Meeting Date: 
October 26, 2020
10/26/2020 11:00 am to 12:00 pm
Zoom Meeting
  1. Course Proposals
    • SUS 375 – SPI
    • GEO 332 – CGI
  1. Update on Expedited Proposals
  1. Semantic Map – Rene Reitsma and Dan Faltesek

Voting members present: Kathy Becker-Blease, Daniel Faltesek, Kelsey Emard, McKenzie Huber, Jack Istok, Matt Kennedy, Lori McGraw, Rene Reitsma, David Roundy, Rorie Solberg, Kaplan Yalcin
Voting members absent: Heather Arbuckle, Aidas Banaitis
Ex-Officio members present: DPD Director – Bradley Boovy; Ecampus – Karen Watte; Undergraduate Education – Heath Henry; WIC Director – Sara Tinker Perrault

Course Proposals

  • SUS 375 – Social Processes & Institution (SPI)
    • They did not answer the questions put to them from the Committee regarding why an upper division course belongs in the SPI category. There was no curricular rationale provided for why it should be in the category.
    • Liaisons have pulled their objections on the proposal but the submitter has not provided the committee requested rationale on how it meets the curricular and pedagogical requirements for the category.
    • They school believes this course will draw new students to OSU.
    • There is no guarantee on the guest lectureships.
    • This course may fit better in the Contemporary Global Issues (CGI) category.
      • Motion to send back requesting clear rational as to why it belongs in the SPI category and why it belongs at the upper divisions level; seconded. Motion passes with 10 in favor, none against. No abstentions.
  • GEO 332 – CGI
    • Global Warming is the main topic – doesn’t necessarily fit into CGI as it vacillates around what the issue is, specifically. The issue needs to be one that can be presented before a body.
      • Global Warming can be a CGI topic, but it’s not clear in the syllabus. There are some aspects of Global Warming that make the issue not fit the definition of the word ‘contemporary’.
      • The issue is not framed well in the syllabus.
      • The IPCC is a governing body regarding Global Warming that is broken into three working groups that discuss and plan around issues of Global Warming, so there is a governing body around Global Warming.
    • There are some noted issues with assessment of the Learning Outcomes.
      • Many assignments are vague.
      • The writing assignment is a scientific poster. To have students put 1,250 words on a poster seems unusual and like an inappropriate assignment for the word count.
        • Benefits of the poster – people other than the grader can view the poster and see the work students can put into their topics.
          • It might be better to have the 1,250 word writing assignment implemented as a paper accompanying the poster.
          • Possible topics mean the students may not be writing a paper that relates to the CGI category.
    • Issues with Learning Outcome (LO) 1 – the course doesn’t cover the origins and historical context of global warming.
      • There should be activities around this LO and the historical context.
    • The schedule is also very vague regarding what is being discussed during the course.
    • Under Academic Conduct – there’s a bunch of older, potentially no longer accurate language and some dead links. There is also reference to outdated procedures.
      • Motion to send back regarding issues with topology of framing the issue to content, aligning the assessment to the issue and making some procedural changes. Notes will also be provided from the reviewers with more specific changes; seconded. Motion passes 10 in favor, none against. One abstention.

Update on Expedited Proposals

  • There was not enough time to discuss so it will be discussed next week.

Semantic Map – Rene Reitsma and Dan Faltesek

  • Discussing the similarities that exist between courses. This issue has come up several times during discussions in the committee.
    • Would creating a map of all the courses in the BC help see patterns of similarities and overlap between courses?
  • Rene and Dan have created an algorithm to test 63 courses to see if a map can be developed
    • They would also like to look at dissimilarities between courses. Are there any outliers in categories?
    • Could create a categorical template to potentially determine if new, incoming courses fit the categories.
  • The Baccalaureate Core Ad Hoc Review Committee could use this information.
  • There may be a way to draw out the needed information from CIM.
    • The College of Liberal Arts has cataloged syllabi for courses that have been taught that could be used.
  • Committee members who represent colleges from the list of 63 courses can gather the syllabi for Rene and Dan.