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G L O B A L B A Y L O Raddressing challenges to human flourishing

quality enhancement planbaylor university

G L O B A L B A Y L O Raddressing challenges to human flourishing

quality enhancement planbaylor university

Executive Summary 1

Introduction 3

University Mission & Strategic Plan 6

Topic Selection 7

Global Baylor: Addressing Challenges to Human Flourishing 9

Background 9

Program Learning Outcomes 9

Action Plan: Initiatives 10

Global Challenges 10

Enhanced International Travel Experiences 11

Diversity Abroad 12

Global Baylor 15

Institutional Capacity 18

Budget 18

Categorical Expenses 18

Summary Budget 19

QEP Assessment Plan 20

References 23

Appendices 25

Appendix A: Baylor University Mission Statement 25

Appendix B: Baylor University QEP Working Group 25

Appendix C: QEP Working Group Draft Proposal 27

Appendix D: Baylor University QEP Steering Committee 29

Appendix E: Baylor University QEP Steering Committee 2017-18 30

Appendix F: Certificate in Global Engagement 31

Appendix G: Sample Syllabi for GBL 1101, 1102, 1103 35

Appendix H: Expanded QEP Timeline 48

Appendix I: Global Awareness, Responsibility, and Engagement Guideposts 49

Appendix J: Examples of Direct and Indirect Measures of Learning 50

Appendix K: QEP Program Logic Model 52

Appendix L: QEP Organizational Chart 56

Tables and Figures

Table 1: QEP Program Learning Outcomes 9

Table 2: Alignment of QEP Initiatives with PLOs 10

Table 3: Institute of International Education (2016) “Profile of U.S. Study Abroad Students, 2004/05-2014/15. 12

Figure 1: Distribution of BU Students in Semester Study Abroad Programs 2014-15 & 2016-17 14

Figure 2: Distribution of BU Undergraduate Students in Summer Study Abroad Programs 2016 & 2017, Compared to All Undergraduate Students Fall 2015, 2016, 2017 14

Figure 3: First-Generation College Student Participation in Study Abroad at Baylor, Fall 2012-2017 15

Table 4: QEP Categorical Expenses 18

Table 5: QEP Summary Budget 19

Table of Contents

REV DECEMBER 22, 2017

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• 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 first generation college students, students of color, and students from other diverse or underrepresented backgrounds so that they can benefit from the invaluable learning outcomes associated with international education

• 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.

The 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 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 2018 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

Executive Summary

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Baylor University’s Quality Enhancement Plan (QEP) is 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 university-sponsored 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

Chartered by the Republic of Texas in 1845, Baylor University is the oldest continually-operating university in Texas The main campus is located on approximately 1,000 acres along the Brazos River in Waco, Texas The university offers some 129

undergraduate degree programs as well as 75 master’s and 42 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

Introduction

Pro 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.

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• 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

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 enrich 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 first-generation college students, students of color, and other students from diverse backgrounds by providing additional scholarship support and institutional resources

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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

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 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

University Mission & Strategic Plan

Pro 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.

Pro 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.

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1 See Appendix B for membership of the QEP working group 2 See Appendix C for “Engaging with the Global Future ”

Global 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 international 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

Topic Selection and Development Process

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3 See Appendix D for membership of the QEP steering committee

4 See Appendix E for membership of the 2017-18 QEP steering committee

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

January 2017: Following placement in Warning status by SACSCOC, Baylor University requested and received a one-year delay in its reaffirmation process, necessitating a delay in the submission of the QEP proposal to SACSCOC

August 2017: A reconstituted Steering Committee was convened in order to review and revise the draft QEP 4

December 2017: Final draft of the QEP was submitted to Interim Provost, Dr Michael K McLendon, for approval and submission to SACSCOC

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 also served as 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.1 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 ”2

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 3 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 Flourinshing, 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

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Background: 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, now the Center for Global Engagement, to oversee both study abroad and international students and scholar services In 2016-17 Baylor sent more than 800 students abroad for academic studies and another 400 on international mission trips, while hosting more than 700 international students on campus

At Baylor we believe that international education and global engagement are essential aspects of a university education Students can acquire a broad set of cultural skills, attitudes, and behaviors through international experiences that allow them to better understand themselves, while 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 (Farrugia, C & Sanger, J , 2017)

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 evidence that the opposite is true (Malmgren and Galvin, 2008; Indiana University, 2009; St Mary’s College Office 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 (Trooboff, Vande Berg, and Rayman, 2008; Farrugia and Sanger, 2017)

Program Learning OutcomesProgram learning outcomes (PLOs) specify what students should know, value, or be able to accomplish after completing the program The PLOs selected for Global Baylor are provided in Table 1

TABLE 1. GLOBAL BAYLOR PROGRAM LEARNING OUTCOMES

Global Baylor: Addressing Challenges to Human Flourishing

Self-AwarenessStudents in this program will be able to identify unique characteristics of their own culture

Cultural Awareness

Students in this program will be able to understand, analyze, and explain 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

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Having 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 PLOS

1. Global Challenges

The Baylor QEP, 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. We plan to introduce our students to one global challenge in particular, and to make that a campus-wide area of emphasis Initially, this campus-wide focus will be on issues related to global health While an exact definition of “global health” remains a subject of debate, we intend for this term to encompass a broad range of collaborative activities that are ongoing at Baylor We recognize not only the more

traditional public/community health or medically related efforts of our faculty and students, but also those activities that seek to engage the underlying social, spiritual, economic, environmental, and political determinants of health

An emphasis on global health builds on several existing strengths of the Baylor community First, there is a strong interest on the part of Baylor students in health and integrated health Nearly 40% of incoming freshman in Fall 2017 expressed an interest in health-related professions Secondly, Baylor fosters compassionate engagement that integrates academic rigor and character formation through intentional collaboration between academic affairs and student life. Finally, Baylor has a rich history of international engagement through

traditional study abroad programs, Christian service initiatives, and innovative faculty-led research Building on these strengths makes global health not only a curricular emphasis, but a community initiative as well

Global health as a new focus unites previously isolated strengths into a concentrated campus movement aimed at integrating research, teaching, and student formation that not only promotes human flourishing, but also deepens community engagement both locally and worldwide Through the lens of Global Challenges generally and global health specifically, the QEP allows Baylor to synthesize strengths, while remaining open to new ideas, which are crucial to the advance of human flourishing.

