Index of Topics

State Joint Transfer Commission-Review

RN to BSN proposal – Mary Baroni

Writing Proficiency –language clarification

Recruitment,Admissions,Support Cte-draft

Appendix D Acad Dishonesty – update


For Approval 5/8/2012

To Faculty Senate 5/14/2012



Meeting of April 24, 2012



CALL TO ORDER.   Chair Roger Anderson called the meeting of the 2011-12 Academic Coordinating Commission to order at 4:06 pm.  There were twenty-three (23) persons present.  See attached roster.


APPROVAL OF MINUTES The ACC Minutes of 4/10/2012 were approved with one correction.


REPORTS:   Steve VanderStaay reported on the State Joint Transfer Commission’s review of four year colleges’ and community colleges’ implementation of requirements for transfers.  The VPUE and the Registrar will be looking for advice from the ACC as we meet new guidelines that require additional prior learning procedures if we are to give credit for example, for experience as a medic in the military.  The NW coalition of community colleges feeds transfer students to Western; all the CTCs in the coalition are developing prior learning assessment procedures. It may be in our interest, and that of the CTCs in the coalition, to ask these schools to develop a single system of prior learning assessment  that would meet our standards and, therefore, yield credit that transfers to Western. 


Presentation: Mary Baroni: RN to BSN.  ACC members heard Baroni report on the current status of the RN to BSN program including current national and State interest in seamless academic progression as people proceed to complete a BSN degree. Data reflects a need for such a program in this part of the State.  Baroni presented an overview of how the large number of interested students might complete the RN-BSN program at Western with GenEd requirements including a proposal for dual enrollment during the summer while between 2nd and 3rd  year at the Community College.  Baroni looks forward to open discussions of options and how to work with the program’s new home in WCE, and with ACC in the coming year to assure appropriate review and approvals are in place by Fall 2013.  Dual admission means there could be more integration of courses, so a 2-phase process might eventually be established.  There is strong support for a 1+2+1 model, but the program will start with the 3+1 model, including accepting a strong first cohort to ensure a successful program as it moves forward.


Other comments included:

Additional points:

·      A mature draft proposal on how students might complete the GenEed requirement at Western was submitted.  Dual enrollment was one of several options that were considered as feasible in the Western culture.

·      Currently about 2/3 of all new nurses are educated in Community College, and 1/3 in licensure programs

·      Recommendations from the State are to increase nursing BACs to 80% by 2020 and to double nurses with doctorates by 50%.

·      This part of the State significantly lower:  51% of nurses in WA have BA or higher;  62% in King County; 49.2% in Snohomish; 45.7% in our northern part of the State.  About 37% of nurses at St. Joseph’s have a BSN.  Entry in these counties is only through community or technical college.  With UW at Bothell, Skagit Valley and Everett campuses there is need for more players to contribute, whoever can do well a high quality program will contribute significantly to the State and the region.

·      5 years of conversation on how this might fit at Western, with challenges but need to move forward.

·      Curriculum group meeting since December includes Lois Longwood, Janice Lapsansky, MJ Mosher and two directors of Community and Skagit, Diane Myers, Paul Chambers from St. Joseph Peace/Heath.  This is a new cutting edge model, to think about a collaborative development of curriculum that actually includes practice to make the program more relevant.

·      The academic home will be Woodring College, which already houses Human Services and Rehabilitation. 

·      A needs assessment in process of nurses at St. Joseph’s to gauge level of interest and features of a program that would be feasible.

·      Response outstanding: 276 responded to survey, 191 current nursing students.  Students are different than typical Western students insofar as they are a little older, between 30 and 50 years of age.

·      Quite a bit of work to get the BSN for graduates of technical and community colleges; ¾ will graduate prior to launching this program, a fairly significant potential pool.

·      2/3 nursing respondents extremely interested (75 extremely interested to start within next couple of years)

·      Over 99% respondents  want to go to Western; over half of the younger ones interested in starting as soon as they graduate.  Less than a handful had no interest in pursuing a BSN.

·      May 9th an information session at St. Joseph’s for nurses, discussion of financial aid, preliminary advising on general education requirements, to make them more competitive for admission.

