The Seattle Pacific University Education Plan
October 16, 1998
Seattle Pacific University's central commitment to the transforming gospel of Jesus Christ informs both its history and its plans for the future. We believe that a Christian university--in its undergraduate, graduate, and continuing education programs-should educate people who strive to fulfill God's vision for the world. Therefore, Seattle Pacific University seeks to equip students to engage their culture with conviction, courage, and competency rather than flee from it. We are committed to addressing the crucial issues of our day, such as our family and community relationships, our connections to the natural world, and our society's moral and spiritual dilemmas. Seattle Pacific University educates for engagement and action, and this Education Plan lays out a vision for accomplishing these goals. As we faithfully pursue these commitments, Seattle Pacific University will become a premier Christian institution.
Foundational to a dedication to quality is a commitment to measure the outcomes of the SPU educational experience. The SPU student learning outcomes deliberately reflect a vision of engagement with and transformation of the world. Continual self-assessment and self-improvement are the keys to assuring that our programs prepare students to provide guidance to our city, our church, and our world. Therefore, a process for assessing the degree to which we achieve these outcomes is a crucial part of the Education Plan. As the plan is implemented, the Outcomes Coordinating Committee will be responsible for designing specific new measures for assessing the various programs, in collaboration with appropriate faculty committees. Further details regarding assessment procedures can be found in the SPU Outcomes Assessment Plan.
The following eight educational initiatives for the twenty-first century build on our current strengths to extend our mission of educating for engagement. Accompanying the implementation of these plans will be an ongoing assessment of departments, curriculum, faculty, and staff that will inform all program decisions. Some existing programs may be reduced or modified. Achieving the goals of the Education Plan will require new external funding, the reallocation of existing resources, and additional revenue from new programs in a variety of academic units. As the needs of the world and the situations of students change and develop, so must our educational programs. Seattle Pacific University will explore the development of additional avenues for learning, including new undergraduate majors, distance learning programs, degree completion paths, and additional graduate offerings. Specific decisions regarding both program additions and reductions will be made with faculty and staff participation.
This plan establishes the University's basic educational commitments and vision. However, this plan is an organism, not a machine, and many of the details of implementation are yet to be determined. The Enrollment Plan and the Facilities Plan, which contain important projections concerning student populations and needed facilities, complement the Education Plan.
As SPU educates for engagement, we are guided by three specific goals:
(1) We will graduate people of competence and character.
(2) We will become a people of wisdom.
(3) We will model a grace-filled community.
WE WILL GRADUATE PEOPLE OF COMPETENCE AND CHARACTER
The mission of Seattle Pacific University mandates that its graduates, both
undergraduate and graduate, be distinctively equipped to engage an increasingly
complex and fragmented world. They will need intellectual knowledge and skills,
on the one hand, and a mature self-understanding and a deep faith commitment,
on the other. Both competence and character are essential in the difficult task
of changing the world.
Consequently, SPU student learning outcomes include the acquisition and application of knowledge but also deliberately focus on spiritual and personal growth. Both undergraduate and graduate programs share six common learning outcomes: 1) love of God, 2) love of neighbor, 3) love of self, 4) love of creation, 5) love of learning, wisdom and truth, and 6) and particular learning abilities. These projected outcomes also inform a spiritual formation program that seeks to mold the whole person, not just the person's mind or intellect.
The distinctive nature of an SPU undergraduate education is grounded in the Common Curriculum, an innovative program of common courses linking Christian faith, the liberal arts and real-life issues and providing a unified approach to and understanding of life. The distinctive nature of an SPU graduate education is grounded in a common focus on relating faith, ethics, and service. Both undergraduate and graduate programs develop leaders who can engage and challenge our confused and fragmented world. Initiatives in Science, Arts, and Cross-Cultural Studies provide further opportunities to educate for service and leadership, to expand the reach of the SPU mission.
In addition, we have designated eight interdisciplinary fields in which to appoint distinguished senior scholars who will be leaders both on our campus and in the larger community. Breaking out of the traditional disciplinary boundaries but retaining a foundation in the liberal arts, the holders of these chairs will be concerned to relate the truths of the Christian faith to particular contemporary issues. They will work with both students and faculty as teacher-mentors, as well as contribute a biblically informed voice of wisdom to the public sphere in their writing and speaking. Each will be a full member of an academic department; will have a half-time teaching load, and will teach some courses in either the Common Curriculum or the Exploratory Curriculum, along with some advanced courses in either the undergraduate or graduate program. Together they will make up the Advisory Board for the Center for the Scholarship of Wisdom.
