ࡱ> IKH .bjbjqq 4Dee&,8<KZ$fg(#######$%b(f##$x##:K,p?_!*w #*$0Z$.(`((ad##Z$( : ϲʷ¼ Council on General Education Meeting Minutes 2 February 2012 Elected Members Present: Patrick McGinty (Soc & Anthro, Chair), Esteban Araya (Physics), Cheryl Bailey (Communication), Ginny Boynton (History, Secretary), Jongnam Choi (Geography), Keith Holz (Art), Andrea Hyde (EIS), Zee Mutairi (SGA), Cynthia Struthers (IIRA), Jess White (Soc & Anthro, Vice Chair), Dean Zoerink (RPTA) Ex-officio Members Present: Russ Morgan (University Deans Council), Nancy Parsons (Provosts Office), Michelle Yager Guest Present: Karen Greathouse Elected Members Not Present: Diana Allen (English & Journalism), Pengqian Wang (Physics) At 3:30 p.m. CGE Chairperson Patrick McGinty called to order the first Spring 2012 meeting of the Council of General Education. The Council met in 60 Horrabin Hall on the Macomb campus, with a video-conference connection to Room 114 on the Quad Cities Campus. Council members were reminded of the need to speak into the microphones on the table so that they could be heard in the Quad Cities. Minutes and Reports Motion: Jess White moved approval of the December 8, 2011 Minutes; Esteban Araya seconded the motion. The Minutes were unanimously approved as written. The Council agreed to reorder the Agenda to hear first from guest Karen Greathouse, Chair of the Department of Dietetics, Fashion Merchandising, and Hospitality, about her departments proposal for General Education credit for an existing course, FCS 375. Gen Ed Course Proposal: FCS 375 (Diversity of Dress) Dr. Greathouse explained the various ways in which the course met the universitys General Education goals. Jess White asked about the size of the class, pointing out that Gen Ed writing requirements depended on class size. Dr. Greathouse explained that the course was currently capped at 30 students, but could grow. Keith Holz pointed out that since revision of writing assignments was expected in Gen Ed courses, the department should not plan to make the course too large. Jongnam Choi asked what kind of students enrolled in the course at the present time, and Dr. Greathouse reported that it currently serves Fashion Merchandising majors, but that the department hopes to attract a greater variety of students if it becomes a Gen Ed course, which would enrich the experience for her departments majors. Andrea Hyde pointed out that the homework assignments included in the packet of materials distributed to Council members did not adequately reflect the commitment to social justice issues expected in Multicultural Gen Ed courses, but that Dr. Greathouses discussion of the course made it clear that those issues were being addressed in the course. Dr. Hyde expressed her concern that her comments not be perceived as an attempt by CGE to infringe on the academic freedom of the faculty member teaching the course. Ginny Boynton pointed out that the syllabus also does not make clear the courses attention to social justice matters as a learning objective for the course; she suggested that a reference to social justice be added to the learning objectives in the syllabus if the course were to become approved for General Education credit. In response to Dr. Hydes concern about academic freedom, Dr. Boynton pointed out that the Councils requirements pertained only to the course if it were to be designated as a Gen Ed course; the Councils expectations do not pertain to courses that are not part of the universitys Gen Ed curriculum. The matter of pre-requisites was raised. This is not a freshman-level course, Dr. Greathouse explained, so the department expects students to have had some exposure to the humanities and social sciences prior to enrolling in the course, but they do not need to have mastered any specific body of knowledge prior to registering for the course. Motion: Jongnam Choi moved to approve FCS 375, Diversity of Dress, for inclusion in Category V, Multicultural Studies, of the University General Education Curriculum, with the following revisions to the proposal: (1) more development of the social justice emphasis in course objectives; (2) clarification of enrollment caps with regard to General Education writing and revision requirements; (3) adding or permission of instructor to the pre-requisites. Jess White seconded the motion, which carried unanimously. Reports Associate Provost Nancy Parsons reported receiving some departments Fall 2011 Assessment reports already, although she has not yet formally requested their submission; that request will be sent soon. Later this semester, she will be sending out to departments a reminder to collect and report Spring and Summer 2012 Gen Ed Assessment data, along with a request for information on departmental implementation of the feedback loop, in particular, information on the impact on instructional strategies and on curriculum of the assessment