The Global Distinction Program

1. The Global Distinction Program The Community College of Baltimore County Howard Community College The League of Innovation March 4, 2012 a Student Pathway to Global Competence FO

2. Program Overview • Rationale 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

3. Why create a Global Distinction program?

4. 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

5. AAC&U Surveys Employers: • 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.

6. 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).

7. 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

8. How we created a Global distinction program

9. Global Distinction Faculty Learning Community CCBC and HCC • CCBC has award winning assessment program • HCC has award winning global activities • Goals: To share ideas To explore best practices To create a Program of Global Distinction for Maryland Community Colleges

10. Managing the FLC The Need for Collaboration

11. Reaching students By Infusing Global Perspectives General Education Curriculum Fine Art History Math English

12. Methods in a Globalized Curriculum • Method #1: Course contains a global element • Method #2: One unit in the course is globally oriented • Method #3: Global elements are integrated throughout the course • Method #4: The entire course has a global orientation

13. 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.

14. 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.

15. The tools • Create 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.

16. Advisor’s handbook

17. What does OUR global distinction program look like?

18. Three Approaches • Globally Focused Curriculum On-campus Activities Study Abroad or Domestic Immersion

19. Maryland Community College Global Distinction Program Globalized Curriculum15 Credits General EducationGlobally Intensive Courses (sample courses) ANTH-120 Comparative World Cultures ECON-205 International Economics GEOG-101 Intro to World Geography FILM-172 Intro. to World Cinema PHIL-201 Religions of the World POLI-202 International Relations and Contemporary American Foreign Policy World Languages (sample courses) 2 semester sequence or equivalent* Arabic Chinese French German Greek Italian Korean Spanish Russian + InternationalActivities & Dialogue GlobalExperience Speakers, Film Series Field Trips Study Abroad Equivalent Domestic Intercultural Experience

20. The program 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

21. The program Selection: * Open to all majors * No minimum entrance GPA * On-line application * Entrance interview * Blackboard/Canvas (LMS)

22. The benefit to students • Recognition on transcripts or letters of recognition at transfer or graduation

23. Preparing for graduation or transfer • e-Portfolio • Learning Management System • Semester event reflections • Sample coursework • Study abroad or internship • Letters and Recognition

24. 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

26. Assessment rationale • 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”

27. assessment

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29. 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

30. www.howardcc.edu/globaldistinction www.ccbcmd.edu/ge/global_distinction Left to right Jean Svacina, PhD (HCC), Sarah Saxer (HCC), EncarniTrueba (CCBC), Rachele Lawton, PhD (CCBC), Tara Ebersole, PhD (CCBC), Stacy Korbelak (HCC), Mary Beth Furst (HCC)

31. Contact information • Tara Eisenhauer Ebersole, PhD • Professor of Biology and STEM Liaison, CCBC • 443.840.5948 |tebersole@ccbcmd.edu • Mary Beth Furst • Assistant Professor, Business, HCC • 443.518.4929 | mbfurst@howardcc.edu • Encarni Trueba • Associate Professor of Biology and Co-Coordinator of Global Initiatives, CCBC • 443-840-4682| etrueba@ccbcmd.edu • Stacy Korbelak • Assistant Professor of English and Coordinator of Global Distinction, HCC, • 443-518-4299, | skorbelak@howardcc.edu