All of these educational programs rely on access to academic support systems
that will take our faculty and students into the twenty-first century. Seattle
Pacific University is committed to providing excellent academic building blocks,
including library learning resources, state-of-the art technology and computer
equipment, and tutorial programs in ESL, basic writing and math skills, and
language learning.
(1) The Spiritual Formation Initiative: Uniting Knowledge
and Vital Piety
Providing leadership to our society and world is possible only if students grow
in both mind and heart. The example of John Wesley's commitment to rigorous
academic pursuits, genuine spiritual growth, and generous service to others
informs our spiritual formation program. Higher education in the Wesleyan tradition
seeks to encourage faithful learning, not only disciplinary rigor. Seattle Pacific
University strives to promote individual Christian growth, to provide opportunities
to integrate learning and service, and to cultivate a worshipping community.
With a central campus location in which we can gather, our community identity
and our traditions-such as Convocation, Thanksgiving Celebration, Community
Chapels, and Commencement-can be strengthened.
Wesley's call to unite knowledge and true piety will be implemented through a new partnership between academics and campus life, working together to coordinate the spiritual formation program. An important bridge will be provided by the Dean of the Chapel, who will hold faculty status in the Religion department and have some teaching assignments, but will also be responsible for the Chapel Forum and Campus Ministries programs. Serving as a campus-wide chaplain and supported by the Campus Ministries Staff, the Dean of the Chapel will address the spiritual needs of faculty and staff, residents and commuters, and undergraduate and graduate students.
In addition, the Department of Religion will be strengthened to take new leadership in campus and church relations programs. Higher education that works for change in the world must provide leadership and guidance to the church, as well as the community. To that end, SPU must strengthen its partnership with other Christian organizations, particularly with the Free Methodist Church and other Wesleyan denominations.
The expected outcomes for this initiative include new collaboration between
academic and campus life in spiritual formation efforts; increased participation
in community worship and service; and better institutional relationships with
churches and other Christian organizations. This initiative will also contribute
to the desired student learning outcomes of spiritual, personal, and community
responsibility.
Action Plans:
|
1998-99 |
|
|
Form a committee to begin planning for a new Chapel and Performing Arts
Auditorium
|
|
|
Form a committee to evaluate and restructure Campus Ministries in anticipation
of the new position of Dean of the Chapel
|
|
|
Form a committee with University Advancement to support and lead the
Pastors' Breakfast Program
|
|
|
Explore the possibility of offering Degree Completion coursework for
inner-city pastors
|
|
| 1999-2000 | |
|
Hire a Dean of the Chapel ($70,000)
|
|
|
Form a Spiritual Formation Steering Committee to coordinate the work
of Campus Ministries, Chapel, and the Religion Dept.
|
|
|
Create academic majors in Urban and Cross-Cultural Ministries, Youth
Ministry and, perhaps, Biblical Studies
|
|
|
Explore the possibility of providing MA level courses for church leaders
|
|
|
Explore working partnerships with World Vision and SHUV, in addition
to the Pacific Association of Theological Studies
|
|
|
Study the possibility of having the Religion Dept. become a School with
a separate dean
|
|
| 2000-01 | |
|
Increase library learning resources ($2,000)
|
|
|
(Create a School of Theology
|
|
|
2001-02 |
|
|
Establish an annual Wesleyan summer conference (perhaps in
|
|
|
Increase library learning resources ($2,000)
|
|
| 2002-03 | |
|
Construct Chapel and Performing Arts Auditorium (one building)
|
|
|
Explore the possibility of a graduate scholarship program for Free Methodist
students, who will then return to SPU to teach for a designated period
(contingent on position availability)
|
|
|
Increase library learning resources ($3,500)
|
(2) The SPU Undergraduate Distinctives Initiative: Common Curriculum and University Scholars
The foundation of Seattle Pacific University's undergraduate education is the
interdisciplinary Common Curriculum that promotes both intellectual and personal
growth. Designed with the belief that the world God created is both unified
and relevant, the Common Curriculum begins in the first year with new students'
participation in a cohort learning experience. Subsequently, in a developmental
series of core and foundation courses, all students read and engage with a common
set of texts that make up the SPU canon. The Core Curriculum places students
into an intimate learning community and equips them to engage the culture by
exploring key human issues (with courses such as Character and Community, The
West and the World, and Spiritual Formation). All courses in the Common Curriculum
are taught by regular faculty to ensure the highest pedagogical quality and
to incorporate students more fully into the SPU community. Beginning in 1998-99
with start-up costs funded by a grant from the Teagle Foundation, the Common
Curriculum needs continued funding for full implementation.
