Academic Governance MeetingWednesday, November 18th, 2015, 12:45PM Gateway

A&B

White House Day of Climate ActionLive-stream Viewing in Nifkin Lounge

TOMORROW - November 19th

Time: 3:00-4:30

White House Council on Environmental QualityESF Pledge

UN Climate Change Conference (11/30-12/11) Paris

Agenda1. Opening Remarks/Minutes/Announcements

a. Strategic Planning Steering Committeeb. 3rd Party Consultation

2. Applied Learning Initiatives3. Schedule Reset Updates4. UFS Plenary and ResolutionsOld Business

Graduate Student Bill of RightsNew Business

Strategic Planning

• Met four times• Set aside 915 Draft• Assessing V2020 Goals• Adding members

– C. Spuches– N. Ringler– S. Shannon

• Tentative Timeline

Strategic Planning – DRAFT timeline

11/30 – Complete assessment of V202012/21 – Include ideas from 2014-2015 planning process1/7 – Identification of areas to organize document around,

formalize plans around community engagement1/19 – Generation of new ideas (community outreach)2/15 – SPSC pull together ideas generated by community3/1 – Draft to SPSC only3/21 – Draft to community3/23 – College Hour Listening Sessions on the 3/11 draft4/13 – Draft – revisions completed sent to community4/20 – College Hour Listening Sessions on 4/13 draft4/29 – Document finalized and submitted to BOT and

community

Consultation

3rd Party Consultation10/28 – Names of three consultant firms provided by SUNY10/29 – Requested information (AG)10/30 – Proposed Process sent by SUNY11/3 – Suggestions for populating the core group

sent (AG)11/6 – SUNY/UFS interviewed the three consultants11/10 – Core group size decided11/10 – Analysis of the consultants shared with the core group11/12 – Consultant team was decided upon (6:30 PM)11/17 – First meeting of the consultant team

Consultant Group

Scott Sears and Sears AssociatesScott Sears, Ann Martin, Judith Saul

Ithaca, NYhttp://www.searsassocs.com/aboutus.html

First Meeting

• Core group– 3 Faculty– 3 Administrators– SUNY Administration– UFS Representative– Scott Sears and Judith Saul

• 4.5 hours• Phase 1 – Information Gathering to create the

process

Phase 1 – Information Gathering

Goal: Consultants learning more about the issues and collaboratively (with those interviewed) figuring out the process to engage the community broadly

Phase 1 – Information Gathering

Initial Interviews to Shape the Process

One-on-one Interviews

• Answers used to shape the larger process

• Develop the tools used for larger outreach

• 1-1.5 hours

Inclusive Multi-dimensional Process

Entire ESF Community

Let’s see this as an opportunity….

Problem(s) Opportunities

Finding a new appropriate balance for ESF in today’s world….

Applied Learning Initiatives

15

1616

SUNY and the Entrepreneurial Century

SUNY and the Seamless Education Pipeline

SUNY and a Healthier New York

SUNY and an Energy-Smart New York

SUNY and the World

17

SUNY and the Vibrant Community

SUNY and the Entrepreneurial Century

SUNY and the Seamless Education Pipeline

SUNY and a Healthier New York

SUNY and an Energy-Smart New York

SUNY and the World

SUNY and the Vibrant Community

17

1818

Applied learning refers to an educational approach whereby students learn by engaging in direct application of skills, theories and models. Students apply knowledge and skills gained from traditional classroom learning to hands-on and/or real word settings, creative projects or independent or directed research, and in turn apply what is gained from the applied experience to academic learning. The applied learning activity can occur outside of the traditional classroom experience and/or be embedded as part of a course. 

Definition of Applied Learning

19

Rationale

19

SUNY Student Perceptions

•Provost’s Applied Learning Advisory Council

•Campus Teams

•First Applied Learning Conference

•Campus Commitments

•Regional Engagement Meetings

All SUNY Campuses Engaged

Resolution: “Resolved that the Chancellor be, and hereby is, directed to develop a plan to make approved experiential or applied learning activities available to students enrolled in an academic program of the State University beginning in the 2016/17academic year.”

SUNY Student PerceptionsA Year in Review

•State Language•Board of Trustees Resolution•Applied Learning Steering Committee•Creation of guidance document to support campus work

Vision

22

Every SUNY student will have the opportunity to do an Applied Learning Experience before they

graduate.

