IIE Networker - Spring 2006 - (Page 51)
Knowledge Network: Community Colleges The International Negotiation Modules Project Using Computer-Assisted Simulation to Enhance Teaching and Learning Strategies in the Community College By Rosalind Latiner Raby The mission of the International Negotiation Modules Project is to place students in the role of the decision makers and negotiators on issues of global importance and to allow students, working in teams, to model real-world international relations among countries by researching their assigned country and formulating their country’s policy. The International Negotiation Modules Project (INMP) uses computer-assisted simulation as a tool to enhance learning and teaching strategies about international negotiations. Relevant topics that specifically highlight the needs of community college students are incorporated into a simulation that is woven into a range of community college classes. Since its inception in 1995, over forty community college classes have participated from colleges that represent both rural and urban areas across California, Hawaii, Maryland, New York, and Texas. INMP recognizes that international issues are an integral part of every community college discipline and the task of internationalizing the curriculum not only can, but should be internationalized in all areas of the college environment (Raby 1999). With more than half of all U.S. college students currently enrolled in community colleges, these institutions find themselves on the post-secondary front lines. They face a challenging dual mission: to prepare students for continuing their education in a four-year setting, and to provide critical training for direct applications in the work place whose context is now globalized. For many students, the community college remains their sole venue for higher education and as a result, an internationalized curriculum becomes the only opportunity these students have to gain international literacy skills. Knowledge learned through the INMP experience assists community college students to both have success in transferring to the four-year university and to facilitate direct application in the current job market. The INMP works well in community colleges where the non-traditional and often diverse student body both enhances the quality of the simulation and directly benefits from the experience. In INMP, the entire class structure and all learning modalities are affected and therefore students do more than just play a game or participate in a predefined exercise. International topics that depict real-life negotiation issues are incorporated into For many students, the community college remains their sole venue for higher education and as a result, an internationalized curriculum becomes the only opportunity these students have to gain international literacy skills.
Table of Contents for the Digital Edition of IIE Networker - Spring 2006
IIE Networker - Spring 2006
Message from Allan E. Goodman
Up Front: The International Education Diary
The “Global Campus”: Andrew Heiskell Awards for Innovation in International Education
Paths to Global Competence: Preparing American College Students to Meet the World
Globalization and Higher Education: Eight Common Perceptions from University Leaders
The International Branch Campus
Investing in Communities and Capabilities Worldwide
Institutional Leadership Internationalizing the Campus through Institutional Leadership at University of California, Davis
International Students Could Anthropology Be an Answer to Exchange Students’ Cocooning?
Study Abroad The Study Abroad Superhero Search: A Practical Approach to Marketing Study Abroad on Campus
Internationalization in the UK UCL: London’s Global University
Community Colleges The International Negotiation Modules Project: Using Computer-Assisted Simulation to Enhance Teaching and Learning Strategies in the Community College
Country Focus: Brazil Institutionalization of International Education in Brazil
The Browser: Index of Advertisers
IIE Networker - Spring 2006
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