Goal I: Global Scholarship

GOAL I: To develop broad-based knowledge of global and international issues in all disciplines, including general education.

       
Objectives:            

  1. To infuse global learning in the disciplines and general education through the development and assessment of global learning outcomes.
  1. To develop student capacity for undertaking scholarship in global studies through research and inquiry.

Global Scholarship Task Force

Chair:  Tobe Johnson, Professor, Political Science
Co-Chair: Barry Hallen, Professor, Philosophy & Religion
Co-Chair: Keith Hollingsworth, Chair Business Administration
Joe Agee, Chair, Foreign Languages
Belinda White, Associate Professor, Business Administration
Larry Blumer, Professor, Biology
Jocelyn Jackson, Professor, English
Cheryl Allen, Associate Professor, Business Administration
John Williams, Dean, Business and Economics
Willie Rockward, Associate Professor, Physics
Robert Wilson, Chair, Kinesiology, Sports Studies and Physical Education
Jamil Taylor, Student
Jahi Wise, Student
Jimmie Strong, Student

a. Program Description 

The development and assessment of global learning outcomes in the disciplines and in general education are central to the goal of enhancing the global competence of Morehouse students. A supportive objective to this goal, and equally as important, is to stimulate students to comprehend and analyze the meaning of a global perspective through research and inquiry.

Both of these objectives, while pedagogically different, are operationally similar in that both are assessed through the development of appropriate learning outcome statements at the departmental level, and are assessed using the same paradigm. Therefore, on this basis, we consider both as a part of achieving Goal I, as stated above.

As a guiding construct, the Global Scholarship Task Force considered three sub-objectives:

1) To situate every possible course title/topic in any given discipline in the context of its international history, definition, and significance.

2) To ensure that disciplines place substantive emphasis on international/global content, problems, issues and themes.

3)  To make sure every major is involved in an academic and/or research paper project that highlights the international dimensions of even relatively specialized research topics.    
 
While some departments are more advanced than others in their development of global learning outcomes (listing of global learning outcomes by department), it was apparent that the goal of achieving global competence for our students, must begin with a discussion among the faculty to deepen and broaden their understanding of disciplinary issues related to global learning. In addition to this analysis, the Committee identified four levels of internationalization within courses. They are graded or graduated so as to accommodate courses that have little or no international content as well as courses that are entirely internationally oriented.

LEVEL 1: A baseline for courses that have little or no international content                                                                                        

LEVEL 2: An element, unit, or part of a course that is internationally oriented.

LEVEL 3: international elements are integrated throughout the course

LEVEL 4: The entire course has an international orientation.

The above referenced metric for internationalization could serve to determine outcomes and measures for assessment.  For example, if one considers what is expected of a course that deals with internationalization on Level 2, it would not be unrealistic that perhaps 50% of the courses would achieve this level within the 5-year time period. With regard to Level 3, perhaps 30% of the courses achieving this level would not be an unrealistic goal within the 5-year time period. With regard to Level 4, perhaps 10% of the courses achieving this level would not be an unrealistic goal within the 5-year time period, etc.

The two thrusts of the analysis measured how the College achieves both depth and breadth across the curriculum. The appropriate depth of internationalization of the curriculum is assured by establishing learning objectives of global competence within each major. The appropriate breadth of internationalization will be accomplished by exposing students to international topics in every discipline and by having a certain percentage of courses at specific levels of internationalization.

Based on the survey of international course content and the survey of learning outcomes in each major, it was also evident that there is significant progress toward internationalization, although this progress is uneven and in many instances insufficient. However, these two approaches lay the framework for the work ahead in developing global learning outcomes in each department and identifying the appropriate assessment measures.

While there is evidence of a conscious effort among faculty to infuse global competence in course content and related activities, the development of global learning objectives has not been formally and procedurally linked to curriculum development. The process described herein will provide faculty with a working definition of global competence, the criteria for establishing student learning outcomes, a method for the assessment of learning outcomes, and the tools for application of global competence in scholarly activities.

