Bringing the World to UNO:
Global Learning & Engagement
Quality Enhancement Plan (QEP)
SACSCOC Committee Presentation
Topic Selection
• Involved faculty, staff and
students
• Utilized a web survey and
multiple meetings
• Identified a small number of
potential topics
• Used a survey to narrow the
field to 3 topics
• Received input to use the
QEP to revise the core
curriculum
• Two topics combined by the
President and Committee
based on input received
Figure 1: Factors Supporting Selection of QEP Topic
Indicated as a Need
by NSSE, Student
Assessment and
Survey Data
AACU High-Impact
Educational
Practices
Supports Curriculum
Change in Core
(General Education)
& Specialized
(Major) Levels of
Study
Aligns with Existing
Service Learning
Program
Prioritized Topic by
Students & Faculty
Global
Learning
and
Engagement
Aligns with
International
Programs,
Resources, and
Initiatives
Aligns with UNO
Mission
Supports UNO 2020
Strategic Plan
Why the QEP is important to students
• Global and intercultural
knowledge is necessary
for success in a global
economy.
• Effective communication
with members of other
cultures and groups is an
important skill for the
workplace.
• Solving problems based
on the perspectives of
other groups and cultures
is another important skill.
Informing the QEP Design
Professional literature
• Role of global
education
• 2012 ACE report
• Curriculum redesign
• Extracurricular
initiatives
• Faculty support and
development
• Assessment models
Other QEPs
• Appalachian State
University
• Kennesaw State
University
• University of Florida
• Florida International
University
• University of Texas Tyler
Figure 2: Bringing the World to UNO
Student Learning Outcomes
Knowledge
• Students identify, describe, and explain global and intercultural conditions
and interdependencies.
• Students make informed critical assessments of global events, processes,
trends and issues and convey the interconnectedness of political,
economic and environmental systems.
Skills
• Students analyze, interpret, and evaluate global and intercultural issues via
engagement strategies including the use of information technologies.
• Students demonstrate an ability to communicate and interact effectively
with members of other cultures.
Attitudes
• Students reflect upon and integrate global learning and engagement
experiences.
• Students recognize and appreciate cultural diversity and multiple world
views.
Figure 3: Activities Collaboratively Supported by
QEP and Service Learning Program
1. Identify courses that include
specific content,
requirements, and/or
opportunities.
2. Work with Office of Registrar
to code identified courses in
catalog.
3. Establish levels of student
recognition for achieving
specified levels of service
learning or global
learning/engagement.
4. Market opportunities for
global learning/engagement
and service learning to UNO
students, faculty and
community.
Global Learning
& Engagement
QEP
Service
Learning
Program
Study Abroad
International
Programs
International Service Learning
Three main components of the QEP
Curriculum
• Embedding global learning and engagement activities within general
education (core) coursework
• Embedding global learning and engagement activities within courses in
the major
• Work will initially focus on five majors (one per college)
Co-Curricular Activities
• Campus activities and organizations
• Community activities and organizations
• Building on international activities and organizations already identified
by faculty and staff
Assessment
• Direct and indirect assessments
• Use of assessment data to improve effectiveness and efficiency of QEP
activities
Assessments
• Direct and Indirect
Measures
• 4 rubrics (from AACU
Value)
• Global Perspectives
Inventory
• University of Florida
Survey on Communication
• Used in both general
education (Core) and major
requirement coursework
• Data used by Committee to
identify positive practices
and changes needed
Project Phases
2015-16
“Gear-Up” Year
Year 1 (2016-17)
• 2 content areas (biology, English
composition) of general education
(core) curriculum
Year 2 (2017-18)
• All content areas of general
education (core) curriculum
Year 3 (2018-19)
• Major requirement coursework in 5
majors (1 per college)
Year 4 (2019-20)
• Expansion to other majors based on
interest
Year 5 (2020-21)
• Sustainability Plan
Initiative 1: Curriculum Enhancement
• Action 1.1: Infuse global
learning opportunities
within the general education
(core) curriculum.
• Action 1.2: Support targeted
degree programs to serve as
models of global learning.
• Action 1.3: Expand
curriculum enhancement
activities to other degree
programs.
