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QEP 2007-2008 Annual Report Template by gigi12

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									                       QEP 2007-2008 Annual Report Template

The Annual Reports of the Global Learning Coordinators will serve as key evidence of
KSU’s success in achieving the purpose and goals of its QEP, Global Learning for
Engaged Citizenship (GLEC). The reports will be posted on the Web for campus
reference purposes and for formative and summative assessments of QEP progress in FY
2010 and FY 2012. It is especially important to use these narrative reports to describe the
qualitative and quantitative richness of your college/division/unit’s achievements in the
improvement of global learning at KSU over the past year. When describing those
improvements, be sure to also describe adequately the baseline status upon which the
year’s advances in global learning were built.

1. Commitment to Campus-Wide Engagement in GLEC (QEP Goal 10)

      A brief opening statement from your college/division/unit head
      A brief opening statement from you, the GLCC representative
      Representative graphic element(s) or other notable manifestations of commitment

2. Achievement of Strategic Goals (QEP Goal 1)

      History of GLEC in your unit prior to 2007-2008
      Summary of your unit’s 2007-2008 goals, objectives, and strategic plan and their
       linkages to your unit’s vision or mission statement
      Evaluation and analysis of the achievement of 2007-2008 goals, objectives, and
       strategic plan including challenges as well as accomplishments

3. Strengthening GLEC Opportunities (QEP Goal 5)

Global learning opportunities are multifaceted and occur within and beyond the
classroom as well as at home or abroad. The following outline is merely suggestive of
ways in which your unit’s achievements might be described. Be sure to distinguish
between baseline status and improvements made in 2007-2008 when describing your
unit’s progress in strengthening global learning opportunities.


 Adapted from J. Knight Internationalization: Developing an institutional self-portrait.
Readings for the EOTU project. See www.eotu.uiuc.edu/events/Illinoisnovfinal.pdf and
from Christa L. Olson, Madeleine F. Green, and Barbara A. Hill A Handbook for
Advancing Comprehensive Internationalization: What Institutions Can Do and What
Students Should Learn, American Council on Education, October 2006
                                      GLEC at Home

Curricula and Programs
    Global learning courses, (i.e. courses with a dominant
       global/international/intercultural focus)
    Global learning content and/or experiences infused into existing courses
    New programs with a predominant global focus
    International language/culture study requirements
    Cross-disciplinary, area or regional studies
    Joint or double degrees involving a global learning program
    Discipline/department wide initiatives in global learning
    Infusion of global learning in First Year and General Education programs

Teaching-Learning Process
    Active involvement of international students
    Education of international students
    Engagement of returned study abroad students
    Using classroom diversity in pedagogy
    Virtual engagement for global learning
    Use of international scholars and teachers
    Use of local international/intercultural experts
    Integration of international, intercultural, and area studies, role plays, and
       reference methodologies
    Collaboration across units, colleges, and disciplines to enhance GLEC
    GLEC Workshops

Extracurricular Activities
    International/intercultural student clubs and associations
    International/intercultural campus events
    Recognition for faculty, staff and students involved in GLEC

Liaison with Local Cultural/Ethnic Groups
     Student involvement in local cultural and ethnic organizations through
       internships, applied research, and service learning
     Involvement of representatives from local cultural and ethnic groups in
       teaching/learning activities, research initiatives, and extracurricular events and
       projects
     Intercultural communications in local venues

                                       GLEC Abroad

Movement of People
   Students studying abroad for a year, a term, or less
      Discipline-oriented study abroad
      Student service learning or internships abroad
      Student exchanges and research
      Faculty exchanges for teaching and research
      Faculty technical assistance/consulting abroad
      Faculty sabbaticals/professional development abroad
      Formal global partnership agreements

Movement of Programs
   Domestic courses and programs taught abroad
   Programs offered through international linkages and partnerships
   Instruction and credits accepted for institutions abroad
   Joint degrees awarded involving KSU and an international partner

Movement of Providers
   KSU has a physical presence in country abroad
   KSU has a branch or franchise campus abroad

International Projects
     Capacity-building projects, such as joint course or curriculum development,
       research, benchmarking, technical assistance, professional development, e-
       learning platforms, etc.
     Projects and services as part of development aid projects, academic linkages, and
       commercial contracts

4. Advances in Identifying and Tracking Global Learning Opportunities and
Specialists (QEP Goal 2)

      Challenges encountered and successes achieved in improving automated tracking
       of global learning opportunities
      Challenges encountered and successes achieved in improving automated tracking
       of global learning specialists
      Growth in opportunities and specialists

5. Contributions to the Advancement of Global Engagement Certification (QEP
Goal 4)
    Nature of the contributions in the past year
    Growth of the unit’s student participation in global engagement certification when
       implemented

6. Increases and Improvements in the Tracking of the Unit’s Financial Investments
Supporting Global Learning (QEP Goals 3 and 6)
     Institutional funds earmarked for global learning courses, programs, faculty, staff,
       centers, partnerships, research, etc.
     Sponsored funds for the like
      Foundation/Gift funds for the like
      Student fee allocations for the like

7. Expansion of facilities to support GLEC (QEP Goal 7)
     Expansion of facilities to support GLEC
     Expansion of administrative and instructional personnel to support GLEC
     Expansion of centers and institutes to support GLEC
     Expanded use of technology and learning resources to support GLEC

8. Expansion of Marketing and Promotion of GLEC (QEP Goal 8)
     Unit-level marketing initiatives
     Evidence of improved participation in GLEC

9. New Incentives, Awards, and Professional Development for GLEC (QEP Goal 9)
    Unit impact of new incentives for global learning engagement
    Unit member recognition for leadership in global learning
    Increases in global professional development activity

10. Summary

      A summary statement, in one or two paragraphs, highlighting the most notable
       elements of your unit’s accomplishments in GLEC this past year
      A candid assessment of your unit’s level of enthusiasm and support for GLEC in
       the past year
      A statement addressing your unit’s strategic goals and plans for 2008-2009
      A judgment of your unit’s prospects for achieving those goals

								
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