CSU - Strategic Planning Resources - Faculty Taskforce Report

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Beverley Anderson Bernard Rowan Laurie Walter	Robert Chierico Treadwell Merrill	Ernest Coupet Gabriel Gomez	Sylvia Gist Richard Milo
Our committee has the responsibility of recommending improvement ecommendations to the university's existing strategic plan in the area of issues pertaining to faculty. Specifically, we were invited to propose recommendations relating to faculty roles, work conditions, and morale, professional development and involvement in research and the evaluation process, and to provide information for improving further the level of cooperation between the administration and faculty in achieving shared goals and objectives. In the Fall semester, we considered a variety of informational inputs before formulating a draft of recommendations. We would value your input as we finalize our draft for submission to the Assistant Provost for Academic Development and to the President.
The inputs we evaluated consisted of much of the information contained on the trategic Planning Website (http://www.csu.edu/strategicplanningresources/index.htm). In addition, we considered other inputs from EMMT (Enrollment, Management, and Marketing Team) relevant to faculty, past climate surveys of faculty, and the Faculty Senate's Spring 2004 recommendations to Dr. Daniel. Our intention was to use already identified and frequently cited concerns as the basis for our recommendations.
We identified five areas for recommendations, each of which is presented below, together with a discussion of the meaning and rationale: governance, technology provision, research provision, academic program development, and faculty responsibility for technology and writing in the classroom.
I. Shared Governance This is a strategic issue because:
University-wide decisions relating to academic policies and procedures will be sounder if they are based on broad faculty input. Too often, academic departments, advisors and faculty become aware of new policies and/or policy changes only after they have been promulgated. Lack of an ethos of shared governance contributes to breakdowns in communication from the administration to faculty and from faculty to the administration (NCA concern). The perception that university-wide decisions are made in a vacuum—that they do not adequately take account of their impact on programs, faculty and existing procedures—is a major contributor to low faculty morale.
The plan presented here focuses mainly on implementing and strengthening existing policies rather than creating new policies. For example, the by-laws of the Faculty Senate already include mechanisms that, if fully observed, will result in improved communication, greater faculty input into the decision-making process, and an enhanced sense of shared responsibility for the management of the university.

Outcomes	Strategies	Indicators	Amont of $	Time Frame	Responsible
Faculty Senate president or a designated or elected representative shall have a seat on the President’s Executive Council and the Provost’s Council.	Implement Article II.5 of the enate by-laws.	Senate pres or rep. attends all PEC & Provost’s meetings.	0	Fall 2005	University president; Senate president Provost
Senate shall become a principal conduit for information flow from faculty to administration and vice-versa.	A. Senate shall institute procedures for monthly information exchange with faculty/academic departments. B. Senate may consider campus-wide assemblies each semester at which university issues can be discussed.	Faculty will be aware of Senate activities, pending policies or policy changes, and administration requests.	0	Fall 2005	Senators
Senate committees shall be strengthened by increasing their membership and insuring that each committee includes the appropriate administrative officer.	Implement Article IV.3.b of the Senate by-laws	Committees shall be at full strength and include appropriate administrators	0	Fall 2006	Senate president and membership; University president /Provost
Revive and strengthen the Policy Monitoring Committee	Implement Article V.5 of the Senate by-laws	Committee shall be at full strength and holding monthly meetings	0	Fall 2006	Senate & president meetings
Senate shall monitor meeting times and responsible parties for non-Senate committees to minimize duplication of effort and maximize coordination.	Committee chairs shall cc Senate president or secretary when announcing meetings.	Senate committees will liaise with their non-Senate counter- parts when appropriate.	0	Spring 2007	Senate secretary and committee chairs.
All policies bearing on academics and faculty shall be ratified by the Senate prior to their promulgation and implementation.	Senate will provide input and guidance to administration in a timely and responsible manner.	Senate will attest to substantive and constructive dialog with administration and will show that faculty/Senate input has been incorporated in policy-making.	0	Fall 2009	Senate president; University president; Provost; Faculty.

