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Global Baylor:Addressing Challenges to Human Flourishing Quality Enhancement Plan15 December 2016 Baylor UniversityTable of ContentsExecutive Summary 4Introduction 4University Mission & Strategic Plan 5Topic Selection 6Global Baylor: Addressing Challenges to Human Flourishing 10 Background 10Defining Student Learning Outcomes 10Action Plan: Initiatives 11Global Challenges 12Enhanced International Travel Experiences 13Diversity Abroad 14Global Baylor 19Institutional Capacity 20Budget 22Categorical Expenses 22Summary Budget 23QEP Assessment Plan 24QEP Logic Model 26References 38Appendices 43Appendix A: Baylor University Mission Statement 43Appendix B: Baylor University QEP Working Group 43Appendix C: QEP Working Group Draft Proposal 43Appendix D: Baylor University QEP Steering Committee 45Appendix E: Certificate in Global Engagement 46Appendix F: Sample Syllabi for GBL 1101, 1102, 1103 48Appendix G: Expanded QEP Timeline 62Appendix H: Global Awareness, Responsibility, and Engagement Guideposts 63Appendix I: Examples of Direct and Indirect Measures of Learning 65Appendix J: QEP Organizational Chart 66Executive SummaryThe Quality Enhancement Plan (QEP) for Baylor University, Global Baylor: Addressing Challenges to Human Flourishing, seeks to prepare students to live in an increasingly global community where challenges to human flourishing – in health, in economic opportunity, in political and religious freedom, and indeed in all areas of human existence – are of paramount concern. Through this QEP we will create a campus-wide awareness of critical human concerns and nurture a commitment to seeking solutions to them. The QEP contains four interrelated initiatives that are designed to foster identified student learning outcomes: Global Challenges, Enhanced International Travel Experiences, Diversity Abroad, and Global Baylor. Global Challenges will introduce students to the concept of global equity and human flourishing within the context of a particular global issue. Beginning in 2017 and for the following three years, this challenge will be global health, a global challenge that cuts across all academic disciplines and invites participation from the entire Baylor University community. By maintaining the focus on global health through four years, students will have an extended opportunity to work individually and collectively to deepen their understanding of how health issues impact all of human society throughout their time at Baylor. As one avenue to develop greater student awareness and engagement with global challenges, we will provide students with the opportunity to earn a certificate in global engagement. Enhanced International Travel Experiences will see us provide new and expanded opportunities for student travel through both study abroad and missions, with more intentional focus on attainment of established student learning outcomes associated with their international travel. We will continue to develop current strategic partnerships as well as seek new global destinations and partners to serve increasing numbers of students from across all disciplines. Diversity Abroad will undertake efforts to make international opportunities more readily available to students of color, first generation students, and students from other diverse or underrepresented backgrounds so that they can benefit from the invaluable learning outcomes associated with international education. Finally, Global Baylor will coordinate events and activities across campus and beyond to maintain our community focus on global challenges and to celebrate our responses to these issues through student, staff, and faculty research and engagement.IntroductionBaylor University’s Quality Enhancement Plan (QEP) is titled Global Baylor: Addressing Challenges to Human Flourishing. Our goal is to foster an awareness of and engagement with the many global challenges facing our community and the world: challenges that impede the human flourishing that is in accordance with a Christian understanding of human dignity, and challenges that threaten the equity of opportunity required for a just world. We will initially focus on global health issues. Through our four initiatives we expect to see measurable increases in the numbers of students from all backgrounds participating in global activities including study abroad and mission trips, a new certificate program in Global Engagement, and a variety of campus-based events. This QEP is consistent with, and will help to advance, both the mission and strategic vision of the university.5626100-508000Pro Futuris Aspirational Statement I: Transformational EducationBaylor will be a community recognized for Transformational Education…where academic excellence and life-changing experiences ignite leadership potential that increases our students’ desire for wisdom, understanding of calling, and preparation for service in a diverse and interconnected global society.242000Pro Futuris Aspirational Statement I: Transformational EducationBaylor will be a community recognized for Transformational Education…where academic excellence and life-changing experiences ignite leadership potential that increases our students’ desire for wisdom, understanding of calling, and preparation for service in a diverse and interconnected global society.Chartered by the Republic of Texas in 1845, Baylor University is the oldest continually-operating university in Texas. The main campus of Baylor University is located on approximately 1,000 acres along the Brazos River in Waco, Texas. The university offers some 142 undergraduate degree programs as well as 75 master’s and 41 doctoral programs. Along with students from all 50 states and the District of Columbia, we also welcome international students and scholars from more than 70 countries. The university also has other facilities spread throughout the state of Texas—the Louise Herrington School of Nursing in Dallas, executive MBA programs in Dallas and Austin, and a branch of the Diana Garland School of Social Work in Houston. Baylor University is committed to transformational education, compelling scholarship, informed engagement, committed constituents, and judicious stewardship through our current strategic plan, Pro Futuris. Each of these emphases can be advanced through enhancements to global engagement, and thus our QEP builds upon existing university priorities to reach a greater number of students through a variety of initiatives that will enhance the quality not only of their educations but their lives and vocations.Our QEP is designed to address global engagement through four initiatives:Global Challenges – This initiative will set the stage for a campus-wide conversation around global challenges and the theme of global equity and human flourishing explored from various perspectives, and initially finding a focus in global health issues. It will also introduce a new certificate program in global engagement, in which students will pursue both curricular and co-curricular learning in order to enrich their academic experience. Successful completion of the certificate program will be noted on student transcripts.Enhanced International Travel Experiences – This initiative will develop new opportunities to enhance student learning in the context of study abroad and international missions, enabling more students to benefit from these programs.Diversity Abroad – This initiative will reduce barriers to participation in international education for students of color, first-generation students, and other students from diverse backgrounds by providing additional scholarship support and institutional resources.Global Baylor – This initiative will involve coordinating events and activities across campus and beyond to maintain our community focus on global challenges and to celebrate our contributions to solutions to those issues through student, staff, and faculty research and engagement.University Mission & Strategic PlanlefttopPro Futuris Aspirational Statement II: Compelling ScholarshipBaylor will be a community recognized for Compelling Scholarship… where research discoveries illuminate solutions to significant challenges confronting our world and where creative endeavors reflect the breadth of God’s creation.242000Pro Futuris Aspirational Statement II: Compelling ScholarshipBaylor will be a community recognized for Compelling Scholarship… where research discoveries illuminate solutions to significant challenges confronting our world and where creative endeavors reflect the breadth of God’s creation.The mission of Baylor University is to educate men and women for worldwide leadership and service by integrating academic excellence and Christian commitment within a caring community.Chartered in 1845 by the Republic of Texas and affiliated with the Baptist General Convention of Texas, Baylor is both the state’s oldest continually-operating institution of higher learning and the world’s largest Baptist university. Established to be a servant of the church and of society, Baylor seeks to fulfill its calling through excellence in teaching and research and in scholarship and publication, both local and global. The vision of its founders and the ongoing commitment of generations of students and scholars are reflected in the motto inscribed on the Baylor seal: Pro Ecclesia, Pro Texana – For the Church, For Texas. In the 21st century we take this motto to have even broader meaning: For the Church, For the World.56769003930650Pro Futuris Aspirational Statement III: Informed EngagementBaylor will be a community recognized for Informed Engagement… where our Christian faith, in conjunction with our expertise and resources, inspires a desire to address systemic problems facing our community, both local and global, and renews our dedication to improvement of self and service to others.242000Pro Futuris Aspirational Statement III: Informed EngagementBaylor will be a community recognized for Informed Engagement… where our Christian faith, in conjunction with our expertise and resources, inspires a desire to address systemic problems facing our community, both local and global, and renews our dedication to improvement of self and service to others.In May 2012, the Baylor University Board of Regents adopted a new strategic vision to guide the university through the next decade. Constructed around five high-level Aspirational Statements that provide a blueprint for the University's future course, Pro Futuris enjoins us to pursue Transformational Education, Compelling Scholarship, Informed Engagement, Committed Constituents, and Judicious Stewardship. With a clear understanding of our desired destination, the University leadership began to take essential steps to realize our ambitious vision. Baylor University remains a place where the Lordship of Jesus Christ is embraced, studied, and celebrated. We love God with our heart, so we are compelled to care for one another and to address the challenges of our hurting world. We love God with our soul, so we are called to worship Him and to serve Him in pursuing His church. We love God with our mind, so we are called to instruction, research, scholarship, and creative endeavors that truth may be discovered and disseminated, beauty revealed, and goodness honored.As articulated in its mission, Baylor endeavors "to educate men and women for worldwide leadership and service by integrating academic excellence and Christian commitment within a caring community" - a mission further illustrated through the University's foundational assumptions, core convictions, and unifying academic themes. These commitments motivated the founding of Baylor in 1845 and have guided the university at every point in its history. Together with Baylor's motto, Pro Ecclesia, Pro Texana, they continue to define Baylor's exceptional character, purpose, and vocation in the world of higher education. Topic Selection and Development ProcessGlobal engagement emerged as a recurrent theme throughout the broad-based strategic planning process that preceded development of the University’s strategic vision, Pro Futuris. That planning process is outlined below.October 2010: Executive Vice President and Provost Elizabeth Davis issued Envisioning Our Future, an invitation to “an open, public, and civil dialogue of Baylor’s future.” It established a framework