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CRITERION ONE: MISSION BUTLER UNIVERSITY SELF-STUDY REPORT the College of Communication (2010). This particular mix of colleges was not the result of a premeditated plan. Each entity has its own history and, to some extent, its own relationship to the University. In the case of the College of Education, however, one should not fail to note that its distinctive mission was explicitly referenced in the charter of 1850, the second clause of which mandates that the new university would “educate and prepare suitable teachers for the common schools of the country.” One aspect of Butler’s mission which has changed dramatically in the course of the institution’s history is the commitment to residential undergraduate education. From the 1920s, when Butler moved to its current campus, until the early 1950s, there were no University-owned residence halls at the University. While some students lived in fraternities and sororities near campus, many others commuted. Two residence halls were constructed in the 1950s—Ross Hall (1952) and Schwitzer Hall (1956). For the next 33 years, however, no further campus housing was constructed; hence a large population of undergraduate commuters continued to exist. Only with the opening of Residential College in 1989 and Apartment Village in 2006 did Butler complete its transformation into a fully residential institution for undergraduates. 10
CRITERION ONE: MISSION BUTLER UNIVERSITY SELF-STUDY REPORT Core Component 1.A. The institution’s mission is broadly understood within the institution and guides its operations. If one were to ask the students and faculty of Butler University today how the University integrates liberal and professional education, the most common response would be: by means of a liberal-arts-based Core Curriculum (the core) required of all students. The core at Butler is a University institution; it is the same for all undergraduates and is taught by faculty in all six colleges. While the core was significantly revised in 1983 and again in 2005, the concept of a University-wide core has remained in place since the 1940s. The liberal arts orientation of the core has also been constant, as has the overall size of the core (about 30 hours in a degree of 120-plus hours). The mission statements and advertising of Butler’s several colleges relate to the University-wide mission in somewhat different ways. Only the College of Pharmacy and Health Sciences specifically references the liberal arts component of the University-wide mission in its own statement: “The mission of the College of Pharmacy and Health Sciences is to provide effective educational experiences in the health sciences. By so doing, the college facilitates the development of life-long learners with a liberal arts foundation who are able to serve society as dedicated, competent health professionals and community leaders.” Three of the professional colleges make reference, however, to the goals of liberal education in a number of ways. In a list of “core values” which the College of Education (COE) appends to its mission and vision statements, the COE affirms: “We value dedicated, knowledgeable professionals who demonstrate a passion for children and learning. To this end, our candidates are immersed in the literature of our liberal arts tradition and develop deep, diverse conceptual grounding in educational theory.” The College of Business does not refer specifically to the liberal arts in its mission statement. The same is true of the College of Communication (CCOM). However, in its mission statement found in the Faculty Handbook, Sec. 10.20, CCOM states that “students will develop the ability to analyze and synthesize human and mediated communication,” surely an important hallmark of liberal education. Jordan College of the Arts references the liberal arts in the self-characterization that appears at the head of its website, although it does not call this affirmation a mission statement: “JCA—a community of artists preparing for careers as performers, professionals, scholars, and teachers. With programs in arts administration, dance, music, theatre, and art, Jordan College of the Arts combines nationally recognized conservatory-style programs with a curriculum rich in the liberal arts.” In its mission statement found in the Faculty Handbook, Sec. 10.20, JCA articulates that “All undergraduate degrees are enhanced by a required study of the liberal arts and sciences.” The mission statements of all of the colleges can be found in the Faculty Handbook, Sec. 10.20. Beyond mission statements and advertising, the curricula of the professional colleges are contexts wherein liberal/professional integration can be seen. For example, most of the professional colleges require courses in ethics, which, while oriented to the issues likely to arise in the professions, are liberal arts courses at heart. Moreover, all of the professional colleges prescribe a number of liberal arts courses beyond the minimum required by the Butler Core Curriculum in order to meet the criteria set by their professional accrediting bodies. Jordan College of the Arts stands in a particularly close relationship to the liberal arts. Most courses in art history, music history, music theory, dance history, 11
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Page 4 and 5: INTRODUCTION BUTLER UNIVERSITY SELF
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CRITERION TWO: ETHICAL AND RESPONSI
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