Appendix I

4-27-04

THE FOLLOWING SENATORS SIGNED THE ROSTER AT THE

TUESDAY, APRIL 27, 2004 SENATE MEETING

Alcock, James	Browning, Barton	Curran, Brian
Althouse, P. Richard	Brunsden, Victor	Curtis, Wayne
Ansari, Mohamad	Burgess, Robert	Das, Rishi
Arnold, Judd	Cameron, Craig	Davis, Dwight
Atwater, Deborah	Cancro, John	De Jong, Gordon
Baggett, Connie	Cardamone, Michael	DeCastro, W. Travis
Barbato, Guy	Carpenter, Lynn	Deines, Peter
Barnes, David	Casteel, Mark	Disney, Diane
Barshinger, Richard	Catchen, Gary	Donovan, James
Becker, Paul	Cecere, Joseph	DuPont-Morales, M.
Benson, Thomas	Cheney, Debora	Eckhardt, Caroline
Berkowitz, Leonard	Chorney, Michael	Egolf, Roger
Bise, Christopher	Chu, Chao-Hsien	Elder, James
Bittner, Edward	Clark, Paul	Ellis, Bill
Blumberg, Melvin	Clark-Evans, Christine	Engelder, Terry
Breakey, Laurie	Coraor, Lee	Erickson, Rodney
Bridges, K. Robert	Corbets, Jeffrey	Eslinger, Paul
Brinker, Dan	Costantino, Roselyn	Esposito, Jacqueline
Brown, Douglas	Cox-Foster, Diana	Evensen, Dorothy
Browne, Stephen	Cranage, David	Falzone, Christopher
Farmer, Edgar	Hellmann, John	Lee, Sukyoung
Fernandez-Jimenez, Juan	High, Kane	Love, Nancy
Floros, Joanna	Hilton, James	Lynch, Christopher
Fosmire, Gary	Holcomb, E. Jay	MacCarthy, Stephen
Franz, George	Holen, Dale	Malloy, Robert
Gates, Zachary	Horwitz, Alan	Mara, Cynthia
Georgopulos, Peter	Hufnagel, Pamela	Marshall, J. Daniel
Glumac, Thomas	Hupcey, Judith	Marsico, Salvatore
Goldstein, Lynda	Hutchinson, Susan	Mason, John
Gonzalez-Perez, Anibal	Irwin, Zachary	Mattila, Anna
Gorby, Christine	Jacobs, Janis	Maxwell, Kevin
Gouran, Dennis	Jago, Deidre	May, James
Gray, Timothy	Johnson, Ernest	McCarty, Ronald
Green, David	Jonson, Michael	McCorkle, Sallie
Hagen, Daniel	Jurs, Peter	Mengisteab, Kidane
Hanes, Madlyn	Kane, Eileen	Moore, John
Hanley, Elizabeth	Keefe, Matthew	Moses, Wilson
Hannan, John	Khalilollahi, Amir	Mueller, Alfred
Harmonosky, Catherine	Koul, Ravinder	Myers, Jamie
Heinsohn, Robert	Le, Binh	Oliver, Mary

Osagie, Iyunolu	Schengrund, Cara-Lynne		Steiner, Kim
Pangborn, Robert	Schmiedekamp, Ann		Sternad, Dagmar
Pauley, Laura	Schwartz, Erica		Strauss, James
Pauley, Laura	Secor, Robert		Su, Mila
Pell, Eva	Selzer, John		Szczygiel, Bonj
Petriello, Gene	Semali, Ladislaus		Tachibana, Reiko
Ray, Gautam	Shea, Dennis		Thomchick, Evelyn
Rebane, P. Peter	Simmonds, Patience		Tikalsky, Paul
Richards, Winston	Simons, Richard		Tormey, Brian
Ricketts, Robert	Simpson, Timothy		Troester, Rodney
Rishel, Tammy	Singh, Harjit		Turner, Tramble
Romano, John	Smith, James		Urenko, John
Romberger, Andrew	Smith, Stephen		Vandiver, Beverly
Ropson, Ira	Smith, Carol		Vgontzas, Alexandros
Roth, Gregory	Smith, Edward		Vickers, Anita
Russell, David	Sommese, Kristin		Wade, Richard
Sachs, Howard	Soto, Lourdes		Wager, J. James
Sathianathan, Dhushy	Spanier, Graham		Wagner, Kristy
Scaroni, Alan	Spigelman, Candace		Walters, Robert
Schaeffer, Stephen	Spychalski, John		Welch, Susan

