Program Review Self-Study for Academic Year 2001-2002: The Senior-Year Experience Program Department of University Studies SELF-STUDY I. Brief Program Overview In order to have a better understanding of the long standing connection between Kennesaw State University and The National Senior-Year Experience Movement, the subsequent development of The Senior-Year Experience Program, currently housed in the Department of University Studies, a concise history and overview is necessary for accurate programmatic decision-making. Having already served more than 500 KSU students since 1996, KSU 4401 has emerged as an institutional capstone course preparing college seniors for the post-university experience as productive global citizens, through the process of portfolio development, utilization of campus resources, community service, and aligning students with resources that give graduates a competitive advantage, such as the ICAPP study of what employers want from University of Georgia System graduates. In the May 15, 2001 Kennesaw State University Commencement Program, approximately 503 seniors were listed as successfully graduating. In spring 2001, approximately 108 seniors enrolled in KSU 4401: Senior Seminar. Although an elective course, KSU 4401 attracts a strong percentage of seniors preparing for college graduate. The Senior-Year Experience Program, which consists of the KSU 4401: Senior Seminar continues to develop from its early academic roots at Kennesaw State University. President Betty Siegel is credited with beginning The Senior-Year Experience Movement. Thus, there is a rich academic history that is generated from Kennesaw State University. (A detailed timeline of the development of The Senior-Year Experience is contained in section II. B. The Quality of the Faculty Supporting the Program). In 1990, John Gardner, former Director of the National Resource Center, University of South Carolina, Columbia, in conjunction with President Betty Siegel of Kennesaw State University and Marietta College, the first Senior-Year Experience Workshop at the Students in Transition National Conference. For a detailed academic tracing of the Senior-Year Experience movement onsult:www.sc.edu/fye/401/401infopiece/history.htm. According to John Gardner, the definition of national movement entitled The Senior Experience has been outlined as follows (www.sc.edu/fye/sye_info.htm): The senior year experience is a very flexible concept. Indeed it can be made to mean whatever its advocates, proponents, and developers want it to mean. It can be used to describe a solely academic initiative as in a senior capstone course or it can be used to describe a myriad of other appropriate programmatic initiatives to strengthen the final period of undergraduate education such as a career planning initiative, a senior service project or internship requirement, or an achievement or recognition ceremony. Thus, the senior experience is by no means solely or primarily a set of academic initiatives and experiences. The senior experience refers to the total experience of seniors inside and outside the classroom, as provided by the faculty, student affairs officers, academic administrators, and seniors themselves. The senior experience focuses on efforts to help seniors make meaning of the senior experience, bringing closure, connectedness, integration, and reflection to the diverse set of activities they have experienced as undergraduates. The senior experience also involves a last concluding effort on the part of the institution to help students graduate with the kinds of skills they will need to be successful in the work force or in graduate school in the immediate or long term future. A. What is the Senior-Year Experience? A brief history of The Senior-Year Experience and its Kennesaw State University Academic Roots: In his text The Senior Year Experience: Facilitating Integration, Reflection, Closure, and Transition, John N. Gardner acknowledges…”Betty Siegel, President of Kennesaw State University, for inspiring him to develop a senior capstone transition course at the University of South Carolina by emulating her outstanding leadership example in developing and teaching such a course for Kennesaw Seniors. In 1990, President Betty Siegel designed and implemented for first course addressing the needs of graduating seniors from Kennesaw State University. At the request of a student, the president was asked to offer a class for seniors to help them prepare for graduation. The student requested that much like the first-year experience, which assists students in successfully transitioning to the university, the senior-year experience would assist the student in successfully transitioning from the university. The Senior-Year Experience Program has several pivotal academic starting points at Kennesaw State University. In 1990, Kennesaw State University co-sponsors the first Senior-Year Experience conference in an attempt to identify how to better serve the needs of graduating seniors. Concurrently, President Betty Siegel offers the first Senior Seminar course in 1990 in response to a student’s request to better assist seniors graduating from the university. The National Senior-Year Experience Movement begins in 1990. From 1990-1994, President Betty Siegel and Dr. Michael Tierce taught the Senior Seminar which was housed in the Department of Communication. This department was the academic home for the First-Year Experience Program, hence the connections of the First-Year Experience and Senior-Year Experience is established. Between 1994-1996, two important academic needs surface that supported the further development of the Senior-Year Experience movement at Kennesaw State University. First, while serving as Chair of the Department of Communication, Dr. Joan E. Leichter Dominick addressed the concerns of the majors regarding their successful transition from the university to that of productive citizen. In October 1996, Dr. Joan E. Leichter Dominick, along with Dr. Linda Noble, Dr. Ralph Frey, and Dr. Dorothy Zinsmiester were sent to the Students in Transition Conference. We attended the Senior-Year Experience Workshop, sponsored by John Gardner of the National Resource Center. We were asked to bring back academic ideas to implement at the university. Concurrently, President Betty Siegel asked to have her section of Senior Seminar offered in spring 1997. In 1998, Dr. Joan E. Leichter Dominick becomes the first Director of the Senior-Year Experience Program, while still fulfilling her responsibilities as Chair of the Communication Department. In 1999, KSU 4401: Senior Seminar is approved by the U.P.P.C, making it the first institutional capstone course at the university. In spring 2000, the first KSU 4401 course taught and by fall 2000 the first multiple sections of KSU 4401 are offered. The current curriculum design of KSU 4401 was based on a COM 490: Learning Comes to Life course offered in the Communication Department in spring 1997. This course was team taught by President Betty Siegel, Ms. Sybil Myers, Director of Volunteer Kennesaw, and Dr. Joan E. Leichter Dominick. While a Governor’s Teaching Fellow 1996-1997, Dr. Joan E. Leichter Dominick developed the curriculum design for this course as her academic project. With the guidance of Ms. Sara Eby-Ebersole, Speech-Writer for Governor Zell Miller, and Advisory Board Member for Kennesaw State University and the Department of Communication, the first COM 490: Learning comes to Life was conceptualized. B. How has the Senior-Year Experience Program