Information regarding the Reeves Scholars Program is in a new location with updated information (updated 2021)! Learn more here.

The Reeves Scholars Program (RSP) is a global community of future educators working together to become the best educators they can be and make an impact in their classrooms, their communities, and the world.

Students in the RSP will spend the academic year working together in a small learning community of UCC Teacher Education students and Teacher Education students from Michigan State University in the US. We will learn together both in person and virtually, developing our skills and dispositions as educators, community leaders, and difference makers.

Reeves Scholars will develop leadership skills, grow as educators, and make new friends and colleagues at UCC, in Michigan, and in area schools and communities.

Program Structure and Requirements

The RSP will admit 6 UCC Reeves Scholars for the 2020-2021 academic year. Program requirements include:

• Participating in and completing all requirements for two learning seminars (Fall and Spring terms). Seminars will require 1-2 hours per week meeting as a group and completing tasks and assignments on your own, virtually with your MSU learning partner, and/or in groups.
• Engaging in extended learning activities with Reeves Scholars from Michigan State University when they visit UCC in May 2021 after the academic term ends.
• Completing in-country requirements for the two-week program in Michigan in fall of 2020.

Program Cost

Program Fee: No fee

The Reeves Scholars Program is supported by a grant from Larry W. and Arlene M. Reeves and so all program costs are covered by the program. These costs include:

• Airfare to/from Michigan
• Lodging in Michigan
• Most meals
• Group activities
• International insurance
• Local transportation
• Local admissions and fees

Estimated Additional Costs

• Additional meals
• Passport
• Visa
• Spending money in the US

Applying

Complete the online application to apply.

The post The Larry W. and Arlene M. Reeves International Scholars Program at the University of Cape Coast first appeared on Global Educators Cohort Blog.

Information regarding the Reeves Scholars Program is in a new location with updated information (updated 2021)! Learn more here.

The Reeves Scholars Program (RSP) is a global community of future educators working together to become the best educators they can be and make an impact in their classrooms, their communities, and the world.

Students in the RSP will spend the academic year working together in a small learning community of MSU Teacher Education students and Teacher Education students from the University of Cape Coast Ghana. We will learn together both in person and virtually, developing our skills and dispositions as educators, community leaders, and difference makers.

Reeves Scholars will develop leadership skills, grow as educators, and make new friends and colleagues at MSU, in Ghana, and in area schools and communities.

Eligibility

In order to be eligible for the program, students must be:

• Admitted to MSU’s teacher preparation program.
• Able to meet the program requirements listed below which includes travel to Ghana in May 2021 and successfully completing two 1-credit program seminars in fall 2020 and spring 2021 semesters.

Program Structure and Requirements

Each year the RSP will admit 5 MSU Reeves Scholars for the academic year. Program requirements include:

• Registering for and successfully completing the requirements for the two 1-credit RSP seminars (Fall and Spring semesters).
• Engaging in extended learning activities with Reeves Scholars from the University of Cape Coast when they visit MSU fall semester 2020.
• Completing in-country requirements for the two-week program in Ghana in May 2021.

Program Cost

Program Fee: $2,500
The program fee will include:

• Airfare to/from Ghana
• Lodging in Ghana
• Most meals
• Group activities
• International insurance
• Local transportation
• Local admissions and fees

Estimated Additional (out-of-pocket) expenses

• Additional meals: $300
• Passport: $150
• Visa: $250
• Spending money in Ghana: $500
• Books and materials for seminar courses: $200

MSU Tuition

You will be required to enroll in and successfully complete two Reeves Scholars seminars (Seminar 1 (1-cr) fall semester and Seminar 2 (1-cr) spring semester).

Your tuition charge(s) and rate depend on individual variables such as:

• How many credits you register for in a given semester (ie whether you are registered for 12-18 credits, more, or less)
• Whether you are a non-resident student
• Whether you are an undergraduate student or graduate intern
• Whether you are an upper-vs. lower-level student

Consult with MSU Student Accounts regarding your tuition rate (517-355-3343) .

Applying

Complete the online application to apply.

APPLICATION REVIEW BEGINS: March 21, 2020

Learn More

Information Session:

Monday March 9, 2020
6:00-7:00 pm
133G EH

Questions? Email the program leaders:

• Dr. Margo Glew (glewmarg@msu.edu)
• Erin Bronstein (bronste9@msu.edu)

The post The Larry W. and Arlene M. Reeves International Scholars Program first appeared on Global Educators Cohort Blog.

