D & I: Self-Care Work, Workshops, Putting Together a Calendar of Events (Hiking Tumamoc

March 11th—

Rep Reports:

D & I: self-care work, workshops, putting together a calendar of events (hiking tumamoc, etc.); meeting with Lee about funding for a trip to the planetarium; other ideas for getting together (karaoke at Playground, Cafe Pain, etc.)

Lit.: ENGL 280—problem with English majors not getting the classes they need and not graduat- ing in 4 years—Tenney is on board with grad students teaching these courses, but jury’s out on what other faculty members think; asked Tenney for advice on how to get teaching load reduc- tion, Lee hopeful that we’ll get to a 2:1 eventually; effectiveness of online teaching evaluations for Lit classes?; MA exam—talk of shortening the list and making it easier to finish in 2 years, grandfathering old list for students already in the program

GLC: a constructive conversation about changing the MA exam—researching other programs, but not many are comparable—goal: exam happens at some point during the 2nd year in the program, less units required, but this may not happen right away; TCEs vs. qualtrics?

RCTE CC: finalizing curriculum for new cohort; Damiàn says RCTE will bring Nicole Ashanti Mc- Farlane to campus—committee consists of Cristina Ramirez, Damian Baca, & Susan Miller -Cochran; looking for a new grad student rep; hosting the McFarlane gathering; also: issue of grad student involvement in bringing new faculty to the program? minimized role?; McFarlane’s research: African Americans in the public sphere, diversity, underserved communities; after April 4th, Anushka will send out an email to the faculty: student voice? access to faculty?—there isn’t a grad student rep for admin committee—eventually bring this up with Damian & Lee—trans- parency? etc.; record low for incoming students; also: change in curriculum? creates a divide between senior students and newer students?

CW: meeting w/ Chris Cokinos about student-run events/associations within CW, should partici- pation in these things count for course credit?—pro: gets students to do these things (e.g. Salon died out b/c students didn’t have the time to dedicate w/out incentive), con: not fair in relation to other programs w/in the department (e.g. lit students aren’t given course credit for other similar voluntary roles)

RCTE: talked to Susan about putting consent form in syllabus PDF—legal issue?—Maribeth is working on digitally signable PDF; Shelley, sent out email about online teaching—grad students need OIA training, grad course work, or grandfathered in by teaching first round of online classes (but everyone has to do PD challenges)—22nd, 24th, 25th (of May?), online training dates; 101/102, 107/108 course policies? late work? some discrepancies about the various ways this policy might be interpreted—a survey will be put together over spring break and discussed at the next WRIPAC meeting; C & A meeting, revising course request forms, benchmark study, 101 pilot assessment; moving to qualtrics, forms should be out soon; 306—course hasn’t been making, so it’s not on the table—101A will be open to lecturers—rankings?—also: 109H form is quite rigorous—everything else is simple, though (w/ qualtrics); Susan Miller-Cochran proposed revi- sions for WP SLOs; benchmark—paid scoring in May, outcomes?

CO-CHAIRS: meeting w/ Lee about Pink Hotel/offices, hoping it’s gonna happen but construc- tion hasn’t even started yet; meeting w/ J.P., Amy & Susan mentioned Brother Dean (is he a threat? yes—targets particular people and groups. Also: disruptive & loud.)—pushing for reduced teaching load, steps to take: (according to J.P.) student retention is a benefit, class size, etc.—WPAs, gathering info. about peer institutions, ABOR, most were 1/1 (out of 10), course caps are also (for the the most part) lower (Maryland, Illinois, etc.)—presented chart with these findings to J.P.—also: difficult to compare other departments b/c the teaching is so different, so- ciology & history are closest and still not really that close, didn’t present info. to J.P. for this rea- son—here’s the stats: 1) 7 years for master’s and PhD; 2) 1 grad student could teach up to 700 students; 3) one cohort: up to 600 students (!!)—ultimate goal: 1/1 teaching load w/ 15 student cap (ideal), but also not preposterous in light of MLA/CCCC guidelines—benefits of reduced teaching load, from institutional perspective: improvement in time to degree, better ranking, fo- cus on publication can be intensified, more time for service, etc.—J.P. was really receptive, mentioned his role in adjunct pay raise—it would take $800,000 to reduce our load to 1/1— Madelyn sent memo to Susan & Lee—a sense of when changes might happen? not yet, really. —data from self-study is really key—overall, meeting w/ J.P. was positive