1. No category

2011 At Home in the World:
Educating for Global Connections and Local Commitments
SAMPLE APPLICATION FOR PARTICIPATION
Final applications must be submitted online
Completion of this application will require the participation of your institution’s President/Chancellor,
Chief Academic Officer (CAO), Chief Diversity Officer (CDO), and Chief Internationalization Officer
(CIO).
In order to support institutions as they complete this application, ACE will hold a complementary webinar
information session on Friday, May 13th from Noon – 1:30 pm EST. Content from this session will also be
posted online after the event has concluded. Access the webinar here.
For additional information on the At Home in the World Initiative feel free to download the invitation to
apply or contact Jarred Butto at jbutto@acenet.edu or 202-939-9453.
APPLICATION DEADLINE: 5:00 p.m. EDT, Wednesday, June 1, 2011
Part I: General Information
Institution: __West Los Angeles College__________________________________________________
President or Chancellor __Rose Marie Joyce, PhD__________________________________________
Chief Academic Officer:
First Name: Robert
Last Name: Sprague
Suffix:
Title/Position: Vice President, Academic Affairs
Address: West Los Angeles College
Address line 2: 9000 Overland Avenue
City: Culver City
State: CA
Zip: 90230
Telephone: 310-287-4374
Fax: 310-841-0396
Email: spragurl@wlac.edu
Assistant’s Name (if applicable): Judith Fierro
Assistant’s Email: fierroj@wlac.edu
Chief Diversity Officer:
First Name: Kathy
Last Name: Walton
Suffix:
Title/Position: Associate dean, Diversity
1
Address: West Los Angeles College
Address line 2: 9000 Overland Avenue
City: Culver City
State: CA
Zip: 90230
Telephone: 310-287-4359
Fax: 310-841-0396
Email: waltonkw@wlac.edu
Assistant’s Name (if applicable):
Assistant’s Email:
Chief International Officer:
First Name: Michael
Last Name: Goltermann
Suffix:
Title/Position: Dean, Student Services
Address: West Los Angeles College
Address line 2: 9000 Overland Avenue
City: Culver City
State: CA
Zip: 90230
Telephone: 310-287-4579
Fax:
Email: golterjm@wlac.edu
Assistant’s Name (if applicable):
Assistant’s Email:
Designated Campus Contact
First Name: Jack
Last Name: Ruebensaal
Suffix:
Title/Position:
Address: West Los Angeles College
Address line 2: 9000 Overland Avenue
City: Culver City
State: CA
Zip: 90230
Telephone: 310-287-4222
Fax: 310-841-0396
Email: ruebenj@wlac.edu
Assistant’s Name (if applicable):
Assistant’s Email:
Institutional Information
Institutional Type
Governance
Location
 Suburban
 Associate 
 Baccalaureate
 Public 
 Rural
 Master’s
 Private
 Urban 
 Doctoral/Research
Part II: Student Enrollment/Demographic Information
Please enter 2010-2011 academic year undergraduate enrollment data in the fields below
Enrollment Information (2010 – 2011)
2
Total Undergraduate
18,032
Percentage Full Time
21%
Percentage Part Time
79%
Percentage International Students
2%
Gender
Percentage Male
Percentage Female
39%
61%
Race/Ethnicity
1) Percentage Hispanic/Latino
30%
2) Percentage American Indian or Alaska Native
0%
3) Percentage Asian
7%
4) Percentage Black or African American
38%
5) Percentage Native Hawaiian or Other Pacific Islander 0%
6) Percentage White
14%
7) Percentage Two or more races
1%
8) Percentage Nonresident alien
1%
9) Percentage Race and ethnicity unknown
9%
Part III: Articulated Commitment and Administrative Structure
1. Does your institution’s mission statement, vision statement, or strategic plan specifically refer to
internationalization and diversity/multicultural education? (Select one per header.)