(I) Development of Curricular Global Learning Outcomes

The Global Scholarship Task Force began by considering how best to handle the administrative side of any proposal meant to internationalize the curriculum. The Committee recommended the establishment of an Internationalization Curriculum Committee (ICC) to oversee the development and assessment of global learning outcomes. This Committee will be overseen and coordinated by the Office of Strategic Internationalization (See QEP Administration, page 67). The work of the departments will be submitted to the ICC for review and feedback. Curriculum changes that require policy changes will be submitted as a report from this Committee to the standing committee of the College, the Committee on Educational Policy and Curriculum.

The work of the ICC would be to develop a curriculum enhancement plan consisting of two parts:
             
One, each academic and general education department should create learning objectives that reflect the priorities of global competence in the disciplines and in the core curriculum.  It is recommended that at least one of those objectives require the students to perform a research paper or project on an international topic.

Two, each major should determine and set a goal of the percentage of course offerings that will  achieve  specific levels of international content as described earlier.
           
The two parts allow the College to achieve both depth and breadth across the curriculum. The appropriate depth of internationalization of the curriculum is assured by establishing learning objectives of global competence within each major. The appropriate breadth of internationalization will be accomplished by exposing students to international topics in every discipline and by having a certain percentage of courses at specific levels of internationalization.

The proposed plan would involve the release time of the chair to coordinate the activities of the ICC.

 These activities would include faculty development workshops to assist and guide faculty in the development of appropriate global learning outcomes for their department.  These sessions would be facilitated by outside consultants.  Additionally, faculty would have the opportunity to attend conferences and seminars that provide relevant training in the development of international learning objectives.

Each department should be able to create and refine these objectives during the first year.  However, much discussion will be needed by the faculty in regard to identifying both historical and contemporary global issues, by discipline, as well as deciding what issues should be incorporated into the curriculum and at what level of comprehension. The first year, Academic Year 08/09, is allowed for this discussion, as well as the development and refinement of learning outcomes. The second year, beginning in September of 09, will allow for the incorporation of learning outcomes within courses, along with assessment at the end of the year. Year three will continue with this process of implementation and assessment, and revision, as necessary.  By the end of the five years, we should have a full assessment cycle to report.

Timeline for Implementation

A timetable for accomplishing the objectives articulated under Goal I is presented as a chart.



b. TIMETABLE: Development and Assessment of Global Learning Outcomes

Year One: 2008-2009
 Planning

Year Two: 2009-2010
Implementation

Year Three: 2010-2011 Modification

Year Four: 2011-2012
 Refinement

Year Five: 2012-2013
 Final Assessment

Establish Internationalization Curriculum Committee And Select Chair

Establish Committee Guidelines And Action Plans

Implement Faculty Development Workshops

Departments Begin Discussions Of Global Issues In Their Disciplines

Departments Begin To Discuss How To Integrate Student Research Into Learning Outcomes

 

Departments Continue Discussion Of Global Issues And Student Research

Develop Departmental Global Learning Outcome Statements

Develop Departmental Student Research Learning Outcomes

Input Learning Outcome Statements Into Weaveonline

 

Identify Courses To Be Modified With Appropriate Global Curriculum Elements

 

Offer New And Revised Courses

Departments Will Report Assessment Of Global Learning Outcomes Via Weaveonline

The ICC Will Review Assessment Data And Report To The OSI

Use Of Assessment Data To Improve Courses And Student Research Projects

ICC Will Review Assessment Data And Report To The OSI

Departments Will Report Assessment Of Global Learning Outcomes Via Weaveonline

 

Desired Levels Of Internationalization Attained

Summative Assessment And Report To The President’s Cabinet And Board Of Trustees


c. Assessment Plan

WEAVEonline: Model for Learning
Outcome Assessment
        

The College has engaged in annual
assessment; however, this process
has recently been strengthened in
terms of the reporting of assessment
results and the documentation of
improvement in courses and
curricular content (standard 3.3.1).
Further, see standard 2.7.3 for a
discussion of general education. 