Last summer, GECPer Lucia Difranco worked as a student leader at the Global Youth Advancement Summit which brought together over 200 youth leaders from around the world to exchange ideas and inspiration as well as galvanize efforts to address complex global challenges.

I wanted to fill you in on my experience at the Global Youth Advancement Summit! It was such a wonderful event and so amazing to see so many people helping to fight global inequity in their communities. The delegates all presented about their solutions/ideas to help solve global inequity. These presentations were done through workshops, Ted-style talks, case studies, poster presentations, and panel discussions. 

The delegates solutions focused on one of the 5 major categories: Education, livelihoods, healthcare, environment, arts and culture. Being a GECPer, OBVIOUSLY education was a topic I was naturally drawn to. There were so many great ideas and solutions that were discussed as it related to inequity and education. One presenter from Morocco presented about her company, The Dar Taliba Program, which is an education program that enables girls from rural and remote areas of the country to learn English and increase the educational outcomes for rural Moroccan girls. This was so amazing to hear about this company and the impactful steps being made to bridge the gap of educated girls in Morocco.

A lot of the solutions the delegates came up with had to do with technology, which I thought was very innovative and made a lot of sense (being in this digital age). One project I thought was cool was this company in Ghana that provided a tutoring service that could be excessed through text messages. TEXT MESSAGES! The company is called Eneza Education and its target audience for this service is for students living in rural Ghana who needed extra tutoring on certain subjects, or who were just interested in learning more about a topic. Today, they have had over 2 million people use their services. THAT’S AMAZING!!  It was so great to get to talk and engage with so many different people who are driven and passionate in achieving the same goal.

Excited to engage with youth leaders around global action? Reach out to Lucia to learn more or check out the Global Youth Advancement Network homepage.

The post Global Youth Advancement Summit Brings Together Youth Leaders first appeared on Global Educators Cohort Blog.

This summer I had the opportunity to go to Belize with an organization called, Therapy Abroad. I chose this program because it offered hands on experience working alongside Speech and Language Pathologists (SLP’s) with students who lacked access to therapy. The country of Belize has only one Speech-Language Pathologist making it extremely difficult for children to receive services. Belize is divided into six districts and each district has many schools but only one of those schools has a special needs classroom. This classroom is often inaccessible for many students who would benefit from special education services.

During our trip we were immersed into the culture in a variety of ways. We ran a camp, Tykes Camp, in Belmopan, for students who needed speech and language services. We also observed the licensed SLP’s on our team perform evaluations and provide therapy sessions to specific students. We performed speech and language screenings, oral mechanism exams, and hearing screenings in schools, as well as, provided in-school and in-home evaluations for children.

Tykes camp consisted of various activities such as fine motor skills, story time, basic concepts, behavior regulation, gross motor skills, snack, play planning, pretend play, and cool down. During these activities the SLP’s would help us to provide therapy within the things we were doing. At camp we set goals, took observations, and wrote SOAP notes for our specific students that we were assigned. We would all take turns creating and running the activities for each of these stations. During camp I got to see the abundant joy these students had for learning, playing, and engaging with each other.  I also got to witness the growth that students can have in a short amount of time.

The SLP’s on my team were incredible, they taught us more than any classroom ever could about providing therapy to students, especially while having access to very limited material. They taught deaf students sign language for everyday words, hand-drew communication boards for non-verbal students, and helped each of us out with our students so we could know the best ways to provide therapy. I was also able to learn how to make the most out of limited resources and use the things students already had and incorporate them into our lesson.

Having the opportunity to work with students in Belize allowed me to bring the knowledge I have learned at Michigan State University into real life situations. I was able to understand more about my future career working with students while also building confidence when trying new techniques. Getting to work with a student and provide therapy, in addition to, learning about a different culture, experiencing a different culture, and learning about the dialectal and impacts different cultures can have on communication, has broadened my understanding of working with students from culturally diverse backgrounds.

Learn more about the GECP Global Experience Requirement in the Global Educators Cohort Program D2L Community.

The post Global Experience Profile: Speech Therapy in Belize first appeared on Global Educators Cohort Blog.

It is crucial that America’s future educators are prepared to teach students to appreciate their global citizenship. The Global Educators Cohort Program (GECP) has provided several opportunities that have allowed me to understand my own global citizenship. One of those ways is through the collaborative global learning project with students from Shimane University located in Matsue, Japan.

Global Learning Project

During this project, my TE 150 class split into several groups containing two to four MSU students and two Shimane students.