been designed to fit the needs of seniors at Kennesaw State University? Academically housed in the Department of University Studies, The Senior-Year Experience (SYE) Program currently consists of an elective course entitled: KSU 4401 Senior Seminar. The course is an elective for upper division course that prepares the student for the post-university experience. Having served over 500 students since the course inception, KSU 4401 Senior Seminar provides the preparatory time for students to connect the mission of higher education to their new roles as leaders in society. The course addresses reflection on the college learning experience, career preparation, graduate school preparation, community service and preparation for the student’s emerging role as citizen in the national and global arenas. The Senior-Year Experience Program has been referred as being only a course, which sounds detrimental, at best. KSU 4401 is currently designed to serve the seniors both inside and outside the course. The course vision is described as the place seniors can come to have advanced institutional advising (Career Services, Presentation Technology Center, Instructional Technology Center, Small Business Development, and CAPS – Graduate School Assistance in applications and scholarships), begin networking for career and graduate school, learn competitive process of portfolio design and presentation, get involved in community service, connect with the alumni association, and begin to take their place as college graduates and productive citizens. KSU 4401 has emerged as one of the first institutional capstone courses of its kind in the nation. According to The First National Survey of Senior Seminars/Capstone Courses conducted by the National Resource Center, University of Columbia, South Carolina in 1999, the 864 respondents from Private and Public Universities reported (www.sc.edu/fye/resources/surveys/survey_sye): 70.3% of respondents indicated that senior seminars and capstone courses are discipline- or department-based. 16.3% of respondents indicated that these courses are interdisciplinary, 5.8% of respondents indicated that these courses are transition courses intended to focus on preparation for work, life choice, life skills, or life after college, 4.6% of respondents indicated that senior seminars and capstone courses are "other" types, and 3% of senior seminars and capstone courses are career planning courses. As noted in the Kennesaw State University 2001-2002 Undergraduate Catalog (p. 188): Senior Seminar (KSU 4401): This institutional capstone course provides a structure for seniors to bring closure to their undergraduate experience while preparing for the transition from the university to the community at large. Within a structure learning community from a variety of disciplines, students will discuss the meaning of their undergraduate experience and develop an understanding of their role as alumni and productive citizens of the work force, community, state, nation and the world. Through the preparation of a reflective portfolio, involvement in a service-learning project, and a critical discussion of their short and long term goals, the students will prepare for the post-university experience. Students Served for KSU 4401: According to the Office of Institutional Research, of the Fall 2000 course demographics reveal that of the 108 students registered, 20 students were minority, 55% were female, 12 were international students, more than 50% of the students were registered for 12 hours or less, and the average student GPA was 2.84. The percent of minority students taking KSU 4401 is higher than the university-wide percentage of minority students enrolled at KSU. Most of the students are from the College of Business, the College of Humanities and Social Science, with a smaller student group from the College of Science and Mathematics, the College of Education, the College of Health and Human Services, and the School of the Arts. The student client base for this course has been students that need more academic guidance in the preparation process for graduating from the university, therefore, supporting the need for the institutional capstone class KSU 4401. The First National Survey on Senior Seminars and Capstone Courses supports the same gender distribution findings for taking elective senior seminars, that is, women tend to take elective senior courses for post-university preparation (see appendix for Gender rations of Senior Seminars and Capstone Courses (N=26) for further information consult the following address www.edu/fye/resources/surveys/sye_graphics/sld019.htm) After seeing this data, the assumption could be made that female students make up the majority of college students today, however, the qualitative observation is that female students take KSU 4401 for the mentoring guidance that is often not provided for them. Also, many of our students are first generation college graduates; therefore, needing more directed mentoring for their successful transition to post-university life. II: Summary Conclusions of Strength of the Program’s Overall Quality: The recommendation is to enhance or expand the program, based on strong student course evaluations, successfully preparing students for post-university life, strengthening students emerging alumni connections, and supporting the mission of Kennesaw State University and the University of Georgia System. The Senior-Year Experience Program, which currently consist of the institutional elective capstone course KSU 4401: Senior Seminar has produced a quality academic product which is academically aligned with the addressing the needs of the graduating students, future employers, graduate programs, service organizations and the global community. The course connects the mission of the university, the mission of higher education, the needs of the global community to the needs of the emerging college graduate. The course provides the learning environment for the student to prepare for their role of a productive citizen. This course follows a national academic trend organized by the National Resource Center, at the University of South Carolina, Columbia. The student evaluations of all the course sections are positive, underscore the productivity of the course, and provide quality material for the students. Over 500 KSU seniors have taken this class since its inception that stands as an academic testament to the strength of the course. The quality and productivity of this program should be ranked strong to above average due to the leadership role that the Senior-Year Experience Program has provided for other institutions implementing such a program, for the innovative workbook produced by the teaching faculty of KSU 4401 (publisher Houghton/Mifflin notes that this is a new academic direction and featured it as a model of a custom print text at their conference in Toronto, Canada, August 2001), and for the consist growth of students taking this institutional elective class. Considering the cost of this program has been significantly low the academic payoffs have been significantly high. Seniors taking KSU 4401 share that they are better prepared for transitioning from the university II. A: Curricular Adherence to Quality Program Guidelines and/or Accreditation Standing in Discipline: In this area, the program should be rated strong or above average: The SYE Program is still early in its academic development. The program has created new academic ground by offering one of the first institutional capstone courses