Reports & Documents

The Cal Poly Humboldt's Academic Senate and Academic Affairs Response to the October 16, 1998 Cornerstones Implementation Plan.

December 16, 1998

Executive Summary

At Cal Poly Humboldt the Interim Vice President for Academic Affairs, James P. Smith, and the Chair of the Academic Senate, Colleen Mullery, spearheaded a collaborative response to the Cornerstones Implementation Plan. The Plan itself was available to all faculty, staff, and students on the Internet. A general call for feedback to the Plan went out to the entire campus community through electronic mail. Cornerstones was also a discussion item in numerous fora including: Academic Senate, Academic Senate Executive Committee, Councils of Chairs, Council of Deans, University Curriculum Committee, Educational Policy Committee, Graduate Council, and Joint Council of Deans and Faculty Leaders. A meeting of the February 1997 Cornerstones conference participants was also convened. These discussions generated thoughtful reports from standing committees and numerous comments from individual faculty and administrators. The full text of all reports and comments are attached to this summary report so that the detail and passion of their often profound sentiments are not lost in synthesis.

As will be evident from our response, Cal Poly Humboldt has made considerable progress in implementing the Cornerstones Principles. They have been incorporated into our strategic plan and thus will continue to guide us in priority identification and resource allocation. Common concerns also emerged from our Cornerstones discussions which are summarized below:

• Autonomy. We strongly endorse Cornerstones Principle 10 -- "The California State University campuses shall have significant autonomy in developing their own missions, identity, and programs with institutional flexibility in meeting clearly defined system policy goals." We have concern that the primacy of autonomy within the CSU was not reflected in the draft implementation plan.
• Resources. Additional funding is necessary to implement Cornerstones initiatives, e.g., the establishment of student learning outcomes and assessment. New initiatives should not diminish the funding of existing quality programs.
• Efficiency and Effectiveness. Measures are needed to assure the efficiency and effectiveness of all administrative units. However, the tradition of educational excellence enjoyed by the California State University will be maintained only if we ensure that effectiveness measures are not eclipsed by efficiency measures.
• The Cornerstones Principles. Many at Cal Poly Humboldt who were involved in the development phase of the Cornerstones Principles note little continuity between the draft implementation plan and the ten Principles endorsed by the Board of Trustees. We advocate for a more discernible relationship between the final implementation plan and the Principles and their accompanying background reports which were prepared by the four Cornerstones Task Forces after countless hours of thoughtful discussion.

The Cal Poly Humboldt Academic Senate and Office of Academic Affairs also fully support the Academic Senate of the California State University resolution, "Response to the Draft Cornerstones Implementation Plan," which was approved unanimously at its December 11, 1998 meeting.

Thank you for the opportunity to respond to this implementation plan. We remain hopeful that our concerns and recommendations will be reflected in the final Cornerstones Implementation Plan.

Academic Senate/Academic Affairs Response to Cornerstones Principles and Implementation Steps

A. Each university will strengthen baccalaureate education through student learning outcomes and assessment.

Multiple and carefully crafted instruments to assess student learning outcomes can strengthen pedagogy. Indeed, most faculty at Cal Poly Humboldt recognized that basic premise many years ago. We are concerned, however, that this principle's wording implies that student learning outcomes assessment is the driving force in strengthening a baccalaureate education. Cornerstones Draft Task Force #3 Report, 3/19/97 cautioned: "While assessment can act as a valuable tool for improving the institution's effectiveness in delivering certain learning objectives, it cannot and should not capture the full breadth of a student's education. The process of learning, development, and maturation that a student undergoes while at the university must not be limited to that which is easily tested, or to a finite set of goals and objectives." (Page 9) Strengthening baccalaureate education is a multifaceted challenge. The faculty and the curriculum are the cornerstones upon which baccalaureate education is strengthened, not student learning outcomes and assessment.

A1. Each university will identify student learning outcomes for both General Education and degree program majors, focusing on the outcomes of overall programs rather than individual courses.

