President’s Select Committee

November 3, 2023

CSUCI for 2030+ 

President’s Select Committee Convening

February 14, 2024

AGENDA (see discussion notes 2/14/2024)

1. Welcome and Check-in: President Yao
1. Purposes and goals for today’s convening
2. Check-in: Highest hopes, worst fears
2. One Health / CI for 2030+ Progress to Date: COS Tollefson
• Summary highlights and collated notes (commenting access)
• Discussion and additional reflections
3. Campus Engagement Planning: President Yao, Provost Avila
• Purposes and outcomes
• Process
• Dates: March 5 (1:00-2:30), March 6 (10:00-12:00), March 13 (9:00-11:00)

PURPOSES & GOALS

• Share takeaways from our last meeting on December 8 to confirm accuracy and thoroughness
• Discuss ideas, questions, reflections since December 8
• Plan for broad campus engagement and identify/clarify desired outcomes

HIGHEST HOPES, WORST FEARS

What are we thinking now, two months later, about:

• One Health
• DAA’s four-bucket approach to actualizing One Health
• Our nascent efforts through this committee
• Ideas for broad campus engagement and inspiration

PROGRESS TO DATE: CHECK-IN

1. Topics and Highlights
2. Collated Notes
1. 2024 CI2030 White Paper Draft
2. CI2030 Slides 12/08/2023
3. Asynchronous Conversation 12/08/2023

One Health

We recognize One Health to its most holistic extent, encompassing CSUCI’s academic programs and curriculum in the natural and social sciences, humanities, and arts and performing arts; student support and wellness programs; and engagement with the region’s environment and communities, as a binding theme and approach that honors CSUCI’s past, present, and future.

Discussion

• U2 song, “One” :)
• Still the issue of name – are we calling it “one health”? Needs to something external partners can digest. Really like the construct of “anchor university” – user friendly, everyone understands it
• This is work for professionals to do for us. Whoever is going to do our marketing – have them do our work for us.
• How are we ensuring we’re attracting and engaging prospective students in our region? This is why you should come to CI.
• Missing from these notes – outcomes associated with One Health, translated into learning outcomes for academic programs. Then we can translate those into why you come to CI.
• This is the global One Health competencies, which align so well
• Honoring where people come from – having a sense of pride in that. Their lived experience is ultimately the vehicle for transformation of themselves, their family, their region. Versus, “I’m just from xyz town.” Helping people to have the language to see how relevant their lived experience is – help people build off from that in meaningful ways.

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LEAP: Leading through Experiential Academic Programs

Through this organizing concept, CI amplifies campus strengths related to experiential and active learning, as well as high impact practices, grounded in service to regional needs. 

Discussion

• Re. community engagement – we received Carnegie classification for this in 2011. This is a prestigious classification. We should lift this up, put it up front, translate what it means.
• We haven’t continuously updated this – need to return to this. Love what CCE is doing – epitome of this work
• A couple of years ago decision was made not to pursue – again, revisit
• Can look for all kinds of external validations and publicize more – our HIPs, for example, the Council for Undergraduate Education makes three awards a year; bee campus; tree campus
• How is this work recognized and valued on our campus?
• RFP for Civilian Conservation Corps centered on climate work came out from Dept of Interior or NPS, calling for partners to host students who would be working in the community to do climate work. Funding from feds. They’re looking to sign an MOU with orgs that can support this work. CI is at the intersection of 4-5 federal public lands that needs substantial climate work done. Housing, professionals with knowledge, skills, etc. We can aspire to having capacity for this – which we currently do not.
• NOAA memo of agreement: Need to think strategically about genuine opp for national and global accolades for work we are already doing; making better efforts to acknowledge and celebrate work already underway that are lucky to get a footnote of recognition. Need more eyes in these spaces to see what these opps really mean/could mean for us
• Internship completion rates. HIPs – some are low-participation rates. Internships critical for academic and career success – twice as likely to have job offers, higher salaries. But only 20% of our students participate. Working on this – longer internships; not required for major. High-participation-rate HIPS = embedded in the academic curriculum.
• Increasingly difficult to enculturate students in valuing these kinds of HIPS. Easier to do other things, when they’re not embedded and required. Our students may need requirement to ensure access to critical engagements.
• Workload issue - Has to be part of dept’s work, what people do, as faculty. Are other models. Like career readiness classes we are starting to see. Would love to see more depts have a pathway that includes an international experience. Complete your degree and study abroad, and here’s how. Calling such out in catalog, degree planner – allow students to plan ahead. Or student research pathway. Etc.
• Economically: Have to build it into curric. We have money for instruction, not things outside of instruction.
• IRA funding for int’l classes issue. So need to embed in classes, but also ensure funding available. Lack of these kinds of resources hurts students and faculty morale.
• Working to leverage philanthropic supports to fill in gaps
• Question: Would these kinds of requirements impact time to degree? Maybe. Are increasing opps in the summer, leverage Summer Semester to do research, internships. Summer on state support provides opps for doing this. Important as retention tool.
• LEAP relates to shared direction (vision development). “Our diverse students will graduate with… to transform their regional and local communities.” Point is that students are overwhelmed. Have to do internship, go to the island, volunteer, study abroad. The menu is so confusing. If we have shared direction, e.g., student research. This is where we’re all going. Here’s a menu of how you can choose your path to get there.
• Great if we could have a fair – internships, research opportunities, etc. All of the HIPs we want students to engage in – students can learn abou the options available to them

