by Jonathan Rodriquez, Faculty Fellow, Government (Dual Credit)

My name is Jonathan Rodriquez. Yes, Rodriquez is with a “Q,” but that is a story for another time. I have been a professor at Austin Community College (ACC) for the past three years. During my first year, I served as an adjunct instructor while also working as a part-time faculty advisor for the General Studies AA Liberal Arts program. These dual roles gave me valuable insight into both the academic and advising needs of our students at ACC. For the past two years, I’ve held the position of Provost Dual Credit Fellow, where I’ve had the opportunity to teach Dual Credit and Early College High School students while actively participating in campus-wide initiatives.

This year marked my first experience with two-year-long professional development programs: the Globalizing Curriculum Faculty Learning Community and the Teaching and Learning Academy. Both programs have been incredibly rewarding. I gained a wide range of practical tools and strategies that I’ve already begun applying to improve my course materials and enhance student engagement. These experiences have been instrumental in my growth as an educator and in my commitment to continually improving the learning environment for all students.

FLC Project Information

During the Fall 2024 semester, I began gradually developing ideas for a global curriculum project that would align with the United Nations’ 17 Sustainable Development Goals (SDGs). As part of the Globalizing Curriculum Faculty Learning Community, I explored ways to connect these global issues to the content in my Government courses, ensuring that the material remained relevant and meaningful to students. Throughout the semester, I took detailed notes on ideas and classroom strategies that resonated with me, particularly those that encouraged critical thinking, collaboration, and civic engagement. Therefore, I combined the insights and strategies gained from both the Teaching and Learning Academy and the Globalizing Curriculum Faculty Learning Community to design a UN Group Project that fosters collaboration, critical thinking, and real-world application of course concepts through the lens of the United Nations Sustainable Development Goals.

Furthermore, these reflections helped shape a major group project that I implemented in the Spring 2025 semester, so I can present student group project examples during the FLC final meeting. The project I created requires students to work in teams to research 3 to 4 of the UN SDGs and propose realistic policy solutions and/or provide laws that the country they chose has already implemented to help fight against those SDG goals they chose, as well as linking their findings to course concepts such as federalism, public policy, and civic participation. Lastly, their final slides have to be a compare and contrast on the similarities and differences between the country they chose as a group to the United States. This not only provided students with a practical, real-world application of course material but also encouraged deeper engagement with global challenges and their local implications while also acknowledging how the United States is either ahead in some SDGs but behind on others when compared to other countries.

Incorporate Global Education Across ACC Courses

ACC faculty across disciplines can embed global education by designing assignments, discussions, and projects that connect course objectives to global themes. One effective approach is to align content with the United Nations 17 Sustainable Development Goals (SDGs), which offer a flexible and widely recognized framework for addressing global challenges such as poverty, inequality, climate change, and access to education. For example, as a Government instructor myself, I made students explore how different countries address healthcare access (SDG 3) or environmental regulation (SDG 13). However, an English instructor could assign readings or writing prompts focused on narratives from diverse global perspectives.

In addition, faculty at ACC can also incorporate case studies that allow students to analyze how various nations tackle issues relevant to the course material, fostering not only critical thinking but also global awareness. Group projects (like the one I implemented) can be structured to compare and contrast policies, cultural practices, or economic systems between countries, encouraging collaboration and problem-solving. In addition, I would like to go more in-depth with this project in my courses by bringing in guest speakers with international experience, either in person or virtually. These guest speakers will be able to provide students with direct insight into global perspectives. In addition, faculty can further support this integration by using digital tools and open educational resources that highlight global voices and contemporary international topics.

Furthermore, participation in college-wide initiatives like the Globalizing Curriculum Faculty Learning Community can help faculty develop culturally responsive teaching practices, collaborate across departments, and access curated resources. Ultimately, integrating global education helps students become more informed, empathetic, and globally competent citizens. These skills are vital in today’s interconnected world!

Globalizing Curriculum FLC: My Personal Experience

The Globalizing Curriculum Faculty Learning Community (FLC) has been an incredibly impactful, enriching, and enjoyable experience for me. I have absolutely loved every minute of being in it!! It has challenged me to think more deeply about how global issues intersect with the material I teach and inspired me to create more culturally responsive and globally relevant course content. The process of collaborating with colleagues across disciplines and exploring the United Nations Sustainable Development Goals (SDGs) has helped me grow both personally and professionally. It has pushed me to view my course objectives through a wider lens. This new, wider lens is one that encourages students to see themselves as global citizens and critical thinkers.

Tying this experience to what I learned in the Teaching and Learning Academy (TLA) has led to meaningful improvements in my teaching. Together, these programs have helped me redesign activities and assignments to be more purposeful, engaging, and reflective of real-world challenges. I’ve learned how to craft lessons that are not only more entertaining and interactive, but that also provide students with a clearer sense of relevance and connection to their communities and the world. As a result, I’ve seen increased student participation, deeper discussions, and stronger overall performance, which has led to an increase in student success in my courses!!! These experiences have not only enhanced my course content but have also deepened my commitment to student-centered teaching and long-term student success. In addition to strengthening my courses, this journey has also inspired me to begin exploring ways to help bring back a study abroad program within the Government department. This initiative would give students firsthand experience with global learning and deepen their understanding of political systems, cultures, and international cooperation!