College Senate Bulletin

State University of New York at Geneseo

College of Arts and Sciences

Correspondence to Dennis Showers, School of Education, South 222C, showers@geneseo.edu, 245-5264

Note: Page numbers indicate pages as per the paper copy of the Bulletins.

Bulletin No. 4

Pages 41-53

November 9, 2006

Agenda for Senate Meeting on November 14, 2006
Call to Order
Adoption of the Agenda
Adoption of the Minutes of October 17 (Bulletin #3, pages 32-36)
Senate Reports
President                                               Christopher Dahl
Provost                                                                 Kate Conway-Turner
Chair                                                       Dennis Showers
Vice Chair                                              David Granger
Past-Chair                                              Maria Lima
Treasurer                                               Kathleen Mapes
University Faculty Senator                                Bill Gohlman
Vice President, Student Assoc.         Jarah Magan

Reports of the Standing Committees of the Senate

Undergraduate Curricula Meg Stolee

New Courses – First Reading:
                CSCI 115
                GEOG 330
                GEOG 340
                GEOG 348
PLSC 222
PLSC 223
PLSC 227 (originally submitted as PLSC 224)
PLSC 312
PLSC 321
PLSC 341
                PSYC 397
WMST 100
WMST 210
WMST 220
Revised Courses – First Reading:
PHIL 260
WMST 201
Deleted Courses – First Reading:
                WMST 301
Revised Programs – First Reading:
                CSCI major
                Environmental Studies minor
                GEOG major
                PHIL major
                PSYC minor
                PSYC major
                Women’s Studies Minor
Deleted Programs – First Reading:
                PHIL concentration
Undergraduate Policies                       Ed Wallace

Graduate Academic Affairs Susan Salmon

New Program – First Reading

Master of Science in Education: Teaching in Multicultural Education (Grades 1-6)

Revised Courses – First Reading

EDUC 501: Foundations of Education: Philosophical and Psychological Assumptions about the Nature of Learning

EDUC 503: Foundations of Education: School and Society

CURR 530: Language Arts Methods for the Elementary School

CURR 531: Multicultural Social Studies Methods for the Elementary School

CURR 532: Science Methods in the Elementary School

CURR 533: Mathematics Methods in the Elementary School
New Courses – First Reading

EDUC 560: Theory and Practice of Multicultural Education: subtitle

EDUC 401: Philosophy of Multicultural Education

EDUC 479: Creating a Multicultural Classroom
EDUC 501, Foundations of Education: Philosophical and Psychological Assumptions about the Nature of Learning
Student Affairs Denise Scott
Faculty Affairs Jane Morse

Old Business
New Business
Adjournment

Committee on Graduate Academic Affairs
October 24, 2006

Attendance: Brian Bennett, Irene Belyakov, Anne Eisenberg, Jennifer Katz, Koomi Kim, Jordan Kleiman, Sherry Schwartz, Kelly Griffin, Kelly Owens, Leigh O’Brien, Lee Schiffel, Susan Salmon

Visitors: Don Marozas, Steve West, Linda Steet, David Granger, Jane Fowler-Morse

General Information

Meeting called to order by 4:05 p.m.
The meetings minutes for 10/3/06 were approved with the minor correction of Susan Salmon was in attendance. Anne moved approval of the minutes and Irene seconded.

