Core Commitments:
Educating Students for Personal and Social Responsibility
Leadership Consortium Members
Twenty-three institutions from across all sectors of higher education comprise the Core Commitments Leadership Consortium, which is designed to bring together the most promising institutional practices related to educating students for personal and social responsibility as well as to deepen and extend these efforts.
Allegheny College, Pennsylvania
Babson College, Massachusetts
Bowling Green State University, Ohio
California State University, Northridge, California
Concordia College – Moorhead, Minnesota
Elizabethtown College, Pennsylvania
Miami University, Ohio
Michigan State University, Michigan
Middlesex Community College, Massachusetts
Oakland Community College, Michigan
Portland State University, Oregon
Rollins College, Florida
Sacred Heart University, Connecticut
Saint Anselm College, New Hampshire
Saint Mary’s College of California, California
St. Lawrence University, New York
United States Air Force Academy, Colorado
United States Military Academy, New York
University of Alabama at Birmingham, Alabama
University of Central Florida, Florida
University of the Pacific, California
Wagner College, New York
Winthrop University, South Carolina
Allegheny College
Meadville, Pennsylvania
Affiliation: Independent
Carnegie Classification: Baccalaureate Liberal Arts
Enrollment: Undergraduate: 2,068
Overview
Through a culture of cooperation, Allegheny offers a variety of programs and innovative centers that support its vision of undergraduate learning rooted in academic rigor, civic engagement, and the development of integrity. For over a decade, core groups of faculty, administrators, students, and community members have been working with dedication and persistence to teach civic responsibility and personal integrity.
Goals
Though Allegheny’s efforts demonstrate a solid institutional commitment to all five dimensions of the Core Commitments, additional work is needed to create a seamless connection between those values and existing programs. We utilized small group dialogues to identify opportunities for expanding, enhancing, and integrating Core Commitment initiatives on campus and with our community partners. Five Civic Engagement Student Fellows collaborate with the project team to engage their peers in examining the dynamics of personal and social integrity and responsible citizenship. We hope to continue to develop the necessary structures to coordinate and integrate the existing civic engagement and service learning initiatives into a shared vision for personal and social responsibility.
Civic Engagement at Allegheny College: Core Committments
Allegheny College
Promising Practice: Year of Social Change
The Year of Social Change is "a celebration of the ongoing community transformations that have been facilitated by collaborations between students, faculty, staff, and community partners. We hope to increase the ranks of ordinary people who discover they have the power to become movers and shakers." The Year of Social Change demonstrates that tackling real world issues is integral to a college education. The initiative
brings inspirational change makers to the campus, such as Michael Pollan, Greg Mortenson, Kathy Eldon, and Dr. Vandana Shiva, and invites all members of the community to get involved in related campus programs and special initiatives.
Keywords: Civic engagement, social change, global issues.
Babson College
Babson Park, Massachusetts
Affiliation: Independent
Carnegie Classification: Business
Enrollment: Undergraduate: 1800, Master’s: 1200
Overview
Babson College Babson grants business related BS degrees through its innovative undergraduate program and is recognized internationally for its entrepreneurial leadership in a changing global environment. Babson College makes the ethical, civic, and moral development of its students an integral part of its strategy, vision, and articulated learning goals. Students receive exposure to ethical issues and the role of business in society in a first year seminar, the arts and humanities foundation, and in several other parts of the curriculum and co-curriculum.
Goals
Babson College has used its participation in the Core Commitments consortium to create a committee to better integrate and coordinate all of the College’s efforts related to personal and social responsibility, to further our student
connection to nonprofit partners, to foster dialogue on respect for others and embracing diverse perspectives, and to develop materials to integrate personal and social responsibility into curricular and cocurricular activities.
Babson College is also engaged in several high-profile activities to help educate students for personal and social responsibility: a partnership with the Posse Foundation, work with national experts on developing an honor code, the Bernon Center for Public Service, a grant from the Greene Foundation to integrate ethics into business, and development of a center for social entrepreneurship.
Babson College Newsroom: Core Commitments
Babson College
Promising Practice: Be the Change Student Conference
Babson College hosted a core commitments student forum to highlight how students can be catalysts in developing education for personal and social responsibility. The forum, entitled Be the Change: Transforming Socially Responsible Ideas into Action, brought students from about twenty campuses together to develop and pitch ideas related to educating peers for personal and social responsibility. The strongest ideas were selected by a panel of judges and the winning ideas were given a grant of up to $5000 for implementation.One of the winning ideas was Micore Exchange; a student-run consignment shop with its own currency that allows students to purchase items in exchange for service hours. The press release can be found here:http://www3.babson.edu/Newsroom/Releases/BeTheChange4-09ns.cfm;
Keywords: Incentives and rewards, engaged learning, civic engagement
Babson College
Promising Practice: Campus-wide Dialogues Practicing Perspective-Taking
A series of high-profile speakers were brought to campus to create a meaningful dialogue around respect for others and engaging and embracing diverse perspectives. The open forum was followed up with faculty and staff dialogues. The speaking engagements included:
■ Students in a required first-year liberal arts course engaged the work of Tim Wise on issues of race. Wise then visited Babson, where he led a lunchtime dialogue with students, faculty, and staff, and presented at a campuswide event
that filled the College’s theater to capacity.
■ Ted Childs, a senior officer for diversity with IBM, came to our campus as part of the grant to work with students on curricular issues relating to taking seriously the perspective of others. In addition, he met specifically with undergraduates
to discuss the concept of a truly global work force.
■ Actress Rosie Perez appeared on campus to highlight the importance of diversity during Hispanic heritage month. The Core Commitments Grant Committee partnered with the Organization of Latin Americans at Babson (HOLA) to sponsor the program about Latina/o culture in America.
Keywords: taking seriously the perspectives of others, diversity, co-curriculum
Bowling Green State University
Bowling Green, Ohio
Affiliation: Public
Carnegie Classification: Doctoral/Research Intensive
Enrollment: Undergraduate: 16,925, Master’s: 1,871, Doctoral: 608
Overview
Building on foundations laid more than ten years ago, Bowling Green State University remains committed to its vision of educating students to make thoughtful judgments about moral and ethical issues, engage in the community, and become responsible citizens. Our efforts revolve around our values initiative, the “BGeXperience,” and our engagement initiative which focuses on community involvement and service learning. Established in 2002, the “BGeXperience” introduces all first year students to critical thinking about values through focused academic experiences.
