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Global Citizenship 2020: A Plan for Comprehensive Internationalization at TCU

EXECUTIVE SUMMARY

Global Citizenship 2020 is a five-year Quality Enhancement Plan to transform life and learning at Texas Christian University by infusing international perspectives and skills throughout the teaching, research, and service missions. For TCU, located in the epicenter of internationalization of both commerce and population growth in Texas, global citizenship is an institutional imperative rather than an exercise in enhanced civics. The challenge TCU faces is strikingly similar to one identified in 2004 in the governor’s study for the state of Texas: “Ultimately, the only way to sustain a competitive advantage is to upgrade it.”

This QEP would elevate TCU’s national profile by building a first-rate comprehensive global education program based on three over-arching, guiding objectives that ultimately drive student outcomes:

1) To provide systematic, integrative, measurable support for TCU’s mission, by focusing on its institutional outcome to educate ethical leaders and responsible citizens in the global community.

2) To provide a strategic upgrade within the university for its pursuit of Vision in Action cardinal principles - to recruit and retain outstanding faculty and staff, to design a strong and vibrant learning community, to align and integrate university programming and resources more effectively, all by addressing intensively the fourth cardinal principle: to accelerate TCU's connections with the greater community: Fort Worth, Texas, the nation and the world.

3) To provide crucial support for the Chancellor’s and Trustees’ vision to be a world-class, values-centered university by fortifying the teacher-scholar model, and to offer a nexus of internationalized support for TCU’s targeted initiatives in Harris College of Nursing & Health Sciences, Neely School of Business, TCU Energy Institute, and John V. Roach Honors College, as articulated in the Chancellor’s recent vision statement.

Additionally, this QEP will fulfill five learning outcomes: • Achieve global citizenship in preparing to work and live in a global community. • Evaluate global issues within personal, social, disciplinary, and interdisciplinary realms. • Establish a global network that facilitates future leadership, research and/or professional

experience. • Engage with public pedagogies of internationalism in a local/campus community through

curricular and co-curricular venues. • Develop a comprehensive understanding of global issues facing developing countries.

This 5-year $2.6 million initiative will make optimal use of facilities and staff, providing a central nexus in real space and cyberspace, for a sustained comprehensive global citizenship effort designed according to best practices in international education. TCU will elevate its national profile by building a leading-edge program that benefits each member of the TCU family - undergraduates, graduate students, faculty, staff, and alumni - by instilling global citizenship in their respective spheres. Utilizing existing opportunities blended with 11 new initiatives, undergraduates will be required to submit e-portfolios related to Global Citizenship in order to graduate. Graduate students, staff, faculty and alumni may also choose Pathways to Global Citizenship in order to earn a Certificate in Global Citizenship.

Global Citizenship 2020, a plan for comprehensive internationalization, will commence in the fall semester of 2013 and will primarily be administered by the Center for International Studies: TCU Abroad, TCU International Services, and TCU Intensive English Program. The Center for International Studies will conduct ongoing assessment, initially using three measurement tools: Global Competencies Inventory (GCI), the Intercultural Effectiveness Scale (IES), and the Intercultural Development Inventory (IDI).

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Global Citizenship 2020: A Quality Enhancement Plan for TCU

Increasingly, the business of universities is as much across as it is within borders, and not just in the free flow of ideas, but in the global flow of students and scholars who generate them. -- John K. Hudzik, Vice President for Global Engagement and Strategic Projects, Michigan State University.

Identification of Topic

To pursue excellence in higher education has always necessitated a somewhat internationalized ethos in teaching, research, and service. Distinguished, world-class universities honor universal human inquiry, which historically has never restricted itself to mere geographic borders of human devising. Teacher-scholars function very much like diplomats with portfolio in the world at large, and like diplomats, their brief is to determine the course of the future. Educating students to be true citizens of the world embodies everything that TCU aspires to be, for it assures that our graduates can make sense of and prosper in a world marked by diversity in every realm. When we embrace this purpose we become living emblems of what it means to transcend boundaries in our thinking, our aspirations and our reach.

In its pursuit of excellence, Texas Christian University has conceived its mission thus: to educate ethical leaders and responsible citizens in the global community, and has envisioned its future thus: to be a world-class, values-centered university. TCU has chosen to be known in the world, and to include the concerns of the world in its values. TCU’s philosophical commitment to an international ethos is manifest in the mission statements of its many schools and colleges, and in its strong commitments to study abroad, to teaching languages, to including students from some 90 countries as valuable members of its student body.

At the end of the first decade of the 21st century, the students, faculty, staff, alumni, and

trustees of TCU share a unique identity unmatched by any other institution of higher learning in America, given where in Texas they live and when in history they live. When the rest of the U.S. experienced diminished resources and expectations as it weathered an economic recession, Fort Worth achieved national status as the “fastest-growing city in the U.S.” While Dallas grew only .08 % and Austin grew 20% in this first decade, Fort Worth grew by 38.6%, Tarrant County by 25.1%. Both city and county are situated amid the epicenters of several key Texas “clusters” of industry and economic development identified in a 2004 assessment mandated by the Texas Legislature that projected increasing internationalization in key “clusters” such as aerospace and defense technologies, advanced technologies and manufacturing, energy, information and computer technology, biotechnology and life sciences, and petroleum refining and chemical products. The Metroplex ranks highest in Texas in concentrations of “core employment” in each of these sectors; the Texas leaders empaneled by the governor emphasized a projected need for increased international competencies in 4 of these. For example, 77% of the impaneled experts in the “energy” sector cited the need to attract and retain qualified scientists and engineers within Texas, at the same time citing a need to internationalize, to follow shifting markets overseas: “Traditional large US energy firms will increasingly abandon the domestic exploration and production market in search of opportunities abroad. . . Growth in demand will be strongest in developing countries.” Ironically, as the local economy thrives, some TCU graduates may face a saturated local job market.

While TCU has traditionally included global awareness in all endeavors, history has

nonetheless brought the world to the threshold of TCU in two ways. First, TCU functions in an

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increasingly internationalized local sphere, as children of first-generation immigrants enroll, as U.S. companies globalize within the Metroplex, and as jobs and entire markets shift overseas. Secondly, technological advances have redefined “local” in areas as diverse as individual entrepreneurship and international security. Whether a nurse who seeks international certification, an art history major who wishes to intern at Sotheby’s, or a supply-side specialist who must navigate a global distribution system, the TCU graduate of the future must meet increased expectations of international competence. Whether an energy specialist whose Texas employer relocates to Dubai, or a new teacher in a kindergarten class in which English is a second language, the TCU graduate enters a globally shifting arena in which excellence and leadership will be assigned to the informed. TCU professors seeking research funding encounter an increased focus on internationalized programming, but the good news is, they are now often U.S.-based. Professors encounter an increasingly cosmopolitan student body, whether in the classroom or in online instruction with students located across borders, or in helping students fulfill emerging international competence criteria in the fields they seek to enter. Political science or journalism professors may now put students in direct conversation with citizens whose free speech is limited; ranch management or nursing professors may now seek to provide students with field experiences abroad to give them a competitive edge upon graduation. Though its challenges are clear, TCU’s promise, its potential to be a world-class university, has never been more manifest than it is at the present historical moment.

At present among TCU’s colleges, there is wide variance in levels of international

awareness, expertise, experience, staffing, and resources. We have no central formalized mechanism to ensure and optimize collaboration between TCU’s current players in the international arena. Nor is there a central mechanism to increase those numbers, to encourage faculty to explore internationalized initiatives in teaching, individual research, collaborative research, or consortia with other institutions or to encourage staff to pursue global initiatives related to their work. In an era when foundations such as Rockefeller or Ford increasingly fund U.S.-based programming conducted abroad, TCU has the potential to reach a higher tier of excellence and position itself competitively with other institutions. Whether the metrics for assessment originate within the qualitative “soft diplomacy” side of the liberal arts and creative sectors, or the quantitative “hard diplomacy” side of commerce and the sciences, the imperative for heightened institutional commitment to international and cultural competencies is clear. TCU shares the position of the state of Texas as articulated in the 2004 governor’s study; for TCU as well as for Texas, “Ultimately, the only way to sustain a competitive advantage is to upgrade it.”

Therefore, for TCU to fulfill its mission and shape its future, we must commit to

systematic international opportunity, awareness, and expertise for all our constituents. To ensure a position of ethical leadership for all students means we must prepare them for a future in which national borders are rapidly becoming less relevant, in which international awareness and cultural competencies are rapidly becoming the norm. To recruit and retain the best students, faculty and staff, we must offer them means by which they may teach, learn, research, serve, and live as world citizens. Comprehensive internationalization is the key to creating vibrant learning communities, to ensure outstanding teaching, high-quality research, exceptional creative activity, and distinctive curricular, co-curricular and residential programs. To accelerate TCU's connections with its “greater community” is to acknowledge that that community is now the world at large. To formalize institutional commitment to comprehensive internationalization is to pursue integrative learning at its highest purpose.

