CURRENT TRENDS IN POSTSECONDARY CURRICULUM DEVELOPMENT

1. CURRENT TRENDSIN POSTSECONDARY CURRICULUM DEVELOPMENT Instructional Cabinet Retreat Tatiana Nazarenko August 27, 2008

2. CURRICULUM

3. INTERDISCIPLINARITY Why Interdisciplinarity? • The real-world problem-solving is an integrated interdisciplinary process How can we properly describe interdisciplinary programs/courses? • Proper identification of interdisciplinary courses in the calendar and on students’ transcripts • Other?

4. GLOBALIZATION & INTERNATIONALIZATION • The term ‘globalization’ is sometimes used interchangeably with ‘internationalization,’ and the differences between the two are not clear-cut. • Globalizationis viewed as the catalyst while internationalization is the proactive response. Internationalization is also understood as a set of possible institutional behaviors influenced by globalizing processes. • Proactive response to globalization includes multiple activities, programs, and services that fall within curriculum development and adaptation, international education exchange, international studies, and other institutional behaviors aimed at strengthening institutional profile, quality enhancement, alternative revenue generation, networksand strategic alliances. • At the Retreat, we will focus exclusively on internationalization of curriculum.

5. INTERNATIONALIZATION OF CUTRICULUM Why Internationalization? • Centralia College is located in a ‘trading state’ heavily dependent upon and integrated within the global economy • To be competitive in a global economy Washingtonians need to • understand, respect and learn from cultural differences • recognize the interconnections and inequalities that define global life • think and act as responsible members of their local and global communities • In today’s global workforce • companies need to adapt to different client and customer base in region focused marketing • companies acquire, merge, or partner with other firms to promote business internationally • the workforce has become progressively more diverse • employees are expected to relocate – often to destinations halfway around the world

6. INTERNATIONALIZATION • What Should Students Know When They Graduate? • the knowledge of at least one new language and culture? • a recognition of interdependence among societies? • respect for other places and cultures? • knowledge of critical transnational issues and problems, such as sustainable development? • other? • Assessment of the arguments that support or hinder instituting a global learning component: • How it is compatible with the existing diversity requirement? • How will it effect time to degree/program completion?

7. Developing Global Competence inStudents: A New Approach to Internationalizing Curriculum Frequently CitedGlobal Competence Components: • Knowledge • Basic facts and concepts of globalization • Comparative politics, global economy • Country/region specific information • Skills • Putting knowledge into practice • Ability to communicate and work comfortably in other countries/cultures • Attitudes/beliefs • Tolerance of other cultures and their approaches • Appreciation for other cultures • Respect for other cultures and understanding of the pros and cons of various cultures including ones’ own culture

8. Models for Instilling Global Competence • Menu of options: international studies courses, language courses, study abroad, service learning, and internship opportunities: most institutions of postsecondary learning • Global / International studies: BCC; NSCC; SCCC • Global Pathways:Shoreline CC • Certificates in International or Global Studies: Kansas U • Rethinking and restructuring the curriculum in order to meet global competence requirements: Georgia Institute of Technology; U of California, Davis; Eleanor Roosevelt College,U of Washington (?)

9. Problems with Current Approaches • Flow from humanities and social sciences disciplines • Difficulty integrating global competencies into intensive curriculum of sciences and technical professional programs • General as well as discipline-specific global competence desirable • Difficulty developing tools for measuring global competences and skills • Adequate recording of global competences and skills in diplomas/ on students’ transcripts

10. Measuring Global Competences and Skills and Recording Them on Students’ Transcripts U of Kansas:Global Awareness Program(GAP)Certification Portfolio includes: • International Experience: Study Abroad • Academic Component: • Foreign Language • Courses with an international focus • Co-Curriculum Activities • Events • Clubs or organizations • Volunteer Activities • Modern Foreign Languages activities Alverno College: The Diagnostic Digital Portfolio (DDP) Georgia Tech: Diploma with designator: “BS in Biology: International Plan” U of Washington G-designator for courses with global focus

