Semester Conversion Task Force Report - California … Conversion Task Force Report Curriculum and Pegagogy Edith Porter* NSS Russ Abbott ECST Terry Allison A&L Jeffrey Benedict A&L

Semester Conversion Task Force Report

Table of ContentsExecutive summary ....................................................................................................................................2Background and organization .................................................................................................................4 History......................................................................................................................................................................4

TheTaskForceanditscommittees..........................................................................................................................5 Charge,guidance,principlesandpriorities............................................................................................................7 Howtothinkinsemesterunits.................................................................................................................................9

Conversion outcomes (CONV) ..............................................................................................................12 Calendar.................................................................................................................................................................13 Curriculum..............................................................................................................................................................16 Advisement............................................................................................................................................................16 Communication......................................................................................................................................................19 Infrastructure(studentservices)............................................................................................................................19 Informationtechnology..........................................................................................................................................20 Generaleducation..................................................................................................................................................21

Transformation........................................................................................................................................................22

Converting University operations (OPER) ........................................................................................23

Overallcoordination...............................................................................................................................................23 Consolidatedtimeline.............................................................................................................................................24 Curriculumconversion...........................................................................................................................................25 Informationtechnology..........................................................................................................................................26 Infrastructure(studentservices)............................................................................................................................26

Policiesandprocedures........................................................................................................................................27

Additional considerations: Faculty workload ....................................................................................29Supporting activities (SUPP) .................................................................................................................31 Advisement............................................................................................................................................................31

Communications....................................................................................................................................................31

Rough estimate of transition costs ........................................................................................................34Concluding remarks ................................................................................................................................36Appendix: List of recommendations .............................................................................................. 37-43

List of TablesTable 1. Coursesofvarioussizescombinedwithtermsofvariouslengths.............................................................11

Table 2. Thepossiblefallterms.TheexampleyearsrepresentallpossibleLaborDaydates................................12

Table 3. Possible2013-2014dates...........................................................................................................................14

Tables 4.and4a.Sampleclassschedulingmodulesandoptions..........................................................................15

Table 5. Studentworkloadandtimetodegreecompletionforenteringfreshmen............................................. 18-19

Table 6. Overviewoftransitiontimeline.....................................................................................................................24

Table 7. Facultyallocationofeffortwithvariousteachingpercentagesandtermlengths..............................................30

Table 8. Summaryofestimatedtransitioncosts.......................................................................................................35

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Executive Summary

TheSemesterConversionTaskForcehasbeenchargedwithdevelopmentofacomprehensivesemesterconversionplanforCSULA.ThisplandescribeshowtheUniversitymightlookafterconversionandhowthetransitionwouldproceed.

ThisreportoffersnoofficialpositiononthelargerquestionofwhetherornotconversionshouldoccuratCSULA.Nordoesitrehearsethevariousargumentsonbothsidesoftheconversionquestion.Thesearguments,whileimportant,lieoutsidethechargeoftheTaskForce.

WerecommendthatifCSULAultimatelyconvertstosemesters,theprocessitselfbepartofasubstantialtransformationoftheUniversity.Towardthisgoal,theTaskForcerecommendsthefollowingbroadlyenvisionedconversionobjectives:

Improvingacademicstructurethroughare-examinationandremodelingofthecurriculum,anidentificationoflearningoutcomes,andademonstrablecohesionbetweenthoselearningoutcomesandthecurriculum;

Harmonizinglowerdivisioncurriculumwithsemestercampusesbyconvertingcoursesforoptimalsemestercompatibility;

Broadeningtheadvisementsystemtowardcontinuous,contextual,integrated,andholisticsupport,frompre-admissiontograduation;

Remodelingthestudentservicesinfrastructuretobemoreefficient,responsive,user-friendly,andcost-effective;

Updatinginformationandcommunicationtechnologiesandstrategiestoexploitdevelopmentsinhardware,software,systems,andnetworkingandtobemoreresponsivetotheneedsofvarioususers;

Expandingfacultyopportunitiesforscholarshipandcreativeactivitiesinadditiontoteachingandservice;and

Encouragingfurtheruniversityadaptationandflexibilitybyinstitutionalizingtheongoingexaminationofissuesattendanttouniversitytransformation.

RecommendationsWhilethisreportoffersdozensofformalrecommendations,aswellsomeadditionalissuesandideasforconsideration,hereweofferapartial,shortlistofhighlightedrecommendationsforsummarypurposes.

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If the University moves forward with semester conversion, The Task Force recommends:

• Athree-yearconversionschedule—includingclearly-definedmilestonesandcheckpoints—sothatthetransitionmayoccurinatransparentandwell-organizedmanner,andatwo-yearperiodwithinthisscheduleforcurriculumconversion.

• ThesemestercalendarnotofficiallycommencebeforeFall2013.

• Acalendaroftwosemestersperacademicyear,eachincluding14weeksofinstructionaldays,oneweekforfinals,anduptooneweekfornon-instructionaldaystoaccommodateholidays.

• Asignificantincreaseinfront-linestaffresourcestoprovidenecessaryandmoreindividualizedservicestostudents,andadditionalstafftosupportconversionprojectsandprocesses(suchasrecordtransfer).

• Thedevelopmentanddistributionofapledgetoallstudentstoassuresupporttowardtimelygraduation,aswellasIndividualizedAdvisingPlans(IAPs),andtheimplementationofamandatoryadvisingsystemfortransitionandconversionperiods.

• Theacquisitionordevelopmentofsoftwaretosupportonlinecurriculumproposalandreview.

• Aflexiblemenuofcurriculumconversionoptionswithindepartments/divisions/schoolsrangingfrommechanicalconversiontomoretraditionalfacultyrevisionofcoursesandprograms.

• Substantialfundingoffacultyreleasetimeunits(URT)duringconversionforfacultytraining,curriculumconversion,andcollegereview,aswellastransitionalstudentadvisement.

• Theestablishmentofseveralnewcommitteesand/oroffices,includinganadhocConversionCoordinationCommittee(CCC),SemesterConversionOffice(SCO),StudentCommunicationCommittee(SCC),andastandingCommitteeforUniversityTransformation.

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Background and Organization

BesidestheExecutiveSummaryandthisBackgroundsection,thisreportcontainsconversionrecommendationsinthreesections:

• Conversion Outcomes—avisionoftheUniversityafterconversion—hereafterabbreviatedCONV;

• Converting University Operations—stepstobetakenduringthetransition—hereafterabbreviatedOPER;

AND

• Supporting Activities—activitiesintendedtominimizedisruptionandtoensurecontinuityduringthetransition—abbreviatedhereafterSUPP.

Throughoutthedocument,TaskForcerecommendationsareshowninthefollowingformat:

CONV-1 ThefirstrecommendationintheCONVersionOutcomessection.

OPER-2 ThesecondrecommendationintheConvertingOPERationssection.

SUPP-3 ThethirdrecommendationintheSUPPortingActivitiessection.

Otherrecommendationsusesimilarlycorrespondinglettersandnumbers.

Anappendixcontainsthefirstparagraphofeachrecommendation.

HistorySemesterconversionhasbeenatopicdiscussedatCSULAfornearlytwodecades,includingcampus-wideconversationsinthe1994-95and2001-02academicyears.Thepossibilityofconversiontosemesterswasreintroducedduringthe2008-2009academicyear.In2009,aresolutionofprinciplesintendedtoguideanysuchconversionwasadoptedbytheAcademicSenateandacceptedbyboththeProvostandthePresident.TheSenatethenrequestedthedevelopmentofaconversionplansothataninformedvotecouldbetaken.Theplanwastoincludedescriptionsofboth(a)howtheUniversitywouldlookafterconversionand(b)howthetransitionwouldproceed.TheSemesterConversionTaskForcewasformedinSeptember2009todeveloptheplan.ThisreportistheTaskForce’sconversionplan.

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The Task Force and its committeesTheTaskForce,formedinSeptember2009,consistedofthefollowingmembers.

MembersoftheTaskForcewereorganizedintocommittees,witheachchairedbyaTaskForcemember.ThecommitteesalsoincludedstaffandfacultynotontheTaskForce.


Name Position Organization

CherylNey(Chair) InterimProvost AcademicAffairs

CostelloBrown(Assist.toChair) InterimAVPforAcademicAffairs AcademicAffairs

RussAbbott Electedrepresentative ECST

TerryAllison Dean,A&L A&L

KevinBaaske Electedrepresentative AcademicSenate

JoaquinBeltran President AssociatedStudents,Inc.

CarolBlaszczynski Electedrepresentative B&E

EvelynCalvillo Electedrepresentative HHS

DesdemonaCardoza Provost AcademicAffairs

BillChang Director ITS-CMSandEnterpriseSystems

SteveClassen Electedrepresentative A&L

GilbertGarcia ITC-NSS InformationTechnologyServices

MichaelGermano Electedrepresentative Library

JoseGomez InterimAssociateVP AdministrationandFinance

NancyHunt Electedrepresentative CCOE

RobertLand Chair AcademicSenate

MichaelLee AssociateDirector ITS-CMSandEnterpriseSystems

NancyMiron ExecutiveDirector PublicAffairs

EdithPorter Electedrepresentative NSS

PhilRomero Dean B&E

SharonUlanoff Electedrepresentative AcademicSenate

JoanWoosley Registrar Registrar’sOffice

Advisement EvelynCalvillo* HHS AngelChan UAAC

EleanorFerguson-Marshalleck HHS BeckyHopkins EOP

KhozaimaJivanjee ASI MichaelLee ITS ZyliaLopez HHS

MarciaAnnMurota UAAC ParvizPartow-Navid B&E NancyWada-McKee SS

Calendar SharonUlanoff* CCOE AnnGarry A&L

JoséGomez UAS GloriaMendoza GS SherylOkuno ITS

SusanTsuji A&F JoanWoosley RO

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Curriculum and Pegagogy EdithPorter* NSS RussAbbott ECST

TerryAllison A&L JeffreyBenedict A&L JeanCruz EE

MichaelGermano Library NancyHunt CCOE StevenJones UG

ChristopherLenz CC WilliamLondon HHS PaulRosenthal B&E

WayneTikkanen NSS DavidWang ASI JamesWilliamson eLPS

Communications SteveClassen* A&L JosephAguirre USU

BryantAlexander A&L MariaCosta A&L MichaelLeung ASI

TammieLeung Outreach NancyMiron PA PhilRomero B&E

Infrastructure CarolBlaszczynski* B&E KathyAnderson RO

ArtEstrada EOP BobbieGalaz UAAC JorgeLomeli Facilities

VinceLopez Outreach HowardMasuda UTC DonMaurizio ECST

TamieNguyen FinA DeborahSchaeffer Library RonnieWills CO

Policies and Procedures KevinBaaske* A&L JillCarnahan A&F

JennyFaust FacA KhozJivanJee ASI AlanMuchlinski AA

BarbaraPereida UG LianneSalerno RO MattWarren SA

A&F:Administration&Finance FinA:FinancialAid SS:StudentServices

ASI:AssociatedStudents,Inc. EOP:Educ.Opp.Program UAAC:Univ.Acad.Adv.Ctr.

CC:CareerCenter GS:GraduateStudies UAS:Univ.Aux.Serv.

CO:Cashier’sOffice ITS:InformationTech.Services UTC:Univ.TutorialCenter

EE:ExtendedEducation PA:PublicAffairs USU:Univ.StudentUnion

eLPS:eLearningProgs.&Sup. RO:Registrar’sOffice UG:UndergraduateStudies

FacA:FacultyAffairs SA:StudentAffairs

*Committeechair/co-chair

ThecommitteessubmittedreportstotheTaskForceinJune2010.

KnownastheWritingGroup,fiveTaskForcemembers—RussAbbott(coordinator),MichaelGermano,NancyHunt,EdithPorter,andSharonUlanoff—draftedthefinalreport.JimWilliamson,amemberoftheCurriculum&Pedagogycommittee,providedediting.

1 ThecommitteereportsareavailableonSharePointathttps://atlantis.calstatela.edu:40365/Shared Documents/ inthefolder: Task Force Final Report > Committee reports.

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Charge, guidance, principles, and prioritiesCharge and guidance

FollowingisthechargeasreceivedbytheTaskForce.Thepagenumbersaftereachitemidentifysectionsinthisreportthatapplytothatitem.

