Chapter Four
Acquisition, Discovery and Application of Knowledge
Chapter Four
Cameron University’s mission statement articulates the institution’s commitment to
preparing “students for professional success, responsible citizenship, life-long learning,
and meaningful contributions to a rapidly changing world,” and the activities of its
faculty, staff and students indicate a pervasive understanding of education as the key to
both the personal growth of the individual and the economic development of the region.
Although the institution still faces some on-going challenges related to Criterion Four,
it has made tremendous improvements in this area over the last ten years.
In 2001, the NCA visiting team observed that the university needed to revise standards
for graduate faculty to encourage more active engagement in scholarship/creative activity
and to put in place a support structure that would assist research-active faculty with
identification of extramural funding, proposal development and grants administration.
The team also suggested that the university needed to work on its assessment of
general education and to organizationally support multicultural/diversity activities on
campus. In the ensuing years, much progress has been made. Changes to the annual
evaluation system have helped to clarify scholarly/creative activity expectations for all
faculty, and in Fall 2009, the university’s Graduate Council recommended a new set
of guidelines outlining research expectations for permanent graduate faculty members.
An Academic Research Support Center has been established to assist faculty members
and students with their research activities. A new system for assessing and reporting on
general education has been put in place, making use of the existing Program Quality
Improvement Reports (PQIR) process, and the institution has taken important steps
in developing and institutionalizing more robust diversity programming through the
Office of Student Development and the International Students Admissions Office.
Admittedly, these efforts are still ongoing, and the university faces challenges as it
attempts to make progress on these issues. Nevertheless, the institution’s progress-todate demonstrates its commitment to effecting positive changes and suggests that it will
continue to make improvements in these areas, consciously strive to protect the values
of Criterion 4, and encourage its faculty, staff and students to pursue a life and love of
learning.
Core Component IV.a - The organization demonstrates, through
the actions of its board, administrators, students, faculty and
staff, that it values a life of learning.
Cameron University’s commitment to professional success and life-long learning extends
well beyond the classroom goals and course learning objectives that it has established
for its students. The university’s policies and procedures, starting with its very function
statement, support a life of learning for students, alumni, employees and community
members. In order to uphold not only those policies but the values from which they
stem, the institution provides funding and support for faculty and student research and
creative/scholarly endeavors as well as avenues for the professional development of all
students and employees.
Policies and Procedures
1. OSRHE Policies and Procedures
Manual, 2010 (Institutional Policies
and Governance)
118
Cameron University’s function statement, as established by the Oklahoma State Regents
for Higher Education (OSRHE), includes directives to offer graduate programs
in fields relevant to Oklahoma’s manpower needs and to pursue applied research,
particularly in areas related to the university’s program assignments.1 These functions,
which encourage professional development beyond the baccalaureate level and promote
habits of life-long learning in both faculty and students, are echoed in the core values of
the institution, the second of which stresses “excellence in teaching, scholarship, service.
and mentoring.” This value is measured in Cameron University’s investment in people,
Cameron University Accreditation Self-Study
as the institution promotes “the growth and development of...students, faculty, and
staff in a learning environment based on integrity, respect, and ethical behavior that
encourages and provides opportunities for professional improvement.” The university’s
commitment to supporting research and creative/scholarly endeavors is reiterated in
Goal 1.6 in Plan 2013: Choices for the Second Century, which states that in order to be the
University of Choice, Cameron University will “provide opportunities for students and
faculty to demonstrate their scholarship in regional and national forums.”
Additionally, Cameron University evinces its commitment to a life
of learning by providing for its faculty, staff and students specific
codes of behavior and stated protections regarding academic and
scholastic freedoms. As stated in the Faculty Handbook in Section
Five, Cameron University endorses the Statement on Professional
Ethics adopted by the American Association of University Professors
which expresses the ethical obligations of faculty members to
their profession and to their colleagues. The Faculty Handbook also
reinforces the principle that scholarly activity informs effective
teaching. Expectations regarding research and creative/scholarly
activity are outlined in Section 4.2.6.2 of the Faculty Handbook. Both
tenured and tenure-track faculty are evaluated on their research and
creative/scholarly activities as part of the annual evaluation process,
the process for tenure and promotion, and the post-tenure review
process. As part of the annual evaluation process, each faculty member
is expected to produce an annual plan which documents upcoming
activities in scholarship and research. Departmental standards clarify
what research and creative/scholarly activities are valued by the department, school
and university.2 Under the policies established by the Staff Handbook, staff members
also undergo regular review, and all administrative staff are evaluated in part on their
professional development efforts.3 The university’s Student Handbook also asserts the
university’s commitment to “freedom of communication for the purposes that further
the goals of Cameron” and states that “CU places high value on open communication of
ideas, including those new and controversial.”4
The university establishes additional criteria for those faculty members who are
authorized to teach graduate courses; those criteria include specific standards for
scholarship and creative activity. The latest revisions to this policy, recommended by
the Graduate Council and currently under review by the VPAA’s office, stipulate that
individuals appointed to the regular graduate faculty must
• Hold a terminal degree from a college or university accredited by a regional
accrediting agency and hold a minimum rank of assistant professor
• Be employed full-time with a minimum of three year’s experience, to include
graduate instruction and research, and
• Have completed substantial and ongoing scholarly activity as evidenced
by publishing a book, chapter, essay in a book, or monograph; publishing or
having an article accepted in a refereed journal; presenting a paper at a juried
professional conference or meeting; reviewing manuscripts or books at the
request of journal editors or publishers; obtaining grants from external agencies;
participating in performing arts or fine arts activities that have been approved
under the auspices of peer review; or demonstrating other forms of scholarly
activity as approved by the committee.
2. Faculty Handbook, 2004
(Institutional Policies and
Governance)
3. Administrative Staff Evaluation
Forms, 2010 (Employee Recruitment
and Development)
4. Student Handbook, 2010
(Institutional Policies and
Governance)
www.cameron.edu/selfstudy
119
Chapter Four
Graduate faculty membership must be renewed every six years. Those faculty members
who do not qualify for membership in the regular graduate faculty may be appointed on
a temporary or provisional basis for short terms as need requires.5
Support for Professional Development, Research and Creative/
Scholarly Activities
Cameron University comprehensively supports professional development by providing
faculty and staff with the resources necessary to continuously enhance the knowledge
and skills relevant to their area of expertise. Professional development for faculty consists
primarily of opportunities to improve teaching skills, attend conferences and conduct
and present research within their academic disciplines. Staff development consists of
both in-house training in job related skills and travel to professional meetings and
conferences. Funding for these activities is provided through the university’s Educational
and General Budget and through earmarked funds in the sponsored budget.
Professional Travel
Over the last ten years the university has increased the amount of funding available for
professional travel in an effort to encourage professional and scholarly activity among
the faculty, provide support for the scholarly/creative activity necessary for promotion
and tenure, and enable staff to maintain knowledge of current best practices in their
areas of specialization. As described in Chapter Two, travel budgets within the academic
units were increased by 33% in FY06, when the university set a target travel allocation
of $500 per faculty member, while travel funds for staff members are requested and
budgeted on an annual basis. Funds are also made available through both the E&G
Budget and Cameron Foundation monies to support student travel to professional
meetings. In a Fall 2009 survey, 82% of faculty respondents indicated that they had
received travel funding within the previous five years.
5. Graduate Council Minutes,
2009-2010 (Institutional Policies
and Governance)
Recent budget cuts and public dispositions have forced the university to look carefully
at professional travel, and while there have of yet been no systematic or across-the-board
cuts in travel funding, the President of the university did issue a statement in September
2009 asking that account managers prioritize student travel in
order to preserve educational opportunities for student learners
and restricting meeting and conference travel to one university
employee per meeting. Nevertheless, the university remains
committed to supporting these professional opportunities, and
will continue to fund professional travel.
Academic Research Support Center
Through the Academic Research Support Center, Cameron
University provides internal funding for faculty, staff and
student research projects, faculty development opportunities
and faculty and staff innovative instructional projects.
With up to $25,000 made available each academic year, the
Cameron Innovative Instructional Grant Program provides
support to faculty, staff and students in the improvement of
classroom, laboratory, or library instructional procedures.6
More specifically, the Academic Research Support Center
awards intramural grants in the following areas:
6. Academic Research Support Center
Webpage, 2010 (Research)
120
• Academic Research and Creative/Scholarly Activity as described in 4.2.6.2 of
the Faculty Handbook with the purpose of advancing knowledge in a faculty
member’s respective discipline.
Cameron University Accreditation Self-Study
• Faculty Development to assist faculty or groups of faculty in acquiring new
pedagogical techniques and information or in learning a discipline not primary
to their field.
• Teaching and Learning to enhance teaching, learning and assessment at the
university.
