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Prior QEP Results

  • Goal 1: Broad-based Cabinet-led Leadership will be Tracked

    The president, vice presidents, deans, college coordinators, and department heads will commit to global learning initiatives.

    • Created Cabinet-level position to support QEP
    • Formed Global Learning Coordinating Council (GLCC) to oversee QEP
    • Appointed global learning coordinators in every college and division

    Goal 2: Global Learning Opportunities and Specialists will be Identified & Tracked

    Inventories will be taken of global learning specialists among KSU’s faculty, staff, and administration, and of global courses, degree programs, and co-curricular experiences.

    • Identified 181 global learning (GL) specialists and 140 GL contributors
    • Increased GL course offerings from 289 (1530 sections) to 369 (1893)
    • Initiated 3 new global learning degree programs (1 BBA, 1 MA, 1 PhD)
    • Held over 1500 global learning co-curricular events on campus

    Goal 3: Financial Support for Global Learning Initiatives will be Identified & Tracked

    The university’s financial investments in global learning will be tracked and a global learning student fee will be established.

    • $1,066,000 QEP-specific funds & $4,484,500 other internal funds spent
    • $1,870,625 external resources spent for the QEP
    • $3,080,783 in global learning fee for scholarships

    Goal 4: Global Learning Competencies of Students will be Identified, Certified, & Tracked

    A formal certification process will be implemented, and student participation in certification will be tracked annually.

    • GLCC developed criteria for Global Engagement Certification in 2008
    • GLCC awarded 118 students Global Engagement Certification and 61 students Certification with Distinction from 2009 through 2012

    Goal 5: Global Learning Opportunities, Outcomes, & Achievements will be Strengthened

    Global courses, programs, and co-curricular experiences will be expanded. Global learning will be more prominent in student learning outcomes of degree programs.

    • New and revised courses with over 30% global content grew 68%
    • Degree programs with global content requirements grew 142%
    • Study abroad participation grew 42% (11% more Pell Grant recipients)
    • 86% of all programs articulate (and 59% have assessed) GL outcomes

    Goal 6: Campus-Wide Financial Support for Global Learning Initiatives will Double

    KSU will double its annual financial commitments to global learning.

    • Annual allocations from all sources grew seven-fold, from $205,234 in FY07 (pre-QEP) to an average of $1,484,415 per year in FY08 to FY12

    Goal 7: Infrastructure for Global Learning will Expand in Personnel, Technology, Library

    Expand personnel to include global learning coordinators in colleges and divisions and develop global expertise among hires and existing faculty/staff. Expand global learning technology and library resources/holdings.

    • KSU added two new positions to support the QEP
    • Colleges and divisions appointed global learning coordinators to GLCC
    • 181 GL specialists and 140 contributors support KSU’s global initiatives
    • Quadrupled global library holdings in sciences alone
    • Added two librarians to support global scholarship

    Goal 8: Promotion of Global Learning and Its Value will Expand Substantially

    Broad-based visibility and awareness of global learning for engaged citizenship among students, faculty, staff, and administrators will grow. The value of global learning certification will be promoted in and beyond the campus community.

    • Released scores of features, articles, and new items
    • Launched Get Global marketing campaign
    • Global learning prominent on KSU’s Web sites
    • Global-themed food stations in main dining hall
    • Offered 1500 campus events including annual “Year of [Country]” events
    • Awarded 179 Global Engagement Certifications

    Goal 9: Incentives, Awards & Professional Development for Global Learning will Increase

    Incentives for developing global learning opportunities and achievements will be provided. New award programs will recognize students, faculty, staff, and administrators for global citizenship.

    • $14 global learning fee funded $3,080,780 in scholarships for 3000 students to study abroad
    • Faculty exchanges & visiting professors increased 64%
    • Faculty international projects increased 79%
    • Development funds to faculty increased 326%

    Goal 10: Campus-wide Engagement in Global Learning will Increase

    Annual numbers/percentages of students, administrators, faculty, and staff engaged in global learning opportunities and obtaining certification will increase substantially.

    • Global Engagement Certifications increased from 17 (FY09) to 60 (FY12)
    • Participation in study abroad grew 42% for students and 38% for faculty
    • Faculty global research/teaching projects grew 70%
    • Global events by student organizations grew 87% 
  • The Engaged Communities program will provide all incoming students with a vehicle for creating a culture of success while at SPSU.

    1. Percentage of students participating in honors program will increase from 4.0% to 4.5%.
        • The number of students in the honors program changed year to year as admissions requirements and procedures varied.
        • In Fall 2014, 3.8% of undergraduates were participating in honors, from a peak of 4.4% in Fall 2010.
    2. The retention rate for students will increase from 78% to 85%.
        • The 78% baseline may not have applied to first-time-full-time students.
        • The 2008 and 2009 entering cohorts retained at 74% and 73%, which rose to 74.9% in the Fall 2013 cohort.
    3. The number of students graduating within six years will increase from 28% to 35%.
        • By 2014, the Fall 2008 cohort’s graduation rate was 37.4%.

    Through the Engaged Communities program, students will participate in a discipline-based learning community cluster, mentored by a faculty mentor.

    1. Percentage of incoming students enrolled in learning community clusters will be 80% for traditional students and 50% for transfer students in year one.
        • 100% of students who attended orientation were pre-registered in the Hitchhiker class, first course in major, and a clustered ENGL 1101.
    2. Percentage of students actively participating in extra-curricular activities offered by their learning community clusters will be at least 50% for traditional students and 40% for transfer students in year one.
        • Individual learning community clusters did not report activities offered.
        • Fall convocation was offered and had participation rates 300-400.
        • Pumpkin Launch had strongest tracking, with up to 100% of ME/MET first-year students participating each fall.
    3. Percentage of students participating in career development activities will increase by 20%.
        • Participation in career fair increased from Fall 2011, when 10.8% of students attended to Spring 2014, when 15.2% attended.

    Through the Engaged Communities program, students will form an individual plan of study with their academic advisor.

    1. At least 50% of traditional students and 40% of transfer students will develop a 2-year plan of study in concert with their advisor in year one of the Quality Enhancement Plan. This percentage will increase by 10% per year in years two through four.
        • Faculty reported at least 75% of students did.

    The Engaged Communities program will investigate the feasibility of using student mentors for entering students.

    1. A minimum of 10 student mentors will be identified and trained in a workshop to be held early in the fall of year one.
        • No action taken; insufficient resources to study feasibility
    2. A pilot project pairing a student mentor with a faculty mentor will be launched later in year one. Comparisons will be drawn on student satisfaction and retention rates as compared to faculty mentored- only learning community clusters.
        • No action taken; insufficient resources to study feasibility

    Students participating in SPSU 1001 will be able to demonstrate an understanding of the advising process and basic university policies at SPSU.

    1. Embedded questions on quizzes regarding the advising process and SPSU policies will be part of the SPSU 1001 orientation course. At least 70% of students will earn grades of satisfactory or better on these embedded questions.
        • Faculty reported that students achieved at least 80% on this activity.

    Students participating in SPSU 1001 will use measurement tools to identify their own personal learning styles and will develop a plan to enhance their strengths and compensate for weaknesses, including the area of time management.

    1. Development of an individual learning inventory and growth plan will be assessed as part of SPSU 1001. At least 70% of students will earn a score of satisfactory or better on their inventory and growth plans.
        • Faculty reported that students achieved at least 82% on this activity.
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