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President’s Welcome (Institutional Context, Outcomes)


Frankel Fast Facts (Institutional Context)


Frankel University History & Seal (Institutional Context)


Who is Frankel? (Institutional Context)


Mission & Core Values (Institutional Context)


Student Learning Outcomes (Outcomes, Assessment)


Academics (Macro Design, Micro Design, Assessment)


Living at Frankel (Macro Design, Micro Design, Assessment)


Living-Learning Communities (Micro Design)


Office of Multicultural Affairs (Macro Design)


Jewish Student Opportunities (Micro Design, Student Identity Group)


Student Activities (Macro Design)


Student Support Services (Macro Design)


Why Frankel University? (Institutional Context, Outcomes)



Frankel University is a premier liberal arts institution with Judaic affiliation. Our passion is providing students with a holistic education in an inclusive environment. We value individual growth and believe that all students are able to accomplish their goals. In order to promote student success, we look at how students’ demographics and their experiences at Frankel contribute to the development of our desired outcomes. Using a variety of assessments, we are able to improve Frankel University and create the ideal environment to develop appreciation for others, civic engagement, critical thinking, moral development, and practical competence. (Pas) When you choose a Frankel University education, you are choosing commitment, scholarship, excellence, and ultimately, success. Welcome to Frankel University,

Elizabeth M. Cohen Elizabeth M. Cohen


Founded in 1942 Private, 4-year liberal arts focus Judaic affiliation Medford, MA (20 minutes from Boston) Selective institution Average SAT Score: 1825 Colors: Deep Blue & Cool Gray Mascot: Rafi the Ram

9,500 students enrolled (1,500 graduate students) 85% traditional-aged students (18-22 years old) 90% full-time student status

F R A N K E L NSSE, 2013


Jacob Rader Marcus was a historian devoted to studying Jewish life in America and taught several courses at Hebrew Union College-Jewish Institute of Religion during the 1930s. Marcus believed that the education students receive at a Jewish seminary should not be limited to that specific type of institution. Marcus founded Frankel University in 1942 as a way to combine the Jewish values taught at a seminary with the benefits of a liberal arts education. Students will have the opportunity to gain a broad knowledge Jacob Rader Marcus foundation, develop relevant, transferable skills, and demonstrate integrated learning while embracing the teachings of Judaism. (King, AJA)



The Hebrew word “Chai” meaning “Life” (pronounced similarly to the English word “Hi,” but with the first sound mirroring the beginning of the word for the Jewish holiday “Chanukah”) The University Motto “Live with Meaning” Both of these parts represent the significance in the Jewish faith of living a good and ethical life. The University embraces this philosophy and supports our students with developing this value. (Pelaia)


Our University is named for an influential leader in the Jewish community who redefined college life for Jewish students. Rabbi Benjamin Frankel first became aware of the challenges Jewish college students were experiencing while he was an intern at Temple Sinai in Champaign, IL from 1921-1923. Rabbi Frankel provided support to students at the University of Illinois who felt that being Jewish conflicted with American exRabbi Benjamin Frankel pectations, resulting in anti-Semitism and a lack of Jewish opportunities. Upon his graduation, Rabbi Frankel accepted a position at that synagogue under the circumstances that he would still be able to work with the local college students. Other community leaders saw the benefits of Rabbi Frankel’s “program� and helped to make it a full-time organization. The name Hillel was chosen for this group because it represents the Babylonian scholar known for his kindness, wisdom, and passion for higher learning. Within the next few years, Rabbi Frankel opened Hillels at many other institutions, which provided the permanent structure for students to initiate Jewish opportunities for learning. Rabbi Frankel was unable to see firsthand the long-term benefits of his program due to his unexpected death in 1927, but many other leaders have continued his legacy. Hillel is currently the largest Jewish student organization in the world with over 550 colleges and universities offering services. (Rubin, n.d.)


Mission Frankel University

Core Values (Jewish)


Student learning outcomes are the desired knowledge, skills, values, beliefs, and behaviors students should have when they graduate college. The development of these outcomes are influenced by student demographics and the experiences that occur at an institution. (Pas) The five general student learning outcomes at Frankel University are appreciation for others, civic engagement, critical thinking, moral development, and practical competence. A brief description of what is needed to achieve each outcome is listed below. We use the National Survey of Student Engagement (NSSE) to gather data from our students about the different experiences they have at Frankel and how those contribute to their learning outcome development. This information is then used to improve our current policies and practices so that we are doing the best we can to support student success. (NSSE)

