CRITERION III - University of Northern Iowa · CRITERION III: The institution is accomplishing its...

U n i versity ofNorthern Iowa

2000 NCA Self-Study ReportBUILDING ON EXC E L L E N C E

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CRITERION IIIAC C O M P L I S H M E N T S

CRITERION III:The institution is accomplishing its educational and other purposes

The University of Northern Iowa aspires to be the finest public comprehensive university

in the nation. To achieve this aspiration, the University must have in place conditions and

support for accomplishing exemplary goals in undergraduate and graduate education,

research and creative activity, and public and professional service. This section of the self-

study report is designed to appraise the University’s accomplishments in establishing a solid

foundation and fundamental strengths in nine key areas:

A. Offering programs appropriate to an institution of higher education.

B. Assessing student academic achievement in all program areas.

C. Distinguishing graduate programs from undergraduate programs, and ensuring quality

through internal and external review processes.

D. Following accepted professional practices in producing transcripts that accurately

reflect student learning.

E. Evaluating effective teaching in courses and programs.

F. Supporting continuous professional development for faculty, staff, and administrators.

G. Providing effective student services in support of the institution's educational

mission.

H. Encouraging department, college, and campus-wide service activities that contribute

to organizational effectiveness and the sense of academic community.

I. Offering effective educational and other services that meet state, local community,

and individual needs beyond the campus.

A. The University offers educational programs appropriateto an institution of higher education

The University of Northern Iowa asserts that it offers programs (courses of study)

appropriate to an institution of higher education. Evidence to support this assertion is

offered within four indicators in this section: (1) academic programs are clearly defined,

coherent, and intellectually rigorous; (2) courses are included in academic programs that

stimulate the awareness and understanding of personal, social, and civic values; (3) faculty

and students engage in research as a scholarly activity that is part of the institution's

academic programs; and (4) the University promotes active intellectual engagement among

faculty and students.


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The excellence of ouracademic programs’content, structure,integrity, andpresentation isfundamental to ourvision of becoming “thenation’s finest publiccomprehensiveuniversity.

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Indicator A1: Courses of study in the academic programs are clearlydefined, coherent, and intellectually rigorous

The excellence of our academic programs’ content, structure, integrity, and presentation

is fundamental to our vision of becoming “the nation’s finest public comprehensive

university, known for high-quality learning environments and a genuine sense of community”

(2001-2006 Strategic Plan). We welcome the opportunity to examine our progress through

this self-study so that we may more effectively achieve our strategic goals and objectives.

Are academic programs of the University of Northern Iowa clearly defined, coherent, and

intellectually rigorous? Catalog descriptions clearly define our courses of study. Course

de s c r i p t io ns and plans of study are available in hard copy and on line at

www.uni.edu/pubrel/catalog/ .

Our courses of study are coherent; in every major the required and elective courses are

related to one another. In most cases, students entering a program begin study by enrolling

in an introductory course, which sets the foundation for future courses.

Several processes ensure program quality and continuous improvement. Departmental,

college, and University curricular committees evaluate all programs prior to their approval by

the Board of Regents. The quality of our programs is further scrutinized through internal and

external components of academic program reviews, which are carried out on a seven-year

staggered schedule. Program reviews, including student outcomes assessments, are used for

continuous improvement and are addressed in detail in section III B, below.

Colleges and departments at UNI have programs that are accredited by national

accreditation agencies and/or are periodically reviewed by outside agencies. The University

is a member of the American Association of State Colleges and Universities (AASCU), the

American Association of Colleges for Teacher Education (AACTE), and the Council of Graduate

Schools in the United States. The University is accredited through the master’s degrees, the

specialist’s degrees, and the doctorate by the North Central Association of Colleges and

Secondary Schools (NCA). Particular programs of the University are accredited by the

following professional accrediting agencies: the International Association for Management

Education, the Council for Accreditation of Counseling and Related Educational Programs, the

National Association of Schools of Music, the National Association of Schools of Art and

Design, the Council on Social Work Education, the American Speech-Language-Hearing

Association, the American Association of Family and Consumer Sciences, the American

Dietetic Association, the National Association of Industrial Technology, the American Council

for Construction Education, the Council for Accreditation of Counseling and Related

E duc a t io nal Pro g ra ms, and the Na t io nal Recre a t ion and Park As s o c ia t io n / A me r ic a n

Association for Leisure and Recreation. Programs are also approved by the Iowa State

Department of Education, the National University Extension Association, and the American

Chemical Society. The University Museum is accredited by the American Association of

Museums.


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Colleges anddepartments at UNIhave programs that areaccredited by nationalaccreditation agenciesand/or are periodicallyreviewed by outsideagencies.

Several departments have curricula that are based on national standards. The Computer

Science Department, for example, follows the curriculum guidelines of the Association for

Computer Machinery in the development and delivery of its programs.

Independent, objective confirmation of intellectually rigorous program standards and

outcomes is also provided by outside agencies that rank programs for comparison on a

national basis. Such is the case for the clinical programs in the Department of Communicative

Disorders. The program in Speech-Language Pathology is ranked fourteenth in the nation for

terminal M.A. programs, according to the most recent rankings by U.S. News and World Report.

Audiology ranks twenty-sixth in the country compared to graduate programs in which the

master’s is the highest degree offered.

It is central to our mission that courses comprising our programs of study are

established, implemented, and evaluated in a manner that ensures that they are intellectually

rigorous. Excellence in this area remains a top priority, as demonstrated in the University’s

2001-2006 Strategic Plan, Goal 2.0, which is to “support creative and intellectually rigorous

teaching and scholarship.”

Indicator A2: Programs include courses and/or activities whose purposeis to stimulate the examination and understanding of personal, social,and civic values

Our role in developing the best-prepared, civic-minded workforce in the nation has been

integrated into our mission at every level. The concepts of service, diversity, mutual respect,

p e r s o nal well-being, and org a n i z a t io nal effectiveness are addressed thro u g hout the

University’s 2001-2006 Strategic Plan. To those ends, UNI’s 47-credit General Education

Program has as a major objective the awareness and understanding of individual, social, and

civic values. All students earning a UNI degree must complete the General Education program

or must have completed general education programs at other institutions of higher education.

Nine credit hours of the General Education courses required of undergraduate degree

candidates are social science courses, including required credits in Sociocultural and Historical

Perspectives and in Individual and Institutional Perspectives. Three credits may be taken in

Topical Perspectives, including courses such as “Social Welfare: A World View,” “American

R a c ial and Ethnic Mino r i t ie s,” “Wo men, Men, and Socie t y,” “Conflict and Socia l

Reconstruction,” "The Nature of Social Issues," "Children and Youth: Issues and Controversies,"

"Contemporary Political Problems," and "Social Problems." All of these courses are designed to

bring into focus the interdisciplinary interrelatedness of personal, social, and civic issues.

Eleven required credit hours of the General Education program focus on Civilizations and

Cultures. Two four-credit courses in Humanities address Western cultures, and three credits

are devoted to non-Western cultures. “Using methods of critical inquiry, students explore

aspects of human nature, the shaping of thoughts and values, and their interrelations” (UNI

Catalog, p. 49).


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Our role in developingthe best-prepared, civic-minded workforce in thenation has beenintegrated into ourmission at every level.

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A capstone course titled “Environment, Technology and Society,” required of all students,

develops an enviro n me ntal literacy and exa m i nes bio l o g ical, techno l o g ical, and

environmental values. This course is intentionally interdisciplinary and is taught by faculty

with a variety of backgrounds and from many disciplines.

Other courses stimulate the development of a science ethic and examine issues such as

bioethics and environmental impact, the role of computers in society, connections between

human activity and the planetary environment, industrial/technological issues of safety and

ethics, the role of mathematical techniques in society, and the impact of physical and

chemical principles in a technology-based society.

Additional examples of courses that stimulate students’ examination of personal, social,

and civic values can be found throughout the University in Management, Finance, Psychology,

Communication Studies, Philosophy and Religion, History, Humanities, and Geography. One

component of a course taught in the Department of Sociology, Anthropology, and Criminology

is the construction of a house for a human service organization, Habitat for Humanity. This

experience helps students learn first-hand about low-income housing and neighborhoods.

Other internships, such as those in Design, Family, and Consumer Sciences, Political Science,

Social Work, History, Public Administration, and Political Communication directly involve

students in community work related to their academic studies.

UNI college mission statements make specific reference to the preparation of students as

productive citizens in a complex, global society. Accrediting agencies often reinforce these

goals. The International Association for Management Education, for example, calls for the

investigation and understanding of global, ethical, and social values, especially as they

impact organizations.

Experiential learning opportunities offered through the Cooperative Education Program

expose students on a University-wide basis to myriad real world situations. The Center for

Energy and Environmental Education, an outreach center that assists students in developing

an environmental ethic, offers programs designed to address issues regarding the societal

impact of science and technology. Off-campus research programs in the sciences, of which

the Recycling Reuse Technology Transfer Center and the Materials Testing Service are

representative, are effective in this area of student involvement.

Teacher education preparation involves the examination of personal, social, and civic

values. Perhaps the clearest evidence of this is contained within examples of student

portfolios (see http://www.uni.edu/coe/portfolio). A course required of all teaching majors,

Schools in American Society, examines social and civic issues in education. Field experiences

also provide opportunities for students to participate in community activities, thereby

enhancing, enriching, and extending their personal, social, and civic values.

Field trips and presentations at national and regional conferences are compelling

examples of how students broaden their awareness. Visits by our political science students to

Russia and trips by our history students to Greece enrich the student experience and foster a


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UNI college missionstatements makespecific reference to thepreparation of studentsas productive citizens ina complex, globalsociety.

sense of global citizenship. An interdisciplinary project involving students in education and

social work led students to Romania last spring to assist in addressing the country’s orphan

problem through an innovative program developed at UNI.

Student organizations, such as History Club or Political Science Society, often promote

an examination of values by enhancing student interest and by demonstrating the many

opportunities that a professional field has to offer. In some cases, this examination of values

is being combined with technological enterprise. The Department of History is developing a

local web site, Black Hawk County: Past and Present, which will engage the community with

a vast amount of historical information about our county of residence.

Initiatives in Educational and Student Services also offer students other excellent outlets

for applying their social and civic values. Long-established and traditionally effective

programs include student organizations and fraternal/sororal societies sponsored by Maucker

Union and the Center for Multicultural Education, and concerned support by academic

advisors and counselors on campus. A more recent innovation is the Citizens and Scholars

initiative in the residence halls. In general, residence hall personnel deal intentionally with

issues of living in community and the need to understand and value diversity in all facets.

Ultimately, all majors, the vast majority of courses, and many clubs, organizations, and

programs demonstrate a degree of purpose toward preparing students for an examination and

understanding of their personal value structures in relation to those of society. This

understanding is recognized by the University as an increasingly essential component, along

with knowledge and skills, in becoming a productive member of civic society in the 21st

Century. It is also a key factor in the long-term well-being of the institution, as acknowledged

in the 2001-2006 Strategic Plan, Goal 4.0: Strengthen a University culture characterized by

diversity, collegiality, and mutual respect.

Indicator A3: Programs require of the faculty and students (asappropriate to the level of the educational programs) the use ofscholarship and/or the participation in research as part of the programs

Faculty scholarship is an essential part of the tripartite mission of the University, which

specifies the commitment to teaching, research, and service. The use of scholarship and the

participation in research by faculty and students is therefore integral to the University’s effort

to create and maintain a high-quality, dynamic learning environment characterized by

excellence at all levels.

As stipulated in the Master Agreement, in evaluating faculty performance for the

awarding of tenure, the first judgment is whether the faculty member’s teaching meets quality

standards. If there is an affirmative judgment about the faculty member’s teaching, then

research and service are considered. Tenure is not granted unless there is sufficient evidence

of the faculty member’s contributions to research and the scholarly community beyond the

University. Likewise, research is considered in merit salary increases, faculty professional


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Faculty scholarship isan essential part of thetripartite mission of theUniversity, whichspecifies thecommitment toteaching, research, andservice.

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development leaves, summer grants, and other programs of faculty support throughout the

University. Many faculty at UNI have research programs consistent with our mission as a

comprehensive university.

Academic programs at UNI have either a research requirement or a research component

for students at the undergraduate level. Significant portions of the undergraduate programs

involve direct re s e a rch by ind i v idual stude nt s, case ana l y s e s, team pro j e c t s, and

p re s e nt a t io ns. Each major cont a i ns courses with sig n i f ic a nt re s e a rch and writing

requirements. All graduate programs require students to complete research projects that

result in written documents, whether a research paper, thesis, or dissertation. The MBA

program, for example, requires student research in each course, and the capstone project is

entirely research based.

There are several kinds of courses that require student participation in research,

including most research methods courses. For example, students who take Qualitative

Research Methods in the Department of Sociology, Anthropology, and Criminology are

required to do four short research projects in order to satisfy the requirements of the course.

Some degree programs require senior research projects.

The Undergraduate Research Program (URP) provides funding each semester for

faculty/student collaborative research, a significant amount of which finds its way to

conferences and publication. Undergraduate and graduate assistantships are extremely

important training grounds for the teaching and performance of research. The Center for

Social and Behavioral Research and the Center for the Study of Adolescence mentor students

through 12 paid positions as undergraduate research assistants. These centers also house a

number of graduate assistants.

Each college supports undergraduate research through funds set aside specifically for

experiential learning and undergraduate research. The Undergraduate Social Science Research

Conference and the Sigma Xi Student Research Conference are annual events during which

students present papers and delineate their original research. Summer Undergraduate

Research Programs, such as those in Chemistry and Biology provide students with a stipend

and research credit. The latter exemplify UNI’s commitment to student research activities in

that they have become part of the budget of the College of Natural Sciences, rather than

being dependent on external grant monies.

