Global Modules

Vermont Professor of the Year

noreply@blogger.com (Gary Scudder) — Tue, 30 Nov 2010 20:15:00 +0000

Champlain College professor honored as Vermont's best
Free Press Staff Report • Tuesday, November 30, 2010

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Del.icio.us Facebook Digg Reddit Newsvine Twitter FarkIt Type Size A A A A Champlain College faculty member has been named Vermont professor of the year on the strength of his work in Global Modules, an unusual international discussion forum that's part of the college's interdisciplinary core curriculum.

Gary Scudder, 50, assistant dean for global engagement, was among more than 300 professors nominated for the annual award issued by the Council for Advancement and Support of Education and the Carnegie Foundation for the Advancement of Teaching. Winners are named for each state and for the nation at large.

Scudder conceived of Global Modules, in which Champlain students exchange ideas with their counterparts at colleges overseas, about eight years ago. The discussions — via electronic bulletin-board postings — take place over four-week intervals around various themes in each of the Champlain students’ first three years. The third-year theme, for example, is human rights.

“We don’t do videoconferencing,” Scudder said in an e-mail, “because it is expensive and often doesn’t work ... and only a few people talk. Instead, we created a system where everyone is required to participate.” He described the discussion as an “asynchronous dialogue.”

“My dream was to embed these online discussions with international partners as part of the required curriculum,” he said, adding: “No one else does this.”

The list of international partners has grown to 17 countries, including Jordan, Russia and India.

“Gary is an outstanding professor,” Elizabeth Beaulieu, dean of the core division, said in a college news release. “He has an amazing gift, and our students are lucky to have him.”

President David Finney called the award “an extraordinary honor.”

“This is an important first for our college,” he said.

Scudder and other award winners were honored at a special luncheon in Washington, D.C., last month.

“They emphasize learning, not just teaching; inspiring, not just profession; and exploring, not just explaining,” said John Lippincott, president of CASE, in his ceremonial remarks. “In short, they are exceptional representatives of a noble profession.”

Honorees were selected, in part, based on criteria that considered their impact on students and their scholarly approach to teaching.

Scudder, in his 11th year at Champlain, said he was humbled by the award and the recognition “makes me want to work even harder for my students in the future.”

Previous Vermont winners have included John Elder, professor of English and environmental studies at Middlebury College (2008); David Mindich, professor of journalism at St. Michael’s College (2006); Sunhee Choi, professor of chemistry and biochemistry at Middlebury (2005); and Susan Dinitz, lecturer in English at the University of Vermont (2004).
This story appeared on page B1 of Tuesday's Burlington Free Press

http://www.burlingtonfreepress.com/article/20101130/NEWS02/101129014/-1/COLUMNISTS01/Champlain-College-professor-honored-as-Vermont-s-best

NITLE Award

noreply@blogger.com (Gary Scudder) — Tue, 04 May 2010 18:32:00 +0000

The Global Modules project has recently received the Community Contribution Award from the National Institute for Technology in Liberal Education. This is a tremendous honor and one that we share with our international partners, without whom we would not have a program. Congratulations to everyone involved.

Gary Scudder

Higher School of Economics

noreply@blogger.com (Gary Scudder) — Tue, 27 Apr 2010 19:28:00 +0000

In March a team of Champlain professors - Dr. Betsy Beaulieu (the Dean of the Core Division, where the Global Modules are housed), Dr. Kerry Noonan, Dr. Jennifer Vincent, Dr. David Kite, and Dr. Gary Scudder (the Assistant Dean for Global Engagement) visited the Higher School of Economics in Moscow, Russia. In the space of less than a year the Higher School of Economics has grown to be one of our most important Global Module partners, and, in fact, we ran more GMs with HSE than any other school this semester. In addition to running a number of workshops for both faculty and students, the team also discussed ways that our two institutions can have even greater collaboration. The trip was amazing. In turn, two professors and five students from the Higher School of Economics visited Champlain in April. It's just this sort of increased face-to-face collaboration that we're hoping grow out of the Global Module experience.

Spring 2010 Global Modules

noreply@blogger.com (Gary Scudder) — Wed, 30 Dec 2009 18:08:00 +0000

We are in the planning stages for the upcoming semester's Global Modules - and it will be our biggest semester yet. Right now it looks like we'll have over four thousand students from at least fifteen different international universities participating. It's not too late to join in. Send me an email at scudder@champlain.edu and let's start planning.

Happy New Year!

Gary Scudder
Assistant Dean for Global Engagement
Champlain College

Bethlehem University

noreply@blogger.com (Gary Scudder) — Wed, 30 Dec 2009 18:02:00 +0000

One of our newest - and most enthusiastic - partners is Bethlehem University. Our growing relationship with Bethlehem is mainly the result of Ms. Vera Baboun, an English Literature and Gender Studies lecturer there. Here's a link to a nice story on their university webpage about their Global Module experience, in which they discussed gender issues. We can't thank them enough for their participation - students from both sides learned a lot.

http://www.bethlehem.edu/archives/2009/2009_073.shtml

Child Labor GM

noreply@blogger.com (Gary Scudder) — Thu, 17 Sep 2009 20:13:00 +0000

The following is a Global Module constructed by Cyndi Brandenburg from Champlain and Nandita Abraham and Rekha Dar from Pearl Academy in India. It deals with the issue of child labor and fits in very nicely with Champlain's new third year human rights course.

Child Labor Issues

Week 1

Let’s take the opportunity to get to know each other. You’ll find three folders in the Week 1 area, one called Introductions, one called Perceptions, and one called Questions.

During a normal week, unless otherwise directed, always remember to post at least two times.

We’ll begin our reading and discussing next week. With this in mind, we want you to do a few things this first week.

1. Post an introduction in the Introduction folder. What are your interests? Do you have experience travelling overseas? What do you hope to learn in the Global Module? Also, take the opportunity to greet your fellow students and find out more about them. Be sure to include contact information such as your email address or IM.
2. What are your perceptions of your partners in the Global Module? For the _____ students, what do you think of the US? For the American students, what do you think of when you think of _____? Post your initial views in the Perceptions folder.
3. Post any questions that you might have in the Questions folder. Some of you are probably quite experienced in working online, and might have even participated in Global Modules before, and could help out your classmates if they have any concerns.

Keep in mind that you should always feel free to contribute to the Casual Conversations folders found elsewhere on the site. Feel free to introduce a topic or post questions. The password for the Casual Conversations folder is: beaver.

Thanks, and we’re really looking forward to getting started.

Week 2

This week we begin our discussion of child labor issues. We will be using a selection of short texts, photographs, and view a short film. The first is the United Nations Convention on the Rights of the Child, especially articles 31 and 32 (http://www.hrweb.org/legal/child.html); the second is an article entitled “World Day Against Child Labor Marks the Need to Tackle the Worst Forms of Exploitation (http://www.unicef.org/media/media_49972.html); the third is the United Nations Global Compact Brochure (http://www.unglobalcompact.org/docs/news_events/8.1/GC_brochure_FINAL.pdf , the fourth is a series of photos with original captions taken by Lewis Hines in the United States in the early 1900s, and a short film (http://planyouth.org/episode/seeds-of-sorrow). Finally, you will find a few short case studies below.

Lakshmi’s Story –

“I am nine years old and I work as a beedi. (This means I roll cigarettes). I live in Tamil Nadu. Can you find it on a map? I have a sister. My sister is ten years old. Every morning at seven o’clock she goes to the bonded labour man and she does not come home until nine o’clock at night. He treats her badly. He hits her if he thinks she is working too slowly or if she is talking to any of the other children; he yells at her if she is sick and cannot go to work. I don’t care about school or playing or that I have to work. All I want is to bring my sister home from this man. I could do that for 600 rupees but I not have 600 rupees and I never will. (600 rupees is about £10).”

Yeramma’s Story (aged 11)

“I used to go to a government school but I had to leave because my sister got ill. We took her to hospital but the doctor said we had to pay more money so my parents bonded me for 1700 rupees (about £30). I was about seven then. I worked unwinding the silk cocoons. I didn’t like it but my parents made me go. They said I couldn’t go to school; I had to work. At work I had to get up at 4 o’clock in the morning. I only was allowed home once a week. The rest of the time I lived at the factory. I slept with two or three other children in the factory between the machines. The owner provided rice for our food but he took it out of our wages. We had to cook the rice ourselves. We worked twelve hours a day with one hour’s rest. If I made a mistake, I would be beaten. Children do not only work in factories. Girls also have to undertake domestic work.”

Jasmina’s Story

“Seven days a week, 8 year old Jasmina has to get up before dawn to fetch water for the household where she has been working as a maid for over a year now. That is the start of her working day. She will work, washing, sweeping and anything else required until about 11 o’clock at night when she lies down on the hard bathroom floor and sleeps. She is tired much of the time but her employers hit her if she is not working hard enough or if she makes a mistake. ‘They want their shoes polished. If I don’t do it fast enough, they hit me with a cooking spoon.’ After her father died, her mother sent her and her sister from their home in West Bengal to work as maids. She is paid 100 rupees (a little over £1) a month.”

Please read the case studies and follow these links and read the three selections.

These two declarations represent two different approaches to the issue of human rights. One is from a universalist perspective, while the other focuses on a particular cultural and social context for human rights. By reading and discussing both of them we can gain a better understanding of how different societies interpret the concept of human rights.

