INTERNATIONAL

1.The

Legislature finds that there has been a significant

decline in knowledge and skills related to international affairs and
other cultures. This has serious consequences, in view of the growing
interrelation of nations and people, and the increasing impact that
international factors have on our society in political, economic, and
cultural terms. Many occupations require a knowledge of the
histories, languages, and traditions of other cultures and the
ability to analyze and interpret complex international issues. Our
society requires citizens who understand the role of our state and
our nation in a rapidly changing world.
The Legislature further finds that many factors contribute to this
decline, but that a primary cause is the lack of adequate
preparation of teachers in international studies. Few teachers have
ever taken an international studies course, and teachers already in
the classroom have few opportunities to improve their competence in
this field. Although some colleges and universities are now requiring
more courses in international studies and foreign languages, this
will not fully address the problem since current teachers will
provide the bulk of instruction for many years to come. Therefore,
the Legislature recognizes the need to assist current teachers to
gain the skills and knowledge necessary to increase the international
studies competence of their students. The Legislature further finds
that this competence problem is shared by all segments and levels of
California education, and that it can best be addressed by
cooperatively planned and funded efforts.
An international studies project should therefore be created, to
be modeled after the Bay Area Global Education Project.

2.The Superintendent of Public Instruction shall contract, no

later than 75 days after the enactment of this chapter, with a public
or private institution of higher education in this state for the
administration of the project. Notwithstanding any other provision of
law, this contract shall be for a term of five years, subject to the
availability of funding for this purpose. The superintendent shall
select for this purpose the institution that is best able to
demonstrate a history of all of the following:
(a) Successful experience directing a comprehensive international
studies curriculum and staff development program for elementary and
secondary teachers. The institution shall submit documentation from
local school districts that clearly indicates their willingness to
cooperate in the project by providing payment for a portion of the
costs of release time for teacher training.
(b) Obtaining private and public financial support for the
development and operation of curriculum and staff development
programs.
(c) Developing and operating interdepartmental programs within
higher education.
(d) Developing and operating collaborative programs involving
colleges, universities, and nonschool organizations having
international resources.

3.The institution selected under Section 44782 shall

select international studies resource centers from applicant
colleges, universities, and nonprofit agencies to establish and
operate the centers throughout the state. The programs to be operated
by the centers shall be subject to the review and approval of the
administering institution, pursuant to consultation with the advisory
committee established under Section 44784.
(b) The program operated by any resource center shall further, as
the primary objective of the project, the enhancement of the quality
of elementary and secondary school instruction in courses that
satisfy the high school graduation requirements set forth in Section
51225.3, with particular emphasis on world history and cultures,
economics, and foreign languages. The resource center program shall
include, but not be limited to, the following elements:
(1) The preparation by world affairs specialists of instructional
materials on international issues and other cultures appropriate for
use in elementary and secondary school classrooms.
(2) In-service training of classroom teachers.
(3) The training of a group of highly skilled and knowledgeable
teachers to serve as leading international studies resource
practitioners in curriculum and staff development projects.
(4) The development of a support system for teachers learning new
international skills, including content training, curriculum
demonstrations, instructional resource services, information sharing,
and individual assistance and counseling.
(5) Collaboration between elementary and secondary teachers and
international teaching and research personnel in colleges,
universities, and nonschool international organizations.
(6) Collaboration in colleges and universities between
international specialists in history, economics, international
relations, foreign languages, and related fields, and specialists in
teaching methods and strategies.
(7) Cooperation between schools, regional or county educational
agencies, and colleges and universities.
(8) The development of an evaluation process to assess the
following:
(A) The attitudes of project participants toward the effectiveness
of the local resource center.
(B) The international skills and knowledge of students in
participating schools.
(9) Systematically improving the international skills of project
participants, the teachers to be trained by participants, and,
ultimately, students attending elementary, secondary, and
postsecondary schools.
(10) Comprehensive planning for curricular revision or enhancement
and instructional change.

