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To study and write a report on how well 'the organization promotes a life of ... 'A mon avis' dit Sarah ... Les questions began the discussion ... – PowerPoint PPT presentation

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Title: P1246990921ZoSDk


1
The NCA Traffic Jam Session
2
  • The Subcommittee on CELEBRATING the Acquisition,
    Discovery, and Application of Knowledge
  • Life of Learning
  • North Central AssociationCriterion 4d

3
The Criterion 4d Road Warriors
  • George Bennett
  • Randy Brooks
  • Steve Fiol
  • Michael Koluch
  • Brian Posler
  • Sarah Shupenus
  • Debbie Slayton
  • Rene Verry
  • Ed Walker
  • David Womack
  • Jacque Wrigley

4
The Charge of the Criterion 4d Life of
Learning Subcommittee
  • To study and write a report on how well the
    organization promotes a life of learning for its
    faculty, administration, staff, and students by
    fostering and supporting inquiry, creativity,
    practice, and social responsibility in ways
    consistent with its mission.

5
The Focus of the Criterion 4d Life of
Learning Sub-Committee
  • To document and consider how well we
  • Celebrate, facilitate, and encourage a life of
    learning.
  • Recognize accomplishments, publications,
    engagement in intellectual inquiry, professional
    academic performances, and related activities at
    Millikin University.

6
A mon avis dit Sarah ...
  • Les questions began the discussion
  • Les questions helped to define the scope
  • Les questions helped to clarify the evidence
    needed
  • Les questions and evidence are guiding the
    narrative
  • Cest vrai! Les questions sont tres, tres, tres
    important!

La Tour Eiffel
7
Questions ObjectivesObjectives
Evidence Evidence
Narrative
8
Question 1
  • How do we operationally define a life of
    learning in a responsible manner?

9
Objective to be met by Question 1
  • Define Millikin Universitys operational
    definition of what is meant by the statement The
    organization provides support to ensure that
    faculty students, and staff acquire, discover,
    and apply knowledge responsibly.

10
Question 2
  • How do we demonstrate that alife of learning in
    a responsible manner is congruent with the
    mission of the University?

11
Objective to be met by Question 2
  • Demonstrate why the realization of the
    operational definition is important to/congruent
    with the mission of Millikin University.

12
Question 3
  • What are the best ways to paint a written
    portrait of exemplars of a life of learning in a
    responsible manner on Millikins campus?

13
Objective to be met by Question 3
  • Paint a written portrait of exemplars of a life
    of learning in a responsible manner on
    Millikins campus.

14
Question 4
  • What evidence exists or should exist to support
    our written portrait of exemplars of a life of
    learning in a responsible manner?

15
Objective to be met by Question 4
  • Provide evidence of how the academic departments,
    divisions, colleges, and schools (in cooperation
    with non-academic areas) promote curricular and
    co-curricular activities that integrate acquired
    knowledge with the practices of discovery and
    application.

16
Question 5
  • What mechanisms are employed to encourage,
    facilitate, recognize, and celebrate a life of
    learning in a responsible manner?

17
Objective to be met by Question 5
  • Describe the mechanisms employed to shape,
    recognize, and celebrate a life of learning in a
    responsible manner.

18
Self-Study Subcommittee Analysis Process
  • Create Study guide questions (Completed)
  • Identify data needs (Completed)
  • Obtain data (Ongoing)
  • Summarize data (Ongoing)
  • Write self-study committee report (First
    draft)
  • Review conduct gap analysis (Spring, 2006)

WE ARE HERE!
19
The NCA Traffic Jam
20
Narrative Evidence Objective 1
  • Millikin University ensures that faculty,
    students and staff acquire, discover, and apply
    knowledge responsibly. This value of acquiring,
    discovering, and applying knowledge responsibly
    is promoted and accomplished through both
    informal and formal mechanisms within the
    University. Formally, this commitment is
    communicated within University documents
    including the Faculty Policies Procedures
    manual, the Millikin University Student Handbook,
    the Millikin University Bulletin. It is
    reflected both informally in the facultys daily
    interactions and formally in the minutes of the
    University Faculty, College, School, and Division
    meetings.
  • In addition, because of Millikin Universitys
    long history of outreach to the community, we
    assert that the efforts of this institution of
    higher education also prepare external audiences
    beyond the immediate University community to
    acquire, to discover, and to apply knowledge
    responsibly. This intentional extension of
    responsibility to audiences beyond the faculty,
    students, and staff is an important facet of the
    role which this University plays within the
    community.
  • We believe that knowledge -- when acquired,
    discovered, and applied responsibly -- will be
    evidenced by
  • on-going inquiry which is encouraged, fostered,
    and supported by the University community
  • creative endeavors exhibited in all disciplines
  • the integration of practice and theory and
  • meaningful and sustained social engagement.
  • Faculty Policies Procedures
  • Millikin University Student Handbook
  • Millikin University Bulletin
  • Informal examples
  • Formal examples

