ASCSU September Update

The ASCSU Plenary September 17-18, 2020 agenda can be found here. Minutes are here.

Faculty Trustee Recommending Committee and Nominations

  • The following senators were elected to serve on the CSU Faculty Trustee Recommending Committee:
    • Catherine Nelson (Chair), Sonoma State University
    • Vanessa Lopez-Littleton, CSU Monterey Bay
    • David Speak, CSPU Pomona
    • Adam Swenson, CSU Northridge
    • Elizabeth “Betsy” Boyd, CSU Chico
  • The following campuses were selected to appoint a faculty representative to the CSU Faculty Trustee Recommending Committee:
    • CSU Bakersfield 
    • Humboldt State University
  • Nomination information for Faculty Trustee appointments (2021-2023) can be found here
  • You may review previous Faculty Trustee Reports here.

If you are interested in a nomination for Faculty Trustee, please reach out to Ryne Leuzinger or Vanessa Lopez-Littleton for more information.

Plenary Resolutions

The following resolutions were passed during the September plenary: 

  • AS3450 Suspension of Mandatory Peer Observations of Instruction and Student Evaluations for Academic Year 2020‐2021. This resolution urges the Chancellor’s Office and campuses to allow individual faculty to decide whether or not peer or student evaluations of teaching from Academic Year 2020-2021 are included in their permanent personnel files and that the absence of those items will not adversely affect personnel decisions.
    • ASCSU recognizes that there are many reasons in which mandatory peer observations are problematic during the move to remote teaching and learning (e.g. childcare responsibilities, internet connectivity).
  • AS3449 Supporting CSU Student Veterans Taking Remote Courses During COVID‐19. This resolution urges Congress to pass legislation and the President to sign legislation that would allow veterans to receive benefits while participating in remote learning courses during Spring 2021. 
  • AS3443 Academic Senate CSU (ASCSU) Support for “Get Out the Vote.” This resolution urges all 23 CSU campuses to adopt and implement a comprehensive engagement plan for the upcoming election, including the use of campus facilities as polling places and the establishment of on-campus ballot drop off locations. 
  • AS3442 In Support of California Proposition 16, Constitutional Amendment To Repeal Proposition 209 Affirmative Action Amendment (Weber). This resolution provides support for Proposition 16 and acknowledges research that suggests underrepresented racial groups receive little benefit from California Proposition 209 (1996) and their potential displacement by California 2020 ACA 5 is limited or non-existent. 
  • AS3441 A Call for Federal Stimulus Funding in Support of Public Higher Education. This resolution reaffirms AS-3237 with its request to mitigate and minimize the proposed $299 million or 7.5% reduction to the CSU and urge campuses to support such emergency relief through campus senate resolutions, letters, etc. 
  • AS3439 Request for Funding the Implementation of AB1460 (California State University: Graduation Requirement: Ethnic Studies). This resolution urges the Governor or Legislature to fully fund the implementation and evaluation AB-1460 without redirecting funds from other CSU needs.  The response from the Chancellor’s Office may be found here: Response.
  • AS3438 Recommended Core Competencies for Ethnic Studies: Response to California Education Code 89032c. This resolution recommends the adoption for the following five core competencies iteratively developed by the CSU Council on Ethnic Studies and the ASCSU:
    • Analyze and articulate concepts of ethnic studies, including but not limited to race and ethnicity, racialization, equity, ethno-centrism, eurocentrism, white supremacy, self-determination, liberation, decolonization and anti-racism.
    • Apply theory to describe critical events in the histories, cultures, and intellectual traditions, with special focus on the lived- experiences and social struggles of one or more of the following four historically defined racialized core groups: Native Americans, African Americans, Latina/o Americans, and/or Asian Americans, and emphasizing agency and group-affirmation.
    • Critically discuss the intersection of race and ethnicity with other forms of difference affected by hierarchy and oppression, such as class, gender, sexuality, religion, spirituality, national origin, immigration status, ability, and/or age.
    • Describe how struggle, resistance, social justice, solidarity, and liberation as experienced by communities of color are relevant to current issues.
    • Demonstrate active engagement with anti-racist issues, practices and movements to build a diverse, just, and equitable society beyond the classroom.

