Minutes
College of Liberal and Applied Arts College Council
April 15, 2013; 2:30 p.m.; Ferguson 478
Attending: Dr. Ray Darville, Chair; Dr. Sarah Savoy, Dr. Al Greule, Dr. Linda Bond, Dr. Lee Payne,
Dr. Wilma Cordova, Dr. Ben Dixon, Dr. Alan Baily, Dr. Denise Millstein, Dr. Steve Taaffe, Mrs.
Elizabeth Spradley. Ex Officio: Dr. Marc Guidry (Associate Dean). Visitor: Dr. Andrew Lannen.

Session called to order by Dr. Darville at 2:35 p.m.

Minutes from March 18th reviewed.
- A motion was introduced to approve the minutes of the previous meeting. The
motion carried unanimously, pending two corrections to the list of attendees: Dr.
Copeland was not present at the March 18 meeting; and Mrs. Spradley should be
moved from the “visitor” into the “attending” category.

Comments from the Chairs’ Council Meeting of April 1, 2013
- See attached document for details of this meeting.
- Dr. Darville noted the following two points:
- The core curriculum assessment plan is virtually complete.
- The core course selection process proceeds, but at a slower pace.

Policy matters
- Academic Affairs
- Dr. Darville informed the Council of changes to registration procedures to
accommodate classes that begin at mid-term.
- The Dean requested feedback from the council regarding the repeated
course policy. Four options were canvassed:
1. The current system allows students one free repeat, with the highest grade
being used. A third attempt requires all grades to be averaged;
2. Average all course grade repeats;
3. Use only the last grade in a repeat sequence;
4. Allow students to repeat as often as they wish, with the highest grade
earned being used.
-
Of the options given, the Council generally rejected choices three and four.
After entertaining option two, the Council agreed unanimously to endorse
the first option, allowing students to repeat a course once, with the highest
Page 1 of 18
grade being recorded for GPA, but averaging all grades if the course is
repeated three or more times.
-

Tenure and Promotion: There is no rule regarding whether, or how, to count
publications prior to one’s appointment at SFA towards tenure and promotion. At
the March 18 meeting, Sarah Savoy, Elizabeth Spradley and Wilma Cordova agreed
to serve on a committee to investigate peer institutions’ policies on this matter. The
committee reported its findings.
- The investigation revealed two patterns: 1) there is a tendency to defer this
policy question to the college, if not the department or program level; and 2)
most schools count intellectual contributions published within the five years
prior to the tenure or promotion decision (with the decision being made in
the sixth year).
- A motion was introduced to affirm the following recommendation: “We
recommend that tenure and promotion decisions be based on intellectual
contributions published in the five years prior to the decision, whether the
applicant has been employed for previous five years at SFA or another
institution, unless negotiated otherwise at the time of contract.” The motion
carried unanimously.
Reports from College Strategic Plan Sub-Committees
- See attached documents for details of the reports below.
- Dr. Andrew Lannen of the Advising Committee reported on three proposals: a
dual advising model to give faculty advisors more occasion to serve as mentors
to their majors; a plan to avoid deficiencies in degree applications; and a new
course, “LAA 301,” designed “to help prepare Liberal and Applied Arts majors for
the transition from college into the marketplace.”
- Discussion of advising proposals: Some concern was voiced about the College’s
capacity to absorb freshman and sophomore advisees with its present resources.
Also, there were concerns about faculty availability and willingness to teach the
LAA 301 course.
- Drs. Darville and Payne of the Cutting-Edge Curriculum Sub-Committee reported
findings of a survey administered to gauge interest in interdisciplinary courses.
The survey revealed significant interest in a variety of such courses among
students in the College, with interest being higher among upper-level students.
In addition to interdisciplinary courses, the committee recommended designing
introductory survey courses around a “big question” theme; encouraging
students to engage in experiential learning; and implementing “capstone”
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-
-
courses that are either interdisciplinary or related to the student’s academic
major.
Discussion of curriculum proposals: There was some concern about “turf wars”
arising among programs over interdisciplinary courses. The committee members
stressed that faculty participation in the “big question” themes would be
voluntary, which relieved concerns about instructors’ academic freedom. Finally,
the Council seemed to favor program-based capstone courses over
interdisciplinary capstones.
The Council did not adopt any official stance on any of these proposals. Dr.
Darville encouraged council members to bring these proposals to their
respective department faculties for further discussion.

New Business
- Dr. Ty Spradley’s report on the Leadership Certificate/minor will be delivered at the
April 29 meeting.
- The Council will elect new officers at the April 29 meeting.

