Report of the Ad Hoc Committee on the Western College Program

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1 Report of the Ad Hoc Committee on the Western College Program Submitted by: Phyllis Callahan, James Kiper, Chris Myers, Carl Paternite, John Skillings, John Weigand, and Allan M. Winkler, Chair March 6, 2005 The Ad Hoc Committee on the Western College Program has spent the last two months at the request of the Provost examining the Western College Program and reflecting on possible changes that could make it stronger, more cost effective, and better integrated into the overall mission of Miami University. This review stemmed from the Western College Program Review that took place in the academic year. At that time, both internal and external review teams reported that the Western College Program is a remarkable and unique undertaking, makes some very important contributions to Miami, and provides a home for students with a somewhat different profile than other Miami students, and suggested that it should be valued, preserved, nurtured, and developed. At the same time, however, it pointed to some very serious problems that needed to be addressed. These ranged from a lack of integration with the rest of the university to a lack of strategic focus to a lack of publicity that has in all likelihood contributed to a declining enrollment. In a time of severe budgetary stringency, other observers have noted that the Western College Program, with a faculty all of its own, is extremely expensive, with a much higher per student cost than for students in other divisions. Perhaps most problematical, the criticisms voiced during this Program Review echoed those made during the last Program Review five years before, and it appeared that there had not been an effective way either sought or found of addressing those same concerns then or now. A response, requested by Interim Provost John Skillings, and delivered in the spring of 2005, resulted in some suggestions from the Western College community, but the academic year was almost over, and it was impossible to mobilize faculty and student members of the program to provide the necessary detailed suggestions for what might be done. As a result, in July 2005, Provost Jeffrey Herbst asked Western to deliver a full fledged strategic plan in January 2006, which would then be examined by an ad hoc committee, charged with assessing how effectively it provided an answer to important problems and suggesting alternatives that might be considered by the larger Miami community. The Provost mandated this committee to examine the Program Review materials and the strategic plan, and to react to those, but not to engage in a full fledged examination of the program that would have involved speaking to all interested parties on campus. The committee was to serve as a first step in trying to articulate how the values of Western College might be preserved within a framework that might be better integrated into the entire university. 1

2 As our ad hoc committee began to meet in January 2006, we talked first about Western s strengths and weaknesses, and looked carefully at the strategic plan just presented. Our overall judgment was that there were elements of the program that were extremely valuable. We applauded the way Western catered to a different kind of student, one more likely to take intellectual risks, and we likewise found ourselves sympathetic to the way Western had long conducted its living learning community. We were troubled about the continuing inability to recruit students and about the cost relative to what is spent on other Miami students. We were also unenthusiastic with the linchpin of the strategic plan, a proposal to group all of Miami s interdisciplinary programs under a Western College umbrella. Given the increasing amount of interdisciplinary collaboration across campus, it was unclear to the committee how or why this should be centralized within the Western College. When we learned that the directors of these interdisciplinary programs were equally unenthusiastic, we concluded that this idea simply was not going to work. As we met weekly to talk about the Western College Program and explored a number of different alternatives, a consensus began to emerge that it made sense to see if we could figure out a way in which Western might be integrated into the larger Miami University honors program. The many pedagogical objectives shared between these two programs, including small class size, a living/learning component, and selfconstructed learning, suggested the merits of such an integration. In our own discussions, we thought about a kind of umbrella that would group together a variety of honors opportunities, including a Western College option, then considered whether there might be a different way it could be integrated more seamlessly into the larger Honors and Scholars program. As conversation continued, it began to become clear that an umbrella might well be the best option. At that point, a number of conversations ensued with Carolyn Haynes, director of the Honors and Scholars Program. At the request of the committee, the chair asked her for basic background information that could help us in our deliberations, then followed up a week later by asking for her thoughts on what kinds of alternatives might be useful for us to consider. Rather than try to relay her observations to the other committee members, it seemed appropriate to ask her to brainstorm with our committee in person, and on February 21, she came in to speak with the entire group. Based on discussions to this point, we would like to propose a model that would incorporate the Western College Program into the Honors and Scholars Program while still preserving a measure of autonomy and maintaining many of the features that we believe have long made Western distinctive. Following are our reflections and suggestions, which we recognize need to be further explored, discussed, and debated by all involved parties as the next steps are taken. We envision an open and farreaching conversation that will give all stakeholders a voice, and we likewise assume that current students, including those currently in the admissions pool who will begin at Western in the fall of 2006 will be able to complete their program in its current form. 2

