2003-2004 FACULTY SENATE
OF
California State University, Sacramento

Minutes
October 16, 2003

ROLL CALL [+ indicates alternate]

REGULAR AGENDA

Athletics Task Force
Phil Hitchcock, Art Department
Steve Perez, Economics Department
Dave Raske, Special Education, Rehabilitation, and School Psychology
Gloria Solomon, Kinesiology and Health Science Department

Student Fee Advisory Committee
Robert Metcalf, NS&M
Jessica Howell, SS&IS

Carried unanimously.

Academic Policies Committee
Sylnovie Merchant, At-large, 2006

General Education Policies/Graduation Requirements Committee
David Zeanah, At-large, 2004

Faculty Policies Committee
Stan Oden, At-large, 2006

Pedagogy Enhancement Awards Subcommittee
Maria Kochis, Library, 2006

Carried unanimously.

Alumni Board
Art Jensen, Faculty Alumnus, 2004

Search Committee, Director of Alumni Relations
Art Jensen, Faculty Representative

Committee for Persons with Disabilities
Patti Nogales, A&L, 2005

Search Committee, Dean, College of Education
Jackie Donath, At-large

Carried unanimously.

The Faculty Senate recommends approval of the program change proposals outlined in Attachment A.

Carried unanimously.

Background:    In Spring 2003, the Faculty Senate adopted the establishment of the Community Service Awards (FS 03-13).  The Awards program established two tiers for awards - the Outstanding Community Service Award, and the Lifetime Achievement Award for Community Service.  The Lifetime Achievement Award winner is selected by a committee comprised of faculty (elected from each college and one person elected to represent librarians, student affairs professionals and coaches), students, community members, a designee from the President's Office, a liaison from the Faculty Policies Committee, and the Director of the Office of Community Collaboration.  FS 03-13 did not specify who was eligible to be elected to the Lifetime Achievement Award Selection Committee.  This motion:  specifies who is eligible to be elected to the Lifetime Achievement Award Selection Committee; changes the term; includes staff in the composition; and includes staff in the nomination process.

The Faculty Senate recommends amending the Community Service Awards as follows:

[strikethrough = deletion; underscore = addition]

. . .

OUTSTANDING COMMUNITY SERVICE AWARD (OCSA)

ELIGIBILITY

All faculty (temporary, probationary and tenured instructional faculty, non-instructional faculty - librarians, student service professionals-academically related, and coaches) are eligible for nominations. Included also are faculty on the Faculty Early Retirement Program (FERP).  This includes faculty in each of the seven Colleges as well as those classified as non-instructional faculty: the librarians, student services professionals (academically related), and coaches. 

NOMINATIONS

Nominations may be made by faculty, self, staff, administrators, students, or external community members. The process for soliciting nominations on-campus shall be the responsibility of colleges and other nominating units. The Faculty Senate shall assume responsibility for publicizing the awards to off-campus constituencies, and may request assistance from normal campus channels.

. . .

LIFETIME ACHIEVEMENT AWARD FOR COMMUNITY SERVICE

NOMINATIONS (same as OCSA)

Nominations may be made by faculty, self, staff, administrators, students, or external community members. The process for soliciting nominations on-campus shall be the responsibility of colleges and other nominating units. The Faculty Senate shall assume responsibility for publicizing the awards to off-campus constituencies. The Faculty Senate shall request assistance from the Office of Community Collaboration for publicizing the awards to the Sacramento community.

ELIGIBILITY

All faculty who have engaged in 10 years or more of professional service to the community are eligible for nominations. This includes All faculty (temporary, probationary and tenured instructional faculty, non-instructional faculty librarians, student service professionals-academically related, and coaches) are eligible.  Included also are faculty on the Faculty Early Retirement Program (FERP). in each of the seven Colleges as well as those classified as non-instructional faculty: the librarians, student services professionals (academically related), and coaches.

 

. . .

COMPOSITION OF SELECTION COMMITTEE

Faculty – 1 full-time faculty each year from each college, plus one representative from the Library, student affairs professionals and coaches, also elected annually to serve a three-year staggered term

Students – 2, appointed by ASI

Staff – 1 appointed by USA

External community members – 2 selected by President’s office

President’s Office designee

Faculty Policies Committee liaison

Director of the Office of Community Collaboration, ex officio. Votes only if there is a tie.

Carried unanimously.

The Faculty Senate requests approval to negotiate a Joint Doctoral Program in Educational Leadership and Policy Studies between CSUS, Sonoma State University and the University of California, Davis (Attachment B).

Carried unanimously.

Carried unanimously.

