AOS Meeting Summaries

Conveners, Moderators and other helpful folks!

Thank you for a putting together your sessions. The turnout was great: 157 folks in the ten early afternoon sessions and 29 for the two sessions in the late afternoon.

Please post your AOS meeting summaries as comments to this page.  Use the leave a reply box to add your information.  If you material is to complex for the text box send it to Sarah.Cronin@esc.edu and we will figure it out.

Thanks!

18 thoughts on “AOS Meeting Summaries”

  1. BM&E AOS Meeting 11/16/11

    The BM&E AOS Elluminate and conference call meeting was attended by 41 members of the group.

    1. Duncan RyanMann discussed the Assessment in the Major results and discussed the December BM&E Retreat. Issues raised included: the use of the College-wide Learning Goals in the Assessment in the Major, possible assumptions and pluses about the use of e-portfolios, the connection of undergraduate goals to graduate goals, and whether we need associate degree guidelines.

    2. We spent a good deal of time discussing how this meeting was working. The group was pleased that we had a phone bridge and some thought it was the best Elluminate meeting they had been on because of the dial-in. (Throughout the call a message came up in the message box that stated that we would run into bandwidth issues if we used Elluminate audio). The group noted that this was not as good as a face to face meeting because in a face to face environment we would get more participation. It was noted that we had more people listening but some noted that it was easier to multitask and lose focus on a call. Some people had trouble getting on Elluminate and the phone and some had computers that kept logging off. Concern was expressed that we kept hearing from the ÔÇ£usual suspectsÔÇØ and several, including faculty new to the group, liked the fact that we had this call but still would benefit from a face to face meeting. It was noted that sharing documents is difficult and that we should have all documents before any Elluminate meeting. It was noted that technology can be intimidating for some.

    The group felt that this kind of meeting would be beneficial when we had to disseminate information but that it was no substitute for face to face meetings. We determined that we needed to develop protocols for these meetings and have each BM&E member develop a one page PowerPoint with a picture. A small task force was put together led by Bidhan Chandra and consisting of Anant Deshpande, Roz Dow, Chris Whann and Joe Angiello.

    3. We want to talk about how we can best use buddy mentors.

    4. We talked about the All College AOS meeting and what we might do. We want to include some time for presentation and getting to know what people are working on. We want to get to know our newer faculty. We also would like to put together a panel that will address graduate accreditation and certificates.

    Respectfully submitted,

    Leslie Ellis
    Co-convener

  2. AOS-Interdisciplinary Studies: Wednesday, November 16, 2011, via Elluminate & Phone
    Present: Suzanne Benno, Menoukha Case, Albert Castelo, Cathy Davison, Marnie Evans, Diane Gal, Susan Hollis (co-convener), Denise Kawaski, Lorraine Lander, Sarah McAllister (in-coming co-convener), Joyce McKnight, Diane Shichtman, Angela TitAmayah, Marie Tondreau (outgoing co-convener), Himanee Gupta-Carlson, Susan Jefts.

