Academic Affairs Working Plan


21st Century Teaching and Learning Spaces

Team Leader: 
Dennis Jaehne, AVP for Graduate and Undergraduate Programs

Team Members: 
Bem Cayco, Chair, Department of Mathematics
Fred Cohen, Chair, School of Music and Dance
Ruth Kifer, Dean, University Library
Chris Laxton, Director, Academic Technology
Michael Parrish, Dean, College of Science
Jennifer Redd, Interim Director, eCampus
Matthew Stephens, Student, Mechanical Engineering

Action Items: 

1. Make campus classroom environments as conducive to learning as possible, and provide the optimum environment within the constraints of aging facilities and limited budgets. 

The Team has prioritized 95 classrooms and labs across campus (including rooms from all instructional buildings) based on FTES impact of rooms and faculty comments in the recent survey.  Currently, FD&O is reviewing the requests to propose a summer plan (and budget) for upgrades to blinds, paint, lighting controls, and related improvements. 

Six large-lecture theaters will have their fixed seating upgraded during summer 2015.

SJSU Classroom Blind Replacement Project (Summer 2015)

AAD Classrooms & Labs - List of Improvement Work (Summer 2015)

Additional projects will be posted here when work budgets are finalized.


2. Work to equip learning spaces with appropriate technology, furniture (including accessible furniture), climate control, whiteboards and lighting to support effective learning.

The Team, working with Academic Technology, is finalizing a plan for summer refresh and installation of classroom technology.  We will post the plan when finalized.

In collaboration with ITS, we are finalizing designs for summer upgrades in seven classrooms, to include lecture capture and/or telepresence capability.

SCI 142 will have technology upgrades during summer 2015.

The Team is collecting specific furniture replacement requests from the colleges for the identified rooms so that we can place an order with manufacturers before the end of March.


3. Work to provide faculty, students, and staff with access to, training in, and knowledge about hardware and a comprehensive suite of supporting software applications that promote and improve learning and assessment.

In addition to current software and support offered through eCampus, we are exploring a campus wide license for an academic integrity solution for online courses (e.g., Proctor U), to be provided by the university for all online courses.

Additional materials for the Learning Spaces group


Educational Excellence and Student Experience

Team Leader:
David Steele, Dean, Lucas College and Graduate School of Business

Team Members: 
Elaine Chin, Dean, Connie L. Lurie College of Education
Jan English-Lueck, Interim Dean, College of Social Sciences
Marna Genes, AVP, Academic Budgets and Planning
Ruth Huard, Dean, College of International and Extended Studies
Joyce Lum, Student, Business Management Information Systems
Alison McKee, Associate Professor, Television, Radio, Film & Theatre
Ron Rogers, Chair, Psychology
Maureen Scharberg, AVP, Student Academic Success Services
Lisa Vollendorf, Dean, College of Humanities and the Arts

Action Items:

1. Data Management for Student Success

Implement a student information data warehouse. Phase 1: Spring 2015; Phase 2 Summer 2015 to Fall 2016. 

Work with Student Affairs and Information Technology on joint project: Spartan Planner, which is organized on the “A to G” theme – Admissions to Graduation. Implementation expected by Fall 2015.  Transfer student admission is scheduled to be completed by Fall 2016.

(A related project that resides outside of the group is the degree audit project, led by Nancy Day.)

Lead: Marna Genes


2. Enrollment Planning and Advising for Student Success

Determine Student Success best practices, and share with all college and other student success entities. 

Establish Student Success Centers in the College of Humanities and the Arts and the College of Education; renovate the Success Center in the College of Science. The H&A Center has been completed. Other centers will be implemented Fall 2015-Fall 2016.

Lead: Marna Genes


3. Achievement Gap

Preliminary analysis of transfer student data has been completed and reported to Academic Affairs Leadership Team. Work will continue in the College of Business pending data verification check with IEA and other colleges.

URM data is being, and will continue to be, analyzed through Fall 2016. Lisa Oliver is scheduled to present her preliminary findings on April 22​, 2015.  The title of her talk is: “Student Success and Retention:  Supporting Underrepresented, First-Generation and Transfer Students”.

Engage vendor to provide specific targeted points of intervention to support URM student retention and progress to degree. Timeline: Spring 2015-Fall 2016.  

Lead: Maureen Scharberg


4. Student Experience of Curriculum

Draft working plan has been developed, comprised of General Education, American Institutions and SJSU Studies courses. Timeline: Phase 1 : Spring and Summer 2015; Phase 2 Fall 2015; Phase 3 Spring 2016.

Leads: Marna Genes and Maureen Scharberg


5. Admissions

Supplemental course criteria completed. Implement for transfer students in Fall 2016.

