Benedictine College
Notes
Benedictine College 2009 Reaccreditation SelfStudy Report
2009 Reaccredit ation Self-Study Repor t
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B E NEDICT INE C OLL EGE
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Heir to the 1500 years of Benedictine dedication to learning, the Benedictine College mission as a Catholic, Benedictine, liberal arts, residential college is the education of men and women within a community of faith and scholarship.
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{TABLE OF CONTENT S}
Introduction 9 Notes I. Brief History of Benedictine College 11 II. The Purposes of This Report 13 III. Committee Structure and Membership 14
IV. A Summary of the Accreditation History of Benedictine College
14
V. Challenges Cited in Previous Self-Study
19
A.
The assessment plan needs significant revision and
subsequent implementation 19
B.
The faculty and staff handbooks need to be revised, updated and approved
C.
Despite substantial progress toward financial recovery, the institution
continues to be very dependent on tuition revenues with marginal operation
budgets and periodic cash flow short falls
The institution significantly discounts its tuition income and must reverse
D.
22
22
this trend 23
E.
Technology resources, particularly computer technology, must be upgraded
on a systematic basis 23
F. An enrollment management plan needs to be developed and implemented to
assure the future viability of the institution
24
Conclusion 25
Criterion One: Mission and Integrity 27
Core Component 1a: The Benedictine College’s Mission Documents Are Clear and
Publicly Articulate the Colleges Commitments
Core Component 1b: In Its Mission Documents, Benedictine College Recognizes
The Diversity of Its Learners, Other Constituencies, and The Greater Society It Serves
Core Component 1c: Understanding of And Support for the Mission Pervade
31
36
Benedictine College 47
Core Component 1d: Benedictine College’s Governance and Administrative
Structure Promote Leadership and Support Collaborative Processes That Enable It to
Fulfill Its Mission 56
Core Component: 1e: Benedictine College Upholds and Protects Its Integrity
64
Criterion One Strengths, Challenges, and Strategies for Institutional Improvement
71
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Criterion Two: Preparing for the Future Notes
75
Core Component 2a: Benedictine College realistically prepares for a future shaped by
multiple societal and economic trends 77
Core Component 2b: Benedictine College’s resource base supports its educational
programs and its plans for maintaining and strengthening their quality in the future
Core Component 2c: Benedictine College’s ongoing evaluation and assessment
processes provide reliable evidence of institutional effectiveness that clearly
84
informs strategies for continuous improvement 103
Core Component 2d: All levels of planning align with the Benedictine College’s Mission,
thereby enhancing its capacity to fulfill that Mission
109
Criterion Two Strengths, Challenges, and Strategies for Institutional Improvement
111
Criterion Three: Student Learning and Effective Teaching
115
Core Component 3a: The Benedictine College’s goals for student learning are clearly
stated for each educational program and make effective assessment possible
Core Component 3b: Benedictine College’s values and supports effective teaching
Core Component 3c: Benedictine College’s creates effective learning environments
Core Component 3d: Benedictine College’s learning resources support student learning
117
139
and effective teaching 153 Criterion Three Strengths, Challenges, and Strategies for Institutional Improvement
166
Criterion Four: Acquisition, Discovery, and Application of Knowledge 169
Core Component 4a: Benedictine College demonstrates, through the actions of its
board, administrators, students, faculty, and staff, that it values a life of learning
Core Component 4b: Benedictine College demonstrates that acquisition of a breadth
of knowledge and skills and the exercise of intellectual inquiry are integral to its
172
educational program 178
Core Component 4c: Benedictine College assesses the usefulness of its curricula to
students who will live and work in a global, diverse, and technological society
Core Component 4d: Benedictine College provides support to ensure that faculty,
students, and staff acquire, discover, and apply knowledge responsibly
193
Criterion Four Strengths, Challenges, and Strategies for Institutional Improvement
196
Criterion Five: Engagement and Service
185
201
Core component 5a: Benedictine College learns from the constituencies it serves Fa l l 2 0 0 9
131
and analyzes its capacity to serve their needs and expectations Notes
Core component 5b: Benedictine College has the capacity and the commitment to
engage with its identified constituencies and communities
Core component 5c: Benedictine College demonstrates its responsiveness to
those constituencies that depend on it for service
Core component 5d: Internal and external constituencies value the services
203
209
221
Benedictine College provides 229 Criterion Five Strengths, Challenges, and Strategies for Institutional Improvement
request for Change in Educational Offering
232 237
Appendices 244
Appendix iA: Self-Study Committee 244
Appendix 1A: Job Descriptions for the President’s Cabinet
245
Appendix 1B: The Mission Documents Recognize the Importance of Diversity
246
Appendix 1C: NSSE Summary of Results of Benedictine College (BC)
Freshmen (F) and Seniors (S) on Survey Items Related to Diversity Compared
to (Other) NSSE Student Respondents
249
Appendix 1D: Mission Statements for the Primary Subunits of Benedictine College
249
Appendix 1E: Administrator Qualifications 251
Appendix 2A: Environmental Scanning 252
Appendix 2B: Ratio Analysis 255 Appendix 2C: Strategic Planning Progress: 2001–2006
256
Appendix 2D: Board Assessment of Institutional Information
257
Appendix 2E: Strategic Plan Input 258
Appendix 3A: Learning Goals and Program Outcomes for the Graduate
Programs in Education and Business 259 Appendix 3B: IDEA Survey results: Faculty Ratings of Importance of Learning Goals Relevant to Discovery
260
Appendix 3C: Discovery Projects Self-Evaluation Results
261
Appendix 3D: Assessment and Placement of International Students
261
Appendix 3E: Reasonable Learning Accommodation Committee (RLAC)
262
Appendix 4A: Sample Faculty Development Allotments 262
Appendix 4B: Research in the Biology Department at Benedictine College
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262
Appendix 4C: Contributions of Benedictine College Staff to Discovery Day Notes
264
Appendix 4D: General Education Revision Narrative
265
Appendix 4E: Freshman Program 265 Appendix 4F: Mechanics of the General Education Requirements
266
Appendix 4G: Wangari Maathai: A Model Life in a Global, Diverse, Technological Society 267 Appendix 4H: Leadership Program 267 Appendix 5A: CIRP Data, 2007 268 Appendix 5B: Alumni Events 269 Appendix 5C: Alumni Survey 270 Appendix 5D: Communication with Prospective Employers
270
Appendix 5E: Music Department Faculty Performances
271
Appendix 5F: Speakers Hosted by Benedictine College
271
Appendix 5G: Service Learning 272 Appendix 5H: Mission Week 273 Appendix 5I: Athlete Service Projects
273
Appendix 5J: Science Day 274 Appendix 5K: Parents Association Activities 274 Appendix 5L: Service Recipients Feedback 274
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I ntroduction
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Since the Higher Learning Commission’s last comprehensive visit to Benedictine College in February 2000, the college has experienced significant growth and improvement. Enrollment increases, physical plant improvements, significant financial progress, faculty and program expansion, and administrative strengthening and reorganization have all contributed to the continuing development of the college. The self-study process has provided an opportunity for the college to take stock; to understand the challenges of the current situation and to recognize the institution’s strengths as foundational to future institutional progress. This introductory chapter of the self-study will provide an overview of the institution—its history, its engagement with the accreditation process, and its response to the challenges that have been previously identified. This introductory material provides a context in which the rest of the self-study, documenting the college’s conviction that it meets the criteria for reaccreditation, can best be understood. The self-study process has been a valuable opportunity for the college community to come to a deeper understanding of the opportunities and challenges that face the institution, and the community anticipates the site visit will provide additional insight and guidance to assist the college as it prepares for its future.
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I . Brief H is tory of B en ed ic t ine C o lle g e Benedictine College, a residential liberal arts college, is located in Atchison, Kansas. Benedictine College is co-sponsored by the two Benedictine religious communities in Atchison: St. Benedict’s Abbey and Mount St. Scholastica Monastery. Benedictine College maintains a separate corporation with its own autonomous governance system. Benedictine College is heir to an educational tradition and heritage rooted in the fifteen hundred year history of the Benedictine order. In 1857, the Right Rev. Boniface Wimmer, O.S.B., Archabbot of St. Vincent’s Archabbey in Latrobe, Pennsylvania, answered the invitation of His Excellency, Most Rev. John B. Meige, S.L., Vicar Apostolic of Leavenworth, by sending two monks to found a Benedictine school of higher learning in Kansas. They arrived in the Kansas Territory on April 9, 1857 and opened a small priory in Doniphan, a river town six miles north of Atchison. The monks opened a boarding school and enrolled six students the following year. The pioneer Benedictines moved their school from Doniphan to Atchison in 1859 when it soon became evident that the neighboring town of Atchison was to grow to considerable size. St. Benedict’s College, in Atchison, was officially opened in October of 1859. Sixteen students were enrolled by the end of the school year. At the inception of Benedictine College, the classical courses served to prepare candidates for the priesthood, while the applied courses satisfied other needs of the Kansas pioneers. On June 13, 1868, St. Benedict’s College was incorporated under the laws of the new state of Kansas and empowered to confer degrees and academic honors. The first printed catalog for the year 1869–70 listed a faculty of five priests and two clerics and the names of 49 male students. After 1915, St. Benedict’s College gradually abandoned the traditional academy and greatly enlarged the curriculum. It became accredited by the North Central Association as a liberal arts college in 1927. Fa l l 2 0 0 9
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At the request of Prior Augustine Wirth of St. Benedict’s Abbey, who was
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planning a school for the Atchison townspeople, Mother Evangelista Kremmeter and six other Benedictine sisters came to Atchison in the fall of 1863. St. Scholastica’s Academy opened on December 1, 1863, with 44 female high school students. Mount St. Scholastica’s Junior College opened in 1924. It later became a four-year college, and conferred its first bachelor’s degree in 1932. Mount St. Scholastica College was accredited by the North Central Association in 1934.
In the late 1950s and early 1960s, St. Benedict’s College for men and Mount
St. Scholastica College for women began to share a limited number of students for special courses. The late 1960s saw a significant increase in the number of students who took classes on both campuses. For several years the schedules for both colleges were presented as a single educational program. On July 1, 1971, Benedictine College was formed through the merger of St. Benedict’s College for men and Mount St. Scholastica College for women.
Benedictine College today, having completed thirty-eight years of operation,
is a college with an identity, history, and tradition of its own. Much of the 150year history of Benedictine education in Atchison still finds expression in the day-to-day spirit of this relatively young college, but there is a spirit of Benedictine College that is unique. At this time in the school’s history, there are more than nine thousand graduates who identify their alma mater as Benedictine College. The excellent academic tradition that was part of the image of its two parent institutions has now become identified very strongly with Benedictine College. The unpretentious, friendly atmosphere that encourages mutual support and strong friendships is an often-cited trait of Benedictine College community life. The pervasive spiritual values that imbue the lives of students, faculty, and staff give a sense of peace, meaning, and purpose to the life of Benedictine College.
The college has experienced much growth and positive change since the
last self-study. Undergraduate enrollment has increased by 55% and student housing has improved tremendously. In 2001, Ferrell Hall opened as a newly renovated residence hall. This renovation represents a transformation from what was the first Abbey in the Western Territory, constructed in 1893, and what served for many years as St. Benedict’s “Freshman Hall.” The dormitory now houses undergraduates and hall staff, and offers the amenities of contemporary student life. In 2006, the college opened the newly constructed St. Scholastica Hall, the first new residential construction on the campus in more than 40 years. The four-story facility contains approximately 36,000 square feet, with room for 141 freshman and sophomore women. Finally, Legacy Hall, a threebuilding “apartment style” residence hall complex was constructed in 2007-2008 and opened in fall 2008, allowing another 200 students to return to campus.
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The additional housing provided by Ferrell, St. Scholastica, and Legacy enables
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Benedictine College to remain true to its residential pillar, and its commitment to equip students with the skills to nurture and develop the bonds of community.
Other campus-life improvements include the 2003 renovation of the “Old
Gym” (now known as the Haverty Center) building. Originally constructed in 1923, the work restored the historic space commonly known as the “Old Roost” to a hub of daily activity. The Raven Roost contains a coffee house/pub area, poet’s corner with fireplace, the Monte Cassino Inn (restaurant and bar), and a campus store. The Raven Roost unites the past of Benedictine College and its alumni with the lives of our current and future students, and contributes to the dynamic residential community.
Improvements to athletic facilities on campus in the last five years include
new turf and lights for the soccer field (completed summer 2009), new turf for the football field in Larry Wilcox Stadium (completed summer 2008), a completely renovated bullpen for the Ravens baseball team (completed in 2006), World Cup-style permanent goals for the men’s and women’s soccer field (spring 2007), and new warning tracks down the foul lines and in the outfield for the softball team.
Changes in administrative personnel include new vice presidents in the
areas of advancement, student life, mission and ministry, and communication. The college hired a new President in 2004, a new Dean of the College in 2002, and a new Chief Financial Officer in 2008. In addition to these changes, a new strategic and action planning process was adopted in 2006 and the college is currently experiencing a much improved academic and fiscal status.
II. Th e P urp os es of Th is R e p o rt
Benedictine College is pleased to be able to use the opportunity of this self-
study, along with its strategic planning processes, to assess the college’s programs and the overall management and administration of Benedictine College. The college’s expectation is that the self-study process will lead to the development of a stronger institution, focused on the essential elements of its strategic plan and its four goals: academic excellence, thriving faith life, dynamic community and financial stability.
The Benedictine College self-study committee approached the self-study
process with the following goals: • completion of a comprehensive evaluation of Benedictine College that identifies strengths and opportunities for improvement; • inclusion of the Benedictine College community in the self-study process; • construction of a self-study report representative of Benedictine College’s Fa l l 2 0 0 9
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current status and preparedness for the future; and
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• improvement of the overall educational effectiveness of Benedictine College as a result of the self-study process. The criterion committees considered the following objectives in gathering and evaluating data: • a self-study that provides evidence that the Higher Learning Commission’s Criteria for Accreditation are met; • a self-study that evaluates, rather than describes the institution; • a self-study that identifies institutional strengths and challenges; and • a self-study that proposes strategies for institutional improvement.
III. C o mmi t t e e S t ru c t u r e a n d M e mb e rsh i p
The self-study process was guided by co-chairs, Dr. Amy Posey, Chair
of the Psychology Department, and Dr. Martin Simon, Chair of the Biology Department. The NCA Self-Study Committees were organized around the five criteria with each committee having a chair and committee members from the academic and administrative components of Benedictine College. Criterion committee chairs, in consultation with their committees, were responsible for drafting their respective reports.
The role of the self-study committees was to gather data relevant to their
criterion from external and internal constituencies, in order to: determine additional information needed for the self-study process; assist in the collection of data, the assessment of strengths and areas of concern, the formulation of conclusions relevant to the self-study; and prepare the drafts of each chapter for the final self-study report. The members of the criterion committees are provided in Appendix iA.
I V. A S u mmary o f t h e Ac c r e ditat io n Hi s to ry o f B e ne dic t ine C o lle g e
St. Benedict’s College was initially accredited by the North Central Association
in 1927. Mount St. Scholastica College received its first accreditation by the Association in 1934. Both of the parent institutions of Benedictine College held continuous accreditation until their merger, and that accreditation was extended to Benedictine College through the first year of the merger in 1972. The current accreditation affiliation status with the Higher Learning Commission is as stated below.
The first comprehensive visit to Benedictine College was held in the spring
of the 1972–73 academic year. It was the recommendation of that report that Benedictine College, because of its newly merged status, complete another
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comprehensive visit in five years.
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A comprehensive visit on April 10–12, 1978 was the second NCA evaluation of Benedictine College since the merger. The evaluation team noted 17 strengths of the college, but also identified several areas in need of improvement. The evaluating team recommended that a satisfactory planning process and longrange plan be developed. It also recommended development of a comprehensive plan whose focus would include student recruitment at freshman and transfer levels, deferred giving, annual giving, and restricted and unrestricted giving. These recommendations also stipulated that a satisfactory report should be submitted in two years to the Commission on Institutions of Higher Education.
Official notification was provided in a letter from the commission dated July
3, 1980, that “the Executive Board of the Commission on Institutions of Higher Education, at its meeting on June 23, 1980, voted to accept the Progress Report of Benedictine College, Atchison, Kansas. An advisory visit for 1984–85 was also scheduled to review developments in light of the planning activities taking place.” The advisory visit report noted that “the planning process seems well established and significant progress has been made,” and recommended that no further reports or other stipulations be imposed between then and the next scheduled comprehensive visit in 1987–88.
In 1986, college officials requested that the Statement of Affiliation Status
for Benedictine College be amended to include a limited number of graduate offerings within the college’s accreditation. Official notification was given in a letter from the Commission dated February 11, 1986 that “Benedictine College, under commission policy, offers a limited number of courses at the master’s level not applicable to a degree.” In this letter the commission gave approval that Benedictine College might offer up to five courses or twenty semester hours of master’s level courses in any given academic year.
The next visit of the North Central Association to Benedictine College was
held on September 21–23, 1987. The report of the visiting team noted nine areas for improvement as a result of the visit. Due to the seriousness of the financial condition of the college and the continued decline in enrollment, the team recommended that the college be required to submit annual reports that included a plan for reducing the deficit, to be updated annually with progress indicated; a copy of the Benedictine College audit; and an enrollment report. The team also recommended that the next comprehensive review be scheduled for 1992–93.
Benedictine College submitted two annual reports (1987–88 and 1988–89),
which outlined efforts to gain control of the budget, increase enrollment, and address the areas of concern and advice offered by the 1987 team report. In spite Fa l l 2 0 0 9
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of some success in developing new enrollment and in reducing spending in order to balance the budget, the fall of 1989 did not represent the total turnaround once anticipated. For these reasons, the college requested a focused evaluation to help determine whether it was addressing the issues outlined above and to consider its request for accreditation of a Master of Arts in School Administration.
The focused visit took place on April 10–11, 1990. During the visit, the
NCA team met with the major administrative officers, representatives of the Board of Directors, academic administrators and several members of the faculty. Team members also made themselves available to any student, faculty member or administrator who wished to see them. The team reports stated that “The highly circumscribed focus of the visit and the size of Benedictine College made it possible to conduct a thorough review of the financial condition, enrollment trends, and institutional readiness to offer the Master of Arts in School Administration.”
The focused visit report recommended no further reports or other stipulations
be imposed regarding financial condition or enrollment between then and the next scheduled comprehensive visit in 1992–93. The team also recommended that the college be permitted to offer an educational program leading to the Master of Arts Degree in School Administration. Because the Master of Arts program was the school’s first entry into the graduate degree arena, the team recommended that Benedictine prepare a report for the NCA staff by June 21, 1990 that would document the assignment of administrative responsibility for the master’s program. Additionally, policies and procedures necessary to ensure effective administration of the program were to be reported. This report was submitted in a timely fashion and no additional stipulations were made. A regularly scheduled North Central Association comprehensive visit took place from November 30 through December 2, 1992. On April 5, 1993, the commission voted to continue the accreditation of Benedictine College. A stipulation of this approval was that the accreditation at the master’s degreegranting level be limited to the Masters in Educational Administration. The visiting team recommended that the college submit a report on our financial condition, fund raising, and enrollment by October 1, 1995.
This report was submitted to the NCA on September 28, 1995, and
indicated that during the period 1992–1995 the deficit in the unrestricted fund balance for current funds was eliminated. The college’s long-term debt remained stable at somewhat under three million dollars, and it posted balanced budgets during this period. Unrestricted gifts to Benedictine College averaged about $1 million per year during this period, not including $5 million in pledges for the new student union. Enrollment showed a moderate overall increase during the
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period from a fall head count in 1993 of 780 to one of 822 in the fall of 1995.
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In the fall of 1996 the college requested a change of status that would allow
the offering of an Executive Master’s of Business Administration. The NCA provided a focused visit for the request on December 4–6, 1996, which led to a positive recommendation from the visiting NCA team, and subsequent commission approval of the request in spring 1997.
The most recent comprehensive visit for the campus was February 21–23,
2000. At that time, we were granted accreditation at the master’s level limited to the Master of Arts in Educational Administration and the Executive Master’s of Business Administration. International offerings were limited to a baccalaureate degree completion program in Hong Kong, Singapore and Kuala Lumpur, Malaysia. Challenges, concerns, advice and suggestions from the accreditation team are addressed later in this chapter.
In 2002, Benedictine College requested and received permission to offer,
with its partner institution, an Associate of Arts in Business degree at its Hong Kong location; this was expanded in spring 2005 to a Bachelor of Arts in Business offering as well as the previously approved Bachelor of Science in Business degree completion program. In December 2005, members of the administration learned that the Director of International Programs had not revealed the existence of two degree sites operated by our partner, degreeAsia (HKICE), at which our Bachelor of Science in Business degree completion program was being offered. Our partner at degreeAsia indicated that the Director of International Programs had not revealed to them the serious accreditation issues that were involved in this endeavor. Upon the administrations’ discovery of the unaccredited sites, Benedictine College immediately began to take both short-term steps to resolve this situation and long-term measures to ensure that Benedictine College could maintain proper oversight of the international programs. The administration self-reported the site immediately to the Higher Learning Commission staff. Since that time, the administration of Benedictine College has worked with the Higher Learning Commission and our Asian partners to ensure that both the academic quality and administrative oversight of the programs is appropriate and that the sites receive appropriate commission approval. This has been accomplished through formal, written policies and procedures to govern the program. With the assistance of the two Higher Learning Commission site teams that visited the China program, the work of our own administrative teams on campus, and the cooperation of our Asian partner, Benedictine College has asserted institutional control over the programs that are offered in Asia, consistent with the principles of good practice in international program offerings. Fa l l 2 0 0 9
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Site visits of the Shanghai campus took place in June 2006 and June 2007.
These visits focused on: (1) articulation of international programs with mission, (2) executive leadership, (3) administrative strength, (4) communication between program and main campus, and (5) academic rigor and depth. The site team in June of 2007 found “BC has developed an effective educational model that benefits English speaking Chinese students exposing them to collaborative learning, development of critical thinking skills, and the mastery of the discipline of international business. The model blends the best aspects of an American liberal arts education while respecting the culture of the Chinese people. This model has proved effective in Hong Kong and provides a sound foundation for expansion into Mainland China.” The team recommended no additional monitoring of the program, and requested a final copy of the “International Degree Program Oversight and Administration Plan,” which was submitted to the commission in August 2008 prior to the opening of the Beijing site.
The following description of our accreditation status for the graduate
and overseas programs will change prior to the site visit, due to a modification of our Asian programs:
Accreditation at the Master’s level is limited to the Master of Arts in Educational Administration and the Master of Business Administration (in both standard and Executive formats). Other course offerings at the Master’s level are limited to five courses or twenty semester hours a year. International offerings are limited to four courses toward the Master’s of Business Administration in Hong Kong, baccalaureate degree completion programs offered under the name Benedictine International University in Hong Kong, Singapore, Shanghai and Kuala Lumpur, Malaysia and the Associate of Arts and Bachelor of Arts in Business Administration in Hong Kong. Benedictine College must inform the Commission of any change in the Asian partners. Operation of and recruitment of students for the approved site in Beijing, which is limited to the Bachelor of Science in Business, may commence only after the progress report due September 1, 2008 is received and judged acceptable by the Commission staff.
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V. Challen ges C ited i n Pr e v io u s Se lf - S t udy
Notes
During the February 2000 site visit, the visiting team identified six challenges for the institution to address. The following section documents the college’s response to those challenges. Additional discussion of the current state of the issues identified in this section is found in the relevant criteria chapters. A. The assessment plan needs significant revision and subsequent implementation.
Since the last self-study, Benedictine College has made significant progress
in developing, revising, and implementing assessment plans for many areas of the college, including academic programs, general education requirements, and various administrative units. The subsequent chapters of this self-study report will provide evidence to document the college’s progress in assessment in relationship to the criteria for reaccreditation. This introductory section of the document will provide the history of the college’s response to the previously cited challenge. As a result of the challenge cited in the 2000 site visit, Benedictine College used the opportunity provided by receipt of a federal Title III grant to establish an Office of Institutional Research and Assessment. This office has been subsumed into the regular college operating budget subsequent to the expiration of the Title III grant period. Dr. Anthony Girardi was hired as the founding director of that office in August 2000. Initially his efforts were focused on providing baseline information for analysis and benchmarking, including areas related to student persistence and graduation. Shortly after the office was established, the college embarked on a major rethinking of its general education program. A general education task force was formed, and Dr. Girardi served on that task force as an ex officio member. He provided several different types of support to that effort, including surveys and focus groups to identify those aspects of general education most valued by current and former students.
Dr. Girardi’s assessment efforts were primarily related to building a
framework upon which a successful assessment program could be supported. To that end, he provided guidance to the general education task force, helping to develop a program that was assessable. Additionally, he provided considerable assistance to the education department, which was in the early stages of preparing for its National Association for Accreditation of Teacher Education (NCATE) accreditation visit. Dr. Girardi helped develop and administer a substantial grant to provide faculty development training in assessment practices to those faculty members whose departments offer secondary teacher licensure. He facilitated summer workshops for faculty on assessment principles and techniques.
Dr. Girardi left Benedictine College in 2003. Ms. Sara Kramer replaced Fa l l 2 0 0 9
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Notes
him. Ms. Kramer has considerable research and analytical skills; however she had very little assessment experience. Therefore, she spent some time developing her personal expertise in assessment (for example, she went with the Dean of the College and the Chief Financial Officer to an Association of Institutional Researchers/Council of Independent Colleges “Data and Decisions” workshop). Additionally, she was responsible for supporting the final stages of the education department’s NCATE visit, and working with all the secondary-education licensure departments to ensure that their assessment plans were appropriate.
Ms. Kramer also began researching alternatives to the Academic Profile
assessment instrument. We had been using that instrument for a number of years in an attempt to assess the overall impact of our undergraduate program. However, we concluded that this was not a particularly effective instrument, both because we had difficulty administering it in such a way that the students took it seriously, and because the skills and knowledge being measured did not tie directly to our curricular goals.
Ms. Kramer also supported the implementation of the new general education
program. Institutionally we made the decision to defer formal assessment of the program until it was fully operational for four years, to allow all current students to be part of the new general education program (like most colleges, we allow students to choose whether to remain with the requirements in place when they matriculated or to switch to the new requirements, so we had students pursuing the old program concurrently with those under the new program for a few years).
Ms. Kramer moved to a different position in the college and the current
Assistant Dean and Director of Institutional Research and Assessment, Ms. Sheri Barrett, was hired in December 2005. Shortly after Ms. Barrett began working for the college, as documented above, it became clear that our Asian program required significant attention. Ms. Barrett’s focus became the development of effective monitoring and oversight systems for the Asian programs. A key component of this monitoring was developing an assessment plan both to measure student progress toward attaining learning goals and to ensure comparability between the program delivered in Asia and that delivered in Atchison. Initially, therefore, Ms. Barrett devoted a substantial portion of her time and energy to working with faculty and staff in the college’s Asian sites and helping them understand and implement appropriate assessment procedures. This work culminated in the site visit to Shanghai and Beijing described above. Additionally, during this period Ms. Barrett spearheaded the ongoing effort to evaluate the suitability of available instruments for general education assessment. After internal discussion and external consultation (including
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discussion of this matter at the Higher Learning Commission’s Assessment
Notes
workshop), the college decided that an external instrument was not the most appropriate way to undertake useful and effective assessment of either the overall academic program or general education, and so the decision was made to develop assessment instruments and approach the task internally.
In the spring of 2007, the Benedictine College Assessment Committee
was formed. The purpose of the committee is to conduct ongoing review of all assessment instruments and activities and to provide guidance for student outcomes assessment throughout the institution. The work of the committee also provides a forum for the exchange of assessment information and strategies among program and administrative units. Assessment is to occur within academic programs, the general education program, extra-curricular programs, and administrative units.
The first task of the Assessment Committee was to ensure the implementation
of assessment plans at the program level. To this end, during the fall of 2007, the Assessment Committee held a series of four workshops, directed at academic department chairs or other departmental representatives, to introduce ideas and options for assessing student achievement of identified outcomes. The meetings introduced participants to a variety of assessment techniques, sample assessment plans, and philosophies and goals of assessment. During the course of that same semester, faculty in each department met to identify goals and outcomes for their majors and to create a plan of assessment. Many departments invited the Director of Institutional Assessment to meet with them to provide feedback and recommendations specific to their programmatic needs.
In 2008, all academic departments were required to create an assessment plan
for each of their major programs. By the end of summer 2008, each department was to have a plan on file with the Assessment Committee, which reviewed the plans and provided feedback and direction where needed or requested. To date, virtually all departments have submitted plans (the only department without a plan on file is the Theatre department, which has undergone significant personnel changes in the past two years). Results of the assessment procedures are reviewed by each department, and departments revise their assessment plan, curriculum, or teaching strategies based on results. Details of the programmatic assessment are provided in Criteria Three and Four. In fall 2008, the Assessment Committee began developing and implementing a plan for assessment of the general education program. Details of this assessment program are provided in Criterion Three.
The 2009 opening faculty workshop will feature the first annual general
education assessment review session, in which the data gathered from this process Fa l l 2 0 0 9
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Notes
will be reported to the faculty, and working groups will be formed to analyze and respond to the issues identified through this assessment. The curriculum committee and the assessment committee will provide ongoing monitoring and oversight of the general education assessment process. Additionally, the Assessment Committee and Ms. Barrett support and review the assessment efforts of the graduate programs and other administrative units, as detailed in the body of this self-study. The assessment of our Asian programs is reviewed by the International Oversight Committee. B. The faculty and staff handbooks need to be revised, updated and approved.
Since the last accreditation self-study, both the faculty and staff handbooks
have been significantly revised, updated and approved. The current faculty handbook was approved and issued January 2002. It was revised in 2005. It describes policies, procedures and expectations for faculty at Benedictine College; a copy is provided to all faculty members when they are hired. An employee handbook was developed, approved and became effective September, 1, 2007. The stated purpose of this document “…is to describe current personnel policies, procedures, and expectations of all employees at Benedictine College…” Compromising 74 pages, it includes the following major topics: workplace environment, general employment policies, federal employment law, time-off benefits, employment practices, and facilities and technology. Linkage of the Employee Handbook to the Benedictine College website makes college policies for employees easily accessible. C. Despite substantial progress toward financial recovery, the institution continues to be very dependent on tuition revenues with marginal operation budgets and periodic cash flow short falls. The overall financial picture at Benedictine College has improved considerably since the last self-study. The college ended the fiscal year in a cash-positive position every year since 2003-2004. Total revenue has nearly doubled since 2001–02, and there has been an increase in net assets each year. Of all types of revenue, the most dramatic seven-year increase has occurred in gift income, which increased 165% in 2007–08 over 2001–02. During that same period, revenue from net tuition and fees increased by 89%. The seven-year growth rate in total revenue (95%) was greater than the seven-year growth rate for net tuition and fees, indicating that non-tuition sources of revenue play an increasingly important role in overall institutional financial health. We have used the additional revenue to steadily increase our operating budgets over this same time period. Total expenses have increased 53% since 2001–02, with instructional and academic support increasing 55% over that time period. (See Core Component 2b for a detailed
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analysis of the financial status of Benedictine College.)
Notes
Additionally, the college has modified the annual budgeting process in response to faculty concerns (see Criterion Two). Although there is more work to be done to increase operational budgets within the academic program, much progress has been made toward meeting this challenge. D. The institution significantly discounts its tuition income and must reverse this trend. The concern identified in this challenge is obviously closely related to the concern identified in the previous challenge. Although Benedictine College has made little progress toward reversing the tuition discount rate which has hovered between 41% and 47% since 2000–01, the dramatic improvement in the college’s overall financial situation has rendered this concern much less pressing. The college has concluded, given the ongoing desire to attract more highly qualified and wellprepared students (who qualify for higher levels of institutional scholarships) and to keep a Benedictine College education affordable to students from modest backgrounds (who therefore require substantial need-based institutional aid), that the budgeting process should be based on this historical level of tuition discount. The college has based the revenue projections in the Enrollment Matrix on this level of tuition discount and has determined that the projected revenue will be adequate to support the expected level of growth. E. Technology resources, particularly computer technology, must be upgraded on a systematic basis. Updating technology resources has been a priority at Benedictine College since the last self-study. Since 2001, Benedictine College has made a number of technology advances, including subscribing to the Blackboard Course Management System, replacing the Legacy System with Empower to track student records and allow for electronic course enrollment, implementing the Exchange email server, and installing wireless Internet access availability at many locations on campus. The Benedictine College Library has undergone extensive bibliographic information database upgrades (refer to Core Component 3d for details). All classrooms on campus, with the exception of the small seminar rooms, have been equipped with full multimedia capacity: all have computers with Internet and projection capability, document cameras, and VHS/DVD projectors. In 2008, the college developed an Academic Technology Replacement Plan that calls for the replacement of all academic computers every five years. A Technology Management Team, created in 2008, regularly assesses the changing technology needs of Benedictine College and responds to those changes by replacing technology hardware and software and modifying the policies as to their use by faculty and students. The Technology and Information Services Fa l l 2 0 0 9
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(TIS) Department has created a hierarchy of priorities for providing technical support, with academic support services ranking highest. F. An enrollment management plan needs to be developed and implemented to assure the future viability of the institution. Benedictine College has experienced exceptional growth since 2001. Enrollment of full-time undergraduate students has increased from 870 at the beginning of the 2001–02 academic year to 1,347 at the beginning of the 2008– 09 academic year, an increase of 55% overall. The freshman class for the 2008– 09 academic year totaled 394 students and represented the largest incoming class since the merger of St. Benedict’s and Mount St. Scholastica Colleges in 1971. This growth can be attributed to careful planning and a renewed emphasis on enrollment management.
The Admission Office developed a schedule for communicating with
prospective students at various stages of the recruiting process, and tailored messages to specific recruit characteristics (e.g., athletes, transfer students) (Communication Schedule; Communication Flow). In addition to strengthening the communication efforts, the Admission Office has implemented key strategies to increase new student enrollment, including the following: 1. Rebranding (Fall 2003)
Through the expertise, leadership, and generosity of alumnus and member of
the Board of Directors Matt Anthony, CEO of VML (an international marketing firm), the college embarked on a rebranding initiative. This process led to a cohesive, multichannel marketing (print, online, apparel, and email) effort that included the new tag line “Ignite Your Spirit” and a redesigned website. This effort provided the foundation for a consistent look and feel for all our marketing materials leading to increased visibility and recognition of Benedictine College to all our audiences (prospective students, alumni, community, parents, etc). 2. Enrollment & Revenue Management Systems (Fall 2004)
Enrollment & Revenue Management Systems is a program from Noel-Levitz
that helped the Admission Office maximize the college’s financial aid resources by using historical data to pinpoint the proper award levels per student. This tool has helped the Admission Office to confidently assign financial aid to the varying student populations and help drive a student’s decision to select Benedictine College.
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3. Application Generation (Fall 2005)
Notes
In the fall of 2005, Benedictine College initiated an application generation
program with the partnership of Royall and Co. This program dramatically increased the application pool through targeted list purchases and effective communication programs. The college has increased its application pool from 660 students seeking admission in the fall of 2001 to over 2,400 students applying for admission for the fall 2009 semester.
4. eQualification Deposit Program (Spring 2009)
The growing application pools created a need for a qualification program to
help monitor and understand admitted students’ current status. The program was deployed on March 15 and allows admitted students to deposit online or inform the college of their decision, allowing admission counselors to respond more effectively to students’ needs.
These components together provide a powerful enrollment management
plan, which has supported 11 years of consecutive enrollment growth. In fact, as the self-study makes clear, Benedictine College currently recognizes that its most significant challenge is to effectively manage the significant growth of the student body and maintain the quality educational experience the college is committed to providing.
Conclusio n This introduction has provided a brief history of Benedictine College and the college’s response to the challenges of its past. The following self-study will provide a picture of the college’s current situation—successes, failures, strengths and challenges. Although, like all human institutions, the college has areas in need of improvement, nevertheless the self-study committee is confident that Benedictine College meets the criteria for reaccreditation. The self-study process has been an opportunity for the Benedictine College community to examine its structures, processes, and practices. The college has made some significant changes—for example, the complete reconsideration of the division structure—based on the insights that have emerged through this self-study. The college community looks forward to the feedback that the site visit team will provide, and the entire community is grateful for the opportunity the Higher Learning Commission provides for this comprehensive and substantial examination of the work to which the members of this community have dedicated their lives.
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C riterion 1 Fa l l 2 0 0 9
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Notes Criterion One:
Mission and Integrity The organization operates with integrity to ensure the fulfillment of its mission through structures and processes that involve the board, administration, faculty, staff, and students.
Benedictine College is a profoundly mission-driven institution. Faculty, staff,
and students are explicitly oriented to the mission; the mission is articulated and publicized both internally and externally; policy discussions are based on mission principles. This mission calls the college to a community life that expresses and proclaims the worth and dignity of each individual.
It values
rigorous scholarship in the liberal arts and the engagement of all members of the community on important matters and promises to share the beauty and mystery of the Catholic faith with all members of the community, while respecting the essential freedom that is key to a mature faith. The essential mission—to educate men and women within a community of faith and scholarship—is supported by what are known as the four pillars: the college is Catholic, Benedictine, liberal arts, and residential. Both the ideal of a community of faith and scholarship and the concept of supporting that community with the four pillars are powerful notions that guide discussion and structure decision-making at the institution.
In smaller, but deeply symbolic ways, the mission also pervades the life
of the college. For example, when the current president was inaugurated, he
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was presented with symbols representing each of the four pillars of the college.
Notes
The college’s recent sesquicentennial celebration was organized around the key mission elements of “community, faith, and scholarship”—banners illustrating scenes from the college’s history linked to those elements decorated the campus, and the sesquicentennial edition of the alumni magazine was organized into those three sections, with articles and photographs illustrating and explicating each of these mission elements. Even the social life of the students is a way of expressing the centrality of the mission--at a recent homecoming costume party, a group of students came dressed as “The four pillars of Benedictine College.” These small episodes are illustrative of the extent to which the college’s mission permeates the life and work of the community.
The purpose of this chapter is to demonstrate that Benedictine College
meets the requirements of Criterion One, through evidence of: • the clarity and pervasiveness of the mission documents; • an institutional commitment to recognizing and preparing students for life in a diverse and interdependent world; • documented understanding of and commitment to the mission among the various stakeholders of the college; • processes that support collaborative and effective leadership; and • a commitment to upholding and protecting the integrity of the college.
This chapter will also provide evidence that the college recognizes challenges
related to this criterion, including an ongoing need to be sensitive to the evolving requirements of educating a diverse student body and preparing students to successfully engage a global future.
The college also faces a particular challenge in maintaining a community of
both faith and scholarship. The heart of the Catholic intellectual tradition is the relationship between faith and reason. The issues of the proper role of faith in life and the balance between the claims of faith and reason is a matter which touches issues of deeply personal, as well as institutional, identity. Defining this relationship, especially within a diverse community, can lead to tension. This chapter will document the ways in which the college community seeks to use this tension to stimulate ongoing dialogue and continuing common exploration of this profound issue. Additionally, the college community recognizes that leadership structures and institutional processes should be constantly examined to ensure that they facilitate inclusive communication and transparent decision making. This selfstudy process has helped to identify particular areas of organizational structure that were reconfigured in order to improve the implementation of the college’s mission. Fa l l 2 0 0 9
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The mission of Benedictine College is communicated in a number of
ways. The full mission statement is found in the college catalog, and provides several pages of description and explanation. Because the college focuses considerable attention on its mission, and the mission is referenced frequently in a variety of settings, a more concise version of the mission statement has developed. The community at large generally refers to a single-sentence version of the mission, which contains its essential elements. To provide a foundation for the following discussion, a brief overview of this essential mission statement is provided. The essential mission is:
The mission of Benedictine College, as a Catholic, Benedictine, liberal
arts, residential college, is the education of men and women within a community of faith and scholarship. This mission statement describes the structure around which the activities of Benedictine College are organized and carried out. As a Catholic College, the college is committed to the teachings of the Church. The college embraces its heritage of faith, and attempts to abide by the guidelines and principles for Catholic institutions of higher education articulated by the Catholic Church, most notably in the document Ex Corde Ecclesiae (issued by the Vatican) and the Implementation Norms for that
document issued by The United States Conference of Catholic Bishops. As a Benedictine college, the college attempts to embody the distinctive values that are characteristic of the Order of St. Benedict, a religious order of both men and women’s communities united by their commitment to following the guidance of the Rule of St. Benedict. The Rule was written in the sixth century and the Benedictine order is the oldest continuously existing religious order in the Roman Catholic Church. The 1,500-year history of the Benedictine order reveals a long and integral link with education. The Benedictine libraries preserved the intellectual heritage of the West, and the monasteries were seats of learning from which sprung many of the great universities of the Middle Ages.Â
In order to preserve and transmit this heritage, the college created a
statement of Benedictine College Values. This document not only allows members of the college community to articulate, for a variety of audiences, the distinctiveness of a specifically Benedictine approach to education; it also provides the internal constituents with a common language to better articulate the core principles that animate the common life of the institution. As a liberal arts college, the college remains committed to the pursuit
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of truth, the development of sound judgment, and the inculcation of a love
Notes
for learning as well as the skills necessary for a successful career. The college seeks to both prepare the college’s students for the future and transmit the great patrimony to which this community is heir, the Catholic intellectual tradition.
Finally, as a residential college, Benedictine College is committed to the
development of the whole person. The college believes that learning takes place both in and out of the traditional academic setting. The Benedictine Order has always placed a high value on developing and sustaining a vibrant community life, and the residential program is intended to equip students with the skills necessary to foster community throughout their lives.
These characteristics, Catholic, Benedictine, liberal arts and residential, are
described as the “four pillars” of Benedictine College, supporting the mission to educate men and women within a community of faith and scholarship.
Core Comp on en t 1 a : At Benedictine College, the college’s mission documents are clear and publicly articulate the college’s commitments.
This section will demonstrate that at Benedictine’s College, the mission,
vision, values and goals are clear and define everything the college does. The mission of Benedictine College is articulated not only in the Mission Statement, but also in the many other documents emanating directly from it. These include the Vision Statement, Values Statement, Benedictine College Bylaws, and Strategic Plans (2001–2006 Strategic Plan, Current Strategic Plan). The clarity of the mission will be demonstrated by a further discussion of the following: 1. the Board of Directors’ explicit adoption of clear statements of mission, vision, values, and goals and the dissemination of those documents to internal and external audiences; 2. the inclusion within mission documents of a commitment to academic excellence and an articulation of learning goals for students to achieve such excellence; 3. the inclusion within the mission of non-academic goals that are intrinsic to Benedictine College such as faith and community; and 4. the evaluation and revision of the college’s mission documents. 1. Adoption and dissemination of mission documents
In 2006, the Board of Directors adopted the most recent strategic plan,
including an explicit re-adoption of the Mission Statement, a Vision and Commitments Statement, and a Values Statement, in addition to the planning goals, priorities, and initiatives. These mission documents are widely disseminated Fa l l 2 0 0 9
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in a variety of ways. They are displayed prominently in the Benedictine College Catalog both in paper form and on-line, in the various handbooks (Benedictine College Employee Handbook, Benedictine College Faculty Handbook, Benedictine College Residence Life Handbook) on the Benedictine College website, in the many
mailings, brochures, etc., sent out to prospective students and their parents, and even in the Commencement Program—Hardcopy. All prospective faculty members and senior administrators receive copies of the catalog, the Benedictine College Values Statement, and the Rule of St. Benedict during their interview with the Dean of the College and the President, which is devoted largely to discussing the mission of the college. Additionally, poster versions of the values statement are hung in every classroom and most common areas of the college.
The content and meaning of the mission are also discussed in detail during
new student orientation at the beginning of each fall semester. The freshman orientation program, Raven Orientation Camp (ROC Week), provides a thorough understanding of the life of a Benedictine College student. ROC Week addresses issues such as academic success, how students contribute to the community life, and the importance of a faith life (ROC Week Schedule). The president of the college holds a brief session during ROC week at which he welcomes the new students, briefly orients them to the vision and values of the college, and provides each student with a copy of the Benedictine College values statement. The required “BC Experience” sessions during ROC week are specifically directed to explicit instruction in the nature and significance of the college’s mission. The personal development of the student and further immersion in the mission is continued through the opportunity to participate in the annual Student Leadership Seminar, which has the goal of preparing students for various leadership roles on campus by helping them understand the values of the Benedictine way of life. The orientation program for new faculty includes a mission overview. Various aspects of the mission are discussed during almost every faculty meeting in which the Strategic Plan is an agenda item.
Mission documents are also displayed at the Asian campuses in common
areas shared by faculty and students. Faculty at these campuses are given an orientation to the mission of the college both by the college’s educational partners in Asia and during faculty development sessions that are regularly scheduled during site visits by faculty and administrators from Atchison. Students at the Asian campuses are provided with the same mission PowerPoint presentation that is presented to incoming students in Atchison.
The mission pervades the life of the college in many other ways. As mentioned
earlier, the president received symbols representing the four pillars during his inauguration ceremony.
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The college’s recent sesquicentennial celebration
also highlighted the key mission elements of “community, faith, and
Notes
scholarship” with banners showing scenes linked to those elements. Additionally, the sesquicentennial edition of the alumni magazine was organized into sections on community, faith, and scholarship, with articles and photographs illustrating each of these mission elements. Students have also demonstrated their awareness of the mission in various way, including editorials in the student newspaper and dressing as the “four pillars of Benedictine College” for a homecoming costume party.
The language common to all job positions as posted on the
Benedictine College website states, “Benedictine College’s mission is to educate men and women within a community of faith and scholarship” (Employment Opportunities webpage).
In order to ensure that the various mission documents are consistent,
both internally and with respect to one another, and are clearly presented to the college’s internal and external constituencies, and that college policy remains consistent with the mission, a cabinet-level position of Director for Mission and Ministry was created in 2005. The duties of the Director are to provide strategic leadership and direction for the Office of Mission and Ministry (see Appendix 1A for detailed job description). 2. Academic excellence in mission documents
Commitment to high academic standards is pervasive throughout
the foundational and mission documents, beginning with the bylaws of the college. Article I of the Benedictine College Bylaws states “Benedictine College is dedicated to the liberal education of persons for their temporal and eternal well-being through the cultivation of the intellectual, religious and moral values consistent with the Catholic Faith and the Judeo-Christian culture.” This statement is closely related to the liberal arts pillar of the mission, as described in the catalog.
The description of the liberal arts pillar provides high-level learning
goals for the overall academic program:
“As a liberal arts college, Benedictine College is dedicated to provide a liberal arts education by means of academic programs based on a core of studies in the arts and social and natural sciences. Through these programs, Benedictine College guides students to refine their capacity for the pursuit and acquisition of truth, to appreciate Fa l l 2 0 0 9
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the major achievements in thought and culture, and to understand the
Notes
principles that sound theoretical and practical judgment require. In addition, Benedictine College provides education for careers through both professional courses of study and major programs in the liberal arts and sciences. As an essential element in its educational mission, Benedictine College fosters scholarship, independent research and performance in its students and faculty as a means of participating in and contributing to the broader world of learning.” These goals provided the framework within which the 2001–2003 general education program revision took place. Faculty regularly and extensively discussed existing and proposed general education curricula with reference to the goals found in the Mission Statement in the Benedictine College Catalog.
Major goals of both of the two Strategic Plans produced since the last self-
study in 2000 have explicitly and prominently included strategies to maintain and enhance excellence in student learning at Benedictine College. Goal 1 of the earlier 2001–2006 Strategic Plan was “To secure the college’s position as a respected and innovative liberal arts institution committed to student-centered teaching and learning.” The first goal of the Current Strategic Plan approved by the Benedictine College Board of Directors in 2006 is “Academic Excellence.” The current strategic plan includes further articulation of high-level academic program learning goals, calling for a “rigorous and thorough grounding in the liberal arts, with special attention to the basic academic skills of reading, writing, and critical thinking.” The Values Statement contains several implicit references to high academic standards, as well as an explicit statement in the “Love of Learning” value: • (Love of Learning), “We believe rigorous scholarship in the liberal arts, rooted in the monastic tradition, leads to the discovery of truth. To strive for wisdom lived in responsible awareness of oneself, family, society, nature, and God, ‘We intend to establish a school for the Lord’s service’ (Rule of St. Benedict).”
• The additional items in the values statement which imply a commitment to high academic standards include the “Excellence through Virtue” value: “we believe that a daily discipline and practice of Virtue leads to learning, freedom, and greatness. We personally strive for excellence in all things. . .” and the “Conversion of Life” value: “we believe conversatio, a commitment to personal conversion or growth, positively transforms life. To pursue
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continual self-improvement, seeking truth each day. . . .”
Notes
The vision of the college is “Building One of the Great Catholic Colleges in America.” As stated in the expanded Vision Statement, “building a great Catholic College requires a community-wide commitment to excellence.” This vision flows directly from the mission of Benedictine College and was developed by a yearlong process of evaluation and revision by the board, administration, faculty and staff. The first commitment supporting the vision is: “Intellectually, we achieve this with an academic environment in which all students are challenged to reach their fullest potential through close collaboration with faculty and peers …” 3. Non-academic goals in mission documents
The mission, vision, and values of Benedictine College all demonstrate
commitment to student learning and development inside and out of the classroom, and so the college articulates substantial goals for non-academic as well as academic programs. These goals are defined in the aspects of the mission documents that relate to community and faith on campus. As explained in the Mission Statement, “Benedictine College supports and encourages the full development of its students through a community life that expresses and proclaims the worth and dignity of each individual …” Supporting this element of the mission, the second goal of the Current Strategic Plan is “Dynamic Community.” The Vision Statement also speaks to the commitment to community: “Personally, through immersion in a dynamic residential community, students are challenged to grow in character, in their relationships, and as leaders. They become equipped with the skills to nurture and develop the bonds of community.”
The third goal of the Current Strategic Plan is “Thriving Faith Life.” The
Vision Statement addresses spiritual commitments, noting that “Spiritually,
students grow in an atmosphere that values faith in Jesus Christ. As a Catholic institution, the college is dedicated to “the ardent search for truth and its unselfish transmission . . . so as to act rightly and to serve humanity better.” [Ex Corde Ecclesiae] (See Criterion Five for further discussion of this topic.)
4. Evaluation and revision of mission documents An examination of the strategic plans (2001–2006 Strategic Plan, Current Strategic Plan), Action Plans and Vision Statements developed since the last self-
study and the process by which they were approved reveals an institution that, while greatly valuing the tradition of “… 1500 years of Benedictine dedication to learning…” is keenly aware of the need to regularly evaluate and, when Fa l l 2 0 0 9
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appropriate, revise its mission documents.
The current Values Statement and Vision Statement were developed over
a period of one year starting in June 2005. A strategic planning task force representing various constituencies spearheaded the process. Input was solicited and provided by a number of internal and external constituencies. For example, draft documents were presented and discussed extensively by faculty and staff at three quarterly workshops. Members of the college’s sponsoring religious communities and leaders at other Benedictine educational institutions discussed the documents and provided feedback. The task force met with the Board of Directors and led discussion and input sessions regarding the vision and commitments statements, as well as the plan itself. The final documents were approved by the Benedictine College Board of Directors in June 2006 (Chronology for the Development of Vision and Values Statements). An example of the process of examination and revision is the incorporation of the college’s Asian programs into the basic mission documents. In the most recent strategic plan (Current Strategic Plan) one of the priorities that supports the goal of academic excellence is: “Develop and support new and expanded programs that enhance the college’s ability to provide academic excellence and prepare the college’s students to engage the global community.” A key initiative in support of that priority is to “continue to explore and develop international opportunities—study abroad programs for domestic students and programs for international students in their countries—and increase recruitment and support for international students on the college’s home campus.”
The college has embraced this strategic initiative with outreach programs for
Asian students to visit the Atchison campus, opportunities for Atchison-based faculty to teach in Asia, and expanding Asian campuses to include sites in Kuala Lumpur, Malaysia and Singapore. Opportunities for international internships are also being explored for the Atchison-based student body, as well as semesters abroad at the Asian campuses. The most recent Discovery Day (the college’s annual student-faculty research symposium) included a joint research project in international business undertaken during the fall semester that integrated students from the Hong Kong and Atchison campuses.
C or e C o mp o ne nt 1 b : In the Benedictine College mission documents, the college recognizes the diversity of its learners, other constituencies, and the greater society it serves.
In today’s increasingly global society it is incumbent upon all institutions
of higher learning to recognize the diversity of their students and other constituents and to adopt policies and engage in practices that take into account
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the multiplicity of religious, cultural, ethnic, economic, and racial backgrounds.
Notes
Both the physical location of Benedictine College in a small town (in a largely rural and generally homogenous state), and the college’s explicit commitment to its Catholic identity mean that the college faces particular challenges with respect to diversity issues. These challenges have given the community an opportunity to engage with the concept of diversity and its application in these specific circumstances.Â
Over a 5-year period (2003 to 2007), from 11% to 13% of the student
body enrolled at Benedictine College have been minority students (Minority Enrollment Summary Data). These data are slightly lower than the minority student
enrollment of 13% to 15% for the other members of the Kansas Independent Colleges Association (KICA) peer group (Minority Enrollment Summary Data). (The data reported from Donnelly College were omitted. It is an urban, twoyear college in Kansas City with a minority enrollment of 77% that exceeds, by several factors, the minority enrollment percent of any of the other schools in the comparison group. The percent minority enrollment for the KICA schools increases to 16% to 18 % if Donnelly College is included.)
However, the level of minority enrollment is only one aspect of analyzing the
college’s commitment to diversity. It is important to ensure that care for minority students does not stop once they are recruited. One of the most fundamental measures of academic success is, of course, graduating from the institution one attends. In this respect, the college has a relatively strong record. Although Benedictine College minority students graduate at a lower rate than non-minority students of the same cohort, there has been steady progress over the past three years and the gap between minority student graduation and the overall college graduation rate has been steadily closing during that period of time (Minority Graduation Rates). Benedictine College minority students, overall, graduate at a
higher rate than do minority students in the other KICA institutions (Minority Graduation Rates).
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Benedictine College’s commitment to recognizing that diversity and encouraging a respect for others different from ourselves is demonstrated in the following ways: 1. the college’s mission documents include a commitment to diversity, and institutional policies and practices are designed to put this commitment into action; 2. the college is engaged in ongoing efforts to attract and retain an ethnically and racially diverse faculty, staff and student body and to provide engagement with a variety of perspectives and points of view while remaining consistent with the college’s mission; 3. the college provides numerous opportunities for students to have international experiences to prepare for the globally interdependent society in which they live; and 4. policies that set standards for community members’ behavior are based explicitly and specifically on the mission. 1. Mission documents, institutional policies, and diversity The Mission Statement of Benedictine College and mission documents emanating from it implicitly and explicitly recognize the importance of embracing diversity, and institutional policies and practices reflect the college’s attempt to serve the varied needs of a diverse community. As previously discussed; the mission of Benedictine College rests on four pillars; the college is a Catholic, Benedictine, residential, and liberal arts institution. These pillars foster a commitment to diversity and provide a common set of values and sense of purpose to a diverse membership of students, faculty, staff, administrators, and other constituents.
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As a Catholic college, the college is committed to the traditions of Catholic
Notes
higher education, including an ardent search for the truth in a context that remains explicitly faithful to the entirety of the Church’s teachings. At the same time, the college is ordered by its mission to “embrace students and faculty from all faiths who accept [Benedictine College’s] goals. …” (Mission Statement). Further, the Vision Statement indicates that “we welcome and support students of all faiths and encourage them in their quest to grow closer to God. We share the beauty and mystery of the Catholic faith with all members of the college’s community, while we respect the essential freedom that is key to a mature faith.”
The college is founded on a Benedictine tradition that embodies moderation,
learning, community life, and liturgical and biblical spirituality, guided by the Rule of St. Benedict. It is a tradition that welcomes all into its family and is committed to
listening to all whom it admits.
Recognition of the importance of diversity is expressed in the liberal arts
pillar of Benedictine College. The college’s Vision Statement for the liberal arts expresses the commitment to training students to “view the world from a variety of academic perspectives and to use the tools of a number of disciplines to understand, analyze, and solve problems.” One of the general education requirements is that students take a course which provides a global perspective; that is, a course which “devotes significant attention to cultures and communities outside the Western European tradition.”
Finally, as a residential college, “we support and encourage the full
development of our students through a community life that expresses and proclaims the worth and dignity of each individual. In a caring and supportive atmosphere, students are helped to develop a sense of meaningful purpose in life and encouraged to participate in programs which promote sound bodies, emotional balance and dedication to the welfare of others.” (Mission Statement) Respect for diversity is evident in the Benedictine values of community, which includes a commitment to respect for all individuals, and hospitality, through which the community pledges to uphold the dignity of all people (Values Statement).
The Current Strategic Plan contains a number of initiatives that are directly or indirectly relevant to diversity issues. These include increasing international opportunities for the college’s students and increasing the number of international students on the college’s campus; providing opportunities for faculty and staff to understand the impact of student demographics, including cultural diversity, academic background and preparation, and generational change on student expectations, attitudes, behavior and learning styles; and providing for the Fa l l 2 0 0 9
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spiritual needs of both Catholic and non-Catholic students. Additional instances of recognition of diversity and the recognition of the college’s multicultural society within mission documents are provided in Appendix 1B.
Respect for the dignity and worth of the individual is an explicit element of
the mission of Benedictine College (Mission Statement), which states, “Benedictine College supports and encourages the full development of its students through a community life that expresses and proclaims the worth and dignity of each individual.” Further, in the college’s vision and commitments (Vision Statement), the college aspires to produce alumni who will have “learned to see others as God sees them—to appreciate the unique value and infinite worth of every human being.” That same document notes that, following in the example of Sts. Benedict and Scholastica, the college is called to “live united by our search for truth, zealous in fostering and recognizing the dignity of each person, and committed to a balanced way of life. Through this framework, students are prepared to live a life of service, leading with true humility.” Additional instances of affirmation of dignity and worth of individuals within mission documents can also be found in Appendix 1B. 2. Diversity, recruiting, and exposure to multiple perspectives As illustrated above, the mission documents of Benedictine College recognize the diversity of society, and impel the college community to effectively embrace this diversity. Therefore, a Diversity Plan was drafted and approved by the President’s Cabinet in 2005. This plan includes goals aimed at recruiting and retaining a diverse faculty and staff, recruiting and retaining a diverse student body, and developing a curriculum which supports diversity and diverse perspectives. In spring 2009, a faculty committee was formed to assess the effectiveness of the plan and to submit an updated plan for faculty approval in fall 2009.
Since the adoption of the Diversity Plan, the college has implemented a
number of diversity initiatives at Benedictine College. Because a diverse student body enhances the educational and growth experiences for all members of the Benedictine College community, the Admission Office is reaching out to members of ethnic minority groups in a number of ways, such as: • Earmarked endowed scholarships for minority students; • Attendance at Kauffman Scholars programs, designed to significantly increase the number of low-income urban students living in Kansas City, Missouri, and Kansas City, Kansas who become college graduates; • Partnerships with high schools with high minority populations, including Cristo Rey (Kansas City), Arrupe Jesuit High School (Denver), and Alta Vista Charter High School (Kansas City);
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• Membership in the Hispanic Association of Colleges and sending a
Notes
representative to their meetings as a Partner Institution; • Actively pursuing minority candidates for staff vacancies; and • Sending representatives to attend and sponsor the Blanco y Negro Awards Gala in support of the Guadalupe Centers, Inc., whose mission it is to improve the quality of life for individuals in the Latino communities of greater Kansas City.
Future diversity goals of the Admission Office include the development
of a diversity scholarship program and a first-generation scholarship program, and to make available a Spanish version of the Financial Aid website. Because of demographic trends in the United States, particularly in areas in which the college recruits heavily, and because of even more dramatic demographic shifts predicted for the American Catholic church, the college’s efforts to recruit minority students will have a particular emphasis on understanding and addressing the needs and concerns of Hispanic students and their families. Another element of diversity is the commitment to meet the needs of those with disabilities. At an academic institution, respect for students with disabilities that are likely to have direct effects on their academic performance is paramount, and the provision of explicit guidelines for meeting the needs of those students is consistent with the mission’s mandate to respect the dignity and worth of all individuals. Therefore, faculty members include statements in their syllabi, notifying students that reasonable accommodations will be made for any student with a documented learning disability (Benedictine College Procedures Manual). Moreover, a standing committee of Benedictine College, the Reasonable Learning Accommodations Committee (RLAC), deals with policies and procedures governing such accommodations. A description of the duties and membership of RLAC is available in the Benedictine College Faculty Handbook.
Of course, it is important that the college have policies and procedures
in place that guide community members in meeting the diversity expectations conveyed in the mission. However, it is equally important to ascertain the extent to which all students, from all backgrounds, perceive that they are respected and accepted at Benedictine College. To make that determination, the self-study committee looked at the data from three surveys: the Student Satisfaction Index (SSI), which includes national benchmarks for comparison and is independently administered by the Noel-Levitz firm, measuring student satisfaction with various aspects of their collegiate experience; the National Survey of Student Engagement (NSSE), another national survey measuring student engagement on five benchmark areas; and a survey that the committee developed to measure student opinion in preparation for writing this self-study report. Fa l l 2 0 0 9
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According to the Student Satisfaction Index, spring 2007 (SSI 2007), students believe residence hall staff are concerned about them as individuals and that they are made to feel welcome here. There is a positive mean difference and no difference, respectively, on those items in relation to other SSI indices of Midwestern, four-year, private colleges. However, on that same survey, students expressed less agreement than those at peer institutions with statements asking whether students are free to express their ideas on campus, whether faculty are fair and unbiased in their treatment of individual students, and whether there is a strong commitment to diversity on this campus.
Benedictine College consistently scores significantly above the average on
the NSSE benchmark of providing a supportive campus environment. This indicates that there is global satisfaction among students regarding the campus environment. In order to further analyze diversity-related issues, the self-study committee looked more closely at specific items on the NSSE survey. There are five survey items on the NSSE that relate directly to student contact with and exposure to people from diverse, cultural, religious, racial, social, and economic backgrounds in and out of the classroom (Appendix 1C). The results of the NSSE 2003, 2004, 2005, 2006 and 2008 show that, for the most part, there was
no statistically significant difference between the results of Benedictine College students (freshmen or seniors) versus other NSSE students on these items. However, in a few cases Benedictine College students had scores that were lower than the national pool in a statistically significant way. For example, on the question “… how often have you done the following: included diverse perspectives (different races, religions, genders, political beliefs, etc.) in class discussions or writing assignments?” (Item 1–e), Benedictine College respondents, (2003 freshman, 2005 freshman and seniors) scored lower on this question compared to other NSSE students; the effect size of this difference (what NSSE defines as the “practical significance” of the statistical difference) fell into the range between “small” and “moderate” in each of these instances. In no year did the college’s students score significantly higher than the other NSSE student comparison group on these five survey items (Appendix 1C). These results were discussed with the faculty at opening workshop in fall 2005 and faculty were encouraged to consider these results when planning assignments for their courses.
