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TCNJ Home : Academics : Liberal Learning :

Liberal Learning Advisory Council Minutes Spring 2001

Minutes Arranged by Date

May 9, 2001

Present:  R. Anderson (Secretary, Chair pro tempore), R. Fangboner, D. Kobrynowicz, L. McCauley, S. Mitchell, A. Pfenninger, D. Vandegrift

  1. The minutes of April 25th were approved as written.
  2. The following members were noted as completing their terms on June 30th 2001:
    • Raymond Fangboner
    • Keith Finkral
    • Susan Mitchell
    • Howard Robboy
  3. As a point of departure Bob Anderson distributed two 10 to 12-course possible general education models to fit into a 34-course curriculum [appendix/attachment 1 and 2].  One keeps an interdisciplinary core program and the other does not.  They are both based on Steve Briggs “Example 5” from recent discussions on faculty and student work. Discussion of ways to expand interdisciplinary offerings resulted in a suggestion to add a fifth “interdisciplinary ideas and cultures” option to the history, fine or performing arts, literature, and philosophy or religion categories carried forward from the existing program [see appendix/attachment 3 which modifies the non-core model, but which would apply identically to the core-model].  The idea would be that students could chose four courses from among the five categories, and that the interdisciplinary category could include courses from such areas as African American Studies and Women’s and Gender Studies.
  4. Don Vandegrift offered a “minimalist” model of 9 to 11 courses depending on foreign language requirement.  It is based on a three-area distribution among Mathematics or Science, Social Science and History, and Humanities (plus Foreign Language).  Three further variations were considered, one requiring some history, another giving students a “pass” on courses from their major category, and a third requiring students to take courses in their major category only from departments outside their major [appendix/attachment 4].
  5. Bob Anderson also distributed a list of external recognition citations for the current IDSC program [appendix/attachment 5].
  6. A preliminary discussion of diversity distribution requirements resulted in the expression of some sentiment opposed to requiring it on the grounds that it could be counter productive.  Rather, the thinking was that such information should be widely embedded in coursework generally, and not seen as an “add on.”
  7. Because no consensus was reached on any discussion items, it was agreed that we would all think during the summer and use the GEAC-L@tcnj.edu listserv as an expression vehicle.  Members are encouraged to react to the models discussed as well as to consider as many others as possible.
  8. Adjournment was at 2:00 with no further meetings scheduled until next fall.

April 25, 2001

Present:  R. Anderson (Secretary), W. Behre, R. Fangboner, K. Finkral (Chair), D. Knox, D. Kobrynowicz, L. McCauley, A. Pfenninger, D. Vandegrift, Y. Watson

  1. The minutes of April 11th were approved with the understanding that the March 28th date on them is incorrect.
  2. Bob Anderson agreed to provide a list of social science gender courses for the next meeting.
  3. PSYC 280, The Psychology of Women of Color was approved for Social Science content and gender diversity distribution.  The vote was 8 in favor and 0 opposed or abstaining.  The request for non-Western was not approved based on the fact that there was no rationale supplied for it, and that the bulk of course content seemed to be Western in nature.  It has been long standing policy to understand discussions of racial minorities within the West as an integral part of Western culture or civilization.  Diane Kobryinowicz and Bob Anderson agreed to look more closely at the matter and to report back to the Psychology Department.
  4. Further discussion on ways general education may be affected by changes in student and faculty work was curtailed by the constraints of time.  Bob Anderson agreed to institute a listserv discussion that could continue during the summer.
  5. The meeting was adjourned at 4:40.  The next meeting was set for May 9th at 12:30 to 2:00 in Holman 315 or 316 (as determined when we get there).

Course Approved

  • PSYC 380 (social science content, gender)

April 11, 2001

Present:  R. Anderson (Secretary), R. Fangboner, K. Finkral (Chair), D. Knox, L. McCauley, S. Mitchell, D. Vandegrift, Y. Watson

  1. The minutes of March 28th were approved with the following correction: Don Vandegrift had expressed doubt about the possibility of maintaining high academic standards in interdisciplinary courses, but he had also acknowledged that, when done well, interdisciplinary experiences can be of high quality and academic worth.
  2. Bob Anderson distributed several syllabi for IDSC 151, Athens to New York.  Discussion centered on the aims and purposes of the course.  He clarified several points, particularly that the service learning component was integrated into the course, and that completing service is indeed a requirement of the course.  He pointed out that the First Year Experience comprising Athens to New York, Service Learning, and coordinated residence hall programming (together with the faculty fellows program, summer readings, and two semesters of Rhetoric) has been cited as an exemplary program by AAHE, NASPA, ACPA, AAC & U, and the Templeton Foundation.  He also indicated that the University of Delaware, North Carolina State University, Salisbury State University, Rosemont College, and Rowan University had each initiated conversations about improving their programs using our model.  Bob Anderson also supplied data showing that the first to second year retention rate at TCNJ has increased from around 89% to almost 95% since the institution of the First Year Experience Program.  However, Bob Anderson reported that staffing remains as the most difficult problem.  Because there are almost no faculty regularly assigned to the core program, each semester requires an exhaustive and time-consuming search for regular and adjunct faculty members.  Furthermore, much of the basis for student dissatisfaction with core courses appears to stem from uneven levels of faculty commitment.  Bob Anderson expressed the opinion that a small cadre of professors with broadly interdisciplinary intellectual horizons, longer term core assignments (including teaching, service, and scholarship, and the expectation of reward for such activity), would result in core courses being taught at a level similar to departmental offerings.  Indeed, he said that without such a regularized staffing arrangement he is doubtful that the core can continue.
  3. A resolution to support a continuation of a first year integrated core course with service learning was unanimously passed with the proviso that a regularized means of attracting faculty be adopted.  The vote was 7 to 0 with no abstentions.
  4. The meeting was adjourned at 1:45.  The next meeting was set for April 25th at 3:30 to 4:30.

