Virtual Exchange Project Modules 2021-2023 by UF Center for Latin American Studies

VE 2021-2023

VIRTUAL EXCHANGE Project Modules

K-12 and State College VE | Global Classrooms

This document provides a compilation of summaries of VE projects implemented by K-12 and community college educators who have completed the University of Florida summer outreach training and implemented a module. The summaries aim to provide some guiding ideas for the types of projects others may consider doing in their own classrooms and contexts.

Table of Contents Latin American Humanities/English Language Santa Fe College, Florida Sao Paulo University - Brazil

Spanish/English for Beginners

New Smyrna Beach High School, Florida Escuela Preparatoria-Dr. Nazario Victor Montejo Godoy - Mexico

Global Perspectives/Global Issues St. Augustine High School, Florida Prepa Tec Campus Laguna - Mexico

Culinary Arts/English Language

Florida School for the Deaf and the Blind L’Insitut de Jeunes Sourdes de Paris

Reading Practicum/English as a Second Language Broward College, Florida Prepa Tec, Monterey, Mexico

Experiential Learning in CTE/School and Community Relations for CTE University of Central Florida

1st Grade and 5th Grade Classes

Christ the King Elementary School, Florida Colegio Xail, Mexico

Experiential Learning in CTE/School and Community Relations for CTE University of Central Florida

Global Perspectives/Global Issues (Second Implementation with Adjustments)

St. Augustine High School, Florida Prepa Tec Campus Laguna - Mexico

Principles of Management/Performance Management Santa Fe College, Florida Management Development Institute Murshidabad, India

3rd Grade Social Studies/English Language Joseph Williams Elementary School, Florida Escuela Primaria Joaquín Clausell, Mexico

p. 3

p. 6

p. 9

p. 12

p. 15

p. 17

p. 20

p. 23

p. 25

p. 30

p. 34

USA

BRAZIL

VE PROJECT PAGE K-12 and State College VE Course Catalog Global Classrooms VE PROJECT PAGE

US Faculty Member Javier Sampedro K-12Name: and State College VE Course Catalog Global Classrooms Course Name HUM2461 Latin American Humanities College Name: SantaName: Fe College US Faculty Member Javier Sampedro Course Name HUM2461 Latin American Humanities College Name: Santa Fe College

Global Partner’s Name: Regiani Zacarias Partner’s Course Name ENG104 English Language IV Global Partner’s Name: Regiani Zacarias Partner’s Institution: Course Name Sao ENG104 English IV Partner’s Paulo StateLanguage University

Sao Brasileiro Paulo Stateand University VEPartner’s ProjectInstitution: Title/Topic: Floridian: An Intercultural Student Exchange

VE Project Title/Topic: Brasileiro and Floridian: An Intercultural Student Exchange

______________________________________________________________________________ ______________________________________________________________________________

VE Project Description VE Project This VE aimsDescription to provide an intercultural experience for students from Universidade Estadual Paulista This VE aims to provide an intercultural experience for students from Universidade Estadual Paulista (UNESP) in Brazil and students from Santa Fe College (SF) in Florida. The students will engage in (UNESP) in Brazil and students from Santa Fe College (SF) in Florida. The students will engage in collaborative andindividual individual projects to enhance knowledge of Brazilian history and culture, collaborative and projects to enhance their their knowledge of Brazilian history and culture, with topicssuch suchasas transcultural nations, Brazilian syncretism vsAmerican African American withaafocus focus on on topics transcultural nations, Brazilian syncretism vs African culture, culture, and The VE icebreakers, includes icebreakers, sports traditions, and popular culture in Brazil and the US.the TheUS. VE includes sportsand and culinary culinary traditions, and popular culture in Brazil comparative discussions, andand audio presentations, and a main project where comparative discussions,video video audio presentations, and acollaborative main collaborative project where studentswill will create posts on on a shared journal. The students will alsowill submit students createpersonal personal posts a shared journal. The students alsoself-reflections submit self-reflections on their experience. on their experience. VE Project Learning Outcomes:

VE Project Learning Outcomes: This VE project aims to improve language proficiency, critical thinking skills, and cultural

This VE project aims to improve language proficiency, critical thinking skills, and cultural understanding. understanding. Project Duration:

Project Duration:

5 weeks, 04/03/23-05/01/23

Activity Types Student-to-Student Dialogue (i.e., discussions about culture, compare and contrast, language Activity Types practice);Student-to-Student Project (collaborative project, simulation, hackathon);

Student-to-Student Dialogue (i.e., discussions about culture, compare and contrast, language practice);Student-to-Student Project (collaborative project, simulation, hackathon);

USA

Time allotted to each activity: ● ● ● ●

Synchronous Activities: 4 hours Asynchronous Activities: 5 hours Local group activities: 0 hours Individual Work: 5 hours

Technology Tools: Zoom, Padlet

Language Language of instruction at each institution

English

Language(s) chosen for student collaboration

English;

Geographic Locations: U.S. and Brazil SDGs: 3. Good health and well-being; 4. Quality education; 5. Gender equality; 6. Clean water and sanitation; 7. Affordable and clean energy; 17. Partnerships for the goals; 11. Sustainable cities and communities;

Materials: Class topics on Brazilian culture Sequence and Description of Activities: 1. Orientation 1-2 class/sessions of preparation before the VE first session, included a class slideshow and a short documentary viewing about Brazilian history, Brazilian culture and main contemporary social issues. 2. Icebreaker(s) Example: Students created individual personal “passports” detailing their interests and hobbies outside of their studies. These were uploaded to Padlet. Students viewed one another’s passports and commented on them. The purpose of this activity was to prompt online interaction between students on their different interests and backgrounds.

BRAZIL

USA

3.Student-to-student collaboration Comparative Discussions in Zoom Breakout Rooms– These activities taught students about sharing and comparing critical opinions on selected topics of cross-cultural interest. Example: “Futebol and Football”, students researched in small groups and later presented to the group their personal experiences with these sports and then established a comparison, including common characteristics, main characters and dates, and a reflection of the cultural value and social function of this form of mass-entertainment in both countries.

4. Reflection Self-Reflection notes and posts feedback – the notes were graded, short essay assignments where students will follow a simple writing prompt to share their experience and provide feedback on the exchange. Feedback on every individual post by all students was encouraged and counted as part of the reflection on this VE experience. 5. Assessment Assessments in an academic Virtual Exchange project included short synchronous projects, comparative discussion posts, a collaborative video presentation, an individual audio presentation, a student reflection, and a main collaborative project. These evaluations assessed students' language proficiency, cultural understanding, critical thinking skills, and collaboration abilities.

BRAZIL

PAGE USAK-12 and State CollegeVEVEPROJECT MEXICO Course Catalog Global Classrooms VE PROJECT PAGE

US Faculty Member Chris Gellermann K-12Name: and State College VE Course Catalog Global Classrooms Course Name Spanish 1 New Smyrna Beach High School College/School Name: US Faculty Member Name: Chris Gellermann Course Name Spanish 1 College/School Name: New Smyrna Beach High School

Global Partner’s Name: Nadia May-Acosta Partner’s Course Name English for Beginners

Global Partner’s Name: Nadia May-Acosta Partner’s Institution: Course Name Escuela English for Beginners Dr. Nazario Victor Montejo Godoy Partner’s Preparatoria, Escuela Preparatoria, Dr. Nazario Victor Montejo Godoy VEPartner’s ProjectInstitution: Title/Topic: Sister Cities T-shirt Design Competition

VE Project Title/Topic: Sister Cities T-shirt Design Competition

______________________________________________________________________________ ______________________________________________________________________________