21
Narrative Evidence Objective 2
  • The organization promotes a life of learning for
    its faculty, administration, staff, and students
    by fostering and supporting inquiry, creativity,
    practice, and social responsibility in ways
    consistent with its mission.
  • Millikin University has situated itself very well
    to achieve this criterion. Creation of a life of
    learning, by fostering these named values, lives
    at the very heart of our mission.
  • In 1901, Millikin's founder, James Millikin,
    envisioned a University "where the scientific,
    the practical, and the industrial shall have a
    place of equal importance, side by side, with the
    literary and the classical." His goal for us
    echoes precisely the fourth criterions emphasis
    on inquiry, creativity, and practice.
  • The founder's ideas were new, powerfully simple,
    and distinctively American. They redefined the
    nature of a small, private university the
    programs it would offer and the people it would
    serve.
  • Has Millikin University been able to fulfill the
    promise of education envisioned by our founder?
    The evidence we have collected and analyzed
    allows us to answer in the affirmative.
  • In more recent times, we have defined our mission
    and vision more narrowly.
  • Our Mission to deliver on the promise of
    education.
  • At Millikin, we prepare students for
  • professional success,
  • democratic citizenship in a global environment,
    and
  • a personal life of meaning and value.
  • The underpinning of our mission is the offering
    of an educational experience that integrates the
    traditional liberal arts functions and the
    practical arts of the professions. Our students
    discover and pursue their full potential,
    personally and professionally, to do well and to
    do good. Their discovery is theory and practice
    driven, guided by faculty and staff, within an
    inclusive and broadly accessible learning
    community.
  • Vision to be recognized as a distinctive
    Midwestern university
  • Where theory, practice, and reflection guide our
    curriculum.
  • Where integrated learning, collaborative
    learning, and engaged learning dominate our
    culture.
  • Where students, faculty, staff, and
    administrators are engaged and stimulated.
  • The three prepares in our mission statement are
    ubiquitous on campus, and they guide everything
    we do. We find that because we are so mission
    driven, and because our mission fosters the
    values in Criterion Four, that our modern
    understanding of our mission is a primary reason
    that we are so successful at creating a life of
    learning. Our very focus on preparation
    results in a very forward-looking emphasis on
    creation of a life of learning.
  • For 100 years Millikin students' lives have been
    transformed by practical education like
    internships, volunteerism and service learning.
    100 of our students participate, and through
    these among other ways, our university develops a
    sense of social responsibility.
  • Career Center Success Report
  • Alumni Development Millikin Quarterly
  • Internships
  • Volunteerism
  • Service Learning
  • Student Research

22
Narrative Evidence Objective 3
  • Millikin University promotes a life of learning
    for its faculty, administration, staff, and
    students by fostering and supporting inquiry,
    creativity, practice, and social responsibility
    in ways consistent with its mission. Indeed, the
    university mission gets to the heart of a life of
    learning. In order to deliver on the promise of
    education, we "prepare students for professional
    success, democratic citizenship in a diverse and
    dynamic global environment, and a personal life
    of meaning and value." Inquiry, creativity,
    practice, and social responsibility are essential
    for each of these three "prepares." Successful
    professionals implement what they have learned in
    novel and innovative ways while asking questions
    of themselves and their vocational fields. These
    activities occur within an ethical framework.
    Citizens engage in the work of ordering their
    lives together through governmental, economic,
    religious, and cultural institutions. This work
    requires investigating others' viewpoints and
    arriving at creative compromises through the
    exercise of persuasion and authority within
    accepted legal and moral boundaries. People who
    live lives of meaning and value establish
    priorities and pursue those priorities with
    energy and vigor. Because inquiry, creativity,
    practice, and social responsibility are necessary
    for the fulfillment of the Millikin University
    mission, we can say that the mission is central
    to a life of learning. The ongoing preparation of
    students for lives of learning involves the
    transmission and generation of knowledge. To that
    end, Millikin University ensures that faculty,
    students, and staff acquire, discover, and apply
    knowledge responsibly.
  • Members of the Millikin community often engage in
    activities that integrate inquiry, creativity,
    practice, and social responsibility. For example,
    in 2004 three faculty members from the Department
    of Chemistry and two faculty members from the
    School of Nursing worked together on an
    interdisciplinary project about what chemistry
    topics nursing students need to know and how
    those topics are or should be taught. This
    project resulted in three papers that were
    presented at a major national conference of
    chemical educators. More importantly, the faculty
    members involved discovered common themes among
    various chemistry and nursing courses (see final
    Nyberg report).
  • Many students in the natural sciences perform
    undergraduate research and present their results
    in venues ranging from local seminars to national
    conferences. Research, by definition, involves
    inquiry and practice. It usually also involves
    creativity in the form of designing experiments
    to answer a certain question, differentiate
    between two possible explanations, or to
    circumvent an obstacle. Social responsibility
    operates at two levels the research must be
    conducted in a responsible manner, and the
    research might have an application that achieves
    a desirable social goal. For instance, in
    2004-2005, a senior chemistry student designed a
    straightforward method to analyze how iron in
    baby formula changes upon exposure to air. She
    found that within 24 hours all of the iron is
    converted to a form that the body cannot absorb.
    She also found that vitamin C can prevent such a
    change from taking place (see Shondra Furto
    poster and/or research report).
  • Institutional Review Board Guidelines
  • Undergraduate Research Poster Symposium
  • Interdisciplinary faculty work
  • Student research report
  • Research Poster

