Title of Effective Practice: - California Postsecondary Education ...

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Direct Connection to Policy Area 5 of The Illinois Commitment Annual Heritage Conferences, Office of Academic Development Northeastern Illinois University What issue or need is addressed by the effective practice? Northeastern Illinois University is enriched by the diversity evident in the university-wide community. This diversity is further enhanced by the opportunity provided through the annual heritage programs to understand and appreciate the contributions of various cultures, while framing issues of local, national and international importance. The conferences provide significant platforms to explore cultural and social values that highlight our interconnectedness and promote awareness. They facilitate the acquisition of knowledge, abilities and attitudes which form a foundation for life-long learning among our students. The heritage conferences laid the foundation and expanded expectations of global learning as is evident by the conferences on Iran and Guatemala and Democracy in Iran, Middle East and Central Asia. Description of the effective practice: The Office of Academic Development hosts several annual heritage conferences as single or multiple day events. These are the Equity in Action Conference (October), the Inter-Faith Conference (November), the Martin Luther King Day Program (January), the African, African-American, Native American, Caribbean and the Americas Heritage Conference (January), the Native American Conference (February), and the Asian American Heritage Conference (April). Content, context and programming for the conferences is designed by the collaborative efforts of a committee comprised of faculty, staff and students from various disciplines at the university. Committees begin meeting a year in advance of the conferences and subsequently meet 12-15 times during the academic year to formulate themes, focus, and decide on program content. These conferences provide a rich and vital forum for faculty and students to serve on panels alongside each other and to present on common research interests or current issues of importance. How does this practice achieve sustainability? Faculty and external scholars use the heritage conferences as a forum to present current research interests. This enhances the curriculum and further enriches student learning. Faculty members plan for future programming, and student inclusion on panels. Because the conferences emphasize the diversity of our campus, student clubs and co-curricular groups understand that this is also their forum for program development and involvement. What are the results/measurable outcomes? The annual heritage conferences have seen an increase in participation since their inception over a decade ago. Faculty view their participation as an important way to create interdisciplinary partnerships with colleagues. Student engagement allows students to view themselves as valuable community partners and collaborators, creating a component of civic ownership and citizenship within the global community. Attending heritage conference presentations and learning from the sessions becomes an integral part of the inter-disciplinary focus. Last year, 7 annual heritage conferences included 97 presentations, featured 74 presenters/moderators and were attended by approximately 2000 students. The heritage conferences further the university’s mission of cultural, economic and political diversity and create an environment that emphasizes analysis, involvement, inclusion and identification with the university community. Contact Information Name: Dr. Wamucii Njogu Email: W-Njogu@neiu.edu Phone: (773) 442-5420 134
Direct Connection to Policy Area 5 of The Illinois Commitment Annual Outcomes Assessment of Academic Programs, College of Professional Studies, National University of Health Sciences National University of Health Sciences What issue or need is addressed by the effective practice? Curriculum easily becomes outdated and/or irrelevant. For a university to provide up-to-date curriculum and delivery systems that provide high quality programs and student learning, constant assessment and adaptation must occur. Description of the effective practice: Each degree program contained within the college will now undergo an annual outcomes assessment process that documents the efficacy of our curriculum in attaining program outcomes. The assessment will include review of student “satisfaction” surveys, board exam scores, institutional data such as graduation rates, faculty discipline area reviews, program and course student performance exams, and external feedback from practitioners. Information garnered will be looped back to program chairs and faculty responsible for revising the curriculum at the program and course level, where appropriate changes will then be made based on the data received and subsequent analysis and discussion. While some activities go year-round, the majority of the data gathering takes place following the fall and spring trimesters, with analysis, discussion, and decisions on changes taking place in the months of May and June. Costs involved are minimal and subsumed within the normal operating budget. How does this practice achieve sustainability? We have just completed our first cycle of this new annual practice, which did prove to be low-cost, though timeintensive. Our plans for the next academic year already include a repeat of the process, incorporating more refined techniques and documentation. What are the results/measurable outcomes? Our revised curriculum for 2006-2007 reflects the overview of our results and outcomes—a curriculum we believe is more closely attuned to the program outcomes and incorporates changes made due to assessment processes. Contact Information Name: Keith Smith Email: ksmith@nuhs.edu Phone: (630) 889-6673 135
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