Educating For The Global Community: A Framework For Community Colleges - November 15-17, 1996

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Educating For The Global Community: A Framework For Community Colleges - November 15-17, 1996
Educating For The Global Community:
          A Framework For
        Community Colleges

                             November 15-17, 1996

                               Convened at Airlie Center
                                 Warrenton, Virginia

     The American Council on                           The Stanley Foundation
International Intercultural Education
Educating For The Global Community: A Framework For Community Colleges - November 15-17, 1996
ABOUT THE CONFERENCE

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    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
Airlie 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 Airlie 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          ACIIE 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
Educating For The Global Community: A Framework For Community Colleges - November 15-17, 1996
“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

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         sing the November 1994 report
         Building the Global Community: The                  individual with one or more of the following
         Next Step as a rich, building-block                 profiles: degree-seekers, lifelong learners,
resource, a group of educators and government                nonenrolled community members who benefit
leaders met at Airlie Center in November 1996                from the community college’s programs,
to take the work of their predecessors to the                community college presidents, administrators,
next level. It was clear from the start that                 faculty and staff (internal customers), local
participants embraced the conclusions of the                 business and industry personnel, trustees,
first conference: The “why” of global education              legislators, taxpayers, and funding providers
is, simply put, the survival of our communities.             (governmental and nongovernmental). In other
If community college educators care about the                words, they catalogued the multiplicity of
communities they serve, global education is an               needs, interests, and motivations that
imperative not an option. Without it, we could               characterize the consumers of community
become relatively insignificant as individual                college services.
human beings or as a society. Participants
reiterated the “payoff” identified two years                 While recognizing that the scope of their charge
earlier: globalizing our students and our                    was to establish a framework for community
communities has direct economic benefit and                  colleges, participants also acknowledged that
reduces the inevitable fear created by the                   results of their discussions might very well be
ongoing internationalization of business.                    applicable to other levels of education along the
                                                             continuum from kindergarten through post-
Participants felt that several preliminary steps             graduate study. They concluded that perhaps the
needed to be taken before they could immerse                 most difficult parameter to determine is the
themselves in their assigned task; namely, to                depth of global competence that is being
respond to the two key questions:                            defined, whether to prescribe a base level of
                                                             global literacy or to aim toward a higher level
 1. What does it mean to be a globally                       of proficiency. Consensus was reached that
    competent learner?                                       community colleges typically provide an
 2. What is required institutionally for                     introduction, developing a taste and interest for
    community colleges to produce globally                   future study in each area. And finally,
    competent learners?                                      participants agreed that their recommendations
                                                             were to apply to the “average size” college;
They decided that it was important to define the             namely, institutions with an enrollment base of
parameters of their discussion in several ways.              2,200-2,500 students. However, although not
First, they determined that the discussion would             specifically targeted, larger and smaller
focus on US community colleges, but not at the               community colleges can also richly benefit
exclusion of learning from the experiences of                from the recommendations in this report and
similar institutions in other parts of the world.            adapt them to fit their local needs and
                                                             conditions.
Educating For The Global Community: A Framework For Community Colleges - November 15-17, 1996
EDUCATING THE GLOBAL COMMUNITY                                                                          3

DEFINING THE GLOBALLY COMPETENT LEARNER

                                                     type of institution. What will vary is the

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       here are legitimate questions being
       raised by community college leaders and       emphasis or the sequencing. Conferees agreed
       others regarding the lack of definitions:     that the first stage is of critical importance to all
What is meant by a competency? What are the          global learners. Individual learners may
characteristics of a global learner? What are the    accomplish varying degrees of stages two
developmental stages leading to global               through four. Participants also recognized that
competency? Answers will help provide a more         progress through the stages may not be linear.
intentional, systemic, and measurable global         Some learners will begin with a general area of
education program.                                   experience or knowledge and proceed to in-
                                                     depth study of a specific component. Others
Conferees responded by first defining the key        may move from a specific experience into more
term, competency:                                    generalized study.

   A competency is an ability, a skill, a            Conferees returned to the list of competencies
   knowledge, or an attitude that can be             identified earlier in the day and selected the
   demonstrated, observed, or measured.              most important. Heading the list were the
                                                     following nine characteristics: [The complete
After generating a list of more than fifty           list may be found in Appendix C.]
elements, which admittedly contained some
duplication and redundancy, conferees worked         The globally competent learner:
toward creating a consolidated profile of the
educated person in a global society. Four            1. Is empowered by the experience of global
developmental stages were identified in the             education to help make a difference in
process:                                                society.
                                                     2. Is committed to global, lifelong learning.
1. Recognition of global systems and their           3. Is aware of diversity, commonalities, and
   connectedness, including personal awareness          interdependence.
   and openness to other cultures, values, and       4. Recognizes the geopolitical and economic
   attitudes at home and abroad.                        interdependence of our world.
2. Intercultural skills and direct experiences.      5. Appreciates the impact of other cultures on
3. General knowledge of history and world               American life.
   events—politics, economics, geography.            6. Accepts the importance of all peoples.
4. Detailed area studies specialization: expertise   7. Is capable of working in diverse teams.
   in another language, culture, country.            8. Understands the nonuniversality of culture,
                                                        religion, and values.
The four stages represent a continuum germane        9. Accepts responsibility for global citizenship.
throughout all levels of education; they are not
exclusive to community colleges, or any other
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.
EDUCATING THE GLOBAL COMMUNITY                                                                    5

