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UNIVERSITY SENATE Third Meeting, Monday, 19 November 2012, 2:30 p.m.

Room 302, Stewart Center AGENDA 1. Call to order Professor J. Paul Robinson 2. Approval of Minutes of 15 October 2012

3. Acceptance of Agenda

4. Remarks by the President Acting President Timothy D. Sands

5. Remarks of the Chairperson Professor J. Paul Robinson

6. Résumé of Items Under Consideration For Information

by Various Standing Committees Professor James S. Lehnert 7. Question Time

8. Senate Document 12-2 Reapportionment For Action

Professor James S. Lehnert

9. Senate Document 12-1 Change to Academic Regulations and For Action Procedures on Academic Year and Calendar- Revised Professor Teri Reed-Rhoads

10. Update on the Core Curriculum For Information

Professor Teresa Taber Doughty

11. Blackboard Learn Questions/Concerns For Information Professor Michael Hill and CIO Gerry McCartney

12. Update on the COACHE Survey For Information Vice Provost Beverly Davenport Sypher

13. New Business

14. Memorial Resolutions 15. Adjournment

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UNIVERSITY SENATE Third Meeting, Monday, 19 November 2012, 2:30 p.m.

Room 302, Stewart Center

Present: Acting President Timothy D. Sands; J. Paul Robinson, (Chairperson of the Senate) presiding, Professors, Pamela M. Aaltonen, Kirk D. Alter, Walad G. Aref, Robert A. Barrett, Ebony M. Barrett-Kennedy, Saugata Basu, Stephen R. Byrn, Joseph W. Camp Jr. (Secretary of Faculties and Parliamentarian),Bryce A. Carlson, Jean Christophe Rochet, Richard A. Cosier, William A. Crossley, James R. Daniel, Beverly Davenport Sypher, Alphonso V. Diaz, Frank J. Dooley, Teresa T. Doughty, Janusz Duzinkiewicz, Levon T. Esters, Jose E. Figueroa-Lopez,Timothy B. Folta, Michael J. Fosmire, April J. Ginther, Matthew D. Ginzel, Darryl E. Granger, John G. Graveel, Michael R. Gribskov, John B. Grutzner, Patricia Hart, Sally A. Hastings, Patricia Y. Hester, Michael A. Hill, William L. Hoover, Christine A. Hrycyna, William J. Hutzel, Chad T. Jafvert, Steven D. Johnson, Richard D. Johnson-Sheehan, Russell E. Jones, Patrick P. Kain, David L. Kemmerer, Harold P. Kirkwood, Cheng-Kok Koh, Stephen F. Konieczny, William G. Krug, Robert A. Kubat, Christopher F. Kulesza, Victor L. Lechtenberg, James S. Lehnert, Morris Levy, Michael James Manfra, W. Gerry McCartney, Beau A. Moore, Rabindra N. Mukerjea, Douglas C. Nelson, David F. Pick, Zygmunt Pizlo, Phillip L. Rawles, Teri Reed-Rhoads, Jorge H. Rodriguez, Alysa C. Rollock, Charles S. Ross, Sandra S. Rossie, Joseph W. Rust, Marjorie Rush Hovde, David A. Sanders, Joanna C.R. Scott-Moncrieff, Cleveland G. Shields, Thomas H. Siegmund, A. Charlene Sullivan, Thomas J. Templin, Lynda J. Thoman, Marion T. Trout, G. Thomas Wilson, , Yuehwern Yih, Li Zhang

Absent: Professors: Thomas W. Atkinson, Stephen P. Beaudoin, Alan M. Beck, J. Stuart Bolton, Danita M. Brown, Donald D. Buskirk, Carlos M. Corvalan, Marius D. Dadarlat, Raymond A. Decarlo, Jennifer L. Dennis, John P. Denton, Hubert Dunsmore, Peggy A. Ertmer, Melissa E. Exum, Kevin D. Gibson, James P. Greenan, Peter M. Hirst, Monika Ivantysynova, Charles M. Krousgrill, Eric P. Kvam, Mark A. Lawley, Michael Levine, Sandra S. Liu, Martin A. Lopez-de-Bertodano, Robert E. McMains, Craig L. Miller, James G. Ogg, Darryl Ragland, Inigo Sanchez-Llama, Mark J.T. Smith, Paul W. Snyder, Keith M. Stantz, Ronald Sterkenburg, Hong Holly Wang, Sirje Laurel Weldon, A. Dale Whittaker, David Williams, Steven R. Wilson, Fenggang Yang Guests: John Campbell, Kim Campbell, Mary Jane Chew, Susan M. Davis, Spencer Deery, Amanda Hamon, Steve Hare, Erik Hartman, Amy Haston, Krista Kelley, Lewis Luin, Mike Loizzo, Justin Mack, Robert Mate, Jay McCann, Gerald Shively, Matthew Thomas, Jeff Watt, Maggie Wetel, Pamela White, Tonya Yoder. 1. The meeting was called to order at 2:30 p.m. by Chairperson J. Paul Robinson. 2. The minutes of the meeting of 15 October 2012 were approved as distributed. 3. The agenda was accepted as distributed.

4. Acting President Timothy D. Sands presented remarks to the Senate (see Appendix A).

5. Professor Robinson presented the report of the chairperson (see Appendix B).

6. Professor James S. Lehnert presented, for information, the Résumé of Items under

Consideration (ROI) by Various Standing Committees (see Appendix C). Professor Michael Hill, Chair of the Nominating Committee, mentioned that there were several openings for positions on Senate standing committees and faculty committees. He called for volunteers who should contact him if they are willing to serve

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(hillma@purdue.edu). Professor Teri Reed-Rhoads made a correction to one item under consideration by the Educational Policy Committee (EPC). The correction concerned the venue and timing of a Town Hall meeting scheduled to consider changes to the University’s Scholastic Deficiency and Drop Policy.

7. At “Question Time” Acting President Sands answered questions from the Senators.

Professor Morris Levy rose and thanked Acting President Sands for his efforts during this time of transition for Purdue University. The Senators gave a round of applause for Acting President Sands as this would be his last Senate meeting as Acting President.

8. Professor James Lehnert, chair of the Steering Committee, introduced Senate Document 12.-2, Reapportionment, for Action. His motion was seconded and as there was no discussion, the vote was taken immediately. The document passed by electronic vote with 67 Senators (97%) in favor of the document and 2 (3%) abstaining from the vote.

9. Professor Reed-Rhoads introduced Senate Document 12-1, Change to Academic

Regulations and Procedures on Academic Year and Calendar, for Action. Her motion was seconded. Professor William Krug expressed concern about the proposed summer schedule changes embodied in the document. Professor John Grutzner made a motion to reinsert Section C into the document. His motion was seconded. Professor Charles Ross also spoke in favor of reinserting Section C. During the discussion it was agreed that the last sentence of Section C should be removed before the Section was reinserted. As chair of the EPC, Professor Reed-Rhoads accepted this amendment as a friendly amendment and Section C will be reinserted. An unidentified Professor asked why “other configurations” besides those specified in the document required approval of the Provost’s Office. Acting Provost Vic Lechtenberg assured Professor Graveel and the other Senators that any reasonable request for schedules other than those specified in the document would be approved. Following the discussion, the document was approved by unanimous voice vote. The EPC will update the document by reinserting Section C and it will then be sent to the University Administration for promulgation.

10. Professor Teresa Taber Doughty, co-chair of the University Curriculum Committee (UCC) presented an update on the Committee’s activities (see Appendix D). Following the presentation, Professor Taber Doughty answered questions from the floor. Professor Patricia Hester asked if the UCC members were concerned that only one course had been approved (four are pending approval) for the “Written Communication” category of Foundational Courses. Professor Taber Doughty said that there was initial concern, but progress has been made recently and we are now in “good shape.” Professor John Graveel stated that he was confused about cross-listed courses and how they will be accepted by the different programs they are part of. Professor Taber Doughty assured him that the programmatic issues have been resolved for his course, specifically, and other courses that are cross-listed. Professor David Sanders asked three questions. First, he wanted to know what the criteria are for course approval for the Information Literacy category. Professor Taber Doughty said that the guidelines and criteria are specified in Senate Document 11-7, Core Curriculum, which was passed during the last academic year by the Senate. The UCC is also getting better at informing all involved parties of these requirements. Second, he asked what consequences, if any; there will be if we fail to satisfy the state-mandated requirements. Professor Taber Doughty was not sure what the consequences would be. Professor Robinson implied that the legislators could withhold funding from the University if they were dissatisfied with the University’s efforts in

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development of the core curriculum and its melding with the state mandates. Third, he asked what the consequences would be for an academic unit if it refused to participate in the Core Curriculum. Professor Taber Doughty said that the Higher Learning Commission (HLC) has requirements that programs must meet. These requirements, but their very nature, influence accreditation of the University and its programs. Professor David Pick stated that the Indiana Commission for Higher Education (ICHE) now has the authority to terminate programs that do not meet the state-mandated requirements. He is not certain if they would actually use this power.

11. Professor Michael Hill and CIO Gerry McCartney presented for Information concerns and explanations for the issues the university has had this semester with the implementation of the Blackboard Learn software (see Appendices E & F). The problems are being dealt with and Blackboard personnel will be on-campus soon to meet with faculty as well as ITaP personnel to hear about these concerns. It is hoped that many of the issues will be resolved prior to the forced move to the Learn version in January. CIO McCartney emphasized that we are dealing with a monopoly and that there are no truly viable alternatives at this time. In essence, the parent company of Blackboard has bought up its competitors and killed off their software following those purchases. We must maintain open channels of communication among all of the parties to have any hope of resolving the issues in the long run. Finally, CIO McCartney said that this will, once again, be a major topic of discussion at the next meeting of the Big Ten CIOs.

12. Vice Provost Beverly Davenport Sypher presented, for Information, an update on the COACHE Survey (see Appendix G).

13. Under New Business Professor Robinson said that the Senators should look at a document on the Senate web site created by Professor Frank Dooley. Professor Dooley spent a considerable amount of time summarizing the questions and answers associated with the lengthy discussion about the Trimester issue that occurred at the October Senate meeting. In answer to a question from a Senator, Professor Dooley stated that Virginia Tech and South Carolina are also considering Trimester systems.

14. Memorial resolutions had been received for Professor Emeritus Leslie A. Field, Professor Allen Hayman, Professor Lilly-Marlene Russow and Professor George Stevens. To honor their departed colleagues, the Senate members stood for a moment of silence.

15. The meeting adjourned at 5:00 p.m.

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Tim Sands

Faculty Senate

Acting President November 19, 2012

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WEST COAST PARTNERSHIP CENTER •  Discovery with Delivery

Symposium o  Panel discussions o  250 business leaders, venture

capitalists and academics attended

3

INNOVATION & COMMERCIALIZATION FORUM

Comparison of Disclosure and Patent Activity FY2011

0 200 400 600 800

1,000 1,200 1,400 1,600 Total Disclosures U. S. Patent Applications Filed U.S. Patents Issued

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PURDUE UNIVERSITY'S COMMITMENT

•  Driving economic growth in Indiana

•  Providing a global gateway for Indiana

•  Reaching Higher, Achieving More

Nanshan America announcement, 2011

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•  Cost savings focus •  Reduced recurring

operating budget by $67 million

•  $45 million rescission

REDEFINING OUR FINANCIAL MODEL

Sustaining New Synergies

Decadal Funding Plan

Balanced Capital Approach

•  Finding efficiencies & generating revenue -  Balanced trimester

•  Long-term planning

•  Ten-year capital plan -  Balanced additions &

demolitions -  Matching state funds

with other sources -  $82 million reduction in

deferred R&R—14% of the total

3 Years ago

2 Years ago

1 Year ago A CONTINUOUS PROCESS

Implementation of all three is ongoing

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A NEW ENVIRONMENT GOING FORWARD

1.  Engineer/STEM Shortage 2.  New Learning Technologies & Techniques 3.  Return of Manufacturing 4.  Changing R&D model 5.  Shifting Funding Sources

Purdue’s Proactive Response

Areas for State Support

Partnership •  Engineering Strategic Growth •  IMPACT Program •  Research/Technology Parks •  Technical Assistance Program •  Decadal Funding Plan

•  Active Learning Center •  Investments in Research •  IN-MaC •  Line-item Support

Drivers

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FY 2015 Performance Funding West Lafayette Percent Change

TOTAL $2,406,652 1%

BUDGET REQUEST

System-wide Historical Appropriations per Biennium  2003-2005 2005-2007 2007-2009 2009-2011 2011-2013

Appropriated $301,791,565 $314,468,268 $340,665,970 $317,985,979 $312,324,934

HISTORICAL

Total System Operating Request  2013-2014 2014-2015

General Operating $313,240,221 $313,392,767

SIMILAR TO 2005 LEVELS

•  Request also includes funding for capital projects, line items, research support

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Tim Sands

Faculty Senate

Acting President November 19, 2012

Chair remarks to the Purdue University Senate, Nov 19, 2012 Page 1

Remarks to the Senate: Chair J. Paul Robinson, Nov 19, 2012

I had a great deal of difficulty in preparing for today’s senate meeting. At the outset, let me say that

what I am going to say today caused me some anguish and a lot of internal conflict. You have given me

the privilege of serving as the senate chair for one year. It is not much time and I have tried my best to

follow the footsteps of my colleague Professor Levy and focus on issues that I believe have a direct

impact on how well we as faculty are able to achieve our goals of high quality education and discovery.

