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Attendance: Approximately 45
Announced Agenda: 5 items
1. Approval of the minutes of January 28, 2004 (http://www.ruf.rice.edu/~facsec/facmin/04-01-28.html)
2. Unfinished business - Second vote on proposal to establish a Masters of Liberal Studies degree program
3. Reports of Special Committees - Faculty Compensation Study and additional notes from the President
4. Reports of Standing Committees
a) CUC recommendation on distribution requirements
b) New undergraduate BS degree in biosciences
5. New Business
a) 2005-06 Academic Calendar
b) Exceptions for candidates for May graduation
c) Discussion of the Master of Science Teaching
6. Announcements
7. Adjournment
----------------------------------------------------------------------------------------------------
President Malcolm Gillis called to order and chaired the General Faculty Meeting in McMurtry Auditorium of Duncan Hall at 4:01 PM. A guest from the Thresher was acknowledged as being present.
1. Minutes of 01-28-04 faculty meeting - On motion duly made and seconded, the minutes of the January 28, 2004 faculty meeting were APPROVED as circulated in advance on the web.
2. Unfinished Business - Second vote on proposal to establish a Masters of Liberal Studies degree program
Mary McIntire provided an abbreviated version of the proposal highlighting the new part-time masters degree program. The interdisciplinary program, aimed at working professionals and other adults in the Houston community, will be taught by Rice faculty from the Schools of Humanities, Social Sciences and Natural Sciences, although faculty from other schools may also participate. Teaching will be over and above the regular teaching assignments with extra salary. At least 80% of the instructors involved will be Rice faculty and, because of the small size of the program (not more than 100 - 125 students), no more than 4 or 5 Rice faculty of any rank or status will be teaching in the MLS program at any given time. Faculty governance will consist of a steering committee with 3 subcommittees dealing with admissions, curricular, and academic standing questions. The proposed program structure is 10- or 11-week sessions, with classes meeting one night a week. Many Rice faculty members have expressed interest in teaching in the program.
With no questions or further discussion, upon motion made and seconded, a vote was taken. The proposal PASSED with a very large majority.
3. Reports on Special Committees - Faculty Compensation Study and additional notes from the president
Ed Akin reported on Faculty Council's updated faculty salary survey. Calling attention to the handout provided, Akin noted the data in Figure 1, pg. 13, showing the average salaries of faculty at Rice University and Rice's relative standing compared to the 28 institutions used for comparison purposes. He added that Faculty Council continues to be concerned about the appearance of a state of decline in Rice's relative standings among the 28 institutions. President Gillis commented this related to the large number of faculty retirements in recent years and junior-level recruitments.
Akin opened the floor to comments and questions. Among the issues discussed were statistically qualifying the information regarding retiring professors' salaries, faculty retirement activity at other institutions, the apparent decline in assistant professors' salaries in a highly competitive hiring environment, salary comparisons within disciplines, the faculty salary pool increase last year, and salary compression. Akin said Faculty Council will further examine the data and more discussion of the report may occur at the next faculty meeting when Herb Ward, Chair of the Compensation Committee, can be present.
4. Reports of Standing Committees
a. CUC recommendation on distribution requirements - Bill Wilson explained the issues in this recommendation as follows: 1) the deans of music and architecture, whose schools have major undergraduate programs at Rice, had no input into which courses would be distribution courses for their students (as well as everybody else), and these deans wanted some input into the process; and 2) some courses got onto the distribution credit list without any real oversight by the faculty or faculty representatives.
The CUC proposes that any of the 6 undergraduate deans may submit courses in their division for inclusion in either Groups I, II or III. The deans will meet and confer on these distribution courses. The CUC will maintain the current list of distribution courses, and any changes to that list will be sent to the CUC for review. The CUC will arbitrate the occasional disagreements that arise among the deans as to which courses are appropriate for which category of distribution and will determine, as necessary, whether particular courses are appropriate for distribution credit. Any additions or deletions to the distribution course listing will be reviewed by the CUC, with input provided from all interested parties. The CUC will make the final determinations and send the distribution course list on to the registrar, as well as act as the faculty's proxy in making the distribution process work efficiently.
