UNIVERSITYOFSOUTHFLORIDA

QualityEnhancementPlan

2015-2016AnnualReport

QualityEnhancementPlan:GLOBALCITIZENSPROJECT2015-2016AnnualReport

TableofContents

I.EXECUTIVESUMMARY......................................................................................................................1

II.INTRODUCTION................................................................................................................................3

III.INFRASTRUCTUREANDPERSONNEL................................................................................................3

IV.PROGRAMMATICGOALS.................................................................................................................4a.GlobalFKL(GeneralEducation).....................................................................................................5b.GlobalPathways(theMajors)......................................................................................................6c.GlobalCitizenAward....................................................................................................................6

V.PROFESSIONALDEVELOPMENT........................................................................................................9

VI.ASSESSMENT................................................................................................................................11

VII.MARKETING,RECRUITMENT,ANDCOMMUNICATION.................................................................15

VIII.PUBLICATIONSANDPRESENTATIONS..........................................................................................16

IX.2016-17OBJECTIVES.....................................................................................................................17

I.EXECUTIVESUMMARY

TheQEPisacomprehensivefive-yearplantoglobalizetheUSFundergraduateexperienceinordertoprovidestudentswithopportunitiestolearnandpracticeglobalcompetencies.ThreeprogrammaticgoalsdefinetheQEP–GlobalFKL(globalizingGeneralEducationcourses),GlobalPathways(globalizingtheMajors),andGlobalCitizenAward(anundergraduateawardtoencouragestudentstoengageinglobalexperiences).Supportingprogrammingintheareasofprofessionaldevelopmentandassessmentarealsocentraltotheplan.

Theprimaryfocusof2015-2016wasthedevelopmentandpilotingofthecontent,processes,andproceduressupportingthethreeQEPgoals,includingprofessionaldevelopmentandassessment.Belowisasummaryof2015-2016accomplishmentsineachoftheseareas.

GlobalFKL(GeneralEducation)

• Establishedcriteriaandprocessforglobalizinggeneraleducationcourses• FourteengeneraleducationcourseswererecertifiedbytheGeneralEducationCouncilas

meetingthenewglobalcriteria,anothersevenproposalsareunderreview

GlobalPathways(theMajors)

• Establishedthecriteriaandprocessforglobalizingdegreeprograms• Establishedthecriteriaandprocessforglobalizing(non-generaleducation)courses• Fiveprogramsareintheprocessofglobalizing• NinecourseswerecertifiedasGlobalCitizenscoursesbytheUndergraduateCouncil,another

eightproposalsareunderreview

GlobalCitizenAwards

• Establishedthecriteriaforcompletingawardrequirementsandtheprocessfordocumentingcompletion,includingdevelopingtheCanvasorganizationtomanagetheaward

• Recruited179studentstopursuetheaward• Awarded$109,455instudyabroadscholarshipsto42students

ProfessionalDevelopment

• Designedandlaunchedprofessionaldevelopmentprogramming,includingGlobalCourseEnhancementCohorts,GlobalPathwayLearningCommunities,stand-aloneworkshops,one-on-oneconsultations,andotheractivities

• Designedinformationalprintmaterialsspecifictoprofessionaldevelopmentprogrammingandforgeneraluse

Assessment

• Conductedassessmentneedsanalysis• LaunchedtheGlobalPerspectiveInventorytoestablishbaselinedata• Begandevelopmentofanin-houseassessmentinstrumentspecifictoGCPlearningoutcomes

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Theworkcompletedin2015-2016laysthefoundationformeetingthe2020QEPperformancetargets.

0% 20% 40% 60% 80% 100%

GlobalFKLCourses

GlobalCi_zensCourses

GlobalPathways

GlobalCi_zenAwards

StudyAbroadScholarships

2015-2016QEPPerformanceDashboard

Completed InProgress

500Students

47DegreePrograms

150Courses

100Courses

282Scholarships

2020Targets

14 7

9 8

5

42

179

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II.INTRODUCTION

USF’s2015-2020QualityEnhancementPlan(QEP),theGlobalCitizensProject,isacomprehensivefive-yearplantoglobalizetheUSFundergraduateexperienceinordertoprovidestudentswithopportunitiestolearnandpracticetheessentialglobalcompetenciesdefinedbytheUSFcommunity(Fig.1).Threeprogrammaticgoalsdefinetheplan–GlobalFKL(generaleducation),GlobalPathways(themajors),andtheGlobalCitizenAward.Supportingprogrammingintheareasofprofessionaldevelopmentandassessmentarealsocentraltotheplan.

Figure1.ConceptualFrameworkoftheGlobalCitizensProjectAsarequirementforreaffirmationofUniversityaccreditation,theQEPwassubmittedtoandsuccessfullyreviewedbytheSouthernAssociationofCollegesandSchoolsCommissiononCollegesinspring2015.Implementationofthefive-yearplanbeganinsummer/fall2015.Thisreportaddressesthefirstyearofimplementation,summer2015throughspring2016.Theprimaryfocusofthe2015-2016yearwasdevelopingandpilotingthecontent,structures,processes,andproceduressupportingthethreeQEPgoalsaswellasestablishingthenecessaryinfrastructureandpersonnel.III.INFRASTRUCTUREANDPERSONNEL

ImplementationbeganwiththeestablishmentoftheGlobalCitizensProject(GCP)office.Althoughnotoriginallyplanned,itwasdeterminedthataphysicalofficespacehousingtheGCPteamwasneededtofostercollaborationandtoprovideaknownlocationwherestudentsandfacultycouldseekassistanceandsupport.SVC2049,formerlytheOfficeofOrientation,wasselectedasanappropriatelocation,andthespacewasrenovatedinsummer2015(Fig.2).

