1. Plan of Operation 

a. Introduction 

The Global Learning Across Indiana Initiative 

In view of the rapid shift towards globalization, Ivy Tech Community College of Indiana 

(Ivy Tech) in pannership with Indiana University (lU), seeks to implement a three-year initiative 

for the internationalization of the Ivy Tech curriculum through the integration of global learning 

outcomes and less commonly taught language instruction. This will ensure Ivy Tech students 

gain experience working with diverse groups in order to enhance their appreciation for and 

understanding of other cultures and increase the global competencies and skills they bring to 

employers and the workforce. 

Ivy Tech is the nation's largest singly-accredited statewide community college system. 

The College is comprised of 14 administrative regions with 30 degree-granting locations 

throughout Indiana that serve nearly 200,000 students per year. Ivy Tech offers certifications, 

technical certificates, and associate degrees in 150 programs and concentrations. 

Ivy Tech's mission is to prepare Indiana residents to learn, live, and work in a diverse and 

globally competitive environment by delivering professional, technical, transfer, and lifelong 

education. Through its affordable, open-access education and training programs, the College 

enhances the development oflndiana's citizens and communities and strengthens its economy. 

IU is a major multi-campus public research institution, grounded in the liberal arts and 

sciences, which serves more than 110,000 students per year.IU's mission is to provide broad 

access to undergraduate, graduate, and continuing education for students throughout Indiana, the 

United States, and the world, as well as outstanding academic and cultural programs and student 

services. IU seeks to create dynamic partnerships with the state and local communities in 
economi c, social, and cultural development and to offer leadership in creative solutions for 

twenty-first century problems. 

b. Quality of Project 

This partnership between the nation's largest singly-accredited statewide community 

college system and a Research I University represents a unique collaboration and a viable avenue 

to broader internationalization. The initiative supports several criteria of Ivy Tech's strategic 

plan and the growing need of organi zations across Indiana to strengthen cultural diversity, global 

awareness, and international competitiveness. This initiative will effectively prepare Ivy Tech 

students to transfer to four-year insti tutions, such as IU, where they will be more likely to 

graduate and further their international studi es and language instruction. 

The proposed Global Learning Across Indiana Initiative, a un ique collaborati ve 

internationalization project, will not rest on a few committed individuals, but rather on a systemwide recognition of and willingness to integrate international teaching and learning ac ross all 30 

degree-granting locations of Ivy Tech. In order to achieve this goal, Ivy Tech seeks funding for 

this three-year initiative to implement three major components: 1) to deve lop a system-wide 

Global Learning Certificate, 2) to develop and pilot Arabic language courses system-wide, 

and 3) to broaden curriculum internationalization of courses across the campuses of Ivy Tech. 

c. Project Plan of Operation 

The Global Learning Across Indiana Initiative grew from Ivy Tech's college-wide 

strategic planning effort entitled Accelerating Greatness 2013. There are four strategies 

associated with implementation of the plan. Strategy Two is the primary one around which the 

activities of this grant application are framed, as it demonstrates the Coll ege's commitment to 

ensuring that Indiana's workforce, citizens, and businesses are globally competitive. Detailed 

planning is the cornerstone of any successful project, and the detailed planning for the 

2 
internationalization of Ivy Tech curriculum reflects the College's commitment to meeting the 

challenge of globali zation in the twenty-first century. 

A committee established for Initiative 2c--ensuring that the curriculum 

and students are globall y competitive--has identified numerous acti vities that will create new 

opportunities for students, faculty and staff, including: student and faculty exchanges; 

deve lopment of relati onships with international colleges and businesses; de velopment of 

additional foreign languages to afford students more choice; the development of an international 

studies certificate; development of policies and forms related to travel study; and professional 

development for faculty so they can learn more about incorporating principles of globalism into 

courses. In addition, the non-credit course inventory will be expanded to include more courses 

in languages, culture, political geography, global business and international etiquette for 

business. 

A Strong Partnersh ip: Ivy Tech and Indiana University 

Organizations, whether businesses or institutions of higher learning, can and must 

become globalized. Citizens and students now acknowledge the impact of globalizati on in their 

dail y lives and how they functi on in an integrated world. It is increasingly important for students 

and workers to have a deeper understanding of the interconnectedness and interdependence of 

global systems and their impact. Educational institutions must inform students about the 

increasin gly integrated wo rld and prepare them as citizens to effective ly live, communicate, and 

work in the twenty-first century. The skills they must acq uire not only in volve explicit 

international knowledge, but also the understanding and attenti veness of how global practices 

and ideas are interconnected, applied, and li ved in a variety of complex ways. Equally necessary 

is foreign language proficiency and a tacit appreciation of the world in order for all citizens to 

function intelligently and efficiently in a globa lized environment (Association of American 

3 
Colleges and Universities [AAC&U] 2007 Elkana). (See Appendix 1.1 for a list of work s 

cited). 

d. Objectives with a Purpose 

Globalization, according to AAC&U, is occurring so rapidly that providing global skills 

to citizens is becoming a major challenge for the Academy. This was the impetus for Indiana 

University Bloomington (lUB) and Ivy Tech-Bloomington to begin conversations about the 

Internationalization Collaborative Across Bloomington (lCAB). After a number of initial 

meetings and conversations, the campuses convened a retreat in August 2010 to discuss the 

impact ofintemationalization and globalization on individual institutions and how the realization 

ora globalized world influences the educational strategies offered to students. The results of that 

meeting led to multiple conclusions, including the following: 

1. IUB and Ivy Tech struggle with ve ry similar concerns and issues when it comes to 

international ization. 

2. IUB and Ivy Tech share similar common goals when it comes to internationalization. 

3. IUB and Ivy Tech are committed to collaborating on internationalization, and a strong 

partnership exists between the two systems. 

Participants from both institutions detennined that internationalization must become 

integrated with the other learning outcomes of each course and that ideall y, curriculum must be 

redesigned to support these global learning outcomes. What emerged is the ICAB project to 

provide an infrastructure upon which this project will increase internationalization statewide on 

all Ivy Tech campuses. 

Both faculty and staff from Ivy Tech and IUB have benefited from the ICAB 

internationali zation initiative. The goal is to use the ICAB model to create a partnership flexible 

enough for other campuses in the system to mold to their specific needs, and to become the 

4 
primary model for all campuses to adopt. Educational institutions must construct meaning that 

helps students understand the world and their roles within it. However, as Michaellgnelzi 

(2000) points out, individuals actively construct their own reality over time and are considerably 

influenced by their current environment and perceptions. To this end, the collaboration strives to 

value citizens' current experiences, and introduce new structures and supports that engender a 

realistic understanding of the new global reality. 

AAC&U (2007) suggests that all colleges and universities embrace the goals of 

increasing global awareness, global citizenship, and global responsibility as part of their 

educational mission. Yet, many institutions continue to struggle when developing these best 

practices. The Global Learning Across Indiana Initiative will assist both Ivy Tech and IU in 

developing a model of internationalization best practices that makes a difference and can be 

coordinated with and implemented by others. Campus conversations, student experiences, 

faculty expertise and needs, and institutional resources and structures are the foundation for this 

partnership and project. Implementation of the internationalization project will move both 

organizations forward in fulfilling their responsibility of preparing graduates for lives in the 

interconnected and complex world of the twenty-first century. 

A Global Learning Certificate, which will be available statewide for all Ivy Tech 

students, has already been in development for two years at Ivy Tech-North Central's South Bend 

campus. The groundwork at the South Bend campus will be the foundation for the broader plans 

of the proposed Global Learning Certificate offered to all students. While the exact format may 

vary, the core of the certificate will most likely consist ofa mandatory orientation for students, a 

minimum of 15 credit hours of internationalized courses from a variety of departments, foreign 

language courses, career training, and an experiential global learning component. Particular 

emphasis will be on courses from the fields of business, education, healthcare, technology, and 

5 
the life sciences-high-growth sectors of the economy and areas in which students critically 

need global perspectives and competencies. 

