Preparatory Review Overview

Preparatory Review Sections

I. Introduction

II. Institutional Context

III. Thematic Features:

A. Opportunity
B. Exploration
C. Interaction

IV. Summary and Conclusion

Appendices

A. Evidentiary Report: Opportunity

B. Evidentiary Report:Exploration

C. Evidentiary Report: Interaction

D. Exemplars

E. Strategic Planning Goals

F. Plan for Educational Effectiveness Review

G. WASC Self-Report Steering Committee

H. Required Displays

Preparatory Review

APPENDIX C:
EVIDENTIARY REPORT— INTERACTION

“The theme interaction connotes empowerment to transform oneself and be changed by the world about you. It involves the acquisition and application of knowledge and skill through experience with students, faculty, staff, administrators, colleagues, and constituents of the university. Interaction extends outward from classroom dialog among students and between faculty and students to involvement of the entire university with cultural organizations, industry associations, community groups, government bodies, and education institutions through its many and varied outreach programs, educational centers and research institutes. The reciprocal impact of experiential learning via student internships, professional collaborations, institutional partnerships, service-learning, and other interactions can be enriching intellectually, spiritually, financially, and otherwise.”

[Institutional Self-Study Proposal, May 2001]

Two research questions are associated with the Interaction Theme, and they focus on institutional and educational effectiveness. Each question is accompanied by categories of indicators.

1. How effective is the university in facilitating various forms of interaction in support of a stimulating campus learning community?
   
   Indicators include Curricular Interactions, with special attention to learning communities and other structured efforts; Events, Performances, and Exhibits; Clubs and Organizations; the role of the Physical and Psychological Environment; shared governance and collaboration through Committees and Task Forces; and student, staff and faculty Support Activities.
2. How effective is campus interaction with the community in serving student learning and the region?
   
   Indicators include Student Learning in activities such as internships and other programs structured to increase student-community interaction; Regional Campus-Community efforts including K-12 initiatives; campus opportunities for individuals in the Community; and interaction with Industry, Professions and Agencies through various campus programs and centers.

Two major foci emerged from the development of the Interaction Theme: (1) Campus Communities [Internal Interaction]; and (2) University Linkages [External Interaction].

Facilitating Interaction for a Stimulating Campus Environment

Campus Communities

Two principal components of campus communities that foster interaction of students at the university entail: (1) Academic Engagement and Co-curricular Participation; and (2) Student Life and Extra-curricular Involvement.

These components have their roots in the challenges presented by a predominantly commuter college that strives to engage students more fully in the educational enterprise outside as well as inside the classroom. The university recognizes that personal as well as academic involvement with campus life translates into a more transforming educational experience. It is believed this is particularly so among first generation college goers, for whom understanding support groups can be essential in retaining students. This institution draws heavily from disadvantaged populations and thus has sizable numbers of at-risk students.

Academic Engagement and Co-Curricular Participation

[Note: This aspect of Campus Communities, emphasizing learning groups, was selected as a “representative feature” of the university and is presented in the Reflective Essay found in the written report on Institutional Context.]

Other Campus Communities

Those not addressed in the aforementioned reflective essay include foreign students, digital campus learners, and certificate program enrollees.

The university offers a multitude of certificates [see University Catalog index for list] at the undergraduate level (i.e., Certificate of Specialty) and beyond the bachelor’s degree (i.e., Certificate of Advanced Study that includes graduate level courses). The Division of Continuing and Global Education Extension Programs Office has also developed a number of certificate programs in recent years for community professionals.

CFR
3.7

SPG
1
2
7

Student Life and Extra-Curricular Involvement

There are numerous social, cultural, intellectual, recreational and entertainment events that occur annually on campus. Students are participants, performers, arrangers, and observers of such events. The university, as part of its student engagement strategy, has made efforts to more fully involve students in campus life and build school spirit. The intent is to have a wide range of non-academic activities, which appeal to the affective/emotive domain that complements the cognitive/intellectual domain of student development. This is being accomplished through such actions as improving the campus environment and facilities, promoting student attendance at athletic events and participation in recreational activity, encouraging active membership in campus organizations, and fostering involvement in cultural arts.

Campus Beautification

Over the last decade landscape design improvements have made the campus a much more attractive place to come and stay. Increasingly, private donations and grants along with non-state funds are being used to enhance the campus appearance. In the 1990s the grounds have been made more park-like with “named” plantings and “dedicated” benches for casual encounters or restful solitude. The campus has long been an arboretum, with contributions from the CSU Fresno Arboretum Society. Large flower beds sprinkled around campus are an aesthetic new phenomenon. Wild rose bushes are being planted in refurbished parking lots. The Allen Yuen Lew Memorial Grove was completed in front of the Thomas Administration Building and the Peace Garden next to the library has evolved into a plaza design. The triangular redwood tree plot in front of the University Restaurant was landscaped into an inviting dry stream forest. The impressive boulder landscape along the library is visibly pleasing. The University Student Union (USU) designed a very nice courtyard with benches and vine trellises where students can meet in a relaxed environment; it complements the USU’s large lounge that is the home of many group study sessions. And outdoor wooden tables and chairs have been provided on the USU balcony. An aesthetically designed free speech area platform was completed next to the USU last year; it is now a focal point for spontaneous and often passionate discussions that certainly engage the student body. And brick paving along Jackson Avenue leading up to the free speech area improved the attractiveness of a major student walkway onto campus from a large student parking lot.

Meeting/Activity Space Additions

The Smittcamp Alumni House, made possible by the generosity of Earl and Muriel Smittcamp, opened in 2000 and is the site of much campus and community interaction. Student organizations often hold functions there. It also houses the university’s Visitor Information Center. Similarly, the ‘Bulldog Corner Office’ addition to the Peters Business Building was opened in 2002. This is a large lounge with tables and chairs plus wireless access for laptops that enable students to interact in small study groups. A large donation by an alumnus, Larry Clemmensen, made construction of this badly needed space possible. The USU October 25, 2004ent Union and the bookstore in 1996. In addition to shops it contains open space with tables and chairs for socializing. Landscaped plaza entrances to the Music Building and the McKee-Fisk Building providing circular seating were added in 1995.

Student Activities

The Office of Student Activities and Leadership Development (Student Affairs Division) “recognizes the importance of positive experiences outside the classroom in shaping the well-rounded student… and promote(s) active involvement in college activities to enhance intellectual growth.” Essentially students gain hands-on experience creating programs while learning leadership, personal development, and management skills. The office registers over 250 student organizations, works closely with sororities and fraternities, operates the intramural and recreation program, sponsors club sports teams (e.g. rugby, table-tennis and rodeo), and even the students’ commencement exercises—among numerous special events such as Welcome Week, Cross-Cultural Leadership Retreat, Greek Week, and the famous Vintage Days Faire and entertainment.

Student communities also publish the campus newspaper, program the campus radio station, produce plays, put on musical performances, and organize festivals. The list goes on and on; but the important thing is the personal growth that occurs in students when they take advantage of the opportunities to become part of a community.

Organizational and Financial Support

The structure, processes, policies, and resources that support student involvement with the university community (beyond required coursework for the degree) are familiar and well-established. State and non-state entities are principally responsible for fostering and sustaining student activities. The provost’s office, the Student Affairs Division, the colleges/schools and academic departments are the publicly supported structures. The independent ones are: the Associated Students, Incorporated (student government); the University Student Union (an auxiliary organization); the University Courtyard Housing (an auxiliary organization); the Bulldog Foundation (the athletic fund-raising unit); and the students themselves (individual labor and money). Except for funding resources and space constraints, organizational support has been stable and enabled campus communities to operate – albeit not necessarily to expand or multiply to accommodate a growing student body, which recently surpassed 20,000.

The Athletics Department dropped some non-revenue generating sports teams for 2003-04 due to rising expenses; however, the community rescued the men’s soccer team and women’s swimming through the emergency creation of a Valley Soccer Foundation, which garnered sufficient donations to salvage the team for the next year and likely beyond. The Bulldog Foundation, the non-profit, volunteer booster organization, exceeded last year’s pledge drive total; so the remaining eighteen intercollegiate sports teams will receive 100% of their scholarship funding.

A million dollar endowment gift in the mid-1990s helps sustain the Marching Band.

Educational Effectiveness Review

The Kellogg Commission on The Future of State and Land Grant Universities published a monograph entitled “Returning To Our Roots” (January 2001). Three of the segments (out of six) are especially germane to the establishment of campus communities. They are entitled: 1. The Student Experience (emphasizing learning communities); 4. A Learning Society (covering life long learning and learning environments); and 6. Learning, Discovery, and Engagement in a New Age and Different World (focusing on public university responsibilities). This timely and valuable resource can be found at the website. This publication will be a guiding document for the campus self-study accreditation steering committee in addressing educational effectiveness issues related to the “Interaction Theme.” Useful indicators for measuring institutional performance are found therein. [See also Appendix F Educational Effectiveness Research Questions pertaining to the Interaction Theme.]

Serving Student learning and the Region via Interaction with Community

University Linkages

Two principal components of the university’s linkages, which facilitate interaction with the region, involve: (1) Community Service and Intellectual/Cultural Enrichment; and (2) Institutional Collaboration and Professional Engagement.

Within the rubric of these two components this report reflects upon the capacity of the institution to be educationally effective as a resource to the broad community of constituents, including our own university students, in delivering programs and activities that serve diverse wants and needs of the region.

Community Service and Intellectual/Cultural Enrichment

Student Community Service

Student Community Service. The university has become a recognized leader in the field of community service and community based learning. As a member of Campus Compact (i.e., the national organization of universities dedicated to community service), the university promotes and supports activities that encourage civic engagement, citizenship skills and values, and partnerships in learning. Community interaction is enhanced through programs and initiatives promoting volunteerism, community service, service learning, and internships with businesses, educational institutions, government agencies, and nonprofit organizations. A university supported web site acts as a portal for both students and community partners to arrange for a wide variety of volunteer and community service activities. The site, VolunteerFresno.org, was designed in partnership with the Volunteer Center of Fresno, United Way of Fresno County, One by One Leadership, and the Fresno Area Nonprofit Council.

Similar support is provided by the office of Students for Community Service, which is dedicated to promoting the value and importance of community service and volunteerism to students, faculty, and staff. The university established Students for Community Service (SCS) to:

• promote the value and benefits of community service and service-learning to the students, staff and faculty of the university;
• foster a sense of social responsibility and civic ethic;
• provide students with meaningful and experiential learning opportunities; and
• establish service-oriented partnerships between the university, other educational institutions, and the community we serve.

This office oversees two community service courses (COMS1 and COMS 101), which provide students with a community based learning activities and internships respectively. They provide academic credit (1-3 units) whereby students gain experience applying their academic knowledge and skills to community-based issues and needs.

The Federal Work-Study Program provides further evidence of the university’s commitment to campus interaction with the community. This program encourages students receiving federal student financial aid to participate in community service activities that will, among other things, engender a sense of social responsibility and commitment to the community. While many colleges and universities utilize most of these funds for internal purposes, Fresno State ranks in the top fifteen schools nationally in the percentage of federal work-study funds used for community service. The Federal Government’s America Reads program challenges communities around the nation to mobilize an army of tutors to ensure that every child can read by the end of the 3rd grade. In response to this literacy challenge, California State University, Fresno has developed the Fresno Reading Enrichment and Academic Development through Service program (Fresno READS).

The American Humanics Student Association (AHSA) exists to provide students with opportunities for interaction with others interested in nonprofit administration. AHSA is dedicated to providing co-curricular opportunities with the intent of enriching the students’ special interests and professional leadership potential. The university also offers the American Humanics Certificate Program in nonprofit management and leadership, which provides an opportunity for students to complete multiple internships in nonprofit organizations. A variety of specially-designed one-unit social science courses are offered to supplement existing core classes of nonprofit management, marketing, and youth and adult development, such as: “Advocacy, Building Coalitions, and Community Organizing,” “Grant Writing,” “Media Relations,” “Board Development,” and “Fundraising.” Students satisfy specific competency areas identified by AH National Nonprofit Partners by completing coursework or through co-curricular activities. Students must also complete a minimum of 300 hours of supervised field experience with a nonprofit, community-based service provider. Participation in the AH Management Institute, a three-day intensive national conference on the nonprofit sector, is also required.

Internships

Finally, virtually every academic discipline is involved with external organizations that provide internships for academic credit. These programs, including the Craig School of Business Internship Program, offer an important opportunity for students to gain practical experience and develop professional skills. In addition to the traditional practicum and field experience programs is such fields as education and nursing, hundreds of students are place through professional programs in business and engineering.

See also the following two college/school programs for internships:

• Kremen School of Education and Human Development Teacher Internship Program
• College of Engineering and Computer Science Valley Industry Partners Program

Intellectual/Cultural Events

Events, performances, and exhibits are bountiful and equally diverse in intellectual appeal as well as in experiential interactions of the physical, cultural, and spiritual elements of the campus community. To a large degree, faculty expertise, study and research, creative and academic interests, and programmatic considerations govern the content of these activities with an eye towards relevance to current issues and cultural sensitivities as well as towards the preservation of historical contexts. To a lesser degree, students, staff, and administrators program activities with the current interests of the campus community in mind.

The University Lecture Series brings distinguished scholars, outstanding performers, recognized artists, well-known public figures and other speakers to campus. This popular program brings the nation and the world to campus for students and other members of the university family to enjoy as well as for the community at large.

California State University Summer Arts Program is a multidisciplinary festival of performing and visual arts, recognized as the largest and most dynamic summer arts program in the western United States. The goal of the program is to create a center for learning where students, faculty, professionals, and audiences from all over the world come together to explore connections, experiment with new modes of communication, and engage in the process of making art. The program offers master classes in theatre, music, dance, visual arts, creative writing, arts education, and new technologies including film, video and computer arts. The festival’s offerings are enhanced through the participation of many internationally known guest artists and feature a large number of public events and performances. These summer workshops provide a transforming experience in the arts through intense artistic immersion and the chance to study with world-renowned guest artists and master teachers.

In addition to these high profile programs, a myriad of intellectual, cultural, and entertainment events are held on campus. Many of these are sponsored by the College of Arts and Humanities and involve students, faculty and guest artists as performers. The Department of Theatre Arts sponsors the Experimental Theatre Company and the University Dance Theatre, which are all student production groups under the direction of faculty. Their plays and dance performances are part of a subscription series for the public. The Music Department sponsors the Keyboard series of visiting pianists. The Art and Design Department hold public exhibits of student work. These are well known in the community and well patronized.

Sporting events at the Division I level are a major attraction for the community, which through its generosity over the last two decades has donated funding for first class venues in football, basketball, baseball, softball, tennis, and track. In the absence of big city professional sports entertainment, university intercollegiate competitions are well attended.

Associated Students, Inc. sponsors “Vintage Days” craft faire and musical entertainment for the campus and community in a very big spring event that draws thousands to the university.

The new Downing Planetarium puts on shows almost daily for school children and community groups. And the Downing Science Museum will be built in the near future as part of a growing science complex; this venue is also expected to attract thousands of visitors annually.

Other colleges of the university sponsor countless events open to the public and even aimed at community attendance. Unfortunately, space limitations prohibit their descriptions herein; but the university catalog identifies a multitude.

Promotions to the campus community as well as to the regional community for these activities are done largely through departments, offices, and programs from which they are generated. The Office of University Relations disseminates information about all these activities through web and print media.

Institutional Collaboration and Professional Engagement

Region-Wide Challenges

The San Joaquin Valley has one of the lowest college-going rates in the state. The president has instituted structures that have greatly facilitated communication and collaboration with other educational entities in the region. The President’s Commission on Teacher Education (chaired by President Welty) helps address K-12 issues that cut across the entire campus in their interaction with school districts. The Central Valley Higher Education Consortium (co-chaired by President Welty and UC Merced Chancellor Carol Tomlinson-Keasey) enables the campuses to address concerns about admission and transfer from high schools and community colleges, which generate new policies governing such matters as inter-institutional communication and course articulation.

K-12 Partnerships. Interaction in Serving the Regional Campus Community As It Relates to K-12 Initiatives

California State University, Fresno is one of the top producers of teachers and other educational support personnel for the region. During 2002-2001 a total of 1,190 Basic Credentials (Multiple/Single Subject/ Special Education) were awarded, along with an additional 277 Advanced Credentials (Counseling, Administration, Nursing, School Psych, etc.). All of the important programs continue to be offered with strong support from university administrators, faculty, and school district personnel.

In addressing interaction with K-12 schools, specific examples will be grouped under the following headings:(a) Administrative Support, (b) University-wide Structures,(c) Kremen School of Education and Human Development Collaboratives, and (d) Academic School and College/Departmental Collaboratives.

University-wide Structures. There are several university/community committees that were formed in direct support of teacher education. The 15-member university-wide Liberal Studies Review Committee addresses issues related to curriculum, policy and procedures as applicable to the Liberal Studies Blended major. The Single Subject Review Committee and the Academic Area Advisors are university-wide committees with members representing 14 academic majors, as well as teacher educators who are involved with the Single Subject (Secondary Teaching) Credential Program. The Advanced Credential Programs Committee includes coordinators of these programs from throughout the University who again review curriculum, policies, and procedures. A combined total of 25 faculty and community health professions members participate in the Inter-professional Collaborative. This group sponsors an annual Inter-professional Conference and has developed courses that help students understand and work with other professional support personnel in school and agency meetings.

Kremen School of Education and Human Development (KSOEHD) Collaboratives. Advisory Boards consisting of membership from the University, field practitioners, and the community have been established for all credential programs housed within the KSOEHD. Individual state curriculum projects in mathematics, science, writing, literature, and history/social science involve KSOEHD faculty and subject-area faculty who work with Central Valley teachers to keep them current in their curricular specializations. Summer workshops are held annually with periodic follow up sessions conducted during the remainder of the year.

Emphasis on Applied Research is also another important collaborative in the KSOEHD. For example, the Pre-Teacher Assessment Center conducts assessments of teaching interns on 11 different performance dimensions. Results of these assessments are summarized and made available to supervisors who meet with interns and prepare individual development plans. The Center for Research, Evaluation, Assessment and Dissemination (CREAD) promotes classroom-related research, evaluation, assessment and dissemination initiatives for schools, agencies and other service institutions in the region. The Teacher Work Sampling Project is a collaborative with the Central Unified School District involving professional and academic faculty who work with master teachers and student teachers in developing work samples used to assess learning.

Organizational and Financial Support

The spectacular growth of student community service through at least fifteen different programs (excluding academic internship programs of colleges/schools) has created a need for coordination. A planning grant proposal has been drafted to establish a “Center for Community Based Learning” that would promote effective university-community interaction through a coordinated effort to plan, implement, and continually assess the aforementioned programs. Such a clearing house would also make community access (especially by new constituencies) to the university’s resources more efficient through centralized communication and referral. A proposal for funding such a center has also been submitted to the university’s Comprehensive Campaign Committee, which is seeking to identify priorities for the first ever capital fund raising effort for academics in recognition of the institution’s centennial (1911-2011).

Educational Effectiveness Review

As referenced earlier under the campus communities subpart of this report on Interaction, the Kellogg Commission on The Future of State and Land Grant Universities in its publication “Returning to Our Roots” (January 2001) contains a very relevant chapter related to our institution’s sub-theme of University Linkages under Interaction. It is Chapter 5, The Engaged Institution (stressing the importance of service to the community). It even has a seven-part test of engagement against which an institution can measure its performance. See their Web site.

Another useful resource for the campus self-study of educational effectiveness in the realm of University Linkages is a guide by Barbara Holland, Director (Visiting) of the Office of University Partnerships, U.S. Department of Housing and Urban Development (HUD). She has developed a list of “Characteristics of ‘Engaged Institutions’ and Sustainable Partnerships and Effective Strategies for Change” (March 2001). In this piece the author defines an engaged institution, identifies the characteristics of an engaged campus and the characteristics of sustainable partnerships, and provides strategies that work regarding partnership sustainability as well as tools for institutional change related to engagement. Review the document.

These two documents should prove useful to the educational effectiveness review related to the Interaction Theme element of University Linkages with the Community. They provide appropriate indicators for measuring institutional performance. [See also Appendix F— Educational Effectiveness Research Questions pertaining to the Interaction Theme.]