California Colleges For International Education
(818) 882-9931 FAX (818) 882-9837 E-mail: email@example.com URL: http://www.laccd.edu/ccie/
International Education Updates
The CCIE Annual Survey was sent to all members via e-mail in February, and by regular mail along with the March CCIE Newsletter. Please respond as promptly as possible so that we can update the Web Page, update our Study Abroad Flyer and begin sharing program information once again. CCIE is regularly asked for information on its members by national and international consortia. Therefore, even though this survey is extremely long and detailed, the information that we get is invaluable. For 1999-2000, CCIE will work with IIE Open Doors to share information. Therefore, in order to accurately represent your college, please submit your survey as soon as you receive it. Thank you in advance for you assistance in this project.
TASK FORCE UPDATES
The March meeting of the International and Global Education Task Force met in San Diego. The Vision, Values, Goals and Measuring Framework were further defined. Strategy and action Plan Development were made for the following topics: Institutional Development; Communication & Marketing; Teaching and Learning; Faculty Development; Resource Development; Economic Development; Partnerships; and Technology Utilization. The next meeting will be in April in Oakland.
WELCOME NEW CCIE COLLEGES!
College of the Desert
We look forward to working with you in your international efforts.
STUDY ABROAD BROCHURE
The CCIE Study Abroad Brochure details programs, including brief description, location, dates, prices, contact and phone numbers. For inclusion in the Spring 2000 Edition, and in our upcoming Web-page, please mail updates to Rosalind by June 30.
Send information regarding non-traditional study abroad programs to Rosalind.
Dublin: Glendale; London/Paris: Fashion: San Diego; Prague: Glendale; Easter Island -Geology: Saddleback
Australia: San Francisco; South China: San Francisco; China: L.A. Pierce; Vietnam: Foothill
FALL SEMESTER 1999
China/Vietnam: Santa Barbara;
Prague: Glendale; Bali: Glendale
ARE WE REALLY INTERNATIONALIZING. . .?
The keynote address at the "Crossing Boundaries: Internationalizing Across Disciplines, Time and Space" workshop sponsored by the Internationalizing Curriculum Committee: Southern Calif. Consortium for International Studies (SOCCIS), was given by Dr. Vishnu Bhatia. Dr. Bhatia noted that the goals of internationalization have not been achieved because they do not support the primary purpose of higher education - educating the student. He includes in this category the study abroad experience that does little to change students' concerns, insight and horizons, especially in regards to non-American perceptions. Rather, he advocates internships, work abroad and integration with domestic curricula changes. He noted that an extremely small number of faculty are effectively internationalized, and that despite increased faculty travel abroad, most do not connect their international experiences to their curriculum nor to their students. Bhatia suggests success is dependent upon challenging high schools to prepare students to meet international entrance exam requirements and then to alter college curricula to include the following requirements: 1) two semesters of world civilizations 2) language and geography; and 3) freshmen/sophomore global concepts in economics.
The CCIE Newsletter is continuing it's program highlight section this month with a highlight International Distance Education Programs.
The highlight for the May CCIE Newsletter will be on INTERNATIONAL DEVELOPMENT PROGRAMS. If you have specific information on this topic that you would like to share, please sent it to Rosalind.
International Distance Education Programs
During the 1997-1998 academic year, Twenty-Two CCIE member colleges offer International Distance Learning Programs through various means.
a) 5 colleges use the Web to advertise - and 2 colleges mentioned that IE is listed on their college Web-Page (El Camino and West Valley/ Mission CCD).
b) Five colleges offer long-distance general education classes which enroll some international students.
C) One college (Citrus) offers long-distance education connected to their study abroad programs in London and Salamanca).
D) Eleven colleges use the Internet to internationalize curricula through the INMP project: (Cañada; Citrus; Hartnell; LACC; ELAC; LAVC; LAMC; LATTC; Long Beach; Mt. San Antonio; San Diego Mesa).
Coast CCD: Web pages for study abroad, for the International Center at Orange Coast College, and for the Distance Learning Program at Coastline College. Coastline's long distance learning program has an agreement with a private university in Taiwan to offer Taiwanese students Coastline TV courses leading to an A.A degree.
