1.B.2 The document or documents are current and explain the extent of the institution’s emphasis on the various aspects of its mission, such as instruction, scholarship, research, application of research, creative works, clinical service, public service, economic development, and religious or cultural purpose.
The foundation of the College programs, coursework, and mission is the Miller College Assessment Plan ( See College Assessment Plan (1 MB, PDF)). The link of general education to the mission and values of Miller College is posited in the plan established by Miller College and approved by the Miller College Board of Trustees.
Miller College assesses the usefulness of its curriculum to students who live and work in a global, diverse, and technological society. Faculty members expect students to master the knowledge and skills necessary for independent learning in programs of applied practice. Evidence of this commitment includes the satisfactory completion of core requirements: LBAR-300: Junior Seminar; ENGL-310: Advanced Composition and Textual Analysis; SCIE-330 Research Methods; MATH 305 Applied Statistics; COMM 410 Intercultural Communication or SOCI 310 Human Diversity; and LBAR 499 Senior Seminar. The cooperation of skills learned through these courses constitutes a base for continued independent learning. The courses scaffold instruction between them providing approaches to analysis that become more complex in their progression. This scaffolding occurs within each course as well. Advanced Composition and Textual Analysis begins with a review of approaches to analysis and quickly advances to more sophisticated levels—then writing skills are utilized in expressing clearly the conclusions of textual analysis. The result of students completing the core requirements at Miller College is mastery of a tool box of skills applicable to analytical situations. In addition, these core classes contribute to students’ understanding of local as well as global social complexities; for instance, SOCI 310 requires active research where students collect data within the community on issues of diversity and report the findings in oral presentations to their class (See SOCI 310 Syllabus (348 KB, PDF)).
The curriculum within each program is reflective of the Learning Outcomes which are designed to build upon the basic values that are also in the Miller College Core Requirements. The Learning Outcomes for each of the four Schools are shown in the Miller College Catalog (See College Catalog, College Website). By clearly defining Learning Outcomes in each School, Miller College will prepare graduates for lifelong learning and service to the community.
The College promotes acquisition of a breadth of knowledge and skills most notably through the core courses required by all students from all disciplines. These include science, math, Junior Seminar, Advanced Composition and Textual Analysis and Senior Seminar, and a globally-oriented course for which there are choices for course fulfillment. The design of each class involves inquiry and the study of problems from multiple perspectives for example Sociology 310: Human Diversity. The cooperation of these core courses prepares the student to use knowledge from different disciplines to solve problems and accomplish goals. The courses in statistics and research design are strong examples, in addition to senior seminar which requires students to present artifacts from each class taken at Miller College and examine, among other reflective questions, the interrelationship of course products. Students observe the effect and value of general education as it influences more specific program goals.
This cooperation of studies continues within programs: Managerial Accounting, Finance I and II, Business and Strategic Planning, and Senior Seminar are dove-tailed and sequenced in knowledge and skill application. This model is an exemplar for like sequencing of skills and knowledge in other Miller College programs. That this breadth of skills is preserved and promoted is demonstrated through evaluation of curriculum and instruction involving alumni and other external constituents who understand the course relationships.
The College’s Mission Statement reflects a commitment to community service. The College requires that every student must complete one hour of service for every semester hour they are enrolled at Miller College. Opportunities for service learning include: United Way Day of Caring, Boys and Girls Club, Scouting, River Clean Up Days and the College’s Trillium Society. These opportunities allow students to be involved in the community as part of their Service Learning requirements. The Trillium Society provides a resource for students to peer review writing assignments or tutor students in specific content areas. Participation in Student Government encourages students to become involved in their community.
Miller College Core Requirements are included in an annual review of the Miller College Catalog and Student Handbook by the various committees within the College and the Miller College Board of Trustees. Overall assessment of general education takes place in two parts. The first part takes place prior to enrollment at Miller College through the requirement of 34 semester hours of categorically prescribed General Education Transfer Requirements. The General Education Transfer Requirements may be met by satisfactorily completing course(s) within the core requirements; and/or through credit for experiential learning. The General Education Prerequisites consist of four major areas: communication, global awareness, critical thinking, and creativity. The second step is the successful completion of Miller College Core Requirements (See College Catalog Core Requirements). Miller College demonstrates the linkages between curriculum and co-curricular activities that support inquiry, practice, creativity and social responsibility.
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