Academic Plan Committee
Action Conversation Reports
December 2014
Introduction
Throughout Fall 2014 semester, the Academic Plan Committee (APC) convened a series of “Action
Conversations” aimed at further engaging faculty, students and staff in Academic Affairs in the academic
planning process. The Action Conversations followed on the “Possibility Conversations” of the year
before and responded in part to campus concerns that the academic planning process would be “all
talk” and that “no action” would emerge in the planning process. APC and the Provost also recognized
that the planning process would benefit from collective and collegial deliberation about the kinds of
actions that would help the campus realize the goals that emerged in the Possibility Conversations.
Considerable thought, deliberation and consultation with campus leadership preceded the launching of
the Action Conversations to ensure that our work was focused on the mission of Academic Affairs and
aligned with a variety of planning initiative and parameters on the campus: The University Strategic
Plan, Campus Master Plan, Diversity Action Plan and others. Importantly, it was recognized that our
effort will contribute significantly and directly to campus preparation for WASC reaccreditation.
Beginning in September, APC members began convening conversations aimed at uncovering the best
ideas within Academic Affairs –with important contributions from other divisions – about how best to
advance the six priorities identified in the Possibility Conversations. Throughout Fall semester, 63 Action
conversations were convened, with 451 participants1. These conversations had two phases: the first
phase was designed to engage the campus in surfacing action ideas or suggestions. The second phase,
which began around mid-November, was aimed at providing a preliminary evaluation – what we called a
“soft prioritization” – of the many ideas that emerged in phase one. We recognized, even before we
began the Action Conversations, that many great ideas would be proposed, but that limited time and
resources made it impossible to support all of these or to launch them simultaneously with no thought
to their sequencing.
The report that follows presents an account of the Action suggestions that emerged over the course of
the semester, organized by Theme. The Actions suggested vary widely: from grand schemes to very
particular efforts. As mentioned, we recognize that all of these suggestions cannot be realized and
present them here simply as a report of what we heard from the campus.
The evaluation process initiated in mid-semester enabled a preliminary evaluation of the vast majority
of the Action suggestions that follow. (Appendix A provides the evaluation rubric developed by the
Academic Plan Committee. ) Theme leaders convened groups of interested faculty, staff and students to
engage in a collegial discussion of the Action suggestions. The resulting evaluations were recorded in an
online database and will be the subject of a meta-analysis by APC members. Our goal will be to give the
campus a sense of the Actions that people felt, and which we believe, to be most conducive to guiding
Academic Affairs as we prepare our students for a rapidly changing world and create an academic
community to support our students’, and our own, goals and aspirations.
1
This figure does not imply that 451 unique individuals participated in the Action conversations. In most cases, a
core group of interested faculty, staff or students attended multiple meetings of a given Theme to generate and
evaluate Action suggestions.
Contents
Theme #1:
Support and Prepare Students for Lifelong Success ............................................................. 1
1.1
Academic/Career Pathways and Success ...................................................................................... 1
1.2
Citizenship and Social/Personal Responsibilities .......................................................................... 4
1.3
Diversity and Globalization ........................................................................................................... 5
1.4
Competencies and Skills for Lifelong Learning ............................................................................. 7
Theme #2:
Promote Excellence in Teaching and Learning ................................................................... 10
2.1
Pedagogical Innovation ............................................................................................................... 10
2.2
Culture of pedagogy .................................................................................................................... 11
2.3
Curricular Innovation .................................................................................................................. 12
2.4
Graduate Education .................................................................................................................... 12
2.5
High-Impact Practices ................................................................................................................. 13
2.6
Assessment of Learning Goals: Institutional, Program, and Student ......................................... 13
Theme #3:
Building (and Sustaining) Community ................................................................................. 10
3.1
– Mentoring ................................................................................................................................ 15
3.2
- Inreach and Outreach ............................................................................................................... 16
3.3
Outreach ..................................................................................................................................... 16
Theme #4:
Faculty Renewal .................................................................................................................. 18
4.1
Component 1: Workload............................................................................................................. 18
4.2
Component 2: Faculty Support and Evaluation .......................................................................... 18
4.3
Component 3: Compensation .................................................................................................... 19
4.4
Component 4: Sense of Belonging and Well Being .................................................................... 19
4.5
Component 5: Administrative and Faculty Relationship ............................................................ 20
4.6
Appendix A: Faculty Workload Inventory ................................................................................... 20
Theme #5:
Staff Renewal ...................................................................................................................... 23
5.1
Professional Development .......................................................................................................... 23
5.2
Technological Tools to Support Staff .......................................................................................... 23
5.3
Staff Wellness.............................................................................................................................. 24
5.4
Building Community .................................................................................................................... 25
Theme #6:
Administrative Processes .................................................................................................... 26
6.1
Data Systems ............................................................................................................................... 26
6.2
Forms Processing ........................................................................................................................ 29
Appendix A: APC Evaluation Rubric
Action Conversation Report
Support and Prepare Students for Lifelong Success
Theme #1: Support and Prepare Students for Lifelong Success
Action Items Identified in the Action Conversations 9/4/14 through 9/26/14
1.1
Academic/Career Pathways and Success
1.1.1
Professional preparation – connect students with real-world activities and
curriculum
Context: Students need at least three qualities for effective job seeking and success:
(1) job-related experience (internships), (2) communications and interviewing skills
and (3) critical thinking/logic skills. Item 1 is discussed under “real world activities”
below. Item 2 each department should offer professional preparation course taught
by qualified faculty (experience outside academia or a deep understanding of
effective communication). See “Curriculum” below. This might also be covered in a
“sandbox” course (see 1.4 Competencies, below). Item 3 should be/is (?) handled
by the curriculum, both GE and major. Need to assess this more diligently.
Context: Advising: Additional professional advising staff remains a HIGH priority for
Enrollment Management Services. Additional staff would work on implementing
the advising recommendations that the Graduation Initiative Team formulated last
year.
1.1.2
We need to create a “Student-ready University” – one that works for students
and reduces unnecessary barriers to information, services and ultimately to