3 BACKGROUND ISSUES OF CONCERN Western s small enrollment is rooted in larger recruitment issues. Recruitment is an increasingly serious issue at Western, just as it is in the Honors and Scholars Program, and at Miami University overall. The demographics for college bound students are changing, and the competition is becoming increasingly fierce. While there is an increase in the pool of students predicted and while this increase may give some hope to institutions dependent upon tuition for revenue, it is important to recognize that the growth is largely concentrated in other regions of the US specifically the West and Southeast. Ohio, unfortunately, is projected to experience a 4% drop over the next ten years. Today, college students have assumed a somewhat different profile than in the past. They are optimistic and confident, but conventional and sheltered, conscious of being unique, but eager to be part of a team. Pressured by their parents, they still seek ways to preserve their own autonomy. These changes call out for customized approaches to recruitment and more high quality, unique and distinctive programs for them. Yet, we also must welcome them into a nurturing community of peers and faculty who will simultaneously support and challenge them. For these reasons, many honors programs and colleges have tried to offer a customized, individualized learning experience within a community of accomplished peers. Alternative educational programs, such as the Western College Program, take a similar approach. In fact, the primary characteristics of an honors college and alternative interdisciplinary programs like Western are quite similar. All of them stress: A living & learning or residential component Small seminar style classes Interdisciplinary or theme based courses Innovative pedagogy & experiential or out of class learning opportunities Team projects, service learning opportunities, field experiences Close faculty student and student student relationships A major capstone project, such as a thesis Because of these similarities, it would seem that an alliance or merging of the Honors and Scholars Program and the Western College Program could be a natural one. ALTERNATIVE WAYS TO COMBINE HONORS AND WESTERN In reflecting on what kind of configuration might work best, we dealt with a number of alternatives. 3

4 1) MELD WESTERN OR PORTIONS OF IT INTO A LARGER HONORS PROGRAM. Identify those elements of the Western Program that are distinct (such as interdisciplinary courses and the peer learning centers) and try to expand them so that they can be available to all or a greater number of Honors students; no longer offer a distinct major and degree. The Western Program would all but disappear, though elements of it would survive. 2) KEEP WESTERN AND ITS ELEMENTS SEPARATE AND DISTINCT BUT FOLD THE ENTIRE PROGRAM INTO A LARGER HONORS COLLEGE. It would be one of several separate programs under a larger umbrella. It would remain largely intact and operate just as it has in the past, though now as a distinct segment of a more comprehensive structure. 3) CREATE A HYBRID MODEL This would entail maintaining what we would call a Western College Scholars Program that would attract high ability students eager for an alternative kind of education, and that would be situated under the Honors umbrella. While it would be separate, it would at the same time be connected to the larger unit. It could make some of the components of the current Western College Program available to students in all of the Honors and Scholars programs and perhaps to the larger university. Our Recommendation We recommend a hybrid model, to include the following: 1) A newly defined Western Honors College that would serve as an umbrella for the various honors programs. The committee feels that divisional status is important given how the current Honors and Scholars Program currently functions, the number of students it serves, and the fact that numerous competitor institutions deliver honors programs within a divisional context. 2) A new program under this umbrella, the Western College Scholars Program. This program would be distinct from the other honors designations by virtue of its encouragement of a self constructed major. Students would work with a core group of faculty/advisors in a living/learning environment even more intensive than that experienced by students in other parts of the current Honors and Scholars Program. Such a program would promote self constructed, interdisciplinary learning, and would attract risk taker types of students wishing to take an active role in creating their course of study. A separate degree/major would be offered (we recommend the more widely recognized B.A. or B.S.). The 4

5 major would be supported by a smaller cluster of required courses (possibly one per semester) than exists in the current Western College Program. Although this newly defined, scaled down Western College Scholars Program would maintain key elements of the existing Western College Program as well as a strong connection with its Western College heritage, it would also address concerns cited earlier in this report, specifically: It would be less resource intensive than the current Western College Program It would address concerns about insularity and integration with the broader university It would immediately benefit by an infrastructure for recruitment, awarding scholarships, and other programming We feel this approach would offer a number of important benefits: It would maintain a sense of distinctiveness that acknowledges the long and distinguished Western approach to liberal learning. It would preserve the legacy and valuable traditions that have been offered by Western over the past 150 years It could provide many of Western s special traditions to a larger community of students It would continue to attract and provide an outlet for those alternative high ability students who are path breakers, original thinkers and multi talented students wishing to follow a unique path of study. POSSIBLE COMPONENTS OF SUCH AN INTEGRATED PROGRAM 1) A revamped program what we would propose calling the Western College Scholars Program would represent a fourth program under an Honors & Scholars College umbrella. Currently the Honors and Scholars Program includes the Harrison Scholars, University Honors Program Scholars, and Oxford Scholars. There would now be a fourth component that would be both a discrete entity and a part of the larger Honors and Scholars umbrella, now to be called the Western Honors College. 2) The mission of such a Western College Scholars Program would be similar to the current Western College Program mission. 3) Although it would recruit high ability students, with entrance more competitive than is currently the case with Western, it would still seek students with different characteristics or a different combination of traits from the other Honors and Scholars students. Thus, the admission process and selection criteria would vary somewhat. 4) The new program would be deliberately kept small, though we could see the number ranging from 25 to 50 in each class. With competitive admission, the 5

