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Regular Meeting, 11 October 2011, 4:00 p.m.
Capitol Rooms - University Union
A C T I O N M I N U T E S
SENATORS PRESENT: P. Anderson, B. Clark, G. Delany-Barmann, S. Haynes, R. Hironimus-Wendt, D. Hunter, I. Lauer, N. Made Gowda, M. Maskarinec, B. McCrary, J. McNabb, K. Myers, K. Pawelko, B. Polley, J. Rabchuk, S. Rahman, S. Rock, M. Singh, B. Thompson, R. Thurman,T. Werner, D. Yoder
Ex-officio: Ken Hawkinson, Interim Provost; Tej Kaul, Parliamentarian
SENATORS ABSENT: None
GUESTS: Autumn Greenwood, Angela Lynn, Russ Morgan, Kathy Neumann, Nancy Parsons, Roger Runquist, Michael Stryker, Ron Williams
Consideration of Minutes
27 September 2011
On p. 4, next to last paragraph, change Fortune 400 companies to Fortune 500 companies.
On p. 4, last paragraph, the first sentence states, Senator Hunter remarked that he was dismayed to learn that the Presidents Scholarship is so weak Change to Senator Hunter was dismayed to learn that the Presidential Scholarship is so inadequate
On p. 6, second full paragraph, in the sentence [Senator Hironimus-Wendt] views as inferior many of the open access journals change many to some.
On p. 7, in section A.1.b., change Senator Rabchuk asked if 鶹 Nursing students to Senator Yoder asked
In the Executive Committee minutes, item #1, sentence 2, Dr. Brice referred the plus-minus questions to Interim Provost Hawkinson and Chairperson Rock; Interim Provost Hawkinson sent them on to Registrar Angela Lynn.
MINUTES APPROVED AS CORRECTED
Approvals from the President and Provost
Approvals from the President
Revision of Course Syllabus Policy to require statement on all WID and BGS online writing courses
Approvals from the Provost
Requests for New Courses
LEJA 416, Terrorism and Law Enforcement, 3 s.h.
LEJA 332, Terrorism Financing and Resources, 3 s.h.
PSY 353, Cultural Psychology, 3 s.h.
SOC 427, Sociology of Sexual Identities and Inequalities, 3 s.h.
SOC 470, Sociology of Popular Cultures, 3 s.h.
Request for Change of Minor
Homeland Security
Request for Discipline-Specific Global Issues Designation
PSY 353, Cultural Psychology, 3 s.h.
Announcements
Provosts Report
Interim Provost Hawkinson announced that the search committee for the Dean of the College of Fine Arts and Communication is now nearly formed and will shortly begin meeting.
Interim Provost Hawkinson announced that the graduate assistant for retention has been hired for the Student Development Office. He explained that this individual will work with faculty to obtain the names of students absent or having difficulties in their classes and will follow up with academic advisors and resident assistants to reach out to these students. Faculty teaching courses comprised primarily of freshmen will be encouraged to contact the grad assistant regarding their students absences.
Parliamentarian Kaul asked if the graduate assistant could also provide communication to chairs about student absences. Senator Thompson asked if students would be aware that faculty members had forwarded their names to the graduate assistant for follow up; for instance, whether the message going out to students will indicate that Professor X says you are missing his/her class. Interim Provost Hawkinson responded affirmatively. Interim Provost Hawkinson will be sending a TeleSTARS message to administrators and faculty in the near future informing them about the service, and will make sure that students and SGA receive the message as well.
Senator Rabchuk asked if Interim Provost Hawkinson foresees 鶹 moving toward some sort of attendance policy; Interim Provost Hawkinson responded he does not foresee the University moving beyond the current Faculty Senate policy, which states that Students are expected to attend all classes in which they are enrolled. Each faculty member determines his or her own policy dealing with class attendance. Senator Rabchuk suggested that if class attendance is identified as something hindering 鶹s retention rates, it might be possible faculty could lose that freedom. Interim Provost Hawkinson said he does not think 鶹s administration would change the current policy; there has been neither discussion regarding such a change nor any recommendation that it be changed. Senator Hironimus-Wendt clarified that students are expected to attend class, and each faculty member has the authority to decide how many absences are allowed. He noted that four Tuesday-Thursday and six Monday-Wednesday-Friday absences seems to be the general pattern for faculty, consistent with that allowed by Athletics. Senator Hironimus-Wendt likes the current policy because it puts the burden on faculty to engage their students.
