ERIC ED440673: Charting the Future of Global Education in Community Colleges. New Expeditions: Charting the Second Century of Community Colleges. Issues Paper No. 12.

26 Pages·2000·0.39 MB·English

by  ERIC

DOCUMENT RESUME
JC 000 261
ED 440 673
Charting the Future of Global Education in Community
TITLE
Colleges. New Expeditions: Charting the Second Century of
Community Colleges. Issues Paper No. 12.
American Association of Community Colleges, Washington, DC.;
INSTITUTION
Association of Community Coll. Trustees, Annandale, VA.
Kellogg Foundation, Battle Creek, MI.
SPONS AGENCY
2000-00-00
PUB DATE
NOTE
25p.
Community College Press, P.O. Box 311, Annapolis Junction,
AVAILABLE FROM
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PUB TYPE Reports - Evaluative (142)
EDRS PRICE MF01/PC01 Plus Postage.
*Change Strategies; *College Role; *Community Colleges;
DESCRIPTORS
*Educational Change; *Educational Technology; *Global
Approach; Organizational Development; Two Year Colleges
ABSTRACT
This doeument is part of the New Expeaitic::3 series,
published by the American Association for Community Colleges. It addresses
technology, meeting the needs of a diverse student body, and remaining
economically viable and locally responsible in a global community. The paper
asserts that, as community colleges transform from teaching to learning
institutions, they will build on a new definition of community that is not
place-centered but learner-centered. Therefore, community can no longer be
defined as local. Discussed is how global education will affect the following
(2) faculty
(1) access and equity;
issues at community and two-year colleges:
(6) market
(5) leadership development;
(4) governance;
(3) finance;
role;
(8) technology; and (9) teaching and learning. The
(7) student needs;
forces;
article also explores the expansion from local to global communities, and the
resulting change in the community college's civic role. Contained in the
appendices are a community colleges and global education executive summary,
the New Expeditions survey on global education in community colleges, a list
of providers of testimony at the New Expeditions hearing in Washington, DC, a
list of participants at the New Expeditions Conference, and the hearing
testimony.
(EMH)
Reproductions supplied by EDRS are the best that can be made
from the original document.
NEW EXPEDITIONS
Charting the Second Century of Community Colleges
K. Kellogg Foundation Initiative
a W.
Issues Paper No. 12
ABSTR ACT
The challenges and problems faced by
Charting the
community colleges now and as we move
into the next century are, at their core,
global challenges and problems. This
Future of Global
report responds directly to the critical
questions posed by New Expeditions in
Education in
the areas of keeping pace with technology,
meeting the needs of a diverse student
body, and remaining economically viable
Community
and locally responsive in a community
that has become global. Indeed, all of
the issues being explored by the New
Colleges
Expeditions project are global issues.
We, therefore, urge that global be ack-
nowledged and emphasized throughout
the New Expeditions report.
ACIIE, CCID, and the Stanley Foundation
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
PERMISSION TO REPRODUCE AND
EDUCATIONAL RESOURCES INFORMATION
DISSEMINATE THIS MATERIAL HAS
CENTER (ERIC)
BEEN GRANTED BY
,ErThis document has been reproduced as
received from the person or organization
I
originating it.
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Minor changes have been made to
T.
improve reproduction quality.
Gal
SL4.e c_t
I q 11
Points of view or opinions stated in this
TO THE EDUCATIONAL RESOURCES
INTRODUCTIO
document do not necessarily represent
INFORMATION CENTER (ERIC)
official OERI position or policy.
N
1
he American Association of Community Colleges
(AACC) and Association of Community College Trustees (ACCT)
New Expeditions initiative builds on the work done more than a
decade ago by the Commission on the Future of Community
Colleges, chaired by Dr. Ernest Boyer, which resulted in the report,
Building Communities. Since Building Communities focused limited
attention on global education in community colleges, the American
8
Council on International Intercultural Education (ACHE) and
Community Colleges for International Development (CCID), work-
ing in partnership with the Stanley Foundation, have undertaken this
project to remedy the omission with the following report to the New
Expeditions Steering Committee.