For TCU, the local mandate in Texas and in the U.S. is clear: commitment to a comprehensive plan to ensure that international education is not just a luxury but a necessity, not just an exercise in conventional liberal arts altruism but a measurable set of outcomes

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across all colleges, departments, disciplines, programs, offices, and services. In short, TCU’s mandate is to provide enhanced, comprehensive means for “global citizenship.”

Global citizenship is a term that has emerged in the past decade as perhaps the most

accurate descriptor of the new obligation that universities now face. Global citizenship, in its various permutations across disciplines, is the best-practice model to educate ethical leaders and responsible citizens in the global community. The common denominators in global citizenship are:

• a voluntary, rational choice rather than an accident of birth • cultivation of principled decision-making • full participation in the social and political life of one’s community. • cultural empathy and intercultural competence • self-awareness as well as awareness of others

Global Citizenship 2020 would elevate TCU’s national profile by applying best-practice

methodology to building a first-rate comprehensive global education program based on three over-arching, guiding objectives that would ultimately drive student outcomes:

1. To provide systematic, integrative, measurable support for TCU’s mission, by focusing on its institutional outcome to educate ethical leaders and responsible citizens in the global community.

2. To provide a strategic upgrade within the university for its pursuit of Vision in Action cardinal principles --to recruit and retain outstanding faculty and staff, to design a strong and vibrant learning community, to align and integrate university programming and resources more effectively, all by addressing intensively the fourth cardinal principle: to accelerate TCU's connections with the greater community: Fort Worth, Texas, the nation and the world.

3. To provide crucial support for the Chancellor’s and Trustees’ vision to be a world-class, values-centered university by fortifying the teacher-scholar model, and to offer a nexus of internationalized support for TCU’s targeted initiatives in Harris College of Nursing & Health Sciences, Neely School of Business, TCU Energy Institute, and John V. Roach Honors College, as articulated in the Chancellor’s recent vision statement.

Additionally, this QEP will address particular student outcomes: • Achieve global citizenship in preparing to work and live in a global community. • Evaluate global issues within personal, social, disciplinary, and interdisciplinary

realms. • Establish a global network that facilitates future leadership, research and/or

professional experience. • Engage with public pedagogies of internationalism in a local/campus community

through curricular and co-curricular venues. • Develop a comprehensive understanding of global issues facing developing

countries. This 5-year $ 2.6 million initiative will make optimal use of facilities and staff, providing a central nexus in real space and cyberspace for a sustained comprehensive global citizenship effort designed according to best practices in international education. TCU will elevate its national profile by building a leading-edge program that benefits each member of the TCU family --undergraduates, graduate students, faculty, staff, and alumni - by implementing global citizenship in their respective spheres. This QEP will implement Four Pathways to Global Citizenship consisting of 11 initiatives (Figure 1, page 7). The beauty of the design of the pathways is that the various initiatives are able to rotate among themselves creating a flexible and customized approached to global citizenship. Additionally, existing TCU initiatives such as

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Conversation Partners, study abroad, VISA Corps, and Certificate in International Studies may also fulfill the pathways to Global Citizenship. As indicated in Table 2 (page19), the first year of this QEP will be utilized to design rubrics for undergraduates, graduate students, staff, faculty and alumni that meet the needs of their specific sphere.

TCU’s Graduating Senior Survey (2006 – 2009) supports the critical need for enhancing

global citizenship at TCU. The Graduating Senior Survey (2006-2009) reported that only 28% of TCU students participate in study abroad (also supported by the results from the TCU Alumni Survey of 2005-2008). The survey also substantiated that white females are more likely to study abroad than men or any other ethnic groups. Furthermore, the TCU Alumni Survey of 2005-2008 revealed that while graduates viewed “knowledge of trends and opportunities that impact the global community” as important, male graduates placed significantly higher importance on global understanding than women. The results also indicated disparate importance amongst colleges and schools with the Neeley School of Business viewing global community as most important followed by science and engineering and liberal arts.

Assessment results from the National Survey of Student Engagement (NSSE) in 2010

also support a call for this QEP: • 16% of first year TCU students participate in community-based learning while

54% never took part in such activities • By their senior year, only 23% of TCU students collaborated with faculty on

research • An average of 44% of TCU students reported an active and collaborative learning

environment • 46% of TCU students reported enriching educational experiences (study abroad,

independent study, serious conversations with students of different race or ethnicity than their own, campus environment encouraging interaction with others different from themselves, etc.).

• 68% reported a supportive campus environment which includes interactions with faculty and staff

The picture that emerges from these surveys is one of inconsistency. Colleges and schools appear to deliver differing messages with regard to global understanding. Disparities among genders and ethnic groups point to an uneven message, as well. Furthermore, the NSSE Survey leads one to believe that a sustained collaborative exchange among faculty and students at TCU could greatly enhance the entire educational experience.

The bonus of Global Citizenship 2020 is that it captures 100% of the TCU undergraduate

student body and is open to each member of the TCU community (graduate students, staff, faculty, alumni and community). Global Citizenship Initiatives (GCI’s) at the heart of this QEP include real-space or virtual community-based learning (TCU Global Academy, Virtual Voyage, and Global Innovators) coupled with undergraduate research components (TCU Global Academy, Local-Global Community, and World Programming Grants), thereby creating a vibrant learning community where all constituents may participate and achieve global citizenship as evidenced by a meaningful credential that validates a comprehensive effort in all spheres. Global Citizenship 2020 is at the very core of TCU’s mission—to educate individuals to think and act as ethical leaders and responsible citizens to the global community. The unique and compelling aspect of the TCU mission is that it is applicable to ALL students, faculty, staff, and alumni (to educate the individual). Therefore, global citizenship becomes the very ethos of who we are—how we learn, live, work, and communicate with each other, our community,

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nation and the world. This QEP is inclusive to all and strengthens connections with our international alumni, local communities and world. This QEP outlines four pathways for constituents to consider and/or accomplish on their journey toward global citizenship. The 4 Pathways to Global Citizenship 2020 include:

1. Ethical Interconnected Impact 2. Informed and Leading Edge Inquiry 3. Interculturally Competent Impact 4. Global Community Engagement

Pathway I focuses upon TCU’s institutional priority of knowledge and ability to act as an

ethical leader, whereas Pathway II emphasizes knowledge and ability to act as a learner informed by the liberal arts. Pathway III places focus on engaging with other perspectives and cultures and interconnectedness with society, culture and individual identity, and Pathway IV is designed to enrich the TCU experience by emphasizing ethical participation in the global community. The overarching philosophy driving Global Citizenship 2020 is the institutional priority of knowledge and ability to act as a responsible citizen.

Whereas Figure 1 (page 7) illustrates the framework for Global Citizenship 2020, Figure 2

(page 8) - TCU Cardinal Principles and Stakeholders - presents the stakeholders affected by this QEP and the relationship to TCU’s four Cardinal Principles most impacted by Global Citizenship 2020:

Cardinal Principle 1. Recruit and retain outstanding students, faculty and staff who can thrive intellectually, personally and professionally at TCU.

o Enhance the quality of the undergraduate student academic experience. o Strengthen graduate programming. o Develop a strong and safe campus community. o Be the workplace of choice.

Cardinal Principle 2. Design a vibrant, strong and brave learning community that is characterized by outstanding teaching, high-quality research, exceptional creative activity, and distinctive curricular, co-curricular and residential programs.

o Improve integration and communication between curricular and co-curricular programs and services.

o Support exceptional research and creative activity. Cardinal Principle 3. Enhance TCU’s learning community by providing outstanding facilities and appropriate technology. Cardinal Principle 4. Accelerate TCU's connections with the greater community: Fort Worth, Texas, the nation and the world.

o Enhance opportunities that support TCU's connections with the world at large through teaching, research, creative activities and service.

o Embrace the changing demography of the region, state and nation to contribute to responsible global citizenship.

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FIGURE 1: PATHWAYS TO GLOBAL CITIZENSHIP 2020 Note: Initiatives are flexible and rotate amongst various pathways resulting in a flexible and customized approach for various stakeholders to achieve global citizenship.

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FIGURE 2: TCU CARDINAL PRINCIPLES AND STAKEHOLDERS Note: Initiatives are flexible and rotate amongst various pathways resulting in a flexible and customized approach for various stakeholders and the fulfillment of TCU Cardinal Principles.

