Goal 1: Learning Through Engagement
Objective C: Redesign the general education program to be more intentional in
achieving mission-driven outcomes through integrative learning and reflection.
Strategy 1: Design, obtain faculty approval, pilot components, and implement a general
education program which affords all undergraduate students the opportunity to realize the
learning outcomes of the general education program aligned with the mission of the
college. The framework will consist of liberal arts studies (seminars and integrative areas
of study), experiential studies, specialized fields of study (majors and minors), elective
studies, and guided reflection.
Specific Achievement: Redesigning the general education program and its outcomes to
reflect the mission of the college will provide a more focused, connected, and deliberate
learning experience for students and faculty through the integrative liberal arts and
sciences studies program, through experiential, specialized, and reflective learning, as
well as through elective studies.
Measurable Outcomes: Faculty support for and approval of a redesigned general
education program and the College’s financial support for and commitment to the
implementation of various aspects of the program over the 5 year Strategic Plan.
Attainability: The successful implementation of the redesigned general education
program will require a range of support and resources: support of the faculty for the
redesigned general education program; financial resources for faculty and staff who are
involved with implementing new components of the program, such as piloting new LAR
courses at the 100, 200, and 300 levels as well as courses or programs focusing on
integrative study or experiential learning; financial resources and faculty development
support for workshops that will allow for the continuing development and
implementation of general education initiatives through Year 5 of the Strategic Plan. An
estimation of the financial support needed for pilot programs and workshops is provided
below.
Faculty stipends to fund pilot activities in year 1 (6 projects @ $1000 = $6000);
Faculty stipends to fund the coordination, planning, and piloting of LAR, integrative
areas of study, and experiential studies framework components in year 2 (40 @ $1000 =
$40,000), year 3 (20 @ $1000 = $20,000) and year 4 (20 @ $1000 = $20,000);
Funds for workshop expenses in years 2-5 (40 workshops @ $200/workshop = $8000)
Relevance: The redesigned general education program will intentionally link student
learning experiences and outcomes to the College’s mission, values, and vision
statements, as stated in the College’s Strategic Plan.
Timeline: The five year timeline is outlined below:
Year 1 – Finalize design of framework, obtain faculty approval, and pilot components of
the framework including problem-based service-learning, common pedagogical
techniques, and guided reflection.
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Year 2 – Coordination, planning and additional piloting of liberal arts seminars (emphasis
on LAR 101 with piloting of 201 and 301), integrative areas of study, experiential
studies, and guided reflection through interested faculty groups and workshops.
Years 3, 4, 5 – Implementation of new general education program overlapping with
existing Doane Plan (at end of year 5, all students will be on the new general education
program); additional coordination and planning of liberal arts seminars (year 3 –
emphasis on LAR 201, year 4 – emphasis on LAR 301).
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Strategy 2: Review faculty and staff workload considering the general education program
and other elements of the strategic plan, and take the steps necessary to achieve
appropriate workloads for all faculty and staff, including the hiring of additional full-time
faculty and staff.
Specific Achievement: Ensuring that faculty and staff have workloads allowing each to
provide effective teaching, scholarship and service in a sustainable manner enables the
college to realize its strategic plan and meet its mission.
Measurable Outcomes: A study will be completed early that will produce a report (1)
outlining the appropriate workloads for faculty and staff, and (2) the number of faculty
and staff necessary at Doane to allow this workload. Both of these elements of the report
provide measurable outcomes.
Attainability: Faculty and staff resources will be needed for the study. The results of
the study will surely necessitate additional full-time faculty and staff positions to handle
current needs in addition to faculty and staff needs as a result of objectives of the
strategic plan.
Relevance: Having the appropriate quantity and quality of human resources (faculty and
staff) is imperative to the successful implementation of the Doane general education
program, which is at the heart of intentionally achieving mission-driven outcomes.
Timeline:
Year 1: Complete report with recommendations on workloads and faculty
and staff positions.
Years 2-5: Implement recommendations in report for achieving
workloads.
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Strategy 3: Build a culture at Doane that achieves excellence in each discipline while at
the same time allows faculty to embrace integrative learning and teaching.
Specific Achievement: A key to this strategy (objective?) is getting as many faculty and
staff as possible to focus a significant portion of their time and energy on developing
and/or providing integrative learning opportunities as part of their academic interests and
workload. Increasingly college graduates must be able to consider issues relevant to their
work and life from multiple perspectives. This requires thinking that transcends
traditional disciplinary boundaries. This is already true for experts in many fields; they
must be able to expand their knowledge beyond their usual expertise or identify
collaborators who can bring the appropriate expertise to the table. One of the most
significant impediments to integrative, interdisciplinary approaches to problems or issues
is a perception by faculty that they should be experts and therefore cannot risk asking
another faculty for information or guidance. Often the fact that faculty in a given
discipline speak with different terminology or value different approaches can prevent
faculty from another discipline from talking about issues that they face. It is only when
faculty feel comfortable going to colleagues to ask questions even when they perceive
they should know the answer, that integrative thinking flourishes and interdisciplinary
boundaries can be minimized. We can’t expect to demonstrate integrative thinking for
our students if we have not embraced that thinking ourselves. Strategies include:
1. Provide development funds to send faculty in each division to conferences that
emphasize integrative, interdisciplinary teaching, such as AAC&U conferences.