Finally, on the college’s own Self-Study Student Survey, a high percentage of
students indicated that their experiences at Benedictine College had increased their ability to meaningfully interact with constituent groups different from their own:
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Group Differing from Respondent by:
Percent of Students Responding in the Affirmative
Race
63
Political Views
61
Academic Talents
85
Religious Views
69
Countries of Origin
72
Parts of the United States
90
Social Economic Academic Status
70
Sexual Orientation
41
Notes
One potential area of tension at Benedictine College arises from the fact
that the mission embraces Catholicism, yet the college community embraces students, faculty, and staff who are not Catholic. The Benedictine College Campus Ministry Program recognizes and responds to students with diverse spiritual needs; about 20% of students identify themselves as non-Catholic. Through ecumenical programs and activities such as the Fellowship of Christian Athletes, Faith Alliance Task Force, International Student Outreach, Jam for the Lamb, and X-Alt, Campus Ministry acknowledges its role in assisting all students to grow in their spiritual lives during their time at Benedictine College. In fact, 60% of the college’s Campus Ministry programs are ecumenical in nature (Ministry to Non-Catholic Students).
On the Self-Study Student Survey conducted in spring 2008, 78% of students
agreed that Benedictine College provides sufficient programs to meet their spiritual needs, and 88% of students agreed that they feel accepted within the Benedictine College community. The student survey also included a brief truefalse “quiz” over the content of the Benedictine College mission. Eighty-eight percent of respondents correctly identified the following statements as being true: “According to its Mission Statement, Benedictine College’s goals include the promotion of the worth and dignity of each individual,” and “According to its Mission Statement, Benedictine College embraces students and faculty from all faiths who accept its goals.” 3. International experiences
Diversity at Benedictine College is also enhanced by the presence of
international students and by immersion of American students in study abroad experiences. In the spring 2008 semester there were 57 international students on campus, representing twenty-one countries (Spring 2008 Head Count, International Students). The college has recently added to its international outreach efforts by
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working with the non-profit group, Iraqi Student Project. Participating colleges agree to take qualified students from Iraq, providing them with free tuition. A student from this project will be joining the community in fall 2009.
The Benedictine College Center for International Education serves the
needs of international students and facilitates study abroad. Its many initiatives encourage international students to get involved in campus activities to fully experience campus life and make American friends. The International Club, comprised of American and international students, has several social gatherings each year, including games, cultural demonstrations, and an international food festival. The club has also celebrated the Mid-Autumn Festival (a holiday in Asia similar to Thanksgiving) and Chinese New Year with other Benedictine College students.
The Center for International Education also provides a few trips each year
to cultural events nearby. In the past few years it has taken students to a Native American powwow in Topeka, the Greek Festival in Kansas City, and the Kansas City Renaissance Festival. In the spirit of Benedictine hospitality, the Center also provides international students the opportunity to spend Thanksgiving and Easter with Benedictine College families, while students can spend Christmas with an American host family through a national program.
Benedictine College’s Asian program is another way for the institution to
engage the multicultural global society. The college’s Asian students are being educated within the liberal arts tradition, emphasizing critical thinking, analysis, communication and application, evaluation, and synthesis of material. This is very different from the traditional educational approach that their societies offer. Yet, the college believes this alternative approach to education will better equip these students to engage the global future. The Asian program educates students to be life-long learners, based on the strong conviction that the growing importance of China and all of Asia in the world community makes it imperative that the rising generation be provided with the opportunity to develop the intellectual flexibility, love of discovery, and commitment to creativity that a liberal arts education fosters and encourages. The Benedictine College vision is to “produce graduates who will transform the world through their commitment to intellectual, personal, and spiritual greatness,” and the China program is a significant element that will help achieve that vision (Vision Statement). Another way the college prepares students for the global future is to encourage international experiences. In recent years, increasing numbers of Benedictine College students and faculty have participated in formal study abroad programs as well as shorter educational and mission trips abroad. Prior to 2006, about twenty students per year studied abroad. However, the college opened a campus
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in Florence, Italy in 2006 and that year a total of 64 students studied outside the
Notes
U.S. Since 2006, 55 students have participated in the Florence program, which is described in Criterion Three. In spring 2008, 21 students studied abroad: 15 students in Florence, five students in France, five students in Spain, and one in Mexico. Each semester, one faculty member from Benedictine College participates in the Florence program as an instructor. Five faculty members from the Atchison campus have travelled to Hong Kong and taught modules in the Hong Kong degree completion program.
In addition, since 2005, over 150 students and 12 faculty members have
visited eight countries on short trips that have occurred in the context of a class, for missionary purposes, or to perform music (see table below). In the fall of 2006, Benedictine College Campus Ministry began consistent sponsorship of a Spring Break mission trip abroad through a partnership with the Christian Foundation for Children and Aging (CFCA). Thus far, thirty students have traveled to the Santa Ana Project in El Salvador. In addition, the Center for International Education is currently helping three students plan a trip to an African orphanage with the African Benedictine Sisters of St. Agnes Chipole, Tanzania. Another mission opportunity exists after graduation at the Lady of Mount Carmel Mission in Belize. The mission was founded by a graduate of Benedictine College and an average of two to three students will go down each year to volunteer anywhere from one to two years.
Finally, since 2003, 32 students have studied in Spain and seven in Mexico
as a requirement for the Spanish major, and 25 students have studied in France for the French major.  
Students and Faculty Travel Abroad Year
Location
Students/Faculty
2005
Rome, Italy
14/1
2006
Rome, Italy
23/1
2006
Peruvian Amazon
5/1
2006
Guatemala
15/1
2006
Rome, Italy
14/1
2006
Ireland
15/2
2007
Peruvian Amazon
18/2
2007
El Salvador
15/1
2007
Peruvian Amazon
3/2
2007
Paris, France
15/3
2008
Peruvian Amazon
8/3
2008
El Salvador
15/2
2008
Ireland
7/1
 
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4. Behavioral policies and the mission
Expected behavior is articulated in the various handbooks and policy
manuals which guide the college’s operations and which are described in some detail in Core Component 1e.
For Benedictine College employees, issues of discrimination, harassment,
respect for diverse points of view, and the creation of a healthy and respectful workplace environment are addressed in the Benedictine College Employee Handbook, under sections on “Workplace Environment.” The Benedictine College Student Handbook includes an explicit statement of nondiscrimination;
citing the Civil Rights Act of 1964 and Title IX of the Educational Amendments of 1972 (See “Discriminatory Harassment Policy”). These policies are linked in the college’s handbooks to the college’s values of community and respect for the dignity and worth of each individual.
For students, the Benedictine College Student Handbook provides guidelines
for expected behavior. In some instances, these guidelines require students to accept constraints on their behavior; these constraints are clearly and explicitly linked to the college’s mission. For example, as a means of demonstrating the college’s commitment to Catholic teachings regarding healthy relationships, the college has a single-sex residence hall policy, with limited hours for visitation. To uphold the college’s responsibility to instill respect for the law and the virtue of moderation, there are policies related to alcohol consumption and possession that are aimed at avoiding underage and immoderate drinking. Additionally, the Benedictine College Student Handbook recognizes reasonable restrictions on students’ speech and actions: “Performances must be free of all profanity and explicit lyrics and/or actions contrary to Benedictine College Mission. Lewd and mischievous behavior is not acceptable.” All of these policies are explicitly linked to the college’s mission.
The diversity among official student groups reflects the college’s non-
discrimination commitments. These groups include the Black Student Union, the Celtic Music Club, the Hispanic American Leadership Organization (HALO), the International Club, and the Italian Culture Club (Benedictine College Website). Policies governing official recognition of student organizations
are provided in the Benedictine College Student Handbook.
It is important to note, however, that the diversity among student groups
is governed by the mission. Following the policies articulated in the student handbook, there have been instances in which the Student Life Office has denied recognition to student groups whose stated purpose is in conflict with the mission of the college. Examples include a gun club, because the possession of firearms by students on campus would undermine the college’s residential
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pillar, and an organization focused on gay and lesbian issues, which contravenes
Notes
the Catholic pillar. This is addressed and linked to the college’s mission in the student handbook as follows: “Benedictine’s policy is to encourage free discussion of moral issues as part of the educational process. Benedictine College grants official recognition to those organizations whose purposes and goals, activities and programs are consistent with the educational mission of the college and with a Catholic and Benedictine institution of higher education.” (Benedictine College Student Handbook, p. 31)
Core Comp on en t 1 c : Understanding of and support for the mission pervade Benedictine College.
The most direct indication that the mission of Benedictine College is
presented clearly is the extent to which it is known and understood by its internal and external constituencies. Evidence of the clarity of the mission documents in describing the mission can be found in their intrinsic lucidity and the results of surveys that directly and indirectly assess knowledge and understanding of the mission. As discussed in other sections of the self-study, the mission of Benedictine College (Mission Statement) permeates the college’s academic, residential, and administrative activities. This section will demonstrate that the mission animates the life of the college by demonstrating the following: 1. the groups comprising Benedictine College—the board, the administration, the faculty, the staff, and the students—understand and support the mission, which is communicated in a consistent manner; 2. strategic decisions are mission-driven and planning and budgeting priorities flow from and support the mission; and 3. the goals of the administrative and academic departments are congruent with the Benedictine College mission. 1. Understanding, support, and communication of the Benedictine College mission
The Board of Directors sets the strategic policy and direction for Benedictine
College. The board’s understanding, acceptance, and support of the mission are, therefore, vital for the college’s success. Sixty-three percent of board respondents indicated that they were provided with explicit orientation regarding the mission and its connection to board activities and decision making (Self-Study Board of Directors Survey). Board members’ “own-words” descriptions of the four pillars
indicate an appropriate level of familiarity with the content of the mission. All board statements regarding the mission are available in items 1 through 4 of the Self-Study Board of Directors Survey.
Faculty also demonstrated substantial knowledge of the Benedictine College Fa l l 2 0 0 9
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Notes
mission. In the Self-Study Faculty Survey, approximately half of the faculty could name the four pillars of the college without prompting. Follow-up items demonstrated a pervasive understanding of these pillars. Faculty descriptions of the meaning of each pillar reveal significant common threads. Regarding the Catholic pillar, 40% of the faculty noted the college’s commitment to Roman Catholic beliefs and actions as one element of the college’s catholicity, 36% noted the college’s commitment to live in a Christian manner, and roughly 25% noted the college’s commitment to spiritual growth through prayer or through study, and to genuine Catholic beliefs, along with a tolerance of other views. Nearly half the faculty associated the college’s commitment to the Benedictine pillar with community, while roughly 25% associated it with the traditional values of a balance between work and prayer, hospitality, and stewardship. Half of the faculty also associated the college’s commitment to the liberal arts pillar with acquiring a broad base of learning, with about 20% seeing it as “teaching students how to learn.” Lastly, 40% of the faculty saw the residential pillar in terms of community life, and learning how to live with others, while roughly 25% saw in the college’s commitment to the residential pillar an opportunity for students to see the worth of each individual and for the college to develop the whole student. Administrative staff members are an integral part of the daily functioning of the college, and they too need to understand the college’s mission and purpose. The self-study committee found that 94% of staff respondents indicated that they had either read, or had explained to them, the Benedictine College mission (Self-Study Staff Survey). As discussed in Core Component 1a, the college’s students are educated about the four pillars from the time they begin to consider attending Benedictine College. Evidence that the mission is clearly conveyed is found in the 2007 CIRP Survey of Benedictine College freshmen. Students could choose as many
reasons for why they chose to attend Benedictine College as they wished, but the top choices were: academic reputation, 55%; religious affiliation, 51%; and community/residential life, 41%.
In a spring 2008 Self-Study Student Survey, the college’s students demonstrated
a considerable understanding of each of the four pillars, as demonstrated by their performance on a set of five true-false items. Further, in the same survey, the students showed an overwhelming support for the four pillars of the mission, with 69% supporting the residential pillar, 82% supporting the Catholic pillar, 87% supporting the Benedictine pillar, and 89% supporting the liberal arts pillar. Finally, 76% of students indicated that they believe that the mission is expressed in a consistent manner.
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In the spring of 2008, members of the college’s sponsoring religious
Notes
communities, Mount St. Scholastica Monastery and St. Benedict’s Abbey, completed a survey (Self-Study Religious Communities Survey) as part of the college’s self-study process. One line of questioning sought to determine their perception of the extent to which the college is fulfilling the four pillars of its mission. On average, approximately three out of four respondents agreed that the college carries out the four pillars of its mission (i.e. Catholic, Benedictine, liberal arts and residential). However, the communities were quite split on the question of whether the college has remained true to its history and heritage (Religious Communities Survey Table). Among the monks of St. Benedict’s Abbey, 78%
believe the college has remained true to its history, whereas among the Sisters of Mount St. Scholastica Monastery, only 44% agree with this statement. While this is perhaps unsurprising, given that Benedictine College is the product of a merger of two distinctive parent institutions, each with a unique, and decisively different, history and heritage, nevertheless this presents a challenge. Written comments suggest some degree of dissatisfaction with the college’s current relationship with the sponsoring communities, particularly among the Sisters. This will be discussed in greater detail in Criterion Five. Additionally, in a self-study survey conducted in fall 2007, 63% of Benedictine College alumni (Self-Study Alumni Survey) recalled that, during their time as students, the mission was either read or explained to them. Most agreed that the college has been successful at living out its mission in the following areas: Catholic, 84%; Benedictine, 82%; Liberal Arts, 84%; and Residential, 76%. Eighty-four percent of alumni agreed that, in planning for the college’s future, it has remained true to its history and heritage.
In 2003, the college began working with an internationally recognized
marketing firm, VML, to continually evaluate the mission-oriented message it desired to share in order to ensure that the mission is consistently communicated across all internal and external constituencies. The development and dispersal of a consistent message, along with enhancing the curriculum and institutional programming to fit with the college’s mission, has led to national recognition for Benedictine College. Consistent articulation of the mission across all media enables the community to live up to its values.
These values guide practices across the college. For example, the Training
Manual for the Office of Enrollment Management includes a copy of the Mission
Statement and instructs the college’s recruiters to assist students in making a college choice best suited to achieve their educational and career goals and to enthusiastically and persuasively recruit students who are well matched to Benedictine College. Although Raven Wire was discontinued at the end of 2008, Fa l l 2 0 0 9
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discussion of the mission with prospective students remains a routine component of the recruiting process. (Recruiting materials are provided in hardcopy in the documents room.) The President’s speeches, both to prospective students and to more general audiences, focus on communicating the mission. Publicity pieces, advertisements, donor solicitations, and the college’s alumni magazine, Raven Review, all present the college in a way consistent with its mission.
Of course, in the context of a tradition as rich and varied as the Catholic
intellectual tradition, even broad and strong support for the mission will not preclude conflicts and tension regarding the appropriate interpretation and application of mission principles and standards. For example, the relationship between the norms of academic freedom and the college’s public commitment to the truths of the Catholic faith can provoke significant discussion.
Freedom of inquiry and expression are necessary foundations for the provision
of a true liberal arts education. Benedictine College remains governed by a set of policies and principles adopted by the Board of Directors and the faculty in 1996 regarding academic freedom. These policies stress the college’s commitment to remain open to speakers with diverse views, even those antithetical to the teachings of the Catholic Church, while limiting official college honors to those whose public lives reflect the college’s values and mission.
The President’s recent public remarks before the Heritage Foundation
on the subject of academic freedom are relevant to this consideration as well (Academic Freedom in Catholic Higher Education). In this talk, President Minnis affirms the value of academic freedom, understood as “the means through which the academic community pursues truth …” yet he cautions that “… freedom is never an end in itself. Freedom is a means—a vital means, and perhaps the only means that is consistent with human nature, but a means nonetheless—to the pursuit of greater goods.” This vision of academic freedom, grounded in the teaching of the Catholic Church, provides guidance to the community; but how this is manifested in particular circumstances remains an issue for ongoing dialogue. Another area in which the college’s very commitment to its mission can be a cause for potential tension within the community occurs with respect to the integration of faith commitments into the common life of the college. Some members of the community are concerned that those who ardently embrace their faith, seeing it as a source of truth and a guide to life, may be perceived as, or may even be, intolerant of those whose faith orientations differ from their own. This issue has been the subject of ongoing discussion by the community. In 2006, the Board of Directors requested an analysis of available data relating to students’ tolerance of those with different opinions. These data indicated that the college’s students did not seem to be significantly different from other
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college students (Diversity Report to Board—Hardcopy), although the question
Notes
of tolerance of a range of opinions remains a sensitive and significant issue that requires monitoring. Yet another area in which mission concerns are a matter of community discussion relates to the college’s Asian programs. In examining the Asian programs, some within the community have expressed concern that, because of the official atheism of the Chinese government, the college is not able to require that these students fulfill the same general education requirements as other Benedictine College graduates, specifically, TH 101. It was in large measure as a result of the impossibility of offering the college’s full core curriculum that the Asian program decided not to attempt to offer a full Bachelor of Arts degree in mainland China, instead offering a degree-completion program. The college’s presence in places like Shanghai and Beijing furthers significant dimensions of the mission. The Catholic Church in general, and the Benedictine Order in particular, have a long history of addressing material, as well as spiritual, needs of the peoples they encounter. The international Benedictine Order has established a specific China initiative (i.e. they are seeking to develop a Benedictine presence in the country through providing services (such as health care) that meet the needs of the people). They are willing to accept the government’s restrictions on religious activity in order to establish a presence, meet the immediate needs of the region, and be prepared for a more open environment. Although the college’s educational program is not a recognized part of this initiative, it is consistent with it and the members of the college’s sponsoring communities on the Board of Directors (including the Abbot of St. Benedict’s Abbey and the Prioress of Mt. St. Scholastica Monastery) find this initiative consistent with the college’s Benedictine heritage.
Because of the sensitive nature of the relationship between the Catholic
Church and the People’s Republic of China, the President and the Dean of the College went to Vatican City and discussed this program specifically with then Secretary for the Congregation for Catholic Education, Archbishop Michael Miller. Archbishop Miller was warmly supportive of this initiative and indicated in a follow-up letter that he thought the college’s program was an example of the important work of “pre-evangelization” which is vital for the future of the Church in China (Archbishop Miller’s Letter —Hardcopy). 2. Strategic planning, budgeting, and the mission
On the Self-Study Board of Directors Survey, members of the board indicated
agreement that the activities of the Benedictine College Board of Directors and Fa l l 2 0 0 9
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the planning processes of Benedictine College are mission-driven: • Benedictine College’s planning and budgeting priorities flow from and support the mission (94% agree); • The board’s policies and practices document the board’s focus on Benedictine College’s mission (100% agree); • Benedictine College’s strategic and action plans reflect a sound understanding of its current capacity to fulfill its mission (100% agree).
The current strategic plan was developed with the specific and explicit purpose
of supporting the pursuit of the college’s mission. Consequently, the major goals of the plan are related to the Mission Statement: academic excellence, a dynamic community, a thriving faith life, and financial stability. Each of these goals has priorities and initiatives associated with it, with the aim of providing the entire community with specific guidance to help achieve the college’s mission.
For example, the goal of Academic Excellence supports the college’s mission
commitment to foster “scholarship, independent research and performance in its students and faculty as a means of participating in and contributing to the broader world of learning” (Mission Statement). The college has steadily and consistently increased funding for the college’s Discovery Program, which is dedicated to the collaborative pursuit of knowledge and discussed in detail in Criterion Four. Recent years have also witnessed meaningful increases in funds available to faculty for professional development. The faculty development annual allotment has increased from $600 to as much as $1,200. Improving the students’ learning experience was aided by a subscription to the Blackboard course management site beginning in 2003. Technology and furnishing upgrades have been made in most classrooms on campus, as detailed in Criterion Three. Benedictine College, has also added several majors; Engineering Physics, Finance, International Business, Foreign Languages, and Criminology have increased the scope of the academic program. During the spring of 2009, the faculty and the Board of Directors approved the establishment of a nursing program. Each of these additions was carefully considered to see if it supported the college’s mission and values.
In the service of the goal of building a Dynamic Community, the college
has invested considerably in residence life. Consistent with the Benedictine and Residential pillars of the college’s mission, the values of Community and Hospitality, and the vision that students be challenged to grow in character, in their relationships, and as leaders, the strategic priorities include: • to develop a sufficient infrastructure to support a growing study body; • to support a dynamic co-curricular program that provides opportunities for student leadership and development; and
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• to nurture community building through careful attention to student
Notes
demographics and development (Current Strategic Plan). While it is not feasible in the Asian programs to offer students a residential program in the same way as the Atchison campus, the college’s Asian students are intentionally provided with a sense of community, both through a vibrant student life program and through the cohort model of class offerings.
In support of community, facilities at all Asian locations include multiple
student clubs, dedicated space for students to gather to study and socialize, and regularly planned outings such as intramural sporting days. Students on the Hong Kong campus have consistently sent groups of students each spring to the Atchison campus for two weeks of interacting with American students, classroom instruction, special tours, and presentations to the Atchison student body. The mainland Chinese students are also trying to work out the opportunity to participate in these spring activities but thus far have been unable to sort out the visa issues. The college is also planning to offer these opportunities to the college’s two new locations in Singapore and Kuala Lumpur. The Current Strategic Plan also adheres to the college’s vision to welcome and support students of all faiths and encourage them in their quest to grow closer to God (Vision Statement). At Benedictine College, faith-oriented strategic goals aim to accomplish several things: to encourage spiritual growth for all members of the college’s community, to foster an understanding of and commitment to Benedictine character throughout the college’s community, to make available a range of opportunities for students, faculty, and staff to put their faith into action, and to provide adequate support for Campus Ministry programs. The goal of a Thriving Faith Life is aided by the Director for Mission and Ministry. Since the creation of that position, student interest and involvement in campus ministry, in its many forms, has thrived on the college’s campus. The last several years have witnessed the growth of the Fellowship of Catholic University Students (FOCUS), Benedictine College Life Teen, X-Alt, and other ministry organizations (Campus Ministry Reports; Campus Ministry April 2008 Report to Cabinet). The college’s commitment to its Catholic pillar has been recognized
externally: for the past two years, it has been named one of the best Catholic colleges in North America by the Cardinal Newman Society in its annual book, The Newman Guide to Choosing a Catholic College: What to Look for and Where to Find It. Another sign of a thriving faith life is the new Marian grotto, a gift of an anonymous donor, which had the finishing touches completed in May. The college held its first May Crowning with a late night, candlelight procession that drew more than 300 students. Nestled on the hillside on the western edge of the Fa l l 2 0 0 9
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academic quad, the Marian grotto can be seen from most of the campus and will provide another place for meditation and prayer.
Finally, in support of all pillars of the college’s mission and all elements
of the college’s vision, and consistent with the college’s value of Stewardship, the final strategic goal is Financial Stability, with priorities related to budgeting, revenue enhancement, marketing, and the largest comprehensive fundraising campaign in the college’s history, “Investing in Excellence.”
This campaign, begun in 2006, aims to raise $50 million by 2011 for
endowment, capital improvements, and the annual fund. The college has already received donations and pledges for more than $40 million toward this goal. The campaign includes goals of $20 million toward the endowment, and another $6 million toward the annual fund.
The centerpiece of the campaign is a new academic center to be built on
the eastern edge of the quad between Westerman Hall and St. Benedict Hall. Ten years of enrollment growth has been exciting, but has strained academic facilities. This new academic center will provide critical classroom space, as well as new faculty offices and a high-quality meeting and reception area. In addition, the campaign aims to support the college’s outstanding science programs with a major capital investment in the classrooms and laboratories of Westerman Hall. 3. Departmental goals and the mission A unified commitment to the mission across all areas of Benedictine College is necessary to meet the college’s priorities, satisfy the college’s constituents, and maintain a clear vision of the college’s future. The mission statements of the Offices of College Relations, Business Affairs, and Advancement each make explicit reference to furthering the college’s mission. The mission of the Residence Life program can be found in the Benedictine College Residence Life Handbook. Its connection to the college’s mission is clear, as the college’s mission
is presented first, and all aspects of the Residence Life mission are tied back to it. The mission statement for the Office of Enrollment Management is located in its Training Manual. It is also preceded by the complete text of the college’s mission
and makes explicit the intent of the division to further the college’s institutional mission. The stated purpose for the “ministry arm” of the Office of Mission and Ministry is “to provide for the spiritual needs of students at Benedictine College in accord with the Code of Canon Law of the Roman Catholic Church,” thus explicitly connecting it to the Catholic pillar of the college’s mission. Sample mission statements for the college’s various subunits are found in Appendix 1D.
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The primary pursuit of any college should be its academic program. In 2002,
the college’s faculty approved a new General Education Curriculum. Discussion
Notes
and debate leading to the creation of the new program included frequent reference to the college’s institutional mission, and its influence is reflected in the final product. The General Education Curriculum promotes an education in the liberal arts, with the goal of guiding students to “refine their capacity for the pursuit and acquisition of truth, to appreciate the major achievements in thought and culture, and to understand the principles that sound theoretical and practical judgment require.” Consistent with the Benedictine College Vision Statement, that “through a broadly-based liberal arts education, students are trained to view the world from a variety of academic perspectives and to use the tools of a number of disciplines to understand, analyze, and solve problems,” all students take courses that provide historical perspective, aesthetic experience, understanding of the natural world, and person and community in the contemporary world. The core requirements include English Composition, two semesters of foreign language, wellness and fitness courses, and the BC Experience, which includes explicit instruction regarding the college’s mission.
The core also includes introductory courses in philosophy and theology,
and all students are required to complete six additional credit hours in the faith foundation and the philosophical inquiry foundation. The core requirements are true to the college’s distinct identity as a Catholic college. In its mission statement, the Theology Department takes direction from Ex Corde Ecclesiae (Pope John Paul II‘s Apostolic Constitution on Catholic Universities): “Catholic theology, taught in a manner faithful to Scripture, Tradition, and the Church’s Magisterium, provides an awareness of the Gospel principles which will enrich the meaning of human life and give it a new dignity” (Ex Corde Ecclesiae, 20). Ex Corde also speaks to the importance of philosophy and its place at a Catholic college: “Aided by the specific contributions of philosophy and theology, university scholars will be engaged in a constant effort to determine the relative place and meaning of each of the various disciplines within the context of a vision of the human person and the world that is enlightened by the Gospel, and therefore by a faith in Christ, the Logos, as the centre of creation and of human history.” (Ex Corde Ecclesiae, 16) In addition, members of the Theology Department faculty are expected to seek a mandatum from the Archbishop, recognizing both the professor’s “lawful freedom of inquiry” and “commitment and responsibility to teach authentic Catholic doctrine and to refrain from putting forth as Catholic teaching anything contrary to the Church’s magisterium.” (Guidelines Concerning the Academic Mandatum in Catholic Universities).
The mission statements and goals of the other academic programs are also
consistent with, and some make explicit reference to, the mission of Benedictine Fa l l 2 0 0 9
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College. For example, the mission statement for the Business Department includes the following statement, “the Mission of Benedictine College is reflected in the emphasis placed on ethical business practices and social justice, tied to the communities, which are served through faith and scholarship. Department faculty strive to instill in students a sense of responsibility for the consequences of their business practices, as well as an understanding of the need to balance the profit motive with an appreciation for the dignity of the individuals these practices affect.” Mission statements for all academic programs can be found in the Benedictine College Catalog or as elements of Departmental Assessment Plans (Hardcopy). At Benedictine College, an important component of the academic program is the college’s identity as America’s Discovery College.
The Conceptual
Framework for Discovery (Discovery Framework) makes clear the role of discovery in the college’s pursuit of the liberal arts. This program is described in detail in Criterion Four.
C or e C o mp o ne nt 1 d: At Benedictine College, governance and administrative structures promote leadership and support collaborative processes that enable it to fulfill the mission. At Benedictine College, the governance and administrative structure has evolved considerably since the last self-study in 2000. These changes are in response to several external and internal factors. Since 2000 a significant number of high level administrative personnel have departed: Dr. Daniel Carey resigned in 2004 after serving nine years as President, and Dr. Aidan Dunleavy, Dean of the College, resigned in 2000 after four years of service. Every member of the President’s Cabinet is different from those serving in 2000. The governance and administrative structure has also been modified to adapt to the significant increase in the number and complexity of the student constituents, which it is the college’s mission to serve. Since the last self-study, full-time undergraduate enrollment at the Atchison campus has grown steadily from 870 in 2003 to 1353 in 2008. In addition, new international programs have been added.
In order to continue to fulfill the mission of educating men and women
within a community of faith and scholarship in an environment characterized by an increasing student body, virtually all levels of governance from the Board of Directors on down have been modified. Notable changes include the addition of three positions at the level of the President’s Cabinet: a Director for Mission and Ministry, a Vice President of College Relations and a Vice President of Student Life (see Appendix 1A for job descriptions of all members of the President’s
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Cabinet). In the Office of the Dean of the College, three assistant dean positions
Notes
have been added. Finally, a Director of Human Resources position has been added in the Business Office (Current Organizational Chart).
This section will show how policies and practices at all levels of the institution,
starting with the Board of Directors, promote effective leadership. Specifically, it will demonstrate that, at Benedictine College: 1. board policies and practices document that the board focuses on the mission and allows the college administration to exercise effective leadership; 2. governance structures, processes, and activities clearly define responsibilities and appropriately delegate authority; 3. faculty, staff, and administrators are committed to the mission and are appropriately qualified to carry out their defined responsibilities; 4. faculty and other academic leaders share responsibility for the coherence of the curriculum and the integrity of academic processes; 5. there is effective communication regarding the college’s governance processes and activities; and 6. regular evaluation of the college’s structures and processes ensures that it remains true to the mission. 1. Board policies, effective leadership, and focus on the mission The Benedictine College Bylaws uphold the mission, as they affirm, “Benedictine College is dedicated to the liberal education of persons for their temporal and eternal well-being through the cultivation of the intellectual, religious and moral values consistent with the Catholic Faith and the JudeoChristian culture.” The bylaws empower the Board of Directors as the ultimate decision-making entity for Benedictine College, stating that the “affairs, assets, and properties of the corporation shall be managed by the Directors acting as a Board.”
The board consists of three classifications of members: three members of St.
Benedict’s Abbey (including the Abbott), three members of Mount St. Scholastica (including the Prioress), and nine to twenty-nine other elected members (Bylaws of Benedictine College, Article IV, number 2). There are several subcommittees within the board, including academic affairs, advancement, building and grounds, finance, marketing and recruitment, and student life. In addition, the Executive Committee, which consists of at least five board members and at least one member from each classification (Bylaws of Benedictine College, Article VI, number 1) “has the power to act for the Board in the intervals between its regular biannual meetings” (Faculty Handbook, page 2, 4th full paragraph). The Committee of Nominations, which is made up of current and former board Fa l l 2 0 0 9
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members, is responsible for identifying and nominating appropriate persons to serve on the board (Bylaws). As discussed above in Core Component 1c, board survey responses indicate familiarity with and support for the mission. The extent to which the board understands and supports the mission can be illustrated in the role that it played during the process by which the Benedictine College Values Statement was developed. During three separate occasions, the board made extensive deliberations of the Values Statement and gave its final approval and inclusion into the strategic plan during the June 6, 2005, Board of Directors meeting (Chronology for the Development of Vision and Values Statements). At Benedictine College, the college’s governance and administrative structures have promoted the mission through a period of extraordinary growth, both in terms of student enrollment and campus facilities. It is the general perception among members of the Benedictine College Board of Directors that the board is supportive of the administrative arm of Benedictine College, as indicated by responses on the Self-Study Board of Directors Survey: eighty-one percent of the Directors agree that the structure and makeup of the Benedictine College board promote effective leadership; and that the structure and makeup of Benedictine College’s administration promote effective leadership.
The Board of Directors appoints the President of Benedictine College,
who is “responsible for the operation of all aspects of Benedictine College” (Benedictine College Faculty Handbook). The board annually reviews the performance of the President. Members of the President’s Cabinet serve as an advisory committee to the President (Current Organizational Chart). Cabinet members include the following: Dean of the College, Vice President of College Relations, Vice President for Advancement, Director for Mission and Ministry, Dean of Enrollment Management, Athletic Director, Dean of Students, Vice President of Student Life, and the Chief Financial Officer (see Appendix 1A for job descriptions of members of the President’s Cabinet). The President annually reviews the performance of each member of his cabinet. 2. Governance structures, processes, and activities
The governance structure of the Board of Directors and the President’s
Cabinet are described in detail above. The issue of faculty governance is critical to the fulfillment of the mission of Benedictine College. The college’s Benedictine College Faculty Handbook and Academic Policies Manual lay out the faculty
governance structures, including areas of faculty committee responsibility and jurisdiction; criteria that faculty are expected to meet to merit reappointment, tenure, and promotion; and processes for evaluation.
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Most of the college’s organizational efforts to improve governance have been
Notes
successful. However, organizing academic programs into divisions has proven to be largely unproductive. The academic division structure was put into place in 1998–1999. There were six divisions, organized by disciplinary similarity. The departments of Art, Dance, Mass Communications, Theatre Arts, and Music made up the Division of Arts and Communication. The departments of Business and Education each made up their own divisions. The other divisions were Humanities, Social Sciences, and Health, Science, and Mathematics. Each division had a division head, appointed by the Dean of the College, who served on the Dean’s Council, an advisory committee to the Dean that meets on a weekly basis.
Division heads were intended to act as liaisons and communication conduits
between division members and the Dean of the College. In addition, each division was scheduled to meet at least once a month and division heads had a role in evaluating divisional faculty for promotion and tenure, doing annual evaluations of department chairs, and in assisting with curricular development within the division. Although the original intention of the division structure was to provide additional lines of responsibility and communication for academic matters, the academic division structure turned out to be a source of confusion and frustration for many members of the faculty. In a survey given to the faculty regarding the division structure, the most frequently endorsed response about divisions, with 34 faculty members agreeing, was the “lack of clarity of function of division structure” (Division Structure Survey).
In response to the survey results, detailed discussions about the role of
the division structure were held both within the Dean’s Council and with the faculty as a whole during the 2008–2009 academic year. As a result of these discussions, the division structure has been significantly reconfigured. The Dean’s Council will continue to exist as an advisory body to the Dean of the College, but the members will have no substantive governance role in the affairs of the departments comprising the divisions. An at-large representative elected by the faculty will join the Dean’s Council beginning in fall 2009.
For the college’s Asian programs, monitoring of the program falls in several
distinct areas. Overall control of the programs rests with the Dean of the College with oversight responsibilities carried out by the Assistant Dean of the College, the Director of Asian Programs, and the International Oversight Committee. A copy of the organizational chart can be found in the International Oversight Document.
In addition to faculty governance structures, academic support services are Fa l l 2 0 0 9
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also crucial to the collaborative fulfillment of the mission of the college. The operation of the Benedictine College Library falls under the purview of the Dean of the College. The library governance structure is relatively straightforward. All the staff report to the Library Director. The Assistant Library Director supervises a cohort of sixteen student workers, assists in supervising staff, and oversees the library in the Director’s absence (Library Personnel Description). A restructuring of the Office of the Registrar, also under the purview of the Dean of the College, will take effect in August, 2009, when the traditional duties of the Registrar will be divided to create two positions. The expected result of this change will be the improvement of services that support the academic program and other needs of Benedictine College. In recognition of this expanded role, the Registrar’s Office will be renamed the Office of Academic Records and Registration. The position of Associate Dean and Director of Academic Records will provide analytical, reporting, and forecasting information to help the academic program be more effective. The position of Registrar of the College will be the point of contact for faculty and staff with day-to-day registrar’s office questions and issues.
Because of the college’s mission to educate men and women within a
community of faith and scholarship, the college’s student governance structures are also of vital importance. The college’s students govern themselves through a Student Government Association, a class officer structure, and through student involvement on policy making and disciplinary committees. The Office of Student Life works collaboratively with student government leaders to address their concerns. The Student Life Committee of the Board of Directors regularly meets with students to discuss issues of significance to them. 3. Qualifications and commitment of faculty, staff, and administrators
Earlier sections of the self-study have documented that administrative
personnel, at all levels and in all areas of the institution, are committed to the mission of Benedictine College. A number of faculty and many key administrators, including the President, Dean of Students, Vice President for Student Life, Vice President for Advancement, Athletic Director, and the Director for Mission and Ministry, are alumni of the college, and so have a special connection to the mission. The contract language for all faculty includes a statement on support for the mission (Faculty Contract), and all administrative staff are evaluated annually in part on the extent to which they embrace the mission and vision to ensure that their actions always serve the best interests of the college (Performance Ratings of Managers and Supervisors). In addition, Appendix 1E, which describes
the qualifications of the college’s administrative personnel, documents that they
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are qualified to carry out their defined responsibilities.
Notes
Faculty members are also qualified to carry out their responsibilities. Of
the full-time faculty, approximately 79% have achieved the terminal degree in their respective disciplines. Some faculty, primarily adjunct faculty members or some full-time faculty in the professionally oriented programs, have professional qualifications in lieu of terminal degrees; however, the terminal degree is the basic requirement for tenure, with exceptions to this requirement only granted in extraordinary circumstances. 4. Faculty responsibility for academic program All policy decisions relevant to the academic program begin in faculty committees and go before the full faculty for a vote. Policy committees whose work is especially relevant to curricula and academic processes are: the Curriculum Committee, the Student Affairs Committee, and the Rank and Tenure Committee. As discussed in Criterion Four, the Curriculum Committee evaluates the appropriateness of inclusion of courses to meet the general education requirements, reviews proposals for new majors and minors, and brings those proposals to the full faculty for its approval. In recent years, the Curriculum Committee has reviewed and sent to the faculty new majors in Criminology, Art, and International Business, for example. The Board of Directors has final approval authority for all new programs and acts upon faculty recommendation.Â
The Student Affairs Committee makes recommendations regarding academic
policies. For example, a recent initiative brought before the full faculty was to move the last day to withdraw from a course to shortly after the midterm rather than very near the end of the semester (approved by full faculty in 2007). Finally, the integrity of academic processes is enhanced by the work of the Rank and Tenure Committee, which evaluates the fitness of faculty to educate students.
Faculty and staff members also had opportunities for collaboration in the
formation of the Strategic Plan. There was significant time during faculty meetings devoted to obtaining feedback from faculty (see Criterion Four for details of this process). There were also open forums for staff and faculty to provide feedback directly to the Strategic Planning Committee. At Benedictine College, faculty members serve with administrators on various other specialized and advisory committees directly relevant to the academic program, including: the Committee on Teacher Education, which addresses undergraduate education program changes and evaluates candidates for acceptance into the teacher education program; the Graduate Studies Committee, which oversees graduate degree programs; the Honors Committee, which assists Fa l l 2 0 0 9
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in coordinating, and advises the Dean and President regarding, the Presidential Scholarship competition; and the Reasonable Learning Accommodations Committee, which addresses individual student cases regarding disabilities. The Assessment Committee advises departments regarding the development of effective assessment plans. 5. Effective communication regarding governance
The President of Benedictine College makes a detailed extensive presentation
of the state of Benedictine College to a joint faculty and staff orientation meeting at the beginning of each academic year (State of the College Addresses, 2006, 2007, 2008). Questions from the faculty are actively solicited and are answered by
the President or a member of the administrative staff responsible for the particular area under question. In addition, the willingness of the administrative leadership to communicate with the faculty is illustrated by the regular appearance of the President at monthly faculty meetings during which he makes extensive reports and fields numerous questions from the faculty. A Faculty Advisory Committee comprised of elected faculty was established to advise the President on matters of academic policy, practices and planning. Faculty input on relevant topics of institutional policy and practices is solicited on a regular basis by the academic sub-committee of the Board of Directors. As previously mentioned, the Dean’s Council, which consists of division heads and key academic administrators, meets weekly to facilitate communication between the Dean of the College and the academic programs. The Dean’s Council’s primary function is to advise the Dean and to provide feedback as to the efficacy of various plans, policies, and practices of matters relevant to the academic programs. As described previously and in Criterion Four, the high level of communication between various levels of the administration and between administration and the faculty is well illustrated by the process of the development of the college’s strategic plan, described in detail in Criterion Four.
Responses on the Self-Study Staff Survey reveal widespread agreement among
staff members that there is a friendly work environment, and moderate agreement that feedback is sufficient and useful: 91% agree that the department in which they work offers and encourages a friendly, cooperative work environment, while 61% agree that, since they have been working here, they have been given regular and meaningful evaluations and feedback. Another 75% agree that the feedback they have been given helps them to continuously improve their job performance. Seventy-five percent agree that current and ongoing evaluation processes are adequate to provide reliable evidence of the effectiveness of their departments, while 60% agree that Benedictine College encourages teamwork and cooperation
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among departments.
Notes
An area of concern regarding the effectiveness of communication emerged in a survey of the college’s sponsoring religious communities. These surveys revealed that there is a significant difference between the communities related to the interaction between college constituencies and the religious communities. The monks of St. Benedict’s Abbey report general satisfaction with the degree of interaction among students, faculty, staff, and administrators and the religious community. On the other hand, the Sisters of Mount St. Scholastica Monastery, while generally satisfied with the amount and quality of interaction between students and their community, are much less satisfied with the level of interaction with faculty, staff, and administrators. Efforts to improve the quality of interaction with the college’s sponsoring communities include the President’s report to the communities during their community meetings; efforts to more effectively integrate the sponsoring communities into activities of campus ministry; and the development of opportunities for informal interaction (for example, by hosting a special Christmas dinner for female students and faculty at Mount St. Scholastica Monastery, scheduling special events for the Sisters at St. Scholastica Hall, and the institution of a special “founders day” celebration each year at which members of the sponsoring communities are honored at a home football game). Additional discussion of the college’s relationship with its sponsoring communities is found in Criterion Five. 6. Evaluation of structures and processes
Since the last self-study, essentially all of the structures of the college’s
academic and non-academic subunits have been evaluated and, where necessary, modified to increase their ability to attain the objectives set out in the college’s mission and the documents that flow from it. Academically, the most significant change has been the reconsideration of general education. Extensive formal discussions at several faculty meetings over a one-year period on the state of the current general education requirements were conducted. The faculty voted to completely renovate the general education requirements of the college’s undergraduate program. Faculty members were invited to form teams to work on developing alternative models of general education, and in the summer of 2002, three teams developed programs for faculty consideration. Following regular and exhaustive deliberations involving a majority of the faculty, a task force was formed to bring a final proposal to the faculty and, in the spring of 2003, the revision of the college’s general education requirements were completed. The changes were far-reaching and comprehensive and designed in part to increase the flexibility of the students with respect to the Fa l l 2 0 0 9
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general education course they could choose. The courses that satisfy particular general education requirements are reviewed and the list revised on a regular basis by the Faculty Curriculum Committee. As discussed earlier, the administrative structure at all levels of Benedictine College has been substantially altered. This reorganization has involved the addition of several high-level administrative positions as well as the rearrangement of administrative units and departments. This was done and continues to be done in order to adapt to the significant increase in enrollment and changes in the number and complexity of the college’s academic programs. For example, the addition of the Student Success Center was an attempt to more comprehensively meet the needs of all of the college’s students for academic support and enrichment; so the center provides services ranging from tutoring to career development. A comparison of the organizational charts of Benedictine College in 2002 (Former Organizational Chart) versus 2008 (Current Organizational Chart) illustrates this reorganization. As noted in a series of reports to the Higher Learning Commission, the college’s processes for overseeing the college’s International Program have been significantly strengthened since 2005, when a major failure of oversight occurred. Since that time, the college has defined authority for the Asian program oversight more clearly, instituted a series of checks and balances to prevent any single person within the organization from having the ability to evade program oversight, and integrated an appropriately modified form of faculty governance of the program through the International Oversight Committee. All of these oversight changes have resulted in a program that is significantly stronger, with policies that are much clearer, both to those on the Atchison campus charged with the responsibility for the program and to the college’s international partners.
C or e C o mp o ne nt 1 e : Benedictine College upholds and protects its integrity.
The mission of Benedictine College and all documents, policies and practices
that flow from it reflect the college’s commitment to performing at the very highest standards of integrity in all aspects of its various operations. Maintaining the high level of trust with the college’s internal and external constituencies is of paramount importance.
This section will demonstrate that Benedictine College:
1. operates honestly and responsibly, and abides by applicable local, state, and federal laws; 2. implements clear and fair internal policies; 3. ensures the integrity of the college’s co-curricular and auxiliary enterprises;
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4. deals fairly with external constituents and presents the college honestly to
Notes
the public; and 5. documents timely responses to student and other complaints and grievances. 1. Honesty, responsibility, and legal compliance
The Benedictine College Board of Directors appropriately exercises its
legal and fiduciary obligations by approving budgets, major capital expenditures, tuition rates, incurrence of debt, and the sale and purchase of land (Board of Directors Agendas and Meeting Minutes—Hardcopy). The college is fiscally responsible, as evidenced by recent years of balanced budgets. Reasonable standards of budget accountability are in place at various levels of the institution; management of area/unit budgets is an important responsibility of all vice presidents and department chairs. The college completes an independent, external audit annually; a review of recent audit reports showed no major issues identified in the audit process (see Core Component 2b for a detailed discussion of the college’s financial status).
Benedictine College complies with all relevant local, state, and federal laws,
as well as policies from affiliated entities. The college is committed to nondiscrimination in its hiring practices; the college’s non-discrimination policy is included on the Benedictine College website with all job listings and the college’s statement of equal opportunity is on all vacancy notices. We require and provide sexual harassment prevention training for all new employees and such training has been an agenda item of the faculty/staff workshop during the last several years. A Benedictine College Employee Handbook was recently developed to communicate
policies and procedures regarding discrimination and harassment.
The college is compliant with the reporting requirements of Title IV of the
Higher Education Reauthorization Act and meets NAIA eligibility requirements. The college provides appropriate reports to its state and regional approval agencies as requested.
Reports to the Higher Learning Commission regarding the college’s Asian
program document compliance with all appropriate laws and regulations of the governing authorities in the countries and provinces within which these programs operate.
Since the last self-study, there has been one serious issue of compliance. In
the course of investigating the issue of oversight of the international programs discussed in Core Component 1d above, the administration of the college became aware that a former Benedictine College employee had entered into an agreement with a recruiting agent to pay commissions for students recruited from Puerto Rico, and, further, that when the employee discovered that this Fa l l 2 0 0 9
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was in violation of federal financial aid guidelines, it was not reported to the college. The college administration immediately self-reported this violation to the Department of Education and the situation has been investigated and resolved.
Benedictine College has appropriately addressed the policy implications
associated with Ex Corde Ecclesiae in other sections of the self-study. The Archbishop of the Archdiocese of Kansas City in Kansas and the President of Benedictine College meet at various times throughout the year to discuss the college’s Catholic identity. The college’s statements of compliance with applicable laws and policies can be found in the following documents available to the evaluation team: Board of Directors Bylaws, Board Meeting Agendas and Minutes — Hardcopy, Seven-year audit summary, Benedictine College Employee Handbook, Benedictine College Website: Employment Opportunities Page, Benedictine College Faculty Handbook, Benedictine College Student Handbook, Staff Performance/Evaluation Forms, IPEDS, Campus Crime Reports — Hardcopy, Financial Aid Management Summary, NAIA Financial Aid Policy, IRB Policy, Ex Corde Ecclesiae, Minutes of Student Conduct Boards — Hardcopy.
2. Clarity and fairness of internal policies
Benedictine College makes every effort to communicate accurately with
the college’s students, deliver what is promised, have in place policies and procedures that follow good practice, and apply those policies in a fair and consistent manner. The college’s publications for recruitment provide accurate information about college programs and offerings. (See Recruiting Documents— Hardcopy.) Admission and financial aid are awarded in a fair, consistent, and nondiscriminatory manner. Student policies and procedures, including those related to student grievances, the student disciplinary judicial process, and academic penalties are clearly communicated to students in student handbooks and catalogs, available to all students online (Benedictine College Student Handbook). Student transcripts provide appropriate and accurate information.
The college acts in accordance with the Family Educational Rights and Privacy
Act (FERPA), which protects students’ privacy rights and the confidentiality of records. Within the Office of the Registrar and throughout Benedictine College, access to individual student data is limited to those who have an “educational need to know.” It is the responsibility of the Registrar’s Office to ensure that FERPA guidelines are followed, and the Registrar provides FERPA training each fall during the faculty workshop.
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Overall results of the Self-Study Student Survey clearly indicate that a vast
majority of student respondents believe that the college acts with integrity. Eighty-
Notes
eight percent of students agreed with the statement, “Benedictine College is an institution of integrity.” In response to an item assessing whether various offices on campus apply their policies and procedures in a fair and trustworthy manner, the following proportions of students indicated yes: Registrar, 87%; Business Office, 87%; Financial Aid, 84%; Student Life, 64%; Maintenance, 58%; Dean of Benedictine College, 77%. In a similar item, students indicated the extent to which various offices were responsive to student needs: Health Services, 77%; Student Activities, 70%; Counseling Center, 68%; Career Development, 75%; Campus Ministry, 70%; Residence Life, 65%. Benedictine College is generally consistent in its application and implementation of policies. On occasion, exceptions to policy are granted. This institutional approach of being responsive to individual needs is consistent with the college’s mission to respect the dignity and worth of all individuals (Mission Statement). In the Self-Study Student Survey, 64% of students indicated that they
believe the Student Life Office applies its policies and procedures in a fair and consistent manner.
Benedictine College is committed to treating employees with respect and
fairness. Through the Benedictine College Employee Handbook and Benedictine College Faculty Handbook, the college communicates clear and fair policies to
ensure rights and responsibilities of the its employees. These handbooks cover relevant policies and procedures and are provided at the time of hire or at any time by request. The Benedictine College website makes college policies for employees easily accessible. The college communicates information about job opportunities within the institution on the Employment Opportunities webpage and via “FYI” emails sent to all Benedictine College email addresses; the college provides appropriate consideration to internal candidates for all openings.
Benedictine College‘s relationship with faculty and professional staff is
specified in employment agreements. Job descriptions are generally up-to-date and provide appropriate detail of responsibilities, expectations, and clarity regarding reporting lines. The college recently revised its performance review process, focusing on providing formative feedback for the purpose of improvement. 3. Integrity of co-curricular and auxiliary activities
Benedictine College‘s co-curricular and auxiliary activities include athletics,
student clubs and organizations, and student government, as well as the functions of the Business, Financial Aid, and Registrar’s Offices. The integrity of these activities is ensured through established policies and procedures.
The Benedictine College Ravens and Lady Ravens compete in the Heart Fa l l 2 0 0 9
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of America Athletic Conference (HAAC) and the National Association for Intercollegiate Athletics (NAIA). The Athletic Department participates in the NAIA Champions of Character program, which promotes positive character and integrity among student athletes. The college submits an annual report demonstrating compliance with the many components of the program, whose implementation is overseen by an institutional Champions of Character Coordinator. In addition, the NAIA has established policies regulating academic eligibility to participate in intercollegiate athletics. The Athletic Committee, made up of the athletic director, a faculty representative, the Registrar, and the Head Coach from each team, monitors eligibility and files Annual Compliance Reports — Hardcopy with the NAIA and HAAC.
In awarding athletic scholarships, the college is compliant with the NAIA
Financial Aid Policies; awards and exemptions for the 2005–06 and 2006–07
academic years are available in NAIA Financial Aid Reports. Finally, Benedictine College complies with the reporting requirements of the Equity in Athletics Disclosure Act, required of all co-educational postsecondary institutions that receive Title IV funding and have an intercollegiate athletics program. In a 2008 Student Athlete Survey (Self-Study Student Survey), conducted for selfstudy purposes, 90% of student athletes indicated that they had been properly informed of the policies governing academic eligibility for athletes. The Benedictine College Student Handbook provides very specific guidelines for co-curricular activities, including Student Government, Resident Hall Government, and the official recognition of clubs and organizations. Policies regulating student behavior are detailed in the handbook, as well as disciplinary procedures for infractions. The Benedictine College Student Handbook is available through the Benedictine College website. The Student Life Office has provided a file containing the charges and dispositions of all cases taken before the Student Conduct Board for the 2006–07 and 2007–08 academic years (Student Conduct Board minutes—Hardcopy). Across Benedictine College, administrators, faculty, and staff are very accessible to students and make significant efforts to interact with students outside of classrooms and offices.
The Benedictine College Financial Aid Office follows policies and procedures
outlined in the 2008–2009 Financial Aid Manual, which makes frequent reference to federal guidelines provided by the Free Application for Federal Student Aid (FAFSA). The college is in compliance with both state and federal student data reporting, including IPEDs and the Kansas Board of Regents KHEER Report. Information regarding the student population is published the 20th day of each semester by the Registrar and a summary document is sent to faculty and other campus constituencies.
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The Benedictine College Institutional Review Board (IRB) oversees the
Notes
ethical conduct of research with human participants (IRB website). Details of its activities are provided in Criterion Four. There is transparency of expenditures of the Faculty Development funds and Discovery Grant allocations in that faculty are informed of the criteria for receipt of each, and are periodically updated at faculty meetings regarding the status of the funds (e.g., number of grants awarded by the Discovery Program).
The college has policies and procedures in place for dealing with grievances
by students, faculty, and staff. Grievance procedures by faculty are detailed in the Benedictine College Faculty Handbook (see especially pp. 46–47), student appeals
are governed by, and follow procedures laid out in, the Benedictine College Student Handbook (see especially pp. 53–55), and staff grievances are addressed
in the Benedictine College Employee Handbook (see especially p. 62). 4. Dealings with external constituents Benedictine College communicates with its external constituencies in a number of ways, including through the college’s public relations and annual reporting materials, website, contractual agreements, and professional interactions. The Benedictine College website is frequently updated and provides accurate information for both internal and external constituencies.
In its interactions with individual donors and foundations, staff in the Office
of Advancement act in accordance with a professional code of ethical conduct that requires that relationships with benefactors be characterized by respect and fairness. Guidelines for gift acceptance and valuation are provided in the Gift Acceptance and Valuation Policies document, approved by the Board of Directors
in 2006. The college uses funds in ways that are consistent with donors’ wishes and provides annual reports to donors on the status of all endowed scholarships. In an item on the 2007 Self-Study Alumni Survey, 84% of those who had made donations agreed that donors receive sufficient feedback as to how donations have been spent.
The college recognizes and values its membership in the greater Atchison
community. Therefore, the college maintains regular and open communication with community representatives and nearby residents regarding issues such as off-campus student housing and physical growth of the campus. Details of such communication are provided in Criterion Five.
Benedictine College presents the institution accurately and honestly to the
public through its advertisements, website, and required reporting documents. In addition to submitted reports discussed above, the college submits data annually to the Integrated Postsecondary Education Systems (IPEDS) regarding Fa l l 2 0 0 9
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enrollment, program completions, graduation rates, faculty, staff, finances, institutional prices, and student financial aid. These data are made available on the IPEDS website to students, researchers and others. The college is also required to submit an annual Crime Report—Hardcopy to the Department of Education.
In the college’s mission documents and promotional materials, Benedictine
College is portrayed as an institution that is characterized by community life that expresses and proclaims the worth and dignity of each individual in a caring and supportive atmosphere. The college asserts its claim to value rigorous scholarship in the liberal arts and the engagement of all members of the community on important matters and the promise to share the beauty and mystery of the Catholic faith with all members of the community, while respecting the essential freedom that is key to a mature faith.
One way to determine the extent to which others perceive that the college
has acted with integrity in its self portrayal is through survey responses from various constituents. These responses indicate that this portrayal is perceived as accurate. From the students who responded to the college’s spring 2008 SelfStudy Student Survey, the self-study committee learned the following: 78% of
students agreed that “Benedictine College provides adequate programs to meet [their] spiritual needs.” This value was the same for non-Catholic students as for the general student population. Further, 88% of the students responded “yes” to the statement, “In general, I have felt that I am accepted within the Benedictine College community.” Eighty-four percent believed that Benedictine College offers courses [they] need in order to succeed when [they] leave college. Eighty-eight percent believed that the academic program at Benedictine College is excellent.
On the Student Satisfaction Inventory (SSI 2007) completed in 2007, 81%
of students viewed their college experience as “About what [they] expected” or better. 54% of the college’s students ranked it better, quite a bit better or much better than expected. This is compared with 47% for other Midwestern schools, demonstrating that the college’s portrayal of the college to prospective students is accurate. 5. Response to complaints and grievances
The college uses formal and informal methods to ascertain and respond to
student concerns. The administration convenes informal gatherings to listen to and talk with students about concerns. One example is “Deans in the Roost,” a gathering held every Friday morning during which the Dean of Students and the Dean of the College make themselves available to students to discuss whatever may be on their minds. The Student Government Association also communicates
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student concerns to the administration. In addition, student surveys are utilized
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across Benedictine College to evaluate student satisfaction with services and programming. The majority of student complaints are dealt with informally at the time the complaint is made. This past year, the college implemented a procedure for responding to written student complaints that includes documenting the date the complaint occurred, who was assigned to deal with the complaint, what action was taken, and when the action was communicated to the student (Student Life Complaint Log—Hardcopy; Academic Program Complaint Log—Hardcopy). As mentioned above, policies and procedures are also in place concerning faculty and staff grievances. The grievance policies for non-faculty employees of Benedictine College are detailed in the Benedictine College Employee Handbook and the procedures for faculty grievances are provided in the Benedictine College Faculty Handbook.
Criterion One Strengths, Challenges, and Strategies for Institutional Improvement Strengths 1. Benedictine College’s mission is at the center of the institution’s activities, practices and processes. The mission documents are prominently displayed and widely available and they clearly and consistently articulate the college’s academic and nonacademic goals. Community members are explicitly oriented to the mission, and institutional decision-making is guided by the mission. 2. The college’s strategic priorities are clearly aligned with the mission. 3. The college mission includes a commitment to welcoming and supporting a diverse community in a globally interdependent society, and this commitment is exemplified throughout the college, including in the general education requirements, other course and major program offerings, and opportunities for study and service abroad. 4. The college operates with integrity; it is responsive to concerns of its internal and external constituents, and is compliant with all reporting requirements. Challenges 1. It is a challenge to ensure that all Benedictine College faculty, staff and students continue to be sufficiently oriented to and reminded of the mission of the college, so they can be mindful of its role in the endeavors of the college. 2. It is a challenge to continue to monitor the college’s programs in Asia to Fa l l 2 0 0 9
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ensure that they remain consistent with the Benedictine College mission
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and to effectively communicate the mission-fit of those programs to all Benedictine College constituents. 3. It is a challenge to find ways to meaningfully increase the presence of ethnic minority students, faculty, and staff at Benedictine College. 4. It is a challenge to maintain close, healthy, and beneficial relationships with the college’s sponsoring communities. As Benedictine College has developed its own history, traditions, and identity under lay leadership, it becomes increasingly challenging to ensure that the sponsoring communities remain as integrated into the unfolding development of the college as they were with the college’s parent institutions. 5. It is sometimes a delicate balance to embrace the college’s Catholic identity and, at the same time, foster an atmosphere that promotes freedom of inquiry and expression. It is a challenge to be vigilant about protecting freedom of expression and demonstrating a commitment to diversity in and out of the classroom while maintaining the institutional commitment to uphold the teachings of the Catholic Church. Strategies for institutional improvement 1. The college will monitor its hiring and staff development processes to ensure that all college constituents understand and implement the mission of the college throughout the activities of the institution. 2. The International Oversight Committee will prepare an annual report to the faculty and the Board of Directors in order to keep them informed of the Asian programs and answer questions or hear concerns related to the mission-appropriateness of the program. 3. The Diversity Plan Task Force will suggest strategies for increasing the effectiveness of the college’s diversity initiatives. 4. The college will seek new avenues through which to incorporate opportunities for formal and informal interactions between members of the sponsoring communities and all college constituencies. 5. Questions of faith, diversity, academic freedom and opinion tolerance will continue to be explicitly addressed in the context of the Catholic Church’s understanding of the role and responsibilities of Catholic institutions of higher education. Opportunities for both formal and informal discussion will be provided at all levels of the institution.
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Notes Criterion two:
Preparing for the Future The organization’s allocation of resources and its processes for evaluation and planning demonstrate its capacity to fulfill its mission, improve the quality of its education, and respond to future challenges and opportunities.
This chapter will demonstrate that Benedictine College has the resources to effectively pursue its mission and that the processes for allocating those resources align with its Mission Statement. In addition, specific goals will be identified for future growth in order to ensure long-term institutional stability.
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The review of Criterion Two demonstrates that Benedictine College is
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striving to be a faithful steward of its resources for the purpose of fulfilling its Mission Statement, through evidence that the college:
• realistically plans for the future, taking into account multiple factors that will impact the college; • maintains a resource base that supports its educational programs now and into the future; • has developed evaluation and assessment processes that allow it to evaluate its effectiveness and develop improvement strategies; and • remains focused on fulfilling its mission, with its planning aligned appropriately.
Evidence to support these conclusions is found across multiple categories,
including institutional documents, planning procedures, governance structures, and hiring decisions. The self-study committee recognizes that Benedictine College also faces challenges with respect to this criterion. Some—like monitoring debt load and dealing with the need to update facilities—are common to most small tuition-dependent institutions, while others—like the need to add residential and academic space and to carefully monitor increasing workloads—are the result of the college’s very success in attracting significantly more and better students. This chapter will also document Benedictine College’s progress toward meeting these challenges.
Core Comp on en t 2 a : Benedictine College realistically prepares for a future shaped by multiple societal and economic trends.
Benedictine College has expanded its previous efforts in strategic planning to
achieve an integrated model of collaboration, consensus and resource allocation. This approach systematically includes the views and validation of constituents in the immediate and extended Benedictine College community (Strategic Plan Timeline). As a result, progress since the last self-study has been dramatic on
many fronts. This section presents evidence that at Benedictine College: 1. planning documents reflect an understanding of current capacity; 2. attention is being paid to emerging factors such as demographic shifts, multiculturalism, and globalization; 3. planning processes include effective environmental scanning; and 4. planning incorporates those aspects of the college’s history and heritage that it wishes to preserve, while being supportive of appropriate innovation and change.
