ࡱ> ` Cbjbj 1w%j j j j j j j ~ F*F*F*8~**L~ "F$*:,+"N+N+N+N++4$,EEEEEEE$FGhIEj /N+N+//Ej j N+N+E444/Tj N+j N+E4/E44Cj j EN+* 6zZF*1]DEE0"FqD>J1J>J(E>Jj E @,,4-l-@,@,@,EE64d@,@,@,"F////~ ~ ~ B~ ~ ~ B~ ~ ~ j j j j j j  WESTERN ILLINOIS UNIVERSITY Regular Meeting of the FACULTY SENATE Tuesday, 8 March 2005 4:00 p.m. Capitol Rooms - University Union A C T I O N M I N U T E S MEMBERS PRESENT: Ms. Allen, Mr. Bacon, Mr. Bennett, Mr. Blankenship, Mr. Brice, Mr. Callister, Mr. DeVolder, Mr. Erdmann, Mr. Espahbodi, Ms. Jelatis, Ms. Livingston-Webber, Ms. Mahoney, Ms. McCain, Mr. Radlo, Ms. Shouse, Mr. Thompson, Ms. Wolf, Ms. Young Ex-officio: Karen Mann, Parliamentarian; Joseph Rallo, Provost MEMBERS ABSENT: Mr. Adkins, Mr. Durkin, Mr. Meegan, Ms. Thomas GUESTS: Andy Baker, Carolyn Blackinton, Rita Creger, Judi Dallinger, John Drea, W. Buzz Hoon, Mary Kubasak, Steve Rock, Danny Terry I. Consideration of Minutes 22 February 2005 APPROVED AS DISTRIBUTED II. Announcements Approvals from the Provost 1. Requests for New Courses a. CHEM 451, Applications of Forensic Chemistry, 3 s.h. b. CHEM 452, Forensic Toxicology and DNA Analysis, 3 s.h. c. SPAN 192, Accelerated Elementary Spanish, 4 s.h. 2. Request for New Major a. Forensic Chemistry Request for WID Approval a. CHEM 401, Inorganic Chemistry III, 4 s.h. Requests for Inclusion in General Education Humanities AAS 282, Black Theatre, 3 s.h. AAS 283, African American Folklore, 3 s.h. B. Provosts Report Provost Rallo announced that the NCA visit on behalf of 鶹s proposed Educational Leadership doctoral program will be March 20-22. He estimates a final decision will not be announced before five to six months after the visit. Provost Rallo announced that Senator Jeanette Thomas will give her Distinguished Faculty Lecturer presentation at 7:00 p.m. Thursday, March 31. The Provost also announced that 鶹 has had two Fulbright proposals accepted for group study abroad in Korea and Ethiopia. C. SGA Report - None Other Announcements 1. Chairperson Blankenship told senators he has requested reports from the strategic plan implementation teams, Deans Council subcommittees, the American Democracy Project, and the Theme Committee as to their activities during the past year. He related as examples that one implementation team is looking at a budget for visiting speakers, which is something the Theme Committee would be interested in hearing about, while CAGAS would be interested in hearing results from the implementation team on academic standards, so the reports to Senate can be one communication tool between these various groups. 2. Chairperson Blankenship informed senators that the Plus-Minus Grading Report prepared by Arizona State University, which was not included in packets, has been posted to the Faculty Senate website, along with the CAGAS Report on Plus-Minus Grading. 3. Faculty Senate is sponsoring a multicultural forum to be held from 3:00-4:30 p.m. Wednesday, March 9 in the Union Capitol Rooms. Chairperson Blankenship reminded senators the forum is a result of a discussion which began on the Senate floor regarding curriculum approval, and the Executive Committee wished to bring the conversation to a broader University-wide level. He encouraged senators to attend tomorrows session. 4. Faculty Senate, Faculty Development, UPI, and the 鶹 Organization for Women are co-sponsoring a brown bag discussion on Pension Reform, SURS, and You at noon on March 30 in Horrabin Hall 1. This date was incorrectly reported as March 31 in the Announcements in senators packets. 5. Chairperson Blankenship said that when the IBHE Faculty Advisory Council met at 鶹 the week before last, one topic of discussion was faculty workload. Steve Rock, 鶹 representative to the FAC, has asked if any faculty members or senators would be willing to provide information about their typical work day or week in an attempt to counter the perception of legislators and the public that faculty work load is nine hours per week. At the Executive Committee meeting, Parliamentarian Mann had suggested that data from the UCLA survey on behalf of the American Democracy Project might be useful for such documentation. But Chairperson Blankenship contacted American Democracy Project co-chair Mario Morelli, and the results of that survey are not yet available. A reminder was sent out to some faculty groups to try to obtain more responses to the survey, and Chairperson Blankenship said the results should be available by the end of the semester. He told senators if they wish to volunteer documentation of their typical work day or week, to contact Steve Rock or himself. 6. Chairperson Blankenship told senators the University Theme Committee used suggestions it received to work with guidelines in the University Strategic Plan to determine themes for the next three academic years. For 2005-2006, the theme will be Global Challenges and Personal Responsibility. Chairperson Blankenship said the theme will become more specific in the following years, with Global Challenges and Personal Responsibility in the Area of Cultural Diversity as the theme for 2006-2007, and Global Challenges and Personal Responsibility in the Area of Environmental Sustainability for 2007-2008. Chairperson Blankenship explained its difficult to get everyone to embrace a particular idea, but the Theme Committee hopes to get the campus community engaged in a common dialogue. He said the Theme Committee will be giving a report to Senate at an upcoming meeting. 