2019 K-12 Global Education Symposium



October 16-17, 2019


The Friday Conference Center

1.5 CEU offered




In 2015 almost 200 governments adopted the Sustainable Development Goals to guide what must be done to improve the health and well-being of the world’s population. During the symposium educators will explore the 17 global goals and their importance. Educators will leave with strategies for integrating global content across curriculum.

Partners: $175 per person; $600 per team of four / Non-Partners: $200 per person; $700 per team of four.


Schedule | Speakers | Concurrent Sessions | Exhibitors | Program Material | Lodging & Directions

View a pdf of the program here.

Schedule

 
WEDNESDAY, OCTOBER 16
8:00 a.m. Registration and Continental Breakfast
8:30 a.m. Welcome
Charlé LaMonica, Director, World View, UNC-Chapel Hill
Carol Tresolini, Vice Provost for Academic Initiatives, UNC-Chapel Hill
8:45 a.m. Plenary I
Teaching for Global Competence in a Rapidly Changing World
Anthony Jackson, Vice President and Director, Center for Global Education at Asia Society
9:45 a.m.
Plenary II
An Introduction to the UN Sustainable Development Goals
Gina Chowa, PhD, MSW, Associate Dean for Global Engagement and Director of Global Social Development Innovations, UNC School of Social Work
10:45 a.m. Break and Exhibits
11:00 a.m. Concurrent Sessions I
12:00 p.m. Lunch
1:00 p.m. Concurrent Sessions II
2:00 p.m. Break and Transition to Next Session
2:15 p.m. Concurrent Sessions III
3:15 p.m. Break and Transition to Grumman Auditorium
3:30 p.m. Plenary III
Building International Connections Through the National History Day Project
Michael Williams, Principal, H.E. Winkler Middle School, Cabarrus County Schools
Andrea Kiser, IB Coordinator, H.E. Winkler Middle School, Cabarrus County Schools
4:30 p.m. Action Planning or Team Meetings
5:00 p.m. Adjourn
THURSDAY, OCTOBER 17
8:00 a.m. Continental Breakfast
8:30 a.m. Welcome
Charlé LaMonica, Director, World View, UNC-Chapel Hill
8:40 a.m. Plenary IV
UNESCO Intercultural Competency Training
Darla Deardorff, Executive Director, Association of International Education Administrators
10:40 a.m. Break and Exhibits
11:00 a.m. Plenary V
The Distance We’ve Come
Jim Thomas, Director, MEASURE Evaluation Project, Carolina Population Center
12:00 p.m. Adjourn to Action
Charlé LaMonica, Director, World View, UNC-Chapel Hill

Speakers

Gina Chowa is the associate dean for Global Engagement, as well as director of Global Social Development Innovations at UNC’s School of Social Work. She is a graduate of the University of Zambia and the George Warren Brown School of Social Work at Washington University in St. Louis. Gina also serves as a senior research fellow for the Center for Social Development in Africa in Johannesburg and is the lead faculty director for global asset building at the Center for Social Development at Washington University. She conducts research and teaches on global social development, particularly the intersection of economic security, workforce development, social protection and financial inclusion and its impact on the well-being of vulnerable and marginalized populations in the Global South. Her research is informed by more than two decades of global development practice. She has earned multiple honors and awards, including the prestigious Ruth and Philip Hettleman Prize for Artistic and Scholarly Achievement, the Wallace Kuralt Early Career Distinguished Professorship and for teaching excellence. Her work has been published in various interdisciplinary and social work journals.
Darla K. Deardorff is executive director of the Association of International Education Administrators, as well as a research scholar at Duke University. She is an EAIE trainer who holds a master’s degree in adult education with a focus on second language acquisition and a doctorate degree in education with a focus on international higher education. Darla has lived and taught abroad in Germany, Switzerland and Japan and is a faculty member at several universities around the world including in China, Japan, the US and South Africa as well as having served as faculty at Harvard’s Future of Learning Institute, Harvard’s Global Education Think Tank and the Summer Institute of Intercultural Communication. Founder of the World Council on Intercultural and Global Competence and ICC Global, she has conducted cross-cultural training for universities, companies and nonprofit organizations for over 20 years and is frequently invited to give talks around the world. A recipient of numerous awards including Fulbright, Darla has published widely on international education, intercultural competence and outcomes assessment with eight books and more than 60 articles and book chapters.
Anthony Jackson leads the Center for Global Education at Asia Society, which strives to enable all students to graduate high school prepared for college, for work in the global economy and for 21st century global citizenship. The Center is a platform for advancing education for global competence for all youth though empowering professional development for teachers and school heads, systems change and public engagement. Tony co-authored a blueprint for middle school reform, Turning Points 2000, and more recently co-authored Educating for Global Competence: Preparing Our Youth to Engage the World.
Andrea Kiser is the International Baccalaureate coordinator at H.E. Winkler Middle School: An Academy for International Studies. She has worked in international education for more than a decade as an award-winning science teacher and IB coordinator. At present, she is leading the authorization of Winkler Middle School with the IBO. Andrea has taught both science and social studies in her career.
James (Jim) Thomas is an associate professor in the department of epidemiology at UNC-Chapel Hill’s Gillings School of Global Public Health and director of the MEASURE Evaluation Project at Carolina Population Center. His work in public health spans more than 35 years and 25 countries. His principal interests are in the social epidemiology of HIV/AIDS along with public health ethics and human rights. In addition to his many scholarly articles, he was an editor and author of a textbook on epidemiologic methods in the study of infectious diseases and principal author of the American Public Health Association’s Code of Ethics. As director of the MEASURE Evaluation Project, Jim is leading a global team that is advancing the capacity of developing countries to monitor their epidemics and evaluate their programs to control them.
Michael Williams is the principal at H.E. Winkler Middle School: An Academy for International Studies and lecturer in social studies education and urban youth and communities at UNC Charlotte. Over the past 21 years, he has served as an award-winning social studies teacher, district instructional specialist for secondary schools, assistant principal and principal. His areas of expertise lie in building multi-tiered systems of student supports, teaching for social justice and curriculum development. Michael holds a Master of Education in social studies education from UNC Charlotte, a Master of Science in educational leadership from Western Governors University and is currently a candidate for an Ed.D. in educational policy, organization and leadership with a specialization in diversity and equity from the University of Illinois Urbana-Champaign.