INSTITUTIONAL REQUIREMENTS FOR EFFECTIVE GLOBAL
EDUCATION EFFORTS

                                                      • Provide student services—academic advising,

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    f global education is to be embedded in the
    very fabric of US community colleges                career counseling, instructional support
    through a process of systemic change, the           services—to promote access to global
starting point is at the governance level,              education for all learners.
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.
EDUCATING THE GLOBAL COMMUNITY                                                                        7

THE CURRENT STATUS OF GLOBAL EDUCATION IN US
COMMUNITY COLLEGES

                                                     • Community colleges are supporting trade

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         onferees discussed existing efforts in
         community colleges to prepare globally        missions and are involved in state and
         educated citizens, focusing on both           regional economic development initiatives.
successful programs and activities and on the        • Collaboration with four-year colleges and
perceived limitations within and external to           universities is increasing access to study
institutions. The enumeration which follows            abroad and other programs for faculty and
points up the significant progress made over the       students.
fifteen to twenty years since community              • Through conferences and state and regional
colleges began directing their attention to global     associations and consortia, community college
education. The list does not reflect a priority        educators are sharing global perspective
ranking, nor is it intended to imply that there is     courses and modules with other colleges and
a uniform level of activity at community               K-12-level colleagues.
colleges nationwide. Bearing these caveats in        • There is increasing interest and need for
mind, consider the richness and variety of             exporting the concept of community colleges
involvement represented by the list.                   to other countries—both developing and
                                                       developed.
Partnership
• Community colleges are forging closer              Faculty Development
  connections with local business and industry,      • More professional development opportunities
  especially multinational companies for whom          are available to community college educators.
  global competency and comfort with diversity       • The importance of faculty study abroad is
  are a matter of survival.                            more readily acknowledged, with institutions
• Community colleges are providing work force          giving priority to projects and sabbaticals
  training in global skills and long-distance          which further enhance curriculum
  training to other educational institutions and       development.
  businesses.                                        • Community colleges are offering faculty
• Economic development projects involving              seminars on campus with incentives for
  training overseas or at the home campus offer        participation.
  additional potential for international
  experience for US colleges and offer spin-off      Curriculum Enhancement
  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.
8                                                     EDUCATING THE GLOBAL COMMUNITY

• The importance of global education in lower       access to technology, including the Internet and
  division offerings has been acknowledged as a     distance learning. Student exposure to global
  way to reach all students regardless of major.    issues has been significantly expanded and
                                                    enriched. Finally, many community college
Diversity                                           CEOs and trustees have been more regularly
• Community college mission statements reflect      exposed to the real benefits of global education
  the importance of diversity and multi-            via campus projects, media exposure, reading,
  culturalism.                                      the presence of an increasingly diverse student
• Colleges are successfully linking the cultural    population, and changing local business needs,
  diversity of their campuses with efforts to       among others. The process is well underway
  expand curricular offerings. Diversity training   and gaining momentum nationwide. Global
  is providing exposure to other cultures and       education has become a reality for local
  values.                                           communities.
• 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
EDUCATING THE GLOBAL COMMUNITY                                                                         9

RESTRAINING FORCES

                                                      • Colleges may face opposition based on the

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        here is a variety of formidable
        limitations and obstacles which                 shortsightedness of uninformed state
        community colleges face in their attempt        legislators and governing bodies.
to globalize. The process is fraught with             • There are those who unwisely position
inhibitors ranging from negative attitudes to           community colleges between K-12 and four-
current institutional practices, to obsolete            year institutions, not recognizing that there is
priorities, to lack of marketing community              a continuum through all levels of education.
college capabilities and potential. Participants
were asked to identify both real and perceived        Practices
impediments. They listed the following:               • Global education is not an additive; it needs to
                                                        be pervasive, with the goal of building global
Attitudes                                               competency throughout the entire academic
• Ethnocentrism remains in our communities.             program.
• Many US citizens are monolingual. In fact,          • Colleges often underutilize their rich resource
  common use of the term “foreign” languages            of international students.
  reinforces existing negative perceptions about      • Colleges sometimes provide insufficient
  language study.                                       services for international students.
• There are concerns about community                  • Study abroad is often Eurocentric, not
  perceptions regarding global education; it may        sufficiently diversified in terms of destinations
  be easier to alter such attitudes in small, rural     and targeted participants.
  colleges than in their larger urban                 • An adversarial relationship serves neither the
  counterparts.                                         community college nor the four-year
• Many of us do not acknowledge our                     university sector. Community colleges are
  regressive behavior about diversity issues.           rarely in a competitive position to be awarded
• Negative perceptions of Americans persist in          large federal projects, so it can be
  other countries; colleges need to sensitize           advantageous to work together in a collective
  students to this fact.                                unit. (This recognizes the reality that agencies
• The perception persists that global education         face similar costs to administer large and
  is defined as international travel for                small projects. Therefore, they favor a smaller
  presidents.                                           number of large projects.)
• There is insufficient institutional support for     • There are not enough community college
  innovation and experimentation.                       readers/evaluators of grants.
• Entrenched American faculty sometimes resist        • Colleges must examine how flexible and
  curricular change.                                    adaptive they are. For example, training for
• Where trustee opposition exists, it must be           business rarely engages existing college
  countered by programs to increase awareness           faculty as the trainers.
  and provide personal experience.                    • There are limited training opportunities for
• Some educators have low expectations for              community college faculty; too few programs
  global education.                                     like the East-West Center have actively
                                                        encouraged community college participation.
10                                                     EDUCATING THE GLOBAL COMMUNITY

