CSUS FACULTY SENATE ACTIONS FOR 2009-2010

Note:  Minutes and procedural actions not included.

DATE SENATE ACTION # TITLE APPROVED (SENATE)-YES/NO APPROVED (PRESIDENTIAL) - YES/NO COMMENTS
08/26/09 FS 09-48/Ex. FACULTY FURLOUGHS, RESOLUTION ON YES NA
9/17/09 FS 09-49/Ex. COMMITTEE APPOINTMENTS - UNIVERSITY YES YES
9/17/09 FS 09-50/CPC/Ex. PROGRAM COURSE PROPOSALS YES YES
9/17/09 FS 09-51/Ex. COMMITTEE APPOINTMENTS - SENATE YES NA
9/17/09 FS 09-52/Ex. COMMITTEE APPOINTMENTS - UNIVERSITY YES YES
9/17/09 FS 09-53/CPC/Ex. PROGRAM COURSE PROPOSALS YES YES
9/17/09 FS 09-56/Flr. NOMINATION OF FACULTY REPRESENTATIVES TO THE STRATEGIC PLANNING COUNCIL NA NA
9/17/09 FS 09-57/Flr. NOMINATION OF FACULTY REPRESENTATIVE TO THE UNIVERSITY BUDGET ADVISORY COMMITTEE NA NA
10/1/09 FS 09-60/Ex. COMMITTEE APPOINTMENT - SENATE YES NA
10/1/09 FS 09-64/Ex. COMMITTEE APPOINTMENT - UNIVERSITY YES YES
10/1/09 FS 09-62/Flr. NOMINATION OF FACULTY REPRESENTATIVES TO THE STRATEGIC PLANNING COUNCIL NA NA
10/1/09 FS 09-63/Flr. NOMINATION AND ELECTION OF FACULTY REPRESENTATIVE TO THE UNIVERSITY BUDGET ADVISORY COMMITTEE NA NA
10/1/09 FS 09-58/GSPC GRADUATION WRITING ASSESSMENT REQUIREMENT (GWAR) FOR GRADUATE STUDENTS YES YES
10/1/09 FS 09-59/GSPC WRITING PLACEMENT FOR GRADUATE STUDENTS (WPG) EQUIVALENCY STANDARDS YES YES
10/15/09 FS 09-66/Ex. COMMITTEE APPOINTMENT - UNIVERSITY YES YES
10/29/09 FS 09-68/Ex. COMMITTEE APPOINTMENT - UNIVERSITY YES YES
11/5/09 FS 09-70/FPC/Ex. OUTSTANDING TEACHING, UNIVERSITY SERVICE AND COMMUNITY SERVICE AWARDS, INCLUSION OF SCHOLARLY AND CREATIVE ACTIVITY YES NA
11/5/09 FS 09-71/CPC/GRPC/Ex. WRITING INTENSIVE COURSE - PASSING GRADE YES YES
11/19/09 FS 09-75/AITC/Ex. COMMITTEE APPOINTMENTS - UNIVERSITY YES YES
11/19/09 FS 09-75A/Ex. COMMITTEE APPOINTMENTS - UNIVERSITY YES YES
11/19/09 FS 09-72A/GSPC/Ex. FTES REDUCTION PLANNING YES NA
11/19/09 FS 09-74/GE/GRPC/Ex. BACCALAUREATE LEARNING GOALS YES YES
11/19/09 FS 09-79/Flr. EXECUTIVE COMMITTEE'S PARTICIPATION IN PRESIDENT'S AD HOC ADVISORY GROUP, ENDORSEMENT OF YES NA
12/3/09 FS 09-77/Ex. ENDORSEMENT AND DESIGNATION OF MARCH 4, 2010 AS “MARCH FOR EDUCATION ON MARCH 4, 2010” YES NA
12/3/09 FS 09-81A/Flr. GRADUATE PROGRAM FTES REDUCTION RECOMMENDATIONS YES NA
12/17/09 FS 09-83/GSPC/Ex. CRITERIA FOR REDUCTION OR SUSPENSION OF GRADUATE AND POST-BACCALAUREATE PROGRAMS YES NA
12/17/09 FS 09-86/Flr. 1991 INSTRUCTIONAL PROGRAM PRIORITIES, GUIDELINES FOR ACADEMIC PLANNING, RESOURCE ALLOCATION AND ENROLLMENT MANAGEMENT, ESTABLISHMENT OF TASK FORCE ON THE REVISION OF YES NA
12/17/09 FS 09-84/Ex. COMMENDATION AND THANKS, MOTION OF YES NA
12/17/09 FS 09-85/Ex. ENROLLMENT MANAGEMENT GROUP YES NA