The Global Learning Certificate will be interdisciplinary and provide a broadly 

applicable framework of knowledge production and problem-solving within specific 

professional, technical, and academic fields. The final form of the certificate will be determined 

by the Ivy Tech Regional Academic Officers Committee, but the newly implemented, systemwide certificate will strongly encourage students to take two years of language training in either 

Spanish, French, Chinese, or Arabic when it is offered. 

Offering Modern Standard Arabic language instruction across the Ivy Tech system 

represents a vital component in achieving global competency among Ivy Tech graduates and 

transfers. Arabic is the official language of over 20 countries and has over 300 million native 

speakers. Although these speakers are largely concentrated in the Middle East, there are groups 

of native Arabic speakers throughout the world. Being the language of the Qu'ran, it is a 

common language among Muslims throughout the world. 

The U.S. government has designated Arabic as a language of strategic importance. The 

National Strategic Language Initiative instituted in 2006 promotes the learning of Arabic (and 

other languages deemed critical) among Americans through numerous scholarships and learning 

opportunities, including support for language courses from beginning to advanced levels, study 

abroad programs, intensive instruction opportunities, teacher exchanges, and professional 

development. 

In addition to satisfying nati onal needs and providing language as a component of global 

competency, Arabic is also an economic necessity. Those who study Arabic can find careers in a 

variety of fields: journalism, business and industry, translation and interpretation, consulting, 

foreign service and intelligence, education, finance and banking, and many others. Initiatives to 

6 
integrate the Arab world into the global economy are opening up numerous new opportunities. 

The Arab region, with its rapidly growing population, provides a huge export market for goods 

and services. For example, Indiana exports to Saudi Arabia in 20 I 0 totaled more than $278 

million; exports to Afghanistan totaled more than $ 195 million; and exports to the United Arab 

Emirates totaled more than $117 million. Further, according to the Arab Ameri can Institute 

Foundation (20 11), over 46,000 individuals of Arab American descent live in 66 of the 92 

counties in Indi ana. Of new Arab immigrants to Indiana, the largest number comes from Egypt, 

Jordan, and Saudi Arabia. 

Professional Development 

The accomplishment of The Global Learning Across Indiana Initiative objectives 

requires extensive professional development for faculty and staff. This will be one of the major 

contributions of The Center for the Study of Global Change at IU (IV Global Center), which has 

a long-standing history of providing professional development opportunities in order to 

internationalize teaching and learning within higher education. The IV Global Center will 

provide faculty and staff a number of workshops throughout the three years of development and 

assistance in internationalizing their courses. The IV Global Center will also supervise the 

project coordinator. 

The project coordinator wit! help maintain a core group of Ivy Tech faculty and 

administrators for the first two years of implementation, adding new participants the third year in 

order to increase impact. The coordinator will work with the director and will help organize the 

workshops throughout the three years. The coordinator will also assist with the development of 

the Arabic curriculum, the broader curriculum internationalization of Ivy Tech Course Outlines 

of Record (COR), and the faculty and staff review of various global learning evaluation 

7 
instruments. Lastly, the IU Global Center will work with the Center for Evaluation and 

Education Policy (CEEP) which will conduct the external evaluation for this three-year initiative. 

Curriculum internationalization must be linked to broader campus initiatives so that this 

process can be systemically and systematically integrated throughout an institution of higher 

education, where it is comprehensively integrated into and across missions, strategies, policies, 

people, practices, teaching, and learning. This requires recognition and support from all leve ls 

and units on campus. This collaborative project seeks to accomplish this by having facuity, 

trained in internationalization, engage with administrators, staff, and others who are responsible 

for promoting international education on campuses. 

To further ensure its success, The Global Learning Across Indiana Initiative will build on 

the ICAB initiative, along with the work that Ivy Tech-South Bend has already done, to 

implement its Global Learning Certificate. The goal of the project is to take the South Bend 

model, including evaluation tools, and tailor it so that all Ivy Tech campuses will be able to ofTer 

students a Global Learning Certificate modeled on Ivy Tech-South Bend's international studies 

certificate for Ivy Tech students. 

e. How Resources and Personnel Achieve Objectives 

The proposed workshops for faculty and staffthroughout the three years of this project's 

implementation will provide guidance on how to internationalize a course and provide 

international teaching resources and pedagogy to assist educators with internationali zed 

curriculum development. In addition, the workshops will demonstrate to instructors how to 

integrate global content and how to align course activities, assessment, and content to achieve 

international learning goals. The workshops will focus more broadly on how to systemically and 

systematically internationalize campuses and institutions, with specific emphases on assessment, 

strategic plans, comprehensive internationalization, faculty engagement, and curricular change. 

8 
The project will maintain a core group of faculty and administrators for the first two 

years of implementation, adding new participants the third year in order to increase impact. 

Faculty participants wi ll receive stipends of $2,000 and reimbursement for mi leage; 

administrators will receive reimbursement for mileage. Twenty faculty, as we ll as twenty statT 

and administrators, from Ivy Tech will meet two Saturdays per semester in Indianapolis (which 

is centrally located) throughout the three years. The initial group of participants will contribute 

greatly to this initi ative, taking on much of the work of developing and implementing the 

certificate, internationali zing CORs, and promoting internati onalization in their own teaching 

practices. For the purposes of continuity, approximate ly ha lf of the core partic ipants will 

participate the second year. In the third year the Global Learning Certificate will be full y 

implemented, and a new group of 40 facu lty and staff/administrators will proceed through the 

professional development workshops to intern ationali ze their practices and to help further 

internationa lize the overall curri cula of Ivy Tech. In this way, morc than 100 Ivy Tech faculty 

and staff will proceed through a series of internationalization professiona l deve lopment 

workshops representing approx imately 13% of the total Ivy Tech faculty and staff. 

PROJECT TIMELINE 

October 2012 Initiate search for Project Coordinator 

January and Spring Hire Project Coordinator. Determine final composition of faculty and 

2013 sta ff/administrator grou p. Plan professional development workshops. 

Summer201 3 Conduct two day-long workshops in Indianapo lis, Ind iana. Begin review 

of assessment instruments. Faculty commences the re-design of courses. 

Faculty and administrators/staffbegin to work with Curriculum 

Committee on internationalizati on of CORs. Arabic I course developed. 

Certificate deve lopment begins. Formative eva luation is conducted. 

Fa 11 2013 Conduct two day-long workshops held in Indianapolis, Indiana. Rev iew of 

assessment instruments completed. Arabic II Course deve loped. Faculty 

and sta ff work continues on courses and CORs. Certificate completed. 

Formative and summative eva luation. Arabic instructors identified 

9 
Spring 2014 Global Learning Certificate approved. Re-designed courses taught. Arabic 

I taught. Globa lleaming assessment instrument piloted. Formative and 

summative assessment of program. Program promotion begins for 

students and faculty, as well as businesses and community stakeholders. 

Formative and summative evaluation. Workshops continue for new group 

of faculty/stafT. Continue work on course re-design with new group of 

faculty. Continue work on CORso 

Fall 20 14 Global Learning Certificate avai lable. Global learning assessment 

continues of students. Workshops continue. Continue work on course redesigns with new facu lty. Continue work on CORso Arabic II and redesigned courses taught. First Orientation for students in Certificate 

Program. Ivy Tech Program Chair Summit with Internationa lization 

theme. Formative and summative eva luation. 

Spring 2015 New group of 40 faculty/stafT engage in professional development 

workshop series. Formative and summati ve evaluation continues, as does 

globa l learning outcomes assessment. 3rd and 4th semester Arabic 

developed. Re-designed courses taught. 

Fa ll 20 16 COR internationalization work contin ues. Faculty development 

workshops completed. Summative eva luation. 

Re-designed courses taught. 

