General Education Council

Minutes 9/20/2004

 

Present: D. Bozak, R. Cole, C. LaLonde, L. Fuller, J. La Manna, R. Mandel, D. Parsons, K.Shaw.

1.  Welcome to Larry Fuller, elected by Faculty Assembly as the representative from A&S Natural Sciences/Math for a 3-year term, 2004-2007.

2.  The 3-year term from A&S Social Sciences has not yet been filled.

3.  Minutes from 8/24/04 were approved unanimously.

4.  Discussion continued on ENG 347 (Contemporary Native American Literatures), submitted for the category of Human Diversity – TIUS.  Chris LaLonde provided an overview of the course outline.  The course was approved 4-0-0.

5.  Discussion occurred in response to Earth Sciences’ request to consider Computer Literacy “infused” for Meteorology majors and Geology majors.  Approved 4-0-0.  R. Cole was asked to be sure to alert the department that this is an “infusion,” not a “waiver.”  R. Cole was also asked to point out to the department that the infusion is only for the Learning Outcomes associated with Computer Literacy, not those associated with Information Management.

6.  R. Cole shared the list he compiled that identifies upper division electives with minimal prerequisites.  This will be published in upcoming Course Bulletins and should provide students and advisors with a broader idea of available upper division electives, thereby reducing the likelihood students will take excessive GenEd courses merely to meet elective requirements.

7.  D. Bozak and R. Cole shared information from a recent meeting they attended at which spoke Dr. Patricia Francis, Assistant Provost for University Assessment and Academic Initiates, Academic Affairs, SUNY System Administration.

Implementation of BOT’s resolution for “Strengthened” (externally referenced measures) assessment in Basic Communication (Writing), Critical Thinking, and Math is scheduled for Fall 2007.   Gear group will meet in Fall 2004 to develop guidelines (rubric & criteria) and that will help campuses move from “original” to “ongoing” assessment.

8.  Parts of the summary of the Spring GenEd retreat were reviewed.  There was an agreement to consider ways in which Critical Thinking might be infused in the major.

Karen Shockey & Rameen Mohammadi will be invited to the next meetings to help explore possible infusion of Information Management/Computer Literacy.

A tentative timetable was established that would set these two GenEd Program changes apart from other possible changes.  Any decisions, and support for these decisions, would be concluded by the end of the fall semester.  Recommendations for change, if any, would go to Faculty Assembly in Spring 2005.

9.  Adjourned.

Submitted by R. Cole

General Education Council

Minutes 10/4/2004

Present: R. Cole, C. LaLonde, L. Fuller, G. Graham, K.Shaw.

1.  Minutes from 9/20/04 were approved unanimously.

2.  Welcome to Glen Graham, who was elected by Faculty Assembly as the representative from A&S Social Sciences for a 3-year term, 2004-2007.

3.  An examination of the course outlines for ART 316 Painting III & ART 415 Painting IV took place.  These are advanced-level additions to the existing Art Writing Plan.  The courses were approved 4-0-0.

The Art department will be asked to take some of the language of the cover letter that speaks directly to the nature of the writing assignments and incorporate this into the Course Proposals.  The Course Proposals should be submitted in turn to UCC for approval of the minor changes.  A copy should also come to GenEd.

4.  Discussion ensued regarding THT 359 Costumes, Sex and Culture, submitted for Intellectual Issues – Self & Society, and for Human Diversity – Global, International and Geographical Awareness.

A vote on approval of the course was tabled, pending revisions from the Theatre department.  The course was received with enthusiasm and it is clear that in spirit the course has the makings of an Intellectual Issues offering.  Specific concerns that should be addressed are as follow:

• The course seems more appropriate to the Cultures & Civilizations category, given the scope listed in the outline.

•   Make more explicit what is at stake or what the contested issue is (are).  For example, in Section V., Section VIII. Part E., and elsewhere there are allusions to power, political structures, cultural stratification, economics and commodification, definitions of the bodily shape, artistic tensions, competing ontological views, and so forth.  These themes are precisely what an Intellectual Issues course in costuming can speak to so powerfully.  Section VI. Course Objectives and Section VII. Course Outline should parallel each other, with the aforementioned themes featured.

• Why is “Sex” in the title?  The course appears to have little to do with sex, other than perhaps some passing reference to gender constructions.  If this is a key theme (and perhaps a contested issue), it needs to be more explicit in the Objectives and Outline sections.   Perhaps consider using the simpler, albeit less “sexy” course title, COSTUMES AND CULTURE.