Student Government Association (SGA) Report
(Autumn Greenwood, SGA Representative to Faculty Senate)
At last weeks meeting, SGA heard updates regarding the mock election; the Quad Cities event was cancelled, so the kick off will now occur only on the Macomb campus on October 25. Union Bookstore Director Jude Kiah is scheduled to speak to SGA tonight about the textbook rental program.
Other Announcements
Roger Runquist, Director, Center for Innovation in Teaching and Research (CITR)
Dr. Runquist noted that CITR offers tools on their website to help faculty keep track of attendance, which has become an issue of some importance of late. An attendance tracking system can be accessed at HYPERLINK "http://www.wiu.edu/citr" www.wiu.edu/citr by going to the Resources menu and choosing Faculty Electronic Resources. The Attendance Tracking System automatically becomes aware of the faculty members classes through his/her ecom user name which is used to access the system; faculty can see a list of students for their classes, including photos of each. Through a Quick Attendance function, faculty can see absences, excused absences, and times students were tardy. Full featured attendance provides for additional options, such as exporting attendance records, viewing class summaries for attendance at a glance, and choosing whether the attendance will default to present or absent.
Dr. Stryker asked if there is a way this information could be interfaced through the online course management system so that students can find out the times they have been absent without having to email their faculty members. Dr. Runquist responded that one option of the system allows faculty to email absence reports to all students in their classes; the report will include the days present and absent. He stated that CITR is also discussing a couple of other tools that would allow students to see their attendance records and set their preferences for emails.
Senator Hunter asked if the system is totally secure so that it could not be accessed if a faculty member were to use the system on a public computer and log off; Dr. Runquist responded the system is secure as long as faculty members log off and close all of the windows.
Senator Rabchuk asked if the system could be used with clickers for large mass lectures. Dr. Runquist responded that the current clicker system is fairly proprietary so 鶹 does not have the ability to do this. He added that it would be impossible to verify if a student was actually attending the lecture or letting another student use his or her clicker or cell phone to indicate attendance on the absent students behalf. Dr. Runquist stated that one professor is using the system in a mass lecture this semester; the largest class that he has had use the system so far was an RPTA class of about 57 students.
Dr. Runquist told senators that one feature would allow for faculty to add GA to each class by typing in an email address so that a grad assistant could take roll on behalf of the faculty member. He stated that currently 30,406 pieces of information have been added to the attendance database representing over 150 classes.
Senator McNabb asked how often the system is updated; Dr. Runquist responded it is updated every night. Senator McNabb asked if students will remain on the roll after they drop a class; Dr. Runquist responded that students who have dropped a class will show up with an asterisk beside their names.
Senator Thompson noted that there is the potential for all kinds of reports to be generated from this system; potentially, the Provosts office could find out through this system, for example, how many first year freshmen are missing classes, and the information could probably be broken down by majors as well. Interim Provost Hawkinson agreed that if all faculty used this attendance system, it could provide great data for the University, but he reminded senators that usage of the attendance system is entirely voluntary for faculty. He stated that it could have great impact on retention since the information can be transmitted via email to the SDO retention graduate assistant and students advisors. Dr. Runquist clarified that rather than have the SDO graduate assistant receive mass emails from faculty, CITR will probably write that individual an interface so that the graduate assistant can request reports of all students with absences between certain dates, for example, and have that data speedily compiled. Dr. Runquist told senators that new features are being added to the attendance system constantly, such as sending faculty an email when a student exceeds a set number of absences for his/her class.
Senator Anderson thanked Dr. Runquist for the new service, stating she has been utilizing the attendance system since it was introduced and thinks it is very easy to use. Dr. Runquist added that the system also works on the iPad as long as the user is connected to the 鶹 network.
Ms. Greenwood said she likes the system but would like for students to be able to view their records to double check that they are being updated accurately. Dr. Runquist stated that CITR is working on allowing students to be able to do this.
Chairperson Rock thanked Registrar Angela Lynn for her emailed response to questions about the plus-minus grading system, included in senators packets. Dr. Lynn responded to questions posed by a member of the faculty senate at Northern Illinois University, forwarded to Interim Provost Hawkinson and Chairperson Rock by Professor Lee Brice. In her email, Dr. Lynn indicates that 鶹 has seen a very slight decline in student GPAs under the plus-minus system; there was very little change in the overall percent of A, B, C, D, and F grades earned, and fewer students were dismissed at the end of fall 2010 compared to fall 2009. She elaborated that this is based upon a comparison of the average semesters for freshmen, sophomores, juniors, and seniors at the end of fall 2007, 2008, 2009, and 2010. The results showed a .026 increase in the average semester GPA in fall 2008 compared to fall 2007; a .015 increase in fall 2009 compared to fall 2008; and a .039 decrease in the average GPA in fall 2010 compared to fall 2009. An overall comparison of average semester GPAs from fall 2007 to fall 2010 shows only a .002 difference.
