 |
THE PENNSYLVANIA STATE
UNIVERSITY
The University Faculty
Senate
AGENDA
Tuesday, December 4, 2001,
at 1:30 PM in
112 Kern Graduate Building
[In the case of severe weather
conditions or other emergencies, you may call the Senate Office
at (814) 863-0221 to inquire if a Senate meeting has been
postponed or canceled. This may be
done after normal office hours by
calling the same number and a voice mail announcement can
be heard concerning the status of
any meeting. You may also leave a
message at that time.]
A. MINUTES
OF THE PRECEDING MEETING -
Minutes
of the October 23, 2001, Meeting in The Senate Record 35:2
B.
COMMUNICATIONS
TO THE SENATE - Senate Curriculum Report (Blue Sheets)
of
November 20, 2001
C. REPORT OF SENATE COUNCIL - Meeting of November 13, 2001
D. ANNOUNCEMENTS BY THE CHAIR -
E. COMMENTS
BY THE PRESIDENT OF THE UNIVERSITY -
F.
FORENSIC
BUSINESS –
G. UNFINISHED BUSINESS -
H.
LEGISLATIVE
REPORTS –
Committees
and Rules
Changes in Constitution, Article
II, Section 5; Standing Rules, Article II, Section
6(e)1;
and Standing Rules, Article II, Section 6(f)1
Undergraduate
Education
Revision of Senate Policy 47-20: Basis for
Grades
New
Senate Policy 43-00: Syllabus
I.
ADVISORY/CONSULTATIVE
REPORTS -
J.
INFORMATIONAL
REPORTS –
Admissions, Records,
Scheduling and Student Aid
Reserved Spaces Program
Undergraduate Education
Summary of Student Petitions
by College, Unit or Location
Major
Accomplishments of the Teaching and Learning Consortium (TLC)
First Two Years, John A.
Brighton, University Professor and Chair of the
Teaching and Learning
Consortium
University
Planning
Visual
Construction Report of Academic Buildings, William J. Anderson, Jr.,
Assistant Vice President of Physical Plant
Security
Briefing, Thomas R. Harmon, Director of Police Services
K.
NEW LEGISLATIVE BUSINESS -
L.
COMMENTS AND RECOMMENDATIONS FOR THE GOOD OF THE UNIVERSITY -
-----------------
Note:
The next regular meeting of the University Faculty Senate will be held
on Tuesday,
January 29, 2002, at 1:30 PM in Room 112
Kern Building.
THE PENNSYLVANIA STATE UNIVERSITY
The University Faculty Senate
101 Kern Graduate Building
University Park, PA 16802
(814) 863-1202 – phone (814) 865-5789 – fax
Date: November 13, 2001
To: John S. Nichols, Chair, University Faculty Senate
From: Louis F. Geschwindner, Chair, Senate Committee on Curricular Affairs
The Senate Curriculum Report, dated November 20, 2001, has been
circulated throughout the University.
Objections to any of the items in the report must be submitted to the
University Curriculum Coordinator at the Senate Office, 101 Kern Graduate
Building, e-mail ID sfw2@psu.edu, on or
before December 20, 2001.
The Senate Curriculum Report is available on the web. It can be accessed via the Faculty Senate home page (URL http://www.psu.edu/ufs). Since the Report is available on the web, printed copies are not distributed to the University community. An electronic mailing list is used to notify individuals of its publication. Please contact the Curriculum Coordinator at the e-mail ID indicated above if you would like to be added to the notification list.
Publication of the 2002-2004 Undergraduate Degree Programs Bulletin
Work is currently
underway for the next paper publication of the Undergraduate Degree Programs
Bulletin. The cut-off date for changes to the Bulletin is February
15, 2002. Curricular changes that are to appear in the 2002-2004 Bulletin
must be through the approval process (academic and administrative) by February
15, 2002.
SENATE COMMITTEE ON COMMITTEES AND RULES
Changes in Constitution, Article II, Section 5;
Standing Rules, Article II, Section 6 (e)1; and
Standing
Rules, Article II, Section 6(f)1
(Legislative)
(Implementation Date: Upon approval by the President)
Introduction
The Committee on Faculty Affairs report entitled “Recommendations for
Emeritus/Retired Faculty” was passed on January 30, 2001 (Appendix “E”) and
approved by the President. Recommendation #7 of the report reads as follows:
“The Senate Committee on Committees and Rules should propose the establishment of representation of emeritus faculty in the University Faculty Senate by having a voting member elected from and by emeritus faculty.”
Rationale and Recommendations
The recommendation from the Committee on Faculty Affairs suggested that one
(1) emeritus Senator be given membership on the University Faculty Senate.
