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EFFECTIVE PRACTICES
FOR ACADEMIC LEADERS
Intercultural Competency—Preparing Students
to Be Global Citizens
THE BALDWIN-WALLACE EXPERIENCE
by Judy B. Krutky
Volume 3/issn 1554-0464
Issue 1/isbn 978-1-57922-299-4
Executive Summary
C ONTENTS
Executive Summary . . . . . . . . . . . . . . . . 1
Introduction . . . . . . . . . . . . . . . . . . . . . . . 1
Current Relevance of Multicultural
Education and Internationalization . . 3
National Efforts to Promote
Multicultural Education and
Internationalization . . . . . . . . . . . . . . . 4
In the Trenches (A Case Study):
Baldwin-Wallace’s Approach to
Multicultural Education and
Internationalization . . . . . . . . . . . . . . . 6
The Office of International Education . . . 8
Conclusions . . . . . . . . . . . . . . . . . . . . . . . 14
References . . . . . . . . . . . . . . . . . . . . . . . . . 15
Annotated Bibliography . . . . . . . . . . . . . 15
A BOUT
THE
March 2008
A UTHOR
Judy B. Krutky is the Associate Academic
Dean for Intercultural Education at BaldwinWallace College and professor of Political
Science and International Studies. She is
a member of the Advisory Council of the
American Council on Educations’s Internationalization Collaborative and has served
as a Senior Fellow in the office of Diversity,
Equity and Global Intiatives at the Association of American Colleges and Universities.
This briefing argues that it is time to look at internationalization and multicultural education with an integrated approach that incorporates them
more directly into the student learning experience. Drawing on recent proposals from national educational associations like the American Council on
Education (ACE) and the American Association of Colleges and Universities (AAC&U), it contends that it is time to mainstream common elements
of both internationalization and multicultural education, not as add-ons but
as integral components that enhance liberal education as it is currently being offered both within and outside the classroom. Like most changes in
higher education, how relevant these suggestions are will be determined by
administrators, faculty, and staff in the context of their own institutions.
The issues discussed here are illustrated by looking more closely at a
case study of Baldwin-Wallace College (B-W), a medium-size comprehensive college with a liberal arts focus located in Berea, Ohio. It describes the
effective practices taken by this institution as it wrestles with these issues
as part of a larger discussion surrounding the adoption of a new mission
statement and revised core curriculum. It follows the process of curricular
revision and related changes in institutional structure at B-W since the development of a new mission in 2000 and shows (a) how multicultural and
international education developed separately at first as part of the larger
process of institutional change and (b) how their common elements were
then reconceptualized by faculty to help students understand how they relate to others domestically and globally. The briefing highlights the College’s ongoing efforts to infuse intercultural competence campuswide.
E DITORS
Timothy J. Delmont
College of Management
Metropolitan State University
MN State College and University System
University of Minnesota
[email protected]
Robert Secor
Vice Provost Emeritus for
Academic Affairs
Pennsylvania State University
[email protected]
INTRODUCTION
What educators should teach students is a fundamental question facing all
societies. The answers have been debated and have evolved as societies and
their challenges have changed. Those of us in higher education have been
part of the most recent series of dialogues surrounding liberal education
in Western societies and the need to reconsider what we teach (Berkowitz,
2007; Lewis, 2007). Liberal education originally emphasized a common
core curriculum that all students studied in the nineteenth century. A more
varied curriculum evolved in the twentieth century as concerns centered on
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providing students with both breadth through general studies and depth
with the introduction of majors. The debate continues over how to meet
the challenges of an increasingly interconnected global society in which
growing numbers of students with a wider variety of backgrounds and interests pursue higher education.
Today’s students must understand the global forces and domestic diversity in which they find themselves. While increased attention has been directed at the phenomena over the years, learning about them is not enough.
Students also need to learn related intercultural skills that are relevant to
their prospective careers and their roles as citizens. However, these elements cannot be addressed apart from broader issues related to undergraduate education more generally.
No academic discussion can go far without a definition of terms. Multicultural education and internationalization are replete with related
terms and multiple understandings of what each means. This briefing follows the lead of ACE’s Bridging the Gap project, which notes that the
term multicultural focuses on issues of domestic diversity while internationalization refers to knowledge of cultures outside the United States and of
global trends and systems. Looking more closely at the terms, ACE has
chosen to use the term multicultural education, thus building on the work of
J. A. Banks. Multicultural education assimilates content from diverse cultures, attends to how culture shapes the construction of knowledge, values a pedagogy of equity, seeks the reduction of prejudice, and embraces a
culture that empowers all students. Those associated with the ACE project have avoided the term globalization because of its association with the
phenomenon of Westernization. They have also rejected global education,
which for many is more oriented to K–12 education (Olson, Evans, &
Shoenberg, 2007, vii–x).
When international education is used by those in higher education, its
meaning most often refers to study abroad, recruiting international students, or studying a foreign language or regional area. ACE prefers the
term internationalization, as used by J. Knight, who sees it as promoting an
international, intercultural, or global dimension as part of postsecondary
education (Olson et al., 2007, vii–x). Internationalization and multicultural
education share a common goal in that both are directed at the need for a
process of systemic institutional transformation of the students’ educational
experience. Interculturalism is used to represent the overlap of many elements of multicultural and international education and refers to the “culture
general” principles of interaction and adaptation that can be taught (Cornwell & Stoddard, 1999, p. 17).
Intercultural competency is also directed at improving student learning.
Bennett and Salonen (2007) note that it is a “meta-cultural perspective
that can be used to examine patterns in any culture, domestic or international” (p. 46). However, a 2006 study found that, while there are a
number of common elements used by scholars in related fields, the definition of intercultural competency continues to evolve. The most commonly
agreed-upon elements include the “ability to communicate effectively and
appropriately in intercultural situations, to shift frames of reference appropriately and adapt behavior to cultural context; [and the] ability to
EFFECTIVE PRACTICES FOR
ACADEMIC LEADERS
ADVISORY BOARD
Trudy W. Banta
Vice Chancellor for Planning and Institutional
Improvement, Indiana University-Purdue University
Indianapolis
Carole J. Bland
Professor and Director of Research, Department of
Family Medicine, University of Minnesota
Betsy E. Brown
Associate Vice President for Academic Affairs and
Executive Director of the UNC Leadership Institute at
the University of North Carolina
Theodore H. Curry
Professor and Director, School of Labor and
Industrial Relations, Michigan State University
Walter H. Gmelch
Dean, School of Education, University of San Francisco
C. Kristina Gunsalus
Adjunct Professor, College of Law, University of Illinois,
Urbana-Champaign
William B. Harvey
Vice President and Chief Officer for Diversity and
Equity, University of Virginia
Val Miskin
Director of Graduate Programs, College of Business
and Economics, Washington State University
Gerardo E. de los Santos
President and CEO, League for Innovation in the
Community College
Daniel W. Wheeler
Professor, Ag Leadership, Education, and
Communication, University of Nebraska-Lincoln
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identify behaviors guided by culture
and engage in new behaviors in other
cultures” (Deardorff, 2006, p. 249).
CURRENT RELEVANCE OF
MULTICULTURAL EDUCATION AND
INTERNATIONALIZATION
These issues are of interest to higher
education administrators and faculty
for a variety of reasons. Most important is that there is a national need for
increased multicultural education and
internationalization. Education in the
twenty-first century must prepare
students for a world that is increasingly interconnected, interdependent,
and diverse. It is often difficult in such
a world to communicate effectively, to
form and maintain relationships and
work cooperatively with people of
different backgrounds. The need for
these enhanced interpersonal skills
across cultures is also evident domestically as U.S. society becomes more
diverse.
