How will we meet the most pressing demands of our time?

Join us for a two-day symposium that brings together the Cornell community and international partners to discuss the most urgent challenges around the world and how we can work together to address them.

Building on the first Global Grand Challenge, Migrations, symposium participants will help identify the next university-wide research, teaching, and engagement initiative to harness Cornell's global expertise.

The symposium, hosted by Global Cornell, will focus on five interdisciplinary themes, with panelists bringing their research and perspectives to bear:

Knowledge | Water | Health | Space | International Collaboration

Register today!

If you can't attend in person, please join us virtually:

Day 1: Wednesday, Nov. 16Day 2: Thursday, Nov. 17

Wednesday, November 16

Welcome: President Martha Pollack
Panel 1: Knowledge: What Counts, for Whom, and to What Ends?
4:30–6:00 ET, Klarman Hall, Rhodes-Rawlings Auditorium

A panel of Cornell faculty and Global Hubs partners discuss innovations in higher education, social media, and legal frameworks; new forms of knowledge production and inequalities in access; and security, privacy, disinformation, and the role of knowledge in democracies.

Read about the panelists.

Remarks, Provost Michael Kotlikoff
Reception, 6:00 ET, Klarman Hall Atrium

Thursday, November 17

8:00–5:00 ET, Clark Hall, room 700 (7th floor)

Breakfast, 8:00 ET

Panel 2: Water: Worldwide Challenges and Approaches
9:00–10:30 ET

Faculty from Cornell and partner universities explore the most critical challenges related to changing global water conditions, including access to clean drinking water; water governance, norms, and customs; trade-offs between drinking water, irrigation, and hydropower; rising sea levels and water-dependent communities; and new solutions for wastewater, ocean plastics, and pollution.

Read about the panelists.

Panel 3: Health: An Integrated Global Perspective
11:00–12:30 ET

Faculty from Cornell and partner universities explore vital issues related to health, including equity, nutrition, mental health and well-being, disease, communication, new technologies, sociocultural norms, One Health, sustainable agriculture and ecosystems, elder care, and the business of medicine/health.

Read about the panelists.

Lunch, 12:30 ET

Panel 4: Space: In a Galaxy Not So Far Away
1:30–3:00 ET

Faculty from Cornell and partner universities explore urgent topics related to our global engagements with outer space, including intergovernmental collaboration and defining a new space policy; private space travel and exploration; historical lessons for colonization; new technologies, materials, and visualizations; intelligent life; resources and extraglobal markets; and access and inequalities.

Read about the panelists.

Panel 5: International Collaboration:< /b>Taking Action for Our Global Future
3:30–5:00 ET

In this final session, panelists discuss opportunities and challenges for creating truly collaborative and mutually beneficial partnerships in an unequal world. Faculty from partner universities share ideas for collaborating on the four themes introduced earlier in the symposium, and participants explore the tension between respect for local cultures and universalisms implicated in scientific inquiry.

Read about the panelists.

Register in-person or virtually for one or all sessions!

"Creating Pathways of Perspective-Shifting through Structured Critical Reflection"
Cori Crane
Associate Professor and Language Program Director of German, University of Alabama

Providing second language learners with space and guidance to critically reflect on their past and current learning experiences can set them up to better understand and evolve their own worldviews as they learn about and engage with ones different from their own (Crane & Sosulski, 2020; Cranton, 2016; Johnson, 2015). While reflection is often acknowledged as playing an important role in leading language pedagogies such as literacy-based approaches and intercultural language learning, it is rarely theorized from a pedagogical perspective, let alone integrated into formal language assessment. As reflective practice in language instruction has become more mainstream, it is important for educators to understand the diverse outcomes associated with different reflection activities and the learning conditions and instructional scaffolding needed to support students' ability to critically reflect on their learning. As Ash and Clayton (2009) note, "a critical reflection process that generates, deepens, and documents learning does not occur automatically—rather, it must be carefully and intentionally designed" (p. 28).

In this talk, I explore the role of critical reflection in language instruction with an eye toward employing reflection strategically at various points across a curricular pathway. In the first half, I address what we mean by critical reflection and what educators see as the main benefits of integrating reflection activities into their instructional practice. Here, I locate and describe common reflection practices used in language learning contexts. In the second half, I provide examples of critical reflection used in beginning, intermediate, and advanced German language instruction to illustrate how reflective practice can be staged meaningfully across a curriculum to support level-specific learning and cultivate a practice of reflection among learners and teachers.

References
Ash, S., & Clayton, (2009). Generating, deepening, and documenting learning: The power of critical reflection in applied learning. Journal of Applied Learning in Higher Education, 1, 25-48.
Crane, C., & Sosulski, M. J. (2020). Staging transformative learning across collegiate language curricula: Student perceptions of structured reflection for language learning. Foreign Language Annals, 53(1), 69-95.
Cranton, P. (2006). Understanding and promoting transformative learning. Jossey-Bass.
Johnson, S. M. (2015). Adult learning in the language classroom. Multilingual Matters.

