CENTRAL MICHIGAN UNIVERSITY - DOC 5

Document Sample
CENTRAL MICHIGAN UNIVERSITY - DOC 5 Powered By Docstoc
					CENTRAL MICHIGAN UNIVERSITY
ACADEMIC SENATE
Bovee University Center 108
Web Site: http://academicsenate.cmich.edu
E-mail: acadsen@cmich.edu
Phone: 774-3659

Membership:      Mahmood Bahaee, Steven Berglund, Elizabeth Brockman, Bob Chaffer, Kevin Corbett, Jacob
                 Coughlin, Mark Cox, William Cron, Elaine Daniels, Richard Davenport, John Dinan, John Dinse,
                 Jesse Dominguez, Claudia Douglass, Gary Dunbar, Charles Eiszler, Maureen Eke, Donna Ericksen,
                 Robert Estabrook, Melissa Gill, David Gillingham, Ashley Graves, James Hageman, Annette Haines,
                 Timothy Hall, Richard Hardy, Joyce Henricks, Jason Henry, Joan Hornak, Amy Keith, Pat Kelly,
                 Robert Kohrman, Stephen Kopp, Robert Lee, Helen Leemaster, Glenn Lewandos, Bin Li, Sue Ann
                 Martin, William Merrill, Robert Miller, Charles Minyard, Thomas Moore, Sven Morgan, John Nee,
                 Wayne Osborn, Keith Palka, Elliott Parker, Don Peddie, Gary Peer, Debra Poole, Rose Prasad,
                 Michael Rao, John Robertson, Bruce Roscoe, Steven Russell, John Schleede, James Scott, Mary
                 Senter, Richard Senter, Gary Shapiro, Lal Singh, Brad Swartz, David Williams, Mary Wisnom, Basil
                 Zimmer

                                           CMU ACADEMIC SENATE
                                              November 21, 2000
                                              Minutes of Meeting
                                             Mary Senter, Presiding

                                                Summary of Actions

1.       Elected members to senate committees
2.       Approved a new designator, “DHA”, to support courses offered in the new degrees in health administration
3.       Approved a change in language in the description of University Program Group IV, Subgroup A.
4.       Approved a new course, PTH 526, Neuroanatomy in Physical Therapy
5.       Approved revisions to “Special Instructions for 500 Level Courses” which appear in the Guidelines for
         preparing a Master Course Syllabus in the Curricular Authority Document, Appendix H.
6.       Reviewed the proposed ad hoc Committee on Governance for Teacher Education; returned to Senate E-Board
         for revisions to the membership
7.       Reviewed revision of proposed Bulletin and CAD Language when a program is offered through distance
         delivery; rejected
8.       Received an update from the Calendar Committee
_______________________________________________________________________________________________
Present: 59 of 65 members

Absent: Steven Berglund, Ashley Graves, Jason Henry, Gary Peer, Michael Rao, Lal Singh
_________________________________________________________________________________________

1.      Announcements
        Senter announced that HPR has a new senator, Pat Kelly. Henricks, Scott, and Singh will be representing the
        Senate on the enrollment management group. Roscoe announced that the first meeting of this group will be
        held in the next couple of weeks.

        Senter announced that there has been an objection to the proposed name change of the College of Health
        Professions. Davenport asked whether this was a valid objection from a department. Senter announced that
        this was a departmental vote conducted under the supervision of an acting chair and that the departmental vote
        was taken by e-mail. Kopp and Shapiro asked that the vote be validated. Senter said that this determination
        would be made by the Academic Senate E-Board.

