general education council - ship.edu
TRANSCRIPT
General Education Council 2014-2015 Academic Year
Agenda for the meeting on Tuesday, October 28, 2014, in ELL 205 at 3:30 P.M.
1. Call to order
2. Approve the Minutes of the previous meeting on September 23, 2014 (Attachment A)
3. Old Business
a. Feedback from Middle States Commission of Higher Education about Shippensburg University’s 2014 Self Study (Attachment B)
b. Report from our GEC rep at the UCC (Dr. Kate Shirk)
c. Reports from the Standing Committees
i. Budget (Dr. Joseph Beck)
ii. Assessment (Dr. Dudley Girard)
iii. Program (Dr. Sherri Bergsten, Attachment C)
4. New Business
a. A proposal from the APSCUF Gender Issues and Social Justice committee (Attachments D and E)
5. Announcements
6. Adjourn
MINUTES
General Education Council, 3:30 PM September 23, 2014, ELL 205
I. Meeting was called to order by Dr. Scott Drzyzga at 3:35 pm in ELL 205. Attendance at the meeting
included: M. Moilanen, S. Bergsten, C. Sipes, D. Girard, B. Finucane, L. Cella, S. Drzyzga, A. Feeney,
D. Godshalk, W. Kingsley, L. Bryant, R. Lesman, M. Lucia, K. Shirk, C. Botteron, A. Olerjarski, A.
Seibert, K. Lorenz, A. James, F. Liu, J. Beck, B. Wentz, B. Henson, B. Meyer, J. Clements, H. Liu, K.
Johnson, K. Moll, J. Fowler, and C. Brackin.
II. Dr. Drzyzga wanted to start the meeting by extending a wonderful thanks to Dr. Godshalk for his service
and leadership this past year.
III. Dr. Clement motioned, seconded by Dr. Moll, to approve the April 22, 2014 minutes. All were in favor
and the motion passed unanimously.
IV. Report from UCC-Dr. Shirk attended the Sept 2nd meeting. UCC did not review any new proposals, but
a number of courses that were approved last spring had been forwarded and approved by the president.
A French course that is offered as a face-to-face course at Shippensburg University is offered through
distance education to other sister institutions. This raises questions about policies, and members of
University Forum requested that this issue be brought forward to the Academic Outreach Committee and
the Academic Policies and Standards Subcommittee of the UCC.
V. Reports from Standing Committees-
a. Budget-Dr. Drzyzga reported that the budget committee is operating on $19,770.50. The Provost
rolled over funds from last year and gave us full funding again this year. Such funds provide
fantastic opportunities to get word out to faculty and generate innovative activities. One proposal
had been submitted in August. It clearly and diligently followed all the procedures and stipulations
required for funding, however due to the late date of the first GEC meeting and the fact that standing
committee members have not been set yet, a discussion arose to have the entire GEC review
proposal and support the grant. Dr. Godshalk addressed concerns about forgoing the standard
procedures. It was stressed that this will not to set a precedent but to accommodate a strong proposal
with a fast approaching date. Dr. Clements motioned, seconded by Dr. Seibert to suspend normal
procedures. All were in favor and the motion carried. Dr. Moll motioned to approve the proposal,
seconded by Dr. James, all were in favor and the motion carried.
b. Assessment-Dr. Girard reported that the committee had met during the summer to review the
standardized testing that was conducted last spring to graduating seniors. It represents one point in
time so no meaningful comparisons can be made yet, but it will ideally work toward a long term
assessment. Several departments had sent their assessment plans to the committee last spring and
many departments filled out an accompanying survey. The goal is to accommodate departments that
already are doing assessment and match them to general education. A discussion arose as to the
wording in the Middle States review. In summary they don’t like our current assessment state but
like the direction we are headed.
c. Program-Dr. Drzyzga reported on the status of the program revision. Last spring, many workload-
related questions were asked but the committee had insufficient data to provide answers. Over the
summer Dr. Drzyzga worked with department chairs and the registrar’s office to account for every
class and every student being supported. He asked people to take the matrix to their department
chairs to make sure the course data are accurate and verify the numbers are correct. If so, the
program can begin to move forward and estimate how many students and faculty might be impacted
by revisions.
d. Dr. Drzyzga reviewed the preliminary report from Middle States that emphasizes reorganization
with the intention to support academic values on campus and student learning, and that the
University has to carefully integrate assessment with the program to get reliable, consistent data. A
few unanswered questions were generated on who provided Middle States with information and the
importance that our revision of the program is definitely still in draft form. Clearly a few mistakes
in the report exist and there is some uncertainty as to the status and interpretation.
VI. Dr. Drzyzga met with co-chair Dr. Mike to organize standing committees. The Assessment
Committee has L. Bryant, J. Fowler, D. Girard, K. Johnson, H. Liu, S. Morin, and K. Shirk assigned to
it. Dr. Girard was asked to organize the first meeting. The Budget Committee has assigned J. Beck,
R. Lesman, F. Liu, M. Moilanen, and A. Seibert assigned to it. Dr. Seibert was asked to organize the
first meeting. The Program committee must include representatives from different colleges, and the
members include D. Godshalk, P. Peet, C. Botteron, K. Lorenz, S. Bergsten, A. Predecki, B. Wentz,
and J. Clements. Dr. Drzyzga will organize the first meeting. The Entry-Year Experience (EYE)
committee has E. Galioto, W. Kingsley, M. Lucia, K. Moll, and C. Sipes assigned to it. Dr. Moll was
asked to organize the first meeting.
VII. Finally just a few announcements, the approved budge will allow a general education program on
campus occur this week, and in January a 190 course will take students to Curacao, and special
recognition to Sherri Bergsten and Tim Maret for receiving the Provost’s Extraordinary Service award.
All these activities are part of the exciting news from general education.
VIII. Dr. Botteron motioned, seconded by Dr. Shirk, to adjourn. The meeting concluded at 4:25 pm.
Minutes respectfully submitted by Alison E. Feeney
CH
AR
AC
TE
RIS
TIC
Sof
EX
CE
LL
EN
CE
inH
IGH
ER
ED
UC
AT
ION
REQ
UIR
EMEN
TS
OF
AFF
ILIA
TIO
NA
ND
STA
ND
AR
DS
FOR
AC
CR
EDIT
AT
ION
Mid
dle
Stat
esC
omm
issi
onon
Hig
her
Ed
uca
tion
Sta
nd
ard
12
Genera
l E
duca
tion
Th
e i
nst
itu
tio
n’s
cu
rric
ula
are
desi
gn
ed
so
th
at
stu
den
ts a
cqu
ire a
nd
dem
on
stra
te c
oll
eg
e-l
ev
el
pro
fici
en
cy i
n g
en
era
l ed
uca
tio
n a
nd
ess
en
tial
skil
ls,
incl
ud
ing
at
leas
t o
ral
and
wri
tten
co
mm
un
icat
ion
, sc
ien
tifi
c an
d q
uan
tita
tiv
e r
easo
nin
g, cr
itic
al
an
aly
sis
an
d r
easo
nin
g, a
nd
tech
no
log
ical
com
pete
ncy
.
Conte
xt
Gen
eral
ed
uca
tio
n i
s an
im
po
rtan
t co
mp
on
ent
of
all
un
der
gra
du
ate
and
so
me
gra
du
ate
hig
her
ed
uca
tio
n d
egre
e p
rog
ram
s. A
ll u
nd
erg
rad
uat
e an
d t
ho
seg
rad
uat
e p
rog
ram
s th
at i
ncl
ud
e a
gen
eral
ed
uca
tio
n c
om
po
nen
t ar
e ex
pec
ted
to
mee
t th
is s
tan
dar
d a
nd
th
e re
late
d F
un
dam
enta
l E
lem
ents
. Gra
du
ate
pro
gra
ms
that
do
no
t in
clu
de
gen
eral
ed
uca
tio
n c
om
po
nen
ts s
ho
uld
en
sure
th
at s
tud
ents
at
adm
issi
on
hav
e ap
pro
pri
ate
gen
eral
ed
uca
tio
n s
kil
ls.