Having said that, it is true that we are fundamentally much better when focused on our specialty than

we are poking our noses in other people’s business. I don’t think any one of the faculty in this room

would argue that we are more comfortable doing our jobs of teaching and research than we were hired

to do as professors – we like what we do, we are generally good at what we do and that resonates in the

quality students we graduate and the outstanding discoveries that make Purdue well represented

around the world.

But what if it could be better? Do you ever ask that question? What happens if we hire faculty that we

think don’t make the effort or don’t have what it takes to be a successful tenured professor at Purdue?

We self-select as faculty by cutting those faculty from our ranks. This is not a top down issue. The

leadership rarely, if ever changes a faculty decision to not tenure someone. By doing this after 4 or 5

years, we try to establish a decent length of time to see if someone is doing what we expect and is

successful in all the things we evaluate. The fact that we always have faculty openings is indicative of

the continuous flux that the tenure process operates under. In fact, almost every tenured faculty

member on this campus participates in tenure evaluations every single year. This keeps the process

fresh in their minds, it reminds us of the standards we establish and it also reminds us of our obligations

to strive for excellence ourselves, particularly when we make a decision to vote down a colleague for

tenure.

I remind you of this for two reasons. At the last senate meeting I threw out a challenge to the

administration that administrators who do not perform should not be kept. I also suggested that the

excessive growth in administration was not a good thing for Purdue. This perspective was highlighted in

an article this past week in Bloomberg news that I hope some of your saw [http://tinyurl.com/akewywx ]

– I can say that the overwhelming response I received from around the nation was one of “keep at it”. I

received emails from parents who want their children to come to Purdue, from venture capital

managers in New York, to billionaires who run large foundations and all want to know how can they

help. That conversation will continue and I predict will at some point become such a hot issue that even

Purdue administration will simply have to do something. But don’t count on it. (See in the Appendix

some additional insights into administrative blight as well as current investigations at Penn State and

other universities in Appendix 2). You would be amazed at how much arrogance is embedded within

many of our administrative units – they don’t see it as arrogance I might add – they see it as “just doing

their job”. Even the Journal & Courier weighed in with today’s editorial {http://tinyurl.com/bvyu686 ].

I really don’t know how to approach the issue. But hidden under the weight of administrative might are

layers upon layers of people who consider themselves the arbitrators of faculty governance. When I use

Chair remarks to the Purdue University Senate, Nov 19, 2012 Page 2

the term faculty governance, I think many people actually think that faculty have a say in much of the

policy of the university. Actually, it’s the opposite. Faculty may pass the rules that are in fact heavily

used against them, but those rules are almost never used against administrators. Let me give you some

examples. I start by going back to an earlier senate meeting - one from 1989 in fact, - and in a report to

the senate by the Vice president for Academic Affairs (now Provost), it was clear that the predominant

impact of harassment was faculty harassing graduate students. I think faculty are now the ones under

attack.

From Purdue University Senate Minutes Report 89-10, 23 April, 1990 by Robert l. Ringel

I quote from an article in yesterday’s Columbia Daily Tribune 1. “In the 1990s, the MU Faculty Council

challenged the grievance process, noting that of 32 faculty-filed grievances, the faculty lost all of them.

The process always allows the administration to have the final decision. Subsequently, only minimal

improvements have been made in the process, and only a rare judgment supports the faculty.” This is a

quote from the Chair of the MU senate Professor Adelstein.

Let me give you a quote from the Chair of the Purdue Senate. “The grievance system at Purdue

University is just as bad as MU. It is totally controlled by administrators, and I suspect that the ratio of

faculty success is similar to MU. If there were one process at this institution that is broken, it’s the

inability of faculty to protect themselves against administrative might”

The very process is so cloaked in secrecy that it is impossible to know how things operate and who is

following the rules. I can say this about Purdue’s grievance process. There is a tendency to follow certain

rules to an absolute when it is administratively desirable to do so. However, I have multiple examples of

what I will say is “administrative abuse”. Insistence for example, on faculty submitting, and responding

1 http://www.columbiatribune.com/news/2012/nov/18/mus-administrative-culture-is-toxic/

Chair remarks to the Purdue University Senate, Nov 19, 2012 Page 3

to the deadline within the policy requirements – but administrators frequently not abiding by those

same rules – in fact just giving themselves the right to ignore them. That sort of power is abuse.

I have a number of documented examples. My colleagues in the AAUP do an outstanding job in trying to

work with faculty who have problems with the administration. But despite this, Purdue administration is

like a brick wall. In the last year, I carefully monitored several cases and I was shocked at the actions of

members of this administration. At a time when this university was going through serious financial

difficulty, where in every department we were down to the last penny or less… this Purdue

administration freely spent money on outside law firms at an astounding rate. In a single case, the costs

alone exceeded $500,000 –including additional associated direct expenditures of over $300,000 and

untold hours of administrator’s time…..This was only one case of several this past year. I have requested

using FOI (freedom of information), all the legal costs of cases involving faculty. While I have only

received a partial response to my request made 8 weeks ago, it is pretty clear that there is an embedded

philosophy within the Purdue administration that they have an open checkbook if they want legal

advice. Faculty have no such option. In one case, the university hired three law firms simultaneously.

Clearly there is a problem at some level in this administration, I am not sure where it is, but there is a

serious problem and it is one of administrative judgment.

There seems to be a philosophy that you don’t have to take responsibility if you are an administrator.

From where did this concept come? It certainly was not there 20 years ago when as a faculty member,

as just an ordinary professor, I had access to all of the senior administrators on the campus. Today, with

the huge increase in administrative positions, there is a gap between faculty and leadership. We

maintain relationships at the college level, but it seems to have dissolved at the university level.

It gets worse when this interferes with the academic process. We have even resorted to having outside

consultants come in to create strategic plans for one of our centers……can you imagine that Purdue paid

$12,000 for a total outsider to come in, interview faculty, and then write a strategic plan for a Discovery

Park center – and then the leadership had the gumption to submit that plan as the centers strategic plan

with minor modifications?

Chair remarks to the Purdue University Senate, Nov 19, 2012 Page 4

A strategic Plan for a research institute developed by a consultant? Purdue standards slipping.

Identified using FOI, this document shows how funds were used to create the above strategic plan that should have been developed by faculty and not consultants.

If I hired someone to write my next scientific review article, and then published it in my name, it would

be considered plagiarism and I would be fired. If we have administrators who can’t write a strategic

plan, why do we have them at all? This might be Ok on Wall Street but it is not acceptable on State

Street. It does not stop there. We have administrators that have to call “legal Counsel” every time they

review a policy document. We have gone from an institution that hires excellent administrators who are

prepared to take responsibility for their actions, to a large number of administrators who simply won’t

take that responsibility.

Chair remarks to the Purdue University Senate, Nov 19, 2012 Page 5

A very recent case of a persona non grata order was placed on a faculty member and I bring this up for

two reasons. One, I believe that this is another case of “administrative railroading” and two, faculty have

very few rights on this campus. Last month the faculty member filed a grievance and harassment

charges against a department head. The office of institutional equity acknowledged this request but a

couple of days later, that same professor was notified that he had to attend a mandatory meeting “at

the request of the dean”. At that meeting, the professor was issued a persona non grata order and

removed from campus. First, let me point out the Purdue policy of retaliation.

SLIDE “IX. RETALIATION PROHIBITED Retaliation against any person for reporting or complaining of discrimination and/or harassment, assisting or participating in the investigation of a complaint of discrimination and/or harassment, or enforcing University policies with respect to discrimination and/or harassment is strictly prohibited. Overt or covert acts of reprisal, interference, restraint, penalty, discrimination, intimidation or harassment against an individual or group for exercising rights or performing duties under these Procedures will be subject to appropriate and prompt disciplinary or remedial action.”2 Now, University Policy if anyone cares to follow it, states that an appeal must be lodged within 10 days

of a PNG order. Despite many requests for any documents or reasons for issuance of a PNG order, the

professor received nothing. After 21 days – not 10 as in the policy – 21 the individual received a

document that is interesting in itself. It is an official letter from Purdue Police department detailing the

reasons for the order. The letter in undated – but states “Purdue University’s legal counsel and its

Human Resources Department have been consulted where necessary to insure compliance with the law

and with University Policy.” Oh – so legal counsel reviewed a PNG letter which could end up in court but

they didn’t see it was undated? And the Human Resources reviewed it and it was OK for them to ignore

the 10 day rule? Further, one of the reasons that is listed is “You referred to a biology department

employee as “the anti-Christ”! This PNG order was issued just after harassment charges were filed. Was

that by chance? No I do not think so – I think this is a case of blatant administrative retaliation if ever I

have seen it action.

What I have learned in the past couple of years is that within the huge administrative structure of this

great institution, is embedded an army of bureaucrats who appear to operate blindly when a complaint

is originated by administrators. Unfortunately they operate equally blindly when a complaint comes

from a faculty member. It is almost as if nothing else counts but administrators winning. There are

clearly two operational modalities here and neither are acceptable. On several of these issues, faculty

have gone to the leadership and said “enough is enough”. We have received motions of agreement but

no action.

I would like to share two more interesting pieces of historical information. First a bylaw change in 1989

indicating how this senate was run. You will note that the President was in charge of the senate – I will

show you how that changed at the next meeting as it fundamentally changed Purdue senate into one

that had at least baby teeth – and that was a start.

2 http://www.purdue.edu/ethics/resolvingcomplaints.html

Chair remarks to the Purdue University Senate, Nov 19, 2012 Page 6

The second thing from the same era was the cost of health care coverage in 1990. Please note that

under the coverage we had at this time, there were no co-pays, and virtually no additional

expenses….everything was pretty much covered. It is interesting to note that at about $150 million

expenditure of Purdue funds, that translates into the amount of the General Fund allocations for the

Colleges of Engineering, Science as well as Liberal Arts and Vet Medicine. It seems to me we have a

whole lot of experts managing those various colleges….but I don’t exactly see expertize in the

management of that huge pot of $150 million of resources dedicated to healthcare. I think that is

something that we should carefully think about.

I have tried to work with the administration over the past year or so identifying areas that appear to be

bloated. Frankly, the only progress I made was to get the attention of Bloomberg and a few other

national media. I am today issuing a challenge to the Purdue administration. Deal with it, or over the

next 6 months, I will on a monthly basis expose a clear case of administrative blight and I will expose it

nationally. I just don’t see any other way. If the administration is not prepared to lead on this issue,

then the faculty will lead.

Employee & Family - $1284 From Senate Minutes – 18 August, 1989 Group Insurance Task Force

I hope to be able to announce soon a national focus meeting of some top public institutions in the USA

that will be held here at Purdue and will have as its focus the issue “administrative bloat”. I have had

discussions with Professor Ben Ginsberg who has agreed to assist me in organizing this conference if we

can raise the necessary funds and we hope to have it right here at Purdue. I think that this will be a

watershed moment for Purdue and other institutions that need to take a careful look at how they are

operating.

Chair remarks to the Purdue University Senate, Nov 19, 2012 Page 7

Thank you for your attention.

Appendix:

http://ideas.repec.org/p/lsu/lsuwpp/2012-05.html

An important paper recently published that identifies the ideal ratio of administrators to faculty.

