University Senate - December 04, 2023 Minutes

UNIVERSITY SENATE

Meeting Minutes

December 04, 2023

The University Senate was called to order at 3:30 p.m., in 111 Harrison Hall on Monday, December 04, 2023.

Members absent: Kenya Ash, Tia Balski, Kevin Bush, Riley Crabtree, John Forren, Patrick Houlihan, Yong Lin, Nelchi Prashali

1. Call to Order and Announcements and Remarks – Tracy Haynes, Chair of University Senate Executive Committee

SEC discussed the revised practice of not asking presenters of policy and curriculum to return for the second meeting when the voting occurs. We have decided to continue with this practice. However, if any changes are suggested by a senator through the google forms, the presenter will be asked to return so this can be deliberated.
Reception following Senate to Honor Dana Cox. Her passion has taken us to a much better place and she has served as a mentor for many.
Form will be sent out after senate for the presenters, if you have any additional questions after today's meeting.

2. Approval of University Senate Minutes

University Senate Full Meeting Minutes_11.20.2023 (Results: 51-Yes, 00-No, 01-Abstain)

3. Consent Calendar

Curricular Items_11.29.2023
Graduate Council Minutes_11.28.2023
LEC Meeting Minutes_11.14.2023
University Committee on Internationalization_11.10.2023

