COASTAL CAROLINA UNIVERSITY AY 2006 – 2007 FACULTY SENATE MINUTES May 2, 2007

COASTAL CAROLINA UNIVERSITY
AY 2006 – 2007
FACULTY SENATE MINUTES
May 2, 2007
Wall Building, Room 309
4:35 - 5:50 PM
PRESENT: Jerome Christia, John Marcis, Tom Secrest, A. J. Taylor, Yoav Wachsman, Richard Costner,
Gib Darden, Gayle Disney, Austin Hitt, Sandra Nelson, Donald Rockey, Sherer Royce, Maria Bachman, Lee
Bollinger, Patti Edwards, William Hamilton, Deb Walker, John Navin, Alberto Perez, Paul Peterson,
Michael Ruse, Sandi Shackelford, Susan Slavik, Renee Smith, Shannon Stewart, Maria Torres, Karen
Aguirre, Menassie Ephrem, Dave Evans, Craig Gilman,Craig Gilman, John Goodwin, Rob Young for Scott
Harris, John Hutchens, Andrew Incognito, Prashant Sansgiry, Donald Yessick for Steve Sheel, Sylvia
Snyder, James Solazzo, Susan Webb, Allison Faix, Jennifer Hughes, Dennis Wiseman
ABSENT: Andy Hendrick, Arne Flaten, Greg London, Ken Martin, Bob Oliver, Terry Fries, Bill King,
Linda Vereen
APPROVAL OF MINUTES: Evans corrected the April 7, 2007 minutes on page 2, paragraph 5 to read:
“Evans said Keith Smith, Director of Contractual Services, was at the Senate to address some general
questions. The issues that Evans sent to him are general comments. Smith asked that if there are specific
comments/complaints regarding the book store, he be notified. The contract with Follett runs until January
2014.” A motion was made by John Marcis, seconded by Patti Edwards, to accept the amended minutes.
The motion passed.
EXECUTIVE COMMITTEE REPORT: Evans said he met with the executive committee and brought them
up-to-date on the Provost search. The Provost Search Committee met with nine candidates in Charlotte, and
invited three candidates to campus this week.
Evans reported that the July Senate meeting will be on Wednesday, July 11, 2007, beginning at 2:30 pm in
WALL 309.
PROVOST AND OTHER ADMINISTRATIVE REPORTS: Dr. DeCenzo said he appreciates all the efforts
made regarding the Provost search. DeCenzo said the more feedback given to the committee, the better the
committee will be in a position to render the recommendations made.
DeCenzo said the Library search committee has made a recommendation to him, and he has also received
significant feedback. Given some of the feedback received, he has decided to abort that search. After
getting a Provost on board, we will go back out next year for a Library Director’s search.
DeCenzo discussed the State Budget and its many effects on Coastal.
DeCenzo said his top three priorities are the Science building, Student Activity center, and expansion to the
Library.
DeCenzo reported that he has appointed Barbara Chesler Buckner, as Associate Provost with responsibility
of SACs, Accreditation, and a whole portfolio assessment that will be needed as we start our year of record.
DeCenzo said he, Dr. Bucker, and Dr. Lohr are working to restructure the duties in the Provost’s Office. On
July 1, Darla Domke-Damonte will be reassigned to the President’s Office. She will work with Eddie Dyer
on Strategic Planning for the University. DeCenzo said he is thrilled she has taken on that responsibility.
Page 1 of 8
COMMITTEE REPORTS:
Dennis Wiseman, Chair, Graduate Council presented the attached information to the Senate. (Page 3)
Margaret Fain, Chair, Core Curriculum Committee presented the attached information for Senate
review/approval.
A motion was made by Susan Webb, seconded by Renee Smith to accept the Guidelines for Communication
Intensive Courses. (Page 4) The motion passed.
A motion was made by Michael Ruse, seconded by Rob Young to accept the recommendations from Core
Curriculum. Eleven courses to be designated as Communication Intensive. (Page 5). The motion passed.
