Santa Fe College (FL) Opening Doors to Asia 

1. Plan of Operation 

Opening Doors to Asia 

Santa Fe College (FL) 

a. Institutional Profile: Santa Fe College (FL) Santa Fe College (SF), located in 

Gainesville in north central Florida, was established by the Florida State Legislature in 1965 as 

Florida's twenty-second comprehensive public community college. After 45 years as an 

expanding community college, in 2009, the state legislature authorized SF to begin offering a 

few selected bachelor degrees in fields with high job demand in the College's service area. Santa 

Fe's statutory service district consists of the predominantly rural area of Alachua and Bradford 

counties, with a total population of roughly 275,856 

residents (2011 est.). The College also serves students from 

rural Gilchrist, Marion, Levy, Union, Columbia, and Clay 

counties, comprising an additional population of 

approximately 387,113 (20 11 est.). In addition to the 125-

acre main Northwest Campus, the College's Blount Downtown Center is located in urban 

Gainesville in a predominantly minority-populated area of the city. This location was chosen to 

reach more non-traditional students and to strengthen the College's outreach efforts to minority 

populations. In addition, the College serves its constituencies with educational centers in the 

rural towns of Alachua, Archer, Keystone Heights, and Starke, and through the Internet and live, 

closed-circuit broadcasts between educational centers. 

The College's educational offerings are primarily the Associate of Arts (AA), Associate of 

Sciences (AS), Associate of Applied Sciences (AAS), and Community Education programs. Of 

the total enrollment of nearly 18,000 credit students, approximately 70o/O--{)f over 12,000 

students-are enrolled in the AA program, consisting mostly of a core curriculum of 36 hours in 

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the liberal arts and sciences, completion of which is required of all students in the AA. Of the 

College's total enrollment, 56% are full-time students; 53% arc women; and 27% are members of 

a minority group. Many of SF's students are first-generation college students, and many enroll 

with limited or no previous experience in or exposure to international affairs or perspectives. 

Through Florida's statewide articulation agreement, Florida's public universities must accept 

students who complete the AA degree at a college or community college. Santa Fe transfers over 

2,000 students to the State University System each year, 79% of whom enroll at the University of 

Florida, also located in Gainesville. Due to the strength of its university-transfer programs, Santa 

Fe College ranks lOth nationally in the production of AA degree graduates. State performance 

measures also show that on average graduates of SF do better than the state universities' own 

students in their upper division work. The Associate of Science, Associate of Applied Science, 

and related certificate programs consist primarily of vocational and technical programs that 

prepare students for entry into a career, although some programs are transferable to universities. 

Santa Fe College has an annual operating budget of approximately $73 million and has 

grown to include 33 major buildings representing an investment in excess of approximately $200 

million dollars. The faculty consists of240 full-time faculty and over 320 adjunct faculty. Santa 

Fe is also one of 19 charter members of the League for Innovation in the Community College, an 

educational consortium created in 1968 dedicated to stimulate innovation and experimentation in 

higher education. Responding to Florida's changing demographics and to the state's increase in 

import-export activity, direct foreign investment, and international tourism, the College has made 

internationalization of its curriculum and selVices a high institutional priority. In 2005, the 

College was selected by the Institute for International Education for the Andrew Heiskell Award 

for Innovation in International Education. Santa Fe enrolls over 300 international students from 

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more than 80 foreign countries each semester and it serves many more second-generation 

students and those with dual citizenship. 

h. High Quality of Project Design. In "Be a Better Manager: Live Abroad," (William W. 

Maddox, Adam D. Galinsky, and Carmit T. Tadmor, Harvard Business Review, September 1, 

2010, hnp:llhbr.org/201 0109Ibe-a-better-manager-live-abroadlar/l), the authors' research clearly 

demonstrates the many significant positive effects derived from international experience and 

study. They show that the people who "see and integrate multiple perspectives on different 

issues-what psychologists call 'integrative complexity'" lead "to better job performance." 

Furthermore, they conclude that "people who have international experience or identify with more 

than one nationality are better problem solvers and display more creativity." In the current 

"Asian Century" it is imperative that SF prepare our students to achieve "integrative complexity" 

and to become "better problem solvers" so that they can open their own "Doors to Asia." On 

January 19, 2011, Howard University hosted Ambassador Chen Naiquing, the wife of the 

People's Republic of China 's Ambassador to the United States. At this event First Lady Michelle 

Obama sa id: "But let's be clear: studying in countries like China is about so much more than 

just improving your own prospects in the global marketplace. The fact is, with every friendship 

you make, and every bond of trust you establish, you are shaping the image of America projected 

to the rest of the world. That is so impol1ant. So when you study abroad, you're actually helping 

to make America stronger. " 

The proposed two-year project ("Opening Doors to Asia") constitutes the centerpiece of 

SF's ongoing plan to internationalize the campus and the curriculum. Through an intensive 

process of self-analysis and planning lasting nearly two years, we have identified a significant 

weakness in our General Education (GE) program in Asian studies. A snapshot of our curriculum 

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reveals a clear need for grant support to address this. In our current GE curriculum, there is only 

one course that specifically addresses Asia: HUM 24 10, Asian Humanities. Although some 

sections of 25 other courses (ENC 11 02, MUL 101 0, THE 1100, ARH 2050, lNR 2002, GEO 

2200C, SOP 2002, etc.) touch briefl y on Asian topics, no other course addresses the area in 

depth. Therefore, we have designated fi ve new General Education courses in Grant Year One 

that will specifically focus on China/Asia: Asian Art; Asian Religions; Introduction to the 

History and Culture of China; Interpcrsonal Communi cation; and Far East Asian Peoples and 

Cultures (Objecti ve 1). 

Santa Fe initiated a two-semester sequence of elementary Chinese language in Fall 2009. 

This grant proj ect will increase the number of Chinese courses and sections by creating two 

additional semesters: CHI 11 25 and CHI 2220 (Obj ective 2). With an ex panded Chinese 

language program, our ex isting Summer China Study Abroad program in Beijing will be 

strengthened by creating and offering short-term (one- to two-week) student internships in 

Beijing. This grant proposal will add new courses and revise existing courses so that a new 

International Studies Certificate (lSC) in GE will cross-fertilize the following seven parts of the 

grant project (a) Chinese language courses; (b) Asian content in thc 20 courses to choose from 

in the ISC (5 new and 15 revised); (c) our Study Abroad Program in China; (d) internships 

abroad; (e) a professional development international lecture series focusi ng on Asia; (I) a series 

of monthly workshops for faculty and staff for Asian course enrichment; and (g) quarterly 

workshops for service area K-12 teachers of foreign languages and international studies. At the 

conclusion of Year One of this grant, we will have the expertise and experience with China to 

create a much needed Study Abroad Program in India, thereby strengthening our Asian 

curriculum. This project is based on local needs assessments conducted at SF as well as on 

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extensive research into best practices in international education. "Opening Doors to Asia" will 

enable the College to respond to documented needs within the college community. Its six 

objectives (listed in the table below) will deepen the integration of Chinese language and Asian 

perspectives throughout Santa Fe's curriculum and in SF's K-12 service areas: 

Table 1: Project Objectives 

Projl'l.'t Ohjl'cthc\ 

Objective 1 (International Certificate, Course Revision and Creation): Create a five-course 

( 15-credit hour) International Studies Certificate (ISC) in General Education (GE) by revising 15 

existing GE courses, creating 5 new Asian-centered GE courses, and supporting faculty travel for 

the purpose of course development, course revision, and research. 

Objective 2 (Chinese): Expand the Chinese language and culture cuni culum by adding two new 

advanced leve ls of Chinese language courses and revising two existing courses to prepare 

students for real-world experience using Chinese to expand the scope and depth of linguistic 

skills (Competitive Preference Priority 2). 

Objective 3 (Professional Development): Increase faculty, administrator, and staff knowledge 

and resources relating to Asia through monthly workshops on integrating Asia into the 

curriculum and various professional development opportunities including an International 

Speakers Series about Asia (especially China and India), Florida-Asia relations, and USA-Asia 

relations. 

Objective 4 (Study Abroad): Add capacity to SF's study abroad program in China and create a 

study abroad program in India in order to help students think criticall y in the "Asian century" by 

fostering student and faculty research through added student travel scholarships, student 

internships, and new study abroad course offerings. 

Objective 5 (Outreacb): Increase awareness of "Opening Doors to Asia" through targeted 

marketing to first-generation students, underrepresented students, low income students, and 

students from career programs, sciences, technology, and math. 

Objective 6 (1(-12 Teacher Training): Conduct K- 12 pre-service and in-service foreign 

languages and international (esp. Asia) studies professional development opportunities by 

creating a North Florida Foreign Language Teachers Association (NFFL TA). Saturday 

workshops will be offered quarterly for area teachers (Competitive Preference Priority 2). 

