Liberal Learning Program Council Minutes 2004-2005

May 10, 2005

Members Present: L. McCauley (Chair), S. Albertine, R. Anderson (Secretary), E. Conjura, D. Dalafave, R. Edelbach, D. Fair, J. Gray, S. Ryan, K. Speaker

The minutes of April 27th were approved as submitted. Bob Anderson agreed to arrange for electronic consideration of the minutes from April 13th and March 23rd (and, by implication, those of May 10th).
Members organized into three working groups to consider syllabi and course descriptions of First Seminar courses listed for Fall 2005. The majority of offerings were approved as submitted. Bob Anderson agreed to encourage faculty members not yet having submitted completed syllabi to do so as soon as possible. Several sections have unclear writing requirements. They include FSP 11108, 11109, 11110, 11111, 11112, 11403, 11404, 12101, 12102, 12103, 12108,13104, 13105, 13203, 13204, and 15101. FSP 10108 needs title clarification. FSP 11403 and 11404 need editing to make student requirements consistent and to fix an apparent overweighting of exams. FSP 11110 and 11111 need a reconsideration of writing assignments. FSP 11112 needs to have its goals and title better articulated. FSP 12202 should be looked at in terms of its race/ethnicity and community engagement justifications. Some members also thought its title needed to be more clearly alligned with course content. Similarly, FSP 12102 and 12103 need to have titles more clearly articulated with course goals. All faculty should be reminded once again of the standards for the seminars. A discussion of the placement of FSP 14101 in natural science (rather than world views and ways of knowing) considered the respective goals of each category, the topics included in the syllabus, and comments by the instructor. The course’s placement was retained in the natural science category by unanimous agreement.
The Interdisciplinary Concentration in Asian Studies was unanimously approved with the understanding that the level of Asian language proficiency be clarified, the appropriate ACTFL guidelines be cited, and that only correct, transformed courses be included in the course listings.
The Interdisciplinary Concentration in Africana World Studieswas approved in principle with the following recommendations:
- The number of areas should be reduced from six to two, with emphases in African American Studies and Africana/Diaspora Studies (or similar). Each emphasis would then be more interdisciplinary and would also provide sufficient course availability to allow students to complete the concentration in a timely manner.
- Through careful advisement, using the Option B mechanism–or a combination of Options A and B, students should be encouraged to complete additional emphases, both as originally proposed and in other related African world studies areas.
Discussion of the English Department’s request to have CWR 206, 301, 303, 304, 305, 306, and 406 qualifiy for Literary, Visual, and Performing Arts credit did not result in a motion being brought to the floor. However a clear consensus emerged on inviting the English Department to submit CWR 206/Creative Writing to the writing group for the writing intensive designation. That would open up opportunities to satisfy the writing requirement as well as expand the pool of students elegible to enroll in other creative writing courses.
Adjournment was at 2:45. It was the last scheduled meeting of the academic year. Outgoing Chair, Larry McCauley agreed to convene the council at the first meeting in the fall, September 14th, at 12:00 noon, and to preside over the election of a new chair at that time.

April 27, 2005

Members Present: L. McCauley (Chair), S. Albertine, R. Anderson (Secretary), D. Dalafave, D, Fair, J. Gray, A. Quinton, S. Ryan, K. Speaker; Guests: D. Prensky, A. Scarpati, J. Slobodzian, B. Strassman

