Chapter Three
Student Learning and Effective Teaching
Chapter Three
According to its function and mission statements, Cameron University is a master’s level
institution whose primary focus is teaching and learning. As a central part of its mission,
the institution is committed to providing a quality academic environment that combines
innovative classroom teaching with experiential learning. “[Maintaining] and [enhancing]
Cameron’s commitment to providing programs of the highest quality in instruction,
research, and service” is the first goal of Plan 2013: Choices for the Second Century; and
“ensuring effective assessment of student
learning” is a crucial element in making
Cameron the University of Choice for
Southwest Oklahoma.
During the 2001 comprehensive visit,
however, the visiting team observed
that Cameron needed to make several
adjustments to its assessment program
in order to ensure a quality learning
experience for all of its students.
Reviewers noted as an institutional
challenge that “assessment of student
academic achievement [was] uneven
across programs,” while other portions
of the report mentioned that the
university needed to ensure that
all programs collect data regarding
student achievement and distinguish
carefully between student learning
outcomes and other departmental objectives. The report also recommended that all
course syllabi should express objectives in terms of learner outcomes. More generally,
the visiting team suggested that the university needed to improve its overall system of
outcomes assessment. As a result of these concerns, the Higher Learning Commission
requested a 2004 monitoring report on the university’s assessment of student learning.
In Summer 2004, HLC accepted Cameron’s monitoring report without imposing
further conditions. Since 2001, the university has worked diligently to improve its
assessment practices. Responsibility for the coordination of assessment activities now
lies with the Office of Institutional Research and Assessment; that office ensures 1)
that all faculty are trained in and participate in the assessment of student learning, and
2) that assessment across campus, while allowing for the variations among disciplines,
is conducted and reported according to a uniform process and with a uniform rigor.
One of the actions of that office, as mentioned in the introduction to this report, has
been to revise the Program Quality Improvement Reports (PQIR) process so that the
faculty members in each program are now publicly accountable to their peers for the
quality and efficacy of their assessment process. In addition, the university now centrally
collects and maintains a file of all course syllabi with objectives expressed in terms of
learner outcomes.
There is, of course, still much work that will be done to continue to improve Cameron’s
assessment of student learning. An examination of the inter-rater reliability of the
peer evaluators of the PQIRs suggests a need for additional training on the part of
those ensuring the consistency and efficacy of the PQIR process, and the Office of
Institutional Research and Assessment continues to adjust the reporting template used
by programs to improve clarity and quality. Peers evaluators continue to work with
programs to remediate any weaknesses in the programs’ assessment processes, and
the university has recently begun reporting general education data through the PQIR
84
Cameron University Accreditation Self-Study
process, an endeavor that will inevitably take several years to fully hone. (That process is
discussed in greater depth in Chapter Four.) The university, however, is committed to the
continuous improvement of the assessment process, and allocates resources accordingly.
Given this commitment, and the university’s overall commitment to student learning as
expressed in its core values, Cameron’s assessment of student learning will undoubtedly
continue to improve.
Other adjustments made in response to the 2001 comprehensive visit and mentioned in
this chapter include, as previous sections of this report have indicated, the development
of an Affirmative Action Plan for recruitment of faculty and staff and a revision of the
faculty evaluation process to ensure a greater consistency across campus.
Core Component III.a - The organization’s goals for student
learning outcomes are clearly stated for each educational
program and make effective assessment possible.
Cameron University’s mission promises all of its students a quality learning experience,
and the university’s core values list student learning as the top priority of all university
employees. As noted in the introduction to this section, the faculty of the university
have worked diligently since the last comprehensive visit to ensure that the institution is
continuously assessing the effectiveness of its academic programs. In particular, Cameron
University has increased its commitment to the assessment process by emphasizing
the documentation of student learning. Each academic program, including general
education, lists a specific set of learning outcomes that are driven by the university’s
mission documents, and each program is responsible for reporting on student progress
relevant to those outcomes and for demonstrating improvements in student learning in
a presentation to their peers.
The following section explains in greater detail both the methods by which the university
assesses student learning and the accountability measures it has put in place to ensure
the efficacy and the consistent application of those methods.
Assessment of Student Learning
Cameron’s assessment system as approved by NCA-HLC is divided into four major
areas. Three of those areas provide evidence of student preparation and subsequent
learning at multiple levels: entry level, mid-level (general education) and major program
level.1 The fourth area, mandated by the OSRHE as part of the institution’s annual
assessment report, concerns the evaluation of student satisfaction, mentioned here but
described more fully in Chapter 2. Taken as a whole, the system integrates institutional,
program and course level goals.
Entry-Level Assessment
Entry-level assessment is vital for assisting institutional faculty and advisors in making
course placement decisions that will give students the best possible chance of academic
success. Students under the age of 21 are initially placed according to their ACT or SAT
scores, and may use the Computerized Placement Test (CPT) or English essay to challenge
placement. Students over 21 may take the CPT to determine placement. International
students who have not graduated from a high school whose primary language is English
are additionally required to take the TOEFL and receive a score of 173 (computer-based),
500 (paper-based), or 61 (internet-based) to be eligible for admission.2
Because Cameron is an open enrollment university with an associate degree mission,
the institution is authorized by the OSRHE to offer remediation in English, math
and reading.3 Remedial courses are at the pre-college level and do not count toward
1. Assessment Plan and Insitutional Effectiveness System, 1994
(Assessment)
2. Undergraduate Catalog, 2009-2011
(Institutional Policies and
Governance)
3. OSRHE Policy and Procedures
Manual, 2010 (Institutional Policies
and Governance)
www.cameron.edu/selfstudy
85
Chapter Three
degree requirements. Students with an ACT score of less than 19 on the ACT in any
of those areas are required to take remedial courses or contest their placement by taking
the CPT or (in the case of English) taking a written placement test. Students scoring
below 19 on the Science ACT must take an additional science course to fulfill their
remediation.4 Approximately 60% of Cameron’s entering freshmen require remediation
in one or more content areas.
Entry-level assessment for the university’s graduate programs is based on admission
standards. There are four levels of admission to Cameron’s graduate programs—
unconditional, conditional, provisional and temporary—and students are admitted at
a given level based on their ability to meet entry-level standards. For unconditional
admission, eligible students must have a baccalaureate degree and one of the following:
a cumulative undergraduate GPA of 3.0, a GPA of 3.0 based on all graduate courses
taken in the last three years, or at least 12 graduate credits, or an earned master’s or
doctoral degree with a GPA of 3.0 in all graduate courses taken within the last six years;
198 students were admitted unconditionally at Cameron in AY 2008-2009. Conditional
admission is granted to students who have completed a baccalaureate degree but do
not meet the requirements for unconditional admission; 175 students were admitted
conditionally at Cameron in AY 2008-2009. Provisional admission is granted to students
who are non-degree seeking or are in the final year of their baccalaureate program; 80
students were admitted provisionally at Cameron in AY 2008-2009. Students granted
temporary admission are missing transcripts or other documentation and are restricted
to a single semester of enrollment. Because this system of admissions categories has
proven somewhat cumbersome over time, the language governing levels of admission is
being revised for the new graduate catalog, which will be approved and released in Fall
2010. Some graduate programs have additional entry-level assessments that may include
advanced placement exams, grade point averages, interviews, or other measures.5
Mid-Level (General Education) Assessment
Mid-level assessment is designed to assess the basic competencies gained by students in
the college general education program. As is described in more detail in Chapter Four,
the university has employed several methods for assessing general education over the
last ten years, all of which are tied to a list of clearly stated general education objectives.
Those objectives are as follows:
1.Acquisition, application, analysis and evaluation of facts, concepts and
generalizations learned in varied subject matter content.
4. Undergraduate Catalog, 2009-2011
(Institutional Policies and
Governance)
5. Graduate Catalog, 2008
(Institutional Policies and
Governance)
86
The student will:
a.Demonstrate multiple methods to search for and retrieve
information
b. Separate material into component parts and/or organize
material into relevant categories or groups
c.Interrelate concepts from diverse fields and cultures and
rationally integrate them into a unified meaningful whole.
d.Assimilate information by applying critical thinking strategies
in order to draw reasoned conclusions.
2.Application of moral and cognitive reasoning, problem solving and
decision making.
The student will:
a.Make judgments about the value of ideas and recognize possible
biases that might influence those judgments.
Cameron University Accreditation Self-Study
b.Identify moral issues and common standards of moral judgment
and be aware of common errors of moral reasoning.
c.Think and act morally, logically and responsibly in varied
environments.
d.Make informed and sensitive aesthetic responses and judgments.
e.Solve problems by applying logic and information.
3.Effective communication.
The student will:
a.Engage in and lead rational, civil discussion.
b.Correctly express thoughts in words and symbols, using various
means of communication with clarity, directness and simplicity.
In an effort to coordinate the information generated by nationally normed tests
and a variety of embedded assessments, institutional general education objectives at
Cameron have been assessed as part of the PQIR process since AY 2009-2010, and each
department that offers general education courses has an assessment plan on file that
will allow it to contribute the data necessary to compile the general education report.
In that plan, department faculty have identified and aligned the general education
learning objectives relevant to their courses with the specific objectives for each general
education course offered by the department.6 The assessment instrument used by the
department to measure each relevant general education learning outcome has also been
specified in the plan. The results of these measurements are then provided to CU’s
General Education Committee which assembles and presents the PQIR.
Major Program-Level Assessment
Program outcomes assessment, or major field of study assessment, is designed to measure
how well students are meeting the stated learning outcomes of their declared major
program. To clearly define its purpose and its role in fulfilling the institutional mission,
each academic degree program develops learning outcomes to support the mission
of the university, the school and the department. These outcomes are clearly stated
in measurable terms. For the purposes of transparency, program and course learning
outcomes are clearly stated and aligned on course syllabi in every academic department.
Course syllabi from each department are submitted to the VPAA’s office annually. A
complete list of learning outcomes by program is available in the Resource Room.7
Undergraduate student assessment strategies for measuring those objectives include
locally developed and tested exams, standardized exams, capstone courses, surveys,
portfolio reviews, exit interviews, benchmarking IDEA student reactions to instruction
and courses, and employer perceptions of skills. Programs are encouraged to give
preference to nationally standardized instruments that supply normative data. The
instrument selected should measure skills and abilities specific to the program and to
higher level thinking skills. Major Field Achievement Tests, for example, are used by
several programs to assess content knowledge and compare student learning with that
at other insitutions. In addition, portfolio analysis, independent research, performance
activities and other measurements are used to determine the improvement in student
learning as the student nears program completion. Common graduate student
assessment measures include portfolio reviews, performance ratings, locally developed
and tested exams, exit interviews and employer perceptions.8
All academic departments report student performance, track historical data and present
a plan for improving student learning through their annual PQIR.
