ࡱ> @B? $bjbjcTcT 42>>      8Uq%|||$$$$$$$&P)J$ |||||$  $|^  $|$y"h#wv"$$0%")P) #) #|||||||$$|||%||||)||||||||| : LACOB Minutes Thursday, January 28, 2010 8:30 am BA 524 Present: Lori Baker, Maria Brandt, Lyn Brodersen, Corey Butler, Vaughn Gehle, Linda Nelson, Will Thomas, Tom Williford Absent: Taylor Gronau Guests: Rhonda Bonnstetter, Stewart Day, Steve Kramer, Lori Witthaus 1. Rhonda Bonnstetter re: EDU courses Rhonda Bonnstetter returned to LACOB to discuss the EDU 301 and EDU 43X/43XX courses proposed by the Education Department to satisfy the LAC upper-level writing course requirement. Dr. Bonnstetter explained to the Committee how the courses would meet the established guidelines for upper-level writing courses. ED 301, for example, would be capped at 25 students, students would used formal APA formatting for assignments, a clear feedback loop is established for the writing assignments and lesson plans, and the course will utilize a written communication rubric in its assessment of student learning outcomes. The EDU 43X/43XX courses may be co-taught with English faculty. The Research II course will focus on literature review, research project design, and execution of projects. The course would use a written communications rubric to assess all papers; each paper written for the course goes through 2-3 revisions. Lori Baker added that the Action Research students go the Writing Center regularly. 2. Stewart Day re: FYS outcomes and objectives Professor Stewart Day visited the LACOB to express concern about and provide suggestions for the First Year Seminar outcomes; objectives under critical thinking outcomes are not being addressed in the learning outcomes currently described for the First Year Seminar. Stewart suggested that the LACOB revisit the Transformation Committees language to ascertain that the content of the course meet its original intent, to prepare students for higher-level critical thinking. Dr. Day asserted that new, proposed learning objectives for the First Year Seminar have almost no connection to the original, Critical Thinking outcome, and that part of LACOBs charge is to maintain the standards established by the LAC Transformation Committee. Stewart indicated that specific learning objectives had previously been established by faculty. Vaughn Gehle indicated that Dan Kaiser had told LACOB that specific objectives had not been approved by faculty, that only outcomes had been approved by the Assembly. Corey Butler contributed that outcomes had been approved, but that objectives had not. A Committee discussion followed about whether the FYS objectives should change to include more precise language related to critical thinking, e.g., premise, assumption, and argument. Clearly, there are issues with including language that speaks to the methodologies of a variety of academic disciplines. Dr. Day reminded LACOB that he spent three years attending meetings and crafting the original objectives. He thanked the Committee for inviting him to speak. 3. Steve Kramer and Lori Witthaus re: PHIL 110 (Intro to Logic) Steve Kramer and Lori Witthaus attended the meeting to discuss concerns related to PHIL 110 being submitted for the Mathematical/Logical Reasoning designation. Members of LACOB at the January 14 meeting had expressed concern that, because the course did not have a component that specifically addressed quantitative literacy, it should not be part of the LAC under the aforementioned designation. Dr. Kramer and Ms. Witthaus indicated that Philosophys Critical Thinking course focuses on inductive reasoning, while the proposed Intro to Logic course focuses on deductive reasoning. Dr. Kramer cited Derek Boks work, which recognizes that many math courses do not produce quantitative literacy. Ms. Witthaus indicated that many community colleges and universities teach 100-level logic courses that focus on logic fundamentals, i.e., inductive and deductive reasoning, syllogistic logic, etc. Lori provided a lengthy list of MnSCU schools that teach logic, and emphasized that SMSU would be coming into line with other MnSCU schools by offering the course to satisfy our Mathematical/Logical Reasoning designation. All but four schools use logic courses to meet this requirement in the Minnesota Transfer Curriculum. Winona and St. Cloud separate logic from this requirement, and teach it in a very narrow manner. Dr. Kramer indicated the other impetus for creating this course was that faculty have expressed concerns about students ability to grasp principles of logic. Kramer and Witthaus added that logic principles create a framework for mathematics; Witthaus cited John Venn and his work as well. Vaughn Gehle submitted that many faculty, over the past few years, had pushed for a quantitative literacy component to be included in the LAC. Steve Kramer countered that this component never surfaced as a suggested outcome and was not adopted as such by faculty. Gehle indicated that he remains concerned students could go through four years of college here without taking a math course if PHIL 110 is accepted as a course to meet the Mathematical/Logical Reasoning requirement. Lori Baker expressed her appreciation for Lori Witthaus and Steve Kramers presentation. She indicated that she believed the course fit with LAC standards for Mathematical/Logical Reasoning. Baker and Brodersen agreed that Logic is a very challenging course for any student. Tom Williford moved and Maria Brandt seconded to approve PHIL 110 to meet the Mathematical/Logical Reasoning designation within the LAC. Motion carried. 3. EDU 301 and 43X/43XX Baker moved that EDU 301 (Human Diversity) be approved to meet the LAC upper-level writing designation, and that EDU 43X/43XX (Action Research I &II) be approved to meet the upper-level writing requirement. Brandt seconded the motion; the Committee voted to approve unanimously. 4. First-Year Seminar (FYS) Issue The Committee discussed phrasing of the objectives for the FYS, as articulated in Appendix 2, Overall Objectives, as drafted in the FYS Proposal, per Stewart Days concerns. The discussion focused on how to convey the language of critical thinking to convey the nuances of terminology in each, particular discipline. Dr. Butler moved to adopt Dr. Days proposed language, student is able to: interpret relevant premises, conclusions, and assumptions, to be included in the FYS objectives. Brodersen seconded the motion. The Committee voted unanimously to accept and include the language. Corey Butler will convey this decision to Assembly. The Committee will continue to discuss the possibility of including some version of AAC&Us VALUE Critical Thinking Rubric as a course assessment for the FYS. 5. LIT 120 Lyn Brodersen moved and Maria Brandt seconded approval of LIT 120 to meet the Humanities and Fine Arts designation within the LAC. The Committee approved unanimously. 6. BIOL 100 Tom Williford moved and Linda Nelson seconded BIOL 100 to approve BIOL 100 to meet the Natural Science requirement. The Committee approved unanimously. 7. ENVS 100 Lyn Brodersen moved and Vaughn Gehle seconded approval of ENVS 100 to meet both the People and Environment and Natural Science designations. The Committee approved unanimously. 8. Adjournment It was moved and seconded that meeting adjourn at 10:00 am. Motion carried. Minutes respectfully submitted by Lyn Brodersen.      !"8BC]l    6 7 J f m n y z ~ + , - . ߷woj hf5hfhf5hfh/-W5hoh^ hfh?zh h&ht5B*phh&hc5B*phhf5B*phh&htB*PJph h/-WPJh&h]PJ h]PJ h:PJh&h:PJ h?zPJh&hKPJh&htPJ))89  7 , - \ uvgd gd/-W & Fgd/-W & FgdWbgdWbgdf & FgdWb & Fgd gdc`d^``gd?z dgdt. > [ \ ho8suvDHSWqr9=tp@ 򵱵~wswh[q hfhShfh^ 5 hfhfh^ hfh\7O hfh^ hfh;h hfh_8hf hfh/-W hf5h/-WB*phh/-WhWbhWbB*phh/-Wh/-WB*phhWbh h&hWb h/-W5h&hWb5-Dr"" """"o#p#|#.$/$>$ dgdf & FdgdgdSgd^ d^gdf & Fdgdf!""" 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