Once you have read the texts you will answer a series of questions. You will be required to post answers at least twice, although you can contribute more often if you wish. You can either post an original answer to a question or comment on the posting of another student. However, at least one of your posts has to be a response to another student’s posting. Either way, your postings should be detailed and analytical. If you are late posting for the week do not simply answer a question that has already been answered by another student – contribute in a new way. Build upon your fellow students’ answers. Think of it as the class as a whole answering the question.

1. What factors today contribute to the global problem of child labor?
2. Consider article 32 of the United Nations Convention. How would you define “economic exploitation”? Is it possible to come to a consensus regarding minimum age and minimum wages for children? Why or why not?
3. Under what circumstances is it okay, or even beneficial, for a child to work?
4. Reflect on your own experiences as a child. Did you have to work, in or out of your home? What kind of jobs did you do? How old were you when you started? Were you paid? If so, how much?
5. How have notions of child labor in the US changed over the last 100 years? How do these ideas compare to notions of child labor in India?
6. As global citizens, what is our responsibility in terms of our business practices or personal purchases as they relate to this issue?

Week 3

Let’s continue our discussion this week, focusing on specific examples from our two countries. To facilitate this discussion you’ll be reading the Gap’s Goals and Progress on addressing Child Labor (http://www.gapinc.com/GapIncSubSites/csr/Goals/SupplyChain/Program/SC_Addressing_Child_Labor_Program.shtml exploring the Gap’s social responsibility website (http://www.gapinc.com/socialresponsibility/) as well as watching a short film

http://www.cbs.com/thunder/player/tv/index_prod.php?partner=tvcom&pid=FbQcjdwUpYbVYpAI_sv-QnPRdNiy9bt1

Work on the following questions. Be sure to post at least twice this week, with at least one of the posts being a response to another student’s posting.

1. What factors do you think likely contributed to the child labor issues that surfaced in this factory in India?
2. Analyze the Gap’s response to the child labor scandal – was it thorough? Was it effective? Was it fair?
3. How can a huge multinational corporation effectively ensure fair and safe labor practices?
4. Does this news and the Gap’s response make you more or less likely to purchase its products? Why?
5. What role do journalists play in promoting global human rights? If this news story hadn’t broke, would the Gap had made as much progress in combating child labor?

Week 4

Sadly, it’s already time to say goodbye. Each student should post at least once this week.

1. What have we learned about the existence of child labor in our two countries, and in the larger world? Is the exploitation of child labor truly a universal concept?
2. Beyond the question of child labor, what is our responsibility as global citizens to adapt our purchasing practices to try and bring about a better world?
3. What have we learned about each other and ourselves from this discussion?
4. Would you like to say goodbye to your new friends? What do you want them to know about your country?

In addition, Champlain College students should write a short reflective piece to be posted in their ePortfolio. What did you learn from the process? What were the similarities and differences that you discovered? What might explain them? What political, religious or cultural influences shaped these views? Are the viewpoints expressed in the Global Module shaped more by personal or larger societal influences?

Spring 2009 Global Modules

noreply@blogger.com (Gary Scudder) — Tue, 28 Jul 2009 20:21:00 +0000

I wanted to take the time to discuss our Spring 2009 Global Modules in greater detail, and recognize the folks who worked so hard on them. In a previous posting I provided a brief overview, and now I'd like to provide some more details.

As we've discussed over the last year we brought the GMs into the second year, including it as a required graded assignment (worth 10%) in either Secular & Sacred (COR 230) or Capitalism & Democracy (COR 240). And, obviously, we also had a new crew of first year students to get their first Global Module experience in Concepts of Community (COR 120). All together that added up to 52 Global Modules, with over 2600 students, from universities in India, Spain, Hungary, Morocco, the United Arab Emirates, Sweden, Jordan, Kenya, Austria, Palestine, Lebanon and Kuwait. Our previous biggest semester was Spring 2008, which featured 39 GMs and 1100 students. Before that our biggest single semester was 5 GMs and 130 students. Obviously, we've come a long way in a short amount of time, and the thanks for that has to go to our wonderful faculty and students, both here and overseas.

So, let's talk briefly about the different pairings, which will help to give you a sense of the approach we take, and also the variety of directions that a professor can take.

Carmen Flys (University of Alcala, Spain) and Craig Pepin read Michaela de Leonardo's Women, Families & Work of Kinship and discussed kin work.

Kate O'Neill (Zayed University, United Arab Emirates) and Ken Wade read articles from the Gulf News and discussed cultural differences and human rights.

Jack Kalpakian (Al Akhawayn University, Morocco) and Jennifer Vincent read Thomas Friedman's Letter from Cairo and discussed economics and politics.

Connell Monette (Al Akhawayn University, Morocco) and Cam Webster read sections from the Quran and New Testament and discussed the role of religion in society.

Deema Ammari (University of Jordan, Jordan) and Mike Lange read Nawal al Saadawi's The Death of His Excellency the Ex-Minister and Alice Walker's Everyday Use and discused society, gender and family.

Klaus Himpsl (Donau University Krems, Austria), Petra Pzucsich and Sarah Cohen read McLuhan's Understanding Media: The Extensions of Man and discussed technologies as extensions of man.

Laza Sughayer (University of Jordan, Jordan) and Jonathan Davis read F. Scott Fitzgerald's The Bridal Party and discussed marriage and societal perceptions.

Reka Matolay (Corvinus University, Hungary) and Richard Hunt - and Richard Szanto (Corvinus) and Alfonso Capone - read A Framework for Thinking Ethically and discussed ethics and community-building.

Mounsif Nazehi (Al Akhawayn University, Morocco) and Cyndi Brandenburg watched a film entitled Reel Bad Arabs and discussed perceptions of Arabs in film.

Khalid Sendide (Al Akhawayn University, Morocco) and Cyndi Brandenburg read Why Bother?, Hinrichsen's A Tale of Two Families, and Specter's Big Foot and discussed ecological and carbon footprints.

Janice Jayes (Al Akhawayn University, Morocco) and David Rous read the introduction to Simone de Beauvoir's The Second Sex and discussed the concept of woman as "other."

Erika Alm (Goteborg University, Sweden) and Mike Fonner read the introduction to Simone de Beauvoir's The Second Sex and discussed the concept of woman as "other."

Nandita Abraham (Pearl Academy, India) and Craig Pepin read Why Bother?, Hinrichsen's A Tale of Two Families, and Specter's Big Foot and discussed ecological and carbon footprints.

Susan Jones (Zayed University, Spain) and Tim Blake read Michaela de Leonardo's Women, Families & Work of Kinship and discussed kin work.

Joe Walwik (Al Akhawayn University, Morocco) and Tim Blake read Elliott's To Lead the Faithful in a Faith Under Fire and Read's Muslims in America and discussed the challenges facing Muslims living in America.

Driss Maghraoui (Al Akhawayn University, Morocco) and Chuck Bashaw read Rumi's Neither Christian nor Jew nor Muslim and portions of Nasr's The Heart of Islam and discussed the areas of intersection between Judaism, Christianity and Islam.

Steve McDaniel (Al Akhawayn University, Morocco), Kerry Noonan and Steve Wehmeyer read Stoeltje's Festival and viewed films of several religious festivals and discussed the role of festivals in a changing world.

Theri Bailey (Zayed University, United Arab Emirates) and Peter Lynch read Why Bother?, Hinrichsen's A Tale of Two Families, and Specter's Big Foot and discussed ecological and carbon footprints.

Mark Olson (Gulf University of Science & Technology, Kuwait) and Alfonso Capone read Divorce Rates Increasing in Kuwait and A Closer Look at the Reasons for the High American Divorce Rate and discussed divorce and modern society.

Duncan Reinhart (Al Akhawayn University, Morocco), Bob Mayer and Willard Randall read Abdalla's Leadership Theory in the Arab Gulf States and Randall's Resurrecting the Founding Fathers and discussed leadership in the Arab and American worlds.

Michael Wainaina (Kenyatta University, Kenya) and Bob Mayer read Senior's Ascot and discussed the role of physical appearance in achieving success in different societies.

Hussein Solomon (University of Pretoria, South Africa) and Mike Lange read Whitehead's Ethnic Conflict and the Culture of Violence and Solomon's Between Islam and Islamism and discussed terrorism.

Karoly Pinter (Pazmany Peter Catholic University, Hungary) and David Kite read Heller's Twenty Years After and Obama's Acceptance Speech and discussed democracy in Hungary and America.

Steve McDaniel (Al Akhawayn University, Morocco), Kerry Noonan and Steve Wehmeyer read Michaela de Leonardo's Women, Families & Work of Kinship and discussed kin work.

Kelle Taha (University of Jordan, Jordan) and Barb DuBois read parts of Nine Parts of Desire by Brooks and discussed education for women in the Islamic world.

Vera Baboun (Bethlehem University, Palestine), Sarar Maalouf (Haigazian University, Lebanon) and Gary Scudder read the introduction to Simone de Beauvoir's The Second Sex and discussed the concept of woman as "other."

Rima Sabban (Zayed University, United Arab Emirates) and Sandy Zale read parts of Nine Parts of Desire by Brooks and discussed education for women in the Islamic world.

Marsha Ludwig (Zayed University, United Arab Emirates) and Tom Jordan read McLuhan's Understanding Media: The Extensions of Man and discussed technologies as extensions of man.

Caroline Roth (University of Klagenfurt, Austria) and Signe Daly read McLuhan's Understanding Media: The Extensions of Man and discussed technologies as extensions of man.

Again, thanks to everyone for all their hard work. Our success is a testament to the tireless work of so many faculty members from here at Champlain and abroad.

