Friday, August 20, 2010

Joint Southeast Campus Area Committee - July 19, 2010

The most recent meeting for the Joint Southeast Campus Area Committee was held last month. The meeting started with review and approval of the previous meeting minutes (March 15). No one was present for public comment.

Next, the board reviewed updated plans for the Charter Street Heating Plant. The project was first reported about at the March 15th meeting. Members of the project team were present to answer questions. The board voted to recommend the first phase of the project which includes constructing facilities that will be needed to maintain production during the other phases of construction. If the University gets final approval from the city, this phase will begin in 2011.

Other updates:
Chazen Museum of Art - on schedule, opening fall 2011
East Campus Utilities – this project should be completed by the end of August, work is mostly completed on Library Mall, and Observatory Drive will open soon
Hockey Swim Project - on hold for funding purposes
South Campus Union – back on schedule
WI Institute for Discovery - on schedule, the sidewalks will be restored soon
Education Building – faculty have started moving into their offices
Memorial Union – currently in design phase to renovate the entire building
Gordon Commons – will start in early 2011

Joe Klosterman,

Friday, June 25, 2010

Vice Provost for Information Technology Ron Kraemer moving on

UW students are losing a friend in the administration this summer with the departure of Vice Provost for Information Technology Ron Kramer for a similar position at Notre Dame. Ron actually has three titles at UW: Vice Provost for Information Technology, Executive Director of DoIT, and campus Chief Information Officer.

Ron became CIO a few months into my tenure on the Information Technology Committee, and immediately made clear that he was going to consider student issues central to his approach to the job – both in shared governance and in the focus on the application and deployment of information technology across campus.

I’m not sure what Ron would consider his biggest accomplishment – certainly, the development of a campus IT strategic plan was important, and all in all there have been some great advances these past few years, but there are three important things for students I want to highlight.

First, early in his tenure were the RIAA lawsuit threats of a few years back. Ron was very supportive of developing an education campaign that was realisitic in its approach. It wasn’t a pie-in-the-sky “Drugs are bad, mmkay” approach to copyright infringement – it recognized that the RIAA was specifically targeting university students and UW students were at greater risk. He was a good leader on campus and nationally in the response to the RIAA.

Second, Ron has lead the fight to finally abolish the use of social security numbers on campus, and to continue to be vigilant on the protection of personal information. Not only will students individually be able to rest easier knowing that the likelihood of identity theft due to university data losses is greatly reduced, collectively we have saved considerable sums of money from having fewer data loss incidents. This is money that can be focused on the teaching and research mission of the University.

Finally, Ron was the driving force behind the SITIAC shared governance committee that finally brought student involvement to the distribution of student technology fees. As more and more of the educational experience becomes tightly coupled with technology, it will be vital for students to have a direct say in how the infrastructure evolves. Our seat at the table would absolutely not have happened had it not been for Ron fighting for us.

Ron will be difficult to replace, and it will be a national search process. There will be two students on the search committee – look for more information on that later.

Personally, I’m proud to consider Ron a friend, and will miss him when he leaves for his new post in August. Notre Dame has made a great hire, and I wish him all the best in his new job.

Erik Paulson

Friday, May 14, 2010

Programs Committee- School of Education

The Programs Committee for the School of Ed met on Thursday, May 13th at 11:30 for the last meeting of the session. The agenda was short.

Two courses in the Educational Psychology Department were reviewed.
Ed Psych 540 Intro to Prof. School Psychology was changed from 3 to 2 credits to accommodate the requirement of a 1 credit practicum without overloading on credits.
A new course, Ed Psych 542 The Biological Basis of Behavior, was added to fulfill the need of students in the Ed Psych department who can't access the course offered through the Psychology department.

A course change proposal from the Rehab Psych and Special Ed Department was withdrawn after detailed discussion, it will return at a later meeting.

