CAS Meeting Minutes

March 28, 2007

3:00pm-4:15 pm

 

1. Cristina Parsons, who graciously agreed to serve as moderator in the absence of Mary Lynn Rampolla, called the meeting to order. 

 

2. A motion was proposed to approve the February minutes.  The motion was seconded, a vote was taken, and the minutes were approved.

 

3. Update from Anne Henderson on the new curriculum.  CAS CAP is in the process of reviewing course proposals for the new general education curriculum. It will work with faculty to facilitate the proper placement of courses in the new curriculum and ensure that courses approved for the new curriculum meet its goals and objectives. Some points:

a. Some First Year learning community courses are in the fall 2007 schedule. We

will block other students from registering for these dedicated first-year courses.  

b. Non-learning community sections of some learning community courses are

available for other students.

c. Some critical reading sections are not LC courses.

d. The enrollment limit for LC courses is 16.  The projection is for 225 freshmen this fall.  A wrinkle may occur if nursing brings in more students.  If we have more nursing students, we will add more LC (critical reading) courses.  

e. A list was distributed of LC advisors and topics. 

 

4. Dorothy Harris will be leaving Trinity, but she will provide a training session before she leaves.  Sister Mary Hayes voiced concern that pre-registration advising is complex, but that Dorothy was able to appropriately place students.   Anne and Cristina are working on the complexity problem.

 

5.  The role of faculty in student retention.  The majority of students who left Trinity after fall 2006 had either financial or academic problems or both.  The college is trying to analyze data and come up with a standard of comparison.  For example is Trinity’s retention better or worse than in previous years or at other institutions?  The main discussion point was “What can we do?”

Comments included the following :

-         Sharon noted that learning communities should help identify those students who need academic or financial help via constant contact with their advisor. 

-         Sr. Mary Hayes noted that:

1)      We don’t know enough about why students leave. She sometimes felt responsible as an advisor because no reason for leaving was given

2)      CAS students are often in difficult personal situations that have an impact on retention.

3)      Commuting students often need more than just academic support.

 

-         Several people acknowledged that there needs to be an in-depth analysis of reasons and not just anecdotal reports.   It was noted that academic trouble can have many sources.

-         Shelley asked if there were efforts to connect the analysis with admissions data such as H.S. achievement or parental involvement.

-         Anne indicated that we do turn down applicants who do not appear to be ready for college.

-         Wendy asked about the national standard for retention.  The reply was that we are better than the national 6-year graduation rate for minority-serving institutions of 39% (ours is in the 40-50% range) but that we could do better.

-         Carlota outlined the need for a standardized exit survey.

-         It was mentioned that the separation of SPS from CAS was a fatal problem and that we underestimated the impact of separation.  Cristina mentioned that the availability of weekend and evening classes was important to students. Cristina also mentioned that the financial aid office wishes to both increase retention and limit the number of defaults.  This requires a delicate balance.

-         Kaye indicated that TAPS can make a big difference. She mentioned that many students could benefit from the writing center. Not many students are coming – the professors need to advertise TAPS. 

 

  1. The next issue was explaining the new Gen Ed curriculum to students.  
  1. Students need to know that those under the old curriculum are not orphaned stepchildren.
  2. Wendy suggested group/town hall meetings during the first few weeks of classes to disseminate information. 
  3. Anne mentioned the student government conduit.
  4. It was mentioned that during orientation, most students are not interested in a conversation.  On this point, Shelley mentioned that reinforcement should be both in-class and during orientation; students tend not to take things seriously unless they are enforced “institutionally.”
  5. The learning community context should be able to cover topics such as academic honesty and the Honor Code, traditions, and co-curricular activities.

 

  1. As we moved to discussing registration for current students, concerns included:
    1. Students who need to take failed classes again.
    2. Offering enough level II seminars for students who need to take them.
    3. Making sure we do not devalue service learning for those students who have done it as part of their FLC requirements.

 

Cristina mentioned that these concerns are being addressed in course scheduling.  We will need to have offer two different general education curricula for 5-6 years until the last FLC students graduate.

 

It was moved to adjourn the meeting, seconded, and the motion to adjourn was passed.

 

Respectfully submitted.


Linda Moniz