In order to strengthen both annual unit
and academic assessment reporting
and analysis, the College recently
contracted with Virginia
Commonwealth University to employ
its on-line assessment/ evaluation
management program,
WEAVEonline. This web-based on-
line assessment management
program will allow for the systematic,
reporting, archiving, and analysis of
evaluation and assessment data from
all units of the college. A feature of
WEAVEonline is the ability
to aggregate assessment information
into summative reports from all
academic units and programs. All
program components of the
internationalization project will submit
assessment and evaluation data via
WEAVEonline.

 

The ICC would then gather this data to assess the overall progress of the college in this regard. These annual reports, generated by WEAVeonline, detailing the overall levels of internationalization reached by individual courses and a measure of each department’s progress toward achieving the goals and objectives will be used to assess the overall achievement of global competence among Morehouse students.  

Evaluation Design
The evaluation plan of this program will be guided by the logic model and outcomes measurement system in which program planning and design are depicted in a logic model and linked to a cycle of evaluation for outcomes measurement.  The reports and findings generated from this process will be fed into the WEAVEonline system for overall assessment.

A Logic Model Chart showing elements  of program planning is presented followed by an Outcomes Measurement Chart that links desired program outcomes with evaluation measures.





QEP Logic Model: Development and Assessment of Global Learning Outcomes  

Resources/Inputs

Activities

Outputs

Short and Long Term Outcomes

Faculty on ICC
Chair Release Time
Meeting Arrangements
Consultants

Establish Internationalization Curriculum Committee And Select Chair

Establish Committee Guidelines and Action Plans

Implement Faculty Development Workshops

Departments Begin Discussions Of Global Issues In Their Disciplines

Departments Begin To Discuss How To Integrate Student Research Into Learning Outcomes

Number And Content Of ICC Meetings Determined

Internalization Strategies Taught In Faculty Development Workshops

Number Of Courses With Infusion  Of Desired Global Learning Elements

Number Of Departments With Approved Global Learning Outcome Statements

Number of  Student Research Projects Undertaken Per Department 

Academic Infrastructure and Policy For Internationalization Of The Curriculum Established.

Departments Have Global Learning Outcomes Statements

Selected Faculty Skilled In Global Competency Course Infusion

Increased Percent Of Courses That Have Internationalization Content

Student Research Opportunities In Internationalization Available

Student Satisfaction With Internationalization Pedagogy

 

 

 

 

QEP Outcomes Measurement: Development and Assessment of Global Learning Outcomes  

Outcomes

Indicator

Data Source

Data Collection And Analysis

Academic Infrastructure And Policy For Internationalization Of The Curriculum Established.

Departments Have Global Learning Outcomes Statements

Increased Percent Of Courses That Have Internationalization Content

Student Research Opportunities In Internationalization Available

Student Satisfaction With Internationalization Pedagogy

Selected Faculty Skilled In Global Competency Course Infusion

Office Of Strategic Internationalization And  ICC Activities

Review Of Departmental Inputs Into WEAVEonline

Curriculum Maps For Courses Critical To Attainment Of Learning Outcomes

Integrated Research Course Assignments; Number Of International Research Programs

Number Of Positive Responses On SALG Instrument

Number Of Faculty Participating In Global Competency Faculty Development Workshops

Administrative Staff Reports

Minutes Of The ICC

Annual WEAVEonline Reports On Progress On Outcomes/Objectives

Annual WEAVEonline Reports On Student Research And Scholarly Activities

Student Assessment Of Learning Gains Instrument (SALG)

Annual WEAVEonline Reports: Progress Outcomes/Objectives Of General Education Courses

Office Of Strategic Internationalization Annual Reports  Via WEAVEonline

Quantification Of ICC Activities Via WEAVEonline

Office Of Institutional Research Quantitative And Qualitative Evaluation Of Results Via WEAVEonline

Analysis Of Results Of SALG Implementation In Courses

Annual Report Of Teaching Activities On WEAVEonline

Summative Assessment And Report To The President’s Cabinet And Board Of Trustees

 


Budget

Budget Rationale

  

Morehouse College’s initial financial investment toward achieving success for this program objective is proposed at $50,000.00 over the five year period.
    
