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ANTIOCH UNIVERSITY MCGREGOR

ANTIOCH UNIVERSITY

NCA ACCREDITATION SELF-STUDY REPORT

AUGUST, 2002

iii

TABLE OF CONTENTS

Page

Chapter One: Introduction

1

Antioch University McGregor at a Glance

1

An Overview

2

The Undergraduate, Graduate Management, Teacher

Licensure, and M.ED. Programs: Regional Characteristics

4

The Individualized Master of Arts and Master of Arts in

Conflict Resolution: Limited Residency Programs

5

Community Outreach

5

Looking Ahead

6

Description of Self Study Process

6

Chapter Two: Criterion One

9

Antioch University McGregor Mission Statement

9

Chapter Three: Criterion Two

13

Organizational Structures and Systems

13

Human Resources: Faculty

14

Human Resources: Administration and Staff

14

Physical Plant

14

Library and Computing Facilities

15

Financial

17

Chapter Four: Criterion Three

19

Accomplishing Our Educational Purpose

19

Assessment of Student Learning

21

Assessment Summaries by Program

22

Chapter Five: Criterion Four

37

Problems and Concerns

39

Chapter Six: Criterion Five

45

Appendix One: Antioch University McGregor

Mission Statement

47

Appendix Two: Antioch University Mission Statement

48

Appendix Three: Core Faculty by Program

49

Appendix Four: Administrative Listings

51

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LIST OF TABLES

Page

Table I: Antioch University McGregor Program Evolution

3

Table II: Self Study Task Force- Antioch University McGregor

7

Table III: Enrollment by Program: 1997-2001

17

Table IV: Antioch University McGregor Program Reviews

20

Table V: Assessment Methods

22

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CHAPTER ONE

INTRODUCTION

Antioch University McGregor at a Glance

YEAR ESTABLISHED: 1988

FY 2001-2002 Budget

Approx. $5,500,000

51% to direct instructional expense

and academic support

FALL 2001 PROGRAM ENROLLMENT

Undergraduate Program 131

Graduate Management Program 66

Individualized Master of Arts Program 139

Master of Arts in Conflict Resolution Program 57

Teacher Licensure Programs 74

Master's in Education (M.ED) Program and

Principal Licensure 26

FACULTY- FALL, 2001

Core Faculty- 22

86% with terminal degree

Female- 15 (64%)

Male-7(36%)

Adjunct faculty- 87

55% with terminal degree

Female- 49 (56%)

Male- 38 (44)

STUDENT BODY

67% female

33% male

22% minority

and international

average age 39

DELIVERY

undergraduate:

one full day a week

predominantly

Saturdays

Graduate Management:

one full day a week,

predominantly Saturdays

summers off

Teacher Education:

two nights a week,

some Saturdays

IMA: at a distance,

internet supported,

2 residencies

Conflict Resolution:

at a distance,

internet supported,

2 residencies

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An Overview

Antioch University McGregor (AUM), established in 1988, offers adults who are

interested in furthering their education a diverse range of graduate, undergraduate,

certificate, and continuing education programs that are responsive to emerging societal

needs. Each program encourages critical thinking, provides opportunities for collaborative

learning, emphasizes cultural diversity and an international perspective, and promotes the

integration of life and work experience with academic knowledge.

Antioch University McGregor began its existence as the School for Adult and

Experiential Learning (SAEL) by realigning two existing university programs housed on the

Antioch College campus into a distinct college to serve adult learners. These included a

Bachelor‘s completion program, the Center for Adult Learning, which was launched in 1986

and later informally referred to as the Weekend College and the Individualized Master of

Arts Program (IMA) which began in 1976 to serve students in Europe and later students in

the United States under the auspices of Antioch University Continuing and International

Education. The college‘s name was changed in 1995 to The McGregor School of Antioch

University and in 2000 to Antioch University McGregor.

Antioch University McGregor offers seven programs which serve (Fall quarter, 2001)

626 students. Five are purely residential and are based at the home campus in Yellow

Springs, Ohio, while two programs combine limited residencies with computer-supported

distance education modules. The four locally based programs include an undergraduate

B.A. completion program, an M.A. in Management, a variety of Teacher Licensure options,

and an M.ED. program for licensed teachers. The predominantly distance programs are the

Individualized Master of Arts program (now called Individualized Professional and Liberal

Studies) and the Master of Arts in Conflict Resolution. Table 1 provides a timeline of the

college‘s programmatic evolution. Please note that the M.A. in Conflict Resolution began in

1994 as a —track“ within the Individualized Master of Arts program and became a

freestanding M.A. program in 2001.

Programmatic expansion was designed to build on the McGregor mission statement,

the academic strengths of the faculty, and market analysis of attractive niches. The

Graduate Management program built on the success of the management major in the B.A.

completion program and conversations with prospective students desiring academic

alternatives to traditional MBA programs. Teacher Certification, Licensure, and the M.ED.

were all logical extensions of our highly successful Educational Leadership Seminar Series

(ELSS) summer professional development program for Miami Valley teachers. The M.A. in

Conflict Resolution fills an important societal need and is grounded in the AUM value of

fostering social justice as articulated in our mission statement.

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TABLE 1 ANTIOCH UNIVERSITY MCGREGOR PROGRAM EVOLUTION

PROGRAM

YEARS OF OPERATION

BBACHELOR‘S COMPLETION

1988-PRESENT

INDIVIDUALIZED MASTER OF

ARTS (IMA)

1988-PRESENT

GRADUATE MANAGEMENT

(GMP)

1992-PRESENT

TEACHER CERTIFICATION

1996-1999

TEACHER LICENSURE

1999-PRESENT

MASTER‘S IN EDUCATION

(M.ED)

2000-PRESENT

M.A. IN CONFLICT RESOLUTION 2001-PRESENT

Like Antioch Southern California, Antioch New England Graduate School, and

Antioch Seattle, Antioch University McGregor was established to serve the educational

needs of adult learners. However, unlike these other Antioch campuses, from its inception

AUM combined programs serving its geographic region with programs of study available to

adult students all over the world. While it shares the Yellow Springs campus with Antioch

College, AUM has developed a separate and distinct identity and organizational culture

which is particularly sensitive and responsive to the needs and requirements of adult

students.

Antioch University McGregor had been in existence for only five years when the last

NCA review took place. It offered only three programs at that time and two of those, the

Individualized Master of Arts program and the Bachelor's completion program, migrated

from their original homes at Antioch College. Only the Graduate Management program was

developed at AUM itself and it had been in existence for only a year at the time of the NCA

review. Faculty were shared among all programs and hence true academic departments

barely existed. Student service departments were understaffed and many important

functions and positions- Academic Dean, Human Resource Officer, Development Director,

Chief Financial Officer, Information Systems Director- had yet to be filled. Student records

were kept in predominantly paper-based systems. Growth was rapid but unplanned and

there was no strategic plan in place to guide and shape further development. Governance

was informal and there was a notable lack of written and explicit policies to ground and

shape organizational behavior and subsequent evolution. There was no use of technology in

the classroom, even in at a distance programs like the IMA, and no Information Systems

Department or support at all.

Remarkable changes and transformations have taken place at Antioch University

McGregor since the last NCA review. Some happened quickly, some took years to be

implemented, but the institution today bears little resemblance to the fledgling start-up

reviewed in 1993. This institutional evolution will be discussed in detail during the course of

this self-study.

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The mission of Antioch University McGregor embraces Antiochean ideals initially

articulated by Horace Mann, Antioch College's first president (1853-1859), who believed that

full participation in public life required education for the "whole person". Later, these ideals

were expanded by President Arthur Morgan (1921-1933) who believed that the college

experience of students should alternate both academic study and work. This work-study

model, central to the curriculum of Antioch College for many decades, remains an integral

component of an Antioch University McGregor education. Unlike the College, however,

where traditional age students alternate work and study every several quarters, the working

adults who comprise McGregor students experience these shifts between work and study on

a weekly basis.

The Undergraduate, Graduate Management, Teacher Licensure, and M.ED.

Programs: Regional Characteristics

Our four local programs have established Antioch University McGregor as a

distinctive and innovative educational option for adult learners in southwestern Ohio,

drawing students from Cincinnati, Dayton, and Columbus. Four key attributes in particular

characterize our regional programs: an emphasis on cross-cultural and international issues,

adult-friendly weekend/evening formats supplemented by computer-mediated support

tools; an integration of theory and practice; and close personal connections between faculty

and students.

Our undergraduate program pays special attention to cross-cultural learning from the

outset. Cross-cultural perspectives are embedded directly into the general education

curriculum, as well as topical vital issues courses and special workshops. The undergraduate

program features a world classics program which goes far beyond a survey of the Western

canon and includes materials from Africa, Asia, and the rest of the non-Western world. The

undergraduate program integrates theory and practice through professional development

seminars which connect theory and classroom experiences to the student's work

experiences.

Our Graduate Management Program offers a full Master's program delivered entirely

on Saturdays, a delivery system which is highly respectful of the competing work and family

obligations which must be addressed by adult learners if they are to be successful in their

programs of study. The Program insists on the integration of theory and practice in the

classroom and utilizes a model which places highly diverse students in permanent study

group teams which stay together for the two year duration of the program in an attempt to

model the interface between theoretical learning and implementation in the workplace.

Our evening-based Teacher Licensure and M.Ed. programs attempt to train effective

teachers for the real world, with a strong emphasis on competency-based instruction and the

need to foster and honor genuine diversity in the classroom. Like the rest of our local

programs, our education programs feature small and highly personalized classes, with

significant and powerful student/teacher interactions outside of the formal classroom

experience. Small, non-formal classes encourage great personal involvement in discussion

and increased and personalized feedback from faculty to students on an individual basis.

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The Individualized Master of Arts and Master of Arts in Conflict Resolution:

Limited Residency Learning

For 13 years our students, in conjunction with faculty, have designed and

implemented an unusual and creative distance learning graduate program called the

Individualized Master of Arts program. The program has a very clearly defined structure in

which the students move through a sequence of steps and checkpoints: from attending a

residential orientation on campus to recruiting a degree committee in their home areas to

the creation of an individualized curriculum and curriculum plan which is then implemented

and evaluated for progress at every step along the way. In executing their learning plans,

students undergo a midpoint review, a series of steps culminating in a thesis proposal or

capstone project, a candidacy review prior to beginning the thesis or project, and a second

residency dealing specifically with the thesis or final project itself. The program culminates

with a Master's thesis or capstone project which must be approved first by a candidate's

degree committee and then by his/her Antioch University McGregor faculty Advisor. The

steps in the curriculum plan, and its execution, along with the administrative procedures

involved, are outlined in the IMA Student Handbook ( available in the Resource Room for

site visitation).

This has been a highly successful and popular program over the years. However,

some faculty desired to strengthen their academic relationships with students beyond the

traditional faculty advisor role; what emerged in the mid-1990's was the creation of

discipline-based "clusters" within the umbrella of the IMA, include Liberal and Professional

Studies , Psychology, Creative Writing, Intercultural Relations, and Education.

The Master of Arts in Conflict Resolution began as a cluster within the IMA program

in 1994 and quickly achieved substantial enrollments. Program modifications over the

years, especially the development of a true "discipline" of Conflict Resolution and the

movement to a highly structured course-based curriculum delivered in both residencies and

online, made Conflict Resolution progressively less pedagogically and structurally

individualized and in 2000 the Ohio Board of Regents approved free-standing degree status

for this our newest Master's program.

Community Outreach

Since our last accreditation visit in 1992 we have made substantial progress in

strengthening the ties between our campus and the local community. Through its

Educational Leadership Seminar Series (ELSS) our Center for Professional Development

now provides professional development courses and workshops to over 800 certified and

licensed Ohio teachers each year; we have become a key provider of professional

development opportunities for education professionals in the area. The Center for

Professional Development and the Graduate Management program's Organizational

Institute have provided consulting services and continuing education for an impressive

number of for corporate and not for profit organizations both nationally and in the area,

including the Huffy Corporation, Dayton Power and Light, the Defense Electronic Supply

Corporation, the Public Television Outreach Association, and the Ohio Central School

District, which represents all teachers working within Ohio's correctional system.