ACC’s Advisement, Oversight and Recommendations are Necessary Going Forward

·      Nursing is different from a lot of majors and is really a 3+1 vs. the 2+2 of the transfer agreement.  Students can be at the technical college for 3 years and graduate with 120 to 150 credits, a lot of which do not transfer to the 4-year colleges.  Students will come in with all their science credits so will not take any here.  They will need social sciences and some upper level nursing courses are being proposed to meet these and the GenEd requirements.  As a self-sustaining program there will not be a drain on resources.  Summer session might allow for greater contribution in electives, classes such as “Ethics” and concerns related to “Death and Dying”, legal issues, culture of safety, and developing highly educated critical thinkers.

·      Our first cohort is anticipated to be between 35 to 45 students.  At this point there is not a Direct Transfer Agreement (DTA) for an RN to BSN program.  We want to come up with a transparent pathway to meet GenEd and nursing requirements, but not have it take 6 years.  1990 legislature mandated work with nursing programs across the state to streamline.”  How do you give credit for competencies with a lack of alignment between the two?  A passing licensing exam should show competency so 45 credits can be transferred in.

·      How do we grant upper division credits as course equivalents?  60 upper division, accept 45. Only 75 can be transferred in from 120.  It’s a question of looking at community college courses vs. upper level university courses to see equivalencies. Also must look at setting standards; currently any university in Washington can start up without set standards, which creates concerns regarding quality and rigor with proprietary groups coming in. To not do this would be a disservice to students.  Over 50% of students go on to grad school.

·      Community college systems are more tech savvy with more advanced online processes. We need to catch up (areas with deficits are most likely in Humanities)

·      Would there be substitute GURs that could be offered at the 300 level?  Could we recommend electives most relevant to nursing/faculty interests, as long as they don’t adversely affect academic resources?  ACC would give guidance on how to use our rules to work with a nursing program to best serve the state of WA.

·       Western requires 45 credits in residence (letter of law).  A two-phase process (start at Western, go to Whatcom, come back) could be ideal.  But agreements need to be put in place.  Strong support for this collaborative model; start with 3+1, move toward 1+2+1.

·       What about developing a program of working in the opposite direction? (i.e. students that excelled in GenEd can declare a nursing major and still earn a Western degree).  Would require having the BSN in place. Would create huge opportunities for greater integration later on.

·      Roger Anderson commented that this was an “incredibly mature preliminary pathway”.  Baroni suggested the need for ACC’s thoughtful advisement on moving forward and thinking this through in the best way possible. 

Commissioners thanked Mary Baroni and guests for the presentation.





CC Committee


Topics and Team Review






ACCEPTED.  4 Strand Proposals-Motion of Approval re WP requirement**;

R. Norton-Nader





ACCEPTED.  Report on Women’s Studies Program

C. Sampaio



Fairhaven College


ACCEPTED.  FAIR 297J-Approved for Strand

K. Johnson



Fairhaven College


ACCEPTED.  Fairhaven Student Interdisciplinary Concentrations

K. Johnson


From previous meeting:  Memo re 3 Fairhaven student/faculty designed majors -  ACCEPTED










CUE passed a MOTION to revise the catalog language for the Writing Proficiency Requirement for clarification purposes and to forward to ACC for approval...  This action will be followed by a broader review of the WP requirement…   Highlighted material below is new (FOR OLD LANGUAGE, SEE CURRENT CATALOG):

“Upper-division Writing Proficiency Requirement

Upper-division writing proficiency requirement: complete a minimum of three writing proficiency points in designated upper-division Writing Proficiency courses at WWU with a minimum grade of C-. Students must complete Block A of the Communication GUR requirement before enrolling in a Writing Proficiency course.

All Western Writing Proficiency courses should follow these University-wide guidelines:

·         students have opportunities to write multiple drafts of assigned papers

·         Students receive suggestions for revision; and

·         instructors assign course grades based on assigned writings according to the writing proficiency points table below

Upper-division writing proficiency courses emphasize research and writing. In writing proficiency courses, students learn the writing style and conventions of their disciplines, as well as the techniques for integrating evidence into scholarly papers. Writing proficiency courses are listed in the online Timetable of Classes.


