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.
Showing posts with label Letters and Science Curriculum Committee. Show all posts
Showing posts with label Letters and Science Curriculum Committee. Show all posts
Monday, April 26, 2010
Monday, April 12, 2010
April 12 L&S Curriculum Committee
We have had continued discussion about the use of AP credits for fulfilling graduation breadth requirements, an issue raised by the Phi Beta Kappa selection committee. A possible solution is having on-campus breadth requirements, similar to that of the comprehensive honors program but this raises an issue so far as transfer admissions, particularly existing agreements with 2-yr UW System colleges and the role of AP credits as regulated by the UW System. The central conclusion of discussion is that we need to see more studies which have been done so far as AP students completing degrees earlier, or sacrificing breadth for depth as said by Phi Beta Kappa. Further research will be done over summer, with the topic raised again in Fall 2010.
Discussion regarding the Liberal Studies proposal is limited and will be continued April 26, when there will be two relevant presenters. We have compiled a list of universities offering similar programs, and obtained a survey regarding employer interest in broad liberal studies - it is clear employers want this, and the question is if we can identify existing programs that would match up with what employers want and is appropriate with UW wishes/needs. Surprisingly, a number of the B.L.S. programs are targeted at non-traditional students (i.e. Iowa State http://www.public.iastate.edu/~catalog/2007-2009/curric/las-liberalst.html). That isn't necessarily the motivation behind the committee's review of the proposal, and there is still a concern about the advising and resource needs such a program would require, especially depending on the flexibility.
There will be two more committee meetings before the end of the year, April 26 and May 10.
Discussion regarding the Liberal Studies proposal is limited and will be continued April 26, when there will be two relevant presenters. We have compiled a list of universities offering similar programs, and obtained a survey regarding employer interest in broad liberal studies - it is clear employers want this, and the question is if we can identify existing programs that would match up with what employers want and is appropriate with UW wishes/needs. Surprisingly, a number of the B.L.S. programs are targeted at non-traditional students (i.e. Iowa State http://www.public.iastate.edu/~catalog/2007-2009/curric/las-liberalst.html). That isn't necessarily the motivation behind the committee's review of the proposal, and there is still a concern about the advising and resource needs such a program would require, especially depending on the flexibility.
There will be two more committee meetings before the end of the year, April 26 and May 10.
Monday, March 22, 2010
March 22 L&S Curriculum Committee
In the Monday, March 22, 2010 meeting of the L&S Curriculum Committee, we touched upon coverage of the potential Liberal Arts major/degree proposal from the Badger Herald (http://badgerherald.com/news/2010/03/11/liberal_studies_majo.php) as well as approved the creation of the course East Asian Languages and Literature 361, an Advanced-level course titled Masterworks of Japanese Literature: The Tale of Genji.
We will potentially be implementing a policy change for the Curriculum Committee regarding course overlaps after positive discussion at the Faculty Senate. We will hopefully work with the Registrar and academic departments to use prerequisite requirements to regulate course overlaps. More discussion on this topic is coming, and it will be looked into over summer.
There was further discussion of Liberal Arts proposal – looking to incorporate information from existing Integrated Liberal Studies program, and have invited a professor from the department to a future meeting.
This brings up evaluation of essential learning outcomes for UW and whether or not existing programs are serving the purpose they are intended to. Topic of how do we assess the efficacy of existing programs – survey recent alumni? Faculty? Graduating seniors? Based on previous institutions UW-Madison is further along the path of assessing learning outcomes compared to peer institutions.
We need to consider the infrastructure necessary to support such a multi-dimensional program – possibly creating a directive with core values and goals for the program. There is concern about whether or not existing programs have served the purpose they were intended to and if we are thinking about such a program, we need to establish the incorporation of values. There is potential for Liberal Studies to incorporate addressing social concerns. It shouldn’t become “just another degree.”
Moving forward we will prepare a written statement for the Faculty Senate. Eventually if we decide to proceed, we’ll write a request for permission to plan which includes addressing the need for the program, learning outcomes, how the program relates to the institution, relation to other academic programs, need for unusual resources (ex. Special tuition funding; probably not necessary for this option). It’s a long process to begin a new program, involving many steps going up to the Board of Regents, and is very complicated and detail-oriented – shortest period of time is three years, can be up to seven years which is a huge time commitment. Need to look at what other programs are doing and translate it into a realistic program for Madison.
Need to be conscious of the fact that we are not a small liberal arts college; we are a large research institution. how social and natural sciences integrate with humanities and have students ask why they are here – mechanisms to invite students to reflect in a regular way on the extent to which they are accumulating skills (i.e. integrating knowledge and learning to draw connections across academic areas).
There are still many questions about the program and nothing is decided, it’s an ongoing discussion at this point about how to best proceed. If created, what students would this program serve? How are the academic values we are instilling into students translating outside of the classroom? Is there a way to create a shared experience for all L&S Students? Questions of specialization v. general education and open program v. enclave of “bright students.” Is there value in a common curricular experience? And of course, a question regarding funding exists.
