Updated January 16, 2017
d.
Portfolio
Expectations
151
10.
Faculty Expectations - Innovation
153
a.
Individual Expectations
153
b.
Individual
Review Process
156
c.
Portfolio Expectations
157
11.
Faculty Expectations - Engagement
158
a.
Individual Expectations
158
b.
Individual Review Process
160
c.
Portfolio Expectations
161
12.
Faculty Expectations - Impact
162
a.
Individual Expectations
162
b.
Individual Review Process
166
c.
Portfolio Expectations
167
13.
Adjunct Faculty Expectations
170
Addendum A. - AACSB Specific Information
1.
Faculty Qualifications
a.
Scholarly Academic (SA)
definition
b.
Practice Academics (PA) definition
c.
Scholarly Practitioner (SP) definition
d.
Instructional Practitioner (IP) definition
e.
Recordkeeping - Table 15.1
1.
2014-2015
2.
2015-2016
3.
2016-2017
2.
Intellectual Contributions
a.
Guidelines
b.
Definition of Quality
c.
Recordkeeping - Table 2.1
1.
2010-2014 (reported Fall 2014)
2.
2011-2015 (reported Fall 2015)
3.
2016-2017 (reported Fall 2016)
d.
Recordkeeping - Table 2.2
1.
2010-2014 (reported Fall 2014)
2.
2011-2015 (reported Fall 2015)
3.
2016-2017 (reported Fall 2016)
Addendum B. - Curriculum and Assessment
1.
Curriculum Change Process
a.
Program Change
Updated January 16, 2017
b.
Existing Course Change
c.
New Course
d.
Course deletion
e.
Distance education course proposal
f.
Faculty-led study abroad course proposal
2.
Assessment Process
a.
Annual and comprehensive planning
b.
Annual
assessment
c.
Annual review
d.
Curriculum changes arising from assessment
3.
Academic program review process
Approved June 2015
Updated December 14, 2016
1
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Table of Contents
A.1 SCHOOL OF BUSINESS ADMINISTRATION MISSION
In support of the Fort Lewis College mission, the mission of the School of
Business Administration is to provide an accessible, high quality,
baccalaureate business education grounded in a liberal arts foundation
and offered in a student-learning focused environment.
A.2 PHILOSOPHY
Personal learning
We believe that the learning experience is enhanced when classes are offered in
smaller, more personal settings and taught directly by highly qualified faculty.
Student growth is enhanced when students have the opportunity to participate
more fully in their education and interact with other students and faculty in close
learning communities.
Impactful, diverse learning experiences
We believe that rich, diverse learning experiences are instrumental to students’
intellectual, professional, and personal growth. In fulfilling our commitment to
develop the whole person, we are committed to providing a curriculum diverse in
experiential and applied learning activities. We also demonstrate this commitment
by providing opportunities for international and community-based learning
experiences.
Quality and innovation
We believe that a balance of quality assurance, continuous improvement, and
innovation is vital to our ability to successfully carry out our mission and adapt to
the ever-changing needs of our students and community. We are committed to