Gary

Heiskell Award

noreply@blogger.com (Gary Scudder) — Thu, 09 Apr 2009 22:27:00 +0000

Champlain College received the Institute of International Education (IIE) Andrew Heiskell Award for Innovation in International Education in the category of Internationalizing the Campus. President Dave Finney, Core Dean Betsy Beaulieu, and Assistant Dean for Global Engagement Gary Scudder travelled to New York for the conference, and picked up the award at the United Nations. The picture below is of President Dave Finney at the award ceremony. It is a tremendous honor for Champlain College and it's faculty and students, but also for all of our international partners, without whom we would not have a program. Thanks to everyone!

Gary

Institute for Global Engagement

noreply@blogger.com (Gary Scudder) — Mon, 02 Mar 2009 20:51:00 +0000

The Global Modules program at Champlain College is housed in our Institute for Global Engagement or the IGE. It was the Institute which received the Heiskell Award for Innovation recently. I'll include the link if anyone would like to know more about some of our other international projects.

http://www.champlain.edu/Institute-for-Global-Engagement.html

Spring 2009 Global Modules

noreply@blogger.com (Gary Scudder) — Fri, 27 Feb 2009 15:24:00 +0000

I wanted to take a moment to give a very quick update on our Global Modules project for the spring 2009 semester. Every first year student in the Concepts of Community (COR 120) course, and every second year student in either the Capitalism & Democracy (COR 240) or Secular & Sacred (COR 230) courses – along with one Legacy of World Civilization II (HIS 211) and four Seminars in Contemporary World Issues (HIS 415) classes – is participating in a Global Module.

This semester we have Global Modules running or getting ready to start with faculty and students from the University of Alcala in Spain, Zayed University in the United Arab Emirates, Al Akhawayn University in Morocco, the University of Jordan in Jordan, Donau University Krems in Austria, Corvinus University in Hungary, Goteborg University in Sweden, Pearl Academy in India, Gulf University of Science and Technology in Kuwait, Kenyatta University in Kenya, the University of Pretoria in South Africa, Pazmany Peter Catholic University in Hungary, Bethlehem University in the West Bank, and Klagenfurt University in Austria.

Our students are discussing topics such as kinship, human rights, globalization, community and religion, media, marriage, community discord and conflict resolution, views of Arabs in film, carbon footprints, gender, the lives of Muslims in America, religious diversity, the dividing line between the sacred and secular worlds, divorce, perceptions of leadership in the Arab and American experience, physical appearance, toleration and terrorism, democracy, and women and education.

Obviously, we could not do this without the incredible hard work and dedication of our faculty here at Champlain and our friends overseas – as well as the enthusiasm of students here and around the world. They are all deserving of recognition and our appreciation. Certainly I can never thank them enough.

Champlain College Receives Heiskell Award

noreply@blogger.com (Gary Scudder) — Tue, 27 Jan 2009 18:20:00 +0000

Champlain’s Global Initiatives Programs Earn Top Honors

Andrew Heiskell Award Given for Innovative Approach to International Studies

BURLINGTON, Vt. – Champlain College’s innovative international initiatives have earned the college a prestigious award from The Institute of International Education (IIE).

Champlain College will receive the 2009 IIE Andrew Heiskell Award for Innovation in International Education on March 19 at a ceremony at the United Nations in New York. The awards, now in their eighth year, were established to promote and honor outstanding initiatives in international higher education among the members of IIE’s association of more than 1,000 institutions.

“By recognizing excellence and innovation, the Institute hopes to promote a comprehensive range of efforts to make college campuses more international,” explained IIE President Dr. Allan E. Goodman. “The award-winning programs represent the best practices in internationalization. We hope these will encourage and inspire other campuses to better prepare their students to be active global citizens.”

Preparing citizens to actively engage in a global society is a widely held precept in education, and most colleges and universities have embraced the idea, according to Elizabeth Beaulieu, dean of the Core Division of Champlain College. Still, fewer than two percent of Americans study abroad (the traditional venue for offering an international experience), and overwhelmingly they choose destinations in Europe.
“Champlain College is dedicated to the goal of providing an international experience for every one of its students and to be honored so early in our efforts is significant. It recognizes our commitment to liberal learning outcomes for the 21st Century,” Beaulieu said.

IIE honored Champlain College in the category of “Internationalizing the Campus,” for advancing international curriculum development and providing innovative services to students through its Institute for Global Engagement headed by Gary Scudder, assistant dean for Global Engagement.

The Institute has developed three successful student and faculty programs designed to make the curriculum at Champlain College more international:
• Global Modules program (four-week, intensive online projects linking more than 3,000 students in 12 countries)
• Faculty Internationalization Initiative offering stipends for summer travel and course development
• A visiting scholar-in-residence program for international faculty.
“We are honored by this award and the recognition of Champlain’s efforts help our students become better global citizens through study abroad, increased opportunities for international dialog between students and hosting international scholars on campus,” said David Finney, president of Champlain College.

Champlain’s Global Modules

Champlain’s Global Modules program allows professors in any subject to inject international components into existing courses with little investment of time, money and effort. Created by Scudder, Global Modules are short, intensive, thematic online discussions between students and faculty members at different international universities.

Global Modules has grown in its first full year to include more than 3,000 students at 14 colleges and universities worldwide. “By 2009-10, we expect that more than 6,000 students a year from across the world will participate in these significant, content-based global education experiences,” Scudder said. In each course, participants include equal numbers of students at two or more universities. Topics, chosen by the professors, are wide-ranging and designed to encourage inquiry and cultural sensitivity.

“One of the great advantages of the Global Module approach is the flexibility it provides in linking seemingly very different classes together for an international and interdisciplinary experience.” Scudder said. “There is an endless choice of topics, readings and approaches that professors can take to enrich the educational experience. And you’re not trading credits or tracking money, so you don’t have the headaches associated with formal study abroad programs.”

Global Modules is so successful at Champlain that this year, Scudder notes, it has been incorporated into the core curriculum at the college and all freshmen and sophomores will take at least one course that includes the Global Modules content.
“Over the years we've discussed terrorism with students from Jordan, peace activism with Austrian students, globalization with Indian students, ecological impact with Kenyan students, the crisis in Lebanon with Australian students and women's issues with Moroccan students,” he said.

"The Heiskell Award is also recognition of the vision and hard work of our international partners. Without the support of the faculty and students at schools like Al Akhawayn University in Morocco, Zayed University in the United Arab Emirates, Kenyatta University in Kenya, Corvinus University in Hungary, and the University of Jordan, just to name a few, we wouldn't have a network and our students here at Champlain wouldn't have this amazing experience," Scudder emphasized.

Champlain is also among a small number of American universities that participate in the American University in Cairo’s videoconference Dialogue project.

Scudder travels extensively to build partnerships with international universities, and his main focus is on Africa and the Middle East, “Largely because those regions are either ignored or demonized in the media. This award will continue to help open doors to new collaborations and partnerships with colleges and universities around the world,” he said.

Faculty Internationalization Initiative

The Faculty Internationalization Initiative at Champlain College is aimed at ensuring professors have the resources and support to travel and develop international courses, according to Finney, who provided funding that gave 14 Champlain College professors $6,000 each to go to the Middle East last summer. While there, they gathered information and course materials to develop international core courses for the 2009-2010 school year.

This summer, the program will send another dozen or so faculty members to China and the Middle East to develop course materials for 2010-2011.

Cities of Refuge Writers in Residence / Roger Perry Endowed Chair

Champlain was also cited for a new program to bring international scholars to campus to teach, lead seminars and interact with students and faculty over the course of the academic year.

Pierre Mujomba joined the Champlain College learning community in September 2008 as the institution's first City of Refuge Writer in Residence and the second recipient of the Roger H. Perry endowed chair. The City of Refuge program is a national initiative that offers writers facing persecution in their home countries a sanctuary where they can continue to work. Other Cities of Refuge include Ithaca, New York; Las Vegas; and Pittsburgh.

Mujomba, a playwright of international acclaim, is from the Democratic Republic of the Congo (DRC), which he fled in 2003 after the French-language publication of his best-known work, La Dernière Envelope (English title, The Lost Envelope). The play, which concerns the regime of former DRC president Mobutu Sese Seko, has been translated into English, as has Kalemba's Year without Pay.

During his residence over the 2008-2009 academic year, Mujomba will write plays, visit classes as a guest lecturer and present readings of his work.

Being away from the DRC, he says, allows him to express himself more freely. "In Congo we have the system of censorship," he says. "When I'm writing in Congo, I'm censoring myself. [Here] you're freer to write what you want. You have freedom to write all you can write ... Also, when I'm here, I am not only a Congolese writer. I am an African writer. It is important because when I'm writing, I'm no longer writing for a very small group. I try to write as an African who wants to let people know here what happened in Africa."

Champlain’s Institute for Global Engagement

“On both an educational and personal level, these programs make a world of difference for our students. They’ll never view the world the same way again after experiencing studying abroad, meeting a man like Pierre Mujomba or connecting with students on the other side of the globe through our programs,” Finney added.
Champlain College offers traditional study abroad programs with campuses in Dublin, Ireland, which opened in fall of 2008, and Montreal, Quebec, which opened in 2007. Finney also made a commitment to the incoming Class of 2012 at the freshman orientation in September to pay for passports for all first-year students who earn a GPA of 3.0 or higher.

