Dean's Council Meeting

College of Arts and Sciences

October 11, 2006

 

 

Present:  C. Bernhardt, R. Crabtree, R. DeWitt, J. Escobar, J. Garvey, M. Gogol, J. Goldfield,

D. Greenberg, F. Hannafey, D. Keenan, Matthew Kubasik, P. Lane, J. Leatherman, J. McCarthy, D. McFadden, S. Peterson, Ray Poincelot, S. Rakowitz, K. Schlichting, E. Umansky, D. Winn

 

Not Present:  M. Coleman, L. O'Connor, G. Sauer

 

The meeting convened at 3:30 p.m.

 

Dean's Introductory Remarks

Chairs Retreat—Mrs. Benedetta Maguire addressed the chairs to confirm a date for the Chairs' Retreat scheduled for May 2007.  The decision was made to follow the traditional Monday and Tuesday schedule following Commencement.  Mrs. Maguire will forward an e-mail to the department chairs confirming these dates.

 

Interdisciplinary Programs—The Dean formally announced the changes made to the interdisciplinary directorship positions for Irish Studies, Environmental Studies, and Peace and Justice.  Effectively immediately, Dr. Kevin Cassidy will direct the Irish Studies Program replacing Dr. James Mullan.  Effective January 2007, Dina Franceschi and Tod Osier will co-direct the Environmental Studies Program, replacing Dr. Lisa Newton.  Franceschi and Osier will put together a program proposal coalescing Environmental Studies, Environmental Science, and Marine Science, along with a consideration to build a required international component into the program. This proposal will be addressed first to the Dean's Council, then to the wider faculty for appropriate approval, followed by the appropriate governance process.  Dr. Jocelyn Borycka will become the new director for Peace and Justice beginning fall semester 2007—replacing Cassidy.

 

Dr. David McFadden asked the Dean if there will be a University announcement pertaining to these changes.  After discussion amongst the group, the Dean agreed to send an announcement with these changes enclosing a list of all chairs and program directors.

 

An Interdisciplinary Report with recommendations for the future of the College's interdisciplinary programs will be distributed to the College faculty near the end of October, 2006.

 

Strategic Plan—The Academic Vice President will ask each faculty to create an on-line CV.  Due to timing, he requested activity covering the past five years.  Staff will be available to assist with filling in activity prior to this five-year time frame.  In addition, there was a request for an electronic copy of departmental and programmatic annual reports covering the past five years. This information is important to the accreditation process.  With this information available online, it becomes a useful database that will aid with numerous requests—such as grant related opportunities. 

 

Internship subcommittee—There are many questions/concerns associated with internships, such as internship ownership, acquiring internship opportunities, student awareness of internship opportunities, effectiveness of an online database, internship for credits vs. internship for credit or monetary compensation, and legal issues.  The College has a subcommittee of the Arts and Sciences Curriculum Committee— members consisting of Olivia Harriott (Chair), Johanna Garvey, Philip Lane, and the Dean—who are presently gathering data pertaining to independent studies, student research, and internships.  A recommendation was made that an additional subcommittee be formed to review the College internship procedures and policy.  The Dean suggested that Dr. David Sapp be asked to chair this subcommittee because of his knowledge, recent experience with outside experts, and active involvement with internships.  A vote resulted in a subcommittee of the following members—Drs. Coleman, Garvey, Greenberg, Lane, and Sapp (to be asked to chair the subcommittee). 

 

Pass-around Information—The Dean shared the following opportunities with the department chairs:

 

Cath Borgman—New Career Center Director

Cath Borgman shared Career Planning's initiatives for the academic year.  Their goal is to increase the number of workshops and orientations.  She mentioned numerous activities and initiatives already facilitated during the fall 2006 semester, some of which are listed below. 

 

McFadden expressed concern with highlighting a focus on resume building during students' sophomore years.  He feels that sophomore year is the time to emphasis the Ignatian Residential College theme, as they focus on their lives and search to find out who they are.  Changing the focus jeopardizes the student life experience.  Ms. Borgman understands McFadden's concerns, but she feels that by focusing on important aspects such as how to conduct themselves properly, how to engage with others during a reception, and how to construct a resume does not solely focus on choosing a career.  More importantly, these initiatives give students the foundation to move into the next phase—career focus.  McFadden realized that junior year is critical in terms of focusing on many initiatives—study abroad, internships, resume building, future career preparation, but he believes that this is the appropriate time to engage in these initiatives. 