Ask attending faculty to help develop strategies to employ in each division here at
Doane.
2. Provide brainstorming sessions in which faculty can discover interdisciplinary
ideas of interest in common with others, then have faculty with common interests
work together to develop course outlines. Continue the interaction of faculty with
common interests after the brainstorming sessions so they could bring relevant
expertise for support of ongoing course development and implementation.
3. Provide development funds for faculty creating new courses and programs (such
as a Liberal Arts Studies minor and Computational Thinking minor) that
transcend multiple disciplines.
4. Foster an environment where faculty expertise is celebrated, but where faculty are
encouraged to identify areas of interest beyond the area of their formal expertise,
and work together to develop integrative teaching and learning opportunities for
themselves and their students. It is only when faculty feel comfortable going to
colleagues to ask questions even when they perceive they should know the
answer, that integrative thinking flourishes and interdisciplinary boundaries can
be minimized.
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5. Attract and recruit faculty for new positions that are experts in their fields but also
embrace integrative and interdisciplinary thinking .
Measurable Outcomes: One measure would be to see how much time (or part of a
workload) an individual faculty or staff member spends providing both interdisciplinary
and discipline-specific learning opportunities. One measurable goal could be related to
the number of faculty involved annually in interdisciplinary learning opportunities as part
of their workload. Another measurable goal could be related to the amount or percentage
of workload devoted to interdisciplinary learning opportunities. Other possible
measurable outcomes include:
1. The attendance of a critical mass of Doane faculty at conferences where the value
of and means toward integrative teaching and learning is emphasized.
2. Successful brainstorming sessions that yield workable integrative course ideas.
3. The development and teaching of integrative courses and programs (such as a
Liberal Arts Studies minor and Computational Thinking minor) for the general
education curriculum.
4. Hiring of faculty to whom an expectation of some degree of integrative,
interdisciplinary teaching is emphasized.
Attainability: The strategy is realistic. Culture changes are difficult to implement and
difficult to measure, however, without intentional effort in this direction, it is unlikely
that Doane faculty will enthusiastically embrace the more integrative learning that the
new general education curriculum and mission emphasize. Multiple sub-strategies can be
used to help attain it. Some are simple and inexpensive, such as providing physical space
and opportunities for faculty from different disciplines to interact and brainstorm on
potential learning opportunities. Others are already in place and can be further
encouraged with development stipends (found in other strategic planning strategies) such
as attendance at conferences, learning communities, liberal arts seminars, and
undergraduate research opportunities. Yet, other strategies will require that faculty
workload be such that faculty members can incorporate interdisciplinary learning
opportunities in their workload (see Strategy 2 above). Attaining a culture of integration
will be more difficult but striving in this direction is essential.
Relevance: Increasingly college graduates must be able to consider issues relevant to
their work and life from multiple perspectives. This requires thinking that transcends
traditional disciplinary boundaries. This is already true for experts in many fields; they
must be able to expand their knowledge beyond their usual expertise or identify
collaborators who can bring the appropriate expertise to the table. If Doane College
seeks to create a general curriculum that intentionally emphasizes integrative thinking
and asks students to contemplate issues without the boundaries of traditional disciplinary
thinking, we need to create an environment among the faculty, staff and administrators
that values, supports and encourages integrative teaching and learning. Without a culture
that embraces and values integrative thinking, we will not be successful at demonstrating
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for our students the importance of this approach. Because the graduate school training of
faculty emphasizes increasing specialization and narrowing of expertise, evolving our
faculty into a body that embraces integration in their own work and teaching will be an
ongoing effort.