Louis Keiner, Chair, Academic Affairs presented the attached information for Senate review/approval.
A motion was made by Lee Bollinger, seconded by Maria Bachman to accept the recommendations from
Academic Affairs. (Page 6) The motion passed.
Louis Keiner, Chair, Academic Affairs presented a request from the Student Retention and Assessment
Committee proposing to change the University Catalog regarding Course Repeat Privilege. (Page 7)
A motion was made by Susan Webb, seconded by Paul Peterson to defer discussion on this request until the
September 5, 2007 Senate meeting. The motion passed. At that time, Judy Vogt gave a report on the
Course Repeat Privilege and how it can affect a student.
ANNUAL REPORTS
Student Retention and Assessment Committee Annual Report, Sharon Gilman, Chair (Page 8)
PENDING BUSINESS: None
NEW BUSINESS: None
ANNOUNCEMENTS: None
ADJOURNMENT: The meeting adjourned at 5:50 PM.
Respectfully submitted,
Approved by Lee Bollinger
Faculty Senate Secretary
Janet Straub
Faculty Senate Recorder
Page 2 of 8
The following items of business were approved by the Graduate Council on April 4, 2007, and are being
presented to the Senate for information.
College of Natural and Applied Sciences
Proposal for New Course
MSCI 571 Biology of Marine Mammals (3) (Prereq: permission of instructor) A comprehensive survey of
the biology and ecology of marine mammals, including cetaceans, pinnipeds, sirenians, sea otters, and polar
bears. Major topics include evolution and classification, anatomy and physiology, sensory biology,
communication, feeding, ecology and energetics, social and reproductive behavior, and life history. A
laboratory experience is included.
Rationale: MSCI 571 is a foundational course for graduate students who are pursuing careers/ research in
marine mammal science.
Catalog Change, Delete Qualifying Examination Requirement, P. 210
Qualifying Examination
In addition to the regularly scheduled course examinations, a candidate for the master’s degree must
satisfactorily pass a written qualifying examination arranged by the CMWS Graduate Committee. The
examination is designed to incorporate general information from the core courses. Exam questions will
require students to integrate and apply their knowledge. A student who is not successful in passing the
qualifying examination may, at the discretion of the CMWS Graduate Committee, be allowed another
examination not later than one semester after the unsuccessful attempt.
Rationale: Students must complete a thesis/research proposal that relates their research project with physical
processes, ecological processes, and environmental policy structures existing within the coastal region.
Students will meet with their thesis committee who will evaluate the student’s understanding of concepts,
knowledge base and their ability to complete the proposed research project.
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Guidelines for Communication Intensive Courses
Students must successfully complete one three (3) hour course for communicating in the discipline as part of
the Core Curriculum.
Courses in any discipline may satisfy this requirement if they have been accepted by the Core Curriculum
Committee as meeting the guidelines below for a communication intensive course.
I.
Courses must be 100 or 200 level and be open to students in all majors. Enrollment should be capped at
25.
II.
Upon completion of these courses, students should demonstrate the ability to express themselves
clearly and effectively.
III. Courses must include the following:
1. Include written and oral communication assignments in the course syllabus.
2. List the improvement of student communication skills among the learning objectives of the course.
3. Distribute specific written instructions, including criteria for evaluation, for assignments that help
students conceive, organize and present material in ways appropriate to the content area.
4. Provide opportunities for students to improve their communication skills by requiring students to
produce at least four or more separately evaluated assignments.
a. Appropriate writing assignments may include such formats as: formal essays, personal
writing, case studies, lab reports, letters, memos, research projects, reviews, article
summaries, articles intended for publication or grant proposals.
b. Appropriate oral assignments may include such formats as: PowerPoint presentations,
rehearsed speeches, debates, academic paper presentations, poster sessions with an oral
component, panel presentations and presentations via recorded media.
5. Provide opportunities for students to revise at least two of their communication assignments after
receiving feedback and responses.
6. Include, with whatever communication style is appropriate, at least one assignment that requires
students to produce a finished, edited piece in language appropriate for discourse in the discipline.
