邢唷��>� PR��O��欹�€ ��=bjbj碫碫 4X�<�<c5,��)))))��===8uL�$=U0��$� �'#f�)��))��B)�)��惡$�=��%0U��#��#��#)�<��U��#�� : 麻豆传媒 Council on General Education Meeting Minutes 20 October 2011 Elected Members Present: Patrick McGinty (Soc/Anthro, Chair), Jess White (Soc/Anthro, Vice Chair), Diana Allen (English/Journalism), Esteban Araya (Physics), Cheryl Bailey (Communication), Andrea Hyde (EIS), Zee Mutairi (SGA), Cynthia Struthers (IIRA), Pengqian Wang (Physics), Dean Zoerink (RPTA), Ginny Boynton (History, Secretary) Ex-officio Members Present: Candace McLaughlin (Advisors� Council), Russ Morgan (Dean抯 Council), Nancy Parsons (Provost抯 Office) Elected Members Not Present: Jongnam Choi (Geography), Keith Holz (Art) CGE Chairperson Patrick McGinty called the Council of General Education meeting to order at 3:30 p.m. in 60 Horrabin Hall on the Macomb campus, with a video-conference connection to the Quad Cities campus. Minutes and Reports The Minutes from October 6 were considered. In addition to correcting the spelling of 揈xcel,� it was noted that Lori Baker-Sperry抯 identity as a former GERC Chair had been omitted from the Minutes. MOTION: Cynthia Struthers moved approval of the amended October 6 Minutes; Jess White seconded the motion. The Minutes were unanimously approved as amended. Interim Associate Provost Nancy Parsons reported that she had received the majority of the Spring and Summer General Education assessment data from departments. She is getting ready to send out the reminder to chairs and deans about Fall data collection and reporting. Departments� reports on Fall Gen Ed assessment data will be due in February. Interim Associate Dean Russ Morgan clarified that while he is an ex-officio member of the Council in his capacity as the Deans� Council representative, he does not actually sit on the Deans� Council. On CGE he represents the Dean of the College of Arts and Sciences, who sits on the Deans� Council and is its designated representative on CGE. Retiring Director of University Advising Candance McLaughlin announced that the three finalists for her position will be on campus on November 9, 14, and 28. The schedule for each will include an open session which CGE members may attend. CGE Chairperson Patrick McGinty thanked Council members for their assistance on CGE抯 new Transfer Articulation Subcommittees. He reported that the processing of articulation requests was moving along 搒wimmingly� so far. Dr. McGinty also reported that he is still attempting to reach CIS Director Rick Carter concerning CGE抯 international transfer articulation questions. Letters to Department Chairs and Deans The Council considered the drafts of two letters that Chairperson McGinty had written and shared electronically prior to the meeting; one letter focused on writing in Gen Ed courses and the other on Gen Ed assessment. Dr. McGinty reported that an investigation of past Minutes and Annual Reports had revealed that in Spring 2009 CGE had approved the 揺very section of every course in every semester� policy for General Education Assessment. That policy change had been reported to the Faculty Senate in CGE抯 Fall 2009 Annual Report, but has never been separately approved by the Senate, other than by its acceptance of that Annual CGE Report. Diana Allen of English and Journalism clarified that Gen Ed assessment data is collected differently in English 100, 180, and 280 than in all other Gen Ed courses; each year one of the three composition courses is assessed, using a random sample of student papers from each section of the particular composition course being assessed that year. Cheryl Bailey added that Communication 241 is also assessed each year using a random sample of students from each section of the course; not all Comm 241 students are assessed each year. Dr. Parsons clarified that the policy is that students in every section of every course must be assessed each semester, not that every student in every section of every course must be assessed each semester. MOTION: Diana Allen moved that the Council approve the two letters, with the correction of one typographical error. Dean Zoerink seconded the motion, which passed unanimously. General Education Presence at New Faculty Orientation Chairperson McGinty shared with the Council the response he had received from CITR Director Roger Runquist concerning Dr. McGinty抯 request that CGE have an opportunity to speak to new faculty about the university抯 General Education curriculum and expectations at New Faculty Orientation. Council members expressed dissatisfaction with Director Runquist抯 response, which indicated that he did not feel that General Education was of sufficient relevance to new university faculty to be included on the 搕ightly packed� schedule for the two-day orientation program, which ends each day in the mid-afternoon. Council members pointed out that faculty do not necessarily know when they begin their employment at 麻豆传媒 if they will be assigned General Education classes in the future, and that in any case all of their students will be involved in the university抯 General Education curriculum. CGE Vice President Jess White asked what percentage of 麻豆传媒 faculty members have taught General Education courses. Dr. Parsons volunteered to request that Institutional Research and Planning (IRP) run a report, which she will share with the Council. Council members also expressed concern about the location of the teaching portion of the New Faculty Orientation schedule (on the second day), which did not seem to reflect the university抯 emphasis on quality teaching as contractually the 損rimary duty� of all faculty members. It was also noted that information about the university抯 expectations concerning and opportunities for service, including faculty governance, were completely absent from the program, other than a lunch-time 搘elcome� from the Faculty Senate President on the first day of orientation. Dr. McGinty will invite CITR Director Runquist to attend a CGE meeting in the future, to address the Council抯 concerns regarding New Faculty Orientation. Candace McLaughlin suggested that this would be an opportunity to ask Director Runquist to share with us the process by which the New Faculty Orientation agenda is established each year. CLEP Exams Council members expressed their concern about the lack of writing in CLEP Exams that have been submitted to the Transfer Articulation Subcommittees for evaluation. The exam does not involve any coursework (unlike the AP course which precedes the AP exam), and unlike the AP exam, the CLEP exam consists solely of multiple-choice questions, and so does not include the writing requirements 麻豆传媒 has for General Education courses. Dr. Parsons asked if 麻豆传媒 proficiency exams were different in terms of writing. Some departments include