ࡱ>  Łbjbj ݼxxyD999|5t9n10000000$4*7^11(100. 0=z9/&0>10n1/`7Z70 07 011n17 : SENATE AGENDA ITEM III.D.1. 28 August 2012 August 20, 2012 TO: FACULTY SENATE FROM: COUNCIL ON GENERAL EDUCATION Submitted by Patrick J.W. McGinty, Chair RE: ANNUAL REPORT FOR THE 2011-2012 ACADEMIC YEAR Membership on the Council for the past academic year included: Diana Allen, Esteban Araya, Cheryl Bailey, Ginny Boynton, Jongnam Choi, Andrea Hyde, Keith Holz, Patrick McGinty, Cynthia Struthers, Pengqian Wang, Jess White, Dean Zoerink, and Zee Mutairi (SGA). Ex officio members for the past academic year included: Nancy Parsons (Provosts Office), Candace McLaughlin (University Advising - Fall 2011)/Michelle Yager (University Advising Spring 2012) and Russ Morgan (Deans Council). Patrick McGinty was re-elected chair for the 2012-2013 academic year with Magdelyn Helwig, Vice-Chair and Patricia Anderson, Secretary. BRIEF OVERVIEW OF COUNCIL ACTIVITIES During the 2011-2012 academic year, the Council focused most of its attention on the issue of general education assessment and the assessment process. However a number of additional related concerns were also dealt with, namely: the presence of general education concerns at New Faculty Orientation; possible revisions to the general education course request forms; and the significance of continued communication with faculty regarding general education guidelines and requirements. In addition to the strides being made on the issue of general education assessment, during 2011-2012 the Council also entertained concerns regarding: the general education transfer articulation process; the relationship of the College of Arts and Sciences Essential Academic Skills Committee to the Council on General Education; the possibility of including reading comprehension as general education priority; the approval of new general education courses; and lastly, the passage of a resolution in honor of Candace McLaughlin. The structure of the general education curriculum, and essential processes of the Council on General Education have changed little in recent years. However, a very significant change in personnel associated with the Council took place in Fall 2011 with the appointment of Dr. Nancy Parsons as Interim Associate Provost and ex officio member of the Council. Dr. Parsons' presence on the Council has been in many respects the singular catalyst that prompted much of the work of the Council during 2011-2012. As a result, the Council on General Education during the 2011-2012 academic year found new opportunities and capacity that it previously didn't necessarily realize it had access to. In many respects the Council experienced both a new sense of empowerment as well as significant growing pains, often simultaneously. ASSESSMENT OF GENERAL EDUCATION The single greatest issue that the Council dealt with during 2011-2012 was that of the assessment of general education courses. In fact, the Council quickly discovered that the issue is a complex phenomenon that remains under consideration and part of conversations for the 2012-2013 academic year. During 2011-2012 the Council heard presentations from Dr. Aimee Shouse and Dr. Lori Baker-Sperry regarding the history of CGE and GERC and how general education assessment has been or is handled administratively. As a result of those presentations and ongoing conversations within the Council, CGE reaffirmed the following: 1) the need to assess all sections of general education courses every semester; 2) the need to ensure that the mechanisms being used to assess general education courses are effective and that they are measuring the assigned goals for their respective courses; 3) the need to encourage a culture of assessment for general education (and of support for the general education curriculum more broadly) at 鶹; 4) the need to educate faculty and entire departments that offer general education courses that assessment results should be reviewed in a spirit of continuous improvement of their courses; and 5) that CGE's central role remains those responsibilities as outlined in the Faculty Senate Constitution. In response to the above recognitions and reaffirmations, the Council continues to work on the following general education assessment goals established during the 2011-2012 academic year. First, the consideration of when to collect assessment data from departments; although each department must be assessing each course every semester there is little evidence to suggest collecting that data more than once per year proves to be effective. Second, keeping general education assessment data in the hands of the departments may encourage review of that data at the department level. Third, taking a more pro-active stance regarding the education of 鶹 faculty regarding general education. The Council attempted to negotiate the opportunity to present during the 2012 New Faculty Orientation, but were reduced to a presence at the Table Fair. We hope that we can count on the full support of the Faculty Senate in order to gain the opportunity to present at New Faculty Orientation 2013 as the Council believes such a presence is key to truly promoting the general education curriculum. Fourth, the Council has asked the Provost's office to collect more assessment feedback directly from the reporting departments on whether