For the first year the achievement of this goal will mainly require the commitment of faculty to engage in a process of inquiry into the global issues of their disciplines, followed by the subsequent development of global learning outcomes. 

Year One (2008)
 
The Internationalization Curriculum Committee (ICC) will oversee the implementation of this objective.  A faculty member will be released from one course to provide administrative oversight of this committee.  (Replacement costs for this faculty member will be absorbed by the department of origin.)

Consultant Services will be obtained to facilitate two faculty curriculum and faculty development workshops per year at $2,500/each. Costs are budgeted ($5,000.00) for meeting arrangements. 


 

Year One Objectives

Human Resources

Operating Expenses

Programmatic

1.Development/ Assessment of Global Learning Outcomes
2. Student Scholarship in Global Studies

 

 

 

One Course Release Time, Chair
    
   
     Lunches, Supplies, & Materials, etc.

Consultants, Meetings & Travel, etc.

*2,500.00

 

 

5,000

 

 

 

5,000

*These funds are not a part of the QEP Operating Budget



Year Two-Five (2009-2014)

The remaining $40,000.00 will be allocated per the deliberations and priorities determined by the ICC Committee as a part of their year one activities.



Goal I (continued): To develop broad-based knowledge of global and  international issues in all disciplines, including  general education.

Objective C. To increase faculty engagement in international studies from an interdisciplinary perspective (political, economic, cultural, environmental, etc.).

The International Research Task Force

Chair:  Lance Shipman, Assistant Professor, Chemistry
David Rice, Assistant Professor, Psychology
Belinda White, Assistant Professor, Business Administration
J.K. Haynes,   Dean, Division of Science and Mathematics

a. Program Description

The goal of improving the global competence of the Morehouse student body is supported and strengthened by an emphasis on improving the global competence of the Morehouse faculty.  The task force recommended that this goal is best realized by stimulating and enhancing the ability of faculty to engage in faculty designed research in international affairs. Therefore, the Morehouse International Research (MIR) Mini-Grant Program was designed to encourage growth and development of the research skills by members of the faculty across all disciplines.
           
This research program will support basic and applied research activities, which are motivated by an effort to probe toward and discover new ideas, information or applications that are largely international in scope. The program is intended to enhance the individual faculty member’s talents, scholarship, and ability to pursue research activities in his/her respective field of study. It is envisioned that said activities would enable the development of research sponsored by external funding and/or the production of a tangible pedagogical, literary, or otherwise artistic work product.
           
The establishment of the MIR Program maps to the strategic goals outlined by the Task Force for bolstering scholarly activities and augmenting the faculty’s capacity for international research by accomplishing the following:

  • Growing our overall research excellence and scholarly productivity through international research and collaboration
  • Achieving academic excellence and encouraging faculty and student publication and external funding.
  • Forging key partnerships with research institutes and universities abroad and increasing the profile of Morehouse College abroad
  • Creating a sense of belonging to the “global research village”
  • Creating expanded opportunities for scholarship abroad – both students and faculty
  • Bringing students into the international research endeavor

(i) Eligibility                   

All tenure-track and tenured faculty members will be eligible to apply. Also, full-time, non-tenure track faculty members are also eligible to apply with the endorsement of the appropriate department head and division dean. Because the MIR Program is designed to be a competitive program and does not seek to sponsor exploratory research, MIR awards will only be offered to augment works, which include the following:

  • Support of ongoing, sponsored research projects that explicitly require the acquisition of data or execution of research abroad
  • Support of work that leads to the construction of new course materials and/or pedagogies based on concepts or techniques of repute abroad. (This may include the development of a new course or curriculum whose content is predicated on international study).
  • Support of research and other scholarship that seeks to improve a scholarly work already in production, e.g. – activities that increase the competitiveness of a prepared proposal for external funding, activities that enhance a manuscript for publication in a peer-reviewed journal, or activities that enable the production or completion of a proposed literary or artistic work of international theme.

