WASC Steering Committee
December 10, 2007
Present: R. Steven Daniels, Jacquelyn Kegley, Jacqueline Mimms, Emmanuel Mourtzanos,
Beth Rienzi, and Edwin H. Sasaki
• The Members of the WASC Steering Committee had committed to reviewing one report each and listing
the gaps, then prioritizing the entire list down to five or six. The reports are attached for Facilitating
Graduation (see Attachment One) and Future Search (see Attachment Two). Access to Excellence,
Foundations of Excellence and WASC Work Group Reports were reviewed on December 3, 2007.
Access to Excellence Edwin Sasaki
Facilitating Graduation Jacqueline Mimms and Emmanuel Mourtzanos
Foundations of Excellence R. Steven Daniels
Future Search Beth Rienzi
WASC Work Groups Jacquelyn Kegley
• Define and Refine ―Student Learning‖ Part Two is tentatively scheduled for January 25, 2008, and, at this
point, it seems to make sense to keep that date. Dr. Sasaki shared the draft program (see Attachment
Three) and asked for feedback from the Members of the Steering Committee.
• The next meeting will be held on Monday, January 7, 2008, at 1:00 PM in ADM 101.
FACILITATING GRADUATION GAP ANALYSIS
Submitted by: Dr. Jacqueline Mimms and
Dr. Emmanuel Mourtzanos
1. Reduction of Required Units
; No gaps per J. Dirkse. All 31 of the CSUB Baccalaureate Degree Programs meet the 180 (quarter)
unit limit for graduation as specified by the CSU.
2. Campus Graduation Requirements
; Although the Committee on Academic Requirements on Standards (CARS) was formed and oversight
committees reconstituted or established (ref. CARS minutes of Feb. 5, 2007 meeting), there has been
a lack of motivation for committees to meet and move forward with the proposed action plan. ; Most committees have not met.
; Programs and goals have not been determined and/or established procedures reviewed ; Alignment of program roadmaps with course schedule has not been completed across all course
3. Campus Orientation
; The proposed On-line version of CSUB Orientation Program has not been piloted.
; Although CSUB 301 has been developed for transfer students, it is not a required course, therefore,
many students opt not to take the course.
4. General Education and Life Career Goal Planning
; First Year faculty have not reviewed students’ experiences with the inventories to ascertain the benefit
and usefulness of the data prior to expanding the assessments.
; There is no evidence that faculty utilize inventories and other career planning tools when assisting
; Cost of inventories may prohibit use.
; CSUB 101 faculty has not had training that might assist them in creating a subset curriculum uniquely
focused on life and career goals.
; There are limited opportunities for students to access internships and field work experiences prior to
; There is inadequate career preparation and planning for CSUB students
; Strategies (or programs) for matching student aspirations and skills to suitable careers through
mentoring and advising need to be enhanced.
; The new programs offered through the Career Development Center are not widely known among
students and faculty.
5. Career & Disciplinary Orientation
; The liaison relationship between the Career Development Center staff and various schools on campus
should be enhanced to collaboratively identify specific career related needs and respond accordingly
with programs, events and activities uniquely designed for the respective academic disciplines. ; The Community Partners and Service Learning Office should continue working directly with academic
units and local companies, organizations and agencies to develop and provide internships that connect
the academic experience to application thus influencing the understanding of jobs and careers
associated with particular majors.
; There are no professional development programs that provide the opportunity to begin grooming
professional talent as early as the end of a student’s freshman year (e.g., mentorship programs where
students gain valuable skills, build confidence and receive guidance through the program).
6. Early Choice of Major
; Although the action plan was to ―track the number and percent of undeclared students with the
expectation of a decline in these numbers‖, no intervention strategy was proposed to assist students
who remained undeclared at 90 quarter units.