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Figure2.GlobalCitizensProjectOfficeTheGCPteamconsistingofadirector,administrativespecialist,andfourgraduateassistantswasexpandedtoincludethefollowingnewpositionsandindividuals:

a. ProfessionalDevelopmentSpecialists(startdate:August2015)• KaraFulton,Ph.D.inAppliedAnthropology,USF• SommerMitchell,Ph.D.candidateinGovernmentandInternationalAffairs,USF

b. AssessmentSpecialist(startdate:October2015)• BruceMcCollaum,Ph.D.candidateinEducationalResearchMethodologyatUniversityofNorthCarolina–Greensboro

c. AssistantDirector(startdate:January2016)• NicoleWest,Ph.D.inHigherEducationAdministration,USF

d. GraduateAssistant(startdate:May2016)• KaniquaRobinson,Ph.D.candidateinAppliedAnthropology,USF

Finally,theQEPSteeringCommittee,whichwasappointedinJune2013tospearheadtheplanninganddevelopmentoftheQEP,renameditselftheGCPSteeringCommitteeandservesinanadvisorycapacitytotheGlobalCitizensProjectinadditiontoselectingcourseproposalsforfundingandcertifyingGlobalPathways.IV.PROGRAMMATICGOALS

ThreeprogrammaticgoalsoftheQEPprovidestudentswithaglobalundergraduateexperience.Thefirstgoal,GlobalFKL(generaleducation),istoprovidestudentswithanintroductiontoglobalcompetenciesthroughtheFKLGeneralEducationcurriculum.ThisisaccomplishedbyinfusingthelearningoutcomesoftheGCPintokeyareasofgeneraleducationviaexistingglobalFKLdimensions.Specifically,allgeneraleducationcoursesinthecoreareasofSocialandBehavioralSciences,Humanities,FineArts,andHumanandCulturalDiversityinaGlobalContext(n=100or64%ofallgeneral

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educationcourses)arerequiredtoaddresseithertheFKLHumanandCulturalDiversitydimension,theFKLGlobalContextdimension,orbothdimensions.ThesecondgoaloftheQEP,GlobalPathways,istoprovidestudentswithopportunitiestopracticeandapplyglobalcompetenciesinthecontextoftheirdisciplineofstudy.Toaccomplishthis,academicdepartmentsareinvitedtoworkwiththeGCPteaminafacultylearningcommunitytoglobalizethemajors,therebycreating‘GlobalPathways.’ThethirdgoaloftheQEPistoprovidestudentswithopportunitiestoreinforcetheglobalknowledgeandskillstheyacquirethroughgeneraleducationandtheirdegreeprograms.Toaccomplishthis,theGlobalCitizenAwardwascreatedtoencouragestudentstoengageinavarietyofgloballyfocusedcurricularandco-curricularexperiences.Achievementoftheawardisnotedonstudents’officialtranscriptsandrecognizedattheCenterforLeadershipandCivicEngagement’sCelebrationofLeadershipAwardsprogram.Studentswhoearntheawardalsoreceiveagraduationcordtowearduringcommencement.Progressrelatedtoeachofthesegoalsisreportedbelow.a.GlobalFKL(GeneralEducation)Duringfall2015,thecriteriaandprocessforglobalizinggeneraleducationcourseswereestablishedandapprovedbytheGeneralEducationCouncil(GEC).Thenewglobalcriteriawereintegratedintotheexistingrecertificationprocessthatallgeneraleducationcoursesundergoeveryfiveyears.Duringspring2016,14generaleducationcourserecertificationproposalsweresubmittedbytheacademicdepartments,andreviewedandapprovedbytheGECusingthenewglobalcriteria.SevencourseswererecertifiedfortheFKLHumanandCulturalDiversitydimension.

• AMS3700RacisminAmericanSociety• GEY3625SociologicalAspectsofAging• HUM2210StudiesinCulture:TheClassicalthroughMedievalPeriods• IDH3100Arts&HumanitiesHonors• LAH2020LatinAmericanCivilization• SPC3301InterpersonalCommunication• WST3311IssuesinFeminism

FivecourseswererecertifiedfortheFKLGlobalContextdimension.• GEO2200IntroductiontoPhysicalGeography• MUH3016SurveyofJazz• SPC2608PublicSpeaking• STA2122SocialScienceStatistics• SYD3700RaceandEthnicRelations

TwocourseswererecertifiedforbothglobalFKLdimensions.• SPC3710CommunicationandCulturalDiversity• WOH2022GlobalHistorysince1750

AnothersevenglobalcourserecertificationproposalswereunderreviewbytheGECatthecloseofthespring2016semester.