Discussion ensued on the nature of some of the conflicts arising in selection of distribution courses. Steve Crowell asked whether a course designated as a distribution course in the architecture or music school is open to all students at Rice. Wilson confirmed this was the case. Gary Wihl asked for assurance that CUC is affirming the published criteria for distribution courses in each school. Wilson gave his assurance, adding that the CUC wrote that criteria many years ago and definitely remains in favor of them. The basic criteria are that the distribution courses should be representative of the discipline, be broad based, and be accessible to non-majors.
Eugene Levy requested clarification of the meaning of the phrase "that concerns more than one Dean" appearing in the last sentence in the first paragraph of the proposal. Wilson defined the phrase as meaning the course may be nominally in one dean's division but may be proposed by a dean from another division or the other way around. He explained, for example, that if the dean of music proposed a history course to be included in Group II distribution requirements, then the Group II dean would also have some concern. Levy verified then in effect some of the deans are essentially guardians of certain groups, and Wilson confirmed this to be correct. Levy requested this language be specified in the proposal. Wilson said the CUC would be certain the language was clear in the recommendation document.
Kathy Matthews asked if a dean in another school proposed a course for Group III, would the dean of engineering and/or the dean of natural sciences be responsible for deciding whether the course was acceptable or not acceptable. Wilson clarified that under this proposal, the CUC would solicit input from the two deans as to appropriateness, but the final decision for including a course for distribution credit would be made by the CUC.
There being no further questions or discussion, a vote was taken. The recommendation from the Committee on the Undergraduate Curriculum for approving courses for distribution credit was APPROVED.
b. New undergraduate BS degree in the biosciences
Charles Stewart explained the request to add BS degrees in the biological sciences came from students. Previously, only BA degrees were offered. A large committee from the two departments involved, Biochemistry and Cell Biology and Ecology and Evolutionary Biology, worked to find a specific curriculum that would satisfy the requirements for this degree.
Discussion followed on the number of credit hours necessary for the BS degree, what changes were made from the BA degree, and specialization between ecology and biochemistry. After discussion, a vote was taken and the proposal for the new undergraduate BS degree in biosciences was APPROVED by unanimous vote.
5. New business
a. 2005-06 academic calendar - Akin presented the academic calendar for 2005-06 for approval, pointing out that the mid-term recess was moved to March 13-17 and the two-day spring break to April 13-14. There was a great deal of discussion relating to aligning Rice's mid-term recess with the spring break of HISD. It was moved to amend the calendar so that the mid-term recess occurring sometime in March could be aligned with HISD's spring break also occurring in March. A vote was taken and the amendment FAILED to pass.
The question was called and a vote was taken on the motion as presented by Faculty Council. The academic calendar for 2005-06 was APPROVED.
b) Exceptions for candidates for May graduation:
Deborah Nelson-Campbell, chair of the Committee on Examinations & Standing, announced there currently were no exceptions for May graduation.
c) Discussion of the Master of Science Teaching - Akin introduced this proposal. It has been unanimously approved by Graduate Council and recommended by Faculty Council for consideration and discussion and, if approved, is contingent upon input from University Council
Pat Reiff provided a history of the program's development explaining that members of the Physics and Astronomy Department have been concerned over the lack of preparation among teachers in HISD. Over the last 15 or 20 years, credit courses have been offered to teachers. Other departments - mathematics, chemistry, nanotechology, earth sciences - have also offered content courses for teachers. Often, teachers come to Rice and take courses, but then are unable to put together a degree program. This new Rice degree program is aimed at improving teachers' content knowledge and providing experience in research. This degree program is in contrast to the Master of Arts in Teaching degree offered by the Education Certification Department, which is predominately a degree for pre-service teachers, involving education classes required for certification. The Master of Science Teaching degree, in distinction, is provided for teachers who are already in the classroom to provide them better content knowledge in science. A very successful pilot program has been run with two teachers graduated last year as exceptions and two teachers who will graduate this spring.