6. General Education Assessment
Plan, 2009 (Assessment)
7. Program Learning Outcomes, 2009
(Assessment)
8. PQIRs, 2001-2009 (Assessment)
www.cameron.edu/selfstudy
87
Chapter Three
Evaluation of Student Satisfaction
Student and alumni perceptions are important in the evaluation and improvement of
academic and campus programs and services as they provide an indication of the students’
subjective view of the events and services which collectively constitute their experiences
at Cameron. Indirect assessment measures that have been employed by academic units
to determine student perception of student learning include exit interviews, graduate
surveys, and student, employer and faculty perceptions.9
As mentioned in Chapter Two, student satisfaction evaluation at the university level is
accomplished in several ways, including surveys, interviews and focus groups, as well as
NSSE and ACT surveys. The resulting data are used to provide feedback to improve
programs and services.
Reporting On Student Learning Outcomes
All mid-level and exit level outcomes are evaluated annually through the university’s
PQIR process. In addition, all academic programs undergo a five-year program review
in which they must present a summary of their assessment of student learning outcomes
and an evaluation of the overall health of the program. Several programs also report to
specialized state and national accrediting agencies, and Cameron is a voluntary adopter
of the VSA system.
Program Quality Improvement Reports (PQIRs)
Since 1993, exit-level assessment of student learning has been performed systematically
through the PQIR process, as mentioned above. In 2009, the university began assessing
student services through the PQIR process, and in 2010, the general education program
began to submit a PQIR. The format and content of
the PQIRs have changed over time based on feedback
from the Institutional Assessment Committee, the
Director of Assessment and Institutional Research, the
academic departments and North Central AssociationHigher Learning Commission (NCA-HLC). The very
first PQIRs, submitted in June 1994, included a list of
program objectives, the objectives assessed during the
academic year, the means of assessment (e.g., a list of
all the measurement instruments used, the number and
selection process of student participants), a display of
assessment data, analysis of achievement of objectives and
an action plan. In subsequent years, programs were able
to track student learning over time, allowing programs
to determine if their implemented action plans were
effective in improving student learning.
At the time of the last NCA-HLC visit, the quality of the assessment process varied
from program to program. Other problems also existed. The authors of The Report of a
Comprehensive Visit to Cameron University February 5 – 7, 2001 wrote:
9. PQIRs, 2001-2009 (Assessment)
88
Some departments have missed the central idea of collecting data about
student performance in order to identify strengths and weaknesses in
academic programs for program improvement purposes. The Program
Quality Improvement Reports (PQIR) include assessment of objectives
for student learning as well as other program objectives (e.g., increase
retention) in the same format. It is apparent that there is still confusion
in the academic departments about what constitutes assessment of
student academic achievement. Some changes in the formatting and
Cameron University Accreditation Self-Study
language used in the PQIR might serve to distinguish the two types
of assessment that are currently confounded: student assessment and
program assessment. By providing separate sections of the report, one
for assessment information about what students know and are able to
do and another for assessment of the achievement of other objectives
established by the department, some of the confusion may be eliminated
(p. 22).10
In response to these concerns, the Director of Institutional Research and Support
Services, as the office was then called, provided programs with individual assessment
training. Several assessment experts provided on-campus assessment training workshops,
and each Department Chair was given A Road Map for Improvement of Student Learning
and Support Services Through Assessment by James Nichols and Karen Nichols and asked
to share the volume with department faculty.
By 2004, the information to be included in each PQIR was clearly identified and the
format standardized. At that time, PQIRs described program objectives, program
strategies, and assessment strategies, displayed assessment data, presented an analysis of
achievement of the assessed objectives and detailed an action plan for the improvement
of student learning. For each program, faculty identified the number of students that
were assessed with various direct measures including portfolio reviews, performance
ratings, locally developed and tested examinations, standardized tests and capstone
courses. In addition the number of students who were assessed with indirect measures,
including exit interviews, surveys of graduates and employer perceptions, was recorded
by each evaluator. The dean and a member of the institutional assessment committee
evaluated each program’s assessment process and provided suggestions for process and
program improvement. Next, the evaluators rated the program’s assessment as Level
I, II, or III, according to the standards that HLC was then using to define progress in
learning outcomes assessment.
By 2007, the Institutional Assessment Committee further refined the PQIR process to
achieve these goals: (1) better alignment with HLC Criteria for assessment of student
learning, (2) applying best practice principles as defined by the American Association of
Higher Education’s (AAHE’s) 9 Principles of Good Practice for Assessing Student Learning
and (3) improving documentation of faculty member and staff participation in the
process. As a result, the faculty of each program began to deliver an oral assessment
report supplemented by a power-point presentation to the dean and two members of the
IAC. In this format, the presentation includes program outcomes, a report on the results
of the previous year’s action plan, an assessment activity matrix, display and analysis of
assessment data, analysis of achievement of program outcomes and an action plan for
the upcoming year in which new initiatives to improve or sustain student performance
are listed.11
In response to the oral presentation, deans and IAC members rate each program based
on seven questions:
• How are stated student learning outcomes appropriate to mission, programs,
degrees and students?
• What evidence indicates that students achieve stated learning outcomes?
• How is evidence of student learning analyzed and utilized?
• How is shared faculty responsibility for student learning and for assessment of
student learning ensured?
• How is the effectiveness of efforts to assess and improve student learning
evaluated and improved?
10. Report of a Comprehensive Visit,
2001 (External Accreditation)
11. PQIRs, 2007-2009 (Assessment)
www.cameron.edu/selfstudy
89
Chapter Three
• How are the public and other stakeholders informed about what and how well
students are learning?
• Have approved measures of student learning been used?
A copy of the completed evaluation is provided to each department chair, who shares
the information with the program faculty. Raters’ suggestions have been incorporated
by various programs.12
12. PQIR Peer Evaluation Sheets,
2007-2009 (Assessment)
13. PQIR Minutes, 2007-2009
(Assessment)
Cameron University’s goal is to have 100% of the faculty involved in the PQIR process. In
new programs, faculty collaborate with one another to create measurable student learning
outcomes and to determine strategies for assessing those outcomes. In established programs,
faculty members work together to analyze data regarding student learning and continuously
improve their program and their assessment process. Minutes of departmental meetings
in which assessment is discussed are submitted to the Office of Institutional Research and
Assessment with the PQIR to document the extent to which faculty discuss assessment.13
The minutes reveal that department meetings are often used to organize and prepare
PQIRs. In addition, all faculty members are required to attend the oral PQIR power-point
presentation for the programs in which they are involved; a list of faculty who actually
attended each presentation can be found in the Resource Room.14 To document the fact
that the faculty are involved in the assessment process, the PQIR oral presentation includes
a Cameron University Program Quality Improvement Reports Faculty Participation
Document, in which faculty members’ names and the specific activities they performed are
charted; sample documents are also available in the Resource Room.15
Five-Year Program Review
In addition to the annual PQIR process, each program writes a
five-year program review report as outlined in the Policy Manual of the
Oklahoma State Regents for Higher Education (OSHRE). The purpose of
the five-year program review is to “maintain and enhance the quality
of instruction, research and public service conducted at state colleges
and universities; to respond to existing and emerging social, cultural,
technological, scientific and economic needs (including addressing
the needs of business/industry); to provide to citizens a variety of
high-quality opportunities for intellectual growth; to make programs
commonly accessible to academically qualified citizens of the state; and
to utilize the state’s and institution’s resources effectively and efficiently.”
All programs in the Oklahoma State System are scheduled for review
on a five-year cycle; however, programs may be triggered for early review
based on minimum productivity standards.16
14. List of Faculty attending
presentations, 2007-2008
(Assessment)
15. Faculty Participation Matrices,
2007-2009 (Assessment)
16. Program Review Schedule, 2010
(Assessment)
17. Sample Program Review Reports,
2005-2009 (Assessment)
90
In the five-year program review, academic programs must identify their
program objectives, show that they are appropriate to the university’s
mission and provide assessment data to demonstrate student learning
corresponding to those objectives. The report also analyzes the number
and qualifications of program faculty to show that they are adequate for the program
objectives and program demand. In addition, the report provides information about
program graduates and cost of instruction, as well as program-based service learning
and modes of delivery. Based on all of this information, the institution recommends
to the Regents program continuation, program suspension, or program termination.17
Special Accreditations
Program accreditation provides an additional level of assessment and accountability in
a specialized field. Presently, the following programs are accredited by state or national
external associations.
Cameron University Accreditation Self-Study
• Th
e undergraduate and graduate programs offered
by the School of Business are accredited by the
Association of Collegiate Business Schools and
Programs (ACBSP).
• Th
e Teacher Education programs at Cameron
are accredited by the Oklahoma Commission for
Teacher Preparation and by the National Council for
the Accreditation of Teacher Education (NCATE).
• Th
e Bachelor of Arts in Music and Bachelor of
Music degrees offered by the Department of Music,
are accredited by the National Association of Schools
of Music (NASM).
• Th
e Medical Technology curriculum is accredited
by the National Accrediting Agency for Clinical
Laboratory Sciences (NAACLS) in cooperation
with the Commission on Accreditation of Allied
Health Education Programs.
• The BS in Chemistry (Professional Option) is certified by the American
Chemical Society.
Other programs use guidelines from professional societies to help review curricular
offerings and to ensure the relevancy and currency of the majors. These include the
Electronics Technicians Association for the Electronics Engineering Technology major,
the Association for Computing Machinery for the Computer Information System majors
and the Information Technology majors, and the International Board of Standards for
Training, Performance and Instruction for the majors in Multimedia Design.18
External Advisory Boards
Several programs. including Electrical Engineering Technology, Computer Aided
Drafting and Design, Computer Information Systems/Information Technology (AAS
and BS), Education, Multimedia Design (AAS and BS) and Music, have established
advisory councils composed of external constituents who meet regularly to review
existing curricula, to identify workforce needs in their respective disciplines and to
suggest potential changes in future curricula. These advisory boards provide feedback
resulting in curriculum or program changes. In one recent example, an advisory council
meeting in the Department of Computing and Technology led to the creation of TECH
4143 Workplace Safety to insure that students entering the workforce in technical fields
understand workplace safety issues.19
Public Accountability
Cameron University makes results obtained through assessment of student learning
available to appropriate constituencies, including students themselves. A variety of
formats are used by different departments to get information to students. Cameron’s
homepage provides a link to College Portrait. The homepage for the Office of
Insitutional Research, Assessment and Accountability provides additional links to
reports that discuss program and institutional assessment at Cameron University (e.g.,
Annual Student Assessment Report for the Oklahoma State Regents for Higher Education).