Old Business to finish from previous committee meeting

Dr. Salmon introduced our visitors. They came to the meeting in an attempt to provide a more clear picture of the Program for Master’s of Science in Education: Advanced Classroom Teaching to Teaching in Multicultural Education (TIME)
Their backgrounds in foundations of teaching along with their research on “critical pedagogy” enabled them to explain to our committee why the term “critical pedagogy” is most appropriate for the program’s descriptions.
Several members of the committee were concerned that this term may be too narrow and they feared that our students would not be exposed to “multiple” pedagogies (such as radical pedagogies, feminist pedagogies, etc.)
Dr. Jane Morse began her discourse by providing various definitions of critical pedagogy as taken from prestigious resources (along with the book, The Critical Pedagogy Reader.)
The visitors assured the committee that the term “critical pedagogy” is in fact an “umbrella term” and addresses social class, race, special needs, religion, gender, location/context, etc…
Jane Morse and Linda Steet argued that this pedagogy heightens teacher and student awareness of diversity. It promotes the need for critical consciousness.
They assured the group that this term is not new, rather it has been used by major theorists in the field and professional associations for decades. However it has undergone slight modifications over the years as a result of societal change.
They also pointed out that the idea of critical pedagogy closely aligns with Geneseo’s curricular goals.
Their program bibliography shows both classic and recent texts reflecting this pedagogy.
After all questions were addressed and the committee felt confident in the decision to use the term “critical pedagogy.”
Susan asked for a motion to approve the proposal to revise the Program for Master’s of Science in Education: Advanced Classroom Teaching to Teaching in Multicultural Education (TIME) as described on page 27 of the College Senate Bulletin. Anne made the motion to approve the program and it was seconded by Jennifer. The motion carried.
Our visitors were thanked. They left the meeting at this point in time.

New Business

· Susan Salmon mentioned to the group that revisions are still being made on the CURR 533: Mathematics Methods in the Elementary School program descriptions and bibliography. Our committee requested these revisions last meeting. (Refer to the minutes of 10/3/06; CSB #2, pp 27-29) The writer has promised that it will be done soon. Our committee would like to be able to report back to the College Senate regarding the TIME program at the November meeting.

· Susan Salmon proposed that our committee vote for the 533 course change via email rather than hold another meeting in October. This motion was moved by Anne and seconded by Irene.

· Last item of business: Stephen West, the Associate Dean of the College came to our meeting to discuss the difference between 400 and 500 level courses. Our committee posed this question at the last meeting on 10/3/06. He stated that the difference presently is minimal; however, historically the course numbering had greater significance.

· He claimed that 30 years ago a majority of the liberal arts departments had graduate programs. At that time, there was an occasional 400 level class which was considered to be an upper level undergraduate/ low level graduate course.

· However, currently there are fewer graduate programs at Geneseo. The largest existing programs happen to be the Communicative Disorders and Sciences programs. Therefore, today the only true distinction between these two level courses is that the School of Education prohibits undergraduates from taking 500 level courses.

· Stephen West cautioned that the policy regarding School of Education students taking graduate courses is different in the student handbook, than as stated on forms given to students.

· He believed that the policy states that a student within 11 hours of graduation and with an acceptable G.P.A. may take a 400 level graduate course and a 500 level course by permission only. He was not certain without paperwork in front of him.

· Susan Salmon proposed to adjourn the meeting and Jennifer Katz moved the motion to adjourn.

GCC: Descriptions of Proposed Course and Program Changes for Senate Consideration 11/14/06

Senators or others who wish to read these course proposals in their entirety may go to: http://dean.geneseo.edu/?pg=ucc/forms.html. Click on the Senators link at the bottom of the page and log on with your Geneseo email user name and password. This links to list of departments or programs with current proposals for revision. Clicking on any title takes you to a list of the course proposals currently under consideration.

Master of Science in Education: Teaching in Multicultural Education (Grades 1-6)
The graduate program for Teaching in Multicultural Education (TIME) will add to students’ undergraduate knowledge of teaching and learning in grades 1-6 schools by focusing on the multicultural dimensions of education in a diverse society. The program will begin with a core component that will address the philosophical, psychological, and social dimensions of multicultural education, focusing on critical pedagogy, multicultural materials, and methods that are social constructivist, antiracist, and global in perspective. The program will include a research component, in which students will take a research course, and design and complete a project or a thesis, according to revised guidelines for projects and theses.

EDUC 401 Philosophy of Multicultural Education

This course will acquaint graduate students with philosophy of education pertinent to designing courses, units, lessons, materials, and implementing pedagogy and assessment for an education that is anti-bias and non-discriminatory. Prerequisites: senior standing, completion of Student Teaching for undergraduate students, admission to graduate programs, or permission of instructor. Offered when demand is sufficient. 3(3-0)

EDUC 479 - Creating a Multicultural Classroom

This course addresses the task of creating an anti-bias classroom utilizing specific educational practices, activities, and materials for grades 1-6. The course will examine the theory and practice of critical pedagogy and other appropriate pedagogical techniques for an anti-racist, non sex or gender-biased, and non-discriminatory classroom, using appropriate materials and methods to create a classroom climate that is non-discriminatory and will foster learning in all children, including those of diverse backgrounds.

