http://wikis.evergreen.edu/selfstudy/index.php?title=Preface&feed=atom&action=historyPreface - Revision history2024-03-29T15:48:31ZRevision history for this page on the wikiMediaWiki 1.26.3http://wikis.evergreen.edu/selfstudy/index.php?title=Preface&diff=8876&oldid=prevMathisb at 22:34, 25 July 20082008-07-25T22:34:23Z<p></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>The college has drawn upon four major processes in the development of the self study. First was the strategic planning process, an institution-wide updating of the 2000 strategic plan, which took place from September 2005 to November 2006. This provided the major framework around the process. The focused identification of Evergreen as a “public, interdisciplinary, liberal arts college” served as a clear, central reference in the self study work. Second, the ongoing Curricular Visions process begun in the 2005-06 school year and the 2005 Higher Education Coordinating Board Planning Unit Review process provided major review and analysis of the strengths and weaknesses of the curriculum. Third, the campus master plan, completed in calendar year 2007, translated the strategic plan goals and objectives into a physical plan for the campus. Fourth, in March 2007, the college put together a team of Key Point People (KPPs) comprised of a chief writer and a group of lead writers and organizers who undertook the review of the college under each of the nine standards. In addition, the Office of Institutional Research and Assessment organized and made available a wide array of data that helped define and document the project.</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>The college has drawn upon four major processes in the development of the self study. First was the strategic planning process, an institution-wide updating of the 2000 strategic plan, which took place from September 2005 to November 2006. This provided the major framework around the process. The focused identification of Evergreen as a “public, interdisciplinary, liberal arts college” served as a clear, central reference in the self study work. Second, the ongoing Curricular Visions process begun in the 2005-06 school year and the 2005 Higher Education Coordinating Board Planning Unit Review process provided major review and analysis of the strengths and weaknesses of the curriculum. Third, the campus master plan, completed in calendar year 2007, translated the strategic plan goals and objectives into a physical plan for the campus. Fourth, in March 2007, the college put together a team of Key Point People (KPPs) comprised of a chief writer and a group of lead writers and organizers who undertook the review of the college under each of the nine standards. In addition, the Office of Institutional Research and Assessment organized and made available a wide array of data that helped define and document the project.</div></td></tr>
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</table>Mathisbhttp://wikis.evergreen.edu/selfstudy/index.php?title=Preface&diff=8875&oldid=prevMathisb at 22:34, 25 July 20082008-07-25T22:34:10Z<p></p>
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<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>[[Image:preface.jpg]]The college has drawn upon four major processes in the development of the self study. First was the strategic planning process, an institution-wide updating of the 2000 strategic plan, which took place from September 2005 to November 2006. This provided the major framework around the process. The focused identification of Evergreen as a “public, interdisciplinary, liberal arts college” served as a clear, central reference in the self study work. Second, the ongoing Curricular Visions process begun in the 2005-06 school year and the 2005 Higher Education Coordinating Board Planning Unit Review process provided major review and analysis of the strengths and weaknesses of the curriculum. Third, the campus master plan, completed in calendar year 2007, translated the strategic plan goals and objectives into a physical plan for the campus. Fourth, in March 2007, the college put together a team of Key Point People (KPPs) comprised of a chief writer and a group of lead writers and organizers who undertook the review of the college under each of the nine standards. In addition, the Office of Institutional Research and Assessment organized and made available a wide array of data that helped define and document the project.</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>[[Image:preface.jpg]]</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>The college has drawn upon four major processes in the development of the self study. First was the strategic planning process, an institution-wide updating of the 2000 strategic plan, which took place from September 2005 to November 2006. This provided the major framework around the process. The focused identification of Evergreen as a “public, interdisciplinary, liberal arts college” served as a clear, central reference in the self study work. Second, the ongoing Curricular Visions process begun in the 2005-06 school year and the 2005 Higher Education Coordinating Board Planning Unit Review process provided major review and analysis of the strengths and weaknesses of the curriculum. Third, the campus master plan, completed in calendar year 2007, translated the strategic plan goals and objectives into a physical plan for the campus. Fourth, in March 2007, the college put together a team of Key Point People (KPPs) comprised of a chief writer and a group of lead writers and organizers who undertook the review of the college under each of the nine standards. In addition, the Office of Institutional Research and Assessment organized and made available a wide array of data that helped define and document the project.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>The KPPs were responsible for gathering data in support of their analysis of the standards. While this process varied from standard to standard, for the major academic standards it involved meeting with faculty and library staff, sharing draft reports, and responding carefully to concerns raised. Faculty opinions were solicited by e-mail, at the faculty meeting, in planning units, and in governance groups. Student Affairs staff provided early drafts of many elements of the standards and met with the chief writer to provide input.  </div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>The KPPs were responsible for gathering data in support of their analysis of the standards. While this process varied from standard to standard, for the major academic standards it involved meeting with faculty and library staff, sharing draft reports, and responding carefully to concerns raised. Faculty opinions were solicited by e-mail, at the faculty meeting, in planning units, and in governance groups. Student Affairs staff provided early drafts of many elements of the standards and met with the chief writer to provide input.  </div></td></tr>
</table>Mathisbhttp://wikis.evergreen.edu/selfstudy/index.php?title=Preface&diff=8874&oldid=prevMathisb at 22:33, 25 July 20082008-07-25T22:33:44Z<p></p>
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<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>The college has drawn upon four major processes in the development of the self study. First was the strategic planning process, an institution-wide updating of the 2000 strategic plan, which took place from September 2005 to November 2006. This provided the major framework around the process. The focused identification of Evergreen as a “public, interdisciplinary, liberal arts college” served as a clear, central reference in the self study work. Second, the ongoing Curricular Visions process begun in the 2005-06 school year and the 2005 Higher Education Coordinating Board Planning Unit Review process provided major review and analysis of the strengths and weaknesses of the curriculum. Third, the campus master plan, completed in calendar year 2007, translated the strategic plan goals and objectives into a physical plan for the campus. Fourth, in March 2007, the college put together a team of Key Point People (KPPs) comprised of a chief writer and a group of lead writers and organizers who undertook the review of the college under each of the nine standards. In addition, the Office of Institutional Research and Assessment organized and made available a wide array of data that helped define and document the project.</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">[[Image:preface.jpg]]</ins>The college has drawn upon four major processes in the development of the self study. First was the strategic planning process, an institution-wide updating of the 2000 strategic plan, which took place from September 2005 to November 2006. This provided the major framework around the process. The focused identification of Evergreen as a “public, interdisciplinary, liberal arts college” served as a clear, central reference in the self study work. Second, the ongoing Curricular Visions process begun in the 2005-06 school year and the 2005 Higher Education Coordinating Board Planning Unit Review process provided major review and analysis of the strengths and weaknesses of the curriculum. Third, the campus master plan, completed in calendar year 2007, translated the strategic plan goals and objectives into a physical plan for the campus. Fourth, in March 2007, the college put together a team of Key Point People (KPPs) comprised of a chief writer and a group of lead writers and organizers who undertook the review of the college under each of the nine standards. In addition, the Office of Institutional Research and Assessment organized and made available a wide array of data that helped define and document the project.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>The KPPs were responsible for gathering data in support of their analysis of the standards. While this process varied from standard to standard, for the major academic standards it involved meeting with faculty and library staff, sharing draft reports, and responding carefully to concerns raised. Faculty opinions were solicited by e-mail, at the faculty meeting, in planning units, and in governance groups. Student Affairs staff provided early drafts of many elements of the standards and met with the chief writer to provide input.  </div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>The KPPs were responsible for gathering data in support of their analysis of the standards. While this process varied from standard to standard, for the major academic standards it involved meeting with faculty and library staff, sharing draft reports, and responding carefully to concerns raised. Faculty opinions were solicited by e-mail, at the faculty meeting, in planning units, and in governance groups. Student Affairs staff provided early drafts of many elements of the standards and met with the chief writer to provide input.  </div></td></tr>
</table>Mathisbhttp://wikis.evergreen.edu/selfstudy/index.php?title=Preface&diff=8026&oldid=prevQuaranda at 23:05, 3 July 20082008-07-03T23:05:12Z<p></p>