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 presentations 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

Action Plan: Initiatives

Intiatives

Program Learning Outcomes

Global Challenges

Enhanced Travel

Diversity Global Baylor

Self-Awareness x x x x

Cultural knowledge

x x x x

Responsibility x x

Engagement x x x

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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.5 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 and will be launched in Fall 2018 Successful completion of the certificate program will be noted on student transcripts We anticipate that at least 40 students will enroll

in the certificate program by Spring 2020, with at least 40 new students enrolling in the program annually by the end of the 2022-23 academic year

2. Enhanced International Travel ExperiencesBaylor University has a longstanding commitment to study abroad A total of 871 Baylor undergraduate students participated in study abroad programs in 2016-17, from an undergraduate population of 14,316 yielding a participation rate of 6 08% An additional 370 undergraduates participated in global missions during the same year, bringing the total of students who participated in a university international travel experience to 1,241, or 8 67% of the undergraduate population Through the QEP we will seek to increase student participation in study abroad and international missions

As part of the QEP, several initiatives will be undertaken to improve access to and enrichment of 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 by 2022-23 In Spring 2017 and Spring 2018 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)6 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 they take it The

5 See Appendix F for the Certificate in Global Engagement.

6 See Appendix G for sample syllabi for GBL 1101, 1102, and 1103

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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 through our continuous assessment of the QEP, we will work to develop a mechanism to allow academic credit to be attached to international mission trips We anticipate that something similar to the model for the 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 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, 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 to support such courses, 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 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

3. Diversity Abroad Multicultural StudentsAs Baylor University becomes an increasingly diverse community, it is incumbent upon us to ensure that all students have opportunities 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 experiences 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) Table 3 provides a profile of U.S. study abroad students by race/ethnicity for the academic years of 2004/05, 2009/10/09 and 2014/15, presented in the Institute of International Education’s “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. INSTITUTE OF INTERNATIONAL EDUCATION (2016). “PROFILE OF U.S. STUDY ABROAD STUDENTS, 2004/05-2014/15.”

Race/Ethnicity of U.S. Students Abroad 2004/05 2009/10 2014/15

White 83 0 78 7 72 9

Hispanic or Latino 5 6 6 4 8 8

Asian or Pacific Islander 6 3 7 9 8 1

Black or African American 3 5 4 7 5 6

Multicultural 1 2 1 9 4 1

American Indian or Alaskan Native 0 4 0 5 0 5

TOTAL U.S. STUDENTS ABROAD 205,983 270,604 313,415

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The expense of study abroad is cited by many students as a barrier to 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 (Sweeney, 2013) Additionally, multicultural students frequently report that regardless of financial constraints, other responsibilities or obligations prevent travel for study abroad 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 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” (Tsantir, 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 or misaligned

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 This is an area requiring intentional prioritization by university leadership

First-Generation College StudentsFirst-generation college students represent a significant and growing population in higher education institutions (Choy, 2001) The literature in higher education shows that first-generation college students are at a disadvantage when it comes to persistence and retention (Choy, 2001; Ishitani, 2003; 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 30 incoming freshmen who identify as first-generation college students and meet certain academic and financial eligibility requirements, to familiarize them with institutional resources and international opportunities as early as possible in their Baylor education We will track actual participation rates in study abroad within each 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 college 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. This will assist them through the administrative process, and 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 college students in international experiences at Baylor From this data we have been able to establish current patterns of participation and we will utilize

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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

FIGURE 1: DISTRIBUTION OF BU STUDENTS IN SEMESTER STUDY ABROAD, 2014-15 TO 2016-17

FIGURE 2: DISTRIBUTION OF BU UNDERGRADUATE STUDENTS IN SUMMER STUDY ABROAD PROGRAMS 2016, 2017, COMPARED TO ALL STUDENTS FALL 2015, 2016, 2017.

Fall 2015 All Students Summer 2016 Study Abroad Fall 2016 All Students Summer 2017 Study Abroad

American Indian 0.4 0.2 0.3 0.5

Asian 8.4 5.5 8.5 4.3

Black 7.3 2.6 7 1.9

Hispanic 14.5 9.9 15.1 11.5

Multi-Racial 4.8 4 4.6 4.4

White 64.3 77.7 64.1 77.3

American Indian Asian Black Hispanic Multi-Racial White

90

80

70

60

50

40

30

20

10

0

Fall 2014 All Students

Fall 2014 Study Abroad

Spring 2015 Study Abroad

Fall 2015 All Students

Fall 2015 Study Abroad

Spring 2016 Study Abroad

Fall 2016 All Student

Fall 2016 Study Abroad

Spring 2017 Study Abroad

Fall 2017 All Students

Fall 2017 Study Abroad

American Indian 0.4 0.78 0 0.4 0 0 0.3 1.1 0 0.4 2

Asian 8.3 12.5 2.8 8.4 3.3 5.13 8.5 12.1 5.2 8.7 6.1

Black 7.7 5.5 2.8 7.3 4.4 5.13 7 4.4 0.9 6.7 5.1

Hispanic 14.4 11.71 10.28 14.5 12.09 10.26 15.1 12.1 12.9 15.5 16.3

Multi-Racial 4.5 6.3 7.48 4.8 4.4 2.56 4.6 4.4 5.2 4.7 4.1

White 64.3 63.28 76.64 64.3 75.82 76.92 64.1 64.8 75 63.6 65.3

American Indian Asian Black Hispanic Multi-Racial White

908070605040302010

0

Distribution as % by Race in BU Semester Study Abroad Programs

15

FIGURE 3: PARTICIPATION OF FIRST-GENERATION STUDENTS IN BAYLOR STUDY ABROAD PROGRAMS

4. 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 campus

• Expansion of International Education Week events

• Emphasis on the theme of global equity and human flourishing in our annual Scholars Week, where undergraduate and graduate students present their work

• Organization of an annual campus-wide event to celebrate the contributions that Baylor students, faculty, and staff have made to addressing global challenges

Pro 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.

FGCS

Fall2012

Spring2013

Summer2013

Fall2013

Spring2014

Summer2014

Fall2014

Spring2015

Summer2015

Fall2015

Spring2016

Summer2016

Fall2016

Spring2017

Non-FGCS Total

0

100

200

300

400

500

600

700

Number of First-Generation Students Participating in BU Study Abroad, 2012-2017

16

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:

Baylor and Beyond Living and Learning Community 2015-16

• China (439)• UK (143)• Mexico (84)• Japan (76)• Hong Kong (66)

• Taiwan (55)• Germany (51)• France (42)• Australia (36)• Thailand (31)

We will pursue connections with these global partners by hosting alumni and globally-engaged parents on our 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

17

18

The 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 its implementation 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 assistantship for the QEP will be established in 2018-19 and continue in following years, to assist 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 PLOs associated with the QEP 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 ongoing advisory 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

Institutional Capacity

TABLE 4: QEP CATEGORICAL EXPENSES

Pro 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.

