Imagining and Achieving Excellence

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3 Imagining and Achieving Excellence Vision It reaches beyond the thing that is, into the conception of what can be, imagination gives you the picture. Vision gives you the impulse to make the picture your own. Robert Collier When students come to NU, they come with the very purpose of transforming themselves toward fulfilling their vision of a good life. As they work, study and grow during their years on our campus, their vision sharpens, evolves into plans, and becomes a reality through disciplined effort. Like our students, NU also is continually transforming itself. We focus our vision for the future through our mission, core values, and institutional plans. We distinguish ourselves by the unique way in which we translate our vision into action. The university s overall mission, values and plans provide a clear context for every aspect of our operations. An academic vision provides more specific inspiration and focus for continuing improvement in: Academic planning, including development of academic and college plans, new programs and other special academic initiatives undertaken within the academic sector or in collaboration with student life and others across the university. Academic excellence, including the quality and reputation of NU faculty, our academic programs, the learning experience and success of our students. Academic distinction, including the features of the NU educational experience that make it both excellent and unique. 1

4 An Ongoing Dialogue Development of an academic vision is an inherently collaborative process. To be real, the vision must be drawn from important conversations engaging individuals from across the institution. Key dialogues that have taken place at NU over the past seven years have included: Strategic planning, marketing and campaign development exercises undertaken by the board and administration in Development of our strategic plans for and Integrated marketing efforts including development of our new logo and the Education that Makes a Difference tag line. Discussions on teaching, learning, scholarship and service such as those undertaken by the CCTL and as part of our Middle States self-study and NULTA negotiations. Increasingly rigorous assessment of our strengths and challenges through benchmark data, accreditation reviews and other assessment data. Melding of visions from individual college plans into a draft for discussion as part of strategic planning for Drafts developed by Debra Colley and Nancy McGlen Discussed and revised at retreats and meetings throughout the summer and fall of The articulated vision is a work in progress. It will live and change through our experience, reflection and continued dialogue. 2

5 The NU Mission Our mission is the framework for all that we do. It reminds us that an NU education must always be: An excellent university education, preparing our students to lead successful lives in positions of responsibility. True to our heritage and identity as a Catholic university. Vincentian in spirit and action. Concentrated on the whole person. As stated by our president in his welcome message on our university mission web site: because of who and what we are Catholic and Vincentian there is an added dimension to an NU dimension to a Niagara University education. In addition to influencing the minds of students, Niagara also shapes their values and touches their hearts. 3

6 NU Core Values One of the most important dialogues that has taken place at NU in recent years was the articulation of core values. Led by Sr. Nora Gatto, individuals from across the university came together to express five core values that are at the heart of our institutional culture. Knowledge - The lifelong pursuit of truth and excellence. Knowledge without virtue is useless and dangerous. Spirituality - Attentiveness to the Spirit within that connects us to the world around us. Integrity - Consistent, continuing truthfulness to oneself and to others. Compassion - Opening oneself to relationships with others, serving with acceptance and respect; turning empathy to action that makes a difference. - Quote attributed to St. Vincent de Paul Creativity - Innovative and practical responsiveness to the needs of all people. 4

7 Core Values of Vincentian Education (Sr. Louise Sullivan, 1994: page 28) A seminal document in the development of our academic vision was the book called The Core Values of Vincentian Education by Sr. Louise Sullivan, D.C. Published by NU in 1994, the book was based on a careful review of the lives and writings of Vincent de Paul and Louise de Marillac, particularly with regard to what they revealed as central values for education. Sr. Louise s findings still resonate strongly with NU faculty and administration today. The quote opposite is from page 28 of the book. a. Holistic Vincentian education seeks to respond to the intellectual, spiritual, moral and affective needs of the students educates the heart as well as the head; b. Integrated Vincentian education blends the humanistic and the professional, the abstract and the practical; c. Creative Vincentian education is willing to make the effort to adapt to the needs of the non-traditional students d. Excellent Vincentian education places quality at the center of its educational activities. It seeks this excellence in: 1. Teaching The instructor must not only be competent but must also be efficient, dedicated and reveal all those virtues required of the students; 2. Methodology The method employed must be active, challenging, competency-based, and enable the student not only to learn but to enjoy doing so; e. Person oriented The Vincentian educational institution must be one in which all: administration, faculty, staff, and most importantly, students are respected and valued; f. Collaborative Vincentian education seeks to collaborate rather than merely compete with other educational institutions; g. Focused Vincentian education is ever viewed as central to the Vincentian mission of service to the Poor. As such it strives to integrate this vision into the educational process and to keep the primacy of it alive among all those who share in this common mission. 5