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<td colspan='2' style="background-color: white; color:black; text-align: center;">Revision as of 23:05, 3 July 2008</td>
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<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>The college has drawn upon four major processes in the development of the self<del class="diffchange diffchange-inline">-</del>study. First was the strategic planning process, an institution-wide updating of the 2000 strategic plan, which took place from September 2005 to November 2006. This provided the major framework around the process. The focused identification of Evergreen as a “public, interdisciplinary, liberal arts college” served as a clear, central reference in the self<del class="diffchange diffchange-inline">-</del>study work. Second, the ongoing Curricular Visions process begun in the 2005-06 school year and the 2005 Higher Education Coordinating Board Planning Unit Review process provided major review and analysis of the strengths and weaknesses of the curriculum. Third, the campus master plan, completed in calendar year 2007, translated the strategic plan goals and objectives into a physical plan for the campus. Fourth, in March 2007, the college put together a team of Key Point People (KPPs) comprised of a chief writer and a group of lead writers and organizers who undertook the review of the college under each of the nine standards. In addition, the Office of Institutional Research and Assessment organized and made available a wide array of data that helped define and document the project.</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>The college has drawn upon four major processes in the development of the self study. First was the strategic planning process, an institution-wide updating of the 2000 strategic plan, which took place from September 2005 to November 2006. This provided the major framework around the process. The focused identification of Evergreen as a “public, interdisciplinary, liberal arts college” served as a clear, central reference in the self study work. Second, the ongoing Curricular Visions process begun in the 2005-06 school year and the 2005 Higher Education Coordinating Board Planning Unit Review process provided major review and analysis of the strengths and weaknesses of the curriculum. Third, the campus master plan, completed in calendar year 2007, translated the strategic plan goals and objectives into a physical plan for the campus. Fourth, in March 2007, the college put together a team of Key Point People (KPPs) comprised of a chief writer and a group of lead writers and organizers who undertook the review of the college under each of the nine standards. In addition, the Office of Institutional Research and Assessment organized and made available a wide array of data that helped define and document the project.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>The KPPs were responsible for gathering data in support of their analysis of the standards. While this process varied from standard to standard, for the major academic standards it involved meeting with faculty and library staff, sharing draft reports, and responding carefully to concerns raised. Faculty opinions were solicited by e-mail, at the faculty meeting, in planning units, and in governance groups. Student Affairs staff provided early drafts of many elements of the standards and met with the chief writer to provide input.  </div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>The KPPs were responsible for gathering data in support of their analysis of the standards. While this process varied from standard to standard, for the major academic standards it involved meeting with faculty and library staff, sharing draft reports, and responding carefully to concerns raised. Faculty opinions were solicited by e-mail, at the faculty meeting, in planning units, and in governance groups. Student Affairs staff provided early drafts of many elements of the standards and met with the chief writer to provide input.  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Evergreen's self<del class="diffchange diffchange-inline">-</del>study process began in spring 2006 ([[Media: Re-accreditation_08_timeline.doc|reaccreditation timeline]]). The chief writer began pulling together materials and kept abreast of the developing data in the spring and summer of 2006, and the KPPs began to meet as a group in spring 2007. Subsequently, the KPP’s  met biweekly through the 2007-08 school year, producing a preliminary draft in November, a full first draft in January, a second full draft in early March, a penultimate draft in mid-April, and a final draft by May 30. A small group of faculty was of significant assistance to the chief writer for Standard 2 in the early conceptual stages of the review. This group met with philosopher Elizabeth Minnich to hold discussions about liberal arts and interdisciplinary education. The writers of the primary Academic Standards 2, 4, and 5 met and shared drafts of their work<del class="diffchange diffchange-inline">. Broader campus involvement in the self-study process began in fall 2007 ([[Media: Re-accreditation_08_community_participation_timeline.doc|Community Participation Timeline]]). At two faculty meetings during the 2007-08 academic year, faculty met in small groups to discuss Standards 1, 2, 4, and 5. Opportunities for campus-wide review of each of the standards were held in January and February ([[Media: January_8th_email.pdf|January 8th e-mail]]). In April, a series of topical brown bag lunch forums were held on thematic issues that had surfaced during the self-study process ([[Media: April_9th_email.pdf|April 9th e-mail]]). Student responses were solicited at public meetings and through focus groups that addressed Standards 2 and 3 ([[Media: student focus group_standard2_5feb08_summary.pdf|Student Focus Group - Standard 2 -Summary 5Feb2008]], [[Media: student focus group_standard3_5feb08_summary.pdf|Student Focus Group - Standard 3 -Summary 5Feb2008]], [[Media: student focus group_standard2_7feb08_summary.pdf|Student Focus Group - Standard 2 -Summary 7Feb2008]], [[Media: student focus group_standard3_7feb08_summary.pdf|Student Focus Group - Standard 3 -Summary 7Feb2008]]). The chief writer, other KPPs, and the provost met with the board of trustees on two occasions to review the work. They also met with senior staff to review Standards 1 and 2. Time at two deans' meetings was also dedicated to review these drafts. The college’s academic grants manager subjected the second draft of the report to a critical reading. Publications staff critiqued other chapters. In summary, Evergreen has been working on the self-study for much of the past two years and has been able to draw together elements of the strategic planning process, Curricular Visions process, and the campus master planning process, in addition to its ongoing institutional research and numerous special meetings, memos, and opportunities for input</del>.</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Evergreen's self study process began in spring 2006 ([[Media: Re-accreditation_08_timeline.doc|reaccreditation timeline]]). The chief writer began pulling together materials and kept abreast of the developing data in the spring and summer of 2006, and the KPPs began to meet as a group in spring 2007. Subsequently, the KPP’s  met biweekly through the 2007-08 school year, producing a preliminary draft in November, a full first draft in January, a second full draft in early March, a penultimate draft in mid-April, and a final draft by May 30. A small group of faculty was of significant assistance to the chief writer for Standard 2 in the early conceptual stages of the review. This group met with philosopher Elizabeth Minnich to hold discussions about liberal arts and interdisciplinary education. The writers of the primary Academic Standards 2, 4, and 5 met and shared drafts of their work.  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>The self-study had three major goals:   </div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">Broader campus involvement in the self study process began in fall 2007 ([[Media: Re-accreditation_08_community_participation_timeline.doc|Community Participation Timeline]]). At two faculty meetings during the 2007-08 academic year, faculty met in small groups to discuss Standards 1, 2, 4, and 5. Opportunities for campus-wide review of each of the standards were held in January and February ([[Media: January_8th_email.pdf|January 8th e-mail]]). In April, a series of topical brown bag lunch forums were held on thematic issues that had surfaced during the self-study process ([[Media: April_9th_email.pdf|April 9th e-mail]]). Student responses were solicited at public meetings and through focus groups that addressed Standards 2 and 3 ([[Media: student focus group_standard2_5feb08_summary.pdf|Student Focus Group - Standard 2 -Summary 5Feb2008]], [[Media: student focus group_standard3_5feb08_summary.pdf|Student Focus Group - Standard 3 -Summary 5Feb2008]], [[Media: student focus group_standard2_7feb08_summary.pdf|Student Focus Group - Standard 2 -Summary 7Feb2008]], [[Media: student focus group_standard3_7feb08_summary.pdf|Student Focus Group - Standard 3 -Summary 7Feb2008]]). </ins>The <ins class="diffchange diffchange-inline">chief writer, other KPPs, and the provost met with the board of trustees on two occasions to review the work. They also met with senior staff to review Standards 1 and 2. Time at two deans' meetings was also dedicated to review these drafts. The college’s academic grants manager subjected the second draft of the report to a critical reading. In summary, Evergreen has been working on the </ins>self-<ins class="diffchange diffchange-inline">study for much of the past two years and has been able to draw together elements of the strategic planning process, Curricular Visions process, and the campus master planning process, in addition to ongoing institutional research and numerous special meetings, memos, and opportunities for input.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">The self </ins>study had three major goals:   </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>1.) The college wanted to review its responses to the commission's findings in the  2003 Regular Interim Report. The review of concerns and data surrounding the issues of general education were of particular importance to the college. The college believes that it has made real progress on these issues. The primary response to the three recommendations of the commission is contained in the “Response to 2003 Regular Interim Report Recommendations” section.  </div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>1.) The college wanted to review its responses to the commission's findings in the  2003 Regular Interim Report. The review of concerns and data surrounding the issues of general education were of particular importance to the college. The college believes that it has made real progress on these issues. The primary response to the three recommendations of the commission is contained in the “Response to 2003 Regular Interim Report Recommendations” section.  