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1. Planning documents and understanding of current capacity
Capacity has several dimensions; among those are physical space to
pursue the Benedictine College Mission Statement, sufficient resources (fiscal and human) to achieve its aims, and the requisite leadership to animate the Benedictine College community toward its near and long-term goals. Because the college has been in an extended period of significant growth (the full-time undergraduate enrollment has increased by over 55% since 2001), capacity analysis is an especially critical component of planning in this environment. Benedictine College’s Current Strategic Plan and those documents that support and grow out of it offer evidence of its understanding of its capacity.
The foundation of the current approach to planning was laid at a planning
retreat held in April 2004. This retreat was attended by the Board of Directors, the President’s Cabinet, the Dean’s Council, and the Director of Residence Life. The office of Enrollment Management, the Dean’s Council, and the Student Life Office prepared extensive presentations documenting the predicted enrollment trends, the likely effect of demographic changes on the student population, and analysis of current and future needs. As a result of extensive discussions at this retreat, the board decided to recommend that the college begin the process of feasibility testing for a comprehensive fund-raising campaign, largely focused on the academic program of the college. Key to this recommendation was the board’s conclusion that there was a significant need for the renovation of existing academic facilities and the construction of new facilities; that residence life facilities, which were also needed, could be funded through the revenue they produce; and that increasing the endowment was a significant and urgent need.
Benedictine College then began the process of developing a comprehensive
fundraising campaign. This became the “Investing in Excellence” campaign, which has already had the effect of increasing the college’s capacity to fulfill its mission. Its successful completion will dramatically impact the campus. Simultaneously, the college community began the strategic planning process to develop a new strategic plan.
Goal One of the Current Strategic Plan, entitled “Academic Excellence,”
expressly commits Benedictine College to foster an atmosphere in which students and faculty can achieve their potential. After the adoption of the strategic plan, the President’s Cabinet requested that the Dean of the College develop a report that “operationalized” the concept of academic excellence, providing an analysis both of the ways in which strategic priorities would contribute to such excellence and to determine the resources necessary to achieve this. The result was a document, shared with the faculty as well as the Cabinet, that included
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extensive analysis of current capacity and projected needs (Academic Excellence
Notes
Report). Additionally, the President’s Cabinet developed an Enrollment Matrix to
project academic and residential capacity.
The college’s Strategic Plan and its approach toward implementing it
reflect a concern with capacity. For example, one initiative under the Academic Excellence goal reads: “Achieve and maintain a student/faculty ratio of no more than 15:1; evaluate and pursue the appropriate mix between full-time and adjunct faculty to support academic excellence within budgetary realities.” In order to determine how best to support this goal, the Enrollment Matrix also includes an analysis of the staff additions that would be possible with the marginal revenue from additional students. The 2008 Strategic Implementation Plan calls for implementing the Enrollment Matrix (with respect to hiring of faculty). Because total compensation levels are critical to the hiring and retention of highly qualified faculty, the item that calls for completing the benefits package review as a component of total compensation is also part of planning for academic excellence (2008 Strategic Implementation Plan). The economic crisis that emerged in the fall of 2008 affected Benedictine College’s ability to achieve this goal. A hiring and salary freeze was implemented in order to respond prudently to the changing conditions. The end-of-year analysis shows that this was successful and the college was able to avoid a deficit despite being negatively impacted by revenue losses both from lower-than-predicted annualized enrollments and the loss of endowment revenue (see Core Component 2b).
It is vital that Benedictine College monitor its physical capacity to
meet planning goals in order to accommodate increasing enrollment and programmatic growth that are included in its goals. The Current Strategic Plan has several priorities and initiatives related to analysis and monitoring of
the college’s physical capacity, including assessing the adequacy of academic facilities, the library, athletic and recreational facilities, and facilities and space devoted to Campus Ministry. The inclusion of a new academic building in the “Investing in Excellence” campaign is the result of an extensive analytical process evaluating both the qualitative environment in existing facilities and the need to accommodate enrollment growth. Options including renovation and expansion of existing buildings were studied before the decision was made to commit to raise the money for a new academic building.
Planning regarding the international programs in Asia also reflects an
awareness of current capacity. Ongoing management and oversight of the Asian campuses, support of the academic programs through electronic means such as ebrary, online grading options, and email support are an important part of Benedictine College’s commitment to these sites. In conjunction with the Fa l l 2 0 0 9
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college’s Asian partners, Benedictine College will continue to explore options for expansion of not just campus sites, but opportunities for exchanges of both faculty and students, as well as internship possibilities for both Atchison and Asian students. The current International Oversight Committee for Asian programs includes multiple academic departments as well as members of the administration. The breadth of integration of the Asian programs into the life of Benedictine College has been ongoing and great strides have been made in the past two to three years. These include faculty appointments of Asian faculty (who previously did not hold Benedictine College faculty status), teaching opportunities for Atchison faculty in Hong Kong, academic support through the use of OASIS for student records, Benedictine College-supported email, and multiple site visits and faculty development opportunities at Asian sites. 2. Attention to demographic shifts, multiculturalism, and globalization At Benedictine College, multiculturalism, demography, and globalization are realities to which the college has been attentive in its strategic planning process. This awareness is reflected in both the 2001–2006 Strategic Plan and the Current Strategic Plan.
Initiatives related to diversity are explicitly provided under the Current
Strategic Plan goal Dynamic Community, which includes full implementation
of the Comprehensive Diversity Plan and increased awareness of student diversity issues among faculty and staff. A specific action item in the 2008 Implementation Plan related to this issue was the inclusion of a targeted recruitment plan to
increase the representation of international students on the Benedictine College campus.
Demographic issues are of intense concern within the admissions staff
and in other areas of the college. Planning materials developed for the 2004 board planning retreat, mentioned earlier, demonstrate the ongoing analysis of demographic trends and their impact on the college. The diversity initiatives put in place by the Admission Office (discussed in Core Component 1b) are derived in part from the recognition that the most dramatic growth in the college’s recruitment areas of traditional college age students will be within the Hispanic community. As a Catholic college, this is a particularly salient fact since the Catholic Church in the United States is predicted to be 50% Hispanic by 2025. Benedictine College recognizes the need to prepare to welcome and support a much larger proportion of Hispanic students as part of the college community and is currently exploring how to do this, as the Comprehensive Diversity Plan is evaluated.
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In order to realistically set enrollment goals, Benedictine College has
engaged the services of a national higher education consulting firm, Noel-Levitz,
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which provides comprehensive analysis and demographic forecasting. The Office of Enrollment Management develops annual recruitment plans based on the information provided through this consulting process. 3. Environmental scanning At all levels of planning at Benedictine College, decisions are informed by environmental scanning. The strategic planning process was informed by a variety of environmental scans, including SWOT analysis, national higher education trend data, and the establishment of peer groups for various benchmarking analyses (External Issues for Strategic Plan; National Trends for Strategic Plan). The plan, in turn, became the basis for further environmental scans that informed significant developments both at the levels of personnel and programs.
This section points to evidence of personnel additions at the level of
the President’s Cabinet, and significant academic program developments, demonstrating the research and rationale behind various college initiatives. The following cabinet-level positions have been added since the last self-study in 2001: Vice President of College Relations, Director for Mission and Ministry, and Vice President of Student Life.
One of the priorities in the Current Strategic Plan is to effectively communicate
the value of a Benedictine College education. In order to achieve this priority, the college examined the structure of its various communications and marketing efforts. The Vice President of College Relations position originated from the perception of members of the Board of Directors, some of whom have extensive marketing expertise, that there was a need to improve Benedictine College’s marketing capabilities. Before the position was established, the President’s Office surveyed how several other private, religious institutions (University of Notre Dame, Rockhurst University, Baker University, and St. Louis University) handled their branding and marketing. Based on this internal and external feedback, the position of Vice President for College Relations was created. The duties of this position are described in detail in Criterion One of this self-study. As discussed in Criterion One and elsewhere in this self-study report, Benedictine College is a deeply mission-driven institution. The importance of the Mission Statement in informing institutional decisions was the primary impetus for the formation of a cabinet level position of Director for Mission and Ministry. The duties of this position are described in detail in Criterion One of this self-study. Before the position was finalized, the President of Benedictine College consulted with presidents of several colleges and universities while attending the Association of Catholic Colleges and Universities meetings. Based Fa l l 2 0 0 9
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on these consultations, as well as visiting websites of other institutions that have formed similar positions, the President created this cabinet-level position. A major impetus for the creation of the Vice President of Student Life position was the dramatic increase in undergraduate student enrollment during the years following the last NCA visit. It became evident after surveying peer institutions that Benedictine College had significantly more students per student life staff than these colleges and universities. The creation of the Vice President for Student Life, in addition to the hiring of other student-life staff, helped to bring the ratio up to previous levels and to levels similar to those at peer institutions. The duties of this position are described in detail in Criterion One of this self-study.
Benedictine College also engages in environmental scanning when making
programmatic changes. For example, recent changes in the academic program include the development of an engineering physics major and the internal approval of a nursing program. Both of these programs were the result of extensive study, beginning with an analysis of programs requested by prospective students, job-market analysis, and input from external consultants as well as internal constituency groups. More details are found in subsequent sections of this report, as well as in Appendix 2A. The Student Life Office systematically uses environmental scanning instruments, including national (SSI, NSSE) and in-house surveys, as well as focus groups whose topics are determined by the results of the surveys, to assess the current effectiveness of its various programs and to determine changes that need to be made to make those programs more effective. (For an example and timeline of the process undertaken by Student Life, see Appendix 2A.)
Other changes in programs and infrastructure, such as strategic shifts in
the Offices of Advancement, Enrollment Management, and College Relations, have also been informed by environmental scanning. (Details are provided in Appendix 2A.) 4. History and heritage
The year 2008 marked the sesquicentennial anniversary of the founding of
Benedictine College’s earliest predecessor institution, St. Benedict’s College. This significant milestone was celebrated during the 2008–09 academic year through a series of special events dedicated to honoring 150 years of history.
There are important structural safeguards in place for the college’s history
and heritage. The incorporating documents and the Bylaws of Benedictine College provide that the Board of Directors has three classes of membership: monks from St. Benedict’s Abbey, sisters from the Mount St. Scholastica Monastery, and
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laymen. Initiatives of the Board of Directors must be supported by at least one
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vote from each of the three categories to pass. As sponsoring communities, both the monks and sisters have a vital and continuing place in the college’s future; this is both historic and essential for the character of Benedictine College (see Criterion Five for a more detailed assessment of the relationship with founding communities).
Commitment to heritage is also evident in the revision of the general
education curriculum. At the same time that many were seeking flexibility that would allow for greater depth of coursework to be completed in students’ major areas of study, there was a fundamental commitment to preserve the liberal arts pillar of the mission. The result is a set of foundations, perspectives, and skills that, when completed, provide students with the tools and knowledge base to make ethical and sound decisions and engage in a life of learning. The general education curriculum also reflects continued commitment to Benedictine College’s Catholic identity, requiring that all students complete a course in the theology of the Catholic Church (TH 101) as well as two other courses that provide a theological foundation. As the college pushes forward into the rapidly changing, increasingly globalized 21st century, it annually renews its commitment to maintaining the sense of community that is one of its defining features. Community is preserved in part through the maintenance of traditions that connect alumni across many generations. These include the wearing of beanies by beginning freshmen during the first week of classes, bed races and other competitions among the residence halls, and the all-school Mass to mark the beginning of each academic year. While Benedictine College recognizes the value of maintaining significant traditions that shape its culture and community, it also recognizes that contemporary institutions of higher education must be open to innovation and change in order to continue to meet the ever-changing needs of society. The Asian programs, the opening of a campus in Florence, Italy, membership in the International Student Exchange Program (ISEP) study-abroad consortium, and the development of international business, international studies, and combined foreign languages majors demonstrate openness to innovation and change in response to increasing globalization. The development of the engineering physics degree offering and the internal approval of a nursing program, in response to clearly documented looming shortages of engineers and nurses in the region and nation-wide, demonstrate a willingness to adapt to the needs of society. The explosion of information technology has provided another area in which Benedictine College has been called upon to seriously contemplate its openness to innovation and change. Fa l l 2 0 0 9
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Benedictine College has accepted its responsibility to prepare its students to
master the use of technology to gather, analyze, and communicate information. The college has a subscription to the Blackboard e-learning system; the library maintains electronic materials and multiple databases; most common areas of campus have wireless Internet access; the Journalism and Mass Communications program provides instruction in electronic communication; and the college has joined “iTunesU” to allow for additional innovation. At the same time, because the mission is the education of men and women within community, Benedictine College is reluctant to embrace electronic learning without careful study of its effects on the ability to carry out the mission. The college has engaged in some experiments—largely in the graduate programs and in a limited number of classes held during the summer session—but is unlikely to develop any distance-learning based degree programs.
In the area of pedagogy, Benedictine College is also open to responsible
innovation and change. As a liberal arts college, faculty is provided with instructional autonomy; the college supports innovation and change by not placing impediments in the path of those who seek to cause positive growth. Institutional statements on academic freedom emphasize the independence that faculty exercise responsibly, within the context of the mission (see Criterion One and Criterion Four for discussions of academic freedom).
Examples of innovative practices at Benedictine College include the
following: • faculty in the Biology Department at Benedictine College use the Benedictine Bottoms Wildlife Area and other off-campus sites as active learning laboratories where instructional innovation and investigation are the norm; • the Chair of the Philosophy Department has a solid record as an innovator in developing software applications that enable his teaching approaches to courses in logic and the philosophy of nature (Labyrnyth software— Hardcopy); and • professors throughout Benedictine College regularly use “398” special topics courses to test future courses and to introduce special topics that reflect the dynamics of their approach to developments in their disciplines. During the 2008–2009 academic year, 61 special topics courses were offered.
C or e C o mp o ne nt 2 b : Benedictine College’s resource base supports its educational programs and its plans for maintaining and strengthening their quality in the future.
“Building a great Catholic college requires a community-wide commitment
to excellence. The college community is dedicated to educating students to
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become leaders in the Benedictine tradition, who will transform the world
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through their commitment to intellectual, personal, and spiritual greatness” (Benedictine College Vision and Commitments). This dedication is evident in the allocation and prioritization of human, financial, and physical resources. As will be discussed in the following paragraphs, Benedictine College has experienced considerable growth since 2001, both in enrollment and revenue. This growth brings a corresponding obligation to ensure the presence of sufficient resources to continue to meet the needs of students, especially within the educational programs. Planning for growth has been a priority and is evident in the content of the Current Strategic Plan and in the record of prior allocation of resources. This section assesses the sufficiency of the college’s resources and planning processes to support the academic program now, and in the years to come.
Evidence will be presented that Benedictine College:
1. has sufficient resources for the achievement of its educational goals; 2. is committed to supporting and strengthening the quality of its educational program; 3. uses its human resources effectively and provides opportunities for development; 4. invests in the future through deployment of resources; and 5. has a history of achieving its planning goals and has flexible planning processes that allow it to adapt to changing circumstances. 1. Resources for educational goals Benedictine College has experienced exceptional growth since 2001. Enrollment of full-time undergraduate students has increased from 870 at the beginning of the 2001–2002 academic year to 1,347 at the beginning of the 2008–2009 academic year, an increase of 55% overall at a compounded average of 7% per year. The freshman class for the 2008–2009 academic year totaled 394 students and represented the largest incoming class since the merger of St. Benedict and St. Scholastica Colleges in 1971. Benedictine College continues to provide its students with a high quality educational experience in an atmosphere characterized by the Benedictine sense of community that is mandated by the Mission Statement. To do this, the college has stressed that the resource base keep
up with the growth in enrollment, as well as with changing social and economic trends. Internal Review: Seven-Year Audit Summary
The dramatic increase in enrollment has been matched by an equally dramatic
increase in certain key financial indicators. Most notably, after nearly fifteen years of financial struggle, Benedictine College experienced a positive change in Fa l l 2 0 0 9
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net assets in 2002–2003, and has remained financially positive since. A sevenyear review of financial performance (Seven-Year Audit Summary), from fiscal year 2001–2002 through 2007–2008, reveals that total annual revenue almost doubled from $13.7 million to $26.7 million, which equates to a compounded annual growth of 11.8%. Meanwhile, total expenditures increased by only 53% overall, from $15.5 million to $23.7 million, a compounded annual rate of 6.9%. As previously noted, this increase of revenue over expenditures resulted in a positive change in net assets for each of the last six years.
The college’s major revenue source, Net Tuition & Fees, increased by 89%
during the seven-year period, with gross Tuition & Fees increasing 102% and college-funded scholarships more than doubling, with a 120% increase overall.
As discussed previously, college-funded scholarships have increased at a higher rate than tuition and fees because Benedictine College is attracting a higher caliber of students. Students’ academic ability and their financial need are the key factors in determining their institutional aid.
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The seven-year growth rate in Total Revenue (95%) was greater than the
seven-year growth rate for Net Tuition & Fees (89%), indicating that non-tuition sources of revenue play an increasingly important role in overall institutional financial health. Within the sub-categories for Total Revenue, the most dramatic seven-year increases occurred in Gifts (a 165% increase overall) and Other Income (a 134% increase overall).
The growth in Total Expenditures generally reflects the college’s emphasis on
improving the quality of its faculty, staff and facilities. Within the sub-categories for Total Expenditures, which, as noted above, increased over the seven-year period by 8.4% annually and 53% overall, Expenditures on Instructional and Academic Support increased at approximately the same rate as Total Expenditures (7.6% annually and 56% overall). Expenditures on Student Services have increased at a similar rate (8.14% annually and 60% increase overall). Notable growth was reported in General Administration & Support, which increased 12.6% annually and 105% overall.
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renovation and reopening of Ferrell Hall and the construction of St. Scholastica Hall, resulted in major expense items in this line (Audit Without Depreciation). Among expense categories that experienced lower growth as compared to the growth in Total Expenditures was Operations & Maintenance of Plant, which still grew by 5% annually, with an overall growth rate of 34%.
The Benedictine College balance sheet has grown at a rate that is roughly
commensurate, although slightly lower than, the rate of growth in operating accounts. Total Assets increased over the seven-year period from $43.1 million to $71.9 million (an increase of 67% overall and an annual compounded rate of almost 9%), and Net Assets increased from $26.7 million to $41 million (an increase of 53% overall and an annual compounded rate of 7.4%). Total Liabilities increased at a rate of 88% and Institutional Debt increased at a rate of 123%.
The growth in Total Assets during the seven-year period was approximately
$29 million, while the growth in Debt was $13.5 million. An examination of Total Assets indicates that Land, Buildings & Equipment increased by $11.5 million, which is $2 million less than the increase in Debt. This is because asset depreciation begins in the first year a building is in service; however, repayment of principal does not begin in the first year. This growth is reflective of the positive cash flows and the improvements to property plant and equipment the college has experienced over the last seven years. Internal Review: Strategic Financial Analysis for Higher Education An important tool for evaluating the adequacy of resources is the analysis of key internal financial ratios. The office of the Chief Financial Officer of Benedictine College collects and maintains internal financial data that is analyzed according to the Strategic Financial Analysis for Higher Education, Sixth Edition—Hardcopy. This is a standard analytical tool, providing institutions with
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information to understand how the financial profile affects the ability carry out
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institutional mission.
Benedictine College analyzes four major ratios, each focusing on a specific
aspect of institutional financial management: sufficiency and flexibility of reserves, strategic management of debt, asset performance to support strategic direction, and operating results as measured by available resources. As with the audit review discussed above, data from a seven-year review of the strategic financial ratios were available for this report, which includes fiscal years 2001–02 through 2007–08 (7-year Audit Summary). These ratios are detailed in Appendix 2B. All of the current ratios meet the benchmarks and represent sustained improvement in the college’s financial position. Comparison with Kansas Private Institutions
The preceding ratio analysis focused on key internal financial data. In this
section, financial information from fiscal year 2006–2007 is compared to a group that includes seventeen independent colleges in the state of Kansas, members of the Kansas Independent Colleges Association (KICA Comparisons). Although it is difficult to make a direct comparison with other KICA institutions due to the large variability in institutional type, size, and mission, this section provides comparisons with some analyses in the areas considered most applicable and critical. (To view the eight-year trend for most of the following comparisons, see BC v KICA Ratios #2.)
Financial Indicators
The first dimension contains financial indicators related to a variety of
areas, including allocation of total unrestricted expenditures with special attention given to instructional expenditures, the value of items on the balance sheet including an analysis of endowment, and amounts related to tuition, fees, and financial aid. This analysis offers a picture of Benedictine College’s overall financial health compared to other KICA institutions.
Regarding the allocation of total unrestricted expenditures, the college’s
structure in 2007 differed from the average structure in the KICA group. The greatest proportions of spending occurred in the areas of instructional expenditures and institutional support expenditures. For Benedictine College, instructional expenditures accounted for 24% of total expenditures, compared to 30% for the KICA group. Institutional support accounted for 24% of expenditures at Benedictine College, versus 20% of expenditures at KICA institutions. An examination of more specific data inside the larger line items, particularly expenditures for salaries & benefits and operations & maintenance, provides more detailed information. With respect to salary costs as a percentage of total unrestricted expenditures, Fa l l 2 0 0 9
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Benedictine College was below average. Overall salaries and benefits, including faculty and staff, equaled 60% of expenditures compared to the KICA group’s 67%. In order to recruit and retain qualified faculty who are committed to academic excellence, the college recognizes that it is important that salaries be commensurate with those of peer institutions, as defined by religious affiliation, geographic region, enrollment, and endowment.
Prior to 2005, salaries across ranks, but especially among full professors,
lagged severely behind those at peer institutions. In 2005, the Benedictine College Board of Directors approved a proposal to increase salaries over a 5-year period to bring them in line with those at peer institutions (February 2005 Board of Directors Minutes). Preliminary results of that initiative are displayed in the
table below (data are from IPEDS), which portrays the average salary by rank, per year for Benedictine College and nineteen Catholic, Midwestern institutions with enrollments from 800 to 1800 and endowments of $25 million or less (see Salary Proposal 05–06 for a list of institutions and the salary data for each). Benedictine College has made positive progress with respect to faculty salaries; the college reached the goal of bringing the overall average salary much closer to the mean of this peer group, and mean salaries for assistant professors are now higher than those at peer institutions. However, there is still more work to do for full professor salaries, which have consistently lagged about $6,000 behind the mean for peer institutions. Assistant Professor
2001
2003
2005
2006
2007
Benedictine College
34,216 38,233 43,405 44,133 46,858
Peer Institutions
37,413 39,210 42,466 43,650 44,258
Associate Professor
2001
2003
2005
2006
2007
Benedictine College
39,482 42,020 46,559 48,257 50,125
Peer Institutions
41,975 44,358 48,335 50,873 51,374
Full Professor
2001
2003
2005
2006
2007
Benedictine College
44,192 46,492 50,345 51,730 53,731
Peer Institutions
50,380 52,351 56,818 60,128 59,959
Overall Average
2001
2003
2005
2006
2007
Benedictine College
36,957 40,874 44,873 47,139 48,724
Peer Institutions
40,945 43,274 46,754 47,805 49,303
The Faculty Development Committee had been working on a new 5-year
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compensation plan designed to increase salaries over time and move Benedictine
Notes
College closer to its peer group mean, especially with respect to full professors. A first draft of the plan was scheduled for discussion at faculty meetings in the spring of 2009; however, due to the recent economic downturn, this initiative has been tabled. Instead, faculty contracts for the 2009–10 academic year included no raises. President Minnis informed the faculty of the decision to freeze salaries at least until the start of the fall semester, when the financial status of Benedictine College will be re-assessed. With respect to operations & maintenance expenditures as a percent of overall unrestricted expenditures, the college had the highest percent among the KICA group in fiscal year 2007 (15% compared to an average of 9%). Both the age of the campus and the past financial difficulties faced by Benedictine College led to a significant accumulation of deferred maintenance expenses. The recent construction of new residence halls allows the college to reconcile this with its age of facilities ratio which, as detailed in Appendix 2B, is stronger than the benchmark for colleges of its type. Another key financial indicator is the endowment. The endowment at Benedictine College was below the average for the seventeen KICA institutions each year from 2002–2003 to 2006–2007, and the gap increased by nearly $3 million during that time (KICA Endowment Comparison).
As discussed above, the need to increase the endowment has been a priority since the last self-study, and the college has experienced recent success in doing so. As of February 2009, the “Investing in Excellence” comprehensive campaign had raised an additional $10.3 million toward the endowment in the form of cash, pledges, and documented planned gifts (Comprehensive Campaign Update March 09). In January 2009, Benedictine College received a gift to the endowment
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in the amount of $4.3 million. Approximately 92% of the college’s investments are managed by Merrill Lynch, with the remaining funds invested with UMB and Commerce Bank (Finance Report). A history of investment income since 2001 is available in the Seven-Year Audit Summary.
The final category under financial indicators relates to revenue from students
and includes the ratio measuring institutional scholarship, fellowship, and grant amounts for traditional undergraduates as a percentage of total tuition and fees. In 2006–2007, Benedictine College was higher (47%) on this indicator than the KICA average (40%) (KICA Comparisons). While this expenditure confirms a strong commitment to financially support students, there is an obvious trade-off between such a commitment and the need to generate and maintain financial stability through the main revenue source.
Tuition is the primary revenue source for Benedictine College. The tuition
for full-time undergraduates in 2008–09 was $18,800, which was above the peer average for the KICA group (KICA Tuition Data). The annual growth rate of tuition at Benedictine College from 2004 to 2008 was 5.22%, somewhat higher than the 4.54% rate among KICA institutions over the same period.
Nontraditional Programs At Benedictine College, an additional source of revenue is the overseas program. From 2003–2008, the overseas program went from losing money to producing a $201,875 profit. As a result, the international programs generally provide positive net contributions to overhead, although gross revenue from these programs represents less than 1.7% of overall college revenues and 0.9% of college expenditures (Overseas Budget and Audit History; Overseas Programs).
In recent years, the Benedictine College graduate programs have experienced
lower than anticipated enrollment (Finance Report). Enrollment and revenues
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for the Kansas City-based EMBA program have declined since 2002, while
Notes
enrollment and revenues for the Atchison-based program have declined since 2005 (EMBA Table). In 2008, the decision was reached to consolidate the EMBA program to one site (Kansas City) in order to minimize program expenses. This decision allowed the program to meet its projected net revenue budgetary goals. Revenues for the Master of Arts in School Leadership (MASL) program have also been lower in recent years than they were from 2002–2005 (MASL Table). Advancement Fundraising
The second dimension of the strategic indicators contains two ratios regarding
the effect and cost of fundraising. At Benedictine College, the percent of total unrestricted expenditures that was dependant on unrestricted gift income in 2007 was lower (5%) than the average for the KICA group (9%). Likewise, the cost to raise gifts per dollar at Benedictine College (14 cents) was lower than the average among the KICA group (29 cents). In combination, these two ratios indicate that the college is raising money more efficiently than its Kansas peers, but is raising less money than they are. At the same time, Benedictine College has been raising much more money in recent years than has been the case historically, as evidenced by the dramatic positive changes in gift income. Marketing, Advertising & Admissions
The third dimension of strategic indicators relates to marketing, advertising,
and admissions as a percentage of unrestricted expenditures. In 2007, Benedictine College was right at the average of the KICA group (7%). Academic Programs
Strategic indicators contained in the fourth dimension relate to academic
programs such as library services, technology, faculty, and staffing. Overall, Benedictine College expended proportionately more on information technology (4% of total expenditures) than the average among KICA institutions (3%). However, instructional expenditures in terms of dollars per FTE student were significantly below the KICA mean, ($3,803 versus $4,961). Library expenditures in 2007 were half of those at other KICA institutions (1% of total expenditures versus 2%).
In the past, technology upgrades have been largely contingent upon grants.
In 2008, the college developed an Academic Technology Replacement Plan that calls for the replacement of all academic computers every five years. Details of the plan are provided in Criterion Three. With respect to the ratio of full-time faculty to students, Benedictine College, at 15:1, was slightly below the KICA average of nearly 16:1 in 2007. Maintaining a 15:1 ratio will continue to be a priority for the college as it is specifically stated
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in the Current Strategic Plan. Additionally, Benedictine College was slightly above average on the ratio between full-time students and non-teaching staff (10:1 compared to the peer group average of 9:1). These ratios indicate that the college is on track related to these indicators.
Growth in human resources has been driven by a corresponding increase
in full-time undergraduate enrollment. As noted above, the annual growth in enrollment since 2001 is above 7%. Based on a projected increase in enrollment to 1,510 full-time undergraduates by 2014, the college has enacted a plan to hire three additional faculty each year from 2007 to 2009, and then two per year until 2014. According to the plan, additional staff positions would be added at that same rate (Enrollment Matrix).
The trends in faculty hiring (Enrollment and Staffing Trends) and course
offerings (Course Offerings Table) show that Benedictine College is working to ensure that growth in the academic program keeps pace with growth in enrollment. However, though course offerings (62% growth since 2001) have kept pace with enrollment (55% growth since 2001), growth in the number of full-time faculty (39% growth) is currently lagging behind. This indicates that a larger percentage of courses are being taught by adjunct faculty and class sizes have increased. This issue is addressed in Criterion Three. On the Self-Study Department Chair Survey—Hardcopy, academic department chairs were asked to rate the extent to which various resources were adequate to meet their current and future (next five years) needs, using a scale from 1 (inadequate) to 5 (adequate). The results of that survey are displayed in the table below, with fifteen out of twenty departments responding. The physical structures to support the academic program are perceived as largely inadequate
by the academic department chairs. Resource
Mean Adequacy Rating
Number of faculty
2.3
Lab Space
2.4
Office Space
3.3
Computer Hardware/Software
3.1
Other Equipment, Supplies
3.0
Library Holdings
2.2
Office Furnishings
2.9
These results indicate that although the college can document plans to provide the facilities and support necessary for its educational program, this remains an area to which it must continue to pay attention.
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IPEDS Peer Comparison—Students
Notes
The fifth, and final, dimension relates to student completion rates. Because
KICA does not collect data on graduation rates, this information is based on information on our KICA peers drawn directly from IPEDS. For 2006–2007, the 4-year graduation rate was 49%, compared with an average 4-year graduate rate of 52% for peers; however, the full-time freshman retention rate was 74%, compared with an average retention rate of 70% among peers, which indicates that future graduation rates are likely to rise (KICA Comparisons). Each of these data points has been targeted for improvement in the 2008 Strategic Implementation Plan. 2. Commitment to supporting and strengthening the educational program
The fact that Benedictine College has named financial stability as one of its
four goals in the Current Strategic Plan is evidence of an awareness that a strong financial resource base is necessary, both currently and in the future, to support the mission.
Notably, one of the specific initiatives in the Current Strategic Plan states
that Benedictine College will increase planned giving to the endowment to $35 million by 2011. The Investing in Excellence comprehensive campaign includes the goal of raising $20 million toward the endowment, as well as raising $20 million to construct a new academic building, $3 million toward renovation of Westerman Hall (the science building), and $6 million toward the Benedictine College Annual Fund (Benedictine College Fund). As of February 2009, a total of $38.3 million had been raised toward the campaign (Comprehensive Campaign Update March 09).
As detailed above, Benedictine College has demonstrated a commitment to academic excellence by steadily increasing the proportion of annual budgetary expenditures that are directed to the academic program (Budgetary Expenditures). Fa l l 2 0 0 9
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This commitment to strengthening academic quality is also evident in the recent addition of new majors and academic programs (see Criterion Three). The major in International Studies, housed in the Department of Modern Foreign and Classical Languages, was approved in 2007, the Criminology major, housed in the Sociology Department, was approved in 2005, the Art major was approved in 2004, and the International Business and Finance majors, housed in the School of Business, were approved in 2007. In 2008, Benedictine College added an engineering physics program. Finally, a nursing program was approved by the faculty and the Board of Directors in the spring of 2009. Each of these new majors, but especially the engineering physics and nursing programs, requires a commitment to resource allocation in the form of new faculty, funding, and facilities (Engineering Proposal; Pro Forma Projections for Nursing Program). The first engineering physics faculty member was hired in 2008 and lab space needs for the program are included in the plans for the renovation of Westerman Hall. For the nursing program, an agreement has been reached with the Atchison Hospital for the use of its facilities to house the program.
In the years since the last self-study, there has been considerable dissatisfaction
with the budgeting process, particularly within the academic program. Under the former Chief Financial Officer, who held the position from August 2002 to December 2007, the budgeting process was based on four basic assumptions: 1) each year, the total budget for salaries will be increased 3.5%; 2) student wages will remain flat year to year, but the total amount will be shifted among departments; 3) budget amounts will be increased as needed for such variable expenses as insurance, utilities, and benefits; 4) all other operating expenditures will be increased by 2.5%. This process did not consider fluctuations based on enrollment changes or other relevant data and was largely driven by the fact that the college’s resource base was not sufficient to allow for budgetary flexibility. According to feedback from faculty on the Faculty Financial Awareness Survey, administered in fall 2007, communication regarding the budgeting process has been inadequate. More than 70% of faculty did not believe that faculty input in setting department budgets is adequate, that adequate funds are allocated for department budgets, or that members of the faculty receive adequate communication regarding department budgets. In addition, 67% of faculty did not believe that faculty receive adequate communication regarding Benedictine College’s overall budget.
In spring 2008, academic department chairs were surveyed about their role
in creating their departmental budgets. Seventy-five percent indicated that they had had no role, and 83% indicated that their departmental operating budgets were inadequate to meet their department’s needs. Several department chairs
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reported that they routinely overspend their budgets (Self-Study Department
Notes
Chair Survey—Hardcopy). Comments in response to a similar line of questions on the Faculty Financial Awareness Survey can be summarized as indicating a general lack of consultation with departments in establishing their budgets and failure to communicate the actual budget amounts until the end of the fall semester.
Feedback from the administrative units was somewhat more positive than
that from the academic program. In summer 2008, members of the Benedictine College staff responded to the Self-Study Staff Survey. On that survey, 48% of staff members agreed that there is adequate budget within their department for them to perform their job; 62% of staff members agreed that the allocation of physical assets is adequate in their department for them to perform their job; 62% agreed that the allocation of personnel is adequate in their department for them to do their job; and 62% agreed that there is adequate technical support for them to perform their job.
This feedback influenced a major change both in budgetary assumptions
and the budgeting process that began under the leadership of the current CFO, who began work at Benedictine College in January 2008. The current budgeting assumptions are 1) each year, the total budget available for salary increases will be based upon economic conditions as well as revenue projections; 2) student work hours will remain flat year to year but total wages may reflect increases to minimum wage. The total amount may be shifted among departments to reflect highest need; 3) budget amounts will be increased as required for such variable expenses as insurance, utilities, and benefits; 4) all other operating expenditures will be increased based upon funding availability and a prioritization of need. A budget calendar was created (2008–2009 Budget Calendar). Accordingly, starting in 2008, the salary files are distributed to cabinet members for their input in March and April. In mid-April, department chairs are asked to submit unfunded initiatives and budget reallocations within their own departments to their relevant cabinet member for review; these are forwarded to the Business Office in early May. The final budget is to be approved in mid-May.
In mid-August 2008, academic department chairs received copies of their
budgets for the 2008–2009 academic year and monthly budget reports were distributed in a timely fashion. Thus, there is evidence that the problems discussed above, with respect to department chair dissatisfaction with the budgeting process, are being addressed by the new Chief Financial Officer. 3. Human resources At Benedictine College, community is the heart of the mission and one of Fa l l 2 0 0 9
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its explicit values. Therefore, the college community believes it is incumbent upon it to make the most effective use of the skills and talents of community members, while supporting them in their continuous personal and professional development.
Benedictine College is fortunate to also have members of sponsoring
communities who are faculty, administrators, and support staff. Additionally, the sponsoring communities provide other resources for students and faculty: both communities provide oblate programs which students, faculty, and staff are welcome to join for purposes of spiritual growth (see Criterion Five); both have identified service learning opportunities for students; and both communities provide spiritual directors for students. The sisters of Mount St. Scholastica Monastery are cooperating with the college in the Iraqi Student Project, they sponsor Sisters from Tanzania who attend Benedictine College to develop skills they need for their communities at home, and they serve as “Partners in Prayer” to Benedictine College students. The monks of St. Benedict’s Abbey provide volunteer assistant chaplains and cooperate with the Campus Ministry Program to offer a student Mass on Sunday mornings, with a joint student-monastic choir. The contributions of the college’s sponsoring communities extend its ability to support the students’ development.
Benedictine College created and approved an Enrollment Matrix to address
the demands created by rising undergraduate enrollment. The matrix projects enrollment through 2014 and identifies the number of faculty and staff that must be hired in order to continue to provide academic excellence and a true Benedictine experience to the students (Enrollment Matrix).
Since 2006, the college has added a number of administrative positions at
Benedictine College, partly in response to needs created by increased enrollment, but also to address long-standing needs that have gone unmet. Three assistant dean positions have been added in the academic program. In spring 2007, the Director of Institutional Research, Assessment and Records was given the title of Assistant Dean to reflect her expanded role in academic oversight of the Asian programs, advanced college credit program, and supervision of the Registrar’s office. In 2008, the other two new assistant dean positions were created. The Assistant Dean/Director of the Student Success Center was created both to address the needs of at-risk students and in part to respond to evidence that retention rates among high-achieving students were slipping. As the ACT scores for students entering Benedictine College continue to rise (see Institutional Snapshot—Hardcopy), it will be important that it continues to meet the needs of all students, including those who are the most academically talented.
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The Assistant Dean for Program Development was created because of the
need for grant support to enable the college to meet fundraising goals and because
Notes
of specific interest in the pursuit of grants related to the academic program; this position reports to the Dean of the College. External funding would be beneficial in meeting several of the Academic Excellence initiatives in the Current Strategic Plan. In fall 2008, the Associate Dean of the College announced her
plans to retire after many years of service to Benedictine College. This provided an occasion to consider the appropriate allocation of the responsibilities of that office given the recent changes in the administrative structure of the academic program. As a result, the position was reconstituted as Associate Dean and Director of Academic Records, with supervisory responsibility for the registrar’s office. The assistant dean positions are discussed in greater detail in Criterion One. As discussed in Core Component 2a, new positions have also been created at the cabinet level to meet a variety of campus needs.
Benedictine College offers tuition benefits to its employees and their
dependents to support professional development. In the period covered by this self-study, several employees have completed either an undergraduate program or the EMBA program, which has developed their skills to help them become increasingly valuable to the organization. Additionally, staff members in the Student Life Office have been provided with opportunities, both with tuition assistance and release time, to obtain advanced degrees in Higher Education Administration from the University of Kansas.
Benedictine College routinely provides its staff with specialized training
to improve job-related skills, such as training for those employees who need to use the administrative software system to generate reports and data; training in specialized areas of higher education law for those employees who have the responsibility for ensuring compliance; and general customer-service training for employees who regularly interact with students and other constituents. Staff members in all areas of the college are part of appropriate professional societies and attend conferences and workshops which provide additional professional development.
Benedictine College encourages its employees to use the full range of their
talents and seeks to enter into cooperative relationships to extend its ability to offer needed services to students and other constituents. For example, two of the college’s psychology faculty members have dual appointments with its counseling center. An admissions counselor who was strongly interested in graphic design was provided with training and support to become qualified to move into the communications and marketing specialist role in the Office of Enrollment Management. The student health center is staffed by a nursepractitioner together with a physician’s assistant who splits time (and salary) Fa l l 2 0 0 9
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between the college and the local hospital. These are examples of the investment in supporting and developing human resources to their fullest potential.
Faculty workloads are an issue of special importance, particularly for
department chairs. As of fall 2008, there were 76 full-time faculty, most teaching at least twelve credit hours per semester. As was discussed in Criterion One, there are five faculty policy committees to which members are elected by the full faculty. The committee structure is such that members of the faculty serve on a policy committee for three years, after which they are not eligible for policy committee membership for the next two years (i.e., three years on, two years off). Faculty also serve on a number of advisory and ad hoc committees and some members of the faculty serve as advisors to student clubs and organizations. Academic department chairs have considerable duties beyond those associated with the regular faculty workload. Each academic department has a chair; one department chair in each division also acts as division head and serves on the Dean’s Council. On average, each member of the faculty is assigned 20 advisees per year (Number of Advisees); on average, department chairs are assigned 30 advisees per year. At the end of each academic year, each department chair conducts an evaluation of all full-time faculty in the department. Chairs provide annual evaluations of non-tenured faculty members’ teaching, monitor departmental budgets, and act as the primary departmental representative who meets with visiting prospective students.
Beginning in spring 2008, most chairs created departmental assessment
plans for which they will compile data each semester. In those departments for which education majors can receive teaching certification, department chairs also create and implement assessment plans in compliance with National Council for Accreditation of Teacher Education (NCATE) standards and observe and evaluate student teachers. Many department chairs also serve on policy committees, supervise Discovery Projects and other undergraduate research, coordinate and administer the senior comprehensive exam, and fulfill other administrative duties. Department chairs do not receive a course load reduction or over-load compensation.
When asked whether there was adequate administrative support to meet
their departmental objectives, 50% of academic department chairs responded that there was (Self-Study Department Chair Survey—Hardcopy). There is currently one administrative assistant to serve all faculty in the fourteen academic departments located in Westerman and St. Benedict Halls. There is one administrative assistant in the Education Department, one to serve the Political Science Department and the School of Business, and one half-time assistant to serve the Music Department. The administrative assistant for the
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Athletics Program also provides assistance to the Department of Health, Physical
Notes
Education, and Recreation. At Benedictine College, there are a number of offices that provide direct support for the academic program. As previously discussed, in 2008, the position of Assistant Dean of Student Success was created to direct the newly created Student Success Center. In addition to that position, there is a full-time director of the Academic Assistance Center and a number of students who are employed as tutors. The library employs six full-time staff, including the Library Director, and four part-time positions as well as roughly 16 work-study students per year. Finally, the Telecommunications and Information Services (TIS) Department provides technology support to faculty and staff. There are six fulltime technology assistants working in that department. A concern is that none of the TIS staff have particular expertise with the Macintosh platform, which is used by a number of faculty and staff. 4. Investment in the future
Between 1995 and 2005 Benedictine College invested considerably in the
student life experience. As is detailed earlier in this self-study, during that time, the college pursued three major new construction projects: a new Student Union with gymnasium and auditorium, a new residence hall, and a new football stadium and track complex. In addition, several major renovation projects were completed: Freshman Hall was restored to create the Ferrell Hall dormitory, the soccer, baseball, and softball complexes were all upgraded, and the Haverty Center was created through extensive renovation of the Old Gym Building. Beginning in 2005, attention shifted to increasing funding for the academic program. (Board Strategic Planning Retreat April 16, 2004—Hardcopy)
In its commitment in 2005 to bring faculty salaries more in line with those
at peer institutions, the Benedictine College Board of Directors demonstrated its concern for ensuring educational quality, enabling the recruitment and retention of faculty who are committed to and capable of providing academic excellence. There has also been a commitment to providing greater support for the professional development of faculty. As discussed in Criterion Three, funds available to support professional development among the faculty have increased to as much as $1200 per year for travel to conferences and workshops. An additional $100 per faculty member can be used to pay for such professionally relevant expenses as books, memberships, or software. Funding is also available to support student travel to conferences and to cover expenses for faculty who accompany them. As discussed in Criterion Four, funding for the Discovery Program has Fa l l 2 0 0 9
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increased steadily since 2004. Funding for the program supports original, collaborative research projects undertaken by student-faculty teams and promotes a commitment to lifelong learning. There has also been increased financial support for technology that enhances the academic program. All classrooms have been equipped with computer and projection technology to enhance teaching and learning, wireless Internet access has been made available in many locations on campus, and a computer-replacement plan has been implemented to ensure up-to-date computing capabilities (Academic Technology Replacement). The five-year cyclical plan provides a protocol for the replacement of faculty, classroom, and laboratory computers, for a total projected cost of $49,500 for the first cycle. As discussed above, the position of Assistant Dean of Student Success was created to direct the new (2008) Student Success Center. The center’s purpose is to continue to provide academic support to students through the use of tutors, proctored exams, and reasonable learning accommodations provided by the Academic Assistance Center (now under the aegis of the Student Success Center), but also to provide for increased internship and service-learning opportunities and to meet the needs of exceptionally skilled and motivated students. The center is housed in the library, which was renovated in the summer of 2008 to create a suite of offices and to provide a somewhat more private experience for students utilizing the center’s services.
Consistently increasing enrollment has created enormous demands for
additional classroom, laboratory, and office space on campus. Hence, the construction of a new academic building is a major component of the Investing in Excellence comprehensive campaign. The building will house the Education, Philosophy, and Theology Departments, as well as the School of Business. When those programs move from their current locations in Bishop Fink and St. Benedict’s Halls, other departments will be relocated in such a way as to free up space to create additional science and behavioral science laboratories and add office space for the additional faculty positions to be added annually through 2014 (Enrollment Matrix). 5. Achievement and flexibility of planning goals
Benedictine College develops strategic plans every five years and action
plans designed to meet objectives of the Strategic Plan are developed annually. The extent to which planning goals have been achieved can be determined by examining the success in achieving the seven goals identified in the 2001–2006 Strategic Plan (see Appendix 2C). Overall, as the appended review suggests, the
college was successful in achieving the planning goals of Strategic Plan 2001–
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2006. In addition, while it is too early to comment on the complete success
Notes
under the Current Strategic Plan, the interim progress report demonstrates that Benedictine College remains on track to achieve its goals by the end of the life of the strategic plan (Strategic Plan Update). While the Strategic Plan serves as a guidepost for college activities and initiatives, it is important to have structures in place that allow a response to unforeseen circumstances. Benedictine College holds regular meetings at various levels across the entire institutional organization. The Board of Directors meets three times every year, the President’s Cabinet meets weekly throughout the year, the Dean’s Council meets weekly throughout each semester, and monthly meetings are held by full faculty, departments, and academic committees. Taken as a whole, the frequency and range of these meetings allow for a timely and generous flow of information throughout Benedictine College. Further, annual action plans are implemented to pursue specific objectives in the Strategic Plan, ensuring the ability to respond to changing circumstances (2008 Implementation Plan; Strategic Plan Update).
At the highest level of planning, the Board of Directors has demonstrated evidence of flexibility and adaptability. For example, the Strategic Planning Retreat in April of 2004 included a discussion of the historical background of Benedictine College, a comprehensive review of facilities and resources at the time, and input from key academic and administrative personnel. The retreat resulted in broad support for the next steps in planning to focus on academic excellence. This retreat planted the seeds for the Investing in Excellence fundraising campaign. (Strategic Planning Retreat April 16, 2004—Hardcopy)
More recently, at the board meeting in February of 2009 and in the face
of rapidly changing economic conditions, the CFO’s office provided three budget models for the 2009–2010 academic year based on varying enrollment levels (2009–2010 Budget Projections; Budget Models Spreadsheet). These models included contingency plans, including budgetary cuts or freezes to operating budgets or salaries, in order to keep the college’s financial status at least at the “break even” level. As documented previously, an analysis of the weaker-than-projected performance of the EMBA program over the past several years led to a strategic decision to consolidate the program in one location; thereby allowing the program to exceed its revenue targets for this fiscal year (Budget Report 2010).
Core Comp on en t 2 c : At Benedictine College, ongoing evaluation and assessment processes provide reliable evidence of institutional effectiveness that clearly inform strategies for Fa l l 2 0 0 9
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continuous improvement.
This section will demonstrate that Benedictine College:
1. has evaluation processes in place that provide evidence that stated expectations for institutional effectiveness are met; 2. maintains effective systems for collecting, analyzing, and using organizational information, including the provision of adequate support for evaluation and assessment processes; 3. uses appropriate data and feedback loops to support continuous improvement; and 4. undertakes periodic reviews of academic and administrative subunits to contribute to improvement. 1. Evaluation processes for institutional effectiveness At the most global level, expectations for institutional effectiveness are stated in Benedictine College’s strategic plan, and the Board of Directors is responsible for monitoring performance toward achieving those expectations. As discussed above in Core Component 2b, each goal of the strategic plan is supported by data-based measures of success (Current Strategic Plan), and the college annually assesses its progress toward Strategic Plan goals (Strategic Plan Progress Report). This information is provided to the Board of Directors. The President’s Cabinet holds retreats twice a year in which the information regarding progress toward the plan is used as a basis for evaluating areas for organization-wide emphasis in the upcoming semester (Retreat Agenda January 2008; Retreat Agenda January 2009).
Additionally, each member of the President’s Cabinet reports to the Board of Directors at each board meeting regarding their area. In this way, the board is kept informed on the progress toward annual targets regarding enrollment, academic program growth and performance, student life programming and participation (including ministry and athletics programs), and financial benchmarks. Annual updates on implementation progress are provided to faculty and administrators by the Office of Institutional Research and Assessment. For example, in 2007, data were compiled and presented tracking student persistence rates from 1991 to 2006 (Continuing Student Persistence Rates), which allowed the college to assess progress toward Goals One and Two of the Strategic Plan. NSSE results reports are also compiled and presented to administrators and faculty to support evaluation of progress toward plan goals (NSSE Reports Fall 2008).
The implementation of the IDEA course evaluation system has allowed an
assessment of student perceptions of instructional effectiveness from a holistic perspective, as well as on the level of individual courses. The information about
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overall institutional ratings is shared with the Board of Directors and the faculty
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as a whole. Information about division-based ratings has been shared with the division heads. Under the new reconfiguration of the division structure, information about division-based ratings will be e-mailed to department chairs within each division. As discussed in detail in Criterion Three, each academic department has specific desired learning outcomes for students articulated in departmental assessment plans, along with indicators of progress toward those outcomes (Departmental Assessment Plans—Hardcopy). The goals of the general education program are stated in the Benedictine College Catalog and a plan to assess progress toward those goals is currently being developed by the Assessment Committee (see Criterion Four). The Discovery Framework states the goals of the Discovery Program. 2. Systems for collecting, analyzing, and using organizational information
The primary support for evaluation and assessment processes on
campus is the Office of Institutional Research and Assessment (OIRA). Since its inception, the OIRA has been a one-person office; however, additional support for evaluation and assessment processes is provided by the Director of Application Support in the Technology and Information Services Office; the Application Support Technician in the Office of Enrollment Management; and the Director of Research in the Advancement Office, together with the Registrar’s Office. The current Director of Institutional Assessment was hired in December, 2005, and promoted to Assistant Dean in June 2007. Within the current organizational structure, the OIRA reports directly to the Dean of the College and the Office of the Registrar reports to the Assistant Dean/Director of Institutional Assessment. From 2001 to 2008, non-salary expenditures for assessment have increased more than 400% (Assessment Expenditures).
In 2007, the Assessment Committee was created to work with the Director
of Institutional Assessment to assist various subunits with the development of assessment plans. The committee consists of six members (five faculty members and the Registrar), and makes periodic presentations at faculty meetings, conducts workshops on assessment, consults with individual departments and programs to assist with the formulation of assessment plans, and serves as liaisons for departments with questions about the assessment process.
The OIRA, the Technology and Information Services (TIS) Department,
and the Office of the Registrar have worked to consolidate and organize use of the data system for student records (Empower). Examples of improvements made in the system include cohort codes for tracking retention and completion Fa l l 2 0 0 9
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rates for students, reports issued each semester on class and departmental grade point averages by faculty member, special reports by major, semester based reports for career development, reports on students participating in the Florence study-abroad program, reports concerning international students, and reports on the number of graduates by major. All of these reports help departments and administrators make decisions regarding resources, success of academic programs, participation in programs, and etc.
The reports were designed based on feedback from various departments
regarding the types of reports they needed. In addition, the OIRA and the Registrar’s Office created new codes for different types of student enrollment to better understand and track enrollment. New codes include categories for advanced college credit, Benedictine College School of Faith, technical college, and Asian programs. These new codes have given the administration a better understanding of the student body and degree and non-degree seeking populations. The Registrar’s Office also began distributing an overview sheet of student populations and academic data each 20th day to departments and all members of the faculty (20th Day Report).
The OIRA regularly provides statistical data and/or summaries of such data
to the members of the administration to keep them informed of current trends in society and in higher education. Recipients of these reports include the Board of Directors, members of the President’s Cabinet, and academic department chairs. Examples of data include summary statistics about the Benedictine College student body, beginning freshmen cohort, benchmarking endowments against peer institutions, graduation rates of the institution, graduation rates by major, cumulative GPA by major, enrollment projections, and retention reports by class.
In addition, the OIRA oversees administration and distribution of national
surveys such as the CIRP for beginning freshmen, NSSE, Faculty Survey of Student Engagement (FSSE), Retention Management Inventory (beginning freshmen), CSI, and the Individual Development and Educational Assessment (IDEA) course evaluations. The results from these surveys are shared with Cabinet members, individual departments, the full faculty, academic counseling services, and others. Data are used for tasks such as deciding how many sections of a course to offer, retention of at-risk students, to request additional faculty based on student credit load, and to provide information to potential donors supporting requests for endowment gifts. 3. Data and feedback loops in support of continuous improvement
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There is broad agreement among the Board of Directors that appropriate
data and institutional information regarding a wide variety of relevant areas is
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made available to and used by the board to inform its decisions and help it to continuously improve Benedictine College. Pertinent results of a summer 2008 survey of the Board of Directors are summarized in Appendix 2D.
Results from the faculty survey in 2008 (Faculty Financial Awareness Survey)
indicate strong satisfaction with the processes in place to support continuous improvement. Specifically, 89% of faculty members feel that student evaluations help them to continuously improve; 80% of faculty feel that peer evaluations help them to continuously improve; and 53% of faculty feel that self evaluations through the Faculty Annual Report help them to continuously improve. Untenured faculty members receive an annual evaluation from the Rank and Tenure Committee and the Dean of the College; all faculty members have an annual review from their department chair.
Feedback is provided to the various administrative subunits based on the
results of student surveys and other inventories. For example, the results of the CSI, administered each year to incoming freshmen, are distributed to the hall directors, coaches, and the student success center to identify and intervene with potentially at-risk students. An analysis of these data revealed that the college had a number of incoming students who were academically at risk and interested in getting more assistance with basic time management and academic skills, but were not interested in individual tutoring, which was the primary mode of delivering academic support. Based on this information, the “Benedictine Mythbusters� series of workshops was developed. Geared to freshmen, it addresses the need for group-oriented workshops to help new students make the transition to college. 4. Review of academic and administrative subunits
Benedictine College periodically reviews the academic and administrative
subunits to assess effectiveness and consistency with the mission. The Departments of Education, Athletic Training, and Music currently maintain specialized accreditation and their periodic review processes include substantial requirements to document effectiveness in their areas. The Benedictine College School of Business is currently seeking initial accreditation and is undergoing a similar rigorous review process. The Chemistry and Biochemistry Department is considering seeking specialized accreditation. Additionally, financial support is provided for external evaluation of one department per year. The Art and the Journalism and Mass Communications Departments have each received external reviews in recent years and the reports that the consultant evaluators provided gave these departments guidance in their planning for the future (Mass Communications Assessment). Fa l l 2 0 0 9
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In 2008, all academic departments were required to create an assessment
plan for each of their major programs if such a plan did not already exist. Also in 2008, the Assessment Committee began working on developing a plan for assessing the general education program. Assessment of the academic program is discussed in detail in Criterion Three.
Periodic review also occurs in the administrative subunits. For example, in
2007, substantial changes were made to the daily operations of the Registrar’s Item The Current Strategic Plan leads to fulfilling financial stability. The Current Strategic Plan leads to fulfilling a thriving faith life. The Current Strategic Plan leads to fulfilling a dynamic community. The Current Strategic Plan leads to fulfilling academic excellence.
Percent Agreement 84% 80% 87% 85%
Office. Based on a review of current practice, it was determined that data collection strategies did not allow for appropriate levels of detail to support optimal decision making. For example, freshmen who had completed credit hours prior to coming to Benedictine College were being separated from their cohort in the data system, resulting in faulty assessments of graduation rates. Multiple coding schemes within the Empower system were changed, allowing for more effective reporting. In addition, the layout of the Registrar’s Office was changed substantially in an effort to create a more customer-friendly atmosphere. As discussed in Core Component 2b, the position of Associate Dean of Academic Records and Registration was developed in order to further strengthen the effectiveness of the Registrar’s Office.
The discussion of Core Component 2a indicated the evaluative process that
led to significant reorganization of the President’s Cabinet. Other examples of administrative subunit evaluation include the annual allocation of recruiting territories in the Admissions Office; the reorganization of that office to include an application support technician to provide data and analysis to inform recruitment and financial aid goals; the reorganization of the Office of Advancement in order to successfully complete the Investing in Excellence campaign, and the reorganization of the communications and marketing functions through the creation of the position of Vice President for College Relations.
Prior to October of each academic year, all members of the President’s
Cabinet meet individually with the President to assess unit effectiveness and goals for the new year. In addition, various forms of environmental scanning, discussed in Core Component 2a, inform decisions regarding changes within various subunits.
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Finally, the OIRA is working with support services offices on campus, such
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as the Business Financial Aid, and Student Life Offices. Each of these offices has received notification of the expectation that they will implement assessment plans, and each department has been assigned a liaison from the Assessment Committee to work with it through the beginning stages of assessment. This process will provide data to support increased effectiveness in these functions of the college.
Core Comp on en t 2 d : All levels of planning align with the Benedictine College mission, thereby enhancing its capacity to fulfill that mission.
Planning processes at Benedictine College connect the goals, vision, and
objectives set forth in the Mission Statement documents with the budgeting procedures that make available the human and physical resources necessary to ensure that these goals, visions and objectives are attained. This section demonstrates that, at Benedictine College: 1. planning and budgeting processes are linked; 2. plans inform operations; 3. plans are flexible enough to allow for reprioritization when necessary; and 4. plans involve all appropriate constituents. 1. Planning processes link with budgeting processes As discussed in Core Component 2b, prior to spring 2008, budget planning was essentially undertaken by the Chief Financial Officer (CFO) alone. However, with the hiring of a new Chief Financial Officer in the spring of 2008, this practice was changed. The current CFO initiated a new budget calendar. The new practice provides for input from a wider audience and is reviewed by the full cabinet (see Criterion One). In addition, each cabinet member can request input from staff and other budget managers for suggested needs within their specific administrative area. For example, as part of the 2008–2009 budget planning process, members of the President’s Cabinet discussed needs across the college and allocated funds as needed (Budget Calendar). This replaced a policy of a 2.5% blanket increase to all budget lines, which was the previous practice. Currently, the cabinet approves budget increases on a need basis.
Historically, aligning planning and budgetary priorities has been a challenge
because the financial constraints the college faced left little to no funding available for discretionary expenditures. However, a recent substantial bequest to the endowment has made it possible to develop a segregated fund to support strategic initiatives. The Chief Financial Officer is developing a proposal to use Fa l l 2 0 0 9
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a designated percentage of the earnings from this portion of the endowment to establish a Strategic Plan Improvement Fund (SPIF). The SPIF will provide funding for initiatives designed to advance strategic goals. If approved by the President’s Cabinet, the first round of SPIF-initiative applications will be solicited in the spring of 2010, with the first projects funded in the subsequent fall. 2. Planning informs operations
It is important for an institution to demonstrate that its strategic plan is
reflected in its initiatives and the ways in which it expends its resources. Core Component 2b demonstrated that Benedictine College was largely successful in meeting initiatives in the previous strategic plan and is making good progress toward meeting the objectives of the current strategic plan. As discussed in the section of this self study related to Core Component 2a, the addition of personnel and programs are explicitly linked to the priorities and initiatives of the strategic plan (2008 Strategic Implementation Plan). The increase in the proportion of the annual operating budget devoted to academics is a tangible indication that the basic decision made by the Board of Directors in 2004 to turn its attention and emphasis to the academic program is being carried out in ongoing operations (Budetary Expenditures). The Investing in Excellence campaign priorities are also linked to key goals presented in the Current Strategic Plan, namely Academic Excellence (construction of a new academic building and the addition of faculty), Financial Stability (increasing the endowment,), and Thriving Faith Life (construction of a Grotto for contemplation and prayer).
Indirect evidence that Benedictine College’s initiatives are aligned with the
goals of the Current Strategic Plan is provided by the results of the Faculty Financial Awareness Survey, which demonstrate that the majority of faculty respondents agree
that the Current Strategic Plan includes objectives that will fulfill its stated goals. 3. Flexibility of planning
The long-range strategic planning process at any institution must allow for
some flexibility so that the institution can respond to changing environments. Benedictine College has a current case study demonstrating that flexibility: the ways in which it has responded to the challenges presented by the recent national and global economic downturn. As discussed above, as a result of discussions with the Board of Directors in the October 2008 meeting, proactive steps were taken—a 3% operating budget cut, a “soft” hiring freeze (not adding new positions and only replacing those that became open if the President’s Cabinet determined they were critical), and a temporary salary freeze. In February 2009, the CFO presented several budget contingency plans, based on varying levels
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of enrollment, to the board (2009–2010 Budget Projections; Budget Models
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Spreadsheet) demonstrating alternate scenarios depending on the ongoing impact
of the economic downturn. The financial preparation undertaken in the fall of 2008 allowed Benedictine College to weather the first shock of the economic downturn. A higher-than-expected number of students electing to graduate one semester early in December 2008 led to a revenue shortfall as compared to budget for the 2008–2009 academic year. However, the fiscally prudent measures taken in the fall semester resulted in a cash-flow positive result for the fiscal year.
On a positive note, the previously described Enrollment Matrix, developed
to ensure the maintenance of the 15:1 student-faculty ratio stated in the Current Strategic Plan, was accelerated by hiring additional faculty and staff to meet the
demands of an unexpected increase in enrollment in 2007–2008 and 2008– 2009 (Enrollment and Staffing Trends). 4. Constituent involvement in planning
The development of the Current Strategic Plan included input from many
constituent groups, both internal and external to Benedictine College (Strategic Plan Timeline), throughout the development phases of the plan. Input was
received from members of the President’s Cabinet, the Board of Directors, Strategic Planning Committee, student ambassadors, student government, and faculty and staff through retreats, workshops and forums, small group meetings, a faculty and staff blog, and an individual input worksheet distributed to faculty. A précis of minutes from meetings held by various internal constituents of Benedictine College regarding the development of the Current Strategic Plan from October 2004 to June 2006 is illustrative in this regard (see Appendix 2E).
Indirect evidence of internal constituent input into the planning processes
is provided by the results of the Faculty Financial Awareness survey, on which 61% of faculty agree that faculty input is reflected in the Current Strategic Plan. Among staff, 45% agree that their input is reflected in the strategic plan (30% did not know) (Self-Study Staff Survey). Criterion Two Strengths, Challenges, and Strategies for Institutional Improvement Strengths 1. Benedictine College has experienced remarkable growth since 2001. Enrollment of full-time undergraduate FTE students has increased 55% and the academic caliber of students, as indicated by average ACT scores, has Fa l l 2 0 0 9
risen steadily since 2004.
