Situating Our Practice within a Global Context: Integrating Global Learning Outcomes within the Curriculum

1. Situating our practice within a global
context: Integrating global learning
outcomes into the curriculum
Two-Year College English Association of the Northeast 47th
Annual Conference
October 2012 Syracuse, NY
Cynthia S. Wiseman, BMCC, CUNY

2. BMCC’s path to global citizenship
President Anthony Perez, Leadership: Forward-looking administration
• Salzburg Seminar: (2004-2009)
• Student World Assembly Club: Global issues & "global citizenship”
– Model UN
• Global Studies Committee & International Education Initiative (IEI)
– Preliminary plan for internationalization of college
– Global Pedagogy Handbook (2007)
• BMCC Teaching Learning Center & Faculty Development Day:
presentations and dialogue re globalization
• “Globalization Day,” (2010): college-wide event to promote global
awareness through group discussions involving faculty and students, film
screenings, slide presentations, and a keynote speaker.
• Globalization Task Force (2011)
• Steering Committee on Global Studies Center (2011-2012) – approval by
Collaborative Council, comprised of President’s Cabinet including Deans
and VPs as well as faculty and staff

3. Salzburg Global Seminar
• One-week International Study Program (ISP)
under the auspices of the Salzburg Institute: A
leading forum for global dialogue.
• Funded through the President’s Office
• Since 2004, 71 students and 51 faculty and
administrators

4. Internationalization of Curricula
• International Education Initiative (IEI): a global
perspective to the classes
• College-wide Global Pedagogy Handbook (2007)
– A global awareness to contribute to personal and
educational growth.
– Best instructional practices adopted by BMCC faculty
to bring global insights to the academic curricula.
– Course descriptions, assignments, lessons and
projects in 31 courses spanning 11 academic
departments and the Center for Ethnic Studies and
career programs like Nursing, Business; Science and
Teacher Education

5. Globally Competent Learner
ACIIE Conference (1996)
• Empowered by experience of global education to help make a
difference in society
• Committed to global lifelong learning
• Aware of diversity commonalities and interdependence of the
world
• Recognizes the geopolitical and economic interdependence of our
world
• Appreciates impact of other cultures on American life
• Accepts the importance of all peoples
• Capable of working in diverse teams
• Understands the non-universality of culture, religion and values
• Accepts responsibility for global citizenship

6. Template for Global Pedagogy
Handbook
BOROUGH OF MANHATTAN COMMUNITY COLLEGE
City University of New York
Department of ______________
Best Practices for Teaching with a Global Perspective
COURSE INFORMATION: Course Code: Name of Course/Professor
DESCRIPTION OF COURSE
STUDENT LEARNING OUTCOMES:
DESCRIPTION OF UNITS, LESSONS, PROJECTS, AND/OR ASSIGNMENTS:
ASSESSMENT:
RESOURCES:
Book:
Magazines and Journals:
Websites:

7. Global Pedagogy Handbook
Course Learning Outcomes Assessments Instruments
FNB300
Investment
• Read and properly interpret global
economic data, graphs, geopolitical and
socio-cultural issues relevant to making
investment decisions
• Read and properly interpret financial data
and ratios of firms and industries of
diverse economies relevant to making
investment decisions
• Perform intermediate mathematical and
statistical calculations used in financial
decision-making and investing
• Compare risk and return in a broader
globally diversified portfolio context
when choosing alternative investment
instruments
• Use the computer S/W packages to
perform the above procedures for
valuation and analysis purposes
• Think logically and globally about
investment problems
• Globally diversified portfolio
• Research global
economic and
financial issues
• global perspectives
on financial decision-
making.
• Self-assessment
Global
Understanding
Assessment
Survey

9. Global Pedagogy Handbook
Course Learning Outcomes Assessments Instruments
Marketing
100
• To reflect on the impact of
culture on marketing
• To link their prior study of
consumer behavior to an
understanding of how to
communicate with audiences
in international markets
• To understand the
differences between a global
marketing strategy and a
multi-domestic strategy in
reaching international
markets
• Class discussion on serving
global markets
Assessment

10. Global Pedagogy Handbook
Course Learning Outcomes Assessments Instruments
ESL095
Intensive Wr:
Weekly blog
on
international
events
• To develop an interest in
reading about
international/national current
events
• To develop technological
awareness (internet literacy)
• To develop an awareness of
global issues
• To develop an understanding
of the dynamics of
interactivity between
government, business, and
education
• To read on a regular basis
newspapers and magazines
covering international issues
Self-Report:
beginning, mid-
term, end
Survey