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Global Citizenship and Student Learning Outcomes The purpose of Global Citizenship 2020 is to integrate two broad aspects of internationalism—bringing the world to TCU (international students, visiting scholars, global innovators, etc.) with sending TCU students out into the world (study abroad). Curricular and co-curricular initiatives that strengthen connections between all spheres of the TCU community are also essential. The ultimate goal is a strategic approach to comprehensive internationalization that transforms TCU and positions us to be a world-class leader in the nation.

In order to achieve Global Citizenship for all students, staff and faculty by 2020, a series of pathways have been designed for flexibility and customization including various levels of achievement at each level. All TCU undergraduate students will be required to engage in a sustained international experience throughout their time at TCU in order to identify global problems, discuss potential solutions, and apply insights gained to their major, community and the world. Examples of existing activities that might be utilized for Global Citizenship vary in scale and scope from attending lectures given by renowned international speakers at TCU to participating in Conversation Partners, TCU Global Academy and/or study abroad. Within the four proposed pathways, rubrics will be defined including opportunities for all TCU faculty, staff, graduate students, alumni and community who desire a unique credential for personal and professional growth. The purpose of Global Citizenship is to ensure that all undergraduates fulfill the TCU mission and to reinforce that global citizenship is a sustained and ever-evolving experience. Because Global Citizenship is designed to provide meaningful experiences for each TCU undergraduate student throughout their years on campus, the result should foster a world-view from varying perspectives. Besides undergraduate students, all stakeholders are encouraged to achieve global citizenship thereby TCU fulfills its mission and shapes its future by providing a systematic path to international perspective and expertise for all constituents. The following glossary of Global Citizenship Initiatives (GCI’s) provides clarity and demonstrates relationships to the following five learning outcomes:

• Achieve global citizenship in preparing to work and live in a global community. • Evaluate global issues within personal, social, disciplinary, and interdisciplinary

realms. • Establish a global network that facilitates future leadership, research and/or

professional experience. • Engage with public pedagogies of internationalism in a local/campus community

through curricular and co-curricular venues. • Develop a comprehensive understanding of global issues facing developing

countries. Glossary of Global Citizenship Initiatives (CGI’s)

1. Virtual Voyage: Virtual programs and projects will be designed and implemented for high-risk areas, bringing together TCU’s institutional resources (human, information, research) with those of the world in order to tackle problems and projects in real-time using the latest research, digital technology, social media and other tools available, and allowing new parts of the world to sit at the educational table.

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Rationale: TCU’s responsibility to its staff and students means we cannot ignore risks while doing global work; however, much of the world’s populations, problems and potential lie in regions currently inaccessible because of a limited degree of safety. Virtual Programs will link TCU with students, faculty, staff, NGO’s and political entities to consider problems and solutions in a focus-group/classroom atmosphere. Through innovative use of technologies already existing at TCU and the expectation of involvement by the institution, colleges, departments and programs, we can link to the planet and bring TCU students in contact with hotspots and forgotten places on a daily basis. Applications include financial development, distance learning cooperatives, educational support in the field, and intense real-life collaborations with students and universities that are not currently on anyone’s educational map because of regional instability. Virtual Programs represents a compelling form of ethical leadership in the global community.

2. TCU International Commons: In order to better link curricular with co-curricular

learning, this QEP will include various models for establishing the TCU International Commons. The intent of the International Commons is to bridge curricular with co-curricular in such a way that internationalism becomes ubiquitous at TCU. Physical as well as symbolic measures will be taken to foster internationalism in a genuine way. One example is an open-air pavilion where the TCU community can gather for international events. The TCU Interior Design students conducted a design charette to explore options for the International Commons. Appendix C illustrates the open air pavilion along with global sculptures and flags that will be placed outside various TCU buildings. International Commons offers numerous opportunities for named gifts.

Rationale: Comprehensive internationalism bridges all aspects of globalism into a collective transformational culture. Internationalism should be the very heart of how we think, live, and interact with each other. Institutions across the U.S. are working towards comprehensive internationalism and to not follow this initiative means TCU will be left behind. The result of comprehensive internationalism means that in 5 to 10 years, we can honestly say, “TCU has 10,000 global students at TCU of which 2,000 are from countries other than the U.S.” The International Commons becomes the very heart of what we do, how we think, act, and live.

3. Global Citizenship Residential Living Environment: The purpose of this initiative is

to establish a vibrant residential living environment for students who are dedicated to learning and living global citizenship. Three new residence halls are scheduled to be constructed in the next two years and Colby Hall is also scheduled for major renovation. The current Director of Residential Services, Housing and Residential Life, Craig Allen, is very interested in dedicating a portion (or all) of a residence hall to Global Citizenship.

Rationale: This means of bridging curricular and co-curricular living is a national effort and quickly becoming a distinctive trademark for institutions of higher learning. A residence hall dedicated to Global Citizenship will create a vibrant living community with vetting through academic affairs over time would evolve into a bridge between curricular and co-curricular activities.

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4. TCU Global Academy: The TCU Global Academy is designed to explore a global issue in an interdisciplinary context in a location of the world where the issue of paramount importance. The TCU Global Academy must be 1) interdisciplinary by involving faculty, students and community leaders from cross disciplines, 2) based on a global theme that is relevant (sustainability, economics, etc.) and 3) located in an area of the world where the issue is most paramount. Interaction with the local community, students, faculty, and community leaders is also a required component of the Global Academy. Courses associated with the Academy have been approved and focus upon interdisciplinary learning, integrative learning, application through undergraduate research, and proposing creative solutions to the global issue studied. This QEP will investigate the structure and resources required to offer the TCU Global Academy during a fall and/or spring term. Colleges and schools across TCU will be invited to submit proposals with regard to the themes and locations for the TCU Global Academy.

Rationale: The TCU Global Academy is an authentic way of bringing down the silos that prevent meaningful interdisciplinary, creative, and engaging exploration of global issues. Imagine schools/colleges from across campus coming together to create a semester-program that bridges faculty, students, and community leaders from across disciplines to study a global issue. The 3 courses associated with the Academy 1) prepares students for the topic of study, 2) offers a four week intensive, interdisciplinary study abroad experience, and 3) concludes with a capstone course where students present their work at the Undergraduate Research and Creative Activity Festival.

5. Global Innovator’s Program: This proposal is designed to bring a number of

recognized global innovators from developing countries to TCU’s campus each semester. These innovators will come from areas of the world that are fairly inaccessible to TCU because of State Department warning that inhibit travel. They will speak, lecture and have face-time with students across disciplines, thereby developing a comprehensive understanding of global issues facing their countries. To ensure continued and meaningful connections, Global Innovators, in collaboration with TCU faculty, will receive grants to continue important work between TCU and developing countries. Global Innovators will be selected by their relationship to proposed regions or projects currently being operated through Global Citizenship 2020.

Rationale: This proposal addresses issues of engagement with students, program visibility and media opportunities, strategic plan implementation in host regions, and campus-wide impact. Leaders will be chosen based on commitment to Global Citizenship Initiatives’ goals, public recognition and engagement. The enriching aspect of Global Innovator’s Program is the availability of grants between the innovator and TCU faculty to ensure continued research, creative activity and work on specific projects that include students and staff.

6. Visiting Scholar Program: The U.S. Department of State offers grants to bring

qualified and recognized world faculty to institutions of higher learning. These scholars, by nature of global politics, are unable to engage in academically-free environments.

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Visiting Scholars cross disciplines from the Sciences and Humanities to Women’s Studies and Fine Arts, and are already vetted by the US Dept. of State for consideration. Additionally, the Department of State also covers 50% of the salary.

Rationale: This program, already in use by leading universities, allows the institution to engage with scholars without being expected to host them permanently (visits may continue for two years). These scholars tend to be highly motivated to participate in globally-designed programs and bring an amazing level of expertise. Many are world-recognized scholars whose research and publications have brought the scorn of religious and political groups within their own countries. Engaging them not only transforms the classroom, but also is a public example of TCU’s commitment to a global ethic.

7. World Programming Grants: A pool of grants would be offered to students, staff and

faculty to globalize a program, class or event. A TCU committee would establish criteria for the awards, including impact, creative design and access, ensuring that awards towards those programs that impact large groups in significant ways.

Rationale: Comprehensive internationalization embraces participation by all spheres in globalizing an institution. Therefore, World Programming Grants provide opportunities for TCU staff, students and faculty to globalize a particular program or event in an innovative way. The program/event could fulfill one of the pathways to Global Citizenship, build stronger connections with the local community, or provide more global opportunities for TCU staff.

