International Education
Summary of reform: International education requires a coordinated
multidisciplinary approach. Faculty involved in international education
take an eclectic approach in regard to explaining world events. That is,
they draw upon relevant knowledge from a wide variety of disciplines when
coming to understand global issues. Existing international fields and
disciplines may not be adequate, when considered independently, to provide
students with a quality international education.
Connection to other reforms: Cultural Pluralism
Model Institutions: University of Rhode Island: German and
Engineering; St. Olaf College, Earlham College, and Brown University all
in integrating foreign language with study of traditional liberal arts
disciplines; FIPSE-funded "Spanning" program at University of
Connecticut; FIPSE-funded MEXUS program at University of San Diego;
Eastern Michigan University. (The above programs focus on the learning of
a foreign language and culture in combination with another discipline.)
California State University - Long Beach; Incentive program; Goshen
College: combining international education and service learning; Kalamazoo
College: Study abroad supported by institutional structures; Michigan
State University: Consortium for Inter-Institutional Collaboration in
African American and Latin American Studies; Warren Wilson College:
International Development Program; Whitworth College: Center for
International and Multicultural Education.
Web Site: http://www.wcer.wisc
Types of institutions: Multiple institution types
Duration:
Source list of institutions:
Contact for further information:
Level of institutionalization: International education typically
requires cooperation between departments or curricular change, depending
on the goals of international education on a particular campus.
Outcomes: Cultural literacy, understanding of interdependencies of
a global society, skills important to success in an international or
global workplace, and critical thinking.
Process: Linking and integrating, cooperation and collaboration
among departments, curricular changes.
Target of Reform: Faculty (primary target), students, curriculum.
According to a study Kelleher and O'Brien (1991) faculty are encouraged to
implement a global and/or international curriculum in the following ways:
(1) direct grant support, (2) sabbaticals, (3) exchange programs, (4)
consortia arrangements, and collaborative work with foreign
universities.
K-12 parallel:
Origination of reform:
Support:
Linking Characteristic 1: Linking or integrating
Linking Characteristic 2: Collaboration
Linking Characteristic 3: Making environments smaller
Linking Characteristic 4:
Assessment? Yes
Description of assessment: Kelleher (1991) proposes a number of
components found within a college or university offering a balanced
international education program. (1) A general education curriculum which
provides the foundation for students to effectively consider world issues.
(2) A multidisciplinary curriculum that incorporates international
education. (3) A high percent or at notably increasing percent of
graduates who undertake an international experience as a student. (4) An
increasing number of faculty, in a variety of disciplines, who demonstrate
some expertise in international issues. (5) Campus diversity is valued and
emphasized by the institution. (6) The insitution's mission statement
reflects value of international education. (7) Relationships have been
cultivated with relevant community organizations. (8) An office on campus
exists and seeks to integrate the international curriculum with the
cocurriculum. In addition, Kelleher and O'Brien (1991) conducted a study
in which AAC institutions were asked to assess their curriculum for the
level of existing global and international instruction.
Resistances: International education often involves curricular
change. It is not possible to implement a quality international educatio n
program with individual disciplines acting separately. If consensus is not
reached among disciplines in regard to what international education is or
should be, both creation and implementation of international education are
likely to be hindered. Intern ational education requires patience and
understanding from faculty. International education may lead to a better
understanding and appreciation of interdependence. However, an inflexible
or oversimplified value of interdependence can detract from the value of
diversity. While interdependence and diversity are not incompatible
concepts or world views, they come into conflict when viewed in terms of
absoluteness and not in terms of relative comparison. In addition, an
international curriculum requires faculty development--encouraging faculty
to develop and incorporate an international perspective. At an
interdisciplinary level, international education requires cooperation
among departments and collaboration among faculty. This can be problematic
when disagreements arise between departments as well as individual
faculty.
Evolution/History: According to Ann Kelleher (1991) interest in
international education waxed and waned in the late 1970s and early 1980s
and is currently experiencing a resurgence.
Notes:
Major sources:
Kelleher, Ann (1991). One world, many voices.
Liberal Education November/December.
Kelley, L. R. (1991). An area studies approach to globalizing the
curriculum. Liberal Education November/December.
Kelleher, Ann & O'Brien, J. M. (1991). Surveying AAC members: planning for
global and international education. Liberal Education
November/December.
Shanahan, D. Beyond Multiculturalism to an intercultural vision: an
argument for foreign language learning.