PresidentJamesM.RosserhaschargedtheSemesterConversionTaskForcewithdevelopingacomprehensiveplantoincludethefollowingelementsastheyrelatetotransitioningfromaquartertosemestercalendar:

• Atimelineforatransition;[p.24] • Amodelofthesemestersystemcalendar;[p.12] • Theidentificationoftransitioncostsandanappropriateandrealisticbudget;[p.34-35] • Anexaminationofacademicpolicyimplications;[pp.27-28] • Theidentificationofessentialandcriticalmodificationstothecampusbusinessprocesses andITsystems;[pp.19,20,23,26] • Thecreationofacomprehensivecommunicationplan;[pp.19,31-33] • Amodelforsimultaneouscurriculumrevision;[pp.16,25] • Theidentificationofissuesandpoliciesimpactingstudentsenrolledduringthetransition. [pp.27(CP-C.7),32]

TheTaskForcewillusetheprinciplesdevelopedbytheAcademicSenatetoguidethepossibleconversiontosemestersplanningprocess.

Eachrespectivecommitteedevelopeditsowncharge,withapprovalbytheTaskForce.

InaJuly2010meetingandinfollow-upemailmessages,Dr.BrowninformedtheWritingGroupthatitwasnolongerresponsibleforcompletecostestimatesbutthatitshouldnotlimititsrecommendationsforlackofcostinformation:

Whethersomeorallofyourrecommendationswillultimatelybefeasibletoimplementshouldnotpreclude[you]frommakingthoserecommendationthat[youconsider]tobenecessary.

Academic Senate principles regarding conversion

TheTaskForcewasguidedbytheSenate’sPrinciplesRegardingConversion. That:

1.Faculty,staff,studentsandadministratorsworktogetheronallphasesofplanningforpossible conversiontosemesters.

2.Conversionwillnotincreasethetimetograduationforstudentswhotransitionfromquarters tosemesters.

3.Studentswhowilltransitionfromquarterstosemesterswillreceiveindividualizedadvisement beforeconversiontocreateaclearplanforprogresstograduation,andfollow-upadvisement afterconversion,asneeded.

2 https://atlantis.calstatela.edu:40365/Shared Documents/Charge to Planning Committee Revised 5-15-09.doc.3 ThecompleteresolutionisavailableonSharePoint:https://atlantis.calstatela.edu:40365/SharedDocuments/Resolution of Principles Regarding Possible Conversion to Semesters.pdf.

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4.Notenured/tenuretrackfacultyorstaffmemberswilllosetheiremploymentasaresultofa conversiontosemesters.

5.Noacademicprogramswillbediscontinuedasaresultofaconversiontosemestersexcept throughordinaryprogramdiscontinuationprocedures,asprescribedinChapterIVofthe FacultyHandbook.

6.Reassignedtimeorstipendswillbemadeavailabletofacultytoperformprogramandcourse modificationsfortheconversion.

7.Reassignedtimeorstipendswillbeprovidedtofacultyforadvisementofstudentswhotransition fromquarterstosemesters.

8.CSULAstaffworkloadwillnotincreasewithconversion-relatedtaskswithoutcompensation.

9.TheearliestaconversiontosemesterswouldbeimplementedisFall,2012.

10.Collegesanddepartments/divisions/schoolswillhavemaximumflexibilitytomanageteaching loadsinwaysthatmeettheneedsoffacultyandstudents.

11.IfCSULAconvertstosemesters,thiswillnotdiminishtheUniversity’scommitmenttothe Research,ScholarshipandCreativeActivityawards.

12.IfCSULAconvertstosemesters,sabbaticalleaveswillcontinuetobeawardedtoatleast12% ofallthoseeligibletoapplyinagivenyear.Inaddition,allrequestsforfullsabbaticalswillbe fully-fundedathalfpay.

13.IfCSULAconvertstosemesters,facultyworkloadwillnotincrease.

Institutional learning goals

TheTaskForcewasalsomindfuloftheUniversity’slearningoutcomes,

• Knowledge:Masteryofcontentandprocessesofinquiry,

• Proficiency:Intellectualskills,

• PlaceandCommunity:Urbanandglobalmission,and

• Transformation:Integrativelearning.

Faculty priorities

TheTaskForcewasalsoguidedbytheresultsofasurveythatexploredfacultyprioritiesregardingconversionprocesses,outcomes,andobjectives.Facultymemberswereaskedtoranktenitemsinstrictpriorityorder;tieswerenotpermitted.Thehighestpriorityobjectivewastoberankednumber1;thelowestpriorityobjectiverankednumber10.Theresults,averagedoverallrespondents,fellintonaturalgroupings.

Highest priority (3.38 - 3.79) [Teaching, learning, and professional achievement]• Maximizingopportunitiesforflexibleandcreativedistributionoffacultyandstudentworkload(3.38)

4 Seehttps://spcc.calstatela.edu/ilo.php.

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• Improvingstudentacademicexperience(3.38)

• Refreshingandimprovingcurriculum(3.79)

Medium high priority (4.45) [Faculty role in decision making]

• Providingfacultyanopportunitytovoteonconversionbeforeafinaldecisionismade(4.45) Mediumlowpriority(5.93-6.25)[Universitystructure,organization,andfunctioning]

• ImprovingthefiscalstabilityoftheUniversity(5.93)

• TransformingtheUniversity(5.98)

• Streamliningadministrativefunctions(6.24)

• MaximizingcoursecompatibilityamongCSULA,semester-basedfeederschools,andsister campuses(6.25)

Lowest priority (7.19 - 7.94) [Issues not considered especially important]

• Maximizingcalendarcompatibilitywithneighboringschools(7.19)

• Automatingthecourseandprogramconversionprocess(7.94)

How to think in semester unitsTheCSULAcommunityiscomfortablethinkingintermsofquarterunits.Thissectionisintendedtohelpdevelopanintuitionforsemesterunits.

Paradoxicalasitmayseem,tounderstandtherelationshipbetweensemesterunitsandquarterunitsitisimportantto:

1. Stopthinkingintermsofeitherquarterunitsorsemesterunitsasabasicunitofcredit.Instead, thinkofinstructionalhoursasthebasicunitofcredit.Thinkofquarterunitsandsemesterunits astwowaystogroupinstructionalhoursintolargeraggregates.Onequarterunitrepresents10 instructionalhours;onesemesterunitrepresents15instructionalhours.Abachelor’sdegree typicallyrequires1,800instructionalhours—whichis1800/15=120semesterunitsor 1800/10=180quarterunits.

2. Stopassociatingsemestersandquarterswithtermlength.Althoughaccustomedtothinking ofaquarteras10weeksandasemesteras15weeks,itisimportanttobreaktheconnection betweentermnamesandlengths.Allthatmattersisthataquarterunitis10instructional hoursandasemesterunitis15instructionalhours.Thenumberofweeksdoesnotmatter. Fifteeninstructionalhoursoveraperiodof1week,2weeks,5weeks,10weeks,14weeks,or 15weeksisstillonesemesterunit.

5 From“WhatWouldaSemesterCalendarLookLike?”(authorshipunattributed,nodate) http://www.calstatela.edu/academic/aa/semester/docs/SemesterCalendar.pdf. asemestercredithourisnormallygrantedforsatisfactorycompletionofone50-minutesessionofclassroominstructionperweekfora semesterofnotlessthan15weeks.[Additionally,studentsareexpectedtocompleteanadditionaltwohoursofstudyperunitperweek.]

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Fitting courses into terms

Table1illustratessomeofthewaysinwhichcoursesofvarioussizescanfittermsofvariouslengths.WhenexaminingTable1,realizethataconsequenceofseparatingthenotionofaunitofcreditfromthenumberofweeksinatermisthatthenumberofhoursrequiredperweekvarieswiththenumberofweeks.Forexample,onesemesterunitrequires15instructionalhours.Tofitthosehoursinto15weeksrequiresonehourperweek.Butonecouldalsoputall15hoursintoasingleweek,orstretchthemover5weeks—whichwouldrequire15/5=3hoursperweek.Tofit15hoursinto10weekswouldrequire15/10=1.5hoursperweek.Tofit15hoursinto14weeks—theTaskForcerecommendation—requires15/14=1.07hoursperweek.InTable1,thisisshownasthecolumnInstructional hours per week for one unit.

EachrowinTable1representsadifferentapproachtofittingcoursesintoterms.

A. Thisrow,atraditionalquarter,has10-weektermsandusesquarterunits.Aquarterunit represents10instructionalhours,deliveredatarateof1hourperweek.Acourseof4quarter units,theCSULAstandard,requires4hoursperweek.

B. ThisrowrepresentsthesameamountofinstructionoverthesameperiodoftimeasrowA,but iscountedinsemesterunits.BothrowAandrowBreferto40instructionalhours—fourhoursa weekfor10weeks.RowBcountsthatamountofinstructioninsemesterunits.Since15 instructionalhoursisonesemesterunit,40instructionalhoursis40/15=2.67semesterunits.In otherwords,rowBdemonstrateskeepingthecurrentCSULAscheduleandcatalogexactlyas theyarebutcountscreditsinsemesterunits.RowBrepresentsthesimplestpossible conversion.CSULAcouldconverttosemestersbydoingnothingbutmultiplyingallunitnumbers inthecatalogby2/3.Ofcourse,adrawbackofthisapproachisthatitrequirestheuseof fractionalunits.Astudentmightsaythatsheistaking4coursesforatotalof102/3semester units.Butfractionalunitsaddupjustasintegralunitsdo.Thestudentwillgraduatewhenshe completesherrequirementsandaccumulates120semesterunits.

C. Thisrow,thetraditional15weeksemester,hascoursesof3semester-unitseach,thestandard againstwhichconversionoptionsaregenerallymeasured.Mostsemestercoursesare3 semesterunits—or3x15=45instructionalhours.Tobesemestercompatible,converted coursesshouldprimarilybe3semesterunits.

D. Thisrow,the14weeksemester,hasbecomecommonandisaTaskForcerecommendation. Coursesofthreesemesterunits—i.e.,45instructionalhours—consistof14ratherthan15weeks. Eachsemesterunitrequires15/14=1.07instructionalhoursperweek.

E. Thisrow,liketheprecedingtwo,deliversallinstructionalhoursin10weeksratherthan15or14. Eachunitrequires15/10=1.5instructionalhoursperweek.Itisaninterestingapproach becauseitoffersthepossibilityofthreesemestersduringeachregularacademicyearwhile remainingsemestercompatible.

F. Thisrowrepresentsthetraditional15weeksemesterifthestandardcoursewere4semester unitsinsteadofthan3.

G. Thisrowisthesameastheprecedingexceptthatinstructiontimeis14weeks.

H. Thisrowisthesameastheprecedingexceptthatinstructiontimeis10weeks.

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Table 1.Coursesofvarioussizescombinedwithtermsofvariouslengths

Instr. hours*per week

for one unit


for one unit


for one unit

Term type Weeks ina term

Termsper year

Units ina standard

course

Teaching†

hours*per week

Yearly†

teachingschedule

A Quarter 10 3 1 4 4 40 12 3−3−3

B Semester 10 3 1.5 2.67 4 40 12 3−3−3

C‡ Semester 15 2 1 3 3 45 12 4−4

D‡ Semester 14 2 1.07 3 3.21 45 12.9 4−4

E‡ Semester 10 3 1.5 3 4.5 45 13.5-13.5-9 3−3−2

F Semester 15 2 1 4 4 60 12 3−3

G Semester 14 2 1.07 4 4.29 60 12.9 3−3

H Semester 10 3 1.5 4 6 60 12 2−2−2

* Aninstructionalhouris50minutes.Theinstructionalhoursperweekperunitisthenumberofhoursperunit(i.e.,10forquartercourses;15for semestercourses)dividedbythenumberofweeks.†Assumesafacultyallocationofeffortwith80%teaching.‡Semestercompatible,i.e.,thestandardcourseisthreesemesterunits.

Converting quarter and semester units

Ifweweretocountstudentcreditsdirectlyininstructionalhoursandgiveupquarterunitsandsemesterunitsentirely,therewouldbenoneedforconversion.A4quarter-unitcourseismeasuredas40instructionalhours;a3semester-unitcourseismeasuredas45instructionalhours.Abachelor’sdegreerequires1,800instructionalhours.Wecouldletitgoatthat.Butuntilwecountcreditsininstructionalhours,theUniversityisrequiredtoconvertsemesterandquarterunits.

To convert from quarter to semester units,multiplyby0.67:onequarterunit(10instructionalhours)isequivalentto0.67semesterunits(eachofwhichcomprises15instructionalhours).

Example

4quarterunits=4x10instructionalhours=40/15semesterunits=2.67semesterunits

4quarterunits=4x0.67semesterunits=2.67semesterunits

To convert from semester to quarter units,multiplyby1.5:onesemesterunit(15instructionalhours)isequivalentto1.5quarterunits(eachofwhichcomprises10instructionalhours).

