OPEN HEARING
UNIVERSITY OF DELAWARE FACULTY SENATE
COORDINATING COMMITTEE ON EDUCATION
December 13, 1999
Official Transcript
1:30-3:30 p.m. 103 Gore Hall
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Judy Van Name:
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We will begin in a few minutes. We’ll give you
a chance to take a seat. We’ve put the agenda at the seats this time. Thanks
for coming out on this rainy afternoon.
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I’m Judy Van Name, Chair of the Coordinating
Committee on Education. I’d like to welcome you to the second Open Hearing
of the General Education proposal, an opportunity for all members of the
University of Delaware to be heard. Does everyone have the agenda and the
attachments? They should because Rita put them at each place. O.K. The
Coordinating Committee appreciates the presentations that were made last
Thursday at our first Open Hearing on General Education. And it included
a number of Named Distinguished Professors. While six of today’s speakers
are the same, we have five new presenters. First, I’d like you to meet
the members of the Faculty Senate Coordinating Committee on Education,
three of whom chair other Faculty Senate committees: Bob Brown, Philosophy,
Chair, Undergraduate Committee on Education; Joann Browning, Theatre; Carol
Denson, (is not here yet, but she may be able to make it a little later),
Bobby Gempesaw, Acting Vice Provost for Academic Programs and Planning;
Alicia Glatfelter, our graduate student representative (and she’s in chemistry);
Marcia Peoples-Halio (a former member of the General Education Committee).
Marcia’s in English. Beth Haslett is in Communication and she is unable
to be here. She was also a former member of the General Education Committee.
Jeff Jordan, Philosophy and Chair of the Library Committee. Jim Richards
is unable to be here. He’s in Health and Exercise Sciences and Chair of
the Graduate Studies Committee. Cara Spiro, Business and Economics is our
Undergraduate Student representative, and Rita Girardi is our Administrative
Assistant in the Faculty Senate. Also Karren Helsel-Spry (sorry about tripping
over that again) is our other Administrative Assistant in the Faculty Senate.
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We have been discussing the General Education
Proposal in our committee meetings this semester. The report is available
on the web at www.udel.edu/facsen/reports/GenEdRpt.html
I would like to correct the memorandum to all faculty dated December 2,
1999, announcing the Open Hearings. Both the Coordinating Committee on
Education and the Undergraduate Studies Committee endorse the ten goals
of general education for all undergraduate students. The Coordinating Committee
on Education endorses the four components of the General Education proposal
and the Undergraduate Studies Committee may do so in the future. All groups
support the creation of an implementation and oversight committee for governance
of the general education process and also recommend a pilot implementation
strategy of the four elements of the general education proposal. These
four components include a freshman year experience, basic skills development,
a discovery learning experience, and a capstone course. We’re interested
in sharing with you some alternative proposals for general education. We
will proceed in the order presented on the agenda. Since there are eleven
presenters, one more than last Thursday, we would like you to limit your
comments to five minutes. And although we did not need to use it last Thursday,
I brought my impartial timer along because I’m sure you probably don’t
want to be here too long. It seemed to work well last Thursday without
having to actually set the timer. So if you could keep your remarks to
five minutes or ask if you would like a two-minute warning. Since the hearing
is being recorded, please be sure to state your name and identification
and speak normally for recording purposes. People were getting a little
rambunctious and Walt had to remind us that you don’t have to speak louder
into the microphone, just speak normally. Please save your questions until
the end of the planned presentations at which time we’ll open it for questions,
answers, comments, and discussion. The Coordinating Committee on Education
will continue to meet in December and January to develop recommendations
regarding the General Education proposal to be passed on to the Executive
Committee of the Faculty Senate and eventually to the Faculty Senate. We
plan to update the information on the web as well as consider holding additional
hearings as necessary. At any time the Coordinating Committee members will
be happy to receive suggestions, thoughts, and concerns regarding the General
Education proposal. If you put them in writing they may be sent to me in
the Department of Consumer Studies or Rita Girardi at 164 South College
Avenue, our new Faculty Senate Office by e-mail or campus mail. And now
Bob will you please begin again by sharing the proposal from the Undergraduate
Studies Committee.
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Robert Brown:
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I’m going to be speaking from the first sheet
after the blue cover sheet and it also continues on the back. Last spring
the Ad Hoc Committee on General Education delivered its report to the University
Faculty Senate. The Senate received the report but took no action on it.
The report was passed on to the Undergraduate Studies Committee for study
this fall and we took it up. I’d like to point out two things about it.
First of all, since this is a report coming from a committee appointed
by the Senate and consisting of a very large number of people who worked
over a long period of time. It’s the report deserving very serious consideration.
And so we understood our role to be not one of a much smaller number of
people in a shorter period of time conducting an independent evaluation
of the report and deciding to ditch certain parts of it because we didn’t
like it. We took our role to be one of turning the pros recommendations
of that report into something more refined that the University community
and the Senate could consider because the Ad Hoc Committee certainly deserves
to have its recommendations seriously considered. The other comment I’ll
make is since the Pathways Institute was already underway for January,
we felt under considerable pressure to turn out something on the Pathways
part of the report because people were thinking that Pathways might be
instituted soon and we felt the need to address the question. If there
was to be a Pathways requirement as the Ad Hoc Committee suggested it,
then we needed to do some real refining on what sort of configuration a
Pathways requirement should have if the University community decided to
adopt it.
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So now if you look at our sheet the first numbered
item on the sheet is the statement of the ten goals from the Ad Hoc Committee
report. We simply… These are simply quoted from the Ad Committee report
and it struck us that the University community might want to officially
endorse these goals or perhaps some amended version of them. So our first
recommendation was that the Senate take up this goals’ statement and consider
it for official adoption.
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The second… I won’t go through the goals. We
are all familiar with them and we can study them at our leisure. The second
numbered item half way down the page is to deal with the question of a
Pathways course requirement. And this is what we worked on very hard in
many meetings during the month of October trying to refine what a Pathways
requirement might look like. Let me first of all have you turn to the second
page and look at number a) so we’re clear what we are talking about. We
are suggesting that if there be a Pathways requirement, it be a requirement
of a single course of three credits because various other Pathways’ possibilities
were talked about (a four-credit course, several required courses). So
everything we have in here has in view a one three-credit course. Now if
you turn back to the first page you will see a statement there that says
establish a Pathways course requirement for all associate and baccalaureate
degrees. And then there is a statement as to what one considers a Pathways
course to be and this statement is one we crafted simply by cribbing language
from the Ad Hoc Committee report. The word normally appears at the beginning
of the description leaving a little wiggle room in case a course didn’t
perhaps meet all of these specifications but did extremely well. On all
the ones that didn’t meet, we didn’t want to tie the hands of a committee
that would be approving a Pathways course too tightly. So the word normally
is in there. The conception of a Pathways course is that it’s on a broad
theme that is developed by a team of faculty collaborators from several
disciplines.
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The second component is that it be taught in
sections of 80 to 100 students--no more than that. Certainly it could be
taught in the smaller size section than that with the specification that
the sections break down to discussion groups of no more than 20 each at
least one day a week of the scheduled class meetings. There is nothing
in the description of the Pathways that says the course must be team taught.
It just says planned by a team in collaboration. So it could certainly
be independent sections, each one of which is conducted by a single instructor
but presumably some of the format and the knowledge conveyed in the sections
would be developed out of the collaborative activity that went on before
the courses began.
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Number 3. A list of activities or exercises that
should be included in the Pathways course. Several comments I think need
to be made on this. First of all, be very clear that there is no intention
that such a course would replace English 110 or replace a mathematics requirement
or other requirements of this sort. Those courses and requirements would
stay in place so you should not think of a Pathways course as attempting
to do what those courses do as if they would somehow vanish. That would
put an enormous burden on a Pathways course which should not be put on
it. The other comment on this is don’t assume that the rather daunting
list of activities and elements under number 3 are all to be provided in
the one discussion meeting per week and presumed be provided by the supervision
of the teaching assistant. There is just supposed to be in the course in
some way. Nothing to prevent a lecturer from illustrating mathematics and
computer use is valuable in studying the topic in question. So there is
no suggestion that the one discussion meeting per week is supposed to be
a computer lab and a session of scrutinizing written work in the way that
English 110 written work is scrutinized or there is no suggestion that
the TA’s needed to work with Pathways would require training which would
make them, in effect, computer science instructors or English 110 instructors
or public speaking instructors. The idea is simply that these components
should find some place in the course so that it’s made aware to the students
how these various kinds of skills of activities are useful and valuable
in studying whatever the subject matter of the course happens to be. And
then there is the specification that one wants to have the Pathways course
be a coherent gateway into the University experience.
