Slide #1.

Bringing the World to UNO: Global Learning & Engagement Quality Enhancement Plan (QEP) SACSCOC Committee Presentation
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Slide #2.

Topic Selection • Involved faculty, staff and students • Utilized a web survey and multiple meetings • Identified a small number of potential topics • Used a survey to narrow the field to 3 topics • Received input to use the QEP to revise the core curriculum • Two topics combined by the President and Committee based on input received
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Slide #3.

Figure 1: Factors Supporting Selection of QEP Topic Indicated as a Need by NSSE, Student Assessment and Survey Data AACU High-Impact Educational Practices Supports Curriculum Change in Core (General Education) & Specialized (Major) Levels of Study Aligns with Existing Service Learning Program Prioritized Topic by Students & Faculty Global Learning and Engagement Aligns with International Programs, Resources, and Initiatives Aligns with UNO Mission Supports UNO 2020 Strategic Plan
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Slide #4.

Why the QEP is important to students • Global and intercultural knowledge is necessary for success in a global economy. • Effective communication with members of other cultures and groups is an important skill for the workplace. • Solving problems based on the perspectives of other groups and cultures is another important skill.
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Slide #5.

Informing the QEP Design Professional literature • Role of global education • 2012 ACE report • Curriculum redesign • Extracurricular initiatives • Faculty support and development • Assessment models Other QEPs • Appalachian State University • Kennesaw State University • University of Florida • Florida International University • University of Texas Tyler
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Slide #6.

Figure 2: Bringing the World to UNO Student Learning Outcomes Knowledge • Students identify, describe, and explain global and intercultural conditions and interdependencies. • Students make informed critical assessments of global events, processes, trends and issues and convey the interconnectedness of political, economic and environmental systems. Skills • Students analyze, interpret, and evaluate global and intercultural issues via engagement strategies including the use of information technologies. • Students demonstrate an ability to communicate and interact effectively with members of other cultures. Attitudes • Students reflect upon and integrate global learning and engagement experiences. • Students recognize and appreciate cultural diversity and multiple world views.
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Slide #7.

Figure 3: Activities Collaboratively Supported by QEP and Service Learning Program 1. Identify courses that include specific content, requirements, and/or opportunities. 2. Work with Office of Registrar to code identified courses in catalog. 3. Establish levels of student recognition for achieving specified levels of service learning or global learning/engagement. 4. Market opportunities for global learning/engagement and service learning to UNO students, faculty and community. Global Learning & Engagement QEP Service Learning Program International Programs International Service Learning Study Abroad
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Slide #8.

Three main components of the QEP Curriculum • Embedding global learning and engagement activities within general education (core) coursework • Embedding global learning and engagement activities within courses in the major • Work will initially focus on five majors (one per college) Co-Curricular Activities • Campus activities and organizations • Community activities and organizations • Building on international activities and organizations already identified by faculty and staff Assessment • Direct and indirect assessments • Use of assessment data to improve effectiveness and efficiency of QEP activities
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Slide #9.

Assessments • Direct and Indirect Measures • 4 rubrics (from AACU Value) • Global Perspectives Inventory • University of Florida Survey on Communication • Used in both general education (Core) and major requirement coursework • Data used by Committee to identify positive practices and changes needed
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Slide #10.

Project Phases 2015-16 “Gear-Up” Year Year 1 (2016-17) • 2 content areas (biology, English composition) of general education (core) curriculum Year 2 (2017-18) • All content areas of general education (core) curriculum Year 3 (2018-19) • Major requirement coursework in 5 majors (1 per college) Year 4 (2019-20) • Expansion to other majors based on interest Year 5 (2020-21) • Sustainability Plan
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Slide #11.

Initiative 1: Curriculum Enhancement • Action 1.1: Infuse global learning opportunities within the general education (core) curriculum. • Action 1.2: Support targeted degree programs to serve as models of global learning. • Action 1.3: Expand curriculum enhancement activities to other degree programs.
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Slide #12.