During the first year, professiona l development will include a reverse course design for 

faculty to help them align their courses to achieve international learning outcomes. They will 

also be ex pected to deve lop strategies and globa l learnin g experiences for students across all Ivy 

Tech campuses. They will work with adm inistrators to better understand their responsibilities 

and roles within broader institutional internationa lization. They will also apply their new skills 

and understanding about globa l teaching and learning to their work with the COR. 

As an institution that is accredited as a single statewide entity, Ivy Tech has a statewide 

course in ventory. Each course is built around a COR wherein consistent learning objectives are 

identified, along with consistent faculty credenti al requ irements. The CORs are deve loped and 

periodically rev ised by statewide curriculum committees that may also recommend additiona l 

expectations, such as a list of recommended textbooks or a statewide final examination that is 

part of an assessment of learning outcomes measures. Ivy Tech depends heavily on its many 

10 
adjunct faculty members and having a standard COR is an important part of communicating the 

College's expectations to the adjunct faculty. As part of this project, the CORs of many courses 

in the College inventory will be reviewed and learning objectives will be added or updated to 

reflect a more intense focus on principles of internationalization. Officially integrating global 

learning outcomes in Ivy Tech CORs represents a form of curriculum internationalization of 

profound and broad impact. 

Staff and administrators will consider how to utilize the consortium this project will 

create in order to stimulate other internationalization efforts on their campuses and across Ivy 

Tech's statewide system. They will also begin to research the appropriateness of various globa l 

learning assessment tools, such as the Beliefs, Events, and Values Inventory (BEVI), Global 

Perspectives Inventory (GPI), Intercultural Development Inventory (101), and AAC&U's Global 

Learning Matrix. Ivy Tech-South Bend currently is investigating the use of the GPI, and this 

initial work will be useful in determining an instrument to implement across the system. 

Other Ivy Tech campuses have begun to work through other initiatives to develop the 

same kind of competencies in students: Bloomington, through working with the IU Global 

Center, and Ivy Tech-Southwest, by working with the University of Evansville through a study 

program at Harlexton College in England. This strategy will allow forthe review of what is 

already in process and determine how it mayor may not be altered to serve with other campuses 

and to fit the context of this new IU-Ivy Tech collaboration. 

The second year will begin the implementation and integration of the certificate, further 

internationalization ofCORs, extensive promotion to students and other faculty, and an intense 

focus on assessment of globalleaming. Together with faculty, staff and administrators will 

conclude their review of established global learning instruments to determine which are most 

appropriate for the student body and specific parameters of the Ivy Tech curriculum. Ultimately, 

II 
a global learning assessment tool will be used to evaluate students who opt for the Global 

Learni ng Certificate as well as all Ivy Tech students. Therefore, pre-tests and post- (graduation) 

tests are the goal of global learning assessment. In the meantime, however, these instruments 

will be utilized as a means of assessing the impact of the newly internationalized courses. 

In the third year, the cycle will begin again by bringing in new faculty and staff who will 

commit to this internationalization project, thus increasing its impact. At the same time, the 

certificate will be fully implemented and students may enroll across all campuses. Promotion 

wi ll continue and outreach to Indiana businesses will occur, thus infonning the business 

community of this new initiative at Ivy Tech. With the global learning tool that is selected for 

use, assessment will begin in a pre-certificate and post-certificate fashion. The faculty and staff 

will work with Ivy Tech to begin to implement pre- and post-testing of all students who enroll 

and subsequently graduate and/or transfer. 

The IU Global Center has to date organized international studies institutes for hundreds 

of secondary school and college educators from more than 30 U.S. states. The IU Global Center, 

with support from all five other National Resource Centers at IUB, organized its second summer 

institute for community college and university faculty and administrators for 2012. This 

intensive and nationally-recognized institute (ICCI: Institute for Curriculum and Campus 

Internationalization) had an intensive course with multiple tracks--one for instructors focused on 

teaching and learning and particular course internationali zation and re-design; and another for 

administrators and leaders thinking more strategi call y about systemic and systematic 

internationalization of campuses and institutions. Madeleine Green, fonner director of ACE 

International Initiatives and an expert in the field of internationalization of higher education, was 

a featured speaker at the institute. She has published major documents and reports in this area. 

Caryn Musil from AAC&U provided insight about assessment and global citizenship. Other 

12 
international experts who presented at the institute incl uded Gil Latz, Susan Buck Sutton, Paul 

McVeigh, Fanta Aw, and Hilary Kahn, among others. 

The Institute benefits participants by teaching them how to internationa lize curri cula and 

campuses, and highlights innovati ve pedagogical and technological techniques, contemporary 

global and area studies, gJoballearn ing objectives, institutional change, strategic plans, and 

assessment. The IU Global Center's efforts will provide an additional method of reaching 

faculty, staff, and administrators not officiall y participating in The Global Learning Across 

Indiana Initiative. Many faculty and stafT that will participate in this initiative have already 

attended the previous institute, which will provide a significant foundation for the proposed 

internationalization plans. 

f Equal Access 

The Ivy Tech staff seeks to ensure that all people receive the opportunity to be a part of 

the Ivy Tech community of students, and believes the College is enriched by the contributions of 

its students, faculty. and staff. Support and assistance is provided to any new or returning 

student requesting accommodations for documented disabilities--another way the College 

ensures that diversity appears as a prominent educational objecti ve within each career and 

technical program. One of the self-study subcommittees for re-accreditation also conducted an 

audit of each academic program. College-wide core curricula for each program from the 

College's 2007-08 course catalog were reviewed and evaluated for diversity awareness, defined 

by the presence of targeted, thematic, elementa l, or enhanced courses. In add ition, a review of 

College-wide program outcomes was conducted via the College's Infonet. Each of the College's 

curricul um committees has identified courses(s) in which the fo[lowing general education 

objective is intended to be incorporated: "recognize and understand cultu ra l and individual 

differences, in terms of both contemporary and historical perspectives." 

13 
Diversity: A Stronger Future 

1. The College has a clearly articulated Statement of Diversity. 

2. The State Board of Trustees has created regional diversity committees and a President's 

Diversity Committee to lead di versity efforts at the College. 

3. The majority of campuses have established student clubs and organizations for AfricanAmerican and Latino students and the Self-Study Diversity Committee has encouraged the 

remaining to do the same. 

4. Diversity-related courses in the College's course in ventory have been identified and there is a 

commitment to increase the number of courses that can be infused with elements of diversity. 

5. The College's mission, purpose, vision and strategies delineate the wo rk required to provide 

a framework for achieving diversity. 

6. There is a college-wide general education objecti ve that communi cates the importance of 

appreciation for diversity. 

7. House Enrolled Act No. 1256 provides an impetus for the work ahead and helps to lay the 

groundwork for the formation of the College's diversity committees. 

8. Ivy Tech's president has appointed several new di verse members to his leadership team. 

2. Quality of Key Personnel 

a. Project Directors 

Dr. Rebecca Nickoli is co-director of The Global Learning Across Indiana Initialive, and 

will commit 2% of her time to this project She currently holds the position of Vice President for 

Corporate College Services. Dr. Nickoli has been with Ivy Tech for over 30 years, and has 

served as Associate Vice Provost for Institutional Effectiveness and Grants Administration, 

providing leadership for grants, monitoring progress toward coll ege-wide strategic goals and 

14 
objectives, as well as supporting the overarching institutional effecti veness goals of the College. 

She is currently co-chair for the Strategy 2c Initiative, making Ivy Tech students more globally 

competitive. 

She is also active with the Higher Learning Commission of the North Central Association 

of Colleges and Schools, an organization that oversees the accreditation of more than 1,000 

degree-granting public and private colleges and universities throughout the country. Dr. Nickoli 

has served numerous roles with the Commission, including Consultant/Eva luator, and Team 

Chair, and a Member of the First Committee. She also coordinated and authored Ivy Tech's 

system-wide Higher Learning Commission self-study. Nickoli is the incoming president for the 

National Council of Workforce Education, an affiliated council of the American Association of 

Community Colleges. 