Category Sub-Category Line Item DetailsPersonnel QEP Administration VPGE (QEP Director) 20% of time to oversight of QEP

Assistant Director for QEP Administration (New Hire Full-time FTE)

Oversight of Certificate Program Administration of Embedded Courses Administration of Diversity Abroad

Graduate Research Assistant Hire Collection of data/analysis of data

Fringe All non-student employees

Operating Expenses Scholarships Travel Diversity Abroad/Enhanced I E

QEP Administration Speakers and Events Passport and Visa Fees Materials and Supplies Marketing

QEP Launch Event One time cost

QEP Website Development and Maintenance

Faculty and Staff Development & Travel F & S Development and Travel

19

QEP Budget Year 1 Year 2 Year 3 Year 4 Year 5

2017-2018 QEP

Allocation

In-Kind

Total Budget

2018-2019 QEP

Allocation

In-Kind Total Budget

2019-2020 QEP

Allocation

In-Kind Total Budget

2020-2021 QEP

Allocation

In-Kind Total Budget

2021-2022 QEP

Allocation

In-Kind Total Budget

RevenueCarpenter Gift 30,000 30,000 30,000 30,000 30,000 30,000 30,000 30,000 30,000 30,000

CGE Allocation for Scholarships

20,000 20,000 20,000 20,000 20,000 20,000 20,000 20,000 20,000 20,000

CGE Allocation for Admin

8,057 8,057 8,057 8,057 8,057 8,057 8,057 8,057 8,057 8,057

ExpensesPersonnel for QEP Administration

CGE Staff (% of salary)

(% of salary) 69,989 69,989 72,088 72,088 74,251 74,251 76,478 76,478 78,773 78,773

Vice Provost for Global - 25%

Director of Study Abroad - 30%Fringe - 28% - 19,597 19,597 - 20,185 20,185 - 20,790 20,790 - 21,414 21,414 - 22,056 22,056

Personnel (New FTE)

Assistant Director - QEP Initiatives

- 65,000 65,000 66,950 66,950 68,959 68,959 71,027 71,027

Graduate Research Assistant

- 18,000 18,000 18,000 18,000 18,000 18,000 18,00

Technology & OP Expense for Startup

- 4,500 4,500 4,500 4,500 4,500 4,500 4,500

Fringe - - - 23,240 - 23,240 23,786 - 23,786 24,348 - 24,348 24,928 - 24,928

Operating Costs

- - - - -

Embedded Study Abroad

- 60,000 60,000 60,000 60,000 60,000 60,000 60,000 60,000

Summer Study Abroad Class Scholarship (Est 600 students)

- 755,574 755,574 778,242 778,242 801,588 801,588 825,636 825,636

Launch Event 20,000 20,000 5,000 5,000 - - -

Diversity Abroad Scholarships

- 120,000 120,000 145,000 145,000 145,000 145,000 145,000 145,000

Materials and Supplies 2,000 2,000 1,000 1,000 1,000 1,000 2,000 2,000 1,000 1,000

Marketing 1,000 1,000 1,000 1,000 500 500 500 500 500 500

Passport and Visa Fees 5,000 5,000 5,000 5,000 6,000 6,000 6,000 6,000 6,000 6,000

Website Development and Maintenance

5,000 5,000 2,500 2,500 2,500 2,500 2,500 2,500 2,500 2,500

Faculty and Staff

Faculty and Staff Development

- 10,000 10,000 15,000 15,000 15,000 15,000 15,000 15,000

Summer Study Abroad Class Stipends

- 45,000 45,000 5,000 5,000 5,000 5,000 5,000 5,000

Fringe - 12,600 12,600 1,400 1,400 1,400 1,400 1,400 1,400

Chapel Guest Speakers

10,000 10,000 30,000 30,000 30,000 30,000 30,000 30,000 30,000 30,000

Faculty and Staff Travel

- 10,000 10,000 10,000 10,000 15,000 15,000 15,000 15,000

Total Expense 43,000 89,585 132,585 412,840 847,847 1,260,687 389,636 873,283 1,262,919 398,207 899,480 1,297,687 399,855 926,465 1,326,320

Net of QEP Allocation (15,057) 74,528 354,783 1,202,630 331,579 1,204,862 340,150 1,239,630 341,798 1,268,263

TABLE 5: QEP SUMMARY BUDGET

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Goals 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 will be reviewed on a regular basis by a QEP Assessment Committee consisting of representatives of the:

Faculty

Dr A Alexander Beaujean, Psychology and Neuroscience

Dr Nick Benson, Educational Psychology

Dr Eva Doyle, Health, Human Performance and Recreation

Academy for Teaching and Learning

Dr Lenore Wright

Dr Christopher Richmann

Office of Institutional Research

Dr Danielle Fearon-Drake

Center for Global Engagement

Dr. Jeffrey Hamilton, Vice Provost for Study Abroad

Bo White, Director of Study Abroad

Assistant Director for QEP Administration

Global Baylor Program Learning Outcomes (PLOs)

OverviewProgram Learning Outcomes (PLOs) for Global Baylor are provided in Table 1 They specify what students should know, value, or be able to accomplish after completing the program. (Goff, Potter, et al., 2015). These outcomes are achieved through specific activities—either within a course, or through co- or extra-curricular experiences—and build toward overall program-level learning 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) We developed the PLOs by answering these key questions:

• 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 SACSCOC?

QEP Assessment PlanEvaluationWe developed the evaluation plan to be consistent with evaluation standards (i e , have utility, feasibility, propriety, accuracy) and align with best practices in program evaluation (Yarbrough, et al 2011; Bresciani et al 2012; Godber, Y 2008; American Evaluation Association, 2004; Rossi and Freeman, 2004) Consequently, we will evaluate the QEP using multiple lines of evidence from multiple sources across multiple time points Moreover:

• Each PLO will be evaluated using at least 3 different measures.

• We will collect direct data (i e , stemming from actual learning) and indirect data (i e , stemming from characteristics associated with learning) Some example of direct and indirect assessments are given in Appendix J

• At least 1 measure for each PLO is sensitive to change/improvement, and will be collected on the same students over multiple semesters

• All measures are under Baylor control, and most are under the control of the Center for Global Engagement

• All measures provide information that is analyzable, either quantitatively or qualitatively

• For performance-based assessments, the Association of American Colleges and Universities (AAC&U) Valid Assessment of Learning in Undergraduate Education (VALUE) rubric has been adapted to map onto the PLOs

21

Data Collection, Analysis, and DisseminationBefore the QEP officially starts, there will be a plan in place that clearly articulates:

• What data will be collected by whom and when

• How and when data will be collected and input into a central database

• How to protect student and faculty confidentiality

• The analysis plan

• How will results be reported and to whom

The plan will adhere to best practices in evaluation data collection, analyses, and reporting (Grob, 2015; Bers, 2004; Centers for Disease Control, 2013; Reineke, 1991; Szafran, 2007)

Reporting and Dissemination Assessment 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 ModelA program logic model is a picture of how an organization “does its work”—the theory and assumptions underlying the program It links outcomes with program activities/processes and the theoretical assumptions/principles of the program (W K Kellogg Foundation, 2004)

To illustrate how different components of the QEP relate to the PLOs, we developed the logic model that is presented in Appendix K

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American Association of Colleges and Universities (AAC&U) Global Learning Rubric Development Team (2014) VALUE: Valid Assessment of Learning in Undergraduate Education Retrieved from https://www.aacu.org/value/rubrics/global-learning.

