DOCUMENT RESUME ED 322 860 AUTHOR Stark, Joan S. · DOCUMENT RESUME. ED 322 860. HE 023 812. AUTHOR. Stark, Joan S. TITLE Seven Liberal Outcomes of Professional Study. INSTITUTION

DOCUMENT RESUME

ED 322 860 HE 023 812

AUTHOR Stark, Joan S.TITLE Seven Liberal Outcomes of Professional Study.INSTITUTION Michigan Univ., Ann Arbor. Center for the Study of

Higher Education.SPONS AGENCY Fund for the Improvement of Postsecondary Education

(ED), Washington, DC.PUB DATE 88CONTRACT G008541202NOTE 315p.PUB TYPE Reports -.Descriptive (141)

EDRS PRICE MF01/PC13 Plus Postage.DESCRIPTORS Academic Education; Discussion; *Educational

Objectives; *General Education; Higher Education;Information Dissemination; *Integrated Activities;*Liberal Arts; *Professional Education; *ProgramImplementation; Self Evaluation (Groups);Undergraduate Study

ABSTRACT

A group of faculty members and accreditingrepresentatives was assembled to explore ways to better integrateliberal and professional study during the undergraduate years. Thegroup based its discussions on educaticnal outcomes previouslyidentified by the project directors as important for allcollege-educated professionals. The project involved faculty in eightprofessional fields: architecture, business administration,education, engineering, journalism, nursing, pharmacy, and socialwork. The dialogue and dissemination activities were extremelysuccessful in stimulating national interest about integrating liberaland professional study. The project resulted in distribution of: (1)

10,000 copies of a summary report; and (2) a self-study guide forcampus use in stimulating conversation about integration of liberaland professional study, entitled "PLUSS: Professional/Liberal

Undergraduate Self-Study." Appendices contain a copy of the summaryreport, titled "Strengthening the Ties That Bind: IntegratingUndergraduate Liberal and Professional Study" ;ED 304 951); a copy ofthe self-study guide "PLUSS"; press releases, advertisements, andletters relating to release of the report; mailing lists; workshopdescription; an executive summary; and a list of institutions thatordered the summary report or the self-study instrument. (JDD)

* Reproductions supplied by EDRS are the best that can be made ** from the original document. *

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Grantee Organization:

University of MichiganCenter for the Study of Higher and Postsecondary

Education2117 School of EducationAnn Arbor, Michigan 48109-1259

Grant No: G008541202

Project Name: SEVEN LIBERAL OUTCOMES OF PROFESSIONAL STUDY

Proje-zt Dates:

Starting Date: September 1, 1986Ending Date: August 30, 1988Number of months: 24 (including no-cost extension)

Project Director:

Dr. Joan S. StarkCenter for the Study of Higher and Postsecondary Education2413 School of EducationUniversity of MichiganAnn Arbor, Michigan 48109-1259(313) 936-2741

FIPSE Program Officer(s): Russell Garth, thenThomas Carroll

Grant Award:Year 1 127,536Year 2 171,492

Total 299,028

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Eacahonal Researchand ImprovementED ATIONAL RESOURCESINFORMATION

CEM F.R tER,CtTrips document

has been reprOduCedaSreceived Iron, the

person or Organaalsonongsnalsno st0 Minor changes

have been made to err provereproduction quality

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Project Name: SEVEN LIBERAL OUTCOMES OF PROFESSIONAL STUDY

Summary

A diverse group of faculty members and accreditingrepresentatives was assembled to discuss, identify, experimentwith, and disseminate ways to better integrate liberal andprofessional study during the undergraduate years. The groupbased its discussions on educational outcomes previouslyidentified by the project directors as desirable for all college-educated professionals. To encourage others to engage in similardialogues, the group published, publicized, and distributed anational report to place its suggestions and shared experiencesbefore the higher education community. Subsequently, additionalcampuses and professional education associations have used thematerials produced to develop standards and curricular optionsconsistent with the recommendations.

Project Director:

Dr. Joan S. StarkCenter for the Study of Higher and Postsecondary Education2413 School of EducationUniversity of MichiganAnn Arbor, Michigan 48109-1259(313) 936-2741

Official*

Project Reports or Products:

Strengthening the Ties That Bind: Integrating UndergraduateLiberal and Professional Study Report of the ProfessionalPreparation Network, University of Michigan, 1988 (Joan S.Stark and Malcolm A. Lowther)

PLUSS: Professional/Liberal Undergraduate Self-StudyUniversity of Michigan, 1988. (Joan S. Stark, Malcolm A. Lowther,Bonnie M.K. gagerty, Pamela Lokken).

*A variety of other articles and products have been

produced, including those authored by partici)ating individualsother than the project staff. For space reasons, these are listedonly in the full report.

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Executive Summary of Final Report

Project Title: SEVEN LIBERAL OUTCOMES OF PROFESSIONAL STUDY


Unil.rersity of MichiganCenter for the Study of Higher and Postsecondary


Project Director:

Dr. Joan S. Stark2413 School of EducationThe University of MichiganAnn Arbor, Michigan 48109-1259Telephone: 313-936-2741

A. Project Overview

Competent professionals are characterized by their abilityto link technical knowledge with appropriate values and attitudeswhen making complex judgments. Although the education of mostcollege students typically includes both liberal study andprofessional preparation, educators have devoted too littleattention to developing the ability to integrate the two. Adiverse group of faculty members and accrediting representativeswas assembled to discuss, identify, experiment with, anddisseminate ways to better integrate liberal and professionalstudy during the undergraduate years. The group based itsdiscussions on educational outcomes previously identified by theproject directors as important for all college-educatedprofessionals. To encourage others to engage in similardialogues, the group published, publicized, and distributed anational report to place its suggestions and shared experiencesbefore the higher education community. Subsequently, additionalcampuses and professional education associations have used theproject materials to develop standards and curricular optionsconsistent with the recommendations.

B. Purpose

This project was designed to stimulate ideas aboutways to integrate liberal and professional education, toencourage experimentation with these ideas on a few campuses, andto disseminate the results of this venture. Incontrast to many (or most) projects supported by FIPSE, theprimary goal was not to seek change on the director's campus.

C. Background and Origins

Educators and the American public desire college students tobe both liberal educated and wral prepared to earn a living,

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preferably in a professional-level job. In the mid-eighties, thetension between these two goals seemed strong. National reportspublishedin 1984 to 1986 seemed to foster animosity andseparatism, rather than collaboration, between professional andliberal arts faculty on campuses. The idea for a specific projectto explore ways of integrating the two types of education grewout of a survey the project directors had conducted earlier. Inthis survey, professional field faculty had endorsed studenteducational outcomes that seemed quite similar to those endorsedby advocates of goals of liberal education.

D. Project Description

The "seven liberal outcomes of professional education"project initiated a national dialogue in which professional andliberal arts faculty shared educational ipractices thatsuccessfully integrate undergraduate professional and liberalstudies. The network included faculty in eight professionaltields: architecture, business administration, education,engineering, journalism, nursing, pharmacy and social work. Themembers intended to initiate change discussions on theirown campuses. They also intended to foster a constructivedebate, that might help reverse the unfortunate drift towardeducational separatism.

E. Project Results

The dialogue and dissemination activities were extremelysuccessful in stimulating national interest about integratingliberal and professional study. A glossy summary report of theproject, entitled Strengthening the Ties That Bind: IntegratingLiberal and Professional Study, was written by the projectdirectors, aided by a working team from the network and advisoryboard. It was released at the 1988 National Conference on HigherEducation sponsored by the American Association for HigherEducation and received media coverage in the Chronicle of HigherEducation. In addition to describing the project rationale andactivities in some detail, the report offers challenges toacademic leaders, faculty members, and external policy makers.Along with brochures describing the project, the report wasdistributed to presidents of all four year colleges in the UnitedStates, all professional accrediting associations, and 300national policy makers in higher education. After the FIPSEsupport was concluded, the National Center for Research toImprove Postsecondary Teaching and Learning (NCRIPTAL) took overthe responsibility for responding to requests for informationabout the project. A second printing was undertaken by NCRIPTALat th-1 University of Michigan for distribution at cost to thoserequesting it. Brochures were mailed to a mailing list of 14,000maintained by NCRIPTAL. Two years later there is continued demandfor this report. Approximately 10,000 copies have now beendistributed and the report is quoted widely.

A second major product was a self-study instrument forcampus use in stimulating conversation about integration of

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liberal and professional study. The draft instrument, tried outby network members with varying degrees of success, was improvedand printed in an attractive packet, entitled PLUSS(Professional/Liberal Undergraduate Self-Study). Flexiblepackaging enabled campuses to use varying numbers and sections ofthe instrument. Two years after the conclusion of the project,the PLUSS is still being ordered by campuses; some colleges order100 packets.

Network members independently developed and published a bookdiscussing their experiences. Integrating Liberal Learning andProfessional Education, edited by Robert A. Armour and Barbara S.Fuhrmann, was published in the Jossey-Bass New Directions forTeaching and Learning Series (No. 40, 1989). The book ofreadings contains an overview by the editors, a stage-settingchapter by the project directors and eight chapters by networkmembers from different disciplines. A variety of other articlesare listed in the full report.

Numerous national workshops elicited good attendance andfavorable response. These included workshops and invitedaddresses at the Association of American Colleges, the AmericanAssociation for Higher Education, The Association for General andLiberal Studies, and the American Association of Colleges ofNursing, and others.

In fields that were involved in the network project,discussion and requests foe,: speeches and information continues.A number of professional and occupational fields that were notinvolved in the network project have also explored and, in somecases, adopted materials and ideas from the project. Forexample, the Association for Undergraduate Public HealthAdministration and the Occupational Therapy Association each haveincorporated some or all of the educational ovtcomes printed inthe project reports into their membership criteria. Thedissemination activities of this project also have resulted inthe project director's membership on the Accounting EducationChange Commission which is providing substantial grants tocolleges to restruc-uure and "liberalize" accounting edus;ation.

F. Summary and Conclusions

It is possible to undertake a national project intended tofoster exchange of ideas and to deliberately achieve that end.One way to accomplish this is to involve credible and energeticindividuals at national and the campus level in the discussionand activities and to disseminate an authoritative report withexcellent appearance to national and campus policy makers. Inorder to achieve such results within a two to three year period,it is important for the project director and others involved tobuild upon existing contacts and dissemination channels and toinclude funds in the project for wide distribution of thereport. Because of the slowness of diffusion of ideas in academe,it is useful to have an agency available to continuedissemination after the grant period ends.

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Final Report

Project Title: SEVEN LIBERAL OUTCOMES OF PROFESSIONAL STUDY


University of MichiganCenter for the Study of Higher and Postsecondary


Project Director:

Dr. Joan S. Stark2413 School of EducationThe University of MichiganAnn Arbor, Michigan 48109-l259Telephone: 313-936-2741

A. Project Overview

A diverse group of faculty members and accreditingrepresentatives was assembled to discuss, identify, experimentwith, and disseminate ways to better integrate liberal andprofessional study during the undergraduate years. The groupbased its discussions on educational outcomes previouslyidentified by the project directors as desirable for all college-educated professionals.

During an eighteen-month dialogue designed. to foster campusand professional association concern about integration, the groupidentified circumstances that inhibit colleges from recognizingand accepting this responsibility. In group discussions, the.'roup outlined qualities that characterize competent graduates ineight professional fields, and discussed how these qualitiesmight be fostered.

To encourage others to engage in similar dialogues, thegroup published, publicized, and distributed a national report toplace its suggestions and shared experiences before the highereducation community. Subsequently, adeitional campuses a:Idprofessional education associations he.ve used the materialsproduced to develop standards and curricular options consistentwith the recommendations.

B. Purpose

The purpose of this project was to stimulate ideas aboutways to integrate liberal and professional education, toencourage experimentation with these ideas on a few campuses, and

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to disseminate the results of this idea-generating venture. The"seven liberal outcomes of professional education" projectinitiated a national dialogue in which professional and liberalarts factilty shared educational practices that successfullyintegrate undergraduate professional and liberal studies. Thenetwork included faculty in eight professional fields:architecture, business administration, education, engineering,journalism, nursing, pharmacy and social work. The networkmembers intended to initiate change discussions on their owncampuses and to stimulate wicer dialogue.

C. Background and Origins

Educators and the American public desire college students tobe both liberal educated and well prepared to earn a living, I

preferably in a professional-level job. In the mid-eighties, thetension between these two goals seemed strong. National reportspublished in 1984 to 1986 seemed to foster animosity andseparatism, rather than collaboration, between professional andliberal arts faculty on campuses. The idea for a specific projectto explore ways of integrating the two types of education grewout of a survey the project directors had conducted earlier. Inthis survey, professional field faculty had endorsed studenteducational outcomes that seemed quite similar to those endorsedby advocates of goals of liberal education.

This project was designed to stimulate ideas about ways tointegrate liberal and professional education, to encourageexperimentation with these ideas on a few campuses, and todisseminate the results of this venture. In contrast to many (ormost) projects supported by FIPSE, the primary goal was not toseek change on the project director's campus.

The success of the project probably was aided by itslocation in the Center for the Study of Higher Education at theUniversity of Michigan. The prestige and prior record of facultyat this Center for conducting collaborative FIPSE-funded ventures(Project CHOICE, National Project IV) probably helped to solicitgood national advisory board and network members from the field.Similarly, the project director's background research onprofessional study programs and connections with such groups asAAHE to arrange a press-conference type release for the nationalrepoit were important. The project director had participated inand directed similar national group projects funded by FIPSEearlier (National Project I; Project Choice) so some of thestrategies used in advertising the projects, selecting networkparticipants etc. were well-tested. Although the project was notintended to benefit the University of Michigan directly, theUniversity contributed portions of the time of two projectdirectors and some gradu,te assistarts. Thus, while the fundsreceived from FIPSE were somewhat greater than would be expectedfor a single campus project, they were considerably less thanexpected for funding a naticnal impact research or action projectat a major university.

D. Project Description

Project goals were as follows:

1. Increase awareness among professional program and liberalarts faculty leaders about liberal educational outcomes that areimportant in all fields but which have received little explicitspecification in educational planning.

2. Develop and test, in diverse college and universitysettings, a program self-study instrument of potential use infocusing attention on these liberal outcomes.

3. Engage professional program and liberal arts facultyleaders in establishing and testing new channels for information-snaring across professional study fields with respect totransferable educational activities that appear to lead toliberal outcomes of professional preparation.

The project was designed with five major activity Phases:exploring, case vignettes, networking, pilot-testing, anddisseminating.

Project activities included:

EXPLORING AND CASE VIGNETTES: As mentioned earlier, anextensive national survey of professional programs had beenconducted prior to initiation of this project and a relatedcomparative literature review monograph had been prepared.Project staff spent some of the early months of this projectextending the data analysis of the survey and putting thefinishing touches on the monograph published in the ASHE/ERICHigher Education Report Series, and entitled ResponsiveProfessional Education: Balancing Outcomes and Opportunities.Both of these projects provided important background to the staffand supplied credibility for formation of the National AdvisoryBoard and network. Subsequently, Project staff conductedinterviews with faculty in professional programs who hadresponded to the prior survey in order to identify 1) specificeducational activities believed to promote liberal learning, and2) to identify successful innovations in integrating liberal andprofessional study. The assumption behind this process, whichproved true, was that many professional programs are alreadyconcerned with liberal education and have devised varied ways ofensuring that professional students encounter appropriateeducational activities. We assumed that what was learned in onesetting would be useful in others. The interviews were used toform case vi.gnettes that stimulated discussion at the laternetwork meetings. They w.lre also used to help understand theassumptions of each of the various professional fields in orderto establish groups that would have challenging and productivediscussions.

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NETWORKING AND PILOT-TESTING: A national advisory board wasestablished of prominent leaders from eight professional fields,the libetal arts, and accrediting organizations. Our assumptionhere was that this board would add credibility to attractsuitable participants to the network. Equally important, theywould be able to advise us regarding the nuances in the differentfields and their advance discussions would warn of cautions inconducting the network discussions. This proved true. Welearned, for example, that the humanistic professional fields(nursing, social work, education) tend to proceed into groupdiscussions cautiously and with great concern for personalfeelings and opportunity for all to participate. In contrast, thescientific and enterprising professional fiplds (business,engineering, architecture) are more likely to believe thatconflict eventually produces the best thinking-- they lay alltheir strong feelings on the table immediately and expect otherswill not take offense. This understanding helped us structurethe discussions and to develop some advice for those attemptingto foster cross-discipline discussions on campuses.

Through applications, members were selected for a network ofundergraduate professional program faculty and liberal artscolleagues from the same campuses to discuss integration ofliberal learning with professional study. Eight fields typicallytaught as four to six-year undergraduate professional study wereincluded: architecture, business, education, engineering,journalism, nursing, pharmacy, social work. The liberal artsfaculty members from these same campuses taught in many fieldsfrom English to psychology; some were deans or departmentchairpersons. Three network meetings were held that includedthese representatives, the advisory board, and invitedaccrediting representatives from the various professions. We didour best to select teams that had strong potential for influenceon their own campuses, based on the participants' positions andprevious involvement in integrating liberal and professionalstudy. We also attempted to select a mix of large and smallcolleges with varied missions. In some fields we had a wide rangeof applicants and we could have made many excellent choices. Inothers, business, for example, we had few applicants and yet wechose two business settings, one of which turned out to be anineffective team. We did not provide any funds to the campusesfor the projects. Rather we expected them to pay thetransportation of their members to meetings and we paid on-sitecosts. These commitments were carried through for all but two ofthe selected colleges.

The network spent considerable time discussing and generallyagreeing on (with some minor exceptions) a list of educationaloutcomes that indicate a liberally educated professional. Theresult was expansion of the list of liberal/professional outcomesfrom seven to ten and accompanying modification of the title ofthe project in subsequent bulletins. The first network meetingwas extremely difficult. We were engaged in a new and potentiallythreatening discussion with people who did not know each other

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or, at that time, respect each others views. One of our goals,of course, was to see if it was possible to develop that respect.We learned that in such a first meetiag with a group of facultymembers,'it is important to pause, take stock, give people achance to vent their feelings, and allow them to take someresponsibility for the next steps. Because we did this, thesecond and thiid meetings of the group went smoothly. In fact, agreat deal of "bonding" of the group was evident by the finalnetwork meeting. Although we could probably develop a list ofdos and don'ts with sensitive discussion from this, we suspectthat one simply has to adapt to each new situation. We do believethat information gathered in our prior survey which helped usunderstand that the general educational paradigms espoused by thedifferent fields were different, was of assistance in structuringthe discussions. In contrast, perhaps we should have chosen alllarge colleges since the wide disparities in institutional sizerepresented by network institutions sometimes caused discussionsto bog down. Our decision to invite the president of COPA to siton the advisory board and the accrediting agencies to attendnetwork meetings (although they were obliged to pay their owncosts of participation) was a wise one and diffused possibledefensiveness to our work.

The project staff developed a campus self-study instrumentto facilitate efforts to integrate professional and liberallearning outcomes. Some network members tried various ways ofusing this instrument on their campuses. From this project welearned primarily that more careful monitoring of a pilot studyactivity using a draft instrument is important. Despitediscussion that the survey-type draft PLUSS should be used insmall group meetings to foster discussion, some of the networkmembers simply sent it out to faculty members on their campus.Without discussion of the purpose, such a survey fell flat andwas deemed unsuccessful. Those who used it, as suggested, insmall group discussions had better success.

DISSEMINATING: Information about the dialogue wasdisseminated at various national meetings for higher educationleaders, and, in particular, for professional field faculty inthe participating fields and other undergraduate fields notdirectly involved. Dissemination was carried out by both projectstaff and network members. A particular difficulty weencountered here relates to necessary timelines and calendars forprojects of this sort. A full 12 months advance time is needed tosubmit conference presentation to these various associations,many of which have requirements that only members may scheduleor submit presentations. Thus, unless it is possible to know atthe outset what to propose as a presentation, a project of lessthan two years duration is bound to have dIfficulty in using thismode of dissemination.

Information about the dialogue was disseminated in varioushigher education and professional association newsletters. Here,as for conferences, dissemination was carried out by both projectstaff and network members. Project staff distributed press

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releases to home-town newspapers and appropriate professionalassociations documenting the activity of the networkparticipants.

The project staff and network members wrote articles werewritten about the project and its work. These included bothtechnical research articles about the interviews and surveysconducted prior to establishing the network and non-tclnlicalarticles about the work of the network itself.

On each of the network campuses, some attempts were madeto stimulate discussions about integration of liberal andprofessional study. On a few campuses attempts were made todevelop indicators for assessing the effect of integration. Theway the project was set up, without any fiscal support from FIPSEfor the campuses, we had no authority to command the campuses toundertake any particular aspect of the project. We tried to usepersuasion and a sense of experimentation to encourage work withindicators. In many cases, other, more general curricular changeprojects that were underway enhanced, or were enhanced by, thisproject. In at least one case, however, the network membersefforts were set aside as creating an agenda overload a complexchange effort already underway. We used persuasion, and a senseof excitement about experimentation to encourage work withassessment indicators. In a final attempt to stimulate more ofour network members, we invited nationally known figures workingin the area of assessment ( Pat Hutchings of AAHE and Tom Moranof SUNY- Plattsburg) as speakers. Because these talks tended toattribute the initiation of assessment to state and nationallevel policy-makers, they probably had the effect of generatingresistance rather than eagerness to experiment with assessmentindicators.

The project period was originally 18 months, later extendedto two years as a no-cost extension. In retrospect, to achievethe hoped for discussions of assessment indicators, this shouldhave been designed a- a three year project. Furthermore, itshould have included sufficient funds for the project staff tomake campus visits to a selected subset of the networkinstitutions and a fourth network meeting which included topadministrators from a subset of the institutions. Such a planwould have allowed us to work with the network for a time, thenidentify a few institutions ready to move their on-campusprojects rapidly along, and provide technical assIstance just tothose campuses. We doubt, however, whether a larger budget wouldhave been approved by FIPSE.

E. Project Results

Although the exploring and case vignettes activities in thefirst year of the project were essential, "behind the scenes"groundwork necessary for success, the networking anddisseminating phases of the activity were by far the mostvisible success.

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The dialogue and dissemination activities were extremelysuccessful in stimulating national interest about integratingliberal and professional study. This interest continues to bestrong. On a "micro" level as well, most of the 50 participantsin the network were effusive about new dimensions their academiclives took on as a result of this collegial interchange acrossdiscipline boundaries. These new linkages continue to be strongamong the network members as they worked beyond the end of theproject on such projects as an edited volume reporting theirexperiences.

A attractive summary report of the project, entitledStrengthening the Ties That Bind: Integrating Liberal andProfessional Study, was written by the project directors, aidedby a working team from the network and advisory board. It wasreleased at the 1988 National Conference on Higher Educationsponsored by the American Association for Higher Education andreceived media coverage in the Chronicle of Higher Education. Inaddition to describing the project rationale and activities insome detail, the report offers challenges to academic leaders,faculty members, and external policy makers. Along with prochuresdescribing the project, the report was distributed to Presidentsof all forr year colleges in the United States, all pro.eessionalaccrediting associations, and 300 national policy makers inhigher education. After the FIPSE support was concluded, theNational Center for Research to Improve Postsecondary Teachingand Learning (NCRIPTAL) took over the responsibility forresponding to requests for information about the project. Asecond printing was undertaken by NCRIPTAL at the University ofMichigan for distribution at cost to those requesting it.Brochures were mailed to a mailing list of 14,000 maintained byNCRIPTAL. Two years later there is continued demand for thisreport. Approximately 10,000 copies have now been distributedand the report is quoted widely.

Originally, a national dissemination conference wasscheduled in the grant plans. Later, either a conference or areport were in the plans. In consultation with the Advisory Paneland our FIPSE Program Officer, we decided on using the funds forthe report. We believe now that this was a wise decision. Bynow, the conference would have been only a dim memory. Incontrast, some colleges only now discovering the project canobtain and use the report. Partly as a result of this experience,we have come to feel that there are too many competing specialpurpose conferences in higher education today that accomplish toolittle. Finally, we should mention that it was a wise decisionto ask Frank Rhodes, President of Cornell University and, at thattime, of of the American Council on Education to add aprestigious foreword to the report.

A second resulting product was a self-study instrument forcampus use in stimulating conversation about integration ofliberal and professional study. The draft instrument, tried outby network members with varying degrees of success, was improvedand printed in an attractive packet, entitled PLUSS

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(Professional/Liberal Undergraduate Self-Study). Flexiblepackaging enabled campuses t use varying numbers and sections ofthe i.nstrument. Two years after the conclusion of the project,the "LUSS is still being ordered by campuses; some colleges order100 packets.

Several pi-ocesses and projects emerging from the networkactivities proved successful and now have been used in othersettings. In particular, we note the process of "micro-participation" in which faculty members teach a short lesson intheir field to other faculty members from different fields. Themicro-lesson is followed by a discussion of paradigm differencesand teaching approaches. A second process, less fully developedas yet but which will receive more attention in the near futureis the "collaboration-integration" matrix which can be used formore general discussions about curricular change on campuses. Itseems particularly adaptable to thinking about core curricttla.

Network members independently developed and published a bookabout their experiences. Integrating Liberal Learning andProfessional Education_,_ r 'ited by Robert A. Armour and Barbara S.Fuhrmann, was published in the Jossey-Bass New Directions forTeaching and Learning Series (No. 40, 1989). The book ofreadings contains an overview by the editors, a stage-settingchapter by the project directors and eight chapters by networkmembers from different fields. A variety of other papers werepublished by the project staff either just before, during orafter the project as listed below:

Responsive Professional Education: Balancing Outcomes andOpportunities ASHE/ERIC Higher Education Reports, 1986.

"A Conceptual Framework for the Study of Pre-ServiceProfessional Programs in Colleges and Universities." Journal ofHigher Education, 1987.

"Faculty Roles and Role Preferences in Ten Fields ofProfessional Study." Research in Higher Education, 1986.

"Faculty and Administrator Views of Influences onProfessional Programs." Research in Higher Education, 1987.

Review of Contesting the Boundaries of Liberal andProfessional Education ( Peter Marsh, Editor) Journal of HigherEeducation, 1989.

"Liberal Education and Professional Programs: Conflict,Coexistences or Compatibility." In Mary Ann Rehnke, Ed..Selecting Career Programs for College Campuses. Jossey Bass,1987.

"Comparing Educational Accreditation Standards in SelectedProfessional Fields." JOurnal of Higher Education 1989

Numerous national workshops elicited good attendance andfavorable response. This included workshops and invitedaddresses. at:the Association of American Colleges, the AmericanAssociation for Higher Education, The Association for General andLiberal Studies, and the American Association of Colleges ofNursing, and others.

In fields that were involved in the network project,discussion and requests for speeches and information continues.A number of professional and occupational fields that were notinvolved in the network project have also explored and, in somecases, adopted materials and ideas from the project. Forexample, the Association for Undergraduate Public HealthAdministration and the Occupational Therapy Association each haveincorporated some or all of the educational outcomes printed inthe project reports into their membership criteria. Thedissemination activities of this project also have resulted inthe project director's membership on the Accounting EducationChange Commission which is providing substantial grants tocolleges to restructure and "liberalize" accounting education.

Finally, the project has now spawned at least four'knowndissertation studies by students at universities in all parts ofthe country who are applying the ideas and frameworks todifferent professional study fields. Here at the University ofMichigan, a dissertation applying the concepts developed in thenetwork to the field of professional practice examined nurses'use of liberal education in their work settings. Thisdissertation, by Project Associate Bonnie Hagerty has won the"best dissertation in education" award at Michigan and is acompetitor in national dissertation awards processes. Theinventory created for the dissertation is adaptable for use inthe other professional fields, a project we hope to start soon.

The "pilot study" phase of the work was not as successful.At the worst extreme, representatives at two campuses chosen toparticipate did not persist. In one case, the network memberssimply did not continue; in another case, to avoid disruption inthe project, we asked a participating team not to continue. Atbest, we understand that several of the campuses have continuedto make successful strides toward integrating liberal andprofessional study. We note, fcr example, that the volume thegroup published independently in 1989 includes several successstories. The project period simply was too short to correctlyassess the momentum that began as a result of the discussions.

In between these two extremes of dropping out and havingexcellent success on a delayed basis, the network participantsmade strides toward integration to varying degrees. Some triedout the PLUSS successfully and some unsuccessfully. Theseefforts helped us improve the instrument. Some were able towrite brief case studies of the efforts on their campus; othersdeclined to do so or had only modest change to report at the timeproject ended. Only one or two of the campuses really got tothe point of trying to identify indicators of success in

integration. Nonetheless, the understandings gained from theattempt on each of the campuses contributed a great deal to thetypes of suggestions we passed on to others in Strengthening theTies that Bind... As an experiment from which many learned asobservers, the on-campus pilot studies were very fruitful; asprojects on each campus, they were not sweeping successes.

We note that our original proposal contained a detailed andappropriate evaluation plan to be conducted by an independentagency, Formative Evaluation Research Associates of Ann Arbor.In the budget negotiations, FIPSE deemed this evaluation tooexpensive and urged us to use simple means such as a committee ofthe National Advisory Panel. Consequently, with involvement ofthe Panel, we developed simple questionnaires on which thenetwork participants report their satisfaction and extent oflearning from each of the general meetings. We also developed'interview protocols to keep track of the on-campus projects bytelephone. The results were quite positive and the positivefeeling increased.as the project progressed. We did not attemptto formally evaluate the efforts toward integration on eachindividual campus since, without funding, the campuses had nofirm obligation to change.

Although we particularly regretted the loss of funding to doa systematic follow-up of the national dissemination effort, theanecdotal records we have kept of the wide dispersion of theideas, some examples of which are reported above, speak quiteadequately to success of this effort. To summarize, we list belowfour 'ong-range goals included in our original plans. We canClearly document that the first two have been achievea. Thethird and fourth goals are less easy to document although itwould be possible to do so, for example, by contacting campusesthat ordered project materials.

1. Increase discussion among professional faculty in diverseprograms about specification and achievement of liberal outcomes.

2. Increase discussion among professional faculties andliberal arts faculties about combining liberal and professi,aalstudy.

3. Encourage adoption of more clearly specified educationalactivities leading to liberal outcomes of professional study.

4. Attempt to provide pilot documentation studies of liberaloutcomes of professional study.

It is important to note that because the original finalreport (submitted within 90 days after the end of the project)was rejected as not being in the correct form, this substitutecommentary is being written nearly two years after the projectend. At this point, we have a view of the very substantialimpact of this project that would not have been possible at thetime the original report was filed. We think this should tellFIPSE that, for national idea-generating and dissemination

14

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projects of this type, reserving some small amount of funds forevaluation two to five years later may make good sense. Todocument the interest in the project at this point, we can show alarge nuffiber of complimentary letters, including agovernor, a state senator, a foundation executive, collegepresidents and.deans, and many others. We have attached to thisreport (Appendix G) a updated list of collegez known to haveordered project products beyond the complimentary ones theyreceived.

F. Summary and Conclusions

It is possible to undertake a national project deliberatelyintended to foster exchange of ideas and to successfully achievethat end. One way to accomplish this is to involve credible andenergetic individuals at national and the campus level in thediscussion and dissemination activities and to disseminate anauthoritative report with excellent appearance to national andcampus policy makers. In order to achieve such results within atwo to three year period, it is important for the projectdirector and others involved to build upon existing contacts anddissemination channels and to include funds in the project forwide distribution of the report. Because the diffusion of ideasin the academic world is slow, such a project is best evaluatedafter considerable time has passed.

Unlike projects that primarily benefit the home institution,the project directors originally had no particular plans tocontinue this work. Rather, every attempt was made to cultivate'leadership activities among the members of the network so thatthe momentum would be sustained while the directors moved on toother projects. However, given the continuing impact of theproject, and the constant receipt of invitations (at least one aweek) to speak on campuses or to associations concerning theproject, it seems difficult to disassociate. We would have torate this project as having the most positive reception of any wehave ever undertaken.

In order to document our work further, we had sought andobtained a contract for a book from Jossey-Bass. In the end wedeclined the contract because of a lack of congruence betweenJossey-Bass vision (or promotional needs) and our scholarly viewof what should be written. In fact, probably the Lest of whatneeded to get written did get out to the world in the edited bookdone by the network members. That is as it should be and showsthat the project has been picked up by others as intended. Theproject directors see their role as stimulating thinking andinnovation in higher education. We have moved on to otherprojects and studies. Perhaps, however, following the doctoraldissertation of our project associate, one of our next tasks willbe to help faculty in these same eight professional fieldsexamine whether the liberal education outcomes are used inprofessional practice.

15

G. Appendices ( Previously submitted in multiple copies on twooccasions). Only an update of Appendix G is attached here.

Appehdix A. Strengthening the Ties That Bind: IntegratingUndergraduate Liberal and Professional Study Report of theProfessional Preparation Network, University of Michigan, 1988(Joan S. Stark.and Malcolm A. Lowther)

Appendix B. PLUSS: Professional/Liberal Undergraduate Self-StudvUniversity of Michigan, 1988. (Joan S. Stark, Malcolm A. Lowther,Bonnie M.K. Hagerty, Pamela Lokken).

Appendix C: Press releases, letters, etc.

Appendix D: Mailing ltsts and detail

Appendix E: Workshop description

Appendix F: Executive Summary

Appendix G: Institutions that have ordered Strengtheningthe Ties that Bind or PLUSS (updated 3/20/90).

Appendix G:

Institutions that have orderedStrengthening thg_aies That Bind or pLuss

(updated 3/20/90)

19

Total PPP orders by institution-June thru October 1988Or aniz arengthen Tie RUMS Review

No. of orders placed by individuals 3 8 1 4

Abilene Christian University 3 0Academy of tha New Church 1 0Adelphi University 2 0Adelphia University 1 1

Alabama Commission on Higher Education 1 0Albany College of Pharmacy 1 0Albany State College 1 1

Alberta Advanced Education Library 1 0Albion College 9 9Alfred University 1 0Allegheny Colloge , 0Alma College 4 3American Assem. of Collegiate Schools of Bus 1 8 0American Council on Education 1 0American Occupational Therapy Assoc., Inc. 1 0American University 3 1

Andrew W. Melion Foundation 1 0Andrews University 6 7Aquinas College 1 0Arizona Board of Regents 1 1

Arizona State University 3 0Arkansas State University 2 2Arkla, Inc. 1 1

Art Play 2 0Assoc. of Univ. Programs in Health Admin. 7 7Assumption College 1 0Atlantic Union College 1 0Augsburg College 1 0Augusta College 7 6Augustana & Sioux Falls Colleges 1 1

Augustana College 1 1

Aurora University 1 0Austin Peay State University 2 2Babcock Graduate School of Management 1 0Babson College 1 0Baker Univ. School of Prof. & Grad. Studies 1 0Baldwin-Wallace College 1 1

Ball State Bookstore 1 1

Ball State University 1 0 2Barry University 3 2Baruch College 1 1

Baylor Univ. School of Nursing 1 1

Beaver College 1 1

Bellevue College 0 1

Belmont College 2 1

Bentley College 3 0Berklee College of Music 2 0Birmingham-Southern College 1 0Bishop Clarkson College 1 1

Blackwell North America, Inc. 1 0Bloomfield College 1 0Book House, Inc. 1 0

20

Total PPP orders by institution-June thru October 1988Organiz lrengthen Tie PLUSS Review

Borlcua College 1 0

Boston College 1 0Boston University 5 2Boston University School of Medicine 1 0Bowling Green State University 13 0Bradley University 2 0Bridgewater State College 1 1

Brigham Young University 1 1

Brooklyn Ciellege 1 0Bucknell University 3 2Bucks County Community College 1 0Butler University 2 0California Lutheran University 1 0California Polytechnic State University 2 0California Postsecondary Education Commissi 1 0California State College, Bakersfield 1 1

California State Polytechnic Unitiersity 28 1 4California State University, Bakersfield 1 1

California State University, Chico 9 1

California State University, Fresno 1 0California State University, Fullerton 4 2California State University, Long Beach 1 0California State University, Los Angeles 5 0California State University, . Northridge 2 0California State University, Sacramento 2 0California. State University, San Bernardino 0 1

California State University, Stanislaus 1 1

California University of Pennsylvania 3 1

Calvin College 1 1

Canisius College 1 0Capital University 1 1

Cardinal Stritch College 0 1

Carlson School of Management 1 0Case Western Reserve University 1 0Catholic Medical Center of Brooklyn & Queens 1 0Catonsville Community College 1 1

Cedarville College 1 0Celitenary College 2 1

Central Connecticut State University 1 2Central Michigan University 2 0Central Missouri State University 2 0Centre d'Animation de Developement et de Ret 1 0Cerritos College . 1 1

Chippewa Valley Technical College 1 0Christian Brothers College 1 0Clarke College 1 0Clemson University 1 0Cleveland State University 2 0College Entrance Examination Board 1 0College of Charleston 1 0College of Great Falls 1 0College of New Rochelle 1 0College of Saint Rose 1 1

21

Total PPP orders by institution-June thru October 1988Or anis ;trengthon Tie MSS Review

College of St. Catherine 1 0College of S. Francis 1 0College of St. Thomas 6 1

College of Staten Island 1 1

Colorado School of Mines . 2 2Colorado State University 1 0Columbus State Community College 1 1

Commonwealth of Massachusetts 1 0Community College of Philadelphia 2 1

Concordia College 1 1

Connolly & Associates 0 1

Cornell University 1 3 1 0Council for Higher Education of Virginia 1 0Cumberland College 1 0Cuyahoga Community College 1 0Dalhousie University 1 0Dartmouth College 2 1

Davenport College 1 0David Lipscomb University 1 0Delgado Community College 1 0DePaul University 1 0Doane College 0 1

Dordt College 0 1

Dowling College 1 0Drexel University 2 1

Drury College 4 2Duquesne University 1 1

E. W. Scripps School of Journalism 1 0East Carolina University 2 2East Texas Baptist University 1 1

Eastern Connecticut State University 3 2Eastern Michigan University 3 0Emtern Washington University 2 1

Edgewood College 1 0-EdiAooro University of Pennsylvania 2 1

Educational Testing Service, Atlanta Office 2 2Elizabethtown College 2 1

Elmhurst College 3 0Elms College 1 0Emory School of Nursing 1 0Empire State College 1 0Emporia State University 1 0Essex Community College 1 0Eureka College 1 0Evergreen State College 1 5 0Fairleigh Dickinson University 1

1

Ferris State College Bookstore 1 0Ferris State University 1 1

Field Museum ot Natural History 1 0First Baptist Seminary College & Seminary 1 1

Five Towns College 1 0Florida Atlantic University 1 0Florida Community College at Jacksonville 1 1

Total PPP orders by institution-June thru October 1988Or eniz lrengthen Tie PLUSS Review-

Florida State University 1 0Gallaudet University.. 1 0Gannett Foundation 1 0Gannon University 3 2Gardner-Webb College 1 0General Board of Higher Edudation and Ministr 1 1

George Mason University 2 1

Georgia College 1 0Georgia Institute of Technology 0 1

Georgia Southern College 1 0Georgia State University 2 1

Glendale Community College 1 1

Golden Gate University 1 0Goshen College 1 0Goucher College 1 0Graceland College 2 0Grambling State University 2 0Grand Valley State University 3 1

Green Mountain College 1 0Greenfield Community College 1 1

Gustavus Adolphus College 2 0Hemline University Bookstore 1 0Hampton University 1 1

Hanover College 1 1

Harrington Institute 1 1

Hartford College for Women 1 1

Hartwick .College 1 1

Harvard Business School 1 0Harvey Mudd College 1 0Hawaii Loa College 1 0High Point College 1 0Hope-Calvin Dept. of Nursing 1 1

Humboldt State University 1 0Hunter College 1 0Idaho State University 15 1

Illinois Institute of Technology 1 2Illinois State University 2 0Illinois Wesleyan University 1 0Indiana State University 1 1

Indiana University at South Bend 1 1

Indiana University Bloomington 2 0Indiana University of Pennsylvania 1 0Indiana University-Purdue Univ. at Ft. Wayne 1 0

Indiana University-Purdue Univ. at Indianapol 3 0Inter Faculty Organization 1 1

lona College 2 0

lowa State University 5 5Jackson Community College 6 0James Madison University 3 1

Johns Hopkins University 1 1

Johnson County Community College 1 0Kankakee Community College 1 0Kansas State University 2 1

23

Total PR) orders by institution-June thru October 1988Or anlz itrengthen Tie PLUSS Review

Kennesaw College 18 1

Kentucky State University 1 0Keuka College 1 1

King's College 102 0Kutztown University 1 0La Roche College 31 5La Salle University 2 1

Lafayette College 1 0Lakeland College 1 1

Lander College 6 1

Lansing Community College 1 1

Lebanon Valley College 2 2Lehigh University 1 1

LeMoyne College 1 0Lesley College 5 0Lewis & Clark College 2 0Librarie de l'Universite de Montreal 1 0Library of Congress 2 0Lincoln University 4 2Lincoln University College 1 0Lindenwood College 1 0Linfield College 8 0Loma Linda University 1 0Long Island Univereity 2 0Louisiana State University 3 1

Louisiana Tech University 1 0Loyola University of Chicago 1 0Loyola University-New Orleans 1 1

Luther College 1 0Lycoming College 1 1

Lynchburg College 5 3Madonna College 3 0Malone College 2 0Management Communications 1 1

Manchester College 1 0Manhattan College 2 0Mankato State University 1 0Marian College 2 2Marian College of Fond du Lac 1 1

Marquette University 2 1

Marycrest College 1 1

Marygrove College Library 1 0Marymount College 2 0Marywood College 1 1

Massachusetts Institute of Technology 1 0Medgar Evers College 1 0Memphis State University 3 2Mercy College of Detroit 7 1

Mercy Medical Center 0 1

Metropolitan State College 1 1

MGH Institute of Health Professions 1 0Miami Unlversity 6 1

Michigan Nurses Association 1 0

24

Total PPP orders by Institution-June thru October 1988Or anlz ;trongthen Tie PLUSS Review

Michigan State UniversityMicroelectronics Information CenterMiddle Tennessee State University

21

1

01

Midway College, Inc. 1 1

Midwest Library Service 1 1

Millersville University 2 1

MIllikin Universliy 1 1

Milisaps College 1 0Ministry of Colleges and Universities 2 0Minnesota State University System 1 0Mississippi State University 1 0Missouri Southern State College 1 0Missouri Western State College 1 0Mitchell College of Advanced Education 1 0Modem Language Assoc. of America 1 0Monmouth College 2 1