The "Opening Doors to Asia" project is the result of extensive planning over the course of 

nearly two years by members of the interdisciplinary Title VIA Task Force, who detennined that 

the College's most pressing need in terms of internationalization is to engage our staff, faculty 

and students in cunicular and extracurricular opportunities relating to China and other areas of 

Asia including, especia lly, India. "Opening Doors to Asia" will coincide with Santa Fe's ongoing 

General Education Learning Outcomes project. As a vanguard institution in the League for 

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Innovation in the Community College, Santa Fe continues to explore how on-campus, online, 

and overseas curricula and programs are measured by student learning outcomes. 

c. Effectiveness of Plan and Efficient Administration. The proposed "Opening Doors 

to Asia" project will be managed by a Project Leadership Team composed of the Project 

Director, Project Co-Director, Project Curriculum Assistant, Grants Management Team, and a 

Course Review Committee. The Project Leadership Team will consult with the International 

Education Steering Committee, Academic Advisement, Student Life, and thc Liberal Arts and 

Sciences Curriculum Committee. The Project Director will be Dr. William Little; the Project CoDirector will be Dr. Li Rcn-Kaplan; and the Project Curriculum Assistant will be Dr. Dave 

Tegeder. Dr. Little will be responsible for overall administration of the project. He will supervise 

the work of the Project Co-Director and the Project Curriculum Assistant; he will chair the 

Grants Management Team and the Course Review Committee; he will work in close relationship 

with faculty and administrators to ensure the successful College-wide implementation of the 

project; and he will oversee the thorough implementation of formative and summative 

assessmen t for each of the project's elements including global competency assessment (See 

Section 4 below). The Project Co-Director will have responsibility for managing day-to-day 

implementation of the project, and she will work in tandem with the Project Curriculum 

Assistant. The Santa Fe International Education Steering Committee has been working in the 

area ofintemationalizing the curriculum for the past five years, while Santa Fe's Task Force for 

Title VIA has been working steadily on this specific grant since Spring semester 2009. As soon 

as the grant begins operation, the members of this Task Force in place in May 2012 will 

transition directly and smoothly into the Course Review Committee. The Project's Co-Director, 

Curriculum Assistant, and Course Review Committee will consult regularly with the 20 faculty 

members engaged in curricular creation, enhancement, and revision. These 20 faculty members 

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will be responsible for translating the overall goals of course enhancement and "Asianization" 

into student learning outcomes and global competencies. This management plan reflects SF's 

strong decades-long institutional commitment to shared governance and collaboration. 

This project will reside administratively within SF's Office of Academic Affairs and will 

ultimately report to the President through the office of the Provost and Vice President for 

Academic Affairs. In this way, "Opening Doors to Asia" will be strategically positioned not only 

to interface directly with College-wide instruction, curriculum revision, and faculty professional 

development, but also to link broader international perspectives with student services and 

activities, institutional effectiveness, and community partnerships. 

d. Project Objectives Related to Program Purpose. The project objectives for "Opening 

Doors to Asia" directly support the legislative purpose of the Undergraduate International 

Studies and Foreign Language Program: to provide grants to strengthen and improve 

undergraduate instruction in international studies andforeign languages in the United States. 

Santa Fe's objectives for enhancing our Chinese program and internationalizing our GE 

curriculum reflect the urgency embedded within the Critical Language Program sponsored by the 

Bureau of Educational and Cultural Affairs of the Department of State: to expand dramatically 

the number of Americans studying and mastering critical foreign languages. In its pursuit of 

international education for its students, SF is part of a national movement of enhancing Asian 

studies at the community college level. Among the goals of this project is preparing SF's 

students for jobs and national service in the areas of Chinese lInd ian and Asian-American 

relations (Application Requirement G). According to the American Association of Community 

Colleges, approximately 48% of all students enrolled in higher education in the United States 

attend community colleges. Over 376,000 students are currently attcnding a community college 

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in Florida. However, the most recent survey by the Modem Language Association (2006) 

showed that only 545 students at 9 institutions in Florida were taking Chinese at the 

undergraduate level. The purpose of this grant is to address this educational gap by increasing 

our capacity, linking our Chinese courses to GE, preparing our students for the 21 Sf-century j ob 

market, and providing a model for other colleges in Florida. 

e. Use of Resources and Personnel to Achieve Objectives. "Opening Doors to Asia" will 

enable the College to internationalize its Associate of Arts curriculum, expand its foreign 

language programs, and promote awareness of internationa l education throughout the campus by 

means of a comprehensive professional development program designed for faculty, 

administration, and staff. Twenty faculty members representing a cross-section of the College 's 

disciplines will receive appropriate travel funds and/or release time for curriculum development 

and revision (Objective 1). 

The Project Co-Director will be responsible for the efficient management of day-to-day 

operations. She will collaborate with the Project Director, who has overall project responsibility, 

and with appropriate personnel from the SF Office for Finance to supervise all budgetary 

expenditures for personnel costs, materials and supplies, and travel. The SF International 

Education Steering Committee, composed of faculty and administrators with experience and 

familiarity with international education, will collaborate with the Grant Management Team and 

will meet regularly with the Project Director and Project Co-Director. Other Santa Fe College 

personnel will provide assistance as needed in instructional design, library accessions, 

professional development, research, Web design support, and audio-visual and technical support. 

f. Plan for Equal Access and Treatment for Members of Underrepresented Groups. 

Participants in the project will be admitted without regard to race, sex, sexual orientation and 

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expression, gender orientation, religion, color, national or ethnic origin, age, disability, or 

veteran status. The Project Director will work with individuals participating in all facets of the 

project taking place in China and other regions in Asia to detennine if any spec ial services or 

accommodations will be necessary to ensure that each project participant enjoys equal access to 

the planned activities. The College complies with the Civil Rights Act of 1964, the Americans 

with Disabilities Act of 1990, the Civil Rights Act of 199 1, related Executi ve Orders 11246 and 

11375, and all civil rights laws of the State of Florida. Accordingly, equal opportunity for 

employment and admission shall be extended to all persons, and the College shall promote equal 

opportunity and treatment through a positive and continui ng affinnative acti on program. The 

College embodies a community of di verse people who value opportunity and diverse viewpoints 

(Application Requirement C). 

Faculty and staff are committed to enhancing a curriculum and a learning environment that 

empowers students to become effective members of an increasingly multicultural and di verse 

society not only in Florida and the United States but more specifically in north central Florida. 

Santa Fe College now is ready to expand its renowned innovation initiatives in the field of Asian 

studies, to educate students, employees, and the community about differences that exist among 

the world's peopl es, and to diminish fear of differences while increasing undcrstandin g about 

such differences. The College provides its employees, students, and the community with a large 

variety of workshops, seminars, publications, and projects that foster understanding and benefits 

of diversity and enhanced shared values. Notably, the Office of Multicultural Affairs, the annual 

week-long World Humanities Expo, and SF's partnership in the national Democracy 

Commitment provide signifi cant College venues for vigorous discussion and debate of varying 

viewpoints in an environment of mutual civil respect. 

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2. Quality of Key Personnel 

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a. Experience and Qualifications of the Project Director. "Opening Doors to Asia" will 

be provided strong, enthusiastic, and capable leadership by the Project Director, Dr. William 

Little. Dr. Little is the Chair of the Department of Humanities and Foreign Languages at SF, 

where he has been a faculty member since 2004. Prior to that time he chaired the Modem 

Languages Department and the Interdisciplinary Humanities Program at California Polytechnic 

State University; he held the McDermott Endowed Chair of Humanities and Public Affairs at the 

United States Military Academy at West Point (2002-2003); and he earned his B.A. degree from 

California State University at Northridge, his M.A. at Indiana University, and his Ph.D. from 

Washington University in S1. Louis. He has had a Fulbright Scholar grant and a National 

Endowment for the Humanities research grant. He was a consultant for thirteen years for ETS's 

Advanced Placement test in Spanish, and he served five years on the SAT II Test Development 

Committee in Spanish. At Cal Poly, he also served on the Japan Studies Committee and the 

Pacific Rim Committee. At SF, Dr. Little has served on the Study Abroad Committee, the 

Curriculum Committee, and the students' Activities and Services Budget Committee, and for the 

past two years he has chaired the Title VIA Task Force for Internationalizing the Curriculum. Dr. 