This course is designed to prepare teachers to work with children from differing ethnic, racial, linguistic, religious, gender, and language backgrounds, and children with special needs. It is also designed to prepare teachers to develop multicultural acceptance among children in a mono-cultural population. Offered fall only, and summer when demand is sufficient. 3(3-0)

EDUC 501, Foundations of Education: Philosophical and Psychological Assumptions about the Nature of Learning
In this course, candidates for professional certification will identify and examine basic philosophical and psychological assumptions which affect the process of education in order to assess their effect on decisions regarding teaching, learning, and curriculum. Offered every fall, spring, and even summers. 3(3-0)

EDUC 503 Foundations of Education: School and Society

In this course, candidates for professional certification will examine the nature of the school, within the larger community/society, the factors that affect the teacher’s role in the school setting, democratic and cultural values, and social justice issues and practices. Offered every fall, spring, and odd summers. 3(3-0)

CURR 530 Language Arts Methods for the Elementary School
This course focuses on principles of developmentally appropriate instruction derived from research related to the language arts. Writing process approaches and children’s literature are used to show how reading, writing, speaking and listening can be meaningfully integrated into the classroom curriculum. Offered every fall. 3(3-0)

CURR 531: Multicultural Social Studies Methods for the Elementary School
Recognizing fundamental multicultural concepts and their germaneness to social studies instruction, students construct a model showing the conceptual framework of each of the social sciences as they might contribute to the solution of selected social science problems; apply the interfaces of historical and geographic perspectives to the solution of selected social science problems; select from among alternatives the most appropriate multicultural research models for testing selected hypotheses; outline a plan for application; evaluate selected social studies units and/or materials in accord with multicultural guidelines; select primary sources germane to a given social studies problem; teach a set of lessons employing them; and construct, teach, and evaluate a series of lessons to help students develop multicultural group process skills and group investigatory techniques. Offered every fall, odd years. 3(3-0)

CURR 532: Science Methods in the Elementary School
Candidates will demonstrate knowledge of cognitive development, the nature of science as inquiry, active learning and constructivism, multicultural learner factors, interdisciplinary teaching, and authentic assessment as bases for designing, delivering, and assessing instruction that teaches basic concepts and principles of science and science process skills as identified in the New York State Standards for Science, Mathematics and Technology and exhibit the skills of a reflective practitioner in planning and achieving professional development. Offered every spring 3(3-0)

EDUC 560, Theory and Practice of Multicultural Education: subtitle
This course will introduce candidates to the theory, the content, and associated methods, including assessment issues, materials, and advocacy issues, in various specific topics in multicultural education. Topics might include: Bilingual Education, Urban Education, Education of Women and Girls, and Globalization and Education. Prerequisites: Educ 479, 501, 503. A course in the 560 series will be offered every fall even years, every spring, and summer when demand is sufficient. 3(3-0)

Undergraduate Curriculum Committee Minutes
October 31, 2006

Members Present: S.A. Brainard, P.Case, J. Chester, R. Coloccia, R. Doggett, B. Fearn, K. Hinman, C. Leary, C. Shin, M. Stolee (Chair), A. Weibel, L. Zipp

Guests Present: David Aaagesen (Geog), Doug Baldwin (Comp Sci), Joan Ballard (Psych), Stephen West (Dean’s Office)

The meeting was convened at 4 PM. and began with introductions. The Chair explained role of the UUC.

S. West mentioned that the EDUC375 proposal had been withdrawn.

CSCI major revision proposal: D. Baldwin explained the intent. The proposal was unanimously approved.

ENVR minor revision proposal: D. Aagesen explained the changes. The proposal was unanimously approved.