Wheeler, Eileen Wiens-Tuers, Barbara Wijekumar, Kay Willits, Billie Wilson, Matthew Wyatt, Nancy Yahner, Richard Yoder, Edgar Zervanos, Stamatis		Total Elected: 169 Total Ex Officio: 5 Total Appointed: 7 TOTAL ATTENDING: 181

Senate Committee on Curricular Affairs

SENATE committee on Undergraduate Education

Proposal for Revising the Intercultural/International Competence Requirement

(Legislative)

Implementation: Summer 2005 upon Approval by the President

Introduction

In response to the 1997 Senate General Education legislation that called for the continuous review of each component of the requirements, the Senate Committee on Undergraduate Education in September 2002 formed a subcommittee to review the current Intercultural/ International Competence Requirement (GI). Membership on the subcommittee included representatives from Undergraduate Education, Curricular Affairs, Gye N’Yame, Undergraduate Student Government, and the departments of African and African-American Studies, Music, Religious Studies, and Women’s Studies. The subcommittee consisted of the following members: Cheryl L. Achterberg, Major C. Coleman, Michael J. Johnson, Nakeia L. Oliver, Judith Ozment Payne, William L. Petersen, David W. Russell, Julia B. Simon, Chair, D. Joshua Troxell, Eric R.White, and M. Daniel Yoder. The charge to the subcommittee asked that it “review and clarify the current description of GI.” The charge further indicated that “guidelines and criteria must be written to give clear guidance to departments submitting a GI proposal and to the Committee reviewing the GI proposals.”

In November 2003, the Senate Committee on Undergraduate Education formulated a preliminary report based on the work of the 2002-2003 subcommittee, discussions within the parent committee, and consultation with the Senate Committee on Curricular Affairs.

In December 2003, Christopher J. Bise, Chair of the University Faculty Senate, formed a Conference Committee composed of members of the Senate Committee on Curricular Affairs and members of the Senate Committee on Undergraduate Education so that the two committees could work together to bring to completion their review of the GI requirement. Chair Bise charged this special committee to recommend whatever changes to the GI requirement the Conference Committee deemed necessary. In addition, he directed the committee to consider the original purpose of this requirement. In early March, the Conference Committee submitted its report and recommendations to the Senate Committee on Curricular Affairs and to the Senate Committee on Undergraduate Education. On March 16, 2004, both committees approved the report.

History of the GI Requirement

The history of the GI requirement is relevant for understanding the current recommendations.

1990 legislation, revised in 1994. On March 20, 1990, the University Faculty Senate established a Cultural Diversity graduation requirement. Baccalaureate degree students were required to take either 3 credits in Diversity Focused (DF) courses or 12 credits in Diversity Enhanced (DE) courses. Subsequently, on April 26, 1994, the Diversity Enhanced option was eliminated so that the requirement consisted of 3 Diversity Focused credits.

According to the 1990 Guide to Curricular Procedures, “the goal of Cultural Diversity courses is to encourage students through their studies in many disciplines to (a) consider the various historical backgrounds, cultural and scientific contributions, economic, psychological, and political situations of a wide range of other peoples; and (b) appreciate the impact of the developing global community on American Society.” (SR: 3/20/90 – quoted in the Guide to Curricular Procedures, Section 1, Item G).

“Cultural Diversity” was specifically defined as, “(1) a focus on the study of groups whose experiences and culture are underrepresented in the curriculum; such groups include those distinguished by characteristics related to ethnicity, race, religion, gender, physical/mental disability, and/or sexual orientation; or (2) a focus on the development of a global perspective through study of the impact of other countries and their peoples on society” (Guide to Curricular Procedures, Spring 1996).

