"When you get to the future - when you become the doctor or - - PowerPoint PPT Presentation

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"When you get to the future - when you become the doctor or - - PowerPoint PPT Presentation

Jun 09, 2023 10 likes •277 views

The K-Plan and Kalamazoo Colleges High Ranking in Baccalaureate Origins of Doctorates Anne Dueweke Assistant Provost Institutional Support and Research Paul Sotherland Associate Professor and Chair Department of Biology "When you

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The K-Plan and Kalamazoo College’s High Ranking in Baccalaureate Origins of Doctorates

Anne Dueweke Assistant Provost Institutional Support and Research Paul Sotherland Associate Professor and Chair Department of Biology

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"When you get to the future - when you become the doctor or write the novel - you'll find that your future nows are just as contingent, just as uneasy, just as "present-like," as is your present today. So it turns out that cultivating education - a sense

  • f self that perpetually, restlessly looks for meanings in

situations and facts and ideas - is a crucial resource for the future, because the future is a series of contingent moments just like the present." Andrew Abbott, 2002

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Take-home Messages

More than anything else,

  • ur version of a liberal arts education
  • Seems to help students develop into independent,

life-long learners

  • Provides experiential components that contribute to

the intellectual and personal development of students

  • Expands the foundation created by coursework
  • Fosters participation in experiential education
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2004 Baccalaureate Origins of PhDs Data

From the Higher Education Data Sharing (HEDS) Consortium

Ranking for all disciplines: 18th among all institutions

Kalamazoo College is among the top 30 in ten fields Life Sciences 4th Foreign Languages 4th Chemistry 8th Linguistics 16th Physical Sciences 13th Sciences and Engineering 12th Psychology 14th Computer Science 25th Economics 17th Mathematics 30th

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Top 15 Institutions Leading in Production of Scientists

(From: Origin of American Scientists, 1952)

Reed California Institute of Technology

Kalamazoo College

Earlham Oberlin University of Massachusetts Hope DePauw Nebraska Wesleyan Iowa Wesleyan Antioch Marietta Colorado Cornell Central

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Reed College California Institute of Technology Swarthmore College

Kalamazoo College

University of Chicago

  • Univ. of the Sci. in Philadelphia

Earlham College Massachusetts Institute of Technology

  • Univ. of California-San Francisco

Johns Hopkins University Grinnell College SUNY College of Env. Sci. and Forestry Carleton College Haverford College Harvey Mudd College

Top 15 Institutions Leading in Production of Doctorates in Life Sciences (From: HEDS, 2004) Top 15 Institutions Leading in Production of Doctorates in Foreign Languages (From: HEDS, 2004)

Bryn Mawr College Grinnell College Reed College

Kalamazoo College

Amherst College

  • St. John's College

Bennington College University of the South Yale University Lawrence University Middlebury College Mount Holyoke College Barnard College Haverford College Oberlin College

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Baccalaureate Origins of PhDs: Sciences and Engineering Top 30

5 10 15 20 25 30 35 40 45 50 Weight ed Rank: 1971-1980 Weighted Rank: 1976-1985 Weight ed Rank: 1981-1990 Weight ed Rank: 1986-1995 Weight ed Rank: 1991-2000 Cal i f or ni a Insti tute of T echnol ogy Har vey M udd Col l ege M assachusetts Insti tute of T echnol ogy Reed Col l ege Swar thmor e Col l ege Car l eton Col l ege Uni ver si ty of Chi cago Pr i nceton Uni ver si ty Ri ce Uni ver si ty Haver f or d Col l ege Kal amazoo Col l ege Gr i nnel l Col l ege Johns Hopki ns Uni ver si ty Case Wester n Reser ve Uni ver si ty Pomona Col l ege Yal e Uni ver si ty Ober l i n Col l ege Br yn M awr Col l ege Stanf or d Uni ver si ty Renssel aer Pol ytechni c Insti tute Wi l l i ams Col l ege Ear l ham Col l ege Br own Uni ver si ty Car negi e M el l on Uni ver si ty Har var d Uni ver si ty Uni ver si ty of Rochester Bel oi t Col l ege Duke Uni ver si ty Amher st Col l ege Occi dental Col l ege

Why the noteworthy increase in rank?

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The K-Plan

Our experiential approach to a Liberal Arts Education

  • On-campus liberal arts curriculum
  • Career Development Internships
  • Study Abroad
  • Senior Individualized Project
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Kalamazoo College

STEM Participation in Study Abroad 1998-2002 Graduates

Total Study Study Graduates Abroad Abroad % BIOLOGY 190 160 84% CHEMISTRY 66 53 80% COMPUTER SCIENCE 39 26 67% HEALTH SCIENCE (pre-med) 92 75 82% MATHEMATICS 34 30 88% 3-2 ENGINEERING (Physics) 17 11 65% PHYSICS 30 20 67% TOTAL STEM & Study Abroad 470 376 80%

80% of all students participate in Study Abroad, typically for six months at one of 50 sites around the world

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Positions of Intellectual Development

GENERIC

"FORMS" "WAYS" "MODES"

