The Curriculum Committee with approval of the Faculty Assembly and in conjunction with the Vice President and Dean of Faculty, establishes a task force for the review of general education.

Review is underway, with interim reports to Curriculum Committee and Faculty Assembly.

Recommendations are made to the Curriculum Committee and Faculty Assembly.

Revisions are initiated.

Initial assessment of outcomes of revisions to general education is conducted.

A coherent general education program is well articulated and understood by students, faculty, and college personnel.

Action 1.2: Review the structure and governance of general education.

Action Detail

Responsibility

Resources

Evidence of Progress

Outcome

1.2.1 The governance of General Education is examined and refined.

Curriculum Committee

Dean and Associate Dean

Faculty Assembly

Department Chairs

Faculty Assembly agenda includes discussion and decision-making regarding governance of general education.

Department chairs meetings and department meetings will include this topic as an agenda item; discussions will consider the role of departments in the governance of general education.

Task Force on General Education proposes a model to the Curriculum Committee to reconfigure governance of general education.

A decision-making structure for governance of general education is clearly identified.

Action 1.3: Infuse diversity throughout the curriculum.

Action Detail

Responsibility

Resources

Evidence of Progress

Outcome

1.3.1 Conduct review of diversity in curriculum.

Curriculum Committee

Faculty time

Assessment Committee

Office of Multi-Cultural Affairs (OMA)

Center for Women’s Inter Cultural Leadership (CWIL)

Associate Dean of Faculty

Diversity Committee is formed.

(See also Resources 2.2)

Initial meetings Are held with the resources groups.

Diversity Committee proposes a plan to further integrate diversity into the curriculum.

Curriculum Committee considers changes in light of Diversity Committee recommendations.

The curriculum incorporates diversity.

Outcomes of students’ learning related to diversity are articulated.

Strategic Initiative 2: Examine and renew the assessment of student learning at Saint Mary's College.

Action 2.1: Review ongoing assessment of student learning: the SAIL Plan.

Action Detail

Responsibility

Resources

Evidence of Progress

Outcome

2.1.1 Study Systematic Assessment to Improve Learning (SAIL) Plan

Assessment Committee

Time

Dean of Faculty and Department Chairs

Completion of reviews and revisions of the SAIL Plan.

Revised SAIL Plan reviewed by Faculty Assembly and proposed to Curriculum Committee and Academic Affairs Council.

The revised SAIL Plan continues to be the pertinent source document of College assessment efforts.

Action 2.2: Examine the assessment of general education.

Action Detail

Responsibility

Resources

Evidence of Progress

Outcome

2.2.1 Examine assessment of general education

Assessment Committee

Time/ personnel

Task Force on General Education

Assessment Committee re-examines the structure for general education assessment.

Assessment Committee examines the multiple demands placed on students to develop competency, literacy, fluency, and/or proficiency as outcomes of student learning.

Assessment Committee recommends revised assessment plan for general education.

Faculty Assembly recommends approval of assessment plan for general education.

New assessment plan is initiated.

Outcomes of the revised general education plan are evaluated.

Outcomes are incorporated in planning, in curricular decision-making and in self-study for accreditation.

Strategic Initiative 3: Examine and enhance the ways in which students integrate learning across the curriculum.

Action 3.1: Define integration of learning.

Action Detail

Responsibility

Resources

Evidence of Progress

Outcome

3.1.1 Develop definition and expected outcomes of integration of learning

Vice President and Dean of Faculty

Department Chairs

Institutional Research (survey & research support)

Definition and expected outcomes of integration of learning are articulated; includes integration of student learning outside the classroom.

Facult Assembly discusses recommendations for integration.

Recommendations for integration are accepted by Faculty Assembly vote

Assessment of outcomes is conducted.

Integrated learning enhances the students’ academic experience. .

Action 3.2: Renew the advising process.

Action Detail	Responsibility	Resources	Evidence of Progress	Outcome
3.2.1 Examine comprehensive advising throughout the course of students’ college experience.	Vice President and Dean of Faculty Vice President for Student Affairs Vice President for Mission	Time Personnel to support assessment of advising Office of First Year Studies Counseling and Career Development Center Departments Enrollment Management Advisory Committee (EMAC) (See also Recruit 2.1) Institutional Research	Vice Presidents establish a method for reviewing current advising policy and practice. The advising model is developed. Policies and procedures are implemented. The effectiveness of the new advising model is assessed.	Students/alumnae report improved satisfaction with the advising process for college and beyond.