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2. Benedictine College provides evidence of institutional strength in the vital area of financial stability. Revenue growth has significantly outpaced growth in expenditures, resulting in a cash-positive status since 2002–03. Income from gifts has increased 165% and the endowment has grown by 29%. Trends across the strategic financial ratios indicate either positive stabilization or marked improvement since 2001–02 and efficient management is demonstrated within each of the four categories. 3. At Benedictine College, planning processes include input from many constituent groups and effective environmental scanning and are flexible enough to respond to unanticipated needs or events. In support of the planning process, Benedictine College maintains effective systems for collecting, analyzing, and using organizational information. 4. The Benedictine College Board of Directors has demonstrated a strong commitment to academic excellence. The board has approved budgets that increase the proportion of the college’s resources expended upon the academic program; supported a plan to raise faculty salaries to remain competitive with peer institutions; and approved major initiatives to improve academic facilities. Challenges 1. It is a challenge to find ways to increase the revenue available to support the core activities of the college, including academic support and infrastructure, such as sufficient lab space, library holdings, and classroom and office furnishings. 2. It is a challenge to continue to improve on the budgeting process, increasing the sufficiency of academic departmental budgets and maintaining the recent improvements in transparency and communication regarding the process. 3. It is a challenge to monitor workload issues as the college continues to grow; in particular it is a challenge to ensure that the growth in the number of fulltime faculty keeps pace with enrollment growth in order to rely less heavily on the use of adjunct faculty; and it is a challenge to identify ways to lighten the workload of academic department chairs. 4. Despite the college’s success in raising overall faculty salary levels, it remains a challenge to increase salaries for full professors. Strategies for institutional improvement. 1. Through the development of a strategic plan implementation fund, successful completion of the Investing in Excellence campaign, and development of nontraditional revenue sources, the college will provide additional resources and target them to the support of its core activities.
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2. The college will institutionalize the budget calendar and planning process to
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ensure transparency and effective communication. 3. The college will implement the enrollment matrix staffing benchmark to achieve the strategic plan staffing targets and explore options to provide relief for department chairs. 4. The next faculty salary proposal will have a specific focus on the issue of salaries for full professors.
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C riterion 3
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Student Learning and Effective Teaching
The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission.
The essence of Benedictine College’s mission is “… the education of men
and women within a community of faith and scholarship” (Mission Statement). Fulfilling this mission requires the interaction of several components: students who are receptive to acquiring the knowledge and skills that will make them informed and productive members of society and life-time lovers of learning; a teaching faculty that is trained and motivated to provide the highest quality teaching possible; the physical infrastructure that helps provide an environment conducive to teaching and learning; and the administrative and other personnel that provide assistance and support to the educational process. Fulfilling the mission of Benedictine College also requires that the community agree upon and articulate the learning goals of the institution, both as a whole and for its individual constituent programs. It is also essential that the college has a process that enables it to evaluate how well objectives are being met, and then to take appropriate action based on that evaluation to continue to make progress toward achieving the mission of the college.
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This chapter of the self-study will demonstrate that the core components of
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Criterion Three are met by showing that: • Benedictine College has clearly stated goals for its educational programs that make effective assessment possible; • Benedictine College values and supports effective teaching; • Benedictine College creates effective learning environments; and • Benedictine College’s learning resources support effective learning and teaching. The college community is proud of the education it provides and the learning its students engage in. This pride is based on reliable evidence of educational effectiveness. The following sections describe the processes and procedures that have been implemented to assess the degree to which the educational objectives of both the institution as a whole and the individual programs have been met. Of course, Benedictine College still faces challenges in this area and this chapter will outline the on-going efforts the college is undertaking to improve its ability to appraise how well its educational aims are being achieved now and in the future.
Core Comp on en t 3 a : At Benedictine College, goals for student learning are clearly stated for each educational program and make effective assessment possible.
Benedictine College endeavors to provide students with a rigorous, engaging
educational experience that will inspire them in the direction of discovery, cultivating the seeds for a life of learning. By clearly stating learning goals and outcomes at all levels of the academic program, the college is able to direct its efforts toward that which matters most, and assess the effectiveness of those efforts. The following section will discuss the extent to which: 1. effective learning goals are defined for each program; 2. assessment of student learning includes multiple measures of student learning and provides evidence at multiple levels, and the extent to which results are made available to appropriate constituencies; 3. assessment of student learning extends to all educational offerings, including credit and noncredit certificate programs; 4. assessment results are used for external accountability measures; and 5. faculty and administrators routinely review the effectiveness of the assessment program. 1. Effective learning goals
Effective assessment begins with the articulation of clear and specific Fa l l 2 0 0 9
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programmatic learning goals. At Benedictine College, assessment has its foundation in the mission. The college’s Vision and Commitments Statement explicitly defines the characteristics and competencies it seeks to foster in its students, intellectually, personally, and spiritually. Of course, the results Benedictine College looks for in its vision will be achieved in different ways through different educational programs, and thus it has defined distinct learning goals for each of its programs. For the college’s undergraduate program, the overall learning goals are explicitly linked to the Mission Statement. This statement indicates that “as a liberal arts college … the college guides students to refine their capacity for the pursuit and acquisition of the truth, to appreciate the major achievements in thought and culture, and to understand the principles that sound theoretical and practical judgment require.” Those three high-level learning goals: • the capacity to pursue and acquire truth; • appreciation of the major achievements in thought and culture; and • understanding the principles required for sound theoretical and practical judgment are clearly life-long learning goals. However, in order for Benedictine College graduates to achieve them, the undergraduate program must prepare them with the skills and knowledge that develop the capacity to pursue these goals throughout their lives. With this in mind, the faculty undertook a major revision of the general education program beginning in 2001. The new program went into effect in the 2004–2005 academic year (the revision process and details of the current program are discussed in detail in Criterion Four). This program has three components: • a set of core courses, which are common for all students, • a set of foundations courses, among which students can choose; • and a group of courses providing a variety of skills and perspectives, dispersed throughout the curriculum, including within major programs. The core courses provide common intellectual experiences, a foundation in basic academic skills that support the rest of the educational program, and an immersion in Benedictine College’s distinctive culture. The foundation courses contribute to the achievement of the college’s Mission Statement goals by providing students with a flexible, yet directed, set of academic experiences. These not only introduce students to the major achievements in thought and culture, but also provide them with the tools of a number of disciplines to allow them to refine their capacity to pursue the truth and develop sound judgment. The skills and perspectives portion of the general education program—designed to be integrated throughout the curriculum so that most students fulfill their
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skills and perspectives requirements largely within their major program of
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study—ensures that throughout the student’s academic career they are pursuing these goals.
The general education program includes identified learning goals for
each of these three components. These general education goals are provided in the Benedictine College Catalog and further defined in a Glossary which was developed by the Director of Institutional Research and Assessment to facilitate the assessment process. The learning goals for the courses that make up the core were developed by the departments in which those courses are housed, and the courses themselves were approved by the faculty as a whole. The core is the most stable part of the general education program and additions or deletions of courses from the core require the approval of the entire faculty.
Specific criteria for the courses fulfilling Foundations and Skills/Perspectives
requirements were approved by the faculty, and can be found on the Curriculum Committee website. Because these aspects of the program were intended to be
more flexible and dynamic than the core, the college developed a fairly elaborate process for approving courses based on these criteria. The process includes multiple stages of review to help ensure that the courses included in the general education curriculum are designed to achieve the programmatic learning goals.
The self-study process has led to the conclusion that, although learning
goals exist for Benedictine College’s undergraduate educational program as a whole, these goals need to be more clearly and publicly articulated in a single statement as programmatic learning goals, to focus the attention of the entire community on the achievement of these goals throughout the undergraduate program. Furthermore, the college needs to develop measurable benchmarks to be able to determine student achievement. Accordingly, the fall 2009 opening workshop will feature a community discussion of program-wide learning goals, and the Assessment Committee will develop a statement of learning goals, with associated benchmarks and assessment strategies, for faculty and board approval by the end of the 2009–2010 academic year. Learning goals specific to each discipline are the heart of the individual department assessment plans. For some disciplines, those goals were informed by guidelines made available through professional organizations. For example, the Psychology Department relied extensively on a list of recommended goals and objectives for the undergraduate major in psychology, adopted by the American Psychological Association. The Department of Modern Foreign and Classical Languages adopted disciplinary standards set by the American Council on the Teaching of Foreign Languages, particularly the proficiency guidelines used to assess students, and the History Department looked to the American Historical Fa l l 2 0 0 9
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Association for its guidelines. Additionally, many of Benedictine College’s departmental assessment plans are aligned with program accreditation standards, including those set by the National Association for Schools of Music, Kansas State Department of Education, National Council for Accreditation of Teacher Education, and Commission on Accreditation of Athletic Training Education. Taken together, the general education learning goals and the goals established in each undergraduate major program (as defined in each of the departmental assessment plans) are the undergraduate program learning goals. The self-study process has led to the conclusion that members of the faculty understand their responsibility for developing and articulating program-level learning goals and the assessment processes that are built on them. In a May 2008 survey, of 55 members of the faculty, 78% agreed with the statement, “Faculty are involved in defining expected student learning outcomes and creating the strategies to determine whether those outcomes are achieved” (Criterion Three Faculty Survey).
In addition to Benedictine College’s undergraduate programs, the college
offers an Executive Master of Business Administration (EMBA), Master of Business Administration (MBA), and a Master of Arts in School Leadership (MASL). The graduate programs in Business and Education are overseen by the Graduate Studies Committee, which is appointed by the Dean of the College. This committee is charged with the development of all graduate degree programs as well as the policies governing all graduate offerings (Graduate Studies Committee Handbook - Hardcopy). All proposed graduate courses must be approved by this committee. The MASL offered by the Department of Education is also approved by the Kansas State Department of Education and by the National Council for the Accreditation of Teacher Education (NCATE) and has a very thorough assessment plan that is approved by both of these accrediting bodies (MASL Assessment Plan). (Assessment plans for all graduate programs are on file with the Director of Institutional Assessment—Hardcopy.)
Benedictine College’s graduate programs are professionally oriented, so
their learning goals are geared toward developing the skills and competencies necessary for professional success. Learning goals and program outcomes for the graduate programs in business and education can be found in Appendix 3A.
Members of the faculty in each academic program are primarily responsible
for the identification of learning goals and the selection of appropriate means of assessing student learning within the program. This assessment process is supported by the Office of Institutional Research and Assessment (OIRA).
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2. Multiple measures at multiple levels
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Useful assessment requires not only a focus on gathering extensive and varied evidence of student learning, but also effective use of the data gathered to inform program development. In this section, evidence will be provided of the multiple measures of student learning used and how the assessment results are communicated to the college’s internal and external constituents. As discussed in the introductory chapter, the Office of Institutional Research and Assessment (OIRA) was established to meet the challenges identified during the last Higher Learning Commission site visit. This office, which is headed by the Director of Institutional Research and Assessment (DIRA), has been essential to the process of building an assessment program directed toward the improvement of student learning in all aspects of the college.
In support of the work initiated through this office and to better implement
and articulate assessment across the college, an Assessment Committee was created during the spring of 2007. Because of the centrality of assessment to the self-study process, the decision was made to create an interlocking structure between the self-study committees and the newly formed Assessment Committee. Made up of one faculty representative from each of the five Self-Study Criterion Committees, the Registrar, and the DIRA, the purpose of the committee is to conduct ongoing review of all assessment instruments and activities and to provide guidance for student outcomes assessment throughout the institution. After the completion of the self-study process, the Assessment Committee will be reconfigured, with a representative selected from each of the faculty policy committees. The work of the committee also provides a forum for the exchange of assessment information and strategies among program and administrative units. Included in the Assessment Committee’s purview are the individual academic programs, the general education program, extra-curricular programs, and administrative units. The first task of the Assessment Committee was to facilitate the implementation of assessment plans at the academic program level. To this end, during the fall of 2007, the DIRA held a series of four workshops, directed at academic department chairs or other departmental representatives, to introduce ideas and options for assessing student achievement of identified outcomes. The meetings introduced participants to a variety of assessment techniques, sample assessment plans, and philosophies and goals of assessment. During the course of that academic year, faculty in each department met to identify goals and outcomes for their majors and to create a plan of assessment. Many departments invited the DIRA to meet with them to provide feedback and recommendations specific to their programmatic needs. Fa l l 2 0 0 9
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To further reinforce the work of the Assessment Committee, the fall 2008
Faculty Workshop featured Dr. Susan Hatfield, from Winona State University, who provided the entire faculty with ongoing development in the area of assessment strategies. (Assessment of the general education requirements is discussed in Criterion Four.) The ultimate decisions regarding departmental goals and objectives have been made by faculty within the departments. Assessment plans for the academic programs include both direct and indirect measures of student learning taken at the level of the course, the program, and the institution (Departmental Assessment Plans—Hardcopy).
The assessment feedback loop begins with the assessment planning process
itself. As mentioned in the introductory chapter, by the end of summer 2008, almost every department had a plan on file with the Assessment Committee. Subsequently, the Assessment Committee has reviewed the plans and provided feedback and direction where needed or requested. For example, assessment planning in the Art and Music Departments led the faculty to add a portfolio system to help the department assess their student’s progression in the program. In addition, as part of assessment planning in light of their specialized accreditation requirements, the Music Department faculty developed a more cohesive approach to their recital/jury process in admitting majors and measuring student progress in the program. The department faculty created several rubrics to use to measure student performance and knowledge base, as well as a portfolio matrix to use in evaluating student portfolios (NASM Self-study).
In both Theology and English, curriculum mapping assisted the departments
in identifying orphaned objectives within their assessment plans. Departmental meetings then allowed faculty to examine current curriculum for appropriate places to add additional course content in support of the departmental objective. Based on the curriculum mapping in the English department, faculty revised their major curriculum into a three-semester cycle.
Departments have reported initial data from their assessment plans to the
assessment committee and the DIRA continues to meet as needed with the departments to review the results. Results of the assessment procedures are also internally reviewed within each department and departments revise their assessment plan, curriculum, or teaching strategies based on these results.
Direct methods of assessment at the course level include evaluation of student
performance using a variety of measurements tied to course objectives, such as exams, term papers, research reports, laboratory reports, oral presentations and portfolio assessments. To increase the value of exams as an assessment tool, the DIRA undertook an initiative in 2006 to provide instructors with feedback on their examination items. Instructors can submit items to the DIRA, who provides
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an analysis based on Bloom’s taxonomy indicating what level of learning (ranging
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from simple comprehension to evaluation and synthesis) is being tested in the item. This allows faculty to refine these items so that the method and level of tested-for performance is consistent with learning goals.
In some departments, performance outcomes on these course-level
assessments are consolidated across courses and included in departmental selfevaluations. For example, in the psychology department, one of the learning objectives is that students be able to compare and contrast major theoretical perspectives. Because the perspectives are covered in various ways across the curriculum, all faculty members include at least one essay item in a course examination that assesses students’ performance on this objective, and then consolidate those results to determine the extent to which students, across the curriculum, are able to compare and contrast theoretical perspectives. At the department level, direct assessments include standardized tests, surveys of employers who have hired recent Benedictine College graduates, graduate school and occupational placement, senior theses, course-embedded test assessments, curriculum mapping, evaluations by internship site supervisors, senior capstone courses, content-area exams, and senior comprehensive exams.
Students are provided with feedback based on their course-embedded
assessments, in the form of comments, rubric scores, portfolio evaluations, and grades. Students also are informed regarding their performance on senior comprehensive examinations.
Indirect assessment of educational goals and student learning at the course
level consists of the IDEA course evaluations, which ask students to indicate the extent to which various course objectives, previously ranked by the professor as to their relevance, were actually achieved in the course. Feedback from the IDEA evaluation is presented to individual faculty members each semester, and to department chairs. Additionally, the information from the IDEA course level evaluations is aggregated to the divisional level. The Dean of the College had been meeting with division heads to review these data; however, due to the re-evaluation of the division structure prompted by the self-study process, this feedback step will be replaced with departmental level consultation. Further discussion of the use of IDEA data is found in Core Component 3b.
Indirect assessments conducted at the department level include exit interviews
with graduating seniors and data regarding job/graduate school placements (see Departmental Assessment Plans—Hardcopy).
Indirect assessment of student learning also occurs at the institutional level.
The IDEA results are reported at the institution level, with standard national benchmarks, and are communicated to the faculty and Board of Directors. The Fa l l 2 0 0 9
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results provide a data point that feeds the construction of the agenda for the annual faculty workshop, as they help define areas of college-wide concern. Another indirect assessment tool is the National Survey of Student Engagement (NSSE), administered every other year to freshmen and seniors in order to assess the institution in areas such as academic challenge, student/faculty interaction, enriching educational experiences, active and collaborative learning, and supportive campus environment. The uses to which the NSSE data are put are further discussed in Core Component 3b. These data are communicated throughout the institution—to the Board of Directors, the President’s Cabinet, and the faculty. Additionally, beginning in 2007, Benedictine College began participating in an initiative undertaken by USA Today to make results public in their annual higher education issue. In 2009 the college agreed to participate in a similar initiative undertaken by US News and World Report. Through these programs, Benedictine College makes one of the major institutional assessment measures available to the general public, including students. Another indirect assessment tool is the Bloom’s taxonomy project, described above. This project originated as a study by the DIRA of over 1,000 test-question items from midterm and final exams across the college. The goal of this study was to provide feedback to the faculty as a whole regarding the level at which they are testing students and to determine if the institution-wide learning goals are being assessed across the curriculum. The results of this study were presented to the faculty at a workshop, along with guidelines for determining the Bloom’s taxonomy level of test items. It was as a result of faculty interest in this presentation that the DIRA began offering individual consultation services to those faculty members who wish to determine or change the Bloom’s taxonomy level of their exams. The database of questions having been analyzed now exceeds 1,300. As a result of these consultations, many faculty members made changes in the structure of their exams. In the political science department, for example, not only were exam questions changed to more accurately test for the ability to apply and analyze material (rather than just comprehend it), but also test items were labeled according to the level of thinking skills being tested. This allows students to get more information on their progress both in terms of mastery of course content and in terms of the development of their thinking skills. The DIRA presented the Bloom’s Taxonomy project at a roundtable session in the 2008 Higher Learning Commission Annual Meeting. Additional indirect assessment has grown from the self-study process. For instance, Benedictine College conducted a Self-Study Student Survey in the spring of 2007. Eighty-eight percent of students indicated support for the liberal arts component of Benedictine College’s mission, and 89% believed this educational
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aspect of the mission of Benedictine College is successfully carried out. Students
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were also highly satisfied with the quality of the academic program, with 88% agreeing with the statement “The academic program is excellent.” Furthermore, 83% of students agreed with the statement that Benedictine College “offers courses that I need to succeed.” This is indirect evidence that the college is successful in communicating and carrying out its academic mission. Another indirect assessment measure is the extent to which Benedictine College as a whole has been publicly recognized; for example: • Benedictine College was recognized as one of the top-tier schools in the Midwest Master’s Section in the US News and World Report ranking guide: “America’s Best Colleges” in 2007–2008 and again in 2008–2009; • in fall 2008, Benedictine College was named for the first time a “leader in educational excellence” by the book, Colleges of Distinction. The college was one of only two schools (along with Bethel College) in Kansas profiled in the 2008–2009 edition of this annual college guide; • in the fall of 2007, Benedictine College was named one of the top 20 Catholic Colleges in the United States in the book, The Newman Guide to Choosing a Catholic College: What to Look for and Where to Find It. The publication was the result of two years of research and interviews on 220 Catholic colleges and universities in the United States and Canada. The guide recommends 20 institutions in the United States and one in Canada which most faithfully live their Catholic identity and provide a high quality undergraduate education; • for the past three years, Benedictine College has been named a McGowan Scholars School, one of only 82 colleges accepted nationally by the William G. McGowan Charitable Fund. The fund awards an $18,000 grant to cover full tuition for the next academic year for a graduate or undergraduate business school student; and • in 2001, the college’s Biology Department was recognized by the Council of Independent Colleges for its outstanding achievement in developing and implementing an extensive student-faculty research program in biology and ecology which is fully integrated throughout its curriculum. In recognition of this achievement the Biology Department received one of the first two Heuer Awards for Outstanding Achievement in Undergraduate Science Education bestowed by the CIC. These recognitions provide evidence that the quality of the educational experience Benedictine College provides is being recognized not only internally, but externally as well.
There is also an articulated assessment program in place for the college’s Fa l l 2 0 0 9
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programs in Asia. The DIRA, in conjunction with the Asian faculty and the Business Department faculty in Atchison, developed program goals and an assessment program that incorporates in-classroom assessment with rubrics for critical thinking, oral and written communications skills, test evaluations using Bloom’s taxonomy, as well as ongoing curriculum and teaching evaluations. Training sessions for the assessment program were held at each of the campus locations. The International Oversight Committee has the primary responsibility for the ongoing auditing and implementation of the assessment plan in conjunction with the DIRA, who also serves on the committee.
The programs in Asia receive immediate feedback as well as yearly feedback
and faculty development sessions based on the analysis of previous year’s results. Faculty members receive feedback on student evaluations and have recently implemented a series of rubrics designed in conjunction with the DIRA. Results of assessments are shared with the partner institutions and the International Oversight Committee on the Atchison campus. 3. Assessment across all educational programs At Benedictine College, the Archdiocese of Kansas City in Kansas is supported through the Benedictine College School of Faith (BCSF), an outreach continuing-education program serving the needs of teachers in diocesan Catholic schools and adults interested in ongoing faith-formation. The BCSF was formed in August 2008 as a result of an ongoing consultative assessment process between the Archdiocese, Benedictine College, and a separate entity, the Holy Family School of Faith, that provided adult education. In order to better serve the needs of the Archdiocesan school system and parishes, and to make the best use of the resources available, a decision was made to merge the existing Benedictine College outreach program (called the Institute for Religious Studies) and the Holy Family School of Faith. Thus, BCSF was born. With this merger, the BCSF has been able to provide a 3-year program of full-faculty formation to 17 Archdiocesan schools, in-service training to all teachers in the Archdiocese, and a robust set of regionally-based adult education opportunities.
The program offers certification of continuing education to Archdiocesan
teachers, who can choose, based on their professional development needs, whether to pursue BCSF offerings for college credit or CEU. The 18 core courses through which the institute trains teachers in Catholic studies for their personal formation are ordered in a foundational pattern upon which later courses build. This is accomplished by setting basic objectives in foundational courses which will eventually enable teachers to be more facile in reading and understanding the documents of the Second Vatican Council (the latter courses). With this
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goal in mind, syllabi are organized for courses with standard objectives to ensure
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uniformity of the program and all of these courses and their syllabi are available in an online course catalog. Each course has evaluation criteria in the syllabus that encompass overall themes of each course’s objectives and students are graded on fulfillment of such assignments when they take the course for credit (BCSF website).
As courses taken only for continuing education have no specific assignment due, the superintendent of Catholic schools has administered standardized surveys at the end of every year to assess that the goal of teacher formation in the Catholic faith is being met (School of Faith Summary Data – Hardcopy). Participating teachers mark scales as to whether “School of Faith sessions have increased my knowledge” and then list concepts and insights learned. Surveys also ask participants to list which concepts were reviewed; followed-up by scales of whether the courses are enhancing their spiritual life. These are followed by questions on faith activities that the courses have inspired, the role courses have played in building community, an opportunity to list strengths and weaknesses of the course, and room for additional comments. Assessment results from both the credit-seeking and ceu students are reviewed by the Academic and Executive Directors of the BCSF; results are discussed with the Office of the Superintendent of Catholic Education in the Archdiocese and, based on these discussions, the program is adapted to ensure that it continues to meet the program goals. For example, courses were adapted to include more time for individual reflection and to allow for more interaction among students in response to assessment results.
Since 2001, BCSF and its predecessor, the Institute for Religious Studies,
has enrolled, on average, approximately 1200 students per calendar year. All courses are taught by individuals with a Master’s degree or higher. 4. Assessment and external accountability
Benedictine College is compliant with the reporting requirements of the
Integrated Postsecondary Education Data Systems (IPEDS). Reporting includes such components as enrollment, graduation rates, number and salaries of faculty, tuition costs, and student financial aid. As discussed in Criterion Two, the college’s 4-year graduation rate in 2006-07 was 49%; the 6-year graduation rate was 60%. Benedictine College’s freshman retention rate in 2006-07 was 74% (KICA Retention Rates).
These data inform accountability benchmarks for the college’s strategic plan
and annual action plans. In the Current Strategic Plan, one measure of success under Goal One, Academic Excellence, is that the six-year graduation rate will Fa l l 2 0 0 9
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exceed 55% by 2012, and exceed 60% by 2017. A measure of the success of Goal Two, Dynamic Community, is that the first-year retention rate (fall to fall) will exceed 80% by 2008, and will exceed 85% by 2010. Retention goals for 2008 are also included in the 2008–09 Strategic Implementation Plan. While retention and IPEDs data are indicative of the college’s performance on the macro level, a number of institutional assessments are conducted that allow the college community to understand the student body and monitor its progress toward achieving learning goals. Benedictine College annually administers the Cooperative Institutional Research Program (CIRP) survey to the freshman class. This instrument provides insight about the characteristics of the incoming class, demonstrating in what areas Benedictine College students are within, and outside of, national norms.
The National Survey of Student Engagement (NSSE), administered to
samples of beginning freshmen and seniors, has been used as a benchmark by which the college can assess itself in the areas described above. This survey measures five benchmarks of the students’ experience: (1) the college’s level of academic challenge, (2) active and collaborative learning that occurs, (3) the quality of student-faculty interaction, (4) the level of enriching educational experiences, and (5) how supportive the campus environment is. According to the NSSE surveys administered in 2006 and 2008, Benedictine College senior students are very satisfied with their experience at Benedictine College. Seniors rated Benedictine College as having exceeded national benchmarks in all five areas (see table below). First-year students rated Benedictine College as having exceeded other NSSE institutions on supportive campus environment, and as having closely equaled them on the other four benchmarks.
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2006 NSSE Data Benedictine College Level of Academic Challenge Active & Collaborative Learning Student-Faculty Interaction Enriching Educational Experience Supportive Campus Environment
Seniors: 59.5 Freshmen: 51.8 Seniors: 55.6 Freshmen: 41.8 Seniors: 50.9 Freshmen: 35.2 Seniors: 48.3 Freshmen: 29.5 Seniors: 66.5 Freshmen: 66.7
NSSE Institutions Seniors: 55.8 Freshmen: 51.8 Seniors: 50.4 Freshmen: 41.3 Seniors: 41.3 Freshmen: 32.1 Seniors: 39.9 Freshmen: 26.7 Seniors: 56.6 Freshmen: 59.1
2008 NSSE Data Benedictine College Level of Academic Challenge Active & Collaborative Learning Student-Faculty Interaction Enriching Educational Experience Supportive Campus Environment
Seniors: 56.9 Freshmen: 51.0 Seniors: 54.7 Freshmen: 42.0 Seniors: 49.9 Freshmen: 36.3 Seniors: 51.4 Freshmen: 28.7 Seniors: 62.3 Freshmen: 67.1
NSSE Institutions Seniors: 56.5 Freshmen: 52.9 Seniors: 50.8 Freshmen: 42.5 Seniors: 42.3 Freshmen: 34.6 Seniors: 40.4 Freshmen: 27.5 Seniors: 58.0 Freshmen: 61.0
The NSSE survey results are indicative of the exceptional quality of Benedictine College’s academic program for its upperclassmen, but also demonstrate the need to create a more meaningful academic experience for freshmen. While the college’s survey results for freshmen are on par with those of their peer groups, results clearly indicate that Benedictine College’s freshmen (like those at peer institutions) are less engaged academically than seniors. At Benedictine College, there have been several attempts at creating a freshman program, including a one-credit hour common first-year seminar program, BC Experience, as well as an effort at creating honors courses for freshmen. The evolution of the freshman experience at Benedictine College is discussed in detail in Criterion Four.
The College Student Inventory (CSI) is administered annually to Benedictine
College freshmen during orientation. Among other things, the CSI assists in the identification of those students who have risk factors for dropping out of college in their freshman year, and allows the college to develop appropriate systems of assistance. For example, in response to an observation that a substantial number of students indicated on the CSI that they were receptive to institutional help with study skills and other academic support, but were not interested in tutoring or other one-on-one help, the ‘MythBusters’ workshop series was implemented in order Fa l l 2 0 0 9
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to reach those students. The workshop features presentations by Benedictine College faculty and staff aimed at addressing common myths relevant to student success. Additionally, an “early warning system” was created in order to alert advisors and relevant staff to a student’s “proneness toward dropping out.” Scores on the CSI “drop-out proneness” index are combined with an internal “early warning system” score to create a priority list for interventions by student life and academic advisors to help reach out to students who are exhibiting signs that they are not successfully making the transition to college life. 5. Faculty and administrative review
Faculty review of the effectiveness of the assessment program is built into
the program itself. Faculty representation on the Assessment Committee and regular departmental evaluation of the usefulness of the results generated by their assessment plans are inherent aspects of the college’s assessment program.
The DIRA, in the course of her normal reporting functions, also has regular
and ongoing cause to review the effectiveness of the assessment of student learning. Additional administrative review of the effectiveness of the assessment program occurs in the context of determining appropriate program and institutionlevel approaches to assessment. For example, for several years, ending in 2006, Benedictine College administered the Academic Profile to graduating seniors as an instrument to assess student progress toward overall program learning goals throughout their academic career. Subsequent discussion of the results with the faculty indicated that this instrument did not provide adequate information to guide program improvement. The college community discussed the possibility of switching to an alternative form of national assessment instrument, the Collegiate Learning Assessment. However, internal discussions together with insights gained through attendance at the Higher Learning Commission’s Assessment Workshop in July, 2007 helped determine that Benedictine College would generate more useful data to guide program improvement if it developed an internal, in-house assessment process for the general education program. Details of the assessment program for general education are provided in Criterion Four.
Conversely, in reviewing the effectiveness of the college’s assessment
program for instructional quality, the choice was made to move from an in-house evaluation of instruction to the IDEA system in order to better assess the quality of instruction in Benedictine College’s courses. This survey instrument was chosen in order to gather more relevant and objective data and to compare instruction across divisions and to other institutions within disciplines. The administration chose the IDEA system because the questions focus on perceptions of student
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learning tied to faculty identified learning goals, as opposed to the more generic
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quality rankings sought in the previous evaluation instrument (Previous Course Evaluation Form). The structure of the IDEA survey has also facilitated the
implementation of a more meaningful assessment of the General Education program.
The Asian campuses have only recently adopted the IDEA faculty evaluation
system. One difficulty is the lack of timeliness for comparison with Atchison faculty results. The Asian programs meet on a quarter system, whereas the Atchison campus is semester-based. While the introduction of the IDEA system will yield more effective data, the DIRA seeks to develop benchmark data for comparison to the Business Department faculty in Atchison to accompany the IDEA data set.
Core Comp on en t 3 b : Benedictine College values and supports effective teaching. At Benedictine College, effective te---aching and strong faculty-student relationships are valued. The Current Strategic Plan specifically outlines initiatives to recruit faculty dedicated to excellent teaching and student-centered learning. Strong faculty-student relationships are encouraged by several factors, the most prominent of which are the low faculty/student ratio and small class size; few classes enroll more than thirty-five students. While members of the faculty are expected to remain engaged in active scholarship, effective teaching is of prime consideration in decisions for hiring, tenure, and promotion, as outlined in the Faculty Handbook. Recognition that effective teaching extends beyond the classroom, and often includes scholarship, is evident in continued and increasing support for the Discovery Program, which funds student-faculty collaborative research (the Discovery Program is discussed in detail in Criterion Four). Support for Discovery is an indication of the college’s dedication to creating life-long learners by fostering a love of learning both inside and outside of the classroom.
In this section evidence will be presented to demonstrate that, at Benedictine
College: 1. qualified, professionally active and engaged faculty determine curricular content and strategies for instruction; 2. the college evaluates teaching and recognizes teaching effectiveness; 3. the college supports pedagogical improvement; and 4. the college demonstrates openness to innovative practices that enhance learning.
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1. Faculty determination of curriculum and instruction
Decisions regarding course content are made at the level of individual
instructors and their departments; overall curriculum, including the general education program, new majors, and substantial changes to existing programs, is subject also to review by the faculty curriculum committee. Two measures of faculty qualifications are the percent of faculty with terminal degrees and the percent of faculty who hold adjunct positions. As noted in Criterion One, 79% of faculty members hold terminal degrees (Benedictine College Catalog – Hardcopy). Several of those who do not are A.B.D. and are required to complete the doctorate before being eligible for tenure. In 2008-2009, there were 79 fulltime faculty and 46 adjunct faculty.
Benedictine College’s faculty development program concentrates on keeping
faculty engaged with their field by sponsoring travel to professional meetings and conferences. As mentioned earlier, the travel allowance has increased from $600 to up to $1200 annually to support travel to these events. In addition, all faculty members receive a personal faculty development allotment of $100 which may be used, at the faculty members’ discretion, for dues for professional organizations, books, and course materials. During an audit of Faculty Annual Reports (FAR— Hardcopy) conducted during the summer of 2008, it was determined that 75% of the faculty belong to at least one organization. During the same audit, it was determined that 35% of faculty presented at professional conferences during the AY 2007–2008, of which 10 presentations were pedagogical in nature.
Institutional oversight of curricular content is the purview of the Curriculum
Committee, which was created as part of the new committee structure that was implemented during the 2002–2003 academic year. The committee consists of four faculty members who are elected annually for staggered three-year terms. The DIRA and the Registrar serve as non-voting members.
The responsibilities of the Curriculum Committee are outlined on p. 9 of
the Faculty Handbook. Proposals for a new major or minor are submitted to the Curriculum Committee and, if approved, the committee takes the proposal before the full faculty for a vote. Faculty approval is sufficient for the addition of a minor; additions and deletions of major programs must also be approved by the Board of Directors. Departmental proposals for the addition of new courses must also be submitted to the Curriculum Committee (but not the full faculty) for approval.
Proposals for courses to fulfill the Foundations requirements of the general
education program must be submitted for approval by the Curriculum Committee as well as by the department chair of the relevant traditional disciplinary base (History Department for Historical Perspectives, Theology Department for Faith,
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etc.). The roles of the Curriculum Committee and relevant department chairs are
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advisory, with the Dean of the College having final approval of general education courses. The Curriculum Committee also recommends to the Dean courses for the Skills and Perspectives components of the general education program and approves proposals for Liberal Studies majors. Forms and minutes for the Curriculum Committee are available at the Curriculum Committee Website. A number of faculty initiatives exist, some required and others ad-hoc, which ensure quality instruction at Benedictine College. Mandatory faculty workshops at the beginning of the year devote time to improvement of teaching strategies. Numerous departments coordinate strategies for instruction, particularly for introductory courses with multiple sections. For example, the departments of English and Modern Foreign and Classical Languages coordinate pedagogical strategies and course structure for multiple sections of Freshmen Composition or beginning-level language courses. Additionally, Benedictine College had a long tradition of teaching circles, and monthly hour-long seminars devoted to pedagogy, where one or several faculty members would give a presentation on pedagogical strategies. When the current committee structure was implemented in 2002, the “ownership” of these teaching circles was not resolved, so none were held for a period of several years. However, in the course of the self-study process, the faculty expressed their interest in reviving the circles. Therefore, the Faculty Development Committee assumed responsibility for them in spring 2008, when two circles were held: the first devoted to student-centered learning and the second to motivating students. In the following fall, in honor of the college’s sesquicentennial, a teaching circle was held devoted to alumni who are faculty members and their role in transmitting the heritage of Benedictine College. Finally, the Faculty Annual Report (FAR—Hardcopy) requires individual faculty to reflect and comment on their own teaching and plans for improving their teaching strategies. Non-tenured faculty are required to solicit feedback on their teaching from their department chair and from invited peers who visit their classes and submit evaluations to the faculty member‘s file in the Office of the Dean of the College.
In the Asian BA program, the hiring of faculty and determination of course
objective are determined by discipline-specific departments. The curriculum in the Asian BSc degree completion program is primarily the responsibility of the School of Business faculty. Objectives for each course are determined by the faculty, as are textbooks; however, members of the faculty allow latitude to their Asian counterparts to determine appropriate assignments and testing. Upon request, faculty members have also changed textbooks to better accommodate Fa l l 2 0 0 9
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cultural differences. Several faculty members from the Atchison campus also team-teach in the BSc program with faculty in Hong Kong. This has proven especially helpful in connecting with students and faculty on site and keeping lines of communication open concerning curricular needs. 2. Evaluation and recognition of teaching effectiveness
Teaching is of primary consideration in decisions regarding tenure and
promotion, and Benedictine College utilizes a number of indirect and direct methods of evaluation of teaching. Non-tenured faculty members are required to conduct student course evaluations in every course; tenured faculty members are required to conduct student course evaluations at least once a year. Nontenured faculty receive evaluative feedback from the Dean of the College and the Rank and Tenure committee regarding their teaching, with special review points at the first-year, mid-tenure, and final tenure reviews. Non-tenured faculty are also required to have their teaching evaluated by the department chair and peers annually, based on class visits, with a required class visit from the Dean of the College in their first year and the year in which they apply for tenure. Finally, tenured as well as non-tenured faculty are evaluated annually by department chairs and a component of that evaluation is specific to teaching efficacy. In spring 2007, Benedictine College began using the IDEA system to assess classroom teaching and learning, which provides valuable comparative data in order to better assess the effectiveness of classroom instruction relative to institutions within the IDEA database. One major benefit of the IDEA evaluations is that they allow faculty to identify those objectives that are most relevant to their courses and determine the extent to which students believe that, as a result of taking the course, they are better able to achieve chosen objectives. These objectives are aligned with departmental objectives, and faculty have the option of adding class and department-level items, so that evaluation data can be used as indirect evidence for academic departments as they undertake programmatic evaluation. Several departments include IDEA as part of their assessment plan (Department Assessment Plans—Hardcopy).
Individual course data also inform the instructor regarding overall perceived
level of course and instructional excellence relative to others in the same department at their own institution, as well as others in their same department at all other institutions using the IDEA system. Having comparable relevant data is useful for faculty in their self-evaluation and provides administrators with more telling data regarding the overall quality of classroom instruction.
In addition, the IDEA Center provides institutional group summary reports,
which are reviewed by the Dean of the College, who has subsequently met with
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division heads to discuss whether there are specific areas in the division that
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might be a focus for division-wide discussion or attention in the upcoming year. For example, in spring 2008, the Business and Public Policy Division had a surprisingly small number of courses for which objectives related to teamwork had been identified by instructors as important or essential in their classes. Since collaboration and team-oriented skills are specific outcomes that the Business Department emphasizes, the Dean of the College and the Division Head discussed the possibility that, in department or division meetings, faculty could consider whether there were more points in the curriculum where those specific skills should be incorporated into classes, with progress measured using the IDEA system. This helps ensure that learning outcomes are being appropriately aligned with institutional, divisional, and departmental learning goals. As mentioned above, with the dissolution of the division structure, these meetings will be replaced with departmental consultations.
There is some concern regarding faculty perceptions of the value of the
IDEA system as a method of assessment of teaching. On a May 2008 survey, of 55 members of the faculty who responded, 51% agreed with the statement, “The IDEA survey is beneficial to the improvement of my teaching” (Criterion Three Faculty Survey). That only a little over half of the faculty found the evaluations
useful may be due to faculty unease with using an instrument with which they are not yet totally familiar. In the same survey, 55% of respondents agreed with the statement, “the teaching evaluation process at Benedictine College is beneficial to my improvement of my teaching” (Criterion Three Faculty Survey). Because for non-tenured members of the faculty, teaching evaluation consists of the IDEA system as well as class visits from department chairs and peers, this item provides a more general assessment of the evaluation process. In light of responses to the first item, it may be useful to reassess faculty attitudes toward the use of IDEA after a few more years of use and to further evaluate the other developmental aspects of the teaching evaluation process.
Excellence in teaching is recognized every year with the ‘Educator of the Year’
award. Nominations are solicited from students and faculty and a committee, consisting of students, faculty, and the Dean of the College, name the honoree based on review and discussion of nominations. The announcement of the honoree serves as the culminating moment of the annual Honors Banquet, held late in the spring semester. Another example of recognition of teaching excellence occurred for the first time during the 2007–08 academic year, and continued in 2008–09, when the President of Benedictine College invited all faculty who had received ratings in the top 10% of all courses in the IDEA database on their IDEA course Fa l l 2 0 0 9
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evaluations to attend and receive recognition at the annual Scholarship Ball, one of Benedictine College’s major fundraising events. A possible challenge to quality of instruction and the overall qualifications of the faculty is the number of courses that are taught by adjuncts. In spring 2008, 224 credit hours out of a total of 19,078 credit hours were taught by adjuncts or visiting instructors without terminal degrees; some introductory language courses and science laboratories were taught by faculty without Master’s degrees. As Benedictine College’s enrollment continues to grow, the college community is committed to maintaining a 1:15 faculty/student ratio, but the heavy use of adjunct faculty may be a concern for maintaining the quality of the academic program. A comparison of the mean scores of tenure-track faculty to those of adjuncts in the category of ‘excellent instructor’ on the IDEA evaluations indicates that the instruction in courses taught by full-time faculty is evaluated as slightly better than those taught by adjuncts (responses are made on a 1-to-5 scale, with 5 being “excellent”):
Spring 2008:
faculty 4.03, adjunct 3.82
Fall 2007:
faculty 4.08, adjunct 4.02
Spring 2007:
faculty 4.1, adjunct 3.87.
In addition to the concern regarding quality of instruction, the recruiting
and retention of qualified adjunct instructors continues to pose a problem for some departments. Adjunct compensation is comparable to that offered at other KICA institutions; however, achieving and maintaining an attractive level of adjunct compensation is an ongoing priority. 3. Support for pedagogical improvement
Benedictine College has demonstrated an ongoing commitment to improving
teaching across all academic programs. Examples of college wide initiatives include: • In 2003, the college implemented a mentoring program pairing a senior faculty member who is recognized as an excellent instructor with new faculty to foster strong collegial relationships as well as to provide a forum for discussing pedagogical issues. To facilitate the mentoring relationship, faculty-mentor pairs are provided one free lunch in the cafeteria per month by the office of the Dean of the College. • In spring of 2008, Benedictine College revived Teaching Circles, a series of informal meetings in which faculty share pedagogical strategies. • The IDEA survey, adopted in spring 2007, provides tailored and specific feedback of what pedagogical strategies are effective and highlights areas of improvement. This costs approximately $3000 per year.
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• Members of the faculty may choose to submit copies of their midterm
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and final examinations to the DIRA, who provides feedback that applies Bloom’s Taxonomy to an evaluation of the level of challenge of examination items. Untenured faculty members have been especially encouraged to take advantage of this service; in 2007–2008, seven untenured faculty members submitted their exams for evaluation. • As discussed in detail in Criterion Four, every faculty member is eligible to receive financial assistance for travel to academic conferences, workshops, or to support course development, and is also eligible to receive $100 per year in funding for course materials, professional membership dues, etc. In addition, the Dean of the College has separately funded faculty attendance at conferences on the use of service learning, assessment, and experiential learning. • Since 2001, Benedictine College’s mandatory faculty workshops have featured sessions on a number of topics related to pedagogy. These have included sessions on providing appropriate learning accommodations for students with disabilities, strengths-based education, the use of PowerPoint and Blackboard, becoming familiar with the new general education requirements, retaining minority students, service learning, constructing rubrics, and assessment. • In recent years there has been significant concentration on the book What the Best College Teachers Do, by Ken Bain. This work is a report based on an extensive and rigorous research project into effective college teaching. Over the past two years, this book has been featured in various ways at the opening faculty workshop: • The Dean of the College provided a summary presentation of the findings of the book; • Several copies of the book were awarded as door prizes at the opening workshop; • a faculty panel from diverse disciplines read and reported on the ways in which the strategies in the book were relevant to their disciplines; and • a pedagogical presentation based on the findings has been integrated into new faculty orientation. • Additional copies of the book are available for faculty members seeking particular help with their teaching. Additionally, all new faculty members are now provided with a copy of The Joy of Teaching, co-authored by Bain, which embeds the findings of the study specifically into the context of beginning a teaching career. Fa l l 2 0 0 9
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• Since 2005, faculty workshops have also been provided for Benedictine
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College’s Asian campuses. These have been led by the DIRA, the Dean of the College, and the Director of Asian Programs. Sessions have included constructing rubrics, assessment in the classroom, Bloom’s taxonomy and other topics. 4. Openness to innovative practices At Benedictine College, creative and innovative teaching and learning are an integral component of the academic program, particularly highlighted with the Discovery Program, which is described in detail in Criterion Four. The program fosters faculty-student collaborative research. Students may apply for research grants of up to $500. The highlight of the academic year, Discovery Day, is an all-day campus-wide event dedicated to student presentations of their research and other original work. Of course, “discovery” (creative student-centered pedagogy) can, and should, also occur within the curricular experience as an integral component of students’ experiences in their courses of study. On their annual FAR reports, faculty members are asked to describe how they integrate discovery into their everyday classroom teaching. Examples of inclusion of discovery include handson laboratory assignments, group work, collaborative projects, engagement of critical-thinking skills, and creative projects. The IDEA evaluation system provides an indirect assessment of inquiry-based pedagogy in the classroom. For the IDEA course evaluations conducted since the system was adopted during spring 2007, the number of faculty who identified objectives related to discovery was higher than the mean at other institutions using the IDEA system every semester (Appendix 3B). As discussed in Criterion One, a number of faculty members have sponsored courses that involve travel abroad: the History, Biology and Theology Departments offer courses abroad annually, and the Department of Modern Foreign and Classical Languages offers occasional trips abroad in addition to its regular study abroad programs. (Criterion Five) In a survey conducted of the faculty in February 2008, 19 of 52 faculty indicated they had offered service learning opportunities to students since 2002 (Service Learning Survey).
Benedictine College offers the opportunity for students to create specialized
interdisciplinary majors in the form of the Liberal Studies major. Since 2002, 16 students have applied for degrees in Liberal Studies. Finally, faculty members in many departments offer periodic “special topics” courses that often reflect their own personal or research interests. Examples include “The Vikings” in the English Department, a course on the theology of C. S. Lewis in the Theology
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Department, courses on “Ancient Women” and “Heretics” in the History
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Department, “History of French Cinema” in the Modern Foreign and Classical Languages Department, and a course on the chemistry of beer and wine in the Chemistry Department. At the programmatic level, Benedictine College is in the process of forming a unique public-private partnership to provide a dual-degree program with the University of North Dakota (UND). The program would allow students to earn a Benedictine College bachelor degree, as well as a fully ABET-accredited engineering degree in Chemical, Mechanical, Electrical or Civil Engineering from UND in the course of a 5-year program of study. More details of this partnership are described in Core Component 3d.
For several years, students from the Hong Kong program have participated in
trips to the Benedictine College Atchison campus. These trips give students the opportunity to participate in campus activities and classroom instruction. The participation rate in these programs has been consistently very strong, averaging between 40–60 students each spring. In the last several years, faculty from the Hong Kong campus have acted as chaperones to allow them the opportunity to interact with Atchison faculty as well. It is hoped in the future that visa issues for mainland China will be cleared up to allow students from the Shanghai and Beijing campuses to participate.
Core Comp on en t 3 c : Benedictine College creates effective learning environments.
In educational institutions, the learning environment consists of both
tangible and intangible components. An effective learning environment is one in which these various components are arranged in such a way as to maximize the interchange of ideas among students as well as between students and teachers, thereby increasing the effectiveness of the teaching and learning process. At Benedictine College, effective teaching and learning takes place under a variety of environmental conditions, including the more typical lecture, discussion, classroom or laboratory situations. In addition, excellent learning experiences occur under less common conditions: during the process of conducting collaborative student-faculty research, participating in study-abroad programs or other international travel/study activities, working with staff and fellow students at the Academic Assistance Center or Career Development Center, or participating in work study, internships, or other service learning/ experiential programs. As a residential institution, the students’ living and social environments impact their learning experiences; thus, student life initiatives and opportunities also factor into the discussion of the learning environment. Fa l l 2 0 0 9
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This section will discuss the extent to which: 1. assessment results inform improvements throughout the college; 2. Benedictine College provides an environment that supports all learners and respects their diversity; 3. advising systems focus on student learning and skills required for academic success; 4. student development programs support learning throughout the student’s experience; 5. appropriate new technologies are employed; and 6. the college regularly reviews how its educational strategies, activities, processes, and technologies enhance student learning. 1. Use of assessment to inform college-wide improvement As noted in the Introduction, Benedictine College’s formal institutional commitment to assessment began with the establishment of the Office of Institutional Research and Assessment (OIRA) in 2000. In the subsequent years, it has focused on several significant projects and on integrating a robust array of assessment activities into the ongoing life of the college.
The college has, as noted above, developed assessment plans for general
education, individual departments, and other programs throughout the institution. However, it is too early in the process of implementing these formalized plans to have much evidence of results from these plans leading to improvement. On the other hand, there is substantial evidence of assessment results drawn from less formal processes that have led to significant progress and improvements throughout the institution. Examples include the following: • In response to departmental analyses of student performance on comprehensive exams: • the Political Science Department added substantial emphasis on quantitative analysis in its research methods course; • the Economics Department added a course in Econometrics; and • the English Department developed a set of competencies for students applying to be majors. • On the basis of feedback from alumni, internship supervisors, and prospective employers: • the Mathematics and Computer Science Department added a History of Mathematics course to help prepare students for careers in teaching; • the Physics and Astronomy Department added a course in Mathematical Methods in Physics to further prepare students for success in graduate school; and
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• the Education and Theology Departments collaborated to provide a
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program (with certification from the Archdiocese) to prepare students to teach theology at Catholic high schools. • On the basis of internal review of disciplinary trends, external departmental review, environmental scanning, and attention to diversity issues: • the Modern Foreign and Classical Languages Department added a Combined Foreign Languages major and an International Studies major; • the History Department added courses in women’s history and imperialism; and • the Psychology Department expanded the scope and diversity of its course offerings to provide a broader span of coverage of the discipline. Additional examples of curricular, pedagogical, and programmatic improvement based on assessment results can be found in the Department Chair Surveys (Hardcopy).
Beyond individual programs, Benedictine College’s overall assessment
has led to significant curricular and pedagogical improvements. The general education program revision was driven by multiple forms of assessment, from an alumni survey to gauge the lasting impact of various components of the general education program, to faculty surveys designed to elicit an understanding of the perceived educational value of each aspect of the program, to external scanning and consultation, designed to ensure that multiple models of general education were evaluated and considered during the process (2001–2003 Faculty Minutes— Hardcopy).
Benedictine College has also begun a formal assessment process for its
flagship academic co-curricular program, the Discovery Program, an extracurricular academic program that promotes active learning in a collaborative, creative environment. This program, described in detail in Criterion Four, offers students a meaningful context for their liberal arts education by integrating multiple perspectives, translating understanding into performance, and extending learning beyond the classroom. This program is distinguished by three learning strategies: active learning, collaborative learning, and creative learning.
Each Discovery project has specific learning goals that are collaboratively
developed by the students and faculty member. Shortly after Discovery Day, faculty and students evaluate together the presentation and the students’ learning outcomes. Members of the audience are also invited to evaluate the presentations. Results of the most recent Discovery Day Evaluations are available in the resource room (Hardcopy). During the Discovery Day colloquium of April 2008, a total of 803 evaluations were completed by students, faculty, staff, and Fa l l 2 0 0 9
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other guests attending the presentations. With ratings on a 1-to-6 scale, (6 being the most favorable):
Mean
Overall presentation was exemplary
5.42
Presentation was clear & organized
5.40
Presentation was artistic & creative
3.78
Presentation was well-delivered
5.28
Material was appropriate for a general audience
5.33
From these data, the conclusion can be made that Discovery Day presentations were well received by the audience and well delivered. One change made as a result of the assessment process was moving the poster session to a larger location and having the posters and the poster presentations evaluated in a session on the evening before Discovery Day. This allows more effective evaluation and provides student poster presenters an opportunity to view the work of their peers. Finally, faculty and students evaluate their own projects in the weeks following Discovery Day (see Appendix 3C).
Benedictine College uses NSSE results in a number of ways to enhance the
student experience. Several specific initiatives have grown out of the results of the NSSE survey. One such initiative, the January 2005 faculty workshop on academic challenge, led some faculty members to take measures to increase the level of academic challenge in their courses. The “Bloom’s taxonomy” project, discussed above, also grew out of NSSE data. The NSSE results are also key indicators for progress on the academic goals of the college’s strategic plan.
In the fall 2007 discussion of the NSSE results, the Dean’s Council decided
to focus on “micro projects” to increase the level of student-faculty interaction. Examples of those projects are: • the Dean of the College provided the faculty with summaries of the practical suggestions from the book Student Success in College (a book based on a NSSEbased research project) related to increasing active and collaborative learning and student/faculty interaction; • copies of the handbook Assessing Conditions to Enhance Educational Effectiveness, which grew out of the same research project, were provided to members of the Assessment Committee and the Dean’s Council; • the Dean of the College began an ongoing initiative to provide coupons to faculty members that can be redeemed for beverages in Benedictine College’s student-run coffee shop, provided they are accompanied by one or more students (student beverages are also included);
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• the College negotiated with its food service provider to offer a discount to
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faculty members on meals in the cafeteria to encourage faculty to eat lunch on campus; and • the Student Life Office collaborated with the Dean of the College to implement a “soup night” program, whereby faculty members signed up to host small groups of students in their homes for a soup supper on Wednesday evenings (many of Benedictine College’s students skip their Wednesday evening supper to donate the food to the poor). As a residential college, Benedictine College recognizes that it is important to use assessment results not only to improve academic programs, but also the student life and other extra-curricular programs. The Student Life Office regularly assesses its offerings, including its student leadership training, residence hall program, and new student orientation. All of these have been modified in response to assessment results. Additionally, all residence hall programs are evaluated at the time they occur. These evaluations are passed on to new residence hall staff each year to provide a basis for hall programming—so the new staff has the benefit of a systematic evaluation of effective and less effective programs.
Recently, the Student Life Office undertook a much more ambitious project
to support ongoing planning, implementation, and assessment of programs. The “family model” project has been underway since the fall of 2008. Through staff and student planning, the Student Life Office has developed a model that provides direction for all of its initiatives. The model, explicitly linked to the institutional mission, includes standards to guide the development of programs, benchmarks to measure progress toward goals, and clearly defined outcomes expectations to provide a basis for ongoing assessment and improvement (Family Model Learning Outcomes; Family Model Rationale).
The Athletic Program has also made substantial improvements as a result of
assessment. In the fall of 2008, an Assistant Athletic Director position was added in response to institutional retention data which showed that student athletes were disproportionally at risk for not completing college. A key goal of this move was to provide greater coordination between athletics and the academic program to help improve the academic performance of student athletes. The Assistant Athletic Director analyzed the CSI data available for student athletes, visited a large number and variety of institutions to understand their support systems for student athletes, developed personal assistance plans for at-risk student athletes, and undertook a number of additional efforts and initiatives to support academic achievement for student athletes. The AAD was a significant proponent of the establishment of the Student Success Center.
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informal assessment processes. This does not negate the fact that both internal demands for constant quality improvements and external demands for accountability require that the college continues to progress with more comprehensive and formal assessment procedures throughout the institution. 2. Support for diversity of learners As discussed in Criterion One, Benedictine College is mandated by its mission to “embrace students and faculty from all faiths who accept its goals, seeking in its members a personal commitment to the ideals and principles of a spiritual life and the expression of these in worship and action� (Mission Statement). The commitment to diversity is expressed in other mission documents, including the Vision Statement, Values Statement, proposed Comprehensive Diversity Plan, and Current Strategic Plan. A number of initiatives have been put into place in an
effort to recruit a more diverse student body (see Core Component 1b).
Another source of diversity on the Benedictine College campus is the
international student population. In recent years, steps have been taken to enhance the international program in such a way as to increase enrollment of international students on the Benedictine College campus. The Center for International Education provides services and outings aimed at making international students feel more comfortable on campus as well as in the surrounding area. At Benedictine College, there is an established English as a Second Language (ESL) Program to enhance the academic success of international students. The program provides language instruction at the intermediate and advanced levels to improve students’ English skills and prepare them for full-time student status. Academics are emphasized throughout the ESL curriculum; academic listening and note-taking, public speaking, academic writing, library, and electronic media research are integrated into the appropriate skill areas of listening and speaking, reading, writing, and structure. An established language-proficiency policy exists in order to determine effectively correct placement of students into languagesupport classes or classes within the regular academic program (see Appendix 3D).
The services of the ESL program are available to students throughout their
enrollment at Benedictine College. beginning in fall 2008, the ESL program began offering various special topics classes and laboratories for students who have left the ESL program but still need assistance with their English skills. Members of the faculty are encouraged to refer any international students who are not meeting academic standards in writing and/or speaking assignments, so that they may receive supplemental instruction.
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The Academic Assistance Center (AAC) was established in 1997 to support
the learning environment; in 2008 the AAC was integrated into the Student
Notes
Success Center. While students might seek assistance from the AAC of their own initiative, instructors and advisers refer many. A detailed description of the services provided by the AAC is provided in Core Component 3d.
Benedictine College recognizes that students learn in multiple and various
fashions. Students with learning disabilities have problems with specific academic skills while demonstrating average or better overall ability. Reasonable accommodations in classes thus can provide an equal opportunity for such students to be successful. As described in Criterion One, the Reasonable Learning Accommodations Committee (RLAC), composed of faculty and support staff, reviews student documentation, suggests or recommends accommodations, mobilizes learning resources, and advises and supports students with learning disabilities (Appendix 3E).
Benedictine College also realizes that it is imperative to support not only
those students who struggle academically, but also those who are highly qualified and prepared. The Student Success Center provides assistance to students who seek additional challenges and opportunities. For example, the Assistant Dean for Student Success works individually with students who are interested in seeking national fellowships and scholarships. The Student Success Center also provides an array of interest inventories and similar diagnostic surveys to provide all students, at whatever level of academic talent and preparation, with guidance in helping them determine an appropriate course of study or career path. 3. Advising systems and student learning
Benedictine College provides a number of opportunities for student success.
A freshman-advising program was initiated in 2005; currently, 28 members of the faculty conduct freshman enrollment and advising. The Assistant Dean for Student Success oversees selection, training, and assignment of the freshmen advisors. Before the students arrive in August, they are divided among the advisers based on their intended major. Students who are identified as ‘at-risk’ may also be assigned an adviser from the Academic Assistance Center.
Freshman advisors meet with the new freshmen once during Freshman
Orientation Week, and then maintain regular contact with their advisees, following up on any reports of low grades or poor attendance, and enroll advisees in spring and fall classes. All advisees remain with their freshman advisor through the end of their freshman year. After that, if advisees decide on a major outside of their advisor’s department, they are assigned a new advisor.
Students who are admitted to Benedictine College on probation, or whose
prior academic performance suggests it is needed, are placed in academic Fa l l 2 0 0 9
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readiness courses aimed at enhancing their learning skills. There are currently two such courses listed in the Benedictine College Catalog, each worth two credit hours: Academic Readiness (GS 109), designed to strengthen basic learning skills, and Information Literacy (GS 190), to teach students how to use the library. Standard protocol is that students Admitted on Probation are required to take GS109. Students Readmitted on Probation are required to take at least one of the academic readiness courses. The current Athletic Director requires student athletes who are academically challenged to take GS109. The staff in the Academic Assistance Center monitors student progress and engages the advisors, coaches, and student development personnel as appropriate in helping these students make satisfactory academic progress. All of the students in the general studies courses are enrolled as full-time students in regular courses and are expected to maintain full-time enrollment.
Coaches and advisors monitor the academic progress of all varsity student
athletes. Athletes are required to submit periodic progress reports, signed by their professors and, in some sports, attend regularly-scheduled study halls. In 2006, the position of Director of Support Services for Student Athletes was created in the Athletics Program specifically to closely monitor athletes’ academic progress and intervene with students who are identified as at risk. (In 2008, this became the Assistant Athletic Director position discussed above.) Coaches work closely with the staff in the Academic Assistance Center and with faculty to coordinate tutors and study groups for athletes.
In 2003, Benedictine College began using OASIS, the on-line component of
the student database “Empower,” which provides secure online access to student records. The system has greatly enhanced the ability of students and advisors to monitor progress toward a degree and facilitated the course registration process. OASIS represents a great improvement over the more paper-driven process that required students to submit a hard copy of a desired schedule. On the Self-Study Student Survey, 84% of students agreed with the statement, “Oasis provides
information regarding my academic record in a user-friendly and accessible manner,” and 97% indicated that they have used OASIS to monitor their academic progress.
There are, on average, 20 undergraduate advisees per faculty member.
However, 12 members of the faculty have 30 or more advisees and several have more than 50. Such high numbers make it difficult to do much in the way of individualized advising that goes beyond simply signing students up for their courses.
In addition to the undergraduate programs, Benedictine College also offers
EMBA, MBA, and MASL degrees at the graduate level. The MASL and EMBA
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programs are cohort models. The MASL advisor meets with the students prior
Notes
to application to guide them through the process, conducts an orientation to Benedictine College and the MASL program before classes begin, and serves as their advisor throughout the program, meeting with them regularly each semester and maintaining frequent contact by phone and e-mail (MASL Handbook).
The Director of the Benedictine College Graduate Business Program
manages advising of EMBA students. These students are registered into classes as part of a cohort model; all EMBA students take the same classes for each semester they are enrolled. Individual discussions with each student centering on performance in the program, areas of strength, challenge points, and goals are held on a periodic basis during the program, usually once each semester. The coaching model of executive development is used in this context to provide feedback to students and help them gain the maximum value out of their EMBA experience.
Students in the traditional MBA program are advised by the Administrative
Specialist for the School of Business. Students typically meet with the advisor three times per semester to discuss progress toward degree, course registration, and other issues as they arise.
Students at Benedictine College Asian campuses have less structured support,
but faculty members have built strong relationships with the degree completion program’s students and frequently advise them on career development issues. Staffs at both the Shanghai and Beijing sites also prepare students for life after academia with programs including initiatives such as English clubs, Business clubs, and opportunities to participate in mock interviews. In addition, faculty and administrators from the Atchison campus meet with students during each site audit and have built relationships that have culminated in students using them as references for graduate school, including the MBA in Atchison.