DeAnza/Foothill: 40 on-line courses which enroll international students
LACCD (1998): L. A. Harbor College video conferencing with Barnsley College and Cornwall College. West L. A. College video conferencing with Barnsley College. Institute for International Programs Web Page (for 1998).
Santa Monica: Selected courses (e.g. interior design) through distance learning and through the Internet.
Santa Rosa: Extensive home page (www.santarosa.edu) and are listed on several search WEB sites.
PLANNING STAGES: Los Rios CCD; San Diego City; San Jose/ Evergreen; Santa Ana; and Sequoias.
HAVE PROGRAMS, BUT DID NOT PROVIDE INFORMATION ON THEM: Glendale; Mt. San Antonio; Pasadena; Santa Barbara; Yosemite CCD.
CCIE MEMBER COLLEGE HIGHLIGHTS
College Highlights Section spotlights the various international activities of our members. For inclusion in this section, please send Rosalind a short description of what your college is currently doing that is special and what specific assistance you.
Glendale Community College GCC has operated a field station in Baja California since 1974. This unique program combines academic subjects and experiential education in the Mexican culture. First and second year students from GCC take classes in Marine Biology, Ecology and Invertebrates; Geography, Geology and History. The college has helped in the building and support of the local Cultural and Natural History Museum, that is run by a local citizens board. Due to close proximity to California, the cost for participating in the Baja program is low. Since its inception, over 3,000 students have taken part in this unique program. Over the years, both the town and its people as well as the students have benefitted from a mutually supportive and cooperative relationship. GCC is working with other California community colleges in collaborative programs based at the Baja station. For more information, contact Jose Mercade (818) 240-1000 ext. 5515.
San Bernardino Valley College
This summer of 1999, we are offering a study program in Costa Rica, July 3-31.
VALUING INTERNATIONAL EDUCATION
An article by Allan Goodman, President of IIE, "America is Devaluing International Exchanges for Students and Scholars" (March 12 Chronicle of Higher Education) notes that despite future national success depending upon education exchange programs, there are continuing declines in government support with cuts of up to 24% for Fulbright and Humphrey Scholarship funding since 1994. Goodman claims that "the lack of a post-Cold War vision within academe for how such programs can be made central to our definition of an educated person, are striking." With only 1% of students studying abroad (although SECUSSA claims that 3-4% of annual graduating class studies abroad), Goodman maintains that "the United States has long fallen behind other nations in sending its own students abroad and may be losing ground in recruiting foreign students to its own campuses." He also notes that those students who do go abroad "go to English-speaking countries, or to programs where most of the teaching is done in English. So even when U.S. students do study abroad, the experience may not be truly intercultural." Rather than this being an international experience, he claims that this is evident of "higher education, practice(ing) globalization by default." He supports the McGill and Altbach claim that "`internationalize' has become a buzz word rather than a deep-seated reality," in higher education, one that is effected by "an era of tight budgets, [in which] most institutions lack the financial resources or the coherent strategies to undertake major international initiatives." He concludes that"A laissez-faire approach to the challenges of globalization will not make Americans intelligent or foresighted about tomorrow's world. Nor does it meet our immediate needs.. . and if the present trend continues, neither the government nor the private sector is likely to get the human resources each will need."
[all quotes from March 12, 1999, CHRONICLE OF HIGHER EDUCATION, p. 56]
STUDY ABROAD SURVEY
Laura Morzov did a survey of 21 small-medium private SECUSSA (NAFSA section on Study Abroad) member colleges with between 1,000 and 10,000 students. Respondents shared that all apply institutional financial aid to approved study abroad programs, although some limit aid to one portion of a program or to only exchange programs. Many noted that they charge an institutional fee to cover administrative costs in addition to regular study abroad program costs ranging between $ 200 and $ 900. For information contact Laura Moroz <firstname.lastname@example.org>
Special Issue: Part II - Distance Education & Technology
NATIONAL COMMUNITY COLLEGE PROGRAMS
Chemeketa Community College of Salem, Oregon has new continuing education (CEU) courses for licensed professionals in Child Welfare, Dental Assisting, and a RN/LPN Refresher Course. <http://bbs.chemek.cc.or.us>
Stop Surfing - Start Teaching & Learning Through the Internet Conference, was held in South Carolina, Feb. 21-24, 1999. Emphasis was on teaching techniques and curricula enhancement. For sources: <http://www.sc.edu/ conted/ssst.htm>.