1997 legislation (current legislation). As part of the University-wide reconsideration of General Education enacted during the 1997-1998 academic year, Senate legislation of December 2, 1997 replaced the “Cultural Diversity Requirement” with the current “Intercultural and International Competence Requirement” (GI). The requirement remained at 3 credits. As before, a range of courses in various knowledge domains could carry the GI (formerly Diversity) designation. One of the objectives of the GI requirement was “to emphasize student engagement and active learning.” (Senate Agenda, December 2, 1997, Final Report and Recommendations of the Special Committee on General Education, p. 21.)

Current GI Legislation

The following legislation is now in effect:

“The SCGE [Special Committee on General Education] actually makes two recommendations in relation to the intercultural and international competence component of general education. The first is to include this competence in the list of elements that can be selected for integration into all the domain knowledge-based courses (Recommendation #4). The second, outlined here, is to refine the focus of the current cultural diversity requirement. There are several factors to this:

To retain the 3-credit cultural diversity requirement for both baccalaureate and associate degree candidates—but to rename it the Intercultural and International Competence component—and establish it as an integral part of the general education program, rather than as an add-on;
To sharpen its focus by developing guidelines for approval of diversity-focused courses or experiences (study abroad, in-service work, etc.) that pertain to what students come to know and also learn to do;
To place an emphasis on active student involvement in the learning process and to encourage students to take these courses early in their academic experience;
To assess the impact of these courses through students’ or graduates’ perspectives on the influence the courses had on their attitudes, behavior or academic choices.”

Senate Agenda December 2, 1997, Final Report and Recommendations of the Special Senate Committee on General Education, p. 22.

Since 1997, as part of the University-wide process of General Education course recertifications, 580 courses have either been recertified as GI (these were courses that had formerly had the Cultural Diversity designation), or newly certified as GI (these were courses, including courses newly added to the curriculum, that had not formerly had the Cultural Diversity designation).

Justification for Changes

For the reasons detailed in the recommendations below, we propose that the Senate replace the Intercultural/International Competence (GI) General Education requirement with two separate requirements, one that focuses on United States Cultures and another that focuses on International Cultures.

The revised requirements will provide our students with a better education by ensuring that students have both United States and international coursework.

The 1997 legislation that established the Intercultural/International Competence requirement saw a clear value in studying both topics, but at the time the committee could not find a way of incorporating both within the General Education framework. Events of the past few years, including 9/11 and the student concerns expressed during the Village meetings of April 2001, indicated that both were important to our students and that both had to find a place within our program of study. The either/or arrangement was no longer what we needed.

For that reason, the committees that have recently examined the GI issue have concluded that it was necessary to do what the 1997 Task Force also desired: to incorporate within our requirements a knowledge of both United States cultures and of international cultures. For that reason, we are proposing one requirement called United States Cultures and another called International Cultures (3 credits each).

The titles of the revised requirements will be more readily understandable than the current requirement that is entitled Intercultural/International Competence.

(a) The term Intercultural/International has created some confusion since the requirement was adopted. The term United States Cultures states clearly that a course in that category will deal with cultural issues within the United States. The term International Cultures states clearly that the course will deal with cultural issues in nations other than the United States.

(b) The term Competence has also created some misunderstanding. We do not claim that one course, or two, will make students competent, or that we can measure such competence. The proposal has replaced that term with the word knowledge.

The revised requirements will allow students to choose from a richer array of courses.

As a result of the changes detailed in the recommendation below, students will be able to choose from a wider number of courses to fulfill the United States Cultures and the International Cultures requirements.

(a) All courses currently identified as GI will satisfy the revised requirements. Curricular Affairs will give these existing courses one or both of the new designations via a streamlined redesignation process.

(b) Departments offering General Education Skills courses that are not now included in GI will be encouraged to designate a limited number of sections in which at least 25% of the material satisfies one or the other requirement. For example, several specific sections of English 15 or English 30 could be so identified, as well as sections of CAS 100. Such sections of skills courses will be taught primarily by faculty or by specially trained instructors. This option will be primarily useful for those locations where it may be hard to meet the requirement by way of Knowledge Domain courses. It will also be helpful to students in certain highly-structured degree programs.

(c) Additional courses at any level may be proposed by their academic units and approved by Senate procedures as either United States Cultures or International Cultures. Departments that now offer 400 level courses in one or both of these areas will be encouraged to submit those courses for designation.