In summary, the post-graduate success of our students is, to a great extent, the result

of excellent programs of study consistently delivered by faculty immersed in solid scholarship

with first-rate teaching techniques. These qualities are extensions of our core values and are

central to a well-defined service orientation toward the constituencies we serve. Continued

support for the role of research and scholarship in the academic lives of faculty and students

is expressed in the 2001-2006 Strategic Plan, specifically faculty scholarship in Objective 2.2:

generate increased opportunities for faculty to enhance the quality and quantity of their

research and creative activity.


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Academic programs atUNI have either aresearch requirement ora research componentfor students at theundergraduate level.

Indicator A4: Programs require intellectual interaction betweenstudentsand faculty and encourage it between student and student

All graduate and undergraduate programs require intellectual interaction between faculty

and students. The University prides itself on the quality of that interaction because tenure-

track professors preside over the majority of its classes. Course syllabi provided by those

professors specify in detail the importance of discussion and in-class debate for achieving

the learning goals of the course. In some courses, in-class projects further encourage and

promote intellectual exchange between students and faculty, and among students. Team

teaching, as in the General Education “cluster course” taught by four Humanities and Fine

Arts faculty, provides another example of intellectual engagement and synergy.

Office HoursAll departments require that faculty keep regular, listed office hours for their students.

This ensures the opportunity for interaction in relation to course matters as well as to

academic advising, research mentoring, and general personal interaction. Quite beyond

meeting departmental requirements for availability, many faculty members have an open-door

policy so that students may engage them in intellectual conversations at any reasonable

time. Additionally, faculty are available through email, and email distribution lists are

automatically produced for each class at the beginning of the semester.

Academic AdvisingStudents and faculty also engage in intellectual interaction when they convene for

academic advising. Academic advising is provided by both Academic Affairs and Educational

and Student Services Division personnel and is viewed at UNI as an educational and

developmental service. Students who are undecided as to major are advised by professional

advisors in the ESS Division, coordinated by Academic Advising Services. Some deciding

freshman students are assigned by Academic Advising Services to a hall coordinator for

freshman-year advisement. Students who have decided to undertake work toward certain

majors in the College of Education or any major in the College of Business Administration are

advised by a professional advisor in that college. (These two colleges have advising centers

that also provide enrollment management in their colleges.) Students in other majors are

advised by professional advisors in their academic department (in the departments of Biology

and Communication Studies) or program (Social Science Teaching), or by a faculty member in

the discipline. Some departments (Department of English, School of Music, School of Health,

Physical Education and Leisure Services) provide release time to faculty who coordinate

academic advising in their departments.

In the past decade the University expanded staffs in the college advising centers and

Academic Advising Services and centralized some departmental advising, as described above,

in order to provide easily accessible and effective advising services to students. The advising


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Quite beyond meetingdepartmentalrequirements foravailability, manyfaculty members havean open-door policy sothat students mayengage them inintellectualconversations at anyreasonable time.

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of student athletes has been merged with our general advising services since 1997.

The office of Academic Advising Services continues to support campus advising by

training and coordinating faculty and professional advisors for summer first-year orientation

sessions and by hosting the Academic Advising Council, composed of representatives from

across colleges and programs who meet six times a year. Since 1996, Academic Advising

Services has provided training for new faculty advisors in the three liberal arts colleges. In

addition, Academic Advising Services conducts and coordinates for faculty and professional

advisors topical workshops appropriate to current issues. Such issues have included new

advising tools and electronic advising forms.

Evaluation of advising on campus during this past decade included analysis of responses

on the Graduating Student Survey conducted at every graduation, the Climate Survey

administered at advanced registration, the CSEQ administered in Spring 1999 and Spring

2000, and the Retention Survey administered in May 1996. Assessments are also conducted

in Academic Advising Services every few years.

In the past three years, the Student Climate Survey has indicated the level of satisfaction

with academic advising at the University (see Table III.1). Over half of the students agree or

strongly agree that they have received high-quality advising at UNI.

Table III.1: Student Climate SurveyQuestion: I have received high quality advising at UNI

It is not clear from these evaluations whether a centralized advising center or

decentralized faculty advising in the colleges promotes better decisions and greater student

satisfaction. Unless further assessment indicates that change is necessary, the current dual

system of campus advising should be retained.

Programs and ProjectsBesides these many opportunities for academic advising, academic programs encourage

intellectual interaction among faculty and students by means of peer tutoring projects,

experiential and field-based educational experiences, case projects, and group projects. The

teacher education program, for example, is centered on the development of reflective

practitioners, and, as evidenced by course outlines, class formats make discussion, in-class

debate, and intellectual interaction among students and faculty an essential part of most

courses. Student teaching and practica are other venues for intellectual interaction between

students and faculty in a non-university setting.


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In the past three years,the Student ClimateSurvey has indicatedthe level of satisfactionwith academic advisingat the University.

General Education CoursesGeneral Education Program classes often encourage small-group discussions among

students and instructors. Interdisciplinary programs that offer General Education courses such

as "Conflict and Social Reconstruction," "The Nature of Social Issues," and "Children and

Youth: Issues and Controversies" bring together students and faculty from several

departments and provide a stimulus for interaction and critical thinking.

Conferences and SeminarsThe Center for the Study of Adolescence is exemplary in its facilitation of organized

student participation in scholarly conferences. Seminar programs across departments invite

outside guests, local faculty and/or students to report on their research interests and results.

These programs enhance intellectual interaction among faculty and students at all levels.

Some majors -- Geography is one example -- require a senior seminar for all undergraduates.

Clubs and SocietiesMost departments have student clubs (e.g., American Chemical Society Student Affiliates,

UNI History Club, Psychology Club) and honorary academic societies (e.g., Kappa Mu Epsilon,

Sigma Pi Sigma, Beta Beta Beta) that bring students and faculty together for discussion of

scholarly interests and generally demand excellence in the research and creative activities of

its members.

As outcomes assessment and other data point to the increased importance of experiential

learning, supportive academic environments and increased responsibility for students’ own

learning, the University has integrated into its 2001-2006 Strategic Plan the commitment to

enhance opportunities for mentoring and social interaction among students, faculty and staff

(Objective 5.3).

B. The University assesses appropriate student academicachievement in all its programs

Since the last NCA accreditation in 1991, the University of Northern Iowa has made great

progress in implementing assessment processes. This progress is grounded in an ongoing

commitment to institutional improvement, the foundation of which is excellence in teaching

and well-organized feedback mechanisms that provide faculty with information for program

improvement. We learn a great deal from our students about our institution and its programs

through assessment processes and anticipate continuing to monitor and improve them in the

coming years.

Following a detailed overview of student outcomes assessment practices at UNI, four

indicators are discussed: (1) the University strives to prepare students with knowledge,

skills, and values essential for all college-educated persons; (2) all undergraduate students


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We learn a great dealfrom our students aboutour institution and itsprograms throughassessment processesand anticipatecontinuing to monitorand improve them inthe coming years.

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are expected to complete an identifiable and coherent general education component; (3)

student mastery of knowledge and skills is appropriate to the degree awarded; and, (4) UNI

faculty control the evaluation of student learning and the awarding of academic credit.

Overview of Student Outcomes AssessmentStudent outcomes assessment is now an integral part of Academic Program Review, the

results of which are used to guide program improvement. Outcomes assessment is conducted

and utilized by each academic program on a yearly basis, with summaries of assessment data

and subsequent program changes reported as part of the Academic Program Review process

to the Board of Regents. Some examples of program changes resulting from recent program

review and outcomes assessment processes are described here:

• The Department of Earth Science has revised its Environmental Emphasis in the

Geology major to include field study courses in various areas of earth science that

better serve student interests and needs (Annual Report on Academic Program Review,

March, 1999).

• The program review and outcomes assessment processes conducted in the Department

of Social Work helped support the rationale for establishing a new Masters in Social

Work (MSW) program. The program proposal for an MSW was approved by the University

and the Board of Regents in 1999 and is now in place (Annual Report on Academic

Program Review, March, 1999).

• As a result of its outcomes assessment and program review processes, the Master’s in

Business Administration (MBA) program developed a new modular scheduling protocol

to better fit the needs of its students, 90% of whom are professionals who live within

a 60-mile radius of Cedar Falls. The curriculum was also revised to provide more

emphasis on communication and presentation skills and increased emphasis on

leadership and group-process skills (Annual Report on Academic Program Review,

March, 1999).

• Program review and outcomes assessment processes in the Finance program indicated

a need for restructuring of the introductory finance course. Consulting with the Center

for the Enhancement of Teaching, the department utilized an ad hoc committee to

study the course and implement changes (Annual Report on Academic Program Review,

March, 2000).

• For the School Library Media Studies program, a final program portfolio has replaced

the requirement of a comprehensive exam. Pre-portfolio sessions clarify for students

the expected outcomes, while the faculty now continuously revise rubrics and other

assessment instruments (Annual Report on Academic Program Review, March, 2000).

• As a result of program review and outcomes assessment processes, the B.A. and M.A.

degrees in Science have been dropped from the curriculum (Annual Report on Academic

Program Review, March, 2000).


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Outcomes assessment isconducted and utilizedby each academicprogram on a yearlybasis.

In 1989, UNI began to organize its outcomes assessment efforts on an institution-wide

basis with the formation of an Assessment Committee consisting of faculty representatives

from each of the Colleges, as well as representatives from Educational and Student Services,

Alumni Relations, and Institutional Research. As the Assessment Committee began the

process of developing institutional policies and practices to guide assessment activities, a

1990 Board of Regents mandate for student outcomes assessment at the Regent institutions

(which was based on the statement of principles on student outcomes assessment developed

by the National Association of State Universities and Land Grant Colleges) gave further

stimulus to this effort.

Beginning in 1991, the Board required the presentation of an annual report on Student

Outcomes Assessment (SOA), with the intent that this effort result in meaningful

improvement in student learning. In May 1997, at the recommendation of an external

consulting service, the Pappas Group, the Board adopted a recommendation to merge Student

Outcomes Assessment with the yearly Academic Program Review report.

Through these several years of the definition and development of our assessment

programs, faculty members and administrators have been regular participants in the

As s o c ia t ion of Ame r ican Colleges and Un i v e r s i t ies annual assessme nt confere nc e s.

Participation in these conferences has allowed members of the University community to

develop expertise in outcomes assessment and bring that expertise home to share with

colleagues and apply as programs have been developed and implemented. Assessment

Committee members have also participated in other assessme nt - related prof e s s io na l

development opportunities and continue to serve on related committees, including those

that address the institution’s strategic plan, the General Education Committee, and various

curriculum committees.

UNI submitted an assessment plan to the NCA in 1995 in response to the NCA’s mandate

that all accredited institutions formulate viable assessment plans. NCA Consultant-Evaluators

reviewed UNI’s assessment plan and concluded at that time that the plan met the

Commission’s expectations. In their review, Consultant-Evaluators observed, “UNI is to be

commended for linking outcomes assessment with program review and strategic planning and

for recognizing that judgments regarding the quality of academic programs provide important

information as a basis for strategic planning activities.” They further observed that “the

institution wisely makes explicit the need for involving students in the process in such a way

as to allow them to see the value of assessment and motivate them to participate sincerely”

(NCA letter, February 26, 1996).

The Rationale for Student Outcomes Assessment at UNIStudent outcomes assessment (SOA) practices at UNI are guided by the “Student

Outcomes Assessment Policy” developed by the Assessment Committee, approved by the

Faculty Senate and the Provost, and implemented in 1991. The SOA Policy defined the


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In May 1997, the Boardof Regents adopted arecommendation tomerge StudentOutcomes Assessmentwith the yearlyAcademic ProgramReview report.

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policies and practices for the implementation and administration of student outcomes

assessment activities. This report also provided specific guidelines for academic departments

for developing SOA plans and several “hypothetical” assessment plans that served as models

for departmental assessment committees as they commenced their work. The SOA Policy

continues to provide the guiding principles of operation for the program.

Policies and practices for outcomes assessment at UNI are grounded in the following

definition:Student outcomes assessment is a process by which evidence of thecongruence between an institution’s stated mission, goals and objectives, andthe actual outcomes of its academic programs are assembled and analyzed inorder to improve teaching and learning and enhance goal congruence.– UNI SOA Policy

At UNI, we see four basic purposes for our student outcomes assessment program:

• Outcomes assessment is an instrument of quality assurance, providing data that can be

used to improve the quality of teaching and learning.

• Through its role in academic program review and strategic planning, outcomes

a s s e s s me nt pro motes the ra t io nal, orderly evolution and impro v e me nt of the

institution and its programs.

• Outcomes assessment provides a basis for faculty cooperation, improved integration

within and among courses and programs, and support for the development of

interdisciplinary courses and programs.

• Outcomes assessment helps to make the institution more responsive to its primary

constituencies, including students, parents, accrediting bodies, potential employers,

various public agencies, and others. The external purpose supports needs for resources

and claims of excellence.

Through these functions, student outcomes assessment helps us to focus on the need to

answer the following fundamental questions:

• What should students learn?

• How well are they learning it?

• How do we know?

Student outcomes assessment at UNI is a goal-directed process. Through the data

collected, the process permits the analysis of information and the adjustment and revision of

programs and activities in relation to broad institutional goals, specific program goals, and

particular course goals. As student outcomes assessment processes continue to develop and

mature at UNI, the integration of and interaction with academic program review and strategic

planning processes at the institution remain a strength of our approach.


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Student outcomesassessment at UNI is agoal-directed process.

Organization of Student Outcomes Assessment at UNIFrom the outset, the development and implementation of student outcomes assessment

plans at UNI have primarily been the responsibility of each academic program’s faculty. SOA

Committees at the departmental level were initially responsible for developing SOA plans

(with administrative support) in accordance with the SOA policy. Those committees continue

to work with department heads to administer and monitor ongoing assessment activities and

to analyze and interpret assessment results for the purpose of improving academic programs.

