2009-2010 FACULTY SENATE
California State University, Sacramento

AGENDA
Thursday, November 19, 2009
LIBRARY 11
3:00 - 5:00 p.m.

 

OPEN FORUM

 

CONSENT ACTION

 

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

 

Committee for Diversity Awards

Dana Kivel, At-large, 2012

 

Instructionally Related Activities Committee

Deborah Metzger, 2010

Mark Rodriguez, 2010

 

REGULAR AGENDA

 

FS 09-76/Flr.

MINUTES OF NOVEMBER 5, 2009

 

SECOND READING

 

FS 09-72A/GSPC/Ex.

GRADUATE/CREDENTIAL PROGRAM BUDGET ALLOCATION AND ADMISSION DECISION MAKING

 

The Faculty Senate recommends that, when budget allocations and admissions numbers are determined for AY 2010-11, the Vice President for Academic Affairs maintain the current undergraduate and graduate/credential program percentages across the University.

The Faculty Senate endorses the FTE 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”.

 

FS 09-72B/GSPC/Ex.

GRADUATE/CREDENTIAL PROGRAM BUDGET ALLOCATION AND ADMISSION DECISION MAKING

 

The Faculty Senate asks the Vice President for Academic Affairs to supply by November 30, or sooner if possible, specific numbers to colleges on total numbers of graduate students to be admitted to each college.

 

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 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 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 undergraduate learning for all undergraduate students 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.

 


Background:

The current Baccalaureate Learning Goals (BLGs) were designed and adopted by the Faculty Senate in February 2002 (FS 02-29/CPC, Ex.) and this would be the first reconsideration.  Between that time and now, several aspects of the educational landscape have shifted---program review expectations, a strong focus on interdisciplinary and integrated learning, and an emphasis on community and civic engagement, for example.  The recently completed GE/GR program review and the WASC accreditation review addressed the need for coherence between University Goals and GE Area and Program Objectives in order to realize the goals of program assessment: to better understand student learning and to make thoughtful and evidence based decisions at the level of programs.

General Education has taken the lead in updating the BLGs, in part because there is strong incentive (EO 1033 Learning Goals, GE Program Review, and WASC) for having BLGs that permit a more thorough and focused review of General Education learning outcomes at the level of the program, approximately 40% of the curriculum and about 50% of the undergraduate courses in any given semester.  Extensive consultation with colleagues across the campus (partial list below), within the CSU system (Chico and San Jose) and across the country (see the AAC&U link below), provided evidence used to update the Sacramento State BLGs.  This affirmed the integrity and value of the original Sacramento State BLGs in terms of disciplinary knowledge and endorsed the modification of the remainder of the original goals into the four updated learning goals above.  These five goals are consistent with key outcomes identified by the Association of American Colleges and Universities, several comprehensive university systems (Oregon and Wisconsin in addition to California), and several professional associations including the Association of College and Research Libraries.

The GE/GRPC and other campus programs and groups advocate the adoption of these goals without amendment, because, in addition to being timely and congruent with our current goals, they have existing rubrics, already field tested and piloted in programs like ours that are associated with these BLGs, that may be tailored to program review and assessment initiatives, making that process more efficient and cost effective in terms of time and resources.

 

Groups/Individuals Consulted: (AY 2008-09; AY 2009-10)

Groups Consulted

Individuals Consulted

·       General Education/Graduate Requirements Policies Committee

·       Curriculum Policies Committee

·       Graduate Studies Policies Committee

·       Student Affairs

·       Provost’s Department Chairs Meeting

·       Sacramento State ASI Board

·       Reading and Writing Subcommittee

·       First Year Programs

·       Faculty Senate Executive Committee

 

Greg Wheeler, GE/FYP Associate Dean

Lori Varlotta, Vice President Student Affairs

Jackie Donath, Chair HRSD, author of WASC Document, and current BLGs

Roberto Pomo, Director Honors Program

Terry Underwood, Assessment Coordinator

Sue Holl, Engineering Chair

Sheree Meyer, English Department Chair

Tim Fong, Ethnic Studies Chair

Dave Evans, Geology Chair

Dana Kivel, RPTA Chair

Chris Castaneda, History Chair

Vanessa Arnaud, French, Honors

Shannon Datwyler, Biology

Jeffrey Brodd, HRS, Chair PROC

Juanita Barrena, Biology

Beth Strasser, Anthropology

 

Key Documents:

Sacramento State Strategic Plan http://www.csus.edu/acaf/2007CSUS_StrategicPlan.pdf

Sacramento State WASC Reaccreditation Action Letter: http://www.csus.edu/wascaccreditation/WASC%20Reaccreditation%20Action%20Letter%20June%202009.pdf

Sacramento State GE/GRPC Response to Program Review http://www.csus.edu/acse/archive/0809/GE-GRPC_Final%20Draft.htm;

Actions of the Sacramento State Faculty Senate 08-09 related to GE (FS 09-40/GE/GRPC/Ex.) http://www.csus.edu/acse/08-09_actions.htm#FS%2009-40

The Association of American Colleges and Universities (http://www.aacu.org/)

Sacramento State’s Compass Project (http://www.aacu.org/compass/index.cfm)

Leap Essential Learning Outcomes (http://www.aacu.org/leap/vision.cfm)

Global Century Report (http://www.aacu.org/leap/documents/GlobalCentury_final.pdf)

Valid Assessment of Learning in Undergraduate Education, or VALUE (http://www.aacu.org/value/index.cfm

 

FIRST READING

 

FS 09-77/Ex.

ENDORSEMENT AND DESIGNATION OF MARCH 2, 2010 AS “A DAY WITHOUT THE CSU”

 

The Faculty Senate of California State University, Sacramento

 

1.     Endorses the 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’” urging the Chancellor to designate Tuesday, March 2, 2010 as a CSU system-wide furlough day;

2.     Urges President Alexander Gonzalez to identify Tuesday, March 2, 2010 as a Sacramento State campus-wide designated furlough closure day, if the action described in 1 above is not taken;

 

3.     Urges President Alexander Gonzalez to identify Tuesday, March 2, 2010 as a Sacramento State required faculty designated furlough day, if the actions described in 1 and 2 above are not taken.

4.     Urges all Sacramento State faculty to designate Tuesday, March 2, 2010 as one of their individual furlough days for the Spring 2009 semester, if the actions described in 1, 2 and 3 above are not taken.

 

FS 09-78/CPC/Ex.

E-LEARNING POLICY, AMENDMENT OF

 

Supercedes FS 01-23 “Distance Education Policy”

 

The Faculty Senate recommends adoption of the E-Learning Policy, as outlined in Attachment B.

 

Background can be found at: Attachment B-1.

“Good Practices for Electronically Offered Degree and Certificate Programs”

“Evaluation of Evidence-Based Practices in On-Line Learning”

 

NEXT SENATE MEETING – THURSDAY, DECEMBER 3, 2009

Schedule of meetings:

·       Thursday, December 17, 2009 – tentative