The number of student grade appeals/grade changes increased over 30 percent following implementation of the new system in fall 2010 compared with fall 2009; there were 189 grade changes in fall 2009 and 249 in fall 2010. Dr. Lynn added in her email that when she eliminated incompletes from final grade changes, the result was a total of 93 grade-to-grade changes in fall 2009 and 151 in fall 2010, which is just over a 62 percent increase. These numbers reflect only grade changes, not necessarily formal grade appeals. The number of formal grade appeals that were heard by the University grade appeal board decreased from six in 2009-2010 to two in 2010-2011.
Senator Maskarinec remarked upon the number of grade changes versus the number of grade appeals since the implementation of plus-minus. He asked if there is any way to determine how many grade appeals were filled within departments and never made it to the University level. Dr. Lynn responded that the only way to determine this number would be if departments report this information to CAGAS, but normally this data is not available.
Senator Maskarinec noted that the chart of the percentage of letter grades in undergraduate courses provided by Dr. Lynn shows 38.2 percent of As were given out in fall 2009 (not including incompletes, withdrawals, pass/fail grades, etc.), while in fall 2010 the chart shows 26.5 percent for A grades and 11.3 percent A- grades, a slight decrease in the total number of A grades. In fall 2009, 32.9 percent of the grades given out were Bs, while in fall 2010 the chart shows 9.6 percent B+ grades, 14.1 percent Bs, and 9.0 percent B- grades (or a total of 32.7 percent total B grades in fall 2010). He also noted that there were more D and F grades given out overall in fall 2010 than in fall 2009 (6 percent in fall 2010 compared to 5.6 percent in fall 2009 for D grades and 4.5 F grades in fall 2010 compared to 4.3 percent in fall 2009). Senator Maskarinec remarked that there were more plus (+) than minus (-) grades awarded in fall 2010, particularly in the case of C grades which show 6.5 percent were given C+ grades and 3.9 percent were given C-. He remarked that this would tend to increase students GPAs although the choice of A- but not A+ grades would tend to decrease the number of students receiving A grades.
Dr. Lynn explained that the difficulty in determining the impact of plus-minus grading hinges on the number of these types of factors involved. She noted that it would seem overall that students are performing less well, but in terms of what the University deems satisfactory (above C) and unsatisfactory (below C), the chart shows students performing better (71.1 percent of students receiving grades above C in 2009 compared to 77.1 percent above C in 2010), which made it difficult to say that the decrease in GPA overall was a result of the implementation of plus-minus.
Senator Maskarinec stated that he finds some of Dr. Lynns findings troublesome, particularly the fact that A- grades are going to decrease GPAs for 鶹s highest achieving students. He noted that the fact that there are 66 percent more C+ grades being given out than C- shows that average students are getting a much better break than the best students.
Senator Hironimus-Wendt stated it will be important to be able to do a comparison across years rather than a one-year comparison, but he commended Dr. Lynn on the good job she did with the available data. He noted that fewer students are being dismissed from the University since plus-minus was implemented, which is good because retention is a growing concern. Dr. Lynn noted that students receiving a grade of C miss the threshold needed to continue on probation, while a C+ allows them to remain. Senator Hironimus-Wendt stated he likes that 鶹 is tracking this and that fewer students are being dismissed which helps the University both economically and educationally.
Parliamentarian Kaul observed that when the A, B, C, and D grades are grouped together, the differences between the two years compared are very minor; 38.2 percent of letter grades in fall 2009 were As compared to 37.9 in fall 2010, 32.9 percent were Bs in 2009 compared to 32.7 in 2010, 19 percent of all letter grades were C in fall 2009 as compared to 18.9 percent in fall 2010, and D grades represented 5.6 percent in fall 2009 and six percent in 2010. Parliamentarian Kaul stated that it is too soon to know how to compare B+ with B- grades, but grouped overall the grade pattern seems similar to what has been occurring at the University before plus-minus. Dr. Lynn noted that, because its been only a year that plus-minus has been used, it is difficult to see if 鶹 is seeing a significant change one way or the other. She added that it will be more difficult to assess the impact once the University looks at fall 2011 because the grade replacement policy went into effect this semester, which changes the landscape completely.