Proposals regarding academic research and scholarly/creative activity are evaluated
on merit by the Cameron University Research Committee, the Academic Research
Director and the Vice President for Academic Affairs, with special consideration going
to proposals that include student collaborative opportunities or that may lead to the
development of external grant proposals, publications, or other scholarly products. To
apply for these grants, faculty members, staff and students are required to formally
submit the appropriate application form to the Director of Academic Research, who,
in concert with the Cameron University Research Committee and the Vice President
for Academic Affairs will review, assess and approve the grant proposal.
The Academic Research Support Center also provides assistance with identification of
extramural funding, proposal development and grants administration. The Academic
Research Support Center supports all pre-award aspects of the proposal development
process and serves as a liaison between external funding agencies and internal units
including Office of Human Resources, the Vice President for Academic Affairs and
the Office of the President. Regarding the pursuit of external grant opportunities,
the Academic Research Support Center is in the process of establishing clearer
procedures to guide grant writing and submission of grants. A Grant Planning
Sheet has been developed that lists important issues that should be considered in the
planning and early writing phase of a grant.7 During Summer 2009 and Fall 2009, a
Grant Implementation Form was developed to insure that all policies and procedures
regarding grant applications are being followed.8 Additionally, in an effort to assist staff
and faculty in their external grant writing endeavors, the Academic Research Support
Center provides regular updates regarding grant opportunities across all the relevant
disciplines at Cameron University.
Endowed Lectureship Program
The Endowed Lectureship Program provides monies for faculty and students to
pursue research and other professional development opportunities. The program,
managed through the Office of University Advancement, connects private donors with
discipline-specific faculty and student development needs. An Endowed Lectureship
can be established with a minimum gift of $12,500, designated to support a specific
academic unit or event. For the last several years, private gifts have been matched by the
McCasland Foundation, a private foundation whose primary function is the granting
of monies for education, cultural organizations and community-based organizations in
southwest Oklahoma, and the resultant amount has then been matched again by the
OSRHE, quadrupling the original donation. Although the McCasland Foundation has
ceased matching grants as of April 2010, the OSRHE matching funds will continue.
In 2001, Cameron University had 23 established Endowed Chairs, Professorships and
Lectureships. As of Spring 2009, Cameron University had more endowed positions
than any other public university in Oklahoma, with the exception of OU and OSU;
currently the university has 11 Endowed Chairs and 55 Endowed Professorships/
Lectureships.The total number (as of Spring 2009 on website) of Endowed Lectureships/
Professorships grouped by disciplinary areas in each school are:
7. Grant Planning Sheet, 2009
(Research)
8. Grant Implementation Sheet, 2009
(Research)
www.cameron.edu/selfstudy
121
Chapter Four
•
•
•
•
•
School of Business - 9
School of Education and Behavioral Sciences – 7
School of Liberal Arts – 14
School of Science and Technology – 18
University wide - 7
In the Fall 2003 semester enough funds were generated from existing Endowed
Lectureships to begin awarding funds to faculty “to provide funding in support of
various innovative academic projects and programming initiatives.” A shortened
award cycle was in place for FY04 with full implementation beginning in FY05.
Endowed lectureship funds may be accessed by faculty through an application process.
Applications are submitted through the appropriate deans to the VPAA, who judges the
merit of various proposals and ensures that the proposed project is in keeping with the
conditions of the lectureship, for although application is open to all faculty members,
lectureships are discipline-specific and often restricted in their intent. All faculty who
receive monies through the Endowed Lectureship program are required to submit a
final project report as well as a summary for the donor.
Allocated funds have increased almost every year since the endowed lectureship program
began funding research and creative/scholarly activities.
Other Professional Development Opportunities
Cameron University regularly offers in-house training in policies and procedures to its
faculty and staff. Departmental legal training on issues that affect the classroom was
conducted by the Associate Vice President for Academic Affairs during the Fall 2008
semester. Topics covered included a refresher on the policies and procedures that govern
faculty and students, faculty rights, plagiarism, sexual harassment, discrimination,
disability awareness and copyright issues.9 Advisor training for faculty members
was initiated during the Spring 2008 semester, and faculty advisor training is now
conducted monthly, except during May and December intercessions. During the Fall
2009 New Faculty Orientation session, a condensed version of the advisor training was
presented to the new faculty. In addition, faculty and staff health and safety training was
implemented in the Fall 2009 semester, when employees were required to participate in
training concerning occupational exposure to blood, bodily fluids and other potentially
infectious materials.10
9. Legal Issues Training Slides,
2008 (Employee Recruitment and
Development)
10. Bloodborne Pathogen Training,
2009 (Employee Recruitment and
Development)
11. Self-Study Faculty and Staff
Surveys, 2009 (Evaluation)
12. AggieAccess Click to Learn
Screenshot, 2010 (Employee
Recruitment and Retention)
122
End-user training for Banner and AggieAccess, the university’s new records
management system and access portal, was delivered to all Cameron employees prior
to the go-live date. The training sessions were separated by functional role (financial
aid, registrar, faculty, advisors, staff ). Both in-person and online trainings have been
developed for end-users. The online training materials will assist in continuous training
and development of both existing and incoming personnel.
In a Fall 2009 survey, faculty and staff respondents agreed that the university provides
reasonable opportunities for training and development, but few indicated that they
were actually participating.11 Hopefully, AggieAccess should quickly become a
positive asset in the university’s faculty and staff development efforts. The portal
operates via a series of tabs tailored to the user and containing information and links
commonly used by individuals in that role, including easily accessible links to policies,
procedures, forms and faculty research and development information. One of the
AggieAccess tabs currently under development addresses training and professional
development. Online trainings programs are being developed for multiple topics of
relevance, not just for training in how to use Banner, and the software is designed to
track employee progress/completion of the online training sessions.12 In addition,
Cameron University Accreditation Self-Study
the portal will eventually house desk manuals for each functional role on campus;
those desk manuals should provide vital support for the training of incoming staff,
in particular. All of these upgrades should allow faculty and staff to participate in
more self-paced training, increasing the likelihood that training opportunities will
be utilized.
The university also supports the personal growth and development of both faculty and
staff members by waiving tuition for those individuals who wish to enroll in university
courses (up to a limit of six hours). Approximately $35,000 per fiscal year is budgeted for
tuition waivers. Furthermore, through an arrangement with the university, the Cameron
University Bookstore grants discounts on textbooks to all employees.
Faculty, Student and Institutional Research
The OSRHE define the function of research at regional universities in the State of
Oklahoma. As stated in Section 3.3.3 of the OSRHE Policy Manual,
“The regional universities are responsible for the conduct of departmental
research to improve instruction in the various academic disciplines and for
institutional research leading to greater efficiency and effectiveness in both
academic and non-instructional aspects of their internal operations. In addition,
these universities may, to the extent that faculty resources are unutilized and
basic institutional functions are properly protected, respond to the needs of
government and industry for the conduct of education and training activities
requiring certain elements of evaluation and research.”
Faculty Research
Cameron University operates on the philosophy that faculty members who remain
active and engaged in their disciplines will not only be able to better bring their
expertise to the classroom, but will impart to their students an appreciation for a life
of learning. Thus many of Cameron University’s tenure-track and tenured faculty are
productive scholars, even while typically maintaining a 12-hour per semester teaching
load. Scholarship and research produced by faculty over the last ten years include peerreviewed publications, books and monographs and applications and awards for internal
and external research funding; in addition, the university’s mission-driven commitment
to experiential learning leads the institution to support courses which require students
to conduct research and encourages faculty to involve undergraduate and graduate
students in on-going research projects.
In a Fall 2009 survey, nearly 88% of faculty respondents indicated that they had
participated in scholarly activities over the previous five years, and, on average, faculty
members reported in participating in 20 such activities over that same time period.13
One of the most prominent and extensive ongoing research projects at Cameron
University is sponsored by the Idea Network of Biomedical Research Excellence
(INBRE). Drawing on the research experiences of a number of faculty in the
Department of Biological Sciences, Cameron University received INBRE funding in
2003 to develop a rigorous undergraduate research program in the biomedical sciences.
Two rounds of Research Investigator level funding have been received, supporting the
biomedical research of Cameron faculty and students at the rate of $250,000 per
2.5-year grant cycle. These funds have been used to support the research of more
than 30 undergraduate students, to purchase supplies, to develop research-based lab
courses and to fund students presenting research findings at national conferences and
meetings.14
13. Self-Study Faculty Survey, 2009
(Evaluation)
14. INBRE Grant Information
(Research)
www.cameron.edu/selfstudy
123
Chapter Four
Examples of other faculty research projects with significant implications for the
southwest Oklahoma community include psychology research in conjunction with
the U.S. military regarding soldiers’ willingness to trust automated weapons, School of
Business research into the local housing market that was conducted in preparation for
Base Realignment and Closure (BRAC) implementation, and an agriculture research
project about the possible use of mesquite trees as fuel and research done by faculty in
conjunction with CETES to help local start-up companies.
