Core Component: Notre Dame College assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society.

Regular academic program reviews include attention to currency and relevance of courses and programs.

“A life of learning is a logical outcome of a liberal arts education. It is marked by intellectual curiosity, openness to new discoveries, a hunger to understand more, eagerness to read and hear and see, engagement with the public and civic life of the community, nation, and world. But that entire intake is balanced by habits of reflection, when one takes quiet and solitary time to ponder and judge, stretching heart as well as mind to embrace other human beings, and our planet, with honesty and compassion.”

Sr. Eileen Quinlan, SND Associate Professor of English

The Educational Policy and Planning Committee (EPPC) is a standing committee of the Faculty Senate. Its primary duty is to review, approve, and recommend changes in the curriculum. Responsibilities outlined in the Faculty Senate Constitution and Bylawsthat pertain to regular academic reviews are:

  • Serves as the primary advisory group to the Vice President for Academic Affairs on matters of educational policy and planning,

  • Directly responsible to the Steering Committee and ultimately to the Faculty Senate for appropriate referral of action,

  • Coordinates ongoing evaluation of existing major/minor programs,

  • Investigates and approves new academic programs,

  • Approves, modifies, or rejects any requested changes in the curriculum of the College,

  • Reviews and recommends academic changes in the curriculum of the College, and

  • Oversees new degrees, study abroad programs, cooperative education, and career planning.

To ensure regular academic program reviews are conducted, the EPPC has established a specific rotation and procedure when reviewing academic programs. Academic programs are to be reviewed on a five-year rotation. The term “academic program” refers to majors, related minors, and certificate programs. All programs within a department and/or division are reviewed in the same academic year.

The program review rotation established:
Year One 2001-02 Behavioral and Health Sciences
Theology/Philosophy
Year Two 2002-03 Business Administration
Year Three 2003-04 Professional Education
Year Four 2004-05 Humanities
Year Five 2005-06 Natural Sciences

 

The Individually Designed Major option would be reviewed every two years along with the revision of the General Education Requirements.

The purposes of the academic reviews are to:

  • Assess strengths and weaknesses to promote healthy and timely improvement,

  • Promote growth potential,

  • Enhance the program’s contribution to the College’s mission,

  • Promote improvement of pedagogical methods in the field,

  • Insure wise distribution of resources,

  • Promote the College’s response to changing student population and changing career market, and

  • Assist the College in long-range planning.

“The nursing program uses this definition for lifelong learning: ‘The process of spiritual, intellectual, emotional, and physical development which extends throughout the lifespan.’”

Diane Jedlicka, Ph.D.
Director of Nursing

In keeping with its mission, learning goals and outcomes include skills and professional competence essential to a diverse workplace.

The academic majors available at Notre Dame College deepen the student’s knowledge in a particular field and provide the perspective from which to view a complex universe.

Throughout the College Catalog, each academic major describes program goals as they relate to professional competence and career preparation.

The Teacher Education program identified a mission statement borne out of the College’s mission statement. It states that “the Teacher Education Program at Notre Dame College is diversity-focused and strives to prepare and develop teachers who:

  • Demonstrate appropriate mastery of general, pedagogical and specific discipline subject matter,

  • Are concerned with the needs of all students,

  • Employ multiple teaching strategies to effectively achieve learning outcomes, and

  • Are reflective and professional in educational practice.”

Bill Oliverio's Class

How has your experience at Notre Dame College prepared you for a life of learning?

Jessica: Participating in Habitat for Humanity through Campus Ministry has made me appreciate what I have and what I can do. By working together to build a house I know that I have to be both a leader and a follower. You have to learn to work with all different types of people in order for the project to move forward. Because of this experience, I believe I will continue to find opportunities to serve others.

Jennifer and Megan: As tutors for the Dwyer Learning Center we have learned that different people have different learning styles. We have to take a subject and rework it so it makes sense to the learner. We are able to get that oneon- one experience. Knowing this now prepares us for student teaching next semester. It also teaches us a great deal of responsibility. When we have our own work to do and are swamped ourselves, we still have to do our job. If someone comes in, we drop what we are doing to help them – a skill that we will need in the future.

Jen: At Notre Dame College we participate in small classes. The faculty engages us in learning in and out of the classroom. Even faculty who I haven’t had for a class know me and ask how I am.

Elizabeth: As a student-athlete I’ve learned how to organize my time so I can maintain my grade point average. That’s necessary for staying on the team. I think the ability to stay focused will be a skill that I will always use, especially in my future classroom.

Students in Issues in Education (ED 475)
Fall, 2006

The Art Department’s Studio and Professional Art Program Goals explain that “The student interested in the visual arts has four options within the fine arts department: studio art, art education, graphic communication or graphic design. The majors help the student develop particular strengths in a chosen major and prepare for a career as a working artist, art educator, or graphic designer. The strong programs in computer graphics and multi-media enhance all art majors and lead to entry-level positions in the area of graphic design, web design, multi-media design or a combination of computer-based design work.”

