Texas Christian University

Transcription

UNIVERSITY PARENT
GUIDE
2011 Texas Christian University
2012
CAMPUS RESOURCES – LOCAL INSIGHT – HELPFUL INFORMATION
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TCU Guide
Comprehensive advice, information for campus success
Welcome to Texas Christian University!
Our Mission
The Chancellor’s Leadership Program (CLP)
The TCU Leadership Center:
Providing Opportunities for Students to Create Positive Change
Community Involvement and Service-Learning: Change through Service
Campus Map
Model United Nations: Diverse Perspectives on Global Issues
Community Renewal: Building Community through Relationships at TCU
TCU History
Parents Staying Connected
Fort Worth Community
Make the most of your visit by getting to know the area
32 | Welcome to Fort Worth!
34 | About Fort Worth
36 | Resources
Must-have knowledge to navigate your way
36 | TCU News
38 | Proud Supporters
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Greetings!
Welcome to the TCU Parent Guide!
Whether you are the parent of a
curious prospective student, an
excited newly enrolled student, or
an active and engaged upper-class
student, this Guide is for you!
As you will note from the page on the
right, the mission statement of the
university is truly the guiding beacon
for all that we do. The articles that
follow provide insight into the university
using the categories illuminated by
these words: to educate individuals,
ethical leaders, responsible citizens
and the global community.
The phrase “ethical leadership” is
explained by a comprehensive discussion
about the TCU Leadership Center. From
the State of Leadership conference
to workshops and trainings, to the
Leadership Scholar Program students
have many opportunities to access and
develop their leadership skills, as well as
apply these skills in ways that leave the
world a better place than they found it.
In addition, you also will find a brief
history of TCU as well as specific
information about programs and
services provided for our parents. The
Parent and Family Programs office
offers a monthly newsletter, updates
of important “breaking news,” and a
website - just to name a few. See www.
parents.tcu.edu for more information.
This overview barely scratches the surface
on the many remarkable ways that TCU
faculty, staff, and students live out the
mission statement of the University. If
you have not already done so, please
go to the website, www.tcu.edu, to learn
more about how very exciting it is to
be a member of the TCU community!
Go Frogs!
Dr. Kay Higgins
Director of Parent & Family Programs
Associate Dean of Student
Development Services
The article provided by the office of
Community Involvement and Service
Learning is an opportunity for you to
see how responsible citizenship is alive
and well at TCU and in the Fort Worth
community. TCU classes, in a variety
of disciplines, address specific needs
within the Fort Worth communityThese
service experiences serve as hands-on
learning to increase the significance of
the academic learning in the classroom.
Finally, the articles on the Model United
Nations program and Community Renewal
highlight the importance of understanding
and embracing the global community.
These programs are only two of the
many ways that students are encouraged
to embrace the world as their home.
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To Educate Individuals
The Chancellor’s Leadership
Program (CLP)
The Chancellor’s Leadership Program is a four year interdisciplinary, cocurricular cohort based leadership development program based on the
Social Change Model of Leadership Development. The Social Change
Model uses the 7 C’s (Consciousness of Self, Congruence, Commitment,
Collaboration, Common Purpose, Controversy with Civility, and Citizenship)
as guiding values in creating positive change within our communities.
First year students apply for admission
into the program during the fall of
their first year. An online application,
recommendation and an interview are all
required for consideration for the program.
During the selection process, the student
Steering Committee and Leadership
Center Staff review applications and
conduct interviews seeking candidates
that exemplify individual leadership
qualities, collaborative leadership
experience in activities and pursuits, and
responsible citizenship through community
engagement and development.
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Throughout the program, Fellows
engage in activities such as retreats,
cohort community development
projects, conferences and workshops,
and an intentional series of
seminars. The seminars include:
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Social Change - an in-depth focus
on the 7 C’s and the exploration
of individual talents and personal
philosophy of leadership.
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Ethical Leadership - uses Nine
Check Points for Ethical DecisionMaking to address the complexities
of ethics and how they relate
to ethical decision making.
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Intercultural Leadership – uses
the Intercultural Knowledge and
Competence VALUE Rubric to
challenge students to explore
personal assumptions and biases,
ideas of privilege, and implications
for being socially responsible
for others and our community.
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Responsible Citizenship – a
culmination of the Social Change
Model, Ethical and Intercultural
leadership as they relate to the
individuals role in addressing
positive social change and
community development.
In their junior year, CLP Fellows will
declare a community Legacy Project that
they intend to design and implement in a
community they identify. This experiential
learning piece allows each Fellow to
live the curriculum by researching and
investigating a need in their community
and how to implement positive social
change fueled by their passion. At the
conclusion of their CLP experience, CLP
Senior Fellows participate in a Legacy
Ceremony to present their Legacy
Projects. Each graduating Fellow
receives a medallion in recognition of
their efforts and commitment to seeking
personal leadership growth and a
greater purpose in their communities.
