P. Roberto Garcia Feb. 2, 2007School of Education Breeze Workshop

Interview of Mary Embry by Sara Reeves

Internationalizing R404: International Textiles and Apparel

Trade

P. Roberto Garcia Feb. 2, 2007School of Education Breeze Workshop

OVERVIEW• Motivations• Steps• Assignments• Evaluations

P. Roberto Garcia Feb. 2, 2007School of Education Breeze Workshop

INTERNATIONALIZATION COLLABORATIVE ACROSS BLOOMINGTON (ICAB)• Four-year collaboration between Indiana

University Bloomington and Ivy Tech Bloomington

• Develops faculty learning communities working towards designing global learning experiences

• Professional support on course and curriculum internationalization

P. Roberto Garcia Feb. 2, 2007School of Education Breeze Workshop

MOTIVATIONS• To improve student’s ability to adopt non-

western viewpoints• To more actively involve students in

international socio-economic issues• To explore global citizenship practices

P. Roberto Garcia Feb. 2, 2007School of Education Breeze Workshop

FIRST STEPS• Evaluate course outcomes• Backward course design• Trade from at least two perspectives

P. Roberto Garcia Feb. 2, 2007School of Education Breeze Workshop

ORIGINAL OUTCOMES1. Develop critical thinking and communication skills.

– Evaluate breadth and depth of information. Read, listen, discuss, observe

– Evaluate quality of information: primary and secondary sources; fact, theory, findings, description, opinion, hearsay.

– Analyze consistency and conflict of information: determine major points.

– Synthesize response.2. Analyze the size, scope, and components of the global textile and

apparel business.3. Understand the concept of the global economy and basic trade

regulations in effect.4. Consider conflicts and compare merits of perspectives of textile and

apparel business operations.

P. Roberto Garcia Feb. 2, 2007School of Education Breeze Workshop

INTERNATIONALIZED OUTCOMES1. Understand the global textile and apparel supply chain; compare and

contrast where apparel and textile product is made, where it is consumed, and why.

2. Demonstrate the ability to use databases, library resources, and international sources to access rich information that is specifically used to understand the global textile and apparel industry.

3. Be able to use both quantitative and qualitative descriptors that characterize a country socially, economically, and politically. Use these descriptors to make comparisons of standards of living between countries.

4. Identify and compare national, regional, and international structures that are involved in global trade in textiles and apparel.

5. Define and argue the competing views of impact that textiles and apparel manufacturing and consumption has socially and economically.

P. Roberto Garcia Feb. 2, 2007School of Education Breeze Workshop

PEDAGOGICAL STRUCTURES• a clear focus on information literacy so

students can effectively search, find and employ global sources

• conducting interviews with international students from the area of the world the student is studying

• reflective writing that contrasts and compares global perspectives

• relevant examples of people who exhibit global citizenship

P. Roberto Garcia Feb. 2, 2007School of Education Breeze Workshop

1. Understand the global textile and apparel supply chain; compare and contrast where apparel and textile product is made, where it is consumed, and why.

2. Demonstrate the ability to use databases, library resources, and international sources to access rich information that is specifically used to understand the global textile and apparel industry.

3. Be able to use both quantitative and qualitative descriptors that characterize a country socially, economically, and politically. Use these descriptors to make comparisons of standards of living between countries.

4. Identify and compare national, regional, and international structures that are involved in global trade in textiles and apparel.

5. Define and argue the competing views of impact that textiles and apparel manufacturing and consumption has socially and economically.

INFORMATION LITERACY RELEVANT COURSE OUTCOMES

P. Roberto Garcia Feb. 2, 2007School of Education Breeze Workshop

INFORMATION LITERACYINTEGRATION

  Spring 2012 Spring 2013

week 3   exploratory bibliography

week 4   librarian course instruction & library assignment

week 5 annotated bibliography library assignment & revised bibliography

week 7 country statistics report library assignment + country statistics report

week 8 regional report thesis proposal & annotated bibliography + regional report

week 11 thesis proposal & review + interviews thesis outline & annotated bibliography + interviews

week 12   research consultations

week 13   rough draft

week 14 presentations & rough draft  

week 15 final paper presentations

week 16   final paper

P. Roberto Garcia Feb. 2, 2007School of Education Breeze Workshop

INFORMATION LITERACYPRE/POST TESTS SPRING 2012 AND FALL 2012

spring 2012 pre-test

spring 2012 post-test

fall 2012 pre-test

fall 2012 post-test

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I am aware of how to use IU library sources online

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I'm confident in my ability to gather and cite research

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P. Roberto Garcia Feb. 2, 2007School of Education Breeze Workshop

CONTEXTUAL INTERVIEWSassignment: interview someone who has lived in your country of study. Clarify and further describe the economic, political, and cultural information you have acquired.