12. Learning Outcomes/Assessments
• to get a solid sense of modern literature – its historical scope,
its cultural influences, its global reaches.
• to become more familiar with the range of electronic
resources linked to world literature—whether full texts,
critical writing, or supplemental material that expands
context
To assess how well students have grasped the material about early
stages of colonialism, about its links to cultural production, how
much they are sparked into taking some “ownership” of these
ideas, and feeling comfortable pursing these matters
independently—and hopefully long after the course ends—I can
consider four areas. One—how well do the students actually link
their understanding of the commodities exploited and traded in this
period to the next section, on Rape of the Lock and Gulliver's
Travels? I expect them to be able to see more clearly the actual
“things” involved in these texts, and how important they have
become in influencing economic and cultural changes. This is, of
course, a tall order, but there are some glimmerings showing
through in classroom discussions. Secondly—I can assume that
students now have a stronger capability of actually mapping world
cultures. I can expect them to create a visual/on-line project that
brings together images from this period, websites with interesting
discussions of colonialism, of other travel narratives, of the role of
the slave trade in British wealth (hence the wealth of the Bennet
family in Pride and Prejudice—all in all, a kind of electronic
annotated bibliography that extends this lesson in their own terms.
Thirdly—and this is related to the previous assessment—I can
expect students from the Caribbean, for example, to further
explore their backgrounds through the lens of this new information.
A student might retell a story she heard from her family in Guyana
that is tied to the history of colonialism. Such explorations can take
place in Blackboard's discussion board or in classroom
presentations. Fourthly—I can consider writing assignments,
whether in short reading papers (2-3 pgs, low-stakes writing) or
more formal essays, that aim to combine some aspects of this
project with their reading of the literature that follows.

13. Globalization Task Force Report (2011)
• College objective: to infuse curriculum with an
international dimension to ensure that BMCC’s
graduates will possess the global perspectives
essential for succeeding in the 21st century.
• Coordinated, comprehensive effort to globalize
the campus in 4 essential areas:
– Academic Excellence in Global Education
– Fostering Global Citizenship
– Improving Organizational Effectiveness
– Promoting Alliances with the Business Community

14. Recommendations
• Creation of a uniform, centralized system to ensure lasting
instructional support for international education in the form of
mentoring and encourage greater faculty participation.
• Infuse courses with core competencies aligned with similar courses
at senior colleges and in compliance with the recommendations of
the American Council on Education.
• A curriculum development model : The Quality Assurance Model
(University of Maryland): Quality assurance protocol: standards for
training & course development aligned with college benchmarks
• Peer review to certify the quality of course content & provide
feedback
• Encourage the use of emerging technologies towards the creation
of additional online courses and attract greater student interest in
global studies.

15. Goals
• Curriculum (Dean for Academic Programs and
Instruction)
• Professional development (Dean for Academic
Support Services and Faculty Development)
• Study abroad/student exchange (Department of
Student Life)
• International student advisement (Admissions)
• Office of Continuing Education and Workforce
Development: study abroad opportunities
through non-credit programs.

16. Proposed initiatives
• Creation of a Center for Global Education and
Citizenship: centralized system to facilitate
information sharing, strategic planning and follow-
through on good ideas
• Address increased interest in study abroad and global
curriculum reform central office responsible for
coordinating all of these activities
• Establish a visible and central place to coordinate
international initiatives at BMCC
• Centrally managed leadership that asserts the role of
international initiatives at BMCC

17. Global Studies Steering Committee
• Globalization: 1 of 4 pillars in BMCCs Strategic
Plan
• Committee of faculty, staff, and
administrator/guide
• Proposal focusing on implement of past
recommendations
• Collaborative Council approval & allocation of
funding

18. Standing Advisory Committee on
Globalization
Standing Advisory Committee on Globalization
• provide oversight and carry out recommendations
• Implementation of specific projects under the college’s
five-year strategic plan.
• Report directly to the Provost
• Representatives from offices involved in the delivery of
direct services
• Representation from the college’s Globalization
Subcommittee.
• Faculty

19. Develop Global Intensive Courses
• Develop “Global Intensive” courses modeled on Writing Intensive or
Writing Across the Curriculum programs at the college
• New Interdisciplinary AA or AS Global Studies major and minor,
perhaps in Ethnic Studies Dept.
• Establish a Center for Global Education and Citizenship
• Create competitions on subjects with global content (organized by
departments/majors)
• Promote Co-Curricular activities with global content (i.e. student
conferences, Student World Council)
• Develop courses with global content, a possible mandatory course
(world studies: geography, demographics, international economics,
world religions, languages, ethnic studies, regional studies etc.)
• Implement student honors contracts in globalization

20. Faculty Development
• Develop pertinent interdisciplinary research involving
globalization
• Facilitate faculty development workshops involving
international education
• Increased support for Faculty conferences
• Mentoring for faculty on student advisement for activities
with a global focus
• Promote faculty publications in international education
• Increased support for interdisciplinary research in
globalization
• Mentor faculty grant writing involving international
education

21. Initiatives and Events
• Increased support for student exchanges, faculty exchanges,
Visiting Scholars Program
• Host visiting scholars and sponsor more social events with
international theme
• Increased support for study abroad programs.
• Establish an international coffee hour
• Develop international internship through Co-op Ed. Dept. or
Career Development
• Leadership training involving international education
• Greater utilization of Tribeca PAC to promote globalization on
campus
• Support social events with global theme and/or service
component (e.g. Heritage Months, International Coffee Hour, and
Speakers’ Bureau).

22. Thank You!
Q&A?