It's good to see everybody. >> I'm glad that we have a quorum. Shows the great interest here in general education. I was doing a little math the other day. You know, if you take the 12 credits of breadth and multiply that by 17 thousand students, you get a lot of RB be dollars. So there's a lot at stake here. >> It's a huge part of our university. >> So as my opening slide shows, this is the continuation of our May fourth meeting and we are resuming that in progress with one addition that I'd like to request as a little amendment here to the agenda, that is the insertion of a report from the git add task force that it occurred to me when I was thinking about this meeting and getting ready to begin with the Gen Ed resolutions today that we've never had the genet Taskforce Report on its implementation plan here in the senate. They've done that twice, an open hearings, but it hasn't happened yet on the Senate floor. So it seemed that it seem reasonable that since we're going to be voting on these we're going to be debating and voting on these motions today that we would have a presentation prior to the debate. So I I invited John police go, who is the gen ed taskforce chair to make this presentation. And he's also agreed to answer questions. These would be points of information questions that you can ask him prior to moving into the debate. I have found that to be quite helpful on the Senate floor because it creates a different dynamic when you can discuss something prior to being under the rules of debate. Is there any objection to such a change to the agenda? So hearing none, I'll declare that change accepted under Robert's Rules of unanimous consent. And it's now my pleasure to present John Paul ESCA, who is the gen ed taskforce chair. We just launch his presentation. You right-handed? >> Yeah. I'll make my hair. >> I just turn my computer on your left and right-handed. >> Thank you, Fred. Just click. I'll just click demise. >> Okay. >> So good afternoon everybody. It's been my great privilege to have spent the better part of the last year working with this rather large group of people whose names you see up on the screen. What's been really most remarkable to me is the degree to which this incredibly varied and diverse group of both faculty and staff has consistently and collectively held to the ideal of Putin's putting student learning firsthand, every single thing that they do. So I wanted to start today by extending my personal thanks to everybody that's participating in this process. And I hope you'll join me in acknowledging the tremendous job and the tremendous work that they've done this year. Thank you to everybody that's done that. So last November, this body, the Faculty Senate, formally completed the first phase of our general education reform initiative with the unanimous adoption of a new set of purposes and objectives for general education. And these other purposes and objectives that you see up here again on the screen. In doing so, what the faculty senate did was clearly articulate a set of competencies that to find every single UD graduate. The sentence declared, These are the things that every student must know and be able to do. But the Senate went a little bit further. And if you read the resolution that was passed back on November third, they also said to the task force, now go back and finished the job and develop a plan for how we ensure that every student achieves these goals that were articulated so that the taskforce was, was faced with the challenge. And the challenge was, how might we design a set of university requirements so that we can ensure that every student achieves competency in each of the new purposes and objectives of general education? I don't think that you need to think about that question for very long before you realize that it's a difficult task. And you quickly run up against what we've taken to call as the central conundrum of general education. That is, we run up against the historical tension between the needs of degree programs, which are often driven by accrediting bodies and the desire to give every student broad training that accomplishes the needs of general education. Our solution to this conundrum, the solution presented by the task force, been to recognize first and foremost that the whole purpose of general education, the whole reason we do it, is to help students succeed in their major fields, their career choices, and their lives. That is, we recognize the general education should be viewed as a cooperative endeavor undertaken together with the degree programs so that they support each other in creating thoughtful, deliberative graduates capable of dealing with the complex challenges of global citizenship. We need a set of university requirements that works in tandem with college requirements and with degree requirements, so that our students smoothly and coherently progress to competency in each of the objectives this body set forth. Now during this process, we've often visualized the journey like this. A student enters UD and they're a bit of an unknown. They come to us with different levels of competency in each of the areas, each of the objectives, each of the goals defined by this body. What we need to do is we need degree requirements, college requirements, and university requirements to work together to build these companies competencies in a way that's somewhat unique for each student and somewhat unique for each degree program. And we need to be sure that at the end of the day, each student arrives at the same place and possesses these competencies as defined by the faculty senate. Now, as we went back and as we spoke with the faculty, and then we asked them how might we design such a cooperative system? There are several things that we heard again and again and again. We heard the students should start with a common, academically rigorous intellectual experience. We heard that we must begin to capture the learning that takes place outside of the classroom. We heard that the cooperative partnership should extend across all four years of study. And we heard probably more than anything else that we needed to end the check the box mentality that pervades our current system of requirements and inhibits building a true partnership between degree programs and general education. The recommendations from the task force are intended to build a system that provides this Common Intellectual Experience that captures the co-curricular that extends across all four years of study. That ends the check the box mentality. And that works in partnership with degree requirements to ensure that every student achieves the goals this body set forth. Now want to note, however, that today you're not voting on these recommendations. Today, you're voting on a set of resolutions abstracted from those recommendations and constructed by the Faculty Senate Committee on general education. And that committee, wisely and judiciously, I believe, chose to proceed slowly, recognizing that elements like the core would take time to develop, assess, pilot, and refine before we could institute them as requirements. So what you're really voting on today is a direction. I would argue that the direction only makes sense if you take the five resolutions as part of a coherent whole. And I'd ask that when you're deliberating here today, that you focus on this ideal and ask yourselves whether we should allow a system and constant tension to continue to prevail. Or whether we should move in the direction of a system in which general education and the major are complimentary, can work together to improve the student experience and improve student learning. So I want to conclude, I'm going to be brief today by saying thanks again to the many faculty and staff of the University of Delaware that have participated in this process. And to say thanks to the Faculty Senate for its tremendous leadership in moving this process forward. And as Fred said, I'm happy to take point of information questions and address anything else that I can't. >> Thank you. Alright. No, no. >> You can't be a good opportunity to ask questions outside the formal rules of debate. >> They are not highly That's correct. >> Now that that requirement doesn't go in place for two years, and we do recognize that there are many details to work out and made things that need to be cleaned up. >> Right. >> But yes, that's absolutely correct. Judgment? >> Senator building, there is a state requirement about the capstone. Experience being a place for IBM. >> So David, where he's talking about in the resolution that the Undergraduate Studies Committee reviews it? Yes. >> Was part of a that's generally true when it's part of a degree program that the Undergraduate Studies Committee reviews, this is the last section are resolved, right. All right. That sounds like it's going to be about so that that committee does a heck of a lot of work. >> I agree with you, David. I'm sure Steve would agree with that. Note that what the capsule requirements doing is saying that the capstone requirement, every program has to have a capstone requirement is part of the degree program. The Undergraduate Studies committee approves all changes to good degree programs. They're not just approved at the department level? >> Yes, certainly. >> Well, that was he was asking a point of information. I mean, this is a discussion outside the formal rules of debate and you can challenge John. >> Thanks, Danielle, Senator, for sorry so that I don't know the newest resolutions when help Fred, is that correct? No. Okay. >> They didn't. So between Since this discussion was delayed from May for us, there were a set of things that at the last beating were intended to be offered and adopted as friendly amendments. That striking that being outside of the major isn't the new resolutions. It's already been accepted by norm is a friendly amendment, said, yeah, there are very few friendly amendments. >> The friendly amendments are not in any of the resolutions. The friendly amendments are only in the E and E document that was attached and they're very minor, so I will be showing you those. Yeah. Okay. I had to make a judgment call. These rise to the occasion of doing a whole new agenda. And I made that judgment, but they're very minor and we can walk out and when we get there. >> But there were yes. Senator were friendly amendment. >> Yes. That works. Them. Yes. And those were already in the resolutions that were on the May fourth agenda for that. >> But I think so I think it could be within the art was one of them said that should be in the Senate is k. >> So there was a phrase that