GenEd Physical Life Sciences Panel Meeting Summary for November 2012


ILLINOIS ARTICULATION INITIATIVE


To Facilitate Interinstitutional Transfer
Illinois Board of Higher Education
431, East Adams, Second Floor
Springfield, IL 62701-1418
tel: 217/557-7356
fax: 217/782-8548
Illinois Community College Board
401, East Capitol Avenue
Springfield, IL 62701-1711
tel: 217/524-5502
fax: 217/785-0090
 
Minutes for GenEd Physical/Life Sciences Panel Meeting
ICCB building in downtown Springfield (same place the panel has met the last 2 times). 401 E. Capitol Avenue Friday, November 09, 2012
Members present: : Steve Bennett(Western Illinois University), Laurie Cubit(McHenry County College), Krista Jackson(iTransfer System), Heidi Leuszler(Parkland College), Tod Treat(Richland Community College)
Members present virtually:

No members

Members Absent: Ken Anderson(Southern Illinois University Carbondale), Joy Branlund(Southwestern Illinois College), Dan Cullen(Illinois Board of Higher Education), Lynnette Danzl-Tauer(Rock Valley College), Delfina Dornes(Lewis & Clark Community College), Tracey Dosch(Waubonsee Community College), Jennifer Doublin(Moraine Valley Community College), Terese Dudek(Kishwaukee College), Test Faculty(iTransfer System), Tracy Goodall(Illinois Board of Higher Education), Linus Griswold(Black Hawk College), Krista Jackson(iTransfer System), Adam Julian(iTransfer System), Carey Krajewski(Southern Illinois University Carbondale), Janice Leuchtenberg(iTransfer System), Kelly McConnaughay(Bradley University), Bradley Mehrtens(University of Illinois at Urbana-Champaign), Cullen Nicholson(Triton College), James O'Leary(South Suburban College), Rebecca Peebles(Eastern Illinois University), Ofra Peled(National-Louis University), Susan Rohde(Triton College), Sedonia Sipes(Southern Illinois University Carbondale), Carol Thompson(Northern Illinois University), Sharon Weldon(Illinois State University)

Minutes


General Education Physical Life Sciences Panel Meeting
ICCB, 401 E. Capitol Avenue, Springfield.  Friday, November 09, 2012; 10:00 a.m.

 

Attendees: Ken Anderson (Southern Illinois University Carbondale), Steve Bennett (Western Illinois University), Joy Branlund (Southwestern Illinois College),  Laurie Cubit (McHenry County College), Lynnette Danzl-Tauer (Rock Valley College), Delfina Dornes (Lewis & Clark Community College), Tracey Dosch (Waubonsee Community College), Brian Durham (Illinois Community College Board), Linus Griswold (Black Hawk College), Heidi Leuszler (Parkland College), James O'Leary (South Suburban College), Rebecca Peebles (Eastern Illinois University), Rashid Robinson (Illinois Board of Higher Education), Carol Thompson (Northern Illinois University), Tod Treat (Richland Community College), Sharon Weldon (Illinois State University)


Agenda

 

I.    Introductions

 

II.   Steering Panel Meeting Summary

  • Continued conversation regarding communication issues and online delivery.
  • Speech has approved online speech. (see below appendix)

III.   Energy Systems course descriptor

  • The Panel agreed to develop criteria for consideration of new course descriptors. The current Panel documents address essential elements of Gen Ed Science courses and can be used or modified to aid in consideration of new course descriptors.
  • An Energy Systems course descriptor will be proposed and distributed in advance of the next meeting.

IV.  Co-chair Elections

  • Heidi is up for re-election. Discussion about 2 year co-chair. Emphasis on continuity and maintaining freshness. The policy will be verified and decision made regarding co-chair at next meeting.

