Transcript Motion General-Education Committee

Intensives
and
Transfer Module
Julia Gergits
Marie Cullen
First:
Intensives
What happened with the deletion of
intensives?
Motion:
The General-Education Committee moves that
the intensives requirements (writing,
speaking, and critical-thinking) be removed
from the general-education program.
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Proposal
• Deletion of the intensives requirements from
General-Education Requirements, effective
immediately.
• Core learning outcomes remain (writing,
speaking, thinking critically)
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And what does this mean?
• Intensive indicators were removed from the
relevant courses.
• DARS will no longer “look” for intensive
courses.
• Your departments/programs decide how to
address the writing, critical-thinking, and oral
learning outcomes.
• Those courses designated “intensive” have not
been deleted from programs.
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And?
• Graduating seniors should not be held up
because of missing intensives.
• Capstones remain writing, critical-thinking,
and oral-intensive, as originally designed.
• Freshman basic skills classes in writing and
speaking remain.
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Assessment
• Writing, speaking, and thinking are universitywide goals.
• They were designed to be across the
curriculum.
• Programs must include them in their program
assessment. Most already do.
• Where there are gaps, programs will need to
integrate the goals into program assessment.
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Ohio
Transfer Module
Another fine mess
Transfer Module
• Originally implemented in 1990, the Ohio
transfer module was designed as a block.
• As the OBOR transfer-credit website explains,
many changes have been made
(http://regents.ohio.gov/transfer/policy/).
• Courses that are in an approved transfer
module must be accepted for generaleducation credit.
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Transfer Module
• YSU has not consistently followed this policy.
• Marie Cullen, Julia Gergits, and Bege Bowers
asked OBOR for policy clarification, which led
to a conference call with Paula Compton,
Associate Vice Chancellor, and Hideo Tsuchida,
Assistant Director of Articulation and Transfer.
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Transfer Module
• Bottom line: YSU has to follow state law and
OBOR policy.
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Problem
• If course was equated to one not in gen-ed
program, transfer students lost gen-ed credit.
• Many incoming lower-division courses were
equated to upper-division courses, despite
substantial differences in prerequisites.
• For example, MATH 1420, Elementary
Probability and Statistics 1, from Cuyahoga
Community College equates as YSU’s STAT
5817.
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• Another example: PHLY 161 from Lorain
Community College equates to YSU’s PHIL
3725. PHLY 161 has no prerequisite.
• Guidelines – freshman level courses without a
prerequisite should typically not equate to an
upper-division course. Sophomore-level
courses with appropriate prerequisites might
equate to upper division.
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Related Issues
• Standing policy was to treat incoming transfer
students no better than native students.
• Therefore, if native students did not get GER
credit, neither did transfer students.
• Transfer students are not to be hurt by
transferring to YSU. Their TM credit must be
preserved. We can grant GER credit in
addition to direct equates.
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Paula Compton Directive
• TM courses must remain GER at YSU.
• Courses in the TAGs also have to be granted
program credit.
• Some incoming courses will receive both
upper-division credit and GER credit.
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Upcoming Changes to TM
• Learning outcomes for composition and
mathematics courses have been developed.
• TM courses in those domains have to be
resubmitted.
• Learning outcomes for the rest of the TM will
be developed.
• The entire TM will be resubmitted, reevaluated, and re-equated course-by-course
over the next few years.
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For example: Kent State
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For example: Kent State
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For example: Akron
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For example: Akron
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