UNIVERSITY COUNCIL
2008 – 2009
AGENDA
Presidents’ Lounge, Campion Hall
January 22, 2009
1. Approval of Minutes
2. Report of Chair
3. Mandate on Conflicts between Final Exams and Athletic Competitions
returned from Faculty Senate
4. Mandate on Assessment of Academic Advising returned from Faculty Senate
5. Proposed Mandate on Center for Autism Advocacy, Support and
Education
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University Council Minutes of Meeting
November 20, 2008
In attendance: Professors Jay Carter, Piotr Habdas, Jack Haverty, Jonathan Hodgson, Joe Larkin,
Althier Lazar, John Lord, Alfredo Mauri, John McCall, Joe Ragan, Philip Schatz, Karen Snetselaar, John
Tudor, Ms. Margaret Gasiewski, Ms. Susan McFadden, Ms. Marybeth Harrington, Ms. Hollyallnne
Pronko, Mr. Richard Chambers, Mr. Timothy Castanza, Dean Joseph DiAngelo, Dean William Madges,
Parliamentarian Francis Graham Lee and Provost Brice Wachterhauser. Guests included Professors
Allan, Doherty, Parker, Spinner, Fingerut, Herschel, Gilman, Horn, and McCann.
The meeting was called to order at 11:36 a.m. Adoption of the minutes of October 16 was moved
by Professor Ragan, seconded by Professor Lord, and accepted on a voice vote.
The chair extended a Happy Thanksgiving to all and asked unanimous consent so as to revise the
agenda so that consideration could be given to the request for new minors as a group.
Professor Lord, seconded by Professor Ragan, moved to receive the report on a Minor in
Management and accept the recommendations contained therein. The vote to approve this minor
was 19 – 0 – 0.
Professor Lord, seconded by Professor McCall, moved to receive the report on a Minor in
International Business and accept the recommendations therein. It was noted that the list of
courses accepted for the minor would be revised annually. Some discussion ensued on
prerequisites. The vote to approve this minor was 16 – 0 – 3.
Dean Madges, seconded by Professor Habdas, moved to accept the mandate to study a minor in
Communication Studies. Professor Parker noted that much effort and collaboration had gone
into this proposal which is distinguished from similar programs by its ethics component.
Professor Allan noted strong student interest in this minor. The vote to accept the mandate was 19
– 0 – 0. There followed discussion as to where the mandate should be routed. Professor McCall,
seconded by Professor Lord, moved to send this proposal to the College Councils of both
colleges. The vote was 19 – 0 – 0 with a return date of January 2009.
Dean DiAngelo, seconded by Professor Mauri, moved to accept the proposed mandate on a
Music Industry Minor. Dean Madges noted that careful thought had been given to the proposal
over time, and both colleges have collaborated on it. Professor Hodgson questioned whether
Professor Rachel Hall had been consulted on this and suggested that she should be. The mandate
was adopted by a vote of 18-0-1. Professor McCall, seconded by Professor Lord, moved to send
the mandate to the College Councils of both colleges. The vote was 19 – 0 – 0 with a return date
of January 2009. It was noted that the course numbers in the proposal should not end in 5, but in
1, signifying that these courses are offered in the day colleges.
Professor Ragan, seconded by Professor Snetselaar, moved to accept the proposed mandate on
Revised Schedule/Frequency of Peer Evaluation of Teaching for Large Departments.
Professor Parker noted the difficulty of scheduling 2 peer evaluations for each probationary
faculty member in large departments as well as the disruption that these visits can cause to the
classes. The Provost noted the importance of informed evaluations in the tenure process.
Professor McCall suggested changing the language from “full peer review” to “required
classroom visit only once” since other things are considered in a full peer review. Professor
Schatz noted that his experience in the appeals process has suggested that careful evaluation of
faculty is essential to minimizing the chances of hearsay in the process. It was also noted that this
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change in procedure has wide implications for the appeals process and would require other
changes in the Faculty Handbook as well. Professor Tudor suggested that the transmittal memo
to FPP include the directive of communicating with faculty who have heard appeals on decisions
of the Board on Rank and Tenure. The vote to forward the mandate was 19 – 0 – 0. Professor
McCall, seconded by Professor Tudor, moved to send the mandate to FPP. The vote was 19 – 0 –
0 with a return date of May 2009.
Professor Schatz moved, seconded by Professor Hodgson, to receive the Faculty Senate report on
Departmental Guidelines on Rank and Tenure and accept its recommendations. Professor
Herschel noted that FPP’s report is to inform the Board on Rank and Tenure regarding
departmental guidelines, not to compromise the Faculty Handbook. Professor Tudor noted that
the Faculty Senate had a thorough discussion on the report and made only minor revisions. The
question was called and the vote to accept the FPP report was 18 – 0 – 0.
A motion to adjourn was adopted by a voice vote at 12:35 p.m.
