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Enhancing SNU's Educational Quality

Explore the self-study for SNU's accreditation, focusing on future preparation, student learning, and teaching effectiveness. Recommendations and discussions aim to improve campus life and achieve educational goals. Discover emerging strengths and areas for growth in the educational setting.

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Enhancing SNU's Educational Quality

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  1. SNU HLC/NCA Accreditation UpdateSNU Graduate & Professional Studies Fall Meeting October 24, 2008

  2. SNU Accreditationwww.snu.edu/hlc • through North Central Association (NCA)’s Higher Learning Commission (HLC) • SNU Self-Study providing 10-year look at campus • Preparations underway for NCA/HLC campus visit October 5-7, 2009

  3. Accreditation Self-Study Telling the SNU Story • Are we doing what we say we are doing? • What are our strengths and our challenges? • How can we prepare for the future? • What do we want students to learn and how well are they learning?

  4. HLC Criteria/Themes 2. Preparing for the Future 5. Engagement & Service 1. Mission & Integrity A. Future-oriented D. Distinctive C. Connected B. Learning-focused 3. Student Learning & Effective Teaching 4. Acquisition, Discovery, & Application of Knowledge

  5. Observations emerging from • SNU surveys (faculty, staff, students, alumni, department chairs, Board) • National surveys with comparative data (SSI-students, NSSE-students, HERI-faculty, BCW-staff/faculty) • Findings of SNU faculty/staff committees based on evidence from interviews & examination of documents

  6. Sample faculty findings • competent colleagues • need to reward faculty for good teaching • student ethnic diversity educationally valuable • not enough involvement in campus decision-making • department alignment with SNU mission

  7. highest stressors: lack of personal time, working with underprepared students, self-imposed high expectations • electronic databases top priority for library • need to link planning & budget decisions to mission • appreciate having flexibility in the workplace • need improved teamwork across departments

  8. Higher than the national average for religious 4-year colleges • emphasis on personal service & using scholarship to address community needs • professional support through travel funds, internal research grants, association memberships/dues, paid sabbaticals, workshops on classroom teaching • adequate support for integrating technology into the classroom

  9. Emerging SNU Strengths

  10. Core Strengths • Widespread support for SNU mission • Institutional partnerships • Educational access for students • Commitment to student learning • Programs addressing educational needs • Innovation in learning environments • Culture of service • Strong connection with sponsoring church • PROFESSIONAL DEVELOPMENT

  11. Where can we improve?

  12. Recommendations • Do more to address diversity • Continue to improve campus security & emergency preparedness • Improve campus communication • Follow our graduates after graduation • Publicize faculty accomplishments • Equip adjunct instructors • Emphasize doing & using assessment

  13. More discussions around • Academic freedom • Acknowledging faculty contributions • Dealing with plagiarism • Under-prepared students • Diversity on campus • Global & environmental emphases • Research & scholarship • Church relationships

  14. How will this impact me?

  15. . . . as an instructor? • Reporting on adjunct faculty professional involvements & activities • New means of routine communication • Emergency preparedness emphasis • Collecting information on former students • Faculty development opportunities

  16. . . . in my classes? • Increased attention to assessment & learning outcomes • Continuing emphasis on academic honesty • Technology promoting learning • Curricular global perspectives • “Green” emphasis on campus

  17. Credits Created for SNU GPS Faculty Meeting, 24 October 2008 by Gwen Ladd Hackler, ghackler@snu.edu Photo credits, in order of appearance: www.campaignadvantage.com www.hcahlc.org www.youngstown.edu

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