1. Global Education at Community Colleges: A Growling Bear? March 20, 2016 Ontario, Level 2 1-2pm Presented By: Dr. Gayona Beckford-Barclay, Dr. Danielle James, Melissa Stitt, and Nancy Zimmerman League for Innovations in the Community College

2. Session Overview  Group Discussion  Definitions  CCBC’s Global Education Advisory Board  Course Examples

3. Group Discussion Why do you think this session is entitled “Global Education at Community Colleges: A Growling Bear?” Why do you think this session is entitled “Global Education at Community Colleges: A Growling Bear?” Does your organization/institution commit to integrating global themes across the disciplines? Does your organization/institution commit to integrating global themes across the disciplines? Do you have experience integrating global assignments in your courses? Do you have experience integrating global assignments in your courses?

4. Definitions Global Education is the umbrella term Global Education is the umbrella term Multicultural/Intercultural Education deals with diversity based on cultures Multicultural/Intercultural Education deals with diversity based on cultures “International Education refers to activities that foster contacts with individuals and institutions outside national or domestic borders” (Bakke and Tharp, 1994) “International Education refers to activities that foster contacts with individuals and institutions outside national or domestic borders” (Bakke and Tharp, 1994)

5. Definition: Globalization We are living in a world that has become more interconnected and increasingly diverse. “Global perspectives are necessary to deal with the globalization of this era ” (Gower, 2002)

6. Public’s View of Global Education (Survey Highlights) 63% say that languages/global knowledge is “very essential” or “essential” to the educational experience; 63% say that languages/global knowledge is “very essential” or “essential” to the educational experience; 79% of Americans surveyed agree that American higher education must do a better job of teaching students about the world if they are to be prepared to compete in the global economy. 79% of Americans surveyed agree that American higher education must do a better job of teaching students about the world if they are to be prepared to compete in the global economy. ( http://www.nafsa.org/Find_Resources/Advancing_Public_Policy_for_International_Education /Public_Opinion_Supports_International_Education/ )

7. Global Requirements for the Workforce Employers expect new hires to be prepared for the global workforce “Our nation’s long-term ability to succeed in exporting to the growing global marketplace hinges on the abilities of today’s students.” - J. Willard Marriott, Jr., Chairman and CEO, Marriott International, Inc.

8. Seven Shocking Statistics Illustrating the Importance of Global Education Sixty percent of secondary students ranked understanding different cultures the most important subject area, ahead of writing skills and math skills. Sixty percent of secondary students ranked understanding different cultures the most important subject area, ahead of writing skills and math skills. Nearly all (98 percent) of students in a recent survey agreed that a strong understanding of world history and events is critical to developing solutions to a global problem. Nearly all (98 percent) of students in a recent survey agreed that a strong understanding of world history and events is critical to developing solutions to a global problem. Nine out of 10 students, teachers, and industry leaders recognize that jobs are becoming increasingly international. Nine out of 10 students, teachers, and industry leaders recognize that jobs are becoming increasingly international. The number of multinational corporations rose from 7,000 in the 1990s to 65,000 in 2013. The number of multinational corporations rose from 7,000 in the 1990s to 65,000 in 2013.

9. Why Should Community Colleges be Concerned with Global Education?  Provide access to Higher Education  Provide the preparation, training, and services needed for success  Serve nearly 50 percent of undergraduate students (http://www.aacc.nche.edu/AboutCC/Documents/Facts14_Data_R3.pdf)

10. Institutional Commitment  Leadership commitment is key to the integration process.  A rural community college had highest integration score. (Beckford, 2003) (Beckford, 2003)

11. CCBC’s Global Education Commitment Director of Global Education Global Education Advisory Board (GEAB) Coordinator Global Initiatives Coordinator Global Activities Committees Community Outreach Curriculum Peace and Social Justice Professional Development Workforce Development

12. CCBC’s Global Education Vision: Global Education fosters curricular and co-curricular experiences that build the relationships necessary to prepare students to be global citizens who can effectively participate in a complex and diverse society. Vision: Global Education fosters curricular and co-curricular experiences that build the relationships necessary to prepare students to be global citizens who can effectively participate in a complex and diverse society. Mission: We aim to engage students, faculty, and staff in global education that is timely, sustainable, and accessible; and to stimulate global engagement in a spirit of curiosity, openness, respect, and peace. Mission: We aim to engage students, faculty, and staff in global education that is timely, sustainable, and accessible; and to stimulate global engagement in a spirit of curiosity, openness, respect, and peace.

