The Regents of the University of CaliforniaACADEMIC AND STUDENT AFFAIRS COMMITTEESeptember 14, 2016The Academic and Student Affairs Committee met on the above date at the Luskin ConferenceCenter, Los Angeles campus.Members present:Regents Brody, De La Peña, Island, Lansing, Ortiz Oakley, Pattiz,Ramirez, and Reiss; Ex officio members Lozano and Napolitano;Advisory members Chalfant, Mancia, and Monge; Chancellors Block,Dirks, and WilcoxIn attendance:Staff Advisor Valdry, Secretary and Chief of Staff Shaw, Senior VicePresident Peacock, Vice Presidents Brown and Budil, Interim VicePresident Handel, Deputy General Counsel Friedlander, ChancellorsKhosla and Yang, and Recording Secretary McCarthyThe meeting convened at 10:20 a.m. with Committee Chair Island presiding.1.APPROVAL OF MINUTES OF PREVIOUS MEETINGUpon motion duly made and seconded, the minutes of the meeting of the Committee onEducational Policy of July 21, 2016 were approved.2.OVERVIEW OF COMMITTEE RESPONSIBILITIES AND REVIEW OFCOMMITTEE CHARTER[Background material was provided to Regents in advance of the meeting, and a copy ison file in the Office of the Secretary and Chief of Staff.]Committee Chair Island welcomed members to the new Academic and Student AffairsCommittee and particularly the three chancellors who are members of the Committee,Chancellors Block, Dirks, and Wilcox.Committee Chair Island briefly reviewed the Committee’s Charter, which gives itoversight for admissions policy, student affairs, student and faculty diversity, facultyconduct, technology transfer and innovation, the University’s Division of Agriculture andNatural Resources, and the academic planning, instruction, research, and public serviceactivities of the University. The Committee also has a Subcommittee on the NationalLaboratories, which would be chaired by Regent Pattiz. If needed, the Committee couldmake recommendations to amend its Charter, which must be approved by the full Board.Committee Chair Island suggested areas the Committee could consider for discussionsuch as UC master’s degree programs, Ph.D. programs, possible innovation partnershipswith private and other public sector entities, education abroad programs, student life,
ACADEMIC AND STUDENT AFFAIRS-2-September 14, 2016mentorship, and advising, and the long-term benefits of a UC education. He invited allmembers to contribute suggestions for topics for the Committee’s consideration.Regarding the Committee Charter, Regent Reiss suggested that prevention of sexualharassment and sexual assault be added to the Committee Charter as an area ofresponsibility. Committee Chair Island agreed. Chair Lozano said that could be addedwhen changes are made to the charters.Regent Pattiz asked if issues related to the Principles Against Intolerance should be addedto the Charter. Regent Reiss observed those issues had traditionally been considered partof campus climate. Committee Chair Island agreed.Provost Dorr expressed enthusiasm for the new meeting format and said she lookedforward to providing necessary information and background materials to assist theCommittee.3.PROGRESS ON THE ACADEMICFRAMEWORK AGREEMENTELEMENTSOFTHEBUDGET[Background material was provided to Regents in advance of the meeting, and a copy ison file in the Office of the Secretary and Chief of Staff.]Provost Dorr reported on the University’s progress in addressing the 13 academicelements in the budget framework agreement crafted by President Napolitano andGovernor Brown and endorsed by the Regents. A substantial set of organizationalstructures and processes were established at the Office of the President and with thecampuses in order to accomplish the academic elements well and on time. The academicelements of the budget framework were organized into three areas. Three elementsinvolved enhancing UC’s commitment to the transfer function; six involved promotinginnovations to support undergraduate student progress and improve time-to-degree; andfour involved using technology and data analytics to support student success.Ms. Dorr discussed academic elements relating to the transfer function. The goal toestablish systemwide major preparation transfer pathways had been successfullyaccomplished. UC campus faculty agreed on systemwide transfer pathways for 21 of themost popular majors on the nine campuses, establishing one set of courses that aCalifornia Community College (CCC) student could take that would prepare the studentfor the major on any UC campus that offers that major. Ms. Dorr displayed the biologytransfer pathway web page, which lists the difference in requirements for transfer to UCand transfer to California State University (CSU), the requirements for the CCCAssociate Degree for Transfer, and a list of all UC majors for which the biology transferpathway would apply. Fulfilling the framework agreement for the transfer pathways is amajor accomplishment for the University and would greatly benefit CCC studentsseeking to transfer to UC.
