Council on Graduate Education Minutes for Meeting 9:30 to 10:45 a.m., HMB S415

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1 1 Council on Graduate Education Minutes for Meeting 9:30 to 10:45 a.m., HMB S415 Members: Dirksen Bauman, Department of ASL and Deaf Studies; Lawrence Pick, Department of Psychology; Carol Cohen, Department of Social Work; Amy Wilson, Department of Educational Foundations & Research; Steve Ackley, Department of Hearing, Speech, & Language Sciences; Linda Lytle, Department of Counseling; Carol Riddick, Department of Physical Education and Recreation; Gaurav Mathur, Department of Linguistics; Valerie Dively, Department of Interpretation; Amy Hile, Department of Education; Frank Duffy, Department of Administration and Supervision; Shane Dundas, GSA representative. Ex-Officio: Nancy Carroll, Assistant Dean, GSPP Also Present: Randy Prezioso, Carol Erting, Wednesday Luria, Dennis Galvan. Meeting began at 9:33 Lytle proposed to accept the minutes from with corrections and Pick seconded. Bauman: Dennis Galvan is here from the PPTF. He will explain the recommendations for new program proposals. Pat Hulsebosch will not be coming. Galvan: Numbers 1-13 are items you already have on your forms. 14 and beyond are new items. Number 14 relates to having someone at a certain level, maybe the provost level, review how the program fits with the strategic plan. We want to get feedback before they become official. We looked at CUE and CGE and they already recommend that for new programs. Pat has looked at other universities and there is variety. Some require more than we do, like cost benefit analysis. Some are simple, some are really complicated, with the department required to do the cost benefit analysis. If we did that here it would stifle creativity. [Member]: Currently on the form there is not a direct tie between the mission and the strategic plan. I definitely recommend adding number 14. But where it says strategic plan, we already have it, does it mean an action plan for new programs? We already have the Gallaudet Strategic Plan, what is it talking about here? Erting: This is specifically related to new programs. The Gallaudet Strategic Plan has areas that are mentioned, those are samples, not an in depth analysis. This kind of strategic plan will be for all areas possible, and make decisions of priorities. Right now departments propose an idea to CGE but there is not this context in the larger body, and we feel a need for that. Then the departments do not waste their time if the proposal does not fit with areas the university has determined are strong potential areas.

2 2 Galvan: For example if someone wanted to set up a public health program. Who here is qualified? That would have to be started on the university level. What should CGE put on its form? My sense is that you should put, How does this fit Gallaudet s priorities? You cannot control the process or the PPTF but you can control the form. Lytle: It is hard to make a projection for five years. How is that done? Galvan: We have never done it here before but there are several ways. If there is a similar program at another university, you can look at how many students they have, what percentage of students. You can also use surveys to get an idea of how many students would be interested in that major. You can ask enrollment services how many parents out there would be more willing to send their kids to Gallaudet, or how many graduate students would be interested in that program. Erting: We have discussed getting market analysis help and putting a number in the GSP budget for that. I will follow up on that. Duffy: Marketing analysis is important, it gives you a picture of the need. A head count projection is difficult. I have contacted two or three different universities and they won t respond and give me the numbers. But we know there is a need for the program. Market analysis can focus on the need for the program, but I am not sure about projecting the number of students. Galvan: The number of students is just part of it. Number 16 talks about setting up a plan. How many students do you project to be in those classes? Then you can look at how many faculty you need to teach that program. It does not ask the department to do the cost benefit analysis. Financial people will do that. But it does ask departments what they need to set up the programs. How many students do you expect to show up, how many faculty are needed? Duffy: If faculty are inventing numbers, what do you do then? Galvan: They have to provide rationale for the numbers. Erting: It is difficult, should project conservatively. If twice as many show up that is a good problem. A conservative estimate based hopefully on market analysis, we must have ways to make those projections that are close enough. Duffy: How do you get the number of students? Erting: If you interview the experts they say you have to do that. Other universities do it, there must be a way. Bauman: Departments will need some kind of support to be able to do that. Or a range of minimum to maximum numbers could be established.

3 3 Cohen: What is the university guideline for the ratio of faculty to students? Erting: That is a moving target and there is no official policy. We recognize that some programs will have small numbers at the advanced levels. The provost has given us guidelines, for example at the graduate level there should not be less than five students. But an overall ratio, there is not one. I expect they will attempt to develop that. Galvan: There are also different things that place a cap on how many students there can be, like internships and supervision, that all has to be considered when predicting how many students will enter the program. Erting: Accreditation can have an effect too. Clinical Psychology recommends a ratio of five to one, can be stretched to seven to one. Our program admits seven students a year. There are different variables affecting the numbers. Bauman: To summarize, CGE understands the need for a market analysis, no argument there. But we are struggling with how we can effectively provide meaningful numbers. Faculty and departments will need some kind of guidance and support for that. Riddick: What does number 18 mean? Erting: Why that is asked is that over the years some of our programs compete with each other, that was the discussion. Students apply to more than one program, sometimes the same three programs, and it appears numbers are not going up because of the limited pool that are applying. Does the new proposal tap a new group of people? For example the Masters of Public Administration, that seems to mostly be a new group of people who will be interested, not those that currently are applying to other programs. Riddick: If you are worried about competition, change the question to relate to programs competing with each other. Bauman: There already are areas that discuss competition. It should discuss the new group of potential students. Galvan: I accept the need to clarify that question. Dundas: Related to the question of how Gallaudet is different from other universities, here there are some classes where the professor talks and there is an interpreter there. How is that different from other universities? Some students are concerned about that, and feel they could save money by going to another college. Some departments are the same as other universities, I am a Deaf Studies major, and that impacts other areas that I feel some departments do not cover, so those are more similar to other universities. Bauman: That is a good point, related to number 17.

