Goal III: Global Leadership

Goal III: To develop the attitudes and values that will enable Morehouse students to lead in the nation and the world.

Objective A: To develop an international ethical leadership certificate program

International Ethical Leadership Certificate Advisory Committee

Chair: Dr. Walter Fluker, Director of the Leadership Center
Members:       
Dr. Lawrence Carter, Dean, Martin Luther King International Chapel
Dr. Hasan Crockett , Associate Professor, Political Science
Dr. J.K. Haynes, Dean, Science and Mathematics
Dr. Melvinia Turner King, Assistant Professor, Leadership Studies 
Dr. David Rice, Assistant Professor, Psychology
Dr. Belinda Johnson White, Assistant Professor, Business Administration

a. Program Description

The goal of this proposal is to develop a certificate program in international ethical leadership to engage participants in specific, customized leadership initiatives within and outside the class room environment that provide knowledge and experiences for being an ethical leader in a global environment.   A priori, we believe that inculcating the attitudes and values of compassion, respect for others, a moral and ethical compass, courage and vision, will prepare/compel them to lead, regardless of the circumstances. This comports with President Franklin’s vision that Morehouse College will be viewed as a global resource for educated and ethical leaders.

(i) Benchmarking Activities

An environmental scan of similar local and national leadership certificate programs was undertaken. 

Key points of comparison are:

  • Certificate-based or fellowship programs that offer academic credit
  • International focus which includes cultural immersion opportunities
  • Service learning

Benchmarking activities included local programs: The Seigel Institute for Leadership, Ethics and Character at Kennesaw State University; Georgia Technical University Servant Leadership Alliance; and Georgia State University.  National leadership programs included: The James MacGregor Burns Academy for Leadership at University of Maryland; The Center for Public Leadership at The JFK School of Government at Harvard University; The Kennan Institute for Ethics at Duke University, and The Florida State University Center for Leadership and Civic Education. (See Comparison Chart of Local and National Certificate Leadership Programs)
The Sub-Committee concluded that Morehouse College is well-positioned to develop a certificate program of International Ethical Leadership, under the supervision of the Leadership Center at Morehouse (see Leadership Center Comprehensive Program Review). In the first year, the program will be piloted as a non-transcripted certificate program.  The College will develop the necessary procedures for the certificate to be transcripted in the second year of the program. 

(ii) Certificate Program

The Morehouse certificate program in ethical leadership includes three components:

  • A  required three (3)  hour course in ethical leadership
  • A required international cultural immersion experience and ethical leadership portfolio
  • A required service learning project

 

The first two components are non-sequential, i.e., the three-credit course in Leadership Studies – HBA 454: Ethical Leadership and the Crisis of Global North-South Relations; and International Cultural Immersion.  Either can be completed before or after the other.  The third component, the Service Learning Project, must be completed after the first two in order for the student to be granted the certificate. The program will use virtual and distance learning to facilitate student participation.

  • It is recommended that students interested in the Certificate consider the International Cultural Immersion at the end of their freshman year or during their sophomore year.  Cultural immersion includes, but is not limited to, study abroad experiences, specific international program initiatives that are a part of the College’s international programs such as The Leadership Center’s International Leadership Program, international programs sponsored by The Andrew Young Center for International Affairs, The Bonner Scholars Program, The Hopps Scholars, and Morehouse Pan African Global Experience (MPAGE).  All programs in this category will require approval by the Director of Leadership Studies, Director of the Andrew Young Center, and The Bonner Office of Community Service.
  • It is recommended that interested students enroll in the Leadership Studies – HBA 454: Ethical Leadership and the Crisis of Global North-South Relations after the cultural immersion component during their junior year.  However, there may be specific cases related to students’ course load and schedule that prohibit this order.  In those cases, this course can be taken before the international cultural immersion.

Component 1. Three-credit Course in Leadership Studies – HBA 454: Ethical Leadership and the Crisis of Global North-South Relations (Leadership Course Syllabus)

Course Description

The purpose of this course is to acquaint students with critical skills and competencies associated with ethical leadership practices in international contexts.  The course will use critical social theory concepts of systems and lifeworlds to examine the complex ethical intersections where international leaders face continual change, rapid innovation and increasing globalization. The multifaceted demands wrought by globalization that leaders encounter today, in both their work and their personal lives, call for forms of self-development that enable leaders to think globally, appreciate diversity, develop technologically, build partnerships and alliances and share leadership.

