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Quotes from Past Participants

As a teacher who works in a community where resources are hard to come by, it was an empowering experience to be able to add the latest findings in my designated disciplines to my pedagogical tools so that I may continue to help to transform the lives and community of my students.
                                — Natali R.

Before the trip, China was a textbook concept to me, and the many visits to historical sites, our conversations with other educators, dialogues with fellow participants, and the knowledgeable insights from our tour guides has really personalized China for me. As I review the notes and photos of the many places we visited, I have a grasp on China's emphasis of its ancient history, and I appreciated hearing about the work they are doing in schools to interject creativity and critical thinking.
                                — Nancy B.

Teaching 7th grade medieval world history means that I regularly get asked questions like "Is he still alive?" or "Does that still exist?" It has proven invaluable to have photographic proof, and the photos I took this summer are all the more powerful for a couple reasons. First, it is an obvious hook for students to see me dwarfed by the monuments and places we are studying--I've already sparked studentsí attention with my photos of the Forbidden City. But another lesson I learned while visiting museums and tombs across China, and which I tried to document with my photos, was the way so many generations of Chinese visitors interact with their history and make it have continuing relevance.
                                — Lauren Y.

I came away from this five week program enriched beyond description. As a professional artist the coordinates of my concerns have traditionally been European culture and North American modernism. The 2014 Summer Institute on China has violently propelled me toward a much more catholic approach to my practice. The intellectual dissonance that was so present during the five-week fellowship period continues still as I attempt to synthesize all that I learned and all that I experienced.
                                — David S.

Last year I was chosen as a participant for the 2016 Summer Institute on China that was sponsored by Fulbright-Hays. Spending a month in China to focus on learning and collaborating with other teachers from California was an unforgettable experience. This institute completely changed my teaching in all of my classes. I was able to use my experience in my art history courses to better teach the artworks from the Asian content area. I developed a unit inspired by my visits to the Mogao Buddhist caves in Dunhuang, China. This unit integrated technology resources so that students could do visual analysis and research both independently and collaboratively. Students learned the meaning behind the symbols used in the caves. They then developed their own personal symbols, which they used to create their own original mandala design.
                                — Jennifer L.

K-12 Connections

Upcoming Events

Watch for the announcement of the next Summer Institute.




Resources - Lesson Plans

Here are examples of lesson plans developed by teachers who participated in the Summer Institute on China.

Summer Institute on China

Founded in 2007 as a collaboration between UC Berkeley's Institute of East Asian Studies, the San Mateo County Office of Education and the Committee of 100, the Summer Institute on China has trained over 100 middle school and high school teachers to teach about China. The program combines lectures by University faculty with an extensive field study program for gaining content knowledge plus lesson planning experience for hands-on practice to immediately use the content learned and receive feedback from fellow teacher-travelers in small group teacher learning communities as well as large group presentations.

This program was funded by Fulbright-Hays Group Projects Abroad in 2011, 2014 and 2016. The 2012 program received a grant from President Obama's 100,000 Strong Initiative. Each year the program follows a theme to tie together the cities visited and the content presented. From 2014 - 2016, the program has included themes related to the overland Silk Road routes, in particular Dunhuang and the Mogao Caves. As part of the Tang Center for Silk Road Studies, the Summer Institute will offer enriched content from the Silk Road, including land, sea and steppe locations to support teachersí needs for curriculum development related this area.