4. New Business

Graduate Assistantship Policy Proposal, Amity Noltemeyer, Associate Dean of the Graduate School, Presentation only; Discussion and Anticipated Vote on January 29, 2023
1. Rationale for Proposed Revisions
  1. Correct outdated and inaccurate information related to graduate assistantship appointments.
    1. GA offers do not include tuition for the summer
    2. Incorrect/ inconsistent information on fees
  2. Improve clarity and prevent confusion
    1. Emphasizes the importance of the formal offer letter from Academic Personnel
    2. Provides examples of additional fees
    3. Aims for consistent language between various sources of information
2. Proposed Changes:
4. Senator Question and Comments
  1. Senator: How is the practice so different from our actual policies?(A) GA Handbook was imported whole into the policy library. Some of the things that ended up in there are not policy but practices in the policy library. So they really didn’t belong there. This again is my opinion and moving forward we are trying to make sure we are guiding practices and correcting all of these issues.There is another one heading your way about registration. We are also working on how we can learn about changes right away too.
  2. Senator: The language refers to half-time GAships. ? (A) Further down it does talk about proportional offers which are still allowed. The tuition waiver and stipend will be adjusted accordingly. We can’t award a stipend without a waiver.
  3. Senator: Special purpose fees: what does that entail?(A) This is one of the terms that was recommended that we include. I can’t think of an example, but I can get back to you.
EDP-Counselor Education - Master of Education, Jason Abbitt, Educational Psychology Chair and Jenna Alvarez, Associate Clinical Professor. The curriculum document can be accessed at - click on 'title' and type Counselor Education* in the Search section. Click on 'EDP - Counselor Education - Master of Education'.Presentation only; Discussion and Anticipated Vote on January 29, 2023
1. Master of Education in counselor Education Program Proposal: Overview of Program
  1. M.Ed. Program - Focuses on coursework and practical experiences. Practicum and internship experiences.
  2. 60-credit-hour - 2 year degree and 5 semesters
  3. Specialty Areas - Clinical Mental Health Counseling (CMHC) and School Counseling (SC)
  4. Dual Track Option - 66-credit -hours and 3 year degree completion
  5. EAB indicated a strong need for this and areas of student growth demand was exceeding the growth in programs. There are more people in our region seeking this degree than programs have capacity for.
2. Program Courses: General Core Course
  1. EDP 654 Counseling Practicum (3 total credits)
  2. EDP 649 Counseling Internship (6 total credit hours; 3 credits a semester)
  3. EDP 661 Professional, Legal, and Ethical Issues in Counseling (3 credits)
  4. EDP 671 Counseling Theories (3 credits)
  5. EDP 672 Helping Skills in Mental Health Intervention (3 credits)
  6. EDP 664 Assessment and Data Collection (3 credits)
    EDP 673 Career Development: Implications for Professional Practice (3 credits)
  7. EDP 674 Multicultural Counseling and Social Justice (3 credits)
  8. EDP 651 Educational Research (3 credits)
  9. EDP 663 Group Counseling (3 credits)
  10. EDP 678 Theories and Intervention of Lifespan Development (3 credits)
  11. EDP 681 Children & Adolescents (3 credits)
  12. EDP 685 Systems Perspective of Family and Couples Counseling (3 credits)
  13. EDP 666 Educational Consultation, Collaboration, and Community Psychology (3 credits)
  14. EDP 684 Mental Health Needs: Community and School (3 credits)
  15. EDP 653 Counseling Skills Pre-Practicum (0 credits)
3. Clinical Mental Health Counseling Track
  1. Specialty Courses
    1. EDP 682 Diagnosis and Treatment in Mental Health (3 Credits)
    2. EDP 383 Introduction to Clinical Mental Health Counseling (3 Credits)
    3. 2 Graduate elective courses
  2. 100-hour practicum
    1. Supervised experience (university and site supervision)
    2. Counselor Trainee (CT) status with board
  3. 600-hour internship
    1. Over two semesters
    2. 300-hours each semester
    3. Supervised experience (university and site supervision)
    4. Counselor Trainee (CT) status with board
  4. Eligible for licensure in the state of Ohio
    1. Completion of program and hours
    2. Passing score on the National Counselor Examination (NCE)
4. School Counseling Tracking
  1. Speciality Courses
    1. EDP 686 Introduction to School Counseling (3 credits)
    2. EDP 679 Comprehensive School Counseling: ��hip and Advocacy (3 credits)
    3. 2 graduate elective courses
  2. 100-hours practicum
    1. Supervised experience (university and site supervision)
  3. 600-hour internship
    1. Over two semesters
    2. 300-hours each semester
    3. Supervised experience (university and site supervision)
  4. Eligible for licensure via Ohio Department of Education (ODE)
    1. Completion of program and hours
    2. Passing score on the Ohio Assessments for Educators(OAE) School Counselor (040)
5. Dual Track Pathway: Clinical Mental Health Counseling and School Counseling
  1. Four speciality courses required
  2. Dual track students replace elective courses with speciality courses
  3. Only one 100-hour practicum experience is needed
  4. Must complete two internship experiences totaling 1200 hours over four semesters
  5. 66-credit-hours
6. Student Learning Outcomes
7. Admissions
  1. General Requirements
    1. Baccalaureate Degree, Minimum GPA of 2.75, and Three professional letters of recommendation
  2. Personal Statement
    1. Describes why counseling, Indicates interest in speciality area, Future career goals, and Highlights experiences
  3. Resume
    1. One to two pages, and Highlights experiences related to counseling
8. Projected Student Enrollment: Please see graph in slideshow