(d) The strategies above will encourage departments to make available more courses that will satisfy the United States Cultures or the International Cultures requirement. Strategies for making adequate spaces in such courses available to students at all locations, without a major increase in instructional costs, include expanded use of Campus Course Exchange or World Campus offerings, greater use of advising networks to make sure that available seats are filled and that students are aware of all options, and consultation with individual departments in the scheduling process.

Feasibility

These revised requirements are not only educationally desirable but also feasible.

Because it is anticipated that these requirements can be double-counted within the range of existing requirements, they will not necessarily increase the number of credits needed to graduate.

Just as students currently fulfill the Intercultural/International Competence requirement by double-counting it with a General Education Knowledge Domain course or with a course in their major or with Study Abroad etc., so students may fulfill the revised requirements by double-counting both the United States Cultures and the International Cultures courses if permitted by their college, major, or degree program. To make it easier for students to find courses to fulfill these requirements, as noted above the pool of courses or sections to be made available for such double-counting should be greatly increased.

This proposal does not preclude colleges, majors, or degree programs from requiring more specific course work in United States Cultures or International Cultures, just as academic programs can now require further course work in any other category of General Education and often do.

We should think of the revised requirements as a way of fulfilling existing components of the baccalaureate degree.

1. For many, indeed perhaps nearly all, students, the courses used to fulfill both requirements may be double-counted with special sections of required Skills courses, Knowledge Domain courses, and courses within the major or minor.

2. In addition, approved courses taken as electives, internships, individual study, Study Abroad, Peace Corps, Americorps, Teach America, and first-year seminars, etc. may also be used to fulfill the United States Cultures or International Cultures requirements.

3. Appropriate courses at all levels will count. The rule precluding students from using courses in their major to fulfill General Education requirements will not apply to courses used to fulfill either of these two requirements. This situation will be the same as now exists for W courses or First-Year Seminars, where courses in the student’s major may be used to fill these requirements.

4. A few examples of student choices follow. In all cases, overlap with another requirement occurs, so that additional credits are not needed:

a. A student majoring in Psychology uses a First-Year Seminar within the College of the Liberal Arts to meet a United States Cultures requirement and, simultaneously, a General Education Social and Behavioral Sciences requirement.

b. A student majoring in Biology uses Sociology 119: Race and Ethnic Relations to meet a United States Cultures requirement and simultaneously a General Education Social and Behavioral Sciences requirement.

c. A student majoring in Spanish or Japanese uses a 400-level Spanish or Japanese culture course, within the major, to meet the International Cultures requirement and simultaneously a major requirement

d. A student majoring in Chemical Engineering uses English 139: Black American Writers to meet a United States Cultures requirement and simultaneously a General Education Humanities requirement.

e. A student beginning her education at Hazelton and majoring in HDFS, uses History 121: History of the Holocaust to fulfill the International Cultures requirement and simultaneously a General Education Humanities requirement.

f. A student majoring in Comparative Literature uses an Education Abroad semester in Germany to meet the International Cultures requirement and simultaneously to meet requirements for a minor in German.

g. A student majoring in Secondary Education uses a semester-long internship in an inner-city school district to fulfill a United States Cultures requirement and simultaneously fulfill electives within her degree program.

Recommendation

Replace the current Intercultural/International Competence requirement (3 credits) for baccalaureate degree students with the following two requirements: United States Cultures (3 credits) and International Cultures (3 credits) as described below and as implemented according to the Principles of Implementation stated below. Associate degree students will continue to have a three-credit requirement and may choose either a United States Cultures course or an International Cultures course.

United States Cultures (3 credits)

A wide variety of social, cultural, and political forces have shaped the culture and institutions of the United States. As a result, it is important for university students to be exposed to the historical background, development, and current configurations of various groups in our pluralistic American culture. Such exposure will promote an understanding of the many complex issues of inter-group relations and the many kinds of cultural contributions that have shaped our nation.

A course that fulfills the United States Cultures requirement must strive to increase students' understanding of contemporary United States society. Such a course need not focus exclusively on the present and may concern a historical subject.

