Committee on Educational Policies and Planning Annual Report, 2025-2026

Function

To recommend to the faculty and administration short and long-range educational plans for the College and thus be instrumental in clarifying, improving and changing major policies and educational procedures; to evaluate Skidmore's present practices and goals. 

Membership

Date listed is the last year of service on the committee.

Subcommittee service is denoted by *(Middle States Commission on Higher Education (MSCHE) working groups), and ‡(CEPP-WGIATL online longforms exploratory group).

--         Adrian Bautista, Dean of Students and Vice President for Student Affairs (DoSA)

--         Natalie Taylor, Dean of Faculty and Vice President for Academic Affairs (DoF)

--         Kelly Sheppard, Chemistry, Faculty Director of Assessment, ex officio (FDA)

--         Jamin Totino, Director of Student Academic Services [designee for the DoSA]

2026    Amy Frappier, Geosciences (Chair)  * WG1

2026    Lila Glanville, Student Government Association (SGA) student representative

2026    Heather Hurst, Anthropology  ‡

2026    Natalie Koegler, SGA student representative

2027    Ryan Overbey, Religious Studies

2026    Robert ParkeHarrison, Art  * WG3

2027    Javier Perez, Physics  ‡

 

Meetings

CEPP met weekly for a total of 24 times during the 2025-2026 academic year. The meeting agendas and minutes for these meetings are posted on CEPP’s website. The chair of CEPP attended Institutional Policy and Planning Committee (IPPC) meeting throughout the year. The chair also attended once-per-semester Committee of Committee meetings and Shared Governance meetings (convened by the President). The CEPP Chair also served as a moderator of the faculty listserv, together with the Chair of the Faculty Executive Committee (FEC) and the Vice Chair of IPPC. In addition, the CEPP Chair participated in meetings with the Chair and members of the Middle States (MSCHE) Peer Review Team during preparatory visits and the Campus Visit in Spring 2026.

Incoming Chair for 2026-2027

Ryan Overbey

Committee Work

The major projects that CEPP worked on this year are described below:

Online Ratings/Evaluations

In consultation and with the support of the Faculty, CEPP advanced the question of moving the college from its current paper-based evaluation system to preparing to implement the transition to online delivery mode of the qSETs, beginning in Fall 2026.

