Union College HLC Accreditation Project by Chris McConnell

Institutional Self-Study Report 2009

Prepared for The Higher Learning Commission of the North Central Association of Colleges and Schools

Vision, Mission, Values

VISION Union College will be recognized as a passionately Christ-centered community where students excel in learning, gain professional competence, and prepare to influence the future with faith, confidence, and integrity.

MISSION Inspired by faith in Jesus Christ and dedicated to a personal student-focused community, Union College empowers students for learning, service and leadership.

UNION COLLEGE VALUES Core Values are not expressions of who we want to become, but who we are. At Union College, our beliefs serve as the soil from which our vision and mission flower. WE BELIEVE… • L earning – Learning is a life-long process rather than a graduation destination. We model continual learning and active exploration by uniting theory and practice and connecting the new with the familiar. • Discipleship – Life is best experienced by serving God, applying a biblical worldview and sharing God’s love with others. We commit time and energy to developing personal relationships with God that are genuine, creative and intentional. • Service – Service is our privilege. We foster a culture of volunteerism, gladly reaching out to our local and global communities because we enjoy sharing and honor the example of servant leadership set for us by Jesus Christ. • Mentoring – Mentoring provides support for development of the whole person. We inspire each other to achieve, believe and make wise choices. • Diversity – Diversity enriches campus life. We create cordiality of discourse, encourage respect for differences, promote inclusiveness, and welcome diversity among employees, students and leaders. • Community – We best learn and develop in the context of diverse global community. We seek opportunities to strengthen our network of alumni, employees, families, churches and business friends while welcoming new collaborative connections. • Stewardship –Union College has been entrusted by God with stewardship of His resources. We respect our students and care for our employees while maximizing our financial and physical capital in service of our mission.

III

Table of Contents

Table of Contents Institutional Self-Study Report �� I Vision, Mission, Union College Values �� III Abbreviations and Definitions �� VII

Introduction:Union’s Progress Since 1999 �� 1 Founding the “College of the Golden Cords” ��

Progress since 1999: An Overview �� 4 Responses to the 1999 Site Visit Report �� 13 Conclusion �� 20

Chapter 1: Union’s Commitment to Mission and Integrity ��

CORE COMPONENT 1a: The organization’s mission documents are clear and articulate publicly the organization’s commitments. �� 24 CORE COMPONENT 1b: In its mission documents, the organization recognizes the diversity of its learners, other constituencies, and the greater society it serves. �� 26 CORE COMPONENT 1c: Understanding and support for the mission pervade the organization. �� 33 CORE COMPONENT 1d: The organization’s governance and administrative structures promote effective leadership and support collaborative processes that enable the organization to fulfill its mission. �� 36 CORE COMPONENT 1e: The organization upholds and protects its integrity. �� 39 Union’s Commitment to Mission and Integrity: an Evaluative Summary �� 43

Chapter 2: Preparing for the Future �� 47 CORE COMPONENT 2a: The organization realistically prepares for a future shaped by multiple societal and economic trends. �� 48 CORE COMPONENT 2b: The organization’s resource base supports its educational programs and its plans for maintaining and strengthening their quality in the future. �� 55 CORE COMPONENT 2C: The organization’s ongoing evaluation and assessment processes provide reliable evidence of institutional effectiveness that clearly informs strategies for continuous improvement. �� 75 CORE COMPONENT 2d:

All levels of planning align with the organization’s mission, thereby enhancing its capacity to fulfill that mission. �� 76 Union prepares for the future: An evaluative summary of its strengths and challenges �� 79

Table of Contents

Chapter 3: Student Learning and Effective Teaching ��

CORE COMPONENT 3a: The organization’s goals for student learning outcomes are clearly stated for each educational program and make effective assessment possible. �� 86 CORE COMPONENT 3b: The organization values and supports effective teaching. �� 94 CORE COMPONENT 3c: The organization creates effective learning environments. �� 98 CORE COMPONENT 3d: The organization’s learning resources support student learning and effective teaching. �� 107 Union Strives for Student Learning and Effective Teaching: an Evaluative Summary �� 111

Chapter 4: The Acquisition, Discovery and Application of Knowledge at Union �� 115 Core Component 4a: The organization demonstrates, through the actions of its board, administrators, students, faculty, and staff, that it values a life of learning. �� 117 CORE COMPONENT 4b: The organization demonstrates that acquisition of a breadth of knowledge and skills and the exercise of intellectual inquiry are integral to its educational programs. �� 131 CORE COMPONENT 4c: The organization assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society. �� 140 CORE COMPONENT 4d: The organization provides support to ensure that faculty, students and staff acquire, discover, and apply knowledge responsibly. �� 144 The Acquisition, Discovery and Application of Knowledge at Union: an Evaluative Summary �� 148

Chapter 5: Engagement and Service �� 153 CORE COMPONENT 5a: The organization learns from the constituencies it serves and analyzes its capacity to serve their needs and expectations. �� 155 CORE COMPONENT 5b: The organization has the capacity and the commitment to engage with its identified constituencies and communities. �� 160 CORE COMPONENT 5c: The organization demonstrates its responsiveness to those constituencies that depend on it for service. �� 162 CORE COMPONENT 5d: Internal and external constituencies value the services the organization provides. �� 166 Union College Engages its Constituencies in Ways Both Value: an Evaluative Summary �� 168

Chapter 6: Compliance ��

169

Credits, Program Length, and Tuition �� 170 Title IV Requirements �� 171 Requirements of institutions holding dual institutional accreditation �� 175

Abbreviations and Definitions

ABBREVIATIONS AND DEFINITIONS AACU. . . . . . . . . . . . . . . . . . . . . Association of Adventist Colleges and Universities of the U.S. and Canada ACA. . . . . . . . . . . . . . . . . . . . . . . Adventist Colleges Abroad, provider of Union’s foreign language studies Adventist. . . . . . . . . . . . . . . . . . . Common term for Seventh-day Adventist ASAP. . . . . . . . . . . . . . . . . . . . . . Academic Success and Advising Program, Teaching Learning Center Assessment. . . . . . . . . . . . . . . . . . Generally defined to refer exclusively to student learning issues BCSSE. . . . . . . . . . . . . . . . . . . . . Beginning College Survey of Student Engagement CIC. . . . . . . . . . . . . . . . . . . . . . . Council of Independent Colleges E&G . . . . . . . . . . . . . . . . . . . . . . Educational and General expenditure category ERR (in citation). . . . . . . . . . . . . Electronic Resource Room ESL . . . . . . . . . . . . . . . . . . . . . . . English as a Second Language Evaluation . . . . . . . . . . . . . . . . . . Analysis of variables such as employee performance and academic programs FD. . . . . . . . . . . . . . . . . . . . . . . . Freshman Development program, Teaching Learning Center Division. . . . . . . . . . . . . . . . . . . . At Union, the major academic unit, usually comprising several disciplines General Conference. . . . . . . . . . . World headquarters, Seventh-day Adventist Church HRR (in citation) . . . . . . . . . . . . Hard copy in Resource Room HLC . . . . . . . . . . . . . . . . . . . . . . Higher Learning Commission, North Central Association of Colleges & Schools IPEDS. . . . . . . . . . . . . . . . . . . . . Integrated Postsecondary Education Data System IRR . . . . . . . . . . . . . . . . . . . . . . . International Rescue and Relief, academic program at Union College KIM. . . . . . . . . . . . . . . . . . . . . . . Key Indicator Measure, a structural unit in the college’s strategic plan MAUC. . . . . . . . . . . . . . . . . . . . . Mid-American Union Conference of Seventh-day Adventists MCAT. . . . . . . . . . . . . . . . . . . . . Medical College Admission Test MFHE. . . . . . . . . . . . . . . . . . . . . Midwest Foundation for Higher Education (the college’s endowment) Moodle . . . . . . . . . . . . . . . . . . . . Course Management System used at Union College MPAS . . . . . . . . . . . . . . . . . . . . . Master of Science in Physician Assistant Studies NCATE . . . . . . . . . . . . . . . . . . . National Council for Accreditation of Teacher Education NCLEX. . . . . . . . . . . . . . . . . . . . National Council Licensure Examination for Nurses NSSE. . . . . . . . . . . . . . . . . . . . . . National Survey of Student Engagement PANCE. . . . . . . . . . . . . . . . . . . . Physician Assistant National Certifying Examination POGIL. . . . . . . . . . . . . . . . . . . . . Process Oriented Guided Inquiry Learning PowerCAMPUS. . . . . . . . . . . . . . Administrative software system from Sungard PowerFAIDS . . . . . . . . . . . . . . . . Financial aid software system from Sungard SFS . . . . . . . . . . . . . . . . . . . . . . . Student Financial Services SS Survey. . . . . . . . . . . . . . . . . . . Self Study Survey Student Missionary . . . . . . . . . . . Overseas service program of the Adventist church through Campus Ministry SWOT. . . . . . . . . . . . . . . . . . . . . Analysis used in planning of Strengths, Weaknesses, Opportunities, Threats TLC. . . . . . . . . . . . . . . . . . . . . . . Teaching Learning Center Union Scholars . . . . . . . . . . . . . . Union College Honors Program UNL . . . . . . . . . . . . . . . . . . . . . . University of Nebraska, Lincoln UCW (in citation). . . . . . . . . . . . Indicates a web-based document URL of the document

VII

VIII

Professoriate

Union Scholars

Assessment

LEAD

General Education

Graduate

Academic Council

Colloquium

Executive

Faculty Senate

VP Academics

Faculty Development

Probation & Suspension

Safety

Computer Coordinating

Animal Subjects Review Accreditation

Staff Advisory

Wellness

Grievance: Student, Staff, and Faculty

Retention

Quality Council

Social

Crisis

Executive

Campus Life

Student Finance

Admissions

VP Enrollment

Academic

Master Planning & Facilities

Parking

Multicultural

Athletic

Strategic Planning General Assembly

Deanâ&#x20AC;&#x2122;s Council

VP Students

Presidentâ&#x20AC;&#x2122;s Council

VP Finance

Human Subjects Review

President

Executive Council

Board of Trustees

Policy Making

Spiritual Life

VP Spiritual

Recruitment, Retention, Marketing Trusteeship

Finance & Development

Scholarship

Alumni Association

Web Site

VP Advancement

Committee Chart

Organizational Chart

_________________________________________________________________________________ Constituency

Board of Trustees President

VP for Academic Administration

VP for Enrollment and Student Financial Services

Academic Divisions

VP for Advancement

VP for Student Services

VP for Spiritual Life

VP for Finance

Development

Residence Halls

Campus Ministries

Accounting

Plant Services

Library

Admissions

Alumni Activities

Associated Student Body

Spiritual Discovery

Rental Housing

Campus Store

Teaching Learning Center

Student Financial Services

College Promotions

Student Health

Student Missions

Midwest Foundation for Higher Education

Info Systems, Midwest Computer Systems

UC Career Center

Scholarships

Security

Human Resources

Dining Services

Institutional Research

Marketing Communications

Varsity & Intramural Sports

Union Manor Apartments

Lifestyle Center

Student Learning Assessment

Guest Services

Counseling

Records

Introduction: Unionâ&#x20AC;&#x2122;s Progress Since 1999

Introduction

FOUNDING THE “COLLEGE OF THE GOLDEN CORDS” In the late nineteenth century, Seventh-day Adventist leaders from the Great Plains and Rocky Mountain regions sought to educate church members from the large Scandinavian and German immigrant populations as well as the more culturally integrated youth of their congregations. To reach these goals, in 1891 they established a college in Lincoln, Nebraska, and because the efforts to establish the school brought together organizations from the Mexican to the Canadian borders, the founders named it Union College. From its inception, Union emphasized the preparation of students for service through the active integration of Christian values, learning, and skills. One of the most durable campus traditions, dating to 1906, is the visual symbolism of a golden cord that connects the college to its students and alumni serving humanity across the globe, often through the Seventh-day Adventist Church. As President Andreasen emphasized in 1936, “Union Never Forgets Her Own,” and the hanging of the Golden Cords symbolizes the college’s enduring interest in its students and alumni (Reference 0-1, Everett Dick, Union, College of the Golden Cords, 1967, hard copy, Resource Room. Henceforth abbreviated 0-1, (item), HRR). A century later, with its student body representing nearly every state and a score of foreign countries, Union remains the “College of the Golden Cords.” Preparation for altruistic service to a global society remains a major educational goal of the college. Friends, family, faculty, staff, and students still gather together annually to dedicate students and alumni newly appointed to serve abroad, while in the lobby of the Everett Dick Administration Building a map of the world displays the Golden Cords connecting the lands of mission service to Union College. ACCREDITATION HISTORY Union College was first accredited in 1905 by the New York Board of Regents, a recognition particularly valued for the college’s premedical students. In 1923 the North Central Association of Colleges and Schools accredited Union as a junior college. President M. L. Andreasen (1931-1938) strove to improve educational standards and administrative effectiveness, and Union earned accreditation as a senior college on April 8, 1937. Regular reaccreditation visits by the North Central Association occurred each decade after 1959-1960. The 1999 the visit team determined that the college fulfilled the five criteria for accreditation and recommended its extension for 10 years. Progress reports were to be filed in three years regarding faculty credentials, professional development funding, enrollment, and financial resources.

Introduction

In addition to its current institutional accreditation by the Higher Learning Commission of the North Central Association, the four professional organizations below accredit individual academic programs: • • • •

Accreditation Review Commission on Education for the Physician Assistant Commission on Collegiate Nursing Education Council on Social Work Education National Council for the Accreditation of Teacher Education

Union College is also accredited by Accrediting Association of Seventh-day Adventist Schools, Colleges, and Universities.

PROGRESS SINCE 1999: AN OVERVIEW Considerable and widely-distributed progress marked the decade that followed the 1999 North Central Association site visit and subsequent reaccreditation. Enrollment rose, and in 2007 headcount surpassed 1,000 for the first time in a quarter century. The growth in student numbers, plus consistent subsidies from the sponsoring denomination, funded the appointment of additional faculty. Moreover, direct educational spending rose as a proportion of the budget, thus providing greater resources for student learning. Beyond academics, the enhanced financial viability enabled the college to improve facilities and undertake previously-deferred maintenance while operating free of long-term debt. This introduction portrays the broad achievements of the past decade, and there is indeed much to celebrate. The focus on mission, planning, evaluation and assessment that was integral to the last decade’s success will prove even more essential to the forthcoming decade of economic uncertainty and social change, even on a campus that considers God’s direct blessing as the ultimate cause of its success. ENROLLMENT During the last decade, enrollment surpassed the higher levels it achieved during the later 1990s, and reached 900 FTE in 2007-08 before declining the next academic year. Two quite different efforts produced the enrollment increase. First, greater efforts and more sophistication were devoted to reaching prospective students in the traditional recruiting territory, the Seventh-day Adventist high schools in the nine states from Minnesota to Colorado that comprise the denomination’s regional organization, the Mid-America Union Conference. Second, enrollment rose because new or strengthened programs attracted students outside the traditional geographic and religious communities. The doubling of capacity in the nursing program and the transition of the physician assistant studies program to the graduate level enhanced the attractiveness of the college to students unconnected with its faith tradition. Simultaneously, a growing reputation and strengthened

Introduction

programs such as communication enabled the college to recruit students from the nation’s coasts. A unique new major, international rescue and relief, prepared students for first-responder certification as well as preparation for further study in the medical professions and counseling, or employment in paramedic and disaster management areas. Its enrollment grew rapidly into the third largest major on campus. Enrollment in CIC Member Colleges and Universities West Region, by Carnegie Classification (n=90) Category

F 2003

F 2004

F 2005

F 2006

F 2007

2003-07 Change

MA-Large (15)

2,870

2,558

2,578

2,560

2,396

-16.5%

MA-Medium (13)

2,133

2,112

2,179

2,154

2,321

8.8%

MA-Small (12)

1,077

1,107

1,140

1,184

1,266

17.6%

BA-Arts & Science (17)

1,096

1,133

1,167

1,112

1,118

2.0%

BA-Diverse (33)

792

802

794

819

815

2.9%

National (798)

1,513

1,541

1,571

1,590

1,649

9.0%

UNION

836

900

852

899

903

8.0%

Source: The Austen Group, CIC Key Indicators Tool Kit, October 2008

Although first-year enrollment remained stagnant, total enrollment rose 8%, indicating particular success in attracting transfer students. First-year retention rates of 69-72% exceeded the regional average for CIC institutions by several percentage points, as did the graduation rates of 51-55%. During the period, the college successfully maintained its traditional policy of relatively low tuition rates, and ranked in the second quartile nationally [0-2, The Austen Group, “CIC Key Indicators Tool Kit, Summary, A, B” Electronic Resource Room (ERR)]. Significantly, the enrollment growth was not “bought” through increased discounting. Tuition rose in line with other regional institutions:

Introduction

International Rescue and Relief

In July 2003, Mike Duehrssen and Doug Tallman approached Union College with inspiration and passion for a new program combining rescue and survival skills, emergency medical care, humanitarian relief, public health, and international service. They came with expertise to make their idea a reality. Duehrssen is a medical doctor board certified in emergency medicine and family practice; Tallman has a masterâ&#x20AC;&#x2122;s in outdoor teacher education. Both are certified instructors in several areas of rescue and emergency response.

During their first year of college, IRR students become certified EMTs, and the following summer is spent in Colorado earning additional survival and rescue certifications. By their junior year, students work under the supervision of medical professionals for a semester in an underserved region of Latin America. The IRR program has expanded Unionâ&#x20AC;&#x2122;s tradition of service. Whether assisting FEMA in assessing damage after Hurricane Ike, developing disaster preparedness plans for the Bay Islands of Honduras, or providing support during training exercises for local first responders, the IRR program channels the energy and enthusiasm of its students into a lifetime of service.

Their proposal found fertile ground at Union where Malcolm Russell, vice president for Academic Administration, and Jeff Joiner, chair of the Division of Human Development, worked to establish a rigorous curriculum. The International Rescue and Relief (IRR) major launched in 2004, the first baccalaureate program of its kind in the United States.

These efforts enabled Union to enjoy substantially higher enrollment growth between 2003 and 2007 (the most recent data available) than the regional averages of bachelors-level institutions who are members of the Council of Independent Colleges.

Recognizing the diverse opportunities in this field and the goals of students, the IRR major offers emphases in business, communication, human services and counseling, project development, paramedic, pre-physician assistant, and preprofessional. Graduates report feeling well-prepared for their careers or graduate school.

Introduction

Tuition in CIC West Region Institutions by Quartile Quartile

2003-04

2004-05

2005-06

2006-07

2007-08

2003-07 Change

75th

15,347

16,334

17,353

18,485

19,663

28.1%

50th

13,825

14,648

15,393

16,455

17,534

26.8%

25th

11,378

12,000

12,808

13,704

15,210

33.7%

National (782)

16,289

17,090

18,228

19,357

20,705

27.1%

UNION

12,750

13,380

13,990

14,790

16,130

26.5%

Again according to CIC data, net tuition revenue rose at a slightly faster rate than at comparable institutions. Thus, for most of the past decade, Union not only enrolled more students, it did so while keeping total financial aid increases smaller than most schools in the region. FINANCIAL STABILITY AND CAMPUS IMPROVEMENTS Union’s financial circumstances improved markedly during the decade, as discussed in greater length in Chapter 2. Total revenues increased 36% between 2003 and 2007, due to larger enrollments, successful fundraising, and an increased subsidy from the Mid-America Union Conference (MAUC). Careful control of operating expenditures then enabled the college to increase its net assets each year, so that during the period total assets rose 16% and net plant, property and equipment by 38%.

“My biology instructors prepared me for challenging classes in medical school, and my international rescue and relief instructors prepared me for challenging patients. Thanks to them, when I’m faced with the unexpected, it’s not a crisis; it’s an opportunity to grow.” —Eddie Perry, IRR alumnus

Introduction

Growth in Revenues, Expenditures, and Assets, 2003-07

2003

2004

2005

2006

2007

Total Revenues

21,828,814

21,685,420

23,264,181

24,050,225

29,665,935

Total Expenses

20,466,453

21,604,793

22,811,003

23,771,303

25,037,958

Change in Net Assets

1,362,361

80,627

453,178

278,922

4,627,977

Net Plant, Property & Equipment

14,626,663

18,143,725

18,174,367

18,811,543

20,173,522

Total Assets

29,795,732

30,166,145

29,571,530

29,832,488

34,487,021

Figures in dollars from audited financial statements

Although the operating surplus was usually relatively modest, Union did eliminate its long-term debt, a morale booster after the heavy debt burdens of the 1980s and 1990s. The 1999 site visit report had acknowledged that the debt was within the college’s ability, but actually removing the long-debt was still cause for celebration. A successful capital campaign and additional funding from the Mid-America Union Conference financed a number of physical enhancements to the campus, particularly to basic infrastructure, student facilities, and academic programs. The improvements included • • • • • •

New boilers and other major infrastructure improvements; Renovations in dormitories, including air-conditioning, plumbing and wiring; New student apartments, financed by private investors; Improved access for the disabled in several locations; Complete refurbishment of the Student Center; In academic areas, renovation of the graphic design facilities and the music recital hall; structural repairs in the health sciences building, the creation of office, class and laboratory space for the IRR program, and additional classrooms for nursing and mathematics; • Through a capital campaign, building the Ortner Center, a small conference center with guest rooms and the complete rebuilding of food services (0-3, Table of Campus Physical Improvements, ERR).

Introduction

In addition to these recent accomplishments, the campus community anticipates construction of a new science and mathematics complex with facilities that will also serve the nursing and physician assistant programs. To direct this expansion, in 2003 the Board of Trustees approved the appointment of Civitas, the landscape architecture and urban design consultants, to prepare a physical master plan for the campus. The completed plan is expected by September 2009. STRENGTHENED ACADEMICS Academic initiatives during the decade substantially improved faculty versatility and thus student learning. Greater emphasis on faculty development led to increased funding for attendance at annual professional meetings. By 2008-09 this reached $950 per individual faculty member, a level similar to several comparable institutions. Additional funding was provided on occasion for those making academic presentations. The initiation of an annual spring faculty development workshop raised the attention paid to assessment and pedagogy matters. Increased expectations of professionalism have led to higher expectations for promotion and continuous appointment, matters addressed in Chapters Three and Four. Faculty deepening—the hiring of additional full-time faculty members without creating proportionately more courses—strengthened teaching in chemistry, psychology, and composition. It also ameliorated some faculty overloads, and decreased the proportion of freshman composition courses taught by adjunct faculty. Programs in several disciplines achieved significant milestones during the decade: • Th e upgrading and expansion of the social work program resulted in its independent accreditation by the Council on Social Work Education. • Faced with constraints in clinical capacity that limited opportunities for modest increases in enrollment, the nursing program doubled its capacity by admitting a second semester class annually. • The creation of the unique new major, international rescue and relief, resulted in wider recognition. The program currently ranks third in overall enrollment. • At the start of the decade, the physician assistant program recognized that trends in state regulations increasingly demanded graduate training for licensure. The program therefore sought graduate recognition from both the Higher Learning Commission and its professional accrediting body. After its successful transition as the college’s first graduate program (2004-07), the quality of its entering students rose, as did the pass rate of its graduates on the professional entrance examination (see Chapter Four).

Introduction

“Working in the Ortner Center, we are the face of Union College, and we learn to see even the most menial tasks as part of the college’s mission. There is no better place on campus to learn responsibility and to take pride in your work, even when it’s cleaning guest rooms or filling water pitchers for a conference.” —Justin Gibson, former Ortner Center student worker

ENHANCED REPUTATION During the decade, the often-gratifying external recognition for the institution and its achievements took several forms. Favorable coverage in the local press included both human-interest stories and recognition that Union contributed to Nebraska’s “brain gain,” because a significant proportion of students recruited from other states remained after graduation (0-4, Ernest Goss, “Union College’s Annual Economic Impact on the State of Nebraska,” 2006, ERR). Strengthened partnerships with the Lincoln community also emerged during the decade, as explained in some detail in Chapter Five. The student-organized and student-led annual service day, Project Impact, is the oldest campus-wide higher education community service project in the nation. Largely because of these and other student-directed efforts, Union received the 2007 President’s Higher Education Community Service Award with Distinction, one of only 127 institutions so honored. The recognition continued in 2008 with a regular award. The wider use of the newly-constructed Ortner Center and other campus facilities helped strengthen ties with the community. So did working more with community agencies, forming a neighborhood association, and being approached by the city to partner in neighborhood revitalization. These led to a proclamation of recognition by Nebraska’s unicameral legislature (0-5, Senator Tony Fulton, Legislative Resolution 248, 2008, ERR). Beyond the Lincoln community, greater external recognition resulted from Union’s ranking in the annual US News and World Report list of baccalaureate colleges in the Midwest. The ranking gratified partly because the college had not sought to raise its standing. For the institution’s size, Union’s employees have played significant roles in academic and religious organizations. President David Smith currently (2008-09) serves as Chair of the Association of Independent Colleges and Universities of Nebraska and President of the Association of Adventist Colleges and Universities. He also sits on denominational executive committees at local, regional, national, and international levels, and on the board of the Adventist Health System. Other administrators, faculty and staff also play active roles in their professional associations, thus demonstrating their personal support for the importance of learning and reinforcing a general reputation of Union as a viable and effective institution.

Introduction

The Ortner Center

“I’ll never forget when Alvin Ortner leaned over and said, ‘What would you do if I gave you a million dollars?’” said Todd Mekelburg, director of leadership giving. “His question created an opportunity to dream, to think bigger, and we developed a vision for a facility that would have multiple benefits.”

center. Union Market’s physical design shortened lines, increased meal options, and increased demand for catering and baking. Guest facilities provide a welcoming place for prospective students, parents, alumni, guest speakers and other visitors, with a recent average of 2,376 night stays per year. The addition of an elevator increased accessibility to the men’s residence and made moving into the dorm a much lighter task. More fundamentally, the redesigned facility creates a sense of progress and tasteful modernity and symbolizes college renewal.

After research, the vision of an Ortner Center encompassed a new addition and two remodeled floors of Culver Hall. It would house Union Market Dining Services, the McClellend Art Gallery, a welcome center, and the Lang Conference and Guest Center. In 2001, the college surpassed the goal of its previous campaign with $2.4 million for the new facility. A special campaign raised an additional $2.1 million. With $1.3 million college funds, the $5.8 million facility opened in 2004. It was dedicated in the memory of the late Alvin Ortner, whose gift had challenged the college to dream bigger. In its first five years, the Ortner Center served as a valuable link to the community. Local corporations and non-profit groups built relationships with Union through the conference

Introduction

Within Adventist circles, the role of Campus Ministries has gained particular attention. In 2008, Dr. Richard Carlson, the long-serving campus chaplain and Vice President for Spiritual Life, received the first annual medal from the Adventist Chaplaincy Ministries. In recognition of his achievements, the honor was henceforth designated The Rich Carlson Award. Campus Ministry’s recognized effectiveness led to other recognition as well. Sensing the need for a manual to guide campus ministry efforts across the denomination, Adventist Chaplaincy Ministries and several other organizations sponsored Gina Jacobs, then the Campus Ministries student director and a mathematics education major, to write Crafting a Culture: A Guide to Successful Campus Ministries (2006). This work is now the standard manual on the subject for Adventist colleges and universities. A CONSISTENT CULTURE OF SEEKING IMPROVEMENT The improvements in financial resources, physical plant, academics, and reputation did not occur in isolation. Rather, they reflected a common focus on mission, planning, evaluation and assessment. Changes in policies typically resulted from the culture shared by the campus community, and during the decade the values and goals of the College were refined: • I n 2006-07 the Mission and Vision statements were revised by a broadly representative group, discussed by the campus, and approved by the board. For the first time, a declaration of values was added, to provide additional guidance for planning and priorities (see p. i). Taken together, the mission, vision, and values statements form a key foundation for student learning objectives in the various academic disciplines as well as for departmental goals across the campus. • During the early part of the decade, the Strategic Planning Committee concentrated on effective short- to medium-term goals. After 2006, the emphasis shifted toward formal strategic planning, and several administrators attended workshops and other training sessions. After completing a SWOT analysis in 2008, the Strategic Planning Committee formally adopted a new system that explicitly bases planning priorities on the mission documents and links the budget to those priorities. • The academic domain shared the general trend of greater concern with effectiveness. The continuing efforts of the Student Learning and Assessment Committee strengthened academic assessment at the course level, so that, for example, 84% of full-time teaching faculty assessed courses in 2007-08. • The assessment committee also created a program review process for each discipline and the first formal review was completed in 2005. To date, reviews in six disciplines have resulted in curricular improvements and affirmation of the value of the programs by external reviewers. Reviews are currently under way in five additional disciplines, as discussed in Chapter 3.

Introduction

RESPONSES TO THE 1999 SITE VISIT REPORT SPECIFIC STRENGTHS NOTED IN 1999 The visiting team noted the following specific strengths of Union (0-6, “Report of a Comprehensive Visit, November 8-10, 1999,” HRR) • A clear and pervasive sense of shared commitment to mission • A new president and several top administrators were accessible and receptive to change • A supportive Board of Trustees understood and practiced the appropriate roles of trustees • Strong support from the sponsoring denomination • Significant progress in enrollment, debt reduction, and fiscal discipline since the last comprehensive evaluation • A generally attractive and inviting campus environment with the potential for carrying out the college’s academic and spiritual mission In addressing the five criteria for accreditation, the following chapters will reinforce with some detail the conclusion of the Self-study Committee that Union College continues to benefit from these specific strengths. RESPONSES TO SPECIFIC CONCERNS 1. Professional complacency: While the faculty and staff demonstrate nurturing attitudes toward students, there is nonetheless a campus climate of professional complacency among a number of faculty and student life personnel, perhaps due in part to professional insularity. This complacency is reflected in the lack of awareness of trends in pedagogy and student development and in a reluctance or even opposition to engage in necessary professional development. Union College believes that the atmosphere of complacency has been addressed in both the academic and student life realms. In the academic domain, • N ewly hired faculty brought energy and initiative to the campus, often from professional expectations formed in graduate school. • Greater funding for annual conferences and professional membership enhanced the ability of faculty members to keep abreast of their disciplines. • Increased attention to professionalism strengthened academic life. The spring faculty development workshops introduced in 2004 have included guest lectures or workshops on topics as varied as testing measurement and the greater use of media in courses, as well as campus-led discussion on matters such as advising, assessment, and curricular changes.

Introduction

• A fter considering contemporary principles of student feedback on courses, a new ratings form was developed, and for an introductory period required across in all courses except business and graduate studies, which retained pre-existing forms for comparative purposes. • The proposed faculty handbook includes greater expectations of demonstrated achievement in pedagogy as well as of professional and service contributions for promotion and continuous appointment. It also incorporates new expectations of faculty performance evaluation, which will be evaluated by a four-way system (self, peers, the chair, and student course ratings). While some elements of the system might not be used annually (e.g., peer evaluation), each forms part of the new procedures for promotion and continuous appointment. • An alumni endowment in 2007 permitted the modest beginnings of a faculty development program that will provide a structural basis for sustained attention to pedagogy. In 2007-08 this included attendance at the annual conference of the Professional and Organizational Development Network in Higher Education conference. The aspiration exists to form a Center of Faculty Development that would sponsor a series of workshops on pedagogy, among other activities. • The issue of complacency in student life personnel was addressed through the appointment of a Vice President for Student Life with wide professional interests, a Malcolm Baldrige Award consultant who teaches an occasional graduate course abroad for an out-of-state university. Other student life staff members also actively participate in Adventist and other professional associations. 2. Too many faculty members lack the appropriate doctoral or appropriate terminal degree credentials. The institutional goal of 50% of the faculty with doctorates or terminal degrees is too modest in view of contemporary standards for [a] private liberal arts college. The institution must continue to increase the number of faculty members with terminal degrees, through hiring practices and through the use of greater financial and other incentives. Several trends during the past decade increased the difficulty of raising the proportion of faculty with terminal degrees from the level achieved then (37%). The goal of 50% of faculty with terminal degrees has become more difficult to achieve in at least these respects: • Th e institution’s strategic direction involved new and expanded programs outside the traditional liberal arts disciplines, in fields (e.g., nursing and physician assistant studies) with national shortages of doctorallyqualified faculty. The expansion in nursing alone lowered the percentage of doctorally or otherwise terminally qualified faculty by about 7%, half the distance between the 1999 level of 37% and the goal of 50%.

Introduction

So great has been the change in student enrollment that Union College no longer qualifies as a liberal arts institution. Instead, it is classified as a bachelor’s institution with a variety of diverse programs. In 2008, only 24% of the graduates earned degrees in the traditional arts and sciences, while 52% did in the professional fields of business, education, graphic design, nursing, and physician assistant studies. • In at least two disciplines, the efforts to reduce the percentage of adjunct faculty resulted in hiring full-time faculty without terminal degrees who are currently pursuing doctoral studies. To encourage doctoral study, tuition and related expenses are currently reimbursed for faculty in nursing (two), psychology (one), and social work (one). Partial release time from teaching has been granted to a number of individuals, and at least two individuals received a semester’s full release from duties. Dissertations are currently near completion in biology, composition and religion. Over 10% of faculty members are currently engaged in doctoral studies. Thanks to the completion of doctoral studies by existing faculty and new faculty with doctorates, the proportion of full-time teaching faculty with doctoral or other terminal degrees was 37% in the spring semester 2009. The goal of 50% of faculty thus qualified has not been achieved, and with student enrollment growth in fields like business, communication, and nursing, meeting that goal will prove extremely difficult. 3. The current mission statement does not include some of the components recommended by NCA and thus falls short of giving the institution adequate internal guidance as it considers new programs and new student markets. The current Higher Learning Commission recommendations are broader than the restrictive comments in 1999. To quote from the HLC Handbook of Accreditation, section 3.2, Mission statements, once several paragraphs in length, now often contain no more than ten or fifteen words. Stated purposes are frequently captured in documents that define an organization’s vision, values, and strategic goals. Although the methods by which organizations explain their core commitments might be changing, these core commitments must be readily understood by people within and outside of the organization and must be appropriate to an organization providing higher learning for students in the twenty-first century.