Montana State University 1 0Montclair State College 2 2Mount Mercy College 2 1

Mount Vernon Nazarene College 1 0Mt. Carmel Health Distribution Center 1 0Mt. Vernon College 6 1

Muhlerterg College 2 0National Board for Prof. Teaching Standards 1 0National College of Education 1 0National Institute for Educational Research 1 0National Institute of Higher Education 1 0National Science Foundation 1 0Nazareth College 24 0Nazareth College of Rochester 2 0NCNIP 1 0New England Institute of Technology 2 2New Mexico State University 2 1

New York University 1 1

North Carolina Wesleyan College 6 1

North Central College 1 0North Central Regional Educational Laboratory 1 0North Dakota State University 1 0North lowa Area Community College 1 1

Northeast Missouri State University 1 0Northeast Wisconsin Technical College 1 1

Northeastern Illinois University 1 1

Northeastern Univerlity 1 1

Northern Arizona University 2 0Northern Illinois University 3 0Northwest Missouri State University 1 0Northwest Nazarene College 2 0Northwestern College 1 1

Northwestern University 3 0Nova University 2 2Oak Ridge Associated Universities 1 0Oakton Community College 2 2Oberlin College 1 1

25

Total PPP orders by institution-June thru October 1988Or anlz Rrengthen Tle MUSS Revlew

Office of the Prime Minister of Canada 1 0Ohio State University. 1 3 1

Ohio University - 1 0Ohio University Library 1 0Ohio Wesleyan University 2 0Old Dominion University 2 0Ontario Corporation 1 0Ouachita Baptist University 1 0Pace University 1 1

Pacific Lutheran University 3 0Pacific University 1 0Paul Smith's College 1 1

Paul Smith's College of Arts & Sciences 1 1

Peabody Institute 1 0Peat Marwick Main & Co. 1 0Penn State - Harrisburg 2 0Penn Valley Community College - 1 1

Pennsylvania State University 2 7 4Peru State College 2 1

Philadelphia College of Textiles & Science 2 0Philadelphia College of the Arts 1 0Piedmont Community College 1 1

Pittsburg State University 2 1

Purdue University 3 1

Purdue University Libraries 2 0Queens College 1 1

Regis College 1 1

Revelle College 1 1

Rhode Island College 1 4 2Robert Morris College 8 0Rockford Collep 1 1

Rockland Community College 1 1

Roger Williams College 1 0Rollins College 1 1

Roosevelt University 1 0Roxbury Community College 1 1

Rural Education Researchers 1 0Russell Sage College Library 1 0Rutgers - The State University 3 1

Rutgers University 2 1

Saginaw Valley State University 1 1

Saint Joseph College 1 1

Saint Mary-of-the-Woods College 1 0Saint Peters College 1 0Salem State College 1 0Salisbury State University 1 1

Salt Lake Community College 1 0Samford University Bookstore 1

Samford University Library 2 2San Difizo Community College District 1 0San Diego State University 3 2San Diego State University Foundation 1 0San Francisco State University 1 0

26

Total PPP orders by institutionJune thru October 1988Or anlz Arengthen Tie PLUSS Review

San Jose City College i 1

Santa Clara University 1 0Sargent College 1 0Scholarly Book Center, Inc. 1 0Seattle University 1 0Seton Hall University 2 0Shenandoah College 0 1

Simmons College 2 0Simon Fraser University 1 0SIUE Supporting Services 2 0Slippery Rock Univeisity 1 0Social Science Education Consortium, Inc. 1 1

South Dakota State University 2 0Southeast Missouri State University 3 3Southern College 1 1

Southern Connecticut State University 1 0Southern Illinois University at Carbondale 2 1

Southern Illinois University at Edwardsville 1 7 1 2Southern Methodist University 7 3Southern Regional Education Board 7 0Southwest Baptist University 2 2Southwest Missouri State University 1 0Southwest Texas State University 1 0Southwestern Oklahoma State University 1 0Spaulding University 1 1

Spelman College 1 1

St. Ambrose University 1 0St. Bonaventure University 1 0St. Cloud State University 1 1

St. Francis College 2 2St. Joseph Medical Center 3 3St. Joseph's College 0 4St. Joseph's Hospital 1 1

St. Louis College of Pharmacy 1 0St. Mary's College , 3 0St. Michael's College 1 0St. Norbert College 1 0State of Indiana Commission for Higher Ed. 1 0State of Missouri 1 0Stetson University 1 0Stonehill College 1 0SUNY at Binghamton 1 0SUNY College at Brockport 3 2SUNY College at Buffalo 1 0SUNY College at Cortland 4 0SUNY College at Fredonia 1 0SUNY College at New Peitz 4 2SUNY College at Oneonta 2 0SUNV College at Plattsburgh 3 1

SUNY College at Potsdam 1 0SUNY College of Technology at Farmingdale 1 1

SUNY Health Science Center at Syracuse 1 1

Susquehanna University 1 0

Total PPP orders by institution-June thru October 1988Or. anlz itrengthen Tie PLUSS Review

1101MIIMMY

Syracuse University 2 2Syracuse University BOokstores 2 0

Teachers College Columbia University 1 0Temple University 2 1

Tennessee Technological University 2 1

Texas A & M University 2 0Texas Tech University 3 1

Texas Woman's University 1 1

The Book House, Inc. 2 0The Carnegie Found. for the Advmnt. of Tchg. 1 0The Claremont Colleges 1 0The Millbury-Sutton Chronicle 1 0The Skidmore Shop 1 0Thomas Jefferson University 2 0Towson State University 1 0Trenton State College 8 6 1

Trinity University 6 1

Triton College 1 1

Tusculum College 1 1

Tuskegee University 1 1

U.S. Dept. of Education 1 1

Union College 1 0Union Memorial Hospital 1 0Union of Experimenting College & Universities 1 0Univ. of Medicine and Dentistry of New Jersey 3 2Universitit de Montréal 2 1

Universite. du Quebec a Montreal 1 0University College 1 1

University Council for Ed. Admin. 1 0University cf Alabama at Birmingham 1 0University of Alaska, Fairbanks 1 0University of Alaska, Southeast 2 0University of Arkansas 1 0University of British Columbia 1 0University of California, Berkeley 3 1

University of California, Los Angeles 1 1

University of California, San Diego 1 0

University of California, Santa Barbara 1 1

University of California, Santa Cruz 1 0

University of Cincinnati 5 1

University of Colorado, Boulder 6 1

University of Colorado, Denver 1 0University of Dayton 4 4University of Evansville 4 2University of Florida 2 0University of Guelph 1 0University of Hartford 1 0University of Hawaii 3 0University of Houston-Clear Lake 6 0University of Illinois at Urbana-Champaign 4 1

University of Illinois/Urbana-Champaign 1 0University of Indianapolis 1 1

University of Kansas 3 0

28

Total PPP orders by institution-June thru October 1988Organiz nengthen Tie PLUSS Review

University of Kentucky 2 0University of LaVerne 1 0University of Louisville 1 0University of Lowell 18 8University of Maine 2 1

University of Maine at Augusta 1 0University of Maine System 2 0University. of Manitoba 1 0University of Maryland 6 3University of Massachusetts - Boston 2 0University of Miami 3 3University of Michigan 6 1

University of Michigan-Dearborn 1 0University of Minnesota, Duluth 8 1

University of Minnesota, Twin Cities 3 2University of Mississippi Medical Center 1 0University of Missouri-Columbia 1

University of Missouri-Kansas City 2 1

University of Missouri-Rolla 1 0University of Missouri-St. Louis 1 0University of Montana 1 1

University of Montevallo 1 0University of Nebraska at Lincoln 12 9University of Nevada-Reno 5 2University of North Carolina at Chapel Hill 5 3University of North Carolina at Greensboro 10 10University of North Dakota 6 2University of Northern Iowa 1 1

University of Oklahoma 1 0University of Oregon 1 0University of Pennsylvania 2 0University of Pittsburgh 4 2University of Portland 1 1

University of Puerto Rico 101 101University of Puget Sound 2 2University of Redlands 4 0University of Rhode Island 3 0University of Richmond 2 1

University of Rochester 3 1

University of San Francisco 41 20University of Science & Arts of Oklahoma 1 0University of South Carolina 1 0University of South Carolina at Aiken 1 0University of South Carolina at Spartanbura 1 0University of South Florida 3 0University of Southern California 2 1

University of Southern Mississippi 2 1

University of Southwestern Louisiana 1 0University of Tennessee 1 0University of Texas at Austin 2 0University of Texas at El Paso 1 0University of Vermont 2 1

University of Virginia 3 2

Total PPP orders by Institution-June thru October 1988Ore Liz Rrengthen Tie PLUSS Review

University of Washington 1 0University of Wisconsin-Eau Claire 7 3University of Wisconsin-Green Bay 2 0University of Wisconsin-Madison 2 0University of Wisconsin-Oshkosh 1 3 1

University of Wisconsin-Parkside 1 1

University of Wisconsin-Platteville 0 2University of Wisconsin-River Falls 0 1

University of Wisconsin-Stevens Point 6 1

University of Wisconsin-Superior 1 0University of Wisconsin-Whitewater 1 1

University of Wyoming 5 0Utah State University 3 2Valparaiso University Assoc., Inc. 1 1

Vanderbilt University 1 1

Vassar College 1 0Vermont State Colleges 1 1

Versalius College 1 0Villanova University 1 0Virginia Military Institute 1 0Virginia Polytechnic Inst. and State Univ. 2 0Wake Forest University 1 0Walla Walla College 1 0Waiters State Community College 1 0Washington and Jefferson College 1 0Washington University 2 0Wayne State College 1 0Wayne State University 1 0Webster University 1 2Wells College 1 0West Virginia University Book Stores 1 0Western Carolina University 1 0Western Illinois University 1 1

Western Kentucky University 1 0Western Michigan University 5 0Western New England College 1 1

Western State College 1 0Western Washington University 2 0Wheaton College 1 1

Wheelock College 1 4 3Wichita State University 8 0Wilkes College 1 0 0William Paterson College 1 1

Wilmington College of Ohio 1 0Winona State Univers,.ty 1 0Wintrhop College 1 0Wisconsin Dept. of Public Instruction 1 0Woodbury University 1 1

Woodrow Wilson National Fellowship Found. 1 0Viright State University 1 1

Yvapai College 1 1

York University 2 0Youngstown State University 1 0

3-0

Total PPP orders by institution-Nov 1988 thru Mar 20, 1990 1

Organ lz Ties PLUSS

No. of orders placed by individuals 26 1

A.I.G.A. 1 0Abilene ChristianUniversity 1 1

Abington Memorial Hospital 1 0Academic Book Center, Inc. 1 0Acquinas Junior College 1 1

Adrian College 1 0Air University Library 1 0Albany College of Pharmacy 1 1

Albright College 1 1

Alfred University 1 0Allegheny College 1 0Allen Booksellers International, Inc. 1 0American Association College of Nursing 1 0American Association of Nursing 1 0American College for the Applied Arts 1 1

Amerinn Council on Education 1 0American Institute of CPAs 1 0American Library Association 1 1

American Medical Association 1 1

American Physical Therapy Association 1

Applachian State University 1 1

ASEE 1 0Assoc. of Universities & Colleges of Canada 1 0Associated Colleges of the Twin Cities 1 0Athens College 1

Augsburg College 1 0Augusta College 5 0Augustana College 1 0Austin College 2 0Austin Community College 1 1

Avila College 4 0Baker & Taylor 7 0Baldwin Wallace College 1 1

Baptist Medical System Schools of Nursing 1 1

.Bay Path Junior College 1 1

Baylor University 1 1

Belmont College 2 1

Berry College 1 1

Bethel College 3 3Birzeit University 1 1

Blackwell North America, Inc. 7 0Boston College 2 0Bowling Green State University 1 1

Brenau Hall Nursing School 1 1

Brigham Young University 2 1

British Columbia Institute of Technology 1 1

Brock University 1 1

Br Ponte Community College 1 1

Bryant College 1 1

Bucknell University 1 0Butler University 1 2California College of Arts and Crafts 11 0

3

Total PPP orders by institution-Nov 1988 thru Mar 20, 1990Or anlz Ties PLUSS

California State University, Chico 3 1

California State University, Dominguez Hill: 1 0California Stato University, Fresno 1 1

California State University, Fullerton 2 2California State University; Long Beach 1 0 0Canada Ministry of Education 1 0Cariboo College 1 0Carolina College of Nursing 1 1

Carroll College 2 2Cazenovia College 4 4Centenary College 7 1

Central Michigan University 1 1

Central Missouri State University 1 0Central State University 1 1

Cerritos College 1 1

Chadron State College 1 1

Chaminade University of Honolulu 1 1

Charles R. Drew Univ. of Medicine & Science 1 1

Chicago Consortium on Colleges & Universil 0 1

Christopher Newport College 1 1

Cincinnati Bible College 1 0City University of New York 2 0Clarke College 1 1

Clarkson University 1 2Clayton 'State College 1 0Clemson University 1 0Cochise College 1 1

College of Idaho 1 0College of Mount St. Joseph 1 1

College of New Rochelle 2 2College of St. Thomas Libraot 1 0College of Staten Island 1 1

Colorado State University 2 2Columbia Union College 1 0Columbus State Community College 1 0Concord College 0 1

Concordia University 1 0Cooper Union 2 2Cornell University 1 0Coutts Library Services Inc. 1 .0Covenant College 1 1

Creighton University 1 0Crowder College 1 0Cumberland University 1 1

Dalhousie University 2 2David 0. McKay Lilxary 1 1

Delaware Valley College 1 0Delta College 1 0DePaul University 2 0DePaul University Library 1 0DePauw University 1 0Dominican College 1 0Drexel University 1 1

32

2

Total PPP orders by Institution-Nov 1988 thru Mar 20, 1990 3Ties PLUSSOrganiz

Drexel Univarsity Library 1 0East Carolina University 5 4East Tennessee State University 3 2East Tennessee State University Library 1 0Eastern Connecticut State University 3 0Eastern Mennonite College' 1 0Eastern New Mexico University 1 0Ecole Polytechnique Fedora le de Lausanne 1 0Edgewood College 1 1

Educational Testing Service 1 1

Elizabeth City State University 1 0Elizabethtown College 1 1

Embassy of India 1 1

Emery-Pratt Company 1 0Emory University Hospital 1 1

Everett Community College 1 0Evergreen State College 1 0Findlay College 1 1

Fitchburg State College Library 1 0Florida A & M University 1 0Florida Atlantic University 3 3Florida Community College of Jacksonville 1 0Florida International University 1 1

Florida State University 1 1

Fort Hays State University 1 1

Franklin Pierce College 0 1

Frankijn University 1 1

Frostburg State University 1 1

Fundacion Educative Ana G. Mendez 1 1

Furman University 2 0Further Education Staff College 1

Gannett Center for Media Studies 1 0Gaston College 2 2Glassboro State College 1 1

Gordon Institute 1 0Coshen College 1

.Governors State University 1 1

Grambling State University 6 1

Grand Rapids Baptist College 1 1

Grand Valley State University 1 0Grant Mac Ewan Community College 1 0Hampden-Sydney College 1 0Hampton University 1 0Harding University 3 3Hawaii Pacific College 1 0Henderson State University 3 0Hiram College 1 1

Holy Family College 1

Hostos Community College 2 2Illinois Benedictine College 4 0Illinois Central College 1 0Illinois State University 1 2Illinois Wesleyan University 1

33

Total PPP orders by institution-Nov 1988 thru Mar 20, 1990Organ lz Tles PLUSS

Immaculate College 2 2Imperial College 1 0Indiana University. Bloomington 1 1

Indiana University of Pennsylvania 1 1

Inter American University of Puerto Rico, Ir 1 1

Iowa State University 2 0J. Hillis Miller Health Center 1 0Jackson Community College 1 1

James Madison University 2 1

Jamestown College 1 1

Jefferson Medical College 0 1

Jersey City State College 25 1

John Abbott College 1 0Johnson State College 1 1

Kalamazoo Valley Community 1 1

Kansas State University 1 1

Kean College of New Jersey 3 3Koamey State College 1 0Kellogg Community College 1 1

Kennesaw State College 1 0Knox College 1 0Laboure College 0 1

Lakehead University 5 2Lakeview College of Nursing 1 2Laredo State Univerzity Library 1 1

Lesley College 1 1

Lewiston-Auburn College 1 0 1

Lincoln University 1 1

Loma Linda University 1 1

Louisiana State University 1 0Louisiana Tech University 1 0Lourdes College 5 4Luther College 1 0Lutheran Church - Missouri Synod 1 1

Lynchburg College 1 1

Mankato State University 1 0Mars Hill College 9 0Mary Washington College 3 3Marycrest College 1 1

Marymount College Tarrytown 1 0Marywood College 1 1

Massachusetts College of Pharmacy 1 1

McGill University 1 1

Mc Murry College 1 1

Med Ica! College of Georgia 1 0Medical College of Oh lo 1 1

Memphis State University 3 3Memphis State University Libraries 1 0Mercer University 0 3Mercy College of Detroit 1 1

Miami University 1 1

Michigan State University 2 0Michigan Technological University i 0

34

4

Total PPP orders by institution-Nov 1988 thru Mar 20, 1990Organiz Ties PLUSS

Midwest Library Service 9 2Minnesota State .University System 0 1

Mississippi StateUniversity 3 0Mississippi University for Women 1 0Mount Mary College 0 0Mount Saint Vincent University 1 1

Mt. Mercy College 1 1

Muhlenberg College 5 3Murray State University 1 0Nashville Slate Technical Institute 1 1

Nazareth College 1 0NCREL 0 1

Neumann College 1 1

New Jersey Dept. of Higher Education 1 0New York City Technical College 1 1

New York Institute of Technology 1 1

New York Public Library 1 1

Newberry College 1 0North Texas State University 2 2Northampton Community College 1 0Northeast Missouri State University 2 1

Northeastern Illinois University 1 1

Northern Arizona University 1 0Northern Illinois University 1 1

Northern Kentucky University 1 0Northwestern Michigan College 2 2Ohio Northern University 1 0Ohio State University 4 7Ohio State University Libraries 1 0Old Dominion University 1 1

Olivet Nazarene University 1 0Onondaga Community College 1 1

Ontario institute for Studies in Education 1 0Pace University 1 1

Fa: life Lutheran University 1 0Parkland College 1 1

Pennsylvania State University 2 1

Philadelphia College of Textiles & Science 1 1

Phillips University 0 1

Point Park College 1 1

Pratt Institute 1 1

Presbyterian College 1 0Principle College 1 0Puerto Rico Junior College 1 1

Purdue University 0 1

Purdue University Calumet 1 1

Queens College 5 2Radford University 1 1

Raritan Valley Community College 1 1

Ricks College Library 0 1

Ridener University 1 1

Robert Mods College 1 0Rockford College 1 0

35

5

Total PPP orders by institution-Nov 1988 thru Mar 20, 1990 6Organ lz T1e3 PLUSS

Rockhurst College 1 n4Roger Williams College 1 0Royal Melbourne institute of Technology 1 0Russell Sage College 1 1

Sacred Heart University 1 1

Saginaw Valley State College 1 0Salem-Community College 2 4Salisbury State University 2 2Salt Lake Community College 0 1

Samford University 0 1

Samford University Bookstore 1 1

San Jose City College 1 1

San Jose State University 1 1

Sangamon State University 1 1

Santa Clara University 1 0SCALJGMU 1 1

Scholarly Book Center 1 0Seton Hall University 1 0Seton Hill College 1 1

Social Science Education Consortium, Inc. 1 1

South Dakota State University 1 0Southeast Baptist University 1 1

Southeastern Lousiana University 4 0Southeastern Massachusetts University 30 8Southeastern University 0 1

Southern Connecticut State Univirsity 1 0Southern Illinois University 1 1

Southwest State University 1 0Springfield College 1 1

St. Bonaventure University 1 0St. Cloud State University 1 1

St. Francis College 0 1

St. Frands Xavier University 1 0St. John Fisher College 2 0St. John's Hospital 1 1

St. John's University 0 1

St. Joseph Medical Center 1 1

St. Joseph's College 5 1

St. Joseph's University 1 0St. Lawrence University 1 0St. Louis College of Pharmacy 2 1

St. Mary's College 2 1

St. Mary's College of Maryland 1 1

St. Mary's University 1 0St. Mary-of-the-Woods College 1 1

St. Paul Bible College 1 0St. Vincent Medical Center 1 0Suffolk University 1 1

Sul Ross State University 1 1

SUNY at Binghamton 2 1

SUNY at Farmingdale 1 1

SUNY College at Brockport 2 2SUNY College at Buffalo 1 1

Total PPP orders by institution-Nov 1988 thru Mar 20, 1990Orgeniz Ties PLUSS

SUNY College at Oswego 1 1

SUNY Health Science Center at Syracuse 1 1

Syracuse University 3 1

Syracuse University BIckstores 1 0Tamagawa University 1 1

Tennessee Education Association 1 1

Tennessee Technological University 1 1

Tennessee Wesleyan College 1 0Terra Technical College 1 0Texas Higher Education Coordinating Board 1 1

Texas Medical Center Library 1 0Texas Tech University 3 0Texas Woman's University 1 1

The Baker & Taylor Co. 1 0The Book House, Inc. 4 1

The Catholic University of America 1 0Thiel College - 1 1

Thomas Jefferson University 1 1

Trenton State College 0 50Tufts University 1 1

Tusculum College 1 1

UCHSC School of Nursing 1 1

Union College 1 1

Union College 1 0United University Professions 1 0Universidad de Monterrey 1 1

Universidad de Puerto Rico 1 1

University of Illinois 1 1

University Du Ouebec-Hull 1 1

University of Alabama at Birmingham 2 1

University of Alberta 1 0University of Arizona 1 0University of Arkansas at Little Rock 1 1

University of California, Los Angeles 1 0University of Cincinnati 0 1

University of Colorado 1 1

University of Colorado at Boulder 1 1

University of Dayton 1 1

University of Edinburgh 1 1

University of Florida 2 2University of Georgia Libraries 1 0University of Guelph 1 1

University of Hawaii at Hilo 1 1

University of Health Sciences 1 1

University of Houston-Clear Lake 1 0University of Houston-University Park 1 1

University of Illinois at Chicago 1 1

University of Illinois at Urbana-Champaign 1 0University of Indianapolis 1 1

University of Kentucky 2 1

University of London 1 0University of Lowell 2 2University of Maine 4 1

37

7

Total PPP orders by institution-Nov 1988 thru Mar 20, 1990Or anlz Ties PLUSS

University of Manitoba 1 0University of Maryland Eastern Shore 2 2Universitr of Maryland l.lniversity College 1 1

University of Massachusetts at Boston 1 0University of Miami 1 1

University of Michigan 4 0University of Minnesota, Duluth 2 1

University of Minnesota, St. Paul 1 1

University of Minnesota, Twin Cities 2 1

University of Missoun-Kansas City 1 1

University of Missouri-Rolla 1 1

University of Moncton 1 1

University ot Nebraska at Lincoln 1 1

University of Nebraska at Omaha 1 1

University of New Brunswick 1 1

University of New Hampshire Library 1 1

University of New South Wales 1 1

University of North Carolina at Aiken 1 1

University of North Carolina at Asheville 6 0University of North Carolina at Chapel Hill 4 4University of North Texas 1 1

University of Northern Colorado 1 0University of Northern Iowa 1 1

University of Oklahoma 2 0University of Oregon 1 1

University of Ottawa 2 2University of Pennsylvania 0University of Pittsburgh 0 1

University of Pittsburgh at Titusville 1 1

University of Puerto Rico 1 1

University of Puget Sound 1 0University of Rhode island 2 2University of Rochester 3 2University of San Francisco 1 0University of Saskatchewan 1 1

University of Scranton 17 17University of South Carolina 2 1

University of South Carolina at Aiken 5 5University of South Florida 1 1

University of Southern California 4 4University of Southern Colorado 1 0University of Southern Maine 2 0University of Southern Mississippi 1 0University of Southwestern Louisiana 1 0University of Tennessee 2University of Tennessee, Chattanooga 1 1

University of Tennessee, Martin 1 1

University of Texas at San Antonio 1 1

University of Tulsa 2 2University of Utah 2 2University of Vermont 1 1

University of Virginia 1 1

University of Washington 2 0

38

8

Total PPP orders by institution-Nov 1988 thru Mar 20, 1990Orpin lz Ties PLUSS

University of Florida 2 0.WestUniversity of West.Los Angeles 0 1

University of Windsor 1 1

University of Winnepeg 1 1

University of Wisconsin-Eau Claire 1 0University of Wisconsin-Given Bay 4 0University of Wisconsin-Madlson 2 1

University of Wisconsin-Milwaukee 1 0University of Wisoonsin-Parkside 1 1

University of Wisconsin-River Fails 1 0University of Wyoming 1 1

USCG Academy 1 1

Utah State University 1 1

Valley Forge Military Jr. College 1 1

Valparaiso University 1 1

Villanova University 7 3Virginia Commonwealth University 1 0Viterbo College 0 1

Walla Walla College 1 1

Washbi..'n University of Topeka 1 0Washington State University 0 3Washtenaw Community College 2 2Waukesha County Technical College 1 1

Wayne County Community College 1 1

Weber State College 5 5Webster University 1 1

West Georgia College 1 1

West Oahu College 1 1

West Texas State University 1 1

West Virginia Univorsity 2 1

Western Michigan University 2 2Western State College 3 0Westminster College 1 0Wilberforce University 1 1

Wilfrid Laurier University 1 1

Wilkes College 1 0William Carey College 0 1

William Jewell College 2 2William Paterson College 25 10William Woods College 0 2Williamsport Area Community College 1 1

Wingate College Library 1 0Winona State University 2 2Woodbury University 60 0Wright State University 1 0Yankee Book Peddler Inc. 7 0York University 1 0Your Choice Admissions Consulting 1 1

9

Appendix A

$trengthening the Ties That Bind: IntegratingUndergraduate Liberal and Professional Study

4 0

faq 5-1

Strengthening

Illtaeirsit8INTEGRATING Ind

UNDERGRADUATE

LIBERAL ANDPROFESSIONAL

STUDY

REPORT OFTHE PROFESSIONALPREPARATION

NETWORK

UNIVERSITY OF MICHIGAN

JOAN S. STARKAND

MALCOLM A. LOWTHERDirectors

42

StrengtheningrinfitTiesa untRinii

INTEGRATING 11,111UUNDERGRADUATE


STUDY

Report of the Professional Preparation Network

The University of Michigan

Joan S. StarkMalcolm A. Lowther

Directors

43

The project staff, the advisory board, a id the members of the ProfessionalPreparation Network appreciate the support of those who have sponsored itswork or the foundational activities that preceded it. From 1983 to 1988. sponsorshave included:

The Spencer FoundationThe University of Michigan

Office of the Vice President for Academic AffairsOffice of the Vice President for ResearchSchool of EducationCenter for the Study of Higher and Postsecondary Education

The Fund for the Improvement of Postsecondary EducationColleges and universities that sponsored Network members

The opinions expressed hi this report should not be attributed to any of the sponsonng organizations.

© 1988 by The Regents of the University of Michigan

44Ir

Foreword

Recent critics of various political persuasions and differing educational perspectives havecalled upon American higher education to do a better job of educating students. There iswidespread agreement among educators, political leaders and the public that collegegraduates should be both competent professionals and involved and committed citizens.

Regardless of their specific field or professional area, all ccage graduates should be skilledcommunicators and critical thinkers. They should have an understanding of the social goalstheir profession promotes and the ethical standards it demands. They should appreciate.the aesthetic elements of experience, as a means to both their personal enrichment and theimprovement of their professional practice. And they should be committed to improving theirskills and refining their values through life-long learning and reflection.

Although these outcomes are widely endorsed in principle within the higher educationcommunity, colleges and universities nave sometime:, fallen short of them in practice. Inan effort to counteract a perceived narrowness in their students, too many institutions havesimply added more liberal arts courses to already burdensome programs of professionaleducation. Rarely have they attempted to integrate liberal and professional education inways that have meaning for all students, rarely have they been able to link high standardsoftcholarship and professional practice to critical thinking on the fundamental issues of life.

During 'its 18 months of discusslon and debate, the Professional Preparation Networkablydirected by Joan Stark and Malcolm Lowtherhas given careful thought to how highereducation might better integrate professional education and the liberal arts. It has identifiedthe outcomes that higher education should seek to promote and the means by which thoseoutcomes might be achieved. It has highlighted potentially divisive issues that must beaddressed and resolved, and it has identified specific tasks for campus ieaders, membersof the faculty and those in the broader community who are concerned with educationalquality. Perhaps most important, it has called upon us all to create a new sense ofcommunity as we seek to infuse professional education with the spirit of the :iberal arts.

Long ago Matthew Arnold caiied for "studies that quicken, elevate and fortify the mind ...."In our current age, when complex tecl...ical prob!ems are inextricably entwined with socialand ethical ones, such studies are more important than ever. And although there may beno single, simple formula for implementing such stAies on every campus, the approachessuggested by the Professional Preparation Network give us a strong foundation uponwhich, individually and collectively, we can continue to build.

Frank H. T. Rhodes, PresidentCornell University

Table of Contents

A Call to Action 1

2 Binding Values, Changing Times, and Curricular Balance 7

3 Seizing Opportunities for Excellence 15

4 Defining the Educated Professional 21

3 Extending a Constructive Debate 33

Challenges to Academic Leaders 33Challenges to Faculty Members 36Challenges to External Policy Makers 42

6 A New Spirit of Learning: A New Sense of Community 49

Appendices

A. National Advisory Panel 53B. Network Members and Guests 55C. Staff 59D. Description of PLUSS 61E. Case Studies 63F. Related Information 65

Notes 67

Tables

1. Four Specific Professional Competences 212. Outcomes Considered Important by Educators in Eight Undergraduate

Professional Fields 23

A Call to Action

Educators, employers, and the public fear that college gradu-ates with professional degrees fail to possess the knowledge,skills, and attitudes important for citizenship as well as thebroad perspective needed for effective professional careers. Ifthis fear is justified, then college graduates may be increasingtheir potential for improved economic security and upwardsocial mobility at the expense of important and enduring edu-cational benefits.

Concerns about educational quality have fostered much dis-cussion and have generated a variety of proposed improve-ments. We believe most suggested reforms miss the markbecause they tolerate the current schism between liberal andprofessional education. Efforts to improve undergraduateeducation should produce programs that simultaneously en-hance students' liberal education am.; their professional capa-bilities.

Competent professionals are characterized by their ability tolink technical knowledge with appropriate values and attitudeswhen making complex judgments. The education of mostcollege students traditionally has included both liberal study tohelp develop appropriate values and attitudes and specificprofessional preparation to provide technical knowledge andskill. Since many college graduates enter professional posi-tions directly following undergraduate study, developing stu-dents' abilities to integrate ideas from liberal and professionalstudy should be an essential part of their education. Sadly,educators have devoted too little attention to developing thisintegrative ability.

Although several recent critiques of higher education havementioned the importance of integrating liberal and profes-sional study during the undergraduate years,12,3 educatorshave done little to implement these suggestions. Instead,concern about insufficient attention to liberal education haspersuaded many colleges to support reforms that actually mayincrease separation of the two domains. Consequently, col-

48 1

lege are missing opportunities to achieve educational excel-lence for some students who, in many colleges and universities,comprise a majority of the undergraduates.

We should reject those educational reforms posing eithersequential or "separate but equal" programs of liberal andprofessional education. Continued adversarial relations be-tween these two types of study are by no means inevitable.Since discussions about changing college programs contirue,the time is right to strengthen the ties that bind liberal andprofessional study. We urge colleges to begin promptly.

This call to action is initiated by The Professional PreparationNetwork, a group of educators teaching in the liberal arts and ineight undergraduate professional fields at four-year collegesand universities. Based on our experiences, we view currentefforts toward higher education reform as incomplete becausethey fail to stress the responsibility of educators to increase theintegration of liberal and professional study.

During an eighteen-month dialogue designed to foster campusand professional association concern about integration, ourgroup identified circumstances that inhibit colleges from rec-ognizing and accepting this responsibility. In group discussionswe outlined qualities that characterize competent graduates ineight professional fields, and we discussed how these qualitiesmight be fostered. This experience convinced us of the crucialneed for similar dialogues among educators on most campusesoffering undergraduate career programs.

To expand our dialogue, we circulate this call to action withthese purposes:

We propose intensive discussion, expansion, and refine-ment of a list of ten educational outcomes that inextricablybind liberal and professional study.

2

We identify issues that require resolution in ordcr to achieveintegrated educational programs, and we encourage alleducators to confront them.

We suggest strategies and tasks for campus leaders, facultymembers, and concerned groups who want to improvecurricular integration.

During our asaociation, we have developed ways to promotediscourse and establish a feeling of community among thosewho teach conceptually disparate fields. We also discoveredthat other faculty groups have held similar discussions withequally satisfying results. Opportunities for such dialogues,which we believe capture the essence of educators' curricularconcerns, are essential to improving education in all collegesoffering undergraduate professional studies. Yet, they havebeen preempted by short-term reform initiatives that may pro-vide superficial evidence of change.

We hope to stimulate progress toward an enduring definition ofexcellence in higher education by suggesting specific ways inwhich discussions about curricular integration may be fostered.We invite a broad audience of faculty, administrators, students,professional associations, accrediting agencies, prospectiveemployers of undergraduate students, and policy makers toheed our call to action and to join our dialogue.

0 3

Binding Values, Changing Times,and Curricular Balance

The "shared values and knowledge that bind us together as asociety"' historically have encompassed both technologicalexpertise and liberalizing views such as those gained from astudy of our cultural heritage. Traditional arts and sciencedisciplines have laid the foundations of knowledge withoutwhich our modern professions would not exist. Reciprocally,the professional fields have made strong contributions to theberating character of our society. As a nation, we are dedi-cated to the ideal of extending educational access to all citizensso that they may enjoy economic security and cultural enlight-enment. Based on these mutually reinforcing values of eco-nomic, cultural, and human development, students' desire forprofessional preparation in college has long been the normrather than the exception.

With changing times, the specific talents needed by our nationhave varied, and America's colleges and universities haveresponded to meet new and intensified demands for profes-sional workers. As one recent commission report stated,"Historically, America's economic growthand thus its nationalsecurityhas been inextricably linked tu the development ofhuman resources and to the advances in research and tech-nology of every sector of the nation's business and industry."'Students and their parents continue to expect from colleges anintegrated education, encompassing both breadth and depth.In the future, as in the past, students' efforts to achieve eco-nomic security and respect in their protessions need not pre-clude development of their capacity to contribute to and benefitfrom other aspects of life.

Despite broad public consensus that higher education shouldinclude both liberal and professional study, tension concerningthe emphasis placed on each domain in students' educationalprograms has increased.6.7,8 In some recent national reportssharp attacks on career preparation have helped to intensify,rather than ease, long-standing friction between faculty who

-52 7

"the bachelor's degree haslost its potential to foster

the shared values andhriovp;edge that bind tistogether as a society."

(In6,ornent ,n Learning,1984, p 10)

"By providing access toprofessional careers for

the broadest cross-sectionyr Anienc.ans, including

.110 iiumbers ofjIrd ,mrnigrant

groLJ:.` oubnc collegesand univercities represent

a pathway into theAmerican mainstream ...

aij tu ensure theo' our free

,.ccromy and ourdo,nrIrrvir govprnment(To Secure the Blessings

of Liberty, 1986, p. 22)

"Specialization inundergraduate edut.aliunhas bet.oiLU ,J1

weakress where "asmade the undergraduateexperience little more thanvocational preparation, theresult has been a

audeias diLJto the nation(Transforming the Sta'eRole in UndergraduateEducation. 1986. p. 11)

teach in professional programs and those who teach in theliberal arts. The rhetoric and resulting defensiveness haveobscured the need for comprehensive change and limited therange of positive responses. Thus, many solutions proposedon campuses have lacked both vision and realism.

Since the flurry of reports began in 1984, few aspects ofcollegiate education and few academic departments haveescaped criticism. Concern has been expressed aboutgraduates' apparent inability to think critically, relate to others,make ethical judgments, and communicate, as well as theirassumed inability to understand, and appreciate their culturalheritage or thbse of others. Because responsibility for fosteringthese abilities has been viewed as their domain, liberal artsfaculty members have been criticized for failing to achieve theirpurposes. At the same time professional program faculty havebeen described as purveyors of crass vocationalism that haseclipsed broader educational goals. In self-defense, someeducators in professional fields have pointed to examples ofnarrowness in liberal arts disciplines and of breadth in profes-sional preparation. When interpreting the critiques, manyjournalists and policy makers have fueled the fire of conflict byrepeatedly emphasizing to the public that colleges conveymuch technical knowledge, but little cultural knowledge andprecious few values.

Many proposals have emerged for solving the "quality crisis"that observers attrihute to overspecialization in undergraduateprograms. The Education Commission of the States, forexample, has called upon educators to "restore the balancebetween speciaHzed tra:ning, aimed at preparing students for asingle career, and general education, aimed at ensuring acommon cultural heritage and preparing students for life."9While such a goal is well intentioned, the assumption thateducation for life and career are distinct and the idea of"restoring balance" require close examination.

Balance implies that the two types of education are separateentities, one of which can be gained only at the expense of theother. We submit that such a win-lose concept of balance iscounterproductive. A student's whole education must begreater than the sum of its parts and is a joint responsibility ofall faculty. We must avoid artificial distinctions, either betweeneducation for life and education for work or between liberalstudy and professional study. Although differences in educa-tional purpose exist, we must not assume that all forms ofspecialization are automatically 'narrow vocationalism."0

Recent proposals to achieve curricular "balance" have oftensuggested changing the time allocated to different portions ofstudents' education. One set of current proposals advocatesexpanding distribution requirements in the liberal arts; anotheradvocates delaying entrance to career programs while stu-dents first study a specified set of liberal arts courses. Suchcurriculum changes, aptly characterized as "timeframe tinker-ing," have been short-lived in the past, possibly because theyignore students' motivation to learn material they believe to bepurposefully connected with their college goals. The history ofcurricular change includes alternating periods of advocacy forincreased curricular prescriptiveness and advocacy for in-creased relevance to student concerns. No doubt the cycle willcontinue and tightened time requirements will pventually beloosened.

A second set of current reform proposals establishes inter-disciplinary "core" courses to help students see relationshipsamong fields. While laudatory, such efforts fall short of strategiccomprehensiveness because, in most cases, "interdisciplinary"relates only to arts and sciences subjects, excluding profes-sional subjects ranging from education to law. As with time-frame adjustments, proposals for interdisciplinary study aseducational reconstruction are not new. But, for today's wo,ld,a narrow definition of interdisciplinary that ignores the chosenmajor fields of most undergraduate students is not acceptable.

:5 4 9

1' vt,t a,rn atproduc,ng s Mr who

possess both culture andexpert knowledge in some

specie: direction. TheirG Afr.I,: ho A.) wieagu wi,; give

t"e'r grourla 10 startfro^ 3-.1 te r culture will

lead then- 3c deep asphilosophy and as high as

art. (The Aims ofEducation. 1929. p. 1)

6.: aaangf#er,ng

de-,r a 'a,ge, set ofliberll arts courses from

winch to selectdoes notacnieve one ot we

pria.val aims of liberaleducation, the ability to

t#t 4'-dfIplrrtpri n dttterpnt

disciplines (Involvementin Learning. 1&b4. p. 44)

"The aim should be tointegrate liberal andvocational educationletting them proceedsimultaneously though invarying proportionsthroughoot the student scollege life, each enrich.ngand gii,ing meaning to theother (Higher Educationfor American Democracy,1947, p. 74)

"Aboi,e L 'F/t 'brqand useful arts be blendedduring college as theymust inevitably be blendedduring lite? (Goilege. TheUndagite EA.iI h-vin Arrer,L,A, p 4,

A third set of recent reform proposals advocates substantialchanges in educational processes. These proposals encour-age faculty members to establish clear expectations for stu-dents, increase student involvement, promote more activelearning, inct ease student-faculty interaction, renew a sense ofcommunity, assess student progress in liberal studies after twoyears of college, and supply students with timely feedback ontheir progress. In a report entitled "A New Vitality for GeneralEducation,' these process recommendations are linked con-cretely with proposals intended to increase emphasis on theliberal arts. The proposed linkages merit acclaim, but a broaderview would encourage linkage. with professional preparationwhere many of the the proposed educational strategies arealready common.

Although our shared values continue to bind us as a society,educators are needlessly dMded into opposing camps at a timewhen decisions professionals must make are more complexand demanding than ever before. Effective decision makingrequires a strong contextual background. In learning to performprofessional roles competently, students must meld past, cur-rent, and future-oriented perspectives. They must draw uponvalues and attitudes as well as skills. To ensure this ability,educators must develop educational programs that capitalizeupon real problems students will face in their professions.

American society deserves more creative solutions for educa-tional reform than proposals that redistribute educational time,interrelate a limited set of disciplines, or graft experientiallearning activities onto fields where students may view them ascontrived. We cannot merely pour old wine into new bottles; thebottles must be redesigned to receive new wine. Fundamentalchange is needed, and the higher education community shouldnot settle for simply "restoring balance" to the college curricu-lum.

Based on a myopic view, our early discussions about funda-mental educational change evoked visions of a treaty to

10

achieve a "ceasefire" between liberal and professional studyfactions. The successful evolution of our dialogue is demon-strated by acceptance of a more appropriate metaphor. Wenow recognize two campus cultures that can jointly solve acommon problem. The crux of today's educational problem ishow to integrate liberal and professional study effectively,building upon the best that each has to offer.12 Educaiors havelong embraced the value of understanding based upon culturalpluralism. On the campus, as in society, the-concerted effortneeded to understand a culture different from one's own will berewarded by the benefits gained. The educational redesign wesuggest will seize opportunities that emerge during a reform erato meld two cultures into a mutually benefical whole.

Seizing Opportunities forExcellence

The call to integrate practical and liberal education is not new.Varied forms of educational integration have been posed bycogent thinkers for years.'3.".'5 Most recently, the caIl wasreiterated by Ernest Boyer writing for the Carnegie Foundation:

[Ideally general education should] extend vertically from fresh-man to senior year . . . In a properly designed baccalaureateprogram, general education and specialized education will bejoined.'6

Why do today's educators ignore this important suggestion?Why are we headed toward greater separation of liberal andprofessional study instead of toward closer integration? Whatcan we do now, when fundamental reform is actively beingsought? Although there are many reasons for failure to seizethis opportunity, we mention here several that are prevalent onmany campuses. To highlight our experiences, we havesupplied, in the margins, comments made by network membersduring our meetings.

1. Faculty and administrative leaders seem hesitant to investthe concerted effort needed to pursue truly substantivecurricular change. Developing cross-disciplinary curric-ula, in particular, requires tact, commitment, and perse-verance. To avoid the challenge of confrontation amongthose with different perspectives, administrators havetaken the easy road. Too often, this strategy meansavoiding discussion about what we value most, .he edu-cational program. As colleges and universities havegrown more complex, non-educational issues, such asbudgets and governance, have become the commontopics for campus-wide discussion.

2. Incentives for faculty members to initiate dialogues withcolleagues in other fields are weak. Even as they publiclycondemn reward systems they helped create, many

$8 15

acuity people too seldomtalk about the whole

ci rriculumonly individualcourses and programs.

There has been suchminimal contact between

departments that we havenever addressed content

overlap.

The educationaldiscussions occur in anatmosphere charged withcompetition for studentsand resources.

By examining thetranscripts of professionalschool graduating seniors,one can see how muchmore needs to be done toconvey the importance ofintegration to students.

We need to assessintegration of progress allthrough the program, notjust at graduation.

faculty members are guided by policies that devalueinterdisciplinary discussions. Issues of turf and resourceprotection also inhibit dialogue. When resources arescarce, departments and individual faculty membersattempt to appear indispensable by commanding territorythrough specialized expertise. To view education morebroadly jeopardizes the existing structure and opens thepossibility of new configurations that may be less familiar,less comfortable, and less adequately funded.

3. Too often, educators are insulated from public and studentneeds or dismiss them as products of uninformed con-sumerism. We have observed that students committed tostudy in a professional field readily embrace liberalizingsubjects once they recognize the relaton of these studiesto their lives and careers. While understanding the im-portance of this connection for students, faculty continueto shape academic programs according to their owninterests and criteria.

4. Educators in professional fields have failed to satisfactorilydefine the educated professional graduate. While eachfield has identified its own body of professional knowledgeand skills, few have articulated the general abilities andcharacteristics common to most professional roles. Fail-ure to develop such encompassing definitions may limiteducators, by default, to isolated discussions of educationfor work and education for life and to measures of studentsuccess that may place undue emphasis on basic ortechnical skills.

5. Some educators view the first two years of college as atime for maturation and believe that the liberal arts providethe most appropriate subjects for study during this devel-opmental period, at least for students of traditional collegeage. Others believe that it is essential to deal with learningdeficits students bring to college before engaging them inprofessional study.

16 59.

While none of the five reasons given above automaticallyprecludes integration of liberal and professional study, it is ofgrave concern that some observers have prematurely judgedprofessional education as inherently lacking possibilities foreducational excellence. For example, one reform group statedthat "it is clear that [four-year professional programs] offer fewopportunities to develop the capacities and knowledge thatmost institutions would expect of baccalaureate graduates."'Our experiences lead us to challenge this assertion. One surelycan and should debate whether the opportunities are used togood advantage but the opportunities undeniably exist. Manyprofessional programs exemplify "study in depth" by maintain-ing structure and purpose, yet they extend beyond the bound-aries of academic departments.'8 Additionally, professionalprograms can contribute to the liberating education of studentswho do not intend to pursue professional preparation. Althougheducational time always seems inadequate, the available timecan be used efficiently when liberal and professional learningare seen as compatible, complementary, and synergistic.

17

ror a focus on internationaljournalism the studentmust study geography,

political science, sociology,language, and history.

Our program in oceanawareness involves

architecture, law,engineering, and

oceanography. Obviouslyit draws on many liberal

arts concepts.

Defining the EducatedProfessional

Much of our group effort in the Professional Preparation Net-work has been devoted to discussing the characteristics of theeducated professional and the ways in which we help studentsacquire those characteristics. We are describing our experi-ences briefly here because we believe they can serve as amodel for others.

Professional education is uniquely shaped by the historicalrelation of the profession to society and by the characteristics ofits practice community. In each field certain conceptualunderstandings and technical performance standards dictateunique goals or "professional competences" that are of primaryconcern to educators. At a minimum, these include four typesof competence: conceptual competence, technical compe-tence, integrative competence, and career marketability. (SeeTable 1.)

Educators from all professional fields independently assert theneed for students to develop additional important abilities.Minimally, these include critical thinking skills, communicationskills, interpersonal skills, awareness of the context for pro-fessional practice, and professional ethics. When professionaleducation is exemplary, both students and faculty recognizethat such broad abilities undergird technical competence and

TABLE 1

Four Specific Professional Competences

Conceptual Competence: Understanding the theoretical foundations of theprofession.

Technical Competence: Ability to perform skills required of the profession.

Integrative Competence: Ability to meld theory and skills in the practicesetting.

Becoming marketable due to acquired educationand training.

Career Marketability:

21

"Adequate measures oteau(atoondi eA Genence

stude-toutcomes r-such acaripmfr ,try,mp,as knomedge Intellectualcapacities. dna slims1 hiletli GUICO II fie LC.(1/0111/ IV,

1984, p. 16)

"Education in aprofessional or vocationaltwig lId. ii uci,)tu

and presented in a ,beralspirit, also provide astrong. enriching form ofsway in oeprn strvegroyPia 1/ oU %../441

suffuse the professional role. Exemplary professional educa-tion supplements purely technical and conceptual competencewith concerns for adaptability, leadership potential, and moti-vation for continued improvementof the profession and ofone's self as a professional.

The realization that such goals are shared among educators invarious professional fields provided an important foundation forinitiating the dialogue of our group, the Professional Prepara-tion Network. The Network deliberately involves distinctlydifferent academic programs. It consists of volunteer pairs offaculty from large and small colleges, both public and private.Each pair has one member from the liberal arts and anotherfrom the professional fields of architecture, business admini-stration, education, engineering, journalism, nursing, phar-macy, or social work. Prominent leaders in each field comprisethe eleven-member Network Advisory Panel, and our discus-sions are frequently enhanced by the presence of accreditingrepresentatives and other interested guests. A more strikinglydiverse group would be hard to find.19 Yet, we !earned that a setof mutually important potential outcomes provided a foundationto begin discussion among professional and liberal arts edu-cators about the objectives of integration. Such a list of potentialoutcomes is given in Table 2.

In its initial form, the list of outcomes in Table 2 was derived fromliterature in various professional education fields.2° In reviewingsuch objectives, one cannot fail to notice that the goals ofprofessional program educators overlap those traditionallyespoused by liberal arts educators. The list bears a strikingsimilarity to the "nine essential undergraduate experiences"proposed recently by the Association of American Collegestask force and the list of important "capacities" named in theCarnegie Foundation report.22

Our efforts were also reinforced by survey evidence confirmingthat the outcomes in the list most frequently attributed to liberaleducation are prominent concerns in professional education as

22

TABLE 2

Outcomes Considered important by Educators in Eight UndergraduateProfessional Fields

TEN OUTCOMES IN COMMON WITH LIBERALEDUCATION

Communication Competence: The graduate can read, write, speak, andlisten and use these processes effectively toacquire, develop, and cnnvey ideas andinformation.

Comment: Reading, writing, speaking, and listening areskills essential to professional practice and tocontinued professional growth as well as toinformed citizenry and continued personalgrowth.

Critical Thinking: The graduate examines issues rationally,logically, and coherently.

Comment: Although critical thinking is a universallydesired educational outcome, professionalsparticularly need a repertoire of thinkingstrategies that will enable them to acquke,evaluate, and synthesize information andknowledge. Since much professionalpractice is problematical, students need todevelop analytical skills to make decisions inboth familiar and unfamiliar circumstances.

Contextual Competence:

Comment:

Aesthetic Sensibility:

Comment:

The graduate has an understanding of thesocietal context (environment) in which theprofession is practiced.

The capability to adopt multiple perspectivesallows the graduate to comprehend thecomplex interdependence between the pro-fession and society. An enlarged under-standing of the world and the ability to makejudgments in light of historical, social, eco-nomic, scientific, and political realities isdemanded of the professional as well as thecitizen.

The graduate will have an enhanced aes-thetic awareness of arts and human behaviorfor both personal enrichment and applicationin enhancement of the profession.

Sensitivity to relationships among the arts,the natural environment, and human con-cems epitomizes aesthetic awareness.

-23f_4______

1TABLE 2Conttnued

Professional Identity:

Comment:

Professional Ethics:

Comment:

Adaptive Competence:

Comment:

24


Through learning to approach Hfe as anaesthetic experience and by viewing work asan act of aesthetic judgment, professionalscan more effectively assess and understandthe world and their roles within it.

The graduate acknowledges and is con-cerned for improving the knowledge, skills,and values of the profession.

Professional identity both parallels and sup-plements the liberal education goal of devel-oping a sense of personal identity. Thesense of personal worth and self-confidencethat develops from experiencing success inprofessional practice, often including a con-tributing or altruistic relationship with clients,is an effective vehicle for gaining a sense ofone's place in the world as an individual andcitizen.

The graduate understands and accepts theethics of the profession as standards thatguide professional behavior.

Liberally educated individuals are expectedto have developed value systems and ethicalstandards that guide their behavior. Since inevery field professionals face choice andresponsibility in the process of making deci-sions with full understanding of their con-sequences, the study of ethics provides acontext for development of professionalethics.

The graduate anticipates, adapts to, andpromotes changes important to theprofession's societal purpose and theprofessional's role.

A liberally educated person has an enhancedcapacity to adapt to and anticipate changesin sodety. Since proiesional practice is notstatic, adaptability can be fostered by pro-moting the need to detect and respond tochanges and make innovations in profes-sional practice.

TABLE 2Continued


Leadership Capacity: The graduate exhibits the capacity to contri-bute as a productive member of the profes-sion and to assume leadership roles asappropriate in the profession and society.

Comment: All education carries with it the responsibilityof developing leadership capacity. This isparticularly true for professional educationwhere the problemdecision-action cyclemay have broad environmental, social, andindividual ramifications. Not only doesleadership imply both funaonal and statusobligations, it requires the intelligent,humane application of knowledge and skills.

Scholarly Concern for Improvement: The graduate recognizes the need to in-crease knowledge and advance the profes-sion through systematic, cumulative re-search on problems of theory and practice.

Com.nent: The heart of the intellectual process isattention to a spirit of inquiry, critical analysisor logical thinking. Although many criticalanalysis skills are developed as theory andpractice are integrated, the professional cur-riculum can be specially designed to fosteramong graduates an obligation to participatein inquiry, research, and improvement of theprofession.

Motivation for Cortinued Learning: The graduate continues to explore andexpand personal, civic and professionalknowledge and skilis throughout a lifetime.

Comment: A truly educated person will wish to continuelearning throughout life. In professionaleducation, substantial emphasis can beplaced on fostering individual responsibilityfor continued professional growth.

66 25

These outcomes have beenpart of our mission sincebefore the network started;the contribution thenetwork made was largelythat of affirmation.

When the professionaleducator talks about liberalarts and when the liberalarts educator talks aboutliberal arts, they're talkingabout two different things.

well.23 Clearly, it is erroneous to view the enduring attributes ofeducation as the sole domain of any single group of academicprograms and inappropriate to encourage the view that aschism must exist.

Network members began by clarifying the meanings of theoriginal set of outcomes. Later, we increased their specificity,provided interpretive comment, and expanded the discussion'sscope by adding three outcomes to form the current list. (SeeTable 2.) After some progress had been made and rapport wasestablished, we discussed outcomes that we viewed differentiy,hoping to understand the basis for our disagreement.

We concurred that an educated professional is one who ex-emplifies the ten outcomes (Table 2) in addition to the four as-pects of professional knowledge specific to the field (Table 1).Our group reached this agreement only after much deliberation.Even now, some might wish to alter slightly the language oremphasis of the statements. Indeed, critics have suggested wephrase them more succinctly. Because the final outcomes andinterpretative comments resulted from the sharing of conflictingviews and thus incorporate multiple perspectives, we haveresisted this suggestion. Even though a wide variety of ideashave been included, we expect that not all faculty members willagree initially with our list. We assert unequivocally, however,that these outcome statements provide a fruitful basis forbuilding a sense of community among faculty in a professionalprogram and their liberal arts colleagues, or among faculty indisparate professional fields.

We are not suggesting that brief discourse among groups offaculty on a campus will produce agreement on the meaning ofeach outcome, on the types of educational activities whichfoster it, or on the way in which students may demonstrate it. Infact, we v,arn that dialogue will riot go smoothly at first but mustbe pursu 3d at length, seriously and persistently. As in any newrelationship, much exploration is required for a productiveconversation. During the eighteen months that we grappled

26 67

with these issues, our discussions were usually friendly,occasionally heated and discordant, but always spirited andprofitable. Our testimony that the ten outcomes serve as a basisfor initiating important discussion is based on progress wemade after we refused to give up in despair. Despite potentialdifficulties, we believe such discussion is absolutely essential tothe continued capability of American higher education to pro-duce appropriately educated graduates.

As the Professional Preparation Network, we engaged in adeliberate search for commonality within our diversity. Theextent to which our various fields of professional study alreadyincorporated aspects of libera! education or required liberalstudy before entering a program varied widely. Despite suchvariance, all network members entered wholeheartedly intodiscussions of how liberal and professional education might bemore closely interrelated for the benefit of both students andsociety. We shared experiences, failures, educational prac-tices, and research. Simultaneously, on our own campuses, weplanned approaches to improve integration of liberal and pro-fessional learning. In some cases, we experimented (bothsuccessfully and unsuccessfully) with the Professional/LiberalUndergraduate Self-Study Guide (PLUSS) which others maywish to examine.24

At our own colleges, the success we experienced in initiatingchange has varied dramatically. Some participating campusteams have moved substantially toward curricular change thatwill result in increased integi ation for their programs. In othercases, the network teams persist in trying to engage colleagueson their campuses in discussing the merits of integrating liberaland professional study. On two campuses the initial effortapparently has been suspended, at least until crises orleadership changes have been resolved. The most successfulcampus projects have been those in which the topic of inte-gration was introduced as an early alternative into curriculardiscussions already in progress. If discussions of curricularchange are too far along, people are already committed topositions and ready to put the issues to rest.

.68 27

The conversations havemade me aware that theprofessional faculty are

very concerned aboutgiving their students theright blend of liberal andprofessional study. As a

humanities professor, Ihave been Impressed.

Our core proposal wasvoted downit represented

lots of work for thefacultybut we will tighten

it and resubmit It. As aresult, however, ourproposal has beenbroadened and the

humanities faculty hasincreased Interest In

meeting with theprofesslonol school faculty.

_

We tried switching roles,each taking the other'sperspective. Excitingthings happened.

I feel uncomfortable, evenln the network, because wehave not sufficientlydefined the differencesbetween the liberal arts andthe professions to knowwhere we can worktogether.

Our best exchanges takeplace over lunch when theprofessional faculty andhumanities faculty arguetheir different perspectives.

In an important sense, the network, with its wide-ranginginterests and views, has been a microcosm of a college com-munity. As we have tried to understand each others' per-spectives, we have appreciated the difficulties of generatingdialogue among academics who have been socialized in verydifferent ways. As a sharing venture, we engaged in a processwe called "microparticipation," by playing the role of learner inan unfamiliar academic field taught by a network colleague fromthat field. As we experienced these educational activities, weassessed how they might contribute to development of liberallyeducated professionals in our own fields. The rewards of thisand similar activities have been well worth the challenge.

To illustrate our point, we observed that a key differencebetween the same goal espoused by liberal arts faculty andthose in professional fields was one of F. erspective. Theprofessional program educator often related the outcome to aproblem in professional context, whereas liberal arts educatorsrelated it to a problem in personal development or to broadsocietal issues. These differences in perspective may mask thecommonality of many outcomes to both liberal and professionallearning. For example, the outcome we called "professionalidentity" probably stimulated our most disharmonious discus-sion. We learned that many professional educators viewedprofessional identity as a positive outcomenamely, a com-mitment to unselfish service and improvement of professionalexpertise. Liberal arts faculty, however, tended to interpretprofessional identity as a narrow, selfish professionalism oftenassociated with demands for money, status, and excessivefreedom from societal oversight.

A broader discussion, occupying much of our time, questionedwhether distinctions between professional study and fteralstudy are natural or artificial. While some network membersbelieved real differences exist that can never be resolved,others suggested tnat professional and liberal study areessentially the same; the first focusing on a theory of action, thesecond on a theory of knowledge.

28 69

For some participants these relationships were never satis-factorily resolved. Yet, such differences in perspective can berecognized and resolved only if they are shared. Recognizingthat they have received more than their share of blame for"overspecialization," we invited representatives of our accred-iting agencies to join the deliberations. Most were convinced,as we were, of the need for better integration and some haveacted to strengthen their role. Having gained personally andprofessionally as network members, we determined to extendthis constructive debate more generally to the higher educationcom munity.

70 29

A year ago many of uscould not have even

spoken to each other for wehad no shared goals or

language.

Extending a Constructive Debate

Educational leaders who have advocated integrating liberaland professional stUdy252627'2829 have stopped short of specify-ing how such programs might be conceived or who shouldencourage their birth. In adding our voices to the chorus we areobligecl t2 suggest new verses rather than echo old refrains. Inthis proposal, we give life to the idea by suggesting ways tofoster improved integration of undergraduate professional andliberal study.

We want to extend our constructive debate, thus reversing theunfortunate drift toward educational separatism. Constructivedebate requires a serious and deliberate search for sharedgoals and values on which to base initial discussions. Estab-lishing the direction of debate and keeping it on course presentschallenges to all concerned parties.

We believe that necessary steps include providing academicleadership, promoting faculty responsibility, and involvingappropriate external agencies. To encourage this dialogue infour-year colleges and universities offering undergraduateprofessional programs, we offer challenges to three influentialgroups: (1) academic leaders, including administrators andother campus leaders; (2) faculty members; and (3) externalpolicy makers, including members of accrediting agencies,professional and disciplinary associations, employers, andpublic agencies.

Challenges to Academic Leadel s

In many colleges and universities, a lamentable chasm sepa-rates the liberal arts college and professional departments.Competition for resources is keen, autonomy is jealouslyguarded, and cross-disciplinary discourse is fraught with diffi-culty. Administrators have failed to insist that all faculty discusscommon educational goals for all students. We urge collegeleaders to initiate discussions that bridge The widening gulfbetween liberal and professional educators.

33

-What we tygently needtoday is a constructive

debate about me meaningjI thu uriaetgiatlucite

evt. criC 4ngnessto rnclitt- tr,3 pa/ of thepcur-3#;0-3,

more vital and enriching.-(College: The

Undergraduate Experiencep. 7).

,..,,,tota0176

- -f

lnd (ar moi-=about their obiectives

(involvement in Learning,1984. p. 39)

The dean of arts anasciences addressed thefaculty of the professionalschool, telling them ofprogress and urgingcollaboration.

Having a prominent deanbring this issue tocolleagues ha the Council ofDeans was c icial togetting the discussionstarted.

We found many "mythical"barrlerssuch as regentspolicies and accreditationrequirements that peopleonly thought existed.These myths served tokeep the programsseparated.

Specific approaches to positive collaboration depend uponcampus history and culture, but our experience shows thatsuccess often depends upon administrative effort to mobilize acritical mass of faculty and provide visible commitment tointegration. Administrative effort must be reinforced by facultyleaders who insist that educators with dissimilar orientationscan learn to work together productively. Because academicleadership in colleges is decentralized and complex, weaddress our challenges to a broad array of administrators andother campus leaders.

1 College administrators and campus leaders shouldpromptly initiate intensive discussions about educationaloutcomes jointly sought by educators in liberal and pro-fessional fields. Furthermore, recognizing that rap-prochement between separate cultures requires time,they should actively encourage patience with the con-frontation that often characterizes initial discussions.

For large colleges, attempting to establish an encompas-sing "community of interest" designed to establish conti-nuity and integration in the curriculum throughout theentire campus may not be realistic. Based on our expe-rience, however, it is realistic to build small discussiongroups (perhaps one professional field and one or twoliberal arts departments) that serve as nuclei for expandingthe dialogue. It is important that faculty mer bers in bothliberal arts and one or more professional fields be involvedand that news of fruitful discussions be widely circulated.

2. As a supportive strategy, administrators might solicitfaculty views of campus practices that facilitate integrationand of systematic barriers that prevent it. This will enableleaders to reinforce early discussions with visible attemptsto enhance facilitators and remove barriers. Our self-studyguide, the PLUSS, contains a list of such practices that canbe adapted for local use.

3. Administrators should reexamine campus policies to besure they will reward faculty efforts to integrate liberal andprofessional learning and teaching. Many faculty mem-bers seem discouraged by lack of incentives for inter-disciplinary teaching or publishing. Visibie rewards forinnovative work must be established and endorsed by bothfaculty peers and administration.

4. Administrators and faculty committees may wish to rede-fine or reemphasize purposes of sabbatical leaves toassure faculty members that scholarly development inrelated fields is of equal value to intense study or researchin one's own field.

5. As informal communication channels are opened, campusleaders should promptly create formal 3tructures thatreinforce relations between liberal and professionalfaculties. Every dean should cement firm connectionsamong interested faculty members of diverse persua-sions. Examples include prestigious joint teachingappointments across disciplines, related pairs or clustersof courseb students take simultaneously, team teachingefforts, seminars that place professional work in context,incentive funds for integrative activities or explorations,and opportunities for interdisciplinary research, fieldexperience, or project groups.

6. Campus leaders (including students) can initiate andsupport informal learning activities that bring togetherprofessional program and liberal arts faculty and students.For example, the importance of examining varied per-spectives can be emphasized through brown-bag discus-sions, activities with student associations, and luncheonswhere prominent speakers address issues of commoninterest to professional and liberal study. At first, suchefforts should be of sufficiently small scale to encouragedialogue. They may begin with two professional fieldsalready sharing some identified interests and a related

35

If we participate incollaborative courses, wewill lose credit hours from

our workloads.

A capstone coursesynthesizing knowledge

and insights from multipledisciplines is difficult to

plan.

Weekly brown-bagmeetings included faculty

members and chairpersonsfrom nursing, home

economics, architecture,engineering, and education.

Each week we discussedone of the outcomes to

break the ice.

Informal groups fostercollaboration; more formal

approaches (committees,motions, etc.) foster

confrontation.

With some adaptation, wethink we can put the

outcomes into the collegebulletin as part of the

mission.

We plan a pilot project witha small group of studentswho would take a selectedgroup of existing liberalarts courses. This is asmaller and more feasiblestep than developing thetotal set of integratedcourses immediately. Welldo comparative evaluationswith a control group.

I think our president mayaccept my proposal toestablish a task force onliberal and professionaleducation. He is lookingfor ways to follow up thisproject.

y

practicP is directly -elatedto the capacity of thatpolicy or practice to

41,1 ectSC WOW!,

1984 p 19i

liberal arts department, such as nursing, social work, andpsychology.

7. Administrators should commission internal studies ofundergraduate education that encompass all acadern;:;programs. Among these should be studies specificallyaimed at understanding and documenting parallel curri-cular patterns and common student outcomes in diversefields of undergraduate professional study and the liberalarts. The studies should begin neutrally, assuming noprestige hierarchy among various undergraduate pro-grams.

8. Campus governing bodies should ensure that missionstatements for undergraduate education emphasize theimportance of integration and encompass both liberal andprofessional study. Similarly, college public relationsmaterials should document and make visible integrativeefforts, giving attention, where needed, to expectations forincoming transfer students who may have lacked inte-grative opportunities in their former colleges.

Challenges to Faculty Members

The issues underlying our challenges to faculty members fallinto three categories: improving faculty communication,increasing curricular coherence, and involving students inlearning. In our experience, the first of these challenges,improving faculty communication, is prerequisite to the others.When liberal education and professional program facultymembers discuss common educational outcomes, dialogueabout educational coherence and involvement often follownaturally. In each of these areas, faculty have the primaryresponsibility and are in the best position to implement change.We note, however, that each challenge we issue to faculty hasa complementary student responsibility to strive for an inte-grated education. Student concern often follows from visiblefaculty concern.

36

1. For each field, professional and liberal arts educators needto jointly define an "educated professional." The effort willchallenge both groups to reexamine educational philoso-phies, objectives, and teaching strategies. We suggestthat faculty in professional fields initiate the discussion,seeking out a small potentially receptive group of liberalarts colleagues and focusing on one or two particularlyessential outcomes. Because the "Potential Liberal Out-comes of Professional Study" (Tab la 2) are sufficientlybroad to be useful in all professional programs, we suggestdiscussion, extension, refinement, or revision of this list asa possible starting point. On some campuses, a parallelmodel may already exist for discussing coMmunicationcompetence through a "writing across the curriculum"movement.

2. After conversation is underway, faculty can increaseinterdisciplinary understanding by sharing specific class-room activities or field experiences that they use toachieve integrative outcomes. At a retreat or in a day-longconference setting, we suggest trying a process we called"microparticipation." These half-hour "learning sessions,"drawn from diverse fields, require little preparation and arewell received. Liberal arts educators also might accom-pany professional program faculty into the field or clinic,noting opportunities that suggest joint efforts. Weeklymeetings can focus on specific links between two subjects,such as a bridge two of our members built between ethicsand pharmacy practice. Classroom visitations areprobably not a good vehicle for exchange of ideas untilrapport is firmly established.

3. Curricular proposals to integrate liberal and professionalstudy should include change strategies that go beyondaddition or modification of course credits or academic timeframes. Faculty members must work actively to avoidpreoccupation with the. latural concern that integrationmay reduce individual and program identity, autonomy, or

76 37

Perk% ps we shJuld call thelist of outcomes "a bill ofrights for students"the

right to have liberaleducation.

In the simulated labs andexpedentiel components ofpharmacy, we can bring allthe outcomes together, but

we need more social andbehavioral background.

We could identify courseswhere Mtegration was

undoubtedly occurring butdidn't know specifics, so

we interviewed facultyteaching these courses. Itwas surprisinr how much

we had to build on.

One extraneous motivatortoward breadth is that ourB.A. graduates win beeligible for Phi Beta Kama;the B.S. graduates are not.

The cross-disciplinarypaired courses weredeveloped by summerteaching grants. Most pairan arts and science coursewith a professional course.Ali students must take oneset of paired courses.

I had to read fromunfamiliar journals, detachmyself from myprofessional field, anddevelop a diffqrentperspective.

resources. In the PLUSS, the Integration/CollaborationMatrix provides one way to organize discussion about theappropriate extent and type of integration in a givensetting.

4. Parallel to our challenge to administrators, faculty groupsshould tell campus leaders of barriers to integration thatmust be removed and facilitators that should be strength-ened. One obvious barrier may be physical and organi-zational arrangements on the campus that inhibit cross-discipline communications; other barriers will operatemore subtly. For example, on some network campusesdepartmental allegiances were believed to be so strongthat faculty characterized the general education require-ments as a set of "distributional bargains."

5. As discussions of integration progress and facultymembers begin to accept responsibilities outside a par-ticular discipline or program, they may desire to gainadditional interdisciplinary perspectives. Some profes-sional program faculty could pursue additional liberal artsstudy informally and some liberal arts faculty might seekmore exposure to professional knowledge and practice.These desired actions indicate progress and can besatisfied by faculty development models that arise spon-taneously from discussions of integration. These rrodelsinclude (a) partnerships of two faculty members .',Iicomplementary interests, (b) partnerships of facultymembers teaching interrelated courses,3° (c) groupseminars focusing on problems of mutual importance, and(d) group discussion of books, films, or other triggerdevices that support the sharing of knowledge and per-spectives. One interesting model, based on extendeddiscussions involving many professional faculty, wasdeveloped at Syracuse University;31 another model,focusing on great books discussions, has been used atSiena Heights College.32 Collaboration among collegesmay be useful, too; members of three Network institutions

38 77

located in the same urban region met occasionally to sharetheir efforts and obtain collegial reinforcement.

6. Efforts to develop new cross-disciplinary channels andtopics for faculty communication are time consuming.Unless the reward structure has been adjusted, the firstadventurers might be senior, tenured faculty who havealready achieved considerable respect in their fields.Alternatively, sizeable groups of committed facultymembers can make a strong case for adjusting incentives.

7. Recent national reports illustrate that it is easier to definewhat curricular coherence is notthan what it should be. Toillustrate, one report characterizes a quality collegeprogram as one that has "structure," "discipline," and"complexity," but is not a "hodgepodge" of courses.33Unquestionably, coherence involves issues of structure,complexity, breadth, prescriptiveness, focus, and, mostessentially, interrelatedness. The faculty in any institutionhas a responsibility to go beyond this rhetoric and definecoherence for its students.

Defining curricular coherence may be easier if liberal artsand professional field faculty work together within aproblem-solving context. One strategy is to start withproblems new professional graduates encounter in prac-tice and assess the broad understandings needed to makeeffective judgments. Building on such situations, facultycan construct a meaningful and coherent program forprofessional students. For liberal arts students a parallelstrategy would consider how various professions, such aslaw, engineering, and business affect all our lives. Liberalarts faculty members involved in such discussions withprofessiona' program colleagues can use their experiencein "problem-solving across the professions" to improveadvising of students seeking career direction.

8. In undergraduate professional programs, building acoherent curriculum requires conscious selection and

78 39

I think professional schoolsthat are try;ng to increasetheir status are inclined toseparate themselves and

develop their owntechnology. When you've"arrived," you realize younow need the integration.

Our pharmacy students arefearful of examining issues

where there are no clear cutanswers. This is a key

reason to broaden.

You must try to convey tostudents that it matterswhich electives they take.As a result of our work,students have begun torecognize that theprofessional facultymembers value liberaleducation. Good educationIs improved whenprofessors are asked toidentify for students thesespecific outcomes.

We see a new concept forusprofessional educationas an inverted trianglebeginning with a narrowfocus but ideally becomingbroader and moreencompassing as thestudents need to applyprofessional knowledge.

Just as the businessstudents should haveliberal arts, the liberal artsstudents need someknowledge of business intheir lives.

integration of appropriate liberal arts concepts. Facultyshould artictliate their expectations of competent gradu-ates. For example, if graduates are expected to under-stand the sociological or economic context for profes-sional practice or the history of the profession, theserequirements should not appear merely as added bur-dens. It is essential to clarify for stalents the crucialrelation of this knowledge to practice.

9. Advising procedures for professional students should bestrengthened so that all faculty members are clear aboutwhich liberal arts courses have been selected, collabora-tively planned, clustered, or merged with professionalstudy to promote essential student development in eachprofessional field. Advisors should give careful consider-ation to the timing of these courses in the professionalprogram. We feel strongly that the common advice "Takeyour liberal arts courses and get them over with during thefirst two years" is unwise and incompatible with anemphasis on integration. Similarly, liberal arts advisorsshould point out to their students the value of courses thathelp them appreciate the place of the professions insociety. Too often, such courses have been relegated tointerim term or "minicourse" status.

10. Faculty members should encourage students to assumeresponsibility for extending their education beyond theformal classroom setting. To help students acceptresponsibility, colleges must improve and extend earlycareer guidance programs, stressing appropriate life/workrelationships rather than mere job seeking. Students willpursue narrow technical programs of study and leisuretime activities if society and their teachers seem to rewardnarrowness; they will seek breadth if their teachers seemto reward breadth.

11. Having established clear expectations, faculty shouldprovide comprehensive feedback to students about their

4079

development as educated professionals, including boththe selected liberal education outcomes and specific pro-fessional knowledge and skills. This process is enhancedby the direct involvement of liberal arts educators inproviding feedback to professional students. For exam-ple, some architecture programs invite English andspeech faculty members to collaborate in coaching andjudging students as they present design projects to pro-spective clients. As a result, liberal arts faculty membersgain new perspectives on performance-based assess-ment.

12. Faculty can help students find roie models among pro-fessionals who demonstrate through practice the value ofeducational breadth. These individuals can speakauthoritatively and meaningfully with students about theimportance of integrating liberal and professional study.

13. Both research and experience tell us that students who areactive rather than passive learners readily learn and usethe concepts and skills taught. Furthermore, studentslearn best when they are strongly motivated, and today'scollege students typically have keen interest in careerpreparation. For programs that integrate liberal arts con-tent and perspective with specialized professional edu-cation, a wide range of options is available to keep learnersactive and involved. Examples include writing activities;debates; clinical, studio or community projects requiringsynthesized knowledge to solve complex problems; casestudies; interdisciplinary lectures; simulations; and cap-stone courses. These experiences build on professionalesprit de corps to make the liberal learning relevant. Ournetwork members experienced the architect's designproblems, the journalist's ethical dilemmas, and the healthprofessional's clinical assessment techniques as types ofactive learning that could be used to reinforce many liberaleducation objectives.

80 41

An example of a good"problem" for several

disciplines such as socialwork, education, pharmacy,and nursing, Is the issue of

high-risk pregnancy.

A natural relationship is themerger of world

civilizations with the historyof architecture. What

educated tourist is not inneed of some background

In architecture?

Adaptability is reading thecontours of the present andenvisioning theirimportance for the future.

"Liberal education can bethoroughly uSelul when its

$.>

p

r - -'r(iftrpe rornt 4nri rifrof-fir,r, l.(he student s program.The danger ot futility lies incat w tictt,V,5U0.

Fl rArnprusln

194i. p 74)

14. Integrated professional and liberal study is a natural arenafor expanding professional students' public service activi-ties following notions currently under discussion on manycampuses.34 Reciprocally, public service activities forliberal arts students can provide exposure to the profes-sions.

15. Self-direction and internal motivation are essential in pro-fessional life. Therefore, faculty should help studentsdevelop their ability to direct their own learning and toassess their own academic and skill development.Working together as a team, the professional and liberalarts fields have much to contribute to the broader appli-cation of performance-based competence assessmentand self-directed activities.

Challenges to External Policy Makers

Policy makers, employers, and the public are interested inhelping colleges set high educational standards. Oftenresponding primarily to media interpretations, they have not yetbeen exposed to the potential benefits of integrating liberal andprofessional study. Educators must articulate this idea moreclearly and seek the productive involvement of external groups.

The specific groups to whom we offer challenges includeemployers, state and federal policy makers, accrediting agen-cies, licensing agencies, and scholarly and professionalassociations. Many challenges will necessarily concem morethan one of these groups.

1. Educators should unite with business and professionalleaders to identify qualities sought among graduates andways in which these qualities may be fostered. Based ontheir own experiences, executives of major private andpublic corporations, political figures, and others havestressed the need for appropriately educated profes-sbnals. They have urged colleges to strengthen experi-

42 81

ences that promote general capabilities traditionallyassociated with a liberal arts education. Since theseindividuals also employ graduates who have completedspecialized programs, it is essential to ensure their addi-tional involvement in curricular revisions. New ways mustbe found to jointly establish standards of educationalexcellence that move such discussions beyond rhetoricand exhortation. Focusec, discussions will help educatorstranslate broad ideas into specific educational activitiesthat can improve subsequent performance of graduatesas professionals and citizens. Involvement in settingstandards encourages commitment of employers to helpin validation of criteria through evaluation of graduates.

2. Employers and colleges should jointly develop guidelinesfor both employers and graduate/professional schoolswho recruit on college campuses. The guidelines shouldavoid endorsing recruiters who, by their inquiries, sug-gestions, or offers of positions, reinforce for students theimage of intense, narrow specialization as the sine quanon of professional success.

3. Accrediting agencies frequently have been accused offostering narrow educational programs through restrictivestandards. To counter these accusations effectively andto regain lost credibility, accreditors should make morepublic their established requirements of integrated liberaland professional study and more visible their recentinitiatives. Accreditors should also work with educatorsand public agencies to discourage false implications thatthey support unnecessarily narrow approaches. Facultymembers comprise a substantial constituent group withinmost accrediting agencies and should take an active partin this self-regulating effort.

4. The accrediting process should encourage, identify, andreward the successful integration of liberal and profes-sional study. Specialized and regiona accreditors might

44!). IX,43

Our accreditation selfstuttyprovided the perfect

opportunity to use thePLUSS and to initiate mo;a

discussion of liberallearning outcomes. The

PLUSS Is a l^ngthycomplex instrument. But

we were able to adaptsections to our local

situation.

Some integrated coursescould be developed fortelevision and thus serve asmodels.

Studies of integration need,at least In pad, to beethnographic so we canlearn how the integrationoccurs for the student; whoencourages it, whatreinforces it?

cooperate in developing a pool of peer reviewers whowould bring to program review a specific expertise inintegrated study. Accreditors could also publish a list ofdocumented exemplary integrative programs.

5. Accreditors will need to deal candidly with the problem ofcommunity college transfers from institutions that allowearly specialization without concurrent attention to theliberal aspects of professional development.

6 Professional and disciplinary associations should facili-tate integration by sponsoring serious discussions focus-ing on opportunities for integration and by offering ave-nues for dissemination to those interested in sharingeducational activities and outcomes of integrated pro-grams. The Association of American Colleges is currentlyengaged in such discussions to help introduce a strongercontextual component into engineering curricula. Simi-larly, the teaching divisions of such groups as the Ameri-can Historical Association and the American SociologicalAssociation could encourage member symposia to reporteducational endeavors that help professional studentsunderstand the context for practice.

7. Educational and philanthropic foundations should supportmore intensive searches for examples of educationalexcellence based on integration, sponsor research thatvamines their impact, and promote dissemination of theirimportant characteristics.

8 All groups should cooperate in ensuring that variousattitudes, values,,gualities, and skills assumed to contri-bute to competent professional practice ,Ictually achievethat end. Research examining ways that graduates useskills in their professional work can reduce the depen-dence of curricular decisions on anecdotes and assureuse of appropriate measures for student assessment.

44rj3

Validation measures should be grounded in professionalpractice, societal needs, and learning theory. Sincepractice is continuously in flux, periodic reexaminationmust involve employers, professiona! associations, andlicensing agencies. In addition to traditional quantitativemethods of validation the use of qualitative techniquesshould be expanded. For example, working together withliberal arts colleagues, educators in professional fields candraw from their previous experiences (clinical observa-tions, practice, or attitudinal measures) to devise indica-tors of 'The liberally educated professional." Alternatively,assessment of student learning could be grouped intointuitively meaningful categories such as knowledge aboutwhat to do, when to do it, and why do it. Accreditors canpoint to exemplary proarams that have conducted valida-tion studies suitable for replication.

9. Professional associations, employers, and licensingagencies should cooperate with educators to help identifythose competences that should (and can) be acquiredbefore professional employment and those that are bestdeveloped or expanded after entry into the profession.

10. A variety of task forces, curriculum committees, andproject groups from liational associations and accreditinggroups must take a more assertive role in defining college-level outcomes students should achieve and in developingmeasures of integrated liberal and professional study.Unless these groups take the initiative, state and federalpolicymakers who are sponsoring assessment plane mayencourage the creation of minimal performance standardsrather than high standards of broad competence tc whichprofessional graduates should aspire. The approuchexternal policy makers take and the relationships tneydevelopwith educators can either facilitate or retard effortstoward integration.

At the local level, employers should work with facultymembers to develop definitions and methods to measure

84 45

Try building case studiesaround the "crisis of the

week" in any field.

achievement of the liberal outcorneQ of professional edu-cation as well as their impact on personal and professionalsuccess. Faculty who are adapt at testing and measuringskill performance might extend their assessments toencompass liberal type outcomes. Nursing provides auseful example where students' interpersonal skills whenperforming a procedure are assessed a3 equally importantto the technical skill used. Similarly, liberal arts facultyhave skills in appraising broad outcomes, such as criticalthinking and use of perspective in problem-solving, toshare with their colleagues in professional fields.

11. National testing agencies have specific experience inconstructing occupational and professional tests. Cur-rently, they are developing new measures of generaled' .cation that juxtapose concepts from traditional disci-plines against important basic skills.35 These agenciesshould be encouraged to work with interested facultymembers in developing similar tests that encompass bothliberal and professional knowledge, skills, and attitudes.

46

A New Spirit of Learning:A New Sense of Community

The current era of curriculum reform will prompt multifacetedchange in American education. Whether the changes will besufficiently broad and enduring remains to be seen. During thisperiod of curricular ferment and reform, many have lookedbackward to the "good old days" rather than forward to needs ofour rapidly changing society. Suth nostalgia may have en-couraged premature adoption of curricular reforms that are nolonger appropriate or effective.

As college costs rise, few students can afforo to lengthen the_college years in order to pursue liberal and career educationsequentially. More importady, separate pursuit of these edu-cational domains is less effective than building on studentinterests, which also promote active involvement in learning.As one university president has said, "We need not a newcurriculum, but a new spirit of learningsome simple, meaning-ful, achievable educational goal our new educational paradigmmust be achieved throughnot instead of or in defiance ofstudents' career goals."36

In response to recent criticisms of eroding educational breadth,liberal arts faculty members have understandably respondedwith efforts to extend, strengthen, broaden, and interrelateliberal arts subjects as a way to restore "educational balance."Perhaps because their enrollments are more secure, profes-sional program faculty have been less motivated to respondthan disciplinary faculty. Surely, there has been little indicationthat the two groups have heard the calls for integration or thatthey have reached out to one another.

In recent critiques, some have also called for a return to a "senseof community" in our colleges. This suggestion can incorporatethe need to bridge the gulf that currently separates liberal addprofessional study. We believe the idea of reestablishing asense of community is viable if grounded purposefully in valuesshared by most faculty and students. The potential liberal

:8 7 49

114:- fortonr.3#.0,16 IrTnrt,7 rr,r ror

a return to 'he traditionalliberal arts but tattler tor

eow,ation in

to be provided through aprofessional education,not instead of it.- . Or

What s a College For?.pp, 1 L.; 13)

outcomes of professional education can be used to strengthenthe ties that bind liberal and professional study because theygive meaning and stability to the education of the student whileaccommodating the rich diversity of the university.

In the Professional Preparation Network, liberal and profes-sional educators have reached out to each other. Our goal hasbeen to examine varied educational objectives, strategies, andinterdisciplinary arrangements that equip professional studentsto solve the complex problems of our times and assist liberalarts students to appreciate the societal contributions made bythe professions. Such arrangements require that faculty departfrom comfortable and familiar patterns, breaking new ground asthey reconsider educational purpose and organization. Havingexperienced this dialogue, we are unlikely to be satisfied by areturn to the "good old days' of separatism. The tasks ofdeveloping a new spirit of learning and of building a new senseof community aro so crucial that they must involve all faculty andstudents.