Example

3semesterunits=3x15instructionalhours=45/10quarterunits=4.5quarterunits

3semesterunits=3x1.5quarterunits=4.5quarterunits

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Conversion Outcomes

Thissectioncontainsrecommendationsforthepost-conversionUniversity.

CalendarIthasbecomeaninformalstandardforschoolsusingbothsemesterandquartercalendarstoendtheirfalltermsbeforetheNewYear.Thismakesitrelativelyeasyforstudentstotransferfromoneschooltoanothereitheratthestartofthefalltermoratthestartofthetermfollowingthefallterm.Tobeconsistentwiththisstandard—andbecausetheTaskForceviewsitasthebestchoice—werecommendafalltermthatendsbeforetheNewYear.

CONV-1 Werecommendacalendaroftwosemesters.Eachwillinclude14weeksofinstructional days,oneweekforfinals,anduptooneweekofnon-instructionaldaysforsuchholidays asLaborDay,Thanksgiving,andspringbreak.Someotherholidays—suchasVeteran’s DayandCésarChavezDay—maybetakenoninstructionaldays.

WerecommendthedatesinTable2forthefallsemesters.Werecommendthatthe springsemesterbeginthelastMondayofJanuaryandendinmid-May.(Becauseof LeapYear,asimilartableforspringtermswouldrequiretwiceasmanycolumns.With fewerconstraints,however,thatlevelofdetailneednotbedisplayedhere.)

2014 2013 2012 2017 2010 2015

Fall Faculty Day* Wed 1 2

First day of class* Thu 2 3

Labor Day* Mon 1 2 3 4 5 6 7

Fall Faculty Day* Wed 3 4 5 6 7

First day of class* Thu 4 5 6 7 8

Last day of class† Sat 13 14 15 16 17 11 12

Exam week† M-Sa 15-20 16-21 17-22 18-23 19-24 13-18 14-19

Grades due†‡ Wed 24 25 26 27 28 22 23

Table 2.Thepossiblefallterms.TheexampleyearsrepresentallpossibleLaborDaydates.

*DatesinthisrowareforSeptember.†DatesinthisrowareforDecember.‡GradesarealwaysdueonWednesday.IfWednesdayisChristmas,eithertheUniversitycouldholdthesystemopenuntilThursday,orthosewhodon’twanttoreportgradesonChristmascanreportthemearlier.Thosewhowanttheextradaywillhaveit.

Example years

20112016

Day ofthe week

6 Withthirteenweekterms,fallquartercouldalwaysstartafterLaborDayandalwaysendbeforeChristmas.

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Figure1andTable3illustrateapossible2013-2014calendar.

Figure 1.Apossiblesemestercalendar

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Table 3. Possible2013-2014dates

Fall Semester 2013 Spring Semester 2014

April8,2013-Sept19,2013:Contstudentsregister Nov.4,2013-Feb.10,2014:Contstudentsregister

July12,2013:Falldeadlinetoorderbooks Dec.6,2013:Springdeadlinetoorderbooks

Sept.3,2013:FallFacultyDay SpringSem.Begins4thMon.ofJan.

Sept.5,2013:Firstdayofclass Jan.27,2014:Firstdayofclass

Sept.19,2013:NoRecordDropDeadline* Feb.10,2014:NoRecordDropDeadline*

Sept.20,2013:“W”DropPeriodbegins* Feb.11,2014:“W”DropPeriodbegins*

Oct.2,2013:AddDeadline* Feb.24,2014:AddDeadline*

Oct.3,2013:Census* Feb.24,2014:Census*

Nov.11,2013:Veteran’sDay Mar.17-22,2014(Week8):SpringBreak

Mar.31,2014:CésarChavezDay

Nov.14,2013:“W”DropPeriodends* April11,2014:“W”DropPeriodends*

Nov.11-15,2013:Emergency“W”Period* April14-May6,2014:Emergency“W”Period*

Nov.28-30,2013:ThanksgivingHoliday

Dec.14,2013:LastDayofClasses May8,2014:LastDayofClasses

Dec,16-21,2013:FinalsWeek May12-17,2014:FinalsWeek

May16-17,2014:Commencement

December24,2013:Gradesdue May21,2014:Gradesdue

CONV-2 Werecommendthatdepartmentsbegrantedtheflexibilitytoscheduleclassesduring fractionalterms—e.g.,acoursemaybeofferedduringa7weekhalf-term.

Scheduling modulesFourteenweektermsrequirethateachweekinclude1/14thoftheterm’sinstructionalhours.Sinceasemesterunitis15instructionalhours,eachweekmustinclude15/14=1.07instructionalhourspersemesterunit.(SeerowDofTable1.)

Sinceoneinstructionalhouris50minutes,eachsemesterunitrequires50x1.07≈54instructionalminutesperweek.Forclassesofthreesemesterunits,once-a-weekclasseswillmeetforasingle161minutesession,twice-a-weekclasseswillmeetfortwo80minutesessions,andthree-times-a-weekclasseswillmeetforthree54minutesessions.

CONV-3 WerecommendthemodulesinTables4and4aforclasssessions.

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Table 4. Sampleclassschedulingmodulesandoptions

3-unitcourses 3xperweek 2xperweek 1xperweeka (2250minutes) 54minutes 80minutes 161minutes

8:00-8:54 8:00-9:20 8:00-10:51or

9:30-10:24 9:30-10:50 9:30-12:21

11:00-11:54 11:00-12:20 11:00-1:51or

12:30-1:24 12:30-1:50 12:30-3:21

2:00-2:54 2:00-3:20 2:00-4:51or

3:30-4:24 3:30-4:50onlyonMWc 3:30-6:21onlyonMWc

5:00-7:51couldbeused 5:00-5:54 5:00-6:20 byprograms independentlyofothers

6:30-7:50 6:30-9:21

8:00-9:20

Mo

du

les

b, d

14-week semester9modules2xperweekcourses

14-week semester7modules2xperweekcourses

4-unitcourse 3xperweek 2xperweek 1xperweeka (3000minutes) 71minutes 107minutes 214minutes

8:00-9:11 8:00-9:47 8:00-11:44or

10-11:11 10:00-11:47 10:00-1:44

12:00-1:11 12:00-1:47 12:00-3:44or

2:00-3:11 2:00-3:47 2:00-5:44

4:00-5:11 4:00-5:47 4:00-7:44or

6:00-7:47 6:00- 9:44

8:00-9:47

Mo

du

les

b, d

a. 1xperweekcoursesincludea10-minutebreak;if8amisnotpopular,1xclassescouldstartatthe2nd,4th,6thmodules;b. Quarters=7modulesdaily/4-unitcourses;c. UseTThforthefreeperiods.d. Labcourseswillalignwitheitherstartorendtimeofmodule.

4 units 2x per week 3 units 2x per week 107minutes 80minutes

8:00-9:47 8:25-9:4510:00-11:47 10:00-11:2012:00-1:47 12:00-1:20Leftopentoavoid 1:30-2:50overlappingtwo 3:00-4:203-unitmodules. 4:30-5:506:00-7:47 6:00-7:208:00-9:47 7:30-8:50

Other possibilities if both 3- and 4-unit classes are common

• Schedule4-unitclasses3timesperweekat71minutes each.Thislengthfitswithinthe80-minuteblockfor3-unit courses.• UseMWformodulesfor4-unitcoursesandTThfor3-unit courses.3-unitcoursesonMWwouldfitwithin4-unitmodules.• Trytointegratethemodules(seetableatright).

Table 4a.Moduletimes

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CurriculumOneofthemostimportantconversionoutcomesisimprovementintheUniversity’sacademicstructurethrough(a)re-examinationandrestructuringofthecurriculum,(b)identificationoflearningoutcomes,(c)linkingoflearningoutcomestothecurriculumaswellastoprogram,college,andinstitutionallearningoutcomes,(d)streamliningofcourseofferings,and(e)eliminationofduplication.TheTaskForcerecognizesthateachdepartmenthasautonomyoveritsownprograms.WebelievethatsuchautonomyisimportantfortheintegrityofUniversitydegreeprograms,valuingtheprincipleofdepartmentalautonomyoverthestructureandorganizationoftheirrespectiveprograms.Nothinginthisreportisintendedtoweakenthatautonomy.Withthatinmind,TaskForcerecommendationsinclude:

CONV-4 Departments(a)bringtheirprogramstostate-of-the-artstandardswithintheirdisciplines, (b)developlearningoutcomesforstudentswhowillgraduatefromtheirprograms, and(c)identifyhowtheirprogramsachievethoselearningoutcomes.

CONV-5 ThatwhentheUniversityEducationalPolicyCommittee(EPC)reviewsproposedprogram changesitgivespecialattentiontothefollowing.Istheprogramconsistentwiththe overallmissionofitscollegeandtheUniversity?Doestheprogramcompriseasuccinct curriculumwithaclearvision?Doestheprogramdiffersufficientlyfromotherprograms toavoidredundancy?Doestheprogramhaveidentifiedlearningoutcomes?Doesthe programindicatehowthelearningoutcomesaretiedtothecurriculum?

Asecondimportantconversionoutcomeis,totheextentpossible,tomakecoursessemestercompatible.Tobesemestercompatible,mostcourses(especiallyattheundergraduatelevel)shouldbethreesemesterunitseach.

Advisement Qualityadvisementisvitaltostudentsuccess,satisfaction,andretention.Italsohasadirectimpactontimetodegreecompletion.Inaddition,high-qualityadvisementiscriticaltotheUniversity’ssuccess,bothfiscallyandacademically.Toachievemaximumadvisementquality,werecommendadoptionofaholisticintegratedsystematicadvisementsystem—includingdevelopmentalandintrusiveadvisementfrompre-admissionthroughdegreecompletion.

Advisementisalsocriticalfortransferstudents.Theymustbeprovidedwithareportindicating(a)thenumberofsemesterhoursrequiredtograduate,(b)thecoursesrequiredintheirmajor,and(c)anyunmetgeneraleducationrequirements.

Keytoprovidingthislevelofadvisementisthecreationofanonline,real-timegraduationrequirementsauditingtoolorwebpage.

Recommendations:

CONV-6 Pre-enrollment.Studentsmostinneedofintrusiveadvisement—typicallyfirstgeneration, unprepared,orundecidedstudents—becontactedearlyandberequiredtoparticipate inpre-enrollmentactivities.

Additionally,allfreshmenandtransferstudentsbeassignedtoadvisorsuponadmission andberequiredtomeetwiththemduringorientation.

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CONV-7 Firstyear.Uponcompletionofthemandatoryorientationprogram,studentsidentified asmostatriskparticipateinthreemandatoryadvisingsessionsduringthefirst semester.Also,allstudentsberequiredtomeetwithadvisorsforGeneralEducation (G.E.)advisementandanoverviewofUniversityrequirementsduringtheirfirstyear. Encouragestudentswhoexpecttobeginmajorcoursesduringtheirfirstyeartomeet withamajoradvisor.

CONV-8 Secondyearthroughgraduation.Forstudentsengagedintheirmajors,acase managementapproachtoadvisementinwhichdepartmentalfacultyadvisorsfollow acohortofadviseesuntilgraduation.Advisorsmustbetrainedinandbeknowledgeable aboutdevelopmentaladvisement,transportation,financialaid,employment,housing, familyissues,childcare,etc.

CONV-9 Developmentofanonlineadvisementanddegreeauditsystemforrealtimetrackingof ProgramPlans/RoadmapstoGraduation.Thesystemshouldbeeasilyusedbyboth studentsandpersonnelinallareasoftheUniversityincludingAdmissions,Financial Aid,theRegistrar’sOfficeandtheAdvisementCenter.Thesystemshouldallow advisorsandstudentstoeasilyandintuitivelymonitorstudentdevelopmentalplans. Itshouldprovideanearlywarningsystemforstudentsindangeroffailingtomeet academicobligations.Itshouldtriggerattendanceinacademicsuccessworkshops forstudentswhoarelaggingintheirtimelinetograduation.Itshouldprovidespecial guidancefortransferstudents.

Balancing student workload and time to degree completion

Table5showsstudentworkloadandtimetodegreecompletionundervariousscenarios.ThetablefocusesonrowsA,C,D,andEofTable1.RowAisthecurrentCSULAquartersystem.RowsC,D,andEpresumecoursesof3semester-unitseach,i.e.,theyaresemestercompatible.

ThecolumnshowingTotal hours/weekassumesthatstudentsspendtwohoursoutsidetheclassroomforeachinstructionalhour.Fulltimeeffortisoftendefinedas40-45hours/week.