Where students find interviewees:• international Area Study Centers• cultural student organizations, • colleagues• friends and relatives• social media

Interviews are then used to discuss in class the differences between aggregate descriptors of a country and the concerns of those who have lived in the country. Often students base their final research topic on issues uncovered in these interviews.

P. Roberto Garcia Feb. 2, 2007School of Education Breeze Workshop

CONTEXTUAL INTERVIEWSPRE/POST EVALUATIONS

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Rate your ability to see the world from someone else's perspective

Below average Average Above Average

P. Roberto Garcia Feb. 2, 2007School of Education Breeze Workshop

1. Understand the global textile and apparel supply chain; compare and contrast where apparel and textile product is made, where it is consumed, and why.

2. Demonstrate the ability to use databases, library resources, and international sources to access rich information that is specifically used to understand the global textile and apparel industry.

3. Be able to use both quantitative and qualitative descriptors that characterize a country socially, economically, and politically. Use these descriptors to make comparisons of standards of living between countries.

4. Identify and compare national, regional, and international structures that are involved in global trade in textiles and apparel.

5. Define and argue the competing views of impact that textiles and apparel manufacturing and consumption has socially and economically.

WORLDVIEW REFLECTIONSRELEVANT COURSE OUTCOMES

P. Roberto Garcia Feb. 2, 2007School of Education Breeze Workshop

OBJECTIVE: demonstration of an understanding of topics based on an assigned role in a developed country, then in a less industrialized country

example prompt: You are a citizen concerned about your country's standard of living and your well-being.

What are your views on: • being protective of the industry vs. adopting an export orientation?• encouraging multinationals vs. domestically owned industries?• do these views change if you are a consumer, manufacturer, or

retailer?

WORLDVIEW REFLECTIONSEXAMPLE PROMPT

P. Roberto Garcia Feb. 2, 2007School of Education Breeze Workshop

examples of internationalized reflections:…we have the ability to produce low cost goods. It is important that trade barriers aren’t made for the purpose of restricting our capacity to export to other countries.

…when it comes to the Congo, what (does) free trade actually mean? What is really free about it?...

…I have just enough money to put food on the table…I am dependent on this job…and (the country) has not established any independent part of the supply chain….I am afraid our economy will suffer when others gain.

WORLDVIEW REFLECTIONSSTUDENT EXAMPLES

P. Roberto Garcia Feb. 2, 2007School of Education Breeze Workshopsp

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I feel I have opinions on international issues

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How do you rate your knowledge about world issues?

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WORLDVIEW REFLECTIONSPRE/POST EVALUATIONS

P. Roberto Garcia Feb. 2, 2007School of Education Breeze Workshop

THESIS DEVELOPMENT• Students present interviews• Re-evaluate resources• Propose thesis for critique/thesis outline

P. Roberto Garcia Feb. 2, 2007School of Education Breeze Workshop

THESIS DEVELOPMENTStudent examples

• Honduras is competitively positioned for industrial growth, the rippling effects of the political crisis of 2009 continue to further limit the nation’s opportunities for economic and social development.

• An abundance of the natural resource, oil, has drastically impaired the country of Nigeria. The country struggles to deal with the wealth, the corruption, and mismanagement of that valuable resource, and the effects are felt economically, socially, environmentally, and politically. 

• Guatemala’s participation in a global economy, which promised to be an engine of development and a lift out of poverty, has left many questioning the likely effects it has on improving the lives of individuals in Guatemala. A new transnational perspective has locked the country in an exploitive relationship with its trading partners, characterized by deplorable working conditions and persistent social inequality.

P. Roberto Garcia Feb. 2, 2007School of Education Breeze Workshop

GLOBAL CITIZENSHIP

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Global Citzenship

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agree neutal disagree strongly disagree

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P. Roberto Garcia Feb. 2, 2007School of Education Breeze Workshop

RESOURCES• Internationalization Collaborative Across

Bloomington (ICAB): www.indiana.edu/~global/icab

• Prof. Embry’s ICAB Course Portfolio: go.iu.edu/7wg

• ICAB Resources: www.indiana.edu/~global/icab/resources.php

• Other Course Portfolios: www.indiana.edu/~global/icab/portfolios.php