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4
SECTION
11. INSTITUTIONAL PURPOSE
Historical Development
A recurring
theme in the evolution of the philosophy and mission of Savannah State College during its
one hundred years of existence is the concept of education for human development and for
service to humanity. Variations of this persistent theme can be discerned in each mission
statement published, from the one in the College Catalog of 1893 to the one
published in the Faculty Handbook in 1989-90.
The enabling
legislation for the establishment of Savannah State College was passed by the General
Assembly of the State of Georgia on November 26, 1890. The Act "established in
connection with the State University, and forming one of the departments thereof, a school
for the education and training of Colored Students."
From June 1 to
August 1, 1891, a preliminary session of the school was conducted in Baxter Street School
building in Athens, Georgia. Richard R. Wright, principal, and three other instructors
comprised the faculty. In October, 1891, the school was relocated to a site near
Thunderbolt, Georgia. In 1892, the Commission of the School for Colored Students named the
school "The Georgia State Industrial College for Colored Youths." The Commission
selected a faculty consisting of a president; instructors in English, mathematics, natural
science; a superintendent of the mechanical department; and a foreman of the farm.
The 1893
College Catalog indicated that students were prepared to be useful citizens through
instruction in literary, mechanical, and agricultural subjects. The name of the College
was changed to Georgia State Industrial College in 1932, by which time scientific and
industrial training had been added to the three areas of instruction.
In 1936, the
College became Georgia State College. The forty-third catalog (1936-1937) was the first
publication to identify the institution as a senior college and to indicate that the
College provided varied curricula to meet the needs of the colored people of the State.
Additional aspects of the purpose and aims of the College included a recognition of the
need to prepare students for living in a growing society and a charge to prepare students
for the teaching profession.
The 1948-49 Catalog
described Georgia State College as "a college of applied arts and sciences,
teacher education, and agricultural and vocational technology." The general purposes
of the College were two-fold: to serve the needs of its clientele in such a manner as to
enable them increasingly to recognize, face, and solve their personal, social, and
vocational problems, and to provide optimum opportunity for the development of
personal potentialities in terms of each individual's unique personality and possible
contribution to a democratic society. The specific aims of the College were to assist
students in developing the abilities, skills, knowledge, attitudes, habits, and traits of
character that will enable them to earn a good living in a socially useful livelihood, or
to pursue a graduate program of professional or technical education; to help them develop
well-rounded, wholesome, spiritually enriched, mature lives; and to enable them to become
effective participants in a democratic society.
In the 1950-51 Catalog
business was added to the description of programs offered by the College; agricultural
technology was omitted, due to the transfer of the land-grant function to The Fort Valley
State College in 1947. The general and specific aims of the College were very similar to
the ones presented in catalogs of the preceding decade.
The 1961-62 ' Catalog
presented the same description as that of 1950-51. The purposes of the College were
two-fold: to afford "students an opportunity to acquire an education that will enable
them to live effectively in a democratic society, and to provide continuing educational
and cultural services for the people of Georgia." Six major objectives were listed.
They were to help students:
1. To gain basic
preparation, personal qualities, and skills which are essential alike to further study,
earning a living, and personal well being;
2. To understand
the nature of mental, emotional, and physical health and to practice habits conducive to
sound personal and community health;
3. To attain
a sharp awareness of social and civic responsibility and live daily as good citizens;
4. To
understand the common phenomena of man's physical environment and use scientific advances
for human welfare;
5. To cherish
a discerning knowledge of man's cultural heritage, respect for foreign peoples and
cultures, and aesthetic appreciation of the creative artistic expressions of the human
spirit;
6. To know
and live by those moral and spiritual values which refine and exalt human life.
The 1971-72 Catalog
presented a statement of philosophy and purpose that reflected the changing social
milieu of the state and nation. In addition to committing the College to the development
of intellectual, vocational, physical, and social competence of the individual student,
the Statement of Purpose said that "the College acknowledges and accepts a special
responsibility to encourage and assist the revolution of rising expectations among
disadvantaged Americans." In light of that responsibility, the College would
"provide an educational and social environment designed to overcome any motivational
and/or educational deficits which the student might have, and then to help the student,
whether he be disadvantaged or advantaged, to expand his knowledge, broaden his outlook,
and develop his talents and individuality
to the end that he can become a creative and active participant in the drama of
life."