A2. Each university's General Education outcomes will include, as a core, those competencies required in Title 5 and other relevant system policy; other outcomes may be added by each university.

A3. Each university will develop its own assessments for both General Education program outcomes and degree major program outcomes.

A4. Each university will establish a process for measuring the extent to which students are achieving the defined student learning outcomes of both General Education and degree program majors.

A5. Each university will establish a formal process for using the assessment results to review and improve programs. Each university will describe this process and subsequent program improvements.

Ten years ago the Trustees accepted an excellent report on assessment. Assessment initiatives should be guided by principles (See assessment report attached to UCC/Ed Policies Joint Statement). If, and only if, the attached assessment principles are followed, then A. 1-5 are acceptable. In fact, as noted below, Cal Poly Humboldt has already done much to fulfill these objectives.

There may be some misconception that the only assessment now being done is assigning of a course grade. That has not been and is not the case. Periodic program review for all majors, external accreditation for certain programs and institutional accreditation by WASC have been in place for years. At Cal Poly Humboldt several departments have culminating experiences for their majors that serve as an aid in assessing the entire major. Humboldt has nearly completed a process for assessing GE programs, and majors and certificates of study falling outside the purview of only one department.

B. Each university will assure the quality of the baccalaureate experience and process.

B1. Each university will direct special attention to the teaching and learning process, and develop new ways to strengthen student-faculty interaction, active/involved student learning, and student-to-student learning relationships.

"Student-faculty" interaction, is one of the great strengths of Cal Poly Humboldt and the reason many students come here. We are delighted to see this increased emphasis on active student learning and faculty involvement.

B2. Each university will establish a process for encouraging actions and assessing results related to strengthening teaching and learning effectiveness.

Given that the principles of assessment are followed, then this objective, though rather general is reasonable. Resources are critical; funding for a teaching-learning center is a priority.

B3. Faculty will determine when student learning can be effectively served by the classroom context, the use of distributed learning technology, community service learning, and other learning methodologies.

We are pleased to see that the faculty role is acknowledged in this objective.

Cal Poly Humboldt has established the Center for the Support of Instructional Technology to address many of the issues that arise in this area. CSIT sponsors a Faculty Advisory Committee which is chaired by the Faculty Development Coordinator. Additionally, Humboldt is developing a coordinated program of community service learning involving the Offices of Academic Affairs and Student Affairs.

Many of the issues with which the Faculty Advisory Committee must deal are system-wide issues for which there is little or no system-wide coordination. These issues involve faculty incentives; relationship of faculty participation in the development of new pedagogy and delivery mechanisms to the Retention, Tenure, and Review process; intellectual property rights; copyright and fair use, and other issues. These are issues that need to be addressed at the system wide level, not just the campus level.

We recommend that participation in the development of new pedagogy and delivery mechanisms be equivalent professional behavior to publishing. Increased funding for faculty development is also recommended.

B4. Each university will provide an appropriate range of student services including admissions, registration, financial aid, academic advisement, library and information services, and instructional support for all students regardless of type of enrollment or form of instruction.

Cal Poly Humboldt is proceeding with making most student services available via the Web, including library and information services, and selected services as appropriate (grades, financial aid status, etc.) available via interactive voice response systems. To ensure that students have access to high-cost, discipline-specific software off-campus, Humboldt is experimenting with software services that will allow students to use this software from their personal computers without violating license agreements. The Library has expanded its program of electronic reserves to ensure students have 24x7 access to the course materials they need. Approximately 80 electronic databases are available through the library's web site. As part of the library's electronic offerings, it anticipates participating fully in the UIAS initiative which will create a union catalog of all of the CSU libraries' holdings and hopefully facilitate resource sharing amongst all the CSU libraries.

The Humboldt library has also developed an information competency module available to users from its web site. To further develop information competencies for Humboldt students, the library gained funding from the CSU Commission on Learning Resources and Instructional Technology last year to develop "Information Competency in the Professions" and "Information Competency in the Sciences." In addition, working with Computing and Telecommunications, a 24-station Information Competency Lab has been constructed in the library.