data that has been gathered thus far. She will forward to the Council the electronic file of Spring/Summer 2011 assessment data tables that she handed out in paper form late last Fall. Michelle Yager, the new Director of University Advising, was welcomed by the Council members, who introduced themselves. She reported on the latest projections for Office of Academic Services (OAS) admissions, noting that 1,040 acceptance letters have been sent to potential OAS students. She explained that OAS admissions would be capped at 400 students for Fall 2012 (usually, about 37% of those accepted into OAS enroll at ϲʷ¼). OAS applicants applying after February 1 will be put on a wait-list for admission. She also reported that the minimum ACT requirement for OAS admission was raised to a score of 16 for Fall 2012. Dr. McGinty reported that he continues to receive transfer articulation requests from Admissions and has been submitting those to CGEs Transfer Articulation Subcommittees. Dr. White reported on CGEs Reading Subcommittee, which she chairs. Immediately prior to the meeting she had distributed some preliminary findings from the subcommittee, which has been gathering information from peer institutions on the extent to which they include reading comprehension among their General Education learning objectives or goals, and the ways in which they address remedial reading comprehension concerns at their universities. She pointed out that the Subcommittee has found many models for handling reading comprehension and remedial reading at the various universities surveyed thus far, including some who do not seem to address it at all. She pointed out that some universities with Schools of Education offered remedial reading through their Reading Departments, which provided in-service training opportunities for students studying to be Reading Specialists in the schools. Subcommittee member Ginny Boynton agreed with Dr. Whites assessment of the range and variety of approaches taken by our peer institution, observing that there did not seem to be any one dominant model for dealing with university students who have reading comprehension difficulties. Dr. White commented that ϲʷ¼ could, if it were so inclined, use this opportunity to pioneer a reading comprehension component within the General Education curriculum. ϲʷ¼s Reading faculty should be part of any program development in this area, particularly Reading faculty member Sara Simonsen. Dr. White and Dr. Parsons both spoke about the need for high schools to offer courses on Reading for College for their students, in order to better prepare them for success in college. CAS Associate Dean Russ Morgan reported that the College of Arts & Sciences (CAS) Essential Skills Committees survey was almost ready to be sent out to all CAS faculty members. It covers faculty perceptions of students reading, writing, communication, and analytical skills. Dr. McGinty reminded the Council that the survey could also be sent to Gen Ed faculty outside CAS if the Council wishes. Assessment Goals for FCS 375 The Council then returned to FCS 375, to determine which of the three Gen Ed goals (2, 3, and 5) listed in the course proposal should be assigned to FCS 375 for purposes of gathering assessment data. All Multicultural courses must collect data on goal 5, so that must be one of their two assigned goals. Dr. Parsons reported that she could provide the Council with information on which of the other two goals has been assigned to the Food and Culture course (FCS 300), also a Multicultural course. After some discussion of whether FCS 375 should be assigned the same additional goal as its sister course or should be assigned the one on which FCS 300 does not collect data, it was determined that the precedent set with Music and Art courses has been to use the same goals for both such courses in the same department. Other Zee Mutairi called the Councils attention to the paired opinion pieces in the previous weeks Western Courier, providing student perspectives for and against General Education:  HYPERLINK "http://www.westerncourier.com/gen-eds-build-better-brains-skills/article_6aa1f414-4b7b-11e1-8f99-001a4bcf6878.html" http://www.westerncourier.com/gen-eds-build-better-brains-skills/article_6aa1f414-4b7b-11e1-8f99-001a4bcf6878.html  HYPERLINK "http://www.westerncourier.com/gen-eds-waste-time-money/article_214c5a92-4b7c-11e1-82c9-001a4bcf6878.html" http://www.westerncourier.com/gen-eds-waste-time-money/article_214c5a92-4b7c-11e1-82c9-001a4bcf6878.html Dr. White commented that this is an important reminder that we need to do a better job of communicating to students about the diversity of ϲʷ¼s student body and the purposes of General Education. The Council having no further business before it, the meeting adjourned at 5 p.m. CGE will next convene on Thursday, 16 February 2012. 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