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Community Colleges

The Maricopa Community Colleges (AZ)

http://www.maricopa.edu/

Contents

General Institutional Overview

1. Vision and Goals for Internationalization
2. Progress
3. Successful Strategies
4. Future Plans

General Institutional Overview

The Maricopa County Community College District (MCCCD) is the largest community college district in the country and the single largest provider of higher education in Arizona. The Maricopa Community Colleges began with a single college: Phoenix College was founded in 1920 with 53 students. It became the flagship college when, in 1962, voters elected to establish the MCCCD. Today, the district includes 10 nationally accredited colleges, two skill centers, and multiple satellite extensions.

The MCCCD annually educates and trains more than 280,000 people through 7,741 credit courses, including 2,644 academic and 5,097 occupational courses. The district offers more than 250 occupational A.A.S. degree and certificate programs each year. Since 1982, the Center for Workforce Development has trained thousands of employees for both local and relocating businesses and industries.

The ultimate customers for the international education program are the students. While a substantial number are 18- to 22-years-old, many more are older. Yet almost all of them will be involved in the workplace. Arizona is a rapidly growing state with an even faster growing economy. Increasingly, Arizona businesses are involved in business and trade with other nations. According to a story in the Arizona Republic on June 11, 2000, exports to Mexico alone increased from $2.3 billion in 1995 to $3.2 billion in 1999.

Global business requires employees with transnational skills and competencies. For example, workers need to function in an international and cosmopolitan marketplace to correspond (often by e-mail) with cultural sensitivity; make overseas travel reservations; conduct international phone conversations; design products for global acceptance; negotiate international contracts; and obtain health care for international guests. And while the ability to travel successfully around the world may be desirable, members of today’s workforce will likely encounter situations requiring transnational competencies without ever leaving the state.

Thus, community colleges must develop curricula that prepare a globally and multiculturally competent workforce and citizenry. Global education requires that students embrace technology, business, and communications across borders and also understand the implications of environmental issues, space exploration, international poverty, resource allocation, international conflicts, and efforts at peace and cooperation.

Given the nature of an older, middle class student body with outside obligations, creativity and innovation is a challenge for students.

Overview of Internationalization Efforts

The MCCCD has been recognized for its outstanding, comprehensive International Education Program initiated in 1994. This rapid progress has stemmed from several factors, including strong commitment from the chancellor, the vice chancellor of academic affairs, and the governing board. The success of this program depends on faculty participation, and student development of global knowledge and abilities is central to its purpose.

I. Vision and Goals for Internationalization

The district’s international and intercultural education consists of programs, services, and activities aimed at developing awareness, skills, understanding, and knowledge for globally competent students, employees, and community members.

The Office of International and Intercultural Education (I&IE) works with all MCCCD colleges to:

• Develop district-wide comprehensive international and intercultural education programs.
• Coordinate efforts among the colleges and the community to enhance both internal and external activities.
• Build national and international partnerships with other education institutions.
• Support college and interdistrict international education grants.

The mission of this office is to develop and facilitate activities to support:

• Recruiting international students.
• Preparing students for successful participation in the global community.
• Teaching and learning activities that develop knowledge and skills, and promote the attitudes and values that enable students to become productive citizens in a changing and multicultural world.
• Infusing international and intercultural perspectives within the curriculum and across the campuses, enabling students to become global leaders.

II. Progress

Faculty Professional Development Programs
The China Fellowship Program began in summer 1997. Administered and financed entirely through the District International Education Office, this program is designed to provide faculty with a total immersion experience in Chinese culture. College presidents annually nominate one outstanding faculty member to participate in the program. The college then conducts a selection process based on essays that detail how the experience will benefit the faculty member.

Following a well-developed, intensive, predeparture orientation program, selected faculty members travel to MCCCD’s partner university in ChinaÑWuyi University, in Jiangmen City, Guangdong Province. During six weeks at the university, the Maricopa faculty teach Wuyi students and become students themselves, taking classes in subjects ranging from Chinese culture to traditional Chinese medicine. They travel on field trips to local areas of interest as well as to elementary schools, government offices, and factories. A four-day retreat to Hong Kong and Macao occurs mid-term.

