2004-2005
FACULTY SENATE
The
fifth regular meeting of the 2004/2005
Tuesday,
January 25, 2005, at 2:10
in the Mendenhall Student Center Great Room.
I.
Call to Order
II.
Approval
of Minutes
III.
Special Order of the Day
A. Roll
Call
B. Announcements
C. Steve
Ballard, Chancellor
Reports
on Faculty Employment including Longitudinal Profile of Faculty Tenure
Status and
Tenure Status of Permanent and Temporary Faculty by Unit
D. John
Lehman, Interim Vice Chancellor for Research and Graduate Studies
E. Moment
in History, Henry Ferrell
F.
Jeff Passe, UNC Faculty Assembly Chair
G.
Catherine Rigsby, Chair of the Faculty
H. Ad Hoc Strategic
Planning Committee for International Affairs,
Seodial Deena and Rick
Niswander
Report on the Internationalization Goals for 2009 and a Plan for
Achieving Them
(attachment 1.)
I.
Question Period
IV.
Unfinished Business
V.
Report
of Committees
Curriculum
matters contained in the minutes of the December
9, 2004, and January
13, 2005, meetings.
1.
Nominees for two delegates and two alternates to the UNC Faculty Assembly
(attachment 2).
2.
Nominee for alternate position on the Faculty Grievance Committee
(attachment 3).
C.
Educational
Policies and Planning Committee, Charles Hodson
Request
to change the name of the Department of Industrial Technology to the Department
of Technology Systems.
1. Proposed
Revised Peer Review Instrument to include Review of Distance Education
Courses (attachment
4).
VI.
New
Business
Resolution on Graduation with Distinction, Mohammad Tabrizi (attachment
6).
______________________________________________
Attachment
1.
AD HOC
STRATEGIC PLANNING COMMITTEE FOR INTERNATIONAL AFFAIRS
Report
on the Internationalization Goals for 2009 and a Plan for Achieving
Them
Introduction
Charge
In January, 2004, Interim Vice
Chancellor James LeRoy Smith created the Ad Hoc Strategic Planning Committee for
International Affairs and named us as its members. His charge to us
was:
“[E]xamine where we are right now
with respect to our several international programs: what are our strengths,
weaknesses and opportunities. I
then ask you to determine a set of realistic goals that we should achieve by
2009 and to devise a plan of action whereby we can achieve those goals. In particular, I hope that the Committee
will look into such important areas as study abroad opportunities for our
students; the size and character of our international student body; our linkages
with sister universities overseas; the global interests and experience of our
faculty; the internationalization of the curriculum; and indeed possibilities
for internationalizing the very fiber of the University.”
Dr. Smith asked that we examine
these several topics over Spring Term and that we give to him by May 15, 2004, a
report detailing our recommendations.
This document is that report.
Our intent is to provide a blueprint
whereby, over the next five years, the University might better enable students,
faculty, staff, and indeed the wider community to become more aware about the
world in which we live. Our
blueprint indicates ways in which the University’s people might gain the
knowledge and skills to be effective global citizens. More to the point our document outlines
a series of steps to develop at ECU a truly international campus
culture.
The Timeliness of Our
Report
We are not alone in seeking to
internationalize a campus culture.
Since 9/11, colleges and universities throughout the nation have placed
high priority on international education. In preparing our report, we have
profited from the thinking and experience of others. In particular we have
benefited from the advice of colleagues in the UNC Office of the President and
at several of our sister UNC institutions.
Indeed, our Report, like so many others in the University System, is a
conscious response to "Strategic Direction 5: Internationalization" that was
adopted by the UNC Board of Governors (BOG) in January 2002 and recently
reaffirmed in the BOG’s Long-Range Plan
2004-2009. The aim of
that Strategic Direction is to “[p]romote an international perspective
throughout the University community to prepare citizens to become leaders in a
multi-ethnic and global society."
We are indebted to the Board for its leadership in this important area,
and we are grateful for the assistance of the Office of the President in helping
us create our ECU response. In
particular, we relied heavily on UNC Senior Vice President
Our report is timely in other
respects as well. We write just as
ECU is developing its next Five-Year Plan covering the period 2004 to 2009. Indeed, our document is designed to form
an important part of the Five-Year Plan for the Division of Academic
Affairs. We seek to elaborate
on several of the goals cited in the Academic Affairs Strategic Plan of
February, 2004, notably: AA#2 “Expand opportunities for ECU students to study
abroad”; AA#4 “Investigate and support development of international education
and global initiatives”; AA#15 “Foster and develop diversity through effective
hiring and student recruitment”; AA#16 ”Expand and diversify ECU’s international
student population”; and AA#17 “Expand undergraduate and graduate D[istance]
E[ducation] offerings.”
The document was also written with
an eye toward defining a more useful role for the ECU Office of International
Affairs (OIA). The Office is now at
a crossroads. Particularly over the
past few years it has been buffeted a great deal; some have even suggested that
it has lost its sense of direction.
It is time that we examine and redefine its role in the
internationalization process, clearly identifying those tasks which are and are
not the responsibility of the OIA.
Equipped with a better understanding of the Office’s role, we can more
intelligently begin the search for a permanent Director of International
Affairs. It is our hope that
within the next five years the OIA
will be so successful and international affairs so important a campus activity
that the Director of the Office will merit the title of Associate Vice
Chancellor for Academic Affairs.
The Meaning of
Internationalization.
We define internationalization in
the same way as does UNESCO, the International Association of Universities, and
many campuses including our sister University in
The Purpose and Structure of this
Document.
The purpose of this document is to
outline a series of goals to be achieved by the year 2009. We recommend that these goals be
interpreted within the context of the University Plan, 2004-09. For each goal we outline a series of
strategies for its achievement, and then a set of benchmarks by which progress
toward achievement might be measured.
Goal One: To Incorporate
International Education into the University's
No doubt in response to the BOG’s
Strategic Direction 5, over half of the institutions in the UNC System now
include some reference in their Mission Statements to international education or
global awareness. Unfortunately,
ECU is not among those institutions, and that should be corrected
forthwith. ECU’s Mission Statement
needs to indicate briefly but clearly that the University is committed to
international education, and that internationalization is an institutional
goal.
Strategy. To accomplish this objective, we
recommend that:
¨
International education be included
in the Mission Statement. The Vice Chancellor for Academic Affairs
should request the ECU Advisory Committee for International Programs to review
the current Mission Statement and make recommendations of appropriate wording to
be incorporated in it. Benchmark: This task should be completed by May,
2005.
Goal Two: To Expand and
Diversify Overseas Opportunities for ECU Students.
While ECU may be justly proud of its
numerous summer study abroad programs, the University’s semester and year-long
study abroad options are another story.