7. A request for nominating petitions has been posted to replace Darlene Young during her Fall 2005 sabbatical. The deadline for petitions to be received is March 23. 8. Mary Kubasak, Assistant Director of Student Activities Programs, spoke to senators about 鶹 service learning activities. She said 鶹 has a strong commitment to encouraging volunteerism, and the Office of Student Activities is trying to encourage service learning in particular. Ms. Kubasak defined service learning as a type of experiential learning that engages in service within the community as an integrated aspect of a course. She also provided a definition from Thomas Erlich: The various pedagogies that link community service and academic study so that each strengthens the other. According to Ms. Kubasak, the key to service learning is that it is both course based and credit bearing. She told senators that if an ESL student translates a fable from his country to his class, that is learning; if he is assigned to tell it to community middle school children, that is service learning. Another example she used is when a student volunteers to help disabled students, that is service; but when that student writes a research paper about the experience, that is service learning. Ms. Kubasak clarified in response to a senators question that service learning is not volunteering because it is required, not optional. Campus Compact, a national and state organization of which 鶹 is a member, gave 鶹 Volunteer Services funding to conduct a faculty survey a few years ago regarding the awareness of service learning on our campus. Ms. Kubasak reported that 26 percent of those responding had their students working in local schools, 15 percent had assigned service learning with agencies such as the Red Cross, and 29 percent had students participate in service learning activities with community members. Fifty to 75 percent of those responding thought service learning was a somewhat or very effective tool, and 30 to 40 percent were somewhat or very likely to implement service in their curriculum. Ms. Kubasak said 鶹s service learning activities are not collected in a central area at this time. She said service learning is being done extensively at other institutions, and some have a service learning office or coordinate activities through their Faculty Development offices. Ms. Kubasak said the Office of Student Activities has lists of schools that promote service learning and different classes in which it has been implemented, as well as brochures and studies of service learning elsewhere. She distributed to senators an OSA brochure on Volunteer Services. According to Ms. Kubasak, 33 community programs have signed up to work with Volunteer Now and are listed on their website ( HYPERLINK "http://www.volunteernow.info" www.volunteernow.info). She said 鶹s All Volunteer Effort (WAVE) has grown from 30 members a few years ago to 120 currently. She also told senators that Campus Compact has grant money available to aid in service learning activities; their website is  HYPERLINK "http://www.compact.org" www.compact.org. One senator stated that Paula Wise is looking at service learning programmatically through the Excellence in Undergraduate Education implementation team, and Chairperson Blankenship said that Faculty Senate would be happy to work with any recommendation the implementation team should determine. Ms. Kubasak added that unless a University organization such as Faculty Senate gets behind service learning, all the efforts will be piecemeal. III. Reports of Committees and Councils A. Council on Curricular Programs and Instruction (W. Buzz Hoon, Chair) Requests for 鶹 in Majors a. Agriculture b. Interdisciplinary Studies CHANGES IN MAJORS APPROVED Request for New Major a. Supply Chain Management Change: Change Supply Chain Management core to 18 hours instead of 24 hours. NEW MAJOR APPROVED WITH CHANGE 3. Revised CCPI Policies and Procedures Request for Approval CCPI Chair W. Buzz Hoon told senators the policies and procedures were changed to accurately reflect the duties and responsibilities of CCPI as revised in the Senate bylaws last spring, as well as to add information on recently approved multiple titles course procedures. It was suggested that references to provost in two sections be changed to academic vice president for consistency. Senators discussed CCPIs recommendation to remove procedures for grant-driven courses from the document. The policy currently specifies that all requests for courses funded through grant money should be noted as such in a memo attached to the request; that grant-funded courses numbered as 275/475 or 