GEOG major revision proposal: D. Aagesen said this was part of an ongoing review. The proposal was unanimously approved.

GEOG330 new course proposal: The proposal was unanimously approved.

GEOG340 new course proposal: It was noted that the proposal form lacked the statement of credit hours. Pursuant to that correction, the proposal was unanimously approved.

PHIL major revision proposal: C. Leary asked if the changes diminished the core knowledge base of a Philosophy major. J, Chester said that the new flexibility in requirements would benefit the majors who were not going to pursue graduate study in that field. He noted that previously required classes would still be offered and that majors who might pursue graduate study in Philosophy would be advised to enroll in them. A friendly amendment was offered to update reference to PHIL 260 (also proposed for change).Pursuant to that change, the proposal was unanimously approved.

PHIL260 course revision: this is a realistic upgrade to the 300-level at which the class has been taught for some time. The proposal was unanimously approved.

PHIL concentration deletion proposal: this is mandated because the State Education Department has determined it is no longer a valid concentration. The proposal was approved with one nay vote.

PSYC minor revision proposal: J. Ballard explained that this was necessary to ensure that transfer students who minored in Psychology actually took Geneseo Psychology classes. The proposal was unanimously approved.

PSYC major revision proposal: This reflects a tidying up of content areas so that they are internally consistent in class levels. Psych 260 (Abnormal) & PSYC 321 (Developmental) will be deleted from their respective content areas and become eligible for use as electives. The proposal was unanimously approved.

PSYCH397 new course proposal: This will diminish the need for directed studies and will provide students with common research experiences. The proposal was unanimously approved.

The Chair confirmed the next meeting for November 7, 2006 at 4 PM in Sturges 105. The meeting was adjourned at 4:40 PM.

Respectfully submitted,

Louise Zipp

Faculty Affairs Committee Meeting Minutes
November 7, 2006

I. Attendance:

S. Bosch, B. Colón, A. Gu, J. Lovett, P. MacLean, J. McLean, J. Morse, R. McKnight, A. Stanley, Y. Zhang, J. Zook.

Guests: Kerry McKeever and David Granger (from the Task Force on Advising)

II. General Information

§ J. Morse called the meeting to order at 4:05 p.m.

§ The committee approved the minutes of the October 13 meeting and the agenda of today’s meeting

III. Old Business:

§ J. Morse will send the IDEA short form to committee members.

§ Members briefly discussed the question of security of the online SOFIs, as per the mail from student member Jeff Olodort, which J. Morse will forward to committee members. The Committee agreed that this issue ought to be included in the Nov. 28 meeting.

§ The guests discussed the activities of the President’s Task force on Advising and introduced the results from the student advisement surveys.

§ The committee discussed the difficulties of measuring advising activities and how to reward faculty for the contribution of advisement to the mission of the College. Members agreed that advising students is important.

§ The guests will provide the committee members with information about “best advising practices in the nation;” McKeever discussed what she learned at the NACADA Conference and will forward forms that she obtained at the conference for evaluating advising. Pursuant to the recommendation of the Task Force on Faculty Roles, Rewards, and Evaluation, the committee members will consider the feasibility of some form of evaluating advisement activities at SUNY Geneseo.

§ The guests invited the committee members to see the demonstration of a software program called Advisor Track, which tracks advisement issues, a demonstration of which the Task Force on Advising will be viewing in the near future.

§ The Committee and the guests discussed their charges regarding the issue of advisement, which overlap to some extent. The Committee’s charge is to operationalize the report from the Task Force on Faculty Roles, Rewards, and Evaluation, which recommends devising some mode of evaluating the advisement activities of individual faculty members for purposes of renewal, promotion, and continuing appointment. The Task Force on Advisement’s charge, on the other hand, is to make recommendation to improve advisement on campus in general.

§ The Committee expressed interest in seeing the results of the surveys that the Task Force on Advisement has used to collect data from chairs, faculty members, and students. The guests from the Task Force on Advisement reported a high level of participation in the student survey; over 4,0000 students responded. In general, the data showed a high level of satisfaction with advising, but the Task Force guests stressed that the Task Force has not yet analyzed the data from the three surveys. The faculty survey is not yet completed and will remain open until Nov. 13.