A native of Richmond, Dr. Nickoli began her Ivy Tech career at the College's Richmond 

campus where she served many roles, including Division Chair of General Education, Director 

of Student Affairs, Site Director for the Connersville Instructional Center, and 

Registrar! Admissions Officer. She was also the Executive Dean of Ivy Tech's Logansport 

Campus. Dr. Nickoli brings a diverse set of skills and experience to the project. In addition to 

her wealth of institutional knowledge, she has a proven background in grants administration, 

adult education and workforce training that qualifies her to lead the internationalization effort. 

A key partner in implementing the project is co-director, Dr. Hilary E. Kahn, who will 

commit 10% of her time to this project. She has been with Indiana Uni versity since 1997, 

beginning as faculty within the discipline ofanthropo!ogy, and since 2004 within the field of 

international education. She is currently the Director of the Center for the Study of Global 

Change at IU (a Title VI National Resource Center), the Director of the Graduate Minor in 

Global Studies at IUa, the Director of Voices and Visions: Islam and Muslims in a Global 

15 
Perspective (a public scholarship initiative supported by the Social Science Research Council), 

Director of Framing the Global Proj ect (a research and publication initiative supported by the 

Mellon Foundation), and facu lty in Anthropology and International Studies. She also leads 

communities of practice and professional deve lopment workshops for sta ff and faculty of 

Bloomington and the entire IU system on curriculum and campus internationalization. Before 

coming to the Global Center, she was the Director of Curriculum Internationalization at IUPUI. 

She regularly teaches within the IU Glohal Studies Program and the International Studies 

Department and she runs a summer service-learning program in Jamaica. She has taught 

semester-long Global Dialogues courses through interacti ve video technology with Macedonia, 

Indonesia, and Russia. Her areas of interest and expertise include international education, 

intercu ltural teaching and learning, visua l anthropology, visual pedagogies, human rights and the 

arts, and global research. She has presented at national and international conferences, published 

numerous peer review articles and book and film reviews, and publ ished a book, Seeing and 

Being Seen: The Q'eqchi' Maya afGuatemala and Beyond in 2006 (University of Texas Press) 

about her ethnographic research. In 2009, she received the IU Commission of Multicultural 

Understanding Faculty Award for promoting multicultural understanding and the IU 

International Studies Excellence in Teaching Award. In addition to her local involvement in 

curriculum internationalization, she has led curriculum internationalization workshops for 

NAFSA: The Association of International Educators (NAFSA) as well as for AIEA, the 

Association of International Education Administrators. From 2009-2012 she was the network 

leader ofNAFSA's committee on Internationa li zing TeaChing, Learning, and Curriculum. 

b. Other Key Partners and Personnel 

The accomplishment of the three project objectives requires extensive professional 

deve lopment for faculty and staff. This will be one of the major contributions of The IU Gloha l 

16 
Center, which has a long-standing history of providing professional development opportunities in 

order to internationalize teaching and learning within higher education. The IU Global Center 

will provide faculty and staff a number of workshops throughout the three years of development 

and assistance in internationalizing their courses. The IU Global Center will also supervise the 

project coordinator. 

This coordinator will facilitate the meetings and work of a core group of Ivy Tech faculty 

and administrators for the first two years of implementation, adding new participants the third 

year in order to increase impact. The coordinator will work with the project directors and will 

help organize the workshops throughout the three years. The coordinator will also assist with the 

broader curriculum internationalization of Ivy Tech CORs and with the faculty and staff review 

of various global learning evaluation instruments. The Coordinator and the IU Global Center 

will also work with CEEP, which will conduct the external evaluation for this three-year 

initiative. 

Another major partner on the IU campus is the Center for the Study of the Middle East. 

The IU Center for the Study of the Middle East (CSME) has been designated by the U.S. 

Department of Education as a Title VI National Resource Center. With approximately 100 

affiliated faculty members located in the College of Arts and Sciences and seven professional 

schools, CSME promotes multi- and inter-disciplinary knowledge of the Middle East by 

supporting academic programs, scholarship, public outreach, language instruction, and support 

for educators and students at all levels. 

Our primary contact at CSME will be Cigdem Salim Harding, who is the Associate 

Director. Dr. Harding, who will be dedicating 5% of her time to this project, joined the faculty 

of the Near Eastern Languages and Cultures at IU from Manchester University, UK, in 2006. In 

Manchester, she developed curriculum for Middle Eastern languages while she was the Chair of 

17 
Middle Eastern Studies. She is a senior examiner for the International Baccalaureate 

Organization, and trains teachers of language/literature. She has trained teachers of less 

commonly taught languages in Turkey, United Kingdom and at IU, as well as developed courses 

for teacher training. She is the author (with her colleague Zaineb Istrabadi) of the Arabic 

curriculum of IU. 

While Ivy Tech's South Bend campus has taken the lead in developing a Global Learning 

Certificate, a system-wide Globalization Committee has begun to work to develop the same kind 

of competencies for students. Ivy Tech-Bloomington continues working with IU Globa l Center, 

and Ivy Tech-Southwest is working with the University of Evansvi lle through a study program at 

Harlexton College in England. All of these campuses will contribUle va luable insight to the 

implementation of this proposed project. Two Ivy Tech faculty members with experience in 

internationalization of curriculum will be appointed to work in coordination with the project 

directors and the coordinator. The faculty will be instrumental in the internationalization of 

courses. Each of these individuals will have previous experience in course internationalization 

(See Appendix 2.1 for a list of other key Ivy Tech personnel partnering in this 

internationalization initiative). 

This internationalization project will tie together and strengthen the considerable efforts 

of the various campuses. The ultimate intent is to create a pilot for the international studies 

certificate that can be reviewed through the typical College processes and adapted for collegewide use. This grant will give the College an opportunity to both evaluate and modify a robust 

pilot and then scale it up across campuses so that all students can benefit from its components. 

This proposal also builds on work already done during the self-study process for reaccreditation in 2008 during which College faculty reviewed all general education courses and 

many technical courses in the inventory. As part of that process, faculty reviewed course 

18 
descriptions and CORs to identify which courses had elements of cultural competence, historical 

perspective, and globalization. This project complements the College's strategic initiatives to 

make the curricula and students more "globally competitive." 

c. Faculty and Staff Diversity 

In summer 2007, the Ivy Tech State Board of Trustees appointed Thomas J. Snyder as 

President of the College. President Snyder was selected by a state board seeking, among other 

attributes, a commitment to faculty diversity at Ivy Tech. Having served previously as an 

executi ve in the corporate environment, he came to the College with a signifi cant track record as 

a manager, corporate executive, and a strong reputation related to his previous efforts in 

diversity. 

During his first year in office, President Snyder made several appointments of senior 

College offic ials and members of his personal staff that renect that commitment to di versity. The 

College has added two women (one being an African American) to its senior leadership roster in 

the following positions: Vice President for Corporate College Services, and the Vice President 

for development. Additionally, the College has established a new position, Director of Training 

and Deve lopment, at the system level; the person holding this position is an Afric·an American. 

(See Appendix 3. 1 for Ivy Tech's Statement of Diversity). 

The Ivy Tech mission and core values were published in 2010 Strategic Plan: Changing 

Lives and Changing Indiana and include di versity, integrity, community engagement, 

innovation, exce llence, and creating an environment focused on students and employees. The 

core va lues are intended to serve as a guide to the behavior of all members of the academic 

community, including faculty, staff, and students. Ivy Tech is an accredited Equal Opportunity, 

Affirmati ve Action employer, and applications from underrepresented groups will be considered 

for the project coordinator and faculty participants. 