After extensive discussion in the Committees on Committees and Rules, it was
decided that not one but rather two new members be included. It became
clear that both the Senate and the retired population would be better served if
there were a retired faculty Senator on the Committee on Faculty Affairs and
the Committee on Faculty Benefits. In both cases, there are agenda issues
addressed in these committees that have implications for retired faculty.
The decision to become more inclusive and have these new faculty Senators not
only from the emeritus faculty ranks but rather from all of the retired
population was based on the fact that there are many retired faculty who would
be very effective Senators but were never in a position to be granted emeritus
status.
Recommendation #1
Change Constitution, Article II, Section 5 as follows:
Section 5
(a) The following persons shall be ex officio members of the Senate: the President of the University; the Executive Vice President and Provost of the University; the Vice President for Research and Dean of the Graduate School; the Chair of the Academic Leadership Council; the Vice Provost and Dean for Undergraduate Education; the University Registrar; the Director of the Division of Undergraduate Studies; and any elected member of the Faculty Advisory Committee who is not an elected faculty Senator.
(b) The President may appoint other University personnel to membership in the Senate on an annual basis. The total number of appointed and ex officio members (not including any member of the Faculty Advisory Committee) shall not exceed a number equal to ten (10) percent of the elected faculty Senators.
(c) The full-time, degree-seeking students at the University shall be represented by elected student Senators as follows:
1. One undergraduate student from each of the ten (10) colleges at University Park.
2. One student from each of the following locations or units:
Penn State Abington
Penn State Altoona
Penn State Berks-Lehigh Valley
Penn State Erie-The Behrend College
Penn State Capital College
Penn State College of Medicine
Penn State Commonwealth College
The Dickinson School of Law of The Pennsylvania State University
The Division of Undergraduate Studies
The Graduate School
Penn State Great Valley School of Graduate Professional Studies
Whenever comparable units are added to the University or created through reorganization, each new unit shall elect one student Senator. The term of a student Senator shall be one (1) year.
(D) THE RETIRED FACULTY OF THE UNIVERSITY SHALL BE REPRESENTED BY TWO (2) ELECTED RETIRED FACULTY SENATORS.
Recommendation #2
Change Standing Rules, Article II, Section 6(e)1 as follows:
(e) Committee on Faculty
Affairs
1. Membership
(i) At least twenty (20) elected faculty Senators including at least one (1) faculty Senator from each college at University Park and one (1) faculty Senator from each of the following: Abington College, Altoona College, Penn State Erie-The Behrend College, Berks-Lehigh Valley College, Capital College, Commonwealth College, Dickinson School of Law, The College of Medicine, Great Valley School of Graduate Professional Studies, and University Libraries.
(ii) ONE RETIRED FACULTY SENATOR
Recommendation #3
Change in Standing Rules, Article II, Section 6(f)1 as follows:
(f) Committee on Faculty Benefits
1.
Membership
(i) At
least seven (7) elected faculty Senators
(ii) The Assistant Vice President for Human Resources
(iii)
ONE RETIRED FACULTY
SENATOR
Procedures
It is proposed that the following method for fulfilling these
recommendations be used:
1) The Senate Office will obtain, from the Office of Human Resources, a list of
retired faculty members from the last ten (10) years who are living in Pennsylvania
and the contiguous states,
2) This list will be cross-checked with the names of those who served on the Senate prior to retirement,
3) From this list of former Senators, the Committee on Committees and Rules
will establish a list of candidates and the Executive Secretary will then
contact the individuals and ask if they would stand for election to the Senate,
4) A ballot will be established with the individual former Senators (the order
of names on the ballot will be determined by lot) who have consented to serve,
5) This ballot will also have a line marked “Other” for write-in votes so that
other members of the retired population can be included in the voting,
6) The ballot will be made available to all retired faculty,
7) A simple plurality vote will determine the winners (the first year of the
election two retired faculty Senators will be elected). In the case of a tie the Committee on
Committees and Rules will determine a winner,
8) Two retired faculty members will be elected. The Senate Committee
on Committees and Rules will appoint one to serve on the Committee on Faculty
Affairs and one to serve on the Committee on Faculty Benefits,
9) The term of office will be four (4) years. In the first year of the
election, one Senator will be elected to a four (4) year term and one to a two
(2) year term,
10) If a retired Senator cannot fulfill his/her term, the alternate from the last election will be appointed to do so,
11) The elected retired faculty will be full voting members of the Senate.
