Educational Resources Committee
AGENDA for 10/12/2010
2:00-4:00 p.m.
UN 211
1.
Call to Order
2.
Approval of the Agenda
3.
Approval of Minutes from September 14, 2010 Meeting
4.
Chair’s Report
5.
Grad Rate Initiatives (Rawitch- 2:30 pm time certain)
6.
Executive Secretary’s Report
7.
CSU Academic Senate Report
8.
Budget Update (Hellenbrand- 3:30 pm time certain)
9.
Classroom Technology Survey Report (Wiegley- 3:45 pm time certain)
10.
Agenda Items for Joint Meeting with ATC November 9, 2010 (SH 451)
ERC’s Charge
“This committee shall make general policy recommendations in order to guide the allocation of all
University resources which impact educational program. In carrying out its charge, the committee may
review and advise on current and proposed allocation of faculty positions; the allocation and the
projected needs for space; support equipment and operating expense budgets; the allocation of
resources for technology; the assignment and projected needs of support staff; the recommendations of
other faculty governance committees which have significant educational resource implications;
additionally, at the request of an appropriate University committee or an Associate Dean,
independently evaluate proposals for new programs with regard to their impact on the available
educational resources of the University.” — from ERC Bylaws
Educational Resources Committee Membership
2010-2011
Name
Michael Barrett (Chair)
Barry Cleveland
Robert Kladifko
Jerald Schutte
Veda Ward
Ric Alviso
Sandra Chong
Doris Helfer
Paul Lazarony
Amalie Orme
Diane Stephens (Executive
Secretary)
Department
Library
Theatre
Education Policy Studies
Sociology
Recreation & Tourism Mgt.
Music
Elementary Education
University Library
Accounting and Info Systems
Geography
Academic Resources and
Planning
College
Library
AMC
EDUC
SBS
HHD
AMC
EDUC
Library
BAE
SBS
Academic
Affairs
Elected by
Senate
Senate
Senate
Senate
Senate
Senate
Senate
Senate
Pres Appt
Pres Appt
Executive
Secretary
2010-2011 Meeting Calendar
Date
Time
Location
Tuesday September 14, 2010
2:00 pm - 4:00 pm
UN 211
Tuesday October 12, 2010
2:00 pm - 4:00 pm
UN 211
Tuesday November 9, 2010
2:00 pm - 4:00 pm
UN 211
Tuesday December 14, 2010
2:00 pm - 4:00 pm
UN 211
Tuesday February 8, 2010
2:00 pm - 4:00 pm
UN 211
Tuesday March 8, 2010
2:00 pm - 4:00 pm
UN 211
Tuesday April 12, 2010
2:00 pm - 4:00 pm
UN 211
Tuesday May 10, 2010
2:00 pm - 4:00 pm
UN 211
Term
Expires
2013
2013
2011
2011
2011
2012
2012
2012
2011
2011
N/A
DRAFT
California State University, Northridge
2010/11 Proposed Lottery Revenue Budget
2010/11
$ 2,520,000
$
44,000
$ 1,450,405
$ 4,014,405
Lottery Budget
2010/11 Chancellor's Office Allocations
2010/11 Pre-Doctoral Program
2009/10 Carry-forward Balances
Total 2010/11 Lottery Budget
includes reserves + 0910 divisional (AcAff and StAff) carry-forward
Proposed 2010/11 Lottery Expenditure Budget
Academic
Affairs
Lottery Expenditure Budget
Chancellor's Office Programs
Math Initiative (Formerly Teacher Recruitment) EDU $
EAP Allocation from CO (expected in Lottery) EDU
Future Scholars
California Pre-Doctoral Program
GRIP
Total, Chancellor's Office Programs
$
Campus Based Programs
Replacement Equipment
Instructional Equipment Allocation
Special Instructional Needs Proposal Process
Faculty Mentoring Program
Library Materials
Audio Visual Materials
Graduate Research & Student Thesis Support
Advancement to Graduate Education Support
Start-up Equipment for New Faculty
Student Affairs Programs
Administration and Finance Support
Total, Campus Based Programs
Student
Affairs
Admin. &
Finance
75,000 $
44,000
119,000 $
$
30,000
30,000 $
647,273
650,000
EOP
70,000
LIB
375,000
LIB
50,000
GRIP
40,000
GRIP
10,000
200,000
$ 2,042,273 $
275,000
275,000 $
Risk Pool
University Reserve
Cash Flow Reserve
Total 2010/11 Expenditure Budget
$
Total
$
$
9,627
9,627 $
75,000
30,000
53,627
158,627
10,000
10,000 $
193,088 $
97,690
290,778 $
840,361
650,000
70,000
375,000
50,000
40,000
10,000
200,000
372,690
10,000
2,618,051
$
12,727
1,150,000
75,000
1,237,727
12,727
1,150,000
$
Total by Division
-
2009/10 CarryForward
-
$ 2,161,273
$
$
305,000
$
75,000
87,727 $
$
97,727
1,150,000 $
$ 1,450,405
$
4,014,405
$
4,014,405
10/7/2010
DRAFT
California State University, Northridge
Academic Affairs
2010/11
Lottery Budget Allocation for
Instructional, Replacement, and Computer Equipment
(Inventory Items > $2,000)
Inventory
Total
Equipment
Inventory1,4