8. All Abroad: This program would provide funded opportunities for TCU staff to go

abroad. Initial Emphasis would be placed upon staff in positions not traditionally connected to “global” institutional strategies (i.e., Registrar, Campus Life, Financial Services, Human Resources, Campus Police, etc.). Eventually, All Abroad could be expanded to include faculty who are not traditionally connected to international travel.

Rationale: Comprehensive institutional strategy embraces all members of a community and includes shared opportunities across various spheres (staff, faculty & students). The impact of introducing non-traditional groups to “intentional” global programs not only further facilitates the QEP, but also provides an institutional “quantum” shift in TCU’s ability to embrace, think and provide meaningful and positive global experiences.

9. Local-Global Leaders: The metroplex is rich with foundations, businesses,

organizations, NGO’s and non-profits functioning at the global level, both sending out leaders and bringing them to DFW for strategic planning. This program integrates meaningful international experiences into the TCU experience by working with individuals and local communities who offer rich global perspectives and opportunities.

Rationale: Local-Global is designed to build TCU’s connections with the DFW community and the world. TCU has much to offer local-global communities, from language training to environmental expertise to political access, solutions and facilities. In the other direction, these groups are practicing the ideals TCU seeks to instill in our campus community, and with some intentional design, this

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program has not only academic and student-based opportunities, but clear developmental ones as well.

10. International Advisory Council. In order to create a nexus for a global community, this

QEP will investigate the best structure to recognize and coordinate various global efforts in order to support and foster the goals of this proposal. In addition to a full-time coordinator of the QEP, existing mechanisms of structure need to be further enhanced. An international council consisting of both elected and appointed positions and representation from all stakeholders (Figure 2, page 8) will serve as an advisory board to TCU on issues related to international education.

Rationale: Best practices in international education as defined by The Forum on Education Abroad and University Leadership Council state that a form of governance is required at the institutional level in order to prepare students to live and work in an interconnected world. As previously noted, institutions of higher learning are moving toward a comprehensive strategy for internationalization—TCU must follow this lead in order to be a world-class institution and to be considered a “player” in higher education.

11. Global International Alumni project: By organizing and involving international and ex-

patriot alumni more fully into the TCU post-graduation experience, the QEP benefits from a group of TCU alums that have long felt “outside” the traditional loop. Often these alumni are also located within the families and communities of “spheres of influence” outside the USA and are able to provide amazing opportunities and expertise to TCU.

Rationale: Currently international alums represent our most amazing and yet untapped resource for expertise, engagement, political access and global opportunities for our current students, faculty and staff. Their involvement in our QEP not only bolsters the design, but assures its success as a program regardless of the final institutional outcome.

Structure

Global Citizenship 2020 creates a central nexus of collaboration which brings together existing units whose primary mission is global education. This collaborate structure results in the essential element of comprehensive internationalization, since global education must be embraced by institutional leadership, governance faculty, student and all academic service and support units. In order to achieve the goals and learning objectives of Global Citizenship 2020, the Center for International Studies: TCU Abroad, International Services, and the Intensive English Program will implement this QEP with the assistance of a new full-time position—the Coordinator of Global Citizenship 2020. Inherent to this proposal is the collaboration with other units that must be considered in developing the various global citizenship initiatives (GCI’s). The International Advisory Council (GCI’s Glossary #10) combines faculty, staff, students, local and global alumni, and community leaders in an advisory capacity to TCU’s comprehensive internationalization efforts. The TCU Staff Assembly and Faculty Senate will also be critical to the development of GCI’s and representatives from these organizations will also serve on the advisory council. A grant writer position is also proposed in this QEP to ensure Global Citizenship 2020 sustains itself beyond 5 years (2017).

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GLOBAL CITIZENSHIP 2020: STRUCTURE

Coordinator of QEP Reports to:

Center for International Studies: TCU Abroad

International Services

Intensive English Program

International Advisory Council TCU Faculty, Staff, Students

Representatives from Staff Assembly and Faculty Senate Local and Global Alumni and Community Leaders

Other Important Human Resources: Future Global Leaders (Graduate Student Assistantships)

VISA Corps (student ambassadors of internationalism) Grant Writer for External Funding

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Global Citizenship Initiatives (GCI’s) Build Connections Another unique feature of Global Citizenship 2020 is the inherent connections that

evolve through the various GCI’s. The Table that follows - The Impact of Connections - illustrates how the various proposed pathways build connections and strengthen relationships between stakeholders and existing constituents.

TABLE 1: GLOBAL CITIZENSHIP 2020: THE IMPACT OF CONNECTIONS

PATHWAY I ETHICAL INTERCONNECTED IMPACT Virtual Voyage Technological commons to bring the world to TCU. Open to all faculty, staff and

students. Virtual Voyage could be programming for Staff Assembly, Multicultural Greek Council, Residential Hall Programs, academic programs such as Asian, Women’s, British Studies, Environmental, or Language studies. Virtual Voyage as a means of undergraduate research, honors projects and international community involvement.

International Commons Visual icons and informative spaces throughout campus, fostering global citizenship via meaningful and spontaneous conversations on global topics between students, staff and faculty, as well as full participation in all Pathway opportunities.

Global Citizenship Living Residential living environment for any TCU student invested in Global Citizenship. Stronger relationships between curricular & co-curricular programs.

PATHWAY II INFORMED AND LEADING EDGE INQUIRY TCU Global Academy Interdisciplinary semester program which includes study abroad (4 weeks) utilizing

faculty, students and community leaders from across schools and colleges to investigate global issues in locations across the world. Opportunities for community leaders, Board of Trustees, and staff to be an integral part.

Global Innovators TCU grants to selected Global Innovators (recognized leaders in their country working on global issues) to enhance TCU’s relationships within the world community via mutually defined global projects with faculty. Could include former TCU students living/working abroad. Lectures and face-time with students, faculty and staff.

Visiting Scholars Shared funding with U.S. Department of State funds (50% of expenses) to bring scholars from developing world to TCU particularly from countries where TCU cannot travel (state department warnings) and yet issues are of paramount importance. Academic programs such as Women Studies, Religion, International Politics, Health Care and Energy would benefit from these scholars.

PATHWAY III INTERCULTURALLY COMPETENT IMPACT World Programming Grants

Grants of $3000 to $5000 open to all students, staff and faculty to globalize a program, a university activity, or a course. For example, students could utilize World Programming Grants as for their undergraduate research or honors project. The Multicultural Greek Council could promote multiculturalism. Staff Assembly could utilize these grants to develop a global program. Faculty could internationalize their courses through World Programming Grants.

All Abroad A formal staff development program to select staff applicants for learning abroad, to parallel current programs for students and faculty. All Abroad is designed to send select staff to a global location thereby building a stronger sense of community and opportunity for discussion and staff initiatives that furthers TCU comprehensive internationalization effort.

PATHWAY IV GLOBAL COMMUNITY ENGAGEMENT Local – Global Community

Funding program that will formalize TCU’s relationship with the Metroplex’s “locally global” community leaders via speakers series, programming, as well as provide resource networks for faculty and students in the local culturally rich community of Fort Worth.

International Advisory Council

Advisory board for governance committee, on global topics and research and funding trends. Council members will be TCU faculty, students, staff, and alumni, both elected and appointed. Community leaders, both local and international (including Global Innovators) will also sit on the International Advisory Council.

Global Alumni Project A formalized global network of TCU’s international alumni who are now located out of the country. Global Alumni Project strengthens our connection with the world community. Global Alumni could serve as members of the International Council, Global Innovators Project, the TCU Global Academy and Virtual Voyage—all building connections between the various QEP pathways and TCU’s own global citizens.

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Literature Review and Best Practices

American universities have always been somewhat internationalized, but at the end of the 20th century, they witnessed a seismic shift in what analysts deemed “best practice” methodology for internationalized education; indeed, a consensus emerged among advisory groups such as the University Leadership Council, the American Association of Colleges and Universities, the American Council on Education, and NAFSA, the national association of international educators: universities now need a more systematic plan for what they identify as the coming “Global Century.” Based on the findings of a Mellon-funded survey, AAC&U’s Shared Futures report identified a “disconnect” in the academy between its rhetoric of global awareness in institutional mission statements and its actual practices. The traditional “ad hoc” means by which institutions labored to meet emergent global concerns had become fragmented, relegated to various “add-ons” or mission-specific silos that often function independently of each other, or worse, in competition with each other for limited resources, such as such as advanced language study, international relations or study abroad. To complicate matters, the degree to which individual students are likely to acquire adequate global citizenship at a U.S. university had become too often contingent upon the personal initiatives of individual faculty, departments, or administrators rather than on any orchestrated, sustained institutional commitment: “while some students were studying complex global questions as part of their majors, the vast majority were not” (Schneider, 2011).

