Fernando M. Reimers et a].

Excellence in International Education. This competition, which was con-
ducted for several years, allowed the Asia Society to identify and analyze
good practices at each level of education, including at the district and state
levels. More recently, the Asia Society produced a series of publications out—
lining approaches to globalize education as well as a framework to infuse
global education in the curriculum (Asia Society, 2016).

Similar efforts have taken place at the tertiary level. These include an an—
nual competition organized by the National Association of Foreign Student
Advisors, the Senator Paul Simon Award for Campus Internationalization,
which every year recognizes several colleges and universities for their demon—
strated success in fostering the internationalization of their programs (NAFSA,
2016). A recent publication of the National Research Council presents the
results of an evaluation conducted by the National Academy of Sciences at
the request of Congress. The National Academy of Sciences evaluated Title VI
and Foreign Languages and Area Studies Programs and other federally funded
programs that support international studies and foreign—language instruction
in colleges and universities (O’Connell & Norwood, 2007).

TEACHER PREPARATION AND PROFESSIOML DEVELOPMENT

A number of programs focus on supporting the global competency of teach—
ers, as that is a critical aspect of global education (O’Connor 86 Zeichnet,
2011; Zhao, 2010). Universities and teacher—preparation departments have
intentionally been integrating international modules into general education
courses. For example, at The William Paterson University in New Jersey,
preservice teachers must take at least twelve credits worth of courses in glob—
al or international education. Similarly, at the University of North Carolina
at Charlotte, undergraduates must take at least one non—Western course to
graduate, with the aim that students who may decide to become teachers
in the future will have had some basic, minimum exposure to a non—West—
ern knowledge base that supports the development of global competency
(Longview Foundation, 2008). It may be argued that the broadening of gen—
eral education courses can pique an interest in international understanding

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