There is no discussion on how the system will ensure the needed funding for the high cost associated with providing electronic access for student services. The library, for example, needs a permanent augmentation to the materials budget to provide access to electronic reserves and resources.

The California State University should leverage its buying power to obtain even more licenses for electronic media, including journals and software.

C. Each university will examine its programs to ensure that current programs are needed, effective, and have appropriate and understandable requirements. This examination will be guided by the following principles.

Principle C raises several serious concerns. This is one of the crucial issues in this document. How and who determines "need?" If determination of need is linked too closely with a volatile market place, then this plan would not only undermine the CSU, but would do a major disservice to our students and in the long run to the state of California.

C1. In accord with the Board of Trustee program review policy, each university shall make special efforts to ensure that programs and courses are strengthened, added, retained, and eliminated according to explicit criteria and procedures. These campus criteria and procedures will be designed to ensure that programs are continually responsive to, among others, state and student needs, changes in the discipline, and campus priorities.

On the surface C1 appears laudable. It is crucial, however, that each campus have autonomy, and that much care be taken in identifying "state and student needs" because of our different missions and constituencies. Cal Poly Humboldt is working both on tying allocation procedure to program review and developing procedures for suspension and reinstatement of programs.

C2. Each university shall ensure that full-time students are able to complete baccalaureate degree program requirements within a reasonable length of time. Across the country, this typically is accomplished in eight semesters (twelve quarters) of full-time study, which normally equates to 120 semester (180) quarter units. For most degree programs, General Education and degree program major student learning outcomes can be acquired and demonstrated during this equivalent period.

With the "knowledge explosion" in many disciplines, is it reasonable to think about reducing degree requirements? We certainly endorse the principle stated in the first sentence. However, we have serious reservations regarding an across-the-board reduction to 120 units in most programs, especially the bachelor of science and professional degrees. We also note that reducing the number of units in a program may not mean a reduction in the time students take to complete the degree.

C3. Trustee policy will be revised to minimize reference to units required including specific areas of General Education. The intent of this revision is to enable universities to shift attention to student learning outcomes and away from course and unit-based curricula.

There are good reasons for course and unit requirements that have been developed over the years. They can be criticized and other systems do exist, but no good reason for change is articulated in this document. We are strongly opposed to a uniform, system-wide exam (see C4) as a means for assessing all "educational" areas (see Assessment Principles.)

C4. Articulation practices among system universities and community colleges and policies for General Education will continue to be reviewed and strengthened at both campus and system levels. Over time these practices will accommodate the shift to student learning outcomes and place less emphasis on course-based units.

We believe that most of what is now seen as articulation problems can be repaired within the present structure. We have to recognize that the federal government sets financial aid guidelines and that they may insist on course based units.

C5. New and concerted attention will be devoted to the articulation of required lower division major courses and/or competencies, both within the CSU and between the CSU and community colleges. To this end, faculty from across all CSU campuses will convene in disciplinary groups, with appropriate consultation with community college faculty, to seek agreement on a common core of required lower division courses for each major.

Effective articulation is a reasonable objective; a common core of major requirements is not. No educational reason is given for this unwarranted intrusion into the curricular process. Uniformity and "efficiency" are not sufficient reasons for interfering with educational issues, which are the faculty's responsibility. Chancellor Reed has spoken of the diversity of CSU as one of its greatest strengths. System-wide cores of lower division requirements do not support this principle of diversity.

One of the best and most important aspects of distinction among and between colleges resides in the development of curriculum specific to the focus of each campus. Any diversion from this important element would be detrimental not only to each campus but to the marvelous diversity found throughout this state.

C6. Each university and the CSU system will continue to work with the leadership and faculty of the community colleges to remove barriers to transfer so that community college transfer students can proceed toward their baccalaureate objective at the same pace as students entering the CSU as first-time freshmen.

See comments under C4.