Introduction

The evidence presented in Chapter One indicates that the mission and vision statements are periodically reviewed, and when appropriate, revised, as they were in 2005-07. The major Union College constituencies—board, faculty and staff, students and alumni—recognize and support its mission with high degrees of unanimity. 4. The curriculum, with a large number of majors and emphases, is too ambitious for a college and faculty of this size. This creates a situation which over-extends faculty, offers too many low-enrollment upper-division courses and too many large enrollment lower-division courses, and results in too few faculty members in some programs to offer diverse perspectives. During the era of low enrollments of the 1980s and 1990s, listing a broad selection of majors perhaps encouraged a sense of academic vitality. That is no longer needed, and the perception is strong in academic and enrollment circles that future enrollment depends on quality programs in appropriate majors, rather than a few students enrolled in each of many disciplines. As a result, • Th e Bachelor of Technology has been eliminated, as well as majors in Italian, German, pastoral care, and piano pedagogy. At the time of their closure, these programs either failed to enroll any students at all, or else served as a second major that shared most coursework with a related primary major. • Two majors previously offered in computer science have been combined. • Program review and curricular redesign continue to encourage the removal of courses with persistent low enrollments. However, if Union continues to define itself as a comprehensive institution and to offer a broad range of traditional majors, there will be challenges in upper division courses in fields like mathematics, physics, music, and English. • The practice of counting both the major in a discipline and the major for secondary certification in the discipline inflates the total number of majors offered. For example, both “chemistry” and “chemistry education” count as separate majors. The 50 majors are offered in only 25 disciplines, a more manageable number. Moreover, the two language majors require foreign study with Adventist Colleges Abroad, and physics involves courses from a local university. • The current count of 50 majors also includes a number of “emphases.” In some cases, these merely combine courses in separate disciplines, and thus approximate a combination of a major plus minor. The science emphasis in business, for example, does not require teaching any additional courses in either business or the sciences (R 0-6 Current Majors and Minors).

Introduction

On the recommendation of the administration, in May 2009 the Academic Committee of the Board proposed and the entire Board of Trustees voted to establish a commission to review the curricula and propose strategic and curricular changes. Very possibly, this will result in some restructuring of the academic program. Addressing large-enrollment lower-division classes: Sections enrolling more than 50 students are considered large. Most of them have been introductory courses in religion, history, the sciences, and the behavioral sciences. Efforts have been made to reduce enrollments in large religion courses because larger sections encourage lecturing that fails to foster values development as effectively as would discussion and other learner-oriented methods. Additional sections of some large-enrollment courses have been added in the social and natural sciences, so that fewer largeenrollment sections are offered. In 2008-09, institution-wide, only nine sections had more than 50 students enrolled. 5. Some campus facilities need repair or renovation to attract students and to maintain the appearance of institutional quality. Facilities improvements during the past decade spread across most functional areas, as discussed above and indicated by the Table of Campus Physical Improvements (Ref 0-3 ERR). However, the inadequacy of the science building, Jorgensen Hall, provides a constant reminder of the need for its replacement or expansion and repair. The campaign for its replacement is currently in the silent phase. 6. The assessment of student learning in general education is lagging, particularly in terms of developing measurement strategies and in providing feedback for curricular decisions. The general education committee recognizes the importance of assessing the general education curriculum (see Chapter Four). Throughout the decade it sponsored a lively campus discussion about general education issues, and in recent years it has taken several actions to strengthen the assessment and evaluation of its curriculum: â&#x20AC;˘ G oals have been redefined to permit more effective assessment, and an assessment plan has been approved (2007-09). â&#x20AC;˘ Some general education courses have been assessed as part of the regular assessment program within individual disciplines. Beginning in spring 2009, lower-division general education courses began to be assessed according to specific goals for the various general education categories.

Introduction

• O ne important but initially neglected element has been the assessment of writing enrichment courses, designated WR. In 2007-08 these were reviewed and restructured, with deliberate feedback mechanisms. • Past use of commercially-available measurement materials showed satisfactory general levels of achievement by Union students. Their continued use has been considered, but they have not seemed as effective as direct assessment by individual faculty members. Other institutions have indicated that compared to assessment by faculty, commercial measurement materials were relatively poor devices to indicate specific changes desirable in a course. RESPONSES TO SUGGESTIONS Besides their concerns, the members of the 1999 site visit team made a number of suggestions. They have been noted, and the college’s actions follow below: 1. The unique ministry to students with learning disabilities could be marketed more aggressively. Before the Americans with Disabilities Act (ADA) in 1990 became effective, Union’s competitors apparently did not match the expertise, services, and reputation of the Teaching Learning Center. However, passage of the ADA and similar state legislation prompted the establishment of at least minimal programs elsewhere. While still a valuable ministry, the Teaching Learning Center is no longer as unique, and the percentage of students with disabilities has fallen from over 10% to the level of 3 - 4% that is apparently common among private institutions. 2. The institution should consider how to use the freshman year experience to include an appropriate balance between a substantial academic component and a solid student development experience. At most Adventist institutions, attempts to introduce first-year experience courses have fared poorly, and in 2008-09, only two or three of the 12 traditional colleges and universities required them. Many more, including Union, introduced them with limited success. Historically, first-year students at Union came from a relatively small number of church-affiliated high schools. These students frequently knew each other before arrival at college, and after multiple visits to the campus for college days, sports tournaments, music festivals and other activities, they felt comfortable with it. Many had already experienced a dormitory environment. In contrast to high school graduates leaving home for the first time to enroll in a large, impersonal

Introduction

state university, Adventist students might be inclined to think they know all about college life. As a result, it becomes difficult to create a freshman experience course that addresses the needs of both traditional Adventist students and those of other educational and religious backgrounds. The freshman experience courses created in the 1990s were soon eliminated from the curriculum with apparently no noticeable effects on retention and reportedly a general sense of campus relief. That was then; now, recognizing the importance of raising retention rates as well as the implications of a declining proportion of new students from the church’s academies, in 2008-09 Academic Council, with input from the Vice President for Student Life, began to design a new first-year experience program. To avoid the creation of a required course that many students might initially consider unnecessary, this may involve the distribution of responsibilities to specific courses typically taken by first-year students (e.g., religion, college writing, and foundational science courses). 3. Academic Council should reduce the number of large-enrollment, and small-enrollment courses. This specifically re-emphasizes the fourth concern; see above. 4. List semesters when each course is offered—in the bulletin. Accomplished. 5. Address the inequity of enforcement of campus (dorm) regulations Deans’ Council, the policy-making body for student life matters, reworded the policy to base late-leave distinctions on class standings. Deans’ Council also gathered data which shows that deans for both men and women are addressing late entries into the residence halls. Recent personnel changes may reduce the perception among some students that regulations were not as strictly enforced for male students as for female residents. 6. Revise applications for study leaves, etc., to include expectations for individual and professional growth, impact on the curriculum/programs, plans for public dissemination [i.e., proper professionalism]. Have a colloquium on a broader definition of scholarship. In the past decade, most leaves have been granted for doctoral studies, and therefore carried defined expectations. The few other sabbatical and study leaves did address

Introduction

professional growth or the public dissemination of knowledge. The proposed faculty handbook stipulates similar expectations for future leaves. However, this suggestion strikes deeper than application forms. In its response, Academic Administration has interpreted the suggestion broadly, in the sense that student learning and faculty achievement would be raised by greater attention to faculty professional growth (including pedagogy) and scholarship (including research and dissemination). • P roposals for the Faculty Development Center explicitly include provision for competitively-awarded grants to faculty for pedagogical and research activities, typically during a summer. • Two faculty members and the academic dean attended the national Carnegie Scholarship of Teaching and Learning (CASTL) conference at Creighton University in 2008. This generated some excitement on campus about a logical venue for the scholarly efforts of the faculty, and the academic dean desires further faculty participation in such events.

CONCLUSION Union’s leadership recognizes that small, tuition-dependent colleges face many challenges, a perception shared by many across the campus. Among the greatest external threats are • Th e declining numbers of prospective young Adventists in Union’s traditional recruiting territory; • The perception of diminished loyalty to Adventist education among the denomination’s membership; • The national shortage of doctorally-qualified faculty, particularly in the health sciences and business, and shortages of qualified Adventist faculty in a number of other fields; • The challenge of increasing external requirements such as government-mandated reports; • The challenge of being a largely homogeneous, Midwestern campus in an increasingly multicultural nation and world; • Economic shocks that affect students’ ability to pay tuition or the readiness of philanthropic supporters to give; • The challenges shared across the nation of educating a millennial generation, with its particular expectations and approaches to learning and employment.

Introduction

THE 2008-09 DOWNTURN AND LOOKING AHEAD In August 2008, registration proved substantially lower than desired or predicted, with only some 850 FTE students in contrast to the 895 budgeted. The freshman class size did not increase, despite considerable recruiting efforts. The retention rate for the previous year’s first-time students fell well below trend, as did the number of transfer students. Enrollment in the health sciences remained fairly stable, but the traditional liberal arts disciplines attracted fewer students. Preliminary evidence suggests that there were multiple causes for the enrollment decline. Some competitors apparently recruited more effectively in the traditional constituent schools. A new financial aid plan that reduced front-loaded scholarships may have failed to resonate with some prospective students and their parents, though in the long run it seems advantageous to most students. In its initial year, there were also unanticipated effects for transfer students, since corrected. The national economic decline directly impacted some student family incomes and wealth, and probably led many families to adopt more cautious attitudes about student debt. Union responded to the enrollment decline by reducing spending where possible, but it avoided any immediate layoffs. Fortunately, the endowment was little affected and the subsidy from the Mid-America Union Conference remained stable. It seems likely that any deficit for the year will be minimal, despite initial fears that a loss might reach $500,000. Nevertheless, cautious planning for a balanced budget for 2009-10 assumes only 780 FTE students. To balance the budget at that level of enrollment required reductions in both faculty and staff. These have been effected, despite the academic, personal, and community costs involved. In the late spring of 2009, there is insufficient evidence to indicate whether the enrollment trends of 2008-09 reflect permanent changes, but there are reasons to believe that adjustments to student aid and recruiting policies, combined with greater attention to retention, will again stabilize enrollment. Thus the experiences of 2008-09 reinforce the conclusion that across the institution data is evaluated and becomes the basis of planning and decisions. While significant challenges remain, Union retains the determination reflected in its slogan, “Experience the Spirit.” Recognizing both the college’s accomplishments during the past decade and its response to current challenges, the 2009 Accreditation Steering Committee believes that Union College merits reaccreditation, and presents this document and its supporting materials as evidence that the College meets the expectations of the Higher Learning Commission.

Chapter 1: Unionâ&#x20AC;&#x2122;s Commitment to Mission and Integrity Criterion 1: 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.

Criterion 1

As noted in the Introduction, Union College was established in the heart of the United States to educate clergy, teachers and others for the worldwide mission of the Seventh-day Adventist Church. The passage of time has broadened the institutional focus, particularly through an emphasis on the preparation of students for service in health and other professional fields. Nevertheless, the original purpose of providing a Christian, Adventist education still anchors the institution. Sensing that an institution of higher learning must adapt to the demands of the future yet remain faithful to its purpose, during the years 2004-07 the college reviewed and updated its mission documents. While retaining the traditional characteristics of student-centeredness, service, and leadership, the revised vision statement emphasizes the goal of becoming recognized as a community where students excel in learning and graduate with faith, confidence, and integrity. The formal statements of vision, mission, and core values are found at the beginning of this volume (see page i) and on the college website [Reference 1-1, Mission Statements, UC website document (henceforth abbreviated 1-1, (document), UCW)]. This chapter demonstrates that as Union faces the future, it reviews its mission documents while upholding and protecting its integrity. Internal and external constituencies understand and support the mission of the college and work together to fulfill it. An exploration of the evidence also shows that Union recognizes the diversity of its students and the other constituencies it serves.

CORE COMPONENT 1A: THE ORGANIZATION’S MISSION DOCUMENTS ARE CLEAR AND ARTICULATE PUBLICLY THE ORGANIZATION’S COMMITMENTS. Prompted by both the 1999 site visit report and a desire to strengthen strategic planning, in 2004 President David Smith appointed a large and broadly representative committee to revise the mission and vision statements. With the assistance of a consultant, the committee engaged all internal constituencies in a critical analysis of Union’s long-standing consensus about its core commitments. This resulted in proposals to reformulate the mission and vision statements, which were discussed in General Assembly and Faculty Senate, voted by President’s Council, and then ratified by the Board of Trustees in 2005. A statement of core values was subsequently adopted to expand the mission and vision statements (2007) and emphasize the commitment to diversity (2009). The college communicated its mission statements through the media typical of such efforts, including internal publications, the web site, and handbooks. In addition, it conveyed the mission

Criterion 1

to external constituencies through general publications such as CORDmagazine, the alumni publication, and Outlook, the monthly regional magazine for church members published by the Mid-America Union Conference. The essential documents of institutional educational purpose also include the goals statement adopted for general education (1-2, Student Learning Goals for LEAD, ERR) and the goals and objectives defined by the academic divisions and programs subsequent to the college statements and published in the Bulletin. Student Services has established mission and vision statements for students provided in the Student Handbook (1-3, Student Handbook 2009-10, p. 2, UCW). Although the mission documents only recently defined Unionâ&#x20AC;&#x2122;s internal and external constituencies, throughout its existence the college has clearly identified its foremost constituentâ&#x20AC;&#x201D;students, primarily of traditional age, who seek Christian higher education. By extension, the parents of students form another important constituency group, often considered internal because of their close connection with many students and the financial assistance they provide them. Trustees, administrators, faculty, and staff round out the team of internal constituents. Traditionally, there were two broad external constituencies. Alumni continue to care for the well-being of their alma mater through a remarkably high level of participation in voluntary gift support. For example, 36% of addressable alumni donated to Union in 2008. Alumni also support the college by sending their children to Union, serving as trustees, and volunteering in various capacities for the college. The other broad external constituency is the Seventh-day Adventist Church in the region. For some purposes, it may be subdivided into several constituencies, including church members, their K-12 educational system, and the denominational structure of local conferences and the MAUC. These organizations provide an annual subsidy of about $2 million and their representatives serve on, and chair, the Board of Trustees. In recent years Union has deliberately broadened the concept of its constituencies as a result of its increased participation in the city of Lincoln. This wider perception includes those assisted through service projects and organizations cooperating with Union in pursuit of common goals, such as the recently revitalized College View Neighborhood Association. The terms of the mission, vision and core values statements clearly emphasize the kind of institution that Union College wishes to be. Academic and intellectual matters are addressed through achieving professional competence, and offering an education that models the importance of a life-long learning that unites theory and

Criterion 1

“We believe diversity enriches campus life. We create cordiality of discourse, encourage respect for differences, promote inclusiveness, and welcome diversity among employees, students and leaders.” Core values statement on diversity, 2009

practice (core value 1). The nature of the Adventist education offered by Union accentuates the experiential—forming a biblical worldview, developing personal relationships with God, sharing His love with others. In turn, that concern for others results in a distinctive emphasis on community, evident in core value 6, community, and with phrases like “a passionately Christ-centered community,” (the mission statement) and “a personal, student-focused community.” Finally, service becomes a joy, a privilege because it shares and honors the example of Christ’s servant leadership. With this education, this experiential approach to life, and this connection to Christ, Union’s graduates should influence the future with faith, confidence, and integrity.

CORE COMPONENT 1B: IN ITS MISSION DOCUMENTS, THE ORGANIZATION RECOGNIZES THE DIVERSITY OF ITS LEARNERS, OTHER CONSTITUENCIES, AND THE GREATER SOCIETY IT SERVES. Union College embraces as an important educational value the ideal of a diverse world. It seeks to sustain an environment in which students, faculty, and staff represent diversity and inclusion, while also fostering mutually beneficial interactions with members of varied communities, locally, regionally, and across the globe. MISSION DOCUMENTS AND DIVERSITY “We believe diversity enriches campus life. We create cordiality of discourse, encourage respect for differences, promote inclusiveness, and welcome diversity among employees, students and leaders.” Core values statement on diversity, 2009 The college’s statement on diversity reflects values held by the Seventh-day Adventist Church, the vast majority of whose members live outside North America: Our sense of mission is driven by the realization that every person, regardless of circumstances, is of infinite value to God and thus deserving of respect and dignity… Our respect for diversity, individuality and freedom is balanced by regard for community. We are one—a worldwide family of faith engaged in representing the reign of God in our world through ethical conduct, mutual regard and loving service. (1-4, General Conference Working Policy p. 30, HRR)

Criterion 1

These values are addressed in the academic realm and in wider areas of student and campus life. The general education program, known as LEAD@ Union (the acronym standing for Lifelong Education and Active Discipleship) reflects this philosophical orientation, as indicated by the following excerpt: Given the global interactions of contemporary society, a Union graduate’s knowledge and understanding must encompass the cultural, intellectual, and scientific traditions of Western society, the values and viewpoints of other cultures… Study and service in another culture are optional aspects of the program and provide opportunities for experiencing compassion and [for] understanding the broader human condition (Bulletin, p. 24). Among the specific goals of LEAD@Union, the third specifies that students will “demonstrate a knowledge of global issues and an appreciation of diversity of cultures, including elements of their own.” DIVERSE LEARNING OPPORTUNITIES Both LEAD@Union and courses within academic disciplines provide opportunities for student learning about other cultures, ethnic groups, and races. Among the more prominent examples: • S everal courses help education majors relate to diverse populations as they prepare to interact with and meet the needs of a multicultural classroom. EDUC 225 Seminar in Education Diversity explicitly addresses the recognition of dehumanizing biases including sexism, racism, prejudice and discrimination, including the ways these biases may be reflected in instructional materials and processes. In its upper division form (EDUC 342) the course serves teachers from the community. EDUC 346 Special Education in the Classroom includes study of bicultural and gifted children as well as the impaired or disabled. • RELT 345 World Religions explores the core tenets of major religions and their philosophies. It also addresses the challenge of how to respect and interact with these diverse groups. • The International Rescue and Relief (IRR) curriculum targets most of its coursework toward confronting and critically analyzing the circumstances of populations afflicted by disaster or poverty. The required semester overseas involves assisting physicians in clinical environments, working with local emergency response teams, and teaching good health practices, all in a different cultural environment.

Criterion 1

The slogan of the Union College International Club is straightforward: “Got Culture?” Events the club hosts include an international potluck, multicultural fair, celebrations of international holidays, and a Mr./Ms. World contest. The focus of the club’s many events is cultivating friendships.

• O ther study experiences detailed in Chapters Three and Four provide immediate and direct interaction with other cultures and ethnicities, as do co-curricular service activities. This learning experience is strengthened because most students abroad study or serve in developing nations. • Union seeks campus diversity through the English as a Second Language (ESL) program, which enrolled 30 students from 14 countries in fall 2008. ESL students are provided an English-speaking tutor, and the interaction between these two students enriches their understanding of the language and cultures of each other’s native country. In addition to these course-based academic efforts, other intellectual approaches to the challenges of global issues provide opportunities for personal interaction with diversity and reinforce understandings of its implications. The Peace and Social Justice Club and the campus chapter of Amnesty International, the largest in Nebraska, provide opportunities to deepen one’s comprehension of social justice and human rights issues such as hunger, poverty, discrimination, and violence. Participants also strengthen their appreciation for the perspectives of ethnic and cultural groups. The slogan of the Union College International Club is straightforward: “Got Culture?” Events the club hosts include an international potluck, multicultural fair, celebrations of international holidays, and a Mr./Ms. World contest. The focus of the club’s many events is cultivating friendships. Established in 2004, the Multicultural Committee has actively promoted an appreciation of diversity. It supports various Native American Indian events in the Lincoln community and conducts activities celebrating the ideals of Martin Luther King, Jr. The committee strives to strengthen popular awareness through bringing to campus presentations such as “Women’s Work” and “Voices of Ellis Island” that educate the college population on diversity issues (1-5, Responses to Multicultural Committee Activities, ERR). Another important goal of the committee is to focus attention on ethical obligations within the college. For example, it presented a letter to the Board of Trustees expressing the need to make certain campus facilities more handicapped accessible (1-6, Multicultural Committee Request to the Board, ERR). The recommendations were endorsed by the board and improvements resulted. The campus culture strengthens understanding of diversity because it encourages closer connection between individuals of different ethnicities. Over 30% of freshman respondents to the 2008 National Survey of Student Engagement (NSSE) reported holding a significant discussion with a person of another ethnic background, a higher rate than the levels reported nationally or at other private institutions in the

Criterion 1

plains region (1-7 NSSE Comparisons, ERR). Evidence from the internal 2008 Self-study Survey reinforces the conclusion that the culture encourages individual acceptance of diversity on the personal level: Campus Culture Encourages Interaction Across Different Backgrounds

28 My experience at Union College encourages me to get along with people from various backgrounds.

Response

President’s Council

Faculty/ Staff

Students

Alumni

Strongly Agree (SA)

42.90%

47.00%

41.30%

45.20%

Agree (A)

57.10%

46.20%

48.90%

47.50%

Disagree (D)

2.60%

7.20%

5.00%

Strongly Disagree (SD)

0.40%

No Response (NR)

4.30%

2.20%

2.30%

Source: 2008 Self-study Survey

These student attitudes are similar to the values reported by the faculty, who seem particularly committed to the obligation to address the needs of minority groups. In addition, both faculty and staff express an appreciation for the perspectives of other ethnic and cultural groups:

Criterion 1

Faculty Feel Sensitive to Ethnic Needs

16 I’m sensitive to the needs of different ethnic groups in my classroom.

Response

Faculty/Staff

Strongly Agree

55.60%

Agree

39.70%

No Response

4.80%

Source: 2008 Self-study Survey

Multicultural Perspectives Enhance Courses and Employment

54 The perspectives of other ethnic and cultural groups enhance my classroom experience or my work environment.

Response

Faculty/Staff

Students

Strongly Agree

43.60%

31.70%

Agree

42.70%

50.70%

Disagree

4.30%

7.00%

Strongly Disagree

1.30%

No Response

9.40%

9.30%

Source: 2008 Self-study Survey

DIVERSITY OF STUDENT LEARNERS Although a private institution in one of the least ethnically diverse regions of the United States, Union enrolls a mixture of traditional and non-traditional students with diverse characteristics. Most students do come from the nine Midwestern states served by the MAUC, but in fall 2008 others represented 37 additional states and 23 countries. Students ranged in age from 17 to 52, and the ratio between male and female was 1 to 1.5. Representation by all U.S. minority groups increased

Criterion 1

by small amounts but large proportions, the total rising from 7.7% to 13.9%, more than offsetting the decline in international students.

Racial and Ethnic Diversity Among Undergraduates Race or Ethnic Group

Fall 2003

Fall 2008

African-American â&#x20AC;&#x201C; nonHispanic

2.10%

3.00%

American Indian/Alaskan native

0.70%

1.40%

Asian/Pacific islander

0.60%

3.20%

Hispanic

4.30%

6.30%

White, non-Hispanic

68.30%

68.40%

Race/Ethnicity unknown

11.70%

8.50%

Non-resident aliens

12.30%

9.20%

Source: Institutional Research data

Recognizing the importance of ethnic and cultural diversity in educating students for the future, the college desires to increase the number of minority students. In addition to the efforts of individual recruiters, Enrollment Services sponsors minority students who return to their home churches to conduct weekend religious services. Special programs have been conducted annually in the larger minority communities, and Enrollment Services has participated in youth congresses for minority Adventists. However, in recruiting African-Americans, the largest minority grouping of North American Adventists, Union faces the challenge of competing with Oakwood University in Alabama, a historically-black college funded in part by the international headquarters of the denomination. Oakwood offers prospective students experience within traditional black culture and attractive financial inducements, including lower tuition. Despite the lopsided nature of the contest, Union continues to recruit minority students.

Criterion 1

Campus diversity of a different nature is strengthened by Baccalaureate Bonus, a scholarship approach that offers a heavily discounted tuition rate to qualified students who hold a bachelorâ&#x20AC;&#x2122;s degree or its international equivalent and wish to enroll in undergraduate classes in most disciplines or even complete a second undergraduate degree in them. The presence of such students in their classes provides traditional undergraduates with a greater exposure to the values and concerns of classmates with greater maturity. Though campus statistics do not include the family income patterns of students, it is clear from informal and formal campus conversations and appeals for need-based financial assistance that student economic backgrounds are diverse. Moreover, the median family income of students at Union may fall below the median incomes of students attending public universities in their home states, as has been documented by Simpson College, a religiously-affiliated college in Iowa. In yet a further dimension of diversity, about 90% of undergraduate students identify with the Seventh-day Adventist church. However, campus culture is not uniform in this respect, as students in the nursing program and particularly the graduate physician assistant studies program (under 20% Adventist) exhibit much greater diversity of religious affiliation. POLICIES THAT ENCOURAGE DIVERSITY AND RESPECT IT Unionâ&#x20AC;&#x2122;s respect for diversity is evident in its policies and procedures for students, faculty, and staff. It is committed to equal employment opportunities for men and women of all races and does not discriminate on the basis of handicap, age, sex, race, color, or national origin (Faculty Handbook A-3).The rights and responsibilities of students and employees are plainly outlined in the Student Handbook and the Faculty Handbook (and proposed for inclusion in the forthcoming Administrative Manual). The current Faculty Handbook states Union College is committed to providing employees and students with an environment free of discrimination, harassment or intimidation. As such, employees, students, and other individuals working at the college, such as vendors, volunteers and contractors are prohibited from engaging in discrimination, sexual harassment, or any other unlawful harassment. Discrimination or harassment of co-workers or students is inconsistent with the collegeâ&#x20AC;&#x2122;s faith-based principles and standards of acceptable Christian behavior, and will result in appropriate disciplinary action, up to and including termination or expulsion (Section E-26).

Criterion 1

Efforts to diversify the race, ethnicity and cultures of campus employees are challenged by the small proportion of minorities in Lincolnâ&#x20AC;&#x2122;s population. However, in those employment categories where the college conducts national searches, primarily faculty, the proportion of minorities hired in the years 20032008 increased slightly, despite the challenge of attracting individuals of color to a predominately white community. While the proportion of faculty of color or cultural diversity remains low, at about 15%, it exceeds that of Lincoln, a desirable result given the generally recognized importance of appropriate role models in forming student values.

CORE COMPONENT 1C: UNDERSTANDING AND SUPPORT FOR THE MISSION PERVADE THE ORGANIZATION. According to a comprehensive survey of college constituents conducted in early 2008, large majorities of all major campus communities subscribe to the underlying mission. For example, 100% of trustee respondents agreed that the current mission statement is appropriate for the collegeâ&#x20AC;&#x2122;s role in the next two to four years (1-8, 2008 Self-Study Survey Question, ERR). The tables below establish that wide majorities of all constituent groups understand the broad mission of the college. As one would expect, the size of the minority which did not recall communication about the mission or which evidenced a lack of clarity about the mission is larger among students. The great recognition of the mission by alumni (89%) provides reinforcing evidence of their strong loyalty to their alma mater.

Criterion 1

Wide Majorities Received the Mission and Vision Statements

68 Union College has communicated

Response

Board

Presidentâ&#x20AC;&#x2122;s Council

Faculty/ Staff

Students

Alumni

Strongly Agree

60.9%

100.0%

44.3%

21.7%

39.9%

Agree

34.8%

47.8%

50.7%

47.2%

Disagree

4.3%

2.6%

14.9%

7.6%

Strongly Disagree

.9%

4.1%

1.0%

No Response

4.3%

8.6%

4.3%

its mission and vision statements to me.

Source: 2008 Self-study Survey

All Constituent Groups Understand the Mission

57 The underlying

Response

Board

Presidentâ&#x20AC;&#x2122;s Council

Faculty/ Staff

Students

Alumni

Strongly Agree

82.6%

66.7%

38.3%

23.5%

48.3%

Agree

17.4%

16.7%

55.7%

51.1%

40.3%

16.7%

3.5%

15.4%

6.0%

2.3%

1.3%

7.7%

4.0%

mission of Union College is clear to me.

Disagree Strongly Disagree No Response

2.6%

Support for the overall mission likely seems near-universal, as indicated in the table below. Of the 120 faculty and staff respondents, 116 affirmed or strongly affirmed their support for the mission. A comparison of the response patterns in the table below with the one above highlights the fact that greater proportions of administrators, employees, students and alumni support the overall mission than

Criterion 1

understand it with full clarity, an indication of their strong underlying congruence with the college’s purpose. All Constituent Groups Report Strong Support for the Mission

14 I support the overall mission of Union College.

Response

Board

President’s Council

Faculty/ Staff

Students

Alumni

Strongly Agree

91.30%

83.30%

60.00%

45.20%

58.70%

Agree

8.70%

16.70%

36.50%

45.20%

36.30%

Disagree

0.90%

2.70%

1.70%

Strongly Disagree

0.90%

No Response

2.60%

5.90%

3.30%

PLANNING GOALS REFLECT SUPPORT FOR MISSION The strategic planning process formalized in 2008 bases key institutional goals on the mission, vision, and values statements. All divisions and departments have been assigned the responsibility of developing working mission and vision statements, and presently all seven academic divisions and at least seven non-academic areas have implemented goals and objectives for their areas that reflect the college’s mission documents. The program goals of each academic discipline have also been aligned with the new statements. The remaining non-academic areas are expected to develop operational mission statements during the fall semester 2009 (1-9, 2008-10 Bulletin; Mission and Goals Statements of Non-Academic Departments, ERR).

Criterion 1

CORE COMPONENT 1D: THE ORGANIZATION’S GOVERNANCE AND ADMINISTRATIVE STRUCTURES PROMOTE EFFECTIVE LEADERSHIP AND SUPPORT COLLABORATIVE PROCESSES THAT ENABLE THE ORGANIZATION TO FULFILL ITS MISSION. The simplicity of the college’s governance simplifies decision-making, administration, and communication. The structures of governance and administration therefore operate effectively, and decisions can be taken relatively quickly. BOARD OF TRUSTEES The Board of Trustees gives final approval to statements of the mission and goals, organizational priorities, and significant policies. The board carries the responsibility to secure the funds necessary for the proper operation of the college, to approve the annual budget, and to oversee the long-term plans and property of the college. It appoints the president and delegates the power to administer effectively. At the president’s recommendation it appoints other administrative officers and approves promotions and grants of continuous appointment for faculty (1-10, current Faculty Handbook Section C-O; forthcoming Administrative Manual Section 2.3.2, ERR). The trustees individually contribute time, thought, and energy to support the viability and growth of the college. Collectively they accept the obligation to preserve Union by holding to their fiduciary responsibility for its long-term welfare. The by-laws authorize up to 36 voting members of the Board of Trustees. Of this number, four members are designated by virtue of holding office in the MidAmerica Union Conference: its president (who chairs the board), vice president for administration, vice president for finance, and director of education. The presidents of the six local conferences of its territory also represent them on the board. The college President functions as the board secretary, while the chair of the Faculty Senate and president of the Associated Student Body are non-voting members with annual terms. The remaining trustees are laity selected for their expertise, varied backgrounds, and dedication to the institution. They form a large majority and on average serve substantially longer periods than do most church officials. The group includes corporate executives, hospital administrators, physicians, several present or former faculty members at other educational institutions, and independent business professionals (1-11, By-Laws of Union College, ERR).

Criterion 1

Since the 1999 site visit, the board’s committee structure has been strengthened, so that most discussion and actions are initially addressed within the relatively small committees, each chaired by a trustee assisted by the president or vice president responsible for the area who serves as secretary. This arrangement enables the administrator to work closely with the chair, setting much of the agenda and often initiating discussion of ideas that may later become policies. In addition, the arrangement facilitates the informal flow of information between trustees and administrators, something particularly important since the board meets just three times per year. The seven standing committees of the board are: • • • • • • •

Academic Campus Life Executive Finance and Development Master Planning and Facilities Recruitment, Retention and Marketing Trusteeship

Their minutes are available in the Resource Room. The agenda of the board itself is set by the president, after consultation with the board chairman, board committees, and President’s Council. In terms of duration of discussion, the leading items on the agenda have been advancement and the capital campaign, budgets and other financial reports, enrollment, and strategic planning. During the past decade, relations between board, president, and administrators appeared excellent. There are many informal indicators that the trustees value President Smith, including the standing ovations he received after his past two evaluations by the board. ADMINISTRATIVE STRUCTURES President’s Council: The six vice presidents report to the president, and together with the chair of the Faculty Senate form President’s Council, recognized by the Board of Trustees as the body to establish operating policies while the President executes them. It meets weekly, approves all appointments for new faculty and staff, and serves as the administrative budget committee. Its assent is required for any academic initiative that requires additional funding, such as the creation of a new major or department.

Criterion 1

The effectiveness of the council’s structure is strengthened by the priorities and philosophy of the current President. The council functions in ways that build cohesion among its members, possibly a contributing factor in their stability (the last vice presidential appointment was made in 2004). The President’s philosophy of teamwork clearly encourages serious discussion and debate, while expecting the achievement of a consensus that leads to effective action. Each session begins with a devotional and prayer for matters of group and personal concerns, a reflection of spiritual purpose, but also an element that strengthens the sense of collaboration. Due to the simplicity of the administrative structure, a great deal of responsibility is concentrated among the members of President’s Council. The members represent, directly or indirectly, virtually all the formal and informal campus groups, including Faculty Senate, and the vice presidents constitute the largest component of the Strategic Planning Committee. Academic Council: Academic Council brings together the chairs of divisions with the directors of the library, records, and services for students with disabilities. It establishes academic policy, approves the academic structure and all programs, and coordinates the strengthening of academic life. It recommends to President’s Council new policies involving financial obligations, relevant changes in the Faculty Handbook, the creation of new programs and any closure of existing ones. It also approves decisions of subordinate committees regarding academic policies, while recognizing the distinctive status of the graduate committee. Among the major committees that report to Academic Council are those responsible for assessment, general education, and graduate studies. Academic Council shares broad responsibility for academic matters with the Faculty Senate, composed of all regular faculty members and explicitly created by the Board of Trustees to advise the president, to reflect the concerns of the faculty, and to recommend policy and practice in those domains most clearly related to the major faculty activities of teaching, scholarship, and service... [Faculty Senate] will be expected to make specific recommendations regarding its own membership, the curriculum, the general conditions of student entry into and exit from the institution, and regarding general conditions of student and faculty life. (Constitution of the Faculty Senate, Faculty Handbook, Section C-3)

Criterion 1

One administrative responsibility of the Faculty Senate is the selection of members of the Committee of the Professoriate, the equivalent of a rank and tenure committee. Deans’ Council: Chaired by the Vice President for Student Services, the Deans’ Council comprises residence hall deans, student head residence hall assistants and two faculty members. It establishes policies on student life, such as those in the Student Handbook, and coordinates residence hall regulations and disciplinary actions over their infractions.

