ࡱ> WYV 1bjbjyy 7P)+88888LLL8T,LR4   3333333$l69b38     388 4CCC 883C 3CCe./pd9'1/(3"40R4Y/9R94//z98Y0d  C     33C   R4    9          :  SENATE AGENDA ITEM III.D.1. 1 September 2015 August 24, 2015 TO: FACULTY SENATE FROM: COUNCIL ON GENERAL EDUCATION Submitted by Diane Sandage, Chair RE: ANNUAL REPORT FOR THE 2014-2015 ACADEMIC YEAR Membership on the Council for the past academic year included: Marjorie Allison, Panakkattu Babu, Rumen Dimitrov, Magdelyn Helwig, Joseph Kallenbach (SGA Representative - Fall 2014), Yin-Chi Liao, Benjamin Meyers (SGA Representative - Spring 2015). John Miller, Darcy Plymire, Diane Sandage, Joanne Sellen, Keva Steadman, Oswald Warner, Jeannie Woods. Andrea Hanna served as a replacement for Yin-Chi Liao (Fall 2014/Spring 2015). Elgin Mannion served as a replacement for Oswald Warner (Spring 2015). Ex officio members for the past academic year included: Nancy Parsons (Provosts Office), Michelle Yager (University Advising), and Russ Morgan (Deans Council). Marjorie Allison was elected chair for the 2015-2016 academic year, with Vice-Chair and Secretary to be determined in the beginning of Fall 2015. BRIEF OVERVIEW OF COUNCIL ACTIVITIES During the 2014-2015 academic year, the Council continued to focus much of its attention on the importance of general education assessment and how to improve reporting on the impact of assessment data in connecting assessment goals to course enhancement. Since the Council previously (2013-2014) revised an assessment form so that it more specifically addressed the impact of assessment, there was some notable improvement in the reporting of data. The Council also developed a new form for reporting significant changes in departments assessment plans last year; however, there were no revised plans submitted in 2014-2015. Related concerns also focused on include: the review of the structure of the current general education curriculum, requirements, and assessment; review of assessment forms; and continued emphasis on the significance of communication with faculty regarding general education assessment, guidelines, and requirements. Likewise, the Council considered the various ways to advance understanding of the essential need for assessment and reporting compliance. In addition to the emphasis on general education assessment, during 2014-2015 the Council also addressed concerns regarding: reviewing the structure of General Education at other universities and how other models compare to 鶹ý; and the approval of new general education courses. GENERAL EDUCATION ASSESSMENT, GUIDELINES, and REQUIREMENTS The assessment of general education courses is an ongoing area of concentration for the Council. Since assessment is a multifaceted issue that demands attention to a wide range of data, the Council created a sub-committee (Rumen Dimitrov, Darcy Plymire, Keva Steadman, and Oswald Warner) of Council members to specifically review assessment data in depth. Due to the Higher Learning Commissions annual review that flagged Step 4 (i.e., impact assessment has on student learning), the sub-committee will especially concentrate on reviewing the impact form, titled, General Education Assessment of Student Learning Impact Form. This form requires faculty to examine assessment data and then modify courses based on the data. The sub-committee will note the degree to which this step is implemented. CGE continues to adopt the position that general education assessment data should remain in the hands of the departments with the expectation that this will encourage ownership of that data and improve concrete reporting on the impact that assessment has on student learning. Although general education data