The following notes were taken by Peter Gilkey (IFS President). They are
neither normative nor exhaustive -- also note that these notes only deal with
the part of the meeting concerning the General Education Transfer Module.
Financial Aid Impact and completion:
The Transfer module can be used to measure completion. And the financial
aid issue can be dealt with.
However, the name may been an issue and this needs to be looked into.
It can count as a success or a completor -- students not now counted who
transfer before completing the AAOT can now be counted as a "success".
But each community college will have to approve - the name will be important.
It is a way to say to students - you have done these 45 anyway. The issue
of completion is important on the transfer side.
The legislature asks the community colleges "How many have transferred?
How many have completed? Did they transfer or just take courses? Did they
have to repeat their courses? There is a base of common interest. The students
have an achievement - the transfer module is not unwrapped and the
courses are not disallowed.
Loss of credits:
Study in Portland. It was show there was not really a loss of credit -
that there is no loss in transfer back and forth - there is not a problem
at PSU - it is not an issue there.
Is there evidence statewide that students are losing credits? There is
anecdotal information and it only takes a couple of legislators. What does
happen is Math 95, writing 65, and problems with majors.
Problems and opportunities
Some are uncomfortable with writing going to only 6 credits.
When can we get to the next step which is outcomes based. Need extra
funding for that.
Need to reexamine the AAOT - since it was created there has been an ad
on of cultural diversity to the degree requirements for example.
We are under time constraints from the legislative pressure. Missing an
opportunity. Not sure will add much to the quality of education. Can make
a contribution however. Outcomes based may take a long time to get there.
If transfer from a CC to an engineering or a professional program - the
core of liberal studies may be the only thing beyond a major that addresses
issues of citizenship - we may be missing a huge opportunity here to provide
leadership on a national level - make an effort to outline basic goal of
central core.
Perhaps the faculty will create shadow components to defeat whole thing
by adding requirements to the major.
Where to go from here
JBAC should add the framing - the module will not solve everything but
it will assist some students.
It is crucial to recognize that this may be being driven by political expedience.
This is an opportunity for us all to work together to facilitate faculty
to faculty interactions. If we can get to that level, we can agree on outcomes.
People involved in the curriculum can see that interactions can work. Need
to continue.
Need to do and have something. Need to give students something when they
leave.
Look at ASOT. Perhaps module doesn't have to be the same at all OUS schools
- perhaps could be customized by school or major. Perhaps could say have
finished an associate in Biology for example.