Initial Majors
• COBA – B.S. Management
• COEHD – B.S. Elementary Education
• COE – B.S. Civil Engineering
• COLA – B.A. International Studies
• COS – B.S. Earth And Environmental Sciences
Initiative 2: Incentivize Participation
• Action 2.1: Provide incentives
for faculty to address Global
Learning and Engagement
learning outcomes.
• Action 2.2: Create and
institutionalize a Global
Learning Certificate to
recognize student learning and
accomplishments.
• Action 2.3: Provide
administrative incentives by
increasing enrollment in
Global Learning/Engagement
courses.
Initiative 3: Institutionalize Process
• Action 3.1: Create and
institutionalize a repository of
global learning practices to
support improved teaching and
learning.
• Action 3.2 Disseminate
student learning outcomes
gains internally and externally
to increase awareness and
promote expanded practice.
• Action 3.3: Utilize Bringing
the World to UNO data to
promote improved policy and
practices to expand global
learning efforts.
• Action 3.4: Support systems
change efforts to ensure that
global learning strategies and
initiatives are sustained.
Incentives
• Students – Recognition at
graduation
• Core Curriculum Faculty –
Stipend for course redesign
• Major Requirements
Faculty – Stipend for
learning community
• Access to technical support
from “visiting” faculty
Building Infrastructure
Creating an electronic repository
• Faculty ideas and successes at course and program
levels (vetted through Academic Affairs)
• Student ideas, successes, and perspectives (vetted
through Student Government Association)
Holding an annual summit focused on global learning
and engagement
• Faculty, staff and student presentations
• Reaching out to others to join the initiative
Shifting management tasks from QEP Implementation
Team to other university bodies and structures
Figure 4: Logic Model for the Quality
Enhancement Plan
Figure 6. Logic M odel for the Q uality Enhancement Plan
Rationale
Inputs
Activities
Outputs
Outcome
Why is this
important?
What are we doing
now?
What will we do?
What products, events, &
services will lead to
program outcomes?
What learning outcomes will
be achieved?
• Students must be
Curriculum
• Global learning content in
general education (core)
courses
• Global learning content in
selected academic majors
representing each
academic college
• Collaboration with
community resources with
global focus to support
course assignments
• Study abroad program
prepared to
compete in a global
market
• Students must
understand their
role within an
international
community
• Students need to
be prepared to
engage in
increasingly diverse
communities
Co-Curricular
• Global
learning/engagement
activities sponsored by
student organizations
• Freshman common read
program
• International learning
community in residence
hall
Budge t to support
QEP activities
• $1,153,233 budgeted
over five year
implementation period
Curriculum
• Incorporate global
learning/engagement
content/activities in general
education (core) discipline
courses
• Conduct curriculum mapping
for coursework in selected
majors to enhance global
learning/engagement
Campus Initiatives
• Increase service learning
opportunities within Study
Abroad program
• Coordinate student recognition
and curriculum development
activities with the Service
Learning program
Co-Curricular
• Expand global
learning/engagement activities
sponsored by Student
organizations
• Increase international
interactions
Community
• Increase collaborative work
with community organizations to
support global
learning/engagement activities
• Increase collaborative work
with international organizations
to support global
learning/engagement activities
Curriculum E nhance ment
• Number of general
education (core) courses
modified to include global
learning/engagement
activities
• Number of courses in
academic majors modified to
include global
learning/engagement
activities
• Number of students by
college participating in global
learning/engagement
courses
• Number and type of faculty
participating in professional
development activities and
learning communities
Co-Curricular
• Number of student
organizations sponsoring
global learning/engagement
activities
• Number and demographics
of students participating in
global learning/engagement
activities
Community
• Number of community
organizations supporting
global learning/engagement
activities
• Number of international
organizations supporting
global learning/engagement
activities
Knowledge
• Students identify, describe,
and explain global and
intercultural conditions and
interdependencies.
• Students make informed
critical assessments of global
events, processes, trends and
issues and convey the
interconnectedness of political,
economic and environmental
systems.
Skills
• Students analyze, interpret,
and evaluate global and
intercultural issues via
engagement strategies including
the use of information
technologies.
• Students demonstrate an
ability to communicate and
interact effectively with members
of other cultures.
Attitude s
• Students reflect upon and
integrate global learning and
engagement experiences.
