At the State Board meeting, the State Board voted to endorse recommending that Faculty Members offer 5 minutes of class to voter registration drives.

The IFS meeting was called to order at 12:59 Friday 3 October 2008 by IFS President Lee Ayers. It met in the Stevenson Union Senate Chambers at Southern Oregon University.

IFS members present: J. Alexander (WOU), L. Ayers (SOU), M. Carson (OSU), D. Carter (PSU), P. Gilkey (UO), K. Lasiter (OHSU), R. Mercer (PSU), J. Nicols (UO), J. Perri (OIT), L. Roberts (OSU), D. Ruvenson, D. Wilson (SOU), K. Hunter-Zaworski.

Other Faculty: D. Miller-Jones (PSU, State Board), R. Powers (EOU, State Board), R. Turner (WOU/Chancellor)

Guests: Provost Jim Klein (SOU), Director Joan McBee (SOU), Elizabeth Zinzer (SOU), George Pernstein (Chancellor OUS)

Provost Jim Klein gave welcoming remarks to the UO. Last couple of years have been interesting times. Retrenchment and Reorganization. I came in June at the end of the academic year. Still, they showed a great spirit and optimism. This year we are working on renewal and reinvestment. Where are infra structure problems. Amongst all this, some amazing accomplishments. 3000 students out of 5000 were involved in community based learning. Very distinctive thing about our atmosphere here. First arts festival. Reaccredited by northwest commission. Our mission has been approved. Our commitment to arts education and generous amounts of arts activities on campus. Established a one stop shop enrollment services center. Opened higher education center in Medford - partnership with Rogue Community College. Shared building - national model. Building opened this week - enrollment up about 20% over last year. Incredible opportunity to do some programming between the two communities. Community colleges have different philosophy - bridge gap -- many years of planning went into this. Members of new century learning - quality distance education. Enrollment in Ashland and in Medford. Some opportunities in the virtual environment. Have campus portal up and running. Login once - single sign - get everything at once. Our enrollment is up 2-3%. Only one program went completely - the others were merged into others. We are co-owners of the building. We have 40% of the space and they have 60% of the space. We are 100% green powered on this campus.

Joan McBee (Director of Medford Education Center). Rogue Community College and Southern Education Center - innovation through collaboration. How can we complement one another rather than compete against each other. A bit of history on the partnership - goes back to 1996. Location in downtown Medford. Project budget 22.2 million. Start date March 2007. Completion date August 2008. 67,800 Square feet. We are doing a much better job scheduling - students don't have to travel all over town. For us, it is our campus, it is something to be celebrated. Have an operations team of SOU/RCC people. Meet monthly to discuss all the issues. The faculty offices are commingled between the two institutions. There are 28 classrooms. It is very green friendly. SOU has degree completion programs, minors, certificates, and graduate programs. Improves communication and services to students who are simultaneously enrolled at SOU and PCC. Academic advisors until 10 at night and on Saturday. Equipment is very high quality. One of our challenges now that we don't have bus service at night to let our Ashland students get to Medford and back. Most of the students live or work in Medford so they are doing it because it is more convenient for them. There is greater integration with the local business community. Connection with the business community. There is a Business Center - management consulting activities, executive lecture series - customized training. Enrollment is up. Seat count is 1050 students. Got down to 600 seat count in Medford during the retrenchment. If we build it, they will come. We thought RCC would be in the day and SOU at night. Well now they want more classroom space and we want more classroom space. We are filling it up. Elizabeth Zinzer LEAP. Tri State MEI Project. Related to learning outcomes and assessment. In November will be presenting a summary of where we are in our work to the Provost's Council and also present to the IFS. Today want to speak to a specific slice of that. Interact with partners and colleagues around the country who are giving a lot of attention to get greater clarity of learning outcomes that are most important to our undergraduate students in their general education. Special concentrated effort to understand impact of practices on under served students. Assessment is the core of what we look at. What are methodologies that are well tested, what do they do, what do they not do, how can we be a good resource. In 2005 when AAC launched 10 year national campaign to enhance quality of strong liberal education in a more contemporary framework. ÒA liberal education and America's promiseÓ. National leadership council. Three primary components: public advocacy, campus action, student learning achievement. We will focus on student learning achievement. Need to get access, retention, and completion. How do we do a better job in the aggregate in understanding and learning so can move beyond numbers of retention and enrollment and graduation - how do we know what they are actually learning. Are they learning what we really want them to learn. How do we translate that into language that can be understood by the external population. OUS will be willing and eager to participate in a tristate initiative - OUS, Cal State, and Wisconsin. Have a $560,000 grant -- our focus is on underserved student population. Other money. Deals with

• 1. How high impact practices can integrate or reintegrate the often fragmented baccalaureate.
• 2. The effect of those practices on underserved populations in particular.
• 3. Redefining success and assessing learning outcomes that matter most.
• 4. Ways to move a state - what can our universities and system office accomplish together to put our plans and intentions into affect. Needs to be faculty driven.