Goals
Participation in Core Commitments expanded the "BGeXperience.” The “BGeXperience” has fostered collaboration among faculty, student affairs staff, students, and many other members of our community. Our Core Commitments project further integrated these programs into curricula and co-curricular activities, cultivating cooperation between students and academic affairs, and creating new courses and learning opportunities.
Bowling Green State University
Promising Practice: Faculty Learning Communities
Bowling Green University’s Values in Action initiative turned to faculty and curriculum development to infuse civic responsibility more widely across the curriculum. BGSU created a faculty learning community for 12 faculty who committed to integrating community-based learning into new or existing courses and a focus on upper level course development in the department of history, the School of Communication Studies, and the College of Business Administration.
Keywords: learning community, first-year experience.
California State University, Northridge
Northridge, California
Affiliation: Public
Carnegie Classification: Master’s 1–Comprehensive
Enrollment: Undergraduate: 26,854, Master’s: 6,389
Overview
California State University, Northridge (CSUN)
is a large, comprehensive, public, commuter university with close to 35,000 students.
CSUN has a significant track record in promoting the personal and social responsibility of its 35,000 students. CSUN’s sheer size and administrative complexity led the CSUN Core Commitment team to focus on infusing education for personal and social responsibility throughout the writing programs and Freshman Seminars which nearly all incoming first-year students encounter. This allowed us to reach the greatest number of students possible and to carve a firm foothold for further expansion.
Goals
At CSUN, the courses which teach (or critically make use of) writing at the first-year level are distributed between the Asian American Studies, Chicano/a Studies, English, Humanities, and Pan-African Studies departments. Because so many efforts exist in isolated pockets, CSUN aims to bridge the gaps by creating and strengthening cross-divisional relationships; developing a common language for communicating the shared values; and building an infrastructure for organizing programs that span academic departments, administrative units, and student affairs. Thus building an explicit focus on academic integrity and other aspects of personal and social responsibility into the bedrock of these courses has required shared vision, teamwork, and sustained effort between the heads of these programs.
California State University - Northridge
Promising Practice: Teaching for Responsibility Resource Guide
CSUN identified three significant challenges to developing a sense of campus community for personal and social responsibility among CSUN’s students and staff:
- preparing a diverse student body for university-level-work,
- financial and schedule pressures of low-income and commuter students, and
- developing personal and social responsibility in ways that are compatible with the lived-experiences of our students, often from violence-torn neighborhoods, to
provide students with the tools to integrate a sense of respect and attachment to their communities.
In light of these challenges, CSUN launched several programs to integrate curriculum with personal, financial, and civic responsibility in the Los Angeles community.
A writing team assembled materials to prompt students to grapple with the complexities of debt. Several of these prompts also dovetailed with the Freshman Common Reading selection and Freshman Convocation speaker Barbara Ehrenreich. To address the needs of its economically at-risk students, CSUN worked with Financial Aid and other departments to integrate literature on college financing, online loan workshops, and debt management counseling. Finally, the CSUN Core Commitments team partnered with the Living Learning Communities programs, the Director of the Center for Innovative and Engaged Learning Opportunities, and a partnership with the DIG LA program to address issues of debt and personal and social responsibility in various aspects of students' lives.
The team also worked on programs and materials to emphasize the personal relevance of voting and elections for civic engagement.
The result is a guide for teaching personal and social responsibility that integrates these issues and addresses the whole student.
Keywords: resource guide, college financing, student loans, debt management.
California State University - Northridge
Promising Practice: WRAD Fellows - Writing across Disciplines
The Writing and Reading Across Disciplines, Discourses, and Divides (WRAD) program aims to cultivate writing and reading skills in courses across the University. We saw in WRAD an opportunity for Core Commitments to evolve beyond the writing programs and into other Colleges and departments. The WRAD Director enthusiastically joined our team and allocated $10,000 to support ten Fellows in their efforts to integrate personal and social responsibility into their courses. After issuing a call for proposals and careful review of the applications, WRAD and Core Commitments appointed Fellows with affiliations ranging from Theatre, to Business, and the Humanities.
We structured this fellowship program to create collaboration between the Fellows. For example, the Fellows are required to meet periodically as a group to discuss their experiences and progress. Each Fellow is also required to keep a journal of their experiences, insights, and difficulties. These journals along with the assignments and assessment tools that they develop will be added to our growing body of knowledge about how to educate for personal and social responsibility within CSUN's institutional and classroom culture. Moreover, we hope the diversity of the Fellows' affiliations will be a major step toward overcoming the idea that promoting critical thinking and social responsibility are the exclusive domain of the humanities.
Keywords: writing programs, faculty development, core curriculum, general education.
Concordia College – Moorhead
Moorhead, Minnesota
Affiliation: Religious (ELCA Lutheran)
Carnegie Classification: Baccalaureate Liberal Arts
Enrollment: Undergraduate: 2,725, Master’s: 20
Overview
Participation in the Core Commitments Leadership Consortium comes at an opportune time in Concordia College’s history. In 2007, Concordia adopted a new core curriculum for the first time in thirty years. Far more than a mere variation in the sequence of required core courses, it is a new approach to the nature of the liberal arts and Concordia’s obligation to the intellectual and moral development of its students. The theme of the new core, Becoming Responsibly Engaged in the World, illustrates the strong connection between Concordia’s vision and AAC&U’s five dimensions of personal and social responsibility.
Goals
Concordia's aim is to successfully bridge the gap between vision and practice. To address this challenge, a broad-based task force was created to monitor and evaluate the implementation and assessment of the new core. Secondly, academic and student affairs will collaborate by expanding the LeadNow program which promotes student leadership and service while fostering intercultural awareness. Finally, Concordia will strengthen its efforts to holistically teach and mentor students by intentionally addressing transitional issues, coordinating student service efforts, and initiating campus-wide discussions about student learning and student life issues.
Elizabethtown College
Elizabethtown, Pennsylvania
Affiliation: Independent
Carnegie Classification: Baccalaureate General
Enrollment: Undergraduate: 1,974, Master’s: 17
Overview
Molded by the mission of “Educate for Service,” Elizabethtown College, a small comprehensive college in Pennsylvania, emphasizes relationship-centered and experiential learning as well as international and cross-cultural understanding. The Strategic Vision of the college, developed throughout two years of planning, calls for renewed efforts to prepare students for lives of purpose as citizens, leaders, and professionals.