Courses with the United States Cultures designation will include two or more of the following components and will include those components in the graded evaluation of student performance.

United States Cultures courses will:

1. Cultivate student knowledge of issues of social identity such as ethnicity, race, class, religion, gender, physical/mental disability, age, or sexual orientation;

2. Convey to students a knowledge of different United States values, traditions, beliefs, and customs;

3. Increase student knowledge of the range of United States cultural achievements and human conditions through time;

4. Increase student knowledge of United States social identities not in isolation, but in relation to one another (for example, the interaction of race or gender with socioeconomic status).

International Cultures (3 credits)

A wide variety of social, cultural, and political forces have shaped the cultures, nations, and institutions of the modern world. As a result, it is important for university students to be exposed to the historical backgrounds, cultural and scientific contributions, and economic, social, psychological, and political circumstances of civilizations, cultures, and nations outside of the United States, to promote understanding of the variety of world cultures.

A course that fulfills the International Cultures requirement must strive to increase student knowledge of the variety of international societies and may deal to some extent with U.S. culture in its international connections. It need not focus exclusively on the present and may, indeed, be a historical subject. Courses with the International Cultures designation will do two or more of the following:

1. Cultivate student knowledge of the similarities and differences among international cultures;

2. Convey to students a knowledge of other nations' cultural values, traditions, beliefs, and customs;

3. Increase students' knowledge of the range of international cultural achievements and human conditions through time;

4. Increase students' knowledge of nations and cultures not in isolation, but in relation to one another.

Principles of Implementation

A. These requirements--United States Cultures (3 credits) and International Cultures (3 credits)--may be fulfilled by double-counting with other General Education courses, courses in the major or minor, electives, or such approved three-credit options such as Study Abroad, internships, etc., to the extent permitted by the student’s college, major, or degree program.

Courses will be designated as 1) United States Cultures, 2) International Cultures, or 3) United States and International Cultures. A student may use a course in the third category to fulfill either the United States Cultures requirement or the International Cultures requirement. Since 6 credits are required, a single 3-credit course may not fulfill both requirements.

B. The following principles will be adopted to make the approval criteria clear, the approval process as quick as possible, and the course designations readily understandable to both students and advisors. The following criteria will be used in determining course designations:

(a) The course is designed to fulfill the required objectives, as indicated in the previous descriptions.

(b) At least one-quarter of the course is oriented toward fulfilling the objectives of the requested designation as United States Cultures, International Cultures, or United States and International Cultures. For a course seeking both designations, each 25 percent must be satisfied for a total of at least 50 percent.

(d) Every undergraduate course meeting these requirements will be eligible for the appropriate designation(s), regardless of course level, offering unit, or other University designations.

Existing GI Courses: All existing GI (Intercultural/International Competence) courses will be grandfathered and designated as filling either the United States Cultures or the International Cultures requirement (or, where appropriate, both). Responsibility for determining which of the designations that each existing GI course should receive will be delegated to the college that submitted the GI proposal for this course.

The following process will be used: The Senate will ask each Associate Dean for Resident Instruction to send the University Curriculum Coordinator a list of those courses that qualify for the United States Cultures or the International Cultures designation. The Associate Dean for Resident Instruction will send a request to each department or division head to determine the proper designation for each course that qualifies. The head will send the department’s response to the Associate Dean for Resident Instruction who will convey that information to the University Curriculum Coordinator.

Other Existing Courses: A simplified and timely procedure will be developed for the speedy and efficient designation of additional existing courses, including courses within majors, to support the goal of the rapid integration of these requirements throughout the curriculum. Responsibility for determining which of the designations each such course should receive will be delegated to the college that submitted the proposal to establish this course. For offerings of the same course at multiple locations, the college offering the course will determine the designation. For example, the designation for a faculty-taught section of English 15 at Penn State DuBois will be determined by the Commonwealth College.

Departments offering General Education Skills courses that are not now included in GI will be encouraged to designate a limited number of sections in which at least 25% of the material satisfies one or the other requirement. Such sections of skills courses will be taught primarily by faculty or by specially trained instructors. This option will be primarily useful for those locations where it may be hard to meet the requirement by way of Knowledge Domain courses.

