from VCCA Journal, Volume 3, Number 2, Fall/Winter 1988, 19-22
© Copyright 1988 VCCA Journal
The community college and its involvement with international education has been the subject of concern of late. King and Fersh (1982) discussed a general education curriculum that included an international/intercultural perspective. Krasno (1985) underscored the community college's strong commitment to linking theoretical knowledge with the practical needs of the world, its flexible and innovative approach to problem solving, and its philosophy of lifelong learning in describing contributions to international education. O'Neill (1988) summarized the various international education activities of community colleges in Virginia suggesting that this focus "is becoming an increasingly important component of the two-year school" (p.55). Many articles appearing in educational journals have dealt with the development (Taylor, 1987) and evaluation (Wood, 1986) of interdisciplinary courses, and even described international business and trade partnerships (Peniche, 1988). In contrast to the number and variety of studies on this subject, literature pertaining to small, rural community colleges appears slight. This situation prompted the study that is described below.
Method
A telephone survey of 14 small, rural community colleges in Virginia was completed to examine the various areas that support international education and to suggest alternative programming activities available. Survey questions that requested descriptions of service areas, enrollment of international students, employment of foreign-born faculty, existence of an international education director or committee, foreign language offerings, travel abroad programs, and consortium membership were administered by phone interviews with Deans of Instruction, Directors of Student Services, Directors of Admissions or Counselors on July 22, 25 and 26, 1988.
To establish the parameters of this study, the following definitions were applied. "International education" is defined as a variety of educational activities that encourage an awareness and appreciation of diverse cultures and customs. "Small" refers to those colleges with a full-time equivalent students (FTES) of 2000 or less (Turner, 1987). "Rural" is self-defined by the colleges which perceive their service area as rural (Young, 1988). "International" or "foreign" students are those that have obtained an F-1 or student visa for the purpose of pursuing an educational program in this country. "Travel" or "study abroad" programs are credit course offerings taught at overseas locations by personnel proficient in the subject matter.
Table 1
Summary of Responses to Telephone Interviews
| College | Do you perceive your college's service area as rural? |
Do you have international students registered in school?[1] |
Do you have foreign-born faculty mem- bers?[2] |
Do you have a person or committee in charge of international education? |
Do you offer foreign language instruction?[3] |
Do you have travel abroad programs? |
Is your school a member of an international education consortium? |
| Blue Ridge | Yes | No | No | No | Yes (S) | No | No |
| Central Virginia | Yes | Yes (1) | Yes (2) | No | Yes (S) | No | No |
| Dabney Lancaster | Yes | No | Yes (1) | Yes | Yes (S) | No | No |
| Danville | Yes | Yes (1) | Yes (1) | No | Yes (S) | No | No |
| Eastern Shore | Yes | No | No | No | Yes (S) | No | No |
| Germanna | Yes | No | No | No | Yes (F,S) | No | No |
| Lord Fairfax | Yes | No | No | No | Yes (S) | No | No |
| Mountain Empire | Yes | No | Yes (2) | No | Yes (S) | No | No |
| New River | Yes | Yes (3) | Yes (1) | No | Yes (S) | No | No |
| Paul D. Camp | Yes | Yes (2) | No | No | Yes (F,S) | No | No |
| Rappahannock | Yes | Yes (2) | No | No | No | No | No |
| Southside Virginia | Yes | No | Yes (1) | No | Yes (F,S) | No | No |
| Virginia Highlands | Yes | Yes (2) | No | No | Yes (F,S) | No | No |
| Wytheville | Yes | No | Yes (1) | No | Yes (F) | No | No |
| N = 14 | |||||||
| [1] Number in parentheses indicates number of international students. | |||||||
| [2] Number in parentheses indicates number of foreign-born faculty members. | |||||||
| [3] Alphabet letters in parentheses indicate: F (French), S (Spanish) and reflect course offerings for fall semester 1988. | |||||||
Results
In summary of responses to the telephone interviews, all colleges indicated that they served a rural population. Preliminary responses from John Tyler, Patrick Henry and Piedmont Virginia Community Colleges indicated they served both rural and suburban students and were excluded from further data analysis. Of the 14 colleges, six (Central Virginia, Danville, New River, Paul D. Camp, Rappahannock and Virginia Highlands) had a total of 11 international students enrolled. Seven schools (Central Virginia, Dabney Lancaster, Danville, Mt. Empire, New River, Southside Virginia and Wytheville) had a total of 9 foreign-born faculty members representing the following countries: India (2), Nigeria (2), the Carribean (1), Iran (1), Mexico (1), People's Republic of China (1), and United Kingdom (1). Only Dabney Lancaster had a person or committee in-charge of promoting international education on campus. All colleges, with the exception of Rappahannock, offer a foreign language course in either Spanish or French; and last, none of the colleges had a travel abroad program or membership in an international education consortium.