By 2007, 48% of employers surveyed by AAC&U deemed current levels of global competence “poor” in recent graduates; 71% articulated a desire for “intercultural competence” in their new hires. In 2011, AAC&U reiterated the implications of over ten years of accrued evidence:

• the likelihood of all students receiving adequate global education is diminished because opportunities vary widely between institutions and within institutions; global competence outcomes for all students cannot be realized in the absence of sustained institutional commitment.

• Study Abroad or other “add-on” programs cannot shoulder the entire institutional burden alone for adequate international global competence student outcomes.

• one of the least expensive commitments to global education is via faculty commitment within the classroom.

• undergraduate students respond quite well to integrative internationalized instruction that promotes civic and global social responsibility and problem-solving outside the classroom.

Out of these findings grew an increasingly common consensus about the need for

systematic “comprehensive internationalization” in higher education, endorsed and funded by top leadership and “helmed” by faculty, “in which internationalization ultimately pervades the institution, affecting a broad spectrum of people, policies and programs as well as institutional culture . . . a highly visible, strategic approach that seeks to affect all aspects of an institution” (AAC&U, 2011).

In 2009 the University Leadership Council set forth best practices for comprehensive internationalization, recommending that universities “hardwire” global citizenship into all facets of functioning: administration, staffing, course and degree requirements, as well as assessment. Best practices for faculty that could align with institutional outcomes are: outcomes-focused

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international travel funding, explicit global tenure and promotion guidelines, peer-to-peer cross-disciplinary course re-design, and global virtual team teaching via technology. Best practices to ensure optimal student benefits are: global certification within majors, flexible upper division course requirements, signature global core courses, and alternative foreign language instruction. Not only can “global citizenship” be defined flexibly within institutions, it can be measured and assessed meaningfully, if all schools and departments are required to develop discipline-specific, measureable global outcomes.

The American Council on Education emphasizes the transformational aspects of comprehensive internationalization. Olsen, Green, and Hill (2006) mapped out procedures by which universities could best plan and implement comprehensive changes in interactions among faculty, staff, and students, in the institutions’ public image and the language they use to describe and market themselves, in rationales for funding and programming, and in new relationships with stakeholders at home and abroad. Eighty-five percent of doctorate-granting institutions have appointed administrators for internationalization programs; the recommended governance model is “coordination, not control: (Hill & Green, 2008; p. 19).

Another navigational guide for universities seeking to provide global citizenship is NAFSA’s Comprehensive Internationalization: From Concept to Action, (2011) authored by John Hudzik. The NAFSA guidelines provide a comprehensive, systematic, and sustained plan for insuring that every member of a university community has an equal shot at global citizenship. Success is dependent upon clear, committed leadership and consistent messaging “at the top” that serves establish the scope and scale of the university’s unique internationalized identity and keep it in alignment with the school’s mission, goals, and outcomes, which are the “prerequisites.” Designed to bridge the disconnect between higher education’s rhetoric about global awareness and its measurable outcomes in this area, this guide articulates the growing consensus about global citizenship: “It is an institutional imperative, not just a desirable possibility” (p. 6)

As for the variance between disciplines in defining “global citizenship,” a political scientist, Hans Schattell, documented two divergent “overarching” camps in public discourse concerning the need for comprehensive internationalized higher education (2006). Schattell’s was the first meta-analysis of the use of the term “global citizenship” in public discourse outside the academy, based on a database compiled over five years from public statements and interviews with 150 individuals. Schattel noted convergence, undeniable agreement, on the necessity of “global citizenship,” evident in discourse of two disparate groups: a “civic republican discourse” emphasizing “awareness, responsibility, participation and cross-cultural empathy,” but also a “libertarian discourse” emphasizing international mobility, competence, and competitiveness. The civic republican, says Schattel, perceives global citizenship as “engagement that can be domestic and cross-cultural as well as international and political” (p. 1). To describe the libertarian global citizen, Schattel cited Christopher Lasch’s “new elites” whose “tourist's view of the world” is more likely to foster venture capitalism than to foster democracy. These “competing understandings” are managed in a binary way on university campuses, often without systematic, sustained effort to reconcile the two.

While teacher-scholars in the traditional liberal arts disciplines felt vindicated by this new exigency for global citizenship, proponents of the “business model” found new but similar justifications for comprehensive internationalization. Johanson and Vahle (2010) noted a very important paradigm shift in the conventional “local” business model, and in assessing the viability of entrepreneurial organizations, the criteria for failure had changed, “from liability of foreignness to liability of outsidership.” In other words, foreigners are the new insiders; organizations which don’t globalize become the new outsiders. Groups which proactively fit

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themselves into the “knowledge corridors” of global relationships remain viable in their relevant networks. Those that do not, assume the burden of being the new “outsiders.”

This analysis of the behavior of entrepreneurial organizations has implications for higher education in 2012:

• if administrators apply the “business model” to higher education, they must likewise apply the concomitant “best practice” of that discipline: internationalize, or suffer the “liability of outsidership.”

• graduates who lack global citizenship will face a similar “liability of outsidership” when they seek to work, not only within entrepreneurial networks, but in increasingly internationalized local communities in the U.S. and abroad.

• the extent to which an organization fosters global citizenship as multiple overlapping internationalized “knowledge corridors” of instruction, research, and service determines its ability to attract and retain the best and brightest faculty and students, and its ability to come to the common table of advanced research and funding.

Global citizenship tends to unite rather than divide. Global citizenship implies various

outcomes across various disciplines, but it holds the potential to unite widely divergent opinions. Perhaps one of the most poignant and compelling observations has come from Madeleine Green, who noted the unifying potential of global citizenship initiatives when she applied Schattel’s work on global citizenship to its pragmatics at the university level: “the concept of global citizenship creates conceptual and practical connections rather than cleavages” (2010; p. 3). When an institution of higher education commits to global citizenship, it seeks to insure that global education is voluntary rational choice, not an accident of birth; to foster in students self-awareness and awareness of others; to impart cultural empathy and intercultural competence; to cultivate principled decision-making so that students may participate fully in the social and political life of their communities --which now are global. Altinay (2010) defined “global citizenship” by what it is not, identifying “minefields” of misunderstanding that must be addressed. Global citizenship is neither a movement to federate the world by stealth, nor a movement of radical cosmopolitanism. It is not fodder for doomsayers, nor an attempt to consolidate power for an elite few. It is, says Altinay, a means to provide a “moral compass” for students. Actions to be Implemented The following table - Pathways to Global Citizenship - provides detailed information as to the actions to be implemented. Of the eleven Global Citizenship Initiatives (GCI’s), six are defined as transformational, meaning they are existing initiatives that will be further enhanced following the definition and philosophy of comprehensive internationalization. Five of the eleven GCI’s are considered comprehensive, meaning they are new initiatives imperative to comprehensive internationalization. Additionally, there are several campus-wide international programs such as Honors and TCU Frog Camp, Frost Foundation Lectureship for Global Issues, study abroad, and Conversation Partners (to name a few) that will be integrated into the various pathways for TCU students and stakeholders to approach global citizenship. All transformational and comprehensive initiatives will be in place by 2017 with the full breadth and depth of Global Citizenship being launched to the TCU Class of 2020 in the year 2016.

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TABLE II: PATHWAYS TO GLOBAL CITIZENSHIP 2020 TCU COMMUNITY OF STUDENTS, STAFF, & FACULTY ARE GLOBAL CITIZENS BY 2020

INCREMENTAL STEPS TO REALIZING COMPREHENSIVE INTERNATIONALIZATION

A commitment, confirmed through action, to infuse international and comparative perspectives throughout the teaching, research, and service missions of higher education. PATHWAYS OBJECTIVE TIME TO

IMPLEMENT FY 2013 FY2014 FY2015 FY2016 FY2017

QEP OUTCOME: GLOBAL CITIZENSHIP FOR ALL STUDENTS, STAFF, & FACULTY BY 2020

(Comprehensive)

To develop sustained international experiences in order to identify global problems, discuss potential solutions and apply insights gained into their major or work, community and the world.

3 years (2016) Define goals for all undergraduates to earn Global Citizenship designation upon graduation. Provide Global Citizenship designation also for faculty, staff and alumni. Pathways I – IV and existing campus-wide programs may fulfill Global Citizenship. Define levels of certificate based on scope and scale. Establish rubrics for Global Citizenship for the different spheres (undergraduates, graduates, faculty, staff, and alumni).

Present Global Citizenship to various constituencies for approval including curriculum committees. Develop incremental implementation plan including assessment of learning outcomes.

Fall 2015—Test launch Global Citizenship utilizing VISA Corps students and QEP committee to test logistics. Summer 2016 evaluate logistics and make any changes and or improvements.