11. GLOBAL STUDIES/PATHWAYS in WA • BCC: Global Studies http://www.bellevuecollege.edu/globalstudies/programs.html • Highline: : Culture, Gender, Global Studies Department http://flightline.highline.edu/cgg/ • NSCC: Global Studieshttp://www.northseattle.edu/programs/transfer/global.htm Integrated Studies http://www.northseattle.edu/options/is/ • SCCC: Global Studieshttp://www.seattlecentral.edu/users/crc/ce_gs.htm • Cascadia: Integrated Studies,Global Studies Endorsement http://www.cascadia.edu/InstructionalPrograms/assocIntegratedStudies.asp • Tacoma: Pacific Rim Studies http://www.tacomacc.edu/academics/artshumanitiesandsocialsciencesdivision/socialsciencesprogram/pacificrimstudies.aspx Everett: Global Studies Landing Page http://www.everettcc.edu/search/index.cfm?search=global+studies&submitform=Search • Shoreline: Global Pathwayhttp://www.shoreline.edu/globalpathways/ • Skagit Valley: Global Awarenesshttp://www.skagit.edu/directory.asp_Q_pagenumber_E_350 • Edmonds: Sociology: Introduction to Global Studies http://www.edcc.edu/courses/default.php?d=70 • Spokane: General Studies: GENST 108 - Learning for the 21st Century (5 cr); GENST 130 - Life Perspectives Seminar (1 cr) http://www.ccs.spokane.edu/courselist/crsdesc.asp?lst=GENST

12. Learning Communities • Learning Communities (LC/CLC) can be defined as “a variety of curricular approaches that intentionally link or cluster two or more courses, often around an interdisciplinary theme or problem, and enroll a common cohort of students” to explore connections between areas of study and to foster deeper, more meaningful learning relationships among faculty and students(Barbara L. Smith, Jean MacGregor, Roberta Matthews, and Faith Gabelnick. Learning Communities: Reforming Undergraduate Education, 2004, p.20) • There are many different kinds of Learning Communities offered by over 500 colleges and universities in the US and Canada • Learning Communities National Resource Center: Evergreen State College http://www.evergreen.edu/washcenter/lcfaq.htm

13. Learning Communities in WA • Skagit Valley:students register for each of the paired courses, which usually have been scheduled to meet for a single block of time. Assignments and classroom activities are designed to reinforce the learning in each course and to help students understand how the concepts and skills of the two subject areas are connected. Often, students will complete assignments that receive credit in both classes. For the most part, being in a Learning Community is like taking a single, "expanded" course. • NSCC:two or more individual courses are combined or linked into one integrated learning experience (integrated courses). These courses • offer an opportunity to earn credits from two or three different disciplines in one coordinated 8 to 15-credit package • are organized around a central theme or question rather than a particular academic discipline • have faculty teams providing students with perspectives from different academic disciplines.

14. WHY LEARNING COMMUNITIES? Frequently Cited Goals of Learning Communities Goals for Students: • Improve retention • Increase student learning and achievement • Increase time on task both in and out of class • Promote active learning and teamwork skills • Develop student leadership • Increase the success rate for underrepresented students

15. WHY LEARNING COMMUNITIES?Frequently Cited Goals of Learning Communities Goals for Faculty • Increase experimentation within curriculum • Broaden pedagogical repertoire of faculty • Increase faculty engagement with one another • Promote deeper interaction among faculty and students • Promote interaction between junior and senior faculty • Promote stronger relationships among faculty and student affairs staff

16. WHY LEARNING COMMUNITIES?Frequently Cited Goals of Learning Communities Goals for Institution • Enhance the quality of education • Foster a climate of innovation • Increase the sense of community within the institution • Promote meaningful collaboration between faculty and staff, faculty and administration • Promote a culture of assessment and learning about student learning Goals for Community • Increase connection between the academy and the community by building learning communities with service or civic learning components

17. SUGGESTIONS?IDEAS?CRITIQUE?STRATEGIC PLAN?