departments are using their assessment data to drive improvements, and if so, how they are using their data effectively. Fifth, the Council has taken up the goal of visiting with all departments that offer general education classes and discussing with them the goals and philosophy of the general education curriculum, requirements for writing in general education at 鶹, and the intentions associated with our general education assessment processes. Sixth, the Council has determined to continue to use telestars and e-mails to send messages regarding writing in general education and general education assessment throughout the year, but to also develop directed messages intended for administrators and their role in supporting general education. GENERAL EDUCATION TRANSFER ARTICULATION PROCESS Although the Council is charged with deliberating transfer articulations, there has been no established mechanism for those deliberations and/or decision-making. With the Council receiving over 100 transfer course articulations annually, during 2011-2012 the Council decided to implement a formal system for the consideration of transfer courses for general education credit. With the Council comprised of two individuals from each of the general education categories, it was agreed that each transfer request will be reviewed by the Council representatives represented in the transfer request. Where those individuals are in agreement regarding the disposition of the request, their professional opinion satisfies the will of the Council. Where there is strong disagreement, the Council will take up further deliberations to resolve the issues. During 2011-2012, the Council received 106 domestic transfer articulation requests, of which 39 remain in process in need of additional information (such as course syllabi) in order to make an informed decision, 42 were approved, and the remaining 25 were denied. The Council deliberated no international transfer articulation requests. The process by which the Council is handling transfer articulations generated three concerns: 1) questions about the Illinois Articulation Initiative (IAI); 2) questions about the practices and processes used by International Studies when reviewing international transfer students; and 3) the practices and processes used by Transfer Admissions in identifying courses for possible general education credit. The Council and Transfer Admissions are in agreement that IAI courses need not ever come before the Council for deliberation, but that additional work needs to be done to better select courses and prepare requests for Council consideration for articulation. The Council met with International Studies and were educated about the processes they use for international transfer articulations. The Council discovered that the processes and standing agreements used by International Studies rarely result in the need for an articulation request to be deliberated by the Council. RELATIONSHIP TO THE COLLEGE OF ARTS AND SCIENCES' 'ESSENTIAL ACADEMIC SKILLS COMMITTEE' During the 2011-2012 academic year, the College of Arts and Sciences developed the EASC in response to the slipping number of students unable to pass the recently revised Basic Skills test required for teacher education certification. The Council and the EASC determined that since there was significant mutual interest in the data collection instrument being developed and administered by the EASC, the Council should be provided opportunity for input, the results of the survey, and a copy of the instrument for future use. It is the intention of the Council to develop a campus-wide administration of the instrument for the purposes of gaining a snapshot of the state of general education at 鶹. READING IN GENERAL EDUCATION An issue that developed late in the 2011-2012 academic year out of the EASC survey results, but which remains on the docket for 2012-2013 is the consideration of introducing a reading requirement in general education courses. Based on the EASC survey results, it is being suggested that such a requirement may help not only provide synchronicity with our current requirement regarding writing in general education but may help promote writing as well. Furthermore, preliminary investigations conducted by the Council would suggest that 鶹 would not be alone in promoting a reading requirement for general education courses. APPROVAL OF NEW GENERAL EDUCATION COURSES During academic year 2011-2012, the Council on General Education entertained four inquiries regarding the development of new general education courses, but received only one general education course request. The Council easily approved FCS 375 Diversity of Dress. However, as a result of the deliberations of this course the Council noted a number of items about the course request and approval forms needing discussion and updating. At the same time, the multiple inquiries from departments and faculty interested in developing general education courses but not proceeding has given the Council some cause for concern. As a result, one of the considerations for the Council during 2012-2013 will be a set of recommendations regarding the manner in which the general education categories are formally and informally defined in both word and practice. RESOLUTION IN HONOR OF CANDACE MCLAUGHLIN In November 2011, Candace