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L3.2

Internationalizing the Millsaps Campus

 

Below are the questions asked of each Level 3 proposal. Scroll down below the horizontal line to see the answers.

Contact person: Julian Murchison



Short description of the plan.

  • This plan aims to infuse an ethos of international engagement and awareness into the Millsaps campus. The plan is designed to build on an existing strength in study abroad programs that actively involve significant numbers of Millsaps students and faculty and the increasing number of international students studying at Millsaps. It provides the necessary counterpart to these existing components of the college in an effort to facilitate the type of comprehensive internationalization increasingly discussed as central to liberal education and preparation for lives and careers in the twenty-first century.
  • Focusing on curricular and co-curricular aspects of the Millsaps home campus in Jackson, this QEP seeks to create an environment that is conducive to international engagement in Jackson, Mississippi. This environment will invite students and other members of the community with a wide range of academic interests to embrace and critically reflect on their place in an international world. The plan allows students to engage an internationalized educational experience in a variety of ways, including: the creation of a living-learning environment populated by international scholars drawn from the student body in their first two years; an annual international scholar in residence program; a certificate program in global engagement that leverages existing courses of study and international opportunities; public fora for sharing ideas, writing, and photography related to international experiences; possible curricular initiatives; and enhanced language learning opportunities with native speakers on campus.
  • The anticipated learning outcomes associated with this QEP dovetail closely with the College's central liberal arts abilities, especially communication, social and cultural awareness, and historical consciousness. These outcomes can be assessed with a combination of existing mechanisms (e.g., NSSE and departmental assessments) and other standard assessment mechanisms being used by other institutions of higher learning (e.g., GPI, IDI, and ePortfolios).

What specifically would this plan require and how would it work?

  • The plan aims to infuse an ethos of international engagement and awareness into the campus as a whole. It would ask students, faculty, and staff to embrace this ethos and to explore the ways that such an ethos will inform the life of the college, both in curricular and co-curricular terms, with an eye specifically to bridging these two aspects of the Millsaps experience. The goal is to make this internationalized ethos part of Millsaps' distinct identity and to make Millsaps a destination for faculty, staff, students, and visitors interested in international engagement.
  • There are a number of different components to this plan to internationalize the campus. The expectation is that these different components will be most effective if implemented in concert. However, it may be possible to implement different components independently as the college builds an internationalized campus. The most salient components of the plan are listed and explained below:

    + Millsaps International Scholars in a Living Learning Environment: This component is designed to bring together international students and American students with a commitment to international experiences and perspectives. These students would be designated Millsaps International Scholars and invited to live and learn together in a designated space (i.e., part of a residential facility) for the first two years of their Millsaps careers. As a group they would be expected to produce on a regular basis (i.e., at least twice a month during the academic year) internationalized programming (e.g., meals, film-screenings, discussion of current international events) open to the college community. This programming would invite other members of the college community to join the living learning environment and participate in the process of international engagement. These students would be primary ambassadors for an internationalized campus to their classmates and to others on campus. They would be guided and assisted in this process by a post-baccalaureate intern. Second-year scholars would be expected to mentor first-year scholars once the program enters its second year.

    + Designating this group of students as international scholars in a residential unit on campus gives a physical presence to the idea of international engagement on the Millsaps campus. Training these students as peer tutors will allow them to become educators to each other and to other fellow students. In many respects, international students will be resident experts on their host countries, cultures, and language and able to teach their classmates about these things. In turn, their fellow American scholars ought to be able to serve as valuable resources for their international classmates as they learn about life in the southern United States and pursue a college education in a language that is not a first language for many of them. Such cooperative teaching and learning is potentially very powerful and will extend beyond this core group of students.

    + An Annual International Scholar in Residence: Each year the College would identify and invite an international scholar to reside on campus for part of the year (probably 2-4 weeks in most cases). The scholar (defined broadly this could potentially include someone pursuing a graduate degree or even a person working in a profession directly related to our curricular offerings) would be chosen with an eye to broad interest across campus. The scholar would be expected to give one or more public presentations and would be available to visit classes while on campus. Programming by the International Scholars could be coordinated to complement the visit by the international scholar in residence.

    + It may be possible to utilize our institutional relationships with sister institutions abroad as well as other programs (e.g., Fulbright scholars) to bring international scholars to campus.