• The move to online ratings was a consistent agenda item in nearly every CEPP meeting in 2025–2026.
• CEPP communicated with stakeholders including the Faculty (individuals and academic unit leaders as well as Governance committee leadership and relevant working groups), Students (SGA), the administration (including IPPC), and Staff (Institutional Research (IR), Administrative Assistants). CEPP cited the following key reasons for moving forward on this issue, as previously summarized “a) reliance on paper has left us with a cumbersome, fragile system. Printing, transporting, hand-checking and distributing each of the thousands of forms is time-consuming, physically demanding, and costly. Furthermore, in recent years Institutional Research has encountered new difficulties, including paper supply problems and trouble getting the forms printed in a timely manner. b) Skidmore’s current provider, Scantron, is the only company that supports paper-based evaluations. While we have no indication from Scantron that they plan to suspend this support, we are nonetheless in the uncomfortable position of being at the mercy of a single provider. An unanticipated change on their end (e.g., moving entirely online or greatly increasing the price of their service) could force us to move to online qSET ratings without having time to plan and execute our transition properly.”
• At the 5 December 2025 Faculty Meeting, CEPP offered a Sense of the Faculty statement regarding the move to online delivery of the qSETS course ratings instrument. This was passed with very strong support, clearing the way to begin using the new online system in Fall 2026.
• On 23 January 2026, CEPP held an open forum for Faculty on the transition to online qSETS, which was very well attended and lively. CEPP also held a Staff open forum on 23 February 2026 on the transition to online qSETS, which was very well-attended by administrative assistants and other staff members – they were extremely supportive.
• CEPP also obtained faculty support for continuing to explore the additional possibility of developing free-response questions using an online/digital delivery method, which is currently provided through paper “departmental longforms” (which will remain unchanged with the forthcoming move to online delivery of the qSETs). To further explore this possibility, CEPP partnered with the WGIATL group to form a subcommittee, charged with exploring online delivery of qualitative questions and shared departmental “longform” instruments. This highly productive working group was led ably by CEPP member Heather Hurst and Javier Perez-Moreno, alongside WGIATL faculty leaders (especially Kim Frederick, Lisa Grady-Willis, and Maggie Greaves) and students. At the 6 February 2026 Faculty Meeting, CEPP held another lively COW to solicit ideas for more effective longform questions. CEPP continued to update the Faculty regarding findings from that COW as well as further research and development. This work will continue next year.
• On 27 March 2026, CEPP brought a motion to align the Faculty Handbook (FHB) language with the upcoming move to online delivery of the qSET instrument. CEPP appreciates the contributions from FEC and ADoF David Cohen to adapt relevant sections of the FHB. The motion was approved at the 1 May 2026 Faculty Meeting.
• CEPP backed IR’s choice of vendor for the online delivery of our All-College course ratings instrument. CEPP developed draft instructions for qSET delivery for both faculty and students, and provided regular updates about the rollout process which will occur in Fall 2026. Note that this change does not affect so-called departmental “longforms.”
• CEPP worked closely with ATC & PC to prepare for the qSETS move to online delivery, and discussed the importance of making departmental “longform” instruments more consistent across the College. CEPP received useful feedback from consultations with ATC and PC Chairs regarding implementation of online qSETS. CEPP also invited consultation from the Collective Bargaining Agreement (CBA) Faculty Union Stewards, but it was felt that other lines of faculty feedback were adequate.
• While this work will continue into next year, CEPP wishes to extend its particular thanks to Joe Stankovich and Kerry Nelson from IR, who continued to partner with CEPP throughout, meeting repeatedly with the chair and committee, and providing deep and valuable expertise at every step.

Institutional and Curricular Review and Assessment

Kelly Sheppard, Faculty Director of Assessment (FDA) and committee ex-officio member, provided timely updates on assessment. With the FDA, CEPP reviewed and endorsed the assessment plan for next year, focusing on the Senior Coda and visual literacy in-the-major. CEPP reviewed the forthcoming Assessment activities outlook for the next several years. In particular:

• Middle States Re-Accreditation: CEPP reviewed the Self-Study drafts and participated in preparatory meetings in the Fall and Spring semesters. Members of CEPP contributed to and participated in the MSCHE peer-review team campus visit.
  • The two members of CEPP staffed to Middle States working groups reviewed and edited drafts, Amy Frappier (Working Group 1: Mission & Goals and Resources & Planning) and Robert ParkeHarrison (Working Group 3: Design and Delivery of the Student Learning Experience and Assessment). Working Group 3 recommended that CEPP review and update the Goals for Student Learning and Development approved in 2009 and build into its operating code reviews of the student ratings to coincide with the MSCHE accreditation cycle. This recommendation was reiterated by the Middle States peer review team, and has formed a cornerstone of next year’s agenda.
  • The committee received periodic updates on the Middle States process, particularly from FDA Kelly Sheppard, a member of the committee and co-chair of the MSCHE steering committee. Kelly shared the results of last year’s Scientific Inquiry assessment, which revealed some room for improvement particularly with first-generation college students. Assessment of Writing in the Major showed key areas for improvement, particularly at the advanced levels.
• Kelly Sheppard consulted with CEPP about the plans to assess the Expository Writing, Technology Literacy in the Major, and Global Cultural Perspectives requirement. For the GCP assessment, the FDA recommended that we use the established and validated “Global Perspective Inventory” used at other institutions as a means to access the learning goals of the requirement next academic year. CEPP agreed to the recommendation and that no subcommittee will be needed for the assessment.
• CEPP consulted with CC Chair Eric Morser and ADoF Corey Freeman-Gallant regarding implementation of the Senior Coda element of the All-College Requirements.CEPP provided clarity, recommending to return to the vote-approved language, and endorsed CC’s plan to review the Coda more comprehensively next year in the context of the Assessment timetable.
• Kelly Sheppard reported out the results of the assessment of the Scientific Inquiry through Practice (SIP) requirement conducted by the QR Director, Smriti Tiwari, and the QR Review Team. There were disparities seen as women underperformed men. In the next part of the assessment cycle, the Review team will be looking at those results more in-depth to provide productive suggestions for improvement. The discussion highlighted the need for more AQR courses without pre-requisites (more on this below)
• Kelly Sheppard and the QR Director, Smriti Tiwari reported on the QR Review team’s action recommendations for improvement based on last year’s QR assessment results. AQR courses can be difficult to find for students who students who did not have a major or minor in a quantitative field. There is a clear need for more AQR courses without pre-requisites beyond placement or completion of an FQR course. Given the challenging fiscal environment, CEPP discussed some strategies that could be implemented to encourage faculty and departments in STEM fields to offer more AQR-designated courses. Interested faculty are reminded that the QR Director and CC are available to consult on successfully adapting or designing courses for the AQR element of the All-College Curriculum. The limited options for Bridge Experience courses were noted also.