was actually the negative of that. There should be outside the major and that phrase was stricken. >> I think that may have been put in more places than you had asked, but we'll get to that. >> Good question. >> It's routine. Oh, trust me on that work up there. >> Other former senator Morgan, just by thoughtful conversation, several of our Hey, what do you think about? And they report there really are two kinds of worrying about other size was built because they're all so different cultures. Whether they were really suggesting that strengthen having at least one course for us other national interests. >> Thank you. >> Yes. >> So if vacations because yes, please. Thank there was an ongoing conversation that ended the university faculties, the university committee at reasonable concerns the initial set of expectations around diversity education curricula as part of this ongoing conversation course multifold from a private payments and the major students are suggesting, which is to think about the person, even in the United States and also diversity internationally. That sort of limitation, I guess that that has bars. And the undergraduate studies many have talked about is having 12 credits space that deal. In addition, I personally, am I a committee of argue very strongly that if beatnik diversity seriously as an issue and is an integral part of education and the, the general education mission of our new general education curriculum that we would proceed with a tube worse structure. That's the reason ultimately, our committee decided not to endorse even the amended, that there is a multicultural apartment that we sort of salvage, but we don't feel like this is in fact a great than it needs to go somewhere beyond where we were, which everyone has acknowledged with higher. So that's where some of the background of that committee. And that committee is discussion about education where the diversity, diversity actually even harder. Be indoors, worse multicultural apartment. >> Thinking am I so I'm not allowed to argue on the suits were learned the rules of debate slicing was hidden. Agenda Start outside instead of rules. There's a diversity rubric in this packet, right? And if, if we could find a way to assess student learning against that rubric would make enormous strides towards improving education and even climate for diversity. Here at the University of though, I think the challenge is figuring out how to assess that. That's a word I don't see often enough, you know, how, how would we assess that? We talk about courses and, and I've, I've I was chair of VGS for a few consecutive terms there and Steph's chair now, and U gs is supposed to be certifying and recertified multicultural courses. But the guidelines themselves are not multicultural. The guidelines that we use would not pass this diversity rubric. So if we want to take diversity seriously here, we have to have a framework that really does diversity. And we need a way of assessing it seems to go beyond courses. >> And that's a good point. >> Fred and I would argue that in the, the resolution about the engagement of exploration requirement, we're asking Emily's committee to work with the Faculty Senate, General Education Committee to find that, define how we do that. >> I think it's very important for managing assessment is really important. And multicultural requirement has been historically a lot of things and count it does. I think you're right. I think that's an important first step, but I wanted to make a plug inactivations thoughtfully greatly about the training. Also expect faculty to engage diversity without a trainings. And this as instead of implementing Bayesian question that I think we have all kinds of possibilities to affect the environment. And well, we have to also meet with faculty to have the kind of conversation to happen in the classroom. They're people thinking that kind of training. It's not, I would say it's not occupied. This room full of people who I don't know, maybe you are a rocket. It's doable. It needs than thinking it needs. And again, institutional resources, it needs institutional commitment. It needs planning and any other questions or challenges for job? Thank you for it. Let's give Dr. Glasgow he's done a superb job on this task force. >> Now let me just try something here with a lighting level. Are we at the optimal lighting level here or is that better? Or do you want it to go back like this? Ok, so this was better. >> Alright. >> Okay, so now we will come under rules of debate here. So we have five motions from the gin add committee and we have three motions from Danny Galileo. These all deal with general education, so that's why they're clustered together on the agenda. So the first resolution is on the first year seminar I think you've all studied this, so I'm not going to read this in its entirety. I'm going to skip down to the result clause. So we're resolving here that the Faculty Senate directs the president of the Faculty Senate to proceed forthwith and appointing an ad hoc committee on the first-year seminar subject to the charging guidelines laid out in the attached document. And when we go to the attached document, which is here, we find that the that this committee will be charged to define a clear set of guidelines detailing all the required components to be satisfied by any course designated as a first year seminar. The diversity competency, sexual misconduct awareness and prevention, drug and alcohol use, education and abuse prevention, responsible use of the internet and other social media. And ethics and academic honesty should be components within all first-year seminars that this committee will make a recommendation to the Faculty Senate by September first, 2016 as to a periodic review process designed to ensure that all FYI as designated courses meet these established guidelines. And finally, to partner with the office of educational assessment of the center for teaching and assessment of learning, that's c tau, to develop an assessment plan for all FYI as courses and a process for regular course assessment. And then the committee would eventually be dissolved by a vote of the faculty senate. This may be the appropriate slide to leave up while we debate this because the the resolved clause of the resolution is basically resolving that that we will do this. So both of these are open to amendment and debate. In other words, by both of these, I mean the resolution itself and this charge, which is which is part of the resolution that goes along with it as an attachment. So is oh, and I should yield to Ian Crawford. Would you like to introduce this? >> Yes or no? >> It's it comes moved and second, it cuz it's from your committees and it's on the agenda, so we're good with that. Thank you. >> Thank you. I hope one of the simplest versions origins in visit, which duty to work towards achieving great. It's across the university in the world. Follow pronoun John, describe sounds we learn from faculty and students alike. But there was a need to address crucially Atlas, including sexual harassment and assault, alcohol, educational use of social media, and that would be inappropriate to also raise a widespread interest issue and why he addressed it. So thank you. >> So is there a discussion? >> Yes, quite. And due to that that person, etc. Whereas this person, would everyone like to answer that question? On behalf of F y as 000 current I B is by design, probably not something that we would receive. This content one way or another will give you the idea that all students knowing Python, again, design and will incorporate this into a compelling youth. Oh, yeah. >> The open hearings identified some gaps of of students who were getting no experience? No. No. I don't think trainings rightward education, advice about sexual misconduct issues. It was amazing. I would just point out that this, this doesn't actually require all students to take FYI us this. This is requiring that all FYI as courses do this. But this is not stipulating that all students take f y s And we have students who do not take f y s. So you're still going to have a hole there that's not good to have. I'm just pointing that out as a point of information. I'm not arguing other comments about this. Maybe yes. And you and please identify yourself. >> Undergraduate. My question is, I know there are wondering how they were involved in actually, that's a good question. >> So how does the committee see that working? >> Would norm or in or yep. >> Where we're trying to establish it to I guess 2pi. So this establishes the establishment there are modular or partners and all of us an ideal and taking those best practices and so on. There are paradigms, for example, Cornell, although probably throughout Africa. >> So past senator Morgan, You're going to have one more speaking opportunity. Is this the one you wanted on? Ok. >> It's on others. And I was like, oh, well, that's a good question. >> I don't know if there if that rationale was thought about, but the Executive Committee discussed this because I had some reservations about it since it at the moment it would be me. And so the Executive Committee decided that we would do it together, that the Executive Committee would do this, that I wouldn't do this by myself. I think the way this is written, it would give me that discretion, seek the advice of the Executive Committee, but that's a big responsibility. If these are if these resolutions pass to then set up these groups. Centre UTS chair Hastings, I just want to clarify or statement. >> I believe they are require halfway as well. >> It's my understanding that they don't all take an FYI AS they all do. >> Alright, maybe it may be more departments slant. Ok. That's the change as I understand. >> Ok. Alright, well again, the open hearing identified these gaps where large groups of students and certain departments were getting no education about sexual misconduct. So that's what's one of the motivations behind this is to provide that education and make sure that all students are having some kind of help with it, try to prevent these problems from happening. Center Bernstein >> And that's a good question. Why children know that? >> Thanks. Yes. Yes. So you're SGA president matthew Hopkins, freshman senator. >> Okay. >> Great. Wonderment and FIS last semester. And it wasn't it wasn't step not ethically knowledge. And we had the modular system where we had a receiver module about these topics. I remember when I was an undergraduate student to talk is about these topics and wanting information theory, tough for me to learn about it again, kind of as a secondhand and