However, increased knowledge and
understanding is not enough. Many
professions are asking their practitioners to hone their cultural sensitivity
and be able to utilize it in real-world
settings. Those engaged in international business have long known that
they must adapt their products to local
cultural characteristics to stay competitive, just as those who aspire to careers
in diplomacy know they need to study
foreign language and learn about others’ cultures. These skills are increasingly necessary domestically as well as
for those who will work abroad. Physicians need to understand that not all
patients are comfortable with the hightechnology clinical approach commonly used in the United States today.
The U.S. military has sought anthropologists to serve in the field in Iraq to
help division commanders promote nation building and win the confidence of
the locals. K–12 teachers work in in-
creasingly diverse classrooms and often deal with parents whose cultural
expectations may be different and
who may not be native English speakers. Politicians adjust their campaigns
to the local cultural demographics, and
those who can speak Spanish or other
local languages do so to increase their
voter appeal.
Discussions of multicultural education and internationalization are not
new. Efforts to promote each have
been debated and attempted in a variety of different ways over the last 50
years. It is rare today to find an institution of higher education without
some sort of program for both, yet few
are satisfied with progress in either
area. Looking back, it seems clear that
in many cases efforts to promote multicultural education and internationalization have taken place in a piecemeal
fashion at the margins of what is central to campus life. Williams and
Clowney (2007) have described the
evolution of diversity as an institutional goal, beginning in its early
years with the study of various racial
and ethnic groupings, growing
through attempts to establish a more
supportive campus climate, and progressing to more broadly based inclusion in the curriculum. They note that
strategic pressures requiring change
continue to evolve and outline alternative models for overcoming campus
resistance. They conclude there is a
need for a comprehensive model of
transformational change that puts diversity at the center of the educational
mission.
Olson, Green, and Hill (2005, pp.
1–2) trace a similar trajectory for efforts at internationalization, citing a
national survey in 2002 that revealed
that only 35 percent of the institutions
surveyed referred to international education in their mission statements
and only 28 percent indicated interna-
tional education as one of their top
five priorities. Language competence
of U.S. undergraduates was low, as
was the number of undergraduates
studying abroad. They too conclude
that converging trends require a more
comprehensive approach to internationalization that would make it central to the educational mission. Both
sets of authors call for senior leadership to engage faculty, staff, and students campuswide in ways that will
transform the culture, establish accountability, and evaluate ongoing results of the initiatives undertaken.
Bridging the Gap
ACE’s Bridging the Gap project,
which is directed at finding common
ground between internationalization
and multicultural education, has noted
the common elements of both these approaches. Each is rooted in appreciation of diversity and each has often
been marginalized and misunderstood.
Both are interdisciplinary and emphasize experiential learning as part of a
potential transformation for students.
And both promote similar learning
outcomes related to civic engagement
(Olson et al., 2007, p. 10–13).
Integ rating Campus wide Planning
How should those in higher education
respond to such calls, especially when
competing demands sap energy and
necessitate increasing time commitments? What will not work is to add
another task to an already long list
and look at these as isolated issues to
be dealt with one by one. Multicultural
education and internationalization
must be included in ongoing planning
discussions between the president and
his or her advisors, within divisional
groupings, among faculty in their departments, and in student affairs, where
a variety of cocurricular programs impact student learning. Each institution
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needs to determine how important
issues of multicultural education and
internationalization are to the institutional mission and, where relevant, incorporate them as part of an ongoing
campuswide planning effort to promote a more inclusive set of student
learning outcomes.
While such integrated campuswide
planning is never easy, the timing is
right for this dialogue, which can draw
on national efforts to reform the undergraduate curriculum in ways that prioritize student learning and support
increasing attention to both multicultural education and internationalization. Each institution should find an
appropriate mix of multicultural and
international components that help to
promote student learning in the most
effective way possible and consistent
with its mission. Campus dialogue that
focuses on student learning as it relates to the institutional mission will
need to be attentive to the changing
demographics of the student population and the larger local, national, and
global settings in which the campus
finds itself.
NATIONAL EFFORTS TO PROMOTE
MULTICULTURAL EDUCATION
AND INTERNATIONALIZATION
Both ACE and AAC&U have played
leading roles in promoting liberal education and have addressed the need to
rethink the goals and outcomes of undergraduate learning in recent years.
Each has emphasized internationalization and multicultural education. The
impact of these two associations is
being felt on a number of campuses
nationwide.
ACE’s Global Lear ning for All
ACE’s Global Learning for All project
began in 2003, with support from the
Ford Foundation. It has included the
formation of an Internationalization
Table 1
ACE’s Sample International Learning Outcomes
A globally competent student . . .
Knowledge
• Understands his culture within a global and comparative context (that is, the student
recognizes that his culture is one of many diverse cultures and that alternate perceptions
and behaviors may be based in cultural differences).
• Demonstrates knowledge of global issues, processes, trends, and systems (that is,
economic and political interdependency among nations, environmental-cultural interaction,
global governance bodies, and nongovernmental organizations).
• Demonstrates knowledge of other cultures (including beliefs, values, perspectives,
practices, and products).
Skills
• Uses knowledge, diverse cultural frames of reference, and alternate perspectives to think
critically and solve problems.
• Communicates and connects with people in other language communities in a range of
settings for a variety of purposes, developing skills in each of the four modalities: speaking
(productive), listening (receptive), reading (receptive), and writing (productive).
• Uses foreign language skills and/or knowledge of other cultures to extend access to
information, experiences, and understanding.
Attitudes
• Appreciates the language, art, religion, philosophy, and material culture of different cultures.
• Accepts cultural differences and tolerates cultural ambiguity.
• Demonstrates an ongoing willingness to seek out international or intercultural opportunities.
From Olson et al. (2005), p. 11.
Collaborative of about 75 colleges
and universities whose representatives
meet annually to discuss best practices in campus internationalization
and continue to improve global learning assessment practices. ACE’s formulation of learning outcomes moves
beyond the acquisition of knowledge
and is helpful in articulating the characteristics of an individual who understands his or her own culture and that
of others. These learning outcomes
operationalize faculty expectations for
students as a combination of knowledge, skills, and attitudes that can be
used both domestically and globally
(see Table 1). Currently ACE has a
follow-up grant from the Ford Foundation to enhance global learning and
explore the common ground between
internationalization and multicultural
education.
AA C&U’s Shared Futures
AAC&U has also addressed global education and civic learning through its
Shared Futures: General Education for
Global Learning project, funded by the
Luce Foundation and the Fund for the
Improvement of Postsecondary Education. Most recently AAC&U launched
a 10-year initiative, Liberal Education and America’s Promise (LEAP),
to start a national conversation on the
aims and outcomes of a twenty-firstcentury education. AAC&U works
closely with member institutions as
part of this effort. Table 2 shows learning outcomes advocated by AAC&U.
AAC&U’s emphasis is not just on exposing students to a liberal arts curriculum. Like ACE’s, its emphasis is on
learning outcomes that include knowledge of human cultures, civic engagement, and intercultural competence.
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The ACE and AAC&U’s projects
both draw on the liberal arts heritage
and put increasing emphasis on student learning appropriate to today’s
needs. Both also go beyond acquisition
of knowledge to emphasize skill development and engagement. They do
not suggest how campuses implement
their guidelines. That task is left for
institutions, who must adapt the general framework to their own mission
and needs.