Dr. Barbara Gellman Danley, Antioch University McGregor's President, has a strong

external focus and has become very involved in important local projects and organizations,

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including the Dayton Chamber of Commerce, the Information Technology Alliance (IT

Alliance), as well as a number of workforce development initiatives for the region.

Important grants have been secured to fund and equip a state of the art Classroom of the

Future, which will be housed in the new Entrepreneur Center in Dayton and will be utilized

beginning in the fall of 2001 by Antioch University McGregor's various academic programs,

especially those in the education area. The Classroom of the Future has received extensive

media coverage in the area and serves the dual purposes of strengthening our educational

offerings while at the same time bringing important recognition and visibility to Antioch

University McGregor in the region.

Looking Ahead

Antioch University McGregor has a number of exciting new programs and

opportunities either planned or already in preliminary stages of development. We have

entered into an important partnership with the Comer Institute at Yale University to provide

comprehensive training for urban teachers and school districts facing the special educational

challenges and dilemmas posed by inner city environments. Our Graduate Management

Program is in the process of developing a track focused specifically on providing the skills

and expertise needed by professional managers working within community colleges to

enable them to become effective managers and educational leaders. This community college

management program, which features limited residencies with online learning and which

will combine traditional management disciplines with case studies specifically focused on

the community college environment, is scheduled to be launched in the summer of 2002.

We have received a grant from the Porrath Foundation to look at developing a Patient

Advocacy program for health care professionals; this ambitious program would utilize the

expertise and knowledge of other Antioch campuses within the University, in addition to

Antioch University McGregor, to provide this critically needed perspective to the evolving

American health care system. Finally, we are preparing a certificate program in conjunction

with the Bartos Institute in New Mexico to provide mediation and conflict resolution

training for environmental professionals in both the private and governmental sectors.

These are ambitious and important initiatives which hold great opportunity for

Antioch University McGregor, but they bring with them significant challenges as well.

Resources remain scarce, faculty workloads are already daunting, and these new initiatives

must be funded and prioritized in a way that permit us to leverage our strengths rather than

place further strains on an already burdened system. These challenges are real, but they are

manageable, and Antioch University McGregor looks to the future with a great deal of

optimism and excitement.

Description of the Self Study Process

A self study task force under the direction of Academic Dean Dr. Steven Brzezinski

was convened in the fall of 2000. Working with the Antioch University liaison group, a

timetable was laid out and benchmarked from the start of the process until the review team

visit, tentatively scheduled for the fall of 2002. Task force membership includes

representatives from all major stakeholder groups within the institution, including faculty,

administration, student services, existing students, and alumni. The task force is comprised

of 11 members including the chair. The first important decision of the group was around

7

how the organization of the self study report should be organized. The group felt strongly

that for coherence and consistency the self study's chapters should correspond in structure

to the 5 principal criteria set forth in the North Central accreditation guidelines. Looking at

each criterion, we will present a comprehensive response in terms of compliance, provide

supporting documentation for the narrative, and highlight particular strengths as we see

them while noting concerns and areas for improvement.

TABLE 2

SELF STUDY TASK FORCE-AUM

NAME

POSITION

V VIRGINIA PAGET

D DIRECTOR, IMA PROGRAM

STEVE BRZEZINSKI

A ACADEMIC DEAN

D DARLENE ROBERTSON

R REGISTRAR

MICHAEL ROBINSON

DIRECTOR, GRADUATE

MANAGEMENT PROGRAM

I LINDA ZIEGAHN

CHAIR, INTERCULTURAL

RELATIONS TRACK

ZAK SHARIF

C CHAIR, M.ED. PROGRAM

K KAREN CRIST

ENROLLMENT SERVICES OFFICE

TOM MCNICHOLS

A AUM ALUMNI/STUDENT

ROSEMARY HARTIGAN

AUM ALUMNI/STUDENT

CAROL FARQUAHAR

A AUM AlUMNI/ STUDENT

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CHAPTER TWO

CRITERION ONE

The institution has clear and publicly stated purposes consistent with its

mission and appropriate to an institution of higher education.

Soon after our last accreditation visit in 1993 the Provost, Dr. Robert Miller, appointed a

work group to revise, sharpen, and better focus the institution's Mission Statement which

provides a context for all our academic programs and initiatives. The mission statement is

so central to everything done at AUM that we are placing it in the body of this document

rather than merely as an appendix.

ANTIOCH UNIVERSITY MCGREGOR MISSION STATEMENT

Antioch University McGregor, established in 1988, offers academic programs

for adults that are responsive to emerging societal needs. Each program

encourages critical thinking, provides opportunities for collaborative learning,

emphasizes cultural diversity and an international perspective, and promotes

the integration of life and work experience with academic knowledge. We

believe that education is most effective when students, faculty, staff, and

administration unite as a community of learners.

Our approach to education stems from Antioch University's historical

emphasis on intellectual, emotional, and ethical development. The principles

promoted by Douglas McGregor, President of Antioch College from 1948-1954,

also inspired the institution. McGregor, well known for his teachings in

participatory management and leadership, believed that organizational

effectiveness depends upon the cooperative efforts of the entire community.

He asserted that all have the right to express their views openly and to act on

the basis of their beliefs, provided that they act in accord with the principles of

democracy, and with honesty and integrity.

Antioch University McGregor is imbued with an entrepreneurial spirit

and strives to provide high quality, socially responsive, flexible, and innovative

educational programs. AUM seeks to pass on to its graduates a legacy of

passion for lifelong learning and a commitment to the application of knowledge

toward the betterment of our workplaces, our communities, and the wider

society.

--------------------

Antioch University McGregor finds this Mission Statement to be as vital and current

today as it was when adopted in 1993-1994. In 1999, each of the campuses that comprise

Antioch University developed, articulated, and implemented a comprehensive strategic plan

which takes the Mission Statement as a grounding to guide and focus our activities and

initiatives. The AUM Strategic Plan, adopted in 2000 , is the result of full community

involvement and participation in this effort over the course of 6 months, and clearly

articulates and highlights both short and long-term goals for the institution. The full text of

the Plan is available as an appendix to this document.

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In addition to being highly specific about short and long-term goals, the Strategic

Plan also adopted more generalized institutional goals as part of the visioning process

developed to help us articulate how we see our future.

These include the following:

1. Continue to emphasize the importance of attracting and retaining qualified faculty, staff,

and administrators.

2. Build upon existing academic programs and develop new ones to meet the needs of adult

learners.

3. Create legacy programs that reinforce the values of Antioch University and its rich

history.

4. Emphasize a fiscally sound and well-managed campus.

5. Develop partnerships with the educational community, the corporate world, and others to

assure seamless integration of work and study.

6. Present an image and an environment suitable for adult learners.

7. Strengthen the development component of the institution.

8. Facilitate appropriate integration of technology into the teaching-learning environment.

As part of the Strategic Plan, each Antioch University McGregor academic program

and administrative functional area was required to make explicit long and short-range

institutional and educational goals for its area. Though the Plan is only a year old, we have

clearly made major progress in moving towards successful implementation of many of the

goals focused on in the plan. We have combined our undergraduate and graduate

management departments into a cohesive single unit. Our undergraduate program has

strengthened its partnerships with two-year institutions in the area through mutually

beneficial articulation agreements. Our Individualized Master of Arts program reshaped its

curriculum, delivery system, and academic content. Our Conflict Resolution program

received Ohio Board of Regent's approval as a freestanding Master of Arts program and took

the lead within the institution in incorporating web-based learning into its teaching and

learning paradigm. Our Teacher Education department successfully made the difficult

transition from a state certification model for teachers to a mandated licensure system. Our

Graduate Management Program modified its curriculum to better prepare and educate

managers for participation in an increasingly collaborative global community. These are just

a few of the successful initiatives which we will highlight during the course of this narrative.

Antioch University McGregor is constantly analyzing and evaluating how its

operational processes serve or hinder the achievement of our stated goals and purposes and

how effectively we communicate these purposes to our stakeholders and constituencies. The

comprehensive Strategic Plan of 2000 and the Mission Statement are the principal

benchmarks by which we monitor the effectiveness of our efforts. Our Mission Statement is

published in all catalogs and student handbooks and prominently displayed on our website.

Programmatic, policy, and budgetary decisions are evaluated on the basis of their synergy

with our mission and their likelihood of helping us accomplish our stated educational

purposes.

Antioch University McGregor has highly participatory decision-making processes

which are congruent with the emphasis on participatory management and collaborative

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leadership in our mission statement. These mechanisms include a Faculty Assembly chaired

by a faculty member rather than the Academic Dean and which oversees curriculum and

academic content; President's Council, the primary administrative policy making group

within the institution; the Faculty Standards and Review Committee, which administers our

peer-review faculty evaluation process; a standing committee of faculty and administrators

which monitors program assessment efforts; and four task forces in key priority areas,

including Academic Planning, External Affairs, Enrollment Management, and Technology.

The President chairs an Administrative Council for all non-faculty employees. Every

employee in the college is a member of one, or in most cases, many of these bodies which

provide ample opportunity for community participation and input.

Antioch University McGregor attempts to keep the public informed of our programs

and initiatives in a variety of ways. Our academic catalog is published yearly and available in

all local public libraries. We have frequent Open Houses and Information Sessions to invite

prospective students to come and find out more about the opportunities for adult learners

offered at McGregor. Our public relations office sends out press releases to all local media

keeping them abreast of AUM programs, initiatives, and human interest stories. We are in

the process of developing an active and committed alumni organization and a variety of

workshops and other alumni functions have been planned and implemented. Our website

does an excellent job of portraying who we are and what we have to offer prospective adult

students. Finally, we advertise our programs in local and national media, utilizing a

combination of television, radio, newspapers, and other print media.

Our institutional commitment to academic excellence is a source of pride and we use

multiple instruments to monitor the success of our efforts. Each academic program at the

school has developed student learning outcome assessment measures which are constantly

monitored and the results used to make necessary programmatic improvements and

changes; student learning assessment measures will be discussed at length in a later section

of this self study. Antioch University governance mandates that every University program

not subject to state board of education or Ohio Regent's review, or review by other

accrediting body, must be periodically reviewed by a University review team which includes

an Academic Dean from a different Antioch campus than the one being reviewed. Since our

last accreditation visit the undergraduate B.A. completion program, the Graduate

Management Program, and the Individualized Master of Arts program have been reviewed

by the University and changes and program modifications have resulted from this process.

Over the course of the last three years Ohio has moved from Teacher Certification to a

system of Teacher Licensure, necessitating full reviews and new approvals by the Ohio

Department of Education of each component of licensure i.e. reading, math, language arts,

special education, etc. All seventeen components of McGregor's new licensure programs

have been assessed by outside experts and fully approved by the Ohio Department of

Education. Finally, the Ohio Board of Regents did a full site visit in 1999 and approved our

Master's in Educational Leadership program and in 2000 also approved, on the

recommendation of an outside consultant, moving the Conflict Resolution track of the

Individualized Master of Arts program into a freestanding Master of Arts program in

Conflict Resolution.

We are also very committed to the evaluation of student and faculty performance in

the classroom. Antioch University does not provide letter grades to assess student

performance, instead utilizing a system of comprehensive narrative evaluations which

describe in detail student performance, noting particular skills and strengths and indicating,

12

when necessary, areas for improvement. Students do comprehensive course evaluations on

each course they take, encompassing the material, effectiveness of the pedagogy, and

performance of the instructor. We have in place a Faculty Standards and Review committee

to assess and monitor teaching excellence in the classroom; the process includes a

substantial component of peer review, including classroom observation, a self study by the

faculty member under review, and reviews by the Director of the program who supervises

the faculty member under review, and finally a review by the Academic Dean. Every effort is

made to fund professional development opportunities for all faculty, administrators, and

staff and our faculty has become quite active in giving papers and serving on panels at

national conferences within their discipline.

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CHAPTER THREE

CRITERION TWO

The institution has effectively organized the human, financial, and physical

resources necessary to accomplish its purposes.

