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Internship Grading Beau began by introducing to us the recent history of CEPP discussions (Spring 2006) on the issue of college credit for physical activity (PA) courses and internships. The ensuing discussion focused primarily on internships. Several issues contribute to the complexity of the internship grading issue. First, Ш§вкЬхг§ЙйЭј students are allowed to take up to 12 credits of internship...roughly 25% of Ш§вкЬхг§ЙйЭј students complete at least one 3 credit internship- a significant cohort register for two, and fewer register for three internships. Since the vast majority of internship grades given are As- this has the potential to be used as a mechanism to simply increase GPAs. Furthermore, internships are sometimes allowed to cross-count for double majors. Second, there is considerable variability in the expectations by the faculty...according to Michael Ennis McMillan, the work that a professor requires a student to submit is often the same for a 3 credit or 6 credit internship. Moreover, there is considerable variability in other expectations of the internship (# of hours worked, etc.). Some faculty ‘grade’ by confirming that the student has shown up the required number of hours, or that the student is doing the work their on-site supervisor has arranged. Others try to ask how much progress the student was able to make- what level of expertise did they come into the internship with, compared to the level of expertise they achieve as a consequence of their experience. Ann Henderson gave a brief summary of action taken by Jon Ramsey in the late 90’s to move that all internships be graded as S/U. That move failed, in part, owing to the claim by some faculty/departments that it was important to be able to differentiate internship experiences by grade. Michael Ennis-McMillan, indicated that today, some departments do make S/U an option, but indeed, some faculty still find that being able to assign a grade affords them more control (scale) over assessing what constitutes work or what was accomplished during the internship. Several questions emerged from this initial discussion: How can faculty grade a non-academic experience where there is traditionally very little opportunity for continual feedback to both enhance and assess a students performance, or when the internship lies outside of the expertise of the faculty advisor? Is it fair that academic grades, in some cases, are determined by the assessment provided by non-faculty worksite supervisors? Would a change to S/U grading discourage internships? CEPP recognizes that internships are valuable and should be encouraged. In some cases internships are a required component of the major. One proposal that surfaced was to make S/U the default for all internships, but allow faculty the opportunity to petition to grade- then it is up to individual faculty to defend how they will assess grading for credit. It was suggested that this complex issue be brought to Academic Staff for their collective input. At this point, Ann Henderson and Michael Ennis-McMillan left the meeting. II). Dean of Studies Restructuring As a consequence of the administrative reorganization that occurred during the 2005-06 academic year, CEPP agreed to perform a 2-year review on the Dean of Studies restructuring. There was not, however, ever a formal charge written that described how this review was to be structured. To that end, CEPP is considering a structure for this review with the following considerations: CEPP should develop a formal charge for review of the Dean of Studies Restructuring. 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