450 must abide by the specified guidelines for those types of courses; that grant-driven courses may be designated a specific departmental course number if desired; and that they will not appear in the catalog. Senators asked what would happen if procedures for grant-funded courses were not specified: would courses funded through grant money still go through the faculty approval process. Provost Rallo stated that any course that becomes part of 鶹s curriculum would need to go through the curriculum approval process before it would be approved by him. Parliamentarian Mann stated that even if the course would not be part of 鶹s curriculum, faculty would still want control over those courses that are offered. Provost Rallo asked if the proposed course would have to be go through the approval process before the grant is awarded or after. One senator noted that the approval process can take time so it would have to be done before the grant request could be submitted. Provost Rallo wondered what would happen if the approving bodies refused the course request. Chairperson Blankenship added that a denial of a request for a grant-funded course would be crippling to the grant writing process. Senator Bacon noted that Agriculture has offered a number of grant-funded courses under the title of Special Problems. Chairperson Blankenship stated that although there has not been a grant-driven course request submitted in quite some time, faculty would want to make sure that sufficient guidelines are available to process the request in the event that one is submitted. SENATOR LIVINGSTON-WEBBER OBJECTED TO THE REPORT Motion: To restore the report to the agenda (Espahbodi/Mahoney) MOTION TO RESTORE APPROVED 17 YES 0 NO 1 AB Motion: To approve the CCPI Policies and Procedures exclusive of Part IV.D., Grant-driven Courses, and to ask CCPI to investigate this procedure further (Livingston-Webber/Thompson) MOTION APPROVED 17 YES 0 NO 1 AB Chairperson Blankenship offered to contact the Office of Sponsored Projects for further information about grant-funded courses and to forward the information to the CCPI Chair. Ad Hoc First Year Experience Subcommittee of the Deans Council (Judi Dallinger, Assistant Provost for Undergraduate Studies, Chair) Status Report Dr. Dallinger told senators that in the report to Senate, she endeavored to focus most closely on topics relevant to faculty and not as much on what is going on in the residence halls, although a lot of academic skills will be offered in the residence halls rather than in the classroom. According to the report, the current FYE Committee was charged to assume responsibility for the development, leadership, and implementation of the University First Year Experience (FYE). Coordinate with appropriate academic, American Democracy Project, Faculty Senate, and Student Services committees and units, including Admissions, to insure success of the FYE. Develop, allocate, and monitor the budget for the FYE. Jointly design, with the Office of Student Development and Orientation, an integrated academic affairs/student services new student orientation program for implementation with the incoming fall 2005 class. The report states that the FYE Committee has approximately 25 members and meets once a month, with minutes posted on their website ( HYPERLINK "http://www.wiu.edu/provost/FirstYearExperience/index.shtml" www.wiu.edu/provost/FirstYearExperience/index.shtml). According to the report, it is estimated that over 100 sections of FYE classes will be offered each semester with classes of about 20-22 students. Dr. Dallinger directed the senators attention to the Description of FYE classes. The report states that FYE classes will be special sections of existing 鶹 classes and will be designated with a Y suffix following the course number. Students will enroll in one FYE class in the fall semester and one in the spring semester of their first year. According to the report, These FYE sections will be similar in substance to the standard, non-FYE class However, these courses will integrate co-curricular activities such as library instruction and/or research, participation in activities centered on the annual university themes and American Democracy Project presentations, public lectures, plays, films, concerts and musical events, and community-based learning projects in order to provide 鶹 students with some of the benefits traditionally associated with a small, liberal arts experience and to facilitate the transition to university life. Dr. Dallinger stated she hopes to get from the deans tomorrow an official list of people teaching FYE classes in fall. She told senators that a subcommittee is working on guidelines for faculty teaching FYE classes, and a series of four informational meetings is being planned for the second week after spring break so that faculty can fit one of the meetings into their schedules. Hands-on training workshops will be offered later in the spring, according to Dr. Dallinger, and materials are being developed that will be given to all faculty teaching FYE