Chapter 3: SMSU as a Future-Oriented Organization
Focusing on the Futures of Constituents
As the University seeks to understand changing social and economic environments through its numerous advisory councils, the PIC, and the EEMC, it also considers the futures of the constituents it serves. While social and economic changes within the state influence the University’s relationships with both external and internal constituents, and the Steering Committee recognizes that the boundaries between these constituents are not always clearly delineated, this section of the report focuses primarily on those constituents within the University: students, faculty and staff. (Chapter Five: “Missouri State as a Connected Organization” also discusses how the University listens and responds to external constituents’ needs). The report here especially notes how the University incorporates changes in the social and economic environment (discovered through the processes described previously) into educational processes that serve its constituents. For example, while the University prepares students to live and work in a global, diverse, and technological society, the faculty, staff, and administrators also must continually be educated to understand this changing society.
Students
"Criteria and Core Components supported in this section include 1b, 1d, 2b, 3a, 3c, 3d, 4a, 4b, 4c, 4d, 5a, 5b, 5c, 5d.
The University recognizes an educated person as one who “has the skills and motivation to continue to learn after leaving the University, thus being prepared for both lifelong learning and lifelong productivity.” The University offers a rich array of programs and services to encourage a life of learning for both traditional and non-traditional learners. Two units considered here that offer educational services to traditional and non-traditional students while also serving the community are the College of Continuing Education and the Extended University (CCE) and the Office of Citizenship and Service-Learning (CASL). In addition, the University offers numerous other support services designed to prepare students for a future of success.
One of the best examples of the way in which the educational processes are influenced by the University’s constituents appears in the College of Continuing Education and the Extended University (CCE). The College, like other academic units on campus, provides professional development, work force training, and other specialized needs of the community. Unlike the other units, however, the College is involved more explicitly in initiating and facilitating lifelong learning opportunities for the community. The College’s charges include serving non-traditional students through the University’s metropolitan aspect. To meet its mission, the College offers a wide range of programs, including a large Evening College with more than 450 sections in more than 30 academic disciplines, enrolling more than 9,700 students each semester. The academic departments control the content of these courses. In addition, a special Adult Student Services Office provides preadmission advising, merit scholarships especially for adult students, adult re-entry seminars and orientation programs, and admission/registration options tailored to the needs of working and non-traditional students.
The College also provides support for a wide variety of off-campus outreach programs, high school dual-credit programs, distance learning, and professional development programs tailored to the needs of specific target population groups in the community. In addition, through the Center for Continuing and Professional Education, adult and non-traditional students in the region can take advantage of a wide range of conferences, workshops, and other professional development programs offered on a non-credit basis.
The University recognizes an educated person as one who “has the skills and motivation to continue to learn after leaving the University, thus being prepared for both lifelong learning and lifelong productivity.
The University established the Office of Citizenship and Service Learning (CASL) in 1996 in part to increase the collaboration between academic programs and the external communities they serve. The goal of service-learning at Missouri State, through linking academics to the community, is to develop the skills, sensitivities, and commitments necessary for effective citizenship in a democracy. Through courses offered by departments, CASL prepares students for the future by immersing them in the community outside the University. Rather than isolating students during their time of classroom learning, the University demonstrates that it considers students’ futures by providing programs that assist in their transitions to life after graduation and that prepare them for lives of learning.
CASL considers the futures of its constituents through several mechanisms:
- The office administers a needs assessment each year for community partners to assist in planning for service-learning student placements.
- Community partners and faculty have the opportunity to discuss their needs at the annual Faculty and Community Partner Luncheon. Both groups are encouraged to discuss changing needs or new projects throughout the year with CASL staff. Students, faculty, and community partners submit evaluations of their service-learning experiences at the end of each semester. In these evaluations, community partners typically report that they receive important assistance from service-learning students. For example, Kelli Henson of the Regional Girl’s Shelter described the work of Stacy Carpenter:
“Stacy assisted the case manager with duties related to client services, admissions, and discharges. Stacy performed at a level superior to her age and education. Stacy was able to complete tasks with little supervision. Stacy has been offered and accepted a paid position with our agency. We are very pleased to have her.”
Students often report that they plan to continue spending time with their community partners after they have completed their classroom obligation, some are hired by the community partners after their service is completed, and many find that the experience influences their career choices.
- In the spring of 2004, the
CASL office
conducted a thorough assessment using the nationally tested rubric developed by
Dr. Andrew Furco of the University of California—Berkeley. This process
consisted of extensive interviews and surveys with faculty, students, administrators,
and community partners. Utilizing Dr. Furco’s assessment criteria, service-learning
on the Missouri State campus is at Stage 3 (the highest state, “Sustained
Institutionalized”) on three out of the five Dimensions and at Stage 2 (second
of three tiers, “Quality Building”) on the remaining two Dimensions. The Stage
3 areas included
- Student support for and involvement in service-learning
- Community participation and partnerships
- Institutional support for service-learning.
- Stage 2 areas that will receive concentrated improvement efforts are
- Philosophy and mission of service-learning
- Faculty support for and involvement in service-learning.
CASL includes its constituencies in the planning process by developing and designing placement sites appropriate to learning objectives in each participating department. Additionally, faculty-development workshop topics are chosen based on feedback from faculty. Community partners, faculty, and students are satisfied with their service-learning experiences, as evidenced by the end-of-semester evaluation results and comments.