HIGHER ED DATABASE
The Association Liaison Office for University Cooperation in Development site now has an International Higher Education Linkages Database. This on-line service provides information on international linkages in environmental studies. The database currently contains records from NASULGC institutions.
The 4th Annual Teaching in the Community Colleges Online Conference: Best Practices in Delivering, Supporting and Managing Online Learning is scheduled for APRIL 7-9, 1999. All papers for this on-line conference will be presented via the Web and presenters and participants will have opportunities to interact via e-mail and live chat. See the Web-page for details: <http://leahi.kcc.hawaii.edu/tcc99>
ON-LINE JOURNAL CICE
Current Issues in Comparative Education (CICE) promotes a multidisciplinary debate of issues relevant to comparative and international education. The inaugural issue "Are NGOs Overrated?" contains such articles as: "NGOs: What's in an acronym?" (Mark Ginsburg); "Can NGOs provide alternative development in a market-based system of global economics?" (Lynn Ilon); "NGOs: Progressive force or neoliberal tool?" (Steven J. Klees) and "NGOs in a new paradigm of civil society" (Nelly P. Stromquist). <www.tc.columbia.edu/cice>
TechNet Think Tank ran, from Feb. 13 - March 4, an electronic discussion, "Building a Learning Society in El Salvador", organized by the Government of El Salvador and run by Conectándonos al Futuro. This electronic discussion is your opportunity to take part in the process of mapping out the overall Learning Society strategy for El Salvador, which will be presented to the Government, private sector and civil society groups for endorsement in May, 1999. To participate in future events, subscribe to <email@example.com>.)
Instructional Tele-communications Council (ITC), an AACC affiliate, hosted a community college conference on Tele-learning, in Portland, Oregon. Emphasis was on tele-communications and distance instructional development. Workshops were offered on "Designing Course Materials for the World Wide Web" and "Going the Distance", a public TV/Video-tape college course program. Conference sessions ranged from "Telecourses vs. the Internet: Which is Better?" to "Creating an Online Student Services Center." For more information, visit:
<http://www.sinclair.edu/communit/itc/, is sponsoring>
HOT DISTANCE ED PUBLICATIONS!
Bizhan Nasseh. Training & Support Programs and Faculty's New Roles in Computer-Based Distance Education: 1998 Research Report assesses how faculty and students are responding to computer-based distance learning courses offered at Ball State University. His research recommends that institutions train faculty in terms of new tools and teaching methods prior to initiating programs. http://www.bsu.edu/classes/nasseh/study/research.html
Ted Marches, Vice-President, American Association for Higher Education. AAHE, Bulletin (1998, May) Not-So- Distance Competitors: How New Providers Are Remaking the Postsecondary Marketplace highlights the growing number of non-profit and for-profit players that are offering business and information technology distance learning programs. <http://www.aahe.org/bulletin/bull_1may98.htm>
Inside Technology Training Magazine, in a recent article (June, 1998) listed the University of Phoenix as 1st, the University of Maryland as 2nd and the RIT (Rochester Institute of Technology) Distance Learning Programs as the 3rd largest provider of national campus distance learning programs. <http://www.ittrain.com>
ERIC DIGESTS has two new Distance Ed publications:
Vivian Change. "Policy Development for Distance Education." September, 1998.
Steven Leider. "Successfuly Integrating Technology." August, 1998.
Brad Cahoon. "Adult Learning and The Internet" Vol. 78 (Summer 1998) in New Directions for Adult and Continuing Education Published by Jossey-Bass Publications. This volume includes seven research articles and one summary article that examines how adults use the Internet to learn, both formally and in informal groups. Contents include: 1) Teaching and Learning Internet Skills; 2) Intranet for Learning and Performance Support; 3) Course Development for the WWW; 4) Adult Learners and Internet-Based Distance Education; 5) Facilitating Group Learning on the Internet; 6) On-Line Education: A Study of Emerging Pedagogy; 7) Ethical Considerations in Internet- Based Adult Education; and 8) Adult Learning and the Internet (Summary) Themes.
