All posts by Krystyna Michael

Principles of Management

Uncategorized

CUNY Class Information

Instructor: Dr. Linda L. Ridley

CUNY Campus – Hostos Community College 

Class title – Principles of Management

BUS 201 312A (27935)

International Class Information

Instructor: Prof. Nellie El Anany

Partnership institution/ country: American University in Cairo, Egypt

Class title – Entrepreneurial Leadership and Critical Global Issues – 

Length of COIL Collaboration – 12 months, starting in Spring 2021 and implemented in Spring 2022

Project Description

This COIL Module invites students in two or more cultural contexts to tackle the United Nations Sustainable Development Goal No. 10 – Reduced Inequalities.  This goal is in alignment with the learning outcomes. Students are exposed to experiential learning through the collaboration of the teams from both universities in the development of a podcast.  Students are placed onto multi-student teams of a size between 4-6 students, and each team develops their podcast based on a topic area their team has chosen, which topic would fall within the frame of UN SDG 10. Students would identify a critical global challenge that falls within the UN SDG 10, for example, “How do inequalities differ across various settings?”

Online Platforms

Once students have been assigned to groups, they should collaborate to decide which communications tools serve their purpose. This consensus-building will be the start of establishing trust within each group. Suggested tools that students can choose from include but are not limited to Blackboard Collaborate, Zoom, Google Suite, or WhatsApp. 

Full Module

https://docs.google.com/document/d/1XXw6pH0ER_Q66Imae_3n_w-DOJIolnsV/edit?usp=sharing&ouid=117069389410897251146&rtpof=true&sd=true

Educational Inequality

Uncategorized

CUNY Class Information

Instructor- Dr. Asrat G. Amnie

CUNY campus-Hostos Community College

Class title—HLT Medical Terminology

HLT-124-000[29530] Medical Terminology

International Class Information

Instructor – Professor Oubaha Driss

Partner institution/country – Abdelmalek Essaâdi University,  Morocco 

Class title – Course: English

Discipline – Department of languages: English Studies

Class Information – Fighting Inequality: Democratizing Education in the 21st Century Education

Length of collaboration: semester-long

Project Description

Description of COIL Project- GSACS is a program that is supported by many institutions including the US Department of State, the Bezos Family Foundation and the governments of Morocco and United Arab Emirates. Our collaboration focuses on reducing inequality in Education (Sustainable development goal  ≠4 and  Reduced inequality between among countries  (Sustainable development goal  #10.) Students will collaboratively work with other education students to explore, compare and contrast the cultural backgrounds and the education systems in both Morocco and USA, determine the factors that influence education inequality and identify ways to reduce educational inequities/inequalities in both countries.

In this program students will actively participate in this virtual exchange experience by delivering presentations and participating in the student conference by the end of the term. 

Online Platforms

Technology used for shared space—Slack

Technology used by students in bi-national teams—Zoom

Technology used for synchronous sessions with both classes—Zoom

We used Slack as the online platform for joint sessions.  Slack, initially developed for workplace communication, has found extensive applications in education. Its core feature, real-time communication through channels and direct messaging, fosters collaboration among students, educators, and administrators. By creating dedicated channels for subjects and projects, Slack organizes discussions and resource sharing, while direct messaging facilitates quick clarifications and support between peers and instructors. Integration with third-party tools like Google Drive enhances file sharing and document collaboration, streamlining workflow and productivity. Additionally, features such as polls and reminders aid in assessment and course management. Slack’s user-friendly interface and cross-platform compatibility ensure accessibility for all users, while robust security measures protect sensitive information, making it a valuable tool in modern education for promoting engagement, collaboration, and organization.

Full Module

Structural Racism and Gender Inequality

Uncategorized

CUNY Class Information

Instructor: Dr. Ana Ozuna 

CUNY campus: Eugenio María de Hostos Community College 

Class title: BLS 114: The African American Experience 

Class Information: code/date/time: BLS 114-401A (36638), Jan 25, 2023-May 23, 2023, Mo 12:30PM – 1:45PM

Length of COIL Collaboration: Feb. 20th -May 22nd

International Class Information

Instructor: Dr. Brahim Barhoun

Partner institution/country: Abdelmalek Essaâdi University, Tétouan, Morocco

Class title: Modern Poetry

Class Information–code/date/time: N/A

Length of COIL Collaboration: Feb. 20th -May 22nd

Project Description

During the project, students examined the impact of structural racism and gender inequality in communities of color in the United States and underrepresented groups in Morocco. To better understand systemic oppression and discrimination, students will thoroughly explore how social identities, such as race, gender, sexuality, and class, generate a prism of inequality. Concomitantly, course content will engage students in examining how marginalized groups in both countries have challenged systemic oppression. Throughout the semester a series of binational and intercultural activities will prompt students to consider the best strategies to contest and disrupt interlocking systems of power to affirm equity and inclusion.