CORE COMPONENT 1E: THE ORGANIZATION UPHOLDS AND PROTECTS ITS INTEGRITY. The Higher Learning Commission (HLC) interprets integrity as “the fairness with which the organization interacts with internal and external constituencies,” and “the practice of knowing and abiding by relevant laws and regulations.” Union College maintains its integrity when dealing with internal and external constituencies by creating structures commonly responsible to monitor performance, by adopting ethical principles, and by mandating that its policies and employees adhere to applicable laws and policies designed to ensure fairness and consistency. UPHOLDING INTEGRITY INTERNALLY Board of Trustees: The board acts in several ways to uphold institutional integrity. The orientation process for new trustees helps them understand their responsibilities under their bylaws and address potential conflicts of interest. The board’s standing committees play an important role in ensuring the integrity of duty, by addressing issues that the entire board lacks the time to discuss. Both the committees and the full board regularly invite college personnel to report on issues that fall within their responsibilities. This review helps ensure that the college operates legally, honestly, and with fiscal responsibility. Audit Review Committee: The Union College Audit Review Committee provides oversight of the internal control structure and the annual external audit report. The external audit statement includes reports on internal controls, in compliance with Office of Management and Budget Circular A-133 requirements, and a management letter providing recommendations to administrators. The external audit reports of the past five years demonstrate that Union College has operated with fiscal responsibility (1-12, External Audit Reports, HRR). The Audit Review Committee also receives a report from its internal auditors, the General Conference Auditing Service, regarding compliance with Seventh-day Adventist Church organizational

Criterion 1

policies. The committee is an open forum for communication between board representatives, management, and external auditors. Legal Issues and Compliance: The college understands and abides by applicable local, state, and federal laws and regulations, as well as policies of the Seventh-day Adventist denomination. Legal counsel reviews proposed rules and procedures; moreover the Office of General Counsel at the General Conference of Seventh-day Adventists assists in identifying legal issues and advising the development of legal strategies and solutions. Third-party contractual agreements are reviewed by legal counsel to assure fair and consistent provisions. Campus departments are expected to conduct their operations with integrity. To ensure that policies are kept current and implemented in a judicious manner, the Vice President for Financial Administration and the Human Resources Director annually meet with MAUC treasurers to review policy updates adopted by the denomination and to ensure the college operates within them. Among the other evidence of campus attention to compliance with legal and ethical standards are the following: • T he director of records is responsible for ensuring that Union is fully compliant with the Family Educational Rights and Privacy Act of 1974 (FERPA), and schedules training sessions for all new employees. Union College maintains students’ personal information and records and is responsible for their custody, release, and alteration. • Areas such as counseling services, the career center and health services are mandated to follow accepted practices of confidentiality and standards of services established by professional agencies and groups. • Fairness in hiring, compensation, and promotion is the responsibility of the office of Human Resources, which was expanded during the past decade. • Several compliance committees and offices promote compliance and ensure that employees and students abide by specific laws and regulations. For example, the Campus Safety Committee studies accidents and accident prevention. Upholding Integrity in Research: Faculty and students conducting or supervising research with human and animal subjects are mandated to follow federal and state regulations as well as the prevailing ethical standards for research within the discipline. All human research conducted under the college’s jurisdiction is subject to review for human risk, benefit, and informed consent by the Human Subjects Review Board. Research with animal subjects falls under the policies and procedures established by the Animal Research Review Committee within the Division of Science and Mathematics (1-13, HSRB, ERR and ARRC Descriptions, ERR).

Criterion 1

Integrity in Hiring: In one important respect, Union College openly does not seek campus diversity. To retain its commitment to the mission and values of the Seventh-day Adventist Church and to uphold the distinctive mission and vision it has set for itself, the college gives preference in admission and employment to members of the Seventh-day Adventist Church (Faculty Handbook A-3). In effect, when the benefits of diversity among employees diverge from the spiritual mission, the college respectfully upholds the latter. As a religious institution, the college believes it has statutory rights to exercise these preferences. However, if a qualified Seventh-day Adventist is not available to fill an advertised position, individuals who demonstrate sympathy for and commitment to the mission of the college may be considered for a non-tenure track appointment. At present, over 90% of the faculty and all the residence hall deans indicate Adventist church membership. Transparency in Policiesâ&#x20AC;&#x201D;Revision of the Faculty Handbook: Contemporary societies increasingly regard transparent and current statements of policy as key elements of institutional integrity. Recognizing that the existing Faculty Handbook was increasingly outdated, at mid-decade administrators began the evaluation of individual sections, including comparison with a number of other institutionsâ&#x20AC;&#x2122; handbooks. By 2007-08 consensus had appeared that an entirely new document was appropriate, rather than piecemeal revision. Small groups subsequently (200709) drafted a proposed Administrative Manual of general policies and procedures and a revised Faculty Handbook. Important elements like the expansion of the statement on academic freedom, the philosophy of remuneration, and the conceptual revision of the reappointment of new faculty members were approved by the Board of Trustees. Because the scope and volume of the proposed changes threatened to detour completely the agendas of Academic Council, Faculty Senate, and Presidents Council during the academic year, these bodies deferred detailed discussion of the new documents until summer 2009. Assuming satisfactory legal review and agreement by these entities on the major changes by fall semester, board consideration was delayed until October 2009 at the earliest. Consequently, the existing Faculty Handbook has been cited in this self-study, with references made to the proposed revisions where they address new issues or significantly revise older policies. An update regarding the status of the proposed revisions will be provided with the documentation accompanying the self-study, and electronic versions of both the existing and proposed handbooks will be supplied to visiting team members. Faculty and Staff Rights and Responsibilities: The college endeavors to set policies and procedures that are ethical, clear, fair, and consistent. Beyond this,

Criterion 1

the existing Faculty Handbook contains these policies that fall directly within the commonly-understood scope of integrity:

Conflict of interest (by trustees) (Section A-6) Discrimination (E-26) Drug-free workplace (E-31) Code of ethics (A-4) Harassment and sexual harassment (E-26) Nondiscrimination policy (A-3) Statement of academic freedom (A-2)

In addition the proposed Administrative Manual contains sections that explicitly address

Guidelines for diversity in employment Persons with disabilities Conflict of interest (by employees) Environmental and occupational safety Intellectual property rights Honoring confidentiality

Grievance Procedures for Faculty and Staff: The existing Faculty Handbook (D-5) outlines the recourse faculty and staff members possess if they perceive a grievance. The proposed Administrative Manual will introduce formal procedures for nonfaculty employees as well. In keeping with the college culture, these grievance procedures initiate the process informally and at the lowest level. If resolution is not achieved, appeals continue upwards to the appropriate vice president and then the President. If the grievance is still perceived, the matter is then referred to the applicable faculty or staff grievance committee. No faculty grievances were filed in the past decade. Student Integrity and Grievance Procedures: The Union College community values high academic and ethical standards, including computer usage and file sharing, and these topics are addressed in the discussion of Core Component 4d (Chapter Four). The Bulletin and the Student Handbook state clear policies regarding studentsâ&#x20AC;&#x2122; rights and responsibilities as well as grievance procedures for a student who feels an injustice has been committed. In many respects the student grievance procedure parallels the pattern of employee procedures, providing for initial informal discussion followed by appeals (Student Handbook p. 21-22). In the past six years, two formal grievances have been filed by students. In each case, a student contested the failing grade assigned for a clinical portion of a course, and in each case the grievance committee (appointed by the President and including a member recommended by the student) concluded that the instructorâ&#x20AC;&#x2122;s grade should stand.

Criterion 1

One of the two students returned to the nursing program, and subsequently graduated from it. Encouraging Integrity within Co-curricular Activities: The philosophical approach of the office of Student Services encourages positive, Christ-centered personal growth and servant leadership. Co-curricular experiences and studentrelated activities then become avenues for ethical development. The Code of Student Conduct maintained by the office communicates the college’s expectations of healthful living and the Christian treatment of others. Student Services also reviews the ethical standards and living conditions of off-campus programs to verify that they are guided by established policies to assure their integrity in student life issues. In many respects, the doctrines and culture of Adventism encourages integrity in student life. Adventist undergraduates understand the expectation that students should abstain from the consumption of alcoholic beverages, whether on-campus or off. The absence of fraternities and sororities reduces the incidence of undesirable hazing and obviates the need for a separate hazing policy. ETHICAL CONDUCT WITH EXTERNAL CONSTITUENTS A review of the President’s Report, CORDmagazine, recruiting materials, the college web site, and contractual agreements confirms Union’s fair and responsible representation of itself to external constituents. The Advancement staff performs in accordance with a professional code of ethical conduct requiring relationships with donors to be characterized by respect and fairness. Staff members subscribe to the Donor Bill of Rights by appropriately acknowledging and recognizing donors, and making sure philanthropic gifts are used in accordance with donors’ wishes (1-14, Policy on Donor Rights, ERR)

UNION’S COMMITMENT TO MISSION AND INTEGRITY: AN EVALUATIVE SUMMARY SPECIFIC STRENGTHS OBSERVED DURING THE SELF-STUDY 1. The revision and expansion of the mission documents during the decade resulted in updated statements that fit well the college’s underlying purposes. Concise and clear, they provide the foundation for the alignment of goals throughout the institution, and the focus of strategic planning efforts for the future.

Criterion 1

2. The widespread involvement of campus constituencies in the revision process for the mission documents, through an inclusive drafting committee and through discussion of the content, facilitated their widespread acceptance. 3. The strategic planning process explicitly incorporates the vision and core values documents in annual planning, as elaborated in Chapter Two. 4. Though located on the Great Plains and therefore ethnically homogeneous, the college recognizes the importance of diversity and encourages its students to interact with the diversity present in the country and world, and promotes this goal through the presence of multi-cultural faculty members, academic course content, co-curricular activities, and off-campus and international experiences. The interaction among students of various cultures and ethnicities on campus encourages an understanding of diverse perspectives, and students and others understand by wide majorities that Union encourages interactions across cultural and ethnic barriers. 5. The relationships between the trustees and the college are both formal and informal, and thus facilitate the flow of information and mutual understanding. The simple administrative structure and campus culture of teamwork emphasized by the President combine to facilitate effective and relatively rapid decision-making. 6. The demand for integrity in all college activities comes from multiple sources, including government, professional and regional accrediting agencies, the sponsoring denomination, and, in the context of a college like Union, the divine imperatives presented in Scripture. These multiple calls to integrity are met through policies that align institutional performance with legal requirements, demand employee and student respect for others, and provide grievance procedures where mistakes are perceived. SPECIFIC CONCERNS OBSERVED DURING THE SELF-STUDY 1. The elaboration of the statements of mission, vision, and core values into operational goals, complete with measures, has made considerable progress since the statements were revised in 2007. However, the process is still incomplete at the departmental level.

Criterion 1

2. This self-study was drafted while the revised Administrative Manual and Faculty Handbook was approaching completion. The approval process involves multiple stakeholders, including faculty and the Board of Trustees, and may not be complete by October 2009. Given the importance of updated policies, the Accreditation Steering Committee considers it vital that new documents are adopted within months of the site visit. CONCLUSION As an institution closely affiliated with its sponsoring denomination, Union College has revised its mission documents and in the process reaffirmed its underlying purpose. The evidence presented in this chapter substantiates the conclusion that the mission is widely accepted, and that Union seeks diversity of ethnicity and culture. The cooperation manifest between the trustees and administration, together with the effective structure and commitment to consensus, facilitate flexible responses to challenges and initiatives for institutional reform. Finally, the commitment to integrity is inspired by respect for both human organizations and divine commands. For these reasons, detailed with the evidence presented above, Union College successfully demonstrates that it meets Criterion One, Commitment to Mission and Integrity.

Chapter 2: Preparing for the Future Criterion 2: The organizationâ&#x20AC;&#x2122;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.

Criterion 2

As it prepares for the future, Union College seeks to expand its educational purposes while remaining faithful to its underlying mission. In this vital task, the college draws strength from a campus community united around many things: a common mission, a culture of cooperation, a decade of careful financial stewardship, the benefits of improved strategic planning and assessment, a stable leadership team, and strong support from its sponsoring denominational organization, the MidAmerica Union Conference of Seventh-day Adventists. In an era of cultural change and economic recession that will challenge most small, church-related colleges, these qualities do not guarantee a successful future. However, possessing such attributes strengthens the ability of Union to provide continuing improvements to the quality of student learning.

CORE COMPONENT 2A: THE ORGANIZATION REALISTICALLY PREPARES FOR A FUTURE SHAPED BY MULTIPLE SOCIETAL AND ECONOMIC TRENDS. Recognizing the importance of addressing broader societal and economic trends, during the last decade the college replaced its emphasis on tactical planning with a strategic planning process that evaluates the external environment and directly impacts the annual goals of administrators and departments. Major initiatives in student recruitment, retention, and data analysis likewise responded to the need for the institution to focus on the future. DEVELOPING EFFECTIVE PLANNING PROCESSES Responsibility for broad, institutional planning formally lies with the Strategic Planning Committee, in recent years often the most active committee on campus. Its consistent membership includes members of the Presidentâ&#x20AC;&#x2122;s Council, the director of institutional research and assessment, and faculty and staff representatives. The Era of Tactical Planning: The Strategic Planning Committee produced the last detailed strategic plan in 2000. From 2002 until 2007, the committee focused on four to six major annual goals and their accompanying objectives. This tactical planning usually addressed immediate, perceived needs. Some of those goals initiated processes, such as those needed for accreditation. Other goals related to philanthropy, physical plant improvements, and specific programs. Accomplishing the planned goals demonstrated the ability to act effectively. The following examples provide an indication of the accomplishment of specific goals outlined in the era of tactical planning (2-1, Strategic initiatives 2002-07, ERR):

Criterion 2

• Th e creation and adoption of new statements of mission, vision and core values, described in Chapter One, Core Component 1a. These statements now guide ongoing planning. • In 2002-03, recognition of the need for a plan for the campus resulted in the appointment in 2004 of Civitas Inc. to create a campus master plan that would include prioritizing location and construction of new buildings. Now approaching completion, the plan already guides present and future projects, including expanded facilities for the health sciences and campus recreation as well as reconfigured entrances from Bancroft and Prescott Avenues (2-2, Civitas Master Plan, HRR). • Procedures for academic program reviews were developed as a strategic planning initiative in 2003-04. • A leadership certificate has been launched, providing new opportunities for students to learn and develop leadership skills. This was part of the 2005-06 planning process, though it was not one of the major areas of focus. • Infrastructure upgrades, including repairs within the Larson Lifestyle Center, electrical upgrades, and the replacement of boilers, resulted from an initiative defined in 2005-06. • The 2005-06 planning process also identified the need to replace the longstanding administrative computer system. • Steps have been taken toward creating a culture of philanthropy as outlined in the 2006-07 plan, including hosting community events and starting the silent phase of the next capital campaign. These examples reflect the traditional culture of the college, an ethos that emphasizes the importance of common sense in identifying problems and setting goals to overcome them. The 2008 adoption of comprehensive planning formally adds new sources of information to the planning process and elevates the resources required in the planning process.

Criterion 2

Exhibit 2-1 The Facilities Master Plan Envisions the Future Campus

Criterion 2

The Current Strategic Planning Model: After considering alternative models, in 2008 the Strategic Planning Committee adopted a Hoshin, or “breakthrough” planning model, patterned after the process used at New York Chiropractic College, another relatively small institution with a strong underlying mission. In contrast to the development of formal, rigid plans that cover a fixed period, the Hoshin model uses principles from Total Quality Management (TQM) to integrate the strategic plan into the activities of all significant campus units. The cycle begins with an annual update of the institutional mission when considered necessary, and a review of the environment. Consideration of institutional priorities follows, and in turn these provide the basis for the development of annual plans by major administrators for their areas of responsibility. Thus the whole college should become involved in the planning process. The Strategic Planning Committee felt the new model could continue the strengths of tactical planning while insuring better internal consistency and tying planning more effectively to the budgeting process (2-3, UC Strategic Plan rev 02.27.09, ERR). The new planning model thus includes: • A nnual focus on SWOT factors (Strengths, Weaknesses, Opportunities, Threats); • Campus-wide focus on a few priorities selected to support the mission, vision and values statements; • Identification of specific Key Indicator Measures (KIMs) that serve as targets or goals; • Coordination with the budgeting process. • Development plans completed by the President, VPs and department managers. The development plans of administrators and managers are reviewed quarterly and updated annually (2-4, Three-year Strategic Planning timeline, ERR).

Criterion 2

Exhibit 2-2 The Strategic Planning Model Provides Annual Review, Feedback, and Links Between Planning and the Budget

Criterion 2

Strategic Planning Accomplishments: As implied by the planning process above, besides adopting a new planning system and working through its relatively complicated procedures for the first time, in 2008-09 the Strategic Planning Committee also established its statement of the collegeâ&#x20AC;&#x2122;s strengths, weaknesses, opportunities and threats (SWOT analysis). Although the list itself is not prioritized it has already been used to create strategic priorities (2-5, Strategic Plan SWOT diagram, 07.31.08, ERR). STRENGTHENING DATA-DRIVEN DECISION-MAKING Below the umbrella of institutional-wide planning, specific departments, programs, and offices engage in planning at various levels of technical sophistication. These efforts involve greater detail and precision when they involve finances, for example budgets or capital campaigns, or Enrollment Services. Facilities planning includes the master plan and the proposed schedule of major maintenance and renovations. In the academic realm, planning activities include the assessment plan, the schedule of program reviews, and the resulting plans within divisions (2-6, Sample departmental plans, ERR). Historically, the coordination of some departmental planning efforts took place without a great deal of formality, while others involved careful analysis before institutional approval. The new planning process should provide institutional-level consideration of inputs from the various plans. The departmental analysis of data resulting from planning processes and other forward-looking activities has resulted in significant institutional decisions. For example, analysis by the physician assistant program resulted in the proposal to replace the bachelors-level program with a masters degree. This required academic, administrative, and board approval, as well as that of the professional accrediting agency and the Higher Learning Commission. Likewise, trends in the availability of adequate clinical sites for the nursing program resulted in the programâ&#x20AC;&#x2122;s expansion to allow an entering class each semester rather than once per year. Data analysis also provided the basis for decisions to contract or close programs. The major in piano pedagogy was closed due to low enrollment, and as the number of students in the English as a Second Language (ESL) program declined, there were gradual reductions in its faculty. Kiddie Kollege, a daycare center on campus, was also closed for similar reasons. Recognizing that effective planning requires timely and accurate information, as do government reports and the daily operations of the college, in 2007 institutional research services were strengthened by the addition of a two-thirds-time assistant to the director of institutional research (who also directs the records office). Given

Criterion 2

the importance of the position and increased external demands for data, this may become a full-time position when the present director retires. In 2008-09, data from institutional research proved important in preparing for the future through modeling the likely trend of enrollments and guiding budget decisions. It also proved valuable in providing historical evidence for this self-study. To strengthen their understanding of the role of data in decision making, in 2008 the President and two vice presidents (one of them the chair of the Strategic Planning Committee) attended the annual workshop on the topic conducted by the Council of Independent Colleges. Their assignment at the conference conclusion was to prepare a formal dashboard for Union, a task in its early stages. FACING THE FUTURE WITH A CULTURE OF RESPONDING TO OPPORTUNITIES: In addition to its formal planning efforts, Union historically seized unforeseen opportunities and took advantage of them. For example, • N ew or expanded academic programs resulted from changing market conditions and opportunities. The initiatives often came from program faculty, alumni, or others; they were then evaluated by administration. The initial proposal for the IRR program, for example, was adopted after a larger, better-funded competitor rejected it. IRR quickly became the third largest major on campus. • Modest infrastructure improvements sometimes took place outside the planning process because unanticipated funding facilitated them. For example, renovations to third floor of the Everett Dick Building resulted not from strategic or campus planning, but rather because the Business Advisory Board determined that updating was needed, and then funded it. Similarly, the transformation of storage space into the nursing simulation lab followed an unanticipated gift of funds to cover a significant portion of its cost. • Another example of the flexibility to seize opportunities is Cooper Place, a 24apartment complex for students. This project was proposed by private business interests, and completed through a lease arrangement whereby rental income cover the lease payments, and ownership will eventually revert to the college. These apartments accommodate future building plans which will displace the current apartments in Bancroft and Kern Courts. • In response to feedback indicating student and parent perceptions of ineffective services offered them, Student Financial Services were reorganized under the Vice President for Enrollment Services and provided new facilities.

Criterion 2

CORE COMPONENT 2B: THE ORGANIZATIONâ&#x20AC;&#x2122;S RESOURCE BASE SUPPORTS ITS EDUCATIONAL PROGRAMS AND ITS PLANS FOR MAINTAINING AND STRENGTHENING THEIR QUALITY IN THE FUTURE. Though distinguished by loyal alumni and the general good will of their communities, small, tuition-dependent institutions of higher learning often find material resources a challenge. At Union, the core value of stewardship became a deeply-held tradition in the early years, and personnel therefore strive to accomplish goals in cost-effective ways. Stewardship, revenues from stable subsidies, and increased enrollment provided a stronger financial position during the past decade than during the two previous ones. From its strategic planning efforts detailed in the previous section, the college recognizes both that the next decade may prove even more challenging and that it must seek the strengths and opportunities to accomplish its mission. Equally important as the success in meeting the financial challenges has been the response of faculty and staff. Although resentment or envy might be expected, the campus attitude toward living within tight financial constraints is the feeling, expressed fairly frequently in conversation, that the college serves a divine purpose, and its continued successes are evidence of Godâ&#x20AC;&#x2122;s blessings, not material prosperity. Confirmation of this culture of cooperation in the face of challenge comes from the minutes of the Faculty Senate. Compensation issues, working conditions, and related topics of personal well-being are present at low levels, while teaching and student learning issues abound. ADEQUATE FINANCIAL RESOURCES: THE BUDGETING PROCESS During the past decade, Union compiled a record of balanced budgets, strong financial support from alumni and the MAUC, and effective financial controls. Reflecting the strongly-held conviction that the college should operate free of additional debt for operating purposes, tight budgeting and careful spending typically resulted in small operating gains (2-7a, Summary Financial Data 200307, ERR). Aside from financing the purchase in 2007-08 of a management software system, no significant debt was incurred. The table below, also presented in the Introduction, summarizes the annual overall expenditures and revenues. It indicates a growth in net assets, largely financed through fundraising and current budgets rather than reserves:

Criterion 2

Growth in Revenues, Expenditures, and Assets, 2003-07 Â

2003

2004

2005

2006

2007

2008

Total Revenues

21,828,814

21,685,420

23,264,181

24,050,225

29,665,935

28,502,514

Total Expenses

20,466,453

21,604,793

22,811,003

23,771,303

25,037,958

25,575,863

Change in Net Assets

1,362,361

80,627

453,178

278,922

4,627,977

2,926,651

Net Assets

21,831,033

21,911,660

22,364,838

22,643,760

27,590,003

32,217,980

Net Plant, Property & Equipment

14,626,663

18,143,725

18,174,367

18,811,543

20,173,522

20,443,729

Total Assets

29,795,732

30,166,145

29,571,530

29,832,488

34,487,021

37,184,355

Figures in dollars from audited financial statements

Trends in Spending by Categories: Enrollment rose 17% between 2001 and 2008, while expenditures increased 44%, as shown in the table below. Clearly, the category with the overwhelming increase was instructional, a consequence in part of the creation of additional or expanded programs. Spending for instructional purposes as a proportion of Education and General rose from 28.8% to 36.2% during the period, and from 23.7% to 29.9% as a proportion of total expenditures. A summary of annual departmental financial data is provided in the Resource Room (2-7b, Summary Financial Data 2003-2007, ERR).

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Educational and General Fund Expenditures, FY 2001-2008 (fiscal years, in thousands of dollars) Category

2001

2002

2003

2004

2005

2006

2007

2008

% Change 2001-08

Instructional

4,212

4,470

4,909

5,602

5,900

6,173

6,798

7,655

81.7

Public Service

389

405

418

421

440

459

498

473

21.6

Academic Support

1,613

1,422

1,552

1,906

2,129

1,729

1,566

1,327

-17.7

Student Services

2,525

2,772

3,087

3,123

2,917

3,292

3,520

2,886

14.3

Scholarship

3,024

3,717

4,051

4,021

4,029

4,166

4,600

4,280

41.5

Institutional Support

2,885

2,685

2,891

2,792

3,483

3,509

3,748

4,518

56.6

Total Expenditures

17,748

18,682

20,466

21,605

22,795

23,765

25,038

25,576

44.1

E & G as % of Total Expense

82.5

82.8

82.6

82.7

82.9

81.3

82.8

82.7

Instructional as % of E & G

28.8

28.9

29.0

31.4

31.2

31.9

32.8

36.2

Instructional as % of Total Expense

23.7

23.9

24.0

25.9

26.0

27.2

29.9

Notes: 1. Compiled from the year end audited statements and thus may vary from internally prepared financial statements. 2. Operating & Maintenance are distributed in expenditure categories based on facilities space allocation. 3. In 2007-08 TLC and ESL were reclassified and moved from Student Services to Instructional. This accounted for about 20% of Instructionalâ&#x20AC;&#x2122;s gain that year, or 5 percentage points of its gain during the entire period. 4. The difference between total expenditures and E&G total expenditures is comprised of spending for student residence halls, Union Market food services, and the like.

The Annual Budget Process: With most income from tuition and most expenditure for compensation, the three key variables in budgeting are typically expected enrollment, tuition rates, and cost-of-living adjustments to wages. The budgeting process for the June 1-May 31 fiscal year begins following fall registration, with the determination by Presidentâ&#x20AC;&#x2122;s Council of initial estimates for likely enrollment and

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for cost-of-living increases. Unlike a number of Adventist colleges and universities, Union abides by the general features of the centrally-determined wage policies of the denomination. Thus, while there is some scope for institutional variation, in normal times salary levels are externally determined. Serious budgeting therefore awaits the annual wage adjustment figure set at the year-end meetings of the denominationâ&#x20AC;&#x2122;s North American Division in late October or early November. By then there is also a sense of the current yearâ&#x20AC;&#x2122;s trends in income and expenses, as well as estimates about the likely tuition levels at peer institutions and the expected impacts of priorities recommended by the Strategic Planning Committee. After the initial assumptions for the annual budget are in place, departmental budgets are prepared by each manager for the appropriate vice president. For most academic divisions and many support departments, salaries, wages, and benefits comprise over 90% of spending, and each is determined centrally. Much of the remainder, such as convention travel for faculty development, is also set by policy. In most cases, therefore, the budgeting process is less suitable than the planning process for a manager to propose significant changes in spending priorities. Using information provided by the Vice President for Financial Administration, the Presidentâ&#x20AC;&#x2122;s Council acts as the budget committee, tasked with reconciling proposed expenditures with projected revenues. In good years, this involves prioritizing the requested increases. In lean years it means evaluating alternative reductions to balance the preliminary budget. Successive iterations typically bring the budget into balance. The Board of Trustees Finance Committee is also highly involved in key budget decisions. It supplies regular feedback to the Vice President for Financial Administration and ensures board knowledge of and input about budgetary trends. It also provides advice and an approval process for major decisions necessary between board meetings. Partly because compensation rates are largely determined externally, creating multi-year budgets has seemed unrealistic though otherwise desirable. Recognizing the difficulty in longer-term planning, in May 2009 the Academic Committee of the Board recommended that the Vice President for Academic Administration begin construction of a model for academic programs. If successful, the model will indicate the impact on enrollment in various disciplines created by possible changes in overall enrollment or in the popularity of various disciplines, and thus provide an early indication of the impact of a changing environment. Serious work on the model is not expected before 2010.

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Seeking Budget Consensus: Facing the necessity of personnel reductions in order to balance the 2009-10 budget, President’s Council created a Budget Advisory Committee composed of the three executive officers (the President and the vice presidents for academic and financial administration), three faculty members selected by the Faculty Senate Executive Committee, and three staff members elected by full-time staff. The budget proposal and all reductions in personnel were discussed by the committee members. Comments by the staff and faculty representatives resulted in reconsideration of proposals and new ideas for adjustments. Meeting Capital Needs: Particularly in the sciences and health sciences, academic leaders often desire greater additional equipment than possible with the capital funds annually budgeted for laboratories and classrooms. Given the expense of equipment essential to keep abreast of teaching these disciplines, external funding becomes necessary, whether from the MAUC or other donations, as the recent case of the nursing simulator lab illustrates. Its cost easily outstripped several years of the entire institution’s academic capital budget, but it was funded through a variety of sources. ENDOWMENTS AND EXTERNAL SUPPORT The Role of Endowment Funds: College endowment funds are held in two separate legal entities, the institution’s endowment, and that of the Midwest Foundation for Higher Education (MFHE), a separately incorporated entity established for the sole purpose of providing endowment scholarship support to Union students. As the table below indicates, both funds have grown at steady rates during the past decade. During the last five years, these endowments contributed annual earnings in support of student scholarships at an average rate of 5.5%. Both funds have statements of investment policy that outline parameters for investment decisions (2-8, MFHE, ERR and UC Investment Policies, ERR). The low-risk philosophies demonstrated by these policy statements have minimized the impact of the current financial crisis on endowment levels.

Criterion 2

Annual Endowment Summary for Union College and Midwest Foundation Fair Market Value in millions of dollars 2001

2002

2003

2004

2005

2006

2007

2008

2.63

2.86

3.08

3.11

2.90

3.10

3.15

3.22

MFHE

5.58

5.74

6.30

6.47

7.05

7.15

7.63

7.86

TOTAL

8.21

8.60

9.38

9.58

9.95

10.25

10.78

11.08

Regular and Special MAUC Subsidies: The MAUC provides an annual operating subsidy based on a percentage of lagged tithes received from the constituent conferences. Compared to other regions of the country, the MAUC has one of the smallest memberships and therefore lowest levels of tithe. However, it has supported Union College with extraordinary loyalt y, annually devoting about 8% of its tithe income to the cause, twice the rate of some other denominational entities. In the last decade the subsidy proved stable. In 2008 this income of nearly $2 million was equivalent to earnings of 6% on a $30 million endowment. The annual subsidy is the second-largest operating income category, and grew modestly. In addition, the MAUC occasionally provides special gifts to pay for infrastructure improvements, debt repayment, and strategic initiatives. Between 2001 and 2008, this assistance exceeded $3.4 million.

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Exhibit 2 â&#x20AC;&#x201C; 3 MAUC Annual Operating Subsidies ($)

2,200,000 2,100,000 2,000,000 1,900,000 1,800,000 1,700,000 1,600,000 1,500,000 2003

2004

2005

2006

2007

Alumni and Other Voluntary Support: Over the last decade, an average 39% of addressable alumni provided voluntary support to Union annually, a figure that greatly exceeds that of any other Adventist college or university. In fact, the percentage places Union near the top of all United States institutions of the same classification. Although individual gifts may be modest, they do indicate a breadth of loyalty that constitutes a valuable resource for the future. Excluding MAUC subsidy, annual voluntary support to operations, both restricted and unrestricted, has grown from just over $750,000 in 2000 to more than $1.26 million in 2008, another indication that constituents hold Unionâ&#x20AC;&#x2122;s education and administration in high regard. The following graph shows the operational support, less subsidies, as well as gifts to capital projects that have positively impacted the bottom line for voluntary support.

Criterion 2

$2,500,000 $2,000,000 $1,500,000 $1,000,000 $500,000 $0

2000

2001

2002

Unrestricted Operations

2003

2004

2005

Restricted Operations

ADEQUATE RESOURCES: FINANCIAL RATIO ANALYSIS

2006

2007

Restricted Capital

During the past decade, net assets rose to $30.4 million by 2008, a 65% increase since 2001. The increase in the net assets reflects these important values held by the Board of Trustees and the college generally, in part a legacy of the difficult 1980s and 1990s: 1. Renovation and similar costs are typically met out of budget or covered by external funding, rather than reserves. 2. Seeking to serve its students better and generate additional revenue, during the past decade Union invested in faculty and other elements of instruction. This category grew at nearly double the pace of over-all spending. 3. When additional extra funds became available, rather than to increase cash reserves they were used for campus improvements, broadly defined to include employees, technology, facility construction and renovation, and other purposes that directly impact enrollment, learning, and teaching.

2008

Criterion 2

4. Indebtedness for operations is considered unacceptable, and in general the culture of stewardship is debt adverse. As a result, the college did not attempt to leverage its increased net assets for additional spending for buildings or other purposes. The level of debt declined during the period, from $1.6 million in 2003 to $1.4 million in 2008, and as a percentage of total expenditures, it fell from 8% to 5.5%. Moreover, much of that debt has been offset by cash or investment reserves. It was incurred for specific purposes, such as the construction of the Ortner Center before the actual payment of promised donations, and the purchase of the new administrative software system. Unlike many other educational institutions, Union is not highly leveraged. Indeed, it is hardly leveraged at all. These philosophical and practical perspectives directly impact elements of the Composite Financial Index Score (CFI) used by the U.S. Department of Education and the Higher Learning Commission to evaluate the financial worthiness of an institution. In the three-ratio model for non-profit private institutions, the maximum possible score is 3.0 and the range between 1.5 and 3.0 is considered comfortable. The individual ratios in the following table depict the collegeâ&#x20AC;&#x2122;s somewhat unique situation:

Criterion 2

Union College Financial Ratio Analysis

Fiscal Years

Ratio

2003

2004

2005

2006

2007

2008

Primary Reserve Ratio

0.40

0.237 0.09

0.104

0.064 0.199

0.318

0.95

0.42

0.26

1.2

Composite Score(rounded)

0.40

Equity Ratio Composite Score(rounded)

0.20

Net Income Ratio Composite Score(rounded) Composite Financial Index Scores

1.00

0.36

0.79

0.733 0.726

0.756 0.759 0.8

0.821

1.2

0.062 0.004

0.02

0.012

0.156

0.113

0.6

0.2

0.4

0.3

0.6

2.75

1.76

2.02

1.77

2.59

3.00

1.2

Note: calculated according to the Higher Learning Commission guidelines for private, non-profit colleges and universities, based on external audit report and supporting documents.

• Th e Primary Reserve Ratio is low, the consequence of decisions to devote available funds into productive purposes rather than holding cash. The Primary Reserve Ratio never reached the level of .40 recommended for financial flexibility, but during these years the ratio never became negative. • By contrast, the Equity Ratio is comfortably positive, because increased assets were not offset by debt financing. • The Net Income Ratio reflects the pattern of spending net operating income for either physical improvements or additional employees. • Union’s Composite Financial Index Score has consistently been located in the comfortable range between 1.5 and 3.0. In conclusion, despite the limitations of small reserves and a heavy dependence on tuition, Union has managed well with the funds it has. However, it could be vulnerable in the short-run if an unexpected and precipitous decline in enrollment coincided with diminished MAUC tithe revenues and therefore subsidy.