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To: Dr. Brice Wachterhauser, Provost
From: Dr. John Tudor, Faculty Senate President
Date: December 1, 2008
Re: Faculty Senate Response to Mandates on Final Exams and Athletic Competitions
and Assessment of Academic Advising
____________________________________________________________________
At the November 25 meeting of the Faculty Senate, the report from the Academic Policy
and Procedures Committee on Conflicts between Final Exams and Athletic Competitions
was approved by a 19-0-0 vote of the Executive Council.
A copy of the report from APP is attached.
The report from the Academic Policy and Procedures Committee on Assessment of
Academic Advising was presented and discussed. There are three sections of the report
that contain separate proposals. The first section, dealing with the establishment of an
advising center with a single campus location and administrator was rejected by a vote of
0 – 19 -1 by the Executive Council. A subsequent motion to establish an advising center
for the College of Arts and Sciences was tabled. The discussion brought out a number of
questions concerning the mechanics of registration and responsibilities of faculty. Since
the CAS College Council is going to be dealing with this issue, it was suggested that
there be consultations between the APP and College Council concerning the issue of an
advising center.
A copy of the APP report is attached for informational purposes.
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May 12 , 2008
Mandate: 2007-2008-02 – Conflicts between Final Exams and Athletic Competitions
Prepared by APP subcommittee: Dennis Weeks and Vincent McCarthy
Objective: Determine if there are changes that could be made in the final exam schedule
or other procedures that could be put in place to minimize the impact that athletic
competitions have on final exams.
APP Findings: Conflicts between final exams and athletic competitions pose a
significant problem during the spring semester. These conflicts are experienced by many
of our student athletes because intercollegiate competitions are typically scheduled during
our exam period.
At present there are at 422 student athletes at Saint Joseph’s University. Athletic Director
Don DiJulia estimates that 90 of our students typically participate in off campus athletic
competitions during the spring semester final exam period.1 Further difficulties arise from
the unpredictable scheduling of tournament play because our student athletes may not
know if and when they are playing until shortly before the event.
If all universities maintained the same academic schedule these problems could be
minimized. But the academic schedules of the universities with which we compete vary
by as many as three weeks.2 Conflicts between athletic competitions and scheduled final
exams are inevitable.
The bylaws of the National Collegiate Athletic Association anticipate conflicts between
academic and athletic schedules and provide the following guidance:

3.2.4.14 Missed Class-Time Policies. Active members are obligated to establish
policies in all sports concerning student-athletes' missed class time due to
participation in intercollegiate athletics and in athletics competition scheduled
during final examination periods.

17.1.6.6.1 No Class Time Missed for Practice Activities. No class time shall be
missed for practice activities except when a team is traveling to an away-fromhome contest and the practice is in conjunction with the contest.
1
During the Spring 2008 semester 30 of our varsity baseball players are scheduled to play at the University
of Rhode Island from May 2 to May 4. Similarly scheduled competitions have an impact on our softball,
baseball, track, golf and lacrosse teams.
2
During the Spring 2008 semester Duquesne University begins exams on April 24 while the University of
Massachusetts begins exams on May 15.
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Proposal
Although many conflicts have been successfully dealt with on an ad hoc basis, we
propose a university-wide policy which reduces the number of conflicts and delineates
the responsibilities of both student athletes and faculty. This policy spells out the rights
and responsibilities of both students and of instructors. It allows for the possibility of
students themselves receiving late notification, because of scheduling due to play-offs,
weather and travel conditions. This policy must be distributed by the Athletics
Department to each student athlete every semester.
1. Scheduling of Final Exams
Mr. DiJulia indicated that the majority of athletic events at the end of the academic year
are held on Fridays and Saturdays. Coordinated exams that employ a collaboratively
developed test pose make-up difficulties beyond those encountered by exams developed
for a single class. Consequently, the registrar should reduce conflicts by not scheduling
coordinated exams that use collaboratively developed tests on Fridays and Saturdays.
2. Make-up Exams –
While the university acknowledges the precedence of academics over athletics, the
university recognizes that student athletes who must miss a final exam because of a
university-approved athletic competition have the right to a make-up exam. The make-up
exam shall be scheduled at the discretion of the professor prior to the date when the grade
of Incomplete becomes an F. The professor shall determine the make-up exam content
and format.
3. Notification of Conflicts
It is the responsibility of each student athlete to notify her/his professor of conflicts
between a scheduled final exam and an athletic event as soon as possible. For scheduled
competitions this must be no later than two weeks prior to the final exam. For play-offs
and for competitions that are rescheduled, the student must provide the professor with
notification within 24 hours of the student’s official notification of scheduling for an
athletic contest that will conflict with a scheduled exam. Failure to so notify the professor
will eliminate the student’s right to a make-up exam.
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00updat3s
May 12, 2008
Mandate: 2005/2006-08 Assessment of Academic Advising
Status: Final Report
Prepared by: APP subcommittee: Anthony Berret, Piotr Habdas, Rashmi Malhorta,
Eileen Sabbatino, and Benjamin Liebman
Approved by APP Committee: May 13, 2008
Report on Assessment of Academic Advising
1. Original Mandate
TITLE: Assessment of Academic Advising
OBJECTIVE:
To assess academic advising policies and practices and make recommendations for
reasonable and realistic improvements in policies and practices. A comprehensive
assessment should be guided by committee of faculty representing all divisions of the
University as well as administrators who are involved in academic advising programs.
