Chapter 4: SMSU as a Learning-Focused Organization

Creating the Capacity for Lifelong Learning

Through the support of scholarship, as described above, Missouri State encourages and supports lifelong learning among its students, faculty, and staff. A learning-focused organization is concerned with connections between the curricula it provides and the lives its students pursue after they graduate. The University’s commitment to this ideal is reflected in its mission statement which recognizes that an educated person is, in part, someone who “has the capacity to continue to learn throughout life.” This section of the report notes the numerous ways in which Missouri State encourages a capacity for lifelong learning for undergraduate students and external constituencies via the general education program, the Citizenship and Service-Learning program, the Honors College programs, Study Away opportunities, internships, and several aspects of graduate education.

Students and a Life of Learning

One of the ways in which Missouri State prepares students for a life of learning is through the revised General Education program implemented in 1997. The requirements of this program have been designed to “provide for learning that educated persons will use throughout their lives in their many roles and communities.” In addition to a key set of basic skills, these requirements focus on developing an understanding of the broad and historical context of knowledge by focusing on the Natural World, Culture and Society, and Self Understanding. In keeping with the University’s public affairs mission, additional courses are required in American History, and Democracy and Citizenship. A capstone course that integrates the students’ general education experiences while focusing on important public issues is also required. Together these classes prepare, educate, and encourage students to continue developing as persons and citizens long after they leave the institution.

When the new general education program was approved in 1995, several significant changes were incorporated to help students better prepare for the future (see FAQ list). These changes included  1) a required course in computer literacy; 2) the elimination of an introduction to communications option in favor of a required public speaking class; 3) an attempt to prepare students for writing in their majors via the Writing II requirement; 4) a required lifetime wellness class; and 5) a public affairs capstone course which focuses on current and future issues of significance.

The general education program also includes IDS 110, “Introduction to University Life.”  Among other things, this course, administered by the Office of Student Success, is characterized by a mentorship with an instructor, who encourages students to engage in public affairs activities such as voter registration, community participation and civic discourse. It is hoped that, once engaged, students will continue these activities throughout life. UHC 110 is a similar class required of all Honors College members.

A standing Committee on General Education and Interdisciplinary Programs (CGEIP) oversees and evaluates the general education program on an ongoing basis. One of its primary charges is a three-year cycle of continuous review of each general education course (see the CGEIP evaluation template) which ensures that the curriculum is timely and in alignment with the program’s goals.

One of the most significant steps taken in direct support of general education and the fulfillment of its goals was the creation of a new administrative position, the Associate Dean of University College, whose primary responsibility is to oversee and administer the general education program. Prior to this action, the Faculty Senate was responsible for approving the curriculum, but the actual implementation and oversight of the program was scattered among those departments with courses included in the program. While the curriculum is still the prerogative of the faculty, the Associate Dean is charged with coordinating all other aspects of the program. This includes monitoring enrollments, handling student appeals, working with transfer students with questions regarding course equivalencies, overseeing articulation agreements with other colleges and universities, and working with CGEIP to ensure that the quality of the program is maintained.

As a part of its mission, Missouri State encourages students to participate in civic activities. As a result of this encouragement, the University has been recognized as a character-building institution by the Templeton Foundation. Missouri State’s commitment to citizenship and service has also been recognized by the Princeton Review in its list of the “Best Midwestern Colleges” for 2005. Missouri State is one of only 81 institutions in 33 states that the Princeton Review commends and features in its forthcoming book, Colleges with a Conscience: 81 Great Schools with Outstanding Community Involvement (Random House, 2005). Missouri State is the only Missouri university to earn this distinction.