In addition, there is some concern that the quality of courses at certain community colleges, particularly in the sciences, do not adequately prepare students for upper division work at Cal Poly Humboldt. This happens despite the fact that articulation has supposedly occurred, i.e., the community college courses cover the same material that Humboldt courses cover. Thus transfer students are not prepared for upper division course content, with the concomitant problems of completing the degree program. In short, articulation and competency aren't necessarily the same thing.

Although Humboldt could and should do more in working with the local community college in terms of advising students, there is a problem. Humboldt, unlike many other CSU institutions, draws its transfer students from many community colleges across the state, thus limiting its ability to work effectively with feeder institutions.

D. Universities will make their services more accessible in time and place by removing to the extent possible, constraints on teaching and learning caused by time or location.

D1. Each university will identify how the opportunity to acquire expected student learning outcomes and related services can be made more accessible to students who experience difficulty accessing traditionally-schedules, on-campus programming. Each university will document actions taken to accommodate the time and place needs of students and the effects of such actions.

Cal Poly Humboldt offers a number of programs for Native Americans and other target student groups which are designed to offset external exigencies. For example, some programs can only be offered during seasons which permit travel on rural roads. Humboldt also offers courses over cable television. It has not been successful in offering courses via satellite broadcast due to the difficulties built into the broadcast infrastructure developed by the California State University. It also has not been successful in using the Internet to deliver classes synchronously to wired classrooms in remote locations, although it has attempted to do so. An attempt was made to utilize a remote technology-based classroom in Crescent City as a receive-site for a small business development course, but there was insufficient network capacity to the site. Humboldt has been successful in offering a number of courses via the Internet asynchronously.

Comments included under B4 above apply here. That is, the Cal Poly Humboldt library offers remote access to its online catalog; to approximately 80 different electronic databases and indexes, and to doing research, both on the Web and in the library, via its Web-based subject resource pages. Several of the databases include the full text of newspapers and journals. It also offers reference services via email for both on and off-campus students.

Funding for the Center for Distance Learning should be expanded. In particular, a portion of revenue received by the California Virtual University should be directed to the CDL to support its operations and expansion. The CDL should be able to offer financial and other incentives to faculty to participate in its development programs.

D2. Appropriate system policy should be formulated to govern the development of off-campus centers to accommodate place-bound students.

The comments included under D.1 above apply here.

There is in place a CSU system-wide agreement on borrowing for the libraries and an external degree program library card system. The Council of Library Directors is working on additional policies with respect to distributed learning and how best the CSU libraries can meet the needs of those students.

The CSU should concentrate on developing relationships with community colleges and K12 schools to use their computing labs as off-campus centers. Further, each university, community college, and K12 school should have the teleconferencing facilities available to support each other as off-campus centers. Teacher preparation programs need to ensure their graduates are competent in the use of these technologies. Because these centers will have relationships with multiple CSU campuses, and the students using them will be taking classes from multiple universities, the CSU must establish clear policies on computing FTES, articulation, award of degree, and related issues. The CSU, community college, and K12 schools should accelerate their efforts to ensure the network capacity is available to meet the need.

If these off-campus centers were established, the CSU could use them to deliver Advanced Placement courses to the K12s. While this is important and of significant benefit to the K12 students (particularly in terms of improved AP instruction that will reduce their time-to-degree), it is not as important as using these centers to deliver university courses in the off-campus centers. The CSU would need to establish a way of crediting campuses with the FTES for AP courses.

Also, developing relationships for the use of community and business-based computing laboratories and teleconferencing facilities is important but of lesser priority than developing relationships with the community colleges and K12s.

Satellite delivery of courseware may be a technology that has passed its prime and the CSU may be better served redirecting its resources to Internet-based solutions.

D3. Each university will ensure that instruction and support accommodate the personal situations of students, especially working adults with families, through services such as flexible scheduling, course patterns, certification of learning, job-site teaching/learning, and use of technology mediated instruction.