successful graduation.
Action Suggestion: Support programs are needed to strengthen faculty advising.
Academic Advising Services can help with this but is understaffed. Faculty release
time is needed for advising.
Action Suggestion: Work with faculty/department chairs to assign advisors in
PeopleSoft so that students know who their advisor is, and we can track those
students who don’t have advisors and get them one. The easiest way to do this
would be slight modifications to the Change of Program form to make sure the new
advisor’s name is clearly written and a default major advisor assigned to them,
probably the Chair of the department, so these students have a point of contact.
Right now, they don’t.
Action Suggestion: Change the DPR to make UD GE Pathway advising clearer.
Action Suggestion: Create some YouTube videos for GE advising to help students.
We recognize some overlap with Theme 6 in this discussion.
College of Business has an undergraduate academic and career advising center. Would this
model work elsewhere, e.g. other colleges?
Action Suggestion: Have mandatory academic advising/career advising – this needs
to happen early (see first bullet under curriculum)
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Support and Prepare Students for Lifelong Success
We need a more concerted effort with students to find their aptitude and passion for
majors. What tools do we have for this?
Transfer students need a program like First Year Experience, a special program devoted to
helping transfer students get connected
Action suggestion: Establish a Transfer/Re-entry Center with space and staff as a
drop in place for transfer/re-entry students. Staff could be a peer-advisor or
graduate student who understands transfer issues.
1.1.3
Curriculum
Ag, BIOL, NFSC, GEOS require a 1 or 2-unit CR/NC course for all new incoming students in all
majors the first semester; last semester NFSC students required to take exit course. Need to
compare, share effective practices.
Action Suggestion: every major has an intro to major required 1-2 unit course.
Undeclared students have a required “major exploration” course in sophomore
year.
1.1.4
Real-world activities:
Action suggestion: All Chico State students should complete one “immersive
educational experience” prior to graduation: internship, study abroad, service
learning/community based research (Study Local), undergraduate research, other.
The default approach would be to have these activities in the major, but frontloading these in GE is also important, to encourage student persistence.
Context: Internships: Internships are needed for field experience. Legal Studies has
internship built into program, e.g. CLIC or other. There are capacity issues at CLIC.
These might quickly emerge in other majors as well.
How do we involve faculty with field programs and career goals for students? What
trade-offs exist between internship supervision and in-class teaching? Implications
for faculty workload?
We need to help students engage to connect with faculty and professionals in the
field specific fields and for guidance; students need connections. Summer
workshops are important to the Arts and other disciplines.
Action suggestion: Provide more funding for campus student employment
opportunities.
Action suggestion: Strengthen Career/Internship Center. Hire additional personnel
at the career center that serve in the Bay Area/other urban centers to develop
summer internships for our students (Metro Strategy)
Action suggestion: Expand undergraduate research opportunities. Funding and
faculty workload are issues. Summer?
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Action suggestion: Work with University Advancement (UA) to fund more paid
internships, expand internship possibilities through corporate sponsors, expand
Student-Faculty Research Mentorships. Research best practices elsewhere.
1.1.5
Post-graduation
Context: Keeping track of alums is difficult. What are the placement rates for
graduates? Most majors don’t know – we should know! Alumni can help programs
identify strengths/weaknesses of major programs.
Actions suggestions: Track student post-graduate experiences:
NFSC has an exit survey for graduates. Share best practices.
Collaborate with Career Center, Alumni relations for more systematic tracking.
LinkedIn.
EOP has a Career Fair in October and bring back past EOP alums to advise students.
Highly successful and keeps alumni connected.
1.1.6
Forward-looking academic programs – strategic enrollment
(No Action Items emerged here.)
1.1.7
STEM
Context: We need to make state of the art equipment and software available to students
and faculty. Consult with business and industry to determine what equipment and
software students will need for today’s workforce
Action suggestion: Colleges, departments develop 5 year equipment
replacement/request plans. The call went out for new equipment requests.
Approximately $2M in new equipment approved. EOP has five year plan for
equipment renewal. This helps when such requests appear.
Action suggestion: Redesign STEM gateway courses to facilitate student success to
avoid the massive attrition in STEM fields. Many good ideas outlined in STEM
Collaborative proposal submitted to CO on 9/15. UA funding?
Action suggestion: Redesign might include U-Course for STEM gateway courses,
e.g. CHEM 111. Expand Supplemental Instruction in STEM gateway courses to
increase student success.
Action suggestion: Expand Summer Bridge/Boot Camp-type activities to bring
remedial math students up to entry level competency by first semester and Pre-Calc
by Spring.
Action suggestion: Work with pre-Nursing students to create alternate Pathways in
related fields while permitting 4 year (or timely) graduation.
Action suggestion: Technology/software loaner program for low income students
to facilitate success. UA funding?
Action suggestion: Information Technology-focused STEM retention program that
blends some combination of Computer Science, Computer Information Systems,
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Business Systems, Computer Animation and Game Development focused on career
preparation for IT industries. UA funding? Corporate sponsors?
1.2
Citizenship and Social/Personal Responsibility
1.2.1
Civic engagement, public sphere pedagogy: Context: Civic Engagement/PSP
discussion largely deferred to university committee convened by President
Zingg for University Strategic Plan
Action Suggestion: Study Local -- immersive experiences designed to serve the
North State and provide a focused experience like study abroad, without leaving the
North State. Pilot this ASAP working with Jim Pushnik, Emilyn Sheffield, Sue Steiner,
Ellie Ertle others who have projects in the pipeline that are “shovel ready” for
testing. UA work local foundations, others to fund.
Context: Enhance service learning and civic engagement opportunities
We are seeking scaffolded experiences, multiple opportunities for civic engagement
that are progressively more challenging.
What are the resources to encourage this among faculty?
Action Suggestion: We need an inventory of civic engagement practices by major.
Action suggestion: Need new course codes for teaching these courses (activity). Or
up the number of units to 4 or 5 to reflect greater faculty and student work.
What are the rewards for students?
Action suggestion: Up the number of units in Service Learning courses to 4 or 5 to
reflect greater faculty and student work.
Action suggestion: Create badges, Co-curricular transcript, certificates to recognize
student accomplishments in this area.
Action suggestion: Use existing forums: International Forum, Anthro Forum to
enhance civic engagement. Start new Forums: Civic, Sustainability, Diversity?
1.2.2
Sustainability: discussions of Sustainability largely deferred due to ongoing
conversations convened by Jim Pushnik, others.
Action suggestion: Create an interdisciplinary major in sustainability and resilience –
name for the major to be determined
Note: The Institute for Sustainable Development administers an annual survey thus
has data on knowledge, attitude and behavior of students by major, class level,
post-graduation, etc.
1.2.3
Ethics + Academic Integrity:
Context: An ethics course is not the best way to address this. Providing
experiences, like civic engagement, that put students in morally complex situations
and helping them develop principles for reasoning through these is more effective.
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Support and Prepare Students for Lifelong Success
Context: Notions of academic integrity are changing: “everything is a remix.”
(Theme 2?)
Action suggestion: Convene a faculty-student committee (Academic Integrity
Council) to forge a consensus on what is permissible in the cut and paste age. Need
to distinguish inadvertent violations of (changing?) norms of academic honesty.
Versus sophisticated cheating: goggle searching quizzes, cutting and pasting
Tumblrs.
Action suggestion: Establish an anonymous hotline to let professors know when
cheating is occurring. Cheating hurts honest students who don’t come forward for
fear of being denounced by fellow students.
Increase student expectations (Theme 2?)


