CLA Retreat Spring 2014
Mission Statements
• “The CLA is a diverse,
learning-centered,
community- and globallyengaged body within the
CSULB committed to
fostering literacy as it
relates to race, ethnicity,
class, disability, sexuality,
religion and culture. The
College prepares its
members to adapt to
environmental, cultural and
economic changes over
their lifetimes. ”
• Through excellence in
scholarship and teaching,
CLA creates well-rounded
and engaged citizens,
effective communicators,
and analytical thinkers who
live knowledgeably,
responsibly, and humanely
in a diverse and global
world where complex
problems demand
informed, creative, and
thoughtful solutions.
mission, cont.
• The CLA inspires a love of
learning that is informed by
an understanding that truth
is complex and emergent
from local and global
community knowledges. We
prepare students to practice
critical self and social
inquiry and community
engagement so as to
cultuivate meaningful
contributions to social
justice.
• The CLA is a diverse,
globally engaged, learningcentered community within
CSULB committed to
fostering literacy as it
relates to race, ethnicity,
class, (dis) ability, sexuality,
religion and culture. The
CLA prepares its members
to adapt to environmental,
cultural and economic
changes throughout their
lives.
Vision
• The CLA will be
recognized as a
community of teacherscholars who prepare
students for life,
leadership and careers in
a rapidly changing,
multicultural world.
• Educating tomorrow’s
leaders, innovators,
agents of change to
succeed as multilingual,
multicultural, ethical
informed and productive
citizens in a global
community with skills in
writing, oral
communication, critical
thinking and its
application
vision, cont.
• The CLA is committed to
excellence in teaching,
research, and creative
activity in the
humanities and social
sciences.
Core values
• critical perspectives
(social, political, cultural
and economic) on/of
diversity
• depth and coherence of
study in multiple
disciplinary areas
• excellence in
scholarship
• fostering mindfulness
and respect for multiple
perspecties
• citizenship
• planting lifetime seeds
of curiosity
• global and community
engagement
core values, cont.
•
•
•
•
•
•
•
Preparing students for life, leadership
and careers in a rapidly changing
multicultural world
Changing the lives of individuals,
families, demographic groups, esp.
for first-generation students and
students from under-represented
groups
Lifetime employment skills
Teaching students how to learn
Serving the state of CA. In CA, will be
a predicted shortfall of 1 million
college grads by 2025
Use our academic training/research
to promote the public good
Empowering students to change their
lives, their communities
Strategic goals
• recruit faculty that matches the
diversity of our students
• --promote service learning
•  address obstacles created by
liability requirements
•  address obstacles faced by
working students
• CLA representative/focus
within CCE
• --Build bridges between campus
and community, allowing for
mutual support and engagement
• link fundraising to particular
programs, community
engagement activities
• --promote research that fosters
community partnerships to
address pressing social problems
and needs
• --promote research excellence
• --promote study abroad
• address financial constraints
that inhibit student participation
strategic goals, cont.
• support for RSCA
– increased RSCA awards (3 and 6unit)
– increased funding for sabbaticals
• reduce teaching load
– promotes faculty research
– promotes effective instruction of
writing
• small class sizes
• encourage depth and coherence
of study in multiple disciplinary
areas
• support for
courses/depts/programs that are
key contributors to the creation
of well-rounded citizens
– support minors/double majors
– improve communication with
University advising
– concerted action at College level
• On website: add “Interested in a
double-major?” with links to
suggested double-major pathways
Intentional GE: Dean’s report
• Raise visibility and
prominence of CLA and its
critical mission in the
University
• More coherent GE
experience
– no change to current GE
policy
– no intent to erode GE in CLA
• capture undeclared
students and students illplaced in majors
• expose students early on to
CLA disciplines and themes
• Enthusiasm from other
Deans
– initial themes chosen on basis
of input from Deans, advisors,
associate Deans
• Input and collaboration
from other colleges (not
CLA’s alone)
• Upcoming presentation to
GECC – long term issues of
credentials/certificates
GE themes
First rollout
Other themes proposed
1.
• Cultural Diversity in a
Changing World
• Sustainability & the
Environment
• New Media & Digital Literacy
• Law, Crime, & Ethical
Judgment
• Language & Intercultural
Competence
2.
3.
4.
5.
6.
Community & Workplace
Leadership
Popular Culture & Social
Identity
Health & Quality of Life
Science & Technology in
Society
Imagination, Creativity, &
Expression
Social Change & Civic
Engagement
Discussion
• Process (role of EPCC/FC, departments/faculty/department
chairs) for
– assessing impact on curriculum and departments (courses not
included?)
• competition between departments?
– defining theme content/coherence/criteria for inclusion
• size of “grab bag”
– evaluating courses for inclusion
• equitable distribution?
• numbers of themes per course
• learning outcomes?
– selection and prioritization of themes
– different levels of oversight
• strategies for developing themes as pathways to minors