classes. When asked by a senator as to the definition of co-curricular events, Dr. Dallinger responded that a list of co-curricular activities is being developed to act as a non-exclusive guideline and that faculty would not be limited to activities on the list. The FYE Committee is also planning a website that would list possible activities, and Dr. Dallinger hopes that a kind of reservation system can be set up so that faculty could indicate how many FYE students are expected to attend an event so that an appropriate venue can be assured. One senator asked what the incentive is for students to participate as peer mentors and if FYE faculty could recruit their own. Dr. Dallinger responded that $250 per semester has been budgeted to pay peer mentors. She stated that the plan currently is to ask FYE faculty to nominate a peer mentor that they think would be appropriate for their class, perhaps someone who has either taken the FYE series or who has done well in the facultys major or area. When asked if FYE faculty would be assigned peer mentors without their input, Dr. Dallinger responded that peer mentors would not be assigned to faculty in that way, but that faculty could ask the FYE Committee for names of good mentors to consider. She said the FYE Committee plans to develop a definition of a good peer mentor and that Student Services will have suggestions for students who might make good peer mentors. The FYE Committee hopes at some point to establish theme-based learning communities where several students and peer mentors would live together on a residence hall FYE floor and attend FYE classes together. One senator asked what peer mentors would be doing for the FYE program, and Dr. Dallinger responded that they will be expected to attend the co-curricular events where some faculty might expect them to take roll and perhaps lead a conversation after the event. She stated peer mentors will be trained in discussion leading and in how to be a resource for the other students in the class. She added that faculty may want the peer mentors to come to the class all of the time, but there will be a fair amount of faculty prerogative regarding the role of peer mentors. One senator remarked on the requirement that all FYE classes will be expected to incorporate writing assignments (with opportunity for revision) representing a minimum of 25% of the graded material in the course. Dr. Dallinger stated that one of the issues regarding the W requirement that is being discussed in some campus committees is that the same faculty that teach FYE classes are often the ones that volunteer to teach W classes. The visiting professors and other faculty who replace the FYE faculty in their regular classes, however, may not be willing to teach W classes. Dr. Dallinger told senators that there are a group of people who feel the requirement should be moved into FYE since writing is required in all General Education courses. Dr. Dallinger told senators that the parent response to the First Year Experience has been very positive. She attended six welcome receptions that the Admissions Office held for students primarily freshmen that have been accepted to 鶹, and described the residence hall and course expectations to parents who stopped by her FYE table. Dr. Dallinger stated the parents were very enthusiastic about the program, telling her it makes them feel much better about sending their students to 鶹. In response to a question about the possibility of making the First Year Experience a graduation requirement, Dr. Dallinger said that is being discussed as a possibility for the future, but certainly will not occur this fall, and Faculty Senate will be informed if that discussion begins in earnest. She said the FYE evaluation package would need to be assessed first in order to determine if the program is working. Another senator remarked that it would be difficult to make FYE a graduation requirement because of transfer students. Provost Rallo stated he had formerly believed that most students transferring to 鶹 already had their associates degrees, but he recently found out that is not the case. He also found out that 鶹 considers a student transferring in with only one credit hour to be a transfer student who cannot, at this time, participate in FYE. Provost Rallo has asked the Registrar to reconsider how transfer students are defined at 鶹, and Dr. Dallinger added the Registrar has indicated that the definition of a freshman as anyone with less than 22 semester hours will be extended to transfer students. Senators discussed the issue of non-traditional students, such as returning parents who cannot be expected to live in the residence halls. Dr. Dallinger said that hopefully the majority of FYE participants will match the program criteria and be able to participate in the residence hall experience, and others will be considered on a case-by-case basis. In response to a question, Dr. Dallinger stated the report from the pilot FYE program is not yet available. Chairperson Blankenship told senators he will see if he