    Following brief introductions, during one of which it was suggested the AOS might serve as a sounding board for scholarly work, the group voted to approve the minutes from last year and proceeded to enter into a lengthy discussion of the Interdisciplinary Studies Associate degree. Though no conclusions were reached in the hour and a half discussion, many good points were raised and suggestions made for subsequent steps and activities, including seeking data and asking research questions that might help us with our thinking at our next meeting, tentatively scheduled for March 28th at All-College. The various questions and points included the following:
    ÔÇó Many students do not like/understand why an Associate degree is Interdisciplinary.
    ÔÇó The one-column degree is seen as a default for some students who are unable to choose a specific area of focus. This Is done at both the Associate and Baccalaureate levels, most often at
    ÔÇó Some refer to ÔÇ£generalÔÇØ or ÔÇ£liberalÔÇØ studies. Because Interdisciplinary Studies is the AOS, if no concentration title is given, then the degree becomes by default a ÔÇ£general studiesÔÇØ degree.
    ÔÇó Many students do not like ÔÇ£liberal studiesÔÇØ or ÔÇ£general studiesÔÇØ for a concentration title. We use ÔÇ£liberalÔÇØ in a different sense here at ESC.
    ÔÇó Some community colleges use the title ÔÇ£individual studiesÔÇØ instead. Sarah McAllister holds an A.S. in ÔÇ£individual studiesÔÇØ from SUNY Ulster.
    ÔÇó The Associate degree needs more clarification so that we may communicate with colleagues in other areas and help them to understand what IS is at any level. Conversations across AOS-es?
    ÔÇó Is there any way we can offer a ÔÇ£general studiesÔÇØ program instead of using AOS INT as a default. (We would have to register a new program with the Dept of Education).
    ÔÇó We are seeing an increasing number of one-column Associate degrees with a flavor (e.g. BME, CHS).
    ÔÇó Concern for quality in the degree arose: how to ensure it, what IS quality in an Associate degree?
    ÔÇó Should there be a capstone for the Associate as there is for the Bachelors, maybe two credit?
    ÔÇó Should we provide 3 to 5 examples of Associate degrees, as we do for the BachelorÔÇÖs degrees?
    ÔÇó Some faculty have observed increasing numbers of students with low amounts of transcript credit and suggest that this is leading to an increasing number of exploratory Associate degrees. Is it a trend across the college? Does age make a difference? Individual colleagues have a limited view. There is a need to gather data.
    ÔÇó Should we include a capstone/integrating study in Associate degrees? A capstone could serve to pull work together and lead to student reflect on his/her learning. Instead of thinking of it as a capstone, we could think of it as a foundational crack-filler that helps students think about what they are doing and helps them go on to the BachelorÔÇÖs.
    ÔÇó Possibly suggest several tracks.
    ÔÇó Should we be talking to the disciplinary AOSÔÇÖs about what issues they perceive with IS associate degrees; if so what approach?
    ÔÇó A lot of Associate degrees in AOS INT are done by students who go on to the other AOS-es to complete their BachelorÔÇÖs.
    ÔÇó We might do a survey via Angel or Survey Monkey ÔÇô but with what goals and questions. (Note that Survey Monkey does not allow us to break down the data).
    ÔÇó What data do we already have, both assembled and in raw form from the IR office?
    ÔÇó What data do we want and what are the key questions? (Diane Shichtman compiled some thoughts regarding this topic from the discussion). It was observed and seconded that Diane is really good at designing surveys.
    ÔÇó Should we run focus groups among faculty for information? For discussion of IS associate degrees?
    ÔÇó Typically the associate degree from a community college brings a scattering of courses.

  3. Human Development Area of Study Meeting
    Fall Academic Conference
    November 16, 2011

    Participants: Melinda Blitzer (convener), Margaret Clark-Plaskie, Jonathan Franz, Lorraine Lander, Marjorie Lavin, Julie Shaw, Gayle Stever, Marie Tondreau, Lue Turner

    Mentor Showcase
    Each participant briefly summarized current activities such as projects/presentations, new contracts, research and publications:
    ┬À Gayle Stever recently submitted two proposals for conference presentations to ICA (International Communications Association) and will be submitting one to the American Psychological Association. She has a 1/4 time research reassignment for Fall, 2012.
    ┬À Jonathan Franz is teaching a study in advanced biological psychological psychology, an independent study in cognitive neuroscience, at GVC.
    ┬À Lorraine LanderÔÇÖs sabbatical last year focused on sustainability education, an interdisciplinary field. She plans to contribute resources in this area to the CML web site.
    ┬À Margaret Clark-Plaskie has a .25 assignment to work on the Master of Arts in adult learning. She alerted the group that there would be an invitation to faculty to submit proposals for course development for this new program. She is collaborating with Julie Shaw on research on mentoring and identity development in adult learners.
    ┬À Julie Shaw is working with John Eisler on a residency on Aging and Longevity, to be jointly sponsored by CDL and NEC. She is recently back from sabbatical and presented a paper on the science of consciousness at a conference in Stockholm. She spoke about the value of collaborative research such as the project she and Margaret are working on. She holds office in the New York State Psychological Association and offered to provide information about this organization upon request. She is also examining transactional distance and student engagement in e-learning.
    ┬À Marie Tondreau is looking forward to a sabbatical in the spring, in which she will continue her research and writing on the subject of narrative psychology.
    ┬À Melinda Blitzer is completing post-doctoral certificates in psychoanalysis and group psychotherapy. Her article ÔÇ£Vitalizing the Group ÔÇô and MeÔÇØ was accepted for publication in the International Journal of Group Psychotherapy.
    ┬À Marjorie Lavin is working with deans, associate deans and the director of CML on learning design projects and formative assessment.
    ┬À Lue Turner has been invited to make a presentation during Community Education Day in Rochester. Her topic is ÔÇ£Empowering Our Teenage Girls,ÔÇØ which focuses on combating negative messages to girls from the media.

