ࡱ> y wbjbj ;{{o'\ \ 8tvdJ"mmmɥ˥˥˥˥˥˥$(ګK"m9!!!Bɥ!ɥ!!;מyK `0Jklbbממbݟm0"!mmm mmmJbmmmmmmmmm\ |:  TO: The Faculty Senate FROM: Harold W. Baillie, Ph.D. Provost and Vice President for Academic Affairs DATE: March 8, 2012 SUBJECT: Provosts Report for March 2012  Admissions Update: Fall 2012 freshman applications are up 6.6% (9,504vs. 8911). Applications are up significantly for biology, computer science, criminal justice, nursing, occupational therapy and accounting. The quality of the accepted students is comparable to last year with average SAT scores of 1145 and average high school GPA of 3.44. Our goal of 90 transfer students will be exceeded for the current academic year with the addition of 30 spring undergraduate transfers bringing the total to 99. We have completed five of our eight off campus receptions for accepted students. This spring Graduate school application numbers for on campus programsincreased 37% (318 vs. 232) and spring deposits are at 40 vs. 36 last year.The summer term DPT applications are up 16% (467 vs. 402). Application numbers for fall 2012 are down 2% (275 vs. 283). Faculty Searches: We have currently filled three positions, additional offers are out, and interviews continue. Administrative Searches: Associate Dean, Panuska College of Professional Studies Victoria Castellanos, Ph.D., R.D. comes to us from the Ӱԭ Graduate School at Florida International Ӱԭ where she is the Associate Dean and a member of the Department of Dietetics & Nutrition at FIU. Dr. Castellanos will assume her responsibilities as Associate Dean on July 16, 2012. Director of International Services Ms. Huey-shi Chew has verbally accepted the position and we plan to have her assume the duties of the Director on April 1, 2012. Faculty Development: The Provost Advisory Board will be meeting this month to review the nominations for the Provost Faculty Enhancement Awards. The winners of the Awards will be announced at the Faculty Appreciation Day Dinner on March 30, 2012. Invitations to the dinner are out; please let my office know if you can attend. Rank and Tenure: All of the candidates for rank and tenure are scheduled to meet with the Provost this week and will be informed of the Presidents decision. According to The Faculty Handbook there is a 30-day period during which faculty members may appeal the decision to the Board or the President. Curriculum Approvals: Date Posted New Course: EECE 519: Integrated Methods in ECE, Pre-K 4 11/21/11 EECE 591: Professional Practice Seminar 11/21/11 Program Change: MIT Minor 11/15/11 EE 449/449L: Computer Interfacing 11/21/11 EE 450: Control Systems 11/21/11 Course Change: EECE 506: Development of the Early Learner 11/21/11 EECE 511: Assessment in Early Childhood Education 11/21/11 EECE 513: Family & Community Relations 11/21/11 EECE 516: Methods Across the Integrated Curriculum Pre-K 11/21/11 EECE 517: Methods Across the Integrated Curriculum Grades 2-4 11/21/11 EECE 518: Administering and Early Childhood Programs 11/21/11 EECE 521: Early & Primary Student Teaching 11/21/11 T/RS 244: The Catholic Church and American Culture 04/06/11 Early & Primary Graduate Teacher Education Program 02/15/12 Entrepreneurship Minor Course Pre-Fix Change 11/18/11 Curriculum Conference Committee: The CCC approved the following courses for the core curriculum as designated: PHIL 284: Philosophy of Food (P, D) ENLT 124: The Art of Fiction (CL, W) HIST 245: History of Modern China (CH, W, D) MKT 361: Marketing Research (W) Affirmative Action Plan Status: 2010 Plan: The job code assignments for Ӱԭ employees is actively being reviewed by a team from the Office of Human Resources and Academic affairs, in consultation with DCI consulting Group Inc. the firm group. Ms. Patricia Tetreault, Associate VP in Human Resources has been working closely with representatives from DCI to identify the problems with the job codes, and also the VP of Human Resources to investigate streamlining job codes for Ӱԭ employees. Ms. Anne Marie Stamford is representing Academic Affairs regarding questions dealing with faculty data. The narrative for the 2010 AAP plan, including outreach programs, ads placed, etc. is complete. Barring any unexpected problems, we expect that revision to be complete within another week. 2011 Plan: HR and Academic Affairs are gathering the relevant data for the 2011 plan and we intend to retain DCI as the group which will perform that data and impact analysis with this information. Of course, the job code clarifications obtained from the 2010 review will be incorporated into the 2011 plan which will allow for a comparative review of the Ӱԭs employee records and for development of more sophisticated recruiting plan. Office of Research and Sponsored Programs: ORSP, in collaboration with the Finance Office, has developed the document Sponsored Project Policies. These policies are developed so to bring the Ӱԭ into compliance with federally mandated requirements. You can view the policy on the ORSP webpage.  