Appreciation for Others

Respect the diverse talents and opinions of others Understand how awareness, knowledge, and skills create an inclusive community Identify oppressive behaviors and develop solutions Recognize how personal privilege influences experiences and opportunities

Exercise civic responsibility by making a positive difference in communities Contribute to societal success through community memberships Lead others effectively


Civic Engagement

Critical Thinking

 

Identify issues and assumptions in an argument Recognize relationships between information Determine, interpret, and evaluate conclusions based on evidence Assess and solve problems

Make ethical choices and understand the effect those decisions have on others Appropriately challenge established practices through discourse and research Develop personal values and behave accordingly

Practical Competence

 

Moral Development

Communicate effectively using written and verbal forms Express vocational competence and future plans Understand the importance of personal wellness and balance Function as a self-sufficient member of society living a purposeful and satisfying life


Liberal Arts Education (AACU 2007a, 2002, King, Coomes, Pascarella, Terenz) At Frankel, we promote a liberal arts education designed to foster integrative learning and skill development. Specifically, students gain knowledge about human culture and the natural world, refine intellectual and practical skills, and practice individual and social responsibility. Our faculty embrace active learning in the classroom as students engage with the content and participate in constructing their own knowledge. Students are encouraged to ask questions, respectfully challenge ideas, and discuss alternative solutions. Having this welcoming academic environment promotes development within all of our learning outcomes. One way we assess our learning outcomes is by using a grading system, which is an individual formative assessment of knowledge and skills. Professors use the University’s learning outcomes as a foundation for developing their own specific course learning outcomes. Throughout the semester, students will be issued a numerical grade, which coincides with a letter grade, for each of their different assignments. This provides an opportunity for students to review their progress and understanding of the content during the course. At the end of the semester, students will be issued a final grade based on their overall performance in the class. These grades represent their general achievement of the desired learning outcomes.

General Education Requirements (AACU 2007a, Boyer) In addition to their major requirements, students must complete courses within a shared curriculum. These general education classes expose students to a variety of disciplines, which provide a more holistic academic experience. Students have the freedom to choose the courses they would like to take for each of the academic areas, excluding Frankel Seminars and English Composition, because we recognize that there is not only one academic path to achieving the desired outcomes. The Frankel Seminars are transition and exploration courses that occur once a year and each has its own unique focus. The descriptions and learning outcomes for each seminar can be found on the following page. The English Composition area has two courses, one to be taken each semester of the first year, that are specifically designed to enhance critical thinking, improve written communication, and assess reading comprehension. “Communication Across the Curriculum� is a University initiative to include aspects of written and verbal communication within every course. The English Composition requirement is a way to familiarize first-year students with the caliber of writing expected of Frankel graduates.


Frankel 101: Personal Development (Chick) Learning Outcomes: Critical Thinking, Moral Development, Practical Competence The purpose of this seminar is to help with the transition to college by learning about student involvement opportunities, campus resources, and helpful study habits. Students will explore their values and identities through course readings, group discussions, films, and reflective papers.

Frankel 201: Multicultural Competence (Pope) Learning Outcomes: Appreciation for Others, Critical Thinking, Practical Competence The personal identities students explored during the first seminar will now be viewed in relation to others. Students will become aware of their own power, privilege, and oppression by reflecting on their experiences. The goal of the seminar is to use awareness, knowledge, and skills to help students develop their multicultural competence.

Frankel 301: Global Citizenship Learning Outcomes: Civic Engagement, Critical Thinking, Practical Competence During their third year, students will focus on their role as engaged citizens in a global society. How current issues affect different communities at Frankel, locally, nationally, and internationally will be investigated. Students will also work together on a class service project and the ways they can educate different communities about it.

Frankel 401: Student Transition Experience Preparation (STEP) Learning Outcomes: Critical Thinking, Practical Competence The final seminar is the STEP program, which aims to help students with the transition out of college. The primary focus of the course is on the student portfolio, which serves as an overall assessment of the students’ experiences at Frankel. This portfolio features five sections, one for each of the student learning outcomes, and students are asked to reflect on the growth they have made in each area throughout their enrollment. Students have creative freedom with this portfolio, and in past years, students have submitted it as a video, scrapbook, paper, or even journal entries. It is important for students to look at their holistic experience and how the decisions they have made, both in and out of the classroom, have impacted their development. The professor discusses the portfolio with the student and gives a grade based on student effort and reflection. Our hope is that every student’s portfolio displays significant growth within the learning outcomes, however, we recognize that may not always be reality. So, our priority is on the reflection that takes place and the students’ plans for continuing development. The course content of this class also focuses on what each student is going to do once they graduate. We do not want to tell students what they should do, but rather provide them with support and resources for them to make that choice independently. Some of the class workshops have included resumes, practice interviews, job fairs, and student loan information.


