Welcome from Gretchen Schutte. Acknowledgment of key role of provosts and presidents in MBF.
Driving force: student centered initiatives with statewide impact:
Invitation to those around the table to report from their campuses.
Lorraine Davis (UO): At Ashland meeting, agreed as provosts to be accountable for how their campuses are meeting the 7 above directives. Two special areas: common core (OIT model) leading to common core certificate; agreement that common barrier is lack of connection with major areas at the 4-year institutions (working on smoother transfers). Also, ways to increase course availability.
Acknowledgment for IFS work on OIT model
John Minihan (WOU): Re: database issue: There exists a database in use by Oregon State education system which is fairly sophisticated, efficient, clean, and user-friendly. Perhaps OUS could add elements that would enable the system to meet MBF needs.
Miller (EOU): Has submitted a grant for the software necessary to become part of the data accessing process.
Minihan: Has Curriculum advisement Program running, with CCC. Can share with anyone on S IS system. Will offer training.
(Chemeketa): Don't want to create new data systems. Currently, a student must jump from institution to institution to assess their standing within a given question. OUS currently has data on student records, available only for research (not to students). OCC Unified Recording System collects bits and pieces of data. Could the 17 CC's be added to the OUS system (or the State system)?
Minihan: Sounds like we have a meta program, so that the institutions can talk to each other, and another program, so that we can all talk to the meta program.
McDonald: We need a system that would make it easy for students to determine their status and their best direction, either within their current institution, or if they want to transfer.
Mary Kay (PSU Provost):
Terry (PSU):
Lorraine: Provosts are not necessarily the most important people at the table: must be folks that understand the system.
Also need Institutional Research people.
Connie: Provosts rather than IRIT--or their designee.
Earl Potter (SOU Provost): We're getting better at understanding what's possible. But that's a long jump to the technical issues of making it happen. What staff and processes and hardware / software are needed.
(CCC): Some technical issues have been defined.
Earl: So there would be a warehouse of information that institutions and individuals could access. (right). Who's actually working with that?
McDonald (names given)
Earl: We need an established working group, campus folks involved, and folks to evaluate proposals, and a way to fund. Who will lead that initiative?
Call for volunteers: Terry and Earl responded.
Minihan: Do we have clear questions to ask? Ex: We want a system that works better. What's "work better"? That will define who's at the table.
James (governor's office): Want to start with strong foundation.
Minihan: Basic concern: We don't want a senseless, data heavy database that won't respond to future needs. Let's ask the questions first, so we know what data we'll need.
Connie: Could we have first cut by June 22? (Provosts meet on 24th.)
Gretchen: Moving on retention: Call for provost updates?
Minihan: Processes appear similar across the state, with likewise similar (good) results. We all have basic freshman orientation courses and remedial/ cultural support. Success rates with minorities tends to be better than with majority students (minority processes funded with federal dollars). Major problem is funding.
(Woodhall, OIT):
Gretchen: Does advising affect retention?
Minihan: What best practices work for the CC's, esp. in finding minority students who may need extra support?
McDonald: Is there info you'd like to have from the CC's that would help?
Mary Kay (PSU): Have there been meetings between CC's and OUS already? CC's are indeed a rich source of information about best retention practices.
Minihan: Let's be sure to work with the folks in the trenches. Invitation to Peter to work with this process. Acceptance by Peter.
Gretchen, moving on: Next steps:
McDonald: Want to take policy packages to board on 14th July. Can we have data by then?
Common core / dual enrollment:
Peter: Nothing will happen without involvement of faculty. Meetings on all campuses have been scheduled to inform / enlist faculty. Plan: brief presentations on MBF to (largely informed) faculty. This is all part of the faculty driven process outlined by the board. We want to b e part of the solution, not part of the problem. We were asked to produce a product, and we have done so.
Maureen: History: Wanted to find a model that would make sense. Current transfer degree specifies specific courses in addition to "common core". Want a common core that is not every institutions Gen Ed--must retain institutional diversity. So: What is indeed common to every institution? Let that be the starting point, then build additional GE in the various institutions over the 4 years. Bring faculty from the various disciplines together to discuss outcomes, then let individuals institutions determine which courses meet these outcomes. This is a starting point, not a finished product.
Minihan: Let's look at this carefully; it can allow new possibilities to open up.
Lorraine: CC's can use this too/ it would be a foundational piece to the AAOT.
Peter: Purpose of meetings in October is to do aggressive listening to what faculty think of ideas and what would work. What questions does this group want asked?
Gretchen--Appreciate that. We don't have them yet.
Peter: We have time, but we must move MBF.
Mary Kay: Yes, faculty driven. PSU's GE program is 4-years. Questions need to be focused on students. Not only what do they need to k now, but how do their abilities change? What will the students be able to do, having finished the core curriculum?
Miller: There is a rich database of info. Enrollment managers know a great deal. There's an Articulation Transfer Meeting yearly among enrollment management people. This problem core curriculum and articulation--has been noticed previously. Much expertise available on the Joint Boards. IFS has assisted our faculty in becoming knowledgeable on these issues.
Peter: Gretchen--would you come to our meetings?
Miller: That would be fun.
Gretchen: Let's keep talking about what's needed.
(Liz): Have been concerned about how to engage faculty in this process. What are the thoughts of this group about engaging CC faculty?
Maureen: We are committed to engaging CC faculty.
(Liz): We are presently unable to transcript something that is less than 45 credits. We want to be sure that students who attend several institution's are well advised and not penalized. CC's will be concerned that the 4-years are trying to steal students from the CC's.
