INSTITUTIONAL REPORT
First Accreditation Visit
Continuous Improvement Pathway
7210 NW 39th Expressway
Bethany, OK 73008
March, 2015
Institutional Report for First Accreditation: Continuous
Improvement Pathway
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I. Overview and Conceptual Framework
I.1 Mission, Historical Context, Unique Characteristics
University Mission
Southwestern Christian University is a Christ-centered liberal arts institution equipping students for a life of learning, leadership, and service; integrating faith, learning, and living; and empowering graduates to excel and to positively impact their work for Jesus Christ.
University Vision
Providing a values-driven holistic Christian liberal arts educational experience designed to train, equip, and deploy servant-leaders throughout the world.
Our Focus
· To provide a higher educational experience at a price-point that brings it within the reach of a majority of students from various socio-economic groups
· To serve students with a demonstrated desire to succeed in life by Soaring High and Beyond, and willing to submit to a rigorous academic program and a campus life strategically designed to enable them to maximize their potential
· To prepare students to become servant-leaders, and to become ambassadors of Southwestern Christian University wherever they go.
University Motto – Scholarship, Spirit, Service
University Core Values
Scholarship - Scholarship at SCU is pursued from the perspective of a Biblical-Christian worldview. The integration of faith, learning and living is central to every academic discipline and is led by dedicated faculty members who are committed to academic excellence, the elevation of critical thinking skills, and personal, spiritual and intellectual growth.
Spirit - SCU is dedicated to cultivating a Spirit-led environment where students grow in their spiritual relationship with God and their interpersonal relationship with others.
Service - SCU is focused on serving both Christ and others. Through the development of servant-leadership SCU empowers graduates for a life of learning, leadership and global impact.
Historical Context
SCU was established in 1946 by the International Pentecostal Holiness Church as Southwestern Bible College. In the 1960's, the student population increased and as various junior college programs were developed, the institution received accreditation from the Oklahoma State Regents for Higher Education. In 1973, the junior college received accreditation from the North Central Association of Colleges and Schools and was approved as a four-year baccalaureate-level, degree-granting college in the field of religion in 1979. In the fall of 1981, SCU transitioned into Southwestern College of Christian Ministries, selling the old campus once located on 4700 NW 10th and opening its doors at its present location in Bethany. The name of the institution was changed to Southwestern Christian University in 2001 and continues to expand curriculum offerings each year. Its purpose is to equip students for a life of learning, leadership, and service; integrating faith, learning, and living; and empowering graduates to excel and to positively impact their world for Jesus Christ. The university’s educational philosophy holds that biblical literacy and the Christian worldview are at the heart of its educational programs. The university maintains that knowledge of the Bible and Christian thought is necessary and fundamental for all academic pursuits, Christian work, and personal Christian growth. Committed to the total development of the individual (Luke 2:52), the university seeks to prepare its students for useful and fulfilling lives. Vital to this total preparation for living is the required general education curriculum which helps provide students with an understanding of themselves and the world around them. To this end SCU currently offers an Associate of Arts degree, thirty Bachelor’s degree options,and two graduate degrees: Master of Ministry degree and Master of Arts in Theological Studies.
Teaching has long been recognized as one of the most fundamental means by which an individual can help build a better future for his/her community, state and world. With students from around the United States and multiple foreign countries, it is the hope and intent that SCU can make a meaningful contribution to the essential pool of future teachers who are both highly-qualified and ethically/morally prepared. The university continues to maintain accreditation with the Higher Learning Commission and approval of the Oklahoma State Regents for Higher Education.
Unique Characteristics
In its most recent Fall Enrollment report (Fall 2014) to the Integrated Postsecondary Education Data System (IPEDS) SCU reported an unduplicated count of 778 undergraduate enrollment and 35 graduate students representing 40 different states and 35 different countries (Africa, Bolivia, England, Malawi, Russia, Serbia, Slovakia, Tasmania, Wales, etc.). There are 389 male students and 424 females. The race/ethnicity breakdown of the student population is as follows:
Hispanic/ Latinos 56
American Indian or Alaska Native 27
Asian 5
Black or African American 223
Native Hawaiian or other Pacific Islander 3
White 370
Two or more races 16
Race and ethnicity unknown 31
Non-resident Aliens 82
I.2 Unit Summary, Vision, Mission, Relationship to Other Units
Unit Summary
The Department of Education is housed in the School of Education and Sport Studies. The Chair of the Department of Education main responsibilities include: oversight of administrative functions of the Teacher Education program; rotation of teacher education courses; communication with P-12 partners; chair of Teacher Education Faculty Committee and chair of Teacher Education Council; and collaboration with the School of Art and Sciences faculty and administration. Candidates complete coursework in both the School of Education & Sport Studies and the School of Arts & Sciences.