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b.GlobalPathways(theMajors)Duringfall2015theinitialcriteriaforglobalizingadegreeprogramandcertifyingitasaGlobalPathwayweredevelopedwiththeinputoffacultyfromthreedepartments/programs:InterdisciplinarySocialSciences,Women’sandGenderStudies,andAgingStudies.Duringspring2016theGlobalPathwaycriteriawerepilotedwithtwodepartments:CommunicationandGeosciences(EnvironmentalScienceandPolicyprogram).BasedontheresultsofthepilotandconsultationswithdepartmentsconsideringdevelopingaGlobalPathwayinthefuture,revisionstotherequirementsforcertificationasaGlobalPathwayweremodifiedinanefforttoaccommodatethevariabilityindegreeprogramsandtostreamlinethecertificationprocess.TherevisedGlobalPathwaycriteriaareasfollows:1)twoglobaldegreeprogramlearningoutcomesalignedwiththeGCPlearningoutcomes,2)globalcertificationoftwocoursesrequiredforthemajor(ideallyoneattheintroductorylevelandoneattheupperlevel),3)developmentordocumentationofoneglobalhigh-impactpractice(studyabroad/away,undergraduateresearch,orservicelearning),and4)collaborationononeglobalco-curriculareventinpartnershipwithaunitinStudentAffairs.Duringfall2015thecriteriaandprocessforcertifying(non-generaleducation)undergraduatecoursesasGlobalCitizenscourseswerealsoestablishedandapprovedbytheUndergraduateCouncil.ThenewglobalcriteriawereintegratedintotheexistingonlinecourseproposalsystemusedbytheUndergraduateCouncil.CertifiedGlobalCitizenscoursesreceivetheGCPCcourseattributeinBannerandcancounttowardsrequirementsfortheGlobalCitizenAward.Inspring2016thefollowingnineGlobalCitizenscourseswerecertifiedbytheUndergraduateCouncil,usingthenewglobalcriteria:

• AMH3342GlobalizationandU.S.Culture• EDF2085IntrotoDiversityforEducators• EDG3775CybersecurityandtheEverydayCitizen(pendingSCNSapproval)• GEY4104HealthyGlobalAging• HUM3309IntrotoFoodStudies• ISS4935SeminarintheSocialSciences• ITT4531ItalianFoodinFilm• LIN4721SecondLanguageAcquisition• REL3308WorldReligions

Oftheninecoursescertified,fourarerequiredformajors,oneisaservice-learningcourse,oneisaresearch-designatedcourse,andoneisanFKLCapstonecourse.AnothereightglobalcoursecertificationproposalswereunderreviewbytheUndergraduateCouncilatthecloseofthespring2016semester.c.GlobalCitizenAwardRequirementsfortheGlobalCitizenAwardwereinitiallydraftedinfall2014andpilotedinspring2015.AfterconsultationwiththeGCPSteeringCommittee,therequirementswererevisedduringsummer2015.Effectivefall2015,therequirementsfortheGlobalCitizenAwardwere:

• attendaStartingYourAdventureWorkshop,whichoutlinesthephilosophyandrequirementsfortheaward,

• attendeighton-campusglobaleventsandsubmitareflectiveessayforeacheventwithinsevendaysofattendance,

• completetwogloballyfocusedactivitiesfromthefollowinglist:o twoforeignlanguagecourses(intermediatelevelorabove),o twoGlobalCitizenscourses,

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o astudyabroad/awayexperience(oneweekminimum),o activeparticipationintheGlobalCitizensLivingLearningCommunity,o 90hoursofcommunityserviceorservicelearning,o 90hoursofinternship,oro 90hoursofundergraduateresearch

• submitaculminatingreflectionassignmentsynthesizingallglobalexperiencescompleted.Duringfall2015andspring2016thecriteriaandlogisticsforcompletingeachawardactivitywereestablishedincollaborationwiththeOfficeforUndergraduateResearch,CareerServices,EducationAbroad,theOfficeofCommunityEngagementandPartnerships,andtheCenterforLeadershipandCivicEngagement.Thesecollaborationsyieldeddocumentstoguidestudentsthroughthestepsnecessarytoobtainpre-approvalofandcreditforcompletingthegloballyfocusedactivitiesoftheirchoice.ACanvasorganizationtomanagetheGlobalCitizenAwardwascreated.TheevidenceandprocessfordocumentingcompletionofawardactivitieswerefinalizedandpostedusingmodulesinCanvas.PromptsforthereflectiveessaysspecifictothevariousawardactivitiesweredraftedanduploadedtoCanvasas‘assignments.’Amodulewasalsocreatedtonotifystudentsofupcomingon-campusevents.Finally,aCanvasquizwasdevelopedtohelpstudentsmapouttheirplanforearningtheaward.DuringAY2015-2016,theGCPoffered38StartingYourAdventureWorkshopsto294students,yielding179studentsactivelypursuingtheGlobalCitizenAward.Eighty-fiveon-campusglobaleventswerepre-approvedandadvertisedtostudentsviaCanvas(40eventsinfall2015and45eventsinspring2016).Infall2015,22studentsattended11ofthe40advertisedeventsandinspring2016,119studentsparticipatedin34ofthe45theadvertisedevents.Studentsarerequiredtocompleteaneventreflectionwithinsevendaysofeachon-campusglobaleventtheyattend.Table1presentsaselectionofstudentresponsestothespringsemesterevents.Table1.SampleofStudentResponsestoGlobalEventsRISEToHerLevel-CLCE“Thiseventhasdefinitelyenhancedmyabilitytoexploremyworldview.”“Itopenedmyeyestonewsituationsthatpeoplefaceeveryday.”“Thiseventgavemetheinformationtouseasasegueintomakingadifferenceforthefuture.”SandraCinto:SiteSpecificInstallation-USFContemporaryArtMuseum“Thisconnectionbetweenhumanityandnatureisprevalentinthispaintingofrushingwater,andisalsoprevalentinmanydailysightsandfeelings,onceacloserlookistaken.”“Ifmorepeoplewouldtakethetimetoexpandtheirhorizonsandlooktoartforinspiration,perhapsenvironmentalissuesacrosstheglobewouldfadeawayintothesettingsun.”“Seeingthenaturalworldrepresentedinsuchabeautiful-imperfect,butyetstillbeautifulway-affirmedmybeliefthatenvironmentalissuesareimportantandneedtobeaddressed.”“Ithinkthisencouragementofself-awarenessisgreatlyhelpfultotakingstepstowardscreatingamoreconnectedandcompassionateworld.”

