ࡱ> 132@ bjbjFF "",, 2222222FNNNNjFeeeJLLLLLL$Rp2_ ee_ _ p22 _ j22J _ J ^22~ @N .vJ0~ FF22222e" eeeppFFJ FFJCommittee on Educational Policies and Planning 25 October 2005 Present: Matt Hockenos (chair), Ruth Andrea Levinson, Beau Breslin, Mike Mudrovic, Dan Moran, Gordon Thompson (scribe), Charles Joseph, Pat Oles, Muriel Poston, Sarah Goodwin (guest) Minutes 18 October 2005 (Mudrovic) approval pending review ACIS Subcommittee for Short-term Study-abroad Programs CEPP has charged the Advisory Committee on International Study (a CEPP subcommittee chaired by Michael Arnush) to create a subcommittee to address a number of questions regarding short-term study abroad programs. CEPP concluded in consultation with MA that the subcommittee should consist of one representative from the Dean of the Faculty's office, one rep from CEPP, one rep from Office of International Programs, one rep from ACIS, and one rep from Curriculum Committee. The Curriculum Committee suggested that their rep be Michael Ennis-McMillan because of his knowledge about short-term study abroad issues. However, ME-M is not on the Curriculum Committee as an elected faculty member but rather because he is representing Sarah Goodwin from the Dean of the Faculty's office. Thus, he cannot officially represent the Curriculum Committee. M. Hockenos has asked Kate Graney, chair of the Curriculum Committee, if she would put forward a faculty member from the Curriculum Committee to sit on the subcommittee as their representative. Middle States: Discussion of Diversity Chapter SG began by describing some of the discussion history about diversity that grew out of the Strategic Plan. Two different groups wrote the distinct parts of the chapter. The two groups discussed how they might resolve their differences. Discussion. Can every student at ϳԹ experience someone from another culture (domestic or international)? Do we have any means of attracting these students and faculty? How does student engagement figure into this discussion? We have difficulty attracting faculty of color in part because of the social context of Saratoga. (We have studied this before and reached the same conclusions.) BB: Why don't we make the conversation about attracting well-qualified students and faculty of color because they are well-qualified? SG: How can we have students and faculty of color who do not feel that their presence is predicated on their otherness? Discussion. We have multiple purposes for our educational statement. In part, we want students to have a transformative experience with a different way of understanding the world. In another part, we live and teach in an environment with a history of discrimination. Some of that discrimination seeks to address past discrimination. (E.g., we admit more men in part because we think that we want more men on campus.) What is the purpose of diversity? Are we talking about exposure or engagement? What role does this diversity play in our choices about program support? What are the underlying values of our education? Does our curriculum engage cultural diversity? Do our first and second years adequately prepare our students for study abroad? Do we have a support mechanism for international students? If we want to attract these students, do we have support services to help them with language and culture? ./U]0 1 h y } < =   C D g  [ w ~ θθθyyyyyyyyyqyyyqyyh*OJQJhdh NOJQJhdhdOJQJhdOJQJhdhFHOJQJhNh9OJQJhNh.OJQJhNhj`OJQJhNhb;DOJQJhNh>yOJQJ%hNhQvB*CJ OJQJaJ ph%hNh>yB*CJ OJQJaJ ph,/?1 h } P..<*u & Fxgds & Fxgdwk & FxgdN & Fxgdj`0x^`0gdj`xgdj`x&dPgd~| / H f l o z } MTOP-..8:;=)*ruɾɾɾɾɳɳɳɳɨɨhNhN>OJQJhNhG,ZOJQJhNh.OJQJhNhyOJQJhNhsOJQJhNhNOJQJhNhwkOJQJhNhM OJQJhNhj`OJQJhdh NOJQJhdhFHOJQJ5u) & Fxgdwk & Fxgds()hNh>OJQJhNhTezOJQJhNh3Z OJQJhNhsOJQJ 1h/ =!"#$%@@@ NormalCJ_HaJmH sH tH DAD Default Paragraph FontRiR  Table Normal4 l4a (k(No List "/?1h}P.. < * u ) 000 0 0 01 0 0} 0} 0 0 0 0 0} 0} 0} 0.  0.  0.  0.  0.  0.  0.  0. /?1h}P.. < * u ) 000 0 0 01 0 0 00 0 0 0 0 0 0 0 0]  0 0 0 0 0 0 0  u  8@0(  B S  ?;\U;>/ >  8*urn:schemas-microsoft-com:office:smarttagsdate 1018200525DayMonthYearMUz 6;  33??U]h}77MTppOP..8 : ; = ) * r u ( )  9/. hh^h`o(hH) ^`o(hH) 88^8`o(hH) ^`o(hH() ^`o(hH() pp^p`o(hH()   ^ `o(hH. @ @ ^@ `o(hH.   ^ `o(hH.9/+*N~|3Z M +>SN>@B6JAb;D NG,Zvfyoz%pLpsPvTezFH=n9ZdCyN.*z>ygQvj`$Iwke@4yjzz 0@UnknownGz Times New Roman5Symbol3& z Arial"qh  %24 3QH)?n.Committee on Educational Policies and PlanningGordon R. Thompson Skidmore User Oh+'0$ <H d p |/Committee on Educational Policies and Planning1ommGordon R. Thompsoniordord Normal.dothϳԹ Userps3idMicrosoft Word 10.0@40@˾@ ՜.+,0 hp|  t  /Committee on Educational Policies and Planning Title  !"#%&'()*+.Root Entry F M01TableWordDocument""SummaryInformation(DocumentSummaryInformation8$CompObjj  FMicrosoft Word Document MSWordDocWord.Document.89qRoot Entry F761TableWordDocument""SummaryInformation(  !"#54  Dx_AdHocReviewCycleID_EmailSubject _AuthorEmail_AuthorEmailDisplayName Minutes 25 October 2005gthompso@skidmore.eduGordon ThompsonDocumentSummaryInformation8CompObjj  FMicrosoft Word Document MSWordDocWord.Document.89q՜.+,D՜.+,\ hp|  t  /Committee on Educational Policies and Planning Title@