 

Ms. Borgman shared disappointment in the lack of student interest/participation in the various workshops and other constructive programs to enhance their future.  She mentioned that she is not experiencing interaction with many Arts and Sciences students.  There has been mention that the Career Planning Center does not address the needs for Arts and Sciences students, but Ms. Borgman highlighted opportunities.  She assured that she does realize that the job opportunity pool needs to be increased.  She asked the chairs for guidance with capturing the students' attention. 

 

Dr. David Winn asked if there was a private website to view these opportunities.  Ms. Borgman set up a career calendar that will be shared with the faculty and students some time in the near future.   Accessibility will offer information involving the Career Center—recruitment visits, workshop opportunities, and much more.  Ms. Borgman increased a more direct line of communication and noted that when specific information is received from recruiters for a given field, she can forward an e-mail to appropriate chairs and/or directors asking them to share the information with faculty and students.  She is hoping that this approach will circulate opportunities more effectively.   Dr. Joel Goldfield shared with others that he created a list of

e-mail addresses for all Modern Languages and Literatures major and minor students; therefore, it would be easy to forward career opportunities. 


Winn asked if there is a resume builder software package available for students.  Ms. Borgman was concerned with the use of this type of software.  She would prefer to work with students either in a group workshop or one-on-one to explain the process and assure that students address experiences in multiple areas—such as labs, research, and study abroad.

 

Dr. Jesœs Escobar asked Ms. Borgman if the Career Center would be willing to visit with the Art History junior and senior students, who are involved with capstone seminar classes.  This is a common service that has been facilitated and welcomed for years by many departments; the Career Center welcomes an opportunity to reach out to a captive audience.

 

Dr. Kurt Schlichting suggested that it should be possible, in the future, for each department to develop lists of active internships sharing this information with Career Planning. This would broaden the Career Planning contact list allowing them to incorporate the names of some of the smaller companies and non-profit organizations, who are not, engaged in the on-campus recruitment fairs.  Ms. Borgman would be willing to forward information to these various contacts either directly or indirectly through department chairs. 

 

The Dean commended Career Planning for their initiative in "career nights" for students of communication, psychology and the sciences.  He finds them effective; they help students and they give opportunity for alumni to return to the University to help students.  The Dean would like to become more involved with this process from the development end, opening the door for a greater opportunity to strengthen relationships with alumni.  Ms. Borgman mentioned an initiative in progress—development of a career week.  One day would be dedicated to all of the majors, and they would ask alumni back from diverse disciplines to share with our students their experiences.  Other initiatives that are in the developing stages are as follows: What can I do with my science, and what are sales?

 

FUSA—Question and Answer Session

The Dean introduced Hutch Williams, Megan McConville, and Ashlee Toombs from the Fairfield University Student Association (FUSA).  FUSA would like to be more academically focused; therefore, as a first step they introduced themselves to the Dean's Council to discuss their involvement with academic initiatives.   Ashlee Toombs shared with the chairs the upcoming Student Advising Session.  The motive behind this initiative is to offer the opportunity for student to discuss with their peers the advising process.  The event is scheduled for Wednesday, October 18, from 6:30 p.m. to 8:30 p.m., in the BCC lower lobby.  Every major across the College of Arts and Sciences, School of Nursing, and School of Engineering will be represented.   Ms. Peterson's concern regarding peer advising is that the information is accurate.  If student advisors are not absolutely sure of the answers to questions, they should direct students to visit their academic advisors and/or recommend they view their Stagweb degree audit for accuracy.  Students should be encouraged to be proactive by visiting their advisors to assure their requirements are being met.  McConville asked the department chairs to forward any information relative to the various majors that would be helpful for peer advisors, or any requirements that will assist with their ability to direct their fellow students.  Dr. Dennis Keenan informed the FUSA students that Dr. Debnam Chappel, the Dean of Freshmen, offers a useful brochure that lists core requirements.  This is a valuable resource for all students and faculty.

 

Ms. Peterson shared with the FUSA students her facilitation of an annual advising workshop, which is primarily focused on new faculty, but also encompasses all faculty interested.  Core requirements are discussed, along with academic updates/changes.  She reminded the FUSA representatives that students have the ability to access requirements through the course catalog.  In addition, the University Registrar's Office requires a PIN prior to registration; students obtain this number through their academic advisors.  This registration process assures that students are meeting their advisor. It is through a student's advisor that they can reassure they are following the correct academic path in order to fulfill their core requirements and/or major requirements.  A student with a declared major will have an advisor within the discipline of their choice; therefore, advising toward their major is equally available.

 

On November 15, Ms. Toombs, in conjunction with the Study Abroad Office, will offer an information session for students interested in a study abroad initiative.  The event will have student body representation, which will focus on answering questions pertaining to our various programs.  Students will offer information and recommendations for course selections and will share photographs of their personal experiences with their peers.

