Our Vision, Mission and Values We are the community’s college. ■ We are dedicated, first, to excellence in teaching and learning. ■ We challenge our students to experience the hard work and satisfaction of learning that leads to intellectual growth and support them academically, emotionally and socially. ■ We encourage them to entertain and question ideas, think critically, solve problems, and engage with other cultures, with one another, and with us. ■ We expect our students to assume responsibility for their own learning, to exercise leadership and to apply ethical principles in their academic, work, and personal lives. ■ We demand from ourselves and our students tolerance, fairness, responsibility, compassion and integrity. We are a community of learners. ■ We provide education and training for and throughout a lifetime. ■ We seek to improve and expand the services we offer in support of the people in the communities we serve. ■ We promote a caring community of staff and faculty members, students, administrators, and trustees who, in keeping with our values, work together to fulfill our mission. We are a changing community. ■ We recognize that change is inevitable and that education must be for the future. ■ We respond to change informed by our values and our responsibility to our students and our communities. ■ We challenge our students to be capable global citizens, guided by knowledge and ethical principles, who will shape the future. Ratified by the Board of Trustees, October 20, 1998 1 Message from the President Reflecting on the Past, Anticipating the Future akton takes great pride in looking to the future and realizing that change is required in order to sustain excellence. Not surprisingly, the College has continuously been Orecognized as a leader in community colleges, most recently in The New York Times article, “For Achievers, a New Destination” (April 22, 2007). Only by continuing to examine how the College embodies its mission, vision, and values in practices and policies can Oakton cultivate its reputation as an exemplary community of learners. Self study has been a tradition at Oakton since the College’s first provisional accreditation in 1972. Anticipating a visit by the Higher Learning Commission (HLC) in October 2007, Oakton launched its most recent self study in August 2006. While fulfilling the HLC requirements for reaccreditation, this intensive research effort enabled the College to think carefully and critically about its identity and direction. The self study evolved through a four-phase process. Beginning in fall 2005, the Self Study Steering Committee interpreted criteria regarding Oakton’s mission, values, and history as a public community college. During the second phase in spring 2006, Criterion subcommittees compiled the data and analyses necessary to evaluate five discrete categories: Mission and Integrity; Preparing for the Future; Student Learning and Effective Teaching; Acquisition, Discovery, and Application of Knowledge; and Engagement and Service. For the third phase in fall 2006, these subcommittees prepared detailed documentation of evidence and analyses demonstrating how Oakton met each criteria. Finally, in the fourth phase in spring 2007, the Steering Committee co-chairs began compiling these documents into a final draft report. Change is the law of life and those who look only to 2 Throughout the self study, members of the Steering Committee remained in communication with the College community. Presentations that outlined the HLC process, criteria for reaccredi- tation, and Oakton’s plan for preparing the self study were made to the Board of Trustees, faculty and staff groups, and the Board of Student Affairs. A companion Web site and series of newsletters also kept the College abreast of ongoing developments. As the study progressed, the College decided to integrate its self examination with the devel- opment of a new strategic plan using the HLC’s Vital Focus process. Vital Focus engaged many Oakton employees and students in identifying and addressing significant concerns at the College. By meeting serious issues head on, we find ourselves in a better position to assess the College’s strengths, the major challenges of the future, and our capacity for meeting those chal- lenges. While keeping an eye on the past and the present, Oakton continues its proud tradition of providing high quality education to students and exceptional service to the community for future generations. Change never stops. Margaret B. Lee, President the past or present are certain to miss the future. —JOHN F. KENNEDY 3 Quality Learning as the Core We will continue to build and sustain academic programs and services of exemplary quality, making learning the core focus for students and employees. Citizens