Also interested in interactions between majors and general education. Three campuses will serve as a beta or pilot site. We have 7 Universities, get to pick 3. Wanted to be sure all 7 had the opportunity to participate in this project. Others can declare how they wish to be involved. But they will not receive the funding grants. Looking for institutions that are already fairly far along. Want to have a mixture of institution types. Requires a statewide institute for the faculty in 2010. A year before we have to implement things. This is an exciting opportunity. Essential learning outcomes - a starting point for some of these discussions. Principles of excellence. Won't be sustainable unless it comes from a grass roots level that can be rolled up. Individual faculty deliberations. Also in close collaboration with our community college partners.

IFS President Ayers. This is an opportunity to articulate what academic quality is and to be able to document and demonstrate what we are doing in that arena. Put the proof in the pudding. Package and make it recognizable to people in other areas of our state.

Bob Turner. I am one of the OUS people working on this task force. Fits work done on the high school diploma and other assessment tools and devices. Duncan Carter. I have been in the trenches in terms of assessment. I am associate dean at the CAS - we have 26 departments - all are under pressure to develop assessment strategies. Saw some information that suggests - 6 departments are hardly out of the blocks. No, the Dean said, 20 of our departments are well out of the blocks. During our accreditation, it was said that the assessment was too balkanized. If you rely on individual departments, even with guidance, get some really interesting stuff but doesn't roll up to an institutional picture that tells you if our students graduate with the kind of stuff they need to know. Have 5 learning goals. Add another on engagement and on sustainability. Current thrust is have departments map these 7 goals on to individual department objectives. Our effort just bubbled up - each department did its own thing - new dispensation has emerged out of our general education curriculum which was in place for 14 years. Dalton Miller-Jones. These are really difficult pieces. At PSU, it was really hard but possible to get the departments to specifiy what they thought they were about. What the learning goals were for the students. And to show courses where they were supposedly working on those things. As long as it was within department culture, we did ok. Had our faculty working with the K-12 system to see what they were developing with regard to student outcomes. We wanted to be sure they met our needs for students coming into the University. Our general education revamping put in place goals for general education. We articulated some very broad goals. At the summit. What does it mean to be a good citizen? What does it mean to be able to communicate?

A lengthy discussion then followed with members of the IFS discussing what is being done on their individual campuses - some very impressive things are taking place.

George Pernsteiner (Chancellor OUS). News of the day is that you have all become investors in the global economy. We will have to wait and see. But hope leads to a bit of stability in the financial markets. State Treasurer refused to sell some of the debt to finance deferred maintance program. Anticipate interest rates on bonds of up to 7.5%. Changes prospect on many of our projects. So is a very real effect on us that we can already see from the implosion of the financial markets. State treasurer was investor in Lehman Brothers and has 2.5 million at risk. Experienced 200 million loss. Reduce amounts receive on float pool. Daily cash pool. Amount of money would normally get to offset debt service or to go into auxiliary operations will be reduced by a lot. It begins to put a more direct and personal spin for the system on what is happening in financial marketplaces. Can not sell debt. Unless market stabilizes, could be several months before we do. Many of you have projects underway and we may run out of cash before we run out of project. Ones for this spring are on the calendar. May have somewhat higher interest rate. If they don't stabilize, we have other problems. Came close to losing all through AIG on UO Arena Project. Fortunately got that money back, actually made money on the transaction. State financial projections are clouded. Forecast has been brought down. DAS brought it down. All that done before implosion of financial markets. Oregon is interconnected with rest of world and country. Helped for a while by weak dollar. Dollar has risen to where it was a year ago. Can anticipate competitive advantage that Oregon has in manufacturing has become frayed around the edges. And that held up well. Comodity market held up very well. That has soften as well. Timber market has become weaker in other parts of the world as well. No longer have export market. So everyone is nervious right about what might happen. That played out in the e-board discussion. Asked to release 4,000,000 more to support shared responsibility model. We told legislature in last session we would need to come back. We came back because we had been so successful. Did get the money, but the tone and tenor was we support this but we don't know if we can support this. A lot of caution in the capitol. Creates a bit disconnect between the legislature wants to do and the executive wants. Governor continues to expose his education enterprise and a 10% increase. In every public and private pronouncement, they are still there. But that assumes a desire to raise the education level of Oregonians. That is a long term commitment and investment. Legislature is now worried about where are we going to get the money to get through today. Don't bother about the future. That is the dilemma we will face in the legislative session. Sort term constraints versus our long term needs. How do we figure out a strategy to get them to where they need to be? Only way to get there is a new revenue source. A dedicated revenue source - need to give people hope - if all we do is talk about the cuts - they are only think the gloom and doom - don't think about the future. Break out of the box and think of something that is different than they have done in the past. Not at liberty to go much further than that.