9. Conclusions
  1. The new online program allows for recruitment beyond Oxford
  2. Creates opportunities for collaboration within the college and university
  3. Provides opportunities to retain undergraduate students for graduate school
  4. A clear dual-track option provides a competitive pathway
  5. Market-driven tuition
10. Student Learning Outcomes:
  1. Counseling students will demonstrate a strong professional counselor identity through the completion of Key Performance Indicator (KPI) Assignments in each of the core courses that are designed to prepare students to form therapeutic relationships with clients/students.
  2. Graduate students in the �� University Counseling Program will acquire foundational knowledge centered around becoming culturally responsive counselors focused on social justice within the program through engagement in the curriculum. Specifically, the Multicultural Counseling and Social Justice course demonstrates these skills during practicum and internship through successful completion of KPIs in practicum and internship.
  3. After completing core courses, students will be able to apply the necessary foundational counseling therapeutic techniques through a theoretical framework within the helping relationship and demonstrate their knowledge through recordings and case conceptualizations.
  4. Throughout the program, students will be exposed to counseling research that is rooted in advocacy and leadership for advancing the program and advocating for clients/students. Through the evaluation of this research, students will create advocacy presentations focused on addressing the gaps in the research which impact underrepresented clients/students.
11. CMHC Student Learning Outcomes
  1. Clinical Mental Health Counselor trainees will demonstrate their ability to support clients through engagement in core and specialty courses focused on developing the therapeutic relationship in connection to culturally responsive diagnosis and treatment through the completion of KPI assignments and will be monitored through supervision.
  2. Acquire the foundational knowledge necessary to successfully pass the National Counselor Examination (NCE), completion of courses as outlined in the program of study, and the requirements needed by the Ohio Counselor, Social Worker, and Marriage and Family Therapist Board to obtain licensure.
  3. Graduates will be able to utilize assessments and knowledge gained through the program to demonstrate effective diagnosis and treatment planning to support clients, as evidenced through case conceptualization and supervision.
12. SC Student Learning Outcomes
  1. School Counseling trainees will demonstrate their ability to support students in the K-12 setting to ensure student’s needs are met in the areas of academic and social/emotional (mental health) and career with an emphasis on support for students from diverse backgrounds through the use of needs assessments, and data collection to create a comprehensive school counseling program (CSCP).
  2. Trainees will be able to support students’ social and emotional needs through the implementation of brief individual counseling, small group counseling, and classroom instruction utilizing the Multi-Tiered System of Supports (MTSS) framework to incorporate the Ohio Department of Education (ODE) K-12 Social and Emotional Learning Standards to acquire the five competencies (self-awareness, self-management, social-awareness, relationship skills, and responsible decision-making).
  3. Acquire the foundational knowledge necessary to successfully pass the Ohio Assessments for Educators (OAE) which is required for licensure in the state of Ohio as outlined by ODE.
13. Senator Question and Comments
  1. Senator: Can you include social science and humanities in this such as a course examining the relationship of DEI and counseling?(A)We do have a multicultural counseling course. It would be unfair to say that we could cover all that in one class but our goal is to have it embedded into the learning objective in every class. (Follow up) I recommend you talk with professors we have here to see how they might contribute to those courses.(A) Absolutely welcome to those conversations.
  2. Senator: What is the plan if the students are all over the country?(A) Partnerships are key. Making connections with individuals and with schools so that we are ready.
  3. Senator: Can they come from over the country–and will they be responsible for identifying their supervisory relationships?(A)The best path is to get licensure within our state and transfer that. We’ll not have students going out on their own. We’ll have some connection there. There will be support and learning along the way.
  4. Senator: We have a placement coordinator and I would suggest that you reach out to her as she has some of these connections already?(A) That would be great.
  5. Senator: When we’re talking about demand, are we talking about demand in the schools, or demand in people who would like jobs? Over time, are we going to max this out pretty quickly, particularly with the decline in high school enrollment? (A)I feel that with the pandemic and a whole host of things have increased, so I don’t see the need going down anytime soon.
  6. Senator: Online MA programs need 100 students to be net-revenue generating. What is the plan to get that net-revenue generated? When will we evaluate when the program will be net-revenue generating? (A) We expect that we will be generating revenue by the end of year two and moving forward. We don’t see anything being to costly for this.
  7. Senator: Is this number reflective of current faculty or new?(A) this program requires three faculty. This number is intended to keep us net positive. We’ve taken a conservative approach on our estimates, but to stay within ratio, we have some room to grow above this.

