Approaches2

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

Define and assume responsibility for your own work.

Faculty and the Advising Center work with students to maintain a required Academic Plan which guides a student's towards weaving the college's other expectations with their own voice and interests. Initiate a series of Academic Advising Days in the spring.

Faculty and the Advising Center work with students to maintain a required Individual Academic Progress Journal which guides a student's towards weaving the college's other expectations with their own voice and interests.

Study how we're failing students here and talk collectively about faculty responsibility for changes. Incrementally implement changes in our structures, practices, and policies and, study the effects of those changes.

Place this expectation in the Covenant which students are required to sign. Faculty are obligated to create programs fulfillment of this expectation. Comment in evaluations on a student's performance.

Uncertain how this expectation would be met under this approach.

Participate collaboratively and responsibly in our diverse society

Generally, little change from current program activities.

Generally, little change from current program activities, but the more discussion on this expectation may be warranted within Planning Units.

Study how we're failing students here and talk collectively about faculty responsibility for changes. Incrementally implement changes in our structures, practices, and policies and, study the effects of those changes.

Place this expectation in the Covenant which students are required to sign. Faculty are obligated to create programs fulfillment of this expectation. Comment in evaluations on a student's performance.

Uncertain how this expectation could be met under this approach.

Demonstrate independent, critical thinking

Generally, little change from current program activities.

Generally, little change from current program activities, but the more discussion on this expectation may be warranted within Planning Units.

Study how we're failing students here and talk collectively about faculty responsibility for changes. Incrementally implement changes in our structures, practices, and policies and, study the effects of those changes.

Place this expectation in the Covenant which students are required to sign. Faculty are obligated to create programs fulfillment of this expectation. Comment in evaluations on a student's performance.

Uncertain how this expectation would be met under this approach.

Use of qualitative & quantitative modes of inquiry to address practical and theoretical problems

Intensify existing 40% to Core and Inter-Area programs. Require students to complete one quarter of a QR intensive program. Require students to complete 2 consecutive quarters cross-divisional writing intensive programs.

Through the Planning Units the faculty discuss & design Writing, QR and Aesthetic concepts and that are relevant to faculty in their area. They plan a targeted number of these programs to be offered each year. To insure breadth, Planning Units continue the requirement to contribute 20% to Inter-Area programs. Summer Communal Program Planning for Inter-Area faculty is initiated.

Study how we're failing students here and talk collectively about faculty responsibility for changes. Incrementally implement changes in our structures, practices, and policies and, study the effects of those changes.

Place this expectation in the Covenant which students are required to sign. Faculty are obligated to create programs fulfillment of this expectation. Comment in evaluations on a student's performance.

Uncertain how this expectation would be met under this approach.

Communicate effectively and competently

Generally, little change from current program activities.

Generally, little change from current program activities, but the more discussion on this expectation may be warranted within Planning Units.

Study how we're failing students here and talk collectively about faculty responsibility for changes. Incrementally implement changes in our structures, practices, and policies and, study the effects of those changes.

Place this expectation in the Covenant which students are required to sign. Faculty are obligated to create programs fulfillment of this expectation. Comment in evaluations on a student's performance.

Uncertain how this expectation would be met under this approach.

In a culmination project show depth, breadth, synthesis of learning

This approach is silent on fulfilling this expectation.

This approach is silent on fulfilling this expectation.

Study how we're failing students here and talk collectively about faculty responsibility for changes. Incrementally implement changes in our structures, practices, and policies and, study the effects of those changes.

Place this expectation in the Covenant which students are required to sign. Faculty are obligated to create programs fulfillment of this expectation. Comment in evaluations on a student's performance.

Uncertain how this expectation would be met under this approach.

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. � Emphasis on basic-level knowledge outside of an area of concentration.

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.

Define and assume responsibility for your own work.

Faculty and the Advising Center work with students to maintain a required Academic Plan which guides a student's towards weaving the college's other expectations with their own voice and interests.

Faculty and the Advising Center work with students to weaving the college's other expectations with their own voice and interests. Students self-define their interests and express these in the demand for cluster contracts. Faculty would plan and sponsor cluster contracts around these interest areas.

A greater number of very broad interdisciplinary programs would offer more opportunities for students to fulfill this expectation.

While it is uncertain how this expectation would be met under this approach, a greater number of modules and 12 credit programs would offer more opportunities for students to fulfill this expectation.

Faculty and the Advising Center work with students to weave the college's other expectations with their own voice and interests. A greater number of very diverse spring programs would offer more opportunities for students to fulfill this expectation.

Participate collaboratively and responsibly in our diverse society

Faculty and the Advising Center work with students to maintain a required Academic Plan which guides a student's towards weaving this expectation with their own voice and interests.

Certain cluster contracts would incorporate this as a learning objective.

A greater number of very broad interdisciplinary programs would offer more opportunities for students to fulfill this expectation.

Specifically designed modules and 12 credit programs would incorporate this as a learning objective.

A greater number of very diverse spring programs would offer more opportunities for students to fulfill this expectation. Comment in evaluations on a student's performance.

Demonstrate independent, critical thinking

Faculty and the Advising Center work with students to maintain a required Academic Plan which guides a student's towards weaving this expectation with their own voice and interests.

Certain cluster contracts would incorporate this as a learning objective.

A greater number of very broad interdisciplinary programs would offer more opportunities for students to fulfill this expectation.

Specifically designed modules and 12 credit programs would incorporate this as a learning objective.

A greater number of very diverse spring programs would offer more opportunities for students to fulfill this expectation and for faculty to teach it.

Use of qualitative & quantitative modes of inquiry to address practical and theoretical problems

Faculty and the Advising Center work with students to maintain a required Academic Plan which guides a student's towards weaving this expectation with their own voice and interests.

Certain cluster contracts would incorporate this as a learning objective.

For breadth in areas deemed deficient, create more teams with faculty from the broadest range of backgrounds, especially in Core.

Specifically designed modules and 12 credit programs would incorporate this as a learning objective.

40% of all programs must be cross- or tri- divisional, therefore there would be more opportunities for students to fulfill this expectation and for faculty to teach it. Specifically designed programs would incorporate a range of these learning objectives. Comment in evaluations on a student's performance.

Communicate effectively and competently

Faculty and the Advising Center work with students to maintain a required Academic Plan which guides a student's towards weaving this expectation with their own voice and interests.

Certain cluster contracts would incorporate this as a learning objective.

A greater number of very broad interdisciplinary programs would offer more opportunities for students to fulfill this expectation.

Specifically designed modules and 12 credit programs would incorporate this as a learning objective.

A greater number of very diverse spring programs would offer more opportunities for students to fulfill this expectation and for faculty to teach it. Comment in evaluations on a student's performance.

As culmination show depth, breadth, synthesis of learning

Faculty and the Advising Center work with students to maintain a required Academic Plan which guides a student's towards weaving this expectation with their own voice and interests.

A specifically designed cluster contract would incorporate this as a learning objective.

While a greater number of very broad interdisciplinary programs would offer more opportunities for students to fulfill this expectation, this approach is silent on fulfilling this expectation.

While a specifically designed module could offer more opportunities for students to fulfill this expectation, this approach is silent on fulfilling this expectation.

While a specifically designed spring program or module could offer more opportunities for students to fulfill this expectation, this approach is silent on fulfilling this expectation. Comment in evaluations on a student's performance.