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If you turn to the second page then we figured
that then if there is to be a Pathways requirement, if the University community
should decide to adopt the Pathways requirement, then these are the features
that it ought to have ( a three-credit course; a four-credit course would
not fit well into the existing curricula of a number of rather tightly
structured majors, so we didn’t want to impose that on anybody; and two
credit courses would be difficult to fit in.). So one-three credit course
would be a requirement which would go into place for a group of newly matriculated
students and you would state that entry date whatever academic year that
would commence with. You would need to have a transition. At least the
transition academic year before that in which some pilot Pathways courses
could be conducted for a smaller group of students on an experimental basis.
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Under D. the conception is that a Pathways requirement,
if adopted, should not add to the number of courses that students currently
have to take. It should be a general education course that colleges would
be obliged to count toward their existing general education requirements
both for the students who would do it in the experimental group in the
transition year and for everybody once it’s required. We didn’t want to…So
the college would have to say by virtue of theme which one of our existing
general education requirements in humanities or social science or whatever
it is does this course most nearly corresponds to and then we will count
it as that. That would then relieve the student so that the burden of having
a additional requirement piled on top of existing ones.
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We suggested that Pathways courses should have
a common UNIV rubric at the 100 level. A series of numbers created and
then individual themes would be treated as special topic courses using
those numbers so that when the themes are newly created they would not
have to go through the course approval process the way an entirely new
course would. They would be approved by virtue of thematic appropriateness
for Pathways by the Committee would certify Pathways courses. And, of course,
this would have to be so approved. And then since this is to be a first-year
experience, we recommended that it would be front-loaded that way so that
registration priority and Pathways courses would go, of course, to those
who need to meet the requirement over those who do not. And then of those
who need to meet the requirement first year students would get priority
over second and third year students who may have delayed meeting the requirement.
We wanted a strong dis-incentive to delaying meeting the requirement. If
this is to be an entry way into the University experience, it doesn’t make
much sense to be doing it as a sophomore or a junior. Along those lines,
we assume that, just as with other requirements, substitutions or excuse
from meeting a requirement could be granted by Associate Deans, who do
the graduation check out for students just as is the case now. Those people
would make judgement calls as to whether transfer students for example
would be asked to do Pathways or not. People coming into the University
with credits already earned at another institution. Then we as far as the
other recommendations of the Ad Hoc Committee we felt that these required
further study before instituting as requirements and so we listed them
under number three among the tasks that would fall to a committee on General
Education that we recommended be created. Such a committee would be a University
Senate Committee. It would in some ways be subordinate to the Undergraduate
Studies Committee but it would not be a sub-committee of that committee
in the sense that it would be populated by the same people. While the Undergraduate
Studies Committee has more than a full plate now, and so you would need
other people to do this work. They would approve applications for certifications
of Pathways courses. And I forgot to mention that Pathways courses would
be identified the way multicultural courses are now in the schedule booklet
and on the transcripts so that there would be no question as to which ones
were the Pathways courses. This committee would certify and re-certify
Pathways courses meeting a Pathways requirement and would be commissioned
by the Senate to study these other proposals and to make suitable recommendations
as to how they might either be instituted or give cogent reasons why they
are unwise and not recommended for further action by the University community.
We suggested that such a committee should be preponderantly made up of
elected members from the various colleges elected by the faculties of those
colleges so that there would be no concern that such a committee might
be stacked either by the Senate committee creating process or by deans.
That’s the reason for that provision. Thank you.
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Judy Van Name:
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Thank you very much, Bob. And now Carol Hoffecker
will talk about the Pathways workshop.
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Carol Hoffecker:
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Thank you, Judy. I want to thank the Coordinating
Committee for holding these Open Hearings and thank all of you for coming.
Those of you who were at the Open Hearing last week know that it produced
a very good discussion of a lot of issues about this whole set of recommendations.
And I think that has been very helpful to the committee and to all of us
who are concerned about these matters. I’m asked here to talk about how
we are going forward right now in helping faculty who wish to do so to
learn some methods that will assist them in developing courses that might
fit into the Pathways curriculum. Some people were critical of us for going
forward with this before the Senate acted. We were encouraged to do this
largely because we had gotten a big grant from the Hewlett Foundation that
had to be implemented within a certain period of time. And also, because
we saw this as an opportunity to develop some pilot program kind of courses
that would have a Pathways format. And we recognized that these courses
would have a very good chance under the current general education requirements
to be certified by the various colleges to meet the current requirements.
So it is not as if we were jumping the gun on the creation of a new set
of requirements but rather that we were creating an opportunity for faculty
to take a look at a new way to meet the existing requirements. Any how
as many of you know, we are going to hold the first of these week-long
institutes in January. It will be January 24 through the 28. We got quite
a few faculty members who asked to participate and sent us application
materials including ideas that they wanted to develop for their courses.
We now have somewhere in the vicinity of 25 to 28 faculty who are planning
to participate. And quite a stellar list of folks, some of whom are in
this room, who are going to be participating as well as presenters in this
process. Those of you who are unable to participate in January but who
want to do so, are invited to join us in the second round which will be
the week of May 29. Some people have wondered should they do problem-based
learning programs in addition to the programs that we are providing. The
answer is "yes". I think the two fit very neatly together as a package.
There is every reason to do both of these things, not one or the other.
So I hope that will address some of the questions that people have.
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Just wanted to use the balance of my time to
address a few of the issues that came up the other day in the hearings
at that time. One was the issue of the appropriateness of Pathways for
all students. One speaker very eloquently said that members of his family
and other very thoughtful students might find this a "little Mickey Mouse"
and that they would rather get right into the meat of stuff instead of
being stuck in a Pathways course. All I can say to that is Pathways courses
are not designed to be Mickey Mouse. They are not going to be designed
to be "high schooly" and they are not going to be designed to be thin water.
They are going to be designed to be very thought provoking and I think
that they are courses that if properly put together would be inviting and
exciting even for those of us who are in this room presently to learn new
things. Furthermore, the Honors Program, which presumably gets the best
and the brightest is already using concepts similar to Pathways in their
own program for freshmen and will continue to do so. So we are not talking
about something that is going to be stripped down but rather something
that is going to be inherently interesting and vibrant and exciting. If
it isn’t these things then it should be.
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A second question that has come up is the question
of whether or not we are going to institute this all at once assuming that
the Senate passes this. Do we go "galunk???" into this the very next minutes.
Or do we phase it in? Well, I’ve already sort of addressed that. It makes
excellent good sense to run a pilot, see how it works, see what the problems
are; fix the problems, decide then how it should be phased in beyond that.
An issue came up in the meeting the other day about "How about all the
people who are sophisticated in mathematics and science being stuck in
some Pathways course that’s been designed for people who are mathematical
and scientific idiots? Well, this is a potential problem. But it doesn’t
have to be a problem. It doesn’t have to be a problem at all. Good advising
can steer people, you know, who are scientific geniuses into solid Pathways
course that will truly be eye-opening for them. Not only eye-opening but
also congruent with the rest of what they’re going to be studying in a
different way from anything else that they will be sent forward into afterwards.
For example, if one is going to be a chemical engineer, there is a lot
of likelihood that one will work for an oil company. And wouldn’t it be
a great thing if that’s going to be your destiny in life to know something
about how the international oil industry operates. Well that’s nothing
you’re going to be learning very much about in an engineering course, but
boy it’s certainly going to be useful. So there could be a Pathways course
designed to deal with the whole idea of energy as it is used world wide,
who controls it, who consumes it, who pays for it, who makes the money
off of it, what does it do to the environment. All of these kinds of issues
can be in a Pathways course that people who are advising over in engineering
could say, why don’t you take that one? And steer away from the one that
is redundant or does that stuff that you already know. There are ways to
get around these things. You just have use good advising. And indeed the
colleges themselves are going to have the ultimate power over how they
steer they students into Pathways courses. Now the next speaker is Dean
DiLorenzo and he is going to be talking about FIGS (Freshmen Interest Groups).
And we who served on the Ad Hoc Committee on General Education did think
about FIGS and indeed we see FIGS as being a way of structuring the freshmen
year that can be extremely exciting and that can involve a Pathways course,
E110 and another course put together in a package that will work very well.
It will work extremely well in those curricular situations where there
is a good deal flexibility in scheduling. Perhaps a little less well in
those curricular situations as for example in nursing and engineering where
students have more restricted scheduling. But that can be worked out later.