Cal Poly Humboldt continually reviews its programs to determine which courses should be offered on different schedules (e.g., every semester instead of just in the Fall), what are the appropriate assessment mechanisms, what changes in the General Education requirements should be made, etc. Humboldt has made significant investment in developing technically enhanced instructional materials such that seat-time in a number of classes has been reduced and traditional class-time replaced by students working independently (or in groups) over the Internet. As stated in D.1. above, the library has made available many electronic sources of information to Humboldt students and also offers information competency instruction from its web site. It also has email reference services for students.

The University's Assessment of Prior Learning program provides the non-traditional student an opportunity to receive credit for knowledge gained outside the classroom (work, volunteer activities, travel, community service).

Humboldt Extended Education attempts to be sensitive and responsive to accommodate the personal situations of a variety of students. It schedules evening, weekend, and intensive courses, technically enhanced instruction and off-campus courses. It provides on-site registration, mails course materials to students, and facilitates other services as needed.

The value of technology mediated instruction needs to be empirically validated.

D4. CSU and its campuses will direct special attention to maximizing its resources through the effective use of fuller daily, weekly, and yearly schedules.

Cal Poly Humboldt has extended its daily schedule by starting classes earlier in the morning and extending them later at night. It offers a number of special courses, such as one-unit courses, on weekends. It is preparing actively to execute a pilot of year-round operations beginning in Summer 2000.

The campuses should identify "seasonal" courses and ensure that year-round operational schedules accommodate these courses most effectively. For example, a course with a major component dealing with the immediate effects of forest fires might be offered year-round but, if it cannot be, should be offered during fire season.

We note that class scheduling is a function of place; that is, Humboldt is a residential campus. As such, its student population will react differently to alternative class schedules as compared to the urban campuses which often service commuting students.

E. The CSU will support system and university-wide efforts to increase the number and proportions of high school students who are prepared for college-level study upon entry, and in the process, reduce the percentages of students needing remedial education.

As long as our applicant pool is linked to a percentage of high school graduates, then it is in our best interests to strengthen the K-12 teachers that we send to the public school classrooms. Who can be surprised to see how many students require remedial mathematics when 60% of the K-12 teachers who teach mathematics do not have the credential?

Cal Poly Humboldt has established outreach programs to the local high/middle schools through the Educational Talent Search, Upward Bound, Precollegiate Academic Development (PAD) and the California Student Opportunity and Access Programs (Cal-SOAP). Humboldt is renewing its commitment to Teacher Preparation with increased funding and staffing as well as a thorough review of the various Teacher Preparation programs. The number of tutors provided by Talent Search and PAD has increased significantly over the last several years. Through programs such as the Redwood Area Writing Project and Redwood Area Mathematics Project Humboldt has provided a support structure for the local education community. Humboldt is also anticipating establishing the U.S. Department of Education's GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) in Fall 1999.

E1. CSU will revisit the competencies needed to begin college-level work and how best to assess them. This review will be linked to the re-examination of General Education through a learning outcomes-based approach. The use of ELM, EPT, and SAT for placement purposes will be reconsidered within the context of the Intersegmental Committee of the Academic Senates' statements of competencies expected of entering freshmen.

The Cal Poly Humboldt Curriculum Committee is currently conducting a thorough review of general education which includes an examination of learning outcomes.

The CSU should look at ACT assessment instruments given their long history in providing evaluative tests for higher education.

E3. CSU placement tests will be made available to K-12 students as soon as they complete their junior level courses. Students who pass would be granted appropriate CSU placement subject to completion of senior-year math.

A positive step. But this must be linked with E4.

E4. Alliances with the public schools will be strengthened. These alliances should focus on developing a clear understanding of what the CSU math and English placement standards are and how best to achieve them. Special funding should support these efforts.

Alliances should also be forged with academic disciplines outside of English and Mathematics in order to improve the preparedness of students for college-level work.

E5. The CSU will insure that teacher preparation programs produce graduates able to assist students to meet State Board of Education standards.

