ࡱ> @B?q` bjbjqPqP .*::  2     uwwwwww$(h    CCC .  uC uCCrT  0R%  # 5i 0C@!# v@!@!t C       Minutes of the University Council on Teaching Friday, October 15, 2010 Waul House Present: Sue Barrett, Sarah Beckjord, Pat DeLeeuw, Colleen Griffith, Don Hafner, Darren Kisgen, Dorothy Jones, Jonathan Laurence, Jackie Lerner (Chair), Akua Sarr Guests: Harrison Kent and Christopher Kirby, Co-Directors of Academic Advising, Undergraduate Government of Boston College, 2010-2011 Minutes of the meeting of May 20th, 2010 were approved. Jackie Lerner introduced herself as interim chair while Chris Hepburn is on sabbatical. Planning for the semester ahead The committee decided to discuss peer review of teaching and interdisciplinary teaching at the November meeting. Jackie will distribute the report on peer teaching evaluation from The Lynch School of Education. The UCT will also continue looking into how advanced placement credits affect the core curriculum. Since many students now arrive at 㽶 with many of their core requirements already completed, we will examine whether there are ways to build on these AP courses to create interdisciplinary courses. For example, if there is a pattern of students arriving with AP credits in English and History, interdisciplinary honors courses could be created to provide students with further growth in those areas. We will also follow up on the grade inflation report submitted last year. The information in the report was distributed, but we do not know if departments were encouraged to discuss the findings at faculty meetings, for example. Discussion of the Advisor Evaluation Form Proposal Harry Kent and Chris Kirby were present to gather feedback on the proposed evaluation form for advisors. This is the second meeting between the UCT and UG㽶; the current form reflects the UCT suggestions from last March. Harry and Chris began with a brief history of the UG㽶s recent work on advisement. In fall of 2009, UG㽶 began to gather information on student experiences with advising. Through focus groups in the dorms and an email survey, they learned that more than half of 㽶 students are dissatisfied with their advising experience, mostly once they are in their majors. The survey included responses from students in every undergraduate year and all the schools. Students do understand that some of the responsibility for a successful advising relationship lies with themthey need to be prepared for their meetings, have a plan for courses to discuss, and recognize that their advisor may not have the answers to every question. Nevertheless, they are frustrated when advisors are not available to meet with them, do not provide a comfortable environment to ask questions, do not always know core and major requirements, do not refer them to support services, and fail to ask questions about their long term interests and goals so as to help them form a long term academic plan. The UG㽶 hopes that the evaluation form will provide systematic and regulated feedback on the various issues related to advising. UCT members had a number of general questions and suggestions: We should remember that students want different things from advisors and that some go to unofficial advisors for help. Also, faculty get very little if any training in how to be advisors; seeing the survey questions may help in that education process. Perhaps there could also be departmental liaisons to the advising center. Some UCT members felt that the survey was too long and that some questions needed to be combined. However, all the questions seem to address important issues. The UCT suggested rewording some survey questions to address how well the students have lived up to their end of the relationship. The students hope to have a list of suggested topics for advising meetings available to all students by the end of the year. As to when this should be administered, one possibility would be shortly before spring registration, with a slightly earlier registration slot as a possible incentive to returning the survey. The students asked the committee to look at the questions individually to see if there were any suggestions. Most questions seemed fine, but there were comments on a few: #1 Your advisor is ________________ Currently, the name of the official advisor will drop down and if the student indicates that this is not in fact his or her advisor, the survey will automatically end. The committee suggested that if students say no, they should be directed to a follow-up question. #2a Suggestion: the two answers about studying abroad could be combined into one question. #4 Suggestion: Instead of My advisor is willing to communicate with me say I contacted my advisor outside of the pre-registration period or I asked my advisor for more than my access code or When I approach my advisor, he/she is responsive to my requests. #11 Suggestion: Instead of My advisor is concerned about me as a person say My advisor asks me about the non-academic dimensions of my life. Chris and Harry will take these suggestions under consideration and send us an updated version. They will also meet or email with every UCT member individually to get any additional feedback. They will make a final brief presentation to the UCT at the November meeting. The remaining meetings for fall semester have been set for Fridays, November 19 and December 10, 8:30 to 10:00 in Waul House. .16@Giy} ~  1 2 3   L EX Qf-hjlþòòêh|R!hD'*hRhZh]Y:hODShODS5 hODS5hODShc8hQphsL hQp5hQphQp5hhH*hhJhhgh)hgA@.GRS~    2 3  gdgA2qryDEZ[)M^_ hODSh]Y:hR hD'*hD'*h@hD'*hmhaY,h7ohc8h|R!h]Y:hZ3rEkVW|Z^ZgdfZ^ZgdmP 0^`0gdR^gdRgdgAgdm & FgdD'* & FgdmgdgA,1h/ =!"#$% @@@ gANormalCJ_HaJmH sH tH DAD Default Paragraph FontRiR  Table Normal4 l4a (k(No List @O@ C List Paragraph ^ *.GRS~23   r E kVW|I0hI0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I000000008@0(  B S  ?  2 jEM^_ 1 4 7 8 < = B C G H K L V W [ \ ` a h i s t w x jknowx|}MNklW b"nLCg\Jʫ' \ZBh ^ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh~ ^~ `OJQJo(hHhN ^N `OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hHg\JW LC \                                    -[F WV[C )m$JJ1X=na{|R!,#A)D'*aY,L1H3n#4 r4?t6@7d)8v,8c8l9]Y:^:y>`CiEnJIBSIsL[`PmPODSSX_Oc e}fWisj7oQp5vmvc KgAg'ZR2 vzCER2^]GMd\i@fb lKtk}A1Vx y$@Fg8qj\@K@UnknownGz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings"1h22& && &!4d 2QHP?gA2-Minutes of the University Council on TeachingbarretscJarrett Lerner    Oh+'0  $0 P \ h t0Minutes of the University Council on Teaching barretscNormalJarrett Lerner2Microsoft Office Word@@ r@_ @_ &՜.+,0  hp  Boston College&  .Minutes of the University Council on Teaching Title  !"#$%&'()*+,-.012345689:;<=>ARoot Entry F6 CData 1Table\!WordDocument.*SummaryInformation(/DocumentSummaryInformation87CompObjq  FMicrosoft Office Word Document MSWordDocWord.Document.89q