Students at Benedictine College Asian campuses, specifically in Hong
Kong and mainland China, have struggled with English requirements. Working in concert with the ESL chair in Hong Kong, the college has worked with its partner, Hong Kong Institute of Continuing Education (HKICE), to provide additional English resources to those students. These include online tutoring, special classes, English clubs, ebrary books in English, and assessment of progress in English comprehension. In addition, the International Oversight Committee, in discussion with HKICE faculty and administration, opted to move the English mastery test from the beginning of the academic program to make it a graduation requirement. This accommodation allows for more students to be successful in the Asian programs.
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4. Student development programs
In order to adequately prepare students for life in the 21st century, opportunities
for learning must not be restricted to the classroom, but must occur in many settings and in many formats to meet the diverse needs of students. As a residential college with over 80% of its student body living on campus, Benedictine College has taken advantage of “after-hours” access to students, making educational presentations to students in the dorms and in other locations less formal than the classroom and convenient to students. For example, many academic clubs sponsor discipline-relevant movie nights on campus, which are often followed by discussions led by professors or guest speakers. The “Mythbusters” series, introduced in 2007–2008 and aimed at enhancing students’ study skills, were held at night in the public lounge of Turner Hall, a freshman men’s dormitory (with sessions open to all students).
In addition, many of the administrative offices on campus engage in
activities that enhance the academic program. On the Self-Study Staff Survey, respondents representing 14 non-academic departments indicated ways in which their department contributes to the academic program. For example, the special events coordinator, housed in the President’s Office, supervised a class on special events, thus providing interested students “hands on” experience with event planning. The President’s Office also frequently brings in speakers, visiting lecturers, and sponsors other cultural events for the students. The Alumni and Advancement Offices provide student internships and programs that introduce student workers to the purpose and functions of an advancement operation and alumni relations. The Career Development Office provides workshops for students on career related topics, plans events to bring employers and alumni together with students, provides career counseling and career assessments for students unsure of a major, and assists students with graduate school applications, test preparation and personal essays for graduate school.
The Student Life Office provides a broad array of learning opportunities,
including an annual Student Leadership Seminar that provides theoretical and practical training for students aspiring to campus leadership positions in residence life, student activities, and campus ministry (this is discussed further in Criterion Four). Additionally, student activities programming includes both simply “fun” activities (like bed races at homecoming and a Mother/Son Father/Daughter dinner dance in the spring) and opportunities for additional enriching educational experiences, such as arts events, a “poetry slam,” and student/faculty panels on contemporary issues. The campus Drug and Alcohol Task Force sponsors alcohol education events and, together with the Residence Life program, holds an annual contest for the most effective alcohol-free social
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event on campus. Recent popular events include a Benedictine College version
Notes
of “Dancing with the Stars” in which student/faculty dance teams competed; a “Mr. BC” competition; a “Raven Rodeo” and similar activities. These events average over 200 students attending each one; with seven scheduled each year. Residence Life sponsors social, service, spiritual, and educational programs for hall residents; generally there are about 100 of these programs presented each semester (Residence Life Programs 2008-2009). Campus Ministry also provides an extensive array of activities promoting spiritual growth and development. Campus Ministry provides service opportunities, mission trips, educational programs, ecumenical worship opportunities, retreats, and speakers (see Criterion Five).
On the Benedictine College Asian campuses the nature of the program and
cultural differences require that ancillary services are different from those at the Atchison campus. Programming for activities outside of class, such as English clubs, intramural sports, and student government are active on the campuses. In addition, career counseling, mock job interviews, and career days are also part of the experience. Beyond these programs, the college’s discovery-based educational programs aid its international students in developing skills, knowledge and values important to life-long learning and to the family, business, and spiritual lives sought by the college community as members of an increasingly global community. 5. Employment of new technology
Since the last self-study, all classrooms on campus, with the exception of
the small seminar rooms, have been equipped with full multi-media capacity: all have computers with Internet and projection capability, documents cameras, and VHS/DVD projectors. Most have also been equipped with new, updated furnishings. Since the last self-study, 27 classrooms have been upgraded at an approximate cost of $5,000 per room for the purchase of new furniture and technology. In addition to a campus-wide Ethernet network, a wireless network was made available in the fall 2006 semester to provide network access from several points on campus. Also since the last self-study, the Benedictine College library has undergone extensive bibliographic information database upgrades (refer to Core Component 3d for details).
Benedictine College provides four computer laboratories for general student
use. These laboratories were originally funded through grants or Title III federal funding; however, the newly adopted Technology Replacement Plan incorporates funding for the ongoing maintenance and updating of the laboratories into the regular college budget. The laboratories are available to students on varying schedules. Faculty, staff, and students also have access to the Blackboard online Fa l l 2 0 0 9
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course management system, which provides a central point for instructors and students to post and access course materials and to communicate outside of class. Blackboard also provides several electronic learning tools, such as discussion groups and chat rooms that can be used to extend the classroom discussion beyond the time limits of the class and administration of quizzes.
Students in the Asian programs also have access to computer laboratories,
and to ebrary (an electronic book collection) and database learning resources through the Benedictine College Library. In addition, the campuses have access both to Blackboard via the Atchison campus, and in Hong Kong the faculty utilizes Moodle open software for online delivery of additional course materials. Faculty at all locations in Asia are supported with email and access to OASIS for grade posting and checking student rosters. 6. Review of educational strategies
Benedictine College continually seeks ways to assess and improve the
learning environment. Assessment is undertaken and reported in the form of departmental plans and general education assessment, as well as an assessment of the Discovery Program, all discussed in Core Component 3a. The college also employs a number of methods of indirect assessment of student learning at the institutional level, and the Technology Management Team assesses computing resources and support services. As discussed in Core Component 3b, in spring 2007, Benedictine College began conducting student course assessment using the IDEA system, which provides the college with annual summary reports. Overall, the group summary reveals that students positively evaluate instruction and course content at Benedictine College. For example, the summary report for spring 2008 indicates that 53% of evaluated courses were rated at or above the average for all courses at all institutions in the IDEA database with respect to progress on relevant course objectives, 53% were at or above average for ratings of teacher excellence, and 54% were at or above average for ratings of course excellence (IDEA Group Summary Report, Spring 2008). Comparable numbers for fall 2007 are: 55% for
progress on relevant course objectives, 56% for teacher excellence, and 57% for course excellence (IDEA Group Summary Report, Fall 2007).
The Student Satisfaction Inventory administered in spring 2007 provides an
additional measure of student perceptions of their educational experience (2007 SSI). Students are asked to rate, on a 1 to 7 scale, their level of satisfaction with
a myriad of aspects of Benedictine College life. The table below summarizes the results of those items most directly relevant to the academic program, with only those results that are significant included.
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2007 Student Satisfaction Inventory Item Content
Satisfaction of Midwestern 4-year Comparison Students
4. The content of the courses within my major is valuable.
5.45
5.24
9. Library resources and services are adequate.
4.81
5.43
15. Computer laboratories are adequate and accessible.
5.05
5.61
20. Tutoring services are readily available.
5.28
5.56
4.72
5.53
5.21
5.57
5.25
5.73
5.59
6.09
23. I am able to register for classes I need with few conflicts. 32. Faculty provide timely feedback about my academic progress. 36. The quality of instruction I receive in most of my classes is excellent. 40. Faculty are usually available to students outside of class (during office hours, by phone or by e-mail).  
Satisfaction of Benedictine College Students
Those aspects of the SSI outlined indicate that students evaluate
Benedictine College somewhat less positively than students at other SSI institutions. This conflicts with data on similar areas from other survey instruments. In spring 2007, in response to a Student Self-Study Survey, 79% of students agreed that the Benedictine College classroom environment and services are adequate for their learning needs, 88% agreed that the academic program is excellent, 84% agreed that Benedictine College offers the courses they need to exceed, 88% were aware of available academic assistance services, 86% reported that library resources adequately meet their academic needs, 44% agreed that the academic assistance center meets their academic needs, and 34% agreed that computing support was sufficient to meet their needs. Therefore, across the two surveys, the primary areas of concern are sufficiency of academic and computing support.
The college has considered possible reasons for the somewhat negative
feedback obtained by respondents on the SSI. One possible explanation is that Benedictine College has experienced considerable growth in a relatively short period of time, straining resources. As discussed in Criterion Two, the college is currently close to maximum classroom capacity and simply does not have the space to significantly increase course offerings; faculty are allowing more students into their classes, thus increasing the amount of grading and the time it takes Fa l l 2 0 0 9
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to return students’ work; and computer laboratories are often used for classes, and are therefore not accessible to other students during those times. These and similar growth-related irritants may have influenced student’s perceptions on this survey.
Thus, the very success of Benedictine College at attracting increasing
numbers of well-prepared students is an area that must continue to be monitored to prevent impairment of the academic program. Increases in enrollment can put a strain on the ability of faculty and departments to provide enough class selections. In areas such as theology, courses fill up very quickly during preregistration, often causing faculty in that department to overload classes. It is evident in these survey results that student satisfaction in the area of being able to register for desired classes was the lowest result: 4.72 on a scale of 7 (item 23); this was cited in the summary report as a challenge for the institution (2007 SSI).
The self-study team and administration have also theorized that the results of
the 2007 SSI may be artificially negative, at least to some extent. The instrument was ill-advisedly administered to students as they reported for “room draw,” a lottery process by which students learn their place in line for housing of their choosing for the upcoming academic year. This is one of the most frustrating and stressful events of the academic year for students, and in retrospect, was not an ideal time to gather meaningful data regarding the institution.
Regardless of possible confounding factors, it is clear from this feedback that
the growth of Benedictine College must be carefully monitored. Therefore, to address growth issues, the college has implemented a faculty/staff hiring matrix designed to allow it to maintain a 1:15 faculty-student ratio (Enrollment Matrix). Based on a projected enrollment of 1,510 students by 2014, Benedictine College had planned to add three additional faculty in each of the 2007, 2008, and 2009 academic years, and two additional faculty each year after that. According to IPEDS Data from 2008–2009, the student to faculty ratio actually decreased slightly. The Enrollment Matrix also includes projected facility needs, including residence hall housing and classroom space. In 2009, Benedictine College added 40 additional classroom seats, with the addition of one classroom located in the new dorm. The new academic building, slated to open in fall 2011, will add an anticipated 340 classroom seats, bringing total classroom capacity to 1,675, which should keep up with enrollment increases through 2014. Due to the current economic crisis, the hiring matrix has temporarily been suspended as the college determines the impact of the economic climate on future enrollment. In October 2008, a hiring freeze was imposed for new positions, and all replacement hires
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must be approved by the Cabinet.
Notes
In order to improve retention, Benedictine College created a Retention
Committee in 2006. The current composition is the Dean of the College, Dean of Enrollment Management, Vice President of Student Life, Athletic Director, and, new in 2008, Assistant Dean/Director of the Student Success Center (also the Freshman Advising Coordinator). The Mythbusters program, described earlier, and the creation of the Student Success Center are some of the initiatives emanating from the Retention Committee. The findings from this committee serve to improve both living and academic conditions of Benedictine College.
Core Comp on en t 3 d : At Benedictine College, learning resources support student learning and effective teaching. At Benedictine College, the core of the mission is to educate men and women in a community of faith and scholarship (Mission Statement). To that end, the college is committed to improve the processes that enable it to assess the current and future resource needs of teachers and students. In this section, evidence will be presented to demonstrate that, at Benedictine College: 1. necessary resources are made available to support learning and teaching; 2. the use and effectiveness of learning resources is evaluated; 3. students, staff and faculty are supported in using technology effectively; 4. effective staffing and support for learning resources is provided; 5. partnerships and innovations to support teaching and learning are enabled; and 6. budgeting priorities which reflect that improvement in teaching is established and learning is a core value. 1. Availability of teaching and learning resources At the most basic level, in order to engage in effective teaching and learning there must be the physical space in which this process can occur. Because of Benedictine College’s commitment to a 15:1 student/faculty ratio (Current Strategic Plan), having sufficient numbers of small to moderate sized classrooms
is paramount to effective teaching and learning. Currently, the college has 31 classrooms ranging in capacity from 15 to 60. In addition there is a 75-seat auditorium that is commonly used as a classroom and a 500 seat auditorium that is not suitable for use as a classroom. Other teaching and learning venues include: four computer laboratories, 14 science laboratories, five seminar rooms, four rehearsal rooms, and a 65-seat theater. A new, 40-seat classroom was completed in fall 2008. An academic building Fa l l 2 0 0 9
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is being planned for completion as part of the Investing in Excellence Campaign, which will provide an additional 300+ seats. In addition to physical space, Benedictine College provides numerous other resources to support student learning and effective teaching, including the library resources, the Academic Assistance Center, and computing and technological support.
The Benedictine College Library is the focus of much of the support for
teaching and learning. It is housed in a three-story, red brick building constructed in 1968. The library serves as an academic hub, housing two computer laboratories, two additional classrooms, the Academic Assistance Center, Special Collections, current journal issues, and circulation desk on its first floor, and stacks, individual study rooms, and small-group study rooms/seminar rooms on the second floor. The library basement houses the office of the Art Department Chair, one classroom, an Art Department computer lab, the campus mailroom, and additional stacks. Library hours are: Monday through Thursday, 7:45 a.m. to 11:00 p.m., Friday, 7:45 a.m. to 5:00 p.m., Saturday, 12:00 p.m. to 5:00 p.m., and Sunday, 1:00 p.m. to 11:00 p.m., with extended hours during final exams.
The library offers an increasing number of electronic resource databases.
Those available through EBSCOHost, including Academic Search Premier, Business Source Premier, PsycINFO, ATLA Religion Database, MLA Directory of Periodicals, and others, allow students, faculty, and other library patrons access to abstracts of research articles published in academic periodicals and, in some cases, to the full text of those articles. The same is true of databases available through Firstsearch, provided through the Kansas State University Library, which include Article First, ebrary, ERIC, Medline, World Almanac, and others. Another important database resource is GALE Centage Learning, also provided through Kansas State, which includes access to Custom Newspapers, Expanded Academic ASAP, Informe, Health and Wellness Resource Center, and others. In addition, Benedictine College Library provides access to Columbia International Affairs Online, a database that provides access to books, journal articles, conference proceedings, and teaching materials, all relevant to international affairs. Finally, EBSCO A–Z provides alphabetical and subject listings of all online journals available through the Benedictine College Library.
Interlibrary loan is a particularly well-utilized library resource. Borrowing
through interlibrary loan has increased significantly over the last 3 years:
Year 2006 2007 2008
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Items borrowed from: Interlibrary loan BC collection: 4184 13,765 4385 16,023 5537 14,948
The ebrary feature, which was added in 2007, has proven very valuable; with 776
Notes
items borrowed in 2007 and 3366 in 2008 (the increase in 2008 is likely because a feature was added allowing access to the ebrary feature from off campus). Remote access logins are provided to Benedictine College students and faculty to allow for off-campus access to the electronic databases. The ebrary collection can be accessed remotely using one’s library card number, which is also used for remote authentication for patron-initiated interlibrary loans within the Kansas City Public Library – Library Service Program (KCPL-LSP).
Benedictine College’s online library resources are also available to its
Asian students. Use of the databases is very popular with the Asian campuses, particularly the ebrary resource. In addition, all Asian sites have onsite library resources of varying levels of sophistication.
In addition to electronic holdings, the library collection includes an estimated
250,000 physical volumes, including roughly 370 current journal subscriptions in print. Benedictine College Library is a partial depository of U.S. Government documents, a growing percentage of which are available in both hard-copy and electronic formats. Finally, the college’s special collections include some 6,000 items especially rich in Benedictine history, such as editions of the Rule of St. Benedict, Emblem books, and 19th century U.S. Federal documents covering the Exploration and Surveys period. Another service provided by the library is the teaching of short classes on library use. These classes have been taught primarily by the Assistant Librarian for Government Documents and Special Collections and the Library Director. Most of the classes provide information regarding the Library of Congress and Government Document classification systems, and the locations of those call numbers in the library, search strategies for online catalogs and databases, and use of interlibrary loan. Classes are also customized for the relevant specialty area of the group. Since 2005, the library has provided roughly 30 such classes. Sample class topics and recipients include general library usage classes for students enrolled in English Composition and specialty classes for students enrolled in criminology, sociology, education, history, English, psychology, and biology courses (Teaching Material for the Specialty Courses—Hardcopy).
The Student Success Center, which includes the Career Development Office
and the Academic Assistance Center, is located in the Benedictine College Library and is designed to accommodate academic needs of the entire Benedictine College community. There is no charge for any service/accommodation offered by the SSC. The center offers, among other things, study areas, group tutorials led by peer tutors, test proctors, proofreading of papers, and basic academic survival skills help. Approximately 25 trained peer tutors work with students in Fa l l 2 0 0 9
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a comfortable and productive atmosphere conducive to learning. Trained tutors are available in every discipline and teach to the unique individual learning styles of students. Note takers are made available within classes on an as-needed basis. From 2006 to 2008, an average of 190 students per semester used the AAC.
The Technology Information Services (TIS) Office provides the following
services and support: • 100 Megabyte connection to all desktop computers with 1 Gigabyte connection between buildings; • a 802.1g wireless connection in common areas in residence halls and select locations on campus; • faculty and staff connectivity and application assistance; • maintenance of two public computer laboratories in the Benedictine College Library; • TIS supports departmental computer laboratories; • The group supports student personal computer and network printing; and • educational database management software such as Blackboard, Empower, and Dynamics.
Resources available on the Benedictine College website in support of the
academic program include: the Benedictine College Catalog, graduate program handbooks (EMBA, MBA, MSL), the Student Handbook, links to the library databases and interlibrary loan, Registrar’s Office, OASIS, and special programs (e.g., SIFE, Discovery). Members of the Benedictine College community can also learn about upcoming speakers, performances, and the like through the website, which is updated regularly and broadcast on closed-circuit television screens around campus.
Many resources that support teaching and learning are easily accessible
to students and faculty even outside the typical “8 to 5” time period. Several departments such as Journalism and Mass Communications, Art, Music and the sciences require student access outside of regular class hours. The Music Department requires that students in applied music practice their instrument; therefore, students have access to departmental facilities located in Bishop Fink Hall without restriction. Students are also given computer assignments that must be accomplished on the computers in the Music Department. A card-reading door lock allows Journalism and Mass Communications students access to that department’s computer laboratory at any time. Art students have access 24 hours/ day, seven days/week to the painting/drawing studio on the top floor of Bishop Fink Hall. In contrast, the ability of students to access the computer laboratory in the science area is more limited. Because of potential security problems, the laboratory is closed after 5:00 p.m. during the week and not open at all on the
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weekend. Also, access to the Art Department computer lab is restricted to hours
Notes
during which the library is open.
On the Self-Study Student Survey administered in spring 2007, 80% of students
agreed that the classroom facilities were adequate to meet their educational needs (Item #13), and 86% of students agreed that the library services were adequate to meet their needs (Item #26). Furthermore, the addition of the Engineering Physics and Nursing programs means that already crowded facilities will bear an extra burden. As documented in Criterion Two, Benedictine College is attentive to these space planning needs. The acquisition of the hospital land and buildings immediately adjacent to the Atchison campus, and the construction of the new academic building called for in the current campaign, are vital steps to support the growing enrollment. Additionally, ongoing maintenance and updating of existing facilities is a priority that is recognized in planning documents and through the allocation of the operating budget (Current Strategic Plan).
In addition to the typical support that all quality colleges, including
Benedictine College, provide their faculty for teaching and students for learning, the college also provides unique teaching and learning opportunities. The Florence Campus is the site of a Benedictine College study abroad semester for undergraduates in partnership with the Beato Bernardo Tolomei Foundation.
The program uses the city of Florence and its surroundings as a “laboratory,�
with courses drawing on the enormous literary and artistic heritage of Florence, widely considered to be the cradle of Italian culture. The program was first offered in fall 2006. Since then, over seventy-five undergraduates have participated in the program. A faculty member is appointed every semester as program director and typically teaches a class having some special aspect that connects the academic material with the experience of being in Florence. The rest of the classes are taught by local instructors selected by the college’s partner and approved by Benedictine College. The program is hosted at a 500 year old converted monastery, Villa Morghen, located in Settignano, a village about three miles from the historic center of Florence. Benedictine Olivetani monks used it as a monastery for many years.
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Classes offered in Florence typically include: Beginning Italian I (4 credit
hours), Beginning Italian II (4 hours), Florentine History and Culture (3 hours), International Study Reflection and Practicum (1 hour). In addition, a Benedictine College faculty member offers a class that is different every semester. Students take a total of 15 credit hours while in Florence. In addition, the program includes guided visits to Subiaco and Monte Cassino, cradle of the Benedictine movement, as well as Assisi and Perugia. The last week of the program is spent in Rome, where the group meets with the Pope in the Wednesday Audience, and visits the main historical and religious sites.
Other examples of unique teaching and learning opportunities are described
in detail in other sections of the self-study: a visit by Nobel Laureate and alumna, Dr. Wangari Maathai, an annual lecture series, the Fellin Lecture, provided by one of Benedictine College’s sponsoring monastic communities, Mount St. Scholastica Monastery, study abroad programs, exchange programs with affiliated institutions in Northern Ireland, as well as membership in the ISEP Exchange program (since spring 2007). Other programs abroad are sponsored by the Department of Modern Foreign and Classical Languages. Students have the option of studying for a semester or a summer in France, Spain, Mexico or Puerto Rico. In addition, Benedictine College students have many opportunities to participate in faculty-led short-study courses abroad, including trips to France, Germany, England, Scotland and Ireland, and service-learning projects sponsored by a number of faculty and departments (see Criterion Four). 2. Evaluation of learning resources
Because of the significance of the library as the hub of learning support
resources on campus, the Current Strategic Plan includes an initiative to create a library plan, including analysis of needs and goals related to collection development, integrating the library into the curriculum, staffing, and physical plant. An analysis of library needs and objectives has been conducted by the library director. Conclusions based on this analysis include the following needs: an increase in expenditures for collections, consulting with department heads regarding improving collections in their disciplines, an analysis of overall strengths and weaknesses of the library’s collection by subject area, determining an appropriate balance between print and electronic resources, strengthening the relationship between the library, its course offerings, and the academic program, and improving the physical environment in the library; in particular the ‘hub’ of the first floor. As a result of the analysis described above, extra funding was allocated to the library. Library resources are discussed in greater
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detail in Criterion Four.
Notes
In the 2007 SSI items 9, 15, and 20 specifically address the satisfaction by
Benedictine College students with library resources, computer laboratory, and tutorial services. In all three cases, Benedictine College students were somewhat less satisfied than the cohort comparison (2007 SSI). Although ratings on the 2007 SSI are consistently on the positive end of the scale (i.e., greater than 4,
the midpoint of the scale) ratings by the college’s students are somewhat more negative than those of students at comparison institutions, especially in terms of access to resources, including library, computing, tutoring, advising, and available courses.
In the NSSE Survey administered in spring 2008, several survey items address
the adequacy of learning resources. In several areas students ranked Benedictine College favorably in comparison to the rankings of the peer institutions. For example, in the area of providing the support that students need to succeed academically, Benedictine College was rated equal to its peers by freshmen, and slightly more favorably by seniors (Benedictine College seniors mean = 3.03; peer group seniors mean = 2.93). 3. Support for effective use of technology
The responsibility of the recently-constituted Technology Management
Team described in Criterion Two is to regularly assess and respond to the changing technology needs of Benedictine College. The Telecommunications and Information Services (TIS) Department has created a hierarchy of priorities for providing technical support, with academic support services ranking first.
Requests for technology assistance from faculty and staff are submitted to
the TIS Office through the Benedictine College Helpdesk, which then follows up with the individual who submitted the request. This service is widely used by Benedictine College faculty, staff and students. For example, from March of 2006 to March 2008, TIS processed 4,961 requests for assistance. Currently, TIS provides support to students on a time-available basis; however, as the numbers of faculty and staff increase, the time between when the student makes the request and when it is resolved increases every year.
In 2008, Benedictine College developed an Academic Technology Replacement
Plan that calls for the replacement of all academic computers every five years.
The plan is aimed at ensuring that all college employees, especially faculty, have the technology and technology support they need to effectively carry out their responsibilities. The implementation of that plan is being overseen by the Technology Management Team.
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4. Effective staffing and support for learning resources
Notes
From 2002 to 2009, the staffing levels for Benedictine College’s main centers
of support for teaching and learning had not changed significantly. Staffing Levels of Academic Support Service Departments (Full time/Part time)1 Staffing Levels of Academic Support Service Departments (Full time/Part time)1
1
1
Academic Year
Academic Assistance Center
Library
Technical Services
Undergraduate Enrollment
2002–2003
1/0
5/5
5/0
957
2003–2004
1/1
5/5
5/2
977
2004–2005
1/1
4/6
5/3
1086
2005–2006
1/1
4/7
6/3
1176
2006–2007
0/3
4/7
6/1
1229
2007–2008
1/1
5/5
7/0
1301
2008–2009
2/0
2/8
4/0
1347
Numbers exclude work-study students
Numbers exclude work-study students
Such a significant increase in enrollment without an increase in staffing is of concern and could potentially impact the academic services offered to Benedictine College’s students.
In the fall of 2008, an Assistant Dean position was specifically created to
support learning at Benedictine College. The person filling this position is also the Director of the newly created Student Success Center at Benedictine College (SSC), housed in a suite of offices in the Benedictine College Library. One goal of the SSC is to increase opportunities for students to have hands-on learning experiences through the development of additional internships and servicelearning opportunities.
The SSC Director is charged with developing an integrated program
that will coordinate a wide range of services designed to support the success of Benedictine College students throughout their collegiate experience. The Academic Assistance Center and Career Development Office fall under the aegis of the SSC. The SSC Director also oversees the provision of academic assistance services, contributes to the initiation and implementation of retention activities (especially those targeted toward undeclared students), integrates career services with other student-success activities, assists with the ongoing development of the freshman advising program, and is developing a national fellowship preparation program. Benedictine College employs a part-time Director of The Academic Assistance Center (AAC), the function of which was described earlier in this
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section. Benedictine College has a full-time Director of Career Development
Notes
who provides assistance to students and alumni with their career and life planning. The Director offers job search guidance, interviewing workshops, and sponsors Career Week and several career fairs. In 2006–2007, the first year quantitative records were kept, a total of 843 contacts by various constituencies (students, faculty, potential employers) were made to this office. 5. Partnerships and innovations in support of teaching and learning
Benedictine College has created Articulation Agreements with thirteen
community colleges in Kansas and Missouri. These agreements allow students to transfer to Benedictine College with the assurance that courses they have completed will meet the general education or major requirements, allowing for a more seamless transition for the student. In addition, Benedictine College has several partnerships and innovative programs that have enhanced and strengthened teaching and learning. The Florence Campus Program described above is one example.
The Science and Technology Applied Research Training (START) Internship
Program is a joint program between the research and development department of MGP Ingredients, a local food products company, and Benedictine College. The program, which began in 2007, provides 3–4 students majoring in the sciences and related disciplines with a real-life research experience in an industrial setting. In addition to providing a part-time job during the school year and a full time job in the summer, the program benefits Benedictine College students in several ways. For example, it provides practical experience while applying scientific principles in a real-world setting. It also provides additional references for job and graduate program applications. The START program also strengthens the relationship between Benedictine College and MGP; allowing the sharing of laboratory equipment and expertise between Benedictine College and MGP Ingredients staff. The START program benefits both partners in several other ways (START).
The students and faculty of the Biology Department of Benedictine College
are engaged in a long-term environmental biology research program, described in detail in Criterion Four of the self-study report. In the course of carrying out this program, the Biology Department of Benedictine College has formed many partnerships with municipal, state, regional and national governmental agencies. Its faculty have been appointed to the advisory boards of many of these agencies and have received grant and contract funding to support research by faculty and students (refer to Core Component 4a for details).
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partnerships with area schools and school districts to carry out mutually beneficial pre-service and in-service professional education (Partnership School Articulation Agreements). Partnership School Agreements among Benedictine College and
schools are tailored to the needs of each institution and designed in accordance with the nationally recognized professional development schools attributes, including more efficient and effective use of resources; coherent and meaningful field experiences; improved opportunities for professional development; and collaboration, research, and evaluation among college faculty, students, and practitioners.
Partnership schools offer Benedictine College students a range of diverse
settings in which to engage in developmental experiences. PreK–12 school faculty serve as clinical supervisors of students and collaborate with Benedictine College faculty in providing mentored teaching and learning opportunities that encourage discovery, application, and reflective assessment. The schools recognize and support the Education Department’s mission to prepare educators as builders of community. Benedictine College students carry out their field experience in partnership schools and are required to participate in a variety of diverse settings.
Through collaborative planning, schools work with Benedictine College
faculty to offer professional development opportunities for the education community which allows novice and expert teachers to learn together and model strategies for improving teaching and learning.
The Athletic Training Program has formed a number of partnerships to
aid student learning and strengthen teaching effectiveness. For example, the Athletic Training Program has a partnership arrangement with the Atchison Hospital Association (AHA) to provide clinical site experience for students in the major. The AHA agreed to allow students to participate and observe (under the direct supervision of a certified athletic trainer/ ACI) in the rehabilitation of patients and to provide ample opportunity for the students in the athletic training educational program at Benedictine College to become familiar with the roles and responsibilities of various medical and allied health personnel. In turn, Benedictine College agreed to assign students to the AHA physical therapy clinic. The Athletic Training Program also has partnership agreements with the Orthopedics and Sports Medicine Center in Atchison, Kansas and other local health care providers.
Currently, Benedictine College is in the process of finalizing a partnership
with the University of North Dakota to provide a dual degree program leading to an engineering degree from UND and a bachelor’s degree in a designated subject from Benedictine College. For example, a student in this program could earn a
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Bachelor of Chemical Engineering UND degree and a Bachelor of Science in
Notes
Chemistry degree from Benedictine College.
Since engineering was one of the most requested majors not offered at
Benedictine College, the institution has been exploring the possibility of adding a traditional engineering program for a number of years. After much internal and external consultation, the college decided to proceed with an Engineering Physics major within the existing Physics Department. It was hoped that this program would be the launch of a full-fledged engineering program, although it was assumed that would take several years and that, because of the resource commitments necessary, the college would only be able to offer one engineering field. However, a faculty member in the Chemical Engineering Department at the University of North Dakota with an interest in supporting the development of engineering education in the context of a Catholic liberal arts program heard about the initiative and developed a proposal for a joint venture.
The University of North Dakota has the only fully-accredited, distance-based
engineering program in the country. Through collaboration between the two institutions, the college has been able to develop articulation agreements which will essentially allow Benedictine College to serve as a distance education site for the UND program. Students will spend five years on the Atchison campus. Most of their courses will be Benedictine College courses, taught by Benedictine College faculty members. However, 30–35 hours of course work will be UND distance education engineering courses. Upon successful completion of this program, students will earn not only their Benedictine College degree, but also a UND engineering degree. Benedictine College is preparing articulation agreements for each of the four main engineering specialties—mechanical, chemical, electrical and civil. This partnership will allow the college to offer a fully developed engineering program without the prohibitive cost associated with such a program.
Benedictine College’s partnership with Hong Kong Institute of Continuing
Education, which is the foundation of its Asian programs, has been documented in a number of communications with the Higher Learning Commission since 2002 (HLC Shanghai Report). This partnership has enabled the college to expand its ability to provide a high-quality liberal arts education beyond its borders and to have a positive impact on the lives of young people and future business leaders in Hong Kong, Shanghai, Beijing, Singapore and Kuala Lumpur. Further, it has provided a unique faculty development opportunity for Atchison-based business faculty, providing an opportunity for them to be immersed in a different culture as they teach modules in this program. This supports Benedictine College’s strategic goal to internationalize the curriculum of the college, by providing Fa l l 2 0 0 9
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hands-on experience of the kind of multi-cultural interface for which the college seeks to prepare its students. 6. Teaching and learning as budgeting priorities
Benedictine College has experienced phenomenal growth in enrollment over
the last ten years (see Criterion Two). Although the recent increases in enrollment are positive outcomes, they have strained the college’s academic facilities and the ability of Benedictine College to continue to provide the resources to maintain its high level of support of teaching and learning effectiveness. In response to this, Benedictine College launched a $50 million “Investing in Excellence” fundraising campaign in 2005. This is the largest campaign in the history of Benedictine College and has already (March 2009) raised or been pledged over $38 million toward the goal. The campaign includes several capital projects as well as increased endowment.
Capital projects total $24 million and include a new academic building to
house the school’s Business, Education, Theology and Philosophy programs as well as major renovations and upgrades to Westerman Hall, the science building (Benedictine College website; New Academic Building Plans and Drawings— Hardcopy). As previously mentioned, a 42-seat classroom was completed in fall 2008 and is housed on the first floor of the newly constructed student residence hall. As described in Criterion Two, the Board of Directors approved a plan in 2005 designed to bring faculty salaries in line with those of peer institutions and expenditures for the academic program have increased at a rate comparable to the rate for overall expenditures for Benedictine College. Criterion Two also detailed the increased funding level for academic programs and support as a percentage of the overall operating budget (5-Year Actual to Budget Comparisons).
A fund housed in the office of the Dean of the College provides monies for
equipment and departmental initiatives to support teaching and learning. To access funds, department chairs submit requests to the Dean’s Council, which considers the cost and merit of the request. Since 2006, more than $19,000 has been awarded to departments for initiatives, including the purchase of biofeedback machines, repair of musical instruments, cameras and projectors, computer software, theatre costumes, and guest speakers (Dean’s Council Fund Spreadsheet—Hardcopy). According to the Academic Technology Replacement Plan, each year, sixteen faculty computers, twenty-two lab computers, and seven classroom computers will be replaced, at a projected cost of $49,500 (as discussed in Criterion Three above).
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Since 2005, online resources provided by the Benedictine College library
Notes
have been expanded to include additional multi-disciplinary and subject-specific offerings. These include: Academic Complete electronic books collection from ebrary (33,800 multi-disciplinary titles, with new content added monthly), EBSCO A–Z (electronic resources management tool), and Wilson Education Abstracts Online. The deficit of resources in the natural and physical sciences at Benedictine College has been significantly lessened through the introduction of the American Chemical Society Legacy Archives and SciFinder Scholar. Looking to the future, a major investment in an online archive such as JSTOR would be advisable in light of the continuing space constraints faced by the library.
Overall acquisition budgets for books and periodicals (print and online)
between 2005 and 2008 have increased by approximately $14,000. The table below illustrates the aggregate numbers:
Fiscal Year
Books
Periodicals & Databases
Total Acquisitions
2005–2006
9,626.00
46,004.00
55,630.00
2006–2007
9,867.00
47,155.00
57,022.00
2007–2008
13,626.00
55,391.00
69,017.00
The most significant increases have come in the form of electronic books
and online periodical databases. Subscriptions to online databases and print periodicals increase in cost from five to twenty percent annually. All departments receive $250.00 per year for books; however, expenditures for periodical subscriptions, and online resources vary widely across the twenty academic departments of Benedictine College. These figures range from just under $1,000 to over $8,000 for individual departments.
(Dollars)
In addition to print subscriptions, some departments also have subject-specific online databases, such as MLA International Bibliography for English, PsycInfo for Psychology, ATLA Religion Database for Theology and Wilson Education Fa l l 2 0 0 9
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Index Online for Education. The cost of Academic Search Premier and ebrary (electronic books) are divided evenly across the twenty academic departments.
Expenditures for monographs have not increased substantially, although in
2008 the library was granted an additional $10,000 that will be used to update and augment its collections in key subject areas. An ad hoc faculty library committee was formed to assist the Library Director in making the best use of these funds. These monies are not reflected in the table above, since they are being held in a restricted account separate from the operating budget, per se. Criterion Three Strengths, Challenges, and Strategies for Institutional Improvement Strengths 1. The college has laid the foundation to create an effective assessment program at the course, program, and institutional level, and in non-credit programs such as the Benedictine College School of Faith and co-curricular programs such as the Discovery Program. Despite a relatively informal approach to assessment in the past, Benedictine College has made significant improvements in curriculum, pedagogy, programming, and institutional effectiveness based on evidence gathered from these processes. 2. The major revision of the general education program has added flexibility and relevance to the general education requirements, while maintaining essential, mission-based programmatic foci. Articulation of goals and standards for general education was a part of the development of the program, allowing for its effective assessment. An assessment program for general education has been developed and is being implemented. 3. At Benedictine College, there is a multifaceted program of teaching evaluation. In particular, the switch to an objectives-based course evaluation (IDEA) has increased the college’s ability to determine the efficacy of teaching practices. 4. The establishment of the Student Success Center and the appointment of an Assistant Dean to act as its director enable Benedictine College to coordinate a wide range of services designed to support the success of its students throughout their collegiate experience. The quality of academic advising is enhanced by the OASIS student record system. Policies and practices are in place to help identify at-risk students early so that appropriate actions can be taken to increase the likelihood of their success and the academic progress of athletes is monitored closely. 5. Technology infrastructure supporting classroom instruction has improved significantly since the last self-study. A high-capacity, wireless network is
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available at most campus locations. The Blackboard site is utilized by many
Notes
faculty members to enhance teaching. Challenges 1. It is a challenge for Benedictine College to implement a plan of assessment for the general education program that includes clearly articulated learning goals, measurable objectives supporting those goals, benchmarks, and direct assessment of outcomes, and to use the data generated to inform program improvements. 2. Although each of the academic programs has an assessment plan on file with the Office of Institutional Research and Assessment, outcome data in most departments have been collected for no more than three semesters. It is a challenge for Benedictine College to continue regular outcomes assessment at the program level so that meaningful conclusions can be reached, and programmatic changes can be implemented as called for by those conclusions. 3. The dramatic increase in student enrollment is putting a strain on academic facilities and personnel. It is a challenge for Benedictine College to maintain the personnel and resources necessary to provide quality instruction, advising, and academic assistance to an increasing number of students. It is also a challenge for the college to expand classroom and other instructional space to accommodate increased enrollment. 4. It is a challenge for Benedictine College to provide technology support to meet the academic and administrative needs of the college. Strategies for Institutional Improvement 1. Benedictine College should institutionalize the Assessment Committee and work to develop an institution-wide culture of assessment to inform continuous improvement in all areas of the college; particularly, the college should develop clearly articulated learning goals for all programs and implement systems to ensure that data collected through assessment processes are used to inform decision making. 2. Benedictine College should carefully monitor enrollment growth to ensure that growth-related issues (such as course selection, class size, access to faculty) do not have a negative impact on the educational experience of the students. 3. The technology replacement plan should continue to be implemented and the technology management team should evaluate the equipment and service needs of all constituencies of the college. Fa l l 2 0 0 9
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C riterion 4
Photo taken by Lea Murphy Fa l l 2 0 0 9
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Criterion four:
Acquisition, Discovery, and Application of Knowledge
Benedictine College 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.
The purpose of this chapter is to demonstrate that the core components of
Criterion Four are met through evidence that: • The college demonstrates, through the actions of the board, administrators, students, faculty, and staff, that it values a life of learning; • The college demonstrates that acquisition of a breadth of knowledge and skills and the exercise of intellectual inquiry are integral to its educational program; • usefulness of the curricula to students who will live and work in a global, diverse, and technological society is assessed; and • the college provides support to ensure that faculty, students, and staff acquire, discover, and apply knowledge responsibly.
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Benedictine College values lifelong learning.
This is demonstrated in
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the college’s support of and investment in discovery learning in its traditional classroom settings, in the Discovery Program itself, in the preparation students receive for professional life after graduation, and in the opportunities for development offered to the faculty and staff.
The attempt to demonstrate and assess this commitment to a life of learning
must begin with Benedictine College’s Mission Statement. As an essential element in the college’s educational mission, it fosters scholarship, independent research and performance in students and faculty as a means of participating in and contributing to the broader world of learning (Mission Statement). Although this statement describes the character of the academic program, it also envisions the ultimate purpose of that program: to prepare students for participation in continued learning and life in society. The commitment to this purpose is further expressed in the Values Statement: “We believe rigorous scholarship in the liberal arts, rooted in the monastic tradition, leads to the discovery of truth.”
Further elucidation is provided in the Vision Statement: Benedictine
College provides an academic environment in which all students are challenged to reach their fullest potential through close collaboration with faculty and peers. Through a broadly based liberal arts education, students are trained to view the world from a variety of academic perspectives and to use the tools of a number of disciplines to understand, analyze, and solve problems. At Benedictine, America’s Discovery College, students experience the power of collaboration and the joy of discovery, and learn to communicate clearly, effectively, and persuasively. The college encourages them to form the habit of life-long learning and expects them to apply well-developed ethical standards in every aspect of their lives.
Central to Benedictine College’s provision of a life of learning for its
faculty, students, and staff is the Benedictine College Discovery Program. The Benedictine College Board of Directors, faculty, and administration accepted the Conceptual Framework for Discovery (Discovery Framework) in 2000. It is the primary portrayal of the college community’s understanding of the character and purpose of its academic program. It expresses Benedictine College’s commitment to a pervasive pedagogical approach and to the unique realization of that pedagogy in undergraduate research undertaken as Discovery Projects. (Discovery Program Description). In what follows, frequent references are made to the college’s support for the Discovery College Program and its broader commitment to discovery-style learning as evidence of the life of learning that begins on its campus. Fa l l 2 0 0 9
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C or e C o mp o ne nt 4 a : Benedictine College demonstrates, through the actions of the board, administrators, students, faculty, and staff, that it values a life of learning.
This section provides evidence that at Benedictine College:
1. strategic planning and financial allocation promote a life of learning for students, faculty, and staff; 2. the college supports professional development opportunities and makes them available to all administrators, faculty, and staff; 3. faculty and students produce scholarship through basic and applied research, which is supported by board statements that ensure freedom of inquiry for students, faculty, and staff; and 4. the college publicly acknowledges the achievements of students and faculty in acquiring, discovering, and applying knowledge. 1. Promotion of lifelong learning through strategic planning and financial allocation
Benedictine College allocates finances in such a way as to promote a life of
learning. As discussed in Criterion 2, expenditures for the academic program have increased 56% since 2001. One such expenditure allows for educational and sabbatical leave for tenured faculty and eligible members of Benedictine College administration (Faculty Handbook; Employee Handbook). Such leaves of absence, granted for the purpose of professional enrichment and improvement of their service to Benedictine College, is available to applicants who have completed their first six years of full-time employment at Benedictine College or who have not taken a sabbatical leave for at least six years. Benedictine College’s Current Strategic Plan affirms, as of primary importance, “Goal One: Academic Excellence.� As previously mentioned, this goal contains four strategic priorities with various initiatives that promote lifelong learning. The first priority calls for the development of an academic program that is challenging and develops curiosity and a love of discovery. The second priority calls for the provision of high-quality intellectual experiences outside the classroom. The third priority calls for the development of programs that prepare students to engage the global community. Finally, the fourth priority directs Benedictine College to provide the facilities and support necessary to achieve academic excellence (see Strategic Plan Progress Report for an update on progress toward each of these priorities). The 2008 Strategic Implementation Plan commits the college specifically to initiatives related to student-faculty ratio, monitoring and improving curriculum and pedagogy, enhancing the physical and human infrastructure, aligning budgets with strategic initiatives, and enhancing international programs. Each
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of these may be seen positively as steps toward building upon a tradition and a
Notes
reputation of—and a commitment to—those things that exemplify Benedictine College’s esteem for a life of learning. 2. Support for professional development opportunities
Benedictine College provides its faculty with a number of opportunities for
professional development. Members of the faculty may apply annually for funding through the Faculty Development Committee to support myriad activities that foster professional development, including travel to professional meetings and conferences, workshop attendance fees, funding for course development, and logistic costs of off-campus research sites. In addition, $100 per year can be used to help defray the cost of such things as book purchases, membership to professional societies, and journal subscriptions (Faculty Development Website).
Since 2002, the funding for faculty development has increased significantly,
both in terms of per faculty allotment from $600 per annum in 2002 to as much as $1,200 in 2008 and total annual funds awarded ($14,000 to over $25,000). Due to the budget reduction described in Core Component 2b, the actual funds allotted decreased by 34% in 2009 compared to 2008. A summary of recent trends in faculty development allotments can be found in Appendix 4A.
In addition to the granting of funds, the Faculty Development Committee
has hosted several faculty workshops, especially shortly after the adoption of the new general education requirements. Other development workshops have been provided through the Office of the Dean of the College, as discussed in Criterion Three. An additional source of support for faculty professional development is the Discovery Program Grants, which provide up to $500 per project to support research that is conducted in collaboration with students. Additionally, a separate travel fund exists to support students travelling to present the results of Discovery research at professional conferences with their faculty sponsors. Details regarding trends in funding for Discovery Projects are provided below. Other opportunities to assist faculty in funding their research are expected to arise from the newly created position of Assistant Dean for Program Development, whose job is to research potential grant opportunities for the institution and support and encourage faculty in securing extramural funding. Specific duties include providing support for faculty in the preparation of external grant proposals, coordinating writing and budget development at pre-award stages, and providing faculty with training in areas related to the development of grant proposals. Professional development opportunities are also made available to members of the Benedictine College staff. After one year of employment, Fa l l 2 0 0 9
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non-faculty employees may request to enhance abilities or skills by attending outside conferences or obtaining additional training. The college also offers an undergraduate tuition-remission benefit to all full-time employees, their spouses, and dependents, and financial assistance is provided to staff who pursue graduate studies at an accredited institution, provided the courses are relevant to the employee’s position at Benedictine College (Employee Handbook).
On a Self-Study Staff Survey conducted in the summer of 2008, 48% of the
70 Benedictine College staff members who responded stated that the college has been supportive of their continuing education efforts that would contribute to their professional development (12% indicated that Benedictine College has not been supportive of such efforts; the remaining 40% had not pursued continuing education). When asked whether they were aware of the tuition-remission benefit offered by Benedictine College, 97% indicated that they were aware of the benefit, and 30% had taken advantage of it. Finally, when asked whether they were aware of lifelong learning opportunities at Benedictine College, including speakers, performances, and the like, 79% indicated that they were aware of such opportunities, and 31% had taken advantage of them. 3. Production of scholarship and freedom of inquiry
Benedictine College has placed increased emphasis on production of
scholarship among the faculty in recent years, and expects that members of the faculty will engage students, where appropriate, in their scholarly pursuits. The college supports scholarship financially, as well as through community support and celebration, and has adopted policies that protect the freedom of inquiry that is required for scholarly endeavors. Faculty Scholarship
Faculty achievement in scholarship and contributions to the wider world of
learning is documented in individual Faculty Annual Reports (FARs—Hardcopy). Here may be found listings of publications, conference presentations, and addresses to local and regional audiences, as well as other creative contributions (art, performance, symposium participation, etc.). Since the last self-study, members of the Benedictine College faculty have been engaged in a wide variety of scholarly activities, based on responses to a 2008 request for scholarly works (86% of faculty responding). From 2000 to 2008, members of the faculty published 17 books or chapters in books, 65 peer-reviewed journal articles, and 39 other articles and reviews. They made over 325 presentations at professional meetings, symposia, and colloquia, and engaged in such scholarly endeavors as developing new courses, writing grants, hosting professional conferences, designing web sites and computer programs, composing music, and putting on
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exhibits and performances (Faculty Scholarship Table). Benedictine College
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students have collaborated in a number of the activities described above and often appear as co-authors.
The college’s Faculty Colloquium Series provides an important forum for
scholarly presentations by members of the faculty. Once a month for the last fifteen years, a member of the faculty has presented his or her research or other scholarly work to the Benedictine College community. Faculty presenters are paid a stipend of $50 for their presentation, funded out of the Office of the Dean of the College. Presentation topics for the 2007–08 academic year included “The Maasai Culture Today in East Africa,” “Rodriguez de Tio, Gimeno and De Burgos: Caribbean-Transatlantic Encounters,” “Takin’ the Fall—Clowning and Pratfalls,” “Bypassing the Gatekeepers: The Rise of We Media,” and “Understanding Global Warming.” In 2008–2009, the series was tied to the college-wide celebration of the Benedictine College sesquicentennial, and colloquia topics were related to that theme (Faculty Colloquia, 2008–2009—Hardcopy). Student Scholarship
The Discovery Program and the annual Discovery Symposium have as their
primary purpose the support, encouragement, and presentation of original student research. This research—original, creative, and collaborative—may involve one or multiple students who work cooperatively with a member of the faculty or staff. Typically, 60–75 presentations (oral, poster, performance) are made on Discovery Day with the involvement of more than 120 students, half the faculty, and the majority of academic departments. In the spring of 2008, presentations by 139 students representing approximately three-fourths of the academic departments on campus were featured on Discovery Day. Records of these research activities may be found in the annual Discovery Day Symposium Programs—Hardcopy. A review of involvement in Discovery Day, listed by academic program, may be found in Ch. 29 of the Council on Undergraduate Research publication Developing and Sustaining a Research-Supportive Curriculum: A Compendium of Successful Practices—Hardcopy.
Several departments place an especially strong emphasis on faculty supervised
student research as part of the educational experience of the students in their majors. For example, the History Department regularly sponsors Discovery projects that involve historical reenactments or recreation of the material culture of earlier societies. The Philosophy Department provides an opportunity for students to complete a senior thesis, which is a substantial work of original scholarship; students then have the option of scheduling the defense of their thesis on Discovery Day. The Music Department provides an annual concert of original compositions by music students as the culminating event of Discovery Fa l l 2 0 0 9
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Day.
Notable among many programs is the Biology Department, which
supports an ongoing program of original field and laboratory based research involving approximately 50% of the majors in the department. Not only do the biology research projects constitute approximately 40% of the Discovery Day presentations every year; students who participate in this program coauthor between 10 and 25 published research abstracts annually, and present the results of their research at regional and national professional conferences. This student research program is an example of the institutional commitment to promoting a life of learning for faculty and students by fostering and supporting inquiry and creativity (see Appendix 4B). In 2001 this program was the winner of the Council of Independent Colleges and Universities’ Heuer Award for Outstanding Undergraduate Science Education. Finally, it should be noted that, consistent with the Faculty Handbook’s
criteria for tenure and promotion, the Rank and Tenure Committee emphasizes research and participation in Discovery Projects as significant aspects of the Rank and Tenure review process (Rank and Tenure Review—Hardcopy). On the Self-Study Student Survey, 48% of students (among seniors, 76%)
indicated that they had attended a Discovery Day presentation, and 13% indicated that they had authored or co-authored a Discovery Project (27% of seniors had authored/co-authored a project). Among those, 82% reported that producing a Discovery Project was a positive educational experience, with the remaining 18% describing it as neutral. Finally, 27% of students surveyed indicated that they had engaged in collaborative work with a faculty member outside of class that was not part of a formal Discovery Project. Support for Discovery
Institutional support for the Discovery Program is widespread and
multifaceted. Financial support exists primarily in the form of Discovery grants, which are used to pay for such things as equipment, supplies, books, travel to research sites, and production of presentation materials. These grants have been made available since 1996, the monies being derived substantially from an endowment established to Benedictine College specifically for that purpose. The awards have grown steadily in terms of total amount awarded and number of recipients, nearly doubling from 2004 to 2008 (see table below).
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Year
Grant Awards
No. of Projects Funded
2004
$10,000.00
23
2005
$14,000.00
37
2006
$17,000.00
42
2007
$18,000.00
42
2008
$19,000.00
48
Additional funds are provided by the Discovery Program Endowment for a
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speaker at the symposium and for the post-symposium Discovery Banquet for all presenters and their faculty sponsors.
In addition to funding support, staff members from all areas of Benedictine
College support Discovery Day by seeing to it that the day runs smoothly, often working behind the scenes days before the event. Their contributions include the layout and production of the Discovery Day Program, food service, presentation technology, facilities preparation, and publicity. For a detailed description of non-faculty contributions to Discovery Day, see Appendix 4C.
Because an important component of the scholarly process is disseminating
research findings, Benedictine College provides institutional funding specifically earmarked to cover travel, registration fees, and lodging for students who present findings of their research at regional and national conferences. In 2007, in excess of $4400 was spent to send students to various conferences and professional meetings; in 2008, the amount of support exceeded $6000 (Fund II—Hardcopy). Freedom of Inquiry
As discussed in Criterion One, the Benedictine College Board of Directors has adopted a Resolution on Academic Freedom, and the faculty has approved a set of guidelines for speakers (Speaker Policy Guidelines). The Faculty Handbook includes the Board of Directors’ Statement on Academic Freedom that grants academic freedom to faculty in the classroom and in their research pursuits, and establishes the boundaries of those freedoms. Although there is some occasional tension, especially surrounding invited speakers and issues pertaining to the college’s Catholic identity, the policy documents have provided adequate guidance in responding to complex cases. (See Core Component 1b for a more thorough discussion of the issue of academic freedom at Benedictine College.) 4. Public acknowledgement of scholarly achievement
The annual Honors Banquet serves as the primary public acknowledgement
of student achievement, particularly as expressed in departmental awards, recognition of students selected for Who’s Who Among Students in American Universities and Colleges, and students listed on the President’s and Dean’s list (Recent Honors Banquet Programs—Hardcopy). The Discovery Day Symposium provides a forum for presentation and recognition of student achievement in research and other creative activities (Recent Discovery Programs—Hardcopy), as does the associated Discovery Banquet for Discovery Day presenters held several days after the Discovery Symposium. Student honors (GPA achievement) are also recognized at the Senior Champagne Brunch by the bestowal of honors cords. Fa l l 2 0 0 9
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Students whose contributions to the Discovery Program have been noteworthy are recognized at the Champagne Brunch through the awarding of the Discovery Scholar Medal. At commencement, the Fran Jabara Student Leadership awards are announced and valedictorians are given an honored part in the ceremony (Recent Commencement Programs—Hardcopy).
The Honors Banquet also is the occasion for announcements of awards
given to campus publications The Circuit, eCircuit; and Loomings (recent copies of Loomings and The Circuit are available in the resource room—Hardcopy), and for recognizing the faculty member chosen by students and peers as the Distinguished Educator of the Year. The previous year’s Educator of the Year is provided the occasion for remarks as a significant part of the occasion. The Loomings release party is the occasion for recognizing the contribution of student editors to that journal. Finally, scholar-athletes are recognized at the annual Athletic Awards ceremony. The college sends announcements to the hometown newspapers of all students making the Dean’s List and President’s List. There is no formal platform for recognizing faculty achievements in research, publications or other professional achievement, although tenure, advancement in rank, and other milestones may be announced at faculty meetings.
C or e C o mp o ne nt 4 b : Benedictine College demonstrates that acquisition of a breadth of knowledge and skills and the exercise of intellectual inquiry are integral to its educational program. This section will discuss the extent to which Benedictine College: 1. provides curricular and experiential offerings which lay the foundation for a life of learning in a diverse society; 2. regularly reviews the relationship between its mission and values and the general education program; 3. assesses how effectively its graduate programs establish a knowledge base on which students develop depth of expertise; 4. demonstrates the linkages between curricular and co-curricular activities that support inquiry, creativity, and social responsibility; and 5. produces learning outcomes that demonstrate that graduates have achieved a breadth of knowledge and skills, the capacity to exercise intellectual inquiry, and effective preparedness for continued learning. 1. Foundations for a life of learning in a diverse society As discussed in Criterion One, Benedictine College has many initiatives directed at preparing its students to function in a diverse society. Many of those
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occur directly in the context of the academic programs that are the heart of
Notes
students’ intellectual experience. For example, nine of the fourteen responses to the Department Chairs Survey—Hardcopy noted that their department has done one or more of the following to “address the demands of the increasingly diverse workplace”: introduced new courses, revised existing courses, hosted guest speakers, initiated research projects, and attended relevant conferences.
Other departments also have documented initiatives addressing diversity. For
example, the Education Department makes a significant effort along these lines in accordance with its NCATE accreditation requirements, and the Department of Modern and Classical Languages, by virtue of the nature of the discipline itself, prepares students for a diverse workplace. The History Department did not indicate a specific program of diversity preparation, but their response included mention that “The study of history … expands this sense of identity and demonstrates connectivity between the student and the larger national and human community.”
In the 2007–2008 Benedictine College Catalog, there were fifty-five courses
that focused on diversity issues (List of Diversity Courses), and each student must fulfill a Global Perspective requirement and two semesters of a foreign language in order to complete the general education program. The Department of Modern, Foreign, and Classical Languages requires that students majoring in Spanish and French complete one semester of study abroad in order to gain an immersion experience. Other courses that involve a study abroad component have been offered across the curriculum. As discussed in Criterion One, since 2005, more than 75 students have traveled to foreign countries in the context of courses offered through such departments as history, biology, and theology, and more than 100 have participated in the college’s semester-long program in Florence, Italy. These experiences afford students the opportunity to observe and interact with people whose daily lives and points of view are quite different from their own, but also to recognize the fundamental similarities among people and, therefore, their own place in the global society.
Of course, one does not have to leave the country to encounter diversity and,
upon graduating, most of Benedictine College’s students will live most directly with the great diversity of people that populate the United States. Therefore, it is important that students are comfortable with and respectful of a range of people whose daily life experiences and points of view differ from their own, in spite of their common country of residence. Students gain the tools and insights needed to live and work with diverse people by completing courses described above, but also through internship experiences. For example, experiences offered through the Psychology Department allow students to work with adults who have been Fa l l 2 0 0 9
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diagnosed with serious and persistent mental illness, children with emotional and behavioral problems, and women residing in a domestic violence shelter. As discussed in Criterion One, data from the Alumni Self-Study Survey and Student Self-Study Survey indicate that both Benedictine College graduates and current
students believe they are being given an education that prepares them well for a diverse workplace.
The college’s Asian programs seek to provide an educational experience
emphasizing student creativity, effective communication, critical thinking and problem-solving skills. The business faculty, recognizing the limited general education components offered in the degree completion program, designed the curriculum to incorporate many aspects of the general education requirements. More information is available in the General Education Report, prepared as part of the Shanghai campus visit for NCA. 2. The Benedictine College mission and the general education program At Benedictine College, the general education program is closely aligned with the college’s mission (Mission Statement). As discussed in Criterion One, the General Education Curriculum ensures an education in the liberal arts, one of the four pillars of the mission. Consistent with the Benedictine College Vision Statement that “through a broadly-based liberal arts education, students
are trained to view the world from a variety of academic perspectives and to use the tools of a number of disciplines to understand, analyze, and solve problems” all students take courses that provide historical perspective, aesthetic experience, understanding of the natural world, and of the person and community in the contemporary world. The core requirements include English Composition, two semesters of foreign language, wellness and fitness courses, and the BC Experience, which includes explicit instruction regarding the college’s mission. The core also includes introductory courses in philosophy and theology, and all students are required to complete six credit hours each in the areas of faith and philosophical inquiry. These requirements are true to Benedictine College’s distinct identity as a Catholic college.
Before the previous NCA visit, the college’s general education program had
undergone minor revisions in the mid 1990s. At that time, the faculty raised graduation hours from 124 to 128, required a general studies course in speech (2 hrs) for all students, and introduced a required freshman colloquium entitled Dean’s Colloquium (2 hrs). At the time of the last NCA visit, the topic of general education revision was again before the faculty. Some faculty members expressed concern that the general studies requirements, totaling 64–67 of the 128 hours needed for
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graduation, were placing considerable stress on the students’ ability to graduate
Notes
in eight semesters. Others disagreed, citing the centrality of the liberal arts program to the college’s educational mission and the Catholic and Benedictine nature of the education as reasons for maintaining the current general education system. Difficulties in staffing, such as for the required two-credit-hour course in speech, were also sometimes cited as reason for a substantive review of the general education program as a whole.
Thus began the process of general education review and subsequent revision,
the result of which is the current general education program (for a thorough description of the process of revision of the general education program, see Appendix 4D). The current general education program is divided into three areas: core courses, foundations, and skills and perspectives (Benedictine College Catalog). All students must take the core courses, or present transfer or advanced
placement credits for them. Foundations courses are intended to be much more flexible; many courses, perhaps from several departments, are available for students to satisfy the requirements for each foundation. Foundations courses also may be used to satisfy foundations simultaneously with skills and perspectives.
The core consists of two skills that are essential to a liberal arts education—
writing and foreign language proficiency. The Introduction to Theology and Logic and Nature courses distinctively transmit the Catholic and Benedictine elements of the college’s mission and the wellness requirements carry out that aspect of the mission that encourages participation in programs which promote sound bodies. Finally, the core includes the BC Experience, which educates students about Benedictine College, including the mission. (A discussion of the evolution of the BC Experience, and its many iterations over the years, is provided in Appendix 4E.)
The foundations encompass those aspects of human experience that the
college believes all students should encounter in the course of a Benedictine College education. The liberal arts mission emphasizes the importance of a broad exposure to the great achievements of thought and culture. In addition to allowing students to understand and appreciate achievements of the past, such exposure helps students develop their understanding of how knowledge is developed and acquired, thus helping them refine their capacity to pursue and acquire truth. Therefore, all students are required to complete two courses that convey historical perspectives, two that provide aesthetic experiences, two that further an understanding of the natural world, and one whose focus is the person and community in the contemporary world.
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perspective is foundational to the educational experience at Benedictine College. The heart of the college’s mission is the education of men and women within a community of faith and scholarship. Thus, a Benedictine College education must be centered in a special way on the Catholic tradition, which embodies a dynamic interplay between faith and reason. Thus, a Catholic liberal arts education places special emphasis on education in the fields of philosophy and theology. The college acknowledges that emphasis by requiring two courses in each foundation (in addition to those that are required as part of the core). Under the third part of the plan, skills and perspectives, students are expected to master fundamental skills necessary for success in their personal and professional lives, including written, oral, and visual communication, quantitative analysis, and the scientific method. The perspectives give students experience in examining reality from a viewpoint with which they may not be familiar, and consist of courses taking a global and Western perspective. (For further details about the general education program, see Appendix 4F.) As discussed in Criterion Three, beginning in fall 2008, the Assessment Committee has reviewed syllabi to ensure that previously approved courses continue to meet the general education guidelines, and has identified IDEA items that can be analyzed as an assessment of the general education program.
Changes in curriculum requirements, modifications to courses, and revised
academic policies are regularly communicated to the Asian programs. Through monthly scheduled conference calls and onsite visits, faculty and administrators are kept abreast. Accommodations to address cultural differences, as well as differing needs of student populations, are also discussed regularly and incorporated, where appropriate, into the curriculum. Faculty workshops are given twice a year to mirror faculty workshops on the Atchison campus. 3. Assessment of graduate program effectiveness
Benedictine College offers a Master of Arts in School Leadership, a
traditional MBA, and an Executive MBA. The School of Business states that problem recognition, strategic analysis and integration, application of quantitative methods, communications, teamwork, management, and business ethics are skills its graduates should acquire through these various courses of graduate study. Details regarding the assessment of the graduate programs in business can be found in Departmental Assessment Plans—Hardcopy.