for seniors. According to John Gardner, academic leader of the Senior-Year Experience, KSU has taken a national leadership role it the movement. Therefore, there is no existing model for the SYE Program, therefore, making a comparison to a model program next to impossible. KSU is taking the academic leadership in the development of this national movement. While trying to meet the academic needs of the students, discover how the program should be best developed, while not having a national academic model for the program makes the progress slow and frustrating at times. The good news is that SYE program has been a low cost academic program yielding high student satisfaction profits. In order to enhance the growth of the SYE Program, the budget for the program needs expansion to be able to best achieve the aforementioned plans of program development. The SYE Program, although early in growth and development, is academically at the forefront of the Senior-Experience movement which mission is to provide college seniors with a place to honor and reflect on their learning experience while preparing for the role of productive national and global citizenship. The SYE Program provides the underpinnings to achieve the major mission of higher education, that is, to produce productive citizens. II. B: The Quality of Faculty Supporting the Program I. KSU 4401 should be rated Very Strong or Exemplary in this area. This section includes current teaching faculty and an overview of current faculty and administrative stakeholders of the Senior-Year Experience Program. Current Teaching Faculty: As of fall 2000, the faculty for KSU 4401 has increased to four teaching faculty: Ms. Karen Andrews, Director of Career Services Dr. Deborah Smith, Learning Support Programs Mr. Richard Grover, Director of Service-Learning Programs Dr. Joan E. Dominick, Director of the Senior-Year Experience Program Continued faculty interest develops in teaching upcoming sections. This can be traced as a direct result of the November 17, 2001 workshop sponsored by Dean Joanne Fowler and Dr. Rebecca Casey, Chair of Learning Support Programs. Ms. Kathy Matthews, Director of the Freshmen Year Program and Dr. Joan E. Dominick, Director of the Senior-Year Experience Program, along with teaching faculty in both programs held a workshop for administrators and faculty across the university for an update of programs and to develop faculty interest in teaching and/or academically connecting with these programs. In addition to the current teaching faculty, there are been administrators, faculty, staff, and students supporting the growth and development of the Senior-Year Experience Program. Under this sub-section is provided a detail history of the emergence of the Senior-Year Experience Program at Kennesaw State University, listing the stakeholders of the program. There has been campus-wide interest in encouraging students to take KSU 4401, custom fitting KSU 4401 for exclusive use in a College of the university, and/or importing parts of the course into existing senior capstone courses. Overview of Senior-Year Experience Program Faculty/Administrative Stakeholders: 1990: • President Betty Siegel listens to one student and the Senior-Movement begins • Students in Transition Conference is held with John Gardner, National Resource Center and President Betty Siegel, Kennesaw State University sponsoring the First Senior Experience Workshop. • President Betty Siegel and Dr. Michael Tierce teach Senior Seminar housed in the Department of Communication – which also is the academic home for the academic bookend course – First-Year Experience. 1990-1994: • President Betty Siegel and Dr. Michael Tierce teach the Senior Seminar. 1996: • President Betty Seigel sends Dr. Joan E. Dominick, Dr. Linda Nobel, Dr. Ralph Frey, and Dr. Dorothy Zinmeister to the Senior-Year Experience Conference In San Antonio, Texas. October 1996 to plan a SYE Program at Kennesaw State University. • John Gardner credits President Betty Siegel with starting the SYE Movement. • Governor’s Teaching Fellows (GTF) Award: Dr. Joan E. Dominick receives GTF Award. She chooses to develop the academic template for the Senior-Year Experience Course, which subsequently becomes the Senior-Year Experience Program in 1998. • Distinguished Teaching Award: Dr. Joan E. Dominick receives this esteemed award at Kennesaw State University. • Regents Distinguished Professor of Teaching and Learning: Dr. Joan E. Dominick receives the award at Kennesaw State University. B 1997: • COM 490: Learning Comes to Life is taught in the Communication Department In spring 1997, President Betty Siegel, Sybil Meyer, and Dr. Joan E. Dominick Teach the new version of the Senior Seminar Course. Dr. Linda Noble coins the title of the course. Fourteen students sign up to begin the new movement… The course design was the Governor’s Teaching Fellow’s project of Dr. Joan E. Dominick. Sara Eby-Ebersole, speechwriter for Gov. Zell Miller, was the mentor of the project. 1998: • Dr. Joan E. Dominick becomes the Director of the Senior-Year Experience Program, now housed in the Department of Learning Support. Also, the academic home for the First- Year Experience Program. Dr. Rebecca Casey and Dr. Joanne Fowler mentor the program. • Dr. Joan E. Dominick works with John Gardner for mentoring assistance from him. • John Gardner writes The Senior Experience: Facilitating Integration, Reflection, Closure and Transition. Dedicates text to President Betty Siegel for inspiring him regarding the Senior-Year Experience Movement. • Senior-Year Experience Council formed summer 1998. Members appointed by Deans. Members: Dr. Charles Aust, Dr. Linda Webb, Dr. Christina Horne, Dr. Virgina Watson, Dr. John Gentile, Dr. Jane Campbell, and Dr. Fred Roach. Act as advisory council, which meet regularly until the KSU 4401 was approved by UPCC in fall 1999. • Ken Honea, Communication Intern, and Dr. Joan E. Dominick develop her faculty Webpage linking Senior-Year Experience and First-Year Experience Programs. Senior learning modules are developed that will become textbook in 2001. • Kathy Matthews, Director of First-Year Experience and Joan E. Dominick, Director of Senior-Year Experience begin their collaborative presentations that will extend local, national, and international levels – weaving the programs together. • Dr. Joan E. Dominick commits to teaching both KSU 1101 and KSU 4401 to have clear academic picture of entering and graduating from the university. 1999: • COM 490: Learning Comes to Life is put before the UPPC and becomes for the first institutional capstone course for seniors at Kennesaw State University. • KSU 4401: Senior-Year Experience is taught by Dr. Joan E. Dominick • March 1999: Survey of Departmental and College Capstone Courses – Chairs Surveyed. Report included in Program Review. • February 1999 – Dr. John Gardner of the National Resource Center, meets for a vision and workshop meeting for the First-Year and Senior-Year Experience Programs. First academic linkage of the bookend courses begins. • April 1999 – Senior-Year Teleconference attended by Senior-Year Experience Council and Friends. Dr. Joan E. Leichter Dominick pre-recorded interview is televised during the SYE Teleconference. She discusses the academic plans for the SYE Program at Kennesaw State University. The SYE Teleconference is shown across the United States, Canada, and Mexico. Dr. Joan E. Leichter Dominick begins role as global expert in the movement of the Senior-Year Experience Program. Students in the Senior-Year Experience Seminar are invited to attend the SYE Teleconference. Resulting from this meeting, a student publishes an article on the SYE Program in the Talisman. • April 1999 - President Betty Siegel holds a vision meeting of Senior-Year Experience Council and Friends to define immediate and long-term goals of the program. • Senior-Year Experience List-Serve: Dr. Joan E. Dominick joins the SYE group for tracking the global trends of the movement. From this group, hears about the academic success of using student portfolios. Portfolios are introduced to the SYE curriculum and the First-Year Experience Curriculum as a way of empowering students in tracking their college learning experience. 