University
of
MINUTES 2004-2005 CURRICULUM COMMITTEE MEETING
# 14
Present: John Schwaller, Mike Korth, Judy Kuechle, Jooinn Lee, Jenny
Nellis, Harold Hinds,
Mary
Elizabeth Bezanson, Carol Marxen, Dave Roberts, Sarah Black, Nancy Helsper, Matt
Conner and Sara Haugen
Absent: Blair
Jasper, Joe Basel, Jeri Mullin, Lee Thao, Tom McRoberts Ruth Thielke, and
Dorothy
DeJager.
Visitors: Sandy
Olson-Loy, Steve Granger
TEACHER EDUCATION COMMITTEE FINAL REPORT
MOTION:
(Bezanson, Hinds) To accept the final report of the
Teacher
Education
Committee
VOTE:
Motion passed (7-0-0)
ASSESSMENT OF STUDENT LEARNING PRE-SURVEY
This item is a late addition to the agenda. The Assessment Committee
has prepared a Gen Ed Pre-Survey for incoming freshman. This would compliment
the Senior Gen Ed Survey. The Assessment Committee had been asked to do this a
few years ago but it “fell through the cracks” during a change in committee
members. Schwaller stated he would like endorsement by CC for this survey at
this meeting so it could be on the agenda for the last CA meeting this spring.
If not, it will have to wait until next fall to go to CA. A member asked when
the survey would be taken and Schwaller stated that it would be during the FYS
courses in the beginning of the semester. A member questioned why the students
name would be asked and Schwaller indicated that the survey would be formatted
for a web based survey and that type of information would be taken out to
provide anonymity. Disclosure would need to be made if individuality would be
tracked or not. There was some concern with the questions and the intent of the
survey, either to track the importance of Gen Ed at UMM or how much the student
learned. Schwaller tabled this discussion until the next meeting in order to move on to the
NSSE survey.
NSSE Report
Olson-Loy began the presentation
stating that the NSSE Survey was started in 2000, this is the second time UMM
has participated, once in 2002 and again in 2004. Olson-Loy presented an
overview of the NSSE survey and the 2004 Benchmarks. The response rate for UMM,
with all freshman and seniors invited to participate, was 47%. Olson-Loy gave
an overview of the results for the Benchmark sections comparing UMM from 2002
to 2004 and also to COPLAC, Bac-LA, and National
scores:
v
Level
of Academic Challenge
v
Active
and Collaborative Learning
v
Student-Faculty
Interactions
v
Enriching
Educational Experiences
v
Supportive
Campus Environment
Olson-Loy pointed out that the
benchmarks are the midpoint of each section. Olson-Loy went on to review the
individual sections under the section “Level of Academic Challenge”:
Results
for the percent of students who:
v
Spent
more than 15 hours per week studying
v
Are
writing at least 5 or more papers of 5-19 pages in length
v
Said
coursework emphasizes synthesizing and organizing ideas, information or
experiences
v
Said
coursework emphasizes making judgments about the value of information,
arguments or methods.
v
Said
coursework emphasizes applying theories or concepts to practical problems or in
new situations
v
Worked
harder than they thought they could to meet an instructor’s standards
v
Said
the Campus emphasizes studying and academic work
v
Said
their experience at this institution contributed to writing clearly and
effectively
v
Said
their experience at this institution contributed to speaking clearly and
effectively
v
Said
their experience at this institution contributed to thinking critically and
analytically
v
Were
challenged by their examinations to do their best work
v
Often
or very often made a class presentation
v
Asked
questions in class or contributed to class discussions
v
Worked
with other students on projects during class
v
Worked
with classmates outside of class to prepare assignments
v
Often
tutored or taught other students
v
Participated
in a community-based project as part of a regular course during the current
year
Other specific questions were also
reviewed. A member stated that the results of some specific questions in the survey
do not match comments on student evaluation forms. Schwaller noted that even
with the concern about writing papers, faculty members have indicated they are
assigning papers in quantity and length. Olson-Loy pointed out that the most
troubling area is Academic Challenge.
Due to time constraints the
discussion will continue at the next CC meeting on
Meeting adjourned.
Submitted by Karen Van Horn