NCHU Course Outline

Course Name	(中) 全球永續教育(5157)
	(Eng.) I-Global Sustainability Education
Offering Dept	Law and Politics
Course Type	Elective	Credits	3	Teacher	Yu-Chuan Shen ect.
Department	College of Law and Politics	Language	English	Semester	2025-FALL
Course Description	Undergraduate and graduate students from the College of Law and Politics have the opportunity to co-lead the virtual and hybrid IGlobal educational program hosted by the College of Education at the University of Illinois Urbana-Champaign (UIUC) to teach middle/high school students in countries around the world about the United Nations Sustainable Development Goals. Gain experience in intercultural engagement, online teaching, and global citizenship education.
Prerequisites				self-directed learning in the course	Y

Relevance of Course Objectives and Core Learning Outcomes(%)			Teaching and Assessment Methods for Course Objectives
Course Objectives	Competency Indicators	Ratio(%)	Teaching Methods	Assessment Methods
1. A critical grasp of major concepts in global education studies, including hybridity, transnationalism, glocalization, and global cultural flows. 2. The ability to analyze diverse global education contexts—from written works and film to social media and built environments—in light of globalizing influences. 3. A refined understanding of how educational, economic, political, and cultural processes intersect and how these intersections shape individual and collective identities in the contemporary global. 4. Skills to critically engage with academic discourse and contribute original insight on globalization's contested meanings and manifestations in different educational contexts.			Visit Exercises Discussion Other Lecturing topic Discussion/Production	Written Presentation Attendance Oral Presentation Assignment Study Outcome Quiz Other
Course Content and Homework/Schedule/Tests Schedule
Week Course Content Week 1 Introduction to Globalization and Education Week 2 Globalization and Multiple Cultures Week 3 Introducing Curriculum Design and Instructions Week 4 How to Conduct Online Instruction and Digital Tools Week 5 SDG 1: No Poverty Week 6 SDG 2: Zero Hunger Week 7 SDG 4: Quality Education Week 8 Midterm Reflections and Workshop Week 9 SDG 7: Affordable and Clean Energy Week 10 SDG 10: Reduced Inequalities Week 11 Project Proposal Presentations Week 12 SDG 13: Climate Action Week 13 Teaching students in another country I Week 14 Teaching students in another country II Week 15 Education in a Globalized Era Week 16 Student Presentations self-directed learning    01.Participation in professional forums, lectures, and corporate sharing sessions related to industry-government-academia-research exchange activities.    02.Viewing multimedia materials related to industry and academia.    03.Preparing presentations or reports related to industry and academia.
Evaluation
*This syllabus is subject to further change or revision, as needed, to best realize the educational goals of the course. Necessary modifications will be announced in class or on course materials with fair prior notice. Class readings form the cornerstone of this seminar. Each week, students will closely engage with excerpts of theoretical texts that align with the central theme for that session. Some weeks may also involve additional cultural materials—such as novels, films, or documentaries—to deepen interdisciplinary insight. Students should come prepared to discuss these readings and cultural texts in class, drawing connections between theoretical frameworks and real-world cultural phenomena. This participatory component constitutes 20% of the final grade. Active attendance and thoughtful participation are essential to cultivating a rigorous intellectual community. Regular class attendance is therefore expected, as is consistent engagement in small-group and plenary discussions. Students who contribute informed commentary and constructive feedback demonstrate their grasp of the course materials and enhance the collective learning experience. All participants are encouraged to bring forward relevant texts, case studies, and viewpoints to enrich collaborative learning and debate. The mid-term exam is 30% of the course evaluation, allowing students to curate relevant educational contexts in response to the weekly theoretical readings. It will be take-home essay questions, and each student will be asked to elaborate on the educational and cultural