Global Citizenship launched fall 2016 to class of 2020 = GLOBAL

CITIZENSHIP 2020.

Global Citizenship Implemented to Class of 2021 becoming a

trademark of education at TCU.

LEGEND

Comprehensive—a new initiative imperative to comprehensive internationalization. Transformational—an existing initiative that will be further enhanced.

Global Citizenship becomes a distinguishable trademark for TCU thereby raising TCU’s national profile. FY 2016--Plan for formal assessment in 2020 to

measure outcomes of Global Citizenship for students, staff, and faculty. Continue to annually analyze program and make necessary changes.

Pathway I: Ethical Interconnected Inquiry & Responsibility • Virtual Voyage—utilizing technology to bring international scholars

to TCU (Transformational)

• International Commons—visual international icons on campus.

(Comprehensive) • Global Citizenship Residential Living Environment—new hall

dedicated to citizenship. Plans and funding complete. (Transformational)

To use web technologies and social media innovatively to connect TCU with universities and organizations in risk-identified locations, giving faculty, staff and students opportunities to engage on a continuing basis.

2 years (2014)

Identify projects with good educational, leadership and possible development opportunities. Link potential projects with faculty, staff and institutional orgs with related interest. Research potential partnerships.

Enhance social media locations throughout campus with webcams. Implement assessment of Virtual Voyage through oral interviews and surveys.

Virtual Voyage Becomes Highly Utilized Tool for Global Citizenship. Assessment of Impact of Virtual Voyage in 2020.

To implement visual icons representing the global community and fostering spontaneous interaction and communication.

5 years (2017) Design Round Tables of students, International Council, faculty, staff, and students. Plan conceptual designs and approve.

Design drawing and planning. Establishment of construction standards. External funding explored for 2016 – 2018.

Install two global icons on campus. Post occupancy evaluation to occur spring, 2016. Funding obtained for future global icons.

Obtain funding for 2017. Third global icon installed on campus. Post occupancy evaluation. Obtain funding for FY 2018.

Construct fourth and fifth global icons on campus. Conduct assessment. Determine future plans for 2020 & beyond.

To create a vibrant residential environment for students dedicated to global citizenship.

3 years (2016) Study nation-wide initiatives in residential living environments. Plan various initiatives that will occur within Global Citizenship Living Environment. Vet initiatives through appropriate venues including academic affairs.

Announce openings in Global Citizenship Hall available for Class of 2018.

Announce openings in Global Citizenship Hall available for Class of 2019.

Announce openings in Global Citizenship Hall available for Class of 2020. First Assessment of global citizenship from residents. Analysis results

Implement any changes. Announce openings in Global Citizenship Hall available for Class of 2021. Plan longitudinal study of Class of 2020 to assess global citizenship outcomes.

Pathway II: Informed and Leading Edge Inquiry • TCU Global Academy—interdisciplinary semester program.

(Transformational) • Global Innovators Program—bringing global innovators to campus.

(Transformational) • Visiting Scholars—U.S. Dept. of State Grants. (Comprehensive)

To realize the TCU Global Academy to foster a meaningful, interdisciplinary analysis of a global issue.

3 years (2016) Finalize framework for Academy. Expand the nine hours of coursework already vetted. Plan structural & implementation strategies for Fall 2015. Call for TCU Global Academy disseminated Spring 2014.

Announce TCU Global Academy for Fall 2015. Plan Academy, including on-site planning in global location. Finalize assessment strategies. Announce Call for 2016.

Fall 2015—Implement inaugural TCU Global Academy. Conduct assessment spring 2016. Adjust GCIs for Fall 2016. Call for 2017 announced.

TCU Global Academy becomes a transformational, interdisciplinary study abroad experience that breaks down silos and integrates faculty, students, and community leaders (both from TCU and in-country) in discussing global issues.

To accelerate bringing global innovators to campus for campus-wide and classroom discussions and inquiry on global issues. TCU faculty receive grants to work with global leaders thereby building global connections.

3 years (2016) Define themes and potential speakers for next five academic years. Existing lecturers series such as Green chairs and Frost Foundation could be part of this initiative. Faculty write proposal for global innovator including grants to build academic connections.

Implement first Global Innovators Program for fall 2014, spring 2015. Graduate student completes logistics, marketing and promotion activities. Assessment in spring 2015.

Implement Global Innovators Program on an academic year basis. Becomes an integral part of Global Citizenship program and TCU community. Fosters connection through funding grants between TCU faculty and global innovators. Global Innovators Program can support college/schools/department academic agendas as well as other important initiatives such as Common Reading, One Book, service and community outreach programs.

To bring the world to TCU by inviting world scholars from developing countries and/or locations where TCU community cannot travel (Middle East, Haiti, etc.).

1 year (2014) Apply for U.S. Department of State funds (50% of cost)to bring visiting scholars to U.S. institutions. Policies and procedures for visiting scholars determined. Estimated 1 to 2 scholars per year.

Bring first Visiting Scholar(s) to TCU for campus-wide lecture as well as direct work with smaller communities of students. Faculty and staff will be integrated into the visit.

Visiting Scholars becomes an integral mode of operation at TCU. Bringing the world to TCU can be an effective way to enhance the TCU’s community’s knowledge and understanding of issues facing developing countries and/or countries where travel is not permitted. These countries represent some of the most challenging global issues thereby offering meaningful learning experiences.

Pathway III: Interculturally Competent Impact • World Programming Grants—for students, staff, and faculty to

globalize curricular/co-curricular programs. (Comprehensive) • All Abroad—sending TCU staff abroad. (Comprehensive)

To globalize curricular/co-curricular programs via $3,000-$5,000 grants for students, staff, and faculty.

2 years (2013) Develop policies and call for World Programming Grants. Establish review committee. First Call spring 2014.

Award first recipients of World Programming Grants. Issue second call for grants spring 2015.

Assess 2014 World Programming Grants. Issue third call for grants spring 2016.

World Programming grants become an integral component of comprehensive internationalization. The annual cycle of grants results in globalization of curricular/co-curricular.

To send staff abroad to globalize the TCU community beyond faculty and students.

2 years (2015) Formalize policies and requirements for sending staff abroad. Define global citizenship criteria for staff.

Announce first call for All Abroad; select spring 2015 recipients.

All Abroad becomes an integral part of personnel management as TCU sends staff abroad on a regular cycle thereby infusing international and comparative perspectives into the core of TCU’s philosophy and mission. Comprehensive internationalization requires global perspectives of all members of the community.

Pathway IV: Global Community Engagement • Local-Global Community—utilizing local cultures for international

experiences (Transformational)

• International Advisory Council-governance is integral part of

comprehensive internationalization (Comprehensive)

• Global International Alumni Project—connecting with TCU Alumni

from across the globe. (Comprehensive)

To integrate meaningful international experiences into the TCU experience by working with local communities who offer enriching global perspectives and opportunities.

2 years (2015) Determine policies and logistics for Local-Global Community Program. International Services currently supports this program without significant financial assistance or marketing. Initiate marketing plan and integrate as a mechanism to achieve global citizenship.

Raise awareness of Local-Global Community program across campus and utilize throughout various schools and colleges to globalize the curriculum.

Assess Local-Global Community Program.

Local-Global Community Program becomes a valuable resource for TCU community to enhance global understanding and perspectives from our own local community.

To formalize a council consisting of TCU faculty, staff, students, international alumni and community leaders to advise on comprehensive globalization.

1 year (2014) Survey various models of governance to determine composition and operational procedures for International Advisory Council.

Formalize International Advisory Council for FY 2015.

The International Advisory Council becomes an important resource for comprehensive internationalization. The Council provides guidance on all issues related to international education.

To build a strong connection between TCU community and alumni living and/or working abroad to strengthen TCU connections to the world.

2 years (2015) Survey methods to effectively draw upon alumni as valuable resources for 1) international education, and 2) enhancing TCU’s connections with the world.

Implement mechanism to connect with international alumni. Build data base. Assess feasibility of using TCU Global Academy to interact with international alumni.

TCU alumni working/living abroad become an integral resource for TCU’s comprehensive internationalization. Alumni serve on International Council. Strengthen TCU’s connection to the world.

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General Timeline

Resources

Appendix A provides a detailed budget for Global Citizenship 2020. Each initiative is presented over the years 2013 – 2017 and the budget corresponds to Table 2, page 19 under Actions to be Implemented.

In order to implement this QEP, a full-time Director will be hired and a program called Future Global Leaders will be instigated in order to integrate graduate students into the comprehensive internationalization effort.