March 28, 2001

Present:  R. Anderson (Secretary), W. Behre, R. Fangboner, K. Finkral (Chair), D. Kobrynowicz, L. McCauley, D. Vandegrift, Y. Watson

  1. The minutes of March 14th were approved as submitted.
  2. HIST/POLS 274, Origins of the US Constitution was approved for history and Western diversity distribution.  The vote was 7 in favor and 0 opposed, with no abstentions.
  3. Bob Anderson distributed a sheet detailing “preliminary questions and answers” concerning the interdisciplinary core.  A brief discussion about the history, aims, and purposes of the interdisciplinary core followed.  Although not committing himself to the concept of a core program, Bill Behre suggested linking the first year core course to the faculty fellows program.  This could involve each faculty fellow teaching a section of the course with the students in his or her wing constituting the class members, perhaps even linking their service in some consistent manner.  He also suggested that “interdisciplinarity” could be achieved without a core program by linking three or four courses together with the same students taking each of them.  Respective professors could then take proactive measures to encourage students to examine a common list of questions across the disciplines represented.
  4. Don Vandegrift expressed doubt about the academic integrity of interdisciplinary courses and asked to see syllabi for the various core sections.  Bob Anderson agreed to supply them in a timely fashion.
  5. Adjournment was at 4:30.  The next meeting was set for April 11th at 12:30 to 1:50 with the understanding that discussion on core courses and other aspects of general education would continue.

Course Approved

  • HIST/POLS 274 (history, Western)

March 14, 2001

Present:  R. Anderson (Secretary), W. Behre, R. Fangboner, K. Finkral (Chair), D. Knox, S. Mitchell, D. Vandegrift, Y. Watson

  1. The minutes of February 28th were approved as submitted.
  2. CLAS 250, Introduction to Greek Mythology was approved for literature and Western diversity distribution.  The vote was 5 in favor, 0 opposed, and 1 abstention.  Approval was unconditional.
  3. ENGL 338, Gender in Twentieth Century American Literature was approved for literature and gender diversity distribution.  The vote was 6 to 0 with no abstentions.  Approval was unconditional.
  4. Keith Finkral and Bob Anderson reported on communicating the council’s decision to not approve HPED 230, Dance Beginnings.  A brief discussion on whether or not to engage in further discussion resulted in an informal decision to refrain from doing so until and unless a revised proposal were received.
  5. Bob Anderson distributed a copy of his response to Suzanne Pasch on general education and “Guiding Principles.”  He stressed that it was his response as Director of General Education, not a response from GEAC.  Discussion revolved around possible reconfigurations of general education in any new course or credit counting structure.  Members of GEAC agreed that the total number of general education courses would doubtless need to be reduced in any such arrangement, but that such reductions would need to come from major programs as well.  Members acknowledged that we should be responsive to a wide range of possibilities, and that we ourselves need to engage in a good deal of brainstorming.
  6. Adjournment was at 1:45.  The next meeting was set for March 28th at 3:30 in Holman 311.  Members present, in the main, agreed to have as good a break as possible.

Courses Approved

  • CLASS 250 (literature, Western)
  • ENGL 338 (literature, gender)

February 28, 2001

Present:  R. Anderson (Secretary), W. Behre, K. Finkral (Chair), D. Kobrynowizc, L. McCauley, S. Mitchell, A. Pfenninger, D. Vandegrift

  1. The minutes of February 14th were accepted with the correction of Don Vandegrift’s first initial.
  2. HPED 230, Dance Beginnings was again reviewed, especially outcomes for goal 10 and the accompanying rationales.  There was general agreement that the course proposal itself merits consideration.  However there appears to be a serious disconnect between the proposal and the accompanying syllabus.  For example, the proposal indicates that, “After reviewing the literature, both historical and contemporary, students will develop an awareness that dance existed in the earliest cultures as a means of communication.”  Yet the teaching syllabus specifically states that no textbook is required, nor are any other assigned readings indicated.  The sole indication that any readings are required is found in the research paper assignment that asks students to reflect on a particular artist’s “works and statements of belief.”  Also, the “standards” for fine and performing arts courses state that “Although they may have studio requirements, the principle focus of these courses must be historical, theoretical, or critical.”   Yet the syllabus for HPED 230 indicates that “attendance and participation” determine 70% of the grade.  Based on this more careful analysis, members of GEAC let stand their rejection of the course.  Nevertheless, there is a clear understanding that a revised version putting more and clearer emphases on historical, theoretical, or critical aspects of dance would be welcomed, particularly as reflected in the actual teaching syllabus.
  3. ENGL 221, Understanding Poetry was approved for literature.  The vote was 7 to 0 with no abstentions.
  4. A preliminary discussion of the place of general education in the conversation about faculty and student work occupied the remainder of the meeting.  There was clear consensus on the need to further the discussion, and to devote as much of the next several meetings as possible to it.
  5. Adjournment was at 4:40.  The next meeting was set for March 14th at 12:30 in Holman 311.