One-Time Offerings: A streamlined approval process will be developed to add the appropriate designation(s) to one-time offerings of sections of existing courses not otherwise permanently listed for United States Cultures, International Cultures, or United States and International Cultures. Responsibility for determining which of the designations each such course should receive will be delegated to the college offering the course.

New Courses and Course Changes: Proposals for newly created courses, however, and for substantive course revisions will go through the regular Curricular Affairs processes.

Designations: Designations which are unambiguous and not easily confused with other university designations will be implemented for the United States Cultures and International Cultures requirements.

Multiple Bulletin Listings: Some courses may be listed in the Bulletin in multiple versions. For example, one version may bear the United States Cultures and/or the International Cultures designation, and another version may not--just as courses may now have a separate “W” version listed in the Bulletin.

Active Learning Criteria: United States Cultures and International Cultures courses that carry General Education Knowledge Domain designations will continue to meet the Active Learning criteria associated with their General Education approvals. United States Cultures courses and International Cultures courses that are not part of the General Education Knowledge Domains will also be encouraged to include Active Learning elements.

Additional Options: Aside from the opportunities to fulfill the United States and International Cultures requirements that are mentioned above, other possibilities, such as clusters of courses, may be submitted to the Senate Committee on Curricular Affairs for consideration.

Implementation Calendar

These revised requirements will take effect for students entering baccalaureate degree programs at the beginning of Summer 2005.

SENATE COMMITTEE ON CURRICULAR AFFAIRS

CONFERENCE COMMITTEE

Douglas K. Brown Laura L. Pauley

Barton W. Browning David W. Russell

Caroline D. Eckhardt Shelley M. Stoffels

Janis E. Jacobs D. Joshua Troxell

W. Terrell Jones Beverly J. Vandiver

John W. Moore, Chair

Appendix A

Below you will find a list of 100 GI courses arranged alphabetically by department that were taught at all Penn State locations during Fall 2003. These 100 courses were the GI courses with the highest enrollments. Departments placed a seating limit of 17,501 on these courses. The actual enrollment was 15,107. That left 2,484 seats open.

If the Senate approves the legislation calling for a revision of the GI requirement, then the appropriate department heads and deans will decide which new designation to assign to each existing course: United States Cultures, International Cultures, or United States and International Cultures.

This list allows us to see some of the courses that will be available for prompt inclusion in the new United States Cultures and International Cultures categories. This is only a partial list. Further courses that will be added include existing GI courses not in the top 100, existing courses that do not yet carry the GI designation, and new courses yet to be developed.

Top 100 GI Courses According to Enrollments

(Listed Alphabetically)

COURSE	COURSE LONG TITLE
AAA S100	Evolving Status of Blacks in the Twentieth Century: Interdisciplinary Perspectives
AAA S110	Introduction to Contemporary Africa
AAA S145	African American Religion
AAA S146	The Life and Thought of Martin Luther King, Jr.
AAA S147	The Life and Thought of Malcolm X
AAA S202	Gender Dynamics in Africa
ADM J423	Sexual and Domestic Violence
ADM J451	Race, Crime, and Justice
ADM J453	Women and the Criminal Justice System
AM ST104	Women and the American Experience
AM ST105	American Popular Culture and Folklife
ANTH 001	Introductory Anthropology
ANTH 008	Aztecs, Mayas, and Incas
ANTH 011	Introductory North American Archaeology
ANTH 045	Cultural Anthropology
ANTH 146	North American Indians
ART H120	Asian Art and Architecture

COURSE	COURSE LONG TITLE
ART H320	Chinese Art
BB H 302	Diversity and Health
BIOL 020	Plants, Places, and People
BUS 364W	Business and Society
CAMS 012	Lands of the Bible
CAMS 025	Greek Civilization
CAMS 044	Ancient Near Eastern and Egyptian Mythology
CAMS 045	Classical Mythology
CAS 455	Gender Roles in Communication
CAS 471	Intercultural Communication Theory and Research
CMLIT002	Introduction to Western Literatures Since the Renaissance
CMLIT003	Introduction to African Literatures
CMLIT004	Introduction to Asian Literatures
CMLIT010	The Forms of World Literature: A Global Perspective
CMLIT083S	First-Year Seminar in Comparative Literature
CMLIT100	Introduction to Comparative Literature
CMLIT101	The Theme of Identity in World Literature: Race, Gender, and Other Issues of Diversity