Initial Majors • COBA – B.S. Management • COEHD – B.S. Elementary Education • COE – B.S. Civil Engineering • COLA – B.A. International Studies • COS – B.S. Earth And Environmental Sciences
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Slide #13.

Initiative 2: Incentivize Participation • Action 2.1: Provide incentives for faculty to address Global Learning and Engagement learning outcomes. • Action 2.2: Create and institutionalize a Global Learning Certificate to recognize student learning and accomplishments. • Action 2.3: Provide administrative incentives by increasing enrollment in Global Learning/Engagement courses.
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Slide #14.

Initiative 3: Institutionalize Process • Action 3.1: Create and institutionalize a repository of global learning practices to support improved teaching and learning. • Action 3.2 Disseminate student learning outcomes gains internally and externally to increase awareness and promote expanded practice. • Action 3.3: Utilize Bringing the World to UNO data to promote improved policy and practices to expand global learning efforts. • Action 3.4: Support systems change efforts to ensure that global learning strategies and initiatives are sustained.
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Slide #15.

Incentives • Students – Recognition at graduation • Core Curriculum Faculty – Stipend for course redesign • Major Requirements Faculty – Stipend for learning community • Access to technical support from “visiting” faculty
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Slide #16.

Building Infrastructure Creating an electronic repository • Faculty ideas and successes at course and program levels (vetted through Academic Affairs) • Student ideas, successes, and perspectives (vetted through Student Government Association) Holding an annual summit focused on global learning and engagement • Faculty, staff and student presentations • Reaching out to others to join the initiative Shifting management tasks from QEP Implementation Team to other university bodies and structures
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Slide #17.

Figure 4: Logic Model for the Quality Enhancement Plan Figure 6. Logic M odel for the Q uality Enhancement Plan Ra tionale Inputs Activities Outputs Outcome Why is this important? What are we doing now? What will we do? What products, events, & services will lead to program outcomes? What learning outcomes will be achieved? • Students must be C urriculum • Global learning content in general education (core) courses • Global learning content in selected academic majors representing each academic college • Collaboration with community resources with global focus to support course assignments • Study abroad program prepared to compete in a global market • Students must understand their role within an international community • Students need to be prepared to engage in increasingly diverse communities C o-Curricular • Global learning/engagement activities sponsored by student organizations • Freshman common read program • International learning community in residence hall Budget to support QEP activities • $1,153,233 budgeted over five year implementation period C urriculum • Incorporate global learning/engagement content/activities in general education (core) discipline courses • Conduct curriculum mapping for coursework in selected majors to enhance global learning/engagement C ampus Initiatives • Increase service learning opportunities within Study Abroad program • Coordinate student recognition and curriculum development activities with the Service Learning program C o-Curricular • Expand global learning/engagement activities sponsored by Student organizations • Increase international interactions C ommunity • Increase collaborative work with community organizations to support global learning/engagement activities • Increase collaborative work with international organizations to support global learning/engagement activities Curriculum E nhance ment • Number of general education (core) courses modified to include global learning/engagement activities • Number of courses in academic majors modified to include global learning/engagement activities • Number of students by college participating in global learning/engagement courses • Number and type of faculty participating in professional development activities and learning communities Co-Curricular • Number of student organizations sponsoring global learning/engagement activities • Number and demographics of students participating in global learning/engagement activities Community • Number of community organizations supporting global learning/engagement activities • Number of international organizations supporting global learning/engagement activities Knowledge • Students identify, describe, and explain global and intercultural conditions and interdependencies. • Students make informed critical assessments of global events, processes, trends and issues and convey the interconnectedness of political, economic and environmental systems. Skills • Students analyze, interpret, and evaluate global and intercultural issues via engagement strategies including the use of information technologies. • Students demonstrate an ability to communicate and interact effectively with members of other cultures. Attitude s • Students reflect upon and integrate global learning and engagement experiences. • Students recognize and appreciate cultural diversity and multiple world views.
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Slide #18.