Inst
itu
tio
ns
sho
uld
id
enti
fy a
nd
pro
vid
e a
reco
gn
iza
ble
co
re o
f g
ener
al e
du
cati
on
th
at: �
exp
ress
es t
he
edu
cati
on
al p
hil
oso
ph
y o
f th
e in
stit
uti
on
fo
r ea
chu
nd
erg
rad
uat
e d
egre
e p
rog
ram
or
clu
ster
of
deg
ree
pro
gra
ms;
�in
corp
ora
tes
esse
nti
al k
no
wle
dg
e, c
og
nit
ive
abil
itie
s, a
nd
an
un
der
stan
din
g o
f v
alu
es a
nd
eth
ics;
�en
han
ces
stu
den
ts’
inte
llec
tual
gro
wth
; an
d
�d
raw
s st
ud
ents
in
to n
ew a
reas
of
inte
llec
tual
ex
per
ien
ce, e
xp
and
ing
th
eir
cult
ura
l an
d g
lob
al a
war
enes
s an
d s
ensi
tiv
ity
, an
d p
rep
arin
g t
hem
to
mak
e en
lig
hte
ned
jud
gm
ents
ou
tsid
e as
wel
l as
wit
hin
th
eir
acad
emic
sp
ecia
lty
.
Wh
at
are
pre
sen
ted
her
e as
gen
eral
ed
uca
tio
n s
kil
ls a
re n
ot
nec
essa
rily
dis
tin
ctan
d a
par
t fr
om
eac
h o
ther
. Th
ere
is a
n i
nh
eren
t re
lati
on
ship
am
on
g t
hes
e sk
ills
.T
his
in
terr
elat
edn
ess
is e
vid
ent
in t
he
con
cep
t o
f “i
nfo
rma
tio
n l
iter
acy
,” w
hic
hem
bra
ces
all
of
the
spec
ific
gen
eral
ed
uca
tio
n s
kil
ls (
see
Co
nte
xt,
Sta
nd
ard
11)
.
Co
nsi
sten
t w
ith
in
stit
uti
on
al p
ract
ices
, gen
eral
ed
uca
tio
n d
egre
e re
qu
irem
ents
may
be
fulf
ille
d t
hro
ug
h c
ou
rses
co
mp
lete
d a
t th
e in
stit
uti
on
, tra
nsf
er c
red
its,
com
pet
enci
es d
emo
nst
rate
d i
n w
ays
det
erm
ined
by
th
e in
stit
uti
on
, or
adm
issi
on
pre
req
uis
ites
.
A g
ener
al e
du
cati
on
pro
gra
m—
dev
elo
ped
, ow
ned
, an
d r
evie
wed
by
th
ein
stit
uti
on
’s f
acu
lty
—sh
ou
ld b
e p
urp
ose
ful,
co
her
ent,
en
ga
gin
g, a
nd
rig
oro
us.
Gen
eral
ed
uca
tio
n s
kil
ls m
ay b
e ta
ug
ht
or
dev
elo
ped
as
par
t o
f co
urs
es i
n t
he
maj
or,
in
sep
ara
te c
ou
rses
, or
thro
ug
h a
dec
entr
ali
zed
dis
trib
uti
on
. Ho
wev
er, t
he
47
skil
ls a
nd
kn
ow
led
ge
der
ived
fro
m g
ener
al e
du
cati
on
an
d t
he
maj
or
sho
uld
be
inte
gra
ted
bec
ause
gen
eral
ed
uca
tio
n a
nd
stu
dy
in
dep
th, t
og
eth
er, c
om
pri
se a
qu
alit
y u
nd
erg
rad
uat
e ed
uca
tio
n.
Inst
itu
tio
ns
off
erin
g t
he
asso
ciat
e an
d b
acca
lau
reat
e d
egre
es w
ill
stri
ke
anap
pro
pri
ate
bal
ance
bet
wee
n s
pec
iali
zed
an
d m
ore
gen
eral
kn
ow
led
ge.
Th
ein
stit
uti
on
’s a
bil
ity
to
dem
on
stra
te t
hat
its
stu
den
ts a
re a
ble
to
in
teg
rate
an
dap
ply
in
dif
fere
nt
con
tex
ts t
he
core
kn
ow
led
ge
and
sk
ills
lea
rned
in
th
eir
cou
rse
wo
rk i
s a
crit
ica
l co
mp
on
ent
of
succ
essf
ul
un
der
gra
du
ate
edu
cati
on
al p
rog
ram
s.
Gen
eral
ed
uca
tio
n o
ffer
ing
s sh
ou
ld r
efle
ct t
he
par
ticu
lar
pro
gra
ms
an
d m
issi
on
of
the
inst
itu
tio
n. H
ow
ever
, gen
eral
ed
uca
tio
n c
ou
rses
sh
ou
ld n
ot
focu
s n
arro
wly
o
n t
ho
se s
kil
ls, t
ech
niq
ues
, an
d p
roce
du
res
spec
ific
to
a p
arti
cula
r o
ccu
pat
ion
or
pro
fess
ion
. Th
e co
nte
nt
of
gen
eral
ed
uca
tio
n w
ith
in s
pec
iali
zed
deg
ree
pro
gra
ms
sho
uld
be
com
par
ab
le, t
ho
ug
h n
ot
nec
essa
rily
id
enti
cal,
to
tra
dit
ion
al a
cad
emic
off
erin
gs
at
the
coll
egia
te l
evel
or
ab
ov
e. P
rog
ram
s in
po
stse
con
dar
y v
oca
tio
na
lte
chn
ical
in
stit
uti
on
s sh
ou
ld e
vid
ence
rec
og
nit
ion
of
the
rela
tio
nsh
ip b
etw
een
bro
ad e
du
cati
on
an
d t
he
acq
uis
itio
n o
f te
chn
iqu
es a
nd
sk
ills
. In
pro
fess
ion
ald
egre
e p
rog
ram
s b
eyo
nd
th
e b
acca
lau
reat
e, c
ou
rses
in
eth
ics,
hu
man
itie
s, a
nd
pu
bli
c p
oli
cy m
ay b
e p
arti
cula
rly
rel
eva
nt.
Fund
am
enta
l E
lem
ents
of
Genera
l E
ducation
An
acc
red
ited
in
stit
uti
on
off
erin
g u
nd
erg
rad
uat
e d
egre
es a
nd
so
me
gra
du
ate
inst
itu
tio
ns
are
exp
ecte
d t
o p
oss
ess
or
dem
on
stra
te t
he
foll
ow
ing
att
rib
ute
s o
rac
tiv
itie
s:
�a
pro
gra
m o
f g
ener
al e
du
cati
on
of
suff
icie
nt
sco
pe
to e
nh
ance
stu
den
ts’
inte
llec
tual
gro
wth
, an
d e
qu
ival
ent
to a
t le
ast
15 s
emes
ter
ho
urs
fo
ras
soci
ate
deg
ree
pro
gra
ms
an
d 3
0 se
mes
ter
ho
urs
fo
r b
acca
lau
rea
tep
rog
ram
s; (
An
in
stit
uti
on
als
o m
ay d
emo
nst
rate
ho
w a
n a
lter
nat
ive
app
roac
h f
ulf
ills
th
e in
ten
t o
f th
is f
un
dam
enta
l el
emen
t.)