 

FS 09-48/Ex. FACULTY FURLOUGHS, RESOLUTION ON

 

Whereas,

Faculty are required, pursuant to the agreement reached between the CSU and CFA, to select individual furlough days, and

 
Whereas,

Outside the basic parameters outlined in the agreement, there are no specific guidelines or rules regarding selection of furloughs dates, and

 
Whereas,

Faculty workloads are extensive and diverse in nature and not simply limited to classroom-based instructional time, and

 
Whereas,

Opinions differ with regard to furloughs and their implementation, and

 
Whereas,

Individual faculty members are still responsible for completing their individual work assignments, as modified by the individual furlough proposal, be it

 
Resolved,

That the selection of specific dates, that are properly submitted, approved, and adhered to, shall not be the basis of adverse professional action by colleagues, review committees, or administrators, and be it further

 
Resolved

That the Faculty Senate leadership and the Administration of the California State University, Sacramento will continue to work together as the furlough plan is revisited and/or refined as it pertains to areas within the purview of the Faculty Senate and with regards to Spring 2010, including addressing any difficulties discovered in Fall 2009, and be it further

 
Resolved,

That this resolution be forwarded to the campus community, including the President, the President’s cabinet, deans, department chairs, and department and college ARTP committees.

 

Carried.

FS 09-49/Ex. COMMITTEE APPOINTMENTS – UNIVERSITY

Multicultural Center Advisory Council
Margarita Berta-Avila, 2010
Kathy Zhong, 2011
Aya Kimura Ida, 2011 

Carried unanimously.

FS 09-50/CPC/Ex. PROGRAM COURSE PROPOSALS

The Faculty Senate recommends approval of the following course proposals:

  1. Minor in Counseling
  2. BS in Mechanical Engineering
  3. Masters of Physical Therapy
  4. Preliminary Single Subjects Credential with English Language Arts Authorization
  5. Credential in the Dual Program (Mild/Moderate Education Specialist and Multiple Subjects Credentials)
  6. School Nurse Credential Program

Background information can be found at Attachment A. 

Carried unanimously.

FS 09-51/Ex. COMMITTEE APPOINTMENTS – SENATE

Academic Policies Committee
Todd Migliaccio, At-large, 2012 

Curriculum Policies Committee
Stephanie Biagetti, At-large, 2012
Jing Pang, At-large, 2012 

General Education/Graduation Requirements Policies Committee
Carolyn Gibbs, At-large, 2012, GE/GRPC
Edith LeFebvre, At-large, 2010, GE/GRPC 

Graduate Studies Policies Committee
Deidre Sessoms, At-large, 2012 

Committee on Diversity and Equity
Ricky Green, At-large, 2011
Manuel Barajas, At-large, 2012
Bridget Parsh, At-large, 2012 

Carried unanimously.

FS 09-52/Ex. COMMITTEE APPOINTMENTS – UNIVERSITY

Alumni Board
Janet Hecsh, 2010

University Committee for Persons with Disabilities
Jessica Howell, 2010 

Intercollegiate Athletic Advisory Committee
Timothy Ford, 2012 

Student Academic Development Committee
Liam Murphy, 2010
Michelle Dang, 2010 

Carried unanimously.

FS 09-53/CPC/Ex. PROGRAM COURSE PROPOSALS

The Faculty Senate recommends approval of the following course proposals:

A.    Psychology

B.    Recreation, Parks and Tourism Administration

Background information can be found at Attachment B.

Carried unanimously.

FS 09-56/Flr. NOMINATION OF FACULTY REPRESENTATIVES TO THE STRATEGIC PLANNING COUNCIL

Must be a Faculty Senator.

Current Senate representative:
Mary Kirlin, SS&IS, 2010

Nominees:
Tanya Altmann, H&HS
Harry Theodorides, H&HS 

Nominations will remain open until the meeting of October 1, 2009, when the election will be held.