SENATE COMMITTEE ON COMMITTEES AND RULES
Joseph J. Cecere
Dwight Davis
Terry Engelder
Joanna Floros
Sabih I. Hayek
Deidre E. Jago
Arthur C. Miller
John W. Moore
John S. Nichols
Jean Landa Pytel, Chair
Cara-Lynne Schengrund
Stephen M. Smith
Valerie N. Stratton, Vice-Chair
SENATE COMMITTEE ON UNDERGRADUATE EDUCATION
Revision of Senate Policy 47-20: Basis for Grades
(Legislative)
[Implementation Date: Spring 2002]
Background:
Senate Policy 47-20 establishes the instructor’s judgment of the student’s scholastic achievement as the basis for a student’s final grade in a course. Senate Policy 44-10, General Examination Policy, specifies that the instructor should provide written notification of the course final examination policy to students within the first ten calendar days of a semester or its equivalent. The current Senate Policy 47-20 on grading does not require written notification of course grading policy at the beginning of the semester.
Rationale:
Given that exam policy and grading policy are highly interrelated, it would clarify grading policy for students if written notification for both the course grading and exam policies were provided within the first ten calendar days of a semester or its equivalent. Such written notification, however, must not bind the instructor to a particular grading policy that might need revision during the semester in response to students’ learning needs and performances.
Recommendation:
Senate Policy 47-20 should be revised to read as follows:
Policy 47-20 Basis for Grades
Grades
shall be assigned to individual students on the basis of the instructor’s
judgment of the student’s scholastic achievement as set forth in Section
47-60. This specifically includes the
instructor’s judgment regarding an appropriate academic sanction for academic
dishonesty defined in Section 49-20.
THE INSTRUCTOR SHOULD PROVIDE WRITTEN NOTIFICATION OF THE BASIS FOR
GRADES TO STUDENTS WITHIN THE FIRST TEN CALENDAR DAYS OF A SEMESTER OR ITS EQUIVALENT. ANY CHANGES IN THAT BASIS SHOULD LIKEWISE BE
PRESENTED TO STUDENTS IN WRITING.
SENATE COMMITTEE ON UNDERGRADUATE EDUCATION
Cheryl Achterberg
Rebecca L. Corwin
Richard I. Ammon
Theresa A. Balog
Dawn G. Blasko
Thomas E. Boothby
Richard J. Bord
James E. Brasfield
John J. Cahir
Paul F. Clark
Loren E. Filson
Peter D. Georgopulos
Gary L. Hile
Robert S. Hill
Richard Kennedy, Jr.
Laura L. Pauley, Chair
Robert D. Ricketts, Vice-Chair
David W. Russell
Dennis C. Scanlon
Thomas A. Seybert
Terry R. Shirley, Jr.
Reiko Tachibana
Eric R. White
SENATE COMMITTEE ON UNDERGRADUATE EDUCATION
New Senate Policy 43-00: Syllabus
(Legislative)
[Implementation Date: Spring 2002]
Background:
Official Senate Policies 44-10, 49-20, and, if adopted, revised Policy 47-20 require instructors to notify students in writing about course policies on examinations, academic integrity, and grading. While the course syllabus is most often the vehicle used to provide this written explanation, no Senate Policy exists that requires faculty to provide a course syllabus. The Faculty Handbook and information distributed historically by the University Office of Student Affairs makes reference to the syllabus distributed by faculty in each course. The Faculty Handbook outlines the many possible points of information that may be included on a syllabus, serving as a valuable resource for faculty in designing course syllabi.
Rationale:
While the practice of providing students with a syllabus is almost universal, the addition of a Senate Policy reaffirms the value in preparing such a document to envision and guide course activity. A syllabus distributed at the beginning of a class helps students to fully understand the course expectations, guide progress, and make decisions during the drop and add period.
Recommendation:
Senate Policy 43-00 should be added to the Academic Policies and Procedures for Undergraduate Students:
Policy 43-00 Course Syllabus
A written syllabus must be distributed to students in each course within the first ten calendar days of a semester or its equivalent. In addition to course content and expectations, the syllabus must include the course examination policy, basis for grades, and academic integrity policy for the course. Changes to the syllabus shall also be given to the student in writing.
Additional information can be found in the following Policies:
- General Examination Policy (Policy 44-10)
- Non-final Examinations, Evening Examinations (Policy 44-30)
- Basis for Grades (Policy 47-20) and
- Academic Integrity (Policy 49-20)
It is recommended that the syllabus also contain:
- Information for students with certified disabilities to seek necessary instructional support for their disability as described by the American for Disabilities Act (ADA) and the Student Guide to University Policies and Rules
- The principles for “Promoting a Vibrant Learning Culture” or a reference to the website.
SENATE COMMITTEE ON UNDERGRADUATE EDUCATION
Cheryl Achterberg
Richard I. Ammon
Theresa A. Balog
Dawn G. Blasko
Thomas E. Boothby
Richard J. Bord
James E. Brasfield
John J. Cahir
Paul F. Clark
Rebecca L. Corwin
Loren E. Filson
Peter D. Georgopulos
Gary L. Hile
Robert S. Hill
Richard Kennedy, Jr.
