Ms. Liz Bergeron Dr. Michael Chipps Dr. Tracy Kruse Global Aspirations – Rural Reality RCCA Conference Prescott, AZ September , 2014

LOCAL ACCESS GLOBAL OPPORTUNITIES  Making the case for internationalization  How CCID can help  System of Comprehensive Internationalization  Getting on the path - Northeast Community College experience  Overview of internationalization initiatives  Using CCID tools for success

LOCAL ACCESS GLOBAL OPPORTUNITIES Why Community Colleges MUST be globally engaged … a President’s perspective …  Growing interest in CC global engagement  Internationalize the curriculum: prepare our students for a global society  Changing world, economic factors, new avenues for learning, etc. – developing a more engaged, diverse student

LOCAL ACCESS GLOBAL OPPORTUNITIES What role do community colleges have in international education? 2012 Summit Institute of International Education  Community colleges have a significant role in U.S. efforts to increase international education initiatives  Growing number of countries are looking at the U.S. community college model as a means to increase their skilled workers

CCID – SINCE 1976 CCID provides an international network for community colleges to further their internationalization initiatives and to enhance the development of a globally competent workforce for the communities they serve.

CCID MEMBERS & PARTNERS  Board Institutions Board of Directors Senior International Officers (SIOs)  Members  Educational Partners  Outreach Partners  Sponsors  Global Industry Council

ENGAGE WITH CCID  Strategic Internationalization  Quality Networking  Mobility Facilitation  Technical Expertise

COMPREHENSIVE INTERNATIONALIZATION Comprehensive Internationalization is an organizing paradigm to think holistically about higher education internationalization and how internationalization is evolving in the early twenty-first century in the United States to involve widening sets of objectives and people on and off campus. The purpose is not to prescribe a particular model or set of objectives, but to recognize a diversity of approaches to CI allowing each institution to choose its own path and its particular contribution consistent with its missions, clientele, programs, resources, and values. - John K. Hudzik, Dean of International Studies & Program, Michigan State University.(Comprehensive Internationalization: - From Concept to Action. NAFSA, 2011).

GOALS OF CCID’S SCI  Create a framework for comprehensive internationalization specific to community colleges or similar international institutions.  Strengthen knowledge sharing and capacity building between institutions, both U.S. and international.  Recognize specific expertise and capacity development of member colleges through a systematic, transparent process.  Provide a mechanism for institutional analyses based on a common set of categories and measures, which have been collectively developed with specific intention to provide institutional flexibility

INSTITUTIONAL ANALYSIS – CREATING THE ROADMAP Self Study  Institutional Profile  Catalytic Conversations  Stakeholder Involvement  Common Categories Gap Analysis  Process Improvement Accountability  Metrics  Thresholds  Comparative Database

 Meeting needs of members  Provide accountability & metrics that resonate with boards, leadership, community  Engages cross section of campus  Includes global perspective  Designed to be integrated into college’s current assessment processes  University collaboration– Student Outcomes Survey BY COMMUNITY COLLEGES FOR COMMUNITY COLLEGES

COLLABORATIVE DISCOVERY  Internationalization Cohorts  Networking  Publications  Media

RECOGNITION  Data driven  Benchmarking and best practices  Advocacy for global engagement  Resource for evaluating capacity

CCID’S VISION FOR SCI  Self Study is used by all CCID members  Database of internationalization metrics for community colleges worldwide  Increase in knowledge sharing and consortium activity  Recognition program that colleges can use to promote themselves globally  Consortium can provide resources dedicated to internationalization efforts on campuses  CCID can better support and promote its member colleges  RELEVANT DATA on local, national and international levels

FRAMEWORK MATRIX  Ten categories including:  Leadership and Policy  Organization  Teaching and Learning  51 indicators  Four stages per indicator  Seeking – Building – Reaching – Innovating

USING THE FRAMEWORK S A M P L E

STAGES OF PROGRESSION  Seeking (1) --Scattered, disjointed, low profile activities, few resources  Building (2) --Executive leaders open about internationalization; uncoordinated activities; resources developing  Reaching (3) --Increased int’l capacity;,ore engaged students, staff, faculty, admin; int’l activities mature at all levels; centralized activities  Innovating (4) —Pervasive, omnipresent & fully integrated; expectation that every student exposed to international content

TAKING THE LEAD … Using the tools

NORTHEAST COMMUNITY COLLEGE College Snapshot  20 counties in northeast Nebraska  14,400 square miles  158,448 constituents (US Census Bureau, 2010)  3,334 FTE Students  Non-resident tuition: $116.00/credit hour  Currently 39 students from 17 countries

NORTHEAST COMMUNITY COLLEGE  1998: Subcommittee discussions about Global Education  2003: Committee Disbanded, Pockets of Believers on Campus  2010: President Travelled to China with AACC  : Formation of Global Opportunities Committee  2011: Global Opportunities became 1 of 8 Institutional Priorities  2012 – Present: Building support, formalizing structures

BUILDING KNOWLEDGE  Northeast Global Opportunities Team Workshop  Internal Assessment –  External Communication (3)  Employee Engagement (2)  International Programs Staffing (1)  Campus Curriculum (1)  Governance (4)  Policies (1)  Strategic Plan (3)  Finances (2)  Agreement on Initial Results  Next Steps/Timeline Key: 0= No activity 1= Seeking 2= Building 3= Reaching 4= Innovating

RESULTS  We are doing some things well, but have a long ways to go  We now understand that we have to build the Infrastructure to make our Global Educational Opportunities Priority Operational

RESULTS First Component: Study Abroad  Short-term faculty-led travel attached to a pre-requisite class  Longer-term study abroad immersion program for students  Faculty exchange Second Component: Internationalizing the Curriculum  Adding international content to curriculum  Use of Rosetta Stone  Cultural Activities/Awareness Third Component: Formalizing Structures  State/Regional Consortium  International Center/Address Staffing needs  International Student Recruitment

RESULTS  Future Steps:  Business and Industry Partnerships  Integration across campus  Professional Development  Policies and Procedures  Scholarship/Funding Support

SUMMARY  Internal study  Tool for improvement  Broad participation with key stakeholders & champions  Leadership commitment  Benchmarking  Roadmap  Entry point to System of Comprehensive Internationalization

CCID SUPPORT SERVICES  Online Data Collection Tool  Onsite Facilitation  Expert Coaching  Internationalization Cohorts

THANK YOU! Ms. Liz Bergeron Dr. Michael Chipps Dr. Tracy Kruse