Little will commit 20% of his time to his role as Project Director. 

b. Experience and Qualifications of Other Key Personnel. Project Co-Director Dr. Li 

Ren-Kaplan is Associate Professor of Chinese and Public Speaking at SF since 2007. Born and 

educated in China, Dr. Ren-Kaplan received her B.A. in English Literature from Peking 

University. She obtained her M.A. in International Affairs from Ohio University, with East Asia 

as her area of study. She earned her Ph.D. in Communication Studies from Ohio University with 

a focus of intercultural communication. She was one of the leading researchers for a project in 

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China, funded by Ford Foundation and Population Communication International. She also served 

as a consultant to various Asian programs of the Voice of America and Radio Free Asia. She 

conducted in-country audience research in China, Laos, and Indonesia. At SF she served on the 

Curriculum Committee, and she helped launch SF's study abroad program in China, where she 

has been the faculty leader since 2009. She will commit 40% of her time as Co-Director. 

Project Curriculum Assistant Dr. David Tegeder is Professor of history with extensive 

experience in Asian humanities and international education. He earned a B.A. with a minor in 

Asian Studies, from the University of Central Florida, and an M.A. focusing on postwar U.S.-

Vietnam relations, and Ph.D. in history from the University of Florida. He has traveled 

extensively and has taught abroad in China as a visiting professor at Beijing Union University. 

He has experience managing a major grant from the Florida Department of Environmental 

Protection and has received recognition from the National Endowment for Humanities and state 

and regional historical societies for his scholarly work. He has assisted SF's Fulbright Scholarsin-Residence from China and was instrumental in the creation of the Memorandum of 

Understanding with Beijing Union University and the creation of SF's study abroad program in 

China. 

The project will also be supported by Dr. Edward Bonahue, the Provost and Vice President 

for Academic Affairs at Santa Fe College. Dr. Bonahue composed the original strategic plan for 

international education at Santa Fe College in 2002, and he continues to provide leadership for 

College-wide programming in this area. He served as project director for Santa Fe's previous 

UISFL project from 2004-2006, as well as for a Fulbright Scholar-in-Residence grant. In 2007, 

he composed the Memorandum of Understanding between SF and Beijing Union University. In 

2009, he was selected for the Fulbright Seminar for U.S. Administrators of International 

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Education programs conducted in Berlin, Germany. While serving as Provost and Vice President 

for Academic Affairs, he continues to advocate for internationalization of the curriculum, 

enhancement of foreign language opportunities, international professional development, and 

expansion of international exchange programs for both faculty and students. 

Santa Fe's Coordinator of International Education and Study Abroad is Allison Nyamuame. 

She earned an M.A. in International Education from SIT Graduate Institute in Vermont, where 

she was tra ined in the logistics of a study abroad program. She was also instructed in learning 

styles, cross-cultural communications, adult learning, facilitation skills, the developmental stages 

of students, and how institutions of higher education are internationalizing their campuses. From 

August of2009 to November of 20 I 0, she worked at the University of Florida International 

Center, where she was directly involved in efforts to internationalize the UF campus curriculum. 

She will contribute 25% of her time to the project. 

"Opening Doors to Asia" will also rely on the expertise of its external evaluator Dr. Scott 

Nygren. He is a Professor of Film and Media Studies in the English Department at the 

University of Florida. Author of Time Frames: Japanese Cinema and the Unfolding of History, 

he has been involved in scholarship on Asian media and culture for decades. He introduced 

courses on Asian and Japanese Cinema after arriving at UF in 1990, and has continued to be 

involved in Asian Studi es at UF since then. He has also written on Chinese film, taught Korean 

film, and is currently working on a Thai film as part of a project on world cinema. Dr. Nygren 

will assess curriculum development by analyzing the new and revised courses, conducting onsite assessments with faculty and students, and composing a written evaluation report. A letter of 

commitment from Dr. Nygren is included in the attachments. 

Dr. Richard Wang will also contribute his expertise from the University of Florida (UF) as 

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a consultant to work with our Chinese curriculum. As an expert on Chinese language and culture 

he will assess and help revise SF's Chinese program. He will also advise SF regarding the 

creation of two new Chinese language and culture courses, and he will submit a written 

consultant's report. A letter of commitment from Dr. Wang is included in the attachments. Dr. 

Wang is also the Co-Advisor of the Asian Studi es Program at UF and serves as the 

Undergraduate Coordinator of the UF Chinesc Program. 

A Grant Management Team composed of the following membership will provide 

ongoing review of the progress being made toward completion of project acti vities: 

Table 2: Grant Management Team 

Dr. William Little Proj. Dir. and Chair, Humanities and Foreign Languages Dept. 

Dr. Li Ren-Kaplan Project Co-Director, Associate Professor of Chinese and Speech 

Dr. Ed Bonahue Provost and Vice President Academic Affairs 

Ms. Joan Suchorski Associate Vice President for Grants and Projects 

Ms. Allison Nyanuame Study Abroad Coordinator 

Dr. James Geason Chair, Business Program 

Mr. Dennis O'Hearn Accounting Superv isor Office of Finance 

Ms. Myrna Cabrera-Rivero Coordinator Multicultural Student Center 

Dr. David Price President, College Senate and Professor of History 

Eaeh of these members serves on this interdisciplinary, collaborative committee on a 

voluntary basis and without supplement, release time, or other compensation. In the same way, 

the committee has benefited from collaboration with dozens of other organi zations and 

departments, including business personnel located in the Office for Finance, the staff of the 

Center for Academic Technologies, and the Office of Student Leadership and Activities. 

The faculty members participating in "Opening the Doors to Asia" have volunteered for 

participation because of their interest in international education the curriculum. They represent a 

cross-section of disciplines in the institution, and they will work directly with the Course Review 

Committee, which in tum will meet quarterly with the Project Director, Co-Director, and 

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Curri culum Assistant to discuss implementation, progrcss, and outcomes of the grant activities. 

The project budget also reflects the percent of time each team membcr wi ll commit to the 

project. Santa Fe will lend additional support to the Grant Management Team through the 

College's Associatc Vice President for Grants and Projects, Ms. Joan Suchorski, who will work 

closely with the Project Director and Co-Director to insure proper and efficient budget 

management and the fu lfillment of all federal accountability measures. The Project Leadership 

Team will conduct problem-solving as needed and will continually refine the project's plans and 

strategies while meeting monthly during the two-year project. 

c. Recruitment of Personnel from Historically Underrepresented Groups. Santa Fe 

College maintains a strong commitment to the va lue of divcrsity and non-discriminatory 

employment practices as a philosophical principle and a determined practice in recruitment, 

hiring, and retention processes. The institution implements policies and procedures to proactive ly ensure non-discrimination on the basis of race, color, religion, national origin, and 

ethni c group or identity in its opportunities for employment, admissions, and participation. The 

College maintains a commitment to Equa l Access and Equal Opportunity for faculty, students, 

and all personnel. The College uses screening committees to make recommendations for all 

faculty and professional positions. These committees, comprised of staff and faculty who are 

fami liar with the job requirements, assist in developing the job description and qualifications, 

and they recommend to the unit administrator the most qualified candidates. If it is determined 

that a candidate is from a group that has been traditionally underrepresented, additional emphasis 

is given to such a candidate's qualifications, experience, and ski lls. 

3. Budget and Cost Effectiveness 

a. Adequate Support for Project Activities. This proposa l's budget and budget narrative 

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reflect a fully interlinked and reasoned approach to the Asian curricula deve lopment activities 

that will build capacity for the SF faculty to integrate materials rel ated to China and Asia. Santa 

Fe faculty and students and K-12 teachers and students from our service area will benefit from 

the project's six objecti ves in a way that wi ll internationalize learning opportunities in the 

cl assroom and in study abroad programs. 

b. Cost Effectiveness in Relation to Project Objectives. The budgeted costs associated 

with "Opening Doors to Asia" are reasonable given the six objectives of internationalizing the 

SF's degree programs especially in relationship to a focused emphasis on enhancement of the 

Chinese/Indian and Asian aspects of the GE curriculum. In addition, enhancing the Chinese 

language curriculum will enable students to use their linguistic and cultural competencies to 

engage in real-world education and pre-career activities in China and beyond. The grant's funds 

will provide a comprehensive program of professional development and curriculum support that 

will impact all areas of the College. The grant's funds will help improve library acquisitions and 

online and face-to-face class materials. The grant's high impact is reflected in the total student 

population to be served (approximately 18,000 students) as well as by the number of SF faculty 

(almost 700 full-time and part-time instructors) who will benefit from the proposed curriculum 

and professional development programs. Santa Fe College is committed to sharing the project 

costs through matching in-kind contributions of salaries, equipment, services, and facilities. 

Santa Fe assures that all federal funds from the UISFL program will supplement and not supplant 

non-federal funds (Application Requirement D). 

c. Compliance with Fly America Act (FAA). Santa Fe College certifies that all trave l will 

be Fly America Act compliant. The requirement, guidelines and scheduling principals of the Fly 

America Act will be reviewed at routine grants management meetings and distributed to all staff, 

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faculty and students who are authorized to travel abroad with grant and institutional matching 

funds. The Project Director will review all travel itinerari es to insure 100% compliance. 

