APPENDICES

Appendix B

MOTIONS PASSED BY THE GENERAL EDUCATION COMMITTEE, 2006-2007

[Excluding Motions to Approve Minutes and Motions to Adjourn]

08/30/06:

M/S/P: To recommend to the Faculty Senate that the By-Laws be changed, providing for the election of the Chair of the General Education Committee, with the General Education Director eligible for election. Unanimously on a voice vote.

By Unanimous Consent: To remove the following wording from the Core name and Three Tier titles:  University Core Curriculum -  delete subtitle, “Inquiry and Critical Thinking

University Core I & II – delete subtitle, “Foundations of Knowledge”

University Core III –delete subtitle, “Personal, social and global responsibility”

9/11/06:

M/S/P (unanimously) to review WIMP, writing emphasis and course revision proposals on Oct. 16 with a second read on Oct. 30.

M/S/F (3/7/0) to require 6 different disciplines (as defined by course prefix) in UC II.

M/S for a change in the language of UC III #1 to read “One course with civic responsibility as a central theme or a course with a civic engagement component or an international experience required”.  M/S/P to postpone this motion until the next GEC meeting.

9/18/06:

M/S/P to restore the Aesthetic Meaning category to 4 credits minimum.

M/S/P (5/4/0) to add a Global Perspectives category to University Core II with a minimum of 3 credits.

M/S/P (5/4/0) for HIS 101 or 102 to be a required course in University Core I (first or second year---in first 60 credits)

10/02/06:

M/S/P to restore the Aesthetic Meaning category to 4 credits minimum.

Implications of 9-18-06 changes and the impact on UC III:  issue on whether or not to keep UC III 1., Civic Engagement; need for criteria and staffing decisions for this; Straw poll was taken.  11/0/0 to keep UC III 1 and examine/explore the details necessary to make informed decisions in this area. 

MOTIONS PASSED BY THE GENERAL EDUCATION COMMITTEE, 2006-2006 [continued]

10/16/06:

It was moved, but died for lack of a second, to remove the Logic and Language category from UCII and place the math courses in a second science requirement.

It was moved and seconded to require a literature course in UCII.  There were additional reasons proposed in favor of adopting this proposal and some concerns were voiced. 

It was then suggested that it would be better for GEC to consider this proposal after a subcommittee of the GEC had put together a proposal to provide some coherence to the current UCII in the wake of recent changes and suggestions.  The motion was withdrawn, but a straw poll was taken and by a vote of 7-1 the committee favored adopting a literature requirement.

10/30/06:

M/S/P.  WE for Janet Kirsch – Chemistry.

11/20/06:

[no motions]

12/04/06:

M/S/P to reconsider consensus from April 3 that added requirements of 9 credit overlap maximum

M/S/F to postpone discussion until next meeting

M/S/F that no more than 9 credits of courses in major prefix could count towards major and core

9 credit limitations has now been removed from core

02/05/07:

[no motions]

02/12/07:

M/S/F to affirm current Gen Ed program.  (48 credits required from approved courses, approved student mission and vision statements) and to review the program and recommend changes as described in the Faculty Senate bylaws.  Discussion ensued.  Motion failed.  4/6/0

02/19/07:

[no motions]

MOTIONS PASSED BY THE GENERAL EDUCATION COMMITTEE, 2006-2006 [continued]

03/05/07:

Writing in the Major Revision:

CST--M/S/P to approve revision

Writing Emphasis Instructor Certification:

 Keith Beyer – CHEM 314--M/S /P to waive second reading and approve request.

 Barb Gander – ECE 324/524--M/S /P to waive second reading and approve request.

 Omar Rivera – PHIL 205-- M/S/P to waive second reading and approve request.

Jim Finch – MKT 309--M/S/ P to waive second reading and approve request.

Andrew Hamilton – HIST 102--M/S/P to waive second reading and approve request. 

Consideration of New Courses for General Education: [Literature Category]

 “German Literature in Translation”--M/S/P to approve the course

03/19/07:

[no motions]

04/02/07:

[no motions]

04/09/07:

Motion to forward [Assessment ] timetable to Faculty Senate--M/S/P

FYE:  Draft Motion [See Attachment I]--M/S/P

04/16/07:

Course Proposal:

“Maps and Society”[Social Science Category] —M/S/P

Motion to reconsider previous FYE motion – M/S/P

Motion to amend previous motion by changing 2 to 1 (item b) and to illuminate #2 on line 15. The motion would now read as 1 FYE course taken in the 1^st 30 credit hours—M/S/P

Motion to accept the amended amendment—M/S/P

Motion to accept the new FYE proposal—M/S/P

Appendix C

General Education Ad Hoc Committee

International Perspective

Phone Conference:  - Ruthann Benson, Eric Kraemer, and Christine Prucha

Friday, September 29, 2006 – to determine how to proceed with the establishment of this ad hoc committee

Charge from General Education:  To make recommendations regarding the criteria for inclusion in the global perspective category.  (The Ad Hoc Committee will not be determining which courses qualify for inclusion in this category.)