A motion to adjourn was introduced. The motion carried, unanimously. Adjournment
was at 3:53 p.m.
Page 3 of 18
Dual Advising Model
The Advising Subcommittee of the CLAA Strategic Planning Committee makes the
following recommendation regarding an advising model for the college:
1. The establishment of a dual advising model, whereby course selection,
orientation to academic policies, and referrals to student campus services are
done through the LAA Advising Office and, in tandem, the student receives
educational and career mentoring from a faculty advisor from the major
department during the student’s first 45 hours of coursework.
a. Course selection is done by an LAA staff advisor for the student’s first 45
hours of coursework (usually the student’s first 3 semesters at SFA unless
the student is a transfer).
b. The staff advisor explains all relevant academic policies to students (e.g.
core and college requirements, good standing, probation and suspension,
repeating courses, double dipping, etc.).
c. The staff advisor refers students to campus services on an as-needed basis
(e.g. the AARC, Counseling Services, Disability Services, Financial Aid,
etc.).
d. During students’ first 45 hours, they receive educational and career
mentoring through their major department, where a faculty mentor is
assigned to each student.
e. Upon completion of 45 hours, the Advising Office creates a written plan of
study for the student, indicating the requirements that the student has
completed so far. A copy of the plan of study is sent to the student’s major
department.
2. When students complete 45 hours, their faculty mentor becomes their permanent
academic advisor and guides their course selection and continues to offer career
advising throughout their progress at SFA. The faculty advisor is responsible for
updating the student’s plan of study at this point.
3. Any department/division/school with a professional accrediting body requiring
that all aspects of student advising be done by faculty within the discipline from
the freshman through senior years is exempted from the dual advising model.
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Avoiding Degree Deficiencies
In order to avoid degree deficiencies and to help ensure that students graduate on time,
faculty advisors should do a preliminary degree audit for each student, complete the
student’s Plan of Study and file the plan with the College Advising Office prior to the
student’s senior year, or before the student has completed 90 hours of course work.
1. Before the student has completed 90 hours of course work, the advisor should do a
preliminary degree audit. The advisor should note all of the student’s remaining degree
requirements.
2. After doing the preliminary degree audit, the advisor should review the remaining
requirements with the student and complete the Plan of Study for the student’s senior
year. The Plan of Study should then be signed by both the advisor and student.
3. The student should also be sent to consult with an advisor in his or her minor
department, concerning the choice of courses to take for the minor.
4. The completed Plan of Study should be filed in the College’s Advising Office before
the student has completed 90 hours. A copy of the completed and signed Plan of Study
should also be kept in the student’s advising file until the student graduates.
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LAA 301 Course
To help prepare Liberal and Applied Arts majors for the transition from college into the
marketplace, the Advising Subcommittee of the CLAA Strategic Planning Committee
makes the following recommendation:
1. All CLAA majors should be required to complete a course that prepares them for
future careers and development, preferably to be taken before the start of the senior
year.
2. If a department requires such a course as part of a major program of study, then
students in that major can use the departmental course to fulfill the college
requirement.
3. The College of Liberal and Applied Arts should implement a 1-credit hour course, LAA
301, that would fulfill the college requirement for students whose majors do not offer
such a course at the departmental level.
4. Whether at the departmental level or the college level, the course should include the
following student outcomes:
a. identify different career possibilities and learn how to do a job search in at
least one field or profession;
b. create a resume and outline a plan for improving qualifications before and
after graduation;
c. practice interview skills and techniques for job interviews;
d. develop a lifelong learning plan and goals;
e. build a skills transcript that reflects proficiencies acquired through education;
f. construct a portfolio that can be continuously updated to chart both past and
future learning and accomplishments.
Page 6 of 18
Cutting Edge Curriculum Subcommittee
Strategic Planning Committee
College of Liberal and Applied Arts
Preliminary Report
(Last updated: April 10, 2013)
Committee Members: Robert Allen, Ray Darville (chair), John Hendricks, Lee Payne, Jessie Sams,
Kelly Salsbery.
Action Item 2: The College should create a set of interdisciplinary programs with higher
admission and continuation standards.
1. We recommend that academic units within our college work together to develop a small
set of interdisciplinary programs with higher admission and continuation standards.
Programs may include coursework and participation of programs from other colleges.
2. These programs should be developed by a faculty representative of each academic unit
involved in the program. These individuals will form the guiding committee for the
program and will bring to the College Council their original proposal as well as any
changes that they propose. New courses may be created, but existing courses may be
used as well. The committee is charged, furthermore, with setting admission and
continuation standards.