We applaud the efforts of AACC, ACCT, and the W. K. Kellogg
Foundation for posing the critical question, If you could build a com-
munity college for 2010, what would it look like and whom would it serve?
We also applaud their initiative in seeking the input of organizations
such as ACHE and CCID as part of the vital data gathering process.
2
the globally competent learner and outlined
The process which led to the develop-
the steps institutions must take to produce
ment of this report included three phases:
them. In the intervening years, seminars
1. The nearly 200 member institutions of
have been held in some 15 states, with 10
ACIIE and CCID were surveyed in fall
more planned for each of the next several
1998 to determine their perspectives on
years. The seminars are designed to enable
the issues, obstacles, and solutions related
thousands of community college presidents,
to globalization efforts in community
administrators, faculty, and trustees to learn
colleges.
about the possibilities for global education
2. A hearing was held in Washington, D.C.,
and to develop their own institutional plan
on December 4, 1998, to report the
of action.
results of the survey and to provide a
An Executive Summary of the Airlie
forum for testimony from representative
conference reports may be found in
community college presidents, as well as
Appendix A. The complete reports are also
federal agency and NGO personnel in the
enclosed.
global arena. Those testifying spoke to
We wish it were possible to predict the
the evolution, expanded capabilities, and
full scope and impact of domestic and inter-
willingness of community and technical
national trends, developments, and happen-
colleges to function as the vanguard for
ings into the next century. Unfortunately, no
global education into the next century.
one, given the rapidity and scope of change,
3. Following the hearing, 15 community
could anticipate all the changes in the com-
college leaders met at Air lie Center to
ing decade. However, there are signposts
incorporate the synthesis of survey find-
worth reading. Burgeoning technology, com-
ings, the testimony presented at the hear-
munications and business will have a great
ing, the discussion which followed the
impact on global education. So, too, will
testimony, and their own vision and
environmental threats, space exploration,
strategic direction into a draft document,
population, poverty, finite resources, war,
which served as the basis for this report to
and peace.
New Expeditions.
Other factors will include politics, the
It is undisputed that the 1988 Building
economy, healthcare, and new needs and
Communities report has served as a guide-
capabilities of developed and developing
book for community colleges, a catalyst for
nations worldwide. All of these issues will
introspection and self-assessment. Indeed,
directly affect what and how we teach, when
the report and its co-chair Ernest Boyer
a unit is offered, in what form and medium,
went on to assume an instrumental role in
where, to whom and how many, and at what
the evolution of global education for com-
cost. Policies and decisions made today by
munity colleges. In 1994, ACHE and the
community college leaders are determining
Stanley Foundation convened a group of
the relevance of the community college as it
educators for the first conference at Air lie
has been conceptualized since its inception
at the beginning of the 20th century. To
Center, Building the Global Community: The
Next Step. Boyer's presence at that event and
embrace and implement an integral global
the insights he shared with participants pro-
education program is to ensure the sustain-
vided further impetus for the expansion and
ability and vitality of the community and
institutionalization of global education
technical college.
efforts in community colleges across the
country and like institutions around the
globe. The mission statement adopted at this
CHARTING THE FUTURE OF GLOBAL
conference cuts directly to the argument
EDUCATION IN COMMUNITY COLLEGES
which can no longer be disputed: "To ensure
The community college of the 21st century
the survival and well-being of our communi-
will position itself as a community of learn-
ties, it is imperative that community colleges
ers engaged in their world community, hav-
develop a globally and multiculturally com-
ing evolved to that point through a series of
petent citizenry."
intermediate steps.
The second conference at Air lie in
As community colleges transform from
1996, Educating for the Global Community: A
teaching to learning institutions, they will
Framework for Community Colleges, defined3
build on a new definition of community that
2
Faculty Role
is not place-centered but learner-centered.