That’s not the big issue. The big issue is should there be the opportunity
to have FIGS and to work Pathways into them. So I will stop before my time
is up and I thank you all for coming again and for being so interested
in what we are trying to do here and again I thank the Committee for holding
these hearings.
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Judy Van Name:
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Thank you, Carol. And Dean DiLorenzo.
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Thomas DiLorenzo, Dean:
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Isn’t Carol a hard act to follow? By the way
Carol how do you spell galunk? Actually, she did a wonderful lead in. I’ll
be brief because I think she has said it nicely. What I’d like to ask you
to consider is expanding the possibilities for the Pathways experience.
That the Pathway course as constructed might be quite usable and as Carol
mentioned the FIGS concept might be quite usable as well. I think that
what Bob has laid out is a nice overview of what Pathway requirements might
be and that we might achieve these requirements in a number of ways. Let
me give you an example of what a Freshmen Interest Group is. I participated
in this about a year ago at the University of Missouri. Twenty students
are co-enrolled in three classes revolving around a theme. Now there is
no change in the course structures. The numbers of students that are usually
in those courses remain the same. You don’t have to change the overall
numbers. The three courses that I participated in was an intro psych section,
an English section very similar to our E110 here, and a communications
class. I think the title was Median Society. I can’t quite remember but
it was a fairly low-level communication class. Now my class had three,
four, five hundred students in it and the communication class had a hundred,
a hundred fifty, and the English class had about twenty students. Those
twenty students in the English class were co-enrolled with twenty of my
students, and twenty of the communication students. And they participated
in this freshmen interest group. Now there may have been other students
in my class that were parts of other freshmen interest groups. That was
fine but these students were co-enrolled in the classes. They actually
formed natural study groups. The research that I have seen show that engineering
students did quite well on retention and graduation rates. I am told mostly
because they created these natural study groups especially in calculus.
They did much better in the calculus class than they may have done without
that experience. They are often linked to residence halls and so students
have a natural place to study together and a natural group that they are
with throughout. Students can pick. It’s totally voluntary. They can pick
to be involved in these experiences. And indeed, it was so exciting there
that it grew from about fifteen FIGs the first year to next year where
there will be eighty-eight FIGs. These are just around themes, various
themes. I’ll just mention a few more of them to you so you will get a feel
for it. Commerce and Society, Exploring Careers in Business, Spectrum of
Behavior, Women’s Health, Modern Culture, and it is just a combination
of three classes. Let me give you nutrition, general chemistry, English
and Concepts and Controversies in Nutrition. They are around themes. There
are demonstrated positive aspects to FIGs as I think you will find with
the Pathways experiences or the Pathways courses, It increases in retention
rates, increases in graduation rates, increases in involvement in important
freshmen experiences. The students that participated in these did a better
job of those. And increases in interdisciplinary experiences throughout.
Let me just close by saying that as a consequence of this experience, I
actually attended an English conference which I probably would never have
done. Not because they are not necessarily wonderful things, it’s just
not my discipline. And it was really quite interesting to be involved with
faculty members from other disciplines as could happen in the FIG concept,
as could happen in the Pathways course. So I think that there can be lots
of excitement revolving around this. Let’s try and maintain as much flexibility
as we can. And let the implementation committee put it together later on.
Thank You.
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Judy Van Name:
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Thank you.
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And now Jeff Jordan will present a summary of
where we are at this point. Rita pointed out that you might have an extra
page attached because some didn’t print very well. It’s the last document
and if you have a third sort of part to that, it’s simply the second page
printed. Jeff.
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Jeff Jordan:
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So take out your third page in the packet and
I am going to basically cover that. I am basically going to cover what’s
already been covered. So it’s my job to be redundant. During November the
Coordinating Committee received the report from the Undergraduate Studies
Committee. We discussed it extensively, ad nauseum. We received a panel
including Dean DiLorenzo, Chair of the Chair’s Caucus, several chairs of
different departments, president of the Faculty Senate, and had a lengthy
discussion with them. And from these meetings, from the Coordinating Committee
discussions here today is where the Coordinating Committee stands. First
we can say that all groups have endorsed the ten goals. You are familiar
with these ten goals but they are printed on the back of the sheet that
you have. So the ten goals from the original Ad Hoc Committee have all
been endorsed by all the groups.
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Second and here really is the key provision.
Second all groups endorse the concept of a freshmen experience. Now that
sounds simple and straight forward but it‘s important that you realize
what is being said there. The concept—by concept is meant something or
other. Alright and that’s the key. Something or other. The concept of a
first year freshmen experience and what would fulfill this concept is what
we are discussing today. Pathways course would fulfill it or FIGs would
fulfill it or a combination thereof would fulfill it. And so that’s what
is really under key discussion is given that there is to be some first
year, some freshmen year experience, what exactly will that look like.
And that’s what is under discussion. And so it is important to emphasize
number 2 where we are talking about the concept of a first year or a freshmen
experience. We’ve not settled on that.
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Third, all groups strongly favor but believe
further discussion is advisable regarding the three other major elements
of the Undergraduate Studies Committee. And those are the acquisition of
skills, discovery learning experience, and a capstone course.
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Fourth, as Bob Brown also mentioned all groups
endorsed the idea that the first year experience augment but not replace
existing Gen Ed requirements. So we are not talking about dropping current
requirements but augmenting those requirements.
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Fifth, all groups endorsed the creation of an
Implementation Committee and Bob Brown mentioned this. Again, if you flip
the page over and look at b) you will see the description involved—the
mission statement of that committee.
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Sixth, basically the sixth point is the same.
We introduce. We don’t introduce it all at once. We introduce this step
by step. We assess. We use a pilot program. We try to be as flexible and
as careful as possible. Thank you.
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Judy Van Name:
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I’m going to diverge just a bit from what I said
earlier. I’m wondering if there are any pressing questions that you want
to ask at this point. If not, then we will go on to the other presentations
that have been requested. Cindy Okolo. Is Cindy here? Okay.
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Cindy Okolo:
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Do you want me to speak from here or do you want
me up there?
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Judy Van Name:
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Why don’t you come up here? We’ll use the side
mikes for discussions, okay?
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Cindy Okolo:
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Good afternoon. I’m Cindy Okolo. I’m an Associate
Professor in the School in Education and for the last six months I’ve been
the interim associate director of the School of Education. In that role
I’m the program coordinator for the elementary teacher education program.
A lot of our discussion so far has focused on the Pathways component of
the proposal or proposals. What I want to speak to is the discovery learning
proposal or that component of the proposals. I know that some of the remarks
that I am going to make have been made before but I think that they bear
repeating because they are very important to us. We are very concerned
about seeing them addressed as proposals move forward.
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As an Associate Professor here for the last ten
years I’ve taught in undergraduate methods course. And a component of that
course has been a clinical experience. My students have been out in classrooms
in their junior year working with teachers. And I have worked closely with
the people, the professionals who have enabled that experience to occur.
The professionals who have located classrooms, who will work with my students
who, who have supervised those experiences. Most recently in the last six
months I have worked with most all of the faculty members and professional
staff in the School of Ed who are involved in providing clinical experiences
for our students. So I speak from having quite a bit of experience with
the clinical component of our program. And that’s an important component
of the elementary teacher education program or the ETE program is our clinical
experience component. Our students are involved in clinical experiences
from sometimes their freshman year but no later than their sophomore year.
They are out in a variety of classrooms doing a variety of tasks, observing
students, interviewing them, providing one on one tutoring, to accommodate
experiences as eighteen weeks student teachers working full time in classrooms
practicing teaching. We feel those clinical experiences are critical to
the success of our program. And we feel that they are really critical to
the challenge of preparing good teachers. So they are very very important
to us. And that’s why I want to speak about the implications of the discovery
learning experience on programs like ours. The ETE program represents the
largest declared, undergraduate major on campus. We serve about a thousand
students. And so I am concerned about what would happen to our program
if all University of Delaware students were now required to do a discovery
learning experience. I fear that this would be bound to compete with programs
like ours that have a heavy reliance on clinical experiences. We place
students in hundreds of classrooms each semester and we are literally to
the point where we are scrounging around to find more classrooms that will
work with our students because our numbers are growing. That’s not happening
only to us at the University of Delaware. It’s happening to our competitor
schools, to Wilmington College, to Widener, to Lincoln, to other universities
with whom we compete. They are also trying to find high quality clinical
placements for their students. And obviously there are a limited number
of classrooms out there. And I fear it’s naive to think that a discovery
learning experience would not compete with us for classrooms. Classrooms
are going to be a great place to be involved in service learning and experiential
learning. And if we have all of a sudden a large number of students outside
our ETE and other teacher education programs who want to be in classrooms,
I fear what that’s going to mean for programs like ours. Competition for
access to classrooms and schools really couldn’t occur at a worse time
and I think we have to also as we move forward consider the larger context
in education. These are tough times for education as you are all aware
that teachers feel like they are under siege. Teachers in Delaware are
very concerned about accountability, high stakes assessment, having their
students pass the statewide tests. We find now that schools are saying
to us "We fear we can’t work with your students." In the testing grades,
in grades where students are tested on these high-stakes tests because
what if students in the classroom, a high proportion fail the test and
parents claim because it’s because a University of Delaware student was
there teaching them instead of a regular teacher. So classrooms are wary
about working with us. Not only that, but there is an aging teaching force.