In 1978-79, a
new statement of purpose evolved from a study of the mission of the College. This
statement stressed a commitment to the "implementation of an educational program that
would be liberal, responsive, person-centered, performance based, and career and service
oriented." For the first time since 1936-37, the mission statement excluded teacher
education as an area of instruction, this area having been transferred to another
institution as a result of the Regents' Desegregation Plan, 1979.
The 1980
Self-Study Committee on Institutional Purpose revised the 1978-79 statement after
receiving responses from faculty, staff, students, and alumni. The revised statement was
adopted by the faculty in the fall of 1980 and submitted for emendation to the president
of the College. The following statement was approved by the Academic Council, adopted by
the faculty as part of the Faculty Handbook and submitted to the Board of Regents
by the president.
Statement of
Purpose, 1980-81 to 1989-90
Savannah State
College is a four-year, co-educational unit of the University System of Georgia, strongly
committed to the development of the intellectual, social, and professional competence of
individuals. Recognizing its historic commitment to the educational needs of the Black
student as mandated in its original charter of 1890, the College offers quality education
to all students. The Institution offers programs designed to assist students to become
active and creative citizens and to attain their fullest spiritual and moral stature.
Located as it is in an important urban and coastal area, the College is committed to a
major and continuing interest in developing and implementing curricular, co-curricular,
and public service activities that address the issues, concerns, problems, resources, and
opportunities of urban and coastal communities.
Consistent with
the above philosophy, the objectives established by the Institution should enable its
students:
1. To acquire
the knowledge and skills necessary for the satisfaction of personal and societal needs;
2. To
develop individual abilities and intellectual curiosity through re search and other
scholarly activities;
3.
To acquire
specialized training in a chosen field;
4. To broaden
their understanding of and appreciation for their own and other cultures;
5. To develop
an appreciation for mental, emotional, and physical health;
6.
To develop an
awareness of social and civic responsibility;
7.
To enhance
their understanding of the problems and opportunities of urban and coastal communities;
and
8. To
contribute to the resolution of urban and coastal area problems through participation in a
limited number of community oriented projects.
To accomplish
the above objectives, Savannah State College offers instruction leading to the
baccalaureate degree in the disciplines of business, humanities, natural sciences, social
and behavioral sciences, engineering technology, and home economics, and to the master's
degree in business administration. In each of these areas, faculty and students are
encouraged to utilize the urban laboratory represented by the City of Savannah and its
surrounding communities for study and research of urban and coastal environments.
The College
offers associate degrees in engineering technology and marine science technology. The
Naval Reserve Officers Training Corps program prepares students for commissioned service
in the Navy or Marine Corps. The Army Reserve Officers Training Corps program prepares
students for such service in the Army.
A variety of
continuing education programs, such as cultural activities, workshops, and seminars,
provide informal learning experiences for the larger community. Academic enrichment is
provided through student support programs and co-curricular activities.
Revision
Process, 1989-90
In 1989, after
more than three months of study, research, and collection and analyses of responses from
faculty, staff, students, and alumni, the 1988-90 Self-Study Committee on Institutional
Purpose developed a draft statement that was approved by the Self-Study Steering Committee
on February 8, 1989, and by the faculty on February 22, 1989. It was submitted to the
acting president for emendation by him and for submission to the Board of Regents.
A version of
this draft was published in the 1989-90 Faculty-Staff Directory, The draft differed
from the one approved by the faculty in one salient particular; it omitted the following
goal:
To offer
programs which encourage people -- particularly those high school students and
non-traditional students who might not ordinarily seek higher education -- to further
their education.
