2010-2011 FACULTY SENATE
California State University, Sacramento

AGENDA
Thursday, September 30, 2010
Foothill Suite, Union
3:00 - 5:00 p.m.

 

MOMENT OF SILENCE

 

KIRSTEN AMUNDSEN

Emeritus Faculty, Government

 

 

OPEN FORUM

 

CONSENT ACTION

 

FS 10-80/Ex.

COMMITTEE APPOINTMENT - SENATE

 

Pedagogy Enhancement Awards Subcommittee

Ramzi Mahmood, E&CS, 2013

Julie Thomas, Library, 2011

Kristin Kiesel, At-large, 2012

Molly Dugan, A&L, 2013

 

Faculty Policies Committee

Ruth Ballard, At-large, 2012

Adam Rechs, At-large, 2013

 

FS 10-84/Ex.

COMMITTEE APPOINTMENT - UNIVERSITY

 

Grade Appeal Panel

Russell Loving

 

REGULAR AGENDA

 

FS 10-81/Flr.

MINUTES OF SEPTEMBER 16, 2010

 

INFORMATION ITEM: CENTER FOR TEACHING AND LEARNING REPORT – KIMO AH YUN

 

FS 10-75/Flr.

NOMINATION OF CHAIR, CURRICULUM POLICIES COMMITTEE

Background: Article II, Section F of the By-laws of the Faculty Senate state, in part, “ . . . A vacancy in the voting membership of the Executive Committee shall be filled by nomination and election at the first meeting of the Faculty Senate after the vacancy occurs. The nominee elected shall have received more votes than any candidate not elected. . . If the office of Chair of a Standing Committee becomes vacant, the office shall be executed by the Vice Chair of the Standing Committee until the Faculty Senate shall elect a successor as provided in Article II, Sections D.3 and E.3 of these By-laws (http://www.csus.edu/acse/bylaws.htm). The Vice Chair executing the office of Chair under this provision shall not serve as a voting member of the Executive Committee.” David Lang has resigned as Chair of the Curriculum Policies Committee.

Nominations of candidates for Chair of each Standing Committees may be made by a senator from the floor; by the current membership of the Standing Committee; or by a petition signed by ten (10) or more full-time faculty members and filed with the Faculty Senate office before the first meeting of the new Faculty Senate.

The candidates for Chair of each Standing Committees shall submit a one page description of qualifications and intentions to the Faculty Senate office for inclusion with the agenda for the election meeting.

CPC’s recommendation is Kath Pinch.

FIRST READING

 

FS 10-82/Ex.

FACULTY SENATE BY-LAWS CHANGES, STANDING POLICY COMMITTEE VICE CHAIRS

 

The California State University, Sacramento Faculty Senate approves changes to its By-Laws to provide for:

 

1.     The election, for each of its Standing Policy Committees, of a Vice Chair by the members of the Committee from among its membership;

2.     The Vice Chair of a Standing Policy Committee to preside over the routine business of a Standing Policy Committee in the absence of the Committee Chair or, should the office of Standing Policy Committee Chair become vacant, until the election of a new Committee Chair; under this provision the Standing Committee Vice Chair shall not serve as an ex-officio member of the Senate or its Executive Committee.

 

FS 10-83/Ex.

FACULTY SENATE BY-LAWS CHANGES, STATUS OF STANDING COMMITTEE POLICY CHAIRS

 

The California State University, Sacramento Faculty Senate approves changes to its By-Laws to identify Standing Policy Committee chairs as voting ex-officio members of the Senate Executive Committee and as non-voting ex-officio members of the Senate unless they are also serving as a voting representative of their electing unit.

 

FS 10-84/Ex.

FACULTY SENATE BY-LAWS CHANGES, LENGTH OF TERM FOR ALTERNATE REPRESENTATIVES

 

The California State University, Sacramento Faculty Senate approves changes to its By-Laws that shall:

 

1.     permit an electing unit to elect an alternate representative (senator) for its officially elected representative (senator).  In the case of electing units with more than one representative (senator) the unit may choose to elect (1) a separate alternate for each of seats or (2) one or more individuals (up to the number of seats allotted to the electing unit) to serve as alternates for all of its seats.

 

1.     define the term of office of alternate representative (senator) as one academic year, with alternates to be elected annually.

 

2.     allow an electing unit to hold an election to fill the remainder of an alternate’s term, should an alternate fail to complete his or her term.

 

3.     not preclude an individual who has served as an alternate, regardless of the number of years served, from being elected as a unit representative (senator) upon end of his/her service as an alternate.

 

SECOND READING

 

FS 10-70/GEP/GRPC/CPC/EX.

