Members Present: Altieri, Austad, Baratta, Benfield, Best, Brann, Braverman, Calvert, Carter, Carter-Lowery,
Cassela, Chasse, Chen, Cohen, Crundwell,
Czyrnik, Fried, Garcia, Hager, Halkin, Harmon, Hermes, Jackson, Larose, Lee, Leake, Lowery, Markov, Martin, Morales, Perreault, Rohinsky, Thornton, Walo, Wolff.
Ex-Officio Members Present: V.P Bartelt, Deans Miller, Whitford and Kremens, E. Demos (Ex. Asst to Pres.) P. Lemma
(Grad.Studies), J. Nosal (Admin. Asst. School of Education)
Guests: S Adair (Gen Ed Committee of the Curriculum Committee), Steven Cox. (Chair, Grad Studies Committee), Gerald Tullai (English)
Meeting called to order at 3:10 p.m. by President Best in Founders Hall.
I. Approval of Minutes of 11/06/00
(Wolfe/Perreault). Passed Unanimously
a. AAUP Report. Sen. Austad
1. The committee to address part time grievances (V.P. Bartelt, Donna Munroe, John Harmon and Carol Austad) has met and the progress made will be announced soon.
2. Following the meeting of the Union and the BOT the positions vis-à-vis the contract are now public. Table Talk released today (Nov.20) examines some of the key issues of the many that are now before the membership. Table talk can be accessed at:
And the full contract of the union is available at the same address.
Questions: Sen. Crundwell: There was not much on the BOT position.
Ans: Sen. Austad: It is on the web.
b. Grade Appeals Committee
President Best indicated it will meet tomorrow (Nov.21)
Vacancies: Sharon Braverman
a. The vacancy in the College of Education for one candidate for The CCSU Foundation Faculty/Student Research Grants Committee has been filled by Jesse Turner.
b. Senators elected for terms expiring in May 2002 representing The AFSCME-SUOAF Administrative Union are Cindy Cayer, Meg Leake and Joe Gordon.
IV. Senate Committee Reports
Curriculum Committee. Paul Petterson Chair.
The Curriculum Committee had not met since the last Senate meeting hence there was no report
Academic Standards: Its work will be discussed under New Business Item a. (below)
V. Old Business
a. Suggested Graduate Studies Policy Change
S.Cox, Chair, Grad Studies Committee indicated the current policy reads:.
"The amount of graduate work transferable to a graduate degree program is limited to a maximum of 9 credits for programs requiring 30 to 35 credits or 25 percent of the total credits for programs requiring 36 credits or more, not including prerequisites. Courses applied to a previously earned degree are not transferable. In order to be transferred, a course or courses must be determined to be:
1. graduate level from an accredited institution authorized to grant graduate degrees;
2. passed with an earned grade of 3.00 (B) or higher (Pass/fail courses may not be transferred.);
3. within the 6 year limit at the time of graduation from CCSU;
4. recorded on an official transcript from the granting institution
5. included on the planned program by the graduate program advisor
Sen. Halkin: Why are we doing this?
Ans. S.Cox: Because 21 is deemed excessive.
Sen. Braverman: Is it acceptable to the University or Acceptable to program of study?
Ans: S.Cox: Acceptable to the University
If a student previously enrolled at one of the other CSU campuses
and has moved across the state so he or she now lives much closer to CCSU, do we
really want to keep them from transferring more than 9 credits from
courses equivalent to ours?
Ans: S.Cox:This can be worked out with the advisor
but integrity of the program must remain paramount.
Sen. Fried: Are we limiting the number of students by enacting this?… and what of a program such as education that requires over 50 hours?
Ans: S.Cox: Policy states 9 credits or 25% to take this into account
Sen. Wolfe: Such a change creates and encourages a "graduate experience"
Sen. Crundwell: Makes sense as a policy<
Motion to accept change to graduate Policy (Crundwell/Fried)
One opposed (Halkin)
b. General Education Objectives
These were approved formally by the Curriculum Committee last spring but not ratified by the senate
Objectives and Outcomes of General Education:
To develop and enhance global awareness, civic responsibility, personal reflection, and appreciation of cultural diversity. This includes analyzing an issue from the perspective of another cultural tradition, taking a public stance that considers the interests of the wider community, and demonstrating an ability to read, write, speak, and comprehend a foreign language.
To develop critical thinking skills. This includes defining a problem, assembling evidence to support a conclusion, assessing the validity of a sustained argument, and analyzing information to uncover underlying patterns and structures.
To strengthen writing and communication skills. This includes developing a chosen topic, organizing specifics to support a main idea, using proper grammar, addressing a particular audience, and revising and editing to produce focused and coherent texts.
To strengthen quantitative skills. This includes applying mathematical and statistical techniques as a means of analysis within a variety of disciplines and assessing the strengths and weaknesses of these techniques of analysis.
To develop and enhance appreciation for the arts and humanities and an understanding of the range of human knowledge. This includes the ability to engage in literary, philosophic, and artistic expression, response, and analysis.
To develop scientific understanding of the natural and social worlds. This includes the ability to generate hypotheses and to assess the validity of evidence.
To develop computer literacy. This includes the ability to use computers and application software for research, analysis and expression, and analyzing the effects of computers on society.