3. These programs should address cutting-edge issues or topics that can be studied from
multi-disciplines.
4. These programs should be administered through the Division of Multidisciplinary
Programs, currently headed by Dr. Mike Martin. Students will be advised through Dr.
Martin’s office. Each student, in cooperation with his or her committee, will create a
plan of study at between 45 to 60 completed hours.
5. Students must have a minor as part of the plan of study.
6. These programs can be included in curriculum tracks within the Bachelor of Arts in
Liberal Studies program so that they are exempted from review and approval by the
coordinating board because they are not true first majors. If the program is not
successful, then it can also be eliminated through the appropriate SFA procedures.
7. Students will formally apply for admission into each program and may be accepted at
any time during their SFA career.
8. Students completing these programs should have their program listed on their
transcript.
9. Students should be encouraged to participate in the annual Undergraduate Research
Conference.
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10. Programs should designate through the committee their graduating student for
recognition and participate in the annual recognition ceremony for graduation students.
11. These programs should be advertised on the College website and at appropriate venues
such as Showcase Saturday.
12. A brief annual report will be developed through the Division of Multidisciplinary Studies
detailed the years activities, number of students, and other pertinent information. This
report will be given to the College Council and Chairs Council.
Based on a student survey and other consideration, we recommend the following
possible programs. However, this list should not be considered exhaustive and
departments and programs should be encouraged to develop appropriate programs of
study.
o Forensics
o International Studies
o Media Studies
o Environmental Studies
o Urban Studies
o Women’s Studies
Action Item 3: Introductory courses in the College should include a “big question” theme that
bridges interdisciplinary boundaries.
1. Each spring the college council would develop the big question theme for the next
academic year. The theme should have appeal across all college disciplines.
2. The theme would be announced on a Friday afternoon in late April with food and
beverages served. All college faculty members would be invited to attend. The chair of
the college council would make the announcement of the theme at that meeting. This
approach, we hope, will generate interest among faculty members and hopefully make
the announcement something special instead of simply being announced via email. This
will also allow college faculty to begin discussions about the theme. The dean’s office
should provide refreshments at the meeting.
3. During the summer, faculty members teaching introductory courses in the college
should begin preparations for the following year.
4. During the academic year, all faculty teaching introductory courses would address the
theme. Faculty would be encouraged to create assignments such as research papers to
address the theme.
5. We also recommend that in the early spring, a week be set aside for special events
related to the theme. These events could include faculty presenting their own research
to students from across the college. In addition, there could be a panel discussion
Page 8 of 18
among faculty and students. We would want to have an announcement on the
university website to announce these events. An open meeting might generate interest
among students who are not majoring in our college. It might also be good to get some
press release or press coverage of the events to publicize the event more widely.
6. There would be a special area of submission for students in the annual research
conference so that students would compete against other students on a theme-based
assignment. In other words, these students would compete in a separate pool of
competition. The student and sponsoring faculty member who wins will receive
recognition on the college website and a small award.
Action Item 4: Students should be engaged in an experiential learning project prior to
graduation.
1. These sections would have special numbers and make them as universal as possible
across the departments so that there would be easier recognition by students and
faculty. For example, all such courses could be numbered 499.
2. Classes should have small class sizes to give students more individual attention by a
faculty member. Small class sizes could be automatically approved each semester
because the class would be needed to meet graduation requirements.
3. Departments could appoint one or more faculty to teach their course, or a department
might choose to rotate the course among its faculty.
4. We need to learn more about what the individual departments are doing in experiential
learning. A cataloging of information would provide non-participating departments with
ideas and valuable information about what departments do, what works, and what does
not work.
Action Item 5: Students should complete a capstone course experience either within their
academic major or in an interdisciplinary format.
1. We recommend that departments (programs) create a capstone course for their
students. This course should focus on professionalization, further development of
knowledge and skills appropriate for a graduating student in the respective major, and
other content deemed appropriate.
2. Programs might designate that students complete a project or projects or special
assignments to demonstrate discipline-specific skills and knowledge.
3. These courses should be used in the core assessment process as well to help reduce the
amount of assessment work. In fact, the newly-released core assessment plan (p. 9)
indicates that “each program/major will identify an upper-level course or courses in
Page 9 of 18
which students are expected to demonstrate high level mastery of the core objectives.”
They will be identified in the core assessment map. When possible, each course should
have specific assignments used to measure mastery Core assessment calls for the
evaluation of six areas: critical thinking skills, communication skills, empirical and
quantitative skills, teamwork, personal responsibility and social responsibility.
