APPENDICES


 

 

APPENDIX A

DRAFT UNIVERSITY CORE – UW-L (4/20/06)

INQUIRY AND CRITICAL THINKING

(41-44 credits –all students will complete a minimum of 41 credits

– only 9 university core credits can count toward the major)

ALL CURRENT GENERAL EDUCATION COURSES WILL NEED TO “REAPPLY” TO BE CONSIDERED FOR UNIVERSITY CORE – APPLICATIONS WILL NEED TO ADDRESS UNIVERSITY CORE MISSION, STUDENT LEARNING OUTCOMES, AND UNIVERSITY CORE CRITERIA.

UNIVERSITY CORE I

FOUNDATIONS OF KNOWLEDGE: Introductory Core

(Freshmen foundations must be completed within the first 30 credits;

 the remainder of UF 1 requirements anytime during a student’s first 60 credits )

  •  

 

First Year - Freshmen Foundations (in the first 30 credits)

  • College writing (3 credits)
  • Freshmen Year Experience Course (FYE)[1] (1-3 credits)

 

First OR Second Year (in the first 60 credits)

  • Oral Communications (3 credits)
  • Math (4 credits)
  • Health & Well-Being (3 credits)
  • Diversity Requirement (3 credits)2

 

Introductory

Core

(19 credits)

 

(This minimum will be lower if one of the UF1 classes counts as a FYE.)

UNIVERSITY CORE II *

FOUNDATIONS OF KNOWLEDGE: Gaining Perspectives

(can be completed anytime during a student’s college career)

Physical & Natural Sciences

(Minimum- One lab course @ least 4 credits)

 

Behavioral & Social Systems

(Minimum-  3 credits)

 

Language or Logical Systems

(Minimum- 3 credits) 

 

 

Aesthetic

Meaning

(Minimum- 3 credits)

 

 

 

Humanities

(Minimum-  6 credits- two different disciplines)

 

 

Gaining Perspectives

(19 credits)

 

 

 (This minimum will be lower if one of the UF2 classes counts as a FYE.)

Sample courses: Bio, Chem, Micro, Physics & Earth Sciences

Sample courses:

Pol Sci, Psy, Sociology, Economics

Sample courses: CS or Logic or Math OR Modern. Languages )

Sample courses: Art, Music, Photo & Theatre Appreciation

Sample courses:

English, Philosophy & History

UNIVERSITY CORE III

PERSONAL, SOCIAL & GLOBAL RESPONSIBILITY: Making Connections

(6 credits to be completed anytime after a student’s first 45 credits)

1.        A 3-credit course either

·          A course with civic responsibility or global understanding as a central theme  OR

·          An international experience (can be completed in first 45 credits)

AND

2.        3-credits focused on the application or integration of knowledge at the 300/400 level in A SINGLE COURSE OR some combination of the following:

·          A 300/400 level course from UFII*

·          A 300/400 level interdisciplinary course*

------------------------------------------------------------------------

·          A 300-400 level internship

·          A 300-400 level Capstone within the major

·          A 300-400 level University or Departmental Honors

·          A 300-400 level Research Experience

Making Connections

(6 credits)

               

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

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 1st 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 9th

 

 

 

 

 

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

 

Do you feel that these are appropriate criteria for the Global Perspective Category courses?

 

 

 

 

 

 

Are there other criteria that you would recommend for Global Perspective courses?

 

 

 

 

 

 


 

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

[No Tiers]

Tier I: 6/7 courses

Tier I: 5/6 courses

Tier I: 6/7 courses

Skills:13/14 credits

20/22 credits

16-17 credits

16-17 credits

1.        Literacy:

2.        Writing [3]

3.        Oral Com [3]

4.        Math [4]

5.        List 2 [3-4]

1.        Writing-3

2.        Oral Communication-3

3.        Math-4

4.        Diversity*-3

5.        Well-Being-3

6.        Historical Foundation-3

7.     FYE-0-1-?

 

[Taken within 1st 60 credits]

1.        Writing-3

2.        Oral Communication-3

3.        Math-4

4.        Diversity*-3

5.        Well-Being-3

6.        FYE-0-1-?

 

[Taken within 1st 60 credits]

