Summer ACE

In high school, students often learn about world politics from a western, U.S.-centric perspective. Little attention is paid to the experiences, beliefs, and agency of people in the Global South. This class challenges students to take the views of colonized peoples seriously, and to understand the Cold War and globalization as global phenomena that link nations and peoples around the world. 

Students will take away from my course a global perspective on domestic politics in the U.S. and in other countries, and a keener sense of how what happens “over here” shapes the opportunities and beliefs of leaders and citizens in other countries. 

In college classes and in life, much success comes from showing up, putting in the work, and maintaining a positive attitude. If you demonstrate to your professors, peers, and employers that you are eager to learn and care about other people’s perspectives, success comes naturally.

As we begin a new U.S. administration, we stand at an historical crossroads. President Trump moved the U.S. in a new direction, abandoning leadership of the western alliance and global institutions, while raising new barriers to trade and immigration. In this class, students will learn that Trump’s policies are a rejection of a global order that the U.S. forged, and many believe has helped it prosper.

Of all the outcomes of teaching EDF 2085 Education, Diversity, and Global Society, my favorites are seeing students connect their own schooling experiences to broad societal issues like racism, sexism, heteronormativity, and language. Students gain a new set of conceptual tools to make sense of their experiences in life and in schools. I also love seeing students engage in difficult conversations about important issues in society.

I hope that students begin to see themselves as creative agents of change by the end of the course. Every student has a unique starting point from which they can challenge societal norms around issues of race, gender, sexuality, ability etc. I also hope that students that students begin to see themselves as global citizens.

I would advise students to take advantage of campus resources as much as possible. The first semester in college can be very overwhelming but, with support, it can be a transformative experience. I also would advise to develop strong social and academic networks. These networks will help with studying, group projects, and building a sense of community. Finally, the ACE program moves at a fast clip – stay on top of your deadlines and ALWAYS communicate with your instructor when you have questions or concerns.

Students gain real-life skills in being changemakers in any formal or informal educational setting. For example, as part of the course students develop a social-justice workshop on a societal issue of their choice, like poverty, LGBTQ+ rights, or racism. They can take their fully developed workshop into their communities to make societal transformation occur. 

My favorite aspect of the course is opening students minds to the different ways people live around the world. Students can expect to learn the principles of cultural anthropology which consider culture, diversity, and human variation around the world.

1. I hope students learn that different does not mean bad. I hope they learn to embrace and value diversity and human variation.
2. I also hope students learn what it takes to be successful in college level courses. Much of my coursework and assignments is focused on helping students develop the skills they need to succeed in college.

1. Short-term: Be flexible and critical. Now, more than ever it is important that students be flexible in learning and life, as so much of the world is in flux. At the same time, stay critical of systems and information. Critique is the first step to improvement.
2. Long-term: never stop asking questions. Curiosity will serve you well, no matter the field or subject matter.

Cultural anthropology emphasizes a holistic approach to solving human problems. By understanding people from their own point of view, we are better equipped to solve relevant problems like racial injustice, inequality, health disparities and more. Students will take the perspectives they learned in this course and use them to change the world in the ways they see fit.

One of my favorite aspects is that this course is geared for first year students, and this is the population I work closely with. This class will prepare you to think creatively and solve problems within and across disciplines. It aims to build on the knowledge that you bring from high school or other academic or life experiences, and to prepare you for your future courses within the general education curriculum and your major coursework. 

a. Explain how knowledge is personally, culturally and disciplinarily constructed.

b. Break down complex problems to examine, propose, and support potential solutions. 

This is such a different experience than high school that you should allow yourself to ask for help and support when needed. Navigating the first year can present challenges, but together we can work through these and have a successful time at USF.

Through applied critical thinking, students in this course will examine social problems through the lenses of these major disciplinary domains, preparing them to engage in collaborative and interdisciplinary problem solving, which is very important as they start their career after college life.

IDS 2378 Critical Thinking: Foundations of Interdisciplinary Knowledge and Inquiry might sound daunting, but it is a great way to start your undergraduate career at USF. This course helps you develop your critical and creative thinking skills, relevant to any major or career and gives you an overview of the five knowledge domains: STEM; Humanities and the Arts; Social Sciences, Social Work, and Education; Business and Communication; and Allied Health Professions. We take this knowledge and leverage it to consider and work towards an interdisciplinary solution to a global issue. I love that practical application and it’s really cool to see students make connections between a variety of subjects and how they might tackle real world problems.

I hope students take away the value and reason for general education at USF. Learning about the different knowledge domains, it’s my aim that students can walk away with an appreciation of how different disciplines help contribute to problem solving, even if it’s not their favorite subject. Instead of treating these courses like a checklist, I hope it might illuminate topics that interest them throughout these domains.

Consider how you manage your time now, and if you do not rely on a planner or electronic calendar, pick a system that you think you can commit to ASAP. One of the biggest changes going from high school to university is the amount of time you suddenly have to manage yourself. Do not plan on remembering homework, events, or things to do on the top of your head; even the savviest will forget. You probably won’t take this advice right away, but bookmark it for when you are ready to try.

Critical thinking can apply to almost anything. How can you solve a new problem that’s come up in your life? How will you determine if a new source or information is credible? How can you consider how your major with translate into a career and confront current or future issues? Critical thinking can play a key role in your academic and everyday life; in short, developing your critical thinking skills readies you to be an active citizen. 

I am honored to teach the Foundations of Interdisciplinary Knowledge and Inquiry where students choose a real-world issue or problem to solve (such as creating sustainable cities, eradicating poverty, eliminating gender gaps, etc) in alignment with the United Nations Sustainable Development Goals. Student will take their social issue and examine it through five different disciplinary “lenses” – STEM, social science, business, humanities, and health – to evaluate how experts within that field would approach solving that problem. The course culminates with small groups creatively pitching what would an interdisciplinary solution – one that combines all lenses at once – look like?

I hope that students leave the course with a better understanding of the interconnectedness of the academic disciplines – and that their future professional goals are more fluid can be tailored to their precise and unique interest.

My immediate advice is to “shrink it down,” as quickly as you can – make a few or two in your courses. Trust me, you’re all in the same boat. Everyone is waiting on someone to break the ice – be that person. People will remember you for it – and you’ll potentially make some lasting friends in the process. My longer-term advice is one I’m sure you’ll hear a lot – but you have to get involved. College is about so much more than what happens in the classroom; it is about making every moment count. Network, get out of your comfort zone, try new things, eat new food, learn a new language, go to a foreign film – do all the things that you wouldn’t normally ever see yourself doing. Because the very act of doing them will give you confidence to keep being bold. Find “your people” here at USF, and then dig in!

Employers in every sector are looking for creative thinkers – engaged problem solvers who can think around a problem. The point of this course is to help you see that there is more than one way to tackle and problem, there is more than one lens through which to see the issue, and there is more than one solution by which to solve. The more students develop this skill – to think critically and from an integrated interdisciplinary mindset – the more competitive they will be in the real world.