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 Faculty Senate

The University of Montana

ASCRC Annual Report 2006-2007

 

 

Member

Department

Term End

 

 

 

Allen Szalda-Petree (Chair)

Psychology

2008

 

Valerie Hedquist

Art

2007

 

Sebastian Derry (resigned)

Mansfield Library

2007

 

John Eglin

History

2007

 

Holly Thompson

Chemistry

2007

 

Colin Henderson

COT

2007

 

Jon Graham

Math

2008

 

Jean Luckowski

C & I

2009

 

Ione Crummy

MCLL

2009

 

Betsy Bach

Communication

2009

 

Paul Silverman

Psychology

2009

 

Rob Browning, (fall)
Louise Economides, (spring)

English
English

2008

 

Tim Manual (fall)
Lee Tangedahl (spring)

Acct & Finance
Information Systems & Technology

2008

 

Students

 

 

Ali Tabibnejad

Ryan Nalty (fall)

Derek Duncan (fall)
Tara Ness (spring)
Kevin Nalty (spring)

2007
2007
 2007
2007
2007

 

Ex-Officio Members

Arlene Walker Andrews
David Micus
Melanie Hoell

Associate Provost Registrar
Director, Undergraduate Advising Center



Agenda Items and Actions

 

•1.      Annual Curriculum Review
The ASCRC acted on a total of 335 curriculum proposals, including 6 Level 1 changes and 8 Level II changes.  The proposals appear on the Faculty Senate's consent agenda, beginning 11/9/06.

Level I
Delete Computerized Accounting Systems Option
Change Applied Analysis Option to Applied Mathematics Option
Delete Nature and Democracy Minor
Retitle Women's studies to Women's and Gender Studies
Merge Ecology, Botany, and Zoology options into Ecology and Organismal Biology
Experimental two-year Energy Technician AA degree

Level II
Computer System Technician One-year certificate program
New Minor in Gerontology
New Option in Criminology and Social Justice
New Option in Film Studies
New Option in Field Ecology
Change Athletic Training Option to a major
New program in Communicative Disorders
Degree Title Changes in School of Fine Arts:

 

Department of Art:

New Title

Bachelor of Arts, Major in Fine Arts, Options in Art and Art Education

Bachelor of Arts in Art

Bachelor of Fine Arts, Major in Fine Arts, Options in Ceramics, Painting & Drawing, Photography, Printmaking, and Sculpture

Bachelor of Fine Arts in Art

Department of Drama/Dance:

 

Bachelor of Arts, Major in Fine Arts, Option in Dance

Bachelor of Arts in Dance

Bachelor of Fine Arts, Major in Fine Arts, Options in Studio Teaching and Choreography and Performance

Bachelor of Fine Arts in Dance

Bachelor of Arts, Major in Fine Arts, Options in Drama and Drama Education

Bachelor of Arts in Drama

Bachelor of Fine Arts, Major in Fine Arts, Options in Acting and Design/Technology

Bachelor of Fine Arts in Drama

Master of Arts, Major in Fine Arts, Option in Drama

Master of Arts in Drama

Department of Music:

 

Bachelor of Arts, Major in Fine Arts, Option in Music

Bachelor of Arts in Music

Bachelor of Music, Major in Composition and Music Technology

Bachelor of Music in Music

Bachelor of Music, Major in Fine Arts, Options in Piano or Organ Performance, Voice Performance, and Orchestral Instruments Performance

Bachelor of Music in Music




Appeal:
AASC 105(T) Deciding Majors and Careers was approved with a T on the consent agenda, although the intent of the form was to remove the T.  The subcommittee reconsidered the intent of the form.  It supported the change because several other career courses exist and are beneficial to students.  ASCRC, however, was not in favor of accepting the course based on the existence of similar courses in academic departments.  A motion to approve the course as listed on the consent agenda (AASC 105T) was approved.  A larger issue is that catalog language does not allow Career Skills courses to count toward a bachelor degree. This is an issue that requires further discussion as a retention consultant that visited UM recommended developing additional career courses. 

PSC300, a one-credit ad on writing course was granted an extension until revised writing criteria are implemented.  After the review of writing courses last year, the Writing Committee felt that the course did not meet the intension of a writing course but granted the department one-year reprieve from loosing the writing status of the course.  

