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Community Colleges: Globalization in the Curriculum

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Community Colleges: Globalization in the Curriculum Dr. Rebecca S. Lake National-Louis University Community College Leadership Doctoral Program – PowerPoint PPT presentation

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Title: Community Colleges: Globalization in the Curriculum


1
Community Colleges Globalization in the
Curriculum
  • Dr. Rebecca S. Lake
  • National-Louis University
  • Community College Leadership Doctoral Program
  • 122 So. Michigan Avenue
  • Chicago, Illinois 60603
  • Rebecca.Lake_at_nl.edu 312-261-3534

2
Purpose and Objectives
  • Purpose to discuss and begin to integrate
    globalization in community college
    curriculums
  • Four Learning Objectives
  • Objective 1. Understand a general definition of
    the concept globalization
  • Objective 2. Identify the need to integrate
    globalization seamlessly in diverse curriculums
  • Objective 3. Begin conceptual groundwork for
    integration of globalization in curricula and/or
    courses
  • Objective 4. Begin initial development of global
    student learning objectives reflected in student
    activities for various curricula and/or courses

3
4 Creative Group Activities
  • These are
  • 1. for 5 minutes create a definition of
    globalization
  • 2. for 10 minutes lay a foundation of
    globalization in courses/curriculums
  • 3. for 15 minutes list possible global
    topics
  • 4. for 20 minutes list possible student
    learning activities

4
Presentation Objective 1
Definition of Globalization
  • We All Know.. The world is shrinking, or as
    Thomas Friedman (columnist for New York Times)
    believes, the world is flat.
  • Travel is a perfect example of our
    shrinking and flattening world.

5
Examples
McGraw-Hill International Business 2005
6
Group Activity Define Globalization?
  • A 5 minute writing exercise
  • Take 5 minutes to write a definition of
    globalization for your community college and then
    share it with someone at your table.
  • What are the shared elements?

7
Globalization Defined
  • "Globalization refers to the process whereby
    countries become more integrated via movements of
    goods, capital, labor people, and ideas.
    (David Bloom, 2002)
  • Whether one wants to be or not . People of the
    world are inextricably linked in such a way that
    local happenings are shaped by events happening
    miles away.
  • (Anthony Giddens, 1990)

8
Global Influence is in Flux
  • Impact of globalization is uneven at times
    uneven in places around the world
    Influence Always present

9
Globalization Influence is Nuanced
  • It is nuanced according to locality (local area,
    national, world region), use of language(s),
    politics, economics, technology, communication
    cultures.
  • Does not take place on a level playing field.
    Cross-border flows between nations are not
    symmetrical. Nor is every national system engaged
    with every other to the same extent or intensity
    nor at the same time.
  • Nations, organizations and institutions bring
    varying capacities and agendas to the global
    venue.

10
BUT Cant Stop Its Influence
11
Global Changes Reflecting Globalization
  • Rise of the networked society
  • Shifting restructuring of the worlds economic
    system
  • Political reshaping of the world . the
    restructuring emergence of multi-faceted
    inter-relationships
  • Growing real . but also virtual mobility
  • Erosion of the nation-state ... borderless
  • Complex cultural developments
  • Demographic shifting migration

12
Global Interconnectedness
  • A unstoppable widening and speeding up of world
    interconnectedness
    Compression of time and space, results
    an interconnectedness interdependence reshaping
    social, economic political and cultural life
    into a single place global

13
Presentation Objective 2 Identify need to
Integrate Globalization
  • No individual --- in America --- or living
    anywhere in the world can be said to be Free
  • if they do not understand the forces
    influencing impacting their lives.

14
Shifting to 21st Century Thinking
  • New, advanced form of capitalism in which
    knowledge and ideas are the main source of
    economic growth (seems to be more important than
    land, labor, money, or other tangible
    resources).
  • Knowledge is defined and valued not for what
    it is, but for what it can do. Todays
    tomorrows global marketplace requires a variety
    of new kinds of workers, with new different
    skill sets, critical thinking abilities and
    problem solving aptitudes.