having a lower priority than the actual material covered in the business portion. So there isn't a way that we can make it seem more priority to this unless I'm just a requirement, we need to pass the course. Thank you. That's a good suggestion, sir. >> Any other discussion of this resolution? So hearing none, I think we should proceed to a vote on this. So all those in favor of approving this resolution on the first-year seminar, please raise your yellow cards out. >> Request specific app. >> Yes, we do. We want to support your odd way. Yeah. >> Thank you. >> 53. >> So there are 53 in favor. >> Are there any opposed? And there are none opposed. So that resolution passes overwhelmingly. We proceed now to the core curriculum proposal. This is resolution and on the published agenda. So this core curriculum proposal is resolving That the faculty reaffirms the role of English 1-10 as an important component of the general education of all students. And it further resolves that the faculty of the University of Delaware endorses, in principle, the creation of a core curriculum of a minimum of one course, and directs the president of the Faculty Senate to proceed forthwith in appointing an ad hoc committee on the core subject to the charge and guidelines laid out in the attached document. And that attachment has five points. First, that's a committee supports and works with the university administration to develop and pilot a minimum one course as generally described in the task force report. The first Corps pilot courses to be offered in fall 2016. And any Corps pilot course will count as a Udi breadth course. Second, provide regular and timely updates to the Faculty Senate, General Education Committee of the faculty senate on the developing, piloting and assessment of these pilot courses. Third is to develop an assessment plan for the core in conjunction with c tau for is to make a recommendation to the Faculty Senate at the conclusion of an initial pilot as to whether or not proceed with development of the core course and the implementation of a core course requirement or courses. And fifth, to work with the university administration to develop a financial plan for said implementation. And then this committee will be dissolved by a vote of the faculty senate. I hope I don't get mobbed by people wanting to serve on this committee IF this resolution passes in Crawford, would you like to introduce this in is introducing these motions on behalf of the Gen Ed Committee. Thank you. >> Yeah. So John spry, the underlying rationale for this proposal is that it also provides the opportunity to give all you these skews common intellectual experience. One that can be integrated teaching university, and one that Dean Watson has agreed to provide some of those numbers. And that's great for the essential parts of a pilot. Then it will be designed to test the concept and it's ability so that when it's taken out, it can be administered scale pilot combat. Senate approval of any or why I think we want to, we want to suppress this residue is that this is very much just to test those fall into development. Restoration will remember that conversation to all courses. We now move on to the stage. >> Thank you. And so is there discussion? Yes. >> So that is why I think some of this is just because of the history of the development of it. >> The the original instance of this was very aggressive. I think it was a nine credit core. It was including English. It was a very aggressive first proposal. And so you see a cup uses this first result here is kind of a nod to the English department. You know, we're not going to dismantle E1 sin and we value it as part of the core. And then we're, we're endorsing in principle, the creation of this core and we're piloting it. But this is not this proposal does not establish a core. So I think that's why it says in principle. But anyone from the committee like to comment on it? Yes. In the back? I can't see. That's a very good question. >> Yes. The islet, small-scale hundreds and divine the maybe bring you gotta remember, this is a pilot that has to do with them. Why don't you get how it was thought assessment of the glass and the way in which your elbow impossible. They enthralled of now because they have a year to put together. Find out. All right. Here they nothing nothing, no. Automatic. Must be less than he was didn't participate. Very valid. >> Senator Ackerman. >> Ansible because I understand that. So you're You just respond in the discussion and in the open hearing. We talked about different models. And I think there are different kinds on the faculty interested in working together to the report. So I think the new ideas, but more importantly, I think it's up to the activity of a dancer. So I mean, I think we all understand that we're in a new way of teaching classes. Something is education. It's not imagine. Go back to the idea of who engages in small groups debate things, right? For the classroom sided structure, they need to allow them to be again, centered. >> Recommend follow-up question. >> Press on paper. Some of this stuff with educational concept. And the reason concern that once you get started on this time, I'm not sure that we are trying to scale up in my own mind. What what about this intersection sanctions? Another meaning, pizza sections, because I love for every major not knowing my farm. So the response I got was a little bit with it is a BBB adjuncts and graduate students as well. Also consistent academically with intellectual experience to latest year. But for teaching and learning over time and adjuncts and pace of it. I'd also say that psychology we dwell versus that, well, yeah, nobody got said no resources for those here right after graduate student resource needs to understand is that we have a couple of other sections as well. Child site. I'm little at all, frankly, source and a line here. I love this idea on the base of it. >> Senator bill. >> I think the answer to that is yes. I mean, I I I probably shouldn't be answering on behalf of the committee, but one, I think y1 ten is considered to be core. And then you'll have one real core that's called core. And then I think if you're going to have a core, you'd have another core, right? Yes, you can do a better job. >> We're interested in having a minimal number of original Horvath and wildlife? Oh, my god. Yes, sir. Bernstein, founders history range. I'm breathing. I can not and not Shakespeare. I don't know if you guys are good *****. >> There might be some scientists here to thank. Wife is relativity. So what Eric Ries like to talk about what this core is. What's the concept for a core mean? >> What does it mean? I reboot your jobs. But I believe that I think is obvious. I didn't design or the force field research through word of mouth. Now think about that experience. >> Thank you. >> Thank you to her doctor. >> For a school of education, Ralph, praised by design is worth, will be one by four. It will be formed by those designed in such a way that the design structure I envision. Thank you, Senator Joe. Thank you. Push to express some anxiety. I think it's good to get them out. So if there is a planning phase portrait anxiety, about almost two years ago, we had the Irish math-y notation and President harbor stood here and he has helped you get students to feel more accountable so that they would not go out on Monday nights later in that meeting with I is that glass eyes? Because I think the size of the core section is related to look after the bill, is related to work live regarding this issue. I had AS three times a year and said recommended if now about class size. And it's been, that's been called scalability by others. I am very nervous that a vote now sends us down a path toward a large lecture that might or might not have recitation session. I don't think that's what a first-year student names. And there will be tough young students. Young students here need smaller leaflets. M, I will give you all like that, English words. And 70 plus sections a semester. We only have 22 people at a place like that. Actually sees You want to have a place of 20 to 30 by people that's a lot of places that scalability issue. Now as the answer that comes back to us is a terrors voice will work it out. We're going to endorse an idea. We're going, the tears force will come back, the plans, it will be piloted. My anxiety remains there will be start down that path. I'm afraid that given finances, given resources, endpoint is Awards electrically, Yes. That might or might not have patients that I have great anxiety there. Thank Senator side. So I understand the concern back and forth. This is a very concerned that this is something that we don't see it. That said, I think we can take it well trained creative solutions, often they come up with solutions that allowed us to work. Now platinum. And he seems to me that these anxiety you should certainly take into account this ad hoc committee whose work is certainly not going to get these has not boss. That said, I think given the committee a chance to try and come up with a good solution is something that you have an obligation to do. And so I I share that concern. I think that's something to me. We have to give them the chance to try mounted and say, that's challenging cylinder motion, expressing your thoughts. >> It's worthy of exploration. >> And we get that on tape. Jo Yes, that's right. >> Let me point out that you think you ascend or not. And I think the workflow that I remember I had Brown and I went to my colleague down from what I've read and I take this shot ties the more I'm not sure I did everything and, you know, the job? >> Yeah. And since it's a pilot, it does come back to the Senate. So that's that's the nature of it proposed here as a pilot? Yes, sir. >> To wait for the committee in thinking back to the past for that and the idea that worldwide, the future and the past was a brand new path that begins with a dozen? Or is there an area when all we're trying to fit our requirements into anyone who said I've even that committee who approach, I think that's good. The task force and I person or not at all hungry or something by doing what? >> It's not important to me. >> That was the main workhorse, teaches history while ethics. But there's no particular reason that there are many possibilities for subject matter or things that I think you're going to try to address building on having a common experience for people, or it's really began with Canvas. >> And so from that point of view, >> I think that your idea is not so so let me ask a question of UTS chair Hastings. >> So and there