•2.      One-time only general education policy
Language will be added to the general education form to clarify the policy.  [One-time-only general education designation may be requested for experimental courses (X95), granted only for the semester taught.   A NEW request must be submitted for the course to receive subsequent general education status.
The instructor should make clear to the students in the class that the Gen Ed designation is for that specific offering only.

•3.      General Education Model

The ASCRC reviewed the three General Education Models developed by the General Education subcommittee (as was their charge). The models were submitted to ASCRC without bias - no ranking of the models accompanied the report. ASCRC developed a "modified" ASCRC model which was presented to ECOS at the end of fall semester 2006.

Given the difficult nature of developing a single General Education model for the entire campus, ASCRC sought input from various campus entities regarding the viability of the draft model. ASCRC, in consultation with ECOS, invited representatives of various campus entities (the schools, sciences, & foreign languages) to speak to ASCRC regarding potential difficulties with the draft model for their schools/programs.

The following model (approved by ASCRC 4/12/2007) is the result of these deliberations.


ASCRC Proposed General Education model, 4/12/07                                                                       Credits                                                                                               

1. English Writing Skills                                                                                                                     6 -9
     - ENEX 101 or equivalent

     - One approved lower-division writing course    

     - Successfully pass the WPA

     - Upper-division writing expectation

2. Math Literacy                                                                                                                     3

3. Foreign Language (8 credits) or Symbolic Systems (6 credits)                                          6 or 8
    -    Foreign Language is the default/preferred option.  However, students may 

substitute an existing approved symbolic system sequence when it is required by their major

4. Expressive Arts                                                                                                                   3

5. Literary & Artistic Studies                                                                                                 3

6. Historical & Cultural Studies                                                                                              3                                                                                                           

7. Social Sciences                                                                                                                    3                                                                                                           

8. Natural Science (Include one lab)                                                                                       6

                                                                                                            Total                           33 or 35

One approved course from each of the following categories

- Diversity & Intercultural Awareness (DIA)

      - includes all foreign language courses and other DIA approved courses

- Ethics and Human Values (EHV) expectation 

     -   Departments determine how students meet the requirement, whether it is an approved EHV course or series of courses in the major or an approved EHV course offered outside their major


Courses may meet more than one requirement

All courses must be1

  • - foundational, as reflected in the current course title/description
  • - at least 3 credits (exceptions may be granted with justification)

1 Excluding the upper-division writing and Ethics and Human Values expectation




•4.      Efforts of the Writing Committee
This year the Writing Committee reviewed all proposed writing courses.   It also drafted new guidelines for writing courses- see appended document, ‘Recommended Writing Course Guidelines.'  This document was sent to departments with ASCRC's general education model for consideration.

•5.      General Education Course Review
Perspective 1, Expressive Arts and perspective 2, Literary and Artistic Studies were reviewed.

•6.      Repeat Fee

A request was made for ASCRC to consider a change in the course repeat policy. The current policy, implemented in fall 2005, includes an optional $100 course repeat fee. In paying the optional $100 fee the student's GPA would be calculated using only the most recent grade for the repeated course. The intended purpose of the course repeat fee was to discourage frivolous course repeats and to open more seats in high enrollment courses for first time students.

While the stated goals are laudable, no follow-up was conducted to determine whether the policy was effective. Moreover, communications with the registrar and graduations staff indicate that it is not uncommon to have students pay as much as $1500 in course repeat fees to alter their GPA.

Given the communications from the registrar's office, ASCRC members expressed concern that the current policy may only allow economically advantaged students a realistic opportunity to raise their GPA by paying the course repeat fee. At the very least, economically advantaged students will be able to make a greater adjustment to their GPA compared to economically disadvantaged students.

ASCRC will consider bringing a resolution regarding the course repeat fee next year. ASUM passed a resolution at its 4/23/07meeting

•7.      Online Committee
The Online Committee drafted Standards Governing Design and Delivery of Online Courses and will meet next year to develop best practices.  ASCRC has yet to discuss the  draft.

Standards Governing Design and Delivery of Online Courses

Guiding principle: online courses should be the equivalent of face-to-face courses in quality, rigor, and the use of pedagogical best practices. 

