GlobalEd 2 3 We are delighted that you and your students are participating in the GlobalEd 2 Proj... more GlobalEd 2 3 We are delighted that you and your students are participating in the GlobalEd 2 Project. In an effort to assist you in implementing the GlobalEd 2 project in your classrooms, we created the GlobalEd 2 Teacher Curriculum Guide. We begin the GlobalEd 2 Teacher Curriculum Guide by introducing the GlobalEd 2 project and explaining the three phases of the simulation-the preparation phase, the Interactive phase and the debriefing phase. We also provide you with detailed lesson plans to support your simultaneous instruction of science, social studies and writing in your classroom. We recognize that each school has its own unique administrative constraints and diverse student needs. Therefore, we encourage you to revise the lessons in order to accommodate your school and your students. In the appendix of the Teacher Curriculum Guide we provide assessment materials to assist you in assessing your students' progress. The national Social Studies, Science and Language Arts standards are located in the appendix as well. The GlobalEd 2 Teacher Curriculum Guide makes references to supplementary research and educational materials, including PowerPoints that we created to provide you and your students with additional information about water science. The PowerPoints are located on the Teachers section of the GlobalEd 2 website. You can access these PowerPoints by accessing the GlobalEd 2 teacher page at . The Water Science PowerPoints are located under Curriculum Resources. In addition to the Teacher Curriculum Guide, we created the GlobalEd 2 Student Workbook. The Student Workbook provides your students with the scenario and the four issues areas. It also provides various worksheets to help your students learn about water scarcity, the country your class is representing, and a variety of Social Studies, Science and Language Arts concepts. A number identifies each worksheet in the Student Workbook. The Teacher's Curriculum Guide references the worksheet number so that you and your students can easily identify it. You can either make photocopies of the individual worksheets in the Student Workbook, or you can copy the entire Student Workbook for each of your students. If you decide to copy individual worksheets for your students, we recommend that you instruct your students to store the worksheets and other pertinent GlobalEd 2 material in their GlobalEd 2 folder. Many of the worksheets students complete are referenced multiple times throughout the various phases of the GlobalEd 2 project and students will need to keep the worksheets in a safe place in order to refer back to them.
We are living in a society where information is the most valuable asset. However, the gigantic am... more We are living in a society where information is the most valuable asset. However, the gigantic amount of information available daily creates the need for people to acquire new skills to locate, analyze and communicate this information. This comparative study utilizes an online survey to define global citizenship traits and identify the use of information and communication technologies (ICT), in 258 high school students in Brazil and the U.S. Differences in gender were also examined and the results inform how globalization, citizenship and ICT use are reflected in the self perceptions of boys and girls from both countries. The concept of new literacies is defined as the skills that individuals must posses to participate effectively and to be included in the diverse society we live.
GlobalEd 2 (GE2) engages classrooms of students online, and simulates negotiations of internation... more GlobalEd 2 (GE2) engages classrooms of students online, and simulates negotiations of international agreements on issues of global concern such as water scarcity and climate change. GE2 is an interdisciplinary problem-based curriculum targeting students’ global awareness, scientific literacies, and twenty-first century workforce skills. For the past 15 years, various iterations of GE2 have been implemented in classrooms, ranging from middle schools through college. Results have demonstrated the positive impact of GE2 along a number of dimensions including writing, argumentation, science knowledge, and social perspective taking. This chapter provides an overview of GE2, its design principles and discusses data from a recent implementation with college freshmen, specifically focusing on gains with respect to self-efficacy across multiple domains.
