OHIO Open Library (Ohio University)

Brock, Angela

 
1 
 
Resolution on the Scope of Student Evaluations of Teaching 
Resolution of Non-handbook Policy 
Sponsored by the Executive Committee 
March 3, 2025 
Passed  
 
Whereas across and within colleges and schools there are inconsistencies in the types of Ohio 
University courses in which student evaluations of teaching (SETs) are administered, 
 
Whereas under the Class Climate software system previously in use, units were able to use the 
program interface and local resources to manually remove courses and/or course types from the 
evaluation process before the start of the semester,  
 
Whereas under the Blue course evaluation system this type of customization is much more 
difficult, requiring the resources of the Office of Information Technology (OIT) to manage any 
variations through direct coding each term, and 
 
Whereas this issue may be addressed by setting criteria determining when a course should have 
SETs administered and applying these standards uniformly across the university, 
 
Whereas the Student Evaluations of Teaching and Learning project team of the Teaching, 
Learning, and Assessment committee recommended this course of action after careful 
consideration, and 
 
Whereas they further recommended that SETs should be administered in all courses, save those 
classified as tutorials (for which a separate tutor evaluation is in place) and those sections for 
which fewer than five students are enrolled (to protect student anonymity). 
 
Be it resolved that Ohio University shall adopt these two recommendations and administer 
SETs in all courses apart from those classified as tutorial or research,1 and those course sections 
for which fewer than five students are enrolled.2 
 
  
 
1 University Curriculum Council classifies courses into 14 types. Accordingly, 12 out of these 14 course-types (with  
TUT, the designation for HTC tutorials,  and RSC, the designation for research courses, the only exceptions) will 
have SETs administered. 
2 If smaller parallel sections of the same course are taught by the same instructor in the same modality, then SETs 
should be collected when the combined sections meet or exceed five students enrolled.  


English

March 3, 2025 - Passed - Exec - Resolution on the Scope of Student Evaluations of Teaching

UCC Minutes 2-25-25

 
 
 
 
 
 
 
 
University Curriculum Council 
April 1, 2025 
3:05 - 5:00 p.m. 
Microsoft Teams 
 
 
        AGENDA 
 
 
I.    UCC Chair: Todd Eisworth 
• Approval of the March 18, 2025 meeting minutes. 
     
II. Vice Provost for Undergraduate Education: Sarah Poggione 
 
III. Programs Committee Chair: Connie Patterson 
• Agenda 
 
IV. Program Review Committee Chair: Sherleena Buchman 
• Report  
 
V.      Individual Course Committee Co-Chairs: Allyson Hallman-Thrasher and David Juedes 
• Agenda  
 
VI.      General Education Committee Chair: Jim Strode  
• BRICKS Waiver Memo for BS1203. 
• ANTH/SOC 2500 BRICKS recommendation. 
 
VII.      New Business 
 
 
 


UCC Agenda 4-1-25

Sense of the Senate Resolution 
Faculty Senate Response to Senate Bill 1/House Bill 6 
Passed - March 17, 2025 
 
Whereas, SB1/HB6 impose constraints on freedom of speech on college campuses by restricting 
speech about certain topics, and mandating the presentation of ‘multiple, divergent, and varied 
perspectives’ on controversial topics while creating mechanisms that can be, and have been, used 
to punish minority perspectives. SB1/HB6 also prohibit the negotiation of certain aspects of 
collective bargaining and the protection of the provision of strikes by faculty, which will threaten 
that right for faculty unions throughout the state. The imposition of post tenure review also 
threatens academic freedom to challenge consensus views in academic fields thereby stifling 
innovation. Governmental control of speech, whether restricting it or mandating it (or, in the case 
of SB1 and HB6, both), is censorship and is contrary to the First Amendment to the U.S. 
Constitution as well as Article 1, Section 11 of the Ohio Constitution (“no law shall be passed to 
restrain or abridge the liberty of speech”); and 
Whereas, rural and Appalachian Ohioans are supported by Diversity, Equity and Inclusion, DEI, 
initiatives, these citizens have much to lose through SB1 and HB6. DEI also encompasses veterans, 
individuals with disabilities, food-insecure families, the elderly, people of diverse racial, national, 
religious, gender identities, and economically disadvantaged people regardless of their age, race, 
gender, and other identities - who will also be adversely impacted by the proposed legislation; and  
Whereas,  the language limiting DEI initiatives in the SB1/HB6 bills may impact institutions 
striving to comply with the law through not meeting the accreditation standards by various 
accrediting bodies such as: Council for Higher Education Accreditation (CHEA) and accrediting 
organizations such as the Liaison Committee on Medical Education (LCME) and the Commission 
on Osteopathic College Accreditation (COCA), Council for Accreditation of Counseling and 
Related Educational Programs (CACREP) Nursing accreditation standards by AACN, Council for 
the Accreditation of Educator Preparation (CAEP), which provides accreditation for all teacher 
licensure programs at Ohio University, and Journalism accreditation standards by The Accrediting 
Council on Education in Journalism and Mass Communications (ACEJMC). 
 