    + A Certificate Program in Global Engagement: Students could choose to pursue a course of study (and experience) that would earn them a certificate in global engagement (or something similar). This certificate program would build on our existing interdisciplinary programs with a strong international component (e.g., Latin American Studies, African Studies, and European Studies as well as Peace Studies and Environmental Studies - there are undoubtedly other programs that could be added to this set of examples) and encourage students to pair these opportunities with international experiences (i.e., study abroad, international internships, or service experiences like those sponsored by McNair funds). The specific requirements for a certificate would have to be determined, but ought to encourage students to engage the broad dimensions of international engagement. Therefore, students seeking a certificate might be expected to complete minors in two of these programs (or a major and a minor) as well as an approved international experience and to contribute to international programming on campus (in cooperation with the residential international scholars) upon completion of their international experience.

    + Increased Opportunities for Students to Share and Encounter International Perspectives:  Above and beyond the programming already mentioned, an annual forum dedicated to the idea of internationalization and students' experiences with it would foster campus-wide consideration of what it means for Millsaps to be part of an international landscape. Annual contests for student writing and photography related to international experiences (N.B.: international experiences here would include the experiences of our international students as students at Millsaps) would invite students to share their experiences with classmates and the larger community and highlight the way that these deep and transformative experiences are steeped in interpersonal engagement and critical reflection (both at the heart of our educational endeavor).

    + Curricular Initiatives: Before any curricular components would be implemented, they would need to be carefully considered by appropriate bodies of the faculty, but the following possibilities are offered for consideration as ways to round out the proposal and link the curricular and co-curricular components of the proposal:
    - Creation of Core 1 sections with international themes: These sections might specifically be designated for international scholars or open to the larger student body. The sections would invite students to engage the international dimensions of their educational careers from the very outset. Peer tutoring of and by international students might also happen effectively in sections where it was given explicit attention.
    - Creation of an "international seminar": This seminar would be open to juniors and seniors with a desire to pursue critical reflection on international engagement and experience. It would offer an opportunity to bring together American students who have studied and traveled abroad under the auspices of Millsaps and international students after they have spent considerable time at Millsaps. It would bring together students with diverse experiences from across the globe. Students often miss this opportunity for deep reflection (especially after the immediate experience is past) in the absence of a truly internationalized campus. The course would be an elective but might be considered a capstone course for students completing the certificate program.

    + Enhancing Language Study Opportunities with Students who are Native Speakers - Several of our study abroad programs currently include preparatory language study. On an increasingly internationalized campus, exposure to multiple languages enhances learning opportunities. One way to capitalize on these opportunities is to develop a purposeful plan to use students who are native speakers as language tutors. Possibilities are wide-ranging, including the modern languages that we currently offer as well as Japanese, Swahili, Maya, and other languages.

What would be the timeline for implementing each part of this plan?

  • The following timeline is constructed assuming that the QEP might feasibly begin in the fall of 2012. Dates could be adjusted accordingly if the start date is other than the fall of 2012.
     