Champlain College was founded in 1878, and at its core is a bricks and mortar school, offering professionally focused majors. It has 2,000 campus-based undergraduate students on campus and is ranked 12th in the top tier of Best Baccalaureate Colleges in the North by 2009 America’s Best Colleges, published by U.S. News & World Report. To learn more about Champlain College, visit www.champlain.edu.

Heiskell Awards and IIE Overview

The Institute of International Education (IIE) is the world leader in the international exchange of people and ideas. An independent, nonprofit organization founded in 1919, the Institute is the world’s most experienced global higher education and professional exchange organization. IIE has a network of 19 offices worldwide, over 900 college and university members, and more than 5,000 volunteers.
The Andrew Heiskell Awards winning campuses for 2009 are: Champlain College (Co-winner, Internationalizing the Campus), Universidad de Monterrey (Co-Winner, Internationalizing the Campus), Clemson University and the University of Kansas (Study Abroad), Indiana University-Purdue University At Indianapolis (International Exchange Partnerships) and Scottsdale Community College (Study Abroad at the Community College). Honorable Mentions will be awarded to Vanderbilt University, Ohio University, Chaffey College and Salt Lake Community College.
Profiles of this year’s winning programs are available on the “Best Practices” resource of the IIENetwork website, at www.iienetwork.org/?p=BestPractices. This site showcases more than 50 winning programs and honorable mention recipients from the eight years of awards, to serve as a resource and inspiration for the international educational community worldwide.

Representatives from this year’s winning programs will be presented with a plaque and a $1,000 prize at the Heiskell Awards luncheon in New York on March 19, and will take part in panel discussions that day at the 4th Annual IIE Best Practices Conference. The programs will also be featured in the Spring 2009 issue of the IIENetworker magazine and will be highlighted by IIE as the best practices in the field of international education throughout the year.

IIE designs and implements programs of study and training for students, educators, young professionals and trainees from all sectors with funding from government and private sources. These programs include the Fulbright and Humphrey Fellowships and the Gilman Scholarships administered for the U.S. Department of State.
The Institute is a resource for educators and institutions worldwide, publishing IIEPassport: Academic Year Abroad and Short Term Study Abroad and operating www.IIEPassport.org, the search engine for study abroad programs and www.fundingStudyAbroad.org, a free search engine for study abroad funding sources. IIE also conducts policy research and provides advising and counseling on international education and opportunities abroad. Information on the Institute can be obtained from our Website: http://www.iie.org.

The Awards are named for the late Andrew Heiskell, a longtime member of IIE’s Board of Trustees, a former chairman of Time Inc., a renowned philanthropist, and a passionate supporter of international education, and have been endowed by a gift from Marian Sulzberger Heiskell as a lasting tribute to Mr. Heiskell's legacy.

Religion and Society GM

noreply@blogger.com (Gary Scudder) — Tue, 20 Jan 2009 22:02:00 +0000

Here is a Global Module that was constructed by Champlain's Cam Webster and Connell Monette from Al Akhawayn University. It examines issues of religion and society through readings drawn from the New Testament and the Quran. It fits in very well with our first year Concepts of Community course and our second year Secular & Sacred course.

Religion and Society

Week 1

Let’s take the opportunity to get to know each other. You’ll find three folders in the Week 1 area, one called Introductions, one called Perceptions, and one called Questions.

During a normal week, unless otherwise directed, always remember to post at least two times.

We’ll begin our reading and discussing next week. With this in mind, we want you to do a few things this first week.

1. Post an introduction in the Introduction folder. What are your interests? Do you have experience travelling overseas? What do you hope to learn in the Global Module? Also, take the opportunity to greet your fellow students and find out more about them. Be sure to include contact information such as your email address or IM.
2. What are your perceptions of your partners in the Global Module? For the _____ students, what do you think of the US? For the American students, what do you think of when you think of _____? Post your initial views in the Perceptions folder.
3. Post any questions that you might have in the Questions folder. Some of you are probably quite experienced in working online, and might have even participated in Global Modules before, and could help out your classmates if they have any concerns.

Keep in mind that you should always feel free to contribute to the Casual Conversations folders found elsewhere on the site. Feel free to introduce a topic or post questions. The password for the Casual Conversations folder is: beaver.

Thanks, and we’re really looking forward to getting started.

Week 2

We are going to discuss the role of religion in society. Our texts will be selected readings from the Sermon on the Mount from the New Testament and the surah Women from the Quran. By reading and discussing these works we will not only learn more about these two religions, but this will also allow us to discuss the topic of how religion impacts society, and vice-versa.

Once you have read the assignment we will answer a series of questions. You will be required to post answers at least twice, although you can contribute more often if you wish. You can either post an original answer to a question or comment on the posting of another student. Either way, your postings should be detailed and analytical. If you are late posting for the week do not simply answer a question that has already been answered by another student – contribute in a new way. Build upon your fellow students’ answers. Think of it as the class as a whole answering the question.

1. The Quran, along with the Old Testament, are both much more specifically legalistic than the New Testament. Why might this be? What might be the implications of this fact?
2. What kind of society is Jesus describing in the Sermon on the Mount?
3. According to these documents, how should women or the underprivileged be treated? Are they treated this way in the religions today?
4. What is the relationship between humans and the divine that is expressed in these two documents?
5. How does religion influence society? How does society influence religion? How is the relationship expressed in these documents?

Week 3

Let’s continue our discussion this week, focusing on specific examples from our two countries. Work on the following question. Be sure to post at least twice this week.

1. What role does religion play in creating a sense of community in your country? What role should it play?
2. What is the dividing line between the secular and the sacred worlds in your society? Is there one? Should there be one?
3. Are there dangerous aspects to religion that can actually threaten the stability of a society?
4. Can we think of specific suggestions for ways to decrease the religious tension or misunderstandings in the world?

Week 4

Sadly, it’s already time to say goodbye. Each student should post at least once this week. In addition, Champlain College students should write a short reflective piece to be posted in their ePortfolio. What did you learn from the process? What were the similarities and differences that you discovered? What might explain them?

1. What have we learned about the role of religion in our two countries, and in the larger world?
2. Some critics of the United States will point out that many of its problems are related to a lack of a solid religious foundation. Do you think this is true? Or, could it be argued that the U.S. has been successful because it is a more secular society?
3. What have we learned about each other and ourselves from this discussion?
4. Would you like to say goodbye to your new friends? What do you want them to know about your country?

Iran and Contemporary World Developments Conference

noreply@blogger.com (Gary Scudder) — Wed, 07 Jan 2009 16:27:00 +0000

I wanted to take the opportunity to call attention to the 1st Conference on Iran and Contemporary World Developments, which will be held at Imam Khomeini University in Iran on 19-20 August 2009. Here's a link to the conference website: http://navazeni.ir/Conferences/Iran&World09.htm

My colleague Bob Mayer and I will be chairing a panel, so feel free to put in a proposal. Also, please send this information along to anyone who might be interested. Thanks.

Gary

International and Inter-Civilizational Dialogue

In the year 2000 the United Nations, as part of its Year of Dialogue among Civilizations, encouraged all “Member States, regional and international organizations, civil society and non-governmental organizations to continue to develop appropriate initiatives at all levels to promote dialogue in all fields with a view to fostering mutual recognition and understanding among and within civilizations.” These are laudable goals, obviously, but how much progress have we made in achieving this “mutual recognition and understanding?” This panel is designed to explore efforts to inspire international and inter-civilizational dialogue, as well as the obstacles that remain. Taking the UN Resolution 55/23 as a guide, we are particularly interested in proposals on efforts to promote “human rights and fundamental freedoms,” celebrate “cultural pluralism and creative human diversity,” explore the changing role of women, or examine the opportunities/threats presented by the increased interrelatedness caused by globalization. These efforts at achieving dialogue may relate to specific programs launched by international, governmental or non-governmental agents, but can also consider educational, cultural or technological projects. Proposals should be sent to the co-chairs: Dr. Gary Scudder (scudder@champlain.edu) and Dr. Robert Mayer (mayer@champlain.edu).

Inequality GM

noreply@blogger.com (Gary Scudder) — Thu, 18 Dec 2008 20:23:00 +0000

This is a Global Module that would fit in very well with our second year Core class, COR 240: Capitalism & Democracy. It would be a good fit for Economics or Sociology classes as well.

Inequality

Week 1

Let’s take the opportunity to get to know each other. You’ll find three folders in the Week 1 area, one called Introductions, one called Perceptions, and one called Questions.

During a normal week, unless otherwise directed, always remember to post at least two times.

We’ll begin our reading and discussing next week. With this in mind, we want you to do a few things this first week.

1. Post an introduction in the Introduction folder. What are your interests? Do you have experience travelling overseas? What do you hope to learn in the Global Module? Also, take the opportunity to greet your fellow students and find out more about them. Be sure to include contact information such as your email address or IM.
2. What are your perceptions of your partners in the Global Module? For the _____ students, what do you think of the US? For the American students, what do you think of when you think of _____? Post your initial views in the Perceptions folder.
3. Post any questions that you might have in the Questions folder. Some of you are probably quite experienced in working online, and might have even participated in Global Modules before, and could help out your classmates if they have any concerns.

Keep in mind that you should always feel free to contribute to the Casual Conversations folders found elsewhere on the site. Feel free to introduce a topic or post questions. The password for the Casual Conversations folder is: moose.

Thanks, and we’re really looking forward to getting started.