ACADEMIC AND STUDENT AFFAIRS-3-September 14, 2016Ms. Dorr then discussed the academic element goal of reducing the ratio of Californiafreshmen to California transfer students in 2017-18 to 2:1. The University has madeprogress on this goal. Three campuses, UC Davis, UCLA, and UC San Diego, have metthe goal, and the systemwide ratio in 2015-16 was 2.22:1, excluding UC Merced. Inpursuit of this goal, the University extended the transfer student 2016-17 applicationdeadline, set aggressive transfer enrollment targets for 2016-17, and President Napolitanovisited several CCCs with lower UC application rates. For 2016-17, it is anticipated thatthe number of new California transfer students would be at an all-time high and that UCBerkeley would be very close to the 2:1 ratio. Data are being analyzed that would helpidentify targeted strategies to help achieve the 2:1 ratio at the remaining UC campusesand systemwide.Chair Lozano commented that it would be helpful to have data indicating which outreachefforts had been successful in increasing transfer applications from CCCs that previouslyhad low application rates. She also asked if it is known whether students are actuallymatriculating through the transfer pathways. It would also be important to examine thequality of the transfer students being admitted, whether they are prepared to succeed atUC, and if they are being provided support services appropriate to transfer students oncethey are at UC. Ms. Dorr responded that the transfer pathways were established in thespring and fall of 2015, so it was too early to determine their use by CCC students.Meetings have been held with appropriate CCC and CSU staff to increase awareness ofthe pathways. Use of the transfer pathways website is being monitored. Some CCCfunding has been obtained for work with particular CCCs and their local UC campuses.President Napolitano explained that it would be important to partner with the CCCs sothat communication about the pathways could reach advisors at the 113 independent CCCcampuses.Regent Reiss asked why some CCCs provided much higher rates of transfer students toUC than others. Regent Ortiz Oakley commented that cultural issues can have an effecton transfer rates from particular CCCs. Transfer pathways would help encouragenecessary mutual communication. He expressed his view that progress was made intransfers from CCCs to CSUs because both systems had the expectation that they wouldwork together, for instance by establishing an oversight task force with specificallyassigned members from CSU and CCC. He thought it would be beneficial to establish asimilar task force between CCC and UC. He added that 1 million in foundation grantfunds were used to advertise and market the Associate Degree for Transfer from theCCCs to CSU to students and their families.Regent Reiss asked if the courses in the UC transfer pathways were available at all113 CCCs. Regent Ortiz Oakley commented that UC faculty had done an excellent jobaligning the transfer pathways with the Associate Degree for Transfer pathways to CSU.A remaining challenge would be to provide all the CCC administrators, faculty, andadvisors the information about the UC transfer pathways. Ms. Dorr said that work wasbeing done to identify which CCCs offer the transfer pathway courses and if certaincourses they do not offer could be taken at another CCC or online.