Mike Curb College of Arts, Media, and Communication
Business and Economics
IT Purchases
%
%
$ 1,609,120
10.54%
3,273
13.18%
$
91,200
$
15,815
$
46,128
$
153,143
$
749,340
4.91%
2,816
11.34%
$
8,354
$
7,365
$
39,690
$
55,409
0.56%
$
622,432
4.08%
1,873
7.54%
$
2,807
$
6,117
$
26,394
$
35,319
20.69%
$ 2,213,280
14.50%
1,113
4.48%
$
103,440
$
21,753
$
15,690
$
140,883
14.40%
$ 1,054,301
6.91%
3,078
12.39%
$
71,982
$
10,362
$
43,380
$
125,724
0.60%
$
983,949
6.45%
3,930
15.82%
$
2,985
$
9,671
$
55,387
$
68,043
37.02%
$ 1,553,874
10.18%
3,195
12.87%
$
185,093
$
15,272
$
45,028
$
245,393
3.28%
$ 2,922,864
19.15%
4,980
20.05%
$
16,379
$
28,727
$
70,172
$
115,279
0.08%
3.48%
$
7,374
$ 3,545,389
0.05%
23.23%
577
2.32%
$
$
377
17,383
$
$
72
34,845
$
8,131
$
$
8,581
52,228
100.00%
$ 15,261,922
100.00%
24,836
100.00%
$
500,000
%
$ 6,032,774
18.24%
$
552,608
1.67%
Michael D. Eisner College of Education
$
185,688
Engineering and Computer Science
$ 6,842,451
Health and Human Development
Humanities3
$ 4,761,505
$
197,469
Science and Mathematics
Social and Behavioral Sciences3
$ 12,243,693
$ 1,083,465
Developmental Mathematics
Academic Affairs
$
24,927
$ 1,149,836
Totals $ 33,074,416
Allocation
FTES
Internal and
Unpublished
Target2
3 Years
(2007/082009/10)
College/Area
FTES
Based on
Inventory
(50%)
Based on IT Based on
Purch
FTES
(15%)
(35%)
$ 150,000
$ 350,000
Total Lottery
Allocation
$ 1,000,000
1
Source: Asset Management Instructional Equipment Inventory Report; includes computers (>2,000)
Excludes SI, Fresh Seminar, Athletics
3
Includes Developmental Writing
4
Excludes academic software license fees
2
10/7/2010
California State University, Northridge
Academic Affairs
2010/11 Lottery Funding Special Instructional Needs Proposal
Requirements:
•
•
•
•
•
•
•
BRIEF proposals (1-2 paragraphs maximum, with dollar amount and estimated number of students impacted by the project)
Prioritize proposals
Submit one set of proposals from each major unit (colleges, Library, etc.)
Submit proposals by October 15, 2010 to Edith Winterhalter ([email protected])
Lottery Fund-eligible expenses only (Refer to CSU Lottery Guidelines: http://www.calstate.edu/budget/lottery/budgeting-allocationprocess.shtml)
Emphasis on improving the learning environment for students, moving away from reliance on computer hardware, and enhancing instructional
programs
Funds need to be fully expended by June 30, 2011 (Note: Purchases should be expensed NOT encumbered by year-end)
Notes: Requests for standard computer hardware must show that there is not appropriate capacity elsewhere in Academic Affairs. Requests for
hardware to support “thin client” computing will be subject to further review and consultation and should be clearly described as “thin client” in
the proposal language. Also, requests for software must show that there is no equivalent package on campus and no free-use source.
College:
Proposal No.:
Proposal Title:
Requested Amount:
Estimated Number of Students Impacted by Project:
Description:
Graduation Initiative Update
Fall 2010
I. Based on Fall 2010 census week data, the First Time Freshman continuation rate for
students who began in Fall 2009 is 74.2 percent, a nearly 3.5 percent improvement over
FTF who entered in Fall 2008 (70.9 percent).
II. Graduation Initiative activities at CSUN have a dual focus: A) solving the SuperSenior
problem and B) academically supporting new and continuing students.
A. SuperSenior problem:
• Advisement holds: In order to encourage more high-unit seniors to focus on timelier
graduation and course/program planning, all students with more than 130 units who
have not filed for graduation are required to use My Academic Planner (MAP) to
plan their last semester(s), meet with an advisor to complete a grad check and
submit both to A&R. Failure to do so automatically stops the student from enrolling
in classes for the following semester until the grad check process is complete.
o When this program began in 2008, CSUN had 1,917 students with more than
130 units. In Fall 2010, there were 1,434 students, a reduction of 25.2
percent.
o Even more importantly, in Spring 2008, there were 612 students with more
than 130 units and no grad check on file. In Spring 2010, there were 368, a
difference of 244, for a nearly 40 percent improvement in filing of grad
checks. This just in: SuperSenior letters went out last Friday to 397 with
holds on their Spring registration.
