December, 1998 - February, 1999: vol. 8, nos. 4-6

California Colleges For International Education

(818) 882-9931 FAX (818) 882-9837 E-mail: URL:

International Education Updates

CCIE Web Page

CCIE has it's own WEB-page which currently has several national and international links. The information on this Web-Page, however, is now out of date. CCIE will begin in February updating information for it's Web Page. Please respond promptly to the Annual Survey if you want your college represented on this page. Please submit URLs, any new additions, or updates on your international programs to Rosalind.


The CCIE Study Abroad Brochure details programs, including brief description, location, dates, prices, contact and phone numbers. For inclusion in the Fall 1999 Edition, and in our upcoming Web-page, please mail updates to Rosalind by February 26.


Since 1984, the office for CCIE has been in the Institute for International Programs (IIP) at the Los Angeles Community College District. Since the closure of the IIP in the Summer of 1998, CCIE has found a new home with Santa Monica Community College. In that this transition has taken longer than expected, many of our usually offered programs such as the Study Abroad Brochure, the Annual Survey, the Student Scholarship and Faculty Grant Competition, etc. have been put on temporary hold. Now that the new office for CCIE is one again secured, we will begin offering those programs. Thank you all for your patience during this transition period.


The CCIE Annual Survey will be sent to all members via e-mail February 1. 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. Although the CCIE Survey is extremely long and detailed, the information that we get is invaluable. CCIE is regularly asked for information on its members by national and international consortia. 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.


In order for CCIE to continue hold workshops, give grants, & share program information, we must have money that comes from membership dues. Please urge your college to pay its annual dues and to place CCIE dues in future budgets!


There has been positive feedback on the newly introduced CCIE College Highlights Section that spotlights member colleges. Representatives will be contacted to report what they are doing that is special and what specific assistance they need. If there is anything in addition that you would like to share with CCIE representatives - please contact Rosalind.


Send information regarding non-traditional study abroad programs to Rosalind.


East Europe: Choral: Napa

Prague: Glendale

Western Europe: Art: Coast

Easter Island - Anthropology/ Geology: Saddleback

Philippines: San Francisco

Japan: San Francisco


The 1997-1998 CCIE Annual Report was mailed to all CEOs, CCIE representatives, and the State Chancellor's Office. Information from this report was obtained by the 1998 CCIE Annual Survey. The CCIE Annual Report is an extensive examination of best-practices among California community colleges.


CCIE held it's Annual Business meeting, November 19 at the CCLC Convention at the Westin Hotel in Long Beach. After the Treasury report indicated a continued loss of revenue, it was voted to increase CCIE annual dues to $ 300.

Please make provisions for this increase in next year's budget.

A Roundtable featuring Piedad Robertson, President of CCIE and President of Santa Monica College and Gary Rhodes, Director of SAEFTI, discussed new trends in international student and study abroad programs. The key-note speaker was President of the Faculty Senate, Bill Scroggins, who discussed the vital importance of internationalizing the curriculum in all California Colleges. About 40 CCIE member college representatives attended this meeting. Thanks to all who attended and we are looking forward to seeing the rest of you next year.


The Gulf of Mexico Governors Education and Culture Commission met in Veracruz, October 29-30. This network, emphasizes academic links in manpower training. Contact Rafael Mario Islas Ojeda info: <>


The Journal, Educational Courses in Britain and America, Vol. 19, No.3 has several articles concerning the community college. One article is "Community Colleges: A Unique Educational Opportunity for the International Student", by Linda Korbel, Executive Director of ACIIE. The article highlights the advantages of the community college for the international student.


The University of Birmingham offered a workshop on international approaches to the management of education systems and educational institutions. For more information contact:


An overview article on the "National and Global Implications of the Year 2000 Embedded Systems Crisis," by Paul D. Gordon <>


Chancellor Brice Harris of the Los Rios District is heading the newly formed Global Education Network Task Force. The goal of this Task Force is to develop an intersegmental Budget Change Proposal that will inject 20 million dollars into the California Community College System over five years for faculty/staff development, international curriculum development and courses delivered through the most current forms of technology. All of the community college members on this Task Force, except for one, are from CCIE colleges.

The Task Force has had three meetings since September and has drafted a vision statement, goals and values statement and is now drafting an for action plan. Details on the Task Force will appear in the next issue.


The LaFerta Operating Foundation offers fellowships for volunteer abroad programs. Participants gain tangible work experience and access to a large network of organizations working for sustainable solutions. Contact Viviana Rennela <fellowship>


For downloadable information on embedded systems:

< y2klinks.htm#ES_Remediation_Guidelines>

Roleigh Martin is a writer, technical expert and Y2K activist.

