The Challenges of Global Learning in the New Digital Age

Pattern number within this pattern set: 
61
Clark Germann
Metropolitan State College of Denver
Problem: 

Co-Author: Karen Krupar, Metropolitan State College of Denver
Introduction
Following the tragic events of September 11th, 2001, newspapers and magazines reported a tremendous increase in interest in college courses emphasizing international education. More than ever before, educators have a responsibility to provide students with opportunities in this area. Yet surveys show that less than 7 percent of college students meet even basic standards of global preparedness. Less than 1 percent of American students study abroad each year, and students consistently performed poorly on global competency and geography surveys. (Oblinger, 2001). To address these issues, Metropolitan State College of Denver brought together interested faculty and challenged them to find ways to enhance the educational opportunities of students in a global environment using some of the technology that is available to many people worldwide. This paper focuses on the results of that effort and suggests initiatives that may be of value to other institutions.
Definitions
Prior to examining this topic in detail, it is important that we provided some definitions for key terms. The Stanley Foundation (2000) provides these possibilities:
“International education refers to the body of activities that engages Americans in contact with individuals and institutions outside U.S. borders. Intercultural education and multicultural education focuses on undertakings that deal with the rich diversity of cultures within the United States.”

Context: 

Review of Literature
International education
International education has long been valued in colleges and universities, but never more so than during the past 30 years when all of us have become part of a global economy. According to Oblinger, "Our world is interconnected; industries, products, technologies and jobs often depend on events taking place elsewhere. And according to Merryfield (2001), "Globalization is the defining issue of our time. We live in a world characterized by the interconnectedness of global economic, environmental and political systems, dynamic technological innovations, and increasingly complex cultural diffusion, conflict, inequities, and change." Imig and McKay (2001) state the need for international education this way:
In a world of increasing complexity, ambiguity, and uncertainty, we will need educators who can draw upon the works of a Danish colleague who is working on cases, and a Japanese scholar who is designing assessment systems for Tokyo, on the work of Namibians who have answers about community schools and role of teachers, and Israeli scholars who know more about teaching mathematics to prospective teachers. In turn they will need to prepare teachers who will increasingly work in changing and complex environments with little that is either fixed or isolated.
The summary of the report

Discussion: 

Methods
On August 16, 2001 the faculty of MSCD were called together and challenged to find new ways to enhance the educational opportunities of our students, and the college's ability to compete in a global economy. Faculty were asked to come up with suggestions in response to the following questions:
1. What should our students be expected to know and understand about our interdependent world? What are we currently doing to address the needs of the 21st century learner?
2. What is the role of faculty in an online, global environment? Is it different today than it was 20 years ago? What is unique about the faculty role?
3. How do we provide education that will prepare students for careers that we do not even yet know exists?
4. What can M. S. C. D. faculty do to expand their flexibility and re-evaluate the role in educating students about the global and connected world in which we now live?
5. If we move toward a “campus without walls”, what's in it for me? What's in it for my students? What's in it for employers? What are the trade-offs of instituting change that encompasses online, global environment and higher education?
6. What steps should be taken to construct a student body and faculty that are internationally and globally literate?
7. Considering all the existing commitments of faculty, where does time come from to focus on globalizing the curriculum and online activities? How can we balance multiple demands?
About 200 faculty participated in seven groups. Each group was assigned to formulate responses to one of the seven questions listed above.
Findings
Responses from the faculty discussion groups fell into three categories: curriculum, new roles for faculty, and enrollment management. Concerning curriculum, faculty suggested that the college include global, international, and diversity cultures study into all curriculum. They mentioned that faculty teams could be used to develop curriculum, and that expertise from various faculty members in the areas of internationalism and technology would add to the richness of the course. In addition suggestions were made that more interdisciplinary courses be offered and that critical thinking across the curriculum and writing across the curriculum be implemented into all courses. Finally faculty suggested that technology competencies be required in more courses. With technology playing an increasingly important role in international education, faculty and students alike should be trained to take advantage of this powerful tool.
In the area of new roles for faculty, discussion group members suggested that faculty ethnic diversity be increased through partnerships with other institutions. In addition adjunct faculty should be considered for their contributions and expertise in internationalism and technology, as well as their expertise in subject matter. Groups felt that global literacy could be increased by revising interdisciplinary content for general education courses that are offered both on-site and online. Finally groups felt that faculty awards systems should be altered to place more value on achieving competency and teaching in the areas of internationalism and technology.
In the area of enrollment management, faculty groups felt that even more online courses should be offered. Online courses offer the opportunity of bringing together faculty and students worldwide without the barriers of traditional geography. In addition additional IT support infrastructure should be implemented, and training provided for faculty to better use this infrastructure. Finally, partnerships with other institutions should be developed to provide expertise in areas where such expertise is not available through M. S. C. D. resources.

Solution: 

Methods
On August 16, 2001 the faculty of MSCD were called together and challenged to find new ways to enhance the educational opportunities of our students, and the college's ability to compete in a global economy. Faculty were asked to come up with suggestions in response to the following questions:
1. What should our students be expected to know and understand about our interdependent world? What are we currently doing to address the needs of the 21st century learner?
2. What is the role of faculty in an online, global environment? Is it different today than it was 20 years ago? What is unique about the faculty role?
3. How do we provide education that will prepare students for careers that we do not even yet know exists?
4. What can M. S. C. D. faculty do to expand their flexibility and re-evaluate the role in educating students about the global and connected world in which we now live?
5. If we move toward a “campus without walls”, what's in it for me? What's in it for my students? What's in it for employers? What are the trade-offs of instituting change that encompasses online, global environment and higher education?
6. What steps should be taken to construct a student body and faculty that are internationally and globally literate?
7. Considering all the existing commitments of faculty, where does time come from to focus on globalizing the curriculum and online activities? How can we balance multiple demands?
About 200 faculty participated in seven groups. Each group was assigned to formulate responses to one of the seven questions listed above.
Findings
Responses from the faculty discussion groups fell into three categories: curriculum, new roles for faculty, and enrollment management. Concerning curriculum, faculty suggested that the college include global, international, and diversity cultures study into all curriculum. They mentioned that faculty teams could be used to develop curriculum, and that expertise from various faculty members in the areas of internationalism and technology would add to the richness of the course. In addition suggestions were made that more interdisciplinary courses be offered and that critical thinking across the curriculum and writing across the curriculum be implemented into all courses. Finally faculty suggested that technology competencies be required in more courses. With technology playing an increasingly important role in international education, faculty and students alike should be trained to take advantage of this powerful tool.
In the area of new roles for faculty, discussion group members suggested that faculty ethnic diversity be increased through partnerships with other institutions. In addition adjunct faculty should be considered for their contributions and expertise in internationalism and technology, as well as their expertise in subject matter. Groups felt that global literacy could be increased by revising interdisciplinary content for general education courses that are offered both on-site and online. Finally groups felt that faculty awards systems should be altered to place more value on achieving competency and teaching in the areas of internationalism and technology.
In the area of enrollment management, faculty groups felt that even more online courses should be offered. Online courses offer the opportunity of bringing together faculty and students worldwide without the barriers of traditional geography. In addition additional IT support infrastructure should be implemented, and training provided for faculty to better use this infrastructure. Finally, partnerships with other institutions should be developed to provide expertise in areas where such expertise is not available through M. S. C. D. resources.

Pattern status: 
Released