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THE GLOBAL DISTINCTION PROGRAM
THE COMMUNITY COLLEGE OF BALTIMORE COUNTYHOWARD COMMUNITY COLLEGETHE LEAGUE OF INNOVATIONMARCH 4, 2012
A STUDENT PATHWAY TO GLOBAL COMPETENCE
PROGRAM OVERVIEWRationale for the Global Distinction program
Tara Ebersole, PhD, The Community College of Baltimore County
Process for developing the program Mary Beth Furst, Howard Community College Program overview and next steps
Stacy Korbelak, Howard Community College Encarni Trueba, The Community College of Baltimore County
Assessment and comments
WHY CREATE A GLOBAL DISTINCTION PROGRAM?
THE FOLLOWING EDUCATIONAL ORGANIZATIONS RECOGNIZE AND RECOMMEND GLOBAL EDUCATION AS A HIGH PRIORITY TO PREPARE STUDENTS FOR TODAY'S INTERCONNECTED WORLD:
• American Association of Community Colleges
• American Association of Colleges & Universities
• National Geographic Survey of Geographic Literacy
• American Council for Education
AAC&U SURVEYSEmployers:
63% of employers stated that too many recent college graduates do not have the skills to be successful in today’s global economy.
Colleges and universities should be doing more to prepare today’s graduates and to ensure that the US remains competitive in the global economy.
Graduates:Only 39% of students surveyed feel that college prepared them well for
success in today’s global economy.Those students ranked Global Issues as a learning outcome that they saw as
a top priority.
On the National Geographic Survey of Geographic Literacy, most young adults between the ages of 18 and 24 demonstrate a limited understanding of the world:• Only 37% of young Americans can find Iraq on a map.
• 20% of young Americans think Sudan is in Asia.
• 48% of young Americans believe the majority population in India is Muslim.
• Half of young Americans can not find New York on a map.Approximately 8% of United States undergraduates take foreign language courses (U.S.
Department of Education).Foreign language degrees account for only 1% of undergraduate degrees conferred in
the United States (U.S. Department of Education).
GLOBAL CAMPUSES
Small numbers in Study Abroad Few participate in global events and programs Informal surveys revealed that global awareness was not increasing General Education assessment showed cultural awareness was
weak
GLOBAL LEARNING FOR ALL
HOW WE CREATED A GLOBAL DISTINCTION
PROGRAM
GLOBAL DISTINCTION FACULTY LEARNING COMMUNITY
CCBC and HCC• CCBC has award winning assessment program
• HCC has award winning global activities
Goals: To share ideasTo explore best practicesTo create a Program of Global Distinction for
Maryland Community Colleges
REACHING STUDENTS
By Infusing Global Perspectives General Education CurriculumFine Art HistoryEnglish Math
METHODS IN A GLOBALIZED CURRICULUM
Method #1: Course contains a global elementMethod #2: One unit in the course is globally orientedMethod #3: Global elements are integrated
throughout the courseMethod #4: The entire course has a global orientation
MISSION STATEMENT
The Program of Global Distinction provides the framework to ensure that students become global citizens and are prepared for both academic and professional endeavors in the interconnected and interdependent world of the 21st century.
THE PROGRAM Goals
1. Greater intercultural competency in both academic and professional areas.
2. Improved sensitivity to other languages and cultures. 3. Greater competency when dealing with people from other
cultures. 4. Enhanced ability to integrate the importance of diversity, civic
engagement and social responsibility in a global framework. 5. Better preparation for successful participation in a dynamic and
interconnected world. 6. Greater awareness of personal cultural norms and how they
shape views and perspectives.
THE TOOLSCreate an Advisor’s Handbook to address
eligibility, admissions requirements, recruitment strategies, eligible courses, and portfolio requirements.
Review and select assessment strategies, including Milton Bennett’s Intercultural Sensitivity scales, Transformative Learning Principles, and course objectives & outcomes.
