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Resolutions of the Academic Senate, November 2005
No full textResolutions passed and heard in a meeting of The California State University Academic Senate on November 3, 2003. Includes cover letter to Chancellor Charles B. Reed from the chair of the Academic Senate, Marshelle Thobaben.This collection consists of reports by or about the California State University.Reports were generated by various Chancellor’s Office divisions, committees and other entities including the state government. The reports consist of analytical, programmatic, feasibility or budgetary reports dealing with planning, administration, teaching, the functions of the university system and other subjects.Marshelle Thobaben, Chair
November 9, 2005
ACADEMIC SENATE CSU
401 Golden Shore, Suite 139 Long Beach, California 90802-4210
(562) 951-4010 Telephone (562) 951-4911 Fax
[email protected]
Dr. Charles B. Reed, Chancellor
The California State University
401 Golden Shore, Room 641
Long Beach, California 90802-4210
Dear Chancellor Reed:
At its meeting on November 3, 2005, at CSU headquarters in Long Beach, the Academic
Senate of the California State University discussed and acted upon a number of matters.
Enclosed is a copy of the items upon which the Senate took action. These documents are sent
to you for consideration and action as appropriate.
The enclosed information is being sent at this time to all CSU constituencies.
Sincerely, ~s"-''\ --iC,-.kJ
Marshelle Thobaben, Chair
Academic Senate CSU
MT:mp
Enclosures
c: Members, Academic Senate CSU
Chancellor's Office Representatives •
Board of Trustees
. Presidents
ProvostsNice Presidents, Academic Affairs
Chairs, Campus Academic Senates .
CSU Alumni Council
California State Student Association
STATUS OF SENATE RESOLUTIONS
The status of the resolutions that were circulated for Senate consideration at the November 3, 2005,
meeting in Long Beach are listed below.
( 1) AS-2717-05/AA
( 2) AS-2718-05/ AA
( 3) AS-2719-05/AA
( 4) AS-2721-05/AA
( 5) AS-2724-05/AA
Diplomas for Double Majors
Support for Campus-specific Policies for
Repeating Courses to Improve Grades
Continued Support for Joint
Doctoral Degrees
Campus Autonomy in Establishing
their Academic Calendars
Campus Review of Independent
Doctoral Degree Program Proposals
APPROVED
UNANIMOUSLY
APPROVED
APPROVED
APPROVED
APPROVED
The following items were introduced at the November 3, 2005, meeting and will be acted upon at
the January 26-27, 2006, meeting.
( 6) AS-2722-05/F A
( 7) AS-2723-05/FA
( 8) AS-2725-05/ AA
· ( 9) AS-2726-05/TEKR
( 10) AS-2727-05/TEKR
Ongoing External Efforts to Shape
Curricula in Institutions of Learning
Providing Newly Recruited Faculo/ with
Necessary Support
California State-University Chief
Academic Officer
Commendation for the Early
Assessment Project
Support of California's Science and
Mathematics Teacher Preparation Initiative
SECOND READING
SECOND READING
SECOND READING
SECOND READING
SECOND READING
STATUS OF SENATE RESOLUTIONS
November 2005
Page2
The following item was withdrawn from the agenda at the November 3, 2005, meeting ,
( copy not included):
( 11) AS-2720-05/AA Reaffirmation of Early Declaration
of Major
WITHDRAWN
A Resolution of Commendation ( copy not included) was unanimously approved in honor of:
( 12) Lynne Cook
ACADEMIC SENATE
OF
THE CALIFORNIA STATE UNIVERSITY
Diplomas for Double Majors
AS-2717-05/AA
September 16, 2005
Item 1
RESOLVED: That the Academic Senate of the California State University (CSU) assert that a
student's diploma should accurately reflect the baccalaureate accomplishments
of that student; in particular, if a student simaltaneously completes the
requirements for two ( or more) baccalaureate degrees prior to graduation, both
( or all) of these programs should be listed on the student's diploma; and be it
further
RESOLVED: That the Academic Senate CSU urge the Chancellor to direct the campuses of
the CSU to issue diplomas that reflect these students' accomplishments. This
directive would supersede AA 72-12 ..
RATIONALE: The Chancellor's Office requested that the Academic Senate
CSU provide guidance on the issue of recording and recognizing "double
majors" for students who complete baccalaureate degree requirements in two
or more programs, particularly when two different types of programs are
involved; e.g., a Bachelor of Arts program and a Bachelor of Science program.
Many universities in the U.S. allow for double majors. This occurs when
students, who in the course of one undergraduate career, complete the
requirements for two majors (e.g., history and English) that lead to the same
type of degree (in this example, the BA) and typically receive a single
bachelor's degree - a BA with majors in history and English. In some cases, a
student completes the requirement for two majors (e.g., English and music
performance) that have different types of bachelor's degrees (in this example a
BA and a Bachelor of Fin~ Arts [BFA}). Another example is the student who
majors in English and mathematics, earning a BA in English and a BS in
mathematics.
