Global Learning for Engaged Citizenship

1. Global Learning for Engaged Citizenship KSU’s Quality Enhancement Plan

2. SACS QEP Language • Current Core Requirement 2.12 • The institution has developed an acceptable Quality Enhancement Plan (QEP) that (1) includes a broad‐based institutional process identifying key issues emerging from institutional assessment, (2) focuses on learning outcomes and/or the environment supporting student learning and accomplishing the mission of the institution, (3) demonstrates institutional capability for the initiation, implementation, and completion of the QEP, (4) includes broad‐based involvement of institutional constituencies in the development and proposed implementation of the QEP, and (5) identifies goals and a plan to assess their achievement. (Quality Enhancement Plan) • Proposed revised Core Requirement and new Comprehensive Standard • 1. Proposed Revision to Core Requirement 2.12, Quality Enhancement Plan • The institution has developed an acceptable Quality Enhancement Plan (QEP) that includes an institutional process for identifying key issues emerging from institutional assessment and focuses on learning outcomes and/or the environment supporting student learning and accomplishing the mission of the institution. • 2. Proposed New Comprehensive Standard 3.3.2 • The institution has developed a Quality Enhancement Plan that (1) demonstrates institutional capability for the initiation, implementation, and completion of the QEP; (2) includes broad‐based involvement of institutional constituencies in the development and proposed implementation of the QEP; and (3) identifies goals and a plan to assess their achievement.

3. Overall Purposeof the QEP To assure that global learning rises to the top of KSU’s educational priorities and learning outcomes by 2012

4. Ten GoalsThe purpose of the QEP will have been accomplished when the ten goals that comprise its three supporting pillars are met. Tracking Progress Goal 1: Broad-based Cabinet-led Leadership Will be Tracked and Ensure Success of the QEP Goal 2: Global Learning Opportunities and Specialists Will Be Identified and Tracked Goal 3: Financial Support for Global Learning Initiatives Will Be Identified and Tracked Goal 4: Global Learning Competencies of Students Will Be Identified, Certified and Tracked Expanding Participation Goal 8: Promotion of Global Learning and its Value Will Expand Substantially Goal 9: Incentives, Awards and Professional Development Programs for Global Learning Will Be Substantial and Broad-based Goal 10: Campus-wide Engagement in Global Learning Will Increase Greatly Expanding Opportunities Goal 5: Degree and Student Success Programs Will Strengthen Global Learning Opportunities, Outcomes, and Achievements Goal 6: Campus-wide Financial Support for Global Learning Initiatives Will Double Goal 7: Infrastructure for Global Learning Will Expand Substantially in Personnel, Technology, and Library Resources

5. GLOBAL LEARNING OUTCOMES IN ACADEMIC DEGREE PROGRAMS • Track and encourage Colleges to increase the number of academic degree programs that have a global learning focus • Track and encourage all academic degree programs to refine global learning outcomes for their majors

6. STUDENT LEARNING OUTCOMES IN GLOBAL LEARNING COURSES • Track and encourage Colleges and academic degree programs to increase the number of new or revised courses that contain 30%+ Global Learning content • Collect evidence of achievement of global learning outcomes within these courses

7. GLOBAL ENGAGEMENT CERTIFICATION • Encourage programs to align course assignments and other experiences (e.g., study abroad, service learning) with the requirements for Global Engagement Certification • Encourage programs to develop advising sheets for all majors for obtaining Global Engagement Certification

8. SUPPORT STRUCTURES • Track and encourage Colleges and academic degree programs to identify, develop, and/or hire faculty who self-identify as Global Learning Specialists or Global Learning Contributors • Encourage Colleges and departments to acknowledge faculty contributions to global learning initiatives in faculty assignments and promotion & tenure guidelines

9. How does the QEP work?

10. BROAD-BASED INVOLVEMENT • President’s Cabinet • Executive Director of IGI/Director of CSP • Accreditation Liaison • Global Learning Coordinating Council (GLCC) • Faculty, Staff and Students

11. GLCCMembers • Provide concentrated and dedicated leadership and administration facilitation to the achievement of the QEP’s purpose and goals for the college/unit they represent • Facilitate communication and QEP work distribution among deans, chairs and student success directors • Need adequate “reassigned time,” support and recognition

12. What Support Can Chairs provide? • Place QEP goals as a standing agenda item for departmental meetings & strategic planning • Encourage development of new/revised GL courses • Contribute to leadership in GL programming, research, student teaching abroad, education abroad, etc. • Develop/Hire GL Specialist/Contributors • Recognize faculty for their Global Learning efforts in ARD’s and FRD’s • Actively partner with your GLCC Coordinator

13. Reports Annual Departmental Reports 1. Develop QEP Objectives within YOUR strategic plan – Due to GL Coordinator by end of August 2. QEP Annual Report- Due by end of April University –wide Reports 1. Mid-Review due Spring 2010 2. Final Review due 2012

14. Closing RemarksComments from GLCC MembersComments/ Questions from Chairs