Ms. Greenwood asked if Dr. Lynn has examined the data from each class individually freshmen, sophomores, juniors, and seniors and considered how grades have changed from those classes the year before. She wonders if freshmen have an easier time adjusting to the University grading scale while it might be harder for upper classmen who were used to the previous system at 鶹. Dr. Lynn responded that 鶹 for several years has looked at variations between freshmen classes and followed them as they continue their 鶹 educations, and GPAs always increase as students go on with their college careers; students generally receive their lowest GPA as freshmen and graduate with their highest GPA.
Senator Hunter asked if over the next few years it could be tracked whether there is any fluctuation in the percentage of faculty that send out mid-term early warning grades and whether plus-minus grading has any effect on that number. Dr. Lynn responded that the University does track the percentage of faculty sending out early warning grades, and a decrease has been seen in the number submitted. She related that formerly close to 70 percent of faculty sent early warning grades but that number has now decreased to about 60 percent. Dr. Lynn attributes this decrease to online grading; she noted that formerly faculty delegated early warnings to secretaries but now faculty must login and submit those themselves. Dr. Lynn has seen no change in the amount of faculty sending early warnings since plus-minus was implemented.
Chairperson Rock announced that faculty sessions with the candidates for Provost and Academic Vice President will occur from 4:00-5:00 p.m. on October 18 (Ken Hawkinson) in the Capitol Rooms, October 20 (Tom Erekson) in the Heritage Rooms, and October 27 (Philip Way) and November 1 (Dale Ostlie) in the Capitol Rooms.
Reports of Committees and Councils
Council for International Education
(Michael Stryker, Chair)
Operationalization of the Foreign Language Component of the Foreign Language/Global Issues Requirement
Dr. Stryker related that he, Dr. Lynn, Assistant Provost Ron Williams, and previous CIE Chair Kevin Bacon met two weeks ago to discuss questions from advisors about operationalization of the foreign language component of FLGI. He pointed out that language in the undergraduate catalog on p. 59 indicates that student can Successfully complete an intermediate foreign language requirement or demonstrate equivalent proficient by one of the following:
Complete three years of high school language study with an average grade of C or better.
For students whose native language is English, pass an appropriate test offered by the 鶹 Department of Foreign Languages and Literatures.
Complete, with an average grade of C or better, three semesters of university-level courses in a single language starting at beginner level at 鶹, or its equivalent through another university, college, high school, placement, or any combination thereof.
For international students whose native language is not English and who have been admitted to 鶹, satisfy 鶹s admission requirements for English language proficiency.
Dr. Stryker stated that advisors are hearing scenarios not specifically covered in these guidelines, such as students who wish to satisfy the FLGI requirement with a combination of high school and college foreign language courses. Dr. Stryker related that at the meeting he recently attended it was determined that, for the purposes of the first bullet point, one year of high school language study is the equivalent of one semester at the college level. He elaborated that if three years of study at the high school level with a grade of C or above satisfies FLGI, and if three semesters at the college level satisfies FLGI, then one year in high school can be operationally defined as one semester in college.
Senator Rabchuk remarked that the first bullet point seems to clearly indicate three years of foreign language study are required if a student uses that route to meet the FLGI requirement, and he does not know what the confusion is regarding that bullet unless it is that students take more than one language in high school. Dr. Stryker stated the problem is how to decide when students have satisfied the FLGI requirement when they come to 鶹 with some foreign language from high school and need to take more at 鶹.
Senator Werner stated she would assume that a freshmen coming to 鶹 with two years of high school Spanish would begin taking second year Spanish classes at 鶹; Dr. Stryker responded this is not necessarily the case and brings up a much larger issue. He said advisors are asking how to accurately advise students who have taken some foreign language at the high school level and perhaps some at the college level. He explained that is why the decision has been made that one year of high school foreign language is equivalent to one semester of college foreign language for purposes of advising. Senator Rabchuk expressed his general feeling that the three years of foreign language study would be something that must be accomplished in high school, and to combine high school and college-level foreign language study to a terminal level would mean that the additional semesters must be taken at 鶹 to equate to three years; if a student takes two years of Spanish in high school, two additional semesters at 鶹 would be necessary to complete the requirement.