Week 2

This week we begin our discussion of inequality. We will be using four short articles. The following links take you to the Global Issues website, which provides information on poverty (http://www.globalissues.org/article/26/poverty-facts-and-stats), and to a portion of the Millennium Development Goals (http://www.undp.org/mdg/goal1.shtml) website. In addition, we will be reading the Nobel Prize speech of the 2006 recipient, Muhammad Yunus (http://nobelpeaceprize.org/en_GB/laureates/laureates-2006/yunus-lecture/), as well as a description of microfinance from the Grameen Bank site (http://www.grameen-info.org/index.php?option=com_content&task=view&id=28&Itemid=108). Please follow these links and read the four articles.
Once you have read the texts you will answer a series of questions. You will be required to post answers at least twice, although you can contribute more often if you wish. You can either post an original answer to a question or comment on the posting of another student. Either way, your postings should be detailed and analytical. If you are late posting for the week do not simply answer a question that has already been answered by another student – contribute in a new way. Build upon your fellow students’ answers. Think of it as the class as a whole answering the question.

1. How bad of a problem is global poverty? Is it getting better or worse?
2. What are the biggest obstacles to bringing about change?
3. What are the Millennium Development Goals? How can they help to decrease global poverty?
4. In his Nobel Prize acceptance speech Muhammad Yunus proposed that “Poverty is the absence of all human rights.” What does this mean?
5. What is microfinancing? How does it work?

Week 3

Let’s continue our discussion this week, focusing on specific examples from our two countries. Work on the following question. Be sure to post at least twice this week.

1. How In his Nobel Prize acceptance speech Muhammad Yunus proposed that “Poverty is a threat to peace.” Do you believe him?
2. How serious of a problem is poverty in your own country?
3. Can you suggest specific actions for reducing poverty on an individual or community level?
4. Can you suggest specific actions for reducing footprints on a national or global level?

Week 4

Sadly, it’s already time to say goodbye. Each student should post at least once this week.

1. What have we learned about poverty in our two countries, and in the larger world?
2. Do we have an obligation to try and end global poverty?
3. What have we learned about each other and ourselves from this discussion?
4. Would you like to say goodbye to your new friends? What do you want them to know about your country?

In addition, Champlain College students should write a short reflective piece to be posted in their ePortfolio. What did you learn from the process? What were the similarities and differences that you discovered? What might explain them? What political, religious or cultural influences shaped these views? Are the viewpoints expressed in the Global Module shaped more by personal or larger societal influences?

Human Rights Global Module

noreply@blogger.com (Gary Scudder) — Wed, 17 Dec 2008 15:36:00 +0000

This Global Module fits in very well with a second year course we offer at Champlain entitled Capitalism & Democracy. It would be a good fit for many political science or international relations or constitutional courses.

Human Rights – Universal or Relative?

Week 1

Let’s take the opportunity to get to know each other. You’ll find three folders in the Week 1 area, one called Introductions, one called Perceptions, and one called Questions.

During a normal week, unless otherwise directed, always remember to post at least two times.

We’ll begin our reading and discussing next week. With this in mind, we want you to do a few things this first week.

1. Post an introduction in the Introduction folder. What are your interests? Do you have experience travelling overseas? What do you hope to learn in the Global Module? Also, take the opportunity to greet your fellow students and find out more about them. Be sure to include contact information such as your email address or IM.
2. What are your perceptions of your partners in the Global Module? For the _____ students, what do you think of the US? For the American students, what do you think of when you think of _____? Post your initial views in the Perceptions folder.
3. Post any questions that you might have in the Questions folder. Some of you are probably quite experienced in working online, and might have even participated in Global Modules before, and could help out your classmates if they have any concerns.

Keep in mind that you should always feel free to contribute to the Casual Conversations folders found elsewhere on the site. Feel free to introduce a topic or post questions. The password for the Casual Conversations folder is: moose.

Thanks, and we’re really looking forward to getting started.

Week 2

This week we begin our discussion of human rights. We will be using two short texts. The first is the Universal Declaration of Human Rights (http://www.un.org/Overview/rights.html); the second is the Cairo Declaration on Human Rights in Islam (http://www1.umn.edu/humanrts/instree/cairodeclaration.html). Please follow these links and read the two declarations.

These two declarations represent two different approaches to the issue of human rights. One is from a universalist perspective, while the other focuses on a particular cultural and social context for human rights. By reading and discussing both of them we can gain a better understanding of how different societies interpret the concept of human rights.

Once you have read the texts you will answer a series of questions. You will be required to post answers at least twice, although you can contribute more often if you wish. You can either post an original answer to a question or comment on the posting of another student. Either way, your postings should be detailed and analytical. If you are late posting for the week do not simply answer a question that has already been answered by another student – contribute in a new way. Build upon your fellow students’ answers. Think of it as the class as a whole answering the question.

1. Look at the dates for both of these proclamations. Do the eras in which they were issued affect their content? Why and how?
2. What organizations promulgated each declaration? How might the goals of these organizations differ, and how might those differences affect the declarations?
3. In compare this, from the Universal Declaration of Human Rights:

“Now, Therefore THE GENERAL ASSEMBLY proclaims THIS UNIVERSAL DECLARATION OF HUMAN RIGHTS as a common standard of achievement for all people and all nations, to the end that each individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction.”

With this, from the Cairo Declaration on Human Rights in Islam:

“Believing that fundamental rights and freedoms according to Islam are an integral part of the Islamic religion and that no one shall have the right as a matter of principle to abolish them either in whole or in part or to violate or ignore them in as much as they are binding divine commands, which are contained in the Revealed Books of Allah and which were sent through the last of His Prophets to compete the preceding divine messages and that safeguarding those fundamental rights and freedoms is an act of worship whereas the neglect or violation thereof is an abominable sin, and that the safeguarding of those fundamental rights and freedom is an individual responsibility of every person and a collective responsibility of the entire Ummah . . .”

What are the essential differences between these two foundations for the idea of human rights?

4. Compare Article 16 in the Universal Declaration, with Article 5 in the Cairo Declaration. What are the main differences? Are both articles equivalent in their recognition of marital and family rights?
5. How does Article 6 of the Cairo Declaration compare with the status of women in the Universal Declaration?
6. What limits a person’s rights in the Universal Declaration? What limits them in the Cairo Declaration?

Week 3

Let’s continue our discussion this week, focusing on specific examples from our two countries. Work on the following question. Be sure to post at least twice this week.

1. What role does a society, religion, faith, or political system have in defining rights in that case?
2. Is the idea of a declaration of “Human Rights in Islam” compatible with the idea of universal human rights?
3. What is more important, the concept of universal human rights or the freedom of societies to define rights according to faith?
4. Can you have true equality for men and women without running afoul of various religious beliefs? Or would religious beliefs actually lead to true equality for men and women?
5. If human rights are truly universal, then what should be the role of the United Nations or other organizations in protecting them?
6. Are there places in the world where human rights are being routinely violated? Should we care?

Week 4

Sadly, it’s already time to say goodbye. Each student should post at least once this week.

1. What have we learned about the existence of human rights in our two countries, and in the larger world?
2. Are human rights truly a universal concept?
3. Which of the human rights expressed in the two documents are the most important in today’s world?
4. What have we learned about each other and ourselves from this discussion?
5. Would you like to say goodbye to your new friends? What do you want them to know about your country?

In addition, Champlain College students should write a short reflective piece to be posted in their ePortfolio. What did you learn from the process? What were the similarities and differences that you discovered? What might explain them? What political, religious or cultural influences shaped these views? Are the viewpoints expressed in the Global Module shaped more by personal or larger societal influences?

Woman as "Other" Global Module

noreply@blogger.com (Gary Scudder) — Tue, 16 Dec 2008 21:04:00 +0000

This is a very good Global Module for a Gender or Sociology course.

Woman as “Other”

Week 1

Let’s take the opportunity to get to know each other. You’ll find three folders in the Week 1 area, one called Introductions, one called Perceptions, and one called Questions.

During a normal week, unless otherwise directed, always remember to post at least two times.

We’ll begin our reading and discussing next week. With this in mind, we want you to do a few things this first week.

1. Post an introduction in the Introduction folder. What are your interests? Do you have experience travelling overseas? What do you hope to learn in the Global Module? Also, take the opportunity to greet your fellow students and find out more about them. Be sure to include contact information such as your email address or IM.
2. What are your perceptions of your partners in the Global Module? For the _____ students, what do you think of the US? For the American students, what do you think of when you think of _____? Post your initial views in the Perceptions folder.
3. Post any questions that you might have in the Questions folder. Some of you are probably quite experienced in working online, and might have even participated in Global Modules before, and could help out your classmates if they have any concerns.

Keep in mind that you should always feel free to contribute to the Casual Conversations folders found elsewhere on the site. Feel free to introduce a topic or post questions. The password for the Casual Conversations folder is: beaver.

Thanks, and we’re really looking forward to getting started.

Week 2

We are going to discuss the status and perception of women. Our text will be Simone de Beauvoir’s The Second Sex. You will be reading the Introduction. Follow this link and read her introduction:

http://www.marxists.org/reference/subject/ethics/de-beauvoir/2nd-sex/introduction.htm

By reading and discussing The Second Sex by Simone de Beauvoir we will not only learn about her views, but this will also allow us to introduce the topic of the status of women.

Once you have read the assignment we will answer a series of questions. You will be required to post answers at least twice, although you can contribute more often if you wish. You can either post an original answer to a question or comment on the posting of another student. Either way, your postings should be detailed and analytical. If you are late posting for the week do not simply answer a question that has already been answered by another student – contribute in a new way. Build upon your fellow students’ answers. Think of it as the class as a whole answering the question.