�a
pro
gra
m o
f g
ener
al e
du
cati
on
wh
ere
the
skil
ls a
nd
ab
ilit
ies
dev
elo
ped
in g
ener
al
edu
cati
on
are
ap
pli
ed i
n t
he
maj
or
or
con
cen
tra
tio
n;
�co
nsi
sten
t w
ith
in
stit
uti
on
al
mis
sio
n, a
pro
gra
m o
f g
ener
al e
du
cati
on
th
at
inco
rpo
rate
s st
ud
y o
f v
alu
es, e
thic
s, a
nd
div
erse
per
spec
tiv
es;
�in
stit
uti
on
al r
equ
irem
ents
ass
uri
ng
th
at, u
po
n d
egre
e co
mp
leti
on
,st
ud
ents
are
pro
fici
ent
in o
ral
and
wri
tten
co
mm
un
ica
tio
n,
scie
nti
fic
and
qu
anti
tati
ve
reas
on
ing
, an
d t
ech
no
log
ical
co
mp
eten
cy a
pp
rop
riat
e to
th
ed
isci
pli
ne;
�g
ener
al e
du
cati
on
req
uir
emen
ts c
lear
ly a
nd
acc
ura
tely
des
crib
ed i
no
ffic
ial
pu
bli
cati
on
s o
f th
e in
stit
uti
on
; an
d
�as
sess
men
t o
f g
ener
al e
du
cati
on
ou
tco
mes
wit
hin
th
e in
stit
uti
on
’s o
ver
all
pla
n f
or
asse
ssin
g s
tud
ent
lear
nin
g, a
nd
ev
iden
ce t
hat
su
ch a
sses
smen
tre
sult
s ar
e u
tili
zed
fo
r cu
rric
ula
r im
pro
vem
ent.
48
Inst
itu
tio
ns
and
ev
alu
ato
rs m
ust
co
nsi
der
th
e to
tali
ty t
hat
is
crea
ted
by
th
efu
nd
amen
tal
elem
ents
an
d a
ny
oth
er r
elev
ant
inst
itu
tio
nal
in
form
atio
n o
ran
aly
sis.
Fu
nd
amen
tal
elem
ents
an
d c
on
tex
tual
sta
tem
ents
sh
ou
ld n
ot
be
app
lied
se
par
atel
y a
s ch
eck
list
s. W
her
e an
in
stit
uti
on
do
es n
ot
po
sses
s o
r d
emo
nst
rate
evid
ence
of
a p
arti
cula
r F
un
dam
enta
l E
lem
ent,
th
e in
stit
uti
on
may
dem
on
stra
teth
rou
gh
alt
ern
ativ
e in
form
atio
n a
nd
an
aly
sis
that
it
mee
ts t
he
stan
dar
d.
Optional A
naly
sis
and
Evid
ence
In a
dd
itio
n t
o t
he
evid
ence
in
her
ent
wit
hin
or
nec
essa
ry t
o d
ocu
men
t th
efu
nd
amen
tal
elem
ents
ab
ov
e, t
he
foll
ow
ing
, alt
ho
ug
h n
ot
req
uir
ed, m
ay f
acil
itat
e th
e in
stit
uti
on
’s o
wn
an
aly
sis
rela
tiv
e to
th
is a
ccre
dit
atio
n s
tan
dar
d:
�ev
iden
ce o
f in
stit
uti
on
al s
tate
men
ts o
f th
e ra
tio
nal
e su
pp
ort
ing
th
ecu
rric
ulu
m a
nd
th
e b
enef
its
of
a q
ua
lity
gen
eral
ed
uca
tio
n p
rog
ram
; an
dev
iden
ce t
hat
th
is r
atio
nal
e h
as b
een
co
mm
un
icat
ed t
o s
tud
ents
, par
ents
,ad
vis
ors
, em
plo
yer
s, a
nd
oth
er c
on
stit
uen
cies
;
�an
aly
sis
of
stat
emen
ts o
f in
stit
uti
on
al m
issi
on
, go
als
, or
ob
ject
ives
rel
ati
ve
to c
ore
kn
ow
led
ge
and
sk
ills
(g
ener
al e
du
cati
on
);
�an
aly
sis
of
stat
emen
ts o
f in
div
idu
al c
urr
icu
lar
or
deg
ree
pro
gra
mg
oa
ls/
ob
ject
ives
rel
ati
ve
to c
ore
kn
ow
led
ge
and
sk
ills
(g
ener
aled
uca
tio
n);
�ev
iden
ce o
f ar
ticu
late
d e
xp
ecta
tio
ns
of
stu
den
t le
arn
ing
ou
tco
mes
fo
rw
ritt
en c
om
mu
nic
ati
on
, sp
eech
co
mm
un
ica
tio
n,
qu
anti
tati
ve
rea
son
ing
,sc
ien
tifi
c re
aso
nin
g,
info
rmat
ion
lit
era
cy, t
ech
no
log
ical
co
mp
eten
ce, a
nd
crit
ical
an
aly
sis
an
d r
easo
nin
g f
or
all
un
der
gra
du
ate
deg
ree
stu
den
ts;
�ev
iden
ce o
f st
ud
ent
un
der
stan
din
g o
f th
e k
ey l
earn
ing
ou
tco
mes
of
each
gen
eral
ed
uca
tio
n r
equ
irem
ent;
�ev
iden
ce o
f in
stit
uti
on
al s
up
po
rt f
or
the
gen
eral
ed
uca
tio
n p
rog
ram
(ad
min
istr
ativ
e st
ruct
ure
, bu
dg
et,
facu
lty
in
cen
tiv
es);
or
�ev
iden
ce o
f co
mp
lete
d a
nal
yti
cal
rev
iew
of
the
gen
eral
ed
uca
tio
ncu
rric
ulu
m t
ha
t ad
dre
sses
to
pic
s su
ch a
s:
�ap
pro
pri
aten
ess
to i
nst
itu
tio
na
l m
issi
on
;
�re
lev
ance
to
stu
den
t g
oal
s, i
nte
rest
s an
d a
spir
atio
ns;
�p
rov
isio
n o
f ad
equ
ate
tim
e o
n t
ask
an
d i
nfo
rmat
ion
to
lea
rn a
nd
to
pra
ctic
e th
e k
no
wle
dg
e, s
kil
ls a
nd
ab
ilit
ies
imp
art
ed b
y e
ach
req
uir
emen
t w
ith
in t
he
pro
gra
m;
�p
rov
isio
n o
f ad
equ
ate
bal
ance
bet
wee
n t
heo
ry a
nd
pra
ctic
e, g
iven
curr
icu
lar
and
in
stit
uti
on
al g
oal
s;
�o
pp
ort
un
ity
fo
r ac
tiv
e st
ud
ent
eng
agem
ent
in t
he
lear
nin
gu
nd
erta
ken
;
49
�o
pp
ort
un
ity
fo
r co
llab
ora
tiv
e le
arn
ing
an
d t
o w
ork
wit
h o
ther
s in
th
eco
mp
leti
on
of
lear
nin
g t
ask
s; o
r
�p
rov
isio
n o
f an
atm
osp
her
e o
f in
qu
iry
wh
ere
div
erse
bac
kg
rou
nd
san
d p
ersp
ecti
ves
are
val
ued
. 50
Sta
nd
ard
14
Ass
ess
ment
of Stu
dent
Learn
ing
Ass
ess
men
t o
f st
ud
en
t le
arn
ing
dem
on
stra
tes
that,
at
gra
du
ati
on
, o
ro
ther
ap
pro
pri
ate
po
ints
, th
e i
nst
itu
tio
n’s
stu
den
ts h
av
e k
no
wle
dg
e,
skil
ls, an
d c
om
pe
ten
cies
con
sist
en
t w
ith
in
stit
uti
on
al
an
d a
pp
rop
riate
hig
her
ed
uca
tio
n g
oals
.