050

A. National Advisory Panel

Stephen M. Aigner,1,2 Associate Professor and Director,Undergraduate Social Work Program, Iowa State University

Thomas Bausch,' Dean, Collega of Business Administration,Marquette University

Mary Sue Infante, Dean and Professor, School of Nursing,Boston College

Robert Metcalf, Professor and Dean Emeritus, College ofArchitecture and Urban Planning, University of Michigan

Richard Millard,2 Past President, Council on PostsecondaryAccreditation

L. Jackson Newell,2 Professor and Dean, Liberal Education,University of Utah

Dwight Sangrey, Dean and Professor, School ofEngineering, Rensselaer Polytechnic Institute

Ray Schaub, Interim Director, World College, EasternMichigan University

Stanley Soffin,1.2 Professor and Chairperson, School of Jour-nalism, Michigan State University

Linda Strand, Assistant Professor of Pharmacy Practice andDirector of Graduate Programs in Pharmacy Administratior,University of Utah

Richard Wisniewski, Dean and Professor, College ol Educa-tion, The University of Tennessee

' Also named as an official representative by a professional accreditingagency.

2 Member of the Task Force that helped draft this report.

8.9 53

B. Network Members and Guests

Network Members3

Robert Armour,2 Professor of English, VirginiaCommonwealth University

Catherine White Berheide, Asso,ciate Professor andChairperson, Department of Sociology, Anthropology, andSocial Work, Skidmore College

James H. Bissland, Associate Professor and Chairman,Department of Journalism, Bowling Green otate University

Elmer E. Botsai, Dean and Professor, School of Architecture,University of Hawaii at Manoa

Ronald R. Cavanagh, Associate Professor of Religion andVice President for Undergraduate Studies, SyracuseUniversity

Robert K. Chalmers,' Bucke Professor of Pharmacy Practiceand Department Head, School of Pharmacy and PharmaclSciences, Purdue University

Taylor R. Durham, Assistant Professor of Organization andManagement, Department of Business, Skidmore College

Barbara S. Fuhrmann,2 Professor, Department ofEducational Services, Virginia Commonwealth University

Gerald M. Gross, Associate Dean, Professor, and Director ofUndergraduate Programs, School of Social Work, SyracuseUniversity

Suzanne L. Hawes, Professor, School of Health Professionsand Nursing, William Paterson College of New Jersey

Sybillyn Jennings, Associate Professor of Psychology,Russell Sage College

:9:0 55

Thomas Kaska, Professor of English, Wilkes College

Thomas D. Klein, Professor, Department of English, BowlingGreen State University

Edmund B. Lambeth, Professor and Associate Dean forGraduate Studies, Research and Faculty Development,School of Journalism, University of Missouri

Richard G. Law, Associate Dean and Associate Professor,College of Sciences and Arts, Washington State University

Reece J. McGee, Professor and Master Teacher,Department of Sociology and Anthropology, PurdueUniversity

George A. Mostoller, Associate Professor and Director ofEngineering Technology, University of Pittsburgh atJohnstown

Roy Moore, Professor, School of Journalism, University ofKentucky

Umid R. Nejib,2 Professor and Dean, School of Engineeringand Physical Sciences, Wilkes College

Mary Lou Peck, Assistant Professor of Nursing, RussellSage College

Sister Eileen Rice, 0. P. Program Director, TeacherEducation, Sienna Heights College

J. William Rudd, Professor and Director, School ofArchitecture, Washington State University

Larry Schuetz,2 Associate Professor of English, College ofEducation, University of Wisconsin-Whitewater

56;31

Richard K. Seymour, Dean and Professor, College ofLanguages, Linguistics, and Literature, University of Hawaiiat Manoa

Paul M. Strzempka, Associate Academic Dean and AssistantProfessor of Classics, University of Pittsburgh at Johnstown

Louis J. Swift, Professor of Classical Languages andLiteratures, DirIctol, University Studies Program, Universityof Kentuok.,

Jon Torgerson,2 Associate Professor and Chairperson,Department of Philosophy and Religion, Drake University

James Winship, Assistant Professor of Social Welfare andDirector, Teaching Enhancement Center, University ofWisconsin-Whitewater

J. Mark Winston, Ellis and Nelle Levitt Associate Professor ofPharmacology, College of Pharmacy and Health Sciences,Drake University

Lois Wolf, Associate Professor of Political Science, WilliamPaterson College of New Jersey

8257

Guests

Donald Anderson,' Professor of Engineering, Michigan StateUniversity, Representing Accrediting Board for Engineeringand Technology

Donna Gollnik,' DeputY Executive Director, National Councilfor Accreditation of Teacher Education

Peter Marsh, Professor of History and Director of the Me lionFoundation Project on Integrating Liberal and ProfessionalStudy, Syracuse University

John Maudlin-Jeronimo,' Executive Director, NationalArchitectural Accrediting Board

John Pau! Ryan, Staff Director, American Bar Association,Commission on College and University NonprofessionalLegal Studies

' Also named as an official representative by a professional accreditingagency.

2 Member of the Task Force that helped draft this eport.

Network members listed participated in two or more of the meetings.

C. Staff

Joan S. Stark, Professor of Higher Education, The Universityof Michigan

Malcolm A. Lowther, Professor of Education, The Universityof Michigan

Bonnie M. K. Hagerty, Research Associate and DoctoralCandidate in Higher Education and Nursing, and Lecturer inNursing, The University of Michigan

Richard Bentley, Research Assistant and DoctoralCandidate, The University of Michigan

Ray Brown, Rosearch Assistant and Doctoral Student, TheUniversity of Michigan

C. Lynne Haven, Research Assistant and Doctoral Student,The University of Michigan

Philip Jones, Research Assistant and Doctoral Candidate,The University of Michigan

Pamela Lokken, Research Assistant and Graduate Student,The University of Michigan

Gretchen Martens, Research Assistant and DoctoralStudent, The University of Michigan

59

D. Description of PLUS&

The Professional/Liberal Undergraduate Self-Study (PLUSS)helps to stimulate initial-discussion within undergraduate pro-fessional programs planning to integrate liberal education goalsin students' experiences. PLUSS also provides a frameworkwithin which professional program and liberal arts faculty mayidentify and mutually resolve various issues related to suchintegation in an organized and collegial manner.

Typically, a decision to use PLUSS as a stimulus to discussionwill be made by a particularundergraduate professional pro-gram (e. g., nursing, business, architecture). This program willthen invite other faculty members concerned with liberal edu-cation to join their discussions. PLUSS helps identify commonviews, differing views, and other starting points for dialogues. !fstudents' and recent graduates' views are also included, aneven wider perspective is gained. 1

1

PLUSS is based on two lists of broad student outcomes:

Traditional Professional Outcomes frequentlyCompetence considered primary goals of

professional preparation incollege.

Liberal/Professional Outcomes encompassingEducation Outcomes goals of liberal education but

phrased in terms especiallyrelevant to graduates whoprepare for professional posi-tions.

The two sets of outcomes can be viewed as overlapping realms(see figure). The liberal/professional outcomes express com-mon goals for students endorsed by both professional andliberal educators. Because colleges and professional pro-grams may find that some desired outcomes are not covered inthese lists, PLUSS provides space to add other locally impor-tant outcomes.

61

,,,--------------........-------

Soc,:_1-1`

ConliAq

LiberalEducationOutcomes

Liberal/Professional

EducationOutcomes

r

TraditionalProfessionalCompetence

///The particular set of fiberal/professional outcornas included inPLUSS was originally derived from literature in professionalfields. Subsequently, the set was expanded, refined, and field-tested during 1986 by pairs of plofessional and liberal artsfaculty from several colleges and universities.

PLUSS has separate versions for (1) professional programfaculty, (2) liberal arts program faculty, (3) professional programstudents, and (4) recent graduates of professional programs.Although parts of each version are printed in survey form, thesurvey responses are intended to be collected informally tostimulate discussion within and among campus groups. Theavailabie sections of each version are given in the table below.Within each version, the sections may be used ii- any combi-nation.

Section of PLUSS

AUDIENCES OF PLUSS

Professional Liberal Professional ProfessionalProgram Education Program ProgramFai luny Faculty Students Recent

Graduates

I. Survey of Important Liberal/Professional Outcomes

II. Identifying ExistingEducational Activitit,..that Achieve Outcomes

III. Adequacy of ProgramDiscussions

IV. Collaboration/IntegrationMatrix and Discussion Guide

V. Indicators of Professional/Liberal Integration

VI. Facilitators and BarriersDiscussion Guide

62 36

E. Case Studies

The Professional Preparation Network desires to share its workmore fully than is possible in this brief report. Consequently, weplan to make available a booklet that describes our efforts inmore detail. This descriptive publication, which we hope will beuseful to other colleges and universities, will include two parts.Part I will describe our activities, dilemmas, and group dynamicsas a network of strangers sharing diverse perspectives aboutliberal and professional study. Part H will describe how effortstoward integration proceededsometimes successfully,sometimes notat several colleges where network membersattempted to engage their colleagues in their discussions. Weanticipate that this booklet will be available in fall 1988.

6 3

F. Related Information

The Professional Preparation Project Staff maintains a list ofrelated projects that are underway and a bibliography ofmaterials to share with interested persons. So that we maymaintain their currency, the lists are available upon request.

65

Notes

' Association of American Colleges, Report of the Project onRedefining the Meaning and Purpose of BaccalaureateDegrees: Integrity in the College Curriculum (Washington,D. C.: The Association, February 1985).

2 E. L. Boyer, College: The Undergraduate Experience inAmerica (New York: Harper and Row, 1987).

3 D. Bok, Higher Learning., (Cambridge, MA: HarvardUniversity Press, 1986).

4 National Institute of Education, Involvement in Learning:Realizing the Potential of American Higher Education(Washington, DC: Study Group on the Conditions ofExcellence in American Higher Education, October 1984), p.10.

5 American Association of State Colleges and Universities, ToSecure the Blessings of Liberty: Report of the NationalCommission on the Role and Future of State Colleges andUniversities (Washington, DC: The Association, 1986), p. 22.

6 National Institute of Education, op. cit.

7 Association of American Colleges, op. cll.

8 Education Commission of the States, Transforming the StateRole in Undergraduate Education (Denver: July 1986).

9 lbid, p. 12.

10 Whereas the idea of a vocation or calling once had positiveconnotations, use of the form "vocationalism," frequentlymodified by the adjective "narrow," now conveys a negativevalue.

" Association of American Colleges, A New Vitality in GeneralEducation (Washington, D. C.: The Association, January1988).

67

99

12 Boyer, op. cit.

13 A. N. Whitehead, The Aims of Education and Other Essays,(New York: MacMillan, 1929).

14 The President's Commission on Higher Education, HigherEducation for American Democracy (Vol I, "Establishing theGoals") (Washington, D. C.: U.S. Government PrintingOffice, 1947).

15 Boyer, op. cit.

16 Boyer, op. cit., p. 101.

17 National Institute of Education, op. cit., p. 41.

18 Association of American Colleges, Integrity, op. cit., pp. 30-31.

18 Although it was not possible to involve all professional fieldsin The Professional Preparation Network, our membership isreasonably representative of undergraduate professionalproarams lasting four to six years. We do not specificallyaddress professions such as law, medicine, theology, anddentistry where undergraduate study and professional studyusually occur in separate time frames. We do not expect thatour recommendations will be directly useful to liberal artscolleges who have made clear decisions to exclude careerprograms.

281 S. Stark, M. A. Lowther, B. M. K. Hagerty, & C. Orczyk, "Aconceptual framework for the study of preserviceprofessional programs in colleges and universities," Journalof Higher Education , 1986, 57(3): 231-258.

21 Association of American Colleges. Integrity, op. cit.

22 Boyer, op. cit.

68 1,00

" J. S. Stark, M. A. Lowther, & B. M. K. Hagerty, "Facultyperceptions of professional preparation environments:Testing a conceptual framework," Journal of HigherEducation , 1987, 58(5): 530-561.

" J. S. Stark, B. M. K. Hagerty, M. A. Lowther, & P. Lokken,Professional Liberal Undergraduate Self Study (PLUSS)(Center for the Study of Higher and PostsecondaryEducation, Ann Arbor, MI, 1987).

" A. N. Whitehead, op. cit.

" The President's Commission on Higher Education, HigherEducation for American Democracy (Vol I, "Establishing theGoals") (Washington, D. C.: U.S. Government PrintingOffice, 1947).

" F. H. T. Rhodes, "Reforming higher education will take morethan just tinkering with the curriculum," The Chronicle ofHigher Education (May 22, 1985).

" M. H. Curtis, "Confronting an Academic Dichotomy: AProposal for Integrating Liberal and Professional Education,"Phi Kappa Phi Journal, 1985, 65(3):10-12.

29 E. J. McGrath, Liberal Education in the Professions (NewYork: Teachers College, Columbia University, Institute ofHigher Education, 1959).

" The University of Kentucky and Babson College providespecific examples.

"Peter Marsh (Ed.), Contesting the Boundaries of Liberal andProfessional Education: The Syracuse Experiment(Syracuse: Syracuse University Press, forthcoming).

" Sienna Heights College, ideas Across the Curriculum (nodate).

1.0 1 69

-9^ -

33 Association of American Colleges. Integrity, op. cit., p. 28.

34 Frank Newman, Higher Education and the AmericanResurgence (Princeton, NJ: Princton University Press,1985).

36 The College Board and Educational Testing Service, TheAcademic Profile (announcement) (Princeton, NJ, 1987).

36 F. H. T. Rhodes, . . . Or What's a College Fcr? (Addressdelivered at Harvard University, November 13, 1986), pp. 10-12).

70102

- -

Appendix B

PLUSS

.:03

Version AProfes sional

ProgramFaculty

PLUSS©Professional/Liberal

UndergraduateSelf-Study

A self-study guide for undergraduate program faculty who arediscussing how to integrate liberal education goals with

professional students' experiences

The Professional Preparation ProjectThe University of Michigan

CENTER FOR THE STUDY C,. HIGHER AND POSTSECONDARY EDUCATIONRoom 2002, School of Education

The University of MichiganAnn Arboi Michigan 48109-1259

(313) 764-5522

Form 080087 Rev. 5/11/88

L112.1omr,,

_ 0 4

i

PLUSS: General Information

GENERAL INFORMATION

Purpose of PLUSS

The Professional/Liberal Undergraduate Self-Study (PLUSS) helps stimulate discussion withinundergraduate professional programs planning to integrate liberal education goals in their students'experiences. PLUSS also provides an organizing framework for professional and liberal studiesfaculty to identify and mutually resolve issues related to such integration.

PLUSS helps identify common and divergent views and other starting points for discussion. Aneven wider perspective is gained by collecting the responses of students and recent graduates.

Typically, a decision to use PLUS S as a stimulus to discussion will oe made by a particularundergraduate professional program (e.g., nursing, business, architecture). This program willthee invite other faculty members concerned with liberal education to join their discussions.

Versions of PLUSS

'YLUSS has separate versions for (1) professional program faculty, (2) liberal studies faculty, (3)professional program students, and (4) recent graduates of professional programs. Although partsof each version are in survey form, the responses should be collected informally to stimulatediscussion within and between campus groups. The available sections of each version are given inthe chart below. Within each version, the sections may be used in any combination.

Sections of PLUSS

Users of PLUSS

Professional Liberal Professional ProfessionalProgram Studies Program ProgramFaculty Faculty Students Recent

Graduates

I. Survey of Important Liberal/Professional OutcomesII. Identifying Existing Educational Activities That

Achieve OutcomesIII. Adequacy of Program DiscussionsIV. Collaboration/Integration Matrix and Discussion GuideV. Indicators of Professional/ Liberal IntegrationVI. Supports and Barriers Discussion Guide

Development and field testing of PLUSS was supported by the Fund for the Improvement of PostsecondaryEducation and The University of Michigan through the Liberal Outcomes of Professional Study Project.Related background information and assistance in using PLUSS may be obtained from the Professional

Preparation Project.

Professional Preparation Program 2002 SEB, The University of Michigan Ann Arbor, MI 48109-1259

__05

PLUSS: For Professional Program Faculty

PART VI

Supports and BarriersDiscussion Guide

Purpose: In any attempt to develop cooperative relationships, there will be supports to be usedto advantage and barriers to overcome. Frank discussion about how to take advantage of supportsand reduce barriers in integrating professional and liberal study may be helpful to you and yourcolleagues.

Directions: Some possible facilitators and barriers to integrating professional and liberal studyare given below. You may wish to add others important in your local context.

Use the scales on the right of each item to answer the questions "Is the item listed strong or weaksupport, or a strong or weak barrier with respect to efforts to integrate, or is it likely to have noeffect?" Then, as a result of group discussion, make notes about actions you will plan.

SUPPORTSTRONG WEAK

1. University funding 3 2

2. University governanceprocedures

3 2

3. Program prestige 3 2

4. Student demands 3 2

5. Undeveloped relationships 3 2

6. Program mission 3 2

7. Program personnel 3 2

8. Alumni influence 3 2

9. Professional communityreaction

3 2

1

BARRIERSTRONG WEAK

NOEFFECT

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

(Continued on next page)

5/11/88Professional Preparation Program 2002 SEB, The University of Michigan. Ann Arbor, MI 48109-1259

LOB

SUPPORTSTRONG WEAK

10. Employer reaction 3 2

11. Accreditation standards 3 2

12. Problems with practicesettings

3 2

13. Crowded curriculum 3 2

14. University courserequirements

3 2

15. Licensing/Certificationstandards

3 2

16. State regulations 3 2

17. Federal regulations 3 2

18. External funding 3 1

19. Job market 3 2

LOCAL FACTORS

20. 3 2

21. 3 2

22. 3 2

23. 3 2

24. 3 2


BARRIERNO

STRONG WEAK EFFECT

3 2 1

3 2 1

3 2 1

3 2 1

3 2 1

3 2

3 2

3 2

3 2

3 2

3 2

3 2

3 2

3 2

3 2

1

1

1

1

1

1

1

1

1

1


Professional Pmparation Program 2002 SEB, The University of Michigan Ann Arbor, MI 48109-1259

, _07

SUPPORTSTRONG WEAK

PLUSS: For Professional Program

BARRIERSTRONG WEAK

Faculty

NOEFFECT

25. 3 9 3 2 1

26. 3 9 3 2 1

27. 3 2 3 2 1

28. 3 2 3 2 1

29. 3 2 3 2 1

30. 3 2 3 2 1

Action Notes about Supports and Barriers

(End of Part VI)

Pmfessiona1 Preparation Program 2002 SEB, The University of Michigan. Ann Arbor, MI 481094259

...08


PART V

Indicators of Professional/Liberal Integration

Purpose: This tally sheet is provided to encourage faculty to think of ways to observe, measure, or assess achievement of each of the liberal/professional student outcomes. In general, cognitive indicators will be related to the students' knowledge and may be inferred through testsand thinking processes. Motivational indicators are related to students' attitudes or feelings and may be inferred through tests or behaviors,while behavioral indicators may be observed directly. An outcome may be evidenced by more than one type of indicator.

Directions: In the spaces to the right of each outcome, or on separate sheets, list some measures you could use as outcome indicators at eachlevet of observation. That is, "what are the best ways to know if students have achieved each outcome?" Discuss the ways you record withyour professional and liberal education colleagues. Be prepared for some differences of opinion.

OUTCOME INDICATORS

MotivationalCognitive Behavioral

LIBERAL/PROFESSIONALOUTCONES

I. The graduate can read, write,speak, and listen and use theseprocesses effectively to acquire,develop, and convey ideas andinformation.

2. The graduate understands thesocietal context (environment) inwhich the profession is practiced.

3. The graduate acknowledges andis concerned for improving theknowledge, skills, and valuesof the profession.

___09i



,_105/11/88

Co nitive

OUTCOME INDICATORS

Motivational

NAM For Professional Program Faculty

Behavi

4. The graduate understands andaccepts the ethics of the pro-fession as standards that guideprofessional behavior.

5. The graduate anticipates, adaptsto, and promotes changesimportant to the profession'spurpose and the professional'srole.

6. The graduate recognizes the needto increase knowledge andadvance the profession throughsystematic, cumulative researchon problems of theory and practice.

7. The graduate continues to exploreand expand personal, civic,and professional knowledge andskills throughout a lifetime.

8. The gaduate examines issuesrationally, logically, andcoherently.

I

11 . 12

9. The graduate exhibits the capacityto contribute as a productivemember of the profession and toassume leadership roles as appro-priate in the profession and society.

10. The graduate has edancedaesthetic awareness of arts andhuman behavior for both perconalenrichment and application inenhancement of the profession.

LOCAL PROGRAM OUTCOMES

11.

12.

13.

13Professional Preparation Program 2002 SEB, The University of Michigan Ann Arbor, MI 48109-1259


i 4...i _

Co nitive

OUTCOME INDICATORS

Motivational


Behavioral

14.

15.

16.

115Professional Preparation Program 2002 SEB, Tbz Univershy of Michigan Ann Arbor, MI 48109-1259

(End of Part V)

i16


PART IV

Collaboration/Integration Matrixand Discussion Guide

Purpose: Professional and liberal studies faculty could integrate their efforts to help professionalstudents achieve liberal education outcomes in many ways. The matrix presented below isdesigned to foster consideration of new modes for collaboration among you and your colleagues.By using it in a group discussion setting you can develop answers to the question: "What are themost appropriate types of integration to help students achieve specific important outcomes?"

Directions: Typically, the group already will have used PLUSS, Part I (Survey of Importance ofLiberal/Professional Outcomes) to identify important outcomes on which this discussion shouldfocus. Nevertheless, you may wish to have on hand the sheet of Outcome Definitionsprovided in the PLUSS packet, including locally important outcome statements.

Note that the matrix has nine cells defmed by three types of coursework structures and three typesof learning emphases. Read the "Definition of Matrix Rows and Columns" (page 2) to becomefamiliar with the dimensions of the collaboration/integration matrix. Note that the possibilitiesrepresented range from loose collaboration to fully integrated academic programs. Next, identifyan important student outcome and then use the definitions and examples of cells in the matrix(pages 3-7) to consider the various integrative possibilities suggested. Then discuss with yourcolleagues the cells that represent appropriate and feasible ways of integrating educationalexperiences in your setting.

Since different cells represent appropriate possibilities for different outcomes and for differenttypes of programs, each discussion will be unique. The success of using the matrix will dependupon advance planning by the discussion leader who should be familiar with the matrix as well asthe faculty group.

Following inidal discussion, you may want to continue them over several weeks by concentratingon we or two outcomes or cells during a single meeting. Alternatively, subcommittees could beformed to discuss and report their deliberations about a particular part of the matrix. The nextseveral pages describe the matrix in detail.

A CONCEPTUAL FRAMEWORK FOR INTEGRATINGLIBERAL AND PROFESSIONAL LEARNING

TeaeorryfuenrgONAWS

Pro7st ri -40SpeclalIzatIon Contextual Investigation

Internal 1-S

E-S

I-C

E-C

C-C

1-1

E-I

C-1

External

Collabc-atIv C-S


5/11/88Professional Preparation Program 2002 SEB, The University of Michigan Ann Arbor, MI 48109-1259

117

PLC1SS: For Professior .1 Program Faculty

Definition of Matrix Rows and Columns

The rorvs in the matrix describe structures for coursework or activities established between fieldsas follows:

Internal Coursework or activities that occur within the professional program.

External

Collaborative

Coursework or activities that occur in fields of study outside of theprofessional program, taught by faculty in other fields.

Coursework or activities (1) taken in other fields but taught byprofessional program faculty; (2) taken within professional programbut taught by faculty from other fields; or (3) taken within a mergedor transformed program structure, where two or more fields haveunited around common goals, themes, or concepts.

The columns in the matrix describe teaching and learning emphases within a field of stut:y asfollows:

Specialization

Contextual

Investigation

Emphasizing the specialized conceptual, technical, and integrativepractice components of study in a particular field.

Emphasizing knowledge of broad social, political, historical, andeconomic issues; values; contexts; and the arts.

Emphasizing inquiry, analysis, and the search for innov ative andcreative solutions based on the active use of knowledge of broadsocial, political, historical, and economic issues; values; contexts;and the arts.


To. ArpAes/mq

Pero. Spos;:AlzatIon Contextusl investigation

Internal I-S IC

C-C

I-I

C-I

External

Collaborative C-S

Nealnwl.wwwmpl


Profcssiona Pmparation Program 2002 SEB, The Unimsity of Michigan Ann Arbor, MI 48109-1259

118


Ponibilities for Integration in Each Cell

Each matrix cell represents different possibilities for integration of academic experiences. In thissection, each cell is defined, a brief description of typical arrangements is given, and some specificexamples are provided.

Cell I-S: Coursework or activities within the professional program, taught byInternal/ faculty prepared in that profession, that focus o:: the specializedSpecialization knowledge base of the profession.

Discussion

Examples

All professional programs have a large core of activities centered inthis cell. These typically are taught by faculty within theprofessional program with preparation and expertise in thatparticular professional field. The liberal arts and sciences do nothave an obvious role in this part of the curriculum.

The engineering student studies Civil Engineering I --Thermodynamics and Materials. Nursing students study PediatricNursing, and Nursing Science I, both taught by nursing faculty.

During field work experiences in social work, students combineconceptual knowledge and technical skills in order to practiceeffectively. Courses are supervised by social work faculty.

Cell E-S: Coursework or activities in fields of study outside the professionalExternal/ program, taught by faculty other than professional program faculty,Specialization focussing on the specialized knowledge base and practice of the

profession.

Discussion This cell encompasses program requirements that are often, but notnecessarily, university-wide requirements. They are oftensuggested electives or courses required by the program. Because ofthe blurred boundaries between the knowledge base or skills of theprofessional field and the external field, traditional competences arecovered in some of these courses although they are outside theprofessional field. Any connections or linkages made to theprofessional field are typically made by students. There may be noattempt by the professional or liberal arts and sciences faculty tomake linkages to the professional field.

Examples A nursing student is advised to take an elective in Child andAdolescent Psychology because it is closely related to nursing'sconceptual knowledge base and practice.

An engineering student is required to take courses in mathematicsand physics.



1.1,9


Cell C-S:

SpecializationCollaborative/ professional program faculty; (2) within the professional program

Coursework or activities: (1) in other fields of study taught by

taught by faculty from other fields of study; or (3) within a mergedprogram structure where two or more fields have united aroundcommon goals, themes, or concepts. These courses focus on thespecialized knowle4ge base and practice of the profession and thecollaborative field.

Discussion It is assumed that the course, the program, or the class will help thestudent draw from both fields. There is explicit discussion about theconcepts and practices as they relate to both fields. Boundary issuesstill may exist in terms of the blurring between the specializedconceptual knowledge base and the skill base of each of thecollaborating fields, how they overlap, and where they intersect.

Examples A pharmacy prolessor teaches a course in pharmacology to nursingstudents.

An English professor teaches a business writing course to businessstudents.

Cell I-C: Coursework or activities within the professional program thatInternal/ emphasize knowledge of broad social, political, historical, orContextual economic issues; values; contexts; and the arts as they apply to the

understanding and practice of the profession.,

Discussion It is assumed the faculty teaching these activities, courses andprograms are versed in relevant liberal arts and science areas inaddition to the professional practice field so that they bring a broadperspective to the coursework or activity. In addition, althoughstudents acquire more knowledge about broader topics and issues,they still obtain the perspective on those topics from the profession'sviewpoint.

Examples The nursing student takes a course entitled, "The Nurse in Society."

The pharmacy student takes a course called, "The Economics ofPharmacy Management."

The education student takes a course entitled, "Public Policy andEducation."

A CONCEPTUAL FRAMEWORK FOR INTEGRATINGLIBERAL AND PROFESSIONM. LEARNING

r.m.y.e.....0...ow..

... Specialization Contxtual Investigation

Internal I-S

E-S

I-C

E-C

C-C

1.1

EI

C-I

....

Extrnal

Collaborative C-S


Professional Preparation Program 201 2 SEB, The University of Michigan Ann Arbor, MI 48109-1259

.12


Cell E-C: Coursework or activities taken in other fields of study thatExternal/ emphasize knowledge of broad social, political, historical, andContextual economic issues; values; contexts; and the arts.

Discussion

Examples

No attempt is made to link the knowledge gained from these classesor courses to the professional field, or vice versa. Linkages must bemade by the students, if at all. This cell contains required generaleducation credits, elective credits.

The business student is required to take 15 general educath... credits.

The nursing student is required to take a music or art history course.

Cell C-C: Coursework or activities: (1) in other fields of study taught byCollaborative/ professional program Iculty; (2) within the professional programContextual taught by faculty from other fields of study; or (3) taken within a

merged or transformed program structure where two or more fieldshave unite4 around common goals, themes, or concepts. Here,knowledge of broad social, political, historical, and economicissues; values; contexts; and the arts, is emphasized as it relates tothe understanding and practice of the collaborating fields.

Discussion One important aspect is input from faculty in both fields into thecourse content and activities. In this type of course activity, thestudents are getting a broad perspective, not only from theperspective of the professional field, but also from the viewpoint ofthe collaboradng field. Interdisciplinary courses or interdisciplinaryprograms are good examples of activities in this cell.

Examples Nursing students take a course on economics of health care, taughtby an economist and a nurse.

Business students take a course in law with other law students.

Communicaticn and sociology students take a basic interdisciplinarycourse entitled, "Interpersonal Relationships in Health Care" taughtby a nursing faculty member.


rovAngAwniy

P.a., Specialization Contextual Investigation

Internal 1-S

ES

1.0

E-C

C-C

I-I

E-I

C-I

External

Collaborative C-S


Professional Preparation Program 2002 5E0, The University of Michigan Ann Arbor, MI 48109-1259

2 1

PLUS.* For Professional Program Faculty

Cell I-I: Coursework or activities taught within the professional program thatInternal/ emphasize inquiry, questioning, analysis, and the seeking ofInvestigation innovative and creative solutions based on the active ust, lf

knowledge of broad social, political, historical, and economicissues; contexts; values; and the arts.

Discussion

Examples

Faculty members teaching these types of courses may haveadvanced education in non-professional fields. The perspectiveoffered in such a course is, however, from the professionalviewpoint.

This cell may include higher-level courses offered within aprofessional field, such as senior seminars, capstone courses, orresearch seminars.

Cell E-I: Coursework or activities taken in other fields of study thatExternal/ emphasize inquiry, questioning, analysis, and the seeking ofInvestigation innovative and creative solutions based on the active use of


Discussion

Examples

The coursework taken outside of the professional field is notformally linked or connected with the professional courses. Anylinkage is usually made by the students.

A professional field requires a minor in a liberal arts field.

A nursing student may choose a minor in psychology or sociology.

A teacher preparation program requires a major in another field andoffers a minor in educadon.

A senior business student takes a course, "Senior Seminar inPsychology."

A CONCEPTUAL FRAMEWORK FOR INTEGRATINGLIBERAL AND PROFESSIONAL LEARNING.

TNCIWOM.r11MONIS.

Specialization Contextual Investigation

Internal I.S

ES

I-C

E-C

C-C

I-I

E-I

C-I

External

Collaborative C.S


Professional Preparation Program 2002 SEB, The University a Miougan Ann Arbor. MI 48109-1259

122


Cell C-1: Coursework or activities taken: (I) in other fields of study taught byCollaborative/ professional program faculty; (2) taught within the professionalInvestigation program by faculty from other fields of study; or (3) taught within a

merged or transformed program structure where two or more fieldshave united around common goals, themes, or concepts.Emphasized here is a spirit of inquiry, questioning, analysis, and theseeking of innovative and creative solutions based on the active useof knowledge of broad social, political, historical, and economicissues; contexts; values; and the arts, as it relates to theunderstanding and practice of the collaborating fields.

Discussion The linkages between the collaborating fields are made by the facultyas well as the students. These courses are at a more advanced levelthan basic courses and reflect a collaborative approach toinvestigating different issues.

Examples Students in nursing, pharmacy and economics may be required totake course entitled, "Analysis of Reimbursement Issues in HealthCare."

A CONCEPTUAL FRAMEWORK FOR INTEGRATINGLIBERAL AND PROFESSIONAL. LEARNING

urun...ir -4.Specialization Contextual Investigation

Internal I-S

E-S

I-C

E-C

C-C

I-I

E-I

C-I

External

Collaborative C-S

kEnd of Part IV)


i - - 1.23

PLUSS: For Professicmal Program Faculty

PART III

Adequacy of Program Discussions

Purpose: This part of PLUSS stimulates thinking about how frequently certain issues ofintegrating liberal and professional study are discussed in your program.

Directions: Below is a list of "liberal/professional education outcomes" and some other relateditems. Use the scale on the left to indicate the extent to which you believe each of the topics hasbeen discussed in your professional program in the last two years.

Use the scale on the right to indicate the extent to which you believe the item merits more dis-cussion.

EXTENT OF DISCUSSION HOW MUCH DISCUSSIONIN LAST TWO YEARS IS NEEDED?

LIBERAL/PROFESSIONALOUTCOMES

1. The graduate can read, write,speak, and listen and usethese processes effectively toacquire, develop, and conveyideas and information.

2. The graduate understands thesocietal context (environment)in which the profession ispracticed.

3. The graduate acknowledgesand is concerned for improvingthe knowledge, skills, andvalues of the profession.


5. The graduate anticipates,adapts to, and promoteschanges important to theprofession's purpose and theprofessional's role.

None Some Much Less About theSame

More

1 2 3 1 2 I

1 2 3 1 2 3

1 2 3 1 2 3

1 2 3 1 -) 3

1 2 3 1 2 3



1.2 4



None Some Much Less About the MoreSame

6. The gaduate recognizes theneed to increase knowledge 1 2 3 1 2 3and advance the professionthrough systematic, cumulativeresearch on problems oftheory and practice.

7. The graduate continues toexplore and expand personal, 1 2 3 1 2 3civic, and professional know-ledge and skills throughout alifetime.

8. The graduate examines issuesrationally, logically, andcoherently. 1 2 3 1 2 3

9. The graduate exhibits thecapacity to contribute as a 1 2 3 1 2 3productive member of theprofession and to assumeleadership roles as appropriatein the profession and society.

10. The graduate has enhancedaesthetic awareness of arts and 1 2 3 1 2 3human behavior for bothpersonal enrichment andapplication in enhancement ofthe profession.

11. The balance of theory andpractice to be included in the 1 2 3 1 2 3program.

12. The function and nature ofpractica or field experiences.

13. The content of the professionalknowledge base.

14. The content of foundationalstudies in fields on which theprofessional knowledge basebuilds.

1 2 3 1 2 3

1 2 3 1 2 3

1 2 3 1 2 3



125


EXTENT OF DISCUSSIONIN LAST TWO YEARS

None Some Much I

HOW MUCH DISCUSSIONIS NEEDED?

Less About the MoreSame

15. The content of supportingstudies in liberal or generaleducation.

1 2 3 1 2 3

16. Integrating foundationalstudies with professionalcoursework.

1 2 3 1 2 3

17. Integrating liberal or generalstudies with professionalcoursework.

1 2 3 1 2 3

18. Courses within a professionalprogram that emphasizeinquiry, analysis, and thesearch for innovative solutionsto problems.

1 2 3 1 2 3

19. Courses outside of aprofessional program thatemphasize inquiry, analysis,and the search for innovativesolutions to problems.

1 2 3 1 2 3

OMER OUTCOMES OR DISCUSSIONS:

20.1 2 3 1 2 3

21.1 2 3 1 2 3

22.2 3 1 2 3



126



None Some Much



23.

1 2 3 1 2 3

24.1 2 3 1 2 3

25.1 2 3 1 2 3

(End of Part III)

Professional Prcparation Program 2002 SEB, The University of Michigan Ann Arbor, MI 48109-1259

127-

...


PART II

Identifying Existing Educational Activities That Achieve Outcomes

Purpose: To expand your discussion of the emphasis currently placed on each liberal/professional outcome in your program, it is useful toidentify specific activities the faculty believe are intended to achieve the outcome. This exercise may reveal relatively unknown activities. It mayalso pmvide a basis for discussion of activities that need clarification. If a parallel response is obtained from liberal education faculty, somecommon interests and activities may be identified.

Directic.7.3. For each of the "liberal/professional education outcomes," please describe briefly the educational activities in each category thatyou believe help students in your program achieve the outcome. Some typical categories of formal and infermal educational activities areprovided. The matrix below is, of coursc, only a guide. You may wish to provide separate sheets or discussions for each cell in the matrix or toomit cells that are not relevant.

-


Coursework inProfessional

Program

CourseworkOutdde ofProfessionalProgram

I

1 Communityor FieldExperiences

Practicum,Internship,or ClinicalAssignment

OtherActivities

HELPFUL ACTIVITIES

1. The graduate can read, write,speak, and listen and use theseprocesses effectively to acquire,develop, and convey ideas andinformation.


.128Professional Preparation Program 2002 SEB, The University of Michigan Ann Arbor, MI 48109-1259


188



Coursework inProfessionalProgram

CourseworkOutside ofProfessionalProgram

I

ICommunityor FieldExperience,:

JPracticum,

IInternship,or ClinicalAssignment

OtherActivities

HELPFUL AC:IVITIES




6.

0

The graduate recognizes theneed to increase knowledge andadvance the profession throughsystematic, cumulative researchon problems of theory andpractice. 131

7. The graduate continues to exploreand expand personal, civic,and professional knowledge andsldlls throughout a lifetime.

8. The graduate examines issuesrationally, logically, andcoherently.

9. The graduate exhibits the capacityto contribute as a productivemember of the profession andto assume leadership roles asappropriate in the pmfession andsociety.

10. The graduate has enhancedaesthetic awareness of arts andhuman behavior for both par maienrichment and application itenhancement of the profession.

132

(Continue on back for local outcomes)


.133

PLUSS: For Professional Program Facuhy




Communityor FieldExperiences


OtherActivities

HELPFUL ACTIVITIES

11.

12.

13.

14,

15.

16.

1.34

(End of Part II)


135

il=11.1

PART I

1PLUSS: For Professional Program Faculty

Survey of Importance of Liberal/Professional Outcomes

Purpose: (1) To ascertain which outcomes faculty members in professional programs believeare most important for their students,

(2) To estimate the degree of emphasis faculty members believe the programcurrently places on these outcomes.

Using results from the parallel survey for liberal studies faculty, it is possible to compare anddiscuss two perspectives on the importance of the outcomes. Other versions of the instrument mayalso be used to compare the extent to which faculty, current students, and recent graduates believethe outcomes are emphasized.

Survey responses may be tallied and discussed in a manner convenient to the cooperatingprofessional and liberal studies programs.

Directions: For each item listed below, circle the number that indicates the ideal amount ofemphasis that you believe your program should place on each outcome. Then circle a secondnumber to indicate the actual amount of emphasis currently placed on the outcome.

1. IDEAL: How much emphasis do you believe ideally should be plactd on each outcomewhen preparing undergraduate students in your professional field? That is, how importantis it that graduates who accept their first professional position possess each competence orquality listed below.

2. OUR PROGRAM: How much erriol-asis do you believe each outcome actually receivesin your professional program?

PROFESSIONAL COMPETENCES

1. The :yaduate understands the body ofknowledge basic to practice of theprofession: the theoretical base or theprofessional knowledge base.

2. The graduate can perform the fundamentalskills or tasks required in professionalpractice.

EMPHASIS ON OUTCOMENo

EmphasisHeavy

Emjc

IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7



138

3. The graduate can integrate theory andpractice, that is, select the knowledge andsldlls applicable to a particular professionalwork setting or problem.

4. The graduate not only meets basic standardsfor entrance into the profession but is acompetitive applicant for a beginningposition.

LIBERAL/PROFESSIONAL OUTCOMES

5. The graduate can read, write, speak, andlisten and use these processes effectivelyto acquire, develop, and convey ideasand information.

6. The graduate understands the societalcontext (environment) in which theprofession is practiced.

7. The graduate acknowledges aim is con-cerned for improving the knowledge,skills, and values of the profession.

8. The graduate understands and accepts theethics of the profession as standards thatguide professional behavior.

9. The graduate anticipates, adapts to, andpromotes changes important to theprofession's purpose and the professional'srole.

10. The graduate recognizes the need to increaseloowledge and advance the professionthrough systematic, cumulative research onproblems of theory and practice.


EMPHASIS ON OUTCOMENo Heavy

Emphasis Emphasis

IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 A 5 6 7

IDEAL: 1 2 3 4 5 6 7

OUR

PROGRt-M: 1 2 3 4 5 6 7

IDEAL 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

IDEAL: 1 / 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

Continued on next page)


137



Em hasis Em hasis

11. The graduate continues to explore andexpand personal, civic, and professionalknowledge and skills throughout a lifetime

IDEAL

OUR

1 2 3 4 5 6 7

PROGRAM: 1 2 3 4 5 6 7

12. The graduate examines issues rationally,logically, and coherently.

IDEAL 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

13. The graduatefnchibits the capacity to con-tribute as a productive member of theprofession and to assume leadership roles

IDEAL:

OUR

1 2 3 4 5 6 7

as appropriate in the profession and society PRCIRAM: 1 2 3 4 5 6 7

14. The graduate has enhanced aesthefieawareness of arts and human behavior forboth personal enrichment and application in

IDEAL:

OUR

1 2 3 4 5 6 7

enhancement of the profession. PROGRAM: 1 2 3 4 5 6 7

LMPORTANT LOCAL PROGRAMOUTCOMES

15. IDEAL 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

16. IDEAL 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

17. IDEAL 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7(Continued on next page)


i38



Em hasis Emphasis

18. EAL 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

19. IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

20. IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

(End of Part I)

Professional Preparation Program 2002 SEB, The University of Michigan Ann Arbor, MI 48109.1259

139

PLUSS: Outcome Definitions

Outcomes Important to Educators inEight Undergraduate Professional Fields*

PLUSS stimulates discussions about integrating liberal and professional study by posing for considerationa set of potentially important student outcomes.

The particular set of liberal/professional outcomes included in PLUSS was originally derived fromliterafgre in professional E:1s. Next, faculty members in professional programs nationally were surveyedand rated these outcomes as very important for their graduate§ to achieve. Subsequently, the set wasexpanded, refined, and field-tested during 1986 by pairs of professional program and liberal arts facultyfrom several colleges and universities. For easy reference, these outcomes are provided in this insert.

PLUSS is based on two sets of broad student outcomes:


Liberal/ProfessionalEducation Outcomes

Outcomes frequently considered primary goals of professional preparationin college.

Outcomes encompassing goals of liberal education but phrased in termsespecially relevant to graduates who prepare for professional positions.

The two sets of outcomes can be viewed as overlapping realms (see figure below). Th e _

liberal/professional outcomes LApress common goals for students endorsed by both professional andliberal educators. Because most colleges and professional programs may fmd that some desired outcomesare not covered in this list, PLUSS provides space to add other locally valued outcomes.

SocietalContext


Pro fessionalContext

Liberal/ProfessionalEducationOutcomes




140

ConceptualCompetence

TechnicalCompetence

IntegrativeCompetence

CareerMarketability

PLUSS: Ouicome Definitions


'Traditional Professional Outcomes

The graduate understands the theoretical foundations of the profession.

