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--- Forwarded Message from Nina Garrett <[log in to unmask]> --- >Date: Thu, 01 Jun 2006 15:02:39 -0400 >To: Language Learning and Technology International Information Forum <[log in to unmask]> >From: Nina Garrett <[log in to unmask]> >Subject: Re: #8259 LRC Advisory Committees >In-Reply-To: <[log in to unmask]> >References: <[log in to unmask]> The Yale Center for Language Study has a much larger mandate than managing technology resources, so the Language Study Committee I work with is probably larger and has higher-power administrators on it than might be typical, but for what it's worth, I'll lay it out. The Center reports to the Provost, so the committee is also appointed by the Provost, but I do get a lot of input into the thinking. * it's always chaired by a full professor, typically (though not always) from a lang/lit dept * standing members: * the Assistant Provost who works with the language departments * the Associate Dean for Humanities in the Graduate School * the Deputy Dean of Yale College * the Associate Director of the MacMillan Center for International and Area Studies * the Director of Academic Media and Technology * myself * the Center's Director of the Directed Independent Language Study program, who also runs the Yale Summer Language Institute * rotating members: * an Assistant Professor from a lang/lit dept or area studies council * a senior faculty member from a non-lang/lit dept that cares a lot about languages (Anthropology, Religious Studies, Med School, Div School, etc.) * three Senior Lectors (language faculty) >Specifically, if those of you with an advisory committee could speak to >any of the following: > >* the mandate of the committee > to advise the Provost and other administrators on all matters pertaining to language education at Yale, including e.g., whether to hire new faculty in order to institute a new language program, conduct reviews of language programs (especially relatively new ones), to review departmental recommendations for promotion of Senior Lectors to a new higher rank, to iron out wrinkles in the FL requirement, etc. A few years ago the committee reworked all the required qualifications for the language teaching ranks (Lector, Senior Lector, and Senior Lector II) and all the procedures that had to be followed for appointment, reappointment, promotion, and termination and submitted these to the Provost. > to advise me on all kinds of turf issues with departments, on grant-proposal ideas, and on interactions with other programs, university committees, professional schools, etc. > to recommend, and in some cases to undertake, research on various questions pertaining to language programs. >* the time frame - frequency of meetings / percentage of >meetings online vs. f2f /etc. > every two weeks for 1 1/2 hours -- typically 5-6 times per semester, once we factor in vacations; all meetings f2f, and I provide coffee and cookies out of my budget! >* the resources required - staff, expenses, equipment > Staff time -- one of my staff comes along to take minutes and later works those up for me. Sometimes we do demos, but since the meetings are held in the CLS library/conference room we have all the equipment there anyway. >* the powers of the committee - authority and limitations > Strictly speaking the committee only makes recommendations to the Provost, but these recommendations are almost always followed. >* accountability - reporting lines, to whom, in what form - >reports, studies, minutes > The committee formally reports to the Provost with major recommendations, data-based studies, and language program reviews, but the Assistant Provost who sits on the committee typically takes care of less formal recommendations herself. Minutes are sent out to all committee members, but not to other people. There are very strict confidentiality rules for standing committees appointed by Provost or Dean, which are carefully observed. >* potential membership - who selects, selection criteria > Typically the Assistant Provost and I toss names around. We look for the balance of administrators and faculty (and different faculty ranks) described above, and we try to get as diverse a selection of languages represented as possible (LCTLs and CTLs, department-based and area-studies-council-based languages, languages with majors or without). However, the language faculty are not supposed to "represent" their particular language but to frame their opinions broadly from their experience. We try to appoint people who have been at Yale long enough to have a sense of how the university works and who have had some meaningful responsibilities in their own programs, and to avoid appointing habitual complainers or disrupters! >* communications process - who should hear about the >committee, how should information be communicated, etc. > I'm not sure what you mean by this, or how the question differs from the "accountability" one. >* evaluation format - how to measure effectiveness of the committee > I don't know -- I guess the Provost's Office would let us know if we weren't being useful. One measure that I appreciate is that of individual members, who routinely tell me that they rolled their eyes and grudgingly acceded to the Provost's request -- "yet another committe" -- but then discovered that meetings are almost always focused and efficient and really interesting! Hope this is helpful ... Best, Nina Nina Garrett, Director Center for Language Study Yale University P.O. 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