This brief report is intended to update you on some of the important happenings in the statewide academic senate. Please contact Ryne Leuzinger or Vanessa Lopez-Littleton for additional information, questions, or updates.

ASCSU May 2020 Plenary Report

The ASCSU May plenary convened virtually, May 6-8. The CSUMB delegation welcomed Ryne Leuzinger as the newly elected ASCSU senator and heaped praises on Scott Waltz who served as ASCSU senator, 2017-2020.

Resolution Commending Students, Faculty, Staff, and Administrators of the CSU

The ASCSU passed AS3424-20/Ex Commending Students, Faculty, Staff, and Administrators of the California State University (CSU) System during the COVID-19 Global Pandemic of 2020. This resolution acknowledges and expresses appreciation for the cooperation and resilience demonstrated by the members of the CSU family in the face of COVID-19 pandemic. Congratulations to All! We are CSU Strong!

Resolutions

The ASCSU passed the following resolutions.

  •  Opposition to Proposed Changes to Title IX responds to the relaxing of required standards of evidence, etc. in the handling of cases of sexual misconduct which were implemented by the Department of Education this week.

ASCSU Executive Committee

The ASCSU elected the following members of the 2020-21Executive Committee:

  • Chair:  Rob Collins (SF State)
  • Vice Chair: Darlene Yee-Melichar (SF State)
  • Secretary: Beth Steffel (CSUSB)
  • Member-at-Large: David Speak (Cal Poly Pomona)
  • Member-at-Large: Nola Butler-Byrd (SDSU)

This report was adopted from the more detailed report, which can be found at: Campus Report May 20.

If you have questions, require more detailed information, or would like to discuss an issue with your statewide senator(s), please reach either of us at your convenience.

Respectfully submitted,

Ryne Leuzinger & Vanessa Lopez-Littleton

 

 

 

 

March 2020 ASCSU Plenary Report

The ASCSU met virtually, conducted business accordingly.

As with so much University business in these days of the COVID-19 virus, the ASCSU met via Zoom for the March Plenary. In an effort to relieve the stress of working remotely, in general, the Senate Committees deferred resolutions that can wait until the May Plenary, pared down the list of floor speakers, and scheduled more frequent breaks throughout the day.

 

ASCSU Calls for Appropriate Practices and Policies in light of the COVID-19 Emergency

Given the current safeguards in place to curb the spread of the COVID-19 virus, ASCSU has requested that the CSU pursue a number of efforts to support both faculty and staff. These are captured in “Resolution on CSU Accommodations to Faculty Due to the COVID-19 Emergency,” (AS-3418-20/FA) which passed without dissent. These include:

  • Faculty control over student perceptions placed in personnel file
  • Faculty not penalized for removing student perceptions from their personnel file
  • Tenure-track faculty option to add a year toward time to tenure, with no penalty
  • Provosts placing a letter in all faculty Personnel Action File explaining conditions in place during the COVID-19 Emergency.
  • The right to a safe and clean campus and associated supports.
  • Affirmation that faculty-created content is the property of faculty.
  • Instructional materials, software, hardware be made readily available
  • A return to normal conditions when the COVID Emergency ends.

Please see the Resolution itself for more details on each of the bullets above. The Resolution was approved without dissent.

 

ASCSU supports progress towards Ethnic Studies requirement.

Having received feedback from the individual campuses, the Chancellor’s Office reached out to ASCSU with regard to firming up what the requirements and implementation of Ethnic Studies might look like. The ASCSU response is captured in the resolution Response to the CSU Chancellor’s Office Memo on Recommended Implementation of a California State University (CSU) Ethnic Studies Requirement (March 17, 2020) (AS-3420-20/AA), which reflected a Senate effort to:

  1.  provide increased flexibility for individual campuses as to both how implementation
  2. Increased latitude as to the breadth of historically oppressed groups (e.g. Jewish, Muslim, LGBTQ, women, etc.) that  they include in their curriculum. 

