ERIC ED407958: Educating for the Global Community: A Framework for Community Colleges. Report of a Conference Sponsored by the American Council on International Intercultural Education and the Stanley Foundation (Warrenton, VA, November 15-17, 1996).

39 Pages·1997·0.51 MB·English

by  ERIC

DOCUMENT RESUME
JC 970 285
ED 407 958
Educating for the Global Community: A Framework for
TITLE
Community Colleges. Report of a Conference Sponsored by the
American Council on International Intercultural Education
and the Stanley Foundation (Warrenton, VA, November 15-17,
1996).
American Council on International Intercultural Education,
INSTITUTION
Des Plaines, IL.; Stanley Foundation, Muscatine, Iowa.
PUB DATE
97
NOTE
37p
-- Information Analyses
Proceedings (021)
Collected Works
PUB TYPE
(070)
MF01/PCO2 Plus Postage.
EDRS PRICE
*Change Strategies; *College Role; Community Colleges;
DESCRIPTORS
Conference Proceedings; Cultural Pluralism; Curriculum
Development; Educational Needs; *Global Education;
Institutional Mission; *Lifelong Learning; *Program
Development; Role of Education; Two Year Colleges
ABSTRACT
Summarizing results from a 3-day conference on community
colleges and globally competent learners, this report presents participants'
conclusions regarding the colleges' role in producing globally competent
learners. Following introductory sections, a definition is provided of
globally competent learners, suggesting that they are empowered by the
experience, are committed to lifelong learning, are aware of diversity,
recognize global interdependence, are capable of working in diverse teams,
and accept responsibility for world citizenship. Requirements for
establishing effective global education efforts at colleges are then
reviewed, including obtaining commitment from top administrators,
implementing global education as an integral component of the mission,
conducting a needs assessment for local businesses, allocating resources, and
providing support and student services. The current status of global
education in community colleges is then reviewed, examining partnerships,
faculty development, curriculum enhancement, and diversity, and forces
hindering attempts to globalize are reviewed related to attitudes, practices,
priorities, and marketing. Strategies are then provided for countering these
obstacles and for beginning or expanding globalization efforts. Finally,
suggestions for advancing global education beyond the campus are addressed. A
list of participants is included. Appendixes provide welcoming remarks by
Richard H. Stanley; "Connectedness, Community, and Stardust," the opening
address by Margaret B. Lee; and a list of global competencies.
(HAA)
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A Framework for
Community Colleges
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INFORMATION CENTER (ERIC)."
OERI Dosmon or rOaCy
)3
Report of a Conference
Sponsored by the
American Council on International Intercultural Education
and
The Stanley Foundation
J
AVAILABLE
BEST COPY
0
Educating For The Global Community:
A Framework For
Community Colleges
November 15-17, 1996
Convened at Air lie Center
Warrenton, Virginia
A
11
=1..=.
II.
Asti HE
The American Council on
The Stanley Foundation
International Intercultural Education
3
ABOUT THE CONFERENCE
/n November 1994 the Stanley Foundation and
country in the coming year. All of these groups
the American Council on International
have had the opportunity to learn about prototype
Intercultural Education (ACIIE) convened a
global education programs and how to maximize
group of twenty-four community college
existing and new resources in this pursuit.
educators and representatives of government,
industry, and nongovernmental organizations at
On November 15-17, 1996, a second group
Air lie Center, Warrenton, Virginia, for the
consisting of twenty-three community college
conference entitled Building the Global
leaders and representatives of government
Community: The Next Step. This group was
agencies met at the Air lie Center for a conference
charged with clarifying community college goals
entitled Educating for the Global Community: A
in global education, articulating a clear mission
Framework for Community Colleges. They were
statement, determining strategies, and
given the task of examining two key questions:
constructing a plan of action for the
implementation of global education in US
1. What does it mean to be a globally
community colleges. A report was published in
competent learner?
1995. It begins with the following mission
2. What is required institutionally for
statement:
community colleges to produce globally
competent learners?
To ensure the survival and well-being of
our communities, it is imperative that
This report is the product of the conference
community colleges develop a globally
rapporteurs. Their intent has been to convey a
and multiculturally competent citizenry.
sense of the proceedings without attributing
specific statements to the individuals who made
In the two years since the conclusion of that first
them. All participants and observers were given
conference, ACIIE and the Stanley Foundation
the opportunity to review the draft report and to
have embarked on a number of initiatives across
provide factual corrections prior to the printing of
the United States to assist community colleges in
this final version.
their efforts to globalize their institutions, their
curricula, and the environment of their campuses
The texts of welcome remarks by Richard
and communities. Presentations of the conference
Stanley, president of the Stanley Foundation, and
results were given at national and regional
the opening address by Margaret B. Lee,
conventions for community college
president of Oakton Community College (IL), as
administrators, trustees, and faculty. A satellite
well as a list of conference participants, are
teleconference exposed viewers to the global
included among the appendices.
education imperative at more than thirty sites
around the country. Seminars brought together
ACHE and the Stanley Foundation encourage use
community college CEOs and trustees in
of this report for informational and educational
Washington, Massachusetts, Iowa, and Virginia.
purposes. Any part of the material may be
Statewide gatherings of educators were held in
duplicated, with proper acknowledgment.
New York, Missouri, and Iowa, with similar
conferences planned for other regions of the
Production: Amy Bakke and Bonnie Tharp
4
"Global competency exists when a learner is able to understand the interconnectedness of peoples and
systems, to have a general knowledge of history and world events, to accept and cope with the existence of
different cultural values and attitudes and, indeed, to celebrate the richness and benefits of this diversity."
INTRODUCTION
Second, they agreed to identify "learner" as an
Using the November 1994 report
individual with one or more of the following
Building the Global Community: The
profiles: degree-seekers, lifelong learners,
Next Step as a rich, building-block
nonenrolled community members who benefit
resource, a group of educators and government
from the community college's programs,
leaders met at Airlie Center in November 1996
community college presidents, administrators,
to take the work of their predecessors to the
faculty and staff (internal customers), local
next level. It was clear from the start that
business and industry personnel, trustees,
participants embraced the conclusions of the
legislators, taxpayers, and funding providers
first conference: The "why" of global education
(governmental and nongovernmental). In other
is, simply put, the survival of our communities.
words, they catalogued the multiplicity of
If community college educators care about the
needs, interests, and motivations that
communities they serve, global education is an
ohnrnrtPri7e the consumers of community
inaporativc not an option. Without it, we ....--1,4
...,../ Ul...1
college services.
become relatively insignificant as individual
human beings or as a society. Participants
While recognizing that the scope of their charge
reiterated the "payoff' identified two years
was to establish a framework for community
earlier: globalizing our students and our
colleges, participants also acknowledged that
communities has direct economic benefit and
results of their discussions might very well be
reduces the inevitable fear created by the
applicable to other levels of education along the
ongoing internationalization of business.
continuum from kindergarten through post-
graduate study. They concluded that perhaps the
Participants felt that several preliminary steps
most difficult parameter to determine is the
needed to be taken before they could immerse
depth of global competence that is being
themselves in their assigned task; namely, to
defined, whether to prescribe a base level of
respond to the two key questions:
global literacy or to aim toward a higher level
of proficiency. Consensus was reached that
1. What does it mean to be a globally
community colleges typically provide an
competent learner?
introduction, developing a taste and interest for
2. What is required institutionally for
future study in each area. And finally,
community colleges to produce globally
participants agreed that their recommendations
competent learners?
were to apply to the "average size" college;
namely, institutions with an enrollment base of
They decided that it was important to define the
2,200-2,500 students. However, although not
parameters of their discussion in several ways.
specifically targeted, larger and smaller
First, they determined that the discussion would
community colleges can also richly benefit
focus on US community colleges, but not at the
from the recommendations in this report and
exclusion of learning from the experiences of
adapt them to fit their local needs and
similar institutions in other parts of the world.
conditions.
5
EDUCATING THE GLOBAL COMMUNITY
DEFINING THE GLOBALLY COMPETENT LEARNER
type of institution. What will vary is the
There are legitimate questions being
emphasis or the sequencing. Conferees agreed
raised by community college leaders and
that the first stage is of critical importance to all
others regarding the lack of definitions:
global learners. Individual learners may
What is meant by a competency? What are the
accomplish varying degrees of stages two
characteristics of a global learner? What are the
through four. Participants also recognized that
developmental stages leading to global
progress through the stages may not be linear.
competency? Answers will help provide a more
Some learners will begin with a general area of
intentional, systemic, and measurable global
experience or knowledge and proceed to in-
education program.
depth study of a specific component. Others
may move from a specific experience into more
Conferees responded by first defining the key
generalized study.
term, competency:
Conferees returned to the list of competencies
A competency is an ability, a skill, a
identified earlier in the day and selected the
knowledge, or an attitude that can be
most important. Heading the list were the
demonstrated, observed, or measured.
following nine characteristics: [The complete
list may be found in Appendix C.]
After generating a list of more than fifty
elements, which admittedly contained some
The globally competent learner:
duplication and redundancy, conferees worked
toward creating a consolidated profile of the
1. Is empowered by the experience of global
educated person in a global society. Four
education to help make a difference in
developmental stages were identified in the
society.
process:
2. Is committed to global, lifelong learning.
3. Is aware of diversity, commonalities, and
1. Recognition of global systems and their
interdependence.
connectedness, including personal awareness
4. Recognizes the geopolitical and economic
and openness to other cultures, values, and
interdependence of our world.
attitudes at home and abroad.
5. Appreciates the impact of other cultures on
2. Intercultural skills and direct experiences.
American life.
3. General knowledge of history and world
6. Accepts the importance of all peoples.
eventspolitics, economics, geography.
7. Is capable of working in diverse teams.
4. Detailed area studies specialization: expertise
8. Understands the nonuniversality of culture,
in another language, culture, country.
religion, and values.
9. Accepts responsibility for global citizenship.
The four stages represent a continuum germane
throughout all levels of education; they are not
exclusive to community colleges, or any other
6
4
EDUCATING THE GLOBAL COMMUNITY
Conferees concluded:
Global competency exists when a
learner is able to understand the
interconnectedness of peoples and
systems, to have a general knowledge of
history and world events, to accept and
cope with the existence of different
cultural values and attitudes and, indeed,
to celebrate the richness and benefits of
this diversity.
5
EDUCATING THE GLOBAL COMMUNITY
INSTITUTIONAL REQUIREMENTS FOR EFFECTIVE GLOBAL
EDUCATION EFFORTS
Provide student servicesacademic advising,
/f global education is to be embedded in the
very fabric of US community colleges
career counseling, instructional support
servicesto promote access to global
through a process of systemic change, the
education for all learners.
starting point is at the governance level,
specifically at the level of the board of trustees.
Effort must be expended to increase trustee
awareness and acceptance of the central place
of global competency for the multiple
constituencies, missions, and goals of the
community college.
Moving to the next level of identifying
institutional requirements for community
colleges to produce globally competent
learners, conference participants recognized the
critical importance of a series of steps to be
taken by community colleges:
Obtain the commitment of the college's CEO
and board of trustees.
Include global education as an integral
component of the institution's mission
statement to establish it as a priority for the
college and its community.
Review and revise accreditation criteria to
acknowledge the importance of global
competency.
Develop and implement a comprehensive
global education program on campus.
Conduct a needs assessment for local
businesses and others interested in global
education and commerce.
Allocate resources, including release time, to
faculty for research and development of
curriculum, exchanges, and activities.
Provide support and incentives for
international initiatives, both on and off
campus.
7
EDUCATING THE GLOBAL COMMUNITY
THE CURRENT STATUS OF GLOBAL EDUCATION IN US
COMMUNITY COLLEGES
Community colleges are supporting trade
Conferees discussed existing efforts in
missions and are involved in state and
community colleges to prepare globally
regional economic development initiatives.
educated citizens, focusing on both
Collaboration with four-year colleges and
successful programs and activities and on the
universities is increasing access to study
perceived limitations within and external to
abroad and other programs for faculty and
institutions. The enumeration which follows
students.
points up the significant progress made over the
Through conferences and state and regional
fifteen to twenty years since community
associations and consortia, community college
colleges began directing their attention to global
educators are sharing global perspective
education. The list does not reflect a priority
courses and modules with other colleges and
ranking, nor is it intended to imply that there is
K-12-level colleagues.
a uniform level of activity at community
There is increasing interest ,and need -el Or
,11..-ges nationwide. nearing these caveats in
C
exporting the concept of community colleges
mind, consider the richness and variety of
to other countriesboth developing and
involvement represented by the list.
developed.
Partnership
Faculty Development
Community colleges are forging closer
More professional development opportunities
connections with local business and industry,
are available to community college educators.
especially multinational companies for whom
The importance of faculty study abroad is
global competency and comfort with diversity
more readily acknowledged, with institutions
are a matter of survival.
giving priority to projects and sabbaticals
Community colleges are providing work force
which further enhance curriculum
training in global skills and long-distance
development.
training to other educational institutions and
Community colleges are offering faculty
businesses.
seminars on campus with incentives for
Economic development projects involving
participation.
training overseas or at the home campus offer
additional potential for international
Curriculum Enhancement
experience for US colleges and offer spin-off
opportunities for faculty and students.
Curriculum development efforts are
Community colleges have established
expanding as many community colleges
international trade centers to help their local
infuse East-West and other area studies into
business community deal more successfully in
the general education curriculum.
the international marketplace through course
Colleges are offering short- and long-term
work in international trade (import/export)
study abroad programs, apprenticeship
and customized training and consulting
programs, and specialized integrated
services.
programs.
9
8
EDUCATING THE GLOBAL COMMUNITY
access to technology, including the Internet and
The importance of global education in lower
distance learning. Student exposure to global
division offerings has been acknowledged as a
issues has been significantly expanded and
way to reach all students regardless of major.
enriched. Finally, many community college
CEOs and trustees have been more regularly
Diversity
exposed to the real benefits of global education
Community college mission statements reflect
via campus projects, media exposure, reading,
the importance of diversity and multi-
the presence of an increasingly diverse student
culturalism.
population, and changing local business needs,
Colleges are successfully linking the cultural
among others. The process is well underway
diversity of their campuses with efforts to
and gaining momentum nationwide. Global
expand curricular offerings. Diversity training
education has become a reality for local
is providing exposure to other cultures and
communities.
values.
Community colleges are making use of their
international and resident ethnic students to
increase awareness of other cultures; e.g.,
through presentations in appropriate college
classes, presentations, and service learning
programs in the schools and for community
organizations, and other vital initiatives.
Institutions are providing service grants to
international students to help defray the cost
of education.
Community colleges are reaching out to
diverse populations at home and abroad.
Community colleges are also thriving, due to
their higher profile in the Clinton
administration. This new and welcome
development provides opportunities to both
accelerate and enrich local programs.
Participants also acknowledged that our society
as a whole recognizes the growing need for
global competence at home and abroad. This
recent public awareness has created an
abundance of new learners to be served by
community colleges. Yet another reason for
successful programs and activities is growing
to