In January 1998, Wuyi University sent its first group of 10 faculty members to Arizona for a one-month stay. Since then, MCCCD has hosted exchange scholars from Wuyi in every year but one. Their presence at the college campuses and in the classrooms adds great value to the fellowship program.

In summer 1999, MCCCD established an additional fellowship program in Guadalajara, Mexico. Similar to the China Fellowship Program, MCCCD conducted the program in conjunction with the Universidad Autonoma de Guadalajara. In the past two years, the program has been implemented in conjunction with the Universidad Veracruzana in Xalapa, Mexico.

That same year, MCCCD established a different type of faculty professional development program: an exchange program in which participating faculty agree to be home-stay hosts of Australian counterparts. For one month, faculty members travel to MCCCD’s partner universities in AustraliaÑthe Riverina Institute of TAFE, New South Wales University, and Charles Stuart University. During their stay, they are both teachers and students, and they live with faculty counterparts. For a subsequent one-month period, the Australian faculty live in Arizona with their MCCCD faculty counterparts. Because the program is an exchange, the costs are limited to airfare. As with all MCCCD faculty programs, the Australian exchange faculty are expected to share their experience in the classroom and make a significant contribution to the college environment.

To date, 107 faculty have participated in the fellowship programs; MCCCD has hosted 30 faculty and administrators from China and 18 from Australia.

Internationalization of the Curriculum
The Internationalization of the Curriculum Program, begun in 1996, provides funding for up to 10 faculty members to participate in a yearlong professional development experience designed to infuse an international perspective into their curricula. Once they have internationalized a course in their teaching area, they assume a faculty-mentor role for other MCCCD faculty.

MCCCD posts successfully internationalized courses on its international education web site and notifies faculty throughout the district of this resource. Through the web site, the courses are available to interested faculty outside the Maricopa district. This program has served as a model to many other colleges across the country as well as to a diversity committee in the district that is developing examples and teachable elements reflecting diversity in the curriculum. To date, 37 courses have been internationalized by universities using the MCCCD model.

International Development and Contract Training Projects Developing countries and their educational leaders have expressed profound interest and curiosity regarding U.S. community college involvement with business and economic development. The desire is to understand these relationships and replicate the best features in the cultural context of their countries.

MCCCD is known nationally and internationally for its strong workforce development program tightly connected to economic development efforts and business organizations. The district also has promoted international business through its international business curricula and Small Business Development Centers. MCCCD administrators and faculty also can collaborate with their counterparts at higher education institutions in other countries and can further develop their transnational skills and competencies for disseminating the community college model. For example, MCCCD has received a USAID grant through the Association Liaison Office (ALO) for a cooperative project with Universidad Veracruzana (UV) in Xalapa, Mexico. The grant funded the development of curriculum for community health paraprofessionals and a small business development center. Other grants have included:

• Two USAID-funded projects in Mexico, one between the district and the Autonomous University of Baja California Sur to work on the development of training for the hospitality industry, and the other with Paradise Valley Community College and the University of Tabasco to develop a program that prepares technicians for the environmental protection and rehabilitation industry in Mexico.
  
• A trilateral grant from the Fund for Innovation in Post-Secondary Education (FIPSE) for collaboration among six institutions in the United States, Mexico, and Canada in preparing personnel for employment in the hospitality industry. SOROS grants enabled potential entrepreneurs to intern with local industries and students at Mesa Community College to learn business practices and skills.
  
• Title VI, Higher Education grants that promote international business and trade know-how.

A special contract training relationship has developed during the past eight years between MCCCD and the city of Chengdu, China, a sister city of Phoenix. More than 300 high-level managers have participated in more than 25 workshops custom-designed to aid the process of moving to a social market economy. Topics have included taxation, business formation, consumer rights, international and retail banking, department store management, and productivity and competitiveness. In spring 1999, the partners expanded the program to a four-month International Management Institute for managers who show potential for future leadership.