Intercultural Competenc y
Developing related skills is also addressed by Bennett and Salonen (2007),
who point out that “cultural knowledge
does not equal intercultural competence” (p. 46). Intercultural competence
for them spans domestic and global diversity by focusing on patterns of interaction both at home and abroad. These
skills are especially needed by today’s
students, who often find themselves
in “culturally complicated” situations
that they are unable to understand.
Equipping students with the needed
tools is an evolving process within the
academy.
Deardorff’s study (2006) of higher
education administrators and intercultural scholars describes intercultural
competency as a means to enhance
student learning in ways that promote
common aspects of multicultural education and internationalization. While
recognizing the lack of an agreed-upon
definition of intercultural competency,
she notes that competency development is a process of internal change
that moves from individual attributes
and knowledge to interactive skills
and outcomes. The Pyramid Model of
Intercultural Competence in Figure 1
pictures a continuum of increasing competence levels and provides a basis for
assessment over time.
Deardorff (2006) also notes that,
while there is consensus on the elements
Table 2 AAC&U’s Liberal Education and America’s Promise:
Essential Learning Outcomes
KNOWLEDGE of Human Cultures and the Natural World
• grounded in study of the sciences and mathematics, social sciences, humanities,
histories, languages, and the arts
• focused through engagement with big questions, both contemporary and enduring
INTELLECTUAL AND PRACTICE SKILLS
• inquiry, critical and creative thinking
• written and oral communication
• quantitative literacy
• teamwork and problem solving
PERSONAL AND SOCIAL RESPONSIBILITIES
• civic knowledge and engagement—local and global
• intercultural knowledge and competence
• ethical reasoning and action
• foundation and skills for lifelong learning
INTEGRATIVE LEARNING
• synthesis and advanced accomplishment across general and specialized studies
• the demonstrated capacity to adapt knowledge, skills, and responsibilities to new settings
and questions.
From National Leadership Council for Liberal Education and America’s Promise (2006), p. 3.
DESIRED EXTERNAL OUTCOME:
Behaving and communicating effectively and
appropriately (based on one’s intercultural
knowledge, skills, and attitudes) to achieve
one’s goals to some degree
DESIRED INTERNAL OUTCOME:
Informed frame of reference/filter shift:
Adaptability (to different communication styles and behaviors)
Adjustment (to new cultural environments)
Flexibility (selecting and using appropriate communication
styles and behaviors; cognitive flexibility)
Ethnorelative view
Empathy
Knowledge Comprehension:
Cultural self-awareness
Deep understanding and knowledge
of culture (including contexts, role,
and impact of culture and others’
world views)
Culture-specific information
Sociolinguistic awareness
Skills:
To listen, observe, and interpret
To analyze, evaluate, and relate
Requisite Attitudes:
Respect (valuing other cultures, cultural diversity)
Openness (to intercultural learning and to people from other cultures, withholding judgment)
Curiosity and discovery (tolerating ambiguity and uncertainty)
Figure 1.
Pyramid Model of Intercultural Competence
From Deardorff (2006), p. 254.
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of intercultural competence, more specific definitions that draw upon the
multiple definitions currently used
within various disciplines are needed
institutionally.
IN THE TRENCHES (A CASE STUDY):
BALDWIN-WALLACE’S APPROACH
TO MULTICULTURAL EDUCATION
AND INTERNATIONALIZATION
What factors account for B-W’s approach to multicultural education and
internationalization, and how did they
develop? Two of these factors have
been discussed already. B-W’s affiliation with ACE and AAC&U has shaped
campus thinking on liberal education
generally and on these two issues
among others. Also important was the
process of core revision. Rethinking the
curriculum and what students should
learn also raised issues of multicultural
education and internationalization.
Other factors were at work as well.
They include the adoption of a new
mission statement, the redesign of administrative structures to align with
the mission statement, and the availability of external funding that helped
to make the changes possible. These
factors came together as a part of an
ongoing process to promote a campus
focused on student learning.
A Ne w Mission Statement
The impetus for B-W’s current commitment to internationalization and
multicultural education is rooted in
priorities established when the college
was founded in 1845. B-W was one of
the first colleges in Ohio to admit
students without regard to race or
gender. Its forward-thinking founder,
John Baldwin, embodied concerns for
what is now multicultural education
with his early embrace of diversity
among students. Baldwin was also
committed to internationalization and
started two high schools in Bangalore,
India, in the 1880s. However, because
B-W is a comprehensive/master’s college with a regional focus, many B-W
students often enter the College with
limited multicultural or international
perspectives. Former president Mark
Collier called for discussions of the College’s mission in 2000 and asked how to
make this heritage relevant to presentday students. Virtually everyone on
campus was involved in the lengthy
and thought-provoking dialogues that
followed. B-W’s new mission statement, adopted in 2000, recognized the
continuing importance of the liberal
arts education and its adaptation to the
present global realities:
Baldwin-Wallace College is an academic
community committed to the liberal arts
and sciences as the foundation for lifelong
learning. The College fulfills this mission
through a rigorous academic program
that is characterized by excellence in
teaching and learning within a challenging, supportive environment that enhances
students’ intellectual and spiritual growth.
Baldwin-Wallace assists students in their
preparation to become contributing, compassionate citizens of an increasingly
global society and encourages their pursuit
of personal and professional excellence.
(President’s Report, 2000, p. 8)
Efforts continue to build on Baldwin’s legacy. Richard Durst, B-W’s
current president, renewed Baldwin’s
ties to India as part of B-W’s focus on
internationalization and visited the
Baldwin Schools in January 2008 with
faculty and students who also inaugurated an exchange program and
partnership with Christ College in
Bangalore. President Durst has reaffirmed B-W’s strength in liberal education and the related need for global
and cultural awareness for all students, as well as the need to build
“programs of distinction based on individual attention and mentoring which
guide student development” (Durst,
2007). He cites these areas as the “best
of Baldwin-Wallace” and notes that
how we teach our students is as important as what we teach them. He is also
leading a strategic planning committee
to formulate goals, action steps, and
measurable outcomes in areas with potential for distinction, which include curricular and cocurricular development.
The catalyst for the reconsideration
of multicultural and international elements was the mission statement’s call
for preparing global citizens. This
mission fit well with B-W’s heritage.
Helping students develop appropriate
knowledge, skills, and attitudes in a
campus culture supportive of global
citizenship was made easier by two
campuswide efforts already in place focusing on multicultural affairs and internationalization.
Evolving Institutional
Str uctures and Reconsideration
of the Cur riculum
Early efforts at multicultural education
and internationalization developed separately, as they have on most campuses. A timeline in Figure 2 shows key
events. The evolution of each track was
shaped by external funding, which
helped to make the change possible. It
is worth recounting their origins to understand how these tracks impacted the
implementation of the new mission in
2000. In 1989 B-W established the Office of Minority Affairs (later renamed
the Office of Multicultural Affairs) and
received Gund and Cleveland Foundation grants to improve the environment
for students of color on campus and to
develop multicultural programming for
students, faculty, and staff. A Multicultural Action Program was developed in
1992 and with additional grant support
provided prejudice awareness and conflict resolution training to faculty, administrators, and students. Continuing
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attention during the 1990s was evidenced by a number of task forces,
conferences, and seminars focused on
multiculturalism.
As structures were being put in
place that responded to issues of multiculturalism, a group of B-W faculty
was supported by external funding
through an East Central College Consortium grant from 1992 to 1995, providing training for the development of
internationally oriented courses. A
Cleveland Foundation Grant from
1997 to 1999 funded the establishment
of the Office of International Support
Services to provide ongoing assistance
to international students and enabled
faculty teams to develop links to universities in Brazil and China.