ORGANIZATIONAL STRUCTURES AND SYSTEMS

Responsibility for governance at all Antioch University campuses is lodged with the

Antioch University Board of Trustees, with representation from each of the adult campuses

and Antioch College. The Board governs the University through a Chancellor and a central

office. Much of the work around policy development, academic development, budget

preparation, and long-range planning takes place within the University Leadership Council,

made up of the Chancellor, the President of each campus, the Vice Chancellor for Finance,

and the Vice Chancellor for Development.

Antioch University McGregor and the rest of the University moved from a Provost

model to a President/Academic Dean model in 1999, strengthening both external relations

and the focus on academic excellence. The new President, Dr. Barbara Gellman Danley, has

built a strong Board of Visitors to advise her on policy and to ensure strong community

participation in the affairs of the institution. The Board of Visitors, comprised of

distinguished Antioch University McGregor alumni and important community stakeholders,

has been extremely effective in increasing visibility and fostering beneficial community

linkages for the organization. The Board of Visitor roster is available for review in the

Resource Room.

We now have in place an effective organizational structure with the President as Chief

Executive Officer and an Academic Dean responsible for all academic priorities within the

school. An Organizational Chart is provided in the Resource Room.

All internal governance structures seek to maximize participation and address key

issues and priorities on a regular basis. The President's Council is chaired by the President

and includes all academic and administrative Directors and is the chief administrative

policy-making organ within the institution. Serving as the key advisory group to the

President, the President's Council facilitates and monitors vision and planning; guides the

budget planning, review, and resource allocation processes; resolves conflicts and issues

that cannot be resolved within individual units; and fosters institution-wide community

building. As a result of the recent strategic plan four key task forces were created to deal

with strategically critical priorities for the institution; they all have broad-based

memberships and include the areas of Enrollment Management, External Relations,

Academic Planning, and Technology. Finally, the academic side of the house is governed by

a Faculty Assembly chaired by a faculty member and comprised of all core faculty members

at Antioch University McGregor.

14

HUMAN RESOURCES:FACULTY

We have built a faculty extraordinarily well-equipped and prepared to carry out and

deliver our portfolio of academic offerings. Since our last accreditation visit we have

increased the number of full-time faculty in the school from 13 to 22 and have added a

number of permanent associate faculty (less than 50% time) to help reduce our reliance on

adjuncts. The practitioner focus of a number of our programs makes some use of

practitioners as adjuncts not merely acceptable but desirable. However, a long -term goal of

the institution is certainly to increase the number of full-time faculty while reducing the

reliance on adjuncts. Since our primary focus is on student learning rather than pure faculty

research , we attempt to recruit highly experienced professionals with terminal degrees

(presently 85% with terminal degrees, with most of the rest at ABD stage). Our faculty

members have been honored with special recognition for pedagogical innovations from the

Southwestern Ohio Consortium for Higher Education (SOCHE) and several of our education

faculty have been honored for distinction and merit from both state and national

organizations in recent years.

No core faculty members are hired without a formal search in order to assure

maximum quality in the pool and to ensure that every effort is made to foster diversity and

affirmative action in hiring. Search committees are appointed by the Academic Dean in

accordance with written policy (Resource Room ) and are made up of faculty members

within the area, supplemented by other McGregor faculty members, staff, and

administration. Every candidate brought to campus as a finalist is expected to prepare a

formal presentation which is open to all members of the community and who are

encouraged to provide input to the decision-making process.

HUMAN RESOURCES: ADMINISTRATION AND STAFF

Our administration and staff have grown from 22 in 1992 to 33 today. Notable

administrative improvements included the hiring of a capable professional to manage the

Alumni Development area, the addition of professional recruiters to aid in the Enrollment

Management area and the development of a strong institutional focus on public relations

and press releases as a way to keep our message and programs visible in the community.

PHYSICAL PLANT

We have made significant strides in recent years in providing better services to our

students that improve their chances of academic success and provide them with a safe and

enjoyable environment. Our main administrative building, Fels Sontag Hall, has been

remodeled and made more attractive and welcoming to students. Since we share a physical

campus with Antioch College, we have collaborated in improving bookstore, cafeteria,

gymnasium, library services, and classroom quality. Snow removal is handled by the college

maintenance staff. Crime is very low and the campus is policed by college security staff .

Antioch University McGregor has a policy banning smoking in all campus buildings and

drug-free policies are enforced at all times. Parking is plentiful and readily available.

There are problematic issues which arise from sharing a physical campus with

Antioch College. We rely on Antioch College employees for classroom maintenance,

security, library, bookstore, cafeteria, and all support activities which do not take place in

15

Fels Sontag Hall. This can lead to tensions and competing priorities at times since we rely

on the efforts of employees who are not on our payroll. Our academic calendars are not the

same (semesters versus quarters) and most of our classes take place at night or on the

weekends, all of which makes logistical coordination and staffing difficult at times. We

utilized Antioch College dorms to house our distance students during their limited

residencies on campus, but had to vacate them when the College needed them back. We now

house these students in local motels and bus them in every day which is less than ideal and

has lead to some program dissatisfaction. We are working through all these issues and

relations between AUM and Antioch College remain amicable and collaborative despite

these occasional tensions.

LIBRARY AND COMPUTING FACILITIES

Criterion Two is very concerned that academic resources and equipment, including

libraries, electronic services, learning resource centers, and computer laboratories are

adequate to support institutional purposes. We have always benefited from access to

Antioch College‘s Olive Kettering Library for faculty and student scholarly needs. Two areas

where we have made the most improvements in recent years are in the area of electronic

library access and the acquisition and implementation of sophisticated computer hardware

and software. We are now a member of OhioLink, an Ohio consortium serving state colleges

and universities which provides McGregor students, distance and local, with computer

access to a large number of electronic journals, articles, and databases and the ability to

download articles and abstracts to their home terminals. As mentioned earlier, each of our

students and employees receives a First Class email and conferencing account which permits

ease of communication between students, faculty, student services, and students with each

other.

On campus services

Computer Lab:

A generous grant from the Pierson Lovelace Foundation provided funds to create a

computer laboratory for use by students. The lab was set up in 1996 in a renovated space on

the first floor of the University‘s Kettering Building. The lab was equipped with sixteen

Power Macintosh 7100 series computers for general use and two Power Macintosh 6100

DOS-Compatible computers for running either Macintosh or MS-DOS/Windows

applications. Office and other productivity software were available on these computers. All

computers in the lab had 10 base-T access to the Internet.

Education & Multimedia Lab:

In the year 2000, this lab was completely renovated in feature new hardware and software

tools. The lab was designated as the —Education & Multimedia Lab.“ The improvements

included 20 iMac DV computers, new furniture, a flatbed scanner, new networked laser

printer, mobile instructor presentation cart with LCD projector, Microsoft Office 2001™,

and a variety of education software. All computers continue to have access to the Internet

with an upgraded 100-BaseT connections.

16

Business Lab:

Also in the year 2000, a new computer lab was set up in the conference wing of the Sontag

Fels building. This new lab was designated the “Business Lab.” It has been equipped with

13 IBM NetVista

®

PCs, including a mobile instructor presentation cart with LCD projector.

These computers feature Microsoft Office 2000

™

and other business related applications.

SPSS10 software is also available in the lab as a tool to aid in statistical analysis. All

computers have 100base-T access to the Internet.

Internet-based Services

Dedicated Internet Access:

In 1999, the decision was made that McGregor needed its own dedicated Internet connection

in order to provide better and faster computer services to students. The campus formally

became a part of the Ohio Academic Research Network (OARnet) and a SOMACS T-1 line

was installed by Ameritech.

FirstClass:

In 1996, the University made a decision that each campus should use FirstClass

®

groupware

for electronic communications as opposed to simple POP3 email. It was left up to each

campus to set up and implement a FirstClass

®

server as well as create and manage user

accounts. The McGregor administration made the decision to extend user accounts to all

members of the McGregor community: faculty (full and part-time), staff, administration,

and all matriculated students. All community members had been given accounts by March,

1998. A web browser interface was added to FirstClass

®

so that students would not need to

install propriety software on their computers in order to make use of the FirstClass

®

system.

The system features: email with file attachments, asynchronous bulletin boards,

synchronous chat, web page publication, calendar and scheduling, etc. This system had

been used to host on-line courses since April, 1998.

ApplyWeb:

In 1999, an agreement was reached with ApplyWeb, Inc. to host a secure web site for

McGregor that would allow prospective students to apply for admission on-line. This service

continues to be available to students.

Public Web Site:

In 1999, the campus web site was professionally re-designed by Bingenheimer Design, Inc.

Current information is available about academic programs, continuing education, faculty,

administrative offices. Application and program materials are downloadable, and an

information request form can be used to request hard copies of materials. The web site is

also searchable.

17

WebCT On-line Course delivery system:

In 2001, a dedicated web-based course delivery system was set up using Sun Microsystems

hardware and WebCT software. The campus joined the Ohio WebCT Consortium through

the Ohio Learning Network. This delivery system is robust and scalable and very easy for

faculty and students to use. It is currently being used to deliver on-line graduate courses.

FINANCIAL

One area of concern surrounds attracting a sufficient number of students to meet the

institution's financial needs. Certain of our programs, especially in the area of teacher

education and licensure, have been faring well in the enrollment management area. Teacher

education, which we did not provide or offer in 1993, now represents the largest area in the

school's portfolio in terms of revenue, with student FTE’s of 181. Most other programs have

suffered some attrition over the last five years. In particular, our Bachelor’s completion

program has struggled in recent years. Increasing competition from other providers, a

strong economy and a tight labor market decreasing the pressure on workers to achieve the

baccalaureate, and an increase in the hours worked per week have made this market

somewhat difficult in recent years. We are working to add more majors and the tools of

online courses to increase flexibility and options for adult learners in this segment. Already

increased enrollment management attention and a Weekend College Task Force seem to be

paying off; we attracted 40 new students in the fall versus 12 last fall. Table 3 presents

enrollment by program over the last five years.

TABLE THREE

ENROLLMENT BY PROGRAM – 1997-2001

PROGRAM 2001 2000 1999 1998 1997

B.A.

131

114

154

172

188

ILPS(IMA) 139

160

202

205

203

IMA-IR

56

85

81

86

91

CR

57

58

68

74

116

GM

66

67

80

88

93

TC

77

149

137

115

91

TL

74

N/A

N/A

N/A

N/A

M.ED

21

5

N/A

N/A

N/A

OPL

5

7

N/A

N/A

N/A

TOTAL

626

645

722

740

782

Our Individualized Master of Arts program, one of the earliest distance education

programs, suffered somewhat in recent years by being behind the curve on technology. We

have responded by providing all of our students with conferencing and course groupware

and are beginning to provide a larger percent of the academic content in our distance

programs while scaling back somewhat the individualized components. We are achieving

some success here. For example, Conflict Resolution now combines limited residencies with

18

computer-assisted coursework and has dramatically improved its retention numbers while

reducing the amount of time and money it takes students to receive their degrees.

Antioch University McGregor also recognizes that the shift toward lifelong learning

and a workforce need for constant updating of skills has created significant opportunities in

the area of continuing education and certificate programs. We are experiencing major

growth in these areas and intend to focus heavily on continuing education in the years to

come. In 2000 over 700 certified and licensed teachers attended our Educational

Leadership Seminar Series and over 300 more correctional educators and Public Television

Outreach employees attended continuing education and certificate programs we provided.

In order to coordinate growth and quality in continuing education we have created a Center

for Professional Development to administer these programs. Revenue from continuing

education initiatives and fundraising activities will generate about $400,000 this academic

year

Though we have struggled somewhat in recent years to maintain healthy growth in

the enrollment area, we have made good strides in providing and augmenting the

environment and human resources necessary for effective teaching and learning. Our

revenue more than doubled over the last decade, from just over $2.5 million to the present

$5 million level. The core faculty has increased from 13 to 22, over the same period. In 2000

we hired a professional Alumni Development officer and our Annual Fund contributions

rose from $7,000 to almost $30,0000 , or over 400% from the previous year. Building

renovations and rewiring, technology hardware and software acquisition, and the staffing of

a professional Information Systems Department have transformed the technological

capabilities of the school in dramatic fashion. All administrative functions have been

computerized with Datatel, an integrated student information system now used by all the

Antioch campuses, improving the speed, accuracy, and efficiency of record-keeping,

admissions, and the business office. We have successfully operated on a balanced or surplus

budget basis since our founding in 1988, though these surpluses have largely gone to

cushion financial difficulties at Antioch College rather than into Antioch University

McGregor reinvestment into our people and programs.