Study-abroad Programs
MCCCD encourages faculty to develop study-abroad programs, many of which are built upon personal initiative and direct relationships with individuals at the host institution. This direct contact reduces program costs while allowing faculty to interact with students in a different cultural setting. Three such programs are briefly described below:

• For the past eight years, the MCCCD, led by Mesa Community College, has offered a successful summer extension program in which Maricopa faculty teach Maricopa students in Guanajuato, Mexico.
  
• In addition to offering Spanish language classes, MCCCD provides a wide variety of courses so that a student may earn credit for a full summer school session. One offering, which emphasizes Mexican culture, is specifically designed for future bilingual teachers. The program was conducted with Universidad Veracruzana in summer 2000.
  
• In summer 2000, two faculty members who had participated in the China Fellowship Program took 14 students from Mesa Community College to Wuyi University, where they participated in service learning projects as well as for-credit courses.

Internal Grant Program
The IE&E administers $60,000 per year in internal grant funds. International & Intercultural Education steering committee members determine grant awards. Faculty members may submit their proposals on the first day of each month throughout the fall and spring semesters. Sample proposals include: Juegos Florales (international literary event); Latin American Film Festival; World Language Awareness Day; the 19th Annual Statewide Japanese Speech Contest; Exploring Cultures Through the Power of Stories; and Eastern Cultures at the New Millennium.

III. Successful Strategies

The MCCCD coordinates all I&IE activities through a district-wide steering committee comprising one representative from each community college and chaired by the director of I&IE. The monthly meetings are open to all interested parties. The steering committee coordinates issues related to international students, administration of the district’s I&IE internal grant program, faculty professional development, and study-abroad programs. The following strategies have made MCCCD’s programs successful.

Shared Commonalities and Respect for Differences
Because MCCCD comprises 10 colleges, successful strategies must respect individual colleges’ needs and yet account for district-wide strategic initiatives in international and intercultural education. Because each college is unique, the structures of local I&IE programs vary. Each college within MCCCD, however, has an international education program. Most colleges have faculty-based I&IE committees, and several colleges have fully staffed international student and education offices.

Strategic Goals
Aligning the strategic plan of international education with the district’s strategic planning process enables MCCCD to refer to and discuss its goals and missions any time the board discusses MCCCD strategic plans. It is an effective strategy for internal advocacy and inclusion.

Financial Commitment to International Education Programs
In the past seven years, MCCCD’s administration has made an impressive commitment to internationalization. The district has dedicated financial resources for this purpose, both at the administrative level and at individual colleges.

Initial financial commitments centered on the establishment of a district I&IE Office with a full-time director, office assistant, and office budget. With an additional $60,000 per year, MCCCD established an internal grant program, which is open to faculty members from the 10 colleges. These funds are intended to foster innovation in international education. While most awards are small, the outcomes significantly contribute to the internationalization process.

In 1996, the chancellor’s Financial Advisory Committee approved $100,000 in additional annual fundsto support internationalization. Administered through the district I&IE Office, these funds enabled development of MCCCD’s faculty fellowship programs in China, Australia, and Mexico, as well as the Internationalization of the Curriculum project.

In 1994, an innovative funding model was established to provide for international education efforts district wide. The 10 colleges were authorized to retain the Òout-of-countryÓ fees charged to international students attending on F-1 visas. At $125 per credit hour, a student taking 24 credits in a year would generate $3,000 toward the international program budget. Due to increasing international student enrollments, the district-wide total for such revenues in 2000Ð01 was more than $1.8 million. Those colleges with significant international student populations now have the funding necessary to staff International Student Offices; to recruit more international students; to provide study-abroad scholarships for local area students; and to fund international and intercultural professional development experiences for faculty. Those with a large number of F-1 visa students (and therefore larger budgets) have hired new English as a Second Language (ESL) faculty and have implemented intensive English programs.

The District International Education Office added two half-time staff members in July 2000.

