Reaffirmation Letter From WASC Commission
WASC visiting team final Report

What follows is Cal Poly's Self-Study Plan as it was revised and submitted to WASC on March 17, 1998.

Researchable Questions
Innovative Study Reports

Researchable Questions

Introduction

Within the conceptual framework established for our self-study review, namely, "Cal Poly as a Center of Learning," we have identified three principal areas. These are intended to provide a context for our evaluation of Cal Poly as an environment in which learning not only takes place, but also is encouraged and facilitated, enriched and expanded beyond the immediate boundaries of the individual and the campus. We will consider the intellectual life of the campus in all its dimensions, the physical settings that foster that intellectual life, and the social context in which all members of the University community live, work and learn.

For each theme we have identified a preliminary list of areas of concern that will be addressed under the theme and have noted existing information and documents that may be used as assessment tools. These lists are neither exhaustive, nor exclusive. They will serve to initiate discussion and dialogue around each theme. We want the subcommittees to have some latitude, within a defined structure of issues that must be addressed.

Intellectual Environment

If we conceive of Cal Poly as a "center of learning" and if that means learning is the core mission, activity, and value which unites all the members of the Cal Poly community, and around which Cal Poly organizes its activities and resources, then answers to the following four questions should yield valuable information on the quality of the intellectual environment at Cal Poly.

1. Student Learning - To what extent is Cal Poly focused on student learning, accountable for student learning, and committed to continuous improvement in student learning? What additional actions are appropriate to advancing these goals?
2. Scholarship of Teaching and Faculty Development - To what extent does the university support faculty development about learning theory, curriculum development, pedagogy, and assessment? What changes with respect to faculty development in this area are most likely to improve and increase student learning?
3. Scholarships of Discovery, Application, and Integration - To what extent do Cal Poly faculty engages in Boyer's four scholarships thus continuing to learn in their fields and contributing to the learning of society? What additional actions are appropriate to helping increase quality and quantity of the university's achievements in the four scholarships?
4. Staff Training and Professional Development - To what extent does the university support staff training and development that increase staff members' knowledge and skills relevant to their responsibilities and that promote their continuing learning? What additional actions are appropriate to advancing staff development?

Physical Environment

This component of the self-study will examine the extent to which campus facilities and processes contribute to making Cal Poly a "Center of Learning". The four research questions originally proposed in this section have been narrowed to three, and some aspects of the omitted question have been incorporated into the remaining three.

1. Facilities Design - To what extent does the physical environment facilitate "learn by doing" active learning? Are new and remodeled facilities being designed in a way that fosters the type of faculty-student and student-student interaction that is essential in a "learn by doing" environment?
2. Technology - To what extent do all forms of technology and the way in which technology is being used enhance or diminish teaching/learning at Cal Poly? In particular, is technology facilitating active learning?
3. Retention and Progress to Degree - To what extent do University policies and procedures enhance or inhibit the ability of our students to be successful in their studies and complete a degree in a timely manner?

Social Environment

This portion of the self-study will focus on learning outcomes relative to how well faculty, staff, students, and administrators understand and function in an increasingly multicultural, multiracial, and international environment by effectively communicating with others and by demonstrating tolerance for and support of constructive ideas, attitudes, and behaviors that differ from their own.

1. Campus Climate. How do the members of Cal Poly demonstrate tolerance for and support of constructive ideas, attitudes, and behaviors that differ from their own? How does the environment contribute to effectively communicating with others? How does Cal Poly create an environment that welcomes and supports diverse members of the community?