Since its inception in summer 2004,
CLP has generated opportunities that
allow students to follow their passion
and align it with their academics,
relationships and activities. Due to its
interdisciplinary nature, CLP generates
unique, challenging and progressive
conversations that encourage
individual and group development.
CLP Fellows graduate with a sense of
responsibility to their community and
a passion for changing the world.
More information on the Chancellor’s
Leadership Program and other leadership
development opportunities can be
found at www.leadership.tcu.edu.
Each new CLP cohort is assigned to an
advisor to aid them in their development
throughout the program. Advisors
are TCU Leadership Center staff and
provide coaching, encouragement,
facilitation and resources for CLP
Fellows. Advisors work closely with their
cohort by facilitating seminars, meeting
individually, attending CLP activities and
retreats, and working diligently to build
relationships and vest in the interests
of their CLP Fellows. The advisor
relationship creates a unique opportunity
for Fellows to explore their talents and
passions, receive feedback and support
for their ideas, and to be challenged
to exceed their own expectations.
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Ethical Leaders
2010 State of Leadership Conference Themes:
The TCU Leadership Center:
Providing Opportunities
for Students to Create
Positive Change
In 1993, the Division of Student Affairs at
TCU created the TCU Leadership Center
in order to expand its commitment to
leadership development and community
engagement. Today, the TCU Leadership
Center serves as TCU’s premier
resource for leadership development,
serving thousands of students, faculty,
staff, and community members with
skills-based, interactive training
and resources that ensure thorough
exposure to contemporary leadership
topics and theories. The Center brings
students of all majors together with
faculty and community members to
explore leadership and social change
on a local, national, and global level.
Regardless of students’ chosen majors
or career paths, they have the ability to
act and positively effect change in their
communities. The programs offered by the
TCU Leadership Center help students to
live by the mission statement and offer a
range of ways to get out of the classroom
and put leadership into practice.
A small sampling of TCU Leadership
Center programs that provide
opportunities for students to create
positive change includes the following:
The State of Leadership Conference
The State of Leadership Conference is
an annual statewide, two-day leadership
conference designed to engage students
around a particular aspect of leadership
and encourage students to be changeagents. This initiative is co-sponsored
by TCU’s Neeley School of Business.
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In 2010, the conference kicked off with
the Institute Dinner which highlighted the
year’s conference themes, Community
Renewal and Social Entrepreneurship,
and the keynote speaker, Donnie
Hodge, President of Knights Apparel. In
addition to a fun evening, the Institute
Dinner provides student leaders from
TCU and Universities across the state
to sit with local community leaders
and talk about leadership as it applies
to a particular field or type of work.
The second day of the conference
focuses on giving students a meaningful
experience and the skills needed to
implement the concepts discussed. This
year, the morning kicked off with site visits
to community agencies Catholic Charities
Diocese of Fort Worth Inc. and Eastside
Fort Worth YWCA and representative
speakers from each agency. Students
then had lunch at Z’s Café, a family owned
and operated restaurant in partnership
with Samaritan House a local nonprofit
that reaches out to people who have
been affected by HIV/AIDS. (To date,
49 Samaritan House residents have
found employment at Z‘s Café, learning
business skills and gaining valuable work
experience at the grassroots level.)
Community Renewal
“Community Renewal International works to restore the foundation of a safe
and caring community by rebuilding the system of caring relationships. It’s a
large task and, indeed, no one individual or organization can tackle it alone…
This is our task: to become other-centered rather than self-centered.”
-Mack McCarter, founder and coordinator of Community Renewal International
Social Entrepreneurship
“Social entrepreneurs identify resources where people only see problems. They
view the villagers as the solution, not the passive beneficiary. They begin with the
assumption of competence and unleash resources in the communities they’re serving.”
-David Bornstein, author of How to Change the World: Social
Entrepreneurs and the Power of New Ideas
Alta Gracia is a new brand of t-shirts,
sweatshirts and hoodies on college
campuses all over the country that
offers students, their families and alumni
the opportunity to give the workers
who sew this clothing a pathway out
of poverty. Without charging more
than other major brands, Alta Gracia
pays its workers a wage that enables
them to provide adequate food,
clean water, clothing, shelter, health
care, child care, and education for
themselves and their families--a “living
wage”—and hope for a better future.
Alta Gracia worked with the Workers‘
Rights Consortium (WRC), an independent
watchdog, to develop a robust code
of labor standards. The WRC has long
been one of the toughest critics of labor
practices in the apparel industry. Every
Alta Gracia product carries a tag from
the WRC confirming that the product
was sewn at a factory that respects
workers‘ rights. So when you see the
WRC tag on an Alta Gracia t-shirt or
sweatshirt, you can be sure that it was
sewn by workers who are paid a living
wage, have a union to represent them,
and are treated fairly when they come
to work. Alta Gracia is the only clothing
brand anywhere in the developing world
that has achieved these standards.
The brand gets its name from Villa
Altagracia, the town in the Dominican
Republic where the factory is located.
The name means - High Grace.