Laura L. Pauley, Chair
Robert D. Ricketts, Vice-Chair
David W. Russell
Thomas A. Seybert
Dennis C. Scanlon
Terry R. Shirley, Jr.
Reiko Tachibana
Eric R. White
SENATE COMMITTEE ON ADMISSIONS, RECORDS, SCHEDULING AND STUDENT AID
Reserved Spaces Program
(Informational Report)
“Reserved Spaces” represent spaces at the University Park Campus reserved for eligible freshmen with special needs that cannot be met at non-University Park locations. These spaces are generally for students whose predicted GPAs are below the cutoffs for regular fall admissions for University Park.
In nearly all cases, students admitted at the University Park Campus through the Reserved Spaces Program meet the basic admission standards of the University (categories 1 through 6 on the first of the attached tables/charts). In some instances, it is not possible to calculate a predicated GPA (there were seven such cases in 2001). This is sometimes the issue for an international student. Also, there are special circumstances that warrant dropping below the 2.00 minimum predicted GPA (there was one such case in 2001).
A large number of the reserved spaces (134 or 46 percent in 2001) are for specially talented students in such areas as athletics, the arts and the Blue Band. Most of these students contribute uniquely both to the educational and cultural life of the entire University Park community. Spaces are also reserved for veterans, those entering under the Educational Opportunity Program (EOP) and those entering the recently instituted College Assistance Migrant Program (CAMP). These three groups, along with Arts and Architecture talent admits, are Senate approved. Two other general classifications account for the remaining students admitted through the Reserved Spaces Program. “Other Academic” admissions involve students granted entrance by the Office of Undergraduate Admissions’ Admissions Review Committee, and students on ROTC scholarships. Administrative admissions include athletes, members of the Blue Band, and a few additional administrative spaces.
The first table indicates the distribution of admissions through the Reserved Spaces Program by predicted GPA for each general classification. About 28 percent of the 289 students admitted through the Reserved Spaces Program for the current academic year were at or near the University Park cutoffs.
The second table contains data giving a profile of admissions through the Reserved Spaces Program for six of the years since the program began in 1984. During this time, the approved maximum for the program has been reduced and the number actually admitted each year through the program has been below the approved limit. In 2001 about 5.64 percent of the entering fall semester freshman class at University Park was admitted through the Reserved Spaces Program, which is a substantial reduction from 1984, both in absolute number and percentage of new freshmen. These same data are displayed as histograms in the third attachment.
The last table displays the approved limits for Fall 2001 by specific category. These limits are the same as those for 1999 and 2000.
SENATE COMMITTEE ON ADMISSIONS, RECORDS, SCHEDULING AND STUDENT AID
Deborah F. Atwater
Edward W. Bittner
Ingrid M. Blood
JoAnn Chirico, Chair
Peter Deines
Anna Griswold
Geoffrey J. Harford
Luen-Chau Li
Victor Nistor
Molly A. Powell
Ronald W. Propst
P. Peter Rebane
John J. Romano
Carol A. Smith, Vice-Chair
James Wager
|
TYPE |
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1984 |
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1985 |
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1998 |
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1999 |
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2000 |
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2001 |
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Limit |
Actual |
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Limit |
Actual |
|
Limit |
Actual |
|
Limit |
Actual |
|
Limit |
Actual |
|
Limit |
Actual |
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SENATE
APPROVED |
240 |
222 |
|
225 |
183 |
|
115 |
91 |
|
110 |
105 |
|
110 |
91 |
|
110 |
114 |
|
|
Arts & Arch Talent |
|
40 |
22 |
|
25 |
23 |
|
15 |
13 |
|
15 |
11 |
|
15 |
6 |
|
15 |
6 |
|
Educ Opp Prog/CAMP |
|
130 |
126 |
|
130 |
93 |
|
50 |
78 |
|
85 |
94 |
|
85 |
85 |
|
85 |
108 |
|
Veterans |
|
70 |
74 |
|
70 |
67 |
|
50 |
0 |
|
10 |
0 |
|
10 |
0 |
|
10 |
0 |
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OTHER
ACADEMIC |
270 |
282 |
|
160 |
132 |
|
55 |
57 |
|
55 |
38 |
|
55 |
43 |
|
55 |
35 |
|
|
ROTC Scholars |
|
|
|
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|
