Special Emphases for Self-study

Draft 10/3/01

Theme: Student development: The climate and the process

[NOTE: We have not yet articulated our goals for student development. We will look to our mission statement from which to derive them. Perhaps we can use those that Jim Lakso provided us with in his draft report on "The Juniata Curriculum," that is,

  • acquiring intellectual skills and capacities;
  • understanding multiple modes of inquiry and approaches to knowledge;
  • developing societal, civic, and global knowledge;
  • gaining self-knowledge and grounded values;
  • concentrating and integrating knowledge.]


  1. The first year. To investigate such questions as:
    • What are the desired outcomes for first year students?
    • Which desired outcomes are we achieving or not achieving? Why?
    • What are the leading factors affecting the acculturation of students?
    • Do first year students see close advising and orientation as important to them?
    • Do we set the proper tone for college as a place for four years of intellectual, personal, and cultural growth?
    • What types of courses are students taking in their first year? How does this choice of courses affect their experience of college?
    • What staffing and other practices affect the first year experience? How?
    • How diverse (not only culturally but also in areas of interest and levels of preparation and aspirations) is our student body? Do we meet the needs of different kinds of students?
    • To what extent do first year students use and need support services?
  2. Internationalization. To investigate such questions as:
    • How do activities that promote global awareness (e.g., model U.N., speakers) impact our students?
    • What is the impact of the presence of our international students?
    • What are the budget implications of our efforts to internationalize our campus and our students?
    • Going abroad
      • To what extent do students who profess their intention to go abroad follow through?
      • To what extent does the POE affect the decision to go abroad and to what extent does the decision to go abroad impact the POE?
      • Are other variables, such as involvement in campus activities or sports, identifiable that impact the decision to study abroad?
    • Does our academic program foster internationalization and global awareness?
    • Do courses on other cultures foster awareness in our students?
    • Does language study foster awareness?
    • Does our program offer enough opportunities to enough students
  3. Student "engagement," or active learning, including investigation of
    • Active learning activities in the classroom
    • Active learning activities outside of the classroom (e.g., service learning, internships, practicums, student research)
    • To answer questions such as
      • Are a variety of educational strategies used at the college?
      • Are our students engaged?
      • How active is our learning community?
      • How much do our students study?
      • To what extent do campus visitors, activities, and events shape active learning?
      • Are class sizes and teaching loads appropriate to the active learning we desire?
      • Are faculty development funds and other development opportunities appropriate for our goals?