Distance Learner's Guide has been released by Prentice Hall and the Western Cooperative for Educational Telecommunications. This book provides basic skills for potential students who are unfamiliar with the concept of distance learning and face a confusing array of academic and technical options.
The July-August, 1998 issue of On the Horizon, included the following articles.
Fred Hurst. "So You Want to Start a Virtual University?" The Virtual University offers an attractive option for students outside the state, both nationally and internationally. Hurst evaluates different structures and governance models for distance learning, offering several different scenarios.
James Morrison. "Western Governors University (WGU): An Interview with Jeff Livingston" highlights the WGU potential to impact higher education because of the potential size and scope of the institution, and because it will award competency-based degrees.
Larry Gould. "Virtual Universities and the Demand for Global Learning: Using Cyberspace to Redefine the Market" analyzes the worldwide demand for accessible and affordable higher education. The characteristics and ramifications of the new Virtual Universities are examined.
Michael Kull. "Knowledge Economics: The Mandate for University Education," examines universal access to access of information by those without electronic sources. He defines higher education as becoming "have-nots" of a different kind. While universal access remains a social debate, its larger theme-universal education- takes on added significance in a knowledge- based economy, where the key competitive resource is knowledge.
Philip Urys. "Quality Assurance: Setting New Standards in Distance Learning," focuses on how an external quality agency achieves a reliable evaluation of the operations of a virtual university; or, more generally, of electronically-based education in any institution. <firstname.lastname@example.org.> Subscribe to his Online discussion list, OnLinEdu <email@example.com.>
Steven Hanson. "Getting Online for Human Rights: Frequently Asked Questions and Answers About Using the Internet in Human Rights Work" is available on-line from American Association for the Advancement of Science and Human Rights Program. This publication addresses questions on how to apply Internet technology to human rights research. See <http://shr.aaas.org/online/cover.htm> or <http://www.human-rights.net/huridocs-tech>.
SOUTH AFRICAN DIRECTORY
PRODDER has published it's 1999/2000 Southern African Development Directory, which includes listing of it's 14 member countries of the Southern African Development Community (SADC)'s development-related organizations. For inclusion of your college's programs, contact Yzette Terreblanche <firstname.lastname@example.org or email@example.com>
Please note the following new Web-Sites:
Teaching in the Switched On Classroom: An Introduction to Electronic Education and HyperCourseware
Evaluating IMM: Issues for Researchers
Quality Assurance Standards for Graduate Courses Offered via Distance Education:
From Chalkface to Interface: Developing Online Learning
Specifically: Critical Factors
Computer/Communication Skills Of Computer-Based Distance Education
Distance Education and Training Council: Useful resources
Achieving Worldwide Access to Quality Education and Training
Flexibility, Technology and Academic Staff' Practices:
DISTANCE EDUCATION PERSPECTIVES
Listed below is an excerpt from a speech given by Gajaraj Dhanarajan, President of the Commonwealth of Learning. For full text see: <http://www.col.org>
"Virtual Conference on Distance Education and Challenged Communities"
Promoters of distance education have constantly claimed that a good reason to establish "distance education" infrastructure and build "distance teaching" capacity is to take knowledge and training to the marginalised, isolated, underprivileged and the unreachable. There are a few isolated cases where such attempts have been made with a fair amount of success. One such case is the highly acclaimed Literacy Programme of the Allama Iqubal Open University of Pakistan. By and large, however, distance education continues to serve those who already "have" i.e. mostly the literate, male, middle class and urban dwellers rather than those who "have not" i.e. the illiterate, female, poor and rural communities.
The reasons for distance education services not reaching those parts of our communities, which are mostly marginalised, have little to do with a lack of resources. It may be more to do with a lack of passion [in many instances] or a lack of knowledge of the challenges and opportunities [in others] to bring about the change. The "distance education community" is comfortable with its successes, working in familiar environments where success is achieved with relative ease. The "development community", which has an equal responsibility in eradicating illiteracy, seems to be unaware of the benefits that distance education can bring to their purpose. The few who are aware seem to harbour a great level of scepticism about the effectiveness of innovations in educational delivery, perhaps memories of earlier failed attempts. Those of us in the distance education community may have failed to exploit the full potential of our "trade" and those in the development community may have, for one reason or another, failed to recognise the potential of distance education for purposes of development.
