College Senate Bulletin

Bulletin No. 10
November 25, 2003
Contents

Announcements
Fall 2003 Senate Meeting Schedule
Spring 2004 Senate Meeting Schedule
Spring 2004 Executive Committee Meeting Schedule
Fall 2003 Elections
Call For Nominations: Two Supported Professorships, Campus Awards
Agenda for Senate Meeting on December 2, 2003
Minutes: Student Affairs Committee Meeting, November 11, 2003
Minutes: Graduate Academic Affairs Committee Meeting, November 20, 2003
Response from Robert L. King, SUNY Chancellor, Regarding University Faculty Senate Motions on SUNY Wide Assessment

Correspondence: Charlie Freeman, Department of Physics,

Greene 202; e-mail: freeman@geneseo.edu; phone: 245-5286


Fall 2003 College Senate Meeting Schedule

December 2, 4:00 pm, Newton 204

Spring 2004 College Senate Meeting Schedule

All Senate Meetings: 4:00 pm, Newton 204
Jan 27
Feb 24 (preceded by the All-College Meeting)
Mar 23
April 20

Spring 2004 Executive Committee Meeting Schedule

Executive Committee Meetings 12:45 pm

Jan 13, President's Conference Room
Feb 10, President's Conference Room
Mar 16, South 110
April 13, President's Conference Room

Fall 2003 Elections

Voting for the fall elections closed at 4:00 pm Friday, November 21, 2003. Results of these elections will be printed in the final bulletin of this semester.

CALL FOR NOMINATIONS

Two Supported Professorships

and

Campus Awards

James and Julia Lockhart Supported Professorship

Geneseo Alumni Association Supported Professorship

President's Award for Excellence in Academic Advisement

President's Award for Excellence in Research and Creativity

Dr. Carol C. Harter Faculty Mentoring Award

Joseph M. O'Brien Award for Excellence in Part-Time Teaching

Nominations for all of the above listed awards will be accepted from faculty, staff, and students and should consist of a narrative of no more than two pages describing the nominee’s fulfillment of the criteria specific to each award.

Nominations should be submitted to the Campus Awards Selection Committee, c/o Provost’s Office, Erwin 205, by 5:00 p.m. on Monday, December 15, 2003.

Eligibility and criteria requirements as well as past recipients are listed in Senate Bulletin 8.

Agenda for Senate Meeting on December 2, 2003

Call to Order

Adoption of the Agenda

Approval of the Minutes of the Previous Meeting

p. 91-93, Senate Bulletin 8; plus corrections on p. 97-98, Senate Bulletin 9

Senate Reports

President Christopher Dahl

Provost David Gordon

Chair Charles Freeman

Vice Chair Gregg Hartvigsen

Treasurer Errol Putman

University Senator William Gohlman

Central Council Liz Dance

Reports of the Standing Committees of the Senate

Undergraduate Curricula Cynthia Klima

Second Reading:

New Courses
ANTH 313 (p. 74)
ARTH 173 (F/ Core) (p. 74)
ARTH 378 (p. 75)
ARTH 379 (p. 75)
BIOL 307 (p. 60)
CHEM 315 (p. 60)
ECON 345 (p. 61)
ENGL 239 (p. 77)
ENGL 336 (p. 77)
GEOG 382 (p. 78)
GEOG 386 (p. 78)
HIST 214 (p. 78)
HIST 232 (p. 78)
HIST 362 (M/ Core) (p. 78)
HIST 369 (p. 59)
SPAN 314 (M/ Core) (p. 80)
SOCL 376 (p. 79)
SOCL 377 (p. 79)
SOCL 378 (p. 80)
SOCL 379 (p. 80)
THEA 347 (p. 61)

Course Revisions
ANTH 201 (p. 63)
ANTH 204 (p. 63)
ANTH 232 (p. 63)
ANTH 301 (p. 63)
ANTH 304 (p. 63)
ANTH 309 (p. 63)
ANTH 208 (p. 74)
ANTH 393 (p. 74)
ARTH 172 (p. 74)
ARTH 201 (p. 74)
ARTH 202 (p. 74)
ARTS 235 (p. 75)
ARTS 335 (p. 75)
ARTS 365 (p. 75)
DANC 211 (F/ Core) (p. 76)

ENVR 124 (p. 64)
ENVR 395 (p. 64)
GEOG 375 (p. 78)
GSCI 333 (p. 62)
HIST 352 (p. 78)
PHYS 362 (p. 59)
PHYS 363 (p. 59)
PHYS 372 (p. 59)
PSYC 340 (p. 79)
PSYC 360 (p. 79)
SPAN 313 (p. 80)