Priorities                                           • While there remains a perception at the federal
• Not all community college mission statements         government level that community colleges
  include global education.                            and universities are the same, community
• The commitment of the CEO and trustees is            colleges must approach funding not as an
  variable.                                            entitlement but as an unfulfilled, continuing
• The United States has yet to make global             task.
  education a priority or view it as a profitable    • Community colleges do not spend enough
  product.                                             time working with legislators to promote
• Colleges need to include global education            themselves and their capacities.
  priorities in other areas that already receive     • It is important to invite the policymakers to
  funding besides Title VI.                            become part of the global education effort.
• Small institutions must reorder priorities; they   • There continues to be a need for a more
  may not be able to work within existing              effective national advocacy role in support of
  resources, both human and financial.                 community colleges.
• Institutions need more faculty with global         • Colleges must be able to justify to the
  issues expertise.                                    taxpayers the investment in faculty study
• Curricular needs include competency in               abroad and presidential travel.
  geography; courses in international ethics; a      • This question requires our answer: Why help
  multicultural awareness program; and                 international companies when there are
  comprehension of foreign government and              domestic companies in need?
  business practices/geopolitical realities, world   • Our communities do not fully understand the
  religions, etc.                                      community college global education mission.
• Community colleges are experiencing                • The message that community colleges are on
  diminishing financial resources precisely            the cutting edge of technology needs wider
  when more are needed. Colleges need to look          dissemination.
  beyond the federal government for funding; to
  act in entrepreneurial ways to fund projects; to   A review of the two lists should lead the reader
  work with state, local, and private funders.       to the same conclusions as the conferees that
• Colleges also need to better allocate existing     many valuable, challenging, and inexpensive
  resources, not just focus on the need for new      global education activities and programs have
  ones.                                              been and continue to be developed. However,
                                                     an integrated institution-wide plan is lacking for
Marketing                                            curriculum development, training and
• Community colleges need to educate federal         retraining, community outreach, student
  and state agencies, as well as non-                services, and more. In essence, even in
  governmental organizations, about their            community colleges where globalization has
  capacities and current efforts in the global       taken strong root, efforts are frequently
  arena. Now is the time to market our               fragmented and rarely systemic.
  strengths.
EDUCATING THE GLOBAL COMMUNITY                                                                       11

STRATEGIES TO COUNTER THE OBSTACLES TO SYSTEMIC SUPPORT
FOR GLOBAL EDUCATION

                                                         importance of global competence. The CEO

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        onferees were quick to acknowledge the
        degree, scope, and variety of obstacles          can help to establish priorities which support
        facing global education efforts. But they        global activities and reward those who are
were also optimistic about the effectiveness of          moving toward global competence.
strategies listed below to negate or minimize          • To counter the perception that there is lack of
such obstructions. Global education is too               support for faculty development, institutions
important to delay, too vital to be ignored, and         must reexamine existing mechanisms to
too urgent to be frustrated by indifference or           provide opportunities and rewards that give
ignorance.                                               priority to the development of global
                                                         competency. Existing programs can be
Institutional Policies and Practices                     retrofitted to this priority: faculty seminars,
• Conferees repeatedly returned to the college’s         sabbaticals, opportunities for exchange, tuition
  mission statement, universally agreeing that a         waivers, release time. Colleges can provide
  critical first step is to revise the statement to      information resources and assist faculty in
  include global education as part of the fiber of       identifying professional development
  the institution. The next step is to com-              opportunities. Colleges can also find ways to
  municate the message and the mission both              expose faculty to leaders from the global
  internally and externally. Both the president          community and create opportunities for
  and the board of trustees must publicly                intellectual and economic regeneration by
  articulate global education as a priority.             enabling faculty to serve as resources to local
  Further, colleges can include global                   business and industry.
  competencies as part of their institutional          • Student services are needed to support global
  effectiveness plan.                                    efforts—advising, career counseling,
• Community college leaders need to change               instructional support services of all kinds.
  language and mind-sets from exclusive to               Colleges must aim toward building a total
  inclusive through in-service programs for              environment from admissions through
  college faculty and staff, through community           program completion which reflects a
  service programs on the importance of                  consistent institutional approach and
  globalization, through international issues            commitment to global competence.
  forums, and by identifying international             • It is important to create an atmosphere on
  resources that exist in the community                  campus that fosters the establishment of
  (visitors, international students, resident ethnic     learning communities which focus on the
  communities). To facilitate internal change, a         heritage of constituent groups.
  commitment to globalization and diversity            • Colleges can use the fine and performing arts
  must be encouraged for current employees and           to expand understanding of other peoples.
  made a criterion for hiring new staff. Job           • Existing and emerging technologies can be
  descriptions, evaluation, and promotion                corralled to advance globalization; educators
  processes must consistently stress the                 can identify a host of resources that will help
12                                                     EDUCATING THE GLOBAL COMMUNITY