Lead: Jan English-Lueck


6. Writing Support

Working plan is being prepared. Timeline: Phase 1 : Spring and Summer 2015; Phase 2 Fall 2015; Phase 3 Spring 2016.

Lead: Lisa Vollendorf


7. Global Citizenship

Working plan developed.

Lead: Ruth Huard

Global Citizenship Working Plan - PDF


RSCA and Professional Development Support

Team Leader: 
Alice Hines, Interim Dean of the College of Applied Sciences and Arts

Team Members:
Elna Green, AVP, Faculty Affairs
Andrew Hsu, Dean, Charles W. Davidson College of Engineering
Richard McNabb, Professor, English and Comparative Literature
Gilles Muller, Chair, Chemistry
Samantha Olah, Student, Behavioral Science and Anthropology
Pamela Stacks, AVP, Office of Research
Amy Strage, Associate VP, Faculty Development

  1. Investigate processes and models developed at other CSU campuses (i.e., SDSU and SFSU) to enable RSCA-active faculty to achieve and sustain reduced teaching loads while meeting FTES goals. Completed

  2. Investigate curricular and budgetary consequences of reducing regular teaching loads for RSCA active faculty, including the effects the proposed model would have on existing assigned time practices in the university and the colleges. Completed

  3. Examine the acquisition and use of direct and indirect (Facilities & Administrative recovery) grant awards at SJSU.  Explore how to deploy indirect F&A recovery funds more effectively in support of RSCA activities. Benchmark resource levels and current practices for pre-and post-award support suitable to the size of our campus and research performance level.  $150,000 (Pam Stacks, lead)

      • Fall 2015. Panels to discuss the benefits and mission alignment of grants and the direct funding, and the benefits and limitations of the indirect funding brought to SJSU.  Purpose is to engender a better understanding of grant funding so that the faculty, students and the university as a whole are best served.
      • Fall 2015 with a phase-in process.  Currently the SJSU RF Board of Directors approves F&A recovery distributions to campus constituents.  The Board has assigned a committee to evaluate and propose a recommendation to the Board to change the distributions with the aim to better support RSCA on campus.  The recommendation is due to the Board at its meeting on May 27, 2015.  Any changes would have a phase in period.
      • Benchmarking Analysis to occur in Summer or Fall 2015. Timing dependent upon (i) consultant firm selection and (ii) hiring the Executive Director for SJSU RF.  Due diligence includes vetting firm proposals and discussions with appropriate CSU campuses to determine their experience with these consultants.  The SJSU RF Executive Director search is expected to be concluded by end of Spring 2015.

  4. Plan and fund faculty RSCA and professional development.

    Campus wide programs: Facilitating cross-disciplinary collaborations; organizing multi-disciplinary research groups and proposal teams, holding proposal writing workshops and institutes for novice as well as more experienced researchers, providing mentoring and guidance regarding strategies for launching and sustaining successful RSCA agendas. $250,000 (Amy Strage, lead) 

    College specific programs: Programs will be planned and implemented by individual colleges to fit their specific needs. Examples of supported activities include: start-up packages and new faculty research support, transition to becoming RSCA active grants, RSCA active faculty teaching load reduction. $1.0 M (Marc d’Alarcao, lead)

      • 2 consultants, for assistance with statistics/data analysis strategies have been identified and are available to work with faculty, on demand;
      • Participants for a pilot campus-wide research/proposal development/virtual writing support groups will be recruited from Research Foundation lunch-time sessions and the Center for Faculty Development-sponsored Writing Marathon (Mid-Spring, 2015);
      • Details being considered for scaling of the CASA RSCA-mentoring program (CAHRS) to a campus-wide scope are being considered (roll-out during late Spring/Summer 2015);
      • Details being considered for model of range of supports most appropriate for the needs of faculty at different points along the continuum of novice-to-experienced teacher-scholars (roll-out during late Spring/Summer 2015).

  5. Plan and fund staff professional development and growth. Conduct a needs assessment to identify relevant target knowledge bases and skill sets, as well as effective pedagogical models for providing opportunities for professional development. Complement current opportunities offered on campus (e.g., through HR) or through the CSU. $100,000 (Elna Green, lead)

      • An ad hoc planning sub-committee has been created.  This committee will create a survey to be conducted before the end of spring semester, to gather input from staff in Academic Affairs regarding their needs for professional development support.
      • The sub-committee will analyze results of the survey by early summer, and make a recommendation to the provost for a professional development plan and expenditures associated with it. 
      • Final plan will be approved and announced to staff by end of summer.
      • Implementation will begin with Fall 2015 and continue through the academic year.





Provost Feinstein is currently soliciting input in regards to the three priority groups that have been established.  Please submit your comments below: