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BUILDING ON EXCELLENCE
2000 NCA Self-Study Report
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CRITERION III:
The institution is accomplishing its educational and other purposes
The University of Northern Iowa aspires to be the finest public comprehensive university
in the nation. To achieve this aspiration, the University must have in place conditions and
support for accomplishing exemplary goals in undergraduate and graduate education,
research and creative activity, and public and professional service. This section of the selfstudy report is designed to appraise the University’s accomplishments in establishing a solid
foundation and fundamental strengths in nine key areas:
A. Offering programs appropriate to an institution of higher education.
B. Assessing student academic achievement in all program areas.
C. Distinguishing graduate programs from undergraduate programs, and ensuring quality
through internal and external review processes.
D. Following accepted professional practices in producing transcripts that accurately
reflect student learning.
E. Evaluating effective teaching in courses and programs.
F. Supporting continuous professional development for faculty, staff, and administrators.
The excellence of our
academic programs’
content, structure,
integrity, and
presentation is
fundamental to our
vision of becoming “the
nation’s finest public
comprehensive
university.
G. Providing effective student services in support of the institution's educational
mission.
H. Encouraging department, college, and campus-wide service activities that contribute
to organizational effectiveness and the sense of academic community.
I. Offering effective educational and other services that meet state, local community,
and individual needs beyond the campus.
A. The University offers educational programs appropriate
to an institution of higher education
The University of Northern Iowa asserts that it offers programs (courses of study)
appropriate to an institution of higher education. Evidence to support this assertion is
offered within four indicators in this section: (1) academic programs are clearly defined,
coherent, and intellectually rigorous; (2) courses are included in academic programs that
stimulate the awareness and understanding of personal, social, and civic values; (3) faculty
and students engage in research as a scholarly activity that is part of the institution's
academic programs; and (4) the University promotes active intellectual engagement among
faculty and students.
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Indicator A1: Courses of study in the academic programs are clearly
defined, coherent, and intellectually rigorous
The excellence of our academic programs’ content, structure, integrity, and presentation
is fundamental to our vision of becoming “the nation’s finest public comprehensive
university, known for high-quality learning environments and a genuine sense of community”
(2001-2006 Strategic Plan). We welcome the opportunity to examine our progress through
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this self-study so that we may more effectively achieve our strategic goals and objectives.
Are academic programs of the University of Northern Iowa clearly defined, coherent, and
intellectually rigorous? Catalog descriptions clearly define our courses of study. Course
descriptions and plans of study are available in hard copy and on line at
www.uni.edu/pubrel/catalog/ .
Our courses of study are coherent; in every major the required and elective courses are
related to one another. In most cases, students entering a program begin study by enrolling
in an introductory course, which sets the foundation for future courses.
Several processes ensure program quality and continuous improvement. Departmental,
college, and University curricular committees evaluate all programs prior to their approval by
the Board of Regents. The quality of our programs is further scrutinized through internal and
external components of academic program reviews, which are carried out on a seven-year
staggered schedule. Program reviews, including student outcomes assessments, are used for
continuous improvement and are addressed in detail in section III B, below.
Colleges and departments at UNI have programs that are accredited by national
accreditation agencies and/or are periodically reviewed by outside agencies. The University
is a member of the American Association of State Colleges and Universities (AASCU), the
American Association of Colleges for Teacher Education (AACTE), and the Council of Graduate
Colleges and
departments at UNI
have programs that are
accredited by national
accreditation agencies
and/or are periodically
reviewed by outside
agencies.
Schools in the United States. The University is accredited through the master’s degrees, the
specialist’s degrees, and the doctorate by the North Central Association of Colleges and
Secondary Schools (NCA). Particular programs of the University are accredited by the
following professional accrediting agencies: the International Association for Management
Education, the Council for Accreditation of Counseling and Related Educational Programs, the
National Association of Schools of Music, the National Association of Schools of Art and
Design, the Council on Social Work Education, the American Speech-Language-Hearing
Association, the American Association of Family and Consumer Sciences, the American
Dietetic Association, the National Association of Industrial Technology, the American Council
for Construction Education, the Council for Accreditation of Counseling and Related
Educational Programs, and the National Recreation and Park Association/American
Association for Leisure and Recreation. Programs are also approved by the Iowa State
Department of Education, the National University Extension Association, and the American
Chemical Society. The University Museum is accredited by the American Association of
Museums.
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Several departments have curricula that are based on national standards. The Computer
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Science Department, for example, follows the curriculum guidelines of the Association for
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Computer Machinery in the development and delivery of its programs.
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Independent, objective confirmation of intellectually rigorous program standards and
outcomes is also provided by outside agencies that rank programs for comparison on a
national basis. Such is the case for the clinical programs in the Department of Communicative
Disorders. The program in Speech-Language Pathology is ranked fourteenth in the nation for
terminal M.A. programs, according to the most recent rankings by U.S. News and World Report.
Audiology ranks twenty-sixth in the country compared to graduate programs in which the
master’s is the highest degree offered.
It is central to our mission that courses comprising our programs of study are
established, implemented, and evaluated in a manner that ensures that they are intellectually
rigorous. Excellence in this area remains a top priority, as demonstrated in the University’s
2001-2006 Strategic Plan, Goal 2.0, which is to “support creative and intellectually rigorous
teaching and scholarship.”
Our role in developing
the best-prepared, civicminded workforce in the
nation has been
integrated into our
mission at every level.
Indicator A2: Programs include courses and/or activities whose purpose
is to stimulate the examination and understanding of personal, social,
and civic values
Our role in developing the best-prepared, civic-minded workforce in the nation has been
integrated into our mission at every level. The concepts of service, diversity, mutual respect,
personal well-being, and organizational effectiveness are addressed throughout the
University’s 2001-2006 Strategic Plan. To those ends, UNI’s 47-credit General Education
Program has as a major objective the awareness and understanding of individual, social, and
civic values. All students earning a UNI degree must complete the General Education program
or must have completed general education programs at other institutions of higher education.
Nine credit hours of the General Education courses required of undergraduate degree
candidates are social science courses, including required credits in Sociocultural and Historical
Perspectives and in Individual and Institutional Perspectives. Three credits may be taken in
Topical Perspectives, including courses such as “Social Welfare: A World View,” “American
Racial and Ethnic Minorities,” “Women, Men, and Society,” “Conflict and Social
Reconstruction,” "The Nature of Social Issues," "Children and Youth: Issues and Controversies,"
"Contemporary Political Problems," and "Social Problems." All of these courses are designed to
bring into focus the interdisciplinary interrelatedness of personal, social, and civic issues.
Eleven required credit hours of the General Education program focus on Civilizations and
Cultures. Two four-credit courses in Humanities address Western cultures, and three credits
are devoted to non-Western cultures. “Using methods of critical inquiry, students explore
aspects of human nature, the shaping of thoughts and values, and their interrelations” (UNI
Catalog, p. 49).
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A capstone course titled “Environment, Technology and Society,” required of all students,
develops an environmental literacy and examines biological, technological, and
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environmental values. This course is intentionally interdisciplinary and is taught by faculty
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with a variety of backgrounds and from many disciplines.
Other courses stimulate the development of a science ethic and examine issues such as
bioethics and environmental impact, the role of computers in society, connections between
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human activity and the planetary environment, industrial/technological issues of safety and
ethics, the role of mathematical techniques in society, and the impact of physical and
chemical principles in a technology-based society.
Additional examples of courses that stimulate students’ examination of personal, social,
and civic values can be found throughout the University in Management, Finance, Psychology,
Communication Studies, Philosophy and Religion, History, Humanities, and Geography. One
component of a course taught in the Department of Sociology, Anthropology, and Criminology
is the construction of a house for a human service organization, Habitat for Humanity. This
experience helps students learn first-hand about low-income housing and neighborhoods.
Other internships, such as those in Design, Family, and Consumer Sciences, Political Science,
Social Work, History, Public Administration, and Political Communication directly involve
students in community work related to their academic studies.
UNI college mission statements make specific reference to the preparation of students as
productive citizens in a complex, global society. Accrediting agencies often reinforce these
goals. The International Association for Management Education, for example, calls for the
investigation and understanding of global, ethical, and social values, especially as they
impact organizations.
UNI college mission
statements make
specific reference to the
preparation of students
as productive citizens in
a complex, global
society.
Experiential learning opportunities offered through the Cooperative Education Program
expose students on a University-wide basis to myriad real world situations. The Center for
Energy and Environmental Education, an outreach center that assists students in developing
an environmental ethic, offers programs designed to address issues regarding the societal
impact of science and technology. Off-campus research programs in the sciences, of which
the Recycling Reuse Technology Transfer Center and the Materials Testing Service are
representative, are effective in this area of student involvement.
Teacher education preparation involves the examination of personal, social, and civic
values. Perhaps the clearest evidence of this is contained within examples of student
portfolios (see http://www.uni.edu/coe/portfolio). A course required of all teaching majors,
Schools in American Society, examines social and civic issues in education. Field experiences
also provide opportunities for students to participate in community activities, thereby
enhancing, enriching, and extending their personal, social, and civic values.
Field trips and presentations at national and regional conferences are compelling
examples of how students broaden their awareness. Visits by our political science students to
Russia and trips by our history students to Greece enrich the student experience and foster a
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sense of global citizenship. An interdisciplinary project involving students in education and
social work led students to Romania last spring to assist in addressing the country’s orphan
problem through an innovative program developed at UNI.
Student organizations, such as History Club or Political Science Society, often promote
an examination of values by enhancing student interest and by demonstrating the many
opportunities that a professional field has to offer. In some cases, this examination of values
is being combined with technological enterprise. The Department of History is developing a
local web site, Black Hawk County: Past and Present, which will engage the community with
a vast amount of historical information about our county of residence.
Initiatives in Educational and Student Services also offer students other excellent outlets
for applying their social and civic values. Long-established and traditionally effective
programs include student organizations and fraternal/sororal societies sponsored by Maucker
Union and the Center for Multicultural Education, and concerned support by academic
advisors and counselors on campus. A more recent innovation is the Citizens and Scholars
initiative in the residence halls. In general, residence hall personnel deal intentionally with
issues of living in community and the need to understand and value diversity in all facets.
Ultimately, all majors, the vast majority of courses, and many clubs, organizations, and
Faculty scholarship is
an essential part of the
tripartite mission of the
University, which
specifies the
commitment to
teaching, research, and
service.
programs demonstrate a degree of purpose toward preparing students for an examination and
understanding of their personal value structures in relation to those of society. This
understanding is recognized by the University as an increasingly essential component, along
with knowledge and skills, in becoming a productive member of civic society in the 21st
Century. It is also a key factor in the long-term well-being of the institution, as acknowledged
in the 2001-2006 Strategic Plan, Goal 4.0: Strengthen a University culture characterized by
diversity, collegiality, and mutual respect.
Indicator A3: Programs require of the faculty and students (as
appropriate to the level of the educational programs) the use of
scholarship and/or the participation in research as part of the programs
Faculty scholarship is an essential part of the tripartite mission of the University, which
specifies the commitment to teaching, research, and service. The use of scholarship and the
participation in research by faculty and students is therefore integral to the University’s effort
to create and maintain a high-quality, dynamic learning environment characterized by
excellence at all levels.
As stipulated in the Master Agreement, in evaluating faculty performance for the
awarding of tenure, the first judgment is whether the faculty member’s teaching meets quality
standards. If there is an affirmative judgment about the faculty member’s teaching, then
research and service are considered. Tenure is not granted unless there is sufficient evidence
of the faculty member’s contributions to research and the scholarly community beyond the
University. Likewise, research is considered in merit salary increases, faculty professional
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development leaves, summer grants, and other programs of faculty support throughout the
University. Many faculty at UNI have research programs consistent with our mission as a
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comprehensive university.
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Academic programs at UNI have either a research requirement or a research component
for students at the undergraduate level. Significant portions of the undergraduate programs
involve direct research by individual students, case analyses, team projects, and
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presentations. Each major contains courses with significant research and writing
requirements. All graduate programs require students to complete research projects that
result in written documents, whether a research paper, thesis, or dissertation. The MBA
program, for example, requires student research in each course, and the capstone project is
entirely research based.
There are several kinds of courses that require student participation in research,
including most research methods courses. For example, students who take Qualitative
Research Methods in the Department of Sociology, Anthropology, and Criminology are
required to do four short research projects in order to satisfy the requirements of the course.
Some degree programs require senior research projects.
The Undergraduate Research Program (URP) provides funding each semester for
faculty/student collaborative research, a significant amount of which finds its way to
conferences and publication. Undergraduate and graduate assistantships are extremely
important training grounds for the teaching and performance of research. The Center for
Social and Behavioral Research and the Center for the Study of Adolescence mentor students
through 12 paid positions as undergraduate research assistants. These centers also house a
Academic programs at
UNI have either a
research requirement or
a research component
for students at the
undergraduate level.
number of graduate assistants.
Each college supports undergraduate research through funds set aside specifically for
experiential learning and undergraduate research. The Undergraduate Social Science Research
Conference and the Sigma Xi Student Research Conference are annual events during which
students present papers and delineate their original research. Summer Undergraduate
Research Programs, such as those in Chemistry and Biology provide students with a stipend
and research credit. The latter exemplify UNI’s commitment to student research activities in
that they have become part of the budget of the College of Natural Sciences, rather than
being dependent on external grant monies.