Approved 3/28/07
Core Curriculum Committee
Page 4 of 8
Date:
April 23, 2007
To:
Faculty Senate
From:
Margaret Fain, Chair of the Core Curriculum Committee
Subject:
Communication Intensive Course Guidelines and Recommendations.
The Core Curriculum Committee is presenting two items for approval by the Faculty Senate.
I.
Communication Intensive Course guidelines (Knowledge Goal 1, Part B). Attachment 1.
II.
Eleven courses to be designated as Communication Intensive courses, based on the Communication
Intensive Course guidelines, for Knowledge Goal 1, Part B section of the new core. Attachments 2-12.
Course Number
Biology 122/122L
CSCI 130
ENGL 102
ENGL 211
ENGR 101
HIST 250
MSCI 201
PHIL 271
POLI 200
PSYC 201
THEA 149
Course Title
Biological Science II
Introduction to Computer Science
Composition and Literature
Introduction to Technical and Professional Literature
Introduction to Engineering
Historical Research and Writing
Scientific Communication
Philosophical Writing
Communication in Political Science
Psychological Perspectives
Acting for Non-Majors
If Senate approves these courses as Communication Intensive, existing courses need to modify their catalog
listings. New courses must be submitted by the department or college to Academic Affairs to be approved as
a new course, using the “Proposal for a New Undergraduate Course” form.
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Louis Keiner, Chair, Academic Affairs presents the following for Senate review/approval:
Department of Music
Request for a new Undergraduate course: MUS 310, Careers in Music. (2) Catalog description to read: A
course open to all musicians who are considering a career in the music business. Course surveys many of
the professional, performance, and educational options, as well as offers an overview of music publishing,
copyright law, and the recording industry. Rationale of catalog description: A general study of the
necessities of the Music Business. Justification: Gives the music major an early look at what one can
expect post graduation. A “reality check” of sorts, to accompany the plethora of technical and pedagological
information that a music major acquires.
Department of Philosophy & Religion
Request for a new Undergraduate course: RELG 104, Introduction to Asian Religious Traditions. (3)
Catalog description to read: This course provides an introduction to the most prevalent and enduring ideas,
images, and personalities of Asian religious traditions including Daoism, Confucianism, East Asian
Shamanism, Shinto and Buddhism. The regions of focus include India, Tibet, China, Korea and Japan, with
some reference to other areas of Asia. Justification: East Asia is one of the world’s most fascinating and
globally significant areas in terms of religious thought and activities. The region’s economic and cultural
impact is clearly expanding for Americans in the 21st century. A survey course in Asian religions is an
important part of a well-rounded undergraduate education.
Department of Visual Arts
Request for a change in an Undergraduate Course: ARTS 497, Artist as Professional. Request change in
prerequisite to read: having completed 75 (upper junior level) credits to having completed 102 (upper senior
level) credits. Catalog description to read: 497, The Artist as a Professional (3) (Computer Usage) (For
Visual Arts Majors only. This course is to be taken in the student’s final semester as a senior. Prereq:
completion of first semester senior courses or permission of department Chairperson.) The range of topics
covered in this course includes the development of an Artist statement, resume writing, appropriate cover
letters or essays, professional presentation information, digital portfolio development and preparation of
artwork for senior thesis show. Instruction will be given on how to prepare work for presentation orally, as
well as in digital format. Students will use the computer extensively in preparing a CD on which they place
their entire portfolio (artist statement, letters or essay, resume and digital portfolio). Justification: By
making this a true capstone course, it will assist the student s better in their transition either into graduate
school or the work place. In addition, it will pair up the student’s senior exhibition and create a true
capstone course for the program. This change will also allow the course to be used as a vehicle for program
assessment.