American Evaluation Association (2004) Guiding principles for evaluators

Bers, T H (2004) “Assessment at the program level ” New Directions for Community Colleges, 43-52

Bresciani, M , Gardner, M, and Hickmott, J (2012) Demonstrating student success: A practical guide to outcomes-based assessment of learning and development in student affairs. Sterling, VA: Stylus

Brux, J M , & Fry, B (2010) “Multicultural Students in Study Abroad: Their Interests, Their Issues, and Their Constraints ” Journal of Studies in International Education, (14), 508-27

Burkart, B , Hexter, H and Thompson, D (2001) “Why TRIO students need to study abroad!” Opportunity Outlook Journal Reprint National TRIO Clearinghouse

Burr, P L (2005) “Pursuing study abroad acceptance among Hispanic students: The value of talking to the Hispanic family ” IIENetworker Magazine: Diversity in International Education

Centers for Disease Control (2013) Developing an effective evaluation report: Setting the course for effective program evaluation Atlanta, GA

Choy, S P (2001) “Students shoes parents did not go to college: Postsecondary access, persistence, and attainment ” U S Department of Education, National Center for Education Statistics

Cressy, K (2005) “A long-term vision for diversity in education abroad ” IIENetworker Magazine: Diversity in International Education

Duke, Steven T , “Pre-International Preparation Courses: The ‘Nuts and Bolts’ of Course Design and Implementation in a University setting ” Conference proceedings, WISE, 2014

Farrugia, C & Sanger, J (2017) “Gaining an Employment Edge: The Impact of Study Abroad on 21st Century Skills & Career Prospects in the United States, 2013-2016 ” Institute of International Education

Forum on Education Abroad (2015) Standards of Good Practice for Education Abroad (5th ed ) Carlisle, PA: The Forum on Education Abroad

Godber, Y 2008 “Best practices in program evaluation,” in Thomas, A and Grimes, D A , eds , Best practices in school psychology, vol 5, pp 2193-2206 Bethesda, MD: National Association of School Psychologists

Goff, L., Potter, M.K., Pierre, E, Carey, T , Gullage, A , Kustra, E, Lee, R , Lopes, V Marshall, L , Martin, L, Raffoul, J, Siddiqui, A, and Van Gastel, G (2015) Learning Outcomes Assessment: A Practitioner’s Handbook Higher Education Quality Council of Ontario

Grob, G F (2015) “Writing for impact,” in K E Newcomer et al, Handbook of practical program evaluation (4th ed ) pp 739-64 San Francisco, CA: Jossey Bass

Hamir, H B (2011) Go abroad and graduate on time: Study abroad participation, degree completion, and time-to-degree Doctoral dissertation, University of Nebraska at Lincoln

Indiana University (2009) Overseas Study at Indiana University Bloomington: Plans, participation, and outcomes Bloomington, Indiana University Press

Ishitani, T T (2003) “A longitudinal approach to assessing attrition behavior among first-generation students: Tome-varying effects of pre-college characteristics ” Research in Higher Education, 44, pp 433-49

Kasravi, Jinous Factors Influencing the Decision to Study Abroad for Students of Color: Moving Beyond the Barriers Dissertation for University of Minnesota (2009)

References

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Kasravi, J., Williams, R., & Woodruff, G (2007) Multicultural student’sbeliefs, knowledge, and behaviorsregarding study abroad Paperpresented at the NAFSA AnnualConference, Minneapolis, MN

La Brack, Bruce (2012) “Shifting the Locus of Intercultural Learning: Intervening Prior to and After Student Experiences Abroad,” in Vande Berg, M , Paige, R M , & Lou, K H , eds ,Student learning abroad: What ourstudents are learning, what they’renot, and what we can do about it Sterling, VA: Stylus

Lohfink, M. and Paulsen, M. B. (2005) “Comparing the determinants of persistence for first-generation and continuing-generation students ” Journal of College Student Development, vol 46, pp 409-28

Malmgren, J , and Galvin, J (2008) “Effects of study abroad participation on student graduation rates: A study of three incoming freshman cohorts at the University of Minnesota, Twin Cities ” NACADA Journal 28, pp 29-42

Middle States Commission on Higher Education (2009) Student Learning Assessment: Options and Resources (2nd ed ) Philadelphia, PA

Miller, R , and Leskes, A (2005) Levels of assessment from the student to the institution Washington, DC: Association of American Colleges and Universities

Pope, R L , Reynolds, A l , and Mueller, J A (2004) Multicultural Competence in Student Affairs. San Francisco: Jossey-Bass

Reineke, R A (1991) “Stakeholder involvement in evaluation: Suggestions for practice ” Evaluation Practice 12, 9-44

Root, Elizabeth, Ancahalee Ngampornchai (2013) “‘I Came Back as a New Human Being ’ Student Descriptions of Intercultural Competence Acquired Through Education Abroad Experiences ” Journal of Studies in International Education 17: 513-32

Rossi, P H , and Freeman, H E (2004) Evaluation: A systematic approach 7th ed Thousand Oaks, CA: Sage

St. Mary’s College Office of Institutional Research (2009) Internationalization at St Mary’s College: Final Report to the President Notre Dame, Indiana

Southern Association of Colleges and Schools Commission on Colleges (2012) Resource manual for the principles of accreditation: Foundations for quality enhancement (2nd ed ) Retrieved from SACSCOC: http://www sacscoc org/pdf/Resource%20Manual pdf

Sweeney, Karen (2013) “Inclusive Excellence and Underrepresentation of Students of Color in Study Abroad ” Frontiers: The Interdisciplinary Journal of Study Abroad, 23, 1-21

Szafran, R F (2007) “Assessing program outcomes when participation is voluntary: Getting more out of a static-group comparison Practical Assessment, Research and Evaluation 12(8) Retrieved from http://pareonline.net/getvn.asp?v=12&n=8.

Tarrant, Michael, Rubin, Donald, and Stonor, Lee (2014) “The Added Value of Study Abroad ” Journal of Studies in International Education 18: 141-61

Tsantir, S B (2005) “Heritage seeking and education abroad: A case study ” IIENetworker Magazine: Diversity in International Education

Trooboff, S., Vande Berg, M., Rayman, J (2008) “Employers AttitudesTowards Study Abroad,” Frontiers:The Interdisciplinary Journal ofStudy Abroad, vol 15 pp 17-33

University of the Pacific. What’s Up With Culture? 2008 http://www2.pacific.edu/sis/culture/.