With the recent advent of the Common Curriculum, the University has a prime
opportunity to strengthen and reposition its existing University Scholars Program,
an undergraduate honors program designed for academically gifted and serious
students. With better funding, a full-time distinguished scholar-director, and
a clearer relationship to the Common Curriculum, the University Scholars program
can become the flagship of an SPU undergraduate education.
The expected outcomes for this initiative include full staffing and implementation
of the Common Curriculum, increased undergraduate achievement of SPU's six student
learning outcomes, and a strengthening of the University Scholars Program.
Action Plans:
|
1998-99 |
|
|
Evaluate and restructure the University Scholars Program
|
|
| 1999-2000 | |
|
Hire a historian in Asian Studies as a part of the Core 2000 team ($55,000)
|
|
|
Hire ½ time historian to support general history offerings and
the University Scholars Program
|
|
| 2000-01 | |
|
Hire a historian/philosopher of science for Core 3000 ($55,000)
|
|
|
Explore ways to provide the Common Curriculum to off-campus, non-traditional
students.
|
|
|
Increase library learning resources ($5,000)
|
|
|
2001-02 |
|
|
Continued adjunct and administrative support for the Common Curriculum
($50,000 annually; currently supported by the Teagle Grant; adjuncts are
used to provide course relief for permanent faculty so that they are able
to teach in the Core)
|
|
|
Hire a Chair in Christian Faith and Modern Thought to direct the
University Scholars program ($1,250,000 Endowment)
|
|
|
Increase library learning resources ($5,000)
|
|
| 2002-03 | |
|
Increase library learning resources ($5,000)
|
( 3) The Graduate and Professional Studies Initiative: Leadership and Service
As a comprehensive Christian university, SPU emphasizes preparation for service
and leadership within each graduate and professional program. Students in these
programs are challenged to consider how the Christian faith informs thought
and actions. At the undergraduate level, professional programs-such as those
in education, engineering, nursing, and business--build on the liberal arts
foundation established in the Common Curriculum, teaching students how to employ
their analytical skills and moral commitments in the practice of a profession,
particularly with respect to ethical issues.
Graduate programs provide advanced training for specific positions of leadership and service within a discipline. We seek national and international repute as a provider of Christian graduate education in such mission-driven areas as education, business and economics, health sciences, psychology and human services, religion and missions, and academic leadership. Each graduate program is established on a clear Christian identity and includes study in Christian worldview thinking, theological foundations, and ethical reasoning. Program quality will be built by assessing policies and standards for such components as faculty load, faculty scholarship, and thesis and dissertation support. Graduate students will be provided with full access to support services and the spiritual formation program.
Such positioning and strengthening of both graduate and professional programs
produces professional voices that engage and challenge our society from the
perspective of the Christian story. Graduate and professional programs will
continue to build structures for engaging the larger community and for communicating
thoughtful Christian positions on national and international issues in education,
business, health sciences, psychology and human services, religion and missions,
and academic leadership.
The expected outcomes for this initiative include using new leadership and organizational
structures to establish a clear Christian identity for each professional and
graduate program, to integrate ethical reasoning throughout the curricula; to
strengthen the disciplinary quality of existing programs (including appropriate
secondary accreditation), and to develop new programs. For students, the desired
outcomes are access to university support services, a higher level of professional
skill, a deepened commitment to ethical practices, and a clearer sense of a
vocational call to make a difference in the world.
Action Plans:
|
1998-99 |
|
|
Establish a new position of Dean of Graduate Studies, reporting to the
Provost, to coordinate the common mission of the various graduate programs
(1/2 time $40,000)
|
|
|
Form a committee to address the support service needs of graduate
|
|
|
Renew SHS secondary accreditation
|
|
|
Develop degree completion programs in Psychology and Organizational Behavior
|
|
|
Explore the possibility of combining undergraduate Psychology, Marriage
and Family Therapy, and Graduate Psychology into one structural unit for
the purpose of creating new educational opportunities
|
|
| 1999-2000 | |
|
Strengthen and employ as a model for other professional programs SOE's
multicultural student scholarship initiative, "Decade of Opportunity"
($50,000 per year)
|
|
|
Form a committee to explore the relocation of SHS as a part of the Science
Building project. (Funding provided in the Science Building budget and
scheduling explained in the facilities plan.)
