The Community College of Baltimore County

(CCBC)

The League of InnovationsThe League of Innovations

Innovations 2012Innovations 2012 March 4, 2012

GOING GLOBAL: A Curricular Approach to Globalizing the Community College

F. Scott BlackF. Scott BlackDean of the School of Liberal Arts

Rachele LawtonRachele LawtonChair of the Reading and Language Department

Stacie MillerStacie MillerCoordinator of English for Speakers of Other Languages

Debbie TrevathanDebbie TrevathanCoordinator of English for Speakers of Other Languages

The Community College of Baltimore County (CCBC): Presenters

Background Information:

CCBC The School of Liberal Arts (SOLA)

Global Education: Why it’s Important What We’ve Done at CCBC

Global Curricular Initiatives in SOLA and other CCBC Schools

Discussion and Questions

OVERVIEW OF PRESENTATION

Our students

Over 72,000

annuallycredit

continuing education

average age 29 45

female 63% 54%

minority 51% 36%

county residents 75% 61%

full/part-time 18 / 82% –

CCBC: WHO WE ARE…CCBC: WHO WE ARE…

THE SCHOOL OF LIBERAL ARTS (SOLA)

The School of Liberal Arts (Humanities and Arts)

Communication Arts DepartmentInterpreter Preparation, Mass CommunicationCommunication Studies

English Department

Performing Arts and Humanities DepartmentDance, Humanities, Music, Philosophy, Theatre, Fine and Performing Arts

Reading and Language Department ESOL, Reading, World Languages

THE SCHOOL OF LIBERAL ARTS (SOLA)

Vision for the School of Liberal Arts:

The School of Liberal Arts aspires to enrich every life we touch by living and fostering the highest ideals of the arts and humanities.

Goals for the School of Liberal Arts:

•To appreciate diversity•To develop a global perspective•To acquire knowledge of world civilizations

_____________ focuses on equity for diverse students from different cultures.

_____________ involves successful interaction and communication with people of various cultures.

_____________ refers to activities that transcends national borders and allows for students to be engaged in an interconnected world.

_____________ suggests an interdisciplinary curricular approach to broad issues and perspectives that impact the world.

_____________ is the umbrella term that includes all of the above in an integrated and holistic manner.

DEFINING THE TERMS

Multicultural education focuses on equity for diverse students from different cultures.

Intercultural competence involves successful interaction and communication with people of various cultures.

International education refers to activities that transcends national borders and allows for students to be engaged in an interconnected world.

Global Studies/Learning suggests an interdisciplinary curricular approach to broad issues and perspectives that impact the world.

Global Education is the umbrella term that includes all of the above in an integrated and holistic manner.

ANSWERS

The following educational organizations recognize and recommend global education as a high priority to prepare students for today's interconnected world:

American Association of Community Colleges (AACC)

American Association of Colleges & Universities (AAC&U)

American Council on Education (ACE)

WHY GLOBAL EDUCATION? A RATIONALE

On the National Geographic Survey of Geographic Literacy, most young adults between the ages of 18 and 24 demonstrate a limited understanding of the world:

Only 37% of young Americans can find Iraq on a map.20% of young Americans think Sudan is in Asia48% of young Americans believe the majority population in India is Muslim.Half of young Americans can not find New York on a map

Approximately 8% of United States undergraduates take foreign language courses (U.S. Department of Education).

Only 1% of all undergraduate degrees conferred in the U.S. are in Foreign Languages (U.S. Department of Education).

KNOWLEDGE AND LANGUAGE BARRIERS

CCBC recognized the need for Global Education and a globalized curriculum through multiple assessments:

General Education Assessment results

Initial Core Competency Assessment results

Graduation Exit Survey Results

CCBC DATA

GLOBAL EDUCATION AT CCBC

The CCBC Global Education Initiative: A comprehensive, holistic and

interdisciplinary approach to education for the 21st Century.

Global Education Advisory Board (GEAB) Members and Co-Chairs

Global Coordinators: Global Initiatives and Global Studies

Global Education Steering Committee

Subcommittee Chairs and Members

STRUCTURE OF GLOBAL EDUCATION

Faculty International Travel (FIT) grants: Curricular Projects

Center for Excellence in Teaching and Learning (CETL) Developing Global Citizenship Workshop Series: Curricular Projects

Intercultural Dialogues: Classroom visits

The Program of Global Distinction: Globally Intensive Courses

Curriculum Subcommittee Initiatives: General Education Courses

INITIATIVES THAT GLOBALIZE THE CURRICULUM

FIT GRANTS

Faculty International Travel (FIT) grants:Mini-grants awarded for international travel.