• The Bibliography could use a freshening up.  The most recent references are from 1995, almost 10 years old.

5.  Mary Beth Bell, Jim Nichols and Karen Shockey met with the Council to help explore possible infusion models for the Information Management/Computer Literacy competency.

They noted that students don’t understand the differences between the web and the library.

Some information management skills are taught in ENG102, but this is not enough.  Some faculty members bring students in for formal library training, or have library staff come to classrooms.  This is done on a haphazard basis and does not increase information management skills on a wholesale basis to the students.

The library folks are in favor of, and would welcome the chance to help integrate information management across the curriculum.

Information management should be course (context) based.  A beginning place might be associated with the preceptor course.  And/or the existing infrastructure of the GenEd Writing Plan could be leveraged to deliver information management through some modification.

The library is willing to work with departments to help them modify their Writing Plans to embed information management components.  As a supplement, they are still willing to meet course-specific needs a department might have.

No new personnel resources would be needed by the library to consult with departments on modifying their Writing Plans.  Perhaps some small amounts of monies might be needed for workshops, etc.

6.  Adjourned.

Submitted by R. Cole

General Education Council

Minutes 10/15/2004

Present: D. Bozak, R. Cole, C. LaLonde, L. Fuller, G. Graham, J. La Manna, R. Mandel, D. Parsons, K.Shaw.

1.  Minutes from 9/27/04 were approved unanimously.

2.  POL 369 Political Violence and Terrorism was reviewed for addition to the list of upper division electives of the Political Science Writing Plan.

3.  R. Cole discussed rejection by System Administration of the MLL 201/202 courses under the Humanities category.  While we have filed an appeal, we should proceed as though Spring, ’05 will be the last time students can get GenEd credit for these classes.

About 200 students enrolled in Humanities MLL201/202 courses during academic year 2003-2004.

R. Cole will solicit departments for possible Humanities additions to cover the seats that will likely be lost.

 

4.  Rameen Mohammadi from the Computer Science department spoke about Computer Literacy and Information Management as it relates to CSC101 and the associated lab.

He traced the history of the Computer Literacy category since GE98.  For GE2000 about 20% more seats were added.  In the early years the course was designed to meet only the following learning outcome:

- perform the basic operations of personal computer use

The course has since been expanded beyond the teaching of “productivity tools.”  Issues of information literacy, copyright, electronic databases, screening web-based information, etc. has been added to the course.  For example, Natalie Stuhr from Penfield Library comes to the class and does a presentation.

Rameen shared course syllabi, common assignments, and sample portfolios of students’ culminating projects.  From this evidence, it is clear that the course is now designed to meet these additional learning outcomes:

- understand and use basic research techniques; and

- locate, evaluate and synthesize information from a variety of sources.

Rameen shared data from the recent assessment cycle for CSC101, demonstrating that a high number of the sampled students met or exceeded all three learning outcomes.

The Council was provided with historical data about the Waiver Exam.  The exam only measures students’ ability to perform basic operations of personal computer use.  If CSC101 will be charged with meeting the information literacy learning outcomes, the Waiver Exam either needs to be modified to measure these skills/knowledge or discontinued.

5.  Adjourned.

General Education Council

Minutes 10/29/2004

Present: R. Cole, C. LaLonde, L. Fuller, J. La Manna, R. Mandel, D. Parsons, K.Shaw.

1.  Minutes from 10/15/04 need the addition of D. Parson as present.  Approved 5-0-0.

2.  Discussed how to implement Information Management learning outcomes from the BOT, since Oswego has never formalized this.  Approved 5-0-0 in principle the following, which after minor editing and the inclusion of a rationale, will be submitted to APC for review and then to floor of Faculty Assembly:

SUNY Oswego’s Implementation of the   Board of Trustees’ INFORMATION MANAGEMENT COMPETENCY Wherein students will: Learning Outcome #1- perform the basic operations of personal computer use Learning Outcome #2 - understand and use basic research techniques Learning Outcome #3 - locate, evaluate and synthesize information from a variety  of sources I.                           Redefine the General Education Category of “Computer Literacy” A.            The General Education category currently named “Computer Literacy” shall be renamed “Computer and Information Literacy.” B.             All courses approved for the category of “Computer and Information Literacy” shall be designed so that students attain all three BOT Information Management learning outcomes at a baseline level. 1.              The previously approved course CSC 101 has already demonstrated that it is designed to meet the three learning outcomes and shall be listed as satisfying this category. 2.              The previously approved courses ART 207, ART 208, BIO 289, MUS 206, TEL 246 shall demonstrate that they now meet, or will be revised to meet, all three learning outcomes in order to be listed as satisfying this category. C.             Articulated transfer students will continue to receive “infusion” status for “Computer and Information Literacy.” D.            Majors who have been granted programmatic exemption/infusion of computer literacy shall NOT have that exemption/infusion carried over to the new category of “Computer and Information Literacy.” E.             Majors may request programmatic exemption/infusion of the new category “Computer and Information Literacy” by demonstrating that they meet all three BOT Information Management learning outcomes at a baseline level through other means. II.                         Strengthen Advanced-Level Information Literacy A.            The infusion of advanced-level Information Literacy shall be a General Education requirement for all majors. 1.              Departments/Programs shall demonstrate that they embed Learning Outcome #2 - understand and use basic research techniques and Learning Outcome #3 - locate, evaluate and synthesize information from a variety of sources, at the advanced level. a.                                   Penfield Library staff will work with departments who seek assistance in embedding advanced-level information literacy. 2.              Departments/Programs shall prepare majors for formative assessment of Information Literacy at the advanced level.

3.  Council will call upon First Choice program to do the following (but will hold on this action because other recommendations regarding Critical Thinking might also be included):

Call on First Choice Program to Embed the   Board of Trustees’ INFORMATION MANAGEMENT COMPETENCY Wherein students will: Learning Outcome #1- perform the basic operations of personal computer use Learning Outcome #2 - understand and use basic research techniques Learning Outcome #3 - locate, evaluate and synthesize information from a variety  of sources I.  Strengthen Baseline Information Literacy A.      First Year Choice courses for entering students will be used as a platform for a project or projects that, at the baseline level, embed Learning Outcome #2 - understand and use basic research techniques and Learning Outcome #3 - locate, evaluate and synthesize information from a variety of sources. B.       First Year Choice courses shall assess Learning Outcomes #2 and #3 at the baseline level.

4.  Began to discuss PBJ 463 American Indian Law for II—C&C.  Discussion suspended because of time limitations.

5.  Adjourned.

Submitted by R. Cole

General Education Council

Minutes 11/08/2004

Present: D. Bozak, R. Cole, G. Graham, C. LaLonde, J. La Manna, L. Fuller, R. Mandel, D. Parsons, K.Shaw.

1.  Minutes from 10/29/04 were approved.  Approved 5-0-0.

2.  The Council discussed a response to the GEAR Group’s draft of the “Review Process Guidelines” for “Strengthened Campus-Based Assessment.”  The following points should be included in any response the campus makes:

A.  Misc

Provost Salins’ cover letter indicates that the implementation date for “Strengthened” assessment will be fall 2006, but in the same sentence indicates the effect date is academic year 2005-2006.  Please clarify what is meant by these differing dates and publish a timeline for beginning, intermediate and concluding steps toward implementation.

B.  SUNY-Normed Measures

There is no reference to the issue raised by Faculty Senate in their Resolution of Support, dated April 2004:

4.  The “standards and rubrics” to be developed by the GEAR disciplinary panels are to be submitted to local campuses for approval before they are used to implement the locally developed instruments in those areas.

There is no reference to the issue raised by the Faculty Council of Community Colleges

Resolution of April 3, 2004:

4. The standards and rubrics developed by the GEAR discipline panels of faculty in mathematics and written communications shall be submitted to the SUNY campus faculty in those disciplines for their approval before they are used by GEAR to approve locally developed instruments in those areas.

The GEAR discipline panels should solicit campuses for their existing standards and rubrics.  These should be used by GEAR to inform their own development of standards and rubrics.

C.  Nationally Normed Measures

The Provost’s office should provide more details about how each of the variety of nationally normed tests specifically assess the areas of Basic Communication (Writing), Mathematics, and Critical Thinking.

D.  Costs

There is no reference to two issues raised by Faculty Senate in their Resolution of Support, dated April 2004:

1.  Including "implementation" costs of nationally-normed measures as part of SUNY's  responsibility.

2.  Commensurate funding for "creating, administering, norming, and reviewing locally developed instruments."

Costs associated with attending assessment workshops, conferences, and implementation training should be paid for by System Administration.