HYPERLINK "http://matrix.scranton.edu/academics/provost/research/index.shtml" http://matrix.scranton.edu/academics/provost/research/index.shtml Accreditation: Panuska College of Professional Studies The Department of Nursing completed two extensive accreditation site visits over an intense three day period from the Council on Accreditation (COA) of Nurse Anesthesia Programs and the Commission on Collegiate Nursing Education (CCNE). Curriculum Reform: We are coming upon the time to update the catalog and send out information for new students. Thus, I would like to summarize where I think we are and the steps needed to move forward. At the October Faculty Senate meeting, a motion was passed to eliminate the GE requirements for COMM 100, C/IL 102, three credits for Phys. Ed., and the one credit freshman seminar. This was the motion: Motion#7.2011-12 The Faculty Senate recommends the elimination of the required 1-credit freshmen seminar, the 3 Phys Ed credits, the 3 credits in public speaking, and the 3 credits of computer literacy. The implementation of these changes is contingent upon the satisfactory completion of work on other elements of curricular and co-curricular revision that will answer the needs once met by these courses. After the motion was approved, concerns were raised about the need to assess the Center for Teaching and Learning Excellences (CTLE) current resources as well as resources it will need as changes to the general education curriculum are made. Eliminating these course requirements was my proposed mechanism for reducing the total number of credits required for graduation from 130 to 120. While the motion did not directly address the question of credit reduction, I am working under the assumption that since the course requirements were (conditionally) eliminated, so were the credits. Thus, for in-coming freshmen of the class of 2016, they will be required to complete a minimum of 120 credits for graduation (see the grid as Attachment 1). That same motion stipulated that these credits may be eliminated only in step with work developed eloquentia perfecta and passport programs. There has been sustained work on that project for the past year. Pat Tully presented an outline of the program last spring (Mays meeting) and at this past February meeting, the Faculty Senate passed a motion approving the definition of eloquentia perfecta. Further, Dean Conniff has a committee working with the Senate committee on developing the details of the proposal (see Attachment 2). Given the need to have the credit requirements for the class of 2016 announced and in place for registration mailings guiding fall registration, I am assuming that the material already developed for the eloquentia perfecta program is adequate to assure that the program can be in place at least for the freshmen next fall. Finally, the Passport program for freshmen is moving along on four fronts. Each of the deans is developing a program for his or her freshmen students. The Tapestry program is PCPSs proposal for a Passport program in that college (Attachment 3). Also attached (Attachment 4) is the current discussion in CAS for a passport program. I expect full reports to the Senate from those schools in April. Brigid Freins committee is also working on content and scheduling to support the required events and material to assist students in transitioning to college level work. They are also working with the deans and registrar on the more technical issues involving scheduling and academic problems (see Attachment 5). One important further note: The CTLE advisory board has recommended the hiring of a faculty development person in the CTLE. The intent of this hire is to buttress the support CTLE is able to provide faculty not only in teaching the first year seminar, but in general to bring additional competence and time to assist in all aspects of faculty development (see the job description as Attachment 6). I would be interested to hear the sense of the Faculty Senate on these developments. Attachment 1General Education Summary (originally Proposed 10/18/09; modified 3/9/12)Minimum CreditsSubjectCreditsCourses3Writing3 or 6WRTG 107 or (WRTG 105 and 106 for ADP only)3Quantitative Reasoning3 or 4Courses designated with (Q)15Theology/Philosophy15T/RS 121 and 122, PHIL 120 and 210, and approved TRS or Phil elective (P)6Natural Science6 or 8Courses designated with (E)12Humanities12 total6 credits in one area: History (CH), Literature (CL), or Foreign Language (CF). 