邢唷��>� +-��*��欹�乣 ��7jbjb "|c|c7��J� � � � � J� .� � � � � � � � F H H H H H H ,�RO�t �� t F �� F F F � R�� F F $2�� F F F ��F � 闒⒖� 0 F F � 0� F F F F �JJ��JJCommittee for Educational Policies and Planning Tuesday, November 1, 2005 Present: Matt Hockenos (chair) Muriel Poston Deb Hall Michael Mudrovic Molly Appel Beau Breslin (scribe) Pat Oles Sarah Goodwin Bob DeSeino The committee immediately began addressing the science chapter in the Middle States self-study. Sarah was asked about any changes that have been made to the chapter in light of the open forums. She indicated that some changes had been made. The word 搉atural� was added before science in many places so as to better reflect what the college is talking about. The committee was then asked to consider whether the chapter sufficiently focuses on the issue of student engagement. Matt said that he thought there were two places where it was more explicit: in the section involving student collaboration and the section on 損ublic awareness.� Deb then noted that some aspects of the chapter are redundant. She pointed to two paragraphs in particular. Molly was curious about some of the comments in the chapter that spoke to the issue of 搒tretching the faculty in lots of different directions.� That is, she said she was curious about the impression that the science faculty are somehow overtaxed in ways that other faculty are not. She wondered whether that was consonant with the rest of the self-study. Bob抯 response was that student engagement was a 搕wo fold� enterprise, with one part being the need to deliver a specific core curriculum in a particular discipline. His concern is that the sciences are not sufficiently staffed to provide students with the content they need in specific subjects (he mentioned Physics, for example) and thus faculty, in those areas, are stretched quite thin. Ruth Andrea then asked a series of questions related to this topic. She wondered whether there was insufficient attention given to the need to deliver the core. Bob responded that many scientists at Skidmore would like to see a greater commitment to that component in the actual document. He said that there is not enough emphasis on building the core in the chapter, but that there are other factors at work here. He further mentioned at this point that there is an 揺xternal value� to building our reputation in the sciences. Sarah noted that the idea of 搒trengthening the core in the natural sciences� was more 揻ront and center� in an earlier iteration of the document but that some changes were made to make the chapter more consistent with the rest of the self-study. Mike then commented that there appears to be multiple definitions of student engagement in the entire document. That is problematic. Ruth Andrea then wondered whether students would actually gravitate to the natural sciences in the numbers that the strategic plan envisions (she cited Sarah Lawrence as a successful model). She also mentioned that she thought the language in the chapter was a bit too wordy. Some on the committee argued that 搒tudent engagement� is too loosely defined in the chapter, and that perhaps a few more illustrations may help. The conversation then moved to the place the Tang should occupy in the chapter. Sarah mentioned that there is a discussion among some scientists that too much emphasis on the Tang will pressure science faculty to redirect their energies toward Tang exhibitions and away from their scholarship. Moving the discussion of the Tang to the beginning of the chapter may only exacerbate that pressure. Discussion ensued, and there was little resolution. Mike noted that he believes the Tang is a strength of the college and that the document ought to end on a high note. The committee then had a brief discussion about reexamining the breadth requirement for the sciences. It was agreed that we should not reopen that debate. As time was short, Matt then asked the committee to consider approving the minutes on-line. He announced that he would speak on the faculty floor about DOS restructuring and the retreat. 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