SPAN 325 (p. 80)
SPAN 326 (p. 80)
THEA 290 (F/ Core) (p. 81)
THEA 100 (p. 82)
THEA 140 (p. 82)
THEA 200 (p. 82)
THEA 203 (p. 82)
THEA 221 (p. 82)
THEA 305 (p. 82)
THEA 311 (p. 82)
THEA 320 (p. 82)
THEA 330 (p. 82)
THEA 340 (p. 82)
THEA 204 (p. 82)
DANC 211 (p. 82)

Course Deletion

BIOL 370 (p. 76)
BIOL 373 (p. 76)
CHEM 210 (p. 76)
EDUC 338 (p. 76)
EDUC 381 (p. 76)
GEOG 260 (p. 77)
H&PE 103 (p. 76)
H&PE 109 (p. 76)
H&PE 115 (p. 76)
H&PE 121 (p. 76)
H&PE 122 (p. 76)
H&PE 136 (p. 76)
H&PE 138 (p. 76)
H&PE 206 (p. 76)
H&PE 215 (p. 76)
H&PE 218 (p. 76)
H&PE 221 (p. 76)
H&PE 222 (p. 76)
H&PE 223 (p. 76)
H&PE 224 (p. 76)
H&PE 242 (p. 76)
HIST 201 (p. 76)
HIST 317 (p. 76)
MUSC 230 (p. 76)
PHIL 102 (p. 76)
PHIL 103 (p. 78)
PHIL 105
(p. 78)
PHIL 206 (p. 76)
SOCL 375
(p. 79)
THEA 244 (p. 61)

Revisions of Major

BA in Art History (p. 75)
BA in Biology (p. 60)

BS in Biology (p. 61)

Early Childhood, Childhood, Childhood w/ Special Ed (add minimum competency in MATH 140, 141) (p. 77)
Education BS, Spanish concentration (revision to include SPAN 314) (p. 81)

BA in Geography (p. 62)

International Relations Major (revision to include SPAN 314) (p. 81)

BA in Spanish, (revision to include SPAN 314) (p. 81)

BA in Theatre (revision to include THEA 347) (p. 81)
Revisions of Minor

Asian Studies Minor (p. 63)

Conflict Studies Minor (p. 75)
Environmental Studies Minor (p. 77)

Minor in Geography (p. 62)

Latin American Studies Minor (revision to include SPAN 314) (p. 81)

Urban Studies minor (p. 82)
Revised Major - Deleting Option

Pre-Professional Option in the Geography Major (deletion) (p. 62)

Concentration Revision

Concentration in Theatre (p. 61)

Concentration in Dance (p. 62)

Undergraduate Policies Harold Hoops

Second Reading: Proposal for Midterm Grade Reports for First Semester Transfer Students (see p. 99, Senate Bulletin 9)

Graduate Academic Affairs Dale Metz

First Reading:

Revised Program Description: MSED Secondary Education Spanish Specialization (p. 106)

New Course Description: Span 414 (p. 107)

Revised Courses:

Span 413 (p. 107)

Span 425 (p. 108)

Span 426 (p. 108)

Second Reading:

Revision of a Major Program

Master of Science in Education - Adolescence Education (French) (p. 64)

Master of Science in Education - Adolescence Education (Spanish) (p. 65)

Master of Science in Education - Adolescence Education (Mathematics) (p. 66)

New Course

Intd 510, Seminar on Secondary School Mathematics and Pedagogy (p. 66)

Student Affairs Michael Lynch

Faculty Affairs Rosanne Hartman

Old Business

New Business

Adjournment


Minutes of the Student Affairs Committee, November 11, 2003

Committee Members Present: Michael Lynch, Josh Hyman, Sanjar Enam, Kim Davies, Cristina Rowley, Cristina Geiger, Chris Annala, Joe VanRemmen, Theresa Zollo, Emilie Bock, Brian Nash, Jenn Principe, Jasmine Tang, Walter Freed, Duane McPherson

Committee Members Absent: Roxanne Holthaus, Lacey Zoller

The meeting called to order at 4:03 pm.

New Business:

Sundance Bookstore: M. Lynch announced that our invited guest could not make it to the meeting. Kathy Jones was to speak on renewal of Sundance Books’ contract in order to solicit input from students and faculty. M. Lynch facilitated discussion instead. Sundance's contract will expire at end of academic year, and the college is required to solicit other bids. K. Jones (of Sundance committee) is interested in getting feedback from faculty and students about Sundance. K. Jones indicated to M. Lynch that her committee is planning to distribute a survey to students.

C. Annala reported that some of his textbooks cost up to $125, but this was almost the same as their online price. Some faculty members of SAC noted that they put some books on reserve at the library to save students money. There was discussion of the process of putting books on reserve.


J. Tang said that in some stores offer price-matching, and suggested we might look into that with Sundance. W. Freed noted that Dover was especially good with prices. C. Annala pointed out that the burden is on students to find out which books will actually be used in class, which led to a discussion on how to keep students better-informed of what textbooks will be used.