6 additional credits from any of the remaining humanities areas, but no more than 3 from CAHistory0-6CHArts and Literature0-6CLForeign Language0-6CFArt/Music/Theater0-3CAHumanities /Interdisciplinary0-6CI6Social/ Behavioral Science6Courses designated with (S)45Core Total45-5115General Electives15Any SubjectCourse AttributesMay be selected from anywhere in the curriculum except as noted.Freshman Seminar0-3One course designed with (FS); should be taken in fall of freshman yearWriting Intensive (EP?)Two courses designated with (W); one should be in the majorCultural DiversityTwo courses designated with (D)[Eloquentia Perfecta]Per Senate Proposal60Total60-69Based on selection of courses, including freshman seminar Attachment 2 Eloquentia Perfecta Requirement Second Draft January 18, 2012 Based on preliminary conversations with CAS faculty in various disciplines, the proposal produced by the Faculty Senate Academic Policy Committee (May 13, 2011), several meetings of the Faculty Senate Academic Policy Committee through the fall, 2011 semester, and the minutes of the November 10, 2011 open faculty forum, it seems to me that an effective eloquentia perfecta requirement at the Ӱԭ can be developed based on the definition developed by the Academic Policy Committee: In accordance with the Jesuit pedagogical goal of eloquentia perfecta, the Ӱԭ aims to enable students to speak, write, and argue effectively in varied media, and so develop a skill that will enable them to serve the common good more fully as professionals and as citizens. Although eloquentia perfecta derives its goals from rhetorical traditions stressing excellence and logical clarity in communicating, it succeeds in achieving those goals in conjunction with the associated arts of reading, listening, observing, inquiring, analyzing, and thinking critically. Eloquentia perfecta manifests as students produce a variety of discourse, generating broader and deeper understandings, and so contribute to the greater good as engaged and compassionate members of the human community. This vision of eloquentia perfecta is rich and appropriately ambitious. In keeping with our commitment to the magis, we should view this vision as a long-term commitment with implications and opportunities for the entire curriculum. The initial implementation of an eloquentia perfecta requirement should be viewed as one last stage in an ongoing curricular revision. For now, the process of implementation can proceed most efficiently in the following form: Seminars. The incorporation of e.p. into the proposed first-year seminars fits seamlessly with the most basic goals of a seminar. In other words, the very idea of a seminar is that such a course should develop written and spoken eloquence. In addition, a crucial component of any seminar should be information fluency: i.e., the gathering and critical analysis of the best available information on a given topic, combined with the thoughtful utilization of this information in written and spoken discussion and argument, and with attention to the advantages and limitations of the media being used. A seminar should also develop skills in attentive listening, with a view towards considering alternative positions, accounting for new evidence, incorporating this evidence into a process of critical reasoning, and reformulating arguments accordingly. These objectives do not depend upon the disciplinary content of the seminar. They should all apply whether the course is included in the major, included in the core curriculum, or offered as a distinct requirement. The Jesuit conception of eloquentia perfecta emerges from a version of Renaissance humanism grounded in ideals of moral formation and civic virtue. In this view, conversationin both its oral and written formscan and should be transformational, that is, part of a process by which students enter into a lengthy vocational discernment and consider their vocations in terms of the needs of the larger society. In the seminars, a focus on e.p. would help begin this process by introducing students to rigorous standards for university-level work, to the practice of Ignatian pedagogy, and to the ultimate goals of a Ӱԭ education. These larger goals can be communicated to students in many ways, both in the seminars themselves and in co-curricular activities, including the first-year read, an annual fall address, and a passport program. Writing intensive courses. Our current writing intensive courses are based upon learning objectives and ideas of writing pedagogy that are more than a decade old. It seems to be the consensus of the Core Curriculum Committee that we have reached a point where it would be helpful to review this requirement and bring more consistency and clarity to these courses. We could undertake this review and revision specifically with a goal towards making these courses a second stage in the e.p. requirement. The basic objectives of the first-year seminarseloquence in speaking, eloquence in writing, and information fluencyshould also obtain in the