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«EDUCATIONAL POLICIES COMMITTEE MINUTES 12 January 2012 A meeting of the Educational Policies Committee was held on 12 January 2012 at 3 p.m. in Old ...»

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Student doesn’t begin attendance in all classes within a term   (recalculation required)   If the student doesn’t begin attendance in all of his or her classes, resulting in a change in the student’s enrollment status, you must recalculate the student’s award based on the lower enrollment status. A student is considered to have begun attendance in all of his or her classes if the student attends at least one day of class for each course in which that student’s enrollment status was determined for Federal Pell Grant eligibility. Your school must have a procedure in place to know whether a student has begun attendance in all classes for purposes of the Federal Pell Grant Program. The Department does not dictate the method a school uses to document that a student has begun attendance. However, a student is considered not to have begun attendance in any class in which the school is unable to document that attendance.

Nancy Mesner moved to approve the business of the Academic Standards Subcommittee. Eddy Berry seconded; motion approved.

C. General Education Subcommittee (Information only)



December 13, 2011 8:30 A.M.

Champ Hall Conference Room Present: Christie Fox, Honors; Larry Smith, Provost’s Office; Brian McCuskey, English; Dick Mueller, Science; Kathy Chudoba (Bob Mills), Business; Norm Jones, Chair; Vince Lafferty, RCDE; Susan Neel, USU Eastern; Michele Hillard, Secretary; Dan Coster, Quantitative Intensive; Carolyn Cárdenas, Creative Arts; Wendy Holliday, Library; Nancy Mesner, Natural Resources; Tom Bunch, Agriculture;

Absent: Stephanie Hamblin, University Advising; Ryan Dupont, Life & Physical Sciences Literacy/Intensive; Wynn Walker, Engineering; Rhonda Miller, Communications; Brock Dethier, HASS; Roberta Herzberg, Social Sciences; Erik Mikkelsen, ASUSU President; John Mortensen, Registrar’s Office; Charlie Huenemann, HASS; Craig Petersen, American Institutions; Bruce Saperston, Arts;

Call to Order - Norm Jones Approval of Minutes - November 15, 2011. Moved by Dick Mueller, seconded by Dan Coster, motion carried.

Course Approvals ARTH 3840 (CI) - Pending

ARTH 4520 (CI) - Pending

Course RemovalsN/A

Syllabi Approvals USU 1320 (BHU) - Pending

USU 1350 (BLS) - Pending

Business Report on CI discussions - Pending

Degree Qualification Profiles - Pending

Report on proposed USU 1370/3070

The committee has been working on integrating multiple disciplines within one course. Right now the focus is being put on depth courses because they tend to be smaller in class size.

Students having to take two depth courses would benefit from one integrated course that would fulfill the requirement. There is the possibility of offering a two semester course. Instructors should be allowed to propose a two semester course or a course that is one semester with five credits. If a problem based learning model is utilized moving to an interdisciplinary mode will appeal to a broader based group. In order for this to work we need to ensure flexibility in the program and not spend time over defining all aspects. Provide a clear, concise description of the class for the general catalog and be prepared to advertise this change at least one semester in advance.

This proposal is timely as it looks at streamlining the curriculum and making faculty teaching more efficient. In researching this further, there could be a role for the new STEM center. Some concerns are: team teaching – easy to do it within your department, much more difficult to get faculty from different departments; and how do we include undergraduate research and service learning. Christie Fox will take recommendations back to the committee and they will clarify and finalize a process/policy before it proceeds to EPC. (See below) Senator Urquhart Discussions

Senator Urquhart is the chair of the Senate’s Higher Education Finance Committee. He met with the Regents’ General Education Task Force on December 12. He feels like the one thing we can change, or have control of is the preparation of students we accept. He feels, strongly, that we need to get students better prepared to come to the universities. His particular focus is on math preparation. Parents and incoming students need to know what kinds of skills/competencies they should have in order to succeed in college. He believes the system is spending too much time on remediation. There are two groups for remediation: the K12 who didn’t get it; and those who have been out of school for a while and need updating. Remediation would be far more effective if we did it with a statewide on-line tool. Take remediation off the campuses and put it somewhere else and let students know that if they want to come to college there are certain things they need to have/know. It was also suggested that we do placement assessments sooner, ideally, when students are juniors. The ACT is not diagnostic and that is why the Senator prefers the acuplacer. NROC Math is a model that interests him.

He believes higher ed should take a firm stand on making sure that students are prepared, if they aren’t they shouldn’t be accepted until they are up to speed, since unprepared students are the least likely to graduate. He wants the system to take a stand and enforce it. Mission standards will be looked at for admission to higher education.

Norm Jones will circulate the legislative audit to the committee.

http://le.utah.gov/audit/11_15rpt.pdf Next Meeting Tuesday, January 17, 2012 Champ Hall Conference Room 8:30 a.m.

Proposal to create a new general education course, USU/HONR 3070 The committee determined that the best path to helping students experience an enhanced general education courses may be through USU’s depth courses.

Our goal is to create a depth course that would count for the two depth categories the student must take.

We feel there is particular pressure on depth courses, with students often scrambling to find a depth course they can and wish to take. A quick survey of depth courses shows fewer than 100 depth courses total being taught in Fall 2011-Spring 2012.

DHA: 28 unique courses; 5 have only one 1 credit, and thus would require students to take another course.

DSC: 13 unique courses; several require specialized knowledge (e.g., Computational Science, python and perl programming); one has a cap of 300.

DSS: 31 unique courses; one has a cap of 485.

I. Depth course USU/HONR 3070 The USU General Catalog states that students must have “4 credits minimum completed in two or more courses” to complete their depth requirement.

This would mean that a course could have as few as 4 credits to fulfill both depth categories.