CSU statewide practice has been to require that students with a double major
must choose a single degree to list on their diploma. Their transcripts do
acknowledge both majors. The Academic Senate CSU strongly recommends
that diplomas, as well as transcripts, should reflect the accomplishments of the
students.
Academic Senate
Page2
AS-2717-05/AA
September 16, 2005
Thus if a student completed BA programs in both history and English, the
diploma should read:
Bachelor of Arts with majors in History and English
A student who earns a BA in English and a BF A in music performance would
have a diploma that reads:
Bachelor of Arts with a major in English
Bachelor of Fine Arts with a major in Music Performance
A student with a BA in English and a BS in mathematics would have a diploma
that lists: . -
Bachelor of Arts with a major in English
Bachelor of Science with a major in Mathematics
The student should be consulted as to the order of listing on the diploma.
APPROVED UNANIMOUSLY - ·November 3, 2005
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FROM:
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Presidents
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Vice Ch.:rnce llor,
Al\ 72 - 12
Sl.!BJECT: Recording of Double Majors (and/or Double
Degrees) on Diplomas
Several campuses have requested cl~rific~tion regarding the
appropriate diploma notations for graduating students who have
completed double majors (and/or double degrees). The following
guidelines, which have been discussed by the Chancellor's
Council of Presidents, are intended to provide policy clarification
with regard to the issuance of diplomas:
1. Campuses awarding to graduating students a diploma
whi~h identifies the major are authorized to list
on the diploma any majors completed by the student
which lead to the single degree being awarded.
2. In the event tha~ a student has completed two majors
leading to different degrees, for example BA and BS,
the stude~t ·should be required to declare one major
as the degree major, in order to determine the appropriate
degree to be awarded and the notation on the
diploma. No campus shall grant to the same graduating
student two diplomas or two degrees, as distinguished
fro_!"':l majors, at the same cormncncement.
3. All majors coMpleted by a student should be recorded
on the transcript.
WBL:db
cc: Vice Presidents for Academic Affairs
Oca~s of Admissions and Records
Ch.J.ncellor's St~ff
_._.
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ACADEMIC SENATE
OF
THE CALIFORNIA STATE UNIVERSITY
AS-2718-05/ AA
September 16, 2005
Item2
Support for Campus-specific Policies for Repeating Courses to Improve Grades
RESOLVED: That the Academic Senate of the California State University (CSU) reaffirm and
incorporate by reference those sections of Principles and Policies: Papers of the
Academic Senate, The California State University, Volume II 1999, related to
individual campus autonomy and faculty rights and responsibilities ("Campus
Senate/Council Participation in Campus Governance," pp. 26-27); and be it further
RESOLVED: That within the spirit of its principles and policies related to individual campus
autonomy and faculty rights and responsibilities, the Academic Senate CSU urge
campuses to adopt explicit policies that address the opportunity for students to
repeat courses; and be it further
RESOLVED: That the Academic Senate CSU urge campuses to consider policies which may
address the maximum grade earned in the original course to qualify for grade
forgiveness; the number of times an individual course can be repeated for grade
forgiveness, total units or courses that can be repeated for grade forgiveness, or
other issues appropriate to campus needs; and be it further
RESOLVED: That the Academic Senate CSU recommend that campuses consider policies that
address the number of times a student can repeat a course under state funded
support; and be it further
RESOLVED: That the Academic Senate CSU recommend tha~ campuses consider policies that
address enrollment priority for students who are_hot repeating a course; and be it
further
RESOLVED: That although the Academic Senate CSU recognize that while there may be
legitimate reasons for a student withdrawing from a course, such wit~drawals do
result in the potential of another student being ·denied a seat. Hence, the Senate
urge that campuses consider addressing repetition of classes due to withdrawals.
RATIONALE: Principles and Policies: Papers of the Academic Senate, The
California State University, Volume 11, 1999, offers explicit guidance regarding
individual campus autonomy and faculty rights and responsibilities related to
curricular policies ("Campus Senate/Council Participation in Campus
Governance, "pp. 26-27). Through this resolution, the Academic Senate of the
California State University (CSU)ojfers recommendations to individual CSU
campuses based upon these principles.
Academic Senate
Page2
AS-2718-05/ AA
September 16, 2005
A compilation of campus repeat polici?s found in CSU bulletins shows that CSU
campuses vary in the limits they impose on students repeating courses. Seven
campuses seem to allow courses to be repeated no matter what grade a student
achieved the first time, •eight campuses appear to allow unlimited units or courses
to be repeated, and nine campuses either have no statement or allow students to
repeat a course an unlimited number of times. Many campuses have no clear
statement on whether courses can be repeated if either the original course or the
repeated course was taken at another campus, and several have no clear statement
on "ordinary repeats," e.g., when a student repeats the course but the repeat
grade does not replace the original grade.
