1. C.2 The institution’s processes and activities reflect attention to human diversity as appropriate within its mission and for the constituencies it serves.
The development of a systematic process to accommodate diverse learning styles is critical to the success of the College. In addition to traditional in-seat classes, the College offers a variety of online and hybrid courses where students meet not only in the classroom, but also in the virtual classroom. The low student to faculty ratio allows faculty to provide the personal attention students want and sometimes need to be successful.
The mission states that the College values “an understanding of a globally-oriented world.” Miller College students not only learn about diversity, they experience diversity through a variety of required activities. The Global Business course requires students to research and report on another country’s culture and business practices. Organizational and Group Dynamics is a course that requires students to observe group interactions and report on their experiences. Some students attend local city council meetings while others work with student groups or nonprofit agencies. The Human Diversity course requires students to participate in an activity in order to experience another culture first hand. The Binda School of Education partners with area schools to place students into field experiences. From 2005 to 2012, 85.09 percent of the field placement hours for Miller College education majors were in urban settings and 90.80 percent of field placement hours were in Title I schools settings. Ninety-one percent of student internships in the School of Education were in urban, Title I settings (See School of Education Field Placement reports (104 KB, PDF)). The Literacy for the Linguistically and Culturally Diverse Learner course (EDUC 430) provides tutoring for bilingual students. Education majors must complete one Diversity and Inclusion course in their program of study, covering cultural and disability issues.
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.
The mission also states that the College will graduate students who “demonstrate service to the community” as evidenced through the service learning component. Students work with various nonprofit organizations, community agencies, and churches to fulfill this requirement.
Designed and created by DDM Marketing & Communications.