can get feedback about the pilot program from Martin Dupuis, who has spearheaded that effort. Dr. Dallinger stated the subcommittee is running to try to get a good FYE program established by this fall, but she anticipates that it will be an even better program in future. Provost Rallo remarked that he does not expect the planning group will remain an ad hoc Deans Council subcommittee. A senator asked if there is funding available to create new out-of-class events that are not currently offered at 鶹. Dr. Dallinger stated there is not currently money earmarked for such development, but that the Theme Committee has requested funding and Faculty Development offers grants for which faculty can apply to help support co-curricular events. She added the budget does have built into it about $200 per FYE faculty member to use however they wish for their class. Dr. Dallinger told senators the majority of FYE money will go toward hiring faculty to teach the students displaced by the FYE program, those students who are left over after the FYE students and professors are pulled from the regularly offered courses. Chairperson Blankenship thanked Assistant Provost Dallinger for the report and for guiding the FYE Committee. Council on Admission, Graduation, and Academic Standards (Steve Rock, Chair) Plus/Minus Grading Report SENATOR DEVOLDER OBJECTED TO THE REPORT Motion: To restore the report to the agenda (Espahbodi/Thompson) MOTION TO RESTORE APPROVED 16 YES 1 NO 0 AB Senator DeVolder explained that the report shows CAGAS voted only 6-5 in favor of adopting plus-minus grading, and that if Faculty Senate accepted the report, plus/minus grading would become a reality, whereas his objection allowed discussion of the issue. Chairperson Blankenship stated the CAGAS report is a result of a request by a faculty member that this issue be reexamined. CAGAS had assessed the possibility of plus/minus grading in 1988-89 and it was closely defeated at that time, so it was felt by the Executive Committee that the issue deserved to be examined again. CAGAS Chair Steve Rock pointed out an inaccuracy in the report in that it indicates on page 5 that Northern Iowa does not offer plus/minus grading; he said their grading system is identical to 鶹 Washington University. Also, on page 6, the report states, None of these nine state universities use a plus/minus system, but the number of universities listed is actually 12. Chairperson Blankenship stated he disagrees with a statement on page 2 of the report: Almost 34% of faculty indicated that they do not use plus or minus grades now on course assignments. This suggests that a certain number of faculty members would not give plus or minus grades even under a new system that permitted them. Chairperson Blankenship stated he does not necessarily agree with the inference; he stated that faculty may not be using plus/minus grading currently because it does not reflect what is being reported out at the end of the semester. One senator, referring to a survey of current 鶹 students, asked if students dont favor switching to a plus/minus system, why change something that is not apparently broken. The senator described grading as more of an art than a science, and stated that a plus/minus system would allow faculty in disciplines where grading might be more subjective, such as the humanities and fine arts, to have a wider range of grades to choose from. Another senator stated his support for the system because one of his students expressed his concern about the possibility of not getting into grad school since three-tenths of a percentage point can make a big difference. The senator added that all of the other students in his classes hated the idea of plus/minus grading, and he thinks the current system encourages mediocrity because students who only need an 81 percent to get a B under the current system may not work as hard as they might if an 81 percent were a B-. Another senator stated his students also were all opposed to plus/minus grading because it would change the significance of each assignment in defining the final grade. He added although plus/minus grading would more accurately reflect student performance, he would hope that persons looking at transcripts would not consider any course in isolation so it would have a minimal impact on the big picture of a students overall quality. A senator asked if it would make a difference to potential employers to see plus/minus grades reflected in student transcripts, and Provost Rallo responded that he has worked under plus/minus systems on six campuses and believes it is more of a nuance than a significant difference. One senator suggested that a good resource to examine when considering the impact of plus/minus grading would be to ask Graduate Studies to audit the transcripts of transfer students who come into 鶹 from a plus/minus system. A senator who has both taught and studied under plus/minus systems stated that it is helpful to have when one student in a class is working at the 89% level, another is doing 80% work, and both would