Over the past five years we have witnessed a steady decline in the number
of ECU students participating in academic year abroad programs, particularly
student exchange programs. That is
particularly disturbing because UNC institutions—as a result of their extremely
low in-state tuition and fees—are admirably positioned to offer extremely
cost-effective student swap programs.
Other institutions in the System capitalize upon that advantage, and we
should as well. Getting our numbers
up is clearly the responsibility of the Office of International Affairs, and
this ought to be top priority for that office.
Strategies. We recommend several strategies to
achieve this goal:
¨
Increase twenty-fold the number of
ECU students participating in international swap programs. That is not as ambitious a goal as
it sounds because we start from such a low base. This year (2003-04), only fifteen ECU
students went overseas on student swap arrangements. It would be ambitious but not
unrealistic to increase that number to 300 by 2009. Other UNC institutions much smaller than
ECU regularly send overseas over that number every year, and indeed five years
ago ECU itself sent almost 40 students annually on international exchange. We need to get back on track. Benchmarks: The Office of International
Affairs, working with faculty, the administration, and development will increase
the numbers of students going on study abroad by 60 in each of the five years,
2004-09 so that by 2009 300 students will be on academic term and academic year
study abroad.
¨
Enlarge the endowment to provide
travel grants for study abroad participants. To achieve the numbers indicated in the
previous paragraph the OIA should have a larger endowment, at least $2 million
more than we have now, that would provide travel funds to enable more students
to go on study abroad. The creation
of such an endowment is quite feasible as has been shown by the success of our
sister institutions in the UNC system in raising sizeable funds for this
purpose. Indeed we already have in
place the Rivers Endowment and the funding in the EC Scholars program that is
now earmarked to support Study Abroad. But we need more resources. Benchmarks: In close cooperation with University
Development and as part of the upcoming Centennial Capital Campaign, OIA should
aim to raise an average of $400,000 in each of the next five years.
¨
Expand our linkages with overseas
universities. The mechanism that enables most
international student swaps is the bilateral exchange agreement. At one time or other, ECU had 40 such
agreements with partners all over the world. By the end of 2003, we were down to only
five active agreements. If we
are to be successful in sending students (and indeed faculty as well) overseas,
we should plan over the next five years to establish at least five new and
active agreements each year so that we have at least 30 new agreements by
2009. Benchmarks: ECU should negotiate and sign five
new bilateral student exchange agreements with overseas partners in each of the
next five years.
¨
Initiate exchange programs with new
countries and regions. There has been an unfortunate tendency
at ECU (as well as at many other institutions) simply to respond to initial
student demand rather than to build new interests. Thus, ECU has over the years sent a
disproportionate number of students to such places as
¨
Increase participation in ISEP and
the UNC-EP. While we recommend that priority
be placed upon the expansion of our bilateral student exchange programs, we
ought also to take full advantage of two important student swap programs in
which ECU participates. One
is the International Student Exchange Program, or ISEP; the other is the
¨
Create new, cost-effective, study
abroad options. While the heart of ECU’s study abroad
program will remain the exchange program, we should not rely solely on that
mechanism alone. For example, the
ECU Department of Foreign Languages relies on our participation in the
cost-effective Consortium programs organized by UNC-Wilmington and UNC-Charlotte
to get its language students to, respectively,
¨
Expand summer abroad
options. The bright spot in ECU study abroad has
been the vibrancy of our summer programs.
Last summer (2003), 176 students went overseas on a dozen programs. The success of those programs was
primarily due to the enthusiasm and dedication of the 16 ECU faculty members who
organized and led them, sometimes in the face of bureaucratic hurdles that would
discourage lesser spirits. While we
do recommend that considerable attention be paid to our student swap
programs—because that is where the needs are most critical—we hardly wish to
leave the impression that our emphasis in that area implies a diminished
interest in summer programs. There
is a place for each in ECU study abroad; they are not in competition. The need to get more ECU students
overseas is so great that we should employ and expand all opportunities. Benchmarks: Increase the number of summer study
abroad programs by two in each of the next five years so that an additional ten
will be added by 2009 as to increase overall student participation to
250.
¨
Establish new internship and service
learning opportunities overseas. We recommend that a new kind of
overseas experience—internships in overseas companies and service learning in
international organizations—be added to the store of student opportunities. To be sure the establishment of such a
new program is fraught with difficulty: placement of our students in internships
and service learning positions is hard enough in the
Goal Three: To Increase and Diversify ECU’s
International Student Population.
The number of international students
on the ECU campus remains embarrassingly small. In Fall Term, 2003, we counted 188
international students (degree-seeking and exchange)—a mere .85% of our total
student enrollment of 22,000. To
give a little comparison, among our 15 peer institutions, the average
international student population is around 850, representing an average of 4.6%
of total enrollment (please see Appendix
I). If 4.6% of ECU’s current
enrollment were international students, we would have an international student
population of just over 1,000.
Getting to such a number will take some time, but surely we can get at
least half way there over the next five years. Numbers alone are not the whole story,
of course. We should also take
steps to diversify our foreign student population and make better use of it as
an educational resource. The campus
unit that should lead the recruitment (and retention) effort is the Office of
International Affairs. It should
bear the primary responsibility for implementing all of the following
strategies.
Strategies. To accomplish these objectives we
propose to:
¨
Increase the number of
degree-seeking international students to 500. In Fall Term, 2003, ECU had 159
degree-seeking international students: 50 undergraduates and 109 graduate
students. The main reason why our
numbers are so low is that, hitherto, we have been reactive rather than
proactive in international student recruitment. We recommend a change in that approach
and ask that the Office of International Affairs, in close cooperation with the
Undergraduate Admissions and the
¨
Increase the Number of International
Exchange Students on the ECU campus. As indicated in the section on
study abroad, we advocate an expansion of ECU’s various international student
swap programs such that 300 ECU students will be participants by 2009. One of the great benefits of such swap
programs is that they bring to our campus an equal number of international
exchange students. Thus, in
expanding our swap programs for ECU students, we improve our international
student numbers as well. Benchmarks: The number of international exchange
students coming to ECU should increase by 60 in each of the next five years
until 300 are enrolled by 2009.