Criterion 2

ADEQUATE RESOURCES FROM ENROLLMENT: TRENDS, RECRUITING INITIATIVES, AND FINANCIAL AID REDESIGN Between 1999 and 2008, enrollment grew with minor fluctuations, despite a declining base of graduates from Seventh-day Adventist academies in the surrounding states, the traditional source of the student body. Enrollment in fall 2007 had increased 8% over 2003; by comparison, other CIC institutions in the region averaged gains of only 2% (BA arts and science colleges) and 2.9% (BA diverse colleges). The size of the freshman class reflected Unionâ&#x20AC;&#x2122;s relatively high rate of recruiting academy seniors in its territory when compared to other Adventist institutions, but it fluctuated around a level of 160-190 students. Enrollment gains, then, were found elsewhere: they reflected increased numbers of students from other regions and higher numbers of transfer students. Moreover, increases in these categories offset declines in international student enrollment due in part to limited availability of student visas after 9/11. The majority of enrollment gains have come from students whose homes are located in the more populous states on the coasts or in the South. On the freshman level, this may reflect both an achievement and a threat, because freshmen further from home are more likely to transfer out of Union than those from the region. Similarly, the increase in transfer students provides good numbers, but creates challenges in maintaining that enrollment since these students complete their programs more quickly. An increased focus on recruiting first-time freshmen has been implemented which, if successful, will raise tuition revenues as well as income from the residence halls and other areas of campus. Enrollment declined in the fall of 2008, across most categories of analysis and thus affecting most undergraduate programs. The number of first-time freshmen remained at the bottom of the historical range; moreover, the retention rate for the previous yearâ&#x20AC;&#x2122;s freshmen fell to 65% compared with the historical average of 71%. The proportion of residential students declined to 53% from previous levels above 60%, a possibly worrying trend, while the number of transfer students also dropped, coincident with a decline in scholarships for them (see below). Both the Vice President for Enrollment and Student Financial Services and the Vice President for Student Services are heavily involved in improving retention through focused analysis and specific efforts. Financial incentives and increased privileges for seniors in the residence halls have been introduced for the fall of 2009 to attempt to reverse this trend. Recruiting Initiatives: As enrollment in Mid-America Union Conference academies continues to decline, Union has undertaken or strengthened a number

Criterion 2

of recruiting activities. To reach broader audiences, Enrollment Servicesâ&#x20AC;&#x2122; Matchbox Program targets the major metro areas in the region such as Minneapolis, Denver and St. Louis. Groups of students work with metropolitan churches to hold youth rallies during the summer and present the college in underrepresented areas, including racially diverse congregations. Attracting more students from outside Mid-America is recognized as critical, as the apparent number of Adventist youth declines in the region. Union enrolled students from all 50 states in 2007-08 and from 46 states in 2008-09. When fully integrated the recently installed PowerCAMPUS software should allow Enrollment Services to target pools of students nationwide through sophisticated recruiting efforts including better tracking of information and targeted communications. Another potentially important response to the declining academy enrollment is the joint marketing program established by the Association of Adventist Colleges and Universities to target teenagers of the faith who attend public high schools but might desire an Adventist higher education. The marketing program combines shared mailing lists, a joint website listing key facts and offerings at each institution, and other initiatives. The Vice President for Enrollment and Student Financial Services served as the coordinator of this consortium from 2007-09. To date, this initiative has recruited relatively few additional students, but the consortium is working on new opportunities to reach these markets (2-9, Adventist Colleges website, ERR). Competitive Tuition: Nominal tuition levels at Adventist comprehensive colleges and universities divide into two tiers. Union usually ranks at the top of its peers in the lower tier, where differences are relatively small, within a range of about $500 per year for all but one institution. Comparative data with other CIC institutions reinforces the conclusion that at least in nominal terms, the college operates at modest tuition levels for private higher education. Throughout the past five years of data, tuition fell below the 50th percentile for institutions within the region, and between 2003-04 and 2007-08 tuition increased slightly less than the national average of CIC institutions. By contrast, tuition of the higher tier of Adventist institutions ranges from $3,000 (19%) to $6,000 (40%) more than Union, though from a student perspective some of the most expensive institutions, located in California, have benefited from state grants of $7,000 per year for many residents. Because Nebraska does not provide state aid to students at private institutions, for at least some prospective students the real tuition burden at Union is thus comparable to those attending more expensive institutions. Compared to public institutions, tuition is more than

Criterion 2

double the resident rate for the state’s flagship university, though it is a little lower than the non-resident rate (2-10 Adventist College Tuition Comparison, ERR). Financial Aid Redesign: Financial aid packages were redesigned for 2008-09 with the help of the consulting firm Scannell and Veeder. Their analysis predicted that greater net tuition revenue would likely result from a simpler award system. It would replace heavily-discounted freshman-year awards based on personal achievements in high school with smaller initial grants that were partly renewable for successive years, based on grades and standardized test scores. Need-based aid also remains available for returning students. Currently the maximum grant for merit scholarships is $25,000 over four years (or about one year’s cost for tuition, fees, books, room, and board). Additional need-based aid may reach $12,000 for qualified students. A separate awards package addresses international students. The redesigned financial aid system enables prospective students and their parents to plan for the cost of all four years of college, with two potentially opposite effects on enrollment. Because many freshmen will receive lower assistance that first year, those who might have enrolled for just one year and then depended on faith or luck to meet the expenses of later years may be deterred from enrolling. However, the new plan’s greater continuing assistance should boost retention rates. Econometric modeling suggests that the redesigned system will allow Union to compete more effectively with peer Adventist institutions, and retain students at a higher rate. The results of this effort, modified to incorporate additional funds for transfer students and victims of the economic recession, should start to be apparent in the fall of 2009. Discount Rate Analysis: At some private institutions, the discount rate from institutional scholarships threatens to climb so high that net tuition revenue per additional student declines and may approach zero. This was not the experience at Union. During the years with comparative data (2003-04 through 2007-08), nominal tuition levels ranked below the average for regional CIC institutions. However, net tuition revenue per student typically exceeded the regional average by about 10%. Moreover, net tuition revenue rose at a faster rate than either regional or national CIC averages (2-11, The Austen Group, “CIC Key Indicators Tool Kit,” October 2008, Summary, A, B. ERR). These conclusions are supported by budgetary allocations: under both the new and old financial aid systems, the proportion of budget devoted to financial aid declined, as illustrated by these figures:

Criterion 2

Recent Declines in the Discount Rate Year

2003

2004

2005

2006

2007

2008

Aid as % budget

23.80

24.80

24.50

22.90

22.60

20.00

The new financial aid system will complicate comparisons over time, because the entering classes of 2008-09 and later years will receive some assistance during the sophomore through senior years that previously was granted during the freshman year. Over time, therefore, the discount rate should increase. Because enrollment declined simultaneously with the change to the new financial aid system, the suggestion has been made that maximizing net tuition revenue may not achieve an enrollment level necessary to sustain the academic viability of some academic programs. Certainly, high and rising net tuition revenue provides substantial additional resources, provided enrollment remains high. However, high net tuition rates may also reduce total enrollment if they discourage potential students from applying. Both Enrollment Services and the Strategic Planning Committee will need to continue to evaluate the financial aid system to ensure that scarce funds are granted in the most effective way. Indebtedness from Student Loans: Given their modest family means, most students must borrow to finance their educational investments. Consequently, new alumni may find themselves well over $20,000 in debt, usually a productive and manageable investment, but a deterrent to seeking employment in noble but underpaid careers. Beyond these federal loans, some students and their parents also take out alternate loans. The number of these alternate loans is increasing, indicating that more students are struggling to pay for college. Despite the substantial debt incurred by many students, in recent years the student loan default rates have fluctuated around the national average. For the last three years of data available from the U.S. Department of Education they were 2.2% in 2003, 2.6% in 2004 and 4.7% in 2005. The rates for 2003 and 2004 are slightly lower than nationwide averages; 2005â&#x20AC;&#x2122;s numbers are higher. The increase in the raw number of students in default from 2004 to 2005 was only seven, but changes in the debt default ratio bear watching. Improvements in Student Financial Services: For the convenience of a coherent narrative, the significant improvements in this office are analyzed here, though

Criterion 2

they resulted from the recognition of specific weaknesses rather than a desire to strengthen resources. During the past three years, Student Financial Services (SFS) identified and addressed structural challenges in its processes. The problems included compliance issues as well as the need for systems to improve efficiency and enhance customer service. Correcting these problems has been critical to student retention and the availability of federal grants and loans. One significant step in improving SFS has been the implementation of PowerFAIDS software to enhance efficiency and keep abreast of changes in government regulations. The reputation of SFS has also improved due to better customer service, a perception affirmed through a focus group of student leaders. Other positive commitments include contacting students well before bills are due, promoting the new scholarship plan, ensuring students know about available tax credits and participating in major recruiting trips to educate parents and students about the financial aid process. ADEQUATE RESOURCES: PHYSICAL FACILITIES AND INFRASTRUCTURE IMPROVEMENTS Upgrading an aging physical plant: As noted in the Introduction, Union accomplished major improvements to the physical plant during the past decade. Even a casual visitor will notice that most major campus buildings remain reasonably cared for and functional despite often dating from the 1930s to the 1980s. They thus become physical tributes to the skills of the plant services department and the philosophy of stewardship noted above. To plan for infrastructure improvements, in 2006 the Vice President for Financial Administration identified and estimated costs for major campus improvements, a process that has continued. The most pressing portions completed to date, such as the replacement of outdated boilers, electrical and wiring upgrades, unobtrusively improved the ability to serve students and other constituents (2-12, Cost Estimates of Projected Campus Facility Improvements, ERR). Nevertheless, further improvements are necessary. Jorgensen Hall, home of the Division of Science and Mathematics, requires replacement or major renovation, while health science programs struggle for space. The needs of these two areas are the focus of the current capital campaign, now in its silent stage. The future of Union as a comprehensive baccalaureate institution depends on the successful provision of these facilities. Technology Infrastructure: Based on needs identified through the strategic planning process, in 2006 the administration decided to change administrative

Criterion 2

software systems. The legacy system had been custom-built and upgraded by Information Systems for the past 30 years, in the tradition of providing services in-house whenever possible. It effectively performed a variety of defined functions, often accomplishing specific tasks better than commercial products. However, limitations on hardware availability and the need for more sophisticated systems in Accounting, Enrollment Services and Student Financial Services necessitated a change. After a lengthy and thorough evaluation of options, the PowerCAMPUS suite from Sungard was selected. It includes processes for enrollment management and academic records, PowerFAIDS for student finance and MS Dynamics GP for accounting. Although steady progress is being made, it will take several years to fully implement these systems. At that point, these three systems will interact with each other and increase student access to personal academic and financial information available through secure web access. These systems will also stay updated with government regulations in accounting and financial aid, access better tools for accounting and financial management, and make information more accessible to decision makers. Other technological developments on the campus, such as the adequacy of computing facilities, classroom equipment, and course management software are addressed in Chapter Three. ADEQUATE HUMAN RESOURCES: BUILDING A TEAM WITH A COMMON PURPOSE

Small colleges invariably stress the benefits of working within a cohesive and purposeful group. Under the leadership of President David Smith, the human element receives particular emphasis. Presidentâ&#x20AC;&#x2122;s Council begins each meeting with a devotional that takes the group to their knees, praying for individual and common concerns. In another potent symbol, the Friday evening of Faculty Colloquium, before fall registration, members of the campus community walk the campus, stopping to pray for those who will work, study, and reside in the various buildings. The spirit of caring Christianity that such activities symbolize may moderate the inevitable differences over policy between department managers, division chairs, administrators and others. The same spirit may also account for the distinct loyalties of the administrative team. Combined with Dr. Smithâ&#x20AC;&#x2122;s expectations for effective performance and the widespread support for the mission, the result is a campus community that for many of its members makes service at Union more than merely a job and a paycheck. Within this culture, surprising and gratifying things occur, such as the office managers organizing themselves for professional development or faculty and staff assisting an employee to move to a new home.

Criterion 2

Administrative Stability: As noted in the introduction, Dr. Smith has served longer as president than any of his predecessors, and his cabinet of vice presidents likewise proved their loyalties to Union by declining offers of employment elsewhere. The result is a team that works together, but it is also a team that will change more significantly in the next decade than the past one, if only because most of its members are now aged in the later fifties and early sixties. The ability to select capable successors will likely prove extremely important in the decade to come. The cohesiveness and team loyalty are the more remarkable given the low rates of executive compensation. The presidentâ&#x20AC;&#x2122;s salary (about $70,000) is far less than common in academia, and apparently less than any peers at Adventist colleges and universities. Moreover, the office lacks perks such as an official home and automobile that many other presidents enjoy. From the top of the administration downward, the commitment to stewardship is personal as well as institutional. A Faculty Devoted to Teaching: During the 2008-09 academic year, 62 individuals who held academic rank were employed half-time or more as teaching faculty. The following data briefly summarizes that group of individuals essential for the collegeâ&#x20AC;&#x2122;s operation. Faculty achievements in teaching and research are discussed in Chapter Three and Chapter Four.

Criterion 2

Faculty Qualifications and Ranks, Spring 2009 Division

Regular Faculty

Doctoral Degree

Professor

Associate Professor

Assistant Professor

Lecturer

% Doctoral Terminal

Business & Computer Science

Fine Arts

Health Sciences - Nursing

Health Sciences - PA

Health Sciences - HHP & IRR

Human Development

Humanities

Religion

Science & Mathematics

Total

Percent

Notes: 1. “Regular” faculty carry a course load of 50% of a full time load of 24 hours per year or greater. It does not include librarians, lab school teachers, or clinical instructors. 2. The two non-doctoral terminal degrees are an MFA and an MPAS. 3. All bachelors-only faculty were enrolled in graduate study and should have completed graduate degrees by August 2009.

Since 2003, Union has successfully attracted faculty members with doctorates in physics, biology (2), chemistry, mathematics, music (2), theology/ministry (2), and medicine. By contrast, the search processes in several disciplines proved unable to attract a doctorally-qualified candidate who possessed the teaching abilities desired, including business, social work, and nursing. Incentives to encourage doctoral studies by existing faculty are discussed in Chapter Four.

Criterion 2

The existing Faculty Handbook has required a doctorate for promotion to full professor. After a specific appeal for eligibility to apply for full professorship based on recognition of a non-doctoral terminal degree elsewhere, the committee of the professoriate, Academic Council, and the academic committee of the board accepted the petition in practice. This is also proposed in the revised documents. The two recognized non-doctoral terminal degrees are the master of fine arts and the master of physician assistant studies. Faculty Ethnicity, 2008-09 Ethnicity

Number

% of Faculty

African & African-American

Asian

Hispanic

White

85%

Five of the nine (56%) non-white faculty members joined the college in 2003 or later, compared with 25 (40%) of the total faculty members. Perceived Age Structure of Faculty Approximate Age

Number

% Faculty

Retired/retiring soon

Early – mid-60s

Mid – late-50s

Late 40s – early 50s

Late 20s – late 40s

Criterion 2

Given the preference of most professors to retire between age 65 and 70, the next few years will likely witness a healthy turnover in faculty ranks. However, with nearly two-thirds of the faculty aged below the early fifties, the demographic structure of the faculty does not suggest that an imminent rush to retire threatens the ability of the college to replace its teachers. Faculty Compensation: As a consequence of denominational compensation policies, which cap salary ranks, and a culture of compensation influenced by the core value of stewardship (2-13, â&#x20AC;&#x153;College Philosophy of Remuneration,â&#x20AC;? ERR), salary levels between ranks vary much less than at most institutions. While compensation at the lower levels approximates the region, the highest rank inevitably receives less, as indicated by the table below:

Median Salaries Compared, Union College and CIC Institutions (2007) Rank

Union College

CIC West

CIC National

Assistant Professor

$47,000

$44,000

$49,000

Associate Professor

$50,000

$57,000

Professor

$51,000

$58,000

$69,000

Source: The Austen Group, CIC Key Indicators Tool Kit, October 2008.

Given the slight increase in salary resulting from promotion to full professor, which only doctorally-qualified and other terminally-degreed faculty may achieve, compensation policies have not attempted to provide a financial incentive for faculty to undertake doctoral study. However, there are other incentives for doctoral study, including tuition coverage, release time, and reimbursement of expenses up to $24,000 for those earning doctorates without assistance from the college. Employee Development: New faculty members attend an orientation conducted by the Vice President for Academic Administration that addresses policy issues, teaching expectations and related matters. A formal orientation and training process for non-faculty employees would also be beneficial, though the variety of staff positions and the absence of a common starting date for employment present challenges to determining meaningful content for all. While continuing

Criterion 2

professional development has increased for faculty, as discussed in Chapter Three, Core Component 3b, staff training remains limited in many areas for a variety of reasons, including the diverse responsibilities of a relatively small number of employees. Many job descriptions also need to be updated, especially for campus support services. Benefits and the Wellness Program: Employee benefits include medical insurance, retirement contributions, and subsidies for employees whose children attend Adventist schools and colleges. The campus-wide Wellness Program has enjoyed good participation in a variety of activities to evaluate and improve personal health. Based on annual wellness profiles, participants report it has increased employee fitness, deepened knowledge about healthful practices, and appears to have contributed to lower healthcare costs.

CORE COMPONENT 2C: THE ORGANIZATION’S ONGOING EVALUATION AND ASSESSMENT PROCESSES PROVIDE RELIABLE EVIDENCE OF INSTITUTIONAL EFFECTIVENESS THAT CLEARLY INFORMS STRATEGIES FOR CONTINUOUS IMPROVEMENT. The size of the college facilitates informal, streamlined processes of decision making. While there are formal processes, much work is done informally because employees and students are welcome to talk directly with administrators when they have questions or challenges. In keeping with comments at the 2009 annual meeting of the Higher Learning Commission, this self-study will attempt to reserve the term “assessment” for student learning, to be addressed at length in Chapters Three and Four. FEEDBACK PROCESSES Student Feedback: A wide variety of evidence shows that the campus culture encourages students to contribute their opinions, and that those opinions are considered significant. The active Student Senate provides a forum for sustained discussion, and administrators host regular town hall meetings. In addition, the President and all six vice presidents hold an open door policy; and it is not uncommon for a student concerned about some problem to meet with the responsible vice president or even the President. Formal feedback of student opinion takes the form of course ratings and the annual use of standardized surveys. Results from the Noel-Levitz survey and the National Survey of Student Engagement (NSSE) are discussed at length in later chapters.

Criterion 2

Employee Feedback: The Office Managers Group started in 2007 by employee initiative has enabled a broad group of staff members to meet monthly and address issues they determined important. This created positive feedback, and a Managers Group was later started to facilitate sharing of ideas and training at that level. The first campus-wide staff workshop was held in 2009, organized and led by staff members. GOAL SETTING AND EMPLOYEE EVALUATION In addition to the evaluation of academic goals, other areas of campus have evaluation processes in place, in particular Advancement, Campus Ministries, Student Services, and some areas of Enrollment and Student Financial Services. For example, the Advancement Office conducts annual goal setting in each of its areas and then tracks specific data to make sure those goals are met. The new strategic planning process is designed to encourage the remaining functional areas to develop similar processes. Although a simple annual evaluation is expected of most staff employees, the current form is considered superficial in several aspects. This hinders goal setting and improvement. On their own initiatives, some managers provide additional regular and meaningful job performance reviews for their employees. A significant opportunity exists to extend this process to all staff. At the administrative level, the President is evaluated by the Board of Trustees biannually, and since 2008 similarly conducts evaluations of all vice presidents. According to the proposed Faculty Handbook, the chairs of academic divisions will set goals annually.

CORE COMPONENT 2D: ALL LEVELS OF PLANNING ALIGN WITH THE ORGANIZATIONâ&#x20AC;&#x2122;S MISSION, THEREBY ENHANCING ITS CAPACITY TO FULFILL THAT MISSION. At Union, alignment in planning results from the strategic planning process, the multiple interactions of campus leaders, and most fundamentally from the campuswide support of its mission, as documented in Chapter One, Core Component 1c. The following examples from academic and non-academic areas illustrate this alignment with the collegeâ&#x20AC;&#x2122;s mission, vision, and core values: The mission of the Division of Human Development is to prepare exemplary teachers, psychology majors and social workers. The

Criterion 2

programs are driven by a commitment to holistic development, scholarship, multicultural clinical experiences and dedication to a life of service that assists others in achieving their God-given potential. Union College Student Services encourages positive Christcentered development through building community and providing opportunities for mentoring, personal growth and servant leadership. Survey data from the major groups within the institution indicate approval of the college’s priorities and directions, and thus implicit alignment with planning efforts. By wide margins, trustees (87% agree; 13% disagree) and administrators (100% agree) consider that institutional mission drives decisions. When asked whether the college’s mission helps to determine budgeting priorities, 87% of board members and all administrators again agreed (2-14, 2008 Self-study Survey questions 51, 53, ERR). The frequent interaction of campus leaders reinforces collaboration over implementing the mission. The committee structure inevitably involves employees in multiple roles. For example, the administrative members of President’s Council serve on the Strategic Planning Committee and also act as the budget committee. Thus, departmental-level plans that involve financial considerations may be granted priority by the Strategic Planning Committee, a decision that involves the very individuals who approve budgets. Conflicts between plans (as distinct from alternative preferences) have therefore not presented a problem. In the academic domain, the chairs of all curricular units serve on Academic Council, which has reviewed the mission statements of its units and apportions the academic capital budget, thus ensuring commonality of purpose. Finally, faculty, staff, and administrators serve together on institution-wide committees. Differences of opinion are not hidden, but alignment with the institution’s mission forms the foundation for discussion. Before the adoption of the new strategic planning model in 2008, there was much less emphasis on planning mechanisms, and there was no formal procedure to align subordinate plans. In the era of tactical planning, goals were established, and frequently achieved. However, there was no regular consideration of additional goals that might be pursued by various campus entities, but no evidence either of problems with divergence. Traditionally, emphasis lay on mission as the motivating factor for decisions,

Criterion 2

rather than on planning. Thus, in responding to the 2008 Self-study Survey, all members of President’s Council agreed that “the underlying mission drives decision making at administrative meetings,” (question 55), and that the “mission helps determine budget priorities” (question 53). However, a large minority (40%) of the administrators disagreed with the statement “The underlying mission of Union College drives strategic decisions (see question 50 below). A majority (60%) displayed ambivalence about the quality of strategic decisions (question 69), and the implementation of those decisions was regarded with ambivalence as well: fully 100% claimed neutrality in response to the assertion “Strategic decisions are being effectively implemented” (question 39). While strong minorities of other groups thought that effective implementation indeed took place, those at the heart of the process doubted its efficacy. After considerable study of alternatives, their dissatisfaction resulted in the adoption of the new and much more rigorous strategic planning model presented in Core Component 2a, above. Alignment of Strategic Decisions and Mission, Previous Planning Model President’s Council Strongly Agree 50 The underlying mission of Union College drives strategic decisions.

Agree

60.0%

Students

Alumni

35.3%

39.8%

25.3%

21.1%

Neutral/ no idea Disagree

Faculty/ Staff

56.1% 35.1%

40.0%

3.6%

4.0%

Strongly Disagree

28.5%

30.1%

No Response

7.2%

5.0%

7.0%

1.8%

* The faculty/staff were asked the same question using a different scale.

Even in its initial year, the new strategic plan linked institutional goals (the Key Results Areas, or KRAs) with the mission documents, because the process explicitly bases each KRA on the mission. As the model spreads downward to subordinate units through the Union Development Plans of administrators and departmental managers, these institutional goals explicitly become components of departmental

Criterion 2

goals. Misalignment between departmental plans and the institutionâ&#x20AC;&#x2122;s goals is never impossible, but when the planning process is complete at lower levels, all campus units will address the implications each KRA brings to their areas. Thus the new planning system will reinforce the traditional tendency for alignment of all levels of planning. Meanwhile, where lower-level planning is still absent, the small institutional size and informal structures assist in coordination. Communication requires significantly less effort than at larger institutions, and many decisions can be discussed promptly and adopted quickly. Though the issue is not directly related to planning alignment, some employees evidently desire greater communication about the planning and budgeting processes, as well as greater input to them (2-15, Summary, employee focus groups, ERR). Thus, while 75% of faculty and staff agreed that â&#x20AC;&#x153;The administration communicates effectively with me,â&#x20AC;? greater specific communication regarding both strategic planning and the budgets may prove helpful, particularly until the new strategic planning model demonstrates its effectiveness in gathering widespread inputs.

UNION PREPARES FOR THE FUTURE: AN EVALUATIVE SUMMARY OF ITS STRENGTHS AND CHALLENGES To meet the challenges of a rapidly changing environment, decision-makers at Union increasingly combine data and strategic planning to make decisions and to revise and improve systems. The new strategic planning process reviews both internal and external environments, and provides the opportunity for rapid responses to external and internal events. More generally, the campus culture retains its ability to act quickly in response to opportunities and difficulties. By historical standards, recent enrollment has been strong despite declines in traditional feeder schools and reduced numbers of international students in the aftermath of September 11, 2001. Successful recruiting has become more dependent on other regions of the country, and improvements to the system for awarding financial aid may prove crucial in gaining and retaining these students. Strengthened by stable denominational subsidies, high rates of alumni donations, and other successful fundraising, college finances have been stable with small operating gains in each recent year. Debt is modest and purposeful, and despite the continuing need for additional cash reserves and capital expenditures, campus buildings and infrastructures are substantially improved. Additional classroom facilities have been created, though the need for new science and health science facilities is recognized as a significant challenge.

Criterion 2

Technological improvements have increased the capacity for student learning and institutional operation through the adoption of a course management system and the current installation of an administrative software system. The faculty and staff, among the greatest resources of all, remain capable and committed. In recent years, formal assessment and evaluation processes have been strengthened. Standardized national surveys such as NSSE have informed campus discussion and led to goal-setting (see Chapter Three). Feedback and evaluation processes for staff are being improved, and resources for institutional research have been increased. In addition, assessment activities involving student learning and the evaluation of faculty performance have been strengthened; they are addressed in Chapter Three and Chapter Four. All these formal processes are assisted by the informal communications of a small campus with about 150 employees. While key planning decisions are established by the Strategic Planning Committee, subordinate levels within the organization clearly align with its mission, vision, and values statements. Furthermore, surveys of the major constituent groupsâ&#x20AC;&#x201D; trustees, faculty, administrators, staff, students and alumniâ&#x20AC;&#x201D;indicate widespread support for the mission and planning efforts. The Board of Trustees grants the administration authority to act effectively, and a reservoir of good will seems evident in the interactions of trustees, administrators, and other employees. SPECIFIC STRENGTHS OBSERVED DURING THE SELF-STUDY 1. A new strategic planning process replaced an effective but limited process of tactical planning. The planning model formally addresses the internal and external environments and sets priorities based on institutional mission, vision and values statements. Because individual and departmental goals will incorporate the mission and elements of the strategic plan, subordinate levels of the institution will align their plans according to them. 2. A relatively quick decision-making process enables Union to seize opportunities. Academically, this facilitated the rapid creation of one substantial new major, the expansion of another, and the successful establishment of the first graduate program. In facilities management, it provided a rapid response to funding possibilities for the nursing simulation lab. 3. A decade of successful financial operations reduced total debt, maintained existing facilities, and after the completion of the Ortner Center modestly improved infrastructure without a capital campaign. The steady financial subsidies of the Mid-America Union Conference of Seventh-day Adventists played a significant role in this achievement.

Criterion 2

4. Successful fundraising financed most construction costs of the Ortner Center and significantly increased the level of annual donations for the operating budget. The Advancement Office is currently conducting the silent phase of a capital campaign to fund new science and health science facilities. 5. Higher enrollment between 1999 and 2007 boosted morale, strengthened financial operations, and provided the resources to add faculty and academic offerings. The adoption of a new financial aid system promises greater assistance for students. As it is modified and becomes understood, it should enhance marketing and enrollment efforts. 6. A culture of stewardship pervades campus culture, and often results in moneysaving solutions. 7. Growing sophistication in decision-making includes enhanced institutional research and greater attention to planning and evaluation at the personnel level. SPECIFIC CONCERNS OBSERVED DURING THE SELF-STUDY 1. Strategic planning requires substantial human resources to determine priorities and allocate resources to meet them. Greater sophistication in institutional research will be needed, and the budgeting implications of the new system may need to be analyzed. Communication about strategic planning may need to be strengthened. 2. The comparatively low discount rate—the percentage of institutional spending for student assistance—contributed significantly to the financial success of the past decade. However, the relatively high rate of increase in net tuition may not continue in the next few years, and the discount rate should increase as the new financial aid plan is gradually implemented through 2011-12. 3. The declining enrollment of Adventist children in the denomination’s elementary schools and high schools presents a long-term threat in many respects. This is recognized by the Association of Adventist Colleges and Universities (AACU), but Union must not depend on other entities to solve this potentially severe peril. While the successful recruitment of students from the coasts and south increased enrollment, this strategy risks dependence on the recruitment of prospective students less familiar with the college’s traditions.

Criterion 2

CONCLUSION Union College has demonstrated its unity around mission, tightened its ability to plan for the future, managed its finances, and strengthened its mechanisms for feedback and evaluation. Like nearly all small institutions of high education, it faces an uncertain environment and a variety of challenges, but one of its strengths is that it has the structures and ability to address them. It successfully meets Criterion Two, Preparing for the Future, and all its core components.

Chapter 3: Student Learning and Effective Teaching Criterion 3: The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission.

Criterion 3

According to Union boosters, for decades the friendly faces on the campus symbolized a flourishing culture of community that bonded its students and brought them together with staff and faculty. This culture, they asserted further, produced graduates who were particularly effective in their careers, leaders in their professions, and uncommonly loyal to their alma mater. Unfortunately, though alumni related supporting anecdotes, and sang the school pep song, “Slinga de Ink,” at reunions with special fervor, aside from the high participation rate in philanthropic campaigns, strong documentary evidence was lacking for these fairly significant claims. The recent development of the National Survey of Student Engagement (NSSE) now provides evidence about campus cultures through student eyes. In a number of respects, the 2008 NSSE validates the claims that Union’s campus environment fosters student learning and effective teaching. Union student responses to the clusters of questions comprising three of the five NSSE indices—Active and Collaborative Learning, Student-Faculty Interaction, and Enriching Educational Experiences—almost always ranked higher than the comparison groups. In fact, the college’s mean scores for both Student-Faculty Interaction and Enriching Educational Experiences exceed the mean for the NSSE top 50% institutions. Such a favorable result compared to national results might be expected for a small school in the Midwest with a fairly uniform student body. However, the comparison remains favorable even when the data is adjusted for gender and the effect of institutional size, and when the category of institution becomes the Plains Private colleges and universities.

Criterion 3

Strong Evidence of Union’s Effective Learning Environment NSSE Index ACL-Active & Collaborative Learning

StudentFaculty Interaction

Enriching Educational Experiences

Supportive Campus Environment

Class

Union

Plains

Carnegie Class

NSSE 2008

First-Year

43.8

43.2

42.5

Senior

54.8

51.8

53.3

50.8

First-Year

40.6

35.8

38.2

34.6

Senior

44.7

43.4

46.1

42.3

First-Year

30.5

27.5

27.0

27.5

Senior

46.8

42.3

41.2

40.4

First-Year

71.1

65.0

63.1

61.1

Senior

67.1

61.7

61.4

58.0

Source: NSSE08 Benchmark Comparisons

The special culture of Union is even more evident in a fourth index, Supportive Campus Environment. Union’s first-year students rate the institution higher for that index than the means for all comparison groups, with a difference that is statistically significant. The difference between the seniors’ mean and the national seniors’ mean is also statistically significant. In fact, the Union College mean of 67.1 exceeds the mean (66.7) of the top 10% of NSSE institutions (3-1, NSSE08 Benchmark Comparisons, ERR). In sum, the 2008 NSSE results depict a campus with high levels of student-student and student-faculty interaction. This facilitates classroom participation and other learning activities. Students more often benefit from opportunities for discussion with their teachers outside class. Experiences outside the formal classroom—cocurricular activities, internships, senior capstone projects, deep discussions and the like—provide opportunities to apply what has been learned and thus enhance education. Taken in all its parts, the campus environment provides the support

Criterion 3

that students need to succeed academically, and it helps them cope with their nonacademic responsibilities at a level few schools can match. Against the background of that culture, since 1999 the college has enhanced the curriculum, improved the quality of instruction, and increased the use of technology for teaching and learning. It has gradually implemented strategies to create assessment processes on multiple levels, from student learning in individual courses to the assessments of disciplinary programs and entire divisions. The introduction of program reviews further emphasized curricular evaluation, course revision, and strengthened programs. These processes, and the results they produce, enable the college to demonstrate that it fulfills its educational mission.