writing intensive courses. As a second stage of e.p., this requirement will need to balance courses that might be specific to a major with courses that address a wider range of discourse and add breadth to a students education (perhaps students could be required to take one of these courses in the major or a cognate area and one of these courses outside the major). Eloquentia perfecta in the major. The most advanced level of e.p. should occur within the major, whenever possible in capstone experiences: e.g., major seminars, research presentations, professional projects. This approach seems to be the one that will produce the most innovation and, at the same time, assure that all departments take ownership of e.p. in a manner informed by their academic expertise and relevant to their students vocational aspirations. By locating the most advanced elements of e.p. in the major, we will create a meaningful context for the use of appropriate technologies, as these will vary according to academic disciplines and students career aspirations. A few additional thoughts: These requirements should be considered a floor not a ceiling. Specific programs should be encouraged to incorporate e.p. at various points in their students major curricula and in their co-curricular activities. In some of our majors, every course could have an e.p. component. While this proposal recognizes the importance of media and information technologies as means of gathering, organizing, and evaluating information, and as means of communicating with various audiencesit does not focus on specific technologies. The specific technologies current in a students first year are likely to be obsolete before the student graduates. Accordingly, we will need to have a broader focus that highlights the critical questions a student will need to address when presented with a range of available technologiesand with technologies that will become available in the future. We also need to consider whether the introductory writing coursesWRTG 105, 106 and 107should also be included in the e.p. initiative. A careful implementation of an e.p. requirement, along the lines described in this proposal, could provide a framework for more effective assessment of student learning, in part because it would provide a curriculum map for a central set of learning outcomes, through four years of a students undergraduate education, linking the core curriculum to every major. Attachment 3 T.A.P.E.S.T.R.Y. We are the Panuska College of Professional Studies. We are educators, we are counselors, we are exercise scientists, we are health administrators, we are occupational therapists, we are nurses, we are community health educators, and we are human resources professionals. What does it mean to be a professional? What does it mean to be part of PCPS? We are a college of what some may call the helping professions. We lead, we follow, we teach, we empower, we advocate, we counsel, we heal, we assist, we nurse, we support. We are professionals. We develop lives, we improve lives, we save lives, we change lives. We are PCPS. To assure that our students develop and cultivate those aspects of professionalism that are vital to their roles as professionals, we have developed a 4-year Professional Development Plan. The plan is called T.A.P.E.S.T.R.Y. and has threads that run through each year and across our disciplines. This shared vision will ensure that our graduates leave prepared not only in theory and clinical practice, but ready to be men and women who go beyond the norm, go beyond the expectations, and go into the world as men and women for others. Each year of the plan develops new dimensions of the student and prepares them for a life of professional service. The T.A.P.E.S.T.R.Y. plan involves participation in campus and community events such as service projects and attending lectures from invited speakers on topics pertinent to professional life. Students will also grow in their professional roles through mentoring from faculty in their departments while they make connections across disciplines through their involvement in college events. The T.A.P.E.S.T.R.Y. plan is a series of events, crafted around Jesuit ideals, which help students to internalize the concepts of Theory, Application, Professionalism, Excellence, Social Justice, Teaching, Reflection, and You! Introductions for the website: Freshman Year: The first year T.A.P.E.S.T.R.Y. plan will focus on the Magis, which is a Latin word for the more. St. Ignatius used this term in reference to our personal mission to do more for others and to go above and beyond what is expected in a given situation. The first year of the Panuska College of Professional Studies Professional Development Plan involves acquiring basic knowledge about yourself, your professional calling and awareness of the world