University
Academic Values survey
Faculty Senate Meeting:
This survey is consensus
building exercise focused on linking academic values with budget
priorities. It will not form the basis
of policy without further formal actions taken by the Senate. It will be used by the Executive Committee in
identifying areas of consensus that might guide future policy or resolution
language that would proceed through the legislative process (first and second
reading) in the Faculty Senate. Your responses
are anonymous and only aggregate level data will be discussed in future
Executive Committee and/or Senate meetings.
Your participation is voluntary, however, to
the degree that the survey is to reflect the values of the faculty, greater
participation will provide a more robust data set.
Please indicate the degree of
importance you ascribe to each of the following statements of values by
circling the appropriate number. If you
think an item not in the survey deserves consideration, write it in a space
marked “Other” and indicate its level of importance. Be as specific as you are able to or feel
comfortable with. Note that the purpose
of this specific discussion is to consider aspects of the Academic Affairs
budget and its allocation(s) and for this reason the programs, program support
services, and other resources you identify should fall within the scope of
Academic Affairs.
The following statements of values were adapted from
the CSU Mission Statement, Instructional Programs Priorities; Academic
Planning Resource Allocation and Enrollment Management (i.e. “the 1991
document”, and Broad Principles for
Budget Reductions: Revised by the CUP Planning Committee
General academic values
1) Support for courses and
programs that directly support and lead to the baccalaureate or masters degree
in liberal arts, sciences, applied and professional fields
1 2 3 4 5 6 7 8 9 10
undesirable unimportant desirable highly desirable essential
2) Support for applied and
professional programs, including credentialing in Education
1 2 3 4 5 6 7 8 9 10
undesirable unimportant desirable highly desirable essential
3) Maintaining current enrollment
split between undergraduate and graduate degree programs.
1 2 3 4 5 6 7 8 9 10
undesirable unimportant desirable highly desirable essential
4) Support for existing range
of emphases, concentrations, and major electives within programs
1 2 3 4 5 6 7 8 9 10
undesirable unimportant desirable highly desirable essential
5) Support for facilities,
equipment, and resources for adequate program function
1 2 3 4 5 6 7 8 9 10
undesirable unimportant desirable highly desirable essential
6) Support for programs
determined to be of quality (whatever criteria are used to define quality)
1 2 3 4 5 6 7 8 9 10
undesirable unimportant desirable highly desirable essential
7) Support for programs unique
to our campus and/or location
1 2 3 4 5 6 7 8 9 10
undesirable unimportant desirable highly desirable essential
Other (specify)__________________________________________________________________________
1 2 3 4 5 6 7 8 9 10
undesirable unimportant desirable highly desirable essential
Other (specify)__________________________________________________________________________
1 2 3 4 5 6 7 8 9 10
undesirable unimportant desirable highly desirable essential
Student-based values
8) Supporting the ability of
currently enrolled students to graduate in a timely fashion
1 2 3 4 5 6 7 8 9 10
undesirable unimportant desirable
highly desirable essential
9) Supporting the ability of
currently enrolled students to graduate if the programs in which they are
enrolled are discontinued or suspended
1 2 3 4 5 6 7 8 9 10
undesirable unimportant desirable highly desirable essential
10) Ensuring that students
will be admitted to the university only if there are sufficient resources to
allow them to graduate
1 2 3 4 5 6 7 8 9 10
undesirable unimportant desirable highly desirable essential
11) Supporting the ability of
students to pursue a liberal arts education
1 2 3 4 5 6 7 8 9 10
undesirable unimportant desirable highly desirable essential
Other (specify)__________________________________________________________________________
1 2 3 4 5 6 7 8 9 10
undesirable unimportant desirable highly
desirable essential
Other (specify)__________________________________________________________________________
1 2 3 4 5 6 7 8 9 10
undesirable unimportant desirable highly desirable essential
Faculty-based values
12) Preventing further increases
in faculty teaching loads
1 2 3 4 5 6 7 8 9 10
undesirable unimportant desirable highly desirable essential
13) Maintaining expectations
of, and supporting, faculty research
1 2 3 4 5 6 7 8 9 10
undesirable unimportant desirable highly desirable essential
14) Maintaining expectations
of, and supporting, faculty university service
1 2 3 4 5 6 7 8 9 10
undesirable unimportant desirable highly desirable essential
15) Maintaining expectations
of, and supporting, faculty community service
1 2 3 4 5 6 7 8 9 10
undesirable unimportant desirable highly desirable essential
Other (specify)__________________________________________________________________________
1 2 3 4 5 6 7 8 9 10
undesirable unimportant desirable highly desirable essential
Other (specify)__________________________________________________________________________
1 2 3 4 5 6 7 8 9 10
undesirable unimportant desirable highly desirable essential
Program-based values
16) Support for student
remediation
1 2 3 4 5 6 7 8 9 10
undesirable unimportant desirable highly desirable essential
17) Support for minors that
do not specifically support another major
1 2 3 4 5 6 7 8 9 10
undesirable unimportant desirable highly desirable essential
18) Support for certificate
programs
1 2 3 4 5 6 7 8 9 10
undesirable unimportant desirable highly desirable essential
19) Support for “true”
elective courses
1 2 3 4 5 6 7 8 9 10
undesirable unimportant desirable highly desirable essential
20) Comparing degree programs
considering the following factors:
a) Quality of programs
1 2 3 4 5 6 7 8 9 10
undesirable unimportant desirable highly desirable essential
b) Ensuring a variety of programs consistent with a
regional comprehensive university
1 2 3 4 5 6 7 8 9 10
undesirable unimportant desirable highly desirable essential
c) Whether a program serves a unique function
1 2 3 4 5 6 7 8 9 10
undesirable unimportant desirable highly desirable essential
d) Whether a program responds to unique characteristics
of our location
1 2 3 4 5 6 7 8 9 10
undesirable unimportant desirable highly desirable essential
e) Whether a program provides a specific entry
qualification for a field/profession
1 2 3 4 5 6 7 8 9 10
undesirable unimportant desirable highly desirable essential
Other (specify)__________________________________________________________________________
1 2 3 4 5 6 7 8 9 10
undesirable unimportant desirable highly desirable essential
Other (specify)__________________________________________________________________________
1 2 3 4 5 6 7 8 9 10
undesirable unimportant desirable highly desirable essential