QEP Finalist #3

Cultivating Engaged Leaders and Global Citizens

Topic Introduction

Drawing on existing initiatives at TWU, “Cultivating Engaged Leaders and Global Citizens” aims to increase students’ capacity for global citizenship, engagement, and leadership. In today’s global society, a college education must be undertaken with an eye towards the global community. Students must develop both their global perspective and also learn to understand and respect the perspectives of others. However, the idea of "global citizenship" often remains abstract. Efforts to create global curricula suggest that students need more than theoretical knowledge (Lorenzini 2013). They also need regular global engagement through curricular and co-curricular experiences that provide opportunities for them to understand their place in a global society. Through several established global initiatives and an articulated mission to cultivate “engaged leaders and global citizens,” TWU has already established a foundational commitment to global learning. However, there is yet no university-wide structure or plan which provides intentional opportunities for students to gain the global knowledge, experience, and skills they need to be successful leaders in global contexts. 

This QEP proposes an approach that will consolidate and leverage existing TWU global initiatives by aligning these efforts to:

  • enhance and expand curricular and co-curricular opportunities for students
  • establish institution-wide student learning outcomes related to global leadership;
  • train faculty and staff to cultivate their own sense of self as global citizens and their ability to help students do the same;
  • and create a structure to assess the outcomes of TWU’s global efforts. 

By integrating and building on existing global initiatives, this QEP aims to create a sustained cultural shift at TWU in which students, faculty, and staff exhibit not only an awareness of the interconnectedness of local and global systems, but also the capacity to engage in interculturally-informed problem solving at all levels. Connecting to TWU’s previous QEP and our commitment to “Learn by Doing,” this plan aims to move “global citizenship” out of the theoretical realm and into concrete application, developing students’ marketable hard and soft skills to ensure they enter their future careers with an intentionally global mindset. Central to this mission is the goal of increasing opportunities for the TWU community to “go global without going abroad,” which addresses the significant accessibility issues our students encounter regarding traditional global learning models focused primarily on study abroad. It also aims to show students, faculty, and staff that global awareness begins with self-awareness.

University Mission & Strategic Plan Alignment

This proposed QEP directly addresses the TWU Strategic Plan initiative to “increase global perspectives through faculty exchanges, enrollment of international students, education abroad, and international collaborations” in a way that speaks directly - and practically - to our institution’s purpose: “Educate a woman, empower the world.” 

Core Values: Opportunity;  Collaboration; Diversity, Equity & Inclusion

Imperatives: Learn, Serve, Lead

Distinction: Experiential Learning, Women and Leadership

Other Strategic Plan Elements: This plan aligns with three key strategic initiatives:

  • Belonging: Create a climate where each person—student, faculty, staff, and alumni—feels a sense of valued place at the university.
  • Global Perspectives: Increase global perspectives through faculty exchanges, enrollment of international students, education abroad, and international collaborations.
  • Jane Nelson Institute for Women’s Leadership: A nationally distinctive, comprehensive institute for women’s leadership. Dedicated to preparing more women to take on successful roles in business and public service.

Goals & Objectives

This program will provide opportunities to shape students, faculty, and staff.

  • Faculty will be trained to incorporate Global Perspectives components into their courses (both undergraduate and graduate). The pedagogical training geared at improving the global perspectives and global engagement aspects of courses will be available to graduate students, thereby ensuring we are training future academic leaders to approach their teaching with a global mindset. Staff will be trained to incorporate Global Perspectives components into their support services, events, and co-curricular activities.
  • This QEP program will build on the existing Global Perspectives requirement to add, as many other institutions have, recognition for additional global engagement. Students who meet the global engagement requirements will be recognized with a new “Global Scholar” designation which students can include on their resume/CV to indicate their intercultural competence to potential employers.  Additional co-curricular activities needed to earn this designation will be developed in collaboration with Academic Affairs and Student Life departments. Both undergraduate and graduate students will benefit from enhanced professional development programming. 

The three learning outcomes for this QEP include:

  • Global Awareness: knowledge of the interrelatedness of local, global, international and intercultural issues, trends, and systems;
  • Global Perspective: the ability to construct a multiperspective analysis of local, global, international, and intercultural problems; and
  • Global Engagement: the willingness to engage in local, global, international, and intercultural problem-solving (Landorf, Doscher, & Hardrick, 2018).

Methods for Implementation - Action Plan & Assessment Ideas

This plan proposes the following action items:

  • Institutionalize the “Building Global Perspectives” training model, formalizing regular pedagogy workshops which train faculty and staff to think broadly about how their work can help students develop global awareness and to incorporate experiential learning opportunities to practice global engagement.
  • Revisit the process for Global Perspectives designation in the undergraduate curriculum and explore Global Perspectives designation for graduate courses.
  • Establish a Global Perspectives working group to foster continued conversation about how curricular and co-curricular interventions can promote global leadership.
  • Design professional development opportunities for students, both undergraduate and graduate, that prepare students to be globally oriented leaders in their professions.
  • Train faculty and staff in other modes of infusing global awareness and engagement, e.g., Collaborative Online International Learning (COIL); domestic and international short term travel experiences, and other globally-minded practices.
  • Establish programming that emphasizes intercultural competency and globally-focused leadership by leveraging faculty and staff expertise and collaborating with campus stakeholders.
  • Utilize our own global population by creating more opportunities for our community to engage in cross-cultural dialogue.
  • Collaborate with the Jane Nelson Institute for Women’s Leadership to enhance their mission “to provide multiple platforms for women to advance their leadership skills and experience through education, mentoring, and networking.”

Assessment:

Employing an established assessment methodology based on existing measures of global engagement helps create greater consistency and ensures the ability to efficiently assess curricular and co-curricular programming. We have identified three existing widely-vetted measures that TWU could use to conduct assessment:

Other Information

This QEP would draw on existing global initiatives which include but are not limited to:

Read the full proposal!

Learn more about this initiative by reading the full Cultivating Engaged Leaders and Global Citizens proposal.

Page last updated 10:14 AM, August 4, 2022