аЯрЁБс>ўџ JLўџџџIџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅСc №П2jbjbЬ&Ь& +:ІDІDџџџџџџˆоооооооHP P P 8ˆ ” Hm.М М "о о о    фцццццц,›Rэо     фооо о 4'ффф fоо оо ффђ4&"оооо фффоофА ц‚ЪP x lфф=0mфѓфѓффоHH$l фHHl Minutes of the University Core Development Committee meeting of Thursday, May 5, 2011. The meeting came to order at about 1:05 p.m. in room 230-231 of Carney Hall. Present were: Michael Clarke, Clare Dunsford, Darren Kisgen, Arthur Madigan, Patrick McQuillan, Catherine Read, and Franziska Seraphim. Also present was J. Joseph Burns of the provost's office. 1. The minutes of the meeting of Thursday, March 17, 2011 were approved. 2. The main business of the meeting was discussion of a procedure for learning outcomes assessment of the undergraduate core. [In advance of the meeting the committee had received: a summary of the meeting that some members had had with Dr. Barbara Walvoord on Thursday, March 31, 2011; the ЩЌРяЗЌЯТди version of NEASC's form E-1-A (the university intends that all departmental and program assessment plans be stated in this format); and a very rough attempt by Arthur Madigan to take the goals of the core as stated in the 1991 Task Force Report and to match them with learning outcomes in the format "Students will be able to . . . ."] Arthur Madigan introduced J. Joseph Burns, who began to walk the group through the NEASC E 1 A form, noting that while the goals of the undergraduate core are not stated in the B.C. Bulletin, they are stated in the 1991 Report of the Task Force on the Core. Colleagues responded by pointing out that the 1991 statement is now 20 years old and possibly outdated in some respects, by suggesting that the core website stands in need of improvement, and by asking whether the UCDC has the jurisdiction to tell departments to state their learning outcomes. Joseph Burns walked the group through the E 1 A form and then introduced a second document, a cover sheet for core course proposals. This was essentially the familiar cover sheet, but now enhanced with a list of six core goals taken from the 1991 Report and spaces for departments to indicate components of proposed courses that matched these goals. Burns then proceeded to outline a procedure whereby the UCDC might evaluate the core: instructors in departments would not just grade papers, final examinations, etc.; they would identify and report strengths and weakness that they found in these data; the UCDC would not need to gather the data itself but would respond to the data gathered by instructors. He cited Barbara Walvoord's suggestion that we try to review core courses on a five-year cycle, to see how well those courses are doing what we want them to do. Burns's presentation elicited a variety of comments and questions. Some colleagues thought that at least in the humanities it would be difficult to match individual course components with core goals. One colleague observed that the cover sheet with basic / general core goals does not do a good job of addressing core science courses. Joseph Burns, however, asked whether core science courses should be required to do more than they do to promote basic core goals, e.g., by requiring essays on the relation between the science material studied and the rest of the world. A colleague suggested that we need to get beyond individual professors assessing their own courses, but that assessment should remain within departments rather than, say, scientists evaluating history courses. We should have a level of assessment intermediate between the individual faculty member and the UCDC. Another colleague pointed out that the less time and money is spent on an assessment process, the lower the quality of the assessment. One colleague said that it would be inappropriate and disrespectful for faculty to be evaluated by people not in their fields. Joseph Burns demurred, urging that the issue was not one of specialized disciplinary competence but rather the achievement or non-achievement of stated basic core goals. Another colleague recalled Barbara Walvoord's point that the aim of the assessment process is not to reach a perfectly adequate assessment but rather to identify areas that need work. Another colleague recalled Richard Cobb-Stevens' practice of bringing in department chairs and directors for discussion of their core courses, syllabi, etc. In effect this was doing assessment, if not necessarily recording it (apart from committee minutes). This colleague also suggested that it would be impossible for the committee to evaluate hundreds of syllabi. Joseph Burns suggested that the committee would not need to evaluate hundreds of syllabi in order to reach a judgment on how well core courses are meeting the core goals. A colleague then raised two basic questions: do all core courses have to meet all the basic core goals? are departments going to do their own assessments of their core courses before the committee assesses them? To these Joseph Burns added a third basic question: do individual instructors have an absolute right to determine what they do in their courses? In response to numerous questions and objections, Joseph Burns agreed to withdraw from discussion the draft cover sheet for core course proposals with the six core goals from the 1991 Report. Returning to the matter of science courses and core goals, a colleague recalled that the committee had reminded the science departments of their responsibility for basic core goals, that the departments asked for resources to address these goals, and that the resources, while promised, had not been forthcoming. The latter part of the meeting was concerned with planning for the continuation of the committee's work on core assessment. The meeting was adjourned at about 2:30 p.m. Respectfully submitted by Arthur Madigan, S.J. 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