5. Special Reports

Miller Center and Rinella Learning Center, Christina Carrubba-Whetstine, Director, Miller Center for Student Disability Services
1. Access and Academic Support - Overview
  1. Miller Center for Student Disability Services
  2. Rinella Learning Center
  3. Current Trends
  4. To Consider
2. Miller Center for Student Disability Services
  1. Determines accommodations
  2. Coordinates accommodations
  3. Equitable college experience
3. Current Trends - Students Affiliated with the Miller Center has increased from 2013 to 3189 from 2018-2023. Types of Affiliation - Disability Types, 2023-2024:
  1. Psychological - 38%
  2. ADHD - 32%
  3. Learning Disability - 13%
  4. Medical - 13%
  5. Neurological disorders - 4%
4. Rinella Learning Center - available to all students
  1. Academic Support and Intervention
  2. Specialized Support
  3. Test Proctoring
5. Current Trend - Rinella Learning Center Usage of Tutoring has increased from 6762 to 8648 from 2015-2023. Along with Supplemental Instruction from 5849 to 27552 from 2015-2023.
  1. Supplemental Instruction
    1. FSB Related Courses
      1. BUS 104
      2. FIN 301
      3. ECO 201
      4. ISA 125 & 225
      5. MTH 141
    2. Chemistry
      1. CHM 141, 142
      2. CHM 241,242
    3. Biology
      1. BIO 115, 116
      2. BIO 201
      3. BIO 161
    4. Mathematics
      1. MTH 125
      2. MTH 135
      3. MTH 249
      4. MTH 251
      5. MTH 151
    5. Nursing
      1. BIO 171
      2. CHM 131
      3. NSG 262
6. To Consider
  1. Proctored Exams (graph included in slideshow)- 10% Increase in affiliated students, 19% increase in proctored exams. Space and time issues. Final Exams week requires 60+ volunteer proctors
  2. Students of Concern - 37% of all student of concern reports for the 2022-23 academic year were affiliated with the Miller Center. Managing student of concern reports uses significant resources
  3. Housing & Dietary Accommodations - 351 current students require housing and/or dietary accommodations, Single Rooms and Single Rooms with Private Bathroom.
7. Senator Question and Comments
  1. Senator:I find this really interesting. Thank you for this presentation. Protoring example- Do we know if this is an effective accommodation? How do you know if it is a true accommodation?(A) I think that we do ask those questions to confirm that it is a true accommodation that is needed. I think that where we would come to a head is if a professional person has diagnosed them and indicated accommodations they require, I would be reluctant not to approve them. Especially since they had gone through the process of being evaluated by a professional person and it was determined the accommodation(s) were needed.
  2. Senator: What is the process to get an SI Session?(A) We’re looking at the total enrollment. Reach out to Kevin Carr. He can work with you to get that.
  3. Senator: Do you offer tutoring for all subjects?(A) We offer tutors for the majority of subjects, but we don’t have them for all areas.If it is a non high demand area they can get help with working with academic counseling and we also have other resources to get them where they need to be.
  4. Senator: How do you manage quality control for SI and how do you manage instructor engagement? (A)Supplemental we have the most control there. The faculty member has to recommend the student, and that they have an A or B in the class. Right now they all have A’s. From there we hire and train them. We also have head SI leaders go in and observe SI sessions.. At the end of each semester, our coordinator does observations as well. We also invite feedback from students. We also measure outcomes of academic performance.
  5. Senator: I want to compliment you for all the wonderful work you do. Thank you!
AI Workshop Summary, David Seidl, Vice President for Information Technology and CIO
1. A very short primer on AI in a �� context (This is not the dystopian AI future I was promised in the movies…)
2. Agenda - Quick introduction to AI, Concerns and challenges, Opportunities, What �� is doing, The AI Symposium, Resources, What’s next for �� and AI
3. A quick (and limited) AI vocabulary lesson
  1. Generative AI - A type of AI that produces content like text, images, audio, and even synthetic datasets. Think DALL-E, Midjourney, ChatGPT, and similar tools.
  2. Large Language Models - A specific type of generative AI that focuses on language. ChatGPT is the most famous of these right now. It doesn’t understand language, it understands how language typically works to produce a reasonable result.
  3. Natural language processing - A machine learning technology that allows computers to comprehend and interpret human language as humans use it. Think Alexa, Siri, and Ok Google
  4. Machine learning - A branch of AI which focuses on data and algorithms to learn without being programmed. Rather than learning how to walk, thousands of models might be created to see how a system could walk.
4. An example of machine learning (genetic algorithms)
5. Craiyon.com - AI generated, text guided artwork - “A watercolor painting of �� University in Oxford Ohio”
6. Let’s Chat -
7. And tools are coming fast
  1. Search for AI tools:
  2. An example of a academically focused tool:
8. AI isn’t magic
9. Microsoft AI suggests food bank as a “cannot miss” tourist spot in Canada -so it is not 100% accurate.
10. “The organization has been collecting, purchasing, producing, and delivering food to needy people and families in the Ottawa area since 1984. We observe how hunger impacts men, women, and children on a daily basis, and how it may be a barrier to achievement. People who come to us have jobs and families to support, as well as expenses to pay. Life is already difficult enough. Consider going into it on an empty stomach.”
11. What’s it good for?
  1. Healthcare: AI is used for medical diagnosis, drug discovery, and predictive analysis of diseases.
  2. Finance: AI helps in credit scoring, fraud detection, and financial forecasting.
  3. Retail: AI is used for product recommendations, price optimization, and supply chain management.
  4. Manufacturing: AI helps in quality control, predictive maintenance, and production optimization.
  5. Transportation: AI is used for autonomous vehicles, traffic prediction, and route optimization.
  6. Customer service: AI-powered chatbots are used for customer support, answering frequently asked questions, and handling simple requests.
  7. Security: AI is used for facial recognition, intrusion detection, and cybersecurity threat analysis.
  8. Marketing: AI is used for targeted advertising, customer segmentation, and sentiment analysis.
  9. Education: AI is used for personalized learning, adaptive testing, and intelligent tutoring systems.
  10. Human assistance: AI is used for translation, creativity assistance, as a writing aid, and to answer questions
12. Concerns, so many concerns
  1. Intellectual property
  2. The value of input datasets
  3. The problem with “delusions”
