2010-2011 FACULTY SENATE
California State University, Sacramento

AGENDA
Thursday, December 2, 2010
Library 11
3:00 - 5:00 p.m.

MOMENT OF SILENCE

HORTENSE SIMMONS

Professor Emeritus, English

OPEN FORUM

CONSENT ACTION

FS 10-107/CPC/Ex.

PROGRAM PROPOSALS

The Faculty Senate recommends approval of the following change proposals:

1. Master of Science in Recreation Administration

2. Pupil Personnel Services: School Psychology Endorsement Credential

3. M.A. School Psychology

4. Ed.S. School Psychology

5. M.A. Education: Language and Literacy Option

Copies of the proposals can be found at Attachment A

REGULAR AGENDA

FS 10-108/Flr.

MINUTES OF NOVEMBER 18, 2010

INFORMATION ITEM: CAMPUS POLICY ON CENTERS, INSTITUTES AND SIMILAR ENTITIES

INFORMATION ITEM: CAMPUS RESPONSE TO SYSTEM-WIDE RISK MANAGEMENT AUDIT - INTERNSHIPS AND SERVICE LEARNING

SECOND READING

FS 10-106/APC/Ex.

INCOMPLETE GRADES – GRADUATING SENIORS

The Faculty Senate recommends amending the University Catalog as follows:

Proposed Change to catalog

Source of original catalog language:

http://catalog.csus.edu/current/first%20100%20pages/academicpolicies.html#Incomplete

Incomplete Grades

The symbol “I” (Incomplete Authorized) indicates that a portion of required coursework has not been completed and evaluated during the course due to unforeseen but fully justified reasons and that there is still a possibility of earning credit.* It is the responsibility of the student to bring pertinent information to the attention of the instructor and to determine from the instructor the remaining course requirements that must be satisfied to remove the Incomplete. Agreement as to tThe conditions for removal of the Incomplete grade must be specified at the time the “I” grade is assigned. These conditions must be communicated to the student and saved in an accessible format.will be in writing, signed by the instructor, student, and the department chair (or designee) and placed on file with the appropriate academic department until the Incomplete is removed or the time limit passed. A final grade is assigned when the work agreed upon has been completed and evaluated. An “I” (Incomplete Authorized) should not be assigned when it is necessary for the student to attend additional class meetings to complete the course requirements. An Incomplete must be made up within the time limit specified by the instructor when the incomplete “I” grade is assigned. within 12 months of the end of the term in which it was assigned. The time limit may not extend beyond 12 months.  If the instructor does not specify a time limit, then the student must complete the incomplete grade withmeet the conditions specified by the instructor within 12 months of from the day grades are due on the Academic Calendar (the last day of the term) the end of the term in which the same term in which the “I” grade was assigned. This limitation prevails whether or not the student maintains continuous enrollment.

Failure to complete the assigned work will result in an Incomplete being converted to an “F” or “NC” on the academic transcript.

If a graduating senior has an incomplete “I” grade in a course in which (1) the student has not completed the course requirements, and (2) the time limit has not yet expired on the student’s graduation date, then the “I” grade remains on the official transcript as “I/Not Completed.” At the time of degree evaluation, the degree will not be awarded if a student has any outstanding “I” grades which, if calculated as “F”, would cause the student’s grade point average to fall below the minimum level for graduation in any grade point requirement (Sacramento State, overall, major, minor, or General Education). Incomplete grades are not considered for deletion by the Academic Standards Committee.

FIRST READING

FS 10-109/APC/Ex.

MANDATORY TRANSFER ORIENTATION

The Faculty Senate recommends a change in the Undergraduate Advising Policy to reflect mandatory orientations for transfer students.

Note: Transfer students would be able to satisfy the orientation requirement in one of several ways: By attending a transfer orientation on campus prior to their transfer semester, by completing an online orientation combined with a follow-up conversation with an academic advisor, or by attending an orientation at the start of their transfer semester (further details of the various options follow the policy language).

Proposed Changes to Undergraduate Academic Advising Policy

Source of original policy: http://www.csus.edu/umanual/acad/UMA00050.htm

III.  RESPONSIBILITIES OF STUDENTS

A.    The responsibility for academic success rests with the student and includes but is not limited to the following:

• Reading the catalog in order to be aware of University, College, and department/area academic policies, regulations, and deadlines.
• Complying with University, College, and department/area academic policies, regulations, and deadlines.
• Meeting regularly with an advisor in their academic department/area and with a General Education advisor.
• Declaring a major officially before 60 units or, in the case of Junior and Senior transfer students, by the end of their first semester.
• Understanding academic performance standards for the University and their major.
• Understanding requirements to maintain good standing and the consequences for failure to do so.
• Retaining copies of advising materials and bringing relevant materials to their advising sessions.

B.    All students on academic probation are required to meet with an academic advisor in their major program or, in the case of undeclared students, with an advisor in the Academic Advising Center to develop a plan to return to academic good standing. 

C.    Entering freshmen are required to meet with an advisor during orientation to plan and enroll in appropriate courses for their first semester.

D.    Freshmen must meet with an advisor during their first and second semester to plan and enroll in appropriate courses for following semester.

E.    After their freshmen year, all students must meet with an advisor at least once a year.

F. All newly-admitted transfer students are required to complete transfer orientation prior to the first day of classes for their first semester.

