final version of the self-study document - Keuka College's Middle ...

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Keuka was offered the opportunity to partner with the Ho Chi Minh University of Science in Ho Chi Minh City in 2011, and received approval to begin a program there through a formal Substantive Change request. Akin to the practice in China, Keuka collaborates with Vietnamese partner universities to offer a Bachelor of Science in Management (BSM, 121 credits). In order to maintain academic excellence and program integrity, the curricula for the international programs were developed and assessed by Keuka College faculty and Division of Business and Management Chair and approved by the faculty for teaching at the Vietnam site. The program learning outcomes are identical to the on-campus traditional program learning outcomes that are designed by the faculty of the division of Business & Management and reviewed semi annually. For the undergraduate BSM degree, students complete 30 credit hours taught by Keuka College faculty and 91 credits of course work taught by faculty at the partner university in Vietnam. The 91 credits delivered by the partner university are prescribed by Keuka College and include General Education requirements, as well as additional courses in the major and College-wide requirements. The 91 credits delivered by the partner university are recorded as transfer credit on each student’s official Keuka College record. The 11 Keuka College courses are delivered in the cohort model (similar to the ASAP programs). FYE101, First Year Experience is a one credit course, FP401 Field Period is a two credit course, and the other nine Keuka-taught courses are all three credit courses (see Appendix 6.28 Keuka Vietnam Programs Narrative). At both of our Vietnam locations, Keuka administration work directly with partner school administration to properly maintain the integrity of the academic standards, promote program development, and ensure students are adequately supported for success (for a full report of support services provided, see Appendix 6.29 Vietnam Academic and Student Support Services ISVNU). Keuka College is committed to securing instructors for international assignments with qualifications equal to those of the campus full-time faculty. The Program Director for the Keuka Vietnam Programs regularly screens applicants for teaching assignments using the following criteria: possession of an advanced degree in a business/management discipline from a regional or internationally accredited institution, native speaker of English, and undergraduate level teaching experience, preferably some experience in an international setting where English is a second language. Preference is given to candidates with a terminal degree. In Fall 2012, the Program Director provided a presentation/workshop on “Course Assessment and Student Learning Outcomes,” attended by Keuka Vietnam faculty on site as well as interested faculty from our partner sites (Appendix 6.30 Vietnam Outcomes Assessment Presentation October 2012). All faculty members who teach in the program are evaluated on their classroom effectiveness by the Program Director during visits to the partner universities. In addition, students complete a Student Evaluation of Instruction form at the conclusion of each course. The results of these evaluations are tabulated and sent for review to the Program Director, the Business Division Chair and the Vice President for Academic Affairs at the New York campus. Prior to beginning a teaching assignment, international faculty are given a Faculty Handbook containing academic Page 33 of 39 Chapter 6: Faculty, Ed Offerings & GenEd
policies and procedures, a copy of the Vietnam Student Handbook, and general orientation information about teaching in Vietnam and about the campus to which they are assigned. In Spring 2013, following the conclusion of the semester, Keuka will host its Keuka China and Keuka Vietnam instructors at a campus professional development workshop. Experiential Learning Experiential learning, the hallmark of a Keuka College education, is integrated with every program through the required Field Periods (traditional and overseas programs), or Action Research Projects (ASAP programs). Experiential Education at Keuka College is a teaching pedagogy that is part of our culture since 1942 when the Field Period program was created. Some examples of experiential activities in curriculum happen through service projects, activities in class to allow students to connect theory and practice, and capstone projects that integrate all of the coursework together. In recognition of the importance of experiential learning at Keuka, the College presents annually the Experiential Learner of the Year award to both a first-year student and senior student who exemplify Keuka’s vision of the transformative nature of experiential learning. The criteria require nominees to submit a portfolio documenting their experiential learning (Appendix 6.31 Criteria: Experiential Learner of the Year). The winning students are chosen for their outstanding Field Period experiences, strong co-curricular involvement, service learning, and demonstrated understanding and application of learning through experiential-based activities. Recent award winners have worked with probation officers, created a museum tour (http://news.keuka.edu/academics/experiential-learners-of-the-year-named-2), completed a 4,000 mile roundtrip bike journey of the East Coast which became an elementary school instructional unit, interned with the New York State Police (http://news.keuka.edu/academics/experientiallearners-of-the-year-named), and worked in a domestic violence shelter, to name just a few (http://news.keuka.edu/from-the-field/field-period-solidifies-career-choice-offers-huge-learningcurve). As these students’ stories make clear, Field Periods are significant learning experiences. As such, Field Period is tied to our institutional-level learning goals. Analysis of evaluation data from Field Period supervisors (i.e., employers et al. that host, direct and evaluate Field Period students) supports that these experiences contribute to E-LEAP goal proficiencies (Appendix 6.32 Field Period Graduate Outcomes Trend Analysis (2009-2012). This direct evidence shows that students’ demonstration of verbal communication, experiential learning, and social and personal responsibility consistently rank high (~80%) among supervisors for all Field Period Experiences (2009 – 2012), while quantitative and information literacy are lowest. Field Period credit is awarded based on demonstrated learning, not solely on experience. Faculty are trained in guiding students through the Field Period process as well as the Kolb Model of experiential learning. New faculty meet with staff from the Center for Experiential Learning during the New Faculty Orientation process, both before and during their first semester at the College. In addition, new faculty work with their Division and program-specific colleagues on developing experiential learning pedagogy and Field Period logistics. Prior to participating in a Field Period, students work with their academic advisors to develop a learning contract, namely Page 34 of 39 Chapter 6: Faculty, Ed Offerings & GenEd
