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FOE Philosophy Committee
KEY ELEMENTS FOR PHILOSOPHY STATEMENT
Non-academic units/department mission [see evidence library document]
Student Affairs
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Meet students’ needs, regardless of what level they are
Informing students
Engaging students
Encouraging involvement
Services that are available
Services for a diverse population
Administration & Finance
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No elements for first year statement
University Advancement
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No elements for first year statement
UNI Strategic Plan & Academic Mission Statements
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Student learning founded on a liberal education, personalized & individualized, recognizing
students’ needs and experiences
Learning critical analysis skills
Learning professional skills
Learning to be productive citizens & life-long learners
Learning values, such as respect, caring, value diversity, intellectual vitality
Safe & supportive environment
Community of learning
Student learning is at the center of our culture. Students will be challenged academically.
They should be taught by highly qualified tenured or tenure track faculty (“in accord with
established performance targets”). Overall goal is to enable them to become lifelong
learners, to continue to grow in their chosen professions, and to function as productive
citizens by teaching them critical and analytical skills necessary for lifelong learning. We
should be providing a curriculum and related learning activities that promote liberal
learning and intellectual development while preparing students for entry level
professional positions.
Student learning includes teaching students to be members of an open, inclusive, ethical and
caring community.
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Students need to understand and value diversity, honesty, integrity, respect, fairness,
trust, civility, intellectual vitality, intellectual and academic freedom and service to
others.
Student learning includes character building, experiential learning activities and service
activities, and developing an understanding of global society – learning to understand
multiple perspectives.
A strong liberal arts curriculum is the foundation of the undergraduate student’s academic
work, and students will understand why this is the case, why it is important.
Students will be treated as individuals at UNI; they will be provided with a personalized
learning environment that responds to their individual needs, encourages growth and
recognizes their individual achievements.
Students need to be given a safe and supportive environment at the university.
Students are part of the university community – thus they should have many opportunities to
interact with other groups at the university and they should be actively involved in university
governance and learning within a community of scholars and students working together
in a diverse and integrated learning community.
Students should have a variety of learning opportunities characterized by curiosity,
creativity, and critical thinking.
Admissions & Marketing Communications
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Information-oriented – where to go to find …
No philosophy
“Students first”
“World-class university education”
“Broad-based learning”
Over 1100 pieces of information in Marketing areas
Still need to look at Jumpstart, Honors, …
CHAMPS (NCAA) program – e.g., empowering students
Accreditation Reports
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P. 192 – Criterion 4 – “currently a desire to improve the first year experience of our students ...
[wish lists of possible things like a Freshman experience]
Qualities of an Educated Person project: broader vision – seeks increased self-knowledge &
understanding of others and the world … [get statement from Linda] – but not developmentally
what we want first-year students to be doing/gaining/learning
Integrating LAC curriculum into rest of students’ coursework – why they are here, what purpose
of liberal arts education is, interrelationships between the disciplines – needs to be in
admissions & recruiting material but isn’t currently
The bullets listed on these pages
incorporate statements and ideas
taken from the last accreditation
report that encompass a vision and
mission with regard to educating
all UNI students. These statements
are not specific to first year
students. However, there are key
elements in these statements that
could be used to form a first year
philosophy statement.
When examining the last
accreditation report, there is
reference to the work of a UNI
committee that determined the
Qualities of an Educated Person
(QEP). (In bold)
Also, noted within the
accreditation review, there is
reference to the fact that students
may understand the general
education requirements, but do not
understand the value of a general
education in relation to their major
and career preparation (in bold).
Couple this with the QEP
statements and we could use this as
a starting point for key elements to
include in a first year philosophy
statement.
First year students desperately
need to understand that they are
here not just to get a better job, but
to develop a connection to a
broader purpose in an
organization or in the world
around them. The liberal arts core
is the beginning to this connection.
We should want all of our first year
students to begin to develop
curiosity about culture, society and
how it works from a world view.
And along with that curiosity,
students should develop a
tolerance for the ambiguity of the
world. Students need to realize
that many of the decisions they will
make in a business or organization
will be based on incomplete
knowledge. Patience and
understanding for that kind of
decision making is crucial.
Educating first year students
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Examination of Accreditation and QEP Documents for Key
Elements to be Used in the Development of an Explicit First-Year
Philosophy Statement
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Committed to providing a diverse, dynamic learning
environment, founded on a strong liberal arts curriculum and
characterized by excellence in teaching, scholarship and
service (Mission) (P. 1 accreditation)
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The University focuses both on undergraduate education that
emphasizes a personalized learning environment (Mission) (P.