Appendix 2

Interesting links on administrative blight are also being evaluated by other institutions. The following

link is from our colleagues at Penn State:

http://lcbpsusenate.blogspot.com/2012/12/faculty-senate-to-consider-issues-of.html

19 November 2012

TO: University Senate FROM: James Lehnert, Chairperson of the Steering Committee SUBJECT: Résumé of Items under Consideration by the Various Standing Committees STEERING COMMITTEE James Lehnert, Chairperson lehnert@purdue.edu The primary responsibility of the Steering Committee is the organization and distribution of the agenda for each meeting of the University Senate. This committee also receives communications from any faculty member or group of members and directs such communications to appropriate committees or officers for attention. ADVISORY COMMITTEE J. Paul Robinson, Chairperson of the Senate

jpr@purdue.edu The responsibility of the University Senate Advisory Committee is to advise the President and/or Board of Trustees on any matter of concern to the faculty. NOMINATING COMMITTEE Michael Hill, Chairperson hillma@purdue.edu The Nominating Committee is responsible for presenting nominations for the University Senate and University committees. In filling committee vacancies the Nominating Committee seeks to have all interested Senators serve on at least one committee. EDUCATIONAL POLICY COMMITTEE Teri Reed-Rhoads, Chairperson trhoads@purdue.edu 1. Review of GPA requirements in early years (Scholastic Deficiency and Drop Policy) - Town Hall Meeting November 20,

WTHR 104, 2:30 to 4:30 pm 2. GPA requirements after readmission 3. Transfer credit 4. Academic Year and Calendar Policy 5. Changes to Academic Regulations and Procedures - Add and Drop Deadline Policy, Grades and Grade Report Policy,

and Scholastic Records Policy, Degrees and Requirements Policy FACULTY AFFAIRS COMMITTEE A. Charlene Sullivan, Chairperson sullivaa@purdue.edu 1. On-line Course Evaluation 2. Clinical Faculty 3. Assessment of the results of the COACH Survey STUDENT AFFAIRS COMMITTEE Sally Hastings, Chairperson 1. Student Conduct sahnolte@purdue.edu UNIVERSITY RESOURCES POLICY COMMITTEE Richard Johnson-Sheehan, Chairperson rjohnso@purdue.edu

1. Reform of Campus Parking Practices 2. Guidelines for Aircraft Use for University Business

Chair of the Senate, J. Paul Robinson, jpr@purdue.edu Vice Chair of the Senate, David Williams, djw@purdue.edu Secretary of the Senate, Joseph W. Camp, Jr., jcamp@purdue.edu University Senate Minutes; http://www.purdue.edu/senate

University Senate Document 12-2 19 November 2012

TO: The University Senate FROM: University Senate Steering Committee SUBJECT: Reapportionment of the University Senate REFERENCE: University Senate Document 90-5; University Code D 3.00; Bylaws of the University

Senate, Items 2.00 and 2.01 DISPOSITION: University Senate for Approval and Faculty Units Section D 3.00 of the University Code, and the Bylaws of the University Senate, provide that the University Senate shall be composed of one hundred two members. Eleven of these are specified in the items 1 through 11 below. The other slots will be apportioned among the West Lafayette faculty units, according to the number of faculty members, with the provision that no faculty unit shall have fewer than two senators. There are 1989 voting faculty members at the West Lafayette campus. When this number is divided by ninety-one the result is 21.86. Therefore, to qualify for more than two senators, a faculty unit should have 44 or more voting faculty members. Since no faculty unit can have fewer than two senators, the Libraries unit qualifies for two senators. The remaining units have a total of 1950 voting faculty members with eighty-nine senate seats remaining to be apportioned among them. The apportionment of senators for each of these remaining units was obtained by dividing the number of voting faculty in the faculty unit by 21.86. The results are as follows: Agriculture, 13.31; Education, 3.02; Engineering, 15.37; Health & Human Sciences, 9.19; Liberal Arts, 13.08; Management, 3.84; Pharmacy, 3.43; Science, 14.78; Technology, 8.05; Veterinary Medicine, 5.12. In order to achieve the desired 89; the College of Pharmacy was closest to being greater than 0.50 and thus was assigned a value of 4 Senators. The remaining nine faculty units were rounded to the nearest integer. No. Voting Number of No. Voting Number of Fac. Members Senators Fac. Members Senators 1 November 2011 2012-2013 19 October 2012 2013-2014 Areas Represented 1. President 1 1 2. Chief Academic Officer 1 1 3. Chief Fiscal Officer 1 1 4. Chairperson of the Senate 1 1 5. Vice-Chairperson of the Senate 1 1 6. Calumet Campus 1 1 7. Fort Wayne Campus 1 1 8. North Central Campus 1 1 9. IUPUI Campus 1 1 10. Undergraduate Student 1 1 11. Graduate Student 1 1 12. Faculty Units

Agriculture 290 13 291 13 Education 64 3 66 3 Engineering 336 15 336 15 Health & Human Sciences 205 9 201 9 Liberal Arts 295 14 286 13 Libraries 37 2 39 2 Management 87 4 84 4 Pharmacy 75 3 75 4 Science 326 15 323 15 Technology 173 8 176 8 Veterinary Medicine 108 5 112 5 1996 102 1989 102

Approving Timothy Folta April Ginther Michael Hill Sandra Liu

James Lehnert J. Paul Robinson David Sanders Timothy Sands Holly Wang David Williams

University Senate Document 12-1 10 September 2012

Revised 19 November 2012 TO: The University Senate FROM: Educational Policy Committee SUBJECT: Change to Academic Regulations and Procedures on Academic Year and Calendar DISPOSITION: University Senate for Action REFERENCES: Purdue University Academic Regulations RATIONALE: There are two pieces to this policy change, one, to change the configuration of summer

modules and two, to update commencement to reflect the change in the summer ceremony from Sunday to Saturday. This latter change occurred about 5 years ago by Presidential action but was never formalized in the regulations.

Currently, around 85% of summer courses are taught during a 4-week (Maymester) or an 8-week term. This proposal adds flexibility to the summer calendar by permitting courses to be taught as part of: 1) a 4-week/8-week summer calendar, 2) or a 6-week/6-week summer calendar, or 3) by other approved configurations. Option 3 formalizes the current practice of allowing variable calendar course offerings as long as the course meets the requirements of a credit. The chief benefit of these changes is to recognize that the pedagogical needs of certain classes may require 8 weeks, while providing the opportunity to offer new programs that can assist with student success. One key example of a 6-week summer session is a “bridge” program offered to incoming freshman that can help prepare them for the academic rigor of Purdue. A 6-week term is preferable to the current 8-week term because incoming Purdue students from high schools on the East and West Coasts of the US, as well some international students, graduate from high school too late to start the 8-week summer term. A second reason for 6-week terms is, as in the academic year, financial aid may be contingent upon attaining full time status. The Purdue definition of full time status for students during summer term is six credits (http://www.purdue.edu/registrar/Students/Academic_Status.html). As a general rule, most students can only complete one class during Maymester, and thus are not eligible for any financial aid. Moving to two 6-week terms would mean that more students would at least have an opportunity to create a workable schedule that qualifies for financial aid.

Current

Academic Regulations and Procedures

Academic Year and Calendar

A. Academic Calendar (University Senate Document 90-30, April 22, 1991)

1. The academic calendar shall consist of two 16-week semesters and three four-week summer modules. In each semester session, classes shall begin with the first instructional period of the first day.

a. The calendar for students enrolled in

Proposed

Academic Regulations and Procedures

Academic Year and Calendar

A. Academic Calendar (University Senate Document 90-30, April 22, 1991)

1. Courses are scheduled during the academic year and summer session. The academic year calendar shall consist of two 16-week semesters. Summer session(s) may be one 4-week and one 8-week or two 6-week or other configurations as approved by the Provost's Office. three four-week In

the fourth year of veterinary medicine will comprise 12 blocks of approximately one month duration. The starting dates for the blocks will be chosen so that the end of the 12th block coincides with the end of the second semester (University Senate Document 73-15, March 18, 1977).

b. The second semester for fifth-year pharmacy students will begin on the first Monday in January and end the 18th following Saturday. During this semester, each of these students will be scheduled for two six-week externships and one three-week clerkship.

2. The first semester shall begin on either the third or fourth Monday of August, be in recess Monday and Tuesday of the eighth week, and Wednesday, Thursday, Friday, and Saturday of Thanksgiving week, and classes will end on the 17th following Saturday, which shall not occur after the 20th day of December. The second semester shall begin on either the first or second Monday of January, which shall not occur prior to the seventh day of January, be in recess during the tenth week, and end on the 17th following Saturday (University Senate Document 96-4, February 17, 1997).

3. The summer session shall begin on the next Monday following the spring commencement and will comprise three four-week modules. Courses may be scheduled during any one or any combination of modules throughout the 12-week period. There shall be no classes on Memorial Day, the last Monday in May, or on July 4, nor on the nearest class day when July 4 is not a regular class day.

4. Faculty shall enter grades as completed, but no later than 5 p.m. on the second working day after the end of the respective academic term.

5. Commencement will be held as follows: First Semester: first Sunday following the end of the first semester; Second Semester: next subsequent weekend after the end of the second semester; Summer Session: first Sunday following the end of the last summer module.

6. The faculties at regional campuses shall be free to establish their own calendar dates.

each semester session, classes shall begin with the first instructional period of the first day.

2. three four-week summer module(s). In each semester session, classes shall begin with the first instructional period of the first day.

a. The calendar for students enrolled in the fourth year of veterinary medicine will comprise 12 blocks of approximately one month duration. The starting dates for the blocks will be chosen so that the end of the 12th block coincides with the end of the second semester (University Senate Document 73-15, March 18, 1977).

b. The second semester for fifth-year pharmacy students will begin on the first Monday in January and end the 18th following Saturday. During this semester, each of these students will be scheduled for two six-week externships and one three-week clerkship.

3. The first semester shall begin on either the third or fourth Monday of August, be in recess Monday and Tuesday of the eighth week, and Wednesday, Thursday, Friday, and Saturday of Thanksgiving week, and classes will end on the 17th following Saturday, which shall not occur after the 20th day of December. The second semester shall begin on either the first or second Monday of January, which shall not occur prior to the seventh day of January, be in recess during the tenth week, and end on the 17th following Saturday (University Senate Document 96-4, February 17, 1997).

4. The summer session shall begin on the next Monday following the spring commencement and will be comprised of one 4-week and one 8-week, or two 6-week module(s) or other configurations as approved by the Provost Office three four-week. Courses may be scheduled during any one or any combination of modules throughout the 12-week period. There shall be no classes on Memorial Day, the last Monday in May, or on July 4, nor on the nearest class day when July 4 is not a regular class day.

C.Summer Sessions Work

Regular work offered in the summer sessions shall be equivalent in method, content, and credit value to the work of the academic year, regular class and laboratory periods being increased proportionately. Four summer sessions may count as one year of residence

5. Faculty shall enter grades as completed, but no later than 5 p.m. on the second working day after the end of the respective academic sessionterm.

6. Commencement will be held as follows: First Semester: first Sunday following the end of the first semester; Second Semester: next subsequent weekend after the end of the second semester; Summer Session: first Sunday Saturday following the end of the last summer module.

7. The faculties at regional campuses shall be free to establish their own calendar dates.

C. Summer Sessions Work

Regular work offered in the summer sessions shall be equivalent in method, content, and credit value to the work of the academic year, regular class and laboratory periods being increased proportionately. Four summer sessions may count as one year of residence

Respectfully submitted on behalf of the Purdue University Senate Educational Policy Committee, Teri Reed-Rhoads Chair, Educational Policy Committee Purdue University Senate Approving: Disapproving: Absent: Danita M. Brown James R. Daniel Jennifer L. Dennis Frank J. Dooley Teresa Taber Doughty Peggy A. Ertmer Evangeline Flick Christine A. Hrycyna Harold P. Kirkwood Robert A. Kubat Martin A. Lopez-de-Bertodano Craig L. Miller Lindsey Payne Kyle Pendergast Teri Reed-Rhoads Thomas H. Siegmund A. Dale Whittaker

University Senate Document 12-x xx 201x

TO: The University Senate Educational Policy Committee FROM: Academic Progress and Records Committee SUBJECT: Change to Academic Regulations and Procedures on Scholastic Deficiency DISPOSITION: University Senate for Discussion RATIONALE: Academic probation status is a warning that poor academic performance may jeopardize future enrollment. By establishing higher GPA Levels for both Probation and Drop, student would strive to meet these levels and increase student success and graduation rate.

Current

Academic Regulations and

Procedures

Scholastic Deficiency

A. Scholastic Probation

A candidate for an associate or

baccalaureate degree shall be placed on

probation if his/her semester or

graduation index at the end of any

regular semester is less than that required

for a student with his/her classification as

shown in Table A.

A student on probation shall be removed

from that status at the end of the first

subsequent semester in which he/she

achieves semester and cumulative GPAs

equal to or greater than those required for

a student with his/her classification as

shown in Table A.

Any grade change due to a reporting

error will result in a recalculation of the

index and determination of probation

status.

Table A. Index Levels for Probation

Classification Semester GPA

Less Than

Cumulative

GPA Less Than

0 and 1 1.5 1.5

2 1.5 1.6

3 1.6 1.7

4 1.6 1.8

5 1.7 1.9

6 1.7 2

7 1.7 2

8 and up 1.7 2

Proposed

Academic Regulations and

Procedures

Scholastic Deficiency

A. Scholastic Probation

A candidate for an associate or

baccalaureate degree shall be placed on

probation if his/her semester or

graduation index at the end of any

regular semester is less than that required

for a student with his/her classification as

shown in Table A.

A student on probation shall be removed

from that status at the end of the first

subsequent semester in which he/she

achieves semester anda cumulative GPA

equal to or greater than those required for a

student with his/her classification as shown

in Table A.

Any grade change due to a reporting

error will result in a recalculation of the

index and determination of probation

status.

Table A. Index Levels for Probation

Classification Semester GPA

Less Than

Cumulative GPA

Less Than

0 and 1 1.5 1.5

2 1.5 1.6

3 1.6 1.7

4 1.6 1.8

5 1.7 1.9

6 1.7 2

7 1.7 2

8 and up 1.7 2

B. Dropping of Students for Scholastic

Deficiency

A student on scholastic probation shall

be dropped from the University if, at the

close of any regular semester, his/her

graduation index is less than that

required of a student as shown in Table B

or he/she receives failing (F) grades in

six credit hours or more for the semester.

This rule shall not apply for the semester

in which the student completes all

requirements for his/her degree.

However, records of a degree recipient

who does not meet the minimum index

requirement of Table B shall be reviewed

by the appropriate campus readmissions

committee before he/she is allowed to

pursue another undergraduate degree.

Any grade change due to a reporting

error will result in a recalculation of the

index and determination of drop status.

Table B. Index Levels for Dropping

Classification Cumulative GPA Less Than

0 and 1 1.3

2 1.4

3 1.5

4 1.6

5 1.7

6 1.8

7 1.9

8 and up 2

Table A Index Levels for Probation:

Cumulative GPS Less Than

Classification GPA

1 1.8

2 1.8

3 2.0

4 2.0

5 2.0

6 2.0

7 2.0

8 and up 2.0

B. Dropping of Students for Scholastic

Deficiency

A student on scholastic probation shall

be dropped from the University if, at the

close of any regular semester, his/her

graduation index is less than that

required of a student as shown in Table B

or he/she receives failing (F) grades in

six credit hours or more for the semester.

