In Attendance: Co-Chair Dennis Holt, Rick Althaus, Misty Clifton, James Ermatinger, Christina Frazier, Allen Gathman, Carolyn Rainey, David Starrett, Susan Swartwout, Alissa Vandeven
Absent: Co-Chair Jane Stephens, George Gasser, Crystal Kaufman
Recorder: Christie Renner
An announcement was made that Jim Ermatinger, Chairpersons’ Forum representative, will be leaving the University. Discussion was held on replacement for him on the committee. Communication will need to be made to David Probst, Moderator of the Chairpersons’ Forum. D. Holt will speak with J. Stephens.
Action Project – Defining Indicators of Being a University of 1st Choice and Action Project – Improving Information Distribution and Communication will be on the next Administrative Council agenda for discussion.
The committee began discussion on the how to go about writing the Systems Portfolio. D. Holt e-mailed the committee the link to SIU-Edwardsville Systems Portfolio.
The overall context for the University’s description can be taken from part of the Strategy Forum application. There are nine categories that are part of the Systems Portfolio. Each category has four sets of questions: Context for Analysis (C); Processes (P); Results (R); and Improvement (I). The committee will first answer all the Processes (P) questions for each category. Also, the committee will brainstorm on sources of data for each category (which will help answer the Results (R) questions). Then the committee will brainstorm on the Context for Analysis (C) questions. The Improvement (I) questions will be answered last. While the committee is working on the Processes (P) questions, the group will determine if any faculty/staff should meet with the group to help brainstorm.
Category 1 - Helping Students Learn Processes Questions
Below are the comments from the committee as they brainstormed on the “processes” questions for this category.
1P1 – How do you determine your common student learning objectives as well as specific program learning objectives? Who is involved in setting these objectives?
1P2 – How do you design new programs and courses to facilitate student learning? How do you balance educational market issues with student needs in designing responsive academic programming?
1P3 – How do you determine the preparation required of students for the specific curricula, programs, courses, and learning they will pursue?
1P4 – How do you communicate expectations regarding student preparation and student learning objectives (for programs, courses, and the awarding of specific degrees or credentials) to prospective and current students? How do admissions, student support, and registration services aid in this process?
1P5 – How do you help students select programs of study that match their needs, interests and abilities? In providing this help, how are discrepancies between the necessary and actual preparation of students and their learning styles detected and addressed?
1P6 – How do you determine and document effective teaching and learning? How are these expectations communicated across the institution?
1P7 – How do you build an effective and efficient course delivery system? How do delivery decisions balance student and institutional needs?
1P8 – How do you monitor the currency and effectiveness of your curriculum? What process is in place for changing or discontinuing programs and courses?
1P9 – How do you determine student and faculty needs relative to learning support? How are learning support areas involved in the student learning and development process?
1P10 – How are co-curricular development goals aligned with curricular learning objectives?
1P11 – How do you determine the processes for student assessment?
1P12 – How do you discover how well prepared students completing programs, degrees, and certificates are for further education or employment?
1P13 – What measures of student performance do you collect and analyze regularly?
Next meetingThe next meeting is scheduled for Tuesday, June 12, at 2:00 pm, in the UC Board Room.