The conference concluded with an
afternoon of presentations about
community asset mapping
(the process of intentionally identifying the
human, material, financial, entrepreneurial
and other resources in a community)
and the structure of belonging to a
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community as well as group work and
presentations on a YMCA case study.
Workshops and Training
To help students and organizations stay
ahead of the curve, the TCU Leadership
Center offers a diversity of opportunities
to explore and hone distinct leadership
skills. Students can choose to attend
two to four hour workshops that address
issues such as talent identification and
strengths development, exemplary
leadership practices, and interpersonal
communication. Outside of these
workshops the Leadership Center offers
individual consulting for students who
are interested in learning more about
leadership development and identifying
opportunities that suit their interests.
Organizations can also utilize our services,
as the Center offers customized training
opportunities created to suit the needs
of each organization. A few of the topics
that have been covered include: officer
and membership development, strategic
planning, organizational transition and
change, team dynamics, and difficult
conversations. Staff facilitators and
trainers are knowledgeable in a range of
leadership competencies and models and
collectively have received formal training
in StrengthsQuest, Crucial Conversations,
Franklin Covey’s 7 Habits of Highly
Effective People, Phi Theta Kappa
Leadership Development Studies, Student
Leadership Challenge and the Student
Leadership Practices Inventory, Emotional
Intelligence, and Strategic Futuring.
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The Leadership Scholar Program
Through The Leadership Scholar
Program, the TCU Leadership Center
helps students figure out how act
and positively effect change in their
community. Leadership Seminars are
non-credit, interactive, and free. Take
three core seminars and two elective
seminars and you’ll qualify to wear a
leadership medallion at commencement.
The TCU Leadership Center offers a
variety of leadership seminars designed
to assist students in their leadership
development. These seminars are
open to any student interested in
exploring leadership. However, to
complete the Leadership Scholar
Program and receive a leadership
medallion at graduation, students must
earn a specified number of leadership
credits, depending on when they began
the Leadership Scholar process.
Leadership Scholar candidates
may also earn credits by
participating in the following:
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Celebration of University Leadership
Heifer International
Heifer International Alternative Spring/
Fall Break combines Global Gateway
and team-building exercises with
service projects. The program is both
educational and service-oriented.
Leadership seminar topics include:
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TCU believes that everyone is born
with leadership potential. Leadership
is not about power and position—it’s
about knowing yourself and being
meaningfully engaged in your community.
In the words of John Quincy Adams,
“If your actions inspire others to
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Celebration of University Leadership
is an awards ceremony that honors
and celebrates students who have
displayed outstanding ethical leadership
on campus and in the community. The
pursuit of leadership at TCU is rooted
in the mission statement: To educate
individuals to think and act as ethical
leaders and responsible citizens in the
global community. We are looking to
recognize students who model the mission
statement and are creating positive
change…in themselves, on campus, in the
community, and around the world. This
may be seen in every facet of University
life - from academic departments to
the lounges of the residence halls;
from our athletic teams to the many
co-curricular offices, organizations,
and activities; from our involvement
with local community agencies to the
greater global community; TCU students
are making a mark on our world.
Alternative Break programs combine
interactive learning programs, which
bring awareness of the great need in the
world, with opportunities to give the gift of
students’ time and hard work. The service
activities not only allow participants
to give back but also serve as great
educational tools - both about the value of
giving service to others and experiencing
something for the first time – such as
milking a goat or harvesting vegetables.
Alternative Break programs have a
primary emphasis on education programs,
such as Global Gateway and teambuilding exercises that explore the issues
surrounding hunger and poverty and
sustainable solutions. These are not
mere lectures. They are experiences that
challenge participants to examine their
habits and consumption – in fact, their
core beliefs – on the path to becoming
more responsible global citizens.
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The Center for Community Involvement
& Service-Learning (CISL) exists as a
resource for those looking to engage
students in learning through service.
In fact, several of the programs in this
article have been the recipients of the
service-learning instructional grant made
available through our office. In addition to
incentive funding for course development,
CISL provides technical assistance on
starting or revising service-learning
projects, facilitates partnership-building
with community agencies and peers,
and assists with evaluation of servicelearning experiences. Opportunities for
professional development and networking
are also avail¬able throughout the year.
Responsible Citizens
Community Involvement
and Service-Learning:
Change through Service
TCU’s mission encourages faculty and
staff to provide students with a wellrounded education. We are called not
only to inspire students to excel in their
disciplines but to act responsibly and
ethically in the global community. Servicelearning is an excellent mechanism to
accomplish this mission. As a branch
of Experiential Education, servicelearning is a pedagogy that promotes
learning by active participation in
projects that address current needs of
the community. At TCU, many faculty
and staff have discovered the value of
service-learning and have incorporated
it in their courses and programs.
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Three components are essential for an
effective service-learning experience:
Our Center is proud to share and
celebrate the outstanding work of
engaged TCU faculty, students, and
staff working the community. Recent
projects that support CISL’s mission
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service and learning through reciprocal
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Digital Literacy in Local Schools
The goal of English 30283, Cyberliteracy,
is in part to have students investigate
what it means to be digitally literate. In this
particular section, each student worked
with a local K-12 school to investigate the
degree to which the school has integrated
digital literacy into their curricula.