Ac a de m ic de p a r t me nts summarize and report their assessme nt activities on a regular basis

to the University As s e s s me nt Committee and the Office of the Provost. In add i t ion, the

University As s e s s me nt Committee has re v iewed de p a r t me ntal assessme nt plans and results and

re c o m me nded impro v e me nt s. Until 1996, a summary report of SOA activities was also submitted

to the Board of Rege nt s. As stated earlie r, the SOA process was int e g rated with Ac a de m ic

P ro g ram Review in 1997. Since then, the SOA portion of the Ac a de m ic Pro g ram Review has

been ex p a nded and will cont i nue to be a major eleme nt in Ac a de m ic Pro g ram Revie w.

Procedures for Student Outcomes Assessment at UNIAccording to the UNI SOA policy, student outcomes must be related to broad institutional

goals, specific program goals, and particular course goals. The application of outcomes

measures at all these levels helps assessment activities serve both institutional and program-

specific goals for improvement and link SOA activities more closely with the University’s

strategic planning, academic program review, and other institutional improvement processes.

Such an approach is consistent with the University’s mission to support exemplary academic

programs. It also helps faculty and administrators to respond analytically and deliberatively

to assessment feedback.

There are five basic stages (or points in time) at which student assessment occurs at UNI:

• Admission to the University – This stage provides pre-enrollment baseline data. A key

ingredient to student outcomes is what students bring to the University.

• Declaration of Major – This level of assessment provides input data for students

entering their selected majors.

• Mid-Program – This level of assessment is aimed primarily at assessing progress in the

major program.

• Program Completion – This stage measures student outcomes at the completion of the

major.

• Post-graduation – The final stage of outcomes assessment measures longer-term

effects of the educational experience.

According to UNI’s SOA policy, outcomes assessment at the program level occurs each

academic year, with assessment results analyzed by program faculty and utilized to guide

changes in the curriculum and adjustments in other aspects of the students’ experience of

the program. Several examples of such program changes have been cited earlier in this report.


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The application ofoutcomes measures atall these levels helpsassessment activitiesserve both institutionaland program-specificgoals for improvement.

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Individual departments have developed outcomes assessment plans that are in compliance

with SOA policies and procedures and fit the needs of their program. SOA procedures, findings

and results are also part of the Academic Program Review process, which is required for each

academic program at UNI according to the Program Review Master Calendar (Detailed

Procedures for Academic Program Review, 2000-01).

The nature of assessment makes it important to avoid relying on only one assessment

measure, since such reliance could result in misleading perceptions and conclusions about

program needs and student performance. For this reason, when program SOA plans have been

designed and implemented at UNI, multiple measures of assessment have been included at

various stages (see above) in the assessment process.

D e p a r t me nt-level assessme nt committees have de t e r m i ned various me a s u res of

assessment, based on their judgment as to which measures would provide the most useful

information. The UNI SOA policy requires that all students be assessed on a sample of

outcomes or that a sample of students be assessed on all outcomes. Methods of assessment

that are currently in use include the following examples:

• Admission to the university and/or declaration of major – analysis of transcripts, GPAs,

h igh school ra n k s, achie v e me nt test score s, ins t i t u t io nal profile re p o r t s, and

institutional data, etc.

• D e c l a ra t ion of ma j o r, mid - p ro g ram, and/or pro g ram completion – portfo l io s,

i nt e r v ie w s, surveys, self-assessme nts by stude nt s, perfo r ma nce re c i t a l / ex h i b i t /

research, practicum/intern/work experience, comprehensive examination (written or

oral), senior project or thesis, testing, grade analyses, retention studies, enrollment

data, etc.

• Post-graduation – Regents Retention Study, Alumni Relations Survey, Employer Survey,

interviews with alumni, graduate school entrance exam results, graduate school

acceptance rates, professional licensing exam success rates, etc.

Beyond the gathering of assessment data as specified in each departmental assessment

plan is the essential step of interpretation and evaluation of results. SOA committees at the

departmental level again play the central role in this process. Results of student outcomes

assessment, which are summarized in regular reports and reported to department faculty,

department heads and college deans, provide essential feedback for program improvement

and also help us to acknowledge accomplishment of outcomes. Student outcomes assessment

data, as discussed earlier in this report, are also reported and analyzed in depth during the

Academic Program Review (APR) process. The APR process, which includes a self-study by

department faculty, an on-site visit by at least two expert external reviewers, follow-up

discussions with the Provost and college dean, and implementation of a Program Plan, insures

that SOA data provide decision support for changes in programs and other ongoing program

improvement efforts.


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When program SOAplans have beendesigned andimplemented at UNI,multiple measures ofassessment have beenincluded at variousstages in theassessment process.

Examples of applications of post-graduation outcomes assessment data from several

departments provides a closer look at how SOA data is used for decision support for program

improvement efforts:

• The Department of Geography conducts its own alumni survey. Survey results are

incorporated into curricular discussions. For example, the 1992 survey results indicated

the need to provide more experiences for students in geographic information systems

(GIS) technology. As a result, new courses have been developed and appropriate

geographic imaging equipment and software have been acquired.

• The Department of Communicative Disorders surveys alumni on a regular basis. Data

from a recent alumni survey of graduates working in the field indicated that they were

not adequately prepared to conduct home visits as part of professional practice. As a

result, the Communicative Disorders Clinic initiated home visits as part of the

department’s clinical routine and, thus, the students’ practicum experience.

• The Department of Special Education seeks input from both its graduates and from

their employers about the effectiveness of students’ professional preparation. Results

provide information such as graduates’ own perceptions of their competency and of the

quality of UNI’s program, as well as the supervisors’ assessment of the graduate’s

professional effectiveness in several areas. This information is utilized on a continuous

basis for course revisions and curriculum change processes.

• UNI’s Educational Leadership program surveys each cohort in the year following

graduation. Most recently, feedback from alumni surveys contributed to a decision to

reduce clinical components in the program by one half and add a new course in

Technology for Administrative Instructional Leadership.

• The Psychology Department utilizes both its own and the University’s alumni surveys.

Input from these surveys is used to guide curricular change. Most recently such

feedback indicated undergraduates needed more practical experiences. As a result, a

course in “Community Service: Experiential Learning in Psychology” and a course in

“Psychology and Law” have been added to the curriculum.

• In the Department of Management, a recent alumni survey revealed that the C

programming languages are becoming more popular because they provide a better

platform for learning new web-based languages. As a result, the Management

Information Systems (MIS) faculty revised the curriculum, converting the primary

programming language in the department from Pascal to C. C is now the primary

language taught in the program.

• Alumni from the Department of Marketing, through the department alumni survey,

reported that the rapid growth of e-commerce is quickly changing the marketing

profession. As a result, an Internet-based e-business course was designed and is now

being offered.


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As a result of stude nto u t c o mes assessme ntdata, the Commu n ic a t i v eD i s o rders Clinic initia t e dho me visits as part oft he de p a r t me nt’s clinic a lro u t i ne and, thu s, thes t ude nts’ pra c t ic u mex p e r ie nc e.

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Challenges and Goals for Student Outcomes AssessmentUNI’s history of student outcomes assessment and academic program review reveals an

institution that is striving to learn and grow through self-examination. As we look ahead to

the next several years, we recognize the need to retain our “faculty-centered” approach to

outcomes assessment, with responsibility for development, revision, and implementation of

outcomes assessment occurring at the departmental level. This approach has allowed us to

accommodate discipline-specific approaches to assessment that, we believe, contribute to

faculty satisfaction with assessment results and to better decision-making about program

improvement. We also are committed to maintaining and improving the integration of

assessment activities with academic program review and strategic planning processes --

linkages that were applauded by the NCA nearly five years ago.

That having been said, this NCA self-study reminds us that progress in outcomes

assessment has not been an entirely smooth path, and we have challenges before us that will

need to be addressed as we continue to move forward. One ongoing challenge is maintaining

faculty support and enthusiasm for outcomes assessment. Involving faculty in the process

and providing in-service opportunities that both educate faculty in conducting assessment

and illustrate the value to both faculty and administrators of assessment processes are

important ways to achieve “buy-in” and insure successful SOA processes. As relatively large

numbers of new faculty join the UNI community, it will be even more important for the

institution to maintain faculty support and continue to educate all constituency groups on

the importance of assessment. Though all agree that keeping academic assessment faculty-

driven is essential, we will need to continue to ensure that assessment remains a meaningful,

effective, and vibrant means for program improvement and not an end in itself.

Outcomes assessment processes have been institutionalized. We have seen more

continuity in program oversight and support since the position of Associate Vice President

for Academic Affairs became a permanent rather than rotating position in July 1999.

Assessment processes can falter when department heads change and when departmental

faculty “experts” on outcomes assessment depart. Additionally, administrative coordination

has now been improved with the integration of student outcomes assessment and academic

program review processes. The Associate VPAA now oversees the assessment processes.

The following goals have been established for student outcomes assessment for 2000-

2001:

• Establish a web-based source of SOA plans and reports that is accessible for re f e re nce by

all fa c u l t y. Such a source will enc o u ra ge assessme nt committee members and de p a r t me nt

heads to exc h a nge info r ma t ion and utilize their colleagues' ex p e r ie nce and ex p e r t i s e.

• Expand integration and use of outcomes assessment data within the self-study portion

of the Academic Program Review process.

• P ro v ide regular and ongo i ng in-service opportunities and other prof e s s io na l

development activities for involving new department heads and new members of


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We recognize the needto retain our “faculty-centered” approach tooutcomes assessment.

departmental assessment committees in SOA.

• Insure that the institutional research office provides adequate and appropriate data to

support decisions for program improvement.

• Define more fully the role of the University Assessment Committee. The Assessment

Committee was originally charged with developing SOA policy and procedures and then

with reviewing departmental assessment plans and reports. Now that the assessment

program has been implemented, the role of the committee might also be expanded.

The University Assessment Committee will play a leadership role in accomplishing the

goals for 2000-2001.

SummaryDuring the past decade, the University of Northern Iowa has made great progress in

implementing assessment processes. Both NCA and Board of Regents mandates have

stimulated this progress. Student outcomes assessment practices at UNI are guided by the

“Student Outcomes Assessment Policy,” which defines the policies and procedures for the

implementation and administration of student outcomes assessment activities and also

provides specific guidelines and examples to assist departmental SOA committees. We

conduct assessments at various stages in the assessment process and use multiple measures

of assessment. We are moving the institution forward by building upon the strengths of our

outcomes assessment efforts and recognizing and addressing challenges in assessment

implementation. With both administrative and faculty support and a further development of

a “culture of inquiry,” outcomes assessment will continue to help us realize the rational,

orderly evolution and improvement of our institution and its programs.

Indicator B1: Proficiency in skills and competencies essential for allcollege-educated adults

The University’s General Education Program requires that students demonstrate skills and

competencies essential for all college-educated adults. Since 1991 there has been a major

investment in the human, financial and physical resources to support full implementation of

General Education, including the Communication Essentials component. College-level writing,

mathematics, and oral communication courses comprise this component of the General

Education Program. All students are required to pass these courses, thereby demonstrating

that they have these essential competencies.

In Spring 1996, a three-year project was launched on campus to “identify the qualities

of an educated person that should characterize a UNI graduate and integrate these qualities

into curricular and co-curricular activities.” The Qualities of an Educated Person (QEP)

project, organized and funded through the Center for the Enhancement of Teaching, was

designed to stimulate the voluntary participation of faculty, staff, and students in ways that

would not by-pass or supplant decision-making processes involving the University curriculum


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With bothadministrative andfaculty support andfurther development ofa “culture of inquiry,”outcomes assessmentwill continue to help usrealize the rational,orderly evolution andimprovement of ourinstitution and itsprograms.

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or institutional policies. The “products” of the project were to be made available to the

University community for consideration by individuals, groups, and committees in improving

curricular and co-curricular programs and services in support of undergraduate education.

This work was undertaken with the following overall aim in mind: to create a learning

community that enables students to develop the knowledge, skills, and values necessary to live

thoughtful, creative, and productive lives.

The primary activities of the QEP project involved conversations among faculty, staff, and

students from across the University, first, in generating, reviewing, and revising a set of

qualities desired of students who graduate from the University and, then, in creating a vision

of undergraduate education that would help students develop those qualities. Some of the

major contributions of the QEP project between 1996 and 1999 were:

• A statement, “Qualities for UNI Graduates” (October 1997), reviewed by approximately

1,200 faculty, staff, and students and twice revised based on reviewer feedback.

• Two rounds of “calls for proposals” (Fall 1997 and Fall 1998) and funded projects aimed

at innovations in assessing and developing the proposed qualities for UNI graduates.

• A Un i v e r s i t y - w ide confere nce (Fall 1998) that bro u g ht toge t her nearly 1,000 stude nt s,

fa c u l t y, and staff to hear about the QEP project and 10 of the projects funded through it.

• C o nt i nu i ng dialogue and de v e l o p me nt of courses and other stude nt learning

experiences across the undergraduate curriculum, especially in general education.

Indicator B2: Completion of an identifiable and coherentundergraduate-level general education component

The University Faculty approved the current General Education Program in 1988 for all

undergraduate students attending the University of Northern Iowa. The program is a required

component for the bachelor’s degree, and the liberal arts education it provides continues to

be the foundation of our undergraduate programs. The general education component is

consistent across majors and degrees, and all students choose from options within the same

prescribed program.

In the University Catalog of Programs and Courses for 2000-2002 (pp. 49-50), the

requirements of General Education are summarized and then described for each of the six

categories of courses. Students are expected to complete 47 semester hours of General

Education, which includes courses in Civilizations and Cultures (11 hours), Fine Arts,

Literature, Philosophy and Religion (6 hours), Natural Science and Technology (9 hours),

Social Science (9 hours), Communication Essentials (9 hours), and Personal Wellness (3 hours).