4. For smaller programs or if a program choose to do so, the program could create an
interdisciplinary capstone course to be taught be a regular faculty member, but the
faculty members are drawn from two or more programs, including programs outside the
College.
Page 10 of 18
Interest Survey Results
Cutting-Edge Curriculum Sub-Committee
(Lee Payne and Ray Darville)
Classes were surveyed during early April, 2012 in academic units of the College. A total of 527
useable questionnaires were obtained.
Demographics
As one would expect, most students surveyed were either a Freshman or Sophomore (65.1%).
Academic Classification
Frequency Percent
Freshman
Sophomore
Valid
Junior
Senior
Total
Missing System
Total
172
170
113
70
525
2
527
32.6
32.3
21.4
13.3
99.6
.4
100.0
Valid
Percent
32.8
32.4
21.5
13.3
100.0
Cumulative
Percent
32.8
65.1
86.7
100.0
And, as expected based on university figures, about two-thirds of students surveyed were
females.
Sex (Gender)
Frequency
Male
Valid
Female
Total
Missing System
Total
Percent
173
32.8
352
525
2
527
66.8
99.6
.4
100.0
Valid
Percent
33.0
Cumulative
Percent
33.0
67.0
100.0
100.0
Page 11 of 18
We asked students to indicate their major on the survey form. From that information, majors
were classified into one of the six colleges in the University. The frequency distribution below
shows that the plurality of students were in the liberal and applied arts college (39.4%). About
20% of students were from the college of Sciences and Math (most of these were nursing
majors) and the college of education (18.8%).
College of Major of Student
Frequency Percent
Business
60
Education
Fine Arts
Valid
Forestry
Liberal and Applied Arts
Sciences and Math
Total
Unknown
Missing System
Total
Total
96
25
16
201
112
510
11
6
17
527
Valid
Percent
11.4
11.8
18.2
4.7
3.0
38.1
21.3
96.8
2.1
1.1
3.2
100.0
18.8
4.9
3.1
39.4
22.0
100.0
Cumulative
Percent
11.8
30.6
35.5
38.6
78.0
100.0
Global Interest in a Multidisciplinary Program
Almost sixty percent (59.4%) of students indicated that they would seriously consider a
multidisciplinary program.
Interest in a Multidisciplinary Program
Frequency Percent
No
Valid Yes
Total
214
313
527
40.6
59.4
100.0
Valid
Percent
40.6
59.4
100.0
Cumulative
Percent
40.6
100.0
Page 12 of 18
The global question about interest in a multidisciplinary program was cross-tabulated with
gender, or sex. The results are shown below. Men were slightly more likely (65.3%) to indicate
an interest compared to women (56.8%). The relationship was not significant (X 2 = 3.481, p. =
.062).
Interest in a Multidisciplinary Program by Sex
Sex
Total
Male
Interest in a
Multidisciplinary Program
No
Yes
Total
Count
%
Count
Female
60
152
34.7% 43.2%
113
200
212
40.4%
313
%
Count
%
65.3% 56.8%
173
352
100.0% 100.0%
59.6%
525
100.0%
Interest was also cross-tabulated with academic classification. This relationship was significant
(X2 = 11.506, p. = .009, V = .149), but a weak relationship. Juniors and seniors were more likely
to indicate an interest than freshmen and sophomores.
Interest in a Multidisciplinary Program by Classification
Interest in a
Multidisciplinary
Program
Total
No
Yes
Count
%
Count
%
Count
%
Freshman
70
40.7%
102
59.3%
172
100.0%
Page 13 of 18
Class
Sophomore Junior
84
36
49.4% 31.9%
86
77
50.6% 68.1%
170
113
100.0
100.0%
%
Total
Senior
22
31.4%
48
68.6%
70
212
40.4%
313
59.6%
525
100.0% 100.0%
Interest in a multidisciplinary program was cross-tabulated by college of the student. The
relationship was significant (X2 = 14.468, p. = .013, V = .168), but weak. Students in the liberal
and applied arts were the most likely (68.7%) to indicate that they would seriously consider a
multidisciplinary program while those in the fine arts were the least likely (48.0%).