  overcome insularity, provide exposure via the      • Local boards may require an individualized
  Internet, use distance learning to maximize          program to bring each trustee to the next step
  access to and to share global expertise among        of new awareness and understanding.
  educational institutions at all levels.            • It is necessary to dispel the myth that limited
• Without diminishing the value of study               resources hamper the progress of global
  abroad, it is also possible to facilitate change     education in community colleges. Institutional
  within institutions without sending people           and individual commitment is far more
  abroad.                                              important. Colleges must learn to leverage
                                                       available resources by partnering with others
Public Awareness of Diversity                          and recognize that although access to financial
• Diversification of American society can              resources certainly helps resources of other
  encourage us to recognize and embrace many           types abound. For example, recognizing that
  different views of reality. Colleges should          time is a resource, colleges can work toward
  make more active use of local media,                 reallocating faculty work load assignments to
  providing publicity for college programs as          provide for development of global com-
  well as global issues.                               petency and involvement in international
• Gifts presented to visitors to the college can       activity.
  take on a global aspect, selecting such items      • It is important for community colleges to
  as globes or books about local cultures.             “solicit customers”; that is, to act entre-
• Colleges can work with community groups,             preneurially, to form partnerships outside of
  encouraging them to meet around the district         education with those working in economic
  in areas they may not be familiar with in order      development and work force preparation.
  to make people more aware of the                     Once colleges determine their needs through a
  international nature of their community.             local global audit, they can market specialized
• Efforts must be made to encourage                    training and services. College CEOs and
  accreditation teams to focus on global               trustees must maintain regular interaction with
  competence. Colleges can also work to revise         local business and industry, keeping these
  articulation agreements to reflect globalization     communities informed through publications
  throughout K-16 curriculum.                          and electronic and print media.
• Community college educators must make the
  attainment of global competence a national         Advocacy
  priority for the American Association of           • Community college global educators must
  Community Colleges (AACC), the                       find ways to combat the inherent
  Association of Community College Trustees            ethnocentrism of our communities,
  (ACCT), the US Department of Education,              unconvinced administrators and trustees,
  and other agencies and organizations at the          linear thinking, the long-time prejudice
  national level.                                      against community college involvement in
                                                       global education, the failure of leaders to see
EDUCATING THE GLOBAL COMMUNITY                                                                      13

  global education as a means toward building           organizations are substantially ahead of
  community, the disinterest of students, and the       community colleges in global efforts—by
  view that there is only limited good to be            necessity. Community colleges need to learn
  found in this pursuit.                                from them, listen to their needs, involve them
• For real systemic change to occur, the                in advisory committees, and take the first step
  community college must be involved at all             toward involving this source of talent and
  levels of educational change and reform; they         expertise.
  must claim a rightful space for community           • It would be foolish and unrealistic to ignore
  colleges within the broad spectrum of the             the fear factor. Change, conflict, and risk turn
  educational system.                                   people back toward the status quo. Successful
• Linkages can be formed using local task               programs are contagious. Colleges need to
  forces to make global competence a                    share their experiences and support one
  measurable outcome for students.                      another. They need to be comfortable with
• Community college educators must also make            and even celebrate failure, as they reward
  global education a priority for their fellow          change, innovation, and integration.
  presidents, boards, and state boards of               Overcoming the fear is a development to be
  education.                                            celebrated in its own right.
• Following that, the next step is to convince
  government leaders and legislators by the use
  of political/economic interest studies to
  document impact of global education on the
  community. These are effective tools to
  market the benefits of international activity to
  both internal and external constituents; there is
  little to refute the employability of the
  globally competent.

Preparedness for Change
• Colleges must not lose sight of the
  competitive edge. If community colleges do
  not provide the training and services needed in
  a global society, others will. Industry and
  other public and private training organisms are
  already positioned to fill the gap.
• Changes are well underway in the corporate
  world, changes in infrastructure which require
  increased sensitivity and cultural awareness.
  In many ways, industry and nongovernmental
EDUCATING THE GLOBAL COMMUNITY                                                                      15

STRATEGIES FOR INSTITUTIONS SEEKING TO BEGIN OR EXPAND
GLOBALIZATION EFFORTS

                                                        consortia to gain access to programs already

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        onferees approached their deliberations
        knowing full well that US community             established for community colleges.
        colleges find themselves at every stage
along the spectrum of globalization. While             Student and Faculty Involvement
some institutions have yet to begin the process,       • Identify faculty who are interested and willing
others have taken the first steps or are fairly          to be involved.
advanced in their efforts but seek, nonetheless,       • Designate a coordinator of efforts for
to move those efforts to an even higher level.           international and intercultural programs, with
Bearing in mind this extent of variation,                a central, visible location on campus to
conference participants decided to recommend             facilitate the internal dissemination of
a compendium of strategies from which                    information about programs and opportunities.
community colleges at any stage of                       The coordinator should report directly or
development may select. In addition, they                indirectly to the president.
suggest measures which community colleges              • Work toward extensive grass roots level
may take collectively to advance the global              involvement in global education initiatives
education agenda beyond their own campuses.              across the institution to provide a broad base
                                                         of support for the coordinator.
Strategies identified by participants pertained to     • Establish a college-wide committee to help
six general areas: coordination of efforts,              develop and implement initiatives.
student and faculty involvement, active                • Develop a well coordinated, international
community participation, commitment,                     student program using these students as
technology, and financial resources. Readers are         resources for area expertise.
cautioned to recognize that this list is not linear;   • Seek faculty development opportunities (e.g.,
there is no universal first step. Rather, all            the East-West Center, National Endowment
factors work in concert in the development and           for the Humanities seminars, Fulbright
sustainability of a viable program.                      programs, Rotary fellowships, in-house or
                                                         local area seminars on language and culture).
Coordination                                             Recognize the multiplier effect for students
• Identify appropriate personnel to manage               when faculty gain global expertise.
  internal and external programs and grant-            • Participate in the ACIIE, Community Colleges
  funded activities.                                     for International Development (CCID), and
• Recognize the need for a variety of programs           other global education organization
  to draw a critical mass of participation.              conferences for information on model
• Inventory library holdings to expand                   programs and funding opportunities.
  awareness of existing resources and identify         • Enhance communication about global efforts
  gaps needing to be filled in order to support          through internal newsletters, brown bag
  curriculum development.                                lunches, inviting staff and faculty to share
• Join state or regional associations and                what they have gained through seminar and
16                                                     EDUCATING THE GLOBAL COMMUNITY