II. Technology Needs and Faculty
	Introduction
	The Strategic Planning Sub-committee on Technology Needs of Faculty defines “technology” as the totality of tools and means employed to achieve practical purposes. In a university setting, these practical purposes center on administrative and academic functions. Along administrative lines, these purposes involve using tools and techniques to extend human potential by assisting them in completing tasks and solving problems in an effective and efficient manner. Along academic lines, they involve employing tools and techniques to enhance student learning and for faculty to plan and deliver instruction.
	The committee views technology needs of CSU faculty as an inherent component of campus-wide technology needs. To explain, virtually every facet of the CSU campus has, or can have, a key relationship with technology. The availability of operable, accessible campus wide technology impacts operations both internal and external to the university. Internal impact areas include areas such as teaching and student learning, research, administrative services and the library functions. External issues involve competition from corporate or other universities, accountability to boards or legislatures, or services provided to meet the needs of the institution’s region, such as course delivery through technological platforms, partnerships and other strategic relationships. Combined, these internal and external issues dictate that the committee considers faculty technology needs within the broad context of institutional technology needs which inherently include consideration of the needs of faculty students support staff and administrative personnel.
	Suggested Modifications in Existing Plans
	The existing strategic plan includes the following technology-related sub-goals for faculty:
	Sub-goal 2.1.6—Seek funds to support a technology innovation fund through which faculty, staff and administrators can borrow interest free funds to purchase computers and other advanced technology that will support their professional activities.
	Sub-goal 2.2.3—Reward grant acquisition through investing five percent of indirect costs in more support personnel and more technology resources for faculty.
	If accomplished, these sub-goals can offer potential benefits for faculty. However, they are limited in scope, and they stop short of addressing the broad spectrum of technological issues that currently exist at CSU. The committee suggests a broad technology plan that, in addition to faculty needs, takes to consideration the needs of students, administrators and staff. As such, a global technology plan necessarily gives attention to the following campus-wide functions:
	A.	Organization, Planning, and Policies
	B.	Facilities
	C.	Administrative Operations
	D.	Electronic Communication
	E.	Academic Functions
	F.	Finances, Budget for Computing
	G.	Support and Training
	H.	Evaluation
	To appropriately address campus wide technology needs the committee offers four recommendations and suggests steps that can be taken in order to implement the recommendations. The remainder of this report lists these recommendations and provides suggested implementation steps.
	Recommendations, Proposed Strategic Plan and Suggested Implementation Steps
	Recommendation 1: is to develop and adopt broad-based technology goal(s) that impact technology functions throughout the campus. To address this recommendation, the committee suggests that CSU adopts the following broad-based, institutional technology goal:
	Technology Goal: To promote and support efficient and effective use of academic and administrative technology.
	Recommendation 2 is to develop and adopt sub-goals that are designed to address the broad-based technology goal. To address this recommendation, the committee suggests adoption of the following sub-goals, which are aligned with the technology goal:
	a.	Technology Sub-goal 1. Integrate technology into curricula across campus—including major programs and general education.
	b.	Technology Sub-goal 2. Assist students in using of technology to enhance course work and increase their level of preparedness level for their chosen field.
	c.	Technology Sub-goal 3. Provide the technological infrastructure, technology tools, and support systems that develop faculty technological skills and enhance the work of students and staff.
	d.	Technology Sub-goal 4. Implement a comprehensive information/communication system that effectively and efficiently serves internal operations and external constituencies.
	Recommendation 3 is to develop short- and long-range plans to address each sub-goal. Included in the plans should be mechanisms to collect baseline assessment data and subsequent assessments data. To address Recommendation 3, the committee suggests plans to reach each sub-goal that include the following: measures (items to be measured), baseline data (data to identify starting points), responsible persons or units, and targets (attainments desired). The committee recommends that CSU adheres to the following short- and long-range plan to address Recommendations 1 and 2 above as well as Recommendation 3:
	Proposed Campus-wide Strategic Plan for Technology
	Campus-wide Technology Goal: To promote and support efficient and effective use of academic and administrative technology.

Outcomes	Indicators	Strategies (for baseline and Subsequent Data Collection)	Time Frame	Responsible (Person(s) or Unit(s))
Technology Sub-goal 1. Integrate technology into curricula across campus —including major programs and general education.	Percent of courses integrating technology in relevant and significant ways.	If necessary, determine by survey of faculty and students.	Increased percentage over one- and five-year periods.	Institutional, College, and Departmental Research units--survey faculty and students.
Technology Sub-goal 2. Assist students in using of technology to enhance course work and increase their level of preparedness level for their chosen field.	Extent to which students are technologically proficient.	If necessary, determine by survey of faculty and students.	Majority of students on campus proficient in relevant technologies	College, Departmental and Institutional Research survey of employers.
	Extent to which technology enhances learning in the major or other curricula.	If necessary, determine by survey of faculty and students.	Majority of students able to transfer technological applications from one curricular area to another	Institutional Research and Academic Unit surveys of students.
	Level of student satisfaction with opportunities to learn technology related to the major or other curricula.	If necessary, determine by survey of students.	To be determined (e.g., 85% satisfied).	Institutional Research and Academic Unit surveys of students.
Technology Sub-goal 3. Provide the technological infrastructure, technology tools, and support systems that develop faculty technological skills and enhance the work of students and staff.	Student, faculty, staff and administration satisfaction with the infrastructure and support provided.	If necessary, can be determined by surveys of faculty, students, support staff and administrators using sections of the self-assessment instruments shown in Appendix I.	Increased levels of satisfaction.	Institutional Research survey of faculty, student, support staff and administrators.
	Usefulness and accessibility of technology tools provided.	To be determined by user surveys that track campus wide technology use.	Increases in levels of satisfaction with usefulness and accessibility.	Institutional Research and Information Technology surveys of users.
Technology Sub-goal 4. Implement a comprehensive information/communication system that effectively and efficiently serves internal operations and external constituencies.	Level of satisfaction with the services provided through the information/communication system.	To be established through campus-wide surveys if data is not currently available.	Increased levels of satisfaction.	Information and Academic Technology surveys conducted by IT Unit.
	Reliability of the information/communication system.	To be determined if not currently available.	99.999% reliable	Academic Technology surveys conducted by IT Unit.