To frame our general education courses within the larger purposes of an undergraduate

education, the 1999 “Statement on Liberal Learning” adopted by the Association of American

Colleges and Universities (AACU) precedes the general education course descriptions in the

new UNI Catalog. This statement reflects the philosophy and desired outcomes of UNI’s

Qualities of an Educated Person (QEP) project:


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The QEP project wasundertaken with theaim to create a learningcommunity that enablesstudents to develop theknowledge, skills, andvalues necessary to livethoughtful, creative,and productive lives.

“A truly liberal education is one that prepares us to live responsible,productive, and creative lives in a dramatically changing world. It is aneducation that fosters a well-grounded intellectual resilience, a dispositiontoward lifelong learning, and an acceptance of responsibility for the ethicalconsequences of our ideas and actions. Liberal education requires that weunderstand the foundations of knowledge and inquiry about nature, cultureand society; that we master core skills of perception, analysis, andexpression; that we cultivate a respect for truth; that we recognize theimportance of historical and cultural context; and that we ex p l o r econnections among formal learning, citizenship, and service to ourcommunities.”

“We experience the benefits of liberal learning by pursuing intellectual workthat is honest, challenging, and significant, and by preparing ourselves to useknowledge and power in responsible ways. Liberal learning is not confined toparticular fields of study. What matters in liberal education is substantialcontent, rigorous methodology and an active engagement with the societal,ethical, and practical implications of our learning. The spirit and value ofliberal learning are equally relevant to all forms of higher education and toall students.”

“Because liberal learning aims to free us from the constraints of ignorance,sectarianism, and short-sightedness, it prizes curiosity and seeks to expandthe boundaries of human knowledge. By its nature, therefore, liberal learningis global and pluralistic. It embraces the diversity of ideas and experiencesthat characterize the social, natural, and intellectual world. To acknowledgesuch diversity in all its forms is both an intellectual commitment and a socialresponsibility, for nothing less will equip us to understand our world and topursue fruitful lives.”

“The ability to think, to learn, and to express oneself both rigorously andcreatively, the capacity to understand ideas and issues in context, thecommitment to live in society, and the yearning for truth are fundamentalfeatures of our humanity. In centering education upon these qualities, liberallearning is society’s best investment in our shared future.”

The University accepts the Associate of Arts degree from an Iowa community college as

meeting most of the requirements of our general education program. This follows a statewide

agreement, first approved in 1981, among the Regent universities and all of the public

community colleges in this state. This agreement, reviewed and reaffirmed annually by chief

academic officers of the community colleges and the Regent universities, prescribes the

liberal arts component within the Associate of Arts degree, including requirements for the

specific number of credit hours to be earned in the categories of communications,


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“A truly liberaleducation is one thatprepares us to liveresponsible, productive,and creative lives in adramatically changingworld.”

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humanities, math and science, social science, and distributed areas. Students are required to

earn at least 40 semester hours of coursework defined as general education to be eligible for

an Associate of Arts degree.

If a student transfers to UNI without an Associate of Arts degree, then we make a course-

by-course evaluation of prior work and establish the remaining requirements needed to

complete the UNI general education program. This procedure also is followed for students

who transfer to UNI from any four-year college or university and from two-year colleges

outside Iowa.

There is agreement among the three Regent universities that if a student has completed

the general education program at one Regent university and transfers to another Regent

university the student will be considered to have completed the general education program

at the university to which the student has transferred. The registrar of the university

originally attended must certify the completion of a general education program.

To assist students and their advisors to plan and track the successful completion of

ge ne ral educ a t ion re q u i re me nts in a timely fa s h ion, the University impleme nted a

comprehensive degree audit system in 1985. Each semester, every undergraduate is provided

with a paper copy of his or her degree audit immediately prior to advanced registration for

the next semester. The degree audit plots all courses completed into the appropriate

categories of general education, major, minor, professional sequence and University electives.

The audit also shows the courses in each category that remain to be completed.

A two-phase, web-based Program of Study is intended to improve advising and program

planning, as well as scheduling and course availability. Each student’s degree audit is now

viewable on our degree audit web site. This audit is automatically updated whenever a change

is made to the individual student’s record. Students may submit an electronic request to have

a hypothetical degree audit prepared that shows the requirements for adding or dropping a

major or minor. These hypothetical requests are prepared each night and are viewable on the

degree audit web site the next day.

Faculty advisors have access to their advisees’ degree audits through the Program of

Study. The advisor can also see the hypothetical degree audits that students have requested,

so the advisor can know of potential changes in advising needs. These technological

advancements in degree audit access are helping students and their advisors more efficiently

identify categories of coursework and plan degree programs.

In Phase II, scheduled for Fall 2001, a pilot program will take the degree audit system

to another level. Not only will it allow students to see what courses they need to graduate

in their majors, it will give them the ability to plan to take those courses. Data entered by

students will be stored and compiled for use by academic departments in planning course

offerings. UNI Information Technology Systems is developing the software and related

systems to ensure that the many different components of this comprehensive program will

interact as designed when it becomes fully operational.


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A two-phase, web-basedProgram of Study isintended to improveadvising and programplanning, as well asscheduling and courseavailability.

UNI students tend to be well informed about the General Education requirements, but

they may not understand why these courses are required. As we enter a new century, we are

committed to integrating a deeper appreciation of the General Education curriculum with the

total university experience. Specifically, Objective 1.3 in our 2001-2006 Strategic Plan is to

strengthen the UNI general education program and simultaneously increase understanding of

and commitment to the role and value of a liberal arts education as the foundation of a

university education.

Indicator B3: Mastery of the level of knowledge appropriate to thedegree granted

Knowledge appropriate to the degree -- that is, the coherence and intellectual rigor of

our degree programs -- is assured by curricular review processes, academic program reviews,

accreditation/reaccreditation standards, advisory board assessments, and program rankings.

Mastery of knowledge by the student is documented through exams, papers, recitals, and

projects at the course level. Further demonstration of mastery of knowledge appropriate to

the degree granted comes in the form of juried performances and shows at the senior or

program level, portfolios, practica, and student teaching experiences. Graduate students

complete comprehensive examinations, theses or research papers, as well as course work to

demonstrate mastery of knowledge for the degree. Further, in addition to establishing their

level of mastery per the demand for their skills in the employment market, graduates must in

some cases gain certification and licensure or pass entrance exams.

Data compiled through alumni surveys and other student outcomes assessments offer

evidence that our graduates excel in educational, commercial, industrial, organizational,

technological, and entrepreneurial environments. These formal and informal instruments

demonstrate that students completing our programs indeed possess mastery of requisite

knowledge sufficient to obtain desired positions in their field of choice or to pursue advanced

study. Data supplied by the 1998 UNI Alumni Survey, for instance, indicate that about one-

third of UNI graduates obtain an advanced degree.

A re p re s e ntative example of how pro g ra ms are effectively assessed and adjusted is

p ro v ided by the School of Mu s ic, which re v iewed its de g ree pro g ra ms in 1995 to de t e r m i ne

w he t her its pro g ra ms cont a i ned the appro p r iate ma t e r ial for stude nts ma j o r i ng in mu s ic at the

e nd of the 20th cent u r y. A summary report pro v ided by an outside team of visitors conc l ude d

that, while stude nts were appro p r iately ma s t e r i ng the cont e nt of de g ree pro g ra ms, some of the

c o nt e nt ne e ded adjustme nt to inc l ude mo re no n - Western and no n - t ra d i t io nal eleme nt s. Sinc e

t hen, changes have been inc o r p o rated into the curriculum that address those sugge s t io ns and

elevate the pro g ram to a level of exc e l l e nce cons i s t e nt with stra t e g ic planning goals and

o b j e c t i v e s. Ac c re d i t a t ion re v ie w s, alumni surveys, and employer surveys are other me c h a n i s ms

t h rough which pro g ra ms are mo n i t o red to ens u re that stude nts possess kno w l e dge appro p r ia t e

to the de g ree earne d.


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Data compiled throughalumni surveys andother student outcomesassessments offerevidence that ourgraduates excel ineducational,commercial, industrial,organizational,technological, andentrepreneurialenvironments.

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To summarize, the University strives to ensure that our students’ experiences in a diverse,

dynamic learning environment equip them with the knowledge, skills, and values they will

need to live thoughtful, free, and productive lives. The commitment to build on and surpass

established levels of excellence in scholarship and service is embedded throughout the

Mission Statement and 2001-2006 Strategic Plan.

Indicator B4: Control by the institution's faculty of evaluation ofstudent learning and granting of academic credit

The following statement appears in the UNI Policies and Procedures Manual, Section II,

Professional Ethics and Academic Responsibility, “Responsibilities to Students,” item 1:

Faculty members have the obligation to make clear the objectives of each course or program,

to establish requirements, to set standards of achievement, and to evaluate student

performance.

Faculty members at the University of Northern Iowa determine course descriptions,

content, hours awarded, and requirements for degrees. They control the evaluation of student

learning in their courses, they are responsible for end-of-semester grading that leads to

academic credit, and they are responsible for supervision of field-based experiences and

granting of grades and credit for these experiences.

Faculty at the University of Northern Iowa exercise academic freedom in course content,

pedagogy, and student evaluations. Department heads, deans, or the Provost will not change

grades or curriculum without the consent and approval of faculty.

C. Graduate Programs

For the past 50 years in its 124-year history, the University of Northern Iowa has offered

selected graduate programs. In which ways does UNI attempt to assure the quality of its

graduate programs? Following an overview of UNI graduate program history, as well as

faculty involvement in and commitment to these programs, issues are discussed and evidence

offered for five indicators of graduate program quality: (1) graduate programs are clearly

distinguished from undergraduate programs; (2) graduate faculty and students are expected

to engage in research and/or creative activity; (3) accepted professional practices are used

in awarding graduate academic credit for prior learning; (4) graduate faculty possess

appropriate credentials and experience; and, (5) as with undergraduate academic programs,

graduate programs use the results of internal and external peer review to ensure quality.

Graduate Program OverviewRecognition of the need to provide a curriculum of selected programs leading to graduate

degrees has been an integral part of the University of Northern Iowa’s history. The University

initiated graduate degree programs in 1951, when the Board of Regents authorized the Master


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Faculty members havethe obligation to makeclear the objectives ofeach course or program,to establishrequirements, to setstandards ofachievement, and toevaluate studentperformance.

of Arts in Education. Building on its historic excellence in undergraduate education, the

University has developed outstanding graduate programs in business, education, the natural

sciences, humanities and fine arts, and the social and behavioral sciences. We pride ourselves

in offering graduate students the individualized attention found on small college campuses,

with the resources and opportunities of a large university. Today, UNI offers more than 50

graduate programs leading to the following degrees:Master of AccountingMaster of ArtsMaster of Arts in EducationMaster of Business AdministrationMaster of MusicMaster of Public PolicyMaster of ScienceMaster of Social WorkSpecialistSpecialist in EducationDoctor of EducationDoctor of Industrial Technology

Students also may pursue non-degree study at the graduate level in a variety of graduate

majors. In addition, programs leading to teacher licensure/endorsement and the advanced

studies certificate are offered.

The staff of the Graduate College includes the dean, two associate deans (Associate Dean

for Faculty Scholarship and an Associate Dean for Student Services), a Grants and Contracts

administrator, a Grants and Contracts accountant, a Thesis and Dissertation reader, two

secretaries, and an account specialist.

Enrollment in the Graduate College continues to grow and develop as an integral part of

UNI as the University strengthens its commitment to provide intellectually challenging

experiences and support rigorous scholarship. Accomplishments of the past ten years, many

of which are listed below, are evidence of that development:

• The Graduate College moved to newly renovated Seerley Hall.

• Graduate student enrollment increased from 1,078 in 1989 to 1,569 in 1999.

• There have been regular increases in tuition scholarship funds necessary to offset

increases in graduate student tuition.

• Recruitment of minority graduate students includes a recent contractual agreement

with Florida A & M. This supplements other productive minority recruitment programs

with the State University of New Orleans, Dillard, Xavier, and other Louisiana

universities. In total, these efforts have resulted in 96 student recruitments and the

awarding of 59 graduate degrees from 1989-1999.


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UNI offers more than50 graduate programs.

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• Minority student enrollment in graduate programs increased from 41 (1989) to 109

(2000).

• A significant increase in the University’s involvement in distance education occurred

at the graduate level.

• International student enrollment in graduate programs increased from 44 (1989) to

155 (2000). A program for the recruitment of Russian students, along with other

existing international recruitment initiatives, has served since 1989 to bring the

percentage of international students in UNI graduate programs to 10 percent of total

graduate enrollment.

• There also have been increases in financial support available for graduate student

research and creative activity.

• The number of graduate degrees and majors available to students increased.

• Faculty participation in grant activity increased. The total amount awarded increased

from $3.5 million in 1989 to $18.1 million in 1999.

• University support for faculty engaged in grant writing increased, and two new

positions were created (Federal Liaison for Basic and Applied Research Grants, and a

Grant Writer/Grant Facilitator-UNI Foundation).

• University financial non-salary support for faculty research and creative activity rose

from $82,000 eight years ago to more than $170,000 in 1999.

• New awards were created to recognize the achievement of graduate students and

faculty. Among the new awards are Outstanding Doctoral Dissertation, Outstanding

Master’s Thesis, Outstanding Master’s Paper/Project, Outstanding Graduate Faculty

Teaching, and the Donald McKay Faculty Research Award.

As articulated in the 1996-1997 Graduate College Strategic Plan, the Graduate College

has a strong commitment to the following actions:

• Expansion of the Grants and Contracts office to facilitate the securing of extramural

funds and to provide more effective services to faculty (consistent with the 1996-2001

University Strategic Plan, Goals 1B1, 1B3, 1C, 1C2, 3, 3A, 3B, 3B1)

• Continuation of its emphasis on the recruitment and retention of under-represented

minority students (consistent with University Strategic Plan, Goal 2B1a)

• Assistance to academic departments to develop active recruitment programs, the goal

of which is to increase quality by enlarging the selection pool of outstanding students

(consistent with University Strategic Plan, Goal 1A3a), and the maintenance of

graduate enrollment at a level of at least 10 percent of the total enrollment (consistent

with University Strategic Plan, Goal 1A3a)

• Integration of Outcomes Assessment, Program Review and Strategic Planning within

each graduate program (consistent with University Strategic Plan, Goal 1A5)


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Graduate studentenrollment increasedfrom 1,078 in 1989 to1,569 in 1999.