2000: • Fall 2000 multiple sections of KSU 4401 are taught. • Workshop is held to attract faculty to teach in Senior-Year Experience. • Student Portfolio’s are introduced in both KSU 1101 and 4401 to academically align students in bookend institutional courses. Effort to connect Citizenship and Career results from this learning assignment. 2001: • The Complete Graduate: A Workbook for College Seniors is authored by Dr. Joan E. Dominick, Karen Andrews, Director of Career Services, and Dr. Debbie Smith, adjunct instructor for the Department of Learning Support. Dick Grover, Director of Service Learning contributes a chapter. All current KSU 4401 professors contribute to project. Published by Houghton-Mifflin, Vivendi International – text is featured at the National Conference for Houghton-Mifflin for its innovation and representation of a new college market. Sales force in the East, West, and Central United States division promote the custom-print text outside the Kennesaw State University market. • President Betty Siegel sponsors presentation at the International First-Year Experience Conference. Dr. Joan E. Dominick, Kathy Matthews, Dick Grover, and Sylvia Inman present the First-Year Experience story of KSU and discuss connection to Senior-Year Program. John Gardner features passages, the KSU First-Year, Senior-Year, and Service-Learning magazine, at the conference. • Dr. Anne Hicks-Coolick, Department of Human Services, College of Health and Human Services, begins the process of allowing the student majors to substitute their existing capstone course HS 4498 Capstone Seminar in Human Services for KSU 4401 Senior Seminar to fit the academic needs of their majors. • Dean Larry Peterson, Dr. Al Panu, and Dr. Ralph Rascati meet with Dr. Joan E. Dominick, and plan to offer the first section of KSU 4401 for seniors in the College of Science, Mathematics, and Computer Science. Scheduled to be team taught with Dr. Ralph Rascati and Dr. Joan E. Dominick, Spring 2002. II. C: The Quality of the KSU Facilities, Equipment, Learning Support Resources & Practicum Placements Supporting the Program KSU 4401 Program would be rated above average. Students of KSU 4401 take advantage of resources across the university as part of the institutional advising section of the course. The resources of Career Services, CAPS, ITS, PTD, Volunteer Kennesaw, Small Business Development and the Alumni Association are incorporated in the course curriculum, giving students ample opportunity to be prepared for the post- university experience. Identifying, showcasing, and the continued development of productive citizenship skills are the central mission of KSU 4401. Students participate in optional volunteer programs, non-credit technology training courses, non-credit Small Business Development courses, work with CAP counselors for graduate school preparation, and connect with Career Services for successful employment placement. The Alumni Association plays a critical role in KSU 4401. Future KSU alumni are made aware of the continued services provided for graduates, such as, use of the library, ITS courses, and networking within the Alumni Association. KSU 4401 is a course that prepares students for the post-university experience through the utilization of KSU facilities both as a student and future alumni, thus developing their strong connection to Kennesaw State University. As a result of taking KSU 4401, four students have become peer facilitators for KSU 1101, with a fourth student planning to serve in spring 2002. Students chose either an internship or student assist position to co-facilitate in KSU 4401. Seniors served as academic mentors, assisted first- year students in developing reflective portfolios, and lead teaching sessions. The connecting of KSU 1101 and KSU 4401 through student peer facilitation has been a very successful academic endeavor for student success. II. D: The Quality of the University’s Annual Financial Investment in the Program’s Operation and Growth for the Program Delivery and Support In this area, the program should be rated satisfactory or average: The Departmental Chair of University Studies has access to detailed budgetary information regarding this program. The annual financial investment has been the redirection of the current Director of the Senior- Year Program from the Department of Communication to the Department of University Studies. The current Director teaches a full academic teaching load each semester - four courses each semester (fall – two KSU 1101/two KSU 4401; spring - one KSU 1101/three KSU 4401; summer if needed- one KSU 1101/one KSU 4401). The Director of Service-Learning currently teaching three sections of KSU 4401 during fall, spring, and summer semesters as part of his faculty appointment. The Director of Career Services currently teaches one section of KSU 4401 during the fall and spring semesters. One adjunct instructor has taught a section of KSU 4401. II. E: Use of Advanced Technology for Program Delivery and Support In this area, the program should be rated strong or above average. In KSU 4401, students receive training from ITS and PTD in a variety of technological areas. Students are offered training to develop CD portfolios. For the Senior-Year Program, the Departmental Website further development is a prime goal for this coming academic year of 2001-2002. II. F: Quality of Program Advising, Enrollment Management & Student Services for the Program In this area, the program should be rated very strong or exemplary: KSU 4401 continues to be enriched by the involvement of sectors of the university designed to assist seniors in their transition to graduation. Sectors that have assisted are: Career Services, Student Life, Instructional Technology Services, Presentation Technology Department, CAPS, Small Business Development, Library (Rare Book Room-Commencement), and the Alumni Office. The aforementioned teaching faculty for KSU 4401 joined together this past spring and produced a custom-print workbook entitled The Complete Graduate: A Workbook for College Seniors. The text will be ready for Fall 2001. The publishers, Houghton-Mifflin/Vivendi International, are planning to promote this as a model text for emerging institutional capstone courses and to be imported into existing college senior capstone courses. In March 1999 , a Survey of Departmental and College Capstone Courses was implemented, the results of which were used to enhance the curriculum of KSU 4401. Departmental Chairs and Faculty suggested what assistance their students could use. Those needs were: work/family balance, interviewing skills, etiquette, resume production, graduate school application, letters of recommendation, job search methods, and conflict management. First suggested as a speaker’s bureau topic bank, these topics have been included in the KSU 4401 curriculum and