around you. With this newly-found awareness, students will become engaged in a life of yearning to do more than what is required, and strive for the magis in all they do. Sophomore Year: The second year of the T.A.P.E.S.T.R.Y. plan is focused on Discernment. St. Ignatius developed a process of discernment through quiet reflection. The process of discernment helps individuals make decisions that can be life-altering, such as determining whether your major suits you or mundane decisions such as how to handle peer pressure. Junior Year: The third year of the T.A.P.E.S.T.R.Y. plan focuses on contemplatio ad amorem. This term, used by St. Ignatius, means that love should manifest itself in deeds rather than words. During the junior year, students will develop further in their professional roles and begin to serve others through clinical practica and internships. Through career development seminars, students will learn that a life in a professional role involves a life of demonstrating love for others through a chosen vocation. Senior Year: The final thread of the T.A.P.E.S.T.R.Y. plan is focused on Cura Personalis. This Ignatian value involves demonstrating care and concern for the whole person, and promotion of human dignity. As students prepare to take on their roles as professionals, they will learn to care for themselves and others through career development activities and Ӱԭ events that foster deep reflection on their roles as professionals. The final year of the T.A.P.E.S.T.R.Y. plan prepares students to end their years at the Ӱԭ but begin the rest of their professional lives. Attachment 4 College of Arts and Sciences Passport Program Planning The idea of a CAS Passport Program emerged from a number of his discussions with faculty through the 2010-11 year, as part of the development of a CAS Tactical Plan. These discussions took place at various meetings with academic departments, the CAS Deans Conference, breakfast and lunch discussions on several Big Issues (the liberal arts, general education, Catholic and Jesuit identity, campus culture), and two CAS faculty meetings. A wide-ranging discussion followed, including several specific suggestions: Several traditional College and Ӱԭ eventsfor example, the Mullin Lecturecould be included The visual and performing arts should be a major focus We could capitalize on arts opportunities on campusTheatre, Music, the Art Galleryin Scranton, in New York City Alumni could be utilized: e.g, an alumni teaching day, alumni panels on how Jesuit education has shaped their lives after graduation A significant factor could be leading students to encounter people different from themselves, including the poor and marginalized Critical thinking and discernment should also be features of the program Passport events should not be viewed as one shot opportunities. We should think in terms of a developmental and vocational model over a students four years (or more) In general terms, the group seemed to agree that the Passport program could reasonably begin with events falling into four categories: A fall lecture on Ignatian Values and/or Jesuit Mission and Identity Arts and culture Service Career Development/Vocational Discernment _____________________________________________________________________________ Attachment 5 Progress Report from the First Year Seminar Implementation Committee March 5, 2012 Development of the first year Passport described in the Faculty Senate First Year Seminar Proposal The three undergraduate colleges are each developing passport type requirements. KSOM and PCPS are both working on multi-year programs; however, the requirements for first year students can be integrated in to the seminars. The requirements of each colleges passport can be conveyed through the Learning Object Repositories on ANGEL. Each college can formulate its passport requirements as L.O.R.s. These can then be downloaded by each seminar instructor so that their students can access the passport requirements applicable to them. The fact that ANGEL is being phased out presents a challenge. Since we dont know which LMS will replace ANGEL, we will develop the passport system using ANGEL technology and encourage to the Office of Instructional Technology to work with the vendor of the new LMS to replicate the L.O.R. feature. Next steps: Get lists of specific passport requirements for first year students from each college, and formulate them as L.O.R.s. Faculty Development Workshop for seminar instructors during the week of May 21-25 the week between finals and graduation. Topics for this workshop will include: Ӱԭ mission, Jesuit pedagogy and ideals, designing and teaching a seminar-style class, and interfacing with the passport system. Next steps: Develop workshop schedule and identify presenters. Classroom space: The registrars office is working to identify