Welcome
Board of Regents
University of Wisconsin System
October 4 & 5, 2001
University of Wisconsin-Eau Claire
EXCELLENCE
Our Measure  Our Motto  Our Goal
University of Wisconsin-Eau Claire
Mission

Undergraduate education

Graduate education

Scholarly activity and research

Continuing education and
community service
Enrollment Planning
Guiding Principles
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Protect traditional core
Serve unmet needs
Increase access
Obtain adequate support
T
“This is an outstanding
university today, right now, in
the classic, traditional sense.”
Inaugural Address – Chancellor Mash
EXCELLENCE
W
“What and how we teach our
students, the experiences we
recommend to them and provide
for them, and the way we help
them connect learning with living
are critically important and must
undergo continual change.”
Inaugural Address – Chancellor Mash
Forum on the
Liberal Arts
UW-Eau Claire
August 21, 2001
Liberal Arts
liberalis
the liberal arts
free
liber
leodan
leod
rodbati
to grow
people
one grows
Student Outcomes of
a Liberal Education
• They listen and they hear
• They read and they understand
• They can talk with anyone
• They can write clearly and persuasively
• They can solve a wide variety of problems
Student Outcomes of
a Liberal Education
• They respect rigor not so much for its own
sake but as a way of seeking truth
• They practice humility, tolerance and
self-criticism
• They understand how to get things done in
the world
• They nurture and empower the people
around them
Student Outcomes of
a Liberal Education
“More than anything else, being an
educated person means being able to
see connections that allow one to make
sense of the world and act within it
in creative ways.”
William Cronon
Frederick Jackson Turner Professor • UW-Madison
Liberal Arts
• General Education Core
• Courses in Arts and Sciences
• Courses across the Curriculum
• Co-curricular Engagement
• Experiential Learning
Bloom’s Taxonomy
of Thinking Skills
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
higher
lower
Marks of
Excellence
The Center of Excellence
Faculty/Student Research
Projects supported
Student participants
Faculty mentors
700
600
500
400
300
200
100
0
1993
1994
1995
1996
1997
1998
1999
2000
Student-Faculty Interaction
Outside the Formal Classroom
A powerful force in student learning
and development
Marks of Excellence
Across the Curriculum
and the Campus
Focus on One of Our
Marks of Excellence
UW-Eau Claire’s
Center for Service-Learning
Dr. Donald Mowry, Director
Center for International Education
Dr. Karl Markgraf, Director
Focus on One of Our
Marks of Excellence
UW-Eau Claire’s
Center for Service-Learning
Dr. Donald Mowry, Director
Education is not
preparation for life.
Education is life itself.
John Dewey
Service-Learning
• Since 1995, 30 hours of Service-Learning are required
in order to graduate from UW-Eau Claire. This
requirement is unique to UW System schools.
• The Community Action and Lifelong Learning (CALL)
program was a foundation –a long-established
program to match students with volunteer experiences
in the community.
• Service-Learning differs from volunteering in its
emphasis on bringing the service hours back to the
curriculum and its ability to enhance critical-thinking
skills.
The National and Community
Service Trust Act of 1993
Service-learning means a method under which
students ... learn and develop through active
participation in thoughtfully organized service that:
• is conducted in and meets the needs of a
community
• helps foster civic responsibility
• is integrated into and enhances the academic
curriculum of students
• includes structured time for students ... to reflect
on the service experience
Service-Learning
as a Milking Stool
“Service-learning is minimally a threelegged stool in which the interests and
needs of the community, the student and
the academic institution must be balanced.
Each entity must be given and must take
an equitable responsibility for the service
and learning.”
Garry Hesser
Departments of Sociology and Urban Studies
Director of Experiential Education, Augsburg
College
Service-Learning
as Learning
“I read
and I forget,
I see
and I remember,
I do
and I understand.”
Confucius
Why Do It??