student workbook. The idea of a speakers bureau, to visit existing capstone courses, and web delivery of these topics in Success After College need to be re-explored for delivery. Connection to Learning Support Programs, University-Wide Sectors, and Academic Conferences: A concerted academic effort has been made to connect the First-Year Experience and Service- Learning to the Senior-Year Program, through the following methods: • Publication of Passages Newsletter, which connects programs: students, faculty, and administrators have received copies on KSU campus. Additionally, the Newletter has been distributed at presentations made at the American Association of Higher Education (Washington, DC – March, 2001) and The 14th First-Year Experience Conference (Hawaii – July 2001). Additionally, Chair Rebecca Casey designed a flyer for KSU 4401, which was sent to seniors in Spring 2000. This has been a regular method of advertising for the upcoming sections of KSU 4401 each semester. • In some sections, the use of student reflective and best of show portfolios are used to connect KSU 1101 and KSU 4401, which enhances student learning. • Peer facilitators for KSU 1101 are being recruited from KSU 4401 courses. Students have either been paid or designed internships for this academic position. The Coles College of Business has been supportive in underwriting an internship for a peer facilitator from their division. • The connection of the First-Year Experience Program, Service-Learning Program has been presented at the American Association of Higher Education. Presentation title: Converging John Dewey and Dow Jones: Enculturating Citizenship in an Age of Careerism. (Washington, DC, March 27th, 2001) Program presented at the Georgia National Association of Developmental Education: The Changing Landscape of Learning Support. (Jekyll Island, April 3rd, 2001) included representatives from every area of Learning Support Programs. Program presented at the 14th International First-Year Experience Program representing First-Year Experience, Service-Learning, Senior-Year Experience, and Volunteer Kennesaw. Program title: Civic Engagement in the First-Year Seminar: Building Reflective Portfolios for Success as College Student and Global Citizenship. International interest has developed in how our programs are connecting and developing. III. G: Program’s Opportunities for Advancing Levels of Preparation that Give Graduates Competitive Advantages: In this area, the program should be rated very strong or exemplary: In KSU 4401, students are introduced to the national movement of student prepared learning portfolios. Developed during the undergraduate experience, these student portfolios become the best of show portfolios used for career and graduate school searches. Students are connected to the American Association of Higher Education’s Website that tracks student portfolio use across national universities (www.aahe.org). Students learn to track their learning history and present their learning expertise to interested stakeholders. This process of portfolio development gives students the competitive advantages. Students report that their best of show portfolios have been positively embraced as part of their interview process and have been credited for getting further along the interviewing process. The students are taught that other college students across the nation are currently using portfolios. Why? The portfolio showcases your work beyond the college transcript, while assisting in academically aligning your career and citizenship goals. Alverno University, the University of Southern California, and the University of Iowa are just a few institutions that have adopted the portfolio system for students. These universities assist students in tracking their learning, systemize their accomplishments, and produce a “best of show” portfolio upon graduation. The college students at Alverno University use a Diagnostic Digital Portfolio to track their learning. Check out this innovative approach to developing a portfolio at http://ddp.alverno.edu/ddpsamp/ddsamp1.html. Portfolios have become such an important part of academic life, that the American Association of Higher Education (www.aahe.org) has developed a The Portfolio Clearinghouse database (http://www.aahe.org/teaching/portfolio_db.htm). This academic database showcases the various methods of portfolio development across universities. The National Center for Public Policy and Higher Education produced a state-by-state report card for Higher Education entitled Measuring Up 2000 (http://measuringup2000.highereducation.org). The report called for universities across the nation to move towards ways to assess college student learning beyond the transcript. Creation of student portfolios are a solution which helps students track their learning, understand what they have learned, prepare for career, and understand their role as future leaders in the local, national, and global arenas. The college students at the University of Southern California use the Your Portfolio web system to track their learning. Consult how the student portfolios are managed at this university at http://careers.usc.edu/students/services/portfolio.html. Also, the University of Iowa has the Iowa Advantage portfolio system for their students. Students of KSU 4401 are taught: Why are College Student Portfolios so popular today? • First and foremost, they provide an accurate tracking of your learning during your academic career. • Secondly, the portfolio process provides the evidence that can be presented to enhance your credibility for future employers, graduate schools, military service, scholarships, and community engagement. • Thirdly, they provide a concrete baseline of your accomplishments during your college years. • Fourthly, the reflective process of the portfolio provides a great opportunity to learn about you. • Fifth, they provide academic alignment for your career goals and citizenship commitments, both nationally and globally. • Sixth, you can transfer your portfolio to a university Website, CD, or a DVD making it easier to display your work while showing off your technology savvy. How are the College Senior Portfolios designed? Designing and implementing a College Senior Portfolio has two distinct parts: Reflective Portfolio: The reflective portfolio is the private collection of evidence work during the college years. This includes work performed in class, on campus, at work, and in the community. The purpose is to help to reflect on accomplishments, learning experiences, what the student would like to develop, and what the student would like to highlight. The reflective portfolio tracks student progress, identifies passions, and honors their accomplishments. Best of Show Portfolio: The best of show portfolio is the public collection of work that is used use to introduce the student to potential employers, graduate admission administrators, community service leaders, or scholarships committees. The best of show portfolio can be assembled in a three-ring binder, on a CD or DVD, or a Website. A DVD is used to showcase any presentations or group projects that showcase your communication, leadership, and group skills. II. H: Diversity & Global Perspective in the Curriculum, Faculty, and Students of the Program The program should be rated very strong or expemplary: Students Served for KSU 4401: According to the Office of Institutional Research, of the Fall 2000 course demographics reveal that of the 108 students registered, 20 students were