Institutional Culture: a. Collective / Shared Values and b. Mission
At the time of the 1992 Self-Study report, Valley City State University was experiencing
a period of significant change. The values and mission of the institution were being
adjusted, revised, and in some cases rewritten to meet the ever-changing needs of our
learners. In 1992 the University mission statement was as follows:
Consistent with the State Board of Higher Education Policy 100.1, Valley City State
University is a collegiate institution for the instruction of students in the liberal arts and
sciences to the level of the bachelor’s degree, and an academy for the superior small
college preparation of elementary and secondary school teachers. Valley City State
University performs a statewide leadership role in rural education, including rural
education policy planning and effective use of instructional technology. The university
also provides education in business and organizational management to meet the human
resource requirements of its region. The University affords a regional access opportunity
for persons seeking general education for self-development or as preparation for graduate
or professional study. (1992 Self-Study Report p. 13)
The mission statement appeared in many University publications such as the following:
Valley City State University Statement of Mission, Role and Scope
Valley City State University Academic Plan
SBHE Staff Report E, February 1, 1990
State Board of Higher Education Minutes, February 1-2, 1990; July 10-11, 1990; June
20-21, 1991.
Valley City State University biennial budget requests, 1983-85, 1985-87, 1987-89, 198991, 1991-93.
Partners for Quality, Report of the Advisory Panel on the Future of Higher Education in
North Dakota, 1986.
Partners for Progress, Plan for 1990-1997, North Dakota University System
At the time of the 1992 Self-Study Report, the University exhibited characteristics of
“Level One: Beginning Implementation of Assessment Programs.” In 1992 the mission
statement was well-established and approved, but many key members of the university
community did not have a clear understanding of the nature and purpose of assessment.
The difficulties with assessment are evident in the 1992 Self-Study Report pages 83-150.
The sections of the report for each academic division include a piece sub-titled
“assessment;” however, these sections more accurately describe the divisions’ strengths
and concerns rather than the assessment of programs and student learning.
It is clear from the list of public documents above that a shared understanding of the
purposes and advantages of assessment in instructional and non-instructional areas of the
university was emerging. The mission statement of the University did indicate the value
placed on student learning as well as the value of assessment to inform decisions
regarding that learning. These indicators are typical of level one.
In April of 1996 Valley City State University experienced an NCA Focused Visit. The
document prepared for the Focused Visit included the same University mission statement
(approved by the State Board of Higher Education in 1992). One aspect of the mission
statement addressed in the Focused Visit Report is the reference to “instructional
technology.”
The only substantial new element in the approved mission statement is the special
mission focus on instructional innovation and technology: the shift has been led by
the faculty, through committees and grant-writing efforts. That the faculty have
embraced the new focus is demonstrated through their responses to statements on
VCSU’s 1995 Cultural Climate Survey, where a mean score higher that 3.00
indicated consensus. (p. 11)
In April 1996 the mission statement continued to include strong, clear references to
student learning and the value the institution placed on student learning. At the time of
the 1996 Focused Visit, Valley City State University exhibited most of the characteristics
of “Level Two: Making Progress in Implementing Assessment Programs.” The mission
statement was clear, and faculty were developing a better sense of the purpose of
assessment as well as various methods of assessment.
During the 1997-98 academic year the faculty and the administration expressed the desire
to revise the University mission statement with the intent of making it more closely
aligned with the teaching and learning strategies being developed and implemented at
that time. The University had just concluded a lengthy campus discussion regarding the
use of notebook computers. The ultimate result of those discussions was the notebook
computer initiative. With the advent of that campus-wide initiative, the focus of the
university experience shifted.
The 1997-98 “Baselines” document included a draft of the new mission statement:
“Valley City State University is a technologically enhanced, creative and supportive
community dedicated to helping individuals improve their lives through learning. The
State Board of Higher Education charters Valley City State University to offer
baccalaureate degrees in education, business, and the liberal arts and sciences, as a
member institution in the North Dakota University System.” Further, the “Baselines”
document indicated that the draft mission statement had been routed to Student Senate,
Staff Personnel Advisory Committee, Faculty Senate for review and had been approved
by the Institutional Improvement Committee in the Spring of 1997.
The following mission statement was approved by the State Board of Higher Education
in February 1998: “Valley City State University is a learner centered community
dedicated to continuing improvement in meeting student needs. Preparing individuals to
serve in a changing world, the institution provides a quality educational experience in an
innovative culture and a technologically enhanced environment. A leader in the effective
use of instructional technologies, Valley City State University is a member of the North
Dakota University System and offers baccalaureate degrees in education, business, and
the liberal arts.” (“Baselines” 1999-2000)
The evolution of the mission statement is reflective of the evolution of the University
learning community. The mission changed only as a result of the changes in higher
education generally, the changes in faculty, the changes in student and employer needs,
and the changes in the nature of communication and teaching and learning. The
technology initiative helped to drive changes in teaching and learning as well as how
teaching and learning were assessed. Throughout the period 1992-2000 Valley City State
University’s Institutional Culture has developed from Level One to Level Two.
Documentation of recent mission statement / assessment efforts can be found in the
work of Kathryn Holleque – student surveys and published research.