This rule shall not apply for the semester

in which the student completes all

requirements for his/her degree.

However, records of a degree recipient

who does not meet the minimum index

requirement of Table B shall be reviewed

by the appropriate campus readmissions

committee before he/she is allowed to

pursue another undergraduate degree.

Any grade change due to a reporting

error will result in a recalculation of the

index and determination of drop status.

Table B. Index Levels for Dropping

Classification Cumulative GPA Less Than

0 and 1 1.3

2 1.4

3 1.5

4 1.6

5 1.7

6 1.8

7 1.9

8 and up 2

A student dropped by this rule must

apply to the appropriate office or

readmission committee for the Purdue

campus of choice. A fee is assessed for

processing the readmission application

(Board of Trustees Minutes, June 5-6,

1970). Readmission is not guaranteed,

but any student who gains readmission is

readmitted on probation and is subject to

stipulations in effect as a condition of

readmission. (For more detailed

information about readmission, visit the

following Web site:

http://www.purdue.edu/odos/services/rea

dmissioninformation

Table B Index Levels for Dropping:

Cumulative GPA Less Than

Classification GPA

1 1.8

2 1.8

3 2.0

4 2.0

5 2.0

6 2.0

7 2.0

8 and up 2.0

A student dropped by this rule must

apply to the appropriate office or

readmission committee for the Purdue

campus of choice. A fee is assessed for

processing the readmission application

(Board of Trustees Minutes, June 5-6,

1970). Readmission is not guaranteed,

but any student who gains readmission is

readmitted on probation and is subject to

stipulations in effect as a condition of

readmission. (For more detailed

information about readmission, visit the

following Web site:

http://www.purdue.edu/odos/services/rea

dmissioninformation

UCC Update to Senate November 19, 2012

2012-13 UCC Members

Pete Bill

Vet Medicine

Dennis Buckmaster

Agriculture

Teresa Doughty

Education

George Hollich

HHS

Jeff Gray

Engineering

Nancy Gabin

Liberal Arts

Christine Jackson

Krannert

Cynthia Koh-Knox

Pharmacy

Clarence Maybee

Libraries

Mat Sutton

Technology

Marcy Towns

Science

Mario Ortiz

PNC

Diane Beaudoin

Provost Office

Beth Burnett

Academic Advisors

Christine Hrycyna

EPC Rep

Robert Kubat

Registrar

Katherine Horton

Student Rep

Purdue Calumet

Purdue Fort Wayne

Foundational Courses

• Behavior/Social Sciences = 26 approved/3 pending

• Humanities = 42 approved/10 pending

• Information Literacy = 3 approved/6 pending

• Oral Communication = 3 approved

• Quantitative Reasoning = 25 approved/1 pending

• Science = 52 approved/1 pending

• STS = 14 approved/6 pending

• Written Communication = 1 approved/4 pending

TOTAL – 166 approved

UCC Information

Timeline

• December 7th – All approved courses submitted to Registrar’s Office

• Spring Semester –

• Additional course nominations for Spring 2014

• Website development

• Embedded outcome alignment with programs

• Communication/coordination plan for incoming students (STAR, Boiler Gold Rush)

• Assessment requirements

General Transfer Core Alignment

Quantitative Reasoning

Curricula Update: Purdue Outcome‐based Core, Statewide Transferrable General Education Core  and 120 Credit Legislation 

Board of Trustees Academic Affairs Committee 11/15/2012 Dale Whittaker, Vice Provost for Undergraduate Academic Affairs 

 External Factors – Public Concerns 

1. Four‐year graduation rates – perceived impact on cost and student debt 2. Efficiency of transfer among Indiana public institutions – wasted credits and impact on cost  

Translated to Legislation in the 2012 Session 1. SEA 182 – 30 credit statewide transferrable general education core 2. HEA 1220 – limit credit hours for baccalaureate to 120 credit hours (justification allowed for 

specific cases)  Internal Factors – preparation, mobility, professional skills 

1. University Senate began studying feasibility of a university core curriculum in 2008.  In the spring of 2010, recommended feasibility and desirability of implementing a core to enhance mobility, exploration, and preparation. 

2. 4 year graduation rate below our peers. 3. Spring 2011, internal study conducted to clarify factors impacting 4 year graduation.  These 

included changes of major, course retakes, not taking enough credits each semester, excess credits that do not apply toward degree, probation, membership in groups (gender, residency, and ethnicity). 

 Translated to Action 

1. Core curricula passed in Spring 2012 comprised of 2 components: Foundational (mobility/exploration/preparation) and Embedded (professional outcomes developed in the disciplines) 

2. Courses are being nominated and approved by Undergraduate Curriculum Council (University Senate) for Foundational core during the Fall 2012.  (list attached) 

3. On‐going mapping of Purdue Foundational core to Statewide transferrable general education core as it proceeds. (preliminary mapping attached) 

4. Of 224 programs, 57 are applying for exemption based on accreditation or licensure, 153 are reducing graduation requirements to 120 credits, and 6 plan to seek justification to exceed 120 credits based on unusual quality or employer requirements.  Eight have not decided yet. 

5. Curricula redesign to a 30/90 model with critical learning outcomes identified to proceed past 30 credits. 

6. Embedded outcomes to be approved this spring.  Discussion  

1. We are enhancing advising, rolling out online degree maps and planning tool, signaling the number of credits required/semester, enhancing summer school offerings, developing new academic progress/probation policy, evaluating course retake limits to address other aspects of progress toward degree. 

2. This is a set of unprecedented changes in curricular design to be done in a very short time.  Faculty are handling the task of making program decisions when all internal and external factors are not resolved yet, while working hard to redesign curricula in ways that put a priority on the quality of the degree and preparation for success after graduation. 

Outcomes-Based Undergraduate Core Curriculum Purdue University - West Lafayette

The following courses were approved by the Undergraduate Curriculum Council at their 9/20 and 10/4/12 meetings. Additional courses have been nominated and are currently being reviewed.

Behavior/Social Science Quantitative Reasoning (College Algebra minimum)

ANTH 10000 Intro to Anthropology ANTH 20500 Human Cultural Diversity ANTH 37900 Native American Culture ECON 21000 Principles of Economics ECON 25100 Microeconomics ECON 25200 Macroeconomics EDCI 28500 Multiculturalism in Education EDPS 23500 Learning and Motivation EDPS 26500 The Inclusive Classroom EDPS 31600 Collaborative Leadership: Cross-Cultural Settings HDFS 21000 Intro to Human Development HDFS 30100 Diversity in Individual and Family Life LING 20100 Intro to Linguistics PSY 12000 Elementary Psychology

MA 15300 Algebra and Trigonometry I MA 15400 Algebra and Trigonometry II MA 15800 Functions and Trigonometry MA 16100 Plane Analytic Geometry and Calculus I MA 16200 Plane Analytic Geometry and Calculus II MA 16500 Analytic Geometry and Calculus I MA 16600 Analytic Geometry and Calculus II MA 17300 Calculus and Analytic Geometry II MA 17400 Multivariable Calculus MA 18100 Honors Calculus I MA 18200 Honors Calculus II MA 22000 Introduction to Calculus

MA 22100 Calculus for Technology I MA 22200 Calculus for Technology II MA 22300 Introductory Analysis I MA 22400 Introductory Analysis II MA 23100 Calculus for the Life Sciences I MA 23200 Calculus for the Life Sciences II MA 26100 Multivariate Calculus MA 26200 Plane Analytic Geometry and Calculus II MA 26500 Linear Algebra MA 26600 Ordinary Differential Equations MA 27100 Several Variable Calculus MA 35100 Elementary Linear Algebra MA 36600 Ordinary Differential Equations

Humanities Information Literacy CMPL 26600 Intro to World Lit Beg - 1600 CMPL 26700 World Lit from 1600 to today EDST 20000 History & Philosophy of Education HIST 10300 Intro to the Medieval World HIST 10400 Intro to the Modern World HIST 10500 Survey of Global World HIST 15100 American History to 1877 HIST 15200 United States since 1877 HIST 21000 The Making of Modern Africa HIST 24000 East Asia and Its Historic Tradition HIST 24100 East Asia in the Modern World HIST 24300 South Asian History and Civilizations HIST 24500 Middle East History and Culture HIST 24600 Modern Middle East and North Africa HIST 27100 Latin American History to 1824 HIST 27200 Latin American History from 1824 PHIL 11100 Ethics REL 20000 Intro to study of religion REL 23000 Religions of the East

EDCI 27000 Intro to Educational Technology STAT 11300 Statistics and Society

Oral Communication Science COM 11400 Fundamentals of Speech Communication EDPS 31500 Collaborative Leadership: Listening

ANTH 20400 Intro to Bio Anthropology and Human Evolution ASTR 26300 Descriptive Astronomy: The Solar System ASTR 26400 Descriptive Astronomy: Stars and Galaxies BIOL 11000 Fundamentals of Biology I BIOL 11100 Fundamentals of Biology II

CHM 12500 Introduction to Chemistry CHM 12600 Introduction to Chemistry II CHM 13600 General Chemistry Honors CHM 20000 Fundamentals of chemistry EAS 10200 Earth Science for Elementary Education EAS 10500 The Planets EAS 11100 Physical Geology

BIOL 11200 Fundamentals of Biology I BIOL 11300 Fundamentals of Biology II BIOL 12100 Biology I: Ecology, Diversity, & Behavior BIOL 13100 Biology II: Dev, Structure & Function of Organisms BIOL 13500 First year biology lab BIOL 14501 First year biol lab with neuro res project BIOL 14502 First year BIOL lab with Micro Res Project BIOL 14600 Introduction to Biology BIOL 20100 Human Anatomy and Physiology BIOL 20200 Human Anatomy and Physiology BIOL 20300 Human Anatomy and Physiology BIOL 20400 Human Anatomy and Physiology BIOL 20500 Biology for Elementary Teachers BIOL 20600 Biology for Elementary School Teachers BTNY 11000 Intro to Plant Science CHM 11100 General Chemistry CHM 11200 General Chemistry CHM 11500 General Chemistry CHM 11600 General Chemistry CHM 109/12900 General Chemistry with Biology focus

EAS 11600 Earthquakes and Volcanoes EAS 11700 Introduction to Atmospheric Science EAS 13800 Thunderstorms & Tornadoes EAS 22100 Survey of Atmospheric Science EAS 22500 Science of the Atmosphere EAS 24300 Earth Materials I EAS 24400 Earth Materials II ENTM 10500 Insects: Friends & Foe ENTM 20600 General Entomology ENTM 21000 Intro to Insect Behavior PHYS 17200 Modern Mechanics PHYS 21400 Nature of Physics PHYS 21500 Physics for Elementary Education PHYS 21800 General Physics I PHYS 21900 General Physics II PHYS 22000 General Physics PHYS 22100 General Physics PHYS 24100 Electricity and Optics PHYS 27200 Electric and Magnetic Interactions

Science, Technology & Society Written Communication ANTH 20100 Technology and Culture EAS 10000 Planet Earth EAS 10400 Oceanography EAS 10600 Geosciences in the Cinema EAS 11300 Introduction to Environmental Science EAS 12000 Introduction to Geography IT 22600 Biotechnical Lab I STAT 11300 Statistics and Society

No courses currently nominated in this area

Written Communication

Written Communication

Information LIteracy

Speaking and Listening

Oral Communication

Science

Science

Science, Technology &

Society

Quantitative Reasoning

Quantitative Reasoning (minimum

College Algebra)

Humanistic-Artistic

Human Cultures - Humanities

Social-Behavioral

Human Cultures - Behavior/Social

Sciences

Alignment of Indiana’s Statewide General Transfer Core (GTC) Curriculum and Purdue (WL) Outcomes-Based Undergraduate Core Curriculum

As illustrated in the figure above, key competencies for each learning outcome articulated in Indiana’s Statewide General Transfer Core Curriculum are aligned with and encompass each of Purdue University’s (WL) Outcomes-based Undergraduate Core Curriculum foundational learning outcomes. Purdue University students will satisfy these learning outcomes through the successful completion of courses approved by Purdue’s Undergraduate Curriculum Council.

PWL

GTC

Writ

ten

Com

mun

icat

ion �Knowledge of Conventions

�Produce texts which use appropriate formats, genre conventionsand documentation styles while controlling tone, syntax, grammar and spelling

�Processes �Demonstrate and understanding of writing

as a social process whcih includes multiple drafts, collaboration, and reflection

�Critical Thinking/Reading/Writing �Read critically, summarize, apply, analyze,

and synthesize information and concepts in written and visual texts as the basis for developing original ideas and claims.

�Demonstrate an understanding of writing assignments as a series of tasks including identifying and evaluating useful and reliable outside sources.

�Develop, assert and support a focused thesis with appropriate reasoning and adequate evidence.

�Rhetorical Knowledge �Compose texts which exhibit appropriate

rhetorical choices, which include attention to audience, purpose, context, genre, and convention.