Student Scholarship
Student research is strongly encouraged at Cameron University, and a dedicated corps of
faculty members routinely involve students in their research projects. According to National
Survey of Student Engagement (NSSE) data collected in 2008, 6% of the Cameron
freshmen and 22% of the Cameron seniors surveyed indicated that they had worked on a
research project with a faculty member outside of course or program requirements.15 Some
of the research opportunities available to Cameron students include the following:
• Many undergraduate degree programs require a capstone course in which
students are expected to work on a research project and present their findings.
In recent years, for instance, students enrolled in capstone courses have worked
to create a Forensic Palynology Database for Comanche County. Up to $250
may be awarded by the Academic Research Support Center to defray the cost
of student research projects.
• The Business Research Center provides opportunities for graduate students to
gain valuable research experience. Examples of projects related to community
needs and economic development in Comanche County and the southwest
Oklahoma region that involved graduate students include “Impact of City Sales
Tax Increase” (2008), “Economic Impact of Cameron University” (2007) and
the “Fort Sill Military Housings Needs Study (BRAC Project)” (2005).
• The Honors Program at Cameron University provides academically qualified,
highly motivated students an opportunity to engage in rigorous and academic
study. The Honors experience culminates in three to six hours of capstone
course work in the major field. These courses are typically special topics courses
and directed study projects in which students engage in undergraduate research
in their major area. Three students completed their senior theses during the
Spring 2009 semester.
15. NSSE Results, 2008 (Evaluation)
124
• From 2001 to 2007, undergraduate students were able to pursue their research
efforts through the Ronald E. McNair Postbaccalaureate Achievement Program,
also known as the McNair Scholars Program. The McNair Scholars Program
is one of the TRIO family of programs established to promote educational
opportunity for all U.S. citizens regardless of race, ethnicity, or economic
circumstance. Participating in the McNair Program from 2001 to 2007, Cameron
University has provided more than 50 McNair scholars with many opportunities
to develop academic and research skills needed for successful admission to and
completion of a doctoral program. Workshops provided by Cameron University
faculty provided information to the McNair scholars about all aspects of
conducting research, while national academic conferences allowed the scholars
to present their research projects, attend graduate school recruitment fairs, and
tour other university campuses. Two of the many student research topics were
“Bending the Traditional Gender Roles: Ambiguous Sexuality and Domesticity
in Willa Cather’s My Antonia” and “Are Learning Skills in a Scenario-based
Simulation More Effective than Lecture-based Online Learning?”
Cameron University Accreditation Self-Study
Many students present the results of their research at Oklahoma Research Day, an annual
event funded by the OSRHE, the Oklahoma Experimental Program for Stimulating
Competitive Research (EPSCoR), the National Science Foundation, the Idea Network
for Biomedical Research Experience (INBRE), the National Institutes of Health and
the Oklahoma Center for the Advancement of Science and Technology (OCAST).16
Oklahoma Research Day is a consortium event coordinated by Oklahoma’s regional
universities. The first Research Day in Oklahoma was held in 1999 and included 233
poster presentations by students and faculty from Oklahoma colleges and universities.
In recent years, Oklahoma Research Day has grown to more than 500 presentations
with more than 800 students, faculty and guests in attendance. Students and faculty
from Cameron University have been active participants in Oklahoma Research Day.
Cameron will be hosting Oklahoma Research Day on November 12, 2010.
Often based on collaborative research endeavors between students and faculty, the scope
of research projects presented is impressive, covering important topics in the liberal
arts, sciences and economics. Some examples of recent student projects presented at
Oklahoma Research Day include:
• Graphic Design: This student developed a corporate identity and a campaign
for a professional organization for graphic designers; one of the more innovative
aspects of the project was the research done to make sure that the campaign
would be effective across cultures. Through his/her research of practices in China,
Brazil, United States, Mexico and the Netherlands, the student also created
a series of posters that showed unification with the parent organization that
was still relevant to the hosting countries. One of the project’s main objectives
was to provide a central hub for international students and professionals to get
feedback from other artists around the world.
• Neural Network Trust Model: This paper tested the performance of an
Opinion Filtered Neural Network (OFNN) model, which is designed to
integrate heterogeneous trust systems in a P2P network. To evaluate the model,
this student designed simulations and developed a depth-first search survey
to collect real data. A P2P network of 50 heterogeneous trust systems was
simulated on movie file transactions. Both simulation data and real data were
used in the evaluation.
• African Americans at the Local Level: Using qualitative and quantitative
methods, this student project examined religion and race in the context
of mid-sized cities, and their affects on the Evangelical African American
Community’s political ideology, voting behavior and party affiliation. Major
“gaps,” such as gender and income, were also examined within the study.
By providing students with the opportunity to conduct and present hands-on research,
Cameron demonstrates the commitment articulated in its mission to provide experiential
learning opportunities and prepare its students to make meaningful professional
contributions. Many Cameron graduates have gone on to careers dependent upon the
skills first learned in their undergraduate research experiences, and all students involved
benefit mentorship inherent in collaborative research.
Institutional Research
Understanding that institutional decisions must be based on reliable data, Cameron
University faculty and staff regularly engage in research that provides information
about important operational indicators and student, faculty and staff needs. Some
recent institutional research initiatives that were coordinated through the Office of
16. Oklahoma Research Day
Participants, 2005-2009 (Research)
www.cameron.edu/selfstudy
125
Chapter Four
Institutional Research and Assessment and have yielded important decision-making
data for the university include the following:
•
•
•
•
A five-year analysis of retention and graduation rates broken down by program
An analysis of pre-college course student success
An enrollment study broken down by learning site
A study of student credit hour production broken down by faculty member, department, school and institution
• A review of peer regional business schools
• A peer review comparison of degree completion by ethnicity
The findings from each of these studies have helped the institution to shape its
curriculum, policies and initiatives in ways that best allow it to serve its constituents and
fulfill its mission.17
Recognition of Scholarly/Creative Professional Activity
Cameron University believes that acknowledging the accomplishments of its students,
alumni, faculty and staff members is a critical element in supporting a life of learning.
The university distributes media releases to outlets throughout the region to herald
achievement.18 Areas of recognition include research accomplishments, academic
success, election to office in state and/or national professional organizations, scholarship
awards and participation and placement in state, regional and national competitions.
In addition, the university recognizes achievements through campus-wide ceremonies
and awards, including the previously mentioned University Choice
Awards, the Faculty Awards for Excellence and the Pickaxe Awards.
During AY 2009-2010, the Academic Research Center hosted a
reception to recognize the scholarly work created by students and
faculty. In addition, the Cameron chapter of the international honor
society, Phi Kappa Phi, annually presents the Distinguished Faculty
Award which recognizes outstanding scholarly and/or creative
professionalism.
The university also recognizes its alumni who exemplify professional
achievement and a life of learning. In 2005, Cameron University
initiated the Acclaimed Aggies program. Each semester, the university
selects three alumni and features highlights of their achievements
since graduation from Cameron on posters throughout campus. The
program demonstrates the accomplishments of Cameron graduates
to the current student body. In addition, the Cameron University
Alumni Association (CUAA) presents Distinguished Alumni and
Outstanding Young Alumni awards, given to alumni who have made
significant contributions to society and whose accomplishments have
brought credit to Cameron by distinguishing those individuals in
their careers, in service to their communities and in their continued
support of Cameron University.19
17. IRA Reports, 2001-2010 (Evaluation)
18. University Press Releases,
2004-2010 (University Publications)
19. List of Acclaimed Aggies; List
of Distinguished Alumni; List of
Outstanding Young Alumni, 2010
(University Publications)
126
Core Component IV.b - The organization demonstrates that
acquisition of a breadth of knowledge and skills and the
exercise of intellectual inquiry are integral to its educational
programs.
As stated in its mission, Cameron University is committed to providing its students an
education that not only prepares them academically in the discipline of their choice,
but also fosters the broad range of skills and knowledge fundamental to professionalism
Cameron University Accreditation Self-Study
and good citizenship. To that end, the university offers both a multidisciplinary general
education core and a broad range of curricular and cocurricular experiential learning
opportunities. In addition, the master’s-level work that the university offers in business,
education and the behavioral sciences gives students the opportunity to pursue in more
depth their chosen interests and gain additional certifications that will help them to
become more productive in their careers. In all of these ways, the university inculcates
in its students a belief in the value of life-long learning.
General Education
Cameron University is committed to a general education program that extends
throughout the academic experience and is integrated into academic majors and minors.
Many academic programs have incorporated student learning outcomes for their
undergraduate majors that include key components of general education.
The general education program at Cameron University is guided by the requirements
for general education as set forth by the OSRHE in the policy and procedures manual.