In summary, the post-graduate success of our students is, to a great extent, the result
of excellent programs of study consistently delivered by faculty immersed in solid scholarship
with first-rate teaching techniques. These qualities are extensions of our core values and are
central to a well-defined service orientation toward the constituencies we serve. Continued
support for the role of research and scholarship in the academic lives of faculty and students
is expressed in the 2001-2006 Strategic Plan, specifically faculty scholarship in Objective 2.2:
generate increased opportunities for faculty to enhance the quality and quantity of their
research and creative activity.
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Indicator A4: Programs require intellectual interaction betweenstudents
and faculty and encourage it between student and student
All graduate and undergraduate programs require intellectual interaction between faculty
and students. The University prides itself on the quality of that interaction because tenuretrack professors preside over the majority of its classes. Course syllabi provided by those
professors specify in detail the importance of discussion and in-class debate for achieving
the learning goals of the course. In some courses, in-class projects further encourage and
promote intellectual exchange between students and faculty, and among students. Team
teaching, as in the General Education “cluster course” taught by four Humanities and Fine
Arts faculty, provides another example of intellectual engagement and synergy.
Office Hours
All departments require that faculty keep regular, listed office hours for their students.
This ensures the opportunity for interaction in relation to course matters as well as to
academic advising, research mentoring, and general personal interaction. Quite beyond
meeting departmental requirements for availability, many faculty members have an open-door
policy so that students may engage them in intellectual conversations at any reasonable
Quite beyond meeting
departmental
requirements for
availability, many
faculty members have
an open-door policy so
that students may
engage them in
intellectual
conversations at any
reasonable time.
time. Additionally, faculty are available through email, and email distribution lists are
automatically produced for each class at the beginning of the semester.
Academic Advising
Students and faculty also engage in intellectual interaction when they convene for
academic advising. Academic advising is provided by both Academic Affairs and Educational
and Student Services Division personnel and is viewed at UNI as an educational and
developmental service. Students who are undecided as to major are advised by professional
advisors in the ESS Division, coordinated by Academic Advising Services. Some deciding
freshman students are assigned by Academic Advising Services to a hall coordinator for
freshman-year advisement. Students who have decided to undertake work toward certain
majors in the College of Education or any major in the College of Business Administration are
advised by a professional advisor in that college. (These two colleges have advising centers
that also provide enrollment management in their colleges.) Students in other majors are
advised by professional advisors in their academic department (in the departments of Biology
and Communication Studies) or program (Social Science Teaching), or by a faculty member in
the discipline. Some departments (Department of English, School of Music, School of Health,
Physical Education and Leisure Services) provide release time to faculty who coordinate
academic advising in their departments.
In the past decade the University expanded staffs in the college advising centers and
Academic Advising Services and centralized some departmental advising, as described above,
in order to provide easily accessible and effective advising services to students. The advising
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of student athletes has been merged with our general advising services since 1997.
The office of Academic Advising Services continues to support campus advising by
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training and coordinating faculty and professional advisors for summer first-year orientation
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sessions and by hosting the Academic Advising Council, composed of representatives from
across colleges and programs who meet six times a year. Since 1996, Academic Advising
Services has provided training for new faculty advisors in the three liberal arts colleges. In
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addition, Academic Advising Services conducts and coordinates for faculty and professional
advisors topical workshops appropriate to current issues. Such issues have included new
advising tools and electronic advising forms.
Evaluation of advising on campus during this past decade included analysis of responses
on the Graduating Student Survey conducted at every graduation, the Climate Survey
administered at advanced registration, the CSEQ administered in Spring 1999 and Spring
2000, and the Retention Survey administered in May 1996. Assessments are also conducted
in Academic Advising Services every few years.
In the past three years, the Student Climate Survey has indicated the level of satisfaction
with academic advising at the University (see Table III.1). Over half of the students agree or
strongly agree that they have received high-quality advising at UNI.
In the past three years,
the Student Climate
Survey has indicated
the level of satisfaction
with academic advising
at the University .
Table III.1: Student Climate Survey
Question: I have received high quality advising at UNI
It is not clear from these evaluations whether a centralized advising center or
decentralized faculty advising in the colleges promotes better decisions and greater student
satisfaction. Unless further assessment indicates that change is necessary, the current dual
system of campus advising should be retained.
Programs and Projects
Besides these many opportunities for academic advising, academic programs encourage
intellectual interaction among faculty and students by means of peer tutoring projects,
experiential and field-based educational experiences, case projects, and group projects. The
teacher education program, for example, is centered on the development of reflective
practitioners, and, as evidenced by course outlines, class formats make discussion, in-class
debate, and intellectual interaction among students and faculty an essential part of most
courses. Student teaching and practica are other venues for intellectual interaction between
students and faculty in a non-university setting.
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General Education Courses
General Education Program classes often encourage small-group discussions among
students and instructors. Interdisciplinary programs that offer General Education courses such
as "Conflict and Social Reconstruction," "The Nature of Social Issues," and "Children and
Youth:
Issues and Controversies" bring together students and faculty from several
departments and provide a stimulus for interaction and critical thinking.
Conferences and Seminars
The Center for the Study of Adolescence is exemplary in its facilitation of organized
student participation in scholarly conferences. Seminar programs across departments invite
outside guests, local faculty and/or students to report on their research interests and results.
These programs enhance intellectual interaction among faculty and students at all levels.
Some majors -- Geography is one example -- require a senior seminar for all undergraduates.
Clubs and Societies
Most departments have student clubs (e.g., American Chemical Society Student Affiliates,
UNI History Club, Psychology Club) and honorary academic societies (e.g., Kappa Mu Epsilon,
We learn a great deal
from our students about
our institution and its
programs through
assessment processes
and anticipate
continuing to monitor
and improve them in
the coming years.
Sigma Pi Sigma, Beta Beta Beta) that bring students and faculty together for discussion of
scholarly interests and generally demand excellence in the research and creative activities of
its members.
As outcomes assessment and other data point to the increased importance of experiential
learning, supportive academic environments and increased responsibility for students’ own
learning, the University has integrated into its 2001-2006 Strategic Plan the commitment to
enhance opportunities for mentoring and social interaction among students, faculty and staff
(Objective 5.3).
B. The University assesses appropriate student academic
achievement in all its programs
Since the last NCA accreditation in 1991, the University of Northern Iowa has made great
progress in implementing assessment processes. This progress is grounded in an ongoing
commitment to institutional improvement, the foundation of which is excellence in teaching
and well-organized feedback mechanisms that provide faculty with information for program
improvement. We learn a great deal from our students about our institution and its programs
through assessment processes and anticipate continuing to monitor and improve them in the
coming years.
Following a detailed overview of student outcomes assessment practices at UNI, four
indicators are discussed: (1) the University strives to prepare students with knowledge,
skills, and values essential for all college-educated persons; (2) all undergraduate students
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are expected to complete an identifiable and coherent general education component; (3)
student mastery of knowledge and skills is appropriate to the degree awarded; and, (4) UNI
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faculty control the evaluation of student learning and the awarding of academic credit.
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Overview of Student Outcomes Assessment
Student outcomes assessment is now an integral part of Academic Program Review, the
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results of which are used to guide program improvement. Outcomes assessment is conducted
and utilized by each academic program on a yearly basis, with summaries of assessment data
and subsequent program changes reported as part of the Academic Program Review process
to the Board of Regents. Some examples of program changes resulting from recent program
review and outcomes assessment processes are described here:
• The Department of Earth Science has revised its Environmental Emphasis in the
Geology major to include field study courses in various areas of earth science that
better serve student interests and needs (Annual Report on Academic Program Review,
March, 1999).
• The program review and outcomes assessment processes conducted in the Department
of Social Work helped support the rationale for establishing a new Masters in Social
Work (MSW) program. The program proposal for an MSW was approved by the University
and the Board of Regents in 1999 and is now in place (Annual Report on Academic
Program Review, March, 1999).
• As a result of its outcomes assessment and program review processes, the Master’s in
Outcomes assessment is
conducted and utilized
by each academic
program on a yearly
basis.
Business Administration (MBA) program developed a new modular scheduling protocol
to better fit the needs of its students, 90% of whom are professionals who live within
a 60-mile radius of Cedar Falls. The curriculum was also revised to provide more
emphasis on communication and presentation skills and increased emphasis on
leadership and group-process skills (Annual Report on Academic Program Review,
March, 1999).
• Program review and outcomes assessment processes in the Finance program indicated
a need for restructuring of the introductory finance course. Consulting with the Center
for the Enhancement of Teaching, the department utilized an ad hoc committee to
study the course and implement changes (Annual Report on Academic Program Review,
March, 2000).
• For the School Library Media Studies program, a final program portfolio has replaced
the requirement of a comprehensive exam. Pre-portfolio sessions clarify for students
the expected outcomes, while the faculty now continuously revise rubrics and other
assessment instruments (Annual Report on Academic Program Review, March, 2000).
• As a result of program review and outcomes assessment processes, the B.A. and M.A.
degrees in Science have been dropped from the curriculum (Annual Report on Academic
Program Review, March, 2000).
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In 1989, UNI began to organize its outcomes assessment efforts on an institution-wide
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basis with the formation of an Assessment Committee consisting of faculty representatives
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from each of the Colleges, as well as representatives from Educational and Student Services,
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Alumni Relations, and Institutional Research. As the Assessment Committee began the
process of developing institutional policies and practices to guide assessment activities, a
1990 Board of Regents mandate for student outcomes assessment at the Regent institutions
(which was based on the statement of principles on student outcomes assessment developed
by the National Association of State Universities and Land Grant Colleges) gave further
stimulus to this effort.
Beginning in 1991, the Board required the presentation of an annual report on Student
Outcomes Assessment (SOA), with the intent that this effort result in meaningful
improvement in student learning. In May 1997, at the recommendation of an external
consulting service, the Pappas Group, the Board adopted a recommendation to merge Student
Outcomes Assessment with the yearly Academic Program Review report.
Through these several years of the definition and development of our assessment
programs, faculty members and administrators have been regular participants in the
Association of American Colleges and Universities annual assessment conferences.
In May 1997, the Board
of Regents adopted a
recommendation to
merge Student
Outcomes Assessment
with the yearly
Academic Program
Review report.
Participation in these conferences has allowed members of the University community to
develop expertise in outcomes assessment and bring that expertise home to share with
colleagues and apply as programs have been developed and implemented. Assessment
Committee members have also participated in other assessment-related professional
development opportunities and continue to serve on related committees, including those
that address the institution’s strategic plan, the General Education Committee, and various
curriculum committees.
UNI submitted an assessment plan to the NCA in 1995 in response to the NCA’s mandate
that all accredited institutions formulate viable assessment plans. NCA Consultant-Evaluators
reviewed UNI’s assessment plan and concluded at that time that the plan met the
Commission’s expectations. In their review, Consultant-Evaluators observed, “UNI is to be
commended for linking outcomes assessment with program review and strategic planning and
for recognizing that judgments regarding the quality of academic programs provide important
information as a basis for strategic planning activities.” They further observed that “the
institution wisely makes explicit the need for involving students in the process in such a way
as to allow them to see the value of assessment and motivate them to participate sincerely”
(NCA letter, February 26, 1996).
The Rationale for Student Outcomes Assessment at UNI
Student outcomes assessment (SOA) practices at UNI are guided by the “Student
Outcomes Assessment Policy” developed by the Assessment Committee, approved by the
Faculty Senate and the Provost, and implemented in 1991. The SOA Policy defined the
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policies and practices for the implementation and administration of student outcomes
assessment activities. This report also provided specific guidelines for academic departments
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for developing SOA plans and several “hypothetical” assessment plans that served as models
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for departmental assessment committees as they commenced their work. The SOA Policy
continues to provide the guiding principles of operation for the program.
Policies and practices for outcomes assessment at UNI are grounded in the following
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definition:
Student outcomes assessment is a process by which evidence of the
congruence between an institution’s stated mission, goals and objectives, and
the actual outcomes of its academic programs are assembled and analyzed in
order to improve teaching and learning and enhance goal congruence.
– UNI SOA Policy
At UNI, we see four basic purposes for our student outcomes assessment program:
• Outcomes assessment is an instrument of quality assurance, providing data that can be
used to improve the quality of teaching and learning.
• Through its role in academic program review and strategic planning, outcomes
assessment promotes the rational, orderly evolution and improvement of the
institution and its programs.
• Outcomes assessment provides a basis for faculty cooperation, improved integration
Student outcomes
assessment at UNI is a
goal-directed process.
within and among courses and programs, and support for the development of
interdisciplinary courses and programs.
• Outcomes assessment helps to make the institution more responsive to its primary
constituencies, including students, parents, accrediting bodies, potential employers,
various public agencies, and others. The external purpose supports needs for resources
and claims of excellence.
Through these functions, student outcomes assessment helps us to focus on the need to
answer the following fundamental questions:
• What should students learn?
• How well are they learning it?
• How do we know?
Student outcomes assessment at UNI is a goal-directed process. Through the data
collected, the process permits the analysis of information and the adjustment and revision of
programs and activities in relation to broad institutional goals, specific program goals, and
particular course goals. As student outcomes assessment processes continue to develop and
mature at UNI, the integration of and interaction with academic program review and strategic
planning processes at the institution remain a strength of our approach.