In this interdisciplinary, team-taught course students will develop an enhanced capacity for dealing with increasingly complex ethical challenges in international settings by utilizing The Ethical Leadership Model™, based on
African-American moral traditions of which Morehouse College is an anchoring institution.  Students will develop a perspective of a lifelong process of self-development, a process that allows for the continual evaluation of the basic beliefs leaders hold about the nature and source of the self. For historically marginalized peoples, the relationship between ethics, leadership, and internationalization is most urgent.  With the long-range economic, political and social costs of war, troubled market economies and rapid advances in technology, science and globalization, we now have the makings of a social anarchy that threatens the very foundations of our social purpose.  Through the study of international ethical leadership, diplomatic relationships and global economic affairs, students will gain critical insight in some of the great ethical issues of the 21st century.

The course is divided into three parts. The first part of the course will place major emphasis on the Ethical Leadership Model™ which utilizes components of narrative-based ethics in relationship to character, civility and community; and specific case studies which reflect different perspectives of applied ethics in international settings. The second part of the course will provide students with cultural and historical background of the region of selected countries.  The third section will emphasize critical areas of concern for the selected country’s political, social infrastructure and economy, as well as the country’s role in regional and global marketplaces.  In addition, the course will address some of the salient issues that arise in the North-South context in reference to the ethics of trade, aid, militarization, terrorism and migration and current socio-economic challenges,
such as unemployment, poverty, crime and the AIDS epidemic. In the context of
Northern states, the course’s emphasis is upon the perspective of American power.  In the context of Southern states, it pays particular attention to those entities which are significantly related to the United States, or dependant upon it-- especially in relation to the environment, poverty, racial/ethnic conflict, HIV/AIDS and the challenges of science and technology that form the context for ethical reflection, deliberation and decision-making. 

Component 2.  International Cultural Immersion and Ethical Leadership Description

The International Cultural Immersion component is an experience where intercultural and leadership skills are emphasized.  The goal is to increase the level of cultural understanding and leadership skills through an international cultural based, academic and participatory experience that utilizes the teaching philosophy of ethical leadership.  Specifically, participants will learn, understand and develop simultaneous respect for the various cultures to which they are exposed and immersed in during this learning experience and develop habits and practices of internal ethical leadership. An example of this combination of cultural immersion and leadership development is found in the South Africa Leadership Program, sponsored by the Leadership Center.  

 International Leadership Portfolio

Upon completion of the International Cultural Immersion component, students will be required to complete an International Leadership Portfolio (ILP)
that will demonstrate the attainment of the requisite skills in ethical leadership development.    

  • Students will be responsible for developing a portfolio, which will consist of a journal of their experiences in the specific cultural context of their immersion experiences and a final summary report.
  • Students will be asked to reflect on their experiences, some experiences will be daily occurrences, some will be cumulative; however, the writings will be designed to show particular insight into questions of identity and purpose, which are key dimensions of character. Further, students will be asked to describe acts of leadership that they have taken, as well as acts of leadership that they have observed, and to evaluate the efficacy of these actions, both positively and negatively.

   
All writings must finally associate the experiences and learning with the questions of character, civility, and community related to international ethical leadership criteria of thinking globally, appreciating cultural diversity, demonstrating technological capability, demonstrating information and technological literacy, building partnerships and alliances, and sharing leadership.

In short, the portfolio is a product of students’ observations, analyses, and personal reflections on internal cultural immersion as part of the study of international ethical leadership.  Students will demonstrate the connection of their personal leadership style with character, civility and community, the defining concepts of
ethical leadership.  Evaluation of the portfolio, the journal and final report, will be based on its richness, the thoughtfulness with which it has been constructed, and intellectual evidence of students’ responses to issues.