Consideration should be given to the development of a University-wide instrument to
assess advising on an ongoing basis.
REASONS FOR PROPOSED MANDATE:
Plan 2010 calls for a comprehensive review of advising with the goal of expanding and
strengthening the advising system for all students. The Middle States Review strongly
suggested the need to assess current policies and practices in this area. Strong academic
advising is consistent with the Jesuit value of cura personalis which is central to the
Mission of the University. Anecdotal evidence indicates that the quality of advising is not
consistently high across University programs. In addition, the advising load varies
significantly across programs and faculty within programs. In order to implement best
practices in advising, a thorough and extensive assessment of policies and practices is
necessary.
2. Assessment of Advising at Present
Recent concerns about advising developed after surveys and discussions in the spring of
2006. Between April 3 and April 27, 2006, thirty-seven students were divided into eight
focus groups to assess current academic advising practices. Four groups were conducted
by Dr. Judith Chapman and included students across colleges, while four groups were
conducted by Mr. Matthew Brink and included students in the Haub School of Business.
Participants included
students from all class levels. This was a self-selected sample.
Twenty-seven others, faculty (F = 14), staff (S = 1), and administrators (A= 12) took part
in six separate focus groups on May10, 2006 during a workshop organized by Paul
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Aspan, Director of the Teaching Institute. Faculty members were represented in each
group. Again, this was a self-selected sample.
A written survey taken before the discussion of each of the above groups revealed serious
discrepancies between students and FSA about advising:




32% of the students said that career goals had been discussed with advisors, whereas
77% of the FSA group expected they would have been discussed.
70% of the students indicated that coping with academic difficulties had not been
discussed with advisors, whereas 92% of the FSA expected that it would have been
discussed.
Only 24% of the students indicated that graduate study was discussed with advisors,
while 80% of the FSA expected it would have been discussed.
89% of the students said that personal problems were not discussed with advisors,
whereas only 24% of the FSA expected they would not have been discussed.
In the follow-up discussions, students expressed doubts that advisors knew them, were
available and wanted to advise, gave accurate information, and took initiative in seeing
them. FSA expressed concern about the number of advisees, double or competing
advisors, group advising, training programs and rewards for advising, and balance
between faculty initiative and student responsibility.
Although limited in numbers and sampling, the focus groups showed significant
differences in opinion and created a list of topics that would have to be treated in the
discussion of advising.
Between March and April 2007, the APP Subcommittee on Advising conducted a survey
of department chairs. The responses received include:




More than 90% of the chairs believe that advising by faculty in another
department is not good for their majors.
The chairs of the departments in HSB acknowledge enormous help from
the Advising Center.
About half of the chairs in the College of Arts and Sciences see a need for
an advising center. Particular responses indicate that this number could increase if the
role of an advising center for the CA&S was defined clearly. Some departments
already combine group with individual advising, and give advisor training.
The advisee to faculty advisor ratio varies significantly across SJU, from a few
advisees per advisor to as many as thirty per advisor.
In summary, the surveys and conversations with the faculty and students at SJU indicate
that advising could be significantly improved. HSB chairs strongly indicated the
importance of the HSB Advising Center. CA&S chairs need more information on what
duties such a center would perform in order not to take away the personal contact
between advisor and advisee.
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The subcommittee has also interviewed Fr. Moore and Nancy Fox, associate deans of
CA&S, and Maria Beazley, director of the Haub Advising Center. For reasons that will
be given below, it has also interviewed Peter Norberg, participant in the Freshman
Seminar, and it has reviewed surveys on the Freshman Seminar.
3. Philosophy of Advising
To define and improve advising, teaching is a strong place to start. Recent theories stress
the educational purpose of advising. They distinguish between academic advising and
personal counseling, seeing the former as the proper responsibility of the faculty and
assigning the latter to the center for student life. At St. Joseph’s, however, academic and
personal matters should not be separated, especially since the Mission Statement aims at
“the fullest development of the
individual student’s potential both inside and outside the classroom.” Still, a strong
emphasis on teaching and learning must ground and invigorate academic advising.
Advising actually promotes concern for the individual student because it represents the
one-on-one dimension of education. By talking to an advisor each student should find
how the mission and curriculum of the University apply to his or her personal talents and
goals. The advisor will assist the student in course and program choices, but will also
urge the student to reflect on ideas from courses, to assess his or her performance and
status as a student, and to relate college
education to graduate studies and career goals. The advisor should also be ready to help
the student through academic and personal difficulties, and inform the student of other
helpful resources at the institution. To support the teaching aspect of advising, some
colleges provide advisors with a syllabus and special pedagogy for advising, including
equivalents to an attendance policy and grading. If advising is to be assessed as teaching,
it will need specific norms comparable to those followed in classroom teaching.