As the faculty role evolves generally from
In addition, community can no longer be
lecturer to facilitator, the requisites of
defined as "local." As we address each of the
global education place their stamp on this
following topic areas, the lack of precise
evolution. Indeed, the roles of all college
boundaries from topic to topic further
employeesfaculty, administrators, profes-
reinforces the interconnectedness and inter-
sional and classified staffwill continue
dependency of peoples and systems, prob-
to evolve.
lems and solutions that characterize
Faculty and their coworkers in the next
our global society.
millennium will face rising and different
A primary focus at the Air lie gathering
expectations of their competence with the
was how global education will affect the fol-
new technologies, their awareness of and
lowing issues:
sensitivity to diverse cultures, their comfort
level with continual change, and their ability
Access and Equity
to adapt teaching style to learner needs.
The topic encompasses issues of access and
To facilitate the realization of these
equity related to enrollment of international
expectations, institutions will be required to
students at U.S. community colleges and the
deal with resistance to change, to expand
provision of international experiences for
professional development and training
U.S. community college learners, including
opportunities, and to reflect greater diversity
students, faculty, and staff.
and language competencies in hiring prac-
The first category clearly comprises
tices. They will be required to provide access
policies related to immigration and granting
to the technology which can free their staff
of visas, the definitions of district boundaries
and students from place-boundedness, to
and the effect on fee structures, federal
make better use of the international expert-
financial aid regulations, hiring practices to
ise of faculty and staff, and to raise the con-
develop a cadre of college employees who
sciousness of employees on matters related
reflect the diversity of the student body, and
to diversity and the global community.
regulatory barriers to exercising one's pro-
Inclusion of global education goals in the
fession in another country. These policy
hiring, orientation, and evaluation of faculty
areas have the potential either to enable or
will validate their importance. Community
restrict the ability of international students
colleges have the opportunity to influence
to contribute fully to the richness of com-
teacher training programs, as well, by pro-
munity college campus life. Advocacy efforts
viding continuing education experiences to
must target the policymakers who can trans-
increase the global competency of teachers
form obstacles into opportunities.
throughout the educational continuum.
With respect to our native learners and
employees, it has long been recognized that
Finance
access to global experiences is limited by
Virtually every discussion of global educa-
inequitable federal funding of such programs
tion begins with or evolves to the issue of
for the two-year college sector. Access is also
adequate funding for programs providing
limited because of insufficient language
global experiences, as well as the impact of
competency among Americans, the inade-
local, state, and federal regulations on the
quacy of options for nontraditional and
use of funds for these programs. Taking the
handicapped students, and limitations on
broad institutional view, there is general
use of federal financial aid, among other fac-
agreement that the priority for global educa-
tors. All of these increase the gap between
tion must be reflected in the allocation of
those who are likely to acquire global experi-
resources. There is universal recognition of
ence and those who, in all probability, will
not. A concerted effort has been made in the fact that business markets are interna-
tional and interconnected. The positive
recent years to influence key legislation,
such as the recent reauthorization of the
impact of global education on workforce
development in local communities thus pro-
Higher Education Act, to redress the
inequities experienced by community
vides a powerful and convincing argument in
colleges and their constituencies. The
support of community college efforts.
Generating funding support can encom-
momentum must be maintained and
pass many sources: contract training, which
even intensified.
4
3
produces new business for colleges as well as
They can advocate for inclusion of global
tuition and fees; partnerships with business
competency in the mission and values state-
and industry and with other educational
ments of the institution, select CEO's who
institutions; involvement of college educa-
possess global background to implement this
tional foundations to support global educa-
mission, and include global experience and
tion efforts.
competency in evaluation criteria. The
Regulatory agencies at all levels can
desired outcome is a two-directional process,
facilitate globalization programs by provid-
with presidents educating boards and boards
ing flexibility on fee structures, and inter-
insisting on global education. Indeed, the
nally enabling managers to move line items
selection guidelines for trustees themselves
in budgets. Reciprocity agreements across
should serve to raise awareness of the
borders can be developed to encourage stu-
importance of a global perspective.
dent and faculty mobility.
