International Education and Foreign Languages Keys to Securing America's Future (2007) / Chapter Skim
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Appendix B The Committee's Approach to Its Review
Appendix B The Committee's Approach to Its Review
Pages 309-349
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To begin our study and ensure a complete understanding of the programs' statutory history and missions, including how their missions relate to those of other similar federal programs, the committee (1) reviewed descriptive information about the Title VI/FH programs and related federal foreign language and international education programs and (2)
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. In addition to the EELIAS data, we also reviewed the FY 2006 performance plan for international education and foreign language studies programs (domestic, overseas, and the Institute for International Public Policy, IIPP)
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One example is a recently added question asking whether a standardized proficiency test was given to Foreign Language and Area Studies (FLAS) recipients and, if so, the type of test.
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• Commissioned papers and targeted analyses. The committee reviewed or commissioned targeted analyses on increasing representation of minorities, technology and instructional materials, oral proficiency assessment, and implementation issues. We conducted an analysis of Modern Language Association enrollment data to explore the possible role of National Resource Centers (NRC) in the teaching of less commonly taught languages, and we examined various definitions of "internationalization" of higher education.
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Although the site visits do not represent a random sample, they were selected to provide a general picture of the diversity of NRC, Centers for International Business Education and Research (CIBER) , and LRC grantees.
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A third kind of logic model is perhaps more relevant to the committee's work: an outcome approach model, which shows the causal linkages thought to exist among program components and is especially useful in designing effective evaluation and reporting strategies. In considering the programs and the results expected from them, it will be useful to keep in mind the distinctions among several categories of measures established under the Government Performance and Results Act (GPRA)
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as well as FLAS and IIPP. Some of these programs could be expected to contribute to a reduction in the shortage of experts, including those who are minorities, while others should lead to an enhanced body of knowledge about foreign languages and area studies or improved global understanding.
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Short-term outcome measure would be language and international improved technology to enhance foreign language and studies international studies and its use. This, in turn, would contribute to the longer term outcome of an improved institutional capacity for research, education, and training.
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NOTE: Boxes with solid shading show programs. Bold boxes show goals and inferred subgoals identified in the congressional B-1 317 request for the study.
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NOTE: Boxes with solid shading show programs. Bold boxes show goals and inferred subgoals identified in the congressional request for the study.
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Not shown in the individual schematics is the overall impact expected of the set of programs and some of the theoretical assumptions that underlie their creation. For example, in its FY 2007 Performance Plan, ED describes the program goal being addressed by all these programs as "to meet the nation's security and economic needs through the development of a national capacity in foreign languages, and area and international studies." Given this goal, an impact assessment would attempt to determine whether the nation is more secure and economically sound as a result of the programs.
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faculty and academic program development on improved business Increased infusion of techniques, strategies, & foreign languages & Improved Improved Enhanced methodologies that area studies into institutional global U.S. emphasize an higher education, capacity/quality of understanding leadership in international context including education and in the business the global professional training in IHE community economy education Enhanced IHEs partner with a business materials & enterprise, trade organization, or activities to meet association in applying for grants to business needs (1)
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NOTE: Boxes with solid shading show programs. Bold boxes show goals and inferred subgoals identified in the congressional 321 request for the study.
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Activities related to information on world Improved Improved regions & countries other than the U.S. include technology institutional Enhanced body TICFIA • Accessing research of knowledge • Collecting capacity about foreign • Organizing languages & • Preserving area studies • Widely disseminating FIGURE B-5 Programs intended to improve instruction in foreign languages and area studies.
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The available data do not support an analysis of the individual program components in the Title VI/FH programs. Instead, the committee has approached the review as an assessment of the degree to which the 14 programs -- as a synergistic set of complementary activities -- respond to the eight key areas.
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efforts to reach out to barriers to participation in international minority students and program for minority students, and how encourage participation to overcome those barriers. in programs which emphasize international study and employment in international fields.
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The purpose technology in the generation of VI and Fulbright- was to gauge the extent instructional materials and assessments. Hays International to which Title VI/FH are Technology is frequently used as Education using new technology an important delivery tool to make Programs (Joyner to advance foreign information more broadly available and Suarez, 2006)
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communication skills" as well as other Special Programs positive personal outcomes. Other Shortcomings: Corporation, relevant findings: Low response rate, August 2006)
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with published data about For the past decade, an estimated more language instruction in the than 80% of all instruction in LCTLs Foreign Service Institute, was in Title VI-supported centers. Defense Language Institute (DLI)
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Producing The study compared 31 The study found CIBER-funded International MBA programs at CIBER programs were more likely to have Expertise in MBA institutions with 35 MBA international business (IB) courses in Programs (Folks, programs at non-CIBER core program of business schools, and 2003)
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Evaluates program as a Its role in supporting the more whole, not component commonly taught modern languages is parts. less critical.
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Long- sent to a sample of 107 that received funding 5 or more years Term Impacts of institutions receiving previously. Federal Funding UISFL funding in alternate on International years between 1982 and The "program had a positive effect Studies and 1990 regarding campus on many elements deemed critical to Foreign Language environment, project the development and strengthening Programs focus, outcomes, and of international education," such as (Schneider and factors contributing to the requiring an "international" course Burn, 1999)
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Specifically, on their home institution, developing skills and knowledge of unanticipated multiplier existing faculty, acquiring library and effects, and questions. teaching materials, revising existing courses, and revising or expanding Shortcomings: foreign language curriculum.