Goals
The Core Commitments initiative facilitated the implementation of the Strategic Vision, especially in the section identified as “Purposeful Life Work.” A Committee on Purposeful Life Work (CPLW) was formed. The CPLW developed the following definition of Purposeful Life Work which has provided focus for subsequent initiatives: "Purposeful Life Work is an ongoing, creative process through which an individual strives to give meaning to his or her own life and to reach out to the world beyond the self in order to contribute accomplishments of value and significance." We have identified four major accomplishments through participation in the Core Commitments project: (1) Capacity building for an integrated learning model and the development of institutional language for Purposeful Life Work; (2) A new course on global ethics; (3) A new model for the First Year Colloquium course was developed and piloted; however, this formative process served to expose barriers between academic affairs and student life that will be important to understand for future integrative initiatives; (4) Proposed model for LifeMAP.
Elizabethtown College
Promising Practice: Faculty Learning Community on Global Ethics
A group of seven faculty members from various disciplines met to discuss the question of one’s ethical responsibility to persons outside one’s local network of family, neighbors, and friends. The disciplines represented in the group are Business, History, Modern Languages and Literature, Occupational Therapy, Philosophy, Psychology, Religious Studies. We began with the intellectual question, rather than the pragmatic task of developing a new course or program. We read Kwame Anthony Appiah’s Cosmopolitanism in the fall semester and Bill McKibben’s Deep Economy in the spring semester. The group recommended that we continue to meet together next year to read and to discuss some ideas for curricular innovation that were percolating this year. They also recommended that we invite a second group to form for the purpose of reading Cosmopolitanism and a second book of the group’s choice. In addition to these two outcomes, one of the group member’s spoke on the topic of “global ethics and responsibility” at a campus dinner in the college’s “Called to Lead” program and another group member developed an experimental course to be offered Fall 2009. The course, “Global Values and Leadership,” is cross-listed in religious studies and political science and will be team taught by members of those two academic departments.
Keywords: curriculum, faculty learning, global learning, moral and ethical reasoning.
Elizabethtown College
Promsing Practice: Exploring "enduring questions" through LifeMAP
We generated a set of "enduring questions" central to the promotion of a comprehensive model for life work. Students should encounter these big questions in their courses, during advising sessions, in conversations with faculty and staff, and in their co-curricular learning experiences. Ideally, students should be afforded multiple points of engagement throughout their four-year experience and have the opportunity to reencounter one or more questions in recognition of the dynamic nature of this personal journey. We have decided to call these multiple points of engagement the Elizabethtown College LifeMAP.
We envision LifeMAP as an institutional resource which supports and expands traditional opportunities for life work advising. Life MAP -- a resource to help our students make meaning and discover purpose -- will weave together the various current and new opportunities for self-reflection, career and graduate school planning, community-based learning and leadership -- into a coherent and visible institutional commitment for purposeful life work. Life MAP will be promoted to our students through admissions marketing, orientation programs, student life programs, peer mentor relationships and advising conversations.
In doing so, Elizabethtown College, will become a “mentoring community” (Daloz Parks) and provide “good company” (Baxter Magolda) for students as they move from an external to an internal locus of control in moral and ethical reasoning and life-defining actions. The Life MAP initiative will convey why and how the College supports purposeful life work and it will offer tangible ways for the student to be intentional about developing an individual personal life map. Each student will have the opportunity to engage in developmentally appropriate programs, courses and activities at key decision points in the college experience.
We believe Elizabethtown College should foster personal decision-making by inviting and strongly encouraging our students to engage in self-reflection rather than offering a narrowly defined, mandatory program that forces students to consider significant and often difficult life questions when they are not intrinsically motivated to do so.
Keywords: curricular-cocurricular connections, moral development, moral reasoning and action.
Miami University – Ohio
Oxford, Ohio
Affiliation: Public
Carnegie Classification: Doctoral Intensive
Enrollment: Undergraduate: 14,643, Master’s & Doctoral: 1,695
Overview
Miami University is committed to instilling academic integrity in its students. In 2005, the administration formed a committee to assess and improve the current state of academic integrity at Miami University. After participating in a national survey, conducting focus groups, and reviewing scholarly literature, the committee recommended strengthening the ways in which the university communicates its expectations of academic integrity.
Goals
As part of the Core Commitments initiative, Miami University is developing an online learning module focusing on academic integrity and ethical use of intellectual property. Satisfactory participation in this module will be required for all first-year students. This project, Be Miami: An Infrastructure for Cultivating a Responsible and Intellectual College Life, will enhance the university’s ability to foster the practice of integrity in the personal and academic lives of students.
First in 2009 Academic Integrity Subcommittee: Final Report
Michigan State University
East Lansing, Michigan
Affiliation: Public
Carnegie Classification: Doctoral/Research Extensive
Enrollment: Undergraduate: 35,821, Master’s & Doctoral: 9214
Overview
Michigan State University (MSU) is committed to fostering responsible citizenship among its faculty and students. Evidence of the depth and success of this commitment can be found in the many outreach, service-learning, and civic programs in which MSU faculty and students participate. MSU was also recently identified by the new Carnegie Classification system as an “engaged university.” Through the Core Commitments project, Michigan State University will explore new ways to further commit to deepening its understanding of ways to promote personal and social responsibility in students and the institution.
Goals
A collaborative campus dialogue based on the historic Chautauqua Institution will become the model for building a culture of responsibility within the residential programs and eventually the larger university community. These dialogues among faculty, students, staff, and guests will focus on issues such as environmental change, the political process, social justice, war and peace, and artistic freedom of expression. The first goal is to explore personal, social, and institutional responsibility in these issues. The second goal is to develop courses that address the larger subject of responsibility. Possible areas of implementation include new service learning, field experience, internship, civic engagement, and study abroad or away programs that are cross-listed and team taught by faculty from the three residential college programs. This work will include a trans-college capstone course which will mix students from different programs to study the multi-dimensionality of professional and civic responsibility. It will be first piloted as a seminar and then gradually extended to students outside the three degree-granting residential colleges.