�Engaging Electronic Environment �Demonstrate proficiency in reading,

evaluating, analyzing, and using material collected from electronic sources (such as visual, electronic, library databases, Internet sources, other official databases, federal government databases, reputable blogs, wikis, etc.).

Writ

ten

Com

mun

icat

ion �Clear expression of ideas in writing; includes

grammar, organization, and structure. Varying levels and types of writing skills are required for different jobs. The ability to convey ideas concisely and coherently is important. �Demonstrates understanding of context,

audience, and purpose that is responsive to the assigned task(s) and focuses on all elements of the work.

������������������ ������� ��� �� ����explore ideas and/or demonstrate mastery of the subject, conveying the writer’s understanding, and shaping the work.

������ ����������� �� ���� �������������execution of organization, content, presentation, format and stylistic choices in writing.

������ ��������������������������� ��resources to support ideas that are situated within the discipline and genre of writing.

���������� �����������������������communicates meaning to readers with clarity and fluency.

Info

rmat

ion

Lite

racy

�the ability to recognize the extent and nature of information need, then to locate, evaluate, and effectively use the needed information. It involves designing, evaluating and implementing a strategy to answer questions or achieve a desired goal. �Determine the extent of information needed

(define the research question, determine key concepts and types of information needed)

� Access information using effective, well-designed search strategies and relevant information sources.

� Evaluate information and its sources critically (analyzes assumptions and evaluates the relevance of contexts when presenting a position)

� Communicate, organize and synthesize information from several sources.

� Access and use information ethically and legally (citations and references; paraphrasing, summary, or quoting; distinguishing between common knowledge and ideas requiring attribution)

� Propose a solution/hypothesis that indicates comprehension of the problem and is sensitive to contextual factors as well as the ethical, logical, or cultural dimensions of the problem.

� Demonstrate an understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Spea

king

and

List

enin

g �Use appropriate organization or logical sequencing to deliver an oral message

�Adapt an oral message for diverse audiences, contexts, and communication channels

�Identify and demonstrate appropriate oral and nonverbal communication practices

�Advance an oral argument using logical reasoning �Provide credible and relevant evidence to support an

oral argument �Demonstrate the ethical responsibilities of sending and

receiving oral messages �Summarize or paraphrase an oral message to

demonstrate comprehension

Ora

l Com

mun

icat

ion �activity of conveying meaningful information verbally;

communication by word of mouth typically relies on words, visual aids and non-verbal elements to support the conveyance of the meaning. Oral communication is designed to increase knowledge, foster understanding, or to promote change in the listener’s attitudes, values, beliefs, or behaviors. �Uses appropriate organizational patterns (introduction, conclusion, sequenced material, transitions) that is clearly and consistently observable when making presentations

�Uses language that is thoughtful and generally supports the effectiveness of the presentation (and is appropriate to the audience).

�Uses appropriate delivery techniques when making a presentation (posture, gesture, eye contact, vocal expression)

�Effectively uses supporting materials in presentations (explanations, examples, illustrations, statistics, analogies, quotations)

�Clearly communicates a central message with the supporting materials

Scie

nce �Explain how scientific explanations

are formulated, tested, and modified or validated

�Distinguish between scientific and non-scientific evidence and explanations

�Apply foundational knowledge and discipline-specific concepts to address issues or solve problems

�Apply basic observational, quantitative, or technological methods to gather data and generate evidence-based conclusions

�Use current models and theories to describe, explain, or predict natural phenomena

�Locate reliable sources of scientific evidence to construct arguments related to real-world issues

Scie

nce �think and function as a scientist by

using critical thinking and analytical inquiry;

�apply basic scientific, quantitative, and technological methods and knowledge of nature to the solution of scientific problems;

�use the scientific method and theories to analyze questions in the physical and natural world;

�provide scientific explanations of the nature of the universe, the earth, and/or life forms and be able to distinguish these explanations from non-scientific explanations.

Scie

nce,

Tech

nolo

gy &

Soc

iety

�Understand and reflect upon the complex issues raised by technological and scientific changes and its effects on society and the global world by making sense of, evaluating, and responding to present and future changes that shape individuals’ work, public, and personal lives.

�Courses meeting this content area may focus on issues such as global warming; biotechnology; GMO foods;and computing and information science as it relates to security, privacy, and the proliferation of global information. Consideration should be given to scientific and technological changes from fields such as agriculture, computer science, engineering, education, health sciences, etc

Qua

ntat

ive

Reas

onin

g �Interpretation �Explain information presented in mathematical form, e.g.

equations, graphs, diagrams, tables, words, geometric figures

�Critique arguments using mathematical reasoning �Representation

�Represent information/data in various mathematical forms as appropriate, e.g. symbolically, visually, numerically, and verbally

�Mathematical Processes �Apply mathematical processes and techniques to solve

properly formulated mathematical problems (e.g. algebraic, geometric, logical and/or statistical methods)

�Analysis �Analyze results of computations within the context of the

original problem �Determine reasonableness of solution

�Assumptions �Communicate which assumptions have been made in the

solution process �Determine a solution process and provide a compelling

rationale for choosing that process �Illustrate the limitations of the process

�Communication �Effectively explain the interpretation, representation,

solution, and conclusion of the mathematic problem Qua

ntita

tive

Reas

onin

g �(Minimum: College Algebra) �knowledge of and confidence with basic

mathematical/analytical concepts and operations required for problem solving, decision-making, economic productivity and real-world applications. �Explains information presented in mathematical forms (e.g.,

equations, graphs, diagrams, tables, words) �Converts relevant information into various mathematical

forms (e.g., equations, graphs, diagrams, tables, words �Competently performs basic computational/arithmetic

operations �Makes judgments and draws appropriate conclusions based

on the quantitative analysis of data while recognizing the limits of this analysis

�Makes and evaluates important assumptions in estimation, modeling, and data analysis

�Expresses quantitative evidence in support of the argument or purpose of the work

Hum

anist

ic-A

rtist

ic

�Students will be able to ... �Recognize and describe humanistic, historical, or artistic works or problems and patterns of the human experience.

�Apply disciplinary methodologies, epistemologies, and traditions of the humanities and the arts.

�Analyze and evaluate texts, objects, events, or ideas in their cultural, intellectual or historical contexts

�Analyze the concepts and principles of various modes of humanistic or artistic expression

�Recognize content and apply that knowledge to other works.

�Apply artistic or humanistic methods to create, interpret, or reinterpret creative products through performance or criticism.

�Develop arguments about forms of human agency or expression grounded in rational analysis and in an understanding of and respect for spatial, temporal, and cultural contexts.

�Evaluate conflicting narratives and evidence in order to explore the complexity of human experience across space and time. Hum

an C

ultu

res-

Hum

aniti

es

�the ability to recognize one’s own cultural traditions and to understand and appreciate other cultural traditions and languages. �being a responsible citizen; �discuss economic, social, and cultural diversity within a global context;

�describe the cultural, social and historical dynamics that influence individuals and groups;

�explain the perspective of the culture of another country through the study of world languages, arts, spiritual traditions, mythology/literature, and/or through study abroad

�Humanities: Includes content in classics, history, languages, the law, literature, the performing arts, philosophy (including ethics), religion, and visual arts.

Soci

al-B

ehav

iora

l �Concepts, theories, basic principles �Demonstrate knowledge of major concepts, theoretical perspectives, empirical patterns, and/or historical contexts within a given social or behavioral domain

�Identify the strengths and weaknesses of contending explanations or interpretations for social, behavioral, or historical phenomena

�Research Literacy �Demonstrate basic literacy in social, behavioral, or historical research methods and analyses

�Recognize relevant evidence supporting conclusions about the behavior of individuals, groups, institutions, or organizations

�Self, Social, and Diverse Populations �Recognize the extent and impact of diversity among individuals, cultures, or societies in contemporary or historical contexts

�Personal and Social Responsibility �Identify examples of how social, behavioral, or historical knowledge informs and can shape personal, civic, ethical, or global decisions and responsibilities Hum

an C

ultu

res-

Beha

vior

al/S

ocia

l Sc

ienc

es

�Discuss history and the basic principles and operation of government with a view to being a responsible citizen;

� discuss economic, social, and cultural diversity within a global context;

�describe the cultural, social and historical dynamics that influence individuals and groups;

�explain the perspective of the culture of another country through the study of world languages, arts, spiritual traditions, mythology/literature, and/or through study abroad �Includes content in anthropology, psychology, cognitive science, organization theory, sociology, economics, history, counseling, political science

Curricula Update: Purdue Outcome‐based Core, Statewide Transferrable General Education Core  and 120 Credit Legislation 

 Presented to the Board of Trustees Academic Affairs Committee 

11/15/2012 by Dale Whittaker, Vice Provost for Undergraduate Academic Affairs  

External Environment – Public Concerns 1. Four‐year graduation rates – perceived impact on cost and student debt 2. Efficiency of transfer among Indiana public institutions – wasted credits and impact on cost 

Translated to Legislation 1. SEA 182 – 30 credit statewide transferrable general education core 2. HEA 1220 – limit credit hours for baccalaureate to 120 credit hours (justification allowed for 

specific cases)  Internal Factors 

1. University Senate began studying feasibility of a university core curriculum in 2008.  In the spring of 2010, recommended feasibility and desirability of implementing a core to enhance mobility, exploration, and preparation. 

2. 4 year graduation rate below our peers. 3. Spring 2011, internal study conducted to clarify factors impacting 4 year graduation.  These 

included changes of major, course retakes, not taking enough credits each semester, excess credits that do not apply toward degree, probation, membership in groups (gender, residency, and ethnicity). 

Translated to Action 1. Core curricula was passed in Spring of 2012 comprised of 2 components: Foundational 

(mobility/exploration/preparation) and Embedded (professional outcomes developed in the disciplines) 

2. Courses are being nominated and approved by Undergraduate Curriculum Council (University Senate) for Foundational core during the Fall 2012.  (list attached) 

3. On‐going mapping of Purdue Foundational core to Statewide transferrable general education core as it proceeds. (preliminary mapping attached) 

4. Of 224 programs, 68 will seek justification to exceed 120 credits based on accreditation or licensure, approximately 118 are in the process of reducing graduation requirements to 120 credits, and 38 are deciding whether to reduce or seek justification to exceed 120 credits based on unusual quality or employer requirements. 

5. Curricula redesign to a 30/90 model with critical success factors identified to proceed past 30 credits. 

6. Embedded outcomes demonstrated this spring.  Discussion  

1. We are enhancing advising, rolling out online degree maps and planning tool, signaling the number of credits required/semester, evaluating new academic progress/probation policy, evaluating course retake limits to address other aspects of progress toward degree. 

2. This is a set of unprecedented changes in curricular design to be done in a very short time.  Faculty are working hard to do what is best. 

Outcomes-Based Undergraduate Core Curriculum Purdue University - West Lafayette

The following courses were approved by the Undergraduate Curriculum Council at their 9/20 and 10/4/12 meetings. Additional courses have been nominated and are currently being reviewed.

Behavior/Social Science Quantitative Reasoning (College Algebra minimum)

ANTH 10000 Intro to Anthropology ANTH 20500 Human Cultural Diversity ANTH 37900 Native American Culture ECON 21000 Principles of Economics ECON 25100 Microeconomics ECON 25200 Macroeconomics EDCI 28500 Multiculturalism in Education EDPS 23500 Learning and Motivation EDPS 26500 The Inclusive Classroom EDPS 31600 Collaborative Leadership: Cross-Cultural Settings HDFS 21000 Intro to Human Development HDFS 30100 Diversity in Individual and Family Life LING 20100 Intro to Linguistics PSY 12000 Elementary Psychology

MA 15300 Algebra and Trigonometry I MA 15400 Algebra and Trigonometry II MA 15800 Functions and Trigonometry MA 16100 Plane Analytic Geometry and Calculus I MA 16200 Plane Analytic Geometry and Calculus II MA 16500 Analytic Geometry and Calculus I MA 16600 Analytic Geometry and Calculus II MA 17300 Calculus and Analytic Geometry II MA 17400 Multivariable Calculus MA 18100 Honors Calculus I MA 18200 Honors Calculus II MA 22000 Introduction to Calculus

MA 22100 Calculus for Technology I MA 22200 Calculus for Technology II MA 22300 Introductory Analysis I MA 22400 Introductory Analysis II MA 23100 Calculus for the Life Sciences I MA 23200 Calculus for the Life Sciences II MA 26100 Multivariate Calculus MA 26200 Plane Analytic Geometry and Calculus II MA 26500 Linear Algebra MA 26600 Ordinary Differential Equations MA 27100 Several Variable Calculus MA 35100 Elementary Linear Algebra MA 36600 Ordinary Differential Equations

Humanities Information Literacy CMPL 26600 Intro to World Lit Beg - 1600 CMPL 26700 World Lit from 1600 to today EDST 20000 History & Philosophy of Education HIST 10300 Intro to the Medieval World HIST 10400 Intro to the Modern World HIST 10500 Survey of Global World HIST 15100 American History to 1877 HIST 15200 United States since 1877 HIST 21000 The Making of Modern Africa HIST 24000 East Asia and Its Historic Tradition HIST 24100 East Asia in the Modern World HIST 24300 South Asian History and Civilizations HIST 24500 Middle East History and Culture HIST 24600 Modern Middle East and North Africa HIST 27100 Latin American History to 1824 HIST 27200 Latin American History from 1824 PHIL 11100 Ethics REL 20000 Intro to study of religion REL 23000 Religions of the East