1. An intentional match between learning
objectives and activities students
engage in at the community site;
At the end of the project, each student
returned to the school with an interactive,
digital presentation (in the form of web
sites and/or films) that provided their
conclusions in a rhetorically appropriate
manner. Students were encouraged
to continue future dialogue with these
schools about digital literacy integration,
curricular discussions, and technology
managment. In the end, students in
this Cyberliteracy class evaluated and
applied theories of digital literacy.
Teaming Up for Group Communication
In Diane Arnold Stamper’s Group
Communication classes, teams of
students conceptualized and implemented
group projects for fifteen non-profit
organizations. Some projects included:
2. A true partnership between university
and community agency representatives
in selecting service projects and
promoting student learning; and
3. A commitment to ongoing
reflection as a tool for integrating
knowledge and experiences.
Students conducted on-site interviews,
took tours and mapped out the technology
re-sources available, and collected data
about student access to technology as
well as the way teachers integrate that
technology into their lesson plans. In order
to support their conclusions, students
had to work with local teachers and
administrators. As a consequence, these
students also got first-hand exposure to
the way these schools aquire and manage
their technology. Specifically, students
worked closely with the following schools:
Daggit Elementary, Intl. Newcomers
Academy, Southwest High, Leonard
Middle School, Grand Saline High,
Tanglewood Elementary, Eagle Mountain
Elementary, Fort Worth Christian, Trinity
Valley, Oakridge Middle, Starpoint School,
Mc-Clean Middle, Temple Christian,
McClean 6th Grade Center, West
Mesquite High, Stripling Middle, Episcopal
High (Houston), Carroll High, Sherman
High, Shadowridge Middle, Daggitt
Middle, Trimble Tech High, Bear Creek
Elementary, & All Saints Episcopal School.
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Arranged and funded a field
trip to the zoo for abused
and neglected children
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Collected donations of over
500 pieces of clothing for a
battered women’s shelter
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Manpower for preparing for a
non-profit’s move to a new facility
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Halloween party for
underprivileged children
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Arranged and chaperoned a dance
for hearing-impaired teens
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Raised over $1,000 for the
Make-a-Wish Foundation
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Collected donations of new
socks and undergarments
for a night shelter
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Taught underprivileged children
communication skills
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Led nature walks and manned
a booth at River Legacy’s
Earth Day Festival
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Recruited sponsors, golfers, and
prize donations for the YMCA’s
fund raising golf tournament
Throughout the semester, course
content was coordinated with team
assignments to facilitate learning of
group communication concepts. Students
learned communication theories,
practiced group problem-solving, utilized
virtual group communication technology,
experimented with leadership styles,
performed group presentations, and
resolved conflict with a diverse group
of people who they did not know before
the project began. They observed group
development and socialization stages
firsthand, and identified and managed
the group roles played by themselves
and teammates. In addition to the course
objectives, many students also reported
learning better time management.
Many students discovered a new interest
in community service, several decided
to continue volunteering for their
organizations, some gained internships,
a few found new career interests, many
acquired valuable networking contacts,
and they all gained relevant experience
for their future careers. Feedback
from the non-profit organizations was
consistently positive and appreciative.
Students developed valuable skills that
may enhance their appeal to future
employers, and the organizations
gained added manpower and creativity
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from the students. As one student
stated, “We actually accomplished
more than just making a grade.”
Service in the Latino Community
A new upper division Spanish course,
Service-Learning in the Latino Community,
was inaugurated in the fall semester
2009. Seventeen students partnered with
seven community agencies in Fort Worth
to perform a variety of service across the
city. Each student performed a minimum
of twenty hours of service throughout
the semester. One aim of the experience
was to provide a type of second language
immersion experience, much like a
study abroad program. Through the
service-learning component, students
built their confidence level in the foreign
language and moved toward becoming
stronger communicators in Spanish,
better informed of the world in which they
live, more ethically minded, and more
globally oriented. Partner agencies and
student service for this class included:
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Cancer Care Services: Students
contacted Spanish-speaking
clients to assess whether their
needs were being met by the
agency, translated documents, and
worked on the Spanish version
of the Cancer Care website.
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Catholic Charities of Fort Worth:
Students wrote and executed
Spanish language surveys.
t
SafeHaven: Students contributed
translation work and interacted
with battered women and
children living at shelters.
t
First Command Educational
4FSWJDFTBU6OJUZ0OF Students
prepared and conducted classes
on financial responsibility.
t
JPS Hospital: Students prepared
a book trolley and distributed
reading material to clients.
t
(PPEGFMMPXT'VOE Students
distributed goods to the Spanishspeaking community.
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Reactions from students and agencies
were positive and reflection papers
written by the students demonstrated
increased knowledge in the subject area
as well as an increased awareness of the
needs in the community. For some, the
outcomes were unexpected. One student
wrote that the experience surpassed her
expectations and taught her much about
Fort Worth and about herself. Another
wrote that she learned life lessons not
available in textbooks and to better
appreciate her own life. All students
reported being more comfortable with
speaking Spanish and communicating
with members of the Latino community.