McLaughlin, long time ex officio member of the Council, retired after nearly three decades of service at 鶹 in University Advising. In honor of her contributions to CGE, the Council passed a resolution in her honor. SUMMARY and GOALS The Council on General Education spent 2011-2012 re-investigating itself, its charges, and its relationship to the Office of the Provost. As a result, the Council on General Education has emerged from the 2011-2012 academic year with a powerful, clear, and much improved vision of its capacity to truly develop and lead what it hopes to be a campus-wide invigoration of support for the general education curriculum at 鶹 Illinois University. In light of the successes of the 2011-2012 academic year, and as noted throughout this report the goals for the 2012-2013 academic year are as follows: 1) Finalize a data collection and assessment feedback timetable; 2) Meet with academic departments to encourage department-level general education assessment data review; 3) Meet with academic departments to review the role of CGE in assigning general education goals, approving general education assessment mechanisms, and in approving revisions to either of those concerns; 4) Take a visible and pro-active stance regarding the education of 鶹 faculty regarding general education; 5) Promote the collection of more useful assessment feedback data that can both encourage and drive future department-based decision-making; 6) Develop directed messages intended for administrators and their role in supporting general education at 鶹; 7) Improve and personalize the Council's relationship to Transfer Admissions to cut down on the number of domestic transfer articulation requests that are denied transfer general education credit and/or returned for additional information and not resubmitted; 8) Modify the EASC survey for campus-wide distribution in support of general education concerns (and their relationship to the issues being discussed by the EASC); 9) Develop a recommendation regarding "Reading in General Education" much like the recommendations associated with the standing policy regarding "Writing in General Education"; and 10) Investigate the rigidity of the 鶹 general education categories and make a recommendation regarding the significance and impact of relaxing or reformulating the existing categories. The Council appreciates the strong support you have provided CGE in the past, and as the Council begins work on the outlined vision for the 2012-2013 academic year we simply ask for the continued full support of the Faculty Senate. Accordingly, we ask that the Faculty Senate start the 2012-2013 year in support of CGE by lobbying CITR and the Office of the Provost to allow the Council on General Education greater visibility at orientation and an opportunity to directly address the new faculty and administrators regarding the importance and significance of the general education curriculum at 鶹, beginning with the 2013 New Faculty Orientation. Attachments: CGE Handouts at 2012 New Faculty Orientation (3) Resolution in Honor of Candace McLaughlin General Education at 鶹 Faculty Senate Council on General Education Philosophy and Categories of General Education General education is the component of the undergraduate curriculum devoted to those areas of knowledge, methods of inquiry, and ideas that the University and scholarly community believe are common to well-educated persons. General education provides a foundation for future learning. 鶹 has six categories of General Education courses: I. Communication Skills IV. Humanities & Fine Arts II. Natural Science & Mathematics V. Multicultural Studies III. Social Sciences VI. Human Well-Being Goals of General Education The generally well-educated student will demonstrate: broad knowledge and understanding of the natural sciences, social sciences, and humanities; an ability to analyze, think critically, and form reasoned conclusions; competence in communicating his or her views and ideas clearly and cogently; an understanding of the methods by which people pursue knowledge; an understanding of differences and relative power among peoples, both in the United States and across the globe; knowledge of the principles of wellness for living a healthy and fit life, both physically and mentally. Writing Requirements for All General Education Courses Writing is one of the most important tools for achieving the HYPERLINK "http://www.wiu.edu/catalog/requirements/gened-goals.php" goals and benefits of general education. The Faculty Senates Council on General Education requires that all general education courses include writing as an integral learning tool. Although the type and amount of writing is best determined by the instructor and department, the Council of General Education will use the following guidelines when considering courses for inclusion in the general education curriculum. For courses with an enrollment of 50 or fewer, students should have at least one written assignment with written or oral feedback from the instructor with an opportunity for revision. For courses with an enrollment of over 50, students should, as a minimum, write short informal essays or responses to the course material that do not require feedback from the instructor. Assessment of Student Learning in General Education Courses Assessment