|TO:||Faculty Senate Executive Board|
|FROM:||Joanne Sorte, Chair
Baccalaureate Core Committee
|SUBJECT:||Baccalaureate Core Committee ANNUAL REPORT 2004-2005|
2004-2005 members of the Baccalaureate Core Committee included: Ruth Vondracek, David McMurray, Patty Watkins, Milo Koretsky, Pat Muir, Kevin Ahern (through May 2005), and Joanne Sorte. Ex-officio members included: Vicki Tolar Burton and Jun Xing. The Baccalaureate Core Committee met twice each month from October 18, 2004 through June 9, 2005. The BCC had regular and full participation of the membership. The BCC had no student members during the year in spite of efforts by the Faculty Senate office and BCC members to invite students to participate. The actions and discussions of the BCC during this year are summarized below.
Operating procedures: The BCC adopted operating procedures to guide review of course proposals and to give structure to the year-to-year follow through activities of the committee. These procedures include:
Course review: Across the year a total of 32 new or "change" course proposals were reviewed. Review action was as follows: 2 proposals were denied, 8 were approved following return/resubmit, and 22 were approved at first review.
DPD Category Review: As charged by the Standing Rules, the BCC conducted a categorical review of a portion of the Baccalaureate Core. During 2004-2005 the BCC reviewed the Difference, Power, & Discrimination category. DPD courses that had not been reviewed during the previous 5 years were identified. 25 courses were proposed for review. Of these, 5 courses had been dropped, 17 were approved at first review or upon revision/resubmission, and 3 courses were returned for additional information with review and findings to be determined during Fall 2005. These carry forward courses include: HST 201, HST 202, and HST 203.
Establishment of electronic submission system for the category review: The BCC worked with the Faculty Senate office to promote development and use of an electronic submission system for the Category Review. Vickie Nunnemaker supervised student worker Keith Prickett in the development of the system that allows BCC members to access and review materials submitted by faculty teaching the courses under review. The system will be refined and continued in use for Categorical Reviews in subsequent years.
Writing Intensive Curriculum guidance: The BCC worked in collaboration with the WIC Coordinator and WIC Advisory Board to identify the role of the WIC in Double Degree and dual major programs. This is summarized in the procedure attached below.
Participation in faculty discussion of the Oregon Transfer Module - OTM, and management of transfer course fulfillment of the OSU Baccalaureate Core requirements. Members of the BCC participated in campus and state-wide discussions related to the OTM. Implications of the OTM and other transfer studentís fulfillment of the OSU Baccalaureate Core were discussed. By decision of the committee, the BCC spoke in favor of approval of the OTM design during the Faculty Senate discussions. In doing so, the BCC recognized that the experience of each student with the OSU Baccalaureate Core will be somewhat unique. This variation of experience is to be acknowledged for both the 4-year on-campus student as well as the transfer student. The importance of the upper division OSU Baccalaureate Core was underscored. It was also determined that Academic Programs personnel in collaboration with department advisors would assign fulfillment of Baccalaureate Core requirements to transfer courses on a case by case basis.
Recommendations for continued Baccalaureate Core Committee discussion during 2005-2006:
DPD and transfer courses. The BCC suggests exploration and discussion around the identification of transfer courses fulfilling the OSU Baccalaureate Core DPD requirement. The DPD is considered to encompass a unique approach to study. It is unclear whether the OSU DPD contribution is unique, and whether transfer courses address the depth and breadth of the DPD as envisioned for this aspect of the Core. To this end, the BCC began discussions with the DPD Coordinator and members of the DPD Advisory Board about the advisability of:
In this discussion it was important to recognize that the current lower division DPD courses make a significant contribution to the student experience at OSU. The DPD Advisory Board has proposed that History 201, 202, & 203 be withdrawn from DPD to address the issue of transfer-in DPD credits. These courses comprise a large number of the transfer-in credits assigned to fulfill the DPD core requirement. In this way it was thought that the quality of the student's DPD experience would be enhanced by achieving the Bacc Core requirement here at OSU. The History Department chair countered this recommendation by noting among other points, that withholding DPD Bacc Core assignment from these transfer courses is inappropriate (it is anticipated that transferring institutions pay heed to DPD perspectives in the study of history) and that limiting this current opportunity for students to obtain the DPD requirement through the study of HST 201, 202, 203 (both for transfer students and on-campus students) would significantly increase student enrollment in the remaining on-campus DPD courses creating a situation that would be untenable. The Baccalaureate Core Committee has a logical responsibility to participate in and guide these conversations to promote the DPD in the Baccalaureate Core and to assure an optimal DPD experience for students.