Interest in a Multidisciplinary Program by College
College
Business Education
Interest in a No
Multidisciplinary
Yes
Program
Total
Count
%
Count
%
Count
%
29
48.3%
31
51.7%
60
100.0%
Fine
Arts
49
13
51.0% 52.0%
47
12
49.0% 48.0%
96
25
100.0
100.0%
%
Page 14 of 18
Total
Forestry Liberal Sciences
and
and
Applied Math
Arts
6
63
47
207
37.5% 31.3%
42.0% 40.6%
10
138
65
303
62.5% 68.7%
58.0% 59.4%
16
201
112
510
100.0
100.0% 100.0% 100.0%
%
Specific Program Interest
Students were allowed to select no areas of interest, one area, or more than one area. A total
of 1,226 responses were given by the 527 students for a mean of about 2.3 per student. The
table below displays the number of students who selected the areas of interest. Media Studies
were indicated 19.0% of all responses (n=233) and by about 53% of students. Women’s Studies
was selected in 14.7% of responses (n=150) and by about 40.7% of all students. Another
prevalent answer was International Studies (14.5% of all responses and 40.3% of cases). Latin
American Studies, African Studies, and Asian Studies received the fewest responses.
Areas of Interest Frequencies
Asian Studies
African Studies
American Culture
Environmental Studies
International Studies
Latin American Studies
Media Studies
Urban Studies
Women’s Studies
Total
Responses
N
Percent
40
3.3%
97
7.9%
136
11.1%
139
11.3%
178
14.5%
73
6.0%
233
150
180
1226
19.0%
12.2%
14.7%
100.0%
Page 15 of 18
Percent of
Cases
9.0%
21.9%
30.8%
31.4%
40.3%
16.5%
52.7%
33.9%
40.7%
277.4%
Areas of interest was cross-tabulated by sex, or gender. The results are below. Men were more
likely than women to select: Asian Studies, American Studies, Environmental Studies, and
Media Studies while women were more likely than men to select these: African Studies,
International Studies, Latin American Studies, Urban Studies, and Women’s Studies.
Areas of Interest by Sex Crosstabulation
Sex
Asian Studies
African Studies
American Culture
Environmental Studies
International Studies
Latin American Studies
Media Studies
Urban Studies
Women’s Studies
Total
Count
%
Count
%
Count
%
Count
%
Count
%
Count
%
Count
%
Count
%
Count
%
Count
Total
Male
Female
18
22
12.2%
7.5%
24
73
16.2%
24.8%
50
86
33.8%
29.3%
56
83
37.8%
28.2%
54
124
36.5%
19
12.8%
87
58.8%
49
33.1%
15
10.1%
148
Page 16 of 18
42.2%
54
18.4%
146
49.7%
101
34.4%
165
56.1%
294
40
97
136
139
178
73
233
150
180
442
Students were asked to provide another area of interest for those areas not included in our
survey. The frequency distribution is below. Most areas received one and only one “vote,” but
some areas were mentioned by a more than one student. Most prominent appears to be
forensics (n=8).
Other Area of Interest
Frequency Percent
476
1
African American Studies
Valid Cumulative
Percent Percent
90.3
90.3
90.3
.2
.2
90.5
Art History/Study of Color/AA Design
1
.2
.2
90.7
Business
Chemotherapy studies
Christian Studies
Climate (weather)
combines English, Psychology, and Creative Writing
Communication
Counseling
Demographics in Urban Societies
European Studies
1
1
1
1
1
1
1
1
1
.2
.2
.2
.2
.2
.2
.2
.2
.2
.2
.2
.2
.2
.2
.2
.2
.2
.2
90.9
91.1
91.3
91.5
91.7
91.8
92.0
92.2
92.4
Family Environment and Stability
Forensics
German Studies
Health Diseases
Hip-Hop
Human Rights
International Drug Trade
Interaction of Music and Politics
LGBT Studies
medical classes
1
8
4
1
2
1
1
1
1
1
.2
1.5
.8
.2
.4
.2
.2
.2
.2
.2
.2
1.5
.8
.2
.4
.2
.2
.2
.2
.2
92.6
94.1
94.9
95.1
95.4
95.6
95.8
96.0
96.2
96.4
Medical Studies & Forensic Studies
Middle Eastern Studies
Middle Eastern Studies
Military
Nutrogentic Studies
Political Psychology
1
1
3
1
1
1
.2
.2
.6
.2
.2
.2
.2
.2
.6
.2
.2
.2
96.6
96.8
97.3
97.5
97.7
97.9
Page 17 of 18
Psychology
Religious Studies
Roman/Greek Culture
Science oriented
Social Class Culture
Sustainability
Sustainable Agriculture
Swag Studies
Total
Page 18 of 18
1
.2
.2
98.1
3
1
1
1
1
2
1
527
.6
.2
.2
.2
.2
.4
.2
100.0
.6
.2
.2
.2
.2
.4
.2
100.0
98.7
98.9
99.1
99.2
99.4
99.8
100.0