ࡱ> XZW'` 0bjbj{P{P 4F::'% 8 ,6$ 2f|"yyy1111111$2h`5b1yyyyy11y1y16 -/Z o -m110 2.558/5/yyyyyyy11sdyyy 2yyyy. .  April 28th, 2010 Faculty Assembly Executive Council (FAEC) Meeting Present: Eddie Saiff, Ira Spar, Iraida Lopez, Anita Stellenwerf, Bob Becklen, Rob Mentore, Elaine Risch, Marta Bautis, Rob Trupiano (Text Manager, Bookstore), Theresa King (Bookstore Manager), Dick Roberts (Associate Vice President for Administration and Finance), Provost Beth Barnett, President Peter Mercer, Steve Shur and Rob Josic (Web Design) Secretary: Kristin Kenneavy 1. Bookstore Discussion All FAEC members were provided with a folder containing information on bookstore policies (generally given to new faculty and adjuncts). The folder contained information on custom publishing, the new Rent-a-Text program, and estimates of saving to students for various text options. Early submission of textbook orders is necessary, because if a textbook is being used again the bookstore can then plan to buy books back from students (who receive cash back). Used textbooks currently represent the greatest savings to students. Last minute changes to required texts are disadvantageous to students (but sometimes inevitable due to staff and faculty changes). Text rentals are being introduced. A rental is slightly more expensive than a used book, but is still less expensive than purchasing a book. No cash is given at buyback but the upfront cost is lower. Not all textbooks are available for rental (a nationwide list of available rentals comes out in July). Faculty can request that books be local rentals specific to the school, but must commit to use the book for four terms (the request form is online). This Spring, 55% of the student body bought texts from the bookstore, compared to 59% two years ago. The bookstore is a business and wants to compete with online sites. Students often cant return books to the online sites but can to the bookstore with proof of purchase. Biggest student complaint: when they dont actually use the books they were required to buy. From the faculty point of view, a key problem is that on the first day of class there are not enough books and it sometimes takes weeks for them to come in. The bookstore staff explained how the ordering process works. First, it is acknowledged that some students wont actually buy the books at the store. If there is a history of textbook use for that particular course, the number ordered is based on past sales figures. If its the first semester a text is being used, the bookstore orders enough books for all enrolled students. If enrollment sometimes spikes at the last minute, the bookstore cant adjust every course at once. Faculty members need to alert Rob Trupiano to such spikes and the books can be ordered more quickly. Purchase orders are put in at two time points. (1) Halfway through the adoption process, 75% of the need is ordered and (2) the rest are ordered closer to the start of the semester. If, in the middle of the summer, the vendor doesnt have enough copies and requests go on backorder, the extra 25% can be hard to obtain. The bookstore tries not to let this happen twice by noting in the computer that this is a popular text and ordering more upfront the next time. Binder-bound or binder ready texts can be ordered. These are less expensive and students dont have to cart a heavy bound book to class. Plus, they often include online supplements. The bookstore can order custom paperbacks for some texts as well (e.g. exclude unused chapters). This makes book cheaper and more in line with the syllabus. Many of the larger publishers have these options. An early indicator for having enough texts on hand is web orders (for both new and rental copies). With rentals, enough copes are ordered to meet the current enrollment. Digital books have shown tremendous growth this semester. Two semesters ago the bookstore sold $52 worth of digital books. This past semester, ~$3000. Faculty drive this trend through adoption. The bookstore does not affiliate with the door to door book buyers, but whether they buy examination copies is irrelevant the bookstores business model. 2. New Luminis/Communications Page Design guide.ramapo.edu is going to be dismantled and replaced by a new Communications page that will provide information on events, closings, network status, etc This page is internal but not an intranet per se. (  HYPERLINK "http://www.ramapo.edu/communications" www.ramapo.edu/communications ). Login to Luminis will now happen from the communications page because the old login page was wasted space. The current design combined functions of the guide and the Luminis login. Announcement on this page must go through the Marketing and Communications office. Once logged into Luminis, one can link to committees, Moodle, student activities, and any other customized content. Announcements will still be available on this page (to targeted audiences or campus-wide). There will be fewer tabs as some pages will be collapsed and simplified. My Courses will be unchanged. The link to Web Self-Service will now be on the first Luminis page and will be titled Banner Self-Service. Approximately 30 individuals from around the college have been consulting on this project. Anyone can email Steve Shur to join the Luminis Advisory Group. Steve Shur and Rob Josic will be presenting the changes to many different groups to solicit feedback. The search engine will be available on the Communications page but not in Luminis. Any documents on Luminis are secure, but those on the Communications page are searchable by those outside of Ramapo. If faculty want different student information to appear in Banner, it must go through the Registrars office. 