Online Platforms

The bi-nation teams used the following tools to communicate:

  • Zoom
  • Padlet
  • Google docs
  • Email

Technology used for shared space: 

  • Zoom during classroom sessions. 

Technology used by students in bi-national teams: 

  • Zoom, Padlet and e-mail

Technology used for synchronous sessions with both classes: 

  • Zoom during classroom sessions.

Full Module

Comparative Health Inequalities

Uncategorized

CUNY Class Information:

Instructor: Helen Chang, Ph.D 

CUNY campus: Hostos Community College

Class title: American Government

Class Information: POL101

Length of COIL Collaboration: Spring 2023 semester

International Class Information:

Instructors: Dr. Ratib Abu Shameh and Dr. Muntaser S. Ahmad

Partner institution: Palestine Ahliya University

Class titles: Physical Therapy and Radiology

Length of COIL Collaboration: Spring 2023 semester

Project Description

This module on comparative healthcare inequalities brought together a political science class, a radiology class, and a physical therapy class. The virtual exchange focused on the inequality in healthcare access and treatment, with an emphasis on race, gender, age, and disability. Students learned how various groups in NYC and Palestine are impacted by differential access and costs to healthcare. They also analyzed some of the social, political, and historical factors that have contributed to similarities and differences in healthcare access and outcomes in NYC and Palestine.

Online Platforms

Slack: most of the virtual exchange occurred in Slack

Zoom: used for the one synchronous meeting that all 3 classes attended

Full Module

Women’s Structural Violence

Humanities, Social Sciences

CUNY Class Information

Víctor M. Torres-Vélez, PhD, Assistant Professor

Hostos CC

Hispanic Migrations to the United States

LAC 132-604A (29159) \| Fall 2021

One semester.

International Class Information

Professor T. Gillum

The American University of Cairo

Community Psychology: Community-Based Learning

PSYC 3003, Fall 2021

One semester.

Project Description

This particular GSACS COIL project is a collaboration between Dr. Gillum, from The American University in Cairo and Dr. Torres-Vélez, from Hostos Community College, CUNY. In this collaboration, students from Prof. Gillum’s class, Community Psychology, and Prof. Torres-Vélez’s class, Hispanic Migration, will be working individually, in groups, and collaboratively on assignments seeking to address a shared inquiry-based question. The inquiry-based question will explore how structural violence affects women in Cairo, Egypt, and New York City, U.S.A. Topics to be discussed within this question are:

How does class positioning influence perceptions of gender inequality?

How does class positioning differentially affect gender inequality impacts?

What role do other intersecting hierarchical positionings, such as race and/or ethnicity, play in the uneven distribution of life chances?

In addition to readings, discussions, and presentations, both classes will address these questions through experiential learning, mainly by working with a community-based organization in their respective countries.

Online Platforms

At both institutions, each instructor will use their respective Knowledge Management Systems, in the case of Hostos the Blackboard platforms. All students have access to this by virtue of their enrollment in the class. All resources (articles, videos, etc.) and assignment submissions will be posted on this platform.

Padlet will be used by both instructors to facilitate joint students activities (i.e. introductions). This is free to students (and instructors for up to 6 Padlets per instructor) and easily accessible via any electronic device (computer, tablet. smartphone). The instructor needs to just send the link to the students for each Padlet.

Torres-Velez-2024-COIL-MODULE-v2-1Download

Reducing Inequality within Persons with Disabilities

Uncategorized

CUNY Class Information

Professor: Nancy Genova
Hostos Community College, Bronx, NY, USA

Fundamentals In Public Administration (PPA 101)

Class Information– 000A/ Fall 2021/ synchronous

6 weeks

International Class Information

Professor: Dr. Sara Rguig

Abdelmalek Essaâdi University, Tétouan, Morocco|

Reading Comprehension and composition

[Class Information–code/date/time]

[Length of COIL Collaboration] 6 weeks

Project Description

The project focused on the topic of reducing inequality within persons with disabilities. However, the classes broke off in groups and developed four projects.

Online Platforms

Students communicated via Slack (asynchronous posts, feedback, and bi-directional communication) and Zoom (synchronous meeting). Students also texted and shared videos through WHATSAPP

Full Module

Comparative Literature Analysis

Humanities
Headshots of Jose Garcia Villa, Langston Hughes, and Eudora Welty
Public Domain Photos

CUNY Class Information

Instructor: Prof. Elyse Zucker

Hostos Community College/CUNY

Composition and Literature

English 111-314A/August-December/ 11 AM-1:45 PM (this is a stacked session, so each class is the equivalent of two classes)

Length of COIL Collaboration: 5 weeks 

International Class Information

Instructor: Two professors shared this class with me

College in the Philippines 

Psychology of the Self

Fall semester, 2023

Length of COIL Collaboration: 5 weeks

Project Description

Students in this COIL exchange read two works of fiction and a poem –one story written by a canonical American author, another by a canonical Filipino author and a poem by a canonical American poet –all with settings situated in their respective cultures. Additionally, students read excerpts from contextual articles about the prose selections to facilitate an understanding of the respective writers, their cultures and how those cultures shaped the particular works of fiction considered. In some ways all three selections convey universal themes. In other ways, they are indigenous to their respective cultures, customs, and countries, opening new vistas for students in both classes to contemplate. 

