Our theme is divided into three components with specific objectives for each. Current student and alumni voices, as well as their performance and achievement, will be sources of evidence in connection with this theme. The assumptions underlying this second focus are that student learning is linked inextricably with faculty and staff learning and that campus conditions fostering faculty and staff learning are an important part of what is required for the creation and support of powerful student learning communities. Focus on the Environment for Learning Using information derived from surveys and focus groups, the self study should explore the quality of the university's environment for learning, both internal to the campus and in the external community, for students, faculty, and staff. By focusing on these three areas, the self study will enable us to assess our campus climate, the adaptation of the campus to and for the diversity of its students and employees, the contributions of campus governance, and the interrelations of the social and physical contexts that provide the setting for learning at the University.
Representation also includes students, alumni and a representative from the community.
The task force has been subdivided into three subcommittees, each assigned to one of the three theme areas. Existing data are being identified and are being collected to serve as resources for the theme subcommittees. Members are asked to record their thoughts and share them with one another, think about these discussions and record their thoughts again. From this process we expect that subcommittees will determine if new data need to be generated. The larger community will be informed and invited to become involved through a bi-monthly newsletter to be distributed campus wide, and a Web site incorporating a discussion forum.