Strassman commented that the degree program did not include the life sciences, and she questioned why these students could not be accommodated under the existing Masters in Physics degree program. Reiff explained this was because the Master of Science in Physics program is a thesis-based degree requiring students to take very high level physics courses. Those interested in the Master of Science Teaching degree are a completely different population of students, basically middle school science teachers who may not have undergraduate degrees in biology or in physical science. Currently, the program is focused on physics and astronomy because this is the area where all the courses are offered. Paul Padley emphasized the important distinction between a Masters of Science Teaching degree and a Masters of Science degree. He feels this new degree is very similar to the Masters of Liberal Arts degree that was proposed earlier and approved in this meeting, and this Masters of Science Teaching degree program will provide teachers with science content at a level that is very similar what the Masters of Liberal Arts degree will provide to its students. Stan Dodds did not favor creation of the degree program, cited data from a departmental curriculum meeting and urged faculty to reject the proposal. Barry Dunning, speaking as chair of the Physics and Astronomy Department, reported that 75% of the departmental faculty favored creation of the degree program.
After some further discussion, the question was called and a vote was taken. The new Master of Science Degree program was APPROVED as presented. (See Attachment A for the detailed program description.)
6. Announcements
Akin reminded the faculty of the extra faculty meeting scheduled for April 6 in anticipation of receipt of the study on athletics from the Board of Trustees. In addition to a general discussion of the study on athletics, the agenda may also include self-scheduling of exams and a proposal from the Student Association to list narrative of teaching evaluations online.
7. Adjournment
The meeting was adjourned 5:20 PM.
Respectfully submitted,
Janis L. Cain
Secretary to the Faculty
Attachment A
Master of Science Teaching
A proposed new Professional Masters degree administered
by the Physics and Astronomy Department. Approved by Physics and Astronomy Department,
December 5, 2003; approved by Graduate Council January 14, 2003.
Summary:
A content-based, non-thesis, advanced degree primarily directed towards
inservice middle school, IPC (Integrated Physics and Chemistry), Physics, or
Astronomy high school teachers and other Education and Public Outreach (EPO)
professionals. Thirty credit hours required, of which at least 15 will be content
or combination content/tools courses. The remaining credits can either be content,
tools, education, research, or practicum, with no more than 12 hours total in
research and practicum credits. Each student will have a 3-person committee,
with at least two members from the tenure-track faculty, to approve the student’s
proposed program, advising which specific courses will best suit the student’s
needs. At least one of the members of the committee will be an experienced Education
Professional, who will ensure the appropriateness of the courses to the educator’s
program. At least one person of the committee will be an expert in the content
area that is the student’s primary teaching interest. The usual other
MS requirements will apply; for example, no more than 9 hours as a Class III
student, no more than 6 hours transfer credit, and at least 15 hours at the
500 level and above. The students apply through the Physics and Astronomy Department;
GRE’s are required. A 3-person committee with at least one Education Professional
will review applications. The teachers who finish the program are encouraged
to become master teachers in their district, multiplying the impact of the program
manifold by giving workshops and other inservice programs to other teachers
both in state and across the country.
The Need:
Teachers in Texas are often woefully under prepared to teach science. This
underpreparation is demonstrated in the unacceptable student scores in exit
tests for science. Elementary school teachers need only 6 hours of science credit
for certification, and those can be in non-mathematical sciences. Teachers need
additional high-quality courses to improve their content knowledge, and tools
to help them use technology in their classrooms. Earth and Space science topics
are key in 5th and 6th grade national (as well as Texas) science objectives,
and in the corresponding standardized tests, yet many middle school teachers
cannot correctly give the reason for the seasons or the phases of the moon!