It is the recommendation of the initial 3 members of the Ad Hoc Committee that an invitation be sent to all departments to submit the name of a department representative to either serve on the committee or speak for the department at a committee meeting.  In lieu of a department representative, departments could also respond to a questionnaire asking for input into criteria to be used. 

The questionnaire would include as possible criteria the student learning outcomes identified in the General Education Student Learning Outcomes under “Personal, Social and Global Responsibility” that directly relate to global responsibility.

Students will be able to:

1. Describe how cultural and individual differences have shaped perspectives and contributed to patterns of privilege and oppression
2. Explain how values and ideas of cultures have evolved and how patterns of globalization have shaped the modern world
3. Recognize and respect different ways of thinking and communicating
4. Explain the rationales for cultural behaviors different from one’s own

Departments would be asked to comment on these student learning outcomes as criteria to be used for determining which courses qualify for this category, as well as to make recommendations regarding other criteria to be used.

The three of us were also in agreement that the current General Education description—“global studies courses that focus on the peoples, cultures and societies of the world”—was appropriate to the Global Perspectives Category and that we would recommend that a minimum of 60% of the content of the course focuses on topics outside the continental U.S.   These recommendations would be discussed further in the committee as a whole.

We would like to call an Ad Hoc Committee meeting the week of October 9^th. 

Appendix C [continued]

2 October 2006

To:                   University of Wisconsin-La Crosse Department Chairs

From:               The General Education Committee

The General Education Committee is in the process of forming an ad hoc committee to make recommendations to the General Education Committee regarding the criteria to be used for inclusion in the Global Perspective Category of the University Core Curriculum.

We would ask that you either name a department representative to this committee or a representative to speak to the committee, or submit your department’s recommendations regarding the criteria in written form on this questionnaire.

Name of Department ______________________________________________________

Department Representative to Serve on Committee ______________________________

Department Representative to Talk to Committee _______________________________

Department’s recommendations regarding the criteria to be used: 

Possible criteria for this category are the student learning outcomes identified in the General Education Student Learning Outcomes under “Personal, Social and Global Responsibility” that directly relate to global responsibility.

      Students will be able to:

1. Describe how cultural and individual differences have shaped perspectives and contributed to patterns of privilege and oppression
2. Explain how values and ideas of cultures have evolved and how patterns of globalization have shaped the modern world
3. Recognize and respect different ways of thinking and communicating
4. Explain the rationales for cultural behaviors different from one’s own

Appendix D

Different Proposals for Revising General Education

Comparison Document

DRAFT ONLY [Working Document]

Current Gen Ed          Current Univ. Core              A likely revision           Another Alternative

Appendix D Continued

Comparison Document for CLS Chairs Meeting January 29, 2007 (ejj) DRAFT ONLY [Not for circulation]

University Core: A comparison of current with various proposals                                                                                                    

Delete column with SAH suggestion, as they did not comment on all or embrace the rest of the proposal.  Their argument was for an additional science.

^♪ Proposal also include request to have UCC discuss university wide requirements for BA and BS degree; UCC did not endorse proposal

*This has not been discussed by GEC; not bring it to CLS; rather ask CLS for feedback and recommendations on what we have discussed

Appendix E

Report and Recommendations from University Core III subcommittee

University Core III:  Making Connections --2 different experiences required (see below).  Students must have completed 45 or more credits before enrolling in Core III courses.

Core III- Making Connections-- is designed to help students recognize and practice their role as citizens (within US democracy and as a global citizen) and to make connections across disciplines and/or connect “book learning” with real world applications. Within this Core students will have opportunities to examine the responsibilities of citizenship.  This can include, among other things, further exploration of cultural diversity, both within the U.S. or internationally, further exploration of global issues, examination of ethic and ethical decision-making, and various forms of “hands-on” involvement in the campus or broader community (experiential learning).  In addition, Core III provides students with the opportunity to connect the Core with their major or to explore connections across different disciplines, or apply classroom knowledge toward solving real world problems.

Courses in Core III must address ____ or more of the following learning outcomes:

For Citizenship/Civic Engagement, ­­­______ or more of:

  (list appropriate outcomes)

For other forms of “making connections” or experiential learning, _____ or more of:          

  (list appropriate outcomes)

Students are required to complete 2 of the following, at least one of which must have a Citizenship/Civic Engagement component or emphasis.  (See below for descriptions of courses that might fulfill the Civic Engagement or Citizenship requirement).