DAS will give us a budget number right around 3-4th week in October and will have a budget appeal to the governor somewhere in that last week. Until we know what our and their number are - difficult to craft an appeal strategy. Our board has crafted a priority level. Don't cut essential budget level. We may do some reallocations to meet some priorities but don't take us down below where already are. Second thing - enrollment growth dollars - only have funded half students who came between 2002-2008. Want that money plus money for students who will come 2009-2011. Third priority - additional money faculty salaries. Fourth is deferred maintance. Fifth is reduction of student faculty ratio. Sixth is Dalton' committee retention and recruitment. The weakest argument we have is the one to reduce student faculty ratio. When we started talking about that talked about relative class size relative to K-12. Lose on that. That is the one I give up as I can't explain it in a sound bite. Want EBL and Enrollment growth. Enrollment is 33 million. Those are the two biggest numbers. Deferred maintance is bonds and that will flow into question of where is financial market. Big push by Democrats to increase amount of money put into capitol projects as job creation. So if financial markets stabilize will be able to have conversation about capitol projects. And attract and retain students we have never have been able to get before.

Sustainability - conf Eugene 23/24 - campuses will talk about sustainability. Academic Programs, interdisciplinary that pertain to sustainability. Research - BEST - Research council. Campus operations and capitol. What themes do we have, what focus do we have as a campus going forward. Last spring you may recall we had a conversation about this. You will have to deal with the things that relate to Academic Programs. How do we orchestrate appropriate academic programs at the individual campuses or system wide. Set sustainability as a theme for the system, make Oregon known for that, trying to figure out if market it and have academic credential that sets us apart.

Should we convert to a symester system. Everyone sees certain advantages for learning, advantages in terms of lower administrative costs. Also know big issues - such as the redesign of curriculum. Belief that faculty would never happen as went down that road 20 years ago - have integrated with community colleges and all of them are on the quarter system. Is this worth doing? A lot of up front costs. Not my highest priority. Do you guys think we should pursue this.

Difficulty selling it to the 17 different Community Colleges. Don't see it as something for the next 2 years that we should be spending a lot of time on. Lee. Send some folks to come to talk to on how to frame the issues. Need small subcommittee to frame the issue. E. Zinzer - have a quite conversation on how to frame it. Lee. Don't want the community colleges feeling bullied. Several other quick things.

• 1. Admission policy. How we connect our requirements with new department of education policies. How can have accelerated or automatic admissions. When do process we do now. Reason to have something that is guaranteed. In other states, where raised diploma requirements. Raised graduation rates WHEN had a carrot. If they think they are going to get into a college. That is the more they want to explore. If meet standards of most rigerious (UO) then you automatically get in somewhere in OUS. May not tell you where. May not know. Individual campuses have issues. But we will find you a home.
• 2. Need to think about. Oregon has a high number of adults who have some some college and no degree. No associate. No nothing. But lots of credits. This is a result of success have had in moving students through so seamlessly. What we have done is to disadvantage those students who never finish. Employers view some college and no degree as less than associate degree. Find a way for those students who would have earned an associate degree if they had stayed at one institution - can we find a way to get them their associate degree so they are not disadvantaged. Does not diminish standards, meets requirements for degree, and yet allows us to find a way to grant degrees. Meet middle 40 of the 40-40-20 goal. Used to be a Òjunior certificateÓ faded when had AA degree came into account. Heard talk of reviving at the UO. Could be matched up fairly with an associate degree. Give more focus to undeclared students.
• 3. Textbooks.

Craig Prins (Director Oregon Criminal Justice Commission). Impacts of Ballot measure 61 and Ballot Measure 57. Going to the world of politics and the world of November 4. What are these two crime measures? Timber county payments got in the bailout bill. Two measures in November. Measure 61 is Kevin Manix. And Measure 57 is the Legislative response to it. Crime rates in Oregon. Spending on Criminal Issues in Oregon. FBI collects uniform criminal reports. Focused on property crime. Violent Crime Rate and Property Crime Rate. Property crime has dropped 20% in past years. Crime is complicated. Change in METH. Don't have local labs. ID theft has dropped. All statistical sources are dropping. Violent crime is below national average. Flat since 01. Incarceration rate is growing. More than tripled since 1980s. National rate quadrupled. What caused our incarceration rate to increase is policy changes. Not that crime has increased. 13600 versus 8000 as a cause of measure 11. And some other things the legislature has done. Manix would argue is that this has caused crime rate to go down. About 12% of the drop of 48% is identified this way. So many factors. Measure 11 focused on 25 serious crimes. Jail beds are flat. Didn't build any more - matrix out people. Department of Corrections does not. Other parts of the system - youth authority etc. Budgets and taxpayer spending. Spent 632 to 1333. Oregon state police funding dipped. Only DOC has grown 179%. Educate, Medicate, and Incarcerate. Public safety is 2.4 billion per bineum. DOC is 1.2 billion. 14 prisons. Takes 30,000 to put a guy in prison for a year. Whole judicial department is 310 million. Mandate in prison and dollars follow that. No dollar in either 57 or 61.

Effective 1 January. Reimburse counties for costs of pretrial. Measure 61 has mandatory sentencing provision. No judicial discretion. No earned time at the back end. Not apply to juveniles. Minimum sentences for first convication. Basically 3 years. Other crimes have serious criminal record its 1.5 years. Ballot 61 would affect 4100 additional beds. This is based on what we know from the past 12 years. Looking at 2006 convications. Provides an economic incentive to convict Òunder the actÓ. State will reimburse you for the jail costs for holding them before convicting. Economic incentive to not plead down and not release. This leads to 6300 beds. 256-400 million per bineum. That is what we spend on judicial system. Does not include debt service and administrative costs.

Proposition 57 is a response. Referral to the people. Voters would have a choice to make between them. Have not done that before. Measure with a majority and with the most votes wins. Major trafficers and having a threshold of drugs. A treatment component. Cost 256-400 Million Prop 61; 140 million prop 57.

It was noted that at the State Board Meeting that Neil Bryant urged a Yes on Prop 57 and a No on Prop 61. Remark. This is just a factual report of the State Board Meeting. It is not, of course, urging any course of action.

Minutes IFS Meeting Saturday 4 October 2008

The IFS meeting was called to order at 12:59 Friday 3 October 2008 by IFS President Lee Ayers. It met in the Stevenson Union Senate Chambers at Southern Oregon University.

IFS members present: J. Alexander (WOU), L. Ayers (SOU), M. Carson (OSU), D. Carter (PSU), P. Gilkey (UO), K. Lasiter (OHSU), R. Mercer (PSU), J. Nicols (UO), J. Perri (OIT), L. Roberts (OSU), D. Ruvenson, D. Wilson (SOU), K. Hunter-Zaworski.

Other Faculty: D. Miller-Jones (PSU, State Board), R. Powers (EOU, State Board), R. Turner (WOU/Chancellor)

Guests: Karen Sprague (UO)

Discussion of the dual credit report. Duncan Carter. I am very pleased with where it is. It started with this group expressing some dissatisfaction with the way dual credit programs were administered and asking the board to looking into it. Passed along to the joint boards of articulation. OUS is only about 1/3 of schools that do these programs. The layers of committee can be a bit confusing. Passed it to UEEE United Educational Enterprise which created a task force. Highschools, OUS, Community Colleges, Oregon Department of Education were all represented. Had the feel of a multiperspective groups. The first thing we did was to do a study with a relatively simple design. Looked for courses where there were 2 courses in a sequence. Looked at students who took both of those courses at a college campus. Versus students who took 1 course in highschool and 1 on campus. And compared the two. Looked at community colleges as opposed to OUS. Identified 6 such pairs of courses where had a high enough n to make it work. Had 500 students. There was a range. Our finding was that the students who took the courses in dual credit environment performed indistinguishably from students who took both courses on the college campus and in some cases did a bit better. So these courses are college courses and are doing the job we expected.