Besides appearing in the Faculty Handbook as a faculty responsibility toward students,
advising is listed among the primary indicators of good teaching. This has to mean that
advising applies not just to advisors and their advisees, but also to teachers and their
students. All teachers should in some way approach students one-on-one through
conferencing. Advising can stimulate and support teacher-student conferences by
establishing a firm basis of personal contact. By dealing comfortably with advisors,
students should become eager to visit and conference with other faculty members as well.
Teacher-student conferences, tutorials, and mentoring are the logical extensions of
advising, and they provide learning at its highest level.
4. Models and Proposals
a) Advising Center
For the past two years the Haub School of Business has used an advising center to help
students through their first two years of college. The center plays a major role in
freshman advising. It demonstrates the teaching role of advising by requiring first year
business students to take the HSB Advising 101 Seminar. In this course-like activity the
center conducts groups of approximately twenty students each through pre-registration
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meetings that illustrate programs, explain the registration process, help students identify
and set up appointments with their faculty advisors, and notify students of such other
resources as the Career Development Center, Learning Resource Center, and Counseling
and Personal Development Center. The center also guides students through on-line
registering. After these required steps students receive cards to present to their faculty
advisors so they can discuss their programs with the advisors and finalize their choices.
The center also supports faculty advisors by sessions for training new faculty, roundtable
discussions with continuing faculty advisors, and circulation of the latest research ideas
on the topic of advising. Having an expert like Maria Beazley on hand full-time to study
and implement programs is a helpful and necessary resource.
The University should establish an advising center that would facilitate advising for both
the Haub School of Business and the College of Arts and Sciences. Constant exposure to
notes and activities of the center would keep faculty and students aware of advising. By
supplying updated information and practical tools, the center can prepare students to have
better educational
conversations with their faculty advisors. The danger of course is that the center could
substitute for the actual advisors, but at present, without the center, much time between
students and their advisors is spent on the mechanical details of registration. An expert
center operating full-time should be able to create better ways of bringing faculty and
students together and of providing higher quality discussions between the students and
faculty. Also, with its explicit activities and files, a center could collect and save specific
data for evaluation of advising.
In a survey of the Haub center for the academic year 2006-2007, 86% of the responding
HSB freshmen were very satisfied with the advising center for its approachability, time
and attention, accuracy of information, knowledge of campus programs and resources,
and assistance with making decisions about education. 95% of them found Advising 101
very helpful and informative.
We look forward to results from the student government Spring 2008 survey of CAS
students on the topic of advising in general and on the desirability of a University-wide
advising center.
With regard to other comparable institutions, Loyola College of Baltimore has had an
Academic Advising and Support Center for over twenty years. It has a director and staff
who report to the Dean of Freshman Programs. It serves all class levels and all schools. It
does all the things that we would expect from an advising center. To lead freshmen into
the core curriculum, it trains faculty “core advisors” by a required workshop during the
summer and meetings at specified times during the academic year (midterm grades,
registration, beginning of semester, choosing of majors). These advisors set up their own
individual or group meetings with their advisees. “Majors” advisors for the upper years
may also request services. The center runs workshops for students during orientations and
during the year in residence halls at similar specified times, and is available to
departments for such services. Its staff members speak in class to the various forms of
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Freshman Seminar that students take. Finally, it surveys annually its effect by responses
from faculty, staff, and students. This program exemplifies how a center can stimulate,
support, and assess advising.
The University of Scranton has had three independent advising centers for almost 20
years, one for each of its schools. The center for the College of Arts and Sciences focuses
just on freshmen. Its staff of three professional advisors and faculty members from
various departments advise freshmen during first year. Students are not assigned a single
faculty advisor during freshman year, but may request one. The center also cooperates
with and participates in the Freshman Seminar, a required one-credit course for all
freshmen.
Comparable institutions that do not have a specific advising center usually have a Dean
of Freshmen who has a staff and runs advising programs for faculty and students similar
to those run by a center. Fordham and Fairfield fit into this category.
Proposals
1. Establish an advising center under a single administrative office that would follow the
model of the present HSB Advising Center and oversee advising for both the Haub
School of Business and the College of Arts and Sciences. This center should have a
single primary location, but might also have a secondary location for the convenience of
programs or students.
2. In order not to hinder the operations of the HSB Center, a phasing time of one to three
years should be spent in planning the new center.
3. An administrator should be appointed to plan the new center and report to the Provost
on the progress of its implementation.
b) The Freshman Seminar
In an effort to connect advising with teaching, a study of the St. Joseph’s Freshman
Seminar classes of the last few years can help. The Seminars involve about 300 Arts and
Sciences students and 15 to 20 Arts and Sciences faculty each fall. In a high majority of
these Seminars, the teachers are the advisors of their students. Annual written surveys
from both students and teachers offer specific evaluations of the program.