1 accreditation)
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to create a learning community that enables students to
develop the knowledge, skills, and values necessary to live
thoughtful, creative, and productive lives. (QEP) (p. 85
accreditation)
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From a developmental perspective, students cultivate wisdom
by combining knowledge with emotion, practical experience,
and reflection. Students should be encouraged throughout
their undergraduate education to integrate knowledge, skills,
and values (QEP)
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a broader vision of a UNI graduate is someone who: seeks
increased self-knowledge and understanding of others
and the world; is able to integrate knowledge, skills, and
values into a comprehensive perspective; uses
knowledge and values to guide conduct and inspire
inquiry in meaningful and responsible ways; and strives
for the attainment of wisdom with joy and hope for the
future. The UNI graduate who possesses these qualities,
indeed, will be prepared to live a thoughtful, creative, and
productive life. (QEP)
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“the culture of the University of Northern Iowa is characterized
by a long-standing commitment to student learning and to
excellence in teaching.” (Culture Statement – accreditation p.
50)
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The concepts of service, diversity, mutual respect, personal
well-being, and organizational effectiveness are addressed
throughout the University’s 2001-2006 Strategic Plan. To
those ends, UNI’s 47-credit General Education Program has
as a major objective the awareness and understanding of
individual, social, and civic values. (P. 70 accreditation)
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UNI college mission statements make specific reference to the
preparation of students as productive citizens in a complex,
global society. Accrediting agencies often reinforce these
goals. The International Association for Management
Education, for example, calls for the investigation and
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understanding of global, ethical, and social values, especially as they impact organizations. (P. 71
accreditation)
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All graduate and undergraduate programs require intellectual interaction between faculty and
students. (P. 74 accreditation)
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In some courses, in-class projects further encourage and promote intellectual exchange between
students and faculty, and among students. (P. 74 accreditation)
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Following a detailed overview of student outcomes assessment practices at UNI, four indicators
are discussed: (1) the University strives to prepare students with knowledge, skills, and values
essential for all college-educated persons; (2) all undergraduate students are expected to
complete an identifiable and coherent general education component; (3) student mastery of
knowledge and skills is appropriate to the degree awarded; and, (4) UNI faculty control the
evaluation of student learning and the awarding of academic credit. (P. 76 accreditation)
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To frame our general education courses within the larger purposes of an undergraduate
education, the 1999 “Statement on Liberal Learning” adopted by the Association of American
Colleges and Universities (AACU) precedes the general education course descriptions in the new
UNI Catalog. This statement reflects the philosophy and desired outcomes of UNI’s Qualities of
an Educated Person (QEP) project: (P. 86 accreditation)
“A truly liberal education is one that prepares us to live responsible, productive and
creative lives in a dramatically changing world. It is an education that fosters a wellgrounded intellectual resilience, a disposition toward lifelong learning, and an acceptance
of responsibility for the ethical consequences of our ideas and actions. Liberal education
requires that we understand the foundations of knowledge and inquiry about nature,
culture and society; that we master core skills of perception, analysis, and expression;
that we cultivate a respect for truth; that we recognize the importance of historical and
cultural context; and that we explore connections among formal learning, citizenship, and
service to our communities
“We experience the benefits of liberal learning by pursuing intellectual work that is
honest, challenging, and significant, and by preparing ourselves to use knowledge and
power in responsible ways. Liberal learning is not confined to particular fields of study.
What matters in liberal education is substantial content, rigorous methodology and an
active engagement with the societal, ethical, and practical implications of our learning.
The spirit and value of liberal learning are equally relevant to all forms of higher education
and to all students.”
“Because liberal learning aims to free us from the constraints of ignorance, sectarianism,
and short-sightedness, it prizes curiosity and seeks to expand the boundaries of human
knowledge. By its nature, therefore, liberal learning is global and pluralistic. It embraces
the diversity of ideas and experiences that characterize the social, natural, and
intellectual world. To acknowledge such diversity in all its forms is both an intellectual
commitment and a social responsibility, for nothing less will equip us to understand our
world and to pursue fruitful lives.”
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“The ability to think, to learn, and to express oneself both rigorously and creatively, the
capacity to understand ideas and issues in context, the commitment to live in society, and
the yearning for truth are fundamental features of our humanity. In centering education
upon these qualities, liberal learning is society’s best investment in our shared future.”