Background:  The United States, unlike other advanced industrial nations, does not provide the opportunity for many of its college-bound children to begin learning a second language in elementary school (when learning is most natural and effective.) For reasons that include the cultural diversity of California and its desire to continue to participate in a global economy (not to mention the personal benefits enumerated in the goal statement that follows), all Californians should have the opportunity to at least experiment with a second language.

From the General Education Policies/Graduation Requirements Committee's perspective, the most significant "argument" for developing learning goals and a rationale for the foreign language proficiency graduation requirement is that all components of the "core" of the University's requirements (GE and supplementary graduation requirements) should involve all segments of the university community in their implementation, evaluation and assessment. Like General Education, the courses making up the graduation requirements are parts of a university curriculum and not the responsibility of any single department.

The Committee found no substantive or philosophical difference between the development, adoption and implementation of the University Baccalaureate Learning Goals and the General Education Area Learning Goals and this effort to develop a rationale and learning goals for the foreign language graduation requirement.

The Faculty Senate recommends the adoption of the following goals of the courses fulfilling the CSUS Foreign Language Graduation Requirement. To provide students with:

The ability to enter into a language community other than their own.

Rationale: The study of a foreign language enables students to enter into the world of a distinct linguistic and cultural community, and thereby to transcend the limits of their own culture. Language is the bond that holds together a people and its culture, and is the key that provides entrance, interpersonal contact and communication to newcomers.

Awareness of another culture.

Rationale: One of the CSUS Baccalaureate Learning Goals is, "understanding the development of world civilizations and the values of different cultural traditions." The study of culture in conjunction with the study of a language enables the student to develop sensitivity to the values, attitudes and behaviors expected of members of a distinct language community, in order to interact with members of that community with mutual dignity, respect and acceptance.

The development of skills to increase communication with foreign language speakers in one's anticipated career field.

Rationale: Another Learning Goal is the "ability to work collaboratively with those who come from diverse cultural backgrounds." Many students will, in the course of their professional activities, encounter speakers of other languages, some of whom may not be fluent in English. This ability to work with members of other language communities may provide a strong motivation for students by providing a tangible benefit they can understand.

The ability to communicate with people from other cultures using appropriate social skills and mannerisms.

Rationale: Another Learning Goal is "understanding of, and respect for, those who are different from oneself." In addition to the words of a foreign language, students will learn the attitudes, gestures and underlying beliefs of the culture behind the language, thus enabling them to interact with dignity and respect.

A preparation for lifelong learning about other cultures and the acquisition of increased fluency if desired.

Rationale: A principle stated in the CSU Baccalaureate Learning Goals is "Baccalaureate students should possess a range of knowledge, values, and skills that will enrich and shape their lives long after their formal education has ended." Many students who, at the present time, do not see the need for developing knowledge and understanding of another culture or language may later discover the need for deeper study.

An opportunity to interact in a foreign language within the classroom setting.

Rationale: Fluency in a foreign language is best obtained in the country where it is spoken. Ideally, we might want to send each student to spend some time in a foreign country. Since this is not a realistic goal, providing a "mini-immersion" in the context of the classroom is a possible substitute.

These goals and rationales are intended to function as:

1. The basis for evaluating the intentions and implementation of the foreign language proficiency graduation requirement and
    
2. The principles underlying the development of an assessment plan for the foreign language proficiency requirement and
    
3. The criteria for the development of new course proposals and cyclical review of the courses offered to meet the foreign language proficiency requirement and
    
4. The public, informational statement for students, faculty and staff

Carried unanimously.

The Faculty Senate recommends referring the matter of Policies and Procedures Regarding Academic Honesty back to the Academic Policies Committee to draft appropriate language providing for an informal process, involving discussion with the department chair the nature of the allegations and the efficacy of proceeding with charges.

Carried.  (Hand count:  ayes - 23; nays - 18)

Having reached the time certain for the Special Report on the campus' 5-Year Master Plan, the following items will be presented for first reading on the November 6, 2003 Senate agenda:

SPECIAL REPORT (4:10)

Matt Altier, Associate Vice President, Facilities Management presented "A Plan for the Next 5 Years-Green Space, Student Pathways, a Balanced And Beautified Campus" - the 5-year Master plan.

INFORMATION

1. Faculty Senate's home page:  www.csus.edu/acse, or, from the CSUS home page, click on Administration and Policy, then Administration, then Faculty Senate.
2. Status on actions taken by the Senate:  http://www.csus.edu/acse/03-04_actions.htm   

3. Upcoming Senate meetings: 

November 6, 2003 - Senate meets November 20, 2003 - tentative November 27, 2003 - Happy Thanksgiving! December 4, 2003 - tentative December 11, 2003 - tentative December 18, 2003 - tentative

Cheryl Johnson, Secretary for the Senate

*Requires Presidential approval