•
•
•
•
•
•
•
•
Relevancy, Retention, Responsibility
Citizenship
Campus-Community Collaboration
Empowers Students
Teaching Innovations for Faculty
Personalizes Education
Enhances Learning
Alumni Giving
Service-Learning as a Means to
Promote Civic Engagement
• Current levels of political engagement, political
knowledge, political enthusiasm are at alarmingly low
levels
• Education should prepare students for active
citizenship
• Service-Learning can have a positive impact on
academic learning as well as an impact on moral and
civic commitment
“The most important thing I learned is how important it is to
help others”
“Take this course seriously, because if you put the effort in,
it will be the best class you take”
“I learned that it is important to volunteer because we often
get caught up in our own lives and we forget about other
people. It’s a good way to get out of your own world and
experience a different perspective”
“Life is not always as good as you have it”
“The most important thing I learned was about me and
responsibility”
“I learned a valuable lesson about myself, the ability to
teach; which may change my life by what I decide to do
with it”
“I’ve decided to continue volunteering once a week at the
hospital because I enjoy experiencing the small miracles
that occur within the waiting room…
They say that society has gotten worse over the
past few decades, well, for a few hours each week I get to
see how society should really be. Experiencing this helps
keep me centered in my life and keeps everything in
perspective.
Who would have thought that the one thing I was
required to do would be one of the most fulfilling
experiences I get to take away from college. I’m thankful
the university has this requirement, because all students
should have the opportunity to experience what I’ve been
lucky to experience this past summer volunteering.”
Service-Learning Options
• Credit Option - Imbedded as a Requirement or
Option in Course or Curriculum
Freshman Experience; Capstone; Internship
• Non-Credit Option - Outside curriculum
• On your own with encouragement and support
• With a group of students
• At a distance
• Faculty/Student Collaborative Research
Service-Learning
as an Urban Plunge
Direct services and political advocacy for the poor as
part of the 5th annual Newman Student Association
Chicago Urban Plunge during the 2001 Winterim
Service-Learning and
At-Risk Populations
“New Beginnings”
A tutoring program for expelled and at-risk youth
Eau Claire, Wisconsin
Service-Learning and
Computers/Technology
Developing Web site for middle school
Middleton, Wisconsin
Service-Learning and the Arts
Rebecca Stoll, a senior art major, felt that by doing this project
she would be able to connect “to people in the community and
their ideas on the role art plays with this city.”
Service-Learning
and Athletics
Coaching a Youth Soccer Team
Eau Claire, Wisconsin
Non-course Completions
January-September 2001
• 468 total completed projects
• 378 full or 30-hour projects
• 90 half or 15-hour projects
• 12,690 total community service hours
Service-Learning as Faculty/Student
Collaborative Research
Consumer Obstacles to Health Care Study as partnership
between two social work faculty and two Blugold Scholars
Web Project Posting
Date Posted: 09/05/2001
Agency/Organization: Chippewa Valley Free Clinic, Eau Claire
Project Description: The free clinic has been in existence for four years and we are seeking
help in surveying those we have served during that time to determine what, if any, positive effects
the clinic has made on their lives. The project will include working with clinic staff to create a
survey instrument, distribution of the survey and/or interviewing past patients and summarizing
the data for reports and grant opportunities.
Skills/Availability requirement: Background in data management, organizational
communication and/or social services would be helpful, but is not required.