• Students recognize and
appreciate cultural diversity and
multiple world views.
Logic Model for the QEP:
Rationale
Why is this important?
• Students must be prepared to compete in a global
market
• Students must understand their role within an
international community
• Students need to be prepared to engage in
increasingly diverse communities
Logic Model for the QEP:
Inputs
What are we doing now?
• Curriculum
• Global learning content in general education (core) courses
• Global learning content in selected academic majors
representing each academic college
• Collaboration with community resources with global focus to
support course assignments
• Study abroad program
• Co-Curricular
• Global learning/engagement activities sponsored by student
organizations
• Freshman common read program
• International learning community in residence hall
• Budget to support QEP activities
• $1,153,233 budgeted over five year implementation period
Logic Model for the QEP:
Activities
What will we do?
• Curriculum
• Incorporate global learning/engagement content/activities in general
education (core) discipline courses
• Conduct curriculum mapping for coursework in selected majors to
enhance global learning/engagement
• Campus Initiatives
• Increase service learning opportunities within Study Abroad program
• Coordinate student recognition and curriculum development activities
with the Service Learning program
• Co-Curricular
• Expand global learning/engagement activities sponsored by Student
organizations
• Increase international interactions
• Community
• Increase collaborative work with community organizations to support
global learning/engagement activities
• Increase collaborative work with international organizations to support
global learning/engagement activities
Logic Model for the QEP:
Outputs
What products, events, & services will lead to program outcomes?
• Curriculum Enhancement
• Number of general education (core) courses modified to include global
learning/engagement activities
• Number of courses in academic majors modified to include global
learning/engagement activities
• Number of students by college participating in global learning/engagement
courses
• Number and type of faculty participating in professional development activities
and learning communities
• Co-Curricular
• Number of student organizations sponsoring global learning/engagement
activities
• Number and demographics of students participating in global
learning/engagement activities
• Community
• Number of community organizations supporting global learning/engagement
activities
• Number of international organizations supporting global learning/engagement
activities
Logic Model for the QEP:
Outcome
What learning outcomes will be achieved?
• Knowledge
• Students identify, describe, and explain global and intercultural
conditions and interdependencies.
• Students make informed critical assessments of global events,
processes, trends and issues and convey the interconnectedness of
political, economic and environmental systems.
• Skills
• Students analyze, interpret, and evaluate global and intercultural
issues via engagement strategies including the use of information
technologies.
• Students demonstrate an ability to communicate and interact
effectively with members of other cultures.
• Attitudes
• Students reflect upon and integrate global learning and engagement
experiences.
• Students recognize and appreciate cultural diversity and multiple
world views.
Projected Numbers of Participating Students
Year 1
Year 2
Year 3
Year 4
Year 5
1,650
2.400
3,150
BS Management
141
253
253
BS Elementary Education
82
117
117
BSCE Civil Engineering
35
105
105
BA International Studies
44
70
70
BS Earth, Environmental Sci
56
102
102
179
323
358
826
970
2,008
3,226
4,120
General Education Courses
Biology/Composition
300
Art/Biology/Composition/
Humanities/Math/Sciences/
Social Sciences
900
Major Courses
Other Majors
Total – Major Level Coursework
Grand Total
300
900
Examples of Input from Student Meetings
• UNO should use this initiative as a marketing tool
to attract students
• Globalization of the curriculum is also important
from the perspectives of international students
• My most important objective is getting a job – this
will help me be more attractive to potential
employers
• The QEP Committee should think about how prior
military service in foreign countries can give credit
toward earning the Global Learning and
Engagement Certificate
“Gear-Up” Year
• Solidify membership of each subcommittee
• Negotiate consulting contract with key consultant
• Identify content consultants for English composition
and Biology
• Identify participating faculty
• Begin professional development and course
redesign (ENGL 1157 and Freshman Biology
sequence)
• Create structures/format for reporting program
success/benchmarks
Sustainability Plan
• Identification/codification of global learning &
engagement requirements for general education
“core” curriculum
• Identification/codification of global learning &
engagement requirements for majors participating in
QEP
• Shift in technical support/professional development
from external faculty to UNO faculty
• Shift in management of course revision/adoption
process from QEP Committee to university
structures already in place (e.g., University Courses
and Curriculum Committee)