Action on the April 13th and March 23rd minutes was postponed to allow more time for guests to present their cases.
Following presentations by Barbara Strassman and Jean Slobodian ASL 101, 102, and 103/American Sign Language I, II, and III were approved as a sequence satisfying the foreign language requirement (in accord with policies affecting previously approved sequences). Approval was unanimous with no abstentions. No action was taken on the request to consider ASL 103 as also meeting the community engaged learning requirement.
Following presentations by David Prensky and Nino Scarpati “A Developmental Proposal for the Community Engaged Learning Requirement” was unanimously approved (without abstention) with minor editorial changes. These include having 1-B-i on p 3 read: “The community work must be an integral part of a significant piece of written or creative work that is completed for the course(s).”; reworking 1-B-iii on p 3 to make sure work, written or creative, made available to the community organization is appropriate to the mission of the agency and does not violate the confidence of the student; changing 2-B to require direct service and either non-direct or indirect service, but not necessarily non-direct and indirect; and, in item 3 under Processes for Approval on p. 4, to have the first sentence read “Students taking independent studies, guided studies, independent research, internships, or theses must present their course approval form for review by LLPC’s CEL Advisory Committee preferably before the registration period…” Also, under Resources 1-B on p 4 the two academic years referred to should by AY 2005-2006 and AY 2006-2007. [Changes indicated by italics]. A final copy will be submitted to the council.
The request of the Sociology and Anthropology Department to have SOC 101, Introduction to Sociology satisfy the race or ethnicity civic responsibility requirement was tabled pending receipt of an up-to-date, transformed syllabus and a cover document detailing how the course satisfies the requirement. The syllabus may be of the sample type.
The request of the Writing Program to have WRI 202, Writing in the Disciplines satisfy the gender civic responsibility requirement was tabled pending receipt of a syllabus and cover sheet detailing how the course satisfies the requirement. As above, the syllabus may be of the sample type. Informal comment supported the clear need for aditional, attractively presented writing intensive courses.
The following courses were approved by unanimous vote, without abstention, as writing intensive courses:
- ECO 495/Senior Thesis in Economics
- LIT499/Senior Seminar in Literary Theory
- MTT 380/Methods of Teaching Mathematics I
- WGS 325/Feminist Theories
- WGS 499/Senior Seminar
The date of the final meeting was changed from May 11th to May 10th, a Tuesday. Bob Anderson guaranteed lunch would still be served. The time of the meeting remains noon to about 3:30 pm. The agenda would include a consideration of FSP courses and other remaining business.
Adjournment was at 4:35.

April 13, 2005

Members Present: L. McCauley (Chair), S. Albertine, R. Anderson (Secretary), E. Conjura, D, Fair, R. Edelbach, L. Gabriel-Stheeman, J. Gray, L. Mandara, A. Quinton, S. Ryan, K. Speaker

Action on the minutes of March 23rd, incomplete as distributed (the 2nd page having been left off), was postponed.
VPA 101, Integrating Visual and Performing Arts was not approved. Discussion centered around concerns that the course appears to lack a significant analytic approach, and that it is not sufficiently oriented toward the goals for literary, visual, and performing arts. Other concerns include a fear that the course may be trying to cover too much and, therefore, offer ‘thinner’ coverage than is desirable, and a question about the required readings that appear to come from a single text book.
Several courses recommended by the Writing Committee for writing intensive approval were put forward. WGS 325, Feminist Theories was momentarily so approved. However, after beginning consideration of MTT 380, Methods of Teaching Mathematics council members determined that the reasoning of the Writing Committee in making its determination was not immediately clear and, therefore, passed the following resolution by unanimous vote:Prior approval of WGS 325 is rescinded and that the writing courses (WGS 325, WGS 495, MTT 380, ECO 495, LIT 499) be returned to the Writing Committee instructing them to provide a clear rubric explaining how partricular courses meet the standards.
IDS 321, Social Entreneurship was approved for Behavioral, Social, or Cultural Perspectives by unanimous vote.
The Interdisciplinary Concentration in Environmental Studies was approved by unanimous vote.
A brief discussion on the nature of the Global Civic Responsibility requiement resulted in Bob Anderson agreeing to send to all council members a copy of the History Department’s request for global and race/ethnicity definitional clarification approved by this body on October 27, 2004.
Bob Anderson reported that there are approximately 78 firm FSP sections in place for fall 2005, but that we need about five more. He noted that the May 11th meeting would be devoted to looking at FSP syllabi and indicated he would send electronic versions of syllabi out to members as they were available.
Adjournment was at 1:15. The next meeting was set for April 27th at 3:00 in Social Science 131.

