Key requirements Focused on student learning Inclusive Transformative Five year duration Strong assessment component.

Key requirements

• Focused on student learning• Inclusive• Transformative• Five year duration• Strong assessment component

Figure 3: Activities Collaboratively Supported by QEP and Service Learning Program

Global Learning&

Engagement QEP

International Programs

Service Learning Program

Study Abroad

International Service Learning

1) Identify courses that includespecific content, requirements, and/or opportunities.

2) Work with office of Registrar to code identified courses incatalog.

3) Establish levels of student recognition for completing achieving specified levels of service learning or global learning/engagement

4) Market opportunities for global learning/engagement andservice learning to UNOStudents, faculty and community.

Assessments

• Direct and Indirect Measures• 4 rubrics (from AACU Value)• Global Perspectives Inventory• University of Florida Survey on Communication• Used in both general education (Core) and major requirement

coursework

Project Phases

• Year 1 – 2 content areas of general education (core) curriculum• Year 2 – All content areas of general education (core) curriculum• Year 3 – Major requirement coursework in 5 majors (1 per college)• Year 4 – Expansion to other majors based on interest• Year 5 – Sustainability Plan

Initiative 1: Curriculum Enhancement•Action 1.1: Infuse global learning opportunities

within the general education (core) curriculum.

•Action 1.2: Support targeted degree programs to serve as models of global learning.

•Action 1.3: Expand curriculum enhancement activities to other degree programs.

Initiative 2: Incentivize Participation

• Action 2.1: Provide incentives for faculty to address Global Learning and Engagement learning outcomes.

• Action 2.2: Create and institutionalize a Global Learning Certificate to recognize student learning and accomplishments.

• Action 2.3: Provide administrative incentives by increasing enrollment in Global Learning/Engagement courses.

Initiative 3: Institutionalize Process

• Action 3.1: Create and institutionalize a repository of global learning practices to support improved teaching and learning.• Action 3.2 Disseminate student learning outcomes gains internally

and externally to increase awareness and promote expanded practice.• Action 3.3: Utilize Bringing the World to UNO data to promote

improved policy and practices to expand global learning efforts.• Action 3.4: Support systems change efforts to ensure that global

learning strategies and initiatives are sustained.

Incentives

• Students – Recognition at graduation• Core Curriculum Faculty – Stipend for course redesign• Major Requirements Faculty – Stipend for learning community• Access to technical support from “visiting” faculty

Next Steps

• College meetings for students• Opportunity to learn about QEP and provide input• Interview with faculty and students during site visit April 14-16