ࡱ> VXUb  jbjb{x{x 4, ,tttt, 2,!R$) ) k> kkkk4 "kk| ytU T 0 )$k$$k,, ,,  EDUCATIONAL POLICY COMMITTEE MEETING October 9, 2009 3:00-5:00 pm FALL SEMESTER LOCATION: 123 Snyder Hall, Deans Conference Room St. Paul Campus Present: Brett Couch, Robin Wright, Jean Underwood, Stu Goldstein, Sue Wick, Iqra Mian, Krishna Pundi, Rogene Schnell, Sarah Corrigan, Nikki Letawsky-Shultz, Martha Flanders, Jane Phillips, Not Present: Elizabeth Lockamy, Sam Stevens, Leslie Schiff, Bob Brambl, Mark Decker, Jim Cotner, Moana McClellan, Paul Siliciano AGENDA 1. Approve minutes from September 11, 2009 meeting Minutes approved unanimously 2. Old Business No old Business 3. New Business A. Course evaluations (Robin) Robin discussed students evaluation of teaching and how these evaluations can be used to evaluate faculty, courses and curriculum. Paper evaluations are more useful since the return rate for online course evaluations was very low for lower level courses. However, the evaluation forms are not useful for the evaluation of courses or curriculum since the information is considered private and privileged because it is used for the evaluation of promotion and tenure (P&T). The college of biological sciences has a special evaluation form containing both required questions (used for P&T) and public questions. The question Robin posed was; do we want a CBS specific form to determine how course fits in with curriculum? Although having a CBS-specific questionnaire seems like a reasonable solution, there are four main issues: i) students think the forms are already too long which might result in less feedback ii) adding questions about curriculum to forms designed for P&T may not be appropriate since students may not discriminate between questions used to evaluate instructors and curriculum iii) CBS needs a way to evaluate course sequencing iv) evaluations of courses or course sequencing should be student centered not course centered; merely tacking the evaluation onto the course may not effectively address the question of whether they have taken the right courses this semester. B. Biol 3960H (Sarah) Under the old collegiate honors system, BIOL 3960H (Honors Seminar) had separate fall and spring versions. In the Fall semester students researched a topic of interest to them. In the spring semester, students focused on their own research projects. Sarah wants to see this course used to facilitate students thesis writing and improve the thesis quality by increasing the course to two credits and providing more writing coaching. Sarah would like to see the course number changed to 4XXX level since it is a senior thesis-writing seminar. Based on experience with previous years classes there is a need for additional coaching on scientific writing (e.g. how to produce a figure, table, label graph). The fall version of BIOL 3960H would remain BIOL 3960H; the spring thesis-writing course would be two credits and have the BIOL 4960H designator. This organization would help to separate student oral presentation on topics of interest and student presentation on their own research. In the future, the BIOL4960H should have a W (writing intensive) designator since writing instruction is a major focus of the course. A useful resource for writing instruction is the assignment calculator module on writing a scientific research paper developed by Kate Peterson, Brett Couch and Deena Wassenberg < http://tools.lib.umn.edu/ac/> The plan is to input course information into ECAS and send out course proposal to entire committee. 5. Announcements A. New special topics course, Biol 5950 (Jean) CBS has a new special topics course BIOL 5950 and wants interested undergrads to have access to the course. This announcement is just to let the committee know that undergrads can register for this course with the permission of the instructor and will be held to same standards as graduate students in the course. B. Jean Undergraduate Academic Integrity Jean has drafted an academic integrity document and presented it to the committee. There has been a lack of University wide discussion on how academic integrity is dealt with within colleges. At the college level, CBS is dealing with academic integrity issues by i) developing educational tools for faculty and students to raise awareness of academic integrity issues and ii) creating an advisory committee to help faculty with issues of academic integrity that arise with students. The role of the advisory committee is to shield faculty from the logistic issues associated with academic integrity issues and determine reasonable sanctions. Ideally, having a committee determining sanctions should preserve the interaction between student and instructor. 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