If you have questions or comments, please let me know – once there is a more firm vision/proposal we’ll look into student feedback.
Emily Kesner ekesner@wisc.edu
We will potentially be implementing a policy change for the Curriculum Committee regarding course overlaps after positive discussion at the Faculty Senate. We will hopefully work with the Registrar and academic departments to use prerequisite requirements to regulate course overlaps. More discussion on this topic is coming, and it will be looked into over summer.
There was further discussion of Liberal Arts proposal – looking to incorporate information from existing Integrated Liberal Studies program, and have invited a professor from the department to a future meeting.
This brings up evaluation of essential learning outcomes for UW and whether or not existing programs are serving the purpose they are intended to. Topic of how do we assess the efficacy of existing programs – survey recent alumni? Faculty? Graduating seniors? Based on previous institutions UW-Madison is further along the path of assessing learning outcomes compared to peer institutions.
We need to consider the infrastructure necessary to support such a multi-dimensional program – possibly creating a directive with core values and goals for the program. There is concern about whether or not existing programs have served the purpose they were intended to and if we are thinking about such a program, we need to establish the incorporation of values. There is potential for Liberal Studies to incorporate addressing social concerns. It shouldn’t become “just another degree.”
Moving forward we will prepare a written statement for the Faculty Senate. Eventually if we decide to proceed, we’ll write a request for permission to plan which includes addressing the need for the program, learning outcomes, how the program relates to the institution, relation to other academic programs, need for unusual resources (ex. Special tuition funding; probably not necessary for this option). It’s a long process to begin a new program, involving many steps going up to the Board of Regents, and is very complicated and detail-oriented – shortest period of time is three years, can be up to seven years which is a huge time commitment. Need to look at what other programs are doing and translate it into a realistic program for Madison.
Need to be conscious of the fact that we are not a small liberal arts college; we are a large research institution. how social and natural sciences integrate with humanities and have students ask why they are here – mechanisms to invite students to reflect in a regular way on the extent to which they are accumulating skills (i.e. integrating knowledge and learning to draw connections across academic areas).
There are still many questions about the program and nothing is decided, it’s an ongoing discussion at this point about how to best proceed. If created, what students would this program serve? How are the academic values we are instilling into students translating outside of the classroom? Is there a way to create a shared experience for all L&S Students? Questions of specialization v. general education and open program v. enclave of “bright students.” Is there value in a common curricular experience? And of course, a question regarding funding exists.
If you have questions or comments, please let me know – once there is a more firm vision/proposal we’ll look into student feedback.
Emily Kesner ekesner@wisc.edu
Monday, March 8, 2010
March 8 L&S Curriculum Committee
Today the L&SCC began a discussion about the possible addition of a Bachelor of Liberal Arts or similar program, in the wake of the creation of a similar program at UW Eau Claire. Below are the notes from the discussion, and further steps are still to be determined.
Would it be beneficial to a group of students to have a Bachelors of L&S/Liberal Studies, broad liberal studies curriculum as opposed to majoring in a particular discipline?
o Why force specialization at Undergrad when trying to get students to think broadly?
o Role of ILS program (certificate option but no major)
o Honors program
o Senior Thesis option
o Do you lose depth with the focus on breadth?
o Possibility to build on existing programs
o More flexibility = more guidance needed? Students looking for what their education is about, how they can combine interests. Finding courses that combine well, about interaction and a conversation.
o Option of core curriculum? Training habits of mind rather than focusing on a discipline. Build a foundation, continue from there.
o Way to integrate traditional and non-traditional students together.
o Is our current system of majors the best system for moving people toward essential learning outcomes?
Are we just doing it because we’ve always done it?
By creating more synthesis could we better prepare students for the changing world?
o Possible bad routes
o Degrees like this popular among athletes at other institutions
• Also don’t want an online degree route collaborating w/2 yr schools.
• Possible pressure to turn it into money-raising activity, b/c just need last 30 credits here, could bring in students from elsewhere who just finish here in Liberal Studies.
Would it be beneficial to a group of students to have a Bachelors of L&S/Liberal Studies, broad liberal studies curriculum as opposed to majoring in a particular discipline?
o Why force specialization at Undergrad when trying to get students to think broadly?
o Role of ILS program (certificate option but no major)
o Honors program
o Senior Thesis option
o Do you lose depth with the focus on breadth?
o Possibility to build on existing programs
o More flexibility = more guidance needed? Students looking for what their education is about, how they can combine interests. Finding courses that combine well, about interaction and a conversation.
o Option of core curriculum? Training habits of mind rather than focusing on a discipline. Build a foundation, continue from there.
o Way to integrate traditional and non-traditional students together.
o Is our current system of majors the best system for moving people toward essential learning outcomes?
Are we just doing it because we’ve always done it?
By creating more synthesis could we better prepare students for the changing world?
o Possible bad routes
o Degrees like this popular among athletes at other institutions
• Also don’t want an online degree route collaborating w/2 yr schools.
• Possible pressure to turn it into money-raising activity, b/c just need last 30 credits here, could bring in students from elsewhere who just finish here in Liberal Studies.
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