Faculty Roles
It has been essential to keep faculty involved in program development and implementation while simultaneously maintaining program quality and student excitement. MCCCD encourages faculty to participate in college international education councils, to serve on district-wide planning councils, and to apply for internal grant projects and international faculty fellowships, as well as externally funded grants and contracts.

MCCCD also encourages faculty to share their ideas and knowledge with colleagues. Curricula developed to internationalize courses are published on the district web site for all to use. Also, following their return from international exchange experiences, faculty develop special lectures and presentations that generally are open to all at their college.

MCCCD makes a particular effort to ensure that the international fellowship program is not perceived or used merely as a travel junket: The opportunity is open only to individual faculty members; family members are not permitted to join the group. The exchange fellowship selections are competitive, with a clear expectation that participation will result in an international enhancement of the courses the faculty member teaches, regardless of the subject area.

IV. Future Plans

The International/Intercultural Education Strategic Plan 2001 outlines a direction for the next three to five years, addressing the most important issues facing the colleges.

I. Growth of Study-abroad Programs
Goal:Provide opportunities for international experiences for students and employees.

A. Objective: Establish policies and procedures to build collaboration among MCCCD colleges and to promote study-abroad programs.

B. Objective: Develop methods and procedures that enable seamless transfer of credits internationally.

Evaluation: Success will be demonstrated by an increase in study-abroad programs and participants and evidence of newly developed policies and articulation agreements.

II. Internationalization of the Colleges and the Curriculum
Goal: Increase international/global awareness and environment at the colleges.

A. Objective: Continue to develop the Internationalization of the Curriculum Project.

B. Objective: Establish procedures and guidelines that enable international instructors to teach as visiting scholars.

C. Objective: Develop a variety of international travel and education opportunities for employees.

Evaluation: Inter- and transnational competencies shall be developed and utilized to assess student attainment in internationalized courses.

III. College Programs/Models
Goal: Tailor programming that is flexible and responsive to the changing demographics of Maricopa County and to the needs of MCCCD’s international communities.

A. Objective: Each college will design an international education program that encourages participation by its target population.

Note: Resources needed to accomplish the objective include the International Education committee, institutional research services, college administration, and funds for extended contracts.

Evaluation: Achievement will be demonstrated by increased participation in events and course enrollments by members of target communities.

IV: Community Involvement in College International/Intercultural Programs
Goal: Provide opportunities to the community to raise awareness and encourage collaboration in international and intercultural programs.

A. Objective: Enhance I&IE programs through community involvement.

Evaluation: Achievement will be demonstrated by increased community participation in programs that include hours of volunteer service.

V. International Student Recruitment and Support Services
Goal: Increase international student enrollment, retention, completion, graduation, or transfer rates through promotion of MCCCD programs, professional services, and excellence in education.

A. Objective: Develop a district-wide recruitment plan sensitive to college goals.

Objective: Develop programs and services for international students that nurture retention and student success.

Note: Resources needed to achieve this objective include funds, staff, training (professional development) of staff, access to technology, public relations and marketing assistance, policy reviews and adjustment for tuition changes, language training support, housing, space/facilities, and travel budget.

Evaluation: Achievement will be demonstrated by an improved international student retention rate (need definition).

VI. Employee Involvement and Development
Goal: Provide employee education and incentives to achieve international and intercultural depth in the college community.

A. Objective: Increase and expand employee awareness of I&IE to create a positive environment for international students and guests.

Evaluation: Achievement will be demonstrated by faculty evaluation of program participation, number of employees represented in exchange opportunities, successful grant projects, and increased use of district I&IE library resources.

VII. Financing Current and Future Programming
Goal: Sufficient funds will be allocated for current and future international education programs.

A. Objective: Stabilize funding and resources for current and future programs.

Note: Resources needed to achieve the objective include the services of the district office of I&IE, Financial Advisory Council, Maricopa Foundation, district grants office, consumer contracts, extended contracts, and district and college administration.

Evaluation: Achievement will be demonstrated by successful completion of the strategies and an increase in funding for programs.

Last updated: April 27, 2005