Because this goal
or statements relating to its essence had appeared in most of the preliminary drafts, the
Committee on Purpose thought that it should be included in order to emphasize the
commitment of the College to the program in Developmental Studies. The newly-appointed
president agreed that cognizance should be made of this aspect of the current mission of
the College. The goal, in a more precise and focused form, is included as Goal 8 in the
Mission Statement published in the 198990 Faculty Handbook, and submitted to the
Office of the Chancellor. The Committee on Institutional Purpose viewed the revision as
part of the on-going review and assessment of the mission statement of the College.
The revised
Statement of Purpose was approved as part of the Faculty Handbook by the Board of
Regents in May, 1990.
Current
Statement of Purpose, 1989-90
Chartered by
the State of Georgia in 1890 as a department of the State University "for the
education and training of Negro students," Savannah State College is a senior,
residential unit of the University System of Georgia whose historic mission, continues to
be important. In addition, the College also embraces all individuals regardless of race,
ethnicity, culture, or age. Central to this mission is a commitment to accessibility and
excellence. Within guidelines established by the Board of Regents, the College encourages
applications from all who are interested in pursuing higher education and admits students
with varying levels of college preparedness. Through its devotion to teaching, the College
endeavors to produce graduates who can effectively compete with their counterparts from
other institutions for employment in business, industry, human services, communications,
government, and the military; who succeed in post baccalaureate programs of study; and who
in their roles as workers, citizens, and individuals evidence broad intellect, uphold
democratic principles and values, respect individual and cultural differences, and promote
social justice.
Believing that
a strong liberal arts foundation enhances career preparation and promotes lifelong
learning, the College requires students to complete a core curriculum in the humanities,
the sciences, and the social sciences in addition to the requirements of their chosen
fields of study. In the context of a nurturing environment, the College seeks to utilize
the abundant possibilities for experiential and service learning, the challenging
potential of recent technology, and the richness of world cultures to enhance students'
learning; to respond to their differing cognitive styles; to help them meaningfully link
past, present, and future; and to prepare them for meeting the challenges of the global
community.
The College
purports to develop and implement curricular, co-curricular, research, and public service
activities that collectively address problems, issues, resources, and opportunities of the
coastal area, the state, the nation, and the larger world. Additionally, as an
historically Black institution, Savannah State College is a unique cultural resource for
the coastal region and as such endeavors to interpret and transmit the Black legacy to
all.
Currently the
College pursues its mission through efforts to achieve the following goals:
1. To prepare
undergraduate students in the areas of business, the humanities, the sciences, the social
sciences, and engineering technology for careers and/or advanced study;
2. To prepare
graduate students for careers in business, public administration, and social work;
3. To
introduce students to the content, structure, and methods of inquiry in the broad fields
of knowledge;
4. To
strengthen students' basic skills in communications, quantitative thinking, and
independent study;
5. To
cultivate in students habits of critical thinking and problem solving;
6. To
increase students' social competence in multi-racial, multi-ethnic, and multi-cultural
settings;
7. To deepen
students' commitment to advocacy for human welfare and human rights;
8. To offer
learning opportunities for students with potential who might not ordinarily seek higher
education;
9. To foster
students' personal-social development in respect to physical fitness and wellness,
personal effectiveness habits, human relations skills, and appreciation of the arts;
10. To implement a support
system for students which includes financial aid, counseling, tutoring, job placement and
follow-up; To provide
activities, programs, and services and to share personnel and physical facilities to help
meet community and regional needs for education, recreation, entertainment, cultural
events, technical assistance, and economic development;
12. To encourage faculty
research and scholarly and creative efforts to help solve problems in surrounding
communities and/or contribute to the academic disciplines.
Review and
Assessment of Statement
The review of
the 1988-89 statement of purpose included the solicitation of responses from faculty,
staff, students, and alumni. Utilizing responses received from a broad spectrum of the
College community, the Committee on Institutional Purpose developed a working draft of a
purpose statement that included the following elements:
a. a brief history
of the institution, with descriptive information;
b. a statement
expressing essential beliefs, values, or intent of the institution;
C. a description of
types of students (with emphasis upon equity/excellence);
d. demographics
(service area);
e. outline of
major functions;
f. description of
skills, knowledge, etc., ideally to be acquired or developed by students.