This project was accomplished so as to meet each course’s objectives and to help students gain insight into and information about the cultures, customs, traditions, values, psychology and history of the other class’s country –as well as (more) about their own. Throughout the exchange, students from both colleges met in their assigned groups to discuss the works of literature and the poem (and consider the supplemental material), and what the literary works indicate about their respective countries and cultures. Students shared one exact essay assignment and one overlapping essay assignment (based on the same selections but different prompts) yet both variations measure comprehension and other indicators of knowledge and skills, such as inference-making and identifying main ideas. After writing the reflective piece about the COIL experience and how it impacted learning and world view, students shared their reflective pieces with one another during the culminating event.

Online Platforms

In addition to IMMERSEU, as the platform required of the Filipino professors, students used WhatsApp, Zoom, synchronous and asynchronous sessions, and email.

Technology used for shared space: computers and cell phones

Technology used by students in bi-national teams: computers and cell phones

Zoom and IMMERSEU were the technological tools used and video/audio were projected on a Smart room screen.

Full Module

Quality of Drinking Water in Jordan and New York City

Math and Science, Uncategorized
Image created by Dori on WikiMedia, CC BY-SA 3.0 https://shorturl.at/wo7bi

CUNY Class Information

Instructor: Anna Ivanova

Hostos Community College

General Chemistry I: CHE 210/Spring 2022

8 weeks + Student Conference

International Class Information

Instructor: Salaheddin Abu Yahya

Jordan University of Science and Technology/Jordan

Chemical Industries

CHE 422/Spring 2022

8 weeks + Student Conference

Project Description

The format of this module was based on the template provided by Prof. Amy Ramson, Co-PI of the GSACS project at Hostos Community College, CUNY

Water is essential for all aspects of our life, and therefore high quality of water needs to be maintained. Unfortunately, many people all over the world do not have an access to safe and clean drinking water. In 2020 two billion people lacked safely managed drinking water.[1] In addition to water pollution and water stress, many countries are struggling with challenges related to water scarcity due to the climate change, or degraded water-related ecosystems, and other challenges [2]. Although United States has an advanced wastewater facilities and expansive pipelines supply quality water to both cities and rural areas, various reasons, such as natural disasters, infrastructure failures or poor system maintenance may seriously affect the water quality [3]. Jordan, on the other hand is considered as one of the countries struggling with water crisis. Dwindling water supplies and growing population will significantly reduce water use per capita in Jordan by the end of this century [4].

This 8-weeks course module brings college students in Jordan and New York City together to explore the issue of water pollution and the quality of drinking water in different neighborhoods/regions in Jordan and New York City, in relation to the United Nations Sustainable Development Goal #6 (Clean Water and Sanitation). In this module, you will collaborate and complete activities with international peers, conduct an experiential learning activity and finally, present your research project with your international team at a virtual student conference at the end of the semester.

Online Platforms

Padlet, Zoom, Google Docs

Full Module

Comparing Gentrification

Humanities, Uncategorized, ,

Theme

This COIL module invites students in two or more cultural contexts to explore gentrification in their area.

Three Activities in Brief

Students are grouped in team with their classmates at their home institution, and those groups are paired with groups at the international institution

1. Icebreaker: Students asynchronous prepare short videos which they post to shared Padlet space

2. Comparative analysis assignment:

  • Students learn about gentrification in their own neighborhoods; The binational teams split and the students first work with their home classmates and prepare presentations on gentrification.
  • The home institution student groups meet with their assigned international student group synchronously over Zoom, share their presentations, and conduct a comparative analysis. They document this by recording the Zoom presentations and complete a shared google form as an international team comparing similarities and differences.

3. The collaborative project in gentrification: the binational teams prepared a PowerPoint presentation working synchronously over What’s App which describes the project theme and the similarities and differences of gentrification in each country. The PowerPoint was presented at a student conference as part of the Steven’s Initiative, Global Scholars Achieving Career Success (GSACS) Program.

Tech Used

1. Students communicated via What’s App and Zoom

2. Shared Work Space: Padlet, screenshot below:

Discipline: Humanities

Length of Module: 4 Weeks

Author: Amy Ramson, adapted by Krystyna Michael