19 
3. Budget and Cost Effectiveness 

a. Budget Breakout 

Please see attached budget justification for detailed breakout by year. 

b. Cost Effectiveness and Project Objectives 

The Global Learning Across Indiana Initiative seeks to maximize every funding dollar it 

requests through the UISFL grant. The following breakdown demonstrates that the 

approximately $419,000 over three years this proposal requests will fund key strategic 

components vital to accomplishing the project's goals. In order to maximize the impact of 

funding" the project will build upon other established Ivy Tech and 10 initiatives; a primary 

strength of The Global Learning Across Indiana Initiative will be its organic integration into the 

strategic goals of both sponsoring institutions. The project is vital to institutional goals because 

it is the next logical step in addressing system-wide internationalization. This project has the 

intention of impacting the entire state of Indiana through the work of two large systems of higher 

education. The careful planning and budgeting also ensure the project's overall viability and its 

ultimate goal of systemic internationalization. 

The primary budget components of the project include: 

• Stipends for faculty to attend workshops, re-design courses, work on CORs, and 

assist with development of certificate 

• Payment for professional development workshops 

• Funding for Arabic course development 

• Assessment, including payment for CEEP project evaluation and development of 

global learning measures 

• Travel for faculty and administrators to workshops and for outside experts coming 

in to lead workshops 

20 
• Indirect costs (limited to 8% of total direct costs) 

c. Fly America Act (FAA) compliance 

All travel associated with the Global Learning Across Indiana initialive will be 

compliant with federal mileage rates and the Fly America Act (FAA). 

4. Plan of Evaluation 

a. Evaluation Effectiveness 

This project will rely on CEEP to guide the project evaluation process. To ensure the 

successful implementation of this initiative, Ivy Tech faculty and administrators will work with 

CEEP to utilize rigorous assessment tools that will measure programmatic progress, impact, and 

student learning outcomes associated with this initiative. The Global Learning Across Indiana 

Initiative will also enlist partners like the International Center of Indianapolis to assist in 

developing outreach and promotion that will raise awareness in the community about the 

opportunities the implementation of the project will provide Ivy Tech students as they directly 

enter the global workforce, or transfer to IU or other four-year institutions. 

CEEP will conduct an ongoing external evaluation of the collaborative project between 

Ivy Tech and IU. CEEP, with more than four decades of experience in evaluation planning and 

execution, regularly conducts rigorous program evaluations on the international, national, 

regional and local levels. This Center has a staff of over 60, including a number of Ph.D.-level 

senior staff. The research staff has a wealth of experience in conducting evaluations in higher 

education as well as providing technical assistance for a variety of programs within the U.S. 

Department of Education. CEEP currently serves as an external evaluator for Title VI National 

Resource Centers oflndiana, Georgetown and Harvard Universities, including the IU Global 

Center. The evaluation results were used by each center to improve the quality of ongoing 

21 
services and activities and measure the center's outcomes. Further, CEEP is currently assessing 

the ICAB collaboration between IUB and Ivy Tech-Bloomington. 

During the next three years, CEEP will consult regularly with the project directors of the 

consortium and provide quantifiable measurable outcome-oriented data based on evaluations of 

the activities and programs supporting the major objectives of the consortium. CEEP will 

conduct both formati ve and summative evaluation utilizing the following activities and 

methodologies: making site visits, conducting in-depth semi-structured interviews, and 

administering surveys. The ongoing infonnal and fonnal feedback from the evaluation data and 

accompanying reports will assist the consortium in making necessary adjustments throughout the 

project period as well as provide data on the impact the project is having on its stakeholders. 

h. Evaluation Criteria 

The ICAB has established the following objectives (which correspond with UlSFL 

priorities) to accomplish over the three-year period. These objectives will be the focus of the 

external evaluation. 

Objective #1: The Collaborative will build upon existing foreign language program 

requirements to develop a system-wide interdisciplinary Global Learning 

Certificate for Ivy Tech that will include a mandatory orientation, 15 

credit hours of " internationalized" courses, an experiential global learning 

component, career training, and a foreign language component. 

(Competitive Preference Priority I, Invitational Priority 2) 

Objective #2: The Collaborative will develop two years of Arabic language courses for 

the Ivy Tech system. (Invitational Priority I & 2) 

Objective #3: The Collaborative will broaden curriculum internationalization of courses 

system-wide across the Ivy Tech system. (Invitational Priority 2) 

The objectives are outlined with corresponding evaluation questions, measures and methods 

below. Each of the questions will be assessed from both a quantitative and qualitative 

perspecti ve. 

22 
Global Learning Across Indiana Initiative Objectives and Measures 

Objective # I: The Collaborative will deve lop a system-wide interdisciplinary Global Learning Certificate for Ivy Tech, built upon 

existing foreign language requirements, that will include mandatory orientation, 15 hours of credit hours of "internationalized" courses, 

an experiential global learning component, and a foreign language component. (Competitive Priority I, In vitational Priority 1, 2). 

EV ALUA TION OUESTIONS MEASURES METHODS 

Formative (Y1-2): 50% of faculty and staff attending workshops and accessing Formative (VI): 

• To what extent is the development of the materials who respond to the Annual Survey wi ll report that Annual online survey 

certifi cate supported across Ivy Tech faculty, they were satisfied or highly satisfied overall . eva luating staff and 

staff, and administration? 40% of students and fa culty and staff who respond to faculty professional 

• To what extent are recruiting efforts and the Awareness and Impact Online Survey wi ll indicate that are development, teacher 

scope of activiti es successful in attracting aware or highly aware of the ,certificate. training acti vities and 

diverse participants? 60% of students and facu lty and staff who respond to the materials 

• To what extent are the participants satisfied with Awareness and Impact Online Survey will indicate they are 

the program? familiar or highly familiar with the detai ls of the Global Semi-structured 

• To what extent do partic ipants find the Learning Certificate interviews of key 

information provided usefu l and/or applicable? 50% of students obta in ing a Global Learning Certificate who stakeholders in the 

• To what extent are faculty, staff, and respond to the Awareness and Impact survey have or plan to deve lopment process 

administrators prepared to support the details of utilize knowledge ga ined from the Globa l Learning Certificate 

the certifi cate? 60% of students getting a Global Learn ing Certifi cate who Summative (VI-3): 

Summative (Y2-3): respond to the Formative Surveys wi ll report that they were Awareness and Impact 

• To what extent have students applied the satisfied or highly satisfied overall. Online Survey of 

relevant knowledge into their continuing 60% of students who respond to the globa l awareness 

students, faculty, staff, 

education, employment, or future plans? instrument will reveal an increase in awareness, knowledge, administrators 

• To what extent has the implementation of the and/or research as a resu lt of their enrollment in the certificate Global Awareness 

relevant knowledge broadly affected program. Survey (exact instrument 

constituents, students, staff, fac uity, TBD) of certificate 

administration? Each year, the number of students declaring a Global Learning students 

Certificate will increase by 15%. 

--- - -

23 
Objective #2: The Initiative will develop two Arabic language courses for the Ivy Tech System (Invitational Priorities: 1,2). 

EVALUATION QUESTIONS MEASURES METHODS 

Formative (Yl-2): 50% of faculty and administrators who Formative (Y1-3): 

• To what extent are recruiting efforts respond to the Annual Survey wi ll report that Annual online survey evaluating 

successful in attracting diverse they agree or highly agree that they are the new opportunities to learn a 

participants? prepared to teach or implement the new foreign language 

• To what extent are participants courses (including pedagogy training) 

enrolling in the courses? 60% of students enrolling in Arabic who Arabic Language Assessment by 

• To what extent are the participants respond to the Awareness and Impact Survey instructors utilizing the 

satisfied with the new language will report that they were satisfied or highly American Council on the 

opportunities? satisfied overall. Teaching of Foreign Language 

• To what extent are faculty and staff 70% of students completing Arabic report (ACTFL) Proficiency Guidelines 

prepared to implement the new increasing abilities in effective reading, 

language courses? writing, speaking and listening comprehension Summative (Yl-3): 

skills Awareness and Impact Survey of 

Summative (Yl-3): students, faculty, staff, 

• To what extent are the students and Each year, the number of students taking administrators 

alumni report that they are utilizing Arabic will increase by 15%. 

