Undergraduate Academic Council
Meeting Date:
Monday, March 20, 2006, 9:30-11:03 AM.
Present:
J. Philippe Abraham, Jeanette Altarriba, Seth Chaiken, Richard Collier, Chris Faugere, Sue
Faerman, Robert Gibson, Anne Hildreth, Carolyn Malloch, Lisa Trubitt, Daniel Truchan, Guest:
Sue Phillips
Chair’s Announcement:
The Chair pointed out that minutes will be shortened to provide additional time for discussions
of agenda items.
Minutes:
Minutes from the March 6, 2006 meeting were reviewed and corrections acknowledged. Those
minutes, with required updates, were approved.
Sub-Committee Reports:
No sub-committee issued reports today.
Faculty-Initiated Major in Globalization:
The Bulletin copy will be what was presented in the proposal. It was noted that at least three
students in the past have had student-initiated interdisciplinary majors approved for similar
programs. The last student to graduate with that major worked with some of those who created
this program. It was noted that the proposed faculty-initiated major has campus support and
support within the College of Arts and Sciences and LACS. Support courses will be placed in
DARS where appropriate. The council passed the proposal.
Reengineering our General Education and Minor Requirements:
The University cannot remove but can to some degree modify SUNY-wide requirements. Two
non-SUNY gen ed requirements could be removed: Global/Cross-cultural Perspectives and U.S.
Diversity and Pluralism. Since the University decided to adopt these above and beyond SUNY
gen ed, it seems unlikely the University Senate will change its mind about these two
requirements. The upper level writing requirement is not part of SUNY either, but it was noted
that we use that requirement for the SUNY Critical Thinking requirement. Proposals to alleviate
students’ pressures should be considered but only when maintaining the overall goal of students
building beyond their major. We can also eliminate the second Natural Sciences and Social
Sciences requirements.
Not having gen eds in classes within the student’s major makes it more difficult to complete gen
ed requirements, and we need to identify gen ed classes contained in majors wherever possible.
Increasing the amount of classes being double counted was another suggestion brought forth. It
was noted that the minor can be eliminated since it is not required by SUNY Central
Administration. Defining problems is the key question. Eliminating the minor would not
UAC Minutes, 3/20/06
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eliminate the supply problem caused by the requirement of a second semester of language.
Students would still be required to obtain gen ed courses if the minor is discontinued and this
would not assist those students pursuing areas with combined minors and lockstep requirements
(business majors, social welfare majors, etc.) It also doesn’t satisfy students who want minors or
second majors. It was noted that the on-going student problems, as strongly cited in the Student
Satisfaction Survey, are class shortages, pressure to complete all gen eds, being forced to register
for courses not applicable to one’s major/minor, etc. Eliminating the minor would not address
these issues. If instead of a minor, students choose 6 lower level elective courses, many of the
existing problems may be made much worse. Another aspect of identifying problems is to
examine the point of view from departmental advisors, Advisement Services, and students. A
fairness issue exists where students see transfers are not required to have a second Social
Sciences or a second Natural Sciences. Although except for writing, oral discourse and info lit
the requirements must be met by three credit courses, there is no requirement that the entire three
credits directly concern the faculty, which is has allowed other SUNY campuses to achieve more
flexibility for their students. It is critically important to identify problems at all levels. Our
overall goal is to satisfy student demands.
Writing intensive remains a problem. Departments have been informed of their responsibility to
provide upper level seats to majors. Upper level writing intensive is a capstone in some majors.
Lower level requirements should be eliminated if the University will not provide more seats or
courses. There are different writing styles and writing requirements in the disciplines, and
writing across the curriculum is to prepare students for a future career. Lower level requirements
were put in place because some students need foundational writing skills. Unprepared students
should be removed from upper level writing courses. A review of schools not requiring minors
shows that more upper level courses and additional major credits are required.
Minutes Taken:
Notes taken by Joanne Baronner, Undergraduate Studies.