  conference attendance, participation in             work with/through them to create a mission
  exchanges, specialized study, etc.                  statement that includes global education.
• Seek ways to involve more faculty,
  particularly in vocational and technical fields,   Technology
  and maintain support for those who have            • Utilize information technology, including
  already become involved.                             distance learning and teleconferencing,
• Invite consultants from other colleges to work       Internet e-mail, and the World Wide Web.
  with administrators, faculty, and staff (both      • Reconceptualize the way languages are taught
  CCID and ACIIE provide referrals to                  to take into account new technologies and to
  consultants).                                        strengthen the link between culture and
• Encourage bilingualism for all members of the        language.
  college community.
                                                     Financial Resources
Active Community Participation                       • Seek grant funding to help support global
• Conduct an inventory/audit of resources and          initiatives.
  needs of the institution and its community. Be     • Initiate a line item in the college budget for
  sure to include students, college personnel,         international programs.
  and the lay community as potential global          • Work with state and local funding sources to
  education resources.                                 legitimize use of resources to support global
• Use statements from AACC and ACCT                    education initiatives.
  recognizing the importance of global
  education to support local efforts.
• Establish links with business and industry and
  seek their support and involvement in the
  program.
• Establish links with local ethnic groups and
  community organizations such as Sister Cities,
  Rotary, chambers of commerce, and trade
  associations.
• Identify and consult with potential customers
  for programs under consideration.

Commitment
• Secure the commitment of the CEO and the
  academic vice president to include global
  efforts in the institution’s effectiveness plan.
• Seek the support of the board of trustees and
EDUCATING THE GLOBAL COMMUNITY                                                                     17

ADVANCING GLOBAL EDUCATION BEYOND THE COMMUNITY
COLLEGE CAMPUS

                                                     Community colleges can also work toward the

C
         onferees agreed that while much can and
         must be done at the level of individual     inclusion of global competence in the
         institutions and their communities, there   accreditation standards which govern their
remains a substantial need to inform, educate,       operations:
and influence the policymakers in federal and
state governments and within public and private      • Community college leaders can have an
associations and organizations. This collective        impact on the newly formed Council for
effort is best accomplished through a unified          Higher Education Accreditation to gain a
approach which involves all relevant                   formal place for global competence in
organizations: AACC, ACCT, ACIIE, CCID.                evaluation criteria.
                                                     • Appropriate community college leaders should
At the federal level, opportunities and                also make formal presentations on the subject
challenges to action were noted in a variety of        at meetings of the national and regional
areas:                                                 accrediting associations.

• Immediate input is needed to support the           At the state level, a number of directions were
  Higher Education Act currently up for              identified for concerted effort:
  reauthorization.
• Community college representatives can testify      • Community college leaders can suggest the
  at the reauthorization hearings scheduled            writing (or rewriting) of the enabling
  around the country and in Washington, DC.            legislation for community colleges to include
• A statement from AACC, ACCT, ACIIE, and              global education as one of the missions. (An
  CCID on the importance of global                     organization such as ACIIE might produce
  competency for community colleges should be          boilerplate documents for this purpose.)
  sent to the Department of Education for            • Trustees can facilitate state funding for global
  inclusion in their international education           education through their state organizations and
  policy statement currently under revision.           by working one on one with legislators from
• Community colleges should develop a                  their own districts.
  saturation strategy, encouraging community         • Community colleges can work to be included
  college internships in federal agencies.             on the agenda of the National Governors
• Community colleges can play a role in federal        Association and the National Council of State
  agency round tables to share information on          Legislatures/Legislators.
  their global initiatives.                          • Proponents of global education must work
• Networking efforts with representatives of           with state vocational education directors.
  federal agencies should continue and be            • Presidents and trustees can work within their
  expanded.                                            state associations to network for global
                                                       education (as well as with their own campus
                                                       foundations as potential sources of funding).
18                                                EDUCATING THE GLOBAL COMMUNITY

Community college leadership can make an
effective case for global competence with the
general public. Suggested approaches include
the following:

• Cable TV public service announcements.
• ACIIE might develop a thirty- or sixty-second
  video on the topic which could be customized
  by individual member institutions to use in
  their local market.
• ACIIE and AACC should work with the
  National Council on Marketing and Public
  Relations (an AACC affiliate council) to
  develop effective marketing strategies.
• AACC and ACIIE should compile statistical
  and anecdotal information on the positive and
  forceful impact of global education on
  employment.
• There should be a national campaign on
  educating the global citizen, perhaps a full
  page ad in The Wall Street Journal secured
  with corporate sponsorship.
• We can capitalize on the national emphasis on
  work force development, reaching major
  companies to support community colleges at
  the national and local levels.