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>2.) The college wanted to use this opportunity for an assessment of upcoming issues. The self<del class="diffchange diffchange-inline">-</del>study has significantly helped identify issues around the relationship of graduate and professional programs to the liberal arts curriculum, the need to review and rethink governance at the college, a need to organize a more regular system of academic advising, and a continuing need to think about the way the size and duration of programs, half-time programs, and courses interact to affect student experience.</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>2.) The college wanted to use this opportunity for an assessment of upcoming issues. The self study has significantly helped identify issues around the relationship of graduate and professional programs to the liberal arts curriculum, the need to review and rethink governance at the college, a need to organize a more regular system of academic advising, and a continuing need to think about the way the size and duration of programs, half-time programs, and courses interact to affect student experience.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>3.) As a part of the college’s ongoing experience with replacing its first generation of faculty, one objective of this study has been to articulate the ways in which the elements of an Evergreen education fit together to create an important and coherent alternative public education that succeeds in producing autonomous, collaborative, competent, and engaged learners and graduates.  </div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>3.) As a part of the college’s ongoing experience with replacing its first generation of faculty, one objective of this study has been to articulate the ways in which the elements of an Evergreen education fit together to create an important and coherent alternative public education that succeeds in producing autonomous, collaborative, competent, and engaged learners and graduates.  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>As a part of the self<del class="diffchange diffchange-inline">-</del>study, the college has carefully reviewed the eligibility requirements articulated by the commission and has met them.</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>As a part of the self study, the college has carefully reviewed the eligibility requirements articulated by the commission and has met them.</div></td></tr>
</table>Quarandahttp://wikis.evergreen.edu/selfstudy/index.php?title=Preface&diff=7983&oldid=prevQuaranda at 16:12, 3 July 20082008-07-03T16:12:24Z<p></p>
<table class='diff diff-contentalign-left'>
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<td colspan='2' style="background-color: white; color:black; text-align: center;">← Older revision</td>
<td colspan='2' style="background-color: white; color:black; text-align: center;">Revision as of 16:12, 3 July 2008</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l1" >Line 1:</td>
<td colspan="2" class="diff-lineno">Line 1:</td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>The college has drawn upon four major processes in the development of the self-study. First was the strategic planning process, an institution-wide updating of the 2000 strategic plan, which took place from September 2005 to November 2006. This provided the major framework around the process. The focused identification of Evergreen as a “public, interdisciplinary, liberal arts college” served as a clear, central reference in <del class="diffchange diffchange-inline">the work around </del>the self-study. Second, the ongoing Curricular Visions process begun in the 2005-06 school year and the 2005 Higher Education Coordinating Board Planning Unit Review process provided major review and analysis of the strengths and weaknesses of the curriculum. Third, the campus master plan, completed in calendar year 2007, translated the strategic plan goals and objectives into a physical plan for the campus. Fourth, in March 2007, the college put together a team of Key Point People (KPPs) comprised of a chief writer and a group of lead writers and organizers who undertook the review of the college under each of the nine standards. In addition, the Office of Institutional Research and Assessment organized and made available a wide array of data that helped define and document the project.</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>The college has drawn upon four major processes in the development of the self-study. First was the strategic planning process, an institution-wide updating of the 2000 strategic plan, which took place from September 2005 to November 2006. This provided the major framework around the process. The focused identification of Evergreen as a “public, interdisciplinary, liberal arts college” served as a clear, central reference in the self-study <ins class="diffchange diffchange-inline">work</ins>. Second, the ongoing Curricular Visions process begun in the 2005-06 school year and the 2005 Higher Education Coordinating Board Planning Unit Review process provided major review and analysis of the strengths and weaknesses of the curriculum. Third, the campus master plan, completed in calendar year 2007, translated the strategic plan goals and objectives into a physical plan for the campus. Fourth, in March 2007, the college put together a team of Key Point People (KPPs) comprised of a chief writer and a group of lead writers and organizers who undertook the review of the college under each of the nine standards. In addition, the Office of Institutional Research and Assessment organized and made available a wide array of data that helped define and document the project.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>The KPPs were responsible for gathering data in support of their analysis of the standards. While this process varied from standard to standard, for the major academic standards it involved meeting with faculty and library staff, sharing draft reports, and responding carefully to concerns raised. Faculty opinions were solicited by e-mail, at the faculty meeting, in planning units, and in governance groups. Student <del class="diffchange diffchange-inline">affairs </del>staff provided early drafts of many elements of the standards and met with the chief writer to provide input.  </div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>The KPPs were responsible for gathering data in support of their analysis of the standards. While this process varied from standard to standard, for the major academic standards it involved meeting with faculty and library staff, sharing draft reports, and responding carefully to concerns raised. Faculty opinions were solicited by e-mail, at the faculty meeting, in planning units, and in governance groups. Student <ins class="diffchange diffchange-inline">Affairs </ins>staff provided early drafts of many elements of the standards and met with the chief writer to provide input.  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Evergreen's self-study process began in spring 2006 ([[Media: Re-accreditation_08_timeline.doc|reaccreditation timeline]]). The chief writer began pulling together materials and kept abreast of the developing data in the spring and summer of 2006, and the KPPs began to meet as a group in spring 2007. Subsequently, the KPP’s  met biweekly through the 2007-08 school year, producing a preliminary draft in November, a full first draft in January, a second full draft in early March, a penultimate draft in mid-April, and a final draft by May 30. A small group of faculty was of significant assistance to the chief writer for Standard 2 in the early conceptual stages of the review. This group met with philosopher Elizabeth Minnich to hold discussions about liberal arts and interdisciplinary education. The writers of the primary Academic Standards 2, 4, and 5 met and shared drafts of their work. Broader campus involvement in the self-study process began in fall 2007 ([[Media: Re-accreditation_08_community_participation_timeline.doc|Community Participation Timeline]]). At two faculty meetings during the 2007-08 academic year, faculty met in small groups to discuss Standards 1, 2, 4, and 5. Opportunities for campus-wide review of each of the standards were held in January and February ([[Media: January_8th_email.pdf|January 8th e-mail]]). In April, a series of topical brown bag lunch forums were held on thematic issues <del class="diffchange diffchange-inline">which </del>had surfaced during the self-study process ([[Media: April_9th_email.pdf|April 9th e-mail]]. Student responses were solicited at public meetings and through focus groups that addressed Standards 2 and 3 ([[Media: student focus group_standard2_5feb08_summary.pdf|Student Focus Group - Standard 2 -Summary 5Feb2008]], [[Media: student focus group_standard3_5feb08_summary.pdf|Student Focus Group - Standard 3 -Summary 5Feb2008]], [[Media: student focus group_standard2_7feb08_summary.pdf|Student Focus Group - Standard 2 -Summary 7Feb2008]], [[Media: student focus group_standard3_7feb08_summary.pdf|Student Focus Group - Standard 3 -Summary 7Feb2008]]). The chief writer, other KPPs, and the provost met with the board of trustees on two occasions to review the work. They also met with senior staff to review Standards 1 and 2. Time at two deans' meetings was also dedicated to review <del class="diffchange diffchange-inline">of </del>these drafts. The college’s academic grants manager subjected the second draft of the report to a critical reading. Publications staff critiqued other chapters. In summary, Evergreen has been working on the self-study for much of the past two years and has been able to draw together elements of the strategic planning process, Curricular Visions process, and the campus master planning process, in addition to its ongoing institutional research and numerous special meetings, memos, and opportunities for input.