March 23, 2005

Members Present: L. McCauley (Chair), S. Albertine, R. Anderson (Secretary), E. Conjura, D, Fair, D. Dalafave, R. Edelbach, L. Gabriel-Stheeman, J. Gray, L. Mandara, S. Ryan, K. Speaker; Guests: W. Behre, A. Joshi, J. Konzal

The minutes of February 23rd were unanimously approved as submitted.
Guests Jean Konzal, Bill Behre, and Arti Joshi presented their case for program approval of race/ethnicity and community engaged learning civic responsibilities for Early Childhood and Elementary Education. Program approval means that any student completing the program also completes the approved requirement or requirements. The guests also spoke about course approvals for ECE 201, ECE 202, and ECE/ELE 498.
Program approval for the race and ethnicity civic responsibility was granted to Elementary and Early Childhood Education. The vote was 10 in favor, 0 opposed, and no abstentions.
Since the Liberal Learning Advisory Council has not yet completed its statement on standards or requirements for community engaged learning, a working approval was granted to Elementary and Early Childhood education for the community engaged learning civic responsibility. The vote was 10 in favor, 0 opposed, with no abstentions. Such approval anticipates continuing dialogue between the council and the department over fine tuning general standards for community engaged learning and their specific program structure. Suggestions for Elem/Early Childhood include developing student portfolios or other means for students to present evidence of their learning experiences. Additionally, council members expressed concern over the possibility that community engaged experiences may be too similar to students’ ordinary lives and to their other educational activities, and if so, students might not be pushed far enough beyond their comfort zones. They also noted that such concern is for community engagement programs in general, and is not confined to the Elem/Early Childhood proposal.
ECE 201, Infant through Adolescent Development for Early Childhood Education was approved for behavioral, social, or cultural perspectives. The vote was 10 in favor, 0 opposed, with no abstentions.
ECE 202, Theories and Philosophies of Early Childhood Education was not approved. Rather the council advises the sponsors of the course to examine syllabi of other approved courses in World Views and Ways of Knowing, and possibly to consult with relevant other faculty members. The sense of the council is that the course as submitted is closer to behavioral, social, or cultural perspectives than to world views and ways of knowing. At issue may be the difference between understanding and analyzing theories or philosophies as opposed to understanding the effects of such theories or philosophies on behavior.
VAP 101, Integrating Visual and Performing Arts was not formally considered or voted on, but preliminary comments focused on what may be an overly performance orientation to the course at the expense of critical, theoretical, or historical analyses.
Adjournment was at 4:30. The next meeting was set for March 30th at 12:00 noon at a location to be confirmed prior to the meeting.

February 23, 2005

Present: L. McCauley (Chair), S. Albertine, R. Anderson (Secretary), E. Conjura, D, Fair, D. Dalafave, R. Edelbach, L. Gabriel-Stheeman, J. Gray, A. Quinton, S. Ryan, K. Speaker

The minutes of December 8, 2004 were approved as submitted. Minutes of February 9th were approved as amended: Under item 5, the period ending the motion was changed to a comma and the following words were added: “and that such assignments be more substantial and rigorous” (see below).
Larry McCauley and Bob Anderson reported on a meeting with Nino Scarpati and Dave Prensky on challenges associated with implementing Community Engaged Learning (CEL). Going beyond the present first year residence life program will require many CEL courses and multiple opportunities for “equivalent sustained experiences” in community engagement. Over 1200 students will need to be served each year and presently we are unable to meet that demand. A conundrum of sorts results from the fact that with students satisfying CEL through the first-year residence life program there is a disincentive to create additional CEL experiences, yet there are insufficient courses and experiences to service the requirement without doing that. Suggestions for near term action include: Meeting with Nino Scarpati and Dave Prensky, developing a ‘map’ of where we stand now with courses and experiences, developing a plan to educate faculty members about CEL (perhaps through Chairs and Deans), developing a clearer set of practice-based goals, generate a set of clarifying questions and examples, and assessing available resources. Janet Gray, Susan Ryan, Larry McCauley, and Bob Anderson agreed to serve as a facilitating committee (with Janet Gray acting as convener).
The following Interdisciplinary Concentrations were approved: Cognitive Science by a vote of 11 in favor, 0 opposed, and 0 abstaining; Religious Studies by a vote of 11 in favor, 0 opposed, and 0 abstaining; Classical and Early Modern British Literary Studies by a vote of 8 in favor, 3 opposed, and 0 abstaining. Comments included questions about the absence of a world or comparative religions course in the Religious Studies concentration and an observation that the Classical and Early Modern British Literary Studies concentration may emphasize historical studies at the expense of social scientific awareness. It was noted that it was within the requirements for a concentration, however. Bob Anderson agreed to include a statement reminding students that they must also complete one course each in quantitative reasoning and natural science (with laboratory) in order to meet the breadth requirements.
IDSC 321, Social Entrepreneurship was approved for behavioral, social, or cultural perspectives by a vote of 11 in favor, 0 opposed, and 0 abstaining.
No action was taken on the proposals for American Sign Language. However fruitful informal conversations were begun.
Bob Anderson distributed the latest update on First Seminar staffing for Fall 2005.
Adjournment was at 4:45. The next meeting was set for March 23rd at 3:00 in SB 131. The high probability of a meeting on March 31st was acknowledged without setting a time or place.

