CBGL Collaborative Blog
Interested in contributing to the blog? Check out our Propose a Blog page for site guidelines, examples, and guidance.
Resources: Centering Justice in Education Abroad
On November 4th, 2021 the Forum on Education Abroad hosted its first in-person event since the pandemic started in Boston, MA - an institute on Centering Justice in Short-term Faculty-led Programs. The institute emerged from a state of the field survey done by the Forum on Education Abroad that highlighted a desire for better support for faculty-led programs and a renewed strategic partnership between Dickinson College and the Forum. It was an excellent opportunity to feature the work of the Collaborative.
Rethinking Accessibility through a Summer Internship in Computational Linguistics
This is the fourteenth in a series of blog posts by participants in the 2019 ACLS Digital Extension Grant project “Ticha: advancing community-engaged digital scholarship” (PI Lillehaugen) published with the Community-based Global Learning Collaborative and the Ticha Project.
Estudiantes Indígenas, Multilingües y Virtuales
This is the thirteenth in a series of blog posts by participants in the 2019 ACLS Digital Extension Grant project “Ticha: advancing community-engaged digital scholarship” (PI Lillehaugen) published on GlobalSL / Community-based Global Learning Collaborative and Ticha.
The Future of “Engineering for Good”
This is the eighth in a series of posts leading up to a Special Session at the American Society for Engineering Education (ASEE) 2021 conference on July 27, 2021 entitled At the Crossroads of Community Engagement, Ethics, Liberal Education, and Social Responsibility: Community engaged engineering education challenges and opportunities in light of COVID-19. These posts are intended to introduce the panelists of the special session and provide a basis for discussion at the conference and beyond. The co-editors of these blogs and the panelists represent different perspectives within engineering community-based global learning endeavors and community/university partnerships. Previous blog posts are available here: (1) Rollins/Bohrer/Brownell June 2021; (2) Oakes/Rollins June 2021; (3) Manghnani/Nilov/Brownell June 2021; (4) Reynolds/Bohrer June 2021; (5) Griffin/Brownell July 2021; (6) Crowe/Rollins July 2021; (7) Olson/Bohrer July 2021
Examining Societal Impact of Community: University Engagement Endeavors for Engineering Education
This is the seventh in a series of posts leading up to a Special Session at the American Society for Engineering Education (ASEE) 2021 conference on July 27, 2021 entitled At the Crossroads of Community Engagement, Ethics, Liberal Education, and Social Responsibility: Community engaged engineering education challenges and opportunities in light of COVID-19. These posts are intended to introduce the panelists of the special session and provide a basis for discussion at the conference and beyond. The co-editors of these blogs and the panelists represent different perspectives within engineering community-based global learning endeavors and community/university partnerships. Previous blog posts are available here: (1) Rollins, Bohrer, Brownell/June 2021; (2) Oakes/June 2021; (3) Manghnani, Nilov/June 2021; (4) Bohrer, Rollins, Brownell/June 2021; (5)Grffin/Brownell/July 2021; (6) Crowe, Rollins/July 2021
Power and Privilege
This is the seventh in a series of posts leading up to a Special Session at the American Society for Engineering Education (ASEE) 2021 conference on July 27, 2021 entitled At the Crossroads of Community Engagement, Ethics, Liberal Education, and Social Responsibility: Community engaged engineering education challenges and opportunities in light of COVID-19. These posts are intended to introduce the panelists of the special session and provide a basis for discussion at the conference and beyond. The co-editors of these blogs and the panelists represent different perspectives within engineering community-based global learning endeavors and community/university partnerships. Previous blog posts are available here: (1) Rollins, Bohrer, Brownell/June 2021; (2) Oakes/June 2021; (3) Manghnani, Nilov/June 2021; (4) Bohrer, Rollins, Brownell/June 2021; (5) Griffin, Brownell/July 2021
What’s in the Toolbox for Ethical Community Engagement?
This is the fifth in a series of posts leading up to a Special Session at the American Society for Engineering Education (ASEE) 2021 conference on July 27, 2021 entitled At the Crossroads of Community Engagement, Ethics, Liberal Education, and Social Responsibility: Community engaged engineering education challenges and opportunities in light of COVID-19. These posts are intended to introduce the panelists of the special session and provide a basis for discussion at the conference and beyond. The co-editors of these blogs and the panelists represent different perspectives within engineering community-based global learning endeavors and community/university partnerships. Previous blog posts are available here: (1) Rollins, Bohrer, Brownell/June 2021 ; (2) Oakes/June 2021 ; (3) Manghnani, Nilov/June 2021 ; (4) Bohrer, Rollins, Brownell/June 2021
Learning Through Community Engagement, Bridging Engineering Theory and Practice
This is the third in a series of posts leading up to a Special Session at the American Society for Engineering Education (ASEE) 2021 conference on July 27, 2021 entitled At the Crossroads of Community Engagement, Ethics, Liberal Education, and Social Responsibility: Community engaged engineering education challenges and opportunities in light of COVID-19. These posts are intended to introduce the panelists and provide a basis for discussion at the conference and beyond. Previous blog posts are available here: (1) Rollins, Bohrer, Brownell/June 2021 ; (2) Oakes/June 2021.
The Value of Community Engaged Learning in the Formation of Future Engineers
This is the second in a series of posts leading up to a Special Session at the American Society for Engineering Education (ASEE) 2021 conference on July 27, 2021 entitled At the Crossroads of Community Engagement, Ethics, Liberal Education, and Social Responsibility: Community engaged engineering education challenges and opportunities in light of COVID-19. These posts are intended to introduce the panelists and provide a basis for discussion at the conference and beyond. Previous blog posts are available here: (1) Rollins, Bohrer, Brownell/June 2021 .