The Masters degree will not only give them required content, it also allows
a significant salary increment and an additional professional status.
The National Science Board (NSB), the governing body of the National Science
Foundation (NSF), recently released a report on the U.S. science and engineering
(S&E) workforce indicating the nation's dependence on foreign-born workers
in S&E occupations at a time when the number of H-1B visas issued to these
workers is sharply decreasing.
According to 2000 census data, foreign-born workers now represent 17 percent
of the total in S&E positions held by people with bachelor's degrees, 29
percent of those with master's degrees, and 38 percent among doctorate holders.
NSB members also reported that from 2001 to 2002, H-1B visas for foreign workers
in science, engineering, and technology-related fields declined sharply from
about 166,000 to around 74,000.
"These trends provide policymakers with the unusual challenge in the
coming years of producing enough talent from pools of both U.S. and foreign-educated
professionals to fill the important and growing numbers of positions we expect
in critical fields," said Warren M. Washington, NSB Chair.
Among the NSB's key recommendations is the need to provide better compensation,
in-service training, and support for pre-college teachers of mathematics, science,
and technology. The full report, The Science and Engineering Workforce--Realizing
America's Potential, is at http://www.nsf.gov/nsb/documents/2003/nsb0369/nsb0369.pdf.
The National Science Foundation's Division of Undergraduate Education, in its
report "Shaping the Future: A report to the National Science Foundation",
gives as their number one recommendation to the President and the Congress,
that the nation "Establish, in consultation with the higher education community,
a new social contract for higher education in America. What is needed may be
a new act to reconnect the research base of these institutions to the learning
of students and to service to the wider community." One of their recommendations
to universities is to "Create or strengthen an institution-wide commitment
to the preparation of K-12 teachers and principals, bringing together departments
of education, SME&T [Science, Mathematics, Engineering and Technology] and
other departments, K-12 staff, and employers of teachers to design and implement
improved teacher preparation programs having substantial SME&T content and
stressing rigorous standards, along with emphasis on engaging students in learning."
And "Reach out in partnerships with other institutions of higher education,
the schools, informal science education organizations, [e.g. museums and science
centers] and employers to improve SME&T education collaboratively."
Their recommendation for Science Mathematics, Engineering and Technology Departments
include: "Develop upper division SME&T courses and other educational
opportunities appropriate for prospective and current K-12 and two-year college
faculty". The NSF is clearly committed to this goal. For more details see
the full report
http://www.ehr.nsf.gov/ehr/due/documents/review/96139/four.htm
.
In the November 2003 issue of Physics Today, Neal Lane in his article “The
Citizen Scientist” emphasized the importance of scientists giving their
time and energy to the public good, much as Benjamin Franklin instituted the
volunteer fire department. The importance of supporting K-12 educators was reinforced
by Dr. Shirley Macom, Dr. M. R. C. Greenwood and a distinguished panel at the
recent Lane symposium on the Rice campus. The Physics and Astronomy Department
has been a leader in support of public education over the past 25 years, and
this degree program is an outgrowth of its commitment to educating the next
generation of scientists and engineers.
In addition, the technology of Planetariums has increased dramatically in the
past few years, and three of the alumni of the former Space Physics and Astronomy
Department are now working full time in digital Planetariums around the country.
This degree, with a practicum at the Houston Museum of Natural Science under
Adjunct Professor Carolyn Sumners, could draw additional students who want training
in planetarium technology and "Informal Science" (i.e. science taught
at science museums). Both NSF and NASA offer grants for programs in "Informal
science"; and this degree program would support proposals to those funding
agencies.
Rice University already has many programs for K-12 teachers, and an active Outreach
Council that helps to coordinate these programs (see http://www.ruf.rice.edu/~outreach/).