February 9, 2005

Present: L. McCauley (Chair), S. Albertine, R. Anderson (Secretary), E. Conjura, D, Fair, D. Dalafave, R. Edelbach, L. Gabriel-Stheeman, J. Gray, L. Mandara, A. Quinton, S. Ryan, K. Speaker; Guests: W. Behre, C. Gosselin, R. Palmer, G. Seaton

Kathryne Speaker was welcomed to the council. Daryl Fair was welcomed back.
Approval of the Minutes of December 8th was tabled until the next meeting.
William Behre, Associate Dean of Education and Profs. Gosselin, Palmer, and Seaton spoke on behalf of SED 224 and EFN 398.
SED 224, Adolescent Psychology was approved for behavioral, social, and cultural perspectives by a vote of 12 in favor, 0 opposed, and 0 abstentions.
Discussion of EFN 398, Historical and Political Context of Schools resulted in the following motion approved by a vote of 12 in favor, 0 opposed, and 0 abstentions: Council members would be inclined to approve EFN 398 for behavioral, social, and cultural perspectives if more specific links to the primary readings were supplied, and if specific assignments, including the community project, were more clearly defined in relation to course goals, and that such assignments be more substantial and rigorous. Implicit in the motion is the understanding that if a social change in historical perspective designation is still desired, the proposal would need to include clearer reference to historical process and method, and that consultation with members of the History Department (or others with such expertise) might be useful.
Bob Anderson distributed a preliminary list of FSP sections for Fall 2005 to those not having downloaded it from the email. The Faculty Senate Recommendations for Liberal Learning were noted, but no extended discussion occurred.
Janet Gray distributed “Talking Points and Queries” on community engaged learning but no time was left for discussion.
Adjournment was at 1:30. The next meeting was set for February 23rd at 3:00 in SB 131, as scheduled.

December 8, 2004

Present: L. McCauley (Chair), R. Anderson (Secretary), E. Conjura, D, Cuellar, D. Dalafave, R. Edelbach, L. Gabriel-Stheeman, J. Gray, L. Mandara, A. Quinton, S. Ryan, J. Slobodzian, U. Wolz

The minutes of November 10 were approved as submitted.
Janet Gray reported on a conversation she had with Nino Scarpati and Dave Prensky on the ‘cover letter’ for the document on a “Proposed Transitional Model for Community Engaged Learning.” She indicated she will report back to us shortly with an ‘operational document.’ Susan Ryan agreed to join the committee along with Janet Gray and Ursula Wolz.
Ed Conjura agreed to form an advisory committee to look at HPE 203, Anatomy and Physiology I. The committee would consist of a representative from the Liberal Learning Advisory Council (Ed Conjura) and one person each from the Biology and Exercise Science departments. Council members approved the plan without vote.
The request by the Department of Exercise Science to have HES 302, Assessment of Evaluation of Human Performance approved for quantitative reasoning was denied by a vote of 0 in favor, 12 opposed, and one abstention. The reason given was that the course had insufficient depth in statistical analysis and that it was, perhaps, too focused in the major
A related question emerged from the council’s discussion regarding the extent to which majors and liberal learning requirements overlap. That is, can a course that is available only to majors, and which is organized around questions or issues pertinent only to that major program also satisfy liberal learning requirements? Bob Anderson agreed to seek clarification and/or to provide background information.
Adjournment was at 1:25. The next meeting was set for January 26th at 3:00.