of students achievement of the goals of General Education is required in every section of every General Education course, every semester. Each General Education course has been assigned specific goals to assess, and a Plan for General Education Assessment has been approved by the Faculty Senate Council on General Education and filed with the Provosts Office, for each course approved for General Education credit by the Faculty Senate. (General Education Courses listed on reverse) Courses Approved for General Education, by Category I. Communication Skills English: ENG 180 & 280 Communication: COMM 241 or 242 II. Natural Sciences & Mathematics Biology: BIOL 100, 101, 204; BOT 200, ZOOL 200 Chemistry: CHEM 101, 102, 150, 201, 202 General Honors: GH 103, 104, 203, 204, 303 Geography: GEOG 108, 120, 121 Geology: GEOL 110, 112, 113, 115 Mathematics: MATH 101, 102, 106, 123, 133, 134, 137, 138, 139, 206; STAT 171 Physics: PHYS 100, 101, 114, 115, 150, 211 III. Social Sciences Anthropology: ANTH 110, 111 Economics: ECON 100, 231, 232 General Honors: GH 102, 202, 302 Geography: GEOG 100, 110 Political Sci: POLS 101, 122, 200, 228, 267 Psychology: PSY 100, 221, 250, 251 Sociology: SOC 100, 200, 250, 272, 285 Womens Studies: WS 285 IV. Humanities & Fine Arts AREA 1: HUMANITIES African American Studies: AAS 281, 283 Broadcasting: BC 290 Communication: COMM 130, 254 English: ENG 195, 200, 201, 202, 205, 206, 290, 300 Foreign Languages and Literatures: CHIN 121, 122, 223, 224 FR 121, 122, 192, 223, 224 GER 121, 122, 223, 224 JPN 121, 122, 223, 224 PORT 121 SPAN 121, 122, 192, 223, 224 General Honors: GH 101, 201, 301 History: HIST 105, 106, 125, 126, 144, 145 Philosophy: PHIL 105, 120, 140, 205 Religious Studies: REL 101, 110, 111, 203, 207 Womens Studies: WS 265 AREA 2: FINE ARTS African American Studies: AAS 282 Art: ARTH 180, 282, 283, 284 Music: MUS 190, 195 Theatre: THEA 101, 110 V. Multicultural Studies AAS 100, 145, 281, 282, 283, 313, 314, 349 A&S 210; ANTH 110, 249, 395 ARTH 284; BAT 300; BC 328; ECON 350 ENG 301, 348, 358 FCS 300; GEOG 110; GH 207; HE 325 HIST 144, 145, 302, 311, 313, 314, 317, 318 HIST 340, 341, 344, 349 INAG 310; IS 325; MUS 195, 196, 394, 397 PHIL 220; POLS 329, 335; PSY 357 REL 110, 111, 303, 365 SOC 285, 300, 360; THEA 201 WS 190, 220, 285, 301, 303, 317, 318 WS 335, 357, 360, 370, 395 VI. Human Well-Being Dietetics, Fashion Merchandising and Hospitality: FCS 109, 121 Health Sciences: HE 120, 121, 123 Kinesiology: KIN 102, 118, 121, 128, 131, 140, 147, 149, 151, 158 Recreation, Park and Tourism Administration: RPTA 110 Philosophy & Goals of General Education at 鶹 Illinois University General education is the component of the undergraduate curriculum devoted to those areas of knowledge, methods of inquiry, and ideas that the University and scholarly community believe are common to well-educated persons. General education provides a foundation for future learning. The generally well-educated student will demonstrate: broad knowledge and understanding of the natural sciences, social sciences, and humanities; an ability to analyze, think critically, and form reasoned conclusions; competence in communicating his or her views and ideas clearly and cogently; an understanding of the methods by which people pursue knowledge; an understanding of differences and relative power among peoples, both in the United States and across the globe; knowledge of the principles of wellness for living a healthy and fit life, both physically and mentally. I. Communication Skills Communication is the art of expressing and exchanging meaning among people. At the University, meaning or knowledge is developed as teachers and students share insights, exchange ideas, and debate positions. Reading, speaking, research, and writing all play important roles in this construction and extension of knowledge. College Writing The writing course sequence enables students to use language actively in diverse ways and settings to gain and share knowledge about their experiences and concepts. They also reflect on that language use by examining their processes of writing and reading in order to understand both the texts they create and the texts they encounter. Public Speaking The oral communication course develops students awareness of the communication process; focuses on the skills of invention, organization, and expression; promotes understanding of, and adaptation to, a variety of communication contexts; and emphasizes critical skills in listening, reading, thinking, and speaking. II. Natural Sciences and Mathematics Part AMathematics Competency Competency in baccalaureate level mathematics enables students to successfully engage in the mathematical thinking encountered in undergraduate studies and in daily living. Central to this competency is the ability to solve problems, to use mathematical modeling, and to evaluate mathematical calculations and reasoning. Students are expected to express and interpret mathematical information in written and oral forms and to use technology (calculators, computers, etc.) appropriately. Part BGeneral Education Studying the natural sciences and mathematics enables students to understand the physical and natural world and the scientific and mathematical concepts, theories, and principles that explain that world. That is, students broaden and