Middlesex Community College
Bedford, Massachusetts
Affiliation: Public
Carnegie Classification: Associate Only
Enrollment: 8,008
Overview
Middlesex Community College (MCC) is one of the largest community colleges in Massachusetts.MCC’s commitment to develop personal and social responsibility is reflected in it mission: to provide educational programs and services that support personal growth and economic opportunity for its diverse student population. As both an effective learning strategy and a community development instrument, MCC’s service learning program, Contributing to a Larger Community, involves more than 600 students each year. Initiatives to promote student global awareness are facilitated by cooperation between the offices of Student Affairs and Academic Affairs. These initiatives include: One World Series, Civility Day and Seven Dialogues, International Fellowships, and the Islamic Studies Institute. Lastly, through MCC’s Intensive Values course requirements and redefined learning outcome goals, students develop ethical and moral reasoning.
Goals
MiThrough participation in the Core Commitments program, MCC will establish a leadership team to foster a national dialogue to share and improve existing initiatives. Middlesex Community College will pilot two integrated learning communities to study personal and social responsibility from a thematic perspective. The envisioned institutional-level change will include creating a campus climate that is supportive and respectful of diversity. This will be fostered by holding regularly scheduled open dialogues across the college community and implementing a program that recognizes faculty, staff and students who demonstrate social and personal responsibility.
Middlesex: Core Commitment
Oakland Community College
Bloomfield Hills, Michigan
Affiliation: Public
Carnegie Classification: Associate Only
Enrollment: 46,579
Overview
Serving nearly 47,000 students on five campuses, Oakland Community College is the largest community college in Michigan and the eighth largest in the country. Since one-third of U.S. automotive manufacturing occurs within 70 miles of the county, the college is uniquely positioned to observe the effects of outsourcing and globalization. To accommodate the community’s needs, OCC’s Workforce Development unit has established several programs to provide job skills training to disadvantaged or displaced populations. The health and technology departments have also established clinics and public health education initiatives. Facing the region’s increasing economic uncertainty and hardships, Oakland see these challenges as opportunities to realize its vision of an ethical, responsible citizenry.
Goals
Using the existing programs as a base, Oakland Community College will expand and nurture a culture of personal and social responsibility. Oakland will first build a consensus among the faculty to define the nature and applicability of civil responsibility within the existing curriculum. To refine the assessment instruments for these goals, Oakland will revise and improve our existing rubric for personal and social responsibility (pdf). These results, coupled with the input from other consortium members will facilitate identification and improvement of Oakland’s current initiatives.
Portland State University
Portland, Oregon
Affiliation: Public
Carnegie Classification: Doctoral/Research Extensive
Enrollment: Undergraduate: 18,000, Master’s: 4,050, Doctoral: 542
Overview
The motto of Portland State University (PSU) is “Let Knowledge Serve the City.” As this motto implies, personal and social responsibility are at the core of the institution’s values. PSU is nationally recognized as a leader in general education reform, community-based learning, and civic engagement. The university’s investments in curricular and institutional reform are paying off, yet there are still improvements to be made, especially in the junior year. Additionally, nascent efforts to more fully integrate student affairs professionals into the academic fabric of the institution remain on the margins of core university activities.
Goals
Through collaboration with AAC&U, the university will target deficiencies at the junior level of the general education program and cultivate new relationships between faculty and student affairs professionals. Expansion of the Academic Innovation Mini-Grant (AIM), a faculty/staff learning community model for professional development, will explicitly address the five AAC&U goals for student personal and social responsibility. PSU’s initiative will strategically pair faculty with student affairs professionals to enhance the personal and social responsibility learning outcomes in the junior level general education program.
Portland State University Center for Academic Excellence
Portland State University
Promising Practice: Transfer Students
Portland State University’s investments in general education reform, community-based learning, and civic engagement are visible and robust at all levels of the institution, driven by its mission: Let knowledge serve the city. PSU noted, however, through the PSRI data that while they have anchored important civic work in the Freshman Inquiry year-long class and in its six-credit Senior Capstone organized around community-based settings, PSU was missing a link in the middle years, especially for transfer students. PSU has created a junior-level course for transfer students, “Gateway to PSU” to situate these new students within PSU’s civic engagement, diversity, and social responsibility goals.
The six pilot courses offered winter and spring 2009 included key themes about the importance of diversity and personal and social responsibility to students’ experiences at Portland State and beyond. Another component focused on understanding the culture of higher education, particularly expectations of a four-year institution. Following is an excerpt from a student interview at the conclusion of a winter quarter “Gateway to PSU” pilot course.
Before I took this class I would say that I thought my major responsibility was just to do whatever I needed to do to get degreed. It didn’t occur to me that this university hoped that I would, somehow I guess ask some fundamental questions of myself as a part of that process, or that as a PSU grad I would be hopefully identifiable because I had an orientation to the world that wasn’t just all about me … what is my responsibility as one of the 1% of the world with a college education? What’s it mean to have a BA in Political Science, something that’s larger than myself or just whatever I can get from it? That’s the kind of thing I think about now, and I’ll continue to think about for the next two years, and hopefully a lot longer than that.
The course itself was designed to “set the stage” for students to reframe their current and subsequent experiences at PSU, and thus to create for themselves greater breadth and depth of opportunities for education for personal and social responsibility, as well as coherence among their various current and future activities. For example, transfer students were asked to reflect on how their education (to date) had impacted their value systems, and then were asked to connect insights from this reflection to their evolving academic plan at PSU. Underlying these activities was students’ growing understanding of PSU’s mission and rationale for educating for personal and social responsibility.
Links: http://www.pdx.edu/our-mission; http://www.pdx.edu/unst/university-studies-assessment; http://openedpractices.org/files/Social%20respons%20PDX.pdf
Rollins College
Winter Park, Florida
Affiliation: Independent
Carnegie Classification: Master’s 1–Comprehensive
Enrollment: Undergraduate: 2,744, Master’s: 734
Overview
Since its groundbreaking 1931 curriculum conference chaired by John Dewey, Rollins College has been committed to cultivating good citizens within a practical liberal education. As part of its recent reaccreditation, the college adopted an ambitious plan to foster leadership, citizenship, integrity, and diversity. Reflected in Rollin’s quality enhancement plan (QEP) and mission, “educating for global citizenship and responsible leadership,” Rollins College is deeply committed to the Core Curriculum goals. In addition to having a successful community engagement program and a “values and decision-making” required course for over twenty-five years, Rollins College wants to expand the effectiveness and scope of its mission.