Faculty must submit a proposal outlining a proposed curricular project that will result from the travel experience.

Applications must demonstrate how the travel will benefit CCBC (awards not given for personal enrichment; there must be a direct impact on the curriculum/students).

The process is competitive.

The professional development subcommittee reviews applications.

FIT GRANTS

http://www.youtube.com/watch?v=BaFy40o7KSM

CETL DEVELOPING GLOBAL CITIZENSHIP WORKSHOP SERIES

Required Workshops: Fall Semester

1. Introduction to Global Education2. Building Intercultural Competencies3. Intercultural Conflict Resolution

Choose Three of the Following: Spring Semester

1. Getting to know ESOL/International Students2. Working with African, Asian and Latino Students3. Religious Practices and the Classroom

Optional Workshops for Your Project:

1. Learning about Your Global Project (fall semester)2. Developing Your Global Project (spring semester)

EXAMPLES OF SOLA CETL WORKSHOP PROJECTS

http://www.youtube.com/watch?v=xlYmsbZ2A5Y

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.

EXAMPLES OF INTERCULTURAL DIALOGUES

http://www.youtube.com/watch?v=KH0FpATSzMI

THE PROGRAM OF GLOBAL DISTINCTIONA Student Pathway to Global Competence

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

GLOBAL DISTINCTION FACULTY LEARNING COMMUNITY

CCBC and Howard Community College started working together in Fall, 2009 CCBC has award winning assessment program HCC has award winning global activities

Goals: To share ideas To explore best practices To create a Program of Global Distinction for

Maryland Community Colleges

12 individuals – 3 meetings per semester

GOALS

Improve student intercultural competency in academic areas and professional settings.

Increase student sensitivity to other languages and cultures. Better prepare students to work with individuals from other

cultures. Enhance ability to integrate the importance of diversity, civic

engagement and social responsibility in a global framework. Prepare students for successful participation in a dynamic

and interconnected world. Foster awareness of personal cultural norms and how they

shape one’s views and perspectives.

TO BE RECOGNIZED AS A GLOBALLY DISTINCT SCHOLAR

CRITERIA FOR GLOBALLY INTENSIVE COURSES

To add a course to the Global Distinction List of Globally-Intensive Courses, faculty must explain how they incorporate global themes into:

Lectures and Discussion

Assessments (tests, papers, projects)

Readings (text and supplemental)

Activities (Intercultural Dialogues, participation in campus intercultural events, etc.).

ENGL 101: College Composition I* ENGL 102: College Composition II* ENGL 205: World Literature I ENGL 206: World Literature II ENGL 260: Holocaust Literature HUMN 206: Post Colonial Literature INTR 101: American Sign Language I INTR 102: American Sign Language II INTR 121: Deaf Issues Past and Present MUSC 109: Survey of World Music PHIL 131: Philosophy of World Religions SPCM 101: Fundamentals of Speech Communication* SPCM 252: Intercultural Communication WL 101, 102, 201 & 202: All World Language Courses

EXAMPLES OF GLOBALLY INTENSIVE COURSES in SOLA

GEOG 102: Introduction to Cultural Geography CRJU 204: Comparative Crime & Criminal Justice OFAD 160: Computers in the Business World* MGMT 105: Principles of Management* PSYC 101: Introduction to Psychology* PSYC 103: Human Development* SOCL 101: Introduction to Sociology* AVMT 101: Aviation History and Development POLS 141: International Relations MNMT 101: Introduction to Business* HLTH 125: Holistic Health HRMT 210: Travel, Leisure and the Tourism Industry

EXAMPLES OF GLOBALLY INTENSIVE COURSES in other SCHOOLS

PROGRAM HIGHLIGHTS

First Piloted at CCBC in Spring 2011, with Pilot continuing during 2011/12 Academic Year

18 students currently participating

Most students fulfill travel component through Student Life Alternative Breaks

List of Intercultural Activities provided on Global Distinction website. Oxfam Hunger Banquet has been the most popular activity to date.

Blackboard used for informational purposes, survey completion and discussion

RECRUITING FOR GLOBAL DISTINCTION PROGRAM

The most successful methods for recruitment have included:

Working with PR to publicize around campuses

Visiting “Globally Intensive” classes and World Languages to invite students to join

Attending the Get Involved Fairs

Connecting with International Clubs, Honors Program, and other student organizations

Word-of-Mouth, especially with Advisors

AS A CAPSTONE, STUDENTS WILL:

Compile a portfolio highlighting their coursework, activities, and study abroad (or equivalent) experience.

Complete an exit assessment and any other documentation or paperwork required by the Program Coordinators.