|
|
|
Restore the Journalism faculty position to one full FTE and explore possibility
of a Media Studies track within the Communication Dept. ($25,000) . |
|
|
Achieve AACSB accreditation for SBE
|
|
|
Increased library learning resources ($5,000)
|
|
|
2000-01 |
|
|
Establish an Applied Ethics Institute affiliated with the Center for
the Scholarship of Wisdom (see initiative 7)
|
|
|
(Create an Institute of Psychological and Family Sciences
|
|
|
Increased library learning resources ($10,000)
|
|
|
2001-02 |
|
|
Increased library learning resources ($10,000)
|
|
|
2002-03 |
|
|
Hire a Chair of Christian Faith and the Human Mind, to support
the Psychology Ph.D. and other programs in psychology
|
|
|
Hire Chair of Christian Faith and Applied Ethics
|
|
|
Increase library learning resources ($5,000) |
(4) The Science and Arts Initiative: Creation and Creating
We live in a world that is at once glorious, fascinating, fragmented, destructive, and changing. Two particular academic areas central to the SPU mission of engaging this world are those related to the study of the natural world created by God and the artistic world crafted by human beings. Study of the natural sciences encourages faith in the creator God and equips students for stewardship of resources and service to humanity. Study of the beauty and wisdom of the arts provides a means to speak powerfully to the crisis of meaning in our culture, a means by which to produce culture informed by and grounded in Christian teaching..
As our society increasingly becomes aware of the integral connections between science and religion, SPU needs to become a leader in reflecting upon scientific methods and practices, theological foundational assumptions, and applied ethical considerations. Also, perhaps no other cultural area has provoked such controversy in recent years as that related to the arts and media. We seek to appreciate the fruits of culture--music, art, theater, poetry, film, literature-but also to make an impact, to give voice to a new language and new hope.
The expected student outcomes for this initiative are increased understanding
of and respect for nature, research skill enhancement, stronger professional
preparation in sciences and arts, a deepened aesthetic appreciation and discernment,
and expanded performance opportunities.
Action Plans:
|
1998-99 |
|
|
Complete construction plans for new science building
|
|
|
Form a committee to begin the planning process for the Arts, including
building and program enhancement.
|
|
| 1999-2000 | |
|
Hire a new Physics professor ($55,000)
|
|
|
Establish an equipment fund to enable SPU to qualify for NSF and other
Science Grants. ($50,000 per year for four years to establish and then
maintain a $200,000 fund)
|
|
|
Establish permanent university funding for EE position ($55,000)
|
|
|
Re-establish ABET accreditation for the Electrical Engineering Program
|
|
|
2000-2001 |
|
|
Begin construction of the Science Building
|
|
|
Hire science lab staff to support existing courses in lab sciences, to
meet lab safety requirements. ($20,000)
|
|
|
Hire Chair in Christian Faith and the Physical Universe
|
|
|
Increase fund for matching grants ($50,000)
|
|
|
Increase library learning resources
|
|
| 2001- 002 | |
|
Complete the Science Building
|
|
|
Hire a Chair in Christian Faith and the Life Sciences (perhaps
a joint appointment between biology and health sciences)
|
|
|
Increase fund for matching grants ($50,000)
|
|
|
Increase library learning resources
|
|
| 2002-03 | |
|
Hire a Chair in Christian Faith, the Arts and the Media
|
|
|
Increase fund for matching grants ($50,000)
|
|
|
Increase library learning resources
|
|
|
Complete Arts Facilities ($8,000,000 ?)
|
(5) The Cross Cultural Initiative: Learning to be Neighbors
As we enter the next century, a new kind of global, urban, multicultural world is coming into being, in which people from increasingly diverse cultures and faiths must learn to work together to survive in peace. The church is also being transformed, as Christians from developing countries now outnumber those from the Western world. Seattle Pacific University's cross-cultural initiative is designed to prepare students to lead and serve in this new world. Through a variety of curricular and co-curricular programs, our students will learn to understand and appreciate the rich diversity of world cultures and to better understand their own faith by encountering Christians from other ethnic or cultural traditions. Such learning experiences will encourage students to consider a calling to work among the poor and most needy in our world.
Within our own campus community, we are committed to developing greater ethnic and cultural diversity. Since the Enrollment Plan anticipates increased numbers of international and multicultural students, we need to provide support programs and to create experiences designed to build community between students from a variety of backgrounds. As a grace-filled community, we must take deliberate steps toward developing a more multicultural mix of faculty and staff to better serve the rich variety of students who attend SPU.
Our location in a major urban center on the Pacific Rim encourages us to focus especially on programs in urban and Pacific Rim studies. The addition of an Asian historian to anchor the second year of the Core program will provide new resources for the latter undertaking. We also anticipate establishing a residential Urban Studies Center in the central district of Seattle in which students would study and experience the economic, social, political, religious, and aesthetic character of Seattle and urban life.