1.3
Have evening and weekend classes: Didn’t work well for U-Course.
Needs a broader commitment across campus re scheduling.
Greater student accountability (writing quality, turning in assignment on
time, attendance, etc.)
Diversity and Globalization
1.3.1
Inclusive excellence
Extend the Chico Experience to an increasingly diverse study body

Context: Demographics of our student body are changing – we WILL
become more diverse. How do we ensure success of traditionally
underserved students: minority, first generation, lower income?
Action Suggestions: Mentorship (Theme 3) was viewed by many as important for
success of these (and all) students. Chico Student Success Center, REACH, Minority
Engineering Program, Educational Opportunity Program, Louis Stokes Alliance for
Minority Participation, etc.
Action Suggestions: Provide opportunities for peer, faculty and staff mentorship.
This should be formalized, but informal mentorship – being helpful and sensitive – is
also important
1.3.2
Context: Diversity discussions largely deferred to University Diversity
Committee convened by President Zingg for University Strategic Plan:
Need to maintain, improve diversity education in the curriculum. But that is not enough.
Expand diversity in Academic Affairs workforce: students need to see, interact with, faculty
that “look like them.” But there are challenges to diversifying the faculty at Chico State.
Need clarity on effective, legal recruiting practices to diversify hiring pools. Avoid faculty
“replicating themselves.” (Theme 4)
Recruit and retain a diverse student body
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Support and Prepare Students for Lifelong Success
Action suggestion: Send faculty to recruit students in diverse regions high schools to
raise awareness of the conditions and barriers to success that characterize “new
majority” students.
1.3.3. Action suggestion: Halve the graduation gap between underserved students (URM)
and other non-URM students by 2020. (Six year graduation rate for URM students
was 46% and for non-URM students was 62% in 2014.)
1.3.3.1. Action suggestion: Expand mentoring and related efforts to build academic
community and success among underserved students.
1.3.3.2. Action suggestion: Implement pedagogical strategies, such as learning
communities, supplemental instruction and other High Impact Practices, known to
support the success of all students, especially URMs.
1.3.3.3. Action suggestion: Build academically-oriented social communities that
extend the Chico Experience to all students, especially underserved students.
1.3.3.4. Action suggestion: Focus on local efforts that can make the educational
experience affordable including raising scholarship funds for underserved students,
reducing the cost of instructional materials and addressing on-campus housing costs.
Expand and promote multicultural values
1.3.4 Action suggestion: Provide faculty development opportunities, beyond
workshops, to increase diversity awareness. Needs to be experiential and approach
US and Global diversity issues. (Theme 4)
We need to recruit and retain more diverse faculty (Theme 4)
For international faculty there are challenges with Visas and student reactions and
acceptance of international faculty
1.3.5
Internationalization
Programs, curriculum
Academic Affairs. Encourage interaction among international and domestic
students;
Action Suggestions: create a mentor program for international students – pair an
international student with an American student … INST 110, buddy system between
study abroad alums and exchange students, house international students together
to build community. … revive language houses … student clubs can foster
interaction … Faculty need to help bring out different perspectives in classes with
international students … Department can host lunches for international students,
give them tickets to campus performances, etc.
Curriculum. Context: Requiring a second language was a common action item in
many reports …
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Action suggestion: Form a faculty-led Task Force on second language requirement.
Should non-native English speakers be waived from such a requirement? Should
computer programming languages fulfill a second language “requirement?”
Action Suggestion: Encourage more Study Abroad (immersive experience).
Develop more scholarship opportunities for students to Study Abroad. A study abroad
experience could be part of a second language requirement. Chico State faculty could lead
more study abroad experiences. HFA is encouraging this.
Action suggestion: Create program that allows CSUC students to chat/interact with
international students – virtual contact … skype, etc … Example of Quirino De Brito
doing this with Brazilian colleagues.
International student recruitment and success …
Context: what is the data on international student success? Persistence, graduation … if we
bring in more international students, need more service support.
1.4
Competencies and Skills for Lifelong Learning
1.4.1
Critical Thinking
Context: What does critical thinking mean? Majors may interpret this differently

Could programming fulfill logic and critical thinking (Area A3)?
Action suggestion: Need to define, inventory and assess in majors and GE
1.4.2
Communication
Writing
Action Suggestion: We need a campus-wide discussion of how to meet our students
need for effective writing instruction, i.e. address the “WI crisis” in GE, gaps evident
in NSSE data
Action Suggestion: Fund the First in the World Proposal written by Kim Jaxon aimed
at “multiple literacies.” Addresses 1.4.2 (all areas) and 1.4.3. Proposal is already
written. UA funding possibility.
Oral
Visual/presentation
1.4.3
1.4.3 Technological literacy
Action suggestion: Make state of the art equipment and software available to
students and faculty
Action suggestion: Provide appropriate technology training to faculty and staff,
beyond Linda.com
Action suggestion: Better communication among deans to make sure technological
access is equal across colleges (staff, faculty, classrooms)
Curriculum
Action suggestions: (Theme 2)
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Support and Prepare Students for Lifelong Success
Incorporate into curriculum the latest technological advances cloud computing;
mobile, web and data analytics; programming
Implement classroom clickers for larger classes; invest in “clickers” that can be
downloaded to cell phones
Provide every student with a laptop or bridge the gap for students who cannot
afford it.
Provide 24/7 access to technology
Provide better computers in the student computer labs (must be able to handle
latest technology)
Add technical classes in every college
1.4.4
Financial literacy
Action Suggestions: For items 1.4.3-1.4.4 above the group felt we could explore 1
unit modules (4-5 weeks) in length that would teach following professional skills for
freshman (and other) students: “sandbox” courses, examples:









Developing an e-portfolio
Web design
Coding
Common software programs: Word, PowerPoint,
Excel, etc.
Financial literacy: student loans, credit card debt,
household budgeting, etc
Effective presentations
Computer and social media skills necessary for the workforce
Sandbox courses = 1 unit classes taught over 3-4 weeks focused on a particular “life
skill:” financial literacy, coding, constructing an e-portfolio, effective presentation
skills, basic web design, etc. Students could take up to 6 units of these courses
toward their degree. Count toward GE Area E?
1.4.5
Information literacy
Context: We would need to define this first – what does it mean to the majors

When is best intervention point?
Context: This is a core competency set forth by WASC



Use of databases
Effective searches
General research skills
Action suggestion: We should inventory the majors on info literacy
Campus librarian can help with this goal
1.4.6
APC
Quantitative Reasoning
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Context: What does this mean? What skills do 21st C students need?