Using the conceptual framework of Knowledge, Attitudes, and Behaviors (KABs), we develop a struct... more Using the conceptual framework of Knowledge, Attitudes, and Behaviors (KABs), we develop a structured aggregate analysis of the essays in this volume. Building from the KAB analysis, we examine how the Long-Term Ecological Research Program (LTER) program altered career paths (or not), perhaps changed original scholarly directions, and led to more integrative and important research over the course of careers. Our primary finding is that the LTER program has successfully affected ecological research careers, mostly because the involved participants were predisposed to thriving in an interdisciplinary environment. Every scholar can point to events or experiences in his or her career that had a significant impact on his or her intellectual trajectory. For example, the authors of this chapter began collaborating as a result of a happenstance phone call in 1998 that led to more than 15 years of fruitful scholarly interactions centering around online international studies education in middle school through college environments. About a decade ago, one (Boyer) made a distinct turn in his scholarly agenda away from political economy and toward environmental inquiry. The other (Brown), a psychologist by training, has spent large portions of his career in K–12 and college settings working to promote research-based educational practices. The point is, many scholars develop their careers in ways unimagined early on, some by happenstance, as in our own case. With this type of “we know intellectual change happens, but how do we understand it?” in front of us, this collection of essays by participants in the LTER program provides a rich body of data on which to develop a macro-level analysis of patterns of intellectual evolution in environmental research. We will begin by laying out the conceptual framework of KABs as a means to develop a structured aggregate analysis of the chapters in this volume. In using this conceptual framework and associated qualitative methodology, we hope to provide insights into whether participation in the LTER program did in fact affect the scholars involved in the enterprise and, if so, in what ways.
We are living in a society where information is the most valuable asset. However, the gigantic am... more We are living in a society where information is the most valuable asset. However, the gigantic amount of information available daily creates the need for people to acquire new skills to locate, analyze and communicate this information. This comparative study utilizes an online survey to define global citizenship traits and identify the use of information and communication technologies (ICT), in 258 high school students in Brazil and the U.S. Differences in gender were also examined and the results inform how globalization, citizenship and ICT use are reflected in the self perceptions of boys and girls from both countries. The concept of new literacies is defined as the skills that individuals must posses to participate effectively and to be included in the diverse society we live.
We are living in a society where information is the most valuable asset. However, the gigantic am... more We are living in a society where information is the most valuable asset. However, the gigantic amount of information available daily creates the need for people to acquire new skills to locate, analyze and communicate this information. This comparative study utilizes an online survey to define global citizenship traits and identify the use of information and communication technologies (ICT), in 258 high school students in Brazil and the U.S. Differences in gender were also examined and the results inform how globalization, citizenship and ICT use are reflected in the self perceptions of boys and girls from both countries. The concept of new literacies is defined as the skills that individuals must posses to participate effectively and to be included in the diverse society we live.
International Association for Development of the Information Society, 2016
Problem-based learning (PBL) is an instructional design approach for promoting student learning, ... more Problem-based learning (PBL) is an instructional design approach for promoting student learning, in context-rich settings. GlobalEd 2 (GE2) is PBL intervention that combines face-to-face and online environments into a 12-week simulation of international negotiations of science advisors on global water resource issues. The GE2 environment is described examining the impact it has had on middle school students’ written scientific argumentation during the intervention. Analyses using HLM on treatment and comparison groups demonstrated a significant positive impact on the written scientific argumentation scores of 1818 middle-grade students from two states with an effect size of 0.257 (p<.001).
,This study investigates the possible relationship between teachers’ perception of their classroo... more ,This study investigates the possible relationship between teachers’ perception of their classroom technological resources and the perceived feasibility of implementation of their Connecticut Teacher Technology Competencies (2001) Level II (LII) proposals. The impact of gender, years of teaching experience, and level of education were
As part of the GlobalEd Project that is conducted at the University of Connecticut, leadership an... more As part of the GlobalEd Project that is conducted at the University of Connecticut, leadership and gender issues are examined for trends as well as for change over time. The GlobalEd Project employs a technology rich environment for high school students who wish to participate in a simulation of international relations and negotiation. A simulation consists of negotiations on a variety of international policy issues conducted by students from 10-15 schools through an Internet-based interface. Classes are assigned to play a country and within that country students are placed in groups to research one of five topic areas: conflict and cooperation, international economics, global environment, world health, and human rights. The goal of the simulation is to negotiate with other countries on the issue areas and eventually form treaties. Thus, in order for a country to "succeed", leadership becomes critical not only within the small groups investigating a specific issue, but also collectively as a country. Finally, gender comes into play because, as seen in daily life as well as in research studies, males and females tend to work in groups differently and tend to have different leadership approaches. As a result, this analysis examines how students' perceptions of the traits of an effective leader change throughout the course of the simulation, as well as how in leadership is viewed according to gender. A discriminant function analysis (DFA) was employed to predict the gender of the student based on the response pattern to the specific traits of leadership. The DFA analyses revealed classifications of 54% to 65% for identifying the gender of the student with specific variables.