Unit Vision
The vision of the SCU Teacher Education program focuses on developing effective teachers who can integrate faith and learning as they positively impact the lives of others.
Unit Mission
The mission of the SCU Teacher Education program is to develop and nurture competent and caring teachers who model Christ through a life of service and leadership; embrace scholarship and its application; demonstrate an understanding of individual differences; and dedicate their efforts to the education and welfare of all students.
Relationship to Other Units
Even though this is a relatively small university faculty (30 total faculty members 2014-15) there is a purposeful system in place to ensure communication, collaboration, and authority in regards to the Teacher Education program. Teacher Education Faculty Committee (8 members) includes all faculty who have a minimum of three years of P-12 classroom experience and have advanced professional preparation in their field of study. The Teacher Education Faculty Committee consists of faculty in both the School of Education & Sport Studies and the School of Arts & Sciences. Monthly meetings are used to discuss policies, procedures, and progress as the program is implemented. Recommendations are sent to the Teacher Education Council for approval and then submitted to the SCU Academic Council which includes representatives across campus and finally to the Provost to ensure institution-wide communication.
I.3 Programs Offered
All programs at SCU are at the initial level. There are no advanced programs or programs for other school professionals at this time. Candidates may seek alternative certification in any of the programs with the unit providing appropriate coursework outlined by the State Department of Education.
SCU submitted the Preconditions Report and all three program reports listed below to the Oklahoma Commission for Teacher Preparation (OCTP) on March 15, 2014. At the May 2014 meeting all three programs were approved with conditions due to the lack of data. Data collection began in fall 2014 and will continue to grow as each course with the program sequence is implemented. Table I.3.a describes the programs the unit is currently offering.
Table I.3a – Programs currently being offered by the unit
Name of Program / Degree Awarded / Where Housed / Structure for Oversight / LevelEnglish Education / B.A. Ed / Dept. Language Arts / Teacher Ed. Council / Initial
History Education / B.S. Ed. / Dept. History / Teacher Ed. Council / Initial
Physical Education/Health/Safety / B.S. Ed. / Dept. of Education / Teacher Ed. Council / Initial
Each program is aligned to the corresponding specialized program association. Table 1.3b shows the alignment for each program. Program coordinators have the program report feedback and are in the process of addressing areas for improvement as identified in the State of Oklahoma Recognition Reports, February 2014.
Table I.3b – Program Alignment to the Specialized Program Associations
Name of Program / Degree Awarded / SPA / Program CoordinatorEnglish Education / B.A. Ed / National Council of Teachers of English / Shelley Groves
History Education / B.S. Ed. / National Council for the Social Studies / Eddie Chet Horn
Physical Education/Health/Safety / B.S. Ed. / National Association for Sport & Physical Education / Phylis Hadley
The professional teacher education course sequence has been developed and is consistent across each program. The Exhibit I.5a.3 Teacher Education Course Integration Timeline shows the progression and the implementation timeline for program courses and their scheduled availability for teacher candidates beginning spring 2014 through spring 2018. This timeline will ensure the availability of required coursework for candidates.
I.4 Unit Conceptual Framework, Institutional Standards, and Candidate Proficiencies
Conceptual Framework
The SCU Teacher Education Conceptual Framework (CF) guides the work of the unit. It is consensus-based and provides the foundation for all processes and procedures of the unit. The CF encompasses the InTASC standards to address the fundamental issues of what SCU candidates need to know (critical knowledge), what they need to be able to do (skills/performances), and what they value and how teachers act in practice (critical dispositions) (Council of Chief State School Officers, 2011).