ACADEMIC AND STUDENT AFFAIRS-4-September 14, 2016Regent Reiss asked if a CCC student had to declare intention to fulfil a transfer pathwayupon entering. Ms. Dorr said a student could make that determination at any time.Regent Reiss asked President Napolitano if she would consider establishing a task forceof UC and CCC members to help implement the transfer pathways. President Napolitanosaid such a group exists informally, and she and Regent Ortiz Oakley could discussformalizing it after he became Chancellor of the CCCs in December. She congratulatedUC faculty and the leadership of the Academic Senate on developing the transferpathways on schedule. Ms. Dorr added that faculty have identified 25 additional majorsthat would use one of the existing transfer pathways.Regent Pattiz asked if marketing efforts were being focused at CCCs with the best chanceof sending students to UC, for instance those not located close to a CSU campus.Ms. Dorr agreed that CCC students are much more likely to transfer to a nearby UCcampus. Data show that a fairly small proportion of those students identified by CCCs astransfer-ready are applying to UC. CCCs with large numbers of such students would begood places to increase awareness of the transfer pathways. The fact that transfer studentsare very successful at UC and graduate at high rates, should also be communicated toCCC students.Chair Lozano asked the chancellors if they had particular admissions staff for transferstudents. Chancellor Block said that the campuses have a substantial group of staff whowork with CCCs. UCLA receives a large number of transfer students from Santa MonicaCollege and works with many other CCCs. Chancellor Wilcox commented that UCRiverside receives many transfer students from nearby CCCs because of proximity forthe students, but also because it is easier for UC Riverside to have outreach programs tonearby CCCs and to local high schools to help students prepare to attend nearbycommunity colleges. Chancellor Dirks agreed that proximity is helpful. Some BerkeleyCity College students take classes at UC Berkeley before they transfer.Regent Ortiz Oakley expressed appreciation for the work that had been accomplished onthe transfer pathways. He said his comments would reflect his experience with the CCCto CSU transfer process, which involved many similar issues. He expressed his view thatthere are two different groups of potential transfer students involved: one group that isalready achieving success in transferring to UC, such as students from Santa MonicaCollege, and is generally from a community with members who know how to navigatethe UC transfer process. Those students would continue to transfer to UC with greatsuccess. The other set of students do not have the same support infrastructure to navigatethe transfer process or encouragement to transfer to UC. He suggested formally engagingwith the CCC system to work on the transfer pathways and to increase UC’s engagementwith CCC personnel who could help reduce students’ perceived barriers to transferring toUC.Faculty Representative Chalfant commented that working on the transfer pathways was avery positive experience and that UC faculty are committed to removing any barriers tostudents’ transferring from any of the 113 CCCs. However, UC faculty respect the unique
ACADEMIC AND STUDENT AFFAIRS-5-September 14, 2016missions of the various 113 CCCs and their determinations about what courses to offer.Regarding when a student must declare intention to pursue a transfer pathway,Mr. Chalfant commented that some students may not see themselves as potential UCstudents until well into their second year. He said the practical information on the transferpathways websites would be very helpful to students. Meetings of Academic Senateleadership from UC and the CCC are ongoing and are now focusing collaboratively ongaps in transfer pathway course offerings. Some gaps could be appropriate areas foronline course offerings after the CCCs have determined whether filling any course gapswould be possible or desirable.Regent Lansing expressed support for enhancing the transfer process as part of increasingUC’s student body and fulfilling its mission for the state. She stated that Regent OrtizOakley’s comments indicated the need for increased communication with CCC studentsabout the potential for transfer to UC. She suggested forming a smaller committee underRegent Ortiz Oakley’s leadership to enhance such communication.Chair Lozano commented that much work is underway in this area. The transferpathways might be a topic the Committee would revisit and Ms. Dorr’s office could helpframe that discussion with appropriate information to move overall efforts forward.Regent Reiss suggested that a foundation grant could be sought at the appropriate time tofund a publicity campaign.President Napolitano stressed the importance of partnering with the CCCs in this effort.During the past year, she had regional meetings with the heads of all 72 CCC districts.Data are being gathered that could guide ongoing efforts. The goal is to enable transferstudents to graduate from UC as if they had started as freshmen. Currently the six-yeargraduation rates for UC’s transfer and students who entered as freshmen are virtuallyidentical. President Napolitano would like to increase transfer students’ four-yeargraduation rate, as reducing time-to-graduation reduces costs for students. It would beworthwhile to consider the best way to organize ongoing efforts in this