Discussion
Results of the survey were not surprising. Small, rural community colleges, by their very nature, do not have readily available many of the necessary services to pursue actively the recruitment of foreign students or offer incentives to initiate linkages with other colleges abroad. For foreign students to consider seriously enrollment application, adequate off-campus housing and local transportation need to be available. Communities served by these institutions may have apartments or homes for rent but commuting distance often presents a problem. A metropolitan setting might appear more attractive since it also offers a variety of leisure activities that are readily accessible. Some rural institutions, mandated by their governing boards, may restrict their educational mission as was evident in one institution's decision not to apply for authorization to permit international students access.
Although many suggestions may be offered to explain the limitations of small, rural institutions, perhaps it is more appropriate to ask to what extent institutions of this size and service area should promote international education. Should these colleges all strive to have a sizable enrollment of foreign students, foreign-born faculty, extensive foreign language offerings, large study or travel abroad programs and membership in a variety of international education consortia? We think not. Intentional programming of students to learn more about the role they play in an interdependent world, if perceived to be an integral part of the student's total education, could be initiated through various activities. Programming could include inclusion within the curriculum, partnership and cooperation with other institutions that have existing programs, or an active arts and lecture series offering cultural performances by area ethnic groups and discussion of global issues by speakers from neighboring four-year institutions.
Internationalizing the curriculum involves infusion of a multicultural perspective within a course of study, such as a comparative approach to religion or the contribution of foreign writers to English literature. Nearby institutions with existing travel programs are only too willing to accept additional participants. Prior arrangements for transfer credit may create other such opportunities. An arts and lecture series should involve the various ethnic groups living in the community. Speakers on various topics of interest may be available through joint sponsorship with other area schools.
Community college faculty are a diverse group. Some have had military experience and served overseas; some are from other countries. This first-hand experience with another culture is a resource that could be incorporated in planning and developing a program of international education on campus.
Works Cited
King, Maxwell C. & Fersh, Seymour (1982). General education through intentional/intercultural dimensions. New Directions for Community Colleges: General Education in Two-Year Colleges, 10, 49-57.
Krasno, Richard (1985). The contributions of the community colleges to international education. Speech delivered at the Community Colleges for International Development 8th annual conference on international education. Lake Buena Vista, FL.
O'Neill, Mary Jane (1988, May). International education and the community college: An update. The Northern Virginia Review, 55-57.
Peniche, Eduardo A. (1988, Spring/Summer). The piedmont expansion program: Community colleges in international trade. VCCA Journal, 16-21.
Taylor, William M. (1987). Political science 202: International relations, writing assignments. Unpublished manuscript, Chicago, IL.
Turner, Windell (1987). Student enrollment profile. Richlands, VA: Southwest Virginia Community College.
Wood, S. V. (1986). International business education programs in the California Community Colleges: Final report of the project 1985/86. Berkeley, CA: Vista College.
Young, Jerry W. (1988). Literacy practices. Report of the commission on small and/or rural community colleges, American Association of Community and Junior Colleges, Washington, DC.
Quintin S. Doromal, Jr., is a Counselor at Southwest Virginia Community College and is currently project director for International Education at SVCC.
Charles B. King is President of Southwest Virginia Community College. He is also a member of the Virginia Chamber of Commerce and National Institute of Staff and Institutional Development.