Trustee education can be enhanced by
Community colleges need to be more
connections with state trustee associations
aggressive about seeking funding levels pro-
and regular involvement in ACCT activities
portionate with their market share of enroll-
and programs.
ment. Recent federal budgets have restored a
Within institutions, the strategic impor-
respectable level to funding for global educa-
tance of on-campus leadership for employee
tion, yet community colleges do not even
and trustee education cannot be minimized.
approach their more than 50 percent share
One of the significant findings of the survey
of the national undergraduate student popu-
conducted among members of ACIIE and
lation. The remedy for this imbalance
CCID supported precisely that view.
requires further work to eliminate restrictive
Institution-wide globalization efforts will
language in grant regulations.
require efforts to raise consciousness among
Issues related to international students
all constituencies, work with employee
were raised on several occasions during
unions, involvement of curriculum commit-
these deliberations. A more coherent federal
tees, development of organizational support
policy is necessary to attract international
structures, firsthand international experi-
students; indeed, advocacy groups such
ences for leadership, and revision of evalua-
as AACC, ACCT, and the Council for
tion criteria to encourage and provide recog-
Resource Development should direct efforts
nition for global initiatives.
toward making work-study funds applicable
Advocacy may begin at home, but gov-
to international students. There is, however,
ernance issues extend to the national and
a cautionary note to be made about the
state levels, where a variety of groups and
potential for financial exploitation of inter-
organizations can play significant roles.
national students.
For example, NAFSA: Association of
International Educators can advance the
Governance
agenda for discussion of the global compe-
The aspects of college governance which
tency imperative. There is an emerging role
have the capability of facilitating global edu-
for the state international education consor-
cation initiatives will cluster around an
tia and associations that have already formed
emphasis on shared vision and empowering
in Illinois, Missouri, Iowa, Oklahoma, and
people to deal with the increased knowledge
Wisconsin, and continue to emerge across
base required for global competency.
the country. These associations have the
The broad subject of governance both
opportunity to work with legislators at all
logically and necessarily begins with the
levels to support global education as part of
trustees who set policy for all that commu-
the mission and provide both regulatory val-
nity colleges undertake. If global education
idation of community college involvement
efforts are to succeed in community colleges,
and the necessary resources. State agencies
trustees, as representatives of the commu-
which oversee community college operations
nity, are uniquely positioned to serve as
have the power to erase existing barriers to
agents of change for institutional policy and
global initiatives. Finally, accrediting boards
to advocate for the realities of the global
can advance the agenda by including global
marketplace. They can make real the con-
efforts in their assessment criteria.
nection between international and intercul-
Challenges for the national associations
rural, as it is reflected in their community.
which provide leadership for community
5
4
To gain the support of the educational
colleges include several mandates for global
foundation to assist with the funding of
education:
initiatives
To invite ACCT and other organizations
To establish incentives to encourage
which conduct presidential searches to
employee participation
include global competency in the recom-
To revise evaluation criteria to value
mended profile
global expertise
To encourage ACCT and state trustee
To develop partnerships with business and
associations to continue to provide
industry for leadership development
professional development opportunities
To work with student governance associa-
for governing boards, including dissemi-
tions and organizations such as Phi Theta
nation of model policies related to global
Kappa chapters for development opportu-
education
nities
To encourage AACC to reexamine its own
To explore ways to utilize international
governance to determine if the commis-
students as a resource
sion system is the most effective way for
To modify the mission statement to
the voice of community colleges to sup-
acknowledge the imperative for global
port global education
education
To invite both organizations to assist com-
At the state level, every state should
munity colleges with linkages to gover-
support the establishment of a consortium or
nance bodies, institutions, and associations
association of community colleges for global
in other countries
education. In addition, as states continue to
Leadership Development
assume more of the former roles of the fed-
eral government, it will be increasingly
Community colleges are the leading learning
important to work with governors'
institutions in our country and should be
recognized for this as "the learning place"
associations.
Within the national educational
for all. The opportunity is real for commu-
associations and organizations, there are
nity colleges to serve as conveners and edu-
exciting new possibilities: Organizations
cators for communities at large. Leadership
such as ACIIE and CCID can serve as a
potential exists in every layer of our institu-
linking unit for state consortia, providing
tions and in the community. Political lead-
the training recommended for community
ers, state agencies, chambers of commerce
college leaders, faculty, as well as foreign
can all benefit from community college
service officers and agency mission staff.
leadership in global education initiatives
Community colleges can seek more assis-
such as trade missions, language training,
tance from AACC and ACCT in dealing
diversity and cultural awareness develop-
ment, and more.