• Innovation and change at the master’s level to meet the changing external

environment and to offer master’s programs consistent with student demand, societal

needs, and faculty expertise (consistent with University Strategic Plan, Goal 1A3b)

• Offering doctoral programs with a primary emphasis upon applied, practitioner, and

professionally-oriented studies (consistent with University Strategic Plan, Goal 1A3c)

• D e v e l o p me nt and impleme nt a t ion of stra t e g ies ne e ded for the cre a t ion and

maintenance of an intellectually stimulating environment for all members of the

University community (consistent with University Strategic Plan, Goals 1 and 1A1)

• Continued support of the professional development of high-quality graduate faculty

(consistent with the University Strategic Plan, Goal 1B1d).

Indicator C1: The University clearly distinguishes graduate fromundergraduate offerings

The course numbering system used at UNI is explained in the current (2000-2002) UNI

Catalog on page 174. There is a clear delineation in the course numbering system that

designates lower-level undergraduate (000), upper-level undergraduate (100), upper-level

undergraduate courses suitable for some graduate programs (100g), and graduate-level

offerings (200 for masters level and 300 for doctoral level).

Courses at the 100-level whose numbers are followed by a “g” are the only unde rg ra dua t e

courses that pro v ide gra duate credit. In all courses of the 100g serie s, greater acade m ic

a c h ie v e me nt, both in quality and qua nt i t y, is expected of those re c e i v i ng gra duate credit than

of those re c e i v i ng unde rg ra duate credit. Faculty are re q u i red to distinguish between course

ex p e c t a t io ns for unde rg ra duate and gra duate stude nts taking 100(g) classes on the syllabi the y

distribute at the beginning of the seme s t e r. For exa m p l e, one professor in a Public Org a n i z a t io ns

course has separate syllabi for the unde rg ra duates and gra duate stude nt s. The unde rg ra dua t e

s t ude nts have two tests, a final, and a case study. The gra duate stude nts in the class are gra de d

on a mu l t i - a s s ig n me nt case study, tho u g ht papers, two essay tests, and class partic i p a t ion.

Courses numbered 200-299 are primarily designed for graduate students. Undergraduates

seeking admission to graduate courses must secure the permission of the head of the

de p a r t me nt of f e r i ng the course. Courses nu m b e red 200-299, taken as part of an

undergraduate program, cannot later be used for an advanced degree unless the student is

eligible to earn graduate credit.

Courses numbered 300-399 are primarily designed for doctoral students.

T he area of study, re s e a rch de ma nd s, the amo u nt and rigor of re q u i red work, and the level

of sophistic a t ion expected distinguish gra duate from unde rg ra duate of f e r i ng s. Other criteria are

s p e c i f ied in the UNI Catalog, the UNI Curriculum Guide, and in de p a r t me ntal pro g ram syllabi.

The graduate curriculum process includes review and recommendation by a Graduate

Curriculum Committee and approval by the Graduate Council. Graduate faculty members

initiate curriculum matters in their academic departments.


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The area of study,research demands, theamount and rigor ofrequired work, and thelevel of sophisticationexpected distinguishgraduate fromundergraduateofferings.

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Indicator C2: Faculty and students are expected to value and engage inresearch, scholarship, and creative activity

The Graduate College expects that graduate students at the University will acquire an

advanced level of knowledge and skills from coursework, research, practica/internships, and

from the varied experiences and perspectives shared by graduate students and faculty. The

s p e c i f ic re s e a rch and artistic perfo r ma nce re q u i re me nts for ind i v idual stude nts vary

depending on whether students are in a doctoral program or pursuing a graduate program

that requires a thesis or research paper.

Research papers, theses, and dissertations are required of graduate students, and

research requirements of each program are clearly spelled out in the University Catalog.

Specifically, students writing a research paper are required to enroll in one to three hours of

research credit (XXX:299); students writing a thesis are required to enroll in six to nine hours

of research credit (XXX:299). The requirement for the Doctor of Education is six hours of

research and continuous enrollment after a comprehensive examination; the Doctor of

Industrial Technology requirement is 12 hours of research and continuous enrollment. It is

expected that the level and quality of research and scholarly accomplishment will be

sufficient for publication in refereed journals and for presentation at professional meetings.

Principles of scholarly rigor and research productivity are reflected in the requirements

for tenure and promotion of faculty. As outlined in the Master Agreement, the departmental

Professional Assessment Committees (PACs) evaluate the teaching, research, and service of

faculty for the purpose of tenure and promotion. The University requires as part of the PAC

file that individual faculty include lists of presentations and copies of publications. Tenure

and promotion are, in part, based on research. Merit money is also awarded on the basis of

scholarship and creative activity as well as on teaching.

The Graduate Research Awards program through which graduate students may apply for

and receive up to $500 evidences support for student research. An excellent example of

research support for faculty is the Dean's Challenge Grant program, which offers summer

support to tenured, probationary, and continuing term faculty in the College of Social and

Behavioral Sciences. Proposals are evaluated according to the following priorities: (1)

projects that lead to the development of proposals to external funding agencies; (2) projects

that develop innovative teaching techniques or employ innovative teaching technology; (3)

projects that support research (with particular attention paid to proposals that involve

multidisciplinary research endeavors); and (4) projects that support a cross-disciplinary or

interdepartmental approach to teaching.


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Principles of scholarlyrigor and researchproductivity arereflected in therequirements for tenureand promotion offaculty.

Table III.2: Sponsored Project Proposals and Awards as Reported to the Board of

Regents (Excluding Student Financial Aid)

Three summary observations are made regarding Table III.2: (1) while the number of

external research proposals in 1998-1999 was about the same as 12 years earlier, a greater

percent of proposals were funded in 1998-1999 compared to 1986-1987; (2) the total amount

of funding was nearly three times greater in 1998-1999 compared to 1986-1987; and (3) in

each of the past 14 years, over one-half of the proposals submitted were funded.

Internal support for research conducted by faculty and students is demonstrated through

improved technological, financial, and physical resources. Good examples of support in terms

of program-specific technologies include the Department of Geography’s acquisition of a

Global Positioning System and the Department of Design, Family, and Consumer Sciences’ new

abrasion and pilling tester.

Through its colleges the University provides a variety of programs to support faculty

research, scholarship, and creative activity throughout the year. The University is committed

to increasing opportunities for enhancing the quality and quantity of faculty scholarship in

support of our mission.

Indicator C3: Accepted professional practice is used in awardinggraduate academic credit for prior learning

The Office of the Registrar completes initial evaluation of graduate credit earned prior to

enrollment. In doing so, the Registrar is empowered to certify the accreditation of

institutions and of each applicant’s degree(s), determine the authenticity of academic work,

and assure that an official transcript is on file, that coursework is indeed at graduate level

and taught by graduate faculty, and that the credit is in compliance with our recency


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Support for researchconducted by facultyand students isdemonstrated throughimproved technological,financial, and physicalresources.

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requirement. The Registrar also evaluates and assigns UNI course equivalencies to post-

b a c c a l a u reate credit earned at other ins t i t u t io ns. Departme ntal gra duate pro g ra m

coordinators, graduate admission committees, and appropriate department heads all review

graduate admission applications, as well. Departmental faculty ultimately determine whether

courses will apply toward credit in a specific program.

Indicator C4: Graduate programs are approved, taught, and evaluated bya graduate faculty that possesses appropriate credentials andexperience

Associate or regular members of the Graduate Faculty teach graduate courses. Associate

members can teach specified graduate courses, assist in advising graduate students, and

serve on, but not chair, master’s thesis committees under specified circumstances. Regular

members of the graduate faculty, with the appropriate terminal degree at the assistant

professor level or above, can teach courses designed only for the graduate level, advise

graduate students in their programs, and serve on and chair master’s thesis committees; they

may serve on, but not chair, dissertation committees.

Faculty serving as chairs of doctoral committees must have demonstrated substantial

involvement in graduate education, including chairing master’s theses and serving on both

master’s thesis and doctoral dissertation committees, and must show evidence of continued

scholarly productivity after completion of their terminal degrees.

All departments recruit faculty with a terminal degree in their discipline and a

documented record of research and publication. These individuals are appointed to the

Graduate Faculty through the Graduate Dean’s Office and the Graduate Council, and only then

are they assigned to teach graduate-level courses.

In addition, there are procedures for the temporary appointment of someone who is not

a regular member of the Graduate Faculty to teach a graduate course, but these are rare

instances and occur under only very limited and controlled circumstances.

Indicator C5: Graduate programs use results of regular internal andexternal peer review processes to ensure quality

The Board of Regents, State of Iowa, mandates Academic Program Reviews, the purpose

of which is to create a regularly scheduled, structured opportunity for programs at the

University of Northern Iowa to assess their role with respect to the missions of the University,

their college, and their department; to examine and/or assert their place within appropriate

strategic plans; to address program quality, effectiveness, and viability; and to stimulate

program planning and improvement. Program review also enables academic programs to

obtain external peer opinion for assessing programs. External reviewers are invited to visit

UNI to assess programs conducting Academic Program Review (APR) and to report their

assessments in a written external review.


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Faculty serving as chairsof doctoral committeesmust have demonstratedsubstantial involvementin graduate education.

Academic Program Reviews are scheduled so that each University program is evaluated

at least once every seven years. It is assumed that all of a department’s programs, both

undergraduate and graduate, will conduct academic program reviews in the same academic

year, but the focus of individual reports is on programs. Copies of the updated master

schedule are distributed to the Academic Deans and the Dean of the Graduate College at the

beginning of each fiscal year.

Since 1999, Student Outcomes Assessment (SOA) has been an integral part of the

graduate Academic Program Review process. An initiative by the Graduate Dean to institute

program-specific Student Outcomes Assessments in the Graduate College was begun in 1995.

While not under the same State mandate as undergraduate programs to engage in SOA, the

Graduate SOA Committee represents a proactive response to findings regarding the benefits

of such mechanisms in achieving overall institutional effectiveness. The original charge to

the Graduate SOA Committee was to oversee the development and review of SOA plans from

each graduate program. The SOA plans were to reflect the discipline-specific nature of the

assessment task. The Graduate College SOA Committee charged reviewers with the evaluation

of the SOA plans from each graduate program. Reviewers determined the appropriateness of

the evaluation measures and procedures and recommended revisions, where needed.

Subsequently, the SOA Committee notified departments of the results from this review and

recommended further action. To strengthen the SOA program and its process, the UNI

Graduate Council reviewed current practices in the SOA programs and recommended actions

at its meeting on January 27, 2000, Graduate Council Minutes No. 892. The ongoing process,

w h ich ultimately inc l udes no t i f ic a t ion of de p a r t me nts and re c i p rocal assura nce of

implementation for approved plans, demonstrates a commitment to item number four in the

Graduate College’s Strategic Plan, as well as with Objective 1.5 in the University’s 2001-2006

Strategic Plan: build on excellence in graduate programs.

Accreditation reviews occur on a regularly scheduled basis. The MBA program, for

example, was successfully reviewed as part of the two AACSB accreditation efforts in 1993

and 2000. The School of Music and the Departments of Communicative Disorders and Art were

reviewed, and subsequently reaccredited, in 1991, 1994 and 1997, respectively. The Master

of Social Work is currently under accreditation review. External reviews take on other forms

as well. In the Study Abroad Programs of the Department of Modern Languages, an external

review was conducted of the UNISSIST program in Spain in the summer of 1999, the results

of which are being used to make improvements in that program.

Other critical measurements of UNI’s graduate programs, while not part of a formal review

process, provide compelling evidence for evaluating accomplishments. For example, in a

sample of 1998-1999 graduates from UNI’s graduate degree programs, over 96% either were

employed or went on to further education. In addition to highly ranked programs in the

Department of Communicative Disorders cited earlier, U.S. News and World Report most

recently ranked our music program among the top 75 in the country. Building on such


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Program review alsoenables academicprograms to obtainexternal peer opinionfor assessing programs.

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accomplishments in graduate programs is part of the institution’s effort to expand and

maintain programs that distinguish the University, serve as magnets and attract students to the

University of Northern Iowa (see 2001-2006 Strategic Plan, Objective 1.4.).

D. Transcripts accurately reflect student learning andfollow commonly accepted practices

Transcripts are the institution's official records of students' academic undertakings and

accomplishments. Does the University follow accepted professional practices in producing

transcripts? Do the University's transcripts accurately reflect student learning?

The academic transcript of the University of Northern Iowa follows the guidelines for

transcript preparation established by the American Association of Collegiate Registrars and

Admissions Officers. The transcript is printed on security paper provided by Scrip Safe

Corporation. Multiple layers of security features are embedded within the transcript paper to

prevent duplication or tampering.

The academic transcript is an online document. This means that each time a transcript

is needed, one is printed from the files within the mainframe computer. The University

inaugurated its online transcript record systems in 1983. Since 1995, we have been sending

transcripts electronically (to select trading partners) following the national ANSI X-12A EDI

SPEEDE (Standardization of Postsecondary Education Electronic Data Exchange) format.

In 1999, we implemented our “transfer bridge” project, which is a first of its kind in the

nation. The project allows UNI to receive academic transcripts electronically, move them into

the automated transfer course evaluation system, on to our automated degree audit system

and finally to posting on the web for students to see how their transfer work will be accepted

by UNI. This project was awarded the “Best Practices Award” for 2000 from the Post

Secondary Electronic Standards Council.