§ The Committee agreed that it seems premature to move forward on working on a method of evaluating advisement until the data on advisement is collected and analyzed and recommendations made by the Task Force on Advising. Some committee members expressed caution about having a universal mode of evaluation where advising practices differ widely among departments and advising loads vary considerably.

§ The committee did not take up other business from the agenda pertaining to recommendations of the Task Force on Faculty Roles, Rewards, and Evaluation, since these discussions took up the meeting time and then some.

§ The Committee briefly discussed the need to take up the recommendation of the Task Force on Faculty Roles, Rewards, and Evaluation regarding Form H, or whatever form is used to evaluate faculty for purposes of renewal, promotion, and continuing appointment. Revisions to this form, a Personnel Form, (called “Per Form” in the Task Force report) may be connected to any proposed evaluation of advising. Committee members are asked to study this issue in the report.

IV. New Business:

§ A. Gu will write up an explanation of the issue, which he raised at the Oct 13 meeting, of lack of access to better performing mutual funds for the faculty’s retirement investments. The Committee will consider forwarding this explanation as a recommendation to the proper authority, probably the UUP, to look into further.

The meeting was adjourned at 5:10 p.m.

Respectfully submitted,

Anthony Yanxiang Gu

Undergraduate Curriculum Committee Minutes
November 7, 2006

The meeting was called to order at 4:00, in Sturges 105.

Members present: M. Stolee (chair), J. Chester, K. Hinman, C. Leary, L. Zipp, R. Coloccia, N. Greco, S. Brainard, G. Towsley, C. Shin, A. Weibel, P. Case, R. Doggett

Guests: S West, D. Aagesen, D. Baldwin, J. Katz, J. Koch, M. Blood

Proposals:

CSCI 115 – Digital Futures, Human Futures - new course – approved

There is no significant overlap with CSCI 114.

GEOG 348 - Sports Geography – new course – approved

The credit assignment for the course should read 3(3-0).

PLSC 222 – Politics of East Asia - new course- approved

These six courses have been created for new staff.

PLSC 223 – Politics of South Asia - new course- approved

PLSC 227 – Democratization - new course- approved

PLSC 312 – American Social Policy - new course- approved

PLSC 321 – State and Society in the Nonwestern World - new course - approved

PLSC 341 – Democracy and International Relations - new course- approved

WMST 100 – Introduction to Women’s studies - new course - approved

These courses are designed to develop a general knowledge base for the minor.

WMST 201 – Topics in Women’s Studies: (Subtitle) – course revision - approved

WMST 210 – Race, Class, and Gender - new course - approved

Changes have been made in the description of the course.

WMST 220 – Gender and Sexualities - new course - approved

WMST 301 – Seminar in Women’s Studies - delete course - approved

Women’s Studies Minor – revised program – approved

New Business – A question for future discussion – “What should be the guidelines for a guide syllabus for a new course?

The meeting was adjourned at 4:54.

UCC: Descriptions of Proposed Course and Program Changes for Senate Consideration 11/14/06

New Courses – First Reading:
CSCI 115: Digital Futures, Human Futures; "Computers pervade most modern cultures, often in forms not recognized as computers – cell phones, CD and DVD players, identification cards, etc. Spreading use of computers raises important societal questions of privacy, security, property rights and more. This course introduces students with no technical background to algorithms and programs; analyzing algorithms; computer representation of information; such applications of these ideas as digital media, networks, and databases; the social choices and problems such applications raise; and technical and social grounds for evaluating choices and resolving problems. Credits: 3(2-1)"

GEOG 330: Cultural Geography; Critical developments and debates in cultural geography are examined. Students are also introduced to empirical research in cultural geography. A sub-field of human geography, cultural geography focuses on the impact of human culture, both material and non-material, on the natural environment and the human organization of space. A seminar-style course, students engage in critical discussion of selected readings and conduct original research. Prerequisites: GEOG: 102 or permission of instructor. Credits: 3 (3-0). Offered every second year

GEOG 340: Pyrogeography; A thorough study of wildland fire as an influence on natural processes, culture and politics, spanning the human and physical divisions of the geographic discipline. Discussion topics will include fire chemistry and behavior, fire weather, fire ecology, fire history data sources, fire in the US and a survey of global fire. Prerequisites: GEOG110, or permission of the instructor.