4. Plan of Evaluation 

Santa Fe's evaluation plan wi ll adequately and effectively measure the project's activities and 

impact. The methods are appropriate and include both quantitative and qualitative measures. 

Formative data will allow for program improvements, and summative data will provide concrete 

measures of success that will also be useful for future initiatives. Producti ve evaluation will be 

achieved by using measurable tools for each objective (see attachments). The Project Director 

will approve the method of evaluation, clarify questions on the evaluation measures, and ensure 

that the project objecti ves are consistent with the College's and UISFL's goa ls and standards. A 

summary of evaluation techniques to be utilized in Year One and Year Two follows: 

Table 3: Methods of Evaluation 

Obil'l'th l' \l·ti, it~ 

Objective I International GE 

Certificate; 

course revision 

and creation 

Objective 2 Addition of 

Chinese courses 

Objective 3 Professional 

development 

series and 

workshops 

Objective 4 Study abroad 

program (s) 

schol arships and 

internships 

Objective 5 Marketing and 

Outreach 

Obj ective 6 K- 12 language 

and international 

teacher training 

( .·itl'l ill 

Number of students in ISC 

and percentage passing 

learning outcomes 

assessment 

Number of students in 

Chinese and persisting 

through Chinese 3 and 4 

Increase awareness of and 

knowl edge about Asian 

perspectives among 

faculty and staff 

Increased number of 

faculty and student 

participating in China 

Study Abroad Program 

and in internships in Asia 

Effecti veness of pUblicity 

among targeted audiences 

Number ofK-12 teachers 

adding Asian perspectives 

to their teaching 

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\Il'thod(<;) flf F'lIlUlltinn 

External evaluation; interviews 

with faculty; student survey data; 

GE learning outcomes data; 

student achievement of certificate 

Externa l evaluation; student 

course enrollment data; student 

and faculty survey data 

External evaluation; surveys of 

faculty, staff, and students 

attending these activities 

External evaluation; interviews 

with faculty and students; faculty 

and student presentations upon 

returning from activities abroad 

Campus and outside community 

survey data 

NFFLTA K-12 pre-service and 

in-service workshop survey data 
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Santa Fe College (FL) 

a. Evaluation Plan to Assess Project Effectiveness. Dr. William Little, Project Director, 

will work with the Grant Management Team to create, administer, and respond to fonnative and 

summative evaluation tools associated with each grant objective and activity. Assessment will be 

ongoing and results will be used immediately to improve the grant project and the International 

Education Office's programs at Santa Fe College, as applicable. For curriculum-related 

assessment, Drs. RenKaplan and Tegeder also work with the Curriculum Committee, the Provost 

and Vice President for Academic Affairs, and the office of Institutional Research. For external 

evaluation, the Project Director will rely on Dr. Scott Nygren of the University of Florida. 

b. Criteria to Evaluate Project Results. All evaluation tools as charted above and shown 

in various attachments will measure (I) increased number of students studying Chinese language 

and culture; (2) increased number of students in the China Study Abroad Program; (3) increased 

knowledge about Asia among the students in the ISC certificate program; (4) an increase in the 

number ofK-12 teachers enhancing their curricula to include Asian components; and (5) the 

degree of satisfaction by those attending the workshops and professional development events. 

c. Evaluation Methods Will Produce Objective and Quantifiable Data. Quantitative 

measures to be used will include Likert scale questionnaires administered to administrators, staff, 

faculty, students, community members, and participants in the pre-service and in-service K-12 

teachers' workshops. Comparative student enrollment and OPA data for targeted courses and 

programs will be compiled. Santa Fe College also administers the Community College Survey of 

Student Engagement (CCSSE). Fonnative evaluation will occur systematically throughout the 

life of the project. It will assess progress made in each activity and provide data to staff involved 

in the program. This feedback will allow the Project Director to make adjustments that will 

ensure that each activity is successfully completed. The status and results of the fonnative 

17 

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Opening Doors to Asia 

Santa Fe College (FL) 

evaluation will be shared at the quarterly meetings of the Project Leadershi p Team, the 

Curriculum Committee, and the Study Abroad Committee. 

Summative evaluation will provide quantitative and qualitative data concerning the outcome 

of each activity and objective. Summative evaluations will be shared at the meetings of the 

Project Leadership Team, the Curriculum Committee, and the Study Abroad Committee. The 

external evaluator's report and the results of additional qualitative and quantitative assessments 

will be disseminated to the College through reports by the Project Director to thc College Senate, 

the Coordinating Council, and the President's Cabinet. The assessment findings will also be 

disseminated through SF's International Education Web site. 

d. Evaluation Methods, Tools, and Timeline: The evaluation survey instruments for 

Objectives 1-6 arc in the Attachments. The following table shows the timeline by Objectives: 

Table 4: Evaluation Methods, Tools, and Timeline 

()hjl'l·th l' Olll' (Inll'l'IIatmllal ( l'rtifk.ltl') 

Create a five-course (IS-credit hour) International Studies Certificate (ISC) in General 

Education (G£) by revising IS ex.isting GE courses, creating S new Asian-centered GE courses, 

and supporting faculty travel for the purpose of course development, course revision, and 

research. 

Activity 

Enrich I S existing courses 

and create S new courses in 

all 5 GE categories with 

Asian materials in revised 

courses and new courses. 

Include the ISC on the 

diploma of students 

I graduating with AA degrees. 

Develop tools to create and 

implement Asian course 

components using digital 

technologies and provide the 

means for instructors to 

create these components. 

Evaluation Methods and Tools 

Curriculum reviewed by the Curri culum 

Committee and Provost/VP for Academi c 

Affairs prior to approval. External Evaluator 

will review all curricular changes. Offer ISC 

within one year of development. Tool: ISC 

Student Survey Obiective I (see Attachments). 

Track enrollment data and student 

demographics. Students complete course 

evaluation fonns. Tool: Institutional Research. 

Correlate Asian course components with the 

General Education Learning Outcomes (GELO) 

and global competencies outcomes for each GE 

area including online course evaluation fonns. 

Tool: ISC Student Survey and instructors' 

online GELO evaluation. 

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Timeline 

Fall 2012-

Spring 20 14 

Spring 2013 

Spring 2014 

Fall 2012 

through 

Spring 2014 
Opening Doors to Asia 

Santa Fe College (FL) 

Professional development 

travel for faculty course 

creation and revision; faculty 

share research in the 

Speakers Series and the 

Curriculum worksho s 

Obil'l'th c ') \\(1 «(,him'lit') 

Faculty self-evaluation forms for assessing the 

results of professional development activities. 

Tool: ISC Student Survey Objective I (see 

Attachments Obj. IA and) B). 

Fall 2012 to 

Spring 2014 

Expand the Chinese language and culture curriculum by adding two new advanced levels of 

Chinese language courses and revising two existing courses to prepare students for real-world 

experience using Chinese to expand the scope and depth of linguistic skills (Competitive 

Preference Priori tv 2). 

Activity Evaluation Methods and Tools Timeline 

Strengthen SF's Chinese Evaluate revised Chinese courses by using SF Fall 2012 and 

language program by course and instructor evaluation criteria and Spring 2013 

revising existing Chinese tools. 

courses. 

Add third and fourth Submit course proposals to Dept. Chair and Fall 2013 -

semesters (CHI 1125 and obtain dept. approval; submit proposals to Spring 2014 

CHI 2220) to Chinese Curriculum Committee; offer courses in Year 

language sequence. Two; Tools: student surveys and external 

Chinese consultant's review. 