EDCI 27000 Intro to Educational Technology STAT 11300 Statistics and Society

Oral Communication Science COM 11400 Fundamentals of Speech Communication EDPS 31500 Collaborative Leadership: Listening

ANTH 20400 Intro to Bio Anthropology and Human Evolution ASTR 26300 Descriptive Astronomy: The Solar System ASTR 26400 Descriptive Astronomy: Stars and Galaxies BIOL 11000 Fundamentals of Biology I BIOL 11100 Fundamentals of Biology II

CHM 12500 Introduction to Chemistry CHM 12600 Introduction to Chemistry II CHM 13600 General Chemistry Honors CHM 20000 Fundamentals of chemistry EAS 10200 Earth Science for Elementary Education EAS 10500 The Planets EAS 11100 Physical Geology

BIOL 11200 Fundamentals of Biology I BIOL 11300 Fundamentals of Biology II BIOL 12100 Biology I: Ecology, Diversity, & Behavior BIOL 13100 Biology II: Dev, Structure & Function of Organisms BIOL 13500 First year biology lab BIOL 14501 First year biol lab with neuro res project BIOL 14502 First year BIOL lab with Micro Res Project BIOL 14600 Introduction to Biology BIOL 20100 Human Anatomy and Physiology BIOL 20200 Human Anatomy and Physiology BIOL 20300 Human Anatomy and Physiology BIOL 20400 Human Anatomy and Physiology BIOL 20500 Biology for Elementary Teachers BIOL 20600 Biology for Elementary School Teachers BTNY 11000 Intro to Plant Science CHM 11100 General Chemistry CHM 11200 General Chemistry CHM 11500 General Chemistry CHM 11600 General Chemistry CHM 109/12900 General Chemistry with Biology focus

EAS 11600 Earthquakes and Volcanoes EAS 11700 Introduction to Atmospheric Science EAS 13800 Thunderstorms & Tornadoes EAS 22100 Survey of Atmospheric Science EAS 22500 Science of the Atmosphere EAS 24300 Earth Materials I EAS 24400 Earth Materials II ENTM 10500 Insects: Friends & Foe ENTM 20600 General Entomology ENTM 21000 Intro to Insect Behavior PHYS 17200 Modern Mechanics PHYS 21400 Nature of Physics PHYS 21500 Physics for Elementary Education PHYS 21800 General Physics I PHYS 21900 General Physics II PHYS 22000 General Physics PHYS 22100 General Physics PHYS 24100 Electricity and Optics PHYS 27200 Electric and Magnetic Interactions

Science, Technology & Society Written Communication ANTH 20100 Technology and Culture EAS 10000 Planet Earth EAS 10400 Oceanography EAS 10600 Geosciences in the Cinema EAS 11300 Introduction to Environmental Science EAS 12000 Introduction to Geography IT 22600 Biotechnical Lab I STAT 11300 Statistics and Society

No courses currently nominated in this area

Written Communication

Written Communication

Information LIteracy

Speaking and Listening

Oral Communication

Science

Science

Science, Technology &

Society

Quantitative Reasoning

Quantitative Reasoning (minimum

College Algebra)

Humanistic-Artistic

Human Cultures - Humanities

Social-Behavioral

Human Cultures - Behavior/Social

Sciences

Alignment of Indiana’s Statewide General Transfer Core (GTC) Curriculum and Purdue (WL) Outcomes-Based Undergraduate Core Curriculum

As illustrated in the figure above, key competencies for each learning outcome articulated in Indiana’s Statewide General Transfer Core Curriculum are aligned with and encompass each of Purdue University’s (WL) Outcomes-based Undergraduate Core Curriculum foundational learning outcomes. Purdue University students will satisfy these learning outcomes through the successful completion of courses approved by Purdue’s Undergraduate Curriculum Council.

PWL

GTC

Writ

ten

Com

mun

icat

ion �Knowledge of Conventions

�Produce texts which use appropriate formats, genre conventionsand documentation styles while controlling tone, syntax, grammar and spelling

�Processes �Demonstrate and understanding of writing

as a social process whcih includes multiple drafts, collaboration, and reflection

�Critical Thinking/Reading/Writing �Read critically, summarize, apply, analyze,

and synthesize information and concepts in written and visual texts as the basis for developing original ideas and claims.

�Demonstrate an understanding of writing assignments as a series of tasks including identifying and evaluating useful and reliable outside sources.

�Develop, assert and support a focused thesis with appropriate reasoning and adequate evidence.

�Rhetorical Knowledge �Compose texts which exhibit appropriate

rhetorical choices, which include attention to audience, purpose, context, genre, and convention.

�Engaging Electronic Environment �Demonstrate proficiency in reading,

evaluating, analyzing, and using material collected from electronic sources (such as visual, electronic, library databases, Internet sources, other official databases, federal government databases, reputable blogs, wikis, etc.).

Writ

ten

Com

mun

icat

ion �Clear expression of ideas in writing; includes

grammar, organization, and structure. Varying levels and types of writing skills are required for different jobs. The ability to convey ideas concisely and coherently is important. �Demonstrates understanding of context,

audience, and purpose that is responsive to the assigned task(s) and focuses on all elements of the work.

������������������ ������� ��� �� ����explore ideas and/or demonstrate mastery of the subject, conveying the writer’s understanding, and shaping the work.

������ ����������� �� ���� �������������execution of organization, content, presentation, format and stylistic choices in writing.

������ ��������������������������� ��resources to support ideas that are situated within the discipline and genre of writing.

���������� �����������������������communicates meaning to readers with clarity and fluency.

Info

rmat

ion

Lite

racy

�the ability to recognize the extent and nature of information need, then to locate, evaluate, and effectively use the needed information. It involves designing, evaluating and implementing a strategy to answer questions or achieve a desired goal. �Determine the extent of information needed

(define the research question, determine key concepts and types of information needed)

� Access information using effective, well-designed search strategies and relevant information sources.

� Evaluate information and its sources critically (analyzes assumptions and evaluates the relevance of contexts when presenting a position)

� Communicate, organize and synthesize information from several sources.

� Access and use information ethically and legally (citations and references; paraphrasing, summary, or quoting; distinguishing between common knowledge and ideas requiring attribution)

� Propose a solution/hypothesis that indicates comprehension of the problem and is sensitive to contextual factors as well as the ethical, logical, or cultural dimensions of the problem.

� Demonstrate an understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Spea

king

and

List

enin

g �Use appropriate organization or logical sequencing to deliver an oral message

�Adapt an oral message for diverse audiences, contexts, and communication channels

�Identify and demonstrate appropriate oral and nonverbal communication practices

�Advance an oral argument using logical reasoning �Provide credible and relevant evidence to support an

oral argument �Demonstrate the ethical responsibilities of sending and

receiving oral messages �Summarize or paraphrase an oral message to

demonstrate comprehension

Ora

l Com

mun

icat

ion �activity of conveying meaningful information verbally;

communication by word of mouth typically relies on words, visual aids and non-verbal elements to support the conveyance of the meaning. Oral communication is designed to increase knowledge, foster understanding, or to promote change in the listener’s attitudes, values, beliefs, or behaviors. �Uses appropriate organizational patterns (introduction, conclusion, sequenced material, transitions) that is clearly and consistently observable when making presentations

�Uses language that is thoughtful and generally supports the effectiveness of the presentation (and is appropriate to the audience).

�Uses appropriate delivery techniques when making a presentation (posture, gesture, eye contact, vocal expression)

�Effectively uses supporting materials in presentations (explanations, examples, illustrations, statistics, analogies, quotations)

�Clearly communicates a central message with the supporting materials

Scie

nce �Explain how scientific explanations

are formulated, tested, and modified or validated

�Distinguish between scientific and non-scientific evidence and explanations

�Apply foundational knowledge and discipline-specific concepts to address issues or solve problems

�Apply basic observational, quantitative, or technological methods to gather data and generate evidence-based conclusions

�Use current models and theories to describe, explain, or predict natural phenomena

�Locate reliable sources of scientific evidence to construct arguments related to real-world issues

Scie

nce �think and function as a scientist by

using critical thinking and analytical inquiry;

�apply basic scientific, quantitative, and technological methods and knowledge of nature to the solution of scientific problems;

�use the scientific method and theories to analyze questions in the physical and natural world;

�provide scientific explanations of the nature of the universe, the earth, and/or life forms and be able to distinguish these explanations from non-scientific explanations.

Scie

nce,

Tech

nolo

gy &

Soc

iety

�Understand and reflect upon the complex issues raised by technological and scientific changes and its effects on society and the global world by making sense of, evaluating, and responding to present and future changes that shape individuals’ work, public, and personal lives.

�Courses meeting this content area may focus on issues such as global warming; biotechnology; GMO foods;and computing and information science as it relates to security, privacy, and the proliferation of global information. Consideration should be given to scientific and technological changes from fields such as agriculture, computer science, engineering, education, health sciences, etc

Qua

ntat

ive

Reas

onin

g �Interpretation �Explain information presented in mathematical form, e.g.

equations, graphs, diagrams, tables, words, geometric figures

�Critique arguments using mathematical reasoning �Representation

�Represent information/data in various mathematical forms as appropriate, e.g. symbolically, visually, numerically, and verbally

�Mathematical Processes �Apply mathematical processes and techniques to solve

properly formulated mathematical problems (e.g. algebraic, geometric, logical and/or statistical methods)

�Analysis �Analyze results of computations within the context of the

original problem �Determine reasonableness of solution

�Assumptions �Communicate which assumptions have been made in the

solution process �Determine a solution process and provide a compelling

rationale for choosing that process �Illustrate the limitations of the process

�Communication �Effectively explain the interpretation, representation,

solution, and conclusion of the mathematic problem Qua

ntita

tive

Reas

onin

g �(Minimum: College Algebra) �knowledge of and confidence with basic

mathematical/analytical concepts and operations required for problem solving, decision-making, economic productivity and real-world applications. �Explains information presented in mathematical forms (e.g.,

equations, graphs, diagrams, tables, words) �Converts relevant information into various mathematical

forms (e.g., equations, graphs, diagrams, tables, words �Competently performs basic computational/arithmetic

operations �Makes judgments and draws appropriate conclusions based

on the quantitative analysis of data while recognizing the limits of this analysis

�Makes and evaluates important assumptions in estimation, modeling, and data analysis

�Expresses quantitative evidence in support of the argument or purpose of the work

Hum

anist

ic-A

rtist

ic

�Students will be able to ... �Recognize and describe humanistic, historical, or artistic works or problems and patterns of the human experience.

�Apply disciplinary methodologies, epistemologies, and traditions of the humanities and the arts.

�Analyze and evaluate texts, objects, events, or ideas in their cultural, intellectual or historical contexts

�Analyze the concepts and principles of various modes of humanistic or artistic expression

�Recognize content and apply that knowledge to other works.

�Apply artistic or humanistic methods to create, interpret, or reinterpret creative products through performance or criticism.

�Develop arguments about forms of human agency or expression grounded in rational analysis and in an understanding of and respect for spatial, temporal, and cultural contexts.

�Evaluate conflicting narratives and evidence in order to explore the complexity of human experience across space and time. Hum

an C

ultu

res-

Hum

aniti

es

�the ability to recognize one’s own cultural traditions and to understand and appreciate other cultural traditions and languages. �being a responsible citizen; �discuss economic, social, and cultural diversity within a global context;

�describe the cultural, social and historical dynamics that influence individuals and groups;

�explain the perspective of the culture of another country through the study of world languages, arts, spiritual traditions, mythology/literature, and/or through study abroad

�Humanities: Includes content in classics, history, languages, the law, literature, the performing arts, philosophy (including ethics), religion, and visual arts.

Soci

al-B

ehav

iora

l �Concepts, theories, basic principles �Demonstrate knowledge of major concepts, theoretical perspectives, empirical patterns, and/or historical contexts within a given social or behavioral domain

�Identify the strengths and weaknesses of contending explanations or interpretations for social, behavioral, or historical phenomena

�Research Literacy �Demonstrate basic literacy in social, behavioral, or historical research methods and analyses

�Recognize relevant evidence supporting conclusions about the behavior of individuals, groups, institutions, or organizations

�Self, Social, and Diverse Populations �Recognize the extent and impact of diversity among individuals, cultures, or societies in contemporary or historical contexts

�Personal and Social Responsibility �Identify examples of how social, behavioral, or historical knowledge informs and can shape personal, civic, ethical, or global decisions and responsibilities Hum

an C

ultu

res-

Beha

vior

al/S

ocia

l Sc

ienc

es

�Discuss history and the basic principles and operation of government with a view to being a responsible citizen;

� discuss economic, social, and cultural diversity within a global context;

�describe the cultural, social and historical dynamics that influence individuals and groups;

�explain the perspective of the culture of another country through the study of world languages, arts, spiritual traditions, mythology/literature, and/or through study abroad �Includes content in anthropology, psychology, cognitive science, organization theory, sociology, economics, history, counseling, political science

A S D E T E R M I N E D B Y D R . M I C H A E L H I L L , F A C U L T Y & S T A F F

BLACKBOARD LEARN ISSUES AND QUESTIONS

FACULTY SURVEY - ISSUES

• Answers appear twice in some questions...makes it hard to grade. Images … not always appeared for students.