    College Level Learning Goals
    The group agreed that the current draft is much improved, particularly in its framing of critical thinking, information literacy and quantitative literacy expectations. While all considered the statement a reasonable set of expectations for anyone completing a college degree, there were some questions about how attainment of the goals would be assessed. Would the focus be on assessment at the individual student level or at program and college level. Would undergraduate students be expected to address these goals in their degree program rationale essay? There was also a question about whether these goals would be more fully integrated with the general education policy. The group noted need to develop an academic assessment plan that incorporates assessment against these goals. In conclusion, the group endorses the statement of goals and looks forward to participating in implementation and assessment processes related to the goals.

    Human Development Guidelines
    The guidelines were revised two years ago, and the group agreed that it is too early to assess their effectiveness. The guidelines seem to be working well in CDL, where there is enough volume to see the impact of the revision. One participant noted that the new guidelines are missing from some pages on the OAA web site; OAA will be asked to post them. Another participant noted that it might be useful to add an expectation about understanding cultural diversity to the guidelines. Her rationale was that the increased flexibility in the general education requirement has led many students to opt out of the study of other world civilizations and foreign language. The sense of the group was that the expectation about understanding of individual differences in the current guidelines addressed this need.

    Closing the Loop
    The next Assessment in the Major for Human Development is set for 2014-2015. The results of the last assessment appear on the C-PIE website and will be discussed at the All College meeting.

    Next Meeting
    The group does not plan to meet prior to the All College Conference unless the proposal for an Undergraduate Program and Assessment Committee moves forward and requires area of study action. Items for the meeting at All College include follow-up on old business and action plan, Human Development residencies, and consideration of ways to increase communication and contact within the group through such devices as ESC Commons.

  4. 2011 All Area of Study Virtual Conference Empire State College
    Historical Studies Area of Study conference call and Elluminate session November 16th, 2011 12:30-2 PM
    Co-Conveners: Ann Becker and Christiane Warren
    Facilitator: Ann Becker
    Minutes taken by Christiane Warren
    Presenter: Hisrosuke Honda
    Attendees: Ann Becker, Christiane Warren, Tony Anadio, Anna Bates, Allyn Van Deusen, Paul Trela, Ian Reifkowitz, Denise Kawasaki, Cynthia Ward, Bob Carey, Hirosuke Honda, Kim Hewitt, Himanee Gupta-Carlson, Marnie Evans, Rhianna Rogers, Rusty Tobin, Susan Hollis, Jason Russell
    Agenda:
    1. Welcome
    2. Presentation by Hirosuke Honda on Assessment in the Major and AOS Review
    3. Requirements for A.A. in Historical Studies
    4. Qualification for General Education Requirement in Other World Civilization
    5. Preparation for 2012 All College meeting
    6. Discussion of College Level Learning Goals