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Organization of Student Outcomes Assessment at UNI
From the outset, the development and implementation of student outcomes assessment
plans at UNI have primarily been the responsibility of each academic program’s faculty. SOA
Committees at the departmental level were initially responsible for developing SOA plans
(with administrative support) in accordance with the SOA policy. Those committees continue
to work with department heads to administer and monitor ongoing assessment activities and
to analyze and interpret assessment results for the purpose of improving academic programs.
Academic departments summarize and report their assessment activities on a regular basis
to the University Assessment Committee and the Office of the Provost. In addition, the
University Assessment Committee has reviewed departmental assessment plans and results and
recommended improvements. Until 1996, a summary report of SOA activities was also submitted
to the Board of Regents. As stated earlier, the SOA process was integrated with Academic
Program Review in 1997. Since then, the SOA portion of the Academic Program Review has
been expanded and will continue to be a major element in Academic Program Review.
Procedures for Student Outcomes Assessment at UNI
According to the UNI SOA policy, student outcomes must be related to broad institutional
The application of
outcomes measures at
all these levels helps
assessment activities
serve both institutional
and program-specific
goals for improvement .
goals, specific program goals, and particular course goals. The application of outcomes
measures at all these levels helps assessment activities serve both institutional and programspecific goals for improvement and link SOA activities more closely with the University’s
strategic planning, academic program review, and other institutional improvement processes.
Such an approach is consistent with the University’s mission to support exemplary academic
programs. It also helps faculty and administrators to respond analytically and deliberatively
to assessment feedback.
There are five basic stages (or points in time) at which student assessment occurs at UNI:
• Admission to the University – This stage provides pre-enrollment baseline data. A key
ingredient to student outcomes is what students bring to the University.
• Declaration of Major – This level of assessment provides input data for students
entering their selected majors.
• Mid-Program – This level of assessment is aimed primarily at assessing progress in the
major program.
• Program Completion – This stage measures student outcomes at the completion of the
major.
• Post-graduation – The final stage of outcomes assessment measures longer-term
effects of the educational experience.
According to UNI’s SOA policy, outcomes assessment at the program level occurs each
academic year, with assessment results analyzed by program faculty and utilized to guide
changes in the curriculum and adjustments in other aspects of the students’ experience of
the program. Several examples of such program changes have been cited earlier in this report.
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Individual departments have developed outcomes assessment plans that are in compliance
with SOA policies and procedures and fit the needs of their program. SOA procedures, findings
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and results are also part of the Academic Program Review process, which is required for each
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academic program at UNI according to the Program Review Master Calendar (Detailed
Procedures for Academic Program Review, 2000-01).
The nature of assessment makes it important to avoid relying on only one assessment
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measure, since such reliance could result in misleading perceptions and conclusions about
program needs and student performance. For this reason, when program SOA plans have been
designed and implemented at UNI, multiple measures of assessment have been included at
various stages (see above) in the assessment process.
Department-level assessment committees have determined various measures of
assessment, based on their judgment as to which measures would provide the most useful
information. The UNI SOA policy requires that all students be assessed on a sample of
outcomes or that a sample of students be assessed on all outcomes. Methods of assessment
that are currently in use include the following examples:
• Admission to the university and/or declaration of major – analysis of transcripts, GPAs,
high school ranks, achievement test scores, institutional profile reports, and
institutional data, etc.
• Declaration of major, mid-program, and/or program completion – portfolios,
interviews, surveys, self-assessments by students, performance recital/exhibit/
research, practicum/intern/work experience, comprehensive examination (written or
oral), senior project or thesis, testing, grade analyses, retention studies, enrollment
data, etc.
• Post-graduation – Regents Retention Study, Alumni Relations Survey, Employer Survey,
When program SOA
plans have been
designed and
implemented at UNI,
multiple measures of
assessment have been
included at various
stages in the
assessment process.
interviews with alumni, graduate school entrance exam results, graduate school
acceptance rates, professional licensing exam success rates, etc.
Beyond the gathering of assessment data as specified in each departmental assessment
plan is the essential step of interpretation and evaluation of results. SOA committees at the
departmental level again play the central role in this process. Results of student outcomes
assessment, which are summarized in regular reports and reported to department faculty,
department heads and college deans, provide essential feedback for program improvement
and also help us to acknowledge accomplishment of outcomes. Student outcomes assessment
data, as discussed earlier in this report, are also reported and analyzed in depth during the
Academic Program Review (APR) process. The APR process, which includes a self-study by
department faculty, an on-site visit by at least two expert external reviewers, follow-up
discussions with the Provost and college dean, and implementation of a Program Plan, insures
that SOA data provide decision support for changes in programs and other ongoing program
improvement efforts.
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Examples of applications of post-graduation outcomes assessment data from several
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departments provides a closer look at how SOA data is used for decision support for program
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improvement efforts:
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• The Department of Geography conducts its own alumni survey. Survey results are
incorporated into curricular discussions. For example, the 1992 survey results indicated
the need to provide more experiences for students in geographic information systems
(GIS) technology. As a result, new courses have been developed and appropriate
geographic imaging equipment and software have been acquired.
• The Department of Communicative Disorders surveys alumni on a regular basis. Data
from a recent alumni survey of graduates working in the field indicated that they were
not adequately prepared to conduct home visits as part of professional practice. As a
result, the Communicative Disorders Clinic initiated home visits as part of the
department’s clinical routine and, thus, the students’ practicum experience.
• The Department of Special Education seeks input from both its graduates and from
their employers about the effectiveness of students’ professional preparation. Results
provide information such as graduates’ own perceptions of their competency and of the
quality of UNI’s program, as well as the supervisors’ assessment of the graduate’s
As a result of student
outcomes assessment
data, the Communicative
Disorders Clinic initiated
home visits as part of
the department’s clinical
routine and, thus, the
students’ practicum
experience.
professional effectiveness in several areas. This information is utilized on a continuous
basis for course revisions and curriculum change processes.
• UNI’s Educational Leadership program surveys each cohort in the year following
graduation. Most recently, feedback from alumni surveys contributed to a decision to
reduce clinical components in the program by one half and add a new course in
Technology for Administrative Instructional Leadership.
• The Psychology Department utilizes both its own and the University’s alumni surveys.
Input from these surveys is used to guide curricular change. Most recently such
feedback indicated undergraduates needed more practical experiences. As a result, a
course in “Community Service: Experiential Learning in Psychology” and a course in
“Psychology and Law” have been added to the curriculum.
• In the Department of Management, a recent alumni survey revealed that the C
programming languages are becoming more popular because they provide a better
platform for learning new web-based languages. As a result, the Management
Information Systems (MIS) faculty revised the curriculum, converting the primary
programming language in the department from Pascal to C. C is now the primary
language taught in the program.
• Alumni from the Department of Marketing, through the department alumni survey,
reported that the rapid growth of e-commerce is quickly changing the marketing
profession. As a result, an Internet-based e-business course was designed and is now
being offered.
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Challenges and Goals for Student Outcomes Assessment
UNI’s history of student outcomes assessment and academic program review reveals an
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institution that is striving to learn and grow through self-examination. As we look ahead to
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the next several years, we recognize the need to retain our “faculty-centered” approach to
outcomes assessment, with responsibility for development, revision, and implementation of
outcomes assessment occurring at the departmental level. This approach has allowed us to
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accommodate discipline-specific approaches to assessment that, we believe, contribute to
faculty satisfaction with assessment results and to better decision-making about program
improvement. We also are committed to maintaining and improving the integration of
assessment activities with academic program review and strategic planning processes -linkages that were applauded by the NCA nearly five years ago.
That having been said, this NCA self-study reminds us that progress in outcomes
assessment has not been an entirely smooth path, and we have challenges before us that will
need to be addressed as we continue to move forward. One ongoing challenge is maintaining
faculty support and enthusiasm for outcomes assessment. Involving faculty in the process
and providing in-service opportunities that both educate faculty in conducting assessment
and illustrate the value to both faculty and administrators of assessment processes are
important ways to achieve “buy-in” and insure successful SOA processes. As relatively large
numbers of new faculty join the UNI community, it will be even more important for the
institution to maintain faculty support and continue to educate all constituency groups on
We recognize the need
to retain our “facultycentered” approach to
outcomes assessment.
the importance of assessment. Though all agree that keeping academic assessment facultydriven is essential, we will need to continue to ensure that assessment remains a meaningful,
effective, and vibrant means for program improvement and not an end in itself.
Outcomes assessment processes have been institutionalized. We have seen more
continuity in program oversight and support since the position of Associate Vice President
for Academic Affairs became a permanent rather than rotating position in July 1999.
Assessment processes can falter when department heads change and when departmental
faculty “experts” on outcomes assessment depart. Additionally, administrative coordination
has now been improved with the integration of student outcomes assessment and academic
program review processes. The Associate VPAA now oversees the assessment processes.
The following goals have been established for student outcomes assessment for 20002001:
• Establish a web-based source of SOA plans and reports that is accessible for reference by
all faculty. Such a source will encourage assessment committee members and department
heads to exchange information and utilize their colleagues' experience and expertise.
• Expand integration and use of outcomes assessment data within the self-study portion
of the Academic Program Review process.
• Provide regular and ongoing in-service opportunities and other professional
development activities for involving new department heads and new members of
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departmental assessment committees in SOA.
• Insure that the institutional research office provides adequate and appropriate data to
support decisions for program improvement.
• Define more fully the role of the University Assessment Committee. The Assessment
Committee was originally charged with developing SOA policy and procedures and then
with reviewing departmental assessment plans and reports. Now that the assessment
program has been implemented, the role of the committee might also be expanded.
The University Assessment Committee will play a leadership role in accomplishing the
goals for 2000-2001.
Summary
During the past decade, the University of Northern Iowa has made great progress in
implementing assessment processes. Both NCA and Board of Regents mandates have
stimulated this progress. Student outcomes assessment practices at UNI are guided by the
“Student Outcomes Assessment Policy,” which defines the policies and procedures for the
implementation and administration of student outcomes assessment activities and also
provides specific guidelines and examples to assist departmental SOA committees. We
With both
administrative and
faculty support and
further development of
a “culture of inquiry,”
outcomes assessment
will continue to help us
realize the rational,
orderly evolution and
improvement of our
institution and its
programs.
conduct assessments at various stages in the assessment process and use multiple measures
of assessment. We are moving the institution forward by building upon the strengths of our
outcomes assessment efforts and recognizing and addressing challenges in assessment
implementation. With both administrative and faculty support and a further development of
a “culture of inquiry,” outcomes assessment will continue to help us realize the rational,
orderly evolution and improvement of our institution and its programs.
Indicator B1: Proficiency in skills and competencies essential for all
college-educated adults
The University’s General Education Program requires that students demonstrate skills and
competencies essential for all college-educated adults. Since 1991 there has been a major
investment in the human, financial and physical resources to support full implementation of
General Education, including the Communication Essentials component. College-level writing,
mathematics, and oral communication courses comprise this component of the General
Education Program. All students are required to pass these courses, thereby demonstrating
that they have these essential competencies.
In Spring 1996, a three-year project was launched on campus to “identify the qualities
of an educated person that should characterize a UNI graduate and integrate these qualities
into curricular and co-curricular activities.” The Qualities of an Educated Person (QEP)
project, organized and funded through the Center for the Enhancement of Teaching, was
designed to stimulate the voluntary participation of faculty, staff, and students in ways that
would not by-pass or supplant decision-making processes involving the University curriculum
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or institutional policies. The “products” of the project were to be made available to the
University community for consideration by individuals, groups, and committees in improving
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curricular and co-curricular programs and services in support of un dergraduate education.
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This work was undertaken with the following overall aim in mind: to create a learning
community that enables students to develop the knowledge, skills, and values necessary to live
thoughtful, creative, and productive lives.
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The primary activities of the QEP project involved conversations among faculty, staff, and
students from across the University, first, in generating, reviewing, and revising a set of
qualities desired of students who graduate from the University and, then, in creating a vision
of undergraduate education that would help students develop those qualities. Some of the
major contributions of the QEP project between 1996 and 1999 were:
• A statement, “Qualities for UNI Graduates” (October 1997), reviewed by approximately
1,200 faculty, staff, and students and twice revised based on reviewer feedback.
• Two rounds of “calls for proposals” (Fall 1997 and Fall 1998) and funded projects aimed
at innovations in assessing and developing the proposed qualities for UNI graduates.
• A University-wide conference (Fall 1998) that brought together nearly 1,000 students,
faculty, and staff to hear about the QEP project and 10 of the projects funded through it.
• Continuing dialogue and development of courses and other student learning
experiences across the undergraduate curriculum, especially in general education.
Indicator B2: Completion of an identifiable and coherent
undergraduate-level general education component
The University Faculty approved the current General Education Program in 1988 for all
undergraduate students attending the University of Northern Iowa. The program is a required
component for the bachelor’s degree, and the liberal arts education it provides continues to
The QEP project was
undertaken with the
aim to create a learning
community that enables
students to develop the
knowledge, skills, and
values necessary to live
thoughtful, creative,
and productive lives.
be the foundation of our undergraduate programs. The general education component is
consistent across majors and degrees, and all students choose from options within the same
prescribed program.
In the University Catalog of Programs and Courses for 2000-2002 (pp. 49-50), the
requirements of General Education are summarized and then described for each of the six
categories of courses. Students are expected to complete 47 semester hours of General
Education, which includes courses in Civilizations and Cultures (11 hours), Fine Arts,
Literature, Philosophy and Religion (6 hours), Natural Science and Technology (9 hours),
Social Science (9 hours), Communication Essentials (9 hours), and Personal Wellness (3 hours).