V.   Phy 121 from Parkland

  • The Panel considered the resubmission of Phy 121 which proposes that a majority of labs as simulations. A vote of 13-2 in favor of outcomes comparability occurred at the previous meeting as stated –

 

If a laboratory science course offered in a nontraditional delivery mode can demonstrate that student outcomes are comparable to a face-to-face course, the panel may approve it. Delivery mode should make sense for the particular educators, their institution and their student body, but in order to have an IAI course code, student outcomes must be comparable across all sections. Completed and approved by the IAI GECC Panel, Spring 2012.

 

  • The Panel Rep from ICCB affirmed the need for campus CAO’s to exercise their responsibility for quality assurance.
  • A motion was made and seconded to utilize the Panel five-year review to examine course descriptors one year in advance of individual institutional course reviews. (14-0-2)

 


 

  • The intent of the motion is to begin a process that better addresses objectives to address content currency, breath of topics, and psychomotor/hands-on requirements. The discussion continued to revolve around outcomes based objectives at a broad level – what should students know, think, and do for this particular course.

 

  • A motion was made and seconded to delay the Panel five-year review until course descriptors have been reviewed and agreement discussion has taken place. (16-0-0)

 

  • Earth Sciences
  • General Biology

VI.  Course Review

VII.  Other Business

 

 

 

 

 

 

 

 

 

 

 


 

The following is revised C2 900 course description, effective Fall 2012: 

 

The oral communication course, either a traditional public speaking or a hybrid content course, combines communication theory with the practice of oral communication skills. The oral communication course: (1) develops awareness of the communication process; (2) provides inventional, organizational and expressive strategies; (3) promotes understanding of and adaptation to a variety of communication contexts; and (4) emphasizes critical skills in listening, reading, thinking and speaking.

 

Students are expected to prepare and deliver at least three substantive speeches, including both informative and persuasive assignments delivered extemporaneously. To be substantial, these speeches should be of sufficient length to allow for careful development of thought  (an individual presentation of at least five continuous minutes and requires significant attention to invention and organization).

 

The face-to-face performance of the three substantial speeches with the class and the instructor serving as an in-class audience is the preferred method of instruction.  Institutions that need to accommodate students who cannot attend on campus courses may offer online sections or courses of C2 900 to supplement their face-to-face offerings.  This accommodation requires that a fully online C 2900 course meet all IAI oral communication guidelines and must also meet or exceed the following criteria:

  1. VENUE:  Face-to-face performances (speaker and audience) are required of the three substantial speeches in an appropriate setting for a public speech, such as a workplace or community venue.

 

  1. AUDIENCE:  At least 8 individuals, aged 16 and over, must be present for the entire presentation and must be seen on camera for each performance.  Audience members must be aware that they will be recorded or streamed live. Video will be viewed by the instructor and the online class. Students must define their audience (demographics and psychographics).

 

  1. TECHNOLOGY:  Technology requirements must be clearly explained to students at the beginning of the course. Students taking the fully online course are expected to utilize appropriate technology despite the challenges of access. The quality of the recording must permit clear sound and video. Speeches may not be edited.  Student privacy must be protected by the institution.

Upon successful completion of the oral communication course, students should have attained at least the competencies in both theory and practice listed below. 

 

Communication Theory--The student is expected to:

  • have a theoretical understanding of communication;
  • understand the relationships among self, message and others; and
  • understand the process of effective listening.

Communication Practice--The student is expected to:

  • phrase clear, responsible and appropriate purpose statements;
  • develop specific, well-focused thesis statements;
  • analyze an audience and situation, and then adapt a message to those needs;
  • generate ideas and gather supporting material;
  • incorporate material from various appropriate sources, using proper verbal citations;
  • use evidence, reasoning and motivational appeals in persuasive speaking;
  • prepare and use visual aids that promote clarity and interest;
  • organize and outline an effective message;
  • use language that is appropriate to enhance understanding and affect the desired result;
  • establish credibility by demonstrating knowledge and analysis of topic;


 

  • use extemporaneous delivery with reasonable fluency, expressiveness and comfort;
  • cope effectively with the tensions involved in public speaking;
  • demonstrate acceptable ethical standards in research and presentation of materials; and
  • listen to, analyze and critique oral communication.


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