Internationalization
Diversity/Multicultural
Education
Mission
Statement
 Yes 
 No
 Yes 
 No
(provide
link/upload)
Vision Statement
Strategic Plan
 Yes 
 No
 Yes 
 No
(provide link/upload)
 Yes 
 No
 Yes 
 No
(provide
link/upload)
http://www.wlac.edu/about/college_mission.html
2. Please select the response that most closely resembles the administrative structure of the internationalization and
diversity/multicultural activities and programs at your institution. (Select one.)
No office oversees internationalization and diversity/multicultural activities and programs.
A single office oversees both internationalization and diversity/multicultural activities and programs.
Multiple distinct offices oversee internationalization and diversity/multicultural activities and
programs separately.
Other (Please explain): __Multiple offices coordinate internationalization and
diversity/multicultural activities and programs _______________________
3. Does your institution have an administrator who oversees or directs multiple internationalization activities or
programs? (Select one.)
3


Yes (full time/part-time)
No
Title/Position_Vice President, Academic Affairs__________________________________
Reporting lines (to president, provost, etc.) _President______________________________
4. Does your institution have an administrator who oversees or directs multiple diversity/multicultural activities or
programs? (Select one.)
Yes (full time/part-time)
No
 Title/Position_ Associate Dean, Diversity_________________________________
 Reporting lines (to president, provost, etc.) _Vice President, Academic Affairs________
5. Provide list of potential team members for this project. Please include functional titles of each individual.
Title/Position__Michael Goltermann, Dean, Student Services___________________________
Title/Position__Jack Ruebensaal, Faculty, Globalization Initiative_____________________________
Title/Position__Eric Ichon, Dean, Online Learning_______________________________________
Title/Position__Mary-Jo Apigo, Faculty, Technology Enhanced Instruction________________________
Title/Position__Judy Chow, Librarian, International Students_______________________________
Title/Position__Barry Sloan, Assistant Dean, Academic Affairs______________________________
Title/Position__Maric Keskinel, Faculty, Economics________________________________________
Title/Position__Olga Shewfelt, Faculty, Political Science________________________________________
Title/Position__Grace Chee, Faculty, History_________________________________________
Title/Position__Margot Michel, Faculty, French__________________________________________
Title/Position__Josefina Culton, Faculty, Spanish__________________________________________
Title/Position__Sholeh Khorooshi, Faculty, Political Science________________________________
Title/Position__Alice Taylor, Faculty, Art__________________________________________
Title/Position__Nancy Sander, Faculty, ESL__________________________________________
Title/Position__Akello Stone, Faculty, Sociology________________________________
Title/Position__Adrienne Foster, Faculty, Senate President________________________________
Title/Position__Judith Ann Friedman, Dean, Academic Affairs_________________________________
Title/Position__Robert Sprague, Vice President, Academic Affairs_________________________
Title/Position Mark Pracher, Dean, Sponsored Programs & Resource Development___________
[Click here to add additional team members]
6. Indicate what institutional human and other resources (from which office and under whose authority) will be
available to support this project (250 words):
The At Home in the World project will be housed under West Los Angeles College’s Office of Academic
Affairs with the Vice President of Academic Affairs serving as the principal investigator. This will ensure
that the project has a home and high visibility at the instructional and administrative center of the
college. The college, through the Office of Academic Affairs, will provide: (1) meeting rooms for the
college-wide committee and for consultations with the ACE project directors and team, (2) assistance
for committee records (written minutes and web page support), (3) release time as appropriate and in
accordance with college policy and union contracts, (4) curriculum development stipends in accordance
with college policy, (5) collaboration with the Academic Senate and the American Federation of
4
Teachers, Local 1521 for required faculty professional development activities, (6) coordination with
academic division chairs, the Academic Senate, and the Curriculum Committee to ensure that course
modifications to expand the diversity, multicultural, and internationalization aspects of curriculum are
appropriate for affected disciplines and courses, (7) guidance for academic division chairs in the
scheduling of new courses developed, and (8) active support to the International Students Club and
other entities on campus as they endeavor to increase college community awareness of a wide range of
cultures. The team members listed in item 5 are committed faculty and administrators who span the
college and bring both operational and instructional expertise to the project.