Another site is maintained by Peter de Jager, another Y2K activist <>


The Fourth Annual International Symposium, sponsored by NASPA National Conference will be held in New Orleans on March 27. Themes: 1) Asian economic crisis - what are the impacts on students and higher education? 2) Global Trends in Higher Education - Where are we headed; 3) Cross-Cultural Understanding and tolerance in a rapidly changing world. For information: <> or Dr. Roger Ludeman <>


The Tenth Annual College Consortium for International Studies Conference was held in Mexico, Feb. 4-6. <>

On-Line "Learning in the Information Age" <>


Dr. Gary Rhodes, U.S.C. is the new director of the Center for Global Education which focuses on collecting and distributing resources on the Internet and WAW to support health and safety issues and study abroad. The project will support the development of a SAFETI Clearinghouse (Safety Abroad First-Educational Travel Information). Issue areas include: Crisis Management; Sexual Harassment and Assault; Alcohol and Drug Use and Abuse; Housing and Program Facilities; Orientation Programming; Medical Care; Crime and Violence; Discrimination; Psychological Issues and others. Access will be open to all institutions. Details are found at <>


The Ministry of Higher Education of the Republic of Cuba is hosting a meeting, April 29-30 to promote international cooperation and exchange between Cuban colleges and other higher educational institutions around the world. For information contact: Mr. Yuri Gala, Third Secretary, Embassy of the Republic of Cuba (613) 563-0141; FAX (613) 563-0068 or e-mail:


Boston University just completed a new study which indicates that throughout the country there are substantial changes in students studying foreign languages. The New York based Modern Language Association Study shows a 13.5% rise in students taking Spanish from 1990 - 1995 and a decrease of 44.6% for study of Russian, 27.8% for German and 24.6% for French. A growing number of students are also enrolled in Chinese, Korean, Arabic, some African dialects and Hindi.

The Center for Applied Linguistics, a Washington, D.C. based organization shows consistent changes with the K-12 public and private schools in which there has been a rise in teaching Spanish (from 68% to 79%) and Japanese (from 0 to 3%). French dropped from 41% to 27%, German from 10% to 5% and Latin from 12% to 3%.

Some feel that the new pattern of language study underscores and reinforces two other trends: a move away from liberal arts education toward more-practical schooling, where for instance, students prefer Chinese to French because they believe it will improve their job prospects; and an acceleration of many Americans' belief that it does not matter what languages they learn because English is the only one they need (i.e. proliferation of Internet, which uses English as the computer world's basic language). Regardless of the purpose - the reality is that substantial changes are happening.


A new publication, Leadership in Continuing Education and Distance Education in Higher Education ,by Cynthia C. Jones Shoemaker (Allyn & Bacon), examines management and leadership trends of Distance Education in higher education. The author examines how market demand caused an escalation in electronic programs and how colleges are becoming two schools: one traditional and one electronic. She reviews some of the larger virtual campus programs and provides a general scheme for how colleges can set-up pilot distance education programs and support services.


Representatives from 112 institutions in 38 countries attended a the 1st International Conference on Rural Telecommunications: There are No Boundaries last November in Washington D.C.. For information on this learning and networking opportunity, visit the web-page : <>


March 5. Moving Beyond Borders: Internationalizing the Curriculum Workshop. SOCCIS Internationalizing the Curriculum Sub-Committee. Whittier College. Contact Rosalind Raby: for registration information. Registration is $ 10.

June 19-24. ED-MEDIA 99: World Conference on Educational Multimedia, Hypermedia & Telecommunications" Seattle. E-mail: or <>

July/August: UCLA Summer Teacher-Training International Institutes - Community College Track.

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 and International Negotiations. Please call Rosalind to reserve a space for the 1999 session.


CCIE will be holding officer elections in the Spring. There will be positions for a new President, two Vice-Presidents representing Northern California and two Vice-Presidents representing Southern California. There is also a position for a new Executive Secretary. Send nominations to Rosalind.


Please note the following new Web-Sites:

Development Resource Center, "Pacific Development Directory," highlights development-related organizations in the Pacific.


Current Issues in Comparative Education (CICE)


Observing Measuring or Evaluating Courseware


Quality Assurance Standards: <>

Council for Higher Education Accreditation: <>

Council of Higher Education: Quality Assurance and Distance Ed. <>

Council for Higher Education Accreditation

Assuring Quality in Distance Learning


Council for Higher Education Accreditation Perspectives


Enhancing Usefulness of Accreditation in a Changing Environment


Y2K News: <>


The CCIE Newsletter is continuing it's program highlight section this month with a highlight on new the Publication:

Looking to the Future: Report on California Community College International and Global Education Programs

The highlight for the next 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.

