CURRENT TRENDSCURRENT TRENDS IN IN POSTSECONDARY POSTSECONDARY

CURRICULUM DEVELOPMENTCURRICULUM DEVELOPMENT

Instructional Cabinet RetreatInstructional Cabinet Retreat

Tatiana NazarenkoTatiana Nazarenko

August 27, 2008August 27, 2008

CURRICULUMCURRICULUM

Internationalization

Learning Communities

Interdiciplinarity

INTERDISCIPLINARITYINTERDISCIPLINARITYWhy Interdisciplinarity?Why Interdisciplinarity?

The real-world problem-solving is an The real-world problem-solving is an integrated interdisciplinary processintegrated interdisciplinary process

How can we properly describe interdisciplinary How can we properly describe interdisciplinary programs/courses?programs/courses?

Proper identification of interdisciplinary Proper identification of interdisciplinary courses in the calendar and on students’ courses in the calendar and on students’ transcriptstranscripts

Other?Other?

GLOBALIZATION & GLOBALIZATION & INTERNATIONALIZATIONINTERNATIONALIZATION

The term ‘globalization’ is sometimes used interchangeably with The term ‘globalization’ is sometimes used interchangeably with ‘internationalization,‘internationalization,’ ’ andand the differences between the two are not the differences between the two are not clear-cut. clear-cut.

GlGlobalizationobalization isis viewed as the catalyst while viewed as the catalyst while internationalizationinternationalization is is the the proactive proactive responseresponse. . InternationalizationInternationalization is also understood as a is also understood as a set of possible institutional behaviors influenced by globalizing set of possible institutional behaviors influenced by globalizing processes.processes.

Proactive response to globalization includes multiple activities, Proactive response to globalization includes multiple activities,

programs, and services that fall within curriculum development and programs, and services that fall within curriculum development and adaptation, international education exchange, international studies, adaptation, international education exchange, international studies, and other and other institutional behaviorsinstitutional behaviors aimed at strengthening aimed at strengthening institutional profile, quality enhancement, alternative revenue institutional profile, quality enhancement, alternative revenue generation, networksgeneration, networks and strategic alliances.and strategic alliances.

At the Retreat, we will focus exclusively on internationalization of At the Retreat, we will focus exclusively on internationalization of curriculum.curriculum.

INTERNATIONALIZATION OF INTERNATIONALIZATION OF CUTRICULUM CUTRICULUM

Why Internationalization?Why Internationalization? Centralia College is located in a ‘trading state’ heavily dependent upon and Centralia College is located in a ‘trading state’ heavily dependent upon and

integrated within the global economyintegrated within the global economy

To be competitive in a global economy Washingtonians need toTo be competitive in a global economy Washingtonians need to understand, respect and learn from cultural differencesunderstand, respect and learn from cultural differences recognize the interconnections and inequalities that define global liferecognize the interconnections and inequalities that define global life think and act as responsible members of their local and global think and act as responsible members of their local and global

communitiescommunities

In today’s global workforceIn today’s global workforce ccompanies need to adapt to different client and customer base in ompanies need to adapt to different client and customer base in

region focused marketingregion focused marketing ccompanies acquire, merge, or partner with other firms to promote ompanies acquire, merge, or partner with other firms to promote

business internationally business internationally tthe workforce has become progressively more diversehe workforce has become progressively more diverse eemployees are expected to relocate – often to destinations halfway mployees are expected to relocate – often to destinations halfway

around the worldaround the world

INTERNATIONALIZATIONINTERNATIONALIZATION What Should Students Know When They Graduate?What Should Students Know When They Graduate?

the knowledge of at least one new language and culture?the knowledge of at least one new language and culture? a recognition of interdependence among societies?a recognition of interdependence among societies? respect for other places and cultures?respect for other places and cultures? knowledge of critical transnational issues and problems, such knowledge of critical transnational issues and problems, such

as sustainable development? as sustainable development? other?other?

Assessment of the arguments that support or hinder Assessment of the arguments that support or hinder instituting a global learning component:instituting a global learning component:

How it is compatible with the existing diversity How it is compatible with the existing diversity requirement?requirement?

How will it effect time to degree/program completion?How will it effect time to degree/program completion?

Developing Global Competence inDeveloping Global Competence in Students: A New Approach to Students: A New Approach to Internationalizing CurriculumInternationalizing Curriculum

Frequently CitedFrequently Cited Global Competence Components:Global Competence Components:

KnowledgeKnowledge Basic facts and concepts of globalizationBasic facts and concepts of globalization Comparative politics, global economyComparative politics, global economy Country/region specific informationCountry/region specific information

SkillsSkills Putting knowledge into practicePutting knowledge into practice Ability to communicate and work comfortably in other Ability to communicate and work comfortably in other

countries/culturescountries/cultures

Attitudes/beliefsAttitudes/beliefs Tolerance of other cultures and their approachesTolerance of other cultures and their approaches Appreciation for other culturesAppreciation for other cultures Respect for other cultures and understanding of the pros Respect for other cultures and understanding of the pros

and cons of various cultures including ones’ own cultureand cons of various cultures including ones’ own culture