Conte
xt
Ass
essm
ent
of
stu
den
t le
arn
ing
may
be
char
acte
rize
d a
s th
e th
ird
ele
men
t o
f a
fou
r-st
ep t
each
ing
-lea
rnin
g-a
sses
smen
t cy
cle:
1. D
evel
op
ing
cle
arly
art
icu
late
d w
ritt
en s
tate
men
ts, e
xp
ress
ed i
n o
bse
rvab
lete
rms,
of
key
lea
rnin
g o
utc
om
es: t
he
kn
ow
led
ge,
sk
ills
, an
d c
om
pet
enci
es t
hat
stu
den
ts a
re e
xp
ecte
d t
o e
xh
ibit
up
on
su
cces
sfu
l co
mp
leti
on
of
a co
urs
e,ac
adem
ic p
rog
ram
, co
-cu
rric
ula
r p
rog
ram
, g
ener
al e
du
cati
on
req
uir
emen
t, o
ro
ther
sp
ecif
ic s
et o
f ex
per
ien
ces,
as
dis
cuss
ed u
nd
er S
tan
dar
d 1
1 (E
du
cati
on
alO
ffer
ing
s);
2. D
esig
nin
g c
ou
rses
, pro
gra
ms,
an
d e
xp
erie
nce
s th
at p
rov
ide
inte
nti
on
alo
pp
ort
un
itie
s fo
r st
ud
ents
to
ach
iev
e th
ose
lea
rnin
g o
utc
om
es, a
gai
n a
sd
iscu
ssed
un
der
Sta
nd
ard
11;
3. A
sses
sin
g s
tud
ent
ach
iev
emen
t o
f th
ose
key
lea
rnin
g o
utc
om
es; a
nd
4. U
sin
g t
he
resu
lts
of
tho
se a
sses
smen
ts t
o i
mp
rov
e te
ach
ing
an
d l
earn
ing
.
Th
is s
tan
dar
d o
n a
sses
smen
t o
f st
ud
ent
lear
nin
g b
uil
ds
up
on
Sta
nd
ard
s 11
(Ed
uca
tio
nal
Off
erin
gs)
, 12
(Gen
eral
Ed
uca
tio
n),
an
d 1
3 (R
elat
ed E
du
cati
on
alO
ffer
ing
s), e
ach
of
wh
ich
in
clu
des
ass
essm
ent
of
stu
den
t le
arn
ing
am
on
g i
tsfu
nd
amen
tal
elem
ents
. Th
is s
tan
dar
d t
ies
tog
eth
er t
ho
se a
sses
smen
ts i
nto
an
inte
gra
ted
wh
ole
to
an
swer
th
e q
ues
tio
n, “
Are
ou
r st
ud
ents
lea
rnin
g w
hat
we
wan
t th
em t
o l
earn
?” S
elf-
stu
die
s ca
n t
hu
s d
ocu
men
t co
mp
lian
ce w
ith
S
tan
dar
d 1
4 b
y s
um
mar
izin
g t
he
asse
ssm
ents
of
Sta
nd
ard
s 11
th
rou
gh
13
into
con
clu
sio
ns
abo
ut
ov
eral
l ac
hie
vem
ent
of
the
inst
itu
tio
n’s
key
stu
den
t le
arn
ing
ou
tco
mes
.
Be
cau
se s
tud
en
t le
arn
ing
is
at
the
he
art
of
the
mis
sio
n o
f m
ost
in
stit
uti
on
s o
fh
igh
er
ed
uca
tio
n,
the
ass
ess
me
nt
of
stu
de
nt
lea
rnin
g i
s a
n e
sse
nti
al
com
po
ne
nt
of
the
ass
ess
me
nt
of
inst
itu
tio
na
l e
ffe
ctiv
en
ess
(se
e S
tan
da
rd 7
:In
stit
uti
on
al
Ass
ess
me
nt)
, w
hic
h a
dd
itio
na
lly
mo
nit
ors
th
e e
nv
iro
nm
en
tp
rov
ide
d f
or
tea
chin
g a
nd
le
arn
ing
an
d t
he
ach
iev
em
en
t o
f o
the
r a
spe
cts
of
the
in
stit
uti
on
’s m
issi
on
, v
isio
n,
an
d s
tra
teg
ic g
oa
ls a
nd
pla
ns.
63
Th
e fu
nd
amen
tal
qu
esti
on
ask
ed i
n t
he
accr
edit
atio
n p
roce
ss i
s, “
Is t
he
inst
itu
tio
n f
ulf
illi
ng
its
mis
sio
n a
nd
ach
iev
ing
its
go
als
?” T
his
is
pre
cise
ly t
he
qu
esti
on
th
at a
sses
smen
t is
des
ign
ed t
o a
nsw
er, m
akin
g a
sses
smen
t es
sen
tial
to
the
accr
edit
atio
n p
roce
ss. A
sses
smen
t p
roce
sses
hel
p t
o e
nsu
re t
he
foll
ow
ing
:
�In
stit
uti
on
al
and
pro
gra
m-l
evel
go
als
are
clea
r to
th
e p
ub
lic,
stu
den
ts,
facu
lty
, an
d s
taff
;
�In
stit
uti
on
al
pro
gra
ms
an
d r
eso
urc
es a
re o
rgan
ized
an
d c
oo
rdin
ate
d t
oac
hie
ve
inst
itu
tio
nal
an
d p
rog
ram
-lev
el g
oal
s;
�T
he
inst
itu
tio
n i
s p
rov
idin
g a
cad
emic
op
po
rtu
nit
ies
of
qu
alit
y;
�T
he
inst
itu
tio
n i
s in
dee
d a
chie
vin
g i
ts m
issi
on
an
d g
oal
s; a
nd
�A
sses
smen
t re
sult
s h
elp
th
e in
stit
uti
on
to
im
pro
ve
stu
den
t le
arn
ing
an
do
ther
wis
e ad
van
ce t
he
inst
itu
tio
n.
Ass
essm
ent
is n
ot
an e
ven
t b
ut
a p
roce
ss t
hat
is
an i
nte
gra
l p
art
of
the
life
of
the
inst
itu
tio
n, a
nd
an
in
stit
uti
on
sh
ou
ld b
e ab
le t
o p
rov
ide
evid
ence
th
at t
he
asse
ssm
ent
of
stu
den
t le
arn
ing
ou
tco
mes
an
d u
se o
f re
sult
s is
an
on
go
ing
inst
itu
tio
nal
act
ivit
y. W
hil
e so
me
of
the
imp
act
of
an i
nst
itu
tio
n o
n i
ts s
tud
ents
may
no
t b
e ea
sily
or
imm
edia
tely
mea
sure
d—
som
e in
stit
uti
on
s, f
or
exam
ple
, aim
fo
r st
ud
ents
to
dev
elo
p l
ifel
on
g h
abit
s th
at m
ay n
ot
be
full
y d
evel
op
ed f
or
man
yy
ears
—th
e o
ver
all
asse
ssm
ent
of
stu
den
t le
arn
ing
is
exp
ecte
d w
hat
ever
th
en
atu
re o
f th
e in
stit
uti
on
, its
mis
sio
n, t
he
typ
es o
f p
rog
ram
s it
off
ers,
or
the
man
ner
in
wh
ich
its
ed
uca
tio
na
l p
rog
ram
s a
re d
eliv
ered
an
d s
tud
ent
lea
rnin
gfa
cili
tate
d.
Wh
ile
the
Co
mm
issi
on
ex
pec
ts i
nst
itu
tio
ns
to a
sses
s st
ud
ent
lear
nin
g, i
t d
oes
no
tp
resc
rib
e a
spec
ific
ap
pro
ach
or
met
ho
do
log
y.
Th
e in
stit
uti
on
is
resp
on
sib
le f
or
det
erm
inin
g i
ts e
xp
ecte
d l
earn
ing
ou
tco
mes
an
d s
trat
egie
s fo
r ac
hie
vin
g t
hem
at
each
lev
el (
inst
itu
tio
nal
, pro
gra
m, a
nd
co
urs
e), a
sses
smen
t ap
pro
ach
es a
nd
met
ho
do
log
ies,
seq
uen
ce, a
nd
tim
e fr
ame.
Th
ese
may
var
y, b
ased
on
th
em
issi
on
, go
als,
org
aniz
atio
n, a
nd
res
ou
rces
of
the
inst
itu
tio
n. W
hat
ever
th
eap
pro
ach
, eff
ecti
ve
asse
ssm
ent
pro
cess
es a
re u
sefu
l, c
ost
-eff
ecti
ve,
rea
son
ably
accu
rate
an
d t
ruth
ful,
car
efu
lly
pla
nn
ed, a
nd
org
aniz
ed, s
yst
emat
ic, a
nd
sust
ain
ed.
