2008 Woodie Awards
A-Senate vote moves Model C talk to council
General education could change with possible assessment
By: Beth Kieda
Issue date: 1/23/08 Section: News
The Academic Senate voted to forward Model C to the general education council at its meeting Tuesday afternoon.
The council now will develop an implementation and assessment plan to be sent back to the senate for further discussion.
An implementation and assessment plan will allow the senators to consider and debate the specifics of a program.
"I think looking at things in the abstract is hard," said Patty Williamson, broadcasting and cinematic arts instructor.
One of the main differences between Model C and the current model are the required writing intensive courses in place of the writing across the University Program approach. Model C involves writing intensive courses, but does not yet include the number of such courses students would need to take.
"I just don't see how that's going to work - I'm sure someone can figure it out, but it can have a huge impact on certain departments who are teaching those courses that are 70 percent writing," Williamson said.
Once the general education council returns a report to the senate, the senate will be able to debate and modify the proposal. There also is the possibility of returning to the current general education model if the senate decides the proposal is completely unacceptable.
Brad Swartz said no one person in the senate is sure how many writing intensive courses is the best number to require.
"We can try and debate the abstract or we can wait until an implementation committee comes back with a particular proposal and then debate that proposal," said Swartz, interim associate dean of the College of Health Professions. "I feel we have to make that leap of faith and allow another committee to bring back a solid report on what that means."
The implementation aspect of the report is supposed to show how the program would be put into action, while the assessment aspect would evaluate the model's impact on various departments and colleges.
Assistant Geography Professor Leigh Orf was concerned about the possible financial impact of the model on departments and colleges.
"As I think back to the gen ed subcommittee's final report, there are things regarding budget that were discussed outside of the model," he said. "Everything discussed with the budget issues that accompany any change that is to develop should be part of this report."
The implementation report also could include a method to reduce the number of choices available for each University Program group. Another difference between the current model and Model C is the addition of a quantitative literacy competency. This would increase the number of competency hours from 12 to 15.
Model C includes an elective from the various University Program groups.
"Many students come here undecided about their major," said Robert Stecker, philosophy and religion professor. "One of the ways they figure out a major is by taking courses in the University Program."
news@cm-life.com
The council now will develop an implementation and assessment plan to be sent back to the senate for further discussion.
An implementation and assessment plan will allow the senators to consider and debate the specifics of a program.
"I think looking at things in the abstract is hard," said Patty Williamson, broadcasting and cinematic arts instructor.
One of the main differences between Model C and the current model are the required writing intensive courses in place of the writing across the University Program approach. Model C involves writing intensive courses, but does not yet include the number of such courses students would need to take.
"I just don't see how that's going to work - I'm sure someone can figure it out, but it can have a huge impact on certain departments who are teaching those courses that are 70 percent writing," Williamson said.
Once the general education council returns a report to the senate, the senate will be able to debate and modify the proposal. There also is the possibility of returning to the current general education model if the senate decides the proposal is completely unacceptable.
Brad Swartz said no one person in the senate is sure how many writing intensive courses is the best number to require.
"We can try and debate the abstract or we can wait until an implementation committee comes back with a particular proposal and then debate that proposal," said Swartz, interim associate dean of the College of Health Professions. "I feel we have to make that leap of faith and allow another committee to bring back a solid report on what that means."
The implementation aspect of the report is supposed to show how the program would be put into action, while the assessment aspect would evaluate the model's impact on various departments and colleges.
Assistant Geography Professor Leigh Orf was concerned about the possible financial impact of the model on departments and colleges.
"As I think back to the gen ed subcommittee's final report, there are things regarding budget that were discussed outside of the model," he said. "Everything discussed with the budget issues that accompany any change that is to develop should be part of this report."
The implementation report also could include a method to reduce the number of choices available for each University Program group. Another difference between the current model and Model C is the addition of a quantitative literacy competency. This would increase the number of competency hours from 12 to 15.
Model C includes an elective from the various University Program groups.
"Many students come here undecided about their major," said Robert Stecker, philosophy and religion professor. "One of the ways they figure out a major is by taking courses in the University Program."
news@cm-life.com
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