The expected outcomes for this initiative include a more culturally and ethnically sensitive community, greater student and faculty participation in SPRINT and study abroad programs, better support services for multicultural students, a new presence in and contribution to the city of Seattle, and an increased student understanding of the many cultures of the world combined with an appreciation for the uniqueness and universality of the Christian faith.
Action Plans:
|
1998-99 |
|
|
Form a committee to study the formation of an Urban Studies Center
|
|
|
Explore ways to bring ethnic minority faculty and staff to campus for
short-term assignments
|
|
| 1999-2000 | |
|
Expand and enhance international and ethnic sister school relationships
on both undergraduate and graduate levels, building on existing agreements.
($5,000)
|
|
|
Form a team of faculty, staff and multicultural students to provide training
and consultation on cross-cultural communications, racism and diversity
issues.
|
|
|
Decrease the size of first-year language classes from 35 to 25 by providing
additional adjunct funds ($20,000)
|
|
|
Form a committee to design a Pacific Rim studies program
|
|
|
Strengthen and employ as a model for other professional programs SOE's
multicultural student scholarship initiative, "Decade of Opportunity"
(see Initiative 3)
|
|
|
Begin a faculty minority recruitment program, with designated Minority
Recruitment Assistants in each school ($7,000 a year)
|
|
|
Explore the possibility of new programs in International Business and
International Nursing
|
|
| 2000-01 |
|
|
Hire a Chair in Christian Faith and Cross-Cultural Studies
|
|
|
Find property and hold first classes for students in the Center for Urban
Studies ($20,000 per year for facility)
|
|
|
Establish a fund to allow and encourage faculty to bring culturally diverse
scholars to speak in classes ($5,000)
|
|
|
Create a mentoring program for multicultural students, designed to pair
them with multicultural faculty, staff, and Christian professionals
|
|
|
Increase library learning resources ($2,000)
|
|
| 2001-02 | |
|
Hire a professor in the Asian languages ($55,000)
|
|
|
Establish an endowment to help subsidize SPRINT mission trips for undergraduate
and graduate students, as well as faculty ($100,000)
|
|
|
Increase involvement in SPRINT to 20% of the student population
|
|
|
Increase library learning resources ($2,000)
|
|
| 2002-03 | |
|
Explore the possibility of establishing a graduate scholarship program
for multicultural students, who will return to SPU to teach for a designated
period (contingent on position availability)
|
|
|
Establish an endowment for study abroad programs enabling any qualified
student to participate at a cost equivalent to on-campus study ($500,000
endowment)
|
|
|
Increase library learning resources ($3,500)
|
(6) The Learning and Technology Initiative: Basic Building Blocks
Education in today's world--for both undergraduates and graduates, liberal arts and professional studies--includes the thoughtful use of computers and technology. SPU graduates need both competency and character when it comes to their use of technology, and faculty and staff need to be informed about the best ways to use technology in teaching and learning. We propose to strengthen all our educational programs through upgrading and standardizing computer resources for all engaged in teaching and learning on our campus. Furthermore, through the establishment of an interdisciplinary chair, we propose to think carefully about the moral and ethical implications of our society's increasing reliance on technology.
Another basic building block for educational excellence is the establishment of a comprehensive Learning Center designed to foster educational success, to serve students with individual learning and language challenges, and to provide support for faculty and staff who are teaching an increasingly heterogeneous student population. Currently located in lower Moyer, the Learning Center needs additional resources in order to provide adequate ESL support, a basic writing tutorial program, and better service to commuter and graduate students.
All educational programs require significant library resources to maintain academic excellence. The library budget currently is projected to increase 5% over the next five years. In addition, the Education Plan calls for the following additional increases to support new initiatives (also listed under each initiative). These figures are given in percents of the annual library budget per year for the next five years: 1% for the Common Curriculum .5% each for Science, Arts, Spiritual Formation, and Cross-Cultural Studies; 2% for graduate programs.
The expected outcomes for this initiative include a comprehensive training program in computers and technology for faculty and staff, up-to-date computer equipment for all faculty and staff, increasing library holdings in selected areas, improved academic support services for SPU students, and students trained in the both traditional learning skills and new information technologies.