Former president Collier requested
a strategic plan for campus internationalization in 2000. The results of a
faculty survey in 2001 served as the
basis for the next steps: to internationalize the curriculum, promote study
abroad, and increase international recruiting. The working definition of
campus internationalization used during discussion of the internationalization initiative was the following:
MULTICULTURAL
1989
Office of Minority Affairs
established
1992
(External funding) develops
Multicultural Action Program
B-W received a Department of Education Title VIA grant in spring
2002 directed at “Preparing B-W Students to Become Global Citizens” by
promoting faculty development and
investigating possibilities for a Language Across the Curriculum (LAC)
International Studies core
requirement increased
(E xternal funding) Grant
promotes internationalizing
the curriculum
(E xternal funding) Grant
establishes Office of
International Support Services
and faculty exchanges
19921995
1997
1998
Faculty Race and Diversity
Committee established
INTERCULTURAL
2000
2002
2003-
Mission Statement calls for students to become “global citizens”
Campuswide strategic planning begins
AAC&U president keynotes campuswide winter retreat and calls
for an integrated curriculum
Multicultural Affairs Action Plan
developed
External funding promotes
internationalizing curriculum
ACE representatives launch
faculty development activities
2005
2002-03
2003
Faculty review and adopt new core curriculum
B-W joins ACE’s
Internationalization Collaborative
2003
Faculty Task Force designs common foundational course
with intercultural components
First LAC course-embedded options offered
Director of Core Curriculum established
Office of Intercultural Education established
AAC&U president leads discussion of curricular reforms
2004
2005
2007
A successfully internationalized campus
includes a liberal arts curriculum which
addresses both global and domestic issues,
an administration and faculty who model
community and encourage diversity and
global linkages, a student body which reflects an increasingly multicultural society,
and a campus which integrates all its
members as they try to understand the national and global environment in which
they live and work. (Krutky, 2001, p. 1)
INTERNATIONAL
2008
Diversity Studies minor added
Diversity core requirement added
B-W joins AAC&U’s LEAP Campaign
First LAS 150 courses offered with intercultural emphasis
B-W co-founds CLAC consortium
Global Issues & Race and Diversity Committees merge to form
Faculty Intercultural Affairs Committee
Higher Learning Commission cites high level of institutional
commitment to mission
Office for Campus Diversity
Affairs established
Figure 2. Timeline of Selected Multicultural, International, and Intercultural
Events, 1989–present
program. Three faculty teams utilized
grant funding to visit selected sites in
Asia, Latin America, and Europe, areas
identified as focal points for curricular
development in an earlier faculty survey. Another group of faculty visited
selected LAC programs at other universities in the United States to evalu-
ate them and thus determine what
models might be appropriate for B-W.
As internationalization proceeded,
interest in diversity was also ongoing
and growing. The Multicultural Affairs Steering Committee developed a
Multicultural Affairs Action Plan in
spring 2002, also in support of the mis-
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sion statement. The working definition of diversity included in the plan
was reaffirmed by the Multicultural
Affairs Steering Committee in November 2003:
sis of domestic diversity, such as
culture, race, religion, age, disability,
ethnicity, gender, sexual orientation,
language, and social class. These
courses
We include a specific focus on underrepresented groups, particularly people of color,
but also consider these terms broadly to
include all those groups indicative of
other rich heritages (e.g., gender differences, sexual orientation difference, religious difference, persons with disabilities
and others). (Multicultural Affairs Steering Committee, 2002, p. 2)
“help students understand the historical or
contemporary experiences of underrepresented groups in the U.S. society, introduce
students to the ways in which diversity in
America enriches our intellectual, social
and cultural lives, assist students in their
preparation for both professional and civic
life, by providing them perspective and insight on the diversity they will encounter in
their workplaces and communities or provide students the foundation for asking
and answering insightful questions about
the ways in which diverse peoples interact
with each other and the consequences of
these interactions”
(College Catalog, 2006 pp. 60–61).
A Diversity Requirement
Both multicultural and international elements are part of the curriculum. They
include core requirements for all B-W
students and are currently fulfilled separately. Members of the Multicultural
Affairs Steering Committee worked
with faculty to develop both a minor in
diversity studies and a related core requirement with a special focus on gender that would teach students about
diversity in the United States and help
students find innovative ways of living within a pluralistic society. For
the purposes of this minor, diversity encompasses cultural, racial, ethnic, religious, sexual, generational, and physical
diversities within the United States.
Gender is understood as a subset of
diversity, and includes the physiology,
sociology, and psychology of gender
difference; sexual identities; gender
stereotypes; and social, economic, cultural, and historical structures relating
to men’s and women’s status. The minor began in fall 2004.
The new core requirement focused
on diversity studies began in 2005. Students must complete one course designated as meeting the domestic diversity
requirement. Courses that fulfill the requirement have a significant amount of
course content devoted to the analy-
Inter national Studies
Major and Minor
B-W’s international studies major and
minor began in 1980. The interdisciplinary major is designed to assist students in developing the ability to
analyze complex global issues, to function successfully in an international environment, and to develop intercultural
sensitivity. B-W’s international studies
core requirement, which was increased
to three courses in 1992,
allows students to utilize foreign language, study abroad or internationally
oriented course work to explore international aspects of cultural diversity, explore
current global problems, develop competences in international communications or
explore international aspects of political
and economic systems.
(Baldwin-Wallace College Catalog
2007, p. 61)
THE OFFICE OF
I N T E R N A T I O N A L EDUCATION
These two efforts, focused on multicultural education and internationaliza-
tion, came together structurally with
the establishment of the Office of Intercultural Education in June 2004. The
creation of the Office in the Academic
Affairs division represented an attempt
to unify international and multicultural
curricular planning to improve educational quality and student learning in
ways that also increase students’ intercultural competencies. Those involved
in discussions of the new curriculum
began to see how multicultural and internationalization efforts reinforced
students’ learning experience. The duties of the Director of Intercultural Education focus on working with others,
both within Academic Affairs and campuswide, to promote curricular reforms
that support the college’s mission.
Most recently, B-W has continued its
commitment to diversity with the addition of a new position: Director of
Campus Diversity Affairs. This new
position will promote student, faculty,
and staff diversity and provide leadership for programs in multiculturalism
and related strategic planning initiatives. In recognition of the importance
of diversity, the director will serve as a
member of the president’s cabinet.
Focusing on Integ ration of
the Core Cur riculum
As noted earlier, B-W’s evolving structures and curricular efforts were reinforced by the ongoing national
curricular reforms aimed at increasing
integration promoted by ACE and
AAC&U. AAC&U President Carol
Geary Schneider launched these discussions at a B-W winter retreat in January
2001 and returned in fall 2005 for further discussions as core revisions began
to be implemented. B-W’s President’s
Council reaffirmed its commitment to
liberal education with its decision to become a member of the AAC&U campus
network supporting the nationwide
LEAP campaign in 2005.
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B-W’s faculty incorporated elements of intercultural education based
on AAC&U’s and ACE’s learning outcomes into the design of the Liberal
Arts and Sciences (LAS) 150 course
entitled Enduring Questions for an Intercultural World. This course began
in the fall of 2005 as a required common experience, for all incoming B-W
students to develop skills and attitudes
needed by students in the twenty-first
century. Students read foundational
authors who address enduring questions faced by all cultures and analyze
how cultural orientations shape alternative responses. The central questions are, What is human nature? How
do humans relate to each other? How
do humans relate to the natural world?
