Members present: Genaro Padilla (Co-chair), Carolyn Porter (Co-chair), David Kirp, Robert Knapp, Cathy Koshland, Robert Middlekauff, and Mark Tanouye; Student representative: Yvette Flores and Arian White; Staff: Gail Kaufman, Alix Schwartz, Daniele Spellman

Presentations: Dean Kwong-Loi Shun, Letters and Science Advising; Sheila Humphreys, Academic coordinator for Student Matters, EECS; Stephanie Beardsley, Director, Academic Partnership for Excellence

Announcements and review of previous meeting (2/5/99)

A brief review of the key issues defined at the February 5 meeting. The six categories (see February 5 minutes) are a useful way for the Commission to focus the agenda for its meetings through May.

At the April 2 meeting the topic will be planning related to housing and community. Possible building sites on the Southside and other related issues will be discussed at that meeting.

Summary of Discussion: Ultimate goals of undergraduate education

Cathy Koshland summarized the articles distributed with today's agenda. The articles and the Boyer report can help frame the discussion regarding such issues as the purpose of a four-year undergraduate education, the tension between lifelong learning vs. skills acquisition and the opportunities and differences that exist between liberal arts college and a research institution.

Key points made during the discussion:

• Create greater flexibility to allow undergraduates to fulfill some of their breadth requirement in the last two years rather than in their first two years.
• Provide greater opportunities to explore other areas of study through a more interdisciplinary approach (e.g., in the breadth requirement and in the major).
• Develop more interesting combinations (e.g., Science and Literature) and use interdisciplinary teaching (e.g., team teaching).
• Increase the sense of community by offering one or more general courses for all students.
• Examine the value of weed-out classes in science (e.g., pre-med) and economics, among others.

Questions:

• Given the caliber of Berkeley students, do we need to weed out students?
• Is this how we want to teach science?
• What role, if any, should collaborative learning play in the sciences?
• Are there external and internal market forces that influence the demand for a particular field?

Summary of Discussion: Advising and Mentoring Presentations

Each representative gave an excellent presentation outlining his or her program's services and mission. L & S Advising (41 career staff) ensures that academic advising takes place, and also enforces the rules and regulations for the College. Staff shortage makes it difficult to serve all of the 16,000 students, and contributes to the backlog. It can be difficult for students to get a quick turnaround on their requests for an appointment. The program offers group advising workshops and individual appointments. The staff and assistant deans are working on improving linkage to other units (e.g. Student Learning Center) and to improve liaison with faculty advising.

The Student Learning Center (55 career staff) provides students with advising and academic development. The staff looks to serve the whole student. The unit also provides services to students who have special educational and advising needs such as re-entry and transfer students, disabled students and athletes.

The advising program for the EECS department provides academic and pre-professional support through individual advising, academic programs and information. This program serves undergraduates and prospective EECS students. The commitment to the program is strong, with 50% of the faculty involved in advising.

Issues that emerged from the presentations and discussion:

Vice Chancellor Genaro Padilla suggested the Commission consider conducting a more comprehensive study and analysis, during the summer, to assess advising efforts throughout the campus. The departmental advising survey and summary of responses prepared by Alix Schwartz is a first step. Some questions the Commission may want to pursue in such a study are:

• How can we provide better advising to every undeclared undergraduate?
• How do we expand the resources currently in place?
• How do we determine and measure the demand for advising?
• How can we maximize what is already in place?
• What additional resources are needed to meet the current advising need?

Next Meeting:

The next meeting is scheduled for 2:00-4:00 on Friday, March 12, in the Chancellor's Conference Room. The topic will be a continuation of the discussion on faculty advising and mentoring.

Last updated on 3/4/99 by CS.