Dr. Stryker stated that CIE has serious concerns that the current policy does not specify that the study in high school occur in a single language. The Council proposes in its report that the first bullet point be changed to read, Complete three years of high school language study with an average of C or better with at least two years of this language study in a single language. Dr. Stryker pointed out that foreign language study at the college level can be significantly different than that at the high school level, and a student who studies three different languages over the course of three years in high school will not necessarily have achieved a proficiency in a single language in terms of oral or written interpretation. Dr. Stryker pointed out that bullet point #3 requires that the university-level courses all be taken in a single language but that requirement is absent from bullet #1. He said CIE also discussed whether the four bullet points were intended by Faculty Senate to represent four separate ways to meet the requirement.
Senator Lauer pointed out that the sentence before the bullet points requires students to complete an intermediate foreign language requirement. He stated that the bullet points below this statement are equivalencies, and three semesters or three years of study of different foreign languages, even if could conceivably be argued to represent proficiency, would not equate to an intermediate level. Dr. Stryker clarified that the language used in the FLGI requirement is not CIEs; they are working with extant language and trying to be true to the original Senates intent while endeavoring to accurately assist advisors. Senator Lauer reiterated that the policy should be articulated as consistent with intermediate foreign language proficiency.
Senator Werner stated that when looking at the entire policy, students are required to complete one option; she asked if the goal of the FLGI requirement is for students to achieve proficiency or for them to be exposed to multiculturalism, adding that it seems to her to be the latter. She noted that when students take high school Spanish, they learn about the culture as well as being exposed to the language; although not necessarily achieving proficiency, they are being exposed to multiculturalism, and that seems to be the whole point of the FLGI package.
Dr. Stryker stated that a CIE member conveyed a concern from a foreign language professor that if students must take three semesters in a foreign language to satisfy the FLGI requirement, if a department has chosen that option as a choice for students, as opposed to one global issues course, it is a death knell for SCH production for the Department of Foreign Languages and Literatures. Senator Werner stated that it seems the idea of foreign language proficiency and whether the same quality of foreign language instruction is present at the high school as at the college level is entirely different than the thinking behind the global issues portion of the FLGI requirement, which stresses exposure to other cultures. Dr. Stryker related that CIE has struggled with the intent of the original language what is considered to be proficiency, and whether the intent is to expose students to different cultures and provide them with more broad based perspective. He stated that there are many issues that were not fleshed out in the original requirement and that are now coming to the forefront as the University tries to implement it.
Dr. Lynn asked what the difference is between GI and the multicultural requirement for General Education because what Dr. Stryker is describing is the intent of the Gen Ed multicultural requirement. She said the question of the different lists of options for satisfying FLGI comes down to the intent and whether these options are somewhat equal in what they are supposed to achieve. Senator Delany-Barmann stated that she was part of the original FLGI conversation, but she thinks the foreign language requirement is a misnomer. She stated that if three semesters of a foreign language, in bullet point #3, is equivalent to taking one GI class, it is a no brainer that most students will take the single GI class. She believes that if the University wishes to foster foreign language learning, it must be aggressive about it, but the current policy represents a foreign language loophole and is not serious enough.
Senator Maskarinec related that he served on the first incarnation of the ad hoc FLGI committee and chaired the second. He said the three years of high school foreign language was intended to be completed in a single language; the reasoning behind three years in a single language was that by the third year students would be exposed to more culture rather than just learning grammar. He related the ad hoc committee believed that a student completing three semesters of college-level foreign language would have achieved the intermediate level of that language. He noted that most students come into 鶹 with two years of foreign language study and would then have to take one course, not three. He pointed out that departments can choose how they wish their students to achieve the FLGI requirement; they can choose, for instance, only the foreign language option or only the global issues option. Senator Maskarinec stated that the main component of the FLGI requirement was for students to experience culture. He explained that FLGI is different than the Gen Ed multicultural requirement because students are specifically exposed to a different culture; the Gen Ed multicultural requirement can be comprised of cross-cultural components or womens issues, for example, rather than specifically global issues. He stressed that FLGI was meant to comprise strictly non-United States exposure to different cultures, which could be accomplished through foreign language study.
Senator Maskarinec explained that the three-semester requirement for college-level foreign language study represented a compromise developed with the chair of the Department of Foreign Languages and Literatures. He stated that the ad hoc committee understood that four semesters of a foreign language, with two semesters at the intermediate level, defined competency in that field, so the three semesters required for FLGI represents a compromise. He stated that at the time of the original study, the vast majority of students were entering 鶹 with two years of high school foreign language study, so most could achieve an intermediate level of proficiency with a single college-level course and meet the requirement.