¨
Create an Intensive English Language
Program on the ECU Campus. To assist in recruitment, we need
an Intensive English Language Program (IELP). We recommend that a reputable IELP (such
as the INTERLINK Language Centers that operates on five
¨
Diversify the international student
body. We ought not to be obsessed with numbers
alone. We should also be concerned
with the diversification of our international student body. Of the 159 degree-seeking international
students enrolled in Fall Term 2003, 62 (39%) came from only two countries:
¨
Make better use of international
students as an educational resource. The reason we want more international
students on our campus is not for tuition dollars. Rather, it is because of the tremendous
educational opportunity that they present to our students, faculty, and
community. Up until recently,
however, ECU has not done a very good job in deriving educational benefit from
its international students. We
applaud recent efforts to reverse things: the new Honors/International Students’
dormitory that will open in fall 2005; the Office of International Affairs’
weekly gatherings of international and American students that started last fall;
the international festival held in April 2004. But we can do more. We could, for
instance, utilize foreign students as language informants; create programs of
outreach into the local schools and into New North Carolinian immigrant groups;
and make better use of our international graduates who could assist in
recruitment activities overseas. Benchmarks: In each year, 2004 to 2009,
add one new international-student learning program.
Goal Four: To Internationalize the
ECU Faculty and Staff.
Faculty members who have spent time
overseas invariably incorporate an international perspective into their teaching
and research. Such faculty members
also become firm advocates for internationalization throughout the University
and enthusiastic volunteers for all kinds of international projects. If internationalization is an
institutional priority, it is crucial to invest in the faculty. As is indicated below, the Office
of International Affairs should bear the responsibility for implementing some of
the following strategies while other campus bodies should take the lead with
respect to the others.
Strategies. We recommend several strategies for
internationalizing the faculty:
¨
Provide intramural support for
faculty to get international experience. The University must provide opportunity
for faculty to acquire international experience. Indeed, international contacts by
our faculty would increase ECU’s visibility that, among other things, would aid
in international student recruitment.
At the very least, there should be a budget within the Office of
International Affairs that would enable faculty to travel overseas to inspect
study abroad sites, to explore international linkage possibilities, to attend
professional meetings in other countries, etc. An annual budget of, say, $50,000 would
enable 50 faculty members to go overseas each year. Benchmarks: In each of the five years
2004-08, OIA should support 50 faculty members going overseas so that by 2009
upwards of 250 faculty members will have had the opportunity to gain
international experience.
¨
Triple the number of ECU
faculty members receiving Fulbright and other such awards. While short visits are better than
nothing, the best kind of international exposure is an extended period of work
and residence abroad; and there are several fellowship opportunities (Fulbright,
NATO, NSF, DAAD, Rotary, etc.) that can provide support for such in-depth
experiences. On average, ECU
faculty receive only three such awards per year. We should triple that number by
2009. To get there, we should
encourage and reward participation in such programs, and reduce the bureaucratic
impediments that too often deter faculty from pursuing—or even accepting--such
awards. The OIA, working with ECU’s
Fulbright Committee, should take the lead in promoting Fulbright and similar
programs. Benchmarks: In each of the years
2004-09, OIA should aim to increase the number of Fulbright and similar grants
to faculty by one to two per year, until by 2009 we average at least nine such
awards annually.
¨
Establish an
international faculty swap program.
While it is always pleasant to receive a
Fulbright award, external funding is not a sine qua non for faculty exchange. Much can be done simply by
rechanneling existing resources. In
this regard, ECU should institute by this coming year (2004-05) a faculty
exchange program whereby our faculty may swap places for an academic term or
year with colleagues in universities overseas. Each would retain his or her regular
salary and benefits while on exchange; thus the lion’s share of the costs of the
program would be covered by existing resources. Once the program is up and running (in
academic year 2005-06) we should aim to have three ECU faculty on faculty swaps
each year. OIA should bear the
responsibility for creating and conducting this program. Benchmarks: Establish the faculty swap program
in AY 2004-05, and do three swaps per year thereafter, thus providing a total of
twelve such exchanges by 2009.
¨
Increase the number and
make better use of international visiting scholars. One added benefit of a faculty swap
program is that it would bring to campus more visiting scholars that have
expertise in regions where our resources are thin. This year (2003-04), ECU
plays host to 13 visiting scholars from overseas. We should increase the number of such
scholars by 100% (to 26) by the year 2009.
Equally important, we should develop programs to make better use of these
faculty members as an educational resource by asking them—as a condition of our
hosting them--to make presentations to ECU and
¨
Provide awards that encourage
faculty excellence in international education. Right after the institution endorses
internationalization in its Mission Statement, we ask that it then establish
annual awards to honor faculty who have contributed significantly in the
international arena. We are
thinking of perhaps a Chancellor’s Prize for Excellence in International
Education, and perhaps even separate awards for teaching and for research. That would be a clear message to faculty
that ECU is committed to the globalization effort. Benchmarks: Beginning in 2005, ECU should annually award one
internationally-related award in teaching and another in research.
¨
Consider evidence of global
awareness as a factor in hiring new faculty. One cost-effective way to increase
faculty awareness of international matters is to include evidence of it as one
of the factors considered in new faculty hiring. In allocating positions, administrators
should give attention to world regions (e.g., Middle and South America and the
¨
Consider international experience as
one criterion in promotion and tenure decisions. We recommend that–should a candidate
choose to cite it in his or her dossier--international experience become one of
the evidences of quality (within of course the traditional categories of
Research, Teaching, and Service) that determine promotion and tenure. We ask the
¨
Increase the number of
externally-funded international projects to five. Some enterprising ECU faculty have had
considerable success in applying for federal grants to support international
programs (notably the several programs supporting exchanges with Russia and
Eastern Europe, and those funding exchanges with Japan). But we can do better. ECU should aim to have, by 2009,
at least five different, federally-funded, international projects with a
combined dollar value of at least $1 million. While the Office of International
Affairs and the Office of Sponsored Research can and should be supportive of
this effort, the pursuit and execution of such grants, as well as the reaping of
benefits from successful applications, should remain faculty prerogatives. Benchmarks: In each of the years from 2004-09, ECU
faculty should aim to receive at least one new federal grant in support of the
international activities.
¨
Establish an
international staff swap program. The process of internationalizing ECU
ought not to neglect the ECU staff--the people who house our international
students, deal with foreign credit and credentials, expedite faculty travel
requests, etc. As they are
very much part of the institution’s internationalization effort, we should
provide them with a program, administered by the OIA, to gain an international
perspective. Likewise, it
would be very useful for staff from our overseas partners, who deal with ECU
faculty and students on a regular basis, to become acquainted with how we do
things in
Goal Five: To Promote More Global
Awareness through the ECU Curriculum.