This required common core course is
in addition to the core requirements in
domestic diversity and international
studies, which are intended to promote
knowledge of both global and domestic cultural diversity.
Support for intercultural education
was also provided by B-W trustees,
who through an endowment established the Mark Collier Enduring
Questions Lecture Series to bring
speakers to campus to promote discussion of the enduring questions and the
impact of culture on contemporary issues. This series has been a resounding
success and has included a variety of
speakers, such as Dr. Azar Nafisi, author of Reading Lolita in Tehran, and Dr.
Tyronne Hayes, a University of California–Berkeley professor who studies
the impact of pesticides on frogs.
Each speaker brings his or her own
expertise to the discussion of the enduring questions. In fall 2007 Governor Mario Cuomo addressed issues
surrounding democracy in the United
States through a discussion of his recent book on Abraham Lincoln. Using
Lincoln’s words and seeking to apply
them to the present, Cuomo presented
alternative perspectives on national security as well as a number of thoughtprovoking observations that helped
students understand the dilemmas inherent in a democracy, where government tries to be responsive to its
citizenry.
Language Across the Cur riculum
Intercultural education is also supported through B-W’s Language
Across the Curriculum (LAC) program, an innovative way to provide
curricular options that allow students
to use foreign language in courses outside traditional language classes.
There are currently two options: students may use language skills in an existing course or create a stand-alone
course. The course-embedded option,
which began in 2003, allows faculty
who possess sufficient language skills
to specify the language(s) available
and the ways in which the language
may be used in existing classes taught
in English. To date, more than 30 faculty have offered these courses, and
about 50 students a year have been involved. Students cover the same content as those who use only English.
They may use the designated foreign
language(s) in alternative written,
spoken, or research assignments or for
extra credit as specified by the professor. Some professors set up additional
meeting times for those who wish to
discuss foreign language readings. Examples include students in a history
course on the French Revolution who
may read or write (some) assignments
in French; students in business classes,
finance, or philosophy who may read
or write in German; and students in
international politics who may research or write in Spanish. Other disciplines in which such course-embedded
options are being used are art, economics, political science, international
studies, biology, philosophy, physics,
English, geology, and the honors
program.
B-W is also developing one-credit
LAC courses as a supplement to existing courses. The first courses offered in
connection with B-W’s common course
Enduring Questions for an Intercultural World promote students’ intercultural competency. The LAC course
entitled Language and Culture Connections is offered in Spanish, French, or
German. Students collaborate in a
small-group setting to explore Spanish,
French, or German cultural perspectives, the enduring questions, and current events. The supplemental LAC
courses reinforce intercultural skills as
students use the language to critically
examine alternative perspectives on
the enduring questions and contemporary issues in greater depth and also
apply secondary language skills. These
courses count toward fulfillment of the
international studies and humanities
core requirements.
While the LAC program is still relatively new, student response to both
the course-embedded options and the
one-credit classes has been positive, as
noted in Table 3. In order to develop
recommendations and policies for expanding the LAC one-credit courses
to interested departments, a Faculty
Learning Community of seven professors was established in fall 2007 and
will report its recommendations for
expansion of the program by the end
of 2008.
The Faculty Intercultural
Af fairs Committee
LAS 150 and the larger intercultural
education program of which it is a part
serve as a foundation for both the diversity and international studies core
requirements. These requirements are
managed by the faculty Intercultural
Affairs Committee, which plays a key
role in dealing with issues of global
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Language Across the Curriculum at B-W
What is the advantage to students of taking such a course?
Students will benefit in a number of ways including:
• the opportunity to develop their language skills in an applied setting
• the chance to more fully understand course material by reading it, writing it, or discussing
it in the language in which it was written or in which the subject matter is often applied
• gaining a more global perspective as a part of their liberal arts education
• improving their ability to apply language skills in work settings both while in school and
after graduation
What students say about LAC:
• “I think it’s a great idea! It actually gives an opportunity for someone who knows another
language, or is studying one, to use it outside of the actual language class.”
• “It promotes language and exposes students to new forms of expression.”
• “I never thought of reading works in their original language, and it totally brought a new
understanding of the works.”
• “It examined the subject matter and the cultural understanding because reading news
and journal articles in a country’s national language gives you a better perspective from
their view.”
• “There was such a cultural difference between the plays that were presented as part of
LAC. I learned differences I never knew.”
From Frequently Asked Questions About LAC (2006).
awareness within the curriculum and
promoting diversity in the classroom
and community. The Committee evaluates courses that fulfill the international
studies or diversity core requirements,
makes the campus aware of efforts to
promote diversity and global issues in
the classroom and community, supports those efforts, and encourages discussion and sharing of ideas about
them. The Intercultural Affairs Committee also works with others to develop resources for attaining a diverse
population of faculty, staff, and students and to develop policies related to
recruitment, orientation, and support
of international students (B-W Faculty
Handbook, 2007, 166–167).
Managing Incremental Change
and Building Suppor t
As the changes described above show,
the adoption of a new core curriculum
by the full faculty in spring 2003 was
the beginning of a process of implemen-
tation that is still in progress. A new
position, Director of Core Curriculum,
was instituted to oversee the process.
Faculty groups have been instrumental
as the process has evolved. A core review study group worked with the
curriculum committee to present alternative models for the new core. Once an
overall proposal was adopted, the LAS
150 Planning Task Force composed of
faculty from all seven College divisions
developed the initial course proposal for
this foundational course. A Cleveland
Foundation Grant included supplementary compensation for instructors who
developed the common syllabus based
on Task Force recommendations and
provided training for those who would
produce the B-W edited compilation
of readings and teach the first sections
of the new LAS 150 course Enduring
Questions.
A textbook, Enduring Questions for
an Intercultural World: A Reader, was developed by B-W faculty (Rolleston,
2007). There is no doubt that the volume is meant to promote student and
faculty learning. Dr. Barbara Rolleston (2007), core director and editor,
captures this spirit in the acknowledgments section, where she thanks students and writes,
It is you who provide the inspiration for
the creative and collaborative efforts of
faculty and staff that are reflected in this
book. We have compiled this Reader—
rich in content, steeped in history and, we
believe, well suited to help you address the
complex debates and dilemmas of contemporary society. We invite you to join
with us in an exploration of the timeless
“enduring questions” that motivate our
thoughts, our actions, and our interactions as human beings. Let us, together,
develop the skills of inquiry, reasoning,
and expression; an appreciation for the
intellectual and cultural foundations of
human thought; and, ultimately, the capacity for meaningful contributions as
members of families, communities, and
workplaces to today’s complex multicultural and global society. (p. 1)
The first LAS 150 classes were offered in fall 2005. New faculty who
teach the course receive an orientation,
and all faculty teaching the course meet
regularly throughout the semester to
discuss course-related issues. Faculty
work together to develop common assignments, compare grading practices,
and present workshops on authors being studied and on cultural analysis. To
date, 45 faculty have been involved in
LAS training and teaching. An extensive Blackboard site has been created
for LAS instructors, providing a permanent archive of course documents
and instructors’ resources as well as an
ongoing communication site for those
who are teaching the course in any
given semester. Faculty also meet at
the end of each semester to assess their
experience in preparing and teaching
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the course. The director of the core curriculum uses the results of these meetings and works with an advisory
council and the director of intercultural education to inform subsequent
modifications in course procedures
and related policies. Supplementary
compensation for faculty has been replaced by an extra hour of load credit
for faculty teaching the course and
participating in such common activities as designing assignments, filling
in for absent instructors, and planning
and posting class exercises.