1.        Writing-3

2.        Oral Communication-3

3.        Math-4

4.        Diversity*-3

5.        Well-Being-3

6.        FYE-0/1/?

 

[Taken within 1st 60 credits]

Liberal Studies

Tier II:  8 courses

Tier II:  8 courses

Tier II: 7 + 2/3 courses

26 + 9 = 35 credits

 

23/24 Credits

26-/27 Credits

23/24 + 8 = 31/32 crdts

A. Minority: 3 min

B. Intrnatl/MltClt-6 mn

--World History-3

--List 2-3 min

C. Science: 4 min

D. Self & Society: 3 min

E. Humanistic: 3 min,

     [Lit req]

F. Arts: 4 min

G. Health: 3 req

 

Total: 39/40 +

9 more credits

·         Arts [2 x 2 = 4]

·         Global Perspective [3]

·         Lab Science [4]

·         Logic/Language [3-4]

·         Social Science [3]

·         Humanities [6]

·         Arts [2 x 2 = 4]

·         Global Perspective [6]:

Hist. Found + 2nd Global

·         Lab Science [4]

·         Logic/Language [3-4]

·         Social Science [3]

·         Humanities [6]

·         Arts [2 x 2 = 4]

·         Global Perspective [6]:

Hist. Found + 2nd Global

·         Natural  Science [4]

·         Logic/Language [3-4]

·         Social Science [3]

·         Humanities [3]

 

23/24 credits + 8 electives from any of the Tier II categories

 

Other

Tier III: 0-12 credits

Tier III: 0-12 credits

Tier III: 0-12 Credits

WE/WIMP [0-6]

·         Civic Engagement [0-3]

·         List [0-3]

·         WE/WIMP [0-6]

·         Civic Engagement [0-3]

·         List [0-3]

·         WE/WIMP [0-6]

·         Civic Engagement [0-3]

·         List [0-3]

·         WE/WIMP [0-6]

Total: 48/49-54/55

Total: 43-49/55 credits

Total: 42-56 credits

Total: 47/48-61/62

 


 

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                                                                                                    

Current Gen Ed

Proposal as of Spring 06

Proposal as of end of Fall 06

Under discussion

[No Tiers]

Core I  5-6 courses

Core I: 6-7 courses

Core I: 5-6 courses

Skills:13/14 credits

19 cr (fewer if one is FYE)

19-22 credits

16-19 credits

6.    Literacy:

· Writing [3cr]

· Oral Com [3cr]

7.    Math [4cr] +

·  List 2 [3-4cr]

7.  FYE course* [0-3]

8.  College writing** [3]

9.  Oral Comm [3]

10.     Diversity [3]

11.     Math [4]

12.     Health & well-being [3]

 

* Taken in first semester of enrollment

** Taken in first 30 cr

The rest taken within first 60 cr

1.    FYE-[0-3]* taken first semester

2.    Writing-3**

3.    Oral Comm -3

4.    Math-4

5.    Diversity -3

6.    Well-Being-3

7.    Historical Foundation-3

 

** in first 30 cr.

[Rest taken within 1st 60 credits]

1.    FYE-[0-3]* taken first semester

2.    Writing-3**

3.    Oral Comm -3

4.    Math-4

5.    Diversity -3

6.    Well-Being-3

 

** Taken in first 30 cr

The rest taken within first 60 cr

Liberal Studies

Core II

Core II:  8 courses

Core II:  8 courses

26 + 9 = 35 credits

19-20 Cr. (fewer if one is FYE)

2324 Credits

26-27 Credits

A. Minority: 3 min

B. Intrnatl/MltClt-6 mn

--World History-3

--List 2-3 min

C. Science: 4 min

D. Self & Society: 3 min

E. Humanistic: 3 min,

     [Lit req]

F. Arts: 4 min

G. Health: 3 req

 

Total: 39/40 +

9 more credits

Science [4]

Social Science [3]

Log Sys/Lang/Mth [3-4]

Humanities [6]

Arts [3]

 

 

Courses in Core II can serve as a FYE course or fulfill the Diversity req., if appropriate; some 300400 level courses could satisfy 3 cr of Core III below

·      Arts [4 cr min]

·      Global Perspective [3]

·      Lab Science [4]

·      Logic/Language [3-4]

·      Social Science [3]

·      Humanities [6]

·   Arts [4 cr min]

·   Global Perspective [6]: +

Hist. Found + 2nd Global

·   Lab Science [4]¨

·   Logic/Language [3-4]♣

·   Social Science [3]

·   Humanities [6]

(Lit required)

 

+ Global subcom suggest infusion where students complete 9-12 cr focus on int’l or global

¨ SAH is recommending two sciences

♣ Should language remain in this category?