Vande 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

W K Kellogg Foundation (2004) W K Kellogg Foundation logic model development guide Battle Creek, MI

Yarbrough, et al 2011 The program evaluation standards: A guide for evaluators and evaluation users, 3rd ed Thousand Oaks, Ca: Sage

25

Jorge Burmicky

Angela Cruseturner

Lorynn Divita

Lily Duperier

Adam Ecklund

Steve Gardner

Jeff Hamilton

Becky Kennedy

Jana Millar

Scott Moore

Lyn Prater

Kevin Renois

Emily Stewart

Mike Stroope

Rick Strot

Brian Thomas

Chuck Weaver

Melody Zuniga

AppendicesAppendix A ǀ 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

Campus Living and Learning

Law

Robbins

Undergraduate Psychology and Neuroscience major

Baylor Network

Business

Global Engagement (Chair)

Spiritual Life

Music

Honors

Nursing

Undergraduate Entrepreneurship major

Undergraduate International Studies major

Truett Seminary and Faculty Senate

Education

Engineering

Arts & Sciences

Social Work

Appendix B ǀ Baylor University QEP Working Group

26

27

Appendix C ǀ QEP Working Group Draft ProposalA Proposal for a Quality Enhancement Plan for Baylor University

Engaging 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

1 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.

a Speakers (4-6 during the semester) would address the selected theme from different disciplinary and cultural perspectives

b Students would be informed about opportunities to engage this global issue:

i Student organizations

ii Mission trips and Study Abroad

iii Curricular opportunities

• Inventory of global courses, with reference to majors and minors

• Certificate in Global Leadership/Engagement/Citizenship (See attachments A and B )

2 Students would be encouraged to participate in enhanced international travel experiences

a Embedded study abroad programs would be built into courses across campus

b. Discipline-specific mission trips would be crafted for underserved populations

c 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

d 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

i Funding to support these extra credit hours (2 c and 2 d ) would be funded through the administration of the QEP

28

3 Diversity abroad

a. Intentional 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

b Barriers should then be addressed through educational efforts and financial incentives.

4. Focused on-campus and off-campus events

a International Education Week should be keyed to the theme being presented in Chapel

b Films and speakers should be organized to highlight the global theme This could include the current Monday Movies program of documentaries at the Hippodrome

c Student presentations at Scholars’ Week addressing the global theme should be encouraged

d Faculty development activities should be developed in cooperation with the Academy for Teaching and Learning to involve more faculty in global initiatives

e Capstone projects should be established as appropriate within majors

f Capstone projects should be incorporated into any Global Certificate.

g Host campus-wide festival celebrating Baylor contributions to solutions in spring

29

Appendix D ǀ Baylor University QEP Steering Committee• Provost Office: Global Engagement – Jeff Hamilton, Chair

• Arts & Sciences – Theresa Kennedy (replaced by DeAnna Toten Beard in Fall 2016)

• Baylor Network – Adam Ecklund

• Business – Steve Gardner

• Baylor and Beyond LLC – Holly Joyner

• Campus Living and Learning – Jorge Burmicky (replaced by Lisa Murphy in Fall 2016)

• Education – Rick Strot

• Engineering – Brian Thomas

• Global Engagement – Mark Dollar (replaced by Bo White in Fall 2016)

• Health and Human Sciences – Lorynn Divita

• Honors – Jennifer Good

• Law – Angela Cruseturner

• Missions – Becky Kennedy

• Music – Kathryn Steely

• Nursing – Lyn Prater

• Provost’s Office: Budget – Ross Larson

• Social Work – Jennifer Dickey

• Spiritual Life – Ryan Richardson

• Student Representative (International) – Kevin Renois (replaced by Jamarcus Ransom for Fall 2016)

• Student Representative (Undergraduate) – Mucia Flores

• Student Representative (Graduate) – Jeff Strietzel

• Truett Seminary and Senate – Mike Stroope

• University Libraries – Ellen Filgo

30

Appendix E ǀ Baylor University QEP Steering Committee 2017-2018• Provost Office: Global Engagement – Jeff Hamilton, Chair

• Arts & Sciences – DeAnna Toten Beard, Alex Beaujean, and Kevin Chambliss

• Business – Steve Gardner

• Baylor and Beyond LLC – Holly Joyner

• Campus Living and Learning – Lisa Murphy

• Education – Rick Strot

• Engineering – Brian Thomas

• Global Engagement – Bo White

• Health and Human Sciences – Lorynn Divita

• Honors – Jennifer Good

• Law – Angela Cruseturner

• Missions – Becky Kennedy

• Music – Alex Parker

• Nursing – Lyn Prater

• Provost’s Office: Budget – Ross Larson

• Provost’s Office: Intern – Jamarcus Ransom

• Social Work – Jennifer Dickey

• Spiritual Life – Ryan Richardson

• Student Representative (Undergraduate) – Amye Dickerson

• Student Representatives (Graduate) – Jeff Strietzel and Allison Carruthers

• Truett Seminary and Senate – Terry York

• University Libraries – Ellen Filgo

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Appendix F ǀ Certificate in Global Engagement

Entry Level. Appreciate other cultures, self-examination and awareness of how the culture students grew up in affects their views

30 maximum

Chapel* (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) 10

Explore global engagement in your discipline and life; begin to develop knowledge and passion in a specific area

40 maximum

PAWS (5 pts per semester 2 semesters) 10

Multi-cultural/Religious events (1 pt/event; 5 pts per semester) 10

Workshops or conferences (5 pts /event) 103000 level global engagement courses (2)* (10 pts/course) 203000 level global engagement courses (2)* (10 pts/course) 10Community 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) 10

Engage in meaningful cross-cultural experiences and research 30 maximum

Semester 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 thesis 104000 level global engagement course* (10 pts/course) 10

Total Points 100*Required ** Must choose one of the five indicated options

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The following courses have been approved toward satisfaction of the requirements for the certificate, as of 8 January 2018:

ADM 3364, History of Dress

ADM 3365, Global Dress and Culture

BIC 4374, World Cultures V

BIC 4389, Examined Life III: Capstone

CFS 4356, The Family: A Global Perspective

CSS 3314, Cross-Cultural Communication

CSS 4304, Advanced Small Group Theory and Practice

CSS 4312, Systemic Inquiry

EDP 3326, The Developing Child

EGR 3305, Social and Ethical Issues in Engineering

ENG 3317, Rhetoric of Race

ENG 3351, British Literature from the Nineteenth Century to the Present

ENG 4369, Modern British Novel

ENG 4371, Modern British Poetry

ENG 4372, Modern British and Continental Drama

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 Law

ENV 4318, Heavy Metals and Global Public Health

ENV 4325, Human Health Risk Assessment

GEO 4345, Water Management

HIS 3307, History of Japan

HIS 3318, History of Modern Africa

HIS 3319, Women and Gender in Modern Africa

HIS 3353, Latin American Civilization: Pre-Columbian and Colonial Eras

HIS 3355, Modern Latin America

HIS 4305, Modern China

HIS 4312, Modern Middle East History

HIS 4313, War and Peace in the Middle East

HIS 4340, Human Rights and the Search for Justice in Latin America

HIS 4351, Gender in Latin America

HIS 4357, Inter-American Relations

INB 4325, International Marketing (Cross-listed as MKT 4325)

