enriched educational environment.
According to the 2011 Adult Student Priorities Survey, students tell us they have been transformed by an Antioch education (on the 7-point scale, 6.57 in importance and 6.26 in satisfaction). Our graduates (80%) tell us their personal and professional lives have been changed for the better. We believe this is not solely because of what happens in the formal classroom but also because of the learning that occurs in the enriched educational environment of Antioch University’s campuses.
Subcomponent 3.E.1. Co-curricular programs are suited to the institution’s mission and contribute to the educational experience of its students.
Providing and supporting co-curricular activities for an adult commuter student population, the majority of whom work and have families, is necessarily different than providing co-curricular activities for traditional-age students at a traditional residential institution. We have no sports teams or club sports, for example. Antioch University students enjoy a rich array of extracurricular activities designed to enhance their academic and professional learning and contribute to their understanding of, and engagement with, the University’s mission, such as lectures, events and partnership activities. As such, these activities emphasize Diversity and Global Perspectives, Social
Economic and Environmental Justice, and Creativity and Innovation. The University’s co-curricular activities connect students with their communities, providing opportunities for service as well as professional
development. They connect students with diverse cultures, and encourage their sense of belonging and engagement with the world at large. And, they develop the habit of lifelong learning.
In terms of environments enriched by co- curricular activities that relate to serving the multicultural society in which our students are living and working, samples include:
n Coast Salish Tribes Canoe Journey
hosted by AU Seattle. Participation in this annual event creates opportunities for community engagement/service learning along with study of the tribal histories and culture. While offered in conjunction with a course, other students are also invited to participate.
n Community Seder (annually) and Sustainable Supper (once a semester)
hosted by AU Los Angeles. These bring awareness to multiple religions, social justice issues, and other topics while sharing food in community.
n Gay Pride and AIDS Awareness parades, in which both AU Seattle and AU
Los Angeles participate.
n Dialogue and Diversity Through the Arts film series hosted by AU Santa Barbara including a presentation of the film “The Shape of Water” and a discussion with the filmmaker, Dr. Kum-Kum Bhavani.
In terms of environments enriched by co- curricular activities that relate to advancing social, economic, and environmental justice, a sample includes:
n Disaster Shakti program AU New
England. This is a disaster recovery outreach design and implements social justice outreach to disaster-affected communities, including Haiti (earthquake) Rwanda (HIV), Mexico (flooding), South Africa (HIV/AIDS), United States (hurricane), and India (tsunami).
n Women’s Education Program at AU
Seattle. This project provides educational and social support services for women who are or have been homeless. Students, faculty, and staff from across the campus work together on this project.
n International Humanitarian Law and Education: A lecture series at AU Seattle.
This educational series is open to all members of the community at large.
n Participatory Action Groups n Black Student Union (AU Seattle) n Inclusion and Justice Committee
(AU PhDLC)
n Student Action Network
(AU Los Angeles)
n Environmental Studies Student
Alliance (AU New England)
n Think Outside The Bottle Antioch
(AU New England)
n Conflict Analysis and Engagement: A lecture series hosted by AU Midwest.
n Recyclemania AU Seattle participates
in this friendly national competition for college and university recycling programs to promote waste reduction activities to their campus communities. Students, staff and faculty get involved in this project. This year, AUS placed second among schools across the country in the Grand Champion Division.
n Conservation Psychology Institute
(AU New England). This brings together scholars, students, professionals, and a gifted psychology and organizational development faculty to explore how the tools of psychology can be used in a wide range of effective conservation and sustainability practices.
In terms of environments enriched by co- curricular activities that relate to supporting creativity, a sample includes:
n Art Studio (AU Seattle) The studio is
available to students, faculty, and staff for personal projects.
n Poetry for Peace (AU Midwest). n Literary Uprising (quarterly) and Arts Uprising (Fall)
(AU Los Angeles) These events showcase works of students, faculty, staff, and alumni.
n Ocean Advisory Series
(AU Santa Barbara).
n Antioch Voice (AU Midwest).
Subcomponent 3.E.2. The institution demonstrates any claims it makes about contributions to students’ educational experience by virtue of aspects of its mission, such as research, community engagement, service learning, religious or spiritual purpose, and economic development.
Antioch University’s mission is “to empower students with the knowledge and skills to lead meaningful lives and to advance social, economic, and environmental justice.” Antioch University can claim it contributes to student’s experiences by virtue of its mission, and that it has a profound effect on its students that lasts beyond their time in our programs. Our alumni tell us so.
Antioch University alumni demonstrate their engagement through contributions to their communities. Approximately 40% of the 923 alumni who responded to the Fall 2011 survey volunteer in their communities, such as serving as youth mentors, school volunteers, or with social service organizations. Another 34% serve their communities in work-related activities, such as being employed in nonprofit community service agencies or participating in company-sponsored community projects as part of their jobs. In addition, alumni serve on community boards and participate in political work.
Antioch University alumni are recognized as leaders and important contributors to their communities. About 63% of the 850 alumni who responded indicated that they serve in a leadership capacity in their local community. In addition, approximately one-third (34.6%) of the 852 Antioch alumni who responded to this item indicated that they had received academic or professional recognition since they graduated from Antioch University. Component 3.E. Summary
Antioch University provides co-curricular activities that reinforce its commitment to diversity and social, economic, and environmental justice. Through the successes and contributions of our students and alumni, Antioch University demonstrates that it fulfills its mission and does, indeed, inspire social action.