Goals
Rollins College is committed to creating a seamless, intentional program to promote its mission of educating for global citizenship and responsible leadership. To incorporate the Citizenship Program into the curriculum revision, Rollins is pursuing several avenues. In drafting the new Social Honor Code, Rollins will clearly identify the positive traits expected of students. The establishment of a new Cultural Explorations program will entail a graduation requirement challenging students to develop a sense of community responsibility. The Purposeful Life program is looking to extend guidance beyond the first year to encourage upperclassmen to define the important values and articulate their life goals. To make ethical decision-making more tangible, Rollins will also couple service learning experiences with required “Values” courses. As with many campuses, the focus of Greek organizations can sometimes drift away from service learning and engage in high risk activities. Rollins will provide a full-time director to provide leadership for the incorporation of Greek initiatives with a campus climate of personal responsibility. To facilitate these programs Rollins will encourage personnel “sharing” by placing the Office of Community Engagement, which will report to Academic Affairs, physically in the office of Student Affairs.
Sacred Heart University
Fairfield, Connecticut
Affiliation: Religious
Carnegie Classification: Master’s 2–Comprehensive
Enrollment: Undergraduate: 4,190, Master’s: 1,585
Overview
Sacred Heart University is a co-educational, comprehensive liberal arts institution which is rooted in the Catholic intellectual tradition. Founded in 1963, Sacred Heart University was the first in America to be led by lay people and is the second largest Catholic university in New England. Since 1988, the university has worked steadily to educate men and women while instilling faith, compassion, social and ethical responsibility, and global awareness. This vision for undergraduate learning is imprinted in the university’s mission statement and expressed in the newly designed core curriculum, Common Core: The Human Journey, which weaves liberal learning with values and ethics. It is also part of the Student Life Freshman Mentor program, which works to “ensure that the learning process at Sacred Heart University extends outside of the classroom.”
Goals
Through Core Commitments, Sacred Heart University extends its vision for undergraduate learning by developing and implementing a university infrastructure and culture that would connect the core curriculum, most particularly its Common Core, and student life more broadly. Beginning with the freshmen mentor program, the five dimensions of personal and social responsibility will be integrated into the curriculum and co-curriculum across the university.
Sacred Heart University
Promising Practice: Core Curriculum - The Human Journey
Sacred Heart University is a co-educational, liberal arts, comprehensive institution rooted in the Catholic intellectual tradition. Civic responsibility is an essential feature of its mission which seeks to develop men and women who are “knowledgeable of self, rooted in faith, educated in mind, compassionate in heart, and responsive to social and civic obligations.” Sacred Heart’s mission statement states that “all members of the University community are encouraged strongly to participate in the wider community through service to others.” It is promoting such learning and action through the University’s new core curriculum, particularly its Common Core: The Human Journey, and in its co-curricular Freshman Mentor Program.
The Common Core, a four part sequenceso f required courses for all undergraduate studetns, integrates liberal arts learning with ethical and social responsibility and integrity. As the signature centerpiece of the undergraduate core curriculum, the Common Core weaves focuses on four of humanity’s central and enduring questions: 1) what does it mean to be human; 2) what does it mean to live a life of meaning and purpose; 3) what does it mean to understand and appreciate the natural world; and 4) what does it mean to forge a more just society for the common good? These “BIG” Questions thematically organize the following Five Discipline Areas: The Human Journey: Historical Paths to Civilization (History); Literary Expressions of The Human Journey (Literature); The Human Community: The Individual and Society (Political Science, Sociology, Psychology); The Human Community and Scientific Discovery (Biology, Chemistry, Physics); and the capstone, The Human Search for Truth, Justice, and the Common Good (Religious Studies, Philosophy).
SHU also sought to create and disseminate innovative practices and programs that fostered students’ ethical, moral, and civic development across the curriculum and co-curriculum. To do that, it formed its own Leadership Team of some 40 Student Affairs Staff, Common Core Faculty, and Academic Administrators, a collaboration that defies the typical practice of not integrating these different divisions. It has three programs that have represent lasting legacies of the collaboration. The Student Life Freshman Mentor Program is now more integrated into the Common Core and reinforces key goals where education is put into action outside of the classroom. Each student in the Program is required to formulate and fulfill a Personal Development Plan achieved through attending lectures, plays, concerts, and by participating in experiences that enable them to serve the local and regional community. SHU has also launched CORE COMMUNITIES, a learning-living community that links its Core Courses to a Residence Hall , and it has re-established Academic Clubs, linked to personal and social responsibility goals.
Website links: http://www.sacredheart.edu/pages/18771_common_core_the_human_journey.cfm
Saint Anselm College
Manchester, New Hampshire
Affiliation: Religious
Carnegie Classification: Baccalaureate Liberal Arts
Enrollment: 1,945
Overview
Saint Anselm College’s campus-wide initiative, Learning Liberty, began in the fall of 2003. It was conceived as a response to two concerns facing higher education: A political and moral concern for the education of engaged citizens and an intellectual and spiritual concern for developing the curiosity and understanding that constitute liberty of the mind. The Learning Liberty initiative has addressed these concerns with three approaches: Curriculum and Pedagogy, Campus Life and Engagement, and Student Voice. This initiative reinvigorates Saint Anselm’s traditional mission as a Catholic liberal arts college in the Benedictine tradition.
Goals
Participation in Core Commitments in the area of Curriculum and Pedagogy included a week-long, interdisciplinary faculty seminar in the fall of 2007 which consisted of discussions on curricular changes as well as presentations on education, liberty, and civic life. Goals for Campus Life and Engagement include promoting Benedictine stewardship of the environment, academic and service components into student-led communities, and inviting students to organize Civic Engagement Workshops led by campus and community leaders. Goals for Student Voice include establishing essay contests focusing on the intersection of politics and higher learning, creating a student-administered honor code, and establishing a Special Assembly Forum for students, faculty, and staff to discuss immediate and significant events..
Saint Mary’s College of California
Moraga, California
Affiliation: Religious
Carnegie Classification: Master’s 1–Comprehensive
Enrollment: Undergraduate: 2,525, Master’s: 1,083, Doctoral: 58
Overview
Saint Mary’s College of California is a Catholic liberal arts college and a Lasallian Christian Brothers institution founded in the tradition of the patron saint of teachers, Saint John Baptist De La Salle. As reflected in the mission statement, “a distinctive mark of a Lasallian school is its awareness of the consequences of economic and social injustice and its commitment to the poor,” Saint Mary’s aim is “to create a student-centered educational community whose members support one another with mutual understanding and respect.”
