Welcome Board of Regents University of Wisconsin System

1. Welcome Board of Regents University of Wisconsin System October 4 & 5, 2001 University of Wisconsin-Eau Claire

3. EXCELLENCE Our Measure  Our Motto  Our Goal

4. University of Wisconsin-Eau Claire

5. Mission • Undergraduate education • Graduate education • Scholarly activity and research • Continuing education and community service

6. Enrollment PlanningGuiding Principles • Protect traditional core • Serve unmet needs • Increase access • Obtain adequate support

7. T “This is an outstanding university today, right now, in the classic, traditional sense.” Inaugural Address – Chancellor Mash

8. EXCELLENCE

9. W “What and how we teach our students, the experiences we recommend to them and provide for them, and the way we help them connect learning with living are critically important and must undergo continual change.” Inaugural Address – Chancellor Mash

10. Forum on the Liberal Arts UW-Eau Claire August 21, 2001

11. leodan to grow leod people Liberal Arts liberalis the liberal arts liber free rodbati one grows

12. Student Outcomes of a Liberal Education • They listen and they hear • They read and they understand • They can talk with anyone • They can write clearly and persuasively • They can solve a wide variety of problems

13. Student Outcomes of a Liberal Education • They respect rigor not so much for its own sake but as a way of seeking truth • They practice humility, tolerance and self-criticism • They understand how to get things done in the world • They nurture and empower the people around them

14. Student Outcomes of a Liberal Education “More than anything else, being an educated person means being able to see connections that allow one to make sense of the world and act within it in creative ways.” William CrononFrederick Jackson Turner Professor • UW-Madison

15. Liberal Arts • Courses in Arts and Sciences • Courses across the Curriculum • Co-curricular Engagement • Experiential Learning • General Education Core

16. higher lower Bloom’s Taxonomy of Thinking Skills Evaluation Synthesis Analysis Application Comprehension Knowledge

17. Marks of Excellence

18. The Center of ExcellenceFaculty/Student Research 1993 1994 1995 1996 1997 1998 1999 2000

19. Student-Faculty Interaction Outside the Formal Classroom A powerful force in student learning and development

20. Marks of Excellence Across the Curriculum and the Campus

21. Focus on One of Our Marks of Excellence UW-Eau Claire’s Center for Service-LearningDr. Donald Mowry, Director Center for International EducationDr. Karl Markgraf, Director

22. Focus on One of Our Marks of Excellence UW-Eau Claire’s Center for Service-Learning Dr. Donald Mowry, Director

23. Education is not preparation for life. Education is life itself. John Dewey

24. Service-Learning • Since 1995, 30 hours of Service-Learning are required in order to graduate from UW-Eau Claire. This requirement is unique to UW System schools. • The Community Action and Lifelong Learning (CALL) program was a foundation –a long-established program to match students with volunteer experiences in the community. • Service-Learning differs from volunteering in its emphasis on bringing the service hours back to the curriculum and its ability to enhance critical-thinking skills.

25. is conducted in and meets the needs of a community helps foster civic responsibility is integrated into and enhances the academic curriculum of students includes structured time for students ... to reflect on the service experience The National and Community Service Trust Act of 1993 Service-learning means a method under which students ... learn and develop through active participation in thoughtfully organized service that:

26. Service-Learning as a Milking Stool “Service-learning is minimally a three-legged stool in which the interests and needs of the community, the student and the academic institution must be balanced. Each entity must be given and must take an equitable responsibility for the service and learning.” Garry HesserDepartments of Sociology and Urban StudiesDirector of Experiential Education, Augsburg College

27. Service-Learning as Learning “I read and I forget, I see and I remember, I do and I understand.” Confucius

28. Why Do It?? • Relevancy, Retention, Responsibility • Citizenship • Campus-Community Collaboration • Empowers Students • Teaching Innovations for Faculty • Personalizes Education • Enhances Learning • Alumni Giving

29. Service-Learning as a Means to Promote Civic Engagement • Current levels of political engagement, political knowledge, political enthusiasm are at alarmingly low levels • Education should prepare students for active citizenship • Service-Learning can have a positive impact on academic learning as well as an impact on moral and civic commitment