These requirements are used to determine distribution requirements for general education
coursework.20 Students who receive an Associate of Applied Science Degree from Cameron
University must complete 18 hours of general education coursework, while the Associate of
Science Degree requires 38 to 40 hours of general education coursework. Students earning a
baccalaureate degree are required to complete an additional four hours of physical education
activity and electives to total 50 hours. All students completing baccalaureate degrees are
required to complete specified distribution requirements in English, speech, math, science,
American history, political science, humanities, social science and economics, unless they have
previously completed an Associate of Arts or an Associate of Science degree.21
The general education learning objectives listed in Core Component III.A are primarily
assessed at the course level using either nationalized tests or assessments embedded
within each general education course. ACT CAAP examinations are currently used to
measure general education skills in freshman-level mathematics and English courses.22
In addition to enabling the benchmarking of Cameron student performance against
national norms, assessment results from the CAAP exams have been used to refine
course structure and content: and verify the validity and parity of various modes of
delivery: freshman composition courses have been modified to include more situational
and in-class writing, and the Department of Mathematical Sciences has established
through CAAP data that student learning in on-line sections of the general education
college algebra course is equivalent to that in traditional face-to-face sections.
Embedded assessments are used to measure student learning across the remainder of
the general education curriculum. Each course identified as a general education course
has learning outcomes matched to specific general education learning outcomes. Each
department is responsible for administering an embedded assessment or assessments to
measure the identified learning outcome. Data are reported to the General Education
Committee, which compiles the results into a single coherent PQIR. Specific examples
of embedded general education assessment are as follows (a full list of assessments is
available in the Resource Room):23
• The Communication Department faculty uses a locally developed instrument to
measure students’ ability to conduct research and communicate effectively after
taking COMM 1113, Fundamentals of Speech. A national rating system is used
to score a student’s speech using eight basic competencies of speaking. As part
of the program’s continuous improvement process, faculty member training is
ongoing to assure continued consistency in measurement of student performance
20. OSRHE Policy and Procedures
Manual, 2010 (Institutional Policies
and Governance)
21. Undergraduate Catalog, 2009-2011
(Institutional Policies and
Governance)
22. Annual Student Assessment
Reports, 2003-2009 (Assessment)
23. General Education Assessment
Plan, 2009 (Assessment)
www.cameron.edu/selfstudy
127
Chapter Four
• The Cameron Library collects bibliographies from Composition courses and
performs analyses to determine how effectively students can fulfill General
Education Objective 1.a “Demonstrate multiple methods to search for and
retrieve information”
• The Department of Agriculture embeds specific questions in the final exam of
its general education earth science course and analyzes the results to determine
how well students are able to “separate material into component parts and/
or organize material into relevant categories or groups” (General Education
Objective 1.b) and “solve problems by applying logic and information” (General
Education Objective 2.e)
• The Department of History and Government requires two in-class map quizzes
in its general education economic geography course and analyzes the results
in order to determine how well students have mastered General Education
Objective 1.b (as above)
• The Department of Mathematical Sciences embeds specific questions into the
final exams of all of its general education mathematics courses and analyzes
the results to determine how well students can “assimilate information by
applying critical thinking strategies in order to draw reasoned conclusions”
(General Education Objective 1.d) and “solve problems by applying logic and
information” (General Education Objective 2.e)
At the time of the completion of this report, the General Education Committee had
recently presented the first general education PQIR, so the process has produced as yet
no direct evidence of improvements in student learning. Like the PQIRs for academic
major programs and student services, however, the general education PQIR included an
action plan, the results of which will be assessed in Spring 2011.24
Graduate Programs
24. General Education PQIR, 2010
(Assessment)
25. Graduate Catalog, 2008
(Institutional Policies and
Governance)
26. PQIRs, 2009 (Assessment)
128
The master’s degree programs offered by Cameron University address those
educational needs of individual students and southwest Oklahoma that cannot
be satisfied by baccalaureate programs, but must rather be met by advanced and
specialized study in a particular professional field. Multiple degrees and certificates
at the graduate level are offered through the School of Business and the School
of Education and Behavioral Sciences. The School of Business is accredited by
the Association of Collegiate Business Schools and Programs while the teacher
education programs are accredited by the National Council for the Accreditation
of Teacher Education and the Oklahoma Commission for Teacher Preparation.
Graduate programs at Cameron University are designed to encourage academic
inquiry, stimulate intellectual creativity, confer knowledge and encourage scholarship
in specific academic disciplines, promote professional competence and achievement
and promote competence in research, oral communication and writing. Cameron
University currently offers six Master’s degree programs.25 As discussed in Core
Component III.A, each of the graduate programs articulates measurable student
learning outcomes, has an assessment plan, collects and analyzes data and makes
improvements to the program based on this assessment data. 26
Practical Experience Related to the Discipline
Cameron University students have many opportunities to apply their newly acquired
knowledge in practical ways. The manifestation of their proficiencies may take place
under the sponsorship of student organizations or within the structure of a class. Many
departments have internship programs: fine arts students, for example, participate in
Cameron University Accreditation Self-Study
recitals and theater productions, while ROTC
students take part in field exercises and finance
students invest real money in their portfolio
management class. All of these opportunities
help the university fulfill its mission to provide
experiential learning opportunities and
prepare its students for professional success.
Curricular Opportunities
An important component of many academic
programs is the inclusion of applied course
work to allow students to actively participate
in career activities outside of the classroom
prior to graduation. All programs in the
Department of Education, both graduate and
undergraduate, contain a mandatory field
component. The field experience component
of each program has been carefully designed
to ensure that all graduates are fully prepared for the classroom settings they intend
to enter. Each field component provides candidates an opportunity to observe and/
or practice concepts, strategies and techniques learned in a particular course or
throughout the respective program. These field experiences are conducted in a public
school setting under the guidance of an experienced school-based mentor teacher,
a public school administrator and a university supervisor, who provide feedback
intended to prepare the student for full-time employment. The location of each field
experience is assigned by the Director of Field Experiences who ensures that each
candidate is exposed to a variety of educational settings. All undergraduate education
programs also contain a 480 clock hour field component. These field experiences
begin early on in each program with a simple ten hour field observation component
and progress to a full 240 hour student teaching component just before graduating
from the program. A combination of observation and hands-on experiences occurs
in between. Graduate level field components vary from 55 to 505 clock hours
depending on the specific program of study and area of concentration. Like the
undergraduate programs, these field experiences range from simple observation to
intense, hands-on experiences in a classroom or school setting. Perhaps most notable
is the extensive field component for the Teaching and Learning degree, a program
designed specifically for candidates who have a bachelor’s degree in a content area
but lack the necessary pedagogical knowledge and skills of the profession. Teaching
and Learning candidates have the option of completing either two internships or
two practicum courses along with several elective courses as part of their plan of
study. Each practicum course contains a 30 clock hour field component while each
internship has a 240 clock hour field component. Regardless of which option is
selected, the focus of the field activities is hands-on experience.27
Experiential learning is also an important part of the School of Business curriculum.
Like many universities across the country, Cameron University’s School of Business
offers classes in portfolio management. Six hours of undergraduate credit are available
in FIN 4473, Seminar: Portfolio Management I and Portfolio Management II and six
hours of graduate credit can be earned in FIN 5863, Portfolio Management I and FIN
6873, Portfolio Management II,28 courses in which students manage a portfolio funded
by a real $1 million line of credit.29 The line of credit is made available to the Portfolio
Management I class, which focuses on fixed income securities. Profits from that class are
used to fund the Portfolio Management II class, which covers equity securities. Students
in Portfolio Management II also analyze the portfolio of a real client and prepare an
27. NCATE Accreditation Report, 2008
(External Accreditation)
28. Undergraduate Catalog,
2009-2011; Graduate Catalog
2008, (Institutional Policies and
Governance)
29. MOU (BancFirst) (Partnerships)
www.cameron.edu/selfstudy
129
Chapter Four
investment plan that better matches the client’s goals. Since the program was launched
in 1988, student investments have earned more than $360,000.30 Students who have
completed the classes and who have gone on to careers as professional investors have
stated that the skills learned in CU’s portfolio investment classes are essential in their
day-to-day responsibilities.
Cameron’s Department of Communication likewise offers students the opportunity to
pursue real-stakes professional projects as part of their undergraduate experience. In many
summers, broadcast students may enroll in COMM 4993 Producing the Documentary
to gain experience in all aspects of production.31 The course functions as a team process,
with each student participating in one or many aspects of the production. At the end
of the eight week summer session, the film is screened in a public forum. In 2007, the
students in the documentary class produced North of Austin/West of Nashville: Red Dirt
Music which was selected for screening at the second annual Southern Winds Film
Festival in September 2007 while the 2008 production Ya’ll Watch This: Red River Indies
was recognized with a Golden Drover Award at the Third Annual Trail Dance Film
Festival. KCCU’s news and public service studios also provide Communication students
the opportunity to work with professional broadcasters and gain on-air experience.
30. Portfolio Management Data, 2010
(Student Experiences)
31. Undergraduate Catalog,
2009-2011 (Institutional Policies
and Governance)
32. Undergraduate Catalog,
2009-2011 (Institutional Policies
and Governance); Graduate
Catalog, 2008 (Institutional
Policies and Governance)
In addition, there are more than 40 courses listed in the university undergraduate and
graduate catalog that provide for applied coursework in academic programs across
campus. Twelve academic departments with more than 22 undergraduate academic
programs include some form of applied course work in their required curriculum.