In addition, for the security of our academic records, we prepare data cartridges of all of

our student records and supporting computer programs three times a year. These cartridges

are exchanged with our sister universities so that a complete set of UNI academic records is

stored at a secure site at either the University of Iowa or Iowa State University. In the event

that a major fire or natural disaster destroyed all computer systems on campus, we would

have a backup of all student records that would allow for full records availability within one

day of the restoration of computing capabilities.

Central to the University’s mission to be a premier comprehensive institution is its ability

to make continuous improvements in capital, physical and informational resources. The

University is proud of its accomplishments in this arena, particularly as it applies to

transcript information management. As more complex and integrated systems continue to

make possible even greater efficiencies, the University stands firmly committed to more fully

integrate modern technology into the everyday lives of UNI students, faculty and staff (see

2001-2006 Strategic Plan, Objective 7.2).


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In a sample of 1998-1999 graduates fromUNI’s graduate degreeprograms, over 96%either were employed orwent on to furthereducation.

E. Effective teaching characterizes the University’scourses and academic programs

The University of Northern Iowa historically has characterized itself as a "teaching

university." This does not mean that research, creative activities, and public and professional

service are unimportant, but rather that teaching is the primary role of the University and

responsibility of the faculty. How, then, does UNI evaluate effective teaching in all of its

courses and programs? This question is addressed in the context of the Master Agreement,

particularly student assessment of teaching, preceded by a brief sketch of UNI's orientation

to teaching.

A motto closely associated with the University of Northern Iowa is “Great Teaching Makes

the Difference.” Excellence in classroom instruction has always been and will continue to be

a fundamental characteristic of UNI. It is one of our core values. Faculty and administrators

agree that teaching is the most important component of a faculty member's duties at UNI.

This is reinforced during new faculty orientation and through annual merit pay evaluations,

promotion and tenure decisions, and faculty awards for outstanding performance.

The University of Northern Iowa has always prized great teaching, evidenced in student

course evaluations, peer reviews of faculty teaching during PAC assessment processes, faculty

awards for excellence in teaching, University alumni surveys, and the employment records of

students graduating with teaching degrees. Additional confirmation of teaching excellence

comes through successful external fund raising efforts.

At UNI, quality teaching is particularly important because a large proportion of our

graduates become teachers in the public and private schools of Iowa and elsewhere. For the

academic year 1999-2000, 27 percent of bachelor’s degrees granted were teaching BA’s. Our

faculty serve as role models for prospective and current teachers at all levels of education.

In general, all departments follow the same systematic approach in their periodic

assessment of instructors’ teaching as outlined by the Master Agreement between the Board

of Regents and the UNI-United Faculty (July 1, 1999 - June 30, 2001), Article Three,

E v a l ua t ion Pro c e du re s, available at ht t p : / / w w w. u n i . e du / v p a a / fa c u l t y _ c o nt ract/ and

Appendix D of this report.

In its subdivisions, Article Three defines the scope and timing of student assessment of

the instructors’ teaching. Evaluation processes for academic appointments are prescribed,

including how the results of the assessment should be reported and filed.

Subdivision 3.21–Assessment ProcedureThe Department Head or her/his designee shall administer student assessments.

Individual Faculty Members may assist and cooperate in the administration of the student

assessment but a Faculty Member shall not be required to do so involuntarily. In no case may

the Faculty Member, when assisting in the administration of the student assessment,


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In 1999, UNIimplemented its“transfer bridge”project, which is a firstof its kind in the nation.

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administer the instrument in her/his own class. The Faculty Member will leave the classroom

when the instrument is administered to her/his class.

Subdivision 3.22–Probationary, Term, and Temporary FacultyStudent assessments shall be administered for each probationary, term, and full-time

temporary Faculty Member during the spring semester of each year.

Subdivision 3.23–Tenured FacultyTenured Faculty Members shall be assessed by students during the spring semester each

fifth year, not counting years on leave or non-teaching assignments.

Subdivision 3.25–Additional AssessmentsAdditional student assessments may be conducted as determined to be appropriate by

the Department Head, as required by procedure, or as requested by the Faculty Member.

It should be noted that some departments evaluate all faculty every semester. Also, many

faculty use student assessment more often than required by contract.

Further guidelines for the evaluation and reporting of a faculty member’s teaching,

research, and professional service by other faculty members, department heads, and

administrators are specified in these subsections of Article Three:

Section 3.3–Professional Assessment Committee (PAC)

Section 3.4–Evaluation by Department Heads

Subdivision 3.42–Evaluation of Candidates for Promotion

Subdivision 3.43–Evaluation for Merit Increases

Subdivision 3.44–Other Evaluations

Section 3.5–Evaluation by Dean or Vice President and Provost

Subdivision 3.51–Evaluation Report

Subdivision 3.52–Evaluation Evidence

Several departments have augmented their evaluation of teaching performance by

conducting exit interviews with graduating students, surveying graduate students one year

after graduation, holding pre-semester workshops for all graduate teaching assistants to

prepare them for their responsibilities, providing feedback from student evaluations and

observation by peers and department head. As discussed in the following section (IIIF), many

faculty regularly participate in professional development activities offered through the Center

for the Enhancement of Teaching.

UNI re ma i ns fully committed to the funda me ntal belief that stude nts de s e r v e

experienced, high-quality faculty in the classroom. The objective at the top of the list in the

2001-2006 Strategic Plan calls for the University to provide instruction to students from

tenured or tenure-track faculty in at least 75 percent of all classes and 80 percent of major

classes, while maintaining a personalized learning environment.


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At UNI, qualityteaching is particularlyimportant because alarge proportion of ourgraduates becometeachers in the publicand private schools ofIowa and elsewhere.

F. Ongoing support for professional development forfaculty, staff, and administrators

A university of quality recognizes that its primary assets are human resources–its faculty,

its staff, and its administrators. The recruitment and hiring process surely is an important

aspect of attracting quality personnel to lead, manage, teach, research, serve, and support

in the University's programs. But, like all organizational assets, human resources also must

be prepared, developed, and renewed. Professional development, on an ongoing basis, is

essential for both individual and institutional effectiveness. To what extent, and how well,

does UNI provide ongoing support for the professional development of its faculty, staff, and

administrators?

The University encourages and supports the continuous engagement of its faculty and

staff in professional development activities relevant to their disciplines and areas of

expertise. For these activities, several different types of direct and indirect support structures

exist, with variations across departments and offices. In addition to departmental support,

the Provost’s Office provided, for example, in 2000-2001: (a) Academic and Curricular

Planning Mini-grants ($108,000), (b) Faculty Research Grants ($330,021), (c) Professional

Development Leave replacement ($166,446), and (d) support for the Center for the

Enhancement of Teaching ($241,827).

The Center for the Enhancement of Teaching serves all faculty in the University by

providing programs and services to maintain and enhance the quality of teaching.

Approximately one-half of the UNI tenured and tenure-track faculty have participated

annually in one or more of the Center’s activities for each of the past seven years. In addition

to the QEP project discussed in IIIB, some of the Center’s activities have included:

• New faculty orientation and mentoring, including all new tenure-track faculty and

faculty colleagues who serve as mentors

• Individual consultations using classroom observations, in-class interviews, student

evaluation of teaching instruments, self-evaluations, and other tools to collect and use

data for faculty reflection, inquiry, and action leading to improved instruction

• Workshops, seminars, and institutes that actively engage faculty in their own

continuing professional development

• An annual confere nce that brings faculty toge t her with staff, adm i n i s t ra t o r s, and

s t ude nts to ex p l o re a topic or the me of importance to quality of the University as a who l e

• A website, professional newsletters, journals, books, and other materials that serve as

resources for enhancing the understanding and practice of effective teaching and

learning throughout the University

• Research and professional involvement beyond the University aimed at broadening and

deepening the understanding of faculty development and its impact on the quality of

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The Center for theEnhancement ofTeaching serves allfaculty in the Universityby providing programsand services tomaintain and enhancethe quality of teaching.

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A comprehensive review of the Center’s development and impact at UNI is found in “An

Assessment of the Center for the Enhancement of Teaching: History, Current Issues, and

Future Directions” (November, 1999).

Faculty receive some financial support for the publication cost of research results in

refereed journals. They can request a reduced teaching load in a given semester in order to

pursue scholarly and creative work. A Summer Fellowship Program provides either four- or

eight-week periods of support for scholarly activity. Faculty who also serve in administrative

roles are eligible for these programs. Support staff may also receive development funds under

certain circumstances.

The Graduate College has funded a professional development program for faculty for

nearly 30 years. Under this program, which is defined in the Master Agreement, full-time,

tenured faculty may apply for a Professional Development Leave (PDL). Through these awards,

the University encourages, assists, and supports faculty research and creative activities.

Recipients devote full time to the proposed project and may not accept additional

responsibilities or employment during the PDL period.

The Professional Development Leave provides a maximum stipend, including appropriate

fringe benefits, of full salary for one semester or one-half salary for the academic year.

Recipients must prepare a written report describing the research/creative activities/degree

work undertaken during the Assignment period. They are also strongly encouraged to submit

their findings for publication, to present them at a professional meeting, or to exhibit the

results of their creative activity. A recipient of a Professional Development Leave is ineligible

for a subsequent leave during the three years following an award.

Maintenance and development of high-quality faculty continues to be a top priority for

the University. Strategic objectives in the 2001-2006 Strategic Plan support creative and

intellectually rigorous teaching and scholarship. Specifically, Objectives 2.1 and 2.2 seek

increased opportunities for faculty to enhance the quality of their teaching, their research and

their creative activity.

Professional development is also important in the Division of Educational and Student

Services (ESS) in order to discover and share innovations, discuss best practices in the field,

and solve problems related to key issues facing higher education. These issues include

enrollment management, the first-year experience, college student values, substance abuse,

diversity, and innovations in technology and food service. Funds are expended for both

professional and support staff and include seminars, conferences and workshops on and off

campus. Records indicate that up to $125,000 was spent in fiscal year 1999-2000 on ESS

professional development.

The delivery of a high-quality education at a comprehensive institution depends on

seamless execution of duties by support staff, skilled technicians, and professional office

staff. We are committed to providing the highest level of service to our constituencies by

seeking to enhance the quality, diversity and number of human resources available to meet the


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Maintenance anddevelopment of high-quality facultycontinues to be a toppriority for theUniversity.

needs of the University (Goal 6.0). Training grants are available to reimburse Merit staff and

Professional & Scientific personnel for tuition dollars spent on approved coursework. In

addition, Human Resource Services provides new-employee orientation as well as printed

materials, videotapes, and workshops for training and development for Merit and Professional

& Scientific employees (see http://www.uni.edu/hrs/staff/training/ for more information).

The addition of a Human Resources staff member dedicated specifically to professional and

career development is one example of how the University plans to address Strategic Objective

6.1: increase professional career development opportunities for University staff to enhance

performance.

G. Student services effectively support the institution'spurposes

As Robert J. Menges and Maryellen Weimer (Teaching on Solid Ground: Using Scholarship

to Improve Practice, San Francisco: Jossey-Bass, 1996) observed, "better undergraduate

education begins with a more complete and informed understanding of students and

learning" (p. 13) and "what happens to students in classrooms relates to their lives outside

of the classroom . . . any given experience is part of a web of experiences that ultimately

affect individual students" (p. 18). This larger perspective for understanding students and

their learning experiences at UNI is reflected in the emerging close working relationships

between Academic Affairs and Educational and Student Services. Well-grounded and executed

studies provide insightful and useful information about the expectations, preparation,

experiences, satisfaction, problems, and achievements of our students. Such scholarly inquiry

is essential for the mutual understanding and informed, coordinated action of personnel in

both academic affairs and student services. Our focus here is limited to one central question:

What evidence indicates that student services support the educational purposes of UNI? An

array of studies and surveys that respond to this question are described.

A review of retention rates, persistence data, enrollment data, our ACT freshmen profile,

and the high school rank and ACT scores of entering freshmen provide evidence that the

educational services afforded to undergraduate students are effective and commensurate with

the abilities and expectations of students who are admitted to the University. This conclusion

is also supported by a comparison of ACT scores, retention, persistence, and graduation data

(see Appendix G).

The University seeks to improve its services to students in a variety of ways. Student

services are evaluated and improved using formal techniques that include institutional

surveys, standardized instruments, outside consultants and focus groups. Examples of these

include:

• Enrollment Management Study, sponsored by the President and the Vice President for

Educational and Student Services and conducted by Williams-Crockett and the Noel-


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The delivery of a high-quality education at acomprehensiveinstitution depends onseamless execution ofduties by support staff,skilled technicians, andprofessional office staff.

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Levitz Center for Enrollment Management in 1993. An Executive Enrollment Potential

Analysis was conducted to provide feedback regarding our current approach to

marketing, recruiting, and retention as well as to provide recommendations for short-

term actions that would enhance enrollment. As a result, computer automation was

increased; staff training and development were provided for professional admissions

counselors; promotional strategies were developed for target student groups; the

inquiry pool was developed; a comprehensive enrollment plan was developed; an

analysis of financial aid effectiveness was conducted; and assistance was provided in

building an enrollment management database needed to support enrollment planning

and decision-making.

• Student Wellness Recreation Center Study, sponsored by student government and

the Office of the Vice President for Educational and Student Services. This initiative

solicited student opinion and concerns and resulted in the development of a concept

paper used by the architects in designing the Wellness Recreation Center.

• Student Involvement Survey, under the sponsorship of the Office of the Vice President

for Educational and Student Services. This survey was conducted to gain a better

understanding of how students spend their time outside the classroom – in

employment, student activities, and academic endeavors. A major outcome of the study

was expanded weekend programming funded by student fees. The study also provided

insight into the role of employment both on and off campus in student success.