Concurrent Sessions

K-12 | K-5 | K-8 | 6-12
GRADES K-12
Global Goals and the Classroom: Find Engaging (and Free) Resources for Classroom Integration and PBL
Lee Ellen Harmer, SAS Outreach and Collaborations Manager, SAS Institute
Experience how well-designed technology empowers students to explore global issues using case-study inquiry, collaboration with peers and problem solving via PBL. The apps and activities showcased in this session promote critical thinking and support the themes outlined in the Global Goals.
Why Are We Losing the World’s Reef Building Corals and What Can We Do About It?
John Bruno, Professor, Department of Biology, UNC-Chapel Hill
The corals that build up coral reefs over thousands of years are being wiped out. Global warming is the main cause, yet reluctance to deal with greenhouse gas emissions and the need to “do something!” are fueling all sorts of ineffective solutions. Sometimes displacement activities relieve pressure to make the structural changes needed to save reefs and generally limit climate change impacts. We – scientists, advocates, and the public – need to prioritize effective solutions to emissions reductions.
Overview of the Global Nutrition Landscape
Stephanie Martin, Assistant Professor, Nutrition, Gillings School of Global Pubic Health, UNC-Chapel Hill
This presentation will focus on the global nutrition landscape and the distribution of under- and over-nutrition worldwide. Many of the SDGs have a nutrition component, given that healthy diets and a good nutrition status are required to achieve the goals. Global nutrition programs and interventions will be described that form the basis of improving the health and nutrition of individuals and populations.
Ignite: Teaching Design Thinking and Global Citizenship in a Horizontally and Vertically Integrated Classroom
Nimmi Ramanujam, Professor of Biomedical Engineering and Director, Center for Global Women’s Health Technologies, Duke University
Libby Dotson, Research Associate, Center for Global Women’s Health Technologies, Duke University
Ignite is an educational model based on co-learning and peer-led team learning methods. The curriculum is unique in that it is iterative. Each curriculum developed has three main components: human-centered design, the SDGs and technical skills. Each Ignite curriculum engages students in a specific design challenge that is based on one of the SDGs. Students apply hard engineering skills they acquire in the course to the human-centered design process to go from ideation to prototype. They work on teams to develop solutions that address specific problems that they define through a process of stakeholder engagement and observation. As such, in each of the curriculums, students learn the fundamentals of HCD and design-thinking, engaging in the 6-step process (empathize with a community, clearly define a problem, ideate and brainstorm, prototype, test and iterate). The broad goal is to make STEM more engaging and of interest to students, to develop critical and creative problem-solving skills and to close the gender gap in STEM.
Sparking Critical Thinking with Global News
Fareed Mostoufi, Senior Education Manager, Pulitzer Center on Crisis Reporting
This hands-on workshop will introduce techniques for igniting conversations about the Sustainable Development Goals through engagement with global news stories. Participants will explore reporting on a variety of pressing issues and engage in exercises designed to guide students in making personal connections to news stories. They will examine curricula and student work from Pulitzer Center’s education partners worldwide and will work in groups to devise projects where students use global news and journalism skills to take action in support of the global goals.
Understanding Global Climate Change and Air Pollution and Their Links with Human Health
J. Jason West, Professor and Director of Graduate Studies, Department of Environmental Sciences & Engineering, UNC-Chapel Hill
Climate change is among the most important problems our society faces. Air pollution has received increased attention for its widespread effects on global health – in China and India, certainly, but also in the US. Here we will discuss the scientific foundations for both climate change and air pollution and discuss what they mean for society. We’ll then address how these problems are related with each other and with global public health. For example, climate change could make air pollution worse in polluted regions. Similarly, actions to reduce greenhouse gas emissions will have widespread benefits for reduced air pollution and improved health.
Students Transform the World by Designing for Change
Shannon Hardy, 8th Grade Math/Science Teacher
Jessie Francese, 8th Grade Humanities/Science Teacher
The Exploris School