The unit works to ensure that the programs and thus its teacher candidates are as knowledgeable of their field as possible. To that end the unit has aligned its program with standards set forth by the Office of Educational Quality and Accountability (OEQA, formerly the Oklahoma Commission for Teacher Preparation [OCTP]) and the Interstate Teacher Assessment and Support Consortium (InTASC). The CF also supports the essence of our Christian mission by embracing a strong commitment to preparing teacher candidates who demonstrate caring for all students and the belief that all can learn; as they reflect on professional and personal practice; serve as a model of Christian character through leadership and involvement; and pursue scholarship as an integral part of life-long learning.
The essence of our Christian mission is represented in the CF. This mission is also supportedby a strong commitment to preparing competent, caring, reflective, and qualified educators. The unit emphasizes the integration of subject matter, clinical experiences, and pedagogical knowledge as demonstrated by caring actions, service in the field, and teaching skills. We believe the teacher is the orchestrator of the learning environment and has the responsibility to create a positive atmosphere for all students. This is reached through specific themes designed to provide a unique educational experience at SCU.
The goal of the SCU teacher education program is for graduates to be:
Caring for all students and the belief that all can learn
Reflective…
On professional and personal practice
Service-guided as a model of Christian character through leadership and involvement
Scholarship-minded in the pursuit of life-long learning
Conceptual Framework Model
As teacher education faculty began to identify the themes associated with the CF, the CRSS (for the themes Caring, Reflective, Scholarship, and Service) arrangement became apparent. An acronym using this arrangement was a good match for the SCU beliefs, and the model was a natural out-flowing of faculty collaboration. There was discussion about finding an “O” word, however, it was decided to incorporate the “O” into the phrase associated with reflective. The CRoSS acronym was the final choice and fully supported the shared vision for the teacher education program. Accordingly, the unit’s CF model includes the shape of the cross to model the university mission (see figure above). The themes included on each part of the cross represent the need for a holistic approach to preparing future teachers. The CF encompasses the interrelatedness of each component in an effective teacher education program. By each component working together, the unit promotes scholarship, service, reflection, and caring educators.
Conceptual Framework Alignment with National and State Standards
During Teacher Education Faculty Committee (TEF) meetings in spring 2013, the CF themes were aligned directly to the Oklahoma General Competencies for Teacher Licensure (Table I.4a). Even though the Commission on Teacher Preparation provided an alignment chart for the Oklahoma General Competencies for Teacher Licensure and the Interstate Teacher Assessment and Support Consortium (InTASC) standards (Table I.4b), during TEF meetings in the fall of 2013 it was decided that it would be wiser for the unit to align its CF themes with InTASC standards released April 2011 (Table I.4c). Since the unit’s program is newly created, the faculty felt it would be easier to work with the newly adopted standards rather than to make future changes. This alignment would allow for consist thinking, planning, and incorporating as the process moved forward to build a solid foundation on which to develop all of the supporting documents, processes, and procedures. The themes guide the unit and the InTASC Standards are the goals and objectives incorporated throughout the teacher education program.
Table I.4a – Conceptual Framework aligned to Oklahoma General Competencies for Teacher Licensure
Oklahoma General Competencies for Teacher LicensureCONCEPTUAL FRAMEWORK
THEMES / OK#1 / OK #2, 3, 7 / OK #4, 14, 15 / OK#8 / OK #5 / OK #6, 10, 11 / OK #9, 12, 13
Caring / X / X / X
Reflective / X / X
Service / X / X
Scholarship / X / X
Table I.4b – InTASC Standards aligned to Oklahoma Competencies
InTASC Standards / Oklahoma Competencies1 / 2,3
2 / 3
3 / 5, 6, 11
4 / 1
5 / 4, 6
6 / 8
7 / 7, 14
8 / 4, 6
9 / 9, 13, 15
10 / 10, 12
Table I.4c – Conceptual Framework aligned to InTASC Standards
InTASC StandardsLearner / Knowledge / Instructional Practice / Professional
CONCEPTUAL FRAMEWORK
THEMES / 1.Development / 2. Differences / 3. Environments / 4. Content / 5. Application / 6. Assessment / 7. Planning / 8. Strategies / 9. Learning & Practice / 10. Collaboration
Caring / X / X / X
Reflective / X / X / X
Service / X
Scholarship / X / X / X
Unit Goals/Organizational Standards