FS 09-57/Flr. NOMINATION OF FACULTY REPRESENTATIVE TO THE UNIVERSITY BUDGET ADVISORY COMMITTEE

Current at-large faculty representatives:
James Sobredo, SS&IS, 2010
Scott Farrand, NS&M, 2011 

Nominees:
Bob Buckley, E&CS
Michael McKeough, H&HS
Darryl Parker, H&HS

Nominations will remain open until the meeting of October 1, 2009, when the election will be held.

FS 09-60/Ex. COMMITTEE APPOINTMENT – SENATE

Research and Creative Activities Subcommittee
Esen Onur, At-large, 2011 

Carried unanimously.

*FS 09-64/Ex. COMMITTEE APPOINTMENT – UNIVERSITY

Honorary Degrees Committee
David Lang, 2012

Carried unanimously.

FS 09-62/Flr. NOMINATION AND ELECTION OF FACULTY REPRESENTATIVES TO THE STRATEGIC PLANNING COUNCIL

Must be a Faculty Senator. 

Current Senate representative:
Mary Kirlin, SS&IS, 2010 

Nominees:
Tanya Altmann, H&HS
Harry Theodorides, H&HS 

Tanya Altmann was elected.

FS 09-63/Flr. NOMINATION AND ELECTION OF FACULTY REPRESENTATIVE TO THE UNIVERSITY BUDGET ADVISORY COMMITTEE

Current at-large faculty representatives:
James Sobredo, SS&IS, 2010
Scott Farrand, NS&M, 2011 

Nominees:
Bob Buckley, E&CS
Michael McKeough, H&HS
Darryl Parker, H&HS 

All three nominees will be forwarded to the President for consideration.

*FS 09-58/GSPC GRADUATION WRITING ASSESSMENT REQUIREMENT (GWAR) FOR GRADUATE STUDENTS

(See flowchart of GWAR for Graduate Students Process for a visual depiction of this policy)

Revisions to University Policy Manual

Current

Proposed Revision

WRITING PROFICIENCY (GRADUATES)

All entering graduate students (those classified in degree programs effective Fall Semester, 1982, and thereafter) are expected to demonstrate writing proficiency at the undergraduate level as prescribed by California State University. Students applying for admission to graduate programs who have not fulfilled this requirement because of having graduated from a non-CSU institution or having completed undergraduate degree requirements prior to the imposition of the writing standard shall be required to demonstrate writing proficiency as an admission requirement or before becoming fully classified in a graduate degree program.

The university's writing proficiency requirement for graduates may be met by one of the methods described below:

1.   passing the CSUS Writing Proficiency Examination with score of eight or better, or passing an equivalent standard, as approved by the appropriate committee of the English Department and by the Dean of Graduate Studies, (equivalent standards will apply only to those students who are admitted with baccalaureate degrees from non-CSU institutions, and have demonstrated writing proficiency at the former university); or

2.   achieving a satisfactory score on the CLEP General Examination in English Composition (Essay Edition), or achieving a satisfactory score (as determined by the Graduate Policies and Programs Committee and the appropriate committee as recommended by the Graduate Policies and Programs Committee and approved by the Dean of Graduate Studies and the appropriate committee of the English Department.

Any department may, with concurrence of the Graduate Policies and Programs Committee, require other evidence of writing proficiency in addition to the minimum prescribed in either 1 or 2 above.*

 

WRITING PROFICIENCY (GRADUATES)

Writing proficiency at the graduate level will be demonstrated by successful completion of the graduate program requirements.

Students’ preparedness for graduate level writing may be demonstrated by meeting one of the standards specified on the WPG Equivalency Standards form. Students who do not meet one or more of these standards must either take the Writing Placement for Graduate Students (WPG) or take a Graduate Writing Intensive (GWI) course in their discipline within their first two semesters of coursework at California State University, Sacramento. Students whose performance on the WPG indicates that they do not need additional writing preparation may advance to candidacy when appropriate.  Students whose WPG performance indicates they need additional preparation may elect either to take a GWI course within their program (if available) or via the College of Continuing Education.  In either case, students must earn a B or above in the course in order to advance to candidacy.