    2011-2012 Academic Year
    - Inaugural essay and photography contests (to be repeated each year) dedicated to international experiences designed to raise awareness of the international component of the Millsaps education experience
    - Forum to discuss the idea of internationalizing the campus and the benefits for different members of the college community
    - Roundtable discussions with international students and students that have studied abroad to get their input on their experiences and ways that they would like to build on these experiences as students in Jackson
  • Spring 2012:
    - Recruit, interview, and select Millsaps International Scholars from the incoming class of first-year students for the fall of 2012 (in this pilot year, the total proposed number of scholars would be 15 - ten American students and five international students)
    - Hire a graduating senior to serve as a post-baccalaureate intern with primary responsibility for mentoring and facilitating the programming of the international scholars
    - Make any needed preparations for a living learning environment (probably a hall or other space within an existing dorm) to house the incoming international scholars in the fall
    - Select and invite a visiting international scholar who will reside on campus for part of the 2012-2013 academic year
    Summer 2012
    - Possible retreat for incoming international scholars designed to build community and to explain the expectations of them
    2012-2013 Academic Year
    - Regular programming (at least twice a month) in the living learning space put on by the international scholars
    - Training of international scholars as peer tutors
    - Essay and photography contests
    - Forum with international scholars leading a discussion of internationalization
    - Possibly offer international seminar for juniors and seniors
    - Possibly one or more Core 1 classes that are internationally themed
  • Spring 2013
    - Recruit, interview, and select Millsaps International Scholars from the incoming class of first-year students for the fall of 2013 (expanding on the pilot program, the proposed number of students from the incoming class would be 30 - twenty American students and ten international students)
    - Hire a graduating senior to serve as post-baccalaureate intern for 2013-14 academic year
    - Make preparations for an expanded living learning environment to house a total of 45 students (15 second-year scholars and 30 first-year scholars)
    - Select and invite a visiting international scholar to reside on campus for part of the 2013-14 academic year
    2013-2014 Academic Year
    - Regular programming (at least twice a month) in the living learning space put on by the international scholars
    - Training of first-year international scholars as peer tutors
    - Mentoring of first-year scholars by second-year scholars
    - Essay and photography contests
    - Forum with international scholars leading a discussion of internationalization
    - Possibly two or more Core 1 classes that are internationally themed and international seminar
  • Spring 2014
    - Recruit, interview, and select Millsaps International Scholars from the incoming class of first-year students for the fall of 2014 (the proposed number of students from this and subsequent incoming classes would be 30 - twenty American students and ten international students)
    - Hire a graduating senior to serve as post-baccalaureate intern for 2014-2015 academic year
    - Make preparations for an expanded living learning environment to house a total of 60 students (30 second-year scholars and 30 first-year scholars)
    - Select and invite a visiting international scholar to reside on campus for part of the 2014-15 academic year
  • Beginning in the Fall of 2014, there would be a sustainable program that involved a total of sixty students (30 first-year and 30 second-year) each academic year, invited an international scholar to reside on campus for part of each year, and regular curricular and co-curricular programming that would foster the internationalization of campus. If successful, the program could be expanded in multiple ways.

What are the specific learning outcomes for this proposed QEP?

  • This proposal seeks to foster and augment learning outcomes which are already central to the Millsaps Core curriculum and to build on learning outcomes associated with various existing parts of the college, including the foreign language requirement for the B.A. as well as curricula and research programs already in place in the areas like Biology, Chemistry, Classical Studies, Education, Else School of Management, European Studies, Geology, History, International Education Initiative, Latin American Studies, Modern Languages, Philosophy, Political Science, Religious Studies and Sociology-Anthropology. Although not all learning outcomes will be equally relevant to all programs to be implemented in the Level 3 proposal, the QEP learning outcomes are most clearly organized and assessed if seen as an extension of the Millsaps Liberal Arts Abilities: reasoning, communication, historical consciousness, and social and cultural awareness (cf. Case 1993 for a relevant discussion of the substantive and perceptual dimensions of a global perspective).
  • This QEP will foster three of these Liberal Arts Abilities - communication, historical consciousness, and social and cultural awareness -- generally, as well in some specific ways outlined below.
  • Communication: Ability to communicate effectively with people in and from different cultures
    Skill areas important for effective cross-cultural communications and interactions drawn from the language of the CDI (see below) These include
    - Emotional Resilience
    - Flexibility/ Openness
    - Perceptual Acuity
    - Personal Autonomy
    Foreign language ability
    - Increased opportunities to converse and study in languages other than English
    - More regular exposure to native and fluent speakers of multiple languages
    - Improved peer tutoring avenues for students who are non-native speakers of English
  • Historical consciousness:
    - breadth of historical knowledge
    - enhanced understanding of historical complexity
  • Social and cultural awareness
    - increased knowledge of other societies and cultures in the classroom, through campus programming, in living-learning communities, and while abroad
    - greater understanding of other cultural perspectives through contact with people from other cultures in classroom, through campus programming, in living-learning communities, and while abroad

How might these learning outcomes be assessed?

  • There are many formal modes of assessment, and most schools with globally or internationally-focused QEPs use some combination of the following three methods:
    1. Inventories and assessment tests given at intermittent stages of students' education including at the start and end of students' college career, or at the beginning and end of a program. The most common and useful assessments are as follows:
        a. National Survey of Student Engagement findings (NSSE)
        b. Cross-Cultural Adaptability Inventory (CCAI)
        c. Global Perspectives Inventory (GPI)
        d. Intercultural Development Inventory
    2. Standard curricular assessments such as class exams and writing assignments.
    3. Informal, personal assessment based on student reflection, including blogs, journals, and reflective essays.
  • Methods of assessment for Millsaps:
    Since Millsaps currently uses several methods for assessing student learning, these will provide the basis for assessing this QEP. Several additional methods have been suggested.
    Current assessment methods in place
        a. National Survey of Student Engagement findings (NSSE): in particular, there are many questions in the categories of "Enriching educational experiences" and "Supportive campus environment" that will help assess student perception of the benefits of an internationalized campus
        b. Departmental assessments following senior comprehensive exams of student proficiency in the three Liberal arts abilities enhanced through this QEP.
        c. Standard curricular assessments such as class exams and writing assignments would be very useful for the Curricular Initiatives mentioned above.