Part IV: Institutional Narrative
1. Intended Institutional Outcomes (250 words):
Please describe the institutional outcomes that you and your colleagues hope to achieve through participation in the
At Home in the World project.
West seeks to achieve four institutional outcomes from participation in the At Home in the World
project: (1) infuse international themes into courses, (2) increase the number of students completing
courses with globalized content and/or engaged in study abroad/international cooperative education
learning experiences, (3) unify the activities currently underway into a focused campus-wide initiative,
and (4) explore adding an international/global competency requirement for AA degree completion.
West is a member of California Colleges for International Education, a consortium of 84 colleges in
California that promotes international understanding through activities such as developing an
international perspective in community college classrooms, awareness and encouragement of
international development through technical education, opportunities for sharing international
expertise, and forming liaisons with other organizations involved in international efforts. Participating
in the At Home in the World project will add value to an initiative that West is proposing with the
Community College League of California to form an ongoing leadership group of select California
colleges and universities that will focus on internationalization of the curriculum, faculty and student
exchange programs, sponsorship of educational forums, and other appropriate innovative activities that
enrich the learning experience of students and provide replicable models for other colleges and
universities.
2. Institutional Commitment to Diversity/Multicultural Education (250 words):
Please provide evidence of a commitment to diversity/multicultural education as reflected in the articulation of
goals and indicators of success, cross-institutional faculty and staff engagement, professional development
practices, assessment of diversity/multicultural learning, and allocation of resources.
As shown in the college’s values statement, part of the college’s mission and vision statement, and
included as a delineated institutional learning outcome, West is committed to increasing students’
understanding of diversity across all disciplines and engagement in multicultural education. The college
regularly conducts courses such as (1) Government and Politics of the Middle East, (2) Contemporary
World Affairs, (3) Economics of Globalization, (4) The African American in the History of the United
5
States, (5) African American Literature, (6) The Literature of American Ethnic Groups, (7) Comparative
Politics, (8) Politics of the Pacific Rim, (9) Anthropology of the Middle East, (10) History of Africa, and
(11) foreign languages—Arabic, Chinese, French, Japanese, and Spanish. Activities for students, staff,
and faculty are organized around Black, Latino, and Women’s History months. The International
Students Club hosts campus-wide events highlighting traditions from the range of countries the
students represent. Individual faculty have incorporated readings and research activities in their
courses that enable students to gain a greater awareness of the world in which they live. Faculty from
several disciplines have taught at universities in other countries, most notably China. The college has a
commitment to diversity in its faculty with approximately 30% of tenure-track faculty born and
educated outside the US in areas as diverse as Chemistry, Environmental Science, Geology, Computer
Science, Allied Health, and Foreign Languages.
3. Institutional Commitment to Internationalization (250 words):
Please provide evidence of a commitment to internationalization as reflected in the articulation of goals and
indicators of success, cross-institutional faculty and staff engagement, professional development practices,
assessment of international learning, and allocation of resources.
Beginning in 2009, West has undertaken a series of initiatives to internationalize individual programs
and the entire college. These include: (1) concluded articulation agreements with Ho Chi Minh City
University of Technology (Vietnam) and Jawaharlal Nehru Architecture and Fine Arts University (India),
(2) increased international student enrollment by 20%, (3) revitalized the international students club,
dedicating a room in the Library for international students enabling native students and international
students a place and activities through which get to know each other, and recruited faculty/staff
ambassadors, (4) developed curriculum specializations in African, Latin America, Middle East, and East
Asian studies, (5) expanded language instruction to include Japanese, Chinese, and Arabic, (6) instituted
a multi-level intensive English academy, (7) formed online degrees that focus on 1+1+2 articulations for
international students in key curricular areas, (8) became a participating college in the Department of
State’s 100,000 Strong program for student study abroad in China, (9) continued to operate faculty-led
study-abroad programs in Egypt, Mexico, and Spain, (10) partnered with the Center for Global
Advancement of Community Colleges, and (11) has developed a proposal to the US Department of
Education for Predominately Black Institutions with a unique focus on expanding participating students’
exposure to the wide variety of cultures in Los Angeles, exploring how these cultures interact, and the
variety of professions deriving from international trade in Los Angeles in an effort to broaden students’
awareness of the wider world and the preparation necessary to be part of the emerging global society.
