We’re here to help. Globalizing your classroom can sometimes seem like an intimidating task, requiring time and effort that have to fit into your already busy schedule. You may also have concerns about technological requirements, partnership development, or students.
Global Classrooms Variations
There are several variations of Global Classrooms to run depending on the relationship with partner institutions and needs of the specific course. You can find descriptions and examples of the various types of Global Classrooms below.
- Guest lectures or panels (recorded or live)
- Asynchronous discussion board
PHILLIP Y. LIPSCY – GLA2036H: Bilateral Diplomacy: Canada-Japan and US-Japan Relations
Prof. Lipscy ran an elective course for Munk School students that featured several guest lecturers related to the course about Bilateral Diplomacy and International Relations.
In this video from the 2022 Global Classroom Showcase, Prof. Lipscy you can find:
- The advantages of running a Global Classrooms for student and University collaboration with various external partners
- Tools to use for collaborative group projects
- Samples of a final assignment structure
BHARAT PUNJABI – CAS370: Asian Cities
Professor Bharat Punjabi ran a low touch Global Classroom which hosted guest lecturers from speakers from prominent Indian Universities to speak on topics such as water scarcity in Northern Indian cities.
In this video, you can see Prof. Punjabi discuss:
- How he modified his course to fit the Global Classroom module
- How he contacted potential partners
- Potential benefits of a Global Classroom for students
- Synchronous lectures or panels
- Single assignments or projects students do together
DOUGLAS KONG – MGAD40: Management Control Systems
Prof. Douglas Kong ran a Medium Touch classroom in the 2022-23 academic year. In collaboration with the National University of Singapore, students worked on a joint assignment where they analyzed different business practices from one company in Canada and another in Singapore. This Global Classroom initiative helped students expand their understanding of the world around as they worked with people with diverse backgrounds and cultural contexts.
In the video below, you can find more details on:
- An outline of how to operate a Global Classroom including final assignment requirements and how lectures would operate
- Samples of final assignment submissions from students who took the Global Classroom
- Feedback and general thoughts from students on the Global Classroom experience
- Possible challenges to keep in mind before operating a Global Classroom successfully
PHANIKIRAN RADHAKRISHNAN and NIRUSHA THAVARAJAH– PSCB90/MGHC53: Physical Sciences Research Experience, Labor Relations
This Medium Touch Global Classroom was a partnership between the department of management and chemistry that saw the students partner with other universities to analyze the commercial and chemistry related details of the COVID-19 vaccination rollout.
In a recording from the 2022 Global Showcase, you can see:
- How a Global Classroom can expand a student’s horizon and view of the rest of the world
- The logistics of running a Global Classroom with an institution from another country
ELIZABETH COULSON – EDS388H5: International Internship in the Community, Global Classroom Experience in Ecuador
Prof. Elizabeth Coulson’s course provides an opportunity for students to explore education in Ecuador. Over the semester, students explored 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 expanded their understanding of education systems outside of Canada and learnt about innovative approaches to improving access to education.
In this video, you can find:
- More detail on her course in Ecuador and the students’ experience
- Examples of other Global Classroom opportunities Prof. Coulson ran abroad in places like India and China
Students work and learn together through shared lectures, projects, assignments throughout the entire course.
KEVIN COLEMAN – HIS490H5: Reactionaries, Revolution, and Redemption – New Approaches to the Politics of Christianity in Cold War Latin America
Prof. Coleman ran a high touch Global Classroom in collaboration with a University from Costa Rica where students from both universities attended the same class. As one professor spoke in Spanish and the other spoke in English, the class required live translations through Zoom.
In the video below, Prof. Coleman presents:
- The features of his high touch Global Classroom, such as live translations
- Samples of translated syllabi and assignment instructions for students from the University of Toronto and the partner institution
- A clip from the Global Classroom
TERESA LOBALSAMO – ITA200Y5/ITA235H5/ITA233H5
Prof. Teresa Lobalsamo’s high touch Global Classroom allowed students learning about Italian culture to immerse themselves further through virtual interactive tours and in person traveling.
The video attached discusses:
- The benefits the high touch Global Classroom had
- How receiving funding helped enhance the Global Classroom experience
- The impact running a GC has on teaching approaches in the future
- 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