    Hirosuke Honda presented a power point presentation and led the discussion on the necessity for the upcoming assessment in the major for American History and Western Civilization in the academic year 2012/2013. The reasons for this self-assessment are the necessity to be in compliance with the Middle States mandate on continuous college improvement and regular assessment of student learning. In addition Empire State College has set itself the task to work on self-improvement on an ongoing basis. Student learning is a fundamental component of the mission of most institutions and the paradigm in Higher Education. The assessment aims at ascertaining not only what students learn, but how that s\learning takes place. A rubric is used to measure studentsÔÇÖ learning. During the assessment the rubric will be reviewed, clarified and potentially modified. Individualized degree programs make it difficult to assess student learning thus the assessment in the major gathers student work samples and instructorÔÇÖs assignment samples and reviews them in a group setting made up of volunteer faculty members. The aim is to gather one hundred samples. This will be a program level assessment and not a mentor performance review. All personal information will be redacted. Hirosuke Honda will attempt to create a website to collect studentsÔÇÖ work samples.
    Area of Study review is a college wide instrument meeting each AOSÔÇÖ unique needs. The goal is to create a small set of questions pertinent to the Historical Studies AOS. In the Learning Contract, learning objectives are to be defined explicitly in order to assess student learning.
    A discussion on the Area of Study guidelines for an AssociateÔÇÖs degree in History followed. It was established that there was to date no consensus college wide as to what would make up a solid Associates degree in Historical Studies. Questions were raised as to whether a degree with only survey courses in all three General Education requirement areas would suffice for a degree. An AssociateÔÇÖs degree is by definition a lower division degree but advanced courses can be included, yet are not required. Inquiry based studies tend to be advanced studies. An AssociateÔÇÖs degree should introduce the student to think historically and explore the literature in the discipline in preparation for study at the advanced level. A comparison with other SUNY institutions showed that AssociateÔÇÖs degrees were kept broad in nature as an explorative degree. The aim is to not just teach facts but to also encourage thinking about cause and effect and placing findings in a historical context. History degrees can be seen as problematic and thematic in their approach to student learning. It was decided that the Area of Studies guidelines needed to be reviewed and potentially modified. Denise Kawasaki, Bob Carey, Anna Bates and Christiane Warren will work on this project and report back to the group at the All College meeting in the spring of 2012.
    A discussion of what transcript credits are acceptable to satisfy the Other World civilization General Education Requirement. It was decided that anything in the continental United States and Western Europe would not satisfy the requirement with the exception of Native American History and Culture. Thematic studies need to have a longitudal breadth and provide a broad sweep of a significant portion of the historical narrative. Other World Civilization course can either be a broad World History course or an in depth study of one non-Western country or culture. A course in Western Civilization should offer foundational aspects of Western thought and traditions.
    It was decided that the agenda for the upcoming All College meeting in the spring of 2012 should entail a review of the AOS guidelines for an AssochiateÔÇÖs degree in History; a discussion of the necessity for history courses in a well-rounded degree plan; consideration of passing a resolution that students should not be allowed to graduate without a history study in their degree plan; thoughts on how to create studies that are interdisciplinary in nature in order to reintroduce students to history by linking a variety of aspects and perspectives to history. The aim is to help students understand that they want to learn history. A call for papers and presentations would also go out in preparation for the spring 2012 All College meeting in the Historical Studies AOS.
    A discussion of the College Wide Learning Goals put forth by Vice-Provost Deb Amory followed. History faculty serves as adjunct faculty to Business, Management and Economics and Community and Human Services Area of Studies. Thus it would be beneficial to look at themes and problems that incorporate these two AOSÔÇÖ into history studies, i.e. a study in the History of Medicine for example. History faculty wants to look at outcomes and put them into the concept of college level goals. Critical thinking and problem solving skills are being taught in history studies and these skills are paramount for being a successful college student. The study of history provides an informed citizenry and fosters communication. It raises a historical awareness by being able to frame a perspective across time and civilizations. The discussion of College Level Learning Goals was identified as a key place for history faculty to make its case for the importance of having history studies in every studentÔÇÖs degree plan.

  5. The following is a summary of the SMAT AAOS 2011 meeting. Because of the temporal and logistical limitations of the meeting, a document with co-convenersÔÇÖ notes and relevant documents was distributed in advance. The co-conveners report included information for the AOS members on topics that were not expected to require discussion, and thus did not need to take time during the meeting, and provided background on the topics scheduled for discussion. The relevant documentation included AitM and AOS Review instruments, recommendations for changes to SMT-related webpage and SMT-related information elsewhere and material circulated college-wide for discussion within the areas of study.