ASCSU endorses the importance of facts and expertise.

The Statewide Senate affirmed “the foundational importance of facts and expertise to the national conversation,” as expressed by the American Association of University Professors by passing the resolution (AS3408-20/FA) Academic Senate CSU (ASCSU) Endorsement of the American Association of University Professors (AAUP) Statement “In Defense of Knowledge and Higher Education.  The resolution was unanimously approved.

 

Call for increased cooperation in establishing transfer pathways

Recently, there has been increased effort between the Community Colleges and the UCs to establish transfer pathways. The ASCSU became concerned that the CSU, which has a long history of designing and implementing transfer pathways, was not participating in this effort as a full intersegmental partner. To change this, the ASCSU passed both Exploring Common Pathways for Transfer to the California State University (CSU) and the University of California (UC) (AS-3413-20/APEP)  and Resources to Support CSU Faculty Participation in the Course-Identification Numbering System (C-ID) Process (AS-3414-20/APEP). The combined effect of this part of resolution is to call for increased inclusion of the CSU disciplinary faculty in establishing intersegmental pathways, and for increased financial support to do so from the Chancellor’s Office. Both resolutions were unanimously approved.

 

The ASCSU established its legislative agenda for the year.

The eleven (11) bills selected for advocacy (support or opposition) are included in the chart addendum to the resolution: 2020 Legislative Advocacy Positions of the Academic Senate of the California State University (ASCSU)(AS-3419-20/FGA), approved without dissent. Please see chart addendum for more details on each.


Chancellor White’s Forewarning about Reduced Funding and Student Enrollment

The Chancellor emphasized that in the face of the current COVID-19 Emergency restrictions, the CSU will be losing funding from a variety of sources, including but not limited to the General Fund due to shifting State priorities. Relatedly, the Chancellor’s Office is planning for a possible student enrollment drop of 20-25%.  That statistic is merely a guess at this point, but Chancellor White noted that planning for such a reduction should inform System-wide planning efforts in the short term. He also pointed out that all this will have a long-term as well as a short effect on the System. 

It is also possible that changes to how CSU business will get done will be directed by the Governor, rather than the regular channels.

In the meantime, despite the recent CSU hiring slow down, the selection of a new Chancellor is underway.

More Details

A more detailed review of Plenary business can be found here: Campus Report March 2020.

CSUMB Senator gathers Womxn’s Caucus

In an effort to advance the voices of women in the ASCSU, CSUMB Senator Vanessa Lopez-Littleton recently organized the Womxn’s Caucus that would meet during the ASCSU Plenary sessions. This diversity of senators from across the system are gathering to strengthen relationships and support leadership among members of their community, thereby providing a counterbalance to the biases baked into the institutional status quo.

 

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January 2020 ASCSU Plenary Report

Ethnic Studies Implementation

ASCSU engaged in a many-layered discussion on the floor regarding the resolution for Recommended Implementation of a CSU Ethnic Studies Requirement, which was finally approved by the ASCSU. The considerations ranged from the faculty taking back curricular decision-making from the Legislature, to the autonomy of campuses in configuring their own requirements, to the definition of Ethnic Studies itself.

Notice that the resolution and attachment go beyond a mere approval of outcomes to include system-wide provisions regarding implementation itself. For example, including “ a reflective element (reinforcing any two of ethnic studies outcomes 2-5) in the upper-division.” Contact your Statewide Senator for more information or if you have any questions.

 

Additional Requirement for Quantitative Reasoning for CSU Admission

[10 February 2020 Update: At the CSU Trustees recent meeting, the Board voted 20-1, with one abstention, to adopt Chancellor White’s plan for “phased implementation” of the Quantitative Reasoning admission requirement.  The final vote will not come until spring 2022. In the meantime, the Chancellor’s Office will be engaged in further discussion and study of the matter.]