And many teachers are retiring; many more new teachers are coming in. They
are just getting their feet wet. They are not at a place where they are
ready to be good clinical sites and mentors for our students. And then
because there are so many new teachers on the teaching force many of the
veteran teachers in schools are being asked to serve as mentors to the
new teachers so they are not available to be clinical teachers or mentors
for our University of Delaware students. So it concerns me the idea of
having many, many students who are possibly competing for placements in
the schools at this time. I know it may seem counter intuitive that schools
wouldn’t want our students. We’ve all heard a lot about the sorry state
of American education. And it often seems to be that people feel the fix
is to send willing, motivated, young people out to the schools to help
out. To lend an extra pair of hands in the classroom but given my experience
and that of many of my colleagues in doing clinical experiences, it’s not
that simple. An extra pair of hands often means extra work for an already
busy teacher. And what we found and I’m sure many other teacher education
programs here on campus would agree with me that good clinical experiences
require that our students are well trained and that they are well supervised.
And I wonder where that comes into the discovery learning component of
these proposals. What will be the provisions given for training, for the
supervision of students who will be out there in clinical sites because
without the training and the supervision it’s a high risk that experiences
will not work out. Not only will the students not have a good experience,
perhaps, the people working with them will not have a good experience.
Now when I teach my methods course, I tell my students. We talk about professionalism.
I observe the degree of their professionalism. I evaluate them on that.
I tell them you guys are representative of the University of Delaware.
It’s really important that you convince people that the University is a
good place. We are good people to work with. Whatever you do to students
out in that classroom is going to affect future students because teachers
in schools are going to be willing to work with us if you are a good representative
of our program. Well if we send students out to schools now who are not
well trained and not well supervised and monitored, are we going to be
sure that they are going to be good representatives of our program. Or
are they going to work against programs like ours that count on having
the continuing support and involvement of teachers. So I am concerned about
that too.
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In closing I’d like to commend the Ad Hoc Committee
and the other committees for the care and creativity that have gone into
the original proposal and other proposals. I am grateful for this opportunity
to share my thoughts which I would like to point out also represent many
of my colleagues who could not be present today. I urge the Senate to consider
carefully the implications of the proposed discovery learning component
and if it is implemented even on a pilot basis I would like to urge that
there is close coordination with our programs and programs like ours to
ensure that the quality of existing programs is not sacrificed. Thank you.
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Bob Brown:
-
Judy allowed me to make a comment after this
and I was just going to do it my seat but Jeff said get up there to the
microphone and grab my pen for me. I left it up there. So I just wanted
to say that I think that some of the concerns raised could be answered
but this is an excellent example why the Undergraduate Studies Committee
recommended that there be a very careful study of things like the discovery
learning experience to find out not only what exists across campus but
what problems might arise from instituting such a requirement. That would
take more than just a public hearing or two or a few minutes committee
deliberation, which is exactly why that’s been put on the back burner for
now.
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Judy Van Name:
-
Jan Blits, UD Chapter of the Delaware Association
of Scholars
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Jan Blits:
-
Thank you, Judy. I’m Jan Blits, Vice President
of the Delaware Association of Scholars. I’d like to speak today about
the Pathways courses. I’d like to raise some questions about what Carol
Hoffecker at last week’s Open Hearing called the "thorny issue" of TA’s
staffing those courses. While the Gen Ed Report gives a lot of attention
to the faculty for the proposed Pathway courses, it gives almost no attention
at all to the TA’s who will be involved in the courses or it makes light
of the problems. Yet much of the Pathways courses success rests squarely
on the TA’s. More, in fact, will be asked of the TA’s than is perhaps ever
asked of any senior faculty including the faculty who will be teaching
Pathways courses. Besides sharing with the instructor the responsibility
for introducing greater coherence into the undergraduate program, the TA’s
will be responsible for teaching writing and public speaking skills, quantitative
reasoning and critical thinking among other things. Each of their twenty
students will quote "write several reports that will be graded for both
content and writing and each student will give at least two oral presentations
that will be critiqued for effectiveness." That’s not all the TA’s will
be teaching subject matter outside their fields of graduate study. Where
will the University find enough TA's to cover approximately two hundred
sections a year? And where will the University find TA’s who are sufficiently
qualified to accomplish one let alone all of the Pathways goals? The writing
component is an obvious problem. At an Open Hearing about a month or two
ago Carol Hoffecker said a good number of the TA’s could come from the
English Department. But in fact the English Department could not staff
its E110 courses if any of its graduate students were channeled into other
kinds of work. The English Department has a difficult enough time staffing
the various service courses with S contract people. The associate chair
there said the loss of even one grad student would be serious and material.
Perhaps then the TA’s might come from other graduate programs and be given
training to teach writing. Here again there seems to be an enormous problem.
Graduate students teaching English courses receive at least one semester
of master’s level training in the teaching of composition before going
into the classroom. The Gen Ed proposal would require, however, only "a
training period of three to five days in late summer to prepare the TA’s
for all of their obligations, not just writing." When asked some defenders
of the Pathways proposal seem to try to temper expectations. We heard some
of that a bit earlier. Well the writing component they say won’t be on
the level of E110 or the math component on the level of Math 114 and so
on. What kind of courses then will the Pathways courses be? Will they be
even college level courses? I think that there is no way to escape the
fact that not withstanding the high blown rhetoric about exciting students
in learning and teaching them basic intellectual skills, the Pathways courses
would in fact be watered down courses. Carol, I think, valiantly denies
that they would be Mickey Mouse courses but I think we’ve also heard that
when people defend them specifically the content diminishes considerably.
The more we hear about courses specifically, the weaker the courses sound.
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There’s also a great problem for the TA’s themselves.
These students are studying in order to learn chosen scholarly fields.
The Pathways courses, however, will generally pull them away from their
fields and their mentors, and while dividing their time and attention,
greatly burden them with responsibilities which are at once extraneous
to their studies and excessive in themselves. The courses would overtax
graduate students while short changing the undergraduates. The DAS is concerned
also about the Pathways courses effect on the University as a whole. Delaware
enjoys a reputation for undergraduate instruction by faculty rather than
by TA’s. Our reliance on faculty for instruction is a major reason why
many good students come here. It is also a major reason why UD’s national
ranking has kept climbing in recent years. The Pathways courses, however,
threaten this success. While the courses would be a conspicuous part of
our undergraduate program, students in them would interact primarily with
TA’s rather than with faculty. And TA’s would grade them. Ironically in
the name of upgrading undergraduate education, the University would in
fact be shifting a large and important part of freshmen teaching from faculty
to non-faculty. It is hard to see how either the quality of our undergraduate
instruction or our present reputation for high level undergraduate instruction
can escape unharmed. I hope that the Pathways proposal does not go to the
Senate before the administration offers clear solutions to the question
of adequately staffing the two hundred Pathways discussion sections a year.
Thank you.
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Judy Van Name:
-
Linda Gottfredson
-
Linda Gottfredson:
-
Good afternoon. I’m Linda Gottfredson. I am a
senator from the School of Education. I appreciate the opportunity to speak
here again. I was reassured to hear from Carol Hoffecker at the last meeting
that the administration is now perfectly content to phase in the proposal.
