Global Studies & Career Opportunities

THE IVY TECH GLOBAL STUDIES CERTIF ICATE

The nation's largest state-wide community college with single accreditation.

Made up of 14 regions located throughout the state of Indiana.

The state's largest public post-secondary institution serving nearly 200,000 students a year

More than 150 programs and concentrations statewide

IVY TECH COMMUNITY COLLEGE

IVY TECH STUDENTS

ACCELERATING GREATNESS 2025

• Accelerating Greatness 2025, an expanded strategic plan for Ivy Tech, focuses staff, faculty, students and stakeholders on supporting student success. The Global Learning Across Indiana Initiative will be important in helping Ivy Tech meet those objectives, particularly Initiative 3.1.b:

Work with employers and the business community to address global workforce needs in curriculum and experiential learning opportunities for students, faculty, and staff.

EMPLOYERS NAME CAPACITIES NEEDING MORE EMPHASIS

40%

45%

52%

57%

57%

63%

65%

67%

68%

Percent saying two and four year colleges should place MORE emphasis on helping students develop these skills, qualities, capabilities, knowledge

Locate/organize/evaluate information

Understand global context of situations/decisions

Global issues’ implications for future

Understand & work with numbers/statistics

Understand role of U.S. in the world

Knowledge of cultural diversity in US/world

Civic knowledge, community engagement

Foreign language proficiency

Understands democratic institutions/values

Source: Raising the Bar (AAC&U, 2010)

INDIANA COMPANIES WITH FOREIGN INVESTMENTS

http://www.locationindiana.com

INDIANA’S NEW GLOBAL OPPORTUNITIES

• About 1 out of 5 American manufacturing jobs is directly involved in exporting

• There are good career prospects overseas • Different cultures have different strengths &

weaknesses• Success means learning how to deal effectively

with international clients, business partners, peers, and neighbors in order to improve: -Workforce management, strategy, and work style -How we relate to people in and out of the workplace

WHAT IS GLOBAL LEARNING?• Includes knowledge, skills, attitudes, and actions

• Global learning is not just about knowledge, but what we do with knowledge

• It is also about teaching toward responsibility in local and global contexts

• It is about integrating multiple perspectives, diverse voices, and various angles of analysis

• It always involves reflecting upon oneself and surroundings

• Global learning is about the U.S. and our interconnections with the world

THE GLOBAL LEARNING ACROSS INDIANA PROJECT:

1) Ivy Tech faculty, staff, and administrators will develop a system-wide Global Learning Certificate, consisting of a variety of internationalized and foreign language courses, and an experiential global learning component.

2) A core group of Ivy Tech faculty and staff will attend regular professional development workshops to support them in the process of internationalization of select courses across all regions. Two workshops will be held each semester and each summer during the three years of the project.

3) Ivy Tech will offer two semesters of Arabic language instruction, working in collaboration with the Center for the Study of the Middle East at Indiana University.

4) Ivy Tech faculty and administrators will create benchmarks and assessments to measure progress and outcomes of the initiative, while also developing outreach and marketing to raise awareness of the new Global Learning Certificate.

THE GLOBAL STUDIES CERTIFICATE

• Global Studies orientation• 15 credits of global and internationalized courses,

many of which are already within the 2-year curriculum

• Global Immersion: Participation in global, cultural, or diversity related activities outside the regular classroom experience.

• Global/international resume• Global Studies capstone experience

THE GLOBAL STUDIES CERTIFICATE

The Global Studies Certificate curriculum is infused with courses, discussions, and activities which enable students to gain experience in working with diverse groups in order to develop their appreciation and understanding of other cultures, and enhance their abilities and the skills that they bring to employers and the workforce.

ELEMENTS OF GLOBAL COMPETENCE

Demonstrating critical thinking, problem solving, dynamic decision making, oral and written communication, teamwork, information technology application, leadership, creativity, innovation, lifelong learning, professionalism, and ethics.

Understanding potential impact of emerging global challenges such as intercultural and global issues tied to trade and commerce patterns, population migrations (immigration), human rights, and other interdependency issues.

Grasping the fundamentals of global markets and creative entrepreneurship.

Supporting environmental sustainability regarding energy consumption & living conditions.

Respect & open mindedness for different cultures, customs, and professional practices

SPECTRUM OF WAYS TO VIEW THE WORLD

<--------0------1------2------3------4------5------6------7---------> My Way Decisions made after

(black & white) considering multiple perspectives

(grey)

• International readings, authors, texts• International Dialogue• Study Abroad Students• International Students• Comparative articles• Case Studies• Student Reflection• Films, blogs, You Tube, social media• Foreign newspapers

STRATEGIES FOR INTERNATIONALIZING CURRICULUM

THE CULTURUAL ICEBERG

QUESTIONS AND DISCUSSION

THANK YOU!

• Michelle Henderson, Ph.D.• Coordinator, Global Learning Across Indiana• mhenders@indiana.edu

Dr. Michelle Henderson is the Project Coordinator for the Global Learning Across Indiana project. Dr. Henderson began her career in the field of Cross-Cultural Psychology at the Osgood Laboratory for Cross-Cultural Research in Indianapolis, and has worked as an instructor or supervisor for the Indiana University School of Education in multiple programs areas, including student teacher supervision, for the past fifteen years. She spent three years as an Associate Instructor for the Cultural Immersion Projects at Indiana University, which involved guiding undergraduate students to critically analyze cultural assumptions in order to have a successful student teaching experience abroad. Dr. Henderson has enjoyed working with faculty and students in a professional development setting to examine and enhance career paths in the field of education throughout her career.