POSITION

PERRY BELENKY ET AL. NELSON Received Knowing Sergeant Friday Red Dualism

"No Voice" ... "Radio Voice" ... "Oppositional Voice" "Just the FACTS"

Subjective Knowing Baskin Robbins Yellow Multiplicity

"One opinion is as good as "Own Voice" any other"

Procedural Knowing Playing Disciplinary "Games" Blue Contextual

Separate ... Connected "So that's why you think (act) the

Relativism

"Speak in measured tones" way you do"

Constructed Knowing Taking a Stand Green Commitment

"Some 'games' work for me "Passion restored to voice" better in different situations"

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Alumni Survey

  • Sent to 826 alumni who earned a doctorate
  • Return rate of 53%
  • About 75% of respondents experienced K-Plan
  • Data presented today are from this group only

So…what did we find?

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What attracted students to Kalamazoo College?

  • K-Plan and Study Abroad
  • Strong liberal arts education
  • Overall academic reputation
  • About 50% were attracted by reputation in

the sciences.

  • About one-third were attracted by strength
  • f preparation for graduate school
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  • Students were moderately to very certain

about their intended major at matriculation.

  • Intended majors were predominantly in the

sciences – Biology, Chemistry, English, Health Sciences, Mathematics, and Physics.

  • Interestingly, predominant majors at

graduation were the same with the addition

  • f Psychology.
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Approximately one-quarter of the students had earning a doctorate as a long-term goal when they entered college. Of those remaining, 52% decided while in college to earn a doctorate after graduation.

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Valuable to Very Valuable Contributors to Success in Graduate School

  • Coursework in the major

– Rigor (90%) – Content (84%)

  • Senior Individualized Project (87%)
  • Relationships with faculty (72%)
  • Rigor of coursework outside the major (74%)
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Write Effectively

Valuable for Success in Graduate School - 92% Crswrk CarDev StAbr SIP

Contribution to Development

20 40 60 80 100

Think Critically

Valuable for Success in Graduate School - 99% Crswrk CarDev StAbr SIP

Contribution to Development

20 40 60 80 100

Think Analytically

Valuable for Success in Graduate School - 97% Crswrk CarDev StAbr SIP

Contribution to Development

20 40 60 80 100

Conduct Research Effectively

Valuable for Success in Graduate School - 93% Crswrk CarDev StAbr SIP

Contribution to Development

20 40 60 80 100

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Synthesize/Integrate New Ideas/Information

Valuable for Success in Graduate School - 97% Crswrk CarDev StAbr SIP

Contribution to Development

20 40 60 80 100

Solve Unscripted Problems

Valuable for Success in Graduate School - 91% Crswrk CarDev StAbr SIP

Contribution to Development

20 40 60 80 100

Have Self-Confidence

Valuable for Success in Graduate School - 93% Crswrk CarDev StAbr SIP

Contribution to Development

20 40 60 80 100

Acquire Skills/Information

Valuable for Success in Graduate School - 97% Crswrk CarDev StAbr SIP

Contribution to Development

20 40 60 80 100

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Speak Second Language

Valuable for Success in Graduate School - 36% Crswrk CarDev StAbr SIP

Contribution to Development

20 40 60 80 100

Consider Issues/Problems from Various Points of View

Valuable for Success in Graduate School - 85% Crswrk CarDev StAbr SIP

Contribution to Development

20 40 60 80 100

Adapt to New Situations

Valuable for Success in Graduate School - 90% Crswrk CarDev StAbr SIP

Contribution to Development

20 40 60 80 100

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Compared with peers in graduate school, our graduates felt adequately prepared in their content area. Our graduates also felt they had better than average preparation in academic skills.

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Developing a commitment to further study was enhanced primarily by the following:

  • Coursework (primarily in the major)
  • Faculty encouragement and relationships

with faculty

  • Meeting with academic success
  • Experiences encountered while carrying out

the Senior Individualized Project

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Enhanced On-Campus Learning

CarDev StAbr SIP

% of alumni

20 40 60 80 100

Instilled or Enhanced a Love of the Discipline

Crswrk CarDev StAbr SIP

% of alumni

20 40 60 80 100

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Did participation by other students on campus encourage you to participate? Yes Yes Career Development Study Abroad Yes Yes

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Did participation by other students on campus enhance your experience? Career Development Study Abroad SIP Yes Yes Yes

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Study Abroad did not detract from success in graduate school for 65% of the respondents. Of those who said it did detract somewhat from graduate school success, 83% indicated the trade-off was definitely worth it.

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Inferences

Through the K-Plan we

  • Create an environment that encourages students to

learn experientially

  • Provide experiential components that enhance

traditional classroom learning

  • Foster development of students who embody critical

thinking and connected knowing and who are self- directed, life-long learners

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Through the K-Plan we also strive to nurture President Hoben’s “Fellowship in Learning”

…and…”to this fellowship, this self-discovery, with its attendant joy of purposeful living, Kalamazoo College welcomes succeeding generations of students and sends them out into the wide, wide world possessing something of the likeness and life of their Alma Mater – the scholar’s spirit to human welfare.”