Use
ful
asse
ssm
ent
pro
cess
es h
elp
fac
ult
y a
nd
sta
ff m
ake
app
rop
riat
ed
ecis
ion
s ab
ou
t im
pro
vin
g p
rog
ram
s an
d s
erv
ices
, dev
elo
pin
g g
oa
ls a
nd
pla
ns,
an
d m
akin
g r
eso
urc
e al
loca
tio
ns.
To
ass
ist
wit
h i
nte
rpre
tati
on
an
d u
seo
f as
sess
men
t re
sult
s, a
sses
smen
t m
easu
res
and
in
dic
ato
rs h
ave
def
ined
min
imal
ly a
ccep
tab
le p
erfo
rma
nce
tar
get
s. B
eca
use
in
stit
uti
on
s, t
hei
rst
ud
ents
, an
d t
hei
r en
vir
on
men
ts a
re c
on
tin
ual
ly e
vo
lvin
g, e
ffec
tiv
eas
sess
men
ts c
ann
ot
be
stat
ic; t
hey
mu
st b
e re
vie
wed
per
iod
ical
ly a
nd
ad
apte
d
in o
rder
to
rem
ain
use
ful.
Co
st-e
ffe
ctiv
e a
sses
smen
t p
roce
sses
are
des
ign
ed s
o t
hat
th
eir
val
ue
is i
np
rop
ort
ion
to
th
e ti
me
and
res
ou
rces
dev
ote
d t
o t
hem
. To
th
is e
nd
,in
stit
uti
on
s ca
n b
egin
by
co
nsi
der
ing
ass
essm
ent
mea
sure
s a
lrea
dy
in
pla
ce,
incl
ud
ing
dir
ect
evid
ence
su
ch a
s ca
pst
on
e p
roje
cts,
fie
ld e
xp
erie
nce
eval
uat
ion
s, a
nd
per
form
ance
on
lic
ensu
re e
xam
inat
ion
s an
d i
nd
irec
tev
iden
ce s
uch
as
rete
nti
on
an
d g
rad
uat
ion
rat
es a
nd
alu
mn
i su
rvey
s. N
ew o
rre
fin
ed m
easu
res
can
th
en b
e ad
ded
fo
r th
ose
lea
rnin
g o
utc
om
es f
or
wh
ich
dir
ect
evid
ence
of
stu
den
t le
arn
ing
is
no
t al
read
y a
vai
lab
le, c
on
cen
trat
ing
on
64
the
mo
st i
mp
ort
ant
inst
itu
tio
nal
an
d p
rog
ram
-lev
el l
earn
ing
ou
tco
mes
.E
ffec
tiv
e as
sess
men
ts a
re s
imp
le r
ath
er t
han
ela
bo
rate
an
d m
ay f
ocu
s o
n ju
st a
fe
w k
ey g
oal
s in
eac
h p
rog
ram
, un
it, a
nd
cu
rric
ulu
m.
Re
aso
na
bly
-acc
ura
te a
nd
tru
thfu
l as
sess
men
t p
roce
sses
yie
ld r
esu
lts
that
can
be
use
d w
ith
co
nfi
den
ce t
o m
ake
app
rop
riat
e d
ecis
ion
s. S
uch
ass
essm
ent
pro
cess
es h
ave
the
foll
ow
ing
ch
ara
cter
isti
cs:
�B
ecau
se t
her
e is
no
on
e p
erfe
ctly
acc
ura
te a
sses
smen
t to
ol
or
stra
teg
y,
inst
itu
tio
ns
sho
uld
use
mu
ltip
le k
ind
s o
f m
easu
res
to a
sses
s g
oal
ach
iev
emen
t. A
sses
smen
ts m
ay b
e q
uan
tita
tiv
e an
d/
or
qu
alit
ativ
e an
dd
evel
op
ed l
oca
lly
or
by
an
ex
tern
al
org
aniz
atio
n.
�A
sses
smen
t to
ols
an
d s
trat
egie
s sh
ou
ld b
e d
evel
op
ed w
ith
car
e; t
hey
sho
uld
no
t b
e n
ot
mer
ely
an
ecd
ota
l in
form
atio
n n
or
coll
ecti
on
s o
fin
form
atio
n t
hat
hap
pen
to
be
on
han
d.
�S
tud
ent
lear
nin
g a
sses
smen
t p
roce
sses
sh
ou
ld y
ield
dir
ect—
clea
r,v
isib
le, a
nd
co
nv
inci
ng
—ev
iden
ce o
f st
ud
ent
lear
nin
g. T
an
gib
leex
amp
les
of
stu
den
t le
arn
ing
, su
ch a
s co
mp
lete
d t
ests
, ass
ign
men
ts,
pro
ject
s, p
ort
foli
os,
lic
ensu
re e
xam
inat
ion
s, a
nd
fie
ld e
xp
erie
nce
eval
uat
ion
s, a
re d
irec
t ev
iden
ce o
f st
ud
ent
lear
nin
g. I
nd
irec
t ev
iden
ce,
incl
ud
ing
ret
enti
on
, gra
du
atio
n, a
nd
pla
cem
ent
rate
s an
d s
urv
eys
of
stu
den
ts a
nd
alu
mn
i, c
an b
e v
ital
to
un
der
stan
din
g t
he
teac
hin
g-l
earn
ing
p
roce
ss a
nd
stu
den
t su
cces
s (o
r la
ck t
her
eof)
, bu
t su
ch i
nfo
rma
tio
n a
lon
e is
in
suff
icie
nt
evid
ence
of
stu
den
t le
arn
ing
un
less
acc
om
pa
nie
d b
y d
irec
t ev
iden
ce. G
rad
es a
lon
e a
re i
nd
irec
t ev
iden
ce, a
s a
skep
tic
mig
ht
clai
mth
at h
igh
gra
des
are
so
lely
th
e re
sult
of
lax
sta
nd
ard
s. B
ut
the
assi
gn
men
ts a
nd
ev
alu
atio
ns
that
fo
rm t
he
bas
is f
or
gra
des
can
be
dir
ect
evid
ence
if
they
are
acc
om
pan
ied
by
cle
ar e
va
luat
ion
cri
teri
a t
ha
t h
av
e a
dem
on
stra
ble
rel
atio
nsh
ip t
o k
ey l
earn
ing
go
als
.
Pla
nn
ed
ass
essm
ent
pro
cess
es t
hat
cle
arly
an
d p
urp
ose
full
y c
orr
esp
on
d t
ole
arn
ing
ou
tco
mes
th
at t
hey
are
in
ten
ded
to
ass
ess
pro
mo
te a
tten
tio
n t
o t
ho
seg
oal
s an
d e
nsu
re t
hat
dis
app
oin
tin
g o
utc
om
es a
re a
pp
rop
riat
ely
ad
dre
ssed
.
Org
an
ize
d,
syst
em
ati
ze
d,
an
d s
ust
ain
ed
ass
essm
ent
pro
cess
es a
re o
ng
oin
g,
no
t o
nce
-an
d-d
on
e. T
her
e sh
ou
ld b
e cl
ear
inte
rrel
atio
nsh
ips
amo
ng
inst
itu
tio
nal
go
als
, pro
gra
m-
and
un
it-l
evel
go
als,
an
d c
ou
rse-
lev
el g
oal
s.
Ass
essm
ents
sh
ou
ld c
lear
ly r
elat
e to
im
po
rtan
t g
oal
s, a
nd
im
pro
vem
ents
sho
uld
cle
arly
ste
m f
rom
ass
essm
ent
resu
lts.