appropriate classroom space for seminars. We polled the instructors of the pilot sections about their preferences for room configuration, and with few exceptions, they expressed a strong desire for classrooms equipped with moveable tables that can be configured for either traditional classes or in a seminar style format. They would also expect them to be fully mediated. Since a number of construction projects will be continuing next academic year, it seems unlikely that enough seminar style classrooms would be available for Fall, 2012. Next steps: Identify specific classrooms as seminar rooms for the Fall, and give priority in scheduling to FYS. Other issues to be addressed: Advising/registration issues Assessment _____________________________________________________________________________ Attachment 6 The Ӱԭ Job Description Position Title:Faculty Development SpecialistReports to:Director, Center of Teaching & Learning Excellence (CTLE)Classification:Full-time Professional StaffJob Purpose:Support innovative teaching, informed by the scholarship of teaching and learning and best practices in curriculum design and delivery.  Primary Responsibilities: Sustain a university-wide conversation on teaching; Consult with individual faculty members and departments to improve teaching and student learning outcomes; Specific Duties: Design, develop, and facilitate programs/workshops for faculty development and as new curricular developments occur on campus. This would include organization of workshops of on- and off-campus speakers with emphasis on hands-on participation; Collaborate with faculty concerning class organization, syllabi, measurable learning outcomes, and assessment; Collaborate with CTLE Faculty Liaisons to develop and implement programs for new faculty, consultation services, and other faculty development workshops; Promote new theories and methods of teaching and learning, internal grant writing for teaching enhancement, and teaching portfolios; Develop programs and seminars to assist in teaching methodology which enhances oral and written communication skills across all majors; Collect, analyze, and disseminate data from on campus and distance education experiences to improve the CTLEs impact on teaching and learning; Provide support for the writing, development, and implementation of internal teaching enhancement grants. This would include organization of workshops where faculty recipients share best practices based on their grants; Work with the CTLE Writing Center to promote its services to the university faculty; Develop web-based tutorials and reference materials on pedagogy and disseminate programmatic information to the university faculty; Work with faculty and CTLE staff regarding the effective use and implementation of instructional technology; Perform other duties as assigned. Qualifications: Education:Doctorate or other appropriate terminal degree required. Experience:3-5 years of higher education teaching and faculty development experience. Required knowledge, skills, and abilities: Record of college-level teaching experience, scholarly engagement and productivity; Broad general knowledge of issues and trends in higher education as they relate to the faculty role; Evidence of successful leadership and administration of faculty development programs and events; Strong leadership, interpersonal, and communication skills; Ability to work as a member of a team; Expertise in one or more of the following areas: integrative curriculum, curriculum development, instructional technology, student-centered learning, distance learning, learning communities, and/or scholarship of teaching and learning. _____________________ ____________________ ____________________ Date Initials of Incumbent Initial of Supervisor     PAGE  PAGE 11  >@wx}~  Z a ♑zrkg_T_Th[h3<CJaJh3<CJaJh3< heXheXheXh h]5#jh1ShP&5UmHnHu hH5h1Sh]85h1Sh&v5h1Sh D5h1Sh.lY5 hP&5 h"f5 hh5 h@T5 hC+@5h1Sh.5h1Sh$t 5h1ShNj5h1Shu5h1ShP&5 h Dh3`m h DhBr >pq h^hgd`oh^hgd3<hdd[$\$^hgd3<h^hgdeX & F!h^hgdeXgd D    6 ; { | }  C j /Ľ劆{soh``h Dh1S5 h Dh!:hhC+@hC+@6h.lY ho!ho!hJYh!: hV6 hC+@6 h.lY6 hhVhhV5 h;]5h)Izh1ShC+@ h Dh)Iz h)Iz5 hE25h;]h)Iz5ho!5CJ\aJhDho!h3<h[h3<CJaJh3<CJaJ$  | } DP h^hgd`ogd1Sgd.lYh`hgd`ogd Dh^hgd`o & F!h^hgd`ogd h] /KLp%VZa/08CDPxy~)*9clhxh0?h`oh0?>* h`ohb hx5 h`o5 h>C'5h Dhb5h`oh Dh1S6h  hE25h Dh1S5 h1S5hfFzhnh!:hC+@h\ch1Sh_h. h Dh1S6)*9maK=k gd5O & F!h^hgd`o gdx h^hgd`olW`qrs235CDkl׽׹ױױۣhQhQ5 hQ5hh5O0Jjh5OUhw h5O6 hphphp hh5 hp5h5O h5Oh5O h5 h5O5 h0?5 h0?hxhxh0?7qr45Dl[n'( !!x#h^hgd?e & F!h^hgd O h^hgdpm$ gdx h^hgd`o & F!h^hgdZlZ[lmngk!y#######$$$$%\&o&i(j())))#*$*++++ϲϛϓϏϏϏϏ׊r/h}?hz+5B*CJOJQJ\^JaJph hz+5hw<h/hJ6h*xhJ6hhhJ6 hhh= hhhJ h=56 hJ56hJ56>*hJh O h5 h O5hQCJOJQJ^JaJ h hQCJOJQJ^JaJ$x#y#&&))7+8++++++qskd$$Ifl,"*fd. t0d.644 lBap yt}? 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