Specific undergraduate disciplines that include opportunities for applied course work,
in addition to those listed above, include Accounting, Health and Physical Education
Theory, Safety, Journalism, Public Relations, Radio/Television, Criminal Justice,
Sociology, English, Museum Studies, Political Science, Theatre Arts, Computer
Science, Technology, Multimedia Design and Organizational Leadership.32 As part
of their coursework, students in these areas are placed in appropriate businesses,
schools, or government agencies, often locally, sometimes regionally and nationally.
Some examples of Lawton area locations that have served as hosts for these activities
are Lawton Public Schools, Comanche County Memorial Hospital, Lawton Indian
Hospital, Fort Sill, City of Lawton, local banks, Halliburton, Advanced Systems
Technology and Goodyear Tire and Rubber Company. State and national organizations
hosting Cameron students include Wal-Mart Headquarters in Bentonville, Arkansas;
the Department of Environmental Quality (DEQ) in Oklahoma City, Oklahoma;
and Defense, Analytics & Research Incorporated
(DAR Inc.) in Washington, D.C.
The George D. Keathley Department of Military
Science offers the Army Reserve Officers’
Training Corps (ROTC) program. The goal of the
program is to develop leadership potential in men
and women and to prepare them for an officer’s
commission in the Active Army, Army Reserve,
or Army National Guard. Instruction is centered
around leadership skills encompassing all of the
army’s values: leadership, duty, responsibility,
selfless service, honor, integrity and personal
courage. The curriculum teaches principles of
leadership and personnel management, and seeks
to develop traits such as teamwork, responsibility,
initiative, self-confidence and discipline. The traits
are acquired and practiced during the Leadership
130
Cameron University Accreditation Self-Study
Development Assessment Course (LDAC) at Fort Lewis, Washington and the
Leadership Training Course (LTC) at Fort Knox, Kentucky. This provides the students
the opportunity to develop discipline, management, communication and decisionmaking skills using realistic practical exercises such as cultural awareness activities, team
building missions and drills. Ultimately these courses within the Department of Military
Science and Cadet Command motivate young people through caring leadership and
positive influence to be better citizens for life-long service to the community. Cameron
University’s ROTC program has several times been named the number one program
within the Fifth Army ROTC Brigade and ranks among the top 15% of programs in
the nation.
These experiences and others like them provide Cameron students structured curricular
opportunities to develop their professional skills and become competent and confident
in the application of their disciplines.
Cocurricular Opportunities
In addition to integrating experiential learning opportunities into program curriculum,
Cameron University also offers students a variety of cocurricular opportunities which
provide practical experience in the discipline. Some of these cocurricular opportunities
include the following:
• Students in Free Enterprise (SIFE) is a national organization whose mission
is to bring together the top leaders of today and tomorrow to create a better,
more sustainable world through the positive power of business. Cameron
University’s chapter of SIFE challenges students to apply what they learn in the
classroom to real working situations. In 2005, SIFE provided a free seminar on
estate planning for Lawton firefighters and police officers. Additionally, SIFE
participates in regional and national business competitions.
• Students in the Cameron University chapter of the Association of Information
Technology Professionals (AITP) attend regional and national conferences
where they participate in computer programming, database design and other
contests. Cameron’s chapter of AITP invites professional speakers to campus
and supports an annual “mock interview” session in the Department of
Computing and Technology. The chapter has also recently served as a co-host
for a national conference in conjunction with Oklahoma Panhandle State
University and the University of Central Oklahoma. Cameron University
students have received honorable mention commendations for participating in
the MS Office Solutions competition, in which they had to apply skills utilizing
various MS Office software programs to solve a simulated business problem.
• The Computer Aided Design Drafting (CADD) student organization advances
and promotes careers in computer aided design, drafting and engineering
design. The organization is involved in and hosts many professional, educational
and social activities throughout the year. One of the main annual activities of
the organization is participation in the NASA Great Moonbuggy Race. As
part of that competition, students design a vehicle that addresses a series of
engineering problems similar to those faced by the original Moonbuggy team.
The Cameron CADD organization has participated in the competition for
nine of the last ten years, with the faculty sponsors integrating the moon buggy
project throughout the computer aided design and engineering classes. Most
of the actual time spent building and testing the vehicle is done by students
outside of regular class time. The 2009 CU moonbuggy team consisted of eight
students. Cameron University’s Aggie team - the only team from the state
www.cameron.edu/selfstudy
131
Chapter Four
of Oklahoma - was among 70 teams from 18 states, Puerto Rico, Canada,
Germany, India and Romania. The team took fifth place in the competition,
its best finish to date.
• In 2009, Cameron University partnered with Great Plains Technology Center
and Stanley Associates, a local defense contractor, to organize a 3-D computer
animation contest for the students of both institutions. The purpose of the
competition was to raise awareness that 3-D animation plays an increasing role in
military training programs, in addition to its applications in entertainment, and
to encourage more young people to enter the field. Another goal of the program
is to grow the workforce and the talent of the workforce in the community.
• The Department of Communication provides practical experience in
numerous disciplines. The university’s student-run newspaper, The Collegian,
is fully staffed and operated by students. Broadcast students gain valuable
experience by producing a variety of programming, including a daily newscast,
for CUTV. Cameron provides state-of-the-art equipment equivalent to that
found in newsrooms and production facilities across the country so that
students can immediately transfer their skills to production jobs following
graduation. In 2008, students specializing in public relations formed Aggie
ImPRessions, a full-service public relations firm that offers PR services to
the community.
• Students of the performing and fine arts likewise have multiple venues for
gaining practical experience. The Department of Music provides more than 20
opportunities for vocalists and musicians to display their talents in community
concerts, many of which involve other musical
entities from the community, such as Fort Sill’s
77th Army Band. These experiences provide
students with the opportunity to perform
in front of live audiences and prepare them
for a life in the performance spotlight. The
Department of Theatre Arts presents four
annual productions, including one musical,
which gives students the opportunity to hone
their skills in stagecraft, lighting design, costume
design, set design, acting and more. Public performances cap weeks of rehearsal. The Art
Department displays students’ works in a variety
of art exhibitions including the Annual Student
Art Exhibition, held at the Simmons Center in
Duncan, and the Senior Art Exhibition, held at
the Museum of the Great Plains. In the course
of the Spring 2010 Senior Art Exhibition, 11
seniors presented their works.
Core Component IV.c - The organization assesses the usefulness
of its curricula to students who will live and work in a global,
diverse and technological society.
In keeping with its mission, Cameron University is dedicated to providing access to
quality educational opportunities and preparing students for responsible citizenship,
life-long learning and meaningful contributions to a rapidly changing world.
132
Cameron University Accreditation Self-Study
Globalization
Cameron University encourages its students
to become well versed in globalization issues.
As mentioned in Core Component IV.B, one
of Cameron University’s learning objectives
for general education deals with interrelating
concepts from diverse fields and cultures, and
although Cameron students are not required
to complete a general education course
that focuses on globalization, many of the
general education guided electives satisfying
the humanities requirement emphasize
global awareness; these include beginninglevel foreign languages courses (which offer
instruction in both language and culture),
MUSC 1033 World Music in Culture, and
FNAR 1013 (a course which introduces
students to art, music, drama and dance from
around the world). Additionally, students may
take GEOG 3063 Economic Geography
to satisfy their general education economics
requirement.33
Augmenting the general education offerings that address global awareness, many
undergraduate academic programs, including English, history and business, offer
courses designed to make students more globally aware. In Spring 2009, moreover,
the Honors Program offered a course HON 3003 Seminar in Globalization.34
This seminar was designed to help honors students develop an understanding of the
phenomenon of globalization and what it means to different peoples around the world.
The primary course objective was to investigate the political, economic and cultural
dimensions of globalization from the perspectives of both developed and developing
countries. Graduate students, particularly in business, are also well informed by courses
that address globalization issues, including Issues in Global Economics and Global
Policy and Strategy.