The graduate can perform skills required of the professional.

The graduate can integrate theory and skills in the practice setting.

The graduate has superior employment opportunities because of acquiredtraining.

Professional Outcomes in Common with Liberal Education

Communication The graduate can read, write, speak, and listen effectively to acquire,Competence develop, and convey ideas and information.

Reading, writing, speaking, and listening are skills essential to professionalpractice and to continued professional growth as well as to informedcitizenry and continued personal growth.

Critical Thinking The graduate examines issues rationally, logically, and coherently.

Although critical thinking is a universally desired educational outcome,professionals particularly need a repertoire of thinking strategies that willenable them to acquire, evaluate, and perhaps produce information andknowledge. Since much professional practice is problematical, studentsneed to develop analytical skills to make decisions in both familiar andJitfamiliar circumstances.

ContextualCompetence

The graduate understands the societal context (environment) in which theprofession is practiced.

The capability to adopt multiple perspectives allows the graduate tocomprehend the complex interdependence between the profession andsociety. An enlarged understanding of the world and the ability to makejudgments in light of historical, social, economic, scientific, and politicalrealities is demanded of the professional as well as the citizen.


*Architecture, business administration, education, engineering, journalism, nursing, pharmacy, social work

Professional Preparation Program 2002 SE/3, The University of Michigan Ann Arbor, MI 48109-1259

Aesthetic Sensibility


The graduate will have an enhanced aesthetic awareness of the arts andhuman behavior for both personal enrichment and application inenhancement of the profession.

Sensitivity to relationships among the arts, the natural environment, andhuman concerns epitomizes aesthetic awareness. Through learning toapproach life as an aesthetic experience and by viewing work as an act ofaesthetic judgment, professionals can more effectively assess andunderstand the world and their roles within it.

Professional Identity The graduate acknowledges and is concerned with improving theknowledge, skills, and values of the profession.

Professional identity both parallels and supplements the liberal educationgoal of developing a sense of personal identity. The sense of personalworth and self-confidence that develops from experiencing success inprofessional practice, often including contributing or altruistic relationshipswith clients, is an effective vehicle for gaining a sense of one's place in theworld as an individual and citizen.

Professional Ethics The graduate understands and accepts the ethics of the profession asstandards that guide professional behavior.

Liberally educated individuals are expected to have developed value systemsand ethical standards that guide their behavior. Since in every fieldprofessionals face choices and responsibility in the process of makingdecisions with full understanding of their consequences, the study of ethicsprovides a context for developing professional ethics.

Adaptive Competence The graduate anticipates, adapts to, and promotes changes important to theprofession's societal puipose and the professional's role.

A liberally educated person has an enhanced capacity to adapt and toanticipate changes in society. Since professional practice is not static,adaptability can be fostered by promoting the need to detect and respond tochanges and make innovations in professional practice.

Leadership Capacity The graduate exhibits the capacity to contribute as a productive member ofthe profession and to assume leadership roles as appropriate in theprofession and society.

All education carries with it the responsibility of developing leadershipcapacity. This is particularly true for professional education where theproblem-decision-action cycle may have broad environmental, social, andindividual ramifications. Not only does leadership imply both functionaland status obligations, it requires the intelligent, humane application ofknowledge and skills.

(Continued on nex: page)

Professional Prcparation Program 2002 SEB, The University of Michigan Ann Arbor, MI 481091259

142

Scholarly Concernfor Improvement

Motivation forContinued Learning


The graduate recognizes the need to increase knowledge and advance theprofession through systematic, cumulative research on problems of theoryand practice.

The heart of the intellectual process is attention to a spirit of inquiry, criticalanalysis, or logical thinking. Although many critical analysis skills aredeveloped as theory and practice are integrated, the professional curriculumcan be specially designed to foster among graduates an obligation toparticipate in inquiry, research, and improvement of the profession.

The graduate continues to explore and expand personal, civic, andprofessional knowledge and skills throughout a lifetime.

A truly educated person will wish to continue learning throughout life. Inprofessional education, substantial emphasis can be placed on fosteringindividual responsibility for continued professional growth.

Important Local Program Outcomes

Different colleges may hold unique outcomes for their graduates. Extra spaces in PLUSS provide anopportunity for you to state six additional outcomes.

Outcome Definition

(End of Outcome Definitions)

Professional Prcparation Program 2002 SEB, The University of Michigan Ann Arbor, MI 48109.1259

143

Version BLiberalS tudiesFaculty



A self-study guide for undergraduate program faculty who arediscussing how to integrate liberal education goals with

professional students' experiences

The Professional Preparation ProjectThe University of Michigan

omes=wemmisemcz:p

CENTER FOR THE STUDY OF HIGHER AND POSTSECONDARY EDUCATIONRoom 2002, School of Education

The University of MichiganAnn Arbor, Michigan 48109-1259

(313) 764-5522

Form 040087 Rev. 5/11/88 14 4


GENERAL INFORMATION

Purpose of PLUSS

The Professional/Liberal Undergraduate Self-Study (PLUS S) helps stimulate discussion withinundergraduate professional programs planning to integrate liberal education goals in their students'experiences. PLUSS also provides an organizing framework for professional and liberal studiesfaculty to identify and mutually resolve issues related to such integration.


Typically, a decision to use PLUS S as a stimulus to discussion will be r de by a particularundergraduate professional program (e.g., nursing, business, architecture). This program willthen invite other faculty members concerned with liberal education to join their discussions.

Versions of PLUSS

PLUSS has separate versions for (1) professional program faculty, (2) liberal studies faculty, (3)professional program students, and (4) recent graduates of professional programs. Although partsof each version are in survey form, the responses should be collected informally to stimulatediscussion within and between campus groups. The available sections of each version are given inthe chart below. Within each version, the sections may be used in any combination.

Sections of PLUSS

Users of PLUSS


GraduatesI. Survey of Important Liberal/Professional Outcomes

II. Identifying Existing Educational Activities ThatAchieve Outcomes

III. Adequacy of Program DiscussionsIV. Collaboration/Integration Matrix and Discussion GuideV. Indicators of Professional/ Liberal Integration

VI. Supports and Barriers Discussion Guide

Development and field testing of PLUSS was supported by the Fund for the Improvement of PostsecondaryEducation and The University of Michigan through the Liberal Outcomes of Professional Stu2.y Project.Related background information and assistance in using PLUSS may be obtained from the ProfessionalPreparation Project.


`i .n7 fz4.12



PLUSS stimulates discussions about integrating liberal and professional study by posing fur comiderationa set of potentially important student outcomes.

The particular set of liberal/professional outcome.. included in PLUSS was originally derived fromliterature in professional fields. Next, faculty members in professional programs nationally were surveyedand rated these outcomes as very important for their graduates to achieve. Subsequently, the set wasexpanded, refined, and field-tested during 1986 by pairs of professional program and liberal arts facultyfrom several colleges and universities. For easy reference, these outcomes are provided in this insert.






The two sets of outcomes can be viewed as overlapping realms (see figure below). Th eliberal/professional outcomes express common goals for students endorsed by both professional andliberal educators. Because most colleges and professional programs may find that some desired oatcomesare not covered in this list, PLUSS provides space to add other locally valued outcomes.

SocietalContext


ProfessionalContext


TraditionalProfessionalComp Jtence



146

1


TechnicalCompetence


CareerMarketability



Traditional Professional Outcomes






CommunicationCompetence

Critical Thinking


The graduate can read, write, speak, and listen effectively to acquire,develop, and convey ideas and information.

Reading, writing, speaking, and listening are skills essential to professionalpractice and to continued professional growth as well as to informedcitizenry and continued personal growth.

The graduate examines issues rationally, logically, and coherently.

Although critical thinking is a universally desired educational outcome,professionals particularly need a repertoire of thinking strategies that willenable them to acquire, evaluate, and perhaps produce information andknowledge. Since much professional practice is problematical, studentsneed to develop analytical skills to make decisions in both familiar andunfamiliar circumstances.






" A47




Sensitivity to relationsl ;ps among the arts, the natural environment, andhuman concerns epitomizes aesthetic awareness. Through learning toapproach life as an aesthetic experience and by viewing work as an act ofaesthetic judgment, professionals can more effectively assess andunderstand the world and their roles within it.




Liberally educated individuals are expected to have developed value systemsand ethical standards that guide their behavior. Since in every fieldprofessionals face choices and responsibility in the process of makingdecisions with full understanding of their consequeues, the study of ethicsprovides a context for developing professional ethics.

Adaptive Competence The graduate anticipates, adapts to, and promotes changes important to theprofession's societal purpose and the professional's role.






; 148_.asmomasmareacemossam:L.










Outcome Definition



3.49

PLUSS: For Liberal Studies Faculty

PART I


Purpose: (1) To ascertain which outcomes faculty members in liberal arts and sciencesbelieve are most important for professional program students,

(2) To estimate the degree of emphasis faculty members in liberal arts and sciencesbelieve the professional program currently places on these outcomes.

Using results from the parallel survey for professional program faculty, it is possible to compareand discuss two perspectives on the importance of the outcomes. Other versions of the instrumentnry also be used to compare the extent to which faculty, current students, and recent graduatesbelieve the outcomes am emphasized.

Survey responses may be tallied and discussed in a manner convenient to the cooperatingprofessional and liberal studies programs.

Directions: For each item listed below, circle the number that indicates the ideal amount ofemphasis that you believe the professional program should place on each outcome. Then circle asecond number to indicate the actual amount of emphasis you believe that professional programcurrently places on the outcome.

1. IDEAL: How much emphasis do you, as a liberal arts faculty member, believe ideallyshould be placed on each outcome when preparing undergraduate students in theprofessional field that has asked your cooperation in completing this survey? That is, howimportant is it that graduates who accept their first professional position possess eachcompetence or quality listed below?

2. OUR PROGRAM: How much emphasis do you believe each outcom ac' tally receivesin the relevant local professional program?


1. The graduate understands the body ofImowledge basic to practice of theprofession: the theoretical base or theprofessional knowledge base.


EMPHASIS 0/s, OUTCOMENo Heavy

Em hasis Emphasis

MEAL 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7


5/11/88Professional Preparation Program 2002 SE13, The University of Michigan Ann Arbor, MI 48109-1259

150

3. The graduate can integrate theory andpractice, that is, select the knowledge andskills applicable to a particulaf professionalwork setting or problem.

4. The graduate not only meets basic standardsfor entrance into the profession but is acompetitive applicant for a beginningposition.




7. The graduate acknowledges and is con-cerned for improving the knowledge,skills, and values of the profession.



10. The graduate, recognizes the need to increaseknowledge and advance the professionthrough systematic, cumulative research onproblems of theory and practice.





Emphasis Em hasis

IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

IDEAL: 1 2 3 4 5 6 7

GUR

PROGRAM: 1 2 3 4 5 6 7

IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

MEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 .7

15-1. 1



Em hasis Emphasis

11. The graduate continues to explore andexpand personal, civic, and professionalknowledge and skills throughout a lifetime

IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7


IDEAL: 1 2 3 4 5 6 7

OURPROGRAM: 1 2 3 4 5 6 7

13. The graduate exhibits the capacity to con-tribute as a productive member of theprofession and to assume leadership roles

HEAL:

OUR

1 2 3 4 5 6 7

as appropriate in the profession and society PROGRAM: 1 2 3 4 S 6 7

14. The graduate has enhanced aestheticawareness of arts and human behavior forboth personal enrichment and application in

mEAL:

OUR

1 2 3 4 5 6 7


IMPORTANT LOCAL PROGRAMOUTCOMES

15. IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

16. IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

17. IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7


Professional Preparation Program 2002 SPB, The University of Michigan Ann Arbor, MI 48109-1259

152

18.

19.

20.



Em hasis Em hasis

1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

1 2 3 4 5 6 7

ORPROGRAM: 1 2 3 4 5 6 7

IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

(End of Part I)

Professional Preparation Program 2002 SEB, The Univershy of Michigan Ann Arbor, MI 48109-1259

_I. 5 3


PART II


Purpose: To expand your discussion of the emphasis currently placed on each liberal/professional outcome on your _ampus, it is useful to identifyspecific activities that faculty believe are intended to achieve the outcome. This exercise may reveal relatively unknown activities in buth professionalprograms and supporting liberal arts fields.. It may also provide a basis for discussion of activities that need clarification.

Directions: For each of the "liberal/professional education outcomes," please describe briefly the educational activities in each category that youbelieve help undergraduate students on your campus achieve the outcome. Some typical categories of formal and informal educational acti), ides areprovided. The matrix below is only a guide.. You may wish to provide separate sheets or discussions for each cell in the matrix or to omit cells thatare not relevant.

LIBERALRROFES SIONALOUTCOMES

Coursework inProfessional

Program

CourseworkOutside of I

ProfessionalProgram



OtherActivities

HELPFUL ACTIVITIESI



-1 54Professional Preparation Program 2002 SEB, The University of Michigan Ann Arbor, MI 48109-1259


.1 5 51 1 / 8 8




CotiiseworkOutside ofProfessionalProgram



OtherActivities

HELPFUL AC TIVITIES




6. The graduate recognizes theneed to increase knowledge andadvance the profession throughsystematic, cumulative researchon problems of theory andpractice.

156 ;



9. The graduate exhibits the capacityto contribute as a productivemember of the profession andto assume leadership roles asappropriate in the profession andsociety.

10. The graduate has enhancedaesthetic awareness of arts andhuman behavior for both personalenrichment and application inenhancement of the profession.

158

(Continue on backfor local outcomes)

Professional Preparation Program 2002 SEB, The University of Michigan Ann Arbor, MI 48109-1259ri(.1t

PLUSS: For liberal Studies Facuhy



CourseworkOutside ofProfessionalPcogram



OtherActivities

HELPFUL ACTIVITIES ,

11.

12.

13.

14.

15.

16.

-. /60 Professional Preparation Program 2002 SEB, The University of Michigan Anti Arbor, MI 48109-1259

(End of Part II) -

/ El


PART III

Adequacy of Program Discussions

Purpose: This part of PLUSS stimulates thinking about how frequently certain issues ofintegrating liberal and professional study are discussed in your program.

Directions: Below is a list of "liberal/professional education outcomes" and some other relateditems. Use the scale on the left to indicate the extent to which you believe each of the topics hasbeen discussed in your professional program in the last two years.

Use the scale on the right to indicate the extent to which you believe the item merits more discussion.


LIBERALRROFESSIONALOUTCOMES

1. The graduate can read, write,speak, and listen and usethese processes effectively toacquire, develop, and conveyideas and information.


3. The graduate acknowledgesand is concerned for improvingthe knowledge, skills, andvalues of the profession.

4. The graduate understan,...7 andaccepts the ethics of the pro-fession as standards that guideprofessional behavior.

5. The graduate anticipates,adapts to, and promoteschanges important to theprofession's purpose and theprofessional's role.

None Some Much Less About theSame

More

1 2 3 1 2 3

1 2 3 1 2 3

1 2 3 1 2 3

1 2 3 1 2 3

1 2 3 1 2 3



4 62

6. The graduate recognizes theneed to increase knowledgeand advance the professionthrough systematic, cumulativeresearch on problems oftheory and practice.

7. The graduate continues toexploit and expand personal,civic, and professional know-ledge and skills throughout alifetime.


9. The graduate exhibits thecapacity to contribute as aproductive member of theprofession and to assumeleadership roles as appropriatein the profession and society.

10. The graduate has enhancedaesthetic awareness of arts andhuman behavior for bothpersonal enrichment andapplication in enhancement ofthe profession.

11. The balance of theory andpractice to be included in theprogram.

12. The function and Intuit ofpractica or field experiences.

13. The content of the professionalknowledge base.

14. The content of foundationalstudies in fields on which theprofessional knowledge basebuilds.

PLUSS: For Liberal Studies Facidty


None Some Much



1 2 3 1 2 3

1 2 3 1 2 3

1 2 3 1 2 3

1 2 3 11 2 3

1 2 3 1 2 3

1 2 3 1 2 3

1 2 3 1 2 3

1 2 3 1 2 3

1 2 3 1 2 3


Professional Preparation Program 2002 5E13, The University of Michigan Ann Arbor, MI 48109-1259

_63.

PLUSS: For liber4 Studies Faculty


None Some Much



15. The content of supportingstudies in liberal or generaleducation.

1 2 3 1 2 3

16. Integrating foundationalstudies with professionalcoursework.

1 2 3 1 2 3

17. Integrating liberal or generalstudies with professionalcoursework.

1 2 3 1 2 3

18. Courses within a professionalprogram that emphasizeinquiry, analysis, and thesearch for innovative solutionsto problems.

1 2 3 1 2 3

19. Courses outside of aprofessional program thatemphasize inquiry, analysis,and the search for innovativesolutions to problems.

1 2 3 1 2 3

OTHER OUTCOMES OR DISCUSSIONS:

20.1 2 3 1 2 3

21.1 2 3 1 2 3

22.1 2 3 1 2 3



. , .6 4


EXTENT OF DISCUSSIONU1 LAST TWO YEARS

None Some Much



23.

1 2 3 1 2 3

24.

1 2 3 1 2 3

25.

1 2 3 1 2 3

(End of Part III)

Professional Preparation Program 2002 SEB, The university of Michigan Ann Arbor, MI 48109-1259


PART IV

Collaboration/Integration Matrixand Discussion Guide

Purpose: Professional and liberal studies faculty could integrate their efforts to help professionalstudents achieve liberal education outcomes in many ways. The matrix presented below isdesigned to foster consideration of new modes for coll.noradon among you and your colleagues.By using it in a group discussion setting you can develop answers to the question: "What are themost appropriate types of integration to help students achieve specific important outcomes?"

Directions: Typically, the group already will have used PLUSS, Part I (Survey of Importance ofLiberal/Professional Outcomes) to identify important outcomes on which this discussion shouldfocus. Nevertheless, you may wish to have on hand the sheet of Outcome Definitionsprovided in the PLUSS packet, including locally important Outcome statements.

Note that the matrix has nine cells dermed by three types of coursework structures and three typesof learning emphases. Read the "Definition of Matrix Rows and Columns" (page 2) to becomefamiliar with the dimensions of the collaborationfmtegration matrix. Note that the possibilitiesrepresented range from loose collaboration to fully integrated academic programs. Next, identifyan important student outcome and then use the definitions and examples of cells in the matrix(pages 3-7) to consider the various integrative possibilities suggested. Then discuss with yourcolleagues the cells that represent appropriate and feasible ways of integrating educationalexperiences in your setting.

Since different cells represent appropriate possibilities for different outcomes and for differenttypes of programs, each discussion will be unique. The success of using the matrix will dependupon advance planning by the discussion leader who should be familiar with the matrix as well asthe faculty group.

Following initial discussion, you may want to continue them over several weeks by concentratingon one or two outcomes or cells during a single meeting. Alternatively, subcommittees could beformed to discuss and report their deliberations about a particular part of the matrix. The nextseveral pages describe the matrix in detail.


m.n.v.s....9.ve,...

AV.. Specialization Contxtual Investigation

Internal 1-3

E-S

1-C

r

E-C

C-C

1-1

E I

C-1

External

Collaborative C-S




Definition of Matrix Rows and Columns

The rows in the matrix describe structures for coursework or activities establishul between fiedsas follows:

Internal Coursework or activities that occur within the professional program.

External

Collaborative

Coursework or activities that occur in fields of study outside of theprofessional program, taught by faculty in other fields.

Coursework or activities (1) taken in other fields but taught byprofessional program faculty; (2) taken within professional programbut taught by faculty from other fields; or (3) taken within a mergedor transformed program structure, where two or more fields haveunited around common goals, themes, or concepts.

The columns in the matrix describe teaching and learning emphases within a field of study asfollows:

Specialization

Contextual

Investigation

Emphasizing the specialized conceptual, technical, and integrativepractice components of study in a particular field.

Emphasizing knowledge of broad social, political, historical, andeconomic issues; values; contexts; and the arts.

Emphasizing inquiry, analysis, and the search for innovative andcreative solutions based on the active use of knowledge of broadsocial, political, historical, and economic issues; values; contexts;and the arts.

A CONCEPTUAL FRAMEWORK FOR INTEGRATINGUSERAL AND PROFESSIONAL LEARNING

limeNgAanwq

"won Specialization Contxtual invstliallon

intrnal I.S

ES

I-C

E-C

C-C

I-1

E-I

C-I

External

Collztorative

1

C-3


Professional Preparation Program 2002 SEB, Thc University of Michigan Ann Aibor, MI 48109-1259

67

?LUSS: For Liberal Studies Faculty

Possibilities for Integration in Each Cell

Each matrix cell represents different possibilities for integration of academic experiences. In thissection, each cell is defined, a brief description of typical arrangements is given, and some specificexamples are provided.

Cell I-S: Coursework or activities within the professional program, taught byInternal/ faculty prepared in that profession, that focus on the specializedSpecialization knowledge base of the profession.

Discussion

Examples

All professional programs have a large core of activities centered inthis cell. These typically are taught by faculty within theprofessional program with preparaticn and expertise in thatparticular professional field. The liberal arts and sciences do nothave an obvious role in this part of the curriculum.

The engineering student studies Civil Engineering I --Thermodynamics and Materials. Nursing students study PediatricNursing, and Nursing Science I, both taught by nursing faculty.

During field work experiences in social work, students combineconceptual knowledge and technical skills in order to practiceeffectively. Courses are supervised by social work faculty.

Cell E-S: Coursework or activities in fields of study outside the professionalExternal/ program, taught by faculty other than professional program faculty,Specialization focussing on the specialized knowledge base and practice of the

profession.

Discussion This cell encompasses program requirements that are often, but notnt,cessarily, university-wide requirements. They are oftensuggested electives or courses required by the program. Because ofthe blurred boundaries between the knowledge base nr skills of theprofessional field and the external field, traditional competences arecovered in some of these courses although they are outside theprofessional field. Any connections or linkages made to theprofessional field are typically made by students. There may be noattempt by the professional or liberal arts and sciences faculty tomake linkages to the professional field.

Examples A nursing student is advised to take an elective in Child andAdolescent Psychology because it is closely related to nursing'sconceptual knowledge base and practice.

An engineering student is required to take courses in mathematicsand physics.



PLUSS: For liberal Studies Faculty

Cell C-S: Coursework or activities: (1) in other fields of study taught byCollaborative/ professional program faculty; (2) within the professional programSpecialization taught by faculty from other fields of study; or (3) within a merged

program structure where two or more fields have united aroundcommon goals, themes, or concepts. These courses focus on thespecialized knowledge base and practice of the profession and thecollaborative field.

Discussion It is assumed that the course, the program, or the class will help thestudent draw from both fields. There is explicit discussion about theconcepts and practices as they relate to both fields. Boundary issuesstill may exist in terms of the blurring between the specializedconceptual knowledge base and the skill base of each of thecollaborating fields, how they overlap, and where they intersect.

Examples A pharmacy professor teaches a course in pharmacology to nursingstudents.

An English professor teaches a business writing course to businessstudents.

Cell I-C: Coursework or activities within the professional program thatInternal/ emphasize knowledge of broad social, political, historical, orContextual economic issues; values; contexts; and the arts as they apply to the

understanding and practice of the profession.,

Discussion It is assumed the faculty teaching these activities, courses andprograms are versed in relevant liberal arts and science areas inaddition to the professional practice field so that they bring a broadperspective to the coursework ^r activity. In addition, althoughstudents acquire more knowledge about broader topics and issues,they still obtain the perspective on those topics from the profession'sviewpoint.

Examples .The nursing student takes a course entitled, "The Nurse in Society."

The pharmacy student takes a course called, "The Economics ofPharmacy Management."

The education student takes a course entitled, "Public Policy andEducation."


soarneton.my0001105

r.cen.iSpecialization Contxtual investigation

Interne! 1.S

E;S

I-C

E-C

C-C

I-1

E-1

C-I

External

Collaborative C-S (Continued on next page)



Cell E-C: Coursework or activities taken in other fields of study thatExternal/ emphasize knowledge of broad social, political, historical, andContextual economic issues; values; contexts; and the arts.

Discussion No attempt is made to link the knowledge gained from these classesor courses to the professional field, or vice versa. Linkages must bemade by the students, if at all. This cell contains required generaleducation credits, elective credits.

Examples The business student is required to take 15 general education credits.

The nursing student is required to take a music or art history course.

Cell C-C: Coursework or activities: (1) in other fields of study taught byCollaborative/ professional program faculty; (2) within the professional programContextual taught by faculty from other fields of study; or (3) taken within a

merged or transformed program structure where two or more fieldshavo united around common goals, themes, or concepts. Here,knowledge of broad social, political, historical, and economicissues; values; contexts; and the arts, is emphasized as it relates tothe understanding and practice of the collaborating fields.

Discussion One important aspect is input from faculty in both fields into thecourse content and activities. In this type of course activity, thestudents are getting a broad perspective, not only from theperspective of the professional field, but also from the viewpoint ofthe collaborating field. Interdisciplinary courses or interdisciplinaryprograms are good examples of activities in this cell.

Examples Nursing students take a course on economics of health care, taughtby an economist and a nurse.

Business students take a course in law with other law students.

Communication and sociology students take a basic interdisciplinarycourse entitled, "Interpersonal Relationships in Health Care" taughtby a nursing faculty member.


Tuan OwnalpMr0.11.0

Pfcga,MAIM*

Specialization Contextual Investigation

Internal IS

E-S

I-C

rEC

C-C

I-1

E-I

C-I

External

Collaborative C-S



PLUSS: For Liberal Studies Facuhy

Cell I-I: Coursework or activities taught within the professional program thatInternal/ emphasize inquiry, questioning, analysis, and the seeking ofInvestigation innovative and creative solutions based on the active use of


Discussion

Examples

Faculty members teaching these types of courses may haveadvanced education in non-professional fields. The perspectiveoffered in such a course is, however, from the professionalviewpoint.

This cell may include higher-level courses offered within aprofessional field, such as senior seminars, capstone courses, orresearch seminars.

Cell E-I: Coursework or activities taken in other fields of study thatExternal/ emphasize inquiry, questioning, analysis, and the seeking ofInvestigation innovative and creative solutions based on the active use of


Discussion

Examples

The coursework taken outside of the professional field is notformally linked or connected with the professional courses. Anylinkage is usually made by the students.

A professional field requires a minor in a liberal arts field.

A nursing student may choose a minor in psychology or sociology.

A teacher preparation program requires a major in another field andoffers a minor in education.

A senior business studert takes a course, "Senior Seminar inPsychology."


rot:ch.-94.m%,

man.Specialization Contextual

.,,,Investigation

Internal I-S

E-S

I-C

-E-C

C-C

I-1

E-1

C-1

External

Collaborative C-S



PLUS'S: For Liberal Studies Faculty

Cell C-I: Coursework or activities taken: (1) '.11 other fields of study taught byColla borative/ professional program faculty; (2) taught within the professionalInvestigation program by faculty from other fields of study; or (3) taught within a

merged or transformed program structure where two or more fieldshave united around common goals, themes, or concepts.Emphasized here. is a spirit of inquiry, questioning, analysis, and theseeking of innovative and creaive solutions based on the active useof knowledge of broad social, political, historical, and economicissues; contexts; values; and the arts, as it relates to theunderstanding and practice of the collaborating fields.

Discussion The linkages between the collaborating fields are made by the facultyas well as the students. These courses are at a more advanced levelthan basic courses and reflect a collaborative approach toinvestigating different issues.

Examples Students in nursing, pharmacy and economics may be required totake course entitled, "Analysis of Reimbursement Issues in HealthCare."


liechnOm0onp,se.

Specianzation Contextual Investigation

Internal I-S

E-S

I-C

r ,E-C

1.1

E-IExternal

Collaborative CS C-C CI

_

(End of Part IV)



PART V

Indicators of Professional/Liberal Integration

Purpose: This tally sheet is provided to encourage faculty to think of ways to observe, measure, or assess achievement of each of the liberal/professional student outcomes. In general, cognitive indicators will be related to the students' knowledge and may be inferred through testsand thinking processes. Motivational indicators are related to students' attitudes or feelings and may be inferred through tests or behaviors,while behavioral indicators may he observed directly. An cutcome may be evidenced by more than one type of indicator.

Directions: In the spaces to the right of each outcome, or on separate sheets, list some measures you could use as outcome indicators at eachlevel of observation. That is, "what are the best ways to know if students have achieved each outcome'?" Discuss the ways you record withyour professional and liberal education colleagues. Be prepared for some differences of opinion.

OUTCOME INDICATORS

Cognitive Motivational Behavioral


I. The graduate can read, write,speak, and listen and use theseprocesses effectively to acquire,develop, and convey ideas andinformation.

2. The graduate understands thesocietal context (environment) inwhich the profession is practiced.

3. The graduate acknowledges andig concernedfor improving theknowledge, skills, and valuesof the profession.

.... 7 3 Professional Preparation Program 2002 SEB, The University of Michigan Ann Arbor, MI 48109-1259


5/11/88

Cognitive

OUTCOME INDICATORS

Motivational


4. The graduate understands andaccepts the ethics of the pm-fession as standards that guideprofessional behavior.


6. The graduate recognizes the needto increase knowledge andadvance the profession throughsystematic, cumulative researchon problems of theory and practice.



, L.

0.13... 4-3

9. The graduate exhibits the capacityto contribute as a productivemember of the profession and toassume leadership roles as appro-priate in the profession and society.



11.

12.

13.


Professional Preparation Program 2002 SEB, The University of Mithigan Ann Arbor, MI 48109-1259

Co nitive

OUTCOME INDICATORS

Motivational


Beha i ral

14.

15.

16.

79Professional Preparation Program 2002 SEB, The University of Michigan Ann Arbor, MI 48109-1259

(End of Part V)

PLUSS: For liberal Studies Faculty

PART VI

Supports and BarriersDiscussion Guide

Purpose: In any attempt to develop cooperative relationships, there will be supports to be usedto advantage and barriers to overcome. Frank discussion about how to take advantage of supportsand reduce barriers in integrating professional and liberal study may be helpful to you and yourcolleagues.

Directions: Soule possible facilitators and barriers to integrating professional and liberal studsare given below. You may wish to add others important in your local ...ontext.

Use the scales on the right of each itein to answer the questions "Is the item listed strong or weak3upport, or a strong or weak barrier with respect to efforts to integrate, or is it likely to have noeffect?" Then, as a result of group discussion, make notes about a,tions you will plan.

SUPPORTSTRONG WEAK

BARRIERSTRONG WEAK

NOEl+bCT

1. University funding 3 2 3 2 1

2. Unfversity governanceprocedures

3 2 3 2 1

3. Program prestige 3 2 3 1

4. Student demands 3 2 3 2 1

5. Undeveloped relationships 3 2 3 2 1

6. Program mission 3 2 3 2 1

7. Program personnel 3 2 3 2 1

8. Alumni influence 3 2 3 2 1

9. Professional communityreaction

3 2 3 2 1


5/11/88Professional Preparation Program 2002 SEB, The University of Michigan Ann Arbor, MI 481091259

_ 81Ataii=eastis=ave

SUPPORTSTRONG WEAK

PLUSS: For Liberal Studks

BARRIERSTRONG WEAK

Faculty

NOEFFECT

10. Employer reaction 3 2 3 2 1

11. Accreditation standards 3 2 3 2 1

12. Problems with practicesettings

3 2 3 2 1

13. Crowded curriculum 3 2 3 2 1

14. University courserequirements

3 2 3 2 1

15. Licensing/Certificationstandards

3 2 3 2 1

16. State regulations 3 2 3 2 1

17. Federal regulations 3 2 3 2 1

18. External funding 3 2 3 2 1

19. Job market 3 2 3 2 -

LOCAL FACTORS

20. 1 2 3 2 1

21. 3 2 3 2 1

22. 3 2 3 2 1

23. 3 2 3 1 1

24. 3 2 3 2 1

Continued on next page)

Professional Preparation Program 2002 SEB, The University of Michigan 'Ann Arbor MI 48109-1259

...82

SUPPORTSTRONG WEAK

PLUSS: For Liberal Studies

BARRIERSTRONG WEAK

Faculty

NOEl+ECT

25. 3 2 3 2 1

26. 3 2 3 2 1

27. 3 2 3 2 1

28. 3 2 3 2 1

29. 3 2 3 2 1

30. 3 2 3 2 1

Action Notes about Supports and Barriers

(End of Part VI)


_83

Version CProfessional

ProgramS tudents



A self-study guide for undergraduate programs that arediscussing how to integrate liberal education goals

with professional students' experiences

PILThe Professional Preparation Project

The University of Michigan,asommunosmear.



(313) 764-5522

Form 040087 Rev. 5/11/88 8 4


GENERAL INFORMATION

Purpose of PLUSS

The Professional/Liberal Undergraduate Self-Study (PLUSS) helps stimulate discussion w:Lhinundergraduate professional programs planning to integrate liberal education goals in their stucents'experiences. PLUSS also provides an organizing framework for professional and liberal studiesfaculty to identify and mutually resolve issues related to such integration.


Typically, a decision to use PLUS S as a stimulus to discussion will be made by a particularundergraduate professional program (e.g., nursing, business, architecture). This program willthen invite other faculty members concerned with liberal education to join their discussions.

Versions of PLUSS


Sections of PLUSS

Users of PLUSS

ProlTessional Liberal Professional ProfessionalProgram Studies Program ProgramFaculty Faculty Students Recent

GraduatesI. Survey of Important Liberal/Professional Outcomes

II. Identifying Existing Educational Activities ThatAchieve Outcomes

III. Adequacy of Program DiscussionsIV. Collaboration/Integration Matrix and Discussion GuideV. Indicators of Professional/ Liberal IntegrationVI. Supports and Barriers Discussion Guide

Development and field .esting of PLUS:). was supported by the Fund for the Improvement of PoAsecondaryEducation and The University of Michigan through the Liberal Outcomes ol Professional Study Project.Related background information and assistance in using PLUSS may be obtained fr9m the ProfessionalPreparation Project.


85



PLUSS stimulates discussions about integrating liberal and professional study by posing for considerationa set of potentially important student outcomes.

The particular set of liberal/professional outcomes included in PLUSS was originally derived fromliterature in professional fields. Next, faculty members in professional programs nationally were surveyedand rated these outcomes as very important for their graduates to achieve. Subsequently, the set wasexpanded, refined, and field-tested during 1086 by pairs of professional program and liberal arts facultyfrom several colleges and L.tivert......es. For easy reference, these outcomes are provided in this insert.






The two sets of outcomes can be viewed as overlapping realms (see figure below). Th eliberal/professional outcomes express common goals for studzats endorsed by both professional andliberal educators. Because most colleges and professional programs may find that some desired outcomesare not covered in this list, PLUSS provides space to add other locally valued outcomes.

SocietalContext

LiberalEducation.Outcomes

ProfessionalContext

/Liberal/

ProfessionalEducationOutcomes




...8 6...11.42111[67M.

5/11/88

a


TechnicalCompetence


CareerMarketability

"11=11M









CommunicationCompetence

Critical Thinking


The graduate can read, write, speak, and listen effectively to acquire,develop, and convey ideas and information.

Reading, writing, spealdng, and listening are skills essential to professionalpractice and to continued professional growth as well as to informedcitizenry and continued personal growth.

The gaduate examines issues rationally, logically, and coherently.

Although critical thinking is a universally desired educational outcom;,.,professionals particularly need a repertoire of thinking strategies that willenable them to acquire, evaluate, and perhaps produce information andknowledge. Since much professional practice is problematical, studentsneed to develop analytical skills to make decisions in both familiar andunfamiliar circumstances.




*Architecture, business administration, education, enginezring, journalism, nursing, pharmacy, social work

Professiestal Preparation Program 2002 SEB, The University of Michigan Ann Arbor, MI 48109-1259

. 87



The graduate will have an enhanced aesthetic awareness of the arts andhuman behr vior for both personal enrichment and application inenhancement of the profession.

Sensitivity to relationships among the arts, the natural environment, andhuman concerns epitomizes aesthetic awareness. Through learning toapproach life as an aesthetic experience and by viewing work as an act ofaesthetic judgment, professionals can more effectively assess andunderstand the world and their roles within it.


Professional identity both parallels and supplements the liberal educationgoal of developing a sense of personal identity. The sense of personalworth and self-confidence that develops from experiencing success inprofessional practice, often including contributing or altruistic relationshipswith clients, is an effective vehicle for gaining a sense of one's place in theWorld as an individual and citizen.


Liberally educated individuals are expected to have developed value systemsand ethical standards that guide their behavior. Since in every fieldprofessionals face choices and responsibility in the process of makingdecisions with full understanding of their consequences, the study of ethicsprovides a context for developing professional ethics.






Professional Preparation Program 2002 SEB, The University oi Michigan Ann Arbor, MI 48109-1259

.._88-










Outcome Definition



...89

PLUSS: For Professional Program Students

PART I


Purpose: The surveys included in PLUSS are used to gather information that will stimulatecampus discussion about integrating liberal and professional study. The program in which you area student may also be gathering opinions on these qutstions from professional program facultymembers, liberal studies faculty members, and recent groduates.

From your responses, the program hopes to: (1) determine which outcomes students ofprofessional programs believe are most important for them as they enter their profession; and (2)estimate the extent of emphasis that students believe their professional program currently places onthese outcomes.

Directions: For each item listed below, circle the number that indicates the ideal amount ofemphasis you believe the professional program should place on each outcome. Then circle asecond number to indicate the actual amount of emphasis you believe the professional programcurrently places on the outcome.

1. IDEAL: How much emphasis do you, as a current student, believe ideally should beplaced on each outcome during undergraduate study in your professional field? That is,how important is it that when you accept your first professional position you possess eachcompetence or quality listed below?

2. OUR PROGRAM: How much emphasis do you believe each outcome actually receivesin your professional program?


1. The graduate understands the body ofknowledge basic to practice of theprofession: the theoretical base or theprofessional knowledge base.



Em thasisHeavy

Em hasis

DEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

DEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7



90

3. The graduate can integrate theory andpractice, that is, select the knowledge andskills applicable to a particular professionalwork setting or problem.

4. The graduate not only meets basic standardsfor entrance into the profession but is acompetitive aoplic:.mt for a beginningposition.


5. The graduate can read, write, speak, andlisten and use these processes effectivelyto acquire, develop, and convey ideasand informadon.


7. The graduate acknowledges and is con-cerned for improving the knowledge,skills, and values of the profession.

8. Tne graduate understands and accepts theethics of the profession as standards thatguide professional behavior.


10. The graduate recognizes the need to increaseknowledge and advance the professionthrough systematic, cumulative research onproblems of theory and practice.



EmphasisHeavy

Emphasis

IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

IDEAL: 1 2 3 4 5 6 7

OUR

PROZRAM: 1 2 4 5 6 7

IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7


Professional Preparation Program 2002 SEB, The University of Michi0 g Ant Ann Arbor, MI 48109-1259

PLIISS: For Professional Program Students


Em hasis Em hasis

11. The graduate continues to explore andexpand personal, civic, and professionalknowledge and slills throughout a lifetime

IDEAL:

OUR

1 2 3 4 5 6 7

PROGRAM: 1 2 3 4 5 6 7

12. The graduate examines issues rationally, IDEAL:

logically, and coherentl-r.1 2 3 4 5 6 7


13. The graduate exhibits the capacity to con-IDEAL:tribute as a prcductive member of theprofession and to assume leadership roles OUR

1 2 3 4 5 6 7

as appropriate in the profession and society PROGRAM: 1 2 3 4 5 6 7

14. The graduate has enhanced aesthetic IDEAL:

awareness of arts and human behavior forboth personal enrichment and application in OUR

1 2 3 4 5 6 7



15. IIDEAL. 1 2 3 4 5 6 7

OURI

PROGRAM: 1 2 3 4 5 6 7

16. IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

17. IDEAL: 1 2 3 4 5 7

OUR

PROGRAM: 1 2 3 4 5 6 7


Professional Preparation Program 2002 SEB, The University of Michigan Ann .irbor, MI 48109-1259

_02



Em hasis Em hasis

18. IDEAL:

ouR

1 2 3 4 5 6 7

PROGRAM: 1 2 3 4 5 6 7

19. IDEAL: 1 1 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

20. IDEAI2 1 2 3 4 5 6 7

012a.

PROGRAM: 1 2 3 4 5 6 7

(End of Part 1)


93


PART II


Purpose: It is useful to identify specific activities that students believe help them to achieve liberal/professional outcomes. This exercise mayreveal relatively unknown educational activities. It may also providea basis for discussion of activities that need clarification.

Directions: For each of the "liberal/professional education outcomes," please describe briefly the educational activities in each category that youbelieve help you achieve the outcome. Some typical categories of formal and informal educational activitiesare provided.






OtherActivities

HELPFUL ACTIVITIES



94

Professional Preparation Program 2002 SE13. Thc University of Michigan Ann Arbor, MI 48109-1259


955/11/88







Mei-Activities

HELPFUL ACTIVITIES



5. The graduate anticipates, adaptsto. and promotes changesimportant to the profession'spurpose and the professional'srole.

6. The graduate recognizes theneed to increase knowledge andadvance the profession throughsystematic, cumulative researchon problems of theory andpractice.

9 7


I

I




_ 9 8



9 9






Practieum,Internship,or ClinicalAssignment

OtherActivities

HELPFUL ACTIVITIESi

11.

12.

13.

14.

15.

.----16.

200Professional Preparation Program 2002 SEE, The University of Michigan Ann Arbor, MI 48109-1259

(End of Part II)

201

Version DProfessional Program

Recent Graduates



A self-study guide for undergraduate programs that arediscussing how to integrate liberal education goals

with professional students' experiences

PPP..The Professional Preparation Project

Thr, University of Michigan



(313) 764-5522

202Form 040087 Rev. 5/11/88

PLUSS: Gerizral Information

GENERAL INFORMATION

Purpose of PLUSS

The Professional/Liberal Undergraduate Self-Study (PLUSS) helps s.imulate discussion withinundergraduate professional programs planning to integrate liberal education goals in their students'experiences. PLUSS also provide:, an organizing framework for professional and liberal studiesfaculty to identify and mutually resolve issues related to such integration.


Typically, a decision to use PLUSS as a stimulus to discussion will be made by a particularundergraduate professional program (e.g., nursing, business, architecture). This program willthen invite other faculty members concerned with liberal education to join their discussions.

Versions of PLUSS


Sections of PLUSS

Users of PLUSS


Graduates

I. Survey of Important Liberal/Professional OutcomesII. Identifying Existing Educational Activities That

Achieve OutcomesIII. Adequacy of Program DiscussionsIV. Collaboration/Integration Matrix and Discussion GuideV. Indicators of Professional/ Liberal Integration

VI Supports and Barriers Discussion Guide .