1. Who was Simone de Beauvoir and what was her reason for writing The Second Sex? Do you find her arguments convincing? Are her points still valid or has the world changed dramatically since de Beauvoir wrote The Second Sex?
2. In The Second Sex, de Beauvoir makes the point, “But if I wish to define myself, I must first of all say: ‘I am a woman’: on this truth must be based all further discussion. A man never begins by presenting himself as an individual of a certain sex.” What point is de Beauvoir making here?
3. In a famous quote, de Beauvoir proposes that, “He is the Subject, he is the Absolute – she is the Other.” What does this mean? Is woman “the Other?” If she is “the Other,” what are the consequences?
4. If we believe de Beauvoir then a good question to ask would be – was the creation of “the Other” a conscious or unconscious decision? That is, were women deliberately given a supporting role?
5. Simone de Beauvoir suggested that, “The bond that united her to her oppressors is not comparable to any other.” What does she mean?

Week 3

Let’s continue our discussion this week, focusing on specific examples from our two countries. Work on the following question. Be sure to post at least twice this week.

1. In what ways are the lives of women in your two countries similar? Do these similarities tell us something about the universality of the female experience?
2. In what ways are the lives of women in your two countries different? How can these differences be explained?
3. Is life getting better or worse for women in your countries? Why might it be getting better or worse in one country as compared to another?
4. Can we think of specific suggestions for ways to improve the status of women around the world?

Week 4

Sadly, it’s already time to say goodbye. Each student should post at least once this week. In addition, Champlain College students should write a short reflective piece to be posted in their ePortfolio. What did you learn from the process? What were the similarities and differences that you discovered? What might explain them?

1. What have we learned about the status of women in our two countries, and in the larger world?
2. What have we learned about each other and ourselves from this discussion?
3. Would you like to say goodbye to your new friends? What do you want them to know about your country?

Sample GM - Stem Cell Research

noreply@blogger.com (Gary Scudder) — Sat, 01 Nov 2008 12:47:00 +0000

Here's another sample Global Module:

Stem Cell Research Debate

In this global module, students from different cultures would get to examine together the science and ethics of stem cell research and use. To help students better understand the issues involved, they will be asked to read and respond to several articles selected for that purpose. The first is Selecting the Perfect Baby: The Ethics of Embryo Design by Julia Omarzu.

http://ublib.buffalo.edu/libraries/projects/cases/genetics/genetic_selection.html

The second is Stem Cells: Promises to Keep by Lauren Yaich

http://www.sciencecases.org/stem_cells/stem_cells.asp

The third is Saving Superman (Part I: A-C)

http://www.sciencecases.org/superman/superman1.asp

Though the discussion will involve some exposure to scientific concepts and terminology, the principle objective of the discussion will be to try and highlight and discuss cultural differences in the way participants may see the role of science and the meaning of life. Many questions may arise in that conversation. Are there ethical issues of vital concern to students when they think about in-vitro fertilization and pre-implantation genetic diagnosis? Should decisions about the beginning of human life be made by governments? Scientists? Potential parents? Religious authorities? Or some other institution responsible for the ethical application of science? Do students see different ethical issues related to use of totipotent, pluripotent or multipotent stemcells? Do they see the use of adult stem cells (for example in therapeutic cloning) as controversial as use of embryonic stem cells in reproductive cloning?

Ultimately, there will be significant global ramification if some countries gain access to medical and genetic capabilities that others do not have or cannot use. Can students predict any of these possibilities?

Naturally, this description just begins to touch the surface of what the possibilities for a discussion like this are.

SUGGESTED ASSIGNMENTS:

Week One: Introductions

During the first week, students will introduce themselves to one another. Just to make the conversation interesting, along with the introduction it might be engaging to here each students share a movie they have seen or book they have read or a cartoon they have seen that relates to the conversation about stem cells, genetic engineering, or cloning. Are their own perceptions about these issues being shaped by literature and theater more or less than by scientists?

http://members.inode.at/359743/frankenstein/images/dickwright-frank-cartoon.gif

Week Two: Discussions

During week two, students will be reading the assigned texts found in the Suggested Description above. A number of questions have been supplied and students might wish to select one or more to respond to. Ideally, students will include with their opinions about these complicated issues a paragraph or two about what experiences or assumptions best explain why they have arrived their present stances. The objective of the module is not only to become better acquainted with the issues of stem cell research but more importantly, to get a better understanding of how our different experiences and national histories may be shaping the way we frame the issues.

Week Three: Group Work

A few years ago, the United States Congress debated the funding of stem cell research and the following exchange was recorded in the course of that debate:

"The embryos to be used here are discarded. If not used for the research, they will not be used at all,'' Sen. Arlen Specter, R-Penn., who co-authored the legislation, explained Wednesday. Thus, "no human life is to be taken.''

"This sounds ... like what happened in World War II,'' Senator Brownback countered, comparing embryo destruction for science to Nazi contentions that "these people are going to be killed, why not experiment on them.''

Yet the embryos in question are no bigger than the period at the end of a sentence.

"To equate that with individuals Nazis experimented on is stretching the meaning of humanness,'' said Sen. Tom Harkin, D-Iowa, who co-authored Specter's legislation.

Because embryonic stem cells could save lives, `"our position is just as moral as your position,'' Harkin added."

Students will be divided into smaller groups to engage in similar though hopefully more productive discussions about the issue. Students should do some background research on what, if any, research is being done in their own countries and what, if any, part their own governments are playing in funding or limiting that research. Students should also discuss what historical antecedents may or may not be helpful in coming to mutually satisfactory conclusions in this debate. Are there historical precedents that are helping people in their country think more clearly about the issue? Are there precedents that are clouding it? As a final product, students should examine the hypothetical differences that will exist between their two countries or regions if present policies are pursued for the next hundred years.

Week Four: Debriefing

In the final week, students will share the results to their group work. Groups may wish to supply three or four questions that the Global Module has inspired.

SUGGESTED ASSESSMENTS:

Discussion Work: 25 pts.

Each student will be evaluated on one thoughtful response to a week one and week two question. A score of 25 will be awarded to posts that demonstrate a thorough reading of the assigned text, that demonstrates critical thought and reflection upon the text, and that shares a personal experience, insight, or question that comes from outside the assigned text.

Group Work: 25 pts.

Each student will be assigned to a small group and will receive a grade on the report submitted by that group in week four. Lack of participation in group-work by an individual student will result in appropriate deductions.

Reflection Essay: 25 pts

Each Champlain student will be asked to write a critical reflection after the GM. This assignment will require the student to cite three “moments” in the conversation that they feel best highlights for them the ways that students involved shared either a commonality or a difference about some fundamental issue.

Survey: 25 pts

A final survey of the involved students will be created from the questions students verbalize in week three and four. Data from this survey will be collected by the instructors and distributed to the participating classes.

SUGGESTED FACULTY EXPECTATIONS:

At least one faculty member will be responsible for:

1. Logging in at least every other day to read posts
2. Responding as appropriate
3. Organizing and overseeing group work
4. Evaluating final essays
5. Assembling surveys and survey results

Sample GM - Human Rights in a Cultural Context

noreply@blogger.com (Gary Scudder) — Sat, 01 Nov 2008 12:41:00 +0000

Here's another sample Global Module:

Human Rights in a Cultural Context

It is fair to say that all over the planet, human beings do rotten things to other human beings. Much is being done to decrease the frequency and severity of the abuse and of those many initiatives, the declaration of a common standard by international and multinational agencies is a step in the direction of clarity. What exactly are the rights that all human beings should be entitled to and what standard of behavior will the world’s governments hold their citizens accountable to? Can the world come to a universal agreement, at least at the level of official policy so that these standards of behavior and treatment can filter down eventually into the ghettos, barrios, favellas, shuks, suburbs, and national capitals of human society?

In this Global Module, students will be asked to look at two separate human rights declarations put forth by international human rights agencies. The first text will be the United Nations’ Universal Declaration of Human Rights, which can be obtained here:

UN's Universal Declaration of Human Rights
http://www.un.org/Overview/rights.html

The second text is the Islamic Declaration of Human Rights, available here:

Islamic (Cairo) Declaration of Human Rights
http://www.alhewar.com/ISLAMDECL.html

In the course of the discussion students will be comparing and contrasting the documents to determine if they are redundant or essentially incongruous in some areas. Students will be asked to look at specific examples where the human rights culture of the U.N. may allow for behavior that the Islamic declaration might regard as a human rights abuse. Students will be asked to look at specific examples where behavior the Islamic declaration finds acceptable might be regarded as abusive by U.N. standards. In these specific cases, an attempt will be made to discover the philosophical or religious roots of the difference.

For the sake of engendering a lively debate, students will break into small groups to discuss the documentary, China’s Lost Girls, a movie about population control and its implications for female fetuses in traditional Chinese villages. Students will discuss whether or not it is possible for mutually satisfactory definitions of human rights to be developed and what, if any, action should be taken when some other culture violates one of “our” basic tenets of human ethical behavior when it seems entirely appropriate to them.

SUGGESTED ASSIGNMENTS:

Week One: Introductions

During week one, students will be introducing themselves and getting familiar with the course objectives. As a way of introducing themselves and priming the pump for further discussions, students are asked to include a paragraph or two detailing a right which they would like to have that is presently not guaranteed to them or protected by their present government. They may wish to include some argument as to why this right should be guaranteed.