To frame our general education courses within the larger purposes of an undergraduate
education, the 1999 “Statement on Liberal Learning” adopted by the Association of American
Colleges and Universities (AACU) precedes the general education course descriptions in the
new UNI Catalog. This statement reflects the philosophy and desired outcomes of UNI’s
Qualities of an Educated Person (QEP) project:
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“A truly liberal
education is one that
prepares us to live
responsible, productive,
and creative lives in a
dramatically changing
world.”
“A truly liberal education is one that prepares us to live responsible,
productive, and creative lives in a dramatically changing world. It is an
education that fosters a well-grounded intellectual resilience, a disposition
toward lifelong learning, and an acceptance of responsibility for the ethical
consequences of our ideas and actions. Liberal education requires that we
understand the foundations of knowledge and inquiry about nature, culture
and society; that we master core skills of perception, analysis, and
expression; that we cultivate a respect for truth; that we recognize the
importance of historical and cultural context; and that we explore
connections among formal learning, citizenship, and service to our
communities.”
“We experience the benefits of liberal learning by pursuing intellectual work
that is honest, challenging, and significant, and by preparing ourselves to use
knowledge and power in responsible ways. Liberal learning is not confined to
particular fields of study. What matters in liberal education is substantial
content, rigorous methodology and an active engagement with the societal,
ethical, and practical implications of our learning. The spirit and value of
liberal learning are equally relevant to all forms of higher education and to
all students.”
“Because liberal learning aims to free us from the constraints of ignorance,
sectarianism, and short-sightedness, it prizes curiosity and seeks to expand
the boundaries of human knowledge. By its nature, therefore, liberal learning
is global and pluralistic. It embraces the diversity of ideas and experiences
that characterize the social, natural, and intellectual world. To acknowledge
such diversity in all its forms is both an intellectual commitment and a social
responsibility, for nothing less will equip us to understand our world and to
pursue fruitful lives.”
“The ability to think, to learn, and to express oneself both rigorously and
creatively, the capacity to understand ideas and issues in context, the
commitment to live in society, and the yearning for truth are fundamental
features of our humanity. In centering education upon these qualities, liberal
learning is society’s best investment in our shared future.”
The University accepts the Associate of Arts degree from an Iowa community college as
meeting most of the requirements of our general education program. This follows a statewide
agreement, first approved in 1981, among the Regent universities and all of the public
community colleges in this state. This agreement, reviewed and reaffirmed annually by chief
academic officers of the community colleges and the Regent universities, prescribes the
liberal arts component within the Associate of Arts degree, including requirements for the
specific number of credit hours to be earned in the categories of communications,
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humanities, math and science, social science, and distributed areas. Students are required to
earn at least 40 semester hours of coursework defined as general education to be eligible for
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an Associate of Arts degree.
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If a student transfers to UNI without an Associate of Arts degree, then we make a courseby-course evaluation of prior work and establish the remaining requirements needed to
complete the UNI general education program. This procedure also is followed for students
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who transfer to UNI from any four-year college or university and from two-year colleges
outside Iowa.
There is agreement among the three Regent universities that if a student has completed
the general education program at one Regent university and transfers to another Regent
university the student will be considered to have completed the general education program
at the university to which the student has transferred. The registrar of the university
originally attended must certify the completion of a general education program.
To assist students and their advisors to plan and track the successful completion of
general education requirements in a timely fashion, the University implemented a
comprehensive degree audit system in 1985. Each semester, every undergraduate is provided
with a paper copy of his or her degree audit immediately prior to advanced registration for
the next semester. The degree audit plots all courses completed into the appropriate
categories of general education, major, minor, professional sequence and University electives.
The audit also shows the courses in each category that remain to be completed.
A two-phase, web-based Program of Study is intended to improve advising and program
planning, as well as scheduling and course availability. Each student’s degree audit is now
viewable on our degree audit web site. This audit is automatically updated whenever a change
A two-phase, web-based
Program of Study is
intended to improve
advising and program
planning, as well as
scheduling and course
availability.
is made to the individual student’s record. Students may submit an electronic request to have
a hypothetical degree audit prepared that shows the requirements for adding or dropping a
major or minor. These hypothetical requests are prepared each night and are viewable on the
degree audit web site the next day.
Faculty advisors have access to their advisees’ degree audits through the Program of
Study. The advisor can also see the hypothetical degree audits that students have requested,
so the advisor can know of potential changes in advising needs. These technological
advancements in degree audit access are helping students and their advisors more efficiently
identify categories of coursework and plan degree programs.
In Phase II, scheduled for Fall 2001, a pilot program will take the degree audit system
to another level. Not only will it allow students to see what courses they need to graduate
in their majors, it will give them the ability to plan to take those courses. Data entered by
students will be stored and compiled for use by academic departments in planning course
offerings. UNI Information Technology Systems is developing the software and related
systems to ensure that the many different components of this comprehensive program will
interact as designed when it becomes fully operational.
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UNI students tend to be well informed about the General Education requirements, but
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they may not understand why these courses are required. As we enter a new century, we are
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committed to integrating a deeper appreciation of the General Education curriculum with the
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total university experience. Specifically, Objective 1.3 in our 2001-2006 Strategic Plan is to
strengthen the UNI general education program and simultaneously increase understanding of
and commitment to the role and value of a liberal arts education as the foundation of a
university education.
Indicator B3: Mastery of the level of knowledge appropriate to the
degree granted
Knowledge appropriate to the degree -- that is, the coherence and intellectual rigor of
our degree programs -- is assured by curricular review processes, academic program reviews,
accreditation/reaccreditation standards, advisory board assessments, and program rankings.
Mastery of knowledge by the student is documented through exams, papers, recitals, and
projects at the course level. Further demonstration of mastery of knowledge appropriate to
the degree granted comes in the form of juried performances and shows at the senior or
program level, portfolios, practica, and student teaching experiences. Graduate students
Data compiled through
alumni surveys and
other student outcomes
assessments offer
evidence that our
graduates excel in
educational,
commercial, industrial,
organizational,
technological, and
entrepreneurial
environments.
complete comprehensive examinations, theses or research papers, as well as course work to
demonstrate mastery of knowledge for the degree. Further, in addition to establishing their
level of mastery per the demand for their skills in the employment market, graduates must in
some cases gain certification and licensure or pass entrance exams.
Data compiled through alumni surveys and other student outcomes assessments offer
evidence that our graduates excel in educational, commercial, industrial, organizational,
technological, and entrepreneurial environments. These formal and informal instruments
demonstrate that students completing our programs indeed possess mastery of requisite
knowledge sufficient to obtain desired positions in their field of choice or to pursue advanced
study. Data supplied by the 1998 UNI Alumni Survey, for instance, indicate that about onethird of UNI graduates obtain an advanced degree.
A representative example of how programs are effectively assessed and adjusted is
provided by the School of Music, which reviewed its degree programs in 1995 to determine
whether its programs contained the appropriate material for students majoring in music at the
end of the 20th century. A summary report provided by an outside team of visitors concluded
that, while students were appropriately mastering the content of degree programs, some of the
content needed adjustment to include more non-Western and non-traditional elements. Since
then, changes have been incorporated into the curriculum that address those suggestions and
elevate the program to a level of excellence consistent with strategic planning goals and
objectives. Accreditation reviews, alumni surveys, and employer surveys are other mechanisms
through which programs are monitored to ensure that students possess knowledge appropriate
to the degree earned.
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To summarize, the University strives to ensure that our students’ experiences in a diverse,
dynamic learning environment equip them with the knowledge, skills, and values they will
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need to live thoughtful, free, and productive lives. The commitment to build on and surpass
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established levels of excellence in scholarship and service is embedded throughout the
Mission Statement and 2001-2006 Strategic Plan.
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Indicator B4: Control by the institution's faculty of evaluation of
student learning and granting of academic credit
The following statement appears in the UNI Policies and Procedures Manual, Section II,
Professional Ethics and Academic Responsibility, “Responsibilities to Students,” item 1:
Faculty members have the obligation to make clear the objectives of each course or program,
to establish requirements, to set standards of achievement, and to evaluate student
performance.
Faculty members at the University of Northern Iowa determine course descriptions,
content, hours awarded, and requirements for degrees. They control the evaluation of student
learning in their courses, they are responsible for end-of-semester grading that leads to
academic credit, and they are responsible for supervision of field-based experiences and
granting of grades and credit for these experiences.
Faculty at the University of Northern Iowa exercise academic freedom in course content,
pedagogy, and student evaluations. Department heads, deans, or the Provost will not change
grades or curriculum without the consent and approval of faculty.
C. Graduate Programs
For the past 50 years in its 124-year history, the University of Northern Iowa has offered
selected graduate programs. In which ways does UNI attempt to assure the quality of its
Faculty members have
the obligation to make
clear the objectives of
each course or program,
to establish
requirements, to set
standards of
achievement, and to
evaluate student
performance.
graduate programs? Following an overview of UNI graduate program history, as well as
faculty involvement in and commitment to these programs, issues are discussed and evidence
offered for five indicators of graduate program quality: (1) graduate programs are clearly
distinguished from undergraduate programs; (2) graduate faculty and students are expected
to engage in research and/or creative activity; (3) accepted professional practices are used
in awarding graduate academic credit for prior learning; (4) graduate faculty possess
appropriate credentials and experience; and, (5) as with undergraduate academic programs,
graduate programs use the results of internal and external peer review to ensure quality.
Graduate Program Overview
Recognition of the need to provide a curriculum of selected programs leading to graduate
degrees has been an integral part of the University of Northern Iowa’s history. The University
initiated graduate degree programs in 1951, when the Board of Regents authorized the Master
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of Arts in Education. Building on its historic excellence in undergraduate education, the
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University has developed outstanding graduate programs in business, education, the natural
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sciences, humanities and fine arts, and the social and behavioral sciences. We pride ourselves
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UNI offers more than
50 graduate programs .
in offering graduate students the individualized attention found on small college campuses,
with the resources and opportunities of a large university. Today, UNI offers more than 50
graduate programs leading to the following degrees:
Master of Accounting
Master of Arts
Master of Arts in Education
Master of Business Administration
Master of Music
Master of Public Policy
Master of Science
Master of Social Work
Specialist
Specialist in Education
Doctor of Education
Doctor of Industrial Technology
Students also may pursue non-degree study at the graduate level in a variety of graduate
majors. In addition, programs leading to teacher licensure/endorsement and the advanced
studies certificate are offered.
The staff of the Graduate College includes the dean, two associate deans (Associate Dean
for Faculty Scholarship and an Associate Dean for Student Services), a Grants and Contracts
administrator, a Grants and Contracts accountant, a Thesis and Dissertation reader, two
secretaries, and an account specialist.
Enrollment in the Graduate College continues to grow and develop as an integral part of
UNI as the University strengthens its commitment to provide intellectually challenging
experiences and support rigorous scholarship. Accomplishments of the past ten years, many
of which are listed below, are evidence of that development:
• The Graduate College moved to newly renovated Seerley Hall.
• Graduate student enrollment increased from 1,078 in 1989 to 1,569 in 1999.
• There have been regular increases in tuition scholarship funds necessary to offset
increases in graduate student tuition.
• Recruitment of minority graduate students includes a recent contractual agreement
with Florida A & M. This supplements other productive minority recruitment programs
with the State University of New Orleans, Dillard, Xavier, and other Louisiana
universities. In total, these efforts have resulted in 96 student recruitments and the
awarding of 59 graduate degrees from 1989-1999.
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• Minority student enrollment in graduate programs increased from 41 (1989) to 109
(2000).
• A significant increase in the University’s involvement in distance education occurred
at the graduate level.
• International student enrollment in graduate programs increased from 44 (1989) to
155 (2000). A program for the recruitment of Russian students, along with other
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existing international recruitment initiatives, has served since 1989 to bring the
percentage of international students in UNI graduate programs to 10 percent of total
graduate enrollment.
• There also have been increases in financial support available for graduate student
research and creative activity.
• The number of graduate degrees and majors available to students increased.
• Faculty participation in grant activity increased. The total amount awarded increased
from $3.5 million in 1989 to $18.1 million in 1999.
• University support for faculty engaged in grant writing increased, and two new
positions were created (Federal Liaison for Basic and Applied Research Grants, and a
Grant Writer/Grant Facilitator-UNI Foundation).
• University financial non-salary support for faculty research and creative activity rose
from $82,000 eight years ago to more than $170,000 in 1999.
• New awards were created to recognize the achievement of graduate students and
Graduate student
enrollment increased
from 1,078 in 1989 to
1,569 in 1999.
faculty. Among the new awards are Outstanding Doctoral Dissertation, Outstanding
Master’s Thesis, Outstanding Master’s Paper/Project, Outstanding Graduate Faculty
Teaching, and the Donald McKay Faculty Research Award.
