Shared Governance in Enrollment Management and Facilitating Graduation for High Unit Students
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RESOLVED: That the Academic Senate of the California State University (ASCSU) acknowledge the reality that the reduction in the full time equivalent student (FTES) capacity of the CSU inherently means a reduction in access to state-supported higher education opportunities for the citizens of California; and be it further
RESOLVED: That the ASCSU recognize that many high unit and second baccalaureate students are high achieving students pursuing preparation for additional higher educational experiences; and be it further
RESOLVED: That the ASCSU recognize that one of many ways to partially preserve access to a legitimate higher education experience for more of our potential student pool in the context of massive cuts to state-support for education is to limit the number of units of coursework that individuals may take. Having policies that restrict second baccalaureate students from matriculation and policies that discourage late-in-degree changes of major should be considered as legitimate (albeit potentially distasteful) academic policies; and be it further
RESOLVED: That the ASCSU reaffirm AS-2908-09 (Mitigation of the Impact of Systemwide Enrollment Management Policies on Graduate and Post baccalaureate Credential Program) and in particular its acknowledgement and support for “efforts to manage enrollment in order to align, more appropriately, the numbers of students enrolled at campuses in the CSU with the available resources necessary to ensure the quality of education needed to serve these students;” and be it further
RESOLVED: That the ASCSU endorse campus-based processes, such as targeted intrusive advising (e.g., mandated advising), developed to facilitate the appropriate graduation of those students who have attained exceptionally high numbers of baccalaureate level units of coursework without having attained the baccalaureate degree; and be it further
RESOLVED: That the ASCSU reaffirm and note the applicability of its stance on shared governance and facilitating graduation presented in AS-2598-03/AA “Recommendation on the Report from the Joint Provost/Academic Senate, California State University Task Force on Facilitating Graduation: Facilitating Student Success in Achieving the Baccalaureate Degree.” The ASCSU recommend the processes or procedures implemented to facilitate access for our potential incoming students, and in particular those designed to open access by facilitating graduation, be developed via legitimate shared governance and that the effectiveness of these policies be assessed; and be it further
RESOLVED: That the ASCSU remind the various levels of administration that establishing graduation requirements and assessing whether or not a student has met the requirements for graduation is a principal responsibility of the faculty; and be it further
RESOLVED: That the ASCSU distribute this resolution to the the CSU Board of Trustees, the Chancellor, the campus presidents, the campus provosts, and campus senates.
RATIONALE: California Code of Regulations, Title 5, Section 40411 (Modified June 5, 2009), in part, grants campus presidents the authority to graduate students who have completed their degree requirements but have not yet applied for graduation. In some cases, students are pursuing post-baccalaureate experiences required for attaining a higher level in the workforce (e.g., post-baccalaureate work required prior for licensure in accounting or pre-medical preparation), in other cases, students are pursuing a second bachelor’s degree or have chosen to remain in school for a multitude of possible reasons. The difficulty faced by the CSU as a whole, and many campuses individually, is the trade off necessitated by the wholesale reductions made to the CSU budget by the government of State of California. The CSU is at a point where it cannot fiscally and responsibly meet its mission. Clearly, the idea that the CSU can “encourage and provide access to an excellent education to all who are prepared for and wish to participate in collegiate study” cannot be met with the current funding realities. Similarly, the CSU is not capable of honoring the ‘commitments’ it spelled out for itself in the Access to Excellence planning document. In the current context, the CSU is placed in the unenviable position of having to decide which potential students get to attend and which do not.
AS-2598-03/AA “Recommendation on the Report from the Joint Provost/Academic Senate, California State University Task Force on Facilitating Graduation: Facilitating Student Success in Achieving the Baccalaureate Degree,” in part, requests:
“That the California State University Board of Trustees
- Review, in consultation with the Academic Senate CSU and the Chancellor's Office, the data on improving graduation rates and determine what further research, if any, should be engaged. Any additional policy options that may be considered, based upon this review, should be developed through ongoing consultation with the Academic Senate CSU and the campus senates; and
- Ensure that individual campuses of the California State University system, through the shared governance process, retain autonomy in their efforts to design institutionally tailored programs guided by the principles and recommendations articulated in the Report from the California State University Task Force on Facilitating Graduation, to facilitate student success in achieving the baccalaureate degree.”
It is noted that the shared governance policy development and implementation requests within Coded Memorandum AA-2005-21: Facilitating Graduation are congruent with the current resolution. Even where formal policy-promulgated processes were not followed, there are examples within the system of effective consultation and outreach despite the requirement for quick implementation of policies to protect the CSU from being further over-extended in its mission.
An example of a process used to facilitate graduation for those students with exceptionally high baccalaureate units completed is the process as implemented at San Jose State University (SJSU). The SJSU Student Success Committee largely wrote the presidential directive on ‘graduation and change of major’ with input from Undergraduate Studies, the Registrar, and Student Services. The SJSU Presidential directive, in part, states “This directive is issued in consultation with the Executive Committee of the Academic Senate, the President's Advisory Committee on Enrollment, and the Advising Council. This directive will remain in effect until the president signs into effect a replacement policy developed by the Academic Senate.” The consultation during the development of the directive and the explicit recognition of the role of the Academic Senate in setting curricular policies that occurs throughout the document are hallmarks of effective shared government despite the time pressures generated by the need to preserve resources.
Approved Unanimously – January 21-22, 2010