The prerequisites for Dance 420 Sound Design for the Performing and Visual Arts were changed to make the class more accessible to the entire student body, not just Dance majors.

This meeting was the last of the session.

Monday, April 26, 2010

April 26 Meeting of the Letters & Science Curriculum Committee

We held off on approval of Comp Lit 500 because of concerns regarding it as a "Meets With" course.

Discussion on LAS credit for Dance/Movement Therapy was tabled; we are waiting for additional discussion and support from the Psychology Dept. in relation to the potential certificate program.

Life Science Communication 450 was approved for Z designation L&S Credit.

Discussion regarding the creation of a Liberal Studies degree or major. Professor Emeritus Michael Hinden joined us, as did Vice Provost Aaron Brower, and Christopher Lee presented regarding Majors & L&S Degrees for background knowledge for the committee. Degree programs seem to emphasize focus, gaining depth in something you wouldn't be able to achieve if you spread yourself thinly. There have also been committed efforts to ensure that major coursework doesn't overtake a student's education. This leads to the question of if current majors are doing their job effectively. We have discussed continually who exactly this vague liberal studies major would serve, and thus Professor Hinden is sharing about how the existing Integrated Liberal Studies program could potentially aid in development of this program.

ILS is based loosely on the "Great Books" concept, and offers a way to satisfy breadth requirements with a cohesive structure and it sees itself as working with majors as opposed to being majors. About 1,000 students enroll in ILS courses each semester, with about 30 to 40 graduates each year from the certificate program. It has roots in the Meiklejohn Experimental College, and is very aware of the scale of the program. Students served by ILS come from many different majors and even from outside of L&S. Faculty for ILS are borrowed from other departments, and over the past 5 years, 27 faculty from 10 departments have participated with ILS, and about a dozen have taught repeatedly. It's a rather informal relationship which has been pretty successful.

Prof. Hinden (this is his own opinion, not on behalf of all of ILS because they have not had a discussion about this program yet) said if a Liberal Studies major went ahead without ILS involvement, it could potentially compete with and injure the program, but developing ILS to a degree or major is challenging because it may not be able to maintain a cohesive curriculum and a concern about maintaining the close faculty/student relations with exponentially expanded student numbers; faculty staffing has also been an increasing issue and ILS has a tight budget. He also raised a concern that if it is a liberal studies program, it may not be appropriate to focus solely on western culture as the foundation of a program, which is what ILS does. If there were to be a liberal studies major, it may not be appropriate to focus solely on Western culture and it may likely bring objections from other areas (Int'l Studies/Foreign Languages). He questioned whether or not depth could be satisfied by this new program, and if it philosophically fits into what a major is designed to be. Concern: Could there even be a one-size-fits all option of a liberal studies major? Can a degree in Liberal Studies be conceived without various pathways? Could ILS be one pathway? Or could ILS be a feeder to various pathways using the existing introductory courses? Could this new major use ILS to fulfill breadth requirements? Also which students would this appeal to? ILS began as a program geared toward freshmen and sophomores, then has evolved to being a certificate which provides a broad base as students specialize in another area.

Vice Provost Brower brought up a "General Studies" major at Michigan - 2 groups of students: students who couldn't choose and students who didn't want to choose. He questioned the demand for this course sequence - is there something missing from existing majors which UW offers? He made the point that if we are going to have new courses, and borrow the ILS model, departments cannot always allow faculty to be lent to ILS -- it is expensive. It's not a good model and can lock out smaller departments where there are not sufficient faculty to staff their own courses and ILS-type courses. This wouldn't be a problem if there are no new courses, but that then locks down the model. He would like to see grads who we knew achieved the kinds of liberal education learning outcomes we've described, and isn't convinced this is the route. Can this possibly be done through evolving existing majors? He suggested thinking about how we can help courses (especially intro-level) think about these questions so outcomes are being achieved, pushing departments to help students. Capstones also help include this level of integrative thinking.