This past academic year, the Center for International Studies: TCU Abroad utilized TCU doctoral students as teaching assistants for its Global Citizenship courses. Graduate students bring fresh ideas and energy to a project such as Global Citizenship 2020 and benefit from being assigned specific responsibility in addition to their coursework as they prepare for their careers. Global Citizenship 2020 initiatives such as Global Innovators, Local-Global Community, and TCU Global Academy will require logistical support which could become a component of a graduate student’s responsibilities. Existing programs such as study abroad fairs, celebrations and banquets are natural assignments for graduate students thereby relieving existing staff to assume other responsibilities. Major benefits for Future Global Leaders include financial support through stipends and opportunities for graduate students to align their assistantships to their own research, including international travel. TCU would be fostering future global leaders by providing valuable experience in international education for future members of the higher education community

Another feature of this proposal is the integration of a grant-writer into the budget. As Global Citizenship 2020 matures and becomes an integral aspect of TCU, the grant writer would be expected to be aggressive in seeking external funding that further enhances and accelerates the various initiatives.

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Assessment

In order to measure the effectiveness of Global Citizenship 2020, various assessment methodologies will be analyzed to determine the best measures for the learning outcomes of this QEP. According to Green (2012) there are over 30 assessment tools for global citizenship and intercultural learning. The initial planning years of Global Citizenship 2020 will investigate the best assessment tool(s) for the rubrics designed and vetted through academic affairs. Three specific measurement tools will be initially studied: Global Competencies Inventory (GCI), the Intercultural Effectiveness Scale (IES), and the Intercultural Development Inventory (IDI). As the outcomes become more refined, we will need to specifically address how to measure the applied and reflective learning outcomes of the learning modules and activities (University Leadership Council, 2009). TCU experts in international education and assessment will be utilized to develop rich and effective assessment methods specific to international studies. FolioTek, an extensive e-portfolio tool, will be utilized by students to document the various means of achieving Global Citizenship.

Two levels of assessment will need to be conducted. First, we will need to assess the

effectiveness of the overall project. How are we meeting the goals of Global Citizenship 2020? Secondly, we will need to evaluate each of the specific Global Citizenship Initiatives (GCI’s) in terms of how they fulfill applied and reflective learning. In addition to formal assessment measures, the learning outcomes can also be measured through pre- and post-surveys and qualitative methods. Measuring number of participants in the various GCI’s is another form of assessment.

Current assessment methodologies utilized by the Center for International Studies focus on qualitative measures such as required essays, story-telling and visual documentation through a photo contest, and responses to questions focused upon students’ enhancement of world views and cultural immersions (the qualitative methods are currently being tested with all students studying abroad this spring and fall 2012). FolioTek will be an effective means for students to document fulfilling the global citizenship initiatives. Qualitative measures could also be utilized by graduate students, faculty, staff, alumni and community leaders who desire to earn global citizenship recognition.

Other qualitative measures that will be explored for assessing this QEP are the Reflective Model of Intercultural Competence (Williams, 2009) which encourages students to reflect on and contextualize their experience, and Examine your LENS (Williams, 2009), a visual, experiential, and memorable technique of four steps to understand cultural differences and intercultural interactions. These steps are grounded in experiential learning theory and utilize the skills, attitudes, and perspectives needed for intercultural competence. By implementing these four steps, individuals can recognize biases and appreciate a different perspective, as well as actively engage with various cultures. The Reflective Model of Intercultural Competence and “LENS” could be adapted to differing elements of international experiences besides study abroad, where it is currently utilized.

Furthermore, the Association of American Colleges and Universities developed value rubrics that may provide enriching means of assessing intercultural knowledge, inquiry and analysis, creative thinking, teamwork, and other learning strategies (AACU, 2009). The value rubrics are extensive and developed by experts. Although further analysis is required, the AACU value rubrics may provide an effective and enriching means of assessment. Beliefs, Events, and Values Inventory (BEVI) is another standardized approach for measuring variables such as sociocultural openness and global engagement.

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References Altinay H. (2010) The case for global civics. Brookings Institute. Global Economy and

Development series. American Council on Education. (2011). Why an essay about internationalization for chief academic officers (CAOs)? Adapted from Green, M. & Olson, C. (2003) Internationalizing the campus: a user’s guide. Washington, DC: American Council on

Education. Green, M. F. 2005. Internationalization of U.S. higher education: A student perspective. Washington, D.C.: American Council on Education. Green, M. F. Dao L.; & Burris. (2008). Mapping internationalization on U.S. campuses. Washington, D.C.: American Council on Education. Green M.F. (2012). Global citizenship: what are we talking about and why does it matter? Trends & Insights for International Education Leaders. National Association FSA,

Retrieved from…. Hill, B. & Peterson, P. (Feb. 19, 2012). Strategic leadership for campus internationalization,

a workshop presented at the 2012 AIEA Annual Conference, Washington, D.C. Retrieved November 29, 2011 from http://www.aieaworld.org/events/2012-pre-conference-workshops.html

Hovland, K. (2006). Shared futures: Global learning and liberal education. American Association of Universities and Colleges. Hudzik, J. (2011). Comprehensive internationalization: From concept to action.

Washington, D.C.: NAFSA. Johanson, J. Vahlne, J-E. (2009). The Uppsala internationalization process model revisited: from liability of foreignness to liability of outsidership. Journal of International Business Studies 40(9): 1411-1431 Olson, C. L.; Green, M. F.; & Hill, B. A. (2006). A handbook for advancing comprehensive internationalization. Global learning for all: The third in a series of working papers on internationalizing higher education in the United States. American Council on Education. Williams, T. R. (2009). The reflective model of intercultural competency: a multidimensional, qualitative approach to study abroad assessment. Frontiers: The Interdisciplinary Journal of Study Abroad, 18, 289 – 306. Schweizer, R. (2010). Internationalization as an entrepreneurial process. Journal of International Entrepreneurship. doi: 10.10007/s10843-010-0064-8 Schattel, H. (2006).Global citizenship in public discourse. Article 6. Reason and Respect. 2(1)

Retrieved from http://docs.rwu.edu/cgi/viewcontent.cgi?article=1047&context=rr Schneider, C ( 2011 ) Deepening the connections: Liberal education and global learning. President’s Message. From 1818 R Street NW. American Association of Colleges and

Universities. University Leadership Council. (2009). Global learning in the undergraduate curriculum: preparing students to live and work in an interconnected world. The Advisory Board Company, Washington D.C.

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APPENDIX A: 5 YEAR BUDGET

APPENDIX B: QEP COMMITTEE

QEP Committee Members: Giridhar Akkaraju: Giridhar Akkaraju is Associate Professor in Biology at TCU. He was raised in Mumbai, India, receiving his Bachelor of Science in Biochemistry in 1985. He came to the US in 1986, pursuing graduate studies in Molecular Genetics and Biochemistry and receiving a PhD from the University of Pittsburgh School of Medicine in 1997. His current research focuses on Hepatitis C virus, specifically studying the mechanism by which it persists in the body and causes liver cancer. In his spare time he travels, and has travelled around the world twice and visited twenty countries on five continents. Liz Branch: Born and raised in Latin America, Branch experienced the importance of culture integration into the decision-making process of international programming. A seasoned traveler, she has led large groups of students through Mexico, Puerto Rico, Cuba, Italy, Nicaragua, and the United States. She works closely with universities in rural Nicaragua to secure scholarships for Nicaraguan students living in underprivileged communities. Mrs. Branch received her B.A. in Mexico’s Universidad Motolinia and master’s degree from TCU. Currently she is the Assistant Director of TCU International Services. Manochehr Dorraj: Manochehr Dorraj has been teaching courses in International and comparative politics since 1984. He is the co-founder of TCU Summer study abroad program in Budapest, Prague, Vienna and serves on TCU HMVV core curriculum committee for global and cultural awareness. He is the author, editor or co-editor of 6 books and more than 50 referred journal articles and books, and his work has been translated into ten languages. He is the recipient of the Georgetown University's Center for the International and Regional Studies research fellowship in Qatar for the year 2012-2013. James English: James English received his B.A. from the College of William & Mary and is currently conducting graduate research at TCU on the history of the U.S. oil industry in the Middle East. Prior to joining TCU International Services, Mr. English worked in the private sector for twenty years, initially in international sales and most recently as a Director of Contract Administration. He has travelled extensively throughout the world and currently volunteers his time in support of Haiti’s Secretary of State for the Integration of People with Disabilities.