  4. Understanding how an AI get its answers
  5. Facts versus models
  6. Traceability/validation of how it gets to an answer
  7. Ethics
  8. Data bias
  9. Algorithmic bias
  10. Misuse
  11. Replacing humans and costing jobs
13. Challenges for ��
  1. Classroom challenges: student use of AI for written assignments, exams, application letters, and in many other areas is already occurring and many faculty members - and their courses - are not prepared for it.
  2. Using AI effectively requires understanding of what you’re doing and what the output is, and that means we need training and awareness for our faculty and staff too.
  3. Intellectual property law as applied to AI is unclear in many cases, and this may create issues for us. Right now, trends point to AI generated materials not being copyrightable.
  4. AI training and awareness are already being marketed by other institutions. To compete, we’ll need to distinguish ourselves and market appropriately.
  5. Our data may be leaving - and we may be giving licenses to use it. “Free” AI tools typically claim ongoing usage rights to what you submit to them, and many of our other normal tools do too or will soon.
  6. AI is going to be built into the tools we use from search engines to phones to Workday and other tools. We need to consider how jobs, capabilities, and work change.
14. Opportunities for �� - a few examples
  1. There will be a gold rush into AI. We have an opportunity to consider what �� is good at and how we can leverage that.
  2. We have AI/ML expertise in multiple areas (CEC, Farmer, CCA)
  3. Many AI tools can increase the efficiency of our staff and faculty if we equip and train them appropriately - but AI won’t always be the best tool.
  4. AI has the potential to provide greater, more approachable insights into our data IF we invest to make that possible.
  5. In the academy over time AI can help us better meet individual student needs while addressing accessibility and inclusivity needs
  6. AI may help us provide more real-time feedback on assignments while adapting materials and courses to where a student is in their learning path.
  7. Grading and similar tasks will increasingly be possible to do via AI with limited human oversight and validation, allowing faculty, GAs and TAs to focus on higher value areas.
15. What’s �� Doing?
  2. https://
16. The �� AI Symposium
  1. 3 tracks, 15 sessions
  2. 1 keynote
  3. AI discussion topic tables at lunch
  4. Over 200 attendees including students, faculty, staff, visitors from other institutions, and even some parents!
17. Russell Group’s Principles for the use of AI in Education:
  1. Universities will support students and staff to become AI-literate.
  2. Staff should be equipped to support students to use generative AI tools effectively and appropriately in their learning experience.
  3. Universities will adapt teaching and assessment to incorporate the ethical use of generative AI and support equal access.
  4. Universities will ensure academic rigour and integrity is upheld.
  5. Universities will work collaboratively to share best practice as the technology and its application in education evolves.
18. European Commission’s recommendations for AI in the classroom
  1. Teach for AI: Educators develop knowledge, skills, and attitudes to engage confidently, critically, and safely with AI systems in everyday life.
  2. Teach about AI: Educators learn and teach technical AI fundamentals like prompting, machine learning, and algorithms
  3. Teach with AI: Educators use AI tools to enhance learning, assessment, and administration
19. What’s next?
  1. �� must address AI strategically, as we consider how to use it, how to teach it, and how to prepare our students, faculty, and staff for a world where AI is not only available, but pushed into mainstream life.
  2. We also need to address the ways in which AI will create new challenges ranging from academic dishonesty to operational issues like intellectual property issues arising from the use of AI and the use of our data by AI. We need policies, procedures, awareness, education, and communication, and we need it now and as it develops further.
  3. In the new year we’ll be working on ��’s AI strategy - stay tuned!
20. Senator Question and Comments
  1. Senator: In terms of contracting, is there an insert so that we can make everyone aware of this issue?(A) We are working to add that into the evaluation process. We’re not a big enough gorilla to change some of those contracts, but we’ll join with others and national organizations in the future. There are wonderful uses for this technology, but there are bad things too.
  2. Senator: TurnitIn in further AI technology?(A) TurnitIN has been using student submissions forever. I don’t know what they are doing downstream. It’s also interesting to think that when a company is sold, does the data go with it?
  3. Senator: One student wrote a letter as a grad student that was quite good. Then I wondered if it was generated by AI. (A) It’s showing up everywhere including resumes and cover letters...
  4. Senator: I’m concerned about this because the news had 5 different individuals being impersonated by AI. I am worried about AI impersonating our lectures.(A) This political season is going to be fascinating because the law is not keeping up.
  5. Senator: With TurnitIN, is there any use now?(A)I have yet to see one that can identify AI. Generally, I’m advising that instructors don’t rely on this tool as it is not accurate.
  6. Senator:Do you have voices at your table that have different views of this?(A) Yes, we do have people that play this role. Figuring out people to make sure that we have all views heard.
  7. Senator: We’ve received some communication that Turnitin isn't effective as everyone thinks it might be? (A) It’s challenging. I would be cautious about proclaiming that from a legal perspective. We’ll figure it out as we go forward.
  8. Senator: 40 thousand new jobs for people with AI experience. How are we going to address giving our students tools to help equip them for this? (A) It is changing quickly, maybe you trade out your textbook, or use the free ChatG
  9. Senator: Can we have AI training or AI for newbies? (A) I am expecting that we will continue to do the AI symposium and things like that. Student government members really stepped up and served as early supporters.
  10. Senator: What type of curriculum do you think we need to handle AI? (A) When I think about it we need to make sure we design our courses around AI existing. In the future it will be more built in and students may not know that they are even using it. Something to think about is Artists will have to think about how they create art, display, and how to make their work marketable in an AI world. I don’t have all the answers for this, and that is why we are creating groups to work on strategy here at �� to try to get ahead of the curve on this instead of continuously chasing it.

