Meeting Notes
University Studies Advisory Committee
Participants
Cara Cilano
Linda Siefert
Vonzell Yeager
Michael Freeze
Heidi Higgins
Phil Furia
Guest: Kim Cook, QEP Coordinator
October 15, 2012
Kerry Whipple
Kemille Moore
Kathy Roney
Bill Compton
Curry Guinn
Denise Battles
Notetaker: Lea Bullard
Discussion Notes
1. QEP and EBC: Kim Cook, QEP Coordinator
a. QEP background: Prior to the QEP initiative, there were approximately 7000
applied learning experiences occurring on campus each year. To that end, the
QEP is focused on enhancing applied learning through intentional and
reflective applied learning activities rather than developing a entirely new
applied learning program.
b. Some definitions:
i. Applied learning: is a pedagogical model that places students in
experiences that require them to integrate theories, ideas, and skills
that they’ve learned in new contexts, and thereby extending their
learning
ii. Critical reflection: is a teaching strategy designed to promote the
intentional development of “problem-solving skills, higher order
reasoning, integrative thinking, goal clarification, openness to new
ideas, ability to adopt new perspectives, and systematic thinking” (Ash
& Clayton, 2009, p. 27). It produces "[T]he intentional consideration of
an experience in light of particular learning objectives" (Hatcher &
Bringle, 1997, p. 153).
c. The three pronged model of eTEAL (Experiencing Transformative Education
Through Applied Learning):
1. Applied learning and teaching communities
2. Applied Learning Summer Institute
3. QEP-supported initiatives for implementing applied learning
initiatives
d. QEP dovetails with EBC, sharing the same SLOs. This overlap will encourage
EBC instructors to take part in QEP-related activities and will facilitate the
QEP’s assessment of student learning.
2. Transfer Articulation Policy
a. What does a UNCW degree mean, in terms of general education?
i. That the graduating seniors have certain abilities with regards to the
eight UNCW learning goals
ii. That the degree also encompasses the learning goals of the major
iii. The learning goals are only part of a liberal education
b. There are two populations to consider in regards to transfer credit:
i. Students using the Comprehensive Articulation Agreement (CAA);
currently, those students are not held to any USAC Phase II
requirements and all Phase I requirements are considered met except
for PE, Foreign Language, and Living in our Diverse Nation/Living in a
Global Society requirements. Last year, a working group decided that,
come Fall 2013, CAA students would still need to take TTC, EBC, CC, WI,
IL, QLR as well.
ii. Non-CAA students
c. The question is how to make sure both degrees (those of UNCW natives vs.
transfer students) are the same
i. For CAA students
1. Current decisions on TTC, EBC, and CC stand
2. Regarding IL: UNC-A, for example, has a 6 hour requirement, but
they only waive 3 hours, so there is a precedent that we could
choose to follow. The committee agrees that requiring transfer
students to take 6 hours in IL is appropriate (waiving 3 hours).
3. Regarding WI: there are multiple levels of courses available for
students to take, and students have to take one WI course in
their major as a requirement. The committee agrees that
requiring transfer students to take 6 hours in WI is appropriate
(waiving 3 hours).
4. Regarding QLR: many are QLR courses are lower-level. Do we
want to hold the CAA transfer students to the currently-required
QLR hours? If students come in with two math classes, they
could complete a sub-waiver or petition for intensive credit for
one of them. The committee decided to require the 3 QLR hours.
ii. For non-CAA students
1. Recommendation: IL, WI stay at 9 hours, but with a very clear
and accessible sub-waiver (course-for-course replacement) and
petition (for competency) process
iii. Voting
1. Motion for the CAA protocol as described in 2.c.i above moved
for and seconded, all in favor and none opposed
2. Motion for non-CAA protocol as described in 2.c.ii above moved
for and seconded, all in favor and none opposed