15
The Global Knowledge Age
  • The meaning of Knowledge is changing. Knowledge
    is no longer being thought of as stuff that is
    developed (and stored) in the minds of experts,
    represented in books, or allocated into
    disciplines.
  • Instead, today Knowledge is thought of as being
    like a form of energy, as a system of integrated
    collaborative networks something that does
    things, or makes things happen ...
    Fueled by
    education.

  • (21st Century Thinking, 2009)

16
For Community College Graduates
  • Today's graduates are likely to change jobs
    careers several times
  • Oral written communication skills more
    important than ever
  • Ability to critically think problem solve are
    crucial
  • Cross-cultural communication knowledge
    increasingly important
  • Creativity innovation are keys to success

17
Pressures for Change at Community
College
  • 1. Business Industry economic needs (global
    workforce preparation)
  • 2. Expectation of practical competencies
  • 3. Education confers global competitiveness
  • 4. Growth of proprietary education businesses
  • 4. Increased number demographic diversity of
    students
  • 5. Students (stakeholders) now live in the Age of
    Convenience (time place important)
  • 6. Accountability funding controls

18
Driving Forces Altering Community
College Missions
  • Community Colleges are responsive to
    constituents and stakeholders all affected by
    global forces
  • Reflected in the following
  • 1. Government funding
  • 2. Constituent (consumer) choice
  • 3. Business industry demands

19
How Are Global Changes Reflected in
Community Colleges?
  • Reflected in institutional behaviors
    represented by changing missions and alterations
    in educational priorities (instructional delivery
    curriculums) and work done in the institution
    by all (driven by technology).
  • Community colleges should not be passive
    recipients of globalizations influence.

20
A Rhetorical Question???
  • How do we often respond to need for change in
    higher education?

21
An Allegory The Horse Story
  • Common advice from knowledgeable horse
    trainers includes the old adage about change
    When the horse dies, dismount.
  • Seems simple enough. Yet in higher education,
    we dont always follow that advice. Instead we
    often choose from an array of alternatives which
    include

22
An array of alternatives we employ
  • We say things like, This is the way weve always
    ridden the horse!
  • Appoint a committee to study the horse
  • Arrange to visit other sites where they ride dead
    horses more efficiently
  • Compare how were riding now with how we rode ten
    or twenty years ago
  • Complain about the state of horses these days.
  • (Any of these sound
    familiar?)

23
Engaging in Change by Adding Globalization
to Curriculums
  • Everything, by nature, is constantly changing and
    evolving
  • .(what doesn't change?)
  • Adding concept of globalization to courses
    curriculums is needed at community colleges
  • Administrators Faculty guide
    these changes!

24
What Does This Mean for Your
Community College?
  • Questions looking for answers What does all
    this talk about Globalization have to do with our
    community college and its curriculums? Some
    faculty already doing it, isn't that enough?
  • How does the embedding of globalization help our
    students?
  • And, how do we go about doing it anyway without
    re-writing all the courses?

25
GLOBALIZATION
The World
United States
Stakeholders Served at Your Community College
26
No Longer Sufficient .. the 3 Fs
  • To gain an understanding of globalization use of
    the 3 Fs is no longer sufficient for higher
    education institutions
  • 1. Foods
  • 2. Flags
  • 3. Festivals

27
What is Your Colleges Current
Mission Statement?
  • Does it have some reference to
  • Appreciating diversity
  • or
  • Cultural awareness ?

28
Words in the MissionDoes is Matter?
  • Words hold a great deal of power
  • Diversity
  • Multiculturalism
  • Internationalization
  • Globalization (More encompassing)

29
A New Mission Statement
  • A new mission statement needs to be written more
    reflective of globalization.

30
Issues to Consider
  • Given globalization is a constant
  • In a world of ever-increasing complexity, what
    are our obligations to teach how the world
    works?
  • How does faculty adapt or change educational
    paradigms to be more responsive to an
    increasingly interconnected world and
    far-reaching economic, social, political and
    technological changes resulting from
    globalization?
  • What should the focus include for your college?
    Implications for curricular
    content

31
Issues to Consider (cont)
  • Looking at demographic trends, how can your
    College meet educational needs, demands
    expectations of its stakeholders?
  • Educational challenges anticipating the
    knowledge, skills, critical thinking abilities
    wisdom needed for the globalized future
  • Goal today to begin working on a curricular
    scaffold for faculty to work collaboratively in
    shaping the future of education at your
    institution.

