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Distinctive Identity Task Force ReportOur implementation committee work follows the efforts of the Distinctive Identity Task Force created as part of the Strategic Planning Process that occurred during the spring of 2003 through the fall of 2003. This report was submitted to the university planning council in April 2003, and it contains the following sections: Charge Return to Distinctive Idenity Implementation homepage. Charge:To identify what areas or emphases presently do, or in the future could, give SFA a distinctive identity -- an identity which would provide a comparative advantage relative to other institutions of higher education. Team:Lauren Scharff, chair, Psychology Process:What is distinctive about SFASU? Through surveys, open forums, and focus groups, we have heard many suggestions, such as the beautiful campus, faculty who are willing to meet and work individually with students, programs like forestry and education, and the university's small town, residential location. While all of these points are true, they do not encompass our sense of identity as a whole, nor do they give a structure or framework to guide our development or future initiatives. One of the warnings given to us by Marshall Hill of the Texas Coordinating Board was that growth and the development of new programs at universities shouldn't be haphazard. In an effort to better understand people's current impression of SFASU as well as what people believed was important for SFASU, our committee created a survey that was distributed to the groups on and off campus. Responses were collected from SFASU students (92 collected - stratified random selection and 2 classes selected), SFASU faculty (46 returned - stratified random selection), SFASU admissions counselors (4), SFASU staff (58 - stratified random selection), SFASU chairs (24 - all asked), deans and VPs (8 - all asked), Board of Regents (2 - all asked) , high school counselors from the region, across Texas, and near the border in LA and AR (34 - stratified random selection), SFASU alumni (73 - all in email list asked), students who transferred to SFASU from other schools (49 - all on email list asked), and high school students from across the state (mostly our region; 257 - all on email list asked). The survey had four sections: Educational Goals, Learning Environment Factors, Support Service Factors, and SFASU Image. Also as part of our research process we read articles about what was being done at other universities. One approach that a small number of universities around the nation have taken is to focus their identity and mission around the development of student competencies. The specific competencies and their number vary across these institutions. However, in all cases, the competencies approach gave the university a framework for making decisions regarding the use of resources and the development of new programs. Thus, a competencies approach can function as part of a strategic plan. An additional benefit of a competencies approach is that it is easy to explain to potential students, counselors, and parents. For example, it is more concrete than trying to advertise a "high-quality education." Such concreteness may also benefit efforts to receive funding from the legislature and appeal to potential employers of our graduates. In our proposal we will use the term "Area of Mastery" rather than "competency" due to the possible negative connotation of the term competency (based on the state's standardized testing for competencies).
Strategic Initiative:Adopt a Masteries Approach (currently with 5 proposed areas of mastery) within the context of a Total University Experience as the distinctive identity of Stephen F. Austin State University. Explanation: Based on discussion and survey results, and based on our mandate as a public institution supported by the state of Texas, we suggest the following five student areas of mastery: broad-based university education, communication, creative problem solving, career preparation, and civic engagement. Finally, in order to capture some of the general characteristics that our research has indicated makes SFASU unique from community colleges and some other state institutions, we place these five masteries into the framework of a Total University Experience. For each of these components, we've indicated support points and goals. This framework with areas of mastery and supporting points are what will ultimately distinguish our approach from that of other universities.
Five Areas of Mastery within a Total University Experience:Stephen F. Austin State University is committed to equipping our graduates with masteries in the areas of communication, creative problem solving, career preparation and civic engagement. Combined with a comprehensive (or broad based) education, these skills reflect the product of a total university experience that distinguishes us from other institutions. 1. Broad-based University Education: We give our students a breadth of knowledge that will help them to continue to grow intellectually throughout their lives and fully participate in the social, scientific, and artistic communities.
2. Communication: We provide our students with the ability to communicate effectively and professionally, using written, oral, and artistic means, as well as current technology.
3. Creative Problem Solving: We equip our students to become independent thinkers armed with the skills needed to confront the challenges of a changing world.
4. Career Preparation: We give our students learning opportunities and mentorship to gain the necessary knowledge to guide them toward professional success.
5. Civic Engagement: Through various experiences in and out of the classroom, we give our students the skills and values needed to serve fully as citizens of the state, nation, and world.
Total University Experience: We provide an atmosphere to promote the growth of our students intellectually, socially, and culturally. We are "just-the-right size," large enough to offer a variety of classes, programs, and activities. We are also small enough for meaningful interactions with university faculty and staff, and for students to get involved and make a difference.