Arabic in their current studies or Semi-structured interviews with 

employment? key stakeholders 

24 
Objective #3: The Initiative will broaden curriculum internationalization of courses system-wide across the Ivy Tech system and will 

include the development of a foreign language program in Arabic (Invitational Priority 2). 

EV ALUA TlON QUESTIONS MEASURES METHODS 

Formative (VI): By the end of each year, the number of Formative (Y1-2): 

• To what extent are faculty and staff internationalized courses will increase bv 20. Annual online survey evaluating 

successful in internationalizing their By the end of each year, the internationalized the course internationalization 

courses? courses will be disseminated to 15 Ivy Tech process 

• To what extent are the participants degree-granting locations. 

satisfied with the internationalization 60% of faculty/staff globalizing the courses Summative (V I-3): 

course deve lopment process? who respond to the Annual Survey will report Global Awareness Survey 

that their efforts were successful or highl y eva luating global learning 

Summative (VI-3): successful overall. outcomes 

• To what extent have international 65% of faculty/staff globalizing the courses 

courses been institutionalized system- who respond to the Annual Survey will report Semi-structured interviews with 

wide at Ivy Tech? that they were satisfied or highly satisfied key stakeholders 

• To what extent is faculty successful in overall with professional development 

meeting their internationalizing course workshoDs 

goals? 40% of current students, alumni who respond 

• To what extent is the student body's to the global awareness survey (TBD) will 

global awareness increasing? annually show a change in global perspectives 

from year I to year 3. 

25 
c. Methods of Evaluation 

The comprehensive three year evaluation will include five main components: Formative 

Evaluation, Summative Evaluation, an awareness and impact survey of the new programs, a 

Global Awareness Survey, and collaborative efforts. The aggregate information provided by 

these components will allow the consortium to make the necessary improvements, as well as to 

document the impact that the internationalization activities have had on a variety of participants, 

including current undergraduate students, alumni, university faculty, Ivy Tech system-wide, and 

individual community campuses, students, and local and international businesses. 

Formative Evaluation 

In years one and two, CEEP will focus on evaluating the extent to which the new or 

redesigned programs and activities are being implemented as intended and accomplishing their 

stated goals. The resulting feedback will allow for annual improvement to help ensure that 

objectives are met. Formative methods will include surveys and interviews with faculty, 

administrators, students and collaborative community and business partners (see above for 

discussion of specific formative evaluation questions, measures, and methods for each objective). 

Summative Evaluation 

Summative evaluation will occur across all three years but will be emphasized in years 

two and three when CEEP will analyze outcomes such as the extent to which the Consortium's 

programs have impacted students, faculty, and the community. CEEP will survey and interview 

current and former participants. An online Awareness and Impact Survey will be administered 

during years one and three to determine the extent to which the major stakeholders are aware of 

the new programs. In year three, CEEP's final summative report will focus on the extent to 

which the grant program has accomplished the pre-established objectives (see specific 

26 
summative evaluation questions, measures, and evaluation methods for each objective contained 

herein). 

Awareness and Impact Survey 

CEEP will implement an Awareness and Impact Survey of current and past Ivy Tech 

students, faculty, staff, and administrators to determine awareness of the globalization certificate 

and the new Arabic courses. This survey will answer the following questions: Who is getting a 

certificate and why? Are they transferring? Where are they going? What are they doing after they 

leave Ivy Tech? 

Global Awareness Survey 

The initiative will review existing global competency instruments and will subsequently 

administer an instrument that will measure global awareness and perspectives of students each 

year of the grant. CEEP will evaluate the data and compare responses from year one to year 

three. Their evaluation will provide data that will assess the impact of the efforts to 

internationalize Ivy Tech courses system-wide. The results from this in ventory will be used to 

shape the development of the project and the final impact evaluation. 

Collaborative Efforts 

It is very important to evaluate the implementation and success of the consortium 's 

numerous partnerships. CEEP will guide fonnative and summative evaluation of collaborative 

activities with the individual degree-granting locations in the Ivy Tech system, IU Global Center, 

and multiple other units on and off campus and in the community. 

d. Sample Evaluation Tools 

Collaboration evaluation questions, measures, and evaluation methods (pg. 23-25) and 

timeline (pg. 9-10) may be found herein. Baseline data on each of the evaluation questions will 

27 
be collected at the beginning of the grant period and will continue as needed for formative 

evaluation and annuall y for summative evaluation. An ann ual formative/summati ve evaluation 

report will identify activities and outcomes of the preceding year, as we ll as any applicable 

longitudinal outcomes. In year three, a final summative report will focus on the extent to which 

the grant program accomplished the pre-established objectives. 

5. Adequacy of Resources 

Language proficiency in Arabic may be necessary for students to be efTectively 

competitive in business, manufacturing, and technology upon graduation. However, like other 

critical languages, strong abilities in Arabic also support broader national interest and needs. 

Training students in less commonly taught languages (LCTL) and enhanc ing understanding of 

global phenomena where these languages are spoken also directly support national and 

transnational needs of the United States. 

The Arabic curriculum wi ll be based on the language proficiency levels of ACTFL and 

will have syll abi and lesson plans that comply with the SCs of effective language learning 

(cultures, communities, communication, comparison, and connections). After two years, 

students wi ll be expected to have acquired an " intermediate" leve l proficiency in speaking, 

reading, writing, and listening comprehension of Modem Standard Arabic. Using authentic texts 

from early on and communicative techniques, students will gain the skills necessary to be 

profi cient language learners. 

Instructors wi ll be professionally qualifi ed instructors who will receive language 

pedagogy training and guidance of teaching Arabic. The lU Global Center and CSME wi ll 

provide professional development and language pedagogy training. This workshop wi ll ensure 

28 
that the Arabic instructors are familiar with current language teaching methods, assessment 

mechanisms, and instructional technology. 

a. Sources of Institutional and Matching Resources 

Ivy Tech is committing resources totaling $172,498 towards the Global Learning Across 

Indiana initiative. Co-project director Dr. Nickoli wi ll dedicate 2% of her time to this project in 

each of the three years. Two Ivy Tech faculty members will also be dedicating 10% of their time 

to work in coordination with the directors and the coordinator in the curriculum 

internationalization of CORs and courses. Ivy Tech will also provide fringe benefits of 35% on 

the co-project director's and faculty members' time dedicated to the project. Ivy Tech wi ll also 

provide $7,500 for the teaching of Arabic courses in year two and $25,000 towards the teaching 

of Arabic in year three. IU will also provide institutional support for this project. Co-project 

director Dr. Kahn will dedicate 10% of her time to the Global Learning Across Indiana initiative 

(5% of which wi ll be cost share); additionall y, 5% of an Arabic Language Specialist's time will 

be committed to the project. Further, IU wi ll provide fringe benefits for 5% of co-project 

director Kahn's time and 5% of the Arabic Language Specialist's time. IU's tota l commitment 

for this initiative is $36,392. 

h. Adequacy of Resources for Project Activities 

Libraries at Ivy Tech campuses across the state offer students, faculty and staff an 

abundance of resources, both on campus and through the College's virtual library. Thirteen of 

the 14 regions have a library on site, while the remaining region has access to online library 

materials as well as the use of neighboring IU East's campus library. At each onsile library, 

students, faculty and staff are able to access extensive book, periodical, and course reserve 

collections, and can also make use of printers, copiers, wireless internet, and interlibrary loan 

29 
services. Online resources are available to all through Campus Connect, Ivy Tech's portal for 

current students, faculty, staff and alumni. Further, each of the 30 degree-granting locations 

across Ivy Tech's 14 administrative regions have appropriate classroom space within which to 

host these proposed new courses. 