1. an approved international experience (e.g., INS 250/251/252 sequence)
2. courses on ethics and ethical decision-making
3. courses that includes a significant service learning component
4. courses that explores civic responsibility (e.g., those that increases one’s understanding of citizenship in a democracy, those that examine how public policies relate to conditions of privilege or oppression)
5. courses that requires active participation in a campus or community project or where students actively exercise their role as citizens
6. interdisciplinary or multidisciplinary courses
7. research projects
8. internships or practica
9. integrative capstone courses/experiences

      10.  University Honor’s projects (research or other integrative projects)

We recommend that GEC develop an umbrella course under which various types of experiential or special topics coursse  can be used when special events lead to unique learning opportunities.  For example, last year groups of students went to New Orleans to help with victims of Hurricane Katrina.  An umbrella course, such as UWL 490, could allow a department to take advantage of this event as an experiential learning opportunity. 

As with all other courses in the University Core, Departments or Programs will need to submit courses to GEC for approval for placement in this Core.  By design, Core III allows students to complete these requirements through courses within their major.  However, students can also choose non-major courses to complete this requirement.  Each Departments or Programs can submit only (2?  3? )? options for inclusion in Core III.  Reminder: Only 9 credits of the University Core can double count with the students major (based on major prefix).  Some courses in UC II may satisfy one or more of the requirements in Core III.

Description of civic engagement:

 Civic engagement is broadly defined by any experience that helps students better understand their role as citizens in a democracy and as citizens of a global community.  Thus a wide variety of courses are applicable, such as those that:

help students---

• understand political processes and policy-making,
• understand the impact that policies have on communities, groups, and individuals
• understand ethics, ethical considerations, and ethical decision-making
• individually or collectively, identify and address issues of public concern
• increase their awareness of social problems and the role that individuals and governmental or other agencies play in addressing these problems
• examine issues or problems from multiple perspectives and to use these perspectives to plan a course of action that may remedy or improve the situation

Or those in which students

• directly address an issue, work with others in a community to solve a problem or interact with the institutions of representative democracy
• individually or as a group, engage in activities that promote the well-being of others
• actively participate in the political process

Appendix F

Kraemer’s Report [Draft]

For Senate Executive Committee

December 13, 2006

What has Gen Ed done this semester?

1. We started with a proposal, University Core, which had been submitted to Faculty Senate, but was turned back to the committee for further clarification.  We began considering various changes to the proposal..
2. We agreed to add a category to Tier II, Global Perspectives.

3. We appointed a subcommittee to create criteria for this category.  This committee met several times, came up with a definition, and submitted a proposal to the Gen Ed committee.
4. We elected a faculty chair.

5. We added Historical Foundations to Tier I.

6. We heard discussion from the School of the Arts and agreed to change the Arts requirement in Tier II from 3 to 4 credits, the amount currently in General Education.
7. We heard discussion from those who represent Literature, and, although we did not change the existing program, we did take a straw poll that overwhelmingly supported requiring Literature in University Core.
8. We appointed a subcommittee, the Structure Subcommittee, to study first the structure of Tier II and then the overall structure of the University Core.  This subcommittee has met half a dozen times, has vigorously disagreed on important matters, has tentatively agreed on making a change [moving Historical Foundations from Tier I to Global Perspectives in Tier II], and continues to discuss ways to slim down the requirements in the University Core, how to add flexibility to the program, and how to maintain fair access to all core-worthy courses.  This subcommittee has more work to do before it presents a proposal for revising the University Core to the whole committee.
9. We appointed a subcommittee, the Tier III Subcommittee, to study how specifically to define the listings in Tier III.  The Subcommittee has met several times and has presented its proposal to the whole committee.  This proposal has not yet been adopted.
10. We appointed a subcommittee, the FYE, Freshman Year Experience, Subcommittee.  This Subcommittee has also met several times, but is not yet ready to present a proposal to the whole Gen Ed committee.
11. We have invited presentations from the College of Science and Health regarding augmenting the Natural Science Requirement from 4 to 7 credits.  The committee has not yet acted upon this recommendation.  We have also received information from the School of Education regarding their requirements for their students.  The School of Education’s requests seems largely satisfied by the present program of General Education and by the revised University Core.  And, we have been told that CBA will be sending us an official comment shortly [and has been received].

Appendix G

Programs, Instructors, Courses Approved by the General Education Committee, 2006-2007

Writing Emphasis Programs

            CST – revision

Writing Emphasis Instructors

Janet Kirsch – Chemistry

Keith Beyer – Chemistry

 Barb Gander – Economics

 Omar Rivera – Philosophy

Jim Finch – Marketing

Andrew Hamilton – History

New Courses approved for General Education

“German Literature in Translation”— [E. Humanistic Studies: List 1]

“Maps and Society”[D. Self and Society]

Appendix H

GEC Assessment Time Table

(  NOTE:  After an assessment plan is complete, these details  and information about a cyclical  program of assessment will be more definitive.)

Appendix I

April 9, 2007

MEMORANDUM

TO:      Eric Kraemer, Chair General Education Committee

FROM:            Stephen McDougal, Convener, FYE Subcommittee

RE: “First Year Experience” Proposal

The “First-Year-Experience” Subcommittee moves –

* assumes that either transfer credit, AP credit or test-out options meet this requirement.

** assumes that transfer credit, AP credit and test-out options will not exist for all FYE-designated courses.