VE Project Description VE Project Description Through Volusia County Sister Cities, I have been to Campeche twice on teacher exchanges and met Through Volusia County Sister Cities, I have been to Campeche twice on teacher exchanges and met Sra. Nadia May Acosta. She teaches beginning English at la Escuela Preparatoria Dr. Nazario Víctor Sra. Nadia May Acosta. She teaches beginning English at la Escuela Preparatoria Dr. Nazario Víctor Montejo Westarted started our with a few sessions of our students introducing MontejoGodoy. Godoy. We our VEVE with a few ZoomZoom sessions of our students introducing themselves thelanguage language they studying. themselves in in the they areare studying. Wewanted wanted to do with a tangible result. We communicated with Sister Cities of Volusia We doaaVE VEproject project with a tangible result. We communicated with Sister Cities of Volusia contest/project. The T-shirt would reflect the 25+ the 25+ County and landed on an idea of a T-shirt Design County and landed on an idea of a T-shirt Design contest/project. The T-shirt would reflect yearsof ofbeing being Sister thethe mission of mutual understanding. years SisterCities Citiesand and mission of mutual understanding. As a second phase, we have discussed (via Zoom) this theme with the Campeche students and

Asbrainstormed a second phase, we have discussed (via Zoom) this theme with the Campeche students and some ideas. brainstormed some ideas. As a third step, we formed teams of 2 NSBHS students with 1 Campeche student as we had 26 in our

Asclass, a third we 13. formed teams 2 NSBHS students 1 included Campeche we had 26 in our andstep, they had We then gaveof teams the contest ruleswith which linksstudent to Sisteras Cities pages, where bothwhich a broad and locallinks history International Volusia County webthe class, and theyand had 13. We thenSister gaveCities teams contest rules included to of Sister Cities Sister Cities could accessed. Photos of the Campeche Folkloric dancers from when they where both a broad andvisited local history of International and be Volusia County Sister Cities web pages, NSBHS in 2019 were included. Phase 4, teams collaborated through What’s App? and School email Sister Cities could be accessed. Photos of the Campeche Folkloric dancers from when they visited to come up with creative designs. They used a variety of software for creating designs. The hope is NSBHS in 2019 were included. Phase 4, teams collaborated through What’s App? and School email to print and sell the T-shirts with any surplus going to the Sister Cities scholarship fund. to come up with creative designs. They used a variety of software for creating designs. The hope is out to forthe student input. It isscholarship hoped to involve VE and project as thewith initial step, reaching toThis print sellwas theseen T-shirts any surplus going Sister Cities fund. other stakeholders and ultimately have a design and t-shirts printed by Fall 2023 for the FFLA Annual

out for student input.competency It is hopedwhich to involve This VE project was seen as the step, reaching Conference in Daytona Beach. Thisinitial project helped students develop intercultural is considered by the and U.S. Dept. of Labor as one of the and top employability skills.byIt Fall gave2023 students other stakeholders ultimately have a design t-shirts printed for the the FFLA Annual opportunityin not only to collaborate, butproject also design within a virtualdevelop environment. Additionally, Conference Daytona Beach. This helped students intercultural competency which in building global partnerships through Sister Cities. students became active participants is considered by the U.S. Dept. of Labor as one of the top employability skills. It gave students the opportunity notsession only to collaborate, within a virtual environment. Additionally, Our first Zoom was October 27, but 2022also and design the Design deadline was December 18, 2022 giving thebecame durationactive of student participation approximately weeks. We hadthrough Thanksgiving break and in building global8 partnerships Sister Cities. students participants they had a break for El día de los Muertos within this time frame. Nadia and I collaborated for 2-3

Our firstbefore Zoomthe session was October 27, 2022 the Design deadline December 18, 2022 weeks first session with students to pinand down class schedules, timewas zones, etc. giving the duration of student participation approximately 8 weeks. We had Thanksgiving break and 6 this time frame. Nadia and I collaborated for 2-3 they had a break for El día de los Muertos within weeks before the first session with students to pin down class schedules, time zones, etc.

USA

MEXICO

VE Project Learning Outcomes: 1. Intercultural competency was increased through collaboration with global partners. 2. Digital competency developed through collaboration on various platforms not only for communication, but for design as well. 3. Students participated in building global partnerships by learning more about and contributing their creativity to the efforts of Sister Cities.

Project Duration:

Approximately 8 weeks from October 27, 2022, through December 18, 2022

Activity Types Student-to-Student Dialogue (i.e., discussions about culture, compare and contrast, language practice);Student-to-Student Project (collaborative project, simulation, hackathon);

Time allotted to each activity: ● ● ● ●

Synchronous Activities: 4 hours Asynchronous Activities: 4 hours Local group activities: 2 hours Individual Work: 2 hours

Technology Tools: Zoom, Canva, Whatsapp

Language Language of instruction at each institution

Spanish

Language(s) chosen for student collaboration

English; Spanish

Geographic Locations: U.S.A. Florida and Mexico, Campeche SDGs: 17. Partnerships for the goals

Materials: T-Shirt Design Contest Rules, Links to Sister Cities International and Volusia County Sister Cities websites, Photos of Campeche Folkloric Dancers that previously visited NSBHS

USA

MEXICO

Sequence and Description of Activities: 1. Orientation Students were given access to Sister Cities International and Volusia County Sister Cities for mission and history of organization. Teachers shared their personal experiences with the teacher exchanges through Sister Cities and UF. I prepared a parental permission letter to get the ok for students to connect on What's App. I did reach out to our art department for advice on the T-shirt design contest rules and tips for design. 2. Icebreaker(s) We simply used Zoom and had students introduce themselves in the language of study. It was motivating for them to hear the Campeche students talking in English about the same topics as they had been learning in Spanish. And they could be understood! They described themselves and what activities they like and don't like to do. 3.Student-to-student collaboration The teams of three, once formed, collaborated through school email and WhatsApp to create a T-shirt design entry. This was done on their own time, with teacher just helping connect with school emails. Florida students had to have parental permission to receive the Campeche students' school email, and then they could connect on WhatsApp. 4. Reflection As the project went right up to the Winter Break there was some interruption to the flow. We did have some general discussion. Students were very interested in how similar they were to each other in interests, clothing and even hair styles, and that they were learning the equivalent to what they were learning but in English. It made the curriculum more relevant. Additionally, I received some positive feedback from parents written on the permission slips.

5. Assessment We lost 1 team due to schedule changes, out of 12 teams 7 submitted a T-shirt design, members of Sister Cities gave feedback to help pick the top designs. Teams were asked to describe the process they went through to create design and how it reflected those objectives as outlined in the rules sheet. I am not fully aware of how Nadia assessed the Campeche students beyond the assessment of the actual design.

USAK-12 and State College VE Course Catalog GlobalMEXICO Classrooms K-12Name: and State CollegeBabineau VE Course Catalog Global Classrooms US Faculty Member Danielle Course Name: Global Perspectives US Faculty Member Name: Danielle Babineau School Name: St. Augustine High School Course Name: Global Perspectives School Name: St. Augustine High School

Global Partner’s Name: Alba Olague Partner’s CourseName: NameAlba Global Issues Global Partner’s Olague Partner’s Course Name Global Issues

Partner’s Institution: PrepaTec Campus Laguna, Torreón Coahuila, México Partner’s Institution: PrepaTec Campus Laguna, Torreón Coahuila, México

VE Project Title/Topic: Exploring Cultural Differences (First Implementation) VE Project Title/Topic: Exploring Cultural Differences (First Implementation)

______________________________________________________________________________ ______________________________________________________________________________