The general education requirements each student must complete in addition to the course requirement for an individual major:


Accounting Advertising African and Afro-American Studies Anthropology Art History Athletic Training Behavioral Neuroscience Biochemistry Biology Biomedical Sciences Business Chemistry Communications Computer Information Systems Computer Science Criminal Justice Economics Education Engineering English Entrepreneurship Environmental Studies Film, Video and Interactive Media Finance French and Francophone Studies German Studies Gerontology Health Science Studies

Hispanic Studies History Interactive Digital Design International and Global Studies Islamic and Middle Eastern Studies Journalism Judaic Studies Legal Studies Management Marketing Mathematics Microbiology Music Nursing Occupational Therapy Philosophy Physical Therapy Physics Political Science Psychology Public Relations Religious Studies Sexuality and Queer Studies Social Services Sociology Spanish Language & Literature Theater Arts Women’s and Gender Studies

(Brandeis University, 2013; Quinnipiac University, 2013)


The Office of Residence Life at Frankel University is dedicated to providing residence hall communities that support student development and positive peer interactions. These environments foster interpersonal competence, emotion management, autonomy, interdependence, mature relationships, and identity development (Chick). By living in a residence hall, students will learn how to appropriately express themselves, understand the ramifications of their actions, develop a work-life balance, and embrace their personal identities while supporting their peers. Residing on campus positively contributes to developing personal values, autonomy, positive selfconcepts, and advanced moral reasoning skills (Pascarella). A residence hall environment promotes positive attitudes, openness to diversity, and conflict management skills. It also significantly increases the likelihood that students will persist in college to earn a degree (Pas). Because of the overwhelming benefits of living on campus, Frankel has a two-year residency requirement. Students must live in an on-campus residence hall during their first two years at Frankel. Although, we do guarantee on-campus housing for the entire time of undergraduate enrollment. Our mission is to help students have a living and learning experience that positively supports their degree completion. (Lopez LaNasa Pike)

Residence Hall Staff Each residence hall has a full-time Hall Director (HD) and a student staff of Resident Advisors (RAs). There is a front desk in each building that has a student worker available 24/7 for assistance. All members of the residence hall staff work to support our student residents, ensure safety and security of the building, and hold students accountable for the choices they make.

Residence Hall Amenities Every residence hall has several communal lounge spaces with televisions, quiet study areas, kitchens, and laundry facilities. The lobbies feature pool tables, ping pong tables, foosball, and vending machines. Students are also able to check-out movies, board games, and other items from the front desk.


Residence Hall Options First-Year Students: Our first-year residents are housed together in traditional residence halls that have 2-4 residents per room and communal bathrooms (some of which are gender-neutral). Students are unable to pre-select their roommate(s) prior to arriving and instead are assigned together based on lifestyle preference forms. This policy intentionally facilitates development in all of our learning outcomes because it encourages conflict resolution, personal value growth, openness to diversity, moral reasoning, and positive community interactions. Upper-Class Students: The suite-style living and furnished apartments are reserved for these students. Students have the option of choosing their roommate and suitemates, as well as whether or not they would like a single-occupancy room. Each suite and apartment has its own private bathroom.

Community Building (Schuh) There are several different initiatives that take place in the halls that support community building. We have passive programs in the form of bulletin boards that are educational and communicate hall policies/procedures with the residents. RAs are responsible for creating a network of support on their floor through active programming, informal conversations, and hall pride. At the end of each semester, the residents are asked to complete an Assessment of Satisfaction. We use this data as a way to evaluate our strengths and weakness with community building and how we can improve our services.

Residential Student Conduct In order to ensure that our residence hall communities remain safe, welcoming, and respectful, we use a residential student conduct process to hold students accountable for their behaviors. This process is a way to uphold the Frankel Student Code of Conduct and Community Standards in collaboration with the Office of the Dean of Students. We use a student development philosophy when having conversations with students and issuing educational sanctions. Supporting critical thinking and moral development for students is a priority during this process.

