QEP 2015: The Global Citizens Project

QEP Steering CommitteePresentation to the Student Affairs Leadership TeamNovember 6, 2014

WHO Has Been Involved?QEP Curriculum Development Team1. Dan Belgrad, Chair, Humanities and Cultural Studies2. Rachel Canning, Secretary of Student Life, Student Government3. Daniel Cruz, Instructor, Chemistry4. Karla Davis-Salazar, Associate Dean, Undergraduate Studies5. Michael Foley, Associate Professor, Dance6. Kevin Jones, Assistant Director for Assessment, Office of Institutional

Effectiveness7. Janet Moore, Associate Dean, Undergraduate Studies8. Jianping Qi, Professor, Finance9. Scott Sandoval, Student Body Vice President, Student Government10. Stephen Schindler, Chair, World Languages11. Mark Stewart, Professor, Geosciences12. Daniel Yeh, Associate Professor, Civil and Environmental Engineering13. Kevin Yee, Director, Academy for Teaching and Learning Experience

QEP Co-Curriculum Development Team 1. Larry Braue, Director, Veterans Services2. Rachel Canning, Secretary of Student Life, Student Government3. Karla Davis-Salazar, Associate Dean, Undergraduate Studies4. Marnie Hauser, Director, Office of Orientation5. Kevin Jones, Assistant Director for Assessment, Office of Institutional

Effectiveness6. Linda Kasper, Director, Residential Life and Education7. Jean Keelan, Career Counselor, Career Services8. Reggie Lucien, Academic Advisor, Honors College9. Danielle McDonald, Associate Dean, Student Affairs10. Keri Riegler, Director, New Student Connections11. Aziz Talbani, Director, Office of Multicultural Affairs12. Todd Wells, Interim Director, Center for Leadership and Civic

Engagement

QEP Steering Committee1. Elizabeth Aranda, Associate Professor and Chair, Sociology, College of Arts & Sciences2. 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 Education6. 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 College12. Fanni Green, Professor, Theatre & Dance, College of the Arts13. Kris-An Hinds, Undergraduate Student, International Studies, College of Arts and Sciences;14. John Lennon, Assistant Professor, English, College of Arts & Sciences15. Phil Levy, Associate Professor, History, College of Arts & Sciences16. David Lewis, Assistant Professor, Integrative Biology, College of Arts & Sciences17. Autumn Mueller, Director of Advising, College of Arts & Sciences18. Jackie Nelson, Senior Director of Undergraduate Affairs, College of Business19. Kay Perrin, Associate Professor, Community and Family Health; Director of Undergraduate

Studies, College of Public Health20. Steve RiCharde, Associate Vice President, Office of Institutional Effectiveness, Academic

Program Planning & Review21. Stephan Schindler, Department Chair, World Languages, College of Arts & Sciences22. Nick Setteducato, Executive Director, Business & Finance, Office of the Provost23. Drew Smith, Assistant Librarian, Academic Services, USF Tampa Library24. Scott Solomon, Associate Professor, Government & International Affairs, College of Arts &

Sciences25. Bob Sullins, Dean, Undergraduate Studies; College of Education26. Greg Teague, Associate Professor, Mental Health Law and Policy, College of Behavioral &

Community Sciences27. Maya Trotz, Associate Professor, Civil & Environmental Engineering, College of

Engineering28. Raven Villegas, Alumna, International Studies and Political Science, College of Arts &

Sciences29. Connie Visovsky, Associate Dean, Student Affairs & Community Engagement, College of

Nursing30. Jack West, Undergraduate Student, Environmental Science and Policy, College of Arts and

Sciences31. Shannon Wilde, Graduate Student, Management/International Business, College of

Business

WHO Has Been Involved?

QEP Learning Outcomes1. Manish Agrawal, Information Systems/Decision Sciences2. Fenda Akiwumi, School of Geosciences3. Patricia Anzalone, Industrial and Management Systems

Engineering4. John Belohlavek, History5. Philip Bishop, Honors College6. Mike Bowen, Management7. Kelli Burns, Mass Communications8. Jaime Corvin, Department of Global Health9. Kiersten Cox, Library & Information Science10. Robin Ersing, School of Public Affairs11. Michael Foley, School of Theatre & Dance12. Michael Gibbons, Government and International Affairs13. Grandon Gill, Information Systems/Decision Sciences14. Marty Gould, English15. Laurel Graham, Sociology16. Sara Green, Sociology17. Carl Herndl, Global Sustainability18. Elizabeth Hordge-Freeman, Sociology19. Kevin Jones, Institutional Effectiveness20. Ippokratis Kantzios, World Languages21. Marc Lajeunesse, Integrative Biology22. Jeannette Mena, Marketing23. Chad Michaels, Management24. Mozella Mitchell, Religious Studies25. Wilfrido Moreno, Electrical Engineering26. Jane Noll, Psychology27. Adriana Novoa, History28. Chris Probes, World Languages

29. Paul Reller, School of Music30. Jason Rohr, Integrative Biology31. David Rubin, Women's Studies32. Heike Scharm, World Languages33. Barbara Shircliffe, Psychological and Social Foundations34. Kersuze Simeon-Jones, World Languages/Africana

Studies35. Liz Strom, School of Public Affairs36. Ryan Toomey, Chemical & Biomedical Engineering37. Jessie Turner, Women's Studies38. Elizabeth Vaquera, Sociology39. Beth Walton, School of Geosciences40. Daniel Yeh, Civil & Environmental Engineering41. Carlos Zalaquett, Psychological and Social Foundations42. Tamara Zwick, History

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

Survey

WHO has been Involved?

Global FKL Implementation Team1. 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 Team1. 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 Team1. 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)

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

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

Global Citizens ProjectStudents engage constructively with diverse people, places, events, challenges, and opportunities.

University MissionDeliver competitive undergraduate, graduate, and professional programs, to generate knowledge, foster intellectual development, and

ensure student success in a global environment

University Strategic Goal #1Prepare 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 of 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

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For Global Citizens Project

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.

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.

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 opportunities that enhance the degree program

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

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)

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

www.usf.edu/gcp

 

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)!   

 

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!