4.The

institution selected under Section 44782 shall be

assisted by an advisory committee, the function of which shall be:
(1) To review and comment on plans for the establishment of the
resource centers.
(2) To assist in determining criteria for local and private
funding matches to be required for the operation of each resource
center.
(3) To advise the project on the selection of proposals for
funding.
(b) The advisory committee shall contain the following members:
(1) Ten members appointed by representatives of higher education,
two each to be selected by the President of the University of
California, the Chancellor of the California State University, the
Chancellor of the California Community Colleges, the Association of
Independent California Colleges and Universities, and the California
Postsecondary Education Commission. At least one of the appointees of
each of these appointing entities shall be an elementary or
secondary school classroom teacher with classroom experience in
international studies instruction.
(2) Four public members with special interest or competence in
international affairs, representing business, community, and subject
area educational organizations, one each to be selected by the
Superintendent of Public Instruction, the Governor, the Speaker of
the Assembly, and the Senate Committee on Rules.
(3) Three certificated school teachers, or other educators, with
classroom experience in international studies instruction, to be
designated by the institution selected to operate the project.

5.The Legislature recognizes that evaluation of the project,

which may be accomplished by such methods as teacher attitude surveys
and pretesting and posttesting of the international skills and
knowledge of the students reached by the program, can serve as a
useful tool for self-assessment and improvement of the resource
centers.
Each resource center shall conduct an annual evaluation to measure
the international skills of students reached by the site program,
the attitudes of project site participants toward the effectiveness
of the project, the rate of participation by teachers, the
application by teachers of training materials and techniques to
instructional purposes, the dissemination of training materials and
techniques to other teachers, and other information the site
directors deem appropriate.
It is the intent of the Legislature that the project operate
18 resource centers distributed geographically throughout the state,
with reference to the cultural and ethnic diversity of the state,
six of which centers would be established in the 1985-86 fiscal year,
six in the 1986-87 fiscal year, and six in the 1987-88 fiscal year,
provided that the evaluations provided for under this chapter are
found to justify these increases. The institution administering the
project, in consultation with the advisory committee, shall determine
the level of state funding for each resource center and the required
funding matches.

6.USE OF FUNDS Grants made under this section may be used for the Federal share of
the cost of projects and activities which are an integral part of such a program, such as

-planning for the development and expansion of undergraduate programs in

international studies and foreign languages;
-teaching, research, curriculum development, faculty training in the United States or
abroad, and other related activities, including
the expansion of library and teaching resources; and
pre-service teacher training and in-service teacher professional development;
-expansion of opportunities for learning foreign languages, including less commonly
taught languages;
programs under which foreign teachers and scholars may visit institutions as visiting
faculty;
-programs designed to develop or enhance linkages between 2- and 4-year institutions
of higher education, or baccalaureate and post-baccalaureate programs or institutions;
-the development of undergraduate educational programs
in locations abroad where such opportunities are not otherwise available or that serve
students for whom such opportunities are not otherwise available; and
that provide courses that are closely related to on-campus foreign language and
international curricula;
the integration of new and continuing education abroad opportunities for undergraduate
students into curricula of specific degree programs;
the development of model programs to enrich or enhance the effectiveness of
educational programs abroad, including predeparture and postreturn programs, and the
integration of educational programs abroad into the curriculum of the home institution;
the provision of grants for educational programs abroad that
are closely linked to the programs overall goals; and
have the purpose of promoting foreign language fluency and knowledge of world
regions;
the development of programs designed to integrate professional and technical
education with foreign languages, area studies, and other international fields;
the establishment of linkages overseas with institutions of higher education and
organizations that contribute to the educational programs assisted under this
subsection;
the conduct of summer institutes in foreign area, foreign language, and other
international fields to provide faculty and curriculum development, including the
integration of professional and technical education with foreign area and other
international studies, and to provide foreign area and other international knowledge or
skills to government personnel or private sector professionals in international activities;
the development of partnerships between
institutions of higher education; and
the private sector, government, or elementary and secondary education institutions,
in order to enhance international knowledge and skills; and
the use of innovative technology to increase access to international education
programs.

7.International English Language Testing System IELTS exam measures ability to

communicate in English across all four language skills listening, reading, writing, and
speaking for people who intend to study or work where English is the language of
communication. Most departments now require this test. departmental listings beginning
on booklet for information on the department to which you intend to apply. If either the
academic integrity or international student services office hosts workshops on
plagiarism and/or other academic integrity topics, advisers should strongly encourage
international students to attend. Academic advisers should also notify international
students of other campus resources, such as writing center or professors. They
maintained that it is imperative to hold the same standards for everyone, they rarely
took the time to check on difficulties that international students may experience, and
they largely took for granted that international students understand to the same extent
as local students what they are expected to do. On the positive side respondents
acknowledged that international students raise the "intellectual atmosphere" on campus,
but on the negative side they cited clannishness as a potential problem. Although the
presence of international students has been assumed to enhance the potential for
internationalisation, there is no widespread
evidence that the content of curricula has changed significantly. Common complaints
from educators are that Asian students do not contribute to classroom discussions, that
they are very successful in rote memory tasks but display less critical and independent
thought and that they do not interact well with their local peers. There is also evidence
that cultural differences in educational practices are recognised by students.