()hic('ti\l' I hrl'(' (I'rofl'ssional Dl'\I.'loPllIt'llt) 

Increase faculty, administrator, and staff knowledge and resources relating to Asia through 

monthly workshops on integrating Asia into the curriculum and various professional 

development opportunities including an International Speakers Series about Asia (especially . . . 

guest 

lecture for all members of audience to submit to 

the Project Co-Director for ongoing evaluation. 

~~~~J.i 

Cajp;;(;;ty to study abroad program in China and create a study abroad program in India 

in order to help students think critically in the "Asian century" by fostering student and faculty 

research through added student travel scholarships, student internships, and new study abroad 

summer 

China and India. procedures for internships in 

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program in India and China 

by travel 

returning students on 

internships and scholarships 

and faculty on exchanges 

Series. 

Create online newsletter and 

Web site to publicize goals 

and 

Outreach will 

this project 

SF's service area. 

Opening Doors to Asia 

Santa Fe College (FL) 

sets 

for study abroad programs and develops globa l 

competency statement and eva luation forms. 

Administer evaluation forms for those who 

attend Student and Faculty Speaker Series 

events. (See Attachments, Obj. 4) 

and 2014 

Summer 2014 

Summers 

20 12 ,20 13, 

and 20 14 

low income students, and students from career programs, 

to 

success of the International Educati on Office's 

recruitment campaign for study abroad 

- 20 14 

Administer a Web-based evaluation form to Fall 2012 -

SF's student body to determine the effecti veness Spring 20 14 

1 

Administer an evaluation form to determine the 

effectiveness of the Outreach Office's efforts in 

the service area. 

an to 

2012, 

Sorino 2013, 

2014 

Student Government, and the effecti veness of these function s of SF's to Spring 20 14 

Multicultural Center publicize "Opening Doors to Asia." 

publicize project in student 

clubs, at study abroad fairs, 

and on social media. 

Ohjt'l'liH' Si\. (h:-12 Il'al'lll'" I nlinilll.!) 

Conduct K-12 pre-service and in-service foreign languages and international (esp. Asia) studies 

professional development opportunities by creating a North Florida Foreign Language Teachers 

Association (NFFL TA). Saturday workshops will be offered quarterly for area tcachers 

(Comp:~tive Preference Priority 2). 

Activity 

Contact all K-12 schools in 

service area about SF's 

NFFLTA. 

Hold quarterl y NFFL TA 

workshops for pre-service 

and in-service K-12 teachers. 

Evaluation Methods and Tools 

Administer evaluation form to determine the 

number of teachers attending quarterly 

NFFLTA workshops. 

Administer evaluation form to determine the 

success ofNFFLTA workshops. 

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Timeline 

Fall 2012 

Spring 2013-

Spring 2014 
5. Adequacy of Resources 

Opening Doors to Asia 

Santa Fe College (FL) 

a. Use of Institutional Matching Resources and Personnel to Achieve Objectives. To ensure 

the project's success, Santa Fe is fully committed to using its own resources to augment those 

provided by the U.S. Department of Education. Resources provided by the College will include: 

personnel; office, library, and instructional facilities; instructiona l and office technology; 

postage; duplicating; publicity; and supplies. The College maintains a physical plant of 33 

buildings located on six centers, with adcquate classroom, laboratory, study, and common space 

for up to 18,000 students, 230 full-time faculty members, and over 320 adjunct instructors. The 

Coll ege maintains appropriate and state-of-the-art mainframe and desktop computer equipment 

to support in-class and online instruction, student rccords and services, administration, and all 

library, office, business and facilities functions. The Library, in a $ 10 million state-of-the-art 

facili ty, maintains a collection of8 1,69 1 print titl es, 54,153 electronic books, 162 audio books, 

4,276 videos, 348 periodical titles, and 108 online databases. Faculty, students, and staff utilize 

an interlibrary loan program and they have reciproca l borrowing privileges at all Florida College 

and University libraries (38 sister institutions). The Office of Finance will provide all necessary 

accounting and fiscal management support. The Grants Accountant will monitor all project 

expenses to ensure compliance with grant requirements. The combined resources provided 

through the grant request and by SF will be adequate to carry out the project's activities. Santa Fe 

has extensive experience in curriculum and course development and in managing state and 

federal grants (approximately $4 - $6 million through 50 projects annually). 

b. Facilities and Technical Resources are Adequate. The project will also benefit from 

many support organizations at SF. The Center for Academic Technologies will assist faculty 

with instructional design, learning outcomes, instructional technology, and the international 

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Santa Fe College (FL) 

education Web site. SF's Open Campus Learning Management System, access to Skype for 

internati onal education projects and classes, and the Chinese textbook publisher all supply the 

latest technical communication and learning support for this proposal's language component. 

6. Commitment to International Studies 

a. Current Strengths of SF as Measured by the Number of International Studies 

Courses. Santa Fe is committed to international education and has already made progress toward 

including international perspectives within the curriculum. In addition to the courses listed below 

that deliver specific globa l studies content, many other General Education courses or sections 

have been enriched with globa l studies content, ranging from English Composition to Public 

Speaking. Notably, the 26 courses in the Multicultural Studies area of General Education and up 

to III other courses elsewhere in GE and thro ughout various curricula demonstrate SF's 

dedication to teaching multicultural and international studies. The mission statement for SF's 

Internationa l Education Office underscores the College's commitment to internationalization: 

"Preparing our college community to understand the interconnectedness of peoples and cultures; 

to accept and work within a world of different cultures, va lues, and attitudes; and to apprec iate 

global diversity." Furthermore, many other GE and elective courses are either wholly or partly 

oriented toward international studies and the achievement of global competencies. For example, 

the student developmental course SLS 110 I, College Success, which is recommended for all 

first-time coll ege students, provides a unit on global diversity. Another course, DEP 2002, 

Developmental Psychology, incorporates international and cross-cultural comparisons of child 

rearing practices, identity development, and aging issues. Outside the AA program, the final 

project in COS 2557, Internet Technologies, requires students to select a country other than the 

United States and create a Web site about the state of technology in that country. In academic 

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Opening Doors to Asia 

Santa Fe College (FL) 

year 2011-2012, approximately 2,490 students were enrolled in these courses: 

Table 5: Multicultural Studies Courses (GE Humanities C) 

LIT 2195 Intro to Literature of the African MUH 2501 World Dance 

A review of this list ofGE courses dedicated to global and multicultural topics reveals, as 

discussed earlier that only one of them (HUM 2410 Asian Humanities) focuses on Asia, and 

none of them focus on India or China. The goal of this grant proposal is to fill this glaring gap. 

b. Extent of Faculty and Administration Collaboration in Planning Project. Planning for 

"Opening Doors to Asia" began in the fall of2009 and has proceeded from the collective efforts 

of interdisciplinary faculty, staff, and administrators involved in SF's interdisciplinary Title VIA 

Task Force. Planning continued with this group's monthly deliberations and periodic meetings 

with all academic department chairs to discuss their views on appropriate goals and objectives. A 

letter of support from the department chairs is attached. The final selection of courses chosen for 

creation and revision has rested with the faculty and their vision for an AA curriculum infused 

with Asian competencies. The decisions regarding curriculum planning, at the course and 

program level, depend heavily on faculty expertise. The Course Review Committee will meet 

quarterly for the duration of the project, and it will work on a regular basis with the 20 

instructors who will be creating or revising courses. (Application Requirements A and B) 

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Opening Doors to Asia 

Santa Fe College (FL) 

c. Commitment to the Establishment, Operation, and Continuation of the Program. 

Santa Fe's commitment to the establishment, operation, and sustainability of this project is 

demonstrated by the College's leadership provided by Project Director, Dr. William Little, as 

well as by the use of many other College personnel and resources. College personne l ranging 

from the Provost and Vice President for Academic Affa irs, Dr. Ed Bonahue, to the Curriculum 

Committee, International Education Office, External Evaluator, and the external Chinese 

language consultant have been contacted and have agreed to participate in this project. The 

College will also commit appropriate publicity, technology, educational media, and Library 

resources to support the project. Appropriate office space has already been designated, thus 

providing for a sustainable presence on campus. 

Table 6: Current Institutional Activities in International Education 

("urn.'lIt InstltutlOlI:.li \ctl\ itJcs III IliflornatlOllal Educatiull 

~ The College continues to support membership and participation in Community 

Colleges for International Development, NAFSA, the Association of International 

Educators, the Florida Consortium for International Education, and others. 

~ In a recent survey, current faculty and staff from many disciplines indicate they have 

participated in international educational trave l in 34 different countries on 5 continents. 

~ SF's Multicultural Student Center serves approximately 300 international students from 

approximately 80 countries per semester. 

~ Each year since 2004, the Department of Humanities and Foreign Languages has 

sponsored a week-long World Humanities Expo featuring student research projects, 

open to all students, faculty, staff, and community. 

~ The College has an active Model UN team that has often placed in the top 10 in 

regional, national, and international Model UN conferences. 

~ International visitors are welcomed to the College's campuses on a regu lar basis, many 

on extended home visits and stay in the homes of faculty and staff. A recent visitor was 

Nobuho Nagasawa, a world-renowned artist from Japan. 