</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Evergreen's self-study process began in spring 2006 ([[Media: Re-accreditation_08_timeline.doc|reaccreditation timeline]]). The chief writer began pulling together materials and kept abreast of the developing data in the spring and summer of 2006, and the KPPs began to meet as a group in spring 2007. Subsequently, the KPP’s  met biweekly through the 2007-08 school year, producing a preliminary draft in November, a full first draft in January, a second full draft in early March, a penultimate draft in mid-April, and a final draft by May 30. A small group of faculty was of significant assistance to the chief writer for Standard 2 in the early conceptual stages of the review. This group met with philosopher Elizabeth Minnich to hold discussions about liberal arts and interdisciplinary education. The writers of the primary Academic Standards 2, 4, and 5 met and shared drafts of their work. Broader campus involvement in the self-study process began in fall 2007 ([[Media: Re-accreditation_08_community_participation_timeline.doc|Community Participation Timeline]]). At two faculty meetings during the 2007-08 academic year, faculty met in small groups to discuss Standards 1, 2, 4, and 5. Opportunities for campus-wide review of each of the standards were held in January and February ([[Media: January_8th_email.pdf|January 8th e-mail]]). In April, a series of topical brown bag lunch forums were held on thematic issues <ins class="diffchange diffchange-inline">that </ins>had surfaced during the self-study process ([[Media: April_9th_email.pdf|April 9th e-mail]]<ins class="diffchange diffchange-inline">)</ins>. Student responses were solicited at public meetings and through focus groups that addressed Standards 2 and 3 ([[Media: student focus group_standard2_5feb08_summary.pdf|Student Focus Group - Standard 2 -Summary 5Feb2008]], [[Media: student focus group_standard3_5feb08_summary.pdf|Student Focus Group - Standard 3 -Summary 5Feb2008]], [[Media: student focus group_standard2_7feb08_summary.pdf|Student Focus Group - Standard 2 -Summary 7Feb2008]], [[Media: student focus group_standard3_7feb08_summary.pdf|Student Focus Group - Standard 3 -Summary 7Feb2008]]). The chief writer, other KPPs, and the provost met with the board of trustees on two occasions to review the work. They also met with senior staff to review Standards 1 and 2. Time at two deans' meetings was also dedicated to review these drafts. The college’s academic grants manager subjected the second draft of the report to a critical reading. Publications staff critiqued other chapters. In summary, Evergreen has been working on the self-study for much of the past two years and has been able to draw together elements of the strategic planning process, Curricular Visions process, and the campus master planning process, in addition to its ongoing institutional research and numerous special meetings, memos, and opportunities for input.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>The self-study had three major goals:   </div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>The self-study had three major goals:   </div></td></tr>
<tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l9" >Line 9:</td>
<td colspan="2" class="diff-lineno">Line 9:</td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>1.) The college wanted to review its responses to the commission's findings in the  2003 Regular Interim Report. The review of concerns and data surrounding the issues of general education were of particular importance to the college. The college believes that it has made real progress on these issues. The primary response to the three recommendations of the commission is contained in the “Response to 2003 Regular Interim Report Recommendations” section.  </div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>1.) The college wanted to review its responses to the commission's findings in the  2003 Regular Interim Report. The review of concerns and data surrounding the issues of general education were of particular importance to the college. The college believes that it has made real progress on these issues. The primary response to the three recommendations of the commission is contained in the “Response to 2003 Regular Interim Report Recommendations” section.  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>2.) The college wanted to use this opportunity for an assessment of upcoming issues. The self-study has <del class="diffchange diffchange-inline">been a significant help in identifying </del>issues <del class="diffchange diffchange-inline">of </del>the relationship of graduate and professional programs to the liberal arts curriculum, the need to review and rethink governance at the college, a need to organize a more regular system of academic advising, and a continuing need to think about the way the size and duration of programs <del class="diffchange diffchange-inline">and </del>half-time programs and courses interact to affect student experience.</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>2.) The college wanted to use this opportunity for an assessment of upcoming issues. The self-study has <ins class="diffchange diffchange-inline">significantly helped identify </ins>issues <ins class="diffchange diffchange-inline">around </ins>the relationship of graduate and professional programs to the liberal arts curriculum, the need to review and rethink governance at the college, a need to organize a more regular system of academic advising, and a continuing need to think about the way the size and duration of programs<ins class="diffchange diffchange-inline">, </ins>half-time programs<ins class="diffchange diffchange-inline">, </ins>and courses interact to affect student experience.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>3.) As a part of the college’s ongoing experience with replacing its first generation of faculty, one objective of this study has been to articulate the ways <del class="diffchange diffchange-inline">that </del>the elements of an Evergreen education fit together to create an important and coherent alternative public education that succeeds in producing autonomous, collaborative, competent, and engaged learners and graduates.  </div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>3.) As a part of the college’s ongoing experience with replacing its first generation of faculty, one objective of this study has been to articulate the ways <ins class="diffchange diffchange-inline">in which </ins>the elements of an Evergreen education fit together to create an important and coherent alternative public education that succeeds in producing autonomous, collaborative, competent, and engaged learners and graduates.  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>As a part of the self-study, the college has carefully reviewed the eligibility requirements articulated by the commission and has met them.</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>As a part of the self-study, the college has carefully reviewed the eligibility requirements articulated by the commission and has met them.</div></td></tr>
</table>Quarandahttp://wikis.evergreen.edu/selfstudy/index.php?title=Preface&diff=7982&oldid=prevQuaranda at 16:00, 3 July 20082008-07-03T16:00:33Z<p></p>
<table class='diff diff-contentalign-left'>
<col class='diff-marker' />
<col class='diff-content' />
<col class='diff-marker' />
<col class='diff-content' />
<tr style='vertical-align: top;' lang='en'>
<td colspan='2' style="background-color: white; color:black; text-align: center;">← Older revision</td>
<td colspan='2' style="background-color: white; color:black; text-align: center;">Revision as of 16:00, 3 July 2008</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l1" >Line 1:</td>
<td colspan="2" class="diff-lineno">Line 1:</td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>The college has drawn upon four major processes in the development of the self-study. First was the strategic planning process, an institution-wide updating of the 2000 strategic plan, which took place from September 2005 to November 2006. This provided the major framework around the process. The focused identification of Evergreen as a “public, interdisciplinary, liberal arts college” served as a clear, central reference in the work around the self-study. Second, the ongoing Curricular Visions process <del class="diffchange diffchange-inline">that began </del>in the 2005-06 school year and the 2005 Higher Education Coordinating Board Planning Unit Review process provided major review and analysis of the strengths and weaknesses of the curriculum. Third, the campus master plan <del class="diffchange diffchange-inline">was </del>completed in calendar year 2007, <del class="diffchange diffchange-inline">translating </del>the strategic plan goals and objectives into a physical plan for the campus. Fourth, in March 2007, the college put together a team of Key Point People (KPPs)<del class="diffchange diffchange-inline">, </del>comprised of a chief writer and a group of lead writers and organizers who undertook the review of the college under each of the nine standards. In addition, the Office of Institutional Research and Assessment organized and made available a wide array of data that helped define and document the project.</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>The college has drawn upon four major processes in the development of the self-study. First was the strategic planning process, an institution-wide updating of the 2000 strategic plan, which took place from September 2005 to November 2006. This provided the major framework around the process. The focused identification of Evergreen as a “public, interdisciplinary, liberal arts college” served as a clear, central reference in the work around the self-study. Second, the ongoing Curricular Visions process <ins class="diffchange diffchange-inline">begun </ins>in the 2005-06 school year and the 2005 Higher Education Coordinating Board Planning Unit Review process provided major review and analysis of the strengths and weaknesses of the curriculum. Third, the campus master plan<ins class="diffchange diffchange-inline">, </ins>completed in calendar year 2007, <ins class="diffchange diffchange-inline">translated </ins>the strategic plan goals and objectives into a physical plan for the campus. Fourth, in March 2007, the college put together a team of Key Point People (KPPs) comprised of a chief writer and a group of lead writers and organizers who undertook the review of the college under each of the nine standards. In addition, the Office of Institutional Research and Assessment organized and made available a wide array of data that helped define and document the project.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>The KPPs were responsible for gathering data in support of their analysis of the standards. While this process varied from standard to standard, for the major academic standards it involved meeting with faculty and library staff, sharing draft reports, and responding carefully to concerns raised. Faculty opinions were solicited by e-mail, at the faculty meeting, in planning units, and in governance groups. Student affairs staff provided early drafts of many elements of the standards and met with the chief writer to provide input.  </div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>The KPPs were responsible for gathering data in support of their analysis of the standards. While this process varied from standard to standard, for the major academic standards it involved meeting with faculty and library staff, sharing draft reports, and responding carefully to concerns raised. Faculty opinions were solicited by e-mail, at the faculty meeting, in planning units, and in governance groups. Student affairs staff provided early drafts of many elements of the standards and met with the chief writer to provide input.  </div></td></tr>
</table>Quarandahttp://wikis.evergreen.edu/selfstudy/index.php?title=Preface&diff=7981&oldid=prevQuaranda at 15:47, 3 July 20082008-07-03T15:47:13Z<p></p>
<table class='diff diff-contentalign-left'>
<col class='diff-marker' />
<col class='diff-content' />
<col class='diff-marker' />
<col class='diff-content' />
<tr style='vertical-align: top;' lang='en'>
<td colspan='2' style="background-color: white; color:black; text-align: center;">← Older revision</td>