The inaugural course had a long waiting
list of students and will now be offered
each semester. We will continue with
some of the same agencies and add new
ones. The key element to a successful
partnership for this course is continual
communication before and throughout
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the semester. It was necessary to remind
some agencies during the semester of the
purpose of the program and expectations
for the stu¬dents so that students had
adequate speaking opportunities. The
Center for Community In¬volvement
& Service-Learning worked to make
contacts with appropriate partners
for this course. Plans are underway to
make the next semester even better
with stronger partnerships.
For additional information on our
services and to learn more about
current engaged partnerships,
please visit our website
www.involved.tcu.edu.
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TCU Campus
Map Current
as of May 2011
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The second class was more specific to the
position of the country to be represented
at the conference in New York.
As a delegate at the conference,
I had the opportunity to represent
many different countries on different
committees. A typical day at a conference
started with the “setting of the agenda” a
process of prioritizing issues to be worked
on. Then, working in blocks divided by
region and or interests, we debated
the decided-upon topic, proposing
mechanisms to address the issue. The
final step was presenting a resolution of
the issue to the Dias, the panel of directors
and chairs of the committee, to then be
voted upon by the conference body.
The process of working as a group on
debating, speaking on, and writing about
issues took up three out of four days of
Global Community
conference time. Frustrations arose due
to working in close proximity to others,
but I believe that this is a valuable part
of the NMUN experience, as conflict
resolution skills are acquired through
the process. Model United nations
teaches debating, writing, speaking,
and conflict resolution skills—all skills
that can be applied to daily life.
Why do Model United Nations?
In Spanish we have a saying, “el mundo
FTVOQB×VFMPw which translates to
“the world is a handkerchief.” This
means that the world is so small that
everything that happens is somehow
connected. I believe that globalization
has connected the world in previously
unimaginable ways. As world citizens,
we have the responsibility to be a part of
and affect the outcomes of situations.
Model United Nations:
Diverse Perspectives
on Global Issues
By Mao Bosco
People say that your college experience
is what you make it. They also say
that you can make college as easy
as possible by sleeping in, taking the
minimum number of required classes,
not joining any clubs or organizations,
and taking the easiest classes possible.
However, you can also choose to make
it as interesting and challenging as
you want. Looking back four years, I
am glad to say that I chose the latter.
It was my first year of college that I
made that choice, and like many choices
in life, it led me through a path of self
discovery and change. I decided to apply
to the National Model United Nations
(NMUN) program lead by a political
science professor at TCU. At the time,
my major was Strategic Communications
22
and not Political Science, however, it
seemed like an interesting opportunity
to explore, learn, and of course, travel.
The program required students to take
two courses in upper level political
science and, depending on performance
in those courses, students would have
the opportunity to travel to New York
or Washington, DC and represent TCU
at a NMUN conference. As someone
who loves traveling, I was attracted to
the possibility of travel to New York
or Washington DC. However, I later
learned that these trips were only
one part of the MNUN experience.
The first of the two courses was focused
on the history of the United Nations,
its institutions, and some of the current
issues that the UN addresses.
23
TCU GUIDE
Global Community
Community Renewal:
Building Community through
Relationships at TCU
During the 2007-2008 academic year,
TCU started to notice the great work of
one of our alums, Mack McCarter. Mr.
McCarter, a Christian Church (Disciples
of Christ) pastor, started a non-profit—
Community Renewal international—in
his hometown of Shreveport, LA to
address community problems created by
a breakdown in social relationships (see
page 11 for a quote about Community
Renewal from Mr. McCarter). Through
a combination of experience, research,
wisdom, and trial-and-error, Mr. McCarter
developed a social transformation
model, whereby social systems are
transformed by intentionally focusing
on cultivating mutually-enhancing
relationships among those who live
near one another. As a result, many
neighborhoods and countless lives have
been transformed in the Shreveport area.
After observing this work from afar, some
Student Affairs staff members began
24
visiting Shreveport with a question in
mind: If residential communities and
neighborhoods could be transformed
and invigorated by this model of social
renewal, could the model address issues
of renewal and community-building on a
college campus as well? After a couple of
site visits, we were convinced that it could.
We’ve created the structure of a campusbased community renewal initiative
called Community Renewal University
@ TCU. Our goal is this: to continually
work at creating a socially-sustainable,
caring campus community capable of
producing competent and compassionate
people who in turn invest themselves
in the lives of others and in the wellbeing of the communities they touch.
Clearly, ours is an ambitious goal,
but we have become convinced that
all communities—towns, cities,
TCU GUIDE
neighborhoods, campuses—thrive if
positive, committed attention is given to
human relationships. TCU is certainly
no exception. We are committed
to creating an ethos of care and
communal responsibility on campus
in the belief that doing so intentionally
will lead to a more vital, vibrant, and
socially sustainable community.