4 4 Galvan: Thank you for your feedback, I will go back to the PPTF with your concerns. CUE had similar concerns. Pick: How will this impact the development of online and hybrid programs? Galvan: Online and hybrid programs will follow these same guidelines. Bauman: For example under rationale, you could explain how it will attract more students, such as those who cannot come, professionals who are already working and could only come during the summer, etc. Duffy: Number 18 asks how this will help Gallaudet recruit. A different question is, how will Gallaudet University help the program recruit? What will the university itself do to help? Erting: The way this operates now is that those programs and the departments themselves develop ideas together with the Graduate Admissions office. My answer is if you have ideas about how to effectively recruit students, discuss it with Graduate Admissions and we will support that as much as we can. Dundas: The Gallaudet regional centers do that. I took a CPSO class and a professor came to my state and recruited me to Gallaudet. Are they included in this or are they separate? Erting: We do not know if CPSO will continue to exist as a unit. There are many issues related to PST and graduate credit. Some states will accept PST as equivalent to graduate credit and others will not. We need to address that with CGE and the Senate and streamline those reviews. There are many issues that need to be solved this spring. Dean s Report Carroll: I have several items. First is the XF grade notation on transcripts. The graduate policy is that a student can be given an XF for various reasons. After two semesters on their transcript, the student can ask to have it removed. One student was dismissed from a program and received an XF for plagiarizing. The teacher is strong in her opinion that the student plagiarized. The teacher discussed it in class numerous times and the student still did it. She was also dismissed from the program due to low grades. The student has been out of school for two semesters and is asking that the XF be removed, as it is holding her back from our continuing. In our policy there is no mention of having it removed if they are not current students. Should we revise the policy? Can we give her an exception to the policy? The student has no formal actions against her, but had a low GPA. Bauman: The criterion for how to remove it is already there. Carroll: That is only for current students. She was dismissed and has not been here for one year. Erting: The question is if students leave the university and have an XF course grade, after two semesters do they have the right to appeal, even though they are not a student?

5 5 Riddick: I wrote that policy, and number says the student must ask the department chair to reconsider the XF but at the same time they must have satisfied those various requirements. It is up to the department to decide if they are going to change the XF to an F. Erting: But she is not student but an ex-student. The student really does not accept that she intentionally plagiarized. The teacher believes she had many opportunities to understand. The student wants to have an appeal, so she can apply to other universities. Do we want that in the policy? Bauman: We will send that to the Policy Committee. Erting: One other thing to consider is that the current XF policy only covers courses, not comprehensive exams, etc. For those there is no mechanism for giving an XF. Dively: There are other areas too, like internships. Anything other than a course. Mathur: Theses and dissertations as well. Dively: Dissertations are a course but theses are not always a course, but a program level requirement. Erting: If you think of other things outside of a course, include those. Carroll: The Dean s office is working on Graduation and Awards and Hooding. We are getting a list together to identify which students have applied for graduation. We will be sharing those with the departments for you to verify. For graduate student awards, we ask you to identify students to receive those awards. Erting: I strongly encourage you to nominate students for those awards. We typically get one or two nominations and I know we have many brilliant students. If you encourage your departments to nominate there will be more of a competition. Carroll: The third item is Graduate Student Orientation and how we can do it better. This year it is scheduled for August The results of the GSO surveys were sent out for you to see. GSO is changing and now is a really good time to reanalyze what we are trying to do with GSO and we need faculty help with that. Every year they like the department orientation the best. They do not seem to like things like research rules or ethics, they feel that they have already had those. But we know they need that information. One student said We know this information about plagiarism, and if a person does it they are doing it intentionally. There are two things that happen with GSO orientation: What to Expect, that typically is a panel of faculty and students that discusses papers, time, how to balance everything, etc. We also have information about Culture and Language that we try to infuse into that week. GSP 700 starts during GSO. We want to redesign GSO and GSP 700 if we can.