Gender analysis has emerged as an important conceptual approach to the study of decision making a... more Gender analysis has emerged as an important conceptual approach to the study of decision making and conflict resolution in the international arena. Although scholars and practitioners within the field of international relations have debated the effect of gender on the negotiation and decision-making process, little systematic evidence to support their assertions has taken place. This article examines a set of data from the GLOBALED PROJECT that provides insights into the different ways men and women perceive world affairs and interact in a negotiation setting. In particular, the authors examine differences in the negotiation styles of all-female, all-male, and mixed-gender groups when negotiating over international or global issues. Findings from the GLOBALED PROJECT, a computer-mediated study of gender differences in decision-making and negotiation skills, show that there are indeed significant differences between the approaches used by various gender groupings. Although much work ...
Increasingly, scholars have taken note of the tendency for women to conceptualize issues such as ... more Increasingly, scholars have taken note of the tendency for women to conceptualize issues such as security, peace, war, and the use of military force in different ways than their male counterparts. These divergent conceptualizations in turn affect the way women interact with the world around them and make decisions. Moreover, research across a variety of
The appropriate role for the United Nations in international dispute resolution is a matter of hi... more The appropriate role for the United Nations in international dispute resolution is a matter of high profile discussion and controversy. This paper begins with this ambivalence about the appropriate role for the United Nations in the world and examines several sets of issues that relate to the future of support for the UN within the US and the prospects for global governance more generally. First, we briefly review two thematic strands in previous and contemporary scholarship:(1) arguments for increased global governance in contemporary world affairs, driven by perceptions of the changing nature of the political, social, economic and military challenges in the contemporary world system. This debate is also put in the context of the relevance of public support for global governance institutions; and (2) why it is valuable to study how the current generation of adolescents perceive issues of global governance and the impact that their views may have on that nexus in the coming years. We then move to an analysis of data generated from an experimental study of American adolescents and their attitudes toward global governance.
GlobalEd 2 3 We are delighted that you and your students are participating in the GlobalEd 2 Proj... more GlobalEd 2 3 We are delighted that you and your students are participating in the GlobalEd 2 Project. In an effort to assist you in implementing the GlobalEd 2 project in your classrooms, we created the GlobalEd 2 Teacher Curriculum Guide. We begin the GlobalEd 2 Teacher Curriculum Guide by introducing the GlobalEd 2 project and explaining the three phases of the simulation-the preparation phase, the Interactive phase and the debriefing phase. We also provide you with detailed lesson plans to support your simultaneous instruction of science, social studies and writing in your classroom. We recognize that each school has its own unique administrative constraints and diverse student needs. Therefore, we encourage you to revise the lessons in order to accommodate your school and your students. In the appendix of the Teacher Curriculum Guide we provide assessment materials to assist you in assessing your students' progress. The national Social Studies, Science and Language Arts standards are located in the appendix as well. The GlobalEd 2 Teacher Curriculum Guide makes references to supplementary research and educational materials, including PowerPoints that we created to provide you and your students with additional information about water science. The PowerPoints are located on the Teachers section of the GlobalEd 2 website. You can access these PowerPoints by accessing the GlobalEd 2 teacher page at . The Water Science PowerPoints are located under Curriculum Resources. In addition to the Teacher Curriculum Guide, we created the GlobalEd 2 Student Workbook. The Student Workbook provides your students with the scenario and the four issues areas. It also provides various worksheets to help your students learn about water scarcity, the country your class is representing, and a variety of Social Studies, Science and Language Arts concepts. A number identifies each worksheet in the Student Workbook. The Teacher's Curriculum Guide references the worksheet number so that you and your students can easily identify it. You can either make photocopies of the individual worksheets in the Student Workbook, or you can copy the entire Student Workbook for each of your students. If you decide to copy individual worksheets for your students, we recommend that you instruct your students to store the worksheets and other pertinent GlobalEd 2 material in their GlobalEd 2 folder. Many of the worksheets students complete are referenced multiple times throughout the various phases of the GlobalEd 2 project and students will need to keep the worksheets in a safe place in order to refer back to them.