6. Provost Update

1. �� will be playing in the Cure Bowl in Orlando on Saturday, December 16th at 3:30 PM (televised on ABC). The team's first official activity is on Tuesday, December 12th at 5 PM (but they are required to be there at 4 PM). Therefore, the team will be leaving Oxford early morning on Tuesday, December 12th, which means that they will miss 4 final exam days. Our opponent (App. State) will also be at the first official activity on Tuesday afternoon. It is important for faculty to know that �� did not choose this bowl game or date. In fact, we had hoped for a game on December 29th, 30th, or 31st so that final exams would not be affected. However, ESPN expressly picked us to play in one of their bowl games, and we are delighted it is the Cure bowl, given ��'s athletic department's past and current fundraising efforts for a cure for cancer. Several of our athletes have been directly affected by cancer (family members), and it is an important cause for the athletes, coaches, and staff. While in Orlando, there are several events around finding the cure for cancer, and the football team will be involved with activities from 8 AM - 5 PM each day. The cheerleading team and bands will also be going to the bowl game, but I am not sure about their departure times/dates yet (we are working on their schedule of required activities), but it is certain that they will miss some final exam days too (but probably not as many). The Athletic department is working on communications and proctoring exams in Orlando.
2. Senate bill 83 is off the table for now. The Chair of the house has told the senate that they don’t have the votes in the house right now. Please continue to follow that in the news.
3. I want to thank a special member of the Senate, Dana Cox, and I hope everyone is going to come to raise a glass with us. She has been a senator for a long time, and a huge thing about Dana is that her leadership helped lead us safely back to the office after COVID. We will miss her very much. She blazed the trail by being the support for chairs and faculty. She really defined that work, which was really important. I only got the privilege of working with Dana for a year and a half, but I quickly saw how passionate she was regarding mentorship, helping faculty, chairs, assistant deans, and all the other work she did for the Provost Office. We appreciate everything that she has done, and we will miss her. I hope everyone will come and join us after the meeting to celebrate her.

7. Adjournment

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