University Accreditation

Criterion Five:  Engagement and Service

As called for by its mission, Viterbo University identifies its constituencies and serves them in ways both value.

Viterbo University has a strong tradition of preparing students for lives of service and leadership. Engagement and service are vital components of the University’s mission:  Viterbo, a Catholic, Franciscan, ecumenical University prepares students for leadership and service by providing a student-centered, values-based, learning-focused liberal arts education rooted in the values of human dignity and respect for the world.  In keeping with the traditions of the Franciscan founders of the University, the following values are core:  service, hospitality, stewardship, integrity, and contemplation.  Service is defined as how we act and lead for the common good in the spirit of humility and joy. This strong tradition of service was acknowledged nationally in spring, 2007, when Viterbo University was named to the first-ever President’s Higher Education Community Service Honor Roll.  This distinction recognizes Viterbo University’s students, faculty, and staff for helping to build a culture of service and civic engagement in our nation.  I like this detail.  I am glad you defined service.  I wonder if we should not define the other core values somewhere in the Self Study.

As an organization, Viterbo University cares deeply about its work and how it intersects with the lives of people on and off campus and with local, national, and global organizations. Viterbo University serves the common good, recognizing not only the private good of a college education to the graduate, but also the public good of building and maintaining a responsible citizenry. The work of preparing students for lives of service and leadership continues to be of utmost importance to the University as students leave the higher education environment to enter a rapidly changing world; a world of diversification and globalization.

This criterion, Engagement and Service, calls for evaluation of the engagement of Viterbo University with internal and external constituencies including who is being served by the University, how they are served, and the value of the service to the University and the constituents. In this chapter, the criterion is addressed by: 1) identifying the constituents; 2) exploring when and how the constituent was involved in determining the needs and evaluating the results of services provided; 3) reviewing the processes for effectiveness, and scanning the results of evaluations to determine if the service was valued; 4) and identifying strengths as well as gaps where improvements of processes or services is needed.  This chapter of the self-study will provide evidence and evaluation to demonstrate that Viterbo University has engaged with multiple constituencies in ways that are mutually beneficial and which are consistent with the University’s mission.   I like this conclusion.  We haven’t stated our methodology in the other chapters, but I did so in 1998.  I think this is something that Sr. Georgia and I will want to consider.

Criterion Five:  Core Component 5a:

Viterbo University learns from the constituencies it serves and analyzes its capacity to serve their needs and expectations.

The University has clearly identified its constituencies.  The constituencies include:  Students; parents/significant others; alumni; employees; trustees; advisory boards; community groups; the Diocese; the FSPAs; and the media.  [insert reference to Identification of Constituencies--visual].  Upon reviewing the chart of services where the constituency was involved in the planning or evaluating of services, it appears that constituents are involved in some aspect and a broad group of both internal and external constituents are significantly engaged in either planning and/or evaluating the services provided by Viterbo University.

Examples of evidence for 5a:

The mission involves preparing students for leadership and service.  As informed and active members of our disciplines, faculty at Viterbo is curriculum planners who recognize that we do not merely study the world we line in.  Rather, our mission of service is central to how we learn and live in the world.  Faculty across a broad range of disciplines integrates service to the community within their courses and creates mutually beneficial community partnerships.  Integration of service in the curriculum involves action research and the rigor of asking pragmatic questions about how we effect mutual changes as a result of our efforts.

Preparing students for leadership—

Student-centered—

Values-based—

Learning focused liberal arts—

Rooted in value of human dignity—

What is our capacity to do this or to continue to grow this? ( previous evaluations and summaries?)

Viterbo University practices periodic environmental scanning to understand the changing needs of its constituencies and their communities.

Examples of environmental scanning include:

• VU Board of Advisors Meeting is held on a semi-annual basis This is most recently documented by Communications and Marketing, Nov. 16, 2006, report.  I think this is good information.  I also think we may want to include right here what this committee identified and how it was acted upon.  Or, this information can be collected in the Resource Room.
• Schools, departments and programs regularly evaluate the effectiveness of community involvement and service when integrated into the curriculum.  Evidence of evaluation and changed in programming based on evaluation is present in syllabi of courses requiring community service. Data from department deans, chairs, or faculty

Viterbo University demonstrates attention to the diversity of the constituencies it serves.  Documentation of diversity demographics on campus tells us that 70% of our students are female and 30% male. Two initiatives that the University is engaged in to increase enrollment in non-traditional careers includes a new scholarship for male nursing students and the STEM grant for females who major in science. (Evidence in Institutional Advancement and Grant Coordinator)

% of Caucasian faculty, staff, and administration…..ADD HERE

A department that specifically focuses on diversity within the constituencies we serve is the Global Education.  ADD HERE

There is evidence to show that Viterbo University’s outreach programs respond to identified community needs.  Examples of response include:  (NEED TO ADD INFO)  We will probably put this information in a narrative.  If we need to supply a list, we can do that in the Resource Room.