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CaioReisewitzLecture-InstituteforResearchinArt“ThiseventgreatlychangedthewayIthinkaboutwasteinourenvironment.Iwasshockedhowmuchofourearthiscoveredbylandfills,etc…”CanHumanRightsbeInternational?-InternationalStudiesSociety“AfterhearingMr.Luongoexplainthepoweroffearmongering,IfeellikeIhaveamuchbetterunderstandingofhowcomplexanddiverseofanissueitreallyis.”“IthinkthatIamnowbetterequippedtoengageinarespectfulandproductivedebateonimportantissuestheworldisfacingtodayinhopesofreachingaconclusionwecanallbeproudof.”AspartoftheirparticipationintheGlobalCitizenAward,studentsindicatewhichtwogloballyfocusedactivitiestheyintendtocomplete.Table2showsabreakdownoftheactivitiesindicatedbystudentsin2015-2016.Table2.GloballyFocusedActivitiesSelectedbyStudentsGloballyFocusedActivity Option#1 Option#2 Total

CommunityService 63 5 68

ForeignLanguageCoursework 41 12 53

GCPCoursework 6 8 14

Internship 14 7 21

LivingLearningCommunity 2 0 2

StudyAbroad 31 89 120

UndergraduateResearch 5 40 45TheGlobalCitizensLivingLearningCommunity(GC-LLC)providesresidentialstudentswithanopportunitytoimmersethemselvesinayearlongexplorationofissuesrelatedtoglobalcitizenship.Duringthe2015-2016academicyear,29studentswerehousedintheHolly-GApartments.EachmonthseveralGC-LLCevents(GlobalCinemaNights,guestspeakers,fieldtrips,etc.)wereofferedaroundthefollowingmonthlythemes:GlobalizationandInternationalExperiences,ArtsandArtifacts,InternationalBusinessandHumanRights,CultureShock,MusicandDance,Religion/Spirituality,andEnvironment.Inadditiontothemonthlyevents,studentsintheGC-LLCwerealsoactivelyengagedinserviceevents,includingCHARGE!andStampedeofService,bothsponsoredbyUSF’sCenterforLeadership&CivicEngagement(CLCE).GC-LLCstudentsalsoparticipatedintheiBuddyprogramsponsoredbytheOfficeMulticulturalAffairs.AsanincentivetorecruitmorestudentstoparticipateintheGlobalCitizenAwardprogram,andbecauseallofthestudentsinthepipelinewerestillworkingtowardsearningtheaward,studentsweregiventheopportunitytointerviewforaGCPStudyAbroadscholarship.Forty-two(42)studentswereawardedatotalof$109,455inGCPStudyAbroadscholarships,withindividualscholarshipsrangingfrom$2,500-$3,756fortravelto12distinctlocations,includingChina,CostaRica,Dusseldorf,Florence,Ghana,India,Ireland,Japan,London,Morocco,Paris,Prague,Spain,St.Lucia,andVietnam.Thesestudentsstudiedabroadduringsummer2016andwillworkwiththeGCPinavarietyofpositions(i.e.,peermentors,liaisons,studentassociationmembers,andstudentassistants)duringAY2016-2017asthefirstcohortofGCPstudentleaders.

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Figure3.GCPStudyAbroadScholarshiprecipient,KayleeAbel,atStonehengeinWiltshire,EnglandApre-departuresocialwashosted(inconjunctionwiththeGlobalCitizensClub)attheendofthespring2016semesterforGCPStudyAbroadscholarshiprecipients;thirty-seven(37)studentsattended.Thiseventprovidedstudentswiththeopportunitytomeetotherstudentswhoweregoingtostudyabroadduringthesummerandtoconnectwithfellowstudentswhowouldbetravelingtothesamedestinations.Studentswereprovidedwithinformationpacketsthatcontainedinternationaltraveltipsandresourcesfordocumentingtheirtimeabroad.Inaddition,threestudentswereloanedGoProvideocamerasandaskedtocapturefootageoftheirexperiencesinChina,CostaRica,andLondon.EachstudentalsoreceivedaGCPbackpackandaRockystuffedanimalandwereaskedtopostpicturesusingthehashtags,#rockyisaglobalcitizenand#usfgcp.V.PROFESSIONALDEVELOPMENT

Tosupportfacultyandacademicdepartmentsintheglobalizationofcoursesandprograms,professionaldevelopmentprogrammingandinformationalprintmaterialswerecreated,piloted,andrevisedduring2015-2016.Theprogrammingdevelopedandlaunchedin2015-2016includesGlobalCourseEnhancementCohorts,GlobalPathwayLearningCommunities,stand-aloneworkshops,one-on-oneconsultations,andotheractivities.TheGlobalCourseEnhancementCohortsweredevelopedtoprovidesupporttofacultyintheglobalredesignoftheirindividualcourses.Throughanapplicationprocess,facultyareselectedbytheGCPSteeringCommitteetoparticipateinthecohortandreceive$1400infundingtosupporttheirparticipation.Eachcohortmeetsfivetimesoverthefundedsemesterwiththeexpectationthattheysubmitacompletedproposalshortlyafterthelastmeeting.Todate,15facultyfromthefollowingdepartmentswerefundedandparticipatedinthecourseenhancementcohorts:

• CollegeofArts&Scienceso Anthropology o Chemistryo Communication

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o Historyo HumanitiesandCulturalStudieso ReligiousStudieso SchoolofGeoscienceso SchoolofPublicAffairso Sociologyo WorldLanguageso ZimmermanSchoolofAdvertisingandMassCommunications

• CollegeofBehavioralandCommunityScienceso CommunicationSciencesandDisorders

• CollegeofEducationo TeachingandLearning

• CollegeofPublicHealth• CollegeofTheArts

o ArtHistory.TheGlobalPathwayLearningCommunitieswerecreatedtobringfacultymembersfromseveraldepartmentstogetherinacollaborativespacetodeveloptheirdegreeprogramsasGlobalPathways.Thisprogrammingwascreatedinfall2015incollaborationwithfacultyfromthedepartmentsofSociology,Women’sandGenderStudies,andAgingStudies,andpartneroffices,includingtheAcademyforTeachingandLearningExcellence(ATLE),USFLibrary,EducationAbroadOffice,OfficeforUndergraduateResearch(OUR),OfficeforCommunityEngagementandPartnerships(OCEP),andOfficeofMulticulturalAffairs(OMA).Theprogrammingwaspilotedinspring2016withfacultyfromCommunicationandGeosciences.StafffromOUR,OCEP,EducationAbroad,andOMApresentedatthemeetingsofthelearningcommunityduringthepilotsemestertosupportfacultyandenhancecommunicationamongdepartmentsandofficesacrossUSF.Inter-officecollaborationisexpectedtocontinueinfuturesemesters.Toreachmorefaculty,astand-aloneglobalcourseenhancement“GettingStarted”workshopwasdeveloped.ItwasdesignedtointroducetheGlobalCourseCertificationprocesstofaculty.Theworkshopwasofferedthreetimesduringspring2016andhadatotalof27facultyparticipants.FacultywalkedoutoftheworkshophavingstartedtheprocessofaligningtheircoursewiththeGCPlearningoutcomes.Basedonfacultyfeedbackandquestions,theone-hourworkshopwasexpandedtoatwo-partworkshopseries,entitled“Let’sCertify,”aswellasa“BuildingaGlobalCitizensAssignment”workshop.Additionally,informationsessionsweredevelopedtohelpfacultydetermineifcoursecertificationistherightpathfortheircourse.Thegoalofthemodifiedprogrammingistosupportmorefacultyinterestedincertifyingcoursesoutsideoffundedopportunities.Theprofessionaldevelopmentspecialistsalsoworkwithfacultyinaone-on-onesettingonFKLGeneralEducationandnon-generaleducationcourses.Thesesessionsareindividualizedbasedonfacultyneed.Theprofessionaldevelopmentspecialistsconducted41one-on-onefacultyconsultationsin2015-2016.IncollaborationwiththeAcademyofTeachingandLearningExcellenceandtheCommonReadingExperiencecommittee,theprofessionaldevelopmentspecialistscreatedabookclubforfacultyandstafftodiscusstheCREselectionfor2016-2017,TheOtherWesMoore.Thebookclubisdesignedtodiscussglobalthemesandhowtoincorporatethebookintocoursesandprogramming.Thefirstbookclubsession,gearedtowardallfacultyandstaff,had11participantsfrom10departments.Thesecond

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bookclubsession,gearedtowardinstructorsteachingAcademicFoundations,had5participantsfrom4departments.Significanteffortsweredirectedatdevelopinginformationalprintmaterialsthatcouldbeusedintheprofessionaldevelopmentprogrammingaswellaselsewhere.ThecenterpieceofallprofessionaldevelopmentprintmaterialsistheGlobalCourseEnhancement:WhatItIs&WhatItIsn’tinfographic(Fig.3).OtherprintmaterialsandinfographicsusedtosupporttheGlobalCourseEnhancementCohortsinclude:

• GlobalCitizensCourseCertificationPieces• CourseObjectivesvs.StudentLearning

Outcomes• WritingGlobalStudentLearningOutcomes• BackwardsDesign• ProcessChart• DistributedPractice• ActivitiesSupportingStudentLearning

Outcomes• Problem-BasedAssignments

Thesematerials,aswellasothersnotlisted,weredesignedtoprovidefacultywishingtopursueGlobalCitizensCoursecertificationwiththeinformationnecessarytosuccessfullyglobalizetheircourses.PrintmaterialswerealsocreatedfortheGlobalPathwayLearningCommunities,includingacurriculummaptemplatefordepartmentstodocumenttheirglobalcurriculum.ToassisttheUndergraduateCouncilinthereviewofGlobalCourseCertificationproposals,aResourcePacketforReviewingGCPCertificationProposalswasalsocreated.ThispacketincludesGlobalCourseEnhancement:WhatItIs&WhatItIsn’t,ChecklistforReviewingGCPCertificationProposals,andaGCPCertificationProposalFormOnlineOutput.Similarly,achecklistforreviewingglobalrecertificationproposalswascreatedfortheGeneralEducationCouncil,inadditiontoBuildingYourFKLRecertificationProposalforfacultyrecertifyinggeneraleducationcourses.VI.ASSESSMENT