Outlook: In accordance with the CEPP approved General Education Assessment Plan, technology literacy will be reviewed summer 2026. Given the assessment cycle, the coincident impacts of COVID-19 during implementation of the New Curriculum, and the availability of data regarding the costs of delivering the requirements, CEPP believes the current curriculum is generally working but a fuller review during the 2029-2030 academic year is warranted. The additional assessments at that point will include more alumni classes, noting that May 2024 was the first graduating class under the new requirements. By 2029 any revisions to the Goals for Student Learning and Development (see below) should inform the review and any revisions to the curriculum.

Curricular Efficiency and the All-College Curriculum

CEPP received a detailed presentation by ADoF Corey Freeman-Gallant and Kelly Sheppard (FDA) regarding the GenEd requirements and Academic Affairs cost savings levers, in light of the so-called Huron recommendations and fiscal outlook management challenges. CEPP concurred with the DoF Office analysis finding that advantageous reductions in faculty lines cannot be achieved by eliminating specific All-College requirements, nor by cutting majors or small departments.

Program Oversight: First Year Experience (FYE)

CEPP is responsible for academic oversight of the FYE Program.

• CEPP was joined by Rachel Roe-Dale, Director of the FYE to discuss the results of the program’s External Review, and the OCSE-affiliated London/FYE program (see below). Kelly Sheppard and FYE Director Rachel Roe-Dale reported out on the external review of FYE conducted last year. CEPP reviewed FYE’s Self-study and external review report and provided feedback regarding the Director’s recommendations and action plan. Her efforts to continue supporting the goals of FYE while streamlining costs were applauded by the External Review Team.
• CEPP thanked Rachel for her and her team’s hard work, and affirmed the importance of the continued success of FYE to Skidmore’s educational mission. Potential changes to Scribner Seminar course caps were considered and not endorsed. CEPP also affirmed the continuing importance of a global/off-campus element of the FYE Program portfolio.

Program Oversight: Off-Campus Study & Exchange (OCSE)

CEPP is responsible for oversight of the OCSE Program.

• CEPP was joined on two occasions by Cori Filson, Director of Off-Campus Study and Exchanges to discuss the major work she was doing on the curation of Study Abroad portfolios. Her efforts have resulted in significant ongoing savings for the college, without sacrificing the quality of our Study Abroad offerings. CEPP thanked Cori for her continued hard work, and re-affirmed the importance of off-campus study to Skidmore’s educational mission.
• CEPP reviewed and approved a new Theater program in Ireland through CEA CAPA Dublin.
• CEPP received a proposal from OCSE (Cori Filson) and FYE (Rachel Roe-Dale) with Corey Freeman-Gallant (ADoF) to sunset the London FYE program and develop a successor program to maintain a robust global element in FYE after Fall 2027. The thoughtful and thoroughly-researched proposal was developed mainly in response to pressures from significant cost accelerations and increasing student support needs. While no final decisions have been made, CEPP understands the importance of this signature program and any changes will continue to be handled with care, transparency, and open communication.
• Aspects of the plan remain to be developed before CEPP is prepared to bring a formal proposal to the Faculty. In light of fiscal and time pressures, CEPP will convene a subcommittee to continue developing the successor program’s design. Thoughtful discussion regarding the proper constitution of this group, which will be charged with expeditiously developing specific suitable plan options for CEPP’s consideration, prior to bringing a recommendation to the Faculty next semester.
• CEPP updated the Faculty about the forthcoming proposal and decision process.