23
Narrative Evidence Objective 4
  • Through a combination of fostering inquiry,
    creativity, practice and social responsibility,
    Millikin promoted a life of learning for its
    students. By means of related sets of policies
    and procedures, the University deliverers on the
    promise of education. All these benchmarks are
    anchored around the Millikin Mission that
    prepares our students for professional success,
    democratic citizenship in a global environment,
    and a personal life of meaning and value.
  • The Division of Student Development has the
    primary charge of blending in and out of the
    classroom learning with quality programs and
    services. Below are just a few of the
    initiatives
  • First Week Program
  • Social Norming Campaign
  • TIPS Alcohol Awareness Training
  • Living, Learning Communities in the Residence
    Halls
  • Students serving on university committees (i.e.
    Board of Trustees, Presidents Student Advisory
    Council)
  • Service Learning Program
  • Black History Month (programs and lectures)
  • Students are able to participate in these
    programs from freshman to senior year. Each of
    the above initiatives is anchored by the
    Universitys mission. The best way to
    demonstrate and assess our success is by listing
    a few examples. During the universitys January
    immersion period, twenty Millikin students (along
    with three faculty chaperones) traveled to
    Mississippi for two weeks to assist with relief
    efforts. The students videotaped their
    experiences in a moving documentary. Over two
    hundred faculty, staff, students and parents
    attended to show their support.
  • Another example of students putting the mission
    into action was a collaborative fundraising
    effort by the Greek organizations and the
    Rotaract Club to sponsor a community social event
    designed to raise money for the local American
    Red Cross.
  • In all, Millikin is very proud of the efforts of
    our students to actuate the mission in their
    day-to-day lives. They do this with both aplomb
    and passion.

24
Narrative Evidence Objective 5
  • In our commitment to a life of learning, members
    of the Millikin community regularly engage in a
    variety of activities that integrate inquiry,
    creativity, practice, and responsibility. For
    example,
  • The undergraduate Research Poster Symposium, now
    in its 13th year, annually showcases juried
    (faculty) student scholarship. Bringing together
    seniors, juniors, sophomores and some freshmen in
    the sciences (e.g., biology, chemistry,
    communication, mathematics, physics, political
    science, psychology), humanities (e.g., English,
    Philosophy), and professional schools (e.g.,
    business, education, nursing), the poster
    symposium enables students who have engaged in
    scholarship (B or better) in regular classes,
    independent studies, and internships, and the
    SURF and JMS programs to share their work with
    peer, faculty, staff, trustees, and community
    visitors attending the symposium. Due to the
    generosity of Judith and G. Richard Locke
    (trustees) and the Honor Society of Phi Kappa
    Phi, faculty judges award 1300 in prize money to
    1st, 2nd, and 3rd place posters. These students
    not only provide tangible role models of a life
    of learning, they also illustrate professional
    skills, and exemplify the ideal of knowledge as a
    publicly shared trust available to all. The
    student scholars vividly demonstrate how learning
    enriches our understanding of the world, offers
    remedies for societal problems, and provides us
    with further opportunities to grow.
  • Another example of our commitment to inquiry,
    creativity, practice and social responsibility is
    the Millikin University Human Research
    Participants Review Board (IRB). In compliance
    with federal guidelines (45CFR) and
    discipline-based professional ethics codes (e.g.,
    American Psychological Association), all
    non-exempt research, and some exempt research (at
    researcher request) conducted at the University
    is reviewed by a board comprised of scientists,
    non-scientists, and a non-invested community
    member who are selected to maximize diversity of
    perspective (e.g., age, gender, ethnicity, etc.).
    Students, as well as faculty, submit proposed
    research for ethics compliance review throughout
    the academic year and demonstrate a strong
    commitment to best practices, professionalism,
    and social responsibility.
  • At the departmental level, the Behavioral
    Sciences Research Group on Gender Issues
    promotes a life of learning for faculty and
    students by fostering and supporting inquiry on
    how gender produces benefits and liabilities in
    society, at work, and in personal relationships.
    In collaboration with faculty, students master
    the literature and develop their research skills
    to creatively and responsibly test theory
    predictions. Typically, junior and senior, and
    sometimes outstanding sophomores are included in
    the research group. Students and faculty work
    in collaboration to develop, conduct, and then
    publish the research studies the group
    undertakes. Over the past 6 years of its
    existence, the faculty-student collaborative
    research group has produced high claiber research
    that has been published in peer-reviewed journals
    in psychology.
  • Example of artistic scholarship

25
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