was some negotiation between U gs and gen ed committee on this and some changes were made. Yeah. So what were those changes? >> Well, I think the original and Oregon maybe it was the day the result was the pilot of the 121 we raised maybe nicely UG ASP referred that highlight the restricted negotiation. >> Agree? >> I mean, I don't see that we're going to have two new forces in all the curricula that out. A lot of the questions are being asked here today, aren't I? >> Let's see if we can get one course before we talk about two-force desired. >> So that the reason for the question is just to make sure everyone's aware that this this proposal is supported by the Gen Ed Committee, also by U gs, and also by coordinating that there was a good negotiation that went on and changes were made. So you kind of have a trifecta of support for this one. The other changes yes. >> Requested and they agree to as a friendly amendment, that if a student takes one of these core courses, and I like that anymore, I don't think you can figure out a way to counteract somewhere, maybe spare AS due to poor or take a force that is going to just be reelected. So and obviously though, where these huge or after the islet would still have to be a huge asset. Okay, that's the way. >> So are we ready for a vote on this? I'm sensing that people are ready to vote. So let me ask for a show of yellow cards and we're going to count these. So please keep your cards up. All those in favor of approving the core curriculum proposal, please raise your yellow cards and keep the and keep them up, please. >> So there are 40 favor are there. >> We want to get account as opposed. So the vote is the Motion carries by a vote of 40 to 13. I think it's a major step forward for the university and it comes back to the Senate again. So those 13, we'll get another chance. So thank you for your diligence on that is the second of these five motions from the genetic committee. So the next the next motion is the engagement, an exploration motion. So this resolves that for all students matriculating an academic year 2017 or later, engagement and exploration requirement, including a multicultural component as defined in the attached document will be required for graduation and the existing university breadth requirement and the existing multicultural requirement will be removed as requirements for graduation and be a further resolved at the faculty senate directs the president of the Faculty Senate to proceed forthwith in charging the Faculty Senate General Education Committee, and the Faculty Senate diversity and affirmative action committee to oversee the implementation of the engagement and exploration requirement subject to the charge and guidelines laid out in the attached document. Now, there were some changes in the attached document and in order to show you those, I made a screen grab of the tract changes document in Word. So it used to be an approved plan that would be unique for each student. And I think the committee got some feedback. How in the world is, are we going to achieve that for 17 thousand students? And so the, it, it, it's, I think it's thought that the departments are going to design these plans. There'll be multiple plans, but they're certainly won't be a different plan for each student. And then this also, I think is in response to feedback that the committee, Scott from the open hearings was this idea that the courses could not be in your major. And so those, those stipulations were edited out as you see here. Then there was discussion. This looks like a lot, but it's, this is taking, Well, this, what you see here as 67 used to be here as 12. And so the the the responsibility For these two items, providing clear guidelines for courses to be certified as suitable for use in satisfying the multicultural requirement and developing and maintaining a multicultural component list. The divert the diversity committee did not want to be in charge of that. So they asked for those to be moved into the faculty senate on general education. So the diversity committee is going to help develop specifications, the rubric give advice. But the actual work of maintaining this list of which courses will be in it and which courses will then receive the multicultural designation. The diversity committee will not be doing that that work itself. So those were the changes and it was my judgment that these didn't rise to the occasion of sending out another agenda, notifying everybody about them because these were direct responses to things we heard in the hearings. And the and this was negotiated at the end of the last senate meeting. So the revised document now looks like this. So this is what we're actually voting on there. There's, there's like three different ways to do it. You see a plan, a, B, and C? >> I'm sorry. >> Sure. Let me just There you go and there you go. Alright. According to Robert's rules, we have to put this on the floor. So now it's on the floor in would you like to speak to this? >> Why, what's a body? >> Alma, while they said this is this resolution with probability one is a ball most thoroughly, generally caused by conversations as a description of the friendly amendment shows the evolution of earth recently, which I think has three primary goals. First, it seeks to promote a more intentional approach to the idea of breadth of general education. As John mentioned the beginning, this was one of the strongest feedback loop out of breath, very unintentional to address that. Secondly, it seeks to find ways to recognize the importance of the co-curricular undergraduate experience. And this I think is where this proposal, I feel something distinctive to draw upon very rich legacy equipment on undergraduate learning in the classroom. And he wanted to go up in the last year, who went through the endless process, just had deeply engaged as a campus. We are learning that go beyond the conventional boundaries. Credit recognized that and bring that back. And thirdly and importantly in this formulation, this resolution pump is another wonderful angelic flourishes ability on the initial contact them. So my salary benefits of this proposal that allows us to wait about card check the box approach to health standing concerns and health and advising, fine grained bowtie into degree program planning. I do allow pump and I said, I bet you've programs disempowering gap analysis, which approach will work best for lab programs. And that's one of the other changes that was important is with us was the recognition that Sunday problems from fine. But using a pedigree wouldn't want students, they have the option to use convenient time. And finally, I think we all recognize the important point is that this will off things registrar. And so the build process. And this will require getting emojis that absolutely. Work. Times ofs two scripts. >> Thank you. >> In their discussion centers, I oh, sorry. Senator Heinz finds statements right. >> Everything was wonderful. >> Thank you. I'd like to explain why those are proposed are reasons all really backed up into the Republican Party thoughts ME back through activities that will be fairly substantial. >> Kicking off the warned by the College of Arts and Sciences, which I serve us as students, really satisfy the requirement your horses, as compared to how it currently satisfied university breath just means fewer moments and breadth courses. >> Others CAS number advices means higher. >> Well, seeing as will all of them satisfy working partners? >> Nazi or yes, I do not have the same partner. >> Therefore, it might be Hoffman proposal that there'll be substantially fewer nicely AS enrollments and CS courses as compared to the current QA. Second, extracurricular activities or provides peering into the area outside of Oregon. >> But this cannot be applied in a consistent fashion, at least partly on apartments, or allow flexibility in choosing to establish three kinds of contracts. Screen states plus 29 plus 100 We're Oprah's departments. The similar profiles may disagree with attractive opportunities or allow, for instance, imposed biology as attractive credits. Chemistry, lousy trap of nine, partisan activity becomes E department teams in particular expert group. What prevents, I'd say, related to visual arts satisfies their pardons. >> Chemistry majors. >> Participation helps me partners with biology majors. Presentation does not win the biology major heavily complaint against the department or the university. >> Third, I'm generally opposed to the creation of extra curricular activities were satisfy your birthday party, for one, does not directly oversees the activities themselves. >> Lighters. And here's my happy hearing that students will have reflect on your experiences in some fashion in order that I experienced status by far. But quality and depth of this reflection in the attached document refers to a quote, validate advisor. So list the quote validate that faculty administrators, staffers are 90 UV personnel. >> Herb the open hearings that service in soup kitchens or leadership role, government roles are the kinds of activities that have been offered. >> As example, victory facilities which may satisfy you are again, which means that these are noble and VR experiences I encourage, but let's be clear. >> They are extra curricular. >> Fifth proposal, I believe, creates the shadow curriculum and I believe the Earth passes the length of his shadow will only grow larger over time in university and college department, which will deal with you once paths are not smaller for the resolution about workforce exploited on pilot. >> But this is not the case with visibility. Is resolution. One place without a pilot. Current university departments as often for extracurricular activities might include a statement that I applaud. Ajahn had many parts work in education. Ever thinking outside the box, I really appreciate you please desires deliver University Apartments would provide unitary experiences and reasons for Pinterest and other places of higher education, whether online or virtual or not, I'm not impose change in general. Do you know idea payment last fall they had mentioned at record, but if he's rounded buttons and I did expect change, I'm going to vote for change does not mean you have been proposed themselves my assessment of this particular machine. Thanks. Novel forward I provided. So thank you for listening and I urge you to vote. No predators. >> Thank you. Senator heights, will you provide a copy of that to doctorate? So Roman, for the minutes. >> Minutes, Center Magnet Well, I use the term positive experience that's used by many