Academic Calendars

CEPP is responsible for approving the academic calendar.

• In recent years, the Registrar has coordinated with CEPP and the ADOF for Student Academic Affairs to approve academic calendars three years in advance. Academic calendars are approved through 2029-2030, and no new calendars were approved this year.
• CEPP approved a date change request for the sophomore major declaration deadline and Exploremore advising events, received from OAA, ADoF Corey Freeman-Gallant and the Registrar Dave DeConno. This change, which will become permanent, moved the deadline up a few weeks to provide useful major roster numbers to departments and programs prior to finalizing fall course programming. Impact on students is minimal to beneficial, and CPDs raised no concerns. By better aligning new major distribution information with decision-making cycles, we can expect to realize modest course allocation efficiency gains.
• CEPP received a proposal from CIGU to adjust the academic calendar to make the October study day coincide with Indigenous People’s Day every year. Presently, these coincide only in some years. CEPP declined to endorse the proposal, prioritizing the intention to focus on academics during study days.
• CEPP received a proposal from FEC to expand Thanksgiving Break to a whole week. CEPP reviewed this previously and supports the Registrar’s longstanding work on this topic. The Thanksgiving Break question has been addressed, c.f. the Registrar’s Calendar FAQ webpage. The college’s academic calendar is ultimately governed by NY State Board of Regents regulations, and crucially limited by our array of weekly course schedules, holidays (both official and some traditional), and the unique constraints of our local Saratoga Springs calendar. A few years ago, the Faculty determined not to offer classes online on Monday and Tuesday of Thanksgiving week, thereby closing the door on the possibility of a week-long recess from campus. CEPP considers this matter closed until and unless one or more of these variables may change substantially.

Reviewing the Goals for Student Learning and Development (GSLD)

CEPP periodically reviews the GSLD; however this has lain fallow for some time. In the context of the MSCHE self-study process, CEPP reviewed the Goals for Student Learning and Development (GSLD), which was last revised in 2008-09. CEPP determined that a more in-depth review should occur in 2026-27, to coincide with related work led by IPPC and the President’s Office to review and update the College’s Mission Statement. To invigorate this important work, CEPP will establish a subcommittee to develop recommendations for updating the GSLD during the 2026-27 academic year. CEPP will work with FEC to recruit faculty at large to work alongside two CEPP members, staff and students. In order to avoid delayed reviews, future GSLD reviews will be placed on a regular rotation of CEPP business.

Accessibility on Campus and the Educational Mission

CEPP discussed a broad range of campus Accessibility developments, challenges, and planning in the context of our ongoing engagement on this issue, IPPC, SGA, and evolving student opinions. Adrian Bautista (DoSA) and Jamin Totino (ADoSA) were instrumental to these discussions:

• Sara Miga (Communications) provided a detailed presentation regarding digital accessibility and equity in the context of shifting Federal regulations and higher-ed sector standards, followed by a planning discussion including Aaron Kendall (LEDS) and Meg Hegener (The Learning Commons), Julia Marco (Communications). The relevant standard in the ADA is Title III. Although a firm compliance deadline has not been announced for our institutional category, higher education anticipates future moves in that direction. Digital, public-facing website compliance is a massive, resource-intensive undertaking involving IT and Communications, and the EO/Title IX office (Joel Aure) as well as academic units and others across campus. Individual faculty can help by becoming fluent in accessible document practices whenever possible and to implement best practices going forward. Faculty and academic units are encouraged to access support from LEDS and CLTL. In addition to Communications, CEPP considers the Library an important potential archive and resource in this effort to manage digital resources and materials, and should be consulted in partnership.
• CEPP discussed Accessibility in a broader context when SGA student reps Lila and Natalie, along with Adrian Bautista and Jamin Totino (Student Affairs) informed CEPP about evolving strong student feelings and activism regarding Accessibility writ large across campus. This issue centers on several aspects involving educational policy and planning. Alongside important work being done under the SGA umbrella and other student activism, CEPP supports IPPC’s implementation of a task force to accelerate and facilitate progress in this area.

