The Global Citizens Project QEP Steering Committee Presentation to - - PowerPoint PPT Presentation

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QEP 2015: The Global Citizens Project

QEP Steering Committee Presentation to the Student Affairs Leadership Team November 6, 2014

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WHO Has Been Involved?

QEP Curriculum Development Team

1. Dan Belgrad, Chair, Humanities and Cultural Studies 2. Rachel Canning, Secretary of Student Life, Student Government 3. Daniel Cruz, Instructor, Chemistry 4. Karla Davis-Salazar, Associate Dean, Undergraduate Studies 5. Michael Foley, Associate Professor, Dance 6. Kevin Jones, Assistant Director for Assessment, Office of Institutional Effectiveness 7. Janet Moore, Associate Dean, Undergraduate Studies 8. Jianping Qi, Professor, Finance 9. Scott Sandoval, Student Body Vice President, Student Government

• 10. Stephen Schindler, Chair, World Languages
• 11. Mark Stewart, Professor, Geosciences
• 12. Daniel Yeh, Associate Professor, Civil and Environmental Engineering
• 13. Kevin Yee, Director, Academy for Teaching and Learning Experience

QEP Co-Curriculum Development Team

1. Larry Braue, Director, Veterans Services 2. Rachel Canning, Secretary of Student Life, Student Government 3. Karla Davis-Salazar, Associate Dean, Undergraduate Studies 4. Marnie Hauser, Director, Office of Orientation 5. Kevin Jones, Assistant Director for Assessment, Office of Institutional Effectiveness 6. Linda Kasper, Director, Residential Life and Education 7. Jean Keelan, Career Counselor, Career Services 8. Reggie Lucien, Academic Advisor, Honors College 9. Danielle McDonald, Associate Dean, Student Affairs

• 10. Keri Riegler, Director, New Student Connections
• 11. Aziz Talbani, Director, Office of Multicultural Affairs
• 12. Todd Wells, Interim Director, Center for Leadership and Civic

Engagement

QEP Steering Committee

1. Elizabeth Aranda, Associate Professor and Chair, Sociology, College of Arts & Sciences 2. Diane Austin, Assistant Director and Senior Instructor, School of Information, College of Arts & Sciences; 3. Catherine Beneteau, Associate Professor, Mathematics & Statistics, College of Arts & Sciences; 4. Mya Breitbart, Associate Professor, Biological Oceanography, College of Marine Science; 5. Roger Brindley, Associate Vice President for Global Academic Programs, USF World; College of Education 6. Lisa Brown, Associate Professor, School of Aging Studies, College of Behavioral & Community Sciences; 7. Karla Davis-Salazar, Associate Dean, Undergraduate Studies; Associate Professor, Anthropology, College of Arts & Sciences; 8. Don Dellow, Associate Professor, Adult, Career and Higher Education, College of Education; 9. Tim Dixon, Professor, Geology, College of Arts & Sciences; 10. Michael Freeman, Assistant Vice President of Student Affairs & Dean for Students; 11. Beth Garland, Chief Business Officer, Innovation Education, University College 12. Fanni Green, Professor, Theatre & Dance, College of the Arts 13. Kris-An Hinds, Undergraduate Student, International Studies, College of Arts and Sciences; 14. John Lennon, Assistant Professor, English, College of Arts & Sciences 15. Phil Levy, Associate Professor, History, College of Arts & Sciences 16. David Lewis, Assistant Professor, Integrative Biology, College of Arts & Sciences 17. Autumn Mueller, Director of Advising, College of Arts & Sciences 18. Jackie Nelson, Senior Director of Undergraduate Affairs, College of Business 19. Kay Perrin, Associate Professor, Community and Family Health; Director of Undergraduate Studies, College of Public Health 20. Steve RiCharde, Associate Vice President, Office of Institutional Effectiveness, Academic Program Planning & Review 21. Stephan Schindler, Department Chair, World Languages, College of Arts & Sciences 22. Nick Setteducato, Executive Director, Business & Finance, Office of the Provost 23. Drew Smith, Assistant Librarian, Academic Services, USF Tampa Library 24. Scott Solomon, Associate Professor, Government & International Affairs, College of Arts & Sciences 25. Bob Sullins, Dean, Undergraduate Studies; College of Education 26. Greg Teague, Associate Professor, Mental Health Law and Policy, College of Behavioral & Community Sciences 27. Maya Trotz, Associate Professor, Civil & Environmental Engineering, College of Engineering 28. Raven Villegas, Alumna, International Studies and Political Science, College of Arts & Sciences 29. Connie Visovsky, Associate Dean, Student Affairs & Community Engagement, College of Nursing 30. Jack West, Undergraduate Student, Environmental Science and Policy, College of Arts and Sciences 31. Shannon Wilde, Graduate Student, Management/International Business, College of Business

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WHO Has Been Involved?