    The main focus of conversation was on the upcoming Assessment in the Major and Area of Study Review. In Spring 2012, we are scheduled for our periodic (approximately every 6 years) Assessment in the Major (AitM) and Area of Study review (AOS review). For AOS review, we have reached agreement with C-PIE to use the SMT initiated instrument, which was originally developed during the faculty-driven review. We will be using this in addition to the standard college instrument. For the AitM, we expect to use the instruments used in the previous review although we have asked for additional information to be provided by C-PIE. We have been assured that will be reviewing the work of students with a concurred SMT concentration in their upper-level studies. These AitM rubrics are: computer use; critical perspective; experimental techniques; mathematics; principles rubric, science, technology, and society; and vocabulary.

    We have asked for the assignment description along with information about the studentÔÇÖs degree plan to be provided. We believe we have agreement from C-PIE to include the assignment description but at this time we do not know whether we will get the concentration information. Since some rubrics specify ÔÇ£as appropriate to the concentrationÔÇØ this is a concern.

    We have been told that there is no money to bring us all to one location for this process, as has been done in the past. Discussion about the AitM/AOS Review process followed. Concern was raised about doing this at a distance. We will be using an instrument that is new to everyone, and many of our faculty were not here for the previous AitM/AOS review process so all of the instruments would be new to them. The SMT AOS expressed concern that doing the AitM/AOS review at a distance would deny us many opportunities including the significant conversations that guide and aid our work throughout the year.

    Questions were raised about why BM&E was funded for multiple face-to-face meetings while we, a smaller group and therefore less costly to gather, are given no opportunities. It was asked whether we could postpone the AitM/AOS review until next year. The idea of three regional meetings connected by video was suggested, but even this would still necessitate some people staying overnight at another location because of the distances involved.

    It was decided that a strongly worded resolution was appropriate. The following resolution was passed

    The SMT AOS is opposed to the plan to do a AitM/AOS review at a distance rather than during an in-person meeting. We believe that the validity and usefulness of the assessment will be at risk. SMT has been actively working on making the assessment process meaningful and actionable, with efforts including the faculty-driven review and the development of a new instrument that started at the previous review. The process of meeting in-person for these reviews is necessary in order to ensure accurate and actionable results.

    This resolution is to be sent to C-PIE and Tai Arnold.

    Other topics were addressed during the meeting including electronic voting within the AOS, coverage of SMT topics college-wide, and SMT information on college web pages. Descriptions of decisions made during these topics and others are provided below.

    SMT had previously approved asynchronous electronic voting for concentration guidelines, and during this meeting the SMT AOS approved asynchronous electronic voting for all SMT matters including, but not limited to, guidelines and elections.

    The college no longer has a full-time physicist, which has been making it challenging to address student needs. In the short-term, we were given the suggestion that we identify any part-time people who might be shared college-wide to help fill the gaps. We will be collecting data from SMAT faculty about their education and areas of expertise and teaching.

    Over a year ago, the SMT committee tasked with reviewing the SMT AOS webpages and identifying needed changes completed its work. We had been told nothing could happen until T4, which had been expected to start that summer. Since then, we have identified statements about SMT on other college webpages that are of concern because they potentially misrepresent SMT. SMT voted in favor of actively pursuing our concerns about the SMT web pages and other references to SMT on Empire State College pages.

    The SMT group supported the idea of holding additional meetings and agreed that the appropriate first step would be to collect information about days of the week and times of day preferences, recognizing that there will be no perfect time.

    Coconvener elections were held. Marina Privman was elected as the new co-convener of the SMT AOS. Diane was confirmed as ongoing co-convener.

    Additional topics were deferred because of lack of time. These included feedback on the proposal to create UPAC, discussion of possible associates guidelines, SMT/SMAT versus STEM, Project 2061 (AAAS), facilitating smooth coverage across the college of courses that address the various SMT concentration guidelines.

