General Education Expanded Meeting

January 18, 2005

  257 Cartwright Center

Members Present: Grunwald, Hollenback, Johnson (Chair), Kraemer, Leonard, Prucha, Riley Udermann, Winfrey

Consultants Present: Bakkum, Beck, May  

 

I.   12/06/04 Minutes approved.

                       

II. A. Segments of the Service Learning Video were presented.  Some of the highlighted segments and important aspects of Service Learning included:

·     teaching for Social Responsibility (sample sites:  homeless shelter, city parks environmental monitoring, mobile children’s dental unit, school music programs, teaching computer literacy in community centers located on the “other side” of the digital divide, helping immigrants become U.S. citizens, interdisciplinary project teams [one approach—not all do that]

·     emphasis on reflecting on the experience

·     SL helps commuter students feel connected to campus (because they connect to courses—where service learning occurs—rather than to campus organizations)

·     benefits University:  makes students/programs visible; turns students into citizens

·     a transformative approach to education—the essence of citizenship

·     students learn to participate in collective action

·     creates a hunger for learning:  student moves to content when the necessity/value of it becomes apparent

·     often requires a variety of approaches to research

·     @Portland State, every senior takes a 2-quarter capstone community-based service learning course

 

B. Terry Beck demonstrated the ePortfolio website.  Benefits and concerns were discussed.  One concern raised was how faculty can protect against plagiarism.  Beck’s Assessment subcommittee asked to research and provide more information about implementation.

 

III. Morning Discussions and Course Reviews

      A. The conversations from the morning Teaching & Learning conference were discussed.  Some observations:

§     Current program is already oriented to outcomes enough that we can move ahead

§     There is a desire to have elements such as critical thinking dispersed through first year courses

§     Common experiences students should have:  struggle, moving out of comfort zone

§     Follow up conversation is needed. Suggestions included a  Newsletter and a summary of the notes from the round table discussions.

 

B.     Course Reviews were distributed and discussed.  Courses missing reviews were noted.  A full packet of course reviews will be sent out (electronically when possible) only to those who request it.  The Structure subcommittee (and possibly the Assessment subcommittee) will examine course reviews more closely looking outcomes not being addressed and patterns or clusters of outcomes by category of course.

C.     A draft of condensed outcomes  (by the Assessment Subcommittee of Beck, Dickmeyer, Durnin, & Seebach) was distributed.  It will be reviewed by the following Gen Ed ad hoc committee of Mike, Jess, Eric (convener), Cris Prucha.

 

IV.  Subcommittee Reports.

A.  Sandy distributed and reported on the kinds of assessments that have been done since 1995 (see her handout, “Direct and Indirect assessment measures that have been performed at UWL that assess aspects of the General Education Program).  In the last 2 semesters, 4 different pilot assessments have been done and a group of faculty have been solicited to volunteer their classes during the Spring ’05 semester. Bruce will join the Assessment Committee.  An immediate need is to summarize the assessment information collected to date and prepare a report for GEC and Faculty Senate.  Preferably a short handout can be sent to the campus community prior to the Faculty Senate Forum. 

 

B.  No report from the Structure subcommittee.  It should meet soon use the timeline approved in the fall to create short-term and long-term plan.

 

C. First Year Experience subcommittee should meet after Emily meets is Dean Roter regarding identifying key components of a FYE. The subcommittee should identify specific courses which could be designated as FYE courses in the timetable.  They should create a definition of an FYE course so that faculty can know what must be done to have a course designated FYE.  Problems/Questions were raised about UWL 100:  What role, if any, does UWL 100 play in the First Year Experience?  Should UWL 100 sections be theme-based?  Where are the resources for offering UWL?  How should the course be configured?  How can we add more sections of first year seminars.

 

V.  Writing-in-the-Major & Writing Emphasis

      A.  WIMP Guidelines.  A revision of the WIMP proposal form was distributed to be discussed and approved at the January 31st meeting Also to be discussed January 31st is funding for the WE/WIMP coordinator position.

      B.  Minors in WIMP programs. M/S/P. Motion (Kraemer ), second (Grunwald ) that Writing-in-the-Major departments be asked to decide whether they would approve waiving the second Writing Emphasis course for students taking a minor in the department.   4 yes 3 no, 1 abstention.

 

VI.  Other

A.     As of yet, no CBA representative has been identified.

A.     Discussion on “What makes a course a GE course and a possible theme name for the GE program, such as “Education for (Global) Citizenship will take place at the next meeting.

 

The meeting adjourned  at 4:34 p.m.

 

Next meetings:

  Monday, January 31, 2005

  Monday, February 7, 2005

 

 

Respectfully submitted,

Terry Beck