COURSE	COURSE LONG TITLE
CMLIT105	The Development of Literary Humor
CMLIT106	The Arthurian Legend
CMLIT108	Myths and Mythologies
CMLIT153	International Cultures Through Literature and Film
COMM 205	Women, Minorities, and the Media
CSD 269	Deafness and Society
EDUC 315	Social and Cultural Factors in Education
ENGL 135	Alternative Voices in American Literature
ENGL 139	Black American Literature
ENGL 194	Women Writers
ENGL 235	African-American Oral Folk Tradition
ENGL 431	Black American Writers
ENGL 490	Women Writers and Their Worlds
FR 139	France and the French-speaking World
GEOG 040	World Regional Geography
GER 100	German Culture and Civilization
GER 157	Pennsylvania Germans: The Culture of the Sectarians
HD FS315	Family Development
HEBR 010	Jewish Civilization
HIST 010	World History I
HIST 011	World History II
HIST 121	History of the Holocaust 1933-1945
HIST 152	African American History
HIST 153	The Indian in North America
HIST 174	The History of Traditional East Asia
HIST 175	The History of Modern East Asia
HIST 179	Latin-American History Since 1820
HIST 191	Early African History
I B 303	International Business Operations
I B 445	Global Marketing
INART062	West African and African American Arts: from the 1960s to the present
INTST100	Introduction to International Studies
IT 130	Italian Culture and Civilization

COURSE	COURSE LONG TITLE
IT 131	Italian American Culture and Civilization
L I R136	Race, Gender, and Employment
LING 001	The Study of Language
MANGT340	Introduction to Human Resource Management
MKTG 445	Global Marketing
MRKTG470	Global Marketing
MUSIC007	Evolution of Jazz
MUSIC009	Introduction to World Musics
NURS 415	Community and Family Health Nursing--Concepts and Applications
PHIL 007	Asian Philosophy
PHIL 009	Philosophy, Race, and Diversity
POLSC123	Ethnic and Racial Politics
PSY 471	The Psychology of Gender
R P M277	Recreation for Persons with Disabilities
RL ST001	Introduction to World Religions
RL ST004	Jewish and Christian Foundations
RL ST104	Introduction to Buddhism
RL ST111	Early Judaism
RL ST140W	Religion in American Life and Thought
RL ST146	The Life and Thought of Martin Luther King, Jr.
RUS 100	Russian Culture and Civilization
RUS 110	Russian Folklore
SOC 110	Sociology of Gender
SOC 119	Race and Ethnic Relations
SPAN 131	Ibero-American Civilization
THEA 207	Gender and Theatre
THEA 208	Workshop: Theatre in Diverse Cultures
WMNST001	Introduction to Women's Studies
WMNST003	Introduction to Women, the Humanities, and the Arts
WMNST102	Women of Color: Cross-Cultural Perspective
WMNST104	Women and the American Experience
WMNST110	Sociology of Gender
WMNST194	Women Writers

Appendix IV

4-27-04

Corrected Copy

SENATE COMMITTEE ON INTERCOLLEGIATE ATHLETICS

Revision of Senate Policy 67-00, Athletic Competition, Section 2, Eligibility of Athletes

(Legislative)

Implementation: Fall Semester 2004

Background

The proposed revision to Senate Policy 67-00 has been prompted by academic changes in Penn State curricula, and changes to Big Ten Conference and NCAA legislation. Currently, the University has specific academic guidelines that student-athletes must adhere to in order to participate in intercollegiate athletics. These standards, determined by a student-athletes’ current semester in residence, fall into two specific areas: Minimum Grade Point Average and Minimum Number of Credits Required. It is believed that the current Grade Point Average requirements are crucial to facilitating a strong academic culture within the student-athlete population and within the entire University. However, given many changes both inside and outside the University, the second area, Minimum Number of Credits Required, needs to be reviewed.