• Learn is not consistent in grading multiple choice questions

• Correcting grades due to inconsistent grading may revert to the previous erroneous grade.

• Why we would go to a system that is known not to link with Banner in the first place.

ISSUES

• I use Learn to grade tests and have found that questions are often marked wrong when the student has chosen the correct response. To create exams takes at least 4 hours longer than …..in Vista.

• It is not an intuitive program. When a task could be done in Vista in 2 steps, it takes 8 steps to do in Learn.

• Seems like a great idea, but was too clunky to use.

ISSUES

• I have attended trainings and am still experiencing extreme difficulties. I anticipate losing all previous course information and not successfully integrating anything. I anticipate losing thousands of hours of previous work…..

• Keep getting booted out of the system…….. can happen as many as three times in trying to create one assignment.

ISSUES

• In our College (PVM) there are minimal courses adopting the platform and in more than one case the students were instructed to revert to Vista for content/tests

FACULTY QUESTIONS

• Do others have problems grading tests “by question”?

• Do student responses automatically grade in all instances?

• Do grades ever disappear? • Why does the user have to click Submit multiple

times, use multiple mouse clicks, and scroll multiple pages in Learn when the same process is minimal steps or single-click in Vista?

GENERAL QUESTIONS

• Are problems relating to the use of Blackboard Learn caused from the purchase of limited portions of the Blackboard Learn Suite?

OR by • Programming limitations deemed necessary by

the infrastructure here at Purdue?

GENERAL QUESTIONS

• Is our computing infrastructure capable of handling Learn on the proposed scale that it will be used in the Spring?

• Will there be additional knowledgeable support to transition from Vista to Learn to handle the need between now and the Spring Semester?

TAXPAYER QUESTIONS

• What is the annual licensing investment in • Vista? • Learn?

• How many additional hours of Purdue Faculty/Staff time have been invested in problems relating to the operation of Learn?

TAXPAYER QUESTIONS

• What monetary investment has been made in ITaP support in the transition?

• Can the $$ be broken into units including - ITSO - IDC

ONE FACULTY MEMBERS SYNOPSIS

• Learn has not worked well this semester. • Learn was not ready for prime time this semester. It

should not have been rolled out. My frustration, and that of my students, has been immense. Those of us who tried to be proactive and switch were penalized for our initiative...wasted time, loss of face with students...

FINAL QUESTIONS

• Is Blackboard Learn a lemon? • What alternatives to Blackboard can Purdue offer?

COACHEThe Collaborative on Academic Careers in Higher Education

Beverly Davenport SypherVice Provost for Faculty Affairs

Jay McCannProfessor of Political Science, Provost Fellow

Presented toUniversity Senate

November 19, 2012

Faculty satisfaction survey findings

Diagnostic to improve faculty recruitment, retention and development 

Since 2003, 15,000 pre‐tenure faculty at 200 colleges and universities 

2011‐12: 27,660 faculty at 76 institutions, 49% response rate

Purdue sample: 1,661 faculty on WL campus, 47% response rate

“The core strength [and perceived quality] of an institution of higher education is its faculty.”

Response Ratesand selected peers

Overall Tenured Pre-tenure Full Assoc Men Women WhiteFaculty of

Colorpopulation 1,661 1,348 313 817 525 1,224 437 1,246 415

Purdue University responders 778 615 163 372 241 536 242 620 158 response rate 47% 46% 52% 46% 46% 44% 55% 50% 38%

population 6,308 4,967 1,341 3,029 2,005 4,364 1,944 5,117 1,188

Selected Peers 1 responders 3,208 2,533 672 1,510 1,049 2,078 1,127 2,691 512 response rate 51% 51% 50% 50% 52% 48% 58% 53% 43%

population 27,660 19,888 7,772 10,516 9,711 17,710 9,950 21,332 6,269 All responders 13,634 9,661 3,973 5,117 4,689 8,151 5,483 10,897 2,725

response rate 49% 49% 51% 48% 48% 46% 55% 51% 43%

*Due to some missing gender and race/ethinicity data, the numbers of males and females, and of w hite faculty and faculty of color, may not sum to the total populations.

1Each institution must choose five peers from their cohort for comparative purposes only. Institutions designated as "peers" in Purdue's study year include University of North Carolina-Chapel Hill,

University of Kansas, North Carolina State, Kansas State and University of Tennessee

2012 COACHE Faculty Satisfaction Survey

Predictors of faculty satisfaction and success

Nature of work – research, teaching and service

Resources to support work

Benefits, compensation and work/life support

Interdisciplinary work and collaboration

Mentoring

Tenure and promotion practices

Leadership and governance

Departmental collegiality, quality and faculty engagement

Appreciation and recognition

88% would recommend their departments 64% would recommend Purdue University  Men are generally more satisfied than women. Pre‐tenure are more satisfied than tenured faculty. Associate professors are the most dissatisfied. Two “best aspects” of Purdue:

• quality of colleagues• cost of living

Two “worst aspects” of Purdue:• geographic location• compensation

Top two “adjustments” faculty would like to negotiate:• salary• research support

General findings

Purdue’s highest levels of satisfactionrelative to COACHE institutions

Interdisciplinary work and collaboration

• Budgetary support• Facilities• Rewards • Collaboration outside the department• Collaboration outside the institution

Research Support• Support for obtaining grants• Support for maintaining grants• Support for engaging undergraduates• Quality of graduate research assistants

Highest relative levels of satisfaction(cont.)

Personal and family policies

• Housing benefits• Dual career assistance • Tuition waivers• Childcare

Roadmap for Strategic Improvements

Tenure and promotion clarity and reasonableness

Service expectations

Collegiality

Recognition and appreciation

Departmental quality 

Leadership• communication of priorities• pace of decision making• faculty input

Strategic Activities Underway

Increased engagement with faculty

Retention and equity

Promotion and Tenure Task Force

Department Head Leadership Program

Conference for Pre‐tenure Women

Childcare Task Force

Mentoring Work Group

Exit Interviews

Why faculty might leave:

Salary

To find an institution with prioritsimilar to their own

More resources

Family or personal needs 

Better location

“What is the number one thing that you, personally, feel your institution could do to improve your workplace?”

(all COACHE respondents)

Evaluative Index Components

Evaluative Index Components

Evaluative Index Components

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Trimester Questions

A shift to trimesters would engage every aspect of the Purdue West Lafayette campus, from people (students, faculty, staff, families, & prospective employers) to mission (research, teaching, & engagement) to space (classrooms, offices, labs, Libraries, & residence halls) to campus life (athletics, Convocations, intramurals, & student organizations) to time (length of a class, a day, & a term), and much more. The rationale for switching to a trimester academic calendar includes greater flexibility for students, faculty and staff, a greater utilization of university facilities, and a strengthened local economy.1 However, before considering such a move, the entire campus will engage in a deliberate and judicious consideration of how such a change would affect Purdue.

A set of almost 100 questions and issues about the switch to trimesters is provided that guides the process. Some of the questions were asked at the University Senate meeting that focused on trimesters on October 15, 2012.2 Other questions arise from documents found on the Senate agenda,3 a literature review,4 or are a result of conversations across campus. The questions have been categorized into eight interdependent groups:

• Faculty and Staff Roles

• Composition of the Student Body

• Effects On The Research, Teaching, and Engagement Mission

• Student Life

• Funding Models

• Time: Academic Calendar and Day

• Campus Space

• Community Linkages

Questions that Were Answered 1) What is the stance of the Board of Trustees on this issue and do they have the final word?

a. Per Tim Sands, the Trustees support the concept, but he is not sure how they could force us into the situation if it did not make any sense. The faculty has control over the curriculum and the calendar. Practically speaking this is the body (the University Senate) that will make the decision. If the faculty doesn’t buy into this, it would fail.

2) Can we have good market research about those who would be paying (the students and their parents)? In addition, can we have a discussion formed with more rigor by the Ford Foundation report?

a. Per Tim Sands, yes. Our response is that our planning will be a slow, deliberate process so we have time to make discoveries and make determinations.

1See Sands,T. “Senate Semester _PartA-Oct12.ppt” https://www.purdue.edu/senate/meetings.cfm 2 http://www.youtube.com/watch?v=rTmlshiW0I8&feature=youtu.be 3 https://www.purdue.edu/senate/meetings.cfm 4 http://guides.lib.purdue.edu/trimesters

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3) Is there a point in this process at which we pull the plug and say it will not be adopted? What might that look like? What if the faculty input is largely negative and there is not a large buy in? How would that affect the decision?

a. Per Tim Sands, faculty will follow their own and their department’s lead. If we incentivize the summer, and people utilize the option, we expect summer may grow. If the incentives do not lead to growth in summer, we can’t move.

4) Will trimesters extend to the regional campuses?

a. No, although it was discussed with the regional campuses when the concept was first considered.

5) Can anyone in the room identify any other universities currently successfully using the trimester model?

a. Per Tim Sands, it is in use at the University of Waterloo.

b. Per Frank Dooley, the University of Minnesota has announced an intention to evaluate moving to trimesters.5

Faculty and Staff Roles Perhaps no factor is more important to the adoption of a trimester model than faculty and staff acceptance. Many faculty members already work on a year-round basis, preparing for their classes over summer, and writing research grant proposals to fund their summer during the academic year. The nature of faculty work does not follow the strict academic calendar. Throughout the calendar year faculty face professional meetings, grant deadlines, journal submissions and reviews, and more. Some faculty members use their fall or spring break to catch up on their grading. Staff roles can vary widely depending upon the individual’s position. Those in a research lab settings work hand-in-hand with the faculty, and hence face similar deadlines. Expectations for others may follow an academic calendar. Carefully structured, Purdue might be able to achieve a better work/home life balance for their faculty and staff members by moving to a year-round appointment. In turn, such policies may help us recruit a stronger faculty. Thus, the following issues should be studied with respect to faculty and staff.

6) Is there a requirement to be on campus all three terms? This would remove the opportunity to do field work.

7) This change will mean that not everyone will be present during the fall and the spring. That would change the dynamics of the faculty in terms of making decisions, faculty meetings, attending seminars, being a group, and participating in everything. In other words, we can dilute the effect of a faculty by 1/3 in any given semester. That would have a big impact on the way in which a faculty operates.

8) Will we have year round Senate meetings? Or if you select 2 of 3 terms to be on campus does that mean you are not eligible to be the Senate because of when you choose to be on campus?

9) There are many critical committee meetings (e.g., promotion/tenure process) that faculty must attend. How do we ensure that these meetings will held when the faculty will be able to participate if we allow faculty to select the 2 semesters that they will be on campus? Will we be

5 http://www1.umn.edu/president/speeches-and-writing/2012-state-of-the-u/index.html (see Appendix A)

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required to be here all 3 semesters because some of the committee meetings we are required to attend?

10) Are we anticipating more effort in an integrated sense over a 12 month period from anybody? That wasn’t part of the original discussion.

11) Are we assuming that all units will be required to go to three trimesters rather than two semesters?

12) Is there any push to have a university level pay rate for summer so there is not the disparity from college to college in pay rates?

13) Given that the faculty is the highest cost of any given class, will there be a tendency to use lower cost instruction, hiring of non-faculty rank to teach summer sessions?

14) What will happen to graduate TA/RA assistantships? Will grad students be teaching more than they are required to now?

15) How would a shift to 12-month appointments affect pay?

16) Without summers where is the time for reflective thought for idea generation, proposal writing (and incentives thereof), journal paper writing, increased graduate student meeting time, book writing, course note preparation and updating, and mental regeneration/recovery?

17) How will trimesters affect recruitment and retention?

18) What is trimester’s effect on faculty research or engagement?

19) How will faculty roles and expectations be aligned with mission and rewards?

20) What is the definition of faculty load in a trimester model? Will it be the same across the campus?

21) Should the campus build a model of flexible appointments, varying in the number of terms worked per year (e.g., work spring, summer, and be off during winter term), or the percentage of time throughout the year (e.g., work 80% of the day leaving at 3 pm each day for family care)?

22) How would such a change affect promotion and tenure processes?

23) What current university and academic policies will need to be amended?

24) How will we define vacation and other leave polices?

25) How will faculty/staff teaching on a year round base find time to recharge?

26) How would a shift to trimesters affect non-tenure track faculty? Is it reasonable to expect someone to teach on a year-round basis?

27) How would a shift to trimesters affect staff? Will additional staff be needed to meet the needs of a year round campus?

Composition of the Student Body The initial trimester model proposal assumed that the number of undergraduate credit hours taught on an annual basis will increase by 25% by the year 2022. The 5% decrease in fall and spring credit hours are offset by summer credit hours rising from 35,180 credit hours in 2009 to 311,500 in 2022 (Table 1). This goal was made more challenging given the new law that limits programs to 120 credit hours (unless

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justification is provided for more hours). In short, the move to trimesters presumes that more students will matriculate to and graduate from Purdue.

Table 1. Distribution of Undergraduate Credit Hours, by Term Year/Term 2009-10 2022-23 Percentage Change

Credit hours Fall1 460,190 437,181 -5% Spring 430,338 408,869 -5% Summer 35,180 311,500 785% Total 925,708 1,157,550 25%

1Office of Institutional Research. “Credit Hours,” http://www.purdue.edu/oir/credithours.html

28) Is the presumption that with a trimester we’re going to increase enrollment?