        Senter announced that the December 12 Academic Senate meeting will be one hour long and begin at 4:00
        p.m. Senter also announced that the president is in Atlanta attending a CEL graduation there and,
        consequently, unable to attend today’s meeting.
CMU Academic Senate Minutes
November 21, 2000
Page 2


2.     Provosts’ Report
       Davenport announced that the president is interested in using some of his new initiative monies for one-time
       seed monies for obtaining grants for sponsored research. Davenport briefly commented on the issue of senior
       officer salary increases--he had asked Ellertson to be today’s Academic Senate meeting but Ellertson was not
       able to attend. Davenport commented that prior to the recent increase, senior officer salaries were about 10%
       below market for comparable institutions and that the average increase was 8%.

3.     Approval of Senate Minutes of November 7, 2000
       Robertson moved and Lewandos seconded approval of the minutes of the November 7, 2000 academic senate
       meeting. There were two changes requested. Motion to approve the minutes as amended passed on voice
       vote.

4.     Elections: Committee on Committee Minutes, October 26, 2000, I.A-H.
       Senter asked for nominations from the floor. There were none. Osborn moved and Robertson seconded to
       cast unanimous ballot. Motion approved by voice vote.

       A.      Assessment Council
               Robert Schumacker (RPL)(EHS)        8/02     EHS
               Lisa Nuszkowski                     8/01     Student, SR., PSC

       B.      Excellence in Teaching Award
               Lia Erbes                           8/01     Student, JR., ENG

       C.      General Education Council
               Robert Noggle (PHL) (HSBS)          8/03     Faculty

       D.      Honors Council
               Tanya Marcum (FIN & LAW)(BA) 8/03            BA

       E.      Overarching Educational Goals Committee
               Grace Navarro                    8/01   Student, FR., PSC

       F.      Research Professorship
               Bob Howell (CHM)(S&T)               8/01     At Large

       G.      Speakers Series
               Barkley Sive (CHM)(S&T)             8/02     Faculty

       H.      Undergraduate Curriculum Committee
               Jason Taylor                   8/01          Student, SO., BA

5.     Curricular Items
       A. Undergraduate Curriculum Committee Minutes, November 1, 2000, I.A.
       It was moved by Scott and seconded by Kopp to approve item I.A., new designator, “DHA” to support courses
       offered in the proposed new Doctorate in Health Administration Program as well as other health related
       graduate programs that may be developed in the future. There was a question whether the Doctorate in Health
       Administration is adequately funded and Davenport responded that it was. Henricks had a question about
       whether the “D” in DHA stood for “doctorate” or “degree.” Kopp responded that it now is intended to
       represent “degree” in the event that there are other programs developed. Motion approved by voice vote.

        [Reference: CHP, CCC, 10/3/00, I.D.2.a.; UCC Minutes of 10/4/00, I.B., and Academic Senate Minutes,
       10/24/00, V.(I.B.)]
CMU Academic Senate Minutes
November 21, 2000
Page 3

       B. Undergraduate Curriculum Committee Minutes, November 1, 2000, I.B.
       It was moved by Coughlin and seconded by Scott to approve item I.B., a change in the description of
       University Program Group IV, Subgroup A. This description is part of Appendix C (University Program
       Documents), p. 43, of the Curricular Authority Document. This change will also affect Bulletin copy on page
       105, title of subgroup to Integrative and Multi-disciplinary Studies. It is recommended that the change take
       effect with the 2001-2002 Bulletin. The purpose of the change is to clarify the definition of subgroup IV-A so
       as to make clear what the General Education Subcommittee recognizes as appropriate to the subgroup.
       Motion approved by voice vote.

       FROM: Group IV-A Integrative and Interdisciplinary Studies.
       In these studies there is an emphasis on the examination of an issue or a subject from a multi-disciplinary
       viewpoint, so as to expose complex relationships and interdependencies within the issue or subject and
       between it and other issues or subjects. The focus is upon the integration of approaches and methods, and the
       exploration of values upon which alternative views are based. The issues or subjects chosen must be
       recognizable as significant and of continuing interest. Courses in this subgroup must make students aware of
       the various methodologies needed for adequate study of the issue or subject. The following specific criteria
       are attached to Group IV-A:

       1. The perspectives of the respective disciplines should be identified;
       2. To satisfy the multi-disciplinary criteria, the methodologies themselves of the pertinent disciplines must be
       used, rather than simply drawing upon the data or conclusions of scholars or researchers in those disciplines;
       3. Value premises arising from each disciplinary methodology must be identified.