 

 

Title 5 now requires that applicants for graduate programs who have not attended, for at least three years, secondary or postsecondary educational institutions where English is the principal language of instruction possess a score of 550 on the Test of English as a Foreign Language (TOEFL) prior to admission to CSUS. In addition, the immigration laws require that international students on non-immigrant visas be admitted only as fully classified graduate students. ESL international students required to take the TOEFL may demonstrate writing proficiency by the following method:

1. achieving a score of 550 on the TOEFL which shall be validated during the first two weeks of enrollment on this campus by taking the CSUS English Diagnostic Test, which is designed primarily for assessing the writing skills of ESL students. If lack of writing proficiency is demonstrated through this test, the Graduate Coordinator of the department in which the student is classified and the student's departmental advisor will design, in consultation with the Writing Proficiency Exam Coordinator (or designee), a plan for the student to achieve writing proficiency. This plan must be acknowledged by the student in writing, signed by the Graduate Coordinator, Advisor and Department Chair, and submitted to the dean of Graduate Studies for approval. The student must have achieved writing proficiency as outlined in the plan before advancement to candidacy. Failure to demonstrate proficiency in a timely fashion may result in the student's declassification.

In addition, the following policy applies to any student, ESL or otherwise, who has not already demonstrated writing proficiency according to the CSUS criteria by one of the methods above:

 

2. Graduate students who appear to have an insufficient background in the English language to succeed in graduate study and have not already demonstrated writing proficiency may be required to take the CSUS English Diagnostic Test by the Dean of Graduate Studies after consultation with the Department Chair and Graduate Coordinator. If the test result is below the acceptable minimum standard, the student may be declassified and required to gain additional English language skills before reapplying for admission to classified graduate standing. In any case, writing proficiency must be demonstrated before advancement to candidacy.**

Title 5 requires that applicants for graduate programs who have not completed a baccalaureate degree from a postsecondary educational institution where English is the principal language of instruction to possess a minimum score on the Test of English as a Foreign Language (TOEFL) prior to admission to CSUS as follows: 550 on the paper-based TOEFL; or 213 on the computer-based TOEFL; or 80 on the internet-based TOEFL (iBT). Students may also demonstrate English language proficiency by possessing an International English Language Testing System (IELTS) score of 7.0.

 

 

Background information can be found at Attachment C.

Carried.

*FS 09-59/GSPC

WRITING PLACEMENT FOR GRADUATE STUDENTS (WPG) EQUIVALENCY STANDARDS

NOTE: The WPG Equivalency Standards were adapted from standards currently used to allow waivers of the WPE (included below for informational purposes.) It should be noted, however, that the WPG Equivalency Standards serve a different purpose from the WPE Waiver Standards. Currently, a student who meets one of the WPE Waiver Standards has fulfilled the GWAR requirement for graduate students on this campus. A student who meets one of the WPG Equivalency Standards, on the other hand, will not have met the GWAR requirement, which will be met by completion of the culminating experience. Instead, meeting one of the WPG Equivalency Standards means that a student has clearly demonstrated sufficient preparation for graduate-level writing that there is no need for further assessment of their preparedness.

Proposed WPG Equivalency Standards

q  Have M.A./M.S., Ph.D., or J.D. from a US-Accredited University or an equivalent degree with coursework in the English language as evaluated by the Office of the Graduate Dean (attach copy of school transcript with degree noted).

q  Published a refereed academic journal article in the English language (attach a copy of the journal/publication cover and first page of the article with your name).

q  Graduated with a baccalaureate degree or equivalent from a US-accredited University with a cumulative GPA of 3.7 or above (attach copy of school transcript).

q  Received 4.5 or higher on the analytical writing portion of the GRE/GMAT (attach verification).

q  Instructor of record of a college-level writing course taught in the English language at a US-accredited University approved by the Office of the Graduate Dean

Current Writing Proficiency Exam (WPE) Waiver Standards:

q  Have MA/MS, Ph.D., or JD from an Accredited American University (attach copy of school transcript with degree noted)

q  Published an academic journal article or professional report (attach a copy of the journal/publication cover and first page of article or report with your name)

q  Achieved a grade of B- or better in a Junior-level advanced English composition course that required a minimum of 5000 words of writing (attach copy of syllabus and school transcript with grade noted)

q  Graduated from an Accredited American University with honors or above (attach copy of school transcript with honors noted for the degree)

q  English instructor of record or tutor of college level English course (attach verification)

q  Passed a writing proficiency exam at a CSU or passed an upper division writing exam at another University other  than a CSU (attach verification letter from institution or copy of transcript with exam noted)

q  Received 4.0 or higher on the GRE/GMAT writing assessment portion of the general exam (attach verification)

Carried.

