ERIC Number: ED388368
Record Type: RIE
Publication Date: 1995
Internationalizing the Curriculum: Ideals vs. Reality.
Raby, Rosalind Latiner
International literacy is a crucial element for institutions of higher education, and especially for community colleges since they educate more than half of the adults in the United States, many of whom do not transfer to four-year universities. The best method for helping students achieve international literacy is through internationalizing the curriculum, or revising classes, programs, and general education requirements to include cultural and global concepts and theories of interrelationship. Three primary means by which the process of internationalization affects educational reform at community colleges are through general education reform, including content changes that include non-Western themes and revisions of the institution's mission and policy statements; faculty and administration rejuvenation, occurring through faculty exchanges and participation in international development programs and relying on active support by faculty and administrators; and diversifying the student body. Despite efforts for reform, progress has been slow, with only 14% of California community colleges having established international curriculum programs as of 1993. Many faculty and administrators remain opposed to the reforms. Also, due to economic constraints, new programs can be jeopardized and conflicts can arise among disciplines or departments. One solution may lie in merging international and multicultural programs/courses to coordinate these two programs' similar goals and activities. A list of internationalized classes at California community colleges in 1993-94 is included. Contains eight references. (TGI)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of the Association of California Community College Administrators (19th, San Jose, CA, February 22-24, 1995).