Faculty Senate Minutes
October 26, 2004
Members in attendance:
I. Meeting called to order at 3:30 PM
II. Roll: All members present with the following exceptions: Claire Ferraris, Zenon Zygmont and Kit Andrews absent; Substitutes: Solveig Holmquist for Scott Grim, Tom Bergeron for Sylvain Frémaux, Janeanne Rockwell-Kincanon for Roy Bennett
III. Minutes from October 12, 2004 meeting were approved by voice vote with one correction: Janeanne Rockwell-Kincanon (esteemed past-President and librarian extraordinaire) was added to the list of those present.
IV. Reports of the presidents
A. Staff Senate President (John McArdle)
1. [I missed the first part of this report. Any additions?]
2. Having good conversations about “customer relations” and the work environment in staff senate.
3. Made no substantive changes to the draft of harassment policies
a. (Keller Coker: That issue has been tabled until after division meetings)
B. Faculty Senate President (Keller Coker)
1. Curriculum proposals are moving through the executive committee.
2. Point of clarification: While the LAS fund balance (including division budgets) was reported as $111,000 toward the end of the previous fiscal year, LAS spent down most of those moneys by June 30, so that the actual balance left was down to approximately $28,000.
3. We need to fill out/complete committees. We should have better information about committee composition and vacant spots by the next faculty senate meeting.
C. WOU President (Philip Conn)
1. Alcohol on campus?
We cannot have alcohol because it currently
To change the policy, we would need to approach
2. Budget book distributed
Highlights/changes to budget located in the “Budget
Office Memo”, a purple page at the beginning of the book.
b. Goal: Make the budget accessible and clear
c. Note: Nothing in budget called “contingency funds”. The “fund balance”, as discussed extensively at our last meeting, is not an actual line item.
d. Most of us work within “Education and General Fund”, which equals approximately $40 million. This is our operating budget. Other categories (such as the bookstore) are separate.
e. Most states don’t show “total financial aid” as part of the whole budget as we do.
D. ASWOU President (Ben Sappington)
1. No report
V. Consideration of Old Business
A. Default “W” designation
1. Sriram Khe had shared with Keller Coker the idea that a “W” or “D” in the catalog should be listed automatically as a “W” in the course schedule so that students are not confused and also so that they are properly credited.
2. The writing intensive committee noted that a space actually exists on the form to check “WI every time offered (unless otherwise specified during scheduling)”. If this choice is selected, it certainly should be listed that way in the catalog.
3. Brian Caster: Points out that courses designated as “W” may not be taught that way due to course size limitations and staffing issues.
a. Keller Coker replies: Likelihood of mistakes high if the “W” has to be added each time. Fewer courses are faced with the issue presented by Brian.
4. Surveys will be sent around addressing the larger issue of writing intensive courses, as presented by David Hargreaves at our previous meeting.
5. [NOTE: The specific issue of “default” designation was not resolved yet, I don’t think (KLH).]
B. Faculty Senate strategic planning
1. Keller Coker points out that as of yet, we have not, as a unit, provided input into the strategic planning process.
a. Questionnaire with goals and directions was distributed to all Faculty Senate members, and 10 minutes was given for us to consider how these goals and directions might be addressed from the faculty senate perspective..
VI. Consideration of New Business
A. Bachelor of Fine Arts (BFA) in Art (Diane Tarter presenting, with others from the art department in attendance).
1. BFA is a 5th year pre-professional program; it’s considered preparatory to a profession or graduate degree.
2. Students would apply during their junior or senior year.
3. Department expects 3-5 students in the program per year
4. BFA has same LACC requirements as Art major so it won’t cause trouble for students who are not accepted.
5. Evidence of Need/Demand:
a. BFAs are preferred by employers and expected or required by graduate schools.
b. Art dept has lost students who have transferred from WOU to obtain a BFA.
c. Survey of Art Majors shows student support for the program.
d. Requires 6 credit hours student-service learning and/or international coursework (which aligns the BFA with the WOU strategic plan).
e. The dept. foresees no additional costs for the program
It would be the only BFA offered by a school in the
6. Question and answers from D. Tarter:
a. John Rector: Is this degree additional to a BA or BS?
· No. The student would receive only the BFA.
b. Emily Plec: What about the relatively high number of credit hours for the thesis course? Will this discourage students?
· Unlikely. Students from here leave to go to other BFA programs. The demand is here.
c. Emily Plec: What about scheduling difficulties, since there are both 3 and 4 credit-hour courses?
· Students already face this.
d. Mark Van Steeter: What about a minor?
· Minor is automatic: It is basically like combining a studio art major with an art history minor, but with the additional thesis and service learning requirements that then make it the BFA.
e. John Rector: Good to see that the LACC is within the BFA. This makes it a professional degree but with a liberal arts emphasis.
· The art department faculty see this as important. Makes the graduate of the program a more valuable member of the team.
f. Charles Anderson: Is 192 units a financial burden?
· Diane: It is actually only 12 more credits than a four-year degree. BFAs are, however, traditionally five-year programs.
g. Sriram Khe: So this would be possible as a four-year program.
· This would be difficult to schedule into 4 years.
h. Chloe Myers: Is there any funding for the international year?
· Not currently funded. Would be just like any other study abroad opportunity that is paid for by the student.
i. Chloe Myers: What about costs associated with service learning?
· Not really.
Emily: You have
connections already with some organizations in the
· Yes, it would be possible to set up such internships.
k. Mary Bucy: What is the difference between the BA and the BFA?
· Key differences are the thesis requirements and the service learning component. Plus there is an additional writing requirement.
