2011-2012
FACULTY SENATE
California State University, Sacramento
MINUTES
Thursday, December 01, 2011
Foothill Suite, Union
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Present: |
Altman, Nursing; Barrena, Biological Sciences, Blanton, Speech Pathology and Audiology; Bogazianos, Criminal Justice; Boulgarides, Temporary Faculty (Kinesiology and Health Science); Bowie, Social Work; Buckley, ASCSU Senator (Computer Science); Buckman, Humanities; Carroll, Student Services; Chanda, Nursing; Choi, Business Administration; Cornwell, Geology; Cortez, Associated Students, Inc.; M. Dillon, Geography; W. Dillon, Government; Dixon, Temporary Faculty (Music); Echandia, Temporary Faculty (Bilingual/Multicultural Education); Fanetti, English; Flohr, Art; Gardner, Business Administration; Gherman, Chemistry; Goodrich, Theatre and Dance; Hadley, Sociology; Hamilton, Mathematics and Statistics; Hecsh, Teacher Education; Kaplan, Economics; Kirlin, Public Policy and Administration; Koegel, Communication Studies; Krabacher, Parliamentarian and ASCSU Senator (Geography); Matthews, Electrical and Electronic Engineering; Mayberry, Foreign Languages; McKeough, Physical Therapy; Mejorado, Bilingual/Multicultural Education; Metz, Music; Michael, Management; Mikhailitchenko, Business Administration; Miller, GSPC Chair and ASCSU Senator (Communication Studies); Moylan, Family and Consumer Sciences; Noel, FPC Chair (Teacher Education); Numark, History; Peigahi, Library; Pinch, Recreation, Parks and Tourism Administration; Reddick, Library; Russell, Social Work; Sheppard, Recreation, Parks and Tourism Administration; V. Smith, Communication Studies; Strasser, Anthropology; Theodorides, Kinesiology and Health Science; Van Gaasbeck, APC Chair (Economics); |
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Absent: |
Bellon, Philosophy; Buchanan, English; Buono, Student Services; Deegan, Temporary Faculty (Family and Consumer Science); Domokos, Mathematics and Statistics; Fell, Civil Engineering; Gibbs, Design; Kornweibel, Emeritus Faculty (History); Liu, Business Administration; Marbach, Mechanical Engineering; Moni, Women's Studies; Mosupyoe, Ethnic Studies; Penrod, Psychology; Quirarte, Student Affairs; Reveles, Educational Leadership and Policy Studies; Singer, Criminal Justice; Stevens, Environmental Studies; Taylor, Physics and Astronomy; vacant, Athletics |
MOMENT OF SILENCE
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WLADYSLAW TROKA Emeritus faculty Department of Physics & Astronomy |
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The agenda was amended as follows:
1) Item of business was added after Minutes of November 17, 2011: FS 11/12-55/Flr. “Commendation for David Wagener”.
2) FS 11/12-46/GE/GRPC/Ex was placed as a second item of business, following the FS 11/12-55/Flr “Commendation for David Wagner”.
3) FS 11/12-50/GSPC/Ex “Second Bachelor’s Degree Categories, Revisions to” was removed from the Consent.
4) Item of business was added under first reading FS 11/12-56/Flr “Senate Fall 2011 Schedule, Revisions to”
The
agenda was approved as amended.
ACTION ITEMS
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FS 11/12-48/Ex. |
COMMITTEE APPOINTMENT – SENATE |
Faculty Policies Committee
Rodney McCurdy, At-large, 2013
Carried unanimously
FS 11/12-49/GSPC/Ex SECOND BACHELOR’S POLICY, REVISIONS TO
The Faculty Senate recommends revising the “Second Bachelor’s Policy” as proposed in Attachment A.
Carried unanimously
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FS 11/12-51/Flr. |
MINUTES OF NOVEMBER 17, 2011 |
Carried unanimously
FS 11/12-55A/Flr WAIVER OF FIRST READING OF FS 11/12-55
The Faculty Senate waives the first reading of FS 11/12-55 “Commendation for David Wagner”.
