1.
Cal Poly's Distinctive
Mission
2.
Accreditation:
Past, Present, and Future
3.
Cal
Poly's Self-Study Plan
Cal
Poly's Distinctive
Mission
Introduction
Since
its founding in
1901 Cal Poly
has distinguished
itself as a student-focused
learning- centered
educational institution.
This commitment
has been particularly
evident in our
emphasis on experiential
learning, a "learn
by doing" approach
that is a source
of pride to the
Cal Poly community,
both present and
past. Thus, any
self-study undertaken
by Cal Poly will
of necessity center
on learning and
improving the
environment for
learning. In addition,
recent studies
conducted by the
CSU and Cal Poly
have shown the
enormous need
for innovative
and efficient
approaches to
improving the
educational environment
to meet the educational
demands of a burgeoning
college-bound
population.
This
recent history
of planning and
thinking of several
groups within
the University
is based upon
the research plan
for our WASC self-study.
The Steering Committee
has attempted
to capture the
vision, foresight,
thoughtfulness,
and wisdom of
various committees/groups
that have been
working for the
past several years.
Our ambition is
to frame the issues
that affect learning
at Cal Poly and
that can be studied
and measured through
researchable questions.
The process will
be an iterative
one through the
next year and
a half, and will
continue into
the future. Much
work has gone
before us and
we will build
on that work.
Factors that enhance
or detract from
learning will
be our focus.
We expect this
self-study to
contribute to
an ongoing culture
of self-evaluation
that will mark
and guide Cal
Poly's future.
.
.
.
we
are
called
to
examine
our
ways
of
providing
education
in
light
of
California's
continuing
social,
demographic,
and
economic
transformation.
.
.
This
is
a
remarkable
opportunity
for
a
healthy
and
energetic
university
to
ask.
-
"How
best
do
we
educate
our
students
for
this
new
world?"
"
-CSU
Cornerstones.
|
History
Founded in 1901, Cal
Poly has evolved into a modern, comprehensive, polytechnic university
offering both baccalaureate and masters degrees. Cal Poly is authorized
through the State Educational Code in Title 5, Section 40051,
to be a campus of The California State University (CSU) and to
emphasize technical and professional fields. Over time, Cal Poly
has developed many strengths in a wide range of professional/technical
disciplines; today, approximately 75% of all Cal Poly students
graduate in these nationally recognized technical/professional
programs. The Cal Poly community recognizes, howeve,r the value
of a comprehensive education in the formation of the whole individual.
Cal Poly's Mission
Statement, adopted in 1983, included the following objectives:
- Continuation
of excellence
in undergraduate
education
- Promotion
of excellence
in academic
and professional
endeavors
- Continuation
of an
emphasis
on selected
applied
fields
within
the polytechnic
spectrum
offered
at the
University
- Establishment
and maintenance
of an
educational
environment
wherein
its faculty
and students
are encouraged
to pursue
professional
growth
and personal
goals.
Historical
background in
the 1983 mission
statement included
the following:
|
Cal
Poly
traditionally
has
emphasized
disciplines
and
teaching
methods
that
enable
graduates
to
succeed
in
the
professional
"world
of
work."
Particular
concern
for
the
development
of
the
individual
student
is
given
a
high
priority
on
the
campus
in
an
environment
which
encourages
students
to
"learn
by
doing"
through
internships,
cooperative
education,
enterprise
projects,
and
numerous
co-curricular
activities.
.
.
"
The
University
.
.
.
strives
to
help
students
develop
intellectual
awareness,
direct
their
concerns
to
major
issues
and
questions
of
humane
living,
and
acquire
aesthetic
sensitivity
through
studies
in
the
arts,
humanities,
and
sciences
in
sufficient
depth
to
provide
a
foundation
for
continual
learning
and
productive
citizenship.
This
provides
the
foundation
upon
which
our
future
work
is
based.
|
In summary, Cal Poly
concerns itself mainly with undergraduate education (representing
over 90% of all students enrolled), with active learning, and
with the education of the whole individual.
Our 1983 mission statement
has been revisited recently to consider and modify our mission
in two important areas: (1) issues of diversity, and institutional
integrity; and (2) inclusion of all members of the Cal Poly community
in our learning enterprise. Cal Poly recognizes
that we must adapt to changing global and statewide conditions
including newly diverse populations and related concerns. In addition,
campus constituents have long held the view that the University
must also be a learning center for all members, including faculty,
staff and administrators.
Cal
Poly Strategic
Plan Mission Statement
In January 1996, Cal
Poly adopted a new mission statement emphasizing the four scholarships
as suggested by Ernest Boyer. It also re-emphasized the need to
provide a complete education for our students. In addition to
a broad general education component in the curriculum, all students
must apply what they are learning in the classroom.
|
As
a
predominantly
undergraduate
university
serving
California,
the
mission
of
Cal
Poly
is
to
discover,
integrate,
articulate,
and
apply
knowledge.
This
it
does
by
emphasizing
teaching;
engaging
in
research;
and
by
participating
in
the
various
communities,
local,
state,
and
international,
with
which
it
pursues
common
interests;
and
where
appropriate,
providing
students
with
the
unique
experience
of
direct
involvement
with
the
actual
challenges
of
their
disciplines
in
the
United
States
and
abroad.
Cal
Poly
is
dedicated
to
complete
respect
for
human
rights
and
the
development
of
the
full
potential
of
each
of
its
individual
members.
Further,
it
is
committed
to
providing
an
environment
where
all
share
in
the
common
responsibility
to
safeguard
each
other's
rights,
encourage
a
mutual
concern
for
individual
growth
and
appreciate
the
benefit
of
a
diverse
campus
community.
|
All
of Cal Poly's
degree programs
encourage students
to reinforce classroom
instruction with
active learning,
learn-by-doing
gained through
participation
in research, fieldwork,
co-curricular
activities, cooperative
education, service
learning, and
other applied
educational experiences
enhanced by information
technology. In
addition, a senior
project involving
independent scholarship
of discovery,
application, creation
and/or integration,
is required of
all undergraduates.
As a result of
this judicious
mix of thought
and action, of
theory and application,
Cal Poly graduates
enjoy a strong
reputation for
the quality of
their preparation
for employment
and post-graduate
education.
CSU/University
Strategic Priorities
Cal Poly's mission
and its constantly evolving strategic planning initiatives, along
with those of the larger CSU system, underscore a commitment to
ongoing planning, and provide further contexts for framing the
self-study for reaccreditation.
Four
main studies form
our foundation:
- CSU
Cornerstones
Report
(and the
study
of the
Baccalaureate).
- Cal
Poly's
Strategic
Plan.
- Visionary
Pragmatism
Reports
I and
II.
- Cal
Poly Plan.
The
CSU's Cornerstones
document provides
an excellent framing
of the higher
education environment
in California,
while the other
documents are
specific to Cal
Poly and represent
our ongoing planning
and assessment
efforts. It is
expected that
the University
will address both
campus and system-wide
goals and engage
in continuous
self-evaluation
and improvement.
These
studies show Cal
Poly's on-going
concern and movement
in the direction
of a supportive
environment for
learning as well
as our particular
concern for the
undergraduate
student. They
also emphasize
the need for a
strong, talented,
and motivated
faculty, staff,
and administration.
Our emphasis,
while focused
largely on the
undergraduate
and improvement
in the environment
for undergraduate
learning, will
include major
concerns about
the learning environment
for all members
of the Cal Poly
community.
These
four studies already are serving as road maps and guide posts
for campus decision-making, and provide the context for future
planning. They have also served as the guideposts for our WASC
self-study.
Cornerstones
A
"sense of urgency"
accompanied the
project in the
CSU known as Cornerstones.
The gap between
projected needs
and likely resources
in California
for higher education
is one crisis
that was addressed,
that is, the "crisis
of funding." Secondly,
the social, demographic,
and economic changes
in California
are creating a
new social order
in which the CSU
is challenged
to continue and
improve its tradition
of excellence.
The
Cornerstones report
identified several
major concerns,
among them:
- access
to higher
education
- financial
stability
- university
accountability
The
study
participants understood
and articulated
a sense of shared
responsibility
for maintaining
and improving
the vitality of
the CSU and its
campuses. While
not offering any
ready solutions,
the Cornerstones
study provided
a blueprint for
each campus to
use as it continues
its strategic
planning.
Cal
Poly Strategic
Plan
The
Cal Poly Strategic
Plan is a multi-year
planning strategy,
developed as a
means to guide
the University
into the future.
It establishes
a direction for
achieving the
mission of the
University by
setting forth
goals and priorities
that will direct
future planning,
resource
allocation, and
decision making.
Strategic planning
is now a high-level,
on-going process
at Cal Poly, having
grown out of commitment
and foresight
of the President,
leaders in the
Academic Senate
and other constituents
on campus, and
encouraged by
a recommendation
from the 1990
WASC Team Visit.
Visionary
Pragmatism
In
1994, a Curriculum
and Calendar Task
Force was appointed
and charged with
the responsibility
of establishing
principles for
baccalaureate
programs at Cal
Poly. The outcome
of these efforts
were two documents:
an initial paper
entitled "Visionary
Pragmatism" (September
12, 1994) intended
to prompt discussion
across the campus
and a second document
entitled "Commitment
to Visionary Pragmatism"
(September 29,
1995) intended
to translate the
ideas, comments,
and other responses
to "Visionary
Pragmatism" into
practical, largely
measurable guides
for campus practice.
This
energetic and
forward-thinking
group considered
the basic questions
of what Cal Poly
is at present
and what it will/should
be in the future.