As articulated in the 1996-1997 Graduate College Strategic Plan, the Graduate College
has a strong commitment to the following actions:
• Expansion of the Grants and Contracts office to facilitate the securing of extramural
funds and to provide more effective services to faculty (consistent with the 1996-2001
University Strategic Plan, Goals 1B1, 1B3, 1C, 1C2, 3, 3A, 3B, 3B1)
• Continuation of its emphasis on the recruitment and retention of under-represented
minority students (consistent with University Strategic Plan, Goal 2B1a)
• Assistance to academic departments to develop active recruitment programs, the goal
of which is to increase quality by enlarging the selection pool of outstanding students
(consistent with University Strategic Plan, Goal 1A3a), and the maintenance of
graduate enrollment at a level of at least 10 percent of the total enrollment (consistent
with University Strategic Plan, Goal 1A3a)
• Integration of Outcomes Assessment, Program Review and Strategic Planning within
each graduate program (consistent with University Strategic Plan, Goal 1A5)
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• Innovation and change at the master’s level to meet the changing external
environment and to offer master’s programs consistent with student demand, societal
needs, and faculty expertise (consistent with University Strategic Plan, Goal 1A3b)
• Offering doctoral programs with a primary emphasis upon applied, practitioner, and
professionally-oriented studies (consistent with University Strategic Plan, Goal 1A3c)
• Development and implementation of strategies needed for the creation and
maintenance of an intellectually stimulating environment for all members of the
University community (consistent with University Strategic Plan, Goals 1 and 1A1)
• Continued support of the professional development of high-quality graduate faculty
(consistent with the University Strategic Plan, Goal 1B1d).
Indicator C1: The University clearly distinguishes graduate from
undergraduate offerings
The course numbering system used at UNI is explained in the current (2000-2002) UNI
Catalog on page 174. There is a clear delineation in the course numbering system that
designates lower-level undergraduate (000), upper-level undergraduate (100), upper-level
undergraduate courses suitable for some graduate programs (100g), and graduate-level
The area of study,
research demands, the
amount and rigor of
required work, and the
level of sophistication
expected distinguish
graduate from
undergraduate
offerings.
offerings (200 for masters level and 300 for doctoral level).
Courses at the 100-level whose numbers are followed by a “g” are the only undergraduate
courses that provide graduate credit. In all courses of the 100g series, greater academic
achievement, both in quality and quantity, is expected of those receiving graduate credit than
of those receiving undergraduate credit. Faculty are required to distinguish between course
expectations for undergraduate and graduate students taking 100(g) classes on the syllabi they
distribute at the beginning of the semester. For example, one professor in a Public Organizations
course has separate syllabi for the undergraduates and graduate students. The undergraduate
students have two tests, a final, and a case study. The graduate students in the class are graded
on a multi-assignment case study, thought papers, two essay tests, and class participation.
Courses numbered 200-299 are primarily designed for graduate students. Undergraduates
seeking admission to graduate courses must secure the permission of the head of the
department offering the course. Courses numbered 200-299, taken as part of an
undergraduate program, cannot later be used for an advanced degree unless the student is
eligible to earn graduate credit.
Courses numbered 300-399 are primarily designed for doctoral students.
The area of study, research demands, the amount and rigor of required work, and the level
of sophistication expected distinguish graduate from undergraduate offerings. Other criteria are
specified in the UNI Catalog, the UNI Curriculum Guide, and in departmental program syllabi.
The graduate curriculum process includes review and recommendation by a Graduate
Curriculum Committee and approval by the Graduate Council. Graduate faculty members
initiate curriculum matters in their academic departments.
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Indicator C2: Faculty and students are expected to value and engage in
research, scholarship, and creative activity
The Graduate College expects that graduate students at the University will acquire an
advanced level of knowledge and skills from coursework, research, practica/internships, and
from the varied experiences and perspectives shared by graduate students and faculty. The
specific research and artistic performance requirements for individual students vary
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depending on whether students are in a doctoral program or pursuing a graduate program
that requires a thesis or research paper.
Research papers, theses, and dissertations are required of graduate students, and
research requirements of each program are clearly spelled out in the University Catalog.
Specifically, students writing a research paper are required to enroll in one to three hours of
research credit (XXX:299); students writing a thesis are required to enroll in six to nine hours
of research credit (XXX:299). The requirement for the Doctor of Education is six hours of
research and continuous enrollment after a comprehensive examination; the Doctor of
Industrial Technology requirement is 12 hours of research and continuous enrollment. It is
expected that the level and quality of research and scholarly accomplishment will be
sufficient for publication in refereed journals and for presentation at professional meetings.
Principles of scholarly rigor and research productivity are reflected in the requirements
for tenure and promotion of faculty. As outlined in the Master Agreement, the departmental
Professional Assessment Committees (PACs) evaluate the teaching, research, and service of
faculty for the purpose of tenure and promotion. The University requires as part of the PAC
file that individual faculty include lists of presentations and copies of publications. Tenure
and promotion are, in part, based on research. Merit money is also awarded on the basis of
Principles of scholarly
rigor and research
productivity are
reflected in the
requirements for tenure
and promotion of
faculty.
scholarship and creative activity as well as on teaching.
The Graduate Research Awards program through which graduate students may apply for
and receive up to $500 evidences support for student research. An excellent example of
research support for faculty is the Dean's Challenge Grant program, which offers summer
support to tenured, probationary, and continuing term faculty in the College of Social and
Behavioral Sciences. Proposals are evaluated according to the following priorities: (1)
projects that lead to the development of proposals to external funding agencies; (2) projects
that develop innovative teaching techniques or employ innovative teaching technology; (3)
projects that support research (with particular attention paid to proposals that involve
multidisciplinary research endeavors); and (4) projects that support a cross-disciplinary or
interdepartmental approach to teaching.
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Table III.2:
Sponsored Project Proposals and Awards as Reported to the Board of
Regents (Excluding Student Financial Aid)
Support for research
conducted by faculty
and students is
demonstrated through
improved technological,
financial, and physical
resources.
Three summary observations are made regarding Table III.2: (1) while the number of
external research proposals in 1998-1999 was about the same as 12 years earlier, a greater
percent of proposals were funded in 1998-1999 compared to 1986-1987; (2) the total amount
of funding was nearly three times greater in 1998-1999 compared to 1986-1987; and (3) in
each of the past 14 years, over one-half of the proposals submitted were funded.
Internal support for research conducted by faculty and students is demonstrated through
improved technological, financial, and physical resources. Good examples of support in terms
of program-specific technologies include the Department of Geography’s acquisition of a
Global Positioning System and the Department of Design, Family, and Consumer Sciences’ new
abrasion and pilling tester.
Through its colleges the University provides a variety of programs to support faculty
research, scholarship, and creative activity throughout the year. The University is committed
to increasing opportunities for enhancing the quality and quantity of faculty scholarship in
support of our mission.
Indicator C3: Accepted professional practice is used in awarding
graduate academic credit for prior learning
The Office of the Registrar completes initial evaluation of graduate credit earned prior to
enrollment. In doing so, the Registrar is empowered to certify the accreditation of
institutions and of each applicant’s degree(s), determine the authenticity of academic work,
and assure that an official transcript is on file, that coursework is indeed at graduate level
and taught by graduate faculty, and that the credit is in compliance with our recency
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requirement. The Registrar also evaluates and assigns UNI course equivalencies to postbaccalaureate credit earned at other institutions. Departmental graduate program
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coordinators, graduate admission committees, and appropriate department heads all review
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graduate admission applications, as well. Departmental faculty ultimately determine whether
courses will apply toward credit in a specific program.
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Indicator C4: Graduate programs are approved, taught, and evaluated by
a graduate faculty that possesses appropriate credentials and
experience
Associate or regular members of the Graduate Faculty teach graduate courses. Associate
members can teach specified graduate courses, assist in advising graduate students, and
serve on, but not chair, master’s thesis committees under specified circumstances. Regular
members of the graduate faculty, with the appropriate terminal degree at the assistant
professor level or above, can teach courses designed only for the graduate level, advise
graduate students in their programs, and serve on and chair master’s thesis committees; they
may serve on, but not chair, dissertation committees.
Faculty serving as chairs of doctoral committees must have demonstrated substantial
involvement in graduate education, including chairing master’s theses and serving on both
master’s thesis and doctoral dissertation committees, and must show evidence of continued
scholarly productivity after completion of their terminal degrees.
All departments recruit faculty with a terminal degree in their discipline and a
Faculty serving as chairs
of doctoral committees
must have demonstrated
substantial involvement
in graduate education .
documented record of research and publication. These individuals are appointed to the
Graduate Faculty through the Graduate Dean’s Office and the Graduate Council, and only then
are they assigned to teach graduate-level courses.
In addition, there are procedures for the temporary appointment of someone who is not
a regular member of the Graduate Faculty to teach a graduate course, but these are rare
instances and occur under only very limited and controlled circumstances.
Indicator C5: Graduate programs use results of regular internal and
external peer review processes to ensure quality
The Board of Regents, State of Iowa, mandates Academic Program Reviews, the purpose
of which is to create a regularly scheduled, structured opportunity for programs at the
University of Northern Iowa to assess their role with respect to the missions of the University,
their college, and their department; to examine and/or assert their place within appropriate
strategic plans; to address program quality, effectiveness, and viability; and to stimulate
program planning and improvement. Program review also enables academic programs to
obtain external peer opinion for assessing programs. External reviewers are invited to visit
UNI to assess programs conducting Academic Program Review (APR) and to report their
assessments in a written external review.
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Academic Program Reviews are scheduled so that each University program is evaluated
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at least once every seven years. It is assumed that all of a department’s programs, both
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undergraduate and graduate, will conduct academic program reviews in the same academic
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year, but the focus of individual reports is on programs. Copies of the updated master
schedule are distributed to the Academic Deans and the Dean of the Graduate College at the
beginning of each fiscal year.
Since 1999, Student Outcomes Assessment (SOA) has been an integral part of the
graduate Academic Program Review process. An initiative by the Graduate Dean to institute
program-specific Student Outcomes Assessments in the Graduate College was begun in 1995.
While not under the same State mandate as undergraduate programs to engage in SOA, the
Graduate SOA Committee represents a proactive response to findings regarding the benefits
of such mechanisms in achieving overall institutional effectiveness. The original charge to
the Graduate SOA Committee was to oversee the development and review of SOA plans from
each graduate program. The SOA plans were to reflect the discipline-specific nature of the
assessment task. The Graduate College SOA Committee charged reviewers with the evaluation
of the SOA plans from each graduate program. Reviewers determined the appropriateness of
the evaluation measures and procedures and recommended revisions, where needed.
Program review also
enables academic
programs to obtain
external peer opinion
for assessing programs.
Subsequently, the SOA Committee notified departments of the results from this review and
recommended further action. To strengthen the SOA program and its process, the UNI
Graduate Council reviewed current practices in the SOA programs and recommended actions
at its meeting on January 27, 2000, Graduate Council Minutes No. 892. The ongoing process,
which ultimately includes notification of departments and reciprocal assurance of
implementation for approved plans, demonstrates a commitment to item number four in the
Graduate College’s Strategic Plan, as well as with Objective 1.5 in the University’s 2001-2006
Strategic Plan: build on excellence in graduate programs.
Accreditation reviews occur on a regularly scheduled basis. The MBA program, for
example, was successfully reviewed as part of the two AACSB accreditation efforts in 1993
and 2000. The School of Music and the Departments of Communicative Disorders and Art were
reviewed, and subsequently reaccredited, in 1991, 1994 and 1997, respectively. The Master
of Social Work is currently under accreditation review. External reviews take on other forms
as well. In the Study Abroad Programs of the Department of Modern Languages, an external
review was conducted of the UNISSIST program in Spain in the summer of 1999, the results
of which are being used to make improvements in that program.
Other critical measurements of UNI’s graduate programs, while not part of a formal review
process, provide compelling evidence for evaluating accomplishments. For example, in a
sample of 1998-1999 graduates from UNI’s graduate degree programs, over 96% either were
employed or went on to further education. In addition to highly ranked programs in the
Department of Communicative Disorders cited earlier, U.S. News and World Report most
recently ranked our music program among the top 75 in the country. Building on such
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accomplishments in graduate programs is part of the institution’s effort to expand and
maintain programs that distinguish the University, serve as magnets and attract students to the
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University of Northern Iowa (see 2001-2006 Strategic Plan, Objective 1.4.).
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D. Transcripts accurately reflect student learning and
follow commonly accepted practices
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Transcripts are the institution's official records of students' academic undertakings and
accomplishments. Does the University follow accepted professional practices in producing
transcripts? Do the University's transcripts accurately reflect student learning?
The academic transcript of the University of Northern Iowa follows the guidelines for
transcript preparation established by the American Association of Collegiate Registrars and
Admissions Officers. The transcript is printed on security paper provided by Scrip Safe
Corporation. Multiple layers of security features are embedded within the transcript paper to
prevent duplication or tampering.
The academic transcript is an online document. This means that each time a transcript
is needed, one is printed from the files within the mainframe computer. The University
inaugurated its online transcript record systems in 1983. Since 1995, we have been sending
transcripts electronically (to select trading partners) following the national ANSI X-12A EDI
SPEEDE (Standardization of Postsecondary Education Electronic Data Exchange) format.
In 1999, we implemented our “transfer bridge” project, which is a first of its kind in the
nation. The project allows UNI to receive academic transcripts electronically, move them into
the automated transfer course evaluation system, on to our automated degree audit system
and finally to posting on the web for students to see how their transfer work will be accepted
In a sample of 19981999 graduates from
UNI’s graduate degree
programs, over 96%
either were employed or
went on to further
education.
by UNI. This project was awarded the “Best Practices Award” for 2000 from the Post
Secondary Electronic Standards Council.