Logic Model for the QEP: Rationale Why is this important? • Students must be prepared to compete in a global market • Students must understand their role within an international community • Students need to be prepared to engage in increasingly diverse communities
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Slide #19.

Logic Model for the QEP: Inputs What are we doing now? • Curriculum • Global learning content in general education (core) courses • Global learning content in selected academic majors representing each academic college • Collaboration with community resources with global focus to support course assignments • Study abroad program • Co-Curricular • Global learning/engagement activities sponsored by student organizations • Freshman common read program • International learning community in residence hall • Budget to support QEP activities • $1,153,233 budgeted over five year implementation period
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Slide #20.

Logic Model for the QEP: Activities What will we do? • Curriculum • Incorporate global learning/engagement content/activities in general education (core) discipline courses • Conduct curriculum mapping for coursework in selected majors to enhance global learning/engagement • Campus Initiatives • Increase service learning opportunities within Study Abroad program • Coordinate student recognition and curriculum development activities with the Service Learning program • Co-Curricular • Expand global learning/engagement activities sponsored by Student organizations • Increase international interactions • Community • Increase collaborative work with community organizations to support global learning/engagement activities • Increase collaborative work with international organizations to support global learning/engagement activities
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Slide #21.

Logic Model for the QEP: Outputs What products, events, & services will lead to program outcomes? • Curriculum Enhancement • Number of general education (core) courses modified to include global learning/engagement activities • Number of courses in academic majors modified to include global learning/engagement activities • Number of students by college participating in global learning/engagement courses • Number and type of faculty participating in professional development activities and learning communities • Co-Curricular • Number of student organizations sponsoring global learning/engagement activities • Number and demographics of students participating in global learning/engagement activities • Community • Number of community organizations supporting global learning/engagement activities • Number of international organizations supporting global learning/engagement activities
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Slide #22.

Logic Model for the QEP: Outcome What learning outcomes will be achieved? • Knowledge • Students identify, describe, and explain global and intercultural conditions and interdependencies. • Students make informed critical assessments of global events, processes, trends and issues and convey the interconnectedness of political, economic and environmental systems. • Skills • Students analyze, interpret, and evaluate global and intercultural issues via engagement strategies including the use of information technologies. • Students demonstrate an ability to communicate and interact effectively with members of other cultures. • Attitudes • Students reflect upon and integrate global learning and engagement experiences. • Students recognize and appreciate cultural diversity and multiple world views.
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Slide #23.

Projected Numbers of Participating Students Year 1 Year 4 Year 5 1,650 2.400 3,150 BS Management BS Elementary Education 141 82 253 117 253 117 BSCE Civil Engineering BA International Studies 35 44 105 70 105 70 BS Earth, Environmental Sci Other Majors Total – Major Level Coursework 56 358 102 179 826 102 323 970 2,008 3,226 4,120 Biology/Composition Year 2 Year 3 General Education Courses 300 Art/Biology/Composition/ Humanities/Math/Sciences/ Social Sciences 900 Major Courses Grand Total 300 900
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Slide #24.

Examples of Input from Student Meetings • UNO should use this initiative as a marketing tool to attract students • Globalization of the curriculum is also important from the perspectives of international students • My most important objective is getting a job – this will help me be more attractive to potential employers • The QEP Committee should think about how prior military service in foreign countries can give credit toward earning the Global Learning and Engagement Certificate
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Slide #25.

“Gear-Up” Year • Solidify membership of each subcommittee • Negotiate consulting contract with key consultant • Identify content consultants for English composition and Biology • Identify participating faculty • Begin professional development and course redesign (ENGL 1157 and Freshman Biology sequence) • Create structures/format for reporting program success/benchmarks
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Slide #26.

Sustainability Plan • Identification/codification of global learning & engagement requirements for general education “core” curriculum • Identification/codification of global learning & engagement requirements for majors participating in QEP • Shift in technical support/professional development from external faculty to UNO faculty • Shift in management of course revision/adoption process from QEP Committee to university structures already in place (e.g., University Courses and Curriculum Committee)
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