November 10, 2004

Present: L. McCauley (Chair), R. Anderson (Secretary), E. Conjura, D. Cuellar, D. Dalafave, R. Edelbach, L. Gabriel-Stheeman, J. Gray, L Mandara, A. Quinton, S. Ryan, J. Slobodzian, U. Wolz

The minutes of October 27 were approved as submitted (in spite of error in listing of names, which has subsequently been corrected).
IDSC 321, Social Entrepreneurship was provisionally approved as a course; final approval is pending receipt of a course syllabus. A decision on whether or not the course meets the behavioral, social, or cultural perspectives domain and community engaged learning civic responsibility was deferred pending receipt of a syllabus. The vote was 11 in favor, 1 opposed, with no abstentions.
A “Proposed Transitional Model for Community Engaged Learning” developed by Nino Scarpati, Bill Ball, and Bob Anderson during Summer 2004 was tabled pending the drafting of a cover sheet to accompany its presentation to the college community. Janet Gray and Ursula Wolz agreed to write such a document for presentation to the Council on or before the next meeting, December 8th.
Janet Gray reported on her discussions with several faculty members in the Psychology Department about the possibility of a gender designation for PSY 218, Power, Oppression, and Privilege. She indicated that none of those teaching the course recommended that it satisfy the gender civic responsibility. Council members decided by voice vote that it was no longer an issue. Bob Anderson reported that, based on email correspondence, he had already listed the course without the gender designation.
Adjournment was at 12:55. The next meeting was set for December 8 at 12:00 in Social Science 102.

October 27, 2004

Present: L. McCauley (Chair), S. Albertine, R. Anderson (Secretary), E. Conjura, L. Gabriel-Stheeman, J. Gray, L Mandara, A. Quinton, S. Ryan, G. Simmons (guest), J. Slobodzian, L. Whitesell

The minutes of October 13 were approved as corrected.
Dean Gail Simmons requested that the BA in Mathematics Education have the same foreign language requirement as other secondary education programs in the School of Science. It would mean that students continuing in a foreign language they began prior to matriculation at The College of New Jersey would continue to be required to achieve proficiency at the third introductory level, but that students beginning a language they had not previously studied would need only to complete two semesters of study. The argument in favor is that the math secondary education program is virtually identical in the amount of content required and that it puts an unfair burden on students in math secondary education. The principal argument opposing the change is that the Mathematics program is a BA while the others grant the BS degree, and that a ‘slippery slope’ may be approached whereby other BA programs will request reductions in their foreign language requirement. By a vote of 7 in favor, 1 opposed, and 1 abstention, the following resolution was approved: For academic year 2004-2005 only, students in the Mathematics Secondary Education major who begin studying a language they have not previously studied in high school may complete their language requirement with two semesters of study. Students who continue in a language begun in high school shall continue to be required to attain proficiency at the 103 level. This policy will continue after 2004-2005 if the Mathematics Secondary Education degree nomenclature is changed from the BA to the BS.
PSY 203, Design and Analysis was approved for quantitative reasoning. The vote was 10 in favor with no opposed or abstaining votes cast. A follow up discussion on the need to define more clearly goals for the quantitative reasoning domain included the desirability to take a deeper look at the MAA guidelines and to hear back from some faculty members who attended meetings on the topic.
PSY 218, Social Psychology of Power, Oppression, and Privilege was approved for the race and ethnicity civic responsibility category. The vote was 10 in favor with no opposed or abstaining votes cast. It was previously approved for the behavioral, social, or cultural perspectives domain.
The History Department’s request to expand the global awareness civic responsibility category beyond the analysis of contemporary and near contemporary issues was unanimously approved by voice vote.
The Approval Process for Liberal Learning Designations, Draft: October 27, 2004 document was approved as submitted. The vote was unanimous by voice.
Adjournment was at 4:45. The next meeting was set for November 10th at 12:00 noon in Social Science 131.

October 13, 2004 (corrected October 27th)

Present: L. McCauley (Chair), S. Albertine, R. Anderson (Secretary), E. Conjura, D. Cuellar, D. Dalafave, R. Edelbach, L Mandara, A. Quinton, S. Ryan, J. Slobodzian, U. Wolz

The minutes of September 22 were approved without dissent.
The following interdisciplinary concentrations were approved by a vote of 11 in favor, 0 opposed, and no abstentions:

Classical Studies
European Literary Studies
Gender, Nation, and Democracy
Health Communication
Law and Society
Sexualities
Women in Learning and Leadership
Women’s and Gender Studies