VEVEProject Project Description Description High fromTorreon Torreon St. Augustine will synchronously work synchronously and asynchronously to Highschool school students students from andand St. Augustine will work and asynchronously to better whatmakes makes culture in general, similarities and differences betterunderstand understand what upup culture in general, similarities and differences between between Mexican Mexican and American culture, and how this ties into larger issues like the UN SDGs. Work will be done and American culture, and how this ties into larger issues like the UN SDGs. Work willonbe done on Zoomininpairs pairs and working in breakout roomsrooms with the group a Zoom andsmall smallgroups groups working in breakout with thecoming grouptogether coming as together as a as well whole at the end of each session. Activities include simple getting-to-know-you icebreakers whole at the end of each session. Activities include simple getting-to-know-you icebreakers as well as study and discussion of Cultural Iceberg, Hofstede's Six Dimensions of Culture, and the UN SDGs. as study and discussion of Cultural Iceberg, Hofstede's Six Dimensions of Culture, and the UN SDGs. VE Project Learning Outcomes:

VE Project Learning Outcomes:

Goal 1: To develop a multicultural competence by constructing respectful intercultural relationships, as as actionable sustainable competence solutions to address complex interconnected global issues. relationships, Goalwell 1: To develop aand multicultural by constructing respectful intercultural

asGoal well2:as and sustainable solutions to address complex interconnected global issues. Toactionable develop teamwork by establishing group initiatives with arguments that lead to the accomplishment of collective goals. Goal 2: To develop teamwork by establishing group initiatives with arguments that lead to the Goal 3: Help students break down stereotypes and learn about another culture by becoming more accomplishment of collective goals. aware of the tenets of their own culture.

Goal 3: Help students break down stereotypes and learn about another culture by becoming more aware of the tenets of their own culture. Project Duration: Activity Types

Project Duration:

4 weeks

Student-to-Student Dialogue (i.e., discussions about culture, compare and contrast, language Activity Types practice);Student-to-Student Project (collaborative project, simulation, hackathon);

Time allotted to each activity:(i.e., discussions about culture, compare and contrast, language Student-to-Student Dialogue practice);Student-to-Student ● Synchronous Activities:Project 6 hours(collaborative project, simulation, hackathon); Asynchronous Activities: 8 hours Time●allotted to each activity: ● ●●

Local group activities: N/A Individual Work: 4 hours 6 hours Synchronous Activities:

● ●

Asynchronous Activities: 8 hours Local group activities: N/A

USA

Technology Tools: Video conference (i.e., Zoom, Skype, Google Hangouts);Learning Management Systems (LMS) (i.e., Canvas, Slack Moodle, Blackboard);Collaborative Authoring Platforms (i.e., Google Forms, Google Docs, Google Slides, Google Sheets);Message Boards/Video boards (i.e., VoiceThread, Flipgrid);Email;

Language Language of instruction at each institution Language(s) chosen for student collaboration

English English

Geographic Locations: US and Mexico SDGs: 3. Good health and well-being Materials: Cultural Iceberg, Hofstede's Six Dimensions of Culture, UN SDGs

Sequence and Description of Activities: 1. Orientation We brainstormed what we thought we knew about Mexico, researched factual information, discussed what we saw as potentials for cultural miscommunication. 2. Icebreaker(s) 2 days of synchronous icebreaker activities for 25-30 minutes at a time. Activity 1: Objective: to allow participants to know that they have things in common and that makes them part of the same community. Pre-activity prep: Choose facilitators for each group (1 Mexican and 1 American for each group). Explain their roles (facilitators will need to go back and forth during the synchronous session, calling on students to explain why they chose what they did). Activity: Zoom breakout rooms of 6-7 students. Students have a list of six items that were chosen previously and prepared in slides, e.g. dog vs cat, Cinemas vs Netflix, and so on. Participants would say which one they prefer. Each breakout room has two facilitators who ask random students ‘why did you choose that,’ etc.

MEXICO

USA

Post-activity: This activity ends with a reflection in which students express what they learned about each other. (Could be written or class discussion on what people learned that surprised them.) Activity 2: ‘I am, but’ activity. Full class participates together. Students post their ‘I am, but’ in Zoom chat. (If Zoom isn’t working, students could use JamBoard or FlipGrid.) Optional follow up activity in class: everyone posts/discusses three things that they learned/stood out for them/they have questions about to make sure they are reading/processing.

3.Student-to-student collaboration Cultural iceberg: Synchronous Activity 1: Heterogenous pairs choose one topic from the iceberg to focus on. Pairs post the topic they chose on Canvas discussion board. Topics cannot overlap. Topics must come from the “Deeper Culture” part of the Iceberg. Pairs should discuss what that topic means/what they think it looks like for their culture then move onto research. Hofstede's Six Dimensions: Synchronous activity: Have the heterogeneous small groups discuss how our cultural differences might affect working together and problem solve how to address this. We will create questions/prompts to ensure deeper thinking. UN SDGs: Synchronous: Pairs choose one SDG that interests them, research info and solutions, create a poster to educate and activate people.

4. Reflection Last synchronous session: we split into two groups on Zoom and asked a series of questions about what was most and least useful, what they learned, etc. I also had my students provide a written reflection.

5. Assessment UN poster, Flipgrid speech, written answers showing what was discussed.

MEXICO

USA

FRANCE

VE PROJECT PAGE K-12 and State College VE Course Catalog Global Classrooms VE PROJECT PAGE

US Faculty Member Sherry Gaynor K-12Name: and State College VE Course Catalog Global Classrooms Course Name Culinary Arts School Name: Florida School forGaynor the Deaf and the Blind US Faculty Member Name: Sherry Course Name Culinary Arts School Name: Florida School for the Deaf and the Blind

Global Partner’s Name Lauren Stetson Partner’s Course Name English (for French students)

Global Partner’s Name Lauren Stetson Partner’s Institution: Course Namel'Institute English (for students) Partner’s deFrench Jeunes Sourdes de Paris (Secondary level) l'Institute deand Jeunes Sourdes dePractices Paris (Secondary level)Arts VEPartner’s ProjectInstitution: Title/Topic: Trends Sustainable in Culinary VE Project Title/Topic: Trends and Sustainable Practices in Culinary Arts

______________________________________________________________________________ ______________________________________________________________________________

VE Project Description VE Project This virtual Description exchange project was an interactive cross-curricular collaboration between This virtual exchange project was an interactive cross-curricular collaboration between (academic) English-learning French high school students at l'Institute National de Jeunes Sourds (academic) English-learning French high school students at l'Institute National de Jeunes Sourds dedeParis andAmerican American (Career Technical Education-CTE) Arts at students at Paris(INJS) (INJS) and (Career andand Technical Education-CTE) CulinaryCulinary Arts students Florida forthe theDeaf Deaf and Blind (FSDB). Students responded to questions in Flip video FloridaSchool School for and thethe Blind (FSDB). Students responded to questions in Flip video relay andused usedthe the site’s captioning feature add English to their native relayplatform platform and site’s captioning feature to addtoEnglish captionscaptions to their native signedlanguage language responses. included introductions sharingsharing favoritefavorite foods, hobbies, signed responses.Prompts Prompts included introductions foods, hobbies, andsports sports followed followed by related to regional foodsfoods and trends in Culinary Arts and Arts and and byquestions questions related to regional and trends in Culinary sustainable practices practices ininthe restaurant business. sustainable the restaurant business. Students initiated a separate discussion board for sharing signs from Langue de Signes Française

Students initiated a separate discussion board for sharing signs from Langue de Signes Française (LSF) and American Sign Language (ASL). At the end of the term, students enjoyed a live session (LSF) andZoom American Sign Language (ASL). At the endshared of theinformation term, students enjoyed through to meet their partners in real time. They and followed thea live session through Zoom to meet their session up by exchanging local partners menus. in real time. They shared information and followed the session up by exchanging local menus. VE Project Learning Outcomes:

VE• Project Learning Outcomes: English language writing and reading comprehension (for LSF and ASL native language •

speakers)