It would be wonderful if all ECU
students could study abroad for a semester or a full academic year, but the
reality is that for the foreseeable future the great majority of our students
will not have that experience. For
them, it is primarily the curriculum offered at the home campus in
Strategies. To internationalize the
curriculum we propose the following courses of action:
¨
Create within Academic Affairs a
Committee on International Curricular Initiatives (CICI). If progress in
globalizing the curriculum is to be made, the effort needs a structure and
strong leadership; and for reasons just stated, it would be improper for the OIA
to lead the charge. We therefore
suggest the establishment of a Committee on International Curricular
Initiatives, or CICI. The Committee
should include faculty with recognized international expertise. It should report to Academic Affairs and
be designed to work on curriculum development in international education,
particularly as it cuts across departmental, school and college lines. It would also take leadership in seeking
external funding for international education initiatives. It is essential that the Chair of the
Committee be a respected member of the ECU faculty, hold senior rank, receive
sufficient released time, and have adequate administrative support. He or she would work with
dean-appointed, international education coordinators located in each of the
Colleges. Their task would be to
coordinate the efforts of their respective Colleges to internationalize the
curriculum with the overall, University-wide effort. Further work of the new
Committee, its Chair and the coordinators is described in the following
strategies. Benchmarks: By December, 2004, Academic Affairs
should create a Committee on International Curricular Initiatives, provide the
Chair of that Committee with resources to implement its recommendations, and
identify international coordinators for each of the Colleges.
¨
Broaden ECU’s offerings in
international interdisciplinary programs. One of CICI’s most important tasks
will be to encourage the creation of
interdisciplinary programs focusing on hitherto-neglected world
areas--Africa, Asia, Latin America, and the
¨
Integrate and expand the teaching of
foreign languages and cultures. We recommend that academic departments
and programs be encouraged to incorporate foreign language and cultural studies
courses taught by the Department of Foreign Languages and Literatures, working
responsively with the curricular needs of those department and programs. We also
urge that departments and programs be encouraged to incorporate
internationally-related courses offered throughout the University, as well as
study abroad opportunities, into their curricula. In turn, we recommend that the
Department of Foreign Languages expand or establish course offerings in
less-commonly-taught languages such as Russian, Japanese, Portuguese, and
Chinese. In particular we urge the
Department to work with UNC System-wide efforts now underway to teach the
less-commonly-taught languages through Distance Education and
inter-institutional registration. Benchmarks: By 2009, the Department of
Foreign Languages and Literatures should expand or establish course offerings in
less-commonly-taught languages utilizing distance education instruction and
other means now being developed in the UNC System.
¨
Increase the overall number of
internationally-related courses. An important goal of CICI will be
to increase the number of courses that have a significant international
component. An immediate problem in
implementing this recommendation is that there are not now any clear criteria as
to what constitutes an international or global course. One of the first tasks of CICI, working
with the coordinators and through them with the departments and the faculty, is
to come up with such criteria. Once
they are established, CICI should go through the current catalog and identify
those courses that meet the criteria.
CICI should then work with faculty so that the total number of
internationally-related courses may be increased. Benchmarks: By May, 2005, CICI will draw up criteria
to identify internationally-related courses, make an inventory of such courses
in the catalog, and--beginning in fall, 2005—work with the College coordinators
to increase the number.
¨
Internationalize the general
education requirements. We recommend that the CICI work with
appropriate
¨
Expand the programs in International
Studies. We recommend that the undergraduate
international studies minor be expanded and upgraded to a major, and that an
integrated five-year B.A./M.A. program in international studies be created. We
also recommend that two new concentrations for the MAIS (International Affairs
Administration and Security Studies) be established by 2006, and that enrollment
in the MAIS program be increased by actively recruiting more international
students into the program. Benchmarks: The relevant program
directors, assisted by the CICI, should establish an undergraduate major in
international studies by 2006, an integrated five-year B.A./M.A. in
international studies by 2007, and two new MAIS concentrations also by
2007.
¨
Utilize distance education to
globalize the curriculum. We are all proud that ECU is a leader in
Distance Education, certainly in the state, and undoubtedly in the nation. We would be remiss, therefore, if we
were not to consider how distance education might assist in the effort to
internationalize the curriculum.
First, we urge that some Distance Education courses be offered in
conjunction with educational institutions overseas via interactive electronic
technology. Second, we recommend
that Distance Education enter into consortial arrangements linking institutions
via interactive technology for the teaching of less-commonly-taught
languages. Third, we urge the
expansion of current efforts to use Distance Education to promote virtual
cultural contact with people overseas as a way of enticing our students to think
cross-culturally. We suggest that
the CICI work with colleagues in Distance Education to implement these
strategies. Benchmarks: By 2009, Distance Education
should conduct courses in cooperation with institutions overseas, offer
instruction in less-commonly-taught languages, and expand the existing program
in virtual cross cultural training to include students in a dozen different
countries.
Conclusion
We are pleased to have had this
opportunity to think about the future of international affairs at
Respectfully
submitted,
Tope Adeyemi-Bello, Management
Michael Bassman, The Honors
Program
Beverly Harju, Psychology
Holly Hapke, Geography
Mohammed Kashef, Planning
Mary Kirkpatrick , Nursing
Paul Knepper, Human
Ecology
Charles Lyons, International
Affairs
Calvin Mercer, Religious
Studies
Marilyn Sheerer,
Education
Paul Tschetter, The
John Tucker,
History
Gay Wilentz, English & Ethnic
Studies
Lester Zeager, Economics & MAIS
Program
Appendix I
A Comparison of International Student
Enrollment and the Percentage of International Students
in Total Student Enrollment at
|
Institution |
Total
Enrollment |
ISE
2001-2002 |
Percentage of International
Students |
|
|
22,000 |
189 |
.85% |
|
|
11,714 |
484 |
4.1% |
|
|
16,300 |
428 |
2.6% |
|
|
12,000 |
298 |
2.4% |
|
|
19,627 |
1,366 |
6.9% |
|
|
18,000 |
903 |
5.01% |
|
|
41,102 |
1,338 |
3.3% |
|
|
16,000
|
601 |
3.7% |
|
|
11,222 |
365 |
3.2% |
|
|
14,244 |
905 |
6.4% |
|
|
17,014 |
766 |
4.5% |
|
|
13,034 |
440 |
3.4% |
|
|
12,000 |
868 |
7.2% |
|
|
8,093 |
158 |
2.0%
|
|
|
14,854 |
1,493 |
10.1% |
|
Wright State University-Main –
|
15,000 |
539 |
3.6% |
Average |
|
|
4.3% |
Attachment
2.
COMMITTEE ON COMMITTEES
REPORT
Nominees
for two delegates and two alternates to the UNC Faculty Assembly
Alice
Anderson, Allied Health Sciences
Charles
Boklage, Medicine
John Cope,
Psychology
Steve
Estes, Health and Human Performance
Edson
Justiniano, Physics
Brenda Killingsworth,
Business
Ralph
Scott, Academic Library Services
Janice
Tovey, English
David
Weismiller, Medicine
Current UNC Faculty Assembly
Delegates for
|
Name |
Academic
Unit |
Term |
|
Catherine
Rigsby |
Geology |
2005* |
|
Brenda
Killingsworth |
Business |
2005 |
|
John
Cope |
Psychology |
2005 |
|
Bob
Morrison |
Chemistry |
2006 |
|
Dee
Dee Glascoff |
Health
& Human Performance |
2007 |
*The Chair of the Faculty term
begins and ends with term in office.