GEOG 348: Sports Geography; This course examines amateur and professional sports from a geographic perspective. It surveys the ways in which historical, cultural, political, economic, demographic and environmental factors have contributed to the origin and diffusion of sports. Analysis will be conducted at different spatial scales; local, regional, national and international. Topics include locational strategies and migration patterns of sports clubs and franchises, spatial analysis of sports regions and areas of player production, development of sports arenas and stadiums, economic and environmental impacts of sports, and factors influencing the transition of folk games to modern competitive sports. Geog 102 or Geog 123, or permission of the instructor, is a prerequisite for this course. 3 credit hours

PLSC 222: Politics of East Asia; This course examines the domestic and international politics of East Asia. How have historical and political factors shaped such varied polities, including a communist country contending with massive socioeconomic and political change and a constitutional monarchy with a parliamentary system? How successful have the countries of the region been in addressing the political and socioeconomic aspirations of their populations? Which countries have emerged as regional or global powers, and with what effect on the international system? Two major Asian powers, China and Japan, are studied in detail, and the considerable diversity of the region is explored through additional country studies. In addition, each student has the opportunity to pursue study of a pertinent topic of special interest through the individual project requirement. The course does not presuppose prior knowledge of East Asian history and politics. Prerequisites: PLSC 120. Credits 3(3-0). Offered every other fall. (i.e. Offered fall, odd years.)

PLSC 223: Politics of South Asia; This course explores the major political and socioeconomic forces shaping contemporary South Asia. We begin with an overview of South Asia (India, Pakistan, Bangladesh, Sri Lanka, the Maldives, Nepal, and Afghanistan), emphasizing subcontinental factors such as the impact of colonization and anti-colonial freedom struggles; international relations; and regional conflicts such as Kashmir and the nuclearization of the Indo-Pakistani relationship. We then turn to the ways in which newly independent states have contended with challenges of governance, national unity, and socioeconomic development, through case studies of the states of the region. The major focus of the course is the evolution and nature of democratic and authoritarian regimes in the region. We also explore themes such as the relationship between religion and politics; socioeconomic development and the effects of globalization; and political participation by groups that are diverse in terms of language, gender, religion, caste, ideological affiliation, and class.
Prerequisites: PLSC 120 Credits 3 (3-0) Offered every fall

PLSC 227: Democratization; Democracy as both a political ideal and institutionalized system is relatively new in historical terms: the eighteenth century counted only three such polities (the US, the French Republic, and the Swiss Cantons). This number has increased steadily over time, even leading some to predict a trend toward near-total democratization globally. In what is termed the “third-wave” of democratization, over 80 countries around the world have moved from authoritarian to democratic systems, albeit sometimes slowly and in partial measure, just since the mid-1970s. However, there is no single clear path toward democratization, and the methods for—or even possibility of—assisting countries toward democratic goals remains a topic of acute political controversy.
This course examines definitional issues surrounding the concept of democracy; global democratizing trends and the considerable diversity found within this trend; case studies of transitions from authoritarian to democratic regimes; and the possibilities and problems inherent in promoting democratization as foreign policy. Prerequisites: PLSC 120. Credits 3 (3-0). Offered every fall. NOTE: Was originally submitted as PLSC 224

PLSC 312: American Social Policy; This course presents an analysis of U.S. policy responses to poverty within the framework of the public policy process. The course will examine how definitions of the “deserving” and “undeserving” poor and Americans’ attitudes toward the causes of poverty influence the types of public policy implemented. Income maintenance programs, policies to encourage work, health insurance for low-income and elderly Americans, programs to meet basic needs, and how U.S. policy provides for children being raised in poverty will all be examined. The course will also consider the changing relationship between the national and state governments and a comparison of the U.S. social safety net to that available to residents of European nations. Prerequisites: PlSC 110 or permission of the instructor. Credits 3 (3-0). Offered spring, odd years.