More than at any other time before we have the skills to reach out to many and diverse groups of clients; we have the knowledge to inform, train, educate, assess and accredit [if this is important] in different contexts; we have the technologies [low, medium or high] to deliver. We need a will. The need is all the more critical when we consider the current moniker for today's civilisation, namely the global knowledge-based economy. If we accept the moniker as even vaguely accurate, then we must also accept its implication for humanity: those who lack knowledge will be economically disadvantaged, perhaps in perpetuity. The development imperative is therefore self-evident: to provide the tools for individuals throughout the world to acquire the knowledge necessary to have economically productive and socially enriching lives as confident participants in a global society, not marginalised on-lookers seen too frequently as drains on society.
WEB ACCESS AS A UNIVERSAL RIGHT?
The CSS Internet News, a daily e-mail publication, included a March 1 article by Brett Allan King, "Spain Sees Net's Universal Right." This article noted that Spain and France will ask the European Union to consider Internet access a "universal right", like education and healthcare, thus allowing financed access at an "accessible price." A similar status is already applied to phone access. Out of a population of nearly 40 million, 2.5 million Spaniards have access to the Internet. Of those, 1.8 million are considered habitual users. In addition to the cost of an ISP contract, they must pay the cost of a local phone call. For the complete article see <http://www.ispo.cec.be/infosoc/legreg/9673.html>.
Polly Sprenger in the March 10 Wired News, notes that the over the past four years the number of non-English speaking users has gone from less than 10% to nearly 50%. Bill Dunlap's recent survey shows 100 million English speakers & 80 million Spanish and Japanese speakers. He notes that Web business marketing must change to reflect multi-lingualism in their on-line strategy.
Thirteen Colorado Community Colleges formed an Online Consortium that offers a no-residency A.S. Degree in Business, Certificate in Emergency Management & Planning, and courses in Occupational Safety and Health Administration to learners nationwide. For more information, visit their site at <http://www.ccconline.com>
CALENDAR OF EVENTS
April 7-9. 4th Annual Teaching in the Community Colleges Online Conference,: "Best Practices in Delivering, Supporting and Managing Online Learning." This conference is completely Online. All papers will be presented via the Web and presenters and participants will have opportunities to interact via e-mail and live chat. For details: <http://leahi.kcc.hawaii.edu/tcc99>
April 21-24. "Technology in Education Conference" Community College Foundation, in Ontario. <www.communitycollege.org1
May 2-5. "Global Wheeling and Dealing" 12th Annual NASBITE CONFERENCE (National Association of Small Business International Trade Educators)to be held in Detroit. For information: <http://www. docp.wright. edu/nasbite>
June 19-24. ED-MEDIA 99: World Conference on Educational Multimedia, Hypermedia & Telecommunications" Settle. E-mail: AACC@virginia.edu or <http://www.aace.org>
July 31 - August 13: UCLA Summer Teacher-Training International Institutes Community College Emphasis. Be part of the 8th Year in which faculty attend a full-day community college curriculum session followed by 10 days of individual area study in one of the following institutes: Africa; Europe/ Russia; Latin American; Middle East; Pacific Rim & International Negotiations. Please call Rosalind to reserve a space for the 1999 session.
September 20-22. 4th International Conference of the South African Education Law and Policy Association.
Bloemfonetein, South Africa. <Jheystek@econ.up.ac.za>
52nd International Conference on Educational Exchange, Chicago. The Theme is: "Changing Contexts for International Educational Exchange." Contact Abbe Sloan at (212) 822-2625 <www.ciee.org/conf> or <Conference@ciee.org>
Please Support CCIE
PREPARE TO INCLUDE THE 1999-2000 DUES OF $ 300 IN YOUR NEXT YEAR'S BUDGET
Editor Rosalind Raby, Ph.D. Director of Communications