What has resulted is a long-term
interdisciplinary faculty development
process that has increased the understanding of those teaching the course
and provided feedback on course planning. This process is supported by
B-W’s Center for Transformational
Learning with both programming and
a budget that allows faculty to travel
to conferences or workshops to learn
new pedagogies appropriate for teaching a discussion-based, active-learning
interdisciplinary course. Related topics are often featured in B-W’s Summer Academy, which meets at the end
of classes each spring semester to
address issues related to teaching and
pedagogy.
Appl ying Thinking About
Multicultural Education,
Inter nationalization, and
Intercultural Competenc y
While each institution will need to develop its own approach, the case study
of Baldwin-Wallace’s efforts to adopt a
new mission statement and revise core
requirements illustrates how this
process is evolving at a single institution. Faculty are attempting to be responsive to the needs recognized by
ACE and AAC&U and also to the institutional mission. Core revision is a serious undertaking for faculty. Many
argue that the curriculum is the heart of
the institution and the best evidence of
what it values, so change does not come
easily or quickly. However, B-W faculty
had been engaged in the development of
the mission statement and the formulation of its charge to prepare students to
become global citizens. Deciding how to
give curricular meaning to this charge
was discussed widely, and the conversation included elements of both multicultural education and internationalization
as they existed at the time.
As faculty members formulated their
views of the world and of expected student learning outcomes as a result of
the anticipated curriculum, their ideas
began to coalesce around a conceptualization of the student’s position in the
world, which proved useful for illustrating local–global interconnections.
A pictorial representation illustrates
their thinking (see Figure 3). The stu-
dent is nested in a set of interconnected
circles. The smallest circle, the cell and
organs, are part of the student, who in
turn is embedded in a family, local, national, and global societies. This notion
of the interconnectedness of living beings pictures and extends the approach
developed by Thomas Ehrlich and others in Civic Responsibility and Higher Education (2000). The representation is an
interesting starting point for looking at
the impact of the student as an individual and how he or she can have a “ripple
effect” on others domestically and globally. It also allows discussion of how
global and national events can impact
in a variety of ways individuals and
those with whom they interact.
The representation in Figure 3 thus
helps students understand how they
relate to a complex and interdependent
world and also aids faculty in concep-
CELL
ORGAN
STUDENT
FAMILY
SOCIETY
NATIONAL SOCIETY
GLOBAL SOCIETY
Figure 3.
Helping Students Locate Themselves in an Interconnected World
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tualizing their own efforts to promote
student learning in a way that enables
them to teach connections. The emphasis is on promoting recognition of the
role each individual can play as a citizen at each level both domestically and
globally.
Interculturalism
Cornwell and Stoddard note that interculturalism refers to the “increased
mixing of people in that world and the
skills needed to interact with people of
varying cultural backgrounds and social locations” (1999, p. 17). They, like
Deardorff, think that there are general
principles which can be taught that
will increase success in acclimating to
a new culture. A global citizen who is
interculturally competent should be
prepared to interact across differences locally, nationally, and globally
and recognize the interaction of influences from all these levels on current
issues. While most faculty and students tend to be more oriented to some
of these levels than others, depending
on interests or majors, the intention is
that students will develop a knowledge base that covers all levels.
For curricular purposes, this conceptualization also provides a basis for
discussion of how best to provide appropriate and useful knowledge for students at each level, appropriate skills
for managing oneself responsibly and
relating to others, and appropriate values and attitudes for living as a part of a
local and global community. While
none of the majors or programs represented on most campuses encompasses
in-depth study of all of the levels that
the student needs to understand, each
discipline contributes needed knowledge and provides opportunities for
knowledge, skills, and values development at the levels most appropriate
within the context of the courses offered. At the most basic level, the repre-
sentation also pictures a way in which
to emphasize the fundamental unity of
the liberal arts curriculum in helping
students deepen their understanding of
themselves and their relationships with
others. This representation of interconnectedness provided the basis for thinking about LAS 150 and the diversity
and international studies core requirements discussed earlier. They complement each other and together provide
for learning that covers all levels.
Mid-course Anal ysis:
Refi
fin
ning the Approach
Keeping curriculum timely for students is an ongoing process. Evaluating
progress is essential to success. Such
evaluation has been an ongoing component of the B-W experience. As noted
previously, integrating multicultural
education and internationalization more
directly into the B-W curriculum has
been part of a larger process of core revision. The core revision is part of continuing strategic planning centered on
a mission statement developed in 2000,
which called on B-W to prepare its students to become contributing, compassionate global citizens.
Any analysis of the incorporation of
intercultural education into the curriculum must evaluate those efforts in
the larger campus context. This can be
done more easily because B-W has
been engaged in a comprehensive
self-study as part of its reaccreditation by the Higher Learning Commission (HLC). B-W was asked to report
on how successfully it fulfilled its mission, planned for the future, enhanced
student, faculty, and staff learning, and
promoted engagement and service.
The Summary of the B-W Self-Study
Report (2007) presented at the fall
2007 conference addressed these issues
following a three-year process of documentation and discussion by B-W administrators, faculty, and staff. The
Report cites both strengths and challenges that provide a means for assessing progress in incorporating diversity,
internationalization, and intercultural
education into the curriculum and related cocurricular activities. The Report
notes the following relevant strengths:
• A new mission statement has
served as the basis for the Collegewide strategic planning process.
• Baldwin-Wallace College has
strengthened the quality and reputation of the academic program
in traditional ways (partnership
with AAC&U, Project LEAP, enhanced study abroad options, etc.)
• B-W mission documents express
a commitment to diversity within
the community values and common purposes.
• The core curriculum places an
emphasis on diversity and international issues. This allows students to gain exposure to different
types of experiences with ideas that
are global, diverse, and represent
many perspectives, thus providing
a basis for understanding one’s responsibilities as a global citizen.
• B-W demonstrates attention to
the diversity of the constituencies
it serves internally and externally. (Summary, 2007, pp. 1–5)
Intercultural Initiatives
Several initiatives outside of the curriculum illustrate strengths related to
intercultural education. In 2003 B-W
initiated the Barbara Byrd-Bennett
Scholars Program with the former superintendent of the Cleveland Public
Schools. Working with 33 African
American males in the ninth grade at
Martin Luther King High School
(where only 25% of the males graduate), the B-W program uses academic
enrichment, mentoring, and leadership
training during the academic year and
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throughout the summer to help those
involved stay on track to graduation.
After four years in the program, 29 of
the students earned high school diplomas and 6 have been admitted to B-W
as part of the class of 2011. Seven are
part of a dual admission program.
Overall, 9 will attend a four-year
college, and 8 will go to a two-year
program. Eight others will start a twoyear program and plan to transfer to a
baccalaureate institution, and 3 will be
pursuing a job-training program Barbara Byrd-Bennett Scholars Program,
2006–2007 report, 2007, p. 1). Single
parents ages 18 through 23 and their
children are the focus of the Single
Parents Reaching Out for Unassisted Tomorrows (SPROUT) program, which
began in 1990. SPROUT participants
are full-time students with a child who
pay part of their tuition through workstudy or loans, live together in campus
housing, and juggle childcare responsibilities while receiving support and
mentoring to graduate in four years.
Almost all of the 88 students who have
participated have graduated or are still
studying for their degrees (SPROUT,
2007).