As
no
ted
ear
lier
, bec
ause
stu
den
t le
arn
ing
is
a fu
nd
amen
tal
com
po
nen
t o
f th
em
issi
on
of
mo
st i
nst
itu
tio
ns
of
hig
her
ed
uca
tio
n, t
he
asse
ssm
ent
of
stu
den
tle
arn
ing
is
an e
ssen
tial
co
mp
on
ent
of
the
asse
ssm
ent
of
inst
itu
tio
nal
effe
ctiv
enes
s. A
n i
nst
itu
tio
n m
ay t
her
efo
re c
reat
e in
stit
uti
on
al e
ffec
tiv
enes
sd
ocu
men
tati
on
th
at i
ncl
ud
es a
co
mp
on
ent
on
ass
essi
ng
stu
den
t le
arn
ing
(se
eS
tan
dar
d 1
4: A
sses
smen
t o
f S
tud
ent
Lea
rnin
g),
or
it m
ay c
reat
e a
bri
dg
e b
etw
een
tw
o s
epar
ate
sets
of
do
cum
enta
tio
n, o
ne
for
the
asse
ssm
ent
of
stu
den
t le
arn
ing
and
on
e fo
r o
ther
asp
ects
of
inst
itu
tio
nal
eff
ecti
ven
ess.
65
Th
e im
pro
vem
ent
of
ov
eral
l ed
uca
tio
nal
qu
alit
y a
nd
th
e en
han
cem
ent
of
effe
ctiv
e te
ach
ing
an
d l
earn
ing
is
mo
st l
ikel
y t
o o
ccu
r w
hen
fa
cult
y a
nd
adm
inis
trat
ors
wo
rk t
og
eth
er t
o i
mp
lem
ent
a s
ou
nd
, in
stit
uti
on
-wid
e p
rog
ram
of
asse
ssm
ent.
Bec
ause
th
e fa
cult
y g
uid
e d
ecis
ion
s ab
ou
t cu
rric
ulu
m a
nd
ped
ago
gy
, th
e ef
fect
ive
asse
ssm
ent
of
stu
den
t le
arn
ing
is
sim
ilar
ly g
uid
ed b
y t
he
facu
lty
and
su
pp
ort
ed b
y t
he
adm
inis
trat
ion
.
A c
om
mit
men
t to
ass
essm
ent
of
stu
den
t le
arn
ing
req
uir
es a
par
alle
l co
mm
itm
ent
to e
nsu
rin
g i
ts u
se. A
sses
smen
t in
form
atio
n, d
eriv
ed i
n a
man
ner
ap
pro
pri
ate
toth
e in
stit
uti
on
an
d i
ts d
esir
ed a
cad
emic
ou
tco
mes
, sh
ou
ld b
e a
vai
lab
le t
o a
nd
use
d b
y t
ho
se w
ho
dev
elo
p a
nd
car
ry o
ut
stra
teg
ies
tha
t w
ill
imp
rov
e te
ach
ing
and
lea
rnin
g.
Ass
essm
ent
resu
lts
sho
uld
als
o b
e u
sed
to
ev
alu
ate
the
asse
ssm
ent
pro
cess
its
elf,
lead
ing
to
mo
dif
icat
ion
s th
at i
mp
rov
e it
s re
lev
ance
an
d e
ffec
tiv
enes
s.
Fund
am
enta
l E
lem
ents
of
Assessm
ent
of
Stu
dent
Learn
ing
An
acc
red
ited
in
stit
uti
on
is
exp
ecte
d t
o p
oss
ess
or
dem
on
stra
te t
he
foll
ow
ing
attr
ibu
tes
or
acti
vit
ies.
�cl
earl
y a
rtic
ula
ted
sta
tem
ents
of
exp
ecte
d s
tud
ent
lear
nin
g o
utc
om
es (
see
Sta
nd
ard
11:
Ed
uca
tio
na
l O
ffer
ing
s),
at a
ll l
evel
s (
inst
itu
tio
n,
deg
ree/
pro
gra
m, c
ou
rse)
an
d f
or
all
pro
gra
ms
that
aim
to
fo
ster
stu
den
tle
arn
ing
an
d d
evel
op
men
t, t
hat
are
:
�ap
pro
pri
atel
y i
nte
gra
ted
wit
h o
ne
ano
ther
;
�co
nso
nan
t w
ith
th
e in
stit
uti
on
’s m
issi
on
; an
d
�co
nso
nan
t w
ith
th
e st
and
ard
s o
f h
igh
er e
du
cati
on
an
d o
f th
e re
lev
ant
dis
cip
lin
es;
�a
do
cum
ente
d, o
rgan
ized
, an
d s
ust
ain
ed a
sses
smen
t p
roce
ss t
o e
val
uat
ean
d i
mp
rov
e st
ud
ent
lear
nin
g t
hat
mee
ts t
he
foll
ow
ing
cri
teri
a:
�sy
stem
atic
, su
stai
ned
, an
d t
ho
rou
gh
use
of
mu
ltip
le q
ual
itat
ive
and
/o
r q
uan
tita
tiv
e m
easu
res
that
:
�m
axim
ize
the
use
of
exis
tin
g d
ata
and
in
form
atio
n;
�cl
earl
y a
nd
pu
rpo
sefu
lly
rel
ate
to t
he
go
als
they
are
ass
essi
ng
;
�ar
e o
f su
ffic
ien
t q
ual
ity
th
at r
esu
lts
can
be
use
d w
ith
co
nfi
den
ceto
in
form
dec
isio
ns;
an
d
�in
clu
de
dir
ect
evid
ence
of
stu
den
t le
arn
ing
;
�su
pp
ort
an
d c
oll
abo
rati
on
of
facu
lty
an
d a
dm
inis
trat
ion
in
ass
essi
ng
stu
den
t le
arn
ing
an
d r
esp
on
din
g t
o a
sses
smen
t re
sult
s;
�cl
ear,
rea
list
ic g
uid
elin
es a
nd
tim
etab
le, s
up
po
rted
by
ap
pro
pri
ate
inv
estm
ent
of
inst
itu
tio
nal
res
ou
rces
;
�su
ffic
ien
t si
mp
lici
ty, p
ract
ical
ity
, det
ail,
an
d o
wn
ersh
ip t
o b
esu
stai
nab
le; a
nd
66
�p
erio
dic
ev
alu
atio
n o
f th
e ef
fect
iven
ess
and
co
mp
reh
ensi
ven
ess
of
the
inst
itu
tio
n’s
stu
den
t le
arn
ing
ass
essm
ent
pro
cess
es;
�as
sess
men
t re
sult
s th
at p
rov
ide
suff
icie
nt,
co
nv
inci
ng
ev
iden
ce t
hat
stu
den
ts a
re a
chie
vin
g k
ey i
nst
itu
tio
nal
an
d p
rog
ram
lea
rnin
g o
utc
om
es;
�ev
iden
ce t
hat
stu
den
t le
arn
ing
ass
essm
ent
info
rmat
ion
is
shar
ed a
nd
dis
cuss
ed w
ith
ap
pro
pri
ate
con
stit
uen
ts a
nd
is
use
d t
o i
mp
rov
e te
ach
ing
and
lea
rnin
g; a
nd
�d
ocu
men
ted
use
of
stu
den
t le
arn
ing
ass
essm
ent
info
rmat
ion
as
par
t o
fin
stit
uti
on
al a
sses
smen
t.
Inst
itu
tio
ns
and
ev
alu
ato
rs m
ust
co
nsi
der
th
e to
tali
ty t
hat
is
crea
ted
by
th
efu
nd
amen
tal
elem
ents
an
d a
ny
oth
er r
elev
ant
inst
itu
tio
nal
in
form
atio
n o
ran
aly
sis.
Fu
nd
amen
tal
elem
ents
an
d c
on
tex
tual
sta
tem
ents
sh
ou
ld n
ot
be
app
lied
se
par
atel
y a
s ch
eck
list
s. W
her
e an
in
stit
uti
on
do
es n
ot
po
sses
s o
r d
emo
nst
rate
evid
ence
of
a p
arti
cula
r F
un
dam
enta
l E
lem
ent,
th
e in
stit
uti
on
may
dem
on
stra
teth
rou
gh
alt
ern
ativ
e in
form
atio
n a
nd
an
aly
sis
that
it
mee
ts t
he
stan
dar
d.