  • Possible methods of additional assessment
        d. Cross-Cultural Adaptability Inventory (CCAI): (http://ccaiassess.com/CCAI_Tools.html)
    This inventory assesses one's ability to adapt to any culture.  The CCAI is used by Duke and Anderson universities to assess their global / international QEP learning outcomes.  According to the CCAI report, the CCAI "has been used effectively with people preparing to travel, live or work abroad; sojourners returning from abroad and readjusting to their home culture; those who work in a multicultural or culturally diverse environment; individuals who emigrate voluntarily or who are forced to relocate; and those professionals who work with the above groups."
        e. Global Perspectives Inventory (GPI):  (https://gpi.central.edu/index.cfm)
    The GPI was developed to measure a person's global perspective in three focal areas: cognitive development of knowledge and understanding, intrapersonal development of a person's and interpersonal development. The GPI is used by six different colleges in their QEPs (see Appendix, pg. 28) and is used by over 70 leading colleges and universities in the U.S. when assessing study abroad programs and curricula (see https://gpi.central.edu/index.cfm?myAction=Institutions).
        f. Intercultural Development Inventory (IDI): (http://www.idiinventory.com)
    The IDI is a personal test designed to assess individual orientation toward cultural difference and commonality. It is often used twice by institutions as an entrance and as an exit assessment of a student's "Intercultural Competence" or one's "capability to accurately understand and adapt behavior to cultural difference and commonality."  The Council on International Educational Exchange (CIEE) is using the IDI to assess the value of international education in a new teaching and learning initiative. The CIEE president wrote a useful report on the effectiveness of the IDI: (http://www.idiinventory.com/pdf/idi-study-abroad.pdf).
        g. Student Reflection and Response:
    Many of the schools use student writing and oral presentation as a means to assess student experience with the various parts of a QEP.  In addition to supporting the general principle behind "communication" as Liberal Arts Ability, student reflective essays, blogs, journals, and on-campus presentations can be used effectively to assess the learning in items 1, 2, 4 and 6 of this QEP plan.  Examples of such forms of reflective assessment can be found at http://www.sacscoc.org/pdf/2008%20track%20a%20qeps/Randolph%20Macon%20College%20QEP.pdf. The forums, programming, and the photography and essay contests included in this proposal will offer clear opportunities for student reflection and response and could be a rich area for assessment in addition to coursework associated with the curricular initiatives mentioned above.
        h. ePortfolios:
        An ePortfolio is an Internet-accessible compilation of a student's education and experiences designed to show that students have not only met academic goals such as curricular requirements, but have also participated in a variety of experiences. Electronic portfolios can provide a good way to centralize a student's information, assignments, reflections and faculty assessments when the student is traveling. Many schools, such as Anderson University, use an ePortfolio as a way to collect data and documentation about students' international experiences, and as a means for students to obtain personal feedback, to gauge improvement and development during study abroad experiences. For an example of how ePortfolios work, see http://eportfolio.vt.edu/gallery/Gallery_Presentation/presentationgallery.html.

What population of students would this proposed QEP affect?

  • One group of students that this plan would directly affect is thirty students each year who are designated Millsaps International Scholars (once the full program has been in place for four years, that means that we can expect to have a total of approximately 120 students - or roughly 10% of the total student population - at one time that have participated as international scholars). But the effect of the QEP is not limited to these students. With the goal of infusing an internationalized ethos on campus, these international scholars become ambassadors to their classmates and to the rest of the college. Their classmates will benefit from the commitment to an international perspective that the scholars bring to the classroom and to co-curricular activities on campus.
  • In addition, an annual resident international scholar who can contribute to classes in a wide range of disciplines is likely to impact many students as are public programming.
  • Students choosing to pursue the certificate in global engagement would also be directly affected by the QEP. In a sense, the certificate program is a direct complement to the scholars program. It extends the internationalized ethos across the undergraduate career for Millsaps students that choose to pursue it. The two programs could be completed by some students, but other students may complete one or the other. In tandem, these two programs have the potential to include a large number of undergraduate students and to indirectly influence the learning experiences of even more classmates and peers. Please see the attached chart as a visual representation of the various ways that different students might engage an internationalized campus and the connections between these experiences and learning outcomes.

