The Global Distinction Program

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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

MANAGING THE FLCThe Need for Collaboration

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 |tebersole@ccbcmd.edu

Mary Beth FurstAssistant Professor, Business, HCC443.518.4929 | mbfurst@howardcc.edu

Encarni TruebaAssociate Professor of Biology and Co-Coordinator of Global Initiatives, CCBC443-840-4682 | etrueba@ccbcmd.edu

Stacy KorbelakAssistant Professor of English and Coordinator of Global Distinction, HCC,443-518-4299, | skorbelak@howardcc.edu