PLSC 321: State and Society in the Non-Western World; This course examines state-society relations in comparative politics, focusing on the interplay among ideologies, institutions, interests, and identities in the nonwestern world. Readings include both theoretical works exploring these concepts and critical case studies. We begin with exploration of the adoption and adaptation of various political ideologies, sometimes arising from Western traditions and interactions with Western powers, that resulted in extremely varied political institutions throughout the nonwestern world. For example, parliamentary democracies have emerged in countries with remarkably different histories, including formerly fascist Japan and a number of former colonies. And yet other newly independent countries facing similar initial conditions adopted political systems as dissimilar as communism, democracy, and military authoritarianism. Prerequisites: PLSC 120. Credits 3 (3-0). Offered every spring.

PLSC 341: Democracy and International Relations; What is the connection between democracy and international politics? Would a more democratic world be a more peaceful world? Are democracies inherently more peaceful than nondemocracies? This course examines the concept of the democratic peace, beginning with Kant’s notion of the democratic pacific union. We then examine major contemporary works on democratic peace theory, arguments modifying our understanding of the democratic peace, and important critiques of this concept.
Prerequisites: PLSC 140. Credits 3 (3-0). Offered every fall.

PSYC 397: Undergraduate Research Seminar; This course provides experience in formulating research projects and applying research techniques in psychology through participation in a faculty-supervised research project and a student-faculty research seminar. Prerequisites: Psyc 250, 251, and instructor permission. 3 credits. Offered every semester.

WMST 100: Introduction to Women’s Studies; This course is an introduction to the study of women and gender using interdisciplinary and cross-disciplinary approaches. It will include a feminist analysis of the construction and enforcement of gender differences and gender inequalities in various contexts, with an emphasis on the intersection of race, class, sexuality, and nationality in the lives of women. Topics include but are not limited to: historical constructions of gender, feminist activism, women’s issues in global perspective, women’s health and reproductive rights, media representations of gender, domestic violence and sexual assault, and feminist theories. Credits: 3(3-0). Offered every spring

WMST 201: Topics in Women’s Studies; This course provides an opportunity for students to critically study interdisciplinary topics particular to women’s social, political, aesthetic, and domestic lives. Because of the Women’s Studies Program’s commitment to studying the interstices and intersections of gender, race, sexuality, and class, all topics approved for this course must devote a significant portion of their content to women of color, and, where appropriate, to questions of class. Each section of the course is team-taught by faculty from two different disciplines. Credits: 3(3-0). Offered every fall

WMST 210: Race, Class and Gender; This course uses multiple disciplines to explore how identity categories of gender, race, and class intersect. Students will explore and critique relations of power in families, societies, and cultures. In class discussion and in writing, students will reflect on their own ideas and thought processes, and they will engage respectfully with differing ideas. Credits: 3(3-0). Offered fall, odd years.

WMST 220: Gender and Sexualities; This course will involve a multi-disciplinary, feminist exploration of the intersections of gender, culture, and sexuality. The experiences of historically devalued groups, including girls and women, sexual minorities, and people of color will be emphasized.
Students will investigate the limitations of binary classification systems as pertaining to gender roles, gendered behavior, sexual behaviors, and sexual orientation. Topics to be covered may include, but are not limited to, sexuality as depicted in Western media, variations in biological sex, gender identity, sexual orientation, socialization, and sexual and reproductive freedoms.
Credits: 3(3-0). Offered fall, even years

Revised Courses – First Reading:
PHIL 260: Phenomenology and Existentialism; course becomes PHIL 360 with prerequisites of Phil 207 or permission of instructor.

Revised Programs – First Reading:
CSCI major – change in requirements: The Computer Science Department finds it very important for its majors to take the course in Operating Systems (CSCI 343) and is therefore, requesting the removal of an alternative (CSCI 331) for it.