E.  Misc.

 Student Engagement is not “General Education” and reference to its assessment, which covers much more than academics, should be removed from mandates involving General Education assessment initiatives.

3.  Began to discuss philosophical views on double-dipping/doubling-counting within GenEd categories.  Points were made about the appropriateness/inappropriateness of courses to more than one category.  Additional points covered the justification for allowing/disallowing students to use one course to satisfy more than one category.

Currently, three courses can be “double-counted” by students: MUS117 (FPA and HD-TIUS); THT365 (HD-NWC and IICC); and WST200 (HD-TIUS and IICC).  Another course, PBJ463, is approved for HD-NWC and is under review for IICC.

No motion was made, but the time was well spent in thinking about significant issues related to the mission of General Education at Oswego.

4.  Adjourned.

Submitted by R. Cole

General Education Council

Minutes 12/3/2004

Present: R. Cole, G. Graham, L. Fuller, C. LaLonde, R. Mandel, D. Parsons, K.Shaw.

1.  Minutes from 11/19/04 were approved 3-0-1.

2.  Robert and Rhonda discussed Provost Salins’ memo regarding changes to the Learning Outcomes for Mathematics.  Pat Halpin and Terry Tiballi will provide their view on matters.

Also discussed was the GEAR Group’s call for campuses to submit local Critical Thinking standards and rubrics for the discipline-based panel to use in formulating their own standards and rubrics.

Also discussed was the call from University Faculty Senate for nominations of “distinguished” professors for the discipline-based panels in Math, Writing and Critical Thinking.  Several names were mentioned and Luther Peterson, campus rep., will follow up on this.

3.  Robert reported on his meeting with the Music department to explore their offering “period” courses for the Humanities category.  J. Pretzat favors the idea and will send us a memo indicating such.  She will change the prerequisites on the following courses:

MUS 312 Music in the Baroque Era

MUS 313 Music of the Classic Period

MUS 314 Music of the Romantic Period

MUS 315 Music of the Twentieth Century

MUS 320 Renaissance Music in Italy and Its Medieval Origins

And for HD – TIUS  or  Fine & Performing Arts MUS 323 Women and Music  –

Robert also reported sending a memo to H. Zakin in the Art department listing possible courses they might consider as making available for Humanities.  These include:

ART 350 Italian Renaissance Art

ART 351 Northern Renaissance Art

ART 352 Nineteenth Century Art

ART 353 Twentieth-Century Art

ART 354 Art in America I

ART 364 Medieval Art

ART 380 Introduction to Museum Studies

ART 381 Contemporary Museum Issues

Robert also spoke about the conversation he had with J. LaLande regarding the Modern Languages’ Humanities courses that were rejected by System Administration and ACGE, and which will be de-listed starting Summer, 2004.   Robert told LaLande that if he wishes to further pursue this, he needs to meet with him and Rhonda to explore what, if any, course of action the campus might take.

4.  GenEd seat availability was discussed.   There seems to be a perennial shortfall in the category of Fine and Performing Arts.  A rough estimate of 1,900 is the annual number of seats needed in this area to cover the demands of new and transfer students.

5.  Additional updates on ongoing GenEd assessment were provided.  Some folks are getting hit hard and we might think of re-sequencing which timetable for various categories.

6.  Adjourned

Submitted by R. Cole

General Education Council

Minutes 01/31/2005

Present: D. Bozak, R. Cole, G. Graham, L. Fuller, C. LaLonde, J. LaManna, R. Mandel, K.Shaw.

1.  Minutes from 12/3/04 were approved 4-0-0.

2.  Robert reported that there were adequate but not excessive GenEd seats for Spring, 2005.  He will make a final count after the “Add” period is over.

3.  Robert reported that the Information Literacy change proposal will go to the floor of Faculty Assembly on 1/31/05.  There will be a two-week period and then deliberations/vote can take place.

4.  Robert reported that after meeting with the Music and Art departments to discuss “period” course offerings for the Humanities category, he received and approved the following:

ART 350 Italian Renaissance Art

ART 351 Northern Renaissance Art

ART 352 Nineteenth Century Art

ART 354 Art in America I

ART 364 Medieval Art

ART 380 Introduction to Museum Studies

ART 381 Contemporary Museum Issues

MUS 313 Music of the Classic Period

MUS 314 Music of the Romantic Period