~ The faculty and staff include a recent recipient of the NISOD award for teaching 

exce llence, two Fulbright recipients, and a recipi ent of an NEH research grant. 

Santa Fe has alread y devoted considerable resources to international education, to the active 

Memorandum of Understanding with Beijing Union University, to hosting a Fulbright Schol arin-Residence from that Chinese uni versity, and to running a China Study Abroad program since 

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Opening Doors to Asia 

Santa Fe College (FL) 

summer 2009. Santa Fe has been involved in global education initiatives since the mid-1980s. 

The College has held leadership roles at both the national and state levels for the past two 

decades. In 2002 Santa Fe's International Education Steering Committee created an Office of 

International Education, which initiated a handful of short-term study abroad programs. 

Currently, the College offers approximately eight short-term (two-week) study abroad programs 

that represent all parts of the world. 

d. Strength of Institutional Commitment to Project Demonstrated by Institutional 

Funds to Support Program Objectives. The strength of Santa Fe's institutional commitment to 

the program is demonstrated by the matching funds contributed to the project implementation 

during the proposed two years of grant funding. College funds will be contributed for the salaries 

of the Project Director, Co-Director, Project Curriculum Assistant, Study Abroad Coordinator, 

Clerical Assistant, members of the International Education Steering Committee, various 

administrators, and faculty for course and curriculum review. The College is also contributing 

staff and resources to support travel for project dissemination, additional student travel 

scholarships for the China Study Abroad, and outreach for all grant activities. In total. the 

College will contribute approximately $150.000 each year for the two-year project in 

institutional resources in support of this project. The College will supply all the physical and 

technology resources necessary to successfully complete the project. 

7. Elements of Proposed International Studies Program 

a. Proposed Activities Contribute to the Implementation of Santa Fe's Programs in 

International Studies and Foreign Languages. "Opening Doors to Asia" is comprised of six 

interconnected objectives whose goals are to add Asian content to the General Education (GE) 

curriculum in Santa Fe's Associate of Arts (AA) program and by creating a certificate track 

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Opening Doors to Asia 

Santa Fe College (FL) 

within this required segment of the degree programs. Santa Fe already has a selection of courses 

with international content, but it needs grant support to fill this gap with a rational approach to 

Asian and Chinese courses. Twenty faculty members will create five new courses and revise 15 

courses in GE, comprising a fifteen-credit International Studies Certificate (ISC). Activities 

supporting these objectives include faculty release time for curriculum development and funding 

for faculty and staff to travel abroad for course revision and to set up student internships in China 

and India. The foreign language program will be enhanced by the revision of the two existing 

Chinese language courses (Chinese I and Chinese 2) and the creation of two new ones (Chinese 

3 and Intermediate Chinese I). The project will also establish College-wide professional 

development through a guest lecture series with a focus on Asia, and which will parallel monthly 

Saturday workshops for selected faculty members for "Integrating Asia into the Curriculum." 

The grant will provide funding for student travel scholarships to increase the number of students 

who study in the China Study Abroad program. When students return from their overseas 

experiences they will share their experience in appropriate discussion groups. In addition, SF 

will create a new study abroad and internship experience for students and faculty in India. 

Finally, SF will create workshops through a new organization (NFFL TA) to address the 

international needs of the K-12 teachers in our service area. Each of the six objectives and their 

specific activities is reviewed in detail below. 

Objective I: Create a five-course (IS-credit hour) International Studies Certificate (lSC) in 

General Education (GE) by revising 15 existing GE courses, creating S new Asian-centered 

GE courses, and supporting faculty travel for the purpose of course development, course 

revision, and research. 

1) Rationale. In the Needs Assessment Surveys administered in spring and fall 2010 and again 

in spring 2012, faculty, students, and staff identified a number of general education courses that 

could benefit from increased focus on Asian studies. In order to clarify goals and priorities, the 

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Opening Doors to Asia 

Santa Fe College (FL) 

Project Director held interviews with department chairs, program directors, and faculty. From 

these meetings it became clear that faculty members were especially interested in revising 15 

existing GE courses (8 in Year One and 7 in Year Two) and in creating 5 new courses (3 in Year 

One and 2 in Year 2). These courses have been assigned for development as listed below. 

Table: 7 Proposed New Courses and Faculty Curriculum Developers 

Peoples and 

Cultures; David Price (Florida state course 

to 

Culture of China; David Price (Florida state 

course 

in Mathematics; Kathleen 

. Alora 

to Theatre; Terry 

The goal of this project is to increase our students' awareness of Asian perspectives through 

multiple disciplines across GE; therefore, a class in mathematics and courses for business and 

accounting majors are also included for revision. 

2) Activities. Santa Fe faculty members who have agreed to work on the courses listed above 

will engage in the following activities. 

27 

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YEAR ONE (2012-2013) 

Opening Doors to Asia 

Santa Fe College (FL) 

• Three faculty creating new courses will each be granted 3 credits of Non-Instructional Units 

(NIUs) (reassigned time) and eight faculty revising existing courses will each be granted a 

stipend of$500 for research activities, consultation, and development of instructional materials. 

• The Project Co-Director, Project Curriculum Assistant and project faculty will introduce new 

course proposals for the Asian track in the ISC into the SF curriculum review process. 

• Faculty will be selected through a mini-grant application process for professional 

development travel grants. Faculty may request support for travel grants for course creation 

and/or revision to visit research facilities, academic institutions, and historical and cultural sites, 

and to observe commercial, political, or other proceedings. Preference will be given to projects 

that gather instructional materials, support student study abroad experiences, and prepare for 

future facuity exchanges. Participating faculty will be required to share their grant-funded work 

during Year Two to appropriate audiences. 

• The Project Co-Director and Project Curriculum Assistant will work with the Advisement 

Office to publicize the International Studies Certificate. 

• The Project Curriculum Assistant will work with the College Scheduler to schedule and flag 

courses in the ISC so that ISC completion will be shown on AA and AS diplomas. 

• Faculty revising and creating Asian-content courses submit requests for resource acquisitions 

to Project Co-Director who forwards them to Library for purchase. 

YEAR TWO (2013-2014) 

• Year One Faculty pilot new and revised courses no later than Fall 201 3 and Spring 2014. 

• Two faculty members creating new courses will each be granted 3 NIU credits of reassigned 

time and 7 faculty members revising existing courses will each be granted a stipend of$500 for 

28 

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Opening Doors to Asia 

Santa Fe Coll ege (FL) 

research activities, consultation, and development of instructional materials. 

• All other procedures and processes in Year Two wi ll be repeated as listed in Year One. 

Objective 2: Expand the Chinese language and culture curriculum by adding two new 

advanced levels of Chinese language courses and revising two existing courses to prepare 

students for real-world experience using Chinese to expand the scope and depth of linguistic 

skills (Competitive Preference Priority 2). 

I) Rationale: Until the academic year 2009-201 0, SF's students who wanted to take Chinese 

had to take it at the University of Florida. With the signing of the MOU with Beijing Union 

University and the establishment of a Study Abroad program in Beijing, SF detennined that it 

was appropriate to create a two-semester sequence of elementary Chinese for SF's students. Ln 

response to the immediate need to train SF's students for technical and other jobs in the area of 

Chinese and Asian relations, this project is crucia ll y needed to expand SF's Chinese curriculum, 

expand our Summer China Study Abroad program, and interlink these with the ISC courses. 

Funding is requested in Year One for the fo ll owing new and revised Chinese courses: 

2) Activities. The goal of this objective is to revise current and add additional sections of 

Chinese 1 and 2 (see the chart above), and create two new sequential Chinese courses. Grant 

funds will be used for course development and revision and the costs of hiring a replacement 

adjunct instructor. Highly qualified adjunct Chinese instructors are available through the 

University of Florida. The College is committed to sustaining this additional leve l of instruction. 

YEAR ONE (2012·2013) 

• Dr. Ren-Kap lan and the grant-funded Chinese adjunct replacement instructor will work with 

29 

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the grant-funded Chinese consultant for course revision and creation. 

Opening Doors to Asia 

Santa Fe College (FL) 

• To revise the two existing Chinese language courses, a stipend of$500 each will be granted 

for research activ ities, consultation, and development of instructional materials. 

• Dr. Ren-Kaplan will create two new Chinese language-culture courses, and she will be 

granted non-instruction time (NIU) (6 credit hours) for research acti vities, consultation, and 

deve lopment of instructiona l materials in addition to her release time as grant Co-Director. Grant 

funds wi ll be used to hire an adjunct Chinese instructor. 

• The Advisement Office will public ize SF's Chinese program among all students. 

• The Project Co-Director and Project Curriculum Assistant will work with the Curri culum 

Committee in the curri culum process for revised and new courses. 

• Additional Library and instructional resources to support new courses will be acquired. 

YEAR TWO (2013-2014) 

During Year Two, faculty will teach the new and revised Chinese courses beginning Fall 

20 13 and continuing Spring 2014. During Year Two, Dr. Ren-Kaplan will pilot the newly 

developed Chinese 3 course. She will also pi lot the new Chinese 4 (l ntennediate Chinese I) in 