Another way that assessment data on student learning is disseminated is via students
themselves. The Student Government Association assigns two students to participate
18. Accreditation Reports and
Responses, 2001-2010 (External
Accreditation)
19. List of Advisory Boards, 2010
(Assessment)
www.cameron.edu/selfstudy
91
Chapter Three
in selected campus committees. Students serving on committees have the opportunity
to review assessment data and provide input.
In addition, several departments provide student assessment information to their
majors. The Education Department, for example, uses a public forum to disseminate
student learning assessment information. Twice a year, it also holds a student teacher
recognition/public forum, which provides an opportunity for student teachers to be
recognized and for graduating seniors and for the public to gain knowledge about
assessment results in the education program as well as provide feedback for program
improvement. The Art Department provides a Senior Orientation every fall semester for
all students entering the spring semester Senior Capstone course. During the orientation,
information about how prior classes have performed on various measures is discussed.
The Art Department also provides also provides assessment information to students in
a student exit interview in which the strengths and weaknesses of the student and the
program are discussed as they are evidenced by assessment results.
Each year Cameron University submits an Annual Student Assessment Report to the
Oklahoma State Regents for Higher Education. This report is posted on the Oklahoma
Higher Education website. This report formally presents student learning results to the
public.20
Each department is responsible for integrating data reported for purposes of external
accountability into their program’s assessment of student learning. This may include
graduation rates, passing rates on licensing exams, placement rates and transfer rates.
When evaluations of 2008 PQIRs indicated that communication with constituencies
regarding assessment of student learning was inconsistent across programs, the university
also began posting PQIRs on the university website to ensure full accountability.
Improvements in Student Learning
The ultimate goal of the assessment process at Cameron University is to inform changes
that enhance student learning. When a program determines as a result of either internal
or external assessment that a course or curriculum change needs to be made, that
change can take place in one of two ways depending on the nature of the change. Minor
adjustments to course content not affecting the catalog description for the course may
be made by an individual faculty member or by agreement among program faculty. More
significant changes that affect catalog description or program requirements must go
through a more extensive review process. In such cases, faculty (working in conjunction
with their department chair) submit proposed changes, additions or deletions in
curricula or programs to the dean of the respective school via the appropriate university
forms. Once reviewed and approved by the dean, undergraduate curricular and program
changes are then reviewed through the shared governance structure; requests are sent
to the Teacher Education Committee (if the change affects an education program) or
straight to the Curriculum Committee. Those changes that are considered by the Teacher
Education Committee are subsequently forwarded to the Curriculum Committee. All
of these committees are charged with ensuring the integrity of the proposed changes
as well as checking for duplication of offerings. General education courses, if approved,
proceed to the General Education Committee; otherwise, the Curriculum Committee
sends all proposed changes to the Vice President for Academic Affairs (VPAA) for his
review, after which, if approved, changes are submitted to the President and the OU,
CU and RSU Board of Regents.
20. Annual Student Assessment Reports,
2003-2009 (Assessment)
92
For graduate programs, the process is similar. Requests for new courses and curriculum
changes are initiated by the faculty members responsible for the content area. The proposal
is first sent to the chair, who in turn submits it to the appropriate dean. If the dean
Cameron University Accreditation Self-Study
approves, the curricular changes go next to the Graduate Council, which is co-chaired
by the deans of the School of Business and the School of Education and Behavioral
Sciences. The membership of the Council includes an at-large faculty member from each
school which offers graduate coursework and a faculty member representative for each
graduate program. If the Council approves the proposal, it is then sent in turn to the
VPAA, the President and the OU, CU and RSU Board of Regents.
Requests for official course and curriculum changes must include data which indicate
a need for the proposed addition, deletion, or modification.21 This data might include
results of direct measurements, recommendations from external advisory boards or
special accrediting bodies, or the results of environmental scanning. Requiring this
rationale is intended to insure that all curriculum changes made are data driven and
purposefully focused on the improvement of student learning.
The following examples point to specific cases where such changes have been made,
leading to demonstrable improvements in student performance:
• I n 2007, the university library noted in its PQIR the need to make changes
to its library instruction class as a result of student results on an instructional
session pre-test and post-test. The following year, after the changes were made,
the library PQIR indicated decided improvement in test results.22
• O
ver the last three years, the Communication Department has focused on
student mastery of effective writing skills for public relations students. Faculty
members have provided more detailed instructions with regard to writing
assignments and encouraged students to make more use of the Writing Center.
With that action plan in place, the department has seen student ratings on
writing increase in each of the last three years. The department also created a
new course COMM 2593 Communication Research which was taught for the
first time in Spring 2010. This course should help communications majors not
only with research, but also with their writing skills. The faculty is currently
working on revising the communication degree to require this course to be
taken before students enroll in some of upper division courses that require
research and writing skills. A new course in Mass Media Writing is also being
developed by the department.23
• P
QIR results in the Multimedia Design Department resulted in an increased
emphasis on legal and ethical issues in every class and an increased emphasis on
good writing; students in some classes have been required to utilize the Writing
Center and the program has added a new required writing course.24 Results of
these measures will be reported in subsequent PQIRs.
• The English major was recently restructured as a result of data indicating that
English students were not making acceptable progress on literary history, theory
and genre objectives. Departmental faculty realized that degree requirements as
previously constituted were not aligned with learning objectives and so made
the necessary adjustments to the degree requirements, adding requirements
in literary theory and genre studies and revamping its upper-division literary
history courses to include more world literature.25 The department will track the
effect of these changes in future PQIRs.
• Th
e Department of English and Foreign Languages responded to NCATE
accreditation standards by adding an Advanced Spanish Conversation course to
the Romance Languages Education degree to help students meet the ACTFL/
21. Course and Program Addition,
Deletion, and Modification Forms,
2010 (Institutional Policies and
Governance)
22. Library PQIRs, 2007-2008
(Assessment)
23. Communication Department PQIRs,
2007-2009 (Assessment)
24. Multimedia PQIRs,2008-2009
(Assessment)
25. English Program PQIR, 2008
(Assessment)
www.cameron.edu/selfstudy
93
Chapter Three
NCATE oral proficiency standards. Since the addition of that course three
of the four students attempting the official OPI have passed with a rating of
Advanced High, well above the Advanced Low required for a passing score.
• I n response to the standards of the National Council for the Accreditation
of Teacher Education (NCATE), the Department of Mathematical Sciences
recently reviewed and modified the Mathematics Education major to align
more closely with the National Council of Teachers in Mathematics (NCTM)
standards. The faculty in the department proposed two technology courses,
MATH 1001 Technology for Mathematics and MATH 3001 Technology for
Advanced Mathematics, to ensure that future teachers were gaining experience
in technology used in the practice and teaching of mathematics. An additional
course, MATH 3413 Discrete Mathematical Structures, was also added to the
Mathematics Education major to address an additional standard on Discrete
Mathematics.
Since 2001, the assessment of student learning has become an integral part of campus
culture. Faculty and administrators routinely assess student learning to review the
effectiveness of programs, and as a result, Cameron University’s programs and assessment
processes are ever-evolving. The PQIR process is not yet perfect, but it is demonstrably
effective and the institution will continue to refine it and make changes based on data,
feedback and the needs of an ever-changing world.
Core Component III.b - The organization values and supports
effective teaching.
Cameron University places a high value on effective teaching, as declared throughout
the institution’s mission documents. The university’s mission statement expresses a
commitment to “innovative teaching,” while its second core value, immediately behind
student learning, is “excellence in teaching, scholarship, service, and mentoring.” Plan
2013: Choices for the Second Century sets as one of its goals to “attract, develop, and retain
diverse, high quality faculty and staff ” (1.7).
As mentioned in Chapter Two, full-time Cameron faculty generally teach a 12 hour
load per semester in various combinations of lectures, labs and workshops, depending
on discipline. Therefore teaching is the primary responsibility of faculty members
at Cameron University. In addition, many faculty members serve on departmental,
school and university committees that make recommendations concerning student
learning, curriculum and teaching support. At the university level these include the
Academic Appeals Committee, the Academic Standards and Policies Committee,
the Curriculum Committee, the Faculty Development Committee, the General
Education Committee, the Institutional Assessment Committee, the Teacher
Education Council and the Teaching and Learning Committee. As the employees
with primary responsibility for student learning, faculty members also shape the
curriculum of the academic programs at Cameron University, as detailed in Chapter
Four.26
26. Faculty Handbook, 2004
(Institutional Policies and
Governance)
94
Accepting these responsibilities, faculty members understand that providing the “quality
educational opportunities” promised in Cameron’s mission is their most important
duty. In return, the university does its utmost to recruit, develop, retain and recognize
quality teaching and to allocate the resources necessary for faculty to effectively promote
student learning.
Cameron University Accreditation Self-Study
Faculty Recruitment and Retention
Cameron University is committed to recruiting and retaining quality faculty with
terminal degrees in their area of expertise. In 2004, the university established a standard
of national recruitment for full-time faculty and senior administrative positions, and
the institution now advertises nationally for all tenure-track positions. As a result, the
percentage of regular faculty (including instructors) with terminal degrees has increased
by 5% since 2001. Doctorally qualified candidates (or those holding an appropriate
terminal degree) hold all tenure track positions filled since 2004.
Faculty Members with Terminal Degrees
Academic Rank
Percent by Rank
Professor
100.0%
Associate Professor
90.0%
Assistant Professor
72.1%
Instructor
14.0%
Institutional Average
67.4%
The university’s screening process for new faculty hires also ensures that the institution
remains focused on recruiting talented teachers. Applicant files for all positions are
reviewed by departmental screening committees composed primarily of faculty; those
committees make recommendations to the chair and dean concerning interviews.
Interviews are conducted during on-campus visits by candidates. Most departments
require a teaching presentation as part of the interview process, both to emphasize to
candidates the importance of quality teaching on the Cameron campus and to ensure
teaching proficiency in the candidate hired.
Once hired, new faculty attend a two-day orientation session that covers legal issues,
advisor training, payroll and personnel, Blackboard orientation and an introduction
to the various student support offices, including Student Services, Student Support
Services and Student Development.27
Retaining quality faculty has been a challenge in recent years, as faculty mobility has
increased nationwide and faculty compensation has lagged slightly behind that of
peer institutions, in spite of the significant progress that has been made on faculty
salaries. Nevertheless, the university has significantly increased faculty salaries and
has sought to promote faculty loyalty by offering travel funds, faculty development
opportunities, facilities and equipment, reassigned time and public recognition of
faculty achievement, as appropriate to the needs and goals of individual faculty
members.