A faculty member is only eligible for a maximum of two mini-grant awards over a five-year period.

(ii)Review of Proposals

Awards will be made by the Office of Strategic Internationalization based on recommendations by the International Research Mini-Grant Awards Committee.

The principal criteria considered by the Awards Committee in evaluation of a proposal are its relevance to the goal of bolstering international scholarship and
research. Specific proposal related evaluation criteria are:

1. Overall scientific, technical, or scholarly quality of the proposal.
2. The principal investigator’s (and co-investigator’s) capability to perform
the research.
3.  Potential of developing a more detailed research proposal for submission to state and federal agencies or other organizations.
4.  Significant scholarly contribution in the discipline.
5. Clarity of research plan and equanimity of the proposed budget.
6. Adherence to instructions and program purpose.

Because of the importance placed on student global learning outcomes, additional consideration will be given to those proposals that include student involvement in research and student development, though not required objectives of the proposed activity.

The Awards Committee will consist of a chair, one senior and one junior faculty member appointed by the dean of each of the Divisions.  By majority vote, the Awards Committee will recommend which proposals will be supported and the level of support that will be provided.

Guidelines and Format

The Awards Committee will establish guidelines for the submission of proposals. The proposal should provide a clear and complete narrative account of the proposed research project and should be supplemented with documentation of works in progress that are associated with the proposed research. It should include what is to be done, why, and how and it should clearly articulate the necessity for research abroad. It must be focused toward enhancing the respective faculty member’s productivity. Since the Awards Committee consists of faculty members from various fields of study, the language used in the proposals should be understandable by a layperson not versed in the field of study proposed.
           
The proposal should clearly indicate a timeline for execution and completion of the project and should not exceed one full academic year (no longer than twelve months from the proposed beginning date). If two or more faculty members collaborate on submission of a proposal, one must be designated as the Principal Investigator with responsibility for budget expenditures and coordination of the effort, and others as Co-Investigators.
           
Each proposal must include a detailed budget with explanation. Funds available for this solicitation will enable the Awards Committee to make awards of up to $7,500.

 

Reporting Requirements

All mini-grant awardees are required to submit a mid-year progress report in December or an end-of-summer progress report in August (where appropriate for summer research) to the Office of Strategic Internationalization. In addition, all mini-grant awardees will be required to present their findings in a publishable form and describe the extent to which the funded project enabled establishment of a tangible work product (manuscripts, grant proposals, new course submitted to CEPC, etc.). The presentation/paper will be considered as a deliverable and the final report on each mini-grant.

Timeline for Implementation
A chart detailing the time-line for implementation of this program is presented:


Earth From Space,
NASA photograph


Timetable: Morehouse International Research (MIR) Mini-Grant Program

  

Year One: 2008-2009 Planning

Year Two: 2009-2010:
Implementation

Year Three: 2010-2011 Modification

Year Four: 2011-2012
 Refinement

Year Five: 2012-2013
 Final Assessment

Establishment Of The Awards Committee

Review And Approval Of The Mini-Grant Criteria

Establishment Of Outcomes And Measures Of Assessment

First Awards Granted

Review Of First Round Of Awardees

Selection Of Year Two Awardees

Assessment Of Faculty Research And Scholarly Activities via WEAVEonline

Continue Awarding Of Grants

Appropriate Modifications Made

Continue Assessment Of Faculty Research And Scholarly Activities Via WEAVEonline

Continue Awarding Of Grants

Appropriate Modifications Made

Continue Assessment Of Faculty Research And Scholarly Activities Via WEAVEonline

Final Collection Of Data And Analysis Of Effectiveness

 