  

Component 3. Service Learning Project Description

Students who have completed the first two phases of the Certificate Program will be required to complete a local service learning project that will engage others in social entrepreneurship and community service.  The project must represent connections between the U.S. and international issues and problems and adhere to the international ethical leadership criteria of thinking globally, appreciating cultural diversity, demonstrating information and technological literacy, building partnerships and alliances, and sharing leadership.

The aim of this local project is to expand upon leadership lessons from the international cultural immersion experience. Recent examples include student projects of philanthropy during the 2007 Oprah South Africa Leadership Study Tour. Social entrepreneurship was employed when two students developed and implemented a culminating service project utilizing staff, faculty, alumni, students and corporate community in raising funds and awareness for students attending CIDA City College in Johannesburg. Another was a project designed by three students who participated in 2005.  They created a non-profit organization that sent students to Lesotho to dig wells for orphanages and provided community services in Colombia.Projects reflective of this level will be required in completing requirements for
certificate transcription via individuals and/or teams.

Monitoring and evaluation of these service learning projects credits would be provided by the Bonner Office of Community Service.  Institutional
resources that will collaboratively engage and serve as resources for student-initiated projects include faculty, The Leadership Center, The Andrew Young Center for International Affairs, The Bonner Scholars Program, The Hopps Scholars, Morehouse Pan African Global Experience (MPAGE) and Student Leadership Development Program (SLDP) from Student Affairs.

Graduation Processional

  

 

 

Timeline for Implementation

The following timetable chart describes the activities for the International Ethical Leadership Certificate Program:



Timetable: International Leadership Certificate 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

Establish International Ethical Leadership Certificate Advisory Committee

Offer Course In Leadership Studies

Study Abroad Advisement Initiated Toward Certificate Completion

Student Participants Begin Study Abroad Experiences

Service Learning Advisement Initiated Toward Certificate Completion

Certificate Transcription Arrangements Finalized

Assessment Of Student Achievement In Leadership Course

Annual Report On Activities Of IELC Advisory Committee Via WEAVEonline

First Certificates Awarded

New Round Of Certificate Applicants

Offer Course In Leadership Studies

Continue Study Abroad Advisement

First Round Of Service Learning Participants

Use Of  Assessment Results To Improve Leadership Course, Study Abroad, Service Learning

Annual Report On Activities Of IELC Advisory Committee Via WEAVEonline

New Round Of Certificate Applicants

Second Set Of Certificates
Awarded

Offer Course In Leadership Studies

Continue Study Abroad Advisement

Second Round Of Service Learning Participants

Course, Study Abroad, Service Learning  Enhancements

Annual Report On Activities Of IELC Advisory Committee Via WEAVEonline

New Round Of Certificate Applicants

Third Set Of Certificates
Awarded

Offer Course In Leadership Studies

Continue Study Abroad Advisement

Third Round Of Service Learning Participants

Course, Study Abroad, Service Learning  Enhancements

Annual Report On Activities Of IELC Advisory Committee Via WEAVEonline

 

 

New Round Of Certificate Applicants

Fourth Set Of Certificates
Awarded

Offer Course In Leadership Studies

Continue Study Abroad Advisement

Fourth Round Of Service Learning Participants

Annual Report On Activities Of IELC Advisory Committee Via WEAVEonline

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

 

 

 

 


  


c. Assessment Plan

To determine the success of this initiative the primary focus will be on personal, comprehensive evaluations covering all aspects of the training; an outside evaluator will be retained to review, interpret and appraise the overall programs as well as the evaluations; and Weave Online will be used as one of the primary tools for assessment.

Component 1
Course in Leadership Studies – HBA 454: Ethical Leadership and the Crisis of Global North-South Relations
Based on the nature of the program, the evaluation process would include:

  • number of students expressing interest
  • number of students registering for course
  • number of students completing HBA 454: Ethical Leadership and the Crisis of Global North-South Relations
  • WEAVEonline assessment

Alumnus, Theologian Howard Thurman
Led The Ecumenical Movement In California And Contributed To The Concept Of Non-Violence

Component 2-3
Study Abroad and Service Learning Component
Based on the nature of the program, the evaluation process would include:

  • number of students expressing interest
  • number of students submitting applications
  • number of students completing Interdisciplinary Global Leadership Course
  • number of students possessing an appreciation of global environments and an awareness of diverse peoples and cultures
  • number of students participating in Study Abroad and Service Learning
  • number of community service projects completed
  • Comprehensive evaluation submitted by each participants
  • WEAVEonline assessment

 

 

    Alumnus, Theologian Howard Thurman
    Led The Ecumenical Movement In
    California And Contributed To The Concept Of Non-Violence

 


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: Leadership Certificate Program     

Inputs

Activities

Outputs

Short and Long-Term Outcomes

International Ethical Leadership Certificate Advisory Committee

Honoraria For Consultants

Collaborating Partners (AYC and Bonner Community Service)

Structure Certificate Based  Program

Recruitment and Selection of Students

Complete Course Enhancements

Develop Study Abroad Component

Develop Service Learning Component

Develop Portfolio Management And Evaluation System

Number Of Students Awarded Certificates

Number Of Participants In The Course

Number Of Participants Studying Abroad

Number Of Participants Completing Service Learning Projects

Number Of Portfolios

Course Modifications

Certificate Based Program Established

Students With Global Leadership Skills

Students Impact on Global Issues and Problems Through Service Learning

Portfolio Management System Established

Course Enhancements

Global Partnerships with Entities for Global Leadership


 

QEP Outcomes Measures: Leadership Certificate Program

Outcomes

Indicator

Data Source

Data Collection And Analysis

Certificate Based Program Established

Students With Global Leadership Skills

Students Impact On Global Issues And Problems Through Service Learning

Portfolio Management System Established

Course Enhancements

Global Partnerships With Entities For Global Leadership

Number Of Students Expressing Interest

Number Of Students Registering For Course

Number Of Students Completing HBA 454: Ethical Leadership And The Crisis Of Global North-South Relations

Number Of Students Participating In Study Abroad And Service Learning

 

Committee Activity Reports Via WEAVEonline

College  Records

Portfolio Evaluations

Student Assessment Of Learning Gains Assessment Instrument

Course Assessment Data

Service Learning Project Reports

Quantitative And Qualitative Analysis Of Data Input Into WEAVEonline

Annual Report On Activities Of International Ethical Leadership Certificate  Advisory Committee Via WEAVEonline

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


d. Budget

Budget Rationale

Morehouse College’s initial financial investment toward achieving success for this program objective is proposed at $90,000.00 over the five-year period.

Year One (2008)
Year one expenditures total $18,000.00.  An expenditure of $3,000 is allocated for committee expenses.  Honoraria are allocated @ $2000/each for 5 guest lecturers in the course.  $5,000 is budgeted for expenses incurred for the review and evaluation of portfolio and service learning projects.


. Year One Objectives

Human Resources

Operating Expenses

Programmatic

7. Global Leadership Certificate Program

 

 

 

  1. *Instructor
  2. Committee Expenses
  3. Speaker Honoraria
  4. Portfolio/Service Learning Administrative Costs

 

10,000

  

3,000

 

 

5,000.

*The instructor of record for the course is the Coca Cola Professor of Leadership Studies & Executive Director of the Leadership Center, Dr. Walter Earl Fluker


Year Two-Five (2009-2014)

The remaining $72,000 will more than likely be allocated the same as year one.

Goal 3: (Cont.) To develop the attitudes and values that will enable Morehouse students to lead in the nation and the world.

Objective B:  To enhance Crown Forum as a primary institutional venue for inculcating core values of the College.

Crown Forum Task Force Members

Chair:  Lawrence Carter, Dean, Martin Luther King Intl Chapel
Renard Allen,  Student
Roy Craft, Chapel Director
Illya Davis, Instructor, Clark Atlanta University
Tim Goodly, Senior, VP HR, CNN
Sterling Hudson, Dean Admissions
Terry Mills, Dean, Division of Humanities and Social Sciences
Fran Philips-Calhoun, Chief of Staff
Tony Pinder, Director, Andrew Young Center
Melvin Rahming, Professor, English
Anne Watts, Associate VP Academic Affairs

The Crown Forum Initiative

a. Program Description

The Crown Forum of Morehouse College can be traced to the required daily chapel services tied to its origins as a Baptist school.  Over the years this tradition has gone through many changes and today is still the largest classroom on campus, assembling all freshmen, sophomores and juniors weekly.  The dual elements of a Morehouse education: character and intellect, can be traced to the founding ideals of all small, elite, residential liberal arts colleges founded on the twin pillars of faith and reason.  The Crown Forum Initiative Task Force was charged with taking a look at this college asset and to see how it could contribute most to the goals of developing world perspective, global learning and internationalization.