Action Plans:
|
1998-99 |
|
|
Create an organizational structure that defines and implements a vision
for the educational use of technology, including a new position of Director
of Educational Technology (from within current staff)
|
|
|
Develop a program of regular computer training for faculty and staff
|
|
|
Develop a program of regular training for faculty in instructional use
of
|
|
|
1999-2000 |
|
|
Hire new Graphics Designer to work with the Instructional Technology
Specialist in assisting faculty as they develop online course materials
($45,000)
|
|
|
Equipment and computer upgrades for the Learning Center ($26,000 over
four years)
|
|
|
Additional adjunct faculty and training for the Writing Lab ($10,000)
|
|
|
Tutorial and administrative staff in the Learning Center ($28,000 over
four years)
|
|
|
Establish annual funding for regular, scheduled computer maintenance
and replacement ($400,000 over four years)
|
|
| 2002-03 | |
|
Hire Chair in Christian Faith, Technology, and Modern Society
|
WE WILL BECOME PEOPLE OF WISDOM
Faculty and staff development at a premier Christian university takes some unique forms. Along with graduating people of competence, character, and wisdom, Seattle Pacific University is committed to developing voices of wisdom among the faculty, voices that can speak effectively to our culture, our community, and our churches. Faculty must be nurtured to be teacher-scholars who point to, reflect on, and interpret the truth of the Scriptures in a variety of disciplines--in their teaching, research, and scholarship. In an institution that views its educational task holistically, it is important that all staff members--from gardeners to career counselors--understand SPU's history, mission, and policies, and the New Staff Seminar provides such an orientation. In addition, those staff with professional exempt status, an earned advanced degree (Master's or Doctorate), and a more direct role in the educational process will participate in faculty development programs when appropriate.
The primary responsibility for faculty and staff development lies with the Deans and Directors. The Center for the Scholarship of Wisdom (CSW) will provide programs and resources to support these efforts. In addition, the CSW will serve as a local and national center for the production and distribution of scholarship that is informed by the Christian tradition and story. As a research center, it will be unique in the way that it encourages the holistic practice of scholarship based upon the scripture, reason, experience, and tradition. Furthermore, its programs will encompass all three aspects of the teacher-scholar's role: teaching, scholarship, and service. By cultivating high-quality scholarship, the CSW will contribute to the development of Christian wisdom.
The expected outcomes for this initiative include a deepened understanding of the relation of one's discipline, one's life, and the Christian faith; increased production of the scholarship of wisdom both by SPU faculty and by the broader academic community; and better incorporation of faith/learning issues into student learning activities. In addition, faculty should be enabled to provide increased leadership and service in professional organizations, churches, Christian ministries, and community groups.
(7) The Faculty and Staff Development Initiative: The
Scholarship of Wisdom
Faculty and staff development must be both dynamic (developmental and ongoing) and holistic (facilitating the growth of head and heart, theory and praxis). This initiative includes three components: The Center for the Scholarship of Wisdom, basic professional development programs, including a regular sabbatical program and adequate travel funds, and a new compensation and housing program.
A. The Center for the Scholarship of Wisdom
The CSW Director will work with the Provost, the school deans, Campus Life leaders, Faculty Status Committee, and the Instructional Development Committee to identify university-wide needs and programs, such as the New Faculty and New Staff Seminars. Both in-service workshops and summer seminars will be provided through the CSW.
The CSW will also provide institutional support for faculty research, assuming the administration and revision of the current Faculty Research Grant program, and implementing new criteria, established by the Faculty Affairs Committee, supported by additional funding. The Director will also encourage and coordinate interdisciplinary research and teamwork among the various schools, drawing particularly on the Department of Religion and the School of Education for leadership in their respective areas of expertise. The CSW will also house a half-time grant writer who will be available to assist deans, faculty, and staff in the development of grant proposals.
Furthermore, the Center will provide leadership for and work closely with the growing number of Christian colleges and universities who share similar interests and concerns, as well as with the Coalition for Christian Colleges and Universities and the Christian College Consortium. Additional possibilities include sponsoring on-line publications, supporting academic conferences, and coordinating community programs.