       TO: Group IV-A Integrative and Multi-disciplinary Studies.
       In these studies there is an emphasis on the examination of an issue or a subject from an integrative or multi-
       disciplinary viewpoint, so as to expose complex relationships and interdependencies within the issue or
       subject and between it and other issues or subjects. The focus is upon the integration of approaches and
       methods. The course must address the assumptions that underlie the alternative approaches. The issues or
       subjects chosen must be recognizable as significant and of continuing interest. Courses in this subgroup must
       make students aware of the various methodologies needed for adequate study of the issue or subject. The
       following specific criteria are attached to Group IV-A:

       1. The perspectives of the respective disciplines should be identified;
       2. To satisfy the multi-disciplinary criterion, the methodologies themselves of the pertinent disciplines must
       be used, rather than simply drawing upon the data or conclusions of scholars or researchers in those
       disciplines;
       3. The assumptions underlying each discipline’s approach must be identified.

       [General Education Subcommittee, 10/5/00, I.]

       C.        College of Graduate Studies, November 1, 2000, I.A.
       Kopp moved and Scott seconded to approve item I.A., new course PTH 526. Dunbar then gave some
       background information about this item and mentioned that the Psychology department requests that the name
       be changed to “Neuroanatomy in Physical Therapy” to more accurately reflect the content of the syllabus.
       Otherwise, Psychology had no objections to the proposal. Senter asked about HPR’s feeling on the proposed
       name change. Triezenberg said that HPR would be willing to change the name in response to Psychology’s
       request. There was some discussion on this item. The question was called by Scott. Motion passed, with
       editorial changes (including those in the first sentence of the course description), on voice vote.

       Bulletin copy:

       PTH 526 Neuroanatomy in Physical Therapy 3(3-0)
       An introduction to functional neuroanatomy as it relates to physical therapy. Case studies are used to relate
       implications of neurological lesions with physical therapy intervention.
       Prerequisites: Admission to the Physical Therapy program or permission of instructor.
CMU Academic Senate Minutes
November 21, 2000
Page 4


       [References: CHP, CCC, 4/14/00, II.A.1.a.(1); Graduate Council Minutes, 10/4/00, III.A.2.; letter from Tim
       Hartshorne, Chair, Psychology, 9/28/00]

       D.        College of Graduate Studies, November 1, 2000, I.B.
       Senter gave some background on Item I.B. Dinse moved and Erickson seconded to approve “Special
       Instructions for 500 Level Courses” which appear in the Guidelines for Preparing a Master Course Syllabus in
       the Curricular Authority Document, Appendix H, pages 98-99.

       There was some discussion. Russell suggested that the word “credit” be added to the end of the last bullet in
       the revised wording of the item. Motion approved, with this one editorial change, by voice vote.

       FROM:      Guidelines for Preparing a Master Course Syllabus

       NOTE:
       1) Special Instructions for 500 Level Courses:
       Courses at the 500 level serve both undergraduate and graduate students and must have their syllabi clearly
       reflect the differences for these two groups. In order to meet approval at the 500 level, the course must:

               Include an appropriate prerequisite competence, e.g., specific course and/or specified number of
                hours in a subject matter field.
               Have in its syllabus a clear statement of the factors to be used in 1)evaluating student achievement
                and 2) assigning grades.
               Have a syllabus that reflects course content beyond that required in the prerequisite.
               Have a syllabus that reflects the difference in requirements for graduate and undergraduate credit.

