Presented by Michelle Henderson, Ph.D. Coordinator, Global Learning Across Indiana Presented at the Career Development Professionals of Indiana Fall 2015 Conference at Ivy Tech, Richmond.

1. Global Studies & Career Opportunities
THE IVY TECH GLOBAL STUDIES CERTIFICATE

2.  The nation's largest state-wide
community college with single
accreditation.
 Made up of 14 regions located
throughout the state of Indiana.
 The state's largest public post-secondary
institution serving nearly 200,000
students a year
 More than 150 programs and
concentrations statewide
IVY TECH COMMUNITY COLLEGE

3. IVY TECH STUDENTS

4. ACCELERATING GREATNESS 2025
• Accelerating Greatness 2025, an expanded
strategic plan for Ivy Tech, focuses staff, faculty,
students and stakeholders on supporting student
success. The Global Learning Across Indiana
Initiative will be important in helping Ivy Tech meet
those objectives, particularly Initiative 3.1.b:
Work with employers and the business community to
address global workforce needs in curriculum and
experiential learning opportunities for students,
faculty, and staff.

5. EMPLOYERS NAME CAPACITIES
NEEDING MORE EMPHASIS
40%
45%
52%
57%
57%
63%
65%
67%
68%
Percent saying two and four year colleges should place MORE emphasis
on helping students develop these skills, qualities, capabilities, knowledge
Locate/organize/
evaluate information
Understand global context
of situations/decisions
Global issues’ implications
for future
Understand & work with
numbers/statistics
Understand role of
U.S. in the world
Knowledge of cultural
diversity in US/world
Civic knowledge,
community engagement
Foreign language
proficiency
Understands democratic
institutions/values
Source: Raising the Bar (AAC&U, 2010)

6. INDIANA COMPANIES WITH FOREIGN
INVESTMENTS
http://www.locationindiana.com

7. INDIANA’S NEW GLOBAL
OPPORTUNITIES
• About 1 out of 5 American manufacturing jobs is
directly involved in exporting
• There are good career prospects overseas
• Different cultures have different strengths &
weaknesses
• Success means learning how to deal effectively
with international clients, business partners, peers,
and neighbors in order to improve:
-Workforce management, strategy, and work style
-How we relate to people in and out of the workplace

8. WHAT IS GLOBAL LEARNING?
• Includes knowledge, skills, attitudes, and actions
• Global learning is not just about knowledge, but what we
do with knowledge
• It is also about teaching toward responsibility in local and
global contexts
• It is about integrating multiple perspectives, diverse voices,
and various angles of analysis
• It always involves reflecting upon oneself and surroundings
• Global learning is about the U.S. and our interconnections
with the world

9. THE GLOBAL LEARNING ACROSS
INDIANA PROJECT:
1) Ivy Tech faculty, staff, and administrators will develop a system-wide Global Learning
Certificate, consisting of a variety of internationalized and foreign language courses, and an
experiential global learning component.
2) A core group of Ivy Tech faculty and staff will attend regular professional development
workshops to support them in the process of internationalization of select courses across all
regions. Two workshops will be held each semester and each summer during the three
years of the project.
3) Ivy Tech will offer two semesters of Arabic language instruction, working in collaboration
with the Center for the Study of the Middle East at Indiana University.
4) Ivy Tech faculty and administrators will create benchmarks and assessments to measure
progress and outcomes of the initiative, while also developing outreach and marketing to
raise awareness of the new Global Learning Certificate.

10. THE GLOBAL STUDIES CERTIFICATE
• Global Studies orientation
• 15 credits of global and internationalized courses,
many of which are already within the 2-year
curriculum
• Global Immersion: Participation in global, cultural, or
diversity related activities outside the regular classroom
experience.
• Global/international resume
• Global Studies capstone experience

11. THE GLOBAL STUDIES CERTIFICATE
The Global Studies Certificate curriculum is
infused with courses, discussions, and activities
which enable students to gain experience in
working with diverse groups in order to develop
their appreciation and understanding of other
cultures, and enhance their abilities and the skills
that they bring to employers and the workforce.

12. ELEMENTS OF GLOBAL COMPETENCE
 Demonstrating critical thinking, problem solving, dynamic decision
making, oral and written communication, teamwork, information
technology application, leadership, creativity, innovation, lifelong learning,
professionalism, and ethics.
 Understanding potential impact of emerging global challenges such as
intercultural and global issues tied to trade and commerce patterns,
population migrations (immigration), human rights, and other
interdependency issues.
 Grasping the fundamentals of global markets and creative
entrepreneurship.
 Supporting environmental sustainability regarding energy consumption
& living conditions.
 Respect & open mindedness for different cultures, customs, and
professional practices

13. SPECTRUM OF WAYS TO VIEW THE
WORLD
<--------0------1------2------3------4------5------6------7--------->
My Way Decisions made after
(black & white) considering multiple
perspectives
(grey)

14. • International readings, authors, texts
• International Dialogue
• Study Abroad Students
• International Students
• Comparative articles
• Case Studies
• Student Reflection
• Films, blogs, You Tube, social media
• Foreign newspapers
STRATEGIES FOR
INTERNATIONALIZING CURRICULUM

15. THE CULTURUAL ICEBERG

16. QUESTIONS AND DISCUSSION

17. THANK YOU!
• Michelle Henderson, Ph.D.
• Coordinator, Global Learning Across Indiana
• mhenders@indiana.edu
Dr. Michelle Henderson is the Project Coordinator for the Global Learning Across Indiana project. Dr.
Henderson began her career in the field of Cross-Cultural Psychology at the Osgood Laboratory for
Cross-Cultural Research in Indianapolis, and has worked as an instructor or supervisor for the Indiana
University School of Education in multiple programs areas, including student teacher supervision, for the
past fifteen years. She spent three years as an Associate Instructor for the Cultural Immersion Projects
at Indiana University, which involved guiding undergraduate students to critically analyze cultural
assumptions in order to have a successful student teaching experience abroad. Dr. Henderson has
enjoyed working with faculty and students in a professional development setting to examine and
enhance career paths in the field of education throughout her career.