Title II/Accessible Documents Policy

• At the end of the semester, CEPP was joined by Julia Marco, Director of Marketing and Engagement, Aaron Kendall, Lead Instructional Designer, and Jamin Totino for a discussion of the accessibility of our digital documents, a vast and multifaceted issue.
• The committee was informed that Skidmore has considerable work left to do to ensure the accessibility of its digital resources. This includes course materials posted online.
• This push for accessible documents is driven in part by updates to Title II of the Americans with Disabilities Act. Recent updates to Title II require colleges and universities to ensure that all web content and mobile applications comply with the Web Content Accessibility Guidelines (WCAG) 2.1 Level AA. This includes providing alternative text for images, ensuring compatibility with screen readers, and making interactive elements accessible. The deadline for compliance for schools serving under 50,000 students is April 24, 2027.
• Meeting our digital Accessibility obligations will require significant work and collaboration by staff and faculty. A Digital Accessibility Policy originating from CEPP could be one way to guide our efforts. Although there was insufficient time this year to hammer out such a policy, discussion of this issue will continue on CEPP in the coming year.

Artificial Intelligence (AI) and the Educational Mission

CEPP periodically takes up new questions raised by local, national, and global trends, and emerging technologies where they may affect the college’s educational mission and the practice of teaching and learning in our community. The rapid expansion of AI tools raises many questions that fall within CEPP’s purview. As such, CEPP is determined to serve as an important salon and think tank for our community as we consider how to navigate well the disruptions, challenges, opportunities and potential of AI tools in higher education. CEPP has an abiding interest in AI-related questions that may include, but are not limited to: resources and efficiencies, ethics and principles, liberal education and pre-professional skills, outcomes and opportunities, equity and inclusion, holistic development of students and faculty/staff.

• CEPP presented a statement on Artificial Intelligence at the 5 December 2025 Faculty Meeting.
• CEPP considered AI pressures on the college, alongside and in dialog with related discussions at IPPC, the AI Working Group, CLTL, and others. CEPP heard an informative expert presentation by Tom O’Connell (Computer Science) regarding emerging AI tools and trends. The subsequent discussion underscored for CEPP the importance of remaining active in leading college community engagement, with a focus on the practical and ethical aspects of AI tools in higher education and academic life. Fostering a culture of lively discussion and an informed community will support CEPP’s role in shaping educational policies that promote teaching, scholarship, service, and lifelong learning. CEPP encourages faculty to develop and share classroom AI policies and syllabus language that provide clarity throughout the course and that consider diverse moral/ethical considerations of students and faculty.
• CEPP received a related proposal from Matt Lucas (Management and Business) to develop a multi-faceted Skidmore-branded micro-credentialing program. The multi-faceted program would focus on three areas for initial deployment: AI, Microsoft Excel spreadsheet skills, and A/V tools used by MDOCs. CEPP declined to support the proposal in its current form, citing a need for additional information regarding: resources and alternative delivery options, management and goals, the external environment, and internal appetite for Skidmore vs. external micro-credentials.