Thefirstgroupoffourrowsshowstheeffortrequiredfordegreecompletionin4yearsorfewer.Thesecondgroupoffourrowsshowstheeffortrequiredfordegreecompletionin5yearsorfewer.Thissecondscenarioassumesasomewhatlighteracademicworkload—amorecommonsituationatCSULAwherestudentstendtohaveheavieroutsidecommitments.Thethirdandfourthgroupsoffourrowsassumeevenlighterworkloads.

Animportantareaofadvisementconcernsthepossibilitythatconversionto14or15weeksemestersmayextendtimetodegreecompletion.SincetheCSULA6-yeargraduationrate(30.6%)iscurrentlyquitelowintheCSU,thisisaseriousconcern.Considerstudentswhounderthecurrentsystemormallytake4courseseachquarterandexpecttocompletethedegreeinfouryears.(ThisisrowAinthefirst

7 WASC(2008)HandbookofAccreditation, http://www.wascsenior.org/findit/files/forms/Handbook_of_Accreditation_2008_with_hyperlinks.pdf.8 CollegeResultsOnline:http://www.collegeresults.org/.Whenaccessed,themostrecentfigureswerefor2008.

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block.)Ifafterconversionthesestudentsstillwishtocompletethedegreeinfouryears,theywillberequiredtoincreasetheircourseloadfrom4to5simultaneousclasses.AnalternativeforsuchstudentsistomovetorowCorDinthesecondblock.Thiskeepstheirworkloadat4simultaneouscourses—anditreducestheirtotaltimecommitment—butextendstheirtimetodegreecompletiontofiveyears.

Orconsiderstudentswho,underthecurrentsystem,wouldnormallytake3courseseachquarterandwouldexpecttocompletethedegreeinfiveyears.(ThisisrowAinthesecondblock.)Afterconversion,thesestudentswouldhavetoincreasetheirworkloadsfrom3to4simultaneouscoursestocompletethedegreein5years.AnalternativeistomovetorowCorDinthethirdblock.Thiskeepstheirworkloadat3simultaneouscourses—anditreducestheirtotaltimecommitment—butextendstheirtimetodegreecompletiontosevenyears.

AlthoughnotrecommendedbytheTaskForce,tenweeksemesters(rowEinthevariousblocks)offerpotentiallyattractiveoptionsforbothgroupsofstudents.SwitchingfromrowAtorowEinthefirstblockwouldkeepthenumberofsimultaneouscoursesat4,anditwouldreducetimetodegreecompletionfrom4yearsto3.33years.Butbecauseeachcoursedemandsmoretimeperweek,achievingthisreductionwouldrequireacommitmentof54hoursperweek.

SwitchingfromrowAinthefirstblocktorowEinthesecondblockreducestheworkloadfrom4to3simultaneouscourses,anditreducesthetotaltimecommitment.Timetodegreecompletionisextended,butonlybyone10-weektermplusoneadditionalcourse.

SwitchingfromrowAinthesecond,third,orfourthblocktorowEinthesameblockleavesthecourseworkloadunchanged,withanapproximate11%decreaseintimetodegreecompletionbutwithacomparableincreaseintimecommitment.

A Quarter 10 3 15 15 45 4 4

C Semester 15 2 15 15 45 5 4

D Semester 14 2 15 16 48 5 4

E Semester 10 3 12 18 54 4 3.33

A Quarter 10 3 12 12 36 3 5

C Semester 15 2 12 12 36 4 5

D Semester 14 2 12 13 39 4 5

E Semester 10 3 9 13.5 40.5 3 4.44

A Quarter 10 3 8 8 24 2 7.67

C Semester 15 2 9 9 27 3 7

D Semester 14 2 9 10 30 3 7

E Semester 10 3 6 9 27 2 6.67

Term Weeks Terms Units in Instruct. Total Simul- Years to type in term in year in term hours per hours per taneous degree week week courses compl.

Table 5.Studentworkloadandtimetodegreecompletionforenteringfreshmen

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A Quarter 10 3 4 4 12 1 15

C Semester 15 2 6 6 18 2 10

D Semester 14 2 6 6 18 2 10

E Semester 10 3 3 4.5 13.5 1 13.33

Term Weeks Terms Units in Instruct. Total Simul- Years to type in term in year in term hours per hours per taneous degree week week courses compl.

CommunicationOneoftheprimarytransformationaloutcomesoftheconversionprocessshouldbetheemploymentofnewlydesigneddigitalmediatoolsandUniversityworkgroupstoprovidesupporttoimproveUniversity-widecommunications.

Recommendations:

CONV-10 InconsultationwithITS,thepurchaseandintegrationofcommunicationsoftwarevery earlyintheconversionprocess.Suchsoftware(e.g.contentmanagementsystem)will furtherenablecurrent,cost-effectiveUniversity-widecommunication.Acontentman- agementsystemfortheUniversitywebsitecouldreducetime/laborformanualreview andupdateofroughly250,000+webpageswithinthewww.calstatela.edu site.

CONV-11 TheSenatecreateaStudentCommunicationsCommitteethatincludesmembersfrom theOfficeofAdmissionsandRecruitment,ASI(orrepresentativestudentmembers), PublicAffairs,andUndergraduateStudies-UniversityAdvisement—alongwitharepre- sentativeoftheSenateitself.IftheOfficeofPublicAffairsre-establishestheUniversity CommunicationsBoard,alsorecommended,thenatleastonememberofthatBoard shouldalsoserveonthiscommittee.Thecommittee’schargewillincludeascertaining

thatprospective,new,andcontinuingstudentproblemsandconcernsregarding communicationofsemesterconversionchanges,policiesandprocedures,aswellas proposingsolutionstosuchproblemsandconcernstoappropriateadministrators.

CONV-12 IncoordinationwithUniversityAdvisementanupdatedandinteractiveadvisement webpage,aswellasongoingAcademicSuccessWorkshops.

Infrastructure (student services) Studentservicesarecriticaltotheday-to-dayoperationoftheUniversity.TheyarealsoasignificantfactorinshapingtheexperienceofbeingastudentatCSULA.Theseareservicesthatenablestudentstoregisterforcoursessmoothlyandinatimelyfashion;toapplyforandreceivefinancialaiddistributions;toobtainadvisementsothattheircourseloadsareefficientlyconstructedtominimizetimetodegreecompletion;todevelopstudy,informationliteracy,writing,andcontentskills;andtopursueemploymentbothduringandfollowingtheiracademiccareersatCSULA.Inaddition,otherstudentservicesprovidestudentswithhousing,parking,anddisabilityaccommodationservices.

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Becausemanyofourstudentservicesareoverburdened,theyaresometimesslow,unresponsive,difficulttoaccess,andfrustratingtouse.AprimarygoaloftheTaskForceistouseconversionasanopportunitytorethinktheorganizationandfunctioningofourstudentservicesinfrastructurewiththeobjectiveofmakingtheseservicesmoreefficient,moreresponsive,moreuser-friendly,andmorecost-effective.WeexpectthattheseimprovementswillalsoenhancethestudentexperienceatCSULA.

Recommendations:

CONV-13 Significantlyincreasefront-linestafftoprovidemorepersonalizedservicestostudents. Suchamovewouldnotonlyprovideapersonaltouchbutwouldassiststudentsin navigatingwhatmayappeartobeachallenging,impersonalprocess.

CONV-14 Aneffectiveworkingenvironmentforstaffbeprovidedbyequippingfacilitiessothat theyareergonomicallycorrecttofacilitateaproductiveworkforce,includingstate-of- the-arttechnology.

CONV-15 Theautomationofasmanyprocessesaspossiblebyplacingformsanddocuments onlineandconductingonlinereviews.WerecommendthattheformsbeADA-compliant toprotectthehealthofstudents,staff,andfaculty.

CONV-16 Linkcurrentstand-alonedatabasesystems(e.g.,EOP,Blackboard/WebCT,orthe equivalentLearningManagementSystem)toGETsothatamodificationofonewill automaticallypropagatetotheother.

CONV-17 Improveuserfriendlinessofthecampuswebpagestofacilitateeaseofnavigation andinformationretrieval.

Information TechnologyInformationtechnology(IT)isthebackboneofallmoderninstitutionsbothforoperationsandeducation.TheUniversityisnoexception.Semesterconversionrepresentsauniqueopportunitytoupdate,optimize,andrefreshourtechnologicalinfrastructurewhilecapitalizinguponnewandemergingtrendsineducationaltechnology.

CONV-18 WerecommendthattheUniversitytakeadvantageofsemesterconversionto (a)upgradeanyoutdatedsystems,(b)integrateanyisolatedsystems(e.g., Blackboard/WebCTortheequivalentLearningManagementSystem),(c)establish amoreeffectivealignmentbetweentheneedsofthefacultyandthegoalsofthe DivisionofInformationTechnologyServices,(d)furtherthelooselycoupled integrationofCSULAsystemswithCSUsystems,and(e)preparetheUniversity’s ITframeworkfortheinevitablechangesthecomingyearswillbring.

9SeetheITSwebpage:http://www.calstatela.edu/its/about/ITSstrategicPlan2008-13.pdf.

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General Education

WeseeconversionasanopportunitybothtostrengthenGeneralEducation(GE)asaprogramandreducetimetodegreecompletion.

CONV-19 WerecommendthatCSULAadoptExecutiveOrderNo.1033asitsGErequirements: 48semesterunitsinSectionsAthroughE,atleast9unitsofwhichmustbeupperdivision.

CONV-20 WerecommendthattheEducationPolicyCommitteeanditsGeneralEducation Subcommitteecontinuetohavejurisdictionoverwhichcoursesmeettherequirements ofGEatCSULAandthatcurrentcoursesbeconvertedtoequivalentsemestercourses.

CONV-21 Werecommendthatagreementswithexistingprogramsregardingsubstitutionsor waiverswithrespecttoGEcarryover.

Additional G.E. Considerations

InexaminingissuesraisedbythepossibleconversionoftheGeneralEducationprogram,theTaskForcereachedconsensusregardingchangesthatarenotnecessaryforconversion,butoughttobeconsideredwhetherornotCSULAconvertstoasemestercalendar.

• WerecommendthatCSULAseriouslyconsidercreatingaUniversityCollege(UC)withresponsibility forGE,undeclared,interdisciplinarymajors,andfirst-yearexperienceprograms.

• WerecommendthattheUniversityCollege(UC),ifitisestablished,beprovidedwithseparateand sufficientfundingandberesponsibleforschedulingandstaffingGEcourses.

• WerecommendthatprogramfacultybereassignedforpartoftheirteachingloadtotheUCwhen requestedbytheUCandwhenthereassignmentismutuallyagreeabletothehomedepartment.

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TransformationAdoptionoftheconversionplandescribedinthisreportwilltransformtheUniversityinsignificantways.Tofostercontinuedandsustainedimprovementafterconversionandtoprovideatransparentmechanismtoenableflexibleresponsestochangesintheenvironment,werecommendtheinstitutionofanongoingtransformationprocess.

CONV-22 WerecommendthattheSenatecreateastandingCommitteeforUniversityTransformation.

CONV-23 WerecommendthattheTransformationprocessoperateinthreeyearcycles.

Year 1. PresenttotheUniversitysignificantdevelopmentsineducationatthestate andfederallevel.InvitemembersoftheUniversitycommunitytosubmit transformationalideas.AllaspectsofUniversitystructureandoperationwill beopenforproposedchanges.Provideapubliclyavailablerepository —e.g.,awebsitebackedbyadatabase—whereideasmaybesubmitted andviewed.

Year 2. Combinethesubmittedideasintoacoherentpackageandpresentthat packagetotheUniversity.

Year 3. Opentheproposedpackageforpublicreview.Provideaguidedrevision process—similartoamendingamotion—totakereviewers’commentsand suggestionintoaccount.AttheendofYear3,presentthepackagetothe facultyasawholeforanup-or-downvote.Ifapproved,submitthepackage totheSenateforaction.

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Converting University Operations

ThissectionrecommendsstepstoconverttheUniversity’sfunctionaloperations.

Overall coordinationWewanttoensurethatallaspectsoftheconversionprocessarebothwell-coordinatedandtransparentlyconducted.

Recommendations:

OPER-1 TheSenatecreateanadhocConversionCoordinationCommittee(CCC).We recommendthatmembershipincludeataminimum:theSenateChair;one representativeeachfromUniversityEPC,theGESubcommittee,theUndergraduate StudiesCommittee,andtheGraduateStudiesCommittee;oneelectedfaculty representativefromeachCollege;onerepresentativeeachfromtheProvost’sOffice, AdministrationandFinance,ITS,StudentAffairs,theAcademicAdvisementCenter, andUniversityCommunications;andoneUniversityStaffrepresentative.