Timeline:
Year 1:
Send faculty from each division to conferences on integrative
teaching
and learning. (6 x $1000=$6000)
Hold brainstorming sessions for development of integrative course
ideas. (2 x $200=$400)
Hire only new faculty with an interest in integrative learning and
teaching
Year 2:
Send another set of faculty from each division to conferences on
integrative teaching and learning. (6 x $1000=$6000)
Hold brainstorming sessions for development of integrative course
and program ideas. (2 x $200=$400)
Provide development funds for faculty DEVELOPING integrative
courses and programs. (8 x $300=$2400)
Year 3:
Send another set of faculty from each division to conferences on
integrative teaching and learning. (6 x $1000=$6000)
Provide continued development funds for faculty TEACHING new
integrative courses and programs (8 x $300=$2400)
Provide development funds for faculty DEVELOPING integrative
courses and programs. (8 x $300=$2400)
Hold brainstorming sessions for development of integrative course
and program ideas. (2 x $200=$400)
Year 4:
Provide continued development funds for faculty TEACHING new
integrative courses and programs (8 x $300=$2400)
Total cost over 4 years:
Conference attendance:
$18,000
Brainstorming sessions:
$1200
Funds for developing courses:
$4800
Funds for teaching courses: $4800
$28,800
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Goal 1: Learning Through Engagement
Objective G: Develop faculty skills and knowledge to engage students in challenging
and interactive liberal arts and sciences courses, advanced uses of technology, and
experiential learning.
Objective H: Expand resources (human and financial) to support research, innovative
teaching, and travel abroad to conferences by students and faculty.
Note: The following strategies address the italicized elements of both Objectives G and H.
General idea: In order for Doane to develop, implement, and sustain the new general
education program and innovative and integrative teaching, what is greatly needed in the
five years covered by the strategic plan is the building of a solid support infrastructure
for faculty and staff. This support infrastructure will be provided by the Center for
Liberal Arts Studies, a part of the Academy for Learning and Teaching Excellence, led by
a Director of Liberal Arts Studies who will oversee a faculty fellows program and a
student fellows program. This infrastructure will oversee the implementation of the
Liberal Arts Studies components of the general education plan (liberal arts seminar,
integrative areas of study, and guided reflection) and perform the faculty development
programming identified as necessary in order to achieve the learning outcomes of the
general education program.
This programming will include workshops (external experts), shareshops (internal
experts), a symposium with interdisciplinary content, a regional conference, pilot and
model courses, and other training activities in support of curricular initiatives and
innovative teaching.
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Strategy 1: Hire a Director of Liberal Arts Studies to lead the Center for Liberal Arts
Studies with an academic appointment.
Specific Achievement: In overseeing the center, the director will:
(a) with the faculty development committee and other academy personnel,
develop and implement a plan (with assessment) to provide faculty the skills and
knowledge to effectively teach the liberal arts seminars, integrative areas of study,
and guided reflection
(b) oversee the Faculty Fellows Program and Student Fellows Program,
(c) regularly teach as part of workload,
(d) develop and offer an interdisciplinary Liberal Arts Studies minor, and
(e) set up office
Measurable Outcomes: Measurable outcomes are evident in the specific achievements.
This strategy will be achieved when Doane has a director who implements an ongoing
faculty development plan, oversees the Faculty Fellows and Student Fellows programs,
and is coordinating a Liberal Arts Studies minor.
Attainability: The strategy is realistic but will require funding for the director’s position
and funding for the Fellows programs. Estimated costs would include salary and benefits
($100,000) with budget items for professional development ($5,000), and funding for the
Faculty Fellows Program ($24,000) and the Student Fellows Program ($20,000)
Relevance: This strategy is crucial to meeting the objective of developing faculty skills
and knowledge to engage students. At this time, faculty development activity is
somewhat coordinated by the co-directors of CETL, who are full-time faculty working
part-time in CETL. While this is a step in the right direction, an individual who can
focus on and coordinate faculty development full time is needed.
Timeline:
Year 1 - hire position, assessment of needs, director development and training,
and set up office
Year 2 - development and beginning implementation of plan,
Year 3 – continued implementation of plan,
Years 4 & 5 – annual assessment and appropriate revisions to plan.
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Strategy 2: Develop and implement both a Faculty Fellows Program and Student
Fellows Program that train faculty and students from across disciplines to support and
train other faculty and students across campus to effectively teach the liberal arts
seminars, integrative areas of study, and guided reflection. Both programs will be
integral in providing support for the plan outlined in strategy 4.
Specific Achievement: The Director of Liberal Arts Studies in collaboration with other
appropriate college resources, will develop, implement, and oversee both programs. The
Faculty Fellows program is intended provide faculty members the time and funding to
pursue unique development opportunities, while at the same time, provide a staff to the
faculty development center (Center for Liberal Arts Studies) in support of its mission.
The Student Fellows program is intended to provide students with a unique, educational
work study opportunity, while at the same time, provide a staff to the faculty develop
center (Center for Liberal Arts Studies) in support of its mission.
Measurable Outcomes: Measurable outcomes include the development and
implementation of both programs, along with the continual assessment of the
effectiveness of both programs, resulting in appropriate revisions.
Attainability: Funding is needed for faculty release and travel to conferences/workshops
($24,000) and student work study ($20,000).
Relevance: In order for the Center for Liberal Art Studies to be successful in developing
faculty skills and knowledge to engage students, a support staff is needed to assist the
full-time director in implementing the programming. Short of hiring full-time personnel
dedicated to the center, both Fellows programs provide staffing, while at the same time
providing development opportunities to both faculty and students.
Timeline:
Year 1 – develop programs,
Year 2 – pilot programs and make revisions,
Year 3 – full implementation of programs.
Years 4 & 5 – annual assessment and appropriate revisions to student and faculty
plans.
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Strategy 3: Provide support for staff development of skill and knowledge that enhances
the educational experience of students.
Responsibility:
Specific Achievement: The Director of Liberal Arts Studies in collaboration with
appropriate supervisors will identify the appropriate staff members with roles in
supporting students academically. For each, the Director, supervisor and staff member
will develop an individualized plan geared towards providing the staff member the
development opportunities necessary to support students academically.
Measurable Outcomes: Assessment of the staff member’s role in supporting students
will be a part of the individual plan and will occur annually, with revisions being made as
appropriate.
Attainability: The appropriate staff with roles in supporting students academically will
need to be identified, and for each, a corresponding development plan created. Funding
for each staff member to attend conferences/workshops will be needed (estimated at
$24,000 annually - 8 staff members at $3000/member).
Relevance: The strategy recognizes the fact that as well as faculty, there are members of
the staff (non-faculty rank) that have important roles in enhancing the educational
experience of our students. It is just as important to provide these staff members
development opportunities as it is for faculty members.
Timeline:
Year 1 – identify appropriate support staff, develop appropriate plan for each,
Years 2-5 – annually implement, assess, and modify staff and plan
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Strategy 4: With the appropriate faculty development committee, develop and
implement a plan (with assessment) to provide faculty the skills and knowledge to
effectively teach the liberal arts seminars, integrative areas of study, and guided
reflection.
Specific Achievement: The development and implementation of a plan that addresses all
aspects of faculty development.
Measurable Outcomes: The assessment of the plan will be performed annually, and
revisions made as appropriate.
Attainability: The plan will dictate the annual budget which will include funding for all
faculty (and appropriate staff) development needs ($353,000 annually – see example
Year 5 budget below)
Relevance: The plan, and its implementation, will provide a cohesive, coordinated
approach to faculty and staff development. This approach is greatly needed as there are
many pieces to the development puzzle in order to support innovative teaching that
engages students in the liberal arts and sciences.
Timeline:
Year 1 - hire position, create a systematic process of the assessment of needs,
director development and training, and set up office and technology training
center
Year 2 - development and beginning implementation of plan and Student and
Faculty Fellows Program
Year 3 – continued implementation of faculty plan and Student and Faculty
Fellows Program
Years 4 & 5 – annual assessment and appropriate revision to faculty plan.
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Sample Budget for Center for Liberal Arts Studies in Year 5
Category
Staff
Director salary and benefits (also teaches one course/semester)
Faculty Fellows course release adjuncts (6)
Student Fellows workstudy/campus employment
Office assistant (shared with other academy areas)
Staff Development
Membership in professional organizations (Campus Compact and POD)
Conferences/workshops travel for director
Conference/workshop for Faculty Fellows (6)
Conferences/workshops for other staff that support academics (8)
Programming
Faculty development/innovation grants
Faculty development funds ($1000/faculty/year)
Workshops/shareshops/symposium/Tri-Guide costs
Host regional conference
Instructional supplies (videos, electronic flyers, etc.)
Miscellaneous
Copies
Office supplies
Food
Total
Estimated
$100,000
$18,000
$20,000
$10,000
$3,000
$5,000
$6,000
$24,000
$50,000
$90,000
$10,000
$10,000
$5,000
$1,000
$1,000
$5,000
$353,000
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Strategy 5: Raise funds to endow the Center for Liberal Arts Studies as part of the next
capital campaign.
Specific Achievement: Obtain funds in order to endow all, or parts, of the Center for
Liberal Arts Studies in order to sustain its mission of developing faculty that provide
innovative teaching which engages students in challenging and interactive liberal arts
studies. This is not a one-time endeavor, but rather is an ongoing requirement that must
be sustained.
Measurable Outcomes: An endowment exists that sustains the programming allowing
faculty and staff to be innovative in engaging students in challenging and interactive
liberal arts studies.
Attainability: Endowed funding, in parts or as a whole, of the Center for Liberal Arts
Studies and its programming, can be part of the next capital campaign. How much
funding goes into the endowment is dependent on a number of factors. As an estimate of
full funding of the Center, based on the estimated budget above, an endowment that
would provide approximately $350,000 annually would need to be around $7,000,000.
Relevance: In order to sustain innovative teaching that engages students in challenging
and interactive liberal arts studies, it is important that annual funding is available. While
this funding can come from grants and the annual budget, the one source that guarantees
continued funding would be an endowment.
Timeline:
Year 4 - Endowed funding secured
Year 5 and beyond – Endowed funding in budget
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