In the international area, B-W added
domestic explorations to a traditional
study abroad program in 1999 to create
the Explorations/Study Abroad Office
and reflect the learning opportunities
through travel domestically as well
as abroad. Student learning outcomes
related to diversity and cultural
awareness adapted from ACE’s learning
outcomes are utilized currently by Explorations/Study Abroad (see Table 1).
B-W has a number of faculty-led programs, including a semester in Ecuador
led by a biologist that features the study of
environmental issues in Ecuador and the
Galapagos Islands. Domestically the College promotes USA Study Tours that provide semester-long explorations of U.S.
culture and history. The earlier Free-
dom Road Program investigated the
U.S. Civil Rights Movement and then
traveled the route of the Freedom Riders, visiting such sites as Central High
School in Little Rock, the National Civil
Rights Museum in Memphis, the Rev.
Martin Luther King Jr.’s home, other
historical sites in Atlanta, and various
protest sites on the travel route. The
group study tour culminated with a visit
to a reunion of the living Civil Rights
Freedom Riders in Jackson, Mississippi.
Addressing Challenges
The Baldwin-Wallace Self-Study Report also recognizes challenges:
• The College needs to continue its
efforts to meet the diversity goals
of the mission documents.
• Assessment and review procedures for the core curriculum and
program courses need to continue
to move forward.
• [B-W needs] to grow an off-campus study program featuring both
domestic and global destinations
with limited resources in an unstable world climate. (2007, pp. 1–3)
Each of these areas is being addressed. The newly hired Director for
Campus Diversity Affairs will promote
greater diversity among faculty, staff,
and students. Assessment of LAS 150 is
described below, and plans are being
made to expand assessment in other
parts of the core. Explorations/Study
Abroad has expanded its student exchange options and adopted new guidelines for the increasing number of shortterm academic field trips.
Impact on Students
Students have been impacted in a variety of ways. An indication of student
views of the self-study process came
through in a You Tube video produced
by the student group that hosted the
reaccreditation team members. The
video, What’s Your Mission? presents
a costumed Yellow Jacket, the College
mascot, flitting around campus demonstrating how the mission statement is
embodied in campus life. The video concludes with B-W students discussing
the mission with President Durst.
More specific assessment of students’ intercultural competency has
taken place in LAS 150. An LAS 150
Review Team undertook a comprehensive evaluation of the first two years of
the course in summer 2007. Drawing
on faculty and students evaluations
done each semester as well as the annual
review by faculty, the Review Team focused on course evaluation, the purpose
of the course, and content and design.
The Review Team’s LAS Review Report
notes course strengths identified by students, which include increased understanding of how culture influences
behavior (2007b, p. 2) (see Figure 4).
Students also reported high levels of
active learning. However, the Report
also noted difficulties in connecting different elements of the course with the
extensive writing assignments and
with integration of the qualitative elements. The Review Team recommended renumbering the course at the
200 level and adding an English composition core prerequisite to create a more
integrated, sequential foundation for the
core (LAS 150 Review Team, 2007b).
These recommendations have been approved by the B-W faculty senate and
will be implemented in fall 2008.
Further evidence of student learning came on ABC-affiliate Channel 5
evening news in spring 2007. An LAS
150 class discussed radio-show host
Don Imus’s use of derogatory language
to describe the Rutgers women’s basketball team. Students related their understanding of human nature and the
use of language to the topic of how
words are interpreted in a manner that
won them kudos from the news anchor.
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LAS 150 Student Evaluations, Fall 2005–Spring 2007
From LAS 150 Review team (2007a).
LAS 150 students were again interviewed for the nightly news program in
fall 2007 after Iranian President Mahmoud Ahmadinejad spoke at Columbia
University. Alternative views of the importance of free speech and dissent
were aired in a thoughtful exchange
that reflected students’ grasp of the
need to listen to unpopular positions
with which one disagrees.
CONCLUSIONS
What are the generalizable elements of
the B-W case that are worth considering for others? Institutional change is a
complex phenomenon that can be addressed at a variety of points if one accepts the need for change. This briefing
has argued that today’s students, especially those who are native-born Americans, need more intercultural training
to better understand both increasing
domestic diversity and global interconnectedness. Meeting this need is part of
the ongoing process of institutional
change on each campus. However, one
cannot address specific components of
the undergraduate curriculum without
looking beyond one’s own institution.
Therefore, key findings of this briefing
and the Baldwin-Wallace experience
include the following:
• National educational associations
like the ACE and AAC&U have
promoted dialogue and suggested
model curricula and learning outcomes that address these needs as
part of a larger emphasis on liberal
education.
• Higher education institutions will
adopt these models to fit their
specific missions and circumstances. Working with faculty
to change curricula is a painstaking and time-consuming process.
However, it is key to impacting
student learning.
• Curricular reform is an ongoing,
dynamic process that may be managed by faculty. However, student
learning is a holistic undertaking
that can be maximized by a supportive campus community focused on the institutional mission.
Administrative leaders and staff
provide personal, structural, and
institutional underpinnings.
• Integrative learning requires the
dissolution of silos that have historically separated both academic
disciplines and curricular and cocurricular initiatives, which often
have similar goals. To incorporate intercultural education, efforts must be taken to share goals,
content, and pedagogies across
disciplines and programs to discover areas ripe for synergy. Likewise, integration of curricular and
co-curricular initiatives will be
best fostered by more informed
understanding of each area’s goals
and strategies for achieving them.
• For those who seek to make change
within their institutions, campuswide change is most likely through
existing strategic-planning mechanisms based on the institutional
mission. Influencing the core curriculum or distributional requirements is necessary to impact
students more broadly. Department chairs and faculty can work
in the context of their programs
to influence student learning outcomes and skill development.
What Happens Next?
The B-W approach is still evolving.
How to give students the opportunity
to develop intercultural skills more
fully is currently being discussed. Each
year a team of B-W faculty attend
ACE’s Internationalization Collaborative meeting and participate in related
discussions of best practices. ACE has
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advocated a more comprehensive approach in recent years and called for a
collaborative effort among administrators, faculty, staff, and students to enhance student learning by focusing on
the common elements in multicultural
education and internationalization. ACE
will hold a national symposium on
these issues in the summer of 2008.
B-W is also part of a national effort to
promote increased understanding of
foreign language and culture among
U.S. students. B-W’s contribution to
this national discussion has been in the
integration of culture and language
study to provide innovative ways to increase U.S. student interest in the study
of foreign language. B-W is one of
four universities (along with the University of Iowa, Portland State, and
SUNY–Binghamton) that founded a national Consortium on Culture and Language Across the Curriculum (CLAC)
with the intention of promoting innovative ways to increase foreign language
study among our students. This group
of universities has co-hosted three national conferences to date, and B-W will
be the site for the CLAC conference in
fall 2009. All of these efforts will influence what happens next at B-W and the
extent to which intercultural competency is infused in the curriculum and
campuswide.
REFERENCES
Baldwin-Wallace College. College Catalog
(2006). Berea, OH: Author
Baldwin-Wallace College. Frequently asked
questions about LAC (2006). Berea, OH:
Author.
Baldwin-Wallace College (2007). BaldwinWallace College Faculty Handbook. Berea,
OH: Author
Baldwin-Wallace College. (2007). College
Catalog. Berea, OH: Author.
Baldwin-Wallace College (2007, August
21). Summary of 2007 Baldwin-Wallace
College self-study report: Strength and
challenges. Fall Conference. Berea, OH.
Barbara Byrd-Bennett Scholars Program,
2006–2007 report. Berea, OH: BaldwinWallace College.