OPER-2 Facultymembersbegiven2unitsofreleasetimeperquarterforCCCduties.

OPER-3 CCCberesponsiblefortheoverallplanningandcoordinationofconversionactivities andthatCCChaveoveralloversightandauthorityoverconversion-related assignmentsandresources.

OPER-4 CCCprovidevisibilityintoconversionprogressandactivitiesandthatitensurethatall conversionactivitiesarefullytransparent.

• CCCmembersreporttoCCConaregularbasisontheprogressmadeinthe areastheyrepresent. • CCCadjusttheconversionscheduleasnecessaryasconversionproceeds andthatCCCmaintainonaUniversitywebpageanup-to-dateconversion schedule—includingplannedmilestones—fortheremainingconversionactivities. • CCCregularlyreporttotheSenateonconversionprogress.

OPER-5 CCCprovideameans—suchasawebpage—formembersoftheUniversity communitytoexpressconcernsaboutconversionactivities.

OPER-6 CCChavetheauthoritytoresolveconversion-relatedissuesthatcannotberesolved elsewhere.

OPER-7 CCCbeboundbySenateresolutionsregardingconversion.

OPER-8 TheestablishmentofaSemesterConversionOffice(SCO)toserveasacentralized resourceforinformationaboutsemesterconversion,includingmonthlyprocess updatesviaUniversity-wideemailandadedicatedconversionwebpage(SeeSUPP- 8).TheSCOberunonaday-to-daybasisbyanadministratorandstaffdedicatedto thesemesterconversionprocess.WerecommendthattheSCOadministratorbea memberoftheCCC.

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Consolidated timelineFacultyratedasa“mediumhigh”prioritytheopportunitytoexpresstheirviewsaboutconversionbeforeadecisionismade.Onlyfundamentalacademicconcernswererankedhigher.Inconsiderationofthatprioritizationwemakethefollowingrecommendation.

OPER-9 Werecommendthatthefacultyasawholebegivenanopportunitythroughacampus- widevotetoexpresstheiropinionaboutwhethertoproceedwithsemesterconversion beforeadecisiontoproceedismade.

Table6containsanoverviewofarecommendedtransitiontimeline.AdetailedversionisavailableonSharePoint:https://atlantis.calstatela.edu:40365/Shared Documents/.

Table 6.Overviewoftransitiontimeline

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Curriculum conversionTominimizeerrorsinproposal/revisionpreparationandtofacilitateproposalpreparationandreview,werecommendtheacquisitionordevelopmentofsupportingsoftware.

Recommendations:

OPER-10 Theacquisitionordevelopmentofsoftwaretosupportonlinecurriculumproposal andreview.Integralaspectsofthatsoftwareare“intelligentforms”andacentral websitewithsearch,browse,andcommentcapabilities.

Becausetherewillbemanycurriculumproposalsduringconversionitisimportantthatfacultybetrainedinproposalpreparation.

OPER-11 Obligatorytraininginwritingcourseproposalsandrevisionsforallfacultywhowill beengagedinpreparingthem.Thetrainingwillbedeliveredeitheron-lineorthrough in-personsessions.

OPER-12 Tomaximizetransparencyandtoacceleratereview,proposalsshouldbepostedon awebpagethatiseasilyaccessiblebyfacultyandadministration.Thepagewillallow commentsandconcernstobeposted.Concernswillbediscussedwithresponsible collegecurriculumreviewunits(AssociateDeans,staff,CollegeEPC/IPC)forresolution.

OPER-13 OnlyDepartmentChairs,AssociateDeans,andCollegeEPCbeauthorizedtopost formalobjections.

OPER-14 Toacceleratethereviewprocess,ifnounresolvedobjectionsremainafteraspecified time,proposalsbeconsideredapprovedbydefault.

AppendixDofthereportoftheCurriculumandPedagogyCommitteecontainsaninitialoutlineofrequirementsforacurriculumdevelopmentandreviewsystem.

OPER-15 Atwoyearcurriculumconversionperiodincludingsubstantialfundingoffaculty releasetimeunits(URT)forfacultytraining,curriculumconversionandcollegereview.

(a) Duringthefirstyeardepartmentswillconverttheircurriculatosemestercourses.

(b) DuringthesecondyearanexpandedCollegeEPC(toincludeonefacultymember perdepartmentandthelibrary,AssociateDeanordesignee,andsufficient administrativesupport)willreviewsubmittedcurricula.Proposalsthataffecttwo ormorecollegesshouldbereviewedbytheaffectedcollegesandtheDeansfor UndergraduateandGraduateStudiesordesignees.

Thesecondyearisalsoreservedforresolvingconflictsbetweendepartments andprogramswithinandacrosscolleges.UniversityEPCwillberesponsiblefor resolvingconflictsnotresolvedatthecollegelevel.

SenatePrinciple2requiresthatConversion will not increase time to graduation for students who transition from quarters to semesters.

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OPER-16 IfnecessarytosatisfySenatePrinciple2programsdroprequirementsand/or prerequisitesandprovideflexiblecoursereplacementsforstudentswhoare transitioningfromquarterstosemesters.

Information technology ThefollowingITsystemshavebeenidentifiedasrequiringmodificationtoconvertfromquarterstosemesters:GET,StarRez(Housing),Blackboard(WebCT)ortheequivalentLearningManagementSystem,ContributorRelations,AdAstra(classroomscheduling),InstitutionalResearch,EDITranscripts,CatalogSoftware,PrintedClassSchedule,UAS,Portal,www.calstatela.edu,Financials,IdentityManagementSystem.

Inaddition,severalnewsystemsmayberequiredtosupporttheconversionprocess:aconsultationandapprovalsystemforcourseproposalsandrevisions;awebcontentmanagementsystemforcommunications;andanadvisementsystemforcontinuingstudents.

Recommendations.

OPER-17 ITconversionplansbeapprovedbytheCurriculumConversionCommittee(CCC) beforetheyareimplemented.

OPER-18 Thehiringorreassignmentofadirector-levelITprofessionalwithhighlevel responsibilitiesdevotedexclusivelytoquarter-to-semesterconversionincluding responsibilitytooverseesystemsmodification,dataconversionandend-usertraining.

OPER-19 Agilityinallaspectoftheconversionplanrelatedtoinformationtechnologysothat newtechnologiescanbeutilized.

OPER-20 TheutilizationofcurrentknowledgeableCSULAITprofessionalsfordataconversion inordertoensuremaximumqualitycontrol.

OPER-21 HiringsufficientITstafftoback-fillreassignmentstoconversiontasks.

OPER-22 Theschedulingofatleast2calendaryearsforsystemmodificationanddevelopment and1additionalcalendaryearfortesting,integration,andend-usertraining.

TheimpactofITconversionisnotlimitedtotheCSULAcampus.Chancellor’sOfficepersonnelfromtheheadquartersoftheCommonManagementSystem—sometimesknownasCMSCentral—willbeactiveparticipants.Wearenotcurrentlypreparedtomakerecommendationsaboutthisaspectofconversion.

Infrastructure (student services) Aprimarygoalofthisconversionplanisaseamlesstransitiontothesemestersystem,providingessentialservicestostudentsandotherstakeholdersinatimely,effectivemanner.Recommendations:

10Seehttp://cms.calstate.edu/.

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OPER-23 Thehiringofadequatepersonneltosupportthetransitionprocesssothatstaffarenot overworkedduringthesemesterconversionprocess.Tothatend,werecommendthe hiringofadditionalstafftobackfillofficesduringthesemesterconversion.Someoffices willhavetotransferrecords,whichthenewhirescouldachieve.

OPER-24 Compensatingexistingstaffforworkingovertimetocompletesemesterconversion- relatedtasks.

OPER-25 Providingfrequent,highqualitytrainingtoallowstafftoperformatahighlevel.Suchtrain- ingwillbecriticalgiventheupgradesrequiredtocompletesemesterconversion.More generallywerecommendestablishingacampuswidesemesterconversiontraining centerthatoffersregularworkshopsduringtheyear—similartoaone-stoptrainingcenter.

OPER-26 Theincorporationoflinkstosemesterconversioninformationonstudents’GETprofiles andonCollegewebpages.

DetailedinfrastructuretasksarelistedintheextendedTimeline.

Policies and procedures RecommendationsregardingproceduresforthereviewandrevisionofconvertedcurriculaarecontainedinthesectiononCurriculumConversion.ThissectiondiscussesreviewandpossiblerevisionfortheAdministrativeManualandtheFacultyHandbook.

Administrative Manual

OurinvestigationindicatesthatfewrevisionswillberequiredtotheAdministrativeManual.

OPER-27 Werecommendthateachdivisionberesponsibleforidentifyingandinitiatingrevision ofitsPoliciesandProceduresasnecessary.Wherepossible,thisreviewprocess oughttoincludebothstaffandmanagement.Ultimately,VicePresidentsoughttobe responsibleforensuringrevisionofPoliciesandProceduresasnecessary.

Faculty Handbook

OurinvestigationindicatesthatmanychangeswillberequiredtotheFacultyHandbook.Theserevisionsfallintothreecategories:easy,moderate,andcomplex.

Easy policy changesarethosewherethepolicyissoundbutisstatedinquartertermsorinquarterunits.Forthesepolicies,thenecessarymodificationsentailminoreditorialchanges.Forexample,inChapterFiveoftheFacultyHandbook“theUniversityYearisdefinedasfourconsecutivequarters,eachapproximatelythesamelengthandcommencingwiththefallquarter.”Conversiontoasemestercalendarwouldrequireredefinitionofthe“UniversityYear,”butcreatinganewdefinitionisnotlikelytobedifficultorcontroversial.

Moderate policy changesrequiremorethaneditorialchangestothelanguage,wheresomediscussionisrequiredbutwhereextensivedebateandresearcharenotrequired.Forexample,Chapter2oftheFacultyHandbookspecifiesthat“governanceoccuryear-round.”Ifsummersunderasemestercalendarareself-support,willgovernancecontinueduringsummers?Ifso,whatformwillthatgovernancetake?

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Complex policy changesariseinatleasttwoinstances.First,whentheessenceofthepolicyeitherreferencesotherlaws,regulations,orexternalpolicies,suchasTitleV,theNCAAregulations,theCollectiveBargainingAgreement,orCSUExecutiveOrders,orsecond,whereconvertingfromquarterstosemestersisnotobvious,asinthecaseof“normalprogress”forathletes.

OPER-28 WerecommendthecreationofaSenateadhocSteeringCommittee(SC)tooversee themodificationsoftheFacultyHandbook.TheSCwouldbecomprisedoffourfaculty memberswithAcademicSenateexperience,preferablypriormembersoftheSenate’s ExecutiveCommittee(EC),andoneadministrator.TheSCwouldreviewtheHandbook, identifythepoliciesinneedofmodification,andtriagetheseintothepreviously identifiedeasy,moderateandcomplexcategories.

(a) Easy changes.TheSCitselfwillsuggestmodificationsforpolicieswheremodifications areidentifiedaseasy.TheserecommendationswillgodirectlytotheECofthe CSULAAcademicSenate.Oncedelivered,iftheECacceptstheproposed language,thetypicalECprocessistohavethepolicymodificationsannounced asanExecutiveAction.IfobjectionsarenotraisedbytheSenatethesepolicy modificationswouldthenbeforwardedtothePresidentforhisapproval.

(b) Moderate changes.TheSCitselfwillalsobeaddresspolicymodificationsidentified asmoderatelychallenging.TheSCwillproposedraftlanguagethatcouldbesent totheEC.TheECcouldeither(i)sendtheproposedlanguagetoastanding committeeoftheAcademicSenateor(ii)announceitsacceptanceofthe proposedlanguagebyExecutiveAction.Ifobjectionsarenotraisedbythe SenatethesepolicymodificationswouldthenbeforwardedtothePresidentfor hisapproval. (c) Complex changes.PolicymodificationsidentifiedbytheSCascomplexwillbe assignedtoanAdHocWorkingGroup(AHWG)jointlycreatedbytheProvost andtheEC.ThechargetosuchAHWGswouldbetoexaminecurrentpolicy andthechangesidentifiedbytheSC.TheAHWGwouldconsideranyexternal orders,laws,orregulationsandwouldproposeappropriatedraftlanguage. ResultantpolicymodificationlanguagewouldbesubmittedtotheSC,whowould forwarditinturntotheEC.TheECcouldsendittoastandingcommitteeofthe AcademicSenateoraccepttheproposedchangesasanExecutiveAction. Ifassignedtoastandingcommittee,thedraftlanguagewouldbeastartingpoint forthecommittee’sdiscussionanddeliberation.