Bio: Cori Crane (Ph.D., Georgetown) is Associate Professor and Language Program Director of German at the University of Alabama. Before joining UA, Dr. Crane taught German, applied linguistics, and world language pedagogy, as well as coordinated the lower-division undergraduate German programs at the University of Illinois, University of Texas, and Duke University. Dr. Crane’s research interests closely align to her curriculum development and teacher mentoring work, with recent projects located in the areas of language teacher education, reflective teaching and learning (i.e., exploratory practice; transformative learning), and systemic functional linguistics and literacy-based instruction.
She is co-editor (with Carl Niekerk) of Approaches to Ali and Nino: Love, Identity, and Transcultural Conflict (Camden House, 2017) and co-author (with Heidi Hamilton and Abigail Bartoshesky) of Doing Foreign Language: Bringing Concordia Language Villages to Language Classrooms (Prentice Hall, 2005). Her publications have appeared in Foreign Language Annals, L2 Journal, Die Unterrichtspraxis/Teaching German, System, ADFL Bulletin, Profession, and various AAUSC volumes. She currently serves on ACTFL's Research and Assessment Committee and on the editorial boards for Second Language Research & Practice, Die Unterrichtspraxis/Teaching German, Korean Language in America, and Foreign Languages & the Literary in the Everyday.
In her free time, Dr. Crane enjoys cooking, dancing, walking, and spending time with her husband Mike and their dog Buster.

This event will be held in person in G25 Stimson and will also be streamed live over Zoom. Join us at the LRC or on Zoom.

The event is free and open to the public. Campus visitors and members of the public must adhere to Cornell's public health requirements for events.

Come to the LRC to practice your language skills and meet new people. Conversation Hours provide an opportunity to use the target language in an informal, low-pressure atmosphere. Have fun practicing a language you are learning! Gain confidence through experience! Just using your new language skills helps you learn more than you might think. Conversation Hours are are open to any learner, including the public. Campus visitors and members of the public must adhere to Cornell's public health requirements for events.

This film event is FREE and the 1hr and 33 minute film will be followed by a panel discussion that includes the Director of the film Marcela Arteaga. Pizza will be served as well.

“According to the International Institute for Strategic Studies, Mexico became one of the deadliest conflict zones in the world in 2017, second only to Syria. In 2008, the Mexican government sent the army to Chihuahua on the Mexico-Texas border to fight drug traffickers. What seemed like an attempt to control the cartels turned into state-sponsored disappearances and the murder of journalists, human rights activists and civilians. The survivors and those threatened by the conflict pushed at the unwelcoming border of the United States, hoping for asylum. With stunning visual poetry, director Marcela Arteaga weaves together a record of their memories told over the backdrop of the once-vibrant landscape of the Juarez Valley. She also highlights the extraordinary work of Carlos Spector, an immigration lawyer born in El Paso, Texas, who fights to obtain political asylum for those Mexicans fleeing violence.” (Heather Haynes, Hot Docs)

Sponsored by the Latin American Studies Program.

website: chickeneggpics.org/grantee/the-guardian-of-memory

Bio:
Emilio Rojas is a multidisciplinary artist working primarily with the body in performance, using video, photography, installation, public interventions, and sculpture. He holds an M.F.A. in Performance from The School of the Art Institute of Chicago and a B.F.A. in Film from Emily Carr University in Vancouver, Canada. As a queer, Latinx immigrant with Indigenous heritage, it is essential to his practice to engage in the postcolonial ethical imperative to uncover, investigate, and make visible and audible undervalued or disparaged sites of knowledge, narratives, and individuals. He utilizes his body in a political and critical way, as an instrument to unearth removed traumas, embodied forms of decolonization, migration, and poetics of space. His research-based practice is heavily influenced by queer and feminist archives, border politics, botanical colonialism, and defaced monuments. Besides his artistic practice, he is also a translator, community activist, yoga teacher, and anti-oppression facilitator with queer, migrant, and refugee youth.

His work has been exhibited in exhibitions and festivals in the U.S., Mexico, Canada, Japan, Austria, England, Greece, France, Germany, Italy, Spain, Holland, Colombia, and Australia, as well as institutions such as The Art Institute and the Museum of Contemporary Art in Chicago, Ex-Teresa Arte Actual Museum and Museo Tamayo in Mexico City, The Vancouver Art Gallery, The Surrey Art Gallery, The DePaul Art Museum, and The Botin Foundation. From 2019-2022 Rojas was a Visiting Artist in Residency in the Theater and Performance Department at Bard College in New York. He is also currently visiting faculty in the M.F.A. programs at Parsons the New School and the low-res M.F.A. programs at PNCA in Portland, Oregon, and University of the Arts, in Philadelphia.

Abstract:
GO BACK TO WHERE YOU CAME FROM! is a lecture/performance by artist Emilio Rojas, departing from this xenophobic phrase to trace histories of colonialism, the open wounds of borders, and the emptiness of monuments. This embodied lecture considers his practice in relation to decolonization, de-linking, archives, queerness, and contaminations into public space. It is not an attempt to re-write history but rather to view it from a different orientation, in a non-linear way which opens spaces of liminality and possibility, remembrance and healing. It urges us to ask ourselves: How are we complicit with the past we inherited? How are we accomplices of the history of what we consume in the present?

Emilio Rojas is the fall 2022 Teiger Mentor in the Arts.