Review Sheet for CHEM 111 at UMass
Review Sheet for CHEM 111 at UMass
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Date Created: 02/06/15
Academic Priorities Council Tuesday January 15 2008 Attendees Margaret Allard Kathy Debevec Bryan Harvey Ernie May Anne C Moore Eliot Moss Guests Pamela Marsh Williams John Cunningham A number of certificate proposals have been discussed in our Committee and are in con ict with the requirements of current administrative policies Multicultural Theater Practice Film Studies Public History and African Diaspora Studies A meeting was called by May and Harvey for 10 am on Tuesday January 22 to discuss issues surrounding these certificates Quality control is an important consideration for APC Pamela Marsh Williams As advisors what we find most is students come with program expectations UMass Amherst is a big place with lots of choice and expect access to a wide variety of program options Each student thinks there is going to be a place for me There will be people to help Business areas would be the best choice we promote them and they are familiar with them Business is most sought after and hardest to get into Students think why didn t I get into ISOM It is difficult for advisors to justify and persuade students of the value and appeal of alternative programs Come wanting a program in management and we steer them to economics or resource economics All of these programs are now saturated It is challenging for advisors to inform students of degree options that will work for them Fair numbers of students think they can come to explore They may be choosing with limited or incorrect information There is a disconnect between family expectations student capabilities and available course alternatives We are trying to get them into courses and on a path to succeed Keep academic profile of students of a reasonably high level English Kinesiology Communications Should do well in prerequisite courses to progress Need to truly be committed to education Students need access to courses course availability in number and variety for exploring and major students Mismatch between student needs and preparation and our offerings Cunningham Academic Affairs might need to get into the admissions process Bryan says the Provost s Admission and Enrollment Committee investigated and reported on these issues in January 2007 We don t have the resources to meet student demand for the majors they want except in Engineering We have insufficient resources in high demand majors and an over abundance of capacity in low demand majors Net of UMA250 is only 17 faculty rather than 100 So doesn t help Cunningham 3102008 1 Computer Science could handle more students and Eliot s group is trying to present CS in such a way to attract new students to break down past stereotypes Other disciplines may have such disconnects Maybe CS should inform advisors of what majors really do Admissions process is key and a brief period to make a connection with students ALANA student area is a growing challenge Departments are looking to strengthen representation by minorities Both students and parents are struggling to find the best fit for the student Advisors are not sure which students are ALANA Helicopter parents a big factor We present a funny profile least selective but we put up hurdles which diminishes demand Yield is 24 4100 of 41000 admitted last year We could make ourselves smaller but we live off of student revenue High school seniors don t understand the career options that are available to them Students don t get the kind of information about UMass and programs during the high school selection process that they get about other schools We are not putting forth a good face not reaching them early enough UMass needs to send information earlier about programs and majors rather than sending a CD about the prestige of the university CD sent to high school students if you are like this this is what we have We have three kinds of applicants 1 best place that has the programs they want that they can get in 2 go to state university 3 large group of well prepared students who select by institutional characteristics rather than a specific program We should give specific information about our majors and what career options that major leads to Parents say they want advisors to have access to someone in the department who can speak to the parent student about those majors during the advising process This presents a difficult dilemma for advising Margaret putting a face on advising what happens in advising regarding the problem of supply and demand How does supply and demand impact advisors and students who are threatened in finding a place Advisor sees courses are not available and must come up with an alternative Sometimes nothing is available Our students are competing for limited resources Students say Why do materials say I should have these courses but they aren t available Our advisors are trying to educate the student about well balanced curriculum Students want access to courses and confirmation from department that faculty agree courses are matched to what they need Maybe departments should provide a rationale of why these courses are required for this major What is the sequence of courses More and more freshmen are coming in with a major selected They will change during their college career and adapt to it Make it easy on the web to see what is available and what this major equips you to do Schools both public and private are emailing parents and students We should spend more money on marketing Admissions operation here is a sorting operation We engage in extremely limited recruiting as it would require a large resource allocation Music does a lot of recruiting Music makes contact with high school students by email to encourage them to attend UMass We should ask Kevin Kelly questions about present and desired recruiting We need to provide information on what students can do with each major in a planned marketing program If we cut the bottom tier last admitted it might impact ALANA intake and our income All agships have the same pressures Most agships have other options in the state to teach students It is a 3102008 2 vicious circle because if we were more attractive to others we could be more selective We have trouble both getting students and then meeting their needs and expectations Advising is not strictly centralized Music faculty go out to high schools They make that personal connection with faculty George Parks Give them a one on one interaction with faculty An actual personalized contact can be highly successful in attracting top students Seek out talented students Departments should do much of the marketing in a decentralized model Music can say your audition was good and you are admitted to our program Departments might have a separate admissions process Students are looking for a personal interaction What students don t like is the big and impersonal