Course Approved

  • ENGL 221 (literature)

February 14, 2001

Present:  R. Anderson (Secretary), W. Behre, V. De Jesus, R. Fangboner, K. Finkral (Chair), D. Knox, D. Kobrynowizc, L. McCauley, A. Pfenninger, D. Vandegrift, Y. Watson
 

  1. The minutes of January 24th were approved as submitted with the addition of Larry McCauley to the list of members present.
  2. Bob Anderson distributed assessment results from Fall 2000 showing that students in IDSC 151 assessed themselves positively in terms of course goals at the level of about 87%; that students in IDSC 252 did so at the 72% level; that students responded positively on various service learning indicators at levels from 78% to 95% with an overall rate of about 83%; and that students reacted favorably to SET lectures at the 76% level and Athens enrichment sessions at the 66% level.  No conclusions were drawn from the data.
  3. Discussion continued on the History Department’s request to add non-Western diversity distribution fulfillment to HIST 201, Ancient Near East.  Comments focused on distinctions between temporal and cultural differences, and whether or not the temporal remove of the course’s subject matter made it appropriate for any diversity designation.  Also, the apparent rooted-ness Western civilization in much of the course content raised questions concerning the appropriateness of the non-Western request.  However, the course proposal stresses that archeological evidence focusing on the indigenous peoples of the region will constitute the core of the course, thereby rendering it non-Western.  In the end council members were unable to come to a conclusion.  Bob Anderson was asked to procure a teaching syllabus.  No vote was taken.
  4. HONR 270, Human Rights was tabled pending procurement of a revised proposal with fewer outcomes, more complete rationales, and a proposed syllabus.
  5. MATH 105-106, Mathematical Structures and Algorithms for Educators I and II was approved for Intellectual Skills by a vote of 10 to 0 with no abstentions.
  6. HPED 230, Dance Beginnings was rejected by a vote of 9 to 0 with one abstention. [Subsequently Bob Anderson discovered that his reading aloud of the 1992 General Education framing document included a typographical error that could have affected the decision and has requested a re-examination of the course at the next meeting].
  7. Adjournment was at 1:50.  The next meeting was set for February 28th at 3:30 in Holman 311.

Course Approved

  • Math 105-106 (Intellectual Skills)
Courses Returned or Tabled
  • HIST 201 (tabled)
  • HONR 270 (returned)
Course Rejected
  • HPED 230

January 24, 2001

Present:  R. Anderson (Secretary), R. Fangboner, K. Finkral (Chair), D. Knox, D. Kobrynowicz, L. McCauley, S. Mitchell, A. Pfenninger, H. Robboy, D. Vandegrift, Y. Watson

  1. The minutes of December 13, 2000 were accepted as submitted
  2. Meeting dates for Spring 2001 were set for:
    • Jan 24:     3:30-4:30
    • Feb 14:  12:30-1:50
    • Feb 28:    3:30-4:30
    • Mar 14:  12:30-1:50
    • Mar 28:   3:30-4:30
    • Apr 11:  12:30-1:50
    • Apr 25:    3:30-4:30
    • Mar 14:  12:30-1:50
    • May  9:  12:30-1:50 (if needed and with lunch)
  3. The request of the History department to add non-Western diversity distribution to HIST 201, Ancient Near East was tabled pending review of the original proposal by council members.
  4. The request of the History department to add non-Western diversity distribution to HIST 231, World History Since 1900 was approved by a vote of 10 to 1 with no abstentions.
  5. The request of the History department to add Western diversity distribution to HIST 271, Nineteenth Century United States was approved by a vote of 10 to 1 with no abstentions.
  6. The request of the History department to add Western diversity distribution to HIST 272, Technology in the United States was approved by a vote of 9 to 1 with no abstentions.
  7. The request of the History department to add Western diversity distribution to HIST 291, Environmental History was approved by a vote of 9 to 1 with no abstentions.
  8. HONR 340, Italian Culture and Literature of the 20th Century was approved for literature by a vote of 9 to 1 with no abstentions, and for Western diversity distribution by a vote of 8 to 1 with no abstentions.
  9. Adjournment was at 4:40.  The next meeting was confirmed for February 14th at 12:30 in HH 311.  Bring your own heart.

Courses Approved:

  • HIST 231 (non-Western)
  • HIST 271 (Western)
  • HIST 272 (Western)
  • HIST 291 (Western)
  • HONR 340 (Literature, Western)

Courses Returned or Tabled:

  •   HIST 201 (tabled)
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