<td colspan='2' style="background-color: white; color:black; text-align: center;">Revision as of 15:47, 3 July 2008</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l1" >Line 1:</td>
<td colspan="2" class="diff-lineno">Line 1:</td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>The college has drawn upon four major processes in the development of the self-study. First was the strategic planning process, an institution-wide updating of the 2000 strategic plan, which took place from September 2005 to November 2006. This provided the major framework around the process. The focused identification of Evergreen as a “public, interdisciplinary, liberal arts college” served as a clear, central reference in the work around the self-study. Second, the ongoing Curricular Visions process that began in the 2005-06 school year and the 2005 Higher Education Coordinating Board Planning Unit Review process provided major review and analysis of the strengths and weaknesses of the curriculum. Third, the campus master plan was completed in calendar year 2007, translating the strategic plan goals and objectives into a physical plan for the campus. Fourth, in March 2007, the college put together a chief writer and a group of lead writers and organizers <del class="diffchange diffchange-inline">for the response to each standard, the Key Point People (KPPs), </del>who undertook the review of the college under each of the nine standards. In addition the Office of Institutional Research and Assessment organized and made available a <del class="diffchange diffchange-inline">very </del>wide array of data that helped define and document the project.</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>The college has drawn upon four major processes in the development of the self-study. First was the strategic planning process, an institution-wide updating of the 2000 strategic plan, which took place from September 2005 to November 2006. This provided the major framework around the process. The focused identification of Evergreen as a “public, interdisciplinary, liberal arts college” served as a clear, central reference in the work around the self-study. Second, the ongoing Curricular Visions process that began in the 2005-06 school year and the 2005 Higher Education Coordinating Board Planning Unit Review process provided major review and analysis of the strengths and weaknesses of the curriculum. Third, the campus master plan was completed in calendar year 2007, translating the strategic plan goals and objectives into a physical plan for the campus. Fourth, in March 2007, the college put together <ins class="diffchange diffchange-inline">a team of Key Point People (KPPs), comprised of </ins>a chief writer and a group of lead writers and organizers who undertook the review of the college under each of the nine standards. In addition<ins class="diffchange diffchange-inline">, </ins>the Office of Institutional Research and Assessment organized and made available a wide array of data that helped define and document the project.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>The KPPs were responsible for gathering data in support of their analysis of the standards. While this process varied from standard to standard, for the major academic standards it involved meeting with faculty and library staff, sharing draft reports, and responding carefully to concerns raised. Faculty opinions were solicited by e-mail, at the faculty meeting, in planning units, and in governance groups. Student affairs staff provided early drafts of many elements of the standards and met with the chief writer to provide input.  </div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>The KPPs were responsible for gathering data in support of their analysis of the standards. While this process varied from standard to standard, for the major academic standards it involved meeting with faculty and library staff, sharing draft reports, and responding carefully to concerns raised. Faculty opinions were solicited by e-mail, at the faculty meeting, in planning units, and in governance groups. Student affairs staff provided early drafts of many elements of the standards and met with the chief writer to provide input.  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Evergreen's self-study process began in spring <del class="diffchange diffchange-inline">of </del>2006 ([[Media: Re-accreditation_08_timeline.doc|reaccreditation timeline]]). The chief writer began pulling together materials and kept abreast of the developing data in the spring and summer of 2006, and the KPPs began to meet as a group in spring <del class="diffchange diffchange-inline">of </del>2007. <del class="diffchange diffchange-inline"> </del>Subsequently the KPP’s  met <del class="diffchange diffchange-inline">bi-weekly </del>through the 2007-<del class="diffchange diffchange-inline">8 </del>school year, producing a preliminary draft in November, a full first draft in January, a second full draft in early March, a penultimate draft in mid-April and a final draft by May 30. A small group of faculty was of significant assistance to the chief writer for Standard 2 in the early conceptual stages of the review. <del class="diffchange diffchange-inline"> </del>This group met with philosopher Elizabeth Minnich to hold discussions about liberal arts and interdisciplinary education. The writers of the primary Academic Standards 2, 4, and 5<del class="diffchange diffchange-inline">, </del>met and shared drafts of their work. Broader campus involvement in the self-study process began in fall<del class="diffchange diffchange-inline">, </del>2007 ([[Media: Re-accreditation_08_community_participation_timeline.doc|Community Participation Timeline]]). <del class="diffchange diffchange-inline"> </del>At two faculty meetings during the <del class="diffchange diffchange-inline">07</del>-08 academic year, faculty met in small groups to discuss <del class="diffchange diffchange-inline">standards </del>1, 2, 4 <del class="diffchange diffchange-inline">& </del>5. Opportunities for campus-wide review <del class="diffchange diffchange-inline">regarding </del>each of the <del class="diffchange diffchange-inline">Standards </del>were held in January and February ([[Media: January_8th_email.pdf|January 8th e-mail]]). <del class="diffchange diffchange-inline"> </del>In April, a series of topical brown bag lunch forums were held on thematic issues which had surfaced during the self-study process ([[Media: April_9th_email.pdf|April 9th e-mail]]. <del class="diffchange diffchange-inline"> </del>Student responses were solicited at public meetings and through focus groups that addressed Standards <del class="diffchange diffchange-inline">Two </del>and <del class="diffchange diffchange-inline">Three </del>([[Media: student focus group_standard2_5feb08_summary.pdf|Student Focus Group - Standard 2 -Summary 5Feb2008]], [[Media: student focus group_standard3_5feb08_summary.pdf|Student Focus Group - Standard 3 -Summary 5Feb2008]], [[Media: student focus group_standard2_7feb08_summary.pdf|Student Focus Group - Standard 2 -Summary 7Feb2008]], [[Media: student focus group_standard3_7feb08_summary.pdf|Student Focus Group - Standard 3 -Summary 7Feb2008]]). <del class="diffchange diffchange-inline"> </del>The chief writer, other KPPs, and the <del class="diffchange diffchange-inline">Provost </del>met with the <del class="diffchange diffchange-inline">Board </del>of <del class="diffchange diffchange-inline">Trustees </del>on two occasions to review the work. They also met with <del class="diffchange diffchange-inline">Senior Staff </del>to review <del class="diffchange diffchange-inline">standards </del>1 and 2. Time at two deans' meetings was also dedicated to review of these drafts. <del class="diffchange diffchange-inline"> </del>The college’s academic grants manager subjected the second draft of the report to a critical reading. Publications staff critiqued other chapters. <del class="diffchange diffchange-inline"> </del>In summary, Evergreen has been working on the self-study for much of the past two years and has been able to draw together elements of the <del class="diffchange diffchange-inline">Strategic Planning </del>process, Curricular Visions process, and the campus master planning process in addition to its <del class="diffchange diffchange-inline">on-going </del>institutional research and numerous special meetings, memos and opportunities for input.</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Evergreen's self-study process began in spring 2006 ([[Media: Re-accreditation_08_timeline.doc|reaccreditation timeline]]). The chief writer began pulling together materials and kept abreast of the developing data in the spring and summer of 2006, and the KPPs began to meet as a group in spring 2007. Subsequently<ins class="diffchange diffchange-inline">, </ins>the KPP’s  met <ins class="diffchange diffchange-inline">biweekly </ins>through the 2007-<ins class="diffchange diffchange-inline">08 </ins>school year, producing a preliminary draft in November, a full first draft in January, a second full draft in early March, a penultimate draft in mid-April<ins class="diffchange diffchange-inline">, </ins>and a final draft by May 30. A small group of faculty was of significant assistance to the chief writer for Standard 2 in the early conceptual stages of the review. This group met with philosopher Elizabeth Minnich to hold discussions about liberal arts and interdisciplinary education. The writers of the primary Academic Standards 2, 4, and 5 met and shared drafts of their work. Broader campus involvement in the self-study process began in fall 2007 ([[Media: Re-accreditation_08_community_participation_timeline.doc|Community Participation Timeline]]). At two faculty meetings during the <ins class="diffchange diffchange-inline">2007</ins>-08 academic year, faculty met in small groups to discuss <ins class="diffchange diffchange-inline">Standards </ins>1, 2, 4<ins class="diffchange diffchange-inline">, and </ins>5. Opportunities for campus-wide review <ins class="diffchange diffchange-inline">of </ins>each of the <ins class="diffchange diffchange-inline">standards </ins>were held in January and February ([[Media: January_8th_email.pdf|January 8th e-mail]]). In April, a series of topical brown bag lunch forums were held on thematic issues which had surfaced during the self-study process ([[Media: April_9th_email.pdf|April 9th e-mail]]. Student responses were solicited at public meetings and through focus groups that addressed Standards <ins class="diffchange diffchange-inline">2 </ins>and <ins class="diffchange diffchange-inline">3 </ins>([[Media: student focus group_standard2_5feb08_summary.pdf|Student Focus Group - Standard 2 -Summary 5Feb2008]], [[Media: student focus group_standard3_5feb08_summary.pdf|Student Focus Group - Standard 3 -Summary 5Feb2008]], [[Media: student focus group_standard2_7feb08_summary.pdf|Student Focus Group - Standard 2 -Summary 7Feb2008]], [[Media: student focus group_standard3_7feb08_summary.pdf|Student Focus Group - Standard 3 -Summary 7Feb2008]]). The chief writer, other KPPs, and the <ins class="diffchange diffchange-inline">provost </ins>met with the <ins class="diffchange diffchange-inline">board </ins>of <ins class="diffchange diffchange-inline">trustees </ins>on two occasions to review the work. They also met with <ins class="diffchange diffchange-inline">senior staff </ins>to review <ins class="diffchange diffchange-inline">Standards </ins>1 and 2. Time at two deans' meetings was also dedicated to review of these drafts. The college’s academic grants manager subjected the second draft of the report to a critical reading. Publications staff critiqued other chapters. In summary, Evergreen has been working on the self-study for much of the past two years and has been able to draw together elements of the <ins class="diffchange diffchange-inline">strategic planning </ins>process, Curricular Visions process, and the campus master planning process<ins class="diffchange diffchange-inline">, </ins>in addition to its <ins class="diffchange diffchange-inline">ongoing </ins>institutional research and numerous special meetings, memos<ins class="diffchange diffchange-inline">, </ins>and opportunities for input.