Looking to the Future: Report on California Community College International and Global Education Programs. By Rosalind Latiner Raby

In 1997, the Institute for International Programs (IIP) of the Los Angeles Community College District (LACCD) in cooperation with the consortium, California Colleges for International Education (CCIE), was granted a Fund for Instructional Improvement Research Grant, RFA No. 97-000 by the Chancellor's Office for the California Community Colleges. The funding was a direct result of the California Community College Board of Governors being interested in fostering international and global education at California Community Colleges. The focus of the research was to assess the current status of international and global education at California community colleges and to provide a review of the literature in an effort to help inform future policy discussions and recommendations on funding and state support for global and international education.

The Study assesses the current status of international and global education at California community colleges and acknowledges the vital importance of these programs to our communities. The Report calls for support to make international and global educational programs an integral part of the academic life of California community colleges and provides recommendations to help achieve these goals.

The survey instrument which was used to assess international and global educational activities was designed by the Alliance on International/Intercultural Education Advisory Committee, which included representatives from eight California consortia/ organizations, plus five representatives from the Chancellor's Office, California Community Colleges, California State University and the University of California.

The International and Global Education Survey (IGE Survey) was distributed to all CEOs and CIOs at California community colleges. Analysis of the State Chancellor's Database and examination of various national and state reports were conducted to provide a system-wide as well as national and regional focus to the IGE inventory of activities. Concluding the report is an evaluation of literature in the field (1990 - 1998).

Purpose: The role of California community colleges is changing as our colleges are trying to meet often competing demands for preparing students for continuing their education in a four-year setting as well as providing training for the work place. Research indicates that success in both areas is enhanced by obtaining international and global literacy skills, as many California community college students will be directly involved with careers that have an international and global dimension. The Literature review defines global and international education as:

Global Education: Education that emphasizes similarities among world cultures and underscores the universality of experience derived from the emergence of new systems, structures, and modalities that combine economic, political and cultural characteristics

International Education: Education that emphasizes the need to understand a variety of perspectives (geographic, ethnic, cultural, gender etc.) by acknowledging similarities, but also by respecting and protecting differences among multi-country diversities.

The more social life becomes influenced by the similarities of a global culture, the stronger the need becomes to identify singular forms of cultural identity. In this dialectic, both international and global dimensions exist, and hence the emphasis is on both international and global education.

Conclusions and Recommendation: Looking to the Future: confirms that California community college students need to possess international and global competency skills in order to politically, economically and humanistically compete and perform in our increasingly complicated world. Eighty-seven of the ninety-one reporting California community colleges offer at least one type of international and global education program and of those eighty-seven colleges, eighty-one offer two or more different programs.


84 California colleges (94%) offer at least one type of program with a defined coordinator.

The three most popular programs that have a defined office and coordinator are: International Students (81 colleges, 90%); Study Abroad (68 colleges, 76%) and International Studies (38 colleges, 43%).

The five least popular are: International Centers (22 colleges, 25%); International Development (24 colleges, 27%) International Virtual University/ International Distance Education (33 colleges, 37%), International Economic Development (34 colleges, 38%); and Immigrant Education (34 colleges, 38%).

All but four colleges offer at least one program with a defined office and coordinator: International Student Program. The second most popular is Study Abroad (68 out of 90 colleges).

The majority of colleges do not employ full-time people to coordinate programs. Most either volunteer their time (with 0 FTE) or receive .5-2 FTE for their positions.

Fewer California colleges have full-time people employed in international education programs than the national average. In addition, 25% of California colleges have part-time/volunteers working without a defined office.

International and global education is mentioned in 54 (59%) colleges Master Plan; 42 colleges (48%) Annual Priorities and 37 colleges (42%) Missions.

Intercultural education is mentioned in 3 colleges (4%) Master Plan;2 colleges (3%) Annual Priorities and 2 colleges (3%) Mission.

Neither international, global nor intercultural education is mentioned in 33 college (37%) Master Plans; 45 college (50%) Annual Priorities and 47 college (55%) Missions.

39 colleges (43%) have International Education committees, 8 colleges belong to district committees (10%) and 49 colleges (57%) have no such committees.

It was found that less than half of all colleges had international and global education mentioned in their college documents.