Recommended Action Steps:The survey responses indicate that SFASU is already accomplishing some of these areas of mastery well, while others need some improvement. Many of the specific programs and resources listed to support the areas of mastery already exist. However, others (indicated by * in the list above) are not systematically implemented across campus, and some are new initiatives that the university may consider developing over the next few years as part of the strategic plan. We do not expect that implementation of these goals will be immediate, but we do expect to have university-wide discussion regarding some of them. To that end President Guerrero has indicated that an implementation committee will be formed in the fall to address issues of change that are recommended by the new strategic plan. Action Step #1: There shall be an implementation committee formed to determine how the masteries approach will be implemented at SFASU and make sure that it is done so systematically. Rationale: In order to be successful, the masteries approach must be implemented systematically across campus. All students must have equal opportunity to develop all five masteries. A single, university-wide oversight committee will be necessary to coordinate efforts and ensure implementation. This committee will work closely with departments and their faculty. The implementation committee will also help prioritize and schedule efforts so that implementation is smooth and obvious to the university community. For example, the committee might decide to focus on one area of mastery for each of the following five years, or it may decide to work on specific aspects of all five within each of the five years. Finally, such a committee would help eliminate duplication of effort, which would be required if each department individually developed plans for implementation.
Action Steps and supporting Rationales for the New Programs/Initiatives needed to support the five areas of mastery. These are given in the order that they are presented within the five areas of mastery above.
Broad-based University Education Mastery Action Step #2: Establish a bi-monthly university lecture series using interesting SFA faculty, local people of note, and one renown speaker per semester. Rationale: The lecture series would offer the students, faculty, and staff the opportunity to join together outside of their traditional academic enclaves to listen and learn as a university community. A lecture series would make SFA more of a laboratory for learning, an arena for debate, and a center for the dissemination of information. It would also bring prestige to SFA, engage the population in this area of the state, create excitement among the faculty and the staff, and be of inestimable value to the educational growth of the student body.
Action Step #3: Establish a program of matching faculty to students during the first semester of their enrollment at SFASU. The SFA 101 can act as a central office to pair students with faculty, maintain a database of such pairings, and provide guidance to mentors and students. Rationale: College students need the guidance that can be provided by an experienced faculty member, not only in the classroom, but also in academic advising, career counseling, and the sometimes chaotic transition from high school to career. The program will give participating students a chance to tap into the knowledge and experience of SFASU faculty members. With the help of caring and committed faculty, we should be able to positively impact the retention rate during the first year of the university experience. Although the mentor relationship may endure for a student's entire academic career, as needs change upperclassmen should also be encouraged to seek out other faculty mentors. The mentorship program is not intended to replace or duplicate the academic advising program. The difference between these two programs is that in most cases the student does not interact with the advisor nor does the advisor have the time to get to know the student on a personal basis. In contrast, the Faculty Mentorship program provides an opportunity for students and faculty to participate together in learning outside of the classroom.
Communication Mastery Action Step #4: Establish writing intensive courses or writing components to existing courses in every academic area of the university. Students must pass two such courses with a grade of at least C. Faculty from across the campus, or perhaps the Faculty Senate, should decide on acceptable standards that would qualify a course as writing intensive. Rationale: Students at SFA, no matter what their major, should be able to write convincingly. The inability of a significant percentage of students to write well is a growing concern. To remedy the problem, writing must be a subject addressed forcefully across the curriculum.
Creative Problem Solving Mastery Action Step #5: Establish support and resources for linked and team-taught courses that encourage students to think beyond specific courses. Rationale: The university should create a system in which individual courses are linked together or team taught to encourage students to apply learning from one subject to other areas. These classes can create groups that take learning beyond the classroom by facilitating social bonds based on academics. These groupings of students can also create the informal support systems that many students need to replace the support system they relied on in high school.
Action Step #6: Establish a capstone experience in each department in all academic colleges. Require a synthesis project and the written or oral communication of that project as two minimum components of the capstone experience. Rationale: Capstone experiences should provide students an opportunity to develop analytical, communications, and problem-solving skills. These experiences will enable students in their last year at the university to bring to a symbolic conclusion the acquisition and integration of knowledge and skills that they have developed over their academic career. These integrative experiences permit students to grasp the intellectual challenges and satisfaction that come from mastering a course of study. At present, capstone courses are offered in some of the academic colleges. However, these courses are offered on a limited and nonsystematic basis. The nature of the experiences, as noted in the 2003-2004 General Bulletin, varies widely. Some of the courses focus mainly on ExCET reviews. Other courses are treated as independent studies or opportunities for advanced research.