for the discussion drawn directly from the University’s mission statement and posed questions to stimulate dialogue.December 2010 – April 2011: A broad range of constituents provided input to inform the direction of the University’s strategic plan. On-campus discussion took place within departments, schools, administrative units, and student organizations, as well as in multi-disciplinary groups. A total of 164 campus groups submitted reports summarizing their ideas. Alumni and other off-campus constituents were invited to share insight and ideas through 19 community input sessions held across the state and nation. Additionally, individual submissions were invited via the strategic planning website. A total of 704 alumni and friends attended community input sessions, and 299 individuals submitted recommendations to the website.January – June 2011: A Strategic Themes Committee composed of faculty, staff, and students was charged with synthesizing and analyzing all of the input received, culminating in the Strategic Input Report. The report outlined the process the committee followed in identifying major themes that emerged from the data, as well as a number of sub-themes that appeared across themes. Global engagement appeared as a sub-theme in four of the 12 overarching themes – Curriculum, Learning Environment, Community Engagement, and Stakeholder Diversity. Both on-campus and off-campus constituents identified the need to enhance students’ global awareness through the core curriculum and to increase opportunities for experiential learning through study abroad and international mission trips. July – December 2011: The Executive Council and Board of Regents reviewed the Strategic Input Report and prepared an initial draft of a new strategic vision based on its key themes.January – March 2012: Constituents submitted feedback on the draft strategic vision, and the Feedback Review Working Group revised the draft to reflect the suggested changes.May 2012: The Board of Regents of Baylor University approved the new strategic vision, Pro Futuris. August 2012: Executive Vice President and Provost Elizabeth Davis created a Task Force on Global Education to assess the various elements of international engagement currently being pursued at Baylor and to recommend strategies based on its findings for realizing the aspirations for intercultural understanding and global engagement articulated in Pro Futuris. May 2013: The Task Force on Global Education submitted its Report and Recommendations, which included hiring a Vice Provost for Global Engagement to lead an expanded Center for Global Engagement, increasing student participation rates in study abroad and global missions, recruiting more international students, and infusing the curriculum with international components. The Task Force also suggested a focus on global engagement for Baylor’s next QEP.August 2013-April 2014: A committee of faculty and staff conducted an international search for a Vice Provost of Global Engagement, considering over 200 prospects for the position. August 2014: Dr. Jeffrey Hamilton was named Interim Vice Provost for Global Engagement. He began reconfiguring the Center for International Education to align with the task force’s recommendations as approved by the provost.Fall 2014: Baylor’s Council of Deans discussed possible topics for Baylor’s 2017 QEP stemming from the strategic visioning exercise, including global engagement. These discussions were then continued at the college and department level through 2014-15.January 2015: Dr. Hamilton was named Vice Provost for Global Engagement. He held an initial meeting with the provost’s chief of staff (who spearheaded the 2007 QEP), the Vice Provost for Institutional Effectiveness (who is also Baylor’s SACSCOC Liaison), and the Director of Assessment and Compliance to discuss the potential for a QEP focused on global engagement.Spring 2015: Baylor’s Council of Deans, having solicited input from faculty through department chairs throughout 2014-15, recommended global engagement as the theme for the 2017 QEP to Interim Provost David Garland.September 2015: Executive Vice President and Provost Ed Trevathan named a working group of faculty, staff, and students representing constituencies from all areas of the university to lead the QEP planning effort. The working group was charged with developing a QEP that supports the aspirations of Pro Futuris for enhancing Baylor’s global engagement efforts. Working in committees and jointly throughout Fall semester 2015, the working group developed an outline for the QEP tentatively titled “Engaging the Global Future.”January 2016: Interim Executive Vice President and Provost, Dr. Todd Still, appointed a Steering Committee to develop the proposed QEP into a fully developed draft. This Steering Committee worked in sub-committees and jointly throughout the Spring semester of 2016 to develop the QEP, GLOBAL BAYLOR: ADDRESSING CHALLENGES TO HUMAN FLOURISHING, which is the subject of this document. An initial draft was presented to the Executive Vice President and Provost, Dr. L. Gregory Jones, on 12 May 2016.June – August 2016: Executive Vice President and Provost, Dr. L. Gregory Jones invited comment on the draft QEP from the Baylor community, providing a link to both the draft and a response site, to all Baylor faculty, staff, and students. The site was also available to alumni and any other constituents.August – October 2016: The QEP Steering Committee returned to work, revising the draft based on feedback received, and developing more details of how the QEP would be implemented.October 2016: A penultimate draft of the QEP was submitted to Executive Vice President and Provost, Dr. L. Gregory Jones, for review and comment.December 2016: Final draft of the QEP was submitted to Executive Vice President and Vice Provost, Dr. L. Gregory Jones, for approval and submission to SACSCOC.Global Baylor: Addressing Challenges to Human FlourishingBackground: International Education and Global EngagementInternational Education has a long history at Baylor University. International students have enrolled at Baylor since the 1920s, and several of our formal exchange programs stretch back for nearly half a century: Baylor has been sending students to Seinan Gakuin University in Fukuoka, Japan, and receiving theirs in return, since 1973, and our exchange with Hong Kong Baptist University dates to the same period. Exchange agreements are now in place with universities on all habitable continents, and the university has developed a wide range of faculty-led study abroad programs. In the early 1990s Baylor established a Center for International Education to oversee both study abroad and international students, which is now the Center for Global Engagement. In 2015-16 Baylor sent nearly 800 students abroad for academic studies and another 400 on international mission trips. The importance of international education and global engagement cannot be overstated. Students can acquire a broad set of cultural skills, attitudes, and behaviors through international experiences that allow them better to understand themselves, while at the same time developing the qualities being sought by employers in the 21st century both here in the United States and around the world. It is imperative that our graduates be provided with appropriate tools to flourish in a global society.International study has sometimes been perceived as non-essential or even an obstacle to student success in terms of time to graduation. However, there is empirical data showing that students participating in study abroad do not typically graduate any later than other students. In fact, there is some evidence that the opposite is true (Indiana University, 2009; St. Mary’s College of Institutional Research, 2009; Hamir, 2011).It is also not the case that certain majors or certain types of students are more suited to international education (Vande Berg, Paige, and Lou, 2012; Root and Ngampornchai, 2013; Tarrant, Rubin and Sonor, 2014). The skills, attitudes, and behaviors acquired through international educational experiences are fundamental to success in the 21st-century global economy regardless of professional specialization, and are equally important in the development of a fully formed spiritual, moral, and intellectual character. Defining Program Learning OutcomesProgram learning outcomes (PLOs) specify what is expected of students in a program. These are separate from course learning outcomes or university-level learning outcomes, although all three levels of learning outcomes should work together and complement each other. The PLOs selected for this QEP are: Self-Awareness, Cultural Knowledge, Responsibility, and Engagement. These are defined in Table 1.Table 1. QEP Program Learning OutcomesLearning GoalsProgram Learning OutcomesSelf-AwarenessStudents in this program will be able to identify unique characteristics of their own culture.Cultural KnowledgeStudents in this program will be able to understand, analyze, and explain important facets of cultures other than their own. ResponsibilityStudents in this program will be able to evaluate the ethical, social, technological, and environmental consequences of actions at the local, regional, national, and international levels.EngagementStudents in this program will be able to create a plan for contributing to solutions to global challenges.Action Plan: InitiativesHaving identified PLOs and developed the overall focus on global challenges, the QEP working group proposed a series of four initiatives through which the PLOs could be addressed. Table 2. Alignment of QEP Initiatives with PLOsProgram Learning OutcomesGlobal ChallengesEnhanced TravelDiversity Global BaylorSelf-AwarenessxxxxCultural Knowledge xxxxResponsibilityxxEngagement xxxGlobal ChallengesThe Baylor QEP, titled Global Baylor: Addressing Challenges to Human Flourishing, has a very broad and flexible focus by design. We want our students to be aware that they live in a world facing numerous challenges to human flourishing for which their generation must work to find solutions. Initially, we plan to introduce our students to one global challenge in particular and to make that a campus-wide area of emphasis, not only for students but also for faculty and staff. Initially, this campus-wide focus will be on issues related to health. Baylor University, as a Christian university in the Baptist tradition, is concerned not only with the academic achievement of our students, but also their spiritual formation--to understand the meaning of vocation in all senses so that they can lead lives of meaning and purpose. A central element of this developmental process is a year-long university Chapel requirement for all first-year students. Chapel incorporates a variety of speakers, performers, and other types of presentation to introduce students to issues that allow them to examine their lives and purpose. Our goal is to introduce the focus of the QEP to our students through their Chapel experience. We plan to bring in world-renowned leaders to share their stories and inspire our students to become difference makers here in Waco, in their home communities, and throughout the world. We will also introduce students to the many opportunities available to them--in and out of class, on campus, in the community, and abroad--to engage in efforts to address these global challenges.In order to extend the impact of the QEP beyond students’ Chapel experience, we have designed a Certificate in Global Engagement. This certificate program will be open to all students in any major, and will incorporate a mixture of curricular and co-curricular requirements. Participating students will rise through three levels, from Entry through Exploration to Engagement. Students participating in the certificate program will develop essential skills and knowledge that will better prepare them for leadership and service in the global society of the 21st century. In order to earn the certificate, students will accumulate a total of 100 points. Certain activities are required (Chapel, participation in a reading group, three 3-credit hour courses, selected from a broad list of preapproved courses) as well as participation in one of five engagement activities (Study Abroad, Missions, Embedded Study Abroad Course, International Internship, or Mission Waco Poverty