 

Williams discussed teacher evaluations with the Council.  FUSA's goal is to move the evaluation process to an online submission.   He felt that an electronic version would be more beneficial than the University's traditional approach.  The evaluation program he discussed would allow professors and/or departments to customize their evaluations; e.g., a selection of ten questions can be chosen from a broad list to apply topics relative to a specific department.  Students in general would like to see more feedback.  FUSA previously had a system where seven to ten teacher evaluation questions where implemented.  It was not clear to Ms. Toombs when this procedure was eliminated.  Ms. Susan Rakowitz informed FUSA that the Dean's Council is the incorrect body to discuss student evaluations.  The appropriate body is the Faculty Development Evaluation Committee, which is chaired by Professor William Abbott.  The Committee charge is to look at all aspects of teaching evaluations.

 

Ms. Toombs mentioned that many Arts and Sciences students feel that they are not receiving the same advice and guidance through the Career Planning Center as students from the School of Business.  The Dean mentioned that, with the College so diverse, it is more difficult to offer programs and have recruitment representatives than it is for the Dolan School of Business.  Career Planning, with the assistance of the College, are offering Career Nights with various departments within the College.  Secondly, it is important for Arts and Sciences students to be aware that their future could hold a career on Wall Street; Wall Street is not restricted to a business degree student.  Thirdly, having more student involvement is an important issue.  Career Planning is working on facilitating an internship initiative; a College Internship Committee will be reviewing College-wide initiatives.  Hutch Williams offered FUSA's assistance in promoting these initiatives and other future initiatives. 

 

Strategic Plan—Kathryn Nantz and Tom Pellegrino

The Dean introduced Dr. Kathryn Nantz, who was charged with the first goal of the Strategic Plan—Integration of the Core Curriculum, and Tom Pellegrino who, is chairing Goal 2—Living and Learning.  Their presentation will assist the Council in preparation for the upcoming Faculty Retreat, which is scheduled for Friday and Saturday, November 3 and 4, at The Publick House and Historic Inn, Sturbridge, MA.   

 

Nantz gave the Council an overview of the University's present direction and future plans toward the Strategic Plan.  She mentioned that Goals 1 and 2 are productively integrating their initiatives.    The goal this year is to elevate the awareness among faculty, as concerns the core.  This is part of a natural progression in terms of curriculum reform.  This process was previously initiated and was revisited over the years.  At the end of this initiative, the goal is to regulate the core through the engagement of faculty in a core review process more frequently. The charge for Goal 1 is to consider core integration—integrating core courses with one another so that connections can be interchanged across both the core and major disciplines—making a connection between students in their freshmen and sophomore years, followed by their junior and senior years.  The final initiative is to make a connection between core courses and the mission of the institution by representing the core focusing on what we believe is important for our students.  Nantz shared some upcoming events relative to the Core Integration Initiative.

       

This year the focus will not be on changing the core requirements, but on how the core is delivered.  Individual faculty members should work towards altering their courses by making the integration of the core more intentional.  Faculty should think of ways to facilitate core integration to the students more transparently.  Implementing a Faculty Learning Communities model was discussed as we work towards this initiative.  The primary focus of the FLCs is to provide a structure that will produce reflection on how and what is learned in and out of the classroom.  This model will be discussed at the Faculty Retreat on November 3.  The notion of community is a theme that reflects Living and Learning and Integration of the Core.  Focus should be on trying to help students find their role in the community—whether community is defined as their classroom, dorms, or a larger community outside of the University.   FLCs are a way for everyone to be more intentional about the notion of community.

 

Tom Pellegrino discussed the focus of Goal 2.  There is a natural connection between Goal 1 and Goal 2—a connection inside the core and a connection between activities inside and outside of the classroom.  There are two basic learning principles being explored with Goal 2.  Deep learning occurs when students can make a connection between what they learn inside the classroom, and how they integrate their learning experiences with the outside community.  This interrelationship is much more productive than a system of memorization and restitution.  Learning is accumulative; therefore, for students to determine how their four-year academic careers are connected to one another is an important goal to accomplish.  What are some of the outcomes that the University wants students to accomplish through their learning experience at the University?  How can students process and get the most out of their education?   Studies demonstrate that students obtain the most out of their College experience when they engage in many different activities, and they are able to learn from these experiences, exploit them, and share them with others.  Making a connection to not only Living and Learning, but making a connection with the Mission and Identity for our institution, are important issues that will be discussed with the committee members serving on the Goal 2 Initiative.  What makes us unique and special, and why do people keep coming back?   What are you doing now?  What would you like to be doing? How do you get there?

 

The meeting adjourned at 5:00 p.m.