Spring 2014. Grant funds will be used to hire an adjunct Chinese instructor to increase the 

Chinese I and 2 course sections. At an ave rage of 27 seats per class and assumi ng that each 

section of the four Chinese courses represents a new cohort of students, the expansion of 

language programs will provide up to 189 additional seats for Chinese instruction during the 

two-year grant period. 

Objective 3: Increase faculty, administrator, and staff knowledge and resources re lating to 

Asia through monthly workshops on integrating Asia into the curriculum and various 

professional development opportunities including an International Speakers Series about 

Asia (espec ially China and India), Florida-Asia relations, and USA-Asia relati ons. 

30 

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• 
Opening Doors to Asia 

Santa Fe College (FL) 

The project will establish two professional development strategies. First an International 

Speakers Series will address major international issues of concern to our students in all programs 

across the College. Guest speakers will address selected classes and meet with faculty to share 

ideas for course development. Second, monthly Saturday workshops on "Integrating Asia into 

the Curriculum" will be conducted. A mix of staff, faculty members, and administrators will 

participate each month and they will be led by facilitators invited from the University of Florida 

and Santa Fe College. Among the topics will be: (I) the value of teach ing Asian perspectives 

across the curriculum; (b) the economic benefit of Asian perspectives to students' lives and 

career opportunities; (c) how to link Asian materials to non-area studies courses; and (d) where 

and how to find "Asia" in North Central Florida. 

YEAR ONE (2012-2013) 

• Hold three International Guest Lectures each semester for administrators, full-time faculty, 

part-time instructors, general staff members, students, K-12 teachers, and community members. 

• Conduct monthly workshops each semester for 12 faculty and staff on integrating Asian 

elements into the curriculum; each workshop will focus on a different academic field and will be 

led by experts from the University of Florida and Santa Fe College. 

• The International Speakers Series will be geared for students taking courses in the General 

Education ISC certificate program. Faculty curriculum developers will be required to attend at 

least one of these lectures each semester. 

• Speakers who have agreed to present in the Speakers Series are shown in Table 9: 

Table 9: Speakers Series 

'L\R O'\J:: 1-'01112011 :'lIul SJlrin~ 2012 

Speakers 

Dr. David Sammons, Dean, International 

Center, University of Florida 

3 1 

Topic 

Expert on international agriculture; 

"Why Be an Internationalist" 

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Dr. Bernard Cole (Capt., USN, Ret.), 

Professor, National War College 

Dr. Vasudha Narayanan, Chair, Department o f 

Religion, Uni versity of Florida 

Dr. Dave Price, Professor of Political Science, 

Santa Fe College 

Dr. Richard Wang, Assistant Professor of 

Chinese, University of Florida 

Dr. George Semsel, Professor Emeritus of Film 

Studies at Ohio University 

YEAR TWO (20 13-20 14) 

Opening Doors to Asia 

Santa Fe College (FL) 

"National Security Strategy: Sino-American 

Relations in the 2 1 SI Century" 

"Sights of Piety, Sites of Power: Temples in 

Asia" 

"The Joys and Pains of a Study Abroad 

Program in China" 

"Chinese literature, culture, and Daoism in late 

imperial China" 

"The Past and the Present of Chinese Cinema" 

Activities for Year Two parallel those for Year One. The complete schedule of speakers for 

Year Two wi ll be finali zed during Fall 20 12. These speakers will address topics in social 

sc iences, health issues, and business. 

Objective 4: Add capacity to SF's study abroad program in China and create a study abroad 

program in India in order to help students think critically in the "Asian century" by fostering 

student and facu lty research through added student travel scholarships, student internships, 

and new study abroad course offerings. 

Study Abroad at Santa Fe is one of the main functions of SF's International Education 

Office. Annually, faculty members submit new short-term study abroad program proposa ls or 

requests to renew already approved programs to the Coordinator of International Education. A 

committee composed of the International Education (IE) Coordinator and representative faculty 

members review both kinds of proposals. Once approved, the programs are announced and 

publicized to the entire campus community. The procedures, deadlines, and amounts of 

scholarships avai lable to students on a competitive basis are publicized. The IE Coordinator 

conducts study abroad fairs on campus and at the University of Florida. 

1) Rationale. The goal to internationalize SF's AA curriculum places a strong emphasis on 

Objective 4, which will add significant opportunities to study about Asia and will provide 

funding to increase the number of our students who study in China, and, also, by the end of Year 

Two, in India. In addition to SF's Beijing Study Abroad program, enhanced Chinese courses, and 

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Opening Doors to Asia 

Santa Fe College (FL) 

student travel scholarships provided by grant funds, students will be able to engage directly with 

Chinese society and people through student internships. Grant funds will support faculty and 

staff members to travel to China and India to create the internships. The funds requested for eight 

student travel scholarships specifically for China are urgently needed. With the grant's 

scholarship support in Year One and Year Two, we expand this program's size and scope. 

2) Activities. Throughout Year One (and starting immediately), the International Education 

Office staff will recruit students for the grant-funded scholarships. This office will also provide 

students with information on federally funded scholarships in related areas, at Study Abroad 

Fairs, on its Web site, and on its Facebook site (Application Requirement E). The Project CoDirector and the Curriculum Assistant will collaborate with faculty in proposing courses to 

enhance the curriculum in the China study abroad program, and they will work with the 

Curriculum Committee for course approval for Summer 2013. Open competition will be 

conducted for travel support stipends for administrators, faculty, and staff to arrange for student 

internships in China and to set up an India Study Abroad Program. 

In Year Two, we will continue the process begun in Year One to increase the number of 

student scholarship applications for the China program and begin recruiting for the program in 

India. Students and faculty returning from overseas will share their experiences in Study Abroadsponsored colloquia. In addition, at the end of Year Two, we will have created a Study Abroad 

Program in India, with the program and its travel scholarships offered for summer term, 2014. 

Objective 5: Increase awareness of "Opening Doors to Asia" through targeted marketing to 

first-generation students, underrepresented students, low income students, and students from 

career programs, sciences, technology, and math. 

The goals of"Opcning Doors to Asia" will be supported in Year One and Year Two by a 

major publicity campaign as expressed in the following: 

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• SF's International Education Office will do targeted recruitment to students specified in 

Objective 5 for the Study Abroad Programs in China and India. Grant funds will be used to 

support additional student travel scholarships through a competitive process. 

• The Project Co·Director and SF Web smith will create an online newsletter and Web site for 

"Opening the Doors to Asia" that will target first·generation, underrepresented, and low income 

students to the Asian·infused ISC GE track with the goal of interconnecting math, science, and 

Chinese courses with courses in the traditional fields of fine arts, humanities, and social sciences. 

• SF's Office of College Relations will publicize all initiatives related to this project on 

campus and throughout SF's service area in the local media and via social media. 

• SF's Student Affairs, Student Life, Student Government, and the Multicultural Center will 

publicize this project in student clubs, at SF's study abroad fairs on campus and at the University 

of Florida, on Facebook, on relevant College Web sites, and in all appropriate media. 

Objective 6: Conduct K·12 pre·service and in·service foreign languages and international 

(esp. Asia) studies professional development opportunities by creating a North Florida 

Foreign Language Teachers Association (NFFL TA). Saturday workshops will be offered 

quarterly for area teachers (Competitive Preference Priority 2). 

I) Rationale. The goal of internationalizing SF's curriculum with a focus on Asia will be 

capped by the faculties in foreign languages and international studies who will create an 

organization to bring together K·12 pre·service and in·service teachers in SF's service area to 

support them as they work to increase their students' access to more foreign languages and 

especially to increased awareness of the importance of Asia (notably China and India). 

2) Activities. In Fall 2012, the Project Director will contact the School Boards and all public 

and private K-12 schools in the College's service area to announce the creation ofa North 

Florida Foreign Language Teachers Association (NFFL TA). All teachers will be invited to 

attend workshops of the NFFL T A. Grant-supported stipends will he offered to those teachers and 

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administrators who attend the quarterly workshops. Guest speakers will lead the workshops on 

topics such as these: (a) international perspectives in the K-12 classroom; (8) sharing obstacles 

and successes in teaching languages and international studies in K-12 classrooms; (c) advocacy 

issues for foreign languages and international studies in north-central Florida. 

During Year Two, the NFFLTA will be expanded for additional participants. Additional 

topics will include sharing travel and study experiences in Asia and topics to be determined by 

the leaders and members ofNFFL T A. 

b. Interdisciplinary Aspects of the Program are Adequate and Appropriate. "Opening 

Doors to Asia" is a thorough interdisciplinary curricular plan while the proposed project is rooted 

in revising and enhancing the Chinese language program for the sake of improving this critical 

language and culture program whose interdisciplinary links to the arts, humanities, social 

sciences, and other areas constitute vital components of the project: (I) the 5 new Asian studies 

courses and the IS courses to be revised with significant Asian content; (2) the interconnected 

courses in the IS-credit Asian track in the General Education curriculum ISC; (3) the Speakers 

Series open to the entire campus and wider community; (4) the workshops on "Integrating Asia 