The Board of Trustees continues to wrestle with the proposal for a CO-proposed additional high school requirement for Quantitative Reasoning for admission to the CSU.  However, an initial decision is imminent as they will be voting on the following proposal on Wednesday 29th January, the day after this blog is being posted. The key elements of the QR proposal is as follows:

  1. The Board of Trustees seeks to have all incoming first year students complete, in addition to the current ‘a-g’ high school course requirements, a fourth year quantitative reasoning course, selecting from a wide range of courses as described in this agenda item, and will consider approving such a requirement and Title 5 change by spring 2022 to be effective fall 2027.
  2. The Chancellor shall submit to the Board a progress report in March 2021 and a final report by January 2022 that includes:
    • a third-party independent analysis of the planned implementation and potential impact of the proposed requirement on high school students’ application to the CSU,
    • the progress on doubling the number of STEM qualified teachers annually prepared by the CSU,
    • clarity of the charge, role and composition of a steering committee that reports to the EVC of Academic and Student Affairs,
    • clarity on exemptions for students whose public schools do not provide sufficient courses, and the progress on increasing outreach and awareness of the proposed requirement with schools, counselors, and families.
    • the progress on increasing outreach and awareness of the proposed requirement with schools, counselors, and families.

 The main argument of the CO (and ASCSU) is that a required additional (preferable final year) requirement will better prepare disadvantaged students to be successful in higher education and career preparation (particularly regarding the STEM-related fields). The main argument of the groups opposed to the requirement claim that this unfunded mandate will disadvantage those schools that do not have the budget or access to capable teaching personnel to meet the requirement for their students. Both of these arguments are much more complicated and detailed than presented here. Contact your Statewide Senator for more information.

Database Resource of Tenure-Track Opening for contingent Faculty

In an effort to support incumbent contingent CSU faculty in being properly considered for tenure-track openings, the ASCSU passed Notification of Tenure-Track Openings to the Incumbent Contingent Faculty, Librarians, Coaches, and Counselors.  This resolution requests that the Chancellor’s Office set up a database of contingent faculty, librarians, coaches and counselors who are interested in tenure-track positions in the CSU, and use that database to inform those populating it of position openings. The database could also serve hiring committees as a resources during a search.

 

ASCSU Moves to Examine its Own Practices to Ensure Greater Equity, Diversity, and Inclusion.

Over the past year, the ASCSU membership has participated in both an anti-bias training, and an interrupting racism workshop. To complement these efforts, the ASCSU approved a resolution for the Creation of an Ad Hoc Committee to Advance Equity, Diversity, and Inclusion. The role of this committee will be to example the practices and policies of the ASCSU itself and make recommendations as to how they can be improved in order to attain greater equity, diversity, and inclusion in the body. The effort to undertake such an effort grew out of a conversation spear-headed by your own CSUMB Statewide Senators.

 

More Details.

A more detailed review of Plenary business can be found here: Campus Report 20 January 2020.

November 2019 ASCSU Plenary Report

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The following report is intended to update you on some the important happenings in the statewide academic senate.

ASCSU Chair’s Report November 2019

ASCSU Resolutions

The ASCSU passed two resolutions during the November 2019 plenary. Copies of these and other resolutions can be found at http://www.calstate.edu/AcadSen/Records/Resolutions/.

    1. Increasing Access and Success Through Additional Preparation in Quantitative Reasoning. This resolution supports an amended proposal that again will be before the Board next week as an information item, designed to increase the quantitative reasoning preparation of incoming freshmen. The resolution urges both support for teacher preparation in this area and flexibility in implementing the requirement for students attending high schools, which are unable to support the requirement with appropriate course offerings. Passed.
    2. Land Acknowledgment and Statement. (Introduced by Senator Lopez-Littleton, CSUMB, Faculty Affairs Committee). This resolution acknowledges that many CSU facilities are located on traditional Native American lands and encourages the CSU to incorporate acknowledgment of this fact in their formal senate meetings. Passed with dissent.
  1. We introduced the following resolutions that will be considered for adoption at our January plenary. Copies of these resolutions should be available shortly for campus review.
    1. Creation of an Ad Hoc Committee to Advance Equity, Diversity and Inclusion Within the Academic Senate CSU urges the creation of such a committee to examine many of our practices for potential adverse impacts on equity, diversity and inclusion with the expectation that there will be annual reports to the Executive Committee of their findings. (This effort was headed by CSUMB Senators Scott Waltz and Vanessa Lopez-Littleton.)
    2. Creating a Holistic and Humane Educational Environment in the California State University (CSU) is a request to the system to focus on creating such an environment to support student learning.
    3. Recommended Implementation of an Ethnic Studies System Requirement recommends the adoption of related system-wide learning outcomes and curricular guidelines. (These outcomes and guidelines are found at the end of this report.)

