1. CURRENT TRENDS IN POSTSECONDARY CURRICULUM DEVELOPMENT Instructional Cabinet Retreat Tatiana Nazarenko August 27, 2008

2. CURRICULUM Internationalization Learning Communities Interdiciplinarity

3. INTERDISCIPLINARITY Why Interdisciplinarity? The real-world problem-solving is an integrated interdisciplinary process The real-world problem-solving is an integrated interdisciplinary process How can we properly describe interdisciplinary programs/courses? Proper identification of interdisciplinary courses in the calendar and on students’ transcripts Proper identification of interdisciplinary courses in the calendar and on students’ transcripts Other? Other?

4. GLOBALIZATION & INTERNATIONALIZATION The term ‘globalization’ is sometimes used interchangeably with ‘internationalization,’ and the differences between the two are not clear-cut. The term ‘globalization’ is sometimes used interchangeably with ‘internationalization,’ and the differences between the two are not clear-cut. Globalization is viewed as the catalyst while internationalization is the proactive response. Internationalization is also understood as a set of possible institutional behaviors influenced by globalizing processes. Globalization is viewed as the catalyst while internationalization is the proactive response. Internationalization is also understood as a set of possible institutional behaviors influenced by globalizing processes. Proactive response to globalization includes multiple activities, programs, and services that fall within curriculum development and adaptation, international education exchange, international studies, and other institutional behaviors aimed at strengthening institutional profile, quality enhancement, alternative revenue generation, networks and strategic alliances. Proactive response to globalization includes multiple activities, programs, and services that fall within curriculum development and adaptation, international education exchange, international studies, and other institutional behaviors aimed at strengthening institutional profile, quality enhancement, alternative revenue generation, networks and strategic alliances. At the Retreat, we will focus exclusively on internationalization of curriculum. At the Retreat, we will focus exclusively on internationalization of curriculum.

5. INTERNATIONALIZATION OF CUTRICULUM Why Internationalization? Centralia College is located in a ‘trading state’ heavily dependent upon and integrated within the global economy Centralia College is located in a ‘trading state’ heavily dependent upon and integrated within the global economy To be competitive in a global economy Washingtonians need to To be competitive in a global economy Washingtonians need to  understand, respect and learn from cultural differences  recognize the interconnections and inequalities that define global life  think and act as responsible members of their local and global communities In today’s global workforce In today’s global workforce  companies need to adapt to different client and customer base in region focused marketing  companies acquire, merge, or partner with other firms to promote business internationally  the workforce has become progressively more diverse  employees are expected to relocate – often to destinations halfway around the world

6. INTERNATIONALIZATION What Should Students Know When They Graduate? What Should Students Know When They Graduate?  the knowledge of at least one new language and culture?  a recognition of interdependence among societies?  respect for other places and cultures?  knowledge of critical transnational issues and problems, such as sustainable development?  other? Assessment of the arguments that support or hinder instituting a global learning component: Assessment of the arguments that support or hinder instituting a global learning component: How it is compatible with the existing diversity requirement? How it is compatible with the existing diversity requirement? How will it effect time to degree/program completion? How will it effect time to degree/program completion?

7. Developing Global Competence in Students: A New Approach to Internationalizing Curriculum Frequently Cited Global Competence Components: Frequently Cited Global Competence Components: Knowledge Knowledge Basic facts and concepts of globalization Basic facts and concepts of globalization Comparative politics, global economy Comparative politics, global economy Country/region specific information Country/region specific information Skills Skills Putting knowledge into practice Putting knowledge into practice Ability to communicate and work comfortably in other countries/cultures Ability to communicate and work comfortably in other countries/cultures Attitudes/beliefs Attitudes/beliefs Tolerance of other cultures and their approaches Tolerance of other cultures and their approaches Appreciation for other cultures Appreciation for other cultures Respect for other cultures and understanding of the pros and cons of various cultures including ones’ own culture Respect for other cultures and understanding of the pros and cons of various cultures including ones’ own culture

8. Models for Instilling Global Competence Menu of options: international studies courses, language courses, study abroad, service learning, and internship opportunities: most institutions of postsecondary learning Menu of options: international studies courses, language courses, study abroad, service learning, and internship opportunities: most institutions of postsecondary learning Global / International studies: Global / International studies: BCC; NSCC; SCCC Global Pathways:horeline CC Global Pathways: Shoreline 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 competence requirements: Rethinking and restructuring the curriculum in order to meet global competence requirements: Georgia Institute of Technology; U of California, Davis; Eleanor Roosevelt College, U of Washington (?)