Development and field testing of PLUSS was supported by the Fund for the Improv cment of PostsecondaryEducation and The University of Michigan through the Liberal Outcomes of Professional Study Project.Related background information and assistance in using PLUSS may be obtained from the ProfessionalPreparation Project.

Professional Preparation Program 2002 SPA The University of Michigan Ann Arbor, MI 48109-1259

203

III -11111111=111111NIIMM


Outcomes Important to Edacators inEight Undergraduate Professional Fields*

PLUSS stimulates discussions about integrating liberal and professional study by pcsing for considerationa set of potentially important student outcomes.

The particular set of liberal/professional outcomes included in PLUSS was originally derived fromliterature in professional fields. Next, faculty members in professional programs nationally were surveyedand rated these outcomes as very important for their graduates to achieve. Subsequently, the set wasexpanded, refined, and field-tested during 1986 by pairs of professional program and liberal arts facultyfrom several colleges and universities. For easy reference, these outcomes are provided in this insert.




Outcomes frequently considered primary goals of professional pleparationin college.


The two sets of outcomes can be viewed as overlapping realms (see figure below). Th eliberal/professional outcomes express common goals for students endorsed by both professional andliberal educators. Because most colleges and professional programs may find that some desired outcomesare not covered in this list, PLUSS provides space to add other locally valued outcomes.

,--(SocietalContext


ProfessionalContext




Professional Prekaration Program 2002 SEEL The University of Michigan Ann Arbor, MI 48109-12595/11/88

,1




Conceptual The graduate understands the theoretical foundations of the profession.Competence

Technical The graduate can pertorm skills required of the professional.Competence

Integrative The graduate can integrate theory and skills in the practice setting.Competence

Career The graduate has superior employment opportunities becaitse of acquiredMarketability training.


Communication The graduate can read, write, speak, and listen effectively to acquire,Competence develop, and convey ideas and information.

Reading, writing, spealdng, and listening are skills essential to professionalpractice and to continued professional growth as well as to informedcitizenry and continued personal growth.

Critical Thinking The graduate examines issues rationally, logically, and coherently.

Although critical tfenking is a universally desired educational outcome,professionals particularly need a repertoire of thinking strategies that willenable them to acquire, evaluate, and perhaps produce information andknowledge. Since much professional practice is problematical, studentsneed to develop analytical skills to make decisions in both familiar andunfamiliar circumstances.

Contextual The graduate understands the societal context (environment) in which theCompetence profession is practiced.

The capability to adoot muitiple perspectives allows the graduate tocomprehend the complex interdependence between the profession andsociety. An enlarged understanding of the world and the ability to makejudgments in light of historical, sociai, economic, scientific, and politicalrealities is demanded of the professional as well as the citizen.



Professional Preparation Program 2002 SEB, Mc Univcrshy of Michigan Ann Arbor, MI 48109-1259

205 -




Sensitivity to relationships among the arts, the natural environment, andhuman coPce! ns epitomizes aesthetic awareness. Through learning toapproach life as an aesthetic experience and by viewing work as an act ofaesthetic judgment, professionals can more effectively assess andunderstand the world and their roles within it.

Professional Identity The graduate acknowledges and is concerned with impr3ving theknowledge, skills, and values of the profession.



Liberally educated individuals are expected to have devekiped value systemsand ethical standards that guide their behavior. Since in every fieldprofessionals face choices and responsibility in the process of makingdecisions with full understanding of their consequences, the study of ethicsprovides a context for developing professional ethics.






Professional Preparation Program 2002 SE13, The University of Michigan Ann Arbor, MI 48109-1259

'06









Different colleges may hold unique outcomes for their graduates. Extra spaces in PLUSS provide anopportunity for you to state six additional olitcomts.

Outcome Definition

(End of Outcome Defmitions)

Professional Preparation Program 2002 8E1), The University of Michigan Ann Arbor, MI 48109-1259

2 0 7

PLUSS: For Professional Program Recant Gra- lwaes

PART I


Purpose: The surveys included in PLUSS are used to gather information that will stimulatecampus discussion about integrating liberal and professional study. The program of which you area recent graduate may also be gathering opinions on these questions from professional programfaculty members, liberal studies faculty members, and current students.

From your responses, the program hopes to: (1) determine which outcomes recent graduates ofprofessional programs believe are most important for them as they enter their profession; and (2)estimate the extent of emphasis that recent graduates believe their professional program currentlyplaces on these outcomes.

Directions: For each item listed below, circle tht number that indicates the ideal amount ofemphasis you believe the professional program should place on each outcome. Then circle asecond number to indicate the actual amount of emphasis you believe the professional programcurrently places on the outcome.

1. IDEAL: How much emphasis do you, as a recent graduate, believe ideally should beplaced on each outcome during undergraduate study in your professional field? That is,how important is it that when you accept your first professional position you possess eachcompetence or quality listed below?

2. OUR PROGRAM: How much emphasis do you believe each outcome actually receivesin your professional program?


1. The graduate understands the body ofknowledge basic to practice of theprofession: the theoretical base or theprofessional knowledge base.



Em basis Emphasis

IDEAL 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 1

IDEAL 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7


5/11/88Professional Preparation Program 2002 SE13, The University of Michigan Ann Arbor, MI 48109-1259

208

3. The graduate can integrate theory andpractice, that is, select the knowledge andskills applicable to a particular professionalwork setting or problem.

4. The graduate not only meets basic standardsfor entrance into the piofession but is acompetitive applicant for a beginningposition.




7. The gaduate acknowledges and is con-cerned for improving the knowledge,skills, and values of the profession.



10. The graduate recognizes the need to increaseknowledge and advance the professionthrough systematic, cumulative research onproblems of theory and practice.

PLUSS: For Professional Program Recent Graduates


EmphasisHeavy

Emphasis

IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

IDEAL 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

MEAL 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

mEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

EAL 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

IDEAL 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7


Professional Preparation Program 2002 SEB, The University of Miihjim Ann Arbor, MI 48109-1259t



Em ihasis Em shasis

11. The gaduate continues to explore andexpand personal, civic, and professionalknowledge and skills throughout a lifetime

IDEAL:

OUR

1 2 3 4 5 6 7

PROGRAM: 1 2 3 4 5 6 7


IDEAL: 1 2 3 4 5 6 7


13. The graduate exhibits the capacity to con-tribute as a productive member of theprofession and to assume leadership roles

IDEAL:

OUR

1 2 3 4 5 6 7

as appropriate in the profession and society PROGRAM: 1 2 3 4 5 6 7

14. The graduate has enhanced aestheticawareness of arts and human behavior forboth personal enrichment and application in

IDEAL:

OUR

1 2 3 4 5 6 7



15. IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

16. IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

17. IDEAL: 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7


Professional Preparation Program t 2002 SEB, The University of Michigan Ann Arbor, MI 48109-1259et 1 (14. LI



Emphasis Emphasisr8. mkt: 1 2 3 4 5 6 7

OUR

PRO3RAM: 1 2 3 4 5 6 7

19. IDEAL: 1 / 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

20. IDEALz 1 2 3 4 5 6 7

OUR

PROGRAM: 1 2 3 4 5 6 7

(End of Part I)

Professional Preparation Program 2002 SEB, The Universitylof,Michigan Ann Arbor, MI 48109-1259j.


PART II


Purpose: It is useful to identify specific activities that recent graduates believe helped them to achieve liberal/professional outcomes. This exercisemay reveal relatively unknown educational activities. It may also provide a basis for discussion of activities that need clarification.

Directions: For each of the "liberal/professional education outcomes," please describe briefly the educational activities in each category that youi,believe helped you achieve the outcome. Some typical categories of formal and informal educational activities are provided.






OtherActivities

HELPFUL ACTIVITIES

1. The igaduate can read, write,speak, and listen and use theseprocesses effectively to acquire,develop, and convey ideas andinformation.

2. The igaduate understands thesocietal context (environment)in which the profession ispracticed.

r.! 2



1 35/11/88







OtherActivities

HELPFUL ACTIVITIES




6. The graduate recognizes theneed to increase knowledge andadvance the profession throughsynematic, cumulative researchcm problems of theory andpractice.

1 4 1 5A





216


Professional Preparation Program 2002 SEB, The.University of Michigan Ann Arbor, MI 48109-1259

,t".

PLIJSS: For Professional Program Recent Graduates






OtherActivities

HELPFUL ACTIVITIES

11.

12. -13.

14.

15. ,

16.

2 1.8Professional Preparation Program 2002 SEB, The University of Michigan Ann Arbor, MI 48109-1259

-

(End of Part II)

i 21_9

Appendi4C

Press releases, ads, and other documentsrelated to release of the report

220

Announcing...

Wednesday, June 8, 1988, 4-5 pmParlor C, 6th Floor Palmer HouseHotel Chicago (at the AMIEAssessment Foram)

MSCUSSANTS:

Co-Direcims Joan S. Star,* andMalcolm A. Lowther; andNetwork Panel MembersL. Jackson Newell, Dean of LiberalEducation, University of Utah, andDwight Sangrey, Dean of the School ofEngineering, RensselaerPolytechthanstitute

SW awningTiltsINTEGRATING

UNCERGRADUATELIBERAL ANO

PROFESSIONALSTUDY

REPORT OfTHE PROFESSIONAL

PREPARATIONNETWORK

UNIVERSITY of mawJOAN S. STARKAND

MALCOLM A. LOWTHER

Since 1986, pairs ofprofessional program and liberal arts faculty from sixteencolleges have shared successful organizational strategies and educationalactivities that integrate liberal and professional studies. The group was guidedby a. prominent eleven-member advisory panel representing eight undergraduateprofessional fields (architecture, business administration, engineering, journalism,nursing, pharmacy, social work, and teacher education), the liberal arts, andaccrediting association&

In this report, the group encourages others to conduct similar discussions. TheProfessional Preparation Network presents its challenges as a call to action forcolleges everywhere.

To guide the lively discussions sure to be promptM by this complex topic, theNetwork is also presenting PLUSSO, the Professional/Liberal UndergraduateSelf-Study. PLUSS provides discussion guides for professional program faculty,liberal studies faculty, professional program students, and graduates who wish toexamine program goals and procedures. It helps them identify influencesaffecting the professional program, and it focuses discussion on achievingdesired liberai education outcomes in undergraduate professional programs.

For further information: Mary Joscelyn, Public Relations, 2400 School ofEducation Building, The University of Michigan, Ann Arbor, MI 48109-1259,telephone (313) 936-2741.

221

SCHOOL OF EDUCATION The University of MichiganCENTER FOR THE STUDY OF HIGHER 2117 School of Education BuildingAND POSTSECONDARY EDUCATION Ann Arbor, Michigan 48109

(313) 764-5520

NEWS RELEASEEMBARGOED UNTIL JUNE 8, 1988; 4 PM

CONTACT: Joan*S. Starkor Malcolm A. Lowther

(313) 936-2741

NATIONAL REPORT RECOMMENDS "STRENGTHENING THE TIES TSAT BIND" TO INTEGRATELIBERAL STUDIES INTO UNDERGRADUATE PROFESSIONAL PROGRAMS

Ann Arbor, MI--How can our nation's colleges educateundergraduates for the

professions while enriching their education through liberal study?

"First, we recommend that faculty from the professional schools and liberalstudies programs sit down and talk about integrating their curricula," sayJoan S. Stark and Malcolm A. Lowther, co-directors of a project that soughtan answer to this perennial problem.

Under the guidance of a national advisory panel, for two years fifty facultymembers from around the country have done just that. Panel members andfaculty represented eight undergraduate professional fields (architecture,business administration, engineering, journalism, nursing, pharmacy, socialwork, and teacher education), the liberal arts, and accreditingassociations.

The teams, made up of two members fram each institution, one representing aprofessional program and the other a traditionally liberal arts subjectarea, have gathered to share organizational strategies and educationalactivities that integrate liberal and professional studies. They havediscussed, argued, and finally agreed on some common goals for professionalprogram graduates. More importantly, they have shared varied ways toachieve these goals and many have even started the process on their owncampuses.

Encouraged by the success.of their conversations, they now extend achallenge to faculty and administrators everywhere. "Strengthening theTies That Bind: Integrating Undergraduate Liberal and professionalStudy," describes their experience, and challenges others to embark on this

-More-2 22

[page two of News Release]

valuable mission. The group expects their report to be provocative andtheir recommendations hotly debated. "Productive debate is what we want toinitiate," said Stark. "The more people on campus who discuss curricularintegration, the better."

In a foreword to the report by Frank H. T. Rhodes, president of CornellUniversity, encourages campus leaders, faculty members, and policy makers tocontinue the dialog started by this volunteer group. The ProfessionalPreparation Network, says Rhodes, "has called upon us all to create a newsense of community as we seek to infuse professional education with thespirit of liberal arts."

"Too often," say Stark and Lowther, "faculty representing the liberal artsand professions have taken a competitive stance. Through this project,these people have formed productive linkages to understand each other's ,

teaching mission."

To guide the lively discussions sure to be prompted by this complex topic,the Network is also presenting MISS, the Professional/Liberal

Undergraduate Self-Study. PLUSS provides several specific discussion guidesfor professional program faculty, liberal studies faculty, professionalprogram students, and graduates who want to examine program goals. It helpsthem identify influences affecting the professional program, and it focusesthe discussion-on achieving desired liberal outcomes in undergraduateprofessional programs.

The Professional Preparation Network has been sponsored by the Fund for theImprovement of: Post-Secondary Education and the University of Michigan.

Strengthening the Ties That Bind and review copies of /MUSS areavailable at cost from the Order Dapartment, Professional PreparationProject, 2400 School of Education Building, The University of Michigan, AnnArbor, MI 48109-1259.

-END-

223

Advertisement in Chronicle of Higher Education

Strengthening'kirks

ThTVBiUNDERGRADUATE


STUDY

Joan Stark andMalcolm A. Lowther

Co-DirectorsProfessional

Preparation Network

The Universityof Michigan

Tr Professional Preparation Nehweicchallenges colleges everywhereto engage liberal and professionalstudies faculty. in discussions ofac-tivities theu can intepate their goalsfor students.

6 Available at cost 315.00 per Copy. pre-paid(includes book-rate shipping sad handling).

Send ,requv-ts .Professionsti PreparationNetwork. 2400 SEB. The Urdvessity of Michi-gan. Ann Arbor. MI 48109-1259. Make chmkspayable tone University olMkkfgaa.

Also available. MUSS°. a guide to dis-cussions on integrating liberal and professionalstudies; $6.00 for a sample'set..

224

vot-u, ro. ezza.4../.44.4.641, /ce1.29

(Governors, from page 1)

Testing students on what they know,not just what's easy *to measure.I Developing a braider range of indica-tors to gauge school success or failure.

O Issuing annual report cards to individ-ual schools, using current data on theirperformance.For more information on the report,

contact Rae Bond, National Govm.nors'Association, Hall of the States, 444North Capitol St., Washington, D.C.20001; (2D2) 624-5300.

*5*

(Indicators, front page 2)"By displaying the data over time, 3rouget a sense of where we are and wherewe're going to be," Smith said. 'Thefunction of a publication late this is toinform that discussion."

Note Copies ci the Department's teport wilt besent to EWA melbas in mid-September. Formom information, calkTom Lyon, C202) 732-4302.

Lineation Reporter. Published six tbnes a yamby the Education Writers Amodation, 1001 Con-necticut Avenue, N.W., Suite 310, Washington.D.C. 20036. Postage paid at Washington, D.C.Address Educeediborial .Reporter. Telephone (21:0 429-9650. Publish=John Rankin; Editors: Lim Walker and John Ran-kin; Assistant Editor Bert Menninga; Typogra-phy: Chronide Type & Design. Copyright 0 1958.

OpMions expressed in "On the Record" do notnecessarily reflect those of the staff, officers, or di-rectors of the Education Writers Assodation.

Send address changes to: Education Reporter,1001 ConnecticutAvenue, N.W., Svite310, Wash-ington, D.C. 20036

EWA BOARD Of DIRECTORS AND STAFF

Presider* James Killackcy, senior reporter, TheDaily Oklahomen,500 North Broadway, OklahomaCity, OK 73123. (405) 231-3208.Vice PrasidentfActive: Marilyn Posner, assistantnews editor, Observer-Reporter, 122 South MainStreet, Washington FA 15301. (412)222-2200.Vice PresIdent/Asoodate John Rose, Vice Presi-dent, College Connections, 329 East 82nd Street,New York, NY 10323. (212)734-2190.Secretary:Larry Hayes, editorial page editor, FortWayne Jounsel-Gcrette, 600 West Main Street, FortWayne, IN 46302. (219)461-8208.

DIRECTOR& .

Robert Priam education reporter, The HertfordCourant, 223 Breed Street, Hartistd, cr 06115.(203)241-6535.

Susan Knight, education reporter, Arians DeilyStar, 4830 S. Park Avenue, Tucson, AZ Mt(602) 573-4204.Masuke Sykes, assistant director of communion-Ions, D.C. Public Schools, 415 12th Street, N.W.,Washington, D.C. 20004. (202) 724-4044.Meta MUM, education reporter, San Jose Mercu-ry Nero, 730 Ridder Park Drive, San Joie, CA95190. (405) 920-5032.

IMMEDIATE PAST PRESIDENT:

Michael Bowler, op-ed editor, Baltimore Sun, 501North Calvert Street, Baltimore, MD 21203- (301)332-6019.

Executive Director: Ilse J. WalkerMandate Director John E. RankinProgram Assistant: Bert Menninga

j'a-cut...9 /9 8

ASSIGNMENT SHENew Booke/Publications

MegaSkills: How Familin Can HelpChildren Succeed in School and Beyond,by Dorothy Rich. A collection ostrategies, activities, and "recipefor involving parents in theirdren's education, written by the di-rector of the Washington, Dbased Home and School Insti te.Available from local booksto$8.95 suggested retail.

The Undereducation of American Youth,by Jose A. Cardenas, Maria del Re-fugio Robledo, and Dorothy Wag-goner. Booklet published by theTexas-based Intercultural Develop-ment Research Association whichanalyzes U.S. Census data on un-dereducation trends among Ameri-can youth. Contact IDRA, 5835 Cal-laghan Road, Suite 350, San Anto-nio, TX 78228; (512) 684-8180.

Raults in Education,1988. The secondfollow-up to the Governors' 1986 re-port, Time For Results. Contact RaeBond. National Governors' Associa-tion, 444 North Capitol Street,N.W., Washington, D.C. 20001;(202) 624-5300.

The Institute for Educiational Lead-ership (IEL) has developed demo-graphic profiles of the followingstates and their educational sys-tems: AZ, CA CT, DE, EL, IN, KY,MI, NY, OH, and TX. Reportersmay receive one free copy of the re-port on their state by contacting theF-WA office. Additional copies ofstate reports are available from TELfor $7.00 each. To receive additionalcopies, please write: PublicationsDepartment, Institute for Educa-tional Leadership, 1001 ConnecticutAvenue, N.W., Suite 310, Washing-ton, D.C. 20036.

Up Your Score The Underground Guideto Psyching Out the Scholastic AptituteTest. SAT review book written bythree humorous high school stu-dents, each of whom scored over1500 on the test and got into the col-lw of his choice. Available from lo-cal bookstores. $9.95 suggested re-tail.

tors, 1 Street, Ar-n, VA 22209; (703) 528-0700.

Strengthening the Ties that Bind: Inte-poling Underroduate Laval and Pro-fessional Study, by Joan S. Stark andMalcolm A. Lowther. The findingsand recommendations of a two-yearstudy of ways to link undergraduateand professional educadon. C-ontact:Center for the Study of }fisher andPostseccindary Education, Univeisityof Michigan, School of Education,Room 2117, Ann Arbor, MI 58109;(313) 936-2741.

Challenges for School Leaders, by Kris-ten J. Amundson. A compilation ofrecommendations for improvingschool leadership, published by theAmerican Association of School Ad-ministrators. Contact: AmericanAssociation of School Administra-

tes

October 9-10, 1988 -St. Petersburg, El.

Seminar on education writing,sponsored by the Poynter Institutefor Media Studies. Seminar will fo-cus on all levels of education writ-ing. Contact: Poynter Institute forMedia Studies, 801 Third StreetSouth, St. Petersburg, FL 33701;(813) 821-9494.

October 10, 1988 - New York City

Seventh Annual Conference, Read-ing Reform Foundation, New YorkMetropolitan Area Chapter. "Effec-tive Techniques for Teaching Read-ing, Writing and Spelling." Con-tact or Phillip Spector, Read-ing Reform Foundation, 333 West57tit Sheet, New York, NY 10019;(212) 307-7320.

October 13-14 - Quincy, Ill.

Annual 'Quincy Conference' spon-sored by Quincy Public Schools.Contact Quincy Conference, 1444Maine Street, Quincy, IL 62.301;(217) 224-6770.

October 13-13 - Louisville, Ky.

Annual international conference ofthe Council for Learning Disabil-ities. Contact Kirsten McBride, Ex-ecutive Secretary, CLD, P.O. Box40303, Overland Park, KS 66204;(913) 492-3840.

October 27-28 - New York City

Annual conference of the Educa-tional Records Bureau. "Lookinginto the 1990's." Contact Educa-tional Records Bureau, 37 CameronStreet, Wellesley, MA 02181; (617)235-8920.

Education Reporter, (July-August, 1988), Vol.22, No. 4.

2 2 5

SCHOOL OF EDUCATION The UniversiCENTER FOR THE STUDY OF HIGHERAND POSTSECONDARY EDUCATION

(313) 764-5520

May 31, 1988

Dear Colleague:

of Michigan2117 School of Education Building

Ann Arbor, Michigan 48109

We are pleased to send you an advance copy of11-1 S. - I - I

Liberal and Professional Study. This report will be releasedofficially on June 8 in Chicago at the American Associationfor Higher Education's National Conference on Assessment.

The document summarizes a productive dialogue amongeducators teaching in liberal arts and in eight undergraduateprofessional fields at four-year colleges and universities.Over a two-year period, the fifty-member group exploredcommon goals of liberal and professional study that offeropportunities for expanded and improved curricularintegration. We now challenge academic leaders to initiatesimilar discussions on their campuses.

We hope you find Strengthening the Ties that_Bindprovocative and useful. Support for this project came fromthe Fund for the Improvement of Postsecondary Education, theUniversity of Michigan's Center for the Study of Higher andPostsecondary Education, and the participating institutions;it has enabled us to share our experiences in this report.Additional copies may be obtained at cost from theProfessional Preparation Project, Attention: Mary Joscelyn,Public Relations, 2400 School of Education, The University ofMichigan, Ann Arbor, MI 48109-1259.

Sincerely,

Joan S. StarkProject Co-Director

4. do.,Attk4,,,Malcolm A. LowtherProject Co-Director

JSS/MAL/jck

Enclosure

226


(313) 764-5520

June 21, 1988

Dear Colleague:

We are pleased to send you a copy of atLeaathening_the.Uharal_and

profeaa;iónal Study. This report was officially released onJune 8 in Chicago at the American Association for HigherEducation's National Conference on Assessment.

O.. ; I I I I I I .

The document summarizes a productive dialogue amongeducators teaching in liberal arts and in eight undergraduateprofessional fields at four-year colleges and universities.Over a two-year period, the fifty-member group exploredcommon goals of liberal and professional study that offeropportunities for expanded and improved curricularintegration. We now challenge academic leaders to initiatesimilar discussions on their campuses.

We hope you find Strengthening the Ties that Bindprovocative and useful. Support for this project came fromthe Fund for the Improvement of Postsecondary Education, theUniversity of Michigan'- Center for the Study of Higher andPostsecondary Educatioi and the participating institutio.:-;it has enabled us to share our experiences in this report.Additional copies may be obtained at cost from theProfessional Preparation Project, Attention: Mary Joscelyn,Public Relations, 2400 School of Education, The University ofMichigan, Ann Arbor, MI 48109-1259.

Sincerely,

'-"Zan S. StarkProject Co-Director

C\i\cuLtr-Ohl. A. aaautAlt9AMalcolm A. LowtherProject Co-Director

JSS/MAL/jck

Enclosure

" 2 7


(313) 764-5520

To:

From:

Professional Preparation Network Members and AdvisoryPanel

Joan Stark and Mal Lowther

Date: September 1, 1988

This is to bring you up-to-date with the latest PPP newsas the new academic year begins.

As planned, we released $trengthening the Ties that Bind:Integrating Undergraduate Liberal and Professional Study inChicago on June 8, 1988 at the American Association for HigherEducation conference on assessment. L. Jackson Newell andSteve Aigner, Advisory Board members, and Thomas Carroll, FIPSEDeputy Director, accompanied us in presenting the report. Anadvance copy was supplied to Scott Heller of The Chronicle 2tHigher Education who produced an informative story on the dayof the official release.

Eligng_thgning the Ties That Bind is in far more demendthan we could have imagined. Although it's not quite as popularas recent prescriptions for change in higher education byBloom or Hirsch, some colleges are ordering 100 copies at atime. The first printing was 5000 copies; about half weredistributed free and the other half sold at cost. A newprinting of 3000 has been ordered.

We've received many complimentary letters and a largenumber of speaking requests, particularly for fall facultymeetings and accrediting association meetings. At the requestof both groups, we plan to conduct workshops at both theAssociation of American Colleges (January) and the AmericanAssociation for Higher Education meeting (March) to illustratehow discussion of mutually valued outcomes could get started(using PLUSS or other means). Other than that, Mal and I aredeclining most requests that we speak at individual campuses.For one thing, we feel that faculty are more likely to engagein fruitful discussion of the idea of integration withoutoutsiders seeming to preach at them. For another thing, wesimply don't have enough time to travel widely even thoughmost offer travel funds and an honorarium of $300 to $500. Afew of you have been willing to take on an occasional speakingengagement. If others are willing to do so, let us know so wecan mention your name as a knowledgeable person to callers.We've already taken the liberty of recommending some of you.

As you know, we mentioned the potential availability of

2 2 8

[page two of newsletter to PPP Network and Advisory Panel]

case studies in "Strengthening the Tiee..." Although wereceived only a few drafts from network members, we thought wewould test the interest before putting a lot of energy intoanother publication. Our sense, at this point, is that there is notmuch demand for case studies. We think it might be better todraw from our work illustrations of principles that emerge in abroader story of the network's effort without identifying specificcolleges. On the other hand, several of you have called to say thatpublicity given to the work of the network gave the effort on yourcampus quite a boost. Some of you may make more progress this fallthan over the past two years. So, although the FIPSE grant has ended,we will expect to call each of you to find out about any newdevelopments growing from the project on your local scene beforemaking a final decision about case studies.

We have not heard anything recently about the reunion thatsome members of the group were exploring in conjunction withthe AGLS meeting in Wilkes-Barre on October 13-15. We're sureany of you who wanted to.attend that meeting would be welcome.Contact Robert Beaman at Wilkes College for details.

With the end of the FIPSE grant, we will be incorporatingsome of the work on liberal and professional education withinour work with NCRIPTAL. We are enclosing the latestnewsletter and publications list (a new brochure is forthcoming)from NCRIPTAL to help you keep up-to-date with our activities.

JSS/MAL/jck

Enclosures: 2

°Connecting Across the Campus"

Address at Fall Faculty DaysLuther CollegeAugust 26, 1988

James P. Winship, DirectorTeaching Enhancement Center

University of Wisconsin-Whitewater

It's the fall of '88, and there are lots of peoplestanding up in lots of places giving speeches. Most ofthese people are running for office. Some of the talks aredesigned to give as pleasant an impression as possible whilesaying nothing specific that could lead to disagreement.Others are crafted to feature up to 45 seconds of catchyphrases, ideal for a "sound bites on the local or nationalnews. And here I stand (that phrase has a familiar ring),neither running for office nor away from anything moresubstantial than late registration signup dutias on my owncampus, with the better part of 45 minutes to talk with youabout reasons for making what we do in higher education morecoherent.

It may be the grandiosity of the political season, as Iam attempting something ambitious here. I want to lay outbefore you two concerns I have, about how well we arepreparing students for work and life in the 21st century andabout how poorly students and other people in this societymake connections between one aspect of their life andothers. After speculating on why higher education doesn'tdo a better Job on the preparation for the future and onhelping students in connecting their learning, I'll offer a"package deal", a way to address both issues with a siligleprocess. Maybe.that is the Influence of the politicalseason, in that the problem and solutions neatly fittogether.

Let me start with education for the present leading tothe future, for a new century, for literally a newmillennium. What futurists, business leaders, and somehigher education reports are telling us la that the skillsthat were sufficient for professionals, managers, and

changing in the world too quickly for any.company tomaintain a substantial lead over competitors for very long.

2 '3 0

educators in the recent past no longer suffice.

We hear from the business community that a changed andchanging world economy needs workers with skills andcharacterTstics different than those of the past. TomPeters, co-author of In seArjah..2L_KKaalimact, now statesthat there are no excellent companies, that too much is

[Winship, page 2]

Needed are managers who emphasize responsiveness and qualityand a workforce that is constantly training and retrainingitself to upgrade skills and adapt to new realities. Petersand the dean of the management gurus Peter Drucker bothclaim that the traditional hierarchical pyramid shape ofbusiness organizattons is changing to a "flatter"organizational structure with fewer levels and moredecisions being passed down to the workers.1 Communicationskills and flexibility become even' more desirable underthese circumstances.

Roger Smith, the president of General Motors,states that in times of rapidly changing conditions, it iscrucial to have "the ability to perceive the relationsbetween thoughts or things, or forms of expression that mayseem utterly different, and to be able to combine them intosome new forms-- the power to connect the seeminglyunconnected."2 Smith also sees as important the habits of"sideways thinking" and the cross-classifying habit of mindthat can came from looking many different ways at an Issueor a work of art or literature while in college.

John Sculley, the president of Apple Corperttion,Iontends that to be successful in later life, stuCents needto in their college years develop skills to sort out what isimportant in a piece or pieces of information, to developtheir ability to work collaboratively andin teams, and todevelop their:written and oral communication skills.4

A report commissioned by the accrediting body forschools of business and management released last springcalled for business schools and corporations to rethink andredo their programs and practices in several key areas. Tomeet the challenges of "the change and complexity we canexpect in the future".4 Six "undernourished" areas inbusiness schools curricula were identified as 1) narrownessor the lack of breadth in students' programs of study, 2)lack of an emphasis on the outside influences that affectwork organizations, 3) need to "globalize" the curriculum,4) need to emphasize changes to an information/serviceeconomy, 5) lack of an emphasis on "people skills, and6) need for cross-functional integration, the synthesis andintegration of specialized functional areas of thecorporation.

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[Winship, page 3]

It is not only in business and industry that changingconditions require transformed skills and abilities. TheCarnegie Forum on Education and the Economy released areport in 1986, ialation_aekareLiLaraghezmism_the_alat,Century. In order for teachers in our public schools t&prepare their students for a knowledge-based economy, thereport states that we need teachers who:

"should have a good grasp of the ways in wloch allkinds of physical and social systems work; afeeling what data are and the uses to which theycan be put, an ability to help students seepatterns of meaning where others see onlyconfusion; an ability to foster genuine creativityin students; and the ability to work with other.people In work groups that decide for themselveshow to get the Job done. They must be able tolearn all the time, as the knowledge required todo their work twists and turns with new challengesand the progress of science and technology.Teachers will not 'come to the school knowing allthey have to know, but knowing how to figure outwhat they need to know, where to get itx and howto help othei's 'make meaning out of it."°

In my field, soc.ial workers are confronted with thereality that conditiOns change far more rapidly than theprograms that serve pecple in need. AIDS, homelessness, andchild sexual abuse are examples of real and pervasive socialproblems for which society has not developed or fundedadequate responses. T tell my students that as we learn (1-hope) to help individuals and communities deal with theseproblems, a new set of problems or diseases is emergingsomewhere.

One problem, then, la the need for future professionalsand other workers to acquire the skills, information, andattitudes that.will serve them and society well in comingyears. The second problem Is harder for me articulate. Iperceive a fragmentation in many people's lives in thiscountry today, where people see little connection betweenwhat they do in one part of their life and in another, norla this related to what is going on in the larger society.The context in which they play out their lives is oftenunexamined.

Robert Bellah and his co-authors in lialats_al_theI. -In -Ile *wit u'i I ;II-

describeparts ofeconomicpersonal

a split in the values that they we use in differentour lives. We tend to be utilitarian in ourand occupational spheres of living, less so In ourand family lives.

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[Winship, page 4]

We also tend to not think much about the larger societalcontext in which we live and work. After looking atbusiness managers and family therapists, the authors statethat "The manager and the therapist take the functionalorganization of industrial society for granted, as theunproblematical context df llfe. The therapist, like themanager, takes the ends as they are given; the focus is uponthe effectiveness of the means.m6

Aspects or facets of people's lives do not connect witheach other. The community leader participates in insidertrading on Wall Street; the social helps family membersaffirm each other as equals and also treats secretarieslike second-class citizens. We drive our cars a lot and buyfast food in styrofoam containers, as if those actions hadno potential connection with warming trends and ozone layerdestruction. We separate our lives into separate states,East and West Germanies divided by walls.

Do students do iny better than the rest of us? ThereIs a tendency for students to view their college work as acollection of largely unconnected courses with credit hoursattadhed as a way of keeping score. Courses to meetdistribution requlements should be "gotten out of the way mas expeditiously as possible,.so that-the student can getinto the coursework In the major. With the exception ofsome math.'and science courses-and sequences In the major,what one learns in one course 'has little to do with what onelearns in another. When one accumulates enough credit hoursand grade points, one graduates. Final undergraduateprojects, and this may be the case with the Senior ResearchPaper here, encourage students to specialize rather thanpull together their college learning.

Connections from the classroom to other parts ofstudent life are also frequently not made. Alexander Astin,who has written.extensively on higher education and studentdevelopment, notes that what students learn about people inorganizations and leadership in their courses la rarelyapplied when they are In leadership positions In studentactivities, and students often do not bring back to theirroles a9 students what they have learned in non-classroomways.7

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...Ton Wagner tells a story which occurred in anupper-dvision seminar on the international economy at theUniversity of California-Berkeley. Three students were:

"giving a report on iabor management issues inunderdeveloped countries. The student presenterswere articulate, they knew the course readingscold, and they had prepared for the Instructor andtheir fifteen fellow students an impressive listof related questions and recommended readings.

The discussion following the presentationfocused on one central question: 'How Is it thatworkers in undeveloped countries appear sounconcerned about workplace hazards, particularlythose associated with chemical industries,asbestos mining, and so on?' In discussing thisquestion with great interest and intensity,students made numerous astute references toconcepts and historical details gleaned framcourse readings, lectures, and otherpresentations.

The seminar itself met in a basementclassroom in one of the older buildings on campus,one in, which exposed-pipes of varying diametersran beneath the ceiling. On iame pf these pipescould be seen insulation that looked a lot likeasbestos.. A visitor to the class called this tothe students' attention, asking how-it was thatthei, could appear so unconcerned about a hazard intheir own workplace.

In response, the students began identifying awide range of other workplace hazards that theyencountered directly or supported through theirown consumer choices. Confessing that they triednot to think too much ibout these things, thestudents also described some elaborate andAmaginative rationalizations for segregating thedaily business of their lives from concerns abouthealth and morality. And they did all this withgreat candor, intelligence, and wit.

However, after fifteen minutes or so of thisdiscussion, the students fell strangely silent,apparently lost in thought. Then one of thestudent presenters remarked, 'Well, I guess wereally got off the the subJect there for a while.'

At that the other students chuckled, murmuredin agreement, and leaned forward in their seats toget 'back on track' with their topic for the day.During the remainder of the period, they discusseoworkplace hazards in underdeveloped countries interms of the assigned readings and as a subject towhich their own personal experience-- and theirpreceding remarks-- bore no relationshipwhatsoever."8

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.[Winship, page 63

Contrasted with these disJunctions and disconnectednessis a state partially described by word "Integrity" and.partially by the word "IntegratedTM, as in "a well-integratedpersonality" Both words come from the Latin intlatc, .meaning whole or complete. In different ways, to haveintegrity and to be well-integrated are both characteristicsof Individuals whose lives display coherence.

I have identified two areas of concern, the need forstudents to acquire needed skills and attributes for 21stcentury life and work and the difficulty that many studentshave in not compartmentalizing their lives. There are avariety of reasons, I think, as to why colleges anduniversities are not attending thore to future-related skillsand why they don't make greater efforts to help studentstranscend the separations between school and other parts oftheir lives.

The ways In which higher eduCation facult? members areeducated and professionally socialized have something to dowith our actions and inactions. In graduate school, we forman identity with a discipline or 'profession, and we tend tosee ourselves as historians or accountants rather thaneducators.

Higher education often places a higher value onscholarly development than student development. Promotion,tenure, and merit raises are more often strongly associatedwith faculty members' recognition from academics in theirown field nationally for their individual research andpublications than it la a recognition of what the facultymembers are doing in their classrooms and on campuses. AsAlexander Astin remarks, we generally do not reward "goodcolleagueshlpTM, participating effectively on committees,consulting with other faculty members, operating on aninstitution-wide perspective.

We're also not sure of the purposes of our efforts.One of the missions of higher education is to provide forstudents a liberal arts education. According to Maud -Chaplin, the historic purpose of a liberal education was toinstill in free persons (originally men) the core values ofthe society, to ensure "that they understood and respectedancient truths and carried on worthy traditions" .10

[Winship, page 7]

Another alm.of a liberal education stands in oppositionto this. It is liberal in the sense of the Latin"liberare", to liberate, and It seeks to'free the studentfrom the unexamined life and to expand the worldview of thestudent. Along the lines of this distinction people arechoosing up sides . E.D. Hirsch, Jr., author of CulturalLiteracy: whAtity_try_Egnaciagu_sasta_tELEasal Is the mostvisible proponent of the first position, that a top priorityof educational institutions is to give a shared reality toits students. Others, Including the Association of CollegeTeachers of English, disagree. In overly simplistic terms,is our goal as educators to produce a "nation of knowers" ora "nation of learners"?

I haven't meant to imply, by my preceding remarks, thatcolleges and universities have been unresponsive to thechanges in society and the development of students. Even acursory look at higher educational institutions in the pastwould demonstrate the ways that postsecondary InstitutIonehave changed. Derek Bok, the president of HarvardUniversity, contrasts the instruction and student evaluationcommon at the turn of the century with those today:

flAt the turn of the century, one could find educatorswho proclaimed the virtues of mental discipline,others who emphasized practical skills, still otherswho spoke of transmitting knowledge abqUired throughscholarship and scientific investigation. Under eachof these alternatives, however, the emphasis wasclearly on conveying a large body of factualinformation-together with a stock of accepted IdJasand principles. Students could rely primarily ontheir powers of memory to succeed in college, and.they were seldom challenged by the clash ofconflicting values or confronted with problemsfor which there was admittedly no convincingsolution°-11

At Harvard and elsewhere, exams have also changed.When Bok looked at exams given in the early part of thecentury, more than 90 percent of the questions askedstudents only to repeat fixed sequences of events, facts, orthe opinions of others. As the century has progressed, anincreasing percentage of the questions ask students toanalyze, compare, and discuss complex problems from morethan one perspective.12

Now, what you may hade noticed is that I've beentalking for more than fifteen minutes without-mentioning theintegration of liberal and professional studies, thesupposed reason for my being here with you today.

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It's not that I brought the wrong talk with me when I drove. over from Wisconsin yesterday, It's that I don't see theIntegration of liberal and professional learning as avaluable end in itself. In the process of working, to linkprofessional and liberal education, however, I do see viableways to both meet the challenges of educating our studentsfor the 21st century and helping them get better in makingconnections in their lives.

As a professional educator, concerned with the a broadlyeducated professsional, I think that it is useful to employthe the outcomes outlined in the report, Ptrenothenino the

; I' leProfessional Studv. Released two months ago, it is aproduct of the Professional Preparation Network, a group offifty undergraduate professional and liberal arts facultymembers and reprentatives from accrediting agencies, ofwhich I was a member. We began work in the fall of 1986,with support from the Fund for the Improvement ofPostsecondary Education. We started with the results of asurvey from over 2000 educators in ten professional fields.Joan Stark and Malcolm Lowther, who directed theProfessional Preparation Project, had designed the surveybased on a literature review of professional and liberalarts education. From that survey, Stark and Lowther hadidentified seven outcomes considered Important byprofessional educators that were ones traditionallyassociated with liberal education.

The Professional Preparation Network held three two-daymeetings over an eighteen month period, with task groupsworking between meetings. Our goals were.to examine theoutcomes and accept, reject, or refine them, and to see howwe could apply both this categorization and some toolsdeveloped by the project to our own campuses andprofessional fields.

The first meeting waa a microcosm of the difficultiesthat liberal arts educators and professional educators havein communicating and working with each other.There is a pecki.1 order, status and prestige, among thedisciplines, which along with the differences in languageamong the various educators produced friction. The problemsin agreeing upon the broader purposes of education were verypresent on the small scale.

[Winship, page 9]

We did get over initial distrust and confusion, anddecided (or at !east most of us did) that a key differencebetween liberal arts and professional faculty members wasthat of perspective. An educational outcome, like criticalthinking or motivation for continued learning, would betaught by a liberal arts faculty member as it relates topersonal development or broad social issues; theprofessional faculty member would relate it to a problem,within a professional context.13

We also discussed the utility of the outcomes in commonwith liberal education. We ended up deciding to add threeto the original list, adding critical thinking, aestheticsensibility, and leadership capacity. The list of outcomesin common with liberal education now reads:

Communication CompetenceCritical ThinkingContextual CompetenceAesthetic SensibilityProfessional IdentityProfessional EthicsAdaptive CompetenceLeadership CapacityScholarly Concern for ImprovementMotivation for Continued Learning

I believe that the idea and the process of focusing onoutcomes constitute powerful means for helping colleges anduniversities address the future preparation needs and theissue of students not connecting from the classroom.Looking at outcomes, or student abilities, or competencies,helps us to reframe the purpose of higher education. Itforces us to ask questions radically different than "Whichcombination of courses whose semester credit hours add up toin should students take?"

I want to briefly look at some of the outcomesidentified by the Professional Preparation Network andindicate ways In which they address the issues aboutpreparation for the future presented earlier. These can beconsidered major by major, or across a campus.