M. Lynch reported that Jones is requesting a "wish list" from students of services and features wanted from Sundance. Wish lists should be forwarded to him so that he could pass it along to K. Jones. D. McPherson suggested comparing the services offered by bookstores on other college campuses to avoid reinventing the wheel.

Students with Disabilities: M. Lynch then raised the question of requiring a statement addressing the needs of students with disabilities on all course syllabi. Tabitha Buggie-Hunt, Director of Disabled Student Services, had suggested to M. Lynch that to such a requirement would require approval of the College Senate. There was much discussion, and C. Geiger recommended that faculty members of SAC bring the issue back to their department meetings for discussion. At this point, the committee decided it would meet again Thursday, December 4th for updates.

M. Lynch requested that all faculty representatives solicit input from their departments on a potential required statement regarding students with disabilities, and come back with feedback on December 4th. At that time the committee would discuss the possibility of drawing up a proposal to take before the College Senate. Possible concerns raised about a proposed requirement were academic freedom ("don't tell me what to put on my syllabus"), opening "pandora's box" (a proliferation of students reporting disabilities), and syllabus length.

Student Health and Safety: M. Lynch and J. Principe reported on the Student Health and Safety Working Group, which is in the process of developing and advocating for a first-year seminar. Various staffing plans are being considered. The idea of the seminar would be to promote and educate on issues related to the health and well-being of college students. The Working Group has scheduled two more meetings for this semester (11/18 and 12/4).

System-Wide Assessment: J. Hyman reported on system-wide assessment. The movement toward system-wide assessment was assumed to be closed when the University Faculty Senate unanimously rejected the idea week ago, but Candace De Russy published an op-ed piece in the Albany Times-Union on Friday, November 7th, which seemed to try to re-open the issue. According to J. Hyman, De Russy is attempting to make the SUNY system look bad and negligent if it does not adopt system-wide assessment. J. Hyman wrote a counter-op-ed piece, which should run within days.

The meeting was adjourned at 5:10 P.M.

Respectfully submitted,

Michael Lynch, Ph.D.

Chair, SAC

Minutes: Graduate Academic Affairs Committee, November 20, 2003

Members present: G. Gouvernet, J. Kirkwood, S. Landes, D. Metz (Chair), M. Sutherland

Guests: S. Burwood, M. Schmidt

Absent: K. Dalton-Ferris, A. Jassawalla, S. Kirsh

Meeting was called to order at 12:45

Mary Ellen Schmidt made a brief presentation regarding the revision of the MSED in Secondary Education for Spanish specialization. One new and three revised courses associated with the major program changes were also discussed briefly. The proposed program change is an effort to satisfy the NYS Education Department’s revised guidelines for certification programs. The program and course changes are listed below. Following some brief clarifying questions, GAAC unanamously approved the major program change, the new course and the three revised courses. Full text versions are available in the Dean’s Office.

Revised Program Description MSED Secondary Education Spanish Specialization

Title

Same

Revised or New Bulletin Description

[Changes indicated in boldfacing.]

Graduate coursework must include twelve semester hours, to be selected under advisement from:

Course No.

Course Title

Sem. Hrs.

SPAN 413

Contemporary Spanish Civilization

3

SPAN 414

Contemporary Spanish-American Civilization

3

SPAN 416

Grammar and Syntax

3

SPAN 417

Phonology

3

SPAN 418

Advanced Grammar and Composition

3

SPAN 419

History of the Language

3

SPAN 423

Linguistics

3

SPAN 425

Spanish Civilization

3

SPAN 426

Spanish-American Civilization

3

SPAN 450

Early Spanish Literature

3

SPAN 452

Golden Age Spanish Literature

3

SPAN 453

Colonial Latin-American Literature

3

SPAN 462

19th-Century Spanish Literature

3

SPAN 463

19th-Century Latin American Literature

3

SPAN 472

20th-Century Spanish Literature

3

SPAN 473

20th-Century Latin American Literature

3

SPAN 482

Selected Topics in Hispanic Literatures and Cultures

3

Typical Pattern of Courses to Fulfill Requirements of New or Revised Program

Same.

Rationale for Proposal

Please note that the only changes proposed are:

(1) To include Span 414 - M/Contemporary Spanish-American Civilization (a proposed new course) as one of the courses that can meet the Spanish specialization requirements of the Master of Science Degree in Secondary Education (please refer to Span 414 new course proposal); and

(2) To modify the title of course SPAN 413 to reflect the title of SPAN 313, its partner course at the undergraduate level.

 

New Course Description Span 414

Course Subject,

Number and Title

Span 414 – Contemporary Spanish-American Civilization

Bulletin Description
(include prerequisites and number of credit hours)

Study of the main aspects of modern life in Spanish America (institutions, society, way of life) through discussions based on the use of authentic documents (reviews, magazines, recordings, interviews). Aural/oral skills emphasized. Prerequisites: Span 301. Credits: 3(3-0) Offered spring odd years.