30. “The most important thing I learned is how important it is to help others” “Take this course seriously, because if you put the effort in, it will be the best class you take” “I learned that it is important to volunteer because we often get caught up in our own lives and we forget about other people. It’s a good way to get out of your own world and experience a different perspective” “Life is not always as good as you have it” “The most important thing I learned was about me and responsibility” “I learned a valuable lesson about myself, the ability to teach; which may change my life by what I decide to do with it”

31. “I’ve decided to continue volunteering once a week at the hospital because I enjoy experiencing the small miracles that occur within the waiting room… They say that society has gotten worse over the past few decades, well, for a few hours each week I get to see how society should really be. Experiencing this helps keep me centered in my life and keeps everything in perspective. Who would have thought that the one thing I was required to do would be one of the most fulfilling experiences I get to take away from college. I’m thankful the university has this requirement, because all students should have the opportunity to experience what I’ve been lucky to experience this past summer volunteering.”

32. Service-Learning Options • Credit Option - Imbedded as a Requirement or Option in Course or Curriculum Freshman Experience; Capstone; Internship • Non-Credit Option - Outside curriculum • On your own with encouragement and support • With a group of students • At a distance • Faculty/Student Collaborative Research

33. Service-Learning as an Urban Plunge Direct services and political advocacy for the poor as part of the 5th annual Newman Student Association Chicago Urban Plunge during the 2001 Winterim

34. Service-Learning and At-Risk Populations “New Beginnings” A tutoring program for expelled and at-risk youthEau Claire, Wisconsin

35. Service-Learning and Computers/Technology Developing Web site for middle schoolMiddleton, Wisconsin

36. Service-Learning and the Arts Rebecca Stoll, a senior art major, felt that by doing this project she would be able to connect “to people in the community and their ideas on the role art plays with this city.” 

37. Service-Learning and Athletics Coaching a Youth Soccer TeamEau Claire, Wisconsin

38. Non-course Completions January-September 2001 • 468 total completed projects • 378 full or 30-hour projects • 90 half or 15-hour projects • 12,690 total community service hours

39. Service-Learning as Faculty/Student Collaborative Research Consumer Obstacles to Health Care Study as partnership between two social work faculty and two Blugold Scholars

40. Web Project Posting

41. New Initiatives • Multidisciplinary, Problem-Based, Collaborative Learning Groups of Faculty and Students Addressing Community Issues • Campus Compact in Wisconsin (joining 21 other states and 620+ campuses) • Community Education, Family-Community-School Partnerships and Service-Learning Educational Reform Coalition

42. Service-Learning

43. Focus on One of Our Marks of Excellence UW-Eau Claire’s Center for International Education Dr. Karl Markgraf, Director

44. Study Abroad Enrollment 93-94 94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02

45. UW-Eau Claire: A National Leader in Study Abroad • UW-Eau Claire is one of 107 universities that collectively send over one-half of all American students to study abroad programs • In 2001-02, 402 students will study abroad on UW-Eau Claire programs • UW-Eau Claire graduates study abroad at 8 times the national average rate Source: 1999 Institute for International Education Open Doors Report

46. Hallmarks of Excellence in Study Abroad • Outstanding advising and student service: • before they go • while they are abroad • after they return • Curriculum Abroad is linked to the Curriculum on-Campus • 98.75% of the students UW-Eau Claire sends abroad are our own students • The curriculum delivered abroad is developed in cooperation with Eau Claire faculty

47. Hallmarks of Excellence in Study Abroad We emphasize the STUDY in Study Abroad: • High academic standards for admission • Commitment to long-term programming: 19 of 23 programs are a full semester abroad • Our short-term programs are discipline-specific and very focused • Tribal Cultures of Northern Thailand: The Hmong, Karen and Akha • The American War in Vietnam • Nursing in Costa Rica • Spanish language and Mexican culture

48. Where in the World are We Going?

49. What are Our Students Doing Abroad? • Learning • Providing service • Experiencing another culture • Teaching • Expanding their horizons • Becoming global citizens

50. The Whole World Comes to Eau Claire In 2001-02, UW-Eau Claire hosts • 153 full-time international students • 81 ESL students • 12 visiting international scholars