July 18, 2002, 2002 Minutes


Members present: Trudy Banta, Karen Black, Victor Borden, Bob Bringle, Sharon Hamilton, Julie Hatcher, Sara Heiliger, Susan Kahn, Steve MacLaughlin (via phone)

Members absent: none

Discussion of Teaching and Learning Drafts

Susan passed out the 7/18/02 draft of the Teaching and Learning Introduction and was asked the group for comments and suggestions. Sharon suggested adding Teaching and Learning to the first sentence. Vic noted that Indiana is now ranked 50th in the proportion of adults over age 25 with college degrees. Vic also suggested that Susan can say our students work an average of 30 or more hours a week. Where Susan cites the "Enrollment Analysis" report, this should actually be "Survey of Non-Returning Students." The group also suggested adding an introduction to this draft that clarifies the themes and organization of the report: 1. engagement, 2. support, 3. planning.

The group discussed the organization of the self-study on the Web. There will be an overall introduction to the self-study. In addition, there will be separate introductions for Teaching and Learning and Civic Engagement. The Teaching and Learning self-study will have two sections, one on teaching, and one on learning.

Trudy passed out the list of NCA team names and asked that Sara post these to the Web.

Trudy suggested that University College, Student Life and Diversity, and the Office for Professional Development be included in the section on enhancing student learning. Susan agreed that University College should be the centerpiece of the learning section. University College assessment is central to our strategies for engaging and supporting new students. Other strategies for engagement that might be addressed include service learning, Honors, UROP, the Learning Environments initiative, and the plans to strengthen campus life through student residences and the Campus Center. Susan explained she is writing in such a way that she wants to show impact right away rather than explain later. Using the Web, you can make an assertion and link to evidence supporting it.

The group discussed the Core Curriculum and PULs. It is a challenge to show that students understand the concept underlying the PULs and demonstrate that they have mastered these skills. Trudy asked how we could show that we"ve made progress here compared to where we were 10 years ago. Sharon explained that the curriculum now has a philosophy behind it and is not an arbitrary cafeteria type menu of distribution requirements. Vic added that the PULs are represented in the IUPUI Bulletin, but it is not clear that the PULs have had an impact in all academic units.

Trudy asked what information we might use from NSSE. Vic suggested that the data tell us something about why it"s difficult to engage our students. For one thing, our students work at paid employment many more hours than students at peer institutions.

Vic suggested asking key people and offices around campus for presentations and papers they"ve developed on IUPUI improvements. Some of these can provide resources to draw on for writing the report-for example, Scott"s annual Lilly grant report.

Update on Civic Engagement special emphasis self-study

Bob has his introduction document ready for the Web and will send it to Sara for posting.

Bob asked for an update on the Civic Engagement Inventory. Vic reported that he is getting emails on glitches and language changes that are needed. Repairs are being made as feedback is processed.

Steve suggested that on the management side, someone will need to go through the entries and delete the ones that do not fit. Steve also explained that you can get a list of all entries by searching all schools. A report section will be developed once we have a reasonable number of entries.

Bob gave an example of the kinds of dilemmas posed by trying to categorize the information coming in: a list of internships submitted by public health. Vic suggested that that should be one entry with several activities. Bob also asked whether memberships on board should be included in the inventory.

Other Items

Trudy asked that Sara get the deadlines of campus publications, so that we can send in items publicizing the Web-based self-study and asking campus groups and office not to change their URLs until the NCA review is completed.

In addition, the NCA 1982/1992 concerns document needs to be placed on the Web. Karen will send this document to Steve for ideas on how to represent the concerns.

Trudy suggested a meeting for the NCA steering committee to go over each concern very carefully so all can add their input at once.