Finally, several other directions for funding
outreach were targeted:

• Private and corporate foundations. (Luce,
  Ford, and Rockefeller Foundations were used
  as examples of funding sources for global
  initiatives.)
• Student organizations such as local and
  national Phi Theta Kappa associations,
  campus honors students associations, and
  vocational associations.
EDUCATING THE GLOBAL COMMUNITY                     19

SUMMARY

T
        he task to globalize a community college
        is an imperative, obstacle-laced, time-
        consuming enterprise. And yet, the
rewards and benefits can be enormous to
students, faculty, administrators, trustees, and
the community. As global learners experience
personal added value, those individuals
responsible for providing global education
strengthen their own effectiveness and that of
their institution and community.

Global education is now recognized as a
dominant component of meaningful, futuristic,
and applicable education. We can provide our
learners with nothing more valuable than
quality, comprehensive, global education. It’s a
worthy service to them and to their community,
college, nation, and world.
20                                                 EDUCATING THE GLOBAL COMMUNITY

PARTICIPANTS

John T. Blong, Chancellor, Eastern Iowa          Marijane Axtell Paulsen, President, Pikes
Community College District                       Peak Community College

Elizabeth Buck, Codirector, Asian Studies        Judith A. Redwine, President, Black Hawk
Development Program, East-West Center            College

Hiram Larew, Science and Technology Policy       Cynthia Reed, Director of Governmental and
Specialist, US Agency for International          International Relations, Austin Community
Development                                      College

Margaret B. Lee, President, Oakton               David A. Sam, Dean, The University of Akron
Community College                                Community and Technical College

Robert Ludwiczak, Assistant to the President,    Lydia Santibañez, Board Member, Association
Brevard Community College/Community              of Community College Trustees, and Trustee,
Colleges for International Development, Inc.     Temple College

James Mahoney, Director of Academic,             Richard Stanley, President, The Stanley
Student and International Services, American     Foundation
Association of Community Colleges
                                                 Ray Taylor, President/CEO, Association of
Montez Martin, Chairman, Association of          Community College Trustees
Community College Trustees, and Trustee,
Trident Technical College                        Dean P. VanTrease, Chairman, American
                                                 Council on International Intercultural
Donald Matthews, Director of Resource            Education, and President, Tulsa Community
Development, Daytona Beach Community             College
College
                                                 Sim Wignall, Assistant Principal, Bilston
John E. McGee, President, St. Clair College of   Community College
Applied Arts and Technology
                                                 Joan Winship, Vice President of Outreach, The
Carolyn Mewhorter, Director of International     Stanley Foundation
Education, Fox Valley Technical College
                                                 Jacqueline E. Woods, Liaison for Community
Valeriana Moeller, President, Columbus State     Colleges, US Department of Education
Community College
EDUCATING THE GLOBAL COMMUNITY                    21

Facilitator
Michael Murphy, President, College of
DuPage

Rapporteurs
Linda A. Korbel, Executive Director,
American Council on International Intercultural
Education

Jack Smith, Senior Program Officer, The
Stanley Foundation

Observers
Audree Chase, Coordinator of International
Services, American Association of Community
Colleges

Pete Kellams, Professor, St. Louis Community
College

Mary Soley, Deputy Director, Access: An
International Affairs Information Service

Laura Walker, Director, International
Language Center, Tulsa Community College

Acknowledgments
Jessica Lane, Conference Assistant, The
Stanley Foundation
Educating for the Global

 Getting Concrete...
 Community college leaders and
 representatives of government agencies met
 to get more specific about how to support
 effective global education in community
 colleges. They identified attributes of a
 globally competent learner and institutional
 requirements to produce such learners.
Community:
 A Framework for Community Colleges
EDUCATING THE GLOBAL COMMUNITY                                                                    25

Appendix A
WELCOMING ADDRESS

by Richard H. Stanley, President                      both shape human activity and, in turn, are
The Stanley Foundation                                impacted by that human activity. Humans are
                                                      embedded as working parts of the global
                                                      ecology.

I
    n this latter part of the twentieth century, we
    are participants in a tide change in the
    world. We are experiencing a phenomenon           In addition, the globally competent need a good
that I call the globalization of nearly everything.   understanding of peace and conflict resolution.
And I am excited that community colleges are          We must be able to get along when we disagree
playing an increasingly important role in             and work things out when we differ, without
developing necessary global competency                resorting to force or violence. Finally, there
among their students, faculty, administrators,        must be a sense of the continuing fact of
trustees, and communities. I find little              change, the possibility of alternative futures,
disagreement these days about the central             and the role that we humans can play in helping
importance of this role for community colleges.       to shape the future for ourselves and our
                                                      descendants.
Now, it is time to move discussions to the next
level. We talk about global competency, about         I hope that our conversation here this weekend
the need for our students, communities, and           in Virginia will move us toward a better
world to be able to work and interact more            understanding of what constitutes a globally
effectively and peaceably. But, what are those        competent learner.
needed competencies?
                                                      We will also benefit from exploring what
Two years ago when we met here at Airlie, we          community colleges can do to build that global
described global competency as including a            competency among their students and in their
sense of global interconnectedness and                communities. What programs and activities
interdependence. We talked about the                  work best? How can global competency be
importance of an appreciation for human               infused into classes and extracurricular work?
diversity. Our survival in this shrinking world       What characterizes a community college that is
requires that we cherish and celebrate this           providing a comprehensive, effective global
diversity and, yet at the same time, affirm and       education program? What new initiatives are
strengthen our commonality as human beings.           needed? Questions such as these merit our best
Graduates of our community colleges, indeed           thinking and response.
all of us, need to be able to participate
effectively in our increasingly multiethnic and       I hope that our discoveries here at Airlie will
multicultural work force.                             add impetus to an already energetic and lively
                                                      community college program across the country.
We also talked about the need to understand and       Our task is to accept the challenge of
respect environmental and resource systems and        discovering together how to better build global
constraints. Environmental and resource factors       competency.
EDUCATING THE GLOBAL COMMUNITY                                                                      27