Two other things that we did. Policy option package which will go to the legislature asking for more money to bolster these programs. And standards to assure continuing high quality of these programs. Started out a bit fancy with 3 parts with schools that want to pursue national standards, scholarships for students who needed money to pay tuition, and third piece (and only piece to survive) statewide need masters in discipline to teach these courses. Need same credentials as would need to teach on campus. Problem with the way teachers are credentialed. Majority have masters in ed not in discipline. So this part of policy option package would pay 1/3 of tuition cost for teachers to go back and get masters - 1/3 by teacher - 1/3 by sponsoring school district. This piece was pretty popular. National Association for Concurrent Enrollment Programs (NACEP) has created 5 standards for acreditation - faculty, curriculum, assessment, evaluation, teacher credentials. Connie Green of CCWD organized a teleconference statewide with 14 institutions went standard by standard through national standards to see if we could live with them. Most people's reaction was either Òwe do this alreadyÓ or Òwe could live withÓ. So will go with national standards EXCEPT with assessment. Our own evaluation research is more comfortable for us to do on an ongoing basis. Will not try to adhere to those standards. Adopting state standards that are virtually identical. How are we going to confirm or verify individual schools have met those standards. Significant increase in our quality of these programs. Sends a signal to the public - if the reason school districts are concerned about of these programs it is because they look home cooked as opposed to AP which is nationally organized. So to adhere to NASEP standards is to have a national imprimiteur. PSU is pursuing national acreditation - having people from the national organization to come and ask question.

Karen Sprague. Professor of Biology at UO. Vice Provost for Undergraduate Studies at the UO. Karen is staff to the unified education enterprise. Try to look at everything that is going on in the state and try to keep this incredible mix moving in a forward direction.

To return to the discussion above. There was great enthusiasm for adopting state wide standards. We are making progress and talking to each other in real ways. And enthusiasm for having ways to verify things. Came from Community Colleges - want the programs to be open - where they are - how big they are - advising students. The advising manual that was developed statewide by people from all sectors - a nice hand book for students that are thinking about teaching. Put in a section for prospective teachers - need to have advanced work in their subject. The report distributed comes in response to your request for data. An assessment of learning outcomes.

Looked at students who took writing 121 and saw how they did in writing 122. We would like your frank opinion on the report. We are trying to set this up to be done regularly in the future. Want a system that people will have confidence in.

Prof. Hunter-Zaworski. I see two gaps. Didn't look at the AP piece. I only advise them to go to the next math course if they got 4/5 on AP - we use this metric to advise the pre engineering students. I would like to see connected with AP. We also don't see relationship with placement test. Come in with credit but when evaluate in math, they are not ready. Seems to be a huge spread in high school quality. When they have Community College Credit - College High. I look at disconnect between transcript that says Math 252 and the placement test. This study doesn't paint that picture. But the advising in the front line - I don't see this coming through the door at OSU.

Prof. Sprague. There should be a way to understand the anecdotes. With respect to math. Things are pretty good as long as are dealing with algebra. Students take 111 as dual credit and go on to 112 do pretty well. They tend to do that and not repeat 111. But when you get to calculus that things tend to break down. Professor Hunter-Zaworski - that is what I am seeing. Lot of similar information on Chemistry. Professor Turner. Do you have data on students who took dual credit and placement exam. If they take math placement test - is it mandatory. No, it is optimal. But we try to advise for success. So there might be a population to be studied for early college credit. Professor Hunter-Zaworski. We have issues surrounding math placement exam. But to be honest is the quality of algebra and geometry and trig that is taught across the state. Most students should not study calculus. The issue for us is that there is an inadequate algebra and trig. Professor Carter. We want to ensure the quality of these courses are indistinguishable from those taught on the college level.

Professor Turner. I want to add one element of context to make sure you understand this is a real project that is going on. The joint boards of education will be taking dual credit policy - will be asked to approve dual credit program and a component is, as Karen and Duncan pointed out, is biannual assessment of courses. So this conversation is non-trivial. We have an institution PSU that has been heavily involved in this that might serve as one institution from which we might get information on dual-credit programs. Dalton. The national standards have been improved and it is headed for the joint boards. Related to SB342. Kate. Issue that grading across high schools, community colleges, and OUS are not the same metric. An A in high school is not the same as an A at OSU. We want them to be successful. But the way they are assessed in the highschool is different from the way it is done at OUS.

Karen. One of the details in the study. Students in high school in dual credit programs are the strongest students. That is what got us into AP. Use AP students as a control group. Couldn't get the data.