Week Two: Discussions

During week two, students will be reading and discussing:

The UN's Universal Declaration of Human Rights and
http://www.un.org/Overview/rights.html

The Islamic Declaration of Human Rights,
http://www.alhewar.com/ISLAMDECL.html

Students are asked to look for differences in the two documents. These may involve certain rights that are protected in one list but not in the other or certain justifications for the protection of rights that might be at the heart of the differences mentioned. For example, are women being treated differently in the two documents? Are reproductive rights being extended or denied? Are rights relating to conscience and practice of religion given similar treatment? Each student will be asked to find and share a contemporary issue that highlights one way in which these differences might lead to conflict or to a an exchange of recriminations between two countries. For example, one might highlight a story about religious freedom or the right of women to drive in Saudi Arabia or the publishing of novels or cartoons in England or Denmark.

Week Three: Group Work

On September 5, 1995, Hillary Clinton, wife of U.S. President Bill Clinton gave a speech at the U.N.’s fourth conference on women held in Beijing, China. Her speech, entitled Women’s Rights are Human Rights included a list of instances where Mrs. Clinton felt that a line had to be drawn with respect to human rights. An excerpt of that speech follows:

“I believe that, on the eve of a new millennium, it is time to break our silence. It is time for us to say here in Beijing, and the world to hear, that it is no longer acceptable to discuss women's rights as separate from human rights.

These abuses have continued because, for too long, the history of women has been a history of silence. Even today, there are those who are trying to silence our words.

The voices of this conference and of the women at Huairou must be heard loud and clear: It is a violation of human rights when babies are denied food, or drowned, or suffocated, or their spines broken, simply because they are born girls.

It is a violation of human rights when women and girls are sold into the slavery of prostitution.

It is a violation of human rights when women are doused with gasoline, set on fire and burned to death because their marriage dowries are deemed too small.

It is a violation of human rights when individual women are raped in their own communities and when thousands of women are subjected to rape as a tactic or prize of war.

It is a violation of human rights when a leading cause of death worldwide among women ages 14 to 44 is the violence they are subjected to in their own homes.

It is a violation of human rights when young girls are brutalized by the painful and degrading practice of genital mutilation.

It is a violation of human rights when women are denied the right to plan their own families, and that includes being forced to have abortions or being sterilized against their will.

If there is one message that echoes forth from this conference, it is that human rights are women's rights - and women's rights are human rights.”

The speech raises interesting questions about human rights and culture and the right of one country’s leadership to declare which rights should be declared non-negotiable in other countries. After watching the documentary China’s Last Girls students in their small groups will discuss the specific issue of China’s one-child policy and Mrs. Clinton’s objection to it. Are there issues of American policy that a Chinese leader might raise as human rights abuses? Do communities like China have rights that may trump the rights of the individuals in them? Were Hillary Clinton’s remarks appropriate given the context? If your group was charged with the task of preparing this speech, would they change anything?

Week Four: Debriefing

In the final week of the Global Modules students will report on their week three discussions about Women’s Rights are Human Rights speech. Given what they have learned in the past three weeks, would they have rewritten any portions of the speech. If so, what would it look like? Would they have added anything? Taken something out? Rephrased the demands? Groups may wish to supply the wider audience with three or four questions that the GM has inspired that they might like to pursue.

SUGGESTED ASSESSMENTS:

Discussion Work: 25 pts.

Each student will be evaluated on one thoughtful response to a week one and week two question. A score of 25 will be awarded to posts that demonstrate a thorough reading of the assigned text, that demonstrates critical thought and reflection upon the text, and that shares a personal experience, insight, or question that comes from outside the assigned text.

Group Work: 25 pts.

Each student will be assigned to a small group and will receive a grade on the report submitted by that group in week four. Lack of participation in group-work by an individual student will result in appropriate deductions.

Reflection Essay: 25 pts

Each Champlain student will be asked to write a critical reflection after the GM. This assignment will require the student to cite three “moments” in the conversation that they feel best highlights for them the ways that students involved shared either a commonality or a difference about some fundamental issue.

Survey: 25 pts

A final survey of the involved students will be created from the questions students verbalize in week three and four. Data from this survey will be collected by the instructors and distributed to the participating classes.

SUGGESTED FACULTY EXPECTATIONS:

At least one faculty member will be responsible for:

1. Logging in at least every other day to read posts
2. Responding as appropriate
3. Organizing and overseeing group work
4. Evaluating final essays
5. Assembling surveys and survey results

Sample GM - Carbon Footprints

noreply@blogger.com (Gary Scudder) — Fri, 31 Oct 2008 19:10:00 +0000

As we've discussed, participating professors can either come up with their own topics (and we'll help shape them) or make use of what we call "master modules" - that is, GMs that we have run before or which have been specially created. Even the master modules can be adapted to fit a professor's own interests or the needs of a specific course. So, I thought it would be a good idea to post some of these sample GMs so that you can get a clearer sense of the approach we take - and the variety of themes that you can explore.

Gary Scudder
scudder@champlain.edu

Carbon Footprints

This Global Module hopes to look at the subject of global warming and carbon footprints in an international context. Students will be reading articles about the environmental impacts of their lifestyle and energy use patterns and they will have the opportunity to calculate their personal impact and to discuss that impact and strategies for sustainable living.

Links to each of the articles students will be discussing can be found below:

Article 1:
http://www.nwf.org/nationalwildlife/...&articleID=532
A Tale of Two Families

Article 2:
http://www.latimes.com/business/la-f...,4370244.story
Plans for a zero-carbon city.

Article 3:
http://www.newyorker.com/reporting/2...a_fact_specter
Big Foot article

Ideally, students from regions of the world that supply fossil fuels will interact with students from regions of the world that consume them, or would like to consume more of them, or would like to see consumption reduced. A number of engaging questions may arise: Should people with large carbon footprints pay some sort of tax to discourage them from doing so? Should developing countries continue pursuing consumption levels of those who have already high-consumption levels? Are there moral arguments that can be effectively made or must the solution be found in economic incentives? Should everyone begin reducing their carbon emission impact or just those with high usages? Should we regard certain lifestyles as a threat? As potentially lethal?

The possibilities for discussion are numerous.

SUGGESTED ASSIGNMENTS:

Week One: Introductions

During the first week, students will be introducing themselves to one another and formulating their own personal objectives for the exercise. As a means of getting the conversation going, students will be asked to view the short lecture The Story of Stuff located at: http://www.storyofstuff.com/

Students are asked to include a paragraph or two of reaction to the video with their introductions.

Week Two: Discussions

During week two, students will read the three articles supplied in the Suggested Description section above. A number of questions have been asked and students may wish to pick one or more to address in their weekly post. Each student is asked to include some information or perspective that they have acquired from some research outside the assigned texts as well as offering their critical reflections upon what they find in them. It may well be that the carbon footprints of the different participants are significantly different. It is hoped that students will be able to communicate with each other how they feel about this divide. Might one group have a sense of resentment? Entitlement? Shame? Pride? The intent of the discussion is not simply to better understand the science and economics of carbon footprints and global warming but also to better understand one another.

Week Three: Group Work

By now your professors have divided you up into groups. Contact your fellow group members, both the ones at your school and also your international partners. As a group, work on the following questions:

Students should go to http://www.earthday.net/footprint/index.asp (Or a site like it) and calculate their ecological footprint twice--once with their lifestyle as a citizen of the United States, and a second time with the same lifestyle as a citizen of Ethiopia.

How big is that ecological footprint? Why do you think the footprint was calculated differently based on where the student lives? If a student lived in Dubai, would they expect their actual number to be higher or lower than what was calculated for them in the United States?

Together with your group, make a reasonable plan for reducing footprints . . .

A. On an individual level
B. On a community level
C. On a national level
D. On a global scale

Week Four: Debriefing

In the last week, students will be sharing their group plans. Some reference should be made as to whether both groups feel equally responsible for solving the problem by the making of lifestyle changes. Each group may wish to supply three or four questions raised by the GM that they might like to pursue further in the future.

SUGGESTED ASSESSMENTS:

Discussion Work: 25 pts.

Each student will be evaluated on one thoughtful response to a week one and week two question. A score of 25 will be awarded to posts that demonstrate a thorough reading of the assigned text, that demonstrates critical thought and reflection upon the text, and that shares a personal experience, insight, or question that comes from outside the assigned text.

Group Work: 25 pts.

Each student will be assigned to a small group and will receive a grade on the report submitted by that group in week four. Lack of participation in group-work by an individual student will result in appropriate deductions.

Reflection Essay: 25 pts

Each Champlain student will be asked to write a critical reflection after the GM. This assignment will require the student to cite three “moments” in the conversation that they feel best highlights for them the ways that students involved shared either a commonality or a difference about some fundamental issue.

Survey: 25 pts

A final survey of the involved students will be created from the questions students verbalize in week three and four. Data from this survey will be collected by the instructors and distributed to the participating classes.

SUGGESTED FACULTY EXPECTATIONS:

At least one faculty member will be responsible for:

1. Logging in at least every other day to read posts
2. Responding as appropriate
3. Organizing and overseeing group work
4. Evaluating final essays
5. Assembling surveys and survey results

Variety of Global Module Topics

noreply@blogger.com (Gary Scudder) — Mon, 23 Jun 2008 13:20:00 +0000

It would be a good time to give a brief overview of the variety of Global Modules that we ran last semester. One of the great advantages of the Global Module approach is the flexibility it provides in linking seemingly very different classes together for an international and interdisciplinary experience. There is an endless choice of topics, readings and approaches that professors can take to enrich the educational experience. These different topics were run in just one semester, and we are busy creating dozens of new modules. Also, keep in mind that professors still have the freedom to create, with our assistance, their own Global Modules.