are transmitted to the Associate Provost for compilation, CGE continues to stress that departments need to review the data as a department and not to simply consider the transmission of the data to the Associate Provost as the completion of their responsibility. Furthermore, CGE is persistent in taking a pro-active stance regarding the education of 鶹ý faculty regarding general education. For example, with the assistance and support of CITR, a presentation on general education is now on the program, in the session Teaching at 鶹ý, presented at the New Faculty Orientation. Additionally, Council members continue to contact departments that offer general education courses and discuss the goals and philosophy of the general education curriculum, requirements for writing in general education, and the objectives associated with general education assessment. REVIEW OF THE STRUCTURE OF GENERAL EDUCATION CURRICULUM Given that the last large-scale review of 鶹ýs General Education program was initiated in Fall 2005, the ten-year anniversary of which is fast approaching, and keeping in mind that large-scale reviews of institutional structures typically take place on ten year cycles, CGE formed a fact-finding sub-committee charged with gathering information about the structure of general education programs at our peer institutions. This sub-committee composed of Marjorie Allison, Magdelyn Helwig, PK Babu, and Joanne Sellen developed a list of institutions, including both peer institutions and nearby institutions, and divided the work of collecting information on those institutions. The sub-committee members collected information on hour requirements, categories, foreign language requirements, and additional graduation requirements. The sub-committee collated this information in chart form, which was forwarded to the Council as a whole on March 23 for discussion at our March 26 meeting (see attached chart). At that meeting, the sub-committee answered questions from the way different institutions structure their categories to the way hour requirements are represented. The Council requested no further action from the sub-committee at this time. GENERAL EDUCATION TRANSFER ARTICULATION PROCESS During 2014-2015, the Council reviewed 23 domestic transfer articulation requests, down 21 from 2013-2014. Twenty-one were approved, and the remaining two were denied. The Council considered no international transfer articulation requests. CGE implemented that articulation requests be accompanied by a course syllabus, or other suitable material, that will help the members of CGE to make an informed decision about the relationship of the transfer course to the general education curriculum at 鶹ý. APPROVAL OF NEW GENERAL EDUCATION COURSES During academic year 2014-2015, the Council on General Education received nine general education course requests: FL 350; HIST 115; HIST 116; HIST 211; HIST 342/WS 342; THEA 172; ARTS 181; AAS 100 and AAS 102. The Council approved six of the nine above courses without contention. Since FL 350 was designated as a WID course, council members advised that this would seem to suggest that it is not a general education course. The committee seemed in agreement that the course was well designed, but had concerns regarding whether a course can act as both a WID course, which is meant to be an upper-level, discipline-specific course, and a general education course, which is meant to be accessible to all students. The department determined that what they desired to accomplish with FL 350 is more in line with general education than WID, so they requested that CGE consider the course for general education contingent on having the WID designation