A lengthy, spirited, and extremely useful debate followed with a great amount of valuable information being exchanged. We should encourage provost's council to get data from placement tests. And we need good placement tests state wide for OUS system. Bob Turner: Want a student who leaves with a high school diploma should be college ready. OUS policy with respect to new high school graduation requirements. If a student does ÒxÓ with respect to new high school diploma, will have a seat at an OUS institution. Here ÒxÓ involves both GPA and also statewide assessments and local assessments in certain areas. This is a conversation that all the institutions need to have. Bob Turner - this is a great place where the Faculty can weigh in on aligning high school diploma with college readiness. Assessment is central. This conversation will only strengthen our future discussion. Karen. Emphasize point is there are two camps in Oregon Department of Education - (a) we need assessment that passes 95% of the students and (b) we need assessment that deals with college readiness. The loophole is the state will allow local assessment to preempt statewide assessments. OUS has a vital role to play. To get into University, you will have to provide assessments that will convince us regardless of the highschool diploma. I would like to ask IFS to have a couple of weeks to put together an umbrulla document as there are a number of things going on that can be impacted by pieces of what we are talking about. I would appreciate your feedback - dual credit piece, worke of UEEE, interaction of K-12 and OUS, work on assessments, that is what I would ask. Kate. Need closure for students who are not college bound - some recognition of completion through high school graduation.

Right now the high school diploma is one diploma for everyone. That is one of the reasons that when it comes to assessment it is not possible to hold to certain level. Dalton. Something else we have to recognize. Even than the funding. What is your conception of human beings and what is possible. Over past 2 decades have seen move that suggests that if you raise a set of standards that somehow things will align themselves and that students have the capacity to be able to learn at a certain level regardless of their background. But that conflicts with another set of conceptions about human beings. Not everyone is the same. When other groups have certain kinds of brains need to accept natural border of things that have produced the current landscape of class and ability to take advantage of opportunity. I belong to the camp that says if you believe practically all of the students have the capacity to master algebra and calculus and some of the fundamentals in the sciences and to acquire a second language, then it is a matter of solving the problem of creating a set of learning conditions to make that kind of thing happen. If you have a set of standards and put them out there and put teachers out there who believe it can happen, then you get change. What is the policy that we need to be engaged that helps either one of those conditions. We need to change things in the landscape - we have to be mindful of what we have to do. The ODE folks are trying to put together a system that they want us to endorsed. Want high school diploma to guarantee entry into OUS or Community College. That validates what they are doing. They want a high school diploma and a configuration of essential skills that would allow the students the opportunity to choose. Their skill sets won't be that different. I think we are doing quite well - we are quite far along. The need to formulate a policy to take back is critical. I am very concerned try to keep what we are doing to keep things as open as possible.

Lee. At this point will take into consideration everything that has been said. I will work with Bob because he is heavily involved. Let Bob write an umbrulla. How can we integrate into what is out there. Bob Turner. 1. It is critically important that OUS has a system input into the new high school diploma. 2. We have fundamentally changed the goal of education from educating those people have backgrounds that fits the system that exists into generating a system that can educate everyone. Instead of looking at a specific population. Now we want to embrace everyone. 3. Area of teacher education. That to me is critical to the entire enterprise. Making sure that teacher education programs are solid and prepare students to face the students they will actually face. I have become increasingly convinced that high school counselors can communicate to students that higher education is open to those who need it.

Karen. Setting out to see how well the state wide assessment aligns with our entrance exams. We are going to collect data on past students to see how they did. The reason it is so important for OUS to weigh in on high school diploma - all students emerge able to be good citizens and we expect all can do it - and we much prefer certain kinds of assessments. We want to make a real change - support teachers and students who are trying to clear the bar and not slide under it. Say one thing about placement tests. If you as a senate wanted to do something about a state wide placement test in math you would find ready partners to work on it. Lot of enthusiasm for having a common math placement test. Let students and teachers see what we mean by college level math. Hal Sadofsky very much wants to do that. Jane Perri OIT volunteers to be the IFS representative. Kate Hunter-Zaworski also volunteers to be an IFS contact.

Other things are smaller. There are some holes in the report that don't make sense - troubled by fact had very little writing data. A discussion of this point then ensured. Please contact Karen Sprague (kus@uoregon.edu). I was also confused about small number of students who took Spanish. Final point. I am not sure in this study have looked adequately at the course taking patterns. Want to look on did they go on to take next course, did they repeat, or did they go down. Try to look at students who did not go on. A problem shows in calculus that doesn't show up elsewhere - there is a high repeat rate.