4. Vision and Frame for Collaboration (250 words):
Describe ways in which you and your colleagues frame the importance of cultivating collaboration between
diversity/multicultural education and internationalization? How do you make the case for this initiative to students,
faculty, administrators, trustees, and community stakeholders?
A comprehensive urban community college, West’s enrollment is ethnically diverse and multicultural
with African American students making up 38% of the student body, Latinos 30%, and Asian Americans
6
7%. The overwhelming majority of students are first generation college students who are
predominately from low-income backgrounds. Active outreach and an emphasis on diversity and
multiculturalism has enabled faculty to create an environment of understanding about where students
come from and build pathways that enhance students’ ability to see beyond color, cultural, and gender
lines. But times have changed and the college should embrace a larger vision. Los Angeles has become
a more international city. What occurs in one part of the world has an impact on our students’ lives and
people in other societies around the world share local issues in Los Angeles—education, water, crime,
education, and employment among others. Meshing our traditional emphasis on
diversity/multiculturalism, which allows students to understand their own culture, with an international
perspective will enable students to interpret other cultures in relation to our own with greater
sophistication and accuracy. Educational programs at West should strengthen opportunities for
students to learn in a globalized curriculum that prepares them for further academic pursuits and
careers in the vibrant and globally focused workforce of Los Angeles. In today’s quickly advancing
global connection technology and the mixing of popular cultures from around the world, significant
value will be added to West’s students’ education by incorporating an international perspective into
courses.
5. Challenges and Lessons Learned (250 words):
Describe any ongoing challenges, lessons learned, or areas of tension between diversity/multicultural education
and internationalization that you have encountered in your efforts to cultivate collaboration at your institution to
date.
An ongoing challenge for West, as for many community colleges, is the definition of community: what
does it mean to educate our community and what/who is our community? The traditional community
for West has been the physical community in which it is located and the body of students attending the
college. We have designed programs that we believe open doors to higher education and careers for
students from our diverse/multicultural community. A portion of the college believes that this is
enough while a growing number of faculty believe that the time is at hand to significantly broaden the
outlook of students through greater exposure to peoples, cultures, thoughts, and perspectives from
around the world. When observing the world into which our students transition—as transfer students
to baccalaureate programs, as professionals, as citizens—it is inescapable that an essential part of
college is learning to live, appreciate, interact with, and capitalize on the diversity of thought, politics,
business, and art that the advances in global communications and movement of peoples now make
possible. West’s leadership group for At Home in the World is committed to carving a new curricular
and institutional pathway that engages our students with the wider world. The faculty are open to
innovations that challenge current academic borders and that actualize the goals shared by both
diversity/multiculturalism and internationalization of preparing students to live in a globalized and
culturally diverse world.
6. Institutional Culture of Innovation (250 words):
Describe an example of intuitional innovation at your institution that involved setting goals, engaging in
interdisciplinary, campus-wide conversations, and evaluating the effectiveness of that initiative. Indicate what
could be gleaned from this institutional experience that would be relevant for this initiative.
7
The development of West’s online program provides an excellent example of innovation and
coordinated activities. Six years ago, West had few online courses. Recognizing the need for working
students to have alternative modes of enrollment and certificate/degree completion, West assembled a
task force of interested faculty and administrators to explore how the college could successfully develop
online degree programs. Using funding from several instructional technology grants, West created and
filled a Dean of Online Learning position; began a continuing series of faculty-led workshops on a wide
variety of online learning topics; funded an online course developer; offered online services such as
tutoring, library services, writing lab, guidance; provided a small stipend to faculty for the tremendous
effort to develop effective online courses; and hosted symposia on new technologies and online
learning. This has resulted in seven online degree programs, ten primarily online degree programs, and
nine online certificate programs. In the process, enrollment in online courses is now 25% of the
college’s total enrollment. This required commitment from all leadership levels, a willingness to
change, planning and training, and collegial interchange between colleagues. The essential lessons
from this experience that can be applied to the At Home in the World program are (1) that a
committed, coordinated, committee effort can inspire collaboration across disciplines to significantly
change how the college educates students and (2) online courses provide a vehicle for easy exploration
of and connection to students and cultures around the world.