deepen their understanding of the diversity and interrelatedness of human knowledge in the sciences and mathematics and are better able to explain the similarities and differences that exist among the sciences. By studying the methods of inquiry practiced by scientists in the search for answers to yesterdays and todays issues and problems, they experience both the power and limitations of this knowledge while growing in their appreciation of the scientific perspective and its impact on their lives and society. III. Social Sciences In their social science coursework, students explore aspects of their own cultures and beliefs and the cultures and beliefs of others within a context of empirical research findings and theoretical speculation. Students will: 1) examine anthropological, economic, geographical, political, psychological, and/ or sociological aspects of individuals and groups in various cultures and the social problems that these individuals and groups attempt to overcome; and 2) apply a variety of methodologies (e.g., laboratory experiments, case studies, naturalistic observations) to studies of individual and group behavior. IV. Humanities and Fine Arts In studying the humanities and fine arts, students learn to explore issues fundamental to human identity, as these are expressed in the artistic, cultural, and intellectual traditions of the worlds civilizations. Courses in the humanities and fine arts reveal ways to give meaning to human experience through the study of fine arts, philosophical thought, literature and film, interpretations of history, rituals and belief systems of religion, communication, and foreign languages. After studying the humanities and fine arts, students will have the tools and knowledge to respond more knowledgeably and actively to those humanistic and artistic works and traditions created by people of various societies and times. V. Multicultural Studies Through multicultural and cross-cultural study, students will develop an understanding of diversity in the United States and of the larger world as a complex network of interdependent societies, cultures, histories, and world views. The courses offered challenge narrow conceptions of Self and Other by fostering in students an appreciation for cultural diversity, as well as the critical ability to discern the impact of large-scale cultural and historical forces on their lives. VI. Human Well-Being In studying human well-being, students will come to understand and develop healthy lifestyles and practices. The educational experiences in this area will enable students to examine issues and form reasoned conclusions about factors affecting personal wellness. Writing in General Education at 鶹 Writing is one of the most important tools for achieving thegoals and benefits of general education. The Council on General Education requires that all general education courses include writing as an integral learning tool. Although the type and amount of writing is best determined by the instructor and department, the Council of General Education will use the following guidelines when considering courses for inclusion in the general education curriculum. For courses with an enrollment of 50 or fewer, students should have at least one written assignment with written or oral feedback from the instructor with an opportunity for revision. For courses with an enrollment of over 50, students should, as a minimum, write short informal essays or responses to the course material that do not require feedback from the instructor. "Writing to learn" is a pedagogy that has proved successful for almost two decades now. Useful information for including writing in general education can be found on ourfaculty resourcespage. Writing to learn means using writing - usually informal and short assignments - in the class and as homework to help the student: learn a difficult concept, organize complex materials into a relevant order (causes and effects of poverty in a sociology class, for example), demonstrate understanding of a particular topic, and even further explore certain ideas brought up in their texts or lecture sessions. In other words, using this kind of writing exercises in the class on a daily or weekly basis would facilitate student learning of course material while providing students with essential writing practice to maintain and further develop their writing skills during their Gen Ed coursework. The writing to learn concept was one of the three components of the "writing culture" 鶹 wanted to establish on the campus (the Writing Program and the WID courses are the other two). Certainly a formal paper with response and revision is important and should be included, but student writing improves more by writing more often and on a more regular basis; and these short, informal writing to learn exercises do not need to be graded in the formal sense. Teachers can simply read through them, check off full or partial credit and return them to the students (a paper that is on time, fulfills the length requirement and is on topic gets full credit). Those of us who have used such writing exercises estimate that forty such short pieces can be read and checked off in about thirty minutes. What kind of specific writing exercises are we talking about? Here are just a few examples: the opening focused free