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College of Health, Education and Human Development

Shaping and Leading South Carolina's Future

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  • The Beginning

    During the summer of 2006, Dean Larry Allen and a group of HEHD faculty members created a white paper titled: "Preparing HEHD Graduates to Shape South Carolina's Future." The white paper would later be known as the HEHD disciplines.

    The purpose of the white paper was to present some thoughts and ideas of how the college might prepare its students to work and lead in an integrated human service system to address the complex needs and concerns of the citizens of South Carolina.

    The paper suggested developing a college-wide strategy that prepares students to lead and work in an integrated system of human services involving all resources in a community.

  • 08.17.06 - Dean's Advisory Council Reviews the Disciplines

    During the 2006 College of Health, Education, and Human Development (HEHD) Administrative Retreat, a team of faculty presented the white paper to the Dean’s Advisory Council (DAC). The DAC reviewed the white paper and made recommendations.

    During the 2006 College of Health, Education, and Human Development (HEHD) administrative retreat, a team of faculty presented a white paper, now known as the six HEHD disciplines, to the Dean’s Advisory Council (DAC). The DAC reviewed the white paper and made recommendations.

  • 8.29.06 - 12.19.06 - Second White Paper Created

    After considerable discussion, by faculty and staff, an additional group of faculty refined and summarized the white paper.

    After considerable discussion by faculty and staff, an additional group of faculty refined and summarized the white paper. Dean Allen then charged the group to:

    • Develop a conceptual framework for the ideas and put it into a logical statement for all in the college to grasp, endorse and commit to;
    • Articulate the knowledge, skills, experiences, and disposition students should possess;
    • Articulate learning experiences, including Creative Inquiry and e-portfolios; and
    • Prepare a clear and succinct document for presentation to the entire faculty.

    The committee developed the next draft of the white paper for response by the College: "Preparing HEHD Graduates to Shape South Carolina’s Future: Further Thoughts."

  • 12.07.06 - Response from Faculty and Staff

    Shaping and Leading South Carolina's Future: A history of The Clemson University College of Health, Education, and Human Development White-paper and Learner Dispositions

    Dean Allen provided all HEHD faculty and staff with the second paper.

    He mentioned they would see a change in the conceptual direction from the original white paper but that it still held to the basic theme of better preparing graduates to be effective change agents through an integrated system of human services.

    He encouraged all to provide feedback and suggestions.

    • 01.22.07 - 04.04.07 - Developing and Refining

      Shaping and Leading South Carolina's Future: A history of The Clemson University College of Health, Education, and Human Development White-paper and Learner Dispositions

      HEHD will prepare professionals who, in addition to content knowledge and skills, hold these six dispositions:

      • Possess skills necessary to work collaboratively with individuals, families, and community groups from diverse backgrounds;
      • Possess skills necessary to lead effectively and creatively in complex and changing environments and to become agents of change;
      • Demonstrate flexibility, resilience, and adaptability, caring, ethical decision making and ethical conduct;
      • Possess knowledge of organizational behavior and how governance and systems work;
      • Engage in professional development for continual growth and life-long learning; and
      • Attain a global perspective and level of knowledge and skill necessary to succeed in a complex global economy.
    • 01.22.07 - 04.13.07 - Input from Faculty, Staff, & Students

      Shaping and Leading South Carolina's Future: A history of The Clemson University College of Health, Education, and Human Development White-paper and Learner Dispositions

      In January and February, several of the authors of the white paper and the dean met with each unit in the college.

      At these meetings attendees focused on the one-page summary and discussed the following:

      1. Build a shared understanding of the principles and concepts presented;
      2. Learn what each unit is doing now in relation to these principles and concepts; and
      3. Determine what principles and concepts are not being addressed

      Dean Allen asked faculty and staff to "please remember that our goal is to provide our students with the best possible education that prepares them to address the complexity of issues and problems facing our constituent groups especially the citizens of South Carolina.

      "We want to take full advantage of our uniqueness as a college. We have the opportunity to provide a distinctive educational experience for our students because of the unique strengths we possess as a college. The collaborative experiences we can provide far exceed what can be provided by many of our peer programs and institutions.

      "Further, by utilizing the unique configuration of our college we should be able to provide our students with a comprehensive understanding of creating and leading an integrated system of education, health and human services."

      • 04.06.07 - Present - Supporting the HEHD Disciplines

        Shaping and Leading South Carolina's Future: A history of The Clemson University College of Health, Education, and Human Development White-paper and Learner Dispositions Many important ideas and suggestions were made at the unit meetings. One thing that was made clear in all meetings was a feeling that much of what is stated in our guiding principles is being done already.

        Therefore, one of the next steps the college is taking is to celebrate the successes that support the guiding principles. The faculty will do this in part by writing abstracts of curricular efforts and other learning projects that address these principles and by communicating these abstracts to everyone in the college.

        These abstracts will also be placed in documents and on the website to promote the college's many successes.

      • 07.16.07 - 7.19.07 - Premier HEHD Summer Institute

        Shaping and Leading South Carolina's Future: A history of The Clemson University College of Health, Education, and Human Development White-paper and Learner Dispositions

        In recent years, the faculty, staff, and students in the College of Health, Education, and Human Development have worked together to refine the college's vision and mission statements and agreed on a motto: "The Engaged College with a Personal Touch." Together, the college has most recently expanded its guiding principles.

        To support this initiative, the college has developed an institute titled "Integrating the Clemson Experience: Inside and Outside the Classroom." This institute will be an opportunity for faculty to engage in developing new creative initiatives for students that support the HEHD Disciplines.

        This institute will encourage HEHD faculty and CU student affairs staff to learn more about academic and student affairs on the Clemson University campus.

      • 2008 - 2009

        An ad-hoc learner disposition advisory committee was developed and charged with thinking imaginatively about how to infuse the learner dispositions into the academic units within the college. The committee concluded that it was important to highlight the fact that these learner dispositions are developmental; that they are continuously relearned in different contexts and with varying degrees of complexity. To that end, the committee made the following recommendation: develop a college-wide assessment system that examines whether students are developing more sophisticated attitudes and understandings toward the six learner dispositions over their four-year college careers.

        • 2009 - 2010

          Shaping and Leading South Carolina's Future: A history of The Clemson University College of Health, Education, and Human Development White-paper and Learner Dispositions

          The goal orientation and learner disposition assessment system was developed. This assessment system will measure student attitudes toward the learner dispositions over the course of the student's four years. The hope is to see a natural progression toward mastery. The idea of mastery is that not only will students have a high degree of skill level with respect to any of the dispositions but will also have the desire to continue to improve their skills, attitudes, and understandings toward these dispositions.

          The following presentation is about the development of the HEHD guiding principles and learner dispositions, and how faculty and staff can engage in learner support in and outside the classroom.

        • Timeline of implementation

          Spring 2010: Pilot study and scale development

          Summer 2010: Administer to incoming freshmen

          Spring 2011: Administer college-wide

          • Credits

            The HEHD Disciplines are the cumulative efforts of many dedicated individuals. The college would like to thank those involved in this white paper for their tremendous contributions and authorship:

            Larry Allen, Nancy Dunlap, Victoria Gentry Gillis, Bill Havice, Antonis Katsiyannis, Fran McGuire, Diane Riccardi, Dee Stegelin, & Paula Watt.

            In addition, we wish to thank all the faculty, staff, and students who participated in meetings as the guiding principles were being developed.

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