In addition, for the security of our academic records, we prepare data cartridges of all of
our student records and supporting computer programs three times a year. These cartridges
are exchanged with our sister universities so that a complete set of UNI academic records is
stored at a secure site at either the University of Iowa or Iowa State University. In the event
that a major fire or natural disaster destroyed all computer systems on campus, we would
have a backup of all student records that would allow for full records availability within one
day of the restoration of computing capabilities.
Central to the University’s mission to be a premier comprehensive institution is its ability
to make continuous improvements in capital, physical and informational resources. The
University is proud of its accomplishments in this arena, particularly as it applies to
transcript information management. As more complex and integrated systems continue to
make possible even greater efficiencies, the University stands firmly committed to more fully
integrate modern technology into the everyday lives of UNI students, faculty and staff (see
2001-2006 Strategic Plan, Objective 7.2).
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E. Effective teaching characterizes the University’s
courses and academic programs
The University of Northern Iowa historically has characterized itself as a "teaching
university." This does not mean that research, creative activities, and public and professional
service are unimportant, but rather that teaching is the primary role of the University and
responsibility of the faculty. How, then, does UNI evaluate effective teaching in all of its
courses and programs? This question is addressed in the context of the Master Agreement,
particularly student assessment of teaching, preceded by a brief sketch of UNI's orientation
to teaching.
A motto closely associated with the University of Northern Iowa is “Great Teaching Makes
the Difference.” Excellence in classroom instruction has always been and will continue to be
a fundamental characteristic of UNI. It is one of our core values. Faculty and administrators
agree that teaching is the most important component of a faculty member's duties at UNI.
This is reinforced during new faculty orientation and through annual merit pay evaluations,
promotion and tenure decisions, and faculty awards for outstanding performance.
The University of Northern Iowa has always prized great teaching, evidenced in student
In 1999, UNI
implemented its
“transfer bridge”
project, which is a first
of its kind in the nation.
course evaluations, peer reviews of faculty teaching during PAC assessment processes, faculty
awards for excellence in teaching, University alumni surveys, and the employment records of
students graduating with teaching degrees. Additional confirmation of teaching excellence
comes through successful external fund raising efforts.
At UNI, quality teaching is particularly important because a large proportion of our
graduates become teachers in the public and private schools of Iowa and elsewhere. For the
academic year 1999-2000, 27 percent of bachelor’s degrees granted were teaching BA’s. Our
faculty serve as role models for prospective and current teachers at all levels of education.
In general, all departments follow the same systematic approach in their periodic
assessment of instructors’ teaching as outlined by the Master Agreement between the Board
of Regents and the UNI-United Faculty (July 1, 1999 - June 30, 2001), Article Three,
Evaluation Procedures, available at http://www.uni.edu/vpaa/faculty_contract/ and
Appendix D of this report.
In its subdivisions, Article Three defines the scope and timing of student assessment of
the instructors’ teaching. Evaluation processes for academic appointments are prescribed,
including how the results of the assessment should be reported and filed.
Subdivision 3.21–Assessment Procedure
The Department Head or her/his designee shall administer student assessments.
Individual Faculty Members may assist and cooperate in the administration of the student
assessment but a Faculty Member shall not be required to do so involuntarily. In no case may
the Faculty Member, when assisting in the administration of the student assessment,
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administer the instrument in her/his own class. The Faculty Member will leave the classroom
when the instrument is administered to her/his class.
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Subdivision 3.22–Probationary, Term, and Temporary Faculty
Student assessments shall be administered for each probationary, term, and full-time
temporary Faculty Member during the spring semester of each year.
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Subdivision 3.23–Tenured Faculty
Tenured Faculty Members shall be assessed by students during the spring semester each
fifth year, not counting years on leave or non-teaching assignments.
Subdivision 3.25–Additional Assessments
Additional student assessments may be conducted as determined to be appropriate by
the Department Head, as required by procedure, or as requested by the Faculty Member.
It should be noted that some departments evaluate all faculty every semester. Also, many
faculty use student assessment more often than required by contract.
Further guidelines for the evaluation and reporting of a faculty member’s teaching,
research, and professional service by other faculty members, department heads, and
administrators are specified in these subsections of Article Three:
Section 3.3–Professional Assessment Committee (PAC)
Section 3.4–Evaluation by Department Heads
Subdivision 3.42–Evaluation of Candidates for Promotion
Subdivision 3.43–Evaluation for Merit Increases
Subdivision 3.44–Other Evaluations
At UNI, quality
teaching is particularly
important because a
large proportion of our
graduates become
teachers in the public
and private schools of
Iowa and elsewhere.
Section 3.5–Evaluation by Dean or Vice President and Provost
Subdivision 3.51–Evaluation Report
Subdivision 3.52–Evaluation Evidence
Several departments have augmented their evaluation of teaching performance by
conducting exit interviews with graduating students, surveying graduate students one year
after graduation, holding pre-semester workshops for all graduate teaching assistants to
prepare them for their responsibilities, providing feedback from student evaluations and
observation by peers and department head. As discussed in the following section (IIIF), many
faculty regularly participate in professional development activities offered through the Center
for the Enhancement of Teaching.
UNI remains fully committed to the fundamental belief that students deserve
experienced, high-quality faculty in the classroom. The objective at the top of the list in the
2001-2006 Strategic Plan calls for the University to provide instruction to students from
tenured or tenure-track faculty in at least 75 percent of all classes and 80 percent of major
classes, while maintaining a personalized learning environment.
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F. Ongoing support for professional development for
faculty, staff, and administrators
A university of quality recognizes that its primary assets are human resources–its faculty,
its staff, and its administrators. The recruitment and hiring process surely is an important
aspect of attracting quality personnel to lead, manage, teach, research, serve, and support
in the University's programs. But, like all organizational assets, human resources also must
be prepared, developed, and renewed. Professional development, on an ongoing basis, is
essential for both individual and institutional effectiveness. To what extent, and how well,
does UNI provide ongoing support for the professional development of its faculty, staff, and
administrators?
The University encourages and supports the continuous engagement of its faculty and
staff in professional development activities relevant to their disciplines and areas of
expertise. For these activities, several different types of direct and indirect support structures
exist, with variations across departments and offices. In addition to departmental support,
the Provost’s Office provided, for example, in 2000-2001:
(a) Academic and Curricular
Planning Mini-grants ($108,000), (b) Faculty Research Grants ($330,021), (c) Professional
The Center for the
Enhancement of
Teaching serves all
faculty in the University
by providing programs
and services to
maintain and enhance
the quality of teaching.
Development Leave replacement ($166,446), and (d) support for the Center for the
Enhancement of Teaching ($241,827).
The Center for the Enhancement of Teaching serves all faculty in the University by
providing programs and services to maintain and enhance the quality of teaching.
Approximately one-half of the UNI tenured and tenure-track faculty have participated
annually in one or more of the Center’s activities for each of the past seven years. In addition
to the QEP project discussed in IIIB, some of the Center’s activities have included:
• New faculty orientation and mentoring, including all new tenure-track faculty and
faculty colleagues who serve as mentors
• Individual consultations using classroom observations, in-class interviews, student
evaluation of teaching instruments, self-evaluations, and other tools to collect and use
data for faculty reflection, inquiry, and action leading to improved instruction
• Workshops, seminars, and institutes that actively engage faculty in their own
continuing professional development
• An annual conference that brings faculty together with staff, administrators, and
students to explore a topic or theme of importance to quality of the University as a whole
• A website, professional newsletters, journals, books, and other materials that serve as
resources for enhancing the understanding and practice of effective teaching and
learning throughout the University
• Research and professional involvement beyond the University aimed at broadening and
deepening the understanding of faculty development and its impact on the quality of
university teaching and learning
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A comprehensive review of the Center’s development and impact at UNI is found in “An
Assessment of the Center for the Enhancement of Teaching: History, Current Issues, and
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Future Directions” (November, 1999).
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Faculty receive some financial support for the publication cost of research results in
refereed journals. They can request a reduced teaching load in a given semester in order to
pursue scholarly and creative work. A Summer Fellowship Program provides either four- or
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eight-week periods of support for scholarly activity. Faculty who also serve in administrative
roles are eligible for these programs. Support staff may also receive development funds under
certain circumstances.
The Graduate College has funded a professional development program for faculty for
nearly 30 years. Under this program, which is defined in the Master Agreement, full-time,
tenured faculty may apply for a Professional Development Leave (PDL). Through these awards,
the University encourages, assists, and supports faculty research and creative activities.
Recipients devote full time to the proposed project and may not accept additional
responsibilities or employment during the PDL period.
The Professional Development Leave provides a maximum stipend, including appropriate
fringe benefits, of full salary for one semester or one-half salary for the academic year.
Recipients must prepare a written report describing the research/creative activities/degree
work undertaken during the Assignment period. They are also strongly encouraged to submit
their findings for publication, to present them at a professional meeting, or to exhibit the
results of their creative activity. A recipient of a Professional Development Leave is ineligible
for a subsequent leave during the three years following an award.
Maintenance and
development of highquality faculty
continues to be a top
priority for the
University.
Maintenance and development of high-quality faculty continues to be a top priority for
the University. Strategic objectives in the 2001-2006 Strategic Plan support creative and
intellectually rigorous teaching and scholarship. Specifically, Objectives 2.1 and 2.2 seek
increased opportunities for faculty to enhance the quality of their teaching, their research and
their creative activity.
Professional development is also important in the Division of Educational and Student
Services (ESS) in order to discover and share innovations, discuss best practices in the field,
and solve problems related to key issues facing higher education. These issues include
enrollment management, the first-year experience, college student values, substance abuse,
diversity, and innovations in technology and food service. Funds are expended for both
professional and support staff and include seminars, conferences and workshops on and off
campus. Records indicate that up to $125,000 was spent in fiscal year 1999-2000 on ESS
professional development.
The delivery of a high-quality education at a comprehensive institution depends on
seamless execution of duties by support staff, skilled technicians, and professional office
staff. We are committed to providing the highest level of service to our constituencies by
seeking to enhance the quality, diversity and number of human resources available to meet the
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needs of the University (Goal 6.0). Training grants are available to reimburse Merit staff and
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Professional & Scientific personnel for tuition dollars spent on approved coursework. In
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addition, Human Resource Services provides new-employee orientation as well as printed
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materials, videotapes, and workshops for training and development for Merit and Professional
& Scientific employees (see http://www.uni.edu/hrs/staff/training/ for more information).
The addition of a Human Resources staff member dedicated specifically to professional and
career development is one example of how the University plans to address Strategic Objective
6.1: increase professional career development opportunities for University staff to enhance
performance.
G. Student services effectively support the institution's
purposes
As Robert J. Menges and Maryellen Weimer (Teaching on Solid Ground: Using Scholarship
to Improve Practice, San Francisco: Jossey-Bass, 1996) observed, "better undergraduate
education begins with a more complete and informed understanding of students and
learning" (p. 13) and "what happens to students in classrooms relates to their lives outside
of the classroom . . . any given experience is part of a web of experiences that ultimately
The delivery of a highquality education at a
comprehensive
institution depends on
seamless execution of
duties by support staff,
skilled technicians, and
professional office staff.
affect individual students" (p. 18). This larger perspective for understanding students and
their learning experiences at UNI is reflected in the emerging close working relationships
between Academic Affairs and Educational and Student Services. Well-grounded and executed
studies provide insightful and useful information about the expectations, preparation,
experiences, satisfaction, problems, and achievements of our students. Such scholarly inquiry
is essential for the mutual understanding and informed, coordinated action of personnel in
both academic affairs and student services. Our focus here is limited to one central question:
What evidence indicates that student services support the educational purposes of UNI? An
array of studies and surveys that respond to this question are described.
A review of retention rates, persistence data, enrollment data, our ACT freshmen profile,
and the high school rank and ACT scores of entering freshmen provide evidence that the
educational services afforded to undergraduate students are effective and commensurate with
the abilities and expectations of students who are admitted to the University. This conclusion
is also supported by a comparison of ACT scores, retention, persistence, and graduation data
(see Appendix G).
The University seeks to improve its services to students in a variety of ways. Student
services are evaluated and improved using formal techniques that include institutional
surveys, standardized instruments, outside consultants and focus groups. Examples of these
include:
• Enrollment Management Study, sponsored by the President and the Vice President for
Educational and Student Services and conducted by Williams-Crockett and the Noel-
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Levitz Center for Enrollment Management in 1993. An Executive Enrollment Potential
Analysis was conducted to provide feedback regarding our current approach to
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marketing, recruiting, and retention as well as to provide recommendations for short-
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term actions that would enhance enrollment. As a result, computer automation was
increased; staff training and development were provided for professional admissions
counselors; promotional strategies were developed for target student groups; the
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inquiry pool was developed; a comprehensive enrollment plan was developed; an
analysis of financial aid effectiveness was conducted; and assistance was provided in
building an enrollment management database needed to support enrollment planning
and decision-making.
• Student Wellness Recreation Center Study, sponsored by student government and
the Office of the Vice President for Educational and Student Services. This initiative
solicited student opinion and concerns and resulted in the development of a concept
paper used by the architects in designing the Wellness Recreation Center.
• Student Involvement Survey, under the sponsorship of the Office of the Vice President
for Educational and Student Services. This survey was conducted to gain a better
understanding of how students spend their time outside the classroom – in
employment, student activities, and academic endeavors. A major outcome of the study
was expanded weekend programming funded by student fees. The study also provided
insight into the role of employment both on and off campus in student success.