The Education Department offers a Master of Arts in School Leadership,
for which it has developed a comprehensive assessment program in fulfillment of NCATE accreditation requirements.. A detailed description of this assessment program can be found in Education Department Comprehensive Assessment
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Manual—Hardcopy.
Notes
4. Linkages between curricular and co-curricular activities
In most of the academic programs, course content and assignments provide
a foundation upon which students and faculty build as they pursue various cocurricular activities. This is certainly evident in the natural, physical, and social sciences, where research methods courses and laboratory experiences provide students the conceptual and technical skills needed to conduct original research. Much of this research is conducted in the context of the Discovery Program, discussed in detail in Core Component 4a. Likewise, courses with an ethics component provide a foundation for student involvement in service projects, mission trips, and other college-sponsored activities. For example, many students take TH 300, Christian Moral Life, which examines how virtue, moral law, Church teaching and Christian love interact in the formation of a Christian conscience. Service experiences are further enriched by proficiency in a foreign language, as some Benedictine College students have participated in mission trips in Guatemala, and several alumni have done mission work in Belize following graduation (see Criterion Five). Coursework across the curriculum also provides the foundation for internship experiences. To receive credit for an internship, students must be at least in their junior year, allowing time for them to have taken relevant courses that will enhance the experience for the students and acquire the knowledge and skills base that they bring to the internship site. For example, coursework in corrections and criminology provides a foundation for criminology students who participate in internships in corrections settings. There are a number of academic student clubs and organizations on campus. Many of the activities of these clubs are tied directly to the major course of study with which they are affiliated. For example, the English Department sponsors Loomings, which produces an annual publication of original writing and photography submitted by Benedictine College students, faculty, and staff (recent copies of Loomings are available in the resource room – Hardcopy). The French and Spanish Clubs host foreign film nights each semester, and conversation groups that meet once a week at the campus coffee shop, Holy Grounds (which itself, as a student-run business sponsored by the Cray Center for Entrepreneurship, is an example of linkage between curricular and co-curricular activities).
Co-curricular theatrical, musical, and artistic productions are undertaken
by many students who have taken courses in those areas. In the Theater Arts Department, student participation in the staging of plays, musicals, radio Fa l l 2 0 0 9
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theatre, and dance performances for the public is considered an essential part of the theatre major’s training. Therefore, a production-oriented program provides ample opportunity for practical application of coursework. Just as the departmental curriculum exposes majors to all aspects of work in theatre, so too are students expected to gain production experience in both performance and technical/design capacities.
The Division of Arts and Communication has sponsored a Division Forum
during each academic year. Held in the O’Malley-McAllister Auditorium in the Student Union, the program consists of special presentations by students in the performing arts: music, theatre and dance. Students from the Art and Mass Communications departments display artwork, graphic design, ceramics and photography in the auditorium lobby. The forum offers an opportunity for students to share their talents with the entire community. A joint academic/student life convocation arts fund supports presentations and performances by artists. Recent convocation arts presentations have included a local songwriter/poet; a nationally renowned Celtic music ensemble; a poetry reading by Peter Fallon, and a performance by an Indian drummer. Also, the Music Department facilitates the distribution of tickets to the Lyric Opera and Kansas City Symphony, made available free of charge to faculty, staff, and students by a generous benefactor.
In addition, the Student Life Office provides a wide-ranging spectrum of
programs and activities, all based in the mission, some social, some spiritual, and some focused on academic topics. The family-model documentation provides specific examples of the array of programs offered to support Benedictine College students developing into lifelong learners (Family-Model Rationale; Family-Model Outcomes).
5. Demonstrated achievement of breadth of knowledge and skills
Indirect assessment of the quality of the general education program in
providing graduates with a sufficient breadth of knowledge and skills comes from the Self-Study Alumni Survey, conducted in fall 2007. In response to the question, “The general education courses at Benedictine College enhanced my life after college,” 93% of respondents indicated that they agreed or strongly agreed. Ninety percent of respondents agreed with the statement, “The overall academic program at Benedictine College adequately prepared me for my professional life after college.” Employers of recent graduates gave Benedictine College alumni positive ratings for their written, oral, and visual communication skills, all of which are emphasized in the general education program (Employer Survey). Benedictine College graduates were also rated positively on their technological
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and problem-solving skills. Finally, the employers indicated that the college’s
Notes
graduates have been generally well prepared for the workplace relative to other employees (Employer Survey).
On the Self-Study Alumni Survey, 92% of respondents indicated that they
“have continued to engage in active learning since leaving Benedictine College.” Specifically, more than 80% of respondents indicated that they have read books related to their field of study, successfully located new sources of information outside of their major, used a library card, enjoyed discussing intellectual matters, and developed new hobbies or areas of interest since leaving Benedictine College.
In many cases, lifelong learning includes graduate study. According to the
Department Chair Survey—Hardcopy, the Mathematics, Economics, Philosophy, and Physics Departments reported that virtually all of their recent graduates who have applied to graduate school have been accepted. Also notable are estimated graduate school placement rates of 90%, 73%, and 60% respectively in the Departments of Music, Psychology, and Athletic Training. The most recent Graduate Survey indicates that 28% of respondents were planning to attend graduate school following graduation (Graduate Survey 2008).
Core Comp on en t 4 c : Benedictine College assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society.
This section will discuss the extent to which, and provide evidence that:
1. learning goals and outcomes include skills and knowledge necessary to function in a diverse society; 2. expert external constituents are involved in academic program reviews; and 3. Benedictine College promotes social responsibility through curricular and co-curricular opportunities. 1. Knowledge and skills to function in a diverse society Among its strategic priorities for academic excellence, Benedictine College’s Current Strategic Plan includes a commitment to developing and supporting “new
and expanded programs that enhance its ability to provide academic excellence and prepare its students to engage the global community.” Thus, preparing the college’s students for leadership in the contemporary, global, and diverse workplace is certainly part of its ongoing concerns.
The current general education program provides for basic competence
for the contemporary workplace in both its Core and Skills and Perspectives area requirements. As part of the Core, each student is required to complete two Fa l l 2 0 0 9
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semesters of a single foreign language; most frequently students take Spanish or French, although Italian (at the Florence Campus), Latin, Ancient Greek, and German are now regularly offered. Moreover, in order to complete the Core, each student must pass EN 101: English Composition, which requires the student to demonstrate basic writing skills. EN 101 is also taught in a computer lab and provides the student with basic skills in electronic word-processing.
The courses that fulfill the Skills and Perspectives requirements are designed
“to make sure that the students are exposed to a variety of perspectives and learn the essential skills they will need for a successful life after college” (Benedictine College Catalog). Thus, in order to complete a bachelor’s degree, each student
must pass courses requiring significant demonstration of skills in written, oral, and verbal communication and each student must be proficient in basic skills of scientific and quantitative analysis. Moreover, all students must have at least one course that exposes them to a perspective somehow broader than the understanding of the Western tradition.
In addition to the general education requirements, Benedictine College also
provides its students with ample opportunities for diversity experiences through the campus in Florence Italy, semesters abroad through joint ventures with other institutions, mission trips, performance trips abroad, and research trips abroad made as part of classes. All of these are detailed in Core Component 1b.
Benedictine College uses three sources for quantitative assessment regarding
its success in providing students with the skills necessary for the contemporary, diverse workplace: (1) statistics regarding the rate at which recent alumni gain employment; (2) level of satisfaction among students and alumni with their training in these areas; and (3) the level of satisfaction employers have with recent alumni whom they have hired. The college considers the results of each of these methods of assessment below.
The primary source of information about employment rates for graduates
comes from graduate surveys, conducted each fall by the Career Development Office. Data from these surveys indicate that Benedictine College has done well recently in placing its graduates in jobs. Ninety percent of the graduating class of 2006 responded to the 2006 Graduates Survey. As of December 8 of that year, 63% of those respondents were employed fulltime. Four percent of the respondents were employed part-time, but not seeking further employment, whereas 28% were enrolled in graduate school, 1% was unemployed and seeking employment, and 4% were unemployed and not seeking. Thus, the placement rate for Benedictine College’s 2005–2006 graduating class is 99%. Moreover, 80% of the respondents claimed not only to be employed but also to have jobs either directly related to or somewhat related to their academic major completed
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at Benedictine College. It should be noted that among the twenty-six students
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(20%) who claimed to be working in jobs outside their academic majors, eight were working as domestic missionaries and five were teaching in a missionary school in Belize. Needless to say, Benedictine College finds a 99% placement rate with at least 80% of its graduates working in their major field or fulltime missionary work as an indication that its students are having their minimal needs to become viably competitive in today’s employment market to be well met. Finally, the average response on a five-point scale (five indicating “very satisfied”) regarding satisfaction with the services provided by the Career Development office was 3.56.
Benedictine College’s main resource for numbers regarding current student
satisfaction with their preparation to live and work in a modern, diverse society is the Self-Study Student Survey. Eighty-four percent of responding students indicated they believed that Benedictine College offers the courses they need in order to succeed when they leave college, and 75% of responding students agreed that staff members concerned with career development are responsive to student needs. When asked whether they were “aware of study abroad experiences that are available at Benedictine College,” 82% indicated that they were. When asked whether they were interested in such experiences, 60% responded that they were. Thus, the college is making various travel experiences known to students, who are, in the majority, interested in such experiences. Also relevant to diversity preparedness are the results of a Self-Study Student Survey item asking whether their experiences at Benedictine College have
increased their ability to interact meaningfully with various groups of people. As discussed in Criterion One, a majority of students indicated that they are better able to interact with people of other races, political views, academic talents, religious views, geographic origin, and economic background. However, on the NSSE, Benedictine College students indicated less frequent class discussion and writing assignments that included diverse perspectives than did students at peer institutions (NSSE 2003; NSSE 2005).
Benedictine College’s main assessment tool for alumni satisfaction regarding
preparation for a modern and diverse society and workplace is the Self-Study Alumni Survey. Ninety-three percent of alumni respondents agreed that the
general education courses they took at Benedictine College enhanced their life since graduating (Question 11), and 90% of respondents agreed that the academic program at Benedictine College prepared them adequately for their subsequent professional life (Question 12). Eighty-seven percent agreed that their academic major prepared them adequately professionally (Question 13), and 83% claimed that their Benedictine College education prepared them for Fa l l 2 0 0 9
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the moral complexities of daily life (Question 21).
Specific to the issue of diversity preparedness, in response to Question 5,
75% of respondents agreed that Benedictine College is adequately adapting to both local and global societal changes, and 73% of alumni claimed that their Benedictine College education prepared them to deal with a diverse population. Thus, the college may conclude, based on feedback from alumni and current students, that it provides an on-campus experience of diversity that is fruitful for students, while fostering a community that is generally welcoming to the diverse backgrounds of its students.
Moreover, the employers of Benedictine College graduates indicate that they
are well prepared for a modern, global and diverse workplace. When comparing them with other entry-level employees, employers tended to find them more prepared than their peers to meet the challenges of their positions. On a scale of 1-3 with 1 being “less prepared” and 3 being “more prepared,” Benedictine College graduates received a mean score of 2.43 from their employers. Employers also gave Benedictine College graduates generally positive marks regarding the extent to which they have met the requirements of their position (a mean of 3.56 with 4 being “excellent”). On items relevant to diversity, employers of Benedictine College graduates rated former students an average of 3.16 (1 is poor and 4 is excellent) in terms of their “preparedness to perform in a diverse workplace” and a 2.6 out of 4 for their “ability to understand issues from a global or international perspective” (Employer’s Survey).
In the more monolithic societies where Benedictine College Asian programs
are located, the diversity of student interactions is not as great as the diversity of thought and learning methodologies. With its focus on critical thinking and communications skills, the curriculum prepares students for the global community in ways that are very different from the pedagogical style more typical of the East Asian cultures, which focuses primarily on memorization. The students enrolled in Mainland China are especially thankful and vocal in reporting during site visits how the teachers in the Benedictine College program have “taught us how to think.”
Survey data from current and former students indicate some concern about
the extent to which Benedictine College is preparing graduates to function in modern technological societies. On the Self-Study Student Survey, just 34% of respondents believed the computing services available to Benedictine College students adequately meet their academic needs. On the Self-Study Alumni Survey, 49% of alumni felt their education at Benedictine College prepared them for the technology of daily life, whereas 46% claimed they were prepared for the technology of the workplace. On the other hand, employers rated graduates’ technological
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skills positively (mean = 3.26 with 4 being “excellent�) on the Employers Survey.
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2. External constituent involvement in program review As faculty work to maintain departmental curricula that are current and reflective of emerging trends and paradigm shifts, they remain abreast of the relevant bodies of literature in their respective disciplines. However, it is also useful to consult those who are working in fields in which Benedictine College students are likely to be employed as well as relevant professional bodies that might provide guidance. Some departments have created formal advisory boards, made up of alumni and others working in the relevant fields, which meet periodically with departmental faculty to discuss curricular issues.
The Business Department has had an Advisory Board, made up of alumni
and business professionals, since 2003. That body meets with faculty each semester and has provided input on appropriate content for new courses, creation of new majors, and appropriate marketing strategies for departmental initiatives. In 2008, the board was reconstituted as the International Business Advisory Council (IBAC), to further emphasize the importance of global preparedness. Members of the IBAC include business leaders from US-based businesses with significant international operations as well as those from businesses located in countries around the world. The IBAC met once each semester during the 20082009 academic year. Each meeting of the IBAC was held in conjunction with an international business conference that was open to the public (Global Financial Summit Program).
The advisory board for the Engineering Physics program has met bimonthly
since 2007 to guide the development of the program. This board is comprised of Benedictine College alumni who work as engineers. The Education Department also consults closely with area schools as it makes programmatic decisions and works with an advisory board made up of all department members as well as area school superintendents, principals, teachers, past graduates, current undergraduate students and graduate students, all of whom have some level of acquaintance with the education program. As discussed in Criterion Three, some of the college’s academic programs include certification requirements. In those cases, the departments must pay careful attention to the guidelines and documentation procedures required by the certifying body. Many departments without formal certifying bodies nevertheless consult recommended guidelines for their curricula. For example, the goals and objectives adopted by the Psychology Department are taken from the Guidelines for the Undergraduate Psychology Major, approved by the American Psychological Association Council of Representatives in 2006. Fa l l 2 0 0 9
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Finally, some departments have employed external evaluators to visit the
department, review its curriculum, and make recommendations. In 2001, a consultant provided through the Society for the Teaching of Psychology visited the Psychology Department. Based on that visit, the department revised its curriculum and successfully made the case for one additional full-time faculty member, who joined the department in 2005. The Art Department invited an external evaluator to conduct a review in 2007. His observations of staffing and facilities were helpful in the short term, helping the Art Department to receive funding for some facility improvements. In the long run, some of his recommendations will support the department’s request for another faculty member and further facility and equipment enhancements. Another example is the Department of Journalism and Mass Communication (JMC), which in August 2008 was evaluated by an academic dean from the Indiana University School of Journalism. Based on the reviewer’s recommendation, the JMC department is developing a 5-year plan concentrating on strengthening basic skill classes while also developing a curriculum that will provide graduates with cutting-edge technical skills related to journalism and mass communications. The department has also submitted a staffing request based on the reviewer’s recommendation that the department hire an additional full-time faculty member. 3. Promotion of social responsibility
Benedictine College desires to send its graduates forth to glorify God in
all things, it provides for their preparation in the necessary skills to lead in the professions and in community life. Thus, the provision for skills put to the end of service, whether in the workplace or in the context of works of charity, is something the college integrates into both its general education curriculum and major programs. The college’s Values Statement, particularly Stewardship and Prayer and Work, reflect its desire that education bear practical fruit.
The main source of data here comes from the Service Learning Survey
(Hardcopy) conducted at the February 2007 faculty meeting. Of the 52 faculty members surveyed, 19 require or sponsor service projects as part of their course offerings. Benedictine College’s service learning initiative is discussed in detail in Criterion Five.
Every spring, Benedictine College sponsors a week of activities highlighting
Catholic social teaching. The week is referred to as Social Justice Week and the speakers are sponsored by student clubs and organizations centered on social justice issues. Speakers typically include presentations on biomedical ethics, economic justice, and issues of race. For example, the list of presentations during
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the 2009 Social Justice Week included:
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• The State of Martin Luther King’s Dream Today: Rev. Tony Carter, Salem Missionary Baptist Church • A Personal Testimony Against the Death Penalty: Syl and Vicki Schieber (parents of a murder victim) • The Role of the Catholic Church in the United Nations: Archbishop Celestino Migliore, Apostolic Nuncio to the United Nations • From Benedictine to Benin: My Time in the Peace Corps: Erika Kraus, 2005 alumna.
One of the primary curricular ways Benedictine College produces a sense
of social responsibility in its students is through courses formally designed to present content covering moral issues. There are five courses that emphasize ethics and are typically chosen by students as part of their general education foundations requirements. They are listed below with the relative percentage of students that take them according to responses to Question 39 of the Self-Study Student Survey administered in the spring semester of 2008. Course Title
Percent of Students Who Have Taken the Course
Christian Moral Life
53.2%
Ethics
45.5%
Business Ethics
38.8%
Catholic Social Teaching
11.5%
Economics of Social and Public Issues
10.6%
The Self-Study Student Survey also identified over 50 additional courses in reply to Question 40 that include a “substantial discussion of moral and ethical issues.” These courses include ethical content associated with the college’s Catholic and Benedictine traditions as well as applied ethics material. The 10 courses most
commonly identified are in the table below: Course
Number of Students
Introduction to Theology
90
Logic and Nature
53
Philosophical Psychology
11
Faith and Reason
8
General Chemistry
7
General Sociology
7
Chemistry Seminar
6
Christian Marriage
6
Philosophy of Education
5
Introduction to American Government
5
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In reply to Question 41 of the same survey (Self-Study Student Survey), “To
what degree would you say that the course mentioned in responses to #39 and #40 have increased your sense of moral responsibility?” 78% of the responding students indicated “some” or “very much”, whereas 22% said “not at all” or “little.” Benedictine College believes that this coursework (along with the culture of service discussed above) prepares its students well for a life of sound moral practice, for when asked on Question 21 of the Self-Study Alumni Survey whether their experience at Benedictine College prepared them well for the moral complexities of daily life, 82% responded affirmatively. Employers of Benedictine College graduates have also rated these students positively on their honesty and integrity, leadership skills, work ethic, and interpersonal skills (Employer Survey). The college takes this as good evidence that its educational programs prepare students for ethically sound professional and personal practice.
Benedictine College’s NSSE survey results support this conclusion. The
college’s seniors are significantly more likely to report having communitybased experiences, such as service learning, as part of their course work than the NSSE sample, and both freshman and seniors report that their college experience supported them in developing a personal code of ethics and values at a significantly higher rate than the peer group (NSSE 2008).
There are several ancillary initiatives that promote social responsibility at
Benedictine College. The Institute for Professional Ethics and Responsibility (IPEAR) was created in 2003 by a grant from the James S. Kemper Foundation. The purpose of this institute is to recruit internal faculty fellows who then become well versed in standards of professional ethics in order to create a teaching framework for applied ethics courses. These courses are based on virtue ethics, Catholic social teaching, and the Benedictine tradition and are expected to promote ethical behavior. During 2004–2005, IPEAR funded development in business and professional ethics in the following areas: Economics and Catholic social teaching; Ethics in a Digital World; Law and Society—Criminology; Media Law and Ethics; Christian Bioethics; and Business Ethics (2004–2005 IPEAR Activities).
Benedictine College established the Cloud L. Cray Center for Entrepreneurship at Benedictine College in 1996 for the purpose of advancing entrepreneurship across the curriculum, assisting area businesses, and educating future ethical business leaders. Each year the Cray Center sponsors a series of lectures, some of which address issues of social responsibility and ethical business practice. For example, entrepreneur Danny O’Neill, owner of a coffee processing and distribution company in Kansas City, spoke about the importance of helping the coffee bean growers by paying them “better than fair trade” prices. (More
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information about the Cray Center and its activities can be found at the Cray
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Center Website.)
Finally, the Fellin Lecture Series is presented by the Benedictine Sisters of
Mount St. Scholastica Monastery and sponsored by the Fellin Endowment Fund in support of the liberal arts pillar. Recent speaker topics have included Dialog of Hope: The Future of Catholic Relations with Muslims; Responsibility of the Artist in View of 9/11; and Environmental Ethics from a Catholic, Christian Perspective.
Far and away the most accomplished speaker who addressed issues of social
responsibility is Benedictine College alumna and 2004 winner of the Nobel Peace Prize, Wangari Maathai. During her 2007 visit to her alma mater she expressly attributed her success, including the winning of the Nobel Peace Prize, to her education and other experiences while an undergraduate at Benedictine College (then known as Mount St. Scholastica College). See Appendix 4G for a discussion of the importance of Dr. Maathai’s witness to Benedictine College.
Core Comp on en t 4 d : Benedictine College provides support to ensure that faculty, students, and staff acquire, discover, and apply knowledge responsibly.
It is consistent with the college’s Benedictine value, Excellence Through
Virtue, that it ensures that knowledge is responsibly acquired and applied.
This section presents evidence that at Benedictine College:
1. academic and other support programs develop student attitudes and skills that lead to the responsible use of knowledge; and 2. Benedictine College follows explicit policies regarding ethical conduct in research and instructional practices; including policies regarding intellectual property rights. 1. Promotion of responsible use of knowledge Benedictine College has in place several programs that address the development of skills and attitudes requisite for the responsible use of knowledge on the part of its students. Early in the fall semester of each academic year, all freshman students are required to attend the Successful Student Seminar. The Freshman Cohort Faculty Advisors and an academically successful upperclass student conduct the seminar. The seminar is a chance to introduce new students to the college’s academic expectations and to give them a chance to ask questions of experienced students and faculty members regarding how to meet these expectations. Special emphasis is placed on policies and expectations regarding academic honesty.
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presentation and discussion of the college’s academic honesty policies. An assessment of the effectiveness of the Freshman Seminar is being conducted. Thirty-five percent of the 2008 freshman class was enrolled; a comparison to the non-enrolled freshmen is being conducted. Also, the Dean of Student Life is developing a leadership program emphasizing social responsibility. Draft details of this program can be found in Appendix 4H.
In addition, the Discovery Program gives students an opportunity to engage
in independent and original research that is subject to review and critique by faculty associates, the faculty and student body at large, and the Discovery Committee in cases of projects receiving funding. In many cases, this process requires review by Benedictine College’s Institutional Review Board (IRB) (see the next section for more details on this matter).
The issue of responsible use of knowledge is certainly relevant to all academic
programs, perhaps none more than the Department of Journalism and Mass Communication. Students in that program are taught their Constitutional and legal rights to obtain and publish information. Perhaps more importantly, they are taught the legal and ethical responsibilities that go with publishing information to a mass audience. In a case where a person may be accused of wrongdoing, for example, students are taught to verify the accuracy of the information from official sources. They are also taught to weigh the individual’s right to privacy against the public’s right to know. When dealing with ethical issues, there are rarely clear choices in selecting a course of action. The most important lesson these students are taught is to analyze the information from varying points of view. 2. Policies regarding ethical conduct in research, instructional practices, and intellectual property
Through Benedictine College’s mission documents, it makes several very
explicit statements setting a “high bar” for ethical conduct in research and instructional activities. For example, the Mission Statement contains explicit reference to “justice” as one of the virtues practiced as part of the Benedictine tradition and names the pursuit, acquisition, and appreciation of truth as primary to the college’s liberal arts commitment. Since honesty is integral to the acquisition of truth, these statements allow the college community to infer that the mission commits it to making the ethical acquisition of knowledge part of its instructional programs (Mission Statement). References to ethical conduct, integrity, and moral virtue are also provided in the Vision Statement and Values Statement.
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The following statements from various Benedictine College documents
clearly lay out explicit policy initiatives relating to ethical conduct in research,
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instruction, and acquisition of knowledge. The policy on academic honesty is provided in the Benedictine College Catalog, as well as in the Student Handbook. The Benedictine College Catalog likewise addresses integrity on the part of faculty with respect to grading by outlining an appeal process.
The IRB outlines policies and standards for approval of the use of human
subjects in scientific research in line with professional and federally mandated ethical standards (IRB website). The Discovery Program makes IRB approval a necessary condition for all Discovery Grants involving research with human participants (Discovery Project Grant Application Form).
In 2008, Benedictine College created and filled a full-time administrative
position of Assistant Dean for Program Development. Part of the basic function and responsibility for the person in this position is to research potential grant opportunities for the institution and support and encourage faculty in securing extramural funding. Duties of the position include keeping abreast of laws, regulations, agency requirements and emerging conditions relevant to a grant’s development.
The issue of intellectual property rights is also relevant to ethical conduct
in research and instruction. The Faculty Handbook contains a statement on Intellectual Property that grants ownership to faculty of virtually all of their scholarly productions while allowing Benedictine College to make use of those materials for the duration of the faculty member’s employment at the college (p.49). Since the last self-study, two presentations have been made to faculty on the ethical use of intellectual property and copyright law pertaining to electronic and paper intellectual property. Steve Workman, Chair of the Art Department, made both presentations. However, the college has not adopted guidelines to provide assistance to faculty members in determining fair use of protected intellectual property.
The Associate Dean for Academic Affairs has been the principal adjudicator
of matters of academic dishonesty by students. Typically the Associate Dean has handled about nine cases per academic year (Academic Dishonesty 2005–2009). At the end of the 2008–09 academic year, the Associate Dean position was phased out, and the duties were reassigned to various offices. The duty to manage cases of academic dishonesty now rests with the Assistant Dean of the College. Finally, the President of Benedictine College reviews and signs off on research grant applications before they are submitted by faculty and staff after ensuring they are in line with the ethical practices and policies stated in the college’s various mission documents (Benedictine College Bylaws).
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that Benedictine College provides effective oversight and support services to ensure the integrity of research and practice. Ninety-one percent of the students surveyed agreed with the statement that “Benedictine College enforces policies related to academic honesty and integrity” and 91% responded in the affirmative when asked whether the Benedictine College policy regarding plagiarism had been clearly explained to them.
Perhaps the most effective way to disseminate knowledge regarding the
academic honesty policy is to provide a reference to the policy on the syllabus for every course offered. A review of all syllabi for spring 2008 revealed that 56% contained statements informing students of the academic honesty policy. A presentation on academic honesty policies, including the importance of noting such policies in all course syllabi, was made to faculty during its May 2008 workshop. In January 2009, a notice was sent from the Dean of the College via email to all faculty reminding them of elements to be included in syllabi, including the statement on academic honesty. In spring 2009, 66% of syllabi contained a statement on the academic honesty policy (Academic Honesty in Syllabi).
A potential area of concern is faculty knowledge of and support for the academic honesty policy. On a faculty survey of academic policies conducted in spring 2008, 39% of respondents agreed that the academic honesty policies are consistently applied and enforced, and 34% indicated that they didn’t know. Further, 55% agreed that the academic policies at Benedictine College result in fair treatment of students accused of involvement in academic dishonesty, while 41% indicated that they did not know (Academic Policies Faculty Survey). Therefore, a slight majority of the faculty believes that Benedictine College policies are adequately enforced to insure fairness for the students.
On that same survey, members of the faculty were asked to estimate the
number of violations of academic honesty they had encountered in their classes since 2006. The total number of violations mentioned by the faculty was 81. However, information provided by the Associate Dean (Academic Dishonesty 2005–2009) shows that office adjudicated 43 cases over a similar duration (March
1, 2005 to May 3, 2007). Given that the policy provided in the Benedictine College Catalog for responding to academic dishonesty includes reporting each incident
to the Associate Dean, it became clear through this self-study that the policy has not been consistently adhered to by members of the faculty. The presentation on academic dishonesty at the May 2008 faculty workshop was intended to increase compliance on this issue. Criterion Four Strengths, Challenges, and Strategies for Institutional
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Improvement
Notes
Strengths 1. Benedictine College demonstrates a clear and consistent commitment to foster and support inquiry and creativity. The Discovery Program represents an investment in scholarly activity conducted jointly by faculty and students. An ongoing commitment to this endeavor is exemplified by the steady increase in the allocation of resources to the program, and the creation of the “Discovery Scholar� distinction for students who have demonstrated excellence in their work on Discovery Projects. 2. Benedictine College has increased financial support for faculty professional development and continues to provide funds to offset the costs of student attendance at professional conferences and meetings. The commitment to student research at Benedictine College has been recognized as a sign of excellence by external bodies, as evidenced by the 2001 bestowal of the Heuer Award for Outstanding Achievement in Undergraduate Science Education on the Benedictine College Biology Department. 3. The Benedictine College commitment to lifelong learning is extended to staff. Continued professional development is encouraged and supported through funding for conference attendance, training programs, and undergraduate and graduate education. Staff members are encouraged to attend Discovery Day presentations, as well as the many performances and speakers sponsored by the college each year. Survey results suggest that staff members are aware of and take advantage of these opportunities. 4. Benedictine College demonstrates a commitment to encourage a growing sense of social responsibility among all members of the college community. Within the structure of the academic program, students experience the reciprocal learning environments of classroom and community through myriad service learning opportunities. In addition, students encounter instruction on ethics in courses across the curriculum, and Student Life has drafted an ambitious program designed to foster leadership qualities that are grounded in virtue. Finally, invited speakers, most notably Wangari Maathai, have served as examples of integrity, courage, and compassion to the Benedictine College community. 5. Benedictine College is preparing students for work in a modern, diverse, global society. Graduate placement rates of better than 90%, dramatically increased opportunities for students to study abroad, and a wide range of courses covering diversity issues are evidence that the college recognizes and embraces the value of diverse experiences in higher education. There is agreement among alumni that Benedictine College prepared them for work in Fa l l 2 0 0 9
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a global, diverse society, and employers of Benedictine College graduates rate
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them favorably regarding their overall preparedness, including preparedness to work in a diverse workplace. Benedictine College’s commitment to continue with these endeavors is made clear in the current Strategic Plan, especially through initiatives named under Goal One: Academic Excellence. Challenges 1. It is a challenge for Benedictine College to ensure that established polices, including institutional policies on academic honesty and legal responsibilities related to intellectual property, are known and followed by students, faculty, and staff. 2. It is a challenge for the college to keep pace with constantly evolving technological change. 3. It is a challenge to increase formal recognition or showcasing of faculty scholarship at Benedictine College. Strategies for Institutional Improvement 1. The office of the Dean of the College will remind faculty of institutional policies annually at the opening workshop and will monitor compliance throughout the year. 2. The Library Director will chair a working group to prepare and disseminate an intellectual property rights and responsibilities brochure. 3. The Technology Management Team will analyze trends in technology innovation to determine the most effective ways to support student learning while being prudent stewards of the resources of the college. 4. The Faculty Development Committee will be charged with developing strategies for the regular showcasing of faculty scholarship.
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Criterion five:
Engagement and Service As called for by its mission, Benedictine College identifies its constituencies and serves them in ways both value.
The purpose of this chapter is to demonstrate that the core components of Criterion Five are met through evidence that Benedictine College: learns from the constituencies it serves and analyzes its capacity to serve their needs and expectations; has the capacity and the commitment to engage with its identified constituencies and communities; demonstrates its responsiveness to those constituencies that depend on it for service; and provides services valued by its internal and external constituencies.
The four pillars of the Benedictine College Mission Statement help to
determine its proper constituencies, and define how they should be served.
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Benedictine College is especially dedicated to three internal constituents:
the students, the faculty, and the staff. Meeting the needs of faculty and staff was
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the focus of Criteria Three and Four; therefore, they will not be discussed here. Criteria Three and Four also detailed how the college met the intellectual needs of students. The spiritual and emotional growth of students will be discussed in this chapter because, within the Catholic and Benedictine traditions, spiritual growth requires actively learning the needs of others and meeting those needs. Although most of the material presented in this chapter pertains to service in the external community, such service cannot be discussed without also acknowledging the role it plays in the spiritual and emotional growth of the students.
Benedictine College has also identified seven external constituents: its
sponsoring religious communities, the Catholic Church, prospective students, parents and families of current students, alumni and benefactors of Benedictine College, employers of graduates, and the surrounding community. Criterion Five will discuss the college’s partnerships with its constituent groups: how to identify them, serve them, learn from them, and grow with them.
Core comp on en t 5 a : Benedictine College learns from the constituencies it serves and analyzes its capacity to serve their needs and expectations.
The Benedictine value of listening conveys the belief that “seeking counsel
and listening should lead to wise resolution and action; to engage all members of the community on important matters so leaders make good decisions” (Values Statement). When it comes to dedicating resources to meeting the needs of Benedictine College’s constituent groups, good decisions are those that incorporate the feedback of the groups it serves, seek their counsel regarding the nature of their needs, and ask how to best assist them in meeting those needs. This section will discuss the nature of the communications with the college’s constituent groups and its capacity to meet their needs. Evidence will be provided to support the contention that at Benedictine College: 1. commitments are shaped by the mission and the college’s capacity to support those commitments; and 2. periodic environmental scanning is practiced to understand the changing needs of constituencies and their communities, and outreach programs respond to identified community needs. 1. Commitments shaped by mission and capacity
Benedictine College’s constituent groups, and the nature of its commitment
to its constituencies, are shaped by the four pillars of the mission. The college is directed by the Catholic pillar of its mission to the service of the greater Fa l l 2 0 0 9
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community. As the Second Vatican Council stated, humans only discover their true self through a sincere gift of self (Gaudium et Spes). Further, Benedictine College’s mission calls it to a “deep concern for issues of justice and peace, and the pursuit of moderation, hospitality and care for the gifts of creation” (Mission Statement). Hence, the belief that humans are only fulfilled by serving others can
be found in both Catholic teaching and Benedictine tradition.
Benedictine College serves the broader community through the work of its
faculty, staff, and students. Although the primary beneficiary of this service is the community of Atchison itself, also included is the greater regional community and even the world-wide community, as several service projects extend to other parts of the world.
The Catholic and Benedictine pillars of the mission serve as reminders of
the college’s founding heritage. Benedictine College is “Heir to the 1500 years of Benedictine dedication to learning” (Mission Statement), founded by the monks of St. Benedict’s Abbey and the sisters of Mount St. Scholastica Monastery. The college has recognized its commitment to continued involvement with those communities, seeking their counsel in matters relevant to all four pillars of the mission and embracing the values they have imparted and that have sustained the college for 150 years.
Catholic colleges are further committed to the spiritual growth of their
students. “Because of this dedication, students of all faiths are welcomed, supported and encouraged in their quest to grow closer to God” (Vision and Commitments).
As a liberal arts college, Benedictine College “fosters scholarship,
independent research and performance in its students and faculty as a means of participating in and contributing to the broader world of learning” (Mission Statement). As discussed in Criterion Four, through the development of life-
long learners, Benedictine College contributes to the professional community by producing graduates who are prepared to solve problems, be creative, and consider multiple perspectives. In addition, the liberal arts pillar of the mission fosters a love of the arts not only among students, faculty, and staff, but also within the broader community. By inviting others onto the campus for dramatic and musical performances, thought-provoking speakers, and visual arts displays, Benedictine College extends an appreciation for the liberal arts to those not formally connected to the institution.
Through the residential pillar, Benedictine College fosters student growth.
The Residence Life program aims to “assist students to become responsible community members through intellectual, spiritual, physical, sensual, and emotional maturation” (Residence Life Mission Statement). It is also within
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the spirit of the residential pillar that all visitors are welcomed onto campus.
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Through partnerships, performances, and service opportunities, the college opens its doors to many and enthusiastically welcomes back those who have moved on. Alumni and benefactors are counted among the most important constituencies of the college. These external groups help the college maintain an ever-expanding residential experience through their continued relationships, mentoring, and opportunities to learn and grow together. Benedictine College also recognizes its commitment to the families of students who, by extension, become members of the college family, and to prospective students, who are invited to join the community. 2. Environmental scanning and the needs of constituent groups
There are many formal and informal structures currently in place by which
Benedictine College is able to learn the needs of its constituencies. To assess the nonacademic needs of students, the college relies, in part, on the Cooperative Institutional Research Project (CIRP), a national survey which is given annually to all incoming freshmen. CIRP has been administered at Benedictine College for each of the last forty years. This survey allows the college to identify needs of freshmen and prospective students and gives valuable information on how its students compare to national norms. Sample information obtained from recent administrations of CIRP indicates that, relative to incoming freshmen at other medium-sized Catholic, 4-year colleges, Benedictine College students are more likely to be Catholic and consider themselves above average in spirituality (see Appendix 5A for additional relevant data from a recent administration of CIRP).
Thus, in addition to being required by the mission to meet the spiritual
needs of students, the college learns from the CIRP data that students come seeking spiritual fulfillment. In order to discern the specific spiritual needs of students, the Campus Ministry program has put into place a number of structures and forums. For example, at an annual ministry fair, students sign up to participate in the ministry activities that interest them; in the fall of 2007, 1814 signatures were collected from students who were interested in volunteering and participating in different activities (many students signed up for more than one activity) (Campus Ministry Reports). Formal evaluations are conducted for programs such as Rite of Christian Initiation for Adults (RCIA), Bible Timeline, and marriage preparation classes. Students are invited to attend and provide input at meetings with Ministry Team Coordinators and at brainstorming focus groups. Less formal feedback is solicited as the Campus Ministry team leaders and Fellowship of Catholic University Students (FOCUS) leaders make themselves Fa l l 2 0 0 9
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available to meet with students in their campus offices. As of 2008, there were seventeen different ministry organizations with 662 student members (some students are counted more than once) (Benedictine College Ministry Annual Report Summary, 2007–08). In addition, on its website, Campus
Ministry provides a list of times and locations for masses and confessions on campus and in Atchison throughout the week, as well as services held at Atchisonarea churches of non-Catholic denominations. On the Self-Study Student Survey conducted in spring 2008, 78% of students agreed that Benedictine College provides sufficient programs to meet their spiritual needs.
Benedictine College is also committed to meeting the emotional and
physical needs of its students. The Counseling Center assists students with personal, interpersonal, academic, and emotional concerns and refers students to other mental health professionals as needed. The center is staffed by two licensed clinical practitioners and one licensed psychologist. In 2008, the center was provided a centralized location across the street from the main campus. The move consolidated Counseling Center offices and allowed for greater anonymity of students seeking services. The director of the Counseling Center provides counseling services, but also serves as the coordinator of the Alcohol/Drug Task Force, presents workshops on test taking and test anxiety, educates students about sexual assault, and writes a column on student-relevant mental health issues for the Benedictine College student newspaper, The Circuit (Counseling Center Annual Report, 2008). On the SSI, students were in general agreement
with the statement, “Counseling services are available when I need them” (mean = 5.1 on 7-point scale) (SSI 2007).
The Student Health Center provides free health care to students, including
diagnosis and treatment of minor illnesses and injuries, health education and counseling, physicals and referrals, blood pressure and blood sugar checks, and tobacco cessation. The center also offers crutches for loan, over-the-counter medications, first aid supplies, and educational materials. The center is staffed by one registered nurse, who is the director of the center, and a physician assistant and is open Monday–Friday, 8:30–1:30. From 2005–2008, the Health Center met, on average, 1660 student appointments per year (Health Center Year-End Reports—Hardcopy). On the SSI, the mean level of student satisfaction with student health services was 4.29 on a 7-point scale (SSI 2007). On the Self-Study Student Survey, 77% of respondents indicated that the Student Health Center
staff is responsive to student needs.
Benedictine College offers a number of other services and activities with the
promotion of physical health as the aim, and uses the SSI to determine the extent to which such activities are important to students, and the degree to which they
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are satisfied with the offerings in that regard. On the 2007 administration (SSI
Notes
2007), students indicated it was very important to them that student activity fees
be put to good use (mean = 6.02), and that Benedictine College provide adequate fitness facilities and equipment (mean = 6.02). Their level of satisfaction with each of these items was mean = 4.46 and mean = 4.64, respectively.
To meet students’ physical fitness needs, the Haverty Center (formerly the
“Old Gym”) houses a second-floor gymnasium that is used for athletics, intramural, and recreational activities. This level of the building also contains two handball courts and an isometric room. The lower level includes a full student workout facility complete with free weights and exercise machines. Outdoor playing fields and ball courts offer opportunities for outdoor sports and recreational activities such as football, baseball, softball, soccer, tennis, basketball, volleyball, Frisbee, and handball, as well as walking and jogging paths.
There are several clubs and organizations whose focus is physical fitness or
activity, such as the Paintball Club, men’s and women’s competitive rugby club teams, and the Ice Hockey Club. Students’ physical well-being is also promoted through the general education requirements, which state that all students complete a one-credit-hour course on wellness as well as one physical education activity course. An important statistic from the CIRP is that Benedictine College students are more likely than those at other Catholic, 4-year colleges to indicate that they chose their college because they were recruited by the athletic program (CIRP Data, 2007). (On the Self-Study Student Survey, 58% of varsity athletes indicated
they would not have come to Benedictine College if they had not been able to play their sport here.) The college has a strong varsity athletic program that includes football and baseball for men, volleyball, spirit squad, and softball for women, and men’s and women’s basketball, soccer, cross country, and track and field programs. Benedictine College is a member of the Heart of America Athletic Conference and the National Association of Intercollegiate Athletics. In 2007, 38% of students were varsity athletes. On the Self-Study Student Survey, 81% of varsity athletes indicated that their participation in their sport had been beneficial to their personal growth, and 50% stated they would remain at Benedictine College if they could no longer play their sport (22% were unsure). Finally, the Student Life Office sponsors more than 300 programs annually to meet the social, spiritual, and educational needs of students (Residence Life Programs 2008-2009).
The creation of co-curricular programs at Benedictine College has been the
direct result of environmental scanning of community needs. The Institute for Religious Studies (now the Benedictine College School of Faith, described in Fa l l 2 0 0 9
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detail in Criterion Three) began in 1990. It was determined that the Catholic schools were losing their identity and ability to fulfill their mission as the religiousorder faculty and administrators were turning control over to laity. By the late 1980s, faculty in Catholic K–12 schools were made up almost entirely of laity, many of whom had not been trained in Catholic theology and spirituality with the same in-depth formation the religious faculty had received. In order to equip lay faculty with a formation closer to that of the religious faculty, and to develop the competency to integrate faith and reason and a genuine Catholic culture within the school, the Archbishop turned to Benedictine College. Many of the college’s faculty and associates were already trained in philosophy and theology and seemed to be the proper resource to assist him in training teachers to take the best of secular knowledge and integrate it with the mysteries of Christianity throughout Catholic school curricula, helping to preserve the culture which makes Catholic schools Catholic. As discussed in Criterion Three, the Institute enrolls, on average, 1200 students per year, most of whom are Catholic school teachers.
Benedictine College takes measures to ensure that its resources are directed
toward those who can most benefit from them. The Campus Ministry Service Team provides opportunities for students to be involved in service to others. To that end, the team annually scans the state, national, and international data on issues related to material and spiritual poverty for Atchison, Kansas, the U.S., and foreign countries, specifically focusing on the needs among impoverished children and the elderly. The team has relied on feedback from Catholic Charities and the Christian Foundation for Children and Aging, both of which have offices internationally.
For example, Catholic Charities has recommended that the college develop
relationships between students and the increasing number of homebound elderly people; therefore, the Campus Ministry Service Team promotes participation in the Friendly Visitors Program through which students visit elderly people in their homes. In addition, each year the team contacts local groups such as the Atchison Humane Society and Crisis Pregnancy Center to inquire about their needs, and then uses Fall Mission Week to recruit students to fill those needs. As was discussed in Criterion Four, a number of faculty members have incorporated service learning into their courses. Environmental scanning to determine community needs is conducted by faculty through contacts with relevant professionals in the Atchison area, as well as in St. Joseph and the greater Kansas City area. In addition, faculty members have learned of community needs through their own service experiences. An analysis of Faculty Annual Reports—Hardcopy submitted in recent years reveals faculty involvement in 30
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community organizations. Through their involvement, faculty are able to discover
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first-hand the service deficits that exist, and can then pass that information on to Campus Ministry and other service clubs or, if content-relevant, create a servicelearning opportunity for their students. For example, many faculty members are involved with local schools and are able to use the knowledge gained through this involvement to structure service learning projects for those with the greatest needs.
Benedictine College also conducts environmental scanning in an effort
to learn the needs of the alumni, benefactors, parents, and members of the founding communities. This information is provided in the next section, Core Component 5b.
Core Comp on en t 5 b : Benedictine College has the capacity and the commitment to engage with its identified constituencies and communities.
Benedictine College is committed, through its mission documents, to engage
with its constituencies and communities. This section provides evidence that at Benedictine College: 1. structures and processes enable effective connections with the college’s constituencies; 2. dedicated resources support effective programs of engagement and service; 3. through co-curricular activities and educational programs, the institution is engaged with external communities; and 4. planning processes ensure the college’s ongoing commitment to engagement and service. 1. Structures and processes for effective external connections
Core Component 5a included a discussion of the many ways in which
Benedictine College communicates with students to determine their spiritual, emotional, and physical needs and conducts environmental scanning to identify those who are most in need of humanitarian assistance provided through Campus Ministry, students clubs and organizations, and as a component of service learning. In this section, the focus shifts to communication with other constituents, including the Catholic Church and the college’s sponsoring religious communities, alumni, benefactors, current students’ parents, and members of the Atchison community. Communications with these constituents allow for the formation and maintenance of relationships that buttress the many endeavors of Benedictine College.
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The Catholic Church
As discussed in Criterion One, the Catholic pillar of the mission requires a special commitment to the specific matters of faith of the Roman Catholic tradition (Mission Statement) and promotion of involvement in the Church’s ministries. At the local level (the Archdiocese of Kansas City in Kansas), Benedictine College connects with the Church in a variety of ways. The president of the college regularly converses with the Archbishop and other members of the Chancery Office. The Archbishop is a frequent participant in campus activities; he regularly presides at the all-school Mass at the start of the school year and at the baccalaureate Mass on the eve of commencement. The Archbishop also celebrates the Rite of Christian Initiation of Adults Mass each year at Benedictine College. In addition, as will be described in detail below, faculty, staff, and students have frequent contact with clergy and members of local Catholic schools and churches. At the level of the Universal Catholic Church, the college has been responsive to the Apostolic Constitution on Catholic Universities (Ex Corde Ecclesiae). For example, as discussed in Criterion One, all full-time theologians have been granted the Mandatum (a directive to teach in accord with the teachings of the Catholic Church) by the Archbishop. Sponsoring religous Communities
Benedictine College learns from its sponsoring religious communities,
the monks of St. Benedict’s Abbey and the sisters of Mount St. Scholastica Monastery, through their representation on the Board of Directors. According to the Institutional Bylaws, three members from each sponsoring community must serve on the board, and at least one member from each community has to vote “yes” for a decision to pass. The needs and concerns of the religious communities are also conveyed through their membership on the college’s faculty and staff. Currently, there are three members of the religious communities on the faculty and four on the staff.
In addition, many members of the college community are Benedictine
oblates: men and women who seek to follow a way of life according to the Rule of St. Benedict outside of the monastery. In so doing, they bring the monastic life
and a strong Catholic witness to the campus. In 2008, there were 40 students and several faculty and staff who were Benedictine oblates. Finally, evidence of the college’s commitment to conforming to the values of the Benedictine communities is found in the appointment of Father Brendan Rolling, a member of St. Benedict’s Abbey, as Director for Mission and Ministry. As discussed in Criterion One, a major component of Father Rolling’s job is to ensure the college’s responsiveness to its Benedictine heritage (see Appendix 1A).
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On the Self-Study Religious Communities Survey, members were asked to
Notes
indicate the extent to which they perceived there is adequate interaction between their community and various constituent groups at Benedictine College. The majority of the respondents in both communities believe there is an appropriate degree of interaction between their community and the students. However, in the areas of planning and allocation of resources and of responding to the concerns of the community with an open spirit of hospitality, significant differences among the communities emerged. While the overwhelming majority of the monks of St. Benedict’s Abbey found the college responsive to their concerns, many of the Sisters of Mount St. Scholastica Monastery felt that Benedictine College did not adequately respond to the needs of their community in areas such as planning and allocation of resources. Only 44% of the members of Mount St. Scholastica Monastery, compared to 81% of those from the Abbey, believed that Benedictine College responds to the concerns of their community with an open spirit of hospitality (a key element of Benedictine Spirituality). (For a detail of responses separated by community, see Religious Communities Survey Table).
Comments provided by members of both communities reveal a predominant
focus on Benedictine College as a Catholic institution. On the one hand, some respondents (mostly from Mount St. Scholastica) state that Benedictine College has embraced a narrow interpretation of Catholicism and Benedictinism which leans too far to the political and religious right. Others (exclusively from the Abbey) are celebrating the faith orientation of the college, describing it instead as an “increasing mindfulness of authentic fulfillment of mission.” Parents of Benedictine College Students
Benedictine College parents are able to communicate with faculty, staff, and
each other. Formally, the Benedictine College Parents Association is involved in many activities, such as volunteering at Family Weekend and “Little Sib’s” Weekend events and providing many other services for the students (Benedictine College Parents Association Newsletters; Parents Association Website). Furthermore,
the Parents Association forwards the concerns and complaints of its members and other parents to the appropriate Benedictine College administrator.
During Family Weekend, members of the faculty are available to meet
the parents. During Presidential Scholars Weekend, when their children are competing for scholarships to Benedictine College, parents are offered the opportunity to take a walking tour of campus, a trolley tour of Atchison, and meet with representatives from Financial Aid, Student Life, and the academic program, as well as with current students (Presidential Scholars Program, 2008). Similar opportunities are available to parents as their soon-to-be freshmen preregister for classes (SOAR Parent Program, 2007). Fa l l 2 0 0 9
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Alumni and Benefactors
Benedictine College communicates with benefactors and alumni in a number
of different ways. The Advancement Office has created official gift acceptance policies that define the steps taken to provide stewardship to donors, including nature and timing of acknowledgement of the gift, policies for protecting the privacy of donors, and, for endowed scholarships, prompt descriptions of scholarship recipients (Gift Acceptance and Valuation Policies). Benefactors are able to see updates of progress toward the comprehensive campaign on the website and are kept informed through a yearly solicitation cycle that may include personal visits, phone-a-thon calls, and direct mail pieces.
The Alumni Association keeps alumni updated about what is happening
at Benedictine College and allows them to express their concerns. The Office of Alumni Relations is housed in the Advancement Office. The capacity and commitment of that office is demonstrated by the many forums they provide for the education and feedback of alumni (Alumni Association, BC Connect) as well as the number of activities they provide for the alumni. Since 2004, the Alumni Association has hosted 100 events in multiple venues with 4964 persons in attendance. Although many of these events were hosted at Benedictine College, they also host events in other locations such as Colorado, Washington D.C., Texas, Iowa, Nebraska, Illinois, and in multiple cities throughout Kansas and Missouri (see Appendix 5B for a detailed list of alumni activities).
The bi-annual publication, the Raven Review, provides benefactors, alumni
and other affiliates of Benedictine College with stories about major events, faculty and student honors, new physical structures on campus, and alumni reunions. Also included in the Raven Review is a feature entitled Raven Roll Call, which updates readers on specific alumni, organized by graduating class. The online publication, BC Connect, allows alumni to get in touch with each other, post class notes, register for events, and post and view photos.
Finally, members of the faculty and campus offices remain available to
respond to the needs of, learn from, and tap into the expertise of alumni who continue to seek advice from faculty, request transcripts, and visit campus to speak to current students about their occupations and expertise. For example, in the 2007–2008 academic year, approximately 34 alumni participated in six different programs which included career fairs and networking events (Alumni Involvement 2007–08).
Many of the academic programs, including the Departments of Economics,
Physics and Astronomy, Psychology, Art, and Modern Foreign and Classical Languages, rely on alumni to share their insights and expertise with current students, often as invited guest speakers. Alumni are also involved in making
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prospective students aware of Benedictine College (Department Chairs Survey—
Notes
Hardcopy). For example, the Chair of the Theology Department reports that he has learned from many of his current students that they heard about the program at Benedictine College from their high school religion teachers or youth ministry directors who are alumni of the Theology and Youth Ministry programs at Benedictine College.
In the Departments of Music, Youth Ministry, and Political Science,
alumni have been instrumental in the development of internship opportunities for students and alerting departments about employment opportunities. The Economics Department has created a database of alumni contact information for mentoring and job support for students seeking internships, and graduates of the Political Science Department conduct mock interviews for current students (Department Chairs Survey—Hardcopy).
Finally, alumni serve on departmental advisory boards such as those in the
Business Department and Engineering Physics program discussed in Criterion Four. Alumni from the Education Department’s Teacher Education and Master of Arts in School Leadership (MASL) programs serve on the Committee on Teacher Education, the policy-making body for the department, as well as on the Educational Advisory Committee. Education alumni also serve as Cooperating Teachers, Clinical Faculty, and Portfolio Evaluators who supervise and evaluate student teachers and portfolios for the Teacher Education Program. They also serve as Cooperating Administrators who supervise and evaluate graduate students during practica and internships for the MASL program. Alumni from the Computer Science program keep the department chair abreast of the programming languages they are using and recommend course modifications in light of their workplace experiences (Department Chairs Survey—Hardcopy).
On the Self-Study Alumni Survey, alumni and benefactors expressed general
satisfaction with the channels of communication between themselves and Benedictine College. For example, 71% answered that they were aware of clear and open paths through which they could make their concerns about Benedictine College known and 66% believed that Benedictine College adequately includes feedback from alumni in its planning processes. For more information on how alumni and benefactors responded, see Appendix 5C. Prospective Employers
There are many formal and informal ways Benedictine College communicates
with prospective employers, but the primary contact is through the Career Development Office. This office seeks out potential employers for Benedictine College graduates, maintains contact with existing employers, seeks and publicizes internship opportunities for current students, and puts students in contact with Fa l l 2 0 0 9
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employers (see Appendix 5D). The Career Development Office also sponsors career fairs, on-campus interviewing, and special presentations from employers. Atchison Community
Benedictine College is cognizant of the importance of its membership in
the Atchison, Kansas community. Atchison businesses are supported financially by the patronage of college faculty, staff, and students and the presence of Benedictine College contributes to the tax base of the city. The residents of Atchison are neighbors to the college and with the recent growth in enrollment, many students have taken up residence off campus in the neighborhoods surrounding the college. The growth and activities of Benedictine College impact the Atchison community directly, just as decisions made by the city leaders in Atchison directly impact Benedictine College. Therefore, the college is obligated to be responsive to the concerns of the Atchison community and to include the community in decisions that will impact it.
For example, prior to construction of the Legacy Hall dormitory, enrollment
outpaced available campus housing and many Benedictine College students were placed in houses rented by the college throughout Atchison. Complaints from Atchison residents living near those houses prompted a proposed zoning change that would limit the number of non-relatives who could live together under one roof. Benedictine College’s response, verbally and behaviorally, demonstrates its attentiveness to community concerns (see Atchison Globe: Planning Board and Circuit: Planning Commission for details of the conflict and its resolution). The housing capacity of the city of Atchison and the concerns of its citizens are factors that are considered in the college’s projections for additional housing to keep pace with enrollment growth (Enrollment Matrix). 2. Resources to support engagement and service Benedictine College’s commitment to the programs and experiences described thus far in Criterion Five is evidenced by the resources it has made available to support them. These resources have been directed at Student Life, including the Campus Ministry program, and the academic program in order to support the building of community that is integral to a Benedictine approach to education. Financial and Human Resources
As discussed above, Benedictine College students, as a group, are distinct from students at many other four-year, Catholic colleges in the extent to which their faith is important to them. Benedictine College has a strong Campus Ministry program with many resources to meet students’ spiritual needs. The program has five chaplains, all Catholic priests, who preside at Mass and other
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formal liturgical events and provide frequent spiritual direction. Ministry support
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is also provided by the sisters of Mount St. Scholastica Monastery, who provide spiritual development programs on campus, sponsor the “Partners in Prayer� program, in which more than 100 Benedictine College students participate in annually, and who regularly invite students to their community to share meals and chapel services.
Financial resources from Benedictine College provide for staffing of Campus
Ministry, which includes a full-time director, four half-time staff, one quarter-time staff, and twenty-six paid student leaders. Benedictine College also provides for the operating expenses of Campus Ministry. As can be seen in the figure below, the Campus Ministry budget has increased 78% since 2003. Other expenses, such as honoraria for invited speakers, musical performers, and refreshments, are paid for through fundraising.
To pay for community engagement that occurs through the academic
program, some departments have line items that provide modest honoraria and travel expenses for guest speakers. Faculty who require service learning in their courses generally make the necessary contacts within the community to identify the service learning opportunities and establish the parameters for service and then follow up to ensure appropriate interactions between students and service recipients. Facilities Support
The facilities that support engagement with the community include theaters
and auditoriums, gymnasiums, stadiums and playing fields, and classrooms. As discussed in Criterion Four, Benedictine College has one small theater, the Mabee Theatre, in which most theatrical productions are staged. Musical performances generally occur in the O’Malley-McAllister Auditorium, but lighting and structural issues make performing there challenging; the growth of the college also means that the auditorium capacity occasionally cannot Fa l l 2 0 0 9
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accommodate the number of people who are interested in attending college events. All of the stadiums and playing fields have received facilities upgrades in recent years, allowing for both better playing experiences and more comfortable viewing experiences.
Invited colloquia most often occur in classrooms, which allows for a more
intimate exchange between the speaker and those in attendance. As noted in Criterion Four, virtually all classrooms on campus are now equipped with computing and projection capabilities, which facilitate the presentation of information by speakers who choose to use them. Finally, as a component of the relationship between Benedictine College and Atchison-based Midwest Grain Products (MGP), some MGP employees use Benedictine College laboratories and equipment to conduct research. (As discussed in Criterion Three, MGP serves as an internship site for Benedictine College students.) 3. Co-curricular engagement with external communities At Benedictine College, serving students includes affording them the opportunity for engagement with those outside the walls of Benedictine College, especially through service to others. According to the Vision Statement, “through immersion in a dynamic residential community, students are challenged to grow in character, in their relationships, and as leaders. They become equipped with the skills to nurture and develop the bonds of community.� Core Component 5c describes engagement through service to the external community. This section discusses the ways in which Benedictine College faculty, staff, administrators, and students are engaged with external communities through sponsorship of cultural events, invited speakers, and athletic competitions.
One of the ways Benedictine College engages the community is through
musical performances. The Benedictine College Chamber Singers have made several trips to Italy to perform in Venice, Florence, Rome, and Assisi. They have also made many performances closer to home, including at the chapel on the military base at Ft. Leavenworth and at churches in Leavenworth and Topeka. The Liturgical Choir performs at local parishes throughout the academic year.
The Concert Chorale has made joint performances with the choir from
the University of St. Mary (Leavenworth), and has performed at area schools and churches. The Chorale also performs four concerts each year which are open to the public and widely attended. The Pops Concert, which is performed during Benedictine College Family Weekend, is especially notable in that two performances are now required since the auditorium has been unable to seat everyone at a single performance. Even with the second performance, every seat is filled and many are required to stand.
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The Benedictine College/Atchison Community Orchestra, which performs
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twice each year, is an outreach orchestra with two objectives: to provide the opportunity for local musicians to perform in a quality ensemble, and to offer those performances for the benefit of the combined Atchison and Benedictine College communities. The Symphonic, Jazz, and Brass Bands each perform at least two concerts per year that are open to public; all three bands also include members from the Atchison community. In addition to the above-mentioned performances, numerous student recitals are open to the public each year.
The Benedictine College Celtic Club has performed for those in the nursing
facility at the Mount St. Scholastica Monastery, at O’Malley’s Pub in Weston, Missouri, and at the Irish festival held at a local parish. The club also sends students to volunteer at the Missouri Valley Folk Life Concerts. Benedictine College also hosts the Kansas High School Activities Association Music Festival each spring. Hundreds of high school students from Northeast Kansas come to Benedictine College to learn and perform. Finally, members of the Music Department faculty actively perform in area operas, churches, festivals, performing arts centers, and other events. For example, Dr. Karen Minter has been a roster artist for the Lyric Opera of Kansas City since 1986. (See Appendix 5E for the examples of public performances by Drs. Ruth Krusemark and Karen Minter.) Another way the college engages the community is by inviting
them
to
Photo taken by Lea Murphy
academic
speakers and other cultural events. The vast majority of speakers invited by Benedictine College are open to the public and attendance is generally free. The most noteworthy of these events was the speech given by the 2006 Nobel Peace Prize winner and alumna, Wangari Maathai. In January of 2007, some 1400 people attended this speech and saw Benedictine College honor perhaps its most accomplished alumna (see Criterion Four for details). In addition to Dr. Maathai, many other speakers Fa l l 2 0 0 9
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hosted by Benedictine College have been well attended by the public. Examples include Fr. Nicanor Austriaco, who spoke on stem cell research, Sr. Rosemary Flanigan, who spoke on her experiences as one of the pioneers in the civil rights movement, and Catholic scholars Scott Hahn, Fr. Benedict Groeschel, and Christopher West. (For a list of other invited speakers, see Appendix 5F.) Another way that Benedictine College provides cultural opportunities for the community is through student and faculty art exhibits that are annually held at the Muchnic Art Gallery (a public Art Gallery within the city of Atchison). The first such exhibit, which consists of work created by Benedictine College students, faculty, and staff, was organized in 2004 by a Benedictine College student.
The Theatre Department also provides opportunities for engagement with
the community. Each year at least two shows are performed on the Benedictine College campus and the public is invited to attend. In addition, the Theatre Department will frequently partner with Atchison’s community theatre to jointly produce shows that are performed at Theatre Atchison. Examples include the performances of A Midsummer Night’s Dream and Twelfth Night. Furthermore, many Benedictine College students and faculty acted and directed in other performances within Atchison and the extended community. A number of other events have brought together the members of Benedictine College and the broader community. In 2007, the Benedictine College Political Science Department co-sponsored a public forum at Atchison City Hall and for several years Benedictine College has partnered with the Atchison Chamber of Commerce to sponsor Music and Melons, an event that provides watermelon and music to the community on the Atchison Riverfront. Finally, because Benedictine College is so close to Fort Leavenworth, every year there is a Military Appreciation Day which includes programs jointly sponsored by the military services and Benedictine College as well as free admission to the Benedictine College football game to those with a military I.D. 4. Benedictine College’s educational programs connect students with external communities
Benedictine College’s mission documents, especially with respect to the
liberal arts pillar, require that the education of Benedictine College students extend beyond the four walls of the classroom to provide exposure to a diversity of people and ideas within the rich and dynamic settings in which they live and work. The educational program offers a variety of means through which these opportunities arise, including service learning, guest speakers, performing arts, internships, and student teaching (Vision Statement).