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Additional Considerations—Faculty Workload

Initsexaminationofconversionissues,theTaskForcealsobecameawareofmattersrelatedtoconversionthatmeritadditionalinvestigationanddebate.Whilethesemattersarenotnecessarilylinkedtothesemesterconversionplan,proceduresandprocesses,theTaskForcebelievesthefollowingfourrecommendationsareimportant,timelyandrelevant,asfacultyarerightlyconcernedwithwhatworkloadmightbeafterconvertingtosemesters,ifadecisiontoconvertismade:

OPER-29 InaccordwiththeAcademicSenateResolution(#13)discussedearlierinthis document,conversionshouldnotresultinanincreaseinfacultyworkload.An individual’stimemightbespentdifferently,butitoughtnottoincreasetheworkthat mustbedone.

OPER-30 Semesterconversion,ifitoccurs,oughttobeanopportunitytocreativelydevelop waystofreetimeforotherduties.Thisisespeciallythecaseforfaculty.

OPER-31 Facultyengagedinconvertingprogramstosemestersoughttoconsiderworkload afterconversion.Itmaybepossible,asitisatsomeotherCSUcampuses,to achieveFTEStargetswhileprovidingreassignedtimeforadvisingand/orresearch, scholarshipandcreativeactivities.TheDivisionofAcademicAffairsoughttosupport sucheffortsbyestablishingreasonabletargetsandbudgets,andbydecentralizing decision-making.

OPER-32 Werecommendthecreationofanewcommitteeoffacultyandadministratorsthatis chargedwithinvestigatingissuesrelatedtofacultyworkloadandtheirimplications forretention,tenureandpromotionguidelinesandspecificallywithachievingthe goalofreducingteachingloadatCSULA.Suchacommitteeoughttohaveaccessto whateverinformationisnecessarytocarryoutitscharge.AndtheAdministration shouldcommittonegotiatingwiththeChancellor’sOffice,ifnecessary,incase therearereasonableactionstheChancellor’sOfficemighttaketofacilitatereaching thegoalofreducingteachingloadforfaculty.

Tofurtherinformdiscussionsoffacultyteachingloads,Table7showsfacultytimeallocationsforvariousteachingpercentages.Thefirstrow,derivedfromrowAinTable1,showsthecurrenttimeallocation.TheremainderofthetablefocusesonthesemestercompatiblerowsofTable1,rowsC,D,andE.Thefirstblockassumesan80%teachingallocationofeffort.ThesearesimilartotheequivalentrowsinTable1.Thesecondandthirdblocksassume60%and50%teachingallocationsofeffortrespectively.

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A Quarter 10 3 80 36 12 12 3-3-3

C Semester 15 2 80 24 12 12 4-4

D Semester 14 2 80 24 12 12.9 4-4

E Semester 10 3 80 24 9-9-6 13.5-13.5-9.0 3-3-2

C Semester 15 2 60 18 9 9 3-3

D Semester 14 2 60 18 9 9.6 3-3

E Semester 10 3 60 18 6 9 2-2-2

C Semester 15 2 50 15 9-6 9.0-6.0 3-2

D Semester 14 2 50 15 9-6 9.6-6.4 3-2

E Semester 10 3 50 15 6-6-3 9.0-9.0-4.5 2-2-1

Term Weeks Terms Teaching Units Units Teaching Simul- type in term per year percent per year per term hours taneous per week courses


(d) Table 7.Facultyallocationofeffortwithvariousteachingpercentagesandtermlengths

30


Supporting Activities

Thissectiondiscussesrecommendedadvisementandcommunicationactivitiesduringthetransitionperiod.Theseareintendedtominimizedisruptionandtomaketheconversionprocessproceedassmoothlyaspossible.

AdvisementRecommendations:

SUPP-1 Developmentanddistributionofapledgetoallstudentstoassuresupporttoward graduation.

SUPP-2 DevelopmentofIndividualizedAdvisingPlans(IAPs)fortransition.

SUPP-3 Implementationofamandatoryadvisementsystemforthetransitionandconversion periods.

SUPP-4 Developmentandimplementationofanoutreachplantoassurethatallstudents receivemandatorytransitionandconversionadvisementby(a)contactofstudents bydepartmentsandprograms,(b)utilizationoftechnologyforoutreach,(c)utilization ofavarietyofcommunicationmethodsregardingcurriculumchanges,and(d) informationalsessionsforthetransitionperiod.

SUPP-5 AnincreaseintheacademicadvisementcapacityoftheUniversitytoincludethe UniversityAcademicAdvisementCenteranddepartmentsasneeded,graduate studentadvisers,andStudentAffairsStudentServicesprofessionalsforG.E. advisementduringtransitionandtheconversionperiods.

SUPP-6 Thatfacultyprovidingextensivestudentadvisementduringconversiontransitionbe eligibleforreassignedtimeorstipends.

SUPP-7 Implementationofacomprehensiveplanofadvisementtrainingforfaculty,staff,and graduatestudentadvisors.

Communications

ClearandcoordinatedcommunicationwillbeessentialtoinformandengagetheCSULAcommunity,prospectivestudents,newstudents,andvariousCSULAstakeholders.

Pre-conversion activities

Recommendations:

SUPP-8 Acentralized“SemesterConversion”webpageconnectedtothehomepageofthe University,co-managedbytheOfficeofPublicAffairsandtheSemesterConversion Office(SCO)describedinOPER-8.

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SUPP-9 Thatpre-conversionactivitiesconsistofcommunicationthroughbothprint(factsheets, FAQs,newsletterdiscussions,UniversityReport/TODAY,UniversityTimes)and electronic(maintain/updatesemesterconversionwebpageswithrelevantinformation; providenoticesre:decisions/meetings,etc.)media.

SUPP-10 Aseriesofpre-conversionmeetingswithallmembersofthecampuscommunity.

SUPP-11 Thataspecialeffortbemadetocommunicatewithbothcurrentandprospective students,includinguseofsocialnetworkwebsites,ASI-sponsoredwebsitesand OutreachandStudentAffairseffortsandevents.

During Conversion activities

Werecommendthatanewwaveofstrategiccommunicationbeorganizedintermsofinternalandexternalcommunications.

SUPP-12 Werecommendthatinternalcommunicationsbeorganizedintermsofstakeholder group:students,faculty,andstaffandthatforeachdetailedinformationaboutthe progressofconversionbeprovidedinaformandatlocationsatwhichmembersof thesegroupswillbelikelytoencounterit.

SUPP-13 Werecommendthatamediarelationsstrategybedevelopedconsistingofatleast newsreleasesandfactsheets.Wealsorecommendthatsignificanteffortbeputinto communicatingwithprospectivestudents,theirparents,andhighschooland communitycollegecontactsandcounselors.

SUPP-14 Werecommendthefollowingtransitiontasks.

Year 1. Newsplanningandpreparationassociatedwithanypendingformal Universitydecisionregardingsemesterconversion.Usevariousstrategies tocommunicatecampusdecisionsregardingwhethertogoforwardwith SemesterConversionprocess.

Year 2 (fall and spring).Media/pressreleasesregardingconversiondecision(s)

1. ConstructionofanewSemesterConversionwebpagewouldbegin— necessitatingnewdesign,features,linksandcontent,includingFAQsection

2. Allcollegesearchwebsitesrevised(andCSUMentoratlatertime)

3. Continuingmeetings/workshopsinacademicdivisionsandcolleges

4. ContinuingAcademicSenatepresentations,ASIopenforums,andTownHalls

32


Year 2 (summer) and Year 3.

1. WorkwithOutreachtodevelopplannedcommunicationviaHobson’stoolwith prospectivestudents

2. Newmaterialsforoutreach/collegefairs


4. ContinuingAcademicSenatepresentations,ASIopenforums,andTownHalls. DetailedCommunicationstaskshavebeencoordinatedwithAdvisementandare includedintheextendedTimeline.

11 Seehttps://atlantis.calstatela.edu:40365/Shared Documents/.

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Rough estimate of transition costs

Table8containsestimatedcostsforconvertingfromquarterstosemesters.ThecostestimatesareincompleteandreflectonlytheworkofthecommitteesoftheQuartertoSemesterConversionTaskForce.Theyarenotmeanteitherasasubstituteforaconversionbudgetorasanexhaustiveaccountingofconversioncosts.Theyareintendedsimplytoprovideguidancewithrespecttocostsassociatedwiththeconversionprocess.

Thefiguresinthetablearebasedupontheinvestigationandbestjudgmentofthecommitteemembersandwerearrivedatthroughinternaldiscussionsaswellasinterviewswith,orconfirmationsfrom,individualsresponsiblefortheareasimpacted.

Thesefiguresareforthetransitionphaseonlyanddonottakeintoconsiderationeithersavingsoradditionalcostsresultingfromconversion.Althoughtheargumentforcostssavingsisconvincing—thatrunningprocessesrelatedtothemachineryoftheUniversityfewertimesayearundersemesterswouldpresumablyresultinsomesavings—neitherthecommitteesnortheTaskForceattemptedtoquantifysuchsavings.

Furthermore,manyfactorsandcontingenciesrelatedtoimplementationcouldeasilyaffecttheseestimates.Forexample,thetimespanforconversionaswellastheactualstartdateoftheconversionprocesscouldhavesignificantimpactsontheactualcosts.Asaresult,thefiguresbelowshouldbeconsidereddirectionalratherthanactualcostpredictionsorbudgetestimates.Implementationofaprojectaslargeandcomplexassemesterconversioncaneasilyresultinunforeseenexpenses.

Incomparison,theUniversityofCincinnati(~40,000students),whichplanneda4yeartransitionperiod,estimatedthattheirtransitioncostswouldbe$13,867,000.WhentheUniversityofMinnesota(~67,000students)convertedtosemestersadecadeagotheyspentapproximately$4millionexclusiveofITcosts.

The costs below should be viewed as estimates only and represent only our current thinking about the minimum resources required for conversion.

As these estimates make clear, semester conversion will require a substantial investment.

We expect the process of conversion to have a controlled budgetary process that takes the financial resource needs into account and identifies dependable and sustainable sources of funding before conversion actually begins.

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Table 8.Summaryofestimatedtransitioncosts.

Curriculum & Faculty Training Curriculum College Review College ReviewPedagogy (7.5 URT1) Conversion (Faculty, 648 URT) (Admin., 300% up2) Faculty, 375 URT)

$8,280 $414,000 $715,392 $1,137,672

Information Staff Cost: New Staff Cost: Development of Training costs Outside vendorTechnology Director Reassigned Time new systems for new systems costs to modifyServices3 of existing staff existing systems

$150,000 $750,000 $500,000 $50,000 $400,000 $1,850,000

Infrastructure & Admissions Financial Aid Advisement Financial Services Registrar’s OfficeStudent Services4

$71,000 $85,685 $329,616 $89,365 $175,000 $750,666

Policies & Steering Review of Faculty Review of Procedures Committee Policies (32 URT) Educational (16 URT) Policies (32 URT)

$17,664 $35,328 $35,328 $88,320

Academic Advisement

$2,600,304 $2,600,304

Communication5 Staff Catalog printing Outreach

$180,000 $150,000 $84,000 $414,000

Conversion Chair Full time staff Faculty members Administrators Staff membersCoordination (50% effort5) ($3,300/month (264 URT) (15% effort2) (15% effort2)Committee salary6) (year round)

$140,000 $166,320 $291,456 $597,776

Committee Category Subtotal

$7,438,738Total:

1.UTR(unitsreleasetime)calculatedat$1,104replacementcostperquarterunit2.Notincludedinthesubtotalandtotalcostestimates3.Currentestimatesarelimitedandotherknownfactors,suchasCMSCentral’sscheduleofupgrades,couldhaveasignificantimpactonthefinalcostsfortheproposedconversion.4.Costissubjecttochangebasedonthefinaldecisionsthatgetmadeforthecampusrelatedtotheconversionandpostconversionofdatatosupportastudent’sfullacademicrecord.5.Costrepresentsthemeanoffacultyreplacementcostandcostforadministratorsalaryincludingfringebenefitsof40%.6.CalculatedasAdministrativeSupportCoordinatorwith40%fringebenefits.

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Concluding Remarks

Ifimplemented,theconversionplandescribedinthisreportcouldproducetransformationalchanges.TheSemesterConversionTaskForcebelievesthatwithleadershipfromtheUniversityadministrationandthefacultyandwithSenatePrinciple1asguidance—that faculty, staff, students and administrators work together on all phases of planning for possible conversion to semesters—thesechangeswoulduniteCSULAasacommunityandtransformitintoabetterandstrongerUniversity.Weenvisionapost-conversionCSULAasaUniversitythatwouldsupport:

• theintellectualgrowthofourstudents,

• thecreativityofourfaculty,

• theresourcefulnessoftheourstaff,and

• theleadershipofouradministration.