minority, 55% were female, 12 were international students, more than 50% of the students were registered for 12 hours or less, and the average student GPA was 2.84. The percent of minority students taking KSU 4401 is higher than the university-wide percentage of minority students enrolled at KSU. Most of the students are from the College of Business, the College of Humanities and Social Science, with a smaller student group from the College of Science and Mathematics, the College of Education, the College of Health and Human Services, and the School of the Arts. The student client base for this course has been students that need more academic guidance in the preparation process for graduating from the university, therefore, supporting the need for the institutional capstone class KSU 4401. The First National Survey on Senior Seminars and Capstone Courses supports the same gender distribution findings for taking elective senior seminars, that is, women tend to take elective senior courses for post-university preparation (see appendix for Gender rations of Senior Seminars and Capstone Courses (N=26) for further information consult the following address www.edu/fye/resources/surveys/sye_graphics/sld019.htm) Arguably, the course GPA is over 3.0, thus, raising the question as to why students with lower GPA’s might be taking this class. A major recommendation is that the grading for KSU 4401 should be changed to match that of the internship programs, which are grading in a satisfactory/unsatisfactory scale. KSU 4401 should still be worth 3 elective hours because the students build a reflective and best of show portfolio that represents an entire semester of work, but the course would be better suited to be considered more of an institutional internship rather than an academic course. An internship is designed to enhance the theory/praxis base of the student. KSU 4401 is designed to enhance the theory/praxis base for student’s preparation for productive global citizenship. However, the student evaluations and unsolicited comments underscore that students take the course to allow very directed preparation for graduation. In KSU 4401, students use Career Services, Instructional Technology Courses, Presentation Technology Seminars, Small Business Development, Volunteer Kennesaw, Alumni Association, connect with KSU Alumni, Cobb County Chamber of Commerce, Career Fairs (both on and off campus), CAPS Graduate School Preparation, and prepare for graduation by visiting and learning the academic history of the KSU College Mace. Option could be made that female students make up the majority of college students today, however, the qualitative observation is that female students take KSU 4401 for the mentoring guidance that is often not provided for them. Also, many of our students are first generation college graduates; therefore, needing more directed mentoring for their successful transition to post-university life. KSU 4401: Connection to national and global issues concerning the Senior-Year Experience Academic Movement: In the United States of America, public colleges and universities are refocusing their mission from consuming democracy to producing democracy. What does this mean? How does this impact our institutions of higher learning? And most importantly, how does this impact our college students? What does this mean? Public colleges and universities are being held more accountable by local and national legislators, all of whom share a concern for the growing lack of community and decline of civic engagement in society today. Although prepared for careers, there is marked decline in local, national, and global civic engagement among college graduates today. The National Center for Public Policy and Higher Education’s study Measuring Up 2000 confirms the decline of civic engagement at colleges and universities across the United States (http://measuringup. 2000.highereducation.org/thomasehrlick.cfm) How does this impact our institutions of higher learning? Public colleges and universities are charged with producing our future leaders for private and public sector organizations and, most importantly, producing our future leaders for civic engagement. The university Presidents’ Leadership Colloquium convened by Campus Compact and the American Council on Education produced the Presidents’ Fourth of July Declaration on the Civic Responsibility of Higher Education in response to provide a solution for the decline in civic engagement across colleges and universities (hppt://compact.org/resources/plc- declaration.html). What is civic engagement? Civic engagement, which includes engagement on the local, national, and international arenas, is the willing commitment to accept the charge of citizenship through community service, modeling of ethical leadership, and a commitment to experiencing the world with others. How does this impact the college student? The college student should be taught to produce democracy rather than just consume democracy by modeling ethical leadership, service, and encouraging as John Dewey states “experiencing with” other stakeholders in our world. Encouraging the development of citizenship and civic engagement in every academic setting is mandatory for every college student in our public institutions of higher learning. Where are logical points of convergence for introducing and developing civic engagement? The senior-year experience seminar is logical point of convergence for developing civic engagement. Methods of developing civic engagement are through the assigning of service-learning and community service projects in the first-year seminars. Connecting students to international resources such as the Organisation for Economic Cooperation and Development (OCED) (http://www.oecd.org) and national resources such as The National Center for Public Policy and Higher Education assist the college students in understanding the bridge between civic engagement and global citizenship. How are the senior-year experience seminar at Kennesaw State introducing and developing the balance of career, civic engagement, and global citizenship? By having the students produce reflective portfolios that translate into a best of show portfolio, therefore, assisting the students in the discovery of how they produce democracy through their commitment to career and civic engagement. The student portfolios create a baseline document of how the student looks entering and exiting the university. The portfolio helps the student triangulate the goals of career, civic engagement, and global citizenship, using information from the United States’ and Georgia’s Department of Labor Statistics and the University of Georgia Systems’ Economic Development Studies (www. icapp.org). The student portfolios contain nine sections which include the following: (1) resume; (2) skills; (3) work samples; (4) letters of reference; (5) awards and certificates; (6) work in progress; (7) civic engagement/community service; (8) civic engagement/student governance, clubs and organizations; and (9) university plan of study/post- university plan of study (i.e. graduate school, military, small business development). The portfolio process assists the senior-year students in making the best decisions for developing and sharing their time and talents for producing democracy as active world citizens, participating in global civic engagement, and enhancing their careers for world growth and development. II. I: Endowments, Scholarships, Gifts, Grants, and Sponsors for the Program The program rating should