Join NC children and teachers in a global movement of over 2 million teachers and students working toward the 17 UN Sustainable Development Goals to transform our world! This session will be led by Exploris teachers and students that currently use the Design for Change framework to enrich PBL practices with the standards, service-learning, and relevance. Design for Change is a new problem solving framework that uses 4 simple phases, Feel, Imagine, Do, Share. In these simple steps students FEEL from multiple perspectives, IMAGINE three possible futures, design and DO an action that is possible, and reflect and SHARE so that others might build on and replicate their work.
GRADES 4-12
North Carolina-Moldova School Partnership: Integrating UN Sustainable Development Goals in School-to-School Exchange
Lora Sinigur, NC-Moldova Partnership Liaison, NC Secretary of State Office
Dr. Daniela Munca- Aftenev, President of the Academy for Innovation and Change through Education, Republic of Moldova (via video chat)
This session introduces educators to the North Carolina-Moldova School Partnership Project. This is a classroom to classroom exchange between schools in North Carolina and the Republic of Moldova. The project aims to connect schools (grades 4-12) in Moldova and North Carolina by means of web 2.0 collaborative tools in order to encourage students to address UN Sustainable Development Goals in both school and extracurricular initiatives. The session includes an overview of the project, timeline for the 2019-2020 activities, use of web tools, best practices on how to incorporate UN Sustainable Development Goals, explores strategies for encouraging students to participate in international programs and develop global awareness. The NC-Moldova School Partnership program encourage students to explore global issues and discuss those with their international partners as well as provides service-learning opportunities for young learners to make meaningful contributions to their community.
GRADES K-5
Globalizing the Elementary Environment
Glenn Reed, Principal, Dixon Elementary, Onslow County Schools
Stephanie Dean, Third Grade Teacher, Dixon Elementary School, Onslow County Schools
Dixon Elementary has done extensive work over the last few years to incorporate global concepts into core instruction in an effort to produce globally competitive students who are ready to live, work and contribute in an interconnected world. Having a globally focused environment at our school has allowed our students to recognize and appreciate a culturally diverse local community while reaching out to all corners of the globe. Our stakeholders couldn’t be more pleased with not only the international aspects of our instruction, but our introduction to leadership skills and awareness of environmentally friendly programs that will impact future generations. Developing the leadership skills of our students helps them understand the importance of global stewardship and provides service-learning opportunities for young learners to make meaningful contributions to our community. This session will provide many of the “nuts and bolts” of how to incorporate the Sustainable Development Goals in the elementary school and lessons learned in implementing a school-wide global focus.
Sustainability and the Global Food System: Integrating the Global Goals with State Standards
Shannon Angel, Graduate Student in M.A.T. Elementary Education Program, UNC Wilmington
Jessica Cahill, Graduate Student in M.A.T. Elementary Education Program, UNC Wilmington
Layne Kennedy, Graduate Student in M.A.T. Elementary Education Program, UNC Wilmington
Many teachers wonder: how can I meet state standards and foster students’ global citizenship? In this session, attendees will experience an original, field-tested unit of study entitled “Sustainability and the Global Food System” that engages children in learning about critical concepts, such as natural resources, interdependence and fair trade; investigating the current state of coral reefs; and developing skills in critical consumerism and systems thinking. Using age-appropriate literature, film, environmental art and more, participants will determine what constitutes a sustainable food system and how they can engage their students in analyzing the “true cost” of everyday foods, all while meeting numerous content area standards. Insights about co-designing elementary grades SDG-aligned curriculum units in a standards-based classroom will be shared.
What Matters to Me?
Mary Hooks, IB PYP Coordinator, Weddington Hills Elementary, Cabarrus County Schools
J.T. Eberhardt, Fifth Grade Teacher, Weddington Hills Elementary, Cabarrus County Schools
An inquiry into the exit project for the IB Primary Years Programme called the Exhibition. Develop learner agency through choice, voice and ownership through an open-ended mini-inquiry of the Sustainable Development Goals. Learn how fifth grade students designed their own non-government organizations and used multi-media to share with the school community. Students developed plans for taking action to address local and global issues by using Kath Murdoch’s inquiry cycle. The research process and student examples will be also shared. Participants in this session can expect to gain an understanding of local and global issues, use the inquiry cycle to guide the research process and create a plan to include ways of taking action and ideas for student-initiated action and service.