13. Curriculum Committee Mission: to explore ways in which the curriculum in all disciplines can be globalized Mission: to explore ways in which the curriculum in all disciplines can be globalized Process: faculty who have a significant amount of global content in their courses are invited to complete the global course application Process: faculty who have a significant amount of global content in their courses are invited to complete the global course application

14. Global Course Objectives CCBC Global Analyze the global ramifications of discipline-related events and activities. Analyze the global ramifications of discipline-related events and activities. Recognize the global complexity of discipline- related issues. Recognize the global complexity of discipline- related issues. Connect the local or national to the international. Connect the local or national to the international. MNGT 101/105 Compare and contrast strategies used to compete in global markets (MNGT 101, spring 2016). Compare and contrast strategies used to compete in global markets (MNGT 101, spring 2016). Summarize the effective management strategies in global organizations (MNGT 105, spring 2015) Summarize the effective management strategies in global organizations (MNGT 105, spring 2015)

15. Assignments Identify and discuss a recent disaster (manmade or natural) that occurred in a country. Identify and discuss a recent disaster (manmade or natural) that occurred in a country. Review the Affordable Care Act, which became law in the United States on March 23, 2010 and compare compare/contrast it with the provisions of your country’s healthcare plan. Review the Affordable Care Act, which became law in the United States on March 23, 2010 and compare compare/contrast it with the provisions of your country’s healthcare plan. Discuss and analyze how Human Resource Management issues affect businesses locally and internationally (e.g. CEO Pay, glass ceiling, unions, etc.). Discuss and analyze how Human Resource Management issues affect businesses locally and internationally (e.g. CEO Pay, glass ceiling, unions, etc.). Describe and analyze how a company in the airline, automobile, banking, or healthcare Industry conducts business globally. Describe and analyze how a company in the airline, automobile, banking, or healthcare Industry conducts business globally.

16. Human Resource Management Assignment: Intercultural Dialogues  Created an experiential learning opportunity mutually beneficial for English for Speakers of Other Languages (ESOL) and traditional college students.  Human Resources Management (HRM) students explored how human resource functions vary in a global environment.  ESOL students incorporated information about their home countries into semester assignments.

17. Food and Information Sharing Students represented United States, Nepal, Vietnam, China, Pakistan, Korea, Nigeria, Cameroon, Tanzania, Philippines, Greece, and Myanmar (Burma).

18. Human Resource Management Assignment: Global Article Relating to Chapter Content Article Summary Article Summary Relates to Course Relates to Course Article Significance Article Significance Personal Opinion Personal Opinion

19. Human Resource Management Assignment: I Search Paper My Question… My Search Process… What I have learned… The significance of my learning… Works Cited

20. Global Course Objectives CCBC Global Knowledge of world geography and history, and global events and trends Knowledge of the relationship between local and global issues Characteristics of U.S. culture and the relationship of the U.S. to the rest of the world Recognition of and respect for the diversity of values, beliefs, ideas, and world views SOCL 102 Examine the importance of culture, subcultures, and changing social norms as they impact the construction of social problems in various societies Evaluate social problems related to the social institutions of marriage, family, the media, educational, criminal justice systems, political and economic structures in a diverse and global society

21. Globalizing Sociology 102 Each section of Social Problems uses a required, committee approved text Each section of Social Problems uses a required, committee approved text U.S. focus with some global content U.S. focus with some global content Supplemental materials provided by the instructor Supplemental materials provided by the instructor United Nations Development Programme ReportsUnited Nations Development Programme Reports Government Fact SheetsGovernment Fact Sheets globalissues.orgglobalissues.org World Food Programme ReportsWorld Food Programme Reports Supplemental materials provided by students Supplemental materials provided by students

22. Globalizing Sociology 102 Assignment: Current Events Select and read an article or watch a documentary or news story that focuses on a topic covered during class discussion or in your text. Prepare a summary and presentation based on your selection. Select and read an article or watch a documentary or news story that focuses on a topic covered during class discussion or in your text. Prepare a summary and presentation based on your selection. Global topics selected this semester Global topics selected this semester Kurdish anarchism in IraqKurdish anarchism in Iraq Indigenous population’s loss of identity on FacebookIndigenous population’s loss of identity on Facebook Global violence against womenGlobal violence against women Human traffickingHuman trafficking

23. Globalizing Sociology 102 Assignment: Social Problems Portfolio  Select a social problem and complete a cross cultural analysis of that problem in at least two populations. Portfolio Assignment 1 – Research ProposalPortfolio Assignment 1 – Research Proposal Portfolio Assignment 2 – United StatesPortfolio Assignment 2 – United States Portfolio Assignment 3 – Society #2Portfolio Assignment 3 – Society #2 Portfolio Assignment 4 – Final Report and PresentationPortfolio Assignment 4 – Final Report and Presentation