Environmental Studies minor – additions and deletions of courses within the minor: Biol 314 (Biodiversity), Biol 235 (Disease and the Developing World) and Pyrogeography (Geog 340) are all appropriate for an interdisciplinary minor in environmental studies. Geog 351, Geog 368, Geog 380 and Gsci 348 have all been deleted from the College curriculum.

GEOG major – addition of new courses and a revised course to the major:

Geog 261, Geography of North America's title was changed to Geography of the United States, with Senate approval on 4/18/06. Remains under "Basic Requirements" of the major

Geog 359, Geography of Canada, is a new course, Senate approved 4/18/06. It, as initially proposed, will fulfill the Advanced Regional component of the major.

Geog 120, N/Meteorology, is a new course, Senate approved 1/24/06. It, as initially proposed, will serve as an elective option in the major.

Geog 391, Cartography Seminar: (subtitle) is a new slot course, Senate approved 12/6/05. It, as initially proposed, will serve as an elective option in the major. Since it is a 1-credit hour course, notice is posted that two other 3-credit hour GEOG electives are needed with the course.

PHIL major – change requirements: The main reason for eliminating the disjunctive requirement (either Phil 260, or Phil 275, or Phil 317) for a Philosophy Major is to increase the flexibility of the Major, by increasing the minimum number of electives from 6 to 9 credits. Our current Major course requirements are unusually rigid compared to those of comparable institutions (comparable data from other institutions is available upon request, and can be checked on-line). The change will give students more freedom in selecting courses for the Major.

PSYC minor – add requirement that at least 9 credits in the major be completed at Geneseo.

PSYC major – deletion of Psyc 260 and Psyc 321 from content area requirements.

Women’s Studies Minor - Women’s Studies has redesigned its entire curriculum in response to current practices nationally in Women’s Studies, the dwindling numbers of minors, and the poor allocation of current Women’s Studies resources. Specifically we are adding an introductory course to attract students early in their college careers (Introduction to Women’s Studies). We are designing two required 200 level courses (WMST 210: Race, Class and Gender and WMST 220: Gender and Sexualities) and a rotating topics course that is recommended as a Women’s Studies elective (WMST 201: Topics in Women’s Studies). Finally, we are adding a capstone experience to be filled with one of two individualized courses (WMST 399: Research or Creative Project in Women’s Studies or WMST 395: Internship in Women’s Studies). No faculty are assigned to teach these senior level courses, but students must find mentors to direct their capstone experiences, which are approved by the coordinator of Women’s Studies in consultation with the Women’s Studies Advisory Group. Further, the Women’s Studies Advisory Group has developed an application process for faculty both wishing to teach a WMST course or to list their departmental courses as an elective in Women’s Studies. The current minor has only two offerings in Women’s Studies, none at the 100 level, and only one of which is required. While Women’s Studies in inherently interdisciplinary, the new formulation assumes that there is a coherent body of material to be learned in the 100 and 200 level courses, and that students will benefit from an individualized capstone experience.

Deleted Programs – First Reading:
PHIL concentration

Committee on Graduate Academic Affairs
Electronic Voting on CURR 533 (Revised) Proposal
November 5-9, 2006

At the October 24 GCC Meeting The following motion was passed:

· Susan Salmon proposed that our committee vote for the 533 course change via email rather than hold another meeting in October. This motion was moved by Anne and seconded by Irene.

Voting was conducted from November 5 to 9. Fourteen members of the Committee cast votes (a quorum of the Committee is eight). The motion to approve CURR 533 passed.

GCC: Description of Proposed Course CURR 533 Changes for Senate Consideration 11/14/06

CURR 533: Mathematics Methods in the Elementary School
Recognizing the levels of cognitive abilities and the differing multicultural backgrounds of children related to math ideas and skills they might be expected to learn, students identify and describe the cognitive abilities and prescribe math skills appropriate to these abilities; collect, order and describe a variety of professional math resources, including the materials from multicultural perspective, available to the elementary school math teacher; plan and construct appropriate concrete or pictorial models to represent selected mathematical ideas; select or develop materials useful in diagnosing a learner's ability to perform selected math skills; diagnose success; and present remedial lessons if needed. Offered every fall 3(3-0)