• Adult learning program
• Master’s offered in community based cohorts
• Ethics continuing education for lawyers
• Certification programs
• Servant Leadership MVP training
• Art classes for B&G Club

In responding to external constituencies, the organization is well-served by programs such as…… continuing education, outreach, customized training, and extension services.  We will do the same here—put this information in a narrative format.  What we will have to demonstrate is how the School of Adult Learning finds out its external constituencies’ needs, how they analyze what they find out, and what they have done with the analysis.  For example, was a study done of any kind of external constituencies that revealed that there was a need for “certification programs?”  I guess the question I am asking here is:  How are decisions made on campus?  

• Adult learning program
• Master’s offered in community based cohorts
• Ethics continuing education for lawyers
• Certification programs
• Servant Leadership MVP training
• Art classes for B&G Club

Strengths of Core Component 5a:

Weaknesses of Core Component 5a:

Recommendations:

Criterion Five:  Core Component 5b:

Viterbo University has the capacity and the commitment to engage with its identified constituencies and communities.

The organization’s structures and processes enable effective connections with its communities:

The organization’s co-curricular activities engage students, staff, administrators, and faculty with external communities:

Info from Student Development

Place of grace, etc….

The organization’s educational programs connect students with external communities:

Caring, Inc.

Homeless Class

There should be many examples of this.  I am thinking of the math and Spanish tutorial programs, the research studies done by Connie Fossen and Jen Anderson-Meger, etc.

The organization’s resources—physical, financial, and human—support effective programs of engagement and service.  Examples:  Let’s organize this section according to:

• Physical Resources:
• Financial Resources:
• Human Resources:

Planning processes project ongoing engagement and service.

VU Academic Advising Committee  workshop Nov 19, 2006

Strengths of Core Component 5b:

Weaknesses of Core Component 5b:

See Darcy’s report

Criterion Five:  Core Component 5c

Viterbo University demonstrates its responsiveness to those constituencies that depend on it for service.

Collaborative ventures exist with other higher learning organizations and education sectors (e.g., K-12 partnerships, articulation arrangements, 2+2 programs).  Examples of these ventures and linkages with those who depend on us for service include:

• Viterbo collaborates with School Districts in Wisconsin and the Wisconsin Department of Public Instruction in Youth Options (PSEO).  This program allows high school students to take college classes for either high school or college credit.  Viterbo is a participating member along with other private colleges. http://dpi.wi.gov/youthoptions/yoprivcoll.html 
• RN to BSN Program-- Commission on Collegiate Nursing; Wis. State Board of Nursing; Amer. Assoc. of College for Nursing
• B.S. Technology Education teacher education program-- Western Technical College; Education department representation on WTEA board of directors
• Viterbo has an Articulation Agreement with Western Technical College which provides for a  BS in Elementary Education for students who have completed the Instructional Assistant Associate degree 
• Viterbo has an Articulation Agreement with Western Technical College which provides for a BS in Elementary Education. Credits from Western for those who have completed the Applied Science – Early Childhood Associate degree  partially fulfill requirements for a minor in Early Childhood
• A collaborative venture with Western Technical College works to prepares teachers of technology education at the Pre K – 12 levels.  Education coursework is conducted at Viterbo and instruction of the technology core courses are taught at Western using state-of-the-art equipment required for the technology industry.
• Interlibrary Loan and other resource sharing.  LVIS (Libraries Very Interested in Sharing) , a nationwide agreement for no-charge resource sharing. WILS (Wis. InterLibrary Services), in which member libraries fill requests free of charge.  This service also allows libraries to purchase databases at group rates. www.cyberdriveillinois.com; 

www.wils.wisc.edu/ill/use4.html

• A collaboration with Logan College of Chiropractic Medicine: Articulation Agreement (3+3) results in a BS in biology from Viterbo and a Doctor of Chiropractic from Logan College of Chiropractic Logan College of Chiropractic (similar agreements exist with Palmer School of Chiropractic and Ohio College of Podiatric); http://www.viterbo.edu/natscience.aspx?id=2094
• Fox Valley technical College, Southwestern Technical College, and Viterbo University--Articulation agreements for BBA degrees
• Self Sufficiency Program—Through the School of Adult Learning, Viterbo, Western Technical College, and UW-L offer a collaborative program to prepare low-income parents to be successful in college
• School of Education-- Field experiences and course embedded collaboration with the School of Education and various school districts.  Example is Education 301 and Parent and Community in which Hamilton Elementary School: teachers share classroom experiences with Viterbo students. Another example is EDU 329(Assessment & Correction of Literacy Problems) and Holmen School District.  Teachers would collaborate with the instruction of Viterbo education students and their students would receive individual literacy tutoring

I like these examples.  I would like to know how effective the programs have been.  This information should not be too difficult to secure.

