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

More documents

Recommendations

Info

Direct Connection to Policy Area 5 of The Illinois Commitment Urban Classroom DePaul University What issue or need is addressed by the effective practice? DePaul University enables students to learn and grow as individuals by combining high quality academic programs with a wide range of practical, hands-on experiences in the urban environment that surrounds the university’s two main campuses. Located in the heart of the nation’s thirdlargest city, DePaul and the City of Chicago offer students a dynamic, real-life classroom in which to learn. Description of the effective practice: As a center of commercial and cultural activity, Chicago provides DePaul’s students with experiences beyond the classroom walls. DePaul professors have designed curriculums to connect traditional in-class instruction with the community that DePaul serves. Faculty are able to draw on aspects of Chicago’s rich cultural heritage, business district, diverse neighborhoods, and community and religious organizations for class projects, community service, work-study programs, internships, field trips, guest speakers and more. A variety of courses explicitly draw upon Chicago as a learning resource, including the Chicago quarter term required of all incoming freshmen and a wide range of community-based service learning courses. The city also serves as a classroom to approximately 1,000 students a year who take part in the University Internship Program. Rather than simply placing students in the workplace, an instructor guides DePaul students in their exploration of societal and world issues, leadership, diversity, and ethics as they gain workplace knowledge and experience. Like the service-learning courses, internships at DePaul focus on increasing student awareness of the diverse, global community in which they live and strengthen the ties between DePaul students and the metropolitan area. How does this practice achieve sustainability? All new freshmen are required to participate in Discover Chicago or Explore Chicago classes during their first quarter. Dubbed the “Chicago Quarter,” this general education requirement is the centerpiece of DePaul’s First-Year Experience. Each of the approximately 80 different courses enable students to learn about the metropolitan community, neighborhoods, cultures, people, institutions, organizations and issues of the city within an academic framework. After the Chicago Quarter, many students choose to take courses that use Chicago as an extended classroom. Often these courses, particularly the service-learning and internship courses, satisfy DePaul’s required experiential learning component of the general education program. What are the results/measurable outcomes? Beginning with the Chicago Quarter and continuing throughout their experiential learning courses, students learn how to apply classroom theories to actual situations, apply tools from various disciplines, work in teams, and draw conclusions and lessons from their experiences through reflection. The success of this approach from the student perspective is reflected in the increasing demand for service-learning courses. DePaul’s Steans Center for Community-based Service Learning, in cooperation with numerous academic departments and programs across the university, has grown from offering 15 courses in 1998-99 to offering more than 150 in 2005-06. Last year the center placed about 2,500 students into approximately 120 community organizations throughout the city. That so many students choose to take coursework that immerses them in the city suggests that DePaul is successful in delivering on the institution’s commitment to increase student awareness of their surrounding community and to provide them with an understanding of the issues that affect diverse peoples and communities. Externally, DePaul was honored by academic peers as one of the nation’s stellar programs in service learning in the “America’s Best Colleges” 2004, 2005 and 2006 editions of U.S.News & World Report. Likewise, the University Internship Program has expanded to meet demand. Nearly 1,000 students were placed in 2005-2006, compared to 475 in 1999-2000. Student and employer surveys indicated that students found their internship experience to be excellent, while 98% of employers would recommend their intern for a position in their industry. Contact Information Name: Charles Strain Email: cstrain@depaul.edu Phone: (312) 362-5730 182