; Undeclared students are not identified early (e.g., at the 70-75 mark) and encouraged (or required) to
visit the following units for assistance –
- the Student Success and Retention Center for consultation regarding major selection
- The Career Development Center to take an interest inventory and review majors and
careers connected to interests and aptitude
- Assigned tasks related to majors and careers – i.e., research jobs/careers; explore
companies/organizations to understand available positions and career paths, job shadow,
7. Roadmaps to the Degree
; Not all roadmaps on the web
; Lack of standard format for roadmaps
; Roadmaps are often not updated or kept current
; Roadmaps are not easily accessible (i.e., students don’t know where they are)
; There are communication challenges regarding roadmaps (e.g., students often don’t know what they
; There is insufficient emphasis to students during Orientation and CSUB 101
o regarding the importance of utilizing Roadmaps
; If all departments have roadmaps, not all roadmaps are available on the web ; Roadmaps are not user-friendly
; Website management of Roadmaps is a problem
8. Alignment of Class Schedule to Roadmaps
; Course offerings are not aligned or interactive with Roadmaps ththth; Not all departments have 4, 5, or 6 year Roadmaps
; Courses listed on Roadmaps have been reduced due to budget reductions (i.e., courses listed on
Roadmaps are extremely limited and are often offered only once a year)
; Courses are not available to effectively (and expeditiously) follow Roadmaps) ; There is a lack of inter-department communication regarding alignment across the department ; There is a lack of Roadmap flexibility across departments
9. Mandatory Individual Study Plans
; The Student module of CMS is not up and running; therefore, the proposed action plan is yet to be
; The Senate Committee’s recommendations for the campus’ advisement policies and processes have
not been fully implemented.
; Often students do not have, or follow, individual student study plans
; Not all departments plan or schedule for 2 years
10. Use of Cumulated Study Plans in Planning Class Schedules
; The Student module for CMS is yet to be implemented
; It is unclear as to who will be responsible for or assigned to providing information and training on the
use of the module for academic program planning and schedule building.
; It is unclear to what extent the new system will provide online real time summaries and detailed
progress reports to aid in class scheduling or how the use of this module will assist in program planning
and schedule building.
11. Strategies for Student Success and Learning
; There is a need for the campus to expand tutoring and advising services.
; There are inadequate resources for expanding the Student Success and Retention Center, OASIS,
JumpStart, Early Start, Summer Bridge and other programs that support student learning and
; There are not enough instructors for the GST 102 ―Improving Academic Fitness‖ courses
; Strategies for developing an integrated module of support for student learning and achievement are
underway but have not been fully developed.
; A One-Stop Student Service model which allows the University to bring together various critical
departments that directly interact with the student such as admissions and records, financial aid,
cashiering, advising, tutoring, career planning, etc. is yet to be developed. ; There are numerous challenges to be considered in establishing a One-Stop Student Service model
(e.g., space, staff resistance to change, inadequate communication about the one-stop concept,
inadequate technical support for implementing the model, inadequate resources).
12. Policies that Limit or Discourage Drops, Withdrawals, Incomplete Grades
; Information provided in the study of student ―drop-outs‖ have not been reviewed and acted upon.
; There are inconsistent practices to adhering to campus policies related to academic probation, subject
to dismissal and disqualifications
; There is a lack of coordinated approach across campus to discouraging students from dropping (or
; The proposed ―Near Grad‖ program is yet to be fully implemented.
13. Course Repetition
14. CMS Information Systems for Major Advising
; The Academic Advisement module is not yet developed.
; The proposed Spring 2006 assessment ―to determine the extent to use of the CAPP module and to
determine the timeline and feasibility of expanded us of the current system‖ has not been done.
; There is a lack of centralized advising resulting in unequal advising services among students (e.g.,
CAMP, EOP, Title V, STARR, Liberal Studies, etc.)
; Students often get the ―run-around‖ and are seen by multiple advisors which sometimes results in
inconsistent (often inaccurate) advising
; Disconnect between faculty advisors and program advisors
; Lack of consistency in type and quality of advising
; Unequal advising loads (staff & faculty)
; Some faculty advise who only know major requirement but are not familiar with GE requirements ; Roadmaps are not fully utilized when advising students.