SUNY WORKS• Cooperative Education• Internships• Clinical Placements• Practicum

23

SUNY SERVES• Service Learning• Community Service• Civic Engagement

24

SUNY DISCOVERS• Research• Entrepreneurship• Field Study• International and Domestic Study

Away• Creative Work

25

Agenda: What is Next

26

Given…SUNY Excels

Performance Improvement Plans

Completion Agenda

Institutional Goals

Middle States

27

2828

Broken into VII parts with different due dates

Steering Committee working on supportive materials for each part

Campus Plans

2929

Due February 15th, 2016Part I: An Inventory of all applied learning on campus Due April, 2016Part II: Data Collection and Reporting Part III: Faculty EngagementPart IV: Student Engagement

Due May, 2017Part V: Feasibility Study Part VI: Collaboration PlanPart VII: Determination of Graduation Requirement Feasibility

3030

Criteria

The Activity

• Is Structured, Intentional and Authentic• Requires Preparation, Orientation and Training• Must Include Monitoring and Continuous Improvement• Requires Structured Reflection and Acknowledgment• Must be Assessed and Evaluated

Criteria

3131

Graduation Requirement

Due: May 1, 2017

Based on your plan, explain your campus decision on whether or not you will require an applied learning experience as part of your graduation requirements. Describe the results of your feasibility study and list the specific reasons for your decision. Describe your campus plan for supporting applied learning in the future.

Part VII

Questions?

32

Schedule Reset

• What is the task?• Where do we stand now?• What are the next steps?

The Task• Directives contained in Governance resolution

approved last spring.• Resolution calls for reset to accomplish the

following goals:– Maximize utilization of instructional space

throughout the day and week– Reduce conflicts with student schedules– Integrate the College Hour “seamlessly” into the

class schedule

What has been done?• A draft schedule has been formulated.• That draft was formulated based on a set of

assumptions and principles to be reviewed momentarily.

• That draft was completed with the aid of representatives from each department (as directed in the Governance resolution).

What has been done?• Considerations in developing the first draft:

– Assumed we would use the SU template• Allows for more classes in 80 minute time periods.• Minimizes scheduling conflicts with SU courses.

– College Hour inserted without creating time “offsets” for any courses.

What has been done?

• Considerations in developing the first draft:– To minimize scheduling conflicts for students

and to maximize space utilization:• Courses were spread throughout day as much as

possible.• Schedule construction began with determination of

courses that would be allowed to conflict while minimizing impact on student schedules.

What has been done?

• Considerations in developing the first draft:– For programs with many lab courses,

lectures were put in the morning and labs in the afternoon to minimize conflicts

– Afternoons were more heavily utilized for lecture courses in programs with few labs.

What has been done?

• Considerations in developing the first draft:– Courses taught in other departments were

considered in developing departmental schedules.– Attempts were made to reconcile differences

between catalogue descriptions and actual practice.

– Attempt were made to consider impending curricular changes.

What has been done?

• Considerations in developing the first draft:– Lecture length was not altered from the current

schedule.– Instructor preferences were not considered;

however, certain practical issues were, e.g.:• Not having instructors teach back=-to-back• Visiting instructor availability

What has been done?

• Considerations in developing the first draft:– Some courses were not scheduled

• Special Topics.• Courses with insufficient information to know

how to schedule.• Courses that don’t meet on a regular basis.

What’s next?In chronological order

• Faculty discussion of:– Adopting the SU schedule template– Proposed plan for the College Hour

• Collection of information from faculty on:– Characteristics of instructional spaces desired for

each course.– Identifications of specific problems with draft

schedule.

What’s next?In chronological order?

• Projection of class sizes based on history and enrollment projections.

• Placement of courses in instructional spaces

What’s next?In chronological order

• Modification of draft based on information provided by faculty and availability of appropriate instructional spaces.

• Review of second draft by faculty.• Preparation of final draft.

What’s next?In chronological order

• Correct Catalogue descriptions to match practice.

Discussion on SU Schedule Template

• First period MWF and all periods MWF pm can be used as 55 or 80 minute periods.

• This will have little effect on ESF scheduling.• Provides greater flexibility for instructors and

minimized student conflicts with SU courses.

SU Schedule Template

Discussion on College Hour

• Proposed that College Hour be scheduled from 11:00 to 12:20 on Tuesday and Thursday (or alternatively from 9:30-10:50 on TT).

Discussion on College Hour

• Why?– To avoid the “offset” problem requires

consuming a MWF or TT period.– Our experience with the College Hour

shows that 55 minutes is not enough.– Our experience with the College Hour

shows that one period is not enough.

Discussion on College Hour

• Why?– Placement of the College Hour at a later

time conflicts with labs.– Placement of the College Hour earlier

requires that everyone involved in meetings arrive early to campus.

Discussion on College Hour

• Why?– Using TT morning for the College Hour

has only minor “adverse” effects:• Increases the number of early morning

classes by about 10% (i.e, 2-3/semester).• Negligible effect on course conflicts for

students.

UFS Plenary Report

• www.esf.edu/facgov/meeting.htm

Old Business

Graduate Student Bill of Rights

• Ad Hoc Committee of Executive Committee– Chair: Scott Turner– Administrative Liaison: Scott Shannon– 20% graduate students

• Expected report at the 2/10/16 Meeting– Release or report for review 1/27/16

New Business

Next Meetings

December 15th at 9:30 AM

February 10th at 12:45 PM

March 30th at 12:45 PMMay 12th Time TBD

Photo Courtesy of James Hassett