Intensive
analysis and evaluation of all drafts in light of the principles set forth in Criteria and
other resource documents were completed by the Committee. In response to the question,
" Do you think the current Purpose Statement accurately reflects the overall purpose
of Savannah State College? student respondents answered in the affirmative. The faculty
and staff indicated that they were satisfied with the clarity of the purpose.
Additional
efforts designed to validate the clarity of the statement of purpose included discussion,
interpretation, and paraphrasing of the statement in freshman English classes, with most
of this procedure being oral. Plans are to incorporate a review of the statement in a
writing assignment in freshman English.
The current
statement is comprehensive and includes all of the components and functions of the
College. The statement is accepted by the constituents of the College, presents an
accurate picture of the offerings and functions of the College, and is consistent with
generally accepted standards for colleges. Faculty responses to an item concerning the
extent to which the educational program fulfills the purpose of the College indicated that
the respondents were generally or highly satisfied with this item. The approved statement
appears in the 1990-91 Catalog and in the Faculty Handbook.
The following
Self-study Report will demonstrate that the educational program, educational services,
financial and physical resources and administrative process of the College are adequate
and appropriate to ensure that the College fulfills its stated purpose.
The chief
academic officer of the College is the Vice President for Academic Affairs to whom all
academic deans report. The educational programs are organized under three schools with
deans and one department with a chairman: the School of Business, the School of Humanities
and Social Sciences, the School of Sciences and Technology, and the Department of
Developmental Studies. The faculty is qualified to implement the mission and goals of the
College. The developmental, undergraduate, graduate, continuing education, outreach, and
service programs are designed to implement the stated purpose and objectives of the
College. Each academic unit has completed its revision of unit purposes and goals to
reflect the current College purpose statement. Revisions will be published in the 1990-91 Catalog.
Long-range
planning is organized to promote broad input into the planning process. Each of the
College's ten planning units is responsible for developing planning goals and objectives
for the College's Long Range Plan. These proposed unit goals are reviewed by the
President's Planning Group (PPG), which advises the President on the development of
planning goals and objectives. The President develops the annual and long-range plans,
with staff support provided by the Director of Planning and Research.
The procedure
for assessing institutional effectiveness is the responsibility of the President after
receiving evaluative input from the PPG. In this regard, the PPG receives staff assistance
from the Committee on Institutional effectiveness. The assessment format is as follows.
More details are delineated in the specific area self-study:
1. Statement of
Objective
2. Expected
Results
3. Assessment
Procedures
4. Administration
of Assessment Procedures
5. Use of
Assessment Findings
The planning
and assessment processes also govern the operations of the educational support services of
the College, which include the library, instructional support services, computer services,
student development services, and intercollegiate athletics. These areas also have their
own detailed plans and assessment, which point them in more effective ways to accomplish
the stated mission and goals of the College. Institutional advancement programs are
organized under and directed by the Office of Development and College Relations and also
help to carry out the stated purpose and objectives of the College. Financial and physical
resources are adequate for the support and implementation of the purpose and goals of the
College for now and the near future. The planning process has been refined so that
planning and budgeting are integrated.
The
administration of the College is responsible for ensuring that the College meets and
continues to achieve its stated purpose. The organizational plan is clear; the planning
process is well-defined; and the assessment (effectiveness) procedure has been published
and discussed in workshops and other meetings with the faculty, staff and students.
The instrument
designed for obtaining responses from graduating seniors concerning their level of
satisfaction with their experiences at the College asks them to evaluate certain programs
and services. The results of the June, 1990, survey indicated that respondents were
satisfied with instruction in the core curriculum and in major courses, instruction which
relates clearly to the College mission statement and goals. Other areas surveyed included
the contributions of College experiences to the development or improvement of specific
skills and competencies.
Suggestion:
A full analysis
and evaluation of the current statement of purpose will be implemented in 1991-1992 and in
four-year cycles thereafter.
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