Infall2015,anassessmentneedsanalysiswasconducted.Thefirststepofanassessmentneedsanalysisistoidentifythetypesofinferencesanddecisionsthatwillbemadefromtheassessmentresults.Consequently,thepurposeandproposedusesofassessmentwerefullydevelopedinordertoguidevalidityefforts.Thenextstepinthisprocessistoclearlydefinetheconstructinregardstoameasurementperspective.Therefore,theGCPstudentlearningoutcomeswereresearchedandoperationalizedforassessmentpurposes.ThenextsteptakenwastoresearchandoperationalizetheGCPinitiatives:theGlobalCitizenAward,GCPCertifiedCourses,andGlobalPathways.Lastly,thetypeof

Figure4.SampleProfessionalDevelopmentInfographic

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reportinginformationneededwasdeterminedsothatananalysismodelcouldbeconstructed.Theresultsoftheassessmentneedsanalysisareasfollows:

• TheassessmentsneedtoclearlymeasurethestudentlearningoutcomesandlinkbacktotheGCPinitiatives.

• Theassessmentsneedtoclearlyevidencechangeinthestudentlearningoutcomes.• Consequently,atime-seriesdesignwitharollingbaselinewasdeterminedtobeanappropriate

analysismodel.TheGCPhaschosentheGlobalPerspectiveInventory(GPI)asamainmeasureofGCPstudentlearning.AnextensiveinvestigationintotheGPIwasconducted.Theinvestigationfocusedonthefollowing:

• Conceptualmodel• Development• Factorstructure• Responseformat• Performancestandards• Validityefforts• Reliabilityanalysis

TheGPIwasdevelopedbyBraskamp,Braskamp,andMerrill(2010).TheGPIisdesignedtomeasurepost-secondarystudents’degreeofglobalperspectivetakingandhasbeenusedbymanyhighereducationinstitutionsforassessmentpurposes.TheGPIiscomprisedof72itemsandhas3sections:GlobalPerspectiveTaking,CampusExperiences,andDemographicData.ThemainpsychologicalconstructtheGPImeasuresisGlobalPerspectiveTaking,whichiscomprisedof6sub-scales:knowing,knowledge,identity,affect,socialresponsibility,andsocialinteraction.TheCampusExperiencesconstructiscomprisedof3sub-scales:curricular,co-curricularandcommunity.Braskamp,Braskamp,andMerrill(2010)haveconductedstudiestoestablishthefacevalidity,concurrentvalidity,andconstructvalidityoftheGPI.Theseeffortshaveshownmoderatevalidity.TheGPIalsohasestablishedtest-retestreliabilityaswellasinternalconsistency(Table3).TheGPIshowsmoderatereliability.

Table3:GPIStructureandReliability

Scale Aspect Sub-Scale Test-RetestReliability

Cronbach’sAlpha

GlobalPerspectiveTaking

Cognitive Knowing 0.67 0.66Knowledge 0.59 0.77

Intrapersonal Identity 0.66 0.74Affect 0.59 0.73

Interpersonal SocialResponsibility

0.73 0.73

SocialInteraction 0.58 0.70CampusExperiences Curricular

Co-curricularCommunity

NA NA

DemographicData NA NA

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TheGPIisasuitablemeasurefortheGCPpurposes,however;ithassomelimitationsinregardstothetypeofinformationitcanprovide.Thus,aspartoftheGCPassessmentplan,anin-houseassessmentwillalsobedevelopedtoworkintandemwiththeGPI.ThereisanIRBontheGCP’suseoftheGPI.Infall2015,theassessmentspecialistassumedtheroleofstudycoordinatorfortheGPI,andtheIRBContinuingReviewwascompletedandapproved.TheIRBwasalsoamendedtoreflectchangesinthecompensationplan.Inspring2016,inordertopreparetheGPIforreleasetostudents,thefollowingtaskswerecompleted:

• ThreeformsoftheGPI,NewStudentform,GeneralStudentform,andtheStudyAbroadform,werepurchased.

• Changestorecruitmentmaterialsweremadetoreflectthenewcompensationplan.• Compensationitemswereselectedandpurchased.• ChangestotheinformationandformatofGCPwebpagesregardingtheGPIweremade.• AreportingarrangementwassetupwithIowaState,owneroftheGPI.• AworkingrelationshipwiththeOfficeofOrientationwasestablishedforrecruitmentof

incomingstudents.

FulllaunchoftheGPIwilloccurin2016-2017.AsimpleassessmentofstudentreadinesswasalsocreatedforstudentspursuingtheGlobalCitizenAward.AtthebeginningoftheirparticipationintheGlobalCitizenAwardprogram,studentswereaskedtoindicatewheretheybelievedtheywereintheirjourneytobecomingaglobalcitizenwithregardtothesixGCPlearningoutcomes(Self-Awareness,Willingness,Practice,Knowledge,Analysis,Synthesis).Answerchoicesinclude:(1)Juststartingout,(2)¼ofthewaythere,(3)½waythere,(4)¾ofthewaythere,and(5)Essentiallythere.Althoughthesedatawereobtainedfromself-reportedresponses,itprovidesanestimationofstudents’levelofreadinesswithregardtoeachoftheGCPlearningoutcomes.DatarelatedtotheseresponsesaresummarizedinTable4.

