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Languages and Cultures for Professions (LCP)

Languages and Cultures for Professions (LCP). “Preparing ISU Students for the Global Community”. U.S. Department of Education Title VI-A Grant Undergraduate International Studies and Foreign Language Program 2004-2006. Department of Foreign Languages & Literatures.

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Languages and Cultures for Professions (LCP)

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  1. Languages and Cultures for Professions (LCP) “Preparing ISU Students for the Global Community” U.S. Department of Education Title VI-A Grant Undergraduate International Studies and Foreign Language Program 2004-2006 Department of Foreign Languages & Literatures

  2. Languages and Cultures for Professions Program (LCP): Program Goals • Goal I: Improve global literacy through the development of the LCP Second Major Option in Languages and Cultures for Professions (Colleges of Engineering and College of Business); • Language Options: Chinese Studies (minor); French; German; Portuguese (in development); Russian Studies; Spanish

  3. Program Goals • Goal II: Establish curricular linkages between courses in FLL with a professional focus and those which have an area studies focus • “Today” courses with professional components • Business and Professions courses with contemporary culture or area studies components

  4. Program Goals • Goal III: Strengthen and expand our internship and study abroad programs in LCP

  5. LCP ChallengesAdministrative • Create a dialogue within departments, colleges, and across colleges • Identify key individuals willing to form a group/team • Gain support from chair/dean

  6. LCP ChallengesAdministrative • Identify programmatic goals • Articulation with departmental, college, or university strategic plan • Develop a 3-5 year plan • Develop a base of administrative support • Funding support (internal and external grants)

  7. LCP ChallengesCurricular • Identify challenges or barriers to new programs or courses • Major/minor requirements (higher credit requirements for professional programs) • Work creatively to address challenges • Identify curricular objectives and outcomes based on programmatic objectives

  8. LCP ChallengesCurricular • Identify courses/curricula for development or revision • Integrate content across the curriculum • Identify courses which have a high degree of interdisciplinary content • Cross-, co-listed, dual-listed (undergrad/grad) courses) • Team-taught courses • Special sections of existing courses taught in target language or with subject-area emphasis • Add language module or additional credit in target language • Distance learning (web-based; asynchronous or real time) • Certificate Programs (Area Studies)

  9. LCP ChallengesRecruitment and Retention • Identify student cohorts (Why will students be attracted to the course/program?) • Work closely with academic advisers • Create materials for student recruiting, outreach to high schools, information sessions, in-class information • Involve students in the process • Peer mentors • Global ambassadors • Alumni

  10. LCP ChallengesSustainability • Leadership continuity (workloads for junior/senior faculty) • Faculty interests • Staffing and support (e.g., internships and study abroad) • Funding

  11. LCP and C/LACConnected Learning Making Global Connections “Technology, Globalization, and Culture” (FLNG/ME 484x/584x): http://www.me.iastate.edu/me484/ Prof. James Bernard (Mechancial Engineering) and Prof. Mark Rectanus (Foreign Languages and Literatures)

  12. “Technology, Globalization, and Culture” • On and off-campus speakers address global issues and challenges • Create a forum for discussion of global issues • Leadership opportunities and professional contacts • Students work with professionals in teams • Students in LCP use as capstone • 94 students (45 graduate students) • 24 professionals enrolled via distance learning • 20 project teams conduct globalization projects • Threaded discussions • Globalize course delivery • Significant participation by international students

  13. “Technology, Globalization, and Culture” • Establishes program visibility and presence both on- and off-campus • Creates opportunities for cooperation with off-campus constituiences (land-grant mission) • Opportunities for larger forms of collaboration; fufills need for professionals • Challenges: class size (maximize student and speaker interaction) • Delivery (TA support) • Funding (speakers) • Commitment for faculty course release

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