  • Courses should be constructed so that students in a three-credit course spend a minimum of 2.5 hours each week participating in course activities. (This is the equivalent of three 50-minute classroom sessions).
  • As in traditional courses, there is the expectation in online courses that students will spend an additional two hours per week for each credit mastering the material presented in the course.
  • Online courses including syllabus should be made available on or before the first day of class.
  • The syllabus should clarify expectations by offering a course description; identifying learning outcomes, describing tests, assignments, and deadlines; methods of course delivery, communication expectations, and grading; and detailing the sequence of weekly lessons. Required technology and course materials should also be listed.
  • Active learning should be encouraged through activities such as case studies, journal writing, role playing, problem solving, and class discussions.
  • Students in online courses should receive frequent feedback regarding performance so they know where they stand and can make appropriate adjustments.
  • To ensure a positive online experience for students, courses should be constructed so that they are clear and easy to navigate, lessons proceed in a logical fashion, and procedures for submitting assignments and discussion board responses are clearly explained.
  • The importance of academic integrity should be strongly emphasized. Instructors and students should take reasonable steps to ensure academic integrity with respect to test-taking, deception, and plagiarism. A link should be provided to UM's Code of Student Conduct.
  • Assignments for each lesson should be supplemented with guidance from the instructor regarding key questions and themes that keep students focused on what is most important in the course. Guidance may take the form of mini lectures, animations, video, discussions, collaborative learning, -----as appropriate to the nature of the course.

 

 

•8.      Pending Items:

  • Certificate in Global and Multicultural Awareness
    There were numerous concerns with the proposal was not approved. The subcommittee recommended that the proposal be postponed until guidelines are established.
  • Certificate Guidelines
    A workgroup was formed to investigate guidelines for Certificates. It identified the various certificates on campus and explored the various issues with ASCRC. Professor Tompkins will draft guidelines with guidance from individuals involved in the current programs for ASCRC to consider next semester.

 

_______________________________________________________________


Recommended Writing Course Guidelines (March 13, 2007)

This document describes the Writing Course Guidelines for The University of Montana-Missoula.

 

I. Overview

The ability to write effectively is fundamental to a liberal arts education, essential to academic inquiry, and better prepares students to succeed in their academic, professional, and civic endeavors. Composition and writing courses at The University of Montana (UM) help students become adept at writing for a variety of audiences and purposes. Students should learn to use writing as a means of synthesizing and retaining course material.
 

Writing Requirements

To satisfy the writing requirements at UM and to demonstrate writing proficiency, students must complete:

  • College Composition (ENEX 101), with a grade of C or better
  • One lower-division writing course (numbered 100-200), with a grade of C or better
  • The Upper-Division Writing Proficiency Assessment, with a score of 3 or better
  • Departmental upper-division writing requirement consisting of one of the following options
  • o One upper-division writing course (numbered 300-400), with a grade of C or better defined by the department and approved by the ASCRC Writing Committee
  • o Upper-division writing expectation defined by the department and approved by the ASCRC Writing Committee

College Composition
The Composition Program seeks to advance the University's mission to pursue academic excellence in the context of writing instruction. Composition courses facilitate students' achievements in exploring and enacting rhetorical knowledge; critical thinking, reading, writing and research processes; and knowledge of conventions. Writing is a powerful means of purposeful inquiry, communication, and action in the classroom and in the world.

Lower-Division Writing Courses

Courses numbered 100-200 and accompanied by a "w" designation are lower-division writing courses. These courses use informal and formal writing to enhance writing skills and promote critical thinking in content areas. Students are required to complete the College Composition course (ENEX 101), or its equivalent, prior to taking a lower-division w-course.

Writing Proficiency Assessment

The Upper-Division Writing Proficiency Assessment is a two-hour essay exam that all students seeking their first undergraduate degree must pass. Students pass the exam if their essay demonstrates adequate critical reading, writing, and reasoning skills as measured against a published scoring rubric (available at http://www.umt.edu/writingcenter/documents/17.WPAScoringCriteria.pdf). The exam may be taken after students complete 45 credits and passed before earning 70 credits.

Upper-Division Writing Courses

Courses numbered 300-400 and accompanied by a "w" designation are upper-division writing courses. Unlike the lower-division w-courses, these writing classes typically focus on the student's major area of study; as such, the courses are developed by faculty members according to their expertise in disciplinary conventions for research, analysis and writing in their fields and focus on teaching those same skills to their students.