The task force recommends that the Morehouse Crown Forum has a unique combination of tradition, scope and interdisciplinary history to serve as both the point of initiation and integration of internationalization issues and programs at Morehouse.  The Crown Forum is held in the Martin Luther King Jr. International Chapel, that, according to Dr. Vincent Wimbush, is the greatest institutional legacy of Dr. King, and it serves as the “Gateway to the World” for Morehouse based on the international programs of Dr. Lawrence Edward Carter Sr., the first Dean, over the last 29 years.  All of this provides a strong rationale for anchoring and enhancing the Crown Forum as the largest and most international classroom of the college and the city of Atlanta.

Description of Program Plan

An updated Crown Forum can serve to help further the three major goals of the strategic internationalization project: to develop broad-based knowledge of global and international issues in all disciplines; to provide experiences that will enhance an understanding of other cultures and nations; and to develop the attitudes and values that will enable students to lead in the nation and the world by focusing their attention on our evolving destinies.  Additionally, an improved Crown Forum can help initiate dialogue around many of the issues being addressed by other programs and help integrate them for students in an interdisciplinary and experiential environment.

The task force recommends the following programmatic approach which has four main elements: 

1) The use of the theme “global ethical options” as delineated in the book, Global Ethical Options by Dean of the Chapel, Dr. Lawrence E. Carter. This treatment identifies and outlines 20 Ethical Principles from a study of the life and work of Martin Luther King Jr., Mahatma Gandhi, Daisaku Ikeda, and many others.  This over arching theme of global ethics would be a consistent element in all Crown Forums and inform discussion through out the academic year.  This addresses one of the greatest challenges of internationalization: producing ethical leaders in all fields.


2.) The choice of speakers for weekly Crown Forums during the academic year would be designed to maximize student exposure to different cultures, disciplines and nations.  We recommend the utilization of these visiting scholars and experts in various fields for multiple, decentralized programs, using the Crown Forum speech or presentation as the anchor for the visit.
3.) The Eight United Nations Millenium Development Goals would be excellent
points of focus to select the appropriate topics for each lecture.  The selection of a topic for each speech would highlight an existing global issue of significance; from HIV/AIDS in sub Saharan Africa to global warming. The various topics would bring expertise, context and focus for the global ethical options or theme under consideration.
4.) The application of the knowledge and experience of students in each Crown Forum would be explored, amplified and put into practice in various curricular and extracurricular activities to ground the knowledge in further experiences in classrooms, small groups, research projects, overseas trips and other applications.

(ii) The Crown Forum Administration

This recommended infrastructure for Crown Forum would help focus and bring together the various other elements of the Morehouse plan on internationalization and keep the students’ attention focused on the theme of global ethics and moral education throughout their four year degree program.The task force recommends a committee begin the 2008-2009 academic year with members from the current Crown Forum committee and the Crown Forum Task Force to ensure we have an ongoing dialogue between the existing and the planned committees.  These two bodies could be fully integrated into one in the 2009-2010 academic year.

The following issues, which the Crown Forum Task Force began to explore, need to be fully developed over the next year and implemented in the following year:

  • Development of a comprehensive syllabus, including bibliography, methods of connecting Crown Forum to academic classes (Crown Forum Draft Syllabus).
  • Revisit requirements of Crown Forum, including expanding to include all four years - of particular interest is a “Senior Crown Forum”. The number per year to hold, attendance requirements, standards of behavior, and the transition from an emphasis on teaching to a focus on learning, will be considered.  
  • Explore multiple methods for extracurricular activities such as residence hall discussion groups, social media applications; follow up on local programs and how to link with other international initiatives.
  • Explore strategies for a revision of the Global Ethical Options text.
  • Develop the methodology of issue and speaker selection and develop timeline of selections for planning and budgeting processes.