Ability to read charts, tables, figures
Numeracy – how defined?
Data visualization
Statistical literacy: familiarity with survey, other stat data
Even artists need QR: ceramics, glass, etc
Sustainability for non-science majors, QR: life cycle of products, carbon footprint
Action suggestion: Faculty task force on QR to inventory majors, GE on quantitative
reasoning, explore how other universities do this, define best practices.
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Promote Excellence in Teaching and Learning
Theme #2: Promote Excellence in Teaching and Learning
Action Items Identified September 4-November 3, 2014.
Learning is first in all we do. This needs to be driving force for all of campus, not just
faculty, and not just Academic Affairs.
This theme is really about two components: First, the creation of a new
culture on campus. We need a way to move from concepts to actions.
Second, concrete pedagogical change. The theme has further implications:



2.1
Proactive and very engaged faculty
For now – incentivization of development
Culture that values pedagogy – put our money where our mouth
is.
Pedagogical Innovation
2.1.1
Wise use of technology
Encourage faculty to use technology consistently (e.g., Blackboard)
Pay faculty and staff educators to attend BBLearn workshops or bank “credit”
toward specific pedagogical tools (ipad, slide advancer, software, student hours for
peer support such as BB discussion leaders, etc.). Valuing people.
Consultation:
Consult faculty before extant committees make decisions that impact student
learning, including technology, space allocation, when and how we can use learning
spaces. The goal is to ensure that pedagogical needs are driving technology and
other key decisions.
Develop mechanisms to share best practices across campus, and across CSU system?

