Internationalizing the Community College Co-Curricular Student Experience

1. Internationalizing the Community College Co-Curricular Student Experience Presented at the China-US Symposium on Higher Education June 15, 2011 Ningbo, China Ron Opp Penny Poplin Gosetti The University of Toledo

2. Background Information • Second of three surveys on internationalizing the community college student experience: • First survey asked chief academic officers about faculty programs and practices used to internationalize the academic student experience. • Second survey asks chief student affairs officers about student affairs programs and practices used to internationalize the co-curricular student experience. • Final survey will ask chief executive officers about leadership policies and practices used to internationalize the student experience.

3. Theoretical Frameworks Barnett’s Development of Intercultural Sensitivity Model (1986) Pedersen’s Multicultural Development Model (1998) These intercultural competence models suggest that students become more competent in multicultural situations as they move from ethnocentric to more inclusive understandings of diverse cultures. Astin’s Theory of Student Involvement (1985) This theoretical model suggests that student affairs staff and students are more likely to develop their talent, in this case intercultural competence, the more involved they are in internationalization experiences.

4. The Internationalization Challenge • As we move into a knowledge economy and a world of increasing international interdependence, community colleges are experiencing increasing pressure to add international perspectives to the educational experiences that are provided to their students (Green, 2007; Levin, 2001; Raby, 2009). • The world is seen as increasingly “flat,” and higher education is seen as the critical sector to prepare students to compete in the 21st century knowledge economy (Friedman, 2005). • Green and Siaya, in the ACE Report, Measuring Internationalization at Community Colleges, argued that the ability of community colleges “to prepare globally competent students is vital to the nation” (2005, p. 1).

5. The Student Affairs Response • If community colleges accept the challenge from the authors of this ACE report, the need to prepare community college students in global competence has clear implications for chief student affairs officers (CSAOs). • CSAOs are responsible for ensuring that community college students are involved in international programs and experiences out of the classroom that can help develop global competence. • CSAOs are also responsible for hiring and providing the professional development necessary for two-year college student affairs staff to take the lead in creating the programs, policies, and practices to prepare community college students for global competence.

6. Purpose of Study • This study documents the range of programs and practices that community college student affairs staff are using to internationalize the co-curricular student experience, and examines the relationship of these initiatives to the percentage of students involved in internationalization activities.

7. Methodology • Gathered data from 861 CSAOs at regionally-accredited community colleges programs listed in the 2010 Higher Education Programs [HEP]Directory. • Sent web-based survey to these CSAOs in March. • Mailing survey to CSAOs in April.

8. Preliminary Findings • Findings based on preliminary results from 56 CSAOs who responded to the web-based survey. • Mail-based survey being conducted this month will significantly enhance overall response rate.

9. Respondent Characteristics

10. Student Involvement in Internationalization

11. Value of Internationalization

12. Reasons for Internationalizing

13. Types of Student Involvement

14. Student Affairs Involvement

15. Student Affairs Involvement

16. Types of Funding Support

17. College Involvement

18. Support for Internationalization

19. Variables Related to the Percentage of Students Involved in International Activities

20. Variables Related to the Percentage of Students Involved in International Activities

21. Variables Related to the Percentage of Students Involved in International Activities

22. Discussion of Findings • CSAOs are leading wide variety of co-curricular initiatives to internationalize the student experience. The three most frequently mentioned include: • Provide support services to international students • Sponsor international activities and events on campus • Develop on-campus programs to integrate socially domestic and international students

23. Discussion of Findings • Preliminary data suggest that the most promising approaches for enhancing the percentage of students involved in internationalization activities, include: • Assessing impact of international education efforts • Including support for internationalization initiatives in college budget • Seeking personal involvement of CSAO in internationalization activities • Having students participate in service learning projects with immigrant groups in the community • Creating web pages with information on international programs and events • Providing funds for regular, ongoing international activities on campus • Providing meeting places where students can discuss international topics

24. Implications for Theoretical Models • CSAOs value the development of intercultural competence. • Involvement inawidevariety of student, student affairs, and college initiatives has a significant positive relationship with the percentage of students involved in internationalization activities.

25. Conclusions • This study documents the scope and variety of co-curricular programs, policies, and practices created by community college CSAOs to internationalize their students’ experiences. • This information can help chief student affairs offices in community colleges that have less well developed internationalization programs, policies, and practices learn from community colleges that have more experience. • This information can also help CSAOs target scarce fiscal and human resources to enhance their students’ internationalization experience.

26. Bibliography • Astin, A. W. (1993). What matters in college. Four critical years revisited. San Francisco: Jossey-Bass. • Friedman, T. L. (2005). The world is flat: A brief history of the twenty-first century. New York: Farrar, Straus and Giroux. • Green, M. F. (2007). Internationalizing community colleges: Barriers and strengths. In E. J. Valeau & R. L. Raby (Eds.), New directions for community colleges: No 138. International reform efforts and challenges in community colleges (pp. 15-25). San Francisco: Jossey-Bass. • Green, M. F., & Siaya, L. (2005). Measuring internationalization at community colleges. Washington DC: American Council on Education. • Levin, J. S. (2001). Public policy, community colleges, and the path to globalization. Higher Education, 42, 237-262. • Raby, R. L. (2007). Internationalizing the curriculum: On- and off-campus strategies. In E. J. Valeau & R. L. Raby (Eds.), New directions for community colleges: No 138. International reform efforts and challenges in community colleges (pp. 57-66). San Francisco: Jossey-Bass. • Raby, R. L. (2009). Globalization and community college model development. In R. L. Raby & E. J. Valeau (Eds.), Community college models: Globalization and higher education reform (pp. 21-38).