9. Flow from humanities and social sciences disciplines Flow from humanities and social sciences disciplines Difficulty integrating global competencies into intensive curriculum of sciences and technical professional programs Difficulty integrating global competencies into intensive curriculum of sciences and technical professional programs General as well as discipline-specific global competence desirable General as well as discipline-specific global competence desirable Difficulty developing tools for measuring global competences and skills Difficulty developing tools for measuring global competences and skills Adequate recording of global competences and skills in diplomas/ on students’ transcripts Adequate recording of global competences and skills in diplomas/ on students’ transcripts Problems with Current Approaches

10. Measuring Global Competences and Skills and Recording Them on Students’ Transcripts Global Awareness Program (GAP) Certification Portfolio U of Kansas: Global Awareness Program (GAP) Certification 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 Portfolio The Diagnostic Digital Portfolio (DDP) Georgia Tech: Diploma with designator: “BS in Biology: International Plan” U of Washington G-designator for courses with global focus

11. GLOBAL STUDIES/PATHWAYS in WA BCC: Global Studies BCC: Global Studies http://www.bellevuecollege.edu/globalstudies/programs.html Highline: : Culture, Gender, Global Studies Department http://flightline.highline.edu/cgg/ Highline: : Culture, Gender, Global Studies Department http://flightline.highline.edu/cgg/http://flightline.highline.edu/cgg/ NSCC: Global Studies http://www.northseattle.edu/programs/transfer/global.htm NSCC: Global Studies http://www.northseattle.edu/programs/transfer/global.htmhttp://www.northseattle.edu/programs/transfer/global.htm Integrated Studies http://www.northseattle.edu/options/is/ http://www.northseattle.edu/options/is/ SCCC: Global Studies http://www.seattlecentral.edu/users/crc/ce_gs.htm SCCC: Global Studies http://www.seattlecentral.edu/users/crc/ce_gs.htmhttp://www.seattlecentral.edu/users/crc/ce_gs.htm Cascadia: Integrated Studies, Global Studies Endorsement Cascadia: Integrated Studies, Global Studies Endorsement http://www.cascadia.edu/InstructionalPrograms/assocIntegratedStudies.asp Tacoma: Pacific Rim Studies Tacoma: Pacific Rim Studies http://www.tacomacc.edu/academics/artshumanitiesandsocialsciencesdivision/socialsciencesprogram/pacificrimstudies.aspx Everett: Global Studies Landing Page http://www.everettcc.edu/search/index.cfm?search=global+studies&submitform=Search Shoreline: Global Pathway http://www.shoreline.edu/globalpathways/ Shoreline: Global Pathway http://www.shoreline.edu/globalpathways/http://www.shoreline.edu/globalpathways/ Skagit Valley: Global Awareness http://www.skagit.edu/directory.asp_Q_pagenumber_E_350 Skagit Valley: Global Awareness http://www.skagit.edu/directory.asp_Q_pagenumber_E_350http://www.skagit.edu/directory.asp_Q_pagenumber_E_350 Edmonds: Sociology: Introduction to Global Studies Edmonds: Sociology: Introduction to Global Studies http://www.edcc.edu/courses/default.php?d=70 Spokane: General Studies: GENST 108 - Learning for the 21st Century (5 cr); GENST 130 - Life Perspectives Seminar (1 cr) Spokane: General Studies: GENST 108 - Learning for the 21st Century (5 cr); GENST 130 - Life Perspectives Seminar (1 cr) http://www.ccs.spokane.edu/courselist/crsdesc.asp?lst=GENST