Electronic delivery of Baccalaureate Core Courses. During the past year the BCC met with the Director of E-campus and faculty who teach Bacc Core classes through electronic delivery. Currently approved Baccalaureate Core courses that are revised to include electronic delivery receive no BCC review. It is the perspective of the BCC that while electronic delivery may be perceived simply as an alternate form for class presentation, it is also important for the BCC to find ways to ensure that the Bacc Core requirement for interactive learning is satisfactorily achieved. One way of exploring this would be to consider reviewing electronically delivered courses as a categorical review, or to conduct a random review of e-courses. Similarly, it would be incumbent upon the BCC to review the Bacc Core categories represented in the electronically delivered versions to assure that all categories of the Core are satisfactorily represented through this method of course delivery, and to encourage submission of electronic delivery courses in categories that are under-represented.
Approved by action of the Baccalaureate Core Committee, October 2005
Approved by Action of the Baccalaureate Core Committee November, 2, 2004Background & Context
Upon review of Baccalaureate course proposals during 2003-2004, the Baccalaureate Core Committee recognized that, while faculty were ultimately able to articulate how a particular course addresses the Baccalaureate Core criteria, it was unclear if students would know if and how the Baccalaureate Core goals are being met. The following recommendations are proposed in an effort to strengthen the contribution of the Baccalaureate Core to the student experience.Expectations for the Baccalaureate Core Course Syllabus
Faculty will be asked to identify the course as a Baccalaureate Core class on the course syllabus.
Example: This course satisfies the Baccalaureate Core for Social Processes & Institutions.
Faculty will be asked to include reference to the appropriate Baccalaureate Core category criteria on the course syllabus in a way that briefly describes how the criteria will be integrated in the particular course.
Example: Human beings are inevitably social, influencing and being influenced by social groups. The social sciences study social institutions and processes and deal with the human behaviors and values that form and change them, and are essential for an understanding of contemporary society. This course aims to improve your critical thinking skills related to the subject matter [xyz] by considering the subject(s) in historical context and demonstrating interrelationships or connections with other subject areas such as [abc]. In addition, we will focus on methods, concepts, and theories for understanding the structure and change of major social institutions, and for understanding individual behavior as part of a social dynamic. We will also examine the nature, value, and limitations of the basic methods of the social sciences, and discuss the interaction of the social sciences and society. Finally we will explore perspectives on the evolution of the theories and ideas that are emphasized in this course. To learn more about this category of the OSU Baccalaureate Core see: http://oregonstate.edu/ap/curriculum/baccore.html
Faculty will be asked to include specific Student Learning Objectives/Outcomes related to the Baccalaureate Core criteria on the courses syllabus, and use these to assess student achievement related to the Baccalaureate Core.
Example: Mid-term Paper: You will be asked to explore the evolution of theories related to our topic  and describe the interrelationships of factors that have influenced change in thinking since the eighteenth century.
Approved by action of the Baccalaureate Core Committee, May 2, 2005
The purpose of the Writing Intensive requirement is to insure that each graduate is prepared to write in the discourse, conventions, and genres of his or her major field.
A student completing requirements for two majors including Double Degrees as well as dual majors (one degree with two majors) may request that one WIC course satisfy the WIC requirement for graduation in both majors.
This opportunity is available if and only if:
Students and advisors should be aware that in some cases, the WIC course in a major is an integral part of the degree and substitution may not be appropriate. The final decision rests with the Department Chair or Head.
Approved by action of the Baccalaureate Core Committee, April 28, 2005
Purpose: the Baccalaureate Core Committee periodically reviews courses to assure their continued appropriateness for their assigned Baccalaureate Core Category.
Previous review protocol has allowed that any course reviewed within the last five years would be exempt from the Categorical Review. This practice became problematic when it was discovered that courses were being missed for full review because of Category II change proposals that brought such classes before the Bacc Core for minor course changes (e.g. Course Description). Because the Category II proposals are not reviewed with the depth of a full review, courses had the potential to be taught for many years without sufficient review to assure that they continued to meet the criteria for listing in the Baccalaureate Core.
The Baccalaureate Core Committee approves the following operating procedure:
All courses older than five years will be reviewed in the Periodic Review of Baccalaureate Core Categories - the Categorical Review. This effectively puts all courses into a cycle of a full review at least every five years -- depending on when the particular category is reviewed.