Table4.Self-reportedStudentReadinessrelatedtoGCPLearningOutcomes(byfrequencyandpercentage)

Juststartingout(1)

¼ofthewaythere

(2)

½waythere(3)

¾ofthewaythere

(4)

Essentiallythere(5) TOTAL

Knowledge 18(15%) 40(33%) 36(30%) 20(17%) 6(5%) 120

Self-awareness 4(3.3%) 18(15%) 50(41.7%) 31(25.8%) 17(14.2%) 120

Analysis 24(20%) 25(21%) 53(44%) 12(10%) 6(5%) 120

Willingness 12(10%) 24(20%) 34(28.3%) 33(27.5%) 17(14.2%) 120

Synthesis 18(15%) 38(31.7%) 43(35.8%) 17(14.2%) 4(3.3%) 120

Practice 6(5%) 28(23.3%) 42(35%) 31(25.8%) 13(10.8%) 120

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TheresultsinthistableshowabasictrendinhowstudentsratetheirreadinessinregardstotheGCPlearningoutcomes.Themajorityofstudentsgavearatingbetween2(1/4ofthewaythere)and4(3/4ofthewaythere).Fewerstudentsgavethemselvesaratingof1(Juststartingout)or5(Essentiallythere).ThesefindingssuggestthatatthebeginningoftheirparticipationintheGlobalCitizenAwardprogram,themajorityofstudentsbelievetheyhavealreadymadesomeprogresstowardsbecomingaglobalcitizen,butdonotseethemselvesasnovicesorexperts.AlongwiththedeploymentoftheGPI,thecreationofanin-houseGCPassessmentbeganinfallof2015.Toinformthedevelopmentofthein-houseGCPassessment,existingexternalassessmentswereinvestigatedandtheirfactorstructures,responsetypes,andpsychometricpropertieswereexaminedandcompared.Thestrengthsandlimitationsofthevariousassessmentsweredetermined.Severalmeasurementlimitationsandconcernswereidentified.

• NoneoftheexistingassessmentsusethesameconceptualmodeloftheGCP.• Self-report,likert-typeitemsarepredominantlyused.Thesetypesofitemshavesomewell-

knownissuesinmeasurement:o Responsebiases,suchassocialdesirabilityandavoidanceofextremeresponseso Difficulttocapturechange

• NoneoftheexistingassessmentsarecapableoflinkingGCPstudentlearningoutcomestoGCPinitiatives.

ThesefindingsalongwiththeassessmentneedsanalysisshapetheassessmentapproachthattheGCPwillusetoevaluatetheprogramandassessstudentlearning.ItwasdeterminedthatUSFfacultywouldbeinvolvedinthecreationoftheassessment.Ourgoalistorecruit10facultytowriteitemsand5facultytoreviewtheitems.Inordertofacilitatethis,anassessmentproposalwasdeveloped.Theassessmentproposalisavaliditytoolforassessmentcreation.Beforeitemscanbedeveloped,theassessmentcontextmustbefullydocumented.Theassessmentproposalcontainsthefollowingelements:

• Thepurposeoftheassessment• Theareasoffocusfortheassessment• Thetargetpopulation• Statementsoftaskparameters• Usesoftheassessment• Intendedformat• Aconstructdevelopmentalmodel• Aprogrammodel

Theassessmentproposalensuresthatallofthecontributorstothecreationoftheassessmenthavethefullinformationnecessarytocreateapsychometricallysoundassessment.Facultywillberecruitedtodevelopandreviewitemsinfall2016.Afterthereviewprocessiscomplete,theassessmentwillbepilotedinthespringof2017.Theplannedreleasedateoftheassessmentisthefallof2017.

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VII.MARKETING,RECRUITMENT,ANDCOMMUNICATION

AnumberofactivitieswereinitiatedtocontinuemarketingtheGlobalCitizensProject,recruitstudentstoparticipateintheGlobalCitizenAwardprogram,andbettermanagecommunicationswithstudentspursuingtheGlobalCitizenAward.InanefforttodistillthemessageofglobalcitizenshipforstudentsandtodevelopaconsistentbrandfortheGlobalCitizenAward,theGCPdeveloped“Explore.Connect.Participate.”asamarketingtagline(Fig.4).Thisphrasingwasincorporatedintoavarietyofmarketingmaterials,includingworkshops,banners,posters,flyers,andGCPwebsitepages.

Figure5.SampleMarketingPieceAstudentfocusgroupwasconductedinspring2016togaininsightregardingappropriateusesofsocialmediatoreachUSFstudents.Basedonstudentinput,GCPprofileswerecreatedand/orupdatedonFacebook,Twitter,Wordpress,andInstagram.Inaddition,weeklyannouncementswerepostedonthesesocialmediasitestoadvertiseon-campusglobalevents.Studentswhoparticipatedinthefocusgroupalsosuggestedtheuseofthehashtags,#rockyisaglobalcitizenand#usfgcp.AprimarystudentrecruitmentmethodfortheGCPhasbeentablingatvariouscampusevents,includingiBuddyKick-off,EducationAbroadWelcomeBackBBQ,EducationAbroadFair,InternationalFestival,9thAnnualSpanishFestival&Expo,StampedetoSuccess,BullsUniteDay,and15EngagementExposduringthefall2015andspring2016FTICOrientation.Inaddition,theDirectoroftheGCPdelivered13presentationsduringthefall2015FTICOrientationFamilyprogramandstudentleadersfromtheOfficeofOrientationpresentedtoallcohortsofincomingfirst-yearstudents.Inspring2016,theGCPimplementedTalisma,aCustomerRelationsManagement(CRM)softwareprogramincollaborationwithAcademicInformationSystems.TalismawillbeusedtoenhancetheefficiencyandconsistencyofcommunicatingwithstudentswhoarepursuingtheGlobalCitizenAwardandenableGCPstafftoinitiatestrategicrecruitingcampaignstoincreaseparticipationintheGlobalCitizenAwardprogram.