|
|
15 |
13 |
|
15 |
7 |
|
15 |
4 |
|
15 |
11 |
|
Adm Review Comm |
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|
40 |
44 |
|
40 |
31 |
|
40 |
39 |
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40 |
24 |
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ADMINISTRATIVE |
|
436 |
332 |
|
360 |
207 |
|
165 |
150 |
|
165 |
120 |
|
165 |
135 |
|
165 |
140 |
|
Athletes |
|
|
|
|
|
|
|
130 |
133 |
|
130 |
111 |
|
130 |
125 |
|
130 |
124 |
|
Blue Band |
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|
10 |
11 |
|
10 |
6 |
|
10 |
7 |
|
10 |
10 |
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VP & Dean |
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25 |
6 |
|
25 |
3 |
|
25 |
3 |
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25 |
6 |
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TOTALS |
|
946 |
836 |
|
745 |
522 |
|
335 |
298 |
|
330 |
263 |
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330 |
269 |
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330 |
289 |
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NEW
FRESHMEN |
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2983 |
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|
4016 |
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|
4109 |
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|
4014 |
|
|
4633 |
|
|
5126 |
|
% |
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###### |
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###### |
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7.25% |
|
|
6.55% |
|
|
5.81% |
|
|
5.64% |
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Source:
Office of Undergraduate Admissions |
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Vice
Provost and Dean for Undergraduate Education |
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10/17/01 |
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RESERVED SPACES BY ADMISSION CATEGORY |
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FALL 2001 - UNIVERSITY PARK |
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TYPE |
|
CAT. 1 |
CAT. 2 |
CAT. 3 |
CAT. 4 |
CAT. 5 |
CAT. 6 |
CAT. 1-6 |
CAT. 7-10 |
NO CAT. |
TOTAL |
|
|
|
(4.00-3.50) |
(3.49-3.00) |
(2.99-2.75) |
(2.74-2.50) |
(2.49-2.25) |
(2.24-2.00) |
(4.00-2.00) |
(1.99-.01) |
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|
SENATE APPROVED |
0 |
0 |
7 |
20 |
48 |
39 |
114 |
0 |
0 |
114 |
|
|
Arts & Arch Talent |
0 |
0 |
3 |
2 |
1 |
0 |
6 |
0 |
0 |
6 |
|
|
Educ Opp Prog/CAMP |
0 |
0 |
4 |
18 |
47 |
39 |
108 |
0 |
0 |
108 |
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|
|
|
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|
|
|
|
|
|
|
|
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|
OTHER ACADEMIC |
0 |
4 |
25 |
5 |
0 |
0 |
34 |
0 |
1 |
35 |
|
|
ROTC Scholars |
0 |
0 |
7 |
4 |
0 |
0 |
11 |
0 |
0 |
11 |
|
|
Adm. Review Comm. |
0 |
4 |
18 |
1 |
0 |
0 |
23 |
0 |
1 |
24 |
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ADMINISTRATIVE |
0 |
4 |
41 |
46 |
24 |
18 |
133 |
1 |
6 |
140 |
|
|
Athletes |
|
0 |
3 |
33 |
41 |
23 |
18 |
118 |
1 |
5 |
124 |
|
Blue Band |
|
0 |
1 |
2 |
5 |
1 |
0 |
9 |
0 |
1 |
10 |
|
VP & Dean |
|
0 |
0 |
6 |
0 |
0 |
0 |
6 |
0 |
0 |
6 |
|
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|
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|
TOTAL |
|
0 |
8 |
73 |
71 |
72 |
57 |
281 |
1 |
7 |
289 |
|
PERCENTAGE |
0.00% |
2.77% |
25.26% |
24.57% |
24.91% |
19.72% |
97.23% |
0.35% |
2.42% |
100.00% |
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|
|
|
|
TOTAL FRESHMEN |
28 |
2850 |
1678 |
264 |
83 |
58 |
4961 |
1 |
164 |
5126 |
|
|
PERCENTAGE |
0.55% |
55.60% |
32.74% |
5.15% |
1.62% |
1.13% |
96.78% |
0.02% |
3.20% |
100.00% |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Source: Office of
Undergraduate Admissions |
|
|
|
|
|
|
|
|
|||
|
Vice Provost and Dean
for Undergraduate Education |
|
|
|
|
|
|
|
||||
|
10/17/01 |
|
|
|
|
|
|
|
|
|
|
|
|
|
Freshmen |
Reserved Spaces |
|
1984 |
2983 |
836 |
|
1985 |
4016 |
522 |
|
1998 |
4109 |
298 |
|
1999 |
4014 |
263 |
|
2000 |
4633 |
269 |
|
2001 |
5126 |
289 |
Reserved Spaces Limits for 2002
|
Category |
Fall Limits 2002 |
|
Senate Approved |
|
|
A & A Talent* |
15 |
|
Educ. Oppor. Program./CAMP** |
85 |
|
Veterans |
10 |
|
Subtotal |
110 |
|
|
|
|
Other Academic |
|
|
|
|
|
ROTC Scholars |
15 |
|
Adm. Review Comm. |
40 |
|
Subtotal |
55 |
|
|
|
|
Administrative |
|
|
|
|
|
Athletes |
130 |
|
Blue Band |
10 |
|
VP&D |
25 |
|
Subtotal |
165 |
|
|
|
|
Grand Total |
330 |
* This includes Visual Arts but does not include Music or Theatre which are handled as direct admissions programs.