7. Proposed Institutional Strategy (250 words):
Describe the proposed institutional strategy for cultivating collaboration between diversity/multicultural education
and internationalization and the plan for measuring success.
West’s strategy for cultivating collaboration between diversity/multicultural education and
internationalization centers on a college-wide committee that becomes the locus of discussion and
provides leadership to the college by (1) seeking input from colleagues, consulates, businesses, major
research institutions and think tanks in Los Angeles, community groups, and governmental agencies on
integrating international topics into West’s curriculum, (2) building bridges to universities in other
countries to create a common course through which West’s staff, faculty, and students can interact
with peers in other countries, (3) encouraging faculty to work together around common
internationalization themes each semester through readings and student activities to prepare our
students for a greater role in the global society, (4) explore revising the college mission and institutional
learning outcomes to explicitly include internationalization, and (5) coordinating and unifying the broad
array of initiatives that the college has begun. The leadership committee will develop and implement
action plans to achieve these strategies. Key measurements of these activities will be (1) more syllabi
including international topics, (2) thematically linked courses each semester that explore a particular
topic from diverse, multicultural, and international points of view through readings and classroom
activities, (3) the number of students enrolling in international courses, (4) mentoring program aligning
native Los Angeles students with international students, (5) number of relationships between West
faculty and peers at universities in other countries, (6) creation of an international requirement for
graduation, and (7) the number of faculty attending a symposium on internationalizing the curriculum.
8
Part V: Letters (2) of support from Senior Leaders
President/Chancellor: Please upload a letter from your institution’s president that addresses the ways in which
he/she envisions sustaining the developed collaborative models beyond the life of the project.
Mr. Jarred Butto
Senior Program Specialist for International Initiatives
American Council on Education
One Dupont Circle NW
Washington DC 20036
Dear Mr. Butto:
West Los Angeles College has a tradition of creatively developing and sustaining initiatives. The At
Home in the World project holds great promise for increasing our students’ readiness for life and
careers in the 21st Century global community. It also holds an intellectual and scholastic attraction for
our faculty and staff as they pursue greater curricular relevance to the emerging global
interconnectedness that emerging technology allows. The activities and outcomes envisioned will mesh
well with our ongoing institutional planning processes. While content and instructional materials and
activities are the purview of the faculty, the college administration will support faculty efforts to
internationalize the curriculum and, build relationships with colleagues at universities in other
countries, and broaden the learning experience of West’s urban community college students.
Care has been taken to propose activities that are both highly effective and can be accomplished at
minimal cost. Additionally, the activities can be integrated into grant proposals to a variety of potential
funders to expand the reach and impact of the internationalization effort.
The project leadership committee will be housed and supported by the Office of Academic Affairs and
collaborate with the Academic Senate and the Resource Development Committee to generate the
institutional awareness and support necessary to ensure that the activities are successful and continued
after the project.
As president, I support positive institutional change that prepares West’s students for success both
academically and in their personal and professional lives—and the At Home in the World project will
open doors of understanding and opportunity for our students. West looks forward to working with
ACE and the Henry Luce Foundation on the At Home in the World project to empower our students by
developing their understanding of the interconnections between local and global systems and thus
enabling them to be effective, responsible citizens in Los Angeles and in the global workforce.
Sincerely,
Rose Marie Joyce, PhD
President
9
Chief Academic Officer: Please upload a letter from your institution’s Chief Academic Officer outlining the
institution’s “readiness” to engage in this project and his/her commitment to providing the necessary institutional
support to ensure progress during the project and the implementation of the action plans that are developed during
/the project.