Goals
With the Core Commitments initiative, Walk the Talk, Saint Mary’s College of California will further encourage responsible citizenship, social justice, and personal integrity. To improve the larger campus-wide infrastructure, we are working on three levels: Community Leadership/Student Engagement, Curriculum Development, and New Institutional Strategies and Assessment. Community Leadership/Student Engagement engages students in campus-wide dialogue on social and civic responsibility. Based on these dialogues and the goals they outline, these dialogues support student-driven action plans. Curriculum Development is expanding existing social justice/community involvement programs across the curriculum and offers incentives for faculty to add social justice content to their courses in areas and schools where they are underrepresented.
St. Lawrence University
Canton, New York
Affiliation: Independent
Carnegie Classification: Baccalaureate Colleges–Arts & Sciences
Enrollment: Undergraduate: 2,182, Master’s: 123
Overview
Woven throughout the institutional objectives of St. Lawrence University is language that stresses the commitment of the development of students’ personal and social responsibilities. This commitment is embodied through our strong global and intercultural studies, residential education, civic engagement, and leadership. Our objectives do not speak, however, to the ethical responsibility of each citizen to protect and promote democratic principles, equality, and social justice, and they fail to foster an expectation that students will develop a commitment to creating a more equitable world.
Goals
St. Lawrence seeks to foster greater attention to values and to civic responsibilities for active participation in social change. Through a new center for diversity and social justice, St. Lawrence will bridge the divide between academic and student affairs by integrating multicultural initiatives and education for citizenship, leadership, and democracy.
The university will offer three community-wide deliberative dialogues, each of which will consist of a series of sessions over the course of one semester. These will help to assess how well St. Lawrence’s mission espouses engagement with issues of personal and social responsibility, as well as fostering a plural democratic praxis.
Core Commitments at St. Lawrence University
United States Air Force Academy
Colorado
Affiliation: Public
Carnegie Classification: Baccalaureate–General
Enrollment: Undergraduate: 4,400
Overview
The Academy’s vision is to be the Air Force’s premier institution for developing leaders of character. Fundamental to life at the Air Force Academy are the Air Force core values of “integrity first,” “service before self,” and “excellence in all we do.” These values are remarkably similar to the first three Core Commitments dimensions of personal and social responsibility. The USAFA has completed a comprehensive revision of its institutional learning outcomes. Included in these new outcomes are several that are well-aligned with the remaining Core Commitments dimensions of “Taking seriously the perspectives of others” and “Ethical reasoning and action.” Together, these ideas highlight the institutional commitment to the development of personal and social responsibility.
Goals
The United States Air force Academy is using Core Commitments as a tool to assess and improve its institutional outcomes in two important ways. First, to create more integrated strategies for developing the outcomes related to responsible citizenship behavior across the institution. Second, to design and implement assessment strategies that will measure progress and guide improvement. In order to promote the development responsibility outcomes, USAFA has formed interdisciplinary “outcome teams” for each responsibility outcomes. Each team consists of faculty and staff from the core courses and programs (i.e., those in which all cadets participate) that have agreed to take primary responsibility for that outcome. The Academy has created the “Center for Character & Leadership Development.” This Center will advance the understanding, practice, and integration of character and leadership programs, and serve as a visible manifestation of USAFA’s commitment to character and leadership.
United States Air Force Academy
Promising Practice: Assessing Personal and Social Responsibility
USAFA has also been working diligently to identify assessment strategies to measure cadets’ achievement of the responsibility outcomes. Largely, this has been accomplished with indirect (i.e., survey) measures, to include: the National Survey of Student Engagement, a “Commissioning Survey” to graduating class of 2007, and the PSRI. Each of the Outcome Teams is also working to develop and implement more direct measures of cadet achievement. USAFA has created draft rubrics for each of the responsibility outcomes, and the Outcome Teams will be pilot testing them and making revisions this spring. In sum, USAFA is working with Core Commitments to create an integrated curriculum for developing societal, professional, and individual responsibilities, as well as aligned assessment mechanisms to inform and guide progress.
The vision of the United States Air Force Academy (USAFA) is to be the Air Force’s premier institution for developing leaders of character. To achieve this vision, the Academy has adopted the “Officer Development System,” which provides a holistic framework designed to coordinate and integrate cadet developmental activities across the entire four-year experience at the institution. The Officer Development System outlines the outcomes that we expect all cadets to achieve and also describes the learning philosophy to help cadets achieve them. Through its Core Commitments work, the Air Force Academy has sought to perform a comprehensive revision of the learning outcomes that makeup the Officer Development System.
USAFA defined five goals: (1) define each of its outcomes in greater detail; (2) structure learning experiences to help cadets achieve them; (3) assess the progress of cadets in achieving the outcomes; (4) use the assessment data as feedback for campus constituents; and (5) improve processes based on the feedback received. In the course of the last two and a half years, the USAFA has accomplished the following: 1)The USAFA outcomes are now well-established across the entire institution, and its Curriculum and Outcome Alignment Plan maps each of those outcomes to the specific courses and programs experienced by our cadets; 2)It has created interdisciplinary Outcome Teams to oversee both the development and assessment of each outcome; 3) Its Institutional Effectiveness Program has created a governance structure to ensure that outcomes-related work has visibility at the highest levels of the institution; 4) It has created a consortium with its counterparts at the other Federal Service Academies to share common experiences and best practices in the development and assessment of character; 5) In fall 2009, it will transform its Center for Character Development into a new Center for Character and Leadership Development … the focal point of USAFA’s commitment to develop leaders of character; and 6) It has elevated the importance of the responsibility outcomes in the minds of USAFA faculty and staff.
USAFA involvement with Core Commitments has been driven by its desire to create a more coherent, integrated four-year educational experience, intentionally designed to accomplish our institutional outcomes and provides a more coherent educational experience for its cadets and increase the breadth and depth of opportunities for personal and social responsibilities. The potential impact of its work is both wide-reaching and long-lasting. USAFA has tried to create systems that impact its entire curriculum, meaning that it will touch every single cadet graduating from the Academy (roughly 1,000 cadets per year).
Links: http://www.usafa.af.mil/Commandant/cwc/?catname=cwc
United States Military Academy
West Point, New York
Affiliation: Public
Carnegie Classification: Baccalaureate Liberal Arts
Enrollment: Undergraduate: 4,358
Overview
The mission of the United States Military Academy (USMA) at West Point is "to educate, train, and inspire the Corps of Cadets so that each graduate is a commissioned leader of character committed to the values of Duty, Honor, Country and prepared for a career of professional excellence and service to the Nation as an officer in the United States Army." Since its founding two centuries ago, the Military Academy has accomplished its mission by developing cadets in four critical areas: intellectual, physical, military, and moral-ethical - a four-year process called the "West Point Experience."