Carried unanimously
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FS 11/12-55/Flr. |
COMMENDATION FOR DAVID WAGNER |
WHEREAS: David
Wagner has served this institution with distinction for thirty-six years,
beginning as a lowly debate coach and ascending to the lofty heights of
administrative leadership as Vice President for Human Resources, with stops
along the way as Department Chair, Associate Dean, and Dean, while never
forgetting his humble beginnings as a faculty colleague; and
WHEREAS: Beginning
as a faculty member in Communication Studies, David Wagner enveloped himself numerous times in bed
sheets simulating a toga in order to impart the lessons of Cicero to
Communication Studies students; and
WHEREAS: David
Wagner’s fond memories of being able to control his environment from his infant
highchair led him to assume the seat of High Chair as Chair of the Chairs of
the School of Arts and Sciences, over whom he had no control whatsoever; and
WHEREAS: When
David Wagner went on to become Associate Dean for the School of Arts and
Sciences, in that capacity he approved a requisition for the Department of
Communication Studies to purchase a scum sucker—this is a true story! and
WHEREAS: For someone whose discipline is Communication Studies, it is quite ironic that David Wagner has always been very cautious about divulging information until it is absolutely necessary to keep others from doing something totally stupid; and
WHEREAS: David Wagner’s aversion to technology is undoubtedly overstated, since it is not true that he thinks an iPad is something to sit on; and
WHEREAS: David Wagner has perfected the ability to follow Senate arguments while apparently sleeping in the back of the room; and
WHEREAS: When he is roused from slumber, David Wagner always has the ability to cut to the core of any issue; and
WHEREAS: Although
David Wagner is not particularly noted for the neatness of his handwriting or
the neatness of his office, he is distinguished by the neatness of his logic;
and
WHEREAS: The Senate does not blame David Wagner for the PSSIs and the FMIs; and
WHEREAS: Under David Wagner’s tutelage, faculty and staff are now experts in sexual harassment; be it therefore
RESOLVED: That the California State University, Sacramento Faculty Senate warmly thanks David Wagner for the memories, especially the legendary asbestos training; and be it further
RESOLVED: That a more collegial administrator we could never hope to find, as reflected in his willingness to partner with the faculty to navigate a vast array of state and federal laws, legal mandates, executive orders, and other policy initiatives coming from high and low places over the years; and be it further
RESOLVED: That while David Wagner will be replaced, he is in so many ways irreplaceable; and be it further
RESOLVED: That the Faculty Senate wishes David Wagner all the best as he boards the next train heading toward new adventures in retirement, and extends to him an open invitation to return and visit us whenever he needs a nap.
Carried unanimously
APC/FPC STRATEGY FOR RE-INTRODUCTION OF PROPOSALS RELATED TO STUDENTS AND FACULTY RIGHTS/RESPONSIBILITIES - Jana Noel briefed the Senate on the strategies that FPC and APC are planning to take.
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FS 11/12-46/ GE/GRPC/EX. |
AREA B LEARNING OUTCOMES, REVISIONS TO |
The Faculty Senate recommends revising the “General Education Area B Learning Outcomes” as follows:
Proposed
GE Area B Learning Outcomes
Scientifically and mathematically literate individuals understand the characteristic features of science and mathematics as forms of human knowledge and inquiry, and they are aware of how science and mathematics shape their material, intellectual, and cultural environments1. Scientifically and mathematically literate individuals are willing to engage in science- and math-related issues and ideas as reflective citizens and they are able to draw evidence-based conclusions and make reasoned decisions concerning science- and math-related issues in real-life contexts.
Scientific and mathematical
literacy includes both an individual’s knowledge of scientific and mathematical
concepts and principles as well as the use of that knowledge to acquire new
knowledge, to identify questions, and to explain scientific and mathematical phenomena. Achieving scientific and mathematical literacy is a
life-long process that requires the development of skills, confidence and the
desire to apply what has been learned to new areas and issues as they arise in
the individual’s life.
1The definition of scientific literacy is based on: PISA 2003
Assessment Framework - Mathematics, Reading, Science and Problem Solving
Knowledge and Skills (Organization for Economic Co-operation and Development).
Drawing upon one or more of the physical sciences, students will be able to:
· Explain and apply core ideas and models concerning physical systems and mechanisms, citing critical observations, underlying assumptions and limitations.
· Describe how scientists create explanations of natural phenomena based on the systematic collection of empirical evidence subjected to rigorous testing and/or experimentation.