Action Plans:
|
1998-99 |
|
|
Provide the New Faculty Seminar and the New Staff Seminar
|
|
| 1999-2000 | |
|
Complete plans for the Center for the Scholarship of Wisdom and hire
a half-time Director and a half-time grant writer ($40,000, $25,000)
|
|
|
Locate a physical space for the Center and begin equipping it
|
|
|
Begin operating expense budget for CSW ($15,000 a year)
|
|
|
Hire a part-time administrative assistant for the CSW ($15,000)
|
|
|
Continue, strengthen, and re-position the New Faculty Seminar as the
first stage of an ongoing faculty development program, under the auspices
of the CSW and with the leadership of the Dean of the Chapel ($45,000,
over two years)
|
|
|
Continue the New Staff Seminar ($10,000, over two years)
|
|
|
Transfer the current FRG program to the CSW and establish new criteria
and application procedures
|
|
| 2000-2001 | |
|
Continue equipping the CSW ($10,000)
|
|
|
Establish an Applied Ethics Institute to promote national and international
consultation, research, and teaching in the area of ethical issues within
the professions
|
|
|
Increase Faculty Research Program funding to $50,000 a year (currently
$25,000 per year)
|
|
| 2001-2002 | |
|
Establish a first-year mentoring program for faculty and staff ($1,500)
|
|
|
Begin a series of summer seminars designed to strengthen SPU faculty's
expertise in Christian faith and practice, the relationship of faith and
learning, and continued growth as a scholar teacher ($50,000)
|
|
|
Increase the Faculty Research Program to $75,000 a year
|
|
|
2002-2003 |
|
|
Increase the Faculty Research Program to $100,000 a year
|
B. Basic Professional Development
The job description of each school dean will include specific statements with respect to faculty development and the composition of faculty PDPs in consultation with department chairs. Schools deans will also provide support and training for department chairs in the area of faculty development. Each dean will have a faculty development fund to conduct in-school workshops and seminars, or to assist individual faculty in addressing needs identified by the PDP process.
Each faculty member should be able to take a one-quarter sabbatical every five years (or a two-quarter sabbatical every ten years) at full pay. The sabbatical is intended to provide faculty with professional, intellectual, emotional, and spiritual renewal. Full funding will cover 13 credits of the faculty's teaching load with adjunct staff, so that neither academic programs nor faculty colleagues will suffer as a result of the sabbatical.
Following the model currently used by the SBE, sufficient travel funds will be available for each full-time faculty member to attend at least one conference every year, alternating national and regional conferences. Additional travel funds will be made available to those delivering papers or making presentations.
Action Plans:
|
1998-99 |
|
|
Begin to plan for full funding of sabbaticals, refining the selection
and evaluation process, designing management strategies for replacing
faculty
|
|
| 2000-2001 | |
|
Increase faculty travel funds to $1000 per faculty per year
|
|
| 2001-02 | |
|
Establish school faculty chair development funds ($39,000)
|
|
|
2002-2003 |
|
|
Fund 30 sabbaticals at 13 credits each ($234,000)
|
C. Compensation and Housing
Successful faculty development relies upon concerted efforts to build community among existing faculty. If Seattle Pacific University is to attract and keep the best Christian scholar-teachers, we must offer a salary adequate to the living expenses found in a major urban center. In addition, our commitment to be in the city as an institution should include a commitment to help our people be part of the fabric of the city, by living in the Queen Anne, Magnolia, or Ballard/Fremont neighborhoods
Action Plans:
|
1998-99 |
|
|
Devise a strategy to meet the current 40th AAUP percentile goal of the
faculty/staff compensation plan. ($600,000 more by (2000-01)
|
|
|
Strengthen the housing assistance plan
|
|
|
Study and develop a new faculty compensation package, including
|
WE WILL MODEL A GRACE-FILLED COMMUNITY
As Seattle Pacific University remains faithful to God's calling in conducting
its educational task, we pledge to strive to become a grace-filled community
that models Christ's love in action. We will design our structures and programs
in such a way as to encourage all members of the community to make Jesus Christ
the center of their lives. We will try to be kind, civil, and respectful, while
still challenging each other to achieve excellence. Demonstrating what it means
to work together in community, savoring ethnic and cultural diversity, we will
attempt to be a light to the world around us.
A grace-filled community is one in which people work together to fulfill a common objective of educating for engagement and change. We pledge to facilitate a culture of collaboration among academic departments, campus life, and the central administration. This involves recognizing and encouraging different individual gifts as well as creating structures that deliberately promote collaboration and cooperation. Higher education in the Wesleyan tradition seeks to promote dialogical learning, not just individual excellence.
8. The Collaborative Learning Initiative: Working Together
for Change
A. Individualized Contracts and New PDP Process
The expected outcomes for this part of the initiative include a better utilization of individual gifts, lessened personal stress, and a more thoughtful and deliberate balance of activities within academic units.
Rather than expecting all things from all people, we envision new ways of collaborating
within academic units to define and employ our differing individual gifts. Each
tenured faculty member will be expected to meet certain University-wide criteria,
including the production of a Scholarship of Wisdom paper, but additional responsibilities
may vary. Individualized contracts, closely linked to the PDP process, will
delineate a faculty member's assignments in and balance of the areas of teaching,
scholarship, and service. These individual plans will be integrated with department
and school plans. Each academic unit will maintain a balance among teaching,
scholarship, and service, as well as among the differing kinds of scholarship
of discovery, integration, application, and teaching. In keeping with current
policy a greater commitment to scholarship will be expected of graduate faculty.