removed. CGE approved FL 350 as a general education course contingent on the rescinding of the WID designation. It should be noted that Council members agreed that the new WID guidelines would make this conflict less likely and that it is understood that there are exceptions, as some courses are designated as general education and WID courses. AAS 100 and AAS 102 were presented to the Council for inclusion in general education on April 9, 2015. Since there were questions regarding how these courses function as social science courses rather than as humanities, and it was noted that the course catalog description should match the way the course is taught, the Council made no motion regarding AAS 100 and AAS 102. Subsequently, these courses will need to come back before the Council in the new academic year as it was not possible to change the catalog description prior to the end of the spring 2015 semester. Since, effective Fall 2013, requests for inclusion in general education could not be brought to the Faculty Senate for approval until after the assessment mechanism for the course has been approved by CGE, we only had one grandfathered course that had assessment plans presented for approval. During academic year 2014-2015, the Council on General Education approved the assessment plan for FL 101. This course was approved for inclusion in general education prior to the guidelines that require the assessment plan be included at the same time as the request for inclusion in general education. SUMMARY and GOALS In light of the accomplishments as well as the desire for improvement, the goals for the 2015-2016 academic year are as follows: Sub-committee, formed fall 2014, should continue to review assessment data, especially evaluating impact forms, and meeting with academic departments to encourage department-level general education assessment data review; 2) Continue to take a visible and pro-active stance regarding the education of 鶹ý faculty regarding general education; 3) Promote the collection of more useful assessment feedback data that can both encourage and drive future department-based decision-making, specifically in regard to the way assessment data is used to impact changes that improve student learning and satisfy Step 4 in the assessment process as delineated by HLC; 4) Offer more professional development related to assessment and encourage departments to use their data to improve student learning; 5) Investigate the structure of 鶹ý general education, especially the categories, compare to other models, and make a recommendation regarding the implication of reformulating the existing categories; 6) Work with other committees to further improvement of students academic skills, with an emphasis on the importance of writing skills being taught across the disciplines; 7) Discuss interdisciplinary courses and how they best fit into existing general education; 8) Work on improving the CGE webpage regarding important links, examples of writing assignments, syllabi, etc.; and 9) Insure that the general education curriculum reflects the Universitys philosophy and goals. The Council appreciates the support of the Faculty Senate during the 2014-2015 academic year and looks forward to continued support during 2015-2016.      PAGE \* MERGEFORMAT 4 .0789=>?  $ 4 5 D E T U g h u v {  % 3 4 5 A V k      ( L ǿǻ߷߳hFC:h) hQDhWh`hwhrk hGRhirhSh^W{hh hBi hBi hir5hBi hBi 5hirhir5E./0BCVWz4 5 p q    $ p^a$gdI($a$gdBi $a$gdI(L M Q R ] _ ` f g o q      ) * + 8 9 : = > ? [ m r   h(hgeUh'6h'h^Y h:h%Nhy h:hK^5h h9^ h:hS h:h h`!h%Nh`!5hWhW5hWh!hx1hrk hFC:hK^5h hSh) 6 * + lm$a$gd -q dd[$\$gd{$a$gd$a$gd$a$gd ^$a$gdr$a$gdI($a$gd: ( T i n o y "7Ej "24=>HSi}+.3=^kȹԦh\"hVhvhh h:h -qhh'Uhzzh,Th D h:h%Nhh h*h<hYhV :he hrh9^h9^6hgeUh5hh9^h-*9klm,IPRV57<j~')NPQXdt;Djϟ{huhxU5h;`huhjnhVhw$huh DhWh hbhb5 h5 hb5hrk hb h h4) hSmHh4)h h-ph -qhEhmh'Uh< h:h -qh7 hVhDx]h -q.j5CFXw"Y 2;QHLdgt}(fi h 5hwbhwb5 hwb5hwbh0/hl-h ^huh9h8hBIhv@h EhJHh1hC,[h,h~9<h{hhjnhWh.p?