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GENERAL EDUCATION MINUTES
November 19, 2010 Library Conference Room L105
Members present: Rosa Armendariz, Scott Cabral (chair), Karl Debro, Shalini Lugani, Cindy McGrath, Gil Rodriguez, Alex Sterling, Janice Townsend, Kim Wentworth. Minutes were taken by Scott.
Public Comment and announcement.
No announcements.
The agenda was approved without additions, deletions, or revisions
Cindy reminded us that agenda item 6 below is the result of a TLP request for ISLO chairs to discuss the issue. It will be a brainstorm.
The minutes from 10/22/10 were approved without additions, deletions, or revisions.
GE Course Outline Review: none.
Intercommittee professional development initiative.
Rosa had passed on Mary Olesons idea of committee chairs to share ideas about professional development for teaching diversity perspectives. So far, there will be a January flex activity facilitated by Nancy Ybarra and Scott called, Readings on Issues Related to Equity and Diversity. The CUE inquiry group might be interested in working on this flex.
Making time for faculty to do assessment work.
Faculty may not be doing all the assessment work that they should because they feel overwhelmed by it and we havent institutionalized how the meaningful conversations should be done. We want the work to help student learning. GE has Monday seminars institutionalized into the college calendar. TLP helped by defining program. BIO is redoing their whole program to fit the definition. Other areas could do their ISLO assessments the same assessment Mondays as GE, and some crossover faculty would have to choose which seminars to attend. We need to define the expectation for full-time faculty during the Monday afternoon two hour blocks. Generally half the full-time people attend the GE seminars. The seminars used to be management called, but no longer. Maybe better if do not devote an entire flex day only to assessment work because would limit creativity and diversity of flex workshops. PDAC will oversee flex. The two work days on the academic calendar after the end of finals week are not faculty work days, so they could not be used for assessment work. Flex used to be four days each semester. Could change one teaching day each semester and make it an assessment day, although would interfere with classes taught that day. There are not a lot of classes on Friday afternoons. Every department should have department meetings for program level assessment conversations, it should be expected. The new UF contract requires department chairs to call department meetings, although some departments dont meet. Another consideration is when assessment days should occur during the semester because faculty cant discuss their assessment results until after they have assessed, which could be on their final exams. Maybe the first GE seminar each semester could be where faculty share their results from the previous semester. Often, faculty assess on their finals and then implement improvements the following semester. Some faculty are not clear on what they are supposed to do with regard to CSLO and ISLO assessment. Assessment mentorship could help, as would NEXUS.
Debrief about GE Seminar 3.
Everyone looked at the seminar evaluations. Ideas for different future seminar activities that were raised at the end of the seminar were: could use videotape of Lianna or Nick Garcias class, could focus on how to do diverse perspectives in science classes, we should stress interdependency, we could help each other generate assignments, we should use the GE SLO 5 to make courses relevant to students to color.
At least three people did not attend because of the article that was put on the agenda and was not used. One person was made to feel uncomfortable when the article was used at another workshop and he did not want to go through that again. There are different opinions about whether or not we should make faculty feel uncomfortable. We need to be careful and deliberate about how to bring conversations to the faculty. Alex warned us ahead of time that the faculty are not ready for articles that might make them uncomfortable. Faculty cant be made to feel wrong, they need to trust the group they are with. We may need professional help with planning the seminars. Even one person who teaches the issue doesnt feel qualified to lead a discussion. On the other hand, we should not be too afraid to make the faculty feel uncomfortable. We shouldnt be too accommodating because students feel uncomfortable going into their classes every day. On person thought the article was not very challenging emotionally.
Next semester could be about culturally relevant pedagogy, or we could wait until Fa11, or maybe both semesters. Need to define what it means. Can bridge work in the GE committee and CUE and have long range plan for seminars. Need a list of things we can do to enhance our culturally relevant pedagogy or bring in an outside person to help us with it. Relevant pedagogy is a big step for some faculty because they focus only on content and not on how they relate to their students. If you teach, for example, how the plantation system led to inequality today, you need to show students how it is relevant to them. One person thought that an important factor could be the dysconscious racism that faculty practice with students of color. We need to have a dialog about equity issues among faculty. It helps that our committee has the dialog. Do faculty believe that the playing field is level and that they faculty made it so students should also be able to make it? There is a difference between equity and equality. An issue is whether you should treat everyone the same and hold to patterns of rigor when they did not all have the same starting point. Its a tricky to line to uphold standards of rigor while making accommodations for students who need extra help, such as teaching them how to read a textbook in your discipline. First faculty need to be aware of these dynamics. Facultys beliefs about students affect students success.
It would help faculty to have a set of suggestions, a toolbox, for helping students while maintaining expectations. We need some concrete best practices. There was a syllabus review as part of the CUE inquiry group. Making syllabi more welcoming is a concrete way to help students, although few are. Tone is important. CUE could do another evidence team to focus on GE professional development.
A task group should put together a potential one semester plan for the seminars for next meeting.
Planning for GE Seminars in Sp11.
This topic was blended into the discussion of item 7.
Discussion of article Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers.
This article was not discussed.
10. Discussion of how we want to use the article to help faculty.
This topic was not discussed.
The meeting adjourned at 3:30pm.
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