Faculty Evaluation
Annual Evaluation
Once recruited and hired, quality faculty must be developed and encouraged, and as
described in the introduction to this report, the university employs an annual evaluation
cycle with both formative and summative elements that is designed to focus faculty
energies, reward quality performance and remediate any weaknesses that may emerge.
As part of this cycle, faculty members submit an annual planning document at the
beginning of each academic year; that document outlines their goals for the upcoming
year and indicates a strategy for addressing any problem areas identified in the previous
year’s evaluation. During the spring semester of each academic year, faculty members
are evaluated according to the goals in their annual planning document, and any areas
for improvement are noted.28
27. New Faculty Orientation Agendas,
2000-2010 (Employee Recruitment
and Development)
28. Faculty Handbook, 2004
(Institutional Policies and
Governance)
www.cameron.edu/selfstudy
95
Chapter Three
Although faculty members are asked to set goals in all three areas of faculty responsibilityteaching, scholarship and/or creative activity and service-the Faculty Handbook states
that a minimum of 50% of a faculty member’s evaluation will be based on his/her
teaching performance, indicating the overall importance of teaching to the Cameron
mission. According to the handbook, effective classroom teaching is characterized by
(1) subject matter mastery, (2) curriculum development, (3) course design, (4) delivery of
instruction, (5) assessment of instruction, (6) availability to students and (7) fulfillment
of instructional administrative responsibilities. An effective teacher evidences mastery
in the classroom by thoroughly integrating skills, knowledge, sensitivity and perception
with the presentation of subject matter. Faculty are evaluated on all categories of
teaching performance.
All faculty raises are contingent upon a minimum rating of satisfactory on the annual
evaluation. Requests for merit increases, when they are available, must be supported by
evidence of Very Good or Excellent performance.
Post-Tenure Review
Recognizing that even the most qualified and most experienced of teachers may
occasionally be in need of feedback and encouragement, in 2004 the university instituted
the system of post-tenure review described in the introduction to this report. Each
spring, after the conclusion of the annual evaluation process, approximately 20% of the
tenured faculty undergo post-tenure review; every tenured faculty member is reviewed
in the fifth year following his or her most recent promotion or tenure action and every
five years thereafter. As part of the evaluation process, a faculty member must submit a
dossier containing annual evaluations and mini-vitae for the previous five years, a selfappraisal, a complete curriculum vitae and any sabbatical reports, previous post-tenure
review evaluations, or professional development plans from the past five years. That
dossier is reviewed by a departmental post-tenure review committee composed of four
tenured faculty members of equivalent or higher rank; those members are selected
from within the department by the appropriate dean in consultation with the faculty
member, who also agree on external members if sufficient eligible faculty members
are not available within the department. After reviewing the dossier, the committee
meets with the faculty member and conveys a written appraisal of the faculty member’s
performance to the appropriate dean, the VPAA and the faculty member. A faculty
member whose performance is not deemed acceptable is required to prepare a written
professional development plan in conjunction with the post-tenure review committee
detailing actions that will raise the level of the faculty member’s performance. That
faculty member will have three years to demonstrate that his or her performance has
returned to the acceptable range.29
Since 2004, 53 faculty members have undergone post-tenure review. Thus far, one
professional development plan has been required as a result of post-tenure review. Four
faculty members have retired before undergoing their scheduled post-tenure review
process.30
29. Faculty Handbook, 2004
(Institutional Policies and
Governance)
30. Post-Tenure Review Schedule,
2005-2010 (Employee Recruitment
and Development)
31. IDEA Webpage, 2010 (Assessment)
96
IDEA Evaluations
In order to enhance its evaluation of effective teaching, Cameron University utilizes
the Individual Development and Education Assessment (IDEA) Student Ratings
of Instruction System. The IDEA evaluation instrument was recommended for
adoption by the Academic Standards and Policies Committee, via the Faculty
Senate; it was chosen over several other instruments in part because it differentiates
between different course formats and teaching styles, eliminates or reduces the
impact of uncontrolled variables and focuses on evaluating student learning.31 To
obtain adjusted scores, statistical techniques are used to exclude the effect of relevant
Cameron University Accreditation Self-Study
extraneous factors from outcome measures (for example, student motivation, class
size and course difficulty); thus, they provide a relatively unbiased estimate of the
instructor’s impact. The data obtained for each course allows faculty members to
assess their effectiveness in comparison to peers locally and nationally. This method
for evaluating teaching was piloted in 2006 and fully implemented in Spring 2007.
All faculty members teaching courses are required to participate in the evaluation
process.
One of the outcomes measured as part of the IDEA student survey, Excellence of Teacher,
reflects student response to questions pertaining to quality of instruction. The student
ratings of this overall outcome are compared to data in the IDEA Database (national
database) and to data which have been collected since 2006 from this institution. For the
AY 2008-2009, the comparative data for the Excellence of Teacher ratings show that
approximately 83% of the faculty members at Cameron University were rated similar
to or higher than other faculty members across the nation. During the same time, the
comparison with institutional data shows that approximately 74% of the faculty members
at Cameron University were rated similar to or higher than faculty members in the past.
These results underscore the high teaching standards set by the university.
Another area that is scrutinized through the IDEA instrument is Teaching Methods and
Styles. Based on the IDEA survey over the past several years, the percentage of courses
where faculty members “displayed a personal interest in students and their learning” was
consistently between 70% and 80%, perhaps an indication that smaller class sizes allow
for greater personal attention by well qualified faculty members. The students surveyed
also indicated that the percentage of courses where faculty members “demonstrated
the importance and significance of the subject matter” was between 70 and 80 percent,
indicating that faculty are routinely making students conscious of learning outcomes.32
Recognition of Excellence in Teaching
Faculty demonstrating excellence in teaching and performance of other duties are
recognized in numerous ways by the university and its constituents.
• Th
e Hackler Lectureship in Teaching Excellence was established in 1996 by CU
alumni Harold and Elizabeth Hackler to recognize outstanding contributions by
faculty in the lives of Cameron students. Professors receiving this award receive
a stipend and a grant for professional development. Recipients of the Hackler
Teaching Excellence Award are selected based on recommendations from faculty
and students. To date 18 faculty members have received this honor. A complete
list of Hackler Award recipients is available in the Resource Room.33
32. IDEA Institutional Summary
Reports, 2006-2010 (Assessment)
33. List of Hackler Award Recipients,
2010 (University Publications)
www.cameron.edu/selfstudy
97
Chapter Three
• The Cameron University Choice Awards were created in 2009 to recognize
members of the campus community who best embrace and advance the mission
of the university as set forth in the goals of Plan 2013: Choices for a Second
Century. One of these awards in particular, The University of Choice Award,
recognizes a faculty or staff member who is making outstanding contributions
towards providing students a top quality education.34
• Th
e Cameron University Alumni Association honors faculty with the Faculty
Hall of Fame Award. This award was initiated in 1995 to honor current or
retired professors for their teaching effectiveness, their positive impact on
students’ lives and their involvement at Cameron outside of the classroom and
in the community.35
• Th
e Student Activities’ Professor of the Year Award is presented each spring at
the Student Activities Banquet. Recipients are nominated by current students,
and nominations are reviewed by an awards committee consisting of students,
faculty and staff. Evaluation criteria include teaching effectiveness, impact on
students, accessibility to students and other faculty and staff and involvement in
Cameron and community activities.36
• F
aculty can also be recognized for their accomplishments by being named to
one of Cameron’s endowed faculty positions. Cameron University prides itself
in having a greater number of endowed faculty positions (71) than any other
regional public university in the State of Oklahoma. These positions make a
direct impact on the quality of teaching and learning at Cameron University
by enabling academic endeavors that would not otherwise be possible. Money
donated to the endowed faculty positions is currently matched dollar for dollar
by the OSRHE. A full list of Cameron University’s endowed faculty positions
is available in the Resource Room.37
• The Award for Excellence and Innovation in Instructional Technology
Integration was created in 2010 to recognize outstanding and sustained faculty
contributions in the use of instructional technology to increase student learning.
Recipients of the award are selected based on nominations by colleagues; in
order to be eligible for the award, a faculty member must have been employed
full-time by the university for at least three years in a position that has teaching
as its primary responsibility.38
34. List of University of Choice Award
Recipients, 2010 (University
Publications)
35. List of Faculty Hall of Fame
Members, 2010 (University
Publications)
36. List of Student Activities’
Professor of the Year Recipients,
2010 (University Publications)
37. List of Endowed Faculty Positions
(University Publications)
38. Press Releases, 2010 (University
Publications)
39. E&G and Auxiliary Budgets,
2001-2010 (Budget)
98
Faculty Development Resources
Faculty Development and Innovative Teaching and Learning Grants
Cameron University recognizes that excellence in teaching must be facilitated by
providing faculty with the appropriate faculty development opportunities. The
institution thus makes monies available to faculty who wish to pursue development
activities. In many cases these grants are awarded only after review by the appropriate
shared governance committees, including the Faculty Development Committee and
the Teaching and Learning Committee. Faculty development grants may be used
for faculty travel, for bringing in outside experts, or for in-house training. Through
its Research and Innovative Instructional Grant Program, Cameron University also
provides funding for faculty, staff and student research projects and faculty and staff
innovative instructional projects.39
Faculty members also keep abreast of innovative practices that enhance learning by
active participation in professional organizations relevant to the disciplines that they
Cameron University Accreditation Self-Study
teach. Most Cameron faculty members belong to professional organizations in their
fields, and many hold offices in those organizations.
By thus providing the resources necessary to recruit, develop, retain and reward effective
teaching, the university demonstrates its commitment to providing quality educational
opportunities to all of its constituents. In addition, in adopting the IDEA system as
part of its faculty evaluation process, the university recognizes that student learning and
student success are ultimately the most reliable measures of quality instruction.
Core Component III.c - The organization creates effective
learning environments.
The first two goals of Cameron University’s current strategic plan, Plan 2013: Choices for
the Second Century state that the university is committed to “becoming the University
of Choice by providing students a top quality education” and to “offering the College
Experience of Choice by fostering a traditional collegiate atmosphere.” In order to
achieve these goals, the university offers an array of academic support and student
services, as well as maintaining a vibrant campus environment that includes a wide
range of student activities programming and intercollegiate athletics. In so doing, the
institution has sought to meet the often diverse needs of a growing, traditional aged
resident population, a rapidly expanding population of on-line learners, and a small
but growing group of students who take courses primarily at off-campus learning sites.