Simulation). All other activities within the certificate are elective. The Certificate in Global Engagement was approved by the University Undergraduate Curriculum Committee in Fall 2016. Successful completion of the certificate program will be noted on student transcripts. We anticipate at least 40 students will enroll in the certificate program by Spring 2019, with at least 40 new students enrolling in the program by the end of the 2021-22 academic year.Enhanced International Travel ExperiencesBaylor University has a longstanding commitment to study abroad. The most recent Open Doors report indicates that 695 Baylor undergraduate students participated in study abroad programs in 2014-15, from an undergraduate population of 12,866, yielding a participation rate of 5.4%. An additional 368 undergraduates participated in global missions during the same year, bringing the total of students who participated in a Baylor international travel experience to 1,063, or 8.3% of the undergraduate population.The QEP will seek both to increase student participation in study abroad and international missions and to assess the impact of these experiences through our designated program learning outcomes:Self-AwarenessCultural KnowledgeResponsibilityEngagementAs part of the QEP, several initiatives will be undertaken to improve access to and enrich the study abroad experience. First, we are developing a model for embedded study abroad courses that will allow students to have the benefit of an international educational experience within the context of an existing course without the financial costs that present a barrier to many students. The courses selected will be regular catalog courses and the travel experience will be clearly tied to learning outcomes for the course. Students will be introduced to the culture of the area they will be travelling to and tie this knowledge into their course prior to travel, experience the culture at first hand during their travel, and process it during the second half of the semester upon their return. The course faculty, assisted by the Office of Spiritual Life, will help students connect the material they are studying with its cultural context and their own academic and spiritual development. Our goal is to provide at least five such courses annually in each by 2022. In Spring 2017 we will pilot this embedded course model in the School of Education. Students enrolled in TED 3380, Social Issues in Education, will travel to Querétaro, Mexico over spring break as a required component of their course.Second, we have developed a sequence of three 1-credit courses to be offered to students prior to, during, and following their international education experience. These courses are designed to enhance their ability to process the impact of this international experience on their personal development. These three courses (GBL 1101, 1102, and 1103) were approved by the University Undergraduate Curriculum Committee in Fall 2016 and will be housed and administered in the Center for Global Engagement. While GBL 1101, “Developing Cultural Competence,” and GBL 1103, “Reentry from Study Abroad,” will be highly recommended to any students involved in international travel, GBL 1102, “ Intercultural Competence Abroad,” will be required for all students participating in a Baylor University study abroad program. All tuition charges for this one-credit course will be offset by scholarship money provided by the university. Following a model that has been successfully employed at other universities (La Brack, 2012; Duke, 2014), GBL 1101 and 1103 will be a hybrid of in-class and online instruction designed to maximize student engagement with the cultures they encounter, while GBL 1102 will be fully online since the students will be abroad when the take it. The Academy for Teaching and Learning will provide the training for the courses’ instructors.Third, as we gain insights into the impact of the GBL courses, we will work to develop a mechanism to allow academic credit to be attached to Baylor University international mission trips. Something like the model described above for the 1-credit GBL classes will be replicated in a more concentrated form to provide an academic context within which the mission trip can be further enriched. This will most likely take the form of a repeatable course, housed in the Center for Global Engagement, which would be tied to experiential learning and the development of intercultural competencies.In order to achieve these goals fully, it will be necessary to identify and obtain additional resources. Scholarship money will be necessary, particularly for the embedded study abroad courses. Endowed funds in the School of Education and annual gifts to the department of Art in the College of Arts and Sciences already exist, and scholarship funds within the Center for Global Engagement can be redirected to provide the necessary funding for at least one more embedded course per year, while funding for another two to three courses has been built into the QEP budget from operational funds. This will allow us to develop the program and showcase it to potential donors in order to secure further endowed funds to ensure the sustainability of the program. As noted above, university scholarship funds will be used to support the required 1-credit on-site GBL 1102 course and the proposed 1-credit Missions course. Some of the necessary funding can be generated through reallocation of existing scholarship funds within the Center for Global Engagement and elsewhere on campus, but much of it will rely on new donor support as well as a commitment to funding from the university operational budget.Diversity AbroadMulticultural StudentsAs Baylor University becomes an increasingly diverse community, it is incumbent upon us to ensure that all students are enabled to experience the benefits of international education. It is generally agreed that the benefits of study abroad can be profound as students acquire a broader perspective about the human condition in the world. At the same time, diversifying study abroad by increasing participation of students of color has been demonstrated to simultaneously assist other U.S. students’ progress in their various stages of identity development (Cressy, 2005). The host country also benefits from multicultural student participation in study abroad because “residents of the host country observe a broader American perspective that is often ignored or portrayed negatively in the media” (Brux & Fry, 2010; Pope, Reynolds, & Mueller, 2004).Although there is significant value in diversifying the study abroad cohort, students of color participate in study abroad opportunities at a lower rate than other students (Brux & Fry, 2010). The following table represents the profile of the U.S. study abroad students by race/ethnicity for the academic years of 2003/04, 2008/09 and 2013/14, provided by the Institute of International Education “Open Doors” report. While the trend is toward more inclusion, the data still shows a disproportionate number of white students participating in study abroad, and a significantly smaller proportion of students of color.Table 3. Participation in Study Abroad Among U.S. Students 2003-04 to 2013-14Race/Ethnicity of U.S. Students Abroad2003-042008/092013/14White83.780.574.3Hispanic or Latino5.06.08.3Asian or Pacific Islander6.17.37.7Black of African American3.44.25.6MultiracialAmerican Indian or Alaskan Native1.31.63.6 0.5TOTAL U.S. STUDENTS ABROAD191,231260,327304,467The expense of study abroad is cited by many students as a barrier for participation, not least by multicultural students (Brux, Fry 2010; Kasravi, 2009). Many multicultural students also report being unaware that financial aid is available for study abroad (Sweeny, 2013). Additionally multicultural students frequently note that even if finances did not affect their decision not to study abroad, they had work responsibilities or other obligations preventing travel (Brux & Ngoboka, 2002). Another barrier faced by multicultural students relates to family concerns and attitudes to their student studying abroad. For some households English is not the primary language, and often the main speaker with knowledge of English is the student. The student understands that due to this they cannot leave their family for any long period of time, making study abroad an undesirable opportunity (Thomas, 2001). For multicultural students engaged in heritage seeking (wanting to know more about the cultures that their families come from) many parents “are shocked by the desire [of their child] to return to a country that the parents had left to provide a better life for their family” (Tasntir, 2005). Students of color, based on experiences with racism in the United States, may harbor apprehensions about racism they will potentially encounter traveling abroad (Burkart, Hexter, and Thompson, 2001), although more recent research has found that fear of racism overseas has become less of a barrier identified by multicultural students (Kasravi, Williams, & Woodruff, 2007).There are also institutional factors that keep multicultural students from studying abroad. Some of these factors include, but are not limited to, inadequate study abroad program offerings, difficulty in transferring credits, lack of advising resources and support, lack of support from faculty and departments, lack of funding sources and strategies and inadequate marketing and awareness strategies used for the study abroad programs (Kasravi, 2009). Many studies suggest that students are individually encouraged or first introduced to the idea of study abroad programs through their advisers and faculty. At the same time, “it appears that the instructors and advisors who are already involved in international programs and/or are multicultural themselves are the ones most actively involved in encouraging multicultural students” (Brux and Fry, 2010). Making international travel opportunities available to all faculty members, particularly diverse faculty, is a necessity, as they will then relay their interest and credibility to the students they teach and mentor. First-Generation College StudentsFirst-generation students represent a significant and growing population in higher education institutions (Choy, 2001). The literature in higher education shows unequivocally that first-generation students are at a disadvantage when it comes to persistence and retention (Choy, 2001; Ishitani, 2003, 2006; Lohfink & Paulsen, 2005). As a result, it is important for these students to gain exposure to and knowledge of on-campus support services, institutional norms, values and traditions, and access to faculty and staff mentors in order to learn of additional curricular and co-curricular opportunities such as study abroad, which themselves lead to higher retention rates. A specific goal of the QEP is to increase participation rates in study abroad among first generation students. Study abroad incentive scholarships will be awarded annually to 25 incoming freshmen who identify as first generation students and meet certain academic and financial eligibility requirements, in order to familiarize them with institutional resources and international opportunities as early as possible in their Baylor education. Additional scholarship funds will be awarded to each of these students annually at the end of their first three years to promote retention and to allow for a higher percentage of study abroad costs to be covered. We will track actual participation rates in study abroad within in cohort, and compare student success among these cohorts against that of their peers who are not part of the program. As demonstrated above, cost is not a unique barrier to study abroad among diverse and first generation students. In addition to providing scholarship support, the Center for Global Engagement will also work to develop resources for parents, explaining both the value of international education and the process involved in preparing for studying abroad. Finally, scholarship recipients will be required to attend regular advising sessions with study abroad advisors beginning with their first semester on campus, not only to assist them through the administrative process, but also to help guide them toward experiences that will best fit their personal interests and academic fields of study.The