Bennett, J. M., & Salonen, R. (2007, March/
April). Intercultural communication and
the new American campus. Change, pp.
46–50.
Berkowitz, P. (2007, September 5). Our
compassless colleges. Wall Street Journal, p. A17.
Communicating commitment to liberal education: A self-study guide for institutions.
(2006). Washington, DC: American
Association of Colleges and Universities.
Cornwell, G. H., & Stoddard, E. W. (1999).
Globalizing knowledge: Connecting international and intercultural studies. Washington, DC: American Association of
Colleges and Universities.
Deardorff, D. K. (2006). Identification and
assessment of intercultural competence
as a student outcome of internationalization. Journal of Studies in International
Education, 10(3), 241–266.
Durst, Richard W. (2007, August 21). Building Programs of Distinction. Fall Conference Address, Baldwin-Wallace College.
Ehrlich, T. (Ed.). (2000). Civic responsibility
and higher education. Washington, DC:
American Council on Education/Oryx.
Krutky, J. (2001). Progress report on strategic
planning for campus internationalization.
Berea, OH: Baldwin-Wallace College.
LAS 150 Review Team. (2007a). LAS 150
comparison of student evaluating, fall
2006–spring 2007. PowerPoint presentation.
LAS 150 Review Team. (2007b, Summer).
LAS review report. Berea, OH: BaldwinWallace College.
Lewis, H. R. (2007, September 7). A core
curriculum for tomorrow’s citizens. The
Chronicle of Higher Education, p. B20.
Multicultural Affairs Steering Committee.
(2002). Multicultural affairs action plan.
Berea, OH: Baldwin-Wallace College.
National Leadership Council for Liberal Education and America’s Promise. (2006).
College learning for the global century.
Washington, DC: American Association
of Colleges and Universities.
Olson, C. L., Evans, R., & Shoenberg, R. F.
(2007). At home in the world: Bridging the
gap between internationalization and multiculturalism. Washington, DC: American Council on Education.
Olson, C. L., Green M. F., & Hill, B. A.
(2005). Building a strategic framework for
comprehensive internationalization. Washington, DC: American Council on Education.
President’s Report (2000, November).
Transforming Lives. Berea, OH: BaldwinWallace College.
Rolleston, B. (Ed.). (2007). Enduring questions for an intercultural world: A reader.
Berea, OH: Baldwin-Wallace College.
SPROUT: Baldwin-Wallace College. (2007).
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Williams, D. A., & Clowney, C. (2007).
Strategic planning for diversity and organizational change. Effective Practices
for Academic Leaders, 2 (3), Sterling, VA:
Stylus.
ANNOTATED BIBLIOGRAPHY
Bennett, J. M., & Salonen, R. (2007,
March/April). Intercultural communication and the new American campus. Change,
pp. 46–50.
A review of the intercultural perspective, the article stresses the need for experiential learning to build the intercultural
competency of students. It provides samples of assessment measures and references
that link intercultural competence to global
leadership.
Deardorff, D. K. (2006). Identification and
assessment of intercultural competence as
a student outcome of internationalization.
Journal of Studies in International Education,
10 (3), 241–266.
This study provides an excellent overview of the literature on intercultural competency as well as a survey of U.S. higher
education administrators. The findings
show the definition of intercultural competency is evolving as practitioners develop
both quantitative and qualitative methods
of assessment.
National Leadership Council for Liberal
Education and America’s Promise. (2007).
College learning for the global century. Washington, DC: American Association of Colleges and Universities.
In this booklet the National Leadership
Council for the LEAP initiative lays out the
essential aims, learning outcomes, and guiding principles for a twenty-first-century college education. Their work builds on the
experience of AAC&U member campuses.
Olson, C. L., Evans, R., & Shoenberg, R. F.
(2007). At home in the world: Bridging the gap
between internationalization and multiculturalism. Washington, DC: American Council
on Education.
This booklet is intended for institutional
leaders, chief international education administrators, chief diversity officers, and faculty
and staff. Its intent is to begin discussion of
areas of overlap between internationalization and multicultural education.
15
Effective Practices for Academic Leaders
Copyright © 2008, Stylus Publishing, LLC
Volume 3, No. 1, March 2008
16925-EPNL3.1
4/12/08
11:29 AM
Page 16
S TAT E M E N T
OF
PURPOSE
Practical Information for Strategic Planning and
Day-to-day Management
These concise briefings bring readers up to speed on the background
and best practices necessary to address the management issues they
face to enable them to work effectively with colleagues, and to take
informed action.
Each 16-page briefing sets out the context and fundamental issues relating to its topic; summarizes the best research; offers useful insights
and practical tips; and includes an annotated bibliography.
Each issue is written by an acknowledged authority.
These briefings cover the array of leadership, management, and governance practices associated with the roles and responsibilities of academic administration, with special emphasis on topics useful for department
chairs. They also help develop the knowledge and skills to manage effectively and keep on top of the issues.
The online subscription provides unlimited access, at an affordable
price, to everyone with access to the institutional network, and provides
the central library with an archival hard copy. With an institutional online subscription, every administrator can access this growing online
archive at his or her desk at any time, and print individual copies as
needed for personal use or for seminars and workshops.
2008 Briefings Will Cover
­
­
­
­
March: Intercultural Competency
June: Legal Issues
September: Communication
December: Fund-Raising
THE ARCHIVE
Walter H. Gmelch: Stress Management
Theodore H. Curry: Faculty Performance Reviews
Irene W.D. Hecht: Becoming a Department Chair
Trudy W. Banta and Lauryl A. Lefebvre: Leading Change
through Assessment
Jerry R. Thomas: Fostering Scholarly Research
Donald E. Hanna and Michael J. Johnson: The Challenges and
Opportunities of Technology in Education
Carole J. Bland and Kelly R. Risbey: Faculty Development Programs
Daniel R. Wheeler: Change Management
Betsy E. Brown: Supporting Early-Career Faculty
Michael J. Dooris and Louise Sandmeyer: Planning for Improvement
in the Academic Department
Mary Deane Sorcinelli: Developing Faculty for New Roles and
Changing Expectations
Brent D. Ruben: Departmental Effectiveness
Timothy J. Delmont: Supervising Staff for Success
Beth Sullivan and Jean Waltman: Creating a Supportive Work-Life
Environment for Faculty and Staff
Charmaine Clowney and Damon A. Williams: Planning for Diversity
in Higher Education—A Strategic Primer for Leaders
Diane Enerson: Promoting a Climate for Teaching and Learning
Robert Secor: Academic Search
Natalie Krawitz: Department Budgeting
John H. Schuh: Enriching the Student Environment
Jenny Mandelbaum and Brent D. Ruben: Transitioning
Department Chairs
Christine Stanley and Nancy E. Algert: Conflict Management
Walter H. Gmelch and Val Miskin: Leading Through Teams
and Teamwork
Gary E. Miller: Outreach—New Opportunities for Academic Departments
Daniel. W. Wheeler: Servant Leadership
CALL FOR PAPERS
AND FEEDBACK
Academic leaders and scholars
interested in preparing an issue
for Effective Practices should
contact the editors with their
proposal. We also welcome
your feedback, suggestions for
future topics, and names of
authors you might recommend.
Please e-mail Robert Secor
([email protected]) or Timothy J.
Delmont (timothy.delmont@
metrostate.edu).
22883 Quicksilver Drive
Sterling, VA 20166
16
Volume 3, No. 1, March 2008
Copyright © 2008, Stylus Publishing, LLC
Effective Practices for Academic Leaders