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LUX: Providing a �State-of-the-Art �Learning User �Experience

This organizing concept provides a comprehensive strategy for providing state-of-the-art digital learning experiences in two areas of focus:

• Learning experience
• User experience

Discussion

• No direct funding model for classrooms but questions about MSFT with Kirk, Mary, Megan now gone
• Sierra Hall classroom tech is 8-9 years old; no funding from MSFT for maintenance; diverting IT dollars to buy lightbulbs for old projectors.
• Megan was running MSFT – Need to have this committee. Student Fee Category 2, MSFT Policy. No one on IT on the committee. Submitted proposals (AV for classrooms; computers for labs). IT not clear what’s happening here.
• Provost will follow up.
• Questions: Long-term funding; where classroom technology lives. It’s not just classes and rooms that Mary’s role needs to fill – need to be in pedagogy frame of mind; instructional tech frame of mind. Opp here to up our game, aspiration to have the best classrooms for our students
• Team meeting: The way a class is taught is about academic freedom. Can’t dictate – this is an active learning classroom, so teach that way. How to get traction – if we build LUX, will it be embraced?
• We have rooms architected for active learning – not used this way.
• Offer to faculty as choices? Provide opp to show faculty and students full menu of options
• If we build it, they might come. If we don’t build it, they can’t.
• Turn it into a research project: Some active learning sections, some more traditional; compare outcomes
• Need to stratify faculty into departments, bc programs have differing pedagogical needs
• Need to think about what today’s students are accustomed to seeing in the classroom
• How to leverage TLi in this space?
• Faculty don’t have control over their classroom assignments.
• IT is horrified by this. Faculty have no visibility into classroom tech options – Conferences & Events focused.
• IT built a website where anybody can go look at any classroom, see what kind of tech is in there, how big it is. Not knit together though. Should be in 25Live. These are mechanical problems.
• Tech infrastructure vital for us. Not just about classroom – but how do we leverage tech to promote engagement and belonging with students? Then there are convenience issues – can convenience help facilitate belonging? CSUN doing some good work here.
• What does the white paper need? Certain functions need to be streamlined in a functional way. E.g., Dining Services has been in control of ID cards for years. IT just picked it up. That function wasn’t assigned to a group whose primary goal was to ensure a student could have a great experience. When functions aren’t clearly owned and streamlined, weirdness occurs.
• We need org structures that don’t currently exist, and we need funding to back it up. Ongoing continuous improvement process.

APEX: Serving from the peak of the regional P-20 educational ecosystem

It is through this organizing concept that we affirm a long-term commitment to nurturing and elevating the P-20 [public] educational ecosystem. As the only [4-year] public university in Ventura County, CSUCI represents the apex of a P-20 public education community, placing the University in service to early childhood and [seeks] P12 [and community college] partnership opportunities that will serve the region’s learners in ways not yet imagined, from infant through graduate education.