As described in Chapter Two, Cameron evaluates the quality of the learning environment
it provides both through the ACT Student Needs Assessment Survey and the National
Survey of Student Engagement (NSSE), as well as through internal surveys that
measure the quality of campus life.40 In all areas, changes have been instituted as a result
of student feedback. Recent adjustments include technology additions and upgrades
to improve academic and administrative services, as well as improved student access
to computers and the internet, expanded orientation programs, enhanced tutoring
services, more vibrant and engaging student activities and upgraded career counseling
and placement services. New facilities have been constructed and older facilities have
been remodeled in order to better meet students’ needs.
Incoming Freshmen
Goal 2.4 of Cameron’s Plan 2013: Choices for the Second Century is to “implement [a]
freshman year experience and expand opportunities to expand into a comprehensive
student experience program,” in part as an effort to increase student retention. Two
years into the planning cycle, this goal has not yet been fully realized, but the university
has taken several steps in that direction since its last comprehensive visit.
• C
ameron requires all first-time freshmen (students who have completed less
than seven hours) and transfer students with less than 15 completed credit hours
to attend a freshman orientation session.41 Cameron’s freshman orientation
program, Gold Rush, provides an opportunity for first-time, full-time freshmen
to receive helpful information about starting college, to meet with an academic
advisor and to enroll in their first semester of classes. In addition, Gold Rush
provides an opportunity for students to learn more about the Cameron
University campus and university life. As part of their orientation, participants
are given a campus tour and attend a browsing fair where they can meet with
various student organizations and student services. In 2006, 979 students
participated in Gold Rush; in 2007, 898 students attended, and in 2008, 1,061
attended a session. That number dropped slightly to 983 in 2009.42
40. ACT Surveys, 2006, 2008; NSSE
Survey, 2008 (Evaluation)
41. Gold Rush Website, 2010 (Student
Experiences)
42. Aggie Escape Information,
2007-2010 (Student Experiences)
www.cameron.edu/selfstudy
99
Chapter Three
• A
ggie Escape is designed as an exciting August opportunity to learn about
the deep traditions of being a Cameron Aggie. Freshmen attend an overnight
orientation where they can meet other students, learn about ways to get involved
on campus and begin to understand what to expect in their first year of college.
Thirty freshmen attended the first Aggie Escape in 2007; that number grew to
40 in 2008 and 45 in 2009. Recent analysis indicates that those students who
attend Aggie Escape have a significantly higher perserverence rate than that of
their peers.43
• Since Fall 2009, first-time, full-time freshmen have been encouraged to enroll in
a one-hour freshman orientation course, Introduction to University Life, in part
as a result of feedback from NSSE. The Introduction to University Life course
offers assistance to students who are transitioning to higher education and also
provides an introduction to the Cameron University community. While helpful
and open to all incoming students, Introduction to University Life specifically
targets the following groups for enrollment: students who are at-risk because
of academic deficiencies, “true freshmen” (students beginning their first college
semester), Presidential Leaders and University Scholars (PLUS) and undecided
or undeclared majors. Each section is team-taught by a faculty member, staff
member and peer mentor. As an initial incentive each student successfully
completing the Fall 2009 UNIV 1001 class received a tuition waiver or
scholarship with a value equivalent to one credit hour of tuition and mandatory
fees for use in the spring 2010 semester. In order to assess the effectiveness of
this course and its impact on student retention, the university has collected data
from the instructors who taught the course in Fall 2009 and will review that data
during Spring 2010. The institution will also track the success of the students
who enroll in UNIV 1001 relative to their cohort group.
Academic Support Services
43. Student Activities PQIR, 2010
(Assessment)
100
Cameron has long offered academic support for at-risk students through a Title IV
grant which provides support for student programming and academic tutoring. As
mentioned in Chapter Two, a number of other tutoring centers on campus, including
the Math Lab, Reading Lab and Center for Writers, offer academic assistance for all
Cameron students. In addition, Cameron has recently adopted a number of academic
support initiatives in service of its strategic planning goal to “achieve or exceed the
OSRHE target retention and graduation rates” for the university. The following list
represents several of the academic support services offered by the institution.
Cameron University Accreditation Self-Study
• I n most departments, academic advisement for students is provided by faculty.
The School of Business and the Education Department each employ full-time
advisors, and a full-time allied health advisor was added in 2004. Graduate
student enrollment in Education and Business is under the coordination of
two dedicated advisors. These positions were implemented in 2007. On the
Duncan campus, students are advised by two multi-discipline advisors. Advisors
have access to academic advisement data via AggieAccess and also work in
collaboration with the admissions and registrar’s offices. Advisors also have
access to a complete Student Advising Guide as well as academic advisement
workshops conducted by the Director of Student Placement.44 The workshop
is designed for both new and seasoned advisors and is conducted each month of
the year with the exception of May and December.
In addition, Plan 2013: Choices for the Second Century calls for the development
of a centralized advisement system for lower division students, which will be
implemented in Fall 2010 and undecided freshmen are already advised by a
group of specially trained faculty who serve as freshman advisors. Under Plan
2013: Choices for the Second Century, upper division students will continue to be
advised by their major departments.
• Early Alert is a notification mechanism that was part of the legacy student
records system, MyCU, and has been transitioned into Aggie Access. It allows
faculty members to quickly and easily communicate academic or attendance
deficiencies to undergraduate students. It is a means for increasing student
retention through early intervention, especially in remedial and general
education courses. The system is designed to encourage students to seek
help or change their behavior while the course is in progress. The university
recommends use of Early Alert at the end of the first full week of classes to
notify students of attendance problems and again after the first exam or major
assignment to indicate poor performance or attendance issues. Based upon
input to the Early Alert system, a letter to each at-risk student is generated
and delivered by the Office of Enrollment Management. One additional
feature of the system includes a “Referral Complete” column which allows the
Point of Contact to whom the student was referred to indicate if the student
took the recommended action by visiting a lab or advisor. This feature along
with the ability to generate reports helps departments on campus identity
students in their area who are experiencing difficulties and offer assistance as
appropriate.45
In Fall 2009, the last semester for which the university had comprehensive
Early Alert data prior to the writing of this report, a total of 1,165 students in
285 classes received Early Alert notifications. At present the university tracks
withdrawals for students who have been sent notifications, on the assumption
that it is better for a student to withdraw than to fail. In Fall 2009, 168 students
who received notifications withdrew completely from the university, while
another 569 withdrew from a class for which they received an alert. Data from
the “Referral Complete” feedback loop have proven to be partial and unreliable,
in part because it requires conscious follow-up on the part of faculty and staff.
The institution is currently looking at more reliable means of tracking success
rates among alerted students in order to more precisely estimate the effectiveness
of the system.46
• Approximately 60% of the full-time freshman bachelor degree-seeking
students at Cameron are enrolled in at least one remedial class. University data
44. Student Advising Guide,
2008-2009 (Institutional Policies
and Governance)
45. Early Alert Handout, 2010
(Student Experiences)
46. Early Alert Data, 2009 (Evaluation)
www.cameron.edu/selfstudy
101
Chapter Three
show that students who successfully complete a remedial course fare better
than their peers in subsequent freshman level courses in the same subject;
data also indicated, however, that an unacceptable number of students were
not successful in the remedial courses. As a result, in Fall 2006, university
placement scores were reviewed and updated to align with the guidelines
from Accuplacer and ACT. This resulted in the addition of a new Pre-Algebra
course to accommodate those students entering the university with the
greatest deficiencies in math. Additionally in the Fall 2009 semester, Cameron
University began a trial period of linking certain remedial English and math
courses. Studies have shown that students requiring remediation in more than
one area often have better success rates when they move through courses in
a cohort. Examples of linked courses are: Basic Composition Skills and PreAlgebra, Basic Composition Skills and Beginning Algebra, Developmental
Writing and Beginning Algebra and Developmental Writing and Intermediate
Algebra. Mandatory tutoring for students who have unsuccessfully attempted
a remedial class two or more times was instituted in Spring 2010. Initial
feedback indicates that mandatory tutoring is having a positive impact, but
both of these initiatives will be tracked more rigorously over time to determine
effectiveness.
• The CU Succeed workshop series was initiated in Spring 2008 to provide
information to students to help them with their personal and academic success.
Attendance at these sessions ranges from 5-25 attendees. Students are able to
interact with faculty and staff members and get more information on topics
such as Test Taking Strategies, Personal Responsibility, Time Management,
Research Skills and Wellness.47
• Th
e Honors Program at Cameron University provides a system of support
for students with records of outstanding accomplishment and high levels of
motivation in their pursuit of academic excellence. The program challenges
students to stay on track in pursuing their degrees and to become more capable
of leadership in both the community and within their chosen fields of study. As
part of the program, students have attended trips to museums, performances
and lectures to further their experiences.
Student Services
The university also offers a wide array of services to help students manage their
educational careers. Some of the more commonly utilized include the following:
47. CU Succeed Posters, 2008-2009
• Cameron University students,
faculty and staff at all locations
have access to the online
AggieAccess portal. AggieAccess
allows students to review their
enrollment information, student
records and financial records,
receive campus announcements,
and access course information
and course syllabi, as well as the
Class Schedule and the Cameron
University Catalog.
(Student Experiences)
102
Cameron University Accreditation Self-Study
• Th
e Office of Financial Assistance helps degree-seeking students to afford
the cost of higher education by providing eligible students with institutional, state and federal government funds. Because well informed students are
better equipped to successfully complete the financial aid application process,
the Office of Financial Assistance also provides numerous presentations and
workshops for students, prospective students, parents and other groups, both
on campus and at various other sites. Additionally, the Office of Financial
Assistance provides hands-on workshops in a computer lab to assist students and
their parents with the process of completing and submitting the FAFSA (Free
Application for Federal Student Aid). Financial Assistance staff are present
during the Browsing Fair at the numerous Gold Rush days and Preview Days
with information and resources for incoming students. The Office of Financial
Assistance also assists academic departments in determining student eligibility
for departmental and university scholarships.
Recent changes to the application and funding processes have made it easier for
students to apply for and receive financial aid. Cameron’s scholarship applications have been combined into a single application that students complete and
submit on-line, so that a student may now apply for all Cameron scholarships
with one application. Loan processing has also been improved and has, in most
instances, decreased the wait time from application to receipt of funds. Loan
funds are now received electronically via the AggieOne Card.
• The Office of Admissions assists incoming freshman, international, transfer,
returning and graduate students by processing applications for admission,
evaluating prior college credit, determining initial placement, evaluating
applications for Oklahoma residency and identifying incoming students who
have met the criteria for various scholarships and waivers. The office also
works with active-duty and former military personnel to determine status and
evaluate military credit. The Office of Admissions counsels students admitted
on probation or readmitted after a suspension, as well as conducting the
orientation sessions mentioned in the previous section.