6 program would be deemed prestigious and therefore attractive to today s students. 5) There would be targeted recruitment materials, communications, events and other interventions to convert prospects and yield enrolled students, and the program would also be advertised in general Honors and Scholars recruitment materials and events. 6) Scholarship funds and aid packaging would be leveraged to yield the most competitive and appropriate students, to an even greater degree than is now possible at Western. 7) There would be a residency requirement (probably of two years) as well as a set of traditional Western living learning programming events (community dinners, spring fling, Ernst Fall fest) in order to cultivate the community based learning goal. 8) A core set of dedicated faculty, with expertise in interdisciplinary, communitybased learning, would mentor and work closely with students and would have offices in the residence hall. Other faculty could come from the larger university community, on loan to the program for a fixed number of years, with replacements to departments at the Visiting Assistant Professor salary level. The committee did not reach consensus on the number of core vs. rotational faculty members. Some committee members believed it would be difficult to provide adequate support and encouragement for professional development for a small faculty, working in isolation in the program. They favored consideration of models like that currently used with Miami s interdisciplinary programs, with the core faculty members each having a tenure home in another department. They also suggested that another possible alternative might be to have a kind of rotating core of 5 or 6 people, each active in the Western College Scholars Program for a designated number of years, with one rotating out each year, and another new person rotating in to take that place, in an effort to maintain a significant measure of continuity. Other committee members believed that a high quality learning experience could not be sustained by an academic community composed entirely of faculty members whose professional commitments lie in other departments and who do not share a common academic and living/learning community mission. 9) We would encourage students to create an individualized, self designed major, through conversations with appropriate faculty members, yet would suggest making clear that there are other alternatives possible within the program. Whatever the major, we would suggest that students also receive some recognition as part of the Western College Scholars Program say as a transcript or diploma notation. Retaining a degree option within the program would help sustain a connection to Western College and its traditions in the past. 10) There would be a core curriculum with some required courses perhaps one a semester offered throughout the four year experience to help students understand integration and interdisciplinary activity, to encourage them to apply their learning to social problems, and to contribute to the larger sense of community. At the same time, we might consider, for example, offering 6

7 guaranteed spring break plunge experiences, summer internships, summer international and interdisciplinary workshops and field experiences to accommodate the students full schedules and to help them to synthesize and apply knowledge in real world contexts and to prepare for the capstone project. 11) Students would complete an integrative capstone project or thesis that synthesizes knowledge from their majors or fields. 12) Like Harrison Scholars, Western College Scholars would be automatically admitted into the University Honors Program and receive all of the benefits and opportunities provided in that program (summer tuition waiver, annual scholarship, research grants, extended library privileges, honors seminars, special advising for prestigious scholarships and fellowships). The special Western College Scholars Program courses would also count toward the University Honors Program requirements. Other Points to Note The Western College Scholars Program would not increase the overall size of the Honors and Scholars student body. All of the Honors and Scholars living learning communities would be relocated to that part of campus. We would propose using Peabody, McKee, Mary Lyons, Boyd and Havighurst (though Clawson would be closer and better integrated, if available). As many honors courses as possible would be offered in Peabody and Boyd halls. Some of the opportunities that are hallmarks of Western, such as community dinners and the peer learning centers, would be opened up to the entire Honors and Scholars community. An effort would be made to increase interdisciplinary honors courses as demand allows. Such a program would be much more cost effective and would help us to yield a higher profile set of students. Both the Western Honors College and the Western College Scholars Program within the Western Honors College framework would preserve a sense of historical connection to the Western College Program, as currently configured, and could play an important role in contributing to innovative, high quality honors education. CONCLUSION We recognize that the issues examined in this report are not easy ones to confront. Our committee recognizes and respects the vested interests of the many groups and individuals contacting us and offering opinions and suggestions, and looks forward to a more extended conversation, examining a wide variety of difficult issues, for which this report may serve as a starting point. 7

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