Senator Rabchuk stated that when he previously served on Faculty Senate, he introduced the original College of Arts and Sciences request that recommended a foreign language requirement for the University and morphed into the current foreign language/global issues requirement. He believes it was unfortunate that the two were combined into a single requirement because they really are two different things. He agrees that the understanding at the time was that the three years of high school study were to be in a single language, but he does not think it is realistic to believe that students who have completed two years of a foreign language in their freshmen and sophomore years of high school are ready to start at the intermediate level in college.
Senator Hunter recalled that when this issue was discussed originally, there was a dichotomy of those that strongly wanted a foreign language requirement and those that were really not interested in that. He appreciates the settlement that was determined upon at that time because if a department wishes their students to take a foreign language they can require that, and the University has said that departments can make that determination. He said the question is whether the University wants to try to make students take a foreign language which didnt work previously because FLGI was the settlement of that discussion or is the University trying to expose students to different cultures, which they will achieve in their third year of foreign language study. He said if FLGI remains as it is currently, those wanting 鶹 students to take a foreign language may win the day eventually or, alternatively, FL may get moved aside because departments do not require students to choose that option.
Dr. Stryker pointed out that the current FLGI requirement is in the catalog, the Registrars office is dealing with it and Assistant Provost Ron Williams is trying to work with the requirement to make the campus transfer-friendly. He stated that efforts are being made to try to make 鶹 a place to which students can easily transfer and to make the process easier. Dr. Stryker clarified there are two issues that need to be determined: 1) what the FLGI requirement is, what the Faculty Senate thinks about it, and how the University should deal with it, and 2) how to advise students about FLGI. He stressed that a decision needs to be made about how to advise transfer students immediately while also determining how to make the FLGI requirement beneficial to students in the long run.
Senator McNabb pointed out that Dr. Stryker has indicated a decision to make one year of high school foreign language study equal to one semester of college level foreign language study, but the language on p. 59 of the undergraduate catalog does not support that. She noted that the first point of this section introduces the concept of intermediate proficiency, but bullet point #3 includes the phrase starting at the beginner level, which introduces inequality with one year of high school equating to one semester of college. She thinks the bullet points were intended to represent different starting points in the process; bullet point #3 indicates three semesters are necessary if a student starts at the beginning of the process, but if a student comes to 鶹 already at an intermediate level of proficiency or one course away, then presumably this requirement could be fulfilled with one course, not three. Dr. Stryker agreed this is correct.
Parliamentarian Kaul recalled that when FLGI was first discussed there were several departments which thought they would have difficulties accommodating a foreign language requirement because it would cause students to be unable to complete their majors within 120 semester hours; the FLGI compromise was developed for those departments that did not have that flexibility. He remarked that several senators have compared the two parts of the FLGI requirement to apples and oranges, but both are fruits, and individuals would benefit by having either; he believes FL and GI are two sides of the same coin.
Senator Rabchuk recalled that at the time FLGI was introduced, the basic issue was whether it is appropriate for the University to graduate a the well-educated 鶹 student prepared to deal with the global environment without that student having real exposure to the understanding of foreign languages and the ability to communicate with other people. He stated that the high school statement for foreign language proficiency represents something to give to high school counselors to let them know that in order to prepare students to be successful and graduate from a university they need that exposure to a foreign language. He believes this statement supports the idea of students preparing themselves for a university by undertaking foreign language study, and if they do that they are finished with the FLGI requirement. Senator Rabchuk believes that from a university and educational point of view, 鶹 is making the statement that knowledge of and proficiency in a foreign language is an important quality for an educated person.
Senator Hironimus-Wendt pointed out that five current senators were involved in the FLGI discussion five years ago, and it was a very difficult conversation. He stated that there are divisional and interdisciplinary differences that make a foreign language requirement unpalatable to some majors, departments, and divisions. He related that at the time of the original discussions, there was a small minority of individuals who truly wanted a foreign language graduation requirement, but that did not pass the Senate; the compromise FLGI requirement says that the University wants its graduates to be exposed to the global community in which everyone lives, which is consistent with the requirements of accreditation. Senator Hironimus-Wendt stated that as the Faculty Senate representative to the Higher Values in Higher Education committee he has found out that 鶹 is required in its mission statement to use the term global society to indicate the world in which 鶹 students are being educated to live. He stressed that the idea that 鶹 is educating students for the global community is important, and the FLGI requirement is 鶹s way of accomplishing that. He remarked that if the University wishes to make completion of this requirement easy for students, it could be included as a Gen Ed requirement because students who transfer in 60 semester hours have met that requirement, but if students are intended to meet the requirement individually it should be kept as a graduation requirement. Senator Hironimus-Wendt reiterated that the Gen Ed multicultural requirement can be completed domestically as well as globally, but requiring FLGI as a graduation requirement was intentional and says that 鶹 students will have some exposure to global issues beyond the shore of the United States.
