International Educator - March/April 2016 - 22

University of South Florida
Stresses a "Glocal" Approach
The first goal enunciated in the University of South
Florida's (USF) 2013-2018 strategic plan is to prepare
"well-educated and highly skilled global citizens through
our continuing commitment to student success." Toward
that end, a committee of faculty, administrators, students,
and others spent two years developing a Global Citizens
Project that became the cornerstone of its 2015 reaccreditation Quality Enhancement Plan. USF, which won
a Simon Award in 2013, is a metropolitan research university with 40,000 students, half of whom arrive as transfers.
Only 3 percent to 4 percent study abroad, which makes
globalizing the coursework and experiences on campus
paramount toward achieving the QEP's goals.
Associate Dean of Undergraduate Studies Karla DavisSalazar, who directs the Global Citizens Project, said, "Our
plan is to infuse global learning across as much of the curriculum and cocurriculum as possible so students have
opportunities to have global learning experiences within
and outside the classroom, and it becomes a habit for them
to bring a global perspective to any issues they deal with."
She calls it "glocalization," a term other campuses use, too.
"We are building the project as we fly it," said DavisSalazar, an anthropologist. Davis-Salazar said it will start
by revising "a substantial portion of our general education
courses to have a global perspective" in the first two years
of study. The next step will be inviting departments to
infuse global learning outcomes into two courses required
for their majors and to expand opportunities for study
abroad, undergraduate research, and service learning.
The broad-based, 30-member committee that developed the QEP convened faculty focus groups and canvassed
student affairs, housing and residential life, and others that
shape campus life to determine which global learning outcomes mattered most. They settled on three primary ones:
global awareness, responsibility, and participation.
The university created a Global Citizenship Award
that comes with a $2,500 study abroad scholarship that
students can earn through coursework, attending global
events on campus, and undertaking 90 hours of community service or research. It is awarding 45 scholarships this
year and expects to boost that number to 70 or more by
2020. To be eligible, students must declare their intent,
attend a workshop, and join one of the many organiza22  

INTERNATIONAL EDUCATOR M A R + A P R .16

tions on campus with a global focus. Davis-Salazar's office
tracks their activity. While students could complete the
requirements in as little as two semesters, "we're hoping
they spread it out longer so they are really thinking about
their global citizenship." The committee that developed
the project decided against a certificate program that
would have required students to take extra courses; in
Florida, students are charged higher tuition if they take
more than 126 credit hours.
"There was a strong sense on campus that we were
already doing global," Davis-Salazar said. "We didn't create
anything new except the award. We're trying to work as
much as possible with what we had so that students become aware in a more meaningful, direct, and intentional
way" of the existing global courses and activities.
When the Global Citizenship Award was announced,
Davis-Salazar was surprised by how many faculty "came
to me and said, 'My course is perfect for this.'" The project offers incentives to faculty and departments, including
stipends and course releases, to develop new courses and
global pathways for students to follow in their majors.

A New Strategic Plan
for Indiana University
Many other institutions, large and small, are wrestling
with how to deepen students' grasp of global issues, instill
a sense of how interdependent people are across borders
and cultures, and empower them with the desire and ability to do something to help solve global problems.
Indiana University (IU), an already thoroughly international institution, made becoming an even more global
university one of the topmost priorities in a Bicentennial
Strategic Plan adopted in December 2014. More than 75
languages are taught at IU's flagship campus in Bloomington, which has Title VI National Resource Centers that
span the globe. (IU was in the first group of Simon Award
winners in 2003). The new strategic plan aims to "create
a range of international experiences for all IU students,
such as study abroad, internships, and other opportunities to engage with other persons and issues from other
countries and cultures."
Hilary Kahn, director of the Center for the Study of
Global Change and assistant dean for strategic collaborations in the School of Global and International Studies,
said, "It's the first time at the campus level where we have
a clear, definitive call for internationalization of the curriculum and (promoting) more pervasive, global facility
for our students and faculty." The center was created 25
years ago primarily to support young scholars' interdisciplinary work. "Our mission has changed as international

PHOTO CREDIT

and Csoman will be working with the four professors "to
implement faculty training that will assist us in developing a common framework for short-term program abroad
assessment."



Table of Contents for the Digital Edition of International Educator - March/April 2016

Contents
International Educator - March/April 2016 - Cover1
International Educator - March/April 2016 - Cover2
International Educator - March/April 2016 - Contents
International Educator - March/April 2016 - 2
International Educator - March/April 2016 - 3
International Educator - March/April 2016 - 4
International Educator - March/April 2016 - 5
International Educator - March/April 2016 - 6
International Educator - March/April 2016 - 7
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International Educator - March/April 2016 - 55
International Educator - March/April 2016 - 56
International Educator - March/April 2016 - Cover3
International Educator - March/April 2016 - Cover4
International Educator - March/April 2016 - FCover1
International Educator - March/April 2016 - FCover2
International Educator - March/April 2016 - F1
International Educator - March/April 2016 - F2
International Educator - March/April 2016 - F3
International Educator - March/April 2016 - F4
International Educator - March/April 2016 - F5
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International Educator - March/April 2016 - F17
International Educator - March/April 2016 - F18
International Educator - March/April 2016 - F19
International Educator - March/April 2016 - F20
International Educator - March/April 2016 - FCover3
International Educator - March/April 2016 - FCover4
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