The Cal Poly Humboldt credential programs require all students to demonstrate their ability to assist their students in meeting all standards of the State Board of Education. Student teachers are required to demonstrate their knowledge of the standards in their disciplines, to create challenging lesson plans specifically addressing the standards, to demonstrate their ability to teach utilizing those plans in ways which maximize student success and attainment of mastery of the standards, and to successfully assess both their own instruction and their students' outcomes. Student teachers are assessed by their professors, master teachers, and University supervisors in regard to their abilities in this area. Any student teacher who does not meet these criteria is given the opportunity to master them will full support from the Department of Education. Those student teachers who ultimately do not attain mastery and are not able to demonstrate their ability to assist their students in meeting State Board of Education standards are not recommended for a credential until such time as they have completely and fully addressed any deficiencies.

E5 should be expanded to include the recommendation that the CSU reach out to provide support for current high/middle school faculty who are teaching outside of their disciplines or who lack sufficient coursework in the areas in which they are currently teaching.

E6. The CSU and its universities will expand the number of well-trained CSU students helping K-12 students achieve stronger English and math skills.

These efforts are currently underway, but the campuses must ensure that the quantity of CSU students involved in these activities does not overshadow the need for quality instruction.

E7. The CSU will also seek more effective methods and structures by which remedial education will be provided, including extended learning and expansion of partnerships with community colleges, public schools, and other institutions.

The CSU should identify and evaluate the programs that are currently in place and expand those that are effective.

F. The CSU will increase access to education beyond the baccalaureate, including degree and certificate programs, as well as other forms of continuing and professional education.

F1. Each university will respond to new economic and social needs for post-graduate education, research, and service.

The Graduate Council of Cal Poly Humboldt has long treated this goal as an operational assumption in program development. Humboldt is unique in its location and programs in the CSU and the State of California. The faculties of each campus are the best judges of what economic and social needs are in the local community. Responsiveness to new societal needs for research and service must be recognized, but they must also be viewed in the context of the campus mission and the dictates of academic integrity.

F2. CSU's role as the major provider of the Master's degree and post-baccalaureate certification programs will be expanded. These programs are becoming more critical to meeting the increasing educational needs of people in an expanding number of occupations and professions. California's economy will depend on access to these new levels of knowledge.

California residents will require increasing levels of education to meet the workforce challenges of the next century. As higher education responds to this challenge, it means accommodating an increasing number of undergraduate and graduate students. There is concern about the heavy emphasis on supporting graduate programs that have a marketable applied focus. The master's degree is also becoming a critical intermediate academic goal for those who wish to pursue doctoral degrees. In addition, the master's degree is a requirement for teaching at the community college. This means additional effort and support should be given to the Humboldt Future Faculty Preparation Program as well as certificate programs that teach graduate students how to teach.

F3. The CSU and its universities will increase investment in their graduate and post-graduate educational programs while maintaining the CSU's commitment to undergraduate education. Consideration will be given to the following possibilities for increased support.

• Seek State recognition of the higher cost of graduate (relative to undergraduate) education and the alignment of funding accordingly (without reducing support of undergraduate education).
• Establishment of differential fees for undergraduate and graduate students to reflect the higher costs associated with graduate education, in parallel with increased financial aid for graduate students.
• Allowing campuses and programs to charge differential fees in accordance with costs, competition in the marketplace, and demand, subject to adequate financial aid to assure access.
• Special funding for joint doctoral programs.

It is true that a greater investment should be made in graduate and postgraduate educational programs. In recognition of the higher costs, the Cal Poly Humboldt Graduate Council urges the full implementation of the recently adopted CSU policy that defines the twelve unit course load as constituting full-time enrollment for all graduate students below the doctoral level. Additionally, increased funding or assistantships and fee waivers programs must be made available to assist graduate students in offsetting the higher cost of graduate education. This funding will also be necessary to attract quality students and a more diverse student body.

F4. The CSU will develop new patterns of support for post-graduate and other programs which blend extended learning programs and self-support resources with those supported through the General Fund. The chancellor's office will study the public and system policy issues related to such new funding patterns. It is important that we utilize the energy and entrepreneurship that is characteristic of self-support units and programs.