JOU 3387, International Communications

ME 4305, Sustainable Engineering

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 Britain

NUR 4377, Transcultural Nursing: Integrating Care for Spiritual and Physical Needs

NUTR 4352, World Nutrition

Program Learning Outcomes

Entry Self-Awareness

Exploration Cultural Knowledge

Engagement Responsibility & Engagement

33

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 3345, Making 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 4365, International Political Economics

PSC 4370, Politics and Religion

PSC 4375, International Organizations

PSC 4383, Contemporary Political Thought

PSC 4384, Principles of Political Development

PSC 4385, Diplomacy in Theory and Practice

PSC 4386, Russia and the World

PSC 4395, Terrorism

PSC 4397, Dictatorship, Democracy and Regime Change

REL 3345, World Religions

REL 4343, Christianity and the World Religions

REL 4343, Topics in Islam

RLS 4V13, Recreation and Leisure Services Field School

TED 3380, Social Issues in Education

TED 4312, Methods of Teaching English as a Second Language

THEA 3333, Theatre in Cultural Context

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Baylor University Prof. J. S. HamiltonGBL 1101 Fall 2018Developing Intercultural Competence MW 4 - 5:15Office: Hankamer 160-18, x.6301 Hankamer 260Office Hours: by appt. jeffrey_hamilton@baylor.edu

SyllabusCourse 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 (PLO 1)

2 Students will learn basic knowledge about their host country (PLO 2)

3 Students will study current news to begin to engage in discussion about key issues in host country (PLO 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

Appendix G ǀ GBL Sample Syllabi

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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, http://www2.pacific.edu/sis/culture/

Reading 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 Schedule

Monday 15 October: Introductions In class: What’s Up with Culture, Module 1 1: What to Know Before You Go Complete expectations survey in class

Wednesday 17 October: Why Travel Abroad? Read: There and Back, chapter 1, “Why Study Abroad?” Assignment due: Country Facts Assignment Monday 22 October: Study Abroad as Pilgrimage Read: There and Back, chapter 2, “Seeing Study Abroad as Pilgrimage” Complete: What’s Up with Culture, Module 1 2, Culture, The Hidden Dimension

Wednesday 24 October: Towards defining Culture Complete: What’s Up with Culture, Module 1 3, Culture: Yours, Ours, and Theirs Assignment due: News summary 1 due

Monday 29 October: Cross-Cultural Engagement Read: Preparing to Study Abroad, chapters 1-2

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Wednesday 31 October 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 5 November: Visible Dimensions of Culture Read: Preparing to Study Abroad, chapters 3-4

Wednesday 7 November Complete: What’s Up with Culture, Module 1 5, Packing Up: US-American Culture Assignment due: News article 2 due Monday 12 November: Less Visible Dimensions of Culture Read: Preparing to Study Abroad, chapters 5-6

Wednesday 14 November Complete: What’s Up with Culture, Module 1 6, Communication Across Cultures

Monday 19 November Read: There and Back, chapter 3, “Preparing the Way”

Wednesday 21 November – NO CLASS - THANKSGIVING

Monday 26 November Complete: What’s Up With Culture, Module 1 7, Surprises and Shocks

Wednesday 28 November Assignment due: News summary 3 Monday 3 December Read: There and Back, chapter 4, “Crossing the Threshold”

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Baylor University Prof. J. S. HamiltonGBL 1102 Spring 2019Intercultural Competence Abroad Office: Hankamer H160.18, x.2657 email: jeffrey_hamilton@baylor.edu

SyllabusGBL 1102: Intercultural Competence Abroad

Course 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:

1 Students will articulate their own cultural values and demonstrate curiosity and openness in their behavior and attitude toward the travel experience (PLO 1)

2 Students will engage with their host country while abroad to enhance cultural knowledge (PLO 2)

3 Students will demonstrate empathy in recognizing and respecting the values and concerns of another cultural group (PLO 3)

4 Students will demonstrate a sense of social/civic/cultural responsibility as citizens and leaders within the global community (PLO 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)

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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

Grading: This 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

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• 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 worship

For 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

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Module 2: Interviews and Observations. (Course Objective 2, 3)

Assignments 3 & 4: due by end of week 4

Reading: There and Back, Chapter 8 (“Being Free”), Chapter 9 (“Taking Risks”), Chapter 16 (“Doing Justice”)

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

o What are you most proud of about (your country)?

o What do you feel makes (your country) unique among the nations of the world?

o Who are (your country’s) most famous actors, musicians/composers, athletes, and politicians?

o Are there aspects of (your country’s) history that set it apart?

o What would be considered (your country’s) national dish?

o 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.)

o 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 B.

A 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

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B Internship Description

Observe 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)

Assignments 5 and 6: due by the end of week 7

Readings:

There and Back, Chapter 10 (“Using Technology Wisely”), Chapter 11 (“Practicing Hospitality”)

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

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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)

Assignments 7 & 8: due by the end of week 10

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)

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 pages

To 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

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Module 5: Final Reflection and Preparing for Re-Entry (Course Objective 1, 2)

Assignment 9 & 10: due last week of program prior to departure

READ: There and Back, Chapters 19 (“Ending Well,”), 20 (“Re-Crossing the Threshold”), and 21(“Bringing the World Home”)

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 US

Think 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

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Baylor University Prof. J. S. Hamilton GBL 1103 Spring 2019 Reentry From Study Abroad MW 3:30-4:45 Office: Hankamer H160.18, x.6301 Office Hours: M-F by appt. email: jeffrey_hamilton@baylor.edu

SyllabusCourse Description: 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 (PLO 1)

2 Students will share their knowledge of their host country with others (PLO 2)

3 Students will seek ways to bridge cultural gaps between cultures (PLO 3)

4 Students will use their international experiences on campus (PLO 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, http://www2.pacific.edu/sis/culture/

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Reading 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 7 January, Introductions

Wednesday 9 January Read: There and Back: Living and Learning Abroad, c 20, “Re-Crossing the Threshold ”

Monday 14 January No Class – Martin Luther King Day

Wednesday 16 January Read: There and Back: Living and Learning Abroad, c 21, “Bringing the World Home ” Assignment due: Write a 250-word essay describing the key cultural difference between your host nation and the U S

Monday 21 January Read: The Art of Coming Home by Craig Storti, on Canvas

Wednesday 23 January Read: What’s Up with Culture, Module 2 3, “Neither Here nor There ”

Monday 28 January Read: What’s Up with Culture, Module 2 4, “What Did You Learn Abroad?”

Wednesday 30 January Read: What’s Up with Culture, Module 2.4.1, “Seventy-five Long-Term Outcomes.”