Time Commitment: 30/30+ hours (full service-learning requirement)
Contact: Mr. Kurt Majkowski, (715) 839-8477
Address: P.O. Box 231, Eau Claire, WI 54702
E-Mail: freeclinic@charter.net
New Initiatives
• Multidisciplinary, Problem-Based, Collaborative
Learning Groups of Faculty and Students Addressing
Community Issues
• Campus Compact in Wisconsin (joining 21 other
states and 620+ campuses)
• Community Education, Family-Community-School
Partnerships and Service-Learning Educational
Reform Coalition
Service-Learning
Focus on One of Our
Marks of Excellence
UW-Eau Claire’s
Center for International Education
Dr. Karl Markgraf, Director
Study Abroad Enrollment
450
400
350
300
250
200
150
100
50
0
93-94
94-95
95-96
96-97
97-98
98-99
99-00
00-01
01-02
UW-Eau Claire:
A National Leader in Study Abroad
• UW-Eau Claire is one of 107 universities that
collectively send over one-half of all American
students to study abroad programs
• In 2001-02, 402 students will study abroad on
UW-Eau Claire programs
• UW-Eau Claire graduates study abroad at
8 times the national average rate
Source: 1999 Institute for International Education Open Doors Report
Hallmarks of Excellence
in Study Abroad
• Outstanding advising and student service:
 before they go
 while they are abroad
 after they return
• Curriculum Abroad is linked to the Curriculum
on-Campus
 98.75% of the students UW-Eau Claire sends
abroad are our own students
 The curriculum delivered abroad is developed in
cooperation with Eau Claire faculty
Hallmarks of Excellence
in Study Abroad
We emphasize the STUDY in Study Abroad:
• High academic standards for admission
• Commitment to long-term programming: 19 of 23
programs are a full semester abroad
• Our short-term programs are discipline-specific and
very focused
 Tribal Cultures of Northern Thailand:
The Hmong, Karen and Akha
 The American War in Vietnam
 Nursing in Costa Rica
 Spanish language and Mexican culture
Where in the World
are We Going?
What are Our Students
Doing Abroad?
•
•
•
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•
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Learning
Providing service
Experiencing another culture
Teaching
Expanding their horizons
Becoming global citizens
The Whole World Comes
to Eau Claire
In 2001-02, UW-Eau Claire hosts
 153 full-time international students
 81 ESL students
 12 visiting international scholars
Our Global Diversity
is Outstanding
153 International Students
Represent 47 Countries
Making Eau Claire
a Home Away From Home
“These are people with whom I share everyday life. The most
important thing for me is that when I am going back to the house, I do
not feel like I am going back to someone else’s house; I feel that I am
going to the place where I am comfortable.”
Rusudan Kilaberia
Georgia
“She is very caring and sensitive to each of us who is trying to learn a
very different culture than our own. Her caring is as real as my
mother back in Japan. She is very open-minded to different cultures.”
Sachie Makabe
Japan
Making Eau Claire
a Home Away From Home
“Their 6-year-old daughter added me to the family tree
she made in school.”
Carina Wasner
Germany
“Someday I wish I could give an international student the
attention and care that my host friend has given me.”
Enkelejda Kapia
Albania
Economic Impact
UW-Eau Claire’s International Students’
contribution from tuition and fees,
and living expenses for 2000-01:
Source: 1999 Institute for International Education Open Doors Report
International Education
contributes to our students’
personal growth in ways far
beyond what traditional
classroom learning can help
them achieve.
"Studying abroad gave me a chance to gain an outside perspective on
myself and my country. I began to question things about my life that I
had never questioned before.... I learned to be open minded about
different people and ideas."
-Angela McAllister (Fall 1999) Australia
"Studying abroad changed my life. It expanded my world, gave me
insight into both different cultures and my own, and helped me to
understand who I am as well. It was honestly the best 4 months of my
entire life."
-Rebecca Platt (Spring 1999) England
"Costa Rica was an experience of a lifetime. You will gain a deeper
appreciation of culture and realize that differences make us unique
and special. They bring us close to one another."
-Kristin Paschke (Fall 1999) Costa Rica
"This past semester in Monterrey contributed greatly to my
understanding of Mexican culture, history and politics. The
interaction with both Mexican and other international students was
entertaining and enriching. The sharing of our views of Mexico, the
U.S. and the rest of the world widened my horizons and opened my
eyes to other opinions. Overall, it was an unforgettable experience
that helped me look at where I want to go in life."
-Elizabeth Peters (Spring 2000) Mexico
"Any study abroad program is a step toward independence and one
step closer to understanding the world around you. I learned more
about my feelings toward my own culture because I now have
something to compare it to. It was invigorating, challenging (to the
mind and heart), exciting, and it has made me realize how much life
and earth have to offer me."
-Stephanie Carlson (Spring 2000) Scotland
First hand experiences in a Hmong
village, in Northern Thailand
W
“What and how we teach our
students, the experiences we
recommend to them and provide
for them, and the way we help
them connect learning with living
are critically important and must
undergo continual change.”