• Limits on Majors and Minors: A policy restricting the number of majors and minors
a student is allowed and timelines for declaring each is in effect beginning Fall
2010. Provisions include:
o declaring a major by 60 units;
o maximum of two majors and/or two minors;
o restricting the ability to change/add majors/minors to those that can be
completed within 140 units;
o adding/changing majors/minors must be done by 90 units.
o An appeals process and committee comprising faculty, administrators and
students is in place. Only two appeals have been received to date.
• Administrative graduation: Students who accumulate over 140 earned units may be
graduated administratively if they have completed all degree requirements and a
major, whether or not they have declared that major.
o An appeals committee comprising faculty, students and administrators
reviews appeals, the grounds for which are limited.
In the last three semesters, approximately 25 students have been
graduated from CSUN as a result of this policy.
Upper Division Writing Proficiency Exam
o Coming before Faculty Senate this semester (1st reading Oct. 21), the new
policy requires students to attempt the WPE no later than the semester in
which they will attain 75 units. Currently it is 90 units.
o A hard hold will be placed on the ability to register for the following
semester of any student who does not attempt the exam.
o This change is being made because we need earlier identification of those
who need help in passing the exam and because too many students wait till
they are graduating seniors and then can’t pass/graduate.
ƒ Remediation and study/prep help are available for students who do
not pass the exam, ranging from workshops and tutoring to semesterlong 0-level courses.
o Approximately 75-100 students do not graduate each year because they
haven’t passed the WPE although they have completed all their other
requirements.
Financial Aid limits and SAP:
o Beginning with Fall 2010, the maximum number of Financial Aid units allowed
is 150, down from the previous maximum of 180.
o Standards of Satisfactory Academic Progress (SAP) were tightened and
made more restrictive at the end of AY 2008/09 and the grounds for
applying for/granting of SAP appeals were severely reduced, decreasing the
appeals filed from approximately 1,500 in 2008 to 420 in 2009 and 192 in
summer 2010. Under the new system, the appeal denial rate runs between 40
and 45 percent.
o A committee comprising faculty, administrators and professional advising
and Financial Aid staffs reviews these appeals.
o
•
•
B. Academic Support for New and Continuing Students
• ChAMPS and Early Start:
o In Summer 2009, Developmental Math offered the ChAMPS (CHoosing A
Math Path to Success) program, which combines a low-cost online, self-paced
math tutorial with optional on-campus tutoring. ChAMPS students have the
opportunity to retake the ELM or an equivalent assessment to improve math
placement and reduce the need for developmental math in Fall.
o In summer 2009, 50 enrolled in the program and 44 advanced at least one
course. In summer 2010, 95 students enrolled of whom 59 advanced at least
one level. Three of those advanced two levels.
o Early Start, now in its fourth summer, allows incoming freshmen the
opportunity to take a developmental math or reading class coupled with the
Freshman Seminar (three units of GE credit) and gain valuable academic
•
•
•
•
success strategies. There were 45 students participating in Summer 2010
(up about 25% from the previous summer), all of whom continued into Fall
either in a higher developmental course or in Freshman math or writing.
The Freshman Seminar and its variations: U100 offered 44 sections for Fall 2010,
serving nearly 1,000 students (and 6 sections in Spring 2010). Added this year were
additional sections as part of the cohorted Freshman Connection program and
additional stand-alone specialized sections, which include two sections for athletes
and one for new international students. New HIS grant will increase the number of
Connection cohorts substantially.
Supplemental Instruction (SI) and Tutoring: Sections of Supplemental Instruction
are offered through the Learning Resource Center (LRC), linked to mathematics
and writing classes (both developmental and freshman) and well as to disciplinespecific courses with high DFU rates. SIs also are part of the Freshman Stretch
Writing (see below) for the least well-prepared entering freshmen.
o There are more than 90 sections of SI courses being offered in Fall 2010,
primarily as mandatory support for writing and mathematics.
o Demand for tutoring has increased this year between 12 and 35 percent over
last year, depending on the subject. The LRC currently is hiring more
freshman writing tutors, aiming for 125 hours of coverage—a 20 percent
increase.
Freshman Stretch Writing: Begun as a pilot in Fall 2010, serving more than 500
students in the five CSUN departments that teach writing (English, Asian American
Studies, Chicana/o Studies, Central American Studies and Pan African Studies).
o The program allows students whose EPT scores indicate a need for
developmental reading and writing to enroll in either one- or two -semester
credit-bearing courses, coupled with SI for those most in need.
o Six units of stretch apply to the bachelor’s--three to Basic Subjects and
three as free electives. Development courses for the least well prepared
decrease by one course, so no one takes more than two freshman writing
courses.
Opening bottleneck classes: Reserved funds and federal stimulus monies were used
to meet the demand for courses that are bottlenecks to graduation and/or moving
into the major (e.g. gateway and capstone courses).
o Summer School Summer 2010 was used extensively for such bottleneck
offerings as Colleges identified demand.