write - five to eight minutes - in which students respond to the day's reading assignment by focusing on an idea or question they want to bring up in class. a closing question - a student writes out a question about something from the day's lecture/discussion that they did not understand and want further explained. Students exchange questions and their homework assignment is to answer, as best they can, their peer's question in writing. The next class can open with some of those questions. The closing summary - leave five or ten minutes at the end of class for students to write out the main ideas from the day's lecture or discussion. Take them up and go over them to discover what they did and did not understand in the day's material. Brief one page individual student reports on course material written out of class as homework and presented both as a written and an oral report to their fellow classmates. This gives you and every member of the class a publication at the end of the semester to which every student has contributed one page (larger classes could do the report in pairs or groups). Written descriptions of certain problems or experiments and the processes employed dealing with them - for example, proofs in a math or one paragraph lab reports in a science class. Passage summaries - as homework, have students pick a difficult passage from their assigned reading and write about it for the next class. Their piece should include a brief one or two sentences summarizing that passage as best they can, the reason they picked that passage, and what they want further explained or discussed about it. Journal entries on class issues, concepts, debates, readings, etc. One page analysis of particular products, themes, issues, under discussion in the course materials. Minute papers - or two or three minute papers in which the students write on x class topic for the specified length of time. Design your own test questions (for essay exams). Guided discussion sheets that students fill out in writing at home. An individual project proposal. Brief reviews of articles and essays assigned as class reading. CGE encourages all faculty to take advantage of the university resources and training available to them in order to better incorporate "writing to learn" pedagogies into their classes. For more information visit the Council on General Education (CGE)Faculty Resourcespage at: http://www.wiu.edu/faculty_senate/committees/council_on_general_education/resources.php. A RESOLUTION HONORING THE CONTRIBUTIONS of CANDACE MCLAUGHLIN to THE COUNCIL ON GENERAL EDUCATION, WESTERN ILLINOIS UNIVERSITY WHEREAS, the Council on General Education notes with great interest and satisfaction those milestone events that occur in the lives of those individuals who make significant and lasting contributions to the Council and the larger 鶹 Illinois University community; WHEREAS, Candace McLaughlin is one such individual who has faithfully served to make the Council on General Education a better place for its membership as well as a stronger advocate for positive student academic experiences at 鶹; and WHEREAS, Candace McLaughlin has diligently sought ways to best serve the Council as well as have a demonstrably positive impact on the lives of those students with whom she has had contact in her career at 鶹; and WHEREAS, Candace McLaughlin continues to tirelessly serve until the final day of her appointment on the Council on General Education, coinciding with her retirement from 鶹 Illinois University; NOW, THEREFORE, BE IT RESOLVED, by the Council on General Education, this 17th day of November, 2011 that it does hereby extend its warmest and most sincere thanks and appreciation to Candace McLaughlin upon the occasion of her retirement from service on the Council and from 鶹. BE IT FURTHER RESOLVED, that this Council does hope that Candace will greatly enjoy the experiences and opportunities available after completing a storied career of service, and that she might be blessed with a continuation of life, health, happiness and contentment for many years to come.     *+,359;  ! # ? 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McGinty91"),4\R,=8"2Tx} tUU@@}_L\, Chair871(TT  tUU@@ _LP ; TTuUU@@LP ; Tu_UU@@JLRE: ANNUAL REPORT FOR THE 20>:>DDA>6>:9A>;6A>;E:77TXv_UU@@vJLP1177TT_UU@@JLP-"TXs_UU@@JLP2077TXt_UU@@tJLP1287TT_UU@@JLP T _UU@@J LhACADEMIC YEAR?8>B:R 89:>>TT  _UU@@ JLP ; TT`UU@@LP ; TH= IUU@@4*LMembership on the Council for the past acaR1S71)+78%58%"71%8578,%5)%"72%81+"%1,1T|>  IUU@@> 4L\demic ye71S,%21T  IUU@@ 4Lhar included: 1)%8,7727&%T IUU@@ 4 LdDiana AllenC181%>18TXSIUU@@4LP, %TTIUU@@T4LlEsteban Araya, :+"0718%>)121 TJUU@@ LhCheryl Bailey871)2=112TXJ UU@@LP, TJUU@@ LhGinny Boynton=882=528"58TXJUU@@LP, TJ UU@@ LdJongnam Choi58181R875TX JQ UU@@ LP, TR J UU@@R  LdAndrea Hyde=87)11E271TX J UU@@ LP, T J UU@@  L`Keith Holz?1"6E5-TX J UU@@ LP, T JUU@@ LPatrick McGinty, Cynthia 91"),4R,=8"2828"70 T.4UU@@ L`Struthers2")7"71)+TX/Y4UU@@/LP, TZ4UU@@Z LhPengqian Wang9181718\081TX4UU@@LP, T4UU@@ L`Jess White1++\7"0TX4UU@@L&" WMFC KP, TD 4UU@@ LdDean ZoerinkB118641)84TpE % 4UU@@E LX, and 187T& 4UU@@& LpZee Mutairi (SGA)611R7"0)&2=>&TT34UU@@LP.TT4n4UU@@4LP ;Rp@"Calibrih8hhhN`2hhhhN`2hh s.1hh {t.1 X%7.