Recording: Nurturing and Norming Inclusive Assessment Practices: A Democratically-Engaged Approach
In this session, we explore these questions together while also lifting up stories of counter-normative, transformative, and radically inclusive assessment work. This webinar highlights some stories of assessment done differently, engaged in values, and with the purpose of inclusion and transformation in mind. We explore together the concept of democratically-engaged assessment, which is an orientation to and framework for assessment that is explicitly grounded in, informed by, and in dialogue with the (contested) values and commitments of democratic civic engagement. Note that the team presenting represented the work of a larger team and the voice and input of community organizers, scholar-practitioners, thinkers, and citizens who have shared with us their first-hand experiences of what it means to reclaim one’s narrative and voice through democratically-engaged assessment practices.
Community-based global learning in engineering education: Engagement, ethics, and social responsibility
Last summer, in response to the changing landscape on university campuses due to COVID-19, the Case Western Reserve University’s Center for Engineering Action reached out to our colleagues who likewise partner with communities on student design projects aimed at serving vulnerable populations. Since personal connection and travel is important to much of our work, the current pandemic has made our mission even more challenging. And COVID-19 was just the beginning of the many issues that would come into sharper focus in 2020! Last August as we gathered over Zoom with several colleagues, we sought to learn how other organizations are responding and to discuss best ways to ethically and effectively do this work in light of the multitude of challenges.
Calling In, Community, Relationships and Results
I hope you’re doing OK. To say it’s been a hard year is only to demonstrate the insufficiency of language. Through so much pain, many days the most we can wish for is that the darkness around us is not of the tomb but of the womb. That orientation toward regeneration reminds us of Arundhati Roy's hope for the pandemic as a portal; a critical rupture that, “we can walk through lightly, with little luggage, ready to imagine another world. And ready to fight for it.” Yet everyday, declarations of great change couple with re-solidification of old inequities. How does social change actually happen? What is your role? We’ll be taking up those kinds of questions this week at the Haverford College Center for Peace and Global Citizenship, as we work with students selected for summer internships on just a few of the dozens of learning modules in the Global Solidarity, Local Actions Toolkit.
Inequitable Ruptures, Rupturing Inequity: Theorizing the impacts of COVID-19 and racial injustice on Global Service Learning
The Michigan Journal of Community Service Learning (MJCSL), in partnership with the Community-based Global Learning Collaborative , is pleased to invite proposals for a special section on Global Service Learning. The section will be guest edited by Dr. Katie MacDonald and Dr. Jessica Vorstermans and will be included in the Summer 2022 issue of MJCSL. It will also feature an epilogue by Dr. Eric Hartman and Dr. Richard Kiely.
Recording: Ethics, Equity, and Online Global Learning: Fair Trade Learning, Virtually
On March 22, 2021, the Community-based Global Learning Collaborative hosted Ethics, Equity, and Online Global Learning: Fair Trade Learning, Virtually. When global education became virtual global education, program decisions impacted communities around the world. Particularly among organizations that have built their program models from community-driven and community-based principles, the move to virtual presented significant questions regarding whether to move forward, and how. Presenters from Amizade, Child Family Health International, and Omprakash shared how they have grappled through these decisions, what they have learned, and how their virtual models align with the ethical practices of Fair Trade Learning. Hear from:
Brandon Blache-Cohen , Executive Director, Amizade
Jessica Evert , MD, Executive Director, Child Family Health International
Willy Oppenheim , Founder and Co-Director, Omprakash
Recording: Remixing Revolution with Philly's South Asian American Digital Archive: Irish, South Asians - and Anti-British-Imperialism - From Philadelphia
Reiterating the alliances between South Asian Americans and Irish Americans in early 1900s Philadelphia shows us the power of re-learning an accurate history. On Tuesday, March 16th, 2021, Remixing Revolution with Philly's South Asian American Digital Archive highlighted how the lessons from this history could be implemented within the classroom.
The collaborative creation of open educational materials as a pedagogical practice and act of resistance
This month a team of 15 individuals involved in the creation of Caseidyneën Saën presented a paper entitled “Caseidyneën Saën: The collaborative creation of open educational materials as a pedagogical practice and act of resistance” at the International Conference on Language Documentation & Conservation.
Keynote Recording: A Civics of Interdependence
At the 2021 Weber State University Engaged Faculty Retreat, Eric Hartman presented the keynote address, "Civics Beyond Dichotomies: In and of Campus & Community Local and Global Interdependence." The description is available immediately below, along with the recording and slides.
Ethics, Equity, and Online Global Learning: Fair Trade Learning, Virtually
When global education became virtual global education, program decisions impacted communities around the world. Particularly among organizations that have built their program models from community-driven and community-based principles, the move to virtual presented significant questions regarding whether to move forward, and how. Presenters from Amizade, Child Family Health International, and Omprakash will share how they have grappled through these decisions, what they have learned, and how their virtual models align with the ethical practices of Fair Trade Learning.
Chat about Using and Co-creating the Toolkit: Collaborative Coffee Break
Do you have Burning Questions about the Interdependence: Global Solidarity and Local Action Toolkit? Come to the Collaborative Coffee Hour on Monday, March 1st from 10:00-10:30 am EST to ask any of your Toolkit related questions (hosted by Samantha Brandauer and Eric Hartman).