QEP Steering Committee has worked closely with the Office of Institutional Research, the Center for Global Engagement, and the Office of Missions to obtain data on the participation of multicultural and first generation students in international experiences at Baylor. From this data we have been able to establish current patterns of participation and we will utilize this data to address the barriers preventing these students from participating in international experiences at a level comparable to the student population as a whole. During Fall 2016 the Center for Global Engagement performed a self-evaluation of our institutional services for multicultural students, with particular reference to study abroad, using the AID (Access, Inclusion, and Diversity in International Education) Roadmap developed and administered by Diversity Abroad. We will use the results of this self-study to inform our efforts to provide appropriate resources and support to our multicultural and first generation students.Figure 1: Distribution of BU students in Semester Study Abroad Programs, 2014-15 to 2015-16Figure 2: Distribution of BU undergraduate students in Summer Study Abroad Programs 2016, Compared to All Students Fall 2015 and Fall 2016.Figure 3: Participation of First Generation Students in Baylor Study Abroad Programs Global BaylorIn order for the QEP to be a success, it must be embraced by the entire Baylor community. Although all Baylor undergraduate students will be introduced to the concept of Global Baylor: Addressing Challenges to Human Flourishing through their participation in Chapel, it will be necessary to continue the conversation beyond that venue. Some students will choose to obtain the Certificate in Global Engagement, while others will study abroad and/or participate in international mission trips where they can address issues of global equity and human flourishing directly. Others still will choose to live in Baylor and Beyond, a living and learning community where students are encouraged to develop cultural competencies for worldwide leadership through service to others, language acquisition, mission and study-abroad opportunities, and undergraduate research both local and international. To engage the community as a whole we will have recurring events that emphasize the need to address global challenges. Some examples of our planned activities are:Creation of a Global Baylor calendar to be a clearinghouse for the many global activities that take place on campusExpansion of International Education Week eventsEmphasis on the theme of global equity and human flourishing in our annual Scholars Week, where undergraduate and graduate students present their workOrganization of an annual campus-wide event to celebrate the contributions that Baylor students, faculty, and staff have made to addressing global challenges.left5143500Pro Futuris Aspirational Statement IV: Committed ConstituentsBaylor will be a community recognized for Committed Constituents…where the dedication of alumni and friends advances Baylor through sustained involvement and philanthropy.00Pro Futuris Aspirational Statement IV: Committed ConstituentsBaylor will be a community recognized for Committed Constituents…where the dedication of alumni and friends advances Baylor through sustained involvement and philanthropy.Another important opportunity to engage our students globally comes through our many alumni (more than 700 in 86 different countries), as well as current students’ parents, who live and work abroad. The top ten locations of Baylor alumni are currently: China (105)UK (84)Hong Kong (35)Japan (32)Germany (18)France (15)Mexico (17)Taiwan (16)Australia (15)Thailand (15)We will pursue connections with these global partners by bringing alumni and globally-engaged parents to campus to share their stories, and by creating a virtual network. This will allow us to provide students with first-hand information about careers in their academic areas, about the challenges and rewards of living and working in another cultural setting, and about opportunities for international internships, mission work, and careers.Baylor and Beyond Living and Learning Community 2015-16Institutional CapacityThe overall administration of Global Baylor: Addressing Challenges to Human Flourishing will be directed by the Vice Provost for Global Engagement and staff of the Center for Global Engagement with support and collaboration from other academic and administrative units across campus.Vice Provost for Global Engagement Jeff Hamilton has coordinated the development of the QEP and will lead the implementation of the QEP. In August 2016 the Center for Global Engagement was physically relocated to the Hankamer Academic Building. This new location has provided additional space to house necessary support staff to facilitate the implementation of the QEP. A new staff position, Assistant Director for QEP Administration, has been created in order to provide administrative oversight for the implementation and tracking of the four initiatives in the proposal. This Assistant Director will coordinate the advisory boards for each of the four initiatives, with support from CGE staff, particularly Lynae Jordan, CGE Office Manager and Coordinator of Special Projects. In addition, a graduate research assistant for the QEP will be hired in 2017-18 and continue in following years who will work with data collection and analysis.Much of the work of implementing the QEP will fall upon faculty, and it will be necessary to provide various resources to support their work. Both the Center for Global Engagement and Baylor’s Academy for Teaching and Learning will provide training for faculty who will offer courses that are approved for the Certificate in Global Engagement in order to better familiarize them with the Program Learning Outcomes associated with the certificate. Training workshops, and stipends, will be provided for those faculty who will teach sections of GBL 1101, 1102, or 1103. Faculty and staff who serve on the ongoingadvisory boards and assessment committees attached to the QEP will be recognized for their service to the university, an essential component in the life of the academic community.BudgetCategorySub-CategoryLine ItemDetailsPersonnelQEP AdministrationVPGE (QEP Director)20% of time to oversight of QEP??Assistant Director forOversight of Certificate Program??QEP Administration (New Hire Full-time FTE)Administration of Embedded Courses???Administration of Diversity Abroad?????Graduate Research Assistant (New Hire)?Collection of dataAnalysis of data??FringeAll non-student employees??????Operating?ScholarshipsDiversity Abroad?ExpensesTravelEnhanced I.E.QEP AdministrationSpeakers and Events?Passport and Visa Fees?Diversity Abroad??Materials and Supplies???Marketing??QEP Launch EventOne time cost???QEP Website Development???and Maintenance??????Development?Faculty &? and Travel?F&S Development ?StaffTravelTable 4. QEP Categorical Expenses57245251511300Pro Futuris Aspirational Statement V: Judicious StewardshipBaylor will be a community recognized for Judicious Stewardship… where the value generated by and derived from a Baylor experience is supported through a diversity of revenues, prudent management of our resources and risks, and the pursuit of outstanding quality and character in every area of university life.242000Pro Futuris Aspirational Statement V: Judicious StewardshipBaylor will be a community recognized for Judicious Stewardship… where the value generated by and derived from a Baylor experience is supported through a diversity of revenues, prudent management of our resources and risks, and the pursuit of outstanding quality and character in every area of university life.Table 5. QEP Summary Budget QEP Assessment PlanGoals of AssessmentThe goal of the QEP assessment process is to provide data to guide continual improvement throughout the QEP’s implementation. Development of the Assessment PlanOur assessment plan is being developed by a QEP Assessment Committee consisting of representatives of the:FacultyDr. Alex Beaujean, Educational PsychologyDr. Nick Benson, Educational PsychologyDr. Eva Doyle, HHPRAcademy for Teaching and LearningDr. Lenore WrightDr. Tiffani Riggers-PiehlOffice of Institutional ResearchDr. Danielle Fearon DrakeCenter for Global EngagementDr. Jeffrey Hamilton, Vice Provost for Study AbroadBo White, Director of Study AbroadAssistant Director for QEP Administration QEP Program Learning Outcomes (PLOs)OverviewProgram Learning Outcomes (PLOs) specify what the faculty expect from their students in a program. These are separate from course learning outcomes or university-level learning outcomes, although all three levels of learning outcomes should work together and complement each other (Middle States Commission on Higher Education, 2009; Miller & Leskes, 2005). Key questions when developing PLOs are:What is most important for students to learn in this program?What should students who are part of this program be able to do?How do the PLOs reflect Baylor's mission and university-level learning outcomes as well as the requirements of SACS? The four Program Learning Outcomes selected for the Baylor QEP are:Self-Awareness: Students in this program will be able to identify unique characteristics of their own culture.Cultural Knowledge:Students in this program will be able to understand, analyze, and explain important facets of cultures other than their own. Responsibility: Students in this program will be able to evaluate the ethical, social, technological, and environmental consequences of actions at the local, regional, national, and international levels.Engagement: Students in this program will be able to create a plan for contributing to solutions to global challenges.AssessmentWhen determining how to assess PLOs, we want to gather multiple lines of evidence from multiple sources. Moreover:Each PLO will be assessed using at least three different measuresAt least 1 assessment for each PLO is sensitive to change/improvement, and is collected on the same students over at least 3–4 semesters?All assessments are under Baylor control, and most/all under the control of the Center for Global Engagement.All assessments provide information that is analyzable, either quantitatively or qualitatively. For performance assessments, the AAC&U VALUE rubric has been adapted to map onto the PLOs The types of evidence collected for PLOs typically include direct and indirect learning data. Direct data stem from actual learning as reflected in an evaluation of a student product or performance (e.g. test, paper, project). Indirect data stem from characteristics associated with learning, but only imply that learning has occurred (e.g., self-report questionnaires, alumni data, graduate school admission rates). While direct and indirect measures can be used with each PLO, more emphasis will be placed on direct measures since they directly measure learning. Some examples of direct and indirect assessments are given in Appendix I.Data CollectionBefore the QEP officially starts, there will be a plan in place that clearly articulates:What data will be collected by whom and by when concerning each PLO.How data will be collected and extracted/input into a central QEP database each semester. How to protect the confidentiality of students whose learning will be assessed. The analysis plan.How will results be reported and to whom.Reporting and DisseminationAssessment data will be collected annually. This data will then be used to evaluate progress towards the achievement of QEP goals and as a mechanism for adjustment to our processes and practices. Funding has been provided for a dedicated graduate research assistant who will work with the Center for Global Engagement and the Office of Institutional Research to collect data and work to implement, evaluate, and monitor the assessment plan.Annual reports of data analysis will be made available to the Assistant Director of QEP Initiatives and the QEP Assessment Committee. These reports will include:Participation and completion figures for the Certificate in Global Engagement.Participation figures for the various categories of international travel/study.Levels of diversity in international experiences.Qualitative reports on student learning outcomes.QEP Logic ModelTo illustrate how different components of the QEP relate to the PLOs, we