To foster personal health and fitness. This includes the development and maintenance of improved physical health, wellness, and lifetime activity skills.
These objectives and outcomes will be reviewed in the fall of every odd year by the Curriculum Committee.
March 1, 2000
Questions: Gerald Tullai (English): The language as written is problematic. Particularly under the first objective whereby as it reads "…and comprehend a foreign language…" would exempt for example, amongst other means of communication, sign language. Far more preferable and conventional would be something like "…and demonstrate adequate communication skills other than English."
Similarly under objective 3, "…using proper English Grammar " is problematic. Again, like "foreign language" above it begs definition of what is "proper". Prof. Tullai suggests "Standard written English" replace the offending words.
Sen. Wolfe: When I was on the Curriculum Committee the words were not meant to be excluding.
Sen. Fried: Can we amend now or must it be sent back to the Curriculum Committee?
Sen. Wolfe: This wording was discussed extensively last year.
S. Adair: The wording arose out of a different context and are not meant to define "foreign" or other terms, indeed these terms are in the Gen. Ed. requirements
Motion to ratify the changes (Wolfe/Austed)
VI. New Business
a. Advanced Placement.
This is the current language in our catalog:
CCSU accepts for college credit, Advance Placement (AP) courses taken in high school under the auspices of the College Entrance Examinations Board's Advanced Placement Program, provided the student scores a minimum of
4 on the test.
The only thing that admissions would like to see changed would be the minimum score requirement from a
4 to a 3. This would put us in line with U.Conn, Yale, Wesleyan not to speak of our own sister schools SCSU, ECSU, and WCSU.
Academic standards Committee addressed this issue at their November 14 meeting and passed a resolution supporting this change.
Sen. Wolfe: Was this possible change communicated to department Chairs?
Sen. Benfield: Not to his knowledge.
President Best speaking from experience noted this was a real issue with some outstanding Honors students.
E.Demos: Where such AP courses have been taken they are frequently, and as a matter of course, sent to chairs for correct application to the corresponding CCSU course.
Motion to accept (Leake/Barretta)
b. Academic Integrity
The ad hoc committee on academic integrity would like to ask for some time on the Senate's agenda as soon as possible in order to ascertain the "sense of the community" on the issues they have been discussing. They would like the agenda to reflect that a significant amount of time (30 minutes?) has been allocated for the discussion of three questions regarding academic honesty:
1) What issues regarding academic honesty are important today;
2) How should violations of academic honesty policies be handled and by whom?
3) What do we need to know about national trends in this field?
Sens. Chasse and Fried as members of the committee spoke to this issue:
The committee has continued to meet since last year and now seeks input. Issues of the web, honesty, violations (how handled, by whom?), national trends? All are major issues that beg a wider (faculty) audience and indeed to address the generation gap between faculty and students. Clearly consensus is required.
As a start she has placed books ordered recently in the Library Reserve Room. A collection of relevant articles will also be placed there. The ad hoc Committee on Academic Honesty asks that faculty please let Emily Chasse (22063 or chasse via e-mail) know of any other book titles or articles they’d like to see included.
PLAGIARISM AND ACADEMIC HONESTY
LIBRARY BOOKS ORDERED 11/2000 – RESERVE ROOM
Anderson, Judy. Plagiarism, Copyright violation & Other Thefts of Intellectual Property: An Annotated Bibliography with a Lengthy Introduction, McFarland, c1998.
Buranen, Lise, ed. Perspectives on Plagiarism & Intellectual Property in a Postmodern World, State University of New York, c 1999.
Burnett, Dane D. Academic Integrity Matters, National Association of Black Accountants, c1997.
Clabaugh, Gary. Preventing Plagiarism & Cheating: An Instructor’s Guide, New Foundations, c1999.
Dannells, Michael. From Discipline to Development Rethinking Student Conduct in Higher Education, John Wiley & Sons, c1996.
Howard, Rebecca M. Standing in the Shadow of Giants: Plagiarists, Authors, Collaborators, c1999.
Lathrop, Ann. Student Cheating & Plagiarism In the Internet Era: A Wake-up call for Educators & Parents, Libraries Unlimited, c2000.
Pappas, Theodore. Plagiarism & the Culture War: The Writings of Martin Luther Kind, Jr. & other prominent Americans, Hallberg Pub., c1998.
Rozychi, Edward. The Plagiarism Book: A Student’s Manual, New Foundations, c 1999.
Sen. Harmon: Is the senate the place? The senate usually gets reports and here there is a need to dialogue with students and therefore other ways of input are required –perhaps focus groups?
Sen. Fried: These are well taken suggestions but the aim is to get away from "business as usual" and senate dialogue is part of the solution to do this.
Sen. Hermes: This relates to our whole academic culture. She noted problems with plagiarism in essays and improper citations and needs an informed decision on which/when to judge academic misconduct and a senate policy she believes will do this.
President Best noted a principal sponsor of this item, Sen. Moran was confronting the crisis in the Presidential election and was not present. Thus he will consult further with Sens. Moran, Chasse and Fried and if necessary schedule a time.
VIII Adjournment (Wolfe/Baretta)
Meeting adjourned at 3.41
Next Meeting December 04, 2000 at 3.00 p.m in Founders Hall.
Respectfully submitted by Secretary Benfield.