** In this case, the number may be exceeded as appropriate.
SENATE COMMITTEE ON UNDERGRADUATE EDUCATION
Summary of Student Petitions by College, Unit or Location
(Informational)
The Senate through its committees has permitted students to petition for exceptions to the Senate academic rules found in the Academic Policies, Rules and Procedures for Students. Implementation and exceptions to these policies are the responsibility of the Senate Committee on Undergraduate Education unless otherwise assigned to another standing committee.
The committee regularly reports to the Senate on number of student petition actions. This report provides a summary of petitions over the last two years by colleges and campuses.
The petition provides an opportunity for the student to receive consideration on extenuating circumstances affecting his/her progress. It is composed of a petition letter and transcript from the student, supporting documents from advisors, instructors, physicians or other appropriate personnel and a review statement by the student’s dean or campus executive officer. The final decision by the committee represents an effort to weigh the personal circumstances of the individual while maintaining the academic standards of the University.
SENATE COMMITTEE ON UNDERGRADUATE EDUCATION
Cheryl Achterberg
Richard I. Ammon
Theresa A. Balog
Dawn G. Blasko
Thomas E. Boothby
Richard J. Bord
James E. Brasfield
John J. Cahir
Paul F. Clark
Rebecca L. Corwin
Loren E. Filson
Peter D. Georgopulos
Gary L. Hile
Robert S. Hill
Richard Kennedy, Jr.
Laura L. Pauley, Chair
Robert D. Ricketts, Vice-Chair
David W. Russell
Thomas A. Seybert
Dennis C. Scanlon
Terry R. Shirley, Jr.
Reiko Tachibana
Eric R. White
SENATE COMMITTEE ON UNDERGRADUATE EDUCATION
Summary of Student Petitions by Types
For the Period
08/01/99 – 07/31/00
Submitted Granted Denied
Drop/Add 840 613 227
Late Registration 286 284 2
Miscellaneous:
Corrected Grades 46 45 1
Other 24 24 0
TOTALS 1,757 1,390 367
For the Period
08/01/00 – 07/31/01
Submitted Granted Denied
Drop/Add 778 647 131
Late Registration 246 246 0
Miscellaneous:
Corrected Grades 41 40 1
Other 17 16 1
Totals 1,642 1,400 242
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Submitted |
|
Submitted |
|
% Increase |
|
Granted |
Denied |
|
|
|
|
1999-00 |
|
2000-01 |
|
in Petitions |
|
|
|
|
Abington College |
|
88 |
|
128 |
|
45% |
|
93 |
35 |
|
|
Agricultural Sciences |
|
61 |
|
49 |
|
-20% |
|
41 |
8 |
|
|
Altoona College |
|
81 |
|
64 |
|
-21% |
|
55 |
9 |
|
|
Arts &
Architecture |
|
53 |
|
52 |
|
-2% |
|
49 |
3 |
|
|
Beaver Campus |
|
7 |
|
13 |
|
86% |
|
13 |
0 |
|
|
Behrend College |
|
54 |
|
71 |
|
31% |
|
68 |
3 |
|
|
Business
Administration |
191 |
|
155 |
|
-19% |
|
132 |
23 |
||
|
Capital College |
|
39 |
|
34 |
|
-13% |
|
34 |
0 |
|
|
Commonwealth College |
2 |
|
3 |
|
50% |
|
2 |
1 |
||
|
Communications |
|
90 |
|
62 |
|
-31% |
|
55 |
7 |
|
|
Delaware County |
|
23 |
|
25 |
|
9% |
|
24 |
1 |
|
|
Div. Of Undergraduate
Studies |
113 |
|
97 |
|
-14% |
|
79 |
18 |
||
|
DuBois Campus |
|
15 |
|
21 |
|
40% |
|
20 |
1 |
|
|
Earth & Mineral
Sciences |
46 |
|
37 |
|
-20% |
|
29 |
8 |
||
|
Education |
|
|
42 |
|
31 |
|
-26% |
|
29 |
2 |
|
Engineering |
|
152 |
|
113 |
|
-26% |
|
98 |
15 |
|
|
Fayette Campus |
|
15 |
|
22 |
|
47% |
|
21 |
1 |
|
|
Hazleton Campus |
|
15 |
|
7 |
|
-53% |
|
5 |
2 |
|
|
Health & Human
Development |
154 |
|
108 |
|
-30% |
|
101 |
7 |
||
|
Information Sci. &
Tech. |
1 |
|
9 |
|
800% |
|
8 |
1 |
||
|
Lehigh Valley
(Allentown) |
6 |
|
6 |
|
0% |
|
5 |
1 |
||
|
Lehigh Valley (Berks) |
|
35 |
|
52 |
|
49% |
|
46 |
6 |
|
|
Liberal Arts |
|
212 |
|
191 |
|
-10% |
|
140 |
51 |
|
|
McKeesport Campus |
|
25 |
|
38 |
|
52% |
|
29 |
9 |
|
|
Mont Alto Campus |
|
16 |
|
10 |
|
-38% |
|
7 |
3 |
|
|
New Kensington Campus |
15 |
|
18 |
|
20% |
|
11 |
7 |
||
|
Registrar's Office |
Representative |
34 |
|
26 |
|
-24% |
|
25 |
1 |
|
|
Schuylkill |
|
|
36 |
|
28 |
|
-22% |
|
22 |
6 |
|
Science |
|
|
59 |
|
56 |
|
-5% |
|
47 |
9 |
|
Shenango Campus |
|
10 |
|
20 |