These organizations mandate demonstrable commitments to diversity and inclusion, and the 
elimination of DEI initiatives could jeopardize institutional accreditation, federal funding, and 
overall reputation; and if accreditation is lost, it will limit employment opportunities for our 
graduates and subsequently Ohio colleges and universities will lose students to states that maintain 
accreditation significantly impacting Ohio’s labor market; and 
 
Whereas, 16%  of the Ohio workforce are represented by healthcare and education, the second-
ranking employment sector, where DEI  plays a crucial role in fostering inclusive environments 
that attract diverse talent, drive innovation, and enhance institutional and economic performance, 
as evidenced by research demonstrating that diverse teams are over 35% more productive and that 
inclusive organizations experience significantly higher financial returns; and  
Whereas, the dismantling of DEI initiatives through SB1/HB6 pose a risk to Ohio’s economic 
competitiveness by potentially discouraging businesses and professionals who prioritize diversity 
and inclusion from investing in the state; and 
Whereas, the healthcare sector relies on DEI initiatives to cultivate a workforce capable of 
addressing the needs of diverse populations, and the prohibition of such initiatives may exacerbate 
existing health disparities among elderly populations, rural and urban underserved communities, 
racial minorities, veterans, individuals with disabilities, food insecure families and women, thereby 
reducing healthcare access and quality of care; and 
Whereas, the Ohio Senate has passed Senate Bill 1 (SB1), and discussion of HB6 in the 
Congressional House of Representatives symbolizes legislation that seeks to eliminate DEI 
initiatives, impose restrictions on academic discourse, and alter faculty governance structures at 
public universities and colleges across the state; and 
Whereas, organizations such as the American Civil Liberties Union (ACLU) of Ohio have raised 
concerns that these mandates may lead to faculty self-censorship and a diminished quality of 
education, further weakening Ohio’s higher education institutions; therefore,  
BE IT RESOLVED that the Faculty Senate of Ohio University strongly opposes Ohio Senate Bill 
1 and Ohio House Bill 6 due to their potential adverse effects on Ohio’s citizens, Ohio’s economy, 
institutional autonomy, academic freedom, educational quality, and healthcare outcomes; and 
BE IT RESOLVED that the Faculty Senate urges state policymakers to engage in meaningful 
dialogue with educators, healthcare professionals, business leaders, and community partners to 
develop policies that uphold and support the creation of a multifaceted workforce; and 
BE IT RESOLVED that the Faculty Senate affirms its commitment to the principles of academic 
freedom, institutional governance, and diversity, equity, and inclusion as essential components of 
Ohio University’s mission to serve the educational and societal needs of Ohioans. 
 
 
 
 
 


March 17, 2025 - SOS - Passed - Ohio University Faculty Senate Resolution on House Bill 1

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Resolution to Encourage Inclusion of Experiential Learning  
in Promotion, Tenure, and Merit Policies 
Promotion and Tenure Committee 
Passed 
April 7, 2025 
 