 
The work of this group will continue to evolve and should be charged not only with the work of putting on the Crown Forum, but of continuous assessment and modification of the program. 
 

Timeline for Implementation

The following timetable chart describes the activities for the Crown Forum:

  

Timetable: Crown Forum


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 Crown Forum Advisory Committee

New Committee Fully Develops Five Tasks That Were Begun By Task Force

Select Speakers And Topics For Following Year

Submit Budget Recommendations

Begin Recruitment Process For Administrative Assistant For Crown Forum

Conduct AI Training

Implementation Of New Crown Forum

Use Of  Assessment Results To Improve Crown Forum

Annual Report On Activities of Crown Forum Advisory Committee Via WEAVEonline

AI Method Evaluated For Efficacy

Use Of  Assessment Results To Improve Crown Forum

Annual Report On Activities Of Crown Forum Advisory Committee Via WEAVEonline

 

 

Use Of  Assessment Results To Improve Crown Forum

Annual Report On Activities of Crown Forum Advisory Committee Via WEAVEonline

Annual Report On Activities Of Crown Forum Advisory Committee Via WEAVEonline

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

 

 

 


 

c. Assessment Plan  

The following goal and objectives were developed by the task force and are submitted for review and enhancement by the proposed new committee.

Goal: To enhance (develop) the global competency of Morehouse students.

  • Objective 1: To develop the attitudes and values that will enable Morehouse students to lead the nation and the world toward embodying evolving destinies.
  • Objective 2: To develop listening and learning skills that will enhance Morehouse student’s ability to appreciate and synthesize ethical principles presented from diverse perspectives and methods of delivery.
  • Objective 3: To articulate and reinforce the professed values of Morehouse College; and to influence the value system(s) of others.
  • Objective 5: To regularly and frequently gather the college community to consider and cultivate a climate that fosters moral education.
  • Objective 6: To develop curricular and co-curricular activities that inform students’ decisions about their own character, standards, worth, finitude, alienation, and guilt.

We are suggesting a specific assessment methodology and philosophy so that that the assessment process be a part of the learning process given the broad, interdisciplinary nature of the Crown Forum issues presented here and the fact of the Crown Forum being the college’s largest classroom.  The Task Force reasoned that we need a consistent evaluation methodology that “goes out” from the Crown Forum and impacts changes in thinking and behavior.  We also determined we wanted a methodology to assess Crown Forum that lends itself for use as a research tool for further study.  The Task Force also thought it important that the assessment methodology engage the students just as much as the Crown Forum itself.

Therefore, we have chosen to recommend the use of Appreciative Inquiry (AI) as the overarching methodology for the various assessments associated with Crown Forum.  AI purposely encourages an affirmative and inclusive outlook, builds relationships, stimulates vision and creativity, accelerates change and information transfer and is highly participative.  Briefly the two paragraphs below give an overview of AI.

  • AI is the cooperative search for the best in people, their organizations, and the world around them.  It involves systematic discovery of what gives a system “life” when it is most effective and capable in economic, ecological, and human terms.  AI involves the art and practice of asking questions that strengthen a system’s capacity to heighten positive potential.
  • AI mobilizes inquiry through crafting an “unconditional positive question” often involving hundreds or sometimes thousands of people.  In AI, intervention gives way to imagination and innovation: instead of negation, criticism, and spiraling diagnosis there is discovery, dream, design, and destiny.  AI assumes that every living system has untapped, rich, and inspiring accounts of the positive.  Link this “positive change core” directly to any change agenda, and changes never thought possible are suddenly and democratically mobilized.

 We recommend the reconstituted task force go through a training program on the use of Appreciative Inquiry, especially as a tool of evaluation.  The task force anticipates developing AI expertise locally on campus to help disseminate the use of this robust methodology and to utilize student led interview protocols liberally as part of the Crown Forum assessment process.