Direct Connection to Policy Area 5 of The Illinois Commitment Western Illinois University's Learning to Lead Program Western Illinois University What issue or need is addressed by the effective practice? Employers overwhelmingly point to internship experience as the most important factor they consider in hiring new college graduates for full-time positions. Employers who hire people with internship experience can be sure that they are hiring people who know what they want to be in their particular profession. The Learning to Lead program is designed to give Western Illinois University students a decisive advantage in the job market; it develops their leadership skills and prepares them for the leadership roles they will be expected to fill. Description of the effective practice: The Learning to Lead Program, open to all Western Illinois University students (Macomb and Moline) who have attained junior class status and a minimum cumulative grade point average of 2.8 (on a four-point scale), is designed in two parts. First, students participate in a four-week intensive academic program on the Macomb campus. Students are immersed in such courses as public policy analysis, multicultural issues, business communication, and leadership development training. In addition to their classes, students attend a series of lectures, presentations, and activities. Next, students complete an eight-week field placement in Washington, D.C., with professionals and agencies involved in public policy. During their internships, students complete specific projects and are required to participate in formal meetings, lectures, and conferences. How does this practice achieve sustainability? The Learning to Lead program was established at Western Illinois University in 1994. It has been maintained and supported since that time. This summer marks the 12th annual Learning to Lead program. During summer 2006, 17 Western Illinois University students lived in Washington, D.C. as part of the eight-week public policy internship program. The program offers students many internship opportunities with federal agencies. This past summer students completed internships at such agencies as the National Archives; the United States Hispanic Chamber of Commerce; the Washington, D.C. Police Department; and the United States Park Service. What are the results/measurable outcomes? There are both quantitative and qualitative evidence for the success of this collaborative program that is jointly sponsored by Academic Affairs and Student Services at Western Illinois University. • The program is contributing to academic excellence. The mean cumulative grade point average of the last cohort of participants was 3.3 on a four-point scale. • The program is contributing to diversification of the workplace. Seventeen students participated in the last cohort; of these students, six are African American and one is Hispanic. • Public policy makers endorse this program. In addition to the internship sites mentioned above, Congressmen Lane Evans and Luis Gutierrez; the Offices of the White House; the Hispanic Association of Corporate Responsibility; and the United States Departments of Education, Labor, and Secret Service all sponsor internship opportunities for this program. • The field placement experience is designed to provide students with the opportunity to work directly with professionals involved in public policy, and all of them have the opportunity to make direct contributions to public policy issues. An experience like this is designed to have a long-term effect on professional and leadership development, and students agree. For example, Pia Jeffries, a law enforcement and justice administration graduate student at Western, participated in the 2004 Learning to Lead program and called it a “once-in-a-lifetime experience.” “Learning to Lead was phenomenal,” Jeffries added. “Participating in this program enhanced my communication skills and taught me the true meaning of a committed community.” Contact Information Name: Dr. Joseph Rives Email: J-Rives@wiu.edu Phone: (309) 298-3455 183
Page 1:
COMPENDIUM OF INSTITUTIONAL EFFECTI
Page 5:
Overview The Compendium of Institut
Page 8 and 9:
Direct Connection to Policy Area 1
Page 10 and 11:
Page 12 and 13:
Page 14 and 15:
Page 16 and 17:
Page 18 and 19:
Page 20 and 21:
Page 22 and 23:
Page 24 and 25:
Page 26 and 27:
Page 28 and 29:
Page 30 and 31:
Page 32 and 33:
Page 34 and 35:
Page 36 and 37:
Page 38 and 39:
Page 40 and 41:
Page 42 and 43:
Page 44 and 45:
Page 46 and 47:
Page 48 and 49:
Page 50 and 51:
with regard to candidate performanc
Page 52 and 53:
Page 54 and 55:
Page 56 and 57:
Page 58 and 59:
Page 60 and 61:
Page 62 and 63:
Page 64 and 65:
Page 66 and 67:
Page 68 and 69:
Page 70 and 71:
Page 72 and 73:
Page 74 and 75:
Page 76 and 77:
Page 78 and 79:
Page 80 and 81:
Page 82 and 83:
Page 84 and 85:
Page 86 and 87:
Page 88 and 89:
Page 90 and 91:
86 Illinois will increase the numbe
Page 92 and 93:
Page 94 and 95:
Page 96 and 97:
Page 98 and 99:
Page 100 and 101:
Page 102 and 103:
Page 104 and 105:
Page 106 and 107:
Page 108 and 109:
Page 110 and 111:
Page 112 and 113:
Page 114 and 115:
Page 116 and 117:
Page 118 and 119:
Page 120 and 121:
Page 122 and 123:
Page 124 and 125:
Page 126 and 127:
Page 128 and 129:
Page 130 and 131:
Page 132 and 133:
Page 134 and 135:
Page 136 and 137: Direct Connection to Policy Area 5
Page 160 and 161: How does this practice achieve sust
Page 182 and 183: Description of the effective practi
Page 200 and 201: What are the results/measurable out
Page 222 and 223: What are the results/measurable out
Page 228 and 229: Contact Information Name: Christine
Page 230 and 231: Western Illinois University Campus
Page 232 and 233: IC Title of Effective Practice Inst
Page 234 and 235: IC Title of Effective Practice Inst
Page 236 and 237:
IC Title of Effective Practice Inst
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?