       TO:    Guidelines for Preparing a Master Course Syllabus

       NOTE:
       1) Special Instructions for 500 Level Courses:
       Courses at the 500 level serve both undergraduate and graduate students and must have their syllabi clearly
       reflect the differences for these two groups. In order to meet approval at the 500 level, the course must:
                Include an appropriate prerequisite competence, e.g., specific course and/or specified number of
                 hours in a subject matter field.
                Have in its syllabus a clear statement of the factors to be used in 1)evaluating student achievement
                 and 2) assigning grades.
                Have a syllabus that reflects course content beyond that required in the prerequisite.
                Have a syllabus that reflects greater qualitative and/or quantitative requirements for graduate than
                 for undergraduate credit.

6.     Proposed ad hoc Committee on Governance for Teacher Education
       Senter asked Davenport to give some background on this item. Davenport said that in 2002 NCATE will
       reaccredit the teacher education program. In previous accreditation visits (1992, 1997) NCATE had expressed
       concerns about Teacher Education’s governance model. Because it is expected that Teacher Education’s
       governance model will be carefully scrutinized in NCATE’s next visit, attention needs to be given to
       addressing deficiencies in this. Russell also gave a historical outline on governance in Teacher Education and
       CMU’s response (or lack of response) to concerns expressed by NCATE about governance in Teacher
       Education. Scott moved and Davenport seconded approval of the proposal.

       Shapiro expressed concerns about the membership of this proposed ad hoc committee. For example, he felt
       there needed to be more faculty representation. He asked that the membership include representatives from
       each academic department that has a “substantial presence” in the Teacher Education program. Shapiro
       suggested that “substantial presence” could be based on the number of graduates departments have from the
       Teacher Education program and that Institutional Research could help determine the meaning of “substantial
       presence.”
CMU Academic Senate Minutes
November 21, 2000
Page 5


        Shapiro also proposed that membership include the dean or associate deans from CFA, ST, HSBS, as well as
        the Dean of the College of Education and Human Services.

        Daniels asked how many departments are likely to have a “substantial presence” in Teacher Education.
        Davenport replied that there could be as many as 22 different departments. Daniels expressed concern that
        this would make the committee too large and unmanageable. A number of senators expressed views, both pro
        and con, on Shapiro’s two proposals. Although Davenport voiced support for the second of Shapiro’s
        recommendations, he expressed concern for the first recommendation due to the large number of people--30
        or more--in the committee which would make it unmanageable.

        Shapiro also suggested revisions in the task force’s charge to ensure that other governance models with
        NCATE accreditation are reviewed.

        Osborn moved and Scott seconded that this proposal be returned to the E-Board for further consideration of
        the membership. Motion passed on voice vote.

7.      Revision of proposed Bulletin and CAD Language when a program is offered through distance delivery
        Senter gave some background on this item and announced that the Registrar’s office has come up with a way
        of identifying distance/web-based courses without attaching some identifier (such as a letter) to the course
        number that would appear on the student’s transcript. The Registrar’s office would add a field to their
        database identifying the course as a distance course. This information would be made available to
        departments on a periodic basis so that adherence to the proposed “50% rule” could be monitored. There
        would be no indication on transcripts that a particular course was offered via distance delivery.

        Scott moved and Daniels seconded approval of the revised Bulletin language. There was then considerable
        discussion on this item. Motion failed on a voice vote.

8.      Calendar Committee Report: Ray Christie, Karen Hutslar, John Scheide, Gary Shapiro
        The senate was informed that the modelling efforts undertaken during the summer showed that CMU courses
        could not be scheduled with the proposed 60 and 90 minute course periods. Scheide gave an overview of
        those items of the executive summary that could still be implemented. Shapiro spoke to items on the report.
        Questions were fielded from the floor. Senter clarified that no decision or vote on the report would be made at
        today’s meeting.

Meeting was adjourned at 5:00 p.m.

Respectfully submitted,


Robert D. Lee, Secretary

				
DOCUMENT INFO