Goals
USMA’s cadet development model, the Cadet Leader Development System (CLDS) has become an integral part of the USMA’s efforts to further integrate personal and social responsibility with the academy’s curriculum. To align domain goals with specific curriculum, CLDS domain teams created learning models based on theories of college student development. Using the AAC&U 2008 Greater Expectations Summer Institute in Utah as an opportunity to allow members of the CLDS Committee offsite time to collaborate on their efforts, USMA will synchronize the work of the domain teams, further integrate curricular experiences across the six domains, develop a comprehensive plan for the assessment of the CLDS domains, improve linkages for faculty development opportunities and rewards to CLDS, examine cadets’ opportunities for self-reflection within the context of CLDS, and establish community and campus partnerships that underscore curricular activities. Additionally, upon completion of the operational concept for cadet leader development, USMA will produce a document comparable in scope to the Educating Future Army Officers for a Changing World, which serves as a rational and justification for the structure, process, and content of the USMA curriculum.
University of Alabama at Birmingham
Birmingham, Alabama
Affiliation: Public
Carnegie Classification: Doctoral/Research Extensive
Enrollment: Undergraduate: 11,470, Master’s: 2,381, Doctoral: 1,124
Overview
In 2007, the Ford Foundation awarded the University of Alabama at Birmingham (UAB) a highly competitive Difficult Dialogues grant. The award recognized that the quality enhancement plan (QEP) that UAB developed for its Southern Association of Colleges and Schools (SACS) reaccreditation is a comprehensive and effective program that integrates academic instruction with diversity, respect for others, responsible dialogue, and ethical behavior. Beginning with a shared vision for UAB graduates, the QEP reminds the campus community that all units must function synergistically to fulfill our mission to prepare students for life, not just a career. UAB holds itself accountable for introducing, reinforcing, practicing, and assessing three competencies targeted for initial enhancement: writing, quantitative literacy, and ethical and civic responsibility. Thus, UAB is working to integrate academic instruction and cumulative experience in personal and social responsibility throughout students’ undergraduate years.
Goals
University of Alabama at Birmingham’s academic affairs and student affairs collaborated to implement a two-part freshman experience that introduces thinking, learning, dialoguing, and decision-making skills. The UAB Discussion Book initiative and the freshman learning communities comprise this gateway experience. Becoming an engaged, responsible student inside and outside of class is a first step towards becoming a responsible citizen of the local, national, and international community. Supplemental to these efforts, cumulative instruction and progressively challenging experiences in personal and social responsibility will be integrated into the mid-level courses of every major. Finally, every major is developing a capstone experience that synthesizes what seniors have learned and helps prepare them for professional, personal, and civic responsibilities.
University of Alabama at Birmingham
Promising Practice: Infusing PSR in the Curriculum
In terms of recent curricular changes, a university-wide committee developed rubrics and guidelines for designating a course as an Ethics and Civic Responsibility (ECR) course, one that intentionally instructs students in civic responsibility, the role of diversity, ethical reasoning, and/or contemporary events and issues. Thirty-nine courses have been approved for ECR designation during the 2008-2009 academic year, and fifteen applications are waiting rigorous review. All programs must identify a minimum of two courses taken by their majors that include significant instruction, reinforcement, or experiential learning in disciplinary aspects of ECR. Finally, every program is developing a required capstone that includes senior-level, discipline-specific ECR competencies. Each capstone includes coverage and assessment of discipline-specific ECR, including professional ethics, the value of diversity in the discipline, and the impact of the discipline on society. Fourteen programs ranging from Theatre and Social Work to Biomedical Engineering and Physics have had capstone courses approved, and four additional applications already await review. UAB also added a third honors program focused on Global and Community Leadership.
Concurrently, the Office of Service Learning has developed rubrics for designating a Service Learning course and is working on developing a proposal for a certificate program. To gain such designation, a course must incorporate enhanced academic learning, purposeful civic learning, relevant and meaningful community service, strategies to integrate the service experience with the academic coursework, and data collection. Also, fy10 budget funding for schools with undergraduate programs includes incentives for schools to offer courses involving service learning.
Core Commitments at the University of Alabama at Birmingham
Links: http://main.uab.edu/Sites/DOE/ECR/36599/; http://main.uab.edu/Sites/DOE/ECR/36002/; http://main.uab.edu/Sites/DOE/QEP/44503/;
University of Central Florida
Orlando, Florida
Affiliation: Public
Carnegie Classification: Doctoral/Research Intensive
Enrollment: Undergraduate: 39,545, Master’s: 4,382, Doctoral: 1,535
Overview
University of Central Florida (UCF), a metropolitan research university with more than 47,000 students, currently demonstrates significant activity in the five dimensions of personal and social responsibility. Through workshops, publications, and community outreach, UCF develops and contributes to programs that advance the integration of ethics into higher education. In any large university, a pressing concern is the ability to create a sense of personal and social responsibility among students, faculty, and community. UCF is dedicated to the development and promotion of a common core of ideals, activities, and programs that are able to bridge the individual/community divide pervading throughout large metropolitan institutions nationwide.
Goals
University of Central Florida's development goals involve creating innovative and exciting new research initiatives to teach ethical principles and study ethical decision-making in Interactive Performance Lab (IPL)/Story Box scenarios, creating department/college-level ethics task force committees to complement the university ethics task force, offering faculty development seminars to create course content for Core Commitments, extending our existing academic integrity seminar as a strategy to enhance and encourage academic honesty among students, and expanding student participation in “ethics bowl” competitions in on-campus and regional venues to enhance and improve ethics education for personal and social responsibility.
Core Commitments at the University of Central Florida
University of the Pacific
Stockton, California
Affiliation: Independent
Carnegie Classification: Doctoral/Research Intensive
Enrollment: Undergraduate: 3,535, Master’s: 379, Doctoral: 205, First-Professional: 2132
Overview
The University of the Pacific is a doctoral university with an undergraduate core, graduate programs, and three large professional schools. Nine academic colleges and schools operate on three campuses in Northern California: San Francisco, Sacramento, and Stockton. Enrolling only 6,300 students, The University of the Pacific is both complex and small. As a result of an extensive three-year discussion, Pacific produced a new strategic plan, Pacific Rising 2008-2015, that reflects a fundamental commitment to promoting the goals of personal and social responsibility. Three of the six core values at Pacific are whole person education, responsible leadership, and community engagement. Pacific named six commitments for action: innovation, collaboration, distinctiveness, whole-student, partnerships, and improvement.