• Th
e Cameron University Testing Center assists students in all stages of their
college careers by coordinating, administering and scoring a wide range of
standardized tests from the residual ACT to the GRE. Students over 21 may
take the Computerized Placement Test (CPT) through the Testing Center to
determine initial placement; students who wish to challenge an initial placement
based on ACT scores may take the CPT or a written English test to do so. The
Center also offers the TOEFL for incoming international students. Students at
any level may receive college credit by taking a CLEP exam through the Testing
Center, while students preparing for graduate or professional school may take
the GRE, the LSAT, or the Miller Analogies Test (MAT) on site.
• Th
e Office of the Registrar is charged with ensuring adherence to academic
policy, preserving academic integrity, safeguarding the security of academic
records and providing accessible services to faculty and students. Its primary
functions include the scheduling and management of all classroom space, the
preparation of all academic class schedules, the registration of students, the
processing of grades and the custodianship of student records. Also encompassed
within these functions is advisement on transfer course equivalency, student
placement, remediation, degree requirements and academic status. The Office
of the Registrar maintains an accurate and complete academic history for each
current and former student of the university.
www.cameron.edu/selfstudy
103
Chapter Three
In these capacities, the Office of the Registrar provides support for both students
and faculty. The office makes academic records including placement and transfer
information available to advisors, instructors and administrators, gives instructors
access to course rosters and final grade entry forms, provides chairs and deans
with information regarding course enrollment, and publishes the academic
schedule, all through AggieAccess. Also through AggieAccess, students may
review their transcripts, placement and transfer evaluations and course schedules.
The university has plans to implement an online automated degree check that
should be available to students sometime in 2011.
• C
ameron University’s Veterans Affairs Office (VAO) provides assistance and
information on application for benefits, available programs, admission and
enrollment, general advisement and counseling and special tutorial services.
A primary function of VAO is the certification of student enrollment and
attendance to the VA. Eligible students are encouraged to use VAO services in
matters pertaining to school and related VA benefits.
The Office of Veteran’s Affairs at Cameron University is certified by the
Oklahoma State Accrediting Agency to the Veterans Administration (VA) as an
approved training institution for certain veterans, eligible dependents or survivors
and active service members who qualify for federally-enacted education benefits
administered by the VA.
• Cameron University is committed to meeting the needs of students with
disabilities based upon documentation of a disability covered under the
American with Disabilities Act (ADA), as amended, and Section 504 of the
Rehabilitation Act of 1973, as amended. Disability Services is offered through
the Office of Student Development. It is the university’s philosophy that
students with disabilities must have equal educational opportunities. Disability
Services provides accommodations for approximately 300 students each year
and sends approximately 1,000 disability accommodation letters to instructors
each year. In addition to facilitating access for academic services for students
with disabilities, Disability Services hosts a Disability Awareness Event
in order to educate the campus community about various disabilities and
resources available on campus and within the community and state. Of the 35
surveys received about the 2008 Disability Awareness Event, 100% indicated
that the event was helpful in increasing their understanding of disabilities and
resources available.48
Student Wellness
The university recognizes that the health and well-being of its students contributes
significantly to their learning experiences; thus student wellness services figure
prominently in its strategic planning. Recent wellness initiatives include the following:
48. Disability Awareness Survey
Results, 2008 (Evaluation)
104
• A
full time behavioral health counselor position was established during the AY
2008-2009 year. Following the tragedy at Virginia Tech, Governor Brad Henry
instituted a Campus Life and Security and Safety Task Force (CLASS). This
task force evaluated the tragedy and Oklahoma higher education institutions’
abilities to prevent or respond to such a tragedy. The CLASS task force
encouraged universities to invest funding to provide mental health counseling
on campus. Prior to that time, Cameron University had recognized an increasing
need for mental health care service and in Plan 2013: Choices for the Second
Century a goal was set to “provide a wellness center on campus for student health
care and counseling services.” Based on the CLASS Report and a statewide
Cameron University Accreditation Self-Study
survey of like institutions, it was determined that providing
counseling services should be phase one in implementation
of this goal. Currently, Cameron University provides free
short-term counseling for students on both the Lawton
and Duncan campuses. Since opening in September 2008,
the Counseling Center has provided individual counseling
for 128 students and has provided educational seminars
for more than 158 students, faculty and staff. The Center
has also provided a series of workshops and seminars
on such topics as college stress, depression, test anxiety,
bipolar disorders, eating disorders, ADHD, violence and
the psyche, prescription drug abuse, anger management,
abusive relationships, domestic violence and post traumatic
stress disorder and adult survivors of childhood abuse.
In addition, the Center maintains a Community Crisis
Response Team made up of licensed professionals in the
community and students who are trained in psychological
first aid and are dedicated to providing services for students
in the event of a tragedy. The Center has also provided
mental health training for key campus staff.
Early indications are that the availability of counseling
services does enhance the learning environment for
students at Cameron. Based on data collected, 75.5% of
students who visit the Counseling Center are extremely
satisfied with the services provided and, perhaps more
importantly, approximately 88% of students seen demonstrated an improvement
in their overall level of functioning at their time of discharge, registering an
average Global Assessment of Functioning (GAF) scale increase of 10.91
points. This indicates that the availability of counseling to those students who
need it increases the likelihood of success for those students by enabling them
to better function both in the college environment and in other areas of their
lives.49
• The Care Request system was instituted in Fall 2008 after the university
recognized the importance of having a centralized place on campus for faculty
and staff members report concerns about changes in students’ behavioral
patterns and disruptive behaviors, and obtain information on campus and
community resources. The system allows faculty and staff to initiate care
requests, via AggieAccess. The Vice President for Student Services and the
Director of Student Development receive the requests via e-mail and determine
the appropriate action. Since the inception of care requests, the Office for the
Vice President for Student Services has received 191 Care Requests on 152
students. All but 21 of those students also received at least one Early Alert,
which indicates that most are also in academic need.
Data on Care Request actions and resolutions are maintained in the Student
Records System and accessible only by the Vice President for Student Services
and the Director of Student Development. Because of the sensitivity of this
material, logs are not available in the resource room, but questions may be
directed to the Vice President for Student Services.
The Office has referred many students to counseling, closely monitored the
well-being of several and sent information to many others. In most instances,
49. Counseling Services PQIR, 2009
(Assessment)
www.cameron.edu/selfstudy
105
Chapter Three
the students seem appreciative of the help and advice. Overall, the Care Request
System seems to have helped the university provide better services to its students,
and in many cases, the services have demonstrably helped the students continue
their education.
• Th
e QPR Gatekeeper Training program, funded through the Kevin and Jeffrey
Graham Endowment for Depression Awareness and Suicide Prevention,
teaches participants how to Question, Persuade and Refer someone considering
suicide for help. The mission of these sessions is to save lives and reduce suicidal
behaviors by providing innovative, practical and proven suicide prevention
training. Certified trainers provide sessions throughout the year to teach others
how to recognize risk factors and suicidal communications so that they can refer
someone who is at risk to a qualified professional. To date, 582 individuals on
campus and in the community have participated in QPR Gatekeeper Training
sessions sponsored by Cameron.50
• A
s budget preparations were being made in Spring 2008, funds were set aside
to allow the university to begin offering health care services to students. During
phase one, the opportunity for a partnership with the Southwest Oklahoma
Family Medicine Clinic was researched. It was determined that this would
be the most cost effective and beneficial means of providing health care to
students. As a result, the Cameron University Wellness Center will open in
Fall 2010. The clinic will house counseling services as well as a half-time nurse
practitioner or physician’s assistant. Students who are enrolled in a minimum
of six hours have access to the practitioner for acute illnesses. The clinic also
hosts informational workshops, groups, and serves as a health resource for
the campus community. These services have been made available as a result of
needs-based assessment and feedback.
Career Services
Cameron University’s mission states that the university will prepare students for
professional success, and a number of services are available to help students as they
work towards their chosen careers.
50. QPR Gatekeeper Training, 2006
(Employee Recruitment and
Development)
51. PLUS Website, 2010 (Evaluation)
106
• The Cameron’s Presidential Leaders University Scholars (PLUS) program
offers students with a record of academic excellence and proven leadership the
opportunity to develop leadership skills and prepare for their chosen careers.
Students eligible for the program must have a minimum ACT composite
score of 24 (or the SAT equivalent) and a minimum 3.0 unweighted high
school GPA. They must also have exhibited leadership potential through
extracurricular and service activities. Students accepted to the program
receive a tuition waiver covering up to eighteen credit hours of enrollment
each semester, a single room waiver and a stipend in their freshman and senior
years. PLUS scholars are prepared for leadership roles in society through
education and practical training. Opportunities for leadership growth and
acquiring vital leadership skills are augmented through seminars with
community leaders and through team-building activities. PLUS scholars are
also guided in the senior year through the process of developing resumes,
gathering information about graduate and professional school and preparing
for the career search process.51
• Th
e CU Leadership Academy is a voluntary program that was established
in Fall 2007 to help grow and further expand the leadership capacity of CU
students. Participants meet once a month to discuss various topics, including
Cameron University Accreditation Self-Study
communication, financial management, marketing, elements of leadership,
personality traits and more. In AY 2008-2009, 24 students completed the CU
Leadership Academy.52
• “Take an Aggie to Work Day” was launched in 2008 as a job shadowing
opportunity for students interested in a particular career or field. To date, nine
students have been matched with local professionals and have shadowed in various
fields, including health care, counseling, education and human resources.
• According to the 2008 NSSE report, more than half of Cameron University
students surveyed indicated that they worked while attending college.
Recognizing this situation, Career Services hosted a Part-Time Job Fair in
Fall 2008 to provide students an opportunity to meet with local businesses
and discuss opportunities for employment while pursuing their education.
Twenty businesses attended the part-time job fair in 2008, and students met
with a wide variety of employers, including those in the travel, banking, retail
and health industries. In addition, Career Services co-hosts the annual Red
River Career Expo on campus, which features more than 100 recruiters/
companies from local, state and national businesses. It is estimated that
approximately 800 job seekers from campus and the community attend
this event. College Central Network (CCN) is an online job board where
companies can register to post job or internship opportunities for Cameron
students. As of Summer 2009, there were 372 registered users and 648
registered employees. Since CCN was made available, nearly 2,000 positions
have been posted.53
• D
ISCOVER is an online self-assessment program designed to give participants
more information on various career paths. Since 2004, 387 users have registered
with DISCOVER through Career Services. In addition, Career Services offers
programs throughout the academic year, such as the Exploring Majors Series
which was launched in 2007. In each of these sessions, a particular academic
major is featured. Students can meet with faculty members and graduates/
professionals within the featured field and ask questions such as career options,
requirements for a particular field and salary ranges. Twelve fields have been
“explored” since 2007, and more than 150 students have attended an Exploring
Majors session.