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The following individuals or organizations submitted written comments: Melissa H Birch, Director, Center for International Business Education and Research, University of Kansas, Title VI Centers for International Business Education and Research Program William Brustein, Director, University Center for International Studies, University of Pittsburgh, General Statement/Title VI and Fulbright-Hays Mark Chichester, Director, Institute for International Public Policy, The College Fund/UNCF, Title VI Institute for International Public Policy *
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Grants to Promote Language Training by Anne Marie Borrego Who Will Defend the Defenders by Stanley Kurtz Mary Ellen Lane, Executive Director, Council of American Overseas Research Centers, Title VI American Overseas Research Centers Gilbert Merkx, Vice Provost for International Affairs, Center for International Studies, Duke University, Title VI NRC and FLAS; Fulbright DDRA and FRA Programs Kelly Jett Murphrey, Director, Center for Study of Western Hemispheric Trade, Center for International Business Studies, May Business School, Texas A&M University, Title VI Business and International Education Program Amy W Newhall, Executive Director, Middle East Studies Association, University of Arizona, The Higher Education Act, Title VI, and the Mutual Educational and Cultural Exchange Act, Section 102(b)
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334 INTERNATIONAL EDUCATION AND FOREIGN LANGUAGES Vivien Stewart, Vice President, Education, Asia Society, K-12 International Education David Wiley, Director, African Studies Center, Michigan State University, Title VI Research and Studies and TICFIA Programs
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William Brustein, Director, University Center for International Studies, University of Pittsburgh, General Statement/Title VI and Fulbright-Hays
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Melissa H Birch, Director, Center for International Business Education and Research, University of Kansas, Title VI Centers for International Business Education and Research Program Kelly Jett Murphrey, Director, Center for Study of Western Hemispheric Trade, Center for International Business Studies, May Business School, Texas A&M University, Title VI Business and International Education Program Mark Chichester, Director, Institute for International Public Policy, The College Fund/UNCF, Title VI Institute for International Public Policy Vivien Stewart, Vice President, Education, Asia Society Amy W
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Welcome and Introductions Martin Orland, Director, Center for Education Janet Norwood, Chair, Committee to Review the Title VI and Fulbright-Hays International Education Programs 8:45 a.m. Profiles of Two University International Education Programs Moderator: Fernando Reimers, Committee Member and Professor of International Education, Harvard Graduate School of Education University of Michigan: • Mark Tessler, Vice Provost for International Affairs, Director, University of Michigan International Institute • Bradley Farnsworth, Director, Center for International Business Education • Michael Kennedy, Director, Center for Russian and East European Studies, Center for European Studies and European Union Center of Excellence • Linda Lim, Professor of Strategy, Stephen M
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The Role of Universities in Addressing the Demand for Area Studies, International, and Foreign Language Expertise: A Moderated Panel Discussion of Demand Perspectives Moderator: Ambassador Michael Lemmon, Committee Member and Faculty Advisor, National Defense University Panelists: • Christine Brown, Assistant Superintendent, Glastonbury Public Schools • Diane Castiglione, Director of Recruitment, U.S. Department of State • Susan Kelly, Special Assistant to Deputy Undersecretary of Defense Policy Planning and Evaluation, Department of Defense • Charles Kolb, President, Committee for Economic Development • James Nye, Director, South Asia Language and Area Center, University of Chicago 3:00 p.m.
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Poulos, Director, South Asia Language Resource Center, The University of Chicago • Karla Ver Bryck Block, Senior Program Specialist, IEPS, Department of Education 5:00 p.m. Adjourn Fourth Committee Meeting October 5-6, 2006 OPEN SESSION AGENDA The Beckman Center of the National Academies The Board Room Irvine, CA (and via videoteleconference at The National Academy of Sciences 2100 C Street, NW, Room NAS 250, Washington, DC)
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EST) Reporting Karla VerBryck Block, International Education Programs Service 11:15 a.m.
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? Key to eight areas of review: Q1. Supporting research, education, and training in foreign languages and international studies, including opportunities for such research, education, and training overseas; Q2. Reducing shortages of foreign languages and area experts; Q3. Infusing a foreign language and area studies dimension throughout the educational system and across relevant disciplines including professional education; Q4. Producing relevant instructional materials that meet accepted scholarly standards; Q5. Advancing uses of new technology in foreign language and international studies; Q6. Addressing business needs for international knowledge and foreign language skills; Q7. Increasing the numbers of underrepresented minorities in international service; and Q8. Conducting public outreach/dissemination to K-12 and higher education, media, government, business, and the general public.
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NATIONAL RESOURCE CENTERS (NRC) DIRECTORS AND DEPUTIES Questions related to the eight study areas: 1. Give us an overview of your center and how it fits in the broader university context.
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Please tell me about the impact of federal Title VI/FH funding on your center's programs. What activities are supported?
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LANGUAGE RESOURCE CENTERS (LRC) DIRECTORS AND DEPUTIES Questions related to the eight study areas: 1. what specific ways is your center helping to support research, In education, and training in foreign languages across the university (including in the professional schools)
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: it used to support core language instruction? Is Is it used to support specialized activities related to LCTLs?
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Questions about the impact of Title VI/FH funding: 5. Please tell me about the impact of federal Title VI/FH funding on your CIBER. What activities are supported that might not otherwise?
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in the area of international education and foreign language instruction? Its greatest challenge?
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STUDENTS General orientation Ask students to identify themselves based on their field of study, whether they are studying a language, and if so, what language, the NRC with which they are associated, and whether they have benefited from direct support from Title VI (i.e., FLAS or DDRA) Questions related to the eight study areas: 1. What motivated you to enroll in language/area studies?
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do you expect to use your training in area In studies, international studies, or foreign languages after graduation or after completing your graduate degree?
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