*FS 09-66/Ex. COMMITTEE APPOINTMENT – UNIVERSITY

Committee on Administrative Review
Joe Zhou, 2012

Carried unanimously.

*FS 09-68/Ex.

COMMITTEE APPOINTMENTS – UNIVERSITY

Search Committee, Dean, College of Health and Human Services
Robin Datel, At-large faculty

Committee on Administrative Review
James Sobredo, 2011

Academic Council on International Programs
Tom Krabacher, 2013 

Carried unanimously.

FS 09-70/FPC/Ex.

OUTSTANDING TEACHING, UNIVERSITY SERVICE AND COMMUNITY SERVICE AWARDS, INCLUSION OF SCHOLARLY AND CREATIVE ACTIVITY

Background: During the Spring of 2009, and following debate on the level of recognition and nature of the award programs, the Faculty Senate passed the following:

Resolved: The Faculty Senate affirms its support of the current Faculty Awards model, which provides for University-wide recognition of faculty from each of the colleges or equivalent units in the categories of Teaching, Service to the Institution and Service to the Community.

Resolved: The Faculty Senate refers to Faculty Policies Committee the task of reviewing policies and procedures pertaining to the awards, including the composition of selection committees, with the goal of preparing a single integrated policy document that addresses all three awards, selection committees, award criteria, procedural matters, and manner(s) of recognition of award recipients. If FPC is to expend resources compiling and streamlining the policies and processes as the Senate has directed it to do, it is beneficial to determine in advance whether the Senate desires to add the fourth category, consistent with the fourth RTP review category, to avoid the later duplication of committee work. (FS 09-20/Ex.)

In his memo authorizing the action, the President added the comment:

“I note that the reaffirmed awards structure attends to three of the four areas of faculty activity and responsibility at Sacramento State.  I ask that the Executive Committee and the Provost please discuss the issue of attention to Senate Awards, administered at the college level, by which to give the same measure of University-wide recognition of faculty in the area of scholarly and creative activity as is now provided in the areas of teaching, service to the institution,. And service to the community.” (Gonzalez memo to Senate Chair, 4/21/09)

If FPC is to expend resources compiling and streamlining the policies and processes, as the Senate has directed it to do, it is beneficial to determine in advance whether the Senate desires to add the fourth category, to avoid the duplication of work. 

The Faculty Senate affirms the addition of the category of Outstanding Scholarly and Creative Activity to the current complement of college-level Faculty Awards. Furthermore, the Faculty Senate refers to the Faculty Policies Committee the task of incorporating the policies and procedures pertaining to such an award into the already existing task of preparing a single policy document that addresses the awards, with respect to selection committees, award criteria, procedural matters, and manner(s) of recognition of award recipients.

Carried. 

FS 09-71/CPC/GE/GRPC/Ex.

WRITING INTENSIVE COURSE – PASSING GRADE

Background: As part of a series of changes to the Comprehensive Writing Program approved by the Senate in 2006 and fully implemented in fall 2009, certification of GWAR was changed from a passing score on the WPE to a passing grade in a Writing Intensive (WI) course. During the process of advertising the changes to the campus, a number of faculty, deans, and department chairs expressed concerns that a passing grade in a WI course was too low of a standard for the GWAR. In response to these concerns the Reading and Writing Subcommittee feels that changing the certification to a C- would bring the requirement in line with the GE Area A Written Communication requirement and set a more rigorous standard. This change was presented to the Curriculum Policies Committee and the GE Policies Committee and both committees voted unanimously in favor of the change, with one abstention.

The Faculty Senate recommends changing the certification of completion of the undergraduate Graduation Writing Assessment Requirement (GWAR) from "a passing grade in a Writing Intensive course" to "a C- or higher in a Writing Intensive course." 

Carried unanimously.

FS 09-75/AITC/Ex.

COMMITTEE APPOINTMENTS – UNIVERSITY

Information Resources and Technology Steering Committee
Bob Buckley

Information Resources and Technology Advisory Committee
Carolyn Gibbs, Bin Zhang, and Jennifer Rayman

Information Resources and Technology Administrative Advisory Committee
Ron Coleman

 Carried unanimously.

