Several years ago, the then Dean of Harvard’s Extension School, Hunt Lambert, noted, “We are increasingly embarking on a personalized ’60-year curriculum’ with multiple pathways.”
Upon reflection and a professional reinterpretation, this notion spoke to me.
In considering the dynamic landscape of international education, the question arises: Do we, as international educators, actively participate in a continuous “60+/- year curriculum” of learning and development that extends throughout our professional careers and even beyond retirement?
Advocating for a more personalized approach, I would argue that each of us should take the initiative to craft our own tailored “30-60 year curriculum” to navigate the evolving challenges and opportunities within our field.
Many international educators invoke their careers not just professionally but in a highly personal way. Retirement only marks an end to a “time bound work schedule,” however not an end to the journey of a highly engaged commitment to the field or an international/global cause in some capacity.
As global/international educators we are reskilling frequently. As professionals, we constantly consume formal and informal education in our lives. As a result, being clear about the circumstances and outcomes we are trying to accomplish is critical to making smarter decisions to get the right value from the experience.
In the book Lost Knowledge the author David W. DeLong noted, “In a knowledge-based economy, effectively developing and applying intellectual capital is the key to creating value.”
After working in the field of education abroad for over 18+ years the necessity of planned curriculum and upskilling has been a constant theme.
Approximately 4 years into my global education career journey I participated in the NAFSA: Academy for International Education as a trainee and wrote my first individual learning plan. That plan helped me to identify and prioritize my personal and institutional learning goals.
During that year my coach supported me to continually revise my learning plan. I also met many professionals that would become a web of support and resources. I thought someday I would like to grow up (professionally) to be a coach too.
At the time, I did not fully understand the process of writing that plan and how it would evolve over time. It charted the course for me to eventually become a NAFSA Academy Coach almost 5 years later.
That plan helped me set a path in motion for the past 14+ years of my life.
My curricular plan helped me:
-partner with colleagues and deliver 35+ presentations at regional, national, and international professional conferences specializing in topics like: STEM and Education Abroad (EA), Advocacy across multiple topics, Enhancing EA Advising Model Development, Supporting First Generation College Students in EA, Equity in International Education Practice, and many others.
-engage in 20 professional committee and leadership opportunities: university based, partner provider, and professional organizations (NAFSA, Forum, Diversity Abroad etc.)
-mentor umpteenth colleagues and students across university organizations and professional communities.
As each year passes I continue to write and rewrite my (learning plan) curricular path. Most recently I was the past chair of NAFSA Region VIII, with the opportunity to engage with a team of 20+ passionate and excellent international educators from Region VIII for three years.
These opportunities have led me down many meaningful and deep paths towards professional fulfillment and friendships that enrich the quality of my work and life. A curricular plan helped me solve some of my most pressing problems and make the progress I was seeking. Choosing to chart your path and create your 30-60+ curriculum just might be your next step.