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Appendix: List of Recommendations

ID Recommendation Page

CONV-1 Werecommendacalendaroftwosemesters.Eachwillinclude14weeksofinstructional 12 days,oneweekforfinals,anduptooneweekofnon-instructionaldaysforsuchholidays asLaborDay,Thanksgiving,andspringbreak.Someotherholidays—suchasVeteran’s DayandCésarChavezDay—maybetakenoninstructionaldays.

WerecommendthedatesinTable2forthefallsemesters.Werecommendthatthespring semesterbeginthelastMondayofJanuaryandendinmid-May.(BecauseofLeapYear, asimilartableforspringtermswouldrequiretwiceasmanycolumns.Withfewer constraints,however,thatlevelofdetailneednotbedisplayedhere.)

CONV-2 Werecommendthatdepartmentsbegrantedtheflexibilitytoscheduleclassesduring 14 fractionalterms—e.g.,acoursemaybeofferedduringa7weekhalf-term.

CONV-3 WerecommendthemodulesinTable4and4aforclasssessions. 14

CONV-4 Departments(a)bringtheirprogramstostate-of-the-artstandardswithintheirdisciplines, 16 (b)developlearningoutcomesforstudentswhowillgraduatefromtheirprograms,and (c)identifyhowtheirprogramsachievethoselearningoutcomes.

CONV-5 ThatwhentheUniversityEducationalPolicyCommittee(EPC)reviewproposedprogram 16 changesitgivespecialattentiontothefollowing:Istheprogramconsistentwiththeover- allmissionofitscollegeandtheUniversity?Doestheprogramdiffersufficientlyfromother programstoavoidredundancy?Doestheprogramhaveidentifiedlearningoutcomes? Doestheprogramindicatehowthelearningoutcomesaretiedtothecurriculum?

CONV-6 Pre-enrollment.Studentsmostinneedofintrusiveadvisement—typicallyfirstgeneration, 16 unprepared,orundecidedstudent—becontactedearlyandberequiredtoparticipatein pre-enrollmentactivities.

Additionally,allfreshmenandtransferstudentsbeassignedtoadvisorsuponadmission andberequiredtomeetwiththemduringorientation.

CONV-7 First year.Uponcompletionofthemandatoryorientationprogram,studentsidentifiedas 17 mostat-riskparticipateinthreemandatoryadvisingsessionsduringthefirstsemester.

Also,allstudentsberequiredtomeetwithadvisorsforGeneralEducation(G.E.) advisementandanoverviewofUniversityrequirementsduringtheirfirstyear.

Encouragestudentswhoexpecttobeginmajorcoursesduringtheirfirstyeartomeet withamajoradvisor.

CONV-8 Second year through graduation.Forstudentsengagedintheirmajors,acasemanage- 17 mentapproachtoadvisementinwhichdepartmentalfacultyadvisorsfollowacohortof adviseesuntilgraduation.Advisorsmustbetrainedinandbeknowledgeableabout developmentaladvisement,transportation,financialaid,employment,housing,family issues,childcare,etc.

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CONV-9 InconsultationwithITS,thepurchaseandintegrationofcommunicationsoftwarevery 17 earlyintheconversionprocess.Suchsoftware(e.g.contentmanagementsystem)will furtherenablecurrent,cost-effectiveUniversity-widecommunication.Acontentmanage- mentsystemfortheUniversitywebsitecouldreducetime/laborformanualreviewand updateofroughly250,000+webpageswithinthewww.calstatela.edusite.

CONV-10 Werecommendthatdepartmentsbegrantedtheflexibilitytoscheduleclassesduring 19 fractionalterms—e.g.,acoursemaybeofferedduringa7weekhalf-term.

CONV-11 TheSenatecreateaStudentCommunicationsCommitteethatincludesmembersfrom 19 theOfficeofAdmissionsandRecruitment,ASI(orrepresentativestudentmembers), PublicAffairs,andUndergraduateStudies-UniversityAdvisement—alongwitharepre- sentativeoftheSenateitself.IftheOfficeofPublicAffairsre-establishestheUniversity CommunicationsBoard,alsorecommended,thenatleastonememberofthatBoard shouldalsoserveonthiscommittee.Thecommittee’schargewillincludeascertaining thatprospective,new,andcontinuingstudentproblemsandconcernsregardingcommu- nicationofsemesterconversionchanges,policiesandprocedures,aswellasproposing solutionstosuchproblemsandconcernstoappropriateadministrators.

CONV-12 IncoordinationwithUniversityAdvisementanupdatedandinteractiveadvisementweb 19 page,aswellasongoingAcademicSuccessWorkshops.

CONV-13 Significantlyincreasefront-linestafftoprovidemorepersonalizedservicestostudents. 20 Suchamovewouldnotonlyprovideapersonaltouchbutwouldassiststudentsinnavi- gatingwhatmayappeartobeachallenging,impersonalprocess.

CONV-14 Aneffectiveworkingenvironmentforstaffbeprovidedbyequippingfacilitiessothatthey 20 areergonomicallycorrecttofacilitateaproductiveworkforce,includingstate-of-the-art technology.

CONV-15 Theautomationofasmanyprocessesaspossiblebyplacingformsanddocumentsonline 20 andconductingonlinereviews.WerecommendthattheformsbeADA-compliantto protectthehealthofstudents,staff,andfaculty.

CONV-16 Linkcurrentstand-alonedatabasesystems(e.g.,EOP,Blackboard/WebCT,orthe 20 equivalentLearningManagementSystem)toGETsothatamodificationofonewill automaticallypropagatetotheother.

CONV-17 Improveduserfriendlinessofthecampuswebpagestofacilitateeaseof 20 navigationandinformationretrieval.

CONV-18 WerecommendthattheUniversitytakeadvantageofsemesterconversionto(a)upgrade 20 anyoutdatedsystems,(b)integrateanyisolatedsystems(e.g.,Blackboard/WebCTor theequivalentLearningManagementSystem),(c)establishamoreeffectivealignment betweentheneedsofthefacultyandthegoalsoftheDivisionofInformationTechnology Services,(d)furtherthelooselycoupledintegrationofCSULAsystemswithCSU systems,and(e)preparetheUniversity’sITframeworkfortheinevitablechangesthe comingyearswillbring.

CONV-19 WerecommendthatCSULAadoptExecutiveOrderNo.1033asitsGErequirements: 21 48semesterunitsinSectionsAthroughE,atleast9unitsofwhichmustbeupperdivision.

38



CONV-20 WerecommendthattheEducationPolicyCommitteeanditsGeneralEducationSub- 21 committeecontinuetohavejurisdictionoverwhichcoursesmeettherequirementsofGE atCSULAandthatcurrentcoursesbeconvertedtoequivalentsemestercourses.

CONV-21 Werecommendthatagreementswithexistingprogramsregardingsubstitutionsorwaivers 21 withrespecttoGEcarryover.

CONV-22 WerecommendthattheSenatecreateastandingCommitteeforUniversityTransformation. 22

CONV-23 WerecommendthattheTransformationprocessoperateinthree-yearcycles. 22 Year1. PresenttotheUniversitysignificantdevelopmentsineducationatthestateand federallevel.InvitemembersoftheUniversitycommunitytosubmittransforma- tionalideas.AllaspectsofUniversitystructureandoperationwillbeopenfor proposedchanges.Provideapubliclyavailablerepository—e.g.,awebsite backedbyadatabase—whereideasmaybesubmittedandviewed.

Year2. Combinethesubmittedideasintoacoherentpackageandpresentthatpackage totheUniversity.

Year3. Opentheproposedpackageforpublicreview.Provideaguidedrevisionprocess —similartoamendingamotion—totakereviewers’commentsandsuggestioninto account.AttheendofYear3,presentthepackagetothefacultyasawholefor anup-or-downvote.Ifapproved,submitthepackagetotheSenateforaction.

OPER-1 TheSenatecreateanadhocConversionCoordinationCommittee(CCC).Werecommend 23 thatmembershipincludeataminimum:theSenateChair;onerepresentativeeachfrom UniversityEPC,theGESubcommittee,theUndergraduateStudiesCommittee,andthe GraduateStudiesCommittee;oneelectedfacultyrepresentativefromeachCollege;one representativeeachfromtheProvost’sOffice,AdministrationandFinance,ITS,Student Affairs,theAcademicAdvisementCenter,andUniversityCommunications;andone UniversityStaffrepresentative.

OPER-2 Facultymembersbegiven2unitsofreleasetimeperquarterforCCCduties. 23

OPER-3 CCCberesponsiblefortheoverallplanningandcoordinationofconversionactivitiesand 23 thatCCChaveoveralloversightandauthorityoverconversion-relatedassignmentsand resources.

OPER-4 CCCprovidevisibilityintoconversionprogressandactivitiesandthatitensurethatall 23 conversionactivitiesarefullytransparent.

• CCCmembersreporttoCCConaregularbasisontheprogressmadeintheareas theyrepresent.

• CCCadjusttheconversionscheduleasnecessaryasconversionproceedsandthat 23 CCCmaintainonaUniversitywebpageanup-to-dateconversionschedule—includingplannedmilestones—fortheremainingconversionactivities.

• CCCregularlyreporttotheSenateonconversionprogress.

OPER-5 CCCprovideameans—suchasawebpage—formembersoftheUniversitycommunity 23 toexpressconcernsaboutconversionactivities.

OPER-6 CCChavetheauthoritytoresolveconversion-relatedissuesthatcannotberesolved 23 elsewhere.

39



OPER-7 CCCbeboundbySenateresolutionsregardingconversion. 23

OPER-8 TheestablishmentofaSemesterConversionOffice(SCO)toserveasacentralized 23 resourceforinformationaboutsemesterconversion,includingmonthlyprocessupdates viaUniversity-wideemailandadedicatedconversionwebpage(SeeSUPP-8).TheSCO berunonaday-to-daybasisbyanadministratorandstaffdedicatedtothesemester conversionprocess.WerecommendthattheSCOadministratorbeamemberoftheCCC.

OPER-9 Werecommendthatthefacultyasawholebegivenanopportunitythroughacampus-wide 24 votetoexpresstheiropinionaboutwhethertoproceedwithsemesterconversionbeforea decisiontoproceedismade.

OPER-10 Theacquisitionordevelopmentofsoftwaretosupportonlinecurriculumproposaland 25 review.Integralaspectsofthatsoftwareare“intelligentforms”andacentralwebsitewith search,browse,andcommentcapabilities.

OPER-11 Obligatorytraininginwritingcourseproposalsandrevisionsforallfacultywhowillbe 25 engagedinpreparingthem.Thetrainingwillbedeliveredeitheron-lineorthrough in-personsessions.

OPER-12 Tomaximizetransparencyandtoacceleratereview,proposalsshouldbepostedona 25 webpagethatiseasilyaccessiblebyfacultyandadministration.Thepagewillallow commentsandconcernstobeposted.Concernswillbediscussedwithresponsible collegecurriculumreviewunits(Associatedeans,staff,CollegeEPC/IPC)forresolution.

OPER-13 OnlyDepartmentChairs,AssociateDeans,andCollegeEPCbeauthorizedtopostformal 25 objections

OPER-14 Toacceleratethereviewprocess,ifnounresolvedobjectionsremainafteraspecified 25 time,proposalsbeconsideredapprovedbydefault.

OPER-15 Atwoyearcurriculumconversionperiodincludingsubstantialfundingoffacultyrelease 25 timeunits(URT)forfacultytraining,curriculumconversionandcollegereview.

(a) Duringthefirstyeardepartmentswillconverttheircurriculatosemestercourses.

(b) DuringthesecondyearanexpandedCollegeEPC(toincludeonefacultymember perdepartmentandthelibrary,AssociateDeanordesignee,andsufficientadministrative support)willreviewsubmittedcurricula.Proposalsthataffecttwoormorecollegesshould bereviewedbytheaffectedcollegesandtheDeansforUndergraduateandGraduate Studiesordesignees.

Thesecondyearisalsoreservedforresolvingconflictsbetweendepartmentsand programswithinandacrosscolleges.UniversityEPCwillberesponsibleforresolving conflictsnotresolvedatthecollegelevel.

OPER-16 IfnecessarytosatisfySenatePrinciple2programsdroprequirementsand/orprerequisites 26 andprovideflexiblecoursereplacementsforstudentswhoaretransitioningfromquarters tosemesters.

OPER-17 ITconversionplansbeapprovedbytheCurriculumConversionCommittee(CCC)before 26 theyareimplemented.

