Possible Chapter Outline for Self-Study

1

Part One: INTRODUCTION

1. background of the college

BIG PICTURE: The long-standing character of the college (with perhaps an introductory couple of sentences about the special importance of the last ten years)

2. Institutional Goals for the Self Study, the self-study process

& the organization of this report

BIG PICTURE: To bring the mission statement forward as a document for active use; to develop a culture of assessment; to integrate assessment and reaccreditation with ongoing, long-term planning.

3. Developments of Last ten years (incl. response to 1999 concerns of evaluation team)

BIG PICTURE: From crisis to strength and renewed confidence: finances, leadership, curriculum. Progress on some 1999 concerns; lack of progress on others

√ = document exists; f = PSG has on file; - = PSG needs to get; IP = document in progress

? = document does not yet exist (or PSG doesn't know about it); + = something suggested "examples of evidence" in HLC material

4. the knox college mission

Big picture: New effort to make mission statement more widely known and to use it as a guideline for assessment.

Part Two: Carrying out the mission: (end each section with achievements and challenges)

5. CURRICULUM

As write on curriculum, keep in mind these major aims of the mission statement:

1. to understand and improve ourselves, our society and our world; to put learning to use to accomplish both personal and social goals

3. to challenge students with high expectations and persistent demands for rigorous thinking in the pursuit of fundamental questions in order to reach their own reflective but independent judgments

4. to foster a lifelong love of learning

5. to foster a sense of competence, confidence and proportion that will enable us to live with purpose and to contribute to the well-being of others.

BIG PICTURE: Introduction: New curriculum 2002: aims, implementation, assessment. Aims of a Knox education unchanged from mission statement, but they're being brought into sharper focus.

INTRODUCTION: THE NEW KNOX

5A. Inquiry in traditional as well as newer disciplines

Big picture: Balance of disciplinary goals with who our students are and where they're headed. Significant additions in interdisciplinary programs are related to response to student needs/interests. Enhanced role of minors with new grad reqts. Integration of key competencies into departments. Status of departmental/program assessment.

(In general, see NSSE-11a)

5A. i. As seen in majors and minors

5A.ii. As seen in balance between traditional liberal arts curriculum and responsiveness to student desire/need for explicit pathways

(In general, see NSSE-11b, FSSE-91; HEDS-16, 25, 42)

5B. the integrative perspective of interdisciplinary work

(In general: NSSE-1i, FSSE-57)

5c. skills of writing, reading, calculating and critical analysis

BIG PICTURE: Ways in which new grad. reqts. embedded in major fields; increased role of library and IT; additions to the list (speaking, info lit/tech, EL). All key for "a sense of competence, confidence and proportion that will enable us to live with purpose and to contribute to the well-being of others."

5C.i. As embedded in key competencies

5C.ii. As developed throughout the curriculum

5d. sophisticated research and creative expression

5D. i. Independent Study

BIG PICTURE: Independent study [outside of honors] is a way for a broader range of students to experience a greater degree of initiative and independence. Scope of projects possible enhanced by Richter funds.

In general: HEDS 13, 20; FSSE-7

5D.ii. Undergraduate Research

Big picture: Opportunities for research are pervasive and widely available to students.

5D.iii. Honors Program

BIG PICTURE: Continuing strong program that makes a special contribution to the carrying out of the college's educational goals for about 10-15% of our students.

5E. to understand and improve our world; to make learning matter at the level. . . of the world beyond[Added in: pulled from larger aims and last item in "Our Community"]

big picture: Re-structuring as Global Studies Center; expansion of international study/exchange

In general: HEDS 9, 20, 23, 25; FSSE 6

6. LEARNING ENVIRONMENT

big picture: Relate back to community values of accessibility, egalitarianism. Challenge of measuring these key but "atmospheric" qualities.

Also keep in mind these major aims of the mission statement:

1. to understand and improve ourselves, our society and our world; to put learning to use to accomplish both personal and social goals

2. To increase access to all qualified students of varied backgrounds, races and conditions, regardless of financial means

3. to challenge students with high expectations and persistent demands for rigorous thinking in the pursuit of fundamental questions in order to reach their own reflective but independent judgments

4. to foster a lifelong love of learning

5. to foster a sense of competence, confidence and proportion that will enable us to live with purpose and to contribute to the well-being of others.

6A. critical exchange of ideas (se also 6Ci & 6Cii)

6b. high expectations and persistent demands for rigorous thinking

6c. supportive and egalitarian environment

BIG PICTURE: The sense that Knox is a supportive and egalitarian learning environment comes from three sources: shared values (see section 8A), dedicated personnel and services, and physical resources. Many challenges, to keep up with/adjust to needs; progress in some areas (some enhancements in staffing), stasis in others. Refiguring of SMC significant development on the horizon.

(In general: NSSE-10b, 10d)

6C.i. Faculty-Student Learning Relations

6C.ii. Student-Student Learning Relations

In general: FSSE 9, 41, 56, 58, 59, 83, 84

6C.iii. Student Initiated Learning Experiences

6C.iv. Learning Resources

6C.v. Programs in Support of Learning

6C.vi. Recognition of student achievements

big picture: Recognition given publicly is in accord with institutional values (yes?)

6d. informality and openness that mirrors our midwestern surroundings

big picture:The physical environment of the classroom fosters informal exchange (e.g., few lecture halls). Learning is also fostered in a wide variety of settings outside of class, carrying forward curricular goals in extra-curricular venues—no boundaries in the learning environment. These activities make a special contribution to fostering a lifelong love of learning. (Cross-reference to 8c for learning that relates to the Galesburg community.)

7. residential campus culture

Big picture: How all these elements add up to "encouraging personal, cultural, and intellectual growth" (or is "intellectual" growth elsewhere?)

Also keep in mind these major aims of the mission statement:

1. to understand and improve ourselves, our society and our world; to put learning to use to accomplish both personal and social goals

2. To increase access to all qualified students of varied backgrounds, races and conditions, regardless of financial means

3. to challenge students with high expectations and persistent demands for rigorous thinking in the pursuit of fundamental questions in order to reach their own reflective but independent judgments

4. to foster a lifelong love of learning

5. to foster a sense of competence, confidence and proportion that will enable us to live with purpose and to contribute to the well-being of others.

7A. encouraging personal, cultural and intellectual growth

7B. A reflective, tolerant and engaged campus community

7C. Supportive residential opportunities

big picture: A variety of housing options, supportive of diverse preferences/needs, while also shaping a common experience of a residential campus.

7D. Numerous student organizations