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Article Excerpt
Abstract
Participation in international service-learning projects is shown to be a viable tool to educate students towards global competency. The presented model provides opportunities for intercultural engagement and meaningful exposure to global issues with minimal changes to the existing university framework. This collaborative interdisciplinary (Engineering, French, Communications) approach reflects the interdependent nature of the real world. Trip log entries show evidence of increased global awareness, an increased ability to interact effectively in a different cultural setting, and an expanded understanding of the interconnectedness of the world.
Introduction to Global Competency
The importance of educating US citizens to be internationally aware and knowledgeable first emerged in response to national security needs during the cold war era when congress passed the National Defense Education Act of 1958 (National Defense Education Act, 1958). This legislation provided government funds to institutes of higher education in support of enhanced study of foreign languages, history, geography, and economics. More recently and in response to the economic, political, technological, and environmental changes being brought about by globalization, the importance of internationally-attuned education has taken on renewed vitality as is evidenced by the global competency initiative issued by the Council on International Education Exchange in 1988 (Council on the International Educational Exchange [CIEE], 1988). In general, the report recommended an increase in the number of students studying abroad, greater participation of students from under-represented academic and social groups, more experiences in developing countries, and internationalization of curricula and the university atmosphere.
Since then a variety of definitions for global competency, global citizenship, and global awareness have appeared. As Hunter (Hunter, 2004) points out, no one in particular is viewed as the standard and this has at times complicated research in the field. Among the definitions presented in his comprehensive review is that of Curran (Curran, 2003, p.10), who defines global competence as an "appreciation of other cultures and the ability to interact with people from foreign lands. It is the ability to become familiar with an environment, not causing a rift while experiencing something new, and reflection upon the experience at its completion." Alternatively, The Stanley Foundation (Stanley Foundation, 2004) states that, "Globally competent citizens know they have an impact on the world and that the world influences them. They recognize their ability and responsibility to make choices that affect the future."
Despite that lack of consensus on a specific definition, global competency is often viewed in terms of three attributes: knowledge, attitudes, and skills (Green & Olson, 2005). In brief, a globally competent person is one who demonstrates knowledge of world geography, conditions, and events. It is someone who has an awareness of the complexity and interdependency of world issues and events and an understanding of the historical forces that have shaped the current world system. In terms of attitudes, a globally competent person has a sensitivity and respect for personal and cultural differences. It is someone who is capable of empathy and can handle ambiguity and unfamiliarity. Regarding skills, a globally competent person has critical thinking and comparative skills, including the ability to think creatively and integrate knowledge. Also, it is person who has effective communications skills including an understanding of intercultural communication concepts (Green & Olson, 2005).
Given the importance of these attributes in preparing graduates who can function as world citizens and who are ready to join the global workforce , the question for educators is how to best provide students with opportunities that nurture this type of learning and awareness. The model presented in this paper, a multi-disciplinary international service-learning project, may offer such an opportunity and has the added benefit of requiring minimal changes to administrative infrastructure.
Defining International Service-Learning
Service-learning is a pedagogy in which students engage in activities designed to enhance learning by integrating appropriate community-based projects into their coursework, and by reflecting on the experience in order to promote their own development (Jacoby and Associates,...
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