developed the logic model that follows.InputResultsResourcesProgram ActivitiesOutputsOutcomesImpact(circa 2023–2026)Short term (circa 2017–2020)Medium-term (circa 2020–2023)1. Global Challenges: develop more awareness of, and engagement with, global issuesVice Provost for Global EngagementCenter for Global Engagement QEP steering committeeAcademy for Teaching and LearningUndergraduate Certificate in Global Engagement University approval for certificate in AY 2016-2017Students start enroll in certificate program in AY 2017–2018At least 40 students will enroll in global engage-ment certificate program by Spring 2019At least 40 students will enroll in global engage-ment certificate program each AY by 2023Students will increase university engagementMore faculty publication will be collaborative and focused on global issues. Create new Chapel presentations to centered on QEP-related activities 4 QEP presentations at Chapel each fall.Students will increase their participation in university-sponsored organizations that have a global focus by 2018-19.Students will increase their participation in community service programs by 2018-19.Students will increase their participa-tion in study abroad programs by 2020-21.Students will increase their participa-tion in missions programs by 2020-21.Faculty interest groups (FIGs) on global topics1 FIG every AY starting in 2017-2018Faculty will increase their involvement in certificate program by 2019-2020Faculty will increase their involvement in international programs by 2019-2010InfrastructureNew employees to oversee QEP implementation and tracking of data 1 Assistant Director for QEP Administration will be hired 1 new graduate assistant position to aid in data collection and analysis 2. Enhanced International Travel Experiences: increase cohesiveness between curriculum and international experiences/experiential learningCGEATLUniversity Administra-tionEmbedded study abroad coursesBaylor will offer 5 embedded study abroad coursesStudents will increase their participa-tion in study abroad programs by 2020-21.Students participating in community or international activities will have a comparable or higher 4- & 6-year graduation rate University will have institution-alized a mechanism/model for developing and supporting /funding embedded study abroad courses.Baylor will have greater integration of faith/service and learningGlobal SLOs will permeate courses across campusExpand ability to develop and supporting/funding embedded study abroad coursesCreate 3 new endowed scholarship funds to pay student expenses in embedded study abroad courses.Students will increase their participa-tion in study abroad programs by 2020-21.Courses on intercultural competencies in international travel.CGE will offer 3 1-hour courses: GBL 1101, 1102, and 1103 Students taking GBL courses will increase intercultural competencies as measured in senior survey results by 2020. Training programs and information-al resources for faculty interested in developing study abroad courses.CGE will offer training program 2 times/AYATL will develop recourses for teaching international coursesIncrease in Faculty developing and facilitating of study abroad courses by 2019-2020.Training workshops for faculty on assessing SLOs in GBL courses and Certificate in Global Engagement.ATL will offer training workshops 1 time/AYQEP SLOs will be built into all courses counting toward Certificate in Global Engagement.Additional courses will be approved to count toward the Certificate in Global EducationAcademic credit will become available to university-sponsored mission tripsProcess for mission trip directors to apply to allow students to get academic credit for service Academic credit will begin to be available for university-sponsored Mission trips by 2018-19.Students will increase the number of mission trips they take for academic credit by 2019-20.3. Diversity Abroad: make international experiences more accessible to underrepresented students CGEMulticultural AffairsFaculty involved in international travel will relay their interest and credibility to the students they teach and mentor. Faculty will recruit students annually at study abroad fairFaculty will make at least 1 presentation annually at Chapel (or similar venue) about international experiences Faculty will speak to at least 5 student groups annually about international experiences Students will increase their participa-tion in interna-tional experiences by 2020-21.Baylor's student body will increase in diversityBaylor will have a presence in multiple cultures, worldwideWork with first-generation students to participate in international experiencesTargeted information sessions for first generation students will be developed in CGEBaylor will offer incentive scholarships for study abroad to 30 First gen students, annually.First genera-tion students will increase their participa-tion in interna-tional experi-ences by 2020-21.Evaluate institutional services for students and faculty of color participating in global activitiesWork with faculty and students of color to participate in international experiencesCGE will conduct self-evaluation in AY 2016-2017 of institutional services for students of color using AID Roadmap developed by Diversity Abroad. CGE will conduct a needs assessment on international experiences in Spring 2017 for underrepresented students/faculty Create new international programs to underserved regions Provide paper and multimedia resources to explain value of study abroadStudents of color will increase their participation in international experiences by 2019-20Increase in student applications for Gilman scholarshipFaculty of color will increase their participa-tion in interna-tional experience by 2020-21.4. Global Baylor (expand student awareness and participation in global activities on Baylor campus)University scholarship committeeATLCGEOffice of Special ProgramsStudent LifeWork with faculty/staff to increase interest in international experiencesProvide travel finding to assist faculty/staff exposure to study abroad experiencesProvide annual workshops for faculty on integrating their scholarship with missions and study abroad experiences.Faculty and staff will increase their involvement in University-sponsored internation-al travel experience by 2019-20.Faculty will increase “strategic relationships” with faculty from other universities abroad by 2018-19.Faculty will increase their collaborative research with global institutions and scholars by 2019-2020Faculty will increase their partner-ships with interna-tional institutions by 2020-2021Faculty will increase the number of applications submitted to interna-tional exper-iences (e.g., Fulbright) by 2020-21.Faculty will increase their scholar-ship that stems from interna-tional experi-ences by 2020-21.Faculty will increase scholar-ship with interna-tional co-authors by 2020-21.Graduates will increase their international work and service.Alumni and other donors will increase their support for study abroad Faculty productivity (e.g., publications, presentations) will increaseThe amount of external funding and scholarships from global sources given to Baylor faculty and students will increaseFaculty-student research collaboration will increase Baylor will improve its rankings, both nationally and inter-nationallyBaylor will have an integrated system to keep track of alumni and other Baylor constituents (e.g., parents) who work globally Baylor will have an increase in cooperative agreements /activities with global institutions.Baylor and Beyond living and learning community Domestic students will make direct connections with international students.Programing within the B&B LLC will focus on intercultural competenceStudents living in B&B LLC will study abroad at higher rates than the university as a whole.Create calendar clearing-house of activities taking place on campusGlobal Baylor calendar clearinghouse be online by Fall 2017.At least 500 students will access the Global Baylor calendar clearinghouse annually by end of 2022-2023.Encourage global scholarship from students Provide at least 1 workshop per semester for students on global scholarships (e.g., Fulbright), international research opportunities, and applying for international graduate programs.Provide at least 1 presentation on global equity and human flourishing at Scholar’s WeekOrganize 1 campus-wide event each year to celebrate the contributions that Baylor students, faculty, and staff have made to addressing global challenges. Create a virtual network to provide students with first-hand information about careers in their academic areas, about the challenges and rewards of living and working in another cultural setting, and about opportunities for international internships, mission work, and careers.Students will increase the number of presenta-tions on global equity and human flourishing in Scholar’s Week by 2019-20.Students will increase their participation in research concerning global issues by 2019-20.Students will increase their application to the URSA award program with research concerning global issues by 2019-20.Students will increase the number of applications submitted to international scholarships (e.g., Fulbright) by 2019-20.Students will increase the number of applications to post-graduate training to overseas universities and organizations by 2021-2022Encourage student participation in global organizationsIdentify all university organizations/student groups with global prioritiesHave at least 1 event annually that bring alumni and parents to campus to share their experiences with global work and research Students will increase their participation in globally aware university organiza-tions/student groups by 2018-19.Students will increase the number of global issues on their social media accounts by 2017-18 Students will increase the use of international resources on campus by 2018-19Students will report higher values on senior survey by 2020-21 Increase in alumni who are internationally engaged by 2020-21ReferencesAAC&U (2007). 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(2009). Designing Texas undergraduate education in the 21st century: A report with recommendations from the undergraduate advisory committee. Austin: THECB.University of the Pacific. What's Up With Culture? 2008. Berg, M., Paige, R. M., & Lou, K. H. (2012). Student learning abroad: What our students are learning, what they're not, and what we can do about it. Sterling, VA: Stylus.Williams, T. R. (2009). “The reflective model of intercultural competency: A multidimensional, qualitative approach to study abroad assessment.” Frontiers: The Interdisciplinary Journal of Study Abroad, 18, 289-306.AppendicesAppendix A ? Baylor University Mission StatementThe mission of Baylor University is to educate men and women for worldwide leadership and service by integrating academic excellence and Christian commitment within a caring community.Appendix B ? Baylor University QEP Working GroupJorge BurmickyCampus Living and LearningAngela CruseturnerLawLorynn DivitaRobbinsLily DuperierUndergraduate Psychology and Neuroscience majorAdam EcklundBaylor NetworkSteve GardnerBusinessJeff HamiltonGlobal Engagement (Chair)Becky KennedySpiritual LifeJana MillarMusicScott MooreHonorsLyn PraterNursingKevin RenoisUndergraduate Entrepreneurship majorEmily StewartUndergraduate International Studies majorMike StroopeTruett Seminary and Faculty SenateRick StrotEducationBrian ThomasEngineeringChuck WeaverArts & SciencesMelody ZunigaSocial WorkAppendix C ? QEP Working Group Draft ProposalA Proposal for a Quality Enhancement Plan for Baylor UniversityEngaging with the Global FutureThis proposal is built upon four interrelated and overlapping initiatives that will seek to expand student awareness of global issues while fostering increased engagement in both curricular and co-curricular activities that address these issues. A thematic focus on engagement with global challenges (such as health, poverty, food security, clean water, religious liberty, human trafficking, etc.) will be introduced to all incoming freshmen through Chapel during fall semester. This theme would continue to be a university-wide focus for three to five years.Speakers (4-6 during the semester) would address the selected theme from different disciplinary and cultural perspectives.Students would be informed about opportunities to engage this global issue:Student organizations.Mission trips and Study Abroad.Curricular opportunities.