(@ABCMo  4 5 ߺhP?hThWh:h@h9h ph#hWhW5 hW5 h -q5 h|5h{h9CJaJh{ hBi 5hBi hhACJEH aJ hh hhAhhA5 hwb5 hN53 !!&&T(U(~))*****E+F+$, $ & F a$gd>$a$gd'T$a$gdmW$a$gdM:$a$gd-p$a$gdI( !!!!(!h%BhzR}hV:}h ZhBh hSmHh-phh-p5 h-p5hrk Cb&i&m&'R(S(T(U(Z([(\(f(o(q((((()G)y){)))))F*J*a************ + + +!+%+&+F+G+S+f+g+n+o+v+++++ĿбЩhF|hBi h>hhVh hXthWUh h 5 hq5 h'T5h<h'Th%BhZhmWhdw%h h4 hM:hSmHhV:}h>h_hHh]5"9+++++++++",#,$,%,&,(,1,5,,,,,,,,,,,,,*-t-----g.h.i.j.w.{......... //3/4/P/g/j/////?0B0C0D0000ļĸิȰȬȬhThahuh&!hihBi hyhT&hO h_h5)hh>#hqh;Mhh)h hThh>hF|hlB$,%,,,--.g.h.2/3///>0?00001$1%111gd $^a$gdI $^a$gda$a$gda$8^8`a$gdT& $8^8a$gd)000000011 1#1$1%1'1@1I1N1t1111111111111111111111111ļhShO CJOJQJaJjhBi UmHnHuhBi mHnHuhBi jhBi Uh=)vjh=)vUhhXthhuhrk h-2hT&hhFhihO hu)1111111111111 $^a$gdI$a$gdn#U$a$gd 5 01h:pBi / =!"#$v% j 666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ OJPJQJ_HmH nH sH tH @`@  NormalCJ_HaJmH sH tH DA D Default Paragraph FontRiR 0 Table Normal4 l4a (k ( 0No List X^@X W0 Normal (Web)1$7$8$H$OJPJQJ^Jl@l S Colorful List - Accent 1 ^m$CJOJPJQJaJ@@@ 0Header  H$ mHsHtH6o!6 0 Header CharCJaJ@ @2@ 0Footer  H$ mHsHtH6oA6 0 Footer CharCJaJH@RH Bi 0 Balloon TextCJOJQJ^JaJNoaN Bi 0Balloon Text CharCJOJQJ^JaJPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭V$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3N)cbJ uV4(Tn 7_?m-ٛ{UBwznʜ"Z xJZp; {/<P;,)''KQk5qpN8KGbe Sd̛\17 pa>SR! 3K4'+rzQ TTIIvt]Kc⫲K#v5+|D~O@%\w_nN[L9KqgVhn R!y+Un;*&/HrT >>\ t=.Tġ S; Z~!P9giCڧ!# B,;X=ۻ,I2UWV9$lk=Aj;{AP79|s*Y;̠[MCۿhf]o{oY=1kyVV5E8Vk+֜\80X4D)!!?*|fv u"xA@T_q64)kڬuV7 t '%;i9s9x,ڎ-45xd8?ǘd/Y|t &LILJ`& -Gt/PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!0C)theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] ) P ***-L  kj b&+01 "#$& $,11!%' $&-!L# @0(  B S  ?$./3;CEMNT]g 16 )))))))))))fmIMf j 0#4#"&+&&&(())})))))))))))))33333333333C))))))))))) ԃLOT+L+$uP?kM!2ISF2Df LDb@p%vm}D0K{̀\{(^`(OJQJ^`.^`.pp^p`.@ @ ^@ `.^`.^`.^`.^`.PP^P`.8^8`o() ^`hH.  L^ `LhH.  ^ `hH. x^x`hH. HL^H`LhH. ^`hH. ^`hH. L^`LhH.^`CJOJQJo(^`CJOJQJo(opp^p`CJOJQJo(@ @ ^@ `CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo(**^*`.^`.^`.  ^ `.jj^j`.::^:`.  ^ `.^`.^`.^`CJOJQJo(^`CJOJQJo(opp^p`CJOJQJo(@ @ ^@ `CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo( @(h^@`(OJQJo(^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.^`CJOJQJo(^`CJOJQJo(opp^p`CJOJQJo(@ @ ^@ `CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo(^`.^`.pp^p`.@ @ ^@ `.^`.^`.^`.^`.PP^P`. vmDbSF2kM!2\{0K{ LT+L+ WW8Num3 +        1                 9h&tE!V@YZz(z40z40R@d0[7V@YZR@d0[7&tE!rW  -2_Bi 2 N rk wb' @u IWW<*{,qeHSr<s#H&!`!]5"\"h>#4e%dw%T&(4)5)-*l-O.0/x1IV124xU5K^5V :FC:~9<:>v>P?A%B3CQD~D EHSmHgJP/KAK.M;MGR,Tn#U,-UWUXUgeUmW ZC,[Dx]9^;`b}e~7f.p-p -qHvqirXtuv=)vVwJxy^W{F|V:}zR}uW~8`!uM:I(Sr0@) 'Tm\E t<._'O_7i:zz# 9!iV8t ,B%N.)T5hN7 | w$l{h ^wO K :4  DBIJHZa'UbjnuY? pT__^YsFe H#?9>Vuby15>D?v@u>YQN))@)h@Unknown G*Ax Times New Roman5Symbol3. *Cx Arial7@Cambria7.@Calibri5. .[`)Tahoma?= *Cx Courier New;WingdingsA$BCambria Math"Ah8G8G8G :#K:#Khh20));QHX$P 2!xx ,Phyllis RippeyAnnette E Hamm4         Oh+'0@x    (08Phyllis Rippey Normal.dotmAnnette E Hamm3Microsoft Office Word@d@p9@n'S8@p9:#՜.+,0 hp  鶹ý Illinois UniversityK)  Title  !"#$%&'(*+,-./0123456789:;<=>?@ABCDEGHIJKLMOPQRSTUXRoot Entry F b|9Z1Table)9WordDocument7PSummaryInformation(FDocumentSummaryInformation8NCompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q