be weak or below average: Although sounding like a negative evaluation, actually, the academic time has arrived for exploring support in this area. II. J: Program Honors & Awards The program rating should be weak or below average: Although sounding like a negative evaluation, the program is still very early in its academic maturation, thus, not being a viable candidate for program honors and awards. II. K: Exceptional Achievements & Honors of the Program’s Students, Graduates, & Faculty The program rating should be very strong or exemplary: Dr. Joan E. Leichter Dominick, Director of the Senior-Year Experience Program, designed and implemented the KSU 4401 curriculum as her Governor’s Teaching Fellows 1996-1997 project. Additionally, she was also awarded the Distinguished Teaching Award and The Regent’s Distinguished Professor of Teaching and Learning in 1996. Her project for this academic award was the design and implementation of the current Presentation Technology Center. The students of KSU 4401 use the facilities of the Presentation Technology Center for the development of their computer skills and the production of a CD Portfolio. Students have received training in Introduction to Multi-Media, Adobe Acrobat, Photoshop, and Dream weaver. II. L: General Success of the Program’s Graduates This has not been tracked at this time. However, plans to begin the tracking of KSU 4401 students will be developed. II. M: Stakeholder Satisfaction with the Program The rating for the program should be strong or above average: The student evaluations for Dr. Joan E. Leichter Dominick’s course have been consistently positive. As recently stated in an evaluation from summer 2001: Great class for seniors! Should be a required class! Great examples from seminars, books, and websites. No improvement needed. Also, unsolicited student comments continue to be very positive. For information of the teaching evaluation of Mr. Richard Grover, Director of Service-Learning, Ms. Karen Andrews, Director of Career Services, and Dr. Deborah Smith, Adjunct Instructor in the Department of University Studies please consult the Chair. The Director does not have access to that information. Faculty stakeholders are so supportive, that they joined together to author the custom print text The Complete Graduate: A Workbook for College Seniors (Houghton-Mifflin, Boston, Mass. 2001 – now owned by Vivendi International, Paris, France.) II. N: Selectivity and Academic Achievement of Students & Graduates in the Program The rating for the program should be strong or above average: As reported for the Institutional Research Department at KSU, students enrolled in Fall 2001 KSU 4401 had a GPA of 2.84. It can be deduced that students seek out this class for more assistance in preparing for graduation. Also, the student enrollment in KSU 4401 reflects the demographics of the institution, with the exception of the percentage of African American Students. In all fall 2000, 11% of students enrolled were African American, higher then the 10% enrollment of African Americans at KSU during that same semester. KSU 4401 enrolled 3% Asian, 3% Hispanic, 82% White students, which directly reflected the same demographics for the institution. The only variation was in the area of Multi-racial. KSU enrolled 1% Multi-racial students versus the 2% attending KSU that same fall 2000 semester. KSU 4401 enrolled 55% female students and 45% male students that same semester. Through antidotal and the aforementioned demographics, it can be reported that students take KSU 4401 who need more assistance or who want more assistance preparing for participating successfully in the competitive global markets and world community. II. O: Program’s Responsiveness to Change & Improvement The program should be rated strong to above average: The KSU 4401 faculty update information and connect the students to the successful preparation process for post-university life. The custom textbook is designed to assist the students in the successful transition process from student to college graduate. The faculty and program continue to be responsive to change and improvement for the success after college of our students. III. Summary Conclusion About the Strength of the Program's Overall Productivity Most of the sub-categories in this portion of the self-study were not applicable to this program. III. A: Enrollment of Upper Division Majors in Program In this area, KSU 4401 should be rated satisfactory or average. History of Course Enrollment: A total of 509 students, representing all colleges across campus, have taken the course since its revision in 1996. Considering that the course is currently an elective and multiple sections of the course were introduced in 2000, the numbers of students are growing. Course Section Enrollment: This past academic year the course section offerings have increased to 11 sections of KSU 4401, all have which had the average of 25 students. Students from the Colleges of Humanities and Social Sciences, Business, Nursing, Education, Science and Mathematics, Visual Art, and Education have been represented in the courses. Student course evaluations remain consistently positive and direct changes are implemented in course design based on student suggestions. The course continues to be featured in the Highlights section for course registration to better assist students in best selecting the faculty member whose expertise best matches the needs of the students when preparing to exit the university. III. B: Annual Bachelor's Degree Productivity of the Program Not applicable to this program's self-study. III. C: Program Completion Efficiency & Graduation Rate Not applicable to this program's self-study. III. D: Efficiency & Clarity of the Program's Course Requirements Not applicable to this program's self-study. III. E: Frequency and Sequencing of Course Offerings Required for Program Completion Not applicable to this program's self-study. III. F: Enrollment in the Program's Required Courses Not applicable to this program's self-study. III. G: Diversity of the Program’s Upper Division Majors and Graduates Not applicable to this program’s self-study. III. H: Instructional Productivity of FTE Faculty in the Program’s Home Department There is no institutional data available on weighted semester credit hours generated exclusively for the KSU 4401 Program, and therefore it is difficult to assess the instructional productivity of FTE faculty accurately. However, based on the following evidence, the productivity appears to be very strong or exemplary. • Only one full-time faculty member in the Department of University Studies has as her central assignment the KSU 4401course: Dr. Joan Dominick, the Director of the Senior- Year Experience Program. In addition to her administrative responsibilities, Dr. Dominick also teaches within the KSU 1101 unit of University Studies. Therefore, the instructional productivity of full-time KSU 4401 faculty is extraordinarily high. • The remaining instructional positions in KSU 4401 are filled by qualified university staff who hold a master’s degree and have reassigned time to teach the course. III. I: Cost-Effectiveness of Instructional Delivery in the Program's Home Department There is no institutional data available on the cost of weighted semester credit hours generated exclusively by the KSU 4401 Program. However, portions of the University Studies instructional budget are used to pay full-time and part-time KSU 4401 instructors. The instructional expense per weighted credit hour of instruction