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>The self-study had three major goals<del class="diffchange diffchange-inline">. </del>  </div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>The self-study had three major goals<ins class="diffchange diffchange-inline">: </ins>  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>1.) The college wanted to review its responses to the <del class="diffchange diffchange-inline">Commission</del>'s findings in the  2003 Regular Interim Report. <del class="diffchange diffchange-inline"> </del>The review of concerns and data surrounding the issues of <del class="diffchange diffchange-inline">General Education </del>were of particular importance to the college. The college believes that it <del class="diffchange diffchange-inline">had </del>made real progress on these issues. The primary response to the three recommendations of the <del class="diffchange diffchange-inline">Commission </del>is contained in the “Response to 2003 Regular Interim Report Recommendations” section.  </div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>1.) The college wanted to review its responses to the <ins class="diffchange diffchange-inline">commission</ins>'s findings in the  2003 Regular Interim Report. The review of concerns and data surrounding the issues of <ins class="diffchange diffchange-inline">general education </ins>were of particular importance to the college. The college believes that it <ins class="diffchange diffchange-inline">has </ins>made real progress on these issues. The primary response to the three recommendations of the <ins class="diffchange diffchange-inline">commission </ins>is contained in the “Response to 2003 Regular Interim Report Recommendations” section.  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>2.) The college wanted to use this opportunity for an assessment of upcoming issues. The self-study has been a significant help in identifying issues of the relationship of graduate<del class="diffchange diffchange-inline">/</del>professional programs to the <del class="diffchange diffchange-inline">Liberal Arts Curriculum</del>, the need to review and rethink governance at the college, a need to organize a more regular system of academic advising, and a continuing need to think about the way the size and duration of programs<del class="diffchange diffchange-inline">, </del>and half-time programs and courses interact to affect student experience.</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>2.) The college wanted to use this opportunity for an assessment of upcoming issues. The self-study has been a significant help in identifying issues of the relationship of graduate <ins class="diffchange diffchange-inline">and </ins>professional programs to the <ins class="diffchange diffchange-inline">liberal arts curriculum</ins>, the need to review and rethink governance at the college, a need to organize a more regular system of academic advising, and a continuing need to think about the way the size and duration of programs and half-time programs and courses interact to affect student experience.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>3.) As a part of the college’s <del class="diffchange diffchange-inline">on-going </del>experience with replacing its first generation of faculty one objective of this study has been to articulate the ways that the elements of <del class="diffchange diffchange-inline">the </del>an Evergreen education fit together to create an important and coherent alternative public education that succeeds in producing autonomous, collaborative, competent engaged learners and graduates.  </div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>3.) As a part of the college’s <ins class="diffchange diffchange-inline">ongoing </ins>experience with replacing its first generation of faculty<ins class="diffchange diffchange-inline">, </ins>one objective of this study has been to articulate the ways that the elements of an Evergreen education fit together to create an important and coherent alternative public education that succeeds in producing autonomous, collaborative, competent<ins class="diffchange diffchange-inline">, and </ins>engaged learners and graduates.  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>As a part of the self-study the college has carefully reviewed the <del class="diffchange diffchange-inline">Eligibility Requirements </del>articulated by the <del class="diffchange diffchange-inline">Commission </del>and has met them.</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>As a part of the self-study<ins class="diffchange diffchange-inline">, </ins>the college has carefully reviewed the <ins class="diffchange diffchange-inline">eligibility requirements </ins>articulated by the <ins class="diffchange diffchange-inline">commission </ins>and has met them.</div></td></tr>
</table>Quarandahttp://wikis.evergreen.edu/selfstudy/index.php?title=Preface&diff=7980&oldid=prevQuaranda at 15:29, 3 July 20082008-07-03T15:29:40Z<p></p>
<table class='diff diff-contentalign-left'>
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<col class='diff-marker' />
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<tr style='vertical-align: top;' lang='en'>
<td colspan='2' style="background-color: white; color:black; text-align: center;">← Older revision</td>
<td colspan='2' style="background-color: white; color:black; text-align: center;">Revision as of 15:29, 3 July 2008</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l1" >Line 1:</td>
<td colspan="2" class="diff-lineno">Line 1:</td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>The college has drawn upon four major processes in the development of the self-study. First was the strategic planning process, an institution-wide updating of the 2000 strategic plan, which took place from September 2005 to November 2006. This provided the major framework around the process. The focused identification of Evergreen as a “public, interdisciplinary, liberal arts college” served as a clear, central reference in the work around the self-study. Second, the ongoing Curricular Visions process that began in the 2005-06 school year and the 2005 Higher Education Coordinating Board Planning Unit Review process provided major review and analysis of the strengths and weaknesses of the curriculum. Third, the campus master plan was completed in calendar year 2007, translating the strategic plan goals and objectives into a physical plan for the campus. Fourth, in March 2007, the college put together a chief writer and a group of lead writers and organizers for the response to each standard, the Key Point People (KPPs), who undertook the review of the college under each of the nine standards. <del class="diffchange diffchange-inline">  </del>In addition the Office of Institutional Research and Assessment organized and made available a very wide array of data that helped define and document the project.</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>The college has drawn upon four major processes in the development of the self-study. First was the strategic planning process, an institution-wide updating of the 2000 strategic plan, which took place from September 2005 to November 2006. This provided the major framework around the process. The focused identification of Evergreen as a “public, interdisciplinary, liberal arts college” served as a clear, central reference in the work around the self-study. Second, the ongoing Curricular Visions process that began in the 2005-06 school year and the 2005 Higher Education Coordinating Board Planning Unit Review process provided major review and analysis of the strengths and weaknesses of the curriculum. Third, the campus master plan was completed in calendar year 2007, translating the strategic plan goals and objectives into a physical plan for the campus. Fourth, in March 2007, the college put together a chief writer and a group of lead writers and organizers for the response to each standard, the Key Point People (KPPs), who undertook the review of the college under each of the nine standards. In addition the Office of Institutional Research and Assessment organized and made available a very wide array of data that helped define and document the project.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>The KPPs were responsible for gathering data in support of their analysis of the standards. While this process varied from standard to standard, for the major academic standards it involved meeting with faculty and library staff, sharing draft reports, and responding carefully to concerns raised. <del class="diffchange diffchange-inline"> </del>Faculty opinions were solicited by <del class="diffchange diffchange-inline">E</del>-mail, at the <del class="diffchange diffchange-inline">Faculty Meeting</del>, in planning units, and in governance groups. <del class="diffchange diffchange-inline"> </del>Student affairs staff provided early drafts of many elements of the standards and met with the chief writer to provide input.  </div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>The KPPs were responsible for gathering data in support of their analysis of the standards. While this process varied from standard to standard, for the major academic standards it involved meeting with faculty and library staff, sharing draft reports, and responding carefully to concerns raised. Faculty opinions were solicited by <ins class="diffchange diffchange-inline">e</ins>-mail, at the <ins class="diffchange diffchange-inline">faculty meeting</ins>, in planning units, and in governance groups. Student affairs staff provided early drafts of many elements of the standards and met with the chief writer to provide input.  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Evergreen's self-study process began in spring of 2006 ([[Media: Re-accreditation_08_timeline.doc|reaccreditation timeline]]). <del class="diffchange diffchange-inline"> </del>The chief writer began pulling together materials and kept abreast of the developing data in the spring and summer of 2006, and the KPPs began to meet as a group in spring of 2007.  