To what extent would this plan change amounts and expectations of faculty workload?

  • This proposal would not have particularly significant impacts on faculty workload. Individual faculty members would need to take on the relatively limited responsibilities associated with the forums and the photography and essay contests. A group of faculty (possibly the international education committee) might be asked to assist in the interviewing of candidates for the position of international scholar. Faculty would need to staff any curricular initiatives (i.e., Core 1 sections and/or the international seminar) that emerged out of this proposal, but staffing those initiatives would not be expected to be exceedingly difficult.

To what extent would this plan change amounts and expectations of staff workload?

  • With the hiring of a post-baccalaureate intern, the workload for existing staff members should not increase dramatically. In fact, the intern position may relieve some of the stress on staff offices, particularly the office of Sheryl Wilburn, by shifting primary responsibility for international programming from her office and allowing her to devote more time to her other responsibilities.

How does this plan further the mission of the college? Benefit our students? Why does the college need this plan?

  • The College's statement of purpose speaks specifically of the "development of mature citizens" and the mission statement refers to the College's role in "social, economic and cultural progress of our region." In a world that is complexly and unavoidably intertwined and globalized, it behooves us as an institution and especially our students to embrace our place in an international world. Students who have been exposed to and asked to think deeply about the international scope of the world around them will be that much more likely to embrace their role as mature citizens in that world and to become facilitators for social, economic, and cultural progress.
  • The College is sending more and more of its students to study abroad. Millsaps is also welcoming increasing numbers of international students to our campus for both short and long-term studies. These are both important and positive developments. While there are many people working hard to make these things happen, so far there has been relatively little purposeful and wide-ranging discussion of the overall implications of these developments or how to fully leverage the benefits, especially in terms of the curriculum and co-curricular experiences for students. This proposal seeks to develop and infuse an international ethos into the Millsaps campus. Approximately half of our students do not currently study abroad during their time at Millsaps. Even those students that do not study abroad or have significant international experiences will benefit from an internationalized campus that will invite and expect international engagement and awareness of everyone. The focus is the Millsaps campus in Jackson with the goal of making it truly international. Doing so will allow us to build on existing strengths and realize potential for a distinctive identity and set of experiences. If successful, students and others will be drawn to the college because of its internationalized features.

Are there other programs already on campus that this proposed QEP would augment or replace?

  • This proposal seeks to build on what is already going on in the office of International Education and in Student Life and to relieve some of the stress on the office of Sheryl Wilburn in particular. The proposal also plugs into and supports a number of existing curricular opportunities (especially internationally oriented majors and minors and study abroad) and co-curricular groups and activities (including MIBS and a number of other clubs and groups with international interests).

What are the cost estimates for implementing this plan?

  • Per annum costs:
    - Stipend for post-baccalaureate intern    $5000-7000
    - Hosting of International Scholar on campus
    o Housing       $1500
    o Meals        $500
    o Travel        $1000-2000
    - Costs associated with on-campus programming   $2000
    o Includes food, movie rentals, and other incidentals
    - Peer tutor training       $500
  • Approximate per annum total:        $10,500-13,500
  • Notes about costs/budget:
    - The costs do not reflect the creation/designation of an international living learning space, primarily because the plan is to use currently available residential space for this purpose. Since these students would generally be expected to reside on campus during their first two years on campus, this designation of space essentially requires the reallocation of existing resources. If the QEP is successful, in the long-term, creation of a space specifically designed for this purpose may be warranted.
    - An on-campus apartment for the intern has a value of approximately $11,000/year, but does not represent costs that have to be budgeted since VP Katz has indicated that it would be possible to designate such a living space for the intern as a way of economizing on costs.
    - The hiring of one-year interns is a way to economize in the short-term. In the long-term, it would be desirable to hire a permanent member of student life with a masters degree in an appropriate field. Doing so would provide continuity and long-term planning and might allow for the reassignment of some other duties, including visas for international students. VP Katz estimates that hiring a permanent staff member with these credentials would require an annual salary of approximately $35,000 in the current market.
  • Other possible expenses:
    - Scholarships or stipends for international scholars
    o Providing relatively small scholarships or stipends to the scholars would help to mark this as a prestigious position for which a student is selected
    o Scholarships or stipends could be linked to expectations about the role that students would play in producing programming for campus
    o Alternatively scholars could receive support for study abroad during their time at Millsaps - in this form, the scholarships might replace or build on the study abroad scholarships that have been offered to some incoming students in the last few years
    - Funding for the recruitment of international students
    o The plan to internationalize the campus seeks to integrate and embrace international students on campus. In keeping with other articulated goals for growing international student enrollment, some additional funding to support these efforts might be a wise investment.