Feedback on​​​​ ASCSU​ Resolution: Recommended Implementation of an Ethnic Studies System Requirement

The Academic Affairs (AA) Committee introduced in first reading AS-3403-19/AA Recommended Implementation of an Ethnic Studies System Requirement.  The resolution lays out learning outcomes and an implementation framework for a systemwide ethnic studies graduation requirement.

The resolution is posted here.  ​​Any suggested change to the resolution must be made to the Academic Affairs Committee prior to January 15, 2020 for consideration for the Second Reading at the January 23-24, 2020 Plenary. The feedback with “read only” access is posted here. Campus senate feedback on our initial request in AS-3397-19/AA is archived in a separate Dropbox folder here.

Recommended Implementation of an Ethnic Studies System Requirement recommends the adoption of related system-wide learning outcomes and curricular guidelines as noted below.

Ethnic Studies Requirement: Student Learning Outcomes

Upon completing their ethnic studies requirement, students will be able to:

  1. analyze and articulate core concepts of ethnic studies, including but not limited to race and ethnicity, racialization, equity, ethno-centrism, Eurocentrism, and white supremacy;
  2. apply theory to describe critical events in the histories, cultures, and intellectual traditions of communities of color with a particular emphasis on agency and self-affirmation;
  3. describe the intersection of race and ethnicity with other forms of difference affected by hierarchy and oppression, such as class, gender, sexuality, ability, and/or age;
  4. describe how resistance, social justice, and liberation as experienced by communities of color are relevant to current issues (communal, national, and international); and
  5. act to engage with issues of race and ethnicity to build diverse, just, and equitable communities beyond the classroom.

Ethnic Studies Requirement: Implementation

  1. The primary ethnic studies requirement will be implemented as an overlay as part of lower division GE (ethnic studies outcomes 1-5 as a requirement of lower division GE)
  2. The secondary (additional scaffolded) requirement is for a reflective element (reinforcing any two of ethnic studies outcomes 2-5) overlaying upper division GE.
  3. Either (1) or (2) above may be met by not-otherwise-GE courses with campus approval (provided such courses meet the ethnic studies outcomes; i.e.,  the ethnic studies requirement could be met or partially met with existing campus requirements and/or courses that were developed to meet local requirements)
  4. Campuses may determine additional requirements (outcomes or implementation) beyond the minimal list provided.

Upcoming Topics

In the upcoming months, the ASCSU will be discussing a variety of topics relevant to the CSU. If you are interested or would like to chat about any of these topics, please feel free to reach out to your CSUMB statewide senators (Scott or Vanessa). The next plenary is scheduled for January 22-24.

More Details

A more detailed review of Plenary business can be found here: Campus Report November 19

ASCSU September 2019 Update

Greetings,

The following report is intended to update you on some the conversations happening in the statewide academic senate.

ASCSU Chair’s Report September2019

BoT Report July 2019

Qualitative Reasoning Requirement Update

The September Board of Trustees has proposed adding a 4th year of quantitative reasoning to CSU admissions requirements.  Many, including representatives from CFA and California Teachers Association (CTA), are concerned with the disparate impact this policy may have students of color (Latinx, African American) and students who attend school in underserved communities. Click here to access the CSU Board of Trustee’s Committee on Educational Policy video (September 24-25, 2019)

AB 1460

The ASCSU passed Towards Implementation of an Ethnic Studies System Requirement. This resolution is the first step in fulfilling the ASCSU promise made during our advocacy against AB 1460 (Weber) to take up the Ethnic Studies Task Force Report recommendation for a systemwide ethnic studies graduation requirement. That promise was made in response to legislative pressure to take up the issue, intense legislative support for some version of such a requirement and as a strategy to stave off legislative intrusion into the curriculum. AB1460 did not make it out of the Senate Appropriations Committee, but it was designated as a “two year bill,” which means that the author has an opportunity to bring the bill back to try and get it through the legislature a second time. The campuses are in the process of responding to requests from the Chancellor’s office on the ethnic studies requirements at CSUMB. If you have questions or comments, please connect with one of your campus senators.