Much of what was said by the General Education proposal’s strongest advocates,
however, have only confirmed by concerns. Let me begin with the question
that Ken Ackerman brought up last time in which Carol Hoffecker rightly
described as the key issue. What’s our goal here? What is broken and what
are we trying to fix? According to the proposal surveys of students and
alumni reveal a lack of coherence in the under-graduate program. If incoherence
in the program is the key problem, it’s not one that applies to the pre-professional
programs at the University such as ours in the School of Education. We’re
not broke, so please don’t fix us. It will only make life harder for us
and our students. Our elementary teacher education students have no electives
whatsoever. None. Zero. Nada. In fact, to get just one professional certification
the minimum for actually teaching in the schools ETE students need 125
credits to graduate. That’s five more than it takes for a student to graduate
from the University. Students who wish to take a dual certification, for
example including one in special education, which many of them feel compelled
to do in order to be competitive, to be marketable, need 134. Our program
is already coherent and is streamlined as we can possible make it. We could
potentially trim away a required course in what we call the discipline
areas to make room for a Pathways requirement but it would be robbing Peter
to pay Paul. When we know Peter is worthy but we can’t be sure of Paul.
This isn’t augmentation; this is substitution. By substituting a Pathways
course could still create problems for us and our students in scheduling.
Because fitting in designated Pathways courses would further constrain
an already highly constrained schedule. We have no flexibility to spare.
It might be wise for the Coordinating Committee to check with the other
pre-professional programs, not just ours, to see whether the problems that
the proposal points to actually apply to them and whether its proffered
solutions will actually complicate our ability to provide the education
our students need and want and which the State of Delaware expects from
us.
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The program coherence was not the goal that proponents
stressed at the last hearing. Instead, it was getting students interested
in learning. It was enticing the apparently feckless freshman mind not
as the original coherence rational suggested feeding those eager intellects
who come to us by providing them a deeper and more coherent education.
This new freshmen mind rational suggests that the chaired professors are
right. That we might be setting out with Pathways courses to pander the
students with an easy dilettantism. I know that interdisciplinary courses
can be taught well to freshmen. And indeed that’s just what I try to do
every semester though I doubt that all of us can be Harry Shipman’s. Moreover,
superficial courses that pose as deep can give students very much the wrong
idea about an educated mind is and does. But the concern I wanted to emphasize
by bringing up this new rationale is this. Is the freshman mind the problem
that needs fixing? That’s not what the proposal said. But if it is, this
too, is not something that’s broken in our college. Our education students
come to us highly motivated and directed. Moreover, they want practical
experience and we give it to them. The shifting of rationale for the Pathways
component itself reflects a troubling incoherence in the curricular reform
process.
-
Something else that particularly troubled me
at the last hearing is what Ray Wolters described as the glass problem.
I understand the enthusiasm of the many Gen Ed proposal advocates but even
if we could agree on our goals and solutions there really are feasibility
issues that deserve closer attention than they are now getting. I said
at the last meeting that mandating field experiences or their functional
equivalent could conceivable cause enormous problems for the School of
Education, like other units in CHEP in carrying out their mandate to educate
teachers and for UD to assist the schools. Cindy Okolo has amplified those
concerns further. They are urgent. The answer to this concern at the last
hearing by some advocates was that 54 percent of UD students are already
having some sort of discovery learning experience. The implication was
that adding the other 46 percent would be no problem. But let’s look at
a few numbers that should give pause. Of that 54 percent reporting some
experience, at least a fifth, eleven or twelve percent are education students
of some sort. But realizing that most of those students are required to
have at least one experience per year for each of their four years. That
means that education students may count for half of all field experiences
at the university. Knowing intimately how much time, effort, and resources
it takes to produce high quality discovery experiences, as Cindy Okolo
described, we in the School of Education would also ask as she did earlier,
what the quality of those experiences has actually been for the remainder
of the 54 percent. And would be for the next 46 percent. In short, I think,
we need clearer answers to three questions. What are we really trying to
reform? Where is it actually needed? And are the solutions feasible?
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I like to conclude by going back to Carol’s reassurance
that the administration is willing to phase in the proposal. According
to the University’s bylaws faculty have full control over the curriculum.
Indeed it’s the only control it cedes to us. The administration is, of
course, welcome to explain why it wanted or may still want immediate and
full implementation of the General Education proposal. But we should object
to any intimation that the task of the Senate or any of its committees
is to implement the administration’s wishes and quickly besides. That the
proposal seems to be rushed through the Senate only stokes the impression
that this might be so. I hope I can be proved mistaken on this count. Thank
you.
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Judy Van Name:
-
Mark J. Miller representing the Ad Hoc Interdisciplinary
Migration Group
-
Mark J. Miller:
-
Thank you very much. I am Mark Miller from the
Political Science Department and I’m here at the request of my colleagues
and what we call the Ad Hoc Migration Group that includes Farley Grubb
from Economics, Roger Horowitz who use to be in History and now is at Hagley
Museum, Eder Schreider from Geography, Viv Claff from Sociology and we’ve
had other members of our group. As I stand before you I just want to correct
the misapprehension that interdisciplinary cooperation on academic matters
is something recent. The migration group was formed a long time ago. I
don’t know how many years ago it was now, but at least ten years ago. It
arose from practical needs. We served on honors committees with one another.
We did various functions for international studies on campus and so we
felt a need to form to share our experiences and quite frankly at least
ten years ago we talked about the desirability of having an interdisciplinary
freshman level course such as we are considering right now. So I think
there has been a misconception that this is all something very recent.
We view the recommendations that have been made as something that’s an
outcome of a natural evolution. And I also would like to assure you that
we intend to give a very challenging freshmen course. We think that we
are going to be able to come up with something that’s very exciting. There
is going to be no dilution of scholarly standards. Just the opposite, we
intend to make this a truly challenging course. We’ve been meeting from
time to time. It’s difficult, of course, meshing schedules on an interdisciplinary
basis and across colleges but we are pretty confident that we can come
up with something that will be very interesting for freshmen level students
by the summer. Now we also see the interdisciplinary cooperation as something
that enhances our professional life as professors. I can testify that we
have learned a tremendous amount through the interaction of the other members
of the group who bring these different disciplinary perspectives to the
study of migration. So in that sense it’s been a very positive experience
and I hope that our own experience can inspire others to go ahead in this
way. Now, I don’t need to take too much of your time. I’m just here to
convey my enthusiasm for the proposals that have been made and to add that
from our perspective by creating, if we are approved of course, a migration
course as a pathway course. We think it will create more coherency in international
studies at the University of Delaware. We think it will help foster linkages
to more advanced level course. We think that such a course would be an
optimal way to teach about growing diversity here in the United States
and diversity around the world. We think that this is the most objective
way to teach about growing social, society diversity. Thank you very much.
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Judy Van Name:
-
OK thank you. John Hurt
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John Hurt:
-
Thank you very much. I’m John Hurt from the History
Department. I don’t really represent anybody. Except that I have a vote
in the Senate so I thought I might come in and share with the Committee
some of the things that I might not have to say in the Senate in a few
weeks, a few months, or whenever that is. Like some of the others, I’ve
been concerned with the problem of the issue of a substantive content in
the Pathways courses. Carol has done something to reassure me and I’m starting
to feel a little less dubious but I still have a couple of suggestions
to make and one is that I think the text should be revised or added on
to. It seems to me you just need some definition of a Pathways course to
take into account its goals, its objectives, criteria for selecting Pathways
courses, a text that would be sharp enough to exclude inappropriate things.
I mean I’m sure the committee is not trying to turn the General Education
program into an action news promo. But I would like to have a good solid
text before we vote. I speak here with a modest amount of experience. More
years ago than I care to recall I did something what Carol has done but
for the College of Liberal Arts and Science. That is I actually wrote,
well it was a committee thing, but I did most of the writing. It was a
proposal for general education reform. Like Carol’s it met with some approval
and encountered a good deal of flack and it took about two years of considerable
study and advising by which time I was gone from the process and forgotten
about it before it gave birth to what we have now. Not much of which really
resembles what we put into the hopper in 1979 but I am coming to a point.
Some of my language did actually survive I was thrilled to note. And due
course it appeared and was quoted in the Department of History which is
what I have said I am from. And there it was given a completely erroneous
construction and interpretation. Let me tell you it did no good for me
to be there and to say that I wrote those words. They came out of a committee
deliberation. This is concretely what they meant. On the department sailed
in defiance of the text. So not only do you need a text but you need the
University’s team of attorneys to ? that text. And you need to put it in
real concrete. I thought that FIGs idea was good. I think that using actual
courses in the coordination with Pathways allays some of these apprehensions,
too.
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My second point has to do with implementation.
