Year-End Report

Intellectual Skills Program Advisory COmmittee 2017-18 year-end report

Introduction

Intellectual Skills Program Advisory Committee (ISPAC) has focused on the first charge (recommending/revising placement competency requirements in light of the start of Target X for tracking student information, the move to directed-self placement in reading and writing and Michigan becoming an SAT state and SAT changing their test and scoring in reading, writing and mathematical skills for entry-level undergraduate students).

ISPAC has sub-committees to address the ten charges; status of charges is shown below. The full committee met monthly to ensure progress made on the charges as well as discuss other issues related to the Intellectual Skills Program requirements.

Charges

The ISPAC will:

  1. Recommend/revise placement competency requirements (especially in light of the state of Michigan becoming an SAT state and SAT changing their test and scoring this year) in reading, writing and mathematical skills for entry-level undergraduate students. [In process; because of the changes proposed in 2016-17, the rubric will be assessed over the next two years.] We continue to look at the placements and skills attainment of the students needing or seeking remediation.
  2. Recommend assessment techniques for determining the reading, writing and quantitative skills levels of entering undergraduate students. [Needs to continue into the next academic year.] The sub-committee has met and discussed assessment options; it needs to continue working on this.
  3. Recommend appropriate skills development opportunities for those undergraduate students needing to enhance their skills levels. [Needs to continue into the next academic year.] The sub-committee has met; it needs to progress on this issue.
  4. Review data collection for submission to the Undergraduate Studies Council and other appropriate University functional areas, including an annual report. [Not completed for 2017-18; an on-going charge with no end date.] Because of the changes to SAT and incomplete test score data on some students, it has been challenging to congeal this report. We are still working on it and anticipate having the 2017 and 2018 reports ready for the USC in the fall of 2018.
  5. Recommend strategies for assessing learning outcomes of students who need the skills building programs. [Needs to continue into the next academic year.] The sub-committee has met and discussed assessment options; it needs to continue working on this.
  6. Review assessment outcomes to determine if strategies need to be modified and recommend modifications. [Needs to continue into the next academic year.] The sub-committee has met and discussed assessment options; it needs to continue working on this.
  7. Review courses which are/may be approved to satisfy the skill-building nature of the requirement. [Needs to continue into the next academic year.] The sub-committee has met; it needs to progress on this issue.
  8. Recommend development opportunities for faculty teaching the ISDP courses. [Needs to continue into the next academic year.] The sub-committee has met. It conducted a survey of the part-time instructors and graduate teaching assistants to determine their development needs. The sub-committee is working on coordinating development opportunities in conjunction with the Office of Faculty Development.
  9. Develop recommendations on starting campus dialogues to commit to and make necessary changes happen to ensure the college-level writing, college-level mathematics and baccalaureate-level writing courses are building on the ISDP foundation and enhancing the students' skills. [Needs to continue into the next academic year.] The sub-committee has met; it is still working on the charge. May be put on hold due to the implementation of Western Essential Studies.
  10. Recommend development opportunities for faculty teaching the baccalaureate-level writing courses, pending General Education redesign. [Needs to continue into the next academic year.] The sub-committee has met and is developing a recommendation.

2017-18 reports

No reports were submitted to the Undergraduate Studies Council during the 2017-18 year.

Memoranda of action

At this point, there are no MOAs that ISPAC has submitted for the 2017-18 year.

Other

Committee roster:

  • Marilyn Duke (chair); 2016-20; staff
  • Kerrie Harvey (vice-chair 2016-17, secretary 2017-18); 2016-20; staff
  • Kim Ballard (secretary 2016-17); 2016-19; staff
  • Kirsty Eisenhart (vice chair 2017-18); 2016-20; faculty
  • Jonathan Bush; 2016-18; faculty
  • Jan Gabel-Goes; 2016-19; faculty
  • Leah Omission-Hodges; 2017-19; faculty
  • Deanna Roland; 2017-18; faculty

Proposed charges

The suggested charges are the same for 2018-19 as they were for 2017-18. The ISPA will:

  1. Recommend/revise placement competency requirements (especially in light of the state of Michigan becoming an SAT state and SAT changing their test and scoring this year) in reading, writing and mathematical skills for entry-level undergraduate students. 
  2. Recommend assessment techniques for determining the reading, writing and quantitative skills levels of entering undergraduate students. 
  3. Recommend appropriate skills development opportunities for those undergraduate students needing to enhance their skills levels. 
  4. Review data collection for submission to the Undergraduate Studies Council and other appropriate University functional areas, including an annual report. 
  5. Recommend strategies for assessing learning outcomes of students who need the skills building programs. 
  6. Review assessment outcomes to determine if strategies need to be modified and recommend modifications. 
  7. Review courses which are/may be approved to satisfy the skill-building nature of the requirement. 
  8. Recommend development opportunities for faculty teaching the ISDP courses. 
  9. Develop recommendations on starting campus dialogues to commit to and make necessary changes happen to ensure the college-level writing, college-level mathematics and baccalaureate-level writing courses are building on the ISDP foundation and enhancing the students' skills. 
  10. Recommend development opportunities for faculty teaching the baccalaureate-level writing courses, pending General Education redesign.