Leverage existing digital learning center for faculty (with faculty input) –
Merlot II.
Share information about CO incentives (e.g., Sandra Flake and Proven/Promising).
Further incentivize faculty who participate in these endeavors.
Incorporate faculty positions in the TLP
Provide release time for faculty to be liaisons with TLP.
Collaborative teaching, which should be tied to high-impact practices for faculty and
students
2.1.2
Showcase success stories.
On CSUC home page
At the In-Service CELT Conference
At Merlot II site
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2.1.3
Promote Excellence in Teaching and Learning
Creation of workshops for co-teaching
Provide summer stipends for faculty to participate in interdisciplinary workshops.
2.1.4
Explore methods of evaluating workload in a more creative and dynamic
fashion to allow for structures different from the norm.
Create modular courses – use a banking model for WTUs.
Incentivize first two years of shared course creation and implementation
Look for models across the system where co-teaching is already being done
effectively. This might be part of the job of person/people running summer
workshops.
2.2
Build a Culture of pedagogy
2.2.1
Conduct campus inventory of how we incentivize pedagogical development and
continuous innovation.
Refine RTP language at the department level to include both pedagogical growth
and achievement. Create a climate that accepts experimentation as a potential
component of growth.
2.2.2
Reduce disincentives for pedagogical development.
Provide release time or professional dollars to develop pedagogical approaches or
materials.
Create teaching schedules that maximize each faculty member’s time.
Provide faculty with maximum flexibility with regard to when they spend
professional development money.
Competing emphasis to conduct research for junior faculty. (Pass to theme 4 –
professional development)
Clarify disincentives by instructional group (temporary faculty, TT faculty and
tenured faculty).
2.2.3
Create a campus wide culture that celebrates and deepens pedagogical practice.
Develop a university-wide “Book in Common” or reading list and incentivized
reading groups on state-of-the-art developments in learning (e.g., ”Making it Stick”
by Brown, Roediger, and McDaniel). Use existing “Book in Common” on pedagogy to
build community around shared understandings.
In-service days for pay for both t/tt and adjunct where we can share best practices,
build an inclusive culture that supports pedagogy (e.g., CELT is paid in-service day or
two).
2.2.4
APC
Create more opportunities for all faculty – tt and temporary – to receive
professional development opportunities centered on pedagogy.
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Promote Excellence in Teaching and Learning
Pair skilled instructors with new instructors in pedagogical partnerships –
development bonus for working together. Assigned time. Expert and novice
relationship that is fluid.
2.2.5
Build more flexible models of evaluating instruction to accommodate coteaching or collaborative practices
Evaluate SET process: Provide mechanisms for instructors to be evaluated
separately in team-taught, online, hybrid, lab-based and other courses.
Provide models of best practices for peer observations.
2.3
Curricular Innovation
2.3.1
Interdisciplinary curricula
Institutionally identify, evaluate, and model structures, procedures and funding
models that support best practices for degree programs, options, credentials, and
certificates across the CSU system.
2.3.2
Renewal of major curriculum
Use 5-year program review and assessment as levers for renewing curriculum.
Implement the Department Fact Books using Sac State Model as a mechanism for
revitalizing the Academic Program Review process.
2.4
Graduate Education
2.4.1
Search for and support best practices in graduate education.
Identify best practices in graduate student pedagogy and pedagogical innovation.
Institutionally identify, evaluate, and model structures, procedures and funding
models that support best practices for graduate education across the CSU system.
2.4.2
Support graduate students and leverage graduate education to improve
undergraduate education.
Develop, revise, and standardize “banking models” for rewarding faculty who work
with graduate students (e.g., X number of graduate projects chaired = course
release) so faculty are available to chair and serve on committees.
Provide funding for increased graduate student teaching and research
assistantships.
2.4.3
Identify and make explicit the funding model for graduate and international
education to enable better planning and student support.
Utilize additional resources from out of state and international students to set up
writing center for graduate students.
Involve graduate council in the establishment of a graduate writing center.
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Promote Excellence in Teaching and Learning
Involve graduate coordinators in decision-making bodies on campus (e.g., Senate
Executive Council).
2.4.4
Review 2009 EM (EM 09-001) for graduate education
Task Graduate Council and Associate Dean and Dean of Graduate Studies to review
and make recommendations for revision.
Upgrade technology for graduate studies applications, reviews, and tracking.
2.5
High-Impact Practices
2.5.1
Identify high impact practices already in place.
Evaluate constraints on such practices that are fiscal vs historical, etc.
Evaluate funding models in place that drive teaching decisions.
Assess these practices to determine efficacy and who/how many people are
benefitted.
2.5.2
International experiences
Support faculty engagement in internationalization locally and globally.
Strengthen study abroad mechanisms to support students who wish to study
abroad, both undergraduate and graduate.
Integrate activities and programs to provide opportunities to allow domestic
students to be exposed to international languages and cultures.
2.6
Assessment of Learning Goals: Institutional, Program, and Student
2.6.1
Identify common criteria to evaluate program alignment with program and
university goals
Clarify indicators of program success and align with five-year review process and
timeline.
Bring in a national recognized expert to renew and invigorate assessment
2.6.2
Provide clear answers to faculty on the question, “What is the institutional role
and what are the institutional uses of assessment?”
Specify program assessment as linked only to measuring program success, and not
to the faculty review process
Build more robust linkages between individual faculty participation in assessment,
programmatic improvement, and institutional growth.
2.6.3
Create a culture that appreciates, understands, and values assessment (how to
do this?)
2.6.4
Reinvigorate the university-wide assessment committee (AAC)
Develop a model for university and program accountability and improvement
Support and encourage continuous learning processes.
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Promote Excellence in Teaching and Learning
Provide a rationale for the need for assessment
Articulate the purpose for assessment
Inventory best practices, approaches, examples of assessment
Review and revise use of assessment funds to support best practices across campus.
2.6.5
Increase the formal and institutionalized role of assessment in RTP
2.6.6. Provide faculty easy access to program assessment data (e.g., The School of
Education provides a nice model for faculty having access to, making use of data, and
making programmatic changes to improve program.
2.6.7
Differentiate between measurement (e.g., data collection) and assessment
(using multiple sources of data to continuously improve teaching, programs,
and the broad organization).
2.6.7.1. Provide CSU departments with an annual “Department Fact Book” like in use at Sac
State to leverage institutional data for programmatic assessment:
http://www.csus.edu/oir/Data%20Center/Department%20Fact%20Book/Depa
rtmental%20Fact%20Book.html. This provides everybody with the same access
to the same data; a common point of reference and an easily verifiable data source.
The fact book provides common data, but we also need to have the ability to
highlight program excellence in unique ways to demonstrate alignment with clearly
articulated university strategic objectives.
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Building (and Sustaining) Community
Theme #3: Building (and Sustaining) Community
A Summary of Action Conversations
Introduction – While each of us may have a different idea of what “community” represents,
the fundamental human need to belong, to nurture and feel nurtured and connect have a
part in any strategic plan for an organization with human interaction as its focus. The
possibility conversations pointed towards four large areas of interest (Mentoring,
Collaborative Spaces and Shared Activities for Community Building, Support for the North
State Initiative, and Alumni Connections). During the course of our action conversations it
seemed that two areas, Mentoring and a reimagined “Inreach and Outreach” which
combined previously separate areas, emerged. While Alumni Connections were
acknowledged, the reenergizing of the Advancement area could lead to an Alumni office
that addresses areas suggested in the possibility conversations. The listing below reflects
the action conversation focus.
Format – identified sub-areas and their context will follow each major area. Specific
suggested actions will follow in red. Other thematic areas that overlap or are impacted by
this suggested action follow in blue.
3.1
– Mentoring
3.1.1
Peer Mentoring –
Context - The value of peer mentoring for first-year students, transfer students, and underrepresented minorities is recognized in the literature. There are many programs on campus
that currently use peer mentoring in a variety of ways, often in isolation from others with
similar goals and methods. Training, delineation of expectations, and assessment of peer
mentors and their faculty or staff partners (when applicable) could be formalized and be a
basis for collaboration between programs. Finally, a targeted effort to broaden the pool of
peer mentors across the many possibilities for their use on campus should be developed.
Suggested Action: To aid the transition of first-year students, place a peer mentor
or peer mentors in jumbo sections of GE or major Introduction courses. [Theme 1,
Theme 2, Theme 5]
Suggested Action: Develop common peer mentor training, assessment, and
parameters for peer mentor processes. [Theme 1, Theme 2, Theme 4, Theme 5,
Theme 6]
Suggested Action: Develop processes that broaden the pool of peer mentors.
[Theme 1, Theme 5, Theme 6]
Suggested Action: Identify and train Transfer Peer Mentors in each College. [Theme
1, Theme 4, Theme 5]
3.1.2
Faculty/Staff Mentoring
Context – With the influx of new faculty and staff there exists a need for not only training
but for a support system as these members of the university community adapt to their work
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Building (and Sustaining) Community
environment. These mentoring activities will help build the culture of community and
collaboration within the university.
Suggested Action: Determine, with the aid and collaboration of the Staff Council and
Faculty Affairs, the dimensions of mentoring needed (RTP, computer literacy,
solution literacy, etc.) and develop programs to address them. [Theme 4, Theme 5,
Theme 6]
Suggested Action: Develop an assessment tool for probationary faculty and staff to
evaluate their mentoring experience. [Theme 4, Theme 5, Theme 6]
3.2
- Inreach and Outreach
3.2.1
Inreach
Context – Community building is both an internal and external activity. In many ways,
building the culture of community internally enables and supports our external efforts.
Suggested Action: Create a searchable database of professional and personal
interests to facilitate collaboration or community building events. [Theme 2, Theme
4, Theme 5]
Suggested Action: Coordinate and share information regarding the many and
various speaker series that exist throughout the university community (also
Outreach). [Theme 2, Theme 4, Theme 5]
Suggested Action: Schedule a series of single topic Collaboration Lounges. [Theme
2, Theme 4, Theme 5]
Suggested Action: Create a more coordinated and widely shared outlet to promote
university-wide participation in events/activities. [Theme 1, Theme 2]
3.3
Outreach
Context – There are many connections with the North State that could be enriched
by collaboration and communication. The North State Initiative report can serve as
a resource and guide. Both the invitations to campus and reaching beyond campus
are vital to our service to the North State and to promote Chico State as a regionwide participant and partner.
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3.3.1
Suggested Action: Develop a campus Speaker’s Bureau as a resource to our
service area. [Theme 4, Theme 5]
3.3.2
Suggested Action: Determine, using the North State Initiative report, what areas
in our service area are underserved and encourage and support outreach to
those locales. [Theme 4, Theme 5]
3.3.3
Suggested Action: Using the suggested professional and personal interest
database as a resource, link faculty and staff with service area organizations.
[Theme 4, Theme 5]
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Building (and Sustaining) Community
3.3.4
Suggested Action: Sustain faculty, staff, and administrative outreach to our
service region Community Colleges as partners in higher education. [Theme 1,
Theme 2, Theme 4, Theme 5]
3.3.5
Suggested Action: Create a “one stop” information contact point for the
university to facilitate community access and participation.
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Faculty Renewal
Theme #4: Faculty Renewal
(No ranked order among the components and actions has been established by the Theme 4
working group at this time.)
4.1
Component 1: Workload
Action 1: Increase tenure density to better balance tenure-track/tenured faculty
workload (see Appendix A below).
Action 2: Align WTU allocations with RTP Components.
Clarify the expectations for each component of RTP (Teaching, Professional Development,
and Service).
Action 3: Ensure that all mandatory training is verified as mandatory, and is
matched to the appropriate trainees.
4.2
Component 2: Faculty Support and Evaluation
4.2.1
RTP Process
Action 1: Articulate and disseminate RTP “best practices” from across campus. This
is to include both practical protocol, as well as mentoring.
Action 2: Establish and Support mentoring programs.
Action 3: Create a richer method of teaching assessment in the RTP process, to
include:



Supporting faculty to develop a real understanding of teaching practice,
syllabus elements, pedagogy, and the components of “a learning
moment”
Identifying teaching excellence and practice.
Improved Mechanisms for accounting for our teaching practice (thus
capturing and valuing what we actually do)
Action 4: Promote a university-wide philosophy on faculty expectations (such as the
Teacher-Scholar Model).
4.2.2
Post-Tenure Review
Action 5: Reimagine post-tenure review:


Create a supportive process, including funding, to re-engage faculty who
want to recommit to research, teaching and service.
Attach funding incentives to post-tenure review for highly
engaged/active faculty.
Action 6: Recognize the academic maturity of our colleagues during post-tenure
review, and stress the importance of self-imposed standards of rigor and
accountability. One way to express this is through:
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
4.2.3
Accountability based on our care of our department (accountable for
each other)
Temporary Faculty
Action 7: Institutionalize the new Lecturer Orientation, to include an orientation on
the RTP Process for Lecturers, and to produce/distribute a Temporary Faculty
Handbook.
Action 8: Provide incentives for successful long-term temporary faculty.
Action 9: Standardize expectations/evaluations of Graduate Student Teachers
4.3
Component 3: Compensation
Action 1: Enact campus-level compensation mechanisms as allowed by the CBA, to
include:




Addressing Inversion
Addressing Compression
Addressing Stagnation
Addressing Salary Competiveness
Action 2: Create a campus mechanism to ensure that compensation issues are
addressed in an equitable and ethical manner, to include:



Promoting general transparency to salary and negotiation (tell people
how they can negotiate their salaries openly)
Within Colleges define in Constitution or Procedures
Encourage people to share information down the line –train Deans,
Chairs, Secretaries to know and disclose:
o Promotion practices
o Recognize that base compensation is negotiated, but the
President can take action beyond what is negotiated.
o General compensation ethics
Action 3: Maintain momentum regarding increases in Professional Development
Funds. Continue to improve support for developing research.
Action 4: Streamline processes for the distribution of incentive funds and improve
communication about internal grant funding (no RFPs for small grants).
4.4
Component 4: Sense of Belonging and Well Being
Action 1: Create Spaces for Communication, Collaboration, and Socializing, for
example:


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Fully return Selvester’s Café-by-the-Creek as a faculty/staff dining
facility
Ensure that all Colleges or buildings have a common faculty space room
to meet, eat and collaborate.
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Faculty Renewal

Establish Wellness spaces for faculty on campus (communication hub
for health and community group activities and news –child care, after
school, baby care, elder care)
Action 2: Develop, administer, and respond to an annual Campus Climate Survey
Action 3: Create an Ombudsman for the campus.
Action 4: Continue to practice “Chico Communication” including:


4.5
Training to facilitate community (Chairs, Deans, Staff at orientation)
Disseminate literature on better and effective leadership
Component 5: Administrative and Faculty Relationship
Action 1: Emphasize a Culture of Transparency via an Intentional Architecture, to
include:







Rely on shared governance principles and processes
Establishing a university policy on agenda-posting and meeting minutes.
Tracking Policy Coordination and Development.
Committee Efficiency Project: Provide a “clearinghouse of committees”
of administrative committees and make available who is on the
committees, as well as the charge for each of the committees. CAD,
Council of Chairs, Cabinet, Campus Planning Committee, Research
Foundation Board.
Creating a formal process of Notification/Consultation and final formal
enrollment so everyone knows processes and where to find
information.
Creating subcategories of types of policies to manage appropriately.
Consistent and intentional communication flow for all key university
meetings.
Action 2: Design activities/programs to engage both faculty and administrators to
understand each other better and to do things together.
4.6
Appendix A: Faculty Workload Inventory
4.6.1
TEACHING (all in the context of increased class sizes)
Course preparation for an established course (much more for new course)








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Syllabus updates (including new required policy language)
Reading/assignment updates
Build LMS structure (learn new LMS, learn new features)
Make course materials accessible
Build and then maintain class online website in Blackboard
Posting enrichment material online.
Learn new applications for Blackboard learn.
Learn applications of Google (for posting)
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
Update/acquire applications for devices
In-Class hours (4 classes = 10 hrs./week)
Class preparation




Maintain currency
Prepare presentations
Prepare assignments
Prepare in-class materials



Create rubrics
Review assignments (comments, grades)
Maintain online or offline gradebook
Grading
Student contact outside of class


Office hours (scheduled and drop-in)
Email (24/7)
Supervision instruction (may or may not be part of assigned teaching load)





Graduate students
Independent Study
Thesis/Project/Professional Paper
Internships
Developing relationships for internship placements
Letters of Recommendation
Assessment of SLOs (departmental and General Education)
4.6.2
SERVICE
Departmental Committees





Personnel
Curriculum
Library
Assessment
Etc.
College Committees




Personnel
Leaves
Scholarships
Etc.
University Standing Committees (see Senate list)
Ad Hoc Committees

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
Other examples fall 2014: SET Committee, APC Theme working groups,
etc.