Current UNC Faculty Assembly
Alternates for
|
Name |
Academic
Unit |
Term |
|
Michael
Duffy |
Art |
2005 |
|
Mark
Taggart |
Music
|
2005 |
|
James
Holloway |
Business |
2006 |
|
Patricia
Anderson |
Education |
2007 |
|
Steve Estes
|
Health
& Human Performance |
2007 |
Attachment
3.
COMMITTEE ON COMMITTEES
REPORT
Nominee for alternate position on
the Faculty Grievance Committee
Nominee for vacant alternate position: Mark Taggart, School of
Music
REGULAR MEMBERS (with
vote)
|
Name
|
Academic /
Administrative Area |
Term |
Office Location
|
Tele #
|
|
|
Allied Health
Sciences - Associate |
2005 |
Belk Annex
304-A |
328-4436
|
|
Michael
Schinasi |
Foreign Languages -
Associate |
2005 |
Bate 3309
|
328-6534 |
|
Cathy Hall Secretary |
Psychology -
Professor |
2005 |
Rawl 214
|
328-6498
|
|
Sudesh
Kataria |
Medicine –
Professor |
2006 |
Brody
3E-130A |
744-3198 |
|
Henry Ferrell Vice
Chair |
History -
Professor |
2006 |
Brewster
A-317 |
328-6326 |
|
John Cope |
Psychology –
Associate |
2006 |
Rawl
110 |
328-6497 |
|
Gene Hughes
Chair
|
Business - Professor
|
2007 |
Bate 3107
|
328-6026
|
|
Hanna
Jubran |
Art and Design –
Associate |
2007 |
Jenkins
127 |
328-1303 |
ALTERNATE MEMBERS
(with vote)
|
open |
|
2005
|
|
|
|
Steven
Mark |
Education -
Assistant |
2007 |
Bate
2311 |
328-5335 |
EX-OFFICIO
MEMBER (with vote)
|
Catherine Rigsby
|
Chair of the Faculty
- Geology |
Graham
204 |
328-4297 |
_____________________________________________________________________________________
Attachment
4.
ACADEMIC STANDARDS COMMITTEE
REPORT
Comparison of the Current Peer
Review Instrument
with Proposed Revised Instrument to
Include Review of Distance Education Courses
|
Current
Document |
Amended Peer Review
Instrument |
|
–begins class on time in an
orderly, organized fashion |
Begins the instructional
session in a timely fashion |
|
|
Provides needed information in
a timely manner |
|
–clearly states the goal or
objective for the period |
Clearly states goals or
objectives for the instructional session |
|
–reviews prior class material
to prepare students for the content to be covered |
Reviews prior instructional
material to prepare the students for the content to be
covered. |
|
–summarizes and distills main
points at the end of class |
Summarizes and/or distills
main points at the close of the instructional
session |
|
–presents topics in logical
sequence and flow |
Presents topics in logical
sequence and flow |
|
Current
Document |
Amended Peer Review
Instrument |
|
–selects examples relevant to
student experiences/ course content |
Selects examples relevant to
student experiences/ course content |
|
–presents up to date
developments in the field |
Presents up to date
developments in the field |
|
–answers student questions
clearly and directly |
Provides content for an
instructional session in an organized fashion |
|
–demonstrates command of
subject matter |
Demonstrates command of
subject matter |
Category 3:
Presentation
|
Current
Document |
Amended Peer Review
Instrument |
|
–speaks audibly and
clearly |
Communicates clearly using
chosen delivery medium |
|
–communicates a sense of
enthusiasm and excitement toward the content |
Communicates a sense of
enthusiasm toward the content |
|
–presentation style
facilitates note taking, if appropriate |
Presentation style facilitates
student learning |
|
–selects teaching methods
appropriate for the content |
Selects teaching methods and
instructional strategies appropriate for the content, objectives, and
chosen delivery medium |
|
–relates current course
content to what’s gone before and will come after |
Relates current course content
to previous and subsequent content |
|
–carefully explains
assignments |
Carefully explains
assignments |
Category 4:
Rapport/Interaction
|
Current
Document |
Amended Peer Review
Instrument |
|
|
Establishes and follows
established criteria for class interaction |
|
–treats all students in a fair
and equitable manner |
Treats all students in a fair
and equitable manner |
|
–respects diverse points of
view |
Respects diverse points of
view |
|
–listens carefully to student
comments and questions |
|
|
|
Establishes an environment
that encourages students’ participation and
questions |
|
–responds constructively to
student/opinions and comments |
Responds constructively to
students’ questions, opinions and comments |
|
–responds to wrong answers
constructively |
Provides corrective feedback
to wrong answers |
|
–encourages students to answer
difficult questions by providing cues and
encouragement |
Prompts students to answer
difficult questions and solve complex problems by providing cues and
encouragement |
|
|
Facilitates student to student
communication and interaction |
|
–is
able to admit error/insufficient knowledge |
Is
able to admit error/insufficient
knowledge |
Category 5: Active Learning
(labs, PE activities, clinics, etc.)
OPTIONAL
|
Current
Document |
Amended Peer Review
Instrument |
|
–clearly explains directions
or procedures |
Clearly explains directions or
procedures |
|
–has materials and equipment
necessary to complete the activity readily
available |
Facilitates access to
materials and equipment necessary to complete the activity in a timely
manner |
|
–careful safety supervision is
obvious |
Explains safety procedures
when warranted |
|
–allows sufficient time for
completion |
Allows sufficient time for
completion |
|
Proposed Revised Peer Review
Instrument to include Review of Distance Education
Courses |
|
Professor____________________ |
|
Class_________________________ |
|
Time_______________________ |
|
# of
Students__________________ |
FOR NON TENURED AND FIXED TERM
FACULTY
(Peer Version)
Using the
items below, record your observations.