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Table of Contents Table of Contents
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Appendix Document Title Middle Stat
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Appendix Document Middle States Sel
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4.41 Business China Program 2011-20
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Middle States Self Study Chapter 6
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esponses to open-ended questions ab
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Chapter 5: Admissions, Retention an
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esponse to their recommendations, t
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TURNAROUND 20 STRESS FACTORS Stress
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administration identified three gro
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courses, Field Periods, practica, e
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possess the knowledge and experienc
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As this Self-Study documents, Keuka
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offer online course and accelerated
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The Student Code of Conduct, as pro
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Handbook, but policies governing fa
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The Taskforce on Academic Program P
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The Strategic Planning Committee (r
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future through expanding programs a
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process, and associated timeline, r
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times per year for the Vice Preside
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was retained in early Fall 2012 to
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full-time and two part-time employe
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Table 2.4 Distance Education Enroll
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Interfund loan of approximately $1.
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A systems management component that
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2010-11 Actual 2.0% 2.0% 2011-12 Ac
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Chapter 3 Leadership, Governance, a
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President for Center for Profession
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The Committee on Trustees has been
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Range Strategic Planning Committee
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the transition process. He was full
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provides advice, recommendations an
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committee work and are brought to t
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Staff The Staff of Keuka College pa
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At this time, students in the overs
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greater opportunities than ever bef
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Data-Driven Strategic Planning As n
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as well, such as continuing to inve
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along with members of the Student S
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4,000 students (1,000 FTE) in China
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esult, our analysis of non-academic
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Effective learning assessment start
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assessment cycle have been schedule
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own work effectively. Future assess
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documents provided each program wit
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make oral presentations and partici
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meet the criteria to allow faculty
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The lead faculty member reviews ass
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outcomes. The Center for Experienti
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assessment data for improvement acr
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Beyond assessment that channels up
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Standard 8: Student Admissions and
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Chart 5.3 ASAP Undergraduate and Gr
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events, College branding, transfer
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Cumulative grade point average of 2
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oth the partner school and Keuka to
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Table 5.2 Scholarship Yield Analysi
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and tour the residence halls. Stude
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Learning through participation in a
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Faculty members usually employ a co
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Table 5.5 Campus ASK Appointments 2
Page 127 and 128: Fall 2010 259 156 83 or 53% 40 or 4
Page 129 and 130: students with the skills and strate
Page 131 and 132: *The Library pays for the add-ons a
Page 133 and 134: Retention and Graduation Rates The
Page 135 and 136: First Year Experience program— In
Page 137 and 138: analysis of historical persistence
Page 139 and 140: Table 5.17 Utilization of ASK Servi
Page 141 and 142: Campus Life Beyond the classroom, t
Page 143 and 144: nature of courses, laboratories, an
Page 145 and 146: Recommendations: 5.1 Assess the rec
Page 147 and 148: Table 6.1 Keuka College Faculty Lin
Page 149 and 150: ASAP Table 6.5 ASAP Faculty Lines 2
Page 151 and 152: appointments will participate in an
Page 153 and 154: online video orientation materials
Page 155 and 156: Faculty members seeking to attend a
Page 157 and 158: Likert Scale, from “strongly disa
Page 159 and 160: Committee review of faculty files,
Page 161 and 162: Educational Offerings The Mission o
Page 163 and 164: Presentation 47 39.2% Case Study 17
Page 165 and 166: 2. “Coursework emphasized: synthe
Page 167 and 168: To support student learning at each
Page 169 and 170: Organizational Management, and Crim
Page 171 and 172: Keuka enrolls international student
Page 173 and 174: Rubric). The learning goal is pract
Page 175 and 176: College Writing, and/or MAT 095, De
Page 177: • The Dean provides ongoing suppo
Page 181 and 182: Credit for Prior Learning Keuka Col
Page 183 and 184: outcomes are evaluated throughout t
Page 185 and 186: GLOSSARY January 2013 Middle States
Page 187 and 188: DRIVE Diversity, Responsibility, In
Page 189 and 190: NS,M&PE Natural Sciences, Mathemati
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