Minutes, October 13, 2008
Present: Catherine Schifter (Acting Chair), Tamara Johns (Student), Philip Harris (Scribe), Bruce Conrad, Suman Balish, Keya Sadighipour, Marge Devinney, Michelle O’Connor, Chris Dennis, Wendy Kutchner, Lori Salem
1. The minutes were approved with one minor correction: the spelling of Dan Lieberman’s last name.
2. Catherine introduced and welcomed Wendy Kutchner, Temple’s new Registrar, and Tamara Johns, our new student representative.
3. Lori Salem, Director of the Writing Center, introduced a proposal to eliminate a requirement in the General Education Curriculum Implementation Guidelines, dated 6/21/2007. This requirement mandates participation of faculty teaching writing intensive courses in a formal Faculty Development program. Lori stated that the Writing Intensive Course Committee (WICC) now prefers a robust but voluntary program. This change was a reaction to learning that some faculty members were offended by being required to participate. Moreover, it is not possible to create an experience that fits every academic program. She noted that last year the EPPC did not react favorably to the original requirement.
Chris and Michelle expressed a desire for a middle ground, recognizing that making participation voluntary, without incentives, would likely not produce high levels of participation.
Lori suggested the possibility of creating a master in each college or school who would spearhead relevant activities for writing intensive course instructors.
Keya argued for the need for benchmarks that would enable Chairs and Deans to identify underperforming faculty.
Lori distributed a proposal for a certificate program that included a core curriculum, hands-on activities and supplemental seminars. Under this proposal, participation would be voluntary. Chris and Michelle argued for the addition of incentives, such as merit. Lori stated that she and Peter Jones had explored the idea of compensating faculty for participation, but that the cost was too high.
Keya argued that the inclusion of certificates could create a precedent for other types of faculty certification, a potential development he opposed.
Phil argued that the problem of faculty untrained in teaching writing was so pervasive that it required an intensive response that might include required training. Changing the culture around faculty development would also call for appropriate incentives. Perhaps less costly options should be identified.
Lori stated that she would take this matter back to the WICC for additional discussion.
4. The meeting adjourned at 3:10 pm.