|
100% |
|
20 |
0 |
|
|
Wilkes-Barre Campus |
|
17 |
|
20 |
|
18% |
|
19 |
1 |
|
|
Worthington Scranton
Campus |
20 |
|
36 |
|
80% |
|
35 |
1 |
||
|
York Campus |
|
30 |
|
40 |
|
33% |
|
38 |
2 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Totals |
|
|
1757 |
|
1642 |
|
-7% |
|
1400 |
242 |
|
|
|
|
|
|
|
|
|
|
|
|
SENATE COMMITTEE ON UNDERGRADUATE
EDUCATION
Major Accomplishments of the
Teaching and Learning Consortium (TLC) First Two Years
(Informational)
From the disparate efforts of faculty, administrators,
and learning support units spread across the University, a Consortium has been
formed of leaders, and innovators dedicated to improving teaching and learning
at Penn State. We have based our strategies on the foundation of exciting
efforts already underway, using their past experiences as models and resources
and fostering new partnerships to reach into new and fruitful areas for
improvement.
By following a strategy that approaches the
transformation of teaching and learning from many perspectives the TLC, in just
two years, has made a number of major accomplishments. From 1999-2001, the
following achievements have been realized:
·
Established the team-based TLC structure that fosters
dialogue about teaching and learning at all levels of the University.
·
Promoted conversations about learning that have engaged
more than 500 participants through team meetings, annual colloquia, the TLC
retreat, and formal and informal discussions with department heads, deans, and
administrators. The Consortium has also enhanced communication about teaching
and learning throughout the University community by developing a Web site that
gives a broad array of information on teaching and learning at Penn State
including giving advance publicity of events and gaining news coverage in
various Penn State publications.
·
Reviewed current and recent teaching and learning
accomplishments throughout the University. Working in teams, members of the
Consortium gathered information and developed reports of model practices and
guiding principles for improving learning. These reports, which have been
circulated to faculty and administrators, include: Best Practices for
Department Heads and the TLC Teaching Assistant Team Report on Penn State
Teaching Assistant Preparation and Development.
·
Launched a Provost’s Program for Department-Wide
Initiatives for Improved Learning. On the recommendation of the Department
Heads Team, the Consortium organized and obtained funding to support
coordinated departmental efforts to improve teaching and learning. Penn State
Executive Vice President and Provost Rodney Erickson provided awards of $20,000
and college deans contributed $5,000 each to fund special initiatives in each
of five departments. An additional $20,000 was contributed by Art Glenn (an
alumnus and member of the TLC Steering Team) to fund a sixth department. The
first six department projects are as follows:
1. Physics:
A New Approach for Non-Science Majors
2. Designing
a Learner-Centered General Education Course in the Geosciences Department
3. Mechanical
Engineering Case Studies on the Web
4. A
Web-Based Information Tool to Enhance Academic Performance in the Division of
Education, Human Development, and Social Sciences at Penn State Altoona
5. Problem-Based
Learning: Instructional Modules Using Web-Based Technology in the Department of
Communications Disorders
6. Interdisciplinary
Humanities Education through Creative Expression in the School of Humanities,
Capital College
This initiative has been
underway for only a few months and while it is a little early for assessment,
the projects seem to be going well.
·
Initiated an Executive Leadership Management Program for
department heads. This three-day program designed by the Penn State Executive
Management Department was offered twice to approximately 20 department heads
per session. The next session, scheduled for Fall 2001, currently has 20 people
registered and may also include additional department head participants from
other universities.