QEP Learning Outcomes

1. Manish Agrawal, Information Systems/Decision Sciences 2. Fenda Akiwumi, School of Geosciences 3. Patricia Anzalone, Industrial and Management Systems Engineering 4. John Belohlavek, History 5. Philip Bishop, Honors College 6. Mike Bowen, Management 7. Kelli Burns, Mass Communications 8. Jaime Corvin, Department of Global Health 9. Kiersten Cox, Library & Information Science 10. Robin Ersing, School of Public Affairs 11. Michael Foley, School of Theatre & Dance 12. Michael Gibbons, Government and International Affairs 13. Grandon Gill, Information Systems/Decision Sciences 14. Marty Gould, English 15. Laurel Graham, Sociology 16. Sara Green, Sociology 17. Carl Herndl, Global Sustainability 18. Elizabeth Hordge-Freeman, Sociology 19. Kevin Jones, Institutional Effectiveness 20. Ippokratis Kantzios, World Languages 21. Marc Lajeunesse, Integrative Biology 22. Jeannette Mena, Marketing 23. Chad Michaels, Management 24. Mozella Mitchell, Religious Studies 25. Wilfrido Moreno, Electrical Engineering 26. Jane Noll, Psychology 27. Adriana Novoa, History 28. Chris Probes, World Languages 29. Paul Reller, School of Music 30. Jason Rohr, Integrative Biology 31. David Rubin, Women's Studies 32. Heike Scharm, World Languages 33. Barbara Shircliffe, Psychological and Social Foundations 34. Kersuze Simeon-Jones, World Languages/Africana Studies 35. Liz Strom, School of Public Affairs 36. Ryan Toomey, Chemical & Biomedical Engineering 37. Jessie Turner, Women's Studies 38. Elizabeth Vaquera, Sociology 39. Beth Walton, School of Geosciences 40. Daniel Yeh, Civil & Environmental Engineering 41. Carlos Zalaquett, Psychological and Social Foundations 42. Tamara Zwick, History

• Plus almost 300 students surveyed in our classes
• And over 400 respondents to the QEP Campus

Survey

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WHO has been Involved?

Global FKL Implementation Team

1. Cynthia Brown-Hernandez (Assistant Director, Academic Services, Undergraduate Studies) 2. Karla Davis-Salazar (Associate Dean, Undergraduate Studies) 3. Angela Debose (University Registrar, Office of the Registrar) 4. Holly Gerardi (QEP Graduate Assistant) 5. Judelande Jeune (Assistant Director, University Affairs, Student Government) 6. Jean Keelan (Career Counselor, Career Services) 7. Jessica Lauther (QEP/SACS Administrative Specialist) 8. Monica Miranda (Director, Center for Student Involvement) 9. Kali Morgan (Graduate Assistant, Global Citizenship General Education Program) 10. Rick Pollenz (Director, Office for Undergraduate Research) 11. Rene Sanchez (Assistant Director, Education Abroad) 12. Brianne Stanback (Chair, Undergraduate Council) 13. Lance Arney (Associate Director, Office of Community Engagement and Partnerships) 14. Caroline Twachtman (Academic Advisor, Honors College) 15. Todd Wells (Director, Center for Leadership and Civic Engagement)

Global Pathways Implementation Team

1. James Cavendish (Chair, Religious Studies, College of Arts and Sciences) 2. Karla Davis-Salazar (Associate Dean, Undergraduate Studies) 3. Danielle Dennis (Associate Professor, Literacy Studies, College of Education) 4. Betty Jordan, (Assistant Dean, College of Nursing) 5. Danielle McDonald (Associate Dean, Student Affairs) 6. Janet Moore (Associate Dean, Undergraduate Studies) 7. Jackie Nelson (Senior Director, Undergraduate Affairs, College of Business) 8. Kay Perrin (Assistant Dean, College of Public Health) 9. Tom Pluckhahn (Undergraduate Director, Anthropology, College of Arts and Sciences) 10. Steven Reader (Chair, School of Geosciences, College of Arts and Sciences) 11. Sydney Resmondo (Director, University Affairs, Student Government) 12. Rene Sanchez (Assistant Director Education Abroad) 13. Bea Smith (Director, Academic and Student Services, College of Behavioral and Community Sciences) 14. Wally Wilson (Chair, Art and Art History, College of the Arts)