An efficient use of scarce resources, namely state supported student instruction, is
of concern to the campuses of the CSU. Campus resources are impacted by course
repetition and this potentially limits enrollment possibilities for students who
would otherwise have been able to take the course. Policies on repetition of
course work should be well defined on each campus and reflect the individual
needs of particular disciplines. The development of policies which address
repetition of courses should facilitate graduation and promote timely progress
towards degree.
APPROVED - November 3, 2005
ACADEMIC SENATE
OF
THE CALIFORNIA STATE UNIVERSITY
AS-2719-05/ AA
September 16, 2005
Continued Support For Joint Doctoral Degrees
Item 3
RESOLVED: That the Academic Senate of the California State University (CSU) urge the
CSU, University of California (UC) and private colleges and universities to
continue their support for successful and viable joint doctoral degree programs.
RATIONALE: SB 724, as introduced by Senator Scott, authorizes the CSU to
independently offer Doctor of Education (Ed.D) degree programs that prepare
administrative leaders for California public elementary and secondary schools
and community colleges. Earlier joint doctoral degree programs are
partnerships_ between the CSU and UC or private colleges and universities,
which build on the strengths of the participating campuses to generate
specialized high-quality programs in a variety of disciplines.
Such programs meet student needs without unduly causing regional
displacement.
The first joint doctoral degree was established in 1965, a doctoral program in
chemistry between San Diego State University and the University of California
San Diego. As of July 2005, a total of 26 joint doctoral degree programs are in
operation, and another is in the planning phase.
APPROVED - November 3, 2005
ACADEMIC SENATE
OF
THE CALIFORNIA STATE UNIVERSITY
AS-2721-05/ AA
September 16, 2005
Campus Autonomy in Establishing their Academic Calendars
Item 4
RESOLVED: That the Academic Senate of the California State University (CSU) strongly reaffirm
the principles and policies stated in Principles and Policies: Papers of the Academic
Senate of the CSU (1999) and Resolution Regarding the Academic Calendar (AS
2524-01) that campuses have the right and responsibility of controlling their academic
calendars in consultation with their academic senates; and be it further
RESOLVED: That the Academic S_enate CSU recognize that the campuses of the California State
University are 23 distinct universities, each with their distinct individual missions,
environments, and populations; and be it further
RESOLVED: That the Academic Senate CSU reaffirm Cornerstone's Principle 10: The California
State University campuses shall have significant autonomy in developing their own
missions, identity, and programs, with institutional flexibility in meeting clearly
defined system policy goals; and be it further
RESOLVED: That the Academic Senate CSU recognize that individual campuses, by exercising
control over their academic calendars, have the ability to provide opportunities for
faculty to engage in intensive research and curricular innovation, to provide short
courses for students who wish to give their full attention to a particular subject, or to
offer non-traditional educational opportunities such as travel courses; and be it further
RESOLVED: That the Academic Senate CSU oppose any efforts to impose a common academic
calendar on all CSU campuses.
RATIONALE: Principles and Policies: Papers of the Academic Senate of the CSU
(1999), Section IL Responsibilities of Academic Senates within a collective
bargaining context, Campus Senate/Council Participation in Campus Governance
''joint decision making and consultation between administrators and faculty is
essential to the performance of the educational mission of the CSU ... " and further
(from subsection D) "The Academic Senates/Councils shall be consulted by the
campus presidents concerning: (i) the academic· calendar and policies governing the
scheduling of classes ... "
Each individual CSU campus has individual needs. These needs take into
consideration (i) different feeder school academic calendars, (ii) different
employment opportunities for students (e.g., ski resort through January or
agricultural work [Northern California schools}), (iii) a general opportunity for
necessary remediation or acceleration of meeting major requirements in the service of
facilitating graduation, and (iv) individual educational needs and desires of students.
APPROVED - November 3, 2005
ACADEMIC SENATE
OF
THE CALIFORNIA STATE UNIVERSITY
AS-2724-05/ AA
November 3-4, 2005
Items
Campus Review of Independent Doctoral Degree Program Proposals
RESOLVED: That the Academic Senate of the California State University (CSU)
request that local campus senates review curricular processes in order to
develop any revisions or new policies needed for review and approval
of independent doctoral degree proposals.
RATIONALE: SB 724 grants the CSU the authority to independently offer the
Doctor of Education degree in Educational Leadership. The earliest programs
will have an initial incoming class of Fall 2007. Consequently, it is desirable
that local campus policies be immediately established using campus governance
procedures.
Having procedures in place for the review of other potential independent
doctoral degree proposals is good practic~.