Your mark(s) on or somewhere between the
distinctions
“does well” and “needs improvement”
should indicate what overall assessment for the category is
assigned.
|
Category 1:
Organization |
Needs Improvement |
Does Well |
NA/UO | ||
|
Begins the instructional
session in a timely fashion |
|
|
|
|
|
|
Provides needed information in
a timely manner |
|
|
|
|
|
|
Clearly states goals or
objectives for the instructional session |
|
|
|
|
|
|
Reviews prior instructional
material to prepare the students for the content to be
covered. |
|
|
|
|
|
|
Summarizes and/or distills
main points at the close of the instructional
session |
|
|
|
|
|
|
Presents topics in logical
sequence and flow |
|
|
|
|
|
|
Comments: |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Category 2:
Content |
Needs Improvement |
Does Well |
NA/UO | ||
|
Selects examples relevant to
student experiences/ course content |
|
|
|
|
|
|
Presents up to date
developments in the field |
|
|
|
|
|
|
Provides content for an
instructional session in an organized fashion |
|
|
|
|
|
|
Demonstrates command of
subject matter |
|
|
|
|
|
|
Comments: |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Category 3:
Presentation |
Needs
Improvement |
Does Well |
NA/UO | ||
|
Communicates clearly using
chosen delivery medium |
|
|
|
|
|
|
Communicates a sense of
enthusiasm toward the content |
|
|
|
|
|
|
Presentation style facilitates
student learning |
|
|
|
|
|
|
Selects teaching methods and
instructional strategies appropriate for the content, objectives, and
chosen delivery medium |
|
|
|
|
|
|
Relates current course content
to previous and subsequent content |
|
|
|
|
|
|
Carefully explains
assignments |
|
|
|
|
|
|
Comments: |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Category 4:
Rapport/Interaction |
Needs
Improvement |
Does Well |
NA/UO | ||
|
Establishes and follows
established criteria for class interaction |
|
|
|
|
|
|
Treats all students in a fair
and equitable manner |
|
|
|
|
|
|
Respects diverse points of
view |
|
|
|
|
|
|
Establishes an environment
that encourages students’ participation and questions |
|
|
|
|
|
|
Responds constructively to
students’ questions, opinions and comments |
|
|
|
|
|
|
Provides corrective feedback
to wrong answers |
|
|
|
|
|
|
Prompts students to answer
difficult questions and solve complex problems by providing cues and
encouragement |
|
|
|
|
|
|
Facilitates student to student
communication and interaction |
|
|
|
|
|
|
Is
able to admit error/insufficient knowledge |
|
|
|
|
|
|
Comments: |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Category 5: Active Learning
(labs, PE activities, clinics, etc.) OPTIONAL |
Needs Improvement |
Does Well |
NA/UO | ||
|
Clearly explains directions or
procedures |
|
|
|
|
|
|
Facilitates access to
materials and equipment necessary to complete the activity in a timely
manner |
|
|
|
|
|
|
Explains safety procedures
when warranted |
|
|
|
|
|
|
Allows sufficient time for
completion |
|
|
|
|
|
|
Comments: |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
NA/UO - not
applicable/unable to observe
|
Observer________________________ |
Date_______ |
Time
in___ |
Time
out__ |
Areas of
Strength:
Areas to
consider for Faculty Development Plan:
Attachment
5.
ACADEMIC STANDARDS COMMITTEE
REPORT
The
overarching goal of the Liberal Arts Foundations Curriculum is to provide
students with the fundamental knowledge and abilities
essential to their living worthwhile lives both private and public. The
curriculum is based on the faculty’s belief that the best way to prepare
students for living worthwhile lives is to provide them with a solid foundation
in the core disciplines in the Liberal Arts (the Humanities, Arts, Basic
Sciences, and Basic Social-Sciences), in conjunction with a multi-disciplinary
education in the specific areas of health promotion and physical activity and
mastery of writing and mathematics competencies. The core disciplines in the
Liberal Arts seek knowledge for its own sake as well as for its application.
Multi-disciplinary scholarship in health promotion and physical activity is
essential to promoting health and physical well-being. Together these
disciplines provide the core knowledge base in which all other scholarship is
grounded, including applied disciplinary, multi-disciplinary and
interdisciplinary scholarship. The foundations curriculum thus provides a
common, unified knowledge and skills base to a body of students who will major
in widely different subjects and who come from diverse cultural backgrounds.
Foundations courses give members of ECU’s diverse student body the shared
knowledge and abilities necessary to integrate their foundational education with
their specialized, professional education. Taken from the perspective of the
students’ personal, private interests, this foundation and its integration with
specialized learning in the students’ majors enables students to live broadly
informed, responsible, worthwhile lives. From the public perspective, this
integration is essential to good citizenship in an increasingly global yet
culturally diverse and conflicted world.
Background
1 ) UNC
Statement of
2) UNC
Strategic Directions : IV. B. Improve the quality of undergraduate
education. One of the basic
objectives assigned to the Board of Governors by statute is to improve the
quality of education. . .
Educational quality is also determined by the breadth and coherence of
the general education, or core curriculum, and by the quality of the programs
that constitute academic majors.
3) UNC
Strategies : Strengthen undergraduate degree programs. Urge institutions to
establish goals for their general education or core curricula and to review
these curricula periodically to ensure their breadth, coherence, and importance
to the overall undergraduate degree program.
4) General
Statement of Educational
Fundamental Goals
The
Foundations Curriculum is divided into four basic, core disciplinary areas
(Humanities, Arts, Basic Sciences, Basic Social Sciences), one
multi-disciplinary area in Health Promotion and Physical Activity, and two areas
of competence: writing and mathematics. The fundamental objectives of the
courses in each area of the Foundations curriculum are presented as both the
fundamental knowledge and the basic skills a course must address in order for it
to fulfill a Foundations requirement in a specific area. Disciplines represented
at
All
foundations courses in the core Liberal Arts disciplines must meet the three
fundamental goals of a foundational Liberal Arts
education:
Students must learn the subject
matter of one or more of the disciplines in each of the four core areas
(Humanities, Arts, Basic
Sciences, basic Social Sciences).
Students must learn the
fundamental concepts and research methods utilized in one or more of the
disciplines in each core area.
Students must learn the
relevance of scholarship in the discipline and in its core area to the student’s
overall education.
All courses in the
required multi-disciplinary area (Health Promotion and Physical Activity) and
competency areas (writing and mathematics) must meet the goals specific to each
of these areas stated in the appropriate section below.
Foundations Curriculum
Goals for the Humanities
Core disciplines in
the Humanities –Classical Studies, English, Foreign Languages and Literatures,
Philosophy and Religious Studies, critically examine our diverse, fundamental
beliefs about humanity. These disciplines seek knowledge for its own sake as
well as for its application. In doing this, they provide the knowledge base
necessary to problem-solving applications in other scholarly fields. Scholarship
in these disciplines addresses the humanistic dimensions of culture, engaging
and seeking answers to ultimate questions about human existence. Where
appropriate to their research methodology, these disciplines focus on value,
especially as regards the aesthetic, ethical and moral dimensions of public and
private life. Scholarly study in the humanities promotes the understanding and
intellectual abilities essential for living a worthwhile life and provides a
basis for developing the knowledge and skills required for broadly informed,
ethical, interdisciplinary and professional
specialization.