Appendix B
ABOUT CONNECTEDNESS, COMMUNITY, AND STARDUST

by Margaret B. Lee, President                        shared by all human beings who inhabit this
Oakton Community College                             planet. It is good for us to remember these:

                                                     • We all share the same life cycle: we are born;

T
       hank you for inviting me to be a part of
       this second conference cosponsored by           we grow; we die.
       the Stanley Foundation and the                • We all use symbols and make meaning
American Council on International Intercultural        through the language we use to communicate
Education. I am honored by the invitation and          with each other.
humbled to be standing in the place where            • We all respond to the aesthetic, and our souls
Ernest Boyer stood at the beginning of the first       are stirred by beauty.
of these conferences two years ago. He has           • We all have the unique capacity to locate
been for me and for many others a mentor in his        ourselves in time and space; we alone of all
commitment to the role of education in building        beings can recall the past and anticipate the
the human community.                                   future.
                                                     • We are all members of groups and institutions;
My role today is, in part, to focus on                 we are not meant to live our lives alone.
connectedness and to explore from another            • We all are producers and consumers; work is a
perspective the significance of the idea of the        part of who we are.
human community. Both connectedness and              • We are all connected to nature.
community were beacons for Boyer in his life         • We all search for meaning.
and in his work. I want to connect the work of
Airlie I and our work in Airlie II. I want to        Before his death which left us bereft of his
establish a context that will provide the largest    wisdom and vision, Boyer translated these
frame possible for the big questions we will         commonalities into an idea for a curriculum that
think about together: How do we define a             would go beyond measurable objectives and the
globally competent student, and what is              artificial boundaries of set time and Carnegie
required institutionally of community colleges       units, of disciplines and departments. He
to educate such a student? As we listen to and       believed that such a curriculum should be
speak with each other, we will develop some          embraced by K-12 as well as college and
answers and undoubtedly raise many more              university levels.
questions.
                                                     In broad outlines, the common learning he
I want to begin with the big question: Why is it     proposed would be structured and developed
so important that we gather here, at this time, to   around the following integrative themes or
build a framework for educating for the global       strands. (I am paraphrasing these after listening
community? Ernest Boyer answered this                to one of Boyer’s last public presentations. I
question by describing the commonalities             believe it was made to the American Society for
                                                     Curriculum Development.) Boyer elaborated on
                                                     the themes he had first proposed fifteen years
28                                                     EDUCATING THE GLOBAL COMMUNITY

earlier, describing general education in the         means to be globally competent at this time, in
undergraduate curriculum in A Quest for              this place, and for our future as we approach a
Common Learning. I think it is significant that      new millennium.
he also proposed that they form the basis for the
K-12 as well as the college and university           Let me share with you how I began to awaken
curriculum. These integrative themes are:            to what this means for us. I have a fourteen-
                                                     year-old son who is a member of the class of
• The cycle of life and the mystery of existence.    the year 2000. This past summer, he started his
• The use of symbols—including words,                freshman year a little early with an honors
  numbers, and the responsibility of honest,         Biology class. His teacher was wonderful, good
  accurate use of all language.                      humored, truly a person who cared for the earth
• The role of the aesthetic and the human need       and was acutely conscious of the unique place
  and capacity to respond to beauty in its myriad    of each individual in the community of life—
  forms and cultural manifestations.                 the profile of an exemplary teacher—of Biology
• The connectedness of ourselves with others in      or anything else. This care and consciousness
  time and space and an exploration of our past      were evident in the assignments he gave to the
  and an imagination of our future.                  class.
• The nature of the social webs in which human
  life exists and evolves in institutions from the   One night’s assignment was to read the story of
  family to other groups and organizations,          putting the pieces of the DNA puzzle together
  including governments.                             in The Double Helix. Other assignments over
• The place of work and the role of human            several nights included a collection of essays by
  beings as producers, consumers, and                Edward O. Wilson on The Diversity of Life and
  conservers of the goods of this earth.             Aldo Leopold’s A Sand County Almanac.
• The relationship of human beings to the            Reading the assignments with my son, I came
  planet, as Lewis Thomas suggested, “In which       to a new appreciation of the incredible
  we are embedded as working parts.”                 biodiversity of our planet. I learned that
• The importance of shared values and beliefs in     scientists haven’t even begun to be able to
  our search for the larger purpose in our           approximate the number of species which live
  lives—which we need in order to find and           on the earth. Consider this: in a gram of
  make meaning.                                      ordinary soil, in one millionth of a pinch of soil,
                                                     as many as l0 to l0,000 colonies of
A curriculum like this, so conceived and             bacteria can grow. A Norwegian research group
implemented, would take us a long way toward         found between 4,000 to 5,000 bacterial species
the connectedness essential in our quest to          in a single gram of beech forest soil.
educate globally competent citizens. But I want
to suggest that the challenge before us is even      I got pretty interested in DNA and dirt. (I
greater than we have yet begun to imagine. We        remembered that when I studied Biology in
need to expand our understanding of what it          high school—it was before DNA was in the
EDUCATING THE GLOBAL COMMUNITY                                                                     29