The organization’s transfer policies and practices create an environment supportive of the mobility of learners:

Examples of Viterbo University’s policies and practices that create this type of environment include:

• Portfolio review in Post Bac Teacher Certification program to determine if prior experience or coursework demonstrate allow required coursework to be waived.
• BSN completions program advertises flexible credit and credit for prior learning and work experience policies so students can earn a degree in 2 years or less
• Transfer Course Approval Form
• School of Education and Dahl school of business-- Articulation agreements with 2 year programs allow students to apply credits to a 4 year program at Viterbo
• MA in Servant Leadership Portfolio Credits for experience or credits from Diocesan School of Biblical Studies, Franciscan Spirituality Center Spiritual Direction Preparation Program, FSH Clinical Pastoral programhttp://www.viterbo.edu/msl.aspx?id=1274
• Master’s in Servant Leadership enrollments at branch campuses
• Retroactive Spanish Credits for students who stay at Viterbo more than 1 semester and who have completed coursework in Spanish. The student takes a placement exam to determine appropriate class level and a grade of C or better is earned in the student’s first university course above the 101 level.
• International Baccalaureate Diploma Program-- IBP examinations are required. “IBDP is recognized by Viterbo University for purposes of admission, course credit, and advanced standing or placement. The university awards credit for higher-level according to the respective academic department”.  FYI – I taught in the IB Program at Valley High School for 10 years and so I am very familiar with it.  In my 14 years at Viterbo I have only had one English major who had participated in the IB Program in high school.  I suppose we should also include the policy on Advanced Placement exams.

Community leaders have testified  to the usefulness of the organization’s programs of engagement. 

• Dr. Lee Rasch, Western Technical College requested collaboration with Viterbo University on Technology Education collaborative program.  This was a news story in 2003.  Did this request come from a market analysis of some kind?  I guess that information isn’t that important as we are demonstrating here our responsiveness to a need identified by a constituent.
• Principals’ responses to 1 and 2 year follow-up of Viterbo students-- Principals’ responses to 1 and 2 year follow-up of Viterbo students  I wonder if the School of Education has responded to requests from the schools?  If so, what changes have they made in their program as a result of the schools’ stated needs?  This would demonstrate that we are collecting the data and analyzing it and then making appropriate changes from the analysis.
• School of Nursing—preceptors and sponsoring agencies report on nursing clinicalsSchool of Business—supervisors of interns report on business internships Community Visitors provide evaluations of the Humanities Symposium each year MA in Servant Leadership— Current participants are leaders in the community, business, schools, & churches.  They say “This is the most helpful, relevant professional development I’ve ever done”  “The summer institute format is very convenient and the program directors are very flexible. I was drawn to servant leadership because it crosses over with skills that can be used in both my career and my private life.”  “Servant Leadership and this program is a wonderful opportunity for a critical study of how best to lead others through service”  I don’t know if we can include “testimonials.”  The HLC/NCA generally doesn’t consider this as valid evidence. But we can have in the Resource Room the results of satisfaction surveys.
• Graduate School of Education: Participating teachers are leaders in their schools. They say “This was a wonderful experience and opportunity to advance my leadership skills and myself both personally and professionally.”  “The Master’s program was very relevant and accommodating. The courses were excellent both professionally and personally.’ Again, the testimonial probably won’t suffice.  However, we will want to provide evidence that the Graduate School of Education provides this constituency an opportunity to provide input.  The Graduate School then analyzes that input and acts on it.  Is there evidence of this?
• Ethics Workshop for Teachers:  From 2007 "Teaching the Holocaust"  A Workshop for Middle and High School Teachers* teachers say ”The depth in information and variety in presenters was amazing! …Do it again!” “This conference was awesome!” “Best staff development I’ve been to in years!” “My students will really benefit.”  Why did we offer this workshop?
• Community-- Assessment of community needs regarding ethics and Leadership

 The organization’s program of engagement give evidence of building effective bridges among diverse communities.  Examples:

Criterion Five:  Engagement and Service

Criterion Statement:  As called for by its mission, the organization identifies its constituencies and serves them in ways both value.

Core Component 5d:  Internal and external constituencies value the services the organization provides.

Notes:  (Select from those services that are being featured elsewhere?  Or select from ‘other than’ those featured elsewhere? Or select those where we have concrete evidence?)
Where we serve—is it valued?  When they serve, do the constituents value the experience?

Examples of evidence for 5d:     FOCUS:  where constituent is involved in evaluating 

For this service, did we ask them to evaluate or plan?

5d-1) The organization’s evaluation of services involves the constituencies served.

5d continued…

Could display “value” by participation (also in 5d4), comments, and financial support.

5d-2) Service programs and student, faculty, and staff volunteer activities are well-received by the communities served:

5d continued…

5d-3) The organizations economic and workforce development activities are sought after and valued by civic and business leaders.  Evidence:

5d-4) External constituents participate in the organization’s activities and co-curricular programs open to the public.  Examples:

5d continued…

5d-5)  The organization’s facilities are available to and used by the community.

5d-6  The organization provides programs to meet the continuing education needs of licensed professionals in its community.