in University Studies--$85.00--is reasonably low when compared to other departments at KSU, suggesting that the KSU 4401 Program does not detract from its home department’s cost-effectiveness. III. J: Program's Responsiveness to State Needs and Employer Demand for Program Graduates The program should be rated strong or above average: What KSU 4401 does is connect students to what employers want from the University of Georgia Systems graduates (see www.icapp.org), thereby, empowering students to design and implement their portfolios featuring the designed skills and talents our global, national, and local employers are seeking from graduates. III. K: Position of the Program's Annual Degree Productivity Among Comparable USG Programs Not applicable to this program's self-study. III. L: This Program's Contribution to Achieving KSU's Mission In this area, KSU 4401 should be rated above average. KSU 4401 supports the goals and objectives of the university's mission and vision by continued commitment to excellence, to providing a safe and productive teaching/learning environment utilizing student services across campus and in the community. . Additionally, KSU 4401 strives for instructional excellence, while serving a diverse student body, promoting high levels of student achievement, and making a commitment to life-long public service, which is the mission of higher education – to produce productive citizens. IV: Summary Conclusions about Program Viability at KSU: The Senior-Year Experience Program continues to serve the needs of college students in their preparation for the post-university experience. The institutional capstone course KSU 4401 provides an academic setting for students to reflect on their college experience, prepare for their role as global citizens, produce a portfolio to honor their learning, transition successfully to career and graduate school, and embrace their role has alumni of Kennesaw State University. As supported in student evaluations of the course, the students value this course. Needed now is the financial backing to grow this program further. Without future funding, growth of this program cannot progress. V: Potential for Mission-Driven Model Program Status The program should be rated strong to above average: The Senior-Year Experience Program strongly supports the mission-driven model program status. As stated in the Program Review Criteria: Kennesaw State’s institutional mission statement defines program priorities and includes the aspiration that the university will be “a progressive and exemplary educational institution, respected for its excellence and leadership in its teaching, service, and research.” Accordingly, model program development is routinely promoted throughout the university in the non- academic as well as academic divisions. “Model programs” are typically characterized as: A) Progressive (forward-looking, enlightened, change-oriented): The Senior-Year Experience Program/KSU 4401 is on the academic cutting edge for being one of the first institutional capstone course designed to achieve student success after college. B) Distinctive (distinguished from others, niched, stands out) The Senior-Year Experience Program has developed a niche for efficiently providing institutional advisement and utilization of campus services for college seniors. C) Exemplary (worth imitating, excellent, a leader) The Senior-Year Experience Program is working towards becoming a leader of national programs. Already, we have been approached for advice and research for setting up equivalent SYE Movements. As previously stated in this program review, the faculty of SYE is continually invited to present their academic story of the development and growth of the KSU 4401 at the American Association of Higher Education and the National Resource Center Conference in the national and international academic arenas. D) Powerful (strong, influential, impactful) The Senior-Year Experience Program is working towards becoming an impactful Experience for the students of KSU. E) Regionally/nationally recognized (widely known, admired, respected) As already mentioned in item C, additionally, the new custom-print textbook has been featured at the national conference of Houghton-Mifflin, Toronto, Canada, and August 2001. The faculty of KSU 4401 is recognized academic groundbreakers in this text development area. VI: Program Quality and Productivity Improvement Plan: The Senior-Year Experience Program should begin both an expansion of the program itself, while exploring new and entrepreneurial ways to offer the KSU 4401 course. First, a satisfaction survey should be administered to former students for KSU. Longitudinal studies should begin tracking student’s post-university experience. Second, KSU 4401 should change grading system to be consistent with the grading of internships. The course curriculum is reflective of an institutional internship rather than a traditional academic course. This would be a more productive way of evaluating student work. Third, all upper division students should be surveyed regarding how the SYE Program can address their needs as emerging graduates of KSU. Fourth, new methods of offering the KSU 4401 course needs exploration: a) offerings exclusively designed for the disciplines, similar to the one designed for the College of Science and Mathematics, on-line delivery of the course. Fifth, an Advisory Board needs to be established to guide both the growth of the SYE Program and inclusion of new course content to assist the emerging college graduate. Sixth, the SYE Council needs to be re-established and take an active role in giving advice on ways the SYE program can serve all colleges of KSU. Seventh, an effort must be made to have a teaching faculty that closing matches the student demographics of the institution. Eighth, on-line delivery of the course needs to be explored, as well as, the use of web delivery of SYE information for all interested stakeholders. Ninth, the Senior-Year Experience Program Director is currently teaching a fully academic load, this increased financial backing of the program would allow release time to develop the SYE Program. The KSU 4401 course has an academic track record for success, now it is time to develop Senior-Year Experience Program in a broader academic scope. Tenth, an effort will be made to seek grant funding to support the growth of the Senior-Year Experience Program. Eleventh, continue to connect with the First-Year Experience Program/KSU 1101 through the use of student portfolio development in first-year to senior year, using seniors from KSU 4401 to peer facilitate in KSU 1101, continue writing in the newsletter Passages (which connects First- Year, Service-Learning, and Senior-Year Programs), and present the academic connective work of the First-Year Experience Program, Service-Learning Program, Volunteer Kennesaw, and Senior-Year Experience Program. VII: Summary Recommendation: The Senior-Year Experience Program/KSU 4401 should enhance or expand the program because: The Senior-Year Experience Program is designed to assist the student in the successful transition to the post-university experience. In order for the program to develop, increased financial assistance is necessary for attracting faculty, offering increased course sections, and achieving new directions for the program as previously discussed. By implementing the goals in item VII. Program Quality & Productivity Plan, the exciting growth of this innovative program should guarantee student success after college.