8. As the degree aims to develop skills relevant to international and intercultural

contexts you will also be required to undertake language study from a very diverse
range offered by the Faculty of Arts and Social Sciences. Youll also gain a first-hand
appreciation of the degrees core concerns through embarking on a semester of
international exchange at a partner university, preferably in a country speaking your
chosen language. This semester of exchange is a required component of the degree.
Our graduates are recognised for their conceptual ability, critical and research skills and
the ethical perspective needed to interpret and operate effectively in an increasingly
integrated world. These are the attributes that underpin success in a variety of
professional fields. With an awareness of the major issues confronting world society,
politics and economy, you will be equipped to operate effectively as members of the
global community with skills in analysis, evaluation and communication.
New areas for analysis are bringing with them new career opportunities. As a result, you
will be able to compete successfully within the global marketplace in advisory,
management, and research positions for both the private and public sector in Australia
and beyond, including working in combination with other professions at an international
level

9.Given that international students have left their homes and travelled many miles to
pursue their academic dreams, they often feel enormous pressure to be very
successful. This pressure combined with differing cultural assumptions of plagiarism
and students lack of knowledge about plagiarism policies can potentially lead to
scholastic disaster.
Academic advisers should also notify international students of other campus resources,
such as writing center or professors. Another example of different academic norms
regards the availability and informality of the relationships between students and
professors. Unlike the classrooms in other countries where the professors are
considered masters of information and should never be challenged, in the United
States, many professors welcome scholarly discussions and invite students to give their
opinions. Academic advisers should encourage international students to visit faculty
members during their office hours to ask questions about the class. This knowledge
could mean the difference between expulsion and graduation for international students.
The choice is clearan ounce of prevention in this case can be worth a college diploma
in the end. In our workshops on academic integrity with international and domestic
students, we talk about learning communities and discuss how students need to be
mindful and cognizant of the rules of this new learning community that they have just
entered. the California International Studies Project is hereby established to provide a
cooperative, intersegmental approach to solving the international studies skills problem
in Californias schools. This project shall be administered by a public or private
institution of higher education in this state, selected pursuant to Section 44782, and
shall consist of international studies resource centers operated throughout the state by
four-year colleges or universities, or by nonprofit agencies in conjunction with four-year
colleges and universities.

10.The California International Studies Project is hereby

established to provide a cooperative, intersegmental approach to
solving the international studies skills problem in California's
schools. This project shall be administered by a public or private
institution of higher education in this state, selected pursuant to
Section 44782, and shall consist of international studies resource
centers operated throughout the state by four-year colleges or
universities, or by nonprofit agencies in conjunction with four-year
colleges and universities. The project shall include the following elements:
(1) The preparation by world affairs specialists of instructional
materials on international issues and cultures appropriate for use in
elementary and secondary school classrooms.
(2) In-service training of classroom teachers.
(3) The training of a group of highly skilled and knowledgeable
teachers to serve as leading international studies resource
practitioners in curriculum and staff development projects. The
primary role of these teachers shall be to train other teachers in
the knowledge, curriculum, and skills associated with the project.
(4) The development of a support system for teachers learning new
international skills, including content training, curriculum
demonstrations, instructional resource services, information sharing,
and individual assistance and counseling.
(5) Collaboration between elementary and secondary teachers and
international teaching and research personnel and colleges,
universities, and nonschool international organizations.
(6) Collaboration in colleges and universities between
international specialists in history, economics, international
relations, foreign languages, and related fields, and specialists in
teaching methods and strategies.
(7) Cooperation between schools, regional or county educational
agencies, and colleges and universities.
(8) Development of an evaluation process to assess the following:
(A) The attitudes of project site participants toward the
effectiveness of the local resource center.
(B) The international skills and knowledge of students in
participating schools.