtual Exchange
- Similar to in-person exchange, virtual exchange offers options to participate, remotely, in a semester-based or summer exchange. Limited options are available for this modality.
- Contact the Learning Abroad Team at email@example.com