Anti-bias Training for the CSU and UC campuses

As you may recall, the 2018 California Budget Act included an appropriation of $1,200,000 on a one-time basis to “contract for a two-year pilot program to provide anti-bias training for administrators, faculty, staff, and student leaders at campuses of the University of California and the California State University.”

The UC/CSU anti-bias training pilot program has four key learning outcomes:

1) Raising Awareness: This includes learning about personal biases and
understanding how biases may influence behavior and decision making at the
University.

2) Application to Organizational-Level Change: Participants will be able to draw a
connection between social group biases (positive and negative) and the impact
they have on university policies, procedures and population-specific outcomes.

3) Tools and Strategies for Disrupting Bias: The training will introduce participants to
tools and strategies for mitigating harmful bias in their functional area. They will
learn how to change or disrupt attitudinal and procedural patterns that perpetuate
multiple forms of biases.

4) Practice: Participants will receive ample opportunities to practice the tools and
strategies for disrupting multiple forms of biases.

More Information

For more information on the actions of the ASCSU, a detailed report is provided here.

Resolutions passed during the September plenary may be found here. (Sort by date.)

If you have questions, require more detailed information, or would like to have an issue taken to statewide senate, please reach out to one or both of your statewide senators (Scott Waltz and Vanessa Lopez-Littleton).

Have a wonderful semester!

Vanessa Lopez-Littleton & Scott Waltz

ASCSU Report on May 2019 Plenary

ASCSU Chair’s Report May 2019

 The ASCSU passed the following resolutions:

Fostering a Welcoming and Safe Campus Climate for African American Students requests that all mission statements and strategic planning documents espouse the importance of recruiting, retaining and graduating students of African descent, that CSU campuses continue to report racist incidents directed towards persons of African descent, and recommends that campus presidents, provosts, others adopt a list of specific actions to address related concerns. This was deemed urgent due to recent incidents on CSU campuses.

Appreciation for the S.D. Bechtel, Jr. Foundation’s Partnership with The California State University to Improve the Preparation of K-12 Teachers Across the State of California is self-explanatory and echoes previous resolutions of appreciation. The foundation is closing its doors soon and will be recognized at the BOT meeting next week. 

In Support of Ethnic Studies Programs in the CSU affirms a commitment to Ethnic Studies as beneficial curricula, shares the concerns that led to AB 1460 and  recommends that campus senates revisit the Ethnic Studies Task Force Report to implement recommendations for Ethnic Studies curricula through faculty-driven processes of shared governance. This was deemed urgent given the aforementioned bill currently being considered in the legislature. 

Endorsement of Criteria for Engineering Model Curricula (MC) for Transfer to Receive the Same Admission Advantage as for Transfer Model Curricula (TMC) urges campuses to grant students completing associate degrees aligned with one of the four Engineering Model Curricula (MC) for Transfer the same admission eligibility advantage as for students who have completed a Transfer Model Curriculum (TMC) yielding an Associate Degree for Transfer (ADT) so long as no more than three lower-division GE courses be postponed to post-transfer as per prior ASCSU resolution. This was deemed urgent due to a desire to give encouragement to engineering faculty to continue doing work on this proposal in order to benefit transfer students as soon as is feasible.

In Support of “The Strategic Advantage of the Distinctiveness of the Twenty-three Campuses of the California State University System” (Board of Trustees, Nov., 2008) reminds system leaders of this principle enunciated by the Board which has seemingly been violated by recent administrative actions and in responses to ASCSU resolutions. The urgency stems from recent developments including a response to an ASCSU request that variations in campus Early Start programs be allowed.