It is clear that graduate programs offered through extended education could be self-supporting. There is concern that there be a mechanism and proper oversight of such programs to maintain quality.

F5. The CSU's role in doctoral and professional education will be increased through relationships with the University of California and other public and private higher education institutions.

There is increasing interest and demand for joint doctoral programs involving the CSU. There are certain academic areas in which the CSU faculty can provide the lead in developing doctoral programs to meet the new demands. However there may be other more appropriate partners in this endeavor than the University of California. The CSU should seek approval to link with other institutions of higher education. These may be both in-state and out-of-state.

G. The CSU and each university will make systematic progress toward achieving the conditions that will allow faculty to play their integral role in implementing the plan.

G1. The CSU and each university will provide faculty with a fair and reasonable reward system, including closing the faculty salary gap. In order to recognize the expansion of faculty roles, faculty scholarship should be more broadly defined as appropriate to each campus.

Certainly closing the salary gap between the CSU and the comparable CPEC institutions is an objective we all support. We acknowledge, however, that there are profound differences among some faculty and administrators regarding the composition of the salary package which might achieve that purpose. There is full agreement, however, that the definition of faculty scholarship should be broadened to comport with the mission of the CSU.

G2. The CSU will develop a more coordinated and substantive faculty development effort related to the implementation of Cornerstones principles.

Faculty development is an important issue for all Humboldt faculty members, but it should not be limited to Cornerstones implementation. Historically, the promises made by the CSU for faculty development have never been delivered.

G3. The CSU and each university will see ways to provide faculty with appropriate opportunities and conditions to implement Cornerstones initiatives. These will include both seeking new resources and specific targeting of faculty time and support to recognize the importance of the following:

• assigned time for the development of student learning outcomes and assessment methods,
• assigned time for the conversion of courses and program to new modes of instruction,
• increased travel for participation in professional conferences,
• expanded training programs for the use of technology mediated instruction, and
• expanded summer stipends to support the development of Cornerstones initiatives.

Many faculty at Cal Poly Humboldt have grown cynical concerning the availability of new resources for assigned time, increased travel, and expanded training. Normally, such CSU initiatives require a redirecting of already scarce resources away from extant programs and projects to new ones. It is essential that the CSU seek additional funding specifically for faculty development so that regular operating budgets for supplies, services, etc. are not adversely affected.

G4. The CSU and each university will expand resources available for direct instructional support including:

• increased investment in faculty computing, smart classrooms, and other educational technology,
• expanded instructional development and support operations, and
• increased clerical staff, and office and communication technology.

Again, for the past many years, the budgeting process both systemically and at Cal Poly Humboldt has become a zero/sum exercise. "Expanding resources" to new programs means reducing them from somewhere else. Most faculty members would welcome additional funds for all the purposes listed under this objective, but not at the expense of raiding already limited resources for existing programs.

APPENDIX

• List of Attachments to Cornerstones Response:
• General Comments from 3 December 1998 meeting of faculty participants at the Cornerstones Monterey conference.
• Comments from Steve Carlson, Interim Dean, College of Natural Resources and Sciences.
• Response from the College of Natural Resources and Sciences College Curriculum Committee.
• Progress Report from College of Arts, Humanities and Social Sciences.
• Joint Statement from the University Curriculum Committee and the Educational Policies Committee of the Academic Senate
• Comments from Bill Cannon, Director, Computing and Telecommunications Services.
• Comments from Sharmon Kenyon, Interim University Librarian.
• Comments from Carl Hansen, Director, Office of Extended Education.
• Comments from Cheryl Smith, Dean, Office for Enrollment Management.
• Joint Statement from Cheryl Smith, Dean, Office for Enrollment Management and Richard Vrem, Dean, Undergraduate Studies.
• Comments from Linwood Wall, Director, Institutional Equity and Diversity.
• Comments from John Costello, Dean, College of Professional Studies.
• Comments from Ron Fritzsche, Interim Dean, Research and Graduate Studies and the University Graduate Council.
• Comments from John Travis, Chair, Finance Committee of the Academic Senate.