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UNI students tend to be well informed about the General Education requirements, but they
may not understand why these courses are required. As we enter a new century, we are
committed to integrating a deeper appreciation of the General Education curriculum with
the total university experience. Specifically, Objective 1.3 in our 2001-2006 Strategic Plan
is to strengthen the UNI general education program and simultaneously increase
understanding of and commitment to the role and value of a liberal arts education as the
foundation of a university education. (P. 88 accreditation)
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To summarize, the University strives to ensure that our students’ experiences in a diverse,
dynamic learning environment equip them with the knowledge, skills, and values they will need to
live thoughtful, free, and productive lives. The commitment to build on and surpass established
levels of excellence in scholarship and service is embedded throughout the Mission Statement
and 2001-2006 Strategic Plan. (P. 89 accreditation)
LAC Courses
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Intro. To Psychology – a lot of variation; large classes; predominantly lecture with multiple
choice exams; a few have writing assignments & group work, but many do not
o First year students are a sensitive population, and being in a large course hurts them
more – they are sensitive to the perceived distance from the professor
o Lack of professor contact – don’t pursue office hours & asking Qs after class
o Lack of student community developed in course – anonymity
o Therefore, they struggle. Older students do better – they are more comfortable with
the student culture and can manage downfalls inherent in a large class.
o Recommendation: Small class sizes matter for first year students. When there is not a
focus on the first year, we don’t consider this & the need for it.
Oral Comm., World Geography, College Writing & Research [see handout]
o Academic planning & student services
o Critical thinking ***
o Academic integrity
o Clear expression of ideas
o Accepting diverse views & opinions
o Explicit LAC statements
o BUT students don’t always read the syllabi
Liberal Arts Core
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Liberal Arts Core Goals Summary/ Wording
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foundational for realizing one’s potential within and contributing to modern societies.
The Liberal Arts Core serves three purposes. First, it develops the broad base of knowledge and
intellectual proficiencies that is characteristic of well-educated people. Second, the Core expands
student awareness of their selves and of the worlds—natural, social, artistic, and others—in which
they live, hopefully instilling a life-long desire to learn about these worlds. Finally, without
directly teaching values, the Liberal Arts Core fosters those values and dispositions upon which
effective inquiry, personal achievement, and societal well-being depend.
It is for students to recognize the connectedness of things, to develop the disposition to perceive
reality as a whole, seeing beyond partial disciplinary perspectives.
AACU Statement on Liberal Learning
The liberal arts experience in the Liberal Arts Core exposes students to the broad areas of
knowledge embodied in the whole of the environment and liberates students to further
develop the knowledge, skills and values necessary to live thoughtful, creative and
productive lives. The American Association of Colleges and Universities' "Statement on
Liberal Learning" reflects the purposes of UNI's Liberal Arts Core program.
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UNI does require the Liberal Arts Core:
o to provide students with the benefits of a Liberal Arts education.
 The University's Liberal Arts Core requirements, which are a part of every
undergraduate major, provide the foundation needed for lifelong learning that is
so critical in a world undergoing rapid change. It provides students with the skills
to think critically, to reason quantitatively, to communicate effectively, and to
synthesize new information and new patterns of thought. It instills in students an
appreciation and understanding of the many cultures of the world; it introduces
them to the rich heritage of major intellectual and aesthetic achievements of
humankind and, in the process, prepares them to live and work in a truly
multicultural and global society.
o to prepare students with the skills and knowledge employers are seeking.
 Employers do not just want students who are knowledgeable in their major.
They are also seeking students who can think, communicate, solve problems, and
demonstrate good interpersonal skills. The Liberal Arts Core can assist you in the
development of these skills in conjunction with your major courses making you a
more well-rounded and desirable employee. View more about preparation for the
world of work.
GENERAL DISCUSSION: What makes the statement for the first year different than what we do at the
other years? We could mention this in the report. This sets the stage for what we do.
Freshmen experience
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Sophomore year experience in CSBS – workshops, panels, goal to help them feel connected (SEA) – to
confront the “sophomore slump” (like middle-child syndrome)
DATA DISCUSSION: People who have most direct contact with students have the most (merit staff) and
the least understanding the philosophy (faculty members are worst on every single indicator). There is a
really clear distinction – faculty must be targeted, because they don’t feel they’re getting information.