Rationale

The policy currently states the following as it relates to the Minimum Number of Credits Required (for intercollegiate athletic participation):

“A student-athlete shall represent the University in an intercollegiate athletic contest only if the student has acquired the designated number of credits at the beginning of each appropriate semester (in residence) as follows:”

Semesters in Residence	Minimum Number of Credits Required
2	9
3	24
4	38
5	52
6	67
7	83
8	100
9	118

After consulting with a variety of experts including current NCAA Faculty Athletic Representative, Dr. Scott Kretchmar, former NCAA Faculty Athletic Representative, Dr. John Coyle, and former Director of the Morgan Academic Support Center, Mrs. Diana Kenepp, it is clear why these academic guidelines were established at Penn State. First, Penn State wanted to have academic guidelines and expectations above the mandated NCAA guidelines. Second, Penn State wanted to have guidelines in place that would insure that student-athletes participating in intercollegiate athletics would be completing a baccalaureate degree in a reasonable time frame (4 ½ or 5 years). Finally, Penn State wanted to insure that student-athletes, who decided to return to Penn State and participate in intercollegiate athletics in a fifth-year of competition, would be within one semester of completing their degree.

However, information obtained from Vice-Provost and Dean of Enrollment Management and Administration, John Romano, indicates that there has been a marked reduction in the number of credits required for a degree (Table 1) across many programs. When the current 67-00 Policy was created, degree programs required many more credit hours for a degree; which in turn, demanded that a higher minimum number of credits required for athletic participation be established.

Given the many demands that required of student-athletes, 15 credits a semester would seem to be a reasonable course load. Gary Burkle, Associate Registrar, indicates that for all of University Park students, the average number of credits taken in a given semester is between 13 and 14 credits. Further, all students, irrespective of whether they are athletes or not, are only required to enroll for 12 credits to maintain full-time status.

Recently passed NCAA legislation requires student-athletes to enroll in and pass at least six credits counting towards the student-athlete’s degree each semester. This creates issues for fifth-year student-athletes who plan to compete in their final season of eligibility. The 118 credits required to start a fifth-year of competition can create situations where a student-athletes will have no courses, which count toward their degree, to enroll in during their last semester of competition. Many of these student-athletes do not want to enroll in a second major or attend graduate school immediately, and therefore, a revised policy would provide flexibility and additional options.

Upon joining the Big Ten Conference, Penn State accepted another set of academic guidelines (in addition to Policy 67-00) for its student-athletes. Similar to the new NCAA requirements, the Big Ten rules addressing credit minimums is very strict in that the conference requires that all credits earned must be degree countable. Additionally, the Big Ten Conference requires that student-athletes must be able to complete their program of studies in a five-year period. As stated earlier in this proposal, Policy 67-00 was written to insure that student-athletes graduated within five years - joining the Big Ten only reinforced this idea.

Recommendation

Given that adherence to the current policy often results in a closing down of options available to student athletes in formulating and completing their semester scheduling plans, and given that the revised set of semester by semester credit minimums are more strict than those imposed upon the general student body at the University, and given that the requirements still surpass those imposed by the NCAA, Big Ten (Table 2), the current policy should be amended to read as follows:

67-00 Athletic Competition

2. Eligibility of Athletes

2. A student-athlete shall represent the University in an intercollegiate athletic contest only if the student has acquired the designated number of credits at the end of each appropriate semester (in residence) as follows:

After Semester in Residence	Minimum Number of Credits Required
1	9
2	24
3	38
4	52
5	67
6	82
7	97
8	112

Effective Date: August 15, 2004

SENATE COMMITTEE ON INTERCOLLEGIATE ATHLETICS

Credits Required for Degree	Fall 1998	Fall 2003
120-124	91	138
125-129	53	43
130-134	41	27
135-139	10	6
> 140	10	0

	Minimum Number of Credits Required
After Semester in Residence	NCAA	Big Ten	Penn State
1	-	-	9
2	24	24	24
3	-	-	38
4	48	51	52
5	-	-	67
6	72	78	82
7	-	-	97
8	96	105	112

Current GI Legislation

Recommendation

Principles of Implementation

Revision of Senate Policy 67-00, Athletic Competition, Section 2, Eligibility of Athletes

Gary W. Petersen