Optional A
naly
sis
and
Evid
ence
In a
dd
itio
n t
o t
he
evid
ence
in
her
ent
wit
hin
or
nec
essa
ry t
o d
ocu
men
t th
efu
nd
amen
tal
elem
ents
ab
ov
e, t
he
foll
ow
ing
, alt
ho
ug
h n
ot
req
uir
ed, m
ay f
acil
itat
e th
e in
stit
uti
on
’s o
wn
an
aly
sis
rela
tiv
e to
th
is a
ccre
dit
atio
n s
tan
dar
d:
�an
aly
sis
of
inst
itu
tio
nal
su
pp
ort
fo
r st
ud
ent
lear
nin
g a
sses
smen
t ef
fort
s,in
clu
din
g:
�w
ritt
en s
tate
men
ts o
f ex
pec
tati
on
s fo
r st
ud
ent
lear
nin
g a
sses
smen
tw
ork
;
�p
oli
cies
an
d g
ov
ern
ance
str
uct
ure
s to
su
pp
ort
stu
den
t le
arn
ing
asse
ssm
ent;
�ad
min
istr
ativ
e, t
ech
nic
al,
an
d f
ina
nci
al s
up
po
rt f
or
stu
den
t le
arn
ing
asse
ssm
ent
acti
vit
ies
and
fo
r im
ple
men
tin
g c
ha
ng
es r
esu
ltin
g f
rom
asse
ssm
ent;
an
d
�p
rofe
ssio
nal
dev
elo
pm
ent
op
po
rtu
nit
ies
and
res
ou
rces
fo
r fa
cult
y t
ole
arn
ho
w t
o a
sses
s st
ud
ent
lea
rnin
g, h
ow
to
im
pro
ve
thei
r cu
rric
ula
,an
d h
ow
to
im
pro
ve
thei
r te
ach
ing
;
�an
aly
sis
of
the
clar
ity
an
d a
pp
rop
riat
enes
s o
f st
and
ard
s fo
r d
eter
min
ing
wh
eth
er k
ey l
earn
ing
ou
tco
mes
hav
e b
een
ach
iev
ed;
�ev
iden
ce o
f w
ork
able
, reg
ula
rize
d, c
oll
abo
rati
ve
inst
itu
tio
nal
pro
cess
esan
d p
roto
cols
fo
r en
suri
ng
th
e d
isse
min
atio
n, a
nal
ysi
s, d
iscu
ssio
n, a
nd
use
of
asse
ssm
ent
resu
lts
amo
ng
all
rel
evan
t co
nst
itu
ents
wit
hin
are
aso
nab
le s
ched
ule
;
67
�an
aly
sis
of
the
use
of
stu
den
t le
arn
ing
ass
essm
ent
fin
din
gs
to:
�as
sist
stu
den
ts i
n i
mp
rov
ing
th
eir
lea
rnin
g;
�im
pro
ve
ped
ag
og
ies,
cu
rric
ula
an
d i
nst
ruct
ion
al
acti
vit
ies;
�re
vie
w a
nd
rev
ise
aca
dem
ic p
rog
ram
s an
d s
up
po
rt s
erv
ices
;
�p
lan
, co
nd
uct
, an
d s
up
po
rt p
rofe
ssio
na
l d
evel
op
men
t ac
tiv
itie
s;
�as
sist
in
pla
nn
ing
an
d b
ud
get
ing
fo
r th
e p
rov
isio
n o
f ac
adem
icp
rog
ram
s a
nd
ser
vic
es;
�su
pp
ort
oth
er i
nst
itu
tio
nal
ass
essm
ent
effo
rts
(see
Sta
nd
ard
7:
Inst
itu
tio
nal
Ass
essm
ent)
an
d d
ecis
ion
s ab
ou
t st
rate
gic
go
als,
pla
ns,
and
res
ou
rce
allo
cati
on
; an
d
�in
form
ap
pro
pri
ate
con
stit
uen
ts a
bo
ut
the
inst
itu
tio
n a
nd
its
pro
gra
ms;
�an
aly
sis
of
evid
ence
th
at i
mp
rov
emen
ts i
n t
each
ing
, cu
rric
ula
, an
dsu
pp
ort
mad
e in
res
po
nse
to
ass
essm
ent
resu
lts
hav
e h
ad t
he
des
ired
effe
ct i
n i
mp
rov
ing
tea
chin
g,
lear
nin
g,
and
th
e su
cces
s o
f o
ther
act
ivit
ies;
�an
aly
sis
of
the
inst
itu
tio
na
l cu
ltu
re f
or
ass
essi
ng
stu
den
t le
arn
ing
,in
clu
din
g:
�th
e v
iew
s o
f fa
cult
y a
nd
in
stit
uti
on
al l
ead
ers
on
ass
essm
ent;
�fa
cult
y m
emb
ers’
un
der
stan
din
g o
f th
eir
role
s in
ass
essi
ng
stu
den
tle
arn
ing
;
�th
e q
ual
ity
an
d u
sefu
lnes
s o
f in
stit
uti
on
al s
up
po
rt f
or
stu
den
tle
arn
ing
ass
essm
ent
effo
rts;
�ca
mp
us-
wid
e ef
fort
s to
en
cou
rag
e, r
eco
gn
ize,
an
d v
alu
e ef
fort
s to
asse
ss s
tud
ent
lear
nin
g a
nd
to
im
pro
ve
curr
icu
la a
nd
tea
chin
g;
�ev
iden
ce o
f co
llab
ora
tio
n i
n t
he
dev
elo
pm
ent
of
stat
emen
ts o
fex
pec
ted
stu
den
t le
arn
ing
an
d a
sses
smen
t st
rate
gie
s;
�ev
iden
ce t
hat
in
form
atio
n a
pp
rop
riat
e to
th
e re
vie
w o
f st
ud
ent
rete
nti
on
,p
ersi
sten
ce, a
nd
att
riti
on
, is
use
d t
o r
efle
ct w
het
her
th
ese
are
con
sist
ent
wit
h s
tud
ent
and
in
stit
uti
on
al e
xp
ecta
tio
ns
[als
o i
ncl
ud
ed i
n S
tan
dar
d 8
Op
tio
nal
An
aly
ses]
;
�ev
iden
ce o
f th
e u
tili
zati
on
of
attr
itio
n i
nfo
rma
tio
n t
o a
scer
tain
char
acte
rist
ics
of
stu
den
ts w
ho
wit
hd
raw
pri
or
to a
ttai
nin
g t
hei
red
uca
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68
Minutes Program Committee of the General Education Council, 9/30/14, 3:30 pm, OM 203B
I. Meeting was called to order by Dr. Scott Drzyzga, Faculty Co-chair of the General Education Council. The meeting was attended by Scott Drzyzga, Allison Predecki, Karl Lorenz, Alice James, Brian Wentz, Jennifer Clements, Sherri Bergsten, Paris Peet and David Godshalk. II. As past chair of the GEC Program Committee, Dr. Drzyzga introduced the new members to the work of the committee by presenting the current GEC timeline which outlines the past activities of the GEC and the history of the current General Education program. He also emphasized that we are one of the few PASSHE schools that have not revised their general education programs recently. Dr. Drzyzga also expressed that a new general education program should be easily assessable in a meaningful way and the goals and structure should be easily communicated to students and the public. Dr. Drzyzga also suggested that the committee should work closely with the GEC Assessment Committee in the continuing development of a new general education program. III. Dr. Drzyzga presented the Enrollment and Workload Summary Report that he compiled over the summer. This report should enable the committee to determine which courses would be affected most by changes to the general education curriculum. The committee would like to gather feedback from departments through the department GEC representatives concerning the accuracy of the data presented in this report. IV. Dr. Drzyzga reminded the committee about the PASSHE policy revisions for majors and directed general education courses that go into effect August 2015. The committee should work with departments to identify majors that will be affected by the change in policy. V. Sherri Bergsten was nominated and unanimously elected the chair of the GEC Program Committee. Allison Predecki was nominated and unanimously elected the secretary. V. The next Program Committee meeting will be on 10/21/14 starting at 3:40 pm. The committee will meet on the 1st and 3rd Tuesdays of each month. VI. The meeting was adjourned at 4:30 pm. Minutes submitted by Allison Predecki Minutes approved on October 21, 2014
1
Drzyzga, Scott
From: Knight, MistySent: Monday, October 20, 2014 10:08 AMTo: Drzyzga, ScottSubject: Syllabi Statement
Scott, The APSCUF Executive Committee and the APSCUF Gender Issues and Social Justice (GISJ) committee enthusiastically support the endorsement of a recommended syllabi statement for all faculty in an attempt to demonstrate our commitment to a safe learning environment. The statement has been drafted in conjunction with support from the Women’s Center and Women and Gender Studies. Further, the statement will be presented at the next meeting of Rep Council. The GISJ committee would also like to have the support of the Gen Ed Committee because we think that this statement will be particularly important to place on syllabi for courses in the general education curriculum. We will be encouraging all faculty to place this statement on their syllabi, but we believe that gen ed courses are an important starting place. To that end, we’d like for your committee to discuss this and reply with feedback. The statement drafted by Shippensburg University GISJ follows: No one on this campus has the right to threaten you or make you feel intimidated in any way. More specifically, unwanted advances, harassment, aggressive or violent behavior, and sexual assault will not be tolerated. A comprehensive list of reporting and treatment options, including confidential resources, can be found at www.ship.edu/no_more/. For further information on why such a statement is urgently needed, please take a moment to read the following article from The Chronicle of Higher Education (http://chronicle.com/blogs/conversation/2014/09/03/how‐syllabi‐can‐help‐combat‐sexual‐assault/ ). If you have questions or further concerns, please let me know. Regards, Misty Misty L. Knight, Ph.D. (717) 477-1767 Dauphin Humanities Center (DHC) 301 Department of Human Communication Studies APSCUF Gender Issues and Social Justice (GISJ) Committee Chair Shippensburg University 1871 Old Main Drive Shippensburg, PA 17257
September 3, 2014 by Nadia Dawisha and Karen Dawisha
The ConversationOpinion and ideas.