Other

Core III: 3-6 cr (pre-req: completion of 45 cr)

Core III: 0-12 credits (pre-req: completion of 45 cr)

Core III: 0-12 credits(pre-req: completion of 45 cr)

WE/WIMP [0-6]

1.  Intern’t or Civic Engagement [3]

2.    300/400 level with integration/application focus [3]-could be from Core II

WE/WIMP [0-6]

Nine credits of UC can double with major based on major prefix

·  Recommendation from subcommittee: Two courses/experiences, one of which falls within broad definition of Civic Responsibility

·  WE/WIMP [0-6]

·  Removed 9 credit limit on overlap with major

·   Recommendation from subcommittee: Two courses/experiences, one of which falls within broad definition of Civic Responsibility

·   WE/WIMP [0-6]

Total: 48/49-54/55

Total 41-45 (Min of 41)

Does not count WE/WIMP

Total: 43-49/55 credits

Total: 42-58 credits

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.

 

  1. 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.
  2. We elected a faculty chair.

 

  1. We added Historical Foundations to Tier I.

 

  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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.
  6. 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.)

Planning Phase I

March 28, 2007 @ 1:00

GEC Assessment Sub Committee Meets

April 2, 2007 @ 3:30

GEC Meets to Modify/Approve Time Table or send back to subcommittee

April 9, 2007 - Deadline

GEC approve timetable. Deliver Assessment Time Table to Faculty Senate

April 12, 2007

Faculty Senate Modifies/Approves Assessment Time Table

April 16, 2007

GEC Reviews Faculty Senate Action on Time Table

 

 

Planning Phase II

Spring Semester 2007

1.      GEC requests Faculty Senate submit a budget request to appropriate parties to support required and necessary assessment efforts.  The level of budget commitment will determine the scope and frequency the GEC will be able to perform assessment activities and support faculty in their assessment activities.

2.      GEC requests a select group of departments (e.g., some of those in Core I) for course review information. Review will include identification of outcomes, learning activities related to outcomes, and embedded assessment plans. These departments will engage in embedded assessment during academic year 2007-2008. Reports and review of courses to take place spring 2008.

3.      GEC asks selected Writing-in-the-Major programs for reports--to be submitted beginning of spring semester 2008.

4.      GEC subcommittee identifies a proprietary assessment tool to use in academic year 2007-2008 (Tool or topic 1). Seeks appropriate funding. Recommendation from subcommittee is Collegiate Learning Assessment (CLA)[2].

5.      GEC plan faculty development opportunities for summer and fall on using embedded assessment in courses (include information on using outcomes and learning activities for guiding assessment).

Summer 2007

And  Fall 2007

 

Summer and Fall 2007 (cont).

 

 

1.      Write comprehensive assessment plan, working with those responsible for NCA assessment progress report.

2.      Identify classes/students for wave 1 assessment.

3.      Write BoR Progress Report, including progress on program revisions and assessment plan.

4.      Provide workshops or other faculty development on embedded assessment.

5.      Notify departments that are in mid-APR cycle that an embedded assessment plan will be due to GEC by April 2008.

Fall 2007

1.      Collect assessment data using CLA or other assessment tool.

2.      Selected departments are using embedded assessment in classes.

3.      Complete BoR report.  Include Preliminary Data from Assessment Topic Area (1) if possible.

4.      Complete comprehensive assessment plan.  Plan will include the cycle of programmatic assessment (using standardized and/or home grown instruments), cycle for systematic course review that includes embedded assessment reports, cycle of APR reports that include General Education assessment information, reports from Writing in the Major Programs and from Writing Emphasis instructors. Indirect assessment through surveys and focus groups with students and faculty/staff will also be identified.