· Access and evaluate scientific information, including interpreting tables, graphs and equations.
· Recognize evidence-based conclusions and form reasoned opinions about science-related matters of personal, public and ethical concern.
Drawing upon one or more of the life sciences, students will be able to:
· Explain and apply core ideas and models concerning living systems and life forms, citing critical observations, underlying assumptions and limitations.
· Describe how scientists create explanations of natural phenomena based on the systematic collection of empirical evidence subjected to rigorous testing and/or experimentation.
· Access and evaluate scientific information, including interpreting tables, graphs and equations.
· Recognize evidence-based conclusions and form reasoned opinions about science-related matters of personal, public and ethical concern.
· Students will be able to use their senses and scientific instruments to gather, organize, and display empirical data.
· Students will be able to identify patterns in data and use these to hypothesize underlying relationships.
· Students will be able to explain and apply scientific techniques for coping with complexity and variability in the natural world.
· Students will be able to solve problems by thinking logically, making conjectures, and constructing valid mathematical arguments.
· Students will be able to make valid inferences from numerical, graphical and symbolic information.
· Students will be able to apply mathematical reasoning to both abstract and applied problems, and to both scientific and non-scientific problems.
Area B-5: Further Studies
Students will be able to do one or more of the following:
· Cite critical observations, underlying assumptions and limitations to explain and apply important ideas and models in one or more of the following: physical science, life science, mathematics or computer science.
· Recognize evidence-based conclusions and form reasoned opinions about science-related matters of personal, public and ethical concern.
· Discuss historical or philosophical perspectives pertaining to the practice of science or mathematics.
Note: The side-by-side comparison can be found in Attachment B-1.
BACKGROUND:
In November 2009 new Baccalaureate Learning Goals (BaLGs),
aligned with EO 1033, were passed by the Faculty Senate (http://www.csus.edu/acse/09-10_actions.htm#FS%2009-74). In Spring 2011 the process of revising Area Learning Outcomes
(ALOs) to align with the new BaLGs began with Area B: The Physical Universe and
its Life Forms.
Faculty who taught in Area B along with the Dean of Natural
Sciences and Mathematics, the Dean of Social Sciences and Interdisciplinary
Studies, the Associate Dean for Undergraduate Studies, and the Chair of the
GE/GRPC convened and worked throughout Spring 2011 on revising Area B Learning
Outcomes. This work concluded with the attached draft Area Learning Outcomes
dated September 19, 2011. These ALOs were circulated to Deans and departments
for comment and endorsed by Area B stakeholders.
On October 31, 2011, the General Education/Graduation Requirements Policy
Committee reviewed the revised Area B Learning Outcomes. After discussion with
the Area B faculty representative and deliberation, the committee voted
unanimously to refer them to the Executive Committee and thereafter to the
Faculty Senate for their endorsement. The GE/GRPC
acknowledges the work of those involved with the Area B process, especially the
Area B working group, for their collegial and consultative efforts in arriving
at new Area B Learning Outcomes.
Carried unanimously
FS 11/12-46A/Flr AREA B LEARNING OUTCOMES, REFERRED BACK TO GE/GRPC TO CLEAN UP CRITERIA LANGUAGE (does not affect FS 11/12-46/GE/GRPC/ Ex)
The Faculty Senate refers the GE
Area B criteria to GE/GRPC to resolve any conflict with the newly recommended
learning outcome language.
Carried unanimously
FS 11/12-56/Flr SENATE FALL SCHEDULE, REVISIONS TO
The Faculty
Senate adjourns until Spring 2012.
Carried
Having reached adjournment, the following items will appear as a first reading during the first Senate meeting in Spring 2012:
FS 11/12-50/GSPC/Ex SECOND BACHELOR’S DEGREE CATEGORIES, REVISIONS TO
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FS 11/12-52/APC/Ex. |
MINIMUM GRADES FOR UNDERGRADUATE PREREQUISITE COURSEWORK, AMENDMENT TO |
FS 11/12-53/GSPC/Ex. ACADEMIC RENEWAL, REVISIONS TO INCLUDE GRADUATE
STUDENTS
FS 11/12-54/CPC/Ex BA AND BS POLICY CHANGE (UPPER DIVISION UNITS IN MAJORS)