    The SMT AAOS 2011 meeting minutes provide more details on our meeting.

  6. Public Affairs AoS Agenda
    1.   How would we structure a Public Affairs residency?
    2.┬á┬á How will the Public Affairs AoS show up in CDL’s Term Guide and Catalog, and in Center LOIs?
    3.   Development of recruitment materials, both college-wide and local.  (Is anything going on at the moment?)
    4.   Items for discussion after this meeting:  in the November-March timeframe and at All College.
    5.   Public Administration concentration guidelines within BM&E, and Journalism guidelines within Cultural Studies:  Are   they workable within Public Affairs?  Do those concentration guidelines need to be followed within Public Affairs?  Are there issues for these concentrations at all?
    ————————————————————-
    There was a discussion about the feasibility of current students changing their Area of Study. Several people noted that if students with concurred degree plans in other areas of study wish to change their programs to the new area of study in Public Affairs, they would have to amend their degree plans (and probably write a new rationale essay). With the approval of the Center Dean , the Director of Academic Review has the discretion to waive the fee for re-opening the degree.

    A residency to ÔÇ£launchÔÇØ the new AOS that might be offered in different locations across the state was discussed. It might include outside speakers on different current topics in public affairs. Other learning activities beyond the residency might be developed individually by mentors and students or offered in a blended online model. It might be coordinated with other residencies being discussed in emergency management and economic justice. A single residency with participation across the state, employing the video conferencing equipment, was also mentioned as a possibility. Michael, Jason, Jim and Al agreed to form a task force to develop this idea more fully. Jill and Jacob will consult.

    Everyone agreed to send to Jim a list of any courses or LOI offerings in their respective centers that might come under the Public Affairs label. Jim will seek staff support in developing a list that might be available on the AOS web page.

    Al agreed to formulate a one-page document that might be circulated to mentors, explaining the definition of public affairs and suggesting concentration titles that might be appropriate (drawn from the AOS guidelines). Al will also investigate the channels for proposing a flyer that might be distributed by recruiters and others to prospective students who are most likely to be attracted to designing degrees under the new AOS.

    A discussion of the existing concentration guidelines for Public Administration (under BME) and journalism (under Cultural Studies) and how they might relate to the new AOS was tabled for lack of time.

  7. The Affinity Group ÔÇ£Engaging Students in ResearchÔÇØ had 12 participants in the virtual meeting on November 16. Topics of discussion included:

    ÔÇó Examples of student research opportunities in group studies, online, and in the graduate program

    ÔÇó Student presentation opportunities, including:
    1.ESC academic conference

    2. SUNY Poster Symposium, LOB Albany, February 29, 2012. This yearÔÇÖs focus is undergraduate research. Poster descriptions, an electronic poster mock-up, and faculty recommendation letter are due December 12, 2011 to Danielle.Benedict@esc.edu.

    3. MasterÔÇÖs Level Graduate Research Conference, SUNY Brockport, April 14, 2012. Submissions due February 4, 2012. Contact Roxana Toma with questions.

    4. Graduate student recognitions: DeanÔÇÖs Medals, Outstanding Research Award

    ÔÇó Other ESC research resources

    1. SPSS eTutor (work in progress). This guidebook, written by Dee Britton and edited by Joyce Elliott, provides an introduction to basic SPSS analysis. This is an open resource. commons.esc.edu/spss

    2. Graduate Quantitative Literacy Repository. This work in progress will include topics in quantitative analysis, statistics, economic analysis, and research methods. The repository will be available to students on ANGEL as a no credit learning opportunity. Contact Roxana Toma with questions.

    ÔÇó Quantitative Literacy/Reasoning Research Project. Joyce Elliott briefly described an ongoing research project that focuses on quantitative literacy and reasoning (QLR) across the curriculum in the social sciences and cognate professional fields. The current working group for this project is Joyce Elliott, Kim Stote, and Dee Britton.

    ÔÇó The members also discussed the need for college-wide access for both faculty and students for SPSS and a qualitative analysis software (e.g. NVIVO, Atlas).