Inaugural Address – Chancellor Mash
Measures of
Excellence
Measures of Excellence
• UW-Eau Claire accounting graduates ranked 3rd in
the nation for pass rate for all parts of the CPA exam
•
UW-Eau Claire Entrepreneur Program extends its
reach into the Chippewa Valley
•
Chemistry department ranks No. 1 among U.S.
undergraduate programs producing Ph.D.s
•
Biology department ranks No. 7 among U.S.
undergraduate programs producing female Ph.D.s
Measures of Excellence
• Jazz Ensemble was named the “Outstanding
Collegiate Big Band” in USA by Down Beat
magazine 3 times in the last 5 years
•
Forensics Team finished in 4th place overall at the
2001 National Forensics Association Tournament,
and one of our public communication majors won
the National Interstate Oratory Contest
•
3 geography faculty are the only U.S. participants in
a multinational, multimillion dollar Ecozone study
funded by the Canadian government
Measures of Excellence
•
Allied Health Professions has ongoing collaborative
relationships with the J.J. Keller Co., Wisconsin State Lab of
Hygiene, Center for Disease Control and Prevention, National Institute
for Occupational Safety and Health, Xcel Energy, Hutchinson
Technology, Minneapolis Health Department, Eau Claire County
Health Department, Minnesota Pollution Control Agency, Koch
Refinery, Kraft Foods Corp., Metropolitan Mosquito Control District of
St. Paul, Wisconsin Division of Health
•
The 492 members of the Blugold men’s and
women’s athletics program achieved a combined
3.0 grade-point average for the academic year
Measures of Excellence
• School of Nursing is a state/regional leader in
distance/electronic delivery of course
work/programming
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•
•
•
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Marshfield-Eau Claire programming since 1988
Statewide Collaborative Nursing Program online
Clinical practicum option of MSN online
International programming to commence in Fall 2001
School of Education partnered with College of
Menomonee Nation, Lac du Flambeau School
District, Wisconsin Department of Public Instruction,
and Wisconsin Indian Education Association to
prepare Native American elementary teachers
Measures of Excellence
• A UW-Eau Claire undergraduate geology major won
the first-place award for her poster at the annual
international conference of the Geological Society of
America
• One of our faculty members is conducting research
•
at important Israeli archaeological site, including
Qumran, funded by the Merrill Foundation
Our department of communication and journalism, in
partnership with South Dakota State University, has
been funded by a large grant from the Knight
Foundation to help educate Hmong and American
Indian journalists
U.S. News & World Report
Best Colleges
NSSE
National Survey of Student Engagement
• Supported by a grant from The Pew Charitable Trusts
• Joint undertaking of the Indiana University Center
for Postsecondary Research and Planning and the
National Center for Higher Education Management
Systems
• In 2000-01 UW System supported participation by all
UWs to survey first-year and senior students
• Focus on students and reframing the discussion
about a “quality” education
NSSE
National Survey of Student Engagement
Measures of effective educational practices in
the classroom and interactions with others
• Level of academic challenge
• Active and collaborative learning
• Student-faculty interaction
• Enriching educational experiences
• Supportive campus environment
NSSE
National Survey of Student Engagement
Extent to which our students engage in a variety of good educational practices
Enriching Educational Experiences
• Over three quarters (78%) of seniors did an internship or other type of
field experience
• Almost 9 out of 10 (88%) did community service or volunteer work
during college
• Over one-half (57%) had a culminating senior experience (capstone
course, project, thesis, etc.)
Supportive Campus Environment
• More than 80% indicated UW-Eau Claire emphasizes spending
significant amounts of time studying and doing academic work
• Almost 85% indicated they feel safe at UW-Eau Claire, no matter
where they are or what time of day it is
One of many tools to assess and improve our living-learning
environment
Summary Statement
Vision
Quality
Service
Strategic
Plan
Growth
Summary Statement
Vision
Strategic
Plan
Quality
UW-Eau Claire
Service
Growth