Subsequently the KPP’s  met bi-weekly through the 2007-8 school year, producing a preliminary draft in November, a full first draft in January, a second full draft in early March, a penultimate draft in mid-April and a final draft by May 30. A small group of faculty was of significant assistance to the chief writer for Standard 2 in the early conceptual stages of the review.  This group met with philosopher Elizabeth Minnich to hold discussions about liberal arts and interdisciplinary education. The writers of the primary Academic Standards 2, 4, and 5, met and shared drafts of their work. Broader campus involvement in the self-study process began in fall, 2007 ([[Media: Re-accreditation_08_community_participation_timeline.doc|Community Participation Timeline]]).  At two faculty meetings during the 07-08 academic year, faculty met in small groups to discuss standards 1, 2, 4 & 5. Opportunities for campus-wide review regarding each of the Standards were held in January and February ([[Media: January_8th_email.pdf|January 8th e-mail]]).  In April, a series of topical brown bag lunch forums were held on thematic issues which had surfaced during the self-study process ([[Media: April_9th_email.pdf|April 9th e-mail]].  Student responses were solicited at public meetings and through focus groups that addressed Standards Two and Three ([[Media: student focus group_standard2_5feb08_summary.pdf|Student Focus Group - Standard 2 -Summary 5Feb2008]], [[Media: student focus group_standard3_5feb08_summary.pdf|Student Focus Group - Standard 3 -Summary 5Feb2008]], [[Media: student focus group_standard2_7feb08_summary.pdf|Student Focus Group - Standard 2 -Summary 7Feb2008]], [[Media: student focus group_standard3_7feb08_summary.pdf|Student Focus Group - Standard 3 -Summary 7Feb2008]]).  The chief writer, other KPPs, and the Provost met with the Board of Trustees on two occasions to review the work. They also met with Senior Staff to review standards 1 and 2. Time at two deans' meetings was also dedicated to review of these drafts.  The college’s academic grants manager subjected the second draft of the report to a critical reading. Publications staff critiqued other chapters.  In summary, Evergreen has been working on the self study for much of the past two years and has been able to draw together elements of the Strategic Planning process, Curricular Visions process, and the campus master planning process in addition to its on-going institutional research and numerous special meetings, memos and opportunities for input.</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Evergreen's self-study process began in spring of 2006 ([[Media: Re-accreditation_08_timeline.doc|reaccreditation timeline]]). The chief writer began pulling together materials and kept abreast of the developing data in the spring and summer of 2006, and the KPPs began to meet as a group in spring of 2007.  Subsequently the KPP’s  met bi-weekly through the 2007-8 school year, producing a preliminary draft in November, a full first draft in January, a second full draft in early March, a penultimate draft in mid-April and a final draft by May 30. A small group of faculty was of significant assistance to the chief writer for Standard 2 in the early conceptual stages of the review.  This group met with philosopher Elizabeth Minnich to hold discussions about liberal arts and interdisciplinary education. The writers of the primary Academic Standards 2, 4, and 5, met and shared drafts of their work. Broader campus involvement in the self-study process began in fall, 2007 ([[Media: Re-accreditation_08_community_participation_timeline.doc|Community Participation Timeline]]).  At two faculty meetings during the 07-08 academic year, faculty met in small groups to discuss standards 1, 2, 4 & 5. Opportunities for campus-wide review regarding each of the Standards were held in January and February ([[Media: January_8th_email.pdf|January 8th e-mail]]).  In April, a series of topical brown bag lunch forums were held on thematic issues which had surfaced during the self-study process ([[Media: April_9th_email.pdf|April 9th e-mail]].  Student responses were solicited at public meetings and through focus groups that addressed Standards Two and Three ([[Media: student focus group_standard2_5feb08_summary.pdf|Student Focus Group - Standard 2 -Summary 5Feb2008]], [[Media: student focus group_standard3_5feb08_summary.pdf|Student Focus Group - Standard 3 -Summary 5Feb2008]], [[Media: student focus group_standard2_7feb08_summary.pdf|Student Focus Group - Standard 2 -Summary 7Feb2008]], [[Media: student focus group_standard3_7feb08_summary.pdf|Student Focus Group - Standard 3 -Summary 7Feb2008]]).  The chief writer, other KPPs, and the Provost met with the Board of Trustees on two occasions to review the work. They also met with Senior Staff to review standards 1 and 2. Time at two deans' meetings was also dedicated to review of these drafts.  The college’s academic grants manager subjected the second draft of the report to a critical reading. Publications staff critiqued other chapters.  In summary, Evergreen has been working on the self<ins class="diffchange diffchange-inline">-</ins>study for much of the past two years and has been able to draw together elements of the Strategic Planning process, Curricular Visions process, and the campus master planning process in addition to its on-going institutional research and numerous special meetings, memos and opportunities for input.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>The self-study had three major goals.   </div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>The self-study had three major goals.   </div></td></tr>
<tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l9" >Line 9:</td>
<td colspan="2" class="diff-lineno">Line 9:</td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>1.) The college wanted to review its responses to the Commission's findings in the  2003 Regular Interim Report.  The review of concerns and data surrounding the issues of General Education were of particular importance to the college. The college believes that it had made real progress on these issues. The primary response to the three recommendations of the Commission is contained in the “Response to 2003 Regular Interim Report Recommendations” section.  </div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>1.) The college wanted to review its responses to the Commission's findings in the  2003 Regular Interim Report.  The review of concerns and data surrounding the issues of General Education were of particular importance to the college. The college believes that it had made real progress on these issues. The primary response to the three recommendations of the Commission is contained in the “Response to 2003 Regular Interim Report Recommendations” section.  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>2.) The <del class="diffchange diffchange-inline">College </del>wanted to use this opportunity for an assessment of upcoming issues. <del class="diffchange diffchange-inline"> </del>The self-study has been a significant help in identifying issues of the relationship of graduate/professional programs to the Liberal Arts Curriculum, the need to review and rethink governance at the college, a need to organize a more regular system of academic advising, and a continuing need to think about the way the size and duration of programs, and half-time programs and courses interact to affect student experience.</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>2.) The <ins class="diffchange diffchange-inline">college </ins>wanted to use this opportunity for an assessment of upcoming issues. The self-study has been a significant help in identifying issues of the relationship of graduate/professional programs to the Liberal Arts Curriculum, the need to review and rethink governance at the college, a need to organize a more regular system of academic advising, and a continuing need to think about the way the size and duration of programs, and half-time programs and courses interact to affect student experience.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>3.) As a part of the college’s on-going experience with replacing its first generation of faculty one objective of this study has been to articulate the ways that the elements of the an Evergreen education fit together to create an important and coherent alternative public education that succeeds in producing autonomous, collaborative, competent engaged learners and graduates. <del class="diffchange diffchange-inline"> </del></div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>3.) As a part of the college’s on-going experience with replacing its first generation of faculty one objective of this study has been to articulate the ways that the elements of the an Evergreen education fit together to create an important and coherent alternative public education that succeeds in producing autonomous, collaborative, competent engaged learners and graduates.  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>As a part of the self-study the college has carefully reviewed the Eligibility Requirements articulated by the Commission and has met them.</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>As a part of the self-study the college has carefully reviewed the Eligibility Requirements articulated by the Commission and has met them.</div></td></tr>
</table>Quarandahttp://wikis.evergreen.edu/selfstudy/index.php?title=Preface&diff=7979&oldid=prevQuaranda at 15:12, 3 July 20082008-07-03T15:12:26Z<p></p>
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<td colspan='2' style="background-color: white; color:black; text-align: center;">← Older revision</td>
<td colspan='2' style="background-color: white; color:black; text-align: center;">Revision as of 15:12, 3 July 2008</td>