We had two weeks to complete a fully collaborative project where each group was tasked with interviewing other MSU students outside of the GECP and then analyzing and summarizing our collected data in a video. We chose two groups that we thought might be interesting to compare, and we also chose some questions that we thought were most interesting. The most significant takeaway from this project was that this project had to be completely collaborative; we couldn’t delegate the responsibilities, and we all needed to be actively interested and engaged with each other.

Learning from Each Other

This collaborative project helped me develop as a GECP student because I was able to learn about a culture different than my own in a not strictly academic setting where I could learn from normal interactions with peers from across the world.

Before our first meeting, I met Yuri and Yukino, my fellow group members from Shimane University, and we walked past Spartan Stadium. They both marveled up at the towering stands, and I quickly realized that they had not had a tour of MSU yet. I explained what Spartan Stadium is and what we use it for. They both got really excited because one of Yukino’s friends back in Japan wanted her to bring back an MSU football jersey, and now they were on campus not only getting to bring back a jersey, but they were also getting to see the amazing Spartan Stadium.

Even though we were going to be late to our six o’clock meeting time at the library, I decided to take them over to see Beaumont Tower because I wanted them to see another landmark on MSU’s beautiful campus. They got to hear the clock chime and they took videos and pictures that they were so excited to share back in Japan.

These few moments were some of the most meaningful for me throughout this whole project because in these few moments, I was able to share my culture with my peers from across the world.

These few moments were some of the most meaningful for me throughout this whole project because in these few moments, I was able to share my culture with my peers from across the world. I noticed, as I was standing there taking pictures of Yuri and Yukino by Beaumont tower, that it was because of the GECP that I was able to have this opportunity to share my culture and also listen and learn as much as possible about Japanese culture on a first-hand account.  This was not the only time that we, Michigan State students, were able to share our culture. Most of the questions on our survey were asking about what MSU students thought about Japan. Some of their responses not only revealed how much or how little MSU students knew about Japan and Japanese culture, but also revealed some important notions about American culture or the culture of MSU students.

Several of our questions forced our survey participants to think about why Americans enjoy and respect certain aspects of Japanese culture while not understanding other aspects. The answers to these questions provided insight to how Americans as a whole might view various aspects of Japanese culture. There were many times upon completion of these surveys when Yuri and Yukino would think it was so interesting about how Americans viewed themselves and their knowledge on Japanese culture.

The answers to these questions provided insight to how Americans as a whole might view various aspects of Japanese culture. There were many times upon completion of these surveys when Yuri and Yukino would think it was so interesting about how Americans viewed themselves and their knowledge on Japanese culture.

Through this project I enjoyed getting to know some of my peers from across the world and I enjoyed learning about different cultures outside of the strictly academic setting. This was a unique project that I would not have had the opportunity to have if I had not joined the Global Educators Cohort Program. I grew as a global educator during this process because I was able to identify some important parts of my own culture and share those and also learn about and interact with people who come from a culture different than my own. These are important parts in becoming a better global educator because the more times one can expose themselves to learning about new cultures and celebrating differences the more well-rounded a person will become. This project was not easy by any means, but it made me collaborate with people who I probably would not have gotten the chance to collaborate with. Having this special opportunity as a GECP student is one of the many reasons why global education is so important.

The post TE150 Global Learning with Shimane Students first appeared on Global Educators Cohort Blog.

A panel of judges from the College of Education recently selected winners for the contest. Rebekah Gordon, a doctoral student in Curriculum, Instruction, and Teacher Education, took home the top prize with her entry.

She selected a photo of a young child out of the thousands of photos from living and traveling abroad. She says, “I didn’t do so to highlight poverty or gain sympathetic views, rather to share with others the commonalities I now see in that photo, specifically the mundane aspects of life.”

She highlights her rethought ethics of travel photography. “I chose this photo because I remember the moment I made eye contact with this child’s mother; her smile back at me and my camera served as a sort of permission to share this scene and memory with others.”

“We are especially interested in images that convey interconnections with our culturally diverse society, both domestic and international,” noted Dr. Margo Glew, program director for the cohort.

Students, faculty, and visitors were able to view the exhibit in Erickson hall last semester. Other winning entries are below:

The post Photo Exhibit Showcases Our Global Community first appeared on Global Educators Cohort Blog.

MSU faculty had an opportunity to learn about teacher education in Ghana and both groups talked a lot about ways we can collaborate in the future. One opportunity that everyone was excited about was the possibility of developing new education abroad programs and academic exchanges or virtual collaboration and communication between our teacher candidates to explore global issues and projects that make an impact in our schools and communities. We will keep you posted on the progress of our conversations.

The post Academic Leaders From the University of Cape Coast, Ghana Visit the College first appeared on Global Educators Cohort Blog.