24. Globalizing Sociology 102 Assignment: Social Problems Portfolio Spring 2015 Topics Global obesity epidemic (U.S. and China) Global obesity epidemic (U.S. and China) Drug addiction and access to quality treatment (U.S. and Afghanistan) Drug addiction and access to quality treatment (U.S. and Afghanistan) Food acquisition for the poor (U.S. and India) Food acquisition for the poor (U.S. and India) Fall 2015 Topics Disparity in Education (U.S. and China) Disparity in Education (U.S. and China) Death Penalty (U.S. and global) Death Penalty (U.S. and global) Sexism and Objectification of Women (U.S. and Western Europe) Sexism and Objectification of Women (U.S. and Western Europe)

25. Globalizing Accounting 101 Global Course Objectives CCBC Global Knowledge of the relationship between local and global issues Knowledge of the relationship between local and global issues Recognize the global complexity of discipline- related issues. Recognize the global complexity of discipline- related issues. Acct 101 Intensive study of the development of the accounting cycle Intensive study of the development of the accounting cycle Basic recordkeeping methods Basic recordkeeping methods Introduction to theory of accounts Introduction to theory of accounts Preparation of financial statements Preparation of financial statements

26. Globalizing Accounting 101 What is IFRS?  International Financial Reporting Standards  Adopted by more than 100 countries Does the United States use IFRS?  U.S. companies are not required to report financial information using IFRS  U.S. has been trying to converge U.S. accounting standards with IFRS for many years

27. Globalizing Accounting 101 Assignment: Investigate the IASB Research the IASB and IFRS In an informational memo, report on how the IASB came into being and the timeline of the organization since inception. In an informational memo, report on how the IASB came into being and the timeline of the organization since inception. Discuss the relationship between the U.S. GAAP And IASB IFRS. Discuss the relationship between the U.S. GAAP And IASB IFRS. What is convergence when discussing U.S. GAAP And IASB IFRS? What are some of the barriers to convergence? What is convergence when discussing U.S. GAAP And IASB IFRS? What are some of the barriers to convergence?

28. Globalizing Accounting 101 Resources for IFRS IFRS on the CPA Exam IFRS on the CPA Exam http://www.aicpa.org/BecomeACPA/CPAExam/ForCandidates/FAQ/Pa ges/IFRS_FAQs.aspx http://www.aicpa.org/BecomeACPA/CPAExam/ForCandidates/FAQ/Pa ges/IFRS_FAQs.aspx IFRS Faqs from the AICPA IFRS Faqs from the AICPA http://www.ifrs.com/ifrs_faqs.html IFRS foundation and IASB IFRS foundation and IASB http://www.ifrs.org/Pages/default.aspx International Association for Accounting Education and Research International Association for Accounting Education and Research http://www.iaaer.org/pages/ifrs_resources

29. Braining Storming Activity What are some challenges or obstacles for incorporating global components in your courses? What are some challenges or obstacles for incorporating global components in your courses? What are some ideas you could potentially integrate in your courses? What are some ideas you could potentially integrate in your courses?

30. Work Cited http://powerpictures.crystalgraphics.com/photos/view/cg9p9644417c/motivated_people _perform_words_newspaper_headline http://powerpictures.crystalgraphics.com/photos/view/cg9p9644417c/motivated_people _perform_words_newspaper_headline http://www.crystalgraphics.com/powerpictures/images.photos.asp?ss=teachers Bakke, A. & Tharp, B. (1994). Building the global community: The next step. Convened at Airlie Center, Warrenton, Virginia: Report of a Conference sponsored by The American Council on International and Intercultural Education & The Stanley Foundation Beckford, G.M. (2003). Integration of international education in the programs and curriculum of community colleges (Morgan State University, Ed.D. 2003) UMI No. curriculum of community colleges (Morgan State University, Ed.D. 2003) UMI No. 3094767 3094767 Gower, S.M. (September 9, 2002). Promoting global understanding in schools. Jakarta Post. Retrieved from Business Source Premier on November 22, 2002.

31. Contact Information Gayona Beckford-Barclay, Ed.D. Assistant Professor, Business Studies Phone: 443-840-5314 gbeckford@ccbcmd.edu gbeckford@ccbcmd.edu Danielle James, Ph.D. Assistant Professor, Social Sciences Phone: 443-840-4835 djames@ccbcmd.edu djames@ccbcmd.edu Melissa Stitt, CPA Assistant Professor, Financial Studies Phone: 443-840-5710 mstitt@ccbcmd.edu mstitt@ccbcmd.edu Nancy Zimmerman, SPHR Professor, Management Phone: 443-840-4849 nzimmerman@ccbcmd.edu nzimmerman@ccbcmd.edu Thank you for attending! Please enjoy the rest of the conference.