What does the research literature suggest about the benefits of this kind of plan?

  • The merit of internationalizing our campus through a QEP is supported by robust external research by national organizations such as the American Council on Education which has made international education its priority. ACE has developed a comprehensive bibliography on the value of international education and a wealth of resources for developing programs, curricula, and community outreach based on international education. See http://www.acenet.edu//AM/Template.cfm?Section=cii and http://campusinternationalization.org/.
  • In Kevin Hovland's Shared Futures: Global Learning and Liberal Education, he asserts that "Liberal learning and global learning converge when students have multiple opportunities to apply new knowledge to their own developing sense of place in the world." (10). The primary impetus for this proposal is to increase these opportunities for Millsaps students. 
  • In their argument for the need to think in terms of internationalizing education, Green and Olson (2008) point out that "the term international education suggests that it is separate from the rest of education and that it exists as a parallel or different undertaking. In practice, the result of this parallel concept is that international learning and experiences are not only disconnected from other aspects of the educational process, but also marginalized and poorly integrated into the institution's mission, strategic plan, structure, or funding priorities" (1). This critique indicates the need to pair a commitment to study abroad with a more integrated commitment to internationalization for the college/campus as a whole.
  • Arguing for a more fully integrated approach under the term internationalization, Green and Olson (12-15) suggest that the following goals are typically central to arguments for internationalization:
    + Strengthening liberal education
    + Enhancing the quality of teaching and research
    + Preparing students for careers
    + Generating income for the institution
    + Contributing to local economic development and competitiveness
    + Enhancing students' ability to live in an increasingly multicultural environment in the United States
    + Enhancing the development, excellence, and relevance of institutions in other countries
    + Contributing to international and intercultural understanding

Are there other programs like this elsewhere and what have been their results? Are there best practices?

  • There are many programs at liberal arts colleges and other institutions of higher learning that aim to internationalize curricula and campuses. Schools that made early commitments to internationalization like Middlebury, Kalamazoo, and Macalester offer interesting models to consider. A review of different programs reveals a wealth of different approaches, and the literature suggests that the educational community has not reached a consensus on best practices, though there are a number of helpful sources to be used in the process of internationalization.
  • The ACE's two Mapping Internationalization on U.S. Campuses (published in 2003 and 2008) offer a wealth of data about what colleges and universities across the country are and are not doing in terms of internationalization. The 2008 report suggests that "Although baccalaureate colleges excel in some areas, such as study abroad, their overall level of internationalization is not remarkable" (53). This statement is followed by more specific points of analyses and helpful data about internationalization at baccalaureate colleges.

  • Both the Carnegie Corporation and the Ford Foundation have funded ACE publications that address practices for internationalization. The publication sponsored by the Carnegie Corporation, Promising Practices: Spotlighting Excellence in Comprehensive Internationalization, includes case studies of eight different schools, including Dickinson College and Arcadia University. These case studies offer the opportunity to examine and consider different approaches to internationalization at different institutions. The publication funded by the Ford Foundation, A Handbook for Advancing Comprehensive Internationalization: What Institutions Can Do and What Students Should Learn, offers detailed practical suggestions about topics ranging from developing a plan to identifying and assessing outcomes.

  • Hovland's Shared Futures offers a useful discussion of limitations and pitfalls in the process as well practical suggestions about ways to connect the aspirations and the practice of a liberal education rooted in global learning. Hudzik's Comprehensive Internationalization: From Concept to Action (2011) is also a useful guide.

  • The appendix below represents a survey of other SACS institutions that have chosen and implemented globally or internationally-focused QEPs in recent years. The QEPs range in terms of the focus on increasing students chances to travel and study abroad or impacts on the home campus. These programs typically target a certain subset of the student population and utilize many of the assessment methods mentioned above.

Appendix, click here.

Organizational Charts