area.Regent Ramirez emphasized the importance of transition support services appropriate fortransfer students.Regent Reiss asked the chancellors about support for transfer students. Chancellor Blockcommented that transitioning from a semester system to a quarter system can be jarringfor transfer students. UCLA has a large staff who support transfer students throughspecific orientation and advising. Orientation specifically for transfer students is providedand a transfer living unit is available for transfer students who wish to live on campus atUCLA. Mentorship is important and the campus has found that certain groups of transferstudents, such as veterans, can benefit from targeted services. Other groups of transferstudents, such as undocumented students, formerly incarcerated students, and studentsfrom foster homes, can make use of targeted support that goes beyond the academicpathway. UCLA and the other UC campuses have been very successful at graduatingtransfer students on time with grade point averages indistinguishable from students whostarted as freshmen. Transfer students often encounter a much broader world at UC and
ACADEMIC AND STUDENT AFFAIRS-6-September 14, 2016some may want to extend their time at UC to take advantage of new opportunities, suchas internships and study abroad, that would enhance their education. Chancellor Wilcoxadded that transfer students should be given credit for their own success, oftenattributable to skills learned before they come to UC.Committee Chair Island expressed his support for continuing to explore how the transferpathways can be embedded in all CCCs. He expressed support for Regent Ortiz Oakley’searlier suggestion to establish a formal structure, rather than more occasional outreach,for the CCCs to communicate with the Office of the President and the Provost’s office asa partner in the pathways program.Ms. Dorr reported on progress made in the academic element of the budget frameworkinvolving undergraduate major requirements. UC faculty have been reviewing the top75 percent of majors at each of the nine undergraduate campuses to ensure that the majorrequirements are successfully preparing undergraduates for work and for furthereducation, with a benchmark of one full year of upper division major requirements.Faculty reviews of these 649 majors would be complete by UC’s internal deadline ofNovember 7, 2016, with the whole project slated to be completed by July 1, 2017.Currently, faculty have reviewed 580 majors and changed requirements for about onethird. Three-quarters of the majors are at or under the one-year target. When departmentfaculty make changes to the major, campuses must approve the changes; the campusapproval processes have begun. Following campus approval, the changes must beimplemented in advising and other materials. This represents a major effort by campusfaculty and deans.Vice President Brown discussed another academic element of the budget framework, thecreation of three-year degrees. Students who seek to earn three-year degrees would take afull course load each quarter, including summer quarters. The goal of this element wasthat eight of UC’s nine undergraduate campuses would create three-year degree maps forten of their top 15 majors, and three of the top five for UC Merced, a proportional goalconsidering the number of majors currently offered at UC Merced. All the campuses metthe March 1 deadline for accomplishing this, and seven exceeded that goal by creatingthree-year major maps for from 11 to 15 majors on their campuses. This information isposted on campus websites, and was shared at orientation sessions and in materials andtraining for advisors. These efforts are being tracked by the Office of the President andimplementation methods are being shared among campuses.Ms. Brown reported that three campuses, UC Berkeley, UC Irvine, and UC San Diego,had pilot tested pricing incentives to increase 2016 summer session enrollment, anotheracademic element of the budget framework. This effort is important because manystudents’ financial and loan aid cannot be used for summer session courses. UC Berkeleyused a two-pronged approach by expanding a summer enrollment loan program thatsupported both low- and middle-income students, and offering a two-unit online tuitionfree class providing incoming freshmen exposure to majors available within the Collegeof Letters and Sciences. UC Irvine had a summer fee cap; students paid fees for up toeight summer session units and any units above those eight units were free. UC San
ACADEMIC AND STUDENT AFFAIRS-7-September 14, 2016Diego had a low-cost summer housing program for students enrolled in a summer class,with rates of 15, 20, or 25 per day for a triple, double, or single room respectively.The Office of the President is collecting enrollment data for these pilot programs andwould assess the effect of these initiatives. Results would be shared with summer sessionand undergraduate deans.Regent Ortiz Oakley commented that summer session is a major issue for students whowish to complete three-year degrees as well as for those trying to complete their degreesin four or five years. While he appreciated this effort to make summer sessions moreaffordable, students’ inability to use Pell Grants for summer sessions makes it impossiblefor low-income students to take summer session courses without assuming significantdebt. Since UC Merced and UC San Diego are close to large CCC campuses, which arefunded to offer summer courses, Regent