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VIII.PUBLICATIONSANDPRESENTATIONS

TheGCPwasfeaturedinthearticle,“TheAscentofGlobalLearning,”byChrisConnellinInternationalEducator,themagazineofNAFSA.TheGCPwasalsofeaturedinthearticle,“’Glocalizing’theCampustoAdvanceGlobalLearning,”writtenbyGCPdirectorKarlaDavis-SalazarandpublishedinLiberalEducation,theflagshipjournalofAAC&U.TheGCPteampresentedthefollowingworkshopsandpapersatregionalandnationalconferences:‘Glocalizing’YourCampus:FromAspirationtoImplementation.GlobalLearninginCollegeConferenceof

theAssociationofAmericanCollegesandUniversities,Ft.Lauderdale,FL.(K.L.Davis-Salazar)[Plenary]

PromotingGlobalCompetenciesinUndergraduateStudents.The35thAnnualConferenceontheFirst-YearExperienceoftheNationalResourceCenterfortheFirst-YearExperienceandStudentsinTransition,Orlando,FL(K.L.Davis-Salazar,M.Heath,J.Lauther,andK.Morgan)

GlobalCitizenshipasaMeaningfulFrameworkforGeneralEducationinIncreasinglyDiverseUniversityCommunities.GeneralEducationandAssessmentConferenceoftheAssociationofAmericanCollegesandUniversities,NewOrleans,LA(K.L.Davis-SalazarandN.M.West).[Sequencedworkshop]

GlobalCitizenship:WhatIsItandWhyDoesItMatter?FloridaInternationalSummitoftheFloridaNetworkofGlobalStudies,Orlando,FL.(K.L.Davis-Salazar)[Panel]

DevelopingaGlobalStrategy:AnOrganicApproachtoEngagingUniversityStakeholders.GlobalLearninginCollegeConferenceoftheAssociationofAmericanCollegesandUniversities,Ft.Lauderdale,FL(R.Brindley,K.L.Davis-Salazar,andE.Eisenberg).[Seededdiscussion]

TheGCPalsopresentedatthefollowingUSFevents:BeingaGlobalLeaderatUSFandBeyond.USF’s2016LeadershipChallenge,UniversityofSouthFlorida,

Tampa,FL.(K.L.Davis-Salazar)[Keynote]

iCan,iWill,iBelong:FindingMyPlaceasaGlobalCitizen.DIEO’s13thAnnualDiversitySummit,UniversityofSouthFlorida,Tampa,FL.(N.Nachabe)

iCan,iWill,iBelong:FindingMyPlaceasaGlobalCitizen.OMA’s2016InterculturalStudentLeadershipConference.,UniversityofSouthFlorida,Tampa,FL.(N.Nachabe)

GlobalVillage:BringingGlobalIssuesintotheClassroom.ATLE’sCelebrationofTeaching,UniversityofSouthFlorida,Tampa,FL.(K.A.FultonandS.Mitchell)

TeachingStudentstoWrite(InYourDiscipline).ATLE’sSummerTeachingSymposium,UniversityofSouthFlorida,Tampa,FL.(K.A.FultonandS.Mitchell)

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IX.2016-17OBJECTIVES

GlobalFKL(GeneralEducation)• ImplementtheprocessforcertifyingFKLCapstoneandFKLWritingIntensivecourses• Increasethenumberofglobalgeneraleducationcourses

GlobalPathways

• Increasethediversityofparticipatingdepartmentsandcolleges• IncreasethenumberanddiversityofGlobalCitizenscertifiedcourses

GlobalCitizenAward

• GraduatethefirstcohortofGlobalCitizenAwardrecipients• IncreasestudentparticipationinandcompletionoftheGlobalCitizenAwardprogram• DevelopprogrammingforstudentspursuingtheGlobalCitizenAward• TrainandutilizethefirstcohortofGCPstudentleaders(peermentors,liaisons,student

associationmembers,andstudentassistants)• ArticulatetheGlobalCitizenAwardwithotherglobaldistinctionprogramsatlocalcommunity

andstatecollegesProfessionalDevelopment

• Developa30-minuteinformationalsessionforFKLrecertification• CreateaworkshopondesigningGlobalCitizensAssignments• Offertherecentlydesigned“GoGlobal”workshop

Assessment

• Analyze2016GPINewStudentdata• RecruitgeneralstudentsandstudyabroadstudentstocompletetheGPI• Developin-houseassessmentinstrumentincollaborationwithfaculty

Marketing,Recruitment,andCommunication

• RaisecampusawarenessofandfamiliaritywiththeGlobalCitizensProject• HireagraduateassistanttoassistwithdevelopmentofGCPmarketingstrategies&materials• Increasenumbersofsocialmediainteractions(Facebook,Twitter,Instagram)