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<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>The college has drawn upon four major processes in the development of the self-study. <del class="diffchange diffchange-inline">The Strategic Planning Process from September 2005 to November 2006</del>, an institution-wide updating of the 2000 <del class="diffchange diffchange-inline">Strategic </del>plan, provided the major framework around the process. <del class="diffchange diffchange-inline"> </del>The focused identification of Evergreen as a “public, interdisciplinary, liberal arts college” served as a clear central reference in the work around the self-study. <del class="diffchange diffchange-inline"> </del>Second, the <del class="diffchange diffchange-inline">on-going </del>Curricular Visions process that began in the 2005-06 school year and the 2005 <del class="diffchange diffchange-inline">HEC </del>Board Planning Unit Review process provided major review and analysis of the strengths and weaknesses of the curriculum. <del class="diffchange diffchange-inline">  </del>Third, <del class="diffchange diffchange-inline">The Campus Master Plan </del>was completed in <del class="diffchange diffchange-inline">Calendar Year </del>2007 translating the <del class="diffchange diffchange-inline">Strategic Plan </del>goals and objectives into a physical plan for the campus. <del class="diffchange diffchange-inline"> </del>Fourth, in March <del class="diffchange diffchange-inline">of </del>2007 the <del class="diffchange diffchange-inline">College </del>put together a chief writer and a group of lead writers and organizers for the response to each standard, the Key Point People (KPPs), who undertook the review of the college under each of the nine standards.  In addition the Office of Institutional Research and Assessment organized and made available a very wide array of data that helped define and document the project.</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>The college has drawn upon four major processes in the development of the self-study. <ins class="diffchange diffchange-inline">First was the strategic planning process</ins>, an institution-wide updating of the 2000 <ins class="diffchange diffchange-inline">strategic </ins>plan, <ins class="diffchange diffchange-inline">which took place from September 2005 to November 2006. This </ins>provided the major framework around the process. The focused identification of Evergreen as a “public, interdisciplinary, liberal arts college” served as a clear<ins class="diffchange diffchange-inline">, </ins>central reference in the work around the self-study. Second, the <ins class="diffchange diffchange-inline">ongoing </ins>Curricular Visions process that began in the 2005-06 school year and the 2005 <ins class="diffchange diffchange-inline">Higher Education Coordinating </ins>Board Planning Unit Review process provided major review and analysis of the strengths and weaknesses of the curriculum. Third, <ins class="diffchange diffchange-inline">the campus master plan </ins>was completed in <ins class="diffchange diffchange-inline">calendar year </ins>2007<ins class="diffchange diffchange-inline">, </ins>translating the <ins class="diffchange diffchange-inline">strategic plan </ins>goals and objectives into a physical plan for the campus. Fourth, in March 2007<ins class="diffchange diffchange-inline">, </ins>the <ins class="diffchange diffchange-inline">college </ins>put together a chief writer and a group of lead writers and organizers for the response to each standard, the Key Point People (KPPs), who undertook the review of the college under each of the nine standards.  In addition the Office of Institutional Research and Assessment organized and made available a very wide array of data that helped define and document the project.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>The KPPs were responsible for gathering data in support of their analysis of the standards. While this process varied from standard to standard, for the major academic standards it involved meeting with faculty and library staff, sharing draft reports, and responding carefully to concerns raised.  Faculty opinions were solicited by E-mail, at the Faculty Meeting, in planning units, and in governance groups.  Student affairs staff provided early drafts of many elements of the standards and met with the chief writer to provide input.  </div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>The KPPs were responsible for gathering data in support of their analysis of the standards. While this process varied from standard to standard, for the major academic standards it involved meeting with faculty and library staff, sharing draft reports, and responding carefully to concerns raised.  Faculty opinions were solicited by E-mail, at the Faculty Meeting, in planning units, and in governance groups.  Student affairs staff provided early drafts of many elements of the standards and met with the chief writer to provide input.  </div></td></tr>
</table>Quarandahttp://wikis.evergreen.edu/selfstudy/index.php?title=Preface&diff=7908&oldid=prevRalphd at 23:23, 1 July 20082008-07-01T23:23:15Z<p></p>
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<td colspan='2' style="background-color: white; color:black; text-align: center;">Revision as of 23:23, 1 July 2008</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>The KPPs were responsible for gathering data in support of their analysis of the standards. While this process varied from standard to standard, for the major academic standards it involved meeting with faculty and library staff, sharing draft reports, and responding carefully to concerns raised.  Faculty opinions were solicited by E-mail, at the Faculty Meeting, in planning units, and in governance groups.  Student affairs staff provided early drafts of many elements of the standards and met with the chief writer to provide input.  </div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>The KPPs were responsible for gathering data in support of their analysis of the standards. While this process varied from standard to standard, for the major academic standards it involved meeting with faculty and library staff, sharing draft reports, and responding carefully to concerns raised.  Faculty opinions were solicited by E-mail, at the Faculty Meeting, in planning units, and in governance groups.  Student affairs staff provided early drafts of many elements of the standards and met with the chief writer to provide input.  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Evergreen's self-study process began in spring of 2006 ([[Media: Re-accreditation_08_timeline.doc|reaccreditation timeline]]).  The chief writer began pulling together materials and kept abreast of the developing data in the spring and summer of 2006, and the KPPs began to meet as a group in spring of 2007.  Subsequently the KPP’s  met bi-weekly through the 2007-8 school year, producing a preliminary draft in November, a full first draft in January, a second full draft in early March, a penultimate draft in mid-April and a final draft by May 30. A small group of faculty was of significant assistance to the chief writer for Standard 2 in the early conceptual stages of the review.  This group met with philosopher Elizabeth Minnich to hold discussions about liberal arts and interdisciplinary education. The writers of the primary Academic Standards 2, 4, and 5, met and shared drafts of their work. Broader campus involvement in the self-study process began in fall, 2007 (<del class="diffchange diffchange-inline">link camput involvement document here</del>).  At two faculty meetings during the 07-08 academic year, faculty met in small groups to discuss standards 1, 2, 4 & 5. Opportunities for campus-wide review regarding each of the Standards were held in January and February ([[Media: January_8th_email.pdf|January 8th e-mail]]).  In April, a series of topical brown bag lunch forums were held on thematic issues which had surfaced during the self-study process ([[Media: April_9th_email.pdf|April 9th e-mail]].  Student responses were solicited at public meetings and through focus groups that addressed Standards Two and Three ([[Media: student focus group_standard2_5feb08_summary.pdf|Student Focus Group - Standard 2 -Summary 5Feb2008]], [[Media: student focus group_standard3_5feb08_summary.pdf|Student Focus Group - Standard 3 -Summary 5Feb2008]], [[Media: student focus group_standard2_7feb08_summary.pdf|Student Focus Group - Standard 2 -Summary 7Feb2008]], [[Media: student focus group_standard3_7feb08_summary.pdf|Student Focus Group - Standard 3 -Summary 7Feb2008]]).  The chief writer, other KPPs, and the Provost met with the Board of Trustees on two occasions to review the work. They also met with Senior Staff to review standards 1 and 2. Time at two deans' meetings was also dedicated to review of these drafts.  The college’s academic grants manager subjected the second draft of the report to a critical reading. Publications staff critiqued other chapters.  In summary, Evergreen has been working on the self study for much of the past two years and has been able to draw together elements of the Strategic Planning process, Curricular Visions process, and the campus master planning process in addition to its on-going institutional research and numerous special meetings, memos and opportunities for input.</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Evergreen's self-study process began in spring of 2006 ([[Media: Re-accreditation_08_timeline.doc|reaccreditation timeline]]).  The chief writer began pulling together materials and kept abreast of the developing data in the spring and summer of 2006, and the KPPs began to meet as a group in spring of 2007.  Subsequently the KPP’s  met bi-weekly through the 2007-8 school year, producing a preliminary draft in November, a full first draft in January, a second full draft in early March, a penultimate draft in mid-April and a final draft by May 30. A small group of faculty was of significant assistance to the chief writer for Standard 2 in the early conceptual stages of the review.  This group met with philosopher Elizabeth Minnich to hold discussions about liberal arts and interdisciplinary education. The writers of the primary Academic Standards 2, 4, and 5, met and shared drafts of their work. Broader campus involvement in the self-study process began in fall, 2007 (<ins class="diffchange diffchange-inline">[[Media: Re-accreditation_08_community_participation_timeline.doc|Community Participation Timeline]]</ins>).  At two faculty meetings during the 07-08 academic year, faculty met in small groups to discuss standards 1, 2, 4 & 5. Opportunities for campus-wide review regarding each of the Standards were held in January and February ([[Media: January_8th_email.pdf|January 8th e-mail]]).  In April, a series of topical brown bag lunch forums were held on thematic issues which had surfaced during the self-study process ([[Media: April_9th_email.pdf|April 9th e-mail]].  Student responses were solicited at public meetings and through focus groups that addressed Standards Two and Three ([[Media: student focus group_standard2_5feb08_summary.pdf|Student Focus Group - Standard 2 -Summary 5Feb2008]], [[Media: student focus group_standard3_5feb08_summary.pdf|Student Focus Group - Standard 3 -Summary 5Feb2008]], [[Media: student focus group_standard2_7feb08_summary.pdf|Student Focus Group - Standard 2 -Summary 7Feb2008]], [[Media: student focus group_standard3_7feb08_summary.pdf|Student Focus Group - Standard 3 -Summary 7Feb2008]]).  The chief writer, other KPPs, and the Provost met with the Board of Trustees on two occasions to review the work. They also met with Senior Staff to review standards 1 and 2. Time at two deans' meetings was also dedicated to review of these drafts.  The college’s academic grants manager subjected the second draft of the report to a critical reading. Publications staff critiqued other chapters.  In summary, Evergreen has been working on the self study for much of the past two years and has been able to draw together elements of the Strategic Planning process, Curricular Visions process, and the campus master planning process in addition to its on-going institutional research and numerous special meetings, memos and opportunities for input.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>The self-study had three major goals.   </div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>The self-study had three major goals.   </div></td></tr>
</table>Ralphd