We are living in a society where information is the most valuable asset. However, the gigantic am... more We are living in a society where information is the most valuable asset. However, the gigantic amount of information available daily creates the need for people to acquire new skills to locate, analyze and communicate this information. This comparative study utilizes an online survey to define global citizenship traits and identify the use of information and communication technologies (ICT), in 258 high school students in Brazil and the U.S. Differences in gender were also examined and the results inform how globalization, citizenship and ICT use are reflected in the self perceptions of boys and girls from both countries. The concept of new literacies is defined as the skills that individuals must posses to participate effectively and to be included in the diverse society we live.
GlobalEd 2 (GE2) engages classrooms of students online, and simulates negotiations of internation... more GlobalEd 2 (GE2) engages classrooms of students online, and simulates negotiations of international agreements on issues of global concern such as water scarcity and climate change. GE2 is an interdisciplinary problem-based curriculum targeting students’ global awareness, scientific literacies, and twenty-first century workforce skills. For the past 15 years, various iterations of GE2 have been implemented in classrooms, ranging from middle schools through college. Results have demonstrated the positive impact of GE2 along a number of dimensions including writing, argumentation, science knowledge, and social perspective taking. This chapter provides an overview of GE2, its design principles and discusses data from a recent implementation with college freshmen, specifically focusing on gains with respect to self-efficacy across multiple domains.
Using the conceptual framework of Knowledge, Attitudes, and Behaviors (KABs), we develop a struct... more Using the conceptual framework of Knowledge, Attitudes, and Behaviors (KABs), we develop a structured aggregate analysis of the essays in this volume. Building from the KAB analysis, we examine how the Long-Term Ecological Research Program (LTER) program altered career paths (or not), perhaps changed original scholarly directions, and led to more integrative and important research over the course of careers. Our primary finding is that the LTER program has successfully affected ecological research careers, mostly because the involved participants were predisposed to thriving in an interdisciplinary environment. Every scholar can point to events or experiences in his or her career that had a significant impact on his or her intellectual trajectory. For example, the authors of this chapter began collaborating as a result of a happenstance phone call in 1998 that led to more than 15 years of fruitful scholarly interactions centering around online international studies education in middle school through college environments. About a decade ago, one (Boyer) made a distinct turn in his scholarly agenda away from political economy and toward environmental inquiry. The other (Brown), a psychologist by training, has spent large portions of his career in K–12 and college settings working to promote research-based educational practices. The point is, many scholars develop their careers in ways unimagined early on, some by happenstance, as in our own case. With this type of “we know intellectual change happens, but how do we understand it?” in front of us, this collection of essays by participants in the LTER program provides a rich body of data on which to develop a macro-level analysis of patterns of intellectual evolution in environmental research. We will begin by laying out the conceptual framework of KABs as a means to develop a structured aggregate analysis of the chapters in this volume. In using this conceptual framework and associated qualitative methodology, we hope to provide insights into whether participation in the LTER program did in fact affect the scholars involved in the enterprise and, if so, in what ways.
We are living in a society where information is the most valuable asset. However, the gigantic am... more We are living in a society where information is the most valuable asset. However, the gigantic amount of information available daily creates the need for people to acquire new skills to locate, analyze and communicate this information. This comparative study utilizes an online survey to define global citizenship traits and identify the use of information and communication technologies (ICT), in 258 high school students in Brazil and the U.S. Differences in gender were also examined and the results inform how globalization, citizenship and ICT use are reflected in the self perceptions of boys and girls from both countries. The concept of new literacies is defined as the skills that individuals must posses to participate effectively and to be included in the diverse society we live.
We are living in a society where information is the most valuable asset. However, the gigantic am... more We are living in a society where information is the most valuable asset. However, the gigantic amount of information available daily creates the need for people to acquire new skills to locate, analyze and communicate this information. This comparative study utilizes an online survey to define global citizenship traits and identify the use of information and communication technologies (ICT), in 258 high school students in Brazil and the U.S. Differences in gender were also examined and the results inform how globalization, citizenship and ICT use are reflected in the self perceptions of boys and girls from both countries. The concept of new literacies is defined as the skills that individuals must posses to participate effectively and to be included in the diverse society we live.