Peter: IFS intends to be fully engaged. Please allow our work on the OIT model to indicate moral seriousness.
Terry (PSU): We do indeed need to focus on outcomes rather than specific courses.
Minihan: ID courses in GE that are necessary for majors? That's what makes the core number higher.
(CC): safety net...?
Mary Kay: The CC's view the core requirements differently than do the 4-year institutions.
Minihan: Arriving at a "safety net" number for GE requires work with the faculty. Why not search the GE cores for RQs that students interested in a given major? First 2 years, the GE's are fairly interchangeable. It gets more specific as the student's program progresses.
Earl (SOU): There are indeed differences in choices suitable for the varying majors, within the GE core (e.g., explorations courses).
(OSU): Prep for different degree programs is indeed dissimilar.
Minihan: We want to move students into the majors so they can graduate in a timely manner. There are indeed choices that must be made within first two years by students.
Miller: Joint Boards are composed of CCs and OUS. We need to work closely with CCs. Goal of work this summer will be to arrive at common understandings. E.g., provosts have liked the idea of 36 hours for CC, but we have not been working with the CCs. Focus on outcomes.
Liz (cc person): We are probably more in agreement than we realize. The work before us, to get on the same page, will take time, but is absolutely necessary. Next steps for this summer: CIA needs to know that there are next steps; we need to examine other models, and Peter needs clear questions.
Peter: Would you invite Maureen to next CIA meeting?
Connie: JAB will want to be involved.
Maureen: Absolutely necessary for faculty to drive this process. Changes will need to be made to current programs, and it must not be "done to" faculty, or the process will be unnecessarily long and painful.
Gretchen: and, we must stay student-centered.
Peter: We ARE; including faculty IS
Solveig: We will need very informed advising. And, a way to get students INTo advising.
Earl: JAB has worked for a long time, but their meetings are so infrequent, and membership changes so often, that focus is unattainable. Better: Put involved parties together for a block of time.
Minihan: Good idea.
McDonald: We'll send out an invitation. Rather than add provosts to the current list serve, create a new one that's joint.
Gretchen: Can IFS participate on 14th? (Ashland?)
Peter: IFS is already committed to meet with Board in Portland.
Connie: If we truly believe in outcomes (rather than protecting courses), these discussions will be easier. And our language must reflect this.
Earl: Please, with Dave, pick best practices in models for us to consider.
Gretchen: OK.
Connie: Where do we have full capacity (e.g., writing 121-2, Psych 101-2). How to find faculty to teach in needed areas?
McDonald: Where are the logjam courses? Relating access / availability.
Mary Kay: Master is the coin of the realm.
Miller: We don't always have the resources, faculty, or space to teach what's necessary. And how do we use technology, including distance learning.
Connie: We need to keep High School system in mind as well.
Terry: PSU used to be able to refer students wanting to enroll in clogged courses to CC's--theren's no room there now, either.
Miller: EOU wants to be involved.
Earl: We don't have the money we had when the state was funding 60%. (volunteered to work on this process)
McDonald: HS involvement is necessary: to ignore our High Schools is to ignore the weather outside.
Sarah Bowlig, Beaverton Schools, invited to discuss HS involvement. K-12 very interested in this process. Southridge HS has international baccalaureate (IB). Has institutionalized a standards-based assessment process, which can be accessed online. Looking for more support for performance-based assessments. Senior thesis is growing in excellence. Other HSs are moving in the same direction.
Lorraine: Provosts will discuss this at next meeting.
Connie: We have, in OR, a proficiency based system that is working well (CIMS, CAMS, PASS).
Are students within profficiency based systems doing better?
Connie: Yes. Helps students see themselves as learners rather than just jumping through hoops. (Sarah: that's the essence of IB course work.)
Sarah--we are trying hard to de-track our high schools. IB work is valued by institutions.
Gretchen: What's a forum for initial discussion? Provost's meetings? (Lorraine and Miller: not yet. Lorraine is chairing the provosts subgroup for MBF.)
Gretchen: Perhaps the provosts could craft more concrete language on articulation with the HSs and how to involve them in this statewide strategy.
Next meeting will NOT be 7/15, so that provosts and faculty can be there. Date TBA.
Earl: Provost's Council is a new structure, still finding its own feet. Very willing to work with these suggestions--figuring out exactly how. Also,, smaller campuses are feeling out what all these negotiations will mean to them.
Gretchen: Thanks--needed to hear that there is support from the 4-year colleges. Need help of provosts (who are much closer to the situation than are the presidents).
Peter: IFS also strongly supportive; that's why we are acting proactively.
Gretchen: appreciate the fact that the 4-year institutions actually have a group that represents faculty; 2-year institutions don't have that. IFS, provosts, and Deans of Students are incredibly important to this process.
Peter: Re: involving faculty: At 4-years, IFS senators go to their faculty senates. DK how the 2-years handle this.
Recognition of Shirley Clarke for her contributions to the OUS system. James: Gov. is passionate about this work. LT health of pre-K-20 system isa at the heart of our state.
Peter: Please express appreciation to Governor for his involvement in the processes at hand.
Maureen: Maureen: Although faculty have presented a proposal on only one initiative, they are interested in all. Please not only involve us in discussing, but task us.
Jon Yunker: Surprised and excited that there is so much agreement on the vision. There is a long history of these issues, but new energy is making solutions more viable. Our nation's future is at stake; "failure is not an option."
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