Monday 4 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 6 FebruaryIn-class resume writing exercise Work with classmates on updating your current resume to highlight skills and knowledge obtained through your international experience

Monday 11 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 yourstudy abroad experience Assignment due: A printed copy of your updated resume

Wednesday 13 February Meeting 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 18 February Readings: 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 20 February Final Reflections: “Power of Culture: Where do we go from here?”

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Appendix H ǀ QEP Expanded Timelines Appendix H. QEP Expanded Timeline 2016-2019

Program Year Semester Global Challenges Enhanced Int’l Travel Diversity Abroad Global Baylor Administration Assessment

PYO 2016-2017

Fall 2016

Approval of Certificate in Global Engagement (CGE) by University Undergraduate Curriculum Committee

Approval of GBL 1101,1102, 1103 by University Undergraduate Curriculum committee

Use Diversity Aboard AID Roadmap to assess needs within Study Abroad office.

Plan QEP launch events

Finalize draft QEP based on responses to first draft.

Complete logic model and assessment plan

Spring 2017

QEP Launch Events; Faculty Interest Group (FIG) in GLobal Health Establish Global Challenges Advisory Board

Pilot Embedded Study abroad (1); Establish Enhanced International Travel advisory Board

Establish Diversity Abroad Advisory Board

QEP launch events; Establish Global Baylor Advisory Board; International Business Forum

Publish and Submit QEP; Convene Advisory Boards; Search for Assistant Director for QEP

Collect data on global awareness and engagement from Senior Survey

Summer 2017Faculty training workshops for instructors in CGE-designated courses

Faculty Training for GBL 1102; Identify new Embedded Study Abroad Courses

Award diversity scholarship to incoming freshman

Fund faculty travel to explore new study abroad sites

Hire Assistant Director for QEP

PY1 2017-2018

Fall 2017Chapel Presentations; Reading Groups

GBL 1101, 1102 Advising sessions for scholarship recipients

International Education Week

Fall Semester Advisory Board Meetings; Search for/Hire Graduate Research Assistant

Student enrollment numbers in Certificate.

Spring 2018

New FIG; Reading Groups

Embedded Study Abroad (3) GBL 1101,1102, 1103 Faculty Training for GBL 1102

Advising sessions for scholarship recipients

International Business Forum; URSA Scholars Week; Global Baylor Celebration

Spring Semester Advisory Board Meetings

Student enrollment numbers in Certificate; Collect and analyze data on global awareness and engagement from Senior Survey

Summer 2018Faculty training workshops for instructors in CGE-designated courses

GBL 1102; Add new study abroad location(s)

Award diversity abroad scholarships to incoming freshman

Prepare PY1 report; Prepare PY1 QEP Budget report

Student enrollment numbers in Certificate.

PY2 2018-2019 Fall 2018 Chapel Presentations;

Reading Groups GBL 1101, 1102, 1103 Advising sessions for

scholarship recipients International Education Week

Fall Semester Advisory Board Meetings

Student enrollment numbers in Certificate.

Spring 2019

New FIG; Reading Groups

Embedded Study Abroad (3) GBL 1101, 1102, 1103 Faculty Training for GBL 1102

Advising sessions for scholarship recipients

International Business Forum; URSA Scholars Week; Global Baylor Celebration

Spring Semester Advisory Board Meetings

Student enrollment/ completion numbers in Certificate. Students in global organizations Increase in community service

Summer 2019

Faculty training workshops for instructors in CGE-designated courses

GBL 1102; Identify new Embedded Study Abroad Course; Add new Study Abroad location(s)

Award diversity abroad scholarships to incoming freshman

Prepare PY2 report; Prepare PY2 QEP Budget report

Student enrollment/ completion numbers in Certificate.

Appendix H. QEP Expanded Timeline 2019-2022

Program Year Semester Global Challenges Enhanced Int’l Travel Diversity Abroad Global Baylor Administration Assessment

PY3 2019-2020 Fall 2019

Chapel Presentations; Reading Groups

GBL 1101,1102, 1103 Advising sessions for scholarship recipients

International Education Week

Fall Semester Advisory Board Meetings

Student enrollment/ completion numbers in Certificate.

Spring 2020New FIG; Reading Groups

Embedded Study Abroad (4) GBL 1101, 1102, 1103 Faculty Training for GBL 1102

Advising sessions for scholarship recipients

International Business Forum; URSA Scholars Week; Global Baylor Celebration

Spring Semester Advisory Board Meetings

Student enrollment/ completion numbers in Certificate.

Summer 2020Faculty training workshops for instructors in CGE-designated courses

GBL 1102 Award diversity abroad scholarships to incoming freshman

Prepare PY3 report; Prepare PY3 QEP Budget report

Increased faculty involvement in study abroad Student enrollment/ completion numbers in Certificate.

PY4 2020-2021 Fall 2020 Chapel Presentations;

Reading GroupsGBL 1101,1102, 1103 Advising sessions for

scholarship recipients International Education Week

Fall Semester Advisory Board Meetings

Student enrollment/ completion numbers in Certificate.

Spring 2021

New FIG; Reading Groups

Embedded Study Abroad (4) GBL 1101, 1102, 1103 Faculty Training for GBL 1102

Advising sessions for scholarship recipients

International Business Forum; URSA Scholars Week; Global Baylor Celebration

Spring Semester Advisory Board Meetings

Student enrollment/ completion numbers in Certificate. Increased student participation in study abroad and international missions

Summer 2021Faculty training work-shops for instructors in CGE-designated courses

GBL 1102; Identify new Embedded Study Abroad Course

Award diversity abroad scholarships to incoming freshman

Prepare PY4 report; Prepare PY4 QEP Budget report

Student enrollment/ completion numbers in Certificate.

PY5 2021-2022 Fall 2021 Chapel Presentations;

Reading Groups GBL 1101, 1102, 1103 Advising sessions for

scholarship recipients International Education Week

Fall Semester Advisory Board Meetings

Student enrollment/ completion numbers in Certificate.

Spring 2022New FIG; Reading Groups

Embedded Study Abroad (5) GBL 1101, 1102, 1103 Faculty Training for GBL 1102

Advising sessions for scholarship recipients

International Business Forum; URSA Scholars Week; Global Baylor Celebration

Spring Semester Advisory Board Meetings

Student enrollment/ completion numbers in Certificate; Collect and analyze data on global awareness and engagement from Senior Survey

Summer 2022

Faculty training workshops for instructors in CGE-designated courses

GBL 1102 Award diversity abroad scholarships to incoming freshman

Prepare PY5 report; Prepare PY5 QEP Budget report

Student enrollment/ completion numbers in Certificate.