19

CHAPTER FOUR

CRITERION THREE

The institution is accomplishing its educational and other purposes.

As articulated in our mission statement, Antioch University "strives to provide high

quality, socially responsive, flexible, and innovative educational programs" and "seeks to

pass on to its graduates a legacy of passion for lifelong learning and a commitment to the

application of knowledge toward the betterment of our workplaces, our communities, and

the wider society". Each of our 6 degree programs- the undergraduate B.A. completion

program, the Individualized Liberal and Professional Studies program (formerly the

Individualized Master of Arts, the M.A. in Conflict Resolution, the M.A. in Management,

Teacher Licensure programs, and the M.Ed. in Educational Leadership - are congruent and

consistent with these core Antiochean values regarding design, content, and delivery. Each

program attempts to provide not merely substantive knowledge, but seeks to encourage

students to explore their values and connect their personal and professional development to

the social units of community, work, and the wider society.

The B.A completion program embeds this humanistic philosophy in each of its

majors, featuring a humanities program which encompasses all world traditions and culture,

and offers a series of Vital Issues courses which explicitly connect student learning to the

rapid evolution and transformation being experienced in local, national, and global venues.

The Individualized Liberal and Professional Studies program provides access to high quality

graduate education to individuals interested in designing their own graduate curriculum or

unable to attend a traditional residential program through the use of limited residencies and

web-based support tools. The entire M.A. in Conflict Resolution curriculum trains

practitioners to explore and master techniques and concepts designed to mediate, resolve,

and ameliorate violence and conflict at all levels of society. The M.A. in Management, unlike

traditional MBA programs, supplements core disciplines such as economics and marketing

with courses on expanding diversity in the workforce and fostering value change within

organizations. Teacher licensure programs educate students to honor and respect the value

and potential of each child in their classrooms.

These degree programs and the courses which comprise them are clearly defined and

described in our institutional literature, including the yearly course catalog, student and

program handbooks, and in the syllabii which accompany each course.

The coherence and intellectual rigor of the programs are routinely and

comprehensively reviewed through the mechanism of ongoing mandated university program

reviews and by external site-based reviews when applicable.

20

TABLE FOUR

ANTIOCH UNIVERSITY MCGREGOR PROGRAM REVIEWS

PROGRAM

REVIEWER

YEAR OF REVIEW

BACHELOR‘S

COMPLETION

ANTIOCH

UNIVERSITY

INTERNAL REVIEW

1991

GRADUATE

MANAGEMENT

ANTIOCH

UNIVERSITY

INTERNAL REVIEW

1996

INDIVIDUALIZED

MASTER OF ARTS

ANTIOCH

UNIVERSITY

INTERNAL REVIEW

2000

MASTER OF ARTS IN

CONFLICT

RESOLUTION

OHIO BOARD OF

REGENTS

2000

TEACHER

LICENSURE

OHIO BOARD OF

EDUCATION

1999,2000

M.ED WITH

PRINCIPALSHIP

LICENSE

OHIO BOARD OF

REGENTS

1999,2001

Our students and faculty manifest their commitment to the Antiochean core values of

community engagement and social justice with their involvement in a variety of community

activities in the areas of civic leadership, environmental policy, affordable housing, mental

health, and a plethora of other organizations and causes seeking to ameliorate social and

economic societal ills. Students in a number of our programs, most notably Conflict

Resolution and Teacher Licensure, apply their academic learning to their professional

practice through internships and practica.

Each program requires of the faculty and students the use of scholarship and research

as integral components of the program. Because the philosophy of Antioch University

strongly believes that written projects and reflective practice are better indicators of student

performance than traditional tests, there is an unusually heavy concentration of primary and

secondary research components in each of our programs. Antioch University McGregor is a

"writing intensive" institution and embraces a commitment of quality scholarship in a

practitioner context. This praxis is grounded in adult learning theories and models which

support a cycle of theory-action- reflection- and assessment as most appropriate to the

needs of adult students.

One of Antioch University McGregor's great pedagogical strengths is the intense

interaction between student and faculty and between student and student. The cornerstone

of our educational model is experiential education. Adult students come into the classroom

with years of personal and professional experience and reflection and a lecture/testing

21

format does not serve their needs, nor does it honor their potential contributions to exciting

dialogue and effective pedagogy. Though classes are small and lecturing is discouraged,

these are only pieces of the interactive model we attempt to implement in the classroom. As

practitioners of adult learning the exchange of intellectual and scholarly ideas is not merely

encouraged; it is vital to the learning culture we seek to establish. This dialogic modality of

scholarly dialogue and intense interaction is evident in the experiential nature of learning in

all our classes and is reinforced informally outside the classroom and in the advising

process. We get to know our students personally and in depth and this empowers them to

confidently and enthusiastically participate in all aspects of the learning process.

For the last three years we have provided each of our students, both local and at a

distance, with a First Class email and conferencing account. This has afforded faculty and

students with a variety of opportunities to dialogue using email, course conferencing, chat

rooms, and other technological tools. First Class has had the effect of continuing and

deepening discussions and conversations initiated in the classroom and has vastly increased

student-student interactions beyond those that take place in a classroom, as well as

involving and engaging students who may be reticent about participating verbally in

classroom discussions and who feel more comfortable communicating through this channel.

ASSESSMENT OF STUDENT LEARNING

One of the areas of weakness across the University identified in the 1993 NCA review

was the relative lack of articulated student outcome assessment measures. Each program

within the University submitted assessment plans for NCA review in 1994 and these plans

have been modified, fine-tuned, and implemented since then. Significant progress has been

made at Antioch University McGregor in the development and implementation of

assessment plans by program. Though we still have areas that can be improved, principally

in the areas of embedding assessment criteria at every level of the pedagogical process, in

the documentation of how assessment outcomes have been fed back into the program

development process, and systematically detailing what programmatic changes have been

made in direct response to assessment findings. Student learning assessment plans for each

Antioch University McGregor program, as well as examples of student portfolios and other

assessment instruments are available for review in the Resource Room

Though we have begun to take important first steps in utilizing assessment data for

program modification purposes, we have done a better job of using program reviews to

initiate necessary programmatic modifications. Most notably, the self study of the

Intercultural Relations track in the IMA and the conclusions and criticisms of the University

Review Team have led us to discontinue our existing partnership with the Intercultural

Relations Institute in Portland, Oregon, and to no longer accept new students into this track

effective academic year 2001-2002.

Though all programs at the institution flow directly out of our mission statement,

they differ substantially in outcome goals and modes of delivery. Hence we have opted for

assessment plans customized to serve the needs of each program rather than a single

assessment blueprint standardized for all programs.

22

TABLE FIVE

ASSESSMENT METHODS

PROGRAM

ASSESSMENT INSTRUMENTS

BACHELOR‘S COMPLETION

PORTFOLIOS

GRADUATE MANAGEMENT

DREXLER-SIBBETT TEAM

PERFORMANCCE INSTRUMENT,

BIRKMAN INSTRUMENT,

CAPSTONE PROJECT

INDIVIDUALIZED MASTER OF

ARTS

THESIS, RANDOM FILE REVIEW

WITH ASSESSMENT MATRIX

MASTER OF ARTS IN CONFLICT

RESOLUTION

THESIS/CAPSTONE PROJECT

TEACHER LICENSURE

PORTFOLIOS, PRAXIS EXAM

M.ED WITH PRINCIPALSHIP

LICENSURE

PORTFOLIOS, CAPSTONE

COURSE

ASSESSMENT SUMMARIES BY PROGRAM

Bachelor's Completion Program

Student outcome goals for our undergraduate program include the following:

A. Development of analytical writing skills

B. Awareness and integration of diverse perspectives

C. Mastery of content material within a chosen discipline or area

of concentration

D. Development of effective group interaction skills within a

diverse environment

Faculty assess the quality of projects and assignments at both the individual. They

provide narrative evaluations of student performance which we believe provides a richness

absent from traditional letter grade evaluation models. These narratives provide descriptive

data about student stills, abilities, substantive knowledge, and strengths and weaknesses as

they relate to the expected competencies of student achievement as described in course

syllabii.

The principal tool for assessing student outcomes is the portfolio process. The

portfolio process is described to all incoming students at orientation. At the midpoint of

their program and again as they approach graduation all students are asked to pull examples

from their completed class work of how they demonstrate mastery of the four outcome goals

for the program listed above. The student then must write a brief introductory paper for the

portfolio explaining why they chose the work they did to demonstrate that the learning

outcome goals have been met.

23

Portfolios from all concentrations are gathered from all students (not sampled). The

portfolios are evaluated by two of the core faculty rather than just the department chair.

Measurable descriptors for each goal have been developed and contained in a grid (Available

in Resource Room). After portfolio evaluation is complete the core faculty from the program

meet to determine necessary programmatic modifications.

Master of Arts in Management

Student outcome goals in the graduate management program include the following:

A. Ability to understand business from a global perspective

B. Ability to integrate theory and practice

C. Ability to demonstrate competence in the traditional areas of

management: accounting, finance, marketing, economics, and production

D. Ability to work effectively in teams

The primary integrating structure in this program is the study group team. Students

are assigned team projects, which are generally class presentations or group papers. Faculty

assess the quality of projects and assignments at both the individual and study group level.

They provide narrative evaluations of student performance which we provides a richness

absent from traditional letter grade evaluation models. These narratives provide descriptive

data about student skills, abilities, substantive knowledge, and strengths and weaknesses as

they relate to the expected competencies of student achievement as described in course

syllabi for both individual and group performance.

At the end of each course student complete narrative course evaluations which

address the effectiveness of the course for the student as an individual and as a group

member. Study group teams meet regularly with their faculty advisor in open forums to

discuss issues and concerns about courses, faculty, or other issues. Student surveys, which

combine Likert scales with open ended questions, are collected and scored at the end of the

first year and upon completion of the program. These surveys focus on the curriculum,

faculty competence, integration of theory and practice, degree of difficulty, general

satisfactions levels, and perceptions of learning.

Program Assessment Methods

The Birkman Method

Graduate Management Program faculty believe that in order to development effective

interpersonal and teamwork skills, we must understand our own behavior and how that

behavior interacts with and effects the behavior of other people. Faculty also believe that

each person brings distinctive strengths and weaknesses to a team. The Birkman Method

identifies these strengths and weaknesses in a framework of four productive styles. Each

productive style, represented by a different color of the Birkman Method, identifies the basic

motivational direction that drives us toward our interests, overall approach, and

predispositions. These styles filter our worldview and determine how we choose to approach

job assignments, solve problems and relate to people around us. Combinations of these

styles provide diversity and significantly increase potential for optimum solutions.

24

Being aware of this information and understanding its application, students are able

to improve their ability to work together in teams, organize team members according to their

natural strengths, coach for individual development to achieve maximum efficiency, and

utilize the strengths of diversity inherent in the study group team. The above applications of

the Birkman Method, along with numerous others, have significantly impacted study group

team performance. Students complete the Birkman Method Questionnaire during the first

Critical Skills Seminar. Results are reviewed in the first professional development seminar.

During the first professional development seminar faculty use the Birkman Method to

help students analyze individual and cohort group profiles as they relate to working as

individual contributors and members of teams and/or organizations. After completing the

seminar, students are better able to:

B Understand individual motivation, strengths, environmental needs and behaviors

B Recognize and understand the causes of individual and team stress behaviors

B Learn to manage individual and team stress behaviors

B Understand ways in which individual needs, strengths, and motivations affect team

effectiveness.

B Understand the value (to the individual and the team) of various personal styles

The types of assessment used in this seminar include individual reflections about being

on a team in the program since the first professional development seminar, team reflections

(using photographs taken by the team) describing the evolution of the team from initial

study group team formation, and team reflections discussing how insights from the Birkman

individual and team reports can be used to help the study group team‘s interaction and

facilitate future success in the program and in the professional and personal lives of study

group team members.

