There is a wide range of opinions within higher education circles in the United States about international and intercultural education (IIE). In much the same way, attitudes and perceptions vary among faculty and administrators within the Maricopa Colleges. While some of us endorse IIE and incorporate it into our classrooms and course competencies, others question why we, a community college system, worry about this issue. Aren't we supposed to help prepare our community members for a better life; to be more productive right here in Maricopa County? To paraphrase an old saying, what does the price of tea in China have to do with anything?
In recent years we have watched the U.S. economy recover from recessions, the stock market rise and the gap between the rich and the poor within our own country widen. At the same time, we have observed the world change in ways we never anticipated. With the fall of the Berlin wall, North Americans were optimistic about the path the global community was taking. Open and free trade was embraced. But, in a seemingly short period of time, ethnic conflicts and civil wars threaten the world's newly found peace and potential economic prosperity. Markets are changing throughout the world: from the emerging strength of China in the global market to the establishment of the European Economic Union and one European currency. Technology has broken down communication barriers and we are all a part of the World Wide Web, which potentially removes limits on marketing and trade on a global scale.
However, even with these examples of increasing global interdependence, some may still ask: But do we need international education in a community college? Some of the leading organizations in education are focusing on this subject. In a recent document published by the American Council on Education (ACE), Educating Americans for a World in Flux, the authors address this question when they state:
"The world in which most adult Americans grew to maturity no longer exists. The cold war is over. The domestic economy is global. The "melting pot" is boiling over. Our world is in flux. The approach of the 21st century foreshadows not simply a new millennium, but a completely new and different globe." (Educating Americans for a World in Flux: Ten Ground Rules for Internationalizing Higher Education, 1995, p. 3)
Regarding increasing global interdependence, this ACE publication mentions a few of the issues which makes this inevitable:
"Superpower confrontation has been replaced by regional instability. Jobs lost at home reappear abroad. Industrial accidents spread pollution across borders. Public health problems vault oceans. Goods and services flow freely across borders and among great trading blocs. American graduates must compete with their peers from overseas.
In truth, the line separating "foreign" from "domestic" is much harder to define today than it was yesterday, and much of our domestic success depends on events taking place elsewhere." (Educating Americans for a World in Flux: Ten Ground Rules for Internationalizing Higher Education, 1995, p. 1)
The late Dr. Ernest Boyer, past President of the Carnegie Foundation for the Advancement of Teaching, spoke to many of these same issues when he addressed the "Building the Global Community: The Next Step" conference in November of 1994. In his opening remarks for this event sponsored by the Stanley Foundation in association with ACIIE, an affiliate of the American Association of Community Colleges, Dr. Boyer summarized his beliefs:
"America is now at the crossroads. We will either rediscover our relationships globally or develop the dangerous and sometimes fatal attitude of isolationism. This country is struggling in its own soul as to whether we are a part of the larger human community. We are so big that we have the illusion that we can be isolationists. We dare not try to live that delusion and fail to confront the human community and future." (Building the Global Community: the Next Step, ACIIE and the Stanley Foundation, 1994, p. 27)
The outcome of the conference is summarized in a publication by the Stanley Foundation. With regard to the role of community colleges, the report states:
"As proactive, community-based institutions of higher learning, community colleges have long been aware of global changes and their impact on American Society. Their very nature and scope have evolved due to the influx of international students, the advancement of faculty expertise, technological advancements, telecommunications, the development of new curricula, and compelling global developments. Many colleges recognize that the world is not out there; it is here, in the classroom and communities they serve. Separating domestic from international issues is no longer an option." (Building the Global Community: the Next Step, ACIIE and the Stanley Foundation, 1994, p. 1)
Based upon these concerns and issues as well as many others, the Maricopa Colleges responded to the need to incorporate international education into its mission. Development of the Strategic Plan for International Education began in January, 1987, when Dr. Alfredo G. de los Santos Jr. invited a group of interested faculty and administrators to develop a document that would provide direction for international education in Maricopa. As a result of this effort, the initial district IIE Strategic Plan was developed.
With the continuing efforts of dedicated faculty and administrators, the plan was up-dated and the revised Strategic Plan, which received governing board approval in July 1992, includes the following statement which addresses the importance placed upon IIE within the Maricopa Colleges:
"MCCCD, as one of the largest educational systems in the world, must assume a leadership role in international/intercultural education. The teaching and learning which occurs in the Maricopa Colleges must develop the knowledge and skills, and promote the attitudes and values which will enable students to become productive citizens in a rapidly changing, multicultural world." (I/IE Strategic Plan 1992)
Several colleges have recently submitted applications for FIPSE grants which provide funds for the mobility of students with partner institutions in other countries. PVCC was recently awarded a three year FIPSE grant for student mobility between Mexico, Canada and the U.S. MCC and SCC are awaiting for notification from FIPSE on the status of their requests. The Arizona Mexico Trade Education Program (AMTEP) grant was awarded through the District Office of Business and Workforce Development. Directed by Ms. Bertha Landrum, this project was recently awarded a second year continuation grant.
These short term training programs have included more than 230 business and government officials from China. Many high level technical and managerial professionals from the greater Phoenix area have volunteered their time to serve as trainers. All costs for these training programs are paid for by the city of Chengdu. Several sister city training programs are scheduled for 1996. In addition, the Business and Workforce Development Office has received requests to provide training programs for other cities in China.
For further information on any of these programs please contact the Office of International & Intercultural Education at the District Support Service Center at 731-8250.
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Alan Levine
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Comments to alan.levine@domail.maricopa.edu
URL: http://www.mcli.dist.maricopa.edu/labyforum/Spr96/spr96F2.html