The Outreach Council has discussed this program and will play a role in its
oversight, through the participation of Roland Smith, Associate Provost and
head of the Outreach Council. Many of the people in the Advisory Council and/or
listed as Educational Professionals participate in the Outreach Council.
The Program:
The following are the requirements for the Master of Science Teaching degree.
Each student will specify a major area of concentration (e.g. middle school
science, Astronomy, Physics, IPC (Integrated Physics and Chemistry), or Informal
Science). Each student will work with their committee to create a plan of study
that is best able to improve both their content knowledge and their skills.
Students also desiring certification must work with the educational certification
officer to ensure that their program meets those requirements; however , preservice
teachers who desire only certification should apply to the M.A.T. program instead.
Many teacher-focused courses already exist on campus, and if this program is
instituted, we will work with the various departments to create or designate
other courses as appropriate for the program. High school teachers would be
expected to take one or more courses from the regular upper-level Rice offerings,
as their schedules permit and their needs demand, but we recognize that most
teachers will not have the background to compete in upper division courses.
Content Courses: At least 15 hours in content or content/skills combined
courses at the 400 level or above. At least 9 of the hours must be directly
related to the student’s area of concentration.
Content, Skills or Education Courses: At least 3 additional hours in content,
skills, or education courses.
Research or Practicum: Up to 12 hours can be research (educational or scientific)
or practicum teaching.
Sample Content or Content/Skills courses already routinely offered for teachers
(Many are seminars and may be repeated for credit, since the content changes
from year to year):
ASTR 402 (EDUC 588): Teaching Earth and Space Science
ASTR 403 (EDUC 589): Astronomy for Teachers
ASTR 430: Teaching Astronomy Laboratory
TBN: Astrobiology (being taught in spring 2004 as a variant of ASTR 403, will be listed in future years as a separate course, funded by NASA): Janet Siefert, Statistics & Reiff, P&A
TBN: The Physics of Ham Radio (presently being taught as a summer workshop under NSF funding, but will probably expand to a full 3-hour course if this degree is approved).
ESCI 508: Dynamic Earth
ESCI 511: Oceans and Atmospheres
Other PHYS or ASTR upper-level content courses, as appropriate
Other NSCI, EDUC, MATH, ESCI or PFDV content courses, if approved by the student’s committee and the department
Skills/Practicum/Research courses (sample):
EDUC 413: Theory and Methods of Mathematics
EDUC 415: Theory and Methods of Science
PHYS 800: Graduate Research
PHYS 700: Graduate Teaching
Advisory Council:
The following have participated in planning of this degree and have agreed
to serve on the Advisory Council:
David Alexander, Physics & Astronomy
Marjorie Corcoran, Physics & Astronomy
Robert Curl, Chemistry
Neal Lane, Physics and Astronomy
Patricia Reiff, Physics & Astronomy
Ron Sass, Ecology and Evolutionary Biology; Center for Education
Anne Papakonstantinou, Director, School Math Project
Nanda Kirkpatrick, Biochemistry; Director of Precollege Science Education Programs, Department of Biochemistry and Cell Biology
Carolyn Sumners, Houston Museum of Natural Science (Adjunct Professor, Physics & Astronomy; also halftime, Houston Independent School District)
Roland Smith, Vice Provost for Public Outreach
Gaye Wunsch, Houston Independent School District teacher enhancement programs (ret)
Education Professionals:
The following are involved in working with teachers on a continuing basis
and have agreed to serve as the education professional on the teacher committees
as appropriate:
Wallace Dominey, Project Director, Center for Education
Nonie Harcombe, Associate Director, Center for Education; Rice Model Lab
Lissa Heckelman, Director, Education Certification Program
Alison Henning, Earth Science Dept (teaches Earth Science courses for teachers)
Siva Kumari, Director of AP programs; Assistant Dean of Continuing Education
Anne Papakonstantinou, Director, School Math Project
Don Perkins, Instructional Technology Consultant, Center for Technology in Teaching and Learning