FS 09-75A/Ex.

COMMITTEE APPOINTMENTS – UNIVERSITY

Committee for Diversity Awards
Dana Kivel, At-large, 2012

Instructionally Related Activities Committee
Deborah Metzger, 2010
Mark Rodriguez, 2010

Carried unanimously.

FS 09-72A/GSPC/Ex.

FTES REDUCTION PLANNING

The Faculty Senate endorses the FTES reduction proposal for 2010-2011 presented by the Vice Presidents of Academic Affairs and Student Affairs during the Senate meeting of November 5th, 2009*.

*Attachment A: “Proposed Plan for FTES Reduction for 2010-11”.

Carried unanimously.

*FS 09-74/GE/GRPC/Ex.

BACCALAUREATE LEARNING GOALS

The Faculty Senate recommends the adoption of the Updated Baccalaureate Learning Goals:

Sacramento State Baccalaureate Learning Goals for the 21st Century

DRAFT 

Current Sacramento State Baccalaureate Learning Goals

Proposed Updated Baccalaureate Learning Goals

COMPETENCE IN THE DISCIPLINES: The ability to demonstrate the competencies and values listed below in at least one major field of study. Additionally, this learning goal requires students to demonstrate informed understandings of other fields, drawing on the knowledge and skills of disciplines outside the major.

ANALYSIS AND PROBLEM SOLVING: The ability of students to identify and diagnose problems; organize and critically evaluate relevant information of a qualitative and quantitative nature; develop reasonable arguments and effective solutions.

COMMUNICATION: The ability to read, write, speak and listen effectively. The ability to respond, with understanding and appreciation to a wide variety of communicative acts.

INFORMATION COMPETENCE: The ability to make effective and ethical use of information resources and technology for personal and professional needs.

CULTURAL LEGACIES: Acquisition of knowledge of human accomplishments in the creative and performing arts and the achievements of human thought.

VALUES AND PLURALISM: The ability to apply ethical standards in order to make moral judgments with respect to individual conduct and citizenship, and to recognize the diversity of human experiences and cultures, both within the United States and internationally. The development of positive social attitudes, values and behaviors.

Competence in the Disciplines: The ability to demonstrate the competencies and values listed below in at least one major field of study and to demonstrate informed understandings of other fields, drawing on the knowledge and skills of disciplines outside the major.

Knowledge of Human Cultures and the Physical and Natural World through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts.  Focused by engagement with big questions, contemporary and enduring.

Intellectual and Practical Skills, Including: inquiry and analysis, critical, philosophical and creative thinking, written and oral communication, quantitative literacy, information literacy, teamwork and problem solving, practiced extensively, across the curriculum, in the context of progressively more challenging problems, projects, and standards for performance.

Personal and Social Responsibility, Including: civic knowledge and engagement—local and global,* intercultural knowledge and competence, ethical reasoning and action, foundations and skills for lifelong learning anchored through active involvement with diverse communities and real-world challenges.

**Integrative Learning, Including: synthesis and advanced accomplishment across general and specialized studies.

All of the above are demonstrated through the application of knowledge, skills, and responsibilities to new settings and complex problems.

* Understanding of and respect for those who are different from oneself and the ability to work collaboratively with those who come from diverse cultural and backgrounds.

** Interdisciplinary learning, learning communities, capstone or senior studies in the General Education program and/or in the major connecting learning goals with the content and practices of the educational programs including GE, departmental majors, the co-curriculum and assessments. 

The Faculty Senate further recommends that:

  1. The "Baccalaureate Learning Goals" serve as a template for all curricular and co-curricular undergraduate learning at Sacramento State
  2. The “Baccalaureate Learning Goals" be incorporated into the University's Strategic Plan.
  3. The Curriculum Policies Committee (CPC), together with the General Education/Graduation Requirements Policy Committee (GE/GRPC) incorporate these goals into consideration of program review, in the ongoing, cyclical process that will guide the University in meeting these expectations of undergraduate learning at Sacramento State.
  4. The CPC and GE/GRPC committees to initiate a review of the BLGs during Academic Year 2015-16, and to then consider revisions or amendments that will tailor the BLGs to the uniqueness of Sacramento State and reflect the changing landscape of undergraduate education.