collected that aids in identifying technology needs as they relate to the following university-wide functions:

I. Organization, Planning, and Policies

J. Facilities

K. Administrative Operations

L. Electronic Communication

M. Academic Functions

N. Finances, Budget for Computing

O. Support and Training

P. Evaluation

To begin addressing Recommendation 4, the committee suggests using the instrument provided in Appendix I to collect baseline data that pertain to campus-wide technology needs. The instrument, or a modified version, can subsequently be use to collect data that provides directions for future plans and operations

Appendix I

Suggested Self-Assessment of Technology Needs Instrument

(Designed for faculty, student, support staff, and administrator input)

Unit Name: _________________________________________________________________________________________

Academic Year: _______________________________ Assessor: ________________________________________

Directions: This self-assessment of technology needs instrument delineates items and situations that should exist on campus. Individuals and unit representatives may use the instrument to conduct unit or campus-wide self-assessments. To complete the instrument, respond to the question or item by (1) indicating either “yes” or “no,” (2) showing requested percents, and (2) checking to indicate that a situation or item exists. The measure of success is determined by the percentage of items/situations with a “yes” response to items/situation that exists. The desired target is 95 percent or higher.

A. ORGANIZATION, PLANNING, AND POLICIES	YES	NO	DON’T KNOW
1. Is there a campus-wide technology staff organizational chart?
2. Is there an institutional computing unit?
3. Is there an administrative computing unit?
4. Is there an academic computing unit?
5. Are there administrator(s) for administrative computing?
6. Are there administrator(s) for academic computing?
7. Are there centralized computer maintenance and repair services?
8. Is there a 24-7 computer help desk service?
9. Is there a formal, written, and approved technology plan?
10. If the answer to #9 above is “Yes” is the technology plan linked to institutional mission and purposes?
11. Are computing resources included in institutional strategic plan?
12. Are there policies on the purchase, replacement, and repair of hardware?
13. Are there policies on the purchase and updating of software?
14. Does an institutional computing responsible/ethical use policy exist?
15. Are there institutional policies that include administrative computing issues?
16. Are there institutional policies that include academic computing issues?
B. FACILITIES AND EQUIPMENT
Equipment and Facilities Housing Computers
1. Is there a reliable institutional network infrastructure?
2. Are computer labs networked?
3. Are classrooms functionally networked?
4. Are there multi-media computers in labs?
5. Are administrative offices networked?
6. Are academic offices networked?
7. Are residence halls networked?
8. Is there a campus computer center?
9. If the answer to #8 above is “yes” is the campus computer center networked?
10. If the answer to #8 above is “yes” are the computers accessible during both regular and expanded hours)?
11. Is there an institutional media production center (accessible electronic production and duplication equipment)?
12. Is there a campus video-conferencing center (accessible to and available for faculty as well as administrative use)?
13. Is there a campus multimedia center (media workstations for streaming audios and videos, preparation of electronic portfolios, etc.)?
With reference to Equipment and Facilities Housing Computers, Items 1-13 above to which you responded yes, please comment on the operability of equipment, appropriateness of facilities, and the quality of technical and support services:
Computers and Computer Labs
	Working	Don't Working
Percent of non-networked computer labs
Percent of inter-networked labs
Total number of stations
Total number of stations
Total number of stations
With reference to computers and computer labs, please comment on the operability of equipment, appropriateness of facilities, and the quality of technical and support services.
Percent of intra-networked computer labs
Wired through network
Modems
Wired ports
Wireless access
Remote dial-up access
Other (Specify)