αInventory of global courses, with reference to majors and minors.ΒCertificate in Global Leadership/Engagement/Citizenship (See attachments A and B).Students would be encouraged to participate in enhanced international travel experiences.Embedded study abroad programs would be built into courses across campus.Discipline-specific mission trips would be crafted for underserved populations.Study Abroad would implement a 1-1-1 model, with a one credit hour course the semester prior to departure, a one credit hour course during the study abroad, and a one credit course during the semester following the study abroad to enrich the learning experience.Spring break Mission trips would develop a one credit academic course (pre, during, after) to further enrich their trips. Summer Missions would develop a 1-1-1 three academic credit model similar to Study Abroad.Funding to support these extra credit hours (2.c. and 2.d.) would be funded through the administration of the QEP.Diversity AbroadIntentional efforts should be made to identify barriers (financial, cultural, academic, or other) to participation in international experiences for underserved student populations including, but not limited to: minority, first generation, student-athletes, and STEM students.Barriers should then be addressed through educational efforts and financial incentives.Focused on-campus and off-campus events.International Education Week should be keyed to the theme being presented in Chapel.Films and speakers should be organized to highlight the global theme. This could include the current Monday Movies program of documentaries at the Hippodrome.Student presentations at Scholars’ Week addressing the global theme should be encouraged.Faculty development activities should be developed in cooperation with the Academy for Teaching and Learning to involve more faculty in global initiatives.Capstone projects should be established as appropriate within majors.Capstone projects should be incorporated into any Global Certificate.Campus-wide festival celebrating Baylor contributions to solutions in spring.Appendix D ? Baylor University QEP Steering CommitteeProvost Office: Global Engagement – Jeff Hamilton, ChairArts & Sciences - Theresa Kennedy (replaced by DeAnna Toten Beard in Fall 2016)Baylor Network - Adam EcklundBusiness - Steve GardnerBaylor and Beyond LLC - Holly JoynerCampus Living and Learning - Jorge Burmicky (replaced by Lisa Murphy in Fall 2016)Education – Rick StrotEngineering - Brian ThomasGlobal Engagement - Mark Dollar (replaced by Bo White in Fall 2016)Health and Human Sciences - Lorynn DivitaHonors - Jennifer GoodLaw - Angela CruseturnerMissions -Becky KennedyMusic - Kathryn SteelyNursing - Lyn PraterProvost’s Office: Budget - Ross LarsonSocial Work - Jennifer DickeySpiritual Life - Ryan RichardsonStudent Representative (International) - Kevin Renois (replaced by Jamarcus Ransom for Fall 2016)Student Representative (Undergraduate) - Mucia FloresStudent Representative (Graduate) - Jeff StrietzelTruett Seminary and Senate - Mike StroopeUniversity Libraries – Ellen FilgoAppendix E ? Certificate in Global EngagementEntry Level. Appreciate other cultures, self-examination and awareness of how the culture students grew up in affects their views30MaximumChapel* (5 pts/2 semesters)5Multi-cultural/Religious events (1 pt/event; 5 pts /semester)10Films on global issues (1 pt/event; 5 pts/sem)10Forums/Speakers/Performances (1 pt/event; 5 pts/sem)10Student organizations with a GE focus (1 pt/event; 5 pts/sem)10PGE Reading Group: Tracy Kidder, Mountains Beyond Mountains*10Baylor and Beyond LLC (5 points per semester in the LLC)10Explore global engagement in your discipline and life; begin to develop knowledge and passion in a specific area40Maximum PAWS (5 pts per semester 2 semesters)10Multi-cultural/Religious events (1 pt/event; 5 pts per semester)10Workshops or conferences (5 pts /event)103000 level global engagement courses (2)* (10 pts/course)20Community service via organizations (5 pts/15 hours)10Discipline-specific service that is non-curricular (5 pts/15 hours)10Baylor and Beyond LLC (5 points per semester in the LLC)10Peer mentoring (5 points per semester)1030Engage in meaningful cross-cultural experiences and researchMaximumSemester Abroad/Summer**(10/20 points based on duration)20BU Missions (Domestic, Urban or Global)**10International Internship** (5/10 points based on duration)10Course with Embedded Study Abroad**10Poverty simulation - Mission Waco or similar**5Peer mentoring (as mentor) (5 points per semester)10Research on a specific topic: URSA paper, Honors thesis104000 level global engagement course* (10 pts/course)10Total Points100*Required ** Must choose one of the five indicated optionsProgram Learning OutcomesEntry1Self-AwarenessExploration1Cultural KnowledgeEngagement1Responsibility2EngagementThe following courses have been approved toward satisfaction of the requirements for the certificate, as of 3 December 2016:BIC 4374, World Cultures VBIC 4389, Examined Life III: CapstoneCSS 3314, Cross-Cultural Communication.CSS 4304, Advanced Small Group Theory and Practice.CSS 4312, Systemic Inquiry.EDP 3326, The Developing Child.ENT 4353, Social Entrepreneurship and Economic Development.ENT 4380, Social Entrepreneurship: Microfinance and Economic Development in Africa.ENV 3300, Environment and the Political Process (Cross-listed as PSC 3300).ENV 3314, Introduction to Environmental Health (Cross-listed as BIO 3315)ENV 3370, Managing Environmental Health and Safety ENV/PSC 4307, Environmental LawENV 4318, Heavy Metals and Global Public HealthENV 4325, Human Health Risk AssessmentGEO 4345, Water ManagementHIS 3307, History of JapanHIS 3318, History of Modern AfricaHIS 3319, Women and Gender in Modern AfricaHIS 3353, Latin American Civilization: Pre-Columbian and Colonial Eras HIS 3355, Modern Latin AmericaHIS 4305, Modern ChinaHIS 4312, Modern Middle East HistoryHIS 4313, War and Peace in the Middle EastHIS 4340, Human Rights and the Search for Justice in Latin AmericaHIS 4351, Gender in Latin AmericaHIS 4357, Inter-American RelationsINB 4325, International Marketing (Cross-listed as MKT 4325).MKT 4325, International Marketing (Cross-listed as INB 4325).MUS 3321, Music in World Cultures.MUS 4350, International Music Education.NUR 4320, Complementary Therapies and Traditional Chinese Medicine.NUR 4330, Women’s Health in Great BritainNUR 4377, Transcultural Nursing: Integrating Care for Spiritual and Physical Needs.PSC 3300, Environment and Political Process (Cross-listed as ENV 3300).PSC 3314, Politics and Problems of Developing Countries.PSC 3320, Minority and Ethnic Group Politics.PSC 3325, Ethnopolitical Conflict.PSC 3335, Contemporary American Foreign Policy.PSC 3355, Causes of War.PSC 3375, Model United Nations.PSC 4303, International Human Rights.PSC 4304, Government and Politics of Latin America.PSC 4305, International Law.PSC 4313, Politics and Literature.PSC 4314, Government and Politics of Mexico.PSC 4316, Grand Strategy.PSC 4324, British Politics.PSC 4335, Public Discourse and Foreign Policy.PSC 4344, Government and Politics of Russia.PSC 4346, Intelligence and Covert Action.PSC 4355, Power, Morality, and International Relations.PSC 4370, Politics and Religion.PSC 4375, International Organizations.PSC 4383, Contemporary Political Thought.PSC 4384, Principles of Political DevelopmentPSC 4385, Diplomacy in Theory and Practice.PSC 4386, Russia and the WorldPSC 4395, Terrorism.PSC 4397, Dictatorship, Democracy and Regime ChangeREL 3345, World ReligionsREL 4343, Christianity and the World ReligionsREL 4343, Topics in IslamRLS 4V13, Recreation and Leisure Services Field School.TED 3380, Social Issues in Education.TED 4312, Methods of Teaching English as a Second Language.Appendix F ? GBL Sample SyllabiBaylor UniversityProf. J. S. HamiltonGBL 1101Fall 2017Developing Intercultural CompetenceMW 4 - 5:15Office: Hankamer 160-18, x.6301Hankamer 260Office Hours: by appt.jeffrey_hamilton@baylor.eduSyllabusCourse Objectives:The three student learning outcomes for this course are 1) self-awareness, 2) cultural knowledge, 3) cultural engagement. GBL 1101 is the first course in a three-course sequence designed to enrich the international education experience. This course is designed to help prepare students for study abroad or international Missions trips by developing knowledge of the destination to be visited along with cultural skills, attitudes and behaviors that will allow for more meaningful engagement while abroad. Course Objectives:1.Students will articulate goals and expectations for their international travel based on their personal and academic interests. (SLO 1)2.Students will learn basic knowledge about their host country. (SLO 2)3.Students will study current news to begin to engage in discussion about key issues in host country. (SLO 3)Title IX Office:If you or someone you know would like help related to an experience of sexual violence including sexual assault, harassment, domestic violence, dating violence, stalking or other type of non-consensual sexual conduct, please contact Kristan Tucker, the Title IX Coordinator at Baylor University, by email (Kristan_Tucker@baylor.edu)?or phone (254-710-8454). ?Grading:This is a credit/no credit course. To earn credit, a student must have good attendance and must satisfactorily complete all assignments.Attendance Requirement:GBL 1101 meets twice a week for 7 weeks in the second half of the semester. Attendance is of great importance. More than three unexcused absences from class will result in a grade of F (no credit) for the course. Active participation is expected from all students.Required Resources:DeGraaf, Donald G. There and Back: Living and Learning Abroad (2015). Calvin College Press, ISBN 978-1-937555-02-3. Duke, Steven. Preparing to Study Abroad: Learning to Cross Cultures (2014). Stylus Publishing. ISBN 978-1-57922-994-8.What’s Up with Culture, Assignments:Daily reading is indicated in the course schedule (below). Readings listed for a date must be completed before the class meeting. These readings will form the basis for class discussion.News Summary Assignments:Each student must submit three (3) news summaries addressing current events in the country they will be visiting (25 October, 8 November, 29 November). The summary must include full citation of the news source, and a 250 word summary/analysis in which the student addresses what they find of particular interest in the story, and what it reveals about the culture of their country. Country Facts Assignment:Each student will research basic information about their host country. The assignment is to come to class with the following information gathered:Language(s); geographic features (size, prominent features such as mountains and rivers, etc.); population; religion(s); form of government (including current government leader); national holidays. Course ScheduleMonday 16 October: IntroductionsIn class: What’s Up with Culture, Module 1.1: What to Know Before You plete expectations survey in class.Wednesday 18 October: Why Travel Abroad?Read: There and Back, chapter 1, “Why Study Abroad?”Assignment due: Country Facts Assignment Monday 23 October: Study Abroad as PilgrimageRead: There and Back, chapter 2, “Seeing Study Abroad as Pilgrimage.”Complete: What’s Up with Culture, Module 1.2, Culture, The Hidden Dimension.Wednesday 25 October: Towards defining CultureComplete: What’s Up with Culture, Module 1.3, Culture: Yours, Ours, and Theirs.Assignment due: News summary 1 due.Monday 30 October: Cross-Cultural Engagement Read: Preparing to Study Abroad, chapters 1-2.Wednesday 1 November Read: Baylor QEP Student Learning Outcomes; Baylor Global Engagement and Awareness Rubric (on Canvas)Complete: What’s Up with Culture, Module 1.4, Why Values Matter.Monday 6 November: Visible Dimensions of CultureRead: Preparing to Study Abroad, chapters 3-4.Wednesday 8 NovemberComplete: What’s Up with Culture, Module 1.5, Packing Up: US-American Culture Assignment due: News article 2 due.Monday 13 November: Less Visible Dimensions of CultureRead: Preparing to Study Abroad, chapters 5-6.Wednesday 15 NovemberComplete: What’s Up with Culture, Module 1.6, Communication Across CulturesMonday 20 NovemberRead: There and Back, chapter 3, “Preparing