Carol had used another good word there which was phasing. I don’t know
if this has been in play before but I hadn’t heard it. But I thought that
2001 which Bob Brown used was not only the title of a good movie but at
least it shielded me from the thought that we might be doing this in September
or who knows just when. I would suggest that maybe we could add slight
refinement in phasing and have a fail-safe point where we evaluate the
Pathways and see if we want to go ahead full steam. There is a period in
which they are optional—voluntary. We had a good deal of experience with
this sort of program it seems to me. I taught in the summer humanities
program years ago, and then Jay Halio’s humanities a semester. They were
all thematically oriented and interdisciplinary. I thought they worked
quite well. I still don’t see how they can possibly be expanded to cover
a University freshmen, sophomore population of 3,000 odd. But here I could
just be, you know, mistaken. In any case, implementation, phasing, options,
before a full scale that would seem to me to help. Here’s another idea—quite
radical I admit. I suggest a faculty vote. Maybe it could just be a straw
vote of the whole faculty since this is a general program. Maybe just a
straw vote, but something to bring to the floor of the Senate to approve
that the proposal has general faculty support.
-
I was at a lunch on Friday with some of my colleagues.
Opinion was unanimously against the Pathways and the whole proposal. I
attended a lunch today. Carol was there too. Opinions seemed to be much
in favor. I don’t know where the balance lies and it seems to me that the
Faculty Senate needs to know and that the program needs to know. No matter
what reservations we’ve expressed here, if a substantial majority of the
faculty believes in it and wants it, it will work no matter what. We need
to have some democracy in action.
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One final point which is a little more precise
than some of these other general ones. The proposal talks a little bit
about writing and language skills. Here I think we can make a bit more
progress. In this area I can say what I like because Carol put me on one
of the committees that worked on skills. I wasn’t happy with our work and
so I don’t feel any need to defend it. Writing is a much more serious problem
for our students and we can address this in a separate track or in coordination
of this proposal or a revision thereof or something needs to be done. I
think we all have experience when passing students regularly mistake peasants
for pheasants and its for it’s and so many are well I don’t know how many
but I read a lot of student writing in my work and para-literacy would
be a good way to describe some. We don’t seem to be doing enough about
it. I don’t know whose fault it is. I guess it’s my fault, too, but I think
it’s a whole separate problem. I’ll conclude with one final anecdote. My
son is a graduate of the University of Delaware. He didn’t win a Rhodes
scholarship but he did graduate on time. I am just as proud of the one
as I would have been of the other. And when I attended his graduation a
few years ago I met some of his friends and their parents. I found that
the parents were universally approved of what the University of Delaware
had done. They felt that had spent their money wisely. I got the impression
that they would have spent a lot more if we had only asked and sort of
wished that we had. But here was one positive appraisal which may not please
you all that much. One of the parents explained to me that their son had
long had a problem with writing in high school. And he often encountered
difficulties with his high school teachers but these problems had cleared
up at the University of Delaware. And why was this? Because we had not
asked very much writing of him. They thought we had been much more reasonable
than the high school back in New Jersey and for that I feel surely would
have paid a good deal more if we had promised that in the beginning. Let’s
see. Judy I have a little statement here. It’s not nearly as formal as
the others but you can put it in your files where those files go. Thank
you.
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Judy Van Name:
-
It will go in the Faculty Senate files. And we
have another speaker James Brophy.
-
James Brophy:
-
Thank you very much. My name is James Brophy.
I am an Associate Professor of History and I am chair of the History Department’s
Undergraduate Studies Committee. I come here just to make a suggestion.
It’s more procedural than anything. I’ll piggy back on some of the suggestions
already made. There is a lot of misunderstanding or apprehension about
this Pathways idea—the whole reform and the public documents that are out
there haven’t done their job to inform the faculty generally and universally
about what it is about. The one that was on the web—the public document
that’s been most referred to—is very general. I think it was written in
committee. It’s trying to please everybody. It’s somewhat vague. And this
produces many questions and it did answer our queries. And in this respect
there are still a lot of questions about it. And that can mean opposition
but not necessarily so. There could be support here for it. There could
be more support for it if people had more concrete information as to what
this constituted. So in this respect, it seems to me before we go ahead
and it goes back into committee and to get to rush it to votes, rush it
to the Senate, it seems to me that you need to build a broader base of
support for this, a broader constituency. At least as Undergraduate Chair
people have been asking me questions. The documents that we have studied
we can’t answer them concretely. And we charged our senators to go to the
meetings to get some information, to collect information. We do not yet
have it. In our last departmental meeting we were still dealing with vague
generalities. And for this reason I was charged to come to this meeting
and ask the committee to hold two more open hearings next semester—in late
February and early March—to insure a genuinely open colloquy between the
Senate and its constituency—the faculty. It is my belief that the faculty
is not yet sufficiently apprised of the proposed reforms and its ramifications.
The public documents and the reforms provided not enough clarity on the
matter and my department members were also very curious about the reforms
and we would like to attend. But these meetings were organized on such
short notice I believe we had about a week. It was notified a week in advance.
And very few of my colleagues in the history department could attend. I
think planning the open hearings the last week of classes and during exam
week which is an impossibly busy time for our colleagues is not the way
to promote a rational and critical open discussion of these reforms. If
it is the committee’s purpose to have a well attended caucus to inform
the UD community of these reforms then we should have more hearings in
late February and in early March. You don’t want this to be a pro forma
of exercise. You want to send the message that we really want to hear from
the base. You really want to hear from the entire UD faculty and about
their suggestions.
-
Before this happens, before these late February
and early March meetings are held, the Faculty Senate Coordinating Committee
on Education should produce a new document that would formulate the present
state of proposed reforms and their implementation. There again, given
the evolving process of the proposed reforms and the revisions of Dean
DiLorenzo, the existing document available for public consumption seems
to be out of date. I don’t know if I’ve read the November report of the
Undergraduate Studies committee but the one that was on the web at this
point seems somewhat out of date. And this document furthermore leaves
many of the important questions unanswered. Questions that were answered
for me today in this hearing but are not answered in the documents. Okay,
and in this respect questions about be required, or optional, or the interdepartmentally,
of these courses. There are a number of things that we need to address.
So I would strongly recommend that a new document… It seems to me that
there’s new issues on the table. The question of FIGs versus the Pathways.
How are they complimentary to one another? I think there should be a discussion
among faculty members which is perhaps better—clustering these groups together
already standing or should we have new Pathway lecture courses. They can
both exist but what’s the requirement? We need to know the impact on these
courses on our department. For us planning surveys, how are we going to
establish skill levels, etc? There are just a lot of basic questions that
we need to address.
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My colleagues also were apprehensive about graduate
training as well. And this has already been stated in this meeting. Is
it appropriate for Ph.D. candidates to be required to assist in courses
that have little bearing on their fields of expertise. How does it help
them get jobs if they taught courses on oceans or money or energy when
they are supposed to be teaching American history? I’m not sure. Perhaps.
Perhaps not. It needs to be discussed. It seems to me that it would have
been positive to invite the graduate chairs of the departments to a meeting.
Or invite the undergraduate chairs or in some way include more people in
this decision making process. I would also agree with my colleague earlier
who talked about field work and internships. We have a number of them right
now in the History department but we would struggle, very much so struggle,
to find meaningful, meaningful internships for all of our 400 majors. It
would be well… impossible. And to make it really a meaningful exercise
worthy of three credits, we also have to talk about the faculty workload
involved. A meaningful internship would mean an interim report, a few papers,
discussion, and when you have 400 majors and 30 faculty members that means
more work. And how is that introduced into the workload policy, etc.? Perhaps
this is too persnickety perhaps but these are things that need to be thought
about and addressed.
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Let me once again urge the committee to write
a definitive report that can be studied and discussed, schedule new hearings
in late February and early March, and organize a coherent campus wide discussion.
For all of you here, someone mentioned nausea and that you guys talked
it to death. I completely understand that. But for us out there it’s rather
new. And these meetings came as a surprise to me. It was hard. I am glad
to see some of my colleagues from the History Department here but would
have been here had it been scheduled at a time that we could really attend.
So in this respect, I know there’s a sense of urgency to keep the momentum
going with this reform but this process should not be overly rushed. Central
for the success of this reform is building a broad base of support that
will insure the proper implementation of the reform and the reform needs
a mandate from the faculty. It doesn’t need to squeak by. You don’t want
to give the impression that you’re shoving it down our throats. You want
to get a support for this.