29) If we admit more students, does this imply we must be willing to accept lower quality students? Wouldn’t this strategy lower the reputation of the university?

30) Shouldn’t we focus on a 3 year graduation rate (as opposed to a 4-year graduation rate)?

31) What is the real effect anticipated on 4-year graduation rates and why is that so important?

32) How will trimesters affect transfer students between the West Lafayette and other campuses in the Purdue system?

33) How will trimesters affect graduate students and graduate course offerings? What consideration has gone into graduate student education?

34) Have we considered the effect of trimesters on co-op programs?

35) In the short run, what models hold the greatest potential for growing summer enrollment? Ideas to consider include: progression courses, bridge programs, early honors experience, expanded international students, and other innovative courses and programs.

36) Is there merit to increase enrollment by admitting more students to high demand programs? The question then becomes could high demand programs fuel enrollment growth at times other than the traditional academic calendar? This option has many dimensions to consider.

a. What are the high demand programs?

b. Do these programs currently face capacity limits? If so, what is the nature of the precise constraint these programs face (faculty, labs, class availability, etc.)?

c. How will an increase in high demand programs affect the rest of campus? E.g., other parts of the university will need to offer more service courses for these majors.

37) Would a high school student be willing to start in January or May instead of the traditional fall term? Is it different for international students?

38) Can we create a fall semester of general education/core curriculum or prerequisite classes for first year students and have them start courses found in their major in spring and summer?

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39) What changes would be required of admission policies?

40) Could we require students attend at least one summer session?

41) Will a larger student body see proportional growth across the campus? Will the growth be greater in undergraduate or graduate programs? Is it possible for all programs to grow by 25%?

42) The US economy would be better served if we had more STEM discipline graduates, and Purdue obviously has a competitive advantage in this arena. Should the growth be targeted to increase STEM disciplines? How does that affect campus culture?

43) A larger student body in turn will require a larger faculty. For many programs, accreditation guidelines are driven in part by student to faculty ratios. How will growth in student numbers drive faculty lines?

44) A larger student body will also require additional staff. E.g., the goal for the advisee-to-advisor ratio is 225-to-1.6

Effects on the Research, Teaching, and Engagement Mission Much of the discussion surrounding the trimester calendar focuses on generating undergraduate credit hours and graduation rates. Many faculty members currently fund their summer salaries from grants. Despite having almost 40,000 students on the West Lafayette campus, Purdue is a Carnegie Research University/Very High Research Activity institution. Purdue has recently doubled research funding and is striving to increase its research efforts further. Purdue also has an established global reputation for excellence with engagement.

45) How will we spread the salary across the year-round appointment? Right now when you apply for external funding, we have the process of summer salary or summer ninths. I wonder how it will work to spread the salary with NSF programming throughout the year. When we were audited by the NSF they were quite adamant that we weren’t doing other things when we’re on NSF money. It will affect time and salary of faculty.

46) Given the emphasis on research, how will faculty find additional time to teach?

47) Will there be an increase in the number of faculty? Would such an increase be proportional across the campus or targeted?

48) Is the increase in the number of faculty accompanied by a growth in staff?

49) How will year-round teaching interact with engagement?

Student Life Compared to the academic year, the pace of life is much different in the summer. Amenities and student services are limited during summer term. For example, there are no sport competitions to attend and cheer on. Student government and virtually every student organization do not meet during the summer. As such, the student experience is very different.

50) Is there any information about the number of students who work during the summer?

6 www.purdue.edu/newsroom/purduetoday/releases/2012/Q4/foe-implementation-undergraduate-advising.html

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51) It seems intuitive that students come here for more than a piece of paper. Students come here for more than a set of skills and piece of paper. Have we considered how a trimester calendar can affect the Purdue experience? Could an increase in flexibility affect this?

52) At what point, do we see expansion in student services for summer?

53) Which staff members will provide service to students during summer?

54) Will more space be available in residence halls to students (or conversely, where will attendees of summer programs like FFA reside?)

55) Will the Libraries be able to have 24/7 and weekend hours during summer term?

56) How will trimesters affect student athletes and athletic programs? How does the NCAA view trimesters?

57) What types of summer entertainment and recreation can be offered?

58) Will students be able to find internships or co-ops during fall and spring term instead of summer?

Funding Models A new summer instruction funding model will be implemented for summer 2013, with a greater emphasis in providing incentives for departments to offer courses. Questions need to be considered for both an expanded summer and trimesters.

59) How will a student or their families afford a 50% increase in tuition (by attending three terms in one year?

60) Have there been any calculations about the short term inefficiencies of ramping up summer, perhaps lags in enrollments?

61) What about the costs of faculty effort and time to transform the entire curriculum to a different model of instruction?

62) What changes are necessary for financial aid, especially for summer term?

63) What will be the funding model if a shift is made to trimesters?

Time: Academic Calendar and Day The current Academic Year (defined by University Senate Document 90-30)7 consists of two 16-week semesters and three 4-week summer terms. Typically, a credit requires 50 minutes of lecture (or equivalent) per week for the entire semester. Thus, the expectation is that a credit requires 750 minutes of instruction time.8 The amount of total instruction time per credit hour will not change with a switch to trimesters.

64) How fast can we make a decision about the calendar? I’m concerned about the effect of the uncertainty about the trimester plan and the perspective that is unknown on the faculty that we want to hire as part of this plan will be detrimental, especially if we are trying to recruit a faculty member away from a current institution and bringing them into a situation they may not potentially like.

7 http://www.purdue.edu/univregs/academicprocedures/calendar.html 8 http://www.purdue.edu/registrar/pdf/Credit_Hour_Guidelines.pdf

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65) Could we choose to have 14 week terms (13 week terms with one week for exams) during fall and spring, and two 7-week or one 14 week term during the summer? If we balance the semesters at the same length but still call it summer session, then you set up the infrastructure, and student will have the opportunity to evaluate the courses just as the same. This solution would not destroy the whole system of fall and spring.

a. A different perspective is that is important to make whatever we propose backward compatible. Leave everything the same until we change. If it fails at any point, we can go back without another plan for retreat.

66) Rather than flipping the calendar when summer credit hours are 35% of fall credit hours, is this enough to get us the best of both worlds? This would let us keep a semester structure that most of us are comfortable with but show an improvement.

67) What about down time? Does every course have to be taught in every semester?

68) Can the system remain flexible so that students can keep the traditional model if they want?

69) With respect to 6 week terms, can lab and reading intensive courses be taught in a shortened period? How will this affect student learning?

70) I am wondering if anyone has taken into account the use of Purdue facilities in the summer for outreach and education programs. There are many funded research projects that are required to have education and outreach components. Many of those accomplish this by having summer events, either for teachers, students or for people from other universities. How will these be impacted if facilities, including dorms, are in use during the summer months? Has anyone taken into account both the real dollar costs of losing these opportunities and the possibility of becoming less competitive on proposals if we cannot provide this kind of opportunities?

71) What will be the length of a term in a trimester?

72) What will be the timing of the terms?

73) Will breaks be evenly distributed among terms?

74) Can short Maymester like terms be developed?

75) How long per day and often per week will classes meet?

76) How many class periods will be offered per day?

77) Will the class day extend into evening?

78) Should the “dead week” policy be amended?

79) When will STAR occur if the campus is on a year-round schedule?

80) Will the admissions calendar and deadlines need to change?

81) What is the calendar for a transition?

Campus Space A Ten Year Capital Plan was submitted to the Board of Trustees in July 2012.9 Another committee is currently reviewing renovation of lab spaces.

9 https://www2.itap.purdue.edu/bot/viewDocument.cfm?id=5492

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82) What about construction on campus? Will it spread year round?

83) How will a change to trimesters affect the need for classroom space? E.g., longer class periods needed to meet the definition of a credit hour means that fewer sections can be taught per day. Classroom space is heavily utilized and a reduction of availability will introduce constraints to growth.

84) The Residence Halls face two challenges to more students on campus during the summer. First, only around half of the dorms are air conditioned. Second, groups such as FFA have long term contracts with Purdue to use residence halls during summer. What is the time frame for allowing more students to live in residence halls?

85) If classroom and lab space is used more intensely over summer, when will routine maintenance be conducted?

86) As an alternative, could we greatly expand the use of distance education, creating an “onsemester” with more online courses from: 1) preparatory courses for students entering in the fall (e.g. math), 2) between semester courses either makeup or preparatory/get ahead for next semester, 3) Core Curriculum courses taken by all students, 4) elective courses (e.g., one semester physics service courses), or 5) specialty courses.

87) Where would space be found for programs such as STAR if the campus is used more intensely?

88) How will the campus accommodate summer camps and other programs key to recruiting?

89) Where would additional faculty and staff be housed?

Community Life Much of the discussion surrounding the trimester calendar focuses on generating credit hours among undergraduate students. Many in the community are interested in the effect on the local economy.

90) How does a balanced academic calendar affect the local community and economy?

91) How will Purdue’s calendar affect local K-12 schools?

92) How will Purdue’s calendar affect the availability of child care?

93) When should an economic impact analysis be conducted?

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Appendix 1:

Extracted from Reference 5: http://www1.umn.edu/president/speeches-and-writing/2012-state-of-the-u/index.html

Second, I will engage with you to define and bring to life a remarkably revised academic calendar. Specifically, building on the report from the 2011 Summer Semester Committee, I'd like to take a serious and rigorous look at moving to a year-round academic calendar. This would include three 14- or 15-week periods that—with sincere apologies to our English faculty—I am going to call semesters, even though there are three.

Now, I have learned that in Minnesota there are two immovable calendar events—the religious holidays in December and the secular 10-day celebration that is the Minnesota State Fair. Working around them, I do believe a full, three-semester calendar could be crafted, and it offers great opportunities for both students and faculty. My vision for a year-round calendar would also incorporate an extended winter session in January.

There are significant advantages to doing our best to make this work. First, it would give more students a real chance at graduating in less than four years. On such a calendar, a full-time, year-round student could earn 120 credits in less than three years.

Second, a longer winter session would give students more opportunity to study abroad, have meaningful internship or service and learning opportunities, or complete honors or other significant senior projects.

Third, and very importantly, a year-round schedule increases use of our laboratory and classroom space. Using our facilities year round reduces bottlenecks and can reduce our long-term need, and cost, for new facilities. Finally, three full semesters would increase tuition revenues annually, allowing us to hire more faculty.

Faculty would still teach two semesters a year, but could have flexibility to arrange them so that two consecutive semesters could be devoted to research. Alternatively, "B," or nine-month faculty, might choose to teach three semesters from time to time for additional compensation.

Of course, there are big challenges, chief among them here—managing financial aid for students. There are also valuable programs on our campuses in the summer that would have to be accommodated. And, we'd need a transition time to move to the new model.

But all in all, in the balance, I think the benefits could outweigh the challenges, and this is an idea well worth driving forward. We'll start this conversation on the Twin Cities campus, with other campuses having the option to join as they wish.

Lilly‐MarleneRussow,ProfessorofPhilosophy,diedinhersleeponthemorningofJanuary16,2012attheageof60.Shehadenteredhospicecaretwodaysearlier.

Lillyjoinedthefacultyin1975,afterearningaB.A.atVassarCollegeandaPh.D.atPrincetonUniversity.Herearlypublicationswereinphilosophyofmind.SoonaftercomingtoPurdueshedevelopedanadditionalinterestinappliedethics,particularlyethicsandanimalsandenvironmentalethics.Herveryfirstpaperinthisarea,her1981“WhyDoSpeciesMatter?”,wasreprintedinatleastsixdifferentappliedethicsanthologies.Bythetimeherhealthmadeherwithdrawfromteachingaround2002Lillyhadco‐authoredatextbookoncriticalthinking,co‐editedabookongeneticengineeringandanimalwelfare,andpublishednumerousarticlesinphilosophyofmindandappliedethics.

Lillywasactiveinpresentationstoscientificaswellasphilosophicalaudiences.Someofthesewerelocal,startingwithtalksshegavetoanimalcontrolofficersandveterinariansin1977,andcontinuingwithparticipationincoursesinPurdue’sSchoolofVeterinaryMedicine.ShewasalsoinvolvedwithnationalgroupssuchastheHastingsCenter,theNationalAcademyofScience,Scientists’CenterforAnimalWelfare,andNASA.HerworkwithNASAledtoreformulatedguidelinesforthatagency’sethicalprinciplesforthecareanduseofanimals.TheNationalScienceFoundationsupportedworkshopssheranatPurdueforlifesciencefacultywhowantedtoincludeanethicscomponentintheircourses.Shewasavaluedcolleaguenotjustwithintheuniversitybutfarbeyonditaswell.

Lillyissurvivedbyherbrotherandsister‐in‐lawEricandBernadetteRussowinMiddleton,WI,alongwiththeirchildreninWisconsin,herbrotherLloydRussowinPhiladephia,PA,andherbrotherStephenRussowinPendelton,SC.

CALENDAR OF STATUS OF LEGISLATION

SENATE DOCUMENT

TITLE

ORIGIN

SENATE

12-1 Change to Academic Regulations and Procedures on Academic Year and Calendar

Educational Policy Committee

Approved 19 November 2012

12-2 Reappointment of the University Senate

University Senate Steering Committee

Approved 19 November 2012

*Approved