Courses earning
Humanities credit must address the following goals:
Goal 1. Students
will learn the subject matter of at least one discipline in the
humanities.
Rationale: Disciplines
in the humanities value knowledge for its own sake. Understanding scholarship in
the humanities is essential to appreciating the importance of the humanities to
all aspects of human existence, to scholarly reflection on the meaning and value
of human existence and to achieving a full appreciation of life’s aesthetic,
ethical and moral dimensions. This knowledge is an essential part of the basic
foundation necessary for sound, ethical interdisciplinary scholarship and
broadly informed, ethical professional specialization.
Goal 2.
Students will learn the research methodology applied by disciplines in the
humanities. Students will learn the principles and concepts required to
understand and conduct undergraduate-level research in the
discipline, how identify a problem in the discipline, how to collect,
organize and analyze the information necessary to solve the problem and how to
present the results of these activities in a research paper.
Rationale:
Learning how to do research in a basic discipline in the humanities develops the
ability to discover, evaluate, and communicate knowledge. This ability is
essential to realizing a broadly informed, lifelong commitment to
learning.
Goal
3. Students will learn about the discipline’s contribution to general
knowledge. Students will learn how the discipline relates to other academic
disciplines and to the non-academic world and teaching students the discipline’s
impact on our culture and on other cultures.
Rationale:
In order to develop a unified, comprehensive world-view and to understand and be
able to contribute to interdisciplinary scholarship, students must understand
the contribution to general knowledge of at least one discipline in the
humanities, how disciplines in the humanities relate to one another, to other
disciplines, and to the non-academic world and must understand specific examples
of the impact of this knowledge on their own and on other
cultures.
Foundations Curriculum
Goals for the Arts
Core disciplines in
the Arts – visual art, dance, theatre, music, and speech create, utilize and
critique works of visual and performing art. They engage in the scholarly study
of the history and appreciation of the Arts as well of their creation. These
disciplines seek to create art for art’s sake for as well as for its social,
political and other applications. Creative activity and scholarly study in the
Arts promotes the artistic talents and intellectual abilities that contribute to
the general well-being of humanity and that enhance the quality of each
individual’s life-experience. The Arts are integral to daily life. Personal, social, economic and cultural
environments are shaped by the Arts. Scholarly study in the Arts provides a
basis for developing the knowledge and skills required for both creating
artistic expression and for appreciating the value of artistic expression in all
its diverse forms.
Courses earning Arts
credit must address the following goals:
Goal 1. Students
will learn the subject matter, the practice, the history, or the appreciation of
the subject matter of at least one art form. Students will learn the basic
principles and practice in one or more areas of the Arts. They will gain an
understanding and develop an informed appreciation of the importance of the Arts
to areas of human activity and to life in general.
Rational: Learning
either the subject matter, the practice, the history, or the appreciation of the
subject matter of at least one art form develops the ability to discover,
evaluate, and communicate knowledge of the Arts. This ability is essential to
enhancing both the personal and the public quality of human
life.
Goal 2. Students
will learn the creative methods and skills utilized by one or more disciplines
in the Arts, or they will learn the research methods used in scholarship
addressing the history or appreciation of at least one of the Arts. Students
will learnhow to identify and critique (i.e., “appreciate” in an informed,
scholarly way) the creative persons, processes and products of at least one Arts
discipline.
Rational: Learning how
to engage in creative activity in or scholarship in the Arts develops the
ability to discover, evaluate, and communicate knowledge of the Arts. This
ability is essential to enhancing both the personal and the public quality of
human life.
Goal 3. Students
will learn about the Arts’ contribution to society, to culture and to life in
general. Students will learnhow the Arts relate to other academic areas and to
the non-academic world.
Rational: In order to
develop a unified, comprehensive world-view and to be able to contribute to
interdisciplinary scholarship, students must appreciate the value and role of
the Arts as they impact on both the academic and non-academic dimensions of
life, on our culture and on other cultures.
Foundations
Curriculum Goals for the Basic
Sciences
Core
disciplines in the Basic Sciences currently represented at
Courses earning
Science credit must address the following
goals:
Goal 1. Students will learn the
subject matter of at least one core discipline in the Basic Sciences. Students will learn the properties and
processes of one or more basic component of the natural world.
Rationale:
Scholarly study in the basic sciences promotes the intellectual abilities
essential for an understanding of the complexly interrelated systems of physics,
chemistry, biology, and geology. It promotes understanding of the scientific
method – one of the primary ways of knowing, allowing one to distinguish reality
from speculation. It helps students
understand the technological advances upon which society depends and provides a
basis for developing the knowledge and skills required for broadly informed,
interdisciplinary, and professional specialization.
Goal
2. Students will learn the
research methodology, principles and concepts required to understand and conduct
undergraduate-level research in a basic science. Students will learn how to identify a
problem in the science, how to formulate questions and hypotheses, how to design
experiments that isolate variables, how to collect and record data, how to
interpret data and make correlations, how to draw conclusions, and how to
present the results of these activities in a research paper. It involves laboratory study, which is
important for understanding how science is done, how experiments are carried
out, and generally how scientists manipulate the world.
Rationale:
This learning develops the ability to reason logically, and to observe and
manipulate the physical world.
Goal 3. Students
will learn about the discipline’s contribution to general knowledge.
Students will learn that the Basic Sciences are connected and interdependent,
how the Basic Sciences relate to other academic disciplines and to the
non-academic world, and the impact of basic science on our culture and on other
cultures.
Rationale: Basic
Science never stands apart from the social and cultural context in which it is
practiced. It both conditions and
is conditioned by society and culture.
It is not the only path to knowledge, but is the one that deals
specifically with questions about the physical structure and function of the
world. Understanding the Basic Sciences is necessary to understanding the
interplay of Basic Science, politics and social policy as well as the crucial
interplay among Basic Science and technology, the social order and political
decisions.
Core disciplines in
the Basic Social Sciences represented at
Courses earning Basic
Social Science credit must address the following
goals:
Goal
1. Students will learn the subject matter of at least one discipline in the
Basic Social Sciences.
Rationale:
Scholarly study in the social sciences promotes the intellectual abilities
essential for an understanding of the interrelationships of individuals, group
and culture. It provides for a practical understanding of why the field exists,
what its driving issues are, and how scholars in the field pursue those issues.
Goal
2. Students will learn the research methodology, principles and concepts
required to understand and conduct undergraduate-level research in a Basic
Social Science. Students will learn how identify a problem in the
discipline, how to formulate questions and hypotheses, understand the variety of
research designs to collect data, how to interpret data and make inferences from
data, how to draw conclusions, and how to present the results of these
activities in a research paper.
Rationale:
Such learning develops the ability to observe social phenomena, think and reason
in a consistent fashion, and understand how to differentiate between scientific
(broadly defined) and pseudoscientific understandings of individual, group and
cultural processes. It is essential
to the ability to compare methods of inquiry in one field to those in another
and to recognize strengths of the methods used in the social sciences for
understanding social phenomena.
Goal
3. Students will learn about the discipline’s contribution to general
knowledge.
Rationale: In order to develop a unified, comprehensive world-view and
to understand and be able to contribute to interdisciplinary scholarship,
students must understand the contribution to general knowledge of at least one
discipline in the social sciences, how disciplines in the basic social sciences
relate to one another, to other disciplines, and to the non-academic world and
must understand specific examples of the impact of this knowledge on their own
and on other cultures.
Foundations
Curriculum Goals for the Health
Promotion and Physical Activity Disciplines
The health
promotion and physical activity disciplines enable students to develop the
knowledge and skills required for the physically fit and healthy functioning
human body. These closely related disciplines create and critically examine
scholarship addressing health and physical activity. Scholarly study in the
health promotion and physical activity disciplines promotes the understanding
and intellectual abilities essential to making informed decisions about how to
lead a healthy, physically active and fit life. Proficiency in engaging in
life-enhancing group and individual physical activity is essential to living a
healthy, high-quality life. Scholarship in these areas address behaviors and
develop skills that have a positive impact on overall human wellbeing.
Goal 1. Students will
develop an understanding of the physical, psychological, and socio-cultural
factors and human behaviors that influence human health and affect the major
health problems in our society.
Rationale: The physical,
psychological, and socio-cultural dimensions of health are interrelated. To make informed decisions about how to
lead healthy, productive lives, students must have an understanding of these
dimensions of health, and recognize behaviors and develop skills that will have
a positive impact on their well-being and the health of society.
Goal 2. Students will
develop an understanding of the role of knowledge and personal responsibility in
fostering a commitment to human health.
Rationale: Acquiring
health knowledge and skills enables students to make informed personal health
decisions and thereby positively impact the health of the individual and
society.
Goal 3. Students will
develop an understanding of the components of health-related physical activity
and their relationship to human health.
Rationale: Knowledge of
the components of health-related physical activities is essential to changing
physical activity habits toward more healthful behaviors. The Surgeon General has recognized the
centrality of physical activity to maintaining human health. As such, increasing the physical
activity of our citizens is a priority National objective.
Goal 4. Students will
develop or enhance physical fitness and lifelong sport skills.
Rationale: Individuals
who possess physical activity or sport skills are more likely to remain
physically active in later life, and thereby will continue to experience the
healthful benefits of an active lifestyle.
Foundations Curriculum
Goals for Writing and Mathematics Competencies
Writing
Competence
The writing
competence curriculum focuses on student aptitudes rather than on a particular
content because composing is a recursive process that depends not on specific
knowledge but on fluent, flexible, creative thinking. To concentrate on the essentials of
composing, the program explicitly treats stages of process such as discovery,
drafting, etc. It concentrates on exposition and argument as the modes most
useful for the student and the citizen.
It teaches students how to use library resources so that students may
expand their access to knowledge essential for informed discourse. The program emphasizes critical thinking
as well as traditional rhetorical skills because only insight can generate
substance for the writer’s craft to shape.
Courses
earning writing credit must address the following goals:
Goal 1. Students will learn to use various
heuristic and planning tactics in preparing a written composition. In drafting and revising, they will
learn to choose words carefully, exploit English syntax fully, and ensure
coherence. They will learn to edit
for standard written English usage, punctuation, and spelling. They will also become competent in using
the computer to perform those processes.
Rationale: The ability to engage in the writing
process—discovering subjects, exploring subjects; and drafting, revising, and
editing manuscripts—is an aptitude fundamental to academic achievement and to a
full civic life.
Goal 2. Students will improve their reading
skills in order to understand literally, to infer, to recognize ideological
bias, and to evaluate. They will
deepen their sensitivities to connections and differences among texts. They will increase their capacities for
reflecting on experience and analyzing and solving problems
creatively.
Rationale: The ability to engage in reading and
thinking critically is an aptitude fundamental to academic achievement and to a
full civic life.
Goal 3. Students will learn the aims and
means of the expositor and the advocate and will learn to write in order to
inform and to persuade.
Rationale: The ability to write clear and
expository and argumentative compositions is an aptitude fundamental to academic
achievement and to a full civic life.
Goal 4. Students will learn to formulate
research questions, identify and search both print and electronic bibliographic
indexes, locate resources in the library, and read widely for selected kinds of
information. They will learn to
incorporate information gained from the library and other sources into their
compositions, citing documents appropriately.
Rationale: The ability to conduct bibliographic
research and to use library resources effectively in written compositions is an
aptitude fundamental to academic achievement and to a full civic
life.
Mathematics
Competence
The
mathematics competence curriculum provides students with basic skills in
mathematics or logic.
Courses
earning mathematics credit must address the following
goals:
Goal 1. Students will learn
Mathematics that is appropriate to their background and educational
needs.
Rationale: Mathematics is an
important intellectual activity that trains students in logic and deductive
reasoning, which are important in analyzing and solving problems in all
disciplines.
Goal 2: Students will learn to
use mathematical or logical techniques and procedures in problem-solving
activities.
Rationale: Developing students’
problem-solving skills in the area of mathematics most appropriate to their
major course of study will empower students with knowledge to succeed in their
technological and quantitative studies.
Goal 3. Students will develop the ability to
recognize and use the words and symbols of mathematics or formal logic.
Rationale: This is a technological
and scientific age, and mathematics is the language of technology and
science. It is very important for
students to be comfortable with dealing with issues in their discipline, and in
everyday life, which are most commonly expressed in mathematical
terms.
Attachment 6.
NEW
BUSINESS
Graduation with
Distinction
Whereas, A student
has come to me to discuss the current graduation requirements related to degrees
with distinction policy; and
Whereas, The student
expressed her displeasure with the counting of courses transferred to ECU in the
final gpa calculation; and
Whereas, Two
students met with the Admission and Retention Policies Committee in the Fall to
request special allowances in order to graduate with distinction;
and
Whereas,
Both
students’ requests were denied by the Committee.
Therefore
be it resolved, that the
Be it
further resolved, that when the Committee meets to discuss this policy, the
meeting date is publicized via Announce and students and faculty are invited to
speak with the committee on specific situtations.
Be it
further resolved, that concerns of the University community are heard before a
final report is presented to the