the Way.”Wednesday 22 November – NO CLASS - THANKSGIVINGMonday 27 NovemberComplete: What’s Up With Culture, Module 1.7, Surprises and Shocks.Wednesday 29 NovemberAssignment due: News summary 3.Monday 4 DecemberRead:There and Back, chapter 4, “Crossing the Threshold.”Baylor UniversityProf. J. S. HamiltonGBL 1102Spring 2018Intercultural Competence AbroadOffice: Hankamer H160.18, x.2657email: jeffrey_hamilton@baylor.eduSYLLABUSGBL 1102: Intercultural Competence AbroadCourse Description:The four student learning outcomes for this course are 1) self-awareness, 2) cultural knowledge, 3) responsibility, 4) engagement. GBL 1102 is part of a three course sequence designed to enhance international educational travel experiences. This course is required for all Baylor students studying abroad. It is designed to help you engage with your host culture while abroad, and at the same time learn more about yourself and your own cultural values. Because this course is online, there is a lot of text on the syllabus: please read the instructions carefully. Enjoy these assignments. They have been designed to facilitate your appreciation and experience of your host country and its culture. The course is divided into “modules,” each of which contains assignments. Next to each module, you will see the time frame in which it is due. Be sure to upload the assignments into Canvas no later than the time frame listed and save a copy of the assignment. If you are having trouble with the Internet, try to get word to me so I will know that. If you are unable to upload using Canvas, please email the assignment to me. Course Objectives:Students will articulate their own cultural values and demonstrate curiosity and openness in their behavior and attitude toward the travel experience. (SLO 1)Students will engage with their host country while abroad to enhance cultural knowledge. (SLO 2)Students will demonstrate empathy in recognizing and respecting the values and concerns of another cultural group. (SLO 3) Students will demonstrate a sense of social/civic/cultural responsibility as citizens and leaders within the global community. (SLO 3, 4)Title IX Office:If you or someone you know would like help related to an experience of sexual violence including sexual assault, harassment, domestic violence, dating violence, stalking or other type of non-consensual sexual conduct, please contact Kristan Tucker, the Title IX Coordinator at Baylor University, by email (Kristan_Tucker@baylor.edu)?or phone (254-710-8454). ?Course Organization: The course is composed of 5 self-paced modules that include a total of ten assignments. Full assignment descriptions and due dates can be found below.GradingThis is a credit/no credit course. To earn credit, a student must satisfactorily complete all assignments according to posted guidelines and instuctions.Required Text:DeGraaf, Donald G. There and Back: Living and Learning Abroad (2015). Calvin College Press, ISBN 978-1-937555-02-3.On-line Forum Posting: This course also includes an online Discussion Board, in Canvas, where you will submit selected assignments and also be able to view the submissions of other Baylor students from different study abroad programs. For these selected assignments, you will post your assignment as well as read the submission of another student and then write a half-page (or longer) response to it. Your response may include points of comparison with your own study abroad experience, thoughtful advice (not on the writing skill but rather on the experience), and questions or thoughts the writing raises for you. This is designed to give you an opportunity to see how your experience compares with others and expand the perspective you have. Discussion Board posting requirements are for assignments 1, 3, 4, and 7. Pre-departure recommended reading: There and Back: Living & Learning Abroad (Chapters 1-4, “Why Study Abroad?”; “Seeing Study Abroad as Pilgrimage”; “Preparing the Way”; and “Crossing the Threshold.”)Module 1: Adjusting to a New Culture, Beginning to make Observations and Analyzing Feelings (Course Objective 1)Assignments #1 and #2: due by the end of week 2 (11:59 p.m. Sunday night your time). Reading: There and Back: Living & Learning Abroad, chapter 5 (“Embracing the Journey”), chapter 6 (“Cultivating Your Intellectual Curiosity”), chapter 7 (“Building Cultural Competence”)Assignment #1: Eyes Wide Open. In a short reflective essay (2-3 pages = 500-750 words), describe your initial response to your new environment. Be very descriptive and precise with your language in order to help the reader understand what you are experiencing. Put the reader in your shoes. Address several of the following. Elements in bold are required.What initially struck you most about your new environment?Describe an interaction you have had with a host country national and how the experience made you feel.How does it feel to hear a new language or new dialect of English being spoken around you all of the time? Have you experienced a language mix-up?What has been the biggest adjustment so far?Has anything made you uncomfortable or intimidated you? If so, what? Is there anything that you just don’t understand?What, if anything, has been a challenge or difficult?What are your goals for this study abroad experience, and how will you pursue them?Upload your reflection paper in Canvas, and also upload this on to the Discussion Board for Assignment 1 in Canvas. Be sure to keep a copy of your reflection paper as you will use it for a later assignment.Then post your half-page response to another student paper in the Discussion Board. Assignment #2: Observing Public Spaces. Complete either A or B.Read over the questions in your book on pages 61-62. Think about settings, people, activities, and interactions in your new environment. As observers, your first aim is to give an objective description; your evaluation of an environment (for example, “The market was totally chaotic”) is something you can add, but be sure to distinguish your objective description from your evaluation (note that the evaluation is interesting because it can reveal assumptions you hold). [Also note that by doing this assignment, you are creating a detailed record of your experience, which will provide you a great resource for remembering your experience years later.]Choose one of the following three locations, and bring a small notebook for notes: local restaurant/café/bar in a non-tourist area host home/apartment grocery store or market place central public square place of worshipFor whichever location you choose, write a detailed description about it and the people in it. Refer back to the questions on pp. 61-62 in your book. How did being in this setting make you feel? In what ways does it differ from similar locations in your home country? Focus in on details both large and small. Describe in specific detail your sensory impressions; note also how it compares to life in the US. Remember, first give the objective description, and then add your subjective reactions to the location. Also jot down your observations about the people you see. How do they greet one another? What do observe about their pace? Are they rushed, relaxed, intense? What is the talking/communication like? Write 2-3 (500-750 words) pages about what you observed and upload it in Canvas.Module 2: Interviews and Observations. (Course Objective 2, 3)Reading: There and Back, Chapter 8 (“Being Free”), Chapter 9 (“Taking Risks”), Chapter 16 (“Doing Justice”)Assignments 3 & 4: due by end of week 4. Assignment #3: Interview a Local.Select a host national and conduct an interview. The questions in bold must be part of your interview; the others are optional and designed to help you write your own questions. Take good notes during the interview! Interview a local. What are you most proud of about (your country)?What do you feel makes (your country) unique among the nations of the world?Who are (your country’s) most famous actors, musicians/composers, athletes, and politicians?Are there aspects of (your country’s) history that set it apart?? What would be considered (your country’s) national dish?Are there significant differences between the generations in (your country)?? (This could be worded to ask a young person how they’re different from their grandparents, and vice versa.)How would you finish this statement?? A visit to (your country) is not complete without (doing, seeing, eating, visiting) _____________________.Following the interview, write a 2-page paper (500 words) describing the interview (not a full transcription of the interview itself). Note your own internal reactions to the opinions/discussion you hear. How did you feel during the discussion? Reflect on your own experience of power and privilege as you became aware of it in this process. Also pay special attention to the manner in which opinions are expressed –what did you notice about the speech style of the discussion? Were they very direct in expressing their opinions or more indirect? How do you think your interviewee perceived you as an American and a university student? What did you respect most about your interview subject?Upload your paper in Canvas. Also upload this on to the Discussion Board for Assignment 3 in Canvas, and post your half-page response to another student’s paper on the Discussion Board as well.Assignment #4: Complete A or BA. Observing the student/teacher relationship and classes.Observe and describe the relationship between professors and students at your host institution. How do you feel in this environment? How is the professor addressed? How accessible is he/she? What is the classroom environment like? Formal? Informal? Has anything surprised you or bothered you? Do students challenge or question the ideas of the professor? Describe in detail, and compare it to your experience at Baylor. B. Internship DescriptionObserve and describe your internship experience, addressing the following:In what ways has it matched and not matched your expectations?How do you feel in the work environment, and why?Describe any cultural differences you have noticed, and what effects they may have on your work environment.Describe the relationship between supervisors and employees, and among employees of similar status (including interns).Complete either A or B in the form of a short paper (1-2 pages = 250-500 words) and upload it in Canvas. Also upload this on to the Discussion Board for Assignment 4 in Canvas, and post your half-page response to another student’s paper on the Discussion Board as well.Module 3: Interaction and Cultural Integration (Course Objective 3, 4)Readings: There and Back, Chapter 10 (“Using Technology Wisely”), Chapter 11 (“Practicing Hospitality”).Assignments 5 and 6: due by the end of week 7. Assignment #5: Thinking about technology, media, and culture. Select one of the following: A. Watch TV with a local and ask them to explain some of the culture and language to you. Don’t flip through multiple channels –stick to one or two programs and examine them. Take notes while you do this; try to observe carefully and make note of details and of what your host tells you. For example, how do TV ads differ in your host country compared to home? How does the news or other programming differ? Write a short paper (1-2 pages = 250-500 words) describing your viewing experience and anything you learned from it. Upload the paper to Canvas.B. How has your host country adopted technological developments to enhance transportation, medicine, or education in ways that are different than in the U.S.? Write a short paper (1-2 pages = 250-500 words) reflecting on what you have learned so far about these developments. Upload the paper to Canvas.C. Based on your observations, discuss ways in which traditional culture in your host country has been transformed by technology. Consider developments such as social media, home internet, transportation, etc. Write a short paper (1-2 pages = 250-500 words) discussing these observations. Upload the paper to Canvas.Assignment #6: Social Activity NOTE: You may in addition attach one or more photos from your social activity. Join other students from your host culture for a social activity. Note what kinds of topics the group talks about. Are there cultural references (jokes/pop culture/traditions) which make you feel like an outsider? Note how the group budgets