receive the same grade. She added there is a lot of difference between a low A and a high B grade. Provost Rallo pointed out that no other state university in Illinois currently utilizes plus/minus grading and asked senators to consider if it is worth implementing this system if 鶹 would be the only state institution to do so. One senator responded that the impact on students wishing to enter grad schools where three-tenths of a percentage point can make the difference in admission would be a good enough argument to adopt plus/minus grading regardless of the actions of other Illinois schools. Another senator remarked that if that kind of accuracy is a serious concern, 鶹 should consider adopting a strictly numeric grading system. A senator stated his disagreement with the CAGAS reports conclusion that grade appeals could triple under a plus/minus system. He stated that since it is not such a big leap from a C+ to a B-, the whole end-of-semester personal student appeals may not escalate to a formal appeals process as readily. But another senator stated that although formal appeals may not increase, a plus/minus system would give students more cause to whine at the end of the semester. Another senator stated that while he may not raise a students grade by a full percentage point, he might be more likely to reward a deserving student with three-tenths of a percentage point to get them to the next level. One senator pointed out that some departments require a grade of C in order to take the next level of some courses, so that if they receive a C- they would be very motivated to appeal the grade. It was pointed out that faculty could still choose to issue grades of simply A,B,C, etc. under the plus/minus system, but several senators felt that students would not let them. In response to a question as to what would be involved in converting to a plus/minus system, Dr. Rock referred senators to a paragraph in the report that quotes Information Management Systems Assistant Manager Dallas Mowen in which he concludes that it would currently take at least one and a half years to convert. It was pointed out, however, that 鶹 plans to upgrade to the more sophisticated DBII software platform in two years, at which time conversion would be much more effortless. One senator pointed out that waiting for the DBII system implementation would not require much more time than immediate conversion so recommended revisiting the issue when the new system is in place. But Chairperson Blankenship responded that CAGAS has put a lot of work into the report and sometimes when a decision is postponed it can be forgotten. Senators discussed whether a straw vote or a resolution of support would be an appropriate course of action. Parliamentarian Mann also pointed out that if plus/minus grading is approved, Senate will want to consider endorsing one of the specific systems detailed in the CAGAS report and perhaps asking CAGAS to report on implementation of that particular system. Motion: To approve a plus/minus grading system (Thompson/Jelatis) Friendly Amendment: To implement the plus/minus grading system at the time of the DBII conversion (Bacon) One senator asked why advisors opposed plus/minus grading. Another senator answered that their opposition is based on the phenomenon that students with a C- would not be able to progress to the next level in some programs whereas they could under the current system. But Dr. Mann pointed out that if those programs specify that students must have a 2.0 average to advance rather than specifying a letter grade, the problem would become a non-issue. Senator DeVolder, who chairs the Graduate Council, pointed out that the same sort of issue would be apparent at the graduate level if plus/minus grading were approved because if a graduate student has all Bs except for one B-, that student would not be eligible to receive a degree under the current rules of the Graduate School. Since a B- is not an unacceptable grade, a degree would be denied to someone who has not received a C in graduate coursework, and current standards would have to be revised as a result of the decision to implement plus/minus grading. But Chairperson Blankenship remarked that the student would just need to maintain a 3.0 average to graduate. SENATOR BACON CALLED THE QUESTION Motion: To cut off debate (Bacon/Mahoney) MOTION TO CUT OFF DEBATE APPROVED 16 YES 0 NO 1 AB MOTION WITH FRIENDLY AMENDMENT APPROVED 10 YES 6 NO 1 AB Senator Espahbodi expressed his appreciation for all of the work the CAGAS subcommittee expended on preparing the plus/minus report. IV. Old Business - None V. New Business - None Motion: To adjourn (Livingston-Webber/Brice) The Faculty Senate adjourned at 5:55 p.m. Julie Mahoney, Secretary Annette Hamm Faculty Senate Recording Secretary     PAGE  PAGE 9 3ABJW ! )   ''(((4(5(")#)G)vhC:0JCJaJjhC:CJUaJjhC:CJUaJhC:5CJ\aJhC:CJaJ hC:>*hC:>*CJaJhmCJaJhC:5>*CJ\aJhC:56CJ\]aJhC:6CJ]aJhC:5CJ\aJhC:CJaJhC:.BXYc ! "    & F  @&^ `  ^ `@&$a$$@&a$@&B ! " > v   . 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