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Appendix I ǀ Global Awareness, Responsibility and Engagement GuidepostsThe 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

Intercultural Compentencies Milestone #1 Milestone #2 Milestone #3 Capstone

Self-Awareness Demonstrates 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

Responsibility Identifies the basic ethical dimensions and global impact of some local or national decisions

Explains the ethical, social, and environmental consequences 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

Engagement Defines 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

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Appendix J ǀ Examples of Direct and Indirect Measures of Learning at the Program Level

Direct Indirect

Capstone 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 student 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 used

• Should be mapped to PLOs

• Should have a scoring rubric with criterion-referenced rating scale related to PLO

• Examples:

o Collection of reflection papers from mission trip/service learning, with the scoring rubric oriented to measuring change in self awareness

o Performance on multiple objective classroom tests across a course sequence to show cultural knowledge

Note. 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

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Appendix K ǀ QEP Logic Model

Input Results

ResourcesProgram Activities

OutputsOutcomes

ImpactShort term (circa 2018-2021)

Medium-term (circa 2021-2024)

1. Global Challenges: develop more awareness of, and engagement with, global issues

Vice Provost for Global Engagement

Center for Global Engagement

QEP steering committee

Academy for Teaching and Learning

Undergraduate Certificate in Global Engagement

University approval for certificate in AY 2016-2017

Students start enroll in certificate program in AY 2018-2019

At least 40 students will enroll in global engagement certificate program by Spring 2020

At least 40 students will enroll in global engagement certificate program each AY by 2024

Students will increase university engagement

More 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 2019-20

Students will increase their participation in community service programs by 2019-20

Students will increase their participation in study abroad programs by 2019-20

Students will increase their participation in missions programs by 2021-22

Faculty interest groups (FIGs) on global topics

1 FIG every AY starting in 2018-2019

Faculty will increase their involvement in certificate program by 2020-2021

Faculty will increase their involvement in international programs by 2020-2021

Infrastructure

New employees to oversee QEP implementation and tracking of data

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Input Results

Resources Program Activities OutputsOutcomes

ImpactShort term

(circa 2018-2021)Medium-term

(circa 2021-2024)

2. Enhanced International Travel Experiences: increase cohesiveness between curriculum and international experiences/experiential learning

CGE

ATL

University Administration

Embedded study abroad courses

Baylor will offer 5 embedded study abroad courses

Students will increase their participation in study abroad programs by 2021-22

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 learning

Global SLOs will permeate courses across campus

Expand ability to develop and supporting/funding embedded study abroad courses

Create 3 new endowed scholarship funds to pay student expenses in embedded study abroad courses

Students will increase their participation in study abroad programs by 2021-22

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 compentencies 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/AY

ATL will develop recourses for teaching international courses

Increase in Faculty developing and facilitating of study abroad courses by 2020-2021

Training workshops for faculty on assessing SLOs in GBL courses and Certificate in Global Engagement

ATL will offer training workshops 1 time/AY

QEP 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 Education

Academic credit will become available to university-sponsored mission trips

Process 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 2019-20

Students will increase the number of mis-sion trips they take for academic credit by 2020-21

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Input Results

Resources Program Activities Outputs

OutcomesImpactShort term

(circa 2018-2021)Medium-term

(circa 2021-2024)

3. Diversity Abroad: make international experiences more accessible to underrepresented students

CGE

Multicultural Affairs

Faculty 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 fair

Faculty 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 participation in international experiences by 2021-22

Baylor’s student body will increase in diversity

Baylor will have a presence in multiple cultures, worldwide

Work with first-generation college students to participate in international experiences

Targeted information sessions for first generation students will be developed in CGE

Baylor will offer incentive scholarships for study abroad to 30 first-gen. students, annually

First generation students will increase their participation in international experiences by 2021-22

Evaluate institutional services for students and faculty of color participating in global activities

Work with faculty and students of color to participate in international experiences

CGE will conduct self-evaluation in AY 2017-2018 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 2018 for underrepresented students/faculty

Create new international programs to underserved regions

Provide paper and multimedia resources to explain value of study abroad

Students of color will increase their participation in international experiences by 2020-21

Increase in student applications for Gilman scholarship

Faculty of color will increase their participation in international experience by 2021-22

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Input Results

Resources Program Activities Outputs

OutcomesImpactShort term

(circa 2018-2021)Medium-term

(circa 2021-2024)

4. Global Baylor (Expand student awareness and participation in global activities on Baylor campus )

University Scholarship Committee

ATL

CGE

Office of Special Programs

Student Life

Work with faculty/staff to increase interest in international experiences

Provide travel finding to assist faculty/staff exposure to study abroad experiences

Provide annual workshops for faculty on integrating their scholarship with missions and study abroad experiences

Faculty and staff will increase their involvement in University-sponsored international travel experience by 2020-21

Faculty will increase “strategic relationships” with faculty from other universities abroad by 2019-20

Faculty will increase their collaborative research with global institutions and scholars by 2020-2021

Faculty will increase their partnerships with international institutions by 2021-2022

Faculty will increase the number of applications submitted to international exper-iences (e g , Fulbright) by 2021-22

Faculty will increase their scholar-ship that stems from interna-tional experiences by 2021-22

Faculty will increase scholarship with international co-authors by 2021-22

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 increase

The amount of external funding and scholarships from global sources given to Baylor faculty and students will increase

Faculty-student research collaboration will increase

Baylor will improve its rankings, both nationally and inter-nationally

Baylor 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 + Beyond living and learning community

Domestic students will make direct connections with international students

Programing within the B&B LLC will focus on intercultural competence

Students living in B&B LLC will study abroad at higher rates than the university as a whole

Create calendar clearinghouse of activities taking place on campus

Global Baylor calendar clearinghouse will be online by Fall 2018

At least 500 students will access the Global Baylor calendar clearinghouse annually by end of 2023-2024

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 Week

Organize 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 2020-21

Students will increase their participation in research concerning global issues by 2020-21

Students will increase their application to the URSA award program with research concerning global issues by 2020-21

Students will increase the number of applications submitted to international scholarships (e g , Fulbright) by 2020-21

Encourage student participation in global organizations

Identify all university organizations/student groups with global priorities

Have at least 1 event annually that brings alumni and parents to campus to share their experiences with global work and research

Students will increase their participation in globally aware university organizations/student groups by 2019-20

Students will increase the number of global issues on their social media accounts by 2018-19

Students will increase the use of international resources on campus by 2019-20

Students will report higher values on senior survey by 2021-22

Increase in alumni who are internationally engaged by 2021-22

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Appendix L ǀ QEP Organizantional Chart

Provost

Vice Provost for Global

Engagement

Assistant Director for QEP

Global Challenges

Advisory Board

Enhanced International

Travel Advisory Board

Diversity Abroad

Advisory BoardGlobal Baylor

Advisory BoardProgram

AssessmentStudent Learning

Assessment

Graduate Research Assistant

CGE Support Staff

CGE Support Staff

CGE Support Staff

CGE Support Staff

QEP Assessment Committee