The team was clear
in its support
for Cal Poly's
focus on learning:
active learning
in a pragmatic
format and attention
to and cultivation
of core values
in the education
of all of the
learner-citizens
of our community.
| The
Task
Force
believes
that
Cal
Poly
must
take
this
opportunity
to
reflect
on
the
ways
we
can
combine
our
history
of
pragmatic
education
with
the
need
for
greater
attention
to
fundamental
principles,
understandings,
and
core
values,
and
for
increased
efficiency
in
our
educational
processes.
The
Task
Force
sees
this
as
a
call
for
Visionary
Pragmatism
with
Learning
at
the
center
of
our
enterprise. |
The
seeming contradiction
inherent in the
term "Visionary
Pragmatism" was
intended to reveal
an abiding tension
between the two
sides of our mission
as educators at
a polytechnic
university: (1)
our charge to
educate students
to take leadership
roles in society
and in the professions;
and (2) our responsibility
to inspire these
same students
with a high sense
of human possibility
and noble aspirations.
In an effort to
bridge these two
high callings
with a single
curricular structure,
the second report
offered a set
of recommendations
intended to translate
the ideas, comments,
and other responses
to "Visionary
Pragmatism" into
guides for campus
practice that
were practicable
and had measurable
outcomes.
The
studies described
above outlined
the mission, challenges,
and focus of Cal
Poly, but another
step was needed.
In light of the
future challenges
in California
related to the
funding of higher
education and
the need for continuing
excellence in
education at Cal
Poly (and the
intensive, expensive
nature of education
here), Cal Poly
proposed a bold
step for the CSU--a
wider sharing
of costs.
Becoming a state-assisted,
rather than a state-supported, university means looking further
for solutions than we have in the past. One
approach was proposed by the Cal Poly Plan Steering Committee
and the other is being proposed by Cal Poly in its Centennial
Campaign, "Securing the Advantage."
Cal
Poly Plan
Launched
in 1996, the Cal
Poly Plan was
seen by many as
a model for how
the State of California
can meet future
demand from its
citizens for public
higher education
in a time of dramatic
enrollment growth,
rising public
expectations for
quality and efficiency,
and limited public
resources. The
Plan supports
new ways of educating
and supporting
students, including
creative approaches
to teaching and
learning and their
assessment, curriculum
design and scheduling,
and the application
of information
technology to
instruction. The
four goals of
the Cal Poly Plan
also help to define
the underlying
values of our
planning efforts.
The
Cal Poly Plan
is a bold attempt
to go beyond the
CSU model of state-funded
education for
the System. Begun
prior to completion
of the Cornerstones
project (which
struggled with
some of the same
issues), it dealt
with how to keep
Cal Poly the vibrant
institution that
it is through
shared responsibilities
among those who
benefit most by
the quality of
Cal Poly's programs.
The
plan's development
and implementation
was facilitated
by means of a
broadly based
Cal Poly Plan
Steering Committee
which included
representatives
from the Associated
Students, Inc.,
Faculty Senate,
Staff Council,
and Administration.
The
Cal Poly Plan
defines four interrelated
goals:
- enhanced
educational
quality,
- timely
progress
to degree
completion,
- improvement
in institutional
productivity,
and
- development
of accountability
and assessment
measures.
Although
only one step
in an initially
proposed three-stage
increase of student
fees to help fund
the Cal Poly Plan
has been approved
by students, the
future of the
plan is very certain.
President Baker
affirmed the place
and role of the
Cal Poly Plan
in a recent message
to the campus:
|
"Its
principles
and
goals
enumerated
earlier
will
continue
to
guide
the
University.
To
be
sure,
we
need
enhanced
funding
to
guarantee
the
"margin
of
excellence"
that
differentiates
this
campus
from
other
institutions
of
higher
learning
both
within
and
beyond
the
CSU,
and
we
will
need
to
look
at
this
issue
again
in
coming
months.
But
the
focus
isn't
primarily
on
money;
it
is
on
the
improvements
that
professors
and
their
students
are
experiencing
in
the
classroom."
|
Cal
Poly's Centennial
Campaign
A
second approach
to diminishing
reliance on state
support is Cal
Poly's Centennial
Campaign. The
"silent" phase
of the campaign
began in 1998
and the full campaign
will culminate
in 2004. The case
statement outlining
the philosophy
and strategy for
the campaign again
highlights the
fact that learning
is at the center
of our educational
enterprise:
| At
Cal
Poly,
"learn
by
doing"
defines
our
identity
and
charts
our
future.
.
.
Cal
Poly
actively
engages
students
in
their
own
learning.
.
.
from
the
first
quarter
of
enrollment.
.
.
It
is
the
University's
way
to
help
students
develop
fully
as
both
learned
individuals
and
as
trained
professionals,
able
to
make
wise,
informed
decisions
that
a
complex
and
ever-changing
world
increasingly
requires.
|
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