The Drexler-Sibbet Team Performance Model

Since the study group team is a major feature of the program, it is essential that a

rigorous assessment of how an actual team performance model works in practice take place.

It is equally essential that the program be able to measure whether the collaboration and

team-building competencies, which the program stresses, have in fact been demonstrated.

The Drexler-Sibbet Team Performance Model provides a way to map the significant things

happening in a team, identify symptoms of destructive or counterproductive activity, and

prescribe actions to move the team toward high performance. The model has seven primary

elements, each representing a set of concerns team members face as they work together. For

each element, the model describes three keys to resolving the critical issues, and some of the

symptoms that mean the important issues are not resolved. All teams take the diagnostic

inventory accompanying the Drexler-Sibbet Team Performance Model during their second

quarter in the program and again in their fifth quarter as they near program completion.

This system permits faculty to observe and measure changes and improvements in team

processes and functioning over time and helps faculty assess the degree to which the team

competencies are being absorbed and learned during the program. Study group teams

identified by the inventory as struggling or in trouble then work with faculty advisors and, if

25

needed, outside consultants to improve performance and resolve internal difficulties which

are getting in the way of their ability to become high-performing work teams.

The Birkman Method and the Drexler-Sibbet Team Performance Model are used to

address all individual and team-related issues that arise in the program. Analysis of the

assessment data has led to changes in curricular content, changes in course sequencing, the

replacement of some faculty deemed less than ideally effective, and in the creation of a true

"capstone" course to provide students with the opportunity to demonstrate mastery of the

four student outcome goals which the program seeks to foster.

Analysis of the assessment data has led to changes in curricular content, changes in

course sequencing, the replacement of some faculty deemed less than ideally effective, and

in the creation of a true "capstone" course to provide students with the opportunity to

demonstrate mastery of the four student outcome goals which the program seeks to foster.

Student Learning Assessment Plan for the Individualized Liberal and

Professional Studies (ILPS) program

The Individualized Liberal and Professional Studies program, formerly the Individualized

Master of Arts, is a fully individualized master‘s program, which had its beginnings at

Antioch College in 1975. The following are the primary features of the program:

The ILPS program builds upon the following Antioch/McGregor School values:

Students have the responsibility of taking charge of their education

Education should be integrated into the lives of students

Learning is connected with personal and professional development

Students, faculty, degree committee members, and instructors should form an

educational community

Education is linked with social responsibility.

Foundations

IMA 550 Applied Curriculum ( 5 credits) and IMA 560 Foundations in Academic Discourse

or IMA 590 (5 credits) The Professional writer (5 credits). Students complete their

foundations courses with their advisor. The courses begin during the first residency and

continue through the first quarter of enrollment in the ILPS department.

Specialization

Individualized study in a chosen field (25-42 credits).

Capstone Learning

IMA 692 Capstone Project (5) credits or IMA 690 Thesis (10 credits).

All students are required to attend two 3-4 day residential sessions during their programs.

The first is attended during the first month of enrollment and the second is attended after

the student completes half of the courses in the individualized curriculum, completed a

26

research methods course (social science students only) and have submitted a capstone

project or thesis proposal.

The degree requires the successful completion of 60 quarter credits. Students may receive

credit for up to 15 credit hours for prior learning relevant to the field of study and

representative of graduate level learning.

ASSESSMENT METHOD

Student work is assessed in stages by the following evaluators:

1) the student‘s committee and instructors

2) the faculty advisor

2) non-ILPS faculty

Before a student is given credit for the designing an individualized curriculum (formerly

referred to as the degree plan), committee members, experts in the student‘s field, review

and approve the curriculum.

The committee also reviews the student‘s progress toward his or her goals at two turning

points in the student‘s career, at the completion of one half of the courses (the mid-point

review) and again at completion of all courses ( the candidacy review). This same committee

also evaluates and approves the thesis or capstone project proposal and finally the thesis or

capstone project.

The instructor for each course evaluates the learning achieved in the course. ( See

attachment A for evaluations forms ) The student also evaluates his or her learning after the

completion of each course .

The faculty advisor reviews and approves the individualized curriculum, course evaluations,

and the committee reports of the mid-point and candidacy reviews. The advisor has final

approval of the thesis or capstone project proposals and evaluates and approves the theses

or capstone project (See attachment B for thesis or capstone evaluation form).

The Social Science and Humanities theses are evaluated by the faculty advisor for evidence

of the following outcomes:

1. Ability to demonstrate a wide knowledge base in a focused area

2. Ability to demonstrate competence in designing and conducting systematic inquiry

3. Ability to synthesize the current and/or significant thought in a focused area of study

and situate it in a larger social or a more complex context

4. Ability to critically analyze information and turn it into knowledge useful in the

student‘s field

5. Ability to assert a cogent argument within the discourse of the focused area of study

27

6. Ability to demonstrate scholarly writing and format a thesis according to accepted

master‘s standards

The Visual Arts theses are evaluated by the faculty advisor for evidence of the following

outcomes:

1. Ability to demonstrate a coherent linkage of the written and studio aspects of the

project within the context of inquiry

2. Ability to use the process of invention as a mode of discourse

3. Ability to present a significant body of work in a public setting and within the written

thesis

The Creative Writing theses are evaluated by the faculty advisor for evidence of the following

outcomes:

1. Ability to demonstrate a knowledge base of a genre

2. Ability to execute a good practice of craft and technique in writing an original work

3. Ability to write a work that shows a depth of understanding of a subject and aesthetic

rules that govern he particular genre

4. Ability to articulate the relationship between literary influences and traditions and

one‘s own writing

The Performing Arts Theses are evaluated by the faculty advisor for evidence of the following

outcomes:

1. Ability to demonstrate a coherent linkage of the written and studio aspects of the

project within the context of inquiry

2. Ability to use the process of invention as a mode of discourse

3. Ability to present a significant body of work in a public setting and within the written

thesis

Faculty assess the research competency of students when they attend the second residential

session to plan for their capstone learning. The assessment occurs as faculty debrief the

seminar. (Minutes of meetings are in exhibit room.)

Non- ILPS McGregor faculty members assess 12 randomly selected student files to

determine if the expected student outcomes were achieved. For each of the expected

outcomes the assessor indicates the degree to which documentation exists to demonstrate

the outcome was achieved. The appropriate data sources for assessing outcomes are located

in the student‘s official file in the registrar‘s office. (See attachment C for Instrument )

Primary data sources for this level of assessment of student learning exist in the student‘s

file in the registrar‘s office and include the individualized curriculum submitted by each

student for the purpose of guiding the individualized learning, narrative assessments

submitted by students and their instructors for each course, summary reports from the

committee after the mid-point and candidacy reviews, and degree committee evaluations of

the thesis or capstone project.

28

ILPS STUDENT ASSESSMENT AND PROGRAM CHANGES

REVISED STUDENT OUTCOMES

Students will demonstrate the following abilities and knowledge:

Ability to acquire and apply a knowledge base

Ability to organize learning activities around goals

Ability to integrate theory and practice

Ability to collaborate with degree committee members, advisor, and evaluators around

designing and implementing degree plan and learning activities

Ability to establish and maintain a network of academic resources

Ability to write and speak effectively as is appropriate to academic discipline

Familiarity with social issues in his or her field

In January 1999 a faculty team analyzed a random sample of eight student files to assess

student learning related to these outcomes:

The file of each student contained a degree plan, instructor and student narrative

assessments of learning components , midpoint and candidacy reviews, a thesis and thesis

evaluation by the student‘s committee. The random sample was stratified by gender and

program focus.

According to the report of the assessment in the IMA Self-Designed 1999 Self Study, several

program weaknesses were noted in the discussion of the assessment results. They included

the following:

The faculty has limited quality control, rigor, and ethical oversight of student learning.

Although the stated Antioch McGregor educational values include linking education with

social responsibility, we had no data to assess if this was accomplished.

Changes made to address these weaknesses: (Changes are reported in the faculty response to

the recommendations of the University Review Team.)

Prior experiential learning is now evaluated by the faculty advisor rather than the

committee.

Training on the use of the FirstClass system is given to all new students and faculty to

provide more contact between the advisor and the student.

Effective July, 2000, students have been required to enroll in an introductory seminar to

prepare them for graduate study and the academic rigor of a self-designed master‘s degree

program. The course is designed by the faculty advisor to enhance skills in academic

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writing, critical inquiry and academic discourse on social responsibility in the student‘s

chosen field.

Letters sent to each student‘s committee members have been revised to better convey our

standards and the responsibilities of the committee.

Satisfactory academic progress guidelines were revised to require all students to have a

degree plan (individualized curriculum) approved during the first 4 quarters and the

introductory seminar at the end of six quarters.

The assessment plan was revised, including the a revision of the wording of student

outcomes. The forms for narrative evaluations by instructors and students were revised to

insure the collection of adequate data for measuring learning outcomes.

Learning outcomes for the social science, humanities, creative writing, visual and

performing arts theses were identified and appropriate forms for evaluating theses were

designed for each of these academic domains. (forms are attached)

The Fall 2001/Winter 2001 assessment was implemented using the current Student

Learning Assessment Plan for ILPS, IR and CR (Plan and Forms used in this assessment are

attached)

The ILPS Faculty Meeting Minutes 3/8/01 indicate that the faculty discussed the results of

the assessment and concluded that student performance appears to be high. The majority of

the students received ratings of —evidence“ or —strong evidence“ regarding the achievement

of the learning outcomes. However, the faculty continued to be concerned about the ability

of students to progress toward graduation at a satisfactory pace.

Consequently several changes were planned and implemented:

1) Satisfactory academic guidelines were revised to require all full-time and half-time

students to have completed 550 (Curriculum Design and either 560 ( Foundations in

Academic Discourse) or 590 (The Professional Writer) by the end of the first 4 quarters.

Faculty agreed to design an interview protocol for faculty to interview committee chairs to

solicit their opinions about what worked and what did not as well as their recommendations

for the improving the program. (This has not been implemented yet)

The traditional IMA terms were changed to communicate the degree process and

requirements more clearly. For example, —degree plan“ was changed to —individualized

curriculum“ and —learning component“ was changed to —course syllabus.“

The degree process was more clearly outlined for students in a revised application and

handbook. (student handbook is in exhibit room)

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According to minutes from debriefing meetings after the second residential seminars, the

faculty noted that students were not adequately prepared to engage in the social science

research methods most appropriate for their respective fields. Although a research methods

course was required for social science students, they appeared to lack the skills needed for

research for their particular study. Consequently we have developed several online research

methods courses and required students to fulfill their research requirement through one of

these courses. (Proposal to curriculum committee documents this change.)

PROFESSIONAL PREPARATION PROGRAM FOR TEACHER LICENSURE

Statement of Program Purpose

The McGregor School Professional Preparation Program for Teacher Licensure is guided by

a commitment to prepare competent, creative, and compassionate teachers with the

knowledge, skills, attitudes and values necessary to meet the challenges, continuous

changes, and diverse needs within our schools.

Student-Outcome Goals

1. Develop preservice teachers knowledgeable about current educational

research and child development

2. Develop reflective practitioners able to integrate theory and practice.

3. Develop professionals able to communicate and to work collaboratively

4. Foster the growth of professionals with the skills of and commitment to

life-long learning

Program Description

The Professional Preparation Program for Teacher Licensure is Phase I of the Master

of Education (M.Ed.) program. The program is designed for adults with bachelor's degrees

who wish to change careers and enter teaching. It emphasizes the preparation of reflective

teachers with the knowledge, skills, attitudes and values necessary to teach diverse students

using research-based innovative instructional strategies. The Antioch University McGregor

Teacher Licensure Program focuses on learning, teaching, curriculum and assessment from

a student-centered perspective. In keeping with the intent to model the strategies that

students are encouraged to use in their own future classrooms, seminars stress active and

multiple approaches to learning, integrated curricula, teamwork, and alternative

assessment.