Carried unanimously.

FS 09-79/Flr.

EXECUTIVE COMMITTEE’S PARTICIPATION IN PRESIDENT’S AD HOC ADVISORY GROUP, ENDORSEMENT OF

The Faculty Senate endorses the Executive Committee’s participation on the President’s ad hoc Advisory Group through the Spring 2010 semester to help address urgent issues/directives from the Chancellor’s Office and other sources that require timely responses. In making this endorsement, the Senate does not abdicate its powers and responsibilities on policy matters within its purview as defined in the Constitution of the Faculty and the By-laws of the Faculty Senate. 

Carried unanimously.

FS 09-77/Ex.

ENDORSEMENT AND DESIGNATION OF MARCH 4, 2010 AS “MARCH FOR EDUCATION ON MARCH 4, 2010”

 

The Faculty Senate of California State University, Sacramento

 1.     Rejects the statewide “CSU Statewide Academic Senate’s Resolution AS-2914-09/FGA “Calling for the CSU to designate March 2, 2010 as ‘A Day Without the CSU’”;

2.     Endorses the statewide “March for Education on March 4, 2010” and urges all Sacramento State faculty to designate Thursday, March 4, 2010 as one of their individual furlough days for the Spring 2010 semester.

3.     The CSUS Faculty Senate distribute this resolution to the following: President Alexander Gonzalez, Chancellor Reed, the Board of Trustees, the Academic Senate of the CSU, and other CSU campus Senate chairs.

 Carried.

FS 09-81A/Flr. GRADUATE PROGRAM FTES REDUCTION RECOMMENDATIONS

The Faculty Senate of the California State University:

1) receives the information provided by the Provost, including the recommendations of the Graduate Advisory Council, and thanks the members of the Council in particular for their hard work and dedication to graduate programs at CSUS;

2) reasserts its jurisdiction over program reduction and suspension decisions, including the criteria to be used to enact current policies; and

3) refers the matter to the Graduate Studies Policies Committee to consider the Provost’s information and the Council's recommendations and forward for Senate approval a set of recommended graduate program reduction and suspension criteria and measures.

4) directs the Graduate Studies Policies Committee to report back to the Faculty Senate on December 17, 2009.

Carried unanimously.

FS 09-83/GSPC/Ex.

CRITERIA FOR REDUCTION OR SUSPENSION OF GRADUATE AND POST-BACCALAUREATE PROGRAMS

The Faculty Senate recognizes the centrality of graduate education to the mission of the California State University and as defined by California State Law.

The Faculty Senate further recognizes the need for FTES reduction in the 2010-2011 academic year, as previously endorsed by this body (FS 09-72A), and makes the following recommendations with regard to enrollment and admissions decisions for that period:

1.     Depending on enrollment patterns and need, non K-12 Teacher Preparation Credentials shall be reduced prior to reducing the number of FTES in K-12 Teacher Preparation Credential programs.

2.    All certificate programs not currently embedded in a graduate degree program shall have admissions suspended, unless the program is 1) accredited; 2) required for licensure; and 3) is provided a special exception by the Provost. Under these circumstances, the program will be evaluated in accordance with the “Criteria for Reduction or Suspension of Master’s Programs”.

3.    Proportionate cuts across programs of varied sizes should be avoided in as much as they jeopardize small quality programs more than they do large programs.

4.    The Provost should take into account projected drops in enrollment by programs.  Given the unusual nature of both the economic context and current enrollment patterns, program coordinators should report their estimated enrollment figures to the Graduate Dean.

5.     For further reductions after enacting recommendations 1 and 2 above, the Graduate Dean and the Provost shall ensure that the criteria for FTES reductions are applied across campus using equitable and comprehensive application of standards, and following the guidelines of the criteria template (see below).  Enrollment cuts to specific programs do not imply redistribution of FTES within the same college: such decisions are to be made at the campus level by the Graduate Dean and the Provost.