7. NOTE: Take this back to division meetings. It will be on the agenda for the next meeting. The proposal has already been approved by the curriculum committee.
B. Policy recommendations (Discrimination & Sexual Harassment policy; Consensual Relationships)
1. Tabled. Discuss at division meetings and take consider at next meeting.
C. 3-credit hour scheduling guidelines (Karen Haberman)
1. Handout: proposed three-credit hour guidelines. These are based on traditional times. Additionally, a M,W 3:00-4:20 time slot is proposed to encourage M and W courses later in the day without a Friday obligation.
a. Since four-credit hour guidelines were approved previously by the senate, the ad hoc committee on four-credit hours thought that the traditional three-credit hour schedule should be put in writing and approved.
a. Maria Fung asked about the math courses that don’t correspond with the guidelines
· Will be discussed separately with the math department. The committee had a couple of ideas that might work.
b. Sriram Khe: These are considered guidelines. Who “polices” them? This is primarily about classroom scheduling, but what about conflicts between three and four hour scheduling? Which get priority?
· Kathy Hill has been called upon to deal with some of these issues. Has contacted faculty.
· Mark Van Steeter: Maybe we don’t really need a policing system. Rather, we should strive for voluntary compliance.
c. Brian Caster: In their division, they are maximizing room use with a somewhat different schedule. May be similar occurrences in other divisions.
d. Dean Chadney:
· Clarified that Kathy Hill does the scheduling only for the smart rooms in LAS, while the rest of the job falls primarily on Roseanne Riester (sp?). She tries to resolve conflicts by talking with faculty members. Hopefully the smart room conflicts will be resolved by adding more smart rooms.
· One problem encountered this year was “creative scheduling requests” that were outside of the suggested and/or traditional schedules.
e. Again, who is ultimately policing this?
f. Friday classes?
· Sriram Khe: Many universities are walking away from Friday classes, and they are unpopular with students.
· Gudrun Hoobler: Could be a recruitment tool
· Maria Fung: No way we can do this. Would not be possible to schedule our courses this way.
· President Conn: Attempts to compress a five-day schedule into four were attempted in a previous summer session. It became highly problematic for several reasons, including the fact that people who came to visit campus couldn’t find anyone around of Friday. In fact, we need to look more at the possibility of evening and weekend courses.
· Mark Van Steeter: U of O has discounts for evening and Friday courses. Perhaps we could do this as well?
· Keller Coker: This issue is something that can perhaps be further discussed at another meeting.
g. Emily Plec: Clarifies that what we need to take back to our divisions is the approval of the M and W, 3:00-4:20 slot. She thought students would prefer this, and the time slot still allows for evening seminars.
h. Janeanne Rockwell-Kincanon/Emily Plec: What about the additional 10 minutes that occurs for 3-credit hour classes when scheduled for two days a week (i.e. two 80 minute time slots = 160 min) rather than for three days a week (i.e. three 50 minute time slots = 150 min)?
i. Take document back to departments/divisions, primarily discussing:
· Proposed MW 3:00-4:20 time slot
· What about the 10 minute discrepancy (MWF vs. TR 3-credit)?
VII. Report of Inter-institutional Faculty Senate (IFS) by Bob Turner
A. IFS representative Solveig Holmquist’s term is up.
1. Nominations are being accepted. Note that Solveig is interested in continuing in this capacity.
2. We will vote for the new IFS representative during the next meeting.
1. Three issues/potential options
a. Decouple ORP from PERS
· This would separate any potential problems of one program from affecting the other.
· AOF (Association of Oregon Faculties) is not in favor of this decoupling, while some in IFS are.
· Argument for: Would provide true diversification and choice in retirement options.
· One is defined benefit, the other is defined contribution
b. Bottom rate and return rates set by OUS
c. Tie return rates to an external monetary index.
2. Open enrollment
a. Once the whole ORP/PERS issue is settled, there would be one “plan year” available with open enrollment to switch plans (i.e. PERSàORP and visa versa). If a person is already vested in PERS, current PERS would stay there.
C. System-wide LACC issues (based on town hall meeting in October)
1. Proposal from joint boards of accreditation recommending the “General Education Transfer Module” (GETM), which could be completed in 1 year, and which is a subset of the AAOT.
Transferable across all
b. Potential for institutional add-ons to meet LACC.
2. Seems acceptable on a political basis. At least two pieces of legislation have been drafted that mandate a common core
a. GETM is a means of showing cross-system cooperation, and may prevent a more legislative-driven curriculum from occurring.
b. Strong community college push—Presidents of community colleges are on the board and have the potential to be in charge of the process.
c. Seems that GETM will happen..
3. Reasons for a common core in some form
a. Make articulation among institutions easier
b. Students will hopefully move through more efficiently.
4. One point that came out in our own town hall is that having 45 hours of LACC-type credit doesn’t translate into a true sophomore standing in terms of what is needed for many majors (such as biology). The 45 hours could help free up time to work, participate in study abroad, or conduct research.
5. Another issue: Is there a common first year curriculum that could be taken and serve as the first year for all majors? The answer seemed to be “No”. For example, a first year biology major would take the Principles sequence while a non-biology student could take a biology course that provides exposure but is taught at a different level than the Principles sequence.
6. Concerns about “swirling”: switching among colleges and universities to try and fulfill requirements.
7. There will be a summit on November 19. See Bob Turner for details.
8. Provost Spectar is looking into time to degree and retention issues as relates all of this.
VIII. Meeting adjourned at approximately 5:10 PM.