J. Philippe Abraham, Jeanette Altarriba, Scott Barclay, Richard Collier, Sue Faerman, Chris Faugere, Robert Gibson, Anne Hildreth, Karin Reinhold, Sue Phillips (Guest)
Bob Gibson reported that the CAAS will be meeting this Friday to consider the Social Welfare proposal.
General Education Committee:
Anne Hildreth reported that the SUNY Provost's deadline for campuses' revision of their General Education Assessment plans has been changed from November 3rd to February 15th. The "Strengthened Campus-Based Assessment" requires the use of nationally-normed tests or review of a campus alternative for assessing writing, mathematics and critical thinking.
While any revision will go through UAC, it was noted that it is not clear how the goals can be achieved via the choice of methods allowed by SUNY. Anne recounted a SUNY forum that showcased the various national tests available, and each one was flawed, failing to assess at least one important criterion in the given category.
Provost Faerman noted the "rubrics" for the categories are not
workable. For example, how can one test compare the mathematics achievement of
students who met that requirement through appropriately approved courses in
statistics, logic, precalculus, and calculus? She clarified that at
Anne will keep the UAC informed of progress being made by the General Education Committee on this task.
Provost Faerman introduced the proposal, noting that she will supervise the AVP
who will be responsible for managing the
University admits ca. 200-300 "University Scholars" (a shorthand term
that includes Presidential and Douglass Scholars as well as the newer College
Scholars category.) While many University Scholars may qualify for admission to
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Council then discussed the proposal. For the second bullet under the
Concerning the "service learning component," Vice Provost Faerman noted there are many opportunities for "distinction", including research, performance work, and service. The service learning component in an English course, for example, might involve tutoring other students in writing. She cited an American Association of Higher Education Publication Service Learning Across the Disciplines, which provides an array of examples for each academic area. Members will be forwarded reference information to this document. [Service-Learning in the Disciplines 20 volume set, Series Edited by Edward Zlotkowski, 1996+, Stylus Publishing (the company that took over AAHE’s inventory), $510.00 (AAHE members - $425.00). Or the following url yields a more recent Zlotkowski pdf free summary: http://www.uma.edu/communityengagement/Documents/Service-Learning%20Across%20the%20Disciplines.pdf ]
In response to questions whether 8 courses a semester would suffice, she clarified that these will be in addition to the choice of those courses already established as "honors" courses (APSY102; honors physics, calculus, and chemistry; and the Uni "Great Ideas" course.)
sought clarification of what happens after the first two years. Is the idea
that the students leave the
questions about housing arrangements, it was noted that specifics were not very
detailed in the proposal but it is hoped that communal housing arrangements
will result. Some of the students in the
The proposal was moved and seconded. A vote was taken by secret ballot. The proposal was approved by a vote of 8 for, 0 against, and 1 abstention.
of Group 1 Students to the
The UAC began its consideration of this proposal. Page 2, second paragraph: "is probably not be enough" should be changed to "is probably not enough."
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Most of the discussion concerned the use of the phrase "unconditional admission," since it was noted that there were several conditions which, if not met, could result in the student's removal from the program. While the conditions were viewed as extremely modest, particularly compared to what has been required for admission and will continue to be required of other students, the term "unconditional" is not justified, may be considered false advertising, and could even result in litigation by a student thus removed from the school.
wisdom of the term was also questioned in terms of recruiting. If the goal is
to attract and impress high caliber students (and their parents), will students
feel proud to join a program whose only requirement to remain is to avoid
flunking out of the University (though even that would constitute a condition)?
It was doubted that anyone would be impressed by lack of standards, and its
"message" seems to conflict with the
It was mentioned that since some schools of business admit students directly into their program, perhaps there is strategic value in using the word "unconditional," even though such schools probably have at least minimal conditions for continuation in their programs. It was decided that Dean Leonard, Susan Maloney and Bob Andrea should be invited to the next meeting to discuss this conflict in terminology.
next Undergraduate Academic Council meeting will be held Monday,
Notes taken by Dick Collier on behalf of Joanne Baronner, Undergraduate Studies.