TCU GUIDE
t
An array of residence hall
initiatives aimed at fostering
community among those who
live near one another
t
Community-building principles
and practices embedded in
programs for first-year students
t
We’ve just finished up our first
academic year of Community Renewal
on campus. Some results:
26
t
Launched the initiative with
over 500 students drumming
in the Campus Commons
t
More than 1300 students
have signed “We Care” cards
indicating their commitment to
caring for those around them
and working for the well-being
of the campus community
Over 80 students trained as
Community Leaders who commit to
doing community-building among
peers in the various communities
they touch around campus.
t
Launched a website: www.
wecare.tcu.edu (Please visit us!)
t
Created a We Care video
project to capture stories of
community (on website)
t
Hosted/convened numerous
conversations with campus
groups, organizations, and
committees on Community
Renewal and the importance of
community-building generally.
t
Consulted with a number of other
colleges (and even local high
schools) about the Community
Renewal movement and its potential
impact on other campuses.
For more information, contact Daniel
Terry, Program Director in Student
Development Services:
d.terry@tcu.edu or
817-257-7855.
Mack McCarter
Founder and Director of Community
Renewal International
27
TCU GUIDE
TCU GUIDE
about 1,600 entering freshmen each year,
some 25 percent typically come from the
Fort Worth area, 45 percent from other
parts of Texas, 23 percent from other
states and 4 percent from other countries.
The original school boasted 12 instructors.
Today’s faculty numbers almost 450
men and women holding their highest
degrees from more than 125 different
institutions. More than 90 percent of the
full-time faculty has earned doctorates
or other terminal credentials in their
fields. The student-faculty ratio is 14:1.
TCU is composed of seven fully
accredited schools and colleges.
The largest is AddRan College of
Humanities and Social Sciences.
Others are the M.J. Neeley School of
Business, the College of Education,
the College of Fine Arts, the College of
Communication, the Harris College of
Nursing and Health Sciences, and the
College of Science and Engineering.
Bachelor’s degrees are offered in
approximately 65 fields of study along
with master’s degrees in some 30 areas
and the Ph.D. degree in chemistry,
English, history, physics and psychology.
Pre-professional programs are available in
dentistry, engineering, law and medicine.
Chapters of Phi Beta Kappa, the
most prestigious honor society in
the liberal arts, and Sigma Xi, the
research society in the sciences,
along with those of some 35 nationally
recognized honor societies, offer both
challenges and recognition of academic
accomplishments for TCU students.
TCU History
Texas Christian University (TCU), born
on the cattle frontier in the troubled
post-Civil War era, today stands among
the nation’s distinguished teaching
and research institutions. Providing
the personalized atmosphere of
a small college, the independent,
coeducational university is an integral
part of the forward-looking cultural
and business focus of Fort Worth.
In 1873 a small college was established
in the village of Thorp Springs, some
40 miles southwest of Fort Worth.
The cofounding teacher/preacher
brothers, Addison and Randolph
Clark, began the institution as
AddRan Male and Female College.
In 1889 the school affiliated with the
Christian Church (Disciples of Christ) of
28
Texas and became known as AddRan
Christian College. As the number of
students increased, the campus grew
from its original one-building site in
Thorp Springs to a larger setting located
in Waco from 1895 until 1910, when the
buildings were destroyed by fire.
Texas Christian University, as it had
become known in 1902, settled in
Fort Worth when the city donated
52 acres of land for the campus
and $200,000 for buildings.
Thirteen students enrolled in classes
that first September. Total enrollment in
each current semester is close to 8,000
students from throughout the United
States and approximately 60 foreign
countries. Of the total, approximately
6,750 are full-time undergraduates. Of
29
TCU GUIDE
TCU GUIDE
t
t
Parents Staying Connected
TCU knows how important it is for parents to stay
connected with the school and their students.
To make the distance shorter and the questions
and suggestions available for everyone, TCU
offers different ways to stay connected.
30
Parents Association: The TCU
Parent’s Association is open to
all parents and guardians of all
TCU students. The purpose of the
Association is to assist and benefit
parents and guardians in the
following ways: To assist parents
with the transitional experiences
related to their students’ beginning
college; to provide communication
and resource information to
encourage parents to stay informed
about and involved with the
University; to promote and provide
support for University programs and
activities; to enable parents to assist
their students into their first careers;
to create a lifelong partnership
between families and the University.
The TCU Parents’ Association
offers an opportunity for parents
to formally connect with TCU as a
parent or guardian of a TCU student.
Parents Website: The TCU Parents
website objective (www.parents.tcu.
edu) is to increase parent awareness
and knowledge of the programs
and opportunities available for
them, and subsequently, their
students. The latest news and
events can be found on this site.
t
Parents E-newsletter: Once
a month parents receive an
E-newsletter, “The Parent
Experience,” with news, events
and important information specific
to the student’s classification or
projected graduation date.
t
Parent’s Social Network (coming
soon): Because we know that most
parents enjoy and benefit from
the social media phenomenon,
TCU will soon launch a series
of social media tools dedicated
specifically to parents. Parents
will be able to meet other parents
from around the world, share
experiences regarding students,
and ask questions and get advice
on any subject that comes to mind.
t
TCU Parent Council: The council
was created in 1986 with a group
of approximately 60 families from
across the globe. They meet
twice a year to discuss issues
surrounding the academic and cocurricular activities of the campus.
