ASCRC Minutes 4/30/13
GBB 202, 2:10 p.m.
Members Present: B. Borrie, J. Deboer, L. Gillison, M. Grimes, N. Greymorning, C. Henderson, D.
Stolle, T. Thibeau, N. Vonessen
Members Absent/ Excused: C. Chandler, G. Coon, B. Holzworth, M. Hopkins, S. O’Hare, J. Zink
Ex-Officio Present: N. Hinman, E. Johnson
Guest: N. White
The minutes from 4/16/13 approved.
Communication Items:

Professor Nadia White, Chair of the General Education Committee presented that
committee’s recommendations with regard to the Group III: Modern and Classical Language
requirement (document appended). Five years ago, ECOS tasked the General Education
Committee to examine whether a credit limit should be used in determining which majors
can be granted exceptions to the language requirement (by completing a specified sequence
of symbolic system courses). Last year, the General Education Committee presented a
motion to restrict exceptions to extended majors (those requiring more than 48 credits
leading to a first baccalaureate degree). ASCRC did not approve the motion and requested
that the General Education Committee consider possible incentives for more UM students to
study a language.
The General Education Committee gave serious consideration to possible incentives but
determined that this approach was problematic. A variety of incentives were considered and
all found to be problematic – some appeared infeasible, others undesirable and others with
unintended consequences that would reduce the number of students pursuing a foreign
language. Given the committee’s broad charge to advocate for general education it would
like to strengthen the current requirement. It feels strongly that there is an intrinsic value in
learning a language and that language is essential to a liberal arts education.
The General Education Committee now unanimously recommends:
Effective autumn semester of 2015, undergraduate students must fulfill the general
education modern and classical language requirement unless enrolled in a program of study
requiring more than 48 credits leading to a first baccalaureate degree. Credits for the
program of study include all requirements for the primary major including options and
designated pre-requisite courses. General education courses, even those specifically required
by the major, do not count toward the credit cap.
The General Education Committee further recommended the requirement be supported by
efforts to remove barriers that prevent students from taking language courses, such as
offering alternative scheduling to five days a week and adopting more flexible and varied
teaching models, perhaps including the creation of language course sequences fewer than
five credits per class. There should also be efforts to work with Montana high schools to
support and enhance K-12 language instruction which over time should increase the number
of students who test out of the UM language requirement. Further, it was recommended that
UM begin to clearly differentiate between Bachelor of Arts (BA) degrees, which would
require foreign language study, and Bachelor of Science (BS) degrees, which may or may
not.
The General Education Committee’s 2013 recommendation was passed unanimously in that
committee, after wide-ranging and vigorous discussion. It would require all students to
fulfill the Modern & Classical Language requirement, unless enrolled in a program of study
requiring more than 48 credits (with General Education courses, even those specifically
required by the major, not counting to this limit). In 2009, it was estimated the number of
students in majors not previously required to fulfill the language requirement to be
approximately 1300. Students that complete the MUS Transfer Core elsewhere in the
Montana University System or transfers with a completed AA degree would still be exempt
from the language requirement.
It was stated that many of UM’s out-of-state peer institutions expect students to have
completed two years of language instruction or to demonstrate similar proficiency. Further, it
was stated that the Department of Modern and Classical Languages and Literatures (MCLL)
likely has capacity to implement the recommendation in two years’ time. It is expected that,
given increasing levels of prior language study in Montana high schools, more students
would seek to demonstrate equivalent language skills to the requirement through testing.
MCLL has computerized testing for language skills in Spanish, French, and German.
Proficiency in other languages is determined through consultation with MCLL faculty
members (i.e. the department can certify that a student is competent in a language even if it is
not offered at UM, such as Portuguese).
Some concerns were expressed regarding the implementation of the recommendation. It was
unclear which specific majors would be impacted. Further, it was unclear whether specific
catalog language could sufficiently define which General Education courses would not count
toward the 48 credit cap. For example, the courses satisfying the general education
mathematics requirement are M 104, 105, 115, 121, 122, 135, 151, or any course for which
one of these is a prerequisite. Directly or indirectly, most advanced math courses have M 121
or M 151 as prerequisite. In addition, symbolic system Mathematics courses are “M 171
(MATH 152), or any course for which it is a prerequisite” and therefore, presumably, all
courses for which M 171 (Calculus I) is a prerequisite (such as M 210 Introduction to
Mathematical Software, M 225 Introduction to Discrete Mathematics, but also PHSX 215
Fundamentals of Physics with Calculus and CSCI 444 Data Visualization, etc.) would not
count, for any major, toward the 48 credit cap.
Although there were also concerns expressed about the current budget situation, ASCRC’s
responsibility is to study and make recommendations regarding academic standards and long
term academic directions. Still, the resource allocation implications require more study,
including updating the data on current language course enrollment, the specific degree
programs impacted by the recommendation, the number of additional students expected to
seek classes in language at UM, the number of students predicted to test out of the language
requirement, and the development of alternative course scheduling (such as evening,
weekend, and summer courses). It is recommended that the MCLL department and the CAS
Dean’s Office be involved in this further study by ASCRC.
In conclusion, ASCRC unanimously agreed that Chair Borrie should inform the Faculty
Senate that the General Education Committee’s recommendation was favorably received and
to expect specific catalog language to be proposed in the next academic year. Implementation
would begin, at the earliest, two years after approval by Faculty Senate.