essays as part of their proficiency exams, but apparently not all do. Communication 130 As a result of a transfer articulation request, the question had arisen as to why 麻豆传媒抯 Comm 130 course was considered a Humanities Gen Ed class, rather than a Communication Skills course. Cheryl Bailey explained that the course focuses more on communication theory than it does on skills. Also, because it does not include the social science methodology expected of Social Science Gen Ed courses, it was assigned to the Humanities category. Timing of General Education Assessment Reports Dr. Parsons asked if CGE wanted Gen Ed assessment data collected by departments and reported annually (for Fall, Spring, and Summer semesters) at the end of the year (early in the next Fall semester) instead of semi-annually. Jess White commented that having it collected each semester helped to keep it in the forefront of faculty members� minds. Cheryl Bailey pointed out that if a faculty member left 麻豆传媒 mid-year, departments might not be able to report the data from the Gen Ed courses taught by that faculty member, if the data was only gathered once a year. Dr. Parsons suggested that perhaps the data could be collected and reported semi-annually, but that the feedback form only needed to be distributed to and submitted by departments once a year. Associate Dean Russ Morgan suggested that since much of the curricular change happens at the end of Spring semester, the faculty might be 損rimed� to be thinking about using assessment data at that time. The Council agreed that while the feedback form should be submitted annually, the Provost抯 Office would continue to distribute reminders to collect Gen Ed assessment data along with the Excel forms early in each semester, as well as a request at the end of each semester that the forms be submitted by a specific date after the end of that semester. The Council concluded that the feedback form would only be included with the materials distributed for the Spring and Summer semesters, in March (with the early reminder to conduct assessment activities and collect assessment data in Spring and Summer) and in September (with the request to submit Spring and Summer assessment data in early Fall). CAS Essential Skills Committee CAS Associate Dean Russ Morgan provided background on the establishment of this faculty committee by the College of Arts and Sciences Faculty Council (which is composed of one faculty representative from each CAS department). The Essential Skills Committee (ESC) was established for two reasons: 1) because 麻豆传媒抯 own freshmen placement tests in English and Math are placing more and more entering freshmen into the remedial English 100 and Math 099 courses, and 2) because the majority of 麻豆传媒 teacher education students (whose majors are housed in all four of 麻豆传媒抯 academic colleges) are failing the Language Arts and Math portions of the state抯 Basic Skills Test for teacher education students in all fields (usually taken late in the sophomore year or in the junior year, but sometimes taken in the senior year). Thus, an increasing number of students are coming to 麻豆传媒 unprepared for college-level work and many of them are not progressing sufficiently in their mathematical and writing skills once they arrive at the university. A recent policy change has required that students placed into Math 099 must now take it within their first three semesters at 麻豆传媒. English has had such a registration block in place for some time, forcing the enrollment of students in English 180 early in their college career, but some transfer students still end up taking their 揻reshman� composition course when they are juniors or seniors. The CAS ESC has asked if the General Education assessment data that CGE collects could be useful to them as they study the problem of students� writing and mathematical skills in search of solutions. Council members regretted, however, that the Gen Ed assessment data is not reported in such a way as to be useful to the ESC, since it is reported by General Education goal. General Education goal 3 does not distinguish between oral and written communication skills, and we have no way of knowing which students assessed on goal 3 have already taken English 180 and which haven抰; thus we cannot determine whether having taken English 180 makes any difference in students� performance on that goal. Math skills are not assessed separately either � assessment of mathematical knowledge is folded into several of the goals for the General Education curriculum. Diana Allen raised the question of the relationship between students� writing deficiencies and their reading levels. The Council discussed the need for a remedial reading comprehension course for many of our students, given the difficulties many students have demonstrated with understanding the meaning of reading assignments in Gen Ed courses. The Council discussed several alternatives for placing students into a new required remedial reading comprehension course, including administering a 麻豆传媒-based reading comprehension test to all incoming freshmen or using the ACT Reading sub-score for placement purposes. Ginny Boynton mentioned that if 麻豆传媒 was to develop and require a remedial reading comprehension course, 麻豆传媒抯 Curriculum and Instruction Department, chaired by Dr. Cindy Dooley, has faculty with expertise in teaching reading skills and might be interested in developing such a course. Chairperson McGinty suggested adding two topics to future agendas: 1) reading in General Education courses, and 2) the ways in which our assessment data is attuned to General Education goals rather than to skills or course content. CGE抯 Role in General Education Assessment Dr. McGinty asked about any 揟ake Aways� from the Oct. 6 CGE meeting with Dr. Shouse and Dr. Baker-Sperry that have not already been considered by the Council. He suggested that CGE was still determining how strong a voice it wanted to have in closing the feedback loop in Gen Ed assessment. His review of previous CGE Minutes from Spring 2009 had indicated that assessment at that time had been considered the role of administration. He suggested that now that CGE has a greater pool of assessment data in hand, the Council has a chance to find its own voice with regard to assessment and act accordingly. Jess White pointed out that any change in our charge or By-Laws must originate with or by approved by the Faculty Senate, to whom we answer. Dr. White also reiterated that CGE must be part of any discussion about students� basic skills, since that skill development happens largely in Gen Ed classes. The Council, having completed its business for the day, adjourned at 5:00 p.m. CGE will next convene on Thursday, 3 November 2011. 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