Ortiz Oakley asked if UC had consideredpartnering with these CCCs to offer summer general education courses. Ms. Browncommented that, in addition to the three pilot programs, other initiatives are ongoing. TheUniversity has provided financial support for UC Merced Pell Grant recipients. Ms. Dorrsaid there had been some discussion about possible online courses, but pursuing apartnership with CCCs to offer summer general education courses that would provide UCcredit could be valuable. She added that UC campuses are adding to summer sessionofferings more courses that satisfy degree requirements.Chancellor Wilcox commented that some coordination with CCCs is idiosyncratic ratherthan part of a large program. For instance, some colleges and departments at UCRiverside work closely with particular CCCs to coordinate transfer and summer courses.Ms. Brown discussed another education element of the budget framework in which UCwas asked to provide guidance to its campuses regarding student advising strategies thatwould improve time to degree. The Office of the President worked directly with thecampuses to identify best practices currently being used and examined recommended bestpractices outside of UC. A report compiled that information and was distributed tocampus leadership and advising staff in January. Each participant at the upcomingOctober California Collaborative Advising Conference that would bring together advisorsfrom CCCs, CSU, and UC would receive a copy of the report.Activity-based costing, an academic element of the budget framework still underway, isone method to measure the costs associated with offering individual courses. UCRiverside is completing a pilot program using an activity-based costing tool. UC Davisand UC Merced have completed scoping studies, which would allow them to understandthe cost and time associated with undertaking similar pilots. UC Riverside’s findingswould be reviewed and then decisions would be made on next steps.Adaptive learning technologies, another academic element, are being used in pilotprograms at UC Davis, UC Santa Barbara, and UC Santa Cruz with the Assessment andLearning in Knowledge Spaces (ALEKS) platform to help students master content inparticularly difficult entry-level chemistry and mathematics courses. The campuses are
ACADEMIC AND STUDENT AFFAIRS-8-September 14, 2016currently assessing pilot outcomes that would be shared with key staff on the campusesincluding undergraduate deans.Ms. Brown summarized that the University has succeeded in completing seven of the13 academic elements, with the others well underway toward completion. Thiscollaborative effort had the leadership of President Napolitano, Ms. Dorr, the AcademicSenate, and chancellors, and supportive work of staff across UC and the Office of thePresident.Regent Ortiz Oakley asked about communication with the State administration regardingcompletion of the academic elements of the budget framework and the alignment of theadministration’s expectations with UC’s. Ms. Brown explained that Ms. Dorr metquarterly with representatives of the Department of Finance and the Governor’s office toreview progress on each of the elements of the budget framework. Ms. Dorr added thatcompletion of seven of the 13 academic elements is agreed upon. Even though theseelements have been completed, work would continue on many of them as it would benefitthe University. Regarding activity-based costing, it is yet to be determined whether pilotprograms are necessary at UC Davis and UC Merced. She explained that UC Riversideuses activity-based costing as part of its budget model. Whether activity-based costingcould be used to help understand and control the cost of offering courses was of interestto the Governor and President Napolitano. It had been agreed that two other campuseswould do scoping studies to understand what would be needed to do a pilot study; thosehave been completed. The University would make decisions contingent upon the resultsof UC Riverside’s pilot and the scoping studies.Regent Ortiz Oakley commented that it would be beneficial for UC and the State to be inagreement about completion status of elements of the budget framework prior to futurediscussions about tuition.Regent Ortiz Oakley asked about faculty progress on common identification of coursesthrough the Course Identification Numbering System (C-ID), which would be extremelyhelpful to students trying to navigate the CCC, CSU, and UC systems. Ms. Dorr statedthat President Napolitano had asked the Academic Senate to address this element as partof its responsibility. Mr. Chalfant reported faculty support for making progress on the useof the C-ID, particularly in connection with the transfer pathways.Chair Lozano expressed the University’s ongoing commitment to the goals of theacademic elements of the budget framework, as they would enhance UC’s ability to fulfilits mission. The budget framework has merely brought focus to the University’s existingpriorities. She expressed appreciation for the significant work that had been accomplishedin a very short time.
ACADEMIC AND STUDENT AFFAIRS-9-The meeting adjourned at 11:50 a.m.Attest:Secretary and Chief of StaffSeptember 14, 2016
transfer pathway web page, which lists the difference in requirements for transfer to UC . funds were used to advertise and market the Associate Degree for Transfer from the CCCs to CSU to students and their families. Regent Reiss asked if the courses in the UC transfer pathways were ava