3. Advisement and Enrollment Discussion The FAEC representatives had some questions about and criticisms of the new advisement plan. These included the somewhat inadequate attention given to the issue of transfer students, and the lack of acknowledgement of the three tiers of requirements (general education, unit requirements, and major requirements). There are also enrollment issues with transfer students. There arent sufficient seats for transfers in some cases, so the college had had to limit transfers in certain majors that dont have enough seats (e.g. no science transfers, possibly no ASB transfers). However, the college also hasnt met the overall transfer students quota yet, which could be problematic. Faculty members in some programs (ASB and CA) have been designated as transfer student liaisons to help them get into courses. It was pointed out that the presentation given last week by CAAFYE was meant to address incoming first years primarily. Policies for more advanced students will be rolled out gradually to ease the transition to the new policies. In the past, all students had to meet with an advisor, but web registration changed that. Also, the number of students at the college has increased quite a bit, making old advisement strategies somewhat unfeasible. Many schools use PINs that students must obtain from an advisor, but we want o avoid a situation in which students just track down faculty for PINs and no actual advisement. A number of additional problems were identified. Asking adjuncts to do advising is most likely unworkable, but 50% of the instructors in First Year Seminar are adjuncts and the plan calls for them to do advising. This may need to be changed. Perhaps use the Peer Facilitators to help. Need to block students from registering at some points to make sure they are on track. The current plan doe suggest this at two points: second semester and sixth semester. Could possibly have students apply for graduation earlier. Currently, there is too much variability across schools in terms of what deans do regarding graduation checks. This means that all students must be re-checked in the graduation office and there is only one person to do it. Students seem to be unaware of the four-year plans that have been prepared for each major. Shadow Majors. Students who take course as if they are in a major but arent actually in the major. Need to catch these students earlier. Could move to mandatory group advisement sessions (some programs already do this). Some faculty are just unwilling to participate in this process and there should be some way to make this mandatory for faculty as well. Of course, this could backfire and create a loss of goodwill amongst the faculty. Eventually, students with 48 credit hours must declare a major. Students shouldnt be forced into a major, but many first years that are undeclared actually end up leaving. 25% of students are undeclared. May need more faculty guidance for choices. Could possibly be undeclared but declare which Unit they wish to affiliate with. More full-time faculty should be teaching the General Education courses but this is difficult given the need to service the majors. May need to have Danny Jean and Chris Romano come back to talk on these points further. Communication to faculty regarding these new policies will likely happen through unit councils. One aspect of attracting quality students is the quality of advising. Currently, SAT scores are used as the primary indicator (for right or wrong). Enrollment management is always trying to bring in better quality students. Keeping better track of students would help retain those with high test scores. We are currently not attracting students who want an intellectual experience. Intellectual requirements of advising, knowing how you fulfill a broader vision of your major, may help with this. It was suggested that this style of advising should be the role of the faculty and that the bureaucratic aspect is a waste of faculty time. President Mercer disagreed with this separation and believes the two are highly connected. The remainder of the discussion focused on the perceived lack of intellectual community at the college and student apathy. The FAEC resolved to have another meeting on May 4th, at which a to do list of unfinished business would be created. Also discussed but not confirmed is the possibility of a meeting with the incoming FAEC representatives. Minutes from 4/21/10: Approved.     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