6 6 Bauman: The two efforts need to fit together. Cheryl Wu is planning to call a group together to work on GSP. It can involve other graduate faculty, not just CGE. Carroll: I want to emphasize that students asked and begged for faculty involvement. With GSP 700 the students appreciated that a faculty facilitator came. They are hungry for your attention. Riddick: There are two things I noticed from the report. Why do the numbers of students that show up go down during the week, and why is the percentage of students that respond to the surveys really low? Carroll: This year and last year we saw the most students stay until Friday than in the past. We constantly say it s required. But there is no teeth, there is no credit or attendance that is required. That is a problem. For example, we have the IRB and academic integrity module online. I do not know how many times Wednesday and I sent reminders and asked them to please complete it, but they know there is no penalty. Riddick: Maybe we need to use the opposite strategy- give a prize or have a lottery for people who show up. Lytle: Positive reinforcement. Dundas: The students feel that one week is too long, they get bored and tired after being there all day. Also the surveys may be too long, and there are so many. They should be short and simple. They should have time to settle, see DC. That is what I have heard from students. Carroll: We continue to get feedback on the two week CLC program that we used to do, people are still talking about how it was wonderful program and students really benefitted from it. We found out that only one third of students were coming to that class. Many were still working. There are a lot of complexities involved with this. Luria: Before orientation, we used to have a separate CLC, but then they merged. Now we are back to thinking of them as separate. Other issues we have: The location of Ole Jim we receive a lot of complaints about, the lighting and sound are awful, it is a big complaint. The perfect place would be the hotel, the breakfast there was a huge success. The students want more social and independent time. We will continue to do Academic Integrity and IRB online. But some programs do IRB training in their second semester, so we may need to change it. Bauman: We need to continue to discuss this and have many representatives from each program be involved, as well as GSA. Duffy: My only request is that as we are designing it, think about the full time workers who are part time students. Chair s Report Bauman: We will skip my report.

7 7 Curriculum Committee Mathur: We expect a few more proposals to come from Linguistics and Audiology. We have three proposals today, two from Education and one from Counseling. One of the Education proposals was ready two weeks ago but we ran out of time. Any comments on that proposal? Duffy proposed to vote on the proposal for the MA Education- Teacher Preparation program revisions and Dively seconded. Passed unanimously. Mathur: The second is also from Education, a new certificate program on Deaf Children with Disabilities. Any comments? Hile: It is an online program for people that are in the field teaching. Erting: One issue is that there are MSCHE and federal requirements for the number of credits required for a certificate program. This one, with 18 credits will be fine I believe. But our other certificate programs may not be in compliance. There are three different levels. If a certificate program requires an MA for admission, the certificate needs to have 24 credits or above. If the certificate is for BS and BA graduates, I think it must have 18. If it is for current undergraduate students, it needs to have 15. We have some that are only 15 and one that is 12, we have to do something about those. We want to be sure that new ones are not passed that do not meet those requirements, but this one seems okay. Bauman: We will need that information. Pick: I have heard about it but have not seen anything Erting: They just told us recently. I assume it was passed on but it appears that it hasn t been yet. There are several other issues as well. Bauman: One comment about this certificate is that the name of the program should have the word graduate in it. Hile: I think it will be fine to add graduate. Bauman: Also on the program description, add the word Washington before DC. Riddick: It will be online, right? How many new courses will be developed? Hile: Seven, and they will be during the summer. Two will be offered this coming summer. Riddick: One other question- does the freeze on approving programs not apply to this because it is a certificate program?

8 8 Erting: CUE said that they would not accept new programs because of the PPTF. CGE never said they would not accept new programs and have continued to develop them. GSP has money set aside for new courses for new programs. Pick: This certificate will lead to job opportunities for students who have Masters degrees from other universities.. Hile: Yes it will say on their license that they have the certificate for Children with Disabilities. Pick: Will financial aid be offered for this program? Hile: No. Erting: This is a very important question. Students enroll in the certificate program itself or in one course for their own benefit. This concern will relate to other certificate programs that are coming as well. Pick: If students can get support, will that impact the policy and your program too? Erting: So far online programs have been offered through CPSO and PST or they get graduate credit. Students pay three times as much for graduate credit. Luria: They do not get financial aid unless they are full time, nine credits. There is a lot of confusion. Erting: There is also the summer tuition issue as well. Students cannot afford it. That is another important question, as well as summer financial aid. Bauman: Our time is almost up. Please review the different proposals and come ready to vote in two weeks. Dively: I would like to ask that with the agenda in two weeks we start with curriculum. Bauman: We also need to discuss the Policy Committee s transfer credit policy as well as Student Concerns. Would it be possible for us to start at 9:15? That will give us an extra 15 minutes. Cohen: Could we do a Blackboard discussion? Bauman: We could set up a Blackboard discussion. Mathur: We will have several proposals to vote on in two weeks. Bauman: We will try to have the meeting in two weeks at 9:15 and set up a Blackboard discussion so we will be ready when we arrive to vote on several proposals as well as include Policy and Student Concerns.

9 9 Pick: We have to discuss the credit issue in two weeks. It must go to the Senate by April at the latest. Prezioso: Why not meet at 9:00 in two weeks? Bauman: I will send out a meeting schedule, we will meet on the first floor of HMB at 9:00. I will remind you. Meeting ended at 10:50

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