8 Our vision is challenging. To bring it to reality, we must use our resources wisely and focus on accomplishing great things not only within the academic sector but across the university as a whole by: Ensuring that academic standards are high, supported by outstanding teaching, scholarship and service among our faculty. Enrolling a population of students adequate to sustain the breadth and quality of university programs on campus and at other locations/online. Ensuring that our programs are accessible to students of limited means. Ensuring that our campus is welcoming to a diverse population. A Vision for Tomorrow After careful consideration, we have stated a bold vision for the academic future of NU. This vision represents our long-term aspiration. Within the framework of our heritage and values, the vision emphasizes our commitment to educating the whole person. This speaks to our engagement of students in a true community of learning with close interaction with faculty as well as other students, and with a learning experience that goes beyond academics to encompass co-curricular and extra-curricular activities and programs. It also speaks to our engagement of our students with the surrounding community and in their chosen professions. When we speak of recognition for excellence and leadership as an academic institution, we are not speaking just of rankings and across-the-board reputation. We also are speaking of recognition for specific program areas and initiatives that may rise to national or international attention from time to time. To be recognized for excellence and leadership does not mean that we must become an elite institution, but is does mean that we want to be known for our accomplishments. This can be shown not only by benchmark indicators, but also by the leadership roles played by our programs and faculty in their peer circles, particularly in areas that relate closely to the distinctive elements of the learning experience we promise to our students. It also can be shown by the recognition we receive from our community and others for our role in community service and transformation. When we refer to education that makes a difference, we are referring to the distinctive ways in which an NU education makes a difference in the lives of our students during and beyond their years of study, and through which we in turn make a difference in our surrounding community and society. The difference we seek to make in our students lives is to prepare them for success and personal growth, instill in them a love of learning, and inspire them Focusing on student success as the primary measure of NU s success. 6

9 to carry forward our mission throughout their lives. The difference we seek to make in the world around us is in decreasing poverty, improving community life and increasing social justice.

10 Indicators of Progress The elements that made up the NU distinction are consistent with the academic direction that has grown out of NU s mission and values over the past 150 years. The actual statement on The NU Distinction was developed in , as part of the work that was done on marketing and campaign planning with the faculty, administration and the board at that time. It subsequently has been used as a basis for strategic planning. Over the past few years, we have increased our ability to measure our performance on these areas, and found that we are doing very well, as evidenced by: Success of our graduates; Quality of our accreditations and reviews. Engagement of our students in active, integrative learning. Supportive campus environment and strong student-faculty interaction. Strength of knowledge of our mission among our staff and students, and commitment to carrying it forward. Impact of our university on the community, and national recognition of our service-learning programs. In planning for the future, we can build on the lessons and successes of our past efforts. 7

11 In order to inspire continuous improvement, we need a model of what academic excellence means to NU, and indicators by which to begin to measure our success. Much work remains to be done in this regard. The sample indicators shown opposite are a starting point. Indicators of Academic Excellence Teaching and Learning (active, integrative, assessment-based) Excellence in student engagement (NSSE) Excellence in faculty leadership in the scholarship of teaching Excellence in Student Learning Outcomes (Gen Ed/other) Scholarship and Discovery (integration, application, teaching) Excellence in undergraduate research Excellence in faculty research productivity Excellence in application of scholarship and discovery (patents, community change, etc.) Diversity and Global Perspectives Growing diversity on campus Strength of programs in Canada and elsewhere Excellence in bi-national studies and leadership Excellence in study abroad/international studies and experience Community Service and Transformation (transformation through education, service, business) Demonstrated community impact Excellence in university community collaboration With a focus on areas of excellence (e.g., hospitality and tourism, logistics, homeland security, Catholic education, community-based research, understanding and advancing development of border communities) Professional Careers Excellence in advisement and career services Excellence in placement results Outstanding examples of long-term success Catholic and Vincentian Heritage & Values Informs and inspires all that we do a distinguishing feature of NU Undergraduate core curriculum with exposure to intellectual tradition, focus on social justice and ethics Excellence in service learning Students engaged in service before/after graduation 8

12 Future Directions and Priorities Consistent with the university vision for the strategic plan that was stated in September 2007, our academic vision calls us to strive toward continuous improvement in the following commitments and priorities: Students will be challenged to academic excellence by top quality programs and faculty whose teaching is continuously informed by their research. Students will be engaged from the start through opportunities for active and integrative learning in and beyond the classroom, including undergraduate research, service learning, study abroad and other experiential learning opportunities. Learning will be integrated through embedding general education outcomes throughout the curriculum, provision of capstone experiences and other means. Students will be enriched by a wealth of diverse experiences that will prepare them to be successful in our global economy. The educational experience of our students will focus on the whole person, with an outstanding quality of campus life, opportunities for extracurricular learning and attention to the student s development. The classroom will grow beyond the campus limits to include off-site locations and more opportunities for distance learning. Assessment will show that Niagara graduates possess the general education skills, ethical standards, and professional competencies to thrive in graduate school and in the workplace, coupled with the disposition to carry on Niagara s mission and to return as participating alumni. 9