    ÔÇó Participants discussed the possibility of a college wide applied research study group. This included a discussion of student IRB submissions.

    ÔÇó Several members suggested that residencies may be a venue to provide students with research opportunities. Deb Amory mentioned that there may be a possibility of using a current STEM undergraduate research residency program as a model.

    ÔÇó The group discussed different ways to ÔÇ£continue the conversationÔÇØ. There was a suggestion that an email list should be created for those who are interested in working with student researchers. Dee Britton and Marjorie Lavin agreed to identify possible sites for further discussion

  8. The Social Theory, Social Structure and Change virtual meeting had 14 participants. Since our AOS is scheduled for the 2013 Assessment in the Major and AOS review, the majority of the meeting was spent on the following preparation and planning topics:
    ÔÇó Reviewing the 2007 reports
    ÔÇó Discussing enrollment in the area since 2007
    ÔÇó Reviewing and discussing the rubric
    ÔÇó Discussing ways to improve sampling method of student work

    The AOS discussed the SUNY undergraduate poster symposium that will be held in Albany on February 29, 2012. Poster descriptions, an electronic poster mock-up, and faculty recommendation letter are due December 12, 2011. A faculty selection committee will select 3 posters and 3 alternates that will be submitted to the SUNY review committee. CDL mentors Kim Stote and Pauline Carrico created the following ÔÇ£best practicesÔÇØ for poster presentations.

    Best Practices for Poster Presentation

    Content of the poster
    ÔÇó Make sure the title and author’s name are prominent and eye-catching
    ÔÇó Tell a story: provide clear flow of information from introduction to conclusion
    ÔÇó Focus on your major findings – a common fault is to try to cover too much.
    ÔÇó Use graphs, tables, diagrams and images where appropriate. Use boxes to isolate and emphasize specific points.
    ÔÇó Always follow the conference guidelines, which may be specific about what you are expected to present.

    Design suggestions
    ÔÇó Use all the space at your disposal, but do not cram in the content – white space is an important part of the layout, and good use of it can make a poster elegant and arresting.
    ÔÇó Use color sparingly – limited use of a few colors is more striking than a ‘rainbow’ approach. Think about why you are using color; it is especially useful for emphasis and differentiation.
    ÔÇó Please do not deviate from the SUNY Empire State College colors (for the title and logo). The print shop is happy to help you with this.
    ÔÇó Use white or muted colour background (e.g. pastel shades)
    ÔÇó The flow of information should be clear from the layout; if you have to use arrows to indicate the flow, the content could probably be arranged better.
    ÔÇó Clearly label diagrams/drawings and provide references to them in the text where necessary.
    ÔÇó Again, follow the conference guidelines, which may be quite specific about paper sizes, font sizes etc.
    ÔÇó The title text should be readable from 6 meters away – at least 48-point text.
    ÔÇó The body text should be readable from 2 meters away – at least 24-point text
    ÔÇó Choose a clear font with large inner space (i.e. the space inside the loops of letters such as ‘o’, ‘d’, ‘p’). Good examples are Arial, Verdana, Georgia or Helvetica.
    ÔÇó Keep the word count as low as possible.

    The meeting concluded with a discussion of agenda items for future meetings.

  9. AOS-Cultural Studies had an engaging meeting at which we made a motion for Areas of Study to be consulted in faculty hiring with an eye to both college-wide and center needs.

    We also heard a number of stimulating presentations from new faculty as well as those who had been on reassignment/sabbatical including the following:

    Himanee Gupta-Carlson, “Hip-Hop, Feminism, and the Online Classroom.”
    Brenda Henry-Offor, “Intimacy sand Relationships in Christopher Marlowe’s Edward II”
    Celest Woo, “Middlebrow Mythology: Shakespeare & Science Fiction”
    Leah Perry, “Neoliberal Crossings and Crossing Neoliberalism: One Feminist Takes On American Immigration, Gender, and Race After Reagan”
    . Miriam Russell, “Lifelong Learning at ESC”

  10. Summary of the Educational Studies meeting

    Agenda:
    1) Review of teacher certification

    Elementary:
    Depends on graduate program?
    Concentration in one of “liberal arts and sciences”?
    6 credits each in science, math, english and social studies
    1 year in foreign language?
    Suggestion is that mentors working with students considering graduate level elementary teacher certification work with them to get requirements from specific graduate schools.