The IU Global Center has been providing training in language pedagogy, acquisition, 

assessment, and instructional technologies to graduate students, Fulbright recipients, faculty 

members, and incoming scholars through its annual Language Pedagogy, Assessment, and 

Instructional Technology Workshop for LCTL Instructors. Participants have included instructors 

of Arabic, Bengali, Chinese, Hebrew, Hindi, Japanese, Portuguese, Russian, Turkish, Ukrainian, 

Wolof, Zulu, among other languages. The developers and instructors of the Arabic courses will 

also be able to utilize the expertise in language teaching and training available at the Center for 

the Study of the Middle East as well as the resources of IU's Arabic Language Resource Center. 

6. Commitment to International Studies 

a. International Studies Courses and International Partnerships 

Ivy Tech has a number of courses that satisfy requirements for Global and 

Diversity Studies Curriculum. Most foreign language courses at Ivy Tech include four semesters 

of instruction, one for each semester of a two-year associate degree program. Students in the 

School of Liberal Arts & Sciences programs may be required to take a foreign language and 

students in other disciplines may choose language classes as electives. Students who are seeking 

the Global Learning Certificate will be strongly encouraged to take foreign language courses. 

The importance of foreign language skills will be promoted through new marketing and 

promotional materials about the Global Learning Across Indiana Initiative. 

30 
Ivy Tech's Corporate College Services has identified several new non-credit courses that 

will be developed by spring 2013. The new courses will include: Arabic, Portuguese, Global 

Business, Political Geography, Chinese Culture for Business, and Japanese Cuhure for Business. 

Dr. Nickoli, co-project director, has solicited interest in course development and is currently 

reviewing resumes to find the best qualified candidates. Two credit courses have recently been 

developed in Mandarin Chinese. While the Arabic courses proposed here are credit-bearing, a 

non-credit course that explores doing business in Arabic-speaking regions will also be developed 

in consultation with CSME. 

h. Planning International Partnerships 

Ivy Tech has been instrumental in creating numerous international partnerships. On July 

20, 2009, in the Grand Hall, the Governor of the State of Hidalgo, Mexico, the Minister of 

Education, and the Chancellor of the Universidad Politccnica de Francisco I. Madero joined the 

Ivy Tech Chancellor from Lafayette and State Legislators in the signing of a historic agreement 

to begin a collaboration between the two institutions. The signed agreement was the first step in 

offering international education opportunities to students, faculty, and staff. The agreement with 

the Universidad Politecnica de Francisco I. Madero establishes a framework within which 

projects and programs can be developed between the two institutions. Those programs include 

faculty and student exchange, and activities related to learning, teaching, and cultural exchange. 

Ivy Tech is already exploring the viability of offering distance education courses for the 

students from Hidalgo institutions combined with a final capstone/internship course on the Ivy 

Tech-Lafayette campus. In addition, the Ivy Tech-Lafayette campus has a strong relationship 

with both Purdue's College of Agriculture and College of Technology; thus, educational 

31 
opportunities are currently being discussed for students from Hidalgo institutions to transfe r to 

Purdue once their associate degrees from Ivy Tech are completed. 

Other opportunities for international partnerships are the inclusion of Ivy Tech -Northeast 

in The American Association of Community Colleges' (AACC) Vocati onal Education 

Leadership Training Program (VELT). AACC arranged for fi ve Chinese community college 

presidents to visit in mid April 20 1 I. These Chinese college administrators represented colleges 

that spec ialize in training and education in telecommunications, light industry, textiles, 

vocational, and economics and business. They studied how Ivy Tech provides education and 

training through a community college system in the United States and also how the educaiional 

institution partners with business and industry. The leaders met and interacted with College 

administrators, deans, faculty, and students on campus, and met with area K-1 2 school 

superintendents. In addition, they toured business and manufacturing partners during their stay. 

In spring 20 II , 15 French students from the Lille's SKEMA Business School spent two 

months with Ivy Tech as a part of the Three-Module Cultural Experience in whi ch they learned 

Ameri can business standards, fine-tuned their English language skills, and completed a threeweek job shadow experience. 

c. Continued Institutional Commitment to Internationalization 

In summer 2011 , Ivy Tech-Northeast--in partnershi p with GateWay Community College, 

Edmonds Community College, and Peace Trees Vietnam- took a travel study trip abroad with 

students, faculty, staff, and members of the community in an effort to strengthen cultural 

diversity, global awareness, and international competitiveness among faculty, staff, and students. 

Peace Trees Vietnam was founded in 1995 to renew relationships with the people of Vietnam 

and promote a safe and healthy future for its families and children. They sponsor demining and 

32 
mine risk education, survi vor assistance, citizen diplomacy trips, and community building 

projects in partnership with the people of Quang Tri Province. Programs offered consist of 

global citizenship, cultural immersion, service learning, and sustainability programs in Prague, 

Czech Republic and several countries in Southeast Asia. 

d. Funds to Support Project Objectives 

Though Iv y Tech meets requirements under the special rule to request a waiver of cost 

sharing (please see Appendix 4.1), both Ivy Tech and IU will provide support totaling 

approximately 30% of the comprehensive program budget. The commitment of institutional 

funds speaks to Ivy Tech's support of the Global Learning Across Indiana Initiative and its 

dedication to internationalizing curriculum statewide. 

Faculty will be able to infuse experiences derived from the program into course 

curriculum specifically in the areas of di versity, service learning, globalization, and 

sustainability. Students and other participants will be able to gain experience in working with 

diverse groups as well as enhance their appreciation of other cultures, whi le building friendships 

and providing service to various communities in Southeast Asia. GateWay Community College, 

Edmonds Community College, and Ivy Tech wi ll be recognized as colleges that are globa lly 

attuned and prepared for the ever-changing marketplace while serving the global community (see 

Appendix 5. 1, for full 2011 Ivy Tech international travel opportunities). 

Ivy Tech has also developed and supported a Sister City Faculty Exchange with Wuxi 

Professional College of Science and Technology in Wuxi, China. Located in the center ofWuxi 

New District, the Wuxi Professional College of Science and Technology is a full-time college, 

established by the Wuxi Municipal Government and run by the Administrative Committee of 

Wux i New District, with the approval from the government of Jiangsu Province. Wuxi New 

33 
District has over 800 foreign-invested enterprises and 150 high tech enterprises, many of which 

are belong to Global Fortune 500 companies. 

7. Elements of the Proposed International Studies Program 

a. How this Initiative Contributes to Internationalization 

In this interconnected world, where workers encounter global challenges and crosscultural divides, students must be prepared to problem solve, recognize di verse perspectives, and 

utilize a wide array of paradigms and tools when working toward solutions and greater efficacy. 