The Writing Committee will have a final report to ASCRC on the writing proficiency pilot
project early in the fall.

Professor Vonnesson gave an update regarding the Cyberbear Catalog Discussion. After the
demonstration of Banner course descriptions at the Faculty Senate there was a meeting of
various faculty with John Thunstrom, Assistant Chief Information Officer of Enterprise
Information Systems and then follow-up email correspondence. There is a way for
departments and programs to have a direct link in the online catalog to a compilation of all
course descriptions for courses offered by that department or program rather than having
students enter the information in the search function. This is an improvement but is still
awkward and not polished. One senator is still dissatisfied with the new presentation of
course descriptions, given its impact on recruiting and retaining students.

The draft annual report was sent to members for comments and edits. If there is no other
business for next week, the committee can approve this electronically. Chair Borrie will
include information about the recommendation from the General Education Committee.
Good and Welfare

The Office of International Programs International Education Reception, University Center
North Ballroom, on Thursday May 9th from 4 until 6.
The meeting was adjourned at 3.55 PM
Recommendation of the General Education Subcommittee regarding the foreign
language portion of the University of Montana general education requirements
Background
After several years of discussion, the General Education subcommittee of ASCRC recommended in
the spring of 2012 that all University of Montana students be required to meet a foreign language
requirement, either by demonstrating their competency through a test, or taking a foreign
language. An exception was made for those whose major requirements met or exceeded 48 credits
of classes.
ASCRC did not act on that recommendation but instead in the fall of 2012 asked that the General
Education subcommittee take up the issue again, this time focused narrowly on the question of
whether an incentive could be created that would encourage more students to enroll in foreign
language classes.
The current foreign language requirement at The University of Montana also allows for a symbolic
systems exception to the language requirement. From the current catalog:
A two-semester language sequence is the default option (test-out provisions
apply). Students may substitute a symbolic system sequence required by their major and
approved by the General Education Subcommittee. The list of programs granted exceptions
and their alternative options are found in the listing of those majors.
This recommendation presented to the ASCRC on April 30, 2013, is the result of that second round
of discussion regarding the potential for the use of incentives to encourage students not already
required to take a foreign language to do so.
Preamble
The skills gained with the acquisition of a foreign language and through the process of studying a
foreign language are important aspects of a liberal arts education that are not satisfied through the
pursuit of knowledge outside of the study of foreign language. These skills are already in and of
themselves incentives that are intrinsic to the study of a foreign language.
More specifically, the study of a foreign language enhances intellectual skills that are broadly
relevant across the curriculum and greatly enhance the quality of a liberal education. These skills
include attention to detail in the close analysis of language, attention to logic and grammar, and the
capacity for deliberate speech and written expression. These broad communication skills are
transferable to every discipline that involves careful speech, careful thinking, and careful writing.
Recommendation and suggestions
The General Education Subcommittee now recommends:
The University of Montana, in affirming its own mission to provide a unique educational experience
through the integration of the liberal arts, should emphasize that the study of foreign language is an
indispensable part of the core of a liberal arts education.
The General Education subcommittee re-affirms its recommendation made in the spring of 2012,
that all undergraduate students be required to meet the foreign language requirement. The
subcommittee unanimously recommends:
Effective autumn semester of 2015, undergraduate students must fulfill the general
education modern and classical language requirement unless enrolled in a program of study
requiring more than 48 credits leading to a first baccalaureate degree. Credits for the
program of study include all requirements for the primary major including options and
designated pre-requisite courses. General education courses, even those specifically required
by the major, do not count toward the credit cap.
This recommendation could increase the number of students taking a language or testing out of the
language requirement by about 1,300 students (2009 figures.)
The General Education Subcommittee further notes and suggests:
Certain barriers make it more difficult for students to succeed under the foreign language
requirements at UM. In order to lower those barriers and increase the number of students who
succeed in the study of foreign language, the subcommittee suggests that:

The University of Montana is engaged in a robust effort to support and enhance language
instruction in high schools across the state. This may include providing enhanced continuing
education for teachers of foreign language in public schools and lobbying support for
funding for K-12 language instruction, for example.

The University of Montana should work with the department of Modern and Classical
Languages and Literature to adopt more flexible and varied teaching models, perhaps
including the creation of course sequences of fewer than five credits per class and offering
more courses at times to accommodate working students, such as evening, weekend and
summer courses. Such changes in offerings through MCLL may require rewording the
foreign language requirement to accommodate sequences other than the current twosemester, 10-credit sequences – for example, a three-semester, nine-credit sequence may
be desirable.

Consider clarifying the distinction of programs that offer BA degrees as opposed to BS
degrees. BA degrees require a language, a hallmark of a liberal arts education.
The General Education Subcommittee considered but recommends against:
The General Education Subcommittee explored a number of possible proposals for incentives to
encourage students who do not currently study a foreign language to do so. Each incentive had its
pros and cons. None was preferred to the requirement articulated above. The incentive proposals
that were considered include:
1. Eliminate the symbolic systems exception; offer a diversity track for extended majors to
meet the language requirement. These courses could also already fulfill another Gen Ed
group and so would not add additional credits.
Pros: Increase the number of students required to take a language by the number of
students pursing majors with a symbolic systems exemption that would not meet the
a credit cap exception. In 2009, the figure was roughly 1,300 students.
Cons: Extended credit majors are likely the students who benefit most from taking
courses in the Global/Indigenous or European perspectives. Requires creation of a
new perspective with associate course designation and review.
2. Allow any students pursuing a degree in a major that is exempted by the credit cap to
substitute a language class for either an X or Y perspective (Y if the language is spoken in
Europe.)
Pros: Reduce the credit load on students from 10 credits to 7 credits for extended
majors.
Cons: Selectively discounts the importance of two general education perspectives
over all the others; extended credit majors are likely the students who benefit most
from taking courses in the Global/Indigenous or European perspectives; students
outside those programs with credit cap issues or symbolic systems exemptions might
wonder why they couldn't make use of
the substitute as well.
3. Require that students exempted from the language requirement show that they have been
exposed to other cultural perspectives or have gained global awareness of the profession.
This could include a track within the existing general education groups or courses within the
major that meet the learning outcomes.
Pros: Highlight international cultural awareness as a desired outcome.
Cons: Cultural exposure is not the equivalent of language learning; a mechanism
would need to be established to administer the requirement.
4. Provide scholarship or fellowship funds for students taking intermediate or advanced
language courses.
Pros: Increases the number of students who continue studying a language after
completing the one-year requirement.
Cons: Will not increase the number of students exposed to language studies at UM;
Additional money required. Creates the potential for a bidding war among majors or
general education perspective.
5. Second year language course may count for an X or Y course for any student.
Pros: May encourage some students to take an extra year of language.
Cons: Does not significantly increase the number of students with experience
studying a foreign language at UM.
6. Offer a financial discount to students in credit-heavy majors who elect to take a language
class in the summer.
Pros: Increases the number of students who continue studying a language after
completing the one-year requirement.
Cons: Additional money required.
7. Discount all language classes in the summer; waive campus fees.
Pros: Increases the number of students who continue studying a language after
completing the one-year requirement.
Cons: Additional money required.
8. Allow a study-abroad experience to satisfy the foreign language requirement.
Pros: Encourage more students to study abroad.
Cons: May not increase, and may decrease, the number of students studying a
foreign language.