·
Increased knowledge about approaches to active and
collaborative learning and technology-based improvements to teaching through
workshops with leaders from outside the University.
·
Established a Summer Teaching Academy. Informed by a
Faculty Team survey of faculty needs and areas of interest, the Consortium
organized and held 11 workshops on special topics in teaching and learning
during the full week of June 11 (see Appendix C).
·
Enhanced coordination of Learning Support Units through
team efforts and on-line connections. Through the Learning Support Unit Team,
various units are compiling a directory of teaching and learning grants
available, including recent awards, through Penn State support units.
·
Helped establish the Collaborative and Active Learning
Research Institute (CALRI) in the College of Education.
SENATE COMMITTEE ON UNDERGRADUATE EDUCATION
Cheryl Achterberg
Rebecca L. Corwin
Richard I. Ammon
Theresa A. Balog
Dawn G. Blasko
Thomas E. Boothby
Richard J. Bord
James E. Brasfield
John J. Cahir
Paul F. Clark
Loren E. Filson
Peter D. Georgopulos
Gary L. Hile
Robert S. Hill
Richard Kennedy, Jr.
Laura L. Pauley, Chair
Robert D. Ricketts, Vice-Chair
David W. Russell
Dennis C. Scanlon
Thomas A. Seybert
Terry R. Shirley, Jr.
Reiko Tachibana
Eric R. White
UNIVERSITY PLANNING
Visual Construction Report of
Academic Buildings
(Informational)
This
report will provide a synopsis of three new academic/research buildings, the
designs of which were recently approved by the Board of Trustees.
IST Building
The new IST Building will house the new School of Information Sciences and Technology and the existing Department of Computer Science and Engineering. The building will contain state-of-the-art classrooms as well as experimental labs and classrooms. As faculty and students experiment with immersive environments and high-end simulation, this facility with enable such work.
Chemistry Building
The new Chemistry Building, DGS 800-235, will house research laboratories and offices. A physical link to the Life Sciences Building at the upper floors will provide opportunity for collaboration and movement of research projects from one building to the other within the security of enclosed space. The exterior will be clad in brick masonry and precast concrete to compliment the surrounding buildings.
Life Sciences Building
The program needs of the Life Sciences Building resulted in the design of a physical link across Shortlidge Road to connect the Life Sciences Building with the Chemistry Building in order to facilitate research activities between them. The Life Sciences Building will house interdisciplinary research labs and offices. Links at the upper floors will provide opportunity for collaboration and movement of research projects from one building to the other within the security of enclosed space. Additionally, general-purpose classrooms and a large auditorium will be located on the Ground Floor of the Life Sciences Building. The basement of the building will contain the new transgenic mouse facility. The exterior will be clad in brick masonry and precast concrete to compliment the surrounding buildings.
SENATE COMMITTEE ON UNIVERSITY PLANNING
P. Richard Althouse
William J. Anderson, Jr.
Anthony J. Baratta, Chair
John P. Boehmer
Michael J. Cardamone
Eric B. Cowden
Gordon F. De Jong
Peter B. Everett
Joseph K. Ferenchick
William M. Frank
Daniel R. Hagen
Ali R. Hurson
Rodney Kirsch
Karen H. Morin
Robert N. Pangborn
Paula J. Romano
William A. Rowe, V-Chair
Louise E. Sandmeyer
Gary C. Schultz
Paul J. Tikalsky
Marley W. Watkins
Daniel E. Willis
Gregory R. Ziegler
SENATE COMMITTEE ON UNIVERSITY PLANNING
Security Briefing
(Informational)
The events of September 11th have resulted in increased concerns within the University about safety and security. Thomas Harmon, Director of Police Services, will attempt to review how the terrorist attacks throughout the nation have impacted safety and security procedures at the University. He will be prepared to discuss what steps have been taken to reduce the risks from acts of terrorism at Penn State. In so doing he will try to identify those highest risk events, materials and facilities. He will review internal and external organizational responses to terrorism threats.
Mr. Harmon will review those institution-wide advisories that have been issued to the University community pertaining to suspicious mail, mail handling, and safeguarding hazardous materials by University departments. He will attempt to explain the role and activities of external federal regulatory agencies and law enforcement agencies as they relate to the University faculty and students. Mr. Harmon will try to assess future institutional needs that may result from the threats of terrorism.
SENATE COMMITTEE ON UNIVERSITY PLANNING
Richard Althouse
William J. Anderson, Jr.
Anthony J. Baratta, Chair
John P. Boehmer
Michael J. Cardamone
Eric B. Cowden
Gordon F. De Jong
Peter B. Everett
Joseph K. Ferenchick
William M. Frank
Daniel R. Hagen
Ali R. Hurson
Rodney Kirsch