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Values & Guiding Principles

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Guiding Principles for Quarter to Semester Conversion Steering Committee (Q2SCSC)

The Q2SCSC adopts the following guiding principles for their work regarding CSUSB’s transformation from a quarter- to semester-based system process. Throughout our work we will:

  • Create and maintain a student-centered approach, always considering the needs of our diverse student body;
  • Focus on the needs of our diverse students, faculty, and staff, and remain dedicated throughout the process to the academic mission of the university and to the core values outlined in CSUSB’s strategic plan: inclusivity, innovation, integrity, respect, social justice and equity, sustainability, transparency, and wellness and safety;
  • Commit to an inclusive, faculty-driven process whereby we recognize that faculty have primary responsibility for curriculum and its associated scope and sequence, respect the existing structures of shared governance, and collaborate and coordinate with the Faculty Senate, the CFA, college, department, and program committees, and the various business and student support units on campus;
  • Provide professional development and support to assist faculty as they develop innovative pedagogy and transform curriculum to incorporate high impact, evidence-based practices, address the learning needs of our diverse students, map and connect the learning among courses, and improve overall learning, engagement, and success for all our students;
  • Provide professional development and support for staff as they develop and implement new policies, processes, and procedures in each of their areas;
  • Create opportunities for on-going collaboration among faculty, staff and administration across traditional department, program, college and division borders to enhance and integrate the learning environment for faculty, students, and staff;
  • Seek to balance departmental/division autonomy and collaboration;
  • Seek a balance between adequate time for meaningful discussion and deliberation regarding decisions and recommendations with the need to complete specific tasks on time, so that faculty and staff are able to complete their work on a more reasonable timeline and with a more reasonable workload;
  • Provide compensation for efforts that go beyond the usual expectations of faculty and staff both during and following the conversion, while carefully considering workload issues;
  • Consider equity among departments, programs, colleges, and units with respect to the impact our recommendations could have for departments, programs, colleges, and divisions both during and after the conversion; and
  • Inform and consult meaningfully with all campus constituencies through clear, open, on-going, and up-to-date communication.