Preservice students progress through the program in a cohort model that encourages

teaching and learning as collaborative activities. Prior to the first seminar, students attend a

weekend orientation session that sets a framework for collaboration and personal reflection.

During three eleven-week quarters, students attend twice-weekly seminars and a limited

(two-three) number of Saturday sessions, and participate in daytime on-site K-12

experiences that fulfill State of Ohio field experience requirements. During the final quarter,

students spend twelve weeks student teaching and also attend coordinated weekly student

teaching seminars.

Throughout the course of each quarter, students receive narrative evaluations that

address demonstration of identified quarter competencies. In addition to assessment of

specific competencies, narratives address competence in oral and written communication

skills. Students are evaluated for both individual progress and contributions as members of

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collaborative teams. Throughout the course of the first three quarters, students are expected

to participate in seminar discussions, experiential activities, and group project

presentations. Team advisors evaluate quarter 1 and quarter 2 culminating projects to

determine individual and team competence in applying and synthesizing the content of the

curriculum. Students also evaluate their own participation and that of their colleagues in the

culminating group projects. Journals submitted to advisors on a scheduled basis during

each quarter are used to further assess communication competence; ability to reflect upon

observation and participation field experiences; and progress in applying theoretical

understanding to the realities of classroom life, child development and learning.

Using the 10 essential performance competencies designated by the State of Ohio and

the ETS Pathwise and Praxis 3 Four Domains and 19 Criteria evaluation frameworks,

cooperating teachers and campus supervisors conduct midpoint and final evaluations of the

student teaching experience. Supervisors and cooperating teachers use field observations;

videotapes; written submissions, including lesson plans and reflections upon lesson plan

implementation; and interviews to assess student teachers' effectiveness in the four domains

and 19 criteria. Prior to admission to student teaching and at the end of student teaching

but prior to recommendation for state certification, students submit portfolios for further

evaluation of competence. At the end of the program, all students submit reflection papers

and take part in exit interviews during which they evaluate their own development as

teachers

A majority of the Teacher Education faculty are trained Praxis 3 assessors who assess

entry year teachers using the Praxis 3 instrument adopted by ODE. Beginning fall 2003, all

entry year teachers in Ohio will be required to pass this performance assessment to receive

provisional licensure. As Praxis 3 assessors, our faculty has opportunity to observe in

practice the standards the state has legislatively mandated. Faculty bring the knowledge

gained from these actual K-12 experiences back to AUM and utilize it in assessing our

curricula and our student performances, and then use the results to institute programmatic

changes.

MASTER OF EDUCATION IN EDUCATIONAL LEADERSHIP

Statement of Program Purpose

The Master of Education (M.Ed.) program in Educational Leadership is designed to produce

effective and innovative school leaders with particularly strong curricular and instructional

leadership skills.

Program Description

The Master of Education (M.Ed.) in Educational Leadership program at Antioch University

McGregor is designed to produce educational leaders who are capable of dynamic leadership

and innovative change in today‘s fast paced environment. Students participate in a

classroom based, experiential curriculum that emphasizes problem solving in a

collaborative, diverse environment. They are involved in a variety of learning experiences

focusing on instructional leadership, guided inquiry, and optimum utilization of available

32

resources. Students may complete this 45 credit program by designing a program plan to

accommodate their life circumstances.

There are two major requirements of the program in addition to the coursework and field

experiences. There is a one quarter internship, just prior to program completion, with a

local school administrator. The other requirement is a portfolio the student must create to

document learning from their coursework and field experiences.

M.Ed Student Outcome Goals

Students graduating from the M.Ed. program will:

A. Demonstrate knowledge in the core areas of administration and

instructional leadership

B. Be able to utilize the basic tools of research to collect, analyze, interpret,

and apply data

C. Be able to implement basic administrative functions

D. Demonstrate the ability to address a current educational problem using

research and practical knowledge

E. Employ democratic and inclusive decision-making processes and

effective communication techniques to promote collaboration,

equity, justice, and support by community stakeholders

Individual Goals and Assessment Methods:

1. Students will demonstrate knowledge in the core areas of administration and instructional

leadership. Students will be able to present clear, correct, and complete information on a

variety of topics in these core areas and to perform various tasks demonstrating skills

acquired in these core areas.

These students will also be able to solve problems in these core areas

by:

A.demonstrating that they can define and describe the pertinent principles and

appropriate assumptions, theories, concepts, and/or processes for specific problems,

B.explaining how these elements are appropriate to the problem;

and

C.demonstrating how these elements have been applied to the solution of the

problem.

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Assessment Methods:

The assessment of student learning in the M.Ed. program will be conducted using a variety

of available instruments and methods. For the majority of the outcomes, the following will

be used to determine whether students attained the prescribed educational goals.

1.The capstone course, the Internship, allows us to assess a student‘s the integration of

knowledge, concepts, and skills associated with the entire course sequence of the M.Ed.

program.

2.Course - embedded assessments will also be used to generate information about what and

how students are learning within the M.Ed. program. These assessments are built into the

course requirements.

3.The portfolio, a collection of student work that exhibits his/her progress and achievement

across the M.Ed. coursework, will be evaluated to analyze the entire scope of our students‘

learning and their progression in acquiring their knowledge and skills.

4.Student surveys and exit interviews will be used to get important information on program

strengths and weaknesses, levels of student knowledge acquisition in identified areas, and

effectiveness of program design and content.

5.Alumni will be surveyed to gather data about program satisfaction, curriculum relevancy,

and student preparation for professional work.

6.Faculty assessments of student progress and achievement in the identified areas will be

used to determine program changes and needs.

The entire assessment plan for the Master's in Educational Leadership, including evidence

for each goal, can be found in the Resource Room.

PRINCIPAL‘S LICENSURE PROGRAM

Statement of Program Purpose

The Principals‘ Licensure (PL) program is designed to prepare innovative instructional

school leaders who are able to perform effectively in a climate of diversity and restructuring.

Program Description

The Principal‘s Licensure program is designed for educators who hold a master‘s degree and

wish to become school principals in Ohio. The program‘s curriculum emphasizes the skills

necessary to assess a school community and create a supportive, engaging, and positive

instructional school climate. The PL program prepares leaders skillful in instructional

leadership, facilitation, planning, evaluation, and communication.

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Program requirements include successful completion of a quarter length internship

experience, a professional portfolio, and 67 course credit hours.

PL Student Outcome Goals

Students graduating from the PL program will:

A. Master and apply interpersonal, communication, organizational, technical, and

concept skills needed to facilitate the mission critical work of schools,

B. Develop and maintain organizational structures and conditions that foster effective

teaching and optimal, continuous learning, and the use of research based, developmentally

appropriate practices,

C. Practice leadership based on experience, reflection, inquiry, research, and analysis

D. Practice collaborative goal setting and consensus decision-making for the school and

its individual members (including all stakeholders) to foster and guide personal

development, promote school improvement, and strengthen connections with the

community

E. Promote processes that encourage mutual respect, caring, and justice for all members,

as well as sensitivity to differences across groups in gender, ethnicity, language, race,

exceptionalities, culture, religion, and sexual orientation.

Assessment Methods:

The assessment of student learning in the PL program will be conducted using a variety of

available instruments and methods. For the majority of the outcomes, the following will be

used to determine whether students attained the prescribed educational goals.

1.The capstone course, the Internship, allows us to assess a student‘s the integration of

knowledge, concepts, and skills associated with the entire course sequence of the PL

program.

2.Course - embedded assessments will also be used to generate information about what and

how students are learning within the PL program. These assessments are built into the

course requirements.

3.The portfolio, a collection of student work that exhibits his/her progress and achievement

across the PL coursework, will be evaluated to analyze the entire scope of our students‘

learning and their progression in acquiring their knowledge and skills.

4.Student surveys and exit interviews will be used to get important information on program

strengths and weaknesses, levels of student knowledge acquisition in identified areas, and

effectiveness of program design and content.

5.Alumni will be surveyed to gather data about program satisfaction, curriculum relevancy,

and student preparation for professional work.

35

6.Faculty assessments of student progress and achievement in the identified areas will be

used to determine program changes and needs.

7.Results of graduates who take the School Administration PRAXIS exam and pass it

successfully will be used to assess student learning and program effectiveness.

The entire assessment plan for Principalship Licensure, including evidence for each goal, is

contained in the Appendix.

Antioch University McGregor clearly distinguishes graduate from undergraduate

program offerings. We have only a single undergraduate program, the Bachelor's

Completion Program, all the rest are graduate level. Transfer credit at the graduate level is

restricted by University policy to no more than 25% of the total credits for a graduate

program of study.

Students and faculty engage in research and scholarship as appropriate to their

degree and discipline through coursework, practica, and internship experiences. As

mentioned previously, McGregor does not use tests to evaluate student learning and hence a

writing/research orientation, including both primary and secondary research, is intensive

and central to our pedagogy. Faculty research activities are numerous and listings of recent

publications, papers, and consulting activities can be viewed in the yearly Indicators of

Progress (Resource Room).

Students at AUM are taught and evaluated by an exceptional graduate and

undergraduate faculty who possess impressive academic credentials and substantial

professional experience. These faculty members- Core, Associate, and Adjunct- support the

educational mission, practitioner-orientation, and unique delivery systems of our

undergraduate and graduate programs.

"Core Faculty" are defined as individuals occupying contracted/benefit positions at

more than 50% time who perform multiple roles within the institution, including teaching,

advising, research, and administrative responsibilities. "Associate Faculty" are individuals

with contracted positions at less than 50% time who perform teaching, advising, and

program development activities. "Adjunct Faculty" teach a limited number of courses or

perform designated course-support activities contracted for on a per course basis. They

possess appropriate content knowledge and professional experience and background in their

discipline. Faculty CV's are available for inspection in the Resource Room.

Antioch University McGregor rigorously evaluates instructor performance in the

classroom. All faculty members, including Associate and Adjunct, are evaluated at the end

of the course by students. Examples of course evaluation forms are included in the Resource

Room. Core faculty are reviewed annually within their department by the appropriate

program director and undergo an extensive comprehensive evaluation every two years,

including a self-evaluation, a review by their Program Director, review by the Faculty

Standards and Review Committee, and a review by the Academic Dean. Samples of

comprehensive faculty evaluations as well as multiple course syllabi are available for

inspection in the Resource Room.

Antioch University McGregor regards the ongoing professional development of its

employees as a key factor in maintaining excellence in the classroom and in all student

service activities. Money is budgeted for the professional development of all employees on a

36

yearly basis. At the faculty level, there is a Faculty Leave (sabbatical) policy which permits

faculty members paid time off to pursue a variety of professional development activities

(Resource Room). For the academic year 2001-2002, all faculty were also given an

additional week of time for such activities as improving teaching, consulting, or engaging in

research and could petition via a proposal to their supervising Director for a second week of

released time.

We have made great strides in professionalizing the level and variety of student

services we offer to our students. Faculty advising for all students is provided

comprehensively and we are committed to further increasing ease of advisor access and

competence in career counseling. Datatel has improved the quality, timeliness, and accuracy

of student transcripts. Students are now able to request that narrative evaluations be sent in

addition to official transcripts reflecting credits awarded. The improvements in technology-

the hiring of an exceptional Information Systems staff, First Class accounts for all students,

computer labs, and OhioLink online access to library materials and journals- have been

previously noted. Finally, an aggressive alumni development program has been

implemented and is designed to keep alumni connected with the institution on a lifelong

basis.

Antioch University McGregor regards the development of high quality certificate and

continuing education programs in the larger community as key elements in our institutional

development. Our Educational Leadership Seminar Series ( ELSS) provides professional

development opportunities to over 700 licensed teachers each year. Our new Center for

Professional Development has created highly customized certificate and professional

development programs for such diverse groups as the Ohio Correctional Association and

Public Television Outreach and is exploring further partnerships with the Dayton and

Springfield public school systems as well as a variety of other initiatives for special

constituencies.

Though there is ample room for further improvement, Antioch University McGregor

points with pride to the considerable accomplishments and improvements in our ability to

accomplish our mission and achieve our educational purposes since our last accreditation

visit ten years ago. We look forward to the future with excitement and institutional energy.

