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any community college students will work in a business or industry that has locations
around the globe or has close relationships in their supply chain with companies that are
global in nature. One of the things that community colleges must do is to prepare their

students to work in these more global and diverse workplaces. Both college academic
programs and workforce development departments can assist with that preparation. This article
will show how one community college is forming alliances and partnerships that build skills and
knowledge for both faculty and students to be more competitive in the global marketplace.

Introduction examples that follow demonstrate how one community college

Many American community colleges include “workforce is forming alliances and partnerships that introduce global
learning objectives into the curriculum and into the experiences
development” as part of their mission. Tere is ofen a college of both students and faculty so that even those students who
department of workforce development, business and industry cannot participate in other kinds of travel study programs will
training, continuing education, or, in the case of Ivy Tech have an opportunity to engage in global learning and gain an
Community College, a “Corporate College” department. understanding of how diversity and international business will
Such departments ofer not-for-credit, short-term training, shape their career opportunities.
assessments, job profling, consultative services, and, sometimes,
credit courses and programs. Preparation for third-party, Focus on Internationalizing the Curriculum
nationally recognized, portable certifcations is ofen embedded Te Global Learning across Indiana Initiative
in their courses so that the students earn a credential that
is recognized and valued by employers. Such departments Ivy Tech Community College and Indiana University recently
characterize themselves as responsive, fexible, and able to received a grant from the U.S. Department of Education under
customize content to the industry need. the auspices of the Undergraduate International Studies and
Foreign Language Program (Undergraduate International
Workforce development departments, in addition to training Studies and Foreign Language Program Grant, U.S. Department
the local workforce, may also serve a role in economic of Education, FY2012 Award Cycle). Te primary activities
development. Tey are “at the table” when local chambers or associated with the grant are as follows:
economic developers are trying to court new business for the
community or keep current business from leaving for a more • Developing a certifcate in global studies, available to
attractive economic environment. Demonstrating that there students in most program majors,
is an appropriately skilled workforce for the new company is • Incorporating global learning outcomes into the course
part of the business case made by local economic developers. outlines of 60-70 “high impact” (i.e., popularly enrolled)
Te presence of a community college with a dynamic courses in the college curriculum, and
workforce development department is a signifcant asset for • Developing Arabic Language courses, including a non-credit
these economic development eforts. Tis article will address version of common phrases and cultural information for the
one element of the engagement activity on which workforce Corporate College to ofer to the business traveler or those
departments focus, and that is educating students and faculty who are going to work with companies from countries where
in global learning concepts. Arabic is commonly spoken.
One of the areas of focus for community colleges, both in their
academic credit programs and in their workforce development Indiana University personnel from the Center for the Study of
departments, is ensuring that students have exposure to global Global Change and from the Center for the Study of the Middle
learning objectives. Students must be able to function comfortably East will lead the grant activities with the assistance of the Ivy
in a workplace that has become more diverse in terms of the Tech principle investigator to achieve the grant objectives. Tree
individuals in the workforce, the consumers of the products or cohorts of faculty, twenty in each, will be working to develop
services ofered, and more international in terms of the locations global learning outcomes that enhance the established objectives
of the industries and their supply chain across the globe to which for a course in their discipline area. Faculty will also learn more
employees may travel or with whom they will communicate. about how to teach globally and how to develop assignments for
the students that will assess and achieve global mindedness.
Ivy Tech ofers travel abroad experiences that are similar to In 2014, a group of faculty and student afairs staf will be
those at other community colleges. However, due to family developing the global studies certifcate, incorporating outcomes
responsibilities and fnancial obligations, many community and experiential learning into the student learning environment.
college students are not able to participate in the more Arabic Language I has already been developed and will be
traditional student exchange or study abroad programs. Te

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