Off-Campus Housing Support Even though we strongly encourage students to live on campus during their entire time at Frankel, we understand that some students may need or prefer to live off campus. We are here to support our students, and one way we do that is by providing resources for off-campus housing. Students can visit the Office of Residence Life to gather information about local housing options, contracts, subleases, and common renter concerns. (McGill)


Residing in a living-learning community (LLC) offers a unique experience for students to become active in an environment that reflects their passions (Garrett). When compared to traditional on-campus residents, members of an LLC report more positive interactions with peers and faculty, more positive peer diversity interactions, and greater gains in critical thinking. In addition, LLC residents experience easier academic and social transitions to college and report higher levels of civic engagement, sense of belonging, and confidence than traditional residents (NSLLP). We know that living on campus positively influences persistence, but for students living in an LLC, they are even more likely to persist than traditional residents (Pascarella). In general, LLCs support Frankel’s learning outcomes of Appreciation for Others, Civic Engagement, and Critical Thinking. Brief descriptions for the five most popular LLCs at Frankel are listed below and they include the specific learning outcomes for that community.

Fine Arts LLC Learning Outcomes: Appreciation for Others, Practical Competence The Fine Arts LLC embraces the creativity and beauty of art, theater, and music. Students share, reflect, and appreciate the artistic work of others while developing their own skills. Past events include tours of art museums, film festivals, and poetry nights. (M)

Community Service LLC Learning Outcomes: Civic Engagement, Moral Development, Practical Competence The Community Service LLC combines volunteerism, advocacy, and education. Students participate in service projects and outreach programs as a way to support and educate our local communities. Past events include sustainability workshops, food/item drives, and homework help at nearby schools.


Do It Yourself LLC Learning Outcomes: Critical Thinking, Practical Competence The Do It Yourself LLC is an environment that fosters exploration, collaboration, and innovation through a series of independent projects and resident workshops. Students support one another while developing new skills, problem-solving, and becoming self-sufficient members of society. Past events include food canning, car mechanics, and sewing. (M)

Leadership LLC Learning Outcomes: Civic Engagement, Critical Thinking, Moral Development The Leadership LLC features a variety of workshops that focus on leadership development theories. Students learn about their personal values, reflect on case studies, and discover their own leadership styles. Past events include high and low ropes courses, guest speakers, and movie nights.

Spirituality & Faith LLC Learning Outcomes: Appreciation for Others, Critical Thinking, Moral Development The Spirituality & Faith LLC gives students opportunities to investigate their own spiritual identities while learning about the beliefs of others. In a nonreligious environment, students are free to reflect on their values and the role spirituality plays in their lives. Past events include life after death, panel discussions, and the power of superstitions.


Educational Opportunities & Programs

Student Organizations We have several student organizations that would be classified as multicultural. These groups create a welcoming environment to all students and strive to educate the community about issues pertaining to their specific identity. Some of these organizations are: (Capital, Wheelock, Emerson,) Active Christians Today Asian American Alliance Black Student Union Gay Straight Alliance Hillel

Latino Student Union PRIDE Speak Up World Student Association Women Who Love Women


LGBTQQA Resource Center The Lesbian, Gay, Bisexual, Trans*, Queer, Questioning, and Ally (LGBTQQA) Resource Center provides a welcoming community for students who share any of the above identities. Approximately 10% of college students identify as lesbian, gay, or bisexual, and many others are questioning their sexual identities. It is important that we have support resources available and educate the community about how to become better advocates for their peers. (Evans)

Diversity Peer Educators Students who are passionate about diversity and inclusion can become campus leaders for promoting that awareness. Diversity Peer Educators are students who have taken the university diversity leadership course and have been trained on how to facilitate a variety of workshops. They are well-respected students who are active in the local community and committed to creating welcoming environments for all. (BGSU)

Religious Support Services Even though Frankel University has Judaic affiliation, students, faculty, and staff of all faiths are welcome to become members of our community. We have a variety of religious support services and organizations in place to help create an inclusive environment. Frankel University has a positive relationship with local churches, temples, and other places of religious gatherings. Frankel University community members are welcome at all of these locations and are encouraged to learn more about other faiths and beliefs. Appreciation for others is one of our learning outcomes, and it is important that we practice this value.


Frankel University was founded as a way to live the values of Judaism through a liberal arts education. We focus more on the Jewish culture and experience rather than the religious practices because we have diverse students who observe a variety of faiths. Jewish students at other universities may lack the opportunities to practice their religion and cultural traditions. We are passionate about supporting our Jewish students and creating a welcoming environment for all.

Hillel (hillel) Since we are named for the founder of the Hillel program, it only makes sense that we have a very active chapter. Students of all faiths can come together to learn about the Jewish culture and traditions. Hillel provides leadership and networking opportunities, builds community with other chapters, and helps with the development of identities and values. They host celebrations and religious services for different Jewish holidays, as well as bi-weekly Friday night Shabbat dinners.