Senator Singh stated that for him the issue is more fundamental: graduating 鶹 students without competency in a foreign language at any level in todays world is unconscionable. He recognizes that it would be difficult to accomplish this within the 120 hours maximum set for majors. Senator Singh believes the question of competency is a simple one: do students have the ability to read, write, and engage in basic conversation in a foreign language? He related that the vast majority of students who travel overseas have said that they wish they had taken a foreign language when they were much younger. Senator Singh stated that the FLGI requirement was a good start at the time it was written, but today he thinks the conversation needs to be how 鶹 can embed in the curriculum a method that provides its students with the ability to compete in the global landscape in 2011 and beyond. He believes students need to choose a language that is well accepted, not a computer language, and perform the tasks that are commonly accepted for comprehension such as reading and writing.
Chairperson Rock asked if students that have taken a foreign language in high school are asked to complete a foreign language placement test upon entering 鶹. Senator Rabchuk responded affirmatively. Chairperson Rock pointed out that even if students have completed two years of high school foreign language study, they may be placed in a more basic course at the college level. He asked if it should be made explicit that students with less than three years of high school foreign language study are required to take a competency or placement test so that 鶹 can decide how much more foreign language at the college level is needed.
Senator Maskarinec pointed out that Senator Singhs College and subunit within that College overwhelmingly opposed a foreign language requirement; the overwhelming opinion of the business faculty at that time was that students need to be exposed to the global culture, and business is conducted through translators. Senator Maskarinec pointed out that the FLGI requirement was crafted several years ago but is still in its infancy in terms of implementation; he believes it is far too early to start looking at what is wrong with FLGI in terms of what needs it meets and what the University is trying to accomplish with it because there is not yet any data on which to base conclusions. Senator Mascarinec pointed out that FLGI was debated for a year in the ad hoc committees and even more on the Senate floor, and many of those same discussions are now being rehashed. He encouraged senators to focus on questions about advising and recommendations about how to handle those issues.
Dr. Stryker related that the most recent CIE meeting revolved around the same kinds of cogent arguments that have been brought up at Faculty Senate, and it was generated by advisor-driven questions to Drs. Lynn and Williams. He stated that they are asking for help as to how to implement the requirement this year and one of their questions has already been answered: the first bullet is intended to indicate that high school students who have had three years of foreign language study in a single language have met the requirement. He stated that bullet point #3, however, raises a number of questions regarding the combination of high school and college foreign language study and how those can be combined so that it will be clear for advisors. Dr. Lynn stated that the answer to this question seems to be found at the end of bullet #3 where it states, of any combination thereof. She said that now that the single language clarification is provided for bullet point #1, students coming to 鶹 with two years of high school foreign language should be able to take one semester at 鶹 and fulfill the FLGI requirement according to the and any combination thereof stipulation. Dr. Lynn believes this is fairly straightforward as long as everyone agrees with this interpretation.
Senator Polley stated that the guidelines seem fairly clearly to indicate that there are four ways that students can satisfy the FLGI requirement, one of which is foreign language proficiency; then there are four ways that foreign language proficiency can be demonstrated. He noted that there are placement tests to determine, for example, if a student comes to 鶹 having had two years of foreign language in high school whether, because of the varying quality of high school courses, that student needs to take one additional semester of college foreign language or two, and students should be able to be placed in the appropriate courses to achieve the intermediate level of proficiency. Dr. Stryker asked if there is a mechanism when students arrive and their transcripts are evaluated that triggers them to take the appropriate placement exam without any language to that effect being specified in the undergraduate catalog. Dr. Lynn responded that high school transcripts are not loaded into 鶹s computer system; when an advisor notifies the Registrars office that a student has taken two years of high school foreign language, that is verified manually with the transcript. She believes that only when students intend to take a foreign language in college are they then tested to find out where they might place; Dr. Stryker clarified that this seems to be a student-driven process, and Dr. Lynn agreed.
