ࡱ> 130 ibjbj΀ 4i      11111@@@LNNNNNN-"6N@@@@@N11cxxx@.11Lx@LxxV@1 } n  8y0 xc"xc"c"@@x@@@@@NNx@@@@@@@c"@@@@@@@@@ : Academic Standards Committee Meeting December 3, 2010, 8:00 a.m. Senate Report Members Present: Glen Tenney, Chair; Jim Fitzgerald; Gary Hanington; Janice King; Jeff Peters; Rich Southard; Diane Wrightman Members Absent: Kris Bilbao The committee considered the following two matters at the meeting: Course Substitution. The committee was asked to review the substitution of ECE 231 for ECE 480 in the AA in Early Childhood Education program for a student. Because the two courses have essentially the same content, and because the inclusion of ECE 480 in the associate degree will be replaced by ECE 231 in the upcoming catalog, the committee approved this substitution for the student under consideration. Non-traditional Credit for General Education Courses. The question at issue is whether or not students should be given credit for general education courses when they have obtained such credit by non-traditional means. More specifically, as outlined on page 22 of the current catalog, students can currently get credit for GBC courses in these ways: College-Level Examination Program College Board Advanced Placement Examination Challenge Examinations Transfer from Other Institutions The potential problem is that, since general education courses at GBC have specific requirements in terms of communication skills, critical thinking, personal/cultural awareness, personal wellness, and technological understanding, as outlined on page 55 of the catalog, it may be reasonable to think that these requirements would probably not be met by a student who gets his or her credit for these courses from the means listed above. After considerable discussion on this matter, it was agreed that the current policy of awarding credits for general education courses via the four methods above should continue without any formal change. The committee would, however, like to make the following statement in connection with challenge exams: All faculty members are encouraged to make challenge exams sufficiently rigorous so that they can reasonably ascertain whether students have the essential understanding and sufficient mastery of the content of the course being challenged. 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