• The ACT College Needs Survey Summary Report for 2008 showed that having
a steady, secure job ranked as the top priority for students in their career and
life goals. In addition, some of the areas students ranked as high importance
in their need for assistance in career development included learning about
job opportunities in their career area of interest, learning more about job
opportunities in their chosen career path, and developing effective job seeking
skills. As part of the Office of Student Development, Career Services offers
assistance and resources for students to help them with career goals for life after
college. The Career Resource Center offers computer use, a lending library with
books, DVDs, graduate school exam preparation materials and other resources
to help students in their career development journey. To assist students in
developing their job seeking skills, Career Services offers weekly Open Help
hours and presentations throughout the semester on a variety of topics such as
resume writing, interview tips and social networking professionalism. While
personal assistance is available, the office has offered many of its programs online
so that students with internet access may receive information and assistance
24/7. Optimal Resume is an online tool launched in 2007 where students can
52. CU Leadership Academy Poster,
2008 (Student Experiences)
53. Career Services Website, 2010
(Student Experiences)
www.cameron.edu/selfstudy
107
Chapter Three
build their resumes. The program offers tips and a variety of different styles and
templates for students to customize and tailor their resumes. In Summer 2008,
Letter Builder (online cover letter building tool) and Interview Prep (online,
interactive interview program with virtual coaching) were added as part of the
optimal offerings. In July 2008, there were 219 registered users. In July 2009,
there were 381 registered users.
Diversity Programming
Cameron University recognizes the importance of providing an environment that
supports all learners and respecting the diversity they bring. Multicultural Services is
offered through the Office of Student Development. Some examples of programming
supported by the office include the following:
• Every year, Cameron University
celebrates Black History Month by
inviting a guest speaker. Over the
last few years, speakers have included
The Honorable David Lewis
(former Comanche County district
judge and first African American
Oklahoma Court of Criminal
Appeals justice) who spoke about
his legal career, State Representative
T.W. Shannon who spoke about
voter responsibility, and Dr. Marco
Columbus, Professor of Education,
who spoke about Cultural Identity
and Academic Achievement. In
February 2009, Cameron University
was also the host for the 2009 Black
History Month Proclamation,
with Vice President for University
Advancement Albert Johnson, Jr.
serving as the guest speaker.
• C
ameron University co-hosts with Cameron Campus Ministry a variety of
events designed to celebrate Dr. Martin Luther King, Jr. Day. For the January
2009 celebration, a free panel discussion was held on campus featuring Dr.
Nikki Giovanni, Author, Poet, Essayist and Professor. The day culminated
in a Celebration Banquet featuring Dr. Giovanni and the awarding of the
Humanitarian Award. Survey results from the 2009 MLK panel discussion
session indicated that 96% (45/47) of respondents found the panel discussion
helpful and/or insightful.54
54. MLK Panel Discussion Survey,
2009 (Evaluation)
108
• Th
e Office of Student Development is responsible for Multicultural Services
and has a Multicultural Planning Committee. One of the events hosted by the
Office of Student Development and planned by the Multicultural Planning
Committee is Diversity Day. The goal of Diversity Day is to raise awareness
and to educate the campus about the different cultures represented on campus
and in our community. Cultural organizations who want to participate
submit a proposal of what they would like to showcase (e.g., cultural displays,
performances) and, if approved, present their events on Diversity Day. Some
of the activities have included Mexican folkloric dances, Korean singing, step
and spirit dances, Native American drums and flutes and Nepalese dances.
Cameron University Accreditation Self-Study
In 2009-2010, the Office of Student
Development teamed up with Student
Housing to offer more events in order
to increase awareness about diversity on
our campus community. A full diversity
week kicked off with a discussion about
diversity, hosted by Dr. Justin Walton,
Communication Professor and Faculty
Member-In-Residence, and a screening
of “Crash.” The next evening, Student
Housing hosted an “Exploring the
Continents” event. Participants were
given “passports” and a tour guide who
took them to different interactive stations to learn more about a different
culture. Some of the highlights included learning to write names in Arabic,
Native American storytelling, a quiz on European countries and an exhibition
of cultural attire and cultural foods. Diversity Day itself was held on October
22 in the Fitness Center. Native American dancers from the Riverside school
were invited to demonstrate cultural dances and take part in the festivities. The
new Nepalese Student Association members served cultural foods. P.R.I.D.E.
offered information about its organization and provided testimonials. Also on
Diversity Day, the Library hosted Linda Schaefer, who shared her photography
in an exhibit highlighting India.
• The Cameron University Library regularly hosts exhibits and lectures focused
on helping patrons increase their understandings of cultural diversity and the
history of various ethnic and racial groups. Some of the sponsored events
include “Celebrating Women,” Our Place at the Table (art by Indian women),
“African American and the Quest for Social Justice in Oklahoma,” All Black
Towns and New Traditions in Oklahoman Indian Art.
• During the Fall 2008 semester and again in October 2009, Student
Development hosted a Disability Awareness event to help students gain
a greater understanding of various disabilities. Stations were set up where
participants could learn more about disabilities. One station had students
practice reading a paragraph with the letters jumbled and all over the page
to help raise awareness of reading disabilities. Students were also taught to
speak to a deaf/hearing disabled person instead of their translator. Several
agencies, such as Vocational Rehabilitation, were invited to discuss their
services and resources.
• CU embraces the opportunity to educate the community about global
cultures, as exemplified by India Night, established in 2004 to improve
awareness of India in the Lawton-Fort Sill community. Funding for this
event is provided by the Ajay and Shireen Bhargava Endowed Lectureships
in India Studies and International Studies. India Night, featuring a keynote
speaker, Indian cuisine and performances by renowned Indian musicians, is
filled to capacity each year.
Campus Life
Cameron University recognizes that not all learning takes place in the classroom
or auditorium, and offers a wide variety of student activities intended to provide
important extracurricular learning opportunities and make campus an appealing and
exciting place to be for the traditional aged students who have been targeted by
www.cameron.edu/selfstudy
109
Chapter Three
recent recruitment initiatives. Cameron’s Plan 2013: Choices for the Second Century
includes a commitment to enhance and promote an active campus life by focusing
on programming and activities targeted to various student demographics and
populations regardless of the location of the student. Comedians, movie nights, foam
dances, pre-finals relaxation day and athletic event road trips are some of the most
popular. Many activities such as an Easter egg hunt, a Halloween carnival, a bonfire
and musical entertainment allow for a student’s entire family to participate at both
the Lawton and Duncan campuses. Other structured components of campus life are
as follows:
• C
ameron’s many student organizations include academic groups, social Greek
organizations, special interest groups and religious organizations. In order to
be recognized as a student organization, a student group must meet certain
guidelines and procedures as required by the Office of Student Activities.
There are currently more than 60 registered student organizations on campus
appealing to a wide variety of interests.55
• The Programming Activities Council (PAC) is a student-run organization
that plans and develops campus events. Some of its activities include Welcome
Week, musicians, movie nights, comedians and dances for students throughout
the year. Additionally, approximately eight members of PAC attend the National
Association of Campus Activities conference each year. The level of participation
for student events seems to be increasing. In AY 2006-2007, student participation
headcount at various Student Activities or PAC events was more than 8,000.
In AY 2007-2008, the number of participants was more than 9,000. In AY
2008-2009, the number approached 11,000.
55. Student Organizations Webpage,
2010 (Student Experiences)
56. SGA Constitution, 2010
(Institutional Policies and
Governance)
110
• The Student Government Association is composed of students who represent
the concerns and ideas of the student body. Its purpose is to represent, lead and
unify students. Members are elected by the student body and meet weekly to
discuss issues affecting students. Approximately 50 students are involved each
year in SGA. Members attend two annual conferences: the Oklahoma Student
Government Association in the fall and the Oklahoma Intercollegiate conference
in the spring.56
• Th
e opening of the McMahon Centennial Complex in 2010 brought extended
service hours to students. The McMahon Centennial Complex is located at
Cameron University Accreditation Self-Study
the heart of the main campus and features space for the campus community to
study, dine, interact and relax in a ballroom, a student union, meeting rooms,
community areas and an art gallery.
• Through its fine arts departments, the university sponsors an number of cultural
events that are free to all students. These include plays and musicals, concerts
and art shows, some of which feature student work and performance, others of
which bring in professional guest performers for the campus and community.
• I n recent years, university athletics have become an increasing focal point for
school spirit and campus life. Student pep rallies, a revitalized homecoming
weekend that corresponds with alumni reunions, a renovated gymnasium and
the “Rolling with the Aggies” program (mentioned in the introduction to this
report) all provide students with the opportunity to support the university’s
athletic teams and enjoy a traditional feature of college life.
Off-Campus Learning Sites
In addition to the facilities and infrastructure on its Lawton campus, the university
maintains facilities at multiple learning sites around the state. All campus services are
available remotely to the students at these sites, and, depending on the size of the site,
a number of additional services may be available at the site. The following list indicates
some of the services available at some of the university’s more populous learning sites.
• Cameron University-Duncan provides students a wide array of
student services and programs taking them from the admission
process to graduation. Testing services are available for entering
adults and for online students. Tutoring in math and English are
free to all Duncan students, and a variety of student workshops
and activities are provided.
• At Comanche Nation College, the on-campus point-of-contact
and regular faculty are at the remote site regularly. Academic
services are provided at the main campus which is less than four
miles away.
• At Fort Sill Truman Education Center, Cameron University
provides computers for two laboratories for student use for
classroom and tutorial activities. Admissions and advising are performed
by two full time Cameron University employees assigned to the Center. A
graduate program recruiter visits the site at least monthly to discuss educational
advancement options.
• The Rogers State University (RSU) campus has its own collection of materials
for teacher education candidates and its own material for methods courses. The
elementary education program at RSU has two full-time faculty members who
use an office, classrooms (one with a Smart Board), computers, computer lab
and supplies provided by RSU.
Online Services
The university strives to offer students enrolled in online courses the same range of
student services that are available to students taking courses on campus. While it has
not yet sought to simulate campus life opportunities online, most other university
services are available either through AggieAccess or through the university website.
Online students can apply for admission, apply for financial aid, access their academic
www.cameron.edu/selfstudy
111
Chapter Three
records, receive tutoring and pay tuition, all online. Students in online classes have a
number of resources available to ensure academic success.