English language writing and reading comprehension (for LSF and ASL native language FLDOE Common Career Technical Core – Career Ready Practices #4: Communicate speakers) clearly, effectively and with reason •• FLDOE Common13.02: Career Technical – Career Readycuisines Practices #4:world. Communicate FLDOE 8800500 Identify flavor Core profiles from different of the clearly, effectively andDescribe with reason • FLDOE 8800500 43.07: current trends related to sustainability (local, slow food etc.). 13.02: Identify flavor profiles from different cuisines of the world. movement, • FLDOE 8800500 • FLDOE 8800500 43.07: Describe current trends related to sustainability (local, slow food Projectmovement, Duration: etc.). 22 weeks •

Project Duration:

22 weeks

USA

FRANCE

Activity Types Student-to-Student Dialogue (i.e., discussions about culture, compare and contrast, language practice)

Time allotted to each activity: Synchronous Activities: 30 minutes per week, 12 hours total including last live session Asynchronous Activities: 11 hours Local group activities: 30 minutes per week on learning goals and student individual or small group assigned activity: 11 hours ● Individual Work: 30 minutes per week on learning goals and student individual or small group assigned activity: 11 hours ● ● ●

Technology Tools: Video conference (i.e., Zoom, Skype, Google Hangouts);Learning Management Systems (LMS) (i.e., Canvas, Slack Moodle, Blackboard);Message Boards/Video boards (i.e., VoiceThread, Flipgrid);PowerPoint; Language Language of instruction at each institution Française (LSF)

American Sign Language (ASL), Langue de Signes

Language(s) chosen for student collaboration

English

Geographic Locations: U.S. and France SDGs: Quality education; Sustainable cities and communities;

Materials: N/A Sequence and Description of Activities:

1. Orientation Students worked during the semester on researching regional foods from within 5 U.S. regions (NE, SE, NW, SW, MidWest) to identify and distinguish ingredients. To move into the international regions of cuisine, we introduced the virtual exchange project. We began the lesson with a brief lesson in Deaf Education history and took a 365º tour of

USA

FRANCE

the campus and buildings within l’Institut Nationale de Jeunes Sourds de Paris. Students then were provided their links to Flip interactive platform through their course-specific CANVAS rooms with a demonstration and YouTube video reference for learning to add captions to Flip videos. 2.

Icebreaker(s) The icebreaker included an introductory video through Flip (formerly Flipgrid). Students introduced themselves through sign language and captions, sharing their names, name sign, favorite food (some students added photos), hobbies, and sports, with captions in English.

3. Student-to-student collaboration Students worked either individually or in pairs to upload responses to prompts related to regional foods from their specific regions, trends in Culinary Arts, and sustainable practices. In each exchange, a prompt was provided through CANVAS link to Flip. INJS students created a new room for learning ASL and LSF signs. 4. Reflection Students reflected on their virtual exchange experience through classroom discussions during the semester. Teachers coordinated a live session for the end of the project in Zoom. Students enjoyed meeting each other and chatting live. Many exchanged social media contacts and continued interacting and sharing menus from local restaurants. 5. Assessment FSDB Culinary Arts students prepared regional French foods including crepes with sweet and savory fillings, and the 5 mother sauces (Velouté, Espagnole, Bechamel, Sauce Tomate, and Hollandaise). FSDB and INJS students received feedback on spelling and grammar of English language captions.

USA

MEXICO

VE PROJECT PAGE K-12 and State College VE Course Catalog Global Classrooms

VE PROJECT PAGE US Faculty Member Name: Eileen Santiago K-12 and State College VE Course Catalog Global Classrooms Course Name Reading Practicum, RED4844 Broward College Name: US Faculty Member Name:College Eileen Santiago Course Name Reading Practicum, RED4844 College Name: Broward College

Global Partner’s Name: Eli Valenzuela Partner’s Course Name English as a Second Language Global Partner’s Name: Eli Valenzuela

Partner’s School (Prepa Tech) Partner’s Institution: Course Name Monterey English as aPreparatory Second Language Preparatory School (Prepa Tech) VEPartner’s ProjectInstitution: Title/Topic:Monterey Teacher Education: Exploring Other Cultures

VE Project Title/Topic: Teacher Education: Exploring Other Cultures ______________________________________________________________________________ ______________________________________________________________________________

VE Project Description VE Virtual Project Exchange Descriptionprogram allowed students to experience a student interaction as never before. The The Virtual Exchange program allowed to experience student interaction as never before. They learned about Mexican culture,students tradition and food. aThey used technology to communicate with They learned about Mexican culture, tradition and food. They used technology to communicate with the students. As pre-service teachers, they created various learning opportunities that allowed them the students. As pre-service teachers, they created various learning opportunities that allowed them totoconnect with the other group. connect with the other group. VEVEProject Outcomes: Project Learning Learning Outcomes: Expand perspectives, create engagement technology tools, increase student retention Expandglobal global perspectives, create engagement usingusing technology tools, increase student retention ProjectDuration: Duration: 1212weeks Project weeks Activity Types

Activity Types Student-to-Student Dialogue (i.e., discussions about culture, compare and contrast, language

Student-to-Student Dialogue (i.e., (collaborative discussions about compare and contrast, language practice);Student-to-Student Project project,culture, simulation, hackathon); practice);Student-to-Student Project (collaborative project, simulation, hackathon); Time allotted to each activity:

Time●allotted to each activity: Synchronous Activities: 6 hours ●

● ● ●● ● ●

Asynchronous Activities: 5 hours

Synchronous Activities: 6 hours Local group activities: ____15 hours Asynchronous Individual Work:Activities: 10 hours 5 hours Local group activities: ____15 hours Individual Work: 10 hours

Technology Tools:

Zoom, Flipgrid Technology Tools:

Zoom, Flipgrid

USA

Language Language of instruction at each institution

English

Language(s) chosen for student collaboration

English

Geographic Locations: Florida and Mexico SDGs: 4. Quality education

Materials: Sequence and Description of Activities: 1. Orientation Created a library guide to help students prepare for VE tech tools and tutorials were introduced as well 2. Icebreaker(s) Flipgrid was used for introductions and weekly questions for both groups to answer 3. Student-to-student collaboration Students shared videos and provided feedback 4. Reflection Course survey at the end of the semester 5. Assessment End of the semester reflection journal

MEXICO

USA

VE PROJECT PAGE K-12 and State College VE Course Catalog Global Classrooms VE PROJECT PAGE

US Faculty MemberK-12 Name: Meredith Sines and State College VE Course Catalog Global Classrooms Course Name Experiential Learning in Career and Workforce Education Programs College: University of Name: CentralMeredith Florida Sines US Faculty Member Course Name Experiential Learning in Career and Workforce Education Programs College: University of Central Florida

Global Partner’s Name Sara Shaw Partner’s Course Name School Community and Employee Relations for Career and Technical Global Partner’s Name Sara Shaw Education Partner’s Course Name School Community and Employee Relations for Career and Technical

Partner’s Institution: College of Community Innovation and Education Education Institution: College Community Innovation and Education VE Partner’s Project Title/Topic: GlobalofPerspectives of Experiential Learning and Partnerships in Career andVEWorkforce EducationGlobal Programs Project Title/Topic: Perspectives of Experiential Learning and Partnerships in Career and Workforce Education Programs ______________________________________________________________________________ ______________________________________________________________________________

VE Project Description

Students from two courses at the University of Central Florida participated in a virtual exchange Students from twoMark courses at theDirector University Central Florida a virtual exchange with guest speaker Carrol, of of Assessment andparticipated University in Effectiveness. To bring with guest speaker Mark Carrol, Director of Assessment and University Effectiveness. To bring this industry expert to engage with professors and students, the goal was to support this industry expert to engage with professors and students, the goal was to support cross-cultural learning Beforeand andafter afterthe the virtual exchange, students referred cross-cultural learningoutcomes. outcomes. Before virtual exchange, students were were referred to reading materials Studentslistened listened and participated a question-and-answer to reading materialsand andwebsites. websites. Students and participated in a in question-and-answer session. Through studentsapplied applied their classroom learning through session. Throughthe thevirtual virtual exchange, exchange, students their classroom learning through the the unique lens ofofa aglobal perspective. Though guest speaker was guided unique lens globalguest guest speaker's speaker's perspective. Though thethe guest speaker was guided by by topic discussionquestions, questions, he provided perspectives informed by experiences ourour topic discussion providedalternative alternative perspectives informed by experiences abroad and through exchanges at his university that were intended to support independent, abroad and through exchanges his university that were intended to support independent, culturally minded,and andglobal global thinking. thinking. culturally minded, VE Project Learning Outcomes:

VE Project Learning Outcomes:

Cultivate the foundations of global perspectives for teachers preparing to enter the field,

Cultivate the foundations of global teacherslearning preparing to enter field, Differentiate between various globalperspectives partnerships,for experiential programs andthe their Differentiate betweenand various global experiential learning programs methods, Compare Contrast CTE partnerships, student recruitment challenges and solutions for and their methods, Compare and Contrast CTE student recruitment challenges and solutions for experiential learning programs. experiential learning programs. Project Duration:

1 week

Project Duration:

1 week

USA

Activity Types Student-to-Student Dialogue (i.e., discussions about culture, compare and contrast, language practice) Virtual Guest Speaker

Time allotted to each activity: ● ● ● ●

Synchronous Activities: 1 hour Asynchronous Activities: 1-3 hours Local group activities: N/A Individual Work: 1-3 hours

Technology Tools: Zoom

Language Language of instruction at each institution

English

Language(s) chosen for student collaboration

English

Geographic Locations: Las Vegas Nevada, Maryland, and Florida Zoom Session SDGs: 3. Good health and well-being; 4. Quality education; 8. Decent work and economic growth; 9. Industry, innovation and infrastructure; 10. Reduced inequalities; 17. Partnerships for the goals; 16. Peace, justice, and strong institutions;

USA

Materials: Carol Duet and the Mindset of a Full Cup, Thomas Friedman "That Used to be Us" Bauman, K. & Christensen, C. (2018). Improving skills through America's workforce development system. American Enterprise Institute. http://www.aei.org/wp-content/uploads/2018/09/Improving-Skills-Through-Americas-Workforc e-Development-System.pdf Sequence and Description of Activities: 1.Orientation Students were provided an overview of the guest speaker and readings to prepare them for the discussion: Bauman, K. & Christensen, C. (2018). Improving skills through America's workforce development system. American Enterprise Institute. http://www.aei.org/wp-content/uploads/2018/09/Improving-Skills-Through-Americas-Workforc e-Development-System.pdf 2. Icebreaker(s) In an online discussion, students introduced themselves, their field, and their interests or what they hope to gain while in the virtual exchange session. 3.Student-to-student collaboration Students were able to submit questions prior to the session but also interjected throughout the discussion. 4. Reflection After the session, students submitted a summary of the aspects they appreciated or the learning they gained from the experience. 5. Assessment Students submitted a summary of their experience.

USA

VE PROJECT PAGE

MEXICO

K-12 and State College VE Course VE PROJECT PAGE Catalog Global Classrooms

US Faculty Member Stephanie Salkay K-12Name: and State College VE Course Catalog Global Classrooms Course Name 1st Grade US Faculty Member Name: Stephanie School Name: Christ the King SchoolSalkay Course Name 1st Grade School Name: Christ the King School

Global Partner’s Name: Irma Acosta Partner’s CourseName: NameIrma 5thAcosta Grade Global Partner’s Partner’s Course Name 5th Grade Partner’s Institution: Colegio Xail Partner’s Institution: Colegio Xail

VE Project Title/Topic: Discovering New Places! VE Project Title/Topic: Discovering New Places!

______________________________________________________________________________ ______________________________________________________________________________

VE Project Description VE Project Description

This project was a collaboration between in Campeche, Mexico and Thisvirtual virtual exchange exchange project was a collaboration between schoolsschools in Campeche, Mexico and Jacksonville, Students Florida studied such as Florida history, and Jacksonville, Florida. Florida. Students in in Florida studied topicstopics such as Florida wildlife,wildlife, history, and economics to teach to the students in Campeche. The Campeche students studied topics such as such as economics teach to the students in Campeche. The Campeche students studied topics Campeche history, history, landmarks, and culture. English and Spanish languages were used to used to Campeche landmarks, and culture. English and Spanish languages were communicate and extend student's knowledge of other languages, while using PowerPoint communicate and extend student's knowledge of other languages, while using PowerPoint presentations, pictures, and video to teach several topics in the other's language. The exchange was pictures, and video to teach several topics in the other's language. The exchange was presentations, used simultaneously with the institutions' English and Spanish classes. used simultaneously with the institutions' English and Spanish classes. VE Project Learning Outcomes:

VE Project Learning Outcomes:

Compare and contrast cultures new to students; Expand global perspectives on English and Spanish languagesand andcontrast communities; Develop of virtual collaboration and platforms Compare cultures newantounderstanding students; Expand global perspectives on English and Spanish

languages and communities; Develop an understanding of virtual collaboration and platforms Project Duration: 12 weeks (Initial zoom meeting: January 9th, 2023; Project #1: February 13th, 2023; Project #2: March 2, 2023; Project #3: March 22, 2023)

Project Duration: 12 weeks (Initial zoom meeting: January 9th, 2023; Project #1: February 13th, Activity Types#2: March 2, 2023; Project #3: March 22, 2023) 2023; Project Student-to-Student Dialogue (i.e., discussions about culture, compare and contrast, language practice);Student presentations on other institution's community;

Activity Types

Student-to-Student Dialogue (i.e., discussions about culture, compare and contrast, language practice);Student presentations on other institution's community;

USA

Time allotted to each activity: ● ● ● ●

Synchronous Activities: 4 hours Asynchronous Activities: 5 hours Local group activities: 5 hours Individual Work: 10 hours

Technology Tools: Zoom, Google Docs Messaging Applications (i.e., WhatsApp, Facebook, Slack);Collaborative Authoring Platforms (i.e., Google Forms, Google Docs, Google Slides, Google Sheets);Email;

Language Language of instruction at each institution

English and Spanish

Language(s) chosen for student collaboration

English; Spanish

Geographic Locations: U.S. and Mexico SDGs: 4. Quality education; 8. Decent work and economic growth; 10. Reduced inequalities; 11. Sustainable cities and communities; 17. Partnerships for the goals;

Materials: Florida history and culture books, Campeche history and culture books, Florida and Campeche coloring pages Sequence and Description of Activities: 1. Orientation The faculty at each participating institution prepared their students by introducing the Zoom platform, providing information on the other's and their own country, and prepared them for meaningful intercultural communication and teamwork. 2. Icebreaker(s) Students introduced themselves, told their favorite subject in school, and their favorite hobby.

3.Student-to-student collaboration Students asked each other questions pertaining to culture, hobbies, community, and school. Students practiced speaking in each other's language. They also colored pictures of the other institution's host country's landmarks and wildlife..

MEXICO

USA

4. Reflection Students were engaged in discussion post-meeting and reflected on what they had learned after each project concluded. 5. Assessment Informal questions were asked to students in their reflection journals, as well as a written assessment on the knowledge they gained from the experience.