37

CHAPTER FIVE

CRITERION FOUR

Criterion four: The institution can continue to accomplish its purposes and

strengthen its educational effectiveness.

Antioch University McGregor, the newest campus within the Antioch University

system, had been in existence for only five years when the last NCA review took place. It

offered only three programs at that time and two of those, the Individualized Master of Arts

program and the Bachelor's completion program, migrated from their original homes at

Antioch College because they no longer fit the College mission.

Antioch University McGregor today is a professionally staffed, programmatically

diversified, and technologically sophisticated institution, guided by a comprehensive

strategic plan tied directly to its mission, innovative and entrepreneurial in its programs and

in their delivery. Previously governed under a Provost/no Academic Dean/no Chief

Financial Officer model, it is now organized with an externally focused President with a

national reputation in the use of technology in higher education and an Academic Dean

responsible for academic planning and quality assessment.

Programmatic evolution and diversification have been profound. We have moved

from three academic programs to six with the addition of the M.A. in Conflict Resolution,

the Teacher Licensure program (with 17 possible specialization areas) and the Master's in

Educational Leadership. Continuing education and other non-degree professional

development and certificate programs now account for an increasing percentage of

McGregor new academic initiatives. The Teacher Education programs as a whole, which

were not even in existence at the time of the last review, now make up about 40% of total

McGregor revenue.

McGregor programs which were in existence at the time of the last review have

themselves undergone significant transformation. The Individualized Liberal and

Professional Studies program, a single undifferentiated entity in 1993, is now composed of

"tracks" or concentrations in the areas of creative writing, education, psychology, and

individual and professional studies. An increasing percentage of IMA coursework is now

delivered by McGregor faculty in online and computer-assisted formats. The Graduate

Management Program has revamped its curriculum and has become the largest graduate

management program within the Antioch University system. The Bachelor's Completion

Program has added new majors in Human Resource Management and Liberal Studies.

Antioch University McGregor has always been fiscally sound and characterized by

balanced or surplus budget performance at year end. The budgeting process is highly

participative and includes access and input from all employees from all departments and

areas of the school.

In its early years Antioch University McGregor, which shares a physical campus with

Antioch College and began as an outgrowth of the College, had a difficult time developing a

distinct identity as a separate institution. In spite of frequent attempts to articulate our own

identity within the Miami Valley community, local media in the area constantly confused the

two entities, referring to us as part of Antioch College rather than Antioch University. This

confusion has dramatically lessened in recent years for a number of reasons. First, we have

38

been around now for fifteen years and our growing number of alumni live and work all over

the region. Second, the name change to Antioch University McGregor further clarifies and

delineates our separateness from Antioch College. Finally, we have built a strong and active

Board of Visitors to advise the President and keep McGregor connected and involved with

important stakeholder groups in the region.

Antioch University McGregor now has a strong external presence and much higher

visibility in the local community through our involvement in important local initiatives such

as the Greater Dayton IT Alliance and the Dayton Chamber of Commerce. The Greater

Dayton IT alliance is a trade association dedicated to the retention and growth of the

extensive information technology industry in the greater Dayton region. AUM‘s President is

a member of the IT Alliance Board and serves as Vice Chair Of special note, a grant from the

local business council we have received to develop, equip, and staff a state-of-the-art

"Classroom of the Future" in downtown Dayton has attracted widespread media attention.

We have carefully analyzed the strategic utility of existing partnerships with regards

to their ability to help us further our academic mission. We have terminated two previous

partnerships, the first with the George Meany Institute to offer a Labor Studies Bachelor's

degree and the second with the Intercultural Relations Institute(ICI) to offer an

Intercultural Relations track within the IMA. In the George Meany case we did not feel we

could provide the appropriate degree of academic oversight over a program located in

Maryland; the George Meany Institute subsequently received stand-alone accreditation in

Maryland. In the case of the Intercultural Relations Institute, we became concerned with low

graduation rates in the program and as an outgrowth of a University review we insisted on

curricular changes which ICI was unwilling to make. We terminated the partnership and ICI

has now affiliated with the University of the Pacific.

A number of new partnerships and relationships have been forged. We have

developed a very strong articulation agreement with Sinclair Community College in Dayton,

one of the largest and best known community colleges in the country, and the single largest

source of student matriculants to our Bachelor's completion program. We are working with

the League for Innovation in the Community College to develop a track within our graduate

management program specifically designed for community college managers and are in the

process of developing a certificate program in environmental mediation with the Bartos

Institute in New Mexico (Resource Room) Because the certificate program with Bartos

includes online work and because we have associate faculty involved in the Conflict

Resolution program all over the country, it is possible to mount such a new initiative without

straining scarce faculty resources or compromising program quality.

No change in the last decade has been more dramatic than the improvements in our

technological capabilities. Each employee has an up-to-date computer with a variety of

integrated software and the training to use them. First Class conferencing email access is

provided to each student and employee, increasing the efficiency and ease of communication

both within the school and with students, especially significant for our limited residency

programs.

Our website has brought us increasing numbers of matriculants and applications we

might otherwise have not connected with. Datatel, the integrated student services module

adopted uniformly by all Antioch campuses, has replaced the old paper system of record-

keeping, and brought greater speed and accuracy to the offices of Registrar, Financial Aid,

Billing, and Admissions and has notably improved our customer service capability. We have

begun to use WebCT to offer courses to students enrolled in limited residency programs and

39

to extend and continue discussions and dialogues begun at the residencies. OhioLink

provides McGregor students all over the country with the opportunity to access journals,

books, and databases at colleges and university libraries all over Ohio. Powerpoint has

begun to usurp overhead projectors in the classroom. Antioch University McGregor has

embraced the use of technology in the classroom, not to replace traditional face- to- face

teaching, but to enhance and expand it and at the same time provide access to higher

education to working adults who cannot attend traditional evening or weekend formats.

PROBLEMS AND CONCERNS

The last section summarized with pride the many accomplishments and

improvements which have taken place at Antioch University McGregor since the last site

visit in 1993. The following section looks at institutional vulnerabilities and areas of concern

which must be addressed if the institution's growth and progress is to continue.

Certainly the most daunting problem at Antioch University McGregor is the

inadequate resource base both here and throughout the University. At McGregor most of

the growth from $2 million in revenue to today's $5 million took place in the first five years

of the decade. Revenue (after inflation is factored in ) and enrollments in most of our degree

programs have contracted somewhat in recent years. While new programs in education

have surged in enrollment, core programs like the Bachelor's Completion program and the

Individualized Liberal and Professional Studies program have experienced substantial

contractions in recent years. Once our Bachelor's Completion program for working adults

was the only one of its kind in the area; it now faces competition from at least fifteen other

such programs at local colleges and universities. AUM can and must continually explore

program modifications, new program development, and continuing education-non-degree

initiatives as ways of coping with this increasingly competitive marketplace for adult

education.

Resource shortages contribute to organizational difficulties in a variety of ways. The

ability to attract and retain outstanding faculty members is hurt by poor salaries and very

heavy workloads. Resource shortages cause the substitution of adjunct part-time instructors

for core faculty members in an effort to cope with difficult budget realities. We are close to

outgrowing our physical facilities without the financial capability to either acquire additional

capacity or renovate existing structures, though we have begun to explore potential new

locations in downtown Dayton. These and other dilemmas require a systematic strategic

and tactical response. We feel confident that we can successfully respond to these difficulties

and challenges. That response is contained in the comprehensive McGregor Strategic Plan

which will guide and shape institutional priorities over the next five years. The Strategic

Plan can be viewed in its entirety in the Resource Room.

The strategic plan is entitled VALUES, VISIONS, VENTURES, ANTIOCH

UNIVERSITY MCGREGOR, STRATEGIC PLAN 2000. It is a comprehensive

document which includes an overview of the institution's history, a description of each

academic program, a listing of trends that are impacting higher education, and

recommendations on how the campus plans to respond to those trends. The plan was

prepared after several community meetings and a culminating retreat, entitled "Radical Idea

Day 2000". The focus of the retreat was to develop ideas that would move the institution

forward into the next several years, no matter how radical the suggestion. The results were

very creative thinking and the formation of several exciting new initiatives.

40

The plan is basically composed of three types of information impacting our

institution, its academic programs, and our student service departments: trends, goals, and

objectives. The trend section represents an environmental scan of the status of adult

education in the United States at the present time. It takes Antioch University McGregor

outside its narrow focus on programs, budgets, and enrollments, and looks at the

environmental, demographic, and competitive contexts within which we operate i.e. how

what we offer and how we offer it are positioned to either take advantage of or hamper our

ability to confront emerging trends in the marketplace for adult education. These trends are

considered globally at the level of adult education in general and then programmatically as

they impact the programs and student service departments that comprise Antioch University

McGregor as an education provider. The implications of these trends for everything we do

on the macro and micro levels shape the goals section of the plan and aid us in providing

clear, explicit, and sensible goals to be achieved for each program and department within the

institution. Finally, the objectives section looks at how we will measure and benchmark

success in achieving our stated goals.

Two aspects of this plan are noteworthy and demonstrably superior to more sporadic

planning initiatives which have been undertaken in the past. The environmental trend

analysis permits us a wider lens and a more comprehensive context with which to evaluate

present and future strategic directions than we have utilized in the past. Planning previously

had been sporadic, almost exclusively focused on goals, and hence essentially reactive in

nature i.e. how can we improve what we already do; what makes sense to add to our

programmatic portfolio given our present offferings? Second, the objectives section forces

us to confront on a regular basis the degree to which we can confidently measure success or

failure in achieving stated goals. Goal-setting without measurable objectives has its place in

stimulating policy discussions, but cannot serve as a blueprint capable of monitoring success

or failure.

The trend analysis provided a very helpful lens with which to view the congruence or

lack of congruence between our present programs and organizational priorities and the

needs of the adult learner. It makes clear that adult learning is highly dependent on the

"pushes" and "pulls" in life that lead to readiness to engage in higher education. Whether

such circumstances include new job responsibilities, changing family roles, or a growing

conviction that further education will consolidate professional development efforts, it is

clear that those components of higher education serving the adult learner must create a

variety of convenient and effective formats supporting the return of adult students to the

classroom.

Antioch University McGregor is uniquely placed to work with learners who wish to

emphasize professional development and instrumental skill acquisition, as well as those who

are more interested in pursuing group and community learning that goes along with

improving the well-being of society. The core body of knowledge around adult development

and around appropriate strategies and methods for adult learning can fit into either an

individual or group focus, and can be applied toward either instrumental or liberatory aims.

While these two philosophies are often dichotomized, it is both possible and desirable to

serve both goals and through its relatively short history Antioch University McGregor has

demonstrated that serving rapidly changing workforce development needs does not imply

the sacrifice of more traditional Antiochean social values.

The impact of these trends on goal formation and strategic objectives are discussed in

detail in the plan itself, available in the Resource Room. Two areas, however, are clearly

41

worthy of extended treatment in this section because of their centrality and implications for

changes in the marketplace. The first relates to the necessity and logic pushing toward the

development of new, technologically-enhanced, delivery mechanisms. The second provides

compelling evidence on the need to organize our resources more effectively in order to

improve the institution's ability to compete effectively for students in an increasingly

crowded marketplace for the adult student.

One of the clear trends in the adult student market is the role that technologically-

enhanced delivery systems can and must play in increasing access to higher education for

the adult learner. Juggling family and work roles, faced with diminishing amounts of spare

time on evenings and weekends, even the most motivated would-be adult learner demands

delivery systems and pedagogical models respectful of these multiple roles, designed and

customized to make high-quality lifelong learning compatible with already crowded personal

and professional lives. One option many adults are pursuing in the midst of these competing

responsibilities is enrollment in one of the many online programs springing up all over the

country. Some are being offered by " traditional" institutions as supplements to

synchronous face-to-face classroom education, while others, like the Apollo Group's

University of Phoenix, are proprietary, for-profit institutions aimed directly at the growing

population of adult students desiring further education but hampered by a variety of

constraints in attending more traditional night or weekend formats.