Cameron University realizes how important positive learning environments are
to fulfilling its mission, and strives to provide students with the support resources
necessary to ensure their success. To that end, the university conducts regular
needs assessments and tracks the participation and student success data for various
initiatives in an effort to continually improve both the student services it provides
and the impact those services have on student retention, learning, graduation and
personal growth.
Core Component III.d - The organization’s learning resources
support student learning and effective teaching
Cameron University recognizes that effectively fulfilling its mission requires qualified
faculty, student support and learning resources to support student learning and effective
teaching. It also understands that faculty and students need a strong infrastructure for
support. The resources discussed in this section provide Cameron students and faculty
with tools and opportunities to succeed in their selected fields.
The following section describes the facilities and technology that the university makes
available in support of student learning, as well as delineating the means by which the
university monitors the effectiveness of those resources and incorporates the results of
that evaluation back into its planning.
University Library Resources
Cameron University Library’s mission is to provide access to scholarly information
related to Cameron University’s programs and Lawton community needs, to
facilitate the location, comprehension, mastery, application and synthesis of that
information and to provide environments conducive to the creation of knowledge.
The Cameron Library is open seven days a week for a total of 85.5 hours weekly
during fall, spring and summer semesters with extended hours before exam periods.
The library houses more than 110,000 unique monographs, nearly 2,000 audiovisual
titles, 37,000 microfilm periodical volumes and 34,000 print periodical volumes, as
well as book and periodical information on more than 500,000 microfiche. More
than 40,000 e-books are available through the on-line catalog, and the university
supports a balanced collection of on-line periodical databases. The library also
maintains a collection of current circulating textbooks for all general education
and multi-section courses, and offers interlibrary loan services to all students and
faculty.
Many improvements to library facilities have been made over the last ten years, and
the integration of new technologies and a focus on customer service have helped the
library to increase student access to scholarly information. Furniture and carpeting
have been upgraded, and additional study spaces have been created. Improvements
to the library website make it easier to use, and the library has implemented software
that provides patrons with access to their circulation account records and enables
rapid access to an ever-increasing number of books and journals in electronic format.
New interlibrary loan software allows patrons to track the status of loan requests
and to receive interlibrary loan materials directly to their computers, while the
implementation of radio frequency collection control technology permits them to
borrow materials without assistance from a library staff member. Instant messaging
is used to provide reference assistance around the clock.
112
Cameron University Accreditation Self-Study
For online students, the university library provides Blackboard (learning management
software) and research assistance via telephone or e-mail in addition to its extensive
collection of e-resources. Library services for distance learners are clearly identified
in a link from the library’s main Website. Specific Blackboard library modules have
been set up for three online courses: English Composition I, English Composition II
and Criminal Justice Reporting. Blackboard and library assistance are also available by
telephone. In addition, the library subscribes to tutor.com’s “Ask a Librarian” instant
messaging information patrons reference assistance service, which is available to all
Cameron students and faculty through the library’s website.
The Cameron library also serves each of
the university’s off-campus learning sites.
Students at all learning sites have access to
electronic library resources. The university
also offers additional librarian support to
Cameron students at Fort Sill, CU-Duncan
and Rogers State University. A reference
librarian travels to Duncan once each week
to help students at the Duncan site to
learn research techniques and to navigate
Cameron’s online resources. In addition,
a designated Cameron librarian assists
education majors and faculty at RSU with
electronic and shelved resources.
The library conducts regular surveys to
evaluate student and faculty satisfaction with
the resources it offers. In recent surveys, both
students and faculty report a high satisfaction
with library services. Survey results are
available in the Resource Room.57
In addition to their collections and reference duties, library faculty teach information
literacy classes to an average of 3,383 students each year. On-campus classes are taught
in a self-contained classroom with 25 computers and an instructor’s station with
computer, document camera and projector. The library services distance learner needs
through an online library literacy course, and library faculty teach information literacy
classes at Fort Sill and at Duncan, and send library instruction to other learning sites
via Interactive Television (ITV). All freshman composition students participate in these
classes, and those students are administered both pre- and post-tests to determine the
effectiveness of instruction. On average, student ability increases by 10% between preand post-test scores.58
The library also provides on- and off-campus individual and group information literacy
classes, professional reference assistance, assistance with the use of library computers
and computer programs, interlibrary loan, self-serve copying and electronic and physical
course reserve and a 24-7 “Ask a Librarian” service.
Library faculty and staff regularly participate in training to improve professional
skills. Librarians are active in the Oklahoma Library Association giving conference
presentations and serving on committees. On campus, librarians participate in faculty
governance opportunities and interact with faculty through a liaison program, assisting
them in choosing library resources in their disciplines and helping them to stay in
touch with the latest library related information technology. Library faculty and staff
57. Library Surveys, 2009 (Evaluation)
58. Library PQIRs, 2001-2010
(Assessment)
www.cameron.edu/selfstudy
113
Chapter Three
share a commitment to providing enhanced access to information recorded in a variety
of formats, i.e. books and periodicals, digital archive collections, electronic books and
periodical articles, pathfinders and bibliographic handouts.
Laboratory Facilities
In addition to its numerous dedicated teaching classrooms and laboratories, the
university supports numerous research laboratories. Within the Department of
Biological Sciences, the Cameron University Herbarium houses more than 9,000 plant
specimens, and the Zoological Museum contains numerous mammals, birds, reptiles,
amphibians and insects, all of which are used for both teaching and student and faculty
research. In addition, three separate research laboratories are maintained for faculty
research: one for genetics and cell biology, one for organismal biology and a separate
facility for digital photomicroscopy. The Physical Sciences Department maintains one
lab dedicated to undergraduate and faculty research as well as three instrument rooms
for tasks such as NMR, crystallography, gas chromatography and mass spectrometry.
The Agriculture Department has one soil sciences laboratory and a greenhouse and
animal science facility.
Cameron University also owns numerous extra-campus properties that offer
opportunities for outdoor learning. Just west of campus, a mile-long stretch of Wolf
Creek provides almost 200 acres of riparian zone that is used as an outdoor laboratory
for several classes including General Botany, Principles of Biology II, Botany, Zoology,
Mammalogy, Plant Taxonomy, Ornithology, Ecology, Evolution and Soils Science.
This space is also used by the George D. Keathley Department of Military Science for
ROTC Maneuvers. The Department of Agriculture also has 40-60 acres of the Wolf
Creek drainage under cultivation, and the adjacent Plant Science and Animal Science
buildings contain labs where Animal and Plant Science classes are taught. In addition,
the Lawrence Property is a 160-acre plot approximately five miles southwest of campus
where agricultural faculty/student research is conducted.
Performance and Studio Facilities
The School of Liberal Arts maintains multiple performance spaces for students and
faculty including a recital hall that seats 75-100 and a university theater that seats more
than 430 people. A band room provides practice and rehearsal space and several smaller
studios are also available.
Academic Computing Labs
The Academic Computing Lab (ACL) in Burch Hall provides 89.5 hours of open lab
weekly with staff to support student activities. A major portion of the hours are after
5:00 p.m. and on weekends. Additionally, the ACL joins the Testing Center to provide
proctored testing for students in online courses. A computer lab is also available in the
Fine Arts Lab where music recordings and scores are housed. In the main library, laptops
are available for students to check out and connect to wireless internet access available
throughout the building. CU-Duncan supports a 12-station computer lab and wireless
internet.
The university maintains a total of 12 additional computing labs, including a lab in
South Shepler which is open 24 hours a day, seven days a week, and may be accessed
after hours using student ID swipe cards. These laboratories are often discipline-specific
and frequently provide specialized software.
59. Self-Study Student Survey, 2009
(Evaluation)
114
A survey conducted in Fall 2009 indicated that students, on average, use the computer
labs two to three times per week.59
Cameron University Accreditation Self-Study
Student computing labs are centrally managed by Information Technology Services
(ITS), which bears responsibility for both hardware and software maintenance.
Computers are on a four-year rotation plan, as described in Chapter Two.
Other Technology Resources
In order to ensure that its students are familiar with and practiced with the latest
technologies, the university works to continuously expand its technology resources. Over
the last decade, the university has increased the number of so-called “smart classrooms”
from two to approximately 87, with eight of those on the Duncan campus. Cameron
University also became a wireless campus in the spring of 2004 with the CU-Duncan
campus following shortly thereafter, and on-campus wireless connectivity has been
enhanced dramatically by increasing the initial three access points to a the current 57
access points. The university uses Blackboard as its learning management software,
both for online courses and for hybrid and enhanced formats, as previously described.
In addition, the institution has recently implemented the SunGard Banner line of
administrative software products to provide improved support services for the university
community. The scope of the computer system project includes the implementation of
the Banner system: Finance; Human Resources; Student; Financial Aid; Advancement:
Banner Self Service products for Finance, employees, students, faculty and advisors;
Luminis; Operational Data Store; and Cognos.
The Education Department also enhanced its technology resources in 2006-2007 with
the implementation of Chalk and Wire, an electronic portfolio management system for
its teacher education candidates.
Campus and off-site tech support is provided by the Information Technology Services
Help Desk, which is committed to providing Cameron faculty, staff and students with
prompt and effective solutions to their requests for assistance. The Help Desk is the
single point of contact for all software/hardware issues, questions and service requests
and provides information and consultations for any university computer technology
and/or connectivity issues.
Summary—Student Learning and Effective Teaching
In the wake of the 2001 NCA visit, the university has taken important steps to
improve its assessment of student learning. All academic and many student services
units publicly present annual PQIRs which delineate measurable student learning
outcomes, present data on student achievement of those outcomes, and explain how
that data have and will be used to drive programmatic changes. In addition, the
adoption of the IDEA course evaluation instrument now allows for the unbiased and
nationally benchmarked assessment of teaching effectiveness. Cameron University
also uses a number of means to recognize and reward effective teaching, many of
which are student driven. In addition, many of its student and academic support units
have made good use of needs assessment data to improve the services offered by the
university.
Many challenges, of course, still remain. While some units very effectively use
assessment data to improve student learning, others are still working to effectively
translate assessment results into meaningful improvements in student learning. The
IAC continues to fine tune the PQIR process, and the institution as a whole is only
beginning to explore viable mechanisms for reporting assessment results to all of
its constituents and to the general public. In addition, although much progress has
been made on faculty salaries, work to bring salaries at some levels fully into line
with those at peer institutions is ongoing and preserving crucial student services
in the face of budget cuts is a perennial challenge. Nevertheless with a solid PQIR
www.cameron.edu/selfstudy
115
Chapter Three
system in place, the use of external advisory boards increasingly becoming a part of
the assessment process, and the university’s nascent participation in the Voluntary
System of Accountability (VSA), the institution is increasingly well poised to support
and develop student leaning.
116
Cameron University Accreditation Self-Study