The highest-rated item on the Seminar student surveys was: “Having seminar professor as
advisor contributed positively to advising experience.” Other items related to advising
also received very high ratings: “Feel comfortable going to advisor with questions and
concerns;” “Advisor is accessible;” “Advisor is knowledgeable of my needs.” Teachers
found their freshman advising more efficient and effective because of their participation
in the Seminar program. In written comments they welcomed the regular contact and
deeper relationships that resulted from having their advisees in their classes. They also
said that ideas from class gave their advisees something to talk about when they met
individually.
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The combination of teaching and advising in the Freshman Seminar suggests an ideal
model for advising. It also builds a strong foundation for teacher-student advising
relationships after freshman year. If a new curriculum requires all freshmen to take such a
seminar, the model and foundation would be extended. Of course that would demand
adjustments in faculty personnel and use of both fall and spring semesters.
And where could this link of teaching with advising go after freshman year? Would it
help, for instance, to require or recommend that students take at least one course from
their departmental advisor sometime during their sophomore or junior year? This could
continue the familiarity, regular contact, closer relationship, and course ideas to discuss
that made the freshman experience so rewarding and its surveys so positive. Although
such courses may be impossible for some departments or programs, Independent Study,
Summer Research, departmental activities, or other co-curricular projects could fill this
slot.
On the part of the teacher, what advising recommendations can be made? Should there be
at least one conference with each student in a course? This may seem minimal, but it can
also be radical. It could act as a concrete standard to be redefined or further specified. It
would certainly extend advising to the central part of education, the course. It would also
provide assessment data on advising, one of the “primary indicators of good teaching”
according to the Faculty Handbook. This need not be the mere tokenism of a single
conference if the conference is built into a pattern, starting, say, with a questionnaire
early in the course about interests or areas of expertise of the students, continuing with a
brief class presentation by a student, and followed up by the conference and perhaps by a
term paper on the topic. There are several ways in which writing can prepare for and
follow up such a conference, but the conference itself is important for its
one-on-one contact. Plus these steps can easily be described and counted for evaluation of
teaching in terms of advising. The teachers who do most conferencing are those who
require it for their courses.
There must be several other curricular and co-curricular ways to relate advising with
teaching. It is important to pursue these because the advisor/student relationship is
closely connected to the teacher-student relationship, and both are in need of
improvement.
Proposals
1. Continue the practice of having a number of Freshman Seminar classes (First-Year
Seminars in the proposed GEP) with teachers as advisors of the students in their classes.
(Comment) The required First-Year Seminar in the GEP should maintain or increase the
number of teacher-advisor classes.
(Comment) Although classes could have all students from the same major (as some do
now), they could have a collection of different majors, especially since it will soon be the
practice of declaring a major toward the end of first year.
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2. Extend Freshman Orientation by group meetings of freshmen with staff from the
proposed advising center and with advisors.
(Comment) These meetings could follow the pattern of the AC 101 classes run by the
current HSB Advising Center, and may involve credit.
(Rationale) This would further the teaching aspect of advising (equivalents to attendance
and grading), especially for students not in Freshman Seminars and for those in Seminars
without their advisors as teachers.
(Comment) Departments may run programs for already declared freshmen majors and
their advisors, which would count as extended orientation.
3. Recommend that students in the upper years take at least one course from their
departmental advisor.
(Rationale) This would continue or foster in the upper years the close and positively
surveyed connection between advisor and teacher.
4. Encourage teachers to have at least one conference with each student in a course.
(Rationale) This would further connect teaching with advising and provide data for
evaluation of teaching in relation to advising.
c) Blackboard
Although personal contact is the main scene of advising, computers and the internet can
be used to foster this contact.
Blackboard is a teaching facility that can also be used for advising. At this point
blackboard sites have been set up for 25 faculty advisors in the HSB. These sites contain
each advisor’s list of advisees, discussion boards, and office locations, hours, addresses
and phone numbers to schedule appointments. Institutional Technology is interested in
extending this service to all advisors to link them with their advisees and facilitate
scheduling and viewing transcripts, curriculum worksheets, and course requirements.
Proposals
1. Each advisor should have a “class” on Blackboard that contains all of his or her
advisees.
(Rationale) Advisors will be able to utilize Discussion Boards, Announcements, and
other features that will help organize meeting times with advisees and disseminate
registration related information.
2. From the Blackboard “class” site that contains each advisor’s list of advisees, it will be
possible to “click” on each advisee’s name to easily access his or her academic transcript
and curriculum worksheet.
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3. The advising center should coordinate with the IT staff and the registrar so that
students and advisors will not only be aware of which academic requirements have not
yet been met, but also which courses can be taken in the next semester/year to fulfill
these requirements.
(Comment) We recognize that this is a major task and that complete course coverage is
this regard may not be possible in the beginning. Here the advising center can serve as a
backup resource for students to check the information on Blackboard.