Departmental: majors, minors (twice a year mandatory for many/most
departments); graduate students/potential graduate students
Student organizations
University-wide programs: Summer O, Chico Preview Day, Professor
Palooza, etc.
Advising


Guest presentations



in other courses
for campus groups: Conversations on Diversity, CELT, etc.
for community groups

Discuss best practices used with colleagues inside and outside
department
Provide best practices examples
Provide commentary and advice to community leaders
Interviews with media
Assist colleagues’ manuscript, mentoring
Providing ideas to lists like this!
Writing letters of recommendation for students, colleagues
Keeping up with LinkedIn—students, colleagues.
Other Service







4.6.3
RESEARCH/PROFESSIONAL DEVELOPMENT
Research and writing
Conference attendance/presentations
Grant-writing



Internal (IRG, CELT, other)
External
Sabbatical/leaves applications
Service to the profession


Professional organization leadership
Manuscript reviews
Other Research:



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Review book advertisements from publishers for class texts, for
research texts
Updating vitae
Internet searches for updating current, past research links and research
used.
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Staff Renewal
Theme #5: Staff Renewal
5.1
5. 1 Professional Development Strengthen Opportunities for Professional and Career Development
5.1.1 ACTION: Conduct a survey on what kind of training and professional
development staff feel is needed or of interest
5.1.2
5.1.3
5.1.4
5.2
ACTION: Offer more training, professional development workshops, and
classes, and encourage participation
5.1.2.1 Offer a one day professional development conference each
year with breakout sessions on different topics and areas
5.1.2.2 Assist staff in attending the two day CSU system wide staff
professional development conference
5.1.2.3 Create opportunities for staff to attend conferences
related to their job duties or departments
5.1.2.4 Offer classes for staff who want to learn new skills (suc
5.1.2.5 Encourage managers and leads to allow staff to attend
training sessions during work hours
ACTION: Provide assistance to help staff with advancement and
promotions
5.1.3.1 Provide staff opportunities to move into new positions
when available
5.1.3.2 For every hire identify career ladders and career path
models so staff entering any position on campus
understand what the opportunities are to move forward
5.1.3.3 Provide opportunities for staff to do internships or
volunteer in other departments to promote job mobility to
desired positions
5.1.3.4 Include staff professional development plans with the
yearly evaluations
5.1.3.5 Provide more cross training for staff to help teach new
skills
ACTION: Improve staff onboarding
5.1.4.1 Provide more training for new staff within the departments
and units
5.1.4.2 Assign every new staff member a mentor
5.2 Technological Tools to Support Staff
Provide staff with the technological tools and services they need to do their jobs
effectively
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5.2.1 ACTION: Conduct a staff technology needs assessment to determine the
equipment, software, and technology services staff need
5.2.2 ACTION: Create a central web page that enables staff to easily find
needed resources to be able to save time and more effectively do their jobs
5.2.2.1 Provide centrally located organizational charts for all areas
5.2.2.2 Identify campus experts who can be called on for help
5.2.2.3 Create a one stop shop for forms
5.2.2.4 Provide documentation of processes and procedures
5.2.2.5 Provide schedule of workshops, training, and classes
5.2.3
5.2.4
5.2.5
5.2.6
5.2.7
5.3
ACTION: Provide staff with a tablet or ipad to increase efficiency and
productivity
ACTION: Implement online spaces for communication and collaboration
5.2.4.1 Use BbLearn to create communities and improve
communication within departments, colleges, job
classifications, etc.
ACTION: Provide better IT support for staff
5.2.5.1 Expand TLP staff expertise to include people trained to help
staff use the technology tools they need
5.2.5.2 Provide IT staff for each Department
5.2.5.3 Provide IT staff with expertise in certain areas (such as
PeopleSoft)
ACTION: Improve the University Google search so that it works to bring
up more relevant items.( It was noted that the regular Google search
does a better job than the CSU, Chico Google Search)
ACTION: Consult with multiple divisions when forms are developed in
order to meet the needs of all end users
5.3 Staff Wellness
Invest in the health and wellness of staff
5.3.1 ACTION: Provide more information and workshops to learn about healthy
workspaces and habits
5.3.1.1 Offer lunchtime wellness programs and presentations
5.3.1.2 Use email blasts for health tips
5.3.2 ACTION: Offer more opportunities for staff fitness activities
5.3.2.1 Have campus competitions for staff
5.3.2.2 Offer lunchtime activity programs such as walking or yoga
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5.3.3.3 Cover costs for staff memberships to the WREC center
5.3.3 ACTION: Recognize staff contributions and value to the University
5.3.3.1 Acknowledge staff for their professional development efforts
5.3.3.2 Increase number of staff appreciation opportunities, events, and
awards
5.3.4 ACTION: Develop systems such as cross training of employees and
temporary pools that help reduce stress on staff when they take vacation or
are sick
5.4
5.4 Building Community
Build strong connections between all members of the academic community
5.4.1 ACTION: Create opportunities for networking, collaboration, and
communication both on campus and with other CSUs
5.4.1.1 Improve communication between ASC’s, ASA’s and AAS staff
5.4.1.2 Find a tool to better communicate what we are already doing
well throughout the Division
5.4.1.3 Have Academic Affairs hold regular team building activities
5.4.1.4 Bring in keynote speakers on topics of interest to staff
5.4.1.5 Support clubs for campus staff members
5.4.1.6 Improve communication and consultation about policy and/or
procedural changes that affect staff
5.4.1.7 Improve the communication between staff and upper
management
5.4.1.8 Send out informative newsletters from areas talking about
accomplishments and introducing new staff
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Administrative Processes
Theme #6: Administrative Processes
Note: The actions below are not in any priority order. These represent work of the
committee to date and should not be construed as a final report. Ideas have come
from many sources and people from different divisions. Many of these actions are
not limited to a specific division
6.1
Data Systems
6.1.1
Tools
Currently data is provided by two major reporting systems Insight and CRA both are
supported by the Data Warehouse. These systems are reaching the end of life
(unsupportable). IRES is in the process of replacing the Data Warehouse and
reporting tools.
Goal: Provide a supportable and robust system for data extraction and reporting.
Action: Complete this transition ASAP
Resources need to be provided to implement the technology and to support the
replacement of existing systems.
6.1.2
Reporting Management
Currently thousands of reports exist in Insight and CRA. Many of the issues with the
current systems are a result of the “organic” nature of their growth. Many reports
are duplicates, created for onetime use, or have fixed selections.
Goal: Provide data reporting that is easy for users to access, focused on demands
for data, easy to interpret, and supporting of data driven decision making.
Action: Create an oversight committee/group to evaluate needs
Currently we have many similar or duplicated reports. This leads to confusion for
users, maintenance of more reports. It would be desirable to have a clearinghouse
to assess report requests. Users (consumers of the data) need to be a part of this
process.
Action: Document data
When reports are generated the user needs to understand what they are looking at.
For example if a report shows FTES then what type should be documented. If a
report combines associate professors with lecturers then this should be clear on the
report.
Action: Develop standardized methods of selecting data.
Reports vary widely in selection of term and other variables. Reports should use
common methods for selection and allow the drill down from University to Program
level whenever possible.
Action: Align available reports with reporting requirement in AA
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AA requires data for documents such as hiring templates and academic program
review. Reports should be created to provide this data in the desired format.
Many hours are spent at the department and college levels could be saved in the
labor to find and format data.
Action: Data needs to be provide as formatted reports and in raw format
Currently CRA data is primarily extracted in Excel format. This is useful for analysis
using tools like pivot tables, but time consuming for inexperienced users. Insight
reports are formatted, but data cannot be exported easily for additional analysis.
Data is commonly cross-tabbed, contains combined cells, etc.
6.1.3
Identity Management
Access to data is a critical need for AA staff in many different roles such as AAS, ASC,
and Chairs. Currently access is granted to individual reports to individual people.
This has resulted in haphazard access. Access doesn’t change as people change
roles. Requests for access may occur with an email request or require the signature
or the chair and dean depending on the system.
Goal: Streamline the assignment of access to data reporting systems. Insure that
the people who need access have it.
Action: Implement a role based access system
Policies and methods for authorization should be standardized.
6.1.4
Timeline
The need for reporting is ongoing but is also driven by a number of events in
including WASC. Specific milestones should be set and resources allocated to meet
these milestones.
Goal: Set appropriate milestones for implementation of new systems and provide
adequate resources to achieve these milestones.
Action: Set timelines for implementation of reporting systems and specific reporting
functions
6.1.5
Processes Improvement
Goal: Increase the efficiency of common tasks completed by AA.
Action: Financial Reporting
Standardize financial reporting at the college and department levels with the goal of
having common reports and reports that users can understand.
Action: Develop a report that generates RTP actions
Faculty require regular review. A report that can be run easily to determine who
needs to be reviewed and for what should be provided.
Action: Develop a report for management of lecturers
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Tracking of seniority, courses taught, etc. This is needed in making appointments.
Action: Electronic Dossiers
PAF and Dossiers require space to store and maintain. The campus should be urged
to adopt online versions. This effort could enhance the RTP process by providing a
richer portfolio that is not limited to print and remote access by personnel
committees would allow more time to review (not bound by a place and time). The
solution would need to be secure and allowed by CBA and FPPP.
Note: an ePortolio tool may be in the works.
Action: Schedule Building and Planning
Schedules are built by chairs and implemented by ASC’s and APSS. The schedule
contains course offerings, facilities information, and workload information. The
entire process should be reviewed to look for ways to streamline this process. The
schedule also determines PT contracts. Since the schedule planning starts a year in
advance planning tools are needed.
Note: APSS has implemented online room requests and provided some auditing
reports.
Action: Workload Reporting
Streamline this process. Reporting is cumbersome and generates a lot of paper
forms for AWTU. (need more detail here)
Action: Provide standard reports for FTES
Actual to Target, College and Department Level, Multi-year comparision. Define
FTES for reports (residential vs total). Agree on common metrics for AA.
Action: Hiring faculty – Access
Identify management needs to allow access to the LMS and email prior to the
semester. We expect faculty to use these tools. Is there a policy for post semester
access?
Action: Provide role based dashboards for AA roles
The campus has many tools and support documents but these may be hard to find.
Providing and maintaining role based dashboards (ex. for a department ASC) that
are organized by task could save hours of time. This is particularly important to
employees new in a role. A single point of entry is needed. The Chair’s Dashboard
or IRES service catalog might be models.
Action: Curriculum Changes
Workflow for this process needs to be examined and clearly defined for
departments. Course vs. Program (different workflow). Editing of catalog copy,
MAPS, etc. should be easier. Tracking of changes needs to be a priority. This starts
in departments and it is often difficult to see where in the workflow a change is.
Action: Provide tools for web update
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Department/College/Unit websites require constant maintenance. Look for tools to
help in maintaining current sites. Broken links are a particular problem.
Action: Student Add/Drop Forms – Electronic Routing
Action: Overunit Partitions – Electronic routing
Action: Change of Major, Add Major/Minor, Drop Major/Minor – Electronic
routing
For is online, but must be printed manually and signed. Make this an electronic
workflow and include the department leaving (as info) in the workflow.
Action: Committee membership tool
Provide a AA wide tool to track membership on University, College, and Department
committees. Tool would allow reporting and contact.
6.1.6
Communication
Currently CRA provides communication tools.
Goal: Provide a simple method of communication to admitted and enrolled
students.
Action: Review this capability
As new tools come online insure that communication is part of the solution.
Action: Consider ways to standardize student communications in AA
Departments commonly want to contact students with specific attribute such as:







Department or College
Major/Option
Class Level
New students
At risk students
Students that need a required course
Status (eg. Admitted)
A standardized method would be helpful where the population can be selected and
a message with attachments can be sent by campus servers in a metered fashion so
as not to trigger blacklisting. Training of AA personal on use of this tool is needed.
6.2
Forms Processing
Dozens of forms are completed and processed both within AA and for other
divisions. Forms are required to transmit information and provide regulatory
compliance. Forms process should be reviewed with the goal of reducing the
amount of resources required for forms processing.
6.2.1
Format
Currently forms in AA and other divisions vary widely in format and process. Word,
Excel, Acrobat (PDF) are commonly used. It is not uncommon to have forms that:
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


Are not fillable
Are protected and cannot be saved with data
Will not print (Excel) properly
Goal: Reduce staff time in processing forms, reduce paper used, and reduce file
space taken by the current processes.
Action: Standardize form tool
Adopt a standard tool for forms. Forms should be fillable, savable with data,
support electronic signatures, and printable. All new forms should conform to this
standard. Training should be provided for forms creators.
6.2.2
Workflow
Goal: Increase the efficiency of processing and tracking of forms.
Action: Review workflow
Forms should be reviewed to determine who needs to sign forms. Workflow should
be shortened when possible.
Action: Use digital signatures
Setup as part of the campus identity management digital signatures. Determine
which forms must have a “wet” signature. Allow use of digital signatures for other
forms.
Action: Reduce the number of paper forms
Support the sustainable goals of the campus by using electronic forms. Train forms
creators to use a common tool (ex. Acrobat), develop systems of secure electronic
storage at the department, college, and division levels
Action: Timeline for implementation of forms management system?
Image Now is in current use on campus in at least 2 units. Should the campus
adopt this system or consider another. Develop a timeline for adopting
something…..
Action: Explore ways to connect PS to a document management system.
When a document management system is adopted consideration should be given so
that the workflow updates status in PS where appropriate saving the labor of double
entry.
APC
30
12/5/14