Senator Rabchuk pointed out that the third bullet point indicates that students must somehow have completed the third semester of a foreign language, and if students have done that or its equivalent then they have fulfilled the FLGI requirement. He asked if advisors because of the FLGI requirement recommend to students that they should take the foreign language placement test as soon as they matriculate so that there is no exponential decay of knowledge. Dr. Lynn responded that advisors are talking to students about this, which is how so many questions have arisen.
Senator Hunter suggested deleting bullet points #1 and #3, which would leave only the bullets relating to taking appropriate foreign language placement tests. He stated the Department of Foreign Languages and Literatures can determine if students are proficient or need to take additional coursework. Senator Polley expressed his disagreement with deleting any portion of the FLGI requirement. He stated that if what is being sought is advice for the advisors in relation to students who have taken two different foreign languages in high school, he would recommend that advisors tell students to choose one of the languages or to try both while in college because completion of the FL portion of the requirement is student-driven and advisors must tell students it is up to them whether to pursue the foreign language route or take a GI course. Senator Polley said that it seems interpretation of the requirement is being made harder than it needs to be. Dr. Lynn stated the problem is that students think they have completed the requirement because they have taken three years of foreign language study, although it was in more than one language. She believes that the University is locked into the current published language for 2011-2012 because students taking classes right now are assuming that they have met the requirement, and transfer students have planned their next year of study thinking that FLGI is not an issue for them. Dr. Lynn believes that if there is to be a change in the interpretation of bullet #1, that change needs to be made for next year, and it needs to be specified as a single language. Chairperson Rock observed that the University normally allows students who have been incorrectly advised to appeal to CAGAS. Senator Polley, who chaired CAGAS last year, confirmed that students can appeal anything, and the Council discussed last year whether students should appeal to CAGAS or to CIE such issues as this one. He stated that any request for waiving the FLGI graduation requirement would definitely go to CAGAS. He stated that questions of what qualifies as passing the FLGI requirement should go to CIE.
Senator Hironimus-Wendt observed that Faculty Senate has offered qualification that the first bullet point should be amended so that catalog copy in future would specify three years in a single language with the understanding that in combination thereof in bullet #3 is meant as intending a third semester of foreign language regardless of how students achieve that. Senator Hironimus-Wendt stated that he would be hesitant about other catalog changes at this point, noting that FLGI is a requirement that is ultimately managed at the department level and at the student level, with departments stating whether they want students to have foreign language or global issues proficiency. He said that while he understands senators concerns, he believes they are in agreement about the intent of the requirement. Senator Hironimus-Wendt stated that he would like to call the question because the discussion has gone beyond the original intent.
SENATOR HIRONIMUS-WENDT CALLED THE QUESTION
Chairperson Rock observed that it appears that Faculty Senate is rejecting the proposal by CIE that bullet #1 be changed to specify at least two years of language study in a single language and asked the parliamentarian for next steps. Parliamentarian Kaul clarified that senators, if they wish, should object to the report as written, and can then make a separate motion if desired.
SENATOR HUNTER OBJECTED TO THE REPORT
Motion: That bullet #1 be changed to Complete three years of high school language study in a single language with an average grade of C or better. (Hunter/Made Gowda)
Friendly amendment: That this be reflected in catalog copy for next year.
MOTION WITH FRIENDLY AMENDMENT APPROVED 20 YES 0 NO 0 AB
Senate Nominating Committee
(Martin Maskarinec, Chair)
SENATE COUNCILS AND COMMITTEES:
Council on Campus Planning and Usage
Beth Hansen, Mathematics replacing David Rohall Spring 2012 A&S
UNIVERSITY COUNCILS AND COMMITTEES:
Committee on FYE Classes
Jongho Lee, Political Science replacing Brian Powell 2011-2012 FYE Experience
Radiation Safety Committee
Thomas Alton, Biology replacing Ruchard Musser Spring 2012 At-large
Student Publications Board
Tim Roberts, History replacing Binto George Spring 2012 At-large
Technology Security Committee
Yeongkwun Kim, Comp Sci replacing Larry Andrew 2014 B&T
There were no additional nominations; the slate of nominees was elected by acclamation.
Old Business None
He a
New Business None
Motion: To adjourn (Thompson)
The Faculty Senate adjourned at 5:35 p.m.
Bill Thompson, Senate Secretary
Annette Hamm, Faculty Senate Recording Secretary
PAGE
PAGE 7
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