Higher Education Core Value Paper/ Commitment
Marie-Germaine Rancy
Molloy College

Identification and analysis of the identified Core Value
Presently, there are many aspects of Higher Education. Some are physical; the campus and its classrooms, laboratories, and library. Those spaces are occupied by students, faculty, and staff and some are nonphysical. “The activities of Higher Education are learning, research, dialogue, and reflection. Thus far, none of these attributes are unique” (Shephard, 2007, p. 87). The most distinctive attributes of Higher Education today are its commitment to their students.
“Higher Education for Sustainability: seeking affective learning outcomes” Shephard concluded, after a systematic literatures review of relevant educational in effective learning; Higher Education should focus on effective outcomes of values, activities, and performances. Some areas of Higher Education, however, have effectively pursued effective outcomes and these use particular learning and teaching activities to do so (Shephard, 2007). The important issues for consideration include assessing outcomes and evaluating courses, by providing academic credit for effective outcome. The important roles for role models are designing realistic and acceptable learning outcomes in the effective realm. To sustain, educators should use this relevant theoretical foundation and knowledge collected from different specialty in education to attend their learning teaching skills (Shephard, 2007,). “Sustainability, both ecological and social, has become the desired state for our over-extended society” (Cherkowski, 2012, p. 57). A teacher’s commitment has traditionally understood as a need to continue in an institution. However, if a teacher’s commitment is intellectualized mostly as the desire to continue to grow and learn within a professional community of colleagues, then the connection between teacher commitment and sustainability learning communities becomes strong. Maintaining brilliant learning communities requires more than teachers’ commitment to remain with the organization, it involves a commitment to continuous growth and learning which is shared with colleagues (Cherkowski, 2012). Research showed that organizations that will thrive are those that induce the greatest human capacities and must be in good relationships to desire and to contribute to something beyond ourselves (Wheatley, 2005). In 2011 Noble and Henderson argued that to address the retention issues, effective social integration and support has to accompany academic preparedness. The program was based on the understanding that it was imperative to create opportunities, knowledge and skills available to students, thus, that they can actively participate in a cycle of learning, and reflection from the beginning of their study. During the students first year, it was important for students to begin to develop a sense of belonging in the university and to feel like a complete member of university life. These included; academic readiness, financial support and social support. The program in place called FYI (First Year Infusion/For Your Information). The program aimed to be responsible for students’ needs, academic literacies, and other forms of learning management pertinent to the change of the University. The value of the relationships between students and staff is held important for creating an atmosphere of faith and fostering bonding. Curriculum and pedagogy needed to be associated with the students’ perceptions as modeled continuously by academics. The FYI program was proven to be effective for addressing retention issues and improvement of teaching and learning. The emphasis on integrity was essential for helping to retain students, and the involvement of the staff to rethink their understanding about the students’ transition to university.
Exploration of the role of the value in Higher Education The role of Higher Education is changing to correspond to the trends of the rapidly growing society. Its primary and principal goal is to educate the leaders of tomorrow by redefining their systematic and critical thinking. The mission is not just to publicize the knowledge but also to encourage the students into the making of knowledge. “Once upon a time, Higher Education was seen as a public good that brought value to our society. Now, Higher Education is comprehended as a personal investment in which the public has limited interest” (Malveaux, 2003, p.63). This quote represents the true picture of Higher Education in today’s world. It only exists to strengthen the economy. This approach is to produce workers for the labor market and economy. However, Higher Education’s role is not just confined to the financial terms that ends up in better economic outcomes. It also contributes towards the intellectual and cultural development of the individual. A Higher Education can be both mentally and spiritually rewarding as well; normal humanitarians can be very helpful in shaping America’s society prepared young ones. Having a higher education ensures that a person will be able to get and maintain a position that is both financially and socially rewarding. A Higher Education can be considered as a great tool for everyday life. Most people would prefer to hear a speech of a graduate instead of a non-graduate. By having a degree a person is able to demonstrate that they are suitable to talk about the subject of their studies.
Discussion of the role of the value in Health Care Setting According to Kirsh, the passage of the Affordable Care Act (ACA) in 2010 represents the most profound change to the American health-care system in more than four decades. Even though public opinion is divided, and elements of the act may see revision in further legislation or judicial action, most people agree that our present course of health-care spending is unsustainable (Kirsh, 2011). Apart from costs, the health-care time collapse facing colleges and universities in another important dimension; the ability to provide a sufficient health-care workforce for our nation. The country's population is aging, and 32 million Americans will gain access to health insurance through the new healthcare legislation. Nevertheless, more people will be needing care and America will face serious shortages in its health-care workforce (Kirsh, 2011). Higher Education must be prepared to educate more health-care professionals than ever before in order to help meet the nation's growing health-care needs. There will be an increasingly volume of students seeking education in medicine, nursing, dentistry, pharmacy, and public health, as well as newly emerging health professions like health-information technology, health coaching, and patient navigation. According to the U.S. Bureau of Labor Statistics, half of the 20 fastest-growing jobs will be in the health-care field. The industry expects to generate 3.2 million jobs over a 10-year period, more than any other sector (Kirsh, 2011). Higher Education plays a vital role in meeting this demand and driving this job growth.
Synthesis of the interconnections among the Value, Higher Education, Health Care, and Society The society must recognize the interconnections and interactions between Value, Higher Education, and Health Care and conscious of each dimension and how they affect one another. In conjunction, higher education and society will require to in collaborative to encompass all of education, not just individual institutions, but also departments and associations. We need to bring Higher Education associations and legislators together to extent current definition of student outcomes and achievement, and develop a plan for assessment (Kirsh, 2011). In the passage of the Affordable Care Act (ACA), to form a comprehensive health care system and improve health outcomes, “health education specialists should be integrated into the process of treating the whole person. Because the new reimbursement and care system is geared toward rewarding health outcomes rather than services rendered, new skill sets will be needed to work with patients as well as providers. Health education specialists possess skills that promote working in interdisciplinary teams, care coordination, quality improvement for strategic planning and systems redesign, community engagement; community needs assessment, and health coaching” (Kirsh,2011 p.8). Considerable documents the enormous value that health promotion brings to the health care system and society in general. As states move forward with finalizing decisions on health reform implementation, it is important to advocate for the important role that health education specialists can play in these efforts. In order to form a sustainable health care system, improve health outcomes, and health education specialists should be integrated into the collaborative process of treating patients as a whole not bit of pieces.
Personal philosophy of nursing education My personal philosophy as a nurse educator is to be present in the life of the students. As an educator, I will bring multiplicity to the learning environment by committing to students learning. Diversity can open and bring global points of view to an educational experience. In school systems the diversity of culture, age, ethnicity, spirituality and economics is enormous and greatly influence how students learn. As an educator, I have to be ready to educate in the different milieus and assist the students with their studies and create positive experiences for their learnings. My goal as an educator is to convert students into professionals. In addition, as an educator, I will be the professor that students can identify with by being a mentor, and be responsible for promoting lifelong learning experiences for them.

References
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