 

Samples of Writing Tasks

Writing tasks may include formal and informal, graded and ungraded, and in-class or out-of-class exercises.  The range of possible writing tasks includes journal entries; case studies; lab reports; free writing; annotated bibliography; essay; analyses; proposals; abstracts; reviews; field notes; electronic postings; research papers; or proofs.



II. Guidelines
W-courses are designed to fit into a logical progression of writing development as students move through the college curriculum. Therefore, lower and upper-division writing courses have different expectations. Courses that are designated as w-courses are reviewed and approved by the Writing Committee and Academic Standards and Curriculum Review Committee (ASCRC). Faculty proposing writing courses or those that are assigned to teach departmental courses are encouraged to seek guidance from the Writing Center or other campus resources. Departments will determine the criteria for graders, if used.

Lower-Division Writing Courses

Upon completing the lower-division w-course, students should understand writing as means to practice academic inquiry and be able to formulate and express opinions and ideas in writing. Upon completing the lower-division w-course, the student should be able to:

Learning Outcomes

  • Use writing to learn and synthesize new concepts
  • Formulate and express opinions and ideas in writing
  • Compose written documents that are appropriate for a given audience or purpose
  • Revise written work based on feedback
  • Give constructive feedback on written work
  • Begin to use discipline-specific writing conventions
  • Apply appropriate English language usage

Requirements for Lower-Division Writing Courses

 

  • Limit enrollment to 25 students per instructor or grader
  • Identify course outcomes in the syllabus
  • Provide students with detailed written instructions, including criteria for evaluation, for all formal writing assignments
  • Require students to write frequently for a range of audiences, purposes, and genres
  • o Formal or informal
  • o Graded or ungraded
  • o In-class or out-of-class
  • Provide feedback on students' writing and give students the opportunity to revise and resubmit at least one formal writing assignment
  • Require each student individually to compose at least 16 pages of writing for assessment over the course of the semester
  • Base a significant portion (at least 50% of a 3 credit course or equivalent hours) of the course grade on student performance on writing assignments

Upper-Division Writing Courses
Upon completing the upper-division w-course, students should be more active, confident, and effective contributors to a body of knowledge and should understand the ethical dimensions of inquiry. Upon completing the upper-division writing course, the student should be able to:

Learning Outcomes


  • Identify and pursue more sophisticated questions for academic inquiry
  • Find, evaluate, analyze, and synthesize information from diverse source material
  • Manage multiple perspectives and voices in writing
  • Recognize the purposes and needs of discipline-specific audiences and adopt the academic voice necessary for the chosen discipline
  • Understand the value and use of multiple drafts, revision, and editing in conducting inquiry and preparing written work
  • Follow the conventions of citation, documentation, and formal presentation appropriate to that discipline
  • Develop competence in information technology and digital literacy

Requirements for Upper-Division Writing Courses

  • Limit enrollment to 25 students per instructor or grader
  • Identify course outcomes in the syllabus
  • Provide students with detailed written instructions, including criteria for evaluation, for all formal writing assignments
  • Require students to write frequently for a range of audiences, purposes, and genres
  • o Formal or informal
  • o Graded or ungraded
  • o In-class or out-of-class
  • Provide feedback on students' writing and give students the opportunity to revise and resubmit at least one formal writing assignment
  • Require each student to individually compose at least 20 pages of writing for assessment over the course of the semester
  • Base a significant portion (at least 50% of a 3 credit course or equivalent hours) of the course grade on student performance on writing assignments


Recommended Department and Campus Support for Writing Courses

To ensure sufficient support for faculty members who teach writing courses, academic departments and the administration are encouraged to consider the following recommendations:

  • Provide teaching and grading support when class enrollment exceeds 25
  • Compensate for the additional time and effort required for w-courses in unit standards
  • Provide for a reduction in teaching load for faculty who teach w-courses
  • Provide one-time grants for faculty members interested in developing a writing course
  • Provide a venue (e.g., a listserv) for faculty members to share ideas on writing courses
  • Provide development programs and support for faculty members teaching w-courses
  • Develop a list of ideas or examples of writing exercises designed to promote critical thinking
  • Ensure that Banner supports the guidelines for class size, course sequence, and grade requirements



 

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Faculty Senate

The University of Montana

Missoula, MT 59812