CORE COMPONENT 3A: THE ORGANIZATION’S GOALS FOR STUDENT LEARNING OUTCOMES ARE CLEARLY STATED FOR EACH EDUCATIONAL PROGRAM AND MAKE EFFECTIVE ASSESSMENT POSSIBLE. When the Board of Trustees approved the new core values statement on May 11, 2007, it provided a golden opportunity for faculty in all academic disciplines to evaluate their goals and objectives in the context of the new mission documents. Campus-wide discussions and collaboration took place with strong involvement from both the Student Learning Assessment Committee and Academic Council. As a result, the College Bulletin published in 2008 included new, faculty-approved, and clearly stated goals and objectives, conforming to the new documents (3-2, Sample learning goals, ERR). A broader set of learning goals were also created for the general education program, known as LEAD@Union, the acronym representing Lifelong Education and Active Discipleship. The analysis of its assessment is addressed in Chapter Four. In accordance with remarks at the Higher Learning Commission Annual Meeting in 2009, unless otherwise indicated the term “assessment” in this chapter refers exclusively to student learning, while “evaluation” is an analysis of variables such as employee performance and academic programs. ASSESSMENT PROCESSES AND EVALUATIVE PROGRAM REVIEWS The strengthening of assessment began shortly after the 1999 North Central Association accreditation visit. The initial step, in 2001, was the creation of annual division reports on assessment, intended to spur the faculty within each of the seven academic divisions to work collectively to develop internal direction for the

Criterion 3

division and to establish an internal accountability process. Usually written by the chair of the division, the reports were delivered to the Assessment and Strategic Planning Committees, and shared during Faculty Colloquium in an effort to draw attention to the challenges and achievements. Over time, these assessment reports frequently drifted into general annual reviews of the division. The extent of actual assessment of student learning varied considerably, in part because emphasis might be placed on broader division matters rather than on learning within individual disciplines. While some divisions prepared effective reports, the original purposes were often not realized because the reports often ceased to function as a means of discovering and understanding valuable data. The committee is currently reconsidering this process, and seems inclined to retain the expectation of an annual report, but in keeping with broader trends in assessment, the focus of the report might concentrate on assessment within individual disciplines or address a specific campus-wide topic selected for the year. In 2005, the Student Learning and Assessment Committee introduced formal, standard procedures for course assessment. Because this required assessable goals within each discipline, rather than the broader divisional goals created some years earlier, this led to the refinement of more precise disciplinary and program goals. Over the next several years, gradual revisions of the course assessment process created a valuable tool for faculty. Based on reports submitted to the committee, by fall 2008 over 80% of full-time teachers completed formal course assessments. Some of those failing to do so were faculty expecting to retire shortly or otherwise leave the institution. Since the new student learning outcomes are so recent, cumulative assessment results have not yet been obtained. However, the process is ongoing and measures have been established for objectives assessed so far. It will be important for the Student Learning and Assessment Committee to ensure that standards are set for all goals, and that it communicates the results to demonstrate the value of student learning outcomes assessment. The challenge with undertaking effective assessment is not an unwillingness or lack of interest on the part of faculty. According to faculty comments, it is rather that when done properly assessment consumes time and becomes an added responsibility. However, an understanding of assessment and the use of varied assessment methods have encouraged more and better faculty involvement. For example, when the faculty in the communication program decided that an assessment template did not work well for them, they developed their own. In 2008 the Student Learning and Assessment Committee redesigned and expanded the assessment website

Criterion 3

to provide student data, useful information obtained from student surveys, and assessment results from courses and programs. The site also contains resources, links, guidelines, templates, and information for faculty to use as they continue to develop their assessment procedures (3-3 Assessment Committee website, UCW). In 2009 the Vice President for Academic Administration attempted to complete the assessment circle by asking the faculty to assign their various disciplinary goals to specific courses. This step should become a means for programs to determine how frequently and how well they address their goals. Many disciplines already do so, including professionally accredited programs in education, nursing, and physician assistant studies that enroll over one-third of all students. The development of assessment procedures for the general education program and the newly-revised Union Scholars Honors Program have begun. The former is discussed in some detail in Chapter Four, Core Component 4b. Program Reviews: Parallel to the development of student learning assessment, in 2005 the Student Learning and Assessment Committee proposed and Academic Council adopted a standard procedure for program reviews. The distinction between the purposes of assessment and program reviews is that assessment determines if students learn what the disciplinary goals state they should learn, while program reviews determine if the correct goals and standards have been adopted, and if the resources are suitable to achieve the expected learning. Three important considerations rendered the review process somewhat unusual. First, because divisions often involve several disciplines, it was decided that program reviews would evaluate disciplines rather than divisions. Second, the process attempted to avoid disincentives to participate. Experiences at other small and medium-sized institutions indicated that departments facing the unwelcome results of financial analysis sometimes hesitated to initiate or complete their reviews. Consequently, the Union model explicitly excluded financial analysis. As a result, the program review process provides a convenient summary of data on enrollment and graduates, faculty preparedness and development, and the use of technology. It includes a comparative evaluation of the curriculum, and sometimes even the content of individual courses. It remains for administration to evaluate the findings of the program review for financial effectiveness, and for Academic Council and the Strategic Planning Committee to evaluate recommended changes with budgetary consequences (3-4 Program Review Policy, ERR). Third, the program review process involves an analysis of the disciplineâ&#x20AC;&#x2122;s selfstudy by two commentators, one an experienced professor (often a chair) in the

Criterion 3

same discipline at another institution, the other a faculty member from another discipline at Union. In practice, the campus visit of the external commentator proved an exceptionally effective method of enabling faculty to recognize the strengths of competing programs and the logical changes that would strengthen Union’s offerings. Discussions during the visit often resulted in a stronger faculty understanding of the goals for the major and the connections between the courses in the discipline. Program reviews are expected from each discipline on a five-year schedule, as indicated below for programs not holding professional accreditation. However, a number of unforeseen circumstances, ranging from the departure of the selfstudy author (e.g., in computer science) to dissertation delays (e.g., in religion) have left some disciplines behind the target dates. The conclusion of the process is celebrated when the faculty members of the discipline presents their findings to the entire faculty, and completed reviews become available to the campus online.

Schedule for Program Reviews 2006-07

2007-08

2008-09

2009-10

2010-11

2011-12

Communication

Health/Human Performance

Biology

English

IRR

Art

Psychology

Graphic Design

Music*

Physics

Math

ESL

Business

History

Chemistry

Communication

Computing *

Psychology

Library

Religion*

*Program review in process. Others scheduled for the past are complete.

Criterion 3

EXTERNAL PROFESSIONAL ACCREDITATIONS STRENGTHEN ASSESSMENT The external accreditation of individual programs provides further verification that disciplinary goals for student learning make effective assessment possible. All four such programs have received accreditation or re-accreditation during the past decade. The reports prepared for these agencies and the evaluations after the site visits are available in the Resource Room. The tentative schedules for individual program accreditations are given below: Forthcoming Professional Accreditation Visits Program

Site Visit

Agency

Education

October, 2010

NCATE

Nursing

Spring 2016

CCNE

Physician Assistant Studies

October, 2009

ARC-PA

Social Work

Spring 2010

CSWE

The presence of professionally accredited programs on campus strengthens effective assessment beyond their disciplinary boundaries. Faculty from these areas understand assessment. They recognize the importance of clearly-defined student learning outcomes, the importance of measurable standards, and the role that effective assessment plays in preparing graduates who will successfully meet professional certification requirements. The faculty from these areas, about onethird of the institutionâ&#x20AC;&#x2122;s total, constitute a strong bloc of support for assessment. In the setting of a small college, professionally accredited programs therefore play a particularly strong role in advocating a culture of evidence. EVALUATING TRADITIONAL MEASURES OF STUDENT SUCCESS While developing the assessment of specific learning objectives in individual courses, the college also continues to focus on the assessment of its larger mission, educating capable graduates. Evidence that academic programs succeed in this is vital to the reputation of any institution. Because this evidence provides a measure of student success in the broader world, it is particularly valuable for a smaller institution.

Criterion 3

Assessment Through Test Scores: One example of assessing curricular effectiveness is the scores on the major field achievement tests taken in several disciplines during the senior year. While the mean ACT score of entering freshmen fluctuates around 22 (usually above the 60th percentile), over the past six years business and biology graduates achieved mean scores in the 74th and 73rd percentiles respectively, while chemistry and mathematics majors placed at the 49th and 51st percentiles. Business graduates scored in the 90th percentile in 2005, a particularly satisfying achievement since the business curriculum includes fewer theoretical courses and more direct learning experiences than many business programs. Thus, effective theoretical learning is apparent from a curriculum whose focus places an aboveaverage weight to student achievement of high skills levels. Mean Percentile Scores for Major Field Achievement Tests Major

2003

2004

2005

2006

2007

2008

Mean

Percentile

3.5

Percentile

Biology

Business

Chemistry

Math

Admission Rates to Professional Schools: For numerous reasons, Adventist culture traditionally rated medicine the most desired profession for those students capable of gaining admission to it. As a consequence of its smaller enrollment, fewer Union seniors annually enter medical or dental school than the numbers from larger Adventist institutions. However, Union has taken particular pride in the success rate of its applicants in applying for these programs. The Division of

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Science and Mathematics celebrated a 100 percent professional school admission rate for the 2008 graduates who applied. The rates for the past five years portray an institution that effectively prepares students academically: Admission Rates to Medical, Dental, and Physical Therapy Programs

2004

2005

2006

2007

2008

Dental School

3 of 3

1 of 1

2 of 2

1 of 2

1 of 1

Medical School

4 of 4

6 of 7

7 of 9

4 of 5

9 of 9

Physical Therapy

3 of 3

Acceptance Rate

100%

87.50%

81.80%

71.40%

100%

Physician Assistant and Nursing Licensing Exam Rates: The ability of these professional programs to attract students depends vitally on their graduates’ abilities to pass the national examinations required for professional practice. The physician assistant program celebrated a 100% pass rate in 2008 for PANCE, the Physician Assistant National Certifying Examination. The table below indicates the yearly success rate for the physician assistant graduates. The mean score for first-time takers shows significant improvement since the program moved to the graduate level (96%) from the undergraduate (87%).

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Success Rates on PANCE Â

Class of 2003

Class of 2004

Class of 2005

First-time Pass Rate

88%

73%

100%

Aggregate Pass Rate

100%

88%

100%

National Firsttime Pass Rate

89%

91%

90%

2006

Transition Year to Graduate Program

Class of 2007

Class of 2008

5-Year Mean

91%

100%

90%

100%

97%

91%

93%

91%

Source: Physician Assistant Program

The nursing program evaluates the performance of its graduates on the National Council Licensure Examination (NCLEX) to assess areas of student learning and to indicate the general quality of the preparation that graduates have received. The table below provides graduatesâ&#x20AC;&#x2122; pass rates for the past six years. Until 2007, Union graduates regularly surpassed both the national and Nebraska first-time rates. The pass rate for the 2008 graduating class is still unknown, because one student has not yet attempted the examination. Nevertheless, the program has identified student overconfidence as a very substantial cause of the disappointing 2008 results. According to feedback from graduates, the very high scores predicted by a commercial pretest resulted in casual preparation for the NCLEX itself. For the future, the nursing program has strengthened the expected performance levels on preparatory tests required for graduation. Initial results from the class of 2009 seem very much improved, and more complete data should be available before the HLC site visit.

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NCLEX Pass Rates for Nursing Graduating Classes

2003

2004

2005

2006

2007

2008

First-time Pass Rate

92%

88%

90%

100%

85%

7074%*

Aggregate Pass Rate

100%

94%

95%

100%

92%

87%

85%

87%

88%

86%

88%

National, First-time baccalaureate

*The final pass rate will depend on the success of the remaining student.

Completion Rates for Nursing Students: Success rates on the NCLEX should be set against other characteristics of the nursing program. In contrast to many other schools, its admission standard (minimum GPA of 2.75) enables applicants with average grades to enter the program. The philosophical commitment of the faculty to student success thereupon assists those students to persist. Over the last five-year period, 147 students entered the program, and 119 graduated. Anecdotal reports suggest that the resulting attrition rate of 19% compares favorably to other programs, some of them with higher minimum admission standards.

CORE COMPONENT 3B: THE ORGANIZATION VALUES AND SUPPORTS EFFECTIVE TEACHING. Many Seventh-day Adventists can recite from memory the traditional translation of the Gospel Commission found in Matthew 28:19-20. It begins with the words “Go ye therefore and teach all nations…” Teaching is foundational to the denomination’s mission, and teaching students who will teach others forms the heart of the mission of the College of the Golden Cords. Although the statements of mission, vision, and values emphasize student learning, teaching is our reason to exist, and unlike a research university, Union is devoted to teaching and student learning, rather than the discovery of original knowledge. The emphasis on teaching begins with the hiring process. During the interview visit a prospective faculty member is expected to lecture to a class and also present a scholarly paper. Failure to perform effectively on either will generally disqualify the applicant. The emphasis on teaching continues through new faculty orientation, with its reading assignments like Ken Bain’s What the Best College Teachers Do,

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or Parker Palmer’s The Courage to Teach. Some academic divisions consciously designate a mentor for new teachers; all provide a supportive community where concerns can be addressed. Teaching also forms a basic emphasis for each academic year, which begins and ends with workshops that focus on pedagogy. Acting on its own members’ initiative, the Faculty Senate (which includes all faculty members) devotes a proportion of its time to demonstrations of successful pedagogy. Decisions regarding rank and tenure (continuous appointment) increasingly focus attention on evidence of success in the classroom. Perhaps all this creates some surprise at the absence of public recognition of exemplary teaching. The explanation may lie partly in the Midwestern reluctance to attract attention. INSTITUTIONAL SUPPORT FOR EFFECTIVE TEACHING Evidence does exist to support pleasant assertions such as those above about institutional cultural. Much of it is addressed in detail elsewhere and therefore only summarized here. Among the more significant financial commitments to teaching in recent years were the following: • D uring the past decade, financial commitments made possible an average class size that permitted greater discussion and other learning methods more suited to the present generation of students. Despite higher enrollments for most of the decade, the student faculty ratio typically varied between 12.4 and 13.1. • Faculty deepening—the hiring of additional faculty in particular disciplines without a proportional increase in the number of courses—enhanced effective teaching in chemistry, composition, and psychology. • Partly in consequence of that faculty deepening, in recent years the college used adjunct instructors at relatively low rates, with external adjuncts accounting for less than 10% of hours taught. Another 4% of courses were taught by staff members, typically individuals who teach the same course repeatedly in an area of particular expertise. • Additional sections scheduled for a number of freshman courses reduced the number of large sections, i.e., those enrolling more than 50 students. • The physical environment for teaching was improved through classroom renovation. Additional facilities included facilities for IRR and a simulation lab for nursing. • Nearly all classrooms received electronic projection systems, and faculty workshops provided advice on how to use the equipment.

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• F unds raised by the Advancement office and the Class of 1957 provided a modest endowment for faculty development operations. Income from the endowment funds modest activities, including attendance at the annual Professional and Organizational Development (POD) Network Conference. • Funding for faculty attendance at academic conventions rose substantially, to $950 individually in 2008-09. A number of non-financial initiatives increased the attention paid to improved teaching or enhanced the ability of faculty to teach well: • A n annual faculty development workshop was added for the week following graduation. Depending on priorities for the year, this involved an outside expert or the discussion of issues raised by faculty and administration. See, for example, the agenda from 2009 (3-5, Faculty Development Meetings VI, ERR). • Fall colloquium sessions specifically addressed pedagogy, whether through presentations by recognized presenters in the field (e.g., Todd Zakrajsek, Executive Director of the Center for Faculty Excellence, University of North Carolina) or the discussion of relevant reading, including works by Bain and Palmer. Fully 90% of faculty responding to a survey indicated that they valued training opportunities when offered, and more than 60% felt they received sufficient training to operate the necessary technology to do their jobs (3-6, 2008 Self-study Survey, questions 12, 15, ERR). • Preparation of the new handbook resulted in consensus around a fourcomponent evaluation of faculty. Each of the four elements explicitly focuses at least in part on teaching: peer evaluation, the chair’s evaluation including teaching, reflection on one’s role as a professor, and student class ratings. The Faculty Senate has recommended that Peer Evaluation be implemented as a way of increasing the effectiveness of faculty teaching, a process already conducted regularly within the nursing program. • Individual faculty members have felt supported by chairs and administration when attempting new pedagogical techniques, despite sometimes critical student reactions. For example, a chemistry professor who structured the organic chemistry course according to POGIL (Process Oriented Guided Inquiry Learning) faced initial student reluctance to being divided into selfmanaged teams of three or four individuals. However, POGIL is a researchbased learning strategy of demonstrated effectiveness, and students have done better on the standardized final examination when they have learned using POGIL than the students did before the use of this teaching/learning strategy (3-7, Student scores pre- and post-POGIL, ERR).

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• Th e proposed revisions in the faculty evaluation process should formalize the annual documentation of a faculty member’s professional goals and improvements. The need for a new policy is widely recognized: though the question’s wording might be misleading, in 2008 only 22% of faculty reported being assessed regularly by their department heads, with another 40% occasionally reviewed. (3-8 2008 Self-study Survey question 35, ERR). Academic Council discussed the issue in April 2009, without reaching formal conclusions but hopefully laying a framework for adoption of a formal policy (3-9 Academic Council minutes, April 1, 2009, ERR). • The class ratings system (or “course evaluations” by students) was revised. It now requires participation by faculty in all regular courses each semester, with exceptions for very small courses, or where a professor has created an individual course evaluation system. The new form and a much greater frequency of its use signaled institutional interest in teaching effectiveness. This indirect measure of teaching effectiveness has shown increased ratings by students in the last three years, with the overall institutional weighted average rising from 4.10 to 4.21 on a 5-point scale. Ratings improved in every category each year, and the greatest improvements occurred in the areas of lowest student satisfaction (310, “UC Student Feedback on Teaching Form”, ERR and Student Ratings of Classes, 2006-09, ERR). Two years after the revised system was initiated, 86% of faculty reported using student course ratings consistently as a means for course evaluation and another 11% occasionally made use of them (3-11, 2008 Self-study Survey question 37, ERR). Having provided opportunities that supported effective teaching, the college has also raised the norm. Proposals for the revised Faculty Handbook stipulate more clearly the expectations for teaching, and create more rigorous standards to be met for promotion in rank or continuous appointment. In the past two years, these were provided to applicants for promotion, who found them more explicit and thus more helpful than the previous standards. In 2008 they were provided as well to the Committee of the Professoriate which began to use them (3-12, Faculty Handbook sections F 3.2 and F 4.0, ERR). STUDENT SATISFACTION: A CAVEAT Union College students are relatively happy with their choice of education. On the 2008 NSSE, for example, seniors responded to the summative question, “How would you evaluate your entire education experience at this institution?” with a score above those of peer institutions or the national average (item 13).

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Comfortable levels of student satisfaction with teaching therefore provide only indirect evidence that teaching is consistently excellent, even when evidence from standardized tests shows that effective student learning takes place. In contrast to the favorable scores on the community-related learning indices of the 2008 NSSE, the index for Level of Academic Challenge shows areas of lower faculty expectations. For example, as perceived by their students, Union professors require fewer long (twenty-page) papers and accept lower levels of analysis. Students also devote a higher number of hours to part-time employment, an evident reflection they feel they have the time to do so (3-13, NSSE 2008 Benchmark Comparison, ERR). The levels of student achievement might increase given a more vigorous academic climate with more rigorous requirements. The achievement of excellent teaching – in contrast to merely commendable teaching—is a gradual process. It involves faculty determination, institutional resources, and administrative priority. The Gospel Commission sets a high standard, and the agenda for pedagogical improvement will never end.

CORE COMPONENT 3C: THE ORGANIZATION CREATES EFFECTIVE LEARNING ENVIRONMENTS. One of the most dramatic learning environments at Union College combines skills, task, and place. High in the Colorado Rockies, all sophomore students in the IRR program must complete solo survival: a three-day experience without supplied food, water, or shelter. Students demonstrate the skills they studied by constructing a shelter of natural materials without rope, cord or nails. They forage, identify, prepare and eat wild foods, and they also locate, filter and hydrate with water from a useable source. During the survival exercise they are not allowed to make contact with anyone. Obviously, each student’s physical well-being depends on applying the lessons studied, and each student must also reach deep within to deal with seclusion, loneliness, boredom and fears. The stress of this solo survival experience leads many participants to learn much more about themselves and the meaning of life. Not all Union students undergo so intense an experience. However, many, possibly most, will address part of their studies in circumstances removed from their campus classrooms and laboratories. Semesters abroad, international service, internships, and clinical facilities are multiple components of the college’s learning environment. Often, and sometimes by design, these experiences confront students from one of the least diverse regions of the country with cultures, ethnic groups, and ways of life that raise questions and broaden perceptions that help prepare them to function in an increasingly diverse society.

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Another element of the learning environment is the campus culture of integrating co-curricular activities with learning. Besides participating in the leadership and character development common to student life activities in small colleges, a majority of Unionâ&#x20AC;&#x2122;s full-time students hold part-time employment on campus, in part a reflection of the Adventist philosophy of the dignity of labor. Student worker feedback in some campus departments indicates that significant learning occurs in their campus employment that is transferable to the classroom. Indeed, in response to volunteered observations to that effect, a question about the impact of work on learning was recently added to the semi-annual student employment feedback form in the Advancement office. On the broader level, after substantial discussion by a faculty-staff committee during the past year, the relationship between learning and campus interactions is currently being formalized by the President. According to his initial concepts presented to the Strategic Planning Committee, the goal is for every employee to use interactions with students as opportunities for student learning. Given the close interaction between the two core components, the self-studyâ&#x20AC;&#x2122;s response to Core Component 3c will address the collegeâ&#x20AC;&#x2122;s broader contributions to effective learning environments, while Core Component 3d will consider the physical aspects, including the library. ADMISSIONS STANDARDS AND SERVICES TO STUDENTS Because Union College was founded to educate church members who wished to study and serve, a modestly elite admissions standard could easily violate its essential purpose. For example, absent a miraculous change in Adventist high school students, Union would have lost its mission if it achieved a mean ACT score of 26 for an entering class by rejecting a significant proportion of applicants with more average scores. On the other hand, the open admission of applicants of limited potential for study and very modest past achievement could provide them opportunities for almost inevitable failure at great expense. Moreover, unless an institution openly proclaims an open admission policy, institutional integrity demands that it select students with a reasonable likelihood of success. The challenge therefore is to fashion a culture of learning that meets the needs of a diverse range of students, from those who struggle academically but may succeed through the large majority of average and good students to those of exceptional ability. Academic support services play an important role in accomplishing this. As demonstrated below, students indicate high satisfaction with them. Raising the potential for success of marginal students: At mid-decade, Academic Administration reviewed the admissions standards, and discovered that majority-

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culture students with ACT scores below 18 rarely graduated (most non-majority students are either Hispanic or foreign). Responding to the evidence, Academic Council raised the minimum ACT score for regular admission from 16 (19th percentile) to 18 (33rd percentile), and also raised the requirements for students admitted on probation because they showed other indicators of potential success. For students with marginal scores or grades, a Freshman Development program was created within the Teaching Learning Center. Freshman Development students receive academic coaching that includes regular sessions with an advisor to develop the personal skills and values necessary for success. With this assistance, in the past two years about 80% of Freshman Development students performed successfully enough in their first semester to continue the second, and 39% of the Freshman Development students in fall 2007 returned one year later. Because of its success in assisting these students, the program continues, even though statistics like the freshman retention rate and the graduation rate would improve if applicants with lower grades and test scores were not admitted. In summary, raising the ACT score for admission affected relatively few individuals—a few more applicants were rejected. But for those who were admitted, the Freshman Development program enhanced their abilities to succeed. Union remained faithful to its mission by enabling Freshman Development students to attempt higher education, and the college’s broader learning environment improved because all students with ACT scores below 18 benefited from systematic attention and were better prepared for class. The change in admissions policy also raised the integrity of college operations. EFFECTIVENESS OF ACADEMIC SUPPORT SERVICES Teaching Learning Center Programs: Twenty years ago Union’s Teaching Learning Center (TLC) was highly regarded in Adventist circles for its services to students with learning challenges. Some competing institutions lacked similar programs and the TLC gained a unique reputation. However, the passage of state legislation and the Americans with Disabilities Act of 1990 required all institutions to offer at least basic programs. The growth of such services elsewhere reduced the marketing advantage that TLC had once provided as virtually the only such Adventist program, and Union’s distinctive advantage became less obvious than the “Union has it, the other’s do not.” In the 1990s, over 10% of all registered students received TLC support for documented learning disabilities. Today the proportion of such students has fallen to 3% - 4%, a level common for many private colleges. For those students with verified learning disabilities, the TLC plays a vital role in providing the range of services and accommodations often essential for academic success. Moreover, the influence of the TLC strengthens the learning environment of the campus in broader ways. It raises awareness of disability issues

100

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on the campus and in the community, and the directorâ&#x20AC;&#x2122;s membership on Academic Council provides important perspectives about student needs and expertise about policy issues. Given its sensitivity to student needs, beyond support for those with disabilities, the TLC provides three valued services to specific groups of students. The smallest, academic coaching, is a fee-based optional service for students who value personal attention to goal setting and overcoming obstacles to personal achievement. Second, since 2006 participation in the Academic Success and Advising Program (ASAP) has been required of all students on academic probation. It provides coaching services that address goal setting, study skills, time management, and broader elements of support. In recent years, nearly half (47%) of all academic probation students regained regular status at the end of a given semester. Moreover, the number of participants declined annually, an indication that ASAP helped its participants either to regain satisfactory academic progress, or to recognize that college did not provide a good fit.

101

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TLC Program Statistics, 2006-09 Â

2006-07

2007-08

2008-09

Service

Fall

Spring

Fall

Spring

Fall

Spring*

Students with Disabilities

Academic Success and Advising Program

Freshman Development

Personal Academic College Coaching

Exams proctored

163

178

182

163

175

Students requesting note taking

Tutor requested

Referrals for service

* As of mid-semester, spring 2009 Source: Teaching Learning Center

Like ASAP, the Freshman Development program is required for students who do not meet certain standards, and they are charged a fee for it. There is a gratifying indication that students regard TLC services as effective, because one-third of the students directly involved with the TLC have no choice regarding participation and fees, but the approval rating by users is similar to that of no-fee services, as demonstrated in the table below, presenting the responses of users of campus services.

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Student User Satisfaction with College Services Service

Extremely Satisfied

Satisfied

Dissatisfied

Extremely Dissatisfied

Adventist Colleges Abroad

43%

50%

Career Center

21%

73%

Faculty Advising

40%

52%

Internet for Education

27%

59%

13%

Library Facilities

20%

71%

Library Resources

14%

71%

13%

Studio for Writing

17%

62%

17%

Teaching Learning Center

23%

58%

12%

Source: Self-study Survey, 2008, questions 83-89

Other Academic Support Services: The addition in 2006 of an additional faculty member who was nearing completion of a doctorate in composition enabled the Division of Humanities to expand the writing center into the Studio for Writers and Speakers. The studio offers support for writing and speaking assignments given across all disciplines by peer tutors under faculty direction. Plans are currently being finalized to integrate the studio physically into the libraryâ&#x20AC;&#x2122;s proposed information commons with an additional 20 computers. Assistance in other disciplines typically takes the form of peer tutors for individual courses, who are employed by the division. As in the case of math and the sciences, these tutors follow a prescribed schedule, with additional sessions as needed. Academic Advising: As part of the admissions process, each student receives an academic advisor who is a faculty member in the chosen discipline or program. Using the previous software system, the advisor met with the student, approved the schedule, inputted the selected courses, and sought approval of overloads and other

103

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exceptions. The advisor also provided the student with mid-semester grades, and sought out advisees who had received warnings of academic difficulties under the Early Alert system. Beyond that, the role of an advisor fluctuated considerably. According to several sources of data, students respect their advisors. In the 2008 Self-study Survey, 87% of student respondents indicated satisfaction with them. According to the same yearâ&#x20AC;&#x2122;s NSSE, 93% of seniors rated the quality of academic advising as good or excellent, which compared favorably with other institutions (3-14, 2008 Self-study Survey question 86, ERR and NSSE 2008, item 12, ERR). Probing more deeply, a survey designed by Academic Administration to determine the quality of advising (rather than student satisfaction with it) revealed that over 80% of respondents felt that their advisor knew the curriculum and academic requirements, and over 60% felt that the advisor took time to explain why required courses were important for future professional plans. Almost as many students (57%) felt that the advisor helped them make important educational decisions over matters such as alternate courses, majors/minors, and internships (3-15, Advising evaluation survey, ERR). Recognizing that opportunities exist to improve the quality of the advising interaction, the administration is implementing a series of changes. The 2009 new student orientation will require a face-to-face meeting with the studentâ&#x20AC;&#x2122;s advisor before registration. Another face-to-face meeting is scheduled for September to discuss studies and the transition to college life. To upgrade advising skills, an advisorâ&#x20AC;&#x2122;s handbook is expected to be completed by August 2009, which should encourage advisors to consciously devote more time to the discussion of broader matters such as life goals and the match between demonstrated skill and professional goals. HONORS, UNDERGRADUATE RESEARCH, AND STUDY ABROAD The honors program initiated in the mid-1990s was almost completely revised following the appointment of a new director in 2007. To strengthen the quality of student learning, an ACT requirement was added to the GPA minimum that several honors committee members felt failed to distinguish applicants with the necessary abilities, resulting in high levels of attrition. Instead of a collection of unrelated courses that often reflected the passions of individual faculty members, the new program focuses on global issues, with a series of related seminars and a strengthened research component. Other innovations of the new program include a shift of the service component from individual hours to participation in Union Scholars projects, with an aim to strengthen cohesion. Among the benefits, Scholars receive a travel scholarship to subsidize the cost of attending one course at an

104

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overseas location. The new curriculum achieved a significantly greater retention of freshmen and sophomore students, at least in its first year, and many of them are already involved in planning the first course abroad in 2010 to Malaysian Borneo, Hong Kong, and southern China. As of April 2009 there were ten junior and senior Scholars, but twenty freshmen and sophomores. Teachers of the introductory Western Culture course report that students admitted under the new requirements demonstrated consistently superior ability in reading and writing. Because the new program was unveiled at the start of the 200809 academic year, little other data is available to demonstrate the success of the changes. However, the administration has indicated that a formal evaluation of the program should take place at the end of the third year the program is operational. Undergraduate Scientific Research Off-Campus: After a research scientist from the University of Chicago joined the biology faculty in 2003, perceptions of the importance of research opportunities for undergraduates increased. Subsequently science majors gained laboratory experiences at Loma Linda University, the REDOX Biology Center at the University of Nebraska Lincoln, and the University of Chicago. The students involved in these summer research projects have written the results for the senior research course, and presented their work in campus seminars. Some also gave presentations at conferences such as meetings of the Nebraska Academy of Sciences. Study Abroad: Academic courses involving short-term (2-3 week) foreign study are regularly sponsored by the biology, nursing, and (in 2010) Union Scholars programs. The IRR program requires a full semester of experience, coursework, and observation in Central America. Other programs occasionally offer credit for participation in an international study tour or similar experience. Qualified students may study foreign languages and cultures through Adventist Colleges Abroad (ACA), a cooperative arrangement between Adventist colleges and universities of the United States and participating Adventist institutions in other countries. As noted above, students who responded to questions about the Adventist Colleges Abroad program expressed particularly high levels of contentment with their experience, with 93% either satisfied or extremely satisfied. Most students enrolling in ACA programs study French, German or Spanish, but options exist for other languages as well. In the past few years, enrollment in ACA programs has increased

105

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Participation in Adventist Colleges Abroad Programs Â

01-02

02-03

03-04

04-05

05-06

06-07

07-08

School Year

Summer

Total

Source: Humanities Division

INSTITUTIONAL SUPPORT FOR LEARNING TECHNOLOGY Nearly three decades ago, Union College gained national attention as the nationâ&#x20AC;&#x2122;s first institution of higher education to wire every dormitory room to the campus mainframe. The college retains the commitment to employ new technology that enhances effective student learning environments, though the core value of stewardship sometimes restrains the immediate adoption of new products. For example, employee computers retain the XP operating system rather than Vista, and course management software is open-source Moodle rather than Blackboard. Student use of computer technology and the internet seems typical of higher education. Residence hall rooms now enjoy both wireless internet accessibility and updated wiring (2005). Most students (78%) indicated they are satisfied with internet availability for educational purposes. The 2008 NSSE results revealed that first-year students at Union used an electronic medium slightly less frequently than those at comparative colleges to discuss or complete an assignment, but seniors utilized an electronic medium more (3-16 2008 Self-study Survey question 89; 2008 NSSE section 1l, ERR). Classroom Technology And Course Management Software: Approximately 90% of classrooms have computer-based technology available, typically a computer and a ceiling-mounted projector. A wide majority of faculty (80%) indicated that the technology needed is available in the classrooms and most (over 60%) felt they had received sufficient training to utilize it (3-17, 2008 Self-study Survey questions 42, 12, ERR). For example, nursing teachers report using YouTube and other webbased media to enrich student interest and learning. Across campus a variety of

106

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other technological tools are being used, including Epson document cameras along with Interwrite pads, HP Tablet notebook computers and TI-83/84 ViewScreen panels. Nursing classrooms have been wired for Qwizdom Q4 clickers utilized for attendance, quizzes, class participation, and survey/knowledge checks. Adoption of Course Management Software: Another technological addition to the learning environment was the installation of course management software in 2005. In keeping with the core value of stewardship and recognizing the costs of the leading commercial products, the college selected Moodle, the open-source software. At the time, most other Adventist institutions adopted Desire2Learn, and later unexpectedly found their supplier constrained by lawsuits from Blackboard. Thanks in great part to its faculty coordinator Moodle has been successful on campus. Anecdotal reports suggest that about two-thirds of the faculty employ it in varying degrees, and tracking data indicate that it is currently used at least nominally in approximately 50% of classes. A small majority of faculty (54%) agreed that “Moodle enhances my effectiveness as a teacher,” but a smaller proportion of students felt that it helped them learn (43%), possibly because some unknown proportion had not used it (3-18, Moodle Usage Spreadsheet, ERR and 2008 Selfstudy Survey questions 22, 23, ERR). Moodle is also used for a variety of other campus communication needs such as coordinating the intramurals program, Faculty Senate discussions, the faculty wellness program, and student club information.