• Student Alumni Survey, sponsored by the Office of Placement and Career Services, the
Office of the President, the Center for the Enhancement of Teaching, and the Center for
Social and Behavioral Research and conducted by the Center for Social and Behavioral
Research. The purpose of this periodically administered survey is to examine the
Student services are
evaluated and improved
using formal techniques
that include
institutional surveys,
standardized
instruments, outside
consultants and focus
groups.
relationship of undergraduate education with work and other post-graduation life
experiences. Information is gathered about the reasons for selecting UNI and a major,
satisfaction with UNI and a major, student experiences, the purposes of an
undergraduate education, qualities (skills, knowledge, and values), the job search
process, first and current work positions of graduates, interests and needs for
continuing education, and interest in participation in UNI activities. Findings from this
survey have been used as evidence of the need for the University’s Experiential Learning
Program and other Placement initiatives. The data have also been used to examine
student knowledge and opinion regarding the University’s General Education program.
• Student Health Clinic Evaluation, sponsored by University Health Services and
conducted by a team of outside medical consultants from Allen Memorial Hospital,
Waterloo. The purpose of the study was to conduct an overall review of the operations
of the Student Health Clinic. This study resulted in recommendations affecting women’s
health care, supervision of the medical staff, implementation of a Continuous Quality
Improvement (CQI) program, and accreditation of the clinic.
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• University Food Services Study, co-sponsored by the Maucker Union and the
Department of Residence, and conducted by Ricca Planning Studios. The purpose of
this study was to assess customer satisfaction, needs and preferences for food services
on the campus, evaluate equipment and facilities for support of future services, and to
determine the most efficient and effective use of campus resources. The findings of the
study prompted a redesign of the food services of the campus: Residence Dining will
have exclusive food service responsibilities in the Union and for other operations on
campus, as well as in residence dining centers. Additionally, extensive facility
modifications are planned for residence dining centers and the union in order to
respond to customer and market conditions.
• Residence System Annual Satisfaction Study, sponsored by the Department of
Residence and conducted using a benchmarking firm’s survey (Educational
Benchmarking Information). The purpose is to assess residents’ satisfaction with the
on-campus living and dining experience, to learn of areas of strengths and weaknesses,
to use the information to build on strengths and address weaknesses, and to use the
data to monitor satisfaction in relation to peer departments on other selected
campuses. The results of the assessments have contributed to: provision of weekend
Findings from the
Student Alumni Survey
have been used as
evidence of the need for
the University’s
Experiential Learning
Program and other
Placement initiatives.
custodial services, residence hall substance-free houses, smoke-free environments,
staff training and development modifications to achieve results in areas of weakness,
expanded housing options, and food service enhancements.
• Student Use, Satisfaction, and Climate Surveys, sponsored and conducted by the
Office of Information Management and Analysis (Institutional Research). Numerous and
ongoing studies about student use of and satisfaction with various student services are
conducted annually and reported by the IMA office. These studies are widely distributed
and considered by institutional officials in program delivery modification and funding.
The net result of these efforts is that programs and services are developed or modified
on the basis of expressed student needs as well as the expertise of outside consultants with
knowledge of best practices.
In 1996, the Division of Educational and Student Services established a standing Student
Research Committee. The committee’s charge is to “conduct assessments to facilitate the
improvement of divisional programs and services which impact students.” To date the
committee has sponsored two studies:
• College Student Experience Questionnaire: Administered twice by the ESS Research
Committee (Spring 1999 and Spring 2000), the CSEQ is helping us establish baseline
and trend data of student self-reported learning experiences and outcomes associated
with a liberal education.
• Study of Withdrawing/Non-returning Students: The purpose for this study was to
gather feedback regarding why some students do not continue at the University of
Northern Iowa.
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Establishment of a standing ESS Research Committee reflected a desire to move beyond
assessment of programs and services to consider questions of institutional climate and
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educational impact. A further step was taken in 2000 with the employment of Stamats
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Communications to look at student service delivery across the institution, including financial,
academic, and administrative student services.
At the graduate level, an Associate Dean for Student Services (Graduate College) serves
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Northern Iowa
as the academic adviser for all non-degree students. This individual is also responsible for
articulating, monitoring, and implementing (on behalf of the Dean of the Graduate College)
graduate academic policies and procedures related to admission, academic progress, the
development and implementation of individual student academic programs, graduate student
academic grievances, and the orientation of new graduate assistants.
In conclusion, changes in student services over the past ten years have been
incremental, deliberate, and increasingly based on formal methods of assessment and
knowledge of best practices. What is judged as appropriate or educationally purposeful
depends ultimately on clearly defined and broadly accepted learning outcomes for students.
Over the past ten years, our expected learning outcomes have been expressed specifically
(e.g., learning that results from experiential education) and more broadly (e.g., as the
knowledge, skills, and values expected of an educated person). Effectiveness in student
services is realized when students achieve these expected educational outcomes.
H. Staff and faculty service contributes to the
institution's effectiveness
The primary University mission is achieved through accomplishments in teaching, research
and creative activity, and public and professional service. However, behind the scenes and often
not visible to external constituents, a university of quality functions as an effective academic
The net result of these
efforts is that programs
and services are
developed or modified
on the basis of
expressed student needs
as well as the expertise
of outside consultants
with knowledge of best
practices.
community. Values expressed in UNI’s Strategic Plan–such as intellectual and academic
freedom, an ethical, caring and diverse community, and the well being of all students, faculty
and staff–are nurtured through the quality of relationships among faculty, students, staff, and
administrators. Individual commitments to serve one another within the University are the
bedrock of contributions to academic community. In which ways does UNI staff and faculty
service at the department, college, or campus-wide levels contribute to the institution's
effectiveness? Does the University exemplify a model community in a democratic society?
The vast majority of faculty and staff provide effective service to their departments. The
contributions of staff and faculty to the institution’s effectiveness are well documented,
prolific and exemplary. All faculty and staff participate in one or more of the following
activities:
• Mentoring
• Service on committees at the department, college, and University levels
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• Service as faculty supervisors/sponsors of student organizations, student clubs, and
honor societies on campus
• Non-paid lectures and workshops on campus, in the community, and schools
• Service to professional organizations and on boards of directors
• Clinics, workshops, and adjudication duties both off and on campus (such as at the
Iowa All-State Festival, the Tall Corn Jazz Festival and juried art exhibitions around the
State of Iowa)
• Brochure and poster design, publicity, financial and/or other consultant services
related to aspects of the pr ofessional and practical nature of the department.
• Organization of events, such as the Celebrating Critical Writing Conference and Foreign
Language Day
• Volunteer assistance (such as fund raising or committee work to non-profit
organizations in the arts or health and human services)
• Non-paid performances in area schools and on campus (such as the annual Scholarship
Benefit Concerts)
• Involvement in University, collegiate, and departmental governance, the University
curricular processes, and strategic planning initiatives.
Individual commitments
to serve one another
within the University
are the bedrock of
contributions to
academic community.
Our mission, values, and culture emphasize faculty and staff participation that advances
the institution’s overall effectiveness. Maintaining safe conditions, enhancing child care
services, and increasing opportunities for interaction and participation are additional ways in
which we propose to foster a supportive living, learning and working environment with services
and programs that promote individual well being and organizational effectiveness (2001-2006
Strategic Plan, Goal 5.0, Objectives 5.1-5.4).
I. Evidence of effective delivery of educational and other
services to the community
Professional and public service that extends beyond the University is an integral part of
the University mission. Individual faculty and staff participate on their own volition in a
variety of civic, social, and corporate services that contribute to accomplishing the goals of
local, state, national, and international organizations and communities. Within departments
and colleges, organized projects and programs also serve the needs of constituents beyond
the University. Our attention in this section focuses on the educational services of two
academic units, while acknowledging the important public and professional service
contributions of individuals, departments, and colleges across the University. The focus here
is on the educational services provided through the Division of Continuing Education and
Special Programs and the Division of Educational Opportunity Programs and Special
Community Services. In which ways, and how well, are these educational services delivered
to constituents in the larger community beyond UNI?
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Division of Continuing Education and Special Programs
At the University of Northern Iowa, the Division of Continuing Education and Special
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Programs is the administrative home for four programs: Continuing Education Credit Programs,
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Continuing Education Non-Credit Programs, the University Museum and the Individual Studies
Program. Each program has its own director and program focus. A report on each of the
programs follows. The Annual Report for the division highlights all of the activities for the
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Northern Iowa
1998-99 academic year. In addition, a January 2000 interim report details the Division’s
response to its 1998 Strategic Plan for Credit and Non-Credit Programs. The Museum has
recently completed a self-study and has sent it to the American Association of Museums.
Continuing Education Credit Programs.
Consistent with its statewide mission, the University of Northern Iowa has a long history
of offering off-campus courses and programs to serve the needs of Iowans. The primary focus
of UNI’s off-campus efforts since 1913 has been to serve the inservice and graduate education
needs of K-12 teachers around the state. As the institution that prepares more of Iowa’s
teachers than any other institution, it is only fitting that UNI continue to work with teachers
as they practice their profession. Courses, workshops, endorsement and certification
programs, as well as entire masters degree programs, are offered at various sites across Iowa.
As the University has become more diversified in recent years, its off-campus efforts have
expanded beyond teacher needs. UNI currently offers off-campus programs in business,
industrial technology, and public relations to serve working professionals.
Professional and public
service that extends
beyond the University is
an integral part of the
University mission.
A core value for delivery of off-campus education at UNI is that the quality of education
offered off-campus should be the equivalent of that being offered on-campus. The
curriculum/courses offered off-campus are the same as those offered on-campus, and full-time
campus-based faculty members do most of the off-campus teaching, much of it as part of their
regular teaching loads. While Continuing Education administers off-campus courses and
programs, it does not have the freedom to offer courses or credit without the approval of the
appropriate academic department. To assure that off-campus students have sufficient resources,
the Rod Library provides electronic and other access options for distance education students.
A library staff member is available to assist distance education students with their needs.
Continuing Education off-campus credit enrollments have increased steadily over the
past decade. Using a variety of delivery methods, including off-campus on-site courses, Iowa
Communication Network (ICN) courses, print-based and web-based correspondence study
courses and semester based on-line courses; off-campus credit enrollments have grown from
5,049 in 1991-1992 to 8,171 in 1998-1999.
The ICN is a live, fully interactive instructional television system in use in the State since
Fall 1993. Between 20 and 30 courses are offered via the ICN each semester, allowing multisite delivery and assisting the University in serving students at remote areas of the state.
Largely because of the ICN, UNI was able to offer at least one course in 109 different Iowa
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communities during 1998-1999. The television system means that fewer faculty members
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must drive or fly to remote Iowa communities to teach. It also has provided a method of
AC C O M P L I S H M E N T S
incorporating on-campus instruction with off-campus instruction, because on- and off-
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campus students are in class together. Of the 17 off-campus graduate program cohorts, 16
offer part or all of the program over the ICN; the one exception is the MBA program offered
in the Cedar Falls/Waterloo metropolitan area.
Increasingly the World Wide Web is being used in distance learning for courses that lend
themselves to this type of delivery. Some of the correspondence courses are available via both
the on-line and print-based methods. Also, some courses are offered on-line using the
semester-based model. Several of the off-campus graduate programs have at least one course
available over the web. As well as teaching students the course content, web delivery
familiarizes the students with the latest technology and is available to students without time
and place constraints. In some cases, WebCT is used to supplement ICN and other distance
instruction. This technology assists instructors primarily in making materials available to
students, in allowing students to send assignments via the web, and in facilitating
communication among students and instructors.
In summary, UNI strives to offer quality distance education. The primary distance-
The ICN is a live, fully
interactive instructional
television system in use
in the State since Fall
1993.
education need across Iowa seems to be graduate education for employed, part-time,
students who wish to advance within their professions. As some of UNI’s graduate programs
have a relatively small on-campus enrollment, the University has the capacity to serve distant
students, especially since much off-campus instruction has been incorporated with oncampus instruction through the use of the ICN as noted above. The strength of UNI distance
education efforts continues to be its integration with the on-campus curriculum and faculty,
making sure that the University’s off-campus programs are the same as its on-campus
programs.
Continuing Education Credit Programs also administers the Bachelor of Liberal Studies
(BLS) degree program. The BLS is an external degree offered jointly with the University of
Iowa and Iowa State University and, with its liberal transfer policy and no residency
requirement, serves as an excellent opportunity for nontraditional students and anyone who
is unable to complete a college degree through on-campus attendance. UNI serves these
students through correspondence study, World Wide Web classes, telecourses, ICN courses and
other distance education opportunities. The program currently has about one hundred
students, many of whom are graduates of one of Iowa’s community colleges who are placebound, or returning UNI students who, for whatever reasons, left the University without
completing a degree.
Non-Credit Programs.
A major goal for the Non-Credit Programs Office of the Continuing Education Division is to
assist colleges, departments and other University units with the management of both on and
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off-campus non-credit events/projects and to develop and deliver contract training programs for
government and industrial/business organizations by matching UNI resources with
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organizational needs. This goal relates directly to a concept in the University’s new mission
AC C O M P L I S H M E N T S
statement and 2001-2006 Strategic Plan: “UNI programs incorporate scholarship and service to
serve individuals, communities and organizations throughout the state, the nation and the world.”
Providing professional development opportunities in various disciplines is one objective
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Northern Iowa
of non-credit programming. These opportunities are designed to provide up-to-date
information on techniques and practices for professional groups. A second objective is to
provide for the educational development of professional educators and educational leaders of
Iowa. This is consistent with the University of Northern Iowa’s commitment to enhancing its
premier status in teacher education.