environment 75 of our students are in departments in which they do not know anyone Computer Science and Engineering should be making personal connections with potential students Under enrolled departments can attract majors through recruiting What incentive is there for departments such as Psychology and Communication go out and market These departments will have students no matter what How do they handle them There is no connection between the number of students in a department and the amount of money the department has Administration does not provide an incentive to departments to encourage them to attract more students We could incentivize departments by giving more linesfunds if they attract more students Food science has plenty of teaching capacity Communication there isn t enough money in the world Computer Science had net growth of 6 in UMA250 We need to attract more students We could try a variety of little things to make the situation better We have a record number of students What do we do with them Advising is in Academic Affairs and Admissions is in Student Affairs They are under two different vice chancellors We could recruit students for specific departments that can meet the demand Right now we have unhappy students Capacity in courses is not linked to what students want because course scheduling and hiring is done before they arrive Confirmed registration means we cannot tell what courses they wanted just what they successfully registered for Bio 100 is reserved for freshmen but we don t know what is available until running out in June and July We are less excited about buying more courses because it will take more faculty There is a constant dance between Cunningham and the deaneries Another issue is that more students are taking 18 credits they want 7 courses The average load is 15 16 credits rather than the former 12 per semester Students are staying longer because they enjoy going to school One third of students leave before finishing though Still a high proportion of those who graduate do so in 4 years Students graduate with 125 credits Throughput is happening but they aren t getting what they want If we reduce number of students from 19000 to 17500 we would meet the demand but would not bring in sufficient funds The classroom seats are not available We are efficient because we put large number of students in a few classrooms and keep them full all the time We need additional classrooms with 75 10 seats such as ISOM 108 In the 1980s the more we turned down students the more we got Change in those who were coming to us If want to attract a higher quality student we will have to be more selective One thing that hurts us is that students go back and say they couldn t get the courses they wanted Need to align faculty teaching capacity and incoming faculty with courses students need Cunningham provides funds that allow us to hire adjuncts to add additional sections Demand is somewhat unpredictable Experience indicated that when we added capacity in these areas it 3102008 3 disappeared into an abyss But now we just do not have sufficient capacity in the courses students want Who are the students who get priority for those seats in specific classes How do we make sure those students get seats in the courses they need Could we make a checklist of the top 12 courses Could we outline different types of solutions and hence make progress on this problem Can we look at filling medium sized classrooms Look at dorm rooms and lounges but these are typically not wireless What is the vision for instructional spaces What is the plan Who has the resources that can realize these needs Are there areas in residence life spaces that can be scheduled and that are or could be equipped with appropriate instructional technology Who pays to equip these classrooms for use It is an emergency that students are not getting the courses they want and need Twelve years ago 66 of the instruction was delivered by tenure track faculty Now instruction by tenure rack faculty is down to 52 There is no way out without changing who does what Class scheduling bubbles up from the bottom More constraint on faculty choice of what happens Tenure track faculty teaching more lower level required courses Convince faculty MSP that 2 tiered faculty model would work Research faculty and teaching faculty Princeton example If we could hire lecturers for 50 of the UMA250 faculty lines we could solve the problem We need to do something We need to spend money on instructional programs but all of the funds are going to UMA250 tenure system faculty Under current circumstances Cunningham money goes to begging to purchase sections One solution might be to spread out classes throughout the day as opposed to concentrating them between 10 am and 2 pm We need to add classrooms and equip and schedule existing rooms It would be helpful if APC generated a checklist of possible steps that might ease the supply and demand problem MSP is not opposed to our hiring part time faculty as long as they are treated appropriately We are currently spending all the money we have allocated Don t start with the behavior Figure out how to dislodge more money or adjust the emphasis on things that are taking the existing money Add or shift resources to meet demand Advising How would you shift demand that is out of sync Could we meet the demand of what students ask for in their first semester Then readjust after the first semester if they don t want them Match student expectations with what is available to them We need to be clearer about opportunities We need to have more ability to put students who are admitted into the major into the seats in the courses they need to complete the major Students who want pre med are getting in there Make more sense If they want biology get them in Look at key impacted areas How can we balance students who come into a major and the faculty who are coming in or are available to teach 3102008 4 What is the plan to allocate ration the available seats We need to hold additional conversations with Admissions and Advising Plan the curriculum across the campus plan the service courses Another problem is that some of these courses are Gen Ed Biol 100 is required for the major Use Biol 104 for Gen Ed We need more seats in other Gen Ed science courses Math104 Chem 111 Bio 100 Sort by interest We don t sort by anything in admission We take pretty much anyone Where is the supply We have demand Our instructional program is under resourced Make a checklist or menu that can be forwarded for consideration Educate faculty on issues so they can be a part of the solution APC will interview SBS NSM and ISOM deans regarding supply and demand issues in their departments Next meeting February 19 from 1 2 pm in CC805 09 Agenda Invite 3 deans Janet Ri ltin of SBS will attend Discuss checklist of Supply and Demand issues Review initial grid of issues that surface repeatedly in AQAD reports 3102008 5