CORE COMPONENT 3D: THE ORGANIZATION’S LEARNING RESOURCES SUPPORT STUDENT LEARNING AND EFFECTIVE TEACHING. During the past decade, Union improved its physical resources, its technological resources, and other specific services to students and faculty to enhance learning. The college is also committed to facilitating appropriate access to these resources. PHYSICAL LEARNING RESOURCES Classrooms: The college’s efforts to provide appropriate classrooms for student learning are most obvious in the recent renovation of existing rooms and the conversion of other space to academic purposes. The more significant renovations included the entire Division of Business and Computer Science, a result of the Business Advisory Council’s initiative. Two graphic design classrooms and the adjacent computer lab were enlarged in Engel Hall. Some small improvements have been achieved for science and math programs. The provision of additional classrooms and other facilities has been most evident in the IRR (2006) and

107

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nursing programs (2008-09), and involved the conversion of a previous day-care center and storage space respectively. Science and Health Science Labs: Laboratory space in Jorgensen Hall, home of the Division of Science and Mathematics, is admittedly insufficient and outdated. New facilities for this division are the top priority of the current capital campaign. Despite the limitations of an outdated building, students continue to undertake independent research as well as assist some faculty endeavors. All bachelor of science graduates in physics, chemistry, and biology are required to complete a research project. Nursing Simulation Lab: The doubling of the nursing program’s enrollment and curricular offerings before the construction of the new facility for science, math and nursing created shortages of classroom and office space. These were initially relieved in 2008-09 by the conversion of former storage space into two classrooms in the adjacent Don Love Building which also houses the Student Center and other facilities on its upper floor. A serendipitous gift of funds in early 2009 provided the impetus for construction in adjacent space of the program’s long-desired simulation lab suite of two simulation rooms plus a control room. As additional (and also unexpected) funds became available, the level of equipment was raised. The simulator itself is the Laerdal SimMan 3G, a wireless model with fully programmable body systems such as respirations, heart sounds, blood pressure, and pupil response. The National League for Nursing’s software provides 40 pre-programmed patient scenarios, and the Laerdal Advanced Video System digitally captures student interactions and performance with the simulator for debriefing and analysis. The lab will be utilized in the nursing, PA and IRR programs, and its realization during a time of substantial financial pressures at a cost of under $200,000 for construction and equipment reflects what most on campus would consider providence. Computing Facilities: The Microlab in the Division of Business and Computer Science in the Everett Dick Administration Building is the largest, most up-todate personal computer lab on campus. Open to all students, faculty, and staff, the Microlab also hosts nine hours of classes per week. A majority of students (68%) responding to the Student Survey reported that the lab’s hardware and software met their needs, and a similar proportion (63%) felt they received appropriate help from the lab assistants. Students similarly indicated (67%) the computer lab was available when needed. The modest usage implied by the responses may indicate that because most students possess their own computers (a recent informal survey of students in a nursing course indicated that 75% owned their own laptops), the

108

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salience of lab access has diminished (3-19, 2008 Self-study Survey questions 11, 48, 49, ERR). Four other computer labs serve more specialized purposes. The percentage of students who report using each lab is as follows: Student Use of Specialized Computer Labs Lab

Percentage Use

Graphic Design Lab

27%

Science/Math Lab

17%

Nursing Lab

21%

Library Lab

60% Source: 2008 Self-study Survey questions 91-94

The twenty-station graphic design â&#x20AC;&#x153;Macâ&#x20AC;? lab in Engel Hall supports photo editing and printing, print production, and graphic design. This lab is equipped with color and black and white printers, scanners, CD and DVD writers, stock photography and illustration collections, type collections, and appropriate software to support graphic design, photography, and illustration work. The Mac lab is used for four or five GRPH or related classes per semester, or 12-15 hours per week. In addition, other classes, such as European and American Art History, and Design I and II use the lab as needed. The lab acquired new computers in 2006; the latest software update was Adobe Creative Suite 3 in 2008. The library computer lab is clearly the most utilized, often by students who access online periodicals and books. The 2007-08 library program review recognized the potential to develop additional learning opportunities, perhaps in association with the Studio for Writing and Speaking, which would involve a further expansion of computer facilities. (3-20, Library program review, ERR). Artistic Performance Facilities: The environment for music students was enhanced by the recent renovation of the recital room in Engel Hall. Performances for larger

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ensembles, such as the orchestra, choirs, and band are generally held in the College View Seventh-day Adventist Church adjacent to campus, or for certain band concerts, the gymnasium. Dramatic productions utilize Woods Auditorium as both classroom and laboratory for four courses within the Division of Humanities. Lighting equipment recently purchased through curriculum development funds ended the necessity of borrowing equipment from across campus to illuminate performances. The storage and work space in the warehouse area beneath the auditorium greatly assists productions, as does having “first tenant” rights to the auditorium space during play season. Service Learning Opportunities: The alumni who responded to a recent survey verified by an overwhelming majority (87%) that service learning opportunities had formed a valuable part of their education (3-21, 2008 Self-study Survey question 38, ERR). Union’s current students encounter a variety of service learning opportunities associated with specific courses, and several examples are discussed at some length in Chapter Five in the context of serving the college’s constituents. THE ELLA JOHNSON CRANDALL LIBRARY The Ella Johnson Crandall Memorial Library, named in honor of a prominent alumna active in the field of librarianship, supports the acquisition, discovery, and application of knowledge for all its patrons. By teaching patrons how to define their information needs, develop effective search strategies, and evaluate results, the library promotes information literacy. Patrons are taught these skills through library instruction sessions and the Research Assistance Program (RAP), which help users not only to find resources and access databases in the library and online, but also to critically assess their search results. The library holds electronic resources and print materials, including online databases, books, periodicals, e-books, DVDs, videos, audio cassettes, and more. In addition, Union is a member of the Nebraska Independent College Library Consortium which allows access to materials that otherwise would be unavailable due to limitations in the library’s holdings (3-22, Library website, UCW). Although for many disciplines the printed materials of a library play a less significant role than electronic media, the physical library remains a center of learning, with the gate count in 2007-08 some 42,716 visits, nearly 50 per student and a substantial increase over the previous year’s 32,560 visits. Although students comprise only 67% of the patron base, they account for 85 percent of the materials checked out, with faculty members and the community accounting for the remainder

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(3-23, Library program review p. 27, ERR). Despite a history of relatively modest funding for the library, 83% of students indicated satisfaction with the facilities and 75% with the resources. The favorable ratings in part may reflect esteem for the current director, appointed in 2003, who brought with her a deep concern for information literacy and the professionalism of a larger university library (3-24, 2008 Self-study Survey questions 87, 88). One example of a library initiative is the recently implemented revision of the interlibrary loan procedure. Long available as a fee-based service, in 2007-08 the library undertook to pay the fees, in an attempt to better serve the needs of the Divisions of Science and Math, Health Sciences, and Human Development, whose students particularly rely on periodicals. This resulted in a significantly increased quantity of materials borrowed from other facilities. An analysis of this policy change is included in the libraryâ&#x20AC;&#x2122;s recently-completed self-study, which merited commendation from the director of a much larger facility.

UNION STRIVES FOR STUDENT LEARNING AND EFFECTIVE TEACHING: AN EVALUATIVE SUMMARY SPECIFIC STRENGTHS OBSERVED DURING THE SELF-STUDY 1. Thanks largely to the efforts of the Student Learning and Assessment Committee, the persistent expansion of assessment moved the emphasis from broad divisional-level reports to course assessment and finally to formal links between program goals and individual courses. Faculty involvement in course assessment is widespread, and faculty from externally-accredited programs with strong traditions of assessment, such as nursing and education, lend credence to its importance. The program review process emphasizes learning, and by systematically gaining the perspective of an external commentator, it strengthens the validity of the conclusions. 2. Measures of student success such as performance on licensure examinations or admission to professional schools provide evidence that teaching is effective and learning is retained. Set against college admission requirements that result in an intellectually diverse but non-elite student body, these direct measures of student quality reflect solid achievements during college.

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3. Indicators from a variety of sources confirm that both the administration and the faculty value teaching excellence. Recognition of its importance has resulted in an increased emphasis on pedagogy, additional workshops dealing with teaching methods and student learning, and greater emphasis on effective teaching as the basis for rank promotion and continuous appointment. Course ratings have improved modestly each year. Financially, the commitment to the primacy of teaching resulted in faculty deepening, low rates of adjunct faculty, and an increased proportion of the budget devoted to academics. The Accreditation Steering Committee considers it important that funding continue for pedagogical strengthening such as bringing experts to campus and sponsoring attendance at conventions specializing in pedagogy. 4. Academic changes have strengthened learning. Off-campus programs, some of them innovative and challenging, provide students with broader and more diverse learning environments. The widespread incorporation of active-learning experiences such as internships also strengthens preparation for students to function in a multi-cultural world. The redesign of the Union Scholars Honors Program exemplifies the ability of Union to realize a vision promptly and effectively. 5. During the last decade the renovation and expansion of classroom facilities and technology updates provided improved resources for student learning. Of particular importance for the future is the new simulation lab for nursing and other health science students. 6. The improved PANCE scores achieved by graduates of the Physician Assistant Program highlight its successful transition to the graduate level, resulting in an improved curriculum, greater selectivity in admission, and greater achievements of its graduates. SPECIFIC CONCERNS RELATED TO LEARNING AND TEACHING OBSERVED DURING THE SELF-STUDY 1. Assessment is only now reaching the stage where data becomes the basis for continuing improvements. It is vital to maintain the persistent advocacy of effective assessment practices.

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2. Comparative data suggest that while Union students learn material well at the level of memorization, they do not report engaging in analysis, synthesis, and evaluation to the same extent as students at some peer institutions. Determining if there is a need to elevate the level of critical thinking expected within courses should become a priority in pedagogical development efforts. 3. If the College wishes to remain a comprehensive institution with significant enrollment in science majors, another decade should not pass without the replacement or major renovation of Jorgensen Hall. 4. While some programs demonstrate student achievement through, for example, scores on the Major Field Achievement Test or tests required for licensure, all programs should adopt a comprehensive means of evaluating student accomplishments. CONCLUSION Casual observation of campus life, student responses on internal surveys, and comparative data from NSSE demonstrate that at Union, teaching and learning take place in the strongly favorable environment of a community where students interact with each other and with faculty who serve as their advisors, mentors and teachers. These campus relationships provide a non-threatening atmosphere conducive to learning and accommodate teaching efforts. Using a variety of measures, from senior achievement tests to admission rates and success on entrance exams and alumni feedback, this chapter has demonstrated the solid quality of academic life at Union. During the past decade, the college acted to strengthen this community of learning. Assessment became widespread at the course level and is increasing at the level of disciplinary majors. The initiation of program reviews challenged faculty to evaluate their goalsâ&#x20AC;&#x201D;and how they met themâ&#x20AC;&#x201D;against those of peer institutions, and resulted in curricular reforms. The adoption of higher admission standards raised the likelihood of student success and facilitated better teaching. Additional funding for facilities improvements, faculty development, and additional faculty positions strengthened the opportunities for teaching. Based on the evidence, Union College successfully meets Criterion 3, Student Learning and Effective Teaching, and all its core components.

113

Chapter 4: The Acquisition, Discovery and Application of Knowledge at Union Criterion 4: The organization promotes a life of learning for its faculty, administration, staff, and students by fostering and supporting inquiry, creativity, practice, and social responsibility in ways consistent with its mission.

Criterion 4

Adventist higher education has always carried responsibilities beyond the formal teaching and learning of specific material. Union College and the other members of the Association of Adventist Colleges and Universities operate within a legacy from their 19th century origins that calls them to educate the next generation for employment by the denomination or as faithful laity in the context of a cosmic struggle between good and evil. Eternal destinies matter; consequently practice as well as knowledge and belief become important. Social responsibilities also arise from a culture that places great importance on having one’s spouse and some of one’s closest friends within the circle of the church. These elements of Adventist higher education relate to the acquisition, discovery, and application of knowledge in at least three ways. First, they broaden the domains of the college’s responsibility for learning, impacting general education requirements and strengthening co-curricular activities. Second, they add a moral layer to concerns about ethical behavior: observing academic integrity is also a matter of rejecting the theft of another’s ideas without acknowledgment. Third, these traditional Adventist elements emphasize the importance of learning as a preparation for action. Although Adventists may comment about having an eternity to study the truths of the universe, the focus falls on developing one’s talents for usefulness during earthly life. The consequence for Union is an educational mission that focuses on action more than contemplation. Nearly all references to learning in the mission, vision, and values statements are linked to application and service, rather than learning for its own sake, and the exception emphasizes the value of diversity to learning. Specifically, • Th e vision statement connects excellence in learning with professional competency and a call to action: to influence the future with faith, confidence, and integrity. • The mission statement empowers students for learning, service and leadership. • Several core values, such as discipleship, service, mentoring and community, extend well beyond the traditional boundaries of academic learning. • The core value of learning is itself defined in ways that facilitate practice: “Learning is a life-long process rather than a graduation destination. We model continual learning and active exploration by uniting theory and practice…”. ACADEMIC FREEDOM Recognizing that denominational sponsorship at institutions of higher education carries the potential for disputes over academic freedom, the college recently clarified its policy during the revision of the Faculty Handbook. Approved by the

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Board of Trustees, the new statement retains the philosophical statement of the denomination’s General Conference that formed the previous policy, but places it into perspective. It affirms the 1940 “Statement of Principles on Academic Freedom by the American Association of University Professors” which recognized that religious institutions might limit academic freedom. However, in 1970 the AAUP withdrew that recognition, claiming that most religious institutions no longer desired such limitations. Union rejects the 1970 interpretation, and openly circumscribes its academic freedom as limited by the foundational truths of Christianity and Seventh-day Adventism. The newly adopted policy adds definitions of when academic freedom exists (e.g., in classroom discussion of the course content) and when it does not (e.g., in classroom discussion of extraneous material or in rejecting course content established by the faculty of a program). It explicitly indicates that if faculty members, in performing their academic responsibilities, “depart from the goals and purposes of Union College, they should be prepared for the reevaluation and possible termination of their appointment.” The new policy also establishes procedures for dealing with academic freedom issues. It commits to informing faculty members of the policy at the time of their appointment, and prescribes the steps to be taken when a faculty member allegedly exceeds the limits of such freedom: peer review, an appeal process, and a review by the Board of Trustees (4-1, Faculty Handbook F 1.3 and F 1.3.1, ERR).

CORE COMPONENT 4A: THE ORGANIZATION DEMONSTRATES, THROUGH THE ACTIONS OF ITS BOARD, ADMINISTRATORS, STUDENTS, FACULTY, AND STAFF, THAT IT VALUES A LIFE OF LEARNING. As the introduction to this chapter indicates, the culture of Union values learning as a basis for living responsibly, as a citizen in this life and as preparation for the life to come. This learning must transcend rote memorization and indoctrination, because it should motivate individuals to synthesize knowledge and apply it to face challenges that require adaptation and responsiveness. The college promotes a life of learning through formal instruction, student research, internships, mentoring students, and the examples of administrators, faculty, and staff actively continuing to learn. In addition, student learning is expanded and reinforced by co-curricular activities that range from work opportunities to residence hall learning experiences, student leadership opportunities, and clubs that address diversity, social issues, world problems, and the fine arts.

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Supporting evidence that the institution addresses these issues comes from the 2008 Self-study Survey. Even when considered in the abstract, the respondents from each internal constituency and the alumni agreed overwhelmingly that the college succeeds in encouraging members of its community to desire a life of learning. Widespread Consensus that Union Encourages a Life of Learning

62 Union College encourages a desire in me for a life of learning.

Response

Presidentâ&#x20AC;&#x2122;s Council

Faculty/ Staff

Students

Alumni

Strongly Agree

71%

33%

38%

44%

Agree

14%

55%

49%

46%

Disagree

Strongly Disagree

No Response

14%

Source: 2008 Self-study Survey, Question 62

TRUSTEES SUPPORT A LIFE OF LEARNING By its very nature, the Board of Trustees engages academic matters, sometimes in response to reports and proposals made directly by the President or the Vice President for Academic Administration. The creation in 2000 of the academic committee of the board formalized the boardâ&#x20AC;&#x2122;s commitment to fostering a life of learning, because it enabled sustained dialogue about academic matters. The committee is chaired by and populated with trustees experienced in higher education. Two committee members represent college employees: a faculty member (often a division chair) and the Vice President for Academic Administration who serves ex-officio as the secretary. The academic committee is charged with promoting academic excellence; assessing academic policies, programs, and resource needs; bringing academic recommendations to the board; and advising the administration. These responsibilities require the free flow of information, and the committee frequently meets with the faculty of various programs for direct insight. In the last two years,

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for example, the committee has met with faculty from the Division of Business and Computer Science, the nursing program, and the communication program. The interchange with faculty facilitates understanding, and may also lead to initiatives by the program. The committee routinely brings reports and recommendations to sessions of the full board such as the following: • • • •

ighlights of noteworthy faculty and student achievements; h results of program reviews and student surveys (e.g., Noel-Levitz); issues related to academic strategic planning and continuous improvement; recommendations for faculty continuous appointment (tenure) and promotion as well as for staffing needs; • proposed revisions of Faculty Handbook policies. Reportedly, one of the most important functions of the committee is its advisory role. Ideas are freely discussed and suggestions made that carry the wisdom and perspective of the trustees. At the same time, the committee has supported the perspectives of the Vice President for Academic Administration and recommended that specified actions are accomplished. Trustees’ Personal Involvement: In the 2008 Self-Study Survey, 78% of board members indicated they “strongly agreed” and 22% indicated “agreed” that they were “committed to supporting quality academics” (question 58). As tangible evidence of their support, the board has endowed its own student scholarship program. In the past five years contributions and interest totaled $37,717, and $22,000 was awarded as scholarships, as shown in the table below.

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Trustee Scholarships Year Ending

Gift Income

Interest

Year Total Income

Scholarships Awarded

2004

$6,180

$2,512

$8,692

$4,000

2005

$5,655

$2,708

$8,363

$4,500

2006

$6,245

$2,918

$9,163

$4,500

2007

$5,695

$3,134

$8,829

$4,500

2008

$2,670

$2,941.00

$5,611.00

$4,500

$40,658.00

$22,000

5-Year Total

Source: Advancement office

ADMINISTRATORS VALUE A LIFE OF LEARNING Leading by Example: Unionâ&#x20AC;&#x2122;s administrators have demonstrated academic achievements, and they model a life of learning for employees and students. Four of the seven administrators hold doctorates; all have graduate degrees. Four of the six vice presidents regularly and voluntarily teach college courses, and several lecture or teach for other institutions. All administrators are involved with professional organizations that promote learning in their specific fields of endeavor. President David Smith has been exemplary in his commitment to a life of learning and professional involvement. He served as the president of the Adventist Association of Colleges and Universities (AACU) from 2007-2009, and is a member of the Nebraska Independent College Foundation. He attended Harvard Graduate Schoolâ&#x20AC;&#x2122;s Institute for Higher Education and successfully completed the Institute for Educational Management. Other memberships, professional awards, and authorships for Smith and other administrators are listed in detail in the Resource Room (4-2, Administrators vita, ERR). Allocating Financial Support: Administrators further demonstrate their respect for a life of learning through supporting specific budget policies that enhance

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opportunities for students to study. The proportion for instruction in the Educational and General budget increased from under 30% in 2000-2001 to 38% in 2008-09. Although it will be challenging to sustain that increase, the initial funding does give evidence of a high level of commitment to learning. POLICIES ENCOURAGE PROFESSIONAL DEVELOPMENT Annual Conference and Membership Funding: To support professional development, divisional budgets include an individual allowance for faculty members to attend professional conferences. This has increased significantly over the last nine years as shown in the table below: Since funding may be carried to the following year, in most disciplines this provides institutional funding for alternating annual attendance between a major national conference and a regional meeting. Academic Administration has also provided modest supplemental funds for the presentation of research at an additional conference.

Annual Faculty Conference Funding Year

01-02

02-03

03-04

04-05

05-06

06-07

07-08 08-09

Amount

$700

$750

$800

$850

$900

$950

Funding for membership in a professional association of the faculty memberâ&#x20AC;&#x2122;s choice is provided to all holding academic appointments. Forty-seven of 62 fulltime faculty and five part-time faculty members reported membership in at least one academic or professional organization. The Faculty Senate voted recently to ask the administration to subsidize more than one membership in professional organizations. The table below shows the actual expenses and funds budgeted for travel to professional conferences and for academic association membership fees between 2003-04 and 2007-08. A significant sum (about $18,000, or $60 per professor per year) was not used, suggesting the need for an increased emphasis on the importance of faculty participation in disciplinary, academic development, and pedagogical activities. These funds could be used alternatively for on-campus proceedings such as a lectureship series or pedagogical workshops. However, the surplus funds may diminish into insignificance, because the average number of conferences attended rose 29% between the first two years and last two years of the period.

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Professional Development Budgets and Expenditures 2003-2008

Budget

Actual

Unused Total

Unused per year

Convention Travel

$289,621

$217,699

$71,922

$14,384

Professional Memberships

$97,496

$78,566

$18,930

$3,786

Total

$387,117

$296,265

$90,852

$18,170

Research and Study Awards: During the last 10 years, internally-funded research awards were occasionally granted to faculty for pursuing research or creative activity in their fields of study. Some release time for scholarly activities has also been provided, and the first true faculty sabbatical in recent memory was granted in 2006 to a professor of English. It resulted in a full-length screenplay, “Ransom’s Notes,” and publication of a book for general audiences, Swimming Against the Current (Pacific Press, 2007). In addition to grants and leaves for research purposes, recognition and modest honoraria are given annually to those who have published or presented work to academic and general audiences (4-3 Honoraria, ERR). Doctorally-qualified Faculty and Encouraging a Life of Learning: As discussed in the Introduction, a decade ago both the institutional self-study and the report of the comprehensive visit expressed dissatisfaction with the low proportion of faculty holding doctoral or other terminal degrees. The table below shows the number and percentage of full-time teaching faculty members with doctoral degrees and the professorial ranks of faculty by divisions. Thirty-nine percent of full-time faculty members have doctoral degrees, the highest proportion being in the Division of Science and Mathematics at 80%. Another member of this division is expected to finish a doctoral degree in August 2009.

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Faculty Qualifications and Ranks, Spring 2009 Total Faculty

Doctoral Degree

Professor

Associate Professor

Assistant Professor

Instructor/ Lecturer

% Terminal Degrees by Division

80%

50%

Health Sciences - PA

50%

Human Development

38%

Humanities

30%

Religion

50%

81%

39%

35%

47%

13%

Division

Business & Computer Science

Fine Arts

Health Sciences â&#x20AC;&#x201C; HHP/IRR Health Sciences Nursing

Science & Mathematics

Total

Percent

Source: Academic Administration

Although only 39% of the full-time teaching faculty earned doctoral degrees, 82% of the faculty carry the rank of professor or associate professor. This high proportion reflects the long-standing policy that permitted initial rank assignments to consider professional experience outside academia, as well as the absence of a requirement for a doctorate or terminal degree as a condition for promotion to associate professor. Advanced Study Degrees for PA Faculty: Although only four full-time faculty members are listed for the graduate physician assistant (PA) program within the

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Division of Health Sciences, visiting lecturers with advanced degrees regularly teach in the program. In 2008 the program director completed a PhD, and in 2009 a clinical director with a terminal degree will replace one who without such a degree. The other core faculty members of the PA program include a physician with an MD and the outreach director with the terminal degree of the PA profession (MPAS). Two contract faculty members from the University of Nebraska in Lincoln, both with doctorates, teach the pharmacy course, and a doctorally-qualified biologist has been appointed, effective 2010, to teach human anatomy. In addition, there are over 70 guest lecturers who are all licensed physicians with MD or DO degrees. Policies to Encourage Doctoral Study: While the proportion of doctorallyqualified faculty remains low, in the context of the financial commitment to encouraging a life of learning three aspects should be noted. First, the college reimburses doctoral expenses for individuals who complete their doctorates without institutional sponsorship, including appointees with recent degrees. In 2008 the total eligible amount was raised from $15,000 to $24,000. Second, through individual encouragement and a policy that requires a terminal degree for promotion to full professorship, existing faculty members are encouraged to enter doctoral programs. Three faculty members, from the divisions of Humanities, Health Sciences, and Religion finished doctoral programs in 2008; another is expected in summer 2009. Third, to make such study possible, Union fully reimburses expenses for doctoral study in the teacherâ&#x20AC;&#x2122;s discipline (including preparatory coursework) that do not require extended absence from the campus. When more than one course is taken per semester, practice also often provides release time. On occasion, leaves of a full semester have been granted. As shown in the table below, for the five years between 2003 and 2008, educational reimbursements totaled $86,000 in addition to awards for self-financed doctorates. Beyond the actual dollar amounts, partial release time of at least 212 semester hours was granted to faculty members, both sponsored and unsponsored, to pursue advanced degrees in their fields.

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Advanced Study Funding and Release Time Division

Funding 2003-2008

Release Time in Semester Hours

Human Development

$2,964

Humanities

$5,029

Health Sciences Undergraduate

$4,865

Health Sciences - Graduate

$18,980

108

Religion

$8,775

Science and Mathematics

$14,968

Total

$86,051

212

Source: Academic Administration

FACULTY AND STAFF DEMONSTRATE INTEREST IN A LIFE OF LEARNING Faculty participation in a life of learning extends from the narrow confines of oneâ&#x20AC;&#x2122;s discipline or sub-discipline to faculty development, especially pedagogy. Evidence of actual faculty participation in the life of learning is found in the summary of activities presented in the table below. In addition, a review of the Faculty Senate minutes from the last eight years indicates that approximately 50% of the issues chosen for discussion were related to faculty development and learning (4-4, Summary, Faculty Senate minutes, ERR).

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Scholarly Activity Reported by Faculty Activity

200304

200405

200506

200607

200708

Professional Meetings Attended

Papers/Edited Chapters Published

Professional Meeting Presentations

Books Published

Non-Conference Presentations

Source: Academic Administration

Broad-Spectrum Faculty Development: At the beginning of the decade, formal faculty development chiefly took place during the August Colloquium, under the sponsorship of the Faculty Senateâ&#x20AC;&#x2122;s Colloquium Committee. In 2008, this evolved into a two-day workshop conducted by a well-recognized faculty developer. Additional workshops conducted by guest speakers have recently been sponsored by Academic Administration in the spring. Informal monthly academic convocations with presentations by scholars on intellectual or academic topics have been conducted for a number of years. While some of these are for general audiences, others have a narrower focus. Both faculty and students are invited to attend these presentations. After the Class of â&#x20AC;&#x2122;57 established a modest endowment for faculty development, the Vice President for Academic Administration aspired to establish a center directed by a professor who would be granted release time to identify the greatest development needs; schedule speakers, workshops, and discussion groups; offer small grants for pedagogical improvement; and arrange mentoring for teachers who desire guidance. Unfortunately, the downturn in enrollment precluded the additional funding necessary for such a program. If it proves impossible to create a formal center, the most likely alternative currently under exploration is the establishment of a small committee willing to shoulder a less ambitious undertaking.

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Contributions to the Discovery and Dissemination of Knowledge: Like many other small institutions, Union considers effective teaching to be the primary responsibility of each faculty member. This should not preclude scholarship, though given the relatively low proportion of doctorally-qualified faculty and the infrequency of regular sabbaticals, faculty contributions in many fields will likely emphasize the scholarship of application, learning, and teaching rather than discovery. Nevertheless, both the administration and many faculty members recognize the importance of scholarship. The proposed Administrative Manual and Faculty Handbook affirms (Section F 4.2) that faculty members who seek promotion to associate professor or professor should become discoverers of knowledge and scholars of learning. More significantly, in recent years there has been a significant increase in research, as evidenced by the number of presentations at professional meetings as well as for general audiences. A partial list of presentations given by faculty in the last two years includes the following: • J oseph Allison, “Enhancing the Instructional Quality of Freshmen Students,” Clute Institute for Academic Research, 2007 TLC Conference. • Kathy Bollinger, “Biographies: Stories of Achievements in Lands of Opportunity!” International Reading Association and Southwest International Reading Association, Little Rock, Arkansas, Nov 15, 2007 and “Presenting the Protagonist,” Nebraska State Reading Conference, 2008. • Jeff Joiner, “Politically Charged Issues in Nursing Education,” SDA Nurse Educators Conference, Pacific Union College, Angwin, CA., 2007. • Malcolm Russell, “The Hasso Brothers and the Birth of Modern Retailing in Iraq,” Economic and Business Historical Society Annual Convention, Pittsburgh, PA, 2006; “The Clash of Cultures: Conflicts between the World Views of the Secular US and Islamic Middle East,” Union College, 2007; and “Reading the Quran: What the Muslim Holy Book Really Says,” Assembly Lecture Series, Southwestern Adventist University, 2008. • Three of the four biologists, Veneracion Cabana, Salvador Moguel, and Benjamin Thornton, have given presentations at local and national conferences sponsored by their respective professional societies. • Research also results in publications, some narrowly academic, others popular. A partial list of recent publications includes the following: Tanya Cochran, “Buffy the Vampire Slayer and the Quest Story: Revising the Hero, Reshaping the Myth” in Sith, Slayers, Stargates + Cyborgs: Modern Mythology in the New Millennium. Eds. John Perlich and David Whitt. New York: Peter Lang, 2008. 134-69. • Michael Huckabee, Ph.D. with Daniel Wheeler, Ph.D. “Defining Leadership Training for Physician Assistant Education,” Journal of Physician Assistant Education (2008) 19(1):26-31.

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• N icholas Madhiri, “Reorganization energies of TEMPO dot/TEMPO+ in water” in the Journal of Electroanalytical Chemistry (2008) 621: 129–133. • Mark Robison, “Recreation in World War I and the Practice of Play in One of Ours,” Cather Studies Volume 6: History, Memory, and War, University of Nebraska Press, 2006. A more complete list of presentations and publications by faculty and staff is included in the resource room (4-5, Faculty publications and presentations, ERR). RISING EXPECTATIONS OF FACULTY PROFESSIONALISM As noted in Chapter Three in the response to Core Component 3c, both the Faculty Senate and the administration have acted to support greater expectations of faculty professional accomplishments. The proposed revisions to the Faculty Handbook, already discussed in Academic Council, envisage a substantial evaluation of a faculty member’s goals and performance at the end of three years, as well as stronger requirements for promotion and continuous appointment. In addition, faculty members granted continuous appointment will participate in periodic reviews of performance (sections 2.8 through 5.0). STAFF DEVELOPMENT EFFORTS Through the initiative of several staff members, a voluntary Office Manager’s Development Group was started in 2007 to exchange ideas and develop skills and abilities that would make the office managers more valuable to their departments. About 30 members meet monthly for presentations given by members or by guest speakers. The group held a half-day workshop in 2007 titled “Make a Difference,” and planned a day-long workshop for early summer 2009. Union also offers other forms of staff development: • M any staff members join professional organizations, and attend conventions, workshops, seminars and training sessions annually. Policy supports funding such staff development, depending on the level of responsibility (4-6, Examples of staff development, ERR). • Staff members regularly participate in Union’s Wellness Program (awarenessraising lectures regarding sleep, stress, recycling, healthy eating, etc.). • Since 2005, approximately 10% of staff members have chosen to enroll in free classes at Union. The administration finds it valuable to allow faculty and staff members to take a free class every year, partly because it connects them with the pursuit of knowledge and skills. • Occasional financial assistance and release time has been provided for individuals with staff responsibilities to pursue graduate coursework.

128

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As more staff members express interest in professional development, Union’s administration is faced with the challenge of providing more options for fostering life-long learning and devising a plan for tracking participation. CURRICULAR INITIATIVES IN PURSUIT OF A LIFE OF LEARNING During the past decade, a number of initiatives have been taken to advance academic quality and encourage student learning. Some are treated elsewhere, for example raised admission standards in Chapter Three, Core Component 3c. Another notable initiative was the revision of the Union Scholars Honors Program, discussed in the same section. Student Research and Professional Involvement: Beyond student learning that results from coursework (discussed in Criterion 3), several disciplines encourage student involvement in learning at a higher level, including participation in scientific research, attending professional conferences, presenting papers and posters, and publishing their research. Examples of specific conferences attended, research conducted, and publications authored or co-authored by students are listed in the Resource Room (4-7a, Student research, publications, ERR). As noted in Chapter 3, biology majors in particular engage in research, sometimes at off-campus locations including Loma Linda University, the University of Nebraska-Lincoln, and the University of Chicago. Their results have been presented at academic conferences, mostly at the Nebraska Academy of Sciences. Some have been published in peerreviewed journals. Given a culture that often views learning as a prelude to action, it is not surprising that students attend professional conferences as part of their academic preparation or their on-campus employment. For example, communication students attend local presentations of the International Association of Business Communicators. In 2008, the communication program initiated the only student chapter of the organization in Nebraska. Several communication students also join their professors at the annual conventions of the Society of Adventist Communicators. In the past five years, three Union students have been selected for its board. The focus of the communication program is writing, and for the past decade communication students in the courses College Writing I, Editing, and Magazine Writing have published a minimum of 15 articles a year in various magazines. Communication professors help students publish as often as possible, as is illustrated by the achievements of students enrolled in one editing course in 2008. They published eight articles in denominational magazines for youth, and an additional eight articles in Mid-America Outlook, the denomination’s regional paper.

129

A junior communication major’s class project resulted in a $6,000 National Endowment for the Humanities grant to the Ella Johnson Crandall Memorial Library. The student’s proposal reflected close cooperation with the library director; the grant will assist the preservation of the Heritage Room collection.

Criterion 4

Upper division mathematics education majors have regularly attended the annual meeting of the Council of Teachers of Mathematics, and senior education majors participated in the denomination’s triennial North American Division Teachers Convention in 2006. Student workers in the office of Advancement have attended fundraising and philanthropy conferences, and the Campus Ministries leadership team annually attends the North American Division Campus Ministries Convention and the Willow Creek Leadership Training Seminar alternate years. Clearly, not every student presents research, attends a professional conference, or publishes for general audiences. However, given the size of the student body and the multiple campus connections, most upper division students learn alongside students who have presented, thus strengthening their sense of interaction with the wider academic and professional worlds. Graduate Students Embrace Life-Long Learning: The physician assistant (PA) program offers Union’s only graduate degree, the Master of Physician Assistant Studies (MPAS). Faculty members in the PA program are engaged in graduatelevel research that sometimes involves student participation. In addition, each PA student completes a research review, the Capstone project, as a requirement for the degree. The PA program makes a special effort to use the field of medical ethics as a fulcrum to broaden the students’ intellectual inquiry, for example, engaging them in discussions on the implications of Aristotle, Epicurean thought, Hippocrates, C. S. Lewis’ The Abolition of Man, or historical events such as the Dred Scott Decision. PA students also attend seminars offered in the community such as the BryanLGH Seminar on Medical Ethics. Guest lecturers from across the campus and from the community participate in the ethics course, substantially broadening the body of knowledge well beyond the level expected of PA programs. A spring 2008 survey of PA alumni shows graduates continue to engage in professional development (4-7b, PA Alumni Survey, HRR). The results indicate that among the 67 respondents (29 masters, 1 Ph.D.), 60% attend one or two conferences a year, and 6% attend more than seven conferences in a year. In addition, 40% read research papers often, 49% implement the findings, and 16% collect research data. Seventy-nine percent attend continuing education courses. A full 66% achieved leadership positions within the first three years after graduation. This data suggests that the PA program establishes a knowledge base on which students develop depth of expertise and continue a life of learning in their chosen profession. Celebration of Student Accomplishments: Students with commendable achievement in their coursework are recognized with the dean’s list each semester

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and at graduation designations indicate cum laude. Union Scholars are also noted, with the titles of their research projects.