29 California colleges (33%) have no membership in either national or state consortia.

60 California colleges (68%) claim membership in at least one national or state consortia. However, there is a discrepancy in the number of California colleges that claim membership and the number of colleges that actually belong to these groups, according to the consortia:

43 colleges (48%) claim membership in NAFSA, yet, NAFSA reports 100 California colleges as members.

36 colleges (40%) claim membership in CCIE, yet, CCIE reports 58 colleges as members.

17 colleges (20%) claim membership in ACIIE, yet, ACIIE reports 11 colleges as members.

16 colleges (18%) claim membership in CITD.

15 colleges (17%) claim membership in CCID, yet, CCID reports 2 districts as full members and 3 colleges and 1 district as affiliate members.

15 colleges (17%) claim membership in CIEE.

13 colleges (15%) claim membership in NCAGE

3 colleges claim membership in NCCCCFSC and 1 college claims membership in SCFS, yet NCCCCFSC reports 25 colleges members, & SCFS reports 11 members.

The most popular consortium is NAFSA, followed by CCIE.

62 California colleges (69%) receive no specific funding to support their programs.

Of the 28 California colleges (31%) that do receive specific funding: 14 colleges (16%) got support from business sources; 13 colleges (15%) receive funding from state sources; 8 colleges (9%) from national sources; 7 colleges (8%) from other countries; 8 colleges (9%) from independent sources; 2 colleges (3%) from their own district grants, from international student tuition fees; or from sister college contracts.

California colleges receive considerably less federal support than the national average for international education.

The eight most frequently offered programs are that are not necessarily part of an organized international education program: ESL (83 colleges, 93%); International Students (81 colleges, 90%); Foreign Language (68 colleges offer three+ foreign language programs, 76%); Study Abroad (56 colleges, 63%); Study Tours (50 colleges, 56%); International Celebrations (43 colleges, 48%); Faculty Exchange (39 colleges, 44%); Immigrant Education (38 colleges, 43%).

The six least frequently mentioned are: International Business (17 colleges, 19%); Distance Learning (16 colleges, 18%); International Faculty Development (15 colleges, 17%); International Meetings (10 colleges, 12%); International Forums (6 colleges, 7%); International Management (6 colleges, 7%); Work Abroad (2 college, 3%).

A strong correlation exists between the frequency in programs being offered and the fact these programs are either strongly funded (ESL and Immigrant Education) or are programs that bring in income (International Students, Study Abroad and Study Tours).

Those California colleges that are most successful in this field demonstrate the following:

Thorough integration of these concepts in all college documentation so that a foundation emerges from which future programs can be securely funded, well staffed and maintained;

Provisions for membership in consortia are made as a means to share information, work collaboratively and provide mutual assistance;

Strategic plans for a variety of programs are drafted, which by their nature must be approved by a variety of interest groups on campus, thereby giving the programs viability and mass support.

Success requires a process of systemic change that is dependent upon eight criteria:

1) Defining Objectives: Provide comprehensive and clear definitions and recognize the primary purpose for including these programs in the campus.

2) Commitment/Support: from a) Board of Trustees; b) Chief Administrative Officers; c) Faculty; d) Faculty Senate; e) Department Chairs and, f) Staff

3) Strategic Direction: provided in a) supportive policy/ mission statement; master plans; annual priorities; b) curriculum/department review process and hiring practices; and c) connective tissue across the various programs

4) Funding: a) initiating line item in college budget; b) working with state and local funding to legitimize use of resources and c) seeking grant funding

5) Specific Office: secure, visible and financially supported office with adequate clerical assistance, budgets, and connections to other college programs

6) Specific Coordinator: assign full time position to manage a variety of internal/ external programs, grant-funded activities; and be college liaison to college CEO, academic and to state and national consortia

7) Institutionalizing Elements: include a) hiring & tenure requirements; b) general education requirements; c) staff development; d) curricula/ program design and e) library/ media holdings. Also includes overcoming negative forces such as resistance to change, apathy, parochialism in educational policy structure and ethnocentric perceptions of the world that many disciplines and faculty currently display.

8) Partnerships: within the college, with the community, with industry, with the state and with other consortia


Announcing a conference on international internships and overseas study programs in Mazatlan, April 20-24. This is the first attempt to bring people involved in international education together to discuss the growing interest in international internships. Culture and language immersion experiences have long been recognized as the best way for students to understand those from other countries. International internships, however, deepen immersion experiences even more and increase the marketability of students upon graduation. For information on conference topics and schedule as well as on-line registration information, e-mail Dan Ferguson, <>

Please Support CCIE


Editor Rosalind Raby, Ph.D. Director of Communications