{ @Calibr6`2(DhH0'1 hhhz%1 ,hdv% % %  TT3UU@@LP 6!" % % % Rp @CambriahhN`2hhhhN`2hh s.1hh {t.1 X7K@Cambri`2( xChH0'1 hhhz%1 ,h dvdv% Rp@Cambria {t.1 Th @w0Zh|[#hA|h]||h @wL!0Z_<XX P h.th|\#hwYwdv% ( Rp @Cambria|[#hA|h]||Th @w X h|[#hA|h|h @Dh8h |`|]|| | !# @w P h |w#hwYwdv% ( % (  T$> UU@@ $LEx officio members for the past acad:0/5,5/S1S71)+/5)/"71/81+"/1,17T?  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Lxemic year included: 1S,/111)/8,7717//T  UU@@  LhNancy ParsonsD18,2/91)+58+TT UU@@ LP /TT UU@@ LP(&TT+ UU@@ LPP9T, UU@@, L`rovost s )525+"+/TT UU@@ LPOAT| UU@@ L\ffice), ,1& T t UU@@y LtCandace McLaughlin (81871,1,R,617178,'Tu  UU@@uy LtUniversity Advising A821)+"2,>72+82,TT  UU@@y LP-!TT  J UU@@ y LP -ThK   UU@@K y /LFall 2011)/Michelle Yager (University Advising 61,7787&1R,711,9211),&A821)+"2->82+81,TT  UU@@y LP 2TT  UU@@y LP  T  UU@@ LlSpring 2012) and28)817777&187TT  UU@@ LP T  UU@@ LdRuss Morgan>7++R5)118TT  UU@@ LP TT  UU@@ LP(&TT C UU@@ LPDBTpD 4 UU@@D LXean s 118+TT5 l UU@@5 LPC8T|m  UU@@m L\ouncil).578,&TT  UU@@ LP ; TT x UU@@c LP ; Tz T UU@@ LlPatrick McGinty91"),4#R,=8"2TTTz v UU@@T LP #Tdwz C UU@@w LTwas M1+$TXDz  UU@@D LPre*1TTz  UU@@ LP-!Tz UU@@ L|elected chair for the 2011,"17#,71)#6)#"72$77TX z = UU@@ LP1287TT> z ^ UU@@> LP-!T`_ z  UU@@_ LT201787TT z < UU@@ LP38TT= z _ UU@@= LP #Tx` z UU@@` L\academi1,171STp z UU@@ LXc year,$311)TT z UU@@ LP #T z  UU@@ Lxwith Magdelyn Helwig, M"7#R117128#E1M1 Td Qc UU@@N LTVice<,1TTR rc UU@@RN LP-!T0s c UU@@sN &LChair and Patricia Anderson, Secretary871)18791"),1>871)+5821,)1"1)2TT c UU@@N L&" WMFC +P.TT 4 c UU@@N LP ; TTd  UU@@ LP ; % % % T$ M UU@@8 $LBRIEF OVERVIEW OF COUNCIL ACTIVITIESAB#:7F?:B?#:`F79FDD9#7A9@#?#@#:4TT M UU@@ 8 LP ; % % % TTO  UU@@ LP ; T 8 UU@@# LhDuring the 20B7)81""71#77TX o8 UU@@# LP1187TTp 8 UU@@p# LP-!TX 8 UU@@# LP2087TX n8 UU@@# LP1278TTo 8 UU@@o# LP #T 8 UU@@# 6Lacademic year, the Council focused most of its attenti1,171S,"211)""71"8588,"5,7+17#S5+""5"","1""18"TT 8 UU@@# LPo5Tl 8 UU@@# LXn on 8"58"T 8 UU@@# Lhthe issue of "71"++70"5 T9  UU@@ Lpgeneral education1181)1)177,1"58TT9  UU@@ LP )T9  UU@@ L`assessment1++1++S18"TT9  UU@@ LP )T9 UU@@ Ltand the assessment p187)"71)1++1++S18")8T< 9  UU@@ (Lrocess. However a number of additional )5,1++))E5M121))1)87S71))6)187"581 T\ "UU@@ XLrelated concerns were also dealt with, namely: the presence of general education concer)11"17#,58,1)8+#M2)1$1+5#711"#M"7#81S13##"71#8)1+18,1#5#1182)1#177,1"58#,58,1)Tp "UU@@ LXns at 8,#1" T$UU@@_L New Faculty Orientation; possible revisions to the general education course request forms; and D1M61,7"2 A)18"1"5885++71)12+58+"5"711181)1178,1"58,57)+1)1771+"6)S+ 187 T UU@@Lthe significance of continu"71+18,18,15,58"87T UU@@ELed communication with faculty regarding general education guidelines 17,5SS78,1"58M"71,7"2)111)7811181)1177,1"58177181+ TUU@@mLpand requirements.187)177)1S18"+TTUU@@mLP ;  TTUU@@LP ;  TlUU@@W_L In addition to the strides being made on the issue of general education assessment, during 2011 8177"58"5"70+")71+7181S17158"70*+7151181)1177,1"481++1++S18!77)817777TTlUU@@WLP-" TnUU@@HL2012 the Council also entertained concerns regarding: the general educa7787E"71E8578,E1+5E18"1)"1817E,58,1(8+E)111)781EE"71E2181)1E177,1TnUU@@Lhtion transfer "58E")17+2* T!WUU@@BLxarticulation process; 1)",71"588)5,1++T("WUU@@"BOLthe relationship of the College of Arts and Sciences Essential Academic Skills "61)11"58+785"71851115>)"+1872,18,0+:++18!1>,171S,24+ ThX6 UU@@/LCommittee to the Council on General Education; 85SS""11N"5N"71N8578,N58N=181)1N:77,1"&" WMFC  58NT,7 XUU@@7 %Lthe possibility of including reading "71N85++7"2N5N8,7782N)12781 T AUU@@,#Lcomprehension as general education ,5S8)1718+58&1+&1181)1&177,1"58&T AUU@@, L`priority; 8)5)"3&T  AUU@@ , Ldthe approval"71&188)521TT  AUU@@ ,LP &T AUU@@ ,!Lof new general education courses;6&81N'1181)1&177,1"58&,58*+1+ TTAUU@@,LP   TCV UU@@GLand lastly, the passage of a resolution in honor of Candace McLaughlin.1871+"2"7181++11151)1+57"5887585)581871,1R,617178TTW C UU@@W LP ; TT,UU@@LP ; T|-UU@@]LThe structure of the general education curriculum, and essential processes of the Council on ;71)+")7,"7)1*5)"71*2181)1)177,1"58),7)),77S)187)1++18"1)8)5,1++1+)5)"71)8578,)58 T+ UU@@7LGeneral Education have changed little in recent years. =181)1':77,1"58'7131',718117'""1'8()1,18"'211)+'TT, R UU@@, LP 'T0S UU@@S &LHowever, a very significant change in E5M121)'2'21)3'+18,18"',71821'8 TUU@@w`L personnel associated with the Council took place in Fall 2011 with the appointment of Dr. Nancy 81)+58811++5,1"17M"7"718578,"55482,18617778M"7"7218858"S17"5B)D18,3 T$4UU@@$LParsons as Interim Associate Provost91)+58+11+1 8"1)S1>*+5,1"119)525+"TT5eUU@@5LP 1T`f UU@@fLTand187TT 6 UU@@ LP 1Tt7 UU@@7 1Lex officio member of the Council. Dr. Parsons' 0015,51S1S71)151"7118578,111B)181)+58+ TvUU@@aLpresence on the Council has bee8)1+18,158"718578,71+711TvUU@@a?Ln in many respects the singular catalyst that prompted much of 88S182)1,81,"+"71+8171),1"12+""71"8)5S8"17S7-75 T wUU@@#Lthe work of the Council during 2011"71M5*45"719578,78)818787TTwUU@@LP-!TdwUU@@LT20127877TTwUU@@LP.TXw UU@@LP T wUU@@ 5LAs a result, the Council on General Education during >,1)1+7""718578,59=181)1:77,1"5887*81 T|+aUU@@LL\the 2011"71)7777TT,MaUU@@,LLP-"T8NaUU@@NLRL2012 academic year found new opportunities and capacity that it previously didn't 7787)1,172S,)211))5787)81M)6885)"78"1+(187),181+"2)"71")"(8)1257+2)878! T,bcUU@@%Lnecessarily realize it had access to.81,1++1)2)11-1"7271,,1++"5TXdbUU@@dLP TbUU@@=LIn many && WMFC respects the Council experienced both a new sense of 8S182)2+81,"+"718578,1081)18,1775"7181M+19+15 Tx4KUU@@6L\empower1S85M1)T5 KUU@@56@Lment as well as significant growing pains, often simultaneously.S18"1+M11++18,18"1)5M81818+5"18+S7"18157+2TT KUU@@ 6LP ; TTLUU@@LP ; % % % TT  5UU@@ LP ;% % 666666666666666666666666666666666666 6 66 6  6 66 6  6 66 6  6 66 6  6 66 6 66666666666666666666  `."System--@Cambria--- 42 :_SENATE AGENDA ITEM III.D.1.       