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2008/2009 – 10
PROPOSED MANDATE
FOR
UNIVERSITY COUNCIL
TITLE:
The Center for Autism Advocacy, Support and Education
OBJECTIVE:
To develop the Center for Autism Advocacy, Support and
Education
REASONS FOR PROPOSED MANDATE:
Autism is a neurodevelopment disorder that affects 1 in 150 children (1 in 100 boys) and
is the fastest-growing developmental disorder in the country. Children and adults with
Autism Spectrum Disorders (ASD’s including Autism, Pervasive Developmental
Disorder, and Aspergers Syndrome) have marked impairment in social interaction and
communication; restrictive and/or repetitive patterns of interest, behavior, and activities;
and significant impairment in social, occupational, and other areas of functioning.
During the past decade there has been a sharp rise in the number of autism cases
worldwide, which has prompted the American Academy of Pediatrics to issue an alert for
pediatricians to closely monitor the development of all babies and toddlers.
In addition to the lack of appropriate education and therapeutic services, very few
supports exist for families struggling with the financial, physical, and emotional demands
of caring for children and adults with autism. The Saint Joseph's University Autism
Center for Advocacy, Support and Education will serve individuals with autism, their
family members, and those who provide therapeutic services, with the goal of improving
the quality of life for those affected by autism spectrum disorders. This will be funded by
an extremely generous gift from an anonymous donor.
RECOMMENDED FOR STUDY BY WHICH BODY?
X
Faculty Senate:
Academic Policies and Procedures Committee
_____ Faculty Senate:
Faculty Policies and Procedures Committee
_____ College Council:
College of Arts and Sciences
_____ College Council:
Haub School of Business
_____ Standing Committee on Student Affairs, Full-time Undergraduate
_____ Standing Committee on Student Affairs, Part-time Undergraduate/Graduate
_____ Administrative/Staff Council
________________________________________________________________________
Signature:
Paul DeVito, Associate Provost____ Date:____1/13/09_______________
Please forward to the Provost who serves as Chair of the University Council, along with
complete documentation to support the proposed mandate.
15
AUTISM CENTER FOR ADVOCACY, SUPPORT AND EDUCATION
Saint Joseph’s University
January 11, 2009
M. Michelle Rowe, Ph.D., Professor, Department of Health Services
Bernadette R. McNulty, Ph.D., Director of Corporate and Foundation Relations, Office of
Development & Alumni Relations
Background
Autism is a neurodevelopment disorder that affects 1 in 150 children (1 in 100 boys).
Children and adults with Autism Spectrum Disorders (ASD’s including Autism,
Pervasive Developmental Disorder, and Aspergers Syndrome) have marked impairment
in social interaction and communication; restrictive and/or repetitive patterns of interest,
behavior, and activities; and significant impairment in social, occupational, and other
areas of functioning. During the past decade there has been a sharp rise in the number of
autism cases worldwide, which has prompted the American Academy of Pediatrics to
issue an alert for pediatricians to closely monitor the development of all babies and
toddlers. According to the Autism Society of America, at least 1.5 million Americans
and their families are affected, and it is the fastest-growing developmental disorder in the
country. The effects can be devastating, not only for children and adults who struggle
with severely diminished communication, learning, and social skills, but also for families
and caregivers, who must learn to negotiate the medical, insurance, public welfare, and
special education systems, and for public and private agencies providing specialized ASD
treatment.
In Pennsylvania, a state-appointed task force comprised of over 250 family members of
people living with Autism, service providers, educators, administrators and researchers
met across an 18-month period to examine the current practices, problems, and potential
solutions related to living with Autism in our state (2004). Their findings indicate that
among the most pressing problems is a lack of qualified, trained professionals to
evaluate, treat, educate, and provide other services for people living with Autism.
Furthermore, the report states that the current education system does not meet the needs
of people living with Autism. It finds that teachers—including those in the field of
special education—rarely have any Autism-specific training, while regular education
teachers are not given enough support from other professionals to appropriately include
children with Autism in their classrooms. In addition to the lack of appropriate education
and therapeutic services, very few supports exist for families struggling with the
financial, physical, and emotional demands of caring for children and adults with autism.
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Introduction
With an extremely generous gift and leadership from an anonymous donor, Saint
Joseph’s University will develop and implement the Autism Center for Advocacy,
Support and Education. The Center’s primary goals will be to create:
 A program through which Saint Joseph's establishes its leadership, both nationally
and regionally, as a Jesuit university addressing this disorder;
 An interdisciplinary endeavor concerned for people with Autism throughout the
life cycle and across the spectrum;
 A program of applied services and activities, serving families, students, educators,
professionals, government agencies, advocates, and others concerned with
research findings.
Mission
The Saint Joseph's University Autism Center for Advocacy, Support and Education will
serve individuals with autism, their family members, and those who provide therapeutic
services, with the goal of improving the quality of life for those affected by autism
spectrum disorders. Dedicated to empowering individuals impacted by autism, the
Center will promote and advocate for awareness, education, research, services, and best
practices in treatment, and provide resources for information and advocacy with the goal
that all individuals with autism be treated with dignity and respect.