Discussion

• Re. P12 toward P20 context, getting into external community - admissions is trying to start up a Faculty Ambassador program – faculty come with Admissions to high schools. Would love for us to flesh this out – bring faculty in early on these efforts. Work is being done to bring the campus with Admissions vs. Admissions solely representing CI out in the broader community. K-8 tours starting up again now. Have already through about a lot of the ideas in the white paper draft that is developing; implementation is challenge. Would love to see more depts engaged, beyond Admiss.
• Structural pieces are coming here for Enrollment Mgmt supports
• Need to engage alumni – $20K grant proposal in the works - Alumni Ambassador Program. Takes infrastructure to recruit, train, resource the ambassadors. Coordination effort.
• Name: Anything that’s about growth, nurturing
• Make sure to capture that one of the things Provost is concerned about in how we serve the region: Learning loss. NT Times calculator: Learning loss by school district, esp in math. VC numbers not encouraging. This strategy is about serving the region – it’s about admissions, yes – but it’s about preparing lots of students for college, even when they don’t come here. How can we do that? Doing some things with grants. How to tackle learning loss in math? It’s pretty substantial. Impacts on those students, their families, and regional economic health is all substantial. Correlation between math performance and the kinds of jobs they can have. That piece of this – where this bucket should go and be addressed. Community health.
• State of the Region report very clear about this
• 48% of VC grads have A-G
• Pain point for faculty workload – systemic answer vs. every single faculty member addressing learning losses in their classrooms
• Feeling incompetent in math is an impediment to students imagining themselves as college students
• Students who learned online – so much adjustments, so many social skills lost. Cradle to Career legislation passed. When available? Supposed to be a pipeline for P20 to be able to see data for students in the region. Do we have access, can leverage that data?
• System was built to not allow this
• Need to get students on campus – easy way to engage the community, get kids to imagine college future

FAST: Faculty as Scholar & Teachers

Faculty as Artists, Scholars & Teachers

Through this organizing concept, CSUCI commits to advancing academic excellence through support for faculty research and creative activities and through support for facilitating and recognizing pedagogical expertise in active learning, interdisciplinary- and DEIA-focused classroom and field experiences, community engagement, international learning experiences, and other High-Impact Practices for placing students at the center of the educational experience – CI style.

Discussion

• Need $$ for this arena. Is CI able to provide?
• Are CSU’s that have 3/3 teaching loads; able to do this through SFR that allows redirected resources. Can get to a place where faculty who are active in research/creative activities can have at least some reassigned time.
• Note that “activity” and what scholarship and being an artist is. Not an R1, and not aiming for that
• Value in drawing the link between what faculty do as researchers and artists and what students experience
• Is fundable – not tomorrow, but phased in. External resources exist to support.
• Do see pushback on this idea – you want something for us that we don’t want for ourselves.
• All for supporting more faculty research/creative activities; also for more active learning/pedagogical development. Do have some faculty who do no service and don’t work on teaching and devote all time to research. Need to intertwine both priorities so both can work.
• Workload for faculty does not provide time for research, a required area in CBA and RTP. Career depends on this, but no talking points re. no WTU for required activity.
• Survey data collected from faculty is all about needing support for research. People are not asking to do more teaching, more service. It’s needing support for research. Perhaps pushback is from smaller pockets. Hear more faculty asking for this kind of support.
• This conversation is about time and energy. Also about physical resources. Connects FAST to LUX. Many people do not have physical resources to accomplish the research they would like to do. Connection between tech and physical assets in the kind of work we are doing.
• Lecturers say similar things – having given up on dreams of research, had to give it up. Maybe need space in the university for, you did have this identity, responsibility in the past – new opportunities for your knowledge and skills now
• Lecturer Task Force: Recognizing teaching. What if resources could be invested in supporting lecturer research, vs. teaching-only track for lecturers?

 President’s Select Committee

November 3, 2023

Campus Engagement Plan

Spring 2024

PURPOSES

• Share One Health/CI for 2030+ thinking to date

• Gather additional feedback, questions, and ideas to improve planning and move toward shared vision

• Inform white paper which will launch CI’s next full, campus-wide strategic planning effort (April 2024)

• Strategic Directions: Bridge Plan 2023-25
• One Health/CI for 2030+ Strategic Planning

CAMPUS FORUMS: MARCH 2024

• March 5, 1:00-2:30

• Purposes and outcomes:
• Logistics:

• March 6, 10:00-12:00

• Purposes and outcomes:
• Logistics:

• March 13, 9:00-11:00

• Purposes and outcomes:
• Logistics: