ms. liz bergeron dr. michael chipps dr. tracy kruse global aspirations – rural reality rcca...
TRANSCRIPT
Ms. Liz BergeronDr. Michael Chipps
Dr. Tracy Kruse
Global Aspirations – Rural Reality
RCCA Conference Prescott, AZSeptember 24- 26, 2014
LOCAL ACCESS • GLOBAL OPPORTUNITIES
Making the case for internationalization
How CCID can help
System of Comprehensive Internationalization
Getting on the path - Northeast Community
College experience
Overview of internationalization initiatives
Using CCID tools for success
LOCAL ACCESS • GLOBAL OPPORTUNITIES
Why Community Colleges MUST be globally engaged … a President’s perspective … Growing interest in CC global engagement Internationalize the curriculum: prepare our
students for a global society Changing world, economic factors, new avenues
for learning, etc. – developing a more engaged, diverse student
LOCAL ACCESS • GLOBAL OPPORTUNITIES
What role do community colleges have in international education?2012 Summit Institute of International Education Community colleges have a significant role in U.S.
efforts to increase international education initiatives
Growing number of countries are looking at the U.S. community college model as a means to increase their skilled workers
CCID – SINCE 1976
CCID provides an international network for community colleges to further their internationalization initiatives and to enhance the development of a globally competent workforce for the communities they serve.
CCID MEMBERS & PARTNERS
Board Institutions Board of Directors Senior International Officers (SIOs)
Members
Educational Partners Outreach Partners
Sponsors Global Industry Council
ENGAGE WITH CCID
Strategic Internationalization
Quality NetworkingMobility FacilitationTechnical Expertise
COMPREHENSIVE INTERNATIONALIZATION
Comprehensive Internationalization is an organizing paradigm to
think holistically about higher education internationalization and how
internationalization is evolving in the early twenty-first century in the
United States to involve widening sets of objectives and people on
and off campus. The purpose is not to prescribe a particular model or
set of objectives, but to recognize a diversity of approaches to CI
allowing each institution to choose its own path and its particular
contribution consistent with its missions, clientele, programs,
resources, and values.
- John K. Hudzik, Dean of International Studies & Program, Michigan State University.(Comprehensive Internationalization: - From Concept to Action. NAFSA, 2011).
GOALS OF CCID’S SCI
Create a framework for comprehensive internationalization specific to community colleges or similar international institutions.
Strengthen knowledge sharing and capacity building between institutions, both U.S. and international.
Recognize specific expertise and capacity development of member colleges through a systematic, transparent process.
Provide a mechanism for institutional analyses based on a common set of categories and measures, which have been collectively developed with specific intention to provide institutional flexibility
INSTITUTIONAL ANALYSIS – CREATING THE ROADMAP
Self Study Institutional
Profile Catalytic
Conversations Stakeholder
Involvement Common
Categories
Gap Analysis Process
Improvement
Accountability Metrics Thresholds Comparative
Database
Meeting needs of members
Provide accountability & metrics that resonate with boards, leadership, community
Engages cross section of campus
Includes global perspective
Designed to be integrated into college’s current assessment processes
University collaboration– Student Outcomes Survey
BY COMMUNITY COLLEGESFOR COMMUNITY COLLEGES
COLLABORATIVE DISCOVERY
Internationalization Cohorts
Networking
Publications
Media
RECOGNITION
Data driven
Benchmarking and best practices
Advocacy for global engagement
Resource for evaluating capacity
CCID’S VISION FOR SCI
Self Study is used by all CCID members
Database of internationalization metrics for community colleges worldwide
Increase in knowledge sharing and consortium activity
Recognition program that colleges can use to promote themselves globally
Consortium can provide resources dedicated to internationalization efforts on campuses
CCID can better support and promote its member colleges
RELEVANT DATA on local, national and international levels
FRAMEWORK MATRIX
Ten categories including:
Leadership and Policy
Organization
Teaching and Learning
51 indicators
Four stages per indicator
Seeking – Building – Reaching – Innovating
USING THE FRAMEWORK
S A M P L
E
S A M P L
E
STAGES OF PROGRESSION
Seeking (1)--Scattered, disjointed, low profile activities, few resources
Building (2)--Executive leaders open about internationalization; uncoordinated activities; resources developing
Reaching (3)--Increased int’l capacity; ,ore engaged students, staff, faculty, admin; int’l activities mature at all levels; centralized activities
Innovating (4)—Pervasive, omnipresent & fully integrated; expectation that every student exposed to international content
TAKING THE LEAD …
Using the tools
NORTHEAST COMMUNITY COLLEGE
College Snapshot 20 counties in northeast
Nebraska
14,400 square miles
158,448 constituents (US Census Bureau, 2010)
3,334 FTE Students
Non-resident tuition: $116.00/credit hour
Currently 39 students from 17 countries
NORTHEAST COMMUNITY COLLEGE
1998: Subcommittee discussions about Global Education
2003: Committee Disbanded, Pockets of Believers on Campus
2010: President Travelled to China with AACC 2010-2011: Formation of Global Opportunities
Committee 2011: Global Opportunities became 1 of 8
Institutional Priorities 2012 – Present: Building support, formalizing
structures
BUILDING KNOWLEDGE
Northeast Global Opportunities Team Workshop Internal Assessment –
External Communication (3) Employee Engagement (2) International Programs Staffing (1) Campus Curriculum (1) Governance (4) Policies (1) Strategic Plan (3) Finances (2)
Agreement on Initial Results Next Steps/Timeline
Key:0= No activity1= Seeking2= Building3= Reaching4= Innovating
RESULTS
We are doing some things well, but have a long ways to go
We now understand that we have to build the Infrastructure to make our Global Educational Opportunities Priority Operational
RESULTS
First Component: Study Abroad Short-term faculty-led travel attached to a pre-requisite class Longer-term study abroad immersion program for students Faculty exchangeSecond Component: Internationalizing the Curriculum Adding international content to curriculum Use of Rosetta Stone Cultural Activities/AwarenessThird Component: Formalizing Structures State/Regional Consortium International Center/Address Staffing needs International Student Recruitment
RESULTS
Future Steps: Business and Industry Partnerships Integration across campus Professional Development Policies and Procedures Scholarship/Funding Support
SUMMARY
Internal study
Tool for improvement
Broad participation with key stakeholders & champions
Leadership commitment
Benchmarking
Roadmap
Entry point to System of Comprehensive Internationalization
CCID SUPPORT SERVICES
Online Data Collection
Tool
Onsite Facilitation
Expert Coaching
Internationalization
Cohorts