Kurk Gayle: Kurk Gayle has been directing the ESL Learning programs and classes at TCU since 1995. A true Horned Frog (Ph.D. English 2008), Kurk is also a linguist and a polygot, who learned Vietnamese in Vietnam and Indonesian in Indonesia and studied five other languages as a university student in the USA. He loves working with TCU English language learners and their instructors, and was an early innovator in the use of computer technology and distance/language learning. Germán Gutiérrez: Germán Gutiérrez is Director of Orchestras, Professor of Orchestral Studies and Director of the Latin American Music Center at TCU. He is a frequent guest conductor of professional orchestras in the Americas, Caribbean, Europe, Asia, South Africa and Oceania. For twelve consecutive years he has been the conductor of the Dallas Symphony’s Hispanic Festival. Gutiérrez received BA in Music from Colombia’s Tolima Conservatory, master’s degree from Illinois State University and a doctoral degree from the University of Northern Colorado. At TCU Gutiérrez has received the Dean's Teaching Award, Dean's Award for Research and Creative Activity, and Chancellor's Award for Distinguished Research and Creative Activity. Hanan Hammad: Hanan Hammad teaches history of the Middle East at TCU. Her academic and professional trajectory is a direct product of global education in three continents. Born and raised in Egypt, she studied journalism in Cairo University and the American University in D.C., worked as a journalist in Egyptian, Kuwaiti and American publications and won awards including Alfred Friendly Press Fellowship. She earned her Ph.D in history at Texas University- Austin where she won four Foreign Language and Area Studies fellowships and the Houtan Foundation Scholarship for Iranian Studies, among other awards. She also won the Fulbright-Hays research in 2006/7 and spent the 2010/2011 at ZMO, Germany, as the EUME fellow of Wissenschaftskolleg zu Berlin. Andy Haskett: Andy Haskett has taught television and film production at TCU for more than two decades. He regularly teaches study-abroad summer semesters in the UK or Australia and has assisted with on-site orientation of TCU students at the University of Westminster. His own journey in global literacy began as a youngster when his father's work took him and the family for years at a time to Iran, the Sudan, and later Hong Kong and Australia. His "pre academic" careers were in radio broadcasting and as a military historian for the USAF. His is married to journalist Mercedes Olivera. They have two adult children. Fran Huckaby: M. Francyne Huckaby is Associate Professor of Curriculum Studies at Texas Christian University. Her scholarly and pedagogical work is concerned with creating openings and spaces for anti-oppressive discourses and practices. As a Peace Corps volunteer in Papua New Guinea, Fran facilitated the development of the first primary schools in six Highland villages, using this experience to create TCU’s first study abroad program in Papau New Guinea. Fran is also co-chair of the European Teacher Education Network - Urban Education group. Jane Kucko: Jane Kucko serves as Director for the Center for International Studies: TCU Abroad where she oversees the development of international opportunities for students and faculty. Jane established a model for international distance learning between five North American institutions in Canada, the US and Mexico and has overseen the growth of international initiatives at TCU in her role as Director since that

time. She is faculty in Interior Design and a member of IDEC, serving in various leadership roles including President in 2007-08. Jane has served on the Commission of the Council for Interior Design Accreditation, and her leadership and professional roles led her to becoming an IDEC fellow in 2002. Laura Meade: Laura M. Meade, Ph.D. is a professor of supply chain practice in Neely School of Business at TCU. Over the past 8 years she has actively participated in global initiatives including teaching a global supply chain course, participating in interdisciplinary exploratory trip to Brazil and leading the Study Abroad trip in China. Her research interests include supplier selection, global business and sustainability. Bonnie Melhart: Bonnie Melhart is the Associate Provost for Academic Affairs and Dean of University Programs. As a faculty member and as Associate Dean of College of Science and Engineering, Dr. Melhart brings a breadth of knowledge on graduate studies, research, and grants. As Associate Provost she oversees Graduate Studies, serves as Chair of Graduate Council, and coordinates Financial Aid for graduate students. As Dean of University Programs, Dr. Melhart oversees Intensive Language and the Center for International Studies and represents the University in building and maintaining institutional presence within the international community locally and abroad. Darren Middleton: A native of Great Britain, Darren Middleton is Professor of Religion in TCU's Department of Religion where, for the past 15 years, he has taught courses on history, religion and culture in Africa and the Caribbean. He is assistant director of TCU Study Abroad to Ghana, West Africa and former chair of the International Student Committee looking at culture in the classroom and at TCU. Larry Peters: Larry Peters is Professor of Management & Leadership Development in the Neeley School of Business. In his 27 years at TCU, he has been honored for his teaching and research on multiple occasions. He consults with several multi-national companies, and his consulting has taken him to seven countries around the globe. Cynthia Shearer: Cynthia Shearer is an Assistant Director of the W.L. Adams Center for Writing, and the author of two novels. Her 2005 novel The Celestial Jukebox is frequently cited by Southern literature scholars as an example of "global Southern" literature, and is mentioned in the Cambridge Companion to American Literature After 1945. John Singleton: John Singleton is Director of International Services, working in areas of immigration law and intercultural programs within and outside the United States. He has served on committees and held various leadership positions in international affairs, including the Chisolm Chapter of the International Red Cross, Centro Cultural de Las Americas, DFW International and NAFSA. He has a Bachelor’s in Journalism with a concentration in Political Science and a Master’s in Education from the University of Georgia, relying on this experience to build programs with educational initiatives, focusing on issues of educational access.

Susan Weeks: Susan Weeks is the Associate Dean for External Affairs, Harris College at TCU. She is the Director of Center for Evidence Based Practice and Research: A Collaborating Center of the Joanna Briggs Institute. Susan has a B.S.N. (William Jewell College), an M.S. (Texas Woman's Univ), 1986 and a D.N.P. (Texas Christian Univ), 2009. Susan has been instrumental in establishing, encouraging and promoting education abroad with the Harris College Nursing program and at TCU. Special Acknowledgements

Craig Allen Julie Ballantyne Alexis Branaman Susan Layne Greg Mansur Tracy Williams

Student & Alumni Roundtables:

Tom Calvert-Rosenberger Sofia De Diego Adriel Long Sandhya Espitia Klein Inseop Jeong Rahwa Neguse Claudia Vaz

Sophomore Interior Design Class Amy Roehl (Faculty) Alllie Balling Andrea Becerra Catherine Brown Christina Castillo Michelle Goulet Kim Bryson-Hinkley Christina Montecalvo Melissa Nix Meredith Reese Lainey Thorne Rachel Yeselson Video Interviews

Komla Aggor Adam Blue Michaela Bradshaw Alexis Branaman Liz Branch Bianca Castro Side Dlamini Manochehr Dorraj James English

David Frick Kurk Gayle Jeff Geider Brian Glenn—TCU Alumni James Gleaton—TCU Alumni Andrea Harmon Andy Haskett Dorenda Kessler Jane Kucko Srijan Lacoul Slah Mbarek Dr. David McRay Laura Meade Mark Muller Natalie Salinas Jarrett Shaffer John Singleton Kelly Turner David Whillock Tracy Williams Soloman Yisa

APPENDIX C: INTERNATIONAL COMMONS

APPENDIX C: INTERNATIONAL COMMONS

In order to better link curricular with co-curricular learning, this QEP will include various models for establishing the TCU International Commons. The intent of the International Commons is to bridge curricular with co-curricular in such a way that internationalism becomes ubiquitous at TCU (see Image I). Physical as well as symbolic measures will be taken to foster internationalism in a genuine way. For example, an open-air pavilion (potential named gift) where the TCU community can gather for spontaneous conversations creates a visible symbol of internationalization at TCU (see Image II and III). Coffees, lunches with international themes, and informal gatherings between international and TCU students, faculty, and staff can take place in the pavilion. The pavilion could become a “standard” and repeated in different areas of campus. The TCU Interior Design students conducted a design charette to explore options for the open air pavilion along with global sculptures and flags that will be placed outside various TCU buildings. Image IV illustrates global sculptures that could be commissioned (named gifts) and placed outside each campus venue (or building) where global education and events occur. Furthermore, international flags that remind the TCU community distances to various countries in the world will be placed across campus reinforcing comprehensive internationalization. International Commons means more than physical space—for example Global Citizenship Initiative (GCI) Virtual Voyage brings a common global ground to academic classrooms that can also be utilized for the TCU community and co-curricular events resulting in International Commons.

IMAGE I: INTERNATIONAL COMMONS

INTERNATIONAL PAVILION LOCATED BETWEEN JARVIS AND REED HALLS POTENTIAL NAMED GIFT

IMAGE II: THE PLAN

IMAGE III: INTERNATIONAL PAVILION—LOCATED BETWEEN REED & JARVIS HALLS

IMAGE IV: INTERNATIONAL GLOBE SCULPTURES AND FLAGS

Note: The designs were generated by TCU Interior Design I Students (see Appendix B: QEP Committee) and illustrated by TCU faculty member Julie Ballantyne.