G.E. PILOT

 

The Faculty Senate recommends adoption of the General Education Pilot as outlined below:

 

Sacramento State Studies, GE Pilot, Resolution

 

The Faculty Senate endorses the development and implementation of a pilot GE option, called Sacramento State Studies, beginning in Fall 2011, for up to 20% of first time Freshman students for no longer than 6 years, pending extension by the Senate.

 

The Sacramento State Studies pilot GE option will have the following characteristics:

 

1.     Three “academic learning collaboratives” (ALCs) consisting of three already approved GE courses redesigned to be interdisciplinary, team-taught, and multi-modal (lecture, discussion, e-learning, fieldwork, lab).

2.     Each ALC meets current GE requirements in the Areas and Sub-Areas as currently constructed

3.     Composition (A2) and Quantitative Reasoning (B4) requirements will be met outside of the pilot

4.     Students will be recruited via advising during summer orientation beginning summer 2011

5.     Students will be able to drop in/drop out without academic penalty semester by semester

6.     Classrooms will be set aside for Sacramento State Studies ALCs

7.     Transcripts will reflect individual course grades for each 3-unit GE course area within the ALC

8.     The GE/GRPC Committee will have oversight of the pilot

9.     Instructors will receive 6 units toward Workload for each section of Learning Collaborative (subject to annual review – see below)

 

Regular evaluation of the program will occur throughout the six-year period and will include annual reports to the Faculty Senate and the Office of Undergraduate Studies, with evaluative criteria that address:

·       Assessment of student outcomes in the context of both GE area objectives and Baccalaureate learning goals

·       Faculty workload of instructors teaching in the pilot program

·       Resource allocation 

 

 

Evaluation and Research Design:  All assessment, both direct measures of learning via classroom assignments, and indirect measures such as surveys of student satisfaction, confidence, and motivation, etc., will be carefully connected to the Baccalaureate Learning Goals. The measures will vary across instructors intentionally; the design allows for maximum flexibility to capture individual teachers’ funds of knowledge and experience.

 

Key Research Questions include, but are not limited to the following

 

1.     What evidence can be produced to show that the pilot course(s) have resulted in student learning across time and instructors?

2.     What has been changed about the design of the course(s) based on analysis of evidence of student learning?

3.     What can be said about the effectiveness of changes made to the course(s) based upon subsequent assessment (i.e., closing the loop)?

4.     What are faculty experiences and perspectives with respect to design, pedagogy, and workload?

5.     What have been the effects of Sacramento State Studies in terms of resource allocation and the local economies of GE?

 

Administrative Support:

·       Assist with scheduling ALCs in scale up classrooms

·       Work with Colleges, Departments, and programs to assist with developing ALCs

·       Provide professional development support for developing collaboratives via already existing avenues and external funding (system, national)

 

Resources: 

·       There are no resource costs, and intentionally, there should be cost savings

·       There is a trade-off potential of preserving major programs by delivering GE more efficiently given the scarcity of resources

 

 

Appendix A

 

Sacramento State Studies Themes and Interdisciplinary Core Experiences

 

[1]SSS Proposed Common Interdisciplinary Themes---to which faculty may adjust or repurpose or invent interdisciplinary courses.  The themes below will guide faculty as they develop curriculum.

·       Globalization

·       Sustainability

·       Technology, Society and the Digital Age

·       Social Change and Social Justice

·       Culture and Ideas

·       Sacramento and California in 21st Century

·       Body, Mind, Well Being

 

[2]Interdisciplinary Core Experiences (Sacramento State Studies Pilot courses will infuse the following features developmentally and evidence of achievement in these areas will be demonstrated via e-portfolio and evaluated via the use of the VALUE rubrics as revised to reflect Sacramento State Studies and the BLG/GE Outcomes):

 

·       Leadership

·       Service in and Engagement with Community

·       Information Literacy, including Research with Faculty

·       Global Literacy/Intercultural Perspectives

·       Communities of Practice/Learning Communities

 

 

Appendix B

 

Faculty Roles: Faculty (as individuals looking for a “team” or as “teams”) interested in designing (or redesigning) interdisciplinary pilot courses would do so in the typical fashion with support and facilitation for faculty development from the Compass Project, the Center for Teaching and Learning, and Academic Affairs.  Pilot FTES and WTUs (6 for each of 3 units taught of the 9 unit ALC) would flow back to the College proportionally.  There should be no net loss since the students will still be enrolled in courses in colleges typically providing lower division GE.  Any logistical issues such as course codes etc. would be addressed accordingly.

Faculty Consultation: The following faculty volunteered/were invited to participate in the discussions and other activities related to drafting this proposal and are to be commended for their time, energy and persistence.