Antioch University McGregor is well-suited to complement its traditional classroom-

based programs with distance education initiatives providing web-based asynchronous

learning opportunities for adult students. AUM has a long history of distance education

through the Individualized Master of Arts program. Today, the distance learning field has

moved into a technological environment. Fascination with technology for its own sake is

fading; adults want distance education that makes good academic, technological, and

economic sense. Colleges and universities must design distance learning offerings that add

significant value to adult learner's academic experience. The technology must be accessible

and appropriate and the distance learning environment must not sacrifice interaction

among learners and faculty.

The Antioch University McGregor model, which combines limited residency

programs with technology-enhanced support tools, seeks to provide students with a "high

tech, high touch" learning environment. This model, which combines close faculty-student

interaction, a distinctive component of an Antioch education, with sophisticated

technological tools designed to further access and ease scheduling problems for the adult

student motivated to engage in further higher education but juggling multiple roles and

responsibilities. It is our intention to continue moving into this form of distance education

in a planned way, with appropriate technologies, comprehensive faculty and student

training, and procedures and policy formation supportive of such activities.

Certainly one of the most important conclusions that we reached was that the

traditional admissions function, which had served us well in the past, was no longer

sufficiently proactive to ensure our success in an increasingly competitive environment.

Accordingly, an admissions perspective, which responded to student inquiries and

attempted to convert them to applications, was to be replaced by a different paradigm, an

enrollment management perspective.

Most of our programs historically were either inherited from Antioch College or were

launched on the basis of the "passion" of the faculty coupled with "hunches" that they would

find an audience. Little or no market research was done. We have come to the conclusion

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that, given the lack of market research before launch and the lack of systematic assessment

of students, programs, and target markets, we were quite lucky that most of our programs

have remained viable but were extremely vulnerable to potentially damaging demographic

shifts and market evolution. We had very little information as to why students chose to

attend programs at our institution and equally little knowledge as to why they chose to go

elsewhere or not at all. This lack of knowledge of our target audiences was exacerbated by

the fact that our programs are split fairly equally between local and distant audiences.

This lack of knowledge made strategic and tactical market initiatives highly

problematic and has clearly negatively impacted recruitment in the difficult environment of

the last few years, as we have struggled to understand and respond to enrollment plateauing

and modest enrollment declines. From fall 1995 to fall 1999 there has been a 4.4% decrease

in the overall student body, and the distribution of students by program has changed

dramatically, most notably a shift to an increasing percentage of graduate versus

undergraduate students.

As a result of the strategic plan we have switched as an institution to an enrollment

management perspective which emphasizes data, planning, and institutional research rather

than intuition or mere academic "passion". We have realized that we possess data showing

us what our students look like in a profile, but afford little information as to why they are (or

are not) Antioch University McGregor students.

There are a number of key components to our enrollment management initiative.

First and foremost is communicating a sense of importance and urgency to this effort to the

entire community, since a successful program will require high levels of cooperation and

coordination. Enrollment management is now clearly embedded in all institutional

planning; every decision or choice is now made within a context of the institution as a whole.

Critical to this effort is the development of Key Performance Indicators (KPI's), which are

standards to determine the plan's effectiveness and efficiency. These numbers measure

recruitment, retention, and performance against institution-wide standards, provide a

longtitudinal performance monitoring capability, and are also useful in benchmarking

strategies and tactics relative to peer competitive institutions. The trend analysis done in

conjunction with the strategic plan must be institutionalized into an ongoing institutional

research capability. This research will provide up-to-date information on decision-makers,

demographic and societal trends, price sensitivity, and competitor analysis. This

information will permit enrollment planning and management to be incorporated into

academic and departmental planning rather than existing in a disjointed, or loosely

connected manner.

In order to collect the quality and quantity of data necessary to inform enrollment

management planning and decisions, sophisticated technology will be utilized to provide

competitive levels of service, appropriate and timely information flow to decision-makers,

and the means for integrating the diverse functions which comprise genuine enrollment

management. Similarly, technology will also aid in the assessment of the overall

effectiveness of the enrollment management plan. Multiple assessment instruments will be

used and will include surveys, service systems evaluations, program evaluations, program

reviews, self studies, SWOT analyses, focus groups, and additional instruments deemed

useful over time. It is clear to us that in order to carry out sophisticated enrollment

management initiatives will require an investment in institutional research which we have

not yet been able to fund.

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In conclusion, the strategic plan of 2000 represents a serious, comprehensive, and

credible response to many of the difficulties highlighted in this section and provides an

operational blueprint governing and strategic initiatives over the next few years. Antioch

University McGregor feels confident that we have taken important first steps in ensuring

that, in the words of NCA Criterion 4, "the institution can continue to accomplish its

purposes and strengthen its educational effectiveness" in the years to come.

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CHAPTER SIX

CRITERION FIVE

The institution demonstrates its integrity in its practices and relationships.

Antioch University McGregor attempts to demonstrate integrity in all of its practices and

relationships. Our institutional relationships with all constituencies are embedded and

made explicit in all our publications, including student handbooks, catalogues, program

brochures, web communications, admissions and financial aid materials. Catalogs and

program handbooks accurately and fairly describe the institution, its operations, and its

programs. Additional materials laying out behavioral norms include sexual harassment

policies, policies on plagiarism, and policies on acceptable conduct are promulgated as well.

We are a substance-free campus and drug and alcohol policies, as well as campus crime

statistics, are distributed to students in the fall of each academic year.

Grievance procedures are clearly specified. Student academic grievances are

appealed first to the instructor, then to the program director, and finally to the Academic

Dean. Procedures for handling employee grievances made by union employees are clearly

specified in the union contract. Faculty evaluation grievances are handled by the faculty

governance document; they include an appeal to the Faculty Standards and Review

Committee and a final appeal to the Academic Dean.

Antioch University McGregor has a variety of policies and practices consistent with

our mission related to equality of treatment, nondiscrimination, affirmative action, and

other means of enhancing access to education and the building of a diverse educational

community. These policies and practices are embedded in our strategic plan, university

human resource manual, in all recruitment activities (both faculty and students), and

student and employee handbooks. We are an equal employment opportunity/affirmative

action institution and publicize this orientation in all written and web-based

communications. We see a clear link between institutional diversity and academic

excellence and are working hard at increasing student, faculty, and administrative diversity.

We have successfully made reasonable accommodations for all special requests brought to

us by students under the Americans for Disability Act since its passage. The Registrar's

office protects special privacy by rigorously adhering to FERPA guidelines.

In order to monitor and assess our performance in these areas, Antioch University

McGregor, like other Antioch campuses, has undergone a self-imposed and extensive legal

audit in the areas of human resource and academic policies in order to identify strengths and

pinpoint areas of concern which require improvement. Like most of the other documents

cited in this section, the legal audit of human resource and academic policies is available for

review in the resource room.

Relations with other institutions are handled and conducted ethically and

responsibly. These include articulation agreements with Sinclair Community College, Clark

State Community College, and Edison Community College. Antioch University McGregor is

an active member of the Southwestern Ohio Council for Higher Education (SOCHE), a not-

for-profit consortium of twenty colleges, universities, and 3 corporations organized to

promote service, institutional cooperation , and foster collaboration. McGregor's President

serves on the Executive Committee of SOCHE and the McGregor Academic Dean is a

member of the SOCHE Chief Academic Officer‘s Council.

46

Integrity in the classroom, in the way our students and employees are treated, and in the

way we interact with all of our stakeholders is among the highest priorities to this

institution. Ethical laxness is not tolerated and behavioral norms on sexual harassment,

drug and alcohol policy, behavioral standards, and plagiarism are explicit and enforced. We

are a value-based institution and attempt to model the values we believe in all of our

personal and professional interactions.

Appendices to be included:

1. Antioch University McGregor Mission Statement

2. Antioch University Mission Statement

3. Core Faculty by Program

4. Administrative Listings

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APPENDIX ONE

ANTIOCH UNIVERSITY MCGREGOR MISSION STATEMENT

Antioch University McGregor, established in 1988, offers academic programs for adults that

are responsive to emerging societal needs. Each program encourages critical thinking,

provides opportunities for collaborative learning, emphasizes cultural diversity and an

international perspective, and promotes the integration of life and work experience with

academic knowledge. We believe that education is most effective when students, faculty,

staff, and administration unite as a community of learners.

Our approach to education stems from Antioch University's historical emphasis on

intellectual, emotional, and ethical development. The principles promoted by Douglas

McGregor, President of Antioch College from 1948-1954, also inspired the institution.

McGregor, well known for his teachings in participatory management and leadership,

believed that organizational effectiveness depends upon the cooperative efforts of the entire

community. He asserted that all have the right to express their views openly and to act on

the basis of their beliefs, provided that they act in accord with the principles of democracy,

and with honesty and integrity.

Antioch University McGregor is imbued with an entrepreneurial spirit and strives to

provide high quality, socially responsive, flexible, and innovative educational programs.

AUM seeks to pass on to its graduates a legacy of passion for lifelong learning and a

commitment to the application of knowledge toward the betterment of our workplaces, our

communities, and the wider society.

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APPENDIX TWO

Antioch University Mission Statement

Antioch University provides programs of study leading to the Bachelors, Masters,

and Doctors degrees, as well as other related special programs of study. Founded in 1852

as a College of Liberal Arts and Sciences, Antioch has evolved into a national multi-campus

university serving over 5,000 students. Governed by a national Board of Trustees, its

campuses, which serve students both on and beyond the physical campuses, currently

include Antioch College and The McGregor School in Yellow Springs, Ohio; New England

(Keene, NH); the Pacific Northwest (Seattle); and Southern California (Los Angeles and

Santa Barbara). System Administration is located in Yellow Springs.

All programs of Antioch University aim to develop students and graduates who

grow in their commitment to contribute personally to improvement in the human

condition through responsible leadership that fosters productive, democratic change in the

institutions and communities in which they live and work. These programs are guided by

core educational values that include rigorous scholarship and academic discipline,

engaged service, community involvement, and student-centered, well-rounded learning.

Committed to finding the most effective approaches to student learning through innovation

and experimentation, Antioch encourages students to integrate work and study, to

incorporate experience with academic study and reflection, and to address issues within a

social and political context.

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APPENDIX THREE

CORE FACULTY BY PROGRAM

Individualized Liberal and Professional Studies

Virginia Paget, Ph.D. Director

___________________________________

Jane Gordon, Ph.D.

Jon Saari, Ph.D.

Beloo Mehra, Ph.D.

Barry Cavin, MFA

Linda Ziegahn, Ph.D.

Master of Arts in Conflict Resolution

Katherine Hale, Ph.D. Director

____________________________________

Margaret Cavin, Ph.D.

Master of Arts in Management

Michael Robinson, M.A. Director

__________________________

Getinet Belay, Ph.D.

Iris Weisman, ED.D

Bachelor‘s Completion

Jane Brown, Ph.D. Director

_______________________________________

James Malarkey, Ph.D.

Linda Tibbetts, M.B.A.

Education

Beverly Guterman, Ed.D. Director

Robert Dizney, M.Ed.

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Fay Ellis Jones, MS

Diane Nelson, Ph.D.

Saul Greenberg, Ph.D.

Sherry Sutton, Ph.D.

Rick Fairman, Ph.D.

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APPENDIX FOUR

Antioch University McGregor

Administrator Listing by Department FY 02/03

Weekend College

Vacant, Program Administrator

Graduate Management

Vacant, Program Administrator (.50 FTE)

ILPS/CR

Robin Lockhart, Program Administrator

Teacher Education

Vicky Cook, Program Administrator (Cont.Ed/NCATE)

Sarah Wallis, Program Administrator (Teacher Ed)

Financial Aid

Kathy John, Director

Admissions

Oscar Robinson, Enrollment Services Manager

Karen Crist, Enrollment Services Officer

Willa Smith, Enrollment Services Officer

Vacant, Enrollment Services Officer

Registrar

Darlene Robertson, Registrar and Co-Director, SAS

President‘s Office

Barbara Gellman-Danley, President

Steve Brzezinski, Academic Dean

Vacant, Assistant to the President

Development/Alumni Relations

Sean Creighton, Director and Co-Director, SAS

Note: All positions are 1.00 FTE unless otherwise noted.