One of these is Contextual Competence, defined as "Thegraduate has an understanding of the societal context orenvironment ln which the profession is practiced". This isthe issue raised by Bellah and his colleagues in Babitsthy Heart, An emphasis on providing the context forpractice through required courses outside the department,interdisciplinary courses, and good advising could addressthe issues raised in a recent report on engineering andliberal arts education; based on surveys and examination ofover 2000 graduates' transcripts, the report revealed alack of coherence in the liberal arts courses and aninattention to contextual issues.14

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The outcome Leadership Capacity was defined as "thegraduate exhibits the capacity to contribute as a productivemember of the profession and to assume leadership roles asappropriate in the profession and society". Focusing onthis outcome forces us to look at the connections betweenwhat students are learning in the classroom and in theirroles in student activities and in the community, at theconnections between the curricular and the co-curricularaspects of student life. This goes beyond involvement; itspeaks to the need for student involvement to Informclassroom learning,.and vice versa.

The outcome Motivation for Continued Learning wasdefined as "The graduate continues to explore and expandpersonal, civic and professional knoviledge or skillsthroughout a lifetime". It is estimated that our studentswill be changing careers three-six times, on the average,between the time they graduate and the time they retire, andthe majority of the specific information they will use inthe workplace during their careers hasn't been produced yet.

This Is an outcome that transcends the differencebetween liberal and professional learning. The reasons forfocusing on this are utilitarian, Job-related, and broader.I want to read from the report juitsLyitalitiatLienssaLEducatiom

Thus we believe that the chief task of the collegeyears is for students not only to gain the abilityto identify perspectives, weigh evidence, and makewise decisions, but also how to think aboutthinking and to enjoy thinking. Students who havedone so have crossed the great divide betweenmerely gaining knowledge in order to return it onexaminations and using knowledge by making ittheir own".15

It appears, from some.preliminary research at AlvernoCollege, that focusing on self-sustained learning during thecollege years may be the best way to facilitate the growthof lifelong learning. Curricular elements such as practice,modeling, feedback, peer learning, the opportunity to assessone's own abilities, opporunities to connect one'sabilities with their application, and the opportunities toapply and integrate abilities in internships belp studentsdevelop active, independent learning habits.lb

i could give other examples of the ways that a focus onstudent ability makes us rethink curriculum and pedagogy.But I want to propose that we also consider the ability tomake connections, in all its forms, as a skill that can bedeveloped. This includes connections within a major field,between liberal and professional learning, between thecurricular and the co-curricular, and between the reality ofacademia and the other realities of life.

[Winship, page 11]

The proponents of "Writing Across the Curriculum" statethat writing is best learned when it is taught in more thancomposition or English classes, and I believe that the sameis true of making connections. At Alverno College, whichhas a national reputation for the coherence of itsability-based program, faculty members report that It oftentakes three semesters for students to "catch on" to theeffiphasis on outcomes, application and connections in theirclasses. As the recent report itiley_SLtall_ty_InSzeneral.Education stated, in reference to connecting among generaleducation courses, "Emphasizing... abilities throughout theundergraduate experience makes'use of the psych.elogicalphenomenon of reinforcement. Reinforcement is ci.ecial ineducation; people learn through repetition and encouragementas well as Inspiration and enlightenment."17

If it is Important, and desirable, to focus onabilities and skills, how does one do it? I want to venturethat to "do It right" demands a multifaceted approach.This Includes attention to the organizational mission andleadership, to the accountability and reward systems forfaculty, to faculty development opportunities, to thecurricular structure and the way "learning paths" arestructured for students, to the attitudes of students; to aprocess that allows for disagreement and.decIsion-making,and to assessment.

Let me start with mission and leadership. Thequestions can be raised: "Are the developments of specificabilities central to what we do with students as theyproceed from matriculation to graduation?" and "Do facultyperceive Investing time and energy toward develdOing studentabilities as an important aspect of their worklife,important enough to crowd out other activities?".Without going into detail on organizational change, I thinkthe higher education organizational literature indicatesthat colleges and universitites change most often when thechange Is incorporated into the mission and there is strongleadership from the top as well as faculty support.

I think that a true emphasis on developing studentabilities will occur when there is accountability for thefaculty member, there is a reward system that supportschanged behaviors, and there are supports for developing newways.of promoting student learning. Without some system ofaccountability, curricular recommendations become onlysuggestions, which are unevenly implemented. Documentationfrom course syllabi and participation on task forces workingon connecting across disciplines are two examples ofacountability mechanisms tha.t could be implemented.

[Winship, page 12]

The important material rewards for faculty (promotion,tenure, pay raises) can reward the faculty member whoinvests a block of time in retooling a course so that, forexample, it fosters the students' adaptive competence orsense of professional ethics. If this kind of activity Isnot generally received as well as if the faculty memberchose to spend the time writing an article for publication,many faculty members will not spend large amounts of time oncurricular and institutional change.

Another important aspect is faculty development. Forprofessional educators, a focus on liberal ctitcomes asks usto go beyond what we have done and learned in the past. Foreducators in any field, there will be new learning.Allocating monies for attending workshops/conferences or forsummer study projects ,for faculty members provides the meansfor faculty members to learn how to "put new wine in newbottles", as does release time during the academic year.Brooklyn College, which instituted a new "core curriculum"'several years ago, also has begun a "core process", a seriesof faculty development seminars, sample presentations to allfaculty of material in the core courses, faculty writingworkshops, etc. In the Professional Preparation Network, me.developed microparticipation workshops, in which we asfaculty members demonstrated with our peers as students aclassroom activity or assignment that contributed tolearning in one of the outoomes.

I think that we also need to pay attention to the waysin which patterns of courses are organized for students and

by students. In his comprehensive book College: TheLnrqrauate Experience In AmeI, Ernest Boyer decriesthe common practice of professional program students takingtheir liberal arts courses in the first two years and theirprofessional courses in the last two years. According toBoyer, and I agree, this leads to fewer opportunities for

connecting liberal and professional learning than if thestudents were taking both professional and liberal artscourses at the same time during all four years, followingparallel tracks.18

I believe that we can structure opportunites forstudents so that they are more likely to connect from onecourse to another. PAIDEIA I am! II seem to be organized ina way that would lead to this, Another approach that hasbeen used is that of "paired courses", where a student wouldtake two separate courses, tweght independently by facultymembers in different department*, such as education and

psychology. The faculty members in the two courses would befamiliar with the material, syllabi, and requirements of the

other course, and would help the students edrolled in bothcourses make connections between the courses.

A).41

[Winship, page 13]

Another less structured approach is to encouragestudents to take courses during the same semester with acommon theme or time period, for example the History courseon "The United States since 1877" and the English course.,"American Literature, 1860 to the Present". ColoradoCollege and Davidson College have replaced minors withinterdepartmental theme concentrations, where students takefive courses from a variety of departments linked by acommon theme such as "Asian Studies".

Within programs and 6ourses, we can require that ourstudents integrat,) from other fields. Russell Sage Collegehas a requirement In its nursing program that seniors solvesimulated problems explicitly drawing on what they havelearned In their liberal arta and professional courses. Wecan provide more field experiences and internships, andstructure those so that integration and application oflearning is an integral part of the experience.

, I also think that we need to market to students theimportance of broadly educating themselves, fortheirprofessional and personal future lives. I am not familiarwith the students on this campus. At the University ofWisconsin-Whitewater, where I teach, many students 'view thepurpose of education as leading to the first Job; theirPerspective does not extend beyond the first day on thatfirst job. A conscious effort, including the utilization ofsuccessful business managers and other professionalsextolling the need for nonspecialized educationb is criticalto getting students to want to become truly educated.

Most importantly, what is needed on campuses is theopportunity for faculty members, administrators, andstudents to struggle with and decide what is imposrtant andhow it is to be achieved, and how they want to makeeducation more coherent. To do that, there is thenecessity, campus by campus, of reinventing the wheel. AsDerek Bok states In filcher Learning, the process of workingtoward commonalities, which is usually fractious andtime-consuming, can produce both coherence and renewed'energy that otherwise would not be there.17 It leads to thesituation, like they say back home, where "everybody issinging from the same hymnbook".

Nannerl Kechane, the eloquent president of WellesleyCollege, writes about the frustrations of structuring aliberal arts curriculum for today's world. I want to readher words, which I think are also appropriate for what weare discussing here:

"In debating such questions, it Is easy tobecome frustrated and throw up our hands. !Aseems impossible to reach any conclusion, evenwithin a close working group of faculty membersdedicated to a common goal, much less within ouracademic community as a whole.

242

[Winship, page 14]

We may be able to agree that everyone should haveread at least one Shakespeare play, but we areunlikely to agree on which.

I would argue, however, that such.a processis itself a crucial part of what makes liberallearning work. Refining what we hold to beimportant, understanding each other's values,reaffirming that there are things worth knowingand that there are more things worth knowing thanany of us could possibly ever know-- this.processis healthy for all of us; Indeed, it lefundamental to our very enterprise.20Students who take part in such discussions during their

undergraduate years are more likely to accept with thedisagreements about goals and means that mark any complexenterprise; to assume that people will Indeed have differentvalues, interests, and ways of doing things; to know what itmeans to take a stand and work effectively for a purposeheld to be important.

One useful tool for faculty members in thesediscussions is the PLUSS (Professional/Liberal UndergraduateSelf-Study) instrument, developed through the ProfessionalPreparation Project. Versions of this survey can be givento professional faculty members, liberal arts facultymembers, and students. Resuits from this can indicate areasof common concern. It has been said that it is easier tomove a graveyard than change a curriculum, so commoninterests may be good starting points.

The final piece of the puzzle is assessment. If we areto endeavor to help our students to develop abilities, toconnect.from one aspect of their lives to another, we needto devote energy in our classes and programs andinstitution-wide to seeing how well we are doing, and thenapplying the knowledge gained in assessment to our ongoingcouree development and teaching. Classroom research, asespoused by K. Patricia Cross and Tom Angelo, offers someexciting approaches for use in our classes21. I havementioned Alverno College several times; I am impressed withwhat they do, and impressed that they spend 2% of theirannual budget on evaluation, assessment, and institutionalresearch.

Joan Stark and Mal Lowther in Michigan started lookingat the links between professional and liberal education andinitiated the Professional Preparation Nefwork hoping for ateuce between liberal and professional education. Itevolved into an effort to integrate liberal and professionaleducation. In my opinion, (and I am borrowing here fromPeter Marsh of Syracuse University), the term "Integration"is still too Oland.

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[Winship, page.15]

What is needed Is a reconfiguration of liberal andprofessional education, a new idea of the ways that bothcourses and fields of knowledge support.and complement eachother. Through trial and error, we can discover theapproaches that educate students for living in the future;we can do more to help students become well-integratedpersons with a sense of integrity.

I started with a political allusion; I'll close with apolitical quote. Robert Kennedy once said that "The futuredoes not belong to those who are content with today, timidand fearful in the face of new ideas and bold projects". Ibelieve that the future of higher education lies in ourability to transcend our academic identifications andcurrent practices so that we can boldly educate changingstudents for a changing world.

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[Winship, page 16]

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1. Peters, Tom, Thcimina.sa_chaszW_Iiinsitagiar_siManagemnl_Heyolution. New York: Alfred A. Knopf, 1987.

2. Smith, Roger B.( quoting William Plomer), "The LiberalArts and the Art of Management" in Estmedna_tianaglul

ect ugh -..1 11-

Joseph S. Johnston, Jr., ed. San Francisco: Jossey-Bass,1986.

3. Sculley, John, "A Perspective on the Future: WhatBusiness Needs from Higher Education", Che0.21, March/April,1988, pp. 41, 59.

4. Porter, Lyman W. and Lawrence E. McKibbin, th111.04/2ffilatst- 11 I

Century. New York: McGraw-Hill Book Company, 1988, p.4.

5. Carnegie Forum on Education and the Economy,-New York: The Carnegie Corporation, 1986, p. 25.

6. Bellah, Robert N., et. al.; figarasti_lbglitos---t=Individualism and Commitment In American Life_u_Derkelev:University of California Press, 1985, p. 47.

7. Astin, Alexander W. "The Implicit Curriculum: Wiat AreWe Really Teaching our Undergraduates?", Liberal ;.:;,.acation74(1), 1988, pp. 6-10.

8. Wagner, Jon, "Teaching and Research as StudentResponsibilities: Integrating Community and Academic Work",Change xx, 1988, p. 29.

9. Wagner, "Teaching and Research as StudentResponsibilities".

10. Ouoted'in Keohane, Nanerl, "Creativity, the Classics,and the Corporation", LlbSrAl Education 74(1), 1988, P-33.

11. Bok, Derek, Higher Learning. Cambridge, MA: HarvardUniversity Press, 1986, p. 48.

12. Bok, HIgherLearnisig,. pp. 48-49.

13. Professional Preparation Network, Strengthening theIita_Illat_alagi. Ann Arbor: The University of Michigan, 1988.

[Winship, page 17]

14. DeLoughry, Thomas, "Engineering Students Are Said toGet Incoherent Education in the Liberal Arts",ChrionicLe of Hjoher Education, July 20, .1988,1, 14-15. PP.

15. Katz, Joseph and the Task Group-on General rducation,AAC, uk.walstAutzan_reingzaLisiugathm. Washington, D.C.:Association of American Colleges, 1988, p.4.

16. Mentowski, Marcia, "Student Involvement in Learning andAssessment", Paper presented at the Annual Meeting ofAmerican Educational Research Association, San Francisco,April, 1986.

17. Katz, Joseph and the Task Group on General Education,AAC,A_Rea_laallta_LISataacill_Eduratiga. Washington, D.C.:Association of American Colleges, 1988, p.24.

18.Boyer, Ernest L., Seialagu_lheijnsiergragkaLtjap_In AmerIca. New York: Harper & Row, 1987,

19. Bok, Derek, 'Higher Learning. Cambridge, MA: HarvardUniversity Press, 1986.

20. Keohane, Nanerl, "Creativity, the Clas6ic3, and theCorporation", Liberal Eduation 74(1), 1988, p. 33.

21. Cross, K. Patricia and Thomas A. Angelo, classroomAnn Arbor:

National Center for Research to Improve PostsecondaryTeaching and Learning, 1988.

4 0

61,4Z7L "el

AUPHA UNDERGRADUATE MEMBERSHIP CRITERIA

DRAFT: JUNE 11, 1988 PAGE 1

1 L PREFACE23 Undergraduate Programs in the Association of University Programs in Health Administration4 [AUPHAI are engaged la the education of students at the baccalaureate level for careers In health5 services management. While students may come from a variety of backgrounds and disciplines, with6 or without experience, the purpose of baccalaureate education In health services management Is to7 provide the initial education for professional careers in health services management.89 Full Member Undergraduate Programs are those programs which have beet approved by the

10 AUPHA Panel Review process as meeting the following criteria. Undergraduate programs attempting11 to meet these criteria may join AUPHA as Associate Member programs for a period not to exceed12 three years. Associate Members must apply and be approved for Full Membership within a three year13 period. Full and Associate Members must be located in the United States or Canada. Programs14 located in other countries are encouraged to join AUPHA as affiliate or other category of membership.1516 The following criteria serve as requirements of a high quality baccalaureate program in health17 services management. It is the responsibility of the program to demonstrate how it meets the intent18 of the criteria. The criteria reflect multiple ways of obtaining similar goals and that flexibility and19 innovation are essential in the design of curricula. The.criteria are applied as the basis for Full20 Membership. They also serve as a means by which programs can engage in self-assessment.212223 II. ELIGIBILM2425 The Program must present evidence of eligibility which includes the followhig elements:2627 A. A health management baccalaureate program located in the United States shall be eligible for28 Full or Associate Membership if it is part of a college or university accredited by a regional29 agency recognized by the Council on Postsecondary Accreditation. A program in Canada must30 be part of a college or university which is a member of the Assodadon of Universities and31 Colleges of Canada.3233 B. A Prop= must be officially approved by the governing body of its college/university and be34 listed in the college catalog as a course of study leading to a baccalaureate degree.3536 C. A program must have graduated its flt..t class of students.3738 D. A Program must be an Associate Undergraduate Program prior to applying for advancement to39 Fall Membership.4041 [COMMENT: Participation in AUPHA meetings, fardlty institutes, conferences, and use of the42 AUPHA resource center are encouraged before a program applies for Full Membership. This43 helps the program gain an understanding of the criteria as weri as AUPHA gain an44 understanding of the applicant's program.]454647 III. CRITERIA YOH FM UNDIPRGRADUATE MEMBERSHIP4849 A. Program Structhre5051 The program must demonstrate that the mission, goals, and objectives of the program and the52 curriculum are appropriate given the nee& of the health care system and the educational53 mission of both the program and the college/university.5455 1. Program Objectives56

.57 [a] The Program must'have a statement of its mission, goals, and objectives whichsa reflects the rationale for the program, the curriculum s concepthai framerork, and59 the program's expftled outcomes.

4 7



60 [COMMEND Where graduate and undergraduate programs exist in the same61 unit, the undergraduate program must have its own statement.]62..3

[b] The Program's statement of mission, goals and objectives must also address faculty64 teaching, research, and service.6566 [c] The Program must have a program director whose authority and responsibility are67 clearly defined.6869 [d] The Program rsinst not diseviminate based upon race, ethnic origin, creed, or70 gender in :my of its activities.7172 [COMMENT: A program must be In full compliance with relevant laws as well as73 University policies regarding affirmative action and equal opportunity. This does74 not prevent an institution from having a religious affiliation or adopting policies75 directly related to such affiliation provided adequate notice of such policies Is given76 to all applicants, students, faculty, and employees.]7778 2. Faculty7980 A program must have an adquate number of academically qualified faculty to meet the81 Program's stated Lnission, go, and objectives.az.83 [COMMENT: Teaching loads and student faculty ratios must be conskrtsnt with the84 program's mission, goals, and 'objectives as well as the college/university's standards for85 promotion and tenure.]8687 [a] There shall be a minimum of two full-time faculty members whose primary88 appointment are in the health services management program and who hold89 academic rank [Assistant, Associate, or Full Professor].9091 [COMMENT: In university settings where appointments are not related to92 programs the program must demonstrate how they meet the intent that there be at93 least two full-time faculty members responsible for the program.]9495 [b] Faculty must have demonstrated scholarly and/or professional activity in health96 services management and at least one full-time faculty person must possess an97 earned doctoral degree in an area related to health services management.9899 -[c] In colleges or universities in which undergraduate aud graduate programs share

100 faculty, the program must demonstrate how it meets the intent of both [a] and [h]101 above.102103 3. Resources104105 Given the mission, goals, and objectives of the program, the Program must demonstrate106 the adequacy of resources in the following areas:107108 [a] Finanal base.109110 [COMMENT: The program must have adequate financial resources to support the111 operations of the program including faculty, research, and students.]112113 [b] Physical facilities.114115 [COMMENT: This generally includes such things as office space, classrooms,116 library, and computer facilities.]117118

248



119 [c] Academic resources within the University.120121 [COMMENT: This frequently includes such things as student advising and122 placement, other divisions of the university which offer courses related to health123 services futministration, liberal zrts resources, etc.]124125 [d] PractIcum/Internship sites and linkages to the professional community.126127 [COMMENT: Practicum/internship sites must be consistent with the Program's128 mission, goals, and objectives. The program must have established relationships129 with the appropriate professional communities.]130131 4. Student Support Systems132133 The program must demonstrate that student support systems have been formally designed134 and implemented to cnsure.appropriate and equitable entry into the profession of health135 services management.136137 [a] The Program must demonstrate that the procedunl for admitting students to the138 program are compatible with the mission, goals, and objectives of the program.L39140 [14 Students must have access to adequate academic advising and career placement.141142 [c] The Program must demonstrate how the program provides students with143 opportunities for professional socialization and development.144145 B. Educational Process146147 1. Curriculum148149 The Program must have a curriculum which is omsistent with its mission, goals, and150 objectives and which meets the following four grieral content areas as well as the151 specific areas within each.L52153 [COMMENT: Considerable faculty effort should be directed toward the154 conceptualization of the curriculum given its statement of mission, goals, and155 objectives. More than one content area may be covered in a single course or a single156 content area may be covered in multiple courses. Some content areas may be covered157 by courses taught in other academlc units.]158159 [a] The liberally educated health services manager.160161 Since health services delivery directly impacts upon the quality of the human162 experience, health managers must appreciate and understand the health care163 system's historical, philosophical, social, economic% political and scientific164 foundations. Baccalaureate education is the foundation for further formal and165 informal learning. Undergraduate education must provide the essentials of a166 liberal education. Therefore, liberal arts education is the foundation for .167 Rrofessional education in health servi= mnagement. A program must168 demonstrate how the following areas are tulegrated into the professional169 education curriculum of the prolgam:170171 1. Communications [including written and oral].172 2. Computational skills [mathematics and quantification].173 3. Critical Thinking [ability to analyze problems].174 4. Societal context [historical, economic, social, political, and scientific,175 foundatiOns].176177



178 [b] Conceptual and technical competency in management.179180 Health services managers derive Wits and knowledge from basic management181 theory and practice. The Program must demonstrate how the following182 competencies are developed in the student's program of study:183184 1. Management.185186 [COMMENT: This area usually includes, but Is not limited to content in187 business ethics, labor relations, and theories of management.]188189 2. Organization structure and firnction.190191 [COMMEND This area usually includes, but is not limited to content in192 business law, organizational behavior, organizational design, and strategic193 management.]194195 3. Managerial skills.196197 [COMMEND This area usually includes, but Is not limited to content In198 accounting, computer literacy, financial management, operations analysis,199 management information systems, pinning/ marketing, research methods,200 and statisdcs.]201202 [c] Conceptual and technical competencies In health services.

204 The unique characteristics of the kealth care delivery system must be205 addressed in the student's program of study. Students must have an206 understanding of the interaction of health, environments, organizations, people,207 and the health professions. The Program must demonstrate how the following208 competencies are developed in the student's program of study:209210 1. Determinants and measurement of health and disease.211212 [COMMEND This content is frequently found in, but not limited to213 content in epidemiology and public hmIth.]214215 2. Health services organization and delivery.216217 [COMMENT: rThls includes but is not limited to content covering the218 structure and !Unction of a wide variety of health organizations and219 professloas.]220221 3. The unique characteristics of the economic, legal, managerial, political, and222 social aspects of health services organizadon and delivery.223224 [COMMEND Content in this area b usually found in bioethics, health225 finance, health law, and health policy.]225227 [d] Applications to hexith services management.228229 The program must demonstrate the ways in which a, b, and c above are230 applied to health services management.231232 1. Faculty supervised practicum/internship.233234235236



237 [COMMENT: The Program must demonstrilte how it provides all students238 with a faculty supervised and evaluated field experience la health services239 management. If students are excused from this requirement, the Program240 must demonstrate that an appropriate evaluation process is used to make741 such a determination.]242243 2. Integrative exercises.244245 [COMMENT:. The program must demonstrate the mechanisms it uses to

integrate the skills and knowledge identified in a, b, and P.. This is247 frequently in a capstone course, case studies, simulations, etc.]248249 C. Outcome criteria for programs in health servicea management.250251 Baccalaureate education in health services management is designed to provide the initial252 education for professional careers in hraith services management. The program must253 demonstrate how it develops the following competencies.'254255256257258259260261262263264265266267268269270 training.]271272273274275276277278279280281282283284285286287288289290291292293294295

1. Conceptual competence.

[COMMENT: The graduate understands the theoretical foundations of the profession.]2. Technical competence.

[COMMENT: The graeuate can perform skills required of the professional.]

3. Integrative competence.

[COMMENT: The graduate can integrate theoq and s in the practice setting.]

4. Career marketability.

[COMMENT: The graduate has superior employment opportunities because of acquired

S. Communications.

[COMMENT: Acquire, develop and convey ideas and Information.]

6. Critical thinking.

[COMMENT: Develop analytical skills and make decisions.]

7. Societal contexts.

[COMMENII Historical, social, economic, political, and scientific foundations.]

8. Professional socialization and ethics.

[COMMENT: Roles in ethical bases of professional behavior.]

9. Leadership capacity.

[COMMENT: Assumes leadership roles as appropriate.]

10. Professional growth and motivation for continued learning.

,51

AUPHA UNDERGRADUATEMEMBERSHIP CRITERIA

DRAFT: JUNE 11, 1988

IV. PROGRAM EVALUATION

PAGE 6

)8 The program should demonstrate its formal systems for program evaluation.

?900 [1] The Program must regularly and systematically evaluate its outcome structure,

01 processses and outcomes.

02 [2] The Program must provide the mechanisms for student, faculty, alt1171111 and

03practitioner input into program evaluation.

;04305106307308 1. The outcomes listed below are similar to those identified as important in other undergraduate

309 professional fields. This list has been adapted from: J.S. Stark and MA. Lowther, Sienbeni

310 the Ti.I., .. Bind: . ., .e nder . .duat LI...11, an. $ . -;.nal tut, Univusity of Mi

311 1988. 8 ., .. ons o outcomes appear in Boyer, I - . nde

312 in America, New York Harper and Row, 1987 and the Assocation Amencan

313 the Pro'ect n Rede, 2 . ! the MM .'i: and ' ... of Baccalaureate De

314 Co ege Curn um, Was. .: on, D.C.: e Associatzon, Fe.ruary, 1985.

[3] The Program must indicate what progress has taken place since the last review, noting

especially any actions taken with regard to recommendations from the previous review.

; 52

41.:.

ttegos, ,Repprt 9fate:, s In th

Appendix D

Mailing lists and detail

;;53

FIPSE/Profesiional Preparation ProjectJanie C. Knieper

Report on "Ties" and "PLUSS" Ma ilings/Ordersas of 8/25/88

Printed 5/31/88, F1PSE Professional Preparation Project report Strengthening the Tres_ThatBind ("Ties"). Number printed = 5,000 copies

Printed 5/31/88, PLUSS: Version.A - 1,400 printedVersion B - 1,800 printedVersion C - 3,000 printedVersion D - 3,000 printed

Note: PLUSS* refers to a set of 1 of each version (A, B, C, D) or "PLUSS review set"

Printed 5/31/88, brochures (for publicity, ordering) = 30,000 (at least one was included witheach report listed below)

Embargoed, advance complimentary mailing of "Ties" and "PLUSS" - sent5/31/88:

# Ties /LEW= 2.3.rotturga Group46 46 92 1 Network membem, advisory panel, network

guests85 85 170 2 Presidents, Vice Presidents & Dean or

Chairperson at PPP paticipating institutions31 31 62 3 Specialized accreditors308 308 616 4 Association Heads (Policy Makers), UM

President, Vice Presidents/Deans, NCR1PTALSenior Staff, and PPP Staff

267 267 534 5A Education Writers of America, List #1 (mostimportant)

222 0 444 5B Education Writers of America, List #211 0 22 5C Other editors (of Newsweek, lime, etc.)

970 737 1940 Subtotal of complimentary copies sent out5/31/88

Regular complimentary mailing of "Ties" (and brochure) only - sent 6123/83:# Ties # PLUSS* kfirochures caraug

2690 0 2690 6 Presidents and Vice Presidents of AcademicAffairs of all 4 year colleges and universities

Mass mailing of PPP brochures:

# Ties # PLUSS*

o o

o

0

0

# Brochures Group

256 7 Persons interested in and/or somehowconnected with PPP not listed elsewhere -sent 7/20/83Chair, Dean of 8 professional programs inU.S. (who responded to the original survey) -sent MK 3President- of community colleges and allother colleges not in Group #6. - sent 7/5/88

o 1188 8

o 901 9

0 2345 Subtotal for Groups 7, 8, and 9

Complimentary copies (in addition to mass mailings above) sent (as of8/25/88):

# Ties # PLUSS* LEirachurea

94 5 93 "Free Ties" list

132 30 200 No. of other copies given out /filed byPPP/NCRIPTAL staff (very approximate)

Number of documentseach order) for orders

shipped toplaced:

date (one brochure is usually included with

2

# lies # PLUSS* # Brochures

437 79 385 Shipped prior to 8/1/88652 124 341 Shipped 8/1 -25/88

1089 203 726 Subtotal of documents shipped prior to 8/26/88

# Ties LEW= # Brochures

4975 975 7994 Grand total of documents sent out/given away/filed

255

Approximate number of documents remaining in stock as of end of 8/25/88:

itial # nuss* # Brochures

25 425 22006

Approx. number remaining of each version of PLUSS Ver. A . 425Ver. B = 825Ver. C . 2025Ver. D . 2025

Approximate number of orders yet to be Med as of end of 8/25/88:

87 orders to fill (most are for 1 copy of report and 1 copy of PLUSS - no amount greater than10 copies of the report)

; 56

3

Professional Project Mail Lists

Several mailings were made between May 31 and July 31 withrespect to publicity about/complimentary distribution of theProfessional Preparation Project report, Strengthenina the TiesThat Bind: Integrating Undergraduate_Liberal and Professional$tudy.

A brief description of each group mailing follows:

Group 1: Consisted of all Professional Preparation Projectstaff, members, advisory panel and FIPSE-affiliatedguests. There were 46 persons in this group. Theyeach received a copy of the report, the PLUSS, and twobrochures.

Group 2: Consisted of President, Vice President and a"significant other" (Dean, Chairperson) for allinstitutions who participated in the ProfessionalPreparation Project. There were 85 persons in thisgroup (ranged from three to seven persons at each of 23institutions).

Group 3: Consisted of specialized accreditors for four-yeardiscipline programs some of which were affiliated withour grant as advisors, network members or guests.There were 31 persons in this group. They eachreceived a copy of the report, the PLUSS, and twobrochures.

Group 4: Consisted of association heads, policy makers (i.e.,legislators, governmental officials who might have/haveinterest in this project, educators of importance,etc.), University of Michigan President, VicePresidents and Deans, NCR1PTAL Senior Staff, andProfessional Preparation Project Staff. There were 308persons in this group. They each received a copy of thereport, the PLUSS, and two brochures.

Grow 5: Consisted of three mailing lists of the first two ofwhich were members of the Education Writers of America(EWA). List A contained the most important EWAmembers. There wore 267 persons on this list and theyeach received one copy each of the report, the PLUSSand two brochures. List B contained EWA members ofless importance. There were 222 persons on this list.They received one copy of the report and two brochures.The third, and smaller, list C were editors of suchpublications as Newsweek and Time There were 11persons on this list. They each received one copy ofthe report and two brochures.

'57

Group 6: Consisted of Presidents and Vice Presidents of AcademicAffairs of all four-year colleges and universities(except University of Michigan). This group contained2,690 persons and each were sent one copy each of thereport and brochure.

Group 7: Consisted of persons interested in and/or somehowconnected with the Professional Preparation Project notlisted elsewhere. This group contained 256 persons andthey each were sent one brochure.

Group 8: Consisted of the Chair or Dean of eight professionalprograms in the U.S. who responded to the original PPPsurvey. This group consisted of 1188 perons and eachwere sent one brochure.

Group 9: Consisted of Presidents of community colleges, othertwo-year colleges and any other colleges not sent to inGroup 6. This group consisted cf 901 persons and eachwere sent one brochure.

Appendix E

Workshop description

g,r."09

WORKSHOP OUTLINE

USING THE PROFESSIONAL/LIBERAL UNDERGRADUATE SELF STUDY(PLUSS)

In 1988 a FIPSE-funded project at University of Michigan

published Strengthening the Ties That Bind: Integrating

Undergraduate Liberal and Professional Study urging faculty to

identify and discuss educational outcomes common to liberal and

professional study. The report has been received

enthusiastically by the higher education community and is

stimulating discussion on campuses nationally.

The project also released the Professional/Liberal

Undergraduate Self-Study (PLUSS) to guide faculty discussions

about improving curricular integration. While a decision to use

PLUSS may originate with institutional leaders, the collegial

discussions will involve one or more undergraduate professional

programs (e.g., nursing, business, architecture) and appropriate

liberal arts faculty, and it can involve students and recent

graduates.

Participants in this workshop will leArn how and when to use

PLUSS. After the workshop, they will be able to initiate and

help sustain discussions on their own campuses. Ideally, more

than one participant from a campus will attend. Copies of PLUSS

and related materials will be supplied.

Workshop Leaders: Joan S. Stark and Malcolm A. Lowthel-,

Professors, Center for the Study of Higher and Postsecondary

Education, The University of Michigan

Appendix F

Executive Summary

'x.61

The School of Education/The Unluersitg of Michigan.Finn arbor, Michigan

Although some claim the growth of professional preparation programs hasbeen at the expense of liberal studies, the two areas are not mutuallyexclusive. The active promotion of liberal education outcomes, withineducation for professional fields, is a realistic strategy consonant with boththe career aspirations of today's undergraduate students and the importanceof a liberal education. Educational activities contributing to the liberaloutcomes of professional study exist in many colleges and universities.However, lack of communication mechanisms, within and betweenprofessional programs, often leave these ideas unnurtured.

In 1986 a national dialogue was initiated among professional and liberalarts faculty to share organizational strategies and educational activities thatsuccessfully integrate professional and iiberal studies. An eleven-memberadvisory panel representing eight undergraduate professional fields(architecture, business administration, engineering, journalism, nursing,pharmacy, social work and teacher education), the liberal arts andspecialized accrediting associations is guiding this process. In addition, achosen network of 16 professional faculty members, 16 liberal arts facultymembers and accreditors from the eight professional fields is meetingperiodically over an 18-month period to facilitate information exchange.

The project increased awareness among faculty and administrators aboutliberal education practices occurring in the eight professional fields. A reportand call to action, entified-Strengthenina the Ties That Bind: IntegratinaLiberal and Professional Education, was released in summer 1988. Over5,000 copies have been distributed. A self-study instrument, The PLUSS,has been developed for professional programs. Its use as a discussionguide encourages specification of program goals, helps to identifyinfluences affecting specific programs as they attempt to integrateprofessional and liberal study, and advances discussions of the themeasurement of liberal outcomes in undergraduate professional programs.Information concerning the project's work was shared nationally throughpress releases, extensive mailings, and collaborative presentations atprofessional conferences. The numbers of orders for materials and requestsfor staff to speak have indicated the need for such a dialogue. The work wassponsored by the Fund for the Improvement of Postsecondary Educationand The University of Michigan.

Project Director:Joan S. Stark

Project Co-Director:Malcolm A. LowtherThe University of Michigan2002 School of EducationAnn Arbor, Michigan 48109

The Professional Preparation ProjectThe University of Mkhigan

Appendix G

Institutions ordering 15 or more copiesof Strengthening the Ties..,

63

Institutions ordering 15 or more copiesof Stxenathening_the Ties

Hama

Evergreen State College

Keene State College

Kennesaw College

King's College

La Roche College

Aazareth College

Penn. State University

Trenton State College

University of Puerto Rico

University of San Francisco

Location

Olympia, WA

Keene, NH

Marietta, GA

Wilkes-Barre, PA

Pittsburgh, PA

Rochester, NY

University Park, PA

Trenton, NJ

Mayaguez, PR

San Francisco, CA

# of copies

15

20

17

100

30

20

20

85

100

40

Appendix H

Letters, etc.

65

Syracuse University

18 May 1988

Joan S. Stark andMalcolm A. LowtherThe University of Michigan2117 School of Education Bldg,Ann Arbor, Michigan 48109

Dear Joan and Malcolm,

Congratulations. Strengthening the Ties That Bind is righton target. It reads well and represents most appropriately theevolution and conclusions of the Network. It is realisticwithout pessimism or optimism, encouraging without cheerleading.I think it's going to have a very positive impact over the longhaul precisely because it is not a quick fix and it summons "thebest" from those who are going to have to stand up and becounted.

I'm aure all those who served on the Network and its specialcommittees would agree that your "spirit" and "quiet confidence"has, more than anything else, informed the successful completionof this task. So from one who has benefitted, please accept mythanks and congratulations.

RRC:jlo

.-

Sincerely,

Ronald R. CavanaghVice President forUndergraduate Studies

66

Vice President for Undergraduate Studies304 Administration Building Syracuse. NY 13244-1100 (315) 423-1899

College ofLiberal Arts

Officeof theDean

THE UNIVERSITY OF TENNESSEEKNOXVILLE

June 2, 1988

Ms. Joan S. StarkMr. Malcolm A. LowtherThe University of Michigan2117 School of Education BuildingAnn Arbor, Michigan 48109

Dear Ms. Stark and Mr. Lowther,

I write to thank you for the very interesting anduseful work contained in Strengthening the Ties that Bind.I believe your concerns and approach are well founded.

Simply as a way of indicating to you activityconsistent with your approach, I-enclose some material froma recently held symposium on the 'relationship betweenLiberal Arts and Business held here at The University ofTennessee, Knoxville.

Dean Wisniewski of our College of Education and I areplanning a number of activities intended to bring liberalarts and teacher education facultli into a dialogue.

Again, thanks for the material. It will help us moveahead.

/lcEnclosures

Sincerely,

Larry Ratne:Dean

67

226 Ayres Hall/Knoxville, Tennessee 37996-13201(615) 974-5331

ACCREDITATION BOARD FOR ENGINEERING AND TECHNOLOGY, INC.=11MIMMEL,

OFFICERS isal.aa

Ru asal C. Jonas. Pres,dert

Francis J. Cashin.Pevaeripetect

Robort L. Young. Peasurer

David A. Van Ham. Secretary

Gordon H. Osigsr. Past Pr'estclent

345 EAST 47TH STREET NEW YORK. N.Y. 10017-2397 212-705-7685

June 3, 1988

Dr. Joan S. StarkDr. Malcolm A. Lowther

Center for the Study of Higherand Postsecondary Education

School of EducationThe Universik, of Michigan2117 School of Education BuildingAnn Arbor, Michigan 48109

Dear Drs. Stark and Lowther:

TELEX NO. 5101012914 ABET NYO

DAVID R. REYES-GUERRA, P.E.EXEGULVE DREG TOR

Thank you for including me in your May 31, 1988 mailing of advancecopies of your work on integrating undergraduate liberal and professionalstudy. I found it very informative.

The Accreditation Board for Engineering and Technology (ABET) isinvolved in a special program regarding the social sciences nd humanitiesin conjunction with Dr. Joseph Johnston at the Association of AmericanColleges, 1818 R Street, N.W., Washington, D.C. 20009. Perhaps you maybe interested n sharing your work with him as well.

I am further enclosing mailing labels for the officers of ABET andof ABET's Engineering Accreditation Commission. As these individuals arein the forefront of the profession with regard to changes in curriculum,

; you may find it equally appropriate to send them copies of your material.

Again, thank you for the copies of the material.

Sincerely,,\

DRR-G:ar

,

David R. Re erre, P.E.Executive Director

1988 ANNUAL MEETING:'Engineering Education The Base for Competitiveness and Productivity in the International Arena''

November 28 December 2, 1988, The Capitol Hilton, Washington, DC

I

,==MMIB.

WashingtonState University

4. Office of the President, Pullman, Washington 99164-1048 I 509-335-6666

June 6, 1988

Ms. Joan S. StarkMr. Malcolm A. LowtherProject Co-DirectorsCenter for the Study of Higher

and Postsecondary EducationSchool of EducationThe University of Michigan2117 School of Education BuildingAnn Arbor, Michigan 48109

Dear Ms. Stark and Mr. Lowther:

Thank you for your letter of May 31, 1988, with which youenclosed an advance copy of Strengthening the Ties That Bind:Integrating Undergraduate Liberal and Professional Study.

I was most interested to sldm through the materials which yousent, and I am forwarding them to Dr. A. C. Yates, ExecutiveVice President and Provost for WSU. I know he will be sharingthese with our Commission on General Education and with othermembers of the administration and faculty who have beenworking very diligently over the last few years to Improve WSU'sgeneral undergraduate education.

We were pleased that Donald Heil and Richard Law were partici-pants in the Professional Preparation Network, and we have hadreports from them since their return. They will be involved esWSU moves forward in improving undergraduate education, andyour materials will be most helpful to them.

11 UN :

SHS:crh

cc: A. C. YatesDonald HeilRichard Law

Sincerely yours,

Samuel H. SmithPresident

.'\'ewN Horizonslioltingtrin State titilvtlit.i

Centennial Intl 1990

1.)

CORNELL UNIVERSITY

FRANK H. T. RHODESPRESIDENT

June 8, 1988

Professor Joan S. StarkSchool of EducationCenter for the Study of Higher

and Postsecondary EducationThe University of Michigan2117 School of Education Bldg.Aan Arbor, MI 48109

Dear Joan:

Thank you for your letter of May 31, and for the published versionof "Strengthening the Ties that Bind." I write not only to thank youfor your kindness in sending me this, but also to congratulate yau on ahandsome and very useful publicatioh. Your work reads convincingly andcogently, and I hope it will have a wide influence. Certainly, in anage of painful simplistics, your message needs to be heeded.

I want to thank you for the leadership that you have given us inthis important project and to congratulate you on a difficult task welldone. I feel very privileged to have had the opportunity to play amicroscopic part in this.

With my warmest congratulations and all good wishes,

Sincerely yours,

Frank H. T. Rhodes

7 0

300 DAY HALL ITHACA, NEW YORK 14853.2801 (607) 233.3201

Office ofthe Provost

THE UNIVERSITY OF TENNESSEEKNOXVILLE

June 8, 1988

Dr. Joan S. Stark and Dr. Malcolm A. LowtherProject Co-DirectorsThe University of Michigan2117 School of Education BuildingAnn Arbor, MI 48109

Dear Dr. Stark and Dr. Lowther:

Thank you for providing me with an advanced copy ofStrengthening the Ties that Bind: IntegratingUndergraduate Liberal and Professional Study. I willshare these informative materials with others here oncampus.

le

JUN 1988

Sincerely,

Dr. George W. WheelerProvost

71

505 Andy Holt Tower/Knoxville, Tennessee, 37996-0154/(615) 974-3265

<PA-A*413 Virginia Commonwealth UniversityNaar

June 8, 1988

Dear Joan and Mal:

Just a note to tell you how stunning I think the finalreport looks. I already knew that the content would bestimulating, but I am just as pleased with the design. I hopethat it will capture all the attention it deserves. You and yourstaff have done a first-rate job and I wish you well with it.

When I was in Dallas at the AACSB, I took up the enclosedlist of names of people, mostly deans, who are interested inreceiving a copy of the report. If your budget does not haveenough space for more freebies, perhaps you can send them theflyer advertising it and offering it for sale. I made no promisesthat you would send free copies, but I did tell them I would sendyou the list and express their interest.

I thought the session in Dallas was ok. The deans werepretty silent and I thought things were not going well, butafterwards they told me how much they appreciated what I said. Iwas asked as a result to come to Butler University this week toconduct a workshop for business and L.A. faculty and to addressanother group of business deans in April.

Barbara and I are still trying to find a publisher for theother book. I have been slow (too many papers to grade), but aletter has gone out to a couple of prospective publishers. Noresponse so far.

