Office of Global Strategy Begins New Round of its Global Collaborative Classroom Grant Initiative
We are pleased to announce the third round of Mason’s Global Collaborative Classroom (GCC) program and associated RFP. In a Global Collaborative Classroom, a Mason faculty member partners with an international peer to co-teach a course (or substantial sections of a course), engaging Mason students with students from one of Mason’s partner universities abroad through interactive technologies. Our pilot GCC, a social work course co-taught with Jamia Millia Islamia Central University in New Delhi, India, launched Spring 2016. The current round of funding will support classes running in Spring 2017. Mason faculty members who are selected will each receive funding of up to $3000 in support for the transformation of their existing courses into GCC courses. Proposals are due June 10, 2016!
Purpose and Goal:
This initiative is designed to be tool with which Mason can provide meaningful global experiences to Mason students.
Traditionally, study abroad was the primary way for students to be exposed to diverse cultures and languages, and obtain cross-cultural experiences. While study abroad is a good practice, the Global Office believes that the use of GCC classes can bring an added opportunity for global exchange in the local classroom and increase the number of students who can access some of the benefits of a “study abroad” education.
While students are enrolled in separate institutions and countries, they are connected via online communication tools. (GCCs can either be conducted entirely online, with face-to-face sessions using video-conferencing tools, or a blend of both.) GCC course sections will focus on global collaborative partnerships, both in faculty course development and in classroom dynamics that encourage cross-cultural dialogue and understanding. Virtual components of GCC courses include collaborative activities that are aligned to global learning goals. With the GCC model, doors to the world are opened through technology. This form of access is particularly helpful to non-traditional students who cannot travel because of family and work commitments, students in financial need who do not have extra funds to go overseas as well as special needs students who are not able to travel easily.