Campus internationalization at Shoreline Community College rests on four pillars: internationalizing the curriculum, creating opportunities for meaningful interaction between domestic and international students, enhancing the global competence through professional development of college employees, and engaging the community on international issues.
Internationalizing the Curriculum
Broadly speaking, there are four avenues that colleges tend to use to internationalize their curriculum: emphasizing foreign the language programs, requiring a study abroad experience, requiring course(s) that specifically focus on international issues, and/or embedding international outcomes within existing courses. While greater emphasis on foreign language acquisition and travel aboard opportunities should not be ignored, the committee recognizes the pivotal role that curriculum advancement plays.
Integration of Domestic and International Students through Meaningful Exchanges
All too often students tend to associate, both in and out of the classroom, with those who “look” like themselves. This all too human trait can be a very real obstacle in gaining the skills of a globally competent individual. Negotiating multiple perspectives, communicating across cultural and linguistic difference, and acquiring the abilities to move towards cooperation can best be learned if the college creates multiple opportunities to practice these skills.
Global Competence Learning Opportunities for Campus Employees
Campus Internationalization requires that all college employees have opportunities to grow and become more confident of their global skills. While there is already considerable global competence at this college, there should be ongoing opportunities for employees to explore, discuss and learn from one another as events unfold and skills evolve.
Outreach and Engagement in our Local Communities
Community engagement provides the College with opportunities to spark an increased awareness of, and interest in, global events. Whether through on-campus lecture series, off-campus presentations, or service learning projects in immigrant communities, these activities help students and members of the community develop a capacity and disposition to understand and act on global issues.