Criteria for Reduction or Suspension of Master’s Programs

Criteria

Dimensions

Variables

Examples of Measurements

Program Quality

 

Curriculum Strength

Course offerings

Core and elective courses comply

with degree program policy

 

 

 

Course or program

Development

Review of Forms A & B for

evidence of development; program review

 

Quality of faculty

Academic Qualifications

Degrees held, scholarly activity,

teaching effectiveness

 

 

 

Faculty involvement

Percentage of faculty teaching courses, serving on committees, advising, and/or supporting culminating experience work

 

Admission selectivity

Admission Requirements

GPA, GRE/other test, writing sample, letters of recommendation, purpose statement

 

 

 

Admission Decisions

Acceptance rate, special action admit rate

 

Alumni success

 

Full time employment in discipline, advanced educ.

Number admitted to doctoral

programs, other alumni data

*Program quality should be ranked as the top priority of the campus. Within the program quality criterion, curriculum strength as operationalized by examining course offerings should be the highest priority. 

Program Need

Student demand,

present/projected

Admissions & enrollment

Number of applicants, number of admits, and number enrolled

 

Labor market,

present and

projected

Employment opportunities in region or state

Employer surveys

*Program need should be considered a secondary criterion. Within the program need criterion, student demand as operationalized by examining admissions and enrollment should be the highest priority. 

Program Cost/

Benefit

Formula generation/

expenditures relationship

FTES/WTU

Grad FTES/WTU;

Total FTES/WTU

 

Degree production

rates

Time in program;

Time to degree

Percentage of students completing degree, and time in program relative to the units required to complete degree

 

Secondary effects

 

Benefit to/detract from

other programs

Support of undergraduate program through TA/GA/ISA positions; interdisciplinary course offerings

 

Cost efficiency

Overlap with other

Programs

Review of catalog for repetition of courses or other replicative components of other programs

*Program cost/benefit should be considered a secondary criterion.  Within the program cost/benefit criterion, formula generation/expenditures relationship as operationalized by examining FTES in relation to WTU should be the highest priority.

While some of the recommendations within the criteria template (see above) are consistent with the 1991 policy on “Instructional Program Priorities; Academic Planning Resource Allocation and Enrollment Management” (these items are underlined within the template), others go beyond the specific details of that policy.  In so far as the current recommendations go beyond the details of existing policy, they are to form an addendum to existing policy for consideration during decision making for graduate programs for the 2010-2011 academic year, and do not extend beyond that period or with regard to other applications unless extended by subsequent Senate action.

 

 6.   In an effort to ensure transparency, the Graduate Dean shall provide faculty senators, department chairs and graduate coordinators a report of reductions to and suspension of graduate credential, certificate, and degree programs.

Carried.

FS 09-86/Flr.

1991 INSTRUCTIONAL PROGRAM PRIORITIES, GUIDELINES FOR ACADEMIC PLANNING, RESOURCE ALLOCATION AND ENROLLMENT MANAGEMENT, ESTABLISHMENT OF TASK FORCE ON THE REVISION OF

The Faculty Senate refers to the Executive Committee the task of creating an ad hoc task force to review the 1991 document and make recommendations for revision, as deemed appropriate, for guiding decisions on academic program priorities and distribution of enrollment, including processes by which decisions on program and enrollment distribution are made.

Carried unanimously.

FS 09-84/Ex.

COMMENDATION AND THANKS, MOTION OF

The Faculty Senate commends and thanks the Chair and the Members of the Graduate Studies Policies Committee for their dedicated and time-consuming service in crafting FS 09-83. Furthermore, the Faculty Senate thanks the Members of the Graduate Advisory Council for framing the criteria and laying the groundwork for this action in their previous communication to the Graduate Dean. 

Carried unanimously.

FS 09-85/Ex.

ENROLLMENT MANAGEMENT GROUP

The Faculty Senate recommends faculty representation in the “Enrollment Management Group” (EMG). 

Pending a full charge and composition statement to be authored by the Provost and the Associate Vice President of Student Affairs for Enrollment Management, the Faculty Senate recommends that one member of the Academic Policies Committee (APC) (to be chosen by the Committee) and one member of the Graduate Studies Policies Committee (GSPC) (to be chosen by the Committee) be appointed to serve in the EMG for the remainder of the 2009-2010 Academic Year.

The Faculty Senate recommends Kristin Van Gaasbeck (APC) and Annie Blanton (GSPC) to serve in this capacity.

This recommendation pertains to the balance of the 2009-2010 AY only, unless extended by a subsequent action of the Faculty Senate.

Carried unanimously.