Elements of ®internationalization Contrary to popular belief, Marshall McLuhan did not envision his “global village” as a necessarily cosy place. But neither was his world-view apocalyptic. He simply meant that as media for global communication — whether these were flight paths, stock exchanges or TV networks — grew and became more complex, our world would inevitably become “smaller,” or more intimate. The question he didn’t answer was how we might tackle human change on this scale. Decades after McLuhan’s prophetic words, we're still struggling for answers. Of all approaches, education provides the most positive arena for promoting greater cross-cultural understanding. At Douglas College, internationalization has been a long-time strategic goal, championed at various levels by people such as Gordon Gilgan, Linda Villareal, Lani Hyde, Cathie Cookson, Tad Hosoi, Jan Greenhow and Lin Langley. Now, thanks to EASL Instructor Tom Whalley, another leader in the field during his 18 years at the College, the process is about to get even more concrete. “Since I’ve been at Douglas College, ve seen the student body become internationalized,” says Whalley. “Now, students need to see themselves represented in the curriculum, and prepare for careers in globalized international and domestic environments.” In an approach that he calls “working at the chalk-face,” Whalley has prepared a set of Best Practice Guidelines intended for use in both structural and curricular elements College-wide. “My work is to take what can be an abstract concept and apply it,” he says. The guidelines offer a series of goal statements and exemplary practices for application in all parts of the College, from program planning, community linkages and professional development to course content, instructional strategies and extension activities. For example, the guidelines suggest that all departmental strategic planning strive for inclusive practices and the promotion of cross-cultural awareness and consultation. Similarly, specific classroom activities might be tailored to include analyses of international case studies or the impacts of cultural diversity here at home. “Everything from student recruitment to program assessment is a necessary part of the process,” Whalley emphasizes. An interdisciplinary course, Introduction to Intercultural Relations, has already been developed as a general grounding in the field. In time, Whalley hopes that all faculties recognize the need for internationalization initiatives within their own program areas. In drafting the Best Practice Guidelines, Whalley has drawn on an extensive and longstanding body of collaborative work. “The interest, talent and energy of people at the College must be recognized,” he says. “As well, shared initiatives with other institutions provincially and nationally, as well as recent international efforts with our sister colleges, have brought us a long ” way. To explore ways of improving relationships with international partners, a “state-of-the-field” conference has been planned for April. For more information about the conference or about Best Practices Guidelines for Internationalization, contact Tom Whalley at 527-5582, e-mail JJ