The offering and delivery of professional and educational development opportunities is
accomplished via conferences, seminars, institutes and workshops offered in time
arrangements consisting of one day to two weeks. Another mode of delivery is via customized
contract training programs offered to Iowa business and industries. During the summer and
academic year of June 1, 1998 – May 31, 1999, the Non-Credit Programs Office provided
educational opportunities for 14,143 participants.
Two additional educational opportunities provided by Non-Credit Programs include:
International Short-Term Study Abroad Programs and Elderhostel Programs. The International
component has included study in the countries of Poland and France. Another project is being
planned for Vietnam. Elderhostel is a successful, on-going activity for the Non-Credit
Programs Office. Participants have given high rating to low-cost, short-term academic
Providing professional
development
opportunities in various
disciplines is one
objective of non-credit
programming.
programs offered for adults who are 55 years of age and older. Each summer during June and
July, UNI sponsors a week of Elderhostel with an enrollment of 35 – 50 participants. Also
during the last two years, UNI has sponsored two weeks of Elderhostel/Habitat programming.
Twelve participants were enrolled for each of these events.
Museums and Collections.
The University of Northern Iowa of Museums and Collections unit manages two facilities:
the University Museum, with natural history collections, and the Marshall Center School, a
historic one-room school. The staff of Museums and Collections also has responsibilities to
departmental collections across campus, including advising to academic departments on the
appropriate methodology for maintaining their collections and documentation, handling of
all collection gifts and deaccessions, and the selection of adjunct curatorial positions.
The UNI Museums contribute to the education, research and public service missions of the
University through educational programming, exhibition, collection, and preservation. For the
campus and the general public, the Museums foster life-long learning, the exchange of ideas,
and a respect for our natural resources and the human heritage of the world. The educational
programming and exhibition initiatives of the Museums are supported by a collection of
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AC C O M P L I S H M E N T S
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Northern Iowa
105,563 items covering primarily the disciplines of history, biology, geology, and anthropology.
Established in 1892 as an educational resource for students, the University Museums’
collection was built through individual collecting of specimens and artifacts by the faculty.
The Museum has the distinction of being among the ten percent of museums in this country
that are accredited by the American Association of Museums. Because of the scarcity of
natural history museums within Iowa, particularly those with international collections, the
University Museum takes a broad global view in collecting. This strategy also meets the
University’s goal of heightening student and public awareness of the value of environmental
and cultural diversity. These goals are particularly important because of the geographic
location of the state and because of the importance of exposure to other ethnic groups. The
University Museums’ collecting, programming, and exhibiting are a vital component in the
campus’ mission to broaden student perspective and experience.
The Marshall Center School was built in 1893 and moved to the UNI campus in 1988 to
commemorate Iowa’s long history of high-quality education and the campus’ role in this
proud tradition. The School is one of the most authentically restored rural school museums
in Iowa. Because there is no central repository for early education memorabilia in Iowa, the
Museums have become, with the blessing of the State Historical Society of Iowa, the
The Museums foster lifelong learning, the
exchange of ideas, and
a respect for our
natural resources and
the human heritage of
the world.
unofficial repository for pieces related to the history of rural schools in Iowa.
Campus students, faculty, staff, and alumni, as well as students of other regional colleges
regularly visit the UNI Museums. Other visitors include regional elementary school groups,
youth groups, adult organizations, and the general public. For all of these audiences, museum
educators oversee class projects, supervise student internships, and present hands-on
activities, lectures and tours at the Museums. The internship program provides experiential
learning opportunities for students in a wide range of academic programs, from business
management and anthropology to textile design and communications.
Attendance at the two museums during the last fiscal year was 18,062. Due to a strong
changing exhibits program, a wide variety of educational activities, and an aggressive
marketing and public relations campaign, museum attendance has grown by approximately
ten percent each year for the past five years. That growth has also been seen in donor
support. Endowments since 1997 have increased by $150,000. Memberships and the level of
membership support have doubled since 1994. The professional staff has tripled since 1992,
as have the number of student interns and volunteer staff.
Future plans for the Museums include the acquisition of a larger facility, greater
accessibility to our collection and educational programs through web-based technology, the
creation of educational programming based on first-person interpretation, and a revamping
of the exhibition program around an interdisciplinary approach.
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Individual Studies Program.
The following program options are available through Individual Studies: General Studies
Major, Individual Studies Major and the National Student Exchange Program.
Approved by the Board of Regents in 1974, the General Studies major is designed for
students who desire a well-rounded liberal arts education. General Studies majors take a wide
variety of courses from many different departments. The 45-semester-hour major requires a
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AC C O M P L I S H M E N T S
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minimum of 15 semester hours of upper-level coursework from each of three of the five
colleges of instruction. The emphasis of this major is on distribution rather than
concentration. Each student is encouraged to develop a program of study according to his/her
own needs, interests and career goals.
At the present time, 307 students are pursuing a degree in General Studies compared to
48 students in 1980. One reason for the increase may be the grade-point average (GPA)
requirement for entry into certain majors such as communication studies, business, and
teaching. Individuals who do not meet the GPA requirements may select General Studies as
an alternative. Although the General Studies major was originally designed for the
nontraditional student, currently two-thirds of the majors are under 25 years of age.
The purpose of the Individual Studies major is twofold: 1) to enable a student to design
an individualized major by selecting courses from several academic departments, and 2) to
explore interdisciplinary areas of study before those areas are formally adopted as
departmental or interdepartmental majors. All Individual Studies majors must complete an
undergraduate thesis/project for six credit hours.
UNI is a member of the National Student Exchange (NSE) consortium, a network of over
At the present time,
307 students are
pursuing a degree in
General Studies
compared to 48
students in 1980.
155 state colleges and universities located throughout the United States. NSE enables
sophomores and juniors with a 2.75 or higher grade-point average to study for one or two
semesters at the school of their choice while paying UNI tuition. The NSE program provides
Northern Iowa students an opportunity to become better acquainted with different social and
educational patterns in other parts of the United States. It also encourages students to
experience new life and learning styles, learn more about themselves and others, and broaden
their educational backgrounds through specialized courses or unique programs which may not
be available at UNI. During 1998-1999, UNI hosted three NSE scholars and placed 33 students
at 24 colleges and universities.
Educational Opportunity Programs/Special Community Services
Another wide range of services is provided by Educational Opportunity Programs/Special
Community Services (EOP/SCS), a division of Academic Affairs. This office demonstrates the
University’s continuing commitment to meet the educational needs of financially
disadvantaged and minority students and to provide educational options at UNI’s Center for
Urban Education as well as on the main campus.
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University of Northern Iowa Center for Urban Education.
The Center for Urban Education (UNI-CUE) is located in the heart of the urban area of
Waterloo. As one of the components of the University’s Educational Opportunity Programs and
Special Community Services, it represents UNI’s strong commitment to the cultural diversity
of its faculty, staff, and students.
UNI-CUE’s mission is to provide a positive environment for lifetime learning. Individuals
may pursue their educational goals and prepare for careers. UNI-CUE personnel collaborate
with other campus departments and community programs to match the Center’s resources with
community needs. The various programs available benefit both the participants and the
University students who participate in the opportunity to do field experience in an urban area.
Center for Academic Achievement.
The Center for Academic Achievement provides the University community with a variety
of supportive services that will enhance students’ academic achievement and persistence
toward graduation. Staffed by full-time professionals and part-time student assistants, the
Center provides the Math Lab, the Writing Center, and supplemental advising. The Center for
Academic Achievement is located in the Student Services Center and provides services to any
UNI-CUE’s mission is to
provide a positive
environment for lifetime
learning.
UNI student free of charge.
In addition, Academic Achievement teaches a course, Community Service: Academic
Skills Achievement Center (200:180). In this course, University students are trained to
provide community service and to tutor children and youth in a variety of educational
settings, including low-performing elementary and middle schools, a Mesquakie reservation,
and correctional facilities.
Educational Opportunity Center.
Many adults are unaware of education and career opportunities because their income is
low and their parents have not pursued college degrees. The Educational Opportunity Center
(EOC) staff assist eligible adults to select a post-secondary institution or training program
suited to their interests, help clients complete admission and financial aid applications, and
provide academic development workshops in test taking, writing, basic reading, studying, and
math skills.
The Educational Opportunity Center also coordinates job and college fairs and provides
promotional information on educational and career topics to community media. The EOC is
located at UNI-CUE.
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Educational Talent Search.
The Educational Talent Search program provides educational counseling to 1,300 students
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annually, helping them to continue in and graduate from high school and to enroll in
AC C O M P L I S H M E N T S
educational programs beyond high school. The program also counsels high school and college
dropouts to return to an appropriate educational program. Educational Talent Search, located
at UNI-CUE, serves primarily Waterloo students from 6th grade through age 18.
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Northern Iowa
Ronald E. McNair Post-Baccalaureate Achievement Program.
Service to students and to the local community can also serve the broader academic
community. The Ronald E. McNair Post-Baccalaureate Achievement Program responds to the
need for more American minorities in college teaching. This program is designed to encourage
low-income and first-generation undergraduate students, especially American minorities, to
consider careers in college teaching as well as to complete advanced degrees through
effective preparation for doctoral study. The 20 students who participate in the program are
provided with academic enrichment programs that provide tutoring, academic counseling,
summer internships, financial aid and admissions assistance, research opportunities, and
faculty-directed mentoring. The program is headquartered in the Student Services Center and
is funded by a four-year, $760,000 grant from the U.S. Department of Education, awarded in
June of 1999.
Student Support Services.
The Educational Talent
Search program provides
educational counseling
to 1,300 students
annually.
The Student Support Services program provides services to 200 low-income, firstgeneration, and disabled college students. The services of this program are designed to
increase the retention and graduation rates of eligible students and to foster an institutional
climate supportive of the success of low-income and first-generation college students and
individuals with disabilities.
The Student Support Services program has three primary goals:
• to identify and select participants who meet eligibility requirements and demonstrate
an academic need for services in order to succeed at UNI
• to improve or at least maintain the academic performance of each participant to meet
or exceed the minimum performance required by the University for continued
persistence and graduation
• to enhance the intellectual, cultural, and social development of participating students.
To achieve these goals, Student Support Services personnel provide academic advising
and assistance with course selection, educational and long-range planning; tutoring; career
advising; academic and cultural activities that enhance students’ personal and intellectual
development; and admissions assistance for enrollment in graduate and professional
programs. The Student Support Services program is located in the Student Services Center.
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AC C O M P L I S H M E N T S
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Upward Bound.
Classic Upward Bound and Upward Bound Math and Science are preparatory programs
designed to empower program participants with the academic skills and motivation necessary
for success in high school and ultimately college. Both programs serve low-income, firstgeneration students who demonstrate potential for college as measured by standardized tests,
high school grades, and written recommendations from school administrators, counselors, or
teachers. Both programs have offices at UNI-CUE.
Two components, the academic year program and the summer enrichment program,
comprise Classic Upward Bound at UNI. During the academic year, Classic Upward Bound
serves 75 students in after-school supplemental instruction and tutorials in their high
schools. The academic year program also includes academic advising and counseling, career
exploration, college tours, study skills development workshops, leadership conferences, and
other activities.
During the summer program, Classic Upward Bound serves 60 students who spend six
weeks at the University of Northern Iowa. These students live in a residence hall and attend
enrichment courses in mathematics (algebra and pre-calculus), English (literature and
composition), science (biology and physics), modern languages (Spanish or French),
During the academic
year, Classic Upward
Bound serves 75
students in after-school
supplemental
instruction and tutorials
in their high schools.
economics, and computer science. In addition to their coursework, students participate in
cultural enrichment activities.
After Classic Upward Bound students successfully graduate from high school, they are
enrolled in UNI summer-session courses, all of which are transferable to the college or
university that students will attend in the fall. These participants live in residence halls with
other UNI students during the summer.
The Upward Bound Math and Science program serves 45 students from Iowa. During the
summer, participants live in a residence hall at UNI and for six weeks attend classes in
physics, chemistry, biology, earth science, mathematics, Spanish, and technical writing. On
weekends, they take field trips featuring applications of math and science. During the
following academic year, students are required to meet monthly with a mentor in their
community and to complete two scientific projects.
GEAR-UP.
In September 2000, the U.S. Department of Education awarded UNI a five-year grant
totaling $1.26 million for a GEAR-UP program (Gaining Early Awareness and Readiness for
Undergraduate Programs). The purpose of GEAR-UP is to provide students of Logan Middle
School (of Waterloo Community Schools) with the skills, motivation, and preparation needed
to pursue post-secondary education. The program will inform students and their parents
about college options and financial aid, develop a solid academic foundation, promote
improvement in teaching and learning methods, and provide ongoing staff training and
professional development.
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Each program administered by Educational Opportunity Programs and Special Community
Services provides educational services to our local, regional, or state communities, primarily
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by improving access to and retention in our educational programs. The programs administered
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by Continuing Education and Special Programs also provide educational services locally,
regionally, or across the state, extending the offerings of the University far beyond our
campus in Cedar Falls. Every department and division of UNI provides community service in
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Northern Iowa
a variety of ways, but these two divisions of Academic Affairs are fulfilling a special charge
to take our programs to the broader community.
In September 2000, the
U.S. Department of
Education awarded UNI
a five-year grant
totaling $1.26 million
for a GEAR-UP program.
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