One of most important ways the University encourages its students to develop an appreciation for civic engagement as well as a life of learning is through service-learning. At Missouri State the goal of service-learning is to “develop the skills, sensitivities, and commitments necessary for effective citizenship in a democracy.” The office of Citizenship and Service-Learning (CASL) acts as a liaison for long-term, reciprocal relationships between Missouri State and its community partners. CASL serves Missouri State’s Springfield campus and the Springfield-Greene County community by supporting common goals of both the community partners and the Missouri State faculty, staff and students. For community partners, the service-learning courses facilitate a stable, long-term reciprocal relationship for the good of the community. For Missouri State faculty, the courses support faculty scholarship, including both teaching and research interests. For students, the courses facilitate the introduction and integration that takes place between traditional classroom work and community service. (See Table 4.6 on following page.)  

Table 4.4: Service-learning Growth Report 1997-2005

* Includes summer service-learning numbers

• Includes summer service-learning numbers
• Among the salient features of the Missouri State service-learning program are the following:
• Each year over 200 service-learning courses are offered that encompass all six colleges, dozens of faculty, and hundreds of students.
• End-of-semester evaluations provide evidence that community partners, faculty, and students are highly satisfied with the service-learning experiences.
• In 2004 an assessment of the program was done using the nationally tested rubric developed by Dr. Andrew Furco of the University of California-Berkeley. The SMSU program was at Stage 3 (the highest stage) on three of the five dimensions and at stage two on the others (see annual report).
• In 2004-05, 1225 students devoted 37,360.75 hours to community service. Using the Corporation for National and Community Service hourly rate of $16.54/hour, the monetary value of service students provided to the community was $617,951.

These opportunities, many offered with help from the Office of Career Services, are additional avenues by which students may expand their opportunities to create a life of learning by applying classroom-learned concepts in a real-world work environment. Independent study, independent research, cooperative education programs, internships, faculty lectures and performances, and numerous other learning activities outside the classroom are available to Missouri State students. Most academic departments offer opportunities for students to participate in individualized research projects, library research on a specialized topic, or creative artistic works.

These works are conducted under the supervision of faculty, and may lead to student presentations, performances, and/or publications. All these activities support learning as a way of a life that may be continued after graduation.

The Honors College provides its members with significant academic challenges as it also creates a learning community that stimulates a desire for a life of learning. The mission of the Honors College is to provide a program of enhanced, advanced study and recognition for students of unusually strong academic achievement and motivation. To help all instructors of honors courses create effective learning environments, the “Course Criteria” emphasize the importance of critical thinking. Honors courses, sections, and components should be “reading intensive, including books and journals that reflect recent scholarship … writing intensive, including writing assignments that are evaluated not only on content, but also on grammar and style. Research projects that include critical analysis are also encouraged.” “Tests ... should require synthesis and critical evaluation, in written or oral form, of course and library material. In the fine and performing arts this could take the form of an original contribution to the art concerned” (Missouri State Undergraduate Catalog). In addition, the newest residence hall, Scholar’s House, has become a home to over 100 honors students where a sense of the power of learning communities has evolved.

Study Away and exchange programs also encourage a life of learning by showing students how interaction with other cultures stimulates curiosity and a better understanding of the world. The Missouri State programs range from escorted short summer field trips to year-long immersion experiences at other institutions and include those that bring international students to the Springfield campus. During the last ten years, the number of students participating in exchange and study away programs has more than doubled, increasing from 125 in 1996 to 258 in 2005.

Two of the most popular study away programs are

• The Missouri London Program, which meets at the Imperial College of London University, located in the South Kensington area of Central London. This cooperative program allows students to select from a number of courses that vary from semester to semester and range from fine arts to business.
• The University’s branch campus in China affords opportunities for learning through cultural exchange.

Many students who have participated in Study Away Programs are asked to speak about their experiences in the UHC 110 and IDS 110 classes as a way of promoting the program and encouraging additional students to participate as part of their courses of study.

As noted in Daring to Excel, one challenge that exists with these programs is the desire to involve a larger number of students by establishing additional partnerships throughout the world.