40



OPER-18 Thehiringorreassignmentofadirector-levelITprofessionalwithhighlevelresponsibilities 26 devotedexclusivelytoquarter-to-semesterconversionincludingresponsibilitytooversee systemsmodification,dataconversionandend-usertraining.

OPER-19 Agilityinallaspectoftheconversionplanrelatedtoinformationtechnologysothatnew 26 technologiescanbeutilized.

OPER-20 TheutilizationofcurrentknowledgeableCSULAITprofessionalsfordataconversionin 26 ordertoensuremaximumqualitycontrol.

OPER-21 HiringsufficientITstafftoback-fillreassignmentstoconversiontasks. 26

OPER-22 Theschedulingofatleast2calendaryearsforsystemmodificationanddevelopmentand 26 1additionalcalendaryearfortesting,integration,andend-usertraining.

OPER-23 Thehiringofadequatepersonneltosupportthetransitionprocesssothatstaffarenot 27 overworkedduringthesemesterconversionprocess.Tothatend,werecommendthe hiringofadditionalstafftobackfillofficesduringthesemesterconversion.Someoffices willhavetotransferrecords,whichthenewhirescouldachieve.

OPER-24 Compensatingexistingstaffforworkingovertimetocompletesemesterconversion-related 27 tasks.

OPER-25 Providingfrequent,highqualitytrainingtoallowstafftoperformatahighlevel.Such 27 trainingwillbecriticalgiventheupgradesrequiredtocompletesemesterconversion. Moregenerallywerecommendestablishingacampuswidesemesterconversiontraining centerthatoffersregularworkshopsduringtheyear—similartoaone-stoptrainingcenter.

OPER-26 Theincorporationoflinkstosemesterconversioninformationonstudents’GETprofiles 27 andonCollegewebpages.

OPER-27 InaccordwiththeAcademicSenateResolution(#13)discussedearlierinthisdocument, 27 conversionshouldnotresultinanincreaseinfacultyworkload.Anindividual’stimemight bespentdifferently,butitoughtnottoincreasetheworkthatmustbedone.

OPER-28 Semesterconversion,ifitoccurs,oughttobeanopportunitytocreativelydevelopwaysto 28 freetimeforotherduties.Thisisespeciallythecaseforfaculty.

OPER-29 Facultyengagedinconvertingprogramstosemestersoughttoconsiderworkloadafter 29 conversion.Itmaybepossible,asitisatsomeotherCSUcampuses,toachieveFTES targetswhileprovidingreassignedtimeforadvisingand/orresearch,scholarshipand creativeactivities.TheDivisionofAcademicAffairsoughttosupportsucheffortsby establishingreasonabletargetsandbudgets,andbydecentralizingdecision-making.

OPER-30 Werecommendthecreationofanewcommitteeoffacultyandadministratorsthatis 29 chargedwithinvestigatingissuesrelatedtofacultyworkloadandtheirimplicationsfor retention,tenureandpromotionguidelinesandspecificallywithachievingthegoalof reducingteachingloadatCSULA.Suchacommitteeoughttohaveaccesstowhatever informationisnecessarytocarryoutitscharge.AndtheAdministrationshouldcommitto negotiatingwiththeChancellor’sOffice,ifnecessary,incasetherearereasonableactions theChancellor’sOfficemighttaketofacilitatereachingthegoalofreducingteachingload forfaculty.

41



OPER-31 Werecommendthateachdivisionberesponsibleforidentifyingandinitiatingrevisionof 29 itsPoliciesandProceduresasnecessary.Wherepossible,thisreviewprocessoughtto includebothstaffandmanagement.Ultimately,VicePresidentsoughttoberesponsible forensuringrevisionofPoliciesandProceduresasnecessary.

OPER-32 WerecommendthecreationofaSenateadhocSteeringCommittee(SC)tooverseethe 29 modificationsoftheFacultyHandbook.TheSCwouldbecomprisedoffourfaculty memberswithAcademicSenateexperience,preferablypriormembersoftheSenate’s ExecutiveCommittee(EC),andoneadministrator.TheSCwouldreviewtheHandbook, identifythepoliciesinneedofmodification,andtriagetheseintothepreviouslyidentified easy,moderateandcomplexcategories.

(a) Easy changes.TheSCitselfwillsuggestmodificationsforpolicieswheremodifications areidentifiedaseasy.TheserecommendationswillgodirectlytotheECoftheCSULA AcademicSenate.Oncedelivered,iftheECacceptstheproposedlanguage,thetypical ECprocessistohavethepolicymodificationsannouncedasanExecutiveAction.If objectionsarenotraisedbytheSenatethesepolicymodificationswouldthenbe forwardedtothePresidentforhisapproval.

(b) Moderate changes.TheSCitselfwillalsobeaddresspolicymodificationsidentified asmoderatelychallenging.TheSCwillproposedraftlanguagethatcouldbesenttothe EC.TheECcouldeither(i)sendtheproposedlanguagetoastandingcommitteeofthe AcademicSenateor(ii)announceitsacceptanceoftheproposedlanguagebyExecutive Action.IfobjectionsarenotraisedbytheSenatethesepolicymodificationswouldthen beforwardedtothePresidentforhisapproval.

(c) Complex changes.PolicymodificationsidentifiedbytheSCascomplexwillbe assignedtoanAdHocWorkingGroup(AHWG)jointlycreatedbytheProvostandthe EC.ThechargetosuchAHWGswouldbetoexaminecurrentpolicyandthechanges dentifiedbytheSC.TheAHWGwouldconsideranyexternalorders,laws,orregulations andwouldproposeappropriatedraftlanguage.Resultantpolicymodificationlanguage wouldbesubmittedtotheSC,whowouldforwarditinturntotheEC.TheECcouldsend ittoastandingcommitteeoftheAcademicSenateoraccepttheproposedchangesas anExecutiveAction.Ifassignedtoastandingcommittee,thedraftlanguagewouldbea startingpointforthecommittee’sdiscussionanddeliberation.

SUPP-1 Developmentanddistributionofapledgetoallstudentstoassuresupporttowardgraduation. 31

SUPP-2 DevelopmentofIndividualizedAdvisingPlans(IAPs)fortransition. 31

SUPP-3 Implementationofamandatoryadvisementsystemforthetransitionandconversionperiods. 31

SUPP-4 Developmentandimplementationofanoutreachplantoassurethatallstudentsreceive 31 mandatorytransitionandconversionadvisementby(a)contactofstudentsbydepart- mentsandprograms,(b)utilizationoftechnologyforoutreach,(c)utilizationofavariety ofcommunicationmethodsregardingcurriculumchanges,and(d)informationalsessions forthetransitionperiod.

SUPP-5 AnincreaseintheacademicadvisementcapacityoftheUniversitytoincludetheUniversity 31 AcademicAdvisementCenteranddepartmentsasneeded,graduatestudentadvisers, andStudentAffairsStudentServicesprofessionalsforG.E.advisementduringtransition andtheconversionperiods.

SUPP-6 Thatfacultyprovidingextensivestudentadvisementduringconversiontransitionbeeligible 31 forreassignedtimeorstipends.

42



SUPP-7 Implementationofacomprehensiveplanofadvisementtrainingforfaculty,staff,and 31 graduatestudentadvisors.

SUPP-8 Acentralized“SemesterConversion”webpageconnectedtothehomepageofthe 31 University,co-managedbytheOfficeofPublicAffairsandtheSemesterConversion Office(SCO)describedinOPER-8.

SUPP-9 Thatpre-conversionactivitiesconsistofcommunicationthroughbothprint(factsheets,FAQs, 32 newsletterdiscussions,UniversityReport/TODAY,UniversityTimes)andelectronic(maintain/ updatesemesterconversionwebpageswithrelevantinformation;providenoticesre: decisions/meetings,etc.)media.

SUPP-10 Aseriesofpre-conversionmeetingswithallmembersofthecampuscommunity. 32

SUPP-11 Thataspecialeffortbemadetocommunicatewithbothcurrentandprospectivestudents, 32 includinguseofsocialnetworkwebsites,ASI-sponsoredwebsitesandOutreachandStudent Affairseffortsandevents.

SUPP-12 Werecommendthatinternalcommunicationsbeorganizedintermsofstakeholdergroup: 32 students,faculty,andstaffandthatforeachdetailedinformationabouttheprogressof conversionbeprovidedinaformandatlocationsatwhichmembersofthesegroupswill belikelytoencounterit.

SUPP-13 Werecommendthatamediarelationsstrategybedevelopedconsistingofatleastnews 32 releasesandfactsheets.Wealsorecommendthatsignificanteffortbeputintocommuni- catingwithprospectivestudents,theirparents,andhighschoolandcommunitycollege contactsandcounselors.

SUPP-14 Werecommendthefollowingtransitiontasks. 32 Year 1. NewsplanningandpreparationassociatedwithanypendingformalUniversity decisionregardingsemesterconversion.Usevariousstrategiestocommunicate campusdecisionsregardingwhethertogoforwardwithSemesterConversionprocess.

Year 2 (fall and spring).Media/pressreleasesregardingconversiondecision(s)

1. ConstructionofanewSemesterConversionwebpagewouldbegin—necessitatingnew design,features,linksandcontent,includingFAQsection

2. Allcollegesearchwebsitesrevised(andCSUMentoratlatertime)



Year 2 (summer) and Year 3.

1. WorkwithOutreachtodevelopplannedcommunicationviaHobson’stoolwith prospectivestudents

2. Newmaterialsforoutreach/collegefairs



DetailedCommunicationstaskshavebeencoordinatedwithAdvisementandareincluded intheextendedTimeline.

43


Academic Senate MembershipFall Quarter 2010

Weareprovidinge-mailsofallAcademicSenatorssothatfacultycancontacttheirrepresentatives.

ARTS AND LETTERS

Shiz Herrera [email protected]

Michelle Hawley [email protected]

*Steven Classen [email protected]

Domnita Dumitrescu [email protected]

Jimmy Moss [email protected]

Martin Huld [email protected]

Mohammed Abed [email protected]

Jeffrey Benedict [email protected]

BUSINESS AND ECONOMICS

Samantha Carrington [email protected]

Jose Perez-Carballo [email protected]

Taewon Kim [email protected]

Laura Whitcomb [email protected]

EDUCATION

Lois Andre-Bechely [email protected]

*Sharon Ulanoff [email protected]

Carolyn Frank [email protected]

Anne Hafner [email protected]

Olaiya Aina [email protected]

ENGINEERING, COMPUTER SCIENCE, AND TECHNOLOGY

Russell Abbott [email protected]

Mark Tufenkjian [email protected]

Kamran Karimlou [email protected]

HEALTH AND HUMAN SERVICES

Lorie Judson [email protected]

*Cari Flint [email protected]

Edward Klein [email protected]

Valentine Villa [email protected]

NATURAL AND SOCIAL SCIENCES

Melina Abdullah [email protected]

Beth Baker-Cristales [email protected]

Angela Vergara [email protected]

*Michael Soldatenko [email protected]

Konrad Aniol alternate needed

Theodore Bell [email protected]

Gaithri Fernando [email protected]

Bianca Guzman [email protected]

Krishna Foster [email protected]

LIBRARY AND STUDENT AFFAIRS

Yongyi Song [email protected]

Romelia Salinas [email protected]

SENATORS-AT-LARGE

Catherine Haras [email protected]

Nancy McQueen [email protected]

John Cleman [email protected]

*Rita Ledesma [email protected]

*Nancy Hunt [email protected]

ACADEMIC SENATOR CSU

**Robert Land [email protected]

**Kevin Baaske [email protected]

STUDENT SENATORS

Khozaima Jivanjee [email protected]

Michael Pomirchy [email protected]

Daanyaal Syed [email protected]

Postbaccalaureate student needed

Postbaccalaureate student needed


EMERITUS FACULTY SENATOR

J. T. Anagnoson [email protected]

EX OFFICIO DEANS AND ADMINISTRATORS

Bryant Alexander [email protected]

Mary Falvey [email protected]

James Henderson [email protected]

Alice Kawakami [email protected]

H. K. Moo-Young [email protected]

Dong-Woo Lee [email protected]

Beatrice Yorker [email protected]

HONORARY ADMINISTRATORS

Kyle Button [email protected]

Lisa Chavez [email protected]

Peter Quan [email protected]

Anthony Ross [email protected]

James Rosser [email protected]

Ashish Vaidya [email protected]

HONORARY MEMBERS

Rita Ledesma [email protected]

* MemberoftheExecutiveCommittee.

**Exofficio,non-votingmemberoftheExecutiveCommittee.