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The primary means through which the academic program connects students
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to the external community is service learning. As discussed in Criterion Four, from 2004 to 2007, nineteen members of the Benedictine College faculty included service-learning components in their courses. Organizations that have been most frequently targeted by the projects are schools. (A list of other organizations served, and the number of students serving each, is provided in Appendix 5G.) An example of a professor who has extensively incorporated service learning into his classes is Dr. John Rziha, Associate Professor of Theology. Every year, about 180 of Dr. Rziha’s students perform service learning projects. One of the primary aims in many of Dr. Rziha’s classes is to teach students how they are fulfilled by helping others around them. In order to help his students better understand this concept, Dr. Rziha requires many of them to perform a service learning project and write a paper showing they understand the principles presented in class. These projects have been very successful in helping students learn while also helping the community. (For more information about Dr. Rziha’s projects, and to read a letter from a student who was involved in one of these projects, see Appendix 5G.) As discussed above, the educational programs also connect their students with the external community through invited speakers, many of whom are alumni. Often, speakers are working in professions that are relevant to a major discipline and provide insight as to the nature of their work, how they secured their current occupational position, and the extent to which their education prepared them. Others are invited to present their programs of research or to speak on a compelling topic about which they are expert. Speakers frequently are invited as guest speakers for specific courses, but many provide colloquia to which all members of the Benedictine College community are invited. Topics of departmental colloquia from 2006–2008 include: math instruction in Lebanon; information about the actuary profession; graphic design; incidence, causes and treatments for epilepsy; liberation psychology and Hurricane Katrina; plasma astrophysics; graduate studies in engineering; black holes; wireless communication; management consulting; and economics as a basis for business careers (Department Chair Surveys—Hardcopy).
Students enrolled in courses and pursuing degrees in the performing arts
have numerous connections with the community outside Benedictine College. As discussed above, students who are members of the Concert Chorale and Chamber Singers perform for a variety of groups, locally and internationally. Students in the Art Department present their work at the annual Student Art Show at the Muchnic Gallery in Atchison. They also make periodic trips to Fa l l 2 0 0 9
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visit museums such as the Nelson-Atkins Museum of Art and Kemper Museum of Contemporary Art in Kansas City, and the Spencer Art Museum at the University of Kansas in Lawrence.
Other academic departments offer opportunities for students to connect
with external communities in a variety of ways. In election years, members of the Political Science Department travel to Iowa to observe and, if they choose, volunteer to work in, the caucuses. As discussed in Criterion Three, students involved in the SIFE program work with members of the Atchison community to development enterprise ventures. Education majors are required to complete one semester of student teaching at a school generally located within a 30-mile radius of Atchison. Prior to that, each student must have spent time in area schools conducting research as a component of their field experience and teaching a weeklong unit as a component of their practicum experience. All of these experiences connect Benedictine College students with professionals in their disciplines, school administrators, and elementary, junior high, or high school students.
Finally, many departments connect students with the external community
through internship experiences. For example, students pursing the Criminology major perform internships with juvenile and adult offenders and with law enforcement departments. All of these afford the students opportunities not only to learn from the professionals in those settings, but also to interact with people of diverse ethnic and economic backgrounds whose life experiences have often been very different from their own. The same is true for psychology students who complete internships at a domestic violence shelter or with children or adults who are coping with mental illness. Other experiences have included a computer science internship at the Atchison Hospital, biology internship with the Kansas Bureau of Investigation, and youth ministry internships at various schools and parishes. 5. Planning processes regarding engagement and service
The extent to which engagement and service are included in planning
processes is determined by the Benedictine College Strategic and Actions Plans. Commitment to meet the spiritual needs of the students is evidenced by the Current Strategic Plan’s third goal: Thriving Faith Life. The first priority under
this goal is to “encourage the spiritual growth for all members of our College community.� Under this goal are included initiatives such as providing access to liturgical celebrations and other faith-building opportunities, opportunities for non-Catholics to connect with local faith denominations, opportunities for spiritual direction for students, and encouragement for all students to reflect
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on the vocational status of their lives. Other strategic priorities under that goal
Notes
include developing more opportunities for students to put their faith into action and providing adequate support of Campus Ministry. Under Goal 2: Dynamic Community, (Current Strategic Plan) the plan calls for the development of “a college wide mission/service orientation, with training for staff and faculty in service and leadership, and accountability standards for providing students, visitors, and colleagues with quality service so that each person, whether a visitor or member of the community, is treated in a way that is consistent with the Benedictine College Values statement.” Goal 2 of the Current Strategic Plan also includes initiatives aimed at developing a co-curricular program that meets the needs of a diversity of students, provision of adequate recreation staffing and facilities, strengthening the student leadership program, and supporting the athletic program’s character-building initiatives.
Opportunities for community engagement through the academic program
are addressed under Goal 1 of the Current Strategic Plan. This goal, which focuses on academic excellence, includes an initiative that calls for “increased opportunities for students to have hands-on learning experiences through the development of additional international and domestic internships, and servicelearning opportunities.” Goal 1 also calls for the exploration of new international opportunities and the creation of a college-wide speaker series which would bring members of the external community onto campus to share their insights, ideas, and experiences. The 2008 Implementation Plan includes an initiative to increase the number of international students on campus.
Core comp on en t 5 c : Benedictine College demonstrates its responsiveness to those constituencies that depend on it for service.
In the previous sections of Criterion Five, this self-study has provided evidence
that Benedictine College identifies its constituencies in accordance with its mission and responds to real community needs as determined by environmental scanning. Examples of evidence have been provided that Benedictine College has also learned from these constituent communities. This section will demonstrate that Benedictine College: 1. is responsive to the needs of those in the local, national, and global communities; 2. has formed partnerships with organizations that share its fundamental goals; 3. has programs of engagement which build bridges among diverse communities; and Fa l l 2 0 0 9
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4. engages in endeavors which are well-received by prominent members of the community. 1. Responsiveness to community needs
Core Component 2b provided evidence that Benedictine College is engaged
with the external community through the performing and visual arts, invited speakers, and other endeavors of the co-curricular and academic programs. This section discusses engagement through service, performed primarily by students as a component of their co-curricular and academic experiences, and in response to the needs of the local, national, and international communities. Co-curricular service initiatives
Service projects originate in virtually all co-curricular campus programs:
Campus Ministry, varsity athletics, and student clubs and organizations. There are seventeen ministry “teams” that make up the Campus Ministry program at Benedictine College. Some of these teams, such as the Hunger Coalition and the Service Team, have as their sole purpose service to others. Others incorporate service into their ministry activities throughout the year. Among the Campus Ministry service initiatives is Mission Week, which occurs each fall. During the course of the week, students become engaged with the external community, working to meet a diversity of needs. Typical activities for Mission Week include: building houses for Habitat for Humanity, walking dogs for the Humane Society, visiting elderly residents at an area nursing home, teaching life skills to foster children, and cleaning streets in Atchison. In addition, money and baby supplies are often collected for the poor and needy. (For a list of 2007 Mission Week activities see Appendix 5H.) Other services provided by Campus Ministry organizations throughout the year include adoption of needy families for Christmas, blood drives, service at soup kitchens, and food and clothing drives for the needy.
Through Campus Ministry, Benedictine College students are also involved
in providing service to the Catholic Church. On the local level, the Campus Ministry programs provided 14 confirmation retreats to 500 local junior high and high school students in 2006–2007 (Campus Ministry Summary—Hardcopy). Through the Lifeteen and EDGE programs, Benedictine College students join with local high school and middle school students to provide time for prayer, fellowship, music, and Mass. Furthermore, many current students donate their summers to mission and catechetical organizations including Totus Tuus (in the summer of 2008, 34 Benedictine College students participated in this national program that provides week-long retreats to 1st through 12th grade students in their parishes), Camp Tekawitha, (the youth camp for the Archdiocese of Kansas
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City in Kansas), and other summer programs (Campus Ministry—Hardcopy).
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At the local parish (St. Benedict’s) Benedictine College students regularly teach courses on Catholic doctrine (CCD classes); twenty-two students taught these classes during 2007–2008. Two faculty members of the Theology Department assisted with the CCD program by providing an in-service for the CCD teachers on catechesis and giving a lecture about Catholic social thought to CCD parents. Students also assist with music at the church and at least one student led regular ConQuest meetings for boys in the parish (faith formation program associated with the Regnum Christi movement). Finally, one of the Campus Ministry teams chose St. Benedict’s rectory as their service project; about 8 students cleaned the parish office and the pastor’s house in spring 2008.
Throughout the year, the Hunger Coalition organizes a skip-a-meal program
whereby students who are on a meal plan at Benedictine College volunteer to give up their Wednesday evening meal. Those meals are then donated to the Hunger Coalition, which distributes them to the poor. Details regarding the history and scope of the work of the Hunger Coalition are provided below.
Students are also engaged in service to the community through the
Benedictine College athletic program (Champions of Character, 2007–08). In the 2007–2008 academic year, varsity athletes and their coaches conducted sports camps and clinics for area youth, participated in a reading and mentoring program at Atchison Elementary School, assisted with games and events at the school’s carnival, and participated in the Hunger Coalition skip-a-meal program. Other examples of Benedictine College student athletes’ service to their communities are provided in Appendix 5I.
Benedictine College further engenders the value of social responsibility as an
integral part of all endeavors by requiring all college-sponsored student groups to develop a service project. In 2005, a part-time staff member was added in Student Life to coordinate student service activities with the needs of the Atchison community. Projects completed by the clubs and organizations in 2007–08 included a Halloween party for the Boys and Girls Club, musical performances for the residents of area nursing homes, a book sale to benefit missions in Belize, volunteer service at the Atchison Hospital, and a voter registration drive.
Other college-sponsored opportunities that promote social responsibility
include mission trips, as discussed in Criterion One. These trips are first and foremost about service to others, but also provide students a valuable diversity experience. For example, students participating in the mission trip to El Salvador do construction work on homes for families in the very impoverished areas surrounding Santa Ana. While providing their service, they have the opportunity to interact with the people and share in their lives through liturgical Fa l l 2 0 0 9
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and social gatherings, as well as offer a service of presence through a listening ear. Additionally, students are provided with an understanding of how such organizations as the Christian Foundation for Children and Aging function and the importance of involvement in charitable work beyond the mission trip. Service initiatives of the academic programs
Aside from the many service learning initiatives that were discussed in Core Component 5b, Benedictine College offers outreach programs directed at planting the seeds of lifelong learning among the residents of Atchison and the surrounding communities. For example, each fall for the past fifteen years, the Chemistry and Biochemistry Club, along with the Chemistry Department, has offered a “Science Day” for children ages 5–13 at the Atchison Library. For a description of this project, see Appendix 5J. The Benedictine College Education Department hosts a family math night every year at Atchison Middle School. Benedictine College students organize about 25 different math activities for students in grades K–8. Biology students have led middle-school students on tours of the Benedictine Bottoms. Finally, the Physics and Astronomy Department regularly allows the public to view celestial spheres through its telescopes. For example, when Mars was at its closest point to the earth in August of 2003, the public was invited to campus for a viewing. 2. Partnerships and common goals
Numerous partnerships have been formed and collaborative programs and
activities engaged among various departments and offices of Benedictine College and the outside community.
In the area of academics, the Benedictine College Library forms partnerships
with the external community by filling requests for books and articles from patrons outside of the Benedictine College community; 2,479 in 2006. In addition, as a Federal Depository Library, government documents are made available to the community. Approximately 223 Government documents were checked out during the 2005–2006 academic year. The library also frequently replies to requests for research (Library Community Service). The Benedictine College library is a member of a consortium of academic libraries that provide interlibrary loan services to each other’s patrons (see Criterion Three for details).
For each of three summers (2005–2007) the Mathematics and Computer
Science and Education Departments at Benedictine College have coordinated and taught mathematics and statistics topics during a two-week, summer institute for 28 teachers from Unified School District #409 in Atchison, Kansas. These were conducted as part of a nearly $300,000 grant from the Kansas State
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Department of Education.
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As described in Criterion Four, the Biology Department at Benedictine College has been engaged in several partnerships and collaborative endeavors with various external community constituents. In addition, it has recently entered into a two-year (2006–2008) collaboration with three regional universities (University of South Dakota, South Dakota State University and the University of Colorado) to conduct an extensive vegetation analysis of the cottonwood stands along the Lower Missouri River floodplain. This project is funded by the United States Army Corps of Engineers (USACE) and involves faculty, graduate students and Benedictine College undergraduates. The results of this effort will be used by state and federal environmental managers to preserve and restore critical Bald Eagle habitat along the Lower Missouri River. More recently, a faculty member of the Biology Department has been appointed to a five-state (Missouri, Kansas, Iowa, Nebraska, and South Dakota) taskforce of state, federal, and academic biologists and environmental managers charged with developing a research protocol to assess the status of sensitive vertebrate species living along the Missouri River.
Many other partnerships between individual academic departments and
various academic, governmental, and private sector entities have been described in previous chapters of the self-study, such as the Education Department’s partnership with local and regional K–12 schools, and the Athletic Training Program’s partnership with local allied health care facilities to provide internships for its students (see Criterion Three for details). The Department of Physics, Astronomy and Engineering offers a 5-year, dual degree program (3:2) in which the student earns a baccalaureate degree in Physics at Benedictine College and an engineering degree from one of several regional engineering programs. Over the last five years, five students have participated in this program. As mentioned in Criterion Three, the college has entered into a partnership with the University of North Dakota to provide a five-year dual-degree engineering program on campus, with some coursework taken through the University of North Dakota’s distance engineering education program.
Outside of academics, Benedictine College has formed a partnership with
the Fellowship of Catholic University Students (FOCUS), a national Catholic campus outreach program. FOCUS originated at Benedictine College in 1998 and has gone on to help thousands of college students grow in faith and fellowship while learning Christian leadership principles that have a real impact on their lives. This organization, which has six full-time missionaries working on the Benedictine College campus, provides weekly Bible studies (which they train students to lead), spiritual guidance, and a variety of educational and social Fa l l 2 0 0 9
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activities.
The Benedictine College School of Faith (formerly the Institute of Religious
Studies) has provided religious education classes for the parochial schools, parish catechists, and other interested adults in the Archdiocese of Kansas City in Kansas. Since 2001, 4200 students have received credit for taking a class and 3058 took the classes for continuing education (see Data for Institute of Religious Studies).
The Benedictine religious communities of St. Benedicts Abbey and Mount
St. Scholastica Monastery not only founded Benedictine College through the merger of the parent institutions, St. Benedict’s College and Mount St. Scholastica College, but have also imprinted upon the college its Benedictine character. Both sponsoring communities, through their members on the faculty and administration and through a general presence on campus, bring the Benedictine principles inspired by the Rule of St. Benedict to the daily life of the college.
Various levels of interaction between the sponsoring religious communities
(St. Benedict’s Abbey and Mount St. Scholastica Monastery) and students, faculty, and staff of Benedictine College support this component. For example, over 100 students are involved in the Partners in Prayer program in which members of the Mount St. Scholastica Monastery are matched with Benedictine College students. They meet on a regular basis throughout the semester for prayer and to share a meal. The Fellin Lecture Series is also sponsored by the sisters of Mount St. Scholastica Monastery. This event attracts hundreds of students and faculty every fall semester. Also, at the beginning of each academic year, the Mount sponsors a luncheon for Benedictine College faculty. Likewise, the monks of St. Benedict’s Abbey host the annual beginning-of-the-year barbeque for Benedictine College faculty, staff, and their families. Additionally, the feasts of St. Benedict and St. Scholastica are celebrated with all-school masses.
Members of the sponsoring religious communities attend club meetings
and trips of various student organizations and Benedictine College students provide entertainment for the sisters at the Dooley Center, the retirement and nursing facility at Mount St. Scholastica Monastery. The sponsoring religious communities also give some financial support to Benedictine College. Employees of Benedictine College from St. Benedict’s Abbey return a portion of their salary to Benedictine College. The Sisters administer the Griffis Memorial Scholarships to Benedictine College. Members of the sponsoring religious communities take classes at the college and attend various college functions such as sporting events, lectures, dramatic productions and musical performances.
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The mission of the Benedictine College Parents Association is to support
and enhance the experience of all parents as members of the Benedictine
Notes
College community. Parents, as collaborative partners with Benedictine College, enhance student growth and development and the Parents’ Association’s aim is to involve all parents as active members of the community. Consequently, the Parents’ Association performs numerous activities on campus with the aim of helping the families of students as well as students themselves. For example, they provide meals and refreshments at a variety of Benedictine College activities. (For a complete list of activities of the Parents Association, see Appendix 5K.) 3. Bridges among diverse communities
The charitable work of the longstanding Benedictine College Hunger
Coalition serves as a good example of success in bridging the gap among diverse communities. In 1983, Benedictine College students interested in poverty and world hunger issues formed a group to discuss what to do on campus about these issues. at that time the unemployment rate had hit nearly 10% and the poverty rate soared. Students decided to act locally, to skip one meal a week and deliver it to needy residents. The program started in the spring of 1983 with 20 to 25 students skipping a weekly meal. By 1999, approximately 200 Benedictine College students were skipping a weekly meal and donating it to deserving Atchison, Kansas residents. Four hundred students were skipping a meal by 2003 and since that point the program has been able to deliver meals 52 weeks of the year to those in need in Atchison.
Benedictine College faculty and staff also participate in the program by
preparing meals and delivering them when the students are not on campus during holidays and summer break. Benedictine College students, faculty and staff currently serve about 164 meals each week. Not only is Hunger Coalition responsive to the needy of Atchison in general, but it attempts to be responsive to each individual as well. For example, every Saturday a box of sandwiches without pork is especially made to accommodate the dietary needs of a Muslim family in Atchison.
The Skip-A-Meal program is the heart of the Hunger Coalition. Additionally,
the Hunger Coalition organizes tutoring at Atchison Elementary School. On average, 40 to 60 Benedictine College students tutor children in math and reading each week. The Hunger Coalition also organizes trips to Uplift in Kansas City, an organization that goes into the community to help provide for the needs of the homeless. Benedictine College sends up to ten volunteers to Uplift twice each month.
Other service projects undertaken by Benedictine College student clubs
and organizations also are directed at diverse constituent groups in the greater Fa l l 2 0 0 9
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community. Club service projects during the 2007–2008 academic year included visiting elderly and disabled people in area nursing homes, sponsoring a Halloween party at the Boys and Girls Club, volunteering at the Atchison Humane Society, and delivering meals to area shut-ins (2007–08 Club Service Projects—Hardcopy). In addition, service projects conducted by Campus Ministry and affiliated organizations included the provision of retreats for local and regional high school students, as well as the provision of food, clothing, and other goods to the poor in the United States as well as in Belize, El Salvador, Tanzania, Mexico, and Honduras.
Benedictine College students are engaged with a diversity of people through
mission trips that are sponsored by Campus Ministry. In the last two years, students have taken mission trips to Africa, Belize, El Salvador, Peru and India. In the United States, students have gone to New Orleans to help with the postKatrina cleanup and rebuilding over both spring and Christmas breaks. Campus Ministry reports that in 2007, 98 students participated in mission trips and gave over 11,000 combined hours of service (January 2008 Mission and Ministry Report).
4. Feedback from prominent community members
Benedictine College requested and received several letters from community
leaders addressing the usefulness of its programs of engagement. One of the most important community leaders in relation to the mission of Benedictine College is Joseph Naumann, Archbishop of the Archdiocese of Kansas City in Kansas (the Archdiocese in which Benedictine College resides). Archbishop Naumann attests to Benedictine College’s usefulness to the Archdiocese, especially noting the contributions of the Benedictine College School of Faith to the education and formation of Catholic school teachers and catechists. The Archbishop also comments in his letter on the value of Benedictine College’s students and graduates in helping the schools and parishes of the Archdiocese. (For the full text of the letter see Letters from Community Leaders—Hardcopy.) Another important community leader is Atchison Mayor and Benedictine College employee, Marianne Estes. She stated, “Throughout the last 150 years, Benedictine College has been a steadfast source of guidance to our community from the expertise of faculty members and their involvement in community organizations. We currently profit from their participation on our Economic Development board, the Chamber of Commerce, and numerous other boards.” Mayor Estes goes on to praise numerous other student and faculty programs and how these have helped the Atchison community. She concludes her letter by stating, “We are proud to have Benedictine College as a partner in
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our community and look forward to the continued services provided by both
Notes
the students and the faculty.” (For the full text of the letter see Letters from Community Leaders—Hardcopy.)
Finally, Jackie Pregont, director of the Atchison Chamber of Commerce,
notes, “We consider Benedictine College a most valuable asset. Leadership from the college is active in many aspects of Chamber life, including serving on the board and various councils and committees throughout the years” (Letters from Community Leaders—Hardcopy). These community leaders attest to the valuable services that Benedictine College renders to Atchison and the larger community.
Core comp on en t 5 d : Benedictine College’s internal and external constituencies value the services that it provides.
This section provides evidence that at Benedictine College:
1. evaluation of services involves the college’s constituencies, and they appreciate the services provided; 2. workforce development initiatives are sought and valued by civic and business leaders; 3. members of the external community participate in Benedictine Collegesponsored performances, speakers, and other activities; 4. the college facilities are used by the public; and 5. programs are provided which meet the continuing education needs of licensed professionals in the community. 1. Involvement of constituents in evaluation of services
The appreciation of the constituents served by Benedictine College can be
seen by looking at the many and varied unsolicited testimonials provided by a broad diversity of community members (see Appendix 5L). For example, Allyson Harkins, a member of the Benedictine College Parents Association, noted in a newsletter, “You’ll find that the students and faculty of Benedictine College do a great job of communicating the inherent value and dignity of each person. They have these first weeks mapped out so students can find their niche and discover outlets for their gifts and talents.”
In fall 2008, Benedictine College surveyed organizations that are served by
Benedictine College (Self-Study Service Recipients Survey). Eighty-eight percent of respondents strongly agreed that, “Through their service with this organization, Benedictine College students meet an important need.” Seventy-eight percent strongly agreed with the statement, “In general, I have been pleased with the Fa l l 2 0 0 9
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quality of the service provided to this organization by Benedictine College students.” Nearly all the respondents also provided positive comments. The following statement is representative: “Just an absolutely awesome group of volunteers. Always complimented for booking this group. Absolutely hardworking and pleasant. One of our best volunteer groups. Thank you!” The full list of comments can be found in Appendix 5L. 2. Responsiveness to economic and workforce development activities Although the direct recipient of the education and formation may be the students themselves, because most of these students at some point enter into the work force, the employers are an important secondary recipient of Benedictine College’s efforts. One of the most important ways Benedictine College serves humanity is by forming students who will contribute to the community through their work for various employers. Hence, Benedictine College seeks to be attentive to the needs of potential employers and responds to these needs in accord with its Mission Statement.
The extent to which employers value the services performed by Benedictine
College can be determined in part by the number of employers who continue to return to Benedictine College in order to find quality employees. In 2007–2008 a total of 588 full-time jobs were advertised through the Career Development Office, along with approximately 65 part/time & summer positions, and 87 internships & fellowships (Career Development Annual Report, 2006–2007). The previous year, 486 full-time positions were advertised. In addition to this, multiple organizations come to Benedictine College each year for the career fair and other on-campus events. In October of 2008, 29 companies and graduate schools attended the career fair. Another 19 companies came to campus to hold informational sessions or for a fair in August. Representatives from prospective employers and graduate programs that attend the career fairs are provided a brief questionnaire on which to evaluate their experiences. All respondents to the fall 2007 survey provided positive ratings of organization, facilities, location, and hospitality, and 8 out of 9 indicated that the fair had met their objectives (Recruiter Feedback Fall 2007). Similar feedback was provided on the two most recent surveys (Recruiter Feedback Spring 2008; Recruiter Feedback Spring 2009).
For the purposes of this self-study, employers were surveyed who had hired
Benedictine College graduates from 2003–2008 (Self-Study Employers Survey). As discussed in some detail in Criterion Four, employers were generally pleased with the performance of the college’s graduates.
Each year, the Education Department surveys the supervisors of its alumni
who have been teaching for three years and five years. Feedback from those
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evaluators has been positive. For example, in 2008, mean ratings of Benedictine
Notes
College alumni were in the proficient-to-distinguished range on all criteria (Education Department Survey: 5th Year Graduates; Education Department Survey: 3rd Year Graduates; Education Department Survey: Comments).
3. Community participation in college-sponsored events
Benedictine College has sponsored and produced hundreds of campus
events that are open to the community (see Community Events). One of the most widely attended events was the speech of Nobel Peace Prize winner Dr. Wangari Maathai (see Criterion Four for details) in January of 2007. Approximately 1400 people attended this event. As previously discussed, the orchestral and choral concerts at Benedictine College are heavily attended. As noted, the Pops Concert on Family Weekend is so highly attended that a second performance was added two years ago. The estimated attendance at all of the 33 choral concerts in 2008 was 5500 people. The pep band performs at football and basketball games to a combined audience numbering in the thousands, and the drum line performs for local audiences such as the Atchison Catholic Elementary School. Finally, in addition to on-campus concerts, the jazz band annually performs at the 18th and Vine Jazz Festival in Kansas City. The crowd there is between 100 and 300, depending upon the year. In addition, about 1200 high school students from northeast Kansas attend the annual Kansas State High School Activities Association Music Festival held at Benedictine College.
The annual Discovery Day speaker and student presentations are attended
by many members of the local community as well as Benedictine College students, staff and faculty (see Criterion Four for details about Discovery Day). The Benedictine College School of Dance provides dance classes to the youth of the community. Many members of the local community as well as Benedictine College students, staff and faculty attend monthly faculty colloquia (see Criterion Four). The Benedictine College Theatre Department sponsors or participates in numerous performances, both on campus and at Theatre Atchison, which are widely attended by members of the local community. For example, more than 500 tickets were purchased or distributed for the Benedictine College Theatre Department’s production of Macbeth in the fall of 2008. Of those, 170 were purchased by people who were not students or employees of Benedictine College. Finally, many members of the greater local community regularly attend athletic events at Benedictine College.
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4. Public use of facilities
Hundreds of families and community organizations have made use of the
facilities at Benedictine College (Campus Space Use). The cafeteria, residence halls, and athletic facilities are among the most frequently used campus spaces. Organizations have used Benedictine College’s facilities for events such as the Lewis and Clark Bicentennial celebration, graduation ceremonies, retreats, annual Amelia Earhart Weekend speakers, sports camps, Special Olympics, and conferences. In addition, many families have used Benedictine College facilities for weddings, family reunions, and dances. Finally, the Atchison Community Orchestra, which consists of some faculty members and students, but primarily members of the local and regional community, practices and performs at Benedictine College under the direction of a Benedictine College faculty member. 5. Addressing community needs for continuing education
As previously discussed, the Benedictine College School of Faith (BCSF)
serves Archdiocesan (Kansas City, Kansas) Catholic school teachers, catechists, and interested adults through the provision of theological and spiritual formation. The program offers continuing education to K-12 teachers in the Archdiocese. Since 2001, BCSF has enrolled, on average, 1200 students per calendar year. Members of the faculty from the Psychology Department have offered a number of continuing education courses to mental health care providers. For example, from 2006 to 2008, five courses were taught through The Guidance Center of Atchison, Kansas, to mental health providers from the Northeast Kansas area for a total of twenty-three hours of CE credit.
The Benedictine College Education Department has also helped professionals
within the community. For example, Benedictine College math and education professors provided training for teachers from the Atchison Public School District in July of 2004. In 2005, education professors also provided training and curriculum advice for St. James Academy, a new Catholic school in the Kansas City area. Professors in the Theology Department frequently educate and train candidates for the diaconate and other Catholic educators in a variety of programs throughout the United States. Criterion Five Strengths, Challenges and Strategies for Institutional Improvement Strengths 1. By forming partnerships with those whose goals overlap with its own, the
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college has helped identify the needs that exist within the Atchison and
Notes
Kansas City communities, across the United States, and in various parts of the world, and has channeled energies where the college can make the greatest difference. Through the educational program, Benedictine College students filled 2686 volunteer roles in the period from 2003–2007 as a component of their service learning experiences. Many others have been served through the co-curricular program, especially by the Hunger Coalition, which has been meeting a broad array of community needs for more than 25 years. Campus Ministry, student athletes, and members of the various student clubs have also dedicated themselves to a variety of service projects. Given the number of students involved, breadth of projects, and diversity of peoples served, Benedictine College can proudly be described as an institution that embraces opportunities to serve the common good. 2. Benedictine College is very attentive to the spiritual needs of its students. Opportunities for spiritual growth are numerous, especially for Catholic students, and positive steps have been taken to also reach out to non-Catholic students. In addition, students and some members of the faculty have worked with local parishes, promoting the spiritual growth of the constituents within the broader Catholic community. Institutionally, the Benedictine College School of Faith provides continuing education instruction to provide K–12 teachers the foundations necessary to educate others about the theology of the Catholic Church. 3. Benedictine College recognizes that opportunities for student growth extend well beyond the classroom and, especially as an institution committed to its residential pillar, recognizes a certain obligation to respond to the whole student. Student life programs effectively address the various needs— emotional, social, physical, and developmental—of the students. 4. Benedictine College engages the external community in myriad opportunities for life-long learning and enrichment. Theatrical productions, musical performances, art shows, invited speakers, and athletic competitions engage the local external community in the life of Benedictine College. College facilities are used by a variety of groups and organizations, for a variety of purposes, ranging from retreats to wedding receptions to speaking engagements. 5. Benedictine College maintains lasting relationships with its alumni, who remain involved and informed through a strong alumni association and the Raven Review publication, as well as through ongoing connections with faculty and staff. Many alumni return to Benedictine College to speak with students
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and advise academic departments as to emerging trends in the professional
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arena, as well as to seek the advice of professors and professional staff as they progress in their careers. Challenges 1. Benedictine College has enjoyed a long and important relationship with its founding communities, the monks of St. Benedict’s Abbey and the sisters of Mount St. Scholastica Monastery. It is important for Benedictine College to demonstrate a spirit of hospitality to both of its founding communities. Given that the two communities appear to have different expectations of the college, it is particularly challenging for the college to be responsive to the concerns of both communities. 2. It is a challenge for the college to institutionalize and formalize servicelearning to make this a more visible and consistent part of student, faculty, and staff experience at Benedictine College. 3. It is a challenge for the college to ensure that its performance venues are appropriate for the types of events to be held in them. Strategies for Institutional Improvement 1. The college will engage in formal and informal listening sessions with the sponsoring communities in an attempt to better understand the expectations and needs of both communities. 2. The college will appoint a service-learning task force, made up of faculty, Student Life staff, and Campus Ministry staff, to assess the viability of establishing a formal service-learning program across the college. 3. The college’s long-range master plan will include attention to performance spaces, including needs for performance support and audience capacity.
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R equest for Change in Education al Of fering
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Request for Change in Educational Offering Benedictine College D ivision / D ep a rtment of E d u c a tion Change Proposed
New Offering
Benedictine College is proposing course offerings that are not currently
included in its affiliated status, a Master’s of Education. This program of study will be offered as an alternative to the licensure program currently offered through the Education Department, the Master of Arts in School Leadership (MASL), in support of K–12 educators in the area.
Expected Outcomes
Benedictine College currently offers the MASL for K–12 educators interested
in preparing themselves for administration in their schools. The current program is a licensure program. The proposed Master of Education with an emphasis in Leadership would have a broader appeal for Kindergarten through 12th grade teachers. The program also has the opportunity to draw more students into the existing master’s degree program. The design of the curriculum for the M.Ed. and the MASL will share a common core. The common core approach will allow students in both programs to decide which track they are interested in after starting either program. In this scenario, students would be able to change their degree plan. Our expectation is that this curriculum design will lead to enrollment growth in both programs.
This program of study offers the Benedictine College Education Department
opportunities to build relationships with its partnership school districts and further widen its applicant pool. The design of the M.Ed. includes, beyond the core courses, coursework whose topic develops with input from the students, teachers and administrators in the partnership PK–12 schools, the Education
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Department at Benedictine College and the Education Advisory Committee.
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The coursework is an in-depth study that incorporates a major project. Because the M.Ed. program is more flexible than the current MASL licensure program, it could be delivered in differing formats in the future and meet a broader variety of educational needs, enhancing the college’s service to the educational community.
Factors Leading to the Proposed Change
Each year the MASL program at Benedictine College loses potential students
who are interested in pursuing a master’s level degree, but not an administrative position. The Master’s in Education would appeal to teachers who want to work toward a master’s degree but do not want to go into administration or do not wish to work for licensure in administration. Prior to proposing this program to campus administration, the departmental leadership in education met with administrators in its partnership schools to assess interest and need for a master’s level degree in education. Administrators in the partner schools have indicated support for such a program at Benedictine College. Additionally, research indicates that master’s level education programs have successfully begun cohorts in the surrounding school districts. A recent survey of Catholic schools in two nearby dioceses showed that only 40% of the teachers have a master’s degree, indicating a pool of potential students for the cohort in the Kansas City and outlying school districts.
Approval Processes
The M.Ed. degree program was developed within the Department/Division
of Education and has received the approval of the Education Department as well as the Graduate Studies Committee (the governance body for advanced programs). The proposed degree has the approval of the Benedictine College Board of Directors, the governing body of the college. Approval by the board was granted at the October 2008 meeting. Abbreviated minutes of the meeting during which the program was approved are attached (Board Minutes November 2008).
Impact of Proposed Change
Benedictine College is scheduled for a comprehensive site visit by the
Higher Learning Commission on October 19–21, 2009. There are no challenges as noted by the Higher Learning Commission relevant to this proposed change. The Department of Education at Benedictine College has received full accreditation from the National Council for Accreditation of Teacher Education Fa l l 2 0 0 9
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and the Kansas Department of Education, meeting all standards with no areas for improvement.
Sustaining and Implementing the Change
The proposed degree has been developed within the Education Department.
The conceptual framework of the program is aligned with all other degree programs within the department and with the mission of the college. The conceptual framework was developed from progressive, critical, and constructivist theories of education. Empirical research in these areas, as well as research on educational decision-making, equity cultures, and outcomes education, provides the basis for the program’s goals and outcomes.
The Education Department would develop curriculum and oversee the new
program. The department consists of five full-time faculty members, three of whom possess doctorate degrees and have experience teaching and developing curriculum at the graduate level (Proposed Curriculum is attached). The department has sufficient personnel, in both full-time faculty and adjuncts, to deliver and support another advanced program. Graduate level instructors all hold appropriate credentials, holding either doctorates or exceptional expertise in the areas to which they are assigned, and possess extensive professional experience.
The programs and activities of the Education Department are aligned
with the college’s Strategic Plan approved by the Benedictine College Board of Directors. The first goal of the college’s strategic plan is Academic Excellence, within that goal is the initiative to, “Explore the possibility of developing alternative methods of course delivery to non-traditional student populations, including low-residency graduate programs and on-line course offerings.” The addition of the M.Ed. degree supports this strategic goal.
The Educational Department of Benedictine College plans, coordinates,
and monitors all education programs. The director of the MASL program is a full-time faculty member with a Ph.D. in Education Administration and a minor area of Curriculum and Instruction. The MASL program director would also be responsible for the new program, which shares some common coursework with the MASL program, under the oversight of the Education Department. The policy making body for all advanced or graduate programs is the Graduate Studies Committee, and the Education Department solicits guidance for program improvement from its Education Advisory Committee, comprised of graduate students, graduates of the programs, and PK–12 partnership schools’ administrators and teachers.
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Table 1 describes the procedures that would be followed in addressing common
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governance issues. Evaluation of instruction and student learning outcomes would be accomplished through the Education Department’s comprehensive assessment system. Table 1: Common Governance Procedures
Procedure Approval of Students Through Benchmark Points
Developing New Courses
Changes in Policies Regarding Courses
Graduate Level Education Programs Program Director brings students to be approved first by the Education Department, then by Graduate Studies Committee (GSC). The proposed course syllabus goes first to the Program Director who brings it to the Education Department. If approved it goes to GSC. If approved by GSC, it becomes a course. The Program Director brings proposed change to the Education Department. If approved, it goes to GSC for approval.
Students in the new program would have full access to learning and support
services offered by Benedictine College. These would include library services, technology, Blackboard support for courses, and access to the education resource lab maintained by the Education Department. Students in the new program would also have access to financial aid, if they qualify, and will be assigned an advisor when they are accepted into the program.
Financial Data
Because the new program builds on the core curriculum and administrative
infrastructure of the MASL program, the cost of implementation is low. Listed below is the budget submitted to the Benedictine College Chief Financial Officer for the start of the program.
Category of Costs
Costs
Adjunct for Atchison Cohort
$2,000.00
Marketing materials
$2,500.00
Copying Costs
$2,500.00
Travel for recruitment
$1,000.00
Total initial start up costs
$7,000.00
Proposed implementation timeline
Pending approval of the Higher Learning Commission, the Department
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Evaluation Strategies
Evaluation of instruction and assessment of program goals and outcomes will
be accomplished through the Education Department’s existing comprehensive assessment system. Assessment of learning outcomes will be through a portfoliodriven comprehensive system developed for all programs within the Education Department. The sequence of the Department’s system for performance assessment includes four assessment points for all of the programs, in addition to instructor evaluations of student work in each course. The assessment system also includes a process for data collection; data tabulation and analysis; program improvement; and evaluation of the department’s operations. Program data will be reviewed twice yearly to decide program modifications by the department and yearly by the Director of Institutional Research and Assessment at Benedictine College.
Because the graduate programs are a small component of the overall
population of Benedictine College (fewer than 100 students), the assessment of graduate programs is separate from the overall departmental assessment plans on file with the Office of Institutional Research and Assessment. Graduate programs must submit separate assessment programs from the undergraduate programs in their academic units. Because of the nature of licensure programs, the Department of Education has historically far exceeded the assessment measures required by Benedictine College and other departments.
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A PPENDICES
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Appendix iA: Self-Study Committee Self-Study Co-Chairs Amy Posey, Chair, Psychology Department Martin Simon, Chair, Biology Department Accreditation Liaison Sheri Barrett, Assistant Dean of the College, Director of Institutional Research and Assessment Criterion 1: Mission and Integrity Chair: Jean Rioux, Chair, Philosophy Department Mark Zia, Theology Department David Harris, Economics Department Fr. James Albers, Prior, St. Benedict’s Abbey Linda Henry, Vice President for Student Life Criterion 2: Preparing for the Future Chair: Mike King, School of Business Christine Glenski, School of Business John Settich, Chair, Political Science Department John McClaflin (former CFO)/Kristie Scholz, Controller/Ron Olinger (new CFO) Eric West, Mathematics and Computer Science Department Pete Helgesen, Dean of Enrollment Management Criterion 3: Student Learning and Effective Teaching Chair: Daphne McConnell, Chair, Department of Modern Foreign and Classical Languages Kim Shankman, Dean of the College Dian Henderson, Chair, Education Department Kevin Page, Chair, Journalism and Mass Communications Department Michael Doescher, Chemistry and Biochemistry Department Lanny Leroy, Chair, Department of Health, Physical Education, and Recreation Sarah Schlanker, Registrar Caroline Harkins, student Criterion 4: Acquisition, Discovery, and Application of Knowledge Chair: Jim Madden, Philosophy Department George Nicholas, Chair, English Department Mike O’Hare, Theology Department and Director of Discovery Program Adam Buhman-Wiggs, Psychology Department Sr. Thomasita Homan, English Department (retired) John Bunch, School of Business Kelly Vowels, Vice President for Advancement Criterion 5: Engagement and Service Chair: John Rziha, Theology Department Richard White, Chair, Theology Department Sara Kramer, Director of Research, Advancement Office Becky Gilmore, Director of Career Development Scott Baird, Department of Physics, Astronomy and Engineering Rick Coronado, Chair, Economics Department Larry Buessing, Benedictine College Board of Directors Christen Jones, Director of Residence Life Invited Readers Stephen D. Minnis, Benedictine College President Members of the President’s Cabinet Dianna Henderson, Co-Chair, Education Department Chuck Osborn, Co-Chair, Education Department Daniel Bowen, Biology Department
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Steven Gromatzky, Library Director Matt Fassero, Director of Operations Janet Wilcox, Director of Student Success Center Stephen Workman, Chair, Art Department/Academic Advising Ruth Krusemark, Chair, Music Department
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Appendix 1A: Job Descriptions for the President’s Cabinet Dean of the College The Dean of the College acts as administrative head of the college in the absence of the President; reports to the President the condition and needs of the college as occasion may require and at the end of each academic year; directs all academic activities of the college, including the academic calendar; supervises the college faculty; makes recommendations concerning appointments, promotions, dismissals, and changes of salaries for members of the faculty; in consultation with department chairs, works out budget recommendations; coordinates issuance of all professional contracts in the academic area; represents the academic area of the college at college-sponsored functions; serves as a member of the President’s Cabinet and participates in strategic and campus planning and policy formation. Dean of Students The Dean of Students collaborates with the Vice President for Student Life on all Student Life Office decisions; is responsible for planning, organizing, staffing and evaluating the division and for representing the co-curricular needs of students to all constituencies including faculty, other administrators, parents, the Board of Directors and the local community; supervises coordinating programs in alcohol education, student activities, new student orientation and registration, retention, leadership, and student government; supervises the Campus Ministry Office and the Student Activities Office; serves as a member of the President’s Cabinet and participates in strategic and campus planning and policy formation. Vice President of Student Life The Vice President of Student Life collaborates with the Dean of Students on all Student Life Office decisions; is responsible for planning, organizing, staffing and evaluating the division and for representing the co-curricular needs of students to all constituencies including faculty, other administrators, parents, the Board of Directors and the local community; supervises staff in directing a Residence Life program; oversees the system of disciplinary counseling; supervises the Counseling Center and the Student Health Service; supervises coordinating programs in alcohol education, retention, and formation; develops and implements strategies that result in increased revenue streams through summer conferencing and other alternative uses of facilities; collaborates with the International Student Advisor in providing necessary services for international students to ensure adherence to federal regulations as well as ensuring a positive orientation and adjustment into American culture and the Benedictine community; serves as a member of the President’s Cabinet and participates in strategic and campus planning and policy formation Dean of Enrollment Management The Dean of Enrollment Management is responsible for the daily supervision of the Director of Admission and the Director of Financial Aid; plans, develops and executes annual strategies for the recruitment of undergraduate students to the college; coordinates the design, development, and marketing of Admission and Financial Aid publications; is responsible for the development and ongoing oversight of the Admission and Financial Aid budgets, including the institutional aid budget; serves as the representative to the Enrollment Committee of the Board of Directors; participates in the conceptualization, development, and analysis of institutional research as it relates to enrollment and retention initiatives; remains actively involved in professional development activities pertaining to areas of enrollment management; and serves as a member of the President’s Cabinet and participates in strategic and campus planning and policy formation. Chief Financial Officer The Chief Financial Officer (CFO) of Benedictine College works closely with the President, Board of Directors, and cabinet members to provide strategic leadership in the areas of finance, planning, and accounting practices. The CFO provides overall
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direction, coordination, evaluation and leadership for the business office, facilities management, technology, campus dining, human resources functions, central services, and serves as Treasurer of the College in accordance with the college by-laws. The CFO also serves as a member of the President’s Cabinet and participates in strategic and campus planning and policy formation. Vice President for Advancement The Vice President for Advancement is the senior development officer for Benedictine College and manages and administers the total development program. In addition, the Vice President provides administrative management for the Alumni Relations and Advancement Services programs, and serves as a member of the President’s Cabinet and participates in strategic and campus planning and policy formation. Director of Athletics The Director of Athletics provides administrative direction and oversight for all intercollegiate athletics staff, programs, facilities and activities. The Director is responsible for ensuring compliance with all federal and college athletic regulations, administering departmental funds and accounts in a fiscally responsible manner and sustaining a culture of sportsmanship, professionalism and respect at all levels. The Director also collaborates with student administrative offices and the Office of Admissions on the recruitment and retention of student athletes and with the Office of College Relations and the media on publicity and reporting of athletic events and results, and serves as a member of the President’s Cabinet and participates in strategic and campus planning and policy formation. Director of Mission and Ministry The Director of Mission and Ministry will report to the Benedictine College President and will work closely with him on all matters related to the institution’s mission. Major responsibilities of this position include: providing strategic leadership and direction for the Office of Mission and College Ministry; working with divisions and units to assure integration of the Benedictine mission in every aspect of college life; advising the President across a domain of issues that are central to the Catholic identity of Benedictine College, especially regarding governing norms stated in the Code of Canon Law; engaging faculty, staff, and students in ways that enhance their understanding and support of Benedictine College’s Catholic mission and identity; developing and implementing strategies to assure mission effectiveness, pastoral and spiritual care, and volunteer services to encourage a greater understanding of Benedictine’s Catholic mission, identity, and faith; maintaining connectivity with the monastic communities, the Archdiocesan community, Association of Catholic Colleges and Universities, the Association of Benedictine Colleges and Universities, and other appropriate faith-based organizations; serving as a member of the President’s Cabinet and participating in strategic and campus planning and policy formation. Vice President of College Relations The Vice President of College Relations is responsible for all marketing, communications, branding and strategic partnerships that further the mission of the college and raise its profile. Manages daily operations of the Communications and Marketing Office, including media contacts, public relations, website, community relations, and all college publications. Responsible for managing the brand of the college as well as developing an annual marketing plan, including management of an annual budget. Develops appropriate communication with internal and external constituencies. Responsible for the operation of the Raven Store, Conferencing Office, and Print Shop. Serves as a member of the President’s Cabinet and participates in strategic and campus planning and policy formation. Appendix 1B: The Mission Documents Recognize the Importance of Diversity Through its mission documents, Benedictine College recognizes the diversity of its constituencies in many ways and at many levels. The mission documents speak to religious, cultural, and individual diversity among students, faculty, and staff, and within the broader community. The mission documents also acknowledge diversity of the academic disciplines through which students are trained to view the world.
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I. From the Mission Statement:
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• “Benedictine College embraces students and faculty from all faiths who
accept its goals, seeking in its members a personal commitment to the ideals and principles of a spiritual life and the expression of these in worship and action.” Mission Statement, paragraph 2
• “Benedictine College supports and encourages the full development of its
students through a community life that expresses and proclaims the worth and dignity of each individual.” Mission Statement, paragraph 5
II.From the Vision Statement: •
“Through a broadly-based liberal arts education, students are trained to view the world from a variety of academic perspectives and to use the tools of a number of disciplines to understand, analyze, and solve problems.” Vision Statement, paragraph 2
•
“As business leaders, professionals, teachers, citizens, neighbors, and parents, our alumni will have learned to see others as God sees them—to appreciate the unique value and infinite worth of every human being.” Vision Statement, paragraph 3
• “Spiritually, students grow in an atmosphere that values faith in Jesus Christ.
As a Catholic institution, we are dedicated to “the ardent search for truth and its unselfish transmission … so as to act rightly and to serve humanity better.” [Ex Corde Ecclessiae] Because of this dedication, we welcome and support students of all faiths and encourage them in their quest to grow closer to God. We share the beauty and mystery of the Catholic faith with all members of our community, while we respect the essential freedom that is key to a mature faith.” Vision Statement, paragraph 4
• “Benedictine College community seeks to follow the example of Saint
Benedict and Saint Scholastica, in word and deed, finding guidance for daily living in Holy Scripture and the Rule of St. Benedict. This calls us all to live united by our search for truth, zealous in fostering and recognizing the dignity of each person, and committed to a balanced way of life. Through this framework, students are prepared to live a life of service, leading with true humility.” Vision Statement, paragraph 5
III. From the Values Statement: • “COMMUNITY: We believe in service to the common good, respect for the individual, virtuous friendship, and the Beatitudes. To demonstrate good will, humility, trust, accountability, justice, faithfulness, obedience, peace, and discipleship. ‘They should each try to be the first to show respect to the other.’” Values Statement, #2
• “HOSPITALITY: We pledge to uphold the dignity of every human person
from the beginning of life to its natural end. To be open to the multitude of persons in the human family, God’s greatest treasure and our greatest resource. ‘All guests who present themselves are to be welcomed as Christ.’” Values Statement, #7
IV.
From the Benedictine College Bylaws:
• As a liberal arts college [Benedictine College] will engage in secular as well as
sacred studies, employing the abilities of persons from all fields of knowledge and all faiths who are committed to its goals.” Amended and Restated Bylaws of Benedictine College, Article I: Purposes and Essential Principles of Benedictine College, #3
V. From the institutional handbooks: Fa l l 2 0 0 9
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• “The residential experience at Benedictine College supports and encourages
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the full development of students through a community life that expresses and proclaims the worth and dignity of each individual.” Benedictine College Student Handbook, under “Residence Life and Halls”
• “Benedictine College does not discriminate on the basis of race, color,
national origin, sex, age or disability in its educational programs, activities or employment policies as required by the Civil Rights Act of 1964 and subsequent amendments (including Title IX of the Educational Amendments of 1972), Federal Executive orders and federal regulations. … Respect for Persons: Benedictine college places the highest value on respect for the dignity of every person. Any person who demonstrates disregard for an individual through intimidation, attitude, and/or verbal or physical abuse is subject to serious consequences and could result in immediate dismissal from Benedictine College.” Benedictine College Student Handbook, under “Discriminatory Harassment Policy”
• The notion of respect for individuals (closely allied with the Benedictine value
of “Hospitality”) is found throughout the Residence Life Handbook (e.g., p. 6, under “Universal” and “Departmental”, p. 8 under “Philosophy”, and p. 15 under “Respect Autonomy”.
• “Awareness, appreciation, and support of diverse perspectives are embraced within this philosophy of faith, scholarship, and community.” Benedictine College Employee Handbook, “Workplace Environment”, paragraph 3.
• The entire section on “Diversity” in the Benedictine College Employee
Handbook, under “Workplace Environment”, speaks to diversity among employees.
VI. From the Current Strategic Plan: • “Develop and support new and expanded programs that enhance our ability
to provide academic excellence and prepare our students to engage the global community.” Current Strategic Plan, Goal One: Academic Excellence, #3
• “Continue to explore and develop international opportunities—study abroad
programs for domestic students and programs for international students in their countries—and increase recruitment and support for international students on our home campus.” Current Strategic Plan, Goal One: Academic Excellence, #3, initiative a
• “Explore the possibility of developing alternative methods of course delivery to non-traditional student populations, including low-residency graduate programs and on-line course offerings.” Current Strategic Plan, Goal One: Academic Excellence, #3, initiative c
• “Develop a college wide mission/service orientation, with training for staff
and faculty in service and leadership, and accountability standards for providing students, visitors, and colleagues with quality service so that each person, whether a visitor or member of the community, is treated in a way that is consistent with the Benedictine College Values statement.” Current Strategic Plan, Goal Two: Dynamic Community, #1, initiative c
• “Nurture community building through careful attention to student
demographics and development. Initiatives: a. Review admissions standards and processes to better ensure that all students admitted to Benedictine College have a strong chance to succeed. b. Fully implement the comprehensive diversity plan developed in 2005. c. Provide college faculty and staff with opportunities to understand the impact of student demographics— including cultural diversity, academic background and preparation, and generational change—on student expectations, attitudes, behavior and learning styles. d. Implement programs and projects that foster campus unity.” Current Strategic Plan, Goal Two: Dynamic Community, #3, all
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• “Provide and publicize opportunities for non-Catholic students to connect
with their local faith denominations, and include ecumenical outreach as a regular part of campus ministry programs and activities.” Current Strategic Plan, Goal Three: Thriving Faith Life, #1, initiative b
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• “Support reflective vocation discernment for all students, whether called to married life, the priesthood, religious life, or single life.” Current Strategic Plan, Goal Three: Thriving Faith Life, #1, initiative d
Appendix 1C: NSSE Summary of Results of Benedictine College (BC) Freshmen Items: “In your experience at your institution during the current school year, about how often have (F)Survey and Seniors (S) on Survey Items Related to Diversity Compared to (Other) NSSE you done each of the following? 1=never, 2=sometimes, 3=often, 4=very often “ Student Respondents 1 No NSSE survey was conducted in 2007 * p<.05; ** p<.01; *** p<.001 Survey Items: “In your experience at your institution during the current school year, about how often have you done each of the following? 1=never, 2=sometimes, 3=often, 4=very often “ Survey Item # VARIABLE
2003 BC (Other) sig
2004 BC (Other) sig
2005 BC (Other) sig F: 2.51 (2.77)** S: 2.59 (2.83)**
1–e DIVCLASS
F: 2.40 (2.73)*** S: 2.69 (2.75)
F: 2.73 (2.73) S: 2.69 (2.81)
1–u DIVRSTUD
F: 2.70 (2.61) S: 2.43 (2.60)
F: 2.61 (2.56) S: 2.63 (2.62)
F: 2.53 (2.60) S: 2.49 (2.65)
1–v DIFFSSTU2
F: 2.95 (2.77) S: 2.75 (2.69)
F: 2.73 (2.74) S: 2.80 (2.72)
F: 2.79 (2.75) S: 2.70 (2.73)
10–c ENVDIVRS
F: 2.46 (2.59) S: 2.33 (2.39)
F: 2.66 (2.60) S: 2.39 (2.41)
F: 2.55 (2.60) S: 2.24 (2.43)
11–l GNDIVERS
F: 2.49 (2.55) S: 2.47 (2.55)
F: 2.62 (2.53) S: 2.65 (2.58)
F: 2.46 (2.59) S: 2.30 (2.60)**
2006 BC (Other) sig F: 2.36 (2.76)*** S: 2.75 (2.78) F: 2.47 (2.55) S: 2.73 (2.64) F: 2.56 (2.68) S: 2.80 (2.71) F: 2.49 (2.57) S: 2.47 (2.40) F: 2.33 (2.57)* S: 2.59 (2.57)
2008 BC (Other) sig F: 2.72 (2.78) S: 2.78 (2.81) F: 2.29 (2.60)** S: 2.67 (2.67) F: 2.58 (2.70) S: 2.77 (2.71)
F: 2.47 (2.70) S: 2.55 (2.50) F: 2.30 (2.67)*** S: 2.49 (2.64)
1–e: Included diverse perspectives (different races, religions, genders, political beliefs, etc.) in class discussions or writing assignments 1–u: Had serious conversations with students of a different race or ethnicity than your own 1–v: Had serious conversations with students who are very different from you in terms of their religious beliefs, political opinions, or personal values 10–c: Encouraging contact among students from different economic, social, and racial or ethnic backgrounds 11–l: Understanding people of other racial and ethnic backgrounds Appendix 1D: Mission Statements for the Primary Subunits of Benedictine College Academic Program The mission of the academic subunit is the same as the mission of Benedictine College. Student Life The Residence Life mission is to assist men and women in preparing themselves to become responsible community members through intellectual, spiritual,
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physical, sensual, and emotional maturation, and to teach the cardinal virtues of fortitude, justice, prudence, and temperance, and the theological virtues of faith, hope, and love. Enrollment Management The purpose of the Enrollment Management Office is to attract and enroll beginning freshman and transfer students who will graduate from Benedictine College. We will add value to a student’s life by representing the college in an honest and trustworthy manner, educating families on the values and traditions of Benedictine College, and building relationships between families, schools, and communities and the Benedictine Community. It is our goal to provide a comfortable transition that enables the student to pursue individual self-discovery. The Benedictine College enrollment management division is dedicated to achieving department goals in support of the institutional mission and vision. All programs and organization decision are given consideration of the liberal arts, Catholic, Benedictine, and residential tradition. Benedictine College students will be supported and challenged in a mission driven environment to fulfill academic and professional goals. Division of Business Affairs This division includes the Chief Financial Officer, Purchasing, Accounting, Budget & Finance Department, Payroll, Student Billing Office, Human Resource Services, Dining Services, Telecommunication & Information Systems, and College Operations which includes Housekeeping, Security, Grounds, Maintenance, Central Receiving and the Mailroom. Its mission is to provide quality, professional support and service to the entire Benedictine College community in its joint efforts to meet the overall college mission of educating men and women within a community of faith and scholarship.” Office of Advancement The Office of Advancement at Benedictine College involves alumni, parents, and friends of the college in supporting the overall mission of the college through philanthropic gifts. Benefactors are identified, involved in college activities, solicited and stewarded as part of a comprehensive development initiative designed to provide not only sustainable funds for ongoing college needs, but also major gifts for program, faculty, and scholarship endowments, as well as for facilities and other one-time events. The Advancement Office includes alumni programs, benefactor stewardship, special event planning and implementation, grant writing, and individual benefactor solicitation for annual giving, capital projects, and endowment growth. The Advancement Office also coordinates communication messages with key constituencies internally and externally. The President, Board of Directors, Alumni Association Board, and other volunteers are all part of the advancement process for the college. Athletics The mission of the athletic subunit is the same as the mission of Benedictine College. Mission and Ministry Benedictine College Ministry aims to form men and women who are joyful in their vocation, leaders in their communities, competent in their profession, mature in their faith, virtuous in their decisions, and dedicated to serving the global human family by building a culture of life and civilization of love for the glory of God. Through the work of Benedictine College Ministry graduates will bring Christ and his Church’s mission to all aspects of culture, especially the family, social, economic, religious, and new sectors of society. Ultimately our goal is to help students experience eternal happiness with the Trinity in heaven. Office of College Relations The College Relations department promotes the mission, values and image of Benedictine College through contact with external and internal audiences. The Office is responsible for planning, directing and implementing marketing, public relations, branding, and strategic partnerships to help further the mission of the college. This is accomplished through numerous mediums to all our constituencies.
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Appendix 1E: Administrator Qualifications President, Stephen D. Minnis, J.D. A St. Joseph, Mo., native, Minnis graduated from Benedictine College in 1982 and completed his juris doctorate degree from Washburn University in 1985. He also earned a master’s in business administration from Baker University in 1993. He served on the college’s Board of Directors from 1992 until 2004 and as president of the Benedictine Alumni Association from 1991 until 1995, the longest term for any Alumni Association president. He was honored with Benedictine’s Kansas Monk Award as an outstanding alumnus in 2001 and co-chaired the successful 2004 Benedictine College Scholarship Ball. Prior to taking the reigns as president of the college in October 2004, Minnis served as Sprint Corporation’s director, state regulatory and general attorney for 14 years. He began his legal career in the county prosecutor’s office for Johnson County, Kansas.
Notes
Dean of the College, Kimberly Shankman, Ph.D. Shankman became the Dean of Benedictine College in 2002. Prior to that, she held the positions of Professor and Chair of the Department of Politics and Government and the Director of the Law and Society Program at Ripon College. She was a member of the faculty at Ripon for 16 ½ years. She also served as the Director of Ripon College’s Writing Across the Curriculum program from 1992-1995, and coordinator of the First-Year Studies Program from 1995-1998 and Director of Academic Advising from 1995-2001. Shankman received her B.A., M.A., and Ph.D. in political science from Northern Illinois University, and specializes in political philosophy and American political thought, constitutional law, and American government. Dean of Students, Joseph Wurtz, M.S. Wurtz comes to Benedictine from Christendom College in Virginia, where he has been Dean of Student Life for the past four years. Prior to Christendom, Wurtz served as Benedictine’s assistant dean of students and student activities director. He was also a residence hall director at Benedictine’s College. He has served as a missionary and member of the board of directors for the Fellowship of Catholic University Students. He received his Bachelor of Arts in Philosophy from Benedictine and his Master of Science in Higher Education Administration from the University of Kansas. He expects to complete his Doctor of Education from the George Washington University in May 2010. Vice President of Student Life, Linda Henry, M.A. Linda Henry has more than 20 years experience in higher education administration. In addition to the Dean of Students position, she has also served the Benedictine College as its executive director for the Executive Master’s of Business Administration program, the director of the Career Development and Placement Office, Associate Dean of Students and Director of Residence Life, Residence Hall Director, Summer Housing Director, and co-director of Student Activities. Henry has also served as the Vice President of Administrative Services and Director of Special Projects for Northeast Kansas Technical College. Henry graduated from Benedictine in 1981 with a degree in Business Administration. She completed her Master of Arts in Education Administration at the University of Missouri—Kansas City in 1997 and is working toward completion of her Doctor of Education through the University of Kansas. In addition to her administrative background, Henry has also served in the classroom at the elementary, high school, and college levels. Dean of Enrollment Management, Peter A. Helgesen, M.A. Helgesen graduated from Drake University in Des Moines, Iowa in 1998 with a degree in Secondary Education with areas of emphasis in Special Education, Sociology, and American History. He is currently pursuing a Master’s in Higher Education Administration from the University of Missouri at Kansas City. He has been Dean of Enrollment Management since 2007. He joined the enrollment management staff as an Assistant Director of Admission in 2001; subsequently he served as Director of Admission from 2003-2007. In addition to his enrollment and administrative background, Mr. Helgesen also taught for two years at William Chrisman High School in Kansas City, MO.
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Notes
Chief Financial Officer, Ronald Olinger, M.B.A. Olinger holds a Bachelor of Science in accounting from Minnesota State University—Mankato and a Master of Business Administration in finance from the University of St. Thomas. He is also a Certified Internal Auditor. Prior to joining Benedictine College, he served as Vice President for Financial Planning and Administration at Missouri Western State University. In this capacity, he had oversight of the finance, accounting, payroll, information systems, financial aid, public safety, and risk management departments as well as the physical plant and several major building projects. Prior to Missouri Western, he had worked for the Land O’ Lakes, Inc. organization for 24 years, taking on increasing roles within the accounting, information technology and finance offices and eventually becoming Vice President and Chief Financial Officer for Research Seeds, Inc., a subsidiary of Land O’ Lakes. Vice President for Advancement, Kelly Vowels Vowels received her BA degrees in Philosophy and Mathematics from Benedictine College in 1985. Since that time, Vowels has filled the positions of Assistant and Associate Director of Admissions, and Director of Alumni Relations. She accepted the position of Dean of Enrollment Management in 1997. From 2005 to 2007, Ms. Vowels served double-duty as the Dean of Enrollment Management and the Vice President for Advancement. She has exclusively performed in the latter role since 2007. Athletic Director, Charlie Gartenmayer, M.A. Gartenmayer is a long-time Raven. graduated from Benedictine College with a Bachelor’s Degree in 1975 and went on to get a Master’s Degree from the University of Kansas. He has been an assistant coach for the Raven’s football team for the past 33 years. Professionally, he served for 32 years in the Atchison Public School system (USD #409), retiring after 20 years as principal of Atchison Elementary School. He served as Assistant Athletic Director in 2007 and was promoted to Athletic Director late that year. Director for Mission and Ministry, Fr. Brendan Rolling, OSB Fr. Brendan Rolling is a 1993 alumnus of Benedictine College. After graduation, he joined St. Benedict’s Abbey, taking his solemn vows in 1995. In 2000, he received the St. Vincent Diakanoia Award for excellence in service. Prior to his current position, he served as the Associate Dean of Students and Director of Residential Life at Benedictine College. Vice President of College Relations, Phil Baniewicz, M.B.A. In addition to his position as Vice President of College Relations, Phil Baniewicz is currently the executive director of the Cloud L. Cray Center for Entrepreneurship and teaches in the Business Department. He joined Benedictine College in 2006 after serving as President and Chief Executive Officer of LIFE TEEN, Inc., an international Catholic nonprofit company he helped found in 1985. Baniewicz received his Masters in Nonprofit Business Administration from the University of Notre Dame and holds a bachelor’s degree in communications from Arizona State University. He assumed the role of Vice President of College Relations in March 2008.