Students at Missouri State University are provided with a wide array of support services. The Division of Student Affairs actively works toward enrolling students; providing their essential services; enriching their co-curricular opportunities; and helping them to develop a refined sense of values, integrity, and social awareness that is necessary for future leadership roles. In achieving its mission, the Division of Student Affairs continuously assesses the needs of students, parents, and community members and clients.
One example of civic engagement and service involvement is provided by the Division of Student Affairs’ Student Community Action Program (SCAT). This program was created in 1994-95 to provide “expert support” to local agencies. It focuses on building community at the University through community service. During its existence it has had as many as 40 students serving in a given year, and has led to organizational improvement for many agencies.
One year after its inception in 1996, the Master Advisor Training Program receive recognition as an Outstanding Advising Program at the Annual Conference of the National Academic Advising Association.
Publications of Student Affairs are intended to represent the breadth and quality of the University’s student-focused activities and support services. The basic philosophy of the University is that the issues of cost, quality, location, safety and comfort, and career opportunities and placement should be evident in its documents—so too should its policies and procedures. Sample publications include Multicultural Student Services Brochure, International Student Publication, numerous policies and procedures, the Student Organization Handbook and the Counseling Brochure. Other publications such as the Undergraduate Catalog, the Graduate Catalog, and financial aid information are also available online.
Another example of the type and quality of service provided
to Missouri State students is the work of the
Academic Advisement Center (AAC). The mission of the Academic Advisement Center is to assist students with undeclared majors as
they develop meaningful educational plans to help them achieve their life
goals. The staff of the AAC also conduct regular
Master Advisor
workshops for faculty and staff. Initiated in the spring semester of 1996,
the Master Advisor Training Program received recognition by the National
Academic Advising Association (NACADA) in 1997 as an Outstanding Advising
Program at the NACADA Annual Conference in Kansas City, Missouri. Over 700
faculty and staff advisors have been awarded the Master Advisor certificate
since the program’s inception. Sixty-five percent of Missouri State students are being advised by Master Advisors. As a result of the Center’s efforts to
better equip faculty to become Master Advisors, many of these faculty have won
both
The Career Center
provides professional assistance to Missouri State students and alumni through
career counseling and internship and fulltime job searches, as well as
providing the vocational and educational information needed to make insightful
career decisions. Specifically, the Career Center helps individuals to do the
following: The Career Center staff consider the needs of all Missouri State students when designing programs and delivering services. Since career
issues are addressed by different units within the institution, the Career Center provides linkages and/or coordination among career-related programs and
services where appropriate. Missouri State and the Career Center have specific goals for
providing services to students, employers, alumni, and other client groups,
consistent with the nature of the University. Goals are reviewed and updated
annually and communicated, as appropriate, to administrators, faculty, staff,
and other relevant institutional constituencies. The College of Continuing Education and the Extended University programs, described previously, also offer a variety of training opportunities
not only for enrolled students, but also for the University’s faculty and staff.
Another support service provided by the University to assist
faculty in preparing for the future and for considering the futures of their
constituents is the Academic Development Center.
The ADC serves the University purpose of developing educated persons and the Missouri State statewide mission in public affairs by supporting faculty and academic units
with projects, seminars, workshops, networking, consultations, materials, and
other resources to promote effective teaching and learning. Examples of
continuing professional development for faculty are seminars and workshops on
course design, testing and grading, use of the case method for encouraging
active learning, and effective use of technology for enhancing critical
thinking. In April 2002, the ADC conducted an
initial needs assessment as the basis
for many of the Center’s early activities. More recently, the Ad Hoc Committee
on the Professional Development Support of Faculty and Academic Administrators
provided an updated assessment of professional development as well as available
and new resources. The work of this Committee has been incorporated into the
University’s newest long-range plan,
Daring to Excel. Much of the support that the University provides staff to
help keep them prepared for the future occurs through the
Office of Human Resources. The Office
recognizes the importance of compensating the University’s workforce, providing
a quality benefits package, and providing on-going
professional training and development
opportunities to staff and student workforces. Training available to staff
includes Criteria and Core Components supported in this section include 1b, 2a, 2b, 3c, 3d, 4a, 4b, 4c, 4d, 5a, 5b, 5c, 5d. In addition, staff members attend mandatory training
programs such as
“A
Matter of Respect,” Preventing Sexual Harassment, Diversity, Inclusive
Training in the Classroom, and Accommodating Students with Disabilities. A
complete list of support available to staff is available
online. The concerns of University staff are also discussed and
acted upon by the Staff Senate.
This body, in place since 1988, has made significant strides toward increasing
staff involvement on campus and either initiated or assisted in forming/updating
many staff benefits. In spite of these numerous opportunities for professional
development, the Steering Committee also recognizes that staff salaries are not
at a level that reflects the valuable contributions the staff provides for the
University. This economic reality challenges many academic and non-academic
units as they attempt to secure and maintain high quality personnel.
Faculty
Staff
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September 08, 2005
- Chapter 1: SMSU: A Mission-Focused, Evolving Institution
- Chapter 2: The 2005 Self-Study: An Overview of the Process
- Chapter 3: SMSU as a Future-Oriented Organization
- Chapter 4: SMSU as a Learning-Focused Organization
- Chapter 5: SMSU as a Connected Organization
- Chapter 6: SMSU as a Distinctive Organization
- Summary