Members present: Ivan Arismendi, Patrick Ball, Erin Bird, Sherman Bloomer, JoAnne Bunnage, Mary Chuinard, John Edwards, Daniel Faltesek, Brandi Fuhrman, Troy Hall, Heath Henry, Selina Heppell, McKenzie Huber, Tim Jensen, Lori Kayes, Kerry Kincanon, Nana Osei-Kofi, Todd Palmer, Sarah Perrault, Lori McGraw, Hannah Rempel, Kara Ritzheimer, Patti Sakurai, Inara Scott, Karen Watte, Kaplan Yalcin
Members absent: Hunter Calvert, Alix Gitelman, Laura Hampton, Khawater Hussein, Dwaine Plaza
Draft of Mission and Goals
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The Values sub-committee met and started by looking at the themes that came about early in the process.
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Promote economic, social, cultural and environmental progress for the people of Oregon, the nation and the world.
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Goals
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Develop Foundational Methods of Inquiry and Innovation
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Create Social & Environmental and Justice
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Live in a Contentious Global World
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Facilitate Lifelong Growth and Development
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Launch from Here to Career
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What can be added that makes the goals unique to OSU? Can we add something related to the land grant?
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Selina - I wonder if the mission statement needs to actually say something about Baccalaureate Core's (BC) "niche" in the full educational experience of an OSU student?
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The committee has permission from the Provost’s office to adapt the models as needed.
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Under skills – the literacies are not included in the goals. If they are not stated explicitly, there is some concern they might get left out.
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Goals 3 is about communication
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Could someone on the committee speak to "innovation" in#1? the explanation focuses on inquiry - how does innovation fit in?
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Where we were thinking about foundational skills and courses and are multiple modes of inquiry and innovation.
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Can it be captured in the narrative a little more clearly? It feels too narrow currently.
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Re: Kara's comment - maybe be explicit in saying "knowledge, methods, and skills" to make sure all of those are included? I did a quick look at other schools' gen ed values, and several do talk in terms of "foundations" and "fundamental skills."
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Selina - I like the "civil discourse" component of #3, but I'd also like to see something there on critical evaluation of information
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Maybe for #3: Equip students to navigate a complex and interconnected global world.
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Todd - One observation that came to my mind just now is that, I thought that lots of people had used the modifier “critical” on the words “thinking”, “examination”, “inquiry”, etc. I don’t see “critical” anywhere in the goals - was that intentional?
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Students need to hear and embrace other ways of knowing, but also need to be able to determine fact from fiction. Critical evaluation can still include diverse perspectives.
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Sarah - Instead of "collaborators" maybe simply "community members"?
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We can add courses to the core, it might mean that there are courses removed elsewhere
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We can combine numbers 4 and 5
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Student development is very different from career development
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We have also talked about the student development piece as potentially being within majors, and not necessarily within the bacc core (as what business does)
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Maybe #4 could be thought of as an integrated approach to social, emotional and physical health?
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The goals are integrative and holistic. They don’t map to one category or course. Multiple requirements of the BC should map onto these goals
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Selina - One other issue with "life skills" - we have a very diverse student body. We tend to be thinking about some of these needs in the mindset of an 18-22-year-old. If we have skills requirements in the BC, they need to broad enough to be valuable to all students
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Sarah - Good point, Selina. What might be helpful for an 18-year-old might be paternalistic to a 40-year-old.
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The next legislative policy and budget is being drafted and development and career advancement support is being investigated. Higher Ed institutions might be seeing this down the road as pieces of legislation and HECC has their eyes toward it
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Todd to Mary - I really appreciated what you said about growing the student versus educating the student. I think it is important to acknowledge all the non-academic course related resources OSU provides for students, and to avoid duplication in our courses with the rich experiences that are available in those avenues.
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Would lessening the number of goals be an acceptable outcome if that is the consensus that comes from the roadshow?
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Yes, if that is what is needed.
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Alternatively: Are we willing to bring a model to the roadshow that does not reflect these goals?
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New categories can be added and different structures can be introduced
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Is the consensus that Foster Social and Environmental Justice is appropriate??
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Timeline