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Ruth Andrea asked that CEPP read the forthcoming materials from the CEPP subcommittee on short term study abroad and discuss those materials at our March 20th meeting. 3. Beau’s minutes were approved. 4. Matt’s written recommendation to the Optimization Task Force on the behalf of CEPP was discussed. Mike queried whether student growth was considered to be an indicator of the college’s success or effectiveness. Mike also wondered if President Glotzbach was a proponent for this type of growth. Muriel didn’t know the answer to those particular questions but offered her insights from conversations at the level of board of trustees. Their concern was that an increase in the number of students be predicated on an educational rationale. Gordon expressed continued concern that the Optimization Report was a result of a financial impetus. Muriel suggested that CEPP could certainly emphasize tipping the resources toward academic programs and personnel rather than buildings and material resources. Matt agreed to add new language that would more strongly voice CEPP’s recommendations for prioritizing educational needs. 5. Muriel piggybacked on the identification of educational needs conversation by adding that CEPP should plan to address how departments can be organized to make commitments to Interdisciplinary(ID) programs . Departments examine long term staffing issues when planning for sabbatical leaves and the FYE is considered as well. According to the DOF, ID programs need a similar type of planning process in order to deliver their courses consistently. 6. CEPP spent the rest of the meeting talking about Matt’s statement on Academic Rigor and Excellence. We asked, “How will this CEPP document be used?” The students would definitely like it to go before Academic Council. Molly underscored that the student leaders would definitely embrace this type of statement . CEPP continued to explore how the statement could be circulated and used among faculty. It could be appended to course syllabi or assessed on teaching evaluations. “What could CEPP do to move the statement into faculty discourse in a productive fashion?” It could be used as the basis for a pedagogy workshop to develop faculty dialog and promote a sense of academic community. CEPP members could discuss it with departments or ask Chairs to discuss it with departments. A survey could be conducted among faculty and students on this topic to initiate campus wide discourse. Several CEPP members cautioned that we be cognizant to avoid introducing the statement as a faculty imperative or add-on. Molly reminded us to include student responsibility and initiative in learning as part of the description of desired student attributes. She and Beau will work on the document to reinstate that idea. It was also suggested that omitted in this draft was the articulation of the role of civic engagement and ethical decision-making in academic life. 7. Matt concluded our meeting by reminding us that we have 3 faculty meeting left in this academic year. 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