Action 3.3: Place information technology within the context of teaching and learning.

Action Detail	Responsibility	Resources	Evidence of Progress	Outcome
3.3.1 Establish reflective dialogue about teaching, learning, and technology.	Teaching and Learning Technology Roundtable (TLTR)	Budget Support staff	More widespread discussion of the use of technology in teaching and learning occurs. The TLTR is used for consultation on teaching and learning issues.	Decisions regarding educational use of technology are made on the basis of teaching and learning. The College makes more effective use of information technology for learning.
3.3.2 Develop and publish a policy stating how technological initiatives by faculty will be evaluated and recognized with regard to promotion and tenure.	Committee on Rank and Tenure	Time TLTR	Proposal of Committee on Rank and Tenure is reviewed by faculty and submitted to the President.	Amendments are made to Rank and Tenure Guidelines in the Governance Manual.
3.3.3 Develop a policy regarding appropriate use of distributed learning technology at Saint Mary's College (e.g. online courses, electronic learning communities, electronic portfolios, computer-based tutorials, video-based delivery systems)	Vice President and Dean of Faculty	TLTR Curriculum Committee Academic Standards Admission and Scholarship Committee Vice President Registrar	Policies on use of distributed learning are developed that include accepting/granting academic credit for distance learning. Policy recommendations are submitted to Curriculum Committee.	An optimized electronic environment enhances and extends our academic community.

Action 3.4: Support student information technology fluency.

Action Detail

Responsibility

Resources

Evidence of Progress

Outcome

3.4.1 Determine how Saint Mary’s College can be a leader in the area of women and technology.

Center for Academic Innovation (CFAI)

Budget

Faculty from a variety of disciplines, including Women’s Studies

TLTR

Conference planning is initiated.

The College hosts a conference on women and technology.

Ideas from the conference are incorporated into strategic planning.

Conclusions are reviewed based on changes in technology and College demographics.

Saint Mary's College is recognized as a leader in women and technology issues.

Understanding of issues involved with technological fluency and women’s education is shared across the College.

Information is obtained on models for planning of technology and education initiatives.

3.4.2 Initiate the Teaching and Learning Technology Roundtable (TLTR) student information technology (IT) fluency project.

TLTR

Instructional Technology

Resources Center (ITRC)

Support staff

Release time

Budget

Faculty Advisors

Pilot TLTR project is implemented to empower students to self-assess their IT fluency.

A list of curricular and co-curricular resources is established that will provide guidance to students on how they might increase their IT fluency.

Methods are identified and implemented that support students in their efforts to demonstrate IT fluency.

Methods are identified and implemented that permit the College to acknowledge demonstrated student IT fluency.

The assessment process includes systematic evaluation of student IT fluency.

*Strategic Initiative 4: Examine and renew the way in which students gain depth in an area of study.***

Action 4.1: Examine the role of departments as the locus of depth of learning.

Action Detail

Responsibility

Resources

Evidence of Progress

Outcome

4.1.1 Each department develops a strategic plan for its curriculum

Vice President and Dean of Faculty with Department Chairs

Distinct features of majors, comprehensive exams and Advanced W’s are articulated.

A coordinated plan for design and update of marketing materials pertaining to majors is developed.

Articulation agreements with graduate and professional schools are examined.

Guidelines are developed by department chairs.

Implementation is initiated.

A systematic approach is taken to determining the future needs of the departments.

Positioning of the College’s curricular strengths is enhanced.

Action 4.2: Investigate the need for new curricular programs, including those related to technology.

Action Detail

Responsibility

Resources

Evidence of Progress

Outcome

4.2.1 Investigate the possibility of new curricular programs.

Vice President for Academic Affairs with Department Chairs

EMAC

TLTR

Facilities plan

Expanded technology, as appropriate

A formal framework for identifying and addressing new program opportunities is established.

A timely process is in place for supporting new curricular initiatives in response to changing student needs.

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