The Jesuit Mission. Establishing an autism center at Saint Joseph University supports the
University’s mission, as well as its vision of being recognized as the preeminent Catholic
comprehensive university in the Northeast. As a Jesuit institution, Saint Joseph's
embraces the centuries old Jesuit educational vision of cura personalis, or "concern for
the individual student:" in this case, the undergraduate seeking to work with people with
ASD, the graduate student researching special education and ASD, and students at all
levels who have ASD and need to develop learning skills. Cura personalis also calls for
the fullest development of the individual student's potential both inside and outside the
classroom. The Center will also support the Ignatian vision of educating “men and
women for others” as we train and inspire our students to serve individuals with autism,
their families, and the autism community.
Objectives
A.
Education, Training and Research
1. To develop and provide an exceptional academic curriculum relevant to working
with people with ASD throughout the spectrum and life cycle, for undergraduate
and graduate students, educators, and other practitioners working with people
with ASD in a variety of settings. This curriculum will be created through
ongoing collaboration with SJU departments, centers, and institutes.
2. To provide opportunities for students and practitioners at all levels of training to
gain direct experience in delivering social-skills training for people who have
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ASD through community service, service-learning, internships, and experiential
labs.
3. To develop and implement programs that provide direct support and educational
resources for college-age students with high-functioning Autism and Asperger’s
syndrome, so they may be successful academically and socially in their complex
University environments. Furthermore, these programs will serve as a model,
with training provided for other institutions that seek model replication.
4. To engage undergraduate and graduate students in timely supervised clinical
research projects on issues in the applied field of Autism treatment and to
proactively share research findings with parents, other researchers and
professionals.
5. To contribute to the growing body of knowledge about Autism by conducting
empirical research with implications for Autism treatment.
B.
Outreach and Advocacy
1. To provide supervised after-school peer mentoring and social-skills training
programs in the Philadelphia area by linking undergraduate and graduate students
with children, adolescents, and young adults with Autism, so students at all levels
of functioning can learn from each other.
2. To guide undergraduate and graduate students in providing community outreach
and promoting Autism awareness programs to local schools, community centers,
and support groups, so that others may be supportive and respectful of people
with Autism and tolerant of their associated behaviors.
3. To teach the University community about public policies related to Autism while
advocating for policies that positively impact individuals with Autism and their
families.
4. To provide a resource center that builds networks linking parents and family
members across systems and settings, throughout the life cycle, with particular
emphasis on critical periods that include:
a. Waiting for and receiving a diagnosis of ASD;
b. Entering formal education systems;
c. Approaching adolescence;
d. Transitioning upon completion of school-based programming.
Proposed Programs
I. Academic Program for Undergraduates:
Certificate in Autism Studies
This undergraduate program, offered in the Department of Health Services, will include 6
classes focused on Autism Spectrum Disorders. The certificate will target students with
an interest in careers related to Autism, with majors such as education or early childhood
education, psychology, sociology, interdisciplinary health services, allied health, natural
or social sciences, and business. Courses (those with asterisk already offered) will
include:
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





Introduction to Autism Spectrum Disorders*
Human Development and Behavior Across the Lifespan*
Philosophical Issues in Autism and the Theory of Mind
Behavioral Management of the Issues and Symptoms of Autism
Resources in the Advocacy, Management, and Treatment of Autism
Seminar: Special Topics in ASD (e.g. Issues in Adolescence and Transition into
Adulthood for Individuals with ASD)
II. Professional Development:
Weekend Training for Therapeutic Support Staff (TSS)
This professional development opportunity will be offered for professionals who need a
flexible format and understanding of autism-specific teaching methods.
 Friday-to-Sunday workshops providing practical training to BA level staff who work
with students with ASD throughout the region.
 Non-degree program focused on Behavioral Analysis and the Floortime treatment
approach.
III. Programs Serving People With ASD and their Families
College-age program for SJU students w/Asperger’s Syndrome
In recent years, Saint Joseph's has enrolled a handful of students with Asperger’s
Syndrome. Dr. Rowe has been working with the Office of Student Educational Support
Services and representatives from other universities in the region to develop appropriate
supports that will enhance academic and social success for this group. The Center will
build upon its initial experiences and create programming that:
 Provides support for college-age students with Asperger’s syndrome or highfunctioning autism, with programming to include support groups, peer mentoring,
academic enrichment and social/recreational activities.
 Coordinates with the Student Counseling Center and Student Educational Support
Services.
 Offers training to other colleges/universities that would like to replicate the program.
Afterschool Program and Mini Summer Day Camp
Few students with ASD in the region have access to programming after school, yet many
of their caregivers lack the resources to support them during these busy hours. Saint
Joseph's Center will recruit undergraduates for this program and will:
 Provide social skills training for higher functioning local school students w/ASD.
 Serve public school students, initially from the School District of Philadelphia, who
will be bused to SJU after school. Depending on enrollment, this program may be
open to other schools throughout the region, or expanded to other students with ASD.
 The summer camp will be phased in after Center establishment and will focus on
teaching social skills. The camp will use University facilities and employ
undergraduates as needed.
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Resource Library
Housed at the Center, this site will serve the ASD community—families, caretakers,
professionals—by providing information, materials, and referrals. It will be:
 The campus location for families to meet with Center staff and explore the Autism
resources of SJU and the region.