The students of Soonu Dhunjisha (THINC College, India) and Bob Mayer (Champlain) discussed the universality of human rights and read portions of the United Nations Declaration of Humans Rights and the Cairo Islamic Declaration of Rights.

The students of Akosua Darkwah (University of Ghana, Ghana) and Barb DuBois (Champlain) discussed domestic violence and read Belknap, Trials of Measuring the "Success" of Domestic Violence Policies and Fernandez, Cultural Beliefs and Domestic Violence.

The students of Sally Totman (Deakin University, Australia) and Mike Lange (Champlain) discussed perceptions of Arabs in film, while using as a common "text" two films - Kingdom of Heaven and Three Kings.

The students of Carmen Flys (University of Alcala, Spain) and Sandy Zale (Champlain) discussed immigration while reading Cariboo Cafe and examining provocative photographs.

The students of Andras Tetenyi (Corvinus University, Hungary) and Jennifer Vincent (Champlain) discussed the global public good vs. national interest while reading Nye's The American National Interest and Global Public Good.

The students of Bouziane Zaid (Al Akhawayn University, Morocco) and Nancy Nahra (Champlain) discussed the Google virtual library project and read Kevin Kelly's Scan This Book!

The students of Kate O'Neill (Zayed University, United Arab Emirates) and Ken Wade (Champlain) discussed cultural differences, specifically the interplay between one's personal culture and the culture of an organization, and read articles from the Gulf News.

The students of Erika Alm (Goteborg University, Sweden), Soonu Dhunjisha (THINC, India), Aarti Valia (THINC, India) and Fiona Mills (Champlain) discussed the concept of Woman as "Other" and read the introduction to Simone de Beauvoir's The Second Sex.

The students of Brigitte Howarth (Zayed University, United Arab Emirates) and Cyndi Brandenburg (Champlain) discussed ecological and carbon footprints, and read three articles: Hinrichsen, A Tale of Two Families, Plans for a Zero-Carbon City, and Specter, Big Foot.

The students of Richard Szanto (Corvinus University, Hungary), Reka Matolay (Corvinus), and Jenny Noller (North Carolina A&T University, U.S.) discussed conflict and cultural differences while reading portions of the play 12 Angry Men.

The students of Klaus Himpsl (Donau University Krems, Austria), Andreas Raith (Donau), Petra Szucsich (Donau), and Rob Williams (Champlain) discussed technologies as extensions of human beings while reading McLuhan's Understanding Media: The Extensions of Man.

The students of Inas Ababneh (University of Jordan, Jordan) and Phil Crossman (Champlain) discussed boundaries while reading Lincoln's 1st Inaugural Address, the Gettysbury Address, and Bierce's Incident at Owl Creek Bridge.

The students of Susan Jones (Zayed University, United Arab Emirates) and Tom Jordan (Champlain) discussed women's suffrage and read two pieces: Addams, Why Women Should Vote and Reynolds, Anti-Woman Suffrage.

The students of Michael Wainaina (Kenyatta University, Kenya) and Cameron Webster (Champlain) discussed community, family and adulthood while reading the poems of several contemporary African poets: Ngatho, Footpath, Niyongo, Songs from the Congolese, Muigui, The Troubled Warrior, and Ingonga, Come, My Mother's Son.

The students of Mikael Ejdaback (University of Skovde, Sweden), David Kite (Champlain) and Alfonso Capone (Champlain) discussed medical ethics and health care while reading Omarzu's Selecting the Perfect Baby: The Ethics of "Embryo Design" and Yaich's Stem Cells: Promises to Keep.

The students of Lazaward Sughayer (University of Jordan, Jordan) and Anne Charles (Champlain) discussed connections and empathy while reading Nafisi's Mysterious Connections That Link Us Together.

The students of Joanne Valin (Nipissing University, Canada) and Richard Hunt (Champlain) discussed the topic of community and living deliberately while reading a section from Thoreau's Economy.

The students of Usha Narayanan (THINC, India) and Allyson Wattley (Normandale Community College) discussed perceptions of Arabs in film and read portions of Reel Bad Arabs.

The students of Inas Ababneh (University of Jordan), Hani Ellayan (University of Jordan) and Phil Crossman (Champlain) discussed the concepts of naming and identity and read portions of Levitt's Freakonomics and Watson's Nameless: Gender and Person in Chinese Society.

Gary Scudder
scudder@champlain.edu
globalmodules@gmail.com
http://www.globalmodules.net

Conversations with Moi University

noreply@blogger.com (Gary Scudder) — Thu, 19 Jun 2008 15:26:00 +0000

I was able to visit Moi University in Eldoret, Kenya in November. We had run a Global Module with a professor by the name of Naomi Shitemi a couple years ago and I finally had the opportunity to actually travel to Moi University to have more substantial discussions about expanding their participation. Unfortunatey, Naomi was out of town and left me in the competent hands of Gilbert Nduru who heads up the Geography Department. Moi University itself is located about an hour's drive outside of Eldoret. It is a beautiful drive out to Eldoret and countryside looked like a cross between Vermont and Indiana - Eldoret is big cheese country.

Moi is struggling with some technological limitations but they are also actively working to deal with the problems. The meetings went well, and I talked to the Dean of Arts & Sciences, several faculty members, and hundreds of students. I think that even considering the technological challenges the potential is definitely here for a great collaboration - and the will certainly exists on the part of Moi for grater international dialogue. Gilbert did manage to put together a Geography lab with pretty good Internet access, so I think we can eventually start by running GMs housed in Geography classes.

Gary Scudder
globalmodules@gmail.com
scudder@champlain.edu

GM with the University of Ghana

noreply@blogger.com (Gary Scudder) — Tue, 10 Jun 2008 21:08:00 +0000

We've just begun working with the University of Ghana so it's too early to talk of an actual partnership yet, but the early returns have been very promising. This past semester Akosua Darkwah from the University of Ghana paired with Barb DuBois from Champlain to discuss the complex issues surrounding domestic violence in Africa and the United States. The students examined two articles, Cultural Beliefs and Domestic Violence and The Trials of Measuring the "Success" of Domestic Violence Policies and discussed the situation surrounding domestic violence in their two countries and proposed suggestions for reducing violence against women. We're discussing a visit to the university within the next few months.

Gary Scudder
globalmodules@gmail.com
scudder@champlain.edu

Danube University Krems

noreply@blogger.com (Gary Scudder) — Tue, 10 Jun 2008 14:18:00 +0000

We want as many different voices represented in the international dialogue as possible. We're focusing on creating a strong foundation in Africa and the Middle East, two areas that are all too often either ignored or vilified. That said, we also other parts of the world included as well. Obviously, we want European universities and we're trying to get a variety of schools. Last year I visited universities in Sweden, Spain, Austria and Hungary.

One example of a potential Austrian partner is Danube University Krems. It is about an hour outside of Vienna, meaning that you travel around on the great intercity train system and then jump on one of the S lines that head out of town. Danube University Krems is an innovative school that is only around 15 years old and has around 3000 students. This last spring semester Klaus Himpsl, Andreas Raith and Petra Szucsich from Danube University Krems combined with Rob Williams from Champlain to run a Global Module on media, using portions of Marshall McLuhan's Understanding Media: The Extension of Man as their common text. The conversation was wonderful.

Our initial local champion at Danube University Krems was Sabine Zauchner. Her interest in the project shows how even in the academic world there are advantages to "networking." I met a professor from Klagenfurt University in Austria when Champlain's Associate Provost Michelle Miller and I presented on the Global Modules at a conference in Hyderabad, India. The Klagenfurt professor then asked me to present at a Learning Communities conference in Klagenfurt, where I met Sabine after my presentation. She then encouraged me to visit her school and now it is paying benefits. After this initial success we are discussing ways to expand our partnership.

Gary Scudder
globalmodules@gmail.com
scudder@champlain.edu

Kenyatta University

noreply@blogger.com (Gary Scudder) — Fri, 06 Jun 2008 20:33:00 +0000

One of the newest members of our expanding Global Modules network is Kenyatta University. Kenyatta is Kenya's second largest public university and it is located just outside Nairobi, Kenya. I was fortune enough to visit the university this past November and they were enthusiastic in their support of creating more substantial ties to international universities. The Vice-Chancellor, Professor Olive Mugenda, the Director of University of Advancement, Professor Frederick Gravenir, and the Director of International Programs, Professor Caroline Thoruwa graciously took time out of their busy schedules to meet with me to discuss the Global Modules project and ways that our two schools could work together. This last semester Dr. Michael Mwaura from Kenyatta combined with Dr. Cameron Webster from Champlain to run a discussion focusing on African poetry and perceptions of adulthood and community.

Champlain student visits University of Jordan

noreply@blogger.com (Gary Scudder) — Tue, 05 Feb 2008 00:36:00 +0000

This past fall, a senior Champlain College student, Jenica Norrish, from here in Burlington, VT visited Jordan to meet some of the students from the University of Jordan. Her visit was prompted from a series of articles she was writing for the campus newspaper about Global Modules being embedded into the new CORE curriculum at Champlain, with a final piece about her actual experience in Jordan. You can find Jenica's blog here and read about her first trip to the Middle East and about her time meeting some of the students and faculty on the other side of the Global Modules discussion.

Jenica at UJ in front of Big Ben campus clock