Meeting Date: 
December 1, 2021
Date: 
12/01/2021 10:30 am to 12:00 pm
Location: 
Zoom Meeting
Agenda: 
  1. OSU Signature

  1. Introduction to the Templates
Minutes: 

Voting members present: Pat Ball, Mary Chuinard, John Edwards, Troy Hall, Tim Jensen, Lori Kayes, Kerry Kincanon, Lori McGraw, Kara Ritzheimer, Patti Sakurai, Inara Scott, Karen Watte
Voting members absent: Ivan Arismendi, Hunter Calvert, Khawater Hussein, Todd Palmer
Other entity members present: Erin Bird, Brandi Fuhrman, Laura Hampton, Heath Henry, Hannah Rempel
Other entity members absent: None absent
Non-voting members present: Sherm Bloomer, Joanne Bunnage, Daniel Faltesek, Alix Gitelman, Selina Heppell, McKenzie Huber, Nana Osei-Kofi, Sarah Perrault, Dwaine Plaza, Kaplan Yalcin
Non-voting members absent: None absent

OSU Signature

  • New Curriculum will map NACE, Oregon Transfer Compass, LEAP (external) with and internal OSU Signature Informant. These will translate to general education learning goals and into category learning outcomes.
    • Informants – things that should inform our general education curriculum (external and internal)
    • An internal informant could be OSU’s mission statement, which is built around OSU’s status as a land grant institution.
      • The committee broke into breakout rooms to come up with other examples of internal and external informants. What is special to OSU?
        • Group 1 – What are internal informants? Learning Goals for Graduates; Students and Alumni; OSU’s DEI/JEDI Strategic Plan; Ecampus. What makes OSU special? OSU’s Budget Model; Tribal input; (Dis)incentives to collaborate.
        • Group 2 – What are internal informants? Research Mission/Education Mission; Signature areas of distinction; Students and Alumni; Ecosystems; Variety of campuses. What makes OSU special? Geographic location; Striving toward social justice; Sustainability; Serving Oregon; Ecampus is well-regarded.
        • Group 3 – What are internal informants? Policy, stakeholders, population identity; OSU mission and values; External pressures; Student needs; Student goals; DEI/Social justice issues. What makes OSU special? Rural students and rural perspective; Agricultural Sciences; Natural resources, forestry and climate science.
        • Group 4 – What are internal informants? Sustainability; Tied to land and sea; Scientific communication; Connected themes; Evidence-based scholarly practices; Informed decision-makers. What makes OSU special? Extension services and public outreach; Community engagement; Research enterprise opportunities; interdisciplinarity; Natural resources; Problem solvers.
        • Group 5 – What are internal informants? How much bandwidth does Bacc Core take up; Accredited programs and requirements; Learning goals for graduates; Degree Partnership Program; STEM culture; Social Justice Education Initiative; University Honors College; Extension partners. What makes OSU special? Writing Intensive Course (WIC); Difference, Power & Discrimination (DPD); Sustainability; Diversity & Cultural Engagement; Cultural Centers; Ecampus; Support of instructional innovation (CTL & Ecampus); Infrastructure around undergraduate research/scholarship opportunities; Targeted attention to transfer culture.
  • Alix would like to emphasis that the committee see the Core Transfer Map (CTM) as a constraint that does no harm to transfer students. Can the Baccalaureate Core (BC) still have room for creativity on the edges of the categories that allow us to give students a special OSU experience? How do we go about delivering some of that content?
    • Could Alix provide an example of how the BC could be creative?
      • Sustainability land use – if the committee deems this an appropriate topic, could there be a way to creatively map this to the categories on the transfer map?
    • Timeline – could this be implemented by 2023?
      • Difficult to say – depends on several factors, including how the BC is reorganized/restructured. The intent is to go live with the new curriculum in 2024.
    • What do we want students to be competent in when they graduate? How do we assess our graduates?
      • WIC is both BC and course specific – we could potentially implement a capstone that fits that sort of model in each of the majors that is distinctly OSU and allows us to assess graduates and is also included in the BC curriculum.

Introduction to the Templates

  • Developed by the Baccalaureate Core Ad Hoc Review Committee.
  • Included the OSU Lens analysis – each model based on aspects of the lens and identified strengths and weaknesses of each models.
    • OSU Lens:
      • Land grant mission
      • Learning Goals for Graduates
      • NWCCU Accreditation Standards
      • AAOT/CTM
      • AACU LEAP outcomes
      • Transfer Students
      • Cascade campus and students
      • Ecampus
      • Listening Sessions
      • Other considerations
        • ABET accreditation
        • Budget model
        • Student survey
  • General Education Curricular Templates
    • Core Transfer Map
      • WR I
      • Mathematics
      • Arts & Letters
      • Social Sciences
      • Cultural Literacy
        • 1 must satisfy AAOT Cultural Literacy requirements)
      • Natural Sciences
      • Minimum 8 classes/30 credits
    • Wicked Problems
      • WR I
      • Communication Literacy
      • Quantitative Reasoning
      • Arts & Letters
      • Cultural & Social Processes
      • Integrated Sciences
      • DPD
      • Wicked Problems & Society
        • Hone students’ critical thinking and problem-solving capabilities. Upper division course that is non-transferable.
      • WIC
      • 33-39 Credits
      • OSU will be required to apply 30 credits towards General Education. If a student does not intentional select courses that would 1:1 fit Communication Literacy and DPD, we will be forced to apply into those categories
    • Integrative and Applied Learning
      • WR I, WR II
      • Verbal & Visual Communication
      • Quantitative Skills
      • Arts & Humanities
      • Social Science
      • Stipulates same requirement as CTM for Cultural Literacy
      • Physical Science
      • Biological Science
      • DPD
      • Integrative and Applied Learning
        • High-impact capstone course taken within the major, designed to engage students in deep and integrative learning. Builds on fundamental skills and harnesses multidisciplinary perspectives to inform discipline-based projects. Upper division course that is non-transferable.
      • WIC
      • 38-46 Credits
      • OSU will be required to apply 30 credits towards General Education. If a student does not intentional select courses that would 1:1 fit Communication Literacy, we will be forced to apply into those categories
    • Informed Citizenship
      • WR I
        • Was WR II removed? Or was it moved to be included in Information Literacy?
          • It is an option, but not considered a requirement in this model
          • The model is not perfect, and most categories were stripped down in an attempt to streamline the Bacc Core.
      • Information Literacy
      • Quantitative Reasoning
      • Arts & Humanities
      • Social Sciences
      • Lab Science
      • Informed Citizenship
        • Structural Inequities (DPD expanded)
          • US Focus
          • Global Focus
        • Sustainability
          • US Focus
          • Global Focus
            • Facilitate globalization, synthesize learning inside and outside major, build on OSU’s strength as a land grant institution, and an OSU ‘stamp’ to every student who earns a degree.
      • WIC
      • 40-44 Credits
      • We will not be in compliance with the CTM as the following are missing: 1 of 2 Social Sciences, 1 of 2 National Sciences, and potentially 1 of 2 Arts & Letters if the course doesn’t meet Information Literacy.