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Self-Study of the Liberty Hyde Bailey Scholars Program at Michigan State University

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Self-Study of the Liberty Hyde Bailey Scholars Program at Michigan State University Self-Study of The Liberty Hyde Bailey Scholars Program at Michigan State University Prepared by: Jennifer E. Rivera, Ph.D. College of Agriculture and Natural Resources William F. Heinrich College of Education Additional Contributors: Marya R. SolsulsKi, Ph.D. School of Social Work Shari Dann, Ph.D. College of Agriculture and Natural Resources Diane DobernicK, Ph.D. University Outreach and Engagement James E. Lucas, Ph.D. Office of the Provost February 17, 2013 EXECUTIVE SUMMARY In 1997, faculty, staff, and students came together to form the Liberty Hyde Bailey Scholars Program (BSP) in the College of Agriculture and Natural Resources (CANR) at Michigan State University. The program was developed to revitalize and legitimate new forms of teaching and learning and to meet the leadership challenges of agriculture and natural resources in today’s society. The founding faculty members were from multiple CANR departments as well as external thinkers in higher education with the shared goal of transforming higher education. It has been 17 years since the program was established. During that time, BSP’s organizational structure, admission practices, curriculum, and areas of emphases have shifted to accommodate internal and external forces of change, including leadership styles of different Directors and budget realities in CANR and MSU overall. Since 1997, a lot has changed at Michigan State University and in the world. • In 2004, the MSU Provost’s Office established the University Undergraduate Research and Arts Forum1, to showcase scholarly work of MSU undergraduates • In 2005, MSU President launched the Boldness by Design2 initiative and urged the campus to move from land-grant to global grant • In 2005, the university identified Internationalizing the Student Experiences3 as one of its major priorities in the North Central Accreditation process. • Between 2008 and 2011, MSU sustained the most dramatic economic challenge since the post World War II era and rose to that challenge through a series of institutional and financial restructurings described in the Shaping the Future4 document • In 2009, a University Committee established the institution’s Liberal Learning Goals5 • In 2012, MSU President launched Bolder by Design6, a re-affirmation and re-commitment to core institutional values outlined almost a decade earlier. Remaining the same is simply not an option for the Bailey Scholars Program. Along side to changes within the institution, there has been a rise of complex social problems in a globally connected environment, driving the need for BSP to nurture learners on career paths that will require flexibility, entrepreneurship, critical problem solving skills, and dynamic leadership. 1 http://urca.msu.edu 2 http://boldnessbydesign.msu.edu 3 http://accreditation2006.msu.edu/internationlizing 4 http://shapingthefuture.msu.edu 5 http://undergradute.msu.edu/learning 6 http://bolderbydesign.msu.edu i In 2013, CANR administrators appointed a committee to consider future programmatic and curricular changes for the Liberty Hyde Bailey Scholars Program. This self-study team included faculty and staff from the Department of Sustainability (CANR), Higher Adult, and Lifelong Education (College of Education), and School of Social Work (College of Social Science). The team was charged to conduct a self-study and provide recommendations to improve BSP’s organizational function, including learning experiences for faculty, graduate students, and undergraduates, operational costs, staffing arrangements, and program’s capacity to prepare students for today’s workforce. The team was also asked to bring BSP into alignment with institutional imperatives and priorities for undergraduate education put into place since the founding of the program. Over the course of Fall semester 2013, the self-study team reviewed program documents, including research data collected in past eras; interviewed past program faculty, graduate students, and undergraduate alumni; examined current literature on the scholarship of teaching and learning; and considered institutional policies. Based on this self-study we identified challenges and proposed forward thinking solutions; we developed sustainable enrollment models; and we assessed the costs and benefits of changes in curriculum to reflect the need for leaders in a connected world. Recommendations A unique shift toward integrated learning at MSU requires bold and innovative supporting structures. The strongest position for the BSP is to continue to reside in CANR and take on a new identity as the University minor: Leadership in Integrated Learning. In the transition from specialization to minor, this change will emphasize the ways in which Bailey adds value to curricular connections. The CANR affiliation combined with innovative teaching provides a broad appeal to MSU undergraduates seeking to develop a scholarly identity that reflects integration of ideas across social, economic, environmental, and cultural domains in addition to disciplinary learning. To move forward with the proposed minor, Leadership in Integrated Learning, we highlight the major changes necessary for a successful implementation. Educate- Share the ways in which Bailey experiences contribute to integrated learning at MSU and beyond. We know career paths are changing and we are preparing leaders to engage fully in a dynamic knowledge environment. Recruit- Continue to recruit students, staff, and faculty from around MSU; they add perspective among/between learners that add to connected learning and leadership development. An intentional choice was made in 2006 to open BSP beyond CANR to add diverse academic cultures, models, and voices to connected learning. ii Engage- Creating direct connections to university advising and curriculum protocols are important to the success of a Minor in Leadership and Integrated Learning and the staff, faculty, and students involved. Previous advising and curriculum efforts have not been aligned with MSU Undergraduate Learning Goals (ULG’s). The proposed curriculum and supporting structures provide the links to national conversations about competency-based learning, MSU ULG’s, CANR Curriculum Accreditation, and individual student learning paths. Research- Better promote research opportunities that can help faculty better align their time spent at Bailey with department expectations for scholarship outputs. Research opportunities are an integral part of BSP, and current accountability measures for research productivity (i.e. ROI) illustrate the gap between discipline specific grant funded research and research aligned to social implications of scientific research. Assess- Assess efforts of faculty and students on program long-range outputs (summative) and engaging learning processes (formative). Previous efforts at assessment were mostly formative and statutory. Long-range outcomes data are necessary to ascertain students and faculty gains across research, career, teaching, community development, and competency areas. Resources- Commit to continued growth of the BSP within CANR. CANR is the current administrative and fiduciary sponsor of the BSP. The stability provided by CANR in terms of leadership, physical space, financial resources, and academic reputation give BSP the platform needed for future success as a widely accessible minor in Leadership in Integrated Learning. Far from promoting the next educational trend, taking a proactive stance toward integrated learning helps Bailey, CANR, and MSU move toward MSU Bolder by Design imperatives Enhancing the Student Experience, and Enriching Community, Economic, and Family Life, Strengthening Stewardship, and Advancing a Culture of High Performance. iii TABLE OF CONTENTS INTRODUCTION ............................................................................................................................. 1 A MULTI-PARDIGM APPROACH ........................................................................................................ 2 COURSES AND CURRICULUM .......................................................................................................... 4 LEADERSHIP DEVELOPMENT .......................................................................................................... 4 PERMEABLE EDGES AND BORDERS ................................................................................................ 4 THE BAILEY STORY ...................................................................................................................... 6 THE BAILEY COMMUNITY ............................................................................................................ 8 SENIOR DIRECTOR/DIRECTOR ........................................................................................................ 8 Director priorities ..................................................................................................................... 8 ADMINISTRATIVE STAFF AND SPECIALISTS .................................................................................... 10 Academic learning coordinator .............................................................................................. 10 Administrative assistant ......................................................................................................... 11 OPPORTUNITIES FOR FACULTY ..................................................................................................... 11 Faculty structure ....................................................................................................................
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