into the Curriculum;" (5) the China (and India) Study Abroad Programs that will serve more 

faculty and students and that will anchor the student internships in China and India; and, finally, 

(6) the NFFL TA for K-12 teachers in the two county service area. Inherent in the grant-funded 

components is the academic requirement that the diverse perspectives on all world regions will 

generate open debate (Application Requirement F). 

c. New and Revised International Courses Meet Programmatic Needs. During the 

proposed project, the curricula of several programs and courses will be enhanced in such a way 

that contributes not only to College-wide internationalization with specific Asian materials, but 

also to the ability of many programs and departments to provide their students with necessary 

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and currently missing Asian perspectives in their specific discipline. As these courses are 

institutionalized through the College's process of curriculum review and approval, they will all 

be integrated within the General Education package, where they will strengthen the deve lopment 

of Asian-enhanced global perspectives in all the College's academic programs. 

d. Plans are Adequate to Strengthen and Enhance Foreign Language Instruction. The 

plan to expand foreign language instruction by revising and enhancing the Chinese language 

program is adequate for satisfying immediate student demand, and it addresses especially the 

expected increase in student demand for Chinese courses. By controlling its own Chinese 

language program, SF will be able to train students to transfer into upper division programs in 

Chinese and Asian studies at UF and other uni versities in Florida. 

At the end of the two-year period, we will offer two additional courses in Chinese at the third 

and fourth semester levels; we will have created additional content-based materials in Chinese 

and Asian area studies throughout the General Education curriculum; we will have a solid 

evaluation process to assess students' Chinese language competencies; and we will have 

established internships and exchanges with the collaboration ofBU U in a strengthened China 

Study Abroad Program, and finally, in a new study abroad program in India. This addresses 

Competitive Preference Priority 2. 

8. Need for International Studies Program 

a. Extent to Which the Proposed Activities are Needed. "Opening Doors to Asia" 

is crucial to SF's ability to bring Chinese and other Asian perspectives to its students in a way far 

beyond its current capacity. The College's service district consists of the predominantly rural 

areas of Alachua and Bradford Counties. The College also serves students from four other rural 

north Florida counties. Sixty-six percent of the College's students come from these six 

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underserved counties in north central Florida. Many of SF's students are both underrepresented 

and first-generation college students, and many arrive on campus with limited international 

perspectives. It is also significant that the largest aggregation of biotechnology companies in 

Florida is located in the Progress Center corporate park near one of SF's centers in Alachua 

County. "Opening Doors to Asia" is needed to prepare our students to find employment in these 

growing companies in the expanding Asian economic sector of our community. 

"Opening Doors to Asia" responds to locally-assessed faculty and student needs as expressed 

in opinion surveys administered by the Task Force in both May 2010 and May 2012. In the 

respective years, 72% and 70% of the students indicated their understanding that studying 

outside the United States would benefit their careers. Even higher percentages indicated that (a) 

they would participate in a study abroad program if it had elements relevant to their field of 

study (85% and 78%); (b) that they would get involved in study abroad if more scholarships 

were available to them (79% and 81%); and (c) that they would like to see more international 

components in their courses (79% and 63%). 

In the faculty surveyed (2010 and 2012) nearly three-quarters (77% and 69%, respectively) 

reported that Santa Fe's curriculum is not yet sufficiently geared to preparing its two-yearprogram graduates for careers in the kind of international world that they will soon encounter 

(Objective I). In addition, 70% and 63% of the faculty expressed interest in participating in an 

overseas faculty exchange program (Objective 4). Moreover the faculty believe (75% and 68%) 

Santa Fe should build capacity in both Chinese and China-related curricular areas (Objective 2). 

Only 39% and 45% revealed that they have added international components to their courses 

(Objective 3). These survey results mean that Santa Fe's faculty is making some progress in this 

area, but still a majority of the faculty has yet to do so and would like to. The survey item with 

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the highest percentage of support (82.2% and 94%) indicated a need for a Speakers Series in 

international topics (Objective 3). 

b. Use of Federal Funds Will Result in a Program in International Studies and Foreign 

Languages. Federal funds will enable Santa Fe College to develop and deliver curricula on the 

Asian region and in the enhanced and enlarged Chinese language program while at the same time 

providing similar assistance to the service area 's K-12 teachers. The majority of the project 

funding will be applied directly to instructional costs, international curriculum development, 

expansion of the Chinese language program, professional development, study abroad student 

travel scholarships, and supporting the internationalization of the service area's K-12 teachers. In 

the face of continued enrollment pressure and the serious and impending failure of state 

budgetary allocations to keep pace with rising costs, the proposed grant's funding will be crucial 

to the infusion of Chinese and Asian curricular elements within SF's educational mission. With 

this funding, more than 12,000 SF students per year will get the benefit of rational ized exposure 

to the education needed by successful citizens in the "Asian Century," and area teachers will reap 

the benefits of the international enrichment that this project provides. 

Table 10: Federally-funded Project Deliverablcs 

• Two revised credit courses in elementary Chinese language 

• Two new advanced level Chinese language courses (3Td and 4th semesters) (Competitive 

Priority 2) 

• Five new and 15 revised courses incorporating material relating to China and Asia 

• An International Studies Certificate program embedded in General Education 

• Professional development presentations in a guest International Speaker Series on Asia 

• Workshops on "Integrating Asia into the Curriculum" 

• International and foreign language workshops for K-12 teachers in the new North 

Florida Foreign Language Teachers Association 

• Travel Scholarships for students studying in the summer China Study Abroad program 

• A new Study Abroad Program in India 

• Student internships and faculty exchanges in China and India 

• Enhanced International Education Web site with significant focus on Asia 

• Increased library and digital media holdings related to Asia 

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c. Sustain ability and Dissemination. Santa Fe College has already devoted considerable 

resources to the implementation of international education initiatives throughout the institution. 

Clearly, the proposed "Opening Doors to Asia" project will enhance those efforts significantly. 

The results of the project will have a life far beyond the formal funding period of the project. The 

curricular innovations of "Opening Doors to Asia" will be formalized and institutionalized 

within the college's curriculum review process as they are approved by the Curriculum 

Committee. The additional Chinese foreign language courses will be maintained within the 

Department of Humanities and Foreign Languages, whose chair is also Project Director for 

"Opening Doors to Asia," and whose Project Co-Director teaches Chinese. 

The results of the "Opening Doors to Asia" project will be disseminated by the Project 

Director and Co-Director at appropriate and relevant conferences. Annual meetings held by 

Community Colleges for International Development, NAFSA, Association of International 

Educators, the Florida Association of Community Colleges, the Florida Consortium for 

International Education, and many other groups represent ideal opportunities to share this 

significant work to internationalize undergraduate curricula and improve foreign languages. 

9. Need for and Potential Impact of Proposed Program. Not applicable to this applicant. 

10. Competitive Preference Priority One. Santa Fe College certifies that it meets the 

established competitive priority for the Title VIA Undergraduate International Studies and 

Foreign Language grant. As a two-year degree granting institution, SF offers two years of 

postsecondary credit in a foreign language. Santa Fe currently offers Spanish 1,2,3, 4; 

French 1, 2,3; Italian 1,2; Chinese 1,2; and American Sign Language 1,2,3. Additional 

language course offerings of the first-year, second-year, and beyond are available to all of our 

students th rough a cooperative agreement with the University of Florida. Santa Fe respectfully 

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requests an additional five points for meeting this announced competitive priority. A letter of 

certification from the SF President is attached. 

11. Competitive Preference Priority Two. "Opening Doors to Asia" will expand opportunities 

for learning Chinese, which is on the priority list of less commonly taught languages, and will 

enable undergraduates to achieve a more advanced level of proficiency in Chinese than would 

otherwise be possible. This project will revise two existing Chinese courses and add two new 

levels of Chinese (3rd and 4th semester) (Objective 2) to advance proficiency. The project will 

also provide additional opportunities for students and faculty to learn and practice Chinese 

through study abroad programs and internships (Objective 4). Santa Fe College respectfully 

requests an additional five points for meeting this announced competitive priority. 

The project will also support in-service K-12 teacher professional development in foreign 

languages and International Studies through a se ries of quarterly Saturday workshops and the 

development ofa North Florida Foreign Language Teachers Association (NFFLTA). Grantfunded stipends will be offered to the K-12 teachers who attend regular workshops, which will 

be led by specialized guest speakers. A Ictter of support from the two local county school 

districts is attached. 

12. Invitational Priority One. SF is a two-year degree granting community college. 

13. Invitational Priority Two. Chinese is one of the 78 priority languages listed in the Notice 

In viting Applications for New Award. 

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