Institution is not reinforcing what should be happening in the first year. And yet the mission seems to
“students first”. The university has not communicated any mission to faculty. This mission could be
written such that it is a privilege to teach the course.
In departments where there are a lot of LAC courses, the adjuncts and TAs and instructors are in the LAC
– you “have” to teach this, not you “get” to teach this. Perhaps this is true of large departments, and
not of smaller departments (e.g., Philosophy & World Religions course).
Secret “LAC” club – people who like to teach the LAC, but who don’t talk about it. Some love it, including
teaching the big class. It has to come from intrinsic motivation. There is no reward.
Perhaps administrators are talking to their staff (clerical) more – so they know the first-year situations
better.
GTAs getting better trained, perhaps (but only 4 of them answering).
1. University strategic plan
…a long-standing commitment to student learning and to excellence in teaching. This
commitment has been established through the development of an open, ethical and caring
community that promotes diversity, honesty, integrity, respect, fairness, trust and civility among
its members. This community has created a culture based on core values that include intellectual
vitality, intellectual and academic freedom, the well-being of its members and service to others.
The University of Northern Iowa community values:
 Excellence in all its endeavors
 Intellectual vitality
 Intellectual and academic freedom, dialogue and the free exchange of ideas
 Expansive awareness of multiple perspectives characteristic of a global society
 An ethical, caring and diverse community characterized by pluralism and civility
 Personalized learning
 The well being of its students, faculty and staff
 Service to the citizens of the State of Iowa, the nation and the world
 An appreciation of people with different backgrounds with an emphasis on gender, race/ethnicity,
religion, age, sexual orientation, physical abilities, socioeconomic class, and national origin.
…dedicated to providing a personalized learning environment, founded on a strong liberal arts
curriculum
Objective 1.2: Provide a personalized learning environment that responds to needs, encourages growth,
and recognizes achievements of individual students.
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Objective 1.3: Increase understanding of and commitment to the role and value of a liberal arts education
as the foundation of a university education.
Objective 1.4: Enhance appreciation of, and encourage participation in, co-curricular and extra-curricular
activities that cultivate intellect and character.
2. CBA mission/goals
We will seek through a variety of means to develop in ourselves and in our students a set of skills
and attitudes that will make us positive contributors to a complex, global society.
… learning opportunities characterized by curiosity, creativity, and critical thinking.
3. CHFA mission/goals
… a community of scholars and students working together in a diverse and integrated learning
community. Such a community is devoted to exploring and communicating knowledge, to
creating art, and to every aspect of human communication, as well as to sharing the thought and
methods, which underlie this exploration and creation
… provide an excellent education to our students so they are able to affect their own continued
intellectual, moral and aesthetic growth.
Through on and off campus opportunities, interdisciplinary and international programs, and
cultural and artistic events we shall provide a strong foundation for the future of our students.
4. CNS mission/goals
… to provide a high quality education that will prepare students to live and work in an
increasingly scientific, technological, and mathematical world.
5. COE mission/goals
Goal 1: Provide intellectually stimulating and challenging experiences for students that broaden
and deepen their perspective and awareness.
Objective 1B: Strengthen programs by providing more experiential learning opportunities in a range of
diverse settings.
Objective 4C: Foster a supportive living, learning and working environment with services and programs
that promote individual well being and effective governance
6. CSBS mission/goals
a. Liberal education is the most essential outcome of undergraduate education
b. Students should be exposed to faculty research (directly or indirectly) as part of their
education.
7. Individual departments
o Communication Studies
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to assist students in becoming informed, responsible, creative, and critical
communicators;
 to enhance student knowledge of, and skill in, the construction, interpretation, and
distribution of communication in diverse cultural and global communities
Industrial Technology
 (from university mission?): The university contributes to the development of students
by providing a diverse, dynamic learning environment characterized by excellence in
teaching.
 prepare students to live and work in an increasingly scientific and technological
world
Math
 contribute to the development of students as mathematical thinkers, enabling them to
become lifelong learners, to continue to grow in their chosen professions, and to
function as productive citizens.
Sociology, Anthropology, & Criminology
 provide them with the critical and analytical skills necessary for lifelong learning.
 to enrich students culturally, philosophically and on the effects of how societal
change has altered our environment.
Textiles & Apparel
 To provide a curriculum and related learning activities that promote liberal learning
and intellectual development while preparing students for entry level professional
positions