The concentration on Twentieth Century American and Latin American Studies was referred back to the committee on concentrations (Larry McCauley, Susan Ryan, Bob Anderson, and Rick Kamber) because council members judged that it lacks coherence. They recommended that its sponsors consult with members of the USA Project to make it more coherent, and to incorporate trend changes in American Studies.
The GEAC approval process document was referred back to Larry McCauley who said he and Bob Anderson would work on it, particularly Item number 7, Review, with an expectation that it will be resubmitted at the next meeting.
PSY 218, Social Psychology of Power, Oppression, and Privilege (already approved for behavioral, social, or cultural perspectives) was approved for the race and ethnicity, and gender civic responsibilities with the proviso that Luis Gabriel and Janet Gray be given the opportunity to express their judgments. The vote was 11 to 0 with no abstentions.
Action on PSY 203, Design and Analysis was tabled pending receipt of the Mathematics Association of America standards for acceptable courses in mathematics. Ed Conjura promised to make it available.
The statement on Writing Intensive Courses, dated April 7, 2004 , from the Writing Program, was approved as submitted. It constitutes the authorized definition of a writing intensive course.
The Mathematics and Statistics Department’s request to apply the same standards adopted for BS programs in Biology, Chemistry, and Physics Secondary Education to the BA program in Mathematics Secondary Education was discussed but not acted upon due to lack of time and resources.
Adjournment was at 1:40. The next meeting is October 27 at 3:00 in Soc. Sc. 102.

September 22, 2004

Present: L. McCauley (Chair), S. Albertine , R. Anderson (Secretary), E. Conjura, L, Gabriel-Stheeman, J. Gray, L. Mandara, A. Quinton, S. Ryan

Larry McCauley was unanimously re-elected Chair for the current academic year. Bob Anderson was similarly re-elected Vice-Chair and Secretary.
The minutes of April 14, 2004 were approved except for item number 5 which will be revisited. The minutes of May 12 th were approved as written. Both were approved unanimously.
The following Meeting Schedule was adopted:

Sep 22: 3:00 to 4:20 SB 102

Oct 13: 12:00 to 1:20 SB 131

Oct 27: 3:00 to 4:20 SB 102

Nov 10: 12:00 to 1:20 SB 131

Dec 8: 12:00 to 1:20 SB 102

Larry McCauley distributed a draft outline for a GEAC approval process for liberal learning designations. The outline was approved with the following modifications:
Additionally, a consensus was reached that a process ought to be devised whereby, in the case of contentious decisions, appeals to CAP or other relevant body or persons should be permitted. No final resolution was put before the Council.
Approval for EFN 299, Learning and Diversity (for race and ethnic) was rescinded because the title has been changed to Schools and Communities and it now carries a full course unit of credit (as compared to the half course credit carried by the proposal we had approved). Students currently enrolled in the course will continue to receive credit as listed. Bob Anderson agreed to notify the department which will be invited to submit the course as currently being offered.
ELE 201, Child and Adolescent Development was approved for Behavioral, Social, or Cultural Perspectives. The vote was 8 in favor with no opposing votes or abstentions. However, approval for its race/ethnic and gender Civic Responsibility designations was rescinded. The vote was 7 in favor, 0 opposed, with one abstention. Council members unanimously agreed that the Department of Early Childhood and Elementary Education should submit their program for approval in the race and ethnic and gender categories.
Luis Gabriel agreed to submit a paragraph on the necessary characteristics for race and ethnic approval.
Bob Anderson distributed short form descriptions of the following preliminarily approved Interdisciplinary Concentrations (with principal sponsor’s name indicated), which members agreed to read and comment on by email or in person at the next meeting:
- Classical Studies (Glen Steinberg)
- European Literary Studies (Glen Steinberg)
- Gender, Nation, and Democracy (Ellen Friedman
- Health Communication (John Pollock)
- Law and Society (Daryl Fair)
- Sexualities (Ellen Friedman)
- Twentieth Century American and Latin American Studies (Glen Steinberg)
- Women in Learning and Leadership (Mary Lynn Hopps)
- Women’s and Gender Studies (Ellen Friedman)
Adjournment was at 4:40 . The next meeting is scheduled for October 13 th at 12:00 in SB 131.

SUMMARY:

Courses Approved Course Rejected

ELE 201 (Behavioral, EFN 299 (previous

Social, or Cultural approval for race/ethnic

Perspectives) and gender rescinded)