C. ADMINISTRATIVE ELECTRONICALLY-COMPLETED TASKS (check all that apply)
	Available		Accessible to						Via
	Yes	No	Students	Faculty	Staff	Adminis trators	Public	Direct Access	Remote Access Modem WWW
There is an electronic College Activity Calendar.
There is an electronic College Catalog.
There is an electronic Class Schedule.
There are electronic financial aid functions (applications, etc.).
Online payments can be made.
On-line registration is available.
Students can access Academic Records electronically.
With reference to Electronically Completed Tasks with which you are familiar, Items 1 – 7 above, please comment on the quality of services.
ECTRONIC COMMUNICATION
			YES	No	Don't Know		Yes	No	Don't Know
there Intra-institutional e-mail?						2. Is there inter-institutional E-Mail?
there an administrative Electronic Bulletin Board?						4. Is there a general Institutional (campus-wide) Electronic Bulletin Board
						If answer to #3, 4, or 5 is yes, show average daily messages posted.
er of institutional-supported virtual gathering arrangements (electronic bulletin boards; list serves, etc.).						Show average daily institutional voice mail messages from telecommunication center.
reference to Electronic Communication with which you are familiar, Items 1 – 5 above, please comment on the quality of services and other related items.

E. ACADEMIC COMPUTING FUNCTIONS	YES	NO	DON’T KNOW
1. Are there computers in all full-time faculty offices?
2. If the answer to #1 above is “Yes,” are all computers in full-time faculty offices networked?
3. If the answer to #1 above is “Yes,” are all computers in full-time faculty offices operating?
4. Do all part-time faculty members have access to computers?
5. Are all divisional/departmental offices networked?
6. Are all students required to have computers?
7. Is the institutional library accessible from all faculty offices?
8. If the answer to #7 above is “yes,” is access available to the statewide or region-wide library system?
9. If the answer to #7 above is “Yes,” is access available to other libraries in the region?
10. Is library access available from all classrooms?
11. Is off-campus Internet access (not remote dialup) available to faculty?
12. Is off-campus Internet access (not remote dialup) available to students?
13. Is off-campus remote dial-up Internet access available to faculty?
14. Is off-campus remote dial-up Internet access available to students?
15. If answers to #s 11, 12, 13, and 14 are “no,” are there plans to provide off-campus access via the Internet within three years?
16. Are there institutional/Unit policies on technological literacy for faculty?
17. Are there institutional/Unit policies on technological literacy for students?
18. Are computers integrated into instruction in each academic unit?
19. If the answer to #18 above is “yes,” show percentage of courses that integrate computers into instruction?
20. Are distance-learning courses (available via Internet) offered?
21. If the answer to #20 above is “yes,” show percentage of courses taught in a unit or throughout the university that use the distance learning format
22. Have there been increases in the percentage distance learning courses offered over the past two years?
23. Are there interactive courses that are taught in real-time (i.e., 2-way video and voice, video conferencing, etc.?)
24. If the answer to #23 above is “yes,” have there been increases in the percentage interactive/real-time courses offered over the past two years?
25. Is there faculty access to the student’s institutional database (Banner)?
26. Do college/departmental/faculty have permission to interface with and download Banner components that aid in student assessment (i.e. courses completed, grades received, GPA, test scores, etc.)
With reference to Academic Computing Functions with which you are familiar, Items 1 – 26 above, please comment on the quality of services and other related items.

F. SUPPORT and TRAINING			YES	NO	DON’T KNOW
1. Are there dependable personnel to assist with basic computer functions and repair?
2. Are there competent personnel to assist with basic computer functions and repair?
3. Is there faculty access to personnel who can assist in planning, and developing computer-enhanced courses?
4. Is there faculty access to personnel who can assist in planning, developing and executing the implementation of online courses?
5. Are technological training activities integrated within the functions of the Human Resources unit?
6. Are there resources to develop technological literacy among faculty, staff, and administrators?
	DON’T KNOW			DON’T KNOW
Show the number of FTE technical staff.		Show the number of programmers.
Show the number of FTE training staff.		Show the number of instructional support technology staff.
With reference to Support and Training Services with which you are familiar, Items 1 – 6 above, please comment on the extent to which the services were conducted at the level you expected.

G. FINANCES/BUDGET for COMPUTING (Current Fiscal Year)
	Yes	NO	DON’T KNOW
1. Are capital funds available for academic technology operations?
2. Are capital funds available administrative technology operations
3. Are students assessed a technology fee assessed
4. If the answer to #3 above is “yes,” show the amount students pay per semester.
5. What is the total annual academic outlay for technology resources?
6. What is the percentage of increase/decrease (the past year compared to the current year) in academic outlays for technology resources
7. What is the total annual administrative outlay for technology resources?
8. What is the percentage of increase/decrease (the past year compared to the current year) in administrative outlays for technology resources?

H. EVALUATION	YES	NO	DON’T KNOW
1. Is there a formal system of evaluation by students of academic computing?
2. Is there a formal system of evaluation by students of administrative computing?
3. Is there a formal system of evaluation by faculty of academic computing?
4. Is there a formal system of evaluation by faculty of administrative computing?