APPROVED - November 3, 2005
ACADEMIC SENATE
OF
THE CALIFORNIA STATE UNIVERSITY
AS-2722-05/F A
November 3-4, 2005
Ongoing Efforts to Shape Curricula in Institutions of Leaming
Item6
RESOLVED: That the Academic Senate of the California State University (CSU) strongly
reassert the principles of academic freedom as contained in the 1940 American
Association of University Professors (AAUP) Statement on Academic Freedom
and Tenure including the 1970 Interpretive Comments; and be it further
RESOLVED: That the Academic Senate CSU affirm that these principles both underlie and
reflect the fundamental mission of the University to discover and disseminate
· knowledge; and be it further
RESOLVED: That such a mission demands that a scholar have primary responsibility for
determining what is appropriate for instruction, publication, and other
dissemination; and be it further
RESOLVED: That the Academic Senat'e CSU reaffirm that faculty haye primary
responsibility for determining the content of the curriculum and what is to be
taught in the university classrooms; and be it further
RESOLVED: That the Academic Senate CSU object to and deplore recent actions and
attempts by external constituencies such as publishers to unilaterally change or
Academic Senate
Page 2
AS-2722-05/F A
November 3-4, 2005
insert content into published materials that is contrary to the intent of the author;
and be it further
RESOLVED: That the Academic Senate CSU object to and deplore recent actions and
attempts by legislative and/or citizens' group~ to impose their standards on and
to change or insert content into curricula; and be it further
RESOLVED: That the Academic Senate CSU send this resolution to each member of the
Board of Trustees of the CSU.
RATIONALE: Strict adherence to the principles of academic freedom and to
the roles and responsibilities of faculty, in particular those in post-secondary
institutions, is critical to ensure the integrity of higher education's contribution
to the common good. Basic academic freedom includes the opportunity to
research and publish, the freedom to teach and Jhe freedom to communicate
• .
extramurally without constrains other than those defining the highest scholarly
standard of an academic discipline.
While this issue is certainly not new to the Academic Senate of the California
State University (CSU), as most recently affirmed by AS-2675-04/FA and AS
2649-04/F A, current events across the nation necessitate, once again, a reaffirmation
of the principle that faculty determine curricular content. Such
Academic Senate
Page 3
AS-2722-05/F A
November 3-4, 2005
recent events include, but are not limited to: the ideological pressuring of
Glencoe/McGraw Hill Publishers by the Texas State Board of Education to
change language in their health texts from "married partners" to "husband and
wife;" the vote by the Pennsylvania school board to require high school biology
classes to hear about "alternatives'' to evolution, including the theory referred to
as "intelligent design," currently being heard in the United States District Court
(Kitzmiller et al. Dover Areas School District); and the cancellation of a
publication by Haworth Press of the book Same Sex Desire and Love in GrecoRoman
Antiquity and in the Classical Tradition of the West due to the ·
"controversial" scholarly input of one author (San Francisco Chronicle
09/26/2005). The potential for similar efforts in post-secondary institutions is
very great, as evidenced by sustained efforts in various states, and now in the
U.S. Congress, to control the content and presentation of classroom materials so
they conform to criteria set.by members of the public and, perhaps
unintentionally, circumvent governance processes by which curricular decisions
are normally made.
SECOND READING - January 26-27, 2006
· ACADEMIC SENATE
OF
THE CALIFORNIA STATE UNIVERSITY
AS-2723-05/F A
November 3-4, 2005
Providing Newly Recruited Faculty with Necessary Support
Item 7
RESOLVED: That the Academic Senate of the California State University (CSU) again call
attention to the difficulty experienced by campus hiring committees in
recruiting, and by departments in retaining, the numbers of well-qualified
faculty CSU needs to preserve the high quality of classroom instruction for
which it has earned renown; and be it further
RESOLVED: That the Academic Senate CSU reiterate its concern about the high costs that
faculty face when relocating to California from lower cost-of-living regions of
the United States; and be it further
RESOLVED: That the Academic Senate CSU urge campus administrations to ensure, as a
matter of principle, that all faculty, ,including new recruits, be provided with the
office space, technology, equipment, and other:facilities and materials necessary
for them to begin their ac~demic duties upon the agreed-upon date of their
employment; and be it further
RESOLVED: That the Academic Senate CSU also urge campus administrations to
compensate new faculty in a timely manner through salary advances or other
mechanisins to ensure that they can meet basic living and healthcare ( e.g.,
Academic Senate
Page2
AS-2723-05/F A
November 3-4, 2005
COBRA) expenses immediately upon their arrival and adapt to their new
environments and positions as members of the faculty; and be it further
RESOLVED: That the Academic Senate CSU urge the Vice Chancellor for Human Resources
to discuss this matter with appropriate campus officers; and be it further
RESOLVED: That the Academic Senate CSU send this resolution to the campus senates for
action as appropriate on the c
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