in the range of things like Denise UN-Habitat is high because a lot of things as I'm blessed to have raised, I think that weren't one undergraduate research and last VP for preparing for it. You can't do both parents in February as vibrant environment, not incredibly pay. I think that's absolutely very differently from another kidneys. As I've pointed out, these are not portray you're not getting university credit or non-credit during activity by faculty, say require battle, you eat regular routine activity. >> It's me. >> Well, I'm asking at the resolution not be path in its current form. I can imagine all of these augmented part and where the word count. So Paul, our experience and our burden that that was an AB Pedro has not really satisfied or I guess what I'm wines for his proposal. >> Okay. So we can't we're not going to be able to resolve at this level of detail. We and there are other senators wanting to speak. >> Senator Carol, I think once. What do you want to I guess a lot of either one of them. The corn kernel I don't think this is just as somebody who grew up, you know, There's no sooner or later these are all making. >> So I've, I've I've displayed on screen now the tasks that this motion, if approved, would assign to the general education committee. I think looking at these tasks helps focus What this is. U gs chair Hastings, Can you go back to your first slide about this? >> Sure. >> Let's see. Yeah. >> Just to be clear, I'm not a senator, so I'm going to say my piece wants to like, oh, hey friends. >> Oh, let me again, I am chair of EGS and I just wanted to point out to the senate the first sentence here that this recommendation comes only from the Faculty Senate on general education. >> I will I serve on that committee as well. >> This was move forward by a six step five, but it was unanimously turned down by the undergraduate studies many candidates. A euro, it was not endorsed. >> In fact, I don't even think they we took a vote at the Coordinating Committee that consensus was that this be return to the various committees to be fixed because we've heard some problems so far. >> I have a list of several other issues that VCS has raised and Coordinating Committee has raised with this. >> So this does not come with any kind of mandate from any of the senate committees. >> The strongest bone was six to five. And this is the gen ed committee who supposedly resolution. So all I would say is if you have any faith in the committee structure of the sentence, you will recognize the lack of support for this resolution in its current form from UTS and the Coordinating Committee. >> And you will turn this down. >> Senders ie >> Isn't that nice? Changes? As I'll point out there, is that in genetic. And he was not invited, meaning that the undergrad studies many Muslims and list the changes today. >> That's right. Now, I would argue that's not correct. >> You and John both depended DDGS meetings, but not the one I when she voted on. >> And we've provided you detailed list in writing, our concerns and actually none of which were addressed. But certainly it is a matter of record that cried wow. >> Was EGS invited to the be the DJ? >> Meaning where you go forward, you sit on my view, I don't sit underneath when the knowledge so that these committees do not report to each other, right? >> The gen ed committee does not does not report to EGS or coordinating. It actually has a direct line into exact. The reason why the executive committee asked for opinions from U, gs and coordinating is because these proposals impact the curriculum. We did not send the earlier gen ed motions where we established the new the for new purposes and the five new objectives of gen ed. We did not route those to any other committees because those were not impacting curriculum. Those were setting the framework for where we want to head as a campus in terms of general education. But these proposals were voting on today. These have direct impact on the curriculum and that's why the executive committee sought opinions from USGS and coordinate, but they don't have veto power over the since this is not a routing through them on their way to the senate floor. >> Senator, a ailment times. >> So that would be the December meeting. Well, emotion like that would be an order if you have a second for it. Okay. So it's been moved and seconded that this motion be postponed until the December meeting of 2015. Is there a discussion? Yes. >> Centered Design Center, please. From this part of the proposal that accounts for me, I haven't voted against him looking for a workable starting point. That offensive. What do you have to do that If we both december inhibits a vote on the same day. My cylinder Bernstein conference back I read high between sent more together without concerns five or whatever being understood by you at branch a min president elect appeal or food. And neither did my wife very much, Linda eyes. But people are taking you are not comparable? >> Yes, certainly. >> Yeah. So let me just say a few words here. And my colleagues, the daisy serves on a number of people. >> It's a challenge to address. This represents a lean forward progressive as yellow, you're right. >> It recognize our work and the radioactivity that when assess leads to achievement of the object. And that's what we're out to factors. This resolution is extremely important and I really would like to take a vote on that, I think is important in your view, Bhopal people saying, But there is important because I think about it, does it allows that was departments the ability to get more revenue and ask the simple question, are we properly educating that lead? >> So to meet these five objectives set forth in the approved Resolution last fall. And then to ask the next question is, what's missing? >> What's missing in our great that our students aren't getting that would allow them to be competent in those five seconds. So instead of uncheck the box, instead of some random files, PDFs mistaking positive because they don't morning, you have to check that the faculty have the opportunity to sit down, look at your curriculum and say, what's missing. >> Now, look, there's a fulfilled it looks very similar. >> And so scared, right. >> There is a requirement that students take classes outside of there may not shunning the general education requirements that you may have in your Doric columns. Engineering has a class of general education, okay? >> So arts and sciences and engineers, they often think wonderfully column University. So I would not worry about those things. This is not that radical to people. >> What it does do is if you look at it carefully and think about it, reflect five is it gives a lot of power back to the fact of 40 at the department level to decide acts to educate our students and does not allow you the SIS advising says that it is not that rank for funky glasses. >> It has tracks that would allow biology, for example, to specify very particular passages that eliminate the need to have meetings with their students. One-on-one advice. You'd give them options to choose envoy in power groups of faculty around campus to come up with new class that might be an opportunity to meet some of the objectives that we said were important. >> So inputs E14 back and responsibility together at the department. I read this one carefully because I really think it gives us a great opportunity to achieve the objectives that we set out for learning. >> And they do so in a way that we can be proud of. There are great examples of extra curricular activities that we would like our students who do internships, research, study abroad activity, volunteer work. But students need to reflect on it. >> It needs to be assessed. >> And that doesn't require resources. >> So you may say, well, we're not going to allow that, or the University will provide opportunities. >> We have good examples of that. >> Those will be provided on the list. >> And if those are things that your department or you are valuable for your students, including those objectives that you may choose to allow those or not. And with high, again, Faculty of goodwill and integrate, things that we hold dear and important to us. Many of the content issues that my colleague here at history might argue needed can be made attractive to students and maybe selected by that. And many of the activities that are being done around campus can become best practice to develop. >> Whether you're in the business school doing entrepreneurship or doing study abroad, or engineers without words, or teaching a student teaching. >> There are many offers, enemies that this recognizes, that allows student learning assessment. >> So you can look at this is a scary thing. And Professor McDowell said some words that we should think about that just because it's a little scary mole between the Afraid. Last comment before I sit down, there's words here. There's the idea that there's a, a document that we're using as guidelines. >> We have two years to work through all of the issues associated with that. The first student who graduate from this program, hoping some 20-20 wanted I think we can make this work. So you're scared about various aspects of this and put it right, there isn't, there isn't funding. >> We're all volunteers who work on this. >> And you say, well, software, so you've direction we need about this committee works because we have the support that you need, your backing, your vote on this. >> If you totally disagree with it. >> Okay, fine that we'll try something else or another group of people. What do you think this as a chain? You'd think this is where you want to go in terms of integrating. >> There's a board and moving forward with plenty of places for uncheck. >> It isn't programmed that way. >> I don't think I'm going to suggest that since norm is calling for the vote and sense the the motion currently on the floor has to do with whether this gets postponed or not. I'm going to suggest that we vote on whether this should be postponed. And I'm going to point out that if if we vote not to postpone it, then we continued debate on the main motion. Yes. >> Senator MC Not if we don't, we'll pass the main motion right now. >> We're weren't right now. We're debating the motion to postpone it until December 2015. >> Oh, no, no. >> That's that's not true. That's not true. Now that that's not true, that's a good question, but it's not true. But the other the two motions that we've previously passed, those are going to be implemented. >> Senator Giza, these ones. >> Okay. >> Okay. >> And my parliamentarian, I see a blue card board and someone goes OK, OK. We