5.      Continue with workshops on assessment.

December 2007

Deliver Assessment Plan/Progress Report to BOR

January 2008 - Deadline

BOR to Receive UW-L’s Assessment Plan/Progress Report

Spring 2008

1.      Complete assessment using CLA or other measure.  Complete analysis of results (company does analysis and send us the report).

2.      GEC receive reports from selected departments and selected WIM programs and “mid-cycle APR departments” provide assessment plans.

3.      GEC or subcommittee decide on Wave 2 assessment (topic and instruments)

4.      Second group of departments prepare for course reviews and embedded assessment. Contact “mid-cycle APR programs” regarding General Education assessment. Contact second set of WIM programs for assessment reports due to GEC in spring 2009.

5.      Begin writing report for NCA on progress in program revisions and with assessment.

Summer 2008

1.      Review reports from departments (embedded assessment and WIMP). Provide feedback to departments.

2.      Review results from CLA.  Provide feedback to GEC and university.

3.      Write report on all assessment activities and findings, to include recommendations for possible program revisions and/or further assessment.

4.      Prepare for Wave 2 assessment (instrument and implementation strategies).

5.      Continue workshops or other faculty development opportunities related to assessment.

6.      Complete draft of NCA report for first read by GEC, and Provost and others.

 

Fall 2008

1.      Complete NCA report on General Education after receiving feedback on draft.

2.      Begin wave 2 (topic 2) assessment.

3.      Work with departments who will be going through course review and reporting on embedded assessment results.

4.      Possibly additional faculty development opportunities related to assessment.

5.      Submit NCA report.

 

Spring 2009

1.      Complete wave 2 assessment and begin analysis.

2.      Receive reports from departments (course reviews, embedded assessment, WIMP reports, etc.).

3.      Notify next group of departments/programs entering mid-cycle APR about assessment plans.

4.      Select Wave 3 program assessment topic/instruments.

Assessment Cycle 1 (Assumes Sufficient Budget Support) (Overlaps Planning Phase II):

Spring Semester 2007

Determine Assessment Topic Area (1)

Summer 2007

Obtain Assessment Tool for Topic Area (1).Write BoR report.

Fall Semester 2007

Collect Assessment Data for Topic Area(1)

Spring Semester 2008

Begin Analysis of Assessment Data  

Summer & Fall Semester 2008

Write Assessment Report for NCA & UWL.

Fall Semester 2008

GEC Reviews Cycle 1 Report to Guide Program Decisions

December 2008

Deliver Assessment Report to NCA

January 1, 2009 - Deadline

NCA to Receive UWL’s Assessment Plan/Progress Report.

Include Preliminary Data from Assessment Cycle 1 

 

 

Assessment Cycle 2: (Assumes Sufficient Budget Support) (Overlaps Cycle 1)

Spring Semester 2008

Determine Assessment Topic Area (2)

Summer 2008

Obtain Assessment Tool for Topic Area (2) & develop implementation strategies.

Complete NCA report.

Fall 2008 & Spring Semester 2009

Collect Assessment Data for Topic Area (2).  Departments continue with embedded assessment and course reviews.

Summer 2009

Analyze Assessment Data

Summer & Fall Semester 2009

Write Assessment Report.   Review reports from departments.

Fall Semester 2009

GEC Reviews Cycle 1, & 2 Reports to Guide Program Decisions

 

 

 


 

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 –

 

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

(A) That the GEC create an FYE program in collaboration with Student Affairs, to be piloted in Fall 2008, to include:

1. A Freshmen Core to be taken within the first 30 credits and to consist of:

a. English 110*;

b. Two FYE-Designated Courses, the first to be taken within the first 15 credits and the second within the second 15 credits, with FYE-Designated Courses being limited to Core I approved courses.**

2. First-year students with undeclared majors will be required to take UWL 100 which will be officially linked to a FYE-Designated Course.

3. An expanded/extended orientation program organized and run in collaboration with Student Affairs to include significant interaction between students and faculty.

(B) That representatives from both student affairs and the Gen Ed Committee plan and oversee FYE programming and initiatives, and communicate with the campus.

(C) That assessment of the Fall ’08 pilot take place.

* 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.


