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Global Learning for Engaged Citizenship: A Model for Internationalizing the Curriculum
Unformatted Document Text:  reasoning skills; (5) communication skills, and (6) global issues (Assoc. of American Colleges and Universities 2006a, 8). Absent from their employer-centric view was attention to values inherent to our global citizenship objective. Skills – or how to better function within an intercultural and diverse environment – are also relatively benign from a political standpoint. Learning how to better interact with people from other cultures may be accomplished through extensive foreign language courses, study abroad, and domestic experiences with persons of other cultures. Kennesaw State University’s model actively supports this interaction through additional funding for course development, more study abroad opportunities in both the developed and developing worlds, and global internships. A $5-10.00 student fee assessed to all students is currently in the approval process stage and, if approved, would add considerable funds to student scholarships for global study. Ironically, of sixteen learning outcomes ranked by employers in the above- mentioned survey, foreign language proficiency came in fifteenth – only outranking “democracy and government” which came in last (Assoc. of American Colleges and Universities 2006a, 8). Apparently for employers, communication skills do not include communicating in a foreign language especially as English becomes the global standard. Indeed, the Kennesaw State model reflects this approach since we do not explicitly require foreign language learning in order to accomplish the second objective (intercultural engagement), although it is implicitly encouraged. Political science majors, for example, can opt out of intermediate-level foreign language by taking computer science or mathematics courses. The low ranking of “democracy and government” may 8

Authors: Zebich-Knos, Michele.
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reasoning skills; (5) communication skills, and (6) global issues (Assoc. of American
Colleges and Universities 2006a, 8). Absent from their employer-centric view was
attention to values inherent to our global citizenship objective.
Skills – or how to better function within an intercultural and diverse environment
– are also relatively benign from a political standpoint. Learning how to better interact
with people from other cultures may be accomplished through extensive foreign language
courses, study abroad, and domestic experiences with persons of other cultures.
Kennesaw State University’s model actively supports this interaction through additional
funding for course development, more study abroad opportunities in both the developed
and developing worlds, and global internships. A $5-10.00 student fee assessed to all
students is currently in the approval process stage and, if approved, would add
considerable funds to student scholarships for global study.
Ironically, of sixteen learning outcomes ranked by employers in the above-
mentioned survey, foreign language proficiency came in fifteenth – only outranking
“democracy and government” which came in last (Assoc. of American Colleges and
Universities 2006a, 8). Apparently for employers, communication skills do not include
communicating in a foreign language especially as English becomes the global standard.
Indeed, the Kennesaw State model reflects this approach since we do not explicitly
require foreign language learning in order to accomplish the second objective
(intercultural engagement), although it is implicitly encouraged. Political science majors,
for example, can opt out of intermediate-level foreign language by taking computer
science or mathematics courses. The low ranking of “democracy and government” may
8


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