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Judy Van Name:
-
You’ve all raised very good points and we are
listening very carefully. I’d like to just add before Mark Huddleston leaves
(caught him in the act, didn’t I) that, I believe, I’ve been at all the
Faculty Senate meetings this fall and he has been announcing this since
our September meeting that we are working on it. But you know I am listening
and I think these are excellent suggestions and points and we are one staff
member short right now but we will get something on the web unless I hear
any objection to that. But also, I wanted to state and not to be defensive
(and Mark you may slip out—I just wanted to credit you for keeping people
as informed as you could.) Let’s see I’ve lost my train of thought. Sorry
about that. Oh, yes, the other point was that we really came with open
minds to get your input about the concerns because we were afraid that
we couldn’t possibly think about all these things. And so, I guess one
of the reasons we decided to operate that way and I really credit this
committee, who has been outstanding, in doing so and I should also credit
Beth Haslett for reminding that we do need to get things on the web so
that it’s more easily accessible to people. But I think we have made progress
between our first hearing last Thursday and this one and we are listening
carefully. Committee do you have other things? Bob?
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Bob Brown:
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I would just like to make one clarifying remark.
The problems with the discovery learning proposals are significant ones
and people should study them carefully. But I want to remind people as
they discuss it that the suggestion for discovery learning was not just
that everyone be placed in some kind of off-campus internship. The suggestion
was one might do that or one might have study abroad. Or one might be involved
in undergraduate research. There was a menu of options proposed so it’s
certainly not a question that certainly the whole student body is going
to have to be serviced by one version of these options. But still the questions
raised about placements and making this a meaningful experience are legitimate
ones. Just don’t think of them as having to serve thirty-five hundred students
each year. Because many of those will be served by other means if that
becomes a requirement.
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Judy Van Name:
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OK. At this point we’d like to open it for comments/suggestions/
and questions. Yes, and please remember to say your name. I saw your hand
first. (Voice in background) David, would you mind coming to the mike because
of our recording of this? We can hear you but it helps because we are keeping
a record.
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David Pong:
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It will be very short. I will probably be done
by the time I get here.
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Judy Van Name:
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Humor us.
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David Pong:
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I don’t have big thoughts. I think the idea of
having a meeting with the graduate chair and the undergraduate chair of
each department is a wonderful idea because Carol Hoffecker is the graduate
chair of the History Department. I think she can meet with herself. But
a little bit more seriously I would like to ask Bob Brown about the second
page of your report. Item number five towards the bottom of the page, you
talk about multicultural requirements. And you say that there is something
that is more detailed and has a more nuance approach to multicultural requirement
and I am very intrigued by that and I wonder whether you would like to
elaborate on it.
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Bob Brown:
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I am going to pass the ball to Carol Hoffecker
on that because she informed me that there was an element of that she thought
was rather unaccountably or accidentally left out of the final report of
the committee. So this is just a passing reference to that and she is the
one who should state what that means.
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Carol Hoffecker:
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Well I think it was an oversight. That paragraph
got lost. That paragraph should be back in. Furthermore, I’d also say that
maybe as you go for the sake of the historic recording I know that the
members of the committee are going to spend nights listening to these records.
At the institute that we are about to have, we are going to devote on one
of the five days to multiculturalism. And unfortunately, the two of the
three people are going to be involved were in the room and just left. But
we are going to try to give faculty ways of thinking about their proposals
and techniques and some suggestions for readings and activities that would
bring a multiculturalism within the United States and the views of cultures
outside those that are within the United States into play in their courses.
Now it’s conceivable that in some Pathways courses, because of the nature
of the content, that may play a lesser role and in others it may play a
greater role. But nonetheless it was the expectation of the Ad Hoc Committee
and a number of members of the committee and I must say I was just one
member of the committee. The one who happened to be the chair. I wasn’t
that big a deal. It was the expectation of the Ad Hoc Committee that the
Pathways courses would help students to get started a number of but by
no means all of those ten goals. But two of the goals that we particularly
hoped that the Pathways courses would address were goals nine and ten which
are the multiculturalism within the United States and understanding cultures
and nations outside of our own. And to broaden student basis on understanding
beyond the rather insular mentality that many students bring with them
to the University. So I hope that helps a little.
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Judy Van Name:
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Let’s see. Vera was your hand up earlier? There
were two. Okay then we’ll go here and then to Vera. And please if you would
come to the mike on the side for recording purposes. Thank you.
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Juan Villamarin:
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My name is Juan Villamarin. And I have been here
in the University of Delaware for thirty years. I have been chair of my
department for twenty-two years. And there are a lot of things that I don’t
understand from the university. I’m a foreigner. I came from a colony because
that’s where we are in Latin American and I decided to have a real life
and a varied view and I was very intrigued in terms of dialog and discussions
that I found in the university that I went as a graduate student. Also
I am a cultural anthropologist. And as a cultural anthropologist I think
one of my duties is to represent the underdogs and pin point their views.
Something that is not satisfactory taken here in the University. Here people
tell me what multicultural is. People tell me what I should think. People
tell me how we should do things, and that’s culturalism. Also for me I
have a major problem in terms from the country that I left and the policies
that we have, and how we are going to produce students in terms of taking
an active role when they have important positions in the government. We
are talking here about something that is not very popular, and a Dean,
an Interim Dean of Arts of Science told me that’s it’s not something useful
to discuss. Migrations—we have Maya—the Mayans that are now in Georgetown,
Delaware. We were involved with the watermelon army for 20 years in a terroristic
effort to eliminate Mayan culture in a large number of villages with the
cost of about 200,000 people. When we talk also about ethics. Whose ethics
are we? When we talk about the role that we are playing in Colombia in
terms of the drugs and spending in the next three years four or five billion
dollars. In an area that in the last ten years has been a displacement
of about two million people, there have been more than 50,000 people dead.
So we are very selective, and we are very selective in terms of what we
choose to do or not to do. But if we really have an interest in terms of
the students, we have to teach them in terms of a wide comprehensive dialog,
in which we are not told what we are going to do. And this is, in part,
what happened in Seattle. For the great surprise to us, not a surprise
for the Europeans, but in terms of what this country is going to face in
the future. It’s not a shallow thing in terms that you are going to be
a multicultural institution. You have to go in depth and understand what
it means in terms of it--what is the world system in terms of it? Why resources
and labor are important is the question.
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The last thing that I want to tell you that as
Chair of my department, I have received requests from four different units
of the University, and my answer is "no, no, no, no." What they’re asking
is that my faculty will teach more and more and more with less return.
And this is not what is involved also in the Promotion and Tenure or in
terms of academics in the states, but is increasing terms in the amount
of labor. The last thing that I want to do is that I was in trouble a year
ago—deep trouble. I had a heart bypass operation. My surgeon looked me
iffy, and I did promise my family that I would not be in trouble again,
but I’m trying to get out of trouble here because I think it’s very important,
it’s very important that we stand up and discuss what we believe in. And
globalization and the terms like that in terms are fake terms in terms
of the duress that people have to live outside the country, and this has
to be understood in terms of the dialog. And increasing all of these demands,
we have given, and they keep asking us for more and more and more, and
we can't. We just can't. Thank you.
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Judy Van Name:
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Thank you, Juan. Vera.
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Vera Kaminski:
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I don’t have a statement. I have a request. During
your meeting you quoted a web site. Would you mind putting it on the board?
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Judy Van Name:
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I meant to do that at the beginning. I will.
And let’s see, was there another hand?
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James Brophy:
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I forgot to pose one question. Members of my
department were also wondering about the parallel students …
(note: tape was damaged by dictaphone; small
segment is missing.)
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…curricular changes whether they are going to
be offered in Georgetown, in Wilmington as well, and the feasibility of
taking Pathways courses for non-traditional students. That’s something
we should also think about. And one final thing that I would like to piggy
back on John Hurt’s suggestion is in the documents that we read very infrequently,
every now and then, the term writing across the curriculum would be mentioned.
And that is something that I think isn’t emphasized enough. If we are going
restructure the reforms and think about the General Ed requirements essentially
the second writing requirement, I think isn’t working. I think you can
talk to people who have been teaching it for decades and that we don’t
write enough. I thought her anecdote was very funny, true to John’s humor
but it’s very serious there. We aren’t doing enough for writing and if
we are talking about general education in general, we should think about
stressing this. And to me it is not just a Pathway course, it’s not just
a capstone, it’s sending the message that the two hundred, three hundred,
four hundred level in every department that writing be emphasized. The
college that I went to, I received grades in style and content on my biology
lab reports. They took it seriously. You can promote writing skills in
many different ways. And that’s something we should discuss as a faculty.
Thank you.
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Bob Brown:
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The Undergraduate Committee our first blush we
thought this would be extraordinarily difficult for the parallel program
and maybe deans on this campus would have to look at the experiences that
parallel students had had after they came here after two years on another
campus and see whether they had enough for the different kinds of components
and that they could be excused from the Pathways requirements. And then
people started telling us well you know it’s not going to be impossible
to have some pathways-type experiences on some of the parallel campuses.