Patricia Reiff, Physics & Astronomy
Janet Siefert, Statistics (just received new NASA grant to teach Astrobiology courses)
Carlos Solis, Instructional Technology Consultant, Center for Technology in Teaching and Learning
Carolyn Sumners, Houston Museum of Natural Science (Adjunct Professor, Physics & Astronomy; also halftime, Houston Independent School District)
Gaye Wunsch, Houston Independent School District teacher enhancement programs (ret)
James Young, ECE (teaches robotics courses for teachers)
Comparable Content-Based (non accreditation) Programs Elsewhere: (some of
these are administered through academic departments, some through Centers for
Education, and some through the Schools of Natural Science)
New Mexico Institute of Mining and Technology: Masters of Science Teaching,
30 hours thesis or non-thesis
Eastern Illinois University: Masters of Science in Natural Science (for
Teachers): administered by Physics Dept.; 32 hours (nonthesis) or 30 hours (thesis),
content focus
Illinois State University: Master of Physics Teaching
California State, Chico: Master’s of Science Teaching; 30 credits,
no thesis (9 hours core courses; 12 hours education courses)
Drake: Master of Science in Teaching
Florida State U: Master of Science in Science Education
U Michigan Dearborn: Masters of Science in Science Education
U Wyoming: Master of Science in Natural Science
Portland State Univ: Master of Science in Natural Science
Montana State: Master of Science in Mathematics Education; Master of Science
in Science Education
Stanford: Master of Arts in CTE, Science specialization (also offers a PhD
in Science Education)
Stonybrook: Master Degree in Teaching Biology
SUNY: Master of Science in Education (Physics)
U. Maryland: Masters of Arts in Science Education
U. Nebraska: Masters of Science Teaching
U. Washington: Masters of Science in Biology Teaching
U. Georgia: Master of Arts in Science Education
U. Arizona: Master of Arts with Science Specialization
Listing of all professional MS of teaching in mathematics: (over 20 programs
listed):
http://www.math.uic.edu/MER/pages/masters/
Results of the Pilot Program:
For the past three years, the Physics & Astronomy Department has had
a pilot program, with exceptional results. The teachers who entered the program
were selected from the many hundreds of teachers who participate in various
Rice education programs and classes. Virtually all had taken one or more Rice
credit courses and thus Rice faculty were able to give us an excellent differential
recommendation of their capacity to do Rice-quality work. They have demonstrated
ably the success of the Master teacher program. They have given workshops at
National, State and Metro teacher meetings, at the World Space Congress, and
at Science Museum meetings. They have given public demonstrations at Sun-Earth
Day at the Houston Museum of Natural Science and other events. They were instrumental
in working with the crowds on public days at the Rice Observatory associated
with the Mars closest approach, often working until 2 am when needing to teach
their own classes at 7:30 am. Each has taught over 400 teachers so far, and
many more of the general public. They are willing and competent ambassadors
of the program. One of our present teachers (Garay) is a state finalist for
Teacher of the Year, and one (Furitsch) was a semi-finalist in the Educator
Astronaut program. Furitsch tells of several of her students who went from failing
science every six weeks to now desiring a career in science. That desire may
not last, but it is a clear success of the program.
Rice-trained teachers hold positions of responsibility all across the region.
The Space Physics and Astronomy Department has provided (with NSF, NASA, and
Eisenhower support) teacher enhancements programs continuously since 1989, and
four more grants have recently been awarded to continue into at least the next
5 years. This program was a natural outgrowth of that effort, taken over by
the Physics and Astronomy Department when those departments merged in 2000.
Alumni of our previous teacher programs include: Janice Arcenaux, who is the
head of Science for HISD; Jill Bailer, who finished her Ed.D and is now teaching
at the University of St. Thomas; Peggy Halford, head of the Challenger Center
at George Observatory; Linda Knight, who works with the Rice Model Lab, and
many other leaders in their districts.