How Syllabi Can Help Combat Sexual Assault
While we deal with students primarily in the classroom, we are not insensitive to their larger
struggles. As a new academic year approaches, one scourge in particular stands out: the
epidemic of sexual violence on campus. Is there anything professors can do to complement the
work done by counseling centers? There is—and it involves adding only one paragraph to your
syllabi.
The campus sexual-assault bill (http://www.nytimes.com/2014/08/02/upshot/campus-sexual-
assault-bill-relies-on-public-shaming.html?_r=1&abt=0002&abg=0) this past summer, plus the
many media exposés (http://www.nytimes.com/2014/07/13/us/how-one-college-handled-a-
sexual-assault-complaint.html) about the campus rape crisis, have raised awareness of Title IX.
Title IX mandates (http://www.usatoday.com/story/opinion/2014/05/06/sexual-assault-
colleges-universities-title-ix-editorials-debates/8786319/) that colleges receiving federal funding
provide gender equity, not just in sports, but in all areas of campus life, meaning that all students
should be able to study in an atmosphere free of harassment, sexual violence, and gender
discrimination.
By taking the simple measures of incorporating Title IX language into syllabi and giving students
the names and numbers of the primary campus resources, we as educators can do our part to
provide support for victims and help end the epidemic of campus sexual violence.
Consider the example of Laura Dunn.
Dunn (http://www.npr.org/templates/story/story.php?storyId=124001493) was just a freshman
at the University of Wisconsin when her life changed forever. The dedicated student-athlete was
out drinking with new friends from her crew team when two of her male team members offered
to take her to another party. Instead, she says, they drove her to their place and took turns
sexually assaulting her as she drifted in and out of consciousness, begging them to stop.
Laura’s story is not unusual. Sexual violence has been labeled by the Centers for Disease Control
as a major public-health problem
(http://www.cdc.gov/violenceprevention/nisvs/2010_report.html), affecting approximately one-
fifth of American women. The percentages are staggering for younger women; it is estimated that
between 20 to 25 percent (http://www.businessweek.com/articles/2014-05-29/glenn-becks-
man-in-a-blonde-wig-fails-to-debunk-rape-statistics#p1) will be the victims of a completed or
attempted rape during their college careers alone. College men are not immune either; 6 percent
will be victims of some form of sexual assault during their college tenure. That said, sexual
violence remains a gendered crime, with most victims women and most perpetrators men.
According to a 2007 report, first-year students like Laura are especially susceptible, with the first
three months of the freshman year (https://www.ncjrs.gov/pdffiles1/nij/grants/221153.pdf) the
most recognized time for sexual assaults. Not wanting to accept the fact that she had been raped
and not knowing that she had the right to report, Dunn, like so many survivors
(http://chronicle.com/article/For-a-Victim-of-Rape-Silence/126899/), stayed silent. For over a
year she told no one, while she fought to focus on her schoolwork. Her grades dropped, she lost
weight, she struggled with nightmares, and she broke up with her boyfriend, whom she never
told about her attack.
But then things changed. During a summer philosophy class she was finally given the tools to
take back control over her life. While discussing how rape is used as a weapon of war, the
professor stopped the class to mention that sexual assault is also prevalent on college campuses,
and that the dean of students was required by Title IX to handle assault cases. As soon as class
was over, Laura went to the dean of students and reported, launching a two-year process that
would prove stressful but would lead to her decade of work in survivor advocacy.
Language that we have incorporated into our own syllabi could easily be modified to suit other
campus situations:
Title IX makes it clear that violence and harassment based on sex and gender is a CivilRights offense subject to the same kinds of accountability and the same kinds of supportapplied to offenses against other protected categories such as race, national origin, etc. Ifyou or someone you know has been harassed or assaulted, you can find the appropriateresources here …
We advise, in addition to including the Title IX coordinator, mental-health coordinator, and
campus police, also mentioning a confidential resource. The Campus Sexual Assault Study
indicated that when students know they can talk confidentially, they are more likely to report.
A statement in a syllabus might also send a message of accountability to potential perpetrators.
In a now-classic study (http://www.jstor.org/discover/10.2307/3053901?
uid=3739840&uid=2129&uid=2&uid=70&uid=4&uid=3739256&sid=21104048535661), the authors
found that the perceived threat of formal sanctions (being dismissed from the university or
arrested) had a significant deterrent effect on potential perpetrators of sexual assault. In a 2002
study that utilized self-reporting, the majority of undetected rapists were found to be repeat
rapists (http://www.davidlisak.com/wp-
content/uploads/pdf/RepeatRapeinUndetectedRapists.pdf), and the results of this study were
replicated in a subsequent 2009 study of Navy personnel
(http://ncherm.org/documents/McWhorterVV2009.pdf). These studies suggest that many
perpetrators continue to offend because they have not been caught and do not think they will
ever be caught (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1829425), or if caught,
sanctioned. Depriving them of the culture of silence may limit their actions by increasing their
fear of the consequences.
Thus, a statement in a syllabus could send a multipronged message: Survivors have the
information needed, and the campus community as a whole is watching and will hold
perpetrators accountable for their actions.
Many departments now mandate that syllabi include the university’s religious-holiday policy,
the code of academic integrity, and contact information for disability support services. Since a
quarter of our female students are or will be survivors of sexual violence, we believe that a
statement on Title IX is just as important. One simple paragraph could provide your students
with the tools they need to come forward and report the violence they have suffered. The more
we normalize the conversation, the easier it becomes.
Nadia Dawisha is a Ph.D. candidate in communication studies at the University of North
Carolina at Chapel Hill. She is working with activists in the Title IX movement to develop
programs and curricula for students on assault and harassment. She writes about gender,
sustainability, media, and culture at Listengirlfriends.com and The Huffington Post.
Karen Dawisha is a professor of political science at Miami University, in Ohio.