CORE COMPONENT 4B: THE ORGANIZATION DEMONSTRATES THAT ACQUISITION OF A BREADTH OF KNOWLEDGE AND SKILLS AND THE EXERCISE OF INTELLECTUAL INQUIRY ARE INTEGRAL TO ITS EDUCATIONAL PROGRAMS. THE GENERAL EDUCATION PROGRAM: LEAD@UNION: The strongest and clearest demonstration that the acquisition of a breadth of knowledge and skills are integral to the educational mission is the continued commitment to general education, known as LEAD@Union, the acronym reflecting the broad purposes of the curriculum, Lifetime Education and Active Discipleship. While a philosophical statement and specific goals orient the program, in structure it is primarily distributive, and reflects a traditional emphasis on the liberal arts disciplines. It requires 59 semester hours for BA candidates, and 53 for BS students, the formal difference being a foreign language for the BA. The most distinctive feature to an external evaluator may be the requirement of 12 semester hours in religion and ethics. This reflects both the spirit of the collegeâ&#x20AC;&#x2122;s mission and the guidelines of the sponsoring denomination. General education is the responsibility of the LEAD/GE Committee, whose membership includes 10% of the teaching faculty plus several students and administrators. Three recent initiatives by the LEAD/GE Committee merit attention in regard to intellectual inquiry. One initiative sought to strengthen the effectiveness of the writing-intensive (WR) courses taught within the various disciplines; three WR courses are required for graduation. The committee established its authority to designate such courses, reviewed them all, and limited eligibility for them so that most are now smaller, upper division courses. The committee also created common expectations regarding the writing required in WR courses, limited their enrollment, and sponsored a workshop for their faculty. A second initiative reviewed the computing requirement. After determining that the content of a commonly-taken first-year course lacked the rigor appropriate to college, the committee removed the course from the requirements and replaced it with a more suitable course.

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The third and broadest initiative seeks to ensure the assessment of student learning, and, further, that evidence gained from assessment will result in improvement. The report of the 1999 NCA considered the lack of general education assessment a matter of concern; it also noted a divergence between the goals of the general education program, with references to life-long learning, and the two-year nature of most requirements. These combined considerations prompted the most recent review of the program’s goals—a review that was heavily influenced by two reports from the Association of American Colleges and Universities (AACU). Combining the qualities that employers find important in college graduates (as determined by Peter Hart Research Associates) with the Essential Learning Outcomes of the AACU’s “College Learning for the New Global Century”, the LEAD Committee revised the goals for the program (4-8, LEAD student learning goals, ERR). Then, recognizing the benefit of distinctive assessment for general education courses, the committee moved to establish objectives for each segment of the LEAD requirements. This is currently being addressed by the committee and should be completed early in the 2009-10 academic year. Course assessment of many LEAD courses already exists, as part of the general assessment program, though in multi-purpose courses the goals being assessed might be aimed at students majoring in the discipline, rather than for general education purposes. In late 2008, the LEAD/General Education Committee therefore adopted a process for establishing goals, objectives, and measures for each category of general education. Due to the very mixed reviews on other campuses of the existing commercial testing tools, the committee is cooperating with the faculty of the relevant disciplines to develop measurable learner outcomes and determine the tools to measure them, as indicated by the policies and procedures adopted by the committee (4-9, LEAD assessment plan guidelines, ERR). Aside from foundational composition and math elements, there is wide variation among disciplines as to when LEAD courses are actually taken. With their smaller requirements for a major, students in the traditional liberal arts disciplines more conveniently spread the requirements over four academic years. However, the more professionally-oriented programs such as education and nursing inevitably find it necessary to devote the senior year largely to courses, internships, and other experiences in the major.

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For the future, the LEAD/GE Committee recognizes four tasks: • T o use assessment data systematically for goal strengthening and course redesign; • To continue building faculty and student support for general education; • To consider whether significant co-curricular international experience may satisfy one or more requirements; • To connect the critical thinking goals of LEAD with those that disciplines have within the curricula for majors Student Wellness: Adventism strongly influences another category of general education, exercise and wellness. In the context of broad personal development, and believing that effective acquisition of knowledge and skills is correlated with a healthy lifestyle, all students are required to take four hours of Health and Human Performance or other activity courses. The most foundational is HHPA 155 Concepts of Wellness, which provides classroom and practical experiences designed to encourage healthy eating, proper exercise, and the emotional and spiritual wellness concepts desirable for optimal lifespan and well-being. Teaching wellness concepts is particularly important in view of the current awareness by the general public of the health advantages of the Adventist lifestyle. The Concepts of Wellness course accomplishes this through a variety of activities including a semester-long exercise program, a health-related behavior modification project, and fitness testing. CO-CURRICULAR STUDENT ACTIVITIES PROMOTE A LIFE OF LEARNING Spiritual Development Essential to Union’s Life of Learning: The mission, vision, and core values statements clearly indicate a strong commitment to fostering a spiritual life on campus. Phrases such as “a passionately Christ-centered community,” “prepare to influence the future with faith,” and “Life is best experienced by serving God, applying a biblical worldview and sharing God’s love with others,” are not mere linguistic nods to the sponsoring denomination. The President’s welcome on the college website states clearly that Union provides a strong framework for making wise spiritual decisions, and that students participate widely in campus religious activities. Promoting spiritual development among students (as well as the community of administrators, faculty and staff) forms an essential element of Union’s educational purpose. This impacts the general education curriculum, but is manifested most broadly by activities sponsored by Campus Ministries. Seventh-day Adventists believe in setting aside ordinary activities 24 hours each week (sunset on Friday to sunset on Saturday) when time is devoted to worship, study of the Bible, fellowship, and service. This concept of “Sabbath Rest,” a pause

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amidst a busy schedule, is an important aspect of training students to achieve a balanced lifestyle and to function effectively in a stressful world. This understanding of the Sabbath serves naturally to strengthen the religious mission of the college. Strong student commitment to religious growth is reflected in the results from the 2008 NSSE survey. Both freshmen and seniors scored significantly higher (p<0.001) in the items pertaining to spirituality than did students nationally or at regional peer institutions. (Comparative figures from other Adventist institutions that participate in NSSE would be interesting, but are not available). It is gratifying that contrary to national trends there is no reported diminishing of the sense of spirituality, although a decline in participation in religious activities by seniors is hardly welcome. NSSE Results Confirm a Deeper Student Spirituality Survey Statements

6c Participated in activities to enhance your spirituality (worship, meditation, prayer, etc.)

11p Developing a deepened sense of spirituality

Institution

Freshman

Senior

Union College

3.6

3.08

Plains Private

2.29

2.22

Nationwide

2.06

2.11

Union College

3.25

3.29

Plains Private

2.32

2.26

Nationwide

2.15

1.96

The 2008 Self-study Survey confirms the general tenor of these results. More than 78% of students and 80% of alumni agreed that their experience at Union had strengthened their religious convictions (question 31). Likewise, 84% of students and 86% of alumni agreed that the college encouraged them to practice their faith in practical ways (question 65). Although some students do not choose to participate in campus spiritual life, the over-all results lend continuing support to the comment included in the President’s “Welcome to Union” that “Adventist young people often leave the church after attending college, but we find that’s not true at Union. Five years after graduation most young alumni are very involved with their local church and continuing their spiritual growth.”

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College Experiences Strengthen Faith, Convictions 2008 Self-study Survey

31 My experience at Union College strengthens my religious convictions.

65 Union College encourages me to practice my faith in practical ways.

Response

Students

Alumni

Strongly Agree

31%

41%

Agree

47%

40%

Disagree

13%

14%

Strongly Disagree

No Response

Strongly Agree

35%

49%

Agree

49%

38%

Disagree

10%

Strongly Disagree

No Response

Source: Self-study Survey

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Student Leadership in Campus Ministries: Union’s students have the opportunity to serve as volunteers overseas or around North America through the Student Missions Program and the Adventist Volunteer Service Corps sponsored locally by the Campus Ministries office. Nearly all who participate find the experience enlarges their world view. The experience influences students’ future educational and occupational decisions, and inculcates a sense of responsibility not only to one’s self but to diverse societies. Because these two programs are locally studentled, their presence on the campus promotes leadership by the undergraduates who coordinate them. In this they are not unique: on average, Union’s students lead out in over 60 different programs and projects during the school year, both local and international. These include planning, organizing, and often participating in • p lanning weekly religious activities for Friday evening and on Saturday, including V2 (a spiritual meeting with a student speaker); • the weekly chapel services; • a woman’s club focusing on abstinence called Virtuous Women. To develop a leadership cadre to support its many activities, Campus Ministries conducts a training and development program at the beginning of each school year. The Performing Arts: Another area of student learning involves participation in music, art, and drama performances. Students perform with Union’s Concert Winds, the Brass Union, the Chamber Orchestra, or several vocal groups including the Unionaires and The Twelve. Senior students display their artwork during rotating shows in the McClelland Gallery located in the Ortner Center. Student actors and actresses from across the disciplines work together in drama presentations. “I Never Saw Another Butterfly” (2008) and Shakespeare’s “The Tempest” (2009) were the most recent productions. Student Activities: The connections between learning and developing creative ideas are deliberately strengthened through a wide variety of activities sponsored by the Vice President for Student Services. These extra-curricular activities and residence hall experiences are designed to foster leadership development, since through their service and leadership graduates will influence society. Opportunities to participate in leadership are found in the following student-initiated activities: • A ssociated Student Body (ASB) officers plan weekly Saturday night social activities as well as events of a more intellectual, cultural or academic nature. • Students officiate, plan and organize events in the intramural sports program. • The officers of 16 discipline-related clubs plan 5-8 events per year.

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• Th e International Club is annually an active proponent of understanding diversity on campus. • Residence hall assistants receive leadership training before the start of the academic year. • Peer Advisors who mentor freshmen their first week on campus and sometimes throughout the year experience a training prior to freshmen orientation. • Leadership class students cover a variety of topics during their lunchtime discussion groups. • Student Services has sponsored or co-sponsored convocations on a variety of topics, from culture and media to racial profiling. Just prior to the U.S. invasion of Iraq, a voluntary “learn-in” entitled “Between Iraq and a Hard Place” drew 200 students and faculty (about one-fifth of the school) to give 52 speeches in a civil manner on what was transpiring and what should transpire. Two student-led clubs sponsored by Union specifically address issues of social responsibility: Amnesty International and the Peace and Social Justice Club. For 13 years, the campus chapter of Amnesty International, the largest chapter in the State of Nebraska, has worked on campus to raise awareness of issues to which the Seventh-day Adventist Church has a historical affinity, such as ending torture, increasing religious freedom, and supporting conscientious objectors. Between 25 and 35 students join each year and meet weekly to write letters supporting non-violent political prisoners around the world. The group has also hosted statewide Amnesty conventions, sponsored visiting speakers, screened films, and held discussions on ethical topics. While Amnesty International looks outside the borders of the United States, the Peace and Social Justice Club focuses on the Lincoln community. Members are divided into teams based on issues they select, including discrimination, domestic violence, and sex trafficking. The teams work locally to raise awareness and support efforts to solve these major world problems. THE LEARNING ENVIRONMENT OF CAMPUS EMPLOYMENT: There is a long tradition of students holding part-time jobs on the campus. Before the growth of federal grants and loans, many students sought to finance a significant portion of their educational expenses through labor, and the college sought directly or indirectly to operate industries that provided semi-skilled work opportunities, including a print shop and furniture factory. Decades later, the industries are gone, Lincoln enjoys relatively low unemployment, and wages across town exceed college rates of pay. Nevertheless, most students still seek and obtain campus employment. The table below demonstrates that student responses to the 2008 NSSE regarding

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campus employment were significantly higher (p<0.001) at Union than at peer institutions or nationally. Partly in response to the student desire for jobs, very little out-sourcing takes place. The college operates its own plant service, grounds department, janitorial operation, and food service. Union Students Seek More Campus Jobs 2008 NSSE Survey Results Statements

9b Working for pay on campus

Institution

Freshmen

Senior

Union College

3.47

2.57

Plains Private

1.63

1.82

Nationwide

1.55

1.79

These employment opportunities give students a breadth of knowledge not usually obtained in the classroom setting. For example, in the Division of Science and Mathematics students are employed as teaching assistants for laboratory-based courses under the supervision of the professor. Such employment not only develops self-confidence and provides leadership opportunities that will be useful in future lifework, it also provides opportunities for deeper understanding of the laboratory class they teach. It embodies the truth that “the best way to learn is to teach.” On an entirely different spectrum, alumni anecdotes relate that conversations with work supervisors frequently proved valuable or even critical in developing a spiritual philosophy and perspective on life. Campus Athletics: While student athletes enjoy the competition of intercollegiate basketball, volleyball, and golf, for several reasons Union does not hold membership in the National Association of Intercollegiate Athletics. Games are scheduled on a non-league basis with other independents, by coaches whose primary responsibilities at the college lie elsewhere. The Athletic Committee maintains overall authority for the sports, and the council and its coaches have developed strong and consistent approaches to sportsmanship and academics. The latter requires athletes to maintain a 2.50 GPA to play, a standard not matched by campus music, drama, and recruiting activities. While the low-key approach to intercollegiate sports may discourage athletes from applying to Union, it meets the expectations of those who enroll. Indeed, as measured by the 2007 Noel-Levitz survey, student satisfaction with the statement “The intercollegiate athletic programs contribute to a strong sense of school spirit” exceeded its importance (item 24).

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All students, staff, and faculty may participate in organized co-curricular recreation leagues. During the 2007-2008 school year, there were 315 participants in organized leagues, about 30% of the students enrolled. In addition to the exercise gained through participation, students grow their leadership abilities as team captains or by assisting in the leagues’ operations while health and human performance students assume active roles in the administration of the intramural sports program. Student satisfaction with intramural sports also exceeded its importance in the 2007 NoelLevitz survey (item 9). INTERNSHIPS AND PRECEPTORSHIPS Participation in internships, preceptorships or similar positions is an effective way of exposing students to professional life. Most programs require graduates to have completed some type of internship, to ensure that students have gained experience in the professional world to accompany their competence in their field of study. When compared to those responding to the 2008 NSSE from similar institutions, a higher percentage of Union seniors had participated in a practicum, internship, field experience, co-op experience, or clinical assignment. Though perhaps a consequence of a higher concentration of students enrolled in programs such as nursing, business, and social work, the higher rate of participation both reflects the Union culture and strengthens it. Learning at Union is consciously preparation for performance and employment, which in turn provides an additional motivation for study. The Division of Business and Computer Science has been a campus leader in documenting the results of internships and evaluating the feedback from their participants. This data shows that both interns and their employers indicate a high level of satisfaction with the process. Students consistently rate being an intern is one of the most beneficial learning experiences. Employer evaluations rate interns “Above Average” or “Superior” 90% of the time. Employer comments have also included specific positive comments on the academic preparation of student interns. Because this information comes from the workplace, this feedback provides a valued test of the program’s quality.

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CORE COMPONENT 4C: THE ORGANIZATION ASSESSES THE USEFULNESS OF ITS CURRICULA TO STUDENTS WHO WILL LIVE AND WORK IN A GLOBAL, DIVERSE, AND TECHNOLOGICAL SOCIETY. Through the interaction of its curricular and co-curricular experiences, Union seeks to prepare students to live and work in a global, diverse, and technological society. Besides the direct assessment of student learning in individual courses, the appropriateness of college curricula depends primarily on faculty evaluation, based on multiple sources of evidence. This is supplemented by administrative support and overview. Union’s particular programs and small size provide valuable opportunities to develop relationships with students and faculty from other cultures. The resulting understanding is strengthened by curricular and co-curricular experiences outside the United States. EVALUATING CURRICULAR USEFULNESS IN A COMPLEX WORLD Along with course and program assessment discussed in Chapter 3, Core Component 3a, two important sources of evidence about the effectiveness of the curricula are program reviews and comparative data from the NSSE and NoelLevitz surveys. Program reviews focus on multiple sources of information about the desired direction of curricular change, from alumni satisfaction with their courses to anticipated trends within the discipline. As a result, each completed program review recommended changes related to course effectiveness: • Th e communication program review (2005) resulted in a revised departmental focus and the deletion of four courses because of redundancy in content. A course in Intercultural Communication was added to better prepare students for global and diverse work settings. • For their program review, the graphics arts faculty surveyed alumni about the perceived relevance of graphic arts curricula to their current work settings. Feedback led to a restructuring of the curriculum: four courses were dropped from the major while six new courses were added. Of these additions, four involve the use of digital and/or computer technology. • A program review conducted by the health and human performance faculty led to a revision of courses and redistribution of teaching loads. A more efficient structuring of courses allowed the program to offer two new courses and a new fitness and wellness major.

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â&#x20AC;˘ Th e biology program review (2008) led to adjustments in a number of courses aimed at more focused course offerings. Two examples are the separation of cell biology from cell and molecular biology and the separation of the origins class for science and non-science majors. The latter change will offer biology majors a more detailed study of the issues regarding origins. Both changes reflect the needs of students preparing for a more complex world. CURRICULAR EVALUATION THROUGH SURVEY RESULTS A comparison of the data from Noel-Levitz surveys in 2005 and 2007 shows a substantial decline in the gap between importance and satisfaction on three items pertaining to diversity and technology. This improvement coincided with the early efforts of the multicultural committee as well as greater faculty facility with software after the installation of hardware in more classrooms and an emphasis on technology by a short-term faculty instructional technology committee. Progress Coinciding with Institutional Efforts Noel-Levitz Survey Items

Gap in 2005

Gap in 2007

62 There is a strong commitment to racial harmony on this campus

0.93

0.54

81 The use of technology in the classroom helps me to learn better

1.35

0.64

82 Union College professors use technology well in my classes

0.90

0.68

Source: Noel-Levitz Year-to-Year Report

A variety of responses to the 2008 NSSE presented in the table below suggest that students are open to diverse perspectives, engage those of other cultures and ethnicities, and adapt technologically. Union students display a great readiness to interact with others, whether working with faculty and staff members or attending social, cultural, intellectual, and other campus events. These all appear qualities essential for living in a complex, multi-cultural world. Finally, Union students express a significantly higher level of satisfaction with their entire educational experience than students at peer institutions and nationwide (p<0.05).

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Criterion 4

Student Responses to Diversity, Technology, and Working Together 2008 NSSE Statements 1e Included diverse perspectives (different races, religions, genders, political beliefs, etc.) in class discussions or writing assignments 1l Used an electronic medium (listserv, chat group, Internet, instant messaging, etc.) to discuss or complete an assignment

1u Had serious conversations with students of a different race or ethnicity than your own 1s Worked with faculty members on activities other than coursework (committees, orientation, student life activities, etc.) 3b Number of books read on your own (not assigned) for personal enjoyment or academic enrichment 10c Encouraging contact among students from different economic, social, and racial backgrounds 10f Attending campus events and activities (special speakers, cultural performances, athletic events, etc.)

13 How would you evaluate your entire education experience at this institution?

Freshmen

Senior

Union College

2.91

2.95

Plains Private

2.84

2.93

Nationwide

2.78

2.81

Union College

2.43

3.01

Plains Private

2.63

2.79

Nation-wide

2.59

2.82

Union College

2.87

2.61

Plains Private

2.47

2.53

Nation-wide

2.60

2.67

Union College

1.97

2.03

Plains Private

1.65

1.87

Nationwide

1.64

1.84

Union College

2.45

2.13

Plains Private

2.13

2.15

Nation-wide

2.06

2.19

Union College

3.06

2.69

Plains Private

2.79

2.61

Nation-wide

2.70

2.50

Union College

3.54

3.18

Plains Private

2.63

2.55

Nation-wide

2.84

2.61

Union College

3.26

3.43

Plains Private

3.33

3.31

Nation-wide

3.19

3.21

Source: 2008 NSSE

Confirming the data above, the responses from the 2008 Self-study Survey support the conclusions that students feel prepared to live and work in a diverse and technologically complex world. In response to the assertion, “Union College

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encourages me to get along with people from various backgrounds” 90% of the more than 200 student respondents agreed. To the statement “My experience at Union College encourages me to get along with people whose opinions are different than mine,” almost 90% agreed, and a lower but still highly positive proportion (83%) agreed that their experiences at Union encouraged them to serve outside their comfort zones. Eighty-seven percent agreed that service opportunities at Union College were a valuable part of their education. Responses informed by experience come from alumni. Of the nearly 300 alumni who responded to a 2008 survey, 83% agreed that their coursework enabled them to live and work in a global society. An even larger majority (92%) agreed that their experiences at Union encouraged them to get along with people of various backgrounds, while 84% agreed that coursework at Union enabled them to live and work in a technological society. These data indicate the usefulness of Union’s curricula to prepare students to work in a global, diverse, and technological society after graduation (questions 60, 28, 61). Through Campus Ministries, a number of students take a year off from course work to serve as international volunteers; 25 students served in Central and South America, Africa, Europe, Asia, and the South Pacific during 2007-2008 (see Core Component 5c). Very likely, one-quarter of all graduates have had significant academic involvement abroad, but patterns differ annually and records are difficult to maintain for such widely different and often individual experiences. Similarly, aside from those in individual courses, assessments have not been formally conducted to document the value of these programs on the students’ preparation to live and work in a global, diverse, and technological society. Evaluating Trends in Student Learning: Comparing the 2008 NSSE results with those of 2006 provides a sense of trends in student learning. The 2006 responses had displayed an almost bimodal distribution of student opinion, with first-year students often reporting levels of academic engagement below national averages, while seniors compared favorably. Presentations at General Assembly, Academic Council, and elsewhere drew attention to data that portrayed challenges at the freshman level, but otherwise seemed open to diametrically opposed interpretations. In the absence of longitudinal data, optimists suggested that Union transformed rather unimpressive freshmen into outstanding seniors. Realists argued that attrition weeded out those who found they did not share the academic, community and spiritual values of the campus. The 2008 results complicate both interpretations of the dynamic forces. Faculty apparently raised the standards for learning (or communicated better the standards

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they did have), because freshmen reported higher levels of integration and diverse perspectives in their work (items 1d, 1e, and 1i). On a scale of 1-7, these students were also far more likely to report that they examined the strengths and weaknesses of their own views on a topic, the score rising from 2.21 to 2.89, surpassing the national score of 2.6 (item 6d). On the other hand, in contrast to seniors, freshmen responses still ranked lower than nationally for “solving complex realworld problems,” and thinking critically (items 11e, 11l). This evidence of student learning is being used presently in several ways. To communicate better a sense of academic seriousness, New Student Orientation will incorporate sessions with advisors and a stronger academic tone. Academic Council and the LEAD/General Education Committee have placed discussion of a formal first-year experience or alternative ways to reach the same goal. The 2006 results apparently encouraged higher levels of faculty expectation and of student learning in some courses. However, important gaps compared to peers still remain. As assessment continues, over time it will offer opportunities for even greater academic achievement, if faculty, students, and administration will seize them.

CORE COMPONENT 4D: THE ORGANIZATION PROVIDES SUPPORT TO ENSURE THAT FACULTY, STUDENTS AND STAFF ACQUIRE, DISCOVER, AND APPLY KNOWLEDGE RESPONSIBLY. Union supports the responsible acquisition, discovery, and application of knowledge through creating and adhering to policies and guidelines, offering appropriate training and education, actively preventing ethical breaches, and modeling ethical behavior. The institutional commitment is reflected in the concept of integrity outlined in the vision statement, and is the natural outgrowth of several of core values, including discipleship and stewardship. Evidence that the college has successfully integrated support for the responsible incorporation of knowledge into its curriculum and the working environments of employees and students is provided by both survey data and policy. Responding to the 2008 Self-study Survey, majorities of 92% or more of each group surveyed-alumni, employees, and students--agreed or strongly agreed that “Union College encourages me to act with integrity” (4-10, 2008 Self-study Survey, question 64, ERR). The high level of expected integrity and the perceived rarity of ethical breaches at Union is undoubtedly an institutional strength. At the same time, however, the

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infrequency of ethical breaches has created a weakness: for too long the college neglected the adoption and publishing of formal policies stipulating specific behaviors. Fortunately, significant advancements have been made since the last accreditation cycle to ensure that the responsible and ethical behavior practiced across campus is clarified in policies and documented. POLICIES AND GUIDELINES REQUIRING ETHICAL TREATMENT OF KNOWLEDGE Becoming part of the Union College family is predicated on agreement with codes of honesty, integrity, and ethical conduct. For students, this begins with the application for admission. Students must agree in writing that they will “maintain a lifestyle of moral purity” and “practice honesty in all aspects of life.” These agreements are reinforced and extended by a statement on integrity of scholarship in the Bulletin (p. 13) which declares that the campus community values ethical standards inspired by both Christian and scholarly principles, and requires students and faculty to exhibit integrity and truth in all academic endeavors. Academic Integrity: The inclusion of academic honesty statements in syllabi is important because each semester they provide a reminder of college-wide policies and may be fine-tuned for discipline-specific issues and definitions. The Vice President for Academic Administration requests each professor to include a statement on plagiarism in every syllabus. A simple survey of syllabi from each division revealed 80% compliance with this directive; of the syllabi that did not comply, some may not require a plagiarism statement because of the nature of the course. Others are from adjunct instructors who apparently overlooked that part of the syllabus guidelines. The vice president has committed his office to check all syllabi each semester and will raise the issue with individual faculty members who do not include such statements. The Bulletin outlines possible consequences of academic dishonesty. However, there are currently no faculty training sessions regarding its prevention. The LEAD/ GE Committee has held discussions on the topic of constructing assignments in ways that make plagiarism impractical, but so far no formal action has been taken. Meanwhile, individual professors and programs address the transgression of academic integrity as they deem appropriate, with an incident or two reported annually to the Vice President for Academic Administration. For example, the PA program reported rare instances where lack of integrity was suspected (for example, lying on an application which resulted in the termination of an enrolled student).

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Intellectual Property: The college presently lacks a published policy regarding copyright or patent of works and inventions created by employees or students. However, it has not faced any disputes regarding the ownership of intellectual property, and the new Administrative Manual and Faculty Handbook should address the issue. Past practice observed the U.S. legal concept (USC 17) of the institution’s retaining rights to works created for hire while faculty and staff retained rights to works not specifically created within the scope of their employment. For example, when a new employee wrote Crafting a Culture: a Guide to Successful Campus Ministries (2006) to fulfill part of her Campus Ministries job description, the college retained copyright as a work for hire. However, a faculty member’s publication Swimming Against the Current: Living for the God You Love (2007) remains the property of the author despite being written during a fully-funded sabbatical. While the college has successfully navigated intellectual property issues to this point, formal policies regarding ownership of copyright and patents should be created and published. Reinforcing Responsibility through Coursework: As is common in higher education, courses frequently reinforce ethical considerations regarding the acquisition and use of knowledge. Disciplines commonly incorporate discussions of ethics into their classes, and some courses are dedicated entirely to ethical issues, such as Christian Ethics (RELT 305), Business Ethics (BUAD 405), Christian Healthcare and Bioethics (RELP 439) and Applied Medical Ethics (PHAS 542). In a more direct sense, other courses directly address expectations of right and wrong. For example, College Writing I and II (ENGL 111 and 112) reinforce expectations of academic honesty; they also introduce considerations of research ethics and academic freedom to new students. In particular, College Writing II integrates discussions of plagiarism, copyright, and citation while students are guided through the process of writing a research paper, including using library resources, style guides, and conducting original research. As an expression of their Christian and Adventist philosophy of education, programs in several disciplines extend the consideration of ethical issues beyond a single course. The Division of Business and Computer Science provides a good example of this broader approach. Building on the division’s mission statement, its assessment plan requires Business Ethics (BUAD 405) for all business majors. Moreover, it expects faculty to • I ncorporate Christian ethics into the curriculum, including addressing ethical issues in at least two classes in each major; • Track the classes that intentionally include discussions of ethics to ensure their goal is met;

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Criterion 4

• T reat students in a fair and ethical manner and incorporate ethics into the curriculum; • Achieve a score of 4.5/5 or higher on questions relating to fair treatment on student evaluations. Reinforcement through the Worksite: In a 2008 survey of staff who employed students, respondents indicated that they addressed professional ethics with their student workers. All but one included ethics in the initial training and orientation, more than half required students to sign a code of ethics, and over three quarters followed up the initial training with subsequent conversations. Only two campus areas reported an ethical breach in the last five years (4-11, Student worker ethics, ERR). ACTIVELY PREVENTING MISUSE Two internal review boards provide support and oversight of students and faculty engaged in research that requires living test subjects. Since Union is not a research university and most faculty and student research projects do not routinely use live subjects, these boards meet only as needed. The Human Subjects Review Board (HSRB) first officially convened in the 2007-2008 school year after a decade of less formal oversight. The board educates researchers on ethical standards and practices, requires all related research to be reviewed and documented, helps protect the school from legal challenges through adherence to recognized codes of conduct, and fulfills a requirement placed on researchers by publications and grants. The policy manual and application form used by the HSRB is available to faculty, staff, and students online. In addition, the faculty chair of the HSRB actively informs faculty about the board’s purpose and guidelines (4-12, HSRB manual, ERR). The Animal Research Board has a longer history at Union. During the late 1990s and early 2000s, the board oversaw cancer research conducted by a professor of biology and his research assistants that involved using mice as subjects. Since that professor left Union in 2006, minimal animal research has been done. However, the committee’s membership has recently been updated should a future need arise. The Information Systems department actively attempts to avoid the pitfalls of file sharing on campus. Information Systems restricts network protocols used by most peer-to-peer software. While this means students and employees cannot use these networks for sharing public domain or freely-licensed files, this decision has helped Union avoid the disruptive lawsuits many institutions have faced in the last decade. It also preserves bandwidth for higher-priority uses.

147

Criterion 4

Modeling Ethical Behavior: The responsible acquisition and application of knowledge cannot occur in a vacuum. The college expects its administrators, faculty, and staff to recognize that responsible behavior begins with the institution itself and must be exemplified by the application of appropriate policies and the systemic choices it makes. One recent example of a responsible decision made by faculty and administrators was the revision of admission requirements that raised the minimum ACT composite score for regular admission to 18 from the previous 16. Some areas of campus, such as the Advancement office, require all employees to read and sign a code of ethics annually whether or not they belong to the professional organization that developed the code.

THE ACQUISITION, DISCOVERY AND APPLICATION OF KNOWLEDGE AT UNION: AN EVALUATIVE SUMMARY SPECIFIC STRENGTHS OBSERVED DURING THE SELF-STUDY 1. During the past decade Union College demonstrated a commitment to acquiring, discovering, and applying knowledge. It revised curricula, strengthened student research, funded academic travel at higher levels, and its proposed policies raise the level of professionalism expected of faculty. Faculty attention to increased student learning is therefore gratifying, as is the increased quantity of scholarly achievement by both faculty and students. Moreover, the faculty and administration have supported the expansion of international educational opportunities to all students, particularly those in IRR and nursing, as well as curricular improvements in the Union Scholars Honors Program. 2. Multiple sources of evidence indicate that Union students recognize many complexities of the modern world. They feel comfortable with issues of diversity, and adapt to current technology. Alumni responses verify these conclusions. 3. As exemplified by the business and nursing programs, college curricula involve learning in action. The high proportion of students involved in preceptorships, internships, and similar activities, and their levels of expected student learning, enable more students to apply in the workplace the theories they learned in traditional courses. 4. As evidenced by national surveys, Union students benefit from co-curricular activities that strengthen the campus community and encourage widespread involvement in social, intellectual, spiritual and service activities. Because these activities are directed by students, they reinforce a small collegeâ&#x20AC;&#x2122;s opportunities to build leadership.

148

Criterion 4

5. The program review process confronts programs with crucial questions about what knowledge student should acquire and the circumstances when they acquire it best. All completed reviews illustrate data-based decisions that improved curricula and student learning. 6. Beyond a culture that emphasizes responsible Christian behavior, college expectations of integrity in the acquisition, discovery and application of knowledge were strengthened during the decade by the creation of an active Human Subjects Review Board, by increased warnings about plagiarism in course syllabi, and by institutional examples of ethical behavior such as admissions requirements. The evidence of strong student involvement in spiritual life confirms that the culture of the college maintains its religious mission with integrity. RECOGNITION OF CONTINUING PROGRESS The following matters reflect existing institutional accomplishments and plans for their strengthening: 1. The general education program, LEAD@Union, has revised its goals, strengthened specific requirements, and established an assessment process. Nevertheless, it is important that the committee accomplish its goals of assessment and subsequent revision in the near future. 2. While in many respects the student responses on the Noel-Levitz and NSSE are cause for satisfaction, including improvements over time, the faculty and administration need to devote serious effort to raising less-celebrated findings such as the required levels of analysis, and thus raise the level of critical thinking and of intellectual engagement generally. 3. A rising level of faculty engagement with the academic world is evidenced by greater participation in professional meetings and higher scholarly output. However, the increased engagement needs further strengthening. 4. The progress in assessment during the last decade raises expectations of future efforts to use data systematically to revise and strengthen courses and programs. Both alumni and senior exit surveys should become regular annual events.

149

Criterion 4

5. The annual campus employment of over half of all undergraduates demonstrably provides learning opportunities that strengthen performance in academic coursework. There seems an opportunity to establish Union as a recognized center of excellence in this respect; it should be seized. SPECIFIC CONCERNS OBSERVED DURING THE SELF-STUDY 1. Unionâ&#x20AC;&#x2122;s transition from a liberal-arts college to a more profession-oriented institution carries inevitable implications for the ability to achieve the desired level of terminally-qualified faculty. After reviewing the evidence from peer institutions, the college needs to set goals for itself, and adopt policies that will facilitate reaching them. 2. Employee initiatives such as the Office Managers Development Group reflect well on the institution, and the human resources office accomplishes much with limited resources. Nevertheless, greater development and expectations of professionalism should be undertaken, and they promise to produce greater employee effectiveness. 3. While the availability of full-semester faculty sabbaticals seems a victim of financial constraints, modest grants for faculty research and course development could motivate faculty members to greater accomplishments perceived important by the college. 4. There is a great need to conceptualize the strengths of student learning at Union for marketing purposes in ways that will effectively reach prospective students and their parents. CONCLUSION Union College promotes student acquisition of skills, knowledge and understanding through a distinctive combination of academic coursework, a campus culture of faculty-student interaction, student-led co-curricular activities, and student involvement in spiritual activities. Formal student learning is enhanced in a variety of ways, including the culture surrounding campus employment, co-curricular activities, and student leadership opportunities. Through the student missionary program in particular, informal student learning takes place overseas. During the past decade, the college actively pursued greater student learning by involving students in research, expanding internships, and curricular improvements resulting from newly-instituted program reviews. Systematic assessment has begun

150

Criterion 4

to generate improvements in courses and programs, and thereby enhance the acquisition of knowledge and skills. The evidence shows that trustees, administrators and faculty take responsibility for it, and expect integrity throughout. It is our conclusion that Union College satisfies the requirements of Criterion Four, the acquisition, discovery and application of knowledge, and each core component

151

Chapter 5: Engagement and Service Criterion 5: As called for by its mission, the organization identifies its constituencies and serves them in ways both value.