32
Presentation Objective 3 Laying
the Groundwork
  • Your College not being a passive recipient of
    globalization . But is actively involved in
    guiding this phenomena not only transforms but is
    transformative to the institution
  • Global Studies (inclusion of globalization)
  • not found only in a single discipline or
    even multidisciplinary
  • Needs to be found in all the
    disciplines offered at your College

33
A Curricular Scaffold Assists in Making
the How To Decisions
Globalization What is.
Globalization in the curriculum
Guidelines How do I.
Mission Statement Where is it .
Curriculum Worksheets SLO Activities
34
Building the Scaffold Which Type?
  • So everyone is on the same page, moving in the
    same direction .. can take 2 different routes
    for courses and programs
  • 1. An umbrella scaffold (framework) uniform
    for all programs or courses
  • 2. As more of a hidden or embedded scaffold
    (framework) specific to each program or
    course

35
Globalization as an Umbrella
  • Viewed as a uniform overarching umbrella
    contains similar components found in all
    curriculums

36
Globalization Embedded in Curricula
  • Viewed as embedded or hidden strands .
    specific to each program or course

37
Group Activity Which way to go?
  • A 10 minute writing exercise discipline
    specific
  • Take 10 minutes to list the pros and cons of each
    route to help you decide, which scaffold to use
    in your discipline
  • 1. an umbrella 2. more embedded

38
Content Management Topics
  • Academic Topics Interesting, dynamic,
  • contextual
  • How to treat content personalized to
    reflect the discipline
  • Talk to other faculty already doing this for
    ideas forms (work smart)

39
Suggested Curricular Content
  • Suggested 21st Century Curricular Content to
    assist in preparing students for the global
    marketplace
  • State-of-the-planet attentiveness (a global
    awareness)
  • Cross-cultural awareness
  • Understanding of the interrelatedness of global
    problems, issues concerns
  • Development of participatory skills

40
21st Century Curricular cont
  • Acquisition of analytical critical thinking
    skills with awareness of multiple perspectives
  • Financial, economic, business entrepreneurial
    literacy
  • Civic and political literacy
  • Health and wellness awareness

41
Group Activity Topic Ideas
  • A 15 minute writing exercise discipline
    specific
  • Take 15 minutes to list global topics to include
    in the curriculum
  • To help, ask yourself these types of questions
  • 1. what is in the news?
  • 2. what have you overheard students
    talking about?
  • 3. what is current in your discipline? 4.
    what is in pop culture, movies, music, etc.?

42
Significance of Curricular Changes
  • Possible Benefits to your College that accrue
    when concepts of globalization are embedded in
    curriculums
  • a stronger sense of institutional identity or
    Mission the Globalized Community College is
    nurtured
  • increased enrollment can occur (stress the global
    perspective)
  • significantly better rates of student retention
    and performance may occur (students more
    interested)

43
Benefits to Your College Incorporating Concept
of Globalization
44
Community Colleges Transforming
  • College is Not Sitting Still
  • College is Taking the Initiative
  • College is Student Centered
    OR What are you here for if not for
    education of the student?

45
Final Presentation Objective 4
Student Learning Activities
  • A 20 minute writing exercise discipline
    specific
  • Begin the initial development of globalization
    student learning activities in various curricula
    or courses
  • Take 20 minutes
  • 1. To write a few student learning outcomes
  • 2. Come up with fun activities!
  • 3. Faculty already doing this can help you
  • 4. In addition. Ask your students for
    activity ideas

46
Assessment Exit Card for this Presentation
  • 3 things I learned
  • 2 things I liked
  • 1 thing I still have a question about
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