The regular use of surveys after each Crown Forum targeted at different audiences; other students, faculty, staff, and community (local or overseas) members will provide a means of assessing effectiveness of Crown Forum and expand the dialogue out into the Morehouse campus community and beyond.  The survey results can be used not only by the committee to enhance the Crown Forum program, but by faculty and the other Morehouse staff to gauge the full spectrum of learning on various topics.  Research may also result by aggregating the survey data and analyzing for changes in student attitudes, perceived values, beliefs, and behaviors.

Martin Luther King, Jr. International Chapel Crown Forum

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: Crown Forum

  

Inputs

Activities

Outputs

Short and Long-Term Outcomes

Crown Forum Advisory Committee
Staff Person Recruitment
Honoraria
Travel

  

Integrate Current Crown Forum Committee And The Crown Forum Task Force Into One Committee
Development Of Comprehensive Syllabus
Revisit Requirements Of Crown Forum
Develop a Four Year Theme Of Global Ethical Options
Explore Multiple Methods For Extracurricular Activities To Link With Other QEP International Initiatives
Explore Strategies For A Revision Of The Global Ethical Options Text
Develop The Methodology Of Issue And Speaker Selection And Develop Timeline Of Selections
Training in Appreciative Inquiry
Staff Person Recruitment Process
Select Speakers For Weekly Crown Forums To Maximize Student Exposure To Different Cultures, Disciplines And Nations
Select Topic For Each Speech To Highlight An Existing Global Issue Of Significance
Application Of Crown Forum To Curricular And Co-Curricular Activities And Programs

Number And Activities Of Faculty And Student Committee Members
Number Of Visiting Scholars
Number Of Guest Speakers
Number Of Crown Forum Lecture Series
Number Of Crown Forum Activities And Programs
Quality Of Crown Forum Text
Impact Of  Hiring New Staff Coordinator

Change In Attitudes And Values For World Leadership
Students Appreciation And Synthesis Of Ethical Principles From Diverse Perspectives And Methods Of Delivery
Students Who Can Articulate And Reinforce The Professed Values Of Morehouse College; And To Influence The Value System(S) Of Others
A College Community And Climate That Fosters Moral Education
Curricular And Co-Curricular Activities That Inform Students’ Decisions About Their Own Character, Standards And Worth
Knowledge And Application Of Appreciative Inquiry Evaluation System


  

QEP Outcome measures: Crown Forum

 

Outcomes

Indicator

Data Source

Data Collection And Analysis

Change In Attitudes And Values For World Leadership

Students Appreciation And Synthesis Of Ethical Principles From Diverse Perspectives And Methods Of Delivery

Students Who Can Articulate And Reinforce The Professed Values Of Morehouse College; And To Influence The Value System(S) Of Others

A College Community And Climate That Fosters Moral Education

Curricular And Co-Curricular Activities That Inform Students’ Decisions About Their Own Character, Standards And Worth

Knowledge And Application Of Appreciative Inquiry Evaluation System

Number Of Participants

Number And Quality Of Guest Speaker Presentations

Number And Quality Of Follow-Up Activities

Crown Forum Advisory Committee Reports Via WEAVEonline

Student Surveys

Faculty Surveys

Appreciative Inquiry Reviews

Feedback From Guest Speakers

Annual Report On Activities Of Crown Forum Advisory Committee Via WEAVEonline

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

 


Budget


d. Budget Rationale

Morehouse College’s initial financial investment toward achieving success for this program objective is proposed at $475,000.00 over the five year period.

Year One (2008)
The expenditures for year one activities are $75,000.  Honoraria for 5 pilot guest lectures are budgeted at $5,000 each for a total of $25,000.00.  A dedicated Crown Forum Coordinator will be hired for a salary of $40,000, including fringe benefits.  Operating expenses for the Crown Forum Advisory Committee and production costs are budgeted at $10,000.


Year One Objectives

Human Resources

Operating Expenses

Programmatic

8. World Class Crown Forum

 

  

  

  1. Honoraria $5,000 X 5 Pilot Lectures
  2. Recruit Crown Forum Coordinator
  3. Operating Expenses

 

40,000

 

 

10,000

25,000


Year Two-Five (2009-2014)

The remaining $400,000 will include an expansion of Crown Forum to 5 more lectures per year (10 lectures @ $5000/ea.) and continuing costs for the Coordinator and operating expenses at the same level.

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