USU/HONR 3070 would then be variable credit (4-6).

The committee feels strongly that this course should not be two separate content areas forced together into a smaller space, but a true interdisciplinary experience, perhaps focusing on problem-based learning.

(If approved, Honors could offer such a course in the 12-13 AY, as a pilot program.) II. Another suggestion is that we create a fourth category of depth course, “interdisciplinary

depth” and that students must then complete two of four:

DHA DSS DSC DI (depth interdisciplinary) III. Issues remaining

1. If team-teaching is desired, how to manage team teaching across colleges and departments.

2. Faculty compensation: could we bring back the course development grant?

3. Including service learning and/or undergraduate research.

4. How might this class work in an online environment?

5. How might this class work in the summer

–  –  –

The Management Department in the Huntsman School of Business in partnership with the Regional Campus Distance Education would like to begin a new Hospitality and Tourism Management Minor to be offered both on the Utah State University Campus and at all of the Regional Campuses. The four-course requirement (described below) will train USU students in the business aspects of the hospitality and tourism industry. In section II, we will describe the size of the market and the need for the program. We will also describe the courses in the sequence and provide justification for their inclusion in the minor. In Section III, we will demonstrate that our offering is unique for institutions of higher education in the State of Utah. We will show that the Hospitality and Tourism Management Minor, in combination with a major in environmental science, recreation management, one of the business disciplines such as Business Administration or agriculture will give our students career options both in and out of their regions.

We believe that the Hospitality and Tourism Management Minor will provide one means for improving the economy in some of the most distressed areas in the State of Utah.

Section II: Need

The Utah Bureau of Tourism reported that tourism had at least a $5 billion direct impact on the Utah economy, over $10 billion if the multiplier effect is applied. Utah has over 17.5 million visitors annually and the industry accounts for over 10 percent of the state’s employment. The tax equivalent from tourism is at least $444 per household per year and the return on investment into tourism is 8 to 1. In short, the hospitality and tourism industry is one of the largest industries in the state. Even with the current national economic downturn, tourism in the State of Utah remains stable. The growth potential for this industry and employment prospects for well trained Utah State University students are very strong.

Surprisingly, few programs of study within the state focus upon the business of tourism and hospitality. Utah Valley University offers a major in hospitality management and Southern Utah University offers a minor, but both programs appear to have at least three meaningful differences with the proposed minor at Utah State University. First, the existing programs appear limited to on-campus instruction. As such, they do not have the ability to efficiently reach beyond their regional boundaries. Conversely, the proposed minor will deliver the program via distance education thereby providing more opportunities for students throughout the state and region. Furthermore, as the State of Utah’s Land Grant University, Utah State University has the unique responsibility to provide meaningful educational opportunities to students throughout the state. The proposed minor is consistent with this responsibility.

A second difference between the proposed minor and existing programs can be found in the structure of the courses offered. More traditional models of hospitality and tourism management education tend to focus on fundamental instruction (e.g., textbook) with practical experience obtained through internships or other forms of work-integrated learning. Conversely, the proposed minor for the Hospitality and Tourism Management Minor at Utah State University is based on an adaptation of the “executive education” model. This adaptation to a Hospitality and Tourism Management Minor allows for a more customized approach to the delivery of the program. In particular, this means that the program will include, not only the foundational and general content of the more traditional model, but specific content about hospitality and tourism that is directly relevant to Utah and the Intermountain Region. In doing so, the proposed minor is intended to better prepare graduates to be able to effectively address issues that are vital to the success of the hospitality and tourism industries within the state and throughout region.

A third difference is that the proposed minor is multidisciplinary and contains aspects of hospitality, tourism, and business. The combined approach is not uncommon at other institutions throughout the United States, but programs within Utah tend to emphasize hospitality and/or hospitality and business aspects. Tourism is a less transparent component.

There are other programs throughout the state that focus on various forms of recreation and outdoor activity (e.g., backpacking, camping, outdoor skills, aviation, etc.), culinary arts, environmental science, and economics. While these have some relationship to hospitality and tourism, they do not address the management aspect and so are considered ancillary programs.

A summary of existing programs include the following:

University of Utah B.S. in Parks, Recreation, and Tourism - Therapeutic Recreation B.S. in Parks, Recreation, and Tourism - Adventure and Outdoor Activity M.S. in Parks, Recreation and Tourism - Thesis The degree programs tend to position tourism in association with parks and recreation rather than hospitality and business and, as such, are only tangentially related to the proposed minor.

Coursework for the B.S. programs include: PRT3100 - Foundations of Parks, Recreation, and Tourism;

PRT3101 - Professional Preparation in Parks, Recreation, and Tourism; PRT3207 - Recreation & Hospitality Human Resources; PRT3211 - Parks, Recreation, and Tourism Experience & Services Marketing; PRT3310

- Leisure Behavior and Human Diversity; PRT3320 - Programming and Leadership in PRT; PRT3780 Program and Service Evaluation; PRT5395 - Financial Management in PRT.

Utah State University

–  –  –

These degree programs do not directly reflect hospitality and tourism management.

Coursework for the B.S. in Parks and Recreation includes: PRP1000 - Introduction to Recreation Services;

PRP3000 - Designing Recreation Experiences; PRP3025 - Techniques of Experiential Recreation;

PRP3050 - Evaluation of Recreation Services; PRP3075 - Applications of Experiential Recreation; PRP3900

- Diverse Populations; PRP4100 - History of Leisure; PRP4500 - Management of Recreation Services;

PRP4550 - Legal Aspects and Facility Management; PRP4700 - Pre-Internship Seminar; PRP4725 - Senior Seminar; PRP4750 - Internship in Recreation Services; INST5205 - Computer Applications for Instruction and Training.

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