with issues at national and international
levels. This will establish an enhanced level
Leadership development for global
of advocacy for global education and contin-
competency requires immersion, not
acquaintance. The multicultural component
ued commitment to providing international
leadership experience for community college
of global education is the natural tie that
connects community colleges, their commu- presidents and trustees. They can also serve
as the conduit for work in other countries
nities, and the organizations which provide
national leadership. which seek in growing numbers to imple-
ment some variation of the community
Once communities recognize and
embrace global education, the next steps for
college model.
community colleges become clear. Some
strategies to accomplish this may include the
Market Forces
following:
Any discussion of the market forces continu-
ing to shape the evolution of community
To develop job descriptions which seek
the globally competent
colleges must begin with an identification of
To provide all employees with staff the fundamental realities of a global society
development experiences to help them
where knowledge is the new commodity.
Technology has bridged the time and space
deal with diversity and develop global
gap to the point where everything is inter-
competency
5
connected. Changing demographics are
munity college campuses must reflect the
redefining the communities or markets we
commitment to global education, e.g., glob-
serve. There is a need for mechanisms to
alized curriculum, a comprehensive and
deal with rapid and continual change, the
effective program for international students,
consciousness that local is global, the con- faculty and learner exchange and study
nection between supply and demand, and the
abroad projects.
strategic identification of employment
Technology
opportunities. Where politics used to drive
Arguments about the connection between
market forces, now it is the market forces
controlling the political landscape. These
technology and global education have
complex factors force us to rethink our
been made for years. The question seems
expectations about the role of global educa-
to be how technology impacts global educa-
tion in community colleges.
tion, rather than how global education
Logic dictates that governors and state
impacts technology. While some decry
legislators should be as interested in global
technology's potential for diminishing the
education as they are in global economics.
richness of multiculturalism by substituting
Workforce training issues related to eco-
virtual contact for face-to-face encounters,
nomic change also drive curricular change.
others have noted the potential for the
As the global economy determines content
inclusion of many who would otherwise
and approaches for workforce education, it
be excluded.
also bears an impact on state approval of
To embrace technology, to see it as
courses and programs and points up the
facilitating and even advancing the needs of
need for access to accurate data to shape
those engaged in global education, it must
decisions about curriculum.
be used well. It must be accessible, and both
Community colleges serve as the mech-
training and end-user support must be pro-
anism to inform their communities about
vided. In the final analysis, technology has
global market changes, the role of ethics,
the potential to move beyond providing us
and the gap between developed and under-
with information to leading us through
developed nations. We face a multitude of
knowledge and eventually to the wisdom
issues, ranging from social security and the
that will improve our world.
changing workplace to learner recognition
The implications for institutional
that "patriotism" is not unbridled national-
change begin with a redefinition of a
ism. Who better to convey these issues and
community that does, in fact, encompass
connections to a community than commu-
the world. Beyond that, the skills learners
nity colleges?
will need include the ability to use varied
sites and modes for information access.
Student Needs
Colleges will need to employ multilingual
Participants in the second Air lie conference
technicians if they are to become the cyber-
stated emphatically that community colleges
cafe for their community. International
have not educated their learners if they have
staff development opportunities should
not infused global education across the cur-
also be facilitated.
riculum. In so doing, community colleges
The most difficult issues relate to access
will need to pay continued attention to stu-
and affordability. To avoid widening the gap
dent learning styles, to the different ages
between the haves and have nots, commu-
learners represent and the needs attendant
nity colleges will have to find innovative
upon their profile. The needs assessment
ways to pay for technology and to make it
process for student services should include
available to learners who will not otherwise
input from local employers. Support services
have access. Global education can reduce the
must be directed to this diversity of needs,
stratification caused by technology, location,
including those of both international stu-
or economic differences.
dents and U.S. learners preparing to study
Teaching and Learning
abroad. The development of cultural aware-
ness and sensitivity is a lifelong process
The teaching and learning process will con-
which must infuse the totality of the higher
tinue to evolve to the point where faculty
education experience. Finally, the educa-
move from being the content specialists to
tional and student life environments of co llgaz
the learning facilitators, with the content
6
around the world: human rights issues
specialists being accessed from outside aca-
both domestic and internationalpolitical
demia in many instances. Achievement will
and civil liberties, ethics, issues of interna-
be competency-based, rather than calculated
tional peace and security, and environmental
by seat time.
concerns.