Models for Instilling Global CompetenceModels for Instilling Global Competence

Menu of options: international studies courses, language courses, Menu of options: international studies courses, language courses, study abroad, service learning, and internship opportunities: study abroad, service learning, and internship opportunities: most most institutions of postsecondary learninginstitutions of postsecondary learning

Global / International studies: Global / International studies: BCC; NSCC; SCCC

Global Pathways:Global Pathways: Shorelinehoreline CC CC

Certificates in International or Global Studies: Certificates in International or Global Studies: Kansas U

Rethinking and restructuring the curriculum in order to meet global Rethinking and restructuring the curriculum in order to meet global competence requirements: competence requirements: Georgia Institute of Technology; U of California, Davis; Eleanor Roosevelt College, U of Washington (?)

Flow from humanities and social sciences Flow from humanities and social sciences disciplinesdisciplines

Difficulty integrating global competencies into Difficulty integrating global competencies into intensive curriculum of sciences and technical intensive curriculum of sciences and technical professional programsprofessional programs

General as well as discipline-specific global General as well as discipline-specific global competence desirablecompetence desirable

Difficulty developing tools for measuring global Difficulty developing tools for measuring global competences and skills competences and skills

Adequate recording of global competences and Adequate recording of global competences and skills in diplomas/ on students’ transcriptsskills in diplomas/ on students’ transcripts

Problems with Current Problems with Current ApproachesApproaches

Measuring Global Competences and Skills and Measuring Global Competences and Skills and Recording Them on Students’ TranscriptsRecording Them on Students’ Transcripts

U of Kansas: Global Awareness ProgramGlobal Awareness Program (GAP)(GAP) Certification PortfolioCertification Portfolio includes:

International Experience: Study Abroad Academic Component:

Foreign Language Courses with an international focus

Co-Curriculum Activities Events Clubs or organizations Volunteer Activities Modern Foreign Languages activities

Alverno College:The Diagnostic Digital PortfolioThe Diagnostic Digital Portfolio (DDP)

Georgia Tech:Diploma with designator: “BS in Biology: International Plan”Diploma with designator: “BS in Biology: International Plan”

U of WashingtonG-designator for courses with global focusG-designator for courses with global focus

GLOBAL STUDIES/PATHWAYS in GLOBAL STUDIES/PATHWAYS in WAWA

BCC: Global Studies BCC: Global Studies http://www.bellevuecollege.edu/globalstudies/programs.htmlhttp://www.bellevuecollege.edu/globalstudies/programs.html

Highline: : Culture, Gender, Global Studies Department Highline: : Culture, Gender, Global Studies Department http://flightline.highline.edu/cgg/http://flightline.highline.edu/cgg/

NSCC: Global StudiesNSCC: Global Studies http://http://www.northseattle.edu/programs/transfer/global.htmwww.northseattle.edu/programs/transfer/global.htmIntegrated Studies Integrated Studies http://www.northseattle.edu/options/is/http://www.northseattle.edu/options/is/

SCCCSCCC: : Global StudiesGlobal Studies http://http://www.seattlecentral.edu/users/crc/ce_gs.htmwww.seattlecentral.edu/users/crc/ce_gs.htm

CascadiaCascadia:: Integrated Studies Integrated Studies,, Global Studies EndorsementGlobal Studies Endorsementhttp://www.cascadia.edu/InstructionalPrograms/assocIntegratedStudies.asphttp://www.cascadia.edu/InstructionalPrograms/assocIntegratedStudies.asp

TacomaTacoma:: Pacific Rim Studies Pacific Rim Studieshttp://www.tacomacc.edu/academics/artshumanitiesandsocialsciencesdivision/socialsciencesprogram/http://www.tacomacc.edu/academics/artshumanitiesandsocialsciencesdivision/socialsciencesprogram/pacificrimstudies.aspxpacificrimstudies.aspx

Everett: Global Studies Landing PageEverett: Global Studies Landing Pagehttp://www.everettcc.edu/search/index.cfm?search=global+studies&submitform=Searchhttp://www.everettcc.edu/search/index.cfm?search=global+studies&submitform=Search

Shoreline: Global PathwayShoreline: Global Pathway http://www.shoreline.edu/globalpathways/http://www.shoreline.edu/globalpathways/

Skagit ValleySkagit Valley: : Global AwarenessGlobal Awareness http://www.skagit.edu/directory.asp_Q_pagenumber_E_350 http://www.skagit.edu/directory.asp_Q_pagenumber_E_350

Edmonds: Sociology: Introduction to Global StudiesEdmonds: Sociology: Introduction to Global Studieshttp://www.edcc.edu/courses/default.php?d=70http://www.edcc.edu/courses/default.php?d=70