contexts that illustrate or complicate the theories under discussion. Accompanying each question should be a concise curatorial essay of approximately 500 words to explain the chosen text’s significance and relevance to the course material. Teaching cross-country students’ reflections counts for 10% of the grade. Each student should provide at least 2-4 pages (500-1000 words) of reflection on their teaching of middle/high school students in other countries. It should include how you design your instruction, how you teach the students, and what you think about your teaching activities. The final research paper, accounting for 40% of the grade, is an extended project in which students articulate, develop, and refine an original argument that engages directly with the course themes. Spanning approximately 20 pages, this team paper should demonstrate a thorough understanding of relevant scholarly literature and a thoughtful application of theoretical and methodological tools studied throughout the semester. The proposal presentations of the course are reserved for working on these papers, enabling students to receive feedback on research design, theoretical framing, and structural coherence before submitting the final version. Each team will give an oral presentation of their research project. Meanwhile, each student will provide a personal reflection on their research project and this class (1-page paperwork), indicating what they have learned and how to support global sustainability in the future. Important Notice: Plagiarism in assignments and cheating in exams are strictly prohibited in this course. The semester grade will be zero if substantial evidence confirms plagiarism in assignments or cheating in exams. Generative AI Ethics Statement: If you used any generative AI in your work, you need to reference it.
Textbook & other References
PDFs and online papers. Some books and articles are available in the library. --- Selected References Appadurai, A. (1996). Modernity at Large: Cultural Dimensions of Globalization. University of Minnesota Press. Barber, B. R. (1996). Jihad vs. McWorld. Ballantine Books. Bhabha, H. K. (1994). The Location of Culture. Routledge. Castells, M. (2010). The Rise of the Network Society (2nd ed.). Wiley-Blackwell. Chua, B. H. (2012). Structure, Audience and Soft Power in East Asian Pop Culture. Hong Kong University Press. Clifford, J. (1994). “Diasporas.” Cultural Anthropology, 9(3), 302–338. Escobar, A. (2008). Territories of Difference: Place, Movements, Life, Redes. Duke University Press. Hall, S. (1996). “Introduction: Who Needs ‘Identity’?” In Hall, S. & du Gay, P. (Eds.), Questions of Cultural Identity (pp. 1–17). SAGE. Harvey, D. (2005). A Brief History of Neoliberalism. Oxford University Press. Harvey, D. (2012). Rebel Cities: From the Right to the City to the Urban Revolution. Verso. Held, D. & McGrew, A. (2007). Globalization/Anti-Globalization: Beyond the Great Divide (2nd ed.). Polity Press. Iwabuchi, K. (2002). Recentering Globalization: Popular Culture and Japanese Transnationalism. Duke University Press. Lanier, S. A. (2000). Foreign to Familiar: A Guide to Understanding Hot- and Cold-Climate Cultures. McDougal Pub.. Marginson, S. (2007). “Global University Rankings: Implications in General and for Australia.” Journal of Higher Education Policy and Management, 29(2), 131–142. Mohanty, C. T. (2003). “Under Western Eyes” Revisited: Feminist Solidarity through Anticapitalist Struggles. Signs: Journal of Women in Culture and Society, 28(2), 499–535. Parreñas, R. S. (2015). Servants of Globalization: Migration and Domestic Work (2nd ed.). Stanford University Press. Ritzer, G. (2014). The McDonaldization of Society (8th ed.). SAGE. Sassen, S. (2001). The Global City: New York, London, Tokyo (2nd ed.). Princeton University Press. Smith, N. (1996). The New Urban Frontier: Gentrification and the Revanchist City. Routledge. Spring, J. (2014). Globalization of Education: An Introduction (2nd ed.). Routledge. UNESCO. (2024). UNESCO Framework for Cultural Statistics. UNESCO Publishing.
Teaching Aids & Teacher's Website
iLearning system
Office Hours
By appointment
Sustainable Development Goals, SDGs(Link URL)
04.Quality Education include experience courses：N

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Update Date, year/month/day：2025/07/29 14:11:39	Printed Date, year/month/day：2025 / 8 / 19
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