MEXICO

USA

VE PROJECT PAGE

USA

K-12 and State College VE Course Catalog Global Classrooms VE PROJECT PAGE

US Faculty Member Name: Sara Shaw K-12 and State College VE Course Catalog Global Classrooms Course Name EDW 5561: School Community and Employee Relations for Career and Technical Education US Faculty Member Name: Sara Shaw College: of Central Florida CourseUniversity Name EDW 5561: School Community and Employee Relations for Career and Technical Education College: University of Central Florida

Global Partner’s Name: N/A - Virtual industry guest within the US ______________________________________________________________________________ Global Partner’s Name: N/A - Virtual industry guest within the US

VE ______________________________________________________________________________ Project Description VE Project Students fromDescription two courses at the University of Central Florida participated in a virtual exchange with guest speaker Mark Carroll, Director of Assessment and University Effectiveness. To bring this Students from two courses at the University of Central Florida participated in a virtual exchange industry expert to engage with professors students,and theUniversity goal wasEffectiveness. to support cross-cultural with guest speaker Mark Carroll, Director ofand Assessment To bring this learning outcomes. Before and after the virtual exchange, students were referred to reading industry expert to engage with professors and students, the goal was to support cross-cultural session. materials websites. Students listened and exchange, participated in a question-and-answer learningand outcomes. Before and after the virtual students were referred to reading Through theand virtual exchange, students their classroom learning throughsession. the unique lens of materials websites. Students listenedapplied and participated in a question-and-answer Through the speaker's virtual exchange, students appliedthe their classroom learning throughby the unique of a global guest perspective. Though guest speaker was guided our topiclens discussion a global guest speaker's perspective. Though the guest speaker guided byabroad our topic discussion questions, he provided alternative perspectives informed by was experiences and through questions, he provided alternative perspectives informed by experiences abroad and through exchanges at his university that were intended to support independent, culturally minded, and exchanges at his university that were intended to support independent, culturally minded, and global thinking. global thinking.

VE VE Project Learning Project LearningOutcomes: Outcomes: Explore potential andinternational international partnerships to expand CTE programs Explore potentialcommunity, community, national, national, and partnerships to expand CTE programs and and career pathways; partnerships can support global competencies; expand career pathways;describe describeways ways strategic strategic partnerships can support global competencies; expand global perspectiveson onaaparticular particular course global perspectives coursetopic topic Project Duration: 22weeks weeks Project Duration: Activity Types Activity Types Virtual Guest Speaker (lecture or interview for whole class or small groups);

Virtual Guest Speaker (lecture or interview for whole class or small groups); Time allotted to each activity:

Time allotted to each activity:

● Synchronous Activities: 1 hour Asynchronous Activities:12hour weeks ● ●Synchronous Activities: Local group activities: 1 hours ● ●Asynchronous Activities: 2 weeks ● Individual Work: 5 hours ● Local group activities: 1 hours

●

Individual Work: 5 hours

USA

Technology Tools: Zoom

Language Language of instruction at each institution

English

Language(s) chosen for student collaboration

English

Geographic Locations: United States SDGs: 4. Quality education; 17. Partnerships for the goals; 10. Reduced inequalities; 9. Industry, innovation and infrastructure; 8. Decent work and economic growth;

Materials: https://asiasociety.org/education/cte-video-library Employer Engagement Toolkit https://www.un.org/sustainabledevelopment/globalpartnerships/

Sequence and Description of Activities: 1. Orientation Throughout the semester partnership course, international partnerships were a part of the conversation along with local/state and national. Students watched videos, read, and contributed to the list of questions for the guest speaker. 2. Icebreaker(s) N/A

3.Student-to-student collaboration Students had opportunities to interact with the guest speaker and each other during the synchronous session. 4. Reflection Students reflected through conversations that not only happened during the session but continued after the session with suggested readings given by the speaker.

USA

5. Assessment This evaluation was ongoing but was evaluated in the students' Partnership Philosophies turned in at the end of the course where they discussed the importance of global partnerships in their industries and how they plan to implement them.

USA

MEXICO

VE PROJECT PAGE K-12 and State College VE Course Catalog Global Classrooms VE PROJECT PAGE

US Faculty Member Danielle K-12Name: and State CollegeBabineau VE Course Catalog Global Classrooms Course Name Global Perspectives US Faculty Member Name: Danielle Babineau School Name: St. Augustine High School Course Name Global Perspectives School Name: St. Augustine High School

Global Partner’s Name: Alba Olague Rodriguez Partner’s Course Name: Global Studies Global Partner’s Name: Alba Olague Rodriguez Partner’s Institution: Course Name:PrepaTec Global Studies Partner’s Campus Laguna Laguna Campus - Tecnológico de Monterrey Partner’s Institution: PrepaTec Campus Laguna Laguna Campus - Tecnológico de Monterrey

VE Project Title/Topic: Building Cultural Communication and Understanding (Second VE Project Title/Topic: Building Cultural Communication and Understanding (Second Implementation) Implementation)

______________________________________________________________________________ ______________________________________________________________________________

VEVEProject Description Project Description This project was second edition an interactive collaboration between high Thisvirtual virtual exchange exchange project was thethe second edition of an of interactive collaboration between high school fromSt.St.Augustine, Augustine, Florida Torreon, Mexico. collaboration was schoolstudents students from Florida and and Torreon, Mexico. StudentStudent collaboration was primarily during class time using Zoom and working pairs. Students primarily completed completed during class time using Zoom and working mostly mostly in pairs. in Students learned learned aboutHofstede’s Hofstede’s cultural as well as the icebergiceberg asynchronously then worked about culturaldimensions dimensions as well ascultural the cultural asynchronously then worked They alsoThey worked collaboratively on to to learn howhow theythey applied to different cultures.cultures. also worked collaboratively onthese thesetopics topics learn applied to different synchronously to learn about the UN SDG of their choice. Pairs researched and discussed together synchronously to learn about the UN SDG of their choice. Pairs researched and discussed together then created an ad on their issue. then created an ad on their issue. VE Project Learning Outcomes:

VE Project Learning Outcomes:

1. Developed ability to communicate effectively with people from another culture.

1.2.Developed ability to communicate Improved technological abilities (digitaleffectively literacy). with people from another culture. 2.3.Improved technological abilities (digital literacy). Gained a deeper understanding of the meaning of culture. 3. Gained a deeper understanding of the meaning of culture. Project Duration:

4 weeks

ActivityDuration: Types Project

4 weeks

Student-to-Student Dialogue (i.e., discussions about culture, compare and contrast, language

Activity Types practice);Student-to-Student Project (collaborative project, simulation, hackathon);

Student-to-Student Dialogue (i.e., discussions about culture, compare and contrast, language practice);Student-to-Student Project (collaborative project, simulation, hackathon);

USA

Time allotted to each activity: ● ● ● ●

Synchronous Activities: 20 hours Asynchronous Activities: 10 hours Local group activities: 20 hours Individual Work: 10 hours

Technology Tools: Zoom, Jam Board, Flipgrid

Language Language of instruction at each institution

English in US; Spanish in Mexico

Language(s) chosen for student collaboration

English

Geographic Locations: U.S. and Mexico SDGs: 1. No poverty

Materials: UN Sustainable Development Goals, Hofstede's Cultural Dimensions, Cultural Iceberg

Sequence and Description of Activities: 1. Orientation We researched basics about Mexico and discussed possible cultural misunderstandings. 2. Icebreaker(s) Week 1: 10/4 – 10/8 2 days of synchronous icebreaker activities for 25-30 minutes at a time.

Activity 1: Objective: to allow participants to know that they have things in common and that makes them part of the same community. Pre-activity prep: Choose facilitators for each group (1 Mexican and American for each group). Explain their roles (facilitators will need to go back and forth during

MEXICO

USA

MEXICO

the synchronous session, calling on students to explain why they chose what they did). Activity: Zoom breakout rooms of 6-7 students. Students have a list of six items that were chosen previously and prepared in slides, e.g. dog vs cat, Cinemas vs Netflix, and so on. Participants would say which one they prefer. Each breakout room has two facilitators who ask random students ‘why did you choose that,’ etc. Post-activity: This activity ends with a reflection in which students express what they learned about each other. (Could be written or class discussion on what people learned that surprised them.) Activity 2: ‘I am, but’ activity. Full class participates together. Students post their ‘I am, but’ in Zoom chat. (If Zoom isn’t working, students could use JamBoard or FlipGrid.) Optional follow up activity in class: everyone posts/discusses three things that they learned/stood out for them/they have questions about to make sure they are reading/processing.