Appendix 2A: Environmental Scanning
Academic Program Creation of the School of Business The Department of Business Administration, Accounting, and Entrepreneurship is the largest academic program at Benedictine College, with approximately 22% of the undergraduate student body as majors, two graduate programs and international programs under its jurisdiction. After considerable consultation with other colleges, potential donors to the program, and with input from Petrus, the Investing in Excellence campaign consulting firm, it was determined that both because of the complexity of the administrative needs of the program and because solicitation for financial support would be more likely to be successful if the program was organized as a school, the business program would be reclassified as the Benedictine College School of Business. This change in status provided the possibility of hiring of an administrator at the “Director” level whose primary responsibility would be to administer the program.
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MBA Graduate Program In January 2002, Benedictine College undertook to develop a Master of Business Administration (MBA) to complement its Executive Master of Business Administration (EMBA). The program was launched in the fall semester of 2003. The details of this change in the academic program can be found in documents submitted to the North Central Association i.e. Request for Institutional Change -- Hardcopy, and Information and Documentation to Support a Request for Institutional Change. There are several internal and external factors that led to Benedictine College’s decision to take this course of action. As part of its Mission Statement to “educate men and women in a community of faith and scholarship,” additions to its graduate and undergraduate programs should be made when these changes serve the needs of its constituents. When considering the creation of a MBA program, prospective MBA students from the undergraduate student body, local community needs, and the recruitment efforts of the EMBA program were considered. Feedback from the faculty and staff of the Department of Accounting, Business Administration and Entrepreneurship on the proposed program addition was solicited and received. In addition, input from members of the Department of Business Advisory Board (see Criterion Three of this self study for a description), the Benedictine College Board of Directors and the Benedictine College Graduate Studies Committee were used in the determination of the efficacy of adding a MBA degree program.
Notes
Revision of the General Education Curriculum The revision of the general education curriculum is described in detail in Criterion Four of the self-study. This was a multi-year process. The faculty established the goal of providing flexibility and choice while retaining the mission-critical elements of the existing general education program. A general education committee surveyed faculty a number of times to gather information about faculty perceptions of the importance of each component of the existing general education program. Additionally alumni and current students were polled and asked to provide feedback regarding their perception of the importance of the general education coursework in their lives. Members of the general education committee also attended a conference at MacMurray College sponsored by the Council on Independent Colleges and University (CIC) that examined various models of general education core curricula. The results of these surveys and conference findings informed faculty deliberations throughout the general education revision process. Student Life The following timeline illustrates how various environmental scanning processes are used to inform the planning of Student Life programs and activities. The final component is the use of assessment tools to determine the efficacy of the programs and activities that were implemented based on the plan that was informed by the environmental scanning efforts.
• Spring 2007 – Student Life Office conducted SSI survey
• Spring 2008 – Student Life Office conducted focus groups based on SSI data • Summer 2008 – Student Life Office held annual planning day to discuss SSI focus group results
• Fall 2008 – Student Life Office conducted focus groups to complete student life office audit. Results were reported at bi-monthly student life meetings
• Spring 2009 – Student Life Office conducted surveys to complete student life office audit
In addition to those recorded in the Current Strategic Plan, the following initiatives were created by the Student Life Office based on environmental scanning (see Student Life Office Planning Process):
Family Model (Goal: to be more intentional in our programming to prepare students for needs of society and the church) Soup Nights/Ask The Professor Lunches (Goal: to improve faculty and staff interaction
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Notes
with students outside of classroom) Student Government Association Town Halls (Goal: to improve communication to current students) Student Services committee participation (Goal: to improve quality of current services campus wide) Event Planning Committee participation (Goal: to better synchronize calendars and improve event planning) The Student Life Office will continue to conduct its own program effectiveness/assessment using surveys, focus groups, national benchmarking instruments (NSSE, CIRP), attendance records, etc. The assessment process will be coordinated with annual goals and budget requests to improve our program delivery. Enrollment Management The Office of Enrollment Management continuously scans the environment to discern trends in student preferences, preparedness and financing in order to select entering students best matched to the character of Benedictine College. The Dean of Enrollment Management and his staff rely extensively on national reports, as well as internal databases, when establishing financial aid and enrollment goals, and determining where to direct recruiting resources. One such report, prepared by the Western Interstate Commission for Higher Education, details high school graduation projections through the year 2022 across the U.S. by state and demographic variables (Knocking at the College Door). The National Research Center for College and University Admissions annually prepares state and national summaries detailing the college preferences, career choices, athletic interests, etc., of 1.2 million high school juniors (NRCCUA Summary Report). Both documents have been important references guiding recruiting decisions. To monitor its progress in meeting enrollment goals, the Admissions Office prepares weekly and bi-weekly reports. The Dean of Enrollment Management also establishes financial aid goals annually for various classes of students (e.g., athletes, non-athletes, transfers, out-of-state students). These goals are based on five years of institutional historical data (BCGL08 Package). Infrastructure Construction and Renovation of Residence Facilities One of the four pillars of the Mission Statement of Benedictine College is the residential nature of the institution. As such, the Board of Directors has mandated a target of no less than 70% of the undergraduate student-body reside on campus. This mandate, coupled with the fact that since the last self-study the student body has increased by 55% (Enrollment and Staffing Trends), has required the construction of two new residence facilities and the extensive renovation of another (see Criterion One for a detailed description of these activities). Changes in Technology Support The Current Strategic Plan of Benedictine College places a strong priority on improvement of institutional infrastructure and specifically addresses the need for improvements and expansion of computer technology support (see Criterion Three for a detailed description of these activities.) The need for this action was based to a large extent on the ubiquitous digitalization of all aspects of the educational process and the use of such innovations by Kâ&#x20AC;&#x201C;12 schools from which our students come. Security Services The decision to hire an external security service to replace the in-house security staff was based on several analyses. An internal financial analysis determined it was more cost effective for Benedictine College to engage the services of AlliedBarton Security Services, a nationally recognized security service, than to hire equally trained and qualified local security staff. The need to upgrade was due in part to the neardoubling of the number of students residing on campus. Another factor was the resignation of the Chief of Security, a very competent and qualified professional that created a void that could not be filled locally. New Academic Building The assessment of several conditions contributed to the decision to plan for the construction of a new academic building (see Criterion Three for a detailed description of the plan to construct the new facility). The significant increase in
B E NEDICT INE C OLL EGE
undergraduate enrollment (Enrollment and Staffing Trends) has put considerable stress on the capacity of Benedictine College to accommodate additional faculty office space and classroom space needs. The preeminent job description of the Academic Building Committee, consisting of 10 members (4 from College administration, 4 from the faculty, and 2 from the Abbey) was to determine the efficacy of constructing a new academic building to address the challenge of increased student body enrollment. A cost benefit analysis of renovating the existing academic building (Bishop Fink Hall) versus constructing a new building determined that it was much more cost-effective to construct a new building.
Notes
Advancement Prior to launching the Investing in Excellence comprehensive campaign, the Office of Advancement enlisted the services of Hartsook Companies, Inc., to conduct a feasibility study. The study included an analysis of philanthropic trends and economic stability, interviews with affluent and influential constituents of Benedictine College, and interviews with the Benedictine College advancement staff (Consultant Report on Campaign Readiness). In addition, in developing a strategy for targeting prospective donors, the Office of Advancement contracted with Blackbaud Analytics, which provides donor database management services for nonprofit institutions. This allowed Benedictine College to identify 1200 “top prospect” annual, major and planned giving donors across the United States, and resources were then channeled in the direction of persuading those prospects to make financial gifts (Advancement PowerPoint to Board, February 2008). College Relations The Benedictine College Brand In 2003, Benedictine College sought the services of VML, a marketing firm, to conduct a brand audit, which revealed that the college was using approximately fifteen separate logos in its communications with constituents. A second audit conducted in fall 2008, revealed continued inconsistencies in the marketed image of the college. As a result, key employees who are involved with marketing Benedictine College underwent training on the use of the brand, and the training was videotaped for use with future employees. In addition, a template for acceptable department and organization logos and official colors was distributed, and a marketing approval process was established. Finally, a brand management team was established that currently meets monthly to review materials concerning the Benedictine College brand. Informed Student Body Examination of responses to the SSI, followed by informal focus groups conducted by the Vice President for College Relations, revealed that many students are dissatisfied with the extent to which they are informed about what is happening on campus. One remedy was to change the student email provider to Microsoft live@edu (preferred over two other providers tested among students on campus during summer 2008). Students have been encouraged to make this the only email account through which they communicate regarding college matters, and informational messages are sent frequently to all addresses within the system. A second attempted remedy to students’ feelings of being uninformed is the placement of video monitors around campus which include calendars of events and are also to be used for notification of emergency situations on campus. Benedictine College Website Various sources, including Adler and Hayes’s (2008) book, University Marketing Mistakes, note the importance of the college website in marketing to today’s prospective students. Because of this trend, a new Benedictine College website was created in 2007 to better reflect the college brand and improve the interface for users. Traffic on the site is monitored regularly to determine depth of contact (as opposed to simply counting the number of “hits” on the site), and content is frequently changed in order to bring people back to the site. Appendix 2B: Ratio Analysis The ratios included in this analysis were computed using data in the SevenYear Audit Summary. (To view the eight-year trend for each of these ratios, as well as peer comparisons, see BC v. KICA Ratios #1 and BC v. KICA Ratios #2.) The first ratio category measures the sufficiency and flexibility of Benedictine College’s
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resources. The Primary Reserve Ratio measures expendable net assets as a percent of total expenditures, and provides an indication as to whether the institution has sufficient resources to remain flexible and adapt to necessary changes. A ratio of .40 or better is advisable (Strategic Financial Analysis for Higher Education—Hardcopy). Since 2001–02, Benedictine College’s Primary Reserve Ratio has fluctuated between .22 (2001–02) and .71 (2007–08). That the strongest ratio was the most recent is a sign of strength for Benedictine College, one it should strive to maintain. The Equity Ratio (also known as the Capitalization Ratio) calculates Net Assets as a percent of Total Assets. An acceptable range is .50 to .85, and Benedictine College has reported between .58 (2004–05) and .64 (2006–07) during the study period, well within the acceptable range. Overall, according to this analysis, the resources of Benedictine College appear to be sufficient and flexible to meet future needs. The second ratio category reviews the management of institutional debt. The Viability Ratio measures the availability of expendable net assets to cover long-term debt. For Benedictine College, this has historically been a problem area, ranging from .16 (2002–03) to a high of .68 in the most recent year (2007–08). Although it would be ideal for this ratio to reach 1.0, the most recent ratio represents the seven-year high. The Debt Burden Ratio measures debt service as a percent of total expenditures. Upper thresholds for this ratio should not exceed .07. Due to refinancing and consolidation of two debts, it reached a six year high of .25 in 2003–04, but dropped significantly to .07 in 2004–05 and has remained at or below that level each year since. Thus, positive trends in both of these ratios indicate that Benedictine College is managing its debt within an acceptable range. The third ratio category includes ratios which measure performance and management of institutional assets. The Age of Facilities Ratio for Benedictine College decreased from 13 in 2001–02 to 10 in 2007–08. With the acceptable Age of Facilities Ratio for undergraduate liberal arts institutions being 14 or lower (Strategic Financial Analysis for Higher Education—Hardcopy), a score of 10 represents one of the most positive indicators of effective management. In addition, the Return on All Investments Ratio has been positive (between .01 and .02) for most years since 2001, another positive reflection on overall management. The fourth ratio category represents a financial analysis of key operating activities. The Net Income Ratio (also known as the Net Operating Revenues Ratio) looks at the annual operating surplus of the institution. For Benedictine College, this ratio has varied from a negative .07 in 2001–02 to a positive .10 in 2002–03, with .05 reported in 2006–07. A ratio of at least .02 is considered desirable (Strategic Financial Analysis for Higher Education—Hardcopy). The three tuition related ratios also show either improvement or stabilization since 2001. The Net Tuition Dependency ratio, which reflects institutional dependency on tuition to cover expenditures, has been between .42 and .51 since 2001–02. Net Tuition per FTE has risen from $6,053 in 2001 to $8,774 in 2006–07, a 45% increase and an annual compounded growth rate of almost 7%. The Tuition Discount Rate since 2000–01 has remained between 41% and 47%, with 47% being the 2007–08 rate (KICA Comparison Data). Finally, the Contributed Income Ratio, which measures dependency on contributions to cover expenditures, has decreased steadily since 2001, from its high at .38 to the 2006–07 level of .16. Taken together, the ratios in this fourth category, especially the recent trends, offer further demonstration of effective overall management. Appendix 2C: Strategic Planning Progress: 2001–2006 The first goal of 2001-2006 Benedictine College Strategic Plan was to “secure our position as a respected and innovative liberal arts institution committed to studentcentered teaching and learning, responsive to diverse student needs, supported by a modern learning environment, and open to new opportunities” (2001–2006 Strategic Plan). A few specific examples of progress toward some of the objectives listed under the first goal are worth noting. In service of the goal that the college continue to develop the Discovery Program and related curriculum initiatives, and to enhance its Discovery College identity, the number of Discovery projects funded, and the total amount of grant money awarded, has grown steadily since 2004 (see Criterion Four). In addition, a program of assessment of the Discovery Program was implemented in 2007 and continues to be refined. Regarding the objective that Benedictine College recruit and retain faculty and staff who are committed to academic excellence and student-centered teaching and learning, and to the mission and values of the college, new-faculty orientation includes
B E NEDICT INE C OLL EGE
a session on the Mission Statement of Benedictine College. The rank-and-tenure review process has been augmented to include greater developmental feedback that is especially focused on teaching excellence and scholarship. The second goal of the 2001–2006 Strategic Plan addressed the need to “provide facilities necessary for the college’s planned growth and appropriate to a modern liberal arts education, and to institute a plan for the continued care of these facilities reflective of a Benedictine reverence for places and things” (2001–2006 Strategic Plan). One of six objectives named under that goal was assessment and prioritization of facility needs in response to intended enrollment growth, the Discovery Program, and other needs. As discussed in Criterion Three, since 2001, three new classrooms have been added within newly constructed or renovated dormitories, and the current comprehensive campaign calls for the construction of a new academic building. Goal II also called for completion and implementation of a phased repair and replacement plan to upgrade and maintain existing classrooms and labs, as well as residence halls and athletic and recreational facilities. As discussed in Criterion Three, most classrooms on campus have received furnishing and technology upgrades, two new residence halls have been constructed and one received major renovations, and virtually all athletic facilities have been upgraded (Facilities Master Plan - Hardcopy). The third goal of the 2001–2006 Strategic Plan called for technology upgrades to meet the academic and administrative needs of Benedictine College. Since 2001, Benedictine College has made a number of technology advances, including subscribing to the Blackboard Course Management System, replacing Benedictine College’s Legacy System with Empower to track student records and allow for electronic course enrollment, implementing the Exchange email server, installing wireless Internet access availability at many locations on campus, and adopting a cyclical computer replacement plan. The fourth goal of the 2001–2006 Strategic Plan called for providing “a hospitable living and learning environment conducive to a successful experience for all students” (2001–2006 Strategic Plan). In Criterion Five, this self-study details the myriad service learning and other service experiences in which Benedictine College students are engaged, and the many activities of Campus Ministry which serve the spiritual needs of the college community, and other residential living opportunities designed to provide students an enriching total experience during their time at Benedictine College. The fifth goal of the 2001–2006 Strategic Plan involved uniting the campus community through governance structures that foster effective communication and serve all major constituent groups, maintaining faculty, staff, and student handbooks, ensuring that committee structures meet the needs of Benedictine College, and developing leadership among all constituent groups. The Employee Handbook was adopted in 2007, the Faculty Handbook was adopted in 2002 and updated in 2005, and the Student Handbook is updated every year. As discussed in Criterion One, the faculty committee structure has been streamlined in an effort to eliminate relatively inactive committees and to ensure greater faculty representation across committees. In 2008, a cabinet-level position was created, the Vice President of College Relations, to facilitate communication among all constituencies of Benedictine College. The sixth goal of the 2001–2006 Strategic Plan was to “strengthen the college’s image and position in the marketplace, and to increase enrollment and retention of students to graduation” (2001–2006 Strategic Plan). One of the primary duties of the Vice President of College Relations is the marketing of Benedictine College. A logo has been selected that represents the Catholic, Benedictine character of Benedictine College, and the Benedictine College website was revamped for greater navigational ease and to improve marketing through the inclusion of video and dynamic photographs. As discussed above, full-time undergraduate enrollment has increased 55% since 2001. Retention rates have essentially remained steady (see Criterion Three). Finally, the seventh goal of the 2001–2006 Strategic Plan called for increasing the Benedictine College endowment to $10 million by 2002, and enhancing the involvement of alumni and other constituent groups in programs that enhance advancement objectives. As discussed above, the $10 million dollar mark was reached in 2006, and the endowment as of 2008 stood at $11,789,292.
Notes
Appendix 2D: Board Assessment of Institutional Information (see Board of Directors Survey)
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Appendix 2D: Board Assessment of Institutional Information { Appendices } (see Board of Directors Survey)
Notes
Item Appropriate data and institutional information regarding relevant societal and demographic trends is made available to and is used by the Board to facilitate its decision-making. Appropriate data and institutional information regarding relevant economic trends is made available to and is used by the Board to facilitate its decision-making. Appropriate data and institutional information regarding relevant technological trends is made available to and is used by the Board to facilitate its decision-making. Appropriate data and information regarding peer institutions is made available and is used by the Board to facilitate its decision-making. Externally-generated data provided by the Director of Institutional Research and Assessment is made available to and is used by the Board to facilitate its decision-making. Internally-generated data provided by the Director of Institutional Research and Assessment is made available to and is used by the Board to facilitate its decision-making. Appropriate data and institutional information from external consultants is made available to and is used by the Board to facilitate its decisionmaking. Appropriate data and institutional information from financial audits is made available to and is used by the Board to facilitate its decision-making. Appropriate data and institutional information from financial projections is made available to and is used by the Board to facilitate its decisionmaking.
â&#x20AC;Š
Agree or Strongly Agree 81%
81%
75%
75%
63%
69%
81%
94%
94%
Appendix 2E: Strategic Plan Input In October 2004, the Benedictine College administration began cabinetlevel discussions of fundamental goals for Benedictine College and discussed preliminary concepts with the board and the faculty. An emphasis on academic excellence emerged as a significant goal for Benedictine College to secure its future. This led the administration to prepare a proposal for the Board of Directors requesting investment in faculty salaries, additional faculty, and increases in departmental budgets. The board approved the budget request in February 2005. A month later the Presidentâ&#x20AC;&#x2122;s Cabinet held a daylong planning retreat focusing on identifying Benedictine College goals and personnel to guide the strategic planning process. For the next three months, cabinet members worked on developing a process to solicit internal and external constituent input for strategic planning. Foundational assumptions were established to guide the planning process, and presented to Benedictine College faculty and administrators at the Post-Commencement Faculty Colloquium in May 2005. Faculty and administrators discussed the fundamental assumptions and began to articulate the community vision for achieving the goals, with a special emphasis on academic excellence. One month later, the board discussed the fundamental assumptions, recommended changes or additions, and developed their vision of achieving the goals of academic excellence, financial stability, thriving faith life and a dynamic community. The Benedictine Blog was created in June 2005 to facilitate faculty and staff discussion of strategic planning issues. Later that summer Benedictine College staff members were invited to comment on the goals and vision as they emerged from the board meeting. At the fall 2005 Faculty/Staff Workshop, a preliminary strategic plan
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document was distributed to the Benedictine College faculty and staff community for comment. The faculty and administration provided input. A Strategic Planning Committee was formed and met for the first time in October 2005. Soon afterward, each member of the Benedictine College Student Senate, Student Ambassadors, and Residence Life Office were emailed an Individual Input Document to complete and submit. All members were asked to invite all students to consider the questions and submit suggestions. Afterward, the Strategic Planning Committee met and then Benedictine College faculty members were asked to schedule times at their respective division meetings to discuss the draft of the Current Strategic Plan. At the same time, each member of the Benedictine College Board of Directors was emailed an Individual Input Document to complete and bring to the meeting. Representatives of the Strategic Planning Committee met with the board to discuss and receive input for the Strategic Plan. Each member of the Benedictine College Alumni Association and Parents Association was emailed an Individual Input Document to complete and bring to their regularly scheduled meeting. The President and Director for Mission met with them to discuss and receive input for the draft of the Current Strategic Plan. Following Strategic Planning Committee meetings in November 2005, all faculty, staff, and administrators, as well as each member of the Benedictine College Student Ambassadors were given an Individual Input Document to complete and submit. Strategic Planning Committee members were asked to encourage members of their respective areas to complete the document. Shortly thereafter, Benedictine College Student Senate and Residence Assistants met and discussed the draft of the Current Strategic Plan during their meetings. Individual Input Documents were handed out to complete and submit. All members were asked to invite all students to consider the questions and submit suggestions. The Dean’s Council meeting in early December, 2005, focused on the Strategic Plan. During the same period, the Strategic Planning Committee met in several morning-long brainstorming sessions, where ideas from colleagues in respective areas were also shared. Throughout the month of January, 2006, each member of the Strategic Planning Committee held small group meetings to allow all constituents of Benedictine College to offer input, ask questions, and clarify goals. Fourteen meetings were held and 66 community members participated (39 faculty, five professional academic staff, five academic support staff, and 17 members from other areas of Benedictine College). An email announcing these meetings was sent to all faculty and staff. Special effort was made to get this invitation to staff without email. In February 2006, documents containing the responses from all small group meetings and individual input from the Board of Directors, faculty and staff, students, and alumni were collated and emailed to Strategic Planning Committee members. A draft document was emailed to committee members to examine with the intention of reviewing the document in the next meeting. Two weeks later, the Strategic Planning Committee met and spent an afternoon brainstorming ideas for the draft plan. Ideas from colleagues in respective areas were also shared. During the next several months, Benedictine College constituents met to review all documents of the strategic plan and provide feedback.
Notes
Appendix 3A: Learning Goals and Program Outcomes for the Graduate Programs in Education and Business Master of Arts in School Leadership: Overarching Goals: Graduates will be “Teachers of Teachers” who lead instructors in creating communities in each individual learning environment. Graduates will be ethical leaders who build their respective schools into unified learning communities. Graduates will actively involve members of the community outside their school (families, businesses, outside agencies, etc.) as partners in the educational process. Program Outcomes:
• Ensure successful communication with teachers and parents to help nurture the whole child/adolescent.
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• Demonstrate leadership by advocating, nurturing, and sustaining a school
Notes
culture and instructional programs conducive to candidate learning and staff professional growth.
• Promote success of all students by acting with integrity, fairness, and in an ethical manner that demonstrates respect for all cultures.
• Create a community of caring relationships that unify all educational participants in the educational process.
• Incorporate sound research and information (including action research
generated by the school community) into the perpetual process of educational improvement.
• Promote the success of all students by understanding and influencing
the larger political, social, economic, and legal institutions which impact education.
Masters Programs in the School of Business In our business graduate programs, the School of Business has identified seven core competencies that should be mastered at the graduate level. They are as follows:
•
Problem recognition
•
Strategic analysis and integration
•
Communication to relevant publics
• Application of quantitative methods to real-world business situations a. Ability to communicate effectively in written materials b. Ability to communicate effectively orally in one-on-one or business presentation situations
•
Teamwork skills: ability to work with a team of colleagues on projects
•
Professional ethics
•
Project management skills
Appendix 3B: IDEA Survey results: Faculty Ratings of Importance of Learning Goals Relevant to Discovery Item 11: Learning to analyze and critically evaluate ideas, arguments and points of view
Benedictine College IDEA database
SP07 64%
49%
FA07 59%
49%
SP08 56%
49%
FA08 52%
49%
SP09 52%
49%
Item 12: Acquiring an interest in learning more by asking my own questions and seeking answers SP07 54%
41%
FA07 44%
41%
SP08 41%
41%
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FA08 39%
41%
SP09 40%
41%
Notes
Students ranking in their own progress in these objectives relative to their peers:
Benedictine College IDEA database
Item 11: SP07 45
43
FA07 46
45
SP08 58
45
FA08 50
45
Item 12: SP07 49
40
FA07 44
40
SP08 44
40
FA08 40
38
Appendix 3C: Discovery Projects Self-Evaluation Results To evaluate their own Discovery projects, faculty and students were asked to rate the project in four general areas; responses were received from 48 project teams. “General project approach” includes the extent to which researchers controlled for biases, integrated knowledge and current research, and presented the material at an appropriate level. “Description of the project” includes a clear statement of the purpose, the extent to which the project met the purpose, acknowledged multiple points of view, addressed limitations, involved sufficient faculty/student collaboration, and was a valuable learning experience for the student. “Research methodology” addressed the appropriateness of the methodology and areas for future research. Finally, discipline-specific criteria were identified by each department (Discovery Project Follow-up Evaluation form). With ratings on a 1-to-5 scale (5 being the most favorable):
Mean General Project Approach
3.73
Description of the Project
4.03
Research Methodology
3.55
In all areas, mean outcomes at least met the expectations of the faculty and student project authors. (Data for discipline-specific criteria are not included in the table because they are idiosyncratic to disciplines.) Appendix 3D: Assessment and Placement of International Students It is required that all international students whose first language is not English submit a TOEFL score or the equivalent of another secured assessment of English language proficiency in order to complete the application and admission process. Minimum English proficiency for the acceptance of international students to full-time regular student status normally requires a score of 72 on the Internet-Based Test of English as a Foreign Language (TOEFL iBT), 200 on the Computer-Based
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TOEFL (TOEFL CBT), 533 on the Paper-Based TOEFL (TOEFL PBT) or 6.0 on the International English Language Testing System (IELTS). Upon arrival on campus, students who have received a score below these levels are administered the Institutional TOEFL test and participate in an oral interview and written test in order to better assess their language proficiency before being registered in the appropriate courses. Results of placement testing indicate whether the student is enrolled full-time in the ESL program or eligible to take some academic coursework. Once a student has achieved an acceptable level of language proficiency in all ESL coursework, or has received sufficient scores on a standardized test, he or she is admitted to full-time status. Students who begin to take regular courses before completing the ESL program are required to take one credit hour of Es 050, which consists of non-credit ESL tutoring sessions, each semester until they complete the ESL program. Appendix 3E: Reasonable Learning Accommodation Committee (RLAC) The accommodation process for students with learning disabilities begins when students apply for admission to Benedictine College, and have the option of indicating whether they have a disability that might require accommodations. They are clearly informed that this has no bearing on their admission. At this point, once they are accepted, they are channeled into the RLAC system; Benedictine College contacts them to get their documentation before they arrive. It is worth noting that because many of Benedictine College’s students come from parochial schools, often with inadequate access to special education resources, or are home-schooled, it is not uncommon for students at Benedictine College to be diagnosed during their undergraduate education. There are occasions when learning difficulties arise in college, a disability is suspected, and assessment is indicated. Parents are encouraged to have such assessment performed in their own community (specific learning centers, local school districts, or private practitioners may perform such testing). Some testing and assessment services are available through the Benedictine College Counseling Center. The Counseling Center determines whether testing can be done on campus based upon test administrator time and availability as well as the extent of the student’s need. A total of 49 students at Benedictine College were being served by RLAC as of January 2008. Appendix 4A: Sample Faculty Development Allotments
Year
Amount Allocated
2002–2003
$13,503
2003–2004
$15,248
2007–2008
$33,478
Appendix 4B: Research in the Biology Department at Benedictine College The trend in higher education to conduct undergraduate research appeared at the national level in 1987 when the first National Conference on Undergraduate Research was held at the University of North Carolina at Asheville. Undergraduate student/faculty research had been conducted in the Biology Department at Benedictine College for several decades before this national trend. The Kansas Heart Association funded undergraduate research in the Biology Department in 1962 with an award to Dr. William Galster. This funding was renewed in 1963. In 1964 the department received its first National Science Foundation (NSF) grant for physiology equipment. In 1967 Dr. Paulinus Engel received funding from three sources for undergraduate research, including the Office of Education in the U.S. Department of Health, Education and Welfare, NSF, and the Research Corporation. In 1968 Dr. Paulinus Engel received funding from NSF and Research Corporation to continue his work on the genetics of tryptophan-requiring mutants of Steptomyces coelicolor. In 1969 Dr. Eugene Dehner received an Undergraduate Research participation Grant from NSF to continue the work started by Dr. Galster. Six Student Originated Studies were awarded to Benedictine College between 1971 and 1981. Beginning in 1977 the Biology Department presented the results of student faculty research at every meeting of the Kansas Academy of Science until 1997. The model for
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student faculty research from 1962 until 1993 was for one faculty member to work with one to several undergraduates. Results were presented at state or regional meetings and results were occasionally submitted to peer-reviewed journals for publication. In 1994, the Biology Department added a faculty member and used this opportunity to increase the emphasis on undergraduate research. The professors believed that an active student research program would keep them engaged in the intellectual activity that had attracted them to biology in the first place. In addition, a research emphasis would also respond to the growing national trend to use research, inquiry, and discovery as the paradigm for undergraduate science education. Increasing research productivity involved: 1) finding a project in which the entire biology faculty could participate so that they could benefit from collaboration, mutual support, and specialization as they dealt with the students; 2) finding a project that could accommodate many students at the same time; 3) revising courses and curriculum to efficiently teach students to conduct research; 4) funding the project through grants, contracts, and donations from alumni. Biology faculty and students began a study of biodiversity on the Benedictine Bottoms mitigation site in 1994. The site had been purchased by the U. S. Army Corps of Engineers in 1992 and was converted from agricultural lands to wetlands between 1995 and 1998. Daily management was assumed by Kansas State Department of Wildlife and Parks. The Benedictine Bottoms, located conveniently for student researchers one mile northeast of campus, is the largest and one of the most important mitigation sites on the Lower Missouri River. By 1996, all biology professors were directing student research on the Bottoms; by 1999, the chemistry faculty was also involved. Many students could work on the project without their studies overlapping by having each student specialize in the study of biodiversity of one of the major taxonomic groups, the environmental, or physical matters. An increasing numbers of students could conduct research without additional faculty because of the following changes in the biology program: Freshman biology majors begin the introductory sequence of courses with a one-credit hour course on scientific method added to the 4-credit-hour content course. A traditional content course follows and it incorporates long-term experiments followed by oral and written reports which repeatedly take students through most steps in conducting research and using the scientific method. Sophomores take a course in evolution in the fall followed by a research and design course in the spring. Sophomores are recruited into research groups so that they can learn the culture of research and also appropriate methods, techniques, and computer skills from the juniors and seniors. Seniors, as project leaders, recruit and train sophomores and are required to present their research findings at a science meeting. Research vitalized the department. Since the Benedictine Bottoms Program began, 160 students have presented papers at regional and national meetings. Stipends and housing have been provided to 85 students to do summer research. About 150 students have written their own grant proposals and received funding totaling over $50,000 through the Benedictine College Discovery College Program, which supports student research in all disciplines. All students have presented papers during the annual college-wide Discovery Day Symposia. Many students conduct research, which is supported by 4.5 faculty members. The quality of their research is professional and award winning. Since 1998, five students have received Dehner Awards at meetings of the Kansas Academy of Science, which recognizes outstanding student research and paper presentations. Further evidence of a positive effect of research is that 70 percent of 175 biology graduates since 1995 have pursued postgraduate education. In 2001 the Biology Department at Benedictine College received the Heuer Award, which recognizes the best science education programs in the United States from the 480 members of the Council of Independent Colleges for having created an academic environment which engaged most of their students in research. In 2004 Wangari Matthai, a graduate of the Mount St. Scholastica Biology Program, received the Nobel Peace Prize for her environmental work including the Green Belt Movement. From 2007 through 2009 the Biology Department has received three grants from the Corps of Engineers for environmental work on the Cottonwood Forests in the floodplain of the Missouri River.
Notes
Significance of Effects on the Institution The opportunity to conduct meaningful research with the faculty is attractive to incoming students and has helped retain them in the department. The number of biology graduates increased significantly from a mean of 9 between 1990 and 1993 to a
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mean of 16.4 between 1994 and 2008. As high as 20 % of the freshman class were biology majors. The research program, with the help of the Benedictine College Advancement Office, attracts the support of biology alumni who annually provide summer stipends. Many alumni who first started supporting biology now have taken a broader interest in the college. An NSF equipment grant was obtained in part to use DNA fingerprinting and fluorescence microscopy to study microbial biodiversity on the Benedictine Bottoms. The collegial relationship between faculty and students doing research and the vitality of the department has encouraged more extended field trips, foreign travel, and social activity. Significance of Effects on the Community The Consortium of Missouri River Institutions (CMRI) is a consortium of academic institutions in the Missouri River Basin which coordinates and promotes information dissemination, research, policy analysis and educational programs which advance the knowledge and understanding of the cultural, ecological, economic, geophysical, historical and social issues influencing the use, management, restoration and appreciation of the Missouri River and its tributaries. Benedictine College is the only private college member of the CMRI. A Benedictine College biologist and chemist serve as members of the Missouri River Basin Advisory Committee for the State of Kansas Water Office. Members of the Biology Department use their knowledge of the natural history of the Benedictine Bottoms to cooperate with the Atchison Chamber of Commerce by producing a video to encourage tourism and giving presentations to local service clubs. The Biology Department regularly participates in Community Days on the Atchison Mall or at the Missouri River Front with students and faculty staffing displays about their research on the Benedictine Bottoms. Local, state, and national preparation for the bicentennial commemoration in 2004â&#x20AC;&#x201C;2006 of Lewis and Clarkâ&#x20AC;&#x2122;s Voyage of Discovery on the Missouri River provided an opportunity for the Biology Department to provide expertise about the modern natural history of the Missouri River. The Benedictine Bottoms mitigation site contains the mouth of Independence Creek named by Lewis and Clark on July 4, 1804. Biology faculty and students were members of the Atchison-Doniphan County Planning Committee that prepared for the 6 million persons following the Lewis and Clark Trail. The department designed and built an interpretive display at the Santa Fe Depot Chamber of Commerce building about the biology of the Lewis and Clark Expedition. It was also invited to design the U. S. Department of the Interiors signs for the Benedictine Bottoms and to design an interpretive panel in a river-front kiosk. In cooperation with the Kansas Department of Wildlife and Parks, the Biology Department also developed an interpretive nature trail on the Benedictine Bottoms. Potential for Wider Influence in Higher Education Features of the Biology Department program are adaptable to other institutions. One major student/faculty research project for an entire department is a useful model for other smaller biology departments. It provides a common goal beyond teaching which attracts lively and creative interactions. The Scientific Methods Seminar and the Research Design and Analysis course are being considered as models for preparing all Benedictine College students to participate in Discovery College projects. Discovery Day presentations by biology students have set the standard for professional excellence at Benedictine College. These courses can be modeled by other institutions which are increasing their emphasis on collaborative, scholarly interactions between faculty and students. The cooperative arrangement between the Biology Department and the Advancement Office is a model for alumni relations at other small colleges. Appendix 4C: Contributions of Benedictine College Staff to Discovery Day The Discovery Day Symposium, held in the spring semester usually in late March or early April, is the realization and celebration of the Discovery Program. Many members of the Benedictine College community are responsible for the apparent ease with which it takes place, often working behind the scenes days before the event. The style and accuracy of the Discovery Day Symposium program is due to the care and effort of Mary Asher, Senior Administrative Assistant, who formats the program in InDesign, proofreads it (repeatedly) for errors, and prepares it for printing. Danny Wagner of the Benedictine College Print Shop sees to the purchase of paper, makes the plates for offset printing, collates and staples the program for distribution
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prior to Discovery Day. The Admission Office, under Pete Helgesen, underwrites the printing cost of the program, continuing a practice begun under Kelly Vowels, the previous Director of Admissions. That the technology (computers, projectors, backup equipment) works so smoothly is the expert and generous contribution of Cory Cardona and the group of student assistants that she appoints. Mrs. Cardona also mounts the posters for the poster session and installs the student PowerPoint presentations on the computers in each venue. This year the poster session was moved into the Ralph Nolan Auditorium; the Athletic Department arranged for that large space to be available and the floor protected from viewers’ traffic. The Communications office, specifically Steve Johnson and Andrea Sloan, oversee the Discovery web pages and make available online the contents of the Discovery Day program prior to the event. Ms. Sloan also maintains a web archive of Discovery Day materials. Preparation of the various presentation venues is taken care of by the staff of the Benedictine College Operations department; this involves seeing that the rooms are open and available early on Discovery Day and providing tables and chairs where needed. Cafeteria managers and staff provide a continental breakfast at the opening of the day and lunch at mid-day for those attending the symposium. The lunch is taken to the accompaniment of the BC Jazz ensemble under the direction of Ted Hanman. Although infrequent over the years, administrative staff have on occasion been the advisors of student research projects. This year, Joseph Wurtz, Dean of Students, was such an advisor for a student-originated web project, presented in the poster session. Finally, the support provided by President Minnis and Dean Shankman are essential contributions to the strength and value of the Discovery Program.
Notes
Appendix 4D: General Education Revision Narrative A workshop schedule for general education and a “template for general education programs” were given to the Dean’s Council on May 9, 2002. Voluntary workshops were held over that summer, during which a significant number of faculty members representing most academic departments and other interested constituents worked out a variety of proposals for renewed general studies programs. The dean asked only that each proposal solicited for general education have some sort of freshman experience component. During October/November 2002, a conference committee of faculty met to evaluate the plans developed over the summer. The plan settled upon for presentation to the faculty was the foundations, skills and perspectives model. On October 22, a draft skills and perspectives survey was sent to department chairs. The survey acted as a de facto inventory of current courses that were likely to meet each of the proposed elements of the new general education requirements. On November 14, the foundations plan was submitted to the faculty at its monthly meeting. In response to feedback from that meeting, the conference committee created a second draft of the plan, including updated descriptions of foundations, skills and perspectives. On December 3, 2002, the faculty at its monthly meeting adopted the new general education plan by a vote of 35 to 13. Appendix 4E: Freshman Program Since 1991, various iterations of a freshman program have been attempted and were largely met by student and faculty dissatisfaction. The faculty debated general education reform throughout 1991–1993. Among the reforms decided upon at that time was to institute a freshman-level academic course, to be taken by all freshmen. The faculty did this with the specific understanding that the course would not be a required overload. The course, which first appeared in the 1993–1995 Catalog (hardcopy) on page 85, was described as a 2-credit hour course designed to give students an understanding and appreciation of the value of a Catholic, Benedictine, liberal arts education in a residential setting, utilizing readings, lecture, discussion, experiential activities and group projects. Next, in the 1997–1998 Catalog (hardcopy), the course was reduced to one hour of credit and the title of the course was changed to the BC Colloquium. Because students registered dislike of the course and the faculty tended to find teaching the overload burdensome, even though it was optional, further change was thought necessary. In 1998–1999, the title and credit hours remained the same, but the catalog copy was expanded to include reference to our “Discovery College” identity, and
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address the unique aspects of the experience for international students (see 1998–1999 Catalog – hardcopy). Student and faculty reception of the course remained lukewarm; as a result, in the next iteration, 1999–2000, the faculty sharply reduced the academic content of the course (see 1999–2000 Catalog – hardcopy). The 2001–2002 Catalog (hardcopy) brought official recognition that the course no longer had academic content; the course was listed as “credit” only, and the description of the course, which has remained constant since 2001–2002, reads: “GS 150/350 The BC Colloquium (cr). This course, which is required of all students during their first semester of enrollment, is designed to give them an understanding and appreciation of the value of a Catholic, Benedictine, liberal arts education in a residential, Discovery College setting. It will explore major themes that extend throughout all of a liberal arts education to prepare students to make the best possible use of their Benedictine College social, intellectual, and personal endeavors.” During the 2005–2006 academic year, a task force was organized to present the faculty with a proposal for a renewed freshman seminar. The plan ultimately presented to the faculty for consideration was withdrawn at the October 10, 2006 faculty meeting, and the task force, which had been nominated in February 2006 to study the problem and make a proposal, was disbanded. On March 5, 2008, the Dean of the College circulated an email to faculty outlining a new proposal for a freshman experience. Essentially, the plan involved turning select sections of introductory courses into freshman experience classes. They would meet one extra hour per week, and would be worth four credit hours. The fourth hour would be a combination of attending speakers (this is the sesquicentennial aspect; the speakers would be part of our sesquicentennial celebration) of general interest, although not necessarily with specific relationship to the subject matter of any given course, who would be scheduled during this time (probably four speakers over the course of the semester) and providing some specific freshman-transition oriented instruction. The decision to teach one of the freshman experience sections would be left to faculty (i.e., voluntary). The Director of Institutional Research and Assessment is conducting a study to determine whether or not student participation in the freshman experience sections has a positive impact on the students’ educational outcomes. Appendix 4F: Mechanics of the General Education Requirements In addition to a core group of courses that must be taken by all students, the general education requirements include foundations and skills and perspectives. Courses from a number of disciplines will fulfill the foundations, and some courses may be “cross-listed” between two foundations (for example, Catholic Social Thought may fulfill either the “Person and Community in the Contemporary World” foundation or the “Faith” foundation). However, because the purpose of identifying specific foundations is to articulate an understanding of the range of academic experience that constitutes a well-developed education for all students at Benedictine College, each student can only count a single course for a single foundation. Together, the core and foundations components of the plan require 52 credit hours. Skills and perspectives can be satisfied concurrently with foundations courses or with courses that count toward a major, or with elective courses. They cannot be satisfied with courses in the core. A single course may satisfy up to three skills and perspectives requirements. One significant advantage of this plan is it allows students who wish to develop a particular skill (for example, students who are planning on applying to law school, and so want to work on their writing skills) to identify courses throughout the curriculum that will assist them in this development. Because of the large number of opportunities to satisfy the skills and perspectives requirements, for most students, this set of requirements does not add any additional hours to the general education program. In order to certify that a course will satisfy a foundation, skill or perspective, the faculty member submits to the Curriculum Committee a syllabus for the course, along with a form detailing in what way the course is relevant to the proposed areas. The Curriculum Committee consults the department chair of the relevant traditional disciplinary base for the course (History Department for Historical Perspectives, Theology Department for Faith, etc.). The Curriculum Committee may approve the course, return the proposal with questions or suggestions, or deny the request. When the Committee has approved a course, it is passed on to the Dean of the College for approval, and if approved included in the next catalog. The Registrar of the College is
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a member of the Curriculum Committee ex officio. (Curriculum Committee forms and guidelines are available on the Curriculum Committee website.)
Notes
Appendix 4G: Wangari Maathai: A Model Life in a Global, Diverse, Technological Society Wangari Maathai, an alumna of Mount St. Scholastica, one of the parent colleges of Benedictine College, won the Nobel Peace Prize in 2004 for her lifelong efforts in environmental conservation, democracy and peace in Kenya, her native homeland. This is particularly relevant to Benedictine College’s preparation of students for a global, diverse, and technological workplace. During her 2007 visit to her alma mater she expressly attributed her success, including the winning of the Nobel Peace Prize, to her education and other experiences while an undergraduate at Mount St. Scholastica College. Benedictine College has been profoundly influenced by the work and words of Dr Maathai, who received a degree in biology from Mount St. Scholastica College in 1964. She returned to Benedictine College on January 28, 2007 to challenge students, faculty, and her 1400 listeners to care for the earth and its people. Dr. Maathai told the packed gymnasium, “We as citizens cannot just be observers; we need to be participants…We need to accept our part in the problem and be part of the solution…. We must remain stubbornly hopeful that we can change things. We must do the best we can.” Benedictine College is attempting to respond to Dr. Maathai’s challenge in a number of ways. First, to represent Benedictine College’s attempt to help carry out the work of Dr. Maathai, tree seedlings were given to all who attended Dr. Maathai’s January 28 presentation (Maathai Visit Website). Due in part to their awareness of Dr. Maathai’s work, students started the Environmental Club in 2004. Initial projects included expansion of the recycling program on campus, adopting a panda, helping with Atchison clean-up day, adopting part of the rainforest through Heifer International, baking organic foods, planting flowers, and continuing to educate themselves and others about Wangari Maathai and her Green Belt Movement. In 2005, the club continued its educational and recycling efforts, and planted ten trees on campus. In 2006, they designed T-shirts and printed matter for awareness, expanded recycling, and urged the community to register on-line and become part of the One Billion Tree Campaign, at the encouragement of Maathai. Dr. Maathai’s visit on campus has had dramatic effects on the Benedictine College community. Students and their parents, faculty, administration, and staff, and many in Atchison have read and been deeply affected by Unbowed (hardcopy), Wangari Maathai’s autobiography. Some have considered a Green Belt Safari in Kenya for students and faculty. Faculty members have discussed the possibility of developing an interdisciplinary course to study Dr. Maathai’s life and her dedication to peace and environment and the possibility of establishing a scholarship fund for Kenyan students to attend Benedictine College. Wangari Maathai credits her own college education, mentors, and the Benedictine values for helping to make her who she is today. Benedictine College is aware of the continuing challenge to discover ways to care for the environment, to be peacemakers, and to educate and involve our expanding college community in responding to these Benedictine values. Appendix 4H: Leadership Program Benedictine College Leadership Program (January 2009 Draft) Purpose The purpose of the Benedictine College Leadership Program is to graduate students of character and competence who understand and work for the dignity of the human person, the common good of society, and solidarity across cultures. Program Description The Benedictine College Leadership Program consists of two main offerings: an academic component and an experiential component. The overall program is set up in four levels, to be completed one year at a time. Any student who is accepted into the program will be identified as a Benedictine Leadership Scholar and will be given specific distinction during the commencement ceremonies (sash, pin or tassel). There will be an application process to get into the program. One of the intended outcomes of this program is the development of more effective leaders on campus, for the Church, and in the world. Every student who attends Benedictine College will have the
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opportunity to become involved in the Benedictine College Leadership Program. Appendix 5A: CIRP Data, 2007 From recent administrations of CIRP (CIRP Data, 2007), Benedictine College has learned that, relative to incoming freshmen at other medium-sized Catholic, 4-year colleges, its students are more likely to be Catholic, to have participated in political demonstrations, played a musical instrument, discussed religion, and consider themselves to be above average in spirituality. When asked to indicate their reasons for choosing this college, Benedictine College students were more likely to name the religious orientation of the college, that they had been recruited by the athletic program, and that they were influenced by a campus visit, and somewhat less likely to indicate that they chose their college because they wanted to live near home. Consistent with that is the fact that a greater percentage of Benedictine College students are attending college over 100 miles away from home. Finally, Benedictine College students are more likely than those at other 4-year, Catholic colleges to describe themselves as politically conservative.
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Appendix 5B: Alumni Events
Event
Notes Date
Attendants
34th Annual Scholarship Ball 2005
2/19/2005
450
20th Annual Golf Classic
9/19/2005
127
35th Annual Scholarship Ball 2006
2/18/2006
515
2006 Reunion
6/9/2006
394
21st Annual Golf Classic
6/26/2006
160
Hall of Fame 2006
10/21/2006
161
36th Annual Scholarship Ball
2/17/2007
329
2007 Reunion
6/8/2007
532
22nd Annual Golf Classic
6/25/2007
126
37th Annual Scholarship Ball
2/16/2008
562
Washington DC Campaign VIP
4/17/2008
11
Columbia/Jefferson City Campaign VIP
4/24/2008
19
Saint Louis Campaign VIP
4/25/2008
19
Wichita Campaign VIP
5/9/2008
11
Denver Campaign VIP
5/22/2008
13
KC Campaign VIP - Wholey
5/28/2008
14
2008 Reunion
6/13/2008
335
Recent alumni events have been hosted in Washington D.C., St. Louis, Columbia, Wichita, Denver, Kansas City, Jefferson City, Chicago, San Antonio, San Diego, St. Charles (Missouri), Topeka, San Francisco, Omaha, and Peoria.
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Appendix 5C: Alumni Survey Agreement
Don’t Know/No Basis for Responding
66%
26%
64%
30%
65%
28%
71%
0%
Benedictine College adequately responds to my concerns
45%
45%
It appears that Benedictine College values my input
65%
24%
I make an effort to keep up with what is going on at Benedictine College
88%
0%
Item It appears that Benedictine College adequately includes feedback from alumni in its planning processes Donors to Benedictine College receive sufficient feedback as to how donations will be spent Donors to Benedictine College receive sufficient feedback as to how donations have been spent I am aware of clear and open paths through which I can make my concerns about Benedictine College known
Appendix 5D: Communication with Prospective Employers Employers are invited to campus through the following methods: Email messages Postcards mailed through regular mail, followed by phone calls Talking to recruiters face to face at other career fairs (such as Washburn, KU & UMKC) Contacting alumni at companies to solicit participation Informing employers who call my office to post a job and are not aware of our career fair. The Career Development Office learns of job openings and internships through the following methods: Notification from BC Alumni Direct emails & phone calls from employers Making phone calls to recruiters Career Development webpage with link to BC Careers directing employers to post jobs online Talking to recruiters at career fairs Information received from NACE (National Association of Colleges and Employers) Jobs posted by employers on BC Careers (our online job posting service) Searching company webpages Searching other job search webpages Faculty notifications Employers call our office to set up interview dates on campus for full-time jobs & internships. Looking at the printed want ads in the newspapers (KC Star, St. Joseph News Press) Communicating with colleagues from other colleges & universities Professional conferences
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Appendix 5E: Music Department Faculty Performances Dr. Ruth Krusemark, Chair of the Music Department, has performed as an organist and pianist at many area churches and schools, performed with area symphonies, and performed solo concerts at many venues, notably the Carnegie Arts Center (Leavenworth), Bales Recital Hall (University of Kansas), and St. Peter’s Basilica (Rome). In addition, Dr. Krusemark directed an Atchison community choir (the Riverbend Choir) in two concerts, and has adjudicated at many music contests, festivals, and clinics. Dr. Karen Minter has been a roster artist for the Lyric Opera of Kansas City since August of 1986. During that time she has sung chorus and small roles in over 60 productions for over 3000 performances. She was also in the Lyric Opera Young Audiences Quartet for 2 years, between 1988 and 1990. She performed opera scenes in KC area schools as a part of students’ arts education. Since she began teaching at Benedictine College in January of 1990, an average of over 50 students attend Lyric productions regularly. Dr. Minter has also been a professional section leader and soloist at three churches in the Kansas City area: Unity on the Plaza (1985–1988), Village Presbyterian Church (1988–1994), and St. John’s United Methodist Church (1995– 2008).
Notes
Appendix 5F: Speakers Hosted by Benedictine College Recent speakers who were hosted by Benedictine College and were open to the public: Wangari Maathai – Nobel peace prize winner (1/29/07) All of the Sesquicentennial speakers for 2008–2009 All Discovery Day speakers and student presentations Nicanor Austriaco spoke on Stem Cell research (11/02/07) Patrick Kuhse (10/05/07) Jim Ferrell (10/31/07) Diane Couture speaks on “Responsibility of the Artist in View of 9/11 (9/23/05) Father Joseph Kotorski (4/28/05)(sponsored by the Philosophy department) Sr. Rosemary Flanigan spoke on the civil rights movement (1/13/06) Alvin Brooks for the Black Student union (02/02/06), All Commencement Speakers: E.g. Sean O’Brien (2005), Dr. Reyes (2005) Lewis and Clark historian speaks at Benedictine (4/01/04) Lewis and Clark Bicentennial (07/04)—numerous educational campus activities The Fellin Lectures (held annually) Dr. Ted Sri (several times) Scott Hahn (03/31/06)—noted Catholic speaker Christopher West (3/05/04) Fr. Benedict Groeschel (10/31/07) Dr. Vern Barnet on world religions (11/13/04) Bob Fishman on the Jewish roots of Christianity (11/16/05)
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Appendix 5G: Service Learning The following table reports the approximate number of volunteer roles in the various organizations filled by Benedictine College students from 2003–2007 as a component of their service learning experience.
Organization
Approximate Number of Volunteers
Uplift
40
Humane Society
8
Campus Ministry
20
Local Nursing Homes/Assist. Living Facilities
440
Atchison Day Care Association
15
Atchison Elementary School
62
Other Elementary/High Schools
1098
Hunger Coalition
70
Atchison Boys and Girls Club
60
Atchison Juvenile Correction Facility/other Correction Facilities
10
Soup Kitchen or Similar Organizations
50
Other organizations egg. YMCA, Life Teen, Boy Scouts, San Lucas Mission, Mental Health Guidance Center, Achievement Service of Atchison
798
Service Learning Project Examples One of the primary aims in many of Dr. John Rziha’s theology classes is to teach students how they are fulfilled by helping others. In order to help his students better understand this concept, Dr. Rziha requires many of them to perform a service learning project and write a paper showing that they understand the principles presented in class. About 180 students per year do some sort of service learning project. The most basic service projects are done by Dr. Rziha’s Introduction to Theology students. Because this class is composed primarily of first semester freshmen, the aim of these projects is simply to teach students about the many service opportunities that exist within the Benedictine College community and to show them the value of participating. Although only a small amount of service work and a short paper are required, by exposing students to these service opportunities, the next four years within college is changed for many of them as they become involved in service projects sponsored by Benedictine College on a regular basis. Among the most extensive service projects are those performed by students enrolled in RS 370/EC 398: Catholic Social Thought. This class, which is taught jointly by Drs. Rziha of the Theology Department and Coronado of the Economics Department, teaches about morality within the economic and political systems. In this class, students are specifically required to work with an organization that works with the poor and they must work with the poor people long enough to actually get to know those whom they are serving. These projects help students understand a key principle of Catholic Social Teaching: it is only by a sincere gift of self that one’s true self is discovered. (For a complete description of the service learning requirement, see the Syllabus for RS 370/EC 398 – hardcopy.) One example of how students are affected by the class is Katie McDermitt, a theology major from St. Louis. She took Catholic Social Thought as a sophomore.
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Although she had done a great deal of service work before coming to college, once here she became occupied with academic and social events and spent little time serving the community. When she took Catholic Social Thought, she volunteered at Uplift, an organization that provides outreach to the homeless in Kansas City. Upon completion of the course, Katie continued to volunteer with Uplift and became involved in many other service activities. In her senior year, Katie served as the Benedictine College student organizer for Uplift.
Notes
Letter from Chris Cox, 2008 Finance Major, General Manager, Ferrell Gas Catholic Social Teaching (CST) cannot truly be explained without a service project. This project allowed for the opportunity to practice what the class was trying to teach and for the realization that CST is not just a doctrine to memorize. It is explanation to how Catholics should live in the world. I can say with certainty that the service project has forever changed my view on the homeless. For most of my life, I have had no respect for the homeless and the poor. I now see them as human and as people who deserve my respect and compassion. I could go on further to explain my experience, but I need not to. I would challenge anyone to go through the class, all the readings included (good luck!) and to participate in a service project (I would suggest an Uplift service project). You will soon realize the importance of assigning a service project to further explain Catholic Social Teaching. Appendix 5H: Mission Week 2007 For Mission Week 2007, Benedictine College students did the following:
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helped build a house for Habitat for Humanity
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walked dogs for the Humane Society
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visited the elderly residents at an area nursing home
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taught life skills to foster children
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cleaned streets in Atchison
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raised over $600 for food for the poor
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collected hundreds of pounds of canned food, baby formula, baby food, and diapers for the needy in Atchison
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gathered school supplies for a mission school in Belize.
For a list of Fall 2008 Mission Week activities, see Mission Week 2008. Appendix 5I: Athlete Service Projects
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Members of the football team moved furniture, appliances, and 155 years of belongings from the historical St. Catherine’s Hall on the Mount St. Scholastica campus to make the building ready for renovation.
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Over his Spring Break, one football player spoke to 40 7th and 8th grade students in Pasco County, Florida in conjunction with a teacher’s “Early College Awareness Unit.”
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Members of the Benedictine College spirit squad worked with young girls to prepare halftime routines for football and basketball games.
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The Benedictine College dance team performed in a benefit dance concert for the St. Joseph’s Children’s Advocacy Center in St. Joseph, MO. The concert raised over $4000.
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The men’s and women’s basketball teams participated in the Heart of America Athletic Conference (HAAC) Officials’ “Calling for a Cure” cancer fundraiser, raising nearly $500.
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The Benedictine College Men’s Soccer program donated jerseys, soccer
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{ Appendices } balls, and cones to the mission school in Belize, and donated soccer balls to the Kansas City, Kansas High Schools to help start soccer programs in the schools.
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Members of the Benedictine College Women’s Soccer team make weekly visits to elderly people in Atchison, and deliver food to the needy in Atchison on Thursdays.
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The Benedictine College Volleyball team sponsored a Breast Cancer Awareness fundraiser during their match with Avila University. Gate receipts and donations amounting to $400 were sent to the American Cancer Society.
Appendix 5J: Science Day Each fall for the past fifteen years or so, the Chemistry and Biochemistry Club, along with the Chemistry Department, has offered a “Science Day” at the Atchison Library for children ages 5–13. The 2-hour program begins with a faculty member doing several larger demonstrations for the children. The children are then divided into small groups that proceed through various stations, where they learn chemistry through hands-on activities that are supervised by the undergraduates. The topics vary from year to year; past years’ topics have included ultraviolet light and sunscreens, polymers (how disposable diapers work and making bouncy balls), and how hot & cold packs work. In 2008, the program was moved to the Benedictine College campus in order to allow for presentations that cannot be conducted in the library. Each year, the program involves about fifteen Benedictine College students and about 20–30 children from the community. Appendix 5K: Parents Association Activities
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On Freshman Move-In Day, Parents Association members provide a lunch and cool drinks for arriving freshmen and their families, man a “welcome tent” where they are available to answer questions, and host a reception for parents with light refreshments and conversation as the last event before they leave their new college student and head for home.
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In the Fall Semester, the Parents Association sponsors and serves a BBQ meal after the football game on Saturday of Family Weekend. This event helps keep the Benedictine College family together on campus.
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In February, the Association provides keepsake photos and frames during Little Siblings weekend.
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In May, the Association honors the graduating seniors by providing a special BBQ dinner.
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The Parents Association has purchased new furniture and game tables for the lounge on the upper floor of the Student Union and a piece of equipment for the exercise room.
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The Association has worked on the construction of a fire pit that will give students and families a safe place to roast marshmallows or hot dogs or simply sing around a campfire.
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The Association has created a prayer chain to spiritually support the students and parents of Benedictine College.
Appendix 5L: Service Recipients Feedback Church Quotes from the Campus Ministry Website: “I’m delighted in what I see in the development of the college. I think the enthusiasm of the student body and the enthusiasm of the faculty are all the signs of good health that you’d ever want, because it’s very clear that there’s a great deal of enthusiasm, commitment, and actual enjoyment of good learning going on in conjunction with the Catholic faith.” Full Article
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– Fr. Benedict Groeschel (Catholic author and speaker)
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“You are doing great work.” -Archbishop Charles Chaput, Archdiocese of Denver “All groups are very special in their own way, but for some reason, this group was much more special.” – Henry Flores, Coordinator of Santa Ana Project, El Salvador “They sang the BC fight song so many times, that the Bishop Miege kids knew it by heart. The BC students also set a great example…” – Ronda Intfen, ‘87, D.C. March for Life “The FOCUS retreat added coals to the fire and gave me new goals….” – Tommy Welsh, Student Leader “The Benedictine team was able to touch these students in a way I never dreamed could happen in one day. Saturday made a difference in their lives.” – Connie Fischer, St. Stanislaus Parish Reactions to the catechism program taught by Benedictine College students at St. Benedict’s parish: “Hi! I would be more than glad to attest to the fine work that the Benedictine students did this year with CCD. My youngest son, Shawn, was in the 1st grade classroom. His teacher, Miss Elizabeth, did an excellent job! Shawn learned prayers, and was eager to attend class each week, as he looked so forward to seeing his teacher. One day, she will make a wonderful classroom teacher. My oldest son, Patrick, was in the 7th grade classroom. He learned valuable lessons about the saints and holy days. I was very impressed with both classes. Thank you for your times and effort that you give to the children of Atchison!” – Linda Boos, St. Benedict’s Parish “ I really liked my teachers. We did fun projects and learned about Jesus. I liked the prayer cards.” – Shannon Funk, kindergarten “I made my communion this year and I liked it. Miss Carol taught us how to say our prayers and I liked CCD very much.” – Riley Funk, 2nd grade “Wade enjoyed CCD this year. I just talked to Wade on the phone and he said his “teachers made class more fun and he learned things” about Jesus. I know when I picked him up after CCD every Wednesday, he would talk about what he did in class. He liked the different group projects his teachers had for them. His sixth grade experience in CCD this year was good.” – Liz Gassmann Parents and Family From the 2007 Parent’s Association newsletter: A Parent’s Reflection on Move-In Day by Allyson Harkins, member of the BC Parents’ Association Executive Board and mother of Benedictine College sophomore: “You’ll find that the students and faculty of Benedictine College do a great job of communicating the inherent value and dignity of each person. They have these first weeks mapped out so students can find their niche and discover outlets for their gifts and talents. It is an integral part of the mission of the college to recognize that each member of the community has something valuable to contribute.” Comments provided on the Self-Study Service Recipient Survey “Just an absolutely awesome group of volunteers. Always complimented for booking this group. Absolutely hardworking and pleasant. One of our best volunteer groups. Thank you!” “We love Benedictine students. Its comforting to know that Atchison can attract such wonderful, caring young adults to B.C. Thank You!” “I’m so impressed with all I’ve seen in these students! They have high expectations of themselves, have strong academic records, choose additional activities to commit to excel in, and maintain strong boundaries and values in their personal lives. Many
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have done some kind of missionary work or other volunteerism, so they are fabulous humanitarians as well.” “Thank you for all you have done for us!” “This will be the first drive I will have a group of Students I will be working with.” “A Benedictine College graduate and current employee is the Director of the CCD programs and has recruited the college students to teach in the program. Her name is Elizabeth Slobodnik, and she does an excellent job of preparing and monitoring the student teachers. Also the Benedictine College Liturgical choir under the direction of Dr. Lara West has performed for mass at Sacred Heart Church and did an inspirational job last week at 4:30 pm Saturday Mass”
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www.benedictine.edu
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