Other Items

• Four of the five CEPP faculty reps served on three subcommittees this year. Amy Frappier and Bob Parke-Harrison continued to serve on MSCHE accreditation groups. Heather Hurst and Javier Perez-Moreno served on the CEPP subcommittee with WGIATL charged with exploring online delivery of qualitative questions and shared departmental “longform” instruments.
• CEPP oversees academic honors and awards. CEPP notes that Honors Convocation guidelines are not entirely clear. In the near future, CEPP aims to develop guidelines for new proposals to add Honors Convocation awards, and will consider this alongside alternative recognition venues. Grade inflation, a related issue across higher education, remains a concern.
• CEPP’s SGA representatives and designated administrators, the VPAA/Dean of Faculty and the VPSA/Dean of Student Affairs, each contributed substantially to collaborative and supportive engagement throughout the year across a wide range of issues, contributing to productive shared governance work under CEPP’s purview this year.
• CEPP received a proposal from the Sustainability Coordinator Tarah Rowse and Faculty Director Kurt Smemo that laid out pathways that could incorporate the Strategic Plan Pillar of Sustainability in the All-College Curriculum. Given the unlimited longevity plans for institutions of higher education, the principles of Sustainability provide colleges with an essential tool for wise decision-making and selecting strategic policies, particularly in times of resource constraints. In support of the Strategic Plan, CEPP aims to revisit this complex and timeless subject next year.
• CEPP held a brief, engaging discussion about the Student Affairs initiative to develop co-curricular learning goals in a Residential Life Curriculum. CEPP is interested in all curricular activities on campus and in exploring best practices to align the curricular and co-curricular elements to guide student development. A fuller discussion is anticipated next year with Adrian, Jamin, and other Student Affairs staff.
• CEPP received a proposal from FEC to consider changes to the college’s divisional representation model. CEPP looks forward to receiving additional details that we consider necessary in order to evaluate how any proposed changes might affect CEPP.
• Problematic rotation of faculty reps remains a drag on the committee’s effectiveness, with analogy to forestry’s “even-aged stand” problem. The current rotation remains extremely uneven and CEPP elections are held only three years out of five, leading to leadership challenges and limited continuity. This year three faculty reps are rotating off CEPP, only two are continuing, and three new members will join next year. As a result of these large batches of new faculty, Administrators and the (non-voting) FDA keep a large share of CEPP’s continuity, which can be a double-edged sword. As such, improving the turnover cycle distribution is essential to good governance. On CEPP, it will provide more faculty cohorts with opportunities to serve, increase the pool available to lead as Chair, and enhance faculty continuity. CEPP encourages FEC to begin applying 1-year replacements when CEPP faculty positions are open to gradually resolve the rotation problem.
• CEPP has encountered frequent logistical difficulties in coordinating meeting times for CEPP membership following election of new members. To facilitate future planning, CEPP is considering establishing a standard ongoing meeting time that would be published on the committee’s webpage, along with dates of required attendance for incoming members at the annual Transition Meeting in May.

Outlook

CEPP continues to participate in evolving plans and policymaking that sustains our legacy and promise while meeting the College’s fiscal challenges. Forthcoming work is expected to include:

• guiding the implementation of online delivery of course ratings and changes in the global component of FYE, and exploring pathways for improving our practices involving long-form student feedback,
• continuing to evaluate challenges related to Accessibility and AI, including: improving physical access equity on campus as well as digital access, and ethical use, wellness, and resource considerations related to teaching and learning with AI tools, and
• contributing to assessment and steering the development of GSLD review and strategic curricular elements such as Sustainability, global elements of FYE, and the Residential Life Curriculum.

CEPP strongly encourages FEC to begin to resolve the faculty rotation problem, by applying some 1-year replacements whenever multiple CEPP faculty positions are open.

CEPP plans to convene two new subcommittees, in anticipation that their work can begin in earnest early in September. One Fall semester subcommittee is charged with developing a formal proposal for CEPP to bring to the Faculty regarding changes to the London/FYE international programming. Another subcommittee will review the GSLD with recommendations regarding changes for CEPP to consider in advance of developing recommendations for consideration by the Faculty. Toward that end, faculty will be recruited with support from FEC, who will join two CEPP members, as well as staff and students in this vital endeavor.

Respectfully submitted,

Amy Frappier, 2025-2026 CEPP chair