 A networking site for parents to locate and meet undergraduates and professionals
who can provide respite and other services.
 A clearinghouse for informational and adaptive resources in multiple media.
The library will house books videos, DVDs, and assistive technology; as well as
computer stations equipped with educational/adaptive programs. It will be staffed by
Center fellows and include resources for linking families with undergraduates and
professionals who can provide respite care and other services on an as-needed basis.
Staff and Facilities
PRIMARY STAFF:
The Center’s multi-disciplinary faculty and staff will teach, conduct research, provide
training, and advocate and provide services for individuals with ASD, across the
spectrum and throughout the lifecycle, and their parents and families. Staff positions are
listed below, along with required credentials, experience and responsibilities.
Executive Director. A doctoral-level leader with experience in research, education, and
training, and advocacy issues related to ASD. Responsible for programmatic direction,
strategic planning, faculty and research, oversight of fellows, coordination of staffing
needs, and all aspects of the Center.
Director of Operations. Requires a Ph.D. with knowledge of/experience with meeting
with public and private officials to raise visibility and cultivate relationships; researching
and securing grants and funding; managing and administration; and developing budgets
and contracts. Assists the Executive Director with managing the daily operations of the
Center: developing proposals and budgets for contracts and grant submissions;
coordinating fee-for-service contracts and payment; and assisting with budgetary, policy,
assessment, and quality assurance of the Center. He or she will also work with Center
staff and community agencies, institutions, and organizations to identify regional directservice needs and help the Center respond appropriately.
Assistant Director of Programming, Service, and Internships. Requires master’s degree
with BCBA Certification (Behavior Consultant/Behavior Analyst) and direct experience
in creating and supervising program development with K-12 students throughout the
Autism spectrum, both in and out of the school environment. Responsible for
development and supervision of all programming, including social skills programs for a
range of ages, sibling support groups, and summer camp for students with ASD. Also
develops, delivers, and evaluates a range of ongoing training programs in ASD, including
undergraduate and post-graduate courses on Autism for a range of professionals in health
care, social care, and education. Responds to requests from staff groups, professional
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groups, and other organizations for developing and delivering training around special
aspects of ASD; and helps coordinate Autism Awareness Day and other Autism
workshops or conferences on campus.
Coordinator of Community Resources and Public Outreach. Minimum of a bachelor’s
degree in a related social science field with knowledge in all aspects of Autism spectrum
disorders and how the symptoms and issues impact families and friends, the community,
schools, service providers, those who pay for services, and Autism policy makers.
Coordinator serves as a source of information and builds networks linking parents and
family members with a variety of resources, including diagnostic services, professional
services, social support, respite care, economic resources, support groups, and other
resources that may help families to cope with the long-term and day-to-day issues. Also
serves as resource to agencies and legislative representatives regarding services for and
policies toward children with Autism; delivers coaching and mentoring to those who
provide services for individuals with ASD; promotes best practices in the field of ASD;
and helps coordinate Autism Awareness Day and other Autism workshops or conferences
on campus.
SECONDARY STAFF:
Administrative Assistant. This position will provide administrative support for the
Center, with primary responsibility for serving the Executive Director and staff.
Graduate Fellows. As Saint Joseph's University strives to recruit graduate students who
will contribute to a vision of academic and scholarly excellence – and to enhancing the
University’s reputation through their scholarly and professional accomplishments –
fellowships will provide an excellent tool for recruiting high performing graduate
students with a desire to work with people with ASD. Students awarded fellowships will
be selected from those applying and will contribute to the work of the Center through
direct service programs, advocacy activities, and scholarship.
Undergraduate Fellows. Saint Joseph's students studying psychology, sociology, natural
sciences, business, education, or health services may contribute to the education and
treatment of people with ASD. Undergraduates with an interest in professional or
graduate careers related to Autism will be eligible for fellowships, through which they
will contribute to research, direct service, and advocacy on behalf of people with ASD.
Undergraduate Fellows will work with graduate counterparts and the Center Executive
Director on jointly selected projects, contributing between 10 and 15 hours per week.
Project examples include work as Afterschool Program support staff, Peer Mentors, or
Research Assistants for projects undertaken by center staff or Graduate fellows.
Academic and Professional Consultants. The Center will make periodic use of scholars
and consultants to provide information outside existing specialties (e.g. medical
diagnosticians, attorneys or nurses; and speech, occupational, and physical therapists).
Consultants will be used to provide public workshops, faculty and student lectures and
training, and as resources for developing new programs, courses, and research projects.
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Center staff and faculty maintain professional relationships with numerous scholars and
professionals with expertise in Autism who can be called upon to provide these services.
FACILITIES:
The Center will be located on the second floor of Cynwyd Hall on the Maguire Campus.
The facilities will include office space for staff, training rooms, a resource library, a
space for children and adults with autism, and a workroom for service delivery, meetings,
and community outreach and education. In the future, the Center may be relocated to a
stand-alone site on the Maguire Campus as plans for the new campus progress.
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