Career Preparation Mastery Action Step #7: Establish an introductory career course / seminar in each department that informs students of opportunities in the field. This course should be offered at least once each long semester. A career course/seminar will contain information about careers related to a major (type of opportunities, typical availability, salaries, etc.) and any additional requirements necessary (graduate school / licensing, etc.) to be successful in that career path. Rationale: Career preparation was one of the academic goals on our survey that was rated most highly. However, many students do not have a full understanding of the types and feasibilities of careers related to their majors. Often, it is not until they are juniors or seniors before they learn crucial information about their future career aspirations, and by that time they have already missed opportunities or chosen courses that do not support their goals. An introductory level course will allow majors to get the necessary information to make sure they are on a realistic career path. Further, such a course would potentially serve undeclared majors who want to learn about opportunities before committing to that major. Departments should choose how intensive they wish their career course to be (e.g. a one-hour seminar, a three-hour course, a meaningful component of an existing course). However, we feel strongly that simply having some information online or in a brochure is not thorough enough. Further, simply relying on faculty advising means that many students will receive different amounts and qualities of advice (some advisors are much more thorough than others). Further, it simply is not efficient for an advisor to repeat the large bulk of information over and over to individual students. An introductory course would allow all students to get the bulk of the information in an efficient manner, and then to meet with an advisor to discuss individual goals and skill development.
Action Step #8: Establish more opportunities for students throughout all academic colleges to participate in job internships and co-op programs as well as create a centralized source for information regarding these programs, (e.g. Career Services). Internships: a short-term, one time employment assignment, either during the summer or regular school semester, which offers students an interest or major-related work experience with a learning component. Many, but not all internships, are paid assignments, often full-time in nature. Cooperative Programs (Co-ops): a supervised, academic program for qualified students that formally integrates semesters of academic study with multiple semesters of paid, full-time work experience while retaining full-time student status. Co-op programs, partnerships between the University and employers, are designed to provide theoretical and practical tools for students entering business, industry and government, and opportunities for paid, multiple work terms and academic credit for participants. Rationale: Such opportunities will provide our students with professional work experience, expand their professional network and enhance their marketability for the purpose of giving them a distinct advantage when entering the job market. Offering more internships and co-op programs will require the academic colleges, departments and the Career Services department to proactively build relations with potential employers and strengthen existing relations in an effort to better place our students in the job market. In turn, SFA will become a primary source for recruiting.
Civic Engagement Mastery Action Step #9: Establish courses within all colleges that require the sharing of course knowledge with others outside of class (service-learning courses), and require that all students participate in at least one such course prior to graduation. Faculty from across the campus, or perhaps the Faculty Senate, should decide on acceptable standards that would qualify a course as having a service-learning component. Rationale: Service learning is distinct from simple service or volunteering because of its integration into the learning process. Students are required to tie their experience back to course objectives. Service-learning experiences may include teaching others some of the course content or applying what is learned in the classroom into a project in the community. The end result of such projects is a deeper level of understanding and more complete learning. In addition service learning (as with service alone) can give students the sense of accomplishment and fulfillment that occurs when helping others.
Action Step #10: Establish a greater sense of university community through UC renovations, weekend activities, and improved housing experiences. Create and improve links between the academic and residential experiences, (e.g. classes that meet in dorms, faculty office hours in dorms, dorm groupings by major). Rationale: UC renovations would create a "living room" for the campus. Renovations to the UC are needed in order to create a place for students to congregate, work on projects, and create a sense of community which currently does not exist. University Center facilities must be modernized to place them on par with similar facilities at other institutions. A greater sense of community will be established if more weekend activities are available for students so there is not a need for them to seek them elsewhere. The "total student residential experience" will be enriched if more students did not go home on weekends. Improved housing experiences will increase the appeal of staying on campus. Surveys and focus groups indicate SFA students want fewer restrictions in regard to their living arrangements. Students may elect to reside on campus longer if housing policies are revised and are more student friendly. More formal links with the academic experience will further increase the appeal and benefit of campus housing.
Total University Experience Action Step #11: Establish a "Campus Art and Architecture Committee" to advise the University in regards to the purchase and placement of art on the campus, landscape design, the renovation of university structures, and new construction. The committee would be comprised of appropriate members of the university faculty and staff, and leading citizens and experts from the community. The committee would also be in charge, with input from the Art Department faculty, of an "Art on Campus" initiative where art made by faculty and students could be displayed on a temporary basis at designated outside and inside spaces on campus.
Rationale: SFA is well known for its attractive campus. How a university campus looks is an outward manifestation of its value system. Although SFA has done a credible job in the past, there has been no coordinated effort to promote aesthetics or be supportive of the visual arts. The result is that the campus has not reached its full aesthetic potential. New construction is often haphazard, various highly visible buildings need attention, and opportunities for the purchase of public art on the campus grounds and in its hallways and offices are being neglected. The Campus Art and Architecture Committee could provide focus and coordinated leadership to guide the university into a more forceful aesthetic stance. Also, the Art on Campus initiative would fill a void in the university cultural scene. A university should be a laboratory for student and faculty experimentation and growth not only in the Liberal Arts, the Sciences, Music, and Theatre, but also in the Visual Arts. The presence of student and faculty art on campus would provide a vital forum for the exchange of ideas regarding aesthetic theory between artists and the university population as a whole. The establishment of a Campus Art and Architecture Committee would provide an organizing umbrella for the promotion of beauty and contemporary art at SFA. Return to the top. |
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