SpokaneSpokane: General Studies: GENST 108 - Learning for the 21st Century (5 cr); GENST 130 - Life Perspectives Seminar (1 : General Studies: GENST 108 - Learning for the 21st Century (5 cr); GENST 130 - Life Perspectives Seminar (1 cr)cr)http://www.ccs.spokane.edu/courselist/crsdesc.asp?lst=GENSThttp://www.ccs.spokane.edu/courselist/crsdesc.asp?lst=GENST

Learning CommunitiesLearning Communities Learning Communities (LCLearning Communities (LC/CLC/CLC)) can be defined as “a can be defined as “a

variety of curricular approaches that variety of curricular approaches that intentionally intentionally link or cluster two or morelink or cluster two or more courses courses, often around an , often around an interdisciplinary theme or problem, and enroll a interdisciplinary theme or problem, and enroll a common cohort of students”common cohort of students” to explore connections to explore connections between areas of study and to foster deeper, more between areas of study and to foster deeper, more meaningful learning relationships among faculty and meaningful learning relationships among faculty and studentsstudents (Barbara L. Smith, Jean MacGregor, Roberta Matthews, and Faith Gabelnick. Learning Communities: Reforming Undergraduate Education, 2004, p.20)

TThere are many different kinds of Learning here are many different kinds of Learning Communities offered by over 500 colleges and Communities offered by over 500 colleges and universities in the US and Canadauniversities in the US and Canada

Learning Communities National Resource Center: Learning Communities National Resource Center: Evergreen State College Evergreen State College http://www.evergreen.edu/washcenter/lcfaq.htmhttp://www.evergreen.edu/washcenter/lcfaq.htm

Learning Communities in Learning Communities in WAWA

Skagit ValleySkagit Valley:: students register for each of the paired students register for each of the paired coursescourses, , which usually have been scheduled to meet for a which usually have been scheduled to meet for a single block of time. Assignments and classroom activities single block of time. Assignments and classroom activities are designed to reinforce the learning in each course and to are designed to reinforce the learning in each course and to help students understand how the concepts and skills of the help students understand how the concepts and skills of the two subject areas are connected. Often, students will two subject areas are connected. Often, students will complete assignments that receive credit in both classes. complete assignments that receive credit in both classes. For the most part, being in a Learning Community is like For the most part, being in a Learning Community is like taking a single, "expanded" course.taking a single, "expanded" course.

NSCC:NSCC: two or moretwo or more individual individual courses courses are combined or are combined or linked linked into one integrated learning experienceinto one integrated learning experience (integrated (integrated courses). These coursescourses). These courses

offer an opportunity to earn credits from two or three different offer an opportunity to earn credits from two or three different disciplines in one coordinated 8 to 15-credit package disciplines in one coordinated 8 to 15-credit package

are organized around a central theme or question rather than a are organized around a central theme or question rather than a particular academic discipline particular academic discipline

have faculty teams providing students with perspectives from have faculty teams providing students with perspectives from different academic disciplines.different academic disciplines.

WHY LEARNING COMMUNITIES? WHY LEARNING COMMUNITIES? Frequently Cited Goals of Learning CommunitiesFrequently Cited Goals of Learning Communities

Goals for Students:Goals for Students: Improve retentionImprove retention Increase student learning and achievementIncrease student learning and achievement Increase time on task both in and out of classIncrease time on task both in and out of class Promote active learning and teamwork skillsPromote active learning and teamwork skills Develop student leadershipDevelop student leadership Increase the success rate for underrepresented Increase the success rate for underrepresented

studentsstudents

WHY LEARNING COMMUNITIES?WHY LEARNING COMMUNITIES? Frequently Cited Goals of Learning Frequently Cited Goals of Learning

CommunitiesCommunities

Goals for FacultyGoals for Faculty Increase experimentation within curriculumIncrease experimentation within curriculum Broaden pedagogical repertoire of facultyBroaden pedagogical repertoire of faculty Increase faculty engagement with one anotherIncrease faculty engagement with one another Promote deeper interaction among faculty and Promote deeper interaction among faculty and

studentsstudents Promote interaction between junior and senior Promote interaction between junior and senior

facultyfaculty Promote stronger relationships among faculty and Promote stronger relationships among faculty and

student affairs staffstudent affairs staff

WHY LEARNING COMMUNITIES?WHY LEARNING COMMUNITIES? Frequently Cited Goals of Learning Frequently Cited Goals of Learning

CommunitiesCommunities

Goals for InstitutionGoals for Institution Enhance the quality of educationEnhance the quality of education Foster a climate of innovationFoster a climate of innovation Increase the sense of community within the institutionIncrease the sense of community within the institution Promote meaningful collaboration between faculty and Promote meaningful collaboration between faculty and

staff, faculty and administrationstaff, faculty and administration Promote a culture of assessment and learning about Promote a culture of assessment and learning about

student learningstudent learning

Goals for CommunityGoals for Community Increase connection between the academy and the Increase connection between the academy and the

community by building learning communities with service community by building learning communities with service or civic learning componentsor civic learning components

SUGGESTIONS?SUGGESTIONS?IDEAS?IDEAS?

CRITIQUE?CRITIQUE?STRATEGIC PLAN?STRATEGIC PLAN?