Mr. Jarred Butto
Senior Program Specialist for International Initiatives
American Council on Education
One Dupont Circle NW
Washington DC 20036
Dear Mr. Butto:
West Los Angeles College is ready to engage in the At Home in the World project. This project will
strengthen and sharpen the array of college initiatives begun in the last two years.
As a community college, West educates a diverse student population: the college’s student body is
primarily African American, Latino, and female. Over 30% of the tenured faculty were born abroad,
studied abroad, earned one or more academic degrees from universities in other countries, or have
spent significant amounts of time living in other cultures. This richness of culture and history is
reflected in an array of course titles, content, materials, discussions, and assignments at West.
The Office of Academic Affairs will actively participate with the leadership team as they develop action
plans for collaborative efforts to internationalize the curriculum and will provide the institutional
impetus necessary for sustaining the momentum after the project concludes.
West is an active participant with the Center for the Global Advancement of Community Colleges and its
partnering organization, Destination California, (1) collaborating on curriculum development and
institutional articulation agreement development with the Jawaharlal Nehru Architecture and Fine Arts
University in Hyderabad, Andhra Pradesh, India, (2) faculty and student exchanges and study-abroad
opportunities in China as part the Obama Administration’s 100,000 Strong program, and (3)
international student recruitment strategy development.
In May 2011, a subset of West’s internationalization leadership team met with Scott Lay, the CEO of the
Community College League of California, and is generating a position paper that will lead to initiating a
California-wide discussion group among colleges and universities with a commitment to international
education and internationalizing their home campus curriculum and culture. This will contribute to the
larger dissemination efforts through a bi-directional flow of information from West to the other colleges
in the discussion group and from the other colleges through West into the national At Home in the
World project.
West welcomes the opportunity to learn, develop, and share exemplary internationalization practices
and activities with team members and the planned campus visits, the opportunity to come together
with colleagues through At Home in the World monthly consultations, quarterly virtual meetings of the
learning community, and the At Home in the World project national meetings.
The opportunity to develop this proposal has generated excitement from faculty in numerous
disciplines among which are Political Science, ESL, History, Sociology, Foreign Languages, Arts, and
10
Humanities. It has brought to the forefront of discussion opportunities for students to become engaged
in extended cooperative education in other countries and the impact of diversity and
internationalization on our students. It reminded us of a 2010 University of Georgia study in which it is
noted that African American males who study abroad are 31% more likely to complete a BA than African
American males who did not—a particularly salient point as 38% of our students are African Americans
and African American males at West are the least likely demographic to transfer or graduate. Through
the At Home in the World project, we envision a long-term positive change for this group of students.
Noted elsewhere in the proposal, West’s leadership team faculty members have already begun to act,
creating and teaching courses that enable students to become more aware of the larger world and
examining their role within it. This portends a high degree commitment and creativity as they work
with colleagues to further infuse diversity, multiculturalism, and internationalization into the
instructional culture of the college.
As someone who has traveled extensively throughout and lived and worked in Europe, North Africa, and
East Asia, I can attest to the value of understanding the culture, history, politics, and economics of other
peoples. Situated in Los Angeles, a vibrant center of international commerce and artistic creativity,
West Los Angeles College is ready to engage with colleagues, ACE, and the Luce Foundation through the
At Home in the World program.
Sincerely,
Robert Sprague
Vice President, Academic Affairs
The selection process will include an interview with a senior leader at each of the semi-finalist institution. Please
indicate which of the senior leaders (the President/Chancellor or Chief Academic Officer) would like to be
contacted for this interview and provide their assistant’s contact information.
Chancellor/President
Name:
Telephone:
Assistant’s Name (if applicable):
Chief Academic Officer
Name: Robert Sprague
Telephone: 310-287-4374
Assistant’s Name (if applicable): Judith Fierro
Email:
Assistant’s Email:
Email: spragur@wlac.edu
Assistant’s Email: fierroj@wlac.edu
Please feel free to contact Jarred Butto (jbutto@acenet.edu or 202-939-9453) with questions.
11