    Secondary:
    NYS: 30 credits in the content area, 6 can be cognates (balance of intro and advanced), NYS teachers still need gen ed requirements in all 10 disciplines, child abuse, school violence workshops.
    Social studies has specific breakdown of what is needed.

    Mentors should be aware of other graduate programs here, not only teacher certification. Would be valuable for students who want to teach in community colleges, private institutions, etc.

    Emails should go out to AOS faculty

    2) Collaboration between undergraduate and graduate faculty

    In addition to Trans B, new programmatic strand for 7-12 certification, MAT residency program. Same first year courses, then will apply to be in residency program/additional screening in May of first year of program (gpa/recommendation/essay/interviewed by principal where they will spend entire next year). Currently Buffalo, Syracuse, Albany, NYC. Almost half are teaching assistants/teacher’s aides. Can get initial certification and MAT in 2 or 3 years. Seems successful. Gives good opening for people to find a job.

    Special ed MAT. Right now being geared towards people who are already teaching. This is an M.Ed. in special ed.

    In terms of undergraduate, looking to pilot – students would need bachelors, number of additional tests needed. More work needed.

    M.Ed. in teaching and learning, will launch in fall 2012. Generalist education masters degree, opportunity to specialize. Right now – literacy and foundations of education. Does not lead to initial certification but leads to professional.certification. Mostly for people who have initial certification.

    Recent initiative – undergradute credit to count for courses in some master’s programs as way of recruiting graduate students.

    Opportunity – MAT students working as peer coach. Work as volunteer/work study/practicum. Way to gain real world experience. Could be way for students to get support in education.

    Through work-study some students working with students with disabilities.

    Place to put in links to other things going on in college.

    Create commons web site? Efrat, Jacqui (other volunteers welcome!) Input welcome from other faculty as to what should go in it and when there is enough “stuff” in it, we will advertise to the rest of the college.

    Action item: Efrat and Jacqui will work on the structure of the AOS commons site. We would welcome input as to what that structure should include. Once it is set up, it will be possible for all Ed. Studies faculty and others included in AOS mail list to add items. We will advertise to the rest of the college as soon as this becomes a viable resource. This will also serve as a project that will frame our communication as an AOS between now and all-college.

    MAT mail list – faculty could more consciously include entire AOS. Emails will be sent out when relevant to entire AOS.

    Would be useful to start gathering some model degree programs

    We should find some way to share each others’ areas of expertise.
    Anyone interested in working in MAT (content area studies, supervising, down the line teaching in M.Ed. Adult Learning), for now should contact Tina.

    3) College learning goals:

    Background of goals. Process: these are to be voted on by faculty, there will be session tomorrow morning. Some questions in grad: some of the goals that might be appropriate at undergraduate level are not necessarily appropriate for graduate.

    Last round of revisions tried to use less restrictive language, more inclusive. For example, no numerical literacy. Not assumed that these are the goals one would have for studies.

    Grad also noted incoming students should demonstrate some/all of these learning goals already, before admission/acceptance to specific grad program.

    Q: How do we assess this? A: Next step –

    MAT is getting ready for TEAC assessment, so can use existing assessment to figure out programs can determine how to measure. A lot of latitude.

    GSP will vote on Tuesday and then go to Senate. CUSP – discussing the learning goals. The math literacy piece did come up. Will be discussed at next meeting.

    Example of role of information literacy: is this a goal that is relevant for students in education? Are these goals reasonable for students on graduation (associates/bachelors/masters).

    Language is “a graduate of” and can show competency in a variety of ways.

    Consensus that there is no way to engage specifically with these learning goals as AOS faculty.

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Moving to Mastery: Creativity in Learning Design and Student Learning Assessment