Global Education:Bringing the World To Our

Students

• Rebekah de Wit, Study Abroad Coordinator

• Stacie Miller, Coordinator of Global Initiatives

• Debbie Trevathan, Chair of Global Education Curriculum Subcommittee

CCBCCCBC

Global Education Advisory Committee

Professional

Development

Community Outreach

Social Justice and

PeaceCurriculum

Global Education

Steering Committee

• Director of CETL

o Director of Global Education (6 release hours)

• 2 Coordinators of Global Initiatives (6 release hours)

• 1 Coordinator of Study Abroad (6 release hours)

It takes:

• Dedication• Support• Structure• Collaboration

► Center for Excellence in Teaching and Learning (CETL) Developing Global Citizenship Workshop Series

► Intercultural Dialogues: Classroom Visits

► The Program of Global Distinction

Global Initiatives

► Attend 6 sessions of an in-house workshop series. Workshops topics include: “Building Intercultural Competencies,” “Intercultural Conflict Resolution,” “Religious Practices in the Classroom,” and “Getting to Know ESOL Students.”

► Create, implement, and present a classroom or campus project.

Faculty Global Citizenship CertificationPurpose: To encourage faculty to increase their global

knowledge and intercultural competencies and pass this on to their students.

This certificate counts as professional development for faculty and is sponsored by CCBC’s Center for

Teaching and Excellence.

INTERCULTURAL DIALOGUES

International/ESOL Students visit classes in various disciplines (English, Speech, World Languages, Music, Theatre, World Literature, etc.)

They have the opportunity to dialogue with students in the courses on a variety of topics (such as holidays, religion, health care, and women’s issues in their native countries).

This program facilitates an open exchange between individuals with different cultural backgrounds.

Students enrolled in the course are able to ask the international students questions.

Instructors may work with students beforehand in order to tailor the dialogue to their curriculum.

The Community College of

Baltimore County

Howard Community

College

Mission: To provide the framework that insures students become global citizens and are prepared for both academic and professional endeavors in the interconnected and interdependent world of the 21st century

Student Pathway to Global Competence

15 Credits of Globalized Curriculum

Gen. Ed. and Non-Gen. Ed. Courses

2 Semesters World Language

► Global Portfolio;

► Recognition of Global Distinction on transcript; and

► Letters of recommendation from program advisors.

The Globally Distinct Scholar

Professors must explain how they incorporate global themes into:

► Lectures and Discussion

► Assignments (tests, papers, projects)

► Readings

► Activities (intercultural dialogues and events)

ENGL 102: College Composition IIENGL 205: World LiteratureENGL 206: World Literature IIENGL 260: Holocaust Literature HUMN 206: Post Colonial LiteratureINTR 102: American Sign Language IIINTR 121: Deaf Issues Past and Present MUSC 109: Survey of World MusicPHIL 131: Philosophy of World ReligionsSPCM 101: Fundamentals of Speech CommunicationSPCM 252: Intercultural Communication GEOG 102: Introduction to Cultural GeographyCRJU 204: Comparative Crime & Criminal JusticeOFAD 160: Computers in the Business WorldMGMT 105: Principles of ManagementPSYC 101: Introduction to PsychologyPSYC 103: Human DevelopmentSOCL 101: Introduction to SociologyAVMT 101: Aviation History and DevelopmentPOLS 141: International Relations MNMT 101: Introduction to BusinessHLTH 125: Holistic Health HRMT 210: Travel, Leisure, & Tourism

Globally-Intensive Courses

CCBC GLOBAL

EDUCATION

• Cost

• Time commitments: work, family, etc.

• Limited travel experience

• Tight 2-year curriculum

Study Abroad in the Community College Context

Challenges for Student Participation

For students

• Less U.S.-centric perspective

• Stereotype breakdown

• New insights into goals/available paths

• Confidence traveling

Study Abroad in the Community College Context

So Why Do It?

• Financial support

• Legal support

• Flexibility within county rules/ processes

• Faculty travel experience

Study Abroad in the Community College Context

Challenges for the Institution

For faculty

• More globalized curriculum on campus

• New insights to convey to students on campus

• Enthusiasm for topic/job

Study Abroad in the Community College Context

So Why Do It?

• Short term = more accessible

• Introduction for novice travelers

• Course tailor-fit to own curriculum

• But can be pricy

Study Abroad in the Community College Context

SOLUTION: Faculty-Led Study Abroad

• List of inexpensive study abroad programs

• Volunteer/work abroad – inexpensive

• Programs at institutions where students will transfer

• Fieldwork or independent study abroad

Study Abroad in the Community College Context

SOLUTION: External/Independent Study Abroad

• Feature a variety of programs.

• Highlight inexpensive, short-term options.

• Show students they can do it.

Study Abroad in the Community College Context

Keys for Success: Accessibility and Recruitment

• Look for experience and enthusiasm.

• Offer information sessions and a website with resources.

• Offer incentives for participation (performance review, publicity, small stipend/seed money, etc.)

• Have a process for vetting program proposals.

Study Abroad in the Community College Context

Keys for Success: Faculty Involvement

• Know that your upper administration is on board.

• Be able to access legal counsel.

• Have access to some funds – even available only for emergency use.

Study Abroad in the Community College Context

Keys for Success: Administrative Needs

Bridging Cultures ThroughGlobal Education at CCBC

CURRICULUM SUBCOMMITTEE

Professional Development

Community Outreach

Peace and Social Justice

CurriculumProvides support and structure to global initiatives

GLOBAL COURSE OBJECTIVES

• How to have a far-reaching effect?

• Every Gen. Ed. Required class will have at least one objective that promotes global awareness.

• CCBC core competencies include:o Communicationo Problem Solvingo Independent Learning and Personal Managemento Global Perspective and Social Responsibility

• Competencies are assessed.

Senate Proposal

o The Common Course Outlines for General Education courses will include at least one objective that promotes student awareness of the global, interdependent nature of life in the twenty-first century.

• Developed criteria for global objectives

• Sent a proposal to the General Education Review Board

• Proposal forwarded to college senate

• Curriculum and Instruction Committee monitors requiremento 3-year reviewo new course proposalso course revisions

Program of Global Distinction

• How to establish standards and bring consistency to the program?

• Wrote criteria for courses• Designed an application form

o Texts and supplemental materialso Lectures and discussionso Student Assessmentso Activitieso Summary statement (why)

• Review all courses• Award Certificates

Global Course

Global Course Designator

Subcommittee

Office of Curriculum and

Assessment

Office of the Registrar

Global DistinctionProgram

The “GL” designator :

• identifies global courses in the schedule of classes,

• marks global courses on student transcripts,

• allows administrators to track and record student progress, through the program.

Your Turn• What existing global initiatives do you have at

your institution?• What new initiatives have you begun or do you

hope to implement at your college?• What obstacles to promoting global programs do

you face or anticipate?• Do you have any questions for us?

Contact Information• Rebekah de Wit

o Coordinator of Study Abroadrdewit@ccbcmd.edu

• Dallas Dolano Director of the Center for Teaching and Learningddolan@ccbcmd.edu

• Stacie Millero Coordinator of Global Studiessmiller@ccbcmd.edu

• Debbie Trevathano Chair of the GEAB Curriculum Committeedtrevathan@ccbcmd.edu