MULTIPLE PRESPECTIVES ON UTILIZING INSTITUTIONAL ACCREDITATION TO IMPROVE GLOBAL LEARNING

1. MULTIPLE PRESPECTIVES ON UTILIZING INSTITUTIONAL ACCREDITATION TO IMPROVE GLOBAL LEARNING GS-062 Barry Morris, Ed Rugg, and Susan Sutton Kennesaw State University & Indiana University-Purdue University Indianapolis http://vic.kennesaw.edu

2. Developing the global competenciesof all university students is one of the most important educational imperatives of the 21st century. But engaging the campus community in a comprehensive plan that elevates global leaning to a top priority is a daunting challenge for many international educators.

3. KSUleveraged its SACS reaccreditation to create a comprehensive 5-year plan to elevate global learning to a top priority A highly praised strategic, innovative and broad-based Quality Enhancement Plan evolved: Global Learning for Engaged Citizenship

4. International Educators Take Note:SACS Accreditation Guidelines for an Acceptable QEP Injected Powerful Planning, Assessment and Accountability Frameworks for Improving Global Learning and Reacceditation Commanded Everyone’s Attention

5. Contrasting and Complementary Perspectives on the Topic Ed Rugg An Experienced SACS Evaluator and KSU’s Accreditation Liaison Susan Sutton A Noted International Educator from Outside the Southern Region and Lead Evaluator of KSU’s QEP

6. First, a Panel Conversation on 5 Key Dimensions for Improving Global Learning • Please hold your questions until after the 5 factors are discussed by the panel

7. #1 Constructing a Comprehensive Five-Year Plan • SACS-COC has a powerful QEP framework for constructing a comprehensive plan for the improvement of student learning • An international expert’s opinion of the value of these guidelines for improving global learning

8. #2Building on KSU’s Strengths and Weaknesses in the Global Learning for All Assessment • Global Learning for Engaged Citizenship picked up where the ACE Global Learning for All assessment left off • A Global Learning for All expert’s view on the innovative and pioneering initiatives included in KSU’s comprehensive plan

9. #3 Clarifying the Plan’s Purpose, Goals and Learning Outcomes • An international educator’s perspective on KSU’s distinctive defintion of global learning competencies • A SACS evaluator’s perspective on the differences between program outcomes and student learning outcomes

10. #4 Incorporating Multifaceted Assessment Strategies • Qualitative and quantitative, internal and external, formative and summative assessment strategies for program and learning outcomes • How international educators could be aided by an accreditor’s expectations for sound assessment

11. #5 Engaging Broad-Based Campus Participation • How strong is the KSU campus community’s participation in the QEP, and would it be considered exceptional among international educators? • What is it about the accreditation process that commands so much attention to the improvement of student learning?

12. To Sum Up… • Institutional accreditation can provide a strong framework for comprehensive planning and assessment for the improvement of global learning, as well as strong motivation for broad-based campus participation in internationalization.

13. And Finally… • Aided by accreditation, construction of a focused, comprehensive, broad-based and detailed 5-year plan for internationalization requires substantial institutional effort, but can reap great rewards in one of the most important educational imperatives of the 21st century.

14. THANK YOU!QUESTIONS AND COMMENTS ? http://vic.kennesaw.edu Evaluations for GS-062