On the Academic Senate CCC Resolution 5.02 S19 “Support for the CSU United States History, Constitution and American Ideals Commonly known as the American Institutions Requirement” thanks the Academic Senate of the California Community Colleges (ASCCC) for its interest in exploring the inclusion of a requirement similar to the existing CSU United States History, Constitution, and American Ideals (“American Institutions”) requirement into the CCC associate’s degree. This is urgent because these considerations are ongoing.

Call for the Establishment of a Working Group on the Impact of Artificial Intelligence (AI) in Higher Education accepts a white paper on the impact of AI on employment, education, and life-long learning; it calls for the creation of a working group to study the implications of the themes from this white paper and to develop possible recommendations to address them.

Request That the ASCSU Schedule an Interrupting Racism Training Session in September 2019 recognizes the compelling need to recognize many forms of bias and requests that the training that ASCSU began this academic year be completed next year.

Endorsement of the Student Success White Paper Process—Student Perspectives encourages consultation with students during the completion of this white paper which recognizes that student success is multi-faceted and involves many constituents.

Preference for Consulting Assignments for CSU Faculty, Librarians, Coaches, and Counselors encourages the publication of consulting opportunities internally and the utilization of internal CSU expertise in these assignments.

Special Rule of Order Governing Debate on Substantive Motions: 3 For/3 Against formalizes this rule which has been followed by ASCSU without apparent documentation of its adoption.

Resolution in Support of Faculty Publication Rights with a Green Open Access Policy for the California State University urges central administration to review policies at the University of California and Harvard and to develop a similar policy for campuses to consider which supports open access.

Recommending a Fourth-Year Quantitative Reasoning Requirement for Admission to the California State University: Towards a Responsible and Responsive Policy commends the policy development process and urges that steps be taken to ensure that any policies developed to reform the a-g standards with respect to this requirement mitigate any adverse impact on underserved students.(Note: there appears to be more support across the state for a fourth year of quantitative reasoning overall rather than a senior year requirement. This requirement will likely not increase the number of required a-g courses. It likely will require that the elective course have a quantitative reasoning component. The proposed policy is still being refined.) The Board will take up this issue in July.

For a more detailed report on the May 2019 ASCSU plenary session, see the Campus Report May 16-17, 2019. If you have questions, feedback, or comments, please contact Vanessa or Scott.

ASCSU Report on March 2019 Plenary

CSU Faculty Innovation & Leadership Awards (FILA)

Nominations for the CSU Faculty Innovation & Leadership Awards (FILA) are being accepted to recognize faculty who demonstrate leadership or advance student success programs to improve degree completion or eliminate equity gaps. 23 awardees across the CSU will be honored and presented with $5,000 cash awards and $10,000 will be allocated to their academic departments to support awardee activities.

Deadline for nominations: May 3, 2019.

General Education (GE) Task Force Report Feedback

In May, ASCSU will consider two second reading resolutions, each of which provides different advice to the 2019-20 ASCSU Executive Committee. One acknowledges receipt of the report and refers it to our Academic Affairs (AA) and Academic Preparation and Education Programs (APEP) committees for their review.  The other recommends that the ASCSU create a new standing subcommittee on General Education Program Review for the CSU system and refer the report to that committee for completion. The ASCSU will decide which path to recommend. Any recommendations the full ASCSU approves will be forwarded to the Chancellor for final approval and inclusion in system-wide GE policy.

ASCSU developed a feedback page for comments on the GETF Report. Required information includes your name and role in the university (faculty, student, administrator, etc). Responses to the survey over 4500 words should be emailed as a single PDF to ascsuoffice@gmail.com Please include your name and status (faculty, student, administrator, community member, etc.) at the beginning of the document.