At our hearing last week Phil Goldstein stood up and talked about how he
thought that this was a very doable thing at Wilmington and he sounded
rather excited about it. And maybe we should call on Ray Callahan in the
back of the room to give us some kind of official response to this question.
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Ray Callahan:
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Thank you, Bob. As Carol knows because I buttonholed
her a number of times during the preliminary stages of this process. We
have always been concerned not that the Pathways idea was not exciting
or that it lacked merit. But from the point of view from the parallel program
whether it was logistically feasible.
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The parallel program has in every academic year
approximately one thousand students who are matriculated University of
Delaware students. It has 17.5 full time faculty members. There is a very
real and pressing resource issue when you consider any new curricular departure
as it applies to the parallel program. I told Carol I have told anyone
who will stand still long enough to listen to me that mandating new departures
in curriculum on this campus which are either incapable of being fully
carried out for resource reasons in the parallel program or which could
only be carried out sporadically in the Parallel Program is to automatically
disadvantage one thousand students a year. And since we tell these students
and their parents that the parallel program is the beginning of a process
to a four-year University degree or can be at least, we encounter, we would
immediately encounter some very serious truth in advertising issues. I’ve
been delighted by the willing response of the parallel faculty to this
challenge. It is, in fact, being investigated by faculty at all campuses
but I would be misleading the committee and my colleagues on this campus
if I were not to say that with 17.5 full time faculty and a thousand students
a year and no TA’s of any form whatsoever available now or likely to be
available in the future, our ability to deliver in the Parallel Program
a range of Pathway courses is at this point in my judgement problematic.
And I think this is something that we must keep in mind in any final configuration
of a curricular change. This is one of the reasons why from the point of
view from the Parallel Program, the freshmen interest groups look a lot
more doable than a formal Pathway course. So I would not say this afternoon
the Parallel Program cannot put a Pathway course in place as a pilot project.
I would say that I am a little dubious about the ability to offer them
regularly at all three sites—one of whom Dover has only three continuing
full time faculty. What is logistically not feasible is seldom good strategy.
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Bob Brown:
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This problem also exists for students who are
attempting to do a degree at night and for FOCUS although I think there
is only one or two degree programs fully available on FOCUS now but it’s
a little hard to imagine how if you have Pathways, you would have to mandate
that some Pathway sections would have to meet after five o’clock in the
afternoon to be available for the night people. I’m not sure how feasible
a FIGs proposal is for either part time degree seekers at night or FOCUS
people. I’m not sure they would be able to put together a configuration
of three courses simultaneously under any circumstances. It might be quite
difficult to do that.
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Marcia Peoples Halio:
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Could I say a word about that? I’ve just spent
this summer and this fall developing a distance education version of E110
which will be delivered completely over the internet and while I agree
with everything you are saying Bob and Ray and Jim and so forth about the
difficulties with people who are taking courses at night or through non
traditional adult learners and so forth and so on, I think we should not
ignore the possibility of using technology in innovative ways to bring
those students into either courses that will be taught on this campus and
one of the things that occurred to me was Parallel Program students is
that perhaps they could attend lectures through use of technology and broadcast
and so forth which is getting better all the time as we look at the future.
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Heyward Brock:
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I’m Heyward Brock from the College of Arts and
Science. I’ve been at the University for more than thirty years. Been involved
in all kinds of programs including interdisciplinary programs, clustering
programs, humanities semester, almost everything you can think of. I was
also the chair of a committee that more than five years ago in the College
of Arts of Science began extensive discussion of the reform of general
education and presented a report which, I think, was examined by some of
the committees that have worked on these various proposals that are before
us. So I’ve been very much involved in this for many, many years. I’m personally
interested in general education and committed to it. I think it’s important.
I’ve been through many general education reforms at the University including
the last two or three that we have experienced in the last two or three
decades. I think it’s time for us at this University to look at our general
education program. I don’t think it’s a matter of whether it’s broken or
not; I think it’s time for us to examine carefully whether we’re doing
what we want to do, the way we want to do, and whether or not we are giving
our students the kind of educational experiences that we want them to have
as University of Delaware graduates and as students who have experienced
something that may be different from other institutions. That we have in
some how set ourselves apart and done a better job. It seems to me that
we, at this point, have a number of proposals on the table. I think they
are all proposals worthy of consideration. Some of them may be incompatible.
Some of them are certainly different. Some of them are not very different.
Some of them address very specific issues and specific things that we are
concerned about. Others do not. Some of them are new to us perhaps. Some
of them are not new. Any way you look at it there are a lot things for
us to consider. And I think what we need to do at this point is to try
to bring all of these ideas together and decide which ones we really want
to focus on and which ones we really want to do. Because folks we can’t
do everything. One of the things that I think is good about the University
of Delaware is that we don’t try to do everything. We don’t have a medical
school. We don’t have a law school. There are a lot of things we don’t
have and that we shouldn’t have. But I think that the things we do, we
do really well and I think if we are going to do a major reform of our
general education program then we should do it well. And we should do it
right. And we should not try to do everything and try to be all things
for all people at all times. So I think that we really need to decide what
is it that we want to focus on in our general education program at the
University of Delaware that will be distinctive for the University of Delaware
and that will give us the opportunity to do the things that we can do well
with the facilities that we have, with the faculty we have, with the graduate
students we have, or whatever and then do that and not try to do everything
else. I think we should also think in terms of perhaps about not doing
a lot of things now that we are currently doing that will hopefully open
up opportunities for us to do some of these new things or different things.
So I think it’s important that we don’t rush this. I know that’s important
that we keep moving ahead. I really feel much more comfortable moving ahead
whenever we feel that we have strong support behind us. And the strongest
support has to come from the faculty and the students. It has to come from
the University community. The worse possible thing, I think, we could do
is to charge ahead without a clear sense of what we are doing, why we are
doing it and where we’re going and how we’re going to get there and implement
something that will not have the full approbation of the University community.
So I think it is very important that we keep the momentum going and that
we move ahead but that we begin to clarify and to focus on the things that
we think we really want to do and that we have the support for, that are
educationally sound, that will characterize the kind of students that we
want to educate, and the kind of institution that we want to be. Many people
have worked very, very hard to get us to this point and we are almost there
but we’re not there in my judgement. We’re ready to keep moving ahead but
we’re not quite there yet. So I would urge the Committee to keep us moving
ahead but not necessarily to move us in ways that we may not be entirely
comfortable with. We are almost there. We are on the right path. Things
are beginning to clarify and take shape. Let’s not stop at this point or
take something just because we are all tired. Because we are tired. Many
of us have been doing this for a long time. But let’s finish the job and
let’s do it right and let’s do it in a way that we can say that we were
part of that educational reform movement for general education and we took
our time and we did right and it was long but it was great when we finished.
Thanks.
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Judy Van Name:
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Thank you, Heyward. Others? Well, my goodness,
are we finishing three minutes early? Yes.
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Jay Hildebrandt:
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I’m Jay Hildebrandt in Music Department. I’m
a senator from the Music Department but I’m not particularly representing
the Music Department at this time. I’m here on my own. I don’t have anything
great to say except that our curriculum is similar to some of the education
curriculum, at least our music education program is quite a bit. And it’s
loaded with credits without which we would be in danger of losing accreditation.
Adding another of number of credits to our curriculum at the same time
that the University has told us to reduce the number of credits to our
curriculum would put us in a very bad way. And so I have a suggestion to
make. We may very well have curricula at the University already accomplish
the goals that we’re interested in and perhaps what I’m suggesting in general
is that we be more focused on the goals and allow for differences in achieving
those goals as opposed to establishing a monolith to fit the entire University.
The other point I wanted to make is that I love democracy. I wouldn’t want
to live in any other kind of environment. I appreciate the democracy at
the University but there can be a tyranny in democracy too. If we had 80
percent support of the University faculty to make some policy changes that
might be very detrimental to particular disciplines, we need to watch out
that that doesn’t happen. That we don’t act on that just because we have
a large number of people in favor of it overall. I don’t think we want
to kill the good things we are doing while we’re trying to make general
improvements as well. Thank you.
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Judy Van Name:
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Other comments. Then I’ll ask if any of thecommittee
members wish to say anything. It looks like they do not. OK. I think this
brings us to the conclusion of our second hearing. We will review all this
input. Thank you so much. We wish everyone a happy holiday and will probably
see most of you in the next millennium.
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