 

 

 

 

 

APPENDIX J

DRAFT UNIVERSITY CORE – UW-L (10-02-06)

 (42-51 credits –all students will complete a minimum of 46 credits) [3]

– only 9 university core credits can count toward the major)

ALL CURRENT GENERAL EDUCATION COURSES WILL NEED TO “REAPPLY” TO BE CONSIDERED FOR UNIVERSITY CORE – APPLICATIONS WILL NEED TO ADDRESS UNIVERSITY CORE MISSION, STUDENT LEARNING OUTCOMES, AND UNIVERSITY CORE CRITERIA.

UNIVERSITY CORE I

  Introductory Core

(Freshmen foundations must be completed within the first 30 credits;

 the remainder of UF 1 requirements anytime during a student’s first 60 credits )

  •  

 

First Year - Freshmen Foundations (in the first 30 credits)

  • College writing (3 credits)
  • Freshmen Year Experience Course (FYE)[4] (1-3 credits)

 

First OR Second Year (in the first 60 credits)

  • Oral Communications (3 credits)
  • Math (4 credits)
  • Health & Well-Being (3 credits)
  • Diversity Requirement (3 credits) [5]
  • HIS 101 or 102 (3 credits)

 Introductory

Core

(20-22 credits)

 

(This minimum will be lower if one of the UF1 classes counts as a FYE—hence possibly only 19 credits.)

UNIVERSITY CORE II *

  Gaining Perspectives

(can be completed anytime during a student’s college career)

Physical & Natural Sciences

(Minimum- One lab course @ least 4 credits)

 

Behavioral & Social Systems

(Minimum-  3 credits)

 

Language or Logical Systems

(Minimum- 3 credits) 

 

 

Aesthetic

Meaning

(Minimum- 4 credits; two different courses)

 

 

 

Humanities  Global

(Minimum-        Perspective

 6 credits-          (Minimum       

 two different     3 credits)

disciplines)

 

 

Gaining Perspectives

(23 credits)

 

 

 (This minimum will be lower if one of the UF2 classes counts as a FYE—hence possibly only 19 credits.)

Sample courses: Bio, Chem, Micro, Physics & Earth Sciences

Sample courses:

Pol Sci, Psy, Sociology, Economics

Sample courses: CS or Logic or Math OR Modern. Languages )

Sample courses: Art, Music, Photo & Theatre Appreciation

Sample             Sample

courses:            courses

English,             similar to

Philosophy       current

& History          Internt’l

                     category

UNIVERSITY CORE III

  Making Connections

(3-6 credits to be completed anytime after a student’s first 45 credits)

3.        A 3-credit course either

·          A course with civic engagement as a central component  OR

·          An international experience (can be completed in first 45 credits)

AND

4.        3-credits focused on the application or integration of knowledge at the 300/400 level in A SINGLE COURSE OR some combination of the following:

·          A 300/400 level course from UFII*

·          A 300/400 level interdisciplinary course*

------------------------------------------------------------------------

·          A 300-400 level internship

·          A 300-400 level Capstone within the major

·          A 300-400 level University or Departmental Honors

·          A 300-400 level Research Experience

___________________________________________

Note: Gen Ed Committee has not yet decided what to do with the current Writing Emphasis requirement of two writing emphasis courses or a WIMP

Making Connections

(3-6 credits)

               

 


 

[1] Can potentially be a communications course, a UFI course or a UFII course.  General Education website has FYE criteria listed.

The diversity requirement is most likely to be fulfilled by a 3-credit course.  However, other proposals will be considered as options for fulfilling this requirement if in compliance with UW System requirements.

[2] Designed to be given to freshmen and seniors to assess value-added growth in student achievement.  Scores reflect critical thinking, analytical reasoning, and written communication skills; are questions are open-ended, rather than multiple choice.  Students respond to relatively complex tasks set in the context of the sciences, social sciences, and the arts and humanities, such as analyzing an interview transcript or newspaper article.  Students write essays in which they sate and defend a position (Benjamin & Chun, 2003, in Allen, M. J. 2006).

[3] GEC must still discuss this since the addition of HIS and Global Perspective and additional credit in Aesthetics area.

[4] Can potentially be a communications course, a UFI course or a UFII course.  General Education website has FYE criteria listed.

[5] The diversity requirement is most likely to be fulfilled by a 3-credit course.  However, other proposals will be considered as options for fulfilling this requirement if in compliance with UW System requirements