In addition to receiving information
these parents provide feedback,
act as ambassadors to parents
within their own communities and
assist with university initiatives
on an as-needed basis.
31
FORT WORTH GUIDE
FORT WORTH GUIDE
Welcome to
Fort Worth!
Photos provided by Fort Worth Convention & Visitors Bureau
On behalf of the Fort Worth
Convention & Visitors Bureau, we
welcome Texas Christian University
students and their families to Fort
Worth! We hope that you enjoy
your time here and that you have
the opportunity to experience
all that Fort Worth has to offer.
Known as “The City of Cowboys
and Culture,” Fort Worth is the only
city where you can see the world’s
only twice-daily cattle drive and
take in a Rembrandt masterpiece,
all within minutes of downtown.
In the Stockyards National
Historic District you can visit the
world’s largest honky-tonk, take
in a rodeo, and experience the
Old West. Nearby, the Cultural
District is home to five worldclass museums, as well as the
Fort Worth Botanic Gardens and
the top-ranked Fort Worth Zoo.
And, no visit to Fort Worth would be
complete without a trip to Sundance
Square. Called “the hottest downtown
in Texas,” this 35-block entertainment
district boasts shops, theaters, Bass
Performance Hall, dining, nightlife,
museums, galleries, and more. With all
of these exciting options, Fort Worth
is definitely “a destination redefined.”
For up-to-the-minute information
about Fort Worth attractions and
events, please visit www.FortWorth.
com. Please do not hesitate to let us
know if we can assist you in any way.
Best wishes for a wonderful stay in
Fort Worth and we look forward to
welcoming you back in the near future.
Sincerely,
David DuBois,
CMP, FASAE, CAE, CTA
President and CEO
32
For more info about TCU, visit:
33
FORT WORTH GUIDE
FORT WORTH GUIDE
herd of fifteen Texas Longhorns,
each steer representing one decade
from Fort Worth’s colorful past. The
city also hired a diverse team of
drovers clad in authentic 19th century
clothing and riding horses mounted
with period correct saddles.
On June 12, 1999, in front of 15,000
spectators, the Fort Worth Herd
made its first cattle drive to the Fort
Worth Stockyards Historic District.
Since then, twice daily, the drovers
drive the longhorns along East
Exchange Avenue, harking back to a
time when the great herds rumbled
through the dusty streets of Fort
Worth on their way to market.
1IPUPTQSPWJEFECZ'PSU8PSUI$POWFOUJPO7JTJUPST#VSFBV
About Fort Worth
The 16th-largest city and still growing rapidly, Fort Worth is a
destination redefined. New and renovated hotel offerings, restaurants
and exciting tourism venues are enhancing the City’s reputation as
one of the premier travel destinations in the nation. Named as part
of the #1 value-friendly destinations in the United States by Hotwire.
com, Fort Worth attracts over 5.5 million visitors per year.
In only a few days, you can enjoy an
enormous range of experiences - from
art to animals, from fashion to family
fun. See the artistic masterpieces
of the Fort Worth Cultural District.
Explore the true American West in
the Stockyards National Historic
District. Shop and dine in the
35-block Sundance Square, one of
the most exciting downtown areas
in the nation. See a fabulous show
at Bass Performance Hall. Stroll
through the brand new Museum of
34
Living Art at the Fort Worth Zoo. See
the out of this world exhibits at the
new Fort Worth Museum of Science
and History. Or see life in the fast
lane at Texas Motor Speedway. And
that’s just the beginning of what
you’ll experience in Fort Worth.
How it Started
The Fort Worth Herd was created as
part of the city’s sesquicentennial
celebration. The city acquired a
For more info about TCU, visit:
35
RESOURCES
RESOURCES
TCU News
TCU named leader in sustainability efforts
by Nancy Bartosek, 5$6.BHB[JOF
TCU has long been associated with
purple, but in recent years the university
has embraced green in a big way — and
was rewarded in April for its efforts with
inclusion into The Princeton Review’s
Guide to 311 Green Colleges, 2011
Edition. More than 2,000 colleges were
reviewed for their environmentally
responsible practices, from which the
magazine’s editors and their partners
at the U.S. Green Building Council
selected the 311 best in the nation.
Some say it’s past time for such
recognition. After all, TCU has been
“greening up” the campus for nearly two
decades, starting in 1990 when moneysaving efforts prompted many eco-friendly
practices, especially in energy savings.
Back then, of course, the term “carbon
footprint” hadn’t been coined, and
few worried about things like using
incandescent light bulbs or driving gasguzzling cars. But utility costs were rising,
so Will Stallworth, newly hired in 1989
to oversee the campus physical plant,
tackled those expenses first — and put
TCU on the sustainability track early on.