Community Partnerships As a way to demonstrate our support for local Jewish resources, Frankel works closely with the Jewish Community Center, synagogues, and religious schools. Students are able to attend religious services, programs, and classes at these places without paying membership fees, as long as they volunteer their time to different service projects. Some of these include maintaining the community garden, assisting Hebrew school classes, babysitting during special events, and ushering large programs.


Religious Obligations During the academic year, many Jewish holidays occur, but none as significant as Rosh Hashanah (New Years) and Yom Kippur (Day of Atonement). These are considered the holiest days of the Jewish year. In addition to the traditional American holiday closings, Frankel will cancel classes for these two holiday if they full during the academic week. Judaism follows a lunar calendar, meaning that all of the holidays begin at sundown the evening before the “official� calendar day of observance. The University will cancel classes the day before the holiday as well in order to accommodate for travel and evening commitments. For students who observe the Jewish laws of Kashrut, our main dining facility has an extensive Kosher food section. Dining Services understands the proper preparations needed for Kosher food and they do there best to ensure a wide variety of choices.

Study Abroad (birthright) In addition to the regular study abroad opportunities here at Frankel, we also have three other unique programs specifically designed for Judaic studies. The first is a Taglit-Birthright sponsored trip to Israel that occurs during the winter and summer breaks for Frankel University students only. Birthright is an organization that offers free 10-day group trips to Israel because they believe that every Jewish person has the right to visit their homeland. There are certain restrictions for who can apply for the trip so it is important to refer to their website for more information. The second opportunity is to travel with a group of students to Lithuania and Poland for Holocaust research. The purpose of the 2-week trip is to look at the past, present, and future of Jewish life in those communities. It is an absolutely inspiring journey that leaves a lasting impact. The third opportunity is to participate in an exchange program with The Hebrew University of Jerusalem in Israel for a semester. Students will be able to embrace the Israeli culture as they live and study there for 15 weeks.


Student Programming Board & Frankel After Dark These two organizations are the main programming groups at Frankel University. At a minimum, the Student Programming Board hosts FREE events every Friday & Saturday night from 8-10pm and Frankel After Dark hosts FREE events every Friday & Saturday night from 10pm-12am. We want to provide fun, alternative weekend activities for students who may not enjoy partaking in Boston nightlife every week. Past events include inflatable obstacle courses, bingo, musicians, comedians, fortune tellers, and volleyball tournaments. (QU)

Student Involvement Frankel University sponsors a campus involvement fair once a semester so students can become aware of the different involvement opportunities on campus. Some of them include student organizations, fraternity and sorority life, intramural teams, and student senate.

Office of Service Learning Students are able to participate in a variety of community services projects, volunteer with local agencies, and visit different areas of the world providing resources. The annual campus event hosted by the Office of Service Learning is Frankel Day of Service, which facilitates students volunteering at local businesses and organizations in the community. This event, and others hosted by this office, directly support the civic engagement learning outcome.


Library & Learning Center The Frankel University library is open 24/7 for campus members to use and is staffed by security personnel after normal business hours. The library features small rooms for group projects, quiet study cubicles, computer labs, large work tables, and comfy lounge areas. There is a coffee shop attached to the building which is open 8am-2am daily. The Learning Center is on the first floor of the library and provides a variety of resources and services to students. Some include private tutoring, group study sessions, time management workshops, and academic paper reviews. By visiting the Learning Center, students are already taking the first step to developing their critical thinking and practical competence learning outcomes.

Office of Disability Services In order to provide a safe and inclusive environment, Frankel University provides resources through the Office of Disability Services for students with physical, mental, or learning impairments. Some of our accommodations include note takers, private test-taking spaces, assistive technology, first-floor living arrangements, and van drivers. The Office of Disability Services also facilitates educational outreach programs to help our students develop their appreciation for others learning outcome.

Office of the Dean of Students Several of our campus-wide initiatives stem from the Office of the Dean of Students, including our student conduct and academic honesty policies. Students who are in good academic and conduct standing with the University have the opportunity to serve on a student board that hears cases and appeals for certain incidents. Participating on this panel is a great leadership opportunity and way for students to develop their moral development learning outcome.

Health Services & Counseling Center Our Health Services is staffed 24/7 by registered nurses and the doctors are available Monday-Friday during normal business hours by appointment. We also have a team of licensed counselors and psychiatrists available Monday-Friday and an on-call psychologist available after hours. Visiting Health Services and the Counseling Center is FREE, however, students must have insurance and cover the cost of any diagnostic tests, prescriptions, or additional medical procedures.






Victoria adler frankel university i plan  
Victoria adler frankel university i plan