Each major continues with additional program goals more specific to the major.

Studio Art Major

  1. Studio art majors gain studio skills in a variety of techniques and media that qualify the artist for graduate studies or a career in the visual arts. Mastery of skills are demonstrated in the form of a senior art exhibition.

  2. Studio art majors demonstrate expertise and studio competency presented in the form of a senior art portfolio. This portfolio prepares students for art competition or job interview and serves as a record of studio progress.

Graphic Communications Major

  1. The graphic communication majors have exposure to and experience using the latest computer software and hardware. This prepares designers for entry level positions in the field of graphic design, positions in which communication, writing and design skills are necessary or for graduate school.

  2. Majors accumulate a body of graphic design work and professional writing in the form of a graphic design portfolio that emphasize both design and communication competency.

Graphic Design Major

  1. Graphic design majors have exposure to and experience using the latest computer software and hardware. Additionally, the student develops an understanding of graphic design theory and feels competent in developing an individual style.

  2. Design majors have access to and experience in multimedia and web design and are competent in using these tools as graphic designers. The student is prepared for an entry-level position using a multitude of design tools and techniques.

Every course taught at the College requires a syllabus. Guidelines for construction are available. Relevant items from the Statement of Purpose, College-Level Skills, and Core Values are to be included on each course syllabus.

  1. The Statement of Purpose include nine comprehensive goals of Notre Dame College:

  • Think logically, analytically, and creatively,

  • Communicate effectively in speech and in writing,

  • Demonstrate mastery of an academic discipline,

  • Choose wisely for health and well being,

  • Appreciate the fine arts,

  • Integrate Judeo-Christian values into their lives,

  • Pursue personal spiritual development,

  • Share talents and gifts in the spirit of friendship and compassion, and

  • Engage in the lifelong search for truth, beauty, and justice.

Each course needs to fulfill at least one of these goals and most likely will fulfill more than one. It is the instructor’s responsibility to indicate clearly which goals from the Statement of Purpose are the course’s foundations.

  1. College-Level Skills are in the areas of math, computer literacy, and oral/written expression. If any of these skills are addressed in a course, the instructor is to indicate which one(s) in a clear way.

  2. Core values include honesty, cooperation, service and respect. Instructors are to indicate in a clear way how they expect any/all of these core values to be made operational in their course.

Learning outcomes or objectives are to be documented on every course syllabus. Each faculty member is to begin with the objectives found on the major chart developed by the academic department. Course objectives are to flow clearly from the objective of the major. Clarity is necessary when dealing with cognitive and value-centered objectives.

The objectives for each course should answer clearly:

  • What the instructor wants students to learn from the course,

  • What the instructor wants students to value, appreciate, desire from the course, and

  • Any/all skill components the instructor wants to the students to gain.

“A life of learning is a life of listening, looking, feeling, thinking and doing. It is a life open to ideas and experiences. The person who lives a life of learning is not uncritical but he or she does not automatically reject the unfamiliar. Rather, that person is willing (and eager) to accept new information, ideas, and experience.”

Candy Fischer
Executive Secretary to the President

Curricular evaluation involves alumni, employers, and other external constituents who understand the relationships among the course of study, the currency of the curriculum, and the utility of the knowledge and skills gained.

The Educational Policy and Planning Committee of the Faculty Senate designed an 11-step procedure for evaluating curriculum. The division or department chair directs the review with the help of a team. The team must include at least one faculty member from another division and at least one student. The team then chooses at least two external reviewers from alumni, advisory board members, and/or professionals in higher education to review the internal report prepared by the team. The team report is to be sent to the external reviewers by January 30. The external reviewers visit campus in February or March. The external reviewers’ responses to the report and the visit are to be sent back to the chair within two weeks of the visit allowing the department chair to present the report to the EPPC by the end of March. EPPC adds recommendations and votes on curricular changes where necessary. In April, the full Faculty Senate hears a brief oral report on each reviewed program. The role of the Faculty Senate is to affirm creative changes, to offer further suggestions, and to vote on curricular changes. Major recommendations will also be presented to the Board of Directors for approval.

The full report prepared by the team includes the following:

  • The internal team report of data in the areas of program, faculty, students, resources, external environment, and general assessment,

  • Recommendations from the external reviewers, and

  • The internal team’s response to the external reviewers‚ recommendations.

With reference to the internal team report, the topic of resources and external environment provide data from other, outside sources. Specifically, the resource section of the report is to include special needs of the program, adequacy of the library holdings and data base, budgetary needs and changes in the job market that would necessitate further resources. The external environment section is to include details on the demand in the work world for majors and minors in the program, social and ethical factors indicating changes needed in this program, offerings in similar institutions (local competition) and collaboration with other academic or professional institutions.

 

<< Previous | Next >>