Goals
In the context of Pacific Rising there are now six initiatives underway that will directly address, in varying degrees, all five dimensions of personal and social responsibility: three seminars; electronic portfolios; the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) leadership membership on “affective learning;” the study on integrating emotional intelligence competencies into the curriculum, co-curriculum, and admissions; the first-year experience committee; and a new student life model. Our overarching goal is to implement and coordinate these initiatives in order to develop a systematic, synthetic, and compelling approach to developing students’ ethical understanding and principled civic action during the entire course of their education at Pacific.
Wagner College
Staten Island, New York
Affiliation: Independent
Carnegie Classification: Master’s 1–Comprehensive
Enrollment: Undergraduate: 2,000, Master’s: 300
Overview
Wagner College has several programs to accomplish its mission: to prepare students for a meaningful life with successful careers by emphasizing scholarship, achievement, leadership, and citizenship. To facilitate “experimental learning,” the Wagner Plan links all students and faculty in both the freshman and senior learning communities to community based learning experiences. In 2006 Wagner also launched the Civic Innovations initiative to better integrate “civic engagement” into the curriculum. Six departments were matched with a related community based organization (i.e., education: New York City Public Schools or business: YMCA). Professors and community organizations then collaborate to co-construct syllabi that meet the needs of the partnering organization and the courses’ expected student learning outcomes. Each of these “Community Connected Departments” includes 24 courses per year and implements a fairly sophisticated assessment for the initiative; however, there is yet not an assessment to measure students’ awareness of and commitment to personal and social responsibility.
Goals
The AAC&U Core Commitments initiative provides a perfect opportunity for Wagner focus on deepening students’ personal and social responsibility through three approaches: Civic Innovations’ Community-Connected Departments; Essential Co-Curricular Competencies; and the Emerging Leadership Conference. To measure their awareness of and commitment to personal and social responsibility, students in the Civic Innovations Initiative Community Connected Department courses will complete two free writes with guided questions. Free Write 1 will occur at the outset of the semester, and free Write 2 will occur at the close of the semester. Students who complete multiple courses in the department will provide an Wagner an opportunity to measure student awareness and commitment over a longer time period. Wagner College is also in the process of designing a co-curricular essential core competency model. Every Wagner student will be required to choose 2 of 7 identified core competencies that must be met by graduation. Through peer review and e-portfolios, students will demonstrate their competencies through multiple methods (public presentation, writing, or projects work). Each competency will have criteria and a rubric by which they can be peer reviewed. Because personal and social responsibility is embedded in 6 of the 7 competencies, the Civic Innovations free-write would be an example of meeting one of the essential core competencies. Lastly, every fall, Wagner College hosts a two day seminar-based Emerging Leadership Conference for students. In 2008, students and faculty examined the goals of Core Commitments with the intent of expanding public discussion on ethical and moral issues within the campus community.
Wagner College
Promising Practice: Connecting Curricular and Cocurricular
Wagner College, a four-year liberal arts college serving approximately 2000 undergraduate students and 300 graduate students, has enjoyed 125 years of dedication to scholarship and preparation of individuals for a life of service to community as well as for successful careers, by emphasizing scholarship, achievement, leadership, and citizenship. Through the introduction of the nationally recognized Wagner Plan in 1998, participants understand the integration liberal arts and professional education with experiential learning, thereby providing a wider and deeper understanding of the diversity of cultures, historical epochs, differing values and systems of human organization as accompanied by examination of ethical and moral dilemmas. In 2006, Wagner College implemented a newly created experiential model to complement the Wagner Plan: Civic Innovations, designed to span freshman through senior years.
Thus far, six academic departments, self identified as Community-Connected Departments, have committed to threading focused civic engagement activities developmentally throughout their departmental curricula. Through Civic Innovations, each of the Community-Connected Departments collaborates with a single community based organization. Professors of the courses within the Community-Connected Departments collaborate with the community organization in order to co-construct their syllabi resulting in meeting the needs of both the partnership community based organization and the courses’ expected student learning outcomes. This allows one department to focus on one community agency and similarly one agency to focus on and collaborate with one department. Through repeated semester long engagement activities with one agency, we anticipated that students would have a deeper commitment to civic engagement and to their own personal and social responsibility. Participating departments and agencies were: Department of Education & the New York City Public Schools; The Department of Business and the YMCA; The School of Nursing and the United Activities Unlimited; The Department of Sociology/Anthropology & RSVP (an organization serving older adults); the Department of Government and Politics & Project Hospitality (and organization serving homeless and disenfranchised); The Department of History & the Park Hill Neighborhood on Staten Island.
Website links: http://www.wagner.edu/experiential_learning/civic_innovations
Winthrop University
Rock Hill, South Carolina
Affiliation: Public
Carnegie Classification: Master’s 1–Comprehensive
Enrollment: Undergraduate: 5,111, Master’s: 1,181
Overview
Founded as a teacher preparation institution for women in 1886, Winthrop has since become a diverse and coeducational university committed to the liberal arts tradition that provides national caliber professional education and develops leadership and civic responsibility. The Touchstone program, a core curriculum, promoting strong major programs in the liberal arts and professional areas as well as effective integration of academic affairs and student life, is instrumental in Winthrop’s success. Minorities constitute twenty-seven percent of Winthrop’s student body, and among similar institutions, the university has one of the highest six-year graduation rates for African American males. Recently, Winthrop has sharpened its focus on student learning and development as the center of its mission.
Goals
As part of the Core Commitments Leadership Consortium, Winthrop will infuse the five dimensions of personal and social responsibility throughout the Touchstone program by including them in the training for three of the four Touchstone courses and by making them prevalent in the assessment of students and faculty in the program. Using the PSR Institutional Inventory to identify areas where personal and social responsibility dimensions are weak, Winthrop is conducting activities such as workshops and training sessions to address those needs. To build assessments of personal and social responsibility into all program assessment strategies, the university is working with faculty to modify existing programs. Our long-term goal is to develop a center for ethical leadership at Winthrop University which reflects the five dimensions of personal and social responsibility.
Core Commitments at Winthrop University
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