• Student Alumni Survey, sponsored by the Office of Placement and Career Services, the

Office of the President, the Center for the Enhancement of Teaching, and the Center for

Social and Behavioral Research and conducted by the Center for Social and Behavioral

Research. The purpose of this periodically administered survey is to examine the

relationship of undergraduate education with work and other post-graduation life

experiences. Information is gathered about the reasons for selecting UNI and a major,

s a t i s fa c t ion with UNI and a ma j o r, stude nt ex p e r ie nc e s, the purposes of an

undergraduate education, qualities (skills, knowledge, and values), the job search

process, first and current work positions of graduates, interests and needs for

continuing education, and interest in participation in UNI activities. Findings from this

survey have been used as evidence of the need for the University’s Experiential Learning

Program and other Placement initiatives. The data have also been used to examine

student knowledge and opinion regarding the University’s General Education program.

• Student Health Clinic Evaluation, sponsored by University Health Services and

conducted by a team of outside medical consultants from Allen Memorial Hospital,

Waterloo. The purpose of the study was to conduct an overall review of the operations

of the Student Health Clinic. This study resulted in recommendations affecting women’s

health care, supervision of the medical staff, implementation of a Continuous Quality

Improvement (CQI) program, and accreditation of the clinic.


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Student services areevaluated and improvedusing formal techniquesthat includeinstitutional surveys,standardizedinstruments, outsideconsultants and focusgroups.

• University Food Services Study, co-sponsored by the Maucker Union and the

Department of Residence, and conducted by Ricca Planning Studios. The purpose of

this study was to assess customer satisfaction, needs and preferences for food services

on the campus, evaluate equipment and facilities for support of future services, and to

determine the most efficient and effective use of campus resources. The findings of the

study prompted a redesign of the food services of the campus: Residence Dining will

have exclusive food service responsibilities in the Union and for other operations on

campus, as well as in residence dining centers. Additionally, extensive facility

modifications are planned for residence dining centers and the union in order to

respond to customer and market conditions.

• Residence System Annual Satisfaction Study, sponsored by the Department of

R e s ide nce and conducted using a benc h ma r k i ng firm’s survey (Educ a t io na l

Benchmarking Information). The purpose is to assess residents’ satisfaction with the

on-campus living and dining experience, to learn of areas of strengths and weaknesses,

to use the information to build on strengths and address weaknesses, and to use the

data to monitor satisfaction in relation to peer departments on other selected

campuses. The results of the assessments have contributed to: provision of weekend

custodial services, residence hall substance-free houses, smoke-free environments,

staff training and development modifications to achieve results in areas of weakness,

expanded housing options, and food service enhancements.

• Student Use, Satisfaction, and Climate Surveys, sponsored and conducted by the

Office of Information Management and Analysis (Institutional Research). Numerous and

ongoing studies about student use of and satisfaction with various student services are

conducted annually and reported by the IMA office. These studies are widely distributed

and considered by institutional officials in program delivery modification and funding.

The net result of these efforts is that programs and services are developed or modified

on the basis of expressed student needs as well as the expertise of outside consultants with

knowledge of best practices.

In 1996, the Division of Educational and Student Services established a standing Student

Research Committee. The committee’s charge is to “conduct assessments to facilitate the

improvement of divisional programs and services which impact students.” To date the

committee has sponsored two studies:

• College Student Experience Questionnaire: Administered twice by the ESS Research

Committee (Spring 1999 and Spring 2000), the CSEQ is helping us establish baseline

and trend data of student self-reported learning experiences and outcomes associated

with a liberal education.

• Study of Withdrawing/Non-returning Students: The purpose for this study was to

gather feedback regarding why some students do not continue at the University of

Northern Iowa.


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Findings from theStudent Alumni Surveyhave been used asevidence of the need forthe University’sExperiential LearningProgram and otherPlacement initiatives.

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Northern Iowa

Establishment of a standing ESS Research Committee reflected a desire to move beyond

assessment of programs and services to consider questions of institutional climate and

educational impact. A further step was taken in 2000 with the employment of Stamats

Communications to look at student service delivery across the institution, including financial,

academic, and administrative student services.

At the graduate level, an Associate Dean for Student Services (Graduate College) serves

as the academic adviser for all non-degree students. This individual is also responsible for

articulating, monitoring, and implementing (on behalf of the Dean of the Graduate College)

graduate academic policies and procedures related to admission, academic progress, the

development and implementation of individual student academic programs, graduate student

academic grievances, and the orientation of new graduate assistants.

In conclusion, changes in student services over the past ten years have been

incremental, deliberate, and increasingly based on formal methods of assessment and

knowledge of best practices. What is judged as appropriate or educationally purposeful

depends ultimately on clearly defined and broadly accepted learning outcomes for students.

Over the past ten years, our expected learning outcomes have been expressed specifically

(e.g., learning that results from experiential education) and more broadly (e.g., as the

knowledge, skills, and values expected of an educated person). Effectiveness in student

services is realized when students achieve these expected educational outcomes.

H. Staff and faculty service contributes to theinstitution's effectiveness

T he primary University mission is achieved through accomplishme nts in teaching, re s e a rc h

a nd creative activity, and public and prof e s s io nal servic e. Ho w e v e r, behind the scenes and of t e n

not visible to ex t e r nal cons t i t u e nt s, a university of quality func t io ns as an effective acade m ic

c o m mu n i t y. Values ex p ressed in UNI’s Stra t e g ic Plan–such as int e l l e c t ual and acade m ic

f re e dom, an ethical, caring and diverse commu n i t y, and the well being of all stude nt s, fa c u l t y

a nd staff–are nu r t u red through the quality of re l a t io nships amo ng fa c u l t y, stude nt s, staff, and

a dm i n i s t ra t o r s. Ind i v idual commitme nts to serve one ano t her within the University are the

b e drock of cont r i b u t io ns to acade m ic commu n i t y. In which ways does UNI staff and fa c u l t y

s e r v ice at the de p a r t me nt, college, or campus-wide levels contribute to the ins t i t u t io n ' s

e f f e c t i v e ness? Does the University exemplify a mo del community in a de mo c ra t ic socie t y ?

The vast majority of faculty and staff provide effective service to their departments. The

contributions of staff and faculty to the institution’s effectiveness are well documented,

prolific and exemplary. All faculty and staff participate in one or more of the following

activities:

• Mentoring

• Service on committees at the department, college, and University levels


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The net result of theseefforts is that programsand services aredeveloped or modifiedon the basis ofexpressed student needsas well as the expertiseof outside consultantswith knowledge of bestpractices.

• Service as faculty supervisors/sponsors of student organizations, student clubs, and

honor societies on campus

• Non-paid lectures and workshops on campus, in the community, and schools

• Service to professional organizations and on boards of directors

• Clinics, workshops, and adjudication duties both off and on campus (such as at the

Iowa All-State Festival, the Tall Corn Jazz Festival and juried art exhibitions around the

State of Iowa)

• Brochure and poster design, publicity, financial and/or other consultant services

related to aspects of the professional and practical nature of the department.

• Organization of events, such as the Celebrating Critical Writing Conference and Foreign

Language Day

• Vo l u nteer assistance (such as fund ra i s i ng or committee work to no n - p rof i t

organizations in the arts or health and human services)

• Non-paid performances in area schools and on campus (such as the annual Scholarship

Benefit Concerts)

• Involvement in University, collegiate, and departmental governance, the University

curricular processes, and strategic planning initiatives.

Our mission, values, and culture emphasize faculty and staff participation that advances

the institution’s overall effectiveness. Maintaining safe conditions, enhancing child care

services, and increasing opportunities for interaction and participation are additional ways in

which we propose to foster a supportive living, learning and working environment with services

and programs that promote individual well being and organizational effectiveness (2001-2006

Strategic Plan, Goal 5.0, Objectives 5.1-5.4).

I. Evidence of effective delivery of educational and otherservices to the community

Professional and public service that extends beyond the University is an integral part of

the University mission. Individual faculty and staff participate on their own volition in a

variety of civic, social, and corporate services that contribute to accomplishing the goals of

local, state, national, and international organizations and communities. Within departments

and colleges, organized projects and programs also serve the needs of constituents beyond

the University. Our attention in this section focuses on the educational services of two

a c a de m ic units, while ackno w l e dg i ng the important public and prof e s s io nal servic e

contributions of individuals, departments, and colleges across the University. The focus here

is on the educational services provided through the Division of Continuing Education and

Special Programs and the Division of Educational Opportunity Programs and Special

Community Services. In which ways, and how well, are these educational services delivered

to constituents in the larger community beyond UNI?


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Individual commitmentsto serve one anotherwithin the Universityare the bedrock ofcontributions toacademic community.

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Division of Continuing Education and Special ProgramsAt the University of Northern Iowa, the Division of Continuing Education and Special

Programs is the administrative home for four programs: Continuing Education Credit Programs,

Continuing Education Non-Credit Programs, the University Museum and the Individual Studies

Program. Each program has its own director and program focus. A report on each of the

programs follows. The Annual Report for the division highlights all of the activities for the

1998-99 academic year. In addition, a January 2000 interim report details the Division’s

response to its 1998 Strategic Plan for Credit and Non-Credit Programs. The Museum has

recently completed a self-study and has sent it to the American Association of Museums.

Continuing Education Credit Programs.Consistent with its statewide mission, the University of Northern Iowa has a long history

of offering off-campus courses and programs to serve the needs of Iowans. The primary focus

of UNI’s off-campus efforts since 1913 has been to serve the inservice and graduate education

needs of K-12 teachers around the state. As the institution that prepares more of Iowa’s

teachers than any other institution, it is only fitting that UNI continue to work with teachers

as they practice their profession. Courses, workshops, endorsement and certification

programs, as well as entire masters degree programs, are offered at various sites across Iowa.

As the University has become more diversified in recent years, its off-campus efforts have

expanded beyond teacher needs. UNI currently offers off-campus programs in business,

industrial technology, and public relations to serve working professionals.

A core value for delivery of off-campus educ a t ion at UNI is that the quality of educ a t io n

of f e red off-campus should be the equivalent of that being of f e red on-campus. The

c u r r iculum/courses of f e red off-campus are the same as those of f e red on-campus, and full-time

campus-based faculty members do most of the off-campus teaching, much of it as part of the i r

regular teaching loads. While Cont i nu i ng Educ a t ion administers off-campus courses and

p ro g ra ms, it does not have the fre e dom to offer courses or credit without the approval of the

a p p ro p r iate acade m ic de p a r t me nt. To assure that off-campus stude nts have suffic ie nt re s o u rc e s,

t he Rod Library pro v ides electro n ic and other access optio ns for distance educ a t ion stude nt s.

A library staff member is available to assist distance educ a t ion stude nts with their ne e d s.

Continuing Education off-campus credit enrollments have increased steadily over the

past decade. Using a variety of delivery methods, including off-campus on-site courses, Iowa

Communication Network (ICN) courses, print-based and web-based correspondence study

courses and semester based on-line courses; off-campus credit enrollments have grown from

5,049 in 1991-1992 to 8,171 in 1998-1999.

The ICN is a live, fully interactive instructional television system in use in the State since

Fall 1993. Between 20 and 30 courses are offered via the ICN each semester, allowing multi-

site delivery and assisting the University in serving students at remote areas of the state.

Largely because of the ICN, UNI was able to offer at least one course in 109 different Iowa


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Professional and publicservice that extendsbeyond the University isan integral part of theUniversity mission.

communities during 1998-1999. The television system means that fewer faculty members

must drive or fly to remote Iowa communities to teach. It also has provided a method of

incorporating on-campus instruction with off-campus instruction, because on- and off-

campus students are in class together. Of the 17 off-campus graduate program cohorts, 16

offer part or all of the program over the ICN; the one exception is the MBA program offered

in the Cedar Falls/Waterloo metropolitan area.

Increasingly the World Wide Web is being used in distance learning for courses that lend

themselves to this type of delivery. Some of the correspondence courses are available via both

the on-line and print-based methods. Also, some courses are offered on-line using the

semester-based model. Several of the off-campus graduate programs have at least one course

available over the web. As well as teaching students the course content, web delivery

familiarizes the students with the latest technology and is available to students without time

and place constraints. In some cases, WebCT is used to supplement ICN and other distance

instruction. This technology assists instructors primarily in making materials available to

students, in allowing students to send assignments via the web, and in facilitating

communication among students and instructors.

In summary, UNI strives to offer quality distance education. The primary distance-

education need across Iowa seems to be graduate education for employed, part-time,

students who wish to advance within their professions. As some of UNI’s graduate programs

have a relatively small on-campus enrollment, the University has the capacity to serve distant

students, especially since much off-campus instruction has been incorporated with on-

campus instruction through the use of the ICN as noted above. The strength of UNI distance

education efforts continues to be its integration with the on-campus curriculum and faculty,

making sure that the University’s off-campus programs are the same as its on-campus

programs.

Continuing Education Credit Programs also administers the Bachelor of Liberal Studies

(BLS) degree program. The BLS is an external degree offered jointly with the University of

Iowa and Iowa State University and, with its liberal transfer policy and no residency

requirement, serves as an excellent opportunity for nontraditional students and anyone who

is unable to complete a college degree through on-campus attendance. UNI serves these

students through correspondence study, World Wide Web classes, telecourses, ICN courses and

other distance education opportunities. The program currently has about one hundred

students, many of whom are graduates of one of Iowa’s community colleges who are place-

bound, or returning UNI students who, for whatever reasons, left the University without

completing a degree.

Non-Credit Programs.A major goal for the No n - C redit Pro g ra ms Office of the Cont i nu i ng Educ a t ion Division is to

assist college s, de p a r t me nts and other University units with the ma na ge me nt of both on and


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The ICN is a live, fullyinteractive instructionaltelevision system in usein the State since Fall1993.

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off-campus no n - c redit event s / p rojects and to develop and deliver cont ract tra i n i ng pro g ra ms fo r

go v e r n me nt and indu s t r ia l / b u s i ness org a n i z a t io ns by ma t c h i ng UNI re s o u rces with

o rg a n i z a t io nal ne e d s. This goal relates directly to a concept in the University’s new missio n

s t a t e me nt and 2001-2006 Stra t e g ic Plan: “UNI programs incorporate scholarship and service to

serve individuals, communities and organizations throughout the state, the nation and the world.”

