Internationalized Courses on Campus

Internationalizing the community college curriculum offers an opportunity to reach a broad range of students completing their general education requirements. Implementing course internationalization on campus also maximizes the student body's participation in international education, particularly in community college contexts where study abroad is not a viable option for many students due to resource limitations. Efforts to internationalize the curriculum should target high-enrolled courses across campus that fit within existing programs of study. Faculty coordinating these courses are integral in extending the scope of the course objectives by integrating international perspectives. Faculty work is acknowledged through existing structures of professional development and annual review processes. An internationalized curriculum combined with study abroad and other cross-cultural experiential learning forms the framework for an academic enrichment program called Global Distinction.

Thinking Globally About Social Justice

Scholars have identified community colleges as ideal institutions to facilitate global justice through their involvement in internationalization activities such as study abroad. This chapter explores the meaning of humanism as it relates to study abroad at the community college. Using Andreotti, Stein, Pashby, and Nicolson's Paradigms of Discourse, the chapter describes the ways in which humanism can be defined in a variety of ways based on one's own goals. The chapter also grounds a rationale for study abroad at the community college within critical humanism by applying Young's Social Connections Model. Finally, the chapter applies the critical humanist rationale to begin to question the relationship between community college study abroad initiatives: Who is included in the community mission? Whose cultures come to be understood from involvement in study abroad? How are U. S. cultures represented by study abroad?

Institutionalizing International Education and Embedding Education Abroad Into the Campus Community

This chapter is a descriptive case study on one community college in California to show how the institution was able to successfully institutionalize study abroad through advocacy, strategic planning, and the cultivation of local, statewide, and international collaborations. Because of the longevity and vitality of the program examined in this particular case study, there is useful insight for other education abroad professionals who are at varying stages of implementing, developing, or institutionalizing study abroad programs at their respective institutions.

The Hybrid Model

This chapter is a case study of Carroll Community College, a small rural community college, and its plan to develop a viable travel program by using a hybrid model. This model includes three distinct cohorts: study abroad students (students who travel and take an associated credit course), lifelong learning students (travelers who take a continuing education course to prepare for the travel experience), and educational tourists (travelers who do not take an associated course). By allowing not only study abroad students but also lifelong learners (often called continuing education students) to participate in an international travel program, Carroll's mission is addressed. This chapter is a case study of how and why Carroll implemented the hybrid model as an example for other small community colleges that might wish to achieve similar results.

Opening the Door to Study Abroad From Community Colleges

Drawing upon data from Open Doors®, this chapter highlights the unique characteristics of study abroad from community colleges over the past decade. It explores patterns in destinations, durations, and student characteristics for study abroad at community colleges over this time period. Through lessons learned from IIE's Heiskell Award winners and Generation Study Abroad (GSA) community college commitment partners, the chapter will conclude with best practices from community colleges that have made commitments to increase and diversify their study abroad programs.

How to Survive and Thrive as a Community College Consortium

Some state and regional study abroad and international education-based consortia of community colleges have been struggling to remain operational. Key outside factors that have created trials include the United States' (US) economic downturn that ensued from 2007-2009, ongoing regulations set by government officials, and internal logistical challenges such as changes in leadership at member institutions, alterations in financial aid requirements, and emphasis placed on degree completion. There has been much analysis on “why” these consortia exist in the field; in contrast, this chapter focuses on “how” they persist. The Maryland Community College International Education Consortium (MCCIEC) is one of the nation's state consortia that continue to be active and flourish, navigating through economic trials, governmental policies that offset international student entry in to American higher education, and common logistical issues; this chapter uses MCCIEC as an illustrative model to show how community college consortia may function to prosper. MCCIEC uses four main approaches—1) gaining higher administrative buy-in, 2) encouraging full institutional support at membership colleges, 3) incorporating strong incentives for member activity, and 4) stimulating growth—to not only survive, but to thrive.

Peacebuilding as a Means to Global Citizenry

The objective of this chapter is to illustrate approaches that can be used by community colleges to promote both global knowledge and global engagement—often taking the form of education abroad—using peacebuilding means. To make the case, examples and models from several U.S. community colleges will be shared. Examples from community colleges from throughout the country are given.

Lessons Learned

This chapter conducts a case study of Delaware Technical Community College as it grew its programs from 2009 to present. Despite directive from the President, support and engagement was not widespread across the state: varying by campus, division, department, and instructor. Study abroad leadership was tasked with aligning the program with the college's mission, vision, and strategic directions, and building support internally and externally to boost student enrollment in the study abroad program. By targeting three key groups of stakeholders—students, faculty, and community members—and supporting shared values towards a mutual benefit, Delaware Technical Community College was able to grow its study abroad enrollment by over 400% from 2010 to 2018.

The Outreach Triad for Successful Study Abroad Programs

The old adage “build it and they will come” does not apply in the context of study abroad at the community college. Community colleges have historically struggled with study abroad enrollment due to a number of factors including inadequate funding, insufficient institutional support, and a lack of interest and awareness on behalf of their students. While there are many factors that go into successful programming for study abroad, one key element is outreach. This chapter will define outreach in terms of the marketing and communication methods to three key stakeholders in study abroad: students, faculty, and the local community. It will be argued that program administrators need to better understand the various ways in which outreach is used to increase both student enrollment, minority students in particular, and the number of faculty engaged in leading study abroad at the community college. The chapter will conclude by proposing some strategies for identifying funding opportunities from local community partners.

Changing the Conversation

Community college literature uses three distinct narratives to explain why few community colleges offer education abroad and why limited numbers of community college students study abroad. This chapter explores the viability of these narratives and counters them by showing that non-traditional community college students understand the role of education abroad to enhance their personal and professional growth, are capable of making sound decisions, and are able to balance work, school, and family. The chapter concludes with a discussion on how weak institutional choices remain the most important element that negatively impacts the choice to study abroad.