In recent years, the university has also increasingly encouraged international exchange,
both sending students abroad and hosting foreign scholars. In 2009, Cameron University
participated in the Oklahoma State Regents for Higher Education Global Education
Committee’s System-Wide Assessment of International Education Activities. The
survey collected information on international students and foreign and cross-cultural
exchanges for students. According to the survey, during the AY 2008-2009, Cameron
University had 16 students participate in short term foreign and cross-cultural
exchanges.35 Between AY 2004-2005 and AY 2008-2009, Cameron University has at
various times had students studying in Great Britain, Wales, Canada, Belgium, Greece
and Ecuador. All study abroad participants have been undergraduate students, 75% of
them female and 25% male. Age ranges from 20 to 70 years old with an average age in
the mid-twenties. Approximately 20% of the students who participated are from U.S.
minority groups. Cameron University also has two study abroad programs for credit:
one is the British Studies Program (credit awarded through The University of Southern
Mississippi) and the other is the Brad Henry International Scholars Program at Swansea
University in Wales. The British Studies Program is a five-week summer program held
in London, England that is offered through the British Studies Consortium, of which
Cameron University is a member.36 Approximately 20 Cameron University students
have participated in this program since 2001. Students who attend Swansea University
33. Undergraduate Catalog,
2009-2011 (Institutional Policies
and Governance)
34. Class Schedule, Spring 2009
(University Publications)
35. Assessment of International
Education Activities, 2009
(Evaluation)
36. British Studies Program Brochure,
2010 (Student Experiences)
www.cameron.edu/selfstudy
133
Chapter Four
in Wales through the Brad Henry International Scholars Program study one semester
abroad in the area of their interest. Three Cameron University students have been
involved in the Brad Henry International Scholars Program since it was established by
the Oklahoma State Regents for Higher Education (OSRHE) in June 2008.
Since AY 2005-2006 Cameron University has additionally demonstrated its
commitment to providing opportunities for its students to become more globally aware
by hosting Fulbright Scholars from a variety of countries critical to American strategic
interests abroad. For the past five years, Cameron has participated in the Fulbright
Foreign Language Teaching Assistant (FLTA) Program; in that time the university
has hosted scholars from China, India and Korea. The scholars teach classes in their
native languages during their stay; they also interact with Cameron students in less
formal ways, living in the university dorms, eating in university dining halls and taking
Cameron classes. The university supports the program by providing free housing and
partial board for the scholars. In AY 2008-2009, Cameron also participated in the
Fulbright Visiting Specialists Program, “Direct Access to the Muslim World,” hosting
a scholar from Damascus University for six weeks. The university partnered with several
local organizations on the Fulbright proposal, including Fort Sill, Lawton Public
Schools and the Leslie Powell Foundation, a local non-profit agency supporting the arts
and humanities. As part of that program, the scholar visited classes, taught workshops,
spoke to campus and community groups and provided cultural awareness training for
soldiers at Fort Sill. The university provided direct financial support for the program,
paying for off-campus lodging, food, transportation and international calling.
Cameron has also sought to offer other cocurricular opportunities for students to
become more globally aware, and in AY 2002-2003, the University sponsored a
year-long academic festival on the topic of globalization. Activities included talks by
such prominent speakers as Fareed Zakariah, Oscar Arias, Jared Diamond and Elaine
Pagels, as well as an academic conference that provided both faculty and students the
opportunity to deliver papers alongside scholars from several other institutions around
the region.37
In addition, Cameron’s efforts to recruit more international students and faculty have
provided more opportunities for the vast percentage of its student population that is
born and raised in southwest Oklahoma to interact with individuals from a wide variety
of countries and cultures. These international students and faculty members provide a
richness of diversity for all of the students enrolled at the institution.
Cameron University’s continued emphasis on globalization ensures a campus that is
diverse and enriching for all students. In the course of this self-study, however, it became
apparent that while individual programs such as English and English Education
directly measure students’ awareness of global issues as related to the discipline, the
university has not yet developed a systematic way of measuring the impact of its global
curricular and cocurricular offerings on the student body as a whole. This finding has
been forwarded to the General Education Committee for review.
Diversity
37. Festival V Brochure, 2002
(University Publications)
38. General Education Assesment
Plan, 2009 (Assessment)
134
As mentioned above, one of Cameron University’s learning objectives for general
education deals with interrelating concepts from diverse fields and cultures. Many of
the same courses that address issues related to globalization also include instruction
relevant to diversity, and 38 general education guided electives have been identified
as having course learning outcomes that directly or indirectly address diversity issues,
many of them from the social sciences and humanities.38
Cameron University Accreditation Self-Study
In several academic programs, including Communications and Education, moreover,
students are required to complete courses which deal with diversity issues in their
profession. In addition, all teacher education programs require students to complete
field experiences in schools which serve diverse populations. Courses in the education
programs also integrate diversity awareness throughout the curricula. Additionally,
education majors in both elementary and secondary programs must demonstrate
foreign language proficiency (listening and speaking) at the novice-high level as
defined by the American Council on The Teaching of Foreign Languages by either
passing a Department of English and Foreign Languages proficiency test or by taking
a foreign language course. Other programs such as English, Health and Physical
Education, International Languages, Technology and the programs in the computing
disciplines have specific learning outcomes dealing with diversity. Many graduate
students, particularly in education and the behavioral sciences, take courses which focus
on diversity, including Multiculturalism and American Education, Community and
School Relations and Multicultural Psychology.39
Cameron University also provides a variety of cocurricular opportunities to students,
employees and the community that promote diversity. Cameron University has more
than 80 active recognized student clubs, organizations and honor societies that address
a wide variety of disciplinary, professional and cultural activities. Eight student clubs
have goals specifically designed to promote cultural and racial awareness, The Asian/
Pacific Islander Association, the Cameron American Indian Student Association, the
Ebony Society, the International Club, the Latin Alliance Association, the Students
of the Caribbean Alliance, the Japanese Club and the Cameron University Nepalese
Association. 40
• The purpose of The Asian/Pacific Islander Association is to get students involved
in multiculturalism, to plan activities, perform for the campus community and
promote unity through understanding.
• The Cameron American Indian Student Association helps promote an
awareness of Native American cultures on campus, as well as providing an
opportunity to explore cultural values as they relate to college life.
• The purpose of the Ebony Society is to celebrate and promote African American
culture and to provide an atmosphere to enhance each member’s growth–
socially, culturally and individually, in order to produce a more promising
future. Membership is open to all students. The Ebony Society, along with
assistance from Student Development, Student Services and Student Activities,
co-sponsors the annual Dr. Valree Wynn Miss Black Cameron University
Pageant. Dr. Wynn taught for 19 years in Cameron’s language arts department,
retiring in 1985, and was the founding co-sponsor of the Ebony Society and
founding co-sponsor of the Miss Black CU Pageant. She directed the pageant
for nine years and in 1985, it was renamed in her honor. To commemorate
the 30th anniversary of this event and to celebrate Cameron’s Centennial, Dr.
Wynn was honored during the ceremony on February 7, 2009.
• With international students from 45 different countries, Cameron University
has a very active International Club whose motto is “To encourage and achieve
greater appreciation of different cultures.” The club welcomes all students and
the goal of the club is to help students recognize the diversity of the campus.
Each month the club has activities designed to highlight different countries that
are open to all Cameron students. Popular events include a fashion show and
participation in the community sponsored Lawton International Fair. During
39. Undergraduate Catalog,
2009-2011; Graduate Catalog,
2008 (Institutional Policies and
Governance)
40. Student Organization
Constitutions, 2010 (Institutional
Policies and Governance)
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135
Chapter Four
the Fall 2009 semester, the club highlighted countries by providing “country
facts” in the napkin dispensers in the cafeteria.
• The Latin Alliance Association promotes a wide student and community
interest and participation in the Latin culture.
• The mission of the Students of the Caribbean Alliance (SOCA) is to create
cultural, social, political and historical awareness. SOCA promotes a public
awareness of the Caribbean and its people and facilitates the transition of new
Caribbean students to Cameron University.
• Th
e purpose of the Japanese Club is to learn Japanese culture and languages and
to promote cultural exchange between the Japanese and other countries.
• The purpose of the Cameron University Nepalese Association is to promote
Nepali culture and tradition and to improve the opportunities of Nepali
students at Cameron University.
As mentioned in Core Compontent III.D, the University also provides considerable
diversity programming intended to educate students regarding different cultures and
ethnic groups. This programming includes such events as the Martin Luther King, Jr.
Day Celebration, Diversity Day and India Night.