3.Student-to-student collaboration Week 2: 10/11 – 10/15 Recognizing cultural differences and similarities using the Cultural Iceberg Optional Pre-VE activity: Introduce the Cultural Iceberg ○ Project the Cultural Iceberg; give students a few minutes to read through the list of topics and identify the ones they have questions about. Discuss potential topic meanings as a class and/or have them research and share meanings they discovered. Synchronous Activity 1: Heterogenous pairs choose one topic from the iceberg to focus on. Pairs post the topic they chose on Canvas discussion board. Topics cannot overlap. Topics must come from the “Deeper Culture” part of the Iceberg. Pairs should discuss what that topic means/what they think it looks like for their culture then move onto research. Asynchronous: Activity 2: Using Padlet, individuals create a photo essay on the topic for their country. Photo essays must include 4-5 images and an explanation of how images reflect your culture’s attitudes on your chosen topic. The essay title is your chosen topic. After posting, review your peers’ photo essays and reply to/comment on four of them that are not from your country. Link: https://padlet.com/albaolague/ny4pe1qf5jh55wg7 Week 3: 10/18 - 10/22 Recognizing cultural differences and similarities. ● Asynchronous activity, one class session ○ Hook: Have students look at Hofstead’s country comparisons for the US and Mexico. This should elicit questions about what some of the terms mean. ○ Put students into six groups--one for each of the dimensions. Each group is responsible for becoming an “expert” on their assigned dimension. They can ■ Read one or both of the articles on Hofstead’s dimensions ■ Groups come to an agreement on important information then create a 1-2 minute class presentation on it so that all members of the class understand all aspects of Hofstead’s dimensions. The presentations don’t have to be fancy; they are just a way for the other students to learn about the other dimensions. ■ Country

USA

MEXICO

Comparison - Hofstede Insights (hofstede-insights.com) The 6 dimensions model of national culture by Geert Hofstede ● HW. Individual work (written): Which aspects of the 6 dimension analysis about your country do you agree with? Give examples of how that is manifested in your society. How do you see that manifesting in you? Which ones do you disagree with and why? Class session 2: ● (20ish minutes) Homogenous class discussion of what they have written ● HW. Flipgrid. Post on an aspect they want to share with a partner then individuals are required to record responses to two international postings in Flipgrid—maybe one way that they feel their culture does match the dimension and one way that it doesn’t. Responses should focus on something they learned about the other culture. ● Synchronous activity: Have the heterogeneous small groups discuss how our cultural differences might affect working together and problem solve how to address this. ● Extra credit/to be implemented as it works for each class: Create visuals/posters to put up in the classroom to remind us of these differences in case miscommunications arise. Post them in CANVAS/Padlet and share the link with our students. ● Possible quiz on definitions for Hofstede’s dimensions and how the US and Mexico compare on them. ** Week 4: Pairs research UN SDG and choose one to create an ad about.

4. Reflection Full class period: Split entire combined group into two breakout rooms with moderators so that more students have time to speak. If time allows it, students will meet in a synchronous session so we can have a “round table” where students share their experiences and what they have learned about the entire VE. If not, we can use the same platform to comment on the experience. Danielle's students also wrote reflections.

5. Assessment Formative grades for Flipgrid and SDG ads.

USA

INDIA

VE PROJECT PAGE K-12 and State College VE Course Catalog Global Classrooms

VE PROJECT PAGE US Faculty Member Dr.College Rimjhim K-12Name: and State VEBanerjee-Batist Course Catalog Global Classrooms

Course Name Principles of Management US Faculty Member Name: Dr. Rimjhim College: Santa Fe State College, US Banerjee-Batist Course Name Principles of Management College: Santa Fe State College, US

Global Partner’s Name Dr. Yogita Abichandani Partner’s CourseName NameDr. Performance Management Global Partner’s Yogita Abichandani Partner’s Institution: Course Name Management Performance Management Partner’s Development Institute Murshidabad (MDIM), India Partner’s Institution: Management Development Institute Murshidabad (MDIM), India

VE Project Title/Topic: Management Research Project VE Project Title/Topic: Management Research Project

______________________________________________________________________________ ______________________________________________________________________________

VE Project Description VE Project Description This project was a first-time collaboration between two institutions in USA Thisvirtual virtual exchange exchange project was a first-time collaboration between the twothe institutions in USA and learned about how managers in different social and contexts cultural (India contexts (India andIndia. India. Students Students learned about how managers in different social and cultural &&USA) organizationsforfor excellence in both performance and employee satisfaction. The USA)lead lead organizations excellence in both performance and employee satisfaction. The purposeof of the the project toto interview a manager of an of organization of the other country, purpose projectwas was interview a manager an organization of the otherand country, and presentfindings findings and A common set of were asked each by group to group the present andanalysis. analysis. A common setquestions of questions wereby asked each to the managers they were interviewing. The goal was to learn about and describe the management of managers they were interviewing. The goal was to learn about and describe the management of the organization and present some similarities and differences of their management practices the organization and present some similarities and differences of their management practices and leadership behaviors. and leadership behaviors. VE Project Learning Outcomes:

VE Project Learning Outcomes:

SLO 1: Develop cultural self-awareness and communicate effectively across cultures

SLO cultural self-awareness and communicate SLO1:2:Develop Describe global perspectives on management systems effectively across cultures SLO global perspectives onsocial management SLO:2:3 Describe Analyze how managers in different and culturalsystems contexts (India & USA) lead organizations

SLO: 3 Analyze how managers in different social and cultural contexts (India & USA) lead organizations Project Duration:

Activity Types

Project Duration:

5 weeks

Student-to-Student Dialogue (i.e., discussions about culture, compare and contrast, language

Activity practice)Types

Student-to-Student discussions about compare and contrast, language Virtual Guest SpeakerDialogue (lecture or(i.e., interview for whole classculture, or small groups) practice) Virtual Guest Speaker (lecture or interview for whole class or small groups) 30

USA

Time allotted to each activity: ● ● ● ●

Synchronous Activities: 10 hours Asynchronous Activities: 20 hours Local group activities: 10 hours Individual Work: 5 hours

Technology Tools: Zoom, Padlet

Language Language of instruction at each institution

English

Language(s) chosen for student collaboration

English

Geographic Locations: US, India SDGs: Decent work and economic growth;

Materials: A common set of questions were asked by each group to the managers they were interviewing.

Sequence and Description of Activities:

Icebreaker(s) Activity 1 – 10 minutes. (Screen sharing on Zoom) Find us (Gainesville, Florida, USA) on google map and share on screen. Find us (Murshidabad, West Bengal, India) on google map and share on screen. Activity 2 - Welcome to USA India Virtual Exchange – 10 minutes. (Live Padlet) If you are in India, name 3-5 foods of USA that you know about. Can you guess why they are popular?

INDIA

USA

If you are in USA, name 3-5 foods of India that you know about. Can you guess why they are popular?

Activity 3 - Who Am I - 10 minutes. (Live Padlet) 1. What is your name? 2. What do you want to be called as? (make this simple) 3. State I am from [India/USA] and I am ........... OR State I am from [India/USA] but I am not ...........

1. Orientation a. A video introduction was created by the two professors and published to the students. The introduction video provided a brief overview about the project, and introduce the faces and names of the professors. b. A pre-VE survey was administered to gather what knowledge students had about the other country. 2.