Survey results and documents will be posted weekly to a public Dropbox folder accessible here.​

Resolutions Passed

  1. Request for Action on Infringement of Faculty Intellectual Property responds to the actions of organizations such as Course Hero which publish class notes, etc. without permission of the faculty who create them. It requests that the Chancellor’s Office staff help to educate students about related law, provide faculty with means to stop the appropriation of their intellectual property, block web sites that violate the law, and pursue legal action when appropriate.
  2. Border Issues and Separation of Families: Impact on Students, Faculty and Staff in the CSU calls upon the CSU to continue to support immigrant students, faculty and staff and increase programs to support these communities.
  3. 2019 Legislative Advocacy Positions of the Academic Senate of the California State University (ASCSU) is self-explanatory and allows the Fiscal & Governmental Affairs and Executive Committees to represent formal positions as legislation moves forward in this legislative session. Positions of “support”, “oppose” or “no position” were discussed on bills of potential interest and impact for the ASCSU. Significant discussion was had about what to do when the body supports the intent of proposed legislation but opposes legislative intrusion into issues appropriately left to campuses and faculty.
  4. Support for AB 829 (Bloom) and the Occupational Therapy Doctorate (OTD) in the CSU supports granting authority for the CSU to offer this professional doctoral degree. It was felt that strong support early in the legislative process was important, hence the second reading waiver. This resolution amplifies the support position in the legislative advocacy resolution (see above). This bill is currently moving forward rapidly.
  5. Flexibility in the Implementation of Early Start calls for flexibility to meet the different needs of students attending the 22 campuses offering Early Start, including delaying some proposed curricular changes until they have been proven effective. It was deemed urgent because campuses are already well into the process of preparing for next summer’s Early Start programs.
  6. Support for a Higher Education Facilities Bond Act amplifies the support position in the legislative advocacy resolution (see above).The current budgetary practice of paying for CSU infrastructure using yearly budget allocations does not allow for the needs of the CSU to adequately be addressed. The general obligation bond being contemplated would address critical infrastructure needs and is a very high priority for the CSU.

The following topics may be included on the May plenary agenda:

  1. Resolution Rejecting the February 2019 General Education Task Force Report asks that no action be taken on the report and that it be referred to a new subcommittee, the GE Program Review Committee, for completion
  2. The Impact of Artificial Intelligence (AI) on Higher Education includes a white paper on the impact of AI on employment, education, etc. and calls for the creation of a task force to study the implications of the themes from this white paper and to develop possible recommendations to address them. (Referred by to committee).
  3. Request that the ASCSU Schedule an Unconscious Bias Training in September 2019 requests completion of the training that began this year.
  4. Endorsement of the Student Success White Paper 2.0 Process encourages consultation and data collection during the completion of this white paper.
  5. Preference for Consulting Assignments for CSU Faculty, Librarians, Coaches, and Counselors encourages the publication of consulting opportunities internally and the utilization of internal CSU expertise in these assignments.
  6. Receipt of the General Education Task Force Report expresses gratitude to the members of the task force and directs the Executive Committee to refer campus feedback to two standing committees for review. Concerns expressed by various discipline councils and campuses were acknowledged during the introduction and discussion of this resolution.
  7. Preference for Hiring Incumbent Contingent Faculty, Librarians, Coaches, and Counselors to Non-Contingent Positions requests that a database of these contingent faculty be developed and that hiring committees for non-contingent positions be urged to consult it.
  8. Special Rule of Order Governing Debate on Substantive Motions: 3 For/3 Against formalizes this rule which has been followed by ASCSU without apparent documentation of its adoption.
  9. Resolution in Support of an Open Access Policy for the California State University urges a policy which increases student access to scholarly articles written by CSU scholars while maintaining copyright protections.
  10. Recommending a Four-Year Mathematics/Quantitative Reasoning Requirement for Admission to the California State University: Towards a Responsible and Responsive Policy urges that steps be taken to ensure that any policies developed to reform the a-g standards with respect to this requirement mitigate any adverse impact on underserved students.(Note: there appears to be more support across the state for a fourth year of quantitative reasoning overall rather than a senior year requirement.)

For a more detailed report on the March ASCSU plenary session, see the Campus Report March 19. If you have questions, feedback, or comments, please contact Vanessa or Scott.