FG.     All students must comply with the advising policies of their major program or, in the case of undeclared students, of the Academic Advising Center.

V.  RESPONSIBILITIES OF THE ACADEMIC ADVISING CENTER

A.  The responsibilities of the Academic Advising Center include, but are not limited to the following:

1. Establishing advising goals which will guide the Center’s advising efforts.
2. Developing an academic advising plan which specifies and informs students of their responsibilities as well as the University resources available for their use.  The plan should include, but not be limited to the following:
1. Required advising meetings with program advisors.
2. Additional requirements for special student populations such as probationary students or pre-professional students (Note: Advising is mandatory for students on probation. Departments/areas are required to provide advising to these students by the end of the second week of their first semester on probationary status).
3. Consequences of failure to comply with mandatory advising requirements (e.g., setting advising holds for students who have not met with advisors). 
4. Provisions that are in place for advising evening students and students studying at off-campus sites, if applicable.
3. Providing academic advising on General Education and the University’s graduation requirements for all students.
4. Providing advising for all undeclared students on probation.
5. Coordinating orientation and general advising with academic departments/areas and specialized student support programs.
6. Developing and managing the University's academic-based orientation program (including mandatory freshman and transfer orientation) for new students and parents, including academic program advising.
7. Providing advising each fall and spring for all first-time freshmen not being advised by academic departments/areas.  The current three-phase academic and career-advising model is designed to complement and enhance existing advising in academic departments/areas, not to replace it.

B.    The Academic Advising Center shall periodically assess the effectiveness of its academic advising plan, as it relates to its advising goals, and make improvements as needed.

Orientation Options for Transfer Students

Transfer Orientation

Dates: June & August (for Fall), November & December (for Spring)

Fee: $50 (limited fee reduction money)

Program: 8am-4:30pm

Highlights: Campus tour, GE advising, major advising, workshops on campus services (ex: EOP session), lunch, preliminary GE evaluation, information tables and course registration options.

Online Orientation

Dates: June through August (for Fall), November through January (for Spring)

Fee: $25

Program: 1 hour for online program + follow up conversation with advisor

Highlights: Information on General Education, graduation requirements, campus services. (Does not include major advising.)

Mini Orientation

Dates: August (for Fall), January (for Spring)

Fee: $25

Program: 2 hours

Highlights: Information on GE and graduation requirements, preliminary GE evaluation. (Does not include major advising.)

FS 10-110/APC/Ex.

DOCTORAL PROGRAMS, POLICIES AND PROCEDURES FOR, AMENDMENT OF

Background: On April 13, 2006, the Faculty Senate approved FS 06-87 “Doctoral Programs, Policies and Procedures for” in response to the CSU’s authorization to offer a Doctorate in Education. The State of California recently authorized the CSU to offer Doctor of Nursing Practice and Doctor of Physical Therapy degrees.

The Faculty Senate recommends amending the Policies and Procedures for Doctoral Programs as outlined in Attachment B.

GSPC Amendments to Doctoral Programs Policy

Background:

As Senate Chair Sheppard explained in his Chair’s Notes, “When we developed the policy for doctoral program proposals a few years ago, we were working with both a limited timeframe and with the then-anticipated Ed.D. in mind.  Since then, central approval has been received for potential doctoral programs in more clinical disciplines such as Physical Therapy.  Given that our policy wasn't written with programs of that nature in mind, the GSPC has re-visited the policy and are suggesting changes to accommodate a broader range of future proposals.”

Process:

Examining the University policy adopted in 2006, a working group of GSPC took on the task of making recommendations for policy revision. GSPC then discussed those revisions and the entire policy over the course of several meetings, consulting with representatives from Physical Therapy, Nursing and Audiology, since legislative reforms make these programs stakeholders in revisions to the policy. Faculty working with the Ed.D. program, as well as the Graduate Dean, were also instrumental in discussions regarding the proposed amendments. As is often the case with new campus policies, issues can surface during implementation, and revisions are prudent; GSPC’s recommendations address those issues, and attempt to facilitate the work of faculty who seek to propose new joint or independent doctoral programs.

Summary of Key Proposed Changes

1) Policy Coherence. There are two sections of the policy: the first addresses the requirements for a program on our campus to collaborate with a doctoral degree-granting institution and offer a joint doctorate; the second articulates the requirements for a program on our campus to offer a doctoral degree independent of another institution, as authorized under state law. Although most of the requirements for each type of program are similar, there are some provisions in the policy that only apply to one or the other type. When GSPC reviewed the 2006 policy, the committee discovered that there were several parts of the rather lengthy policy that were included in Section One and not Section Two, and vice versa. Therefore, most of the proposed changes, indicated using underscoring and strikethrough, are simply attempts to achieve parallelism between the two Sections.

2) Doctoral Program Categories. One substantive change is the creation of two categories of doctoral programs, delineated as professional doctorates (PD), such as may be proposed by Physical Therapy , and professional/applied research doctorates (PARD), such as the Ed.D. This change is first referenced on page 1.

3) Doctoral Faculty Roles and Responsibilities. Other notable changes have been made in the sections on faculty, wherein proposals are asked to articulate differences in expectations of doctoral program faculty. These changes can be found on pages 4 and 10-11.