Global Citizen Awards Implementation Team

1. Karla Davis-Salazar (Associate Dean, Undergraduate Studies) 2. Angela Debose (University Registrar, Office of the Registrar) 3. Carrie Garcia (Information Technology) 4. Judelande Jeune (Student Government) 5. Jean Keelan (Career Counselor, Career Services) 6. Monica Miranda (Director, Center for Student Involvement) 7. Rick Pollenz (Director, Office for Undergraduate Research) 8. Rene Sanchez (Assistant Director, Education Abroad) 9. Brianne Stanback (Chair, Undergraduate Council) 10. Lance Arney (Associate Director, Office of Community Engagement and Partnerships) 11. Caroline Twachtman (Academic Advisor, Honors College) 12. Todd Wells (Director, Center for Leadership and Civic Engagement)

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WHY The Global Citizens Project?

• USF's mission: global research university

dedicated to student success

• USF's 2013-2018 Strategic Plan: prepare "well-

educated and highly skilled global citizens through our continuing commitment to student success”

• institutional assessment data
• USF's 2005 QEP, INSPIRE: Infusing and Nurturing

the Skills and Practice of Inquiry and Research in Education

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WHAT Does A Global Citizen Know and What Is She or He Able To Do?

• Global knowledge: knowledge of global and

cultural systems and issues

• Global analysis: ability to analyze global and

cultural interrelationships and interdependencies across place and time

• Global synthesis: ability to develop and/or

apply context-appropriate actions to address complex issues and/or unfamiliar situations

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Global Citizens Project

Students engage constructively with diverse people, places, events, challenges, and opportunities.

University Mission

Deliver competitive undergraduate, graduate, and professional programs, to generate knowledge, foster intellectual development, and ensure student success in a global environment

University Strategic Goal #1

Prepare well-educated and highly skilled global citizens through our continuing commitment to student success Knowledge

Knowledge of global and cultural systems and issues

Analysis Synthesis

Global Context

Knowledge of global systems and issues and associated dimensions (e.g., historical, political, economic, social, cultural, environmental, technological) Students will be able to:

• identify and describe major

global issues.

• describe multiple

dimensions of global systems (e.g., historical, political, economic, ethical, social, cultural, environmental, and/or technological).

• recognize that global issues

and systems are experienced differently at local scales.

Cultural Diversity

Knowledge of diverse cultures and associated ideologies, languages, histories, geographies, technologies, and artistic/cultural expressions Students will be able to:

• describe multiple

dimensions of cultures (e.g. environmental, ideological, linguistic, communicative, historical, geographic, technological, and/or artistic).

• recognize that cultural

systems experience historical and geopolitical processes differently.

Global Context

Ability to analyze interrelationships and interdependencies of global systems and issues across place and time Students will be able to:

• explain the connections

among dimensions of global systems.

• analyze global issues and

challenges, their histories, and impacts

• analyze the ethical, social,

and environmental challenges of global systems.

• compare and contrast how

global issues and systems are experienced at different scales.

Cultural Diversity

Ability to analyze interrelationships and interdependencies of cultural systems and issues across place and time Students will be able to:

• explain the connections

among dimensions of cultures.

• analyze cultures as complex

systems shaped by relations

• f power and

interdependence

• compare and contrast how

cultural systems structure basic social categories (e.g., sex, gender, sexuality, age, class, disability, nationality, race, ethnicity, immigration status).

• compare and contrast the

impact of historical and geopolitical processes on cultural systems.

Global Context

Students will be able to:

• synthesize different types

and sources of information to assess global issues.

• incorporate multiple

perspectives (e.g., disciplinary, cultural, ethical) into decision making when addressing global issues.

• assess local and/or global

impacts of planned actions.

• weigh options/planned

actions and/or formulate possible solutions.

Cultural Diversity

Ability to develop and/or apply context-appropriate actions to address complex cultural issues or unfamiliar cultural situations Students will be able to:

• synthesize different types

and sources of information to assess cultural issues or situations.

• incorporate multiple

perspectives into decision making when addressing cultural issues or situations.

• communicate ideas and

information to diverse audiences.