Writing Proficiency Points Fulfilling the Upper-division Writing Proficiency Requirements
(Minimum 3 points required)


Credit Hours of course

% of Grade Based on Writing Assignments


(1 pt)

1 Credit


2 Credits


3 Credits


4 Credits

20% (18.75%)

5 Credits






(2 pts)

2 Credits


3 Credits


4 Credits

40% (37.5%)

5 Credits






(3 pts)

3 Credits


4 Credits


5 Credits




Students unable to enroll in designated WP courses may be able to satisfy the requirement, with faculty endorsement, by submitting an “Alternative Writing Proficiency Course Agreement” through the Writing Instruction Support Program.”

Committee members pointed out it is necessary to eventually define what can be expected from each level of a WP course, and hope to draft some language about this.  The rubrics for Communication competencies may prove useful. Some definition ought to be provided for what “revision” entails, and where Eng 101 fits in. (end text of CUE MINUTES)


ACC commented on the WP requirement as follows:


n  ACC would like a code associated with WP which would automatically set up the Block A prerequisite.

n  ACC reported that CUE would like to hear faculty opinion on the WP1, WP2, and WP3 requirement.

n  ACC noted that teaching a WP3 courses is very different than the upper level course without the writing requirement.  It is not just about the course, but about the content, and the course is very much changed. 

n  ACC and CUE asked how is the learning experience of a student who takes three WP1 courses and graduates without doing the extensive revision required in the WP3 course?

n  ACC reported that the feeling is that faculty like the point system.



Recruitment, Admissions, Support Committee - draft

ACC reviewed a draft charge for a new committee to replace the old college admissions and intercollegiate relations committee. The Chair explained that there is a reawakening of the need to have faculty involved in enrollment management, especially if we are losing the ability to attract the highest level student.  Commissioners commented briefly on the draft.  David Gilbertson suggested that ACC’s charge extends only to Admission standards and that this charge exceeds ACC’s authority.  Chair Anderson disagreed  reminding  Commissioners that the purview of ACC includes improving the curriculum.

A vote to approve will be held on May 8.


Appendix D – Academic Honesty Policy

ACC reviewed the finalized draft that has been reviewed by the Senate Executive.  Minor edits have been made.  The Senate Executive would like ACC to propose a resolution on Section 3: Ways to Avoid Academic Dishonesty, which can be promoted to the campus, but removed from the Appendix itself. 

The Exec requests creation of the E-form that is required by the Academic Honesty policy.



Adjournment:  5:58 pm

Rose Marie Norton-Nader, Recorder – April 24, 2012




Voting Membership (terms ending 2012)



Roger Anderson, Chair 2010-12



B –  Billie Lindsey, PEHR



Mark Kuntz, Vice Chair 2012



C –  Holly Folk, Liberal Studies 






 At-Lg: Kristi Tyran, Management



Mary Baroni, RN, Ph.D., UW-Everett



E- Yvonne Durham, Economics



Lois Longwood, Director Degree Programs, EE



I – Peter Smith, Library



Maggie Barklind, AssocDirector, Stud/course Serv EE



F-Niall O Murchu (for John Bower), FAIRHAVEN



Larry Antil, Director, Teacher Outreach, ED



Sheila Webb, Journalism, SENATOR



Janice Lapsansky, Biology



David Gilbertson, Accounting, SENATOR



LeaAnn Martin, AssocDean, CHSS



Fabiola Arvizu, ASVP






 Victor Celis:






Megan Housekeeper:






Kaylee Galloway:






Voting Membership (terms ending 2013)






H-Tracy Thorndike-Christ, Spec Ed



Records: Senate Assistant



D-Mark Kuntz, Theater and Dance



Rose Marie Norton-Nader, Recorder



A-Roger Anderson, Biology, Chair,  UPRC rep



 Zach Cisco, Distinguished Student Emp Senate



G-Troy Abel, Huxley College



Members Present



Jeffrey Grimm, CUE Liaison with ACC (nv)



Recorder  and Guests



Steve VanderStaay, VPUE for Provost Riordan



Meeting: 4/24/12      TOTAL:



Dave Brunnemer, Registrar (nv)






Lisa Zuzarte, Catalog Coordinator (nv)