In addition to the work of specific academic programs that regularly assess outcomes
related to diversity, the University assesses diversity awareness among the student body
as a whole through the National Survey of Student Engagement (NSSE). Gratifyingly,
there is significant evidence that indicates that the university’s efforts to educate its
students regarding diversity have been effective. In response to the 2007 NSSE survey
questions dealing with diversity, seniors reported, on average, higher scores than
first-year students, indicating that their diversity awareness has increased in their time
at Cameron. When students were asked if they “included diverse perspectives in class
discussions or writing assignments,” the average response of first-year students was
2.65 (significantly below the national average) while the average response for senior
students was 2.83 (above, but not significantly above, the national average). Likewise,
when students were asked if they had serious conversations with students of a different
race,” the average response of first-year students was 2.56 (below, but not significantly
below, the national average) while the average response for senior students was 2.85
(significantly above the national average).41
Technology
41. NSSE Results, 2008 (Evaluation)
42. OSRHE Policy and Procedures
Manual, 2010 (Institutional Policies
and Governance)
43. PQIRs, 2001-2009 (Assessment)
136
The OSRHE mandate that all students who complete an AA, AS, or a baccalaureate
degree at a public institution in the state of Oklahoma “must demonstrate computer
proficiency, which includes the competent use of a variety of software and networking
applications.”42 Although this requirement may be satisfied upon graduation from high
school, students at Cameron University use computers and technology throughout their
academic careers, and all departments assess students’ technological abilities as relevant
to their disciplines as part of the PQIR process.43 Examples of learning opportunities
and improvements related to increasing each student’s ability to use technology include
the following:
• Th
e library offers a session for students enrolled in the required general
education course, Composition I, to help students strengthen their
information literacy skills. Between the Fall 2005 and Spring 2009 semesters,
294 sessions were conducted for Composition I classes with a total of 5,186
Cameron University Accreditation Self-Study
students involved in the training sessions. Pre- and post-tests given to 224
students during AY 2008-2009 show that students improved, on average,
8.5%. Changes to course exercise formats and course materials are regularly
undertaken as a result of ongoing assessment in order to improve the
instructions for the students.44
• The Center for Writers provides instruction in word processing, checking
student e-mail and using SafeAssign, the institution’s chosen plagiarism
detection software. Some Composition I instructors bring their classes to the
center while others allow students to visit on an individualized basis depending
on their fluency with the technology.
• All sections of the required general education course Fundamentals of Speech
require the use of PowerPoint. PowerPoint instruction provided by the course
includes the pros and cons of PowerPoint in public speaking, PowerPoint
presentation planning, the formatting of PowerPoint Slides and strategies for
delivering speeches with PowerPoint slides. Students taking the course must
deliver a professional oral presentation incorporating multiple PowerPoint
slides that utilize graphics, photographs and text.
• Through Adult and Continuing Education, workshops are offered on a variety
of topics, including those related to technology and computer literacy. Some of
the more popular workshop topics have included the use of calculators for both
mathematics and statistics classes as well as for accounting, finance and business
classes and web design utilizing web animations and software packages such as
Dreamweaver and Photoshop. Students who enroll in these workshops evaluate
each workshop and information from the evaluation is used in making modifications to the material presented for future semesters.45
• A number of majors, including art, education, mathematics, family science,
agriculture, engineering design technology, information technology, computer
science, multimedia design, computer aided draft and design and electronic
engineering technology include technology course requirements to insure that
students are fluent in the technology needed to be successful in their careers. In
some cases, the course required is CIS 1013, an introductory course that teaches
students fundamental computer concepts and familiarizes them with common
software. Other programs have developed their own technology courses that
introduce students to the use of technology relevant to the discipline.46
Additionally, five majors (English, communications, music (B.A. and B.M.),
foreign languages, theatre and health and physical education) incorporate
discipline-related technology usage throughout the curriculum.
In response to 2007 NSSE survey questions dealing with technology, seniors reported, on
average, higher scores than first-year students, providing indirect evidence that Cameron
University teaches students to more effectively use modern technologies. When students
were asked if they “used an electronic medium to discuss or complete an assignment,” the
average response of first-year students was 2.43 (below, but not significantly below, the
national average) while the average response for senior students was 2.73 (a significant
improvement, if still below the national average for seniors). Likewise, when students
were asked if they “used computers in academic work,” the average response of first-year
students was 3.41 (above, but not significantly above, the national average) while the
average response for senior students was 3.49 (some improvement, and still above, if not
significantly above, the national average for seniors).47
44. Library PQIR, 2009 (Assessment)
45. Class Schedules, 2000-2010
(University Publications)
46. Undergraduate Catalog, 2009-2011
(Institutional Policies and
Governance)
47. NSSE Results, 2008 (Evaluation)
www.cameron.edu/selfstudy
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Chapter Four
Social Responsibility
Much as they encourage students’ awareness of globalization, diversity and modern
technologies, university courses and activities also teach students to maintain high ethical
standards in the application of knowledge. Cameron strives to instill in all of its students
a sense of personal and social responsibility. General education requirements enforce
a minimum of two Humanities courses, a course in American history and a course in
Political Science. An economics course is also a general education requirement.48 The
completion of these minimal standards ensures that graduates of Cameron University
have a firm grasp of national historical issues, a basic understanding of cultural concepts
and skills for evaluating and applying knowledge. In addition, two of the university’s
general education learning objectives directly address social responsibility: students
completing the general education program at Cameron are expected to be able to “identify
moral issues and common standards of moral judgment and be aware of common errors
of moral reasoning” and to “think and act morally, logically, and responsibly in varied
environments. Four general education courses have been identified as having course
learning outcomes that address these general education learning objectives.49
Cameron University also offers a variety of specific courses that provide opportunities for
students to learn about social responsibility. Discipline-specific ethics courses are offered
through the Department of Multimedia Design, the Department of Computing and
Technology, the School of Business and the Department of Education. A philosophy
course which serves as a more general introduction to the study of ethics is offered
through the Department of History and Government.
Cameron University also provides a variety of cocurricular opportunities to students,
employees and the community that promote awareness of issues relating to social
responsibility. Some of these activities include the following:
• Commemorating the 1787 signing of the Constitution of the United States of
America, Cameron University has joined colleges and universities across the
nation to celebrate Constitution Day on September 17 by organizing university
and community-wide Constitution Day Events. Sponsored
by the School of Liberal Arts, the Department of History and
Government and the Lawton Chapter of the Daughters of the
American Revolution, past Constitution Day Events have featured
guided panel discussions of the United States Constitution from
different scholarly and practical perspectives. Accordingly, panel
discussions focused on the significance of the Constitution in
American politics as part of the federal and state government
relationships, the meaning and implications of the Constitution
from the perspective of local judges and State Supreme Court
Justices. Taking into consideration the historical legacies of
Oklahoma and the United States, Constitution Day Events have
also discussed the role and implications of the Constitution from
the perspective of Native Americans and in the context of the
policies pursued by President Abraham Lincoln.
48. Undergraduate Catalog,
2009-2011 (Institutional Policies
and Governance)
49. General Education Assessment
Plan, 2009 (Assessment)
138
• Cameron University partners with Cameron Campus Ministries, an
interdenominational student organization that is operated independently
from the university, to present an annual alcohol awareness seminar. The event,
which is offered at no charge to students, features educational presentations
from area experts with the goal of raising awareness about the effects of drug
and alcohol use.
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• Since 2006-07, Cameron’s Athletics Department has required community
service from each of its athletic team members, with a departmental goal
of 2,500 hours of service annually. In 2008-09, the department surpassed
the annual goal. During Spring 2009, Cameron Athletics was honored with
the NCAA Division II’s Community Engagement Award of Excellence,
established to build momentum for the organization’s community-engagement initiative and reward institutions for their creativity in advancing the
effort.
• Cameron University encourages excellence by maintaining a constantly rotating
group of apporoximately 75 scholars who receive a complete scholarship
including housing. These Presidential Leaders and University Scholars (PLUS)
students are bound by their scholarships to perform no less than 16 hours of
community service each semester. This accounts for 1200 hours per semester in
service to the Lawton-Fort Sill community.
• The Student Government Association (SGA) is one of many student
organizations on campus which demonstrates and promotes ethical practices
and procedures in both its purpose and operations. Specifically, SGA is an
organization of responsible, democratic students who seek to represent, lead
and unify the student body on issues involving student interests and promote
common understanding between students, faculty and administration while
protecting the individual rights of students. Descriptions for a variety of other
student organizations may be found at the Student Activities website.50
• In January 2009 and January 2010, students, faculty and staff participated in
a “A Day of Service” by cleaning, painting and updating the Boys and Girls
Club during the morning. More that 300 volunteers participated in each of
these events and plans are to incorporate the service component into upcoming
Martin Luther King, Jr., celebrations.
Core Component IV.d - The organization provides support to
ensure that faculty, students and staff acquire, discover and
apply knowledge responsibly.
Ethical Conduct and Academic Integrity
As mentioned in Chapter One, the university maintains and disseminates a
comprehensive set of policies and procedures that cover all aspects of university life, and
a consistent call for ethical conduct is evident throughout Cameron University policies,
procedures, practices and activities. These documents confirm that the university is
committed to procedures and practices which will ensure honesty and integrity in
teaching, grading, academic endeavors, student activities, personnel actions, external
constituent interactions and social responsibilities. Representative examples of policies
exacting ethical conduct are described below.
Faculty and Staff
The University of Oklahoma Board of Regents Policy Manual for Cameron University/
Rogers State University reflects an approach to governance and university management
that is grounded in accountability for ethical conduct at all levels. The policy manual
begins with an “Equal Opportunity Statement,” which follows federal and state law in
guaranteeing equal opportunities and an atmosphere free from discrimination in all areas
of the OU, CU and RSU Board of Regents oversight and university activities.51 That
statement is reiterated in all major policy documents at Cameron University, and on its
web pages. Equal access to educational opportunities, to employment and to activities at
50. Student Government Association
Constitution, 2010 (Institutional
Policies and Governance)
51. CU, RSU Policy Manual, 2010
(Institutional Policies and
Governance)
www.cameron.edu/selfstudy
139
Chapter Four
the university is an integral part of all university processes, and any complaints regarding
infringement of rights are investigated immediately.