Rationale

1. As the course titles and descriptions stand now, only Span 326/426 specifically indicates the geographical area of the course's focus. For Span 313/413 and Span 325/425 the Bulletin only specifies that the focus will be a "target (language) country." In the past, that "country" has been either Spain or Latin America, as determined by the area of specialization of the faculty member assigned to teach the course. Unless (and even if) the Schedule specifies the target area of one of these courses, our students as well as some faculty in other departments have difficulty determining those courses' content. This leads to confusion, especially when a program, such as the Third World Track of the International Relations minor, requires that elective courses deal specifically with Third World countries.

2. There is a need to specify more clearly that our civilization courses are organized by two historical periods:

¨ Contemporary civilization;

¨ Civilization from its origins to the present.

3. No civilization course in Spanish is offered during Spring, even years.


Revised Course Description Span 413

Course Subject,

Number and Title

Span 313 Contemporary Spanish Civilization

Span 413 Contemporary Spanish Civilization

Bulletin Description
(include prerequisites and number of credit hours)

Study of the main aspects of modern life in Spain (institutions, society, way of life) through discussions based on the use of authentic documents (reviews, magazines, recordings, interview). Aural/oral skills emphasized. Prerequisites: Span 301. Credits: 3(3-0) Offered spring even years.

Rationale for Proposal

See explanation in proposal for new course SPAN 314.

Revised Course Description Span 425

Course Subject,

Number and Title

Span 325 Spanish Civilization

Span 425 Spanish Civilization

Bulletin Description
(include prerequisites and number of credit hours)

A panoramic study of the social, political, intellectual, and cultural life of Spain from its origins to the present. Prerequisites: Span 301. Credits: 3(3-0) Offered fall even years.

Rationale for Proposal

See explanation in proposal for new course SPAN 314.

Revised Course Description Span 426

Course Subject,

Number and Title

Span 326 M/Spanish-American Civilization

Span 426 M/Spanish-American Civilization

Bulletin Description
(include prerequisites and number of credit hours)

A panoramic study, from its origins to the present, of the development of Spanish-American civilization as a multi-cultural phenomenon arising from the synthesis of Indo-American, Hispanic, Creole, Asian, and African elements. Prerequisites: Span 301. Credits: 3(3-0) Offered fall, odd years

VI. Rationale for Proposal

See explanation in proposal for new course SPAN 314.

Response from Robert L. King, SUNY Chancellor, Regarding University Faculty Senate Motions on SUNY Wide Assessment

November 5, 2003

Mr. Joseph Hildreth, President

University Faculty Senate

State University of New York

State University Plaza

Albany, New York 12246

Dear Joe:

Thank you for forwarding the resolutions passed during the Fall Plenary of the University Faculty Senate at Oswego. I am pleased, in this letter, to respond.

While I am disappointed that the Senate did not endorse the Memorandum of Understanding that had been developed by the discussion group, I recognize and respect the fact that the faculty considers that there remain issues that require further discussion. Therefore, as you have requested, we will pause in the implementation of the June Board resolution to address those issues and to build the consensus that we all seek.

We recognize that it is possible, as the faculty have proposed, for campuses to develop unique approaches to this initiative and that this diverse set of approaches could certainly be compatible with System goals. Indeed, the Senate’s notion of ‘University-wide campus-based assessment’ is a helpful way of understanding this concept.

As you know, Chairman Egan indicated at the October Board meeting that he expects to hear back from us at the Board’s January 27 meeting. At this point, I am inviting faculty governance bodies take the lead in developing a draft of a revised proposal which includes the goals established for this initiative:

1. An assessment framework for determining the growth in learning achieved by SUNY undergraduates in the building blocks of general education.

This framework should consist of a set of instruments administered at two points in time: close to the student’s entry to the institution and at some later date when the student has completed this learning. The designated measures should include “externally referenced measures” — which I will interpret as either nationally or SUNY-normed — in addition to those already in place in campus plans. This, in my view, meets the goal for accountability.

2. A survey instrument that will provide for an understanding of the indicators that reflect the campus academic environment.

3. An analysis of the relationship between academic assessment results and these environmental influences.

4. An indication of how individual campus plans will be folded into the GEAR approval process, including the specific criteria that GEAR will use in approving them.

I will consider a proposal which meets these goals and enjoys the support of the Senate and campus governance for presentation to the Board in January.

I look forward to hearing from you by early January, 2004 regarding the faculty’s proposal. Despite the recent difficulties, I am optimistic that we will succeed in developing a process that we all agree will address the important goals of this initiative and one of which we can all be proud.

Sincerely,

Robert L. King

Copy: Mr. O’Connor

Dr. Salins

Dr. Steven

Mr. Henahan