; Need support for new Integrated/Centralized advising model
; Need to enforce mandatory advising
; Need more advisors
; Need to develop a core set of professional faculty and staff advisors
; Students need to consistently receive the most up-to-date and accurate information for their plan of
study, leading to an efficient path toward graduation.
; Advising should be viewed as a teaching tool and learning process not just
; a service provided to the student.
; Advising should be shaped to fit the diverse needs of our student population. ; Need to establish liaisons and cross-trained staff advisor with specialized training in a particular
discipline serving as resource for the group
; Need support for additional Roadrunner Mentors to work with students in various areas of expertise
16. Degree Audits
; Thirty-five of the 39 undergraduate programs have been completed.
; Once undergraduate programs are complete, will need to build minors and attach to the (major)
17. Mandatory Audits at Junior Level
18. Mandatory Advisement for Students as Approach/Exceed Units Required for Degree
19. Development of Indicators for Campus-wide Monitoring of Graduation
20. Review by CSU Peers (see report)
21. Periodic Reports
; When the Plans for Facilitating Graduation document was prepared, it appears that no one was
assigned responsibility for follow up and/or ensuring that the action items recommended were
implemented and periodic updates and reports provided to appropriate campus leaders.
22. Appropriate Funding Support
; No new resources have been allocated to Enrollment Management based on the university’s strategic
priorities which include student academic success and student development.
CAMPUS ACTIONS TO FACILITATE GRADUATION (not referenced in Facilitating Graduation Gap Analysis)
1. Assessing Student Learning
* Need an assessment officer
2. “Near Grads” Program
* Only partially developed
4. Remediation/Retention Strategies
; Need to assess the effectiveness of the ―Improving Your Academic Fitness‖ course in retaining
; Need more instructors for GST 102 courses
; Need funds to recruit a ―testing‖ person to diagnose and assess the needs of students with disabilities
; Need to develop system for ensuring that students who are not exempt take the EPT/ELM prior to
registering for classes.
; Need to ensure that students enroll in appropriate developmental courses and are provided the support
necessary for success in these courses
4. Develop a life-long relationship with alumni
a. Create a positive student experience to connected them to CSUB b. Continue to connect them to campus – enhanced support and services to alumni c. Engage them as volunteers/ speakers on campus and off d. Provide some services (email so we can access them easily) e. Provide life-long learning opportunities for Alumni
f. Develop special collections in Library – e.g., regional history
g. Expand into center for Blacks and Africana studies
5. Become a great place to work (faculty and staff)
a. Kinder/ gentler work environment
b. Be the employer of choice
c. Develop a wellness program for everyone on campus
d. Faculty development
e. Staff development
f. Department Chair (and Dean) orientation, training, and support g. Administration collaboration with faculty and staff regarding work issues h. Transparent assignment of perks and privileges
i. Reward and value behaviors that support mission (staff and faculty) j. Encourage faculty scholarship with financial support/ travel/ rewards k. Embrace local diversity and create a supportive environment for all l. 70% faculty on tenure track
m. Create a culture where service is given proper recognition. n. Develop a climate of respect by providing time for research, teaching, service
6. Create a positive community image
a. Improve public relations
b. Brand CSUB
c. Promote faculty scholarship – develop programs to honor/ promote faculty scholarship d. Promote accomplishments of students, staff, and faculty e. Promote student/faculty projects
f. Promote applied research for community development
g. Engage the community in positive ways
i. 60 plus
iii. Theater/ music/ art
iv. Division I
v. Community Service Learning
h. Web page as portal to campus
i. ―front door‖ experience for first time visitors
j. Have a front door with visitor parking
k. Be a model in the system on technology for instruction l. Create places for gathering
m. Convince top high-school students to consider CSUB as an option n. Develop a social contract with the community around needs/resources o. Engage community leaders in discussion of needs
p. Develop a cross-cultural program on Gerontology
7. Develop the pipeline of students Re: skills, attitudes, readiness, expectations a. Develop partnerships with K-12 schools
b. Recruit international students
c. Literacy center K-12
d. Convince students to place a higher priority on Collegiate Experience e. Help regional high schools double students going to college f. Increase interaction between faculty and students at local high schools – ideal students
g. Adopt three underperforming schools
8. Locate, develop, and maintain resources
a. Launch a campus-wide sustainability program in curriculum and buildings b. Invest in fund-raising, endowments
c. Organize faculty/staff/ students to exercise influence in state funding decisions d. Become leader in state lobbying/ public relations
e. Be proactive rather than reactive
f. Endowment for library (an important CSUB Pride)
g. Engage community in learning partnerships – including service learning
h. Be a cultural/ intellectual center for region
i. Have library funding exceed Division One athletics and support faculty research, academic
programs, honors program, and diverse population.