Modularization and compartmentaliza-
The globally competent learners pro-
tion, while responding to market needs for
duced by community colleges must under-
niche training, can work against the global
stand and embrace the reality that we are
view. Community colleges are obliged to
interdependent, sharing, as Boyer indicated,
foster the higher purpose of learning related
eight commonalities: a common life cycle,
to values, reasons for seeking education,
means of communication, responsiveness
learning not in a vacuum or for solely eco-
to aesthetics, the ability to place ourselves
nomic reasons. Community colleges will
in time and space, membership in groups
continue to serve as places which bring peo-
and institutions, the universality of work,
ple together.
connections to nature, and the search
Colleges will need to equip teachers
for meaning.
with the tools to teach global competency, to
deal with diversity, providing a broad range
of professional development and support
CONCLUSION
services. Specific directions may include
The next natural evolution of community
the following:
college development is global. Although
much still needs to be done, we are moving
Methodology shifts toward team teaching
quickly in the right direction. As institutions
and other less traditional approaches
that have at their core the student develop-
Development of more interdisciplinary
ment model, community colleges are per-
curricula
fectly positioned to take learners to the next
Increased options for learning new
level. There is, then, a meaningful role for
languages
the community college form of education as
A nationwide requirement for languages
the way to make a difference in society, both
as a vehicle for learning culture
domestically and internationally. The true
Development of a global system of
worth of community colleges continues to
institutional certifications and student
be understated, underappreciated, and
certification of competencies
undervalued by too many policymakers at
comparable to what ISO 9000 has
the federal, state, and local levels. It is our
done in industry
obligation to change this. There are too few
A worldwide standard to facilitate the
import and export of best teaching and
champions for community college capacities
to transform society.
learning practices across borders
Global education has, at its core,
the capability to educate generations of
Ultimately, community colleges will be
American global citizens about the world's
well advised to work with the K-12 sector to
condition, its past, present, and future. We
develop a progression of global competen-
must all learn that a more stable world pro-
cies that is seamless.
duces greater peace and security with more
freedoms and justice. A stable world has a
better prospect of emerging when we under-
CIVIC ROLE
stand it as a whole, without limiting our
Community colleges are charged to develop
focus to the one area known as the United
their learners as citizens of the world, with
States. What can be of greater importance
all of the responsibilities that such a designa-
than global education?
tion entails. Global citizenship requires the
The New Expedition envisioned by
understanding and practice of global ethics.
AACC and ACCT takes us across the
In the world arena, community colleges
world. Global is not an add-on; it is the
are positioned to serve as the catalyst for
new expedition. And community and
linkages between local and state govern-
ments and their counterparts abroad.
technical colleges will serve as the
vanguard for global education into
They have the opportunity to advance
awareness in so many areas of concern
811e next century.
7
tural values and attitudes and, indeed, to
A
APPENDIX
celebrate the richness of this diversity."
Community Colleges and Global Education
They went on to determine that the
Executive Summary
globally competent learner possesses nine
primary characteristics:
Air lie I: Building the Global Community:
The Next Step
Is empowered to make a difference in
The participants in the first ACIIE/Stanley
society
Foundation conference at Air lie Center,
Is committed to lifelong learning
charged with drafting the policy direction
Is aware of diversity, commonalities, and
and implementation strategies for global
interdependence
education in community colleges, adopted
Recognizes geopolitical and economic
the following mission statement: "To ensure
interdependence of our world
the survival and well-being of our communi-
Appreciates impact of other cultures on
ties, it is imperative that community colleges
American life
develop a globally and multiculturally com-
Accepts the importance of all
petent citizenry."