Icebreaker(s) Activity 1 – 10 minutes Find us (Gainesville, Florida, USA) on google map and share on screen. Find us (Murshidabad, West Bengal, India) on google map and share on screen. Screen sharing on Zoom Activity 2 - Welcome to USA India Virtual Exchange – 10 minutes If you are in India, name 3-5 foods of USA that you know about. Can you guess why they are popular? If you are in USA, name 3-5 foods of India that you know about. Can you guess why they are popular? Live Padlet activity Activity 3 - Who Am I - 10 minutes 1. What is your name? 2. What do you want to be called as? (make this simple) 3. State I am from [India/USA] and I am ........... OR State I am from [India/USA] but I am not ........... Live Padlet activity

3. Student-to-student collaboration a. Offline Padlet activity for students in each country to share the current festival (Thanksgiving/Diwali) they are celebrating/about to celebrate, what is special about it, and how they celebrate it. b. Management research project EACH TEAM consisted of students from both countries. Each team chose a company IN THEIR COUNTRY that would be interested in participating in this project. The company could be large, or small, non-profit or for profit, new or long established. Team members helped team members FROM THE OTHER COUNTRY meet (virtually) with a manager of that organization and ask them specific questions. The teams interviewed manager(s) at any level of the company. A document to get credit for collaboration and participation in the project was used to track student activities in each team. Content of Presentation: Each team was required to: a. Identify the organization and the purpose (mission) of the organization. b. Identify the manager’s or leader’s job in the company according to the level and area. c. Expand upon the answers they received from the interview they conducted with the managers. d. Discuss three similarities and three differences of their management practices and leadership behaviors.

INDIA

USA

4. Reflection A Reflection activity was assigned to each student that asked them to reflect on their experience. The assignment was a part of the project grade. A Reflection survey was administered by the Santa Fe College International Education Office. 5. Assessment Both institutions made this project a part of the course grade. Points were allotted for participation, collaboration, presentation, and reflection. A collaboration document, padlet activities, synchronous sessions, presentation slides and the final live presentation, were all considered as a part of the grading scheme. At Santa Fe College, this project replaced the Final Exam for this class.

INDIA

USA

VE PROJECT PAGE VE PROJECT PAGE

MEXICO

K-12 and State College VE Course Catalog Global Classrooms K-12 and State College VE Course Catalog Global Classrooms

US Faculty Member Name: Veronika Thiebach US Faculty Member Name: Veronika Thiebach Course Name 3rd grade Social Studies Course Name 3rd grade Social Studies School JosephWilliams Williams Elementary, Gainesville, FL SchoolName: Name: Joseph Elementary, Gainesville, FL GlobalPartner’s Partner’s Name: Aviles Global Name: Diocelina Diocelina Aviles Partner’s Course Name: English as a Second Language for upper students students Partner’s Course Name: English as a Second Language for grade upperelementary grade elementary Partner’s Institution: Institution: Escuela Primaria Joaquín Clausell Partner’s Escuela Primaria Joaquín Clausell VE Project Title/Topic: Increasing Intercultural Awareness Among Elementary Students

VE Project Title/Topic: Increasing Intercultural Awareness Among Elementary Students

______________________________________________________________________________

______________________________________________________________________________ VE Project Description

VE Project Description Elementary students engaged in tasks that fell in the categories of “information exchange” and “comparison and analysis”. More specifically, students and their teachers engaged in five Zoom Elementary meetings asstudents follows: engaged in tasks that fell in the categories of “information exchange” and

“comparison and analysis”. More specifically, students and their teachers engaged in five Zoom Meeting 1: meetings as Icebreaker follows: focused on getting to know the other teacher and the other students.

Students introduced themselves with their name shown on a large name tag and an object that is a ball, an object important them. For example, they like some sport, the theyother could show Meeting 1:toIcebreaker focusedifon getting to know teacher andorthe otherabout students. their favorite soccer team. Other examples include showing a picture of their family or a favorite Students introduced themselves with their name shown on a large name tag and an object that is place. important to them. For example, if they like some sport, they could show a ball, or an object about

their favorite soccer team. Other examples include showing a picture their family or a favorite Meeting 2: Second icebreaker on getting to know each other and each other’sofcountry a little more. Teachers introduced the icebreaker of “Give Me Five!” Planned topics are: fruits, sports, vegetables, place. animals, occupations (jobs), colors, verbs)Teachers alternated saying “Give me five _____” and

Meeting Secondinicebreaker to know eachTeachers other and country a little more. five things. willeach recordother’s the answers to aid calling on2:students both classeson togetting name their in the discussion afterwards (see 4.) (10-12 minutes) made note of any similarities and vegetables, Teachers introduced the icebreaker of “Give Me Teachers Five!” Planned topics are: fruits, sports, differences to facilitate(jobs), discussion. animals, occupations colors, verbs)Teachers alternated saying “Give me five _____” and calling on3:students in Dead bothAll classes to name their five things. willbefore recordthis the answers to aid Meeting Day of the students watched the movie “Coco”Teachers in each class inmeeting. the discussion 4.) (10-12 minutes) Teachers made note of any similarities Teacher afterwards in Campeche(see presented an overview of Day of the Dead with slides and referred to and Coco to helptostudents understand material.Her students prepared and gave a presentation/showed differences facilitate discussion. an altar to explain how they celebrate the Day of the Dead in their families and how they feel about

Meeting 3: Day of the Dead All students watched the movie “Coco” in each class before this it. meeting. Teacher in Campeche presented an overview of Day of the Dead with slides and referred to Meeting 4: Our home cities - Students shared what they like and know about their home city (either Coco to help students understand material.Her students prepared and gave a presentation/showed Campeche or Gainesville) (Before this meeting, students prepared visual aids or artifacts to share anwith altar to counterparts) explain how Teachers they celebrate DayGainesville of the Dead their families and how they feel about their reviewedthe where andinCampeche are located on a map, it.how large they are in terms of population, and with the aid of pictures will give some background Meeting 4: Our home cities - Students shared what they like and know about their home city (either 34 students prepared visual aids or artifacts to share Campeche or Gainesville) (Before this meeting, with their counterparts) Teachers reviewed where Gainesville and Campeche are located on a map,

USA

MEXICO

information about city and state (population, when it was founded, presence of universities. Students alternated (one student from Gainesville, then one from Campeche and so on) explaining the things or ideas they have chosen to explain about their city. Meeting 5: Holidays/Traditions other than Day of the Dead- Teacher in Gainesville gave a general overview of a variety of traditions celebrated in the United States such as Thanksgiving, Cinco de Mayo (which is a holiday in Mexico but celebrated differently in the United States), St. Patrick’s Day, Chinese New Year, Mardi Gras, Valentine’s Day and emphasized how different cultures continue to celebrate their heritage in the US as well as traditions unique to the US. Her students presented one of their family’s traditions to class in Campeche with the aid of a power point/Google Slides and pictures that included them celebrating the tradition

VE Project Learning Outcomes: Students increased their intercultural awareness in that they will have gained a better understanding of the culture of students in their own class and that of students in their VE partner class, and were able to identify both similarities and differences between (1) cultures of students in Mexico and the United States and (2) the geography of the cities of Campeche and Gainesville.

Project Duration: Over 4 months (5 meetings between September and December) Activity Types Student-to-Student Dialogue (i.e., discussions about culture, compare and contrast, language practice)

Time allotted to each activity: ● ● ● ●

Synchronous Activities: 4 hours Asynchronous Activities: 30 hours Local group activities: N/A hours Individual Work: N/A hours

Technology Tools: Zoom

Language Language of instruction at each institution Language(s) chosen for student collaboration

English in U.S. Spanish in Mexico English

USA

Geographic Locations: U.S. and Mexico SDGs: N/A

Materials: Movie: “Coco”, handouts, webpages about each state and city Sequence and Description of Activities: 1. Orientation We used KWL charts and discussed Zoom etiquette. Students also were given a Google tour of respective cities beforehand. 2. Icebreaker(s) See above 3.Student-to-student collaboration See above 4. Reflection After class discussion and end of project survey. 5. Assessment End of project survey

MEXICO