j. Increase endowments/ grants/ external funding to represent 40% of budget k. Become efficient in how we use State funding
l. Campus can provide 100% of electrical needs through sustainability initiatives m. Obtain resources for technology
9. Use Energy Efficiency as a Point of Pride
a. Sustainability embraced in curriculum
b. Campus can provide 100% of electrical needs through sustainability initiatives c. Become a model for reduced carbon footprint
a. Develop doctorate programs in Education and Nursing
b. Open a school of engineering to support local industries
c. Establish a linguistics/ language program
d. Develop an institute for study of politics/ education/ ethics with Chavez Institute e. Launch a trans-disciplinary program on religion/ culture.
f. Construct a student/faculty center for interaction
g. Convert cafeteria into Literacy Center – make it the whole front door
h. Develop online and hybrid degree programs and options
DRAFT (10 December 2007)
Defining—and Refining—Student Learning II
Friday, 25 January 2008
Student Learning Characteristics or ―Competencies‖ (from Delphi Survey in Spring 2006 and further defined—and
refined—in October 2007):
1. Critical reasoning & problem solving
2. Discipline-based and career-based learning
3. Quantitative literacy:
4. Engagement & personal/interpersonal development
5. Unique learning outcomes:
; Working independently
; Technology applications for problem solving
; Ethical framework
; Research methods/analyses
; Diversity & cultural understanding
; Information literacy & management
Applications of the student learning characteristics or ―competencies‖ and ―indicators‖ from the following five (5)
; Basic Skills/General Education
; Career/Career Preparation
; Campus Life—Co-curricular and Extracurricular
; Staff Support Services—Academic/Academically-related
Goals for ―Defining—and Refining—Student Learning II‖ meeting:
1. Review and refine the previously identified ―measurable indicators‖ for the five (5) student learning
characteristics or ―competencies‖ from each perspective, using the results from the first session (October 2007)
for ―Defining—and Refining—Student Learning.‖
2. From each group’s assigned perspective, identify additional learning indicators, especially ―transformational‖
learning outcomes, for the five (5) student learning characteristics or ―competencies, i.e., what we would expect
a student to have learned (not just complete an activity or course) by the time of his/her graduation from CSUB.
Agenda for ―Defining—and Refining—Student Learning II’ meeting:
1. Welcome, introductions, how we got here & where are we going, review of student learning characteristics
or ―competencies‖ and ―indicators‖ identified in the October 2007 meeting, and charge to the attendees (15
2. Form five (5) groups, one for each perspective 5 minutes)
a. Basic Skills/General Education
c. Career/Career Preparation
d. Campus Life—Co-curricular and Extracurricular
e. Staff Support Services—Academic/Academically-related
3. Each group establishes its ―facilitator‖ and ―recorder‖ and then deliberates to achieve above goals (1 hour
45 minutes; with breaks as mutually agreed within each group)
4. Reconvene as ―committee of the whole‖ for group reports (5 minutes)
5. Facilitator and recorder for each group makes presentation (10 minutes maximum) of group’s
findings/recommendations (50 minutes)
6. Thanks, next steps, and adjournment.