• differentiate patterns in

human behavior, beliefs, norms, perceptions, and aspirations. Ability to develop and/or apply context-appropriate actions to address complex global issues

DRAFT 9/18/14

Ability to develop and/or apply context-appropriate actions to address complex issues and/or unfamiliar situations Ability to analyze global and cultural interrelationships and interdependencies across place and time

Goal Objectives Learning Outcomes Competencies Goal Objectives Learning Outcomes Competencies

For Global Citizens Project

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HOW Will We Develop Our Students As Global Citizens?

• Program Goal 1: Global FKL

– Provide students with an introduction to global competencies through the FKL Core Curriculum.

• Program Goal 2: Global Pathways

– Provide students with opportunities to practice and apply global competencies within context of degree programs.

• Process Goal 3: Global Citizen Award

– Provide students with opportunities to reinforce global competencies outside of general education and degree programs.

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Global FKL

• All courses in Social/Behavioral Sciences,

Humanities, and Fine Arts address either Human/Cultural Diversity (HCD) or Global Context (GLC).

• All courses in Human and Cultural Diversity in a

Global Context address both Human/Cultural Diversity and Global Context.

• Transition courses through recertification
• Courses must include a Global Citizens

project/assignment (labeled as such for students) to be used in assessment.

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Global Pathways

• Departments invited to participate in developing

a Global Pathway for their degree program(s).

• Global Pathway involves:

– Defining a program-specific learning outcome aligned with GCP competencies – Aligning 1-3 required courses (outside of general education) with the GCP competencies – Identifying and/or outlining global co-curricular

• pportunities that enhance the degree program

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Global Citizen Awards

• For undergraduates; mentored by GC

“coaches”

• Two levels: Global Citizen and Global Citizen

Scholar

• Based on a combination of curricular and co-

curricular experiences selected by the student

• Completion of Global Citizen award: eligible to

apply for a $2500 study abroad scholarship

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Professional Development

• 1. annual Global Citizens Workshop (fall)
• 2. Global Citizens Course Redesign Cohorts

(fall, spring, summer)

• 3. Global Pathway Learning Communities

(fall, spring)

• 4. Adventures in Global Topics Series

(fall, spring)

• 5. annual Global Citizens Conference (spring)

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What’s to come?

• Fall 2014: continued development and

marketing

• Spring 2015: piloting of strategies
• Feb. 2015: submission of QEP document
• April 2015: SACS On-Site Reaffirmation visit
• Fall 2015: phased implementation of The

Global Citizens Project over five years

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www.usf.edu/gcp

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Draft 9/18/14

Global Citizen Award

 8 different on‐campus global/cultural events organized by at least five different organizations/sponsors  TWO different globally/culturally engaged activities:

 6 credit hours of foreign language study at the intermediate level or higher  9 credit hours of Global Citizen coursework outside of general education  Active participation in the Global Citizens Living Learning Community for an academic year  Short‐term study abroad (min. 1 week of a USF program)  45 contact hours of pre‐approved globally/culturally engaged curricular or co‐curricular community service  45 hours of globally/culturally engaged undergraduate research (~3 hrs a week during a single semester)

 Reflection essay integrating the above experiences

(You need to have completed your general education requirements to earn the Award, but you can get started on completing the above activities on your first day of matriculation!) Upon completion of the Global Citizen Award, you will earn a Global Citizen graduation cord and certificate, which will be awarded to you at the Celebration of Leadership Awards. You also become eligible to apply for a $2500 Global Citizen Study Abroad Scholarship (up to 45 awarded per year)!

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Draft 9/18/14

Global Citizen Award

To earn the Global Citizen Scholar Award, complete the Global Citizen Award and the following:

 30 contact hours of pre‐approved globally/culturally engaged curricular or co‐curricular community service (above Global Citizen Award requirements)  ONE of the following pre‐approved activities:

 An additional, separate study abroad experience (min. 3 weeks of a USF program)  Globally/culturally engaged semester‐long experiential educational component (e.g., internship, practicum, field experience)  Globally/culturally engaged research/community engagement project (IDS 4940)  An additional 6 credit hours of foreign language study at the intermediate level or higher  Global Citizen Capstone course

 ONE of the following:

 Presentation at the Undergraduate Research and Arts Colloquium  Culminating performance or artistic expression  Global Citizen Portfolio

 Reflection essay integrating the above experiences

Upon completion of the Global Citizen Scholar Award, you will earn a Global Citizen Scholar Gold Medallion and certificate, which will be awarded to you at the Celebration of Leadership

• Awards. You will also be recognized at Commencement!