need to hear from our parliamentarian. >> Thank you, sir. You're nervous. >> Preside or the outsider can't last. >> True, true notion. >> And you can use for unanimous. >> Alright. >> Alright, I don't think I'm going to get unanimous consent though. Center reside. You're calling the question on postponement. Alright, so, so the question has been called on postponement. So we now will vote on whether we're going to vote on postponement. So we're voting on whether we're going to vote. All those in favor of voting on the call, please raise your yellow cards. Voting on whether we are going to vote on the postponement? Yes. You are not voting on the postponement yet. You're voting on whether we're going to vote on the postponement. >> Pleasant day on whether or not thank you. >> That's a good way of stating it. I see a vast number of yellow cards. I'm going to so the motion to call has passed. Are there any Against the call? Okay. So so we now are are voting on whether or not we will postpone this until December 2015. The most the motion is to postpone this vote on the E proposal until December of 2015. All those in favor that postponement, please raise your yellow cards. >> Okay. >> So there are five in favor. All those opposed, please raise your yellow cards. I see a vast number of yellow cards, at least 45. So I think we will now debate on the main motion. So to clarify, the motion to postpone fails. That's senator Galileo or pardon me, past president Galileo, future senator Galileo. >> I must say that I shared, was saying iss. I just wanted to say that I share most if not all concerns are sorted or Hines and that having this motion to go forward with by one single vote, and I presume that was chair of the committee that wrote anti not either of the two Senate Committees. >> For them a ringing endorsement. >> And one final thing, is there maybe a way to dress large amount of advising. This will take my department with hundreds of majors. >> And I don't want to speak psychology, but any large bourbon is probably going to be a substantial burden. >> Or maybe a way that the Western although I can't think of one right now. So I share concerns and I agree with both of the committee. >> Thank you. >> Senator gazes so many of my birth, I haven't overnight a large portion. You do not have a large number of majors, I think is a very clear path, a document or a different plan. And then of course pursuit of thing. Sure. Passenger press single document. I think I made the business plan. Tell me why we have, you know, 5 check. But really when you look at them as ten or 15 different skills. >> So important that you are hoping that all of us do. >> And the only way to bet that a lot of patients have had perhaps even happening recognized outside of the classroom because there's no way that pink glasses dressing everything the one required, and still do all the other thing. And so the advantage of each department, department really offending and they're aware of it or allow it. >> Department of okay, what are these general education? >> At the same time, I feel confident. University wide apart, I, I know that they're not necessarily horse by looking at its best when students read off, but we're going to lay out a plan that they need all the previous idea, read, write, and well, we're not sure, but it's something like that. Every office which don't seem to be here, I think we're gonna idea how little word that they know, that they know their objectives that they would be the kind of courses taken me, I hope that our department and he spent much of what you often don't like this particular class dependence. But words are there, people have a real back. We really can get some sort of ethics, occupations of creativity. Identify where nobody. >> Thank you. Thank you. >> Senator gases, senate secretary honest silver, Amun, and then senator parody in here like this. And then they think that this modern environment we're doing something like that and their inability to speak of, wouldn't that be easier? They did try. Like I said, if you would like to be sure, if you'd like to structure so you can't really right. Because this requires us to go and identify the classes, I believe, but together deposit or identify the existing general education classes across campus. >> So it isn't all in or not. >> Wow, wow, it's not. >> The core was a very well-defined single class. Those were not necessarily REI we did identify what classes on campus, various factors are at work. >> Why >> Teaching classes and an apartment. >> So it doesn't really lend itself out of us strengths being small self-centred process. >> So I, I really think this is a coherent program. >> And remember, we're not the students classes and this structure is 27.21 branch. >> Okay? >> Okay, Wertheimer has an opera structure in place on how maybe doesn't jive. Okay. >> What what okay. >> So but lets just to answer the question. >> The pits you already did Senator periodic? >> Yes. >> It is known as GAVI Stevens. The engagement at New England has been daily, successfully satisfied. They actually like these kind of activities. I think we need. >> Thank you. Sender Robinson, Are you yeah. >> I wanted to say that for the issue of consistency, it is a big one. Back there is multiple things in the book Colleges That when it comes to these experiences, I think the other part is born. >> You mentioned about the eight o'clock yesterday not wanting to climb. >> And that's a mindset. And my concern about that mindset is being transferred over to this in potential implementation. My concern is issues that come up. >> I've always hated experimental or pleased that internship experiences, independent studies, all those things. >> I see the value of those new intensive associated with it make it successful. >> For the professor told us all to work in church, has a good side and a good student match or bad sites, sites here in the corridors. >> And like it sort of goes back to question in terms of academic integrity check. >> Blackboard said he transferred to this where students aid as an easy way out and find a way out and then becomes a push down potentially. I've had them for my concerns, certainly the athletic prowess as meeting mentioned, the report that was done that with charity because of what occurred at UNC. >> And three, credit being given for a one-page paper. >> They split it. >> And those who might experience when you go back to the, and it's, it's that fear. It's the sermon on it and making sure that again, I made up, I wish there could be a pilot. >> I think there are people that are kind of doing this and bring them into the equation. >> It's maybe piloting it to say it, because I think it needs to be tested out. And I think the last point was very intimate. >> The experiences that students have on campus outside the classroom are valuable. >> I consider my intercollegiate athletic experience as defining, but I didn't because I wanted to do it. >> And it said The apart as he Matthew hears Arts Editor, he chose to be here today and my concern to make as required. >> And we take it away from the students and taking the initiative to expand themselves to make them bad. >> Think themself better. >> I'd take on those experiences again, is that give me credit, I think is incredible work you've done. >> But I do have concerns and I went to degenerate being because there's a proxy and my concerns were deviated to the guards. >> So it's not one minute because you've spoken about three times on this already or at the end of the day where I have my iPad, my time. >> Thank you. Thank you. >> Sure. Yes. >> I personally my personal feeling, you know, I do have all the reading I did what I don't know. >> So so just for your information here in terms of procedures, one option that you would have is that you could amend the motion to be a pilot in one department. That is emotion that that isn't amendment that could be made here on the floor if someone wants to make that amendment. Senators, I so the question has been called and there's a second, so that's not debatable. So we're now voting on whether we're going to vote. Are voting on the call to the question. All those in favor of voting, please raise your yellow cards. So I see a vast sea of yellow cards. Are there any opposed? Okay, so there are three opposed to to voting. So the call has carried. So norm is now getting his wish on voting or voting on this today. All those in favor of the engagement and exploration proposal, please raise your yellow cards. So we're going to need to count these. Please. Please keep them up. >> I'm going to go away. Yeah. >> Please keep those cards up. They said did you both get 2727 votes are in favor? >> All those opposed, please raise your yellow cards again. It quietly and excuse me two seconds. >> Alright. So the motion has failed by a vote of 27 yes. To 29. Know also the next order of but but the the record which will be in the podcast is an excellent inventory of the reasons for that in terms of future use. So all this all this dialogue and all these suggestions That we've had, I think are a valuable record for us in considering future proposals. So we move now, let's see if I can move us. They're a little more expeditiously. We move to the capstone resolution. This is the fourth of the five gen ed resolutions. This resolves that the Faculty Senate directs each department or program responsible for administering undergraduate majors to include a capstone experience as a requirement for the major for all students matriculating in academic year 2017. And it further resolves that the Undergraduate Studies Committee of the faculty senate reviews and approves all proposed capstone experiences according to the guidelines laid out in the attached document. And the attached document provides a lot of flexibility in terms of what these committees can consider to be capstones. >> E And would you like to introduce this motion is in this direction, going back and simply won't. >> Posing here is what is already a widespread practice, UD, Universal and yet flexible and making the best practice experience in a wide variety of ways. And is there a discussion, Senator Ackerman? And I'm gonna go initials. And again, that was initially requirement, suggestion, suggestion. Graduating seniors seemed to know here that number six and upgrade. So these editions I pay this injection a number of places and somehow this thank you, sir. >> So I recall this list grew in the midst of the open hearings, EGS chair Hastings. >> Yet this is one that we made some suggestions and actually numbered eight suggestion because there are