ADVISOR’S HANDBOOK
WHAT DOES OUR GLOBAL DISTINCTION PROGRAM LOOK LIKE?
THREE APPROACHES
Globally Focused Curriculum
On-campus Activities
Study Abroad or Domestic Immersion
Maryland Community College Global Distinction Program
InternationalActivities & Dialogue
Speakers,Film SeriesField Trips
Study Abroad
Equivalent Domestic Intercultural Experience
GlobalExperience
World Languages (sample courses) 2 semester
sequence or equivalent*
Arabic ChineseFrench German
Greek ItalianKorean Spanish
Russian
Globalized Curriculum15 Credits
General EducationGlobally Intensive
Courses (sample courses)
ANTH-120 Comparative World CulturesECON-205 International Economics
GEOG-101 Intro to World GeographyFILM-172 Intro. to World CinemaPHIL-201 Religions of the World
POLI-202 International Relations and Contemporary American Foreign Policy
+
Recruitment:
* Recruit from globally intense courses* Marketing strategies:
- Web Site HCC and CCBC- School Magazines- Flyers and Bookmarks- School Fairs- Notation in syllabus- Facebook:
www.facebook.com/GlobalDistinction
THE PROGRAM
Selection:
* Open to all majors* No minimum entrance GPA* On-line application * Entrance interview* Blackboard/Canvas (LMS)
THE PROGRAM
THE BENEFIT TO STUDENTS
• Recognition on transcripts or letters of recognition at transfer or graduation
e-Portfolio
• Learning Management System• Semester event reflections• Sample coursework• Study abroad or internship • Letters and Recognition
PREPARING FOR GRADUATION OR TRANSFER
NEXT STEPS
•Increase enrollment through recruitment efforts•Evaluate the program using selected assessment tools•Promote adoption of the program throughout Maryland’s community college system•Improve recognition and transferability to four year colleges•Continue to bring key stakeholders to the table•Build community amongst the GD students
ASSESSMENT RATIONALE1. Greater intercultural competency in both academic and
professional areas.• Milton J. Bennet survey “A Developmental Model of Intercultural
Sensitivity”
2. Improved sensitivity to other languages and cultures.• Successful completion of a world language sequence, and, • Milton J. Bennet survey “A Developmental Model of Intercultural
Sensitivity”
3. Greater competency when dealing with people from other cultures.
• Transformative Learning Interview
4. Enhanced ability to integrate the importance of diversity, civic engagement and social responsibility in a global framework.
• Successful completion of globally intensive coursework.
5. Better preparation for successful participation in a dynamic and interconnected world.
• Transformative Learning Interview
6. Greater awareness of personal cultural norms and how they shape views and perspectives.
• Milton J. Bennet survey “A Developmental Model of Intercultural Sensitivity”
ASSESSMENT
ASSESSMENT
If we are all becoming global citizens, what then are our civic responsibilities?
Colleges and universities across the United States have responded to this question by making the development of global citizens part of their core mission.”
Lewin, 2009
Left to rightJean Svacina, PhD (HCC), Sarah Saxer (HCC), Encarni Trueba
(CCBC), Rachele Lawton, PhD (CCBC), Tara Ebersole, PhD (CCBC),
Stacy Korbelak (HCC), Mary Beth Furst (HCC)
www.howardcc.edu/globaldistinction
www.ccbcmd.edu/ge/global_distinction
CONTACT INFORMATIONTara Eisenhauer Ebersole, PhD
Professor of Biology and STEM Liaison, CCBC443.840.5948 |[email protected]
Mary Beth FurstAssistant Professor, Business, HCC443.518.4929 | [email protected]
Encarni TruebaAssociate Professor of Biology and Co-Coordinator of Global Initiatives, CCBC443-840-4682 | [email protected]
Stacy KorbelakAssistant Professor of English and Coordinator of Global Distinction, HCC,443-518-4299, | [email protected]