аЯрЁБс>ўџ .0ўџџџ-џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС%` №ПЊbjbjNрNр 0,Š,ŠЊџџџџџџЄЄЄЄЄЄЄЄИ ( Иє Ж@@@@@@@@s u u u u u u $Њ h Ж™ Є@@@@@™ ЄЄ@@Ў @:Є@Є@s @s  ЄЄW @4 А^^iсЬЩz# s Ф 0є + ,Ш Ш W Ш ЄW @@@@@@@™ ™ @@@є @@@@ИИИdИИИИИИЄЄЄЄЄЄџџџџ Minutes for CEPP meeting of April 20, 2009 In attendance: Dan Nathan (Chair), Erica Bastress-Dukehart, Terry Diggory, Susan Kress, Rik Scarce, Bob Turner, Claire Solomon ’10, and Kyle Nichols Minutes for the April 13 meeting were approved. The CEPP retreat will be held on May 7, from noon to 3:30 in the test kitchen. Erica requested that continuing CEPP members send her their fall schedules to identify a meeting time. Erica also noted that Bob Turner, although in London during the fall, will still be on CEPP. Bob Turner gave a brief progress report of the ХЗУРадАЎ Committee-CEPP subcommittee on course caps. Among the topics that he covered were: The subcommittee has met twice. The subcommittee is almost done compiling a survey of Department Chairs’ rationale for course caps. A survey of other colleges shows that most schools have informal agreements for course caps rather than strict policies. The committee discussed whether CEPP should be involved in defining course caps or whether it is best left to the administration. A few CEPP members felt strongly that since pedagogy is commonly used as a justification for lower caps, it is indeed educational policy and it is CEPP’s business. CEPP discussed how it could inform the budget planning and priority process. The VPAA provided an outline of items that would benefit from CEPP’s input. Discussion focused on how the College should proceed given a constrained budget. Topics covered were: attempting to identify what was essential to, or different about, Skidmore, how can we position the College to be stronger in the future, and how do we proceed in identifying places to save (e.g., cut everything a little or identify areas for major cuts?). Nothing specific was identified; CEPP members agreed to identify their top four and bottom four priorities for the next meeting. CEPP had a brief discussion regarding online courses. Two aspects of online credit were identified: 1) accepting online credit from other institutions and 2) delivering online courses for our residential students. CEPP members discussed the benefits and liabilities of online education. The meeting was adjourned at 10 a.m. Respectfully submitted by Kyle Nichols. ›œќ  Њќѕќэќhюr\hс.N6 h hс.Nhс.N+,СТђA  “ Д  ’ И :Z[€ЉЊїїђђъъъътттйъъђђђђз„8^„8gdс.N & Fgdс.N & Fgdс.Ngdс.N$a$gdс.NЊў.:pс.NАа/ Ар=!А "А # $ %ААаАа а†œ@@ёџ@ Ћ_єNormalCJ_HaJmH sH tH DAђџЁD Default Paragraph FontRiѓџГR  Table Normalі4ж l4жaі (kєџС(No ListЊџџџџ+,СТђA“Д’И:Z[€ЉЌ˜0€€h˜0€€€˜0€€€˜0€€€˜ 0€€€˜ 0€€€˜ 0€€€˜ 0€€€˜ 0€€˜ 0€€˜ 0€€˜0€€€˜ 0€€€˜ 0€€€X‘0€X‘0€X‘0€X‘0€X‘0€Њ Њ Њ Uf„‡Ї­CIЌ,ЉЌ4tК­X2џџџџџџџџџ„8„0§Ц8^„8`„0§o(. „ „˜ўЦ ^„ `„˜ў‡hˆH.‚ „p„LџЦp^„p`„Lџ‡hˆH.€ „@ „˜ўЦ@ ^„@ `„˜ў‡hˆH.€ „„˜ўЦ^„`„˜ў‡hˆH.‚ „р„LџЦр^„р`„Lџ‡hˆH.€ „А„˜ўЦА^„А`„˜ў‡hˆH.€ „€„˜ўЦ€^„€`„˜ў‡hˆH.‚ „P„LџЦP^„P`„Lџ‡hˆH.4tџџџџџџџџVnц        хс.Nџ@€Єwš Њ`@џџUnknownџџџџџџџџџџџџG‡z €џTimes New Roman5€Symbol3& ‡z €џArial"qˆ№аhv#е&v#е&K_K_ №  ДД24ІІЋ2ƒq№HP)№џ?фџџџџџџџџџџџџџџџџџџџџџЋ_є2џџ1DRAFT - Minutes for CEPP meeting of March 2, 2009knichols Skidmore User ўџр…ŸђљOhЋ‘+'Гй0Ј˜дрє   8D d p |ˆ˜ ф4DRAFT - Minutes for CEPP meeting of March 2, 2009 knichols Normal.dotSkidmore User2Microsoft Office Word@@,ВMсЬЩ@,ВMсЬЩK_ўџеЭеœ.“—+,љЎ0( hpŒ”œЄ ЌДМФ Ь фХЗУРадАЎІ' 2DRAFT - Minutes for CEPP meeting of March 2, 2009 Title ўџџџўџџџўџџџ !"#$ўџџџ&'()*+,ўџџџ§џџџ/ўџџџўџџџўџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџRoot Entryџџџџџџџџ РFEjiсЬЩ1€Data џџџџџџџџџџџџ 1TableџџџџWordDocumentџџџџ0SummaryInformation(џџџџџџџџџџџџDocumentSummaryInformation8џџџџџџџџ%CompObjџџџџџџџџџџџџqџџџџџџџџџџџџўџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџўџ џџџџ РFMicrosoft Office Word Document MSWordDocWord.Document.8є9Вq