We still don't have a clear vision of what this program would be, and are looking to ILS for some type of existing structure or inspiration as we continue to develop this potential program. There was additional consideration regarding senior integrative capstone courses, team teaching, using the FIG idea of linking courses...also how does this all tie in with how faculty are motivated to transcend traditional/existing boundaries even within their own departments.

Sunday, April 25, 2010

PACE Coalition - 20 April 2010

The PACE Coalition met for the final time this past Thursday, April 20. It was an occasion to celebrate the accomplishments of the Coalition over the past nine years in addressing the problem of high-risk drinking on campus. Although the PACE Project itself has now come to an end, Coalition members are confident that their work has been incorporated into durable and sustainable institutions that will continue to carry it forward.

University Honors Committee - 15 April 2010

The University Honors Committee met on Thursday, April 15. Tom Reason from the Office of Admissions gave a presentation about current recruitment efforts, admissions trends, and the academic profile of incoming students. This sparked a discussion about how the Committee and Honors programs could better cooperate with Admissions to help recruit high-achieving students. The Committee agreed that developing a stronger partnership with Admissions should be one of our goals for the coming year.

Saturday, April 24, 2010

Center for the First Year Experience Committee

Hello World,

So this is, unfortunately, the first and last(and only) post for the Center for the First Year Experience(CFYE) for this academic year. Good thing for you readers everything that has been discussed is all here =) !

CFYE met twice this semester on April 8 & 15th. The first meeting was with the CFYE staff, myself and a few other students and the second one was a repeat of the first but with faculty from across campus. The basic thing that came out of these meetings was discussion of the Orientation Review Project. CFYE was and still is coming up with ways to make their current programming more effective and beneficial for students.

Below is all the literature from the meetings. Do keep in mind that ALL Ideas listed are only IDEAS nothing is final or even in the the process. The goal of these Ideas is to solicit feedback from STUDENTS and faculty alike. (So if you see something awful or something you would really like comment!)
Here it goes!

Current Programming (done by CFYE):
-Freshman SOAR: 2day sessions throughout June/July. Condensed 1day sessions in late August & January. Components on academic Advising, enrollment, "campus life" and building social connections. Concurrent parent/guest program.

-Transfer SOAR: 1day sessions throughout June/July and late August, January. Emphasis on academic advising and enrollment. Little information on resources, "campus life" and social connections. Concurrent parent program.

-Wisconsin Welcome: Large & Small scale events prior to classes through the first month. Events are social informational & welcoming. Attendance is optional.

Philosophical "Big Ideas"
-Removing most discussion of campus life issues from summer programming and emphasizing academics only. Capitalizing on campus life programming that already occurs within University Housing in the fall.
-Development of more online components for pre-orientation, such as Interest Exploration and Academic Information provision.
-Structured Fall/First-week program series themed on the Wisconsin Experience. Large Presentations followed by small-group discussion in residence halls.
- "Welcome " events(Social & WI Experience) occurring primarily during the first week of classes, not several days before.
-Transfer students would participate in targeted programming tracks for fall experiences.
-Summer parent program focused more on parenting and transition issues rather than detailed information(which would still be provided in print and online).

Logistical "Big Ideas"
-Length of the summer program, options include
*Restructured 2day program(noon-noon) that incorporates advising components on both days
*1day(8am-5pm) program focused almost entirely on advising and enrollment
*Distance advising and enrollment
-Summer sessions occur from mid- June through late- August continuously(with short breaks)
-Increase total number of sessions and decrease attendance at each session

Comment away, I will forward all comments to the CFYE Chair and I will send her a link to this also>

CFYE website:

Good Luck on Finals!
-Jasmine "Jay" Savoy

ASM Shared Governance

The Associated Students of Madison Shared Governance Committee Blog serves as a space for shared governance appointees and the UW-Madison student body to communicate on issues relating to shared governance. As part of their responsibilities as student representatives, appointees will post a report following each meeting attended.