Criterion 5

Fostered by a sense of Christian mission and the perspectives of key personnel, the culture of Union College considers that service strengthens student learning, broadens personal development, and fulfills Christ’s calling to His followers. Acts of service flowing from compassionate hearts are therefore indispensable to “our being ourselves.” In the context of higher education, this requires identifying the broad categories of constituencies to be served and defining how Union should interact with them. Some are served because of who the College is. Other constituencies result from recognizing the communities around us. Direct service to needy individuals, whether structured or not, also arise from the culture the college fosters. There is substantial evidence that the engagement and service by Union’s internal constituents (students, staff, faculty, and administrators) meet both specialized and more general needs among the college’s external constituents: • • • •

e Seventh-day Adventist Church; Th The denomination’s K-12 educational institutions and students; The city of Lincoln and its populace; Those individuals worldwide whom a Union College program can touch through academic coursework (Frontier Nursing and the IRR service semester abroad), year-long student service programs (Student Missionary and Taskforce), and shorter mission or service projects.

A History of Service: Long before it was politically correct, Union actively encouraged a spirit of service. In the college’s first year of existence students formed clubs to promote service locally and to inspire service in countries around the world. In the next decade, the senior class of 1906 wanted as their class gift something tangible to commemorate the service of alumni who served overseas as missionaries. Their gift was a large map of the world with yellow strings connecting Union to countries where alumni were serving or had served. Every time another alumnus or alumna began to serve as a missionary, a new string was added. In 1936 President M.L. Andreasen referred to the “College of the Golden Cords,” and thereafter a cord and certificate were sent to each missionary in whose name a cord was hung. During the 1960s, Union’s students volunteered to serve while they were students rather than wait until they graduated. Accordingly, in 1965 the first student missionary was sent from the college. At the 40th anniversary of the initial golden cords display, a metal sculpture was unveiled that hangs today in the lobby of the administration building. As an outgrowth of Union’s focus on service, the college hosted its first BRUSH (Beautifying Residences Using Student Help) Community Service Day in 1981. This program, which in 1992 became Project Impact, is still a central part of the service philosophy that permeates Union’s campus.

154

Criterion 5

CORE COMPONENT 5A: THE ORGANIZATION LEARNS FROM THE CONSTITUENCIES IT SERVES AND ANALYZES ITS CAPACITY TO SERVE THEIR NEEDS AND EXPECTATIONS. As a small undergraduate institution whose mission includes the phrase “empowers students for learning, service and leadership,” Union focuses on service both to develop students and to serve the identified needs of constituency groups through service and volunteer interaction. The service component of a Union College education is central to the campus culture, as demonstrated by the core value “Service is our privilege. We foster a culture of volunteerism, gladly reaching out to our local and global communities because we enjoy sharing and honor the example of servant leadership set for us by Jesus Christ.” Community is a second core value connected with Criterion 5. “We best learn and develop in the context of a local and global community. We seek opportunities to strengthen our network of alumni, employees, families, church and business friends while welcoming new collaborative connections.” Although considerable documentation verifies the college’s mutually beneficial connections with its communities, Union has more often responded to needs rather than seek collaborations. Formal, proactive environmental scanning is a relatively new process for the campus, but informally, listening to and learning from constituencies is not a new concept, as evidenced by the fact that the college’s outreach programs consistently respond to identified community needs. EXAMPLES OF LEARNING AND SERVICE Project Impact: A hallmark of service, Project Impact was originally Project BRUSH, established in 1981 to meet a specific community need— painting homes of the elderly and others in need of assistance. The collaboration with the community shifted over the years and continues to grow for the oldest campus-wide higher education community service day project in the nation. Each summer, student leaders in Campus Ministries contact more than 50 agencies and organizations in Lincoln to arrange service opportunities for Project Impact

155

Criterion 5

day, scheduled very early in the fall semester. Many years, the biggest challenge is to find enough volunteer locations for the more than 80% of the students and employees who choose to give up a no-classes day to serve. In the last three years, a greater emphasis on longer-term volunteer involvement has developed, and many student groups and individuals expand the one day off from classes provided by Project Impact into a commitment throughout the school year. Largely because of these and other student-directed efforts, Union received the 2007 Presidentâ&#x20AC;&#x2122;s Higher Education Community Service Award with Distinction, one of only 127 institutions so honored across the nation. The recognition continued in 2008 with a regular award (5-1 Project Impact articles, hard copy, Resource Room-HRR). Many of other service activities are organized by students through the office of Campus Ministries. For example, three times a month five student volunteers serve meals to 70-100 people at the Peopleâ&#x20AC;&#x2122;s City Mission Family Shelter located in downtown Lincoln. Students also lead out in a weekly program during the school year where seven to nine students volunteer to organize games and crafts for up to 70 children. The college students also assist the children with their homework. Following up on the momentum of volunteerism created by Project Impact, the Division of Business and Computer Science supplements course assignments with mentorship programs, Junior Achievement involvement for students and faculty, Volunteer Income Tax Assistance and Business Awareness seminars. In response to community needs and recognizing the challenge of matching students with volunteer opportunities, in 2008 the division undertook the Volunteer Program to create long-term relationships with local organizations. Students have the opportunity to volunteer for the Good Neighbor Community Center, Peopleâ&#x20AC;&#x2122;s City Mission, Clyde Malone Community Center, Friendship Home, and El Centro, all partners with the Volunteer Program. The Volunteer Program is coordinated by a student from the division, who thus gains experience and a strengthened professional portfolio (5-2 Major community service organizations, ERR). Friendship Home: Since 2003 Union has served as the central site for the annual Safe Quarters drive benefiting Friendship Home, a Lincoln organization that aids women and children affected by domestic violence. With the college as a central hub, each October teams of over

156

Criterion 5

1,500 community volunteers visit neighborhoods across the city asking for donations in support of Friendship Home, and they raise significantly more money than they had operating from their previous cramped quarters. The college offers at no cost the facilities needed to dispatch volunteers, receive team collections, and celebrate the success of the day. Service areas across campus help make the event a possibility by donating hours of labor for the event in addition to sending 15 to 20 teams of 10 students and employees into the community to solicit donations. An average of $85,000 is raised annually. In October 2008 during Domestic Violence Month, students from the Social Work Club and the Peace and Social Justice Club added a new layer of support for Friendship Home. The Social Work Club, with help from faculty in the Divisions of Human Development and Humanities, launched an awareness event to bring attention to domestic violence and to promote the Friendship Home’s upcoming Safe Quarters drive. More than 100 student and employee volunteers prepared and lighted 2,000 luminaries across the campus signifying the 2,000 – 4,000 lives lost to domestic violence in the United States each year. The student-led group also organized a sunset tribute service. Foot Clinic: In cooperation with the Matt Talbot Kitchen, a Catholic charity in Lincoln, the nursing and PA programs conduct the Foot Clinic every three weeks during the school year for homeless and near-homeless individuals. In an activity with heavy Christian symbolism, students soak and wash the feet of clients. They then assess them for infections, frostbite, or other damage, and perform a pedicure. Clients receive new socks, and every six months, a new pair of shoes. During the back-to-school season, a special Foot Clinic is offered for children. To date 75,000 children have been served. To meet its goals of fostering altruistic values, selfless service to others, and the use of both creative and critical thinking to fulfill needs, the nursing program requires eight service hours per year. These can be met through participation in the Foot Clinic, and because it is also a clinical practice site, students use the skills of assessment in addition to providing foot care.

157

“It was really nerve-racking at first, but I feel better knowing that what we’re doing matters. If we didn’t do it, who would?” –nursing student “I appreciate everything. After breaking my back, it’s hard to get down to take care of my feet.” –Mr. Curry “I feel great. I never knew someone would take the time to do something like this for me.” –Mr. Gray (smiling as he chooses between black or brown shoes) “I love seeing the smiles on everyone’s face when they get a new pair of shoes. It makes me feel good to give them something most people take for granted.” –Crystal, sophomore student

Criterion 5

Experience at the Foot Clinic benefits student learning in several important respects. Role modeling and mentoring are significant methods of teaching the professional behaviors expected of a nurse or physician assistant. Faculty and students participate together at the Foot Clinic, enhancing mutual respect. Through interactions with clients, cultural and psychosocial learning also occurs as students come to understand the unique population of clients, many of them immigrant refugees. As one student noted, “Once you begin to talk, you make a connection on a deeper level. It’s wonderful; personal experience teaches as nothing else can, and this personal experience (the sights, smells, conversations, and cultural ways) teaches lessons that cannot be simulated in the classroom.” “You guys are the best! I have had so many people ask if you are coming back this year! You provide a very needed service to our guests! Thank you and your team for making this work! We at MTKO appreciate your efforts to continue this project! –Sara Sunderman, Outreach Specialist of Matt Talbot Kitchen & Outreach. Serving Diverse Constituencies: In addition to the Foot Clinic, the college demonstrates attention to the diversity of its constituencies, including Lincoln’s homeless population, by providing ongoing services to them. Students in Campus Ministries coordinate volunteers to work a rotation schedule serving meals at two Lincoln agencies for the homeless and near-homeless, the Matt Talbot Kitchen and Outreach and People’s City Mission. The perspectives and needs of another population group are addressed by education students, who annually visit a geographically isolated Native American school. For example, last fall 24 students in the Seminar in Education Diversity and Multicultural Relations brought food, clothes, and educational supplies to the La Vida Mission Indian School in New Mexico. While serving at the mission, education students had the opportunity to apply their learning about diversity in education.

158

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Employees Serving: College employees exhibit the same qualities of engagement as do students through community service activities and sitting on community boards. This involvement results in a higher level of awareness and analysis of constituents’ needs. The 2007 Employee Engagement Survey found that 133 employees reported participating in service projects with 184 organizations, such as TeamMates, a school-based mentoring program, Lincoln Literacy Council, Kiwanis and local churches (5-3 Employee involvement in service organizations, HRR). The same spirit of intentional service pervades interactions with specific external constituencies. For example, Union’s education chair and the Vice-President for Academic Administration serve on the Mid-America Union Conference K-12 Education Council, while the MAUC education director serves on the college’s Board of Trustees. Both roles foster coordination and feedback. The MAUC K-12 Education Council consists of principals and education secretaries who set educational policies for K-12 for the Mid-America Union Conference. Since no organization can address every constituent need, Union has focused its engagement to best align with its mission, values, resources, and capacity. Union College’s ability to listen to constituents and understand their needs results in mutually beneficial relationships that particularly benefit student learning. Examples of this are found in Project Impact, Safe Quarters fund drives, La Vida Mission trips, and Union’s Foot Clinic – all of which represent careful coordination with agencies in meeting identified needs within the resource limits of the college. Union also maintains a beneficial working relationship with the MAUC K-12 Education Council.

159

When the Lincoln Police Department desired a substation close to campus, the college provided a facility at no cost, even covering utilities and maintenance. The substation in a college apartment on the edge of campus proved mutually beneficial. The police presence deters crime and vandalism, and the facility provides police convenient access to the entire College View community.

Criterion 5

CORE COMPONENT 5B: THE ORGANIZATION HAS THE CAPACITY AND THE COMMITMENT TO ENGAGE WITH ITS IDENTIFIED CONSTITUENCIES AND COMMUNITIES. Union’s commitment to engage its constituencies is found in its structures, programs, and processes that enable effective connections with its communities. As described in detail in Core Component 5d, Union’s physical buildings provide meeting spaces for various community groups, host learning events on campus, and offer opportunities for recreation and physical fitness to the community. Direct documented financial support for “connecting” programs totals about $190,000 annually, which includes projects such as a music festival for MidAmerica academies, student involvement in local church leadership, and a police sub-station (see side bar). This funding comes from the operating budget, grants, and donations. CAPACITY AND COMMITMENT FOR ENGAGEMENT Educational Service Engagement: A recently-developed joint program with the MAUC Education Council aims to strengthen K-12 teaching in the major disciplines. In return for modest funding, Union made a multi-year commitment for its professors to conduct summer workshops available for credit or audit for K-12 MAUC teachers in specific disciplines. Because improving math education has been identified as a great national priority, the math program developed the first training workshops for elementary and academy teachers, and in 2004 hosted 20 teachers for a summer course. Due to user demand, this was repeated the next year, and following an external grant in 2009, two sections were scheduled, one for teachers from all private schools in Lincoln, the other for Adventist teachers nationwide (5-4 Summer Teachers Workshops, ERR). Students also have opportunities for interaction with international communities. The Frontier Nursing class, added to the curriculum in 2004, participates in a healthcare clinic for Miskito Indians in the remote village of Francia Sirpi in eastern Nicaragua, where students enlarge the skills learned in the classroom. Each year, 1,200 to 1,500 patients are seen in the clinics, with twice that many treated for parasites. Vitamins, antibiotics and antibacterial soap are distributed to those in need as long as supplies last. Asking for donations and grants for these supplies is another means of connecting Union College with multiple organizations. The college’s connection is maintained by the director of the nursing program, who serves on the board of the organization that runs the clinic.

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Co-curricular Service Engagement: The student leadership team in Campus Ministries continuously coordinates community service opportunities for Unionâ&#x20AC;&#x2122;s students and employees. This student-driven process works through various channels. Sometimes students run ads in the community newspaper offering services. Sometimes community members contact Campus Ministries with personal needs, or Campus Ministries may receive referrals about assisting community members in need. At the personal level, examples of services include assisting the elderly with groceries, undertaking yard work and improvement projects, and providing companionship â&#x20AC;&#x201C; visiting people, baking cookies, and giving Bible studies. At the institutional level, Campus Ministries also works with the League of Human Dignity, Nebraska Health and Human Services, and the Lincoln Housing Authority, all local organizations that assist in finding housing for people in transition. Union College students help to physically move these individuals. Many of the service activities conducted by members of the college community meet a particular passing need and might in fact prove temporary. Perceived need and a sense of Christian calling motivates many such activities, and their value as service learning projects may be far less important than the satisfaction of providing assistance. However, the workshops for MAUC teachers and the clinical assistance in Nicaragua share common elements important to Unionâ&#x20AC;&#x2122;s ability to serve external constituents effectively. Evidence, often provided by the constituent, indicates a need that the college community can meet. Sometimes, as illustrated by these examples, engagement in service provides benefits in return, whether in the form of better-prepared teachers in the K-12 preparatory schools who will impact future Union students, or as valuable experiences for current students. Because many different people from across the campus work with a wide variety of agencies, collecting and recording data becomes a challenge. However, offices are continuing to collect information yearly and this will become the basis for assessment reports by academic divisions and other campus units. Nevertheless, the evidence presented above demonstrates the culture of service that flows from a strong commitment to mission and core values. Because of expertise acquired through long involvement, and because the core value of stewardship exists alongside the values of service and community, the structures, programs, and processes all work together within the capacity of a small institution. Besides the favorable responses of students to particular service-learning experiences, students and other major campus groups evidence a campus culture that fosters service to others.

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Criterion 5

Internal Constituents Feel Encouraged to Serve

63 Union College encourages a desire to serve in my community.

President’s Council

Faculty/Staff

Students

Alumni

100.00%

48.70%

52.00%

46.00%

41.70%

40.20%

45.00%

3.50%

5.20%

5.30%

0.90%

0.40%

0.70%

5.20%

2.20%

3.00%

Source: 2008 Self-study Survey

Responding to a separate item (77), over 80% of students and alumni alike agreed or strongly agreed that they felt encouraged by the college “to serve outside my comfort zone.” The most telling evidence of the success of service programs on student life comes from alumni, who by an overwhelming margin (87% strongly agreed or agreed; 9% disagreed or strongly disagreed) asserted that service opportunities formed “a valuable part of my education.” (item 38). The evidence is strong, therefore, that Union not only possesses the capacity to engage external constituents in ways that benefit its students, it actually does so in ways that strengthen student learning.

CORE COMPONENT 5C: THE ORGANIZATION DEMONSTRATES ITS RESPONSIVENESS TO THOSE CONSTITUENCIES THAT DEPEND ON IT FOR SERVICE. Union College consistently demonstrates responsiveness to its constituencies through collaborative ventures with the MAUC and other educational sectors, its policies for transfer students, and by building bridges among its diverse constituencies.

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Criterion 5

COLLABORATIVE VENTURES WITH MAUC SCHOOLS The college’s partnership with the MAUC Education Department provides important resources to academies (grade 9-12 schools) of the region, an assistance that the nature of Adventist academies makes more important than it might be otherwise. Without exception, in Mid-America these academies are small, ranging in size from about 200 students to fewer than 80, and they are often boarding schools located in rural areas. While the system enjoys many strengths, these circumstances dictate inevitable consequences. These include the limited specialization of faculty members and relatively few opportunities for students to interact with students from other institutions, a difficulty magnified by the philosophy of Sabbath rest that precludes participation in sports or academic activities on Friday evening or before sunset on Saturday. Given this context, Union serves these academies as an educational resource for both teachers and students. It also organizes cultural and athletic events that bring together academy students from the nine-state region much as high school students join state-wide competitions. The following examples illustrate this role: • O ne central annual focus is the music festival, on alternate years bringing together the choral or instrumental organizations from each academy. These often involve most of the student body. • Basketball and volleyball competition weekends for Adventist academies provide students from small schools who observe Saturday Sabbath an avenue for greater participation. • College cultural programs such as musical and dramatic presentations may travel to academies. • Union assists academy efforts to provide meaningful courses to eleventh- and twelfth-grade students by providing an on-line computer course designed specifically for them, as well as a limited number of dual-enrollment college courses taught on academy campuses by qualified academy faculty. • As mentioned earlier, advanced teacher-training programs on the college campus involve workshops as well as education courses. In addition, the college hosts coursework for La Sierra University’s masters in education funded by the MAUC. • In partnership with MAUC, Union connects with academies and Adventist colleges across the nation through Acrofest, an annual gymnastics clinic held every year at a different Adventist college or university. Union College hosted Acrofest twice in the last five years, and in 2008 students and their sponsors from 34 schools (totaling 953 guests) were welcomed to Union’s campus.

163

Criterion 5

INTERACTION WITH OTHER EDUCATIONAL INSTITUTIONS Collaborative ventures with other educational institutions usually involve specific courses. For example, students in Community Health Nursing at the University of Nebraska-Lincoln (UNL) join Union students in studying to become certified in Basic Disaster Life Support. UNL faculty appreciate this learning opportunity hosted on Union’s campus, and UNL students’ written comments also show appreciation for this learning experience, calling the certification “useful and highly desirable.” (5-5 UNL faculty and student comments, HRR) POLICIES FOR TRANSFER CREDITS Union’s transfer policies and practices create an environment supportive of the appropriate mobility of learners. As detailed in the Bulletin (p. 15), a student transferring from another regionally accredited college or university receives credit for coursework taken at that institution. In some cases this credit may not substitute for a required Union course, for example one taught at a higher level. A number of conditions are listed in the Bulletin. The transfer of credit for courses taken at non-accredited institutions becomes more difficult, and is not is not automatically given. The most time-consuming challenges in recent years have been requests to recognize courses taken at nonaccredited Bible colleges. The courses themselves are often narrowly-focused, sometimes practical to the exclusion of theory, and on occasion taught by poorlyqualified faculty without benefit of an academic community. Each such case is evaluated individually in cooperation with the advisor or chair of the respective division. In some cases, credit will be granted through a successful proficiency examination set by the division. BUILDING EFFECTIVE BRIDGES Union’s programs of engagement give evidence of building effective bridges among diverse communities. Examples of this include Union’s relationships with La Vida Mission and the Good Neighbor Community Center. Students who accept yearlong appointments as student missionary and task force volunteers as language teachers, assistant dormitory deans and medical personnel also contribute to the bridge-building process through their service to diverse communities. An outstanding example of bridge building is the current work of Union’s IRR students in Central and South America. Since 2006, junior and senior IRR students have been serving in clinics in Venezuela and Honduras. In 2008, the 18 students

164

Criterion 5

who went to Honduras as part of their training program operating daily medical clinics in villages, trained local responders in EMS, hosted evening programs for local children, and taught classes for the villagers in basic first aid and hygiene. The students also developed a hurricane disaster plan for the island of Utila, home to 3,000 people. This endeavor was so successful that officials on the neighboring island of Roatan (population of 30,000) desire a plan be developed for them when the students return. These disaster plans are vitally important because they enable the mayors to ask the Honduran government for equipment that otherwise would be impossible to obtain. Union’s partnerships, programs, and policies demonstrate responsiveness to its constituencies. Through a strong campus culture of volunteerism, Union College continues to build bridges in diverse communities, both locally and around the globe.

CORE COMPONENT 5D: INTERNAL AND EXTERNAL CONSTITUENCIES VALUE THE SERVICES THE ORGANIZATION PROVIDES. The following information and personal statements show that community constituents value what Union College provides, and that there is educational value for Union College students in providing their services. CONSTITUENT EVALUATIONS OF MAJOR SERVICES PROVIDED Foot Clinic: The Foot Clinic is highly valued by the students who participate (as noted above), the clients themselves, and by agencies and organizations that have evaluated it. The clinic has received a number of community awards during the past decade including: • • • •

Community Health Endowment Award (1999) First Lady of Nebraska Award (2000) Lincoln Lancaster Homeless Coalition (2002) Matt Talbot Outreach Program Award (2008)

Local organizations recognize the value of fulfilling this community need by awarding funds to support the clinic, primarily the purchase of shoes and other supplies. Support has been received from a variety of sources:

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• A start-up grant from the Association of Seventh-day Adventist Nurses; • Community Health Endowment Grant; • Medical Auxiliary of Lincoln, which sold Auxiliary cookbooks and solicited gifts to the clinic rather than gifts for each other at their Christmas party; • Gifts from anonymous community members; • Sock drives in three Lincoln elementary schools and college faculty/staff Christmas party gifts; • Grants from both the Nebraska and National Physician Assistance Associations; • Memorial gifts in honor of former Union College nursing faculty. Volunteer Income Tax Assistance: The Volunteer Income Tax Assistance (VITA) program is offered by students of the Division of Business and Computer Science through a partnership with the Good Neighbor Community Center. This mutually beneficial relationship allows the center to offer this valuable resource to its clients without financial expenditures. Financial benefits to the clients include learning of deductions they may overlook and receiving a tax return that more accurately reflects all the individual is entitled to receive. Other benefits are that language translation is available if needed and clients are in a comfortable and familiar setting. The number of clients served in 2008 totaled 150. The program received a letter of appreciation from the IRS. Students preparing these tax returns derive a number of benefits from their experiences, including: • A fter completion of the tax class, qualifying to take the IRS test to be credentialed as a VITA volunteer to assist others in preparing income tax submissions. Thirteen students participated in this in 2008. • Gaining confidence in tax preparation skills and a deeper understanding of the profession by actually practicing tax preparation in real situations. • The satisfaction experienced through working with individuals who need and want their expertise. The Division of Business and Computer Science also participates in Junior Achievement, an organization based on partnerships between the business community, educators, and volunteers to inspire young people to dream big and reach their potential in a global society. During the 2007-08 school year 13 student volunteers from Union gave 40 presentations, impacting over 150 elementary students.

166

Criterion 5

COMMUNITY INTERACTION WITH UNION Despite the strong campus emphasis on service to the unfortunate, college programs and their students also enrich the intellectual and cultural lives of the community. Musical performances sponsored by the Division of Fine Arts regularly take multiple student groups off campus, and the community is invited to the divisionâ&#x20AC;&#x2122;s range of cultural offerings, from Christmas musical events to student recitals and art shows. In recent years the dramatic performances sponsored by the Division of Humanities have been well reviewed critically and well received by the public. The college also hosts numerous community events. The Ortner Center schedules meeting rooms and dining facilities for many groups throughout the year, including the MAUC, Kansas-Nebraska Conference, and conferences of state and academic groups, including the annual State of Nebraska Bioterrorism meeting. A number of local organizations, including the Genealogical Society and the Wachiska Audubon Society meet regularly on campus, and the Division of Health Sciences provides Community Emergency Response Training (CERT) to prepare community and student volunteers to help in a disaster. The campus athletic facilities are shared with the community. Adults join exercise classes and use workout facilities at the Larson Lifestyle Center, while children take swimming lessons in the 25-meter size pool throughout the year. Throughout the summer months and into the fall, 49ers Field is used extensively by groups such as youth baseball, YMCA adult softball, city league flag football and College View Church softball teams. The field is used six days every week from the first of June through the end of July, and on Sundays through the fall.

UNION COLLEGE ENGAGES ITS CONSTITUENCIES IN WAYS BOTH VALUE: AN EVALUATIVE SUMMARY SPECIFIC STRENGTHS OBSERVED DURING THE SELF-STUDY 1. The college has identified both Adventist and non-Adventist constituencies, and serves each in ways that strengthen the educational experiences of students and the well-being of the college. The activities described in this chapter are not the work of a minority, but rather involve substantial proportions of the campus community, whether students or employees.

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Criterion 5

2. In serving its constituencies, the college offers a broad variety of services of varying duration, ranging from teacher workshops and cultural activities to assistance to the homeless and others suffering from unfortunate circumstances. There is abundant evidence to indicate that these constituencies value the services provided. 3. Several campus organizations, particularly Campus Ministries, the nursing program, the business division, and the PA program have created programs regarded highly for both what they provide to their external constituents and for their impact on achieving the college mission in the lives of Union students. 4. It is particularly gratifying that the culture of Union has been guided over the years to encourage student leadership in service activities, giving promise that the concerns for others developed or reinforced during college will continue to inspire good works throughout life. SPECIFIC CONCERNS OBSERVED DURING THE SELF-STUDY No significant concerns were identified, and to suggest changes to the dynamic, faculty- and student-led activities would risk diminishing their accomplishments. However, greater documentation of service activities might form part of the strengthened institutional research office. CONCLUSION The interactions with external constituencies bring satisfaction and joy to the campus community, and provide internal constituentsâ&#x20AC;&#x201D;the studentsâ&#x20AC;&#x201D;with opportunities to build skills, knowledge, and values. To date, the demands for financial and other resources have been limited, and are often met by external sources. Service to its constituents is one of the great strengths of Union College; the evidence clearly demonstrates that it meets the requirements of Criterion Five and all its core components.

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Chapter 6: Compliance As affirmed by its mission statements, Union College conducts its educational program with integrity in accordance with both federal, state and accreditation standards.

Compliance

CREDITS, PROGRAM LENGTH, AND TUITION The length of all degree programs has been approved by the Nebraska Department of Education. Union College operates on the semester system with student learning experiences measured in credit hours. All undergraduate programs of study require a minimum of 128 semester hours. The graduate program requires a minimum of 109 semester hours. All course work listed on a transcript is graded in accordance with the grading policy stated in the college bulletin. A semester hour represents one fifty-minute class period per week for a semester. Twelve hours is considered to be a full-time course load. Students whose cumulative GPA falls below 2.0 are placed on academic probation, and their class load is limited to a maximum of 12 hours. Tuition is charged for all courses carried for credit, for all courses repeated, and for all courses audited. Tuition, room and board fees are announced by the Vice President for Financial Administration during the previous year. Financial disclosure of all student miscellaneous charges is found in the current college bulletin. The following chart provides tuition rates for entering undergraduate students on a per year basis for the last three years: Union College Tuition Year

Undergraduate*

Graduate

2006-2007

$14,790

$16,298

2007-2008

$15,670

$17,268

2008-2009

$16,440

$18,120

*12.0-17.0 semester hrs.

Disclosure of what constitutes satisfactory academic progress for purposes of financial aid is also stated in the college bulletin.

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Compliance

TITLE IV REQUIREMENTS INSTITUTIONAL COMPLIANCE WITH THE HIGHER EDUCATION REAUTHORIZATION ACT Union College is in complete compliance with Title IV of Higher Education Reauthorization Act as amended in 2008. DEFAULT RATES The latest published default rates for Union College are listed below. Default Rates on Loans Year

Rate (%)

2004

2.6

2005

4.7

2006

2.3 (Source: US Department of Education and Student Financial Aid).

Default initiatives include in-person entrance and exit loan counseling. When the Office of Financial Aid receives delinquent student reports, the college assists these agencies by updating the borrower’s name, address, and phone numbers, if known. The college maintains clear policies on “Satisfactory Academic Progress”. FINANCIAL AID Required terms and conditions for aid recipients are kept in the Office of Financial Aid. The following documents are housed in the Office of Financial Aid and may be viewed there by members of the HLC site team: • • • •

Union College Title IV Program Participation Agreement Fiscal Operations Report and Application to Participate (FISAP) Eligibility and Certification Approval Report (ECAR) Federal Family Education Loan Program (FFELP)

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Compliance

It should also be noted that the Student Financial Services Office posts required terms and conditions for aid recipients on its website. STUDENT RIGHT-TO-KNOW AND CAMPUS SECURITY ACT OF 1990 The Student Right-to-Know and Campus Security Act require disclosure of all student graduation rates, financial assistance awarded, and campus crime statistics (Jeanne Clery Disclosure). With the exception of campus crime statistics, the Office of Institutional Research coordinates all submissions to the Integrated Postsecondary Education Data System (IPEDS) of the National Center for Education Statistics. Crime statistics are kept and reported yearly by the Vice President of Student Services directly to the U.S. Department of Education, Office of Postsecondary Education. Crime statistics are reported to the public on the Campus Life web site under Campus Security. The statistics below are for the re porting year January 1 to December 31. These figures reflect all reported incidents in areas for which the Security Department is responsible.

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Compliance

Campus Crime Statistics Classification

2007

2006

2005

Homicide

Rape/Kidnapping

Other Sexual Assaults

Robbery

Aggravated Assault/Threats

Burglary

Motor Vehicle Theft

Possession of Weapons

Liquor Law Violations

Drug Violations

Arrests Made

To be in compliance with the new Clery Act Rules for Emergency Preparedness, the college also has published a Crisis Preparedness Plan which has been communicated to Union College students and is published on the Student Service web site. The graduation rate is stated in the college bulletin as well as on the collegeâ&#x20AC;&#x2122;s Assessment web site under Academics-at-a-Glance.

173

Compliance

INSTITUTIONAL ADVERTISING AND RECRUITMENT MATERIALS Union College addresses its accreditation status in the college bulletin. It is also addressed on the college website under the “About Us” section. Whenever reference is made to the Higher Learning Commission of the North Central Association of Colleges and Schools, the local address and phone number are listed. Both the college bulletin and the college website will add the HLC/NCA web address in order to bring the college into compliance with HLC/NCA policy. The student Handbook is also being updated to include address and web site as follows: Commission url: http://www.ncahlc.org/ Commission phone: 312.263.0456 INSTITUTIONAL RECORDS FOR STUDENT COMPLAINTS An established procedure for responding to student complaints is in place. The Vice President of Academic Administration addresses student academic complaints and the Vice President of Student Services addresses student non-academic complaints. Complaints are handled in a timely, independent, confidential, and neutral manner. However, even though consistent records of student complaints are filed in students’ files, no official record of these exists. The college is in process of developing what constitutes ‘student complaints’ for the purpose of compiling a list as part of information about Union College. FEDERAL COMPLIANCE VISITS TO OFF-CAMPUS LOCATIONS Union College does not have off-campus locations where a student can complete 50% or more of a degree program. PROFESSIONAL ACCREDITATION Union College has professional accreditation from the following accrediting bodies and the years for which accreditation has been granted. • A ccreditation Review Commission on Education for the Physician Assistant, Inc. (1998 – October 2009) • Commission on Collegiate Nursing Education (-2016) • Council on Social Work Education (2005-2010) • National Council for the Accreditation of Teacher Education (2004-2009 with an extension until 2010 proposed by NCATE).

174

Compliance

The Accrediting Association of Seventh-day Adventists Schools, Colleges, and Universities, Incorporated has also granted its accreditation, primarily but not solely concerned with matters of spiritual and campus life (2004 â&#x20AC;&#x201C; December 31, 2009).

REQUIREMENTS OF INSTITUTIONS HOLDING DUAL INSTITUTIONAL ACCREDITATION Union College is not accredited by any federally recognized accrediting agency other than the Higher Learning Commission of the North Central Association of Colleges and Schools. U.S. SENATE BILL (S.1642) RECOGNITION STANDARDS AND EXPANDING ACCOUNTABILITY The college is aware of this bill which passed the Senate, but has not been passed in the House or signed by the President. SECTION 104 Union College is in compliance with this section regarding the speech and association rights of students and that such students should not be intimidated, harassed, discouraged from speaking out, or discriminated against. DISTANCE LEARNING Union College does not offer regular distance learning courses. One computer science course is offered on a trial basis with the cooperation of certain Seventh-day Adventist academies. TRANSFER OF CREDIT Union College follows its transfer of credits criteria and policies as outlined in the current bulletin on page 15. These policies include the practice of occasionally accepting a course on a course-by-course basis and after careful evaluation. These policies are also made public on the Union College web site. Union College is also a member of the Nebraska Initiative which outlines course equivalencies between Nebraska Community Colleges and Union College.

175

Compliance

FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA) Union College is in compliance with the Family Educational Rights and Privacy Act. The FERPA policy is stated in the current college bulletin on page 18 as well as on college website under Academics/Records. All college employees who handle student records have gone through FERPA training and signed a Confidentiality Statement. This training is conducted at the beginning of each fall and spring semester for all new employees who need training. New students are also informed about their rights as they relate to FERPA, as part of new student orientation at the beginning of the fall semester. FILE SHARING AND COPYRIGHT INFRINGEMENT The college has developed a policy addressing file sharing and copyright infringement in order to prevent the illegal downloading or peer-to-peer distribution of intellectual property as stated in the Reid plan. Before connecting to the college network, students have to agree to adhere to the college policies regarding illegal downloading etc. before they can register their computer. The college policy is kept by the Director of Information Systems. ROLE AND RESPONSIBILITY OF THE UNION COLLEGE HUMAN SUBJECT REVIEW BOARD (HSRB) The role of the Union College HSRB is to monitor and review research to ensure protection of human subjects that participate in research undertaken by faculty, staff, and students of Union College and also research being carried out by individuals not affiliated with Union College who seek to use members of the Union College community as participants in their research. The HSRB ensures human subject protection both in advance and by review, by making sure that appropriate steps are taken for subject protection. The Union College HSRB has the authority to approve, require modifications in (to secure approval), or disapprove research. The defining task of the HSRB is to protect the rights of the individual participants in research.Â In this case, the HSRB is to address the rights of the individual participant above the interests of the research and the affiliated institution, Union College. The HSRB determines ethical standards for the treatment of human subjects based on federal regulations for human subjects are found in Volume 45 of the Code of Federal Regulations, at Section 46 (45 C.F.R. Â§ 46). In addition, guidance in making ethical decisions may be obtained from the statement on ethical principles published by professional associations in the sciences and social sciences.

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