its time –do you detect any difference between your host culture and how a group of students in the US might use their time? Do you feel impatient, rushed, or neither? With communication, do people interrupt/jump in or do they usually wait for the speaker to finish? Were any efforts made to bridge your culture and theirs? If there are other aspects about your interaction with students from the host culture that you noticed were different from your normal expectations, describe these, and also feel free to discuss these differences with other students through the Discussion Board.After the activity, write a short paper (1-2 pages = 250-500 words) reflecting on what you observed and experienced. Upload the paper to Canvas. Also upload this on to the Discussion Board of Canvas, and post your half-page response to another student’s paper on the Discussion Board as well.Module 4: Interaction and Cultural Analysis (Course Objective 1, 4)Reading: There and Back, Chapter 13 (“Experiencing Thin and Dark Places”), Chapter 15 (“Dealing with Adversity”), READ: Peterson, Cultural Intelligence pages 19-22 in Canvas (Pdf)Assignments 7 & 8: due by the end of week 10. Assignment #7: Culture Shock. How are you adjusting to your new environment? How do you feel? Why do you feel this way? Describe some encounters with locals you have had so far. What have been the most interesting topics of discussion you’ve had regarding being abroad, either with locals or with fellow study abroad students? What do you enjoy most about being abroad? Do you think you have experienced culture shock? Why or why not? If yes, what strategies have you taken to overcome it? Write a 2-page (500 words) journal entry responding to these questions. At the end of your journal, provide 6 photos you have taken on the trip thus far that illustrate the ideas in your journal. Upload your journal entry and photos in Canvas.Assignment #8: Cultural Analysis, 2 pagesTo do this assignment well, be sure to use the “Cultural Analysis Paper” instructions in Canvas. Write a 2-page (500 words) paper analyzing an event or incident you have experienced so far that caused a clarification or shift in your understanding of culture (your own and/or the host culture) or that challenged your understanding. Upload your paper in Canvas.Module 5: Final Reflection and Preparing for Re-Entry (Course Objective 1, 2)READ: There and Back, Chapters 19 ("Ending Well,"), 20 ("Re-Crossing the Threshold"), and 21("Bringing the World Home")Assignment 9 & 10: due last week of program prior to departure. Assignment #9: Then and Now: Go back and read the first assignment you wrote the first few days after you arrived in your host country. What do you feel when reading this? Now, having been through several months of your experience, is there anything you would tell yourself then? Write a 2-3 page (500-750 words) letter to your then-self, explaining what you know now and what you think your then-self should know, understand, and be aware of. Address each of the following: Do you have a better understanding of your host culture now? Summarize the most important things you have learned, and would like to understand better, about your host culture. Be specific, especially regarding behavioral norms such as communication style differences, relationship differences, etc.Did you meet your goals? Were your expectations realistic? Include any advice about attitudes or behaviors that would be helpful for your then-self.Your letter basically consists of two main elements –reflections upon your personal attitudes, emotions, coping strategies, or inner changes, (i.e., reflections about yourself) and reflections about your understanding/objective knowledge of the host culture. Upload your letter in Canvas.Assignment #10: Preparing for Reentry to the USThink about how you have changed, then write a list of ways you have changed in your worldview, behavior, feelings, etc. Looking over the list, how do you think this might affect you upon re-entry? How will family and friends respond to these changes? What might be challenging upon re-entry? What will you need to get used to when you are back in the US? How do you feel about returning? Why? Write a 1-2 page (250-500 words) reflection paper, then upload it in Canvas.Course Evaluation You will receive an email letting you know what day course evaluations on-line are available. Please be open and accurate in your statements, as evaluation helps contribute to improving course design for future study abroad students.Baylor UniversityProf. J. S. HamiltonGBL 1103Spring 2018Reentry From Study AbroadMW 3:30-4:45Office: Hankamer H160.18, x.6301Office Hours: M-F by appt.email: jeffrey_hamilton@baylor.eduSyllabusCourse Objectives:The four student learning outcomes for this course are 1) self-awareness, 2) cultural knowledge, 3) responsibility, 4) engagement. GBL 1103 is part of a three-course sequence designed to enhance international travel experience. This course is designed to help you with reentry from your study abroad or mission experience, identify and deepen cross-cultural learning gained through study abroad, and apply that knowledge going forward. Course Objectives:1.Students will reflect on their international experience and articulate ways in which it has changed their personal and professional goals. (SLO 1)2.Students will share their knowledge of their host country with others. (SLO 2)3.Students will seek ways to bridge cultural gaps between cultures. (SLO 3)4.Students will use their international experiences on campus. (SLO 4)Title IX Office:If you or someone you know would like help related to an experience of sexual violence including sexual assault, harassment, domestic violence, dating violence, stalking or other type of non-consensual sexual conduct, please contact Kristan Tucker, the Title IX Coordinator at Baylor University, by email (Kristan_Tucker@baylor.edu)?or phone (254-710-8454). ?Grading:This is a credit/no credit course. To earn credit, a student must have good attendance and must satisfactorily complete all assignments.Attendance Requirement:GBL 1103 meets twice a week for 7 weeks in the first half of the semester. Attendance is of great importance. More than three unexcused absences from class will result in a grade of F (no credit) for the course. Active participation is expected from all students.Required Resources:DeGraaf, Donald G. There and Back: Living and Learning Abroad (2015). Calvin College Press, ISBN 978-1-937555-02-3. What’s Up with Culture, Assignments:Daily reading is indicated in the course schedule (below). Readings listed for a date must be completed before the class meeting as they form the basis for in-class discussion. Course ScheduleMonday 8 January, Introductions.Wednesday 10 JanuaryRead: There and Back: Living and Learning Abroad, c. 20, “Re-Crossing the Threshold.” Monday 15 JanuaryNo Class – Martin Luther King DayWednesday 17 JanuaryRead: There and Back: Living and Learning Abroad, c. 21, “Bringing the World Home.” Assignment due: Write a 250-word essay describing the key cultural differences between your host nation and the U.S.Monday 22 JanuaryRead: The Art of Coming Home by Craig Storti, on Canvas.Wednesday 24 JanuaryRead:What’s Up with Culture, Module 2.3, “Neither Here nor There.”Monday 29 JanuaryRead: What’s Up with Culture, Module 2.4, “What Did You Learn Abroad?”Wednesday 31 JanuaryRead: What’s Up with Culture, Module 2.4.1, “Seventy-five Long-Term Outcomes.”Monday 5 FebruaryMeeting with Career Services. Group discussion about how to articulate the value of your international experience to prospective employers and post-Baylor graduate/professional programs. Wednesday 7 FebruaryIn-class resume writing exercise. Work with classmates on updating your current resume to highlight skills and knowledge obtained through your international experience. Monday 12 FebruaryRead: What’s Up with Culture, Module 2.5.2, “Remaining Time in School.”Be prepared to discuss at least three BU activities/organizations that interest you as a result of your study abroad experience.Assignment due: A printed copy of your updated resume.Wednesday 14 FebruaryMeeting at Bobo Baptist Student Center: International Tea. Share your story with an international student (NOT from your host country) and listen to their story.Monday 19 FebruaryReadings: What’s Up with Culture, Module 2.5.1, “Twelve Tips for Welcoming Returnees Home.”Assignment due: Write a 250-word essay describing cultural differences uncovered in your discussion with an international student at the International Tea.Wednesday 21 FebruaryFinal Reflections: “Power of Culture: Where do we go from here?” Appendix H ? Global Awareness, Responsibility and Engagement GuidepostsThis template may be used to as a guide in creating specific student-level learning objectives in courses to align with the Program-level Learning Outcomes of the QEP.Intercultural CompetenciesMilestone #1Milestone #2Milestone #3Capstone Self-AwarenessDemonstrates awareness of Baylor University’s Christian mission by ...Engages in discussions to discover the intersection of personal skills and passions.Identifies opportunities to integrate faith, learning, and service to address global needs.Participates in service reflective of Baylor University’s global Christian mission.Cultural knowledge Describes characteristics of another culture in historical or contemporary contexts through own cultural perspective.Demonstrates an informed awareness of another culture in historical or contemporary context.Articulates complexity of cultural elements important to members of that culture, for example its history, values, politics, economy, communication styles, beliefs or practices.Applies knowledge of another culture in order to develop relationships with members of that culture.ResponsibilityIdentifies the basic ethical dimensions and global impact of some local or national decisions.Explains the ethical, social, and environmentalconsequences of local and national decisions that have global impact.Identifies a range of responses to global challenges informed by a sense of personal and civic responsibility.Takes informed and responsible action to address global ethical,social, and environmental challenges through personal actions.EngagementDefines global challenges in basic ways, from an individual perspective.Recognizes that solutions to global challenges require an understanding of multiple cultures.Learns to work across disciplines and recognizes the need for transdisciplinary solutions to global challenges.Engages in transdisciplinary efforts to implement effective solutions to global challenges.Appendix I ? Examples of Direct and Indirect Measures of Learning at the Program LevelDirectIndirectCapstone projects, theses, exhibits, or performances ?Alumni data ?Pass rates on licensure or certification, or subject area tests?Senior survey data (or other data from other questionnaires sent to Baylor study body)Student publications or conference presentations ?Employer surveys (non- ?supervisor) ?Employer and internship ?supervisor rating or students’ ?performance ?Graduate school placement ?rates (or placement rates of global jobs)?Assigned papers (as long as all students in program do it and there is a universal scoring mechanism/rubric) Departmental/University exit interviews ?Common embedded exam questions Focus group interviews with ?students, faculty, employers, etc.Videos of multiple oral presentations/performances--each of which is self-, peer-, or instructor-evaluated to document improvements ?Portfolios--as long as they not just compilations of other measures that are being usedShould be mapped to PLOs Should have a scoring rubric with criterion-referenced rating scale related to PLOExamples: Collection of reflection papers from mission trip/service learning, with the scoring rubric oriented to measuring change in self awarenessPerformance on multiple objective classroom tests across a course sequence to show cultural knowledgeNote. Course grades are usually not sufficient for measure of learning. Course grades are usually a composite of many activities, only a few of which be relevant to a PLO. For example, in many courses, attendance is part of the grades; this is not a measure of performance on a PLO. Appendix J ? QEP Organizational Chart ................
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