Therefore, it is vital that the Global Learning Certificate be interdisciplinary by nature, such that 

it provides broadly applicable frameworks of knowledge production and problem-solving. This 

will clearly be a foundation of the Global Learning Certificate proposed as part of The Global 

Learning Across Indiana Initiative here. However, Ivy Tech and IU also desire this to be a type 

of certificate that has significant impact within specific professional, technical, and academic 

fields. Therefore, while the certificate itself wll1 be interdisciplinary, its framework will ideally 

greatly contribute to specific fields of practice and inquiry. 

b. CSGC: An Interdisciplinary Approach to Systemic Internationalization 

The IU Global Center has embraced three major challenges: to contribute to the 

comprehensive internationalization of IV; to promote wider analysis and innovative thinking 

about global issues by extending the intellectual reach of Indiana University regionally, 

nationally, and internationally; and to create a supportive environment for innovations in 

teaching, learning, and research in global studies. Teaching and learning is at the heart of the 

mission of the IV Global Center, which is engaged in a systematic and sustained effort of 

infusing global perspectives in undergraduate, graduate, and K-12 teaching. The IU Global 

Center promotes collaboration and innovation as central to all its curricular, research, and 

34 
outreach programs, as well as in the wide range of conferences, exhibits, and other events that 

explore and provide education on issues of global significance. 

c. Meeting Programmatic Needs 

Strategy Two of Ivy Tech's 2013 strategic plan is to ensure that Indiana's citizens, 

workforce, and businesses are globally competitive. Ivy Tech reaches out to employers through 

its program advisory committees and its many contacts with local and state economic 

deve lopment entities, chambers of commerce, and other resource organizations that connect the 

Coll ege to business. Ivy Tech's president has personally heard a number of such comments and 

encouraged both the Provost's Office and the Corporate College to begin researching how best to 

respond. The Provost's Office worked with the development of the credit courses and the 

Corporate College developed both a Mandarin language course and a course in Chinese Culture 

for Business. 

d. Efficacy of the Initiative 

The careful planning for, and rigorous measures of the project will help ensure that it can 

achieve the desired goal of improving and expanding language instruction in Indiana. The size 

of Ivy Tech's statewide system, and the numerous community partners in volved in promoting the 

opportunities the initiative will bring to the state 's workforce will serve to expand foreign 

language study to a much broader audi ence than is currently being served. The interest shown 

by businesses in expanding Arabic language study will also help bring to the program 

prospective students interested in opportunities for employment with companies doing business 

in the Middle East. 

8. Need for and Prospective Results of the Proposed Program 

a. Internationalization: A Statewide Priority 

35 
In the volatile and globall y connected economy of the twenty-first century, it is incumbent 

upon educational institutions to expand global learning opportunities for a workforce operating in 

an increasingly competitive environment. Community colleges playa central role in workforce 

preparation and development throughout the United States. In view of the rapid shift towards 

globalizati on, Ivy Tech seeks, with its partners, to implement a three-year initiati ve for the 

internationalization of the Ivy Tech curricula. The primary goal of this initiative is for a 

percentage of all Ivy Tech courses to have globalleaming outcomes that will ensure Ivy Tech 

graduates will be competitive in the coming years. 

h. A Strategy for Implementation 

This project will ti e together the several efforts of the campuses. The ultimate intent is to 

create a pilot for the Global Learning Certificate that can be reviewed through the typical 

College processes and adapted for system-wide use. This grant will give the College an 

opportunity to both create a robust pilot and th en replicate it across campuses so that all students 

can bene fit from its components. This proposal builds on work already done during the selfstudy process for re-accreditation in 2008, during which College faculty reviewed all general 

education courses and many technical courses in the inventory to identify which courses had 

elements of cultural competence, historical perspecti ve, and globalization. This project activity 

compl ements the College's strategic initiatives to make the curricula and students more globally 

competitive. 

The second major component of this initiative is to create, across the Ivy Tech system, 

courses in Arabic. Given the strategic importance of Arabic, there is a great need to equip 

students with the language skills necessary to compete effectively and as global citizens. 

Offering the Arabic courses through the accredited, statewide Ivy Tech system will make this 

36 
vital training affordable and available to the broadest community possible. By partnering with 

IV, a national leader in Arabic language instruction, curricular innovation and teacher training, 

Ivy Tech will ensure its teachers and students a curriculum (including materials and experiences) 

based on the best current research. IU's CSME, in partnership with the IV Global Center, has 

been preparing a Language Resource Center for Arabic, complete with online exercises, learning 

aids as well as books and printed materials. The Resource Center is designed to be used both by 

the instructors and the learners of Arabic. 

The third goal of the initiative is to broaden curriculum internationalization of courses 

across Ivy Tech campuses by partnering with a number of organizations, including the IV Global 

Center. The Center is recognized as a leader in curriculum and campus internationalization, as 

demonstrated at ICCI, the only intensive institute on curriculum and campus internationalization 

held annually in May at IVB. The Global Center has strong working ties with AAC&V and 

NAFSA, in addition to effective relationships with academic and service units across the IV 

system, on which it can build a stronger state-wide infrastructure for internationalization. The 

Global Center also has a deep history of working with communities and K-12 schools and 

educators. 

c. Project Sustainability 

Part of the institutionalization of this proposal of curricular enhancement will be actual 

and permanent changes to statewide Ivy Tech CORso Ivy Tech will first implement Global 

Learning Certificate Courses and then move beyond such that a particular percentage of all Ivy 

Tech courses have global learning outcomes. This will be a significant move toward achieving 

the Strategy Two of the Ivy Tech strategic plan aimed at preparing Ivy Tech graduates to be 

37 
globally competitive. Faculty will work on how and where to insert international learning 

objectives into these course outlines as part of this project. 

d. Sharing of Program Materials and Results 

This project also recognizes that internationalization must be reinforced, supported, and 

defined through a dialogue between faculty and the administrators and staff who are responsible 

for fostering, encouraging, and implementing globalleaming and teaching on campuses. Ivy 

Tech is committed to the task of reaching as many people as possible with this project. Outreach 

includes research concerning what Indiana and international businesses define as necessary 

twenty-first century skills and knowledge to be incorporated into strategies and learning 

objectives. Results of this project wi ll not only be shared amongst project partners, but wi ll also 

be shared with Indiana and international businesses. Promotion is needed not only for students, 

but for faculty too, and to businesses to inform them of the certificate and courses the College is 

now providing students and employers. It is also crucial to provide career guidance to students 

about how to market their international certificate and newly acquired skills to employers. 

9. Potential Impact of the Proposed Program in Improving International Studies and the 

Study of Modern Foreign Languages at the Undergraduate Level 

Section 9 is only applicable to associations and organizations. This is not applicable to 

Ivy Tech and IU regarding this initiative. 

10. Competitive Preference Priority 1 

A Language Supplement in the most recent International Educator (March/April 20 II 

Vol. 20:2) reported that slUdying foreign languages at community colleges is a growing trend. It 

cites statistics from the Modern Language Assoc iation that demonstrate a 14 percent growth in 

foreign language training between 2006 and 2009. Advantages in the global job market are 

38 
clear motivations behind the increasing interest in foreign language training in community 

colleges. It is no surprise, thus, that conversations with Indiana businesses reveal an interest in 

foreign language abilities, including Arabic, as an increasingly necessary and beneficial skill for 

success within the globalized economy. 

The Global Learning Certificate that will be developed as part of the Global Learning 

Across Indiana initiative represents how community colleges are answering this growing 

demand for foreign languages skills in the twenty-first century workforce. Arabic is a LCTL that 

is vital in the global marketplace, whether in Indiana or in Asia, and Ivy Tech already has strong 

foreign language programs in both French and Spanish, (two-year programs), and more recently 

Chinese (a one-year program); each of these programs is advantageous for a variety of career and 

academic pursuits. Ultimately, Arabic course development will parallel the other languages 

already offered across Ivy Tech such that four semesters will be made available. Students in the 

certificate program will learn how to utilize their foreign language and global learning skills 

through career development workshops. These workshops will guide students in how to market 

their new global skills as they seek to enter the twenty-first century workforce or transfer to a 

four-year college or university. 

II. Competitive Preference Priority 2 

Ivy Tech looks to expand foreign language course offerings to include the development 

of a course in Arabic, listed as one of78 priority LCTL designated by the U.S. Department of 

Education. This proposed offering demonstrates a commitment to achieving global competency 

among both Ivy Tech graduates and those who transfer to four-year institutions, where Arabic 

foreign language programs are already in place. Through offering this associate degree program, 

Indiana students interested in working towards an undergraduate degree in Arabic will have 

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increased options for where to begin this course work. The ability to offer a two-year foreign 

language program in Arabic positions Ivy Tech as an institution dedicated to increasing 

relevance and value within Indiana's business community, while simultaneously strengthening 

cultural diversity, global awareness, and internationa l competitiveness among faculty and 

students. 

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