International Association for Development of the Information Society, 2016
Problem-based learning (PBL) is an instructional design approach for promoting student learning, ... more Problem-based learning (PBL) is an instructional design approach for promoting student learning, in context-rich settings. GlobalEd 2 (GE2) is PBL intervention that combines face-to-face and online environments into a 12-week simulation of international negotiations of science advisors on global water resource issues. The GE2 environment is described examining the impact it has had on middle school students’ written scientific argumentation during the intervention. Analyses using HLM on treatment and comparison groups demonstrated a significant positive impact on the written scientific argumentation scores of 1818 middle-grade students from two states with an effect size of 0.257 (p<.001).
,This study investigates the possible relationship between teachers’ perception of their classroo... more ,This study investigates the possible relationship between teachers’ perception of their classroom technological resources and the perceived feasibility of implementation of their Connecticut Teacher Technology Competencies (2001) Level II (LII) proposals. The impact of gender, years of teaching experience, and level of education were
As part of the GlobalEd Project that is conducted at the University of Connecticut, leadership an... more As part of the GlobalEd Project that is conducted at the University of Connecticut, leadership and gender issues are examined for trends as well as for change over time. The GlobalEd Project employs a technology rich environment for high school students who wish to participate in a simulation of international relations and negotiation. A simulation consists of negotiations on a variety of international policy issues conducted by students from 10-15 schools through an Internet-based interface. Classes are assigned to play a country and within that country students are placed in groups to research one of five topic areas: conflict and cooperation, international economics, global environment, world health, and human rights. The goal of the simulation is to negotiate with other countries on the issue areas and eventually form treaties. Thus, in order for a country to "succeed", leadership becomes critical not only within the small groups investigating a specific issue, but also collectively as a country. Finally, gender comes into play because, as seen in daily life as well as in research studies, males and females tend to work in groups differently and tend to have different leadership approaches. As a result, this analysis examines how students' perceptions of the traits of an effective leader change throughout the course of the simulation, as well as how in leadership is viewed according to gender. A discriminant function analysis (DFA) was employed to predict the gender of the student based on the response pattern to the specific traits of leadership. The DFA analyses revealed classifications of 54% to 65% for identifying the gender of the student with specific variables.
Gender analysis has emerged as an important conceptual approach to the study of decision making a... more Gender analysis has emerged as an important conceptual approach to the study of decision making and conflict resolution in the international arena. Although scholars and practitioners within the field of international relations have debated the effect of gender on the negotiation and decision-making process, little systematic evidence to support their assertions has taken place. This article examines a set of data from the GLOBALED PROJECT that provides insights into the different ways men and women perceive world affairs and interact in a negotiation setting. In particular, the authors examine differences in the negotiation styles of all-female, all-male, and mixed-gender groups when negotiating over international or global issues. Findings from the GLOBALED PROJECT, a computer-mediated study of gender differences in decision-making and negotiation skills, show that there are indeed significant differences between the approaches used by various gender groupings. Although much work ...
Increasingly, scholars have taken note of the tendency for women to conceptualize issues such as ... more Increasingly, scholars have taken note of the tendency for women to conceptualize issues such as security, peace, war, and the use of military force in different ways than their male counterparts. These divergent conceptualizations in turn affect the way women interact with the world around them and make decisions. Moreover, research across a variety of
The appropriate role for the United Nations in international dispute resolution is a matter of hi... more The appropriate role for the United Nations in international dispute resolution is a matter of high profile discussion and controversy. This paper begins with this ambivalence about the appropriate role for the United Nations in the world and examines several sets of issues that relate to the future of support for the UN within the US and the prospects for global governance more generally. First, we briefly review two thematic strands in previous and contemporary scholarship:(1) arguments for increased global governance in contemporary world affairs, driven by perceptions of the changing nature of the political, social, economic and military challenges in the contemporary world system. This debate is also put in the context of the relevance of public support for global governance institutions; and (2) why it is valuable to study how the current generation of adolescents perceive issues of global governance and the impact that their views may have on that nexus in the coming years. We then move to an analysis of data generated from an experimental study of American adolescents and their attitudes toward global governance.
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