12. Learning Communities Learning Communities (LC/CLC) can be defined as “a variety of curricular approaches that intentionally link or cluster two or more courses, often around an interdisciplinary theme or problem, and enroll a common cohort of students” to explore connections between areas of study and to foster deeper, more meaningful learning relationships among faculty and students Learning Communities (LC/CLC) can be defined as “a variety of curricular approaches that intentionally link or cluster two or more courses, often around an interdisciplinary theme or problem, and enroll a common cohort of students” to explore connections between areas of study and to foster deeper, more meaningful learning relationships among faculty and students ( Barbara L. Smith, Jean MacGregor, Roberta Matthews, and Faith Gabelnick. Learning Communities: Reforming Undergraduate Education, 2004, p.20) There are many different kinds of Learning Communities offered by over 500 colleges and universities in the US and Canada There are many different kinds of Learning Communities offered by over 500 colleges and universities in the US and Canada Learning Communities National Resource Center: Evergreen State College http://www.evergreen.edu/washcenter/lcfaq.htm Learning Communities National Resource Center: Evergreen State College http://www.evergreen.edu/washcenter/lcfaq.htm

13. Learning Communities in WA Skagit Valley: students register for each of the paired courses, which usually have been scheduled to meet for a single block of time. Assignments and classroom activities are designed to reinforce the learning in each course and to help students understand how the concepts and skills of the two subject areas are connected. Often, students will complete assignments that receive credit in both classes. For the most part, being in a Learning Community is like taking a single, "expanded" course. Skagit Valley: students register for each of the paired courses, which usually have been scheduled to meet for a single block of time. Assignments and classroom activities are designed to reinforce the learning in each course and to help students understand how the concepts and skills of the two subject areas are connected. Often, students will complete assignments that receive credit in both classes. For the most part, being in a Learning Community is like taking a single, "expanded" course. NSCC: two or more individual courses are combined or linked into one integrated learning experience (integrated courses). These courses NSCC: two or more individual courses are combined or linked into one integrated learning experience (integrated courses). These courses offer an opportunity to earn credits from two or three different disciplines in one coordinated 8 to 15-credit package offer an opportunity to earn credits from two or three different disciplines in one coordinated 8 to 15-credit package are organized around a central theme or question rather than a particular academic discipline are organized around a central theme or question rather than a particular academic discipline have faculty teams providing students with perspectives from different academic disciplines. have faculty teams providing students with perspectives from different academic disciplines.

14. WHY LEARNING COMMUNITIES? Frequently Cited Goals of Learning Communities Goals for Students: Improve retention Improve retention Increase student learning and achievement Increase student learning and achievement Increase time on task both in and out of class Increase time on task both in and out of class Promote active learning and teamwork skills Promote active learning and teamwork skills Develop student leadership Develop student leadership Increase the success rate for underrepresented students Increase the success rate for underrepresented students

15. WHY LEARNING COMMUNITIES? Frequently Cited Goals of Learning Communities Goals for Faculty Increase experimentation within curriculum Increase experimentation within curriculum Broaden pedagogical repertoire of faculty Broaden pedagogical repertoire of faculty Increase faculty engagement with one another Increase faculty engagement with one another Promote deeper interaction among faculty and students Promote deeper interaction among faculty and students Promote interaction between junior and senior faculty Promote interaction between junior and senior faculty Promote stronger relationships among faculty and student affairs staff Promote stronger relationships among faculty and student affairs staff

16. WHY LEARNING COMMUNITIES? Frequently Cited Goals of Learning Communities Goals for Institution Enhance the quality of education Enhance the quality of education Foster a climate of innovation Foster a climate of innovation Increase the sense of community within the institution Increase the sense of community within the institution Promote meaningful collaboration between faculty and staff, faculty and administration Promote meaningful collaboration between faculty and staff, faculty and administration Promote a culture of assessment and learning about student learning Promote a culture of assessment and learning about student learning Goals for Community Increase connection between the academy and the community by building learning communities with service or civic learning components Increase connection between the academy and the community by building learning communities with service or civic learning components

17. SUGGESTIONS? IDEAS? CRITIQUE? STRATEGIC PLAN?