Whereas, Ohio Universityi defines experiential learning as “an approach to education that 
emphasizes engaged learning through direct experience and reflection to increase knowledge, 
develop skills, and elucidate values” that includes activities that are “intentionally designed to 
develop students’ knowledge, skills, and attitudes through experience related to a field.” 
Whereas, Ohio Universityii recognizes that experiential learning may occur in both curricular and 
co-curricular settings. 
Whereas, Ohio Universityiii describes seven categories of experiential learning, including 
community engagement, creative endeavor, leadership, internship, research, study away, and 
other. 
Whereas, Ohio Universityiv characterizes most experiential learning activities as “high impact 
practices, meaning they catalyze deep student learning and/or personal transformation.” 
Whereas, experiential learning opportunities positively contributes to Ohio University’s 
missionv, which is “To hold the door open to higher education so that all those eager to solve 
humanity's most urgent challenges might enter to learn, connecting them with experiences and 
discovery that will help them think critically, care deeply, lead boldly, and ultimately depart to 
serve.” 
Whereas, experiential learning is integral to the Ohio University’s Dynamic Strategy – Learn 
Pillarvi, which calls for expanding “the availability of and access to learning opportunities 
outside of the traditional classroom that prepare students for post-graduation success” and 
strengthening the “compensation and rewards for faculty support of student research and 
experiential learning.” 
Whereas the Ohio University Faculty Handbook states, “The criteria used to make decisions on 
promotion and tenure must originate in the department or school in consultation with the dean” 
(Section II.C.7.d). 
Whereas the Ohio University Faculty Handbook states, “The departmental/school criteria for 
promotion and tenure should be reviewed periodically (at least every five years)” (Section 
II.E.10.c) 
Therefore, Be it Resolved that faculty are encouraged (when appropriate) to develop and/or 
expand experiential learning opportunities available to Ohio University students. 
Be it Further Resolved that Ohio University continues to support faculty’s efforts to develop, 
deliver, and assess experiential learning by providing access to support systems, such as the 
Office of Experiential Learning (OEL), Center for Teaching, Learning, and Assessment (CTLA), 
Center for Community Engagement (CCE), Office of Global Opportunities (OGO), and others. 
Be it Further Resolved that departments, schools, and colleges at Ohio University are encouraged 
to collaborate with university partners, such as OEL, CTLA, CCE, OGO, and others, to develop 
language in their promotion, tenure, and merit guidelines that recognize and reward faculty 
efforts to advance experiential learning access, opportunities, and activities. 
Be it Further Resolved that faculty and academic leadership should recognize experiential 
learning as valuable and legitimate contributions made by faculty during the annual evaluation 
and promotion/tenure processes. 
Be it Further Resolved that departments, schools, and colleges should periodically review and 
assess the impact of these policy changes to ensure they effectively support and recognize 
experiential learning. 
 
 
i Ohio University, University Curriculum Council, Individual Course Committee, Guidelines for Submission of New 
Course Proposals and Course Changes, Appendix K: Experiential Learning Courses (pg. 50) 
ii Ibid (pg. 50) 
iii Ibid (pg. 50) 
iv Ibid (pg. 51) 
v Ohio University, “The OHIO Mission” https://www.ohio.edu/mission-vision  
vi Ohio University, “LEARN Dynamic Strategy Pillar” https://www.ohio.edu/president/dynamic-strategy/learn 


April 7, 2025 - Passed - P&T - Resolution to Encourage Inclusion of Experiential Learning in Promtion, Tenure and Merit Policies

 
 
Resolution Recognizing the Legacy of the Division of Diversity and Inclusion 
Sense-of-the-Senate Resolution 
Executive Committee 
May 5th, 2025 
Passed 
Whereas, Ohio University has announced the termination of the Division of Diversity and 
Inclusion and the elimination of the Multicultural Center, the Pride Center, and the 
Women's Center; 
Whereas, Ohio University has announced the elimination of staff within the Division of 
Diversity and Inclusion, the majority of whom are Black, LGBTQ+, and/or women, as well 
as other staff positions dedicated to diversity and inclusion work; 
Whereas, the work of these professionals has created a welcoming and supportive 
environment for students, faculty, and staff from underrepresented groups at Ohio 
University; 
Therefore be it resolved that the Faculty Senate of Ohio University formally acknowledges 
and commends the dedication, professionalism, and invaluable contributions of the 
Division of Diversity and Inclusion staff, and 
Be it further resolved that the Faculty Senate expresses its deep appreciation for the 
valuable work and passion of the staff of the Division of Diversity and Inclusion and their 
tireless efforts to support students and the broader university community, and 
Be it further resolved that the Faculty Senate calls on Ohio University, specifically the 
Office of the President and Ohio University Archives, to archive the work and history of 
the Multicultural Center, the Pride Center, the Women's Center, and associated 
organizations at regional campuses and 
Be it finally resolved that the Faculty Senate stands in resolute support of staff whose 
positions will be eliminated and urges Ohio University to strongly consider impacted 
employees for suitable, commensurate, and meaningful positions at Ohio University. 
 
 


May 5, 2025 - Passed - Exec - Resolution on Elimination of D&I

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