peoples
They went on to state that community
Is capable of working in diverse teams
colleges must provide an educational experi-
Understands the nonuniversality of cul-
ence which advances knowledge and under-
ture, religion, and values
standing in five areas:
Accepts responsibility for global
citizenship
Global interdependence
Human resources, values, and culture
If community colleges are to produce
Global environment and natural resources
such learners, institutions will be required to
Global peace and conflict management
Change and alternate futures
Obtain the commitment of the CEO and
trustees
Strategies to accomplish this mission
Include global education as an integral
were organized under six categories:
component of the institution's mission
Educational approaches
statement
Organizational partnerships
Develop and implement a comprehensive
The technological frontier
global education program on campus
Consultation with other nations
Allocate resources to faculty for research
Coordination of community college
and development of curriculum,
efforts
exchanges, and activities
Celebration of our commonalities, our dif- Provide support and incentives for inter-
ferences, and our interdependence
national initiatives
Conduct a needs assessment for local busi-
nesses and services
Air lie II: Educating for the Global
Revise accreditation criteria to acknowl-
Community: A Framework for
edge the importance of global competency
Community Colleges
Provide student services to promote access
The second Air lie conference was convened
to global education for all learners
to examine two questions:
The forces which restrain efforts to
1 What does it mean to be a globally com-
globalize community colleges were grouped
petent learner?
under the rubrics: Attitudes, Practices,
2 What is required institutionally for com-
Priorities, and Marketing.
munity colleges to produce globally com-
Strategies devised to counter the obsta-
petent learners?
cles to systemic support for global education
The participants agreed on the follow-
were categorized as follows:
ing definition of global competency: "Global
competency exists when a learner is able to
Review and revise institutional policies
understand the interconnectedness of peo-
and practices
ples and systems, to have a general knowl-
Increase public awareness of diversity
edge of history and world events, to accept
Develop collaboration and partnerships at
and cope with the existence of different cul-
the local, state, and federal levels
8
Peter L. Boynton
Advocate more effectively for global
Vice President, Human Resources and
education
Institutional Development Division
Prepare individuals and institutions to deal
Academy for Educational Development
with change
Beyond the community college campus,
Edmond J. Collier
the goals of global education can be
Assistant Director, External Affairs
advanced through
National Security Education Program
Initiatives at the federal level
Dr. Robert C. Ernst
Inclusion of global education in accredita-
President
tion criteria
Northcentral Technical College, Wisconsin
Initiatives at the state level
Chairman, American Council on
Making the case for global education with
International Intercultural Education
the general public
Exploring alternative sources of funding
John Halder
Executive Director
Community Colleges for International
APPENDIX B
Development
New Expeditions Survey on Global
Education in Community Colleges
Dr. Ed Hartsell
Please characterize the current level of your
President
college's global education programs/activi-
Daytona Beach Community College, Florida
ties/services:
Dr. Hiram Larew
in formative stage
well developed
Director, International Programs
under consideration
Science and Education Resources
1. List the three primary challenges/critical
Development
obstacles encountered by your institu-
Cooperative State Research, Education and
tion's initial/ongoing globalization efforts.
Extension Service
2. How has your institution successfully
U.S. Department of Agriculture
addressed these problems/how could they
be addressed?
Dr. Margaret B. Lee
3. In your view, what are the three primary
President and Professor of English
challenges/critical obstacles related to
Oakton Community College, Illinois
globalization efforts which face commu-
nity colleges in general as we move into
Dr. Sherry Mueller
the next century?
Executive Director
4. What solutions to these challenges would
National Council for International Visitors
have the greatest impact?
5. What assistance would be of most value
Dr. Marijane Axtell Paulsen
to you in resolving these challenges?
President
6. Where do you see your institution direct-
Pikes Peak Community College, Colorado
ing its primary globalization efforts in the
coming years?
Dr. Clyde Sakamoto
Provost
Maui Community College, Hawaii
APPENDIX C
New Expeditions Hearing, Rayburn Office
Dr. Dean P. VanTrease
Building, House Banking Committee
President
Hearing Room, December 4, 1998
Tulsa Community College, Oklahoma
Providers of Testimony
APPENDIX D
Christine Bodziak
New Expeditions Conference, Airlie Center,
Outreach Specialist
Warrenton, Virginia, December 4-6, 1998
Fulbright Teacher Exchange Program
9
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