of the World Oakton students, staff, Seminary, M.A., Fuller Theological Seminary, B.A., faculty, and administrators took part in a DNA pro- Concordia University; Sheila Zabin, assistant professor ject sponsored by the National Geographic Society. of basic nurse assistant training, B.S.N., Loyola Results of the five-year, $40 million study—designed University Chicago; and Lisa Cherivtch-Zingaro, to map the way human beings populated the assistant professor of business, M.B.A., DePaul Earth—were shared through a series of semi- University, B.A., Northern Illinois University. nars and panel discussions during Oakton Gateways to Celebrates Cultures Week. A map showing Opportunity migratory routes taken by ancestors of Oakton was among College participants also was displayed 14 Illinois institutions (opposite page). Participants registered of higher education online and submitted a DNA specimen approved to pilot a for analysis. Student participation was credential program subsidized by a grant from the Board for Gateways to of Student Affairs. Opportunity, a New Faculty Among Oakton’s quali- statewide professional fied and talented new faculty members development network to support early childhood care are: Guiller Bosqued, assistant professor of and education professionals. The program aims to Spanish, M.A., Universidad de Zaragoza assist practitioners through mentoring, career guid- (Spain), B.S., Universidad de Zaragoza; Sherry ance, and financial support. DeMonte, associate professor of health information Future Rocket Scientists Success programs, technology, B.S., National-Louis University, A.A.S., including peer tutor training and mentoring, for Oakton Community College; Elena Fein, instructor Oakton students enrolled in science, technology, of economics, M.A., University of Wisconsin- engineering, and mathematics (STEM) courses Milwaukee, Specialist in Economics, Khabarovsk were enhanced by a nearly $1 million grant from State Academy of Economics and Law (Russia); the National Science Foundation. Funding for the John Frisco, associate professor of speech and theater, project, “Center for Promoting STEM: A Consistent M.F.A, Indiana University, B.A., San Francisco State District-wide Approach to Increase STEM University; Camille Harrison, associate professor of Enrollment and Success,” allows the College to modern languages, M.A., B.A., University of Moknes expand its current STEM programs (Morrocco); Nancy Heldt, professor of medical labo- and engage ratory technology, M.S., California State University, more than B.S., Northeastern Illinois University, B.S., University 2,500 high of Illinois at Chicago; Suzanne Hester, assistant school and college professor of psychology, Ph.D., Fuller Theological 4 students from the Travel Time The Educational Foundation made it Maine and Niles possible for students to explore the U.S. and countries Township high abroad through travel grants. The Foundation’s gen- school districts. erosity allowed students enrolled in the interim sum- The four-year grant mer course, China and the Miao, to spend 16 days provides fellowship visiting China, and honor students to attend a week- money each semester long national leadership seminar in Washington, D.C., to students interested sponsored by the National Collegiate Honors Council. in STEM courses and career opportunities. Funds also are used to establish paid internships, a faculty mentoring program, and seminars on managing stress and other special topics. Chicago Writers Series Northbrook native Kevin Coval, a hip hop poet featured on HBO’s Def Poetry Jam, and Pushcart Prize winner Sharon Solwitz were guests of the Chicago Writers Series, a venue for local contemporary authors to read from their works. Coval is the founder of Louder Than A Bomb, the annual Chicago Teen Poetry Festival; Solwitz’ short fiction has been published in Ploughshares, the Chicago Tribune, Tikkun, and Mademoiselle. 5 Diversity We will recognize, embrace, and build on the rich diversity of students and communities in Oakton’s district, and continue to work to enhance the diversity of Oakton’s employees. Combatants for Peace Alternatives to war in the included Academic Affairs, Student Affairs, Doulos Middle East were explored during a lecture by two Christian Fellowship, Hillel, and the Muslim Student members of Combatants for Peace, a group com- Association. prised of individuals active in the Israeli-Palestinian Promoting Awareness The independent docu- conflict. Discussion leaders were Yonatan Shapira, mentary, Darfur Diaries: Message from Home, encour- a recent captain of the Israeli Air Force Reserves, aged students to examine atrocities in the African and Bassam Aramim, a former member of the Fatah, nation of Sudan, where at least 400,000 civilians