Many of the disciplines offer comprehensive majors (e.g. College of Business Administration, Antiquities Program, Chemistry, Teacher Education) that incorporate a diverse set of core course requirements, ensuring breadth of coverage across the discipline. Instead of being narrow specialists, these students have the background needed to see the “big picture” and are prepared to build on that foundation as their futures unfold.

Graduate education at Missouri State certainly supports the goal of lifelong learning. Evidence of some of the most significant ways it does so includes

• Most programs require a thesis as part of the requirements.
• Funding is available to support thesis work.
• Funding is available for graduate student travel and professional development workshops.
• The College of Education has a BEARS program that provides for continued mentoring after graduation to help recent graduates continue to develop and learn in their profession.
• As noted in the HLC report from the Graduate College, 94% of graduate students completing an exit survey were confident they will be able to apply the skills and knowledge gained in graduate study to future employment and their community life.

The Taylor Health Center has a very active wellness office serving not only students, but also faculty, staff, and their dependents. The office offers many education and activity-oriented classes and programs that encourage and promote the development of healthier lifestyles throughout life. As part of the general education program, PED 100 Lifetime Wellness promotes adoption of habitual healthy behavior.

The Academic Integrity Council (AIC) employs proactive efforts to promote a campus culture in which academic integrity flourishes and academic dishonesty is discouraged. The AIC created the Student Academic Integrity Policies and Procedures document and has made it available online. In addition, for the past two years, the Council has sponsored “Celebrating Academic Integrity” week during the spring semester. This three-day event, open to all members of the campus community, offers a variety of activities designed to promote academic integrity. Recognized authorities in the area of academic integrity have been invited to campus to participate in workshops and panel discussions.

Future Plans of the AIC include

• Continuing the dissemination of specific information about the academic integrity policy to both faculty and students, using a variety of information-delivery methods
• Expanding the annual “Celebration of Academic Integrity” event and promoting increased faculty and student participation
• Arranging a campus subscription to a plagiarism detection service and disseminating information about how to use the service (the Student Government Association has endorsed this service.)
• Hosting forums for campus conversations about plagiarism, which is the most frequently reported type of academic dishonesty on campus
• Continuing surveys of both students and faculty to gather and assess data on academic integrity
• Developing a Web site for the Council with resources useful to both faculty and students
• Increasing the opportunity for Council members to attend the national conference of the Center for Academic Integrity.

Faculty, Administrators, and Staff and a Life of Learning

Missouri State encourages and supports the faculty’s capacity to continue in lifelong learning. Many of these methods of support are described more fully in the “Supporting Scholarship” section of this chapter.

• Funds are provided for faculty travel to professional meetings.
• Internal grants are available to assist faculty with research projects and innovative teaching efforts.
• The Office of Sponsored Research and Programs encourages and assists faculty in securing external grants.
• Promotion and tenure guidelines require faculty to be up-to-date in their fields and engaged in scholarly and creative activities.
• The Carnegie Academy for the Scholarship of Teaching and Learning Committee seeks to affect cultural changes by valuing the scholarship of teaching and learning at Missouri State.
• The Academic Development Center works with faculty, academic units, and the larger University community to continue professional development, further instructional development and research, and engages in organizational learning activities.
• Annual faculty recognition awards at university and college levels recognize outstanding research, teaching, and service. These awards stimulate and support continuing development of faculty throughout their professional lives. The University catalog lists award recipients for past years.
• Funding for Results grants encourage and reward new teaching strategies.
• The benefits packages of faculty and staff includes up to 12 credit hours per year for faculty/staff or their dependents.

Support for administrators and staff takes multiple forms.

• Funds are available for administrators to travel to professional conferences, workshops, and seminars.
• As faculty members, administrators may participate in the activities of the Academic Development Center; staff may also participate.
• The Human Resources Department provides and coordinates a number of Professional Development training programs for employees ranging from those newly hired to those approaching retirement. These programs cover a wide range of topics, including computer skills, financial information, first-aid, dealing with disabilities, sexual harassment, and communication.
• Credit and noncredit course fee waivers are available for all employees.
• Departmental and unit budgets contain funds for supporting the professional and educational needs of employees.