Today, the physical plant’s efforts stretch
from energy-efficient lighting and heating
and cooling plants to biodegradable
cutlery to single-stream recycling to
LEED certified buildings and “green”
cleaning supplies. Click here to read a
comprehensive list of those initiatives in a
2009 report by Green Bean Analysis LLC.
But being “green” extends far beyond
energy savings and recycling, and today’s
students know it: According to research
done by The Princeton Review, 69 percent
of incoming students say that a college’s
36
commitment to the environment influences
their decision about where to attend.
At TCU, students get much more than
a responsible physical plant, they
get the chance to participate in a
wide variety of sustainable programs,
courses and activities. In fact, some
are directly involved in the school’s
“green” accounting, which is one of the
requirements of the American College
and University President’s Climate
Commitment in 2008 that Chancellor
Victor J. Boschini Jr. signed in 1998.
Most universities hire a new staff member
to oversee this responsibility, but at TCU,
students do the work of the professionals,
thanks to the “Chasing Carbon” class
taught by Becky Richards Johnson,
professor of professional practice in
environmental sciences. The class first
convened in 2009 and soon published
the TCU Green House Inventory for Fiscal
Year 2008-2009. Students have been
tracking the university’s efforts since.
In addition, professors are including
sustainability in the coursework. One of
the most popular is sociology instructor
Keith Whitworth’s “Sustainability:
Environmental, Economic & Social
Justice Issues,” which was initially titled
“Sustainability is Sexy.” Each semester, the
class tackles some practical application of
sustainability. Most recently, they explored
a rain-harvesting project that included
creating and installing rain barrels in a
home, elementary school and church
garden. In 2007, Whitworth’s students
spurred the development of the Purple
#JLF1SPHSBN, which has gotten the
university lots of positive publicity. There
are now more than 70 bikes available
for students to check out for free.
Classes focusing on sustainability can
be found in many of the schools and
colleges, such as the campaigns class
taught by assistant communication
Professor Wendy Macias, which has
created a comprehensive plan to
communicate details of the TCU recycling
program to the campus community. This
same group spurred the addition of
three (SFFOPQPMJT%SFBN.BDIJOFT for
recycling (see next page/inset for
details on this brand new initiative).
Students can join the Environmental
Club or take any number of classes
focusing on sustainability, most
of which includes some project
or practical application.
For more information about green
initiatives at TCU, visit www.sustainability.
tcu.edu or check out the Physical
Plant’s full report on sustainability
on campus at www.physicalplant.
tcu.edu/sustainability.asp.
TCU sustainability classes, Schieffer School of Journalism
and SGA sponsor Recycling Awareness Week
%SFBN.BDIJOFT installed in the TCU Rec
Center, Sherley and Colby residence halls
Image: blue kiosk picture (attached)
On April 25, in partnership with PepsiCo
and Waste Management, TCU brought
three state-of-the-art recycling kiosks
to campus. The machines are part of
the Greenopolis Recycling System,
an online social community that
encourages incentive-based recycling.
A celebration of their arrival kicked off
TCU’s Recycling Awareness Week. The
TCU community is invited to bring a
soda can or plastic bottle to get a firsthand look at how the machine works.
The Dream Machine recycling initiative
– created by PepsiCo in collaboration
with Waste Management, Keep America
Beautiful and Greenopolis – is introducing
thousands of recycling kiosks and
bins at high-traffic, public locations
around the country to help increase
the U.S. beverage container recycling
rate by giving Americans convenient
access to recycling receptacles.
“We’re thrilled at the arrival of the
Dream Machines on campus,” said
Keith Whitworth, sociology instructor
and proponent of TCU’s sustainability
efforts. “This was a student-led
initiative, and it took a lot of hard work
to get them here, and I can’t wait to
see what the response will be.”
In an effort to bring awareness to
the campus community about TCU’s
recycling program, the Schieffer School
of Journalism and SGA sponsored
Recycling Awareness Week.
37
PROUD SUPPORTERS
This Guide brought to you by these
Proud Supporters of TCU
ACCOMMODATIONS
ATTRACTIONS
Marriott Hotels Fort Worth
Please see ad on inside front cover.
Mountain West Sports Network
Please see ad on p. 31.
Hotel Trinity Fort Worth InnSuites
BANKING & FINANCIAL SERVICES
Holiday Inn Express Hotel &
Suites Fort Worth
Chase Bank
Edge 55
FLORISTS
The Ashton Hotel
TCU Florist
The Worthington Renaissance
LEGAL SERVICES
Omni Hotel Fort Worth
The Alband Firm
Hilton Fort Worth
APARTMENTS & HOUSING
Grandmarc At Westberry Place
Skyrock Condos
SHOPPING & RETAIL
Dell
STUDENT SERVICES
University Laundry Service
TCU Alumni Relations
Please see ad on facing page.
For advertising inquiries, please contact UPM Sales Consultant
Sharon Haddad at (866) 721-1357 or email: ask@universityparent.com

Texas Christian University

Transcription

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