GE/CPC Work Group Members:

 

Ben Amata, Library, CPC

Stephanie Biagetti, EDTE, CPC

Dana Kivel, RPTA, GE

Vivian Llamas Green, Associate Registrar, CPC

Virginia Matzek, ENVS, GE

Dan Melzer, English, WAC, CPC

Joan Neide, Kineseology, GE

Kat Pinch, RPTA

Reza Peigahi, Library, GE

Ann-Louise Radimsky, ECS, GE Review

Elizabeth Strasser, Anthropology, GE Assessment, GE Review

 

Invited Ex Officio

Roberto Pomo, Theater Arts, Honors Director

Terry Underwood, EDTE, Assessment Coordinator

Mark Stoner, COMS, CTL

 

Additional Contributors and Feedback: 

Aaron Cohen, History

Amy Heckathorn, English

Angelica Tellechea, Student, ASI Representative to GE/GRPC

Anthony Sheppard, RPTA and Faculty Senate Chair

Bahman (Buzz) Fozouni, Government

Beth Merrit Miller, Student Advising

Carolyn Gibbs, Design

Chris Castaneda, History

Dennis Dahlquist, Computer Science

Greg Shaw, RPTA

Greg Wheeler, Geology and Associate Dean of General Education

Jesse Cuevas, ASI Representative to Faculty Senate Executive

John Forrest, Design

Juanita Barrena, Biological Sciences

Ken Sprott, Mechanical Engineering

Noelle McCurley, Student Advising

Ray Koegel, COMS

Sheree Meyer, English

Sue Holl, Mechanical Engineering

 

FS 10-79/Flr.

RECOMMENDATIONS REGARDING THE IMPLEMENTATION OF MANDATORY EARLY START PROGRAMS

 

California State University Sacramento

Recommendations Regarding the Implementation of Mandatory Early Start Programs

 

WHEREAS:  The Faculty Senate of the California State University, Sacramento (FSCSUS) fully supports the commitments expressed by the Academic Senate of the California State University (ASCSU) in AS-2895-09/APEP/AA (“Opposition to Impending Implementation of Mandatory Early Start Programs”) and in AS-2926-09/AA/APEP (“Recommendations Regarding the Implementation of Mandatory Early Start Programs”); and

 

WHEREAS: The FSCSUS acknowledges and values the regional character of individual campuses and the diversity of their student populations, and affirms the necessity of diverse campus approaches to moving fully qualified first-time freshmen who require additional skill acquisition (remediation) in English or mathematics to achieve proficiency either prior to, or during, their first year of enrollment; and

 

WHEREAS: Many CSUS students will be adversely affected by mandatory “early start” programs which may prevent their working during the summer to earn funds for attending school during the academic year,  be it

 

RESOLVED:  That the FSCSUS urge that, prior to any implementation, the CSUS implementation team ensure that serious attention is paid to the financial consequences--both to the campus and to individual students--resulting from the various "early start" approaches. Exemptions should be made broadly available to students who have work or family responsibilities during the summer.  The campus implementation team should seriously explore ways in which Early Start programs can be provided at low or no cost to students; and be it further

 

RESOLVED:  That the FSCSUS,  steadfast in its belief that the faculty are responsible for developing, delivering and assessing curriculum, urge that CSUS faculty, particularly those with experience teaching and directing remediation programs, be fully engaged in the planning, teaching, and evaluating of any “early start” pilot programs, and that CSUS faculty, particularly those with experience teaching and direction remediation programs, be fully engaged in any planning, teaching, and evaluating of CSUS “early start” programs; and be it further

 

RESOLVED:  That the CSUS implementation team shall review all data available on the effectiveness of remedial programs and pilot programs previously implemented at CSUS and at other CSU campuses; and be it further

 

RESOLVED:  That such “early start” pilot programs supplement but not supplant already existing, successful models of proficiency attainment at CSUS such as Summer Bridge, and that the success of the pilot programs themselves be assessed over time to determine their effects upon such factors as retention rates and progress toward degree before the CSU considers mandating adoption of any “early-start” models system-wide.

 

CSU Academic Senate Resolutions on “early start” programs:

 

http://www.calstate.edu/AcadSen/Records/Resolutions/2008-2009/documents/2895.pdf

http://www.calstate.edu/AcadSen/Records/Resolutions/2009-2010/documents/2926.pdf

 

Chancellor’s Executive Order Mandating Early Start:  http://www.calstate.edu/eo/EO-1048.html

 


[1] The workgroup identified the following themes were synthesized from three major sources:  a “straw poll” of Sacramento State students, staff and faculty conducted in March, 2010 (n=100 students, 25 faculty, 18 staff); Portland State FYE and Sophomore Themes, Santa Clara General Education Themes

[2] Sometimes referred to as High Impact Practices, Excerpt from High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter, by George D. Kuh (AAC&U, 2008), These have a positive correlation with retention and graduation, for all students-- in particular first generation college students and those from underrepresented and minority communities