Global Education: Bringing the World To Our Students Rebekah de Wit, Study Abroad Coordinator Stacie Miller, Coordinato

1. Global Education: Bringing the World To Our Students Rebekah de Wit, Study Abroad Coordinator Stacie Miller, Coordinator of Global Initiatives Debbie Trevathan, Chair of Global Education Curriculum Subcommittee

2. CCBC CCBC

4. Global Education Steering Committee • Director of CETL • Director of Global Education (6 release hours) • 2 Coordinators of Global Initiatives (6 release hours) • 1 Coordinator of Study Abroad (6 release hours)

5. It takes: • Dedication • Support • Structure • Collaboration

6. Global Initiatives • Center for Excellence in Teaching and Learning (CETL) Developing Global Citizenship Workshop Series • Intercultural Dialogues: Classroom Visits • The Program of Global Distinction

7. Faculty Global Citizenship Certification • Purpose: To encourage faculty to increase their global knowledge and intercultural competencies and pass this on to their students. • Attend 6 sessions of an in-house workshop series. Workshops topics include: “Building Intercultural Competencies,” “Intercultural Conflict Resolution,” “Religious Practices in the Classroom,” and “Getting to Know ESOL Students.” • Create, implement, and present a classroom or campus project. • This certificate counts as professional development for faculty and is sponsored by CCBC’s Center for Teaching and Excellence.

8. INTERCULTURAL DIALOGUES • International/ESOL Students visit classes in various disciplines (English, Speech, World Languages, Music, Theatre, World Literature, etc.) • They have the opportunity to dialogue with students in the courses on a variety of topics (such as holidays, religion, health care, and women’s issues in their native countries). • This program facilitates an open exchange between individuals with different cultural backgrounds. • Students enrolled in the course are able to ask the international students questions. • Instructors may work with students beforehand in order to tailor the dialogue to their curriculum.

9. Student Pathway to Global Competence Howard Community College The Community College of Baltimore County Mission: To provide the framework that insures students become global citizens and are prepared for both academic and professional endeavors in the interconnected and interdependent world of the 21st century

10. The Globally Distinct Scholar • Global Portfolio; • Recognition of Global Distinction on transcript; and • Letters of recommendation from program advisors.

11. Globally-Intense Courses Globally-Intensive Courses ENGL 102: College Composition II ENGL 205: World Literature ENGL 206: World Literature II ENGL 260: Holocaust Literature HUMN 206: Post Colonial Literature INTR 102: American Sign Language II INTR 121: Deaf Issues Past and Present MUSC 109: Survey of World Music PHIL 131: Philosophy of World Religions SPCM 101: Fundamentals of Speech Communication SPCM 252: Intercultural Communication GEOG 102: Introduction to Cultural Geography CRJU 204: Comparative Crime & Criminal Justice OFAD 160: Computers in the Business World MGMT 105: Principles of Management PSYC 101: Introduction to Psychology PSYC 103: Human Development SOCL 101: Introduction to Sociology AVMT 101: Aviation History and Development POLS 141: International Relations MNMT 101: Introduction to Business HLTH 125: Holistic Health HRMT 210: Travel, Leisure, & Tourism • Professors must explain how they incorporate global themes into: • Lectures and Discussion • Assignments (tests, papers, projects) • Readings • Activities (intercultural dialogues and events)

12. CCBC GLOBAL EDUCATION

13. Study Abroad in the Community College Context • Challenges for • Student Participation • Cost • Time commitments: work, family, etc. • Limited travel experience • Tight 2-year curriculum

14. Study Abroad in the Community College Context • So Why Do It? • For students • Less U.S.-centric perspective • Stereotype breakdown • New insights into goals/available paths • Confidence traveling

15. Study Abroad in the Community College Context • Challenges for the • Institution • Financial support • Legal support • Flexibility within county rules/ • processes • Faculty travel experience

16. Study Abroad in the Community College Context • So Why Do It? • For faculty • More globalized curriculum on campus • New insights to convey to students on campus • Enthusiasm for topic/job

17. Study Abroad in the Community College Context • SOLUTION: Faculty-Led Study Abroad • Short term = more accessible • Introduction for novice travelers • Course tailor-fit to own curriculum • But can be pricy

18. Study Abroad in the Community College Context • SOLUTION: • External/Independent Study Abroad • List of inexpensive study abroad programs • Volunteer/work abroad – inexpensive • Programs at institutions where students will transfer • Fieldwork or independent study abroad

19. Study Abroad in the Community College Context • Keys for Success: • Accessibility and Recruitment • Feature a variety of programs. • Highlight inexpensive, short-term options. • Show students they can do it.

20. Study Abroad in the Community College Context • Keys for Success: • Faculty Involvement • Look for experience and enthusiasm. • Offer information sessions and a website with resources. • Offer incentives for participation (performance review, publicity, small stipend/seed money, etc.) • Have a process for vetting program proposals.

21. Study Abroad in the Community College Context • Keys for Success: • Administrative Needs • Know that your upper administration is on board. • Be able to access legal counsel. • Have access to some funds – even available only for emergency use.

22. Bridging Cultures Through Global Education at CCBC Thank You!

23. CURRICULUM SUBCOMMITTEE

24. GLOBAL COURSE OBJECTIVES • How to have a far-reaching effect? • Every Gen. Ed. Required class will have at least one objective that promotes global awareness. • CCBC core competencies include: • Communication • Problem Solving • Independent Learning and Personal Management • Global Perspective and Social Responsibility • Competencies are assessed.

25. Developed criteria for global objectives • Sent a proposal to the General Education Review Board • Proposal forwarded to college senate • Curriculum and Instruction Committee monitors requirement • 3-year review • new course proposals • course revisions Senate Proposal • The Common Course Outlines for General Education courses will include at least one objective that promotes student awareness of the global, interdependent nature of life in the twenty-first century.

26. Program of Global Distinction • How to establish standards and bring consistency to the program? • Wrote criteria for courses • Designed an application form • Texts and supplemental materials • Lectures and discussions • Student Assessments • Activities • Summary statement (why) • Review all courses • Award Certificates Global Course

27. Global Course Designator The “GL” designator : • identifies global courses in the schedule of classes, • marks global courses on student transcripts, • allows administrators to track and record student progress, through the program.

28. Your Turn • What existing global initiatives do you have at your institution? • What new initiatives have you begun or do you hope to implement at your college? • What obstacles to promoting global programs do you face or anticipate? • Do you have any questions for us?

29. Contact Information • Rebekah de Wit • Coordinator of Study Abroad rdewit@ccbcmd.edu • Dallas Dolan • Director of the Center for Teaching and Learning ddolan@ccbcmd.edu • Stacie Miller • Coordinator of Global Studies smiller@ccbcmd.edu • Debbie Trevathan • Chair of the GEAB Curriculum Committee dtrevathan@ccbcmd.edu