USFSM – Core Curriculum Committee
2014-2015
MINUTES: Core Curriculum Committee
Date: November 14, 2014
Time: 2:00 pm –3:30 pm
Location: B237
Committee Members Attending: Ross Alander, Keith Barron, Wilma Davidson, Michael Gillespie, Jane Rose,
Stephen Rushton, Mary Beth Wallace
Guest Attending: Suzanne Wirth, USFSM Institutional Research and Effectiveness
Regrets: Lora Kosten, Noel Noel
Recorder: Barbara Melfi
Minutes – November 14, 2014
Approval of the November 6, 2014, Minutes
The minutes of the November 6, 2014 Core Curriculum Committee Meeting were approved as presented
and will be filed.
The Following Pillars Course Proposals have been approved by the CCC and have been submitted to APC
as new course proposals
Diversity and Community Engagement
New course proposals
SOC 4603
Community Building and Social Change (Grosholz)
LAS 3311
Culture and Society of Yukatan (Jimenez)
MCB 4241
Insect-borne Diseases and Global Health (Telang)
L&E and D&CE Pillars Assessment
Guest: Suzanne Wirth, Institutional Research and Effectiveness
Basic plan – our conversations have been suggesting a plan like this. Do we wish to modify?
1. Pillars course will assign 2 short essays, each focused on 1 pillar outcome, which can factor into the
course grade however the professor wishes.
Leadership Learning Outcome:
Students will analyze and apply specific leadership theories and characteristics relevant to the course.
Essay Instructions:
In a short essay of 300-500 words, analyze a hypothetical leadership problem appropriate to this
course, and explain theories/characteristics of leadership that could lead to a solution.
USFSM – Core Curriculum Committee
2014-2015
Ethics Learning Outcome:
Students will apply ethical perspectives and concepts to situations and justify the implications of their
applications.
Essay Instructions:
In a short essay of 300-500 words, analyze a hypothetical ethical dilemma and propose an appropriate
solution relevant to this course.
Diversity Learning Outcome:
Students will demonstrate and integrate understanding of the complexity of elements important to
various cultures, groups, beliefs, and/or practices.
Essay Instructions:
In a short essay of 300-500 words, describe the manifestation of human diversity explored in this
course, and discuss what you feel are the most important understandings related to diversity that you
learned, explaining their significance in relation to the issue.
Community Engagement Outcome:
Students will demonstrate and integrate understanding of a societal issue as the result of engagement
outside the classroom (literal or virtual).
Essay Instructions:
In a short essay of 300-500 words, describe the community engagement activity enabled by this
course, and discuss insights related to diversity that the experience provided you personally, conclude
by identifying what you feel will be your most lasting impression from the experience.
2.
3.
4.
5.
6.
Clean copies sent to IR office with description of course content and outcomes
2-3 Random samples pulled from each pillar taught that year
Passed with course descriptions to two CCC members to score on rubric
Data and papers returned to IR to process for presentation
IR staff will present data to a meeting of the CCC and the Pillars faculty, who will respond.
Writing & Critical Thinking Pillars Assessment
1. Writing and Critical Thinking are both assessed in degree capstones; that is why they qualify as Pillars
courses.
2. We must pull the W and CT assessment data produced in the capstones for program assessment and
use it for Pillars assessment.
3. However, to do so, all the capstones need to assess on their same rubric. Actually IR has had
problems producing institutional reports on these essential outcomes because we don’t have a
uniform standard.
4. Thus, CCC might propose that if capstones are to serve as Pillars courses, they need to be evaluated
on a common rubric.
USFSM – Core Curriculum Committee
2014-2015
Foundations Courses
SLS 1107 (1 credit): taught by credentialed Student Services staff, working extra, paid as adjuncts
Student Services staff teach this course and are paid as adjuncts. This is working well.
SLS 2122 (2 credits): taught by faculty
 We need to propose or request a staffing plan – how do we assure instructors?
We can propose to Dr. Osborn and the Council of Deans what we think should happen, perhaps a
proportional plan. Start out with 5 sections in a year. Each of the 4 colleges teaches a section, and
CAS teaches 2 sections.

We need to propose or request a remuneration plan – how are instructors paid?
Inload/overload position – 2 credits. Inload is problematic. Overload on formula for 2 credits.
Course could be taught in summer if there is a need. Mary Beth Wallace noted there is not as much
financial aid available to students during summer term, so students would be affected. She said
there is also no Bright Futures for summer.
Recap of Today’s Meeting
Leadership - Revised the outcome for leadership
Revised the instruction prompt for essay
Revised the expectation in the rubric
Ethics -
Revised the essay prompt
No changes to rubric
Next Meeting
CIS 4253, Information Technology Ethics & Leadership, proposal is still out for revision. It has not yet
been returned.
CCC members will explore rubrics for Writing and Critical Thinking.
Before the next meeting, committee will share ideas electronically with the committee, in terms
of a rubric template.
Decide what we want to propose to Dr. Osborn for management of SLS 2122.
The meeting adjourned at 3:30 p.m.