Mentoring in an International Professional Development Program

Abstract

As the link to postsecondary education and socioeconomic well-being strengthens globally, interest has developed in adopting the US community college model. The US community college model provides a mix of access, fluidity, and interactivity with industry that lends itself to development of curricula that meet the needs of multiple populations, varying lengths, and with recognized value in the workplace (Raby 2009). The driving forces that lead to international interest in the US community college include institutional adaptability, workforce development, an egalitarian ideal, and a student-centered orientation that is not always found in traditional higher education instructional methods (Valeau 2009). Approaches to adoption of the US community college include opportunities for study, faculty, and administrative professional development in US community colleges by international colleagues.