The University of Oklahoma Board of Regents Policy Manual for Cameron University/
Rogers State University also reflects the OU, CU and RSU Board of Regents’ adoption
of the 1940 Statement of Principles on Academic Freedom and Tenure, with 1970
Interpretive Comments, of the American Association of University Professors, which
assures faculty the right to Academic Freedom. Those statements guard the rights of
faculty to engage in free expression and inquiry, but provide for the exercise of those
rights with due attention to the rights of students and other members of the campus
community. Immediately following the endorsement of the AAUP Statement on
Academic Freedom in the Policy Manual is the Board’s statement of adoption of the
AAUP’s 1987 Statement on Professional Ethics. Those statements, which are routinely
incorporated into Cameron University policies, procedures, practices and training
sessions, demand that faculty hold themselves to the highest standards of ethics in
teaching, research and service.
Because the rights and responsibilities of faculty are integral to the success of the
institution in meeting its mission, a clear articulation of the expectations for faculty
is critical, and is satisfied by the Cameron University Faculty Handbook.52 The Faculty
Handbook is replete with policy statements designed to create an atmosphere that
engenders ethics and integrity as a matter of course. Examples of clear expressions of the
ethical conduct expected of faculty are included in Section 4.6, the Post-Tenure Review
Policy; Section 5.1, Professional Ethics (which also incorporates the AAUP Statement
referenced above in the OU, CU and RSU Regents Policy Manual for CU and RSU);
Section 5.2, Policies Concerning Discrimination; and Section 5.10, Conflicts of Interest.
The Conflict of Interest Policy is followed by the Board’s Intellectual Properties Policy.
The IP Policy provides for disclosure of activities relating to the creation of creative
works, trademarks, discoveries and inventions, and addresses the obligation of the
university to provide for adequate incentive and compensation to faculty and staff as
a means of stimulating interest in creative efforts and entrepreneurial activities. The
handbook is a guide that is available to all faculty members, and it is discussed annually
in new faculty and adjunct faculty orientation sessions. Periodic training sessions are
also conducted with faculty across campus to provide opportunities for discussions of
ethics and rules of ethical conduct.
52. Faculty Handbook, 2004
(Institutional Policies and
Governance)
53. Staff Handbook, 2009
(Institutional Policies and
Governance)
140
The Cameron University Staff Handbook contains many of the same policies as are
included in the Faculty Handbook and the Regents Policy Manual.53 Examples of
policies that include a focus on ethical conduct are 10.1 Equal Opportunity; 10.2
Affirmative Action; Policies on Sexual Harassment/Sexual Assault Policy, Racial
and Ethnic Harassment, Discrimination, Equal Opportunity Grievance Procedure
and Individuals with Disabilities 10-3-8; 10.10 Intellectual Properties Policy; 11.2
Conflicts of Interest; and 11.3 Ethics Policy. There are also several other policies,
both in the Staff Handbook and in other forms and guides, that apply equally to staff,
faculty and students. A particular issue worthy of discussion is the specific provision
on Ethics (Section 11.3), which sets forth the obligation of all state employees to
operate within laws and regulations of ethical conduct. Additional provisions are
included that address policy and procedures involving firearms on campus (Section
11.4), the commitment to Health and Safety of all employees (Section 11.5) and
Political Activities (Section 11.7 and 11.8), designed to provide clear rules for
avoiding conflicts of interest that would impair an atmosphere of free expression
or would imply university endorsement of specific candidates or ballot measures.
An additional example of the university’s effort to ensure ethical conduct by staff
is included in Section 11.14, the Whistleblower policy statement. That statement
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is designed to ensure staff are confident that they may report any unlawful activity
on campus without fear of reprisal. Finally, it is noteworthy that the Staff Handbook,
like the Faculty Handbook, also encourages creativity and research in an ethical
environment by including the Intellectual Property policy, Section 10.10.
Students
The Cameron University Student Handbook includes the following components: The
Code of Student Conduct, Academic Information, Student Organization Policies
and Procedures, University Policies, General Information and Student Housing
Policies.54 The Code of Student Conduct is the primary guide in setting forth the
ethical standards expected of students as they pursue their academic endeavors. It
specifically notes that “Each student shall conduct himself in a manner consistent
with the university’s mission as an educational institution.” The rules, penalties
and procedures set forth in the Code are designed to make clear to students their
responsibility to conduct themselves under the highest of ethical standards, and to
convey the fact that the university does not tolerate any misconduct or action that
disrupts the academic rights and pursuits of students, faculty or staff. In response to
national trends, increasing attention has been directed toward academic misconduct
and plagiarism, and widespread use of turnitin.com and other academic integrity
tools encourages students to develop their own work. The “Academic Information”
section of the handbook addresses information on the Family Educational Rights
and Privacy Act, and protects students from inappropriate distribution of academic
information. The Student Organization Policies and Procedures Handbook addresses
not only the rights and responsibilities of students involved in organizations, but
details the confidentiality, fiscal responsibility and compliance with Oklahoma tax
laws on fundraising and ticket sales. Each of the sections of the Student Handbook
stresses the importance of conduct that observes all laws and regulations and provides
incentives to those who observe high standards of ethical conduct.
Additionally, the Undergraduate Catalog and the Graduate Catalog both include
statements of other policies and procedures regarding ethical conduct, including Equal
Opportunity statements, expectations of academic integrity, penalties for academic
misconduct, obligations to respect the free inquiry rights of others and procedures for
challenging violations of rights.
During the Spring 2007 semester, a standardized university syllabus attachment went
into effect, and faculty members are strongly encouraged to include this attachment
in their course syllabi. The attachment provides information regarding important
university policies and procedures, including the academic integrity statement.
Another policy recently adopted by the university in an effort to foster integrity and
responsibility in academic programs involves having all newly admitted students sign
the academic integrity statement.55
Policies Governing Responsible Scholarship
As discussed in Core Component IV.A, the Academic Research Support Center
facilitates faculty, staff and students in their efforts to conduct research in support of their
academic pursuits. One of the functions of the center includes tracking Institutional
Review Board (IRB) and Human Subjects Training submissions. Cameron University
operates under the University of Oklahoma Institutional Review Board (OU IRB). As
such, all faculty, staff and student research involving human subjects must be approved
by the OU IRB. By obtaining a Federal Wide Assurance number, steps have been
taken to establish an independent Cameron University IRB solely responsible for
exempt and expedited review. In accordance with federal guidelines, rules regarding the
determination of exempt and expedited review are in place, and faculty and staff from
54. Student Handbook, 2010
(Institutional Policies and
Governance)
55. Student Information Sheet and
Syllabus Attachment, 2007-2010
(Institutional Policies and
Governance)
www.cameron.edu/selfstudy
141
Chapter Four
various departments and offices across campus have been identified by the Director of
Academic Research to establish a functioning IRB.
Summary of Acquisition, Discovery and
Application of Knowledge
While Cameron University has recognized in the course of conducting this self-study
that it still has much work to do regarding the assessment of General Education,
Criterion Four is also an area where the institution has made great strides since the
last North Central Association-Higher Learning Commission (NCA-HLC) visit, and
has some areas of considerable strength. Since 2001, the university has implemented
a post-tenure review policy that encourages faculty members to continue to grow and
develop their professional expertise beyond the point of tenure. It has also expanded its
cultural and diversity programming significantly, providing its students with curricular
and cocurricular opportunities to become familiar both with issues regarding American
ethnic and racial diversity and with the complexity of globalization. In addition, the
institution commits significant resources to faculty, staff and student scholarship, enabled
in part by its extensive endowed lectureship program. A grant web page is currently
being developed to help with both internal and external grants. The university also
maintains comprehensive policies regarding ethical behavior on the part of its faculty,
staff and students, and has instituted the widespread use of SafeAssign, in part as a
response to regional and national data regarding the prevalence of academic dishonesty.
As the university has begun to focus time and resources on the consistent implementation
of general education assessment, moreover, opportunities for developing a better
understanding of the institution’s general education objectives and thus improving the
delivery of general education at Cameron University have already started to emerge.
It is now apparent that one of the issues that has slowed general education initiatives
over the last ten years has been lack of a common understanding of general education
learning outcomes; within the past six months a General Education Subcommittee
has created a rubric defining a consensus understanding of aesthetic appreciation,
traditionally one of the more difficult objectives to measure. At the same time, a
proposal to reduce the number of general education hours required by the university
by eliminating virtually unassessable elective hours is already creating positive changes
in Cameron’s general education program. With continued and persistent effort, the
current course of the university’s general education assessment program should allow
for a more thoughtful understanding of general education (and of the life-long learning
and good citizenship that general education inculcates) on the part of Cameron’s faculty,
staff and administration.
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