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Collaboration

COLLABORATION

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Collaborative Online International Learning (COIL) Fellows Program

In Fall of 2016, Dr. Chiquita Howard-Bostic was also selected to participate in the "2nd Annual Collaborative Online International Learning (COIL) Fellows Program" sponsored by WVHEPC. COIL is an emerging field of collaborative online international learning and a teaching and learning methodology that fosters exchange between faculty and students with peers abroad through Internet-based communication tools. It includes a model for developing a co-taught multi-cultural online learning environment that emphasizes experiential collaborative learning between students in two or more countries. COIL courses are taught in blended formats with face-to-face sessions at both schools, while collaborative student work takes place online. Howard-Bostic was trained to implement online courses with an international partner during a 6-week online COIL course.

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Mellon Foundation and the Council of Public Liberal Arts Colleges (COPLAC) Grant

In Fall of 2016, Dr. Howard-Bostic was selected to develop and co-teach a COPLACDigital/Mellon Foudation course. In the "Digital History and Community Engagement" course, each student team will develop a digital timeline to become familiar with the people, issues, and history of a local community. The history will prepare them to develop a broad range of community-based projects that engage civic action and foster social justice attitudes. Finally, students will digitally present information about their chosen communities, service projects, and personal development. Students will: (1) create a digital timeline detailing the history of a disadvantaged community near a COPLAC University, (2) compare and contrast historical and current experiences, (3) develop and implement a short service project to interact with members of the identified community and share with them details of their history, (4) utilize concepts of the social sciences (symbols, pictures, music, colors) to more vividly and accurately describe a disadvantaged community, (5) illustrate the community member’s perceptions of the service learning activity through storytelling, images, and music, and (6) use a critical thinking activity to reflect on the impact of service learning on academic, personal, and interpersonal development.