Committees & DTFs

Approaches

 
Approaches to General Education
(All alternatives assume an agreed upon set of college-wide Expectations of an Evergreen Graduate)

1. The Original Proposal (A DTF idea) � Core & Inter-Area become cross-divisional and writing intense. � Require 2 consecutive quarters of cross-divisional programs. � Must be team-taught.
2. Planning Unit Leadership (Lee Lyttle's idea) The faculty via their PU's, assume the lead in creating programs in QR, Writing, and Arts/Aesthetics for their disciplines. Continued contribution 40% to Core and Inter-Area programs.
3. Assess/Discuss/Change/Assess (Bill Arney's idea) Construct a 5-year program to; � Study the nature of the problem, � Talk collectively about faculty responsibility regarding the problem, � Implement changes in structures, practices, and policies, � Study the effects of those changes.
4. The College-wide Covenant (Rob Knapp's idea) Establish a College-wide covenant around our Expectations of students.
5. Re-Centering the Faculty (Ruth Hayes' idea) Re-design organizational, spatial, and temporal structures of faculty life. � The Library as Faculty Center � More time for Cross PU discussions. � Morning Governance time linked to a weekly Faculty Lunch
Implications for Students
� A least 1-quarter of QR (required). � A least 1-quarter of Writing (required). � An Academic Plan (required). � More programs to meet Expectations.
� Maintain an Individual Academic Progress Journal. � Review progress towards meeting expectations after every program. � Faculty signature in Journal required.
� Clear statement of expectations, not requirements. � Incremental curricula changes that reflect revelations from the study. � Incrementally addressing expectations.
� Clear statement of expectations, not requirements, that all students would sign as a condition of admittance.
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Implications for the Faculty
� Increase Cross PU planning. � Creation of more programs that address Expectations which are relevant to a program's theme. � Student advising and Academic Plan review and sign-off for20-25 students. � Periodic Rotation into Inter-Area & Core to create very broad programs.
� Creation of programs that address Expectations which are relevant to a program's theme. � Student advising and Journal review and sign-off. � Participation in Communal Program Planning Institutes. � Periodic Rotation into Inter-Area & Core to create very broad programs.
� Participation in discussions to articulate expectations of students. � Participation in discussions to articulate responsibilities of the faculty. � Select academic leaders who can best help us make the needed changes.
� Creation of programs that address Expectations which are relevant to the program's theme. � Comment in evaluations on each student's progress towards meeting Expectations (Not linked to credit).
� Increase Cross PU planning. � Altered time for governance work coupled with lunch for more informal discussion opportunities.
Role of Student Advising
� Advising students on strengths and weakness of their Academic Plans. � Advise students on specific ways to meet Expectations.
� Advising students on strengths and weakness of their Journal. � Advise students on specific ways to meet Expectations.
� Participation in the study of Student Advising. � Incremental advising changes which reflect revelations from the study.
� Advise students on specific ways to meet Expectations.
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Role of the LRC or Library
� Support to programs in QR and Writing � Support to Faculty with program design for QR and Writing. � Develop materials/archive for QR and Writing.
� Support to programs in QR and Writing � Support to Faculty with program design for QR and Writing. � Leadership in designing Communal Program Planning Institutes. � Develop materials/archive for QR and Writing.
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� Library serves at center for Inter-Area program planning. � LRC supports programs in QR and Writing �
Faculty Development Support
� Paid Summer Communal Program Planning sessions. � Special Annual Planning Sessions just for the Inter-Area & Core groups.
� Paid Summer Communal Program Planning sessions. � Special Annual Planning Sessions just for the Inter-Area & Core groups.
� Creation of venues to articulate expectations of students. � Creation of venues to articulate responsibilities of the faculty.
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Required New Resources
� New hires knowledgeable in QR and Writing. � LRC budget augmentation. � Communal Program Planning funding.
� New hires across disciplines knowledgeable in QR dimension of their field whenever appropriate. � LRC budget augmentation. � Communal Program Planning funding.
� Funding for the studies.
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� Redesign of the Library re-model project.
Assessment
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� A 5-year specifically designed assessment project looking at programs planning sessions, program designs, advising, faculty teaching patterns, credit equivalencies, and student/graduate outcomes.
� A study of our students beyond credit equivalencies. � A study of Student Advising. � A study of teaching patterns and practices.
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6. Student Portfolio/Faculty Advisors (Stephanie Kozick's idea) Each student gets a pre-formatted Formal Portfolio containing; � List of Expectations � List of Disciplines that make a good liberally educated student, � A guide form to help students to advise on breadth, � Faculty review portfolio with students at each program's end.
7. Cluster Group Contracts (Patrick Hill's idea) Define GenEd as a student's ability to access basic knowledge in any area outside of their area of concentration. � Introduce Cross-area issues relevant to a student's area of concentration. � Content of group contracts chosen by students.
8. Greater Interdisciplinary Teams (Peter Pessiki's idea) Create more Interdisciplinary teaching teams as the main way to create broad Liberal Arts options. Weave expectations into these programs.
9. The 12/4 (Patrick Hill's idea) 12 credit programs become the norm for Coordinated Studies programs supplemented with numerous 4-credit modules. Imbedded modules in 16 credit programs possible.
10. The Spring Festival (A DTF idea) With 40% of the faculty create many spring quarter only programs. Fall and winter they teach traditional 2-quarter 16-credit programs. � Includes the existing 20% in Core and 20% in Inter-Area. � All spring programs must be cross or tri-divisional. � Creation of centers/clusters for cross-divisional programs.
Implications for Students
� Maintain a Formal Portfolio. � Review progress towards meeting expectations after every program.
� Student-oriented, individually tailored, access-oriented, group contracts that address broad subject areas.
� More choices for interdisciplinary options, especially in Core through which to meet expectations. �
� More curricula choices through which to meet expectations. � Relief from the demands of a 16 credit program.
� Spring as the chance to address many expectations in broadly inter-area programs, modules, or contracts. � More 2-quarter Core and Inter-area offerings.
Implications for the Faculty
� Student advising and Portfolio review.
� Increase Cross PU planning. � Teach more Inter-Area group contracts. � Faculty who rotate into the Library or specially trained faculty would lead these.
� More periodic rotation into Inter-Area & Core to create very broad programs.
� More programs offered to address expectations. � Relief from the demands of a 16 credit program. � Increased demands of teaching two programs.
� Spring as the chance to create broadly inter-area programs, 4 and 12-credit modules, lecture series, group contracts, senior capstone projects, or community service projects.
Role of Student Advising
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� Advise students on specific ways to meet Expectations.
� Advise students on specific ways to meet Expectations.
Role of the LRC or Library
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� Library and LRC faculty to be included on all teams.
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Faculty Development Support
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� Special Annual Planning Sessions just for the Inter-Area Contract teaching groups.
� Special Annual Planning Sessions just for the Inter-Area teaching groups.
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Required New Resources
� Production and distribution of Official Formal Portfolios.
� LRC & Library budget augmentation. � Inter-Area Contract Planning funding.
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� More classroom and lab space. � Additional revenue for an increase number of modules.
� More classroom and lab space. � Additional revenue for an increase number of modules.
Assessment
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