GLOBAL DISTINCTION PROGRAM: OUTCOMES

• Global Portfolio

• Recognition of Global Distinction on transcript

• Letters of recommendation from program advisors

GLOBAL DISTINCTION PROGRAM: ADDITIONAL INCENTIVES

CCBC received a grant from the CCBC Foundation to jump-start Global Initiatives. During this pilot, successful GDp students have the opportunity to:

•Receive a $10 book store gift certificate•Take part in “Welcome Lunches”•Enjoy an expense-paid day trip to New York City which includes a tour of the UN•Be eligible for a $200 scholarship toward Global Experience expenses

A STUDENT’S EXPERIENCES

http://www.youtube.com/watch?v=iKNdu4obzKw

GEAB CURRICULUM SUBCOMMITTEE

OBJECTIVE OF THE COMMITTEE

The GEAB Curriculum Subcommittee will:

provide faculty encouragement and guidance on how to integrate global issues and international perspectives through course objectives and content.

Support: CCBC CORE COMPETENCIES

Communication

Problem Solving

Independent Learning and Personal Management

Global Perspective and Social Responsibility

Definition: ability to understand and interpret events and issues within a global perspective; ability to demonstrate ethical and cultural awareness, and to foster an appreciation of diversity through appropriate and effective modes of social interaction.

A Look at REQUIRED GENERAL EDUCATION COURSES

Group 1 Group 2

ENGL 102: Demonstrate an awareness of how historical context and an author’s gender, class, culture, and/or race may shape an individual work.

PSYC 101: Apply psychological concepts to students’ experiences, the workplace, and a culturally diverse community..

HIST 116: Recognize connections between African Americans and the African Diaspora.

HLTH 152: Identify the concepts of human diversity as it pertains to aging around the world.

EXISTING CCBC GEN. ED. OBJECTIVES

MUSC 102 - Analyze the use of musical elements in music of various world cultures and articulate this knowledge orally and/or in writing.

ERSC 131 - Draw the global circulation system and locate the global high and low pressure centers; explain the role that these wind and pressure systems have played in the history of development and change in different civilizations and cultures.

ARSC 104 - Examine the lives and contributions of scientists from diverse cultures over the course of the history of science.

MCOM 151 - Explain and differentiate how non-Western cultures use body language and spatial composition as a staging technique.

PHYS 101 - Appreciate the universal applicability of the laws of physics making them the intellectual property of all cultures and segments of humankind.

CURRICULUM SUBCOMMITEE OBJECTIVE 2010-2011

• Collaborate with the General Education Review Board (GERB) and other appropriate parties to ensure that disciplines include objectives that develop global awareness on the common course outlines of general education courses.

RESPONSE FROM GERB

Provide examples of well-written objectives that accomplish the goal as well as ideas for course requirements. These could be shared with people who propose courses for Gen. Ed. approval.

Send GERB criteria of what should be included in Gen. Ed. course objectives. This could become part of the review and approval process.

CRITERIA FOR GEN. ED. OBJECTIVES

Within a discipline, recognize the contributions of

individuals from various cultures and countries.

Trace the historical development of discipline

knowledge across nations and cultures.

Apply discipline content in a global or international

context.

Connect the local or national to the international.

Show the inter-relatedness of human systems in world.

CRITERIA CONTINUED

Show the inter-connectedness of natural systems both

locally and globally.

Analyze the global ramifications of discipline-related events

and activities.

Assess the policies, values, and actions of the United States

from an international perspective.

Recognize the global complexity of discipline-related issues.

Compare and contrast how discipline content relates to

different cultural, national, and geographical contexts.

PROPOSAL

• 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.

Passed by CCBC Senate May 2011

IMPLEMENTATION

Globalizing the curriculum is an important way to ensure that faculty and students are developing global perspectives.

There are low-cost or cost-free approaches to globalizing the curriculum in all Schools/disciplines.

Humanities courses present many opportunities for “globalization” and are a good starting point. Starting in an area with easily globalized courses can help promote the idea in other areas, and they will soon catch on.

Not all courses need to be global in nature; faculty can choose to fully globalize certain sections of courses or globalize certain components of a course.

FINAL THOUGHTS

QUESTIONS

F. Scott BlackF. Scott Blackfblack@ccbcmd.edufblack@ccbcmd.edu

Rachele LawtonRachele Lawtonrlawton@ccbcmd.edurlawton@ccbcmd.edu

Stacie MillerStacie MillerSMiller@ccbcmd.eduSMiller@ccbcmd.edu

Debbie TrevathanDebbie Trevathandtrevathan@ccbcmd.edudtrevathan@ccbcmd.edu

CONTACT INFORMATION