Newswise — On the heels of the publication of Dr. J. Michael Adams' new book, Coming of Age in a Globalized World: The Next Generation, three recent reports confirm his findings that colleges are not adequately preparing their students for the demands of a global economy or the challenges of an interconnected world.
Adams, the president of Fairleigh Dickinson University, says that colleges must quickly adapt to the global age, catch up to businesses that operate across countries and incorporate global studies throughout the curriculum. However, he adds, although more mission statements and position papers are popping up advocating international lessons and global education, not much substance lies behind the rhetoric. As evidence, he cites the following reports.
The first, written by Douglas McGray, in the May/June edition of Foreign Policy magazine, argues that, despite all the changes produced by globalization, the average classroom remains insular. His article, "Lost in America," sadly concludes that young Americans "represent something of a paradox: surrounded by foreign languages, cultures and goods, they remain hopelessly uninformed, and misinformed, about the world beyond U.S. borders."
That conclusion is supported by the Committee for Economic Development's 2006 report on the importance of international studies, which declared that "most schools have not responded adequately" to America's global challenges. As a result, American students lack knowledge of other regions, languages and cultures, and "are likely to be unprepared to compete and lead in a global work environment."
The third study, "Assessing Global Learning," published by the Association of American Colleges and Universities this year, concluded that "too few colleges and universities offer structured educational opportunities for students to acquire knowledge about the rest of the world, about America's place in the world, and about the inequities and interdependencies that mark current geopolitical relationships." It added that the available evidence suggests that students are not provided with the opportunities to "acquire the global learning professed in mission statements."
As Adams observes, "These reports all reinforce that we in higher education have a long way to go in our effort to prepare world citizens."
But if colleges at least are publicly professing interest in global studies, why the lack of substance? In his book, Adams suggests several reasons. First, most new programs and methods are viewed with great suspicion in academia. Also, because international programs do not often fit neatly within any traditional discipline, there is often little coordination or support. And when funds and time are limited, international programs are judged expendable.
"Perhaps most significant," he says, "there is no clear consensus about how to change the curriculum. Rather than engage in the debate about where to start, many decide to put off the discussion."
Adams argues that there is no one right path, but instead many creative opportunities to provide global lessons. Certain areas are obvious starting points. He says learning another language provides an important gateway to other cultures and language programs must be expanded. He adds that study abroad and hosting international students are excellent ways to gain international perspectives. New partnerships should be forged with institutions abroad and perhaps above all, global lessons must be integrated throughout the curriculum.
New resources are at our fingertips and educators must take advantage of them, Adams says. Particularly through the Internet and e-mail, students can easily access news and views from around the world. Such technology, says Adams, can introduce students to opinions and information they normally would not be able to enjoy. And it can connect them instantly to people from different cultures.
As one example, Adams points to FDU's creation of Global Virtual Faculty, scholars and practitioners from around the world who contribute to FDU's first Core course, The Global Challenge, and to other courses via the Internet.
Irrespective of such tools, though, the most important force for global learning, says Adams, is the teacher. "More than anything else, delivering a global education boils down to how the teacher views the world and wishes students to view it. However delivered, global lessons must be created that help students see the world through the eyes of others, understand multi-faceted viewpoints and embrace multiple levels of identity."
While educators often become entangled in debates over the merits of professional training versus a liberal education, Adams says global education is the common ground that reconciles the differences between the two camps. He says, "Whether we want to instill an appreciation for a liberal education or whether we want to emphasize professional training, the need to infuse global perspectives today is paramount."
Adams adds, "The next generation must be able to succeed in diverse environments and must be willing to act on behalf of humanity everywhere. We cannot fail them."
For more information about Adams' book, Coming of Age in a Globalized World: The Next Generation, see http://www.nextgenerationbook.com
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