2 :_  2 O_28 August 2012   2 O_ @Cambria--- 2 dF_ 2 yF_August 1  2 y|_20 2 y_, 20 2 y_12 2 y_ " 2 y_ 3 2 y_  2 F_  2 F_ &2 F_TO: FACULTY SENATE   2 _  2 F_ >2 F"_FROM: COUNCIL ON GENERAL EDUCATION       2 _  2 F_ 32 y _Submitted by    )2 _Patrick J.W. McGinty     2 p_, Chair1  2 _  2 F_ 72 #F_RE: ANNUAL REPORT FOR THE 20e      2 #C_11 2 #V_-2 #[_20 2 #n_12 2 #_ 2 # _ACADEMIC YEAR   2 #_  2 8F_ J2 MF*_Membership on the Council for the past aca          2 M_demic ye   2 M_ar included:   2 M8 _Diana Allen:    2 M_, "2 M_Esteban Araya,     2 bF _Cheryl Bailey,   2 b_, 2 b _Ginny Boynton,     2 b_, 2 b& _Jongnam Choi   2 b_, 2 b _Andrea Hydei  2 b_, 2 b _Keith Holz   2 bI_, 12 bQ_Patrick McGinty, Cynthia E      2 xF _Struthersz  2 x_, 2 x _Pengqian Wang,     2 x_, 2 x  _Jess White  2 xT_, 2 x\ _Dean Zoerink    2 x_, and  %2 x_Zee Mutairi (SGA)     2 xd_. 2 xg_ @"Calibri--- 2 F_ ,_'--- @Cambria-@Cambria- @Cambria--A2 F$_Ex officio members for the past acad        +2 e_emic year included:    2   _Nancy Parsons     2 y_  2 _( 2 _P 2  _rovosts    2 _O 2 _ffice), )2 F_Candace McLaughlin (    )2 _University Advising    2 _- 2 _ R2 /_Fall 2011)/Michelle Yager (University Advising             2 _ 2 _ #2 F_Spring 2012) and    2 _ 2  _Russ Morgan    2 %_  2 )_( 2 /_D 2 ;_eans   2 c_C 2 m_ouncil).  2 _  2 F_ "2 F_Patrick McGinty    2 _ 2 _was 2 _re 2 _-/2 _elected chair for the 20     2 _12 2 _-2 _201 2 _3 2 _ 2 _academi. 2 )_c year  2 W_ ,2 ]_with Magdelyn Helwig,        2 F_Vice  2 d_-D2 j&_Chair and Patricia Anderson, Secretary        2 _. 2 _  2 F_ ---A2 5$_BRIEF OVERVIEW OF COUNCIL ACTIVITIES           2 5J_ --- 2 JF_ 2 `F _During the 20    2 `_11 2 `_-2 `_20 2 `_12 2 `_ \2 `6_academic year, the Council focused most of its attenti            2 `_o 2 `_n on r  2 ` _the issue of    %2 uF_general education    2 u_ 2 u _assessment    2 u%_ )2 u,_and the assessment p    G2 u(_rocess. However a number of additional         2 FX_related concerns were also dealt with, namely: the presence of general education concer                     2 _ns at 2 F__New Faculty Orientation; possible revisions to the general education course request forms; and                       42 F_the significance of continu      s2 E_ed communication with faculty regarding general education guidelines                    %2 F_and requirements.t    2 _   2 F_  2 F__In addition to the strides being made on the issue of general education assessment, during 2011                      2 _-w2 FH_2012 the Council also entertained concerns regarding: the general educa                   2 _tion transfer   ,2 F_articulation process;     2 O_the relationship of the College of Arts and Sciences Essential Academic Skills                    R2 3F/_Committee to the Council on General Education;         C2 3%_the possibility of including reading a          @2 HF#_comprehension as general education g        2 H] _priority;   2 H _the approval    2 H_ =2 H!_of new general education courses;n          2 H_  v2 ^FG_and lastly, the passage of a resolution in honor of Candace McLaughlin.a                      2 ^B_  2 sF_ 2 F]_The structure of the general education curriculum, and essential processes of the Council on 1                       ^2 F7_General Education have changed little in recent years.              2 _ D2 &_However, a very significant change in          2 F`_personnel associated with the Council took place in Fall 2011 with the appointment of Dr. Nancy                        A2 F$_Parsons as Interim Associate Provost         2 c_ 2 l_and 2 _ U2 1_ex officio member of the Council. Dr. Parsons' e          :2 F_presence on the Council has bee        j2 2?_n in many respects the singular catalyst that prompted much of                  @2 F#_the work of the Council during 2011t         2 P_-2 V_2012 2 {_.2 _ [2 5_As a result, the Council on General Education during .             2 F_the 2011  2 _-2 R_2012 academic year found new opportunities and capacity that it previously didn't                   C2 F%_necessarily realize it had access to.      2 @_ g2 H=_In many respects the Council experienced both a new sense of f               2 2F_empower1 k2 2@_ment as well as significant growing pains, often simultaneously.              2 2U_  2 GF_ --- 2 \_ --____^^^^^^^^^^^^]]]]]]]]]]]]\\\\\\\\\\՜.+,D՜.+, hp  d鶹 Illinois University>vy O Philosophy & Goals of General Education at 鶹 Illinois University, Writing in General Education at 鶹 Title Headings 8@ _PID_HLINKSAf|8http://www.wiu.edu/catalog/requirements/gened-goals.phph  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^`abcdefghijklmnopqrstuvwxyz|}~Root Entry F{1Table_7WordDocumentݼSummaryInformation({DocumentSummaryInformation8CompObjy  F'Microsoft Office Word 97-2003 Document MSWordDocWord.Document.89q