Providing professional development opportunities in various disciplines is one objective

of non-credit programming. These opportunities are designed to provide up-to-date

information on techniques and practices for professional groups. A second objective is to

provide for the educational development of professional educators and educational leaders of

Iowa. This is consistent with the University of Northern Iowa’s commitment to enhancing its

premier status in teacher education.

The offering and delivery of professional and educational development opportunities is

a c c o m p l i s hed via confere nc e s, semina r s, institutes and workshops of f e red in time

arrangements consisting of one day to two weeks. Another mode of delivery is via customized

contract training programs offered to Iowa business and industries. During the summer and

academic year of June 1, 1998 – May 31, 1999, the Non-Credit Programs Office provided

educational opportunities for 14,143 participants.

Two additional educational opportunities provided by Non-Credit Programs include:

International Short-Term Study Abroad Programs and Elderhostel Programs. The International

component has included study in the countries of Poland and France. Another project is being

planned for Vietnam. Elderhostel is a successful, on-going activity for the Non-Credit

Programs Office. Participants have given high rating to low-cost, short-term academic

programs offered for adults who are 55 years of age and older. Each summer during June and

July, UNI sponsors a week of Elderhostel with an enrollment of 35 – 50 participants. Also

during the last two years, UNI has sponsored two weeks of Elderhostel/Habitat programming.

Twelve participants were enrolled for each of these events.

Museums and Collections.The University of Northern Iowa of Museums and Collections unit manages two facilities:

the University Museum, with natural history collections, and the Marshall Center School, a

historic one-room school. The staff of Museums and Collections also has responsibilities to

departmental collections across campus, including advising to academic departments on the

appropriate methodology for maintaining their collections and documentation, handling of

all collection gifts and deaccessions, and the selection of adjunct curatorial positions.

T he UNI Mu s e u ms contribute to the educ a t ion, re s e a rch and public service missio ns of the

University through educ a t io nal pro g ra m m i ng, ex h i b i t ion, collection, and pre s e r v a t ion. For the

campus and the ge ne ral public, the Mu s e u ms foster life-long learning, the exc h a nge of ide a s,

a nd a respect for our na t u ral re s o u rces and the hu man he r i t a ge of the world. The educ a t io na l

p ro g ra m m i ng and ex h i b i t ion initiatives of the Mu s e u ms are supported by a collection of


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Providing professionaldevelopmentopportunities in variousdisciplines is oneobjective of non-creditprogramming.

105,563 items covering primarily the disciplines of history, bio l o g y, ge o l o g y, and ant h ro p o l o g y.

Established in 1892 as an educational resource for students, the University Museums’

collection was built through individual collecting of specimens and artifacts by the faculty.

The Museum has the distinction of being among the ten percent of museums in this country

that are accredited by the American Association of Museums. Because of the scarcity of

natural history museums within Iowa, particularly those with international collections, the

University Museum takes a broad global view in collecting. This strategy also meets the

University’s goal of heightening student and public awareness of the value of environmental

and cultural diversity. These goals are particularly important because of the geographic

location of the state and because of the importance of exposure to other ethnic groups. The

University Museums’ collecting, programming, and exhibiting are a vital component in the

campus’ mission to broaden student perspective and experience.

The Marshall Center School was built in 1893 and moved to the UNI campus in 1988 to

commemorate Iowa’s long history of high-quality education and the campus’ role in this

proud tradition. The School is one of the most authentically restored rural school museums

in Iowa. Because there is no central repository for early education memorabilia in Iowa, the

Museums have become, with the blessing of the State Historical Society of Iowa, the

unofficial repository for pieces related to the history of rural schools in Iowa.

Campus students, faculty, staff, and alumni, as well as students of other regional colleges

regularly visit the UNI Museums. Other visitors include regional elementary school groups,

youth groups, adult organizations, and the general public. For all of these audiences, museum

educators oversee class projects, supervise student internships, and present hands-on

activities, lectures and tours at the Museums. The internship program provides experiential

learning opportunities for students in a wide range of academic programs, from business

management and anthropology to textile design and communications.

Attendance at the two museums during the last fiscal year was 18,062. Due to a strong

changing exhibits program, a wide variety of educational activities, and an aggressive

marketing and public relations campaign, museum attendance has grown by approximately

ten percent each year for the past five years. That growth has also been seen in donor

support. Endowments since 1997 have increased by $150,000. Memberships and the level of

membership support have doubled since 1994. The professional staff has tripled since 1992,

as have the number of student interns and volunteer staff.

Future plans for the Museums include the acquisition of a larger facility, greater

accessibility to our collection and educational programs through web-based technology, the

creation of educational programming based on first-person interpretation, and a revamping

of the exhibition program around an interdisciplinary approach.


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The Museums foster life-long learning, theexchange of ideas, anda respect for ournatural resources andthe human heritage ofthe world.

U n i versity of

Northern Iowa

Individual Studies Program.The following program options are available through Individual Studies: General Studies

Major, Individual Studies Major and the National Student Exchange Program.

Approved by the Board of Regents in 1974, the General Studies major is designed for

students who desire a well-rounded liberal arts education. General Studies majors take a wide

variety of courses from many different departments. The 45-semester-hour major requires a

minimum of 15 semester hours of upper-level coursework from each of three of the five

colleges of instruction. The emphasis of this major is on distribution rather than

concentration. Each student is encouraged to develop a program of study according to his/her

own needs, interests and career goals.

At the present time, 307 students are pursuing a degree in General Studies compared to

48 students in 1980. One reason for the increase may be the grade-point average (GPA)

requirement for entry into certain majors such as communication studies, business, and

teaching. Individuals who do not meet the GPA requirements may select General Studies as

an alternative. Although the General Studies major was originally designed for the

nontraditional student, currently two-thirds of the majors are under 25 years of age.

The purpose of the Individual Studies major is twofold: 1) to enable a student to design

an individualized major by selecting courses from several academic departments, and 2) to

explore interdisciplinary areas of study before those areas are formally adopted as

departmental or interdepartmental majors. All Individual Studies majors must complete an

undergraduate thesis/project for six credit hours.

UNI is a member of the National Student Exchange (NSE) consortium, a network of over

155 state colleges and universities located throughout the United States. NSE enables

sophomores and juniors with a 2.75 or higher grade-point average to study for one or two

semesters at the school of their choice while paying UNI tuition. The NSE program provides

Northern Iowa students an opportunity to become better acquainted with different social and

educational patterns in other parts of the United States. It also encourages students to

experience new life and learning styles, learn more about themselves and others, and broaden

their educational backgrounds through specialized courses or unique programs which may not

be available at UNI. During 1998-1999, UNI hosted three NSE scholars and placed 33 students

at 24 colleges and universities.

Educational Opportunity Programs/Special Community ServicesAnother wide range of services is provided by Educational Opportunity Programs/Special

Community Services (EOP/SCS), a division of Academic Affairs. This office demonstrates the

University’s cont i nu i ng commitme nt to meet the educ a t io nal needs of fina nc ia l l y

disadvantaged and minority students and to provide educational options at UNI’s Center for

Urban Education as well as on the main campus.


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At the present time,307 students arepursuing a degree inGeneral Studiescompared to 48students in 1980.

University of Northern Iowa Center for Urban Education.The Center for Urban Education (UNI-CUE) is located in the heart of the urban area of

Waterloo. As one of the components of the University’s Educational Opportunity Programs and

Special Community Services, it represents UNI’s strong commitment to the cultural diversity

of its faculty, staff, and students.

UNI-CUE’s mission is to provide a positive environment for lifetime learning. Individuals

may pursue their educational goals and prepare for careers. UNI-CUE personnel collaborate

with other campus departments and community programs to match the Center’s resources with

community needs. The various programs available benefit both the participants and the

University students who participate in the opportunity to do field experience in an urban area.

Center for Academic Achievement.The Center for Academic Achievement provides the University community with a variety

of supportive services that will enhance students’ academic achievement and persistence

toward graduation. Staffed by full-time professionals and part-time student assistants, the

Center provides the Math Lab, the Writing Center, and supplemental advising. The Center for

Academic Achievement is located in the Student Services Center and provides services to any

UNI student free of charge.

In addition, Academic Achievement teaches a course, Community Service: Academic

Skills Achievement Center (200:180). In this course, University students are trained to

provide community service and to tutor children and youth in a variety of educational

settings, including low-performing elementary and middle schools, a Mesquakie reservation,

and correctional facilities.

Educational Opportunity Center.Many adults are unaware of education and career opportunities because their income is

low and their parents have not pursued college degrees. The Educational Opportunity Center

(EOC) staff assist eligible adults to select a post-secondary institution or training program

suited to their interests, help clients complete admission and financial aid applications, and

provide academic development workshops in test taking, writing, basic reading, studying, and

math skills.

The Educational Opportunity Center also coordinates job and college fairs and provides

promotional information on educational and career topics to community media. The EOC is

located at UNI-CUE.


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UNI-CUE’s mission is toprovide a positiveenvironment for lifetimelearning.

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Educational Talent Search.The Educational Talent Search program provides educational counseling to 1,300 students

annually, helping them to continue in and graduate from high school and to enroll in

educational programs beyond high school. The program also counsels high school and college

dropouts to return to an appropriate educational program. Educational Talent Search, located

at UNI-CUE, serves primarily Waterloo students from 6th grade through age 18.

Ronald E. McNair Post-Baccalaureate Achievement Program.Service to students and to the local community can also serve the broader academic

community. The Ronald E. McNair Post-Baccalaureate Achievement Program responds to the

need for more American minorities in college teaching. This program is designed to encourage

low-income and first-generation undergraduate students, especially American minorities, to

consider careers in college teaching as well as to complete advanced degrees through

effective preparation for doctoral study. The 20 students who participate in the program are

provided with academic enrichment programs that provide tutoring, academic counseling,

summer internships, financial aid and admissions assistance, research opportunities, and

faculty-directed mentoring. The program is headquartered in the Student Services Center and

is funded by a four-year, $760,000 grant from the U.S. Department of Education, awarded in

June of 1999.

Student Support Services.The Student Support Services program provides services to 200 low-income, first-

generation, and disabled college students. The services of this program are designed to

increase the retention and graduation rates of eligible students and to foster an institutional

climate supportive of the success of low-income and first-generation college students and

individuals with disabilities.

The Student Support Services program has three primary goals:

• to identify and select participants who meet eligibility requirements and demonstrate

an academic need for services in order to succeed at UNI

• to improve or at least maintain the academic performance of each participant to meet

or exceed the minimum performance required by the University for continued

persistence and graduation

• to enhance the intellectual, cultural, and social development of participating students.

To achieve these goals, Student Support Services personnel provide academic advising

and assistance with course selection, educational and long-range planning; tutoring; career

advising; academic and cultural activities that enhance students’ personal and intellectual

development; and admissions assistance for enrollment in graduate and professional

programs. The Student Support Services program is located in the Student Services Center.


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The Educational TalentSearch program provideseducational counselingto 1,300 studentsannually.

Upward Bound.Classic Upward Bound and Upward Bound Math and Science are preparatory programs

designed to empower program participants with the academic skills and motivation necessary

for success in high school and ultimately college. Both programs serve low-income, first-

generation students who demonstrate potential for college as measured by standardized tests,

high school grades, and written recommendations from school administrators, counselors, or

teachers. Both programs have offices at UNI-CUE.

Two components, the academic year program and the summer enrichment program,

comprise Classic Upward Bound at UNI. During the academic year, Classic Upward Bound

serves 75 students in after-school supplemental instruction and tutorials in their high

schools. The academic year program also includes academic advising and counseling, career

exploration, college tours, study skills development workshops, leadership conferences, and

other activities.

During the summer program, Classic Upward Bound serves 60 students who spend six

weeks at the University of Northern Iowa. These students live in a residence hall and attend

enrichment courses in mathematics (algebra and pre-calculus), English (literature and

composition), science (biology and physics), modern languages (Spanish or French),

economics, and computer science. In addition to their coursework, students participate in

cultural enrichment activities.

After Classic Upward Bound students successfully graduate from high school, they are

enrolled in UNI summer-session courses, all of which are transferable to the college or

university that students will attend in the fall. These participants live in residence halls with

other UNI students during the summer.

The Upward Bound Math and Science program serves 45 students from Iowa. During the

summer, participants live in a residence hall at UNI and for six weeks attend classes in

physics, chemistry, biology, earth science, mathematics, Spanish, and technical writing. On

weekends, they take field trips featuring applications of math and science. During the

following academic year, students are required to meet monthly with a mentor in their

community and to complete two scientific projects.

GEAR-UP.In September 2000, the U.S. Department of Education awarded UNI a five-year grant

totaling $1.26 million for a GEAR-UP program (Gaining Early Awareness and Readiness for

Undergraduate Programs). The purpose of GEAR-UP is to provide students of Logan Middle

School (of Waterloo Community Schools) with the skills, motivation, and preparation needed

to pursue post-secondary education. The program will inform students and their parents

about college options and financial aid, develop a solid academic foundation, promote

improvement in teaching and learning methods, and provide ongoing staff training and

professional development.


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During the academicyear, Classic UpwardBound serves 75students in after-schoolsupplementalinstruction and tutorialsin their high schools.

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Each program administered by Educational Opportunity Programs and Special Community

Services provides educational services to our local, regional, or state communities, primarily

by improving access to and retention in our educational programs. The programs administered

by Continuing Education and Special Programs also provide educational services locally,

regionally, or across the state, extending the offerings of the University far beyond our

campus in Cedar Falls. Every department and division of UNI provides community service in

a variety of ways, but these two divisions of Academic Affairs are fulfilling a special charge

to take our programs to the broader community.


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In September 2000, theU.S. Department ofEducation awarded UNIa five-year granttotaling $1.26 millionfor a GEAR-UP program.

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