Summative Assessment And Report To The President’s Cabinet and Board of Trustees

 



c. Assessment Plan

The assessment plan for the International Mini-Research Grant Program will consist of defined quantitative and qualitative outcomes and objectives that show the extent of faculty engagement in international research and the level of enhancement of this research in course development and student learning.  The Award Committee will work with the Office of Strategic Internationalization to develop an evaluation plan for the assessment of the Mini-Research grant program.  Among the measures will be the extent of the involvement of students in faculty research activities.  All of the findings will be incorporated into the WEAVEonline assessment system.


Martin Luther King, Jr.,
Morehouse alumnus
Nobel Laureate

A Logic Model Chart showing elements of program planning is presented followed by an Outcomes Measurement Chart that links desired program outcomes with evaluation measures:


QEP Logic Model: Morehouse International Research (MIR) Mini-Grant Program

 

Resources/Inputs

Activities

Outputs

Short and Long Term Outcomes

Faculty On Int’l Research Mini-Grant Awards Committee

Student Participants
Meeting Arrangements
Research Awards
International Partners

Establishment Of The Awards Committee

Review And Approval Of The Mini-Grant Criteria

Establishment Of Outcomes And Measures Of Assessment

First Awards Granted

Establishment Of Institutional Research Partners Abroad

Number And Content Of Awards Committee Meetings Determined

Formal Policies And Procedures Finalized

Number Of Departments With Applicants

9 Faculty Research Grantees

Significant Number Of Student/Faculty Research Teams

Number Of  Institutional Partnerships

Faculty From Each Department Engaged In International Research

Faculty Research Results In Course Infusion

Student/Faculty Research Teams In Every Department

Evaluation Of Research Efforts

Morehouse Research Programs Abroad


  

QEP Outcomes Measurement: Morehouse International Research (MIR) Mini-Grant Program

  

Outcomes

Indicator

Data Source

Data Collection and Analysis

Faculty From Each Department Engaged In International Research

 

Course Infusion Reflects Faculty Research

Student/Faculty Research Teams In Every Department

Evaluation Of Research Efforts

Morehouse Research Programs Abroad

Number Of International Research Project Applications
Number Of Faculty And Number Of Departments Participating In International Research

Number Of Courses Revised As A Result Of Faculty Research Experiences

Number Of Student/Faculty Teams Participating In International Research

Criteria And Assessment Plan Of International Research Efforts

Departmental Reports Of Faculty Research And Scholarly Activities Via WEAVEonline

 

 

Quantification Of Reports And Documents Via WEAVEonline

Qualitative Analysis Of Program Effectiveness Via WEAVEonline

Summative Assessment And Report To The President’s Cabinet And Board Of Trustees

 

  


Budget

Budget Rationale

  

Morehouse College’s initial financial investment toward achieving success for this program objective is proposed at $225,000.00 over the five year period.

Year One (2008)

It is anticipated the average award amount distributed would be $5,000 per applicant per budget year, with awards ranging from $1,000 to $7,500 (for student-faculty teams) per awardee. In year one three faculty grants will be given per the three Academic Divisions at $5,000 each for a total of $45,000.00. 


 

Year One Objectives

Human Resources

Operating Expenses

Programmatic

3. Support Faculty International Research

 

 

 

Three Faculty Grants per Division
($5,000 x 3 Divisions x 3 Grants)

 

 

 

45,000



Year Two-Five (2009-2014)

The remaining $180,000.00 will be allocated per the deliberations and priorities determined by the Committee as a part of year one activities to increase the vitality of faculty research. However, the budget projections assume expenditures that are consistent with year one.

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