GRADES K-8
Let’s Talk Trash!
Lee Ann Smith, Librarian/Media Coordinator, Glen Arden Elementary School, Buncombe County Schools
Ever wonder what worms can do for the world? Want to make a footprint vanish? Curious to see how the word “refuse” can be so lovely? Enjoy seeing a noticeable paradigm shift in your learners? Then this “trashy” session is for you! Learn how to incorporate several of the UN’s SDGs into engaging, action-taking, standards-based lessons. We will focus on the goals of “Responsible Production and Consumption,” “Climate Action” and “Life Below Water,” although others are also applicable. Return to your classroom with lesson plan templates and project ideas that will have your students learning where garbage goes, the impact of various forms of pollution and action steps for beautifying the earth. You may even walk away with a souvenir that will make the world a little less trashy.
From Empathy to Action: Solution-Focused Curriculum Design to Promote the Global Goals
Dr. Elizabeth O. Crawford, Associate Professor, Watson College of Education, UNC Wilmington
Sally Petermann, Island Montessori School
Among the important roles of global educators is to nurture in students a sense of empathy, responsibility and concern for self, others and the environment. This presentation will highlight how to use concept-based curriculum to design relevant and meaningful global, SDG-aligned learning experiences that amplify students’ voices and sense of agency. Promising practices for cultivating empathy and perspective consciousness – such as visible thinking routines, immersive storytelling and mindfulness – will be explored as participants consider how social-emotional competencies are critical to confronting complex, interdependent local and global challenges. Pedagogical examples and sample resources focused on SDGs 1 (No Poverty), 12 (Responsible Consumption and Production), 15 (Life on Land) and 16 (Peace, Justice and Strong Institutions) will be provided. By the session’s end, participants will determine how to align their existing curriculum and content area standards with an action-oriented inquiry of the Global Goals.
GRADES 6-12
Diving into Sustainable Development Themes through Visual and Literary Analysis in the Classroom
Jacey Macdonald, Seventh Grade Language Arts Teacher, Daniels Magnet Middle School, Wake County School System
In this session participants will be guided through the use of several visual analysis tools to engage students in sustainable development topics and themes in the classroom. Participants will learn how they may use these tools to facilitate critical thinking and a deeper understanding of the global issues presented. Educators will gain perspective on the connection between visual and written literacy and will leave the session equipped with tangible tools to integrate global content and sustainable development themes into their classroom curricula. Session materials will draw heavily on the study guides produced through the World View Fellows Program on the OVERBook, co-sponsored by the Population Institute in Washington, DC.
Exploring Global Conflicts and Peacebuilding in the Globalized Classroom
Holly Loranger, Assistant Director, World View, UNC-Chapel Hill
This session introduces educators to key themes in teaching about global conflict and peacebuilding and provides interactive, multimedia strategies and resources for exploring these topics in classrooms of diverse disciplines. The session explores how to use news and popular media, art, music, literature, film and a variety of projects and investigations to support students in developing a deeper understanding of these topics. The session explores strategies for empowering students to become agents of change as well as connections to the Sustainable Development Goals.

Exhibitors

Pulitzer Center on Crisis Reporting
pulitzercenter.org
North Carolina-Moldova Partnership North Carolina Secretary of State Department sosnc.gov/divisions/moldova_partnership
 

Program Material

 
Required Reading for Continuing Education Units (1.5 CEU):
 

Lodging & Directions

 
Sheraton Chapel Hill
919-489-7555
1 Europa Drive, Chapel Hill, NC 27517
Rate: $99.00, guaranteed until September 17, 2019
Rooms can be booked by calling the hotel directly and mentioning the group code “K-12” or by following this link.
 
Courtyard by Marriott
919-883-0700
100 Marriott Way, Chapel Hill, NC 27517
Rate – $139.00, guaranteed until September 15, 2019
Rooms can be booked by calling the hotel directly and mentioning the K-12 Global Education Symposium room block or by following this link.