departments. >> Basically class or AP courses that satisfy what we think is capstone sphere into the capstone compartments. And as you can see in the header up here, this motion also has the concurrence of the vgs and coordinating and changes were made us requested by U gs edges must be, yes, the courses are really define classroom courses. >> Would they be? >> That's a good, i'm reading to see if it says here, doesn't say who's going to make the decision revolution. >> Yes, so U gs will make those decisions. >> Right now. >> I think we need to be clear. >> And somebody raised earlier yes. >> It's not every internship. Qgis would fight Howard internship. >> I asked spirit. >> I don't think I know. Thank you. >> Yes. >> Versus being in class today are existing capstones. >> Grandfather, That's a good question. I'm looking at my U gs chair because I would argue that's not my resolution. >> Obviously, there is a set of guidelines pass the courses that we would ask departments. >> So I would imagine that for a, a department that has a long-standing capstone, which is one of these, that that process of re certification would be pretty straightforward. So I'm sensing that we're ready to vote on resolution p. Yes. >> Did you have become okay. >> Oh, please identify yourself for that. I thank you. >> I'm wondering. Yeah, that's a really good question. >> That's the assessment question. That's that's what you see in several of these resolutions. You see that we're going to figure out how to assess it, right? That's a very good question. Yes. >> Center what Rob sink it is angular resolution, but they're being done badly lies and they'd go oh, All those things I think are they're going to. >> So are we ready to vote? >> Hearing no dissent to vote, I'm going to ask those who are in favor of approving resolution PDA capstone requirement, please raise your yellow cards and do you want these counted? I think we're are we still counting? Ok. So John, would you mind counting these? >> I guess Karen's getting the count 45 are in favor. >> Are there any opposed there or to a post? So the Capstone motion passes 45 to two. Next, we have the review of undergraduate degree programs. This is a resolution that calls for the Faculty Senate to direct each department or program responsible for administering undergraduate majors to ensure that their degree programmes, inclusive of major college and university requirements, fully support student development and all the objectives of general education. By September first, 2017 and b had further resolved that an assessment mechanism for the general education requirements be articulate. So there's that magic word, assessment. Again, to figure out how are we going to assess this. We don't really know and we don't really do it. Now, is there any discussion? So seeing no discussion, I'm going to assume then that you are ready to vote on this. So let me call for a show of yellow cards. All those in favor of passing resolution Shun. Q, which is the review of undergraduate degree programs. Please raise your yellow cards. >> You don't want any count on this. >> I think we should be consistent if we're going to count and we're going to count them all. >> 43. >> And are there any opposed? There is one oppose. So it's 43 to one, supposed by a former chair of curriculum committees. >> Alright. >> So yeah, I mean, this is huge amount of work. All right. But that's not the reason, right? That's all. You also have to figure out how in the world are you going to do it. So resolution R is from past president Denny Galileo. This is too great a minimum required syllabus for FY FY S. Is this still on the table? >> I like to read a short prepared statement, addresses all three of them and I will say something about this. >> Okay? Okay. I'm gonna rule that in order. >> The reason for introducing my resume is quite simple. And I heard it wasn't my idea. I heard these ideas during the discussion about the real world is consideration. Therefore, I introduced him with the support of multiple co-sponsors who also thought they were good ideas. I like these ones were submitted for anymore, submitted by the say, resolution pipeline resolution on alignment of breadth courses with the new genet objectives makes sense. No matter what else we do, even if university bread for Florida disappear. He's courses with contributing to the general education of our students. And we should know how it's aligned agenda and goals. >> The only Windows does not make sentences. >> If these forces worried this here, I doubt they'll disappear, especially if the apartment stands. Do this resolution, aligning the multicultural forces with the Diversity Learning value rubric similarly aligns those courses were things that we think are important. Even agenda and committees ET resolution kept these courses being able to fulfill that requirement. So knowing how these pores teach important concepts is something we should turn this as supportive of the Senate Committee on Diversity and the director of the Center for the Study of diverse. >> And he said that he felt that this was a good idea. >> Regardless of whatever else happens, these resolutions are discrete, stackable steps in the right direction for general educationally do however, they've got complicated major undertakings, which might be a criticism. A beehive have significant budgetary implications, which I think that the senators would welcome at this time of extreme uncertainty here, we do not know warnings. President will be no warnings, Deputy Provost will be. >> We know Warner's director of admissions will be no power. Vb won't be change, only there will be change. >> So the small but significant steps in the right direction or a good thing to do. >> And they do not preclude bigger and better things from happening. Virginia integers should they be brought set. >> One last point is that any new large plans that we might pass will have to be phased in over a multi-year time mean time. Doing what these resolutions propose will allow us to track our progress towards fulfilling our goals. >> I imagine that would be a good thing for our next report or our Middle States accreditation. >> And I would white, since the first-year seminar proposal biogenic committee passed, I think it was Nano mostly this move. And I don't know what the cleanest thing to do would be to get rid of this all of the posts >> So we just have no discussion down concerning the well, let's let's stop here. >> So we do these in order. I'm going to suggest that you withdraw this motion. And unless my parliamentarians gonna stop me, I'm going to accept it if he has the seconds reveal. Ok. So do any of the senators here object at any withdrawing this motion? So hearing no objection, I'm going to just rule this withdrawn. >> Thank you. >> Well, it depends on what lettering system you're using, but yes, it is resolution are in the last senate meeting, I re lettered them. Never, never do that, right? This is now my last senate meeting, but people got confused. So I'm back to the original lettering now. At any rate yeah, it's resolution are on the printed agenda. So we moved a resolution S which revolt resolves that the university faculty senate committee on general education shall work with the committee on undergraduate studies to design and implement a process for certifying existing and newly proposed university breadth courses for their alignment with the five new general education objectives. And be it further resolved at this should occur during the 2015-16 academic year. And past President Galileo's has the right of speaking first. Okay, so I learned earlier today that when a faculty member creates a new course, that there actually is a prompt that asks them how that course addresses the current ten general education goals that Udi has? I wasn't aware of that. I've been misspeaking for the last couple of weeks by saying that breadth is not aligned with the Jeanette goals. But now that forms gotta change because we've got five objectives. >> And for purposes, instead of these ten goals, Deputy Provost Birkhoff's right now, I think they did not vote on it, right? >> Yes. You did vote on it as taro? >> Okay. >> Does this you felt tended to do was reported to you for OK. >> Chirp. >> That in a nutshell, we felt that this was just uncheck the box, checked the box again. And that wasn't what I wanted to ask is what we're trying to existing courses obviously resolution that we had right before the existing horses, would instructors identify how the objectives that they wish to have, their voices and I think this is a very reasonable process. Okay. Why do you plan to simply say upward on the intellectually honest with ourselves with all due respect to our president or hindrance. Thank you. >> Ug has chair Hastings Report since we're doing committee reports, was forwarded by the Undergraduate Studies Committee by about eight to favor too. >> So I think the points that I think is more relevant, the resolution. >> Ray has been disciplined. >> Thank you. >> President elect a pilot. >> I think of myself as chair of the I think I agree with normal things and I like this whole issue of breadth courses are back and general education required. I see that this is no, no, I can't give us any bank is not really breathtaking pink if its minimal. >> Thank you. >> Thank you. Yes. >> Senator Purcell, sprite guy like me now EFS year. >> And we're going to be hearing that may no longer be. I review on our syllabi and which are now paying for shipping to me actually having trying to be at rest and you aren't exhibiting path and we are now mechanism we're developing is yes, I said, a stopgap measure. And do we have any president elect appeal loaded. Loaded. Angry about yeah, I'm all about you weren't all bad. >> So what it is is that breadth currently as aligned with ten gen ed goals that we've sort of voted out of existence. So this motion, both the Senate voted to replace those ten goals of general education with four purposes in five objectives. So at the moment, breadth is aligned with our old system. We know that the form is going to have to change because the course approval form is based on the old ten goals. So that form has to change. This resolution would recertified the existing breadth courses to say how, how do these courses align with the new purposes and objectives gen ed? And if they don't, then they will no longer be breadth courses. >> Senator care up by voting down those dates except I feel it I think that I don't want to, but I do think that next year. Thank you, Senator. >> Suicide. >> It's side that is awesome. I wonder I am sending me to