This system will be set up in three-year cycles, allowing deans, chairs, and
faculty to conduct their work without spending excessive time in planning. Both
pre-tenure and post-tenure reviews will be conducted. Formative assessment will
be take place through the PDPs; summative assessment through the promotion and
tenure review process.
Action Plans:
|
1998-99 |
|
|
Create a detailed description of the individualized contract system
|
|
|
Establish a university norm for tenure, including a Scholarship of Wisdom
paper
|
|
|
Refine the PDP process to concentrate on formative assessment, perhaps
using the SOE model of a three-person team; provide training as needed
for department chairs, associate deans, and deans
|
|
|
Revise Faculty Handbook as needed
|
|
| 1999-2000 | |
|
Write departmental plans enabling the individualized contracts system
|
|
| 2000-2001 | |
|
Implement the Individualized Contract System
|
B. Campus Partnership for Integrated Learning
In designing the Common Curriculum, especially the first-year experience, SPU has relied on close collaboration between the Office of Campus Life and the Office of Academic Affairs. We propose to continue such partnership in order to improve coordination of campus programs and events by establishing a specific structure in which all of the different parts of the campus community, including Faculty Council, OCL, OAA, and ASSP, will work together.
Called "The Campus Partnership for Integrated Learning," this integrated team will determine and coordinate rotating yearly themes endorsed by the President and designed to focus on the distinctives of an SPU education as delineated in the goals of the Education Plan. Special campus speakers, chapel programs, specific class offerings and foci will all be designed around each annual theme, which will also be publicized among alumni, University supporters, and the local community. Both curricular and co-curricular activities will be implemented to advance the theme and so implement integrated learning.
The Provost will convene the Campus Partnership for Integrated Learning, with leadership from OCL. The committee will include the past faculty chair, an ASSP representative, the Director of the Common Curriculum, the Dean of the Chapel, and the Director of the Center for the Scholarship of Wisdom. Additional members will be added as suggested by the annual themes. This committee will serve as a clearinghouse and authority for the campus-wide calendar of events and will coordinate co-curricular and other programs among OCL, ASSP, and academic units.
The scheme that follows is for exemplary purposes, demonstrating the kinds
of themes and activities that might result.
|
ED PLAN GOAL
|
THEME
|
CO-
CURRICULAR ACTIVITIES |
CURRICULAR
ACTIVITIES |
| Grace-filled community | Civility, tolerance, understanding | Speakers and activities designed to increase student awareness of ethnic, racial, gender, international relations. Chapel focus, faith forums, residence hall activities, etc. | Involvement of faculty with special interest in themes from CREA, Women's Studies, courses with cross-cultural and international focus. |
| People of wisdom | Relationship of human and natural worlds | Ecology awareness, ethics in genetics and medicine | Involvement of faculty with special interest in ecology, medicine, sociology, psychology |
| Competence and character | Ethics in the workplace | Speakers from political, business realm, public and private education, internship and career development | Involvement of faculty with special interest in political science, business, health sciences, education |
The expected outcomes for this part of the initiative include improving the information flow about campus programs and events; more communication among OCL, Faculty Council, and ASSP; and the development of a shared campus ethos centered on the Education goals.
Action Plans:
|
1998-99 |
|
|
Establish the Campus Partnership for Integrated Learning
|
|
|
Determine the themes for the next three years
|
|
| 1999-2000 | |
|
Implement first year of a campus theme
|
POSTSCRIPT ON ASSESSMENT
Each of the eight initiatives will need careful assessment of their effectiveness in contributing to the success of the University's goals and mission. In conjunction with the recently formed Outcome Assessment Committee (OAC), the Provost's Cabinet, the Campus Partnership for Integrated Learning, and the Faculty Council are charged to provide a general review of each part of the Educational Plan annually.
Specific reviews of each initiative will be conducted in three years. The Outcomes Assessment Committee (OAC) will conduct some of these reviews directly, with input from the appropriate faculty committees; other reviews will be the direct responsibility of a faculty committee, guided by the OAC. In these latter cases, the OAC, however, will supply each committee with assessment strategies that provide appropriate measures of each initiative's desired outcomes. Committee responsibility for the assessment of the initiatives is as follows:
Seattle Pacific University Education Plan
Provost Bruce Murphy
October 16, 1998