textbooks. By the time I studied it in college       so the human mind and spirit have also been
about four years later, it was a brand new story.)   taking shape over those millions of years.
In my son’s Biology course, I discovered yet
another story and some extraordinary                 If your mind is boggled, as mine is, by the
connections. Listen to this from William             billions numbers, other scientists have come to
Logan’s book, Dirt: The Ecstatic Skin of the         our rescue. Think of it this way. Take the most
Earth:                                               recent five billion years—the time during which
                                                     our earth has emerged in the universe. We are
We don’t know the first thing about dirt. We         among the youngest. If those five billion years
don’t even know where it comes from. All we          were compressed into a period of twelve
can say is that it doesn’t come from here. Our       months, the time required for the molten gases
own sun is too young and cool to manufacture         (which still burn in the core of the earth) to
any element heavier than helium…number two           evaporate and become the ocean (the source of
on the periodic table, leaving some ninety           all life forms) is equivalent to the first eight
elements on earth that were not even made in         months. It took eight months to create the
our solar system. Uranium and plutonium, the         conditions which allowed the crust of the earth
heaviest elements that occur in nature, can be       to cool, the oceans to form, the continents to
forged only in an exploding star, a supernova.       take shape, the amino acids to structure
Everything is stardust.                              themselves, and life as we know it to begin to
                                                     unfold. It is only during the last four months we
So what about DNA? There’s a cosmic                  have come from the beginnings of life to where
connection. Not long after my son started his        we are today. We humans have been around for
Biology course, my friend and former high            about the last half hour. And where will we go
school English teacher came to visit us for a        from here?
few weeks. She shared with me one of her
favorite current readings, Thomas Berry’s The        We are living in a time when we need to listen
Dream of the Earth. Berry tells a new story of       to and learn this new story about ourselves and
the universe, connecting our human identity to       our connection to the universe. We have moved
the process of the evolving universe. In this        beyond the ages of geological and biological
story, our human home—the earth—has                  time to the present human time. We have
(through the human species) awakened and             fashioned the eye of the Hubble telescope, sent
become conscious. The earth, according to            it into space, and through it we have been able
Berry, is the only biospiritual planet we know.      to look back through space and time to the birth
And we are the biospiritual beings who inhabit       of the stars. We have discovered how to step
it. We are the universe, thinking about itself.      away from our planet home; look on it from
Just as the human body took its shape through        afar; and see its uniqueness in the solar system
some fourteen or fifteen billion years of effort     in which it is set.
on the part of the universe and through some
four and a half billion years of earth existence,
30                                                     EDUCATING THE GLOBAL COMMUNITY

In the four months of this compressed five           the space station orbiting above the earth—via
billion year evolution, life on this earth has       e-mail.) What separates us today are barriers of
unfolded into ever greater genetic complexity.       language, culture, and understanding, no longer
Some have suggested that this unfolding is the       time and space. We have to begin to imagine
earth expressing itself through more and more        new possibilities for international and
complex forms of life. The earth has learned to      intercultural education.
breathe, to see, to hear, to reproduce itself, to
nourish, and to heal—all before we humans            One of the most compelling images of the
arrived. In the last half hour, we have caused a     immensity and diversity which confronts us in
shift in earth/human relations: the earth that       our task of educating the globally competent
used to control itself perfectly, now, to an         student is one which many of you have
extensive degree controls itself through us.         probably seen in at least some version. Think of
                                                     this:
We have an immense responsibility to care for
this earth, to collaborate as a human                If the world’s population were represented by a
community. We need to learn to think of              village of 100 people, it would consist of fifty-
ourselves not as ethnic, cultural, national, or      six Asians, twenty-one Europeans, nine
language groups but as a human species among         Africans, eight South Americans, and six North
other species. This is the primary responsibility    Americans. Thirty of the people would be
of globally competent citizens, and it is critical   Christian, seventeen Moslem, thirteen Hindu,
to our survival—as a species, as a planet, and       five Buddhist, five Animist, nine miscellaneous,
for the universe. The water we drink, the air we     and twenty-one without religion. Of the 100
breathe, the food we eat here and half a world       people, six would control half the total income,
away depends on decisions and actions of the         fifty would be hungry, sixty would live in
few for the many.                                    shanty towns, and seventy would be illiterate.

I think it must have been about ten years ago        And think of how information floods our global
that Ernest Boyer suggested that although the        neighborhood. The sum total of what there is to
world may not yet be a global village, we must       know doubled from 1750 to 1900. The pace
“expand our sense of neighborhood” and “learn        picked up in the twentieth century. Since 1965,
to act more like citizens of an increasingly         what there is to know has doubled every five
interdependent planet.” Today technology has         years. In the next five years there will be more
just about transformed our world into that           stuff to learn than in the last 2,000 years. By
global village, bridging the boundaries once         2020 what there is to know will double every
created by time and space. Today the world is        seventy-three days.
1/600th of a millisecond in diameter on the
Internet. (And don’t forget that Shannon Lucid       Combine that set of projections with Moore’s
kept in touch with NASA and her family from          Law, which describes how computing power
                                                     doubles every eighteen months. You can buy a
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