synthesize that progressive agenda. >> Sorry, it's getting late. My brain is slowing down to past president Galileo. >> Widescreen argument was trust backwards. You can't trust the backward pass in something small, incremental step forward. And we can't trust the faculty because we are going to stop there. >> I mean, that, that doesn't make any sense to me. I mean, this is not this is not meant to cause you to stop here is just to take a small step or haven't taken Thank you. President elect a pilot. >> I think. >> Well, that would be done by calling the question and voting it down. You can't dismiss it. It's out of order. It's out-of-order to dismiss it. Is there a second? So there's a second on calling the questions. So we now are going to decide whether we're going to vote on this or if we're going to stop or we're going to continue debating. So all those who would like to go ahead and vote on this, please raise your yellow cards to call the question. So I see a vast number of yellow cards. We don't really need to count those. There's probably 50. Are there any opposed to calling the question? So there's one opposed to calling, There's two opposed to calling question. Alright, so vast number prove calling the question. So the question is called. So we now are going to vote on whether or not we're going to in terms of resolution S, that we're going to align the university breadth courses with our new genet objectives. All those in favor of this resolution, please raise your yellow cards. So we're going to need to count these carefully. >> And as yours up, John, 21. >> Okay. That's also what I got. So there are 21 in favor. All those opposed, please raise your yellow cards. So there are 24 posts. So this motion is defeated. And moving on, our final resolution of the day is resolution T. This is to align multicultural courses with the Diversity Learning rubric is resolved, is that the university faculty senate committee on diversity and affirmative action shall consider this new diversity learning value rubric, and identify those dimensions appropriate for evaluating multicultural courses. And is further resolved at the university faculty senate committee on undergraduate studies. With the involvement of the Committee on Diversity, shall design and implement a process for certifying existing and newly proposed university multicultural courses for their alignment with the above dimensions. And it's further resolved at this should occur during the 2015-16 academic year. And past President Galileo has the right of speaking first. >> I addressed this in when I read a while ago, but I'd like to ask you recognise yes. >> Emily, they see it as one. Family man team needs to deal with some time given, especially that course and curriculum is failed, it makes sense to review and there will be assessed that diversity letting against starting or their further comments about it centered design modal overlap with. >> So in my opinion, this is the approach the university should be taking. If you're going to align the university's educational activities with goals, you should have a rubric for doing that. And if you've looked at this diversity rubric, it, it's quite amazing. This would fix, well, it would, we have a big problem with multicultural right now on campus. This would move that light-years ahead. >> Eric Ries really think past president Galileo, that rubric is really designed for or evaluating curriculum and not individual horses. >> It says that it may not be suitable or individual. >> It doesn't say it is not. >> In. >> Presumably, all the little parts of that rubric will have to be addressed. Five-year parts of the curriculum. So obviously different parts of the curriculum are gonna pertain to the different parts of the rubric. So that it does make sense to me to say that this malty cultural force addresses these points in the rubric. This one does, this one, and so on and so forth. Because how else would you be able to address most, if not all those parts of the group centered design could be feeded. >> Specifically, I think he sees needed me. So I have one here and one which clearly past president Galileo. >> In essence, that's what this says, is that it asks the media and diversity to identify those dimensions appropriate for evaluating horses. >> So in essence, that's what they would do it because maybe they wouldn't all yeah, certainly many of them would. >> Yes. And I'd say Yes, please. >> I mean, I can imagine maybe that would be something to so the first result I think is particularly appropriate for I don't know, it sounds ridiculous for me to say. If you're creating a movie, that you could add language to create a set of guidelines to little people. He said Yes. >> So let's see if I can find that. You have a minute to think about what you said. Okay. >> So maybe just insert identify those dimensions or others appropriate for evaluating colder. >> That means an open or whatever others or you could say to use the Diversity Learning Rembrandt as a benchmark for developing guidelines. >> I guess that was already in there, let's say for evaluating. So this is the Add It. Is there a second? I guess should have asked for a second before I went to all that work. So there is a second. >> So yeah, I mean, it's true the process here. >> I mean so I mean, if I can help, this process assumes that you're going to be doing this. >> I mean, maybe it could be worded more efficiently, but the process there is assumed, yes, center hides a worry or a concern. And to identify those financial or other others write dimension, right? >> Yeah, it does. Do you accept that as a friendly amendment? >> Okay, so let's see here dimensions. >> So we're adding or others. So we're adding or others. And does the second or Senator Carol, do you accept that friendly amendment? >> Thank you. >> Deputy province Birkhoff's area. >> That's why I like the way that we're talking about one give me two wants to visit a patient equity yeah. That others do not come from and now it's not like that. >> I think that's a good question. I mean, U gs is currently charged with certifying and recertified multicultural courses. It's not a, it's not a gen ed function at the moment in the Faculty Senate. And I think there's no question that it's related. Yes. >> So Senator Docker has asked past president Galileo if I weigh now, since there is no part of general education setting halls, multicultural forces pulling down. >> This is under the purview of UTS, which endorses and coordinating endorses. >> Again, multicultural forces have not been made part of general education yet. >> Aug, so there's no reason that this needs to necessarily be made part of that because that was so like it is BE president. Centers, entities relate. And I agree. >> I don't think that having this wording precludes any involvement and to general education, maybe ones that haven't brought. >> The intention was to align multicultural forces. >> When the Diversity Learning volume U gs chair Hastings TGS listed along here. >> I do a ray. That mean the way I read this is currently the criteria that we have for multicultural horses are are a little bit and UTS does the best job they can say, yeah, of course, designer doesn't beat. >> What I read has to say is that this diversity committee is going to give us the MGS better guidelines to say yes, this criteria culture, I don't think you need anymore focused attention. >> So thank you. So that's my take, or maybe I'm wrong getting comment on that, but that's my thinking. >> Yes, sir. >> Progress, frankly, political. Standing up again. >> Thank you. >> Starter kit. >> So if you're ready to vote, we would be voting on, well, it was a friendly amendment, so that the friendly amendment is by definition accepted. So we would be voting on the main motion. Is there any objection to voting onto made motion passed president Galileo? Yes. Thank you. Thank you. That was friendly. So all those in favor of resolution T aligning, moldering cultural courses with the Diversity Learning rubric. Please raise your yellow cards. We're going to need to count these. There are 33 in favor. All those opposed, please raise your yellow cards. There are four opposed. Thank you. So the motion passes. So again, the the the podcast of all the discussion on all eight of these is a valuable database for us to mine. Now we briefly have an introduction of new business and I'm going to yield the floor just for a minute to Senator McKnight. >> I remember >> So we're 40 faculty short of volunteers for graduation Now. What do they do if they want to volunteer. >> Okay. Okay. Okay. >> Thank you. >> So is there an email address or something? >> Okay. Okay. >> John's going to look up that email address and centered reside is going to introduce two important motions are essentially reappointment decisions. The membership. So these will be constitutionally belong. I feel very sad to say thank you. >> And do you want to introduce your second motion? So oh, I'm sorry. Is there a second for this first motion? Okay. So Sarah, not seconds. Thank you. Well, the only action we can take is to refer it to a committee. Otherwise, the executive committee will decide what to do with it. This probably belongs and the executive committee. So I don't think you need to refer to any anywhere else and we'll get right on it. >> Well, we'll get on it for the first September where it is. And they use the same work, whereas pause our diametrically opposite. >> Whether somebody introduces intended way or is it actually hurts. Democracy was a border, which is plenty of videos on the topic, you thing that any prior notice, it's sacrosanct. >> It cannot even be worldly. Argument on Sunday afternoon makes that impossible, or there are emergencies. I think Galileo pointed out where their days that really can be discussed for a long period of time. We have ever offered advocates which are sufficiently important that required are things which campaign is therefore, the idea is to reaffirm the fact that these measure which is delivered, it represent, must be held. >> And is there a second? There are several seconds. And again, this will be taken up by the executive committee unless you want to make a motion to refer to some other committee. And it's been a long meeting. I want to thank you. All centered, not o. >> You have an email address. >> Great. Yes. Karen can yes. Week the Senate can can email that out. All right, everyone have a great summer and spread his intellect appeal. I will see you in September.
2014-2015/facsen-20150511.mp3
From Joseph Dombroski May 06, 2020
1 plays
1
0 comments
0
You unliked the media.