Best wishes for a good and productive summer. I still haveto get to some of my own writing and stop writing reports anddoing workshops. Our survey of 1500 faculty on their careers hasa good response rate; data will be coming in week after next.That will keep us busy for a while.

ot% t

7 2

Robert Armour

Department of English College of Humanities and Sciences Box 2005 Richmond. Virginia 23284-2005 (804) 387.1687

UNIVERSITY OF KENTUCKYLEXINGTON. KY. 40506.0027

COLLEGE OF ARTS AND SCIENCESPATTERSON OFFICE TOWER

OFFICE Of THE 0EM4

June 8, 1988

Dr. Joan S. StarkSchool of Education2117 Education BuildingUniversity of MichiganAnn Arbor, MI 48109

Dear Professor Stark:

Thank you for sending an advance copy of "Strengthening the Tiesthat Bind." I have circulated the copy that you provided to theprofessional staff in the College so that we may examine it and discusspotential uses at the University of Kentucky.

MAB:ef

Sincerely,

s/IA .LC./ Michael A. Baer

Dead

73

AN EQUAL OPPORTUNITY UNIVERSITY

FOR:

Joan & Mal

'TELEPHONE, ROUTING INF' At ATM ANDmem

FROM: R1Ck

PHONE NO: EXT.:

.AV%*".,if

0 Called For Your: 0 Per Our Conversation0 Returned Your Call 0 InformatIon 0 For Your Handling0 Will Call Again 0 Comments 0 Per Your Request0 Please Call 0 Approval 0 Please Return0 Stopped to See You 0 Signature 0 Read and Pass On0 Wants to See You 0 File 0 Please See Me

MESSAGE

Bonnie spoke with Mary Sue Enfant and got a

nice complement on our National Report. She

says the people at Boston College are

favorably imp ressed with the reportDATE6 TIME: TAKEN BY:

FORM 7213-10

WILLIAMA. SEDERBURG24TH DISTRICT

120 STATE CAPITOL

LANSING. MICHIGAN 48913

15171 3734734

June 9, L988

THE SENATEIGAN

COMMITTEES:

APPROPRIATIONS

CHAIRMAN. HIGHER EDUCATIONSUBCOMMITTEE

CHAIRMAN. GENERAL GOVERNMENTSUBCOMMITTEE

MEMBER. K.12 AND DEPARTMENT OFEDUCATION SUBCOMMITTEES

HEALTH POLICY. CHAIRMAN

Ms. Joan S. StarkProject Co-DirectorThe University of MichiganCenter for the Study of Higher and Postsecondary Education2117 School of Education BuildingAnn Arbor, Michigan 48109

Dear Joan:

Thank you or sending me a copy of the recent study onStrengthening the Ties that Bind: Inte ratin Under raduateLiberal and Professional.Study. I will read it with care thisevening when I get home.

Again, thanks for sending me copies of the good work you do.

S ,erely yours,

William A. SederburgState SenatorTwenty-fourth District

WAS:es/ws_stark

, 75

4233"

(

Dear Joan & Mal,

UNITED STATES DEPARTMENT OF EDUCATION

OFFICE OF THE ASSISTANT SECRETARYFOR EDUCATIONAL RESEARCH AND IMPROVEMLNT

June 13, 1988

Very nice job on Strengthening the Ties . . . . I think it will be an effectiveplece, and hope that zany engage in the PLUSS process. I may not agree with thelist of outcomes (yes, they are all important, but I'm not sure it's a completelist) undergradllate professional nrogram folks put forward, but the project1-!aves the door mien for further development of that list, and was wise to do so.

,

'0

Regards,

..76

WASHINGTON, D.C. 20208

UNIVERSITY OF MISSOURI-COLUMBIA

June 13, 1988

VMs. Joan StarkProject Co-Director

Center for the Study of Higher &Post Secondary Education

Mr. Malcolm a. LowtherProject Co-Director

Center for the Study of Higher &Post Secondany Education

Dear Directors Stark and Lowther:

Office of the Provost

Jesse HallColumbia, Missouri 65211Telephone (314) 8826596

Thank you for your letter relating the contribution of Dr. EdmundLambeth. He is a valued faculty member and I know he served well inyour deliberations.

I appreciate receiving the report, Strengthening the Ties ThatBind. It will be useful to us since our university has a large numberFitrong professional programs.

LBD/js

cc: Dean James Atwater

Sincer

Xt.')

,

-toi-s B. DeFleurProvost

4, 77

an equal opponututy institution

BELMONTCOLLEGENASHVILLE

1THE LEADERSHIP

INSTMITEof

The Jack C. MasmyGraduate School

of Buainms

Lamar AlexanderChairman

1900 &intent Wu WardNASHVILLE, TN 372124757

(615) 105.6459

TILECOPY

June 14, 1988

Dr. Richard WisniewskiDean and ProfessorCollege of Educationlbe Uhiwirsity of Tennessee212 Claxton education Bldg.Knoxville, TN 37996

Dear Pichard,

Professors Stark and Lowther recently sent me an advance copy of-- the report of the

PTofessional Preparation Network. I was happy to learn of yourparticipatioa in this project, and I congratulate you on yourefforts to find ways to.better link a broad liberal artseducation with professional studies.

Sincerely,

Lamar Alexander

IA:jm

pc: Jack Reec!

7 8

/14

4A4,?'rIPAAPL P%

\%,YJ- PA

v:44,

4),-V

6

JUN 2 7 1988

IOWA STATE UNI VERSITYOr SC CNCE allo TEC»NO,OO/

Ames. Iowa WU

OFFICF r- T,...r Pa Es

Ms. Joan S. StarkMr. Malcolm A. LowtherProkct Co-DirectorsCentdr for the Study of Higher

and Postsecondary EducationSchool of Education2117 School of Education BuildingThe University of MichiganAnn Arbor, Michigan 48109

Dear Ms. Stark and Mr. Lowther

June 14, 1988

Thank your for your courtesy in providing me with a copy ofthe Strengthening the Ties that Bind. The report is timely andthought provoking, and it will be especially useful to us here atIowa State in some of our on-going curricular discussions.

We're grateful to you for fostering national debate on thissubject and adding to its substance with such an excellent repOrt.

twtl 0 105

79

Sincerely yours,

,4444W4i?(.,Gordon P. EatonPresident

BELMONTCOLLEGENASHVILLE

THE LEADERSHIPINSTITUTE

ofThe Jack C. Massey

Graduate Schoolof Business

Lamar AlexanderChairman

1900 Belmont BoulevardNASHVILLE, TN 37212-3757

(615) 385-6459

June 14, 1988 -

Ms. Joan S. StarkMr. Malcolm A. LowtherProject Directors

Center for the Study of Higherand PoStsecondary Education

The University of Michigan2117 School of Education Bldg.Ann Arbor, MI 48109

Dear Professors,

Thank you for sending me an advance copy of Strengthening theTics that Bind -- the relort of the Professional PreparationNetwork. I was happy to learn of Dr. Wisniewski's participationin this project, and I congratulate you on your efforts to findways to better link a broad liberal arts education withprofessional studies.

Sincerely,

Lamar Alexander

LA: jm

80

THE SPENCER FOUNDATION'

JOHN HANCOCK CENTER

875 NORM MICHIGAN AVENUE

CHICAGO,ILLINOIS 60611

(312)337-7000

June 151 1988

Dr. Joan S. StarkDirector

National Center for Research to ImprovePostsecondary Teaching and Learning

Suite 24001 School of Education BuildingThe University of MichiganAnn Arbor/ Michigan 48109-1259

Dear Joan:

Thank you for your thoughtful note and for the copies of the report onliberal and professional study. As you know/ I have been watching yourprogress with interestiand saw a recent article describing the resultsof your research in the Chronicle of Higher Education. We are honoredto be cited as supporters.

Hope all is going well with you and do hope our paths will cross againsoon.

With best wishes/

Sincer ly yours/

Marion M. FaldetVice President

MMEVgrn

4UN i 1988

Ernest A. Lynton14 Allerton StreetBrooklinelMA 02146

(617) 232 5046

June 15, 1988

Dr. Joan S. StarkProfessional Preparation Project2400 School of EducationUniversity of MichiganAnn Arbor, MI 48109-1259

Dear Joan,

I fes delighted to read in the Chronicle about the report ofthe Professional Preparation Project. With the publicity itis receiving, it should move higher education a goodlydistance =rtarther into the direction which some of us havebeen advocating for quite some time. I don't know whetheryou have come across Sandra Elman's and my recent book, NewPriorities for the University. In it we argue strongly forthe integration of professional and liberal-arts subjectmatter into a coherent curriculum.I would very much like to have a copy of the report, andenclose a check for $ 15. If you have any complimentary

0. copies available, could you send one toDoratea Furth

(3) 0.E.C.D.2, rue Andre-Pascal/fp 75775 Paris Cedex 16France.

0.E.C.D. is just starting a study of professional educationin several countries. The relationship of liberal andprofessional subject matter is one of the key points we willpursue. Your report will provide very useful backgroundmaterial.

I want to take this-opportunity as well to ask that you makea note of my availability as a consultant during the comingyears - and perhaps also to point it out to others. As ofSeptember, 1988, I am taking advantage of a time-limitedopportunity to enter a generous early retirement scheme. Thearrangement calls for a continuingpost-retirementreappointment on a half time basis for as long as theuniversity and I are both willing, and leaves the other halfof my time for external activities.

I would like to make full use of this other half, because Iconsider the change in status as constituting "retirement"only in a technical sense. I anticipate a shift rather thana lessening of my activities. At the University, I will

AIM

continue to work closely with Zee bamson in our recentlyestablished New England Resource Center for Higher Educationand Wial be involved also in a number of other activities.But the absence of regular teaching and the reduction in myUniversity workload will make it possible for me to be awayfrom the campus for more than one or two days at a time.Thus I would be free to participate in a small number ofsubstantial projects rather than to take on many shortconsulting assignments.

I would be very much interested in being involved if thereis to be any follow-up on the work of the ProfessionalParticipation Project. There may also be, now or in thefuture, other activities of the Center to which I couldcontribute. I would be grateful if you would keep me in mindshould an opportunity for my participation arise, or ifappropriate projects elsewhere came to your attention. Ofcourse I would also appreciate any suggestion you can makewith regard to other avenues I might explore.Th nk you in advance. With best wishes and regards,si cerely yours,

-

Ernes . LyntonComi1&weal th Professor,University of Massachusetts at Boston

Co mniptilty College

DIVISION OF SOCIAL SCIENCE AND BUSINESS

JUNE 15, 1988

JOAN STARK

NATIONAL CENTER FOR RESEARCH TO IMPROVE POSTSECONDARY TEACHING AND

LEARNING

SUITE 2400, SCHOOL OF EDUCATION BUILDING

THE UNIVERSITY OF MICHIGAN

ANN ARBM, MF;HIGAN 48109-1259

DEAR JOAN:

I WISH TO THANK YOU FOR THE REPRINTS, THAT WAS A SPLENDID

GESTURE.

THE REPRINTVREFLECTIONS ON COURSE PLANNING," WILL BE THE BASIS

FOR MY DIVISION'S IN-SERVICE THIS AUGUST.

AGAIN, THANKS FOR THE MATERIAL

N ALAN DAVIS

Box68 Highland, Kan 66035 (913) 442-3236Oldest Institution opfiglier .carnittgintfieStateof9Cansas

284

LYNCHEIURG COLLEGELYNCHBURG, VIRGINJA 2450!

ornce OF THE PRESIDENT

Dr. Joan StarkDirector of ProfessionalPreparation Netwgg;(

University of Michigan2400 School of Education BuildingAnn Arbor, MI 48109-1259

Dear Joan:

June 16, 1988

nil 2 3 la

I was delighted, first of all, to see your picture in the June 8Chronicle and then to read the report which you and your colleagues atAnn Arbor submitted on the relationship between liberal arts and profes-sional study. This is a matter which has interested and concerned me andwas one of the reasons why I was attracted to Lynchburg College. There isa history here of feeling that the liberal arts and professional subjectsare not in conflict with each other as a matter of definition. It has alsobeen considered important here to provide students with both kinds ofeducation in exactly the way that your report articulates. In fact, wehave just been reclassified by the Carnegie people as a comprehensiveinstitution rather than a liberal arts college. Ny interest, therefore, isin having available to the faculty here the articulation of our positionwhich sounds exactly like what you have done in your report.

I would be grateful, therefore, Joan if you would send me three copiesof the report and the guidebook together with a bill, which I will paypromptly.

It was good to catch up with you briefly in Washington. I rememberour times together at Kalamazoo and delight that you are continuing to doimportant things professionally. Thank you, particularly, for sharing yourinsight with the rest of us.

Give my warmest regards to my friends in the School of Education.

GIRdc

85

\

Gep[.Rsford dPre ident

THE UNIVERSITY OF MICHIGANSCHOOL OF

!WISING

June 16, 1988

Joan S. StarkProject Co-DirectorCenter for the Study of Higher andPostsecondary Education

School of EducationRoom 2117, Box 1259

I appreciate receiving your latest report, Strengthening theTies that Bind: I te ratina Under raduate Liberal andProfessional Study. I look forward to reading it. I alsowanted you to know how much I enjoyed the book you publishedwith Bonnie Hagerty.

RGD/lpb/cp

N:stark

..Jug 2 1 1998-

Sincerely,

augh G. umas, Ph.D., R.N.Dean and Professor

OFFICE OF THE DEAN1325 Catherine Road Ann Arbor, Michigan 48109-0604

,86

IngiStatetAhlenill of Science and Technology Ames, lowa 50011-1070

Social Work Program203 Ent HallTelephone; 515-294-1705

June 16, 1988

Dr. Joan StarkDr. Malcolm Lowther2400 School of Educat)on BuildingThe University of MichiganAnn Arbor, MI 48109-1259

Dear Joan and Mal,

As this chapter in my life closes, I want you to know how much I enjoyedmy work with you and the PPP. New areas of professional growth anddevelopment have been openned, ones which will serve Iowa State and myprofessional program very well. Rest assured I will also work towards changein my profession'as well. I am sure you know how important it is to haveone's professional life reinvigorated. Thanks to you, my life is enriched.Best wishes, until our paths cross again...

Cordially,

olt9-10Ls Lnrk .01/4-L:irmAJ

Stephen M. Aigner, Ph.D.Director, The Social Work Program

SMA:jr

cc: Harold Johnson

JUN 2 1 1988

87

THE UNIVERSITY OF MICHIGANHORACE H. RACKHAM

SCHOOL OF GRADUATE STUDIESANN ARBOR, MICHIGAN 48109-1070

JOHN H. D'ARN13, DEAN(313) 764-4400

June 23, 1988

Professor Joan S. StarkProfessor Malcolm A. LowtherCenter for the Study of Higher

and Postsecondary Educatioz2117 School of Education Building

Dear Professors Stark and Lowther:

Thanks for sending us the report on Strengthening the

Professional Study. It will be a valuable addition to ourlibrary.

Yours sincerely,

,i7LJA.

John H. D'ArmsDean

JHD/lc3678D

3YtA 24.

PRESIDENT

UNIVERSITY OF HAWAII HONOLULU, HAWAil 88E322

Professor Joan S. StarkPTofessor Malcolm A. LowtherProject-Co-EdrectorsCenter for the Study of Higherand Postsecondary Education

The University of Michigan..2117 School of Education BuildingArin Arbor, Michigan 48109

Dear Professors Stark and Lowther:

JUL ti

June 24, 1988

Thank you for your letter of May 31, 1988, and for the copy of"Strengthening the Ties that Bind," and the "PLUSS" booklets.

Dean Seymour has indicated to me that he and Dean Botsai ;found theexperience of working on this project to be highly stimulating. They haveinitiated dialoa on the University's Manoa Campus among the deans, andcurricular changes have already begun. In light of these disaissions, I feelthat the University cf Hawaii will benefit greatly in the area of undergraduateedUcation in both professional and liberal arts areas.

Thank you once more for sending the copy of the report. I shall lookftmward to seeing the results of your pioneering project.

Cordially yours,

Albert J. SimonePresint

:89

AN EQUAL glIRRORTUrsiITY EMPLOYER

Valparaiso UniversityCollege of Engineering

411BSCII112111913, =ISIMMEMICIIMILIEW "1211===1111:S

Office of the Dean Valparaiso. Indiana219-464-5121 46383

June 26, 1988

Professor Joan S. StarkCo-Director of the Professional Preparation NetworkUniversity of Michigan2400 School of Education BuildingAnn Arbor, MI 48109 - 1259


After reading about your program in the June 8, 1988 Chronicle, Ithought you might be interested in the enclosed paper which I recentlypresented at a symposium on our campus. I trust the paper will be ofinterest to you or others in your program.

Sincerely,

Itac6 - CA, /A_

Stuart G. Valesh, PE, PhD

SGVItn

Enclosure: Paper

.*ari

1

University ofNebraskaLincoln

July 6, 1988

Ms. Joan S. Start, Project Co-DirectorMr. Malcolm A. Lowther, Project Co-DirectorCenter for the Study of Higherand Postsecondary Education

The University of Michigan2117 School of Education BuildingAnn Arbor, MI 48109

Dear Ms. Start and Mr. Lowther:

Office of the Chancellor201 Administration Building

Lincoln, NE 68588-0419(402) 472-2116

Thank you for providing me with a copy of the Strengthening theTies that Bind: Integratingthyltaraduse_Illtral and Professional Stuctxreport. I do appreciate having a copy, and thoroughly enjoyed readingthe information contained therein.

Both of you are to be commended for your efforts in developing thisinteresting report, and the information contained therein will be usefulas we continue to maintain and upgrade the quality of education at theUniversity of Nebraska-Lincoln.

Again, it was most thoughtful of you to provide this informationfor our use.

MAM: j bs

*,3t3k.2 1988

Sincerely yours,

M. A. MassengaleChancellor

::91

Untversity of Nebraska-Uncoin Untversity of Nebraska at Omaha University of Nebraska Medical Center

July 7, 1988

Joan S. starkProject Co-DirectorSchool of EducationThe University of Michigan2117 School of Education BuildingAnn Arbor, MI 48109

Dear Joan,

I have just finished reading Strengthening the Ties that Bind and I wsnt tocongratulate you and your co-director for an outstanding piece of work. Thisbooklet will be food for thought for our academic dean, our faculty, and ourcurriculum committee.

On a personal note, I am delighted to see how you have advanced in your careersince your days in Baltimore. It is delightful to find you now in a position toinfluence higher education profoundly. You certainly have been doing this invarious ways all of your career, but I suspect you will be able to exert moreleadership now with the publication of this excellent booklet.

I hope you will get the satisfaction of knowing that many people read it and areinfluenced by it. That really is the best satisfaction for any author.

Sincerely,

601,A

Kathleen Feeley, SSNDPresident

pdd

.ioo--z

1\\-

.92

Office of the President / 4701 N. Charles Street / Baltimore, Maryland 21210-2476 / (301) 532-5300

NEW AmedcanCempusOfficeoftheVicePresidentforAcademicAffahsrk:ENGLAND

Telephone: (603) 428-2237mmimaii COLLEGE

Henniker, New Hampshire 03242-0791, USA Arundel, Sussex BN 18 ODA, England

July 7, 1988

Ms. Joan S. StarkProject CoDirectorCenter for the Study of Higher and Postsecondary Education217 School of Education BuildingThe University of MichiganAnn Arbor, Michigan 48109

Dear Ms. Stark:

Thank you for sending us a copy of STRENGTHENING THE TIES THAT BIND. Itis a fascinating and extremely useful work: one which will have a significantimpact upon the curricular and, so to speak, the philosophical reformexercises which we are undertaking at New England College.

Our President, Dr. William g. O'Connell, Jr., often has spoken to me ofyou and of the Center. I very much hope that one day soon we may be able tomeet. Until then, I send my congratulations for your work and my warmwishes. If ever you may be in our areas in New Hampshire or West Sussex,England, I hope that you will visit with us.

PG/j

With my best wishes, I am,

-J1JUIZ

Very tru yours,

GlassmanV ce President for Academic AffairsDean of Faculty

n 7;

1 , ,_....,,

The University of Alabama at BirminghamOffice of the President2:351934-4636

July 12, 1988

Ms. Joan S. StarkMr. Malcolm A. LowtherProject Co-DirectorsThe University of MichiganSchool of EducationCenter for the Study of Higherand Postsecondary Education

2117 Schoo! of Education BuildingAnn Arbor, Michigan 48109

Dear Ms. Stark and Mr. Lowther:

I have received your letter dated June 21, 1988, and the enclosed copies ofStrengthening the Ties that Bind: Integrating Undergraduate Liberal and ProfessionalStudy.. Although I have not read your report, the title is very inviting and examines animportant issue in higher education. I will certainly look forward to reading it and wantto thank you for providing a copy to this institution.

CAMcC/kcw

owLtz"*

Sincerely,

Cliarles A. McCallum, D.M.D., M.D.President

,..94

UAB Station I Birmingham, Alabama 35294

An Affirmative Action / Equal,Ooportunity Employer

"'Nova Universityisiii*OF iflE iiktiibEkT330f coiiege Avenue, Fort iainderdale, Florida 333140 3051475-7575

. ,

PtbrahamS. Rschler

rourim

July 13, 1988

Ms. Joan S. StarkProject Co-DirectorSchOol of EducationThe University of MichiganCenter for the Study of Higher

And Postsecondary Education2117 School of Education Building

Ann Arbor, Michigan 48109

Dear Joan:

Just got through reading your monograph entitled Strengthening

The Ties That Bind. / could not agree with you More. Nova

University has jUst reorganized a division of Nova College

called The Liberal Studies Program. Students go to school

forty-five weeks a year. The circles in the diagram represent

attendance at a minimum of three hours a day, five days a week

thus providing an opportunity for experiential and a variety of

teaching methods. The English, math and the major are all done

in peer group.tutorial modes integrating what was emphasized in

the liberal studies area. Students proceed at their own pace.

There are mentors available for direct assistance but cooperative

learning is encouraged. Ours is a three calendar year with

formal instruction taking place 135 weeks instead of the 120

weeks in our traditional academic year calendar. As you can see,

the program provides for fifteon weeks of additional instruction,

thus eliminating one year's tuition and one year's time giving

the individual that year in the workplace.

I would be interested in your reaction to the above.

I am glad that you are.continuing to enjoy good health and are

enthusiastic about what you are doing. I am looking forward to

having our paths cross again.

Sincerely,

Abraham S. FischlerPresident

ASF:bjenclosure

I "89

Whittier College

Professor Joan S. StarkProfessional Preparation ProjectUniversity of Michigan2400 School of Education Bldg.Ann Arbor, MI 48109-1259

Dear Professor Stark,

WHITTIER. CALIFORNIA 90608 (213) 693-0771

July 15, 1988

I read with interest the June 8, 1988 Chronicle of HigherEduLati2a story about your work, and have recently received acopy of I

I am writing to you to bring Whittier College and ourprograms to your attention. Whittier College has beenconcerned with the issue of integrating professional programsinto the liberal arts for some time now, and we haveimplemented programs to address the problem. Whittier has1500 students, 500 of whom are lay students in a separateABA-accredited law school near downtown Los Angeles. Themain campus is located 18 miles east of Los Angeles, andprovides primarily an undergraduate program designed tointegrate professional and pre-professional programs into theliberal arts core of the college. Our professional programsinclude applied art, business administration, communicationdisorders, teacher training, and pre-law and pre-medicine.

Not only do we require all students to complete a 41-unitliberal education core program, but through the innovation of"pairs of courses" we integrate the professional curriculawith the liberal arts. Nearly one-half of the 41-unitliberal education program is taken in interdisciplinarypairs. Pairs are two courses with overlapping themes orproblems that students take concurrently in the samesemester. These pairs are planned to enable students toexplore the connections between disciplines and.approaches toissues. Many of the pairs link a course in the traditionalliberal arts with a course in the professional field(business administration with a psychology or sociologycourse, or a pre-med biology course with an ethics course,for example). We now have 6 years experience with thiscurriculum, having begun it in 1982. We are furtherintegrating the business administration program into theliberal arts through the use of "pairs," and are now in theprocess of revising the education curriculum to accomplishthat as well.

In addition, we have established a special program with theOtis/Parsons Art Institute to enable our students to obtainboth the B.A. and B.F.A. degrees in five years. The intent

. IJUL 2 1 1988

[page two of letter from Whittier College]

of the program is to provide a strong grounding in theliberal arts for professional artists. We began this program-ast year, and are looking forward to the second year thisfall.

I could go on at some length about both of these programs,but the point is that Whittier Coliege has experience indevising curricular solutions to tha problem of integratingundergraduate liberal and professional study. I would bemost interested in linking up with the "ProfessionalPreparation Network" both to share our experiences, and tolearn from other members of the network. Of course if you orother members of the Network are ever in southern California,you are cordially invited to visit Whittier.

I look forward to hearing from you.

Sincerely yours,

Robert B. arksVice President for Academic Affairs andDean of Faculty

:97

KENNESAW COLLEGEOFFICE OF THE PRESIDENT

MARIETTA, OE% Rt;IA IAN14041421",i3

July 15, 1988

Dr. Joan S. StarkProject Co-DirectorCenter for the Study of Higher

and Postsecondary EducationThe University of Michigan2117 School of Education Bldg.Ann Arbor, Michigan 48109

Dear Joan:

I am looking forward to discussing with my crducationfaculty the report you recently sent me entitled,"Strengthening the Ties that Bind: Integrating Under-graduate Liberal trInd Professional Study." Thanks formaking this timely and important statment available tothose of us in higher education.

I recall with pleasure our recent meeting at the educa-tion conference sponsored by the University Center inAtlanta. Hopefully our paths will cross again in thefuture. I'd like that very much.

Again, my thanks, along with my warm personal regards.

BLS:lkj

AL 2 1 1988

Sincer

Bety L. SiegelPresident

&ea/de eeid4 c264 026(4,e,to+

OFFICE OF THE CHANCELLOR

ELIZABETH CITY, NORTH CAROLINA 27909

July 18, 1988

Ms. Joan S. StarkProject co-DirectorThe University of Michiganschool of Education

2117 School of Education Bldg.Ann Arbor, Michigan 48109

Dear Ms. Stark:

,91SN 335-3230

Thank you for the complimentary copy of Strengthening theTies that Bind: Integration Undergraduate Liberal andProfessional study. I have scanned the book and look forwiTa--rasitting down to actually read it. It appears to be one that Iwill certainly be able to use as a part of my personal ltbrary.

Again, thank you and please keep me on your mailing list.

JRJ/s!.

law. 2 la88

spectfully urs,

99

G2Z7,e4mmy

Chancol

JIMMY R. JENKINS, ChapcallorElizabeth City State University is a constituent institutionof

THE UNIVERSITY OF NORTH CAROLINA

ceaied otzak

OFFICE OF THE CHANCELLOR

ELIZABETH CITY, NORTH CAROLINA 27909

July 18, 1988

Mr. Malcolm A. LowtherProject Co-DirectorThe University of IiichiganSchool of Education

2117 School of Education Bldg.Ann Arbor, Michigan 48109

Dear Mr. Lowther:

(919) 3353230

Thank you for the complimentary copy of Strengthening theTies that Bind: Integration Undergraduate Liberal andProfessional Study. I have scanned the book and look forward toa-MET-down to actually read it, It appears'to be one that 1will certainly be able to use as a part of my personal library.

Again, thank you and please keep me on your mailing list.

JRJ/srw

pectfully eirs,

hence Jormr9Jen)

300JIMMY R. JENKINS, Chancellor

Elizabeth City State University is a constituent institution ofTHE UNIVERSITY OF NORTH CAROLINA

Monterey Institute of International Studies

Ms. Joan S. StarkSchool of EducationThe University of Michigan2117 School of Education BuildingAnn Arbor, Michigan 48109

20 July 1988

Dear Ms. Stark,

We have just received your excellent report on IntegratingUndergraduate Liberal and Professional Study and I wish tocongratulate you and your co-workers on this unique effort toestablish a much needed link between undergraduate education andthose involved in preparing graduate students for our nation'snowt important professions.

Among these critical professions are those of translators andinterpreters. Translation and interpretation are by now fullyestablished as accredited professional disciplines within theacademic world, both in Europe and in the United States. We havethe only two-year M.A. program in these fields in the U.S. andthis Division is fully accredited by the InternationalAssociation of University Schools of Translation andInterpretation (C.I.U.T.I.). We also offer the only suchprograms for Chinese and Japanese in the Western Hemisphere andwe are expecting major Congressional funding to establish anInternational Trade Enhancement Center here at the Institute.

I am enclosing a brochure for your perusal.

I would be most interested in learning more about your plansconcerning follow-up activities in your Departmentsin the eventthat you are planning any, we would be more keen to cooperate andto add our professional field to the ones already covered inyour report.

rat. 2 6 1988

Vandal= and Interpretation DfvWoo425 Van Buren Street, Monterey, CA 93940 (408) 6474185

301

[page two of letter from K. 4eber, Monterey Institute of International

Studies]

We are facing at times, insurmountable problems which stem from apoor preparation of undergraduate language and literaturestudents for our graduate work and we welcome any opportunity togain influence in the undergraduate liberal arts "world" toremedy this unfortunate situation which eventually costs ourgovernment and our corporations millions of dollars in lostopportunities when dt:taling with foreign countries.

Any suggestions you may have in this matter would be mostappreciated.

Sincerely,0 1 .

kWilhelm K. Weber: DeanGraduate Division ofTranslation and Interpretation

WKW:mmt

Enclosure

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GREENFIELD COMMUNITY COLLEGEONE COLLEGE DRIVE

GREENFIELD, MASSACHUSETTS 01301(413) 774-3131

Office of the Dean of Academic Affairs

July 22, 1986

Professor Joan2400 School ofUniversity ofAnn Arbor, MI

S. Stark

Education BuildingMichigan .

48109-1259


I am an academic dean at a community college who has followed the work ofthe Professional Preparation Network with great interest. With you, I believegeneral education should be merged with professional education and deliveredover the full expanse of the undergraduate experience. This is especiallyimportant to community college educators tecause it allows us the opportunity.to build programs based on student motivation to learn job-related skills andinformation and this is crucial to widening access as well as to improvingretention rates. So let me commend you for your committee's importantstatement on the issue.

Do you know that the merger of general and professional education has beenthe focus of a major debate between the community colleges and the nation'sbusiness schools for the last several years? It is my purpose to introduce youto the current chapter of this debate and to ask you, if you believe in merginggeneral and professional education, to support the community college.position.To do this, I am enclosing some materials I presented at a COPA hearing whichwas held in Washington last week and a letter I later wrote to the COPA board.Since I was obliged to explain the full controversy at the hearing, mymaterials ought to present an adequate introduction. If they do net, I wouldbe pleased to respond to your questions.

I hope you will find time to revie.4 this issue. If you do, I am confidentthat you will see your committee's exhortation to strengthen the ties that bindin a new light.

Sincerely,

Pt

Bry K. BlanchardDean of Academic Affairs

BKB:lhEnclosures

C5100 *4,7)J isi.V Or. 17.4'A AStsuuJt.. .2041 103S

Lrbscoto.heZeiC .

THE RICHT TO THINK: THE WILL TO LEARN

2 5 1989304

'Princeton University PRINCETON, NEW JERSEY 08540

PRESIDENT'S ROOM

July 25, 1988

Professor Joan S. StarkProfessor Malcolm A. LowtherSchool of EducationUniversity of MichiganAnn Arbor, Michigan 48109

Dear Joan and Malcolm:

I have just finished reading "Strengtheningthe Ties that Bind." It is a very stimulating andhelpful document. I was especially glad that youpointed out our failure -- as faculty and as admin-istration -- to discuss common educational goalsfor students. Thank you very much for sendina mea copy. I plan to share it with many of my col-leagues here at Princeton.

I hope all is well in Ann Arbor. We certainlymiss many of our Michigan friends, but we are havingan exciting time.

Best regards.

HTS:lc

2 g 1989

305

Sincerely,

Harold T. Shapiro

COLLEGEGreenwood, South Carolina 29646

'AUG 8 1980

Office of the President

August 4, 1988

Dr. Joan S. StarkDirectorNational Center for Research to

Improve Postsecondary Teachingand Learning

School of Education BuildingSuite 2400The University of MichiganAnn Arbor, Michigan 48109-1259

Dear Joan:

Telephone (803) 229-8300

You were thoughtful to write to me after yom got back to your office.Much more thoughtful than I was to awaken you at 7:15 a.m. while you were onvacation. I must confess that I was not thinking of the time difference whenI dialed your number!

Our new Vice President for Academic Affairs, Richard A. Skinner, has in-vited Robert Armour down for our faculty fall workshop, and Dr. Armour has.ac-cepted. He is talking on, "Integrating Professional Studies and the LiberalArts: Beginning the Dialogue."

Barbara and I have kept up with Paul and Marian and, as a matter offact, they spent a few days with us here in Greenwood this year as they domost years in traveling to and from Florida. Paul still looks about 55.

The work that you and your husband are doing at this center is impres-sive. Good wishes as you continue the good work.

Sincerely,

LDLarry A. Ja ksonPresident

LAJ:bd

-

TI'IN=IMINza

The AmericanOccupational Therapy

..Association, Inc.

August 5, 1988

Dr. Joan Stark, DirectorNRIPTALSuite 2400School of Education BuildingThe University-of MichiganAnn Arbor, MI 48109-1259

Dear Dr. Stark:

Thank you so much for sending us the complimentary copy of "Designing theLearning Plan: A Review of Research and Theory Related to CollegeCurricula." The material being produced by NCRIPTAL is of particularinterest to us at this time as we are engaged in an extensive evaluation ofboth education and practice in occupational therapy. We would be pleased toreceive copies of:

"Focusing on Student Academic Outcomes: A Working Paper""Psychological Models of the Impact of College on Students""The Organizational Context for Teaching and Learning: A Review of the

Research Literature"

I would also like to take this opportunity to thank you for sending us the11.1152.ingierjALWe are especially excited about their potential use withour academic community. I have enclosed, for your information,recommendations emanating from a two-year study focusing on issues related tooccupational therapy and its future in the educational and health carearenas. We are just beginning to implement some of the recommendations andthe content in "Strengthentng the Ties That Bind" is especially relevant at Arthis time.

Our first activity will be a symposium this Fall where 20-30 leaders in theprofession will be examining the state of occupational therapy theorydevelopment and the environmental contexts for both education and practice.We expect that meeting to be followed by a much larger forum in Februarywhich will build on and expand the Fall discussions.

Occupational Therapy:A Vital Link To Productive Living

1383 Piccard Drive Rockville. MD 20850-4375P.O. Box 1725 (301) 948-9626

/

[pagetwo.of letter from The American Occupational Therapy Association, Inc.]

Letter to Dr. Joan StarkAugust 5, 1988Page 2 of 2

I would 1 ou the week of the 15th to_see whether there is someway you mi.ht .rovide consuTtation to ou . . ects We are still in theearly sta.- o ,..., wou ike to be able to take advantage ofyour extensive experience and expertise. I look forward to speaking with youin the near future.

Sincerely,

a.44.41.46,

Stephanie Hoover, Ed.D., OTR, FAOTAAssociate Executive DirectorDepartment of Professional Services

SH/al

Enclosure

308

University of Baltimore

Office of the Provost

1420 N. Charles StreetBaltimom Mari...ntl 21201-5779(301) 625-3041

August 8, 1988

Dr. Joan S. StarkDirector, NCRIPTALUniversity of Michigan2400 School of EducationAnn Arbor, MI 48109

Dear Joan:

Thank you for a very insightful and helpful presentation at theAASCU meeting in Boston and for your generous offer to supplyhard copy of your overhead graphs. Would you be good enough tosend me the bar chart entitled "Preferred Content Arrangement,"based on your interviews of 89 faculty? I would appreciate it.

Our Dean of Liberal Arts and I read Strengthening the Ties ThatBind before I left for Boston. We are especially interested inthe project, since we inaugurated in 1986 an upper-divisioninterdisciplinary core for all business and liberal artsstudents. The courses are teamplanned and, in some instances,team-taught by faculty from both divisions. (We've receivedsubstantive grants from NEH, FIPSE, and two local foundations toimplement the program.) If you would be interested in moredetails, I'd be happy to send you more information.

I look forward to hearing from you.

Sincerely,

,Gattia. ,/

4,therine R. GiraProvost

CRG/mel

3 0 11

August 10, 1988

Ms. Joan S. StarkProfessor and DirectorNational Center for Research to Improve

Postsecondary Teaching and LearningSuite 2400The University of MichiganAnn Arbor, MI 48109-1259

Dear Joan:

9003 Babcock BoulevardPittsburgh, PA 15237(412) 367-9300

I just received your brochure "Foundations For Researchfrom NCRIPTAL." I am looking forward to the results ofyour course planning survey.

Of even greater interest to me is the copy of your workon liberal and professional education. La Roche has beenworking on integrating the two for some time. At thispoint, we have identified what we believe to be the sig-nificant aspects or values of each. We are still workingon the practical aspects of demonstrating how we accom-plish these in each major across the college. I thinkyour work will provide us the additional direction weneed.

I am enclosing a brief paragraph on our understanding ofliberal and professional education which might interestyou.

Hope all is going well with you--it must be, given thefine work you are producing!

Yours sincerely,

Mart C.Stuart, Ph.D.Executive Vice President

enclosure

AUG 1 5 1988 310

Our Lady of the Lake Vniversityof San Antonio

4

August 24, 1988

Ms. Mary JoscelynProfessional Preparation Project2400 School o EducationThe University of MichiganAnn Arbor, MI 48109-1259

Dear Ms. Joscelyn:

Thank you for Strengthening the Ties that Bind. I would like to schedulea faculty development conference for next Spring for my faculty on thesubject of integrating liberal and professional study. Your report is bothtimely and important, and I would like to ask the Network's assistance.

1. Since off-campus experts have far more credibility than local sages,could you recommend a consultant-presenter on the subject that we mightbring to campus? Ideally, because travel money is always tight, the personwould be located in Texas or the Southwest, but quality is more importantthan location.

2. The report (p. 65) mentions a list of related projects. If the listis available, I would appreciate receiving a copy.

Thank you for your help, and for an excellent report.

tilSincerely, d.accr,;:

at a aAA/4.110-4.0.1.14

Howard BenoistVice President and Deanof Academic Affairs

HB:ed

511

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411 S.W. 24th StreetSan Antonio, Texas 78285

(512) 434.6711

The State University 4400 University Drive.. ..,.. - Office of the Director. .in Northern Virginia Fairfax. Vkginia 22030- - University Librarieb."..,.; .

(703) 323-2616

_4/11MI/INgzailarmr .W111111111=1011111

George Mason University

September 2, 1988.5E*?

Dr. Joan Stark, Program DirectorNational Center for Research to ImprovePostsecondary Teaching & Learning

2400 School of EducationUniversity of MichiganAnn Arbor, MI 48109

Dear Joan,

I'm just catching up with your work on integrating undergraduate liberaland professional study. Can you send me a copy of your publication? Ifnot, I'll have George Mason order me one.

I thought you might like to see the enclosed items which give some of myown thinking about that topic.

I hope NCRIPTAL is going well. I am enjoying my relocation here at GeorgeMason. Give my regards to Malcolm and to the rest of the crew.

Cordi ly

1

Arthur W. ChickeringProfessor

AWC/yk

Enc.

'3 1 2

Co !dodo Schod of Minosgolden. Colorado 80401

303/213-3990/3991

The'Guy T. McBride, Jr.Honors Program inPublic Maus tor Engineers

Professor Joan S. StarkDepartment of EducationUniversity of MichiganAnn Arbor, MI 48109


In view of your recent studyeducation, I thought you might beprogram at the Colorado School ofimplemented several of your major

September 12, 1988

on liberal arts and professionalinterested to hear about ourMines. The McBride Program hasrecommendations.

The enclosed program newsletter and brochure will give you abroad picture of the program. The brochure is being revised toshow some major changes we initiated this year.

I do not know whether you plan to attend the meeting of theAssociation of American Colleges in Baltimore next week. If youdo, I hope to meet you there and share with you some of ourexperiences.

TP:amEnclosures 2

SEY Igt33

Yours Sincerely,

Thomas PhiliposePrincipal Tutor

3 1 :3

September13, 198

Dr. wait*** Aims.Academic DeanUniversity of New EnglandHills Beach RoadBiddeford, Main 04005-9599

Dear Dr. Morris:

The materials you sent describing the extensive curriculardeliberation that the University of New England has undertaken areinteresting. Unfortunately, my time is completely booked during theweek of October 19-26 and, in fact, I am not accepting any morespeaking engagements at least through April, 1989.

Several of the members of the Professional Preparation Networktresponsible for "Strengthening the Ties That Bind," have indicate* - -

they would be willing to assist other campuses in a general way tor',I:t.move toward the goals espoused in that report. I suspect, thoughg; :1

that it may not be possible to provide help specifically directedtoward physical and occupational therapy or nursing, as indicated id'your letter. . NISZtt

For a general consultation, I suggest Dr. James Winship,Director, Teaching Enhancement Center, University of Wisconsin-Whitewater. If you really need specific help in the area of thehealth sciences, Dr. Mary Lou Peck of the Nursing Department atRussell Sage College is not far away. While I would recommend herhighly, I am not sure that she is available for this type ofconsultation. To let you know in advance, I would assume theseindividuals might be willing to consult with your faculty for $400-$500 per day plus travel expenses.

We will keep you on the mailing list and have made note of yourinterest if NCRIPTAL decides to sponsor another seminar next summerlike Smoky Moutain.

Sincerely,

3oan S. StarkProfessor and Director

OSS:lcs

cc: Patricia Green, Assistant Director, NCRIPTALMary Lou PeckJames Winship

°014

mountsaint nciatycollege

Sep.tember 26, 1988

..ev

330 Powell Avenue Newburgh. NY 12550 (914) 561-0800

Malcolm A. LowtherThe University of Michigan2117 School of Education BuildingAnn Arbor, Michigan 48109

Dear Malcolm:

I would like to congratulate you and Joan S. Stark for an excellent presentationin Strengthening the Ties That Bind: Integrating Undergraduate Liberal And ProfessionalStudy.

Perhaps you may remember me, I attended the University of Michigan in 1975 under,:lezTilstitute for Administrative Advancement, and you were my advisor.

In any caseg I would like to once again congratulate you and-your co-director forLim excellent presentation, as well as telling you that I fedl your views on thesesu;dects mere right on target.

Sincerely,

Dr. Loretta ButlerCoordinator of Curriculum Development

DLB:sa

315

Documents

DOCUMENT RESUME ED 322 860 AUTHOR Stark, Joan S. · DOCUMENT RESUME. ED 322 860. HE 023 812. AUTHOR. Stark, Joan S. TITLE Seven Liberal Outcomes of Professional Study. INSTITUTION