The External Community and a Life of Learning

The University also takes a leadership role in encouraging and providing for lifelong learning for the external community as well as for non-traditional students.

• The College of Continuing Education and the Extended University (CCEEU) has a stated purpose and special mission to serve adult and nontraditional students. In the Evening College there are more than 450 sections from more than 30 disciplines enrolling more than 9,700 students each semester.
• The Adult Student Services Office provides advising, scholarships, re-entry seminars, and orientation programs for those adults continuing their education later in life.
• Non-degree-seeking adults and professionals can take advantage of a wide range of conferences, workshops, and development programs offered on a non-credit basis.
• The College of Business operates the Center for Business and Economic Development, composed of three entities:
  • The Management Development Institute provides dozens of non-credit courses, seminars, and workshops for regional businesses and organizations. Professionals may earn CEU credit. More than 75,000 people have been served by MDI since its inception in 1979.
  • The Small Business Development Center provides small businesses with analysis, consultation, and training.

  Ozarks Public Television provides PBS programming and instructional television services to 454,000 households in Missouri.

  • The Worldwide Innovation Network (WIN) program assists inventors and innovators with analysis and information designed to help them to become more knowledgeable about how to carry their innovations forward.
• The University also provides the capacity for lifelong learning and growth for the community and its citizens through the following:
• Numerous concerts, plays, speakers, and forums are presented every year that are publicized and open to the public (see, for example, the Department of Music, and the Department of Theatre and Dance).
• The Convocation Series, open to all, hosts nationally-known figures, who discuss a variety of topics. Part of its purpose is to create thought and dialogue among students, faculty, staff, and the larger community.
• The College of Business hosts a series of “Breakfast with Champions” that brings in nationally renowned business leaders to talk with students, faculty, and area business people.
• The first annual National Public Affairs Conference (2005) featured 36 presenters discussing various topics. The theme of “Celebrating the Intellect” provided a marketplace of ideas in which the panelists, through their lives and expertise, exemplified their commitment to making a difference in the world. The conference was well-attended by students, faculty, staff, and the public.
• Ozarks Public Television (OPTV) began broadcasting from SMSU in 2001. Previously housed at Drury University, OPTV provides PBS programming and instructional television services to 454,000 households in Southwest Missouri and the adjoining three-state area. OPTV broadcasts 128 hours of programming per week with a supporting membership of about 8,300 members and over 100 corporate and institutional underwriters.
• KSMU seeks to inform, to entertain and “to encourage the exploration of ideas and their application to citizenship” through National Public Radio News, local news coverage, and classical music. KSMU fulfills that vision by serving approximately 40,000 listeners with national and community oriented programming each day. When it moved to Strong Hall in 1998, KSMU developed a simple yet paradoxically complex vision “to be the best University licensed public radio station in the country.”  Since 1995, KSMU has received such honors as the 2002 National Edward R. Murrow Award from the RTNDA for News Series and the 2001 Regional Edward R. Murrow Award from the RTNDA for Feature Reporting, and the Missouri Broadcasters Association Excellence Award in Documentary Public Affairs in 2002 and 2000.
• The Ozarks Celebration Festival, sponsored by the Ozark Studies Institute, annually brings regional artisans to campus for two days of such activities as storytelling, clogging, contra dancing, fiddling, metal working, basket weaving, and quilting. With no admission charge, the festival encourages the campus and regional communities to understand and preserve the region’s heritage.

• 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
  • Assessing Student Learning
  • Supporting Learning
  • Supporting Scholarship
  • Creating the Capacity for Lifelong Learning
  • Strengthening Organizational Learning
  • Strengths, Challenges, and Recommendations
• Chapter 5: SMSU as a Connected Organization
• Chapter 6: SMSU as a Distinctive Organization
• Summary