Page 6 of 8
A Catalog Change Proposal from the CCU Student Retention and Assessment Committee (University
Catalog p. 38)
Approved by the Academic Affairs Committee 4/10/07
Course Repeat Privilege
Degree-seeking undergraduate students may repeat any course s/he has taken at CCU. All grades will
appear on the student’s transcript, but a course that has been repeated will only be counted once toward
satisfying the graduation requirement. For financial aid and scholarship purposes, duplicate credits do not
count as credits completed for satisfactory academic progress. Certain courses, such as those requiring
physical skills, performance, or working on student publications may be repeated except as noted in the
course description. All grades will be included when calculating the student’s grade point average with the
following possible exception.
Students may elect to exercise a “repeat forgiveness” option for up to 9 undergraduate credits during
their enrollment at CCU for courses taken at CCU. For credits taken under this option, CCU will exclude
the lower grade and credit hours earned for the repeated option when calculating the student’s cumulative
GPA and earned credit hours. Both grades will appear on the transcript. Only course grades of C, D, F,
WF, or IF are eligible for “repeat forgiveness.” A student may not exercise the “repeat forgiveness” option
for courses in which the student was assigned a grade as a result of academic misconduct. Students selecting
the “repeat forgiveness” option should be aware that professional schools, graduate programs, and future
employers may apply their own criteria that may not recognize “repeat forgiveness” option in evaluating
credentials for prospective students and employees. Undergraduate students must submit a completed
Course Repeat Request Form for approval to the Registrar’s Office by the end of the drop/add or drop with
no academic record period for the semester in which the course is being repeated.
Note: The course repeat privilege may be used by students to achieve the Dean’s List or President’s List,
however the cumulative collegiate grade point calculation for graduation with Honors will include all
grades, including original and repeat grades, as well as any attempted coursework completed at other
institutions, provided the GPA achieved at CCU meets the level specified for the honor sought. See the
Graduation with Honors policy.
Page 7 of 8
Date:
To:
From:
Re:
April 27, 2007
Dr. Dave Evans, Chair, CCU Faculty Senate
University Student Retention and Assessment Committee, Sharon Gilman, Chair
Annual Report for 2006-2007
The University Student Retention and Assessment Committee met monthly through the 2006-2007 academic
year and accomplished the following:






Drafted Petition Reform/Grade Forgiveness Policy which was sent to the Academic Affairs
Committee and approved. We hope this policy will be approved by the full Senate.
Consulted in the development of an improved Medical/Psychological Leave policy and procedure
for CCU students. This has been sent to the Academic Affairs Committee.
Developed an online Sophomore Survey to determine student satisfaction/issues with CCU at that
level of their college career. First survey administration will be fall 2007.
Piloted the First Year Experience Survey in University 110 classes to assess freshmen satisfaction
with their initial experiences at CCU.
Administered the Senior Exit Survey and sent results to the Administration. The goal is to assess
overall student satisfaction with CCU among graduating seniors.
Administered the Advisor Assessment Survey in randomly-selected classes, following our pilot of
that survey last year. The goal is to determine student satisfaction with their advisors and the
advising process at CCU.
Based on recommendations and findings of our committee, we were pleased to see the creation of the At
Risk Students Committee which aims to identify and aid students in various forms of trouble at the earliest
possible stages. There are also now Enrollment Management Teams working on issues and processes, such
as first-year advising and financial aid, to maximize their effectiveness for students.
We are considering the following items for the 2007-2008 academic year:
 Development of an Honor Code for CCU
 Development of improved petition processes
 Collection of data from faculty on the advising process
 Advisement training for new faculty
 Analysis of the survey data we have collected to this point
o what does is all mean and where do we go from here
o how to best convey these data to faculty and administrators
We welcome further suggestions from the Senate and the Administration and we sincerely thank the
following individuals for their enthusiastic service to our committee. Without this team of dedicated ad hoc
committee members, we would not accomplish nearly as much.
Chris Mee and Mary Gunn, Office of Institutional Research & Assessment
Lynn Willet, Office of Student Affairs
Nelljean Rice, First Year Experience
Judy Vogt, Enrollment Services
Patti Edwards, CCU Academic Affairs Committee
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