Provost's Office News & Events
Provost's Office News & Events
Saturday, Jun. 4, 2011
The Board of Trustees approved two academic program changes, along with various revisions to the Faculty Handbook, at its meeting last Friday.
The academic program changes are:
· Creation of a new Department of Environmental Studies and Sciences. The Board acted on the recommendation of the Academic Affairs Committee, which recommended that this new department become effective in fall 2011. The current Environmental Studies Institute will continue as a separate entity.
· Creation of a stand-alone major in Environmental Studies. The College of Arts and Sciences currently offers a stand-alone major in Environmental Sciences and a companion major in Environmental Studies. The Academic Affairs Committee recommended making Environmental Studies a stand-alone major, effective in fall 2011.
The changes to the Faculty Handbook include:
· Revisions of Section 22.214.171.124. These changes clarify the ways in which different categories of faculty can participate in searches for tenure-track and tenured faculty. They were recommended by the Faculty Affairs Committee and endorsed by the Faculty Senate on a vote of 90-31 before approval by the Board of Trustees.
· Revisions (passim) of Sections 3.7.4, 3.7.7, and 3.7.8. These changes update Handbook sections related to research compliance structures and procedures. They were recommended by the Faculty Affairs Committee and endorsed by the Faculty Senate on a vote of 108-10 before approval by the Board of Trustees.
· Revisions of Section 126.96.36.199. These changes clarify that Grievance Committees do not have jurisdiction over decisions involving denial of tenure, promotion, or reappointment of faculty. The clarifications are framed in terms of the different categories of faculty created by the new faculty appointment model approved last year. They were recommended by the Faculty Affairs Committee, endorsed by the Faculty Senate, and approved by the Board of Trustees.
Monday, May. 9, 2011
Santa Clara University announced the selection of Dennis Jacobs as the new provost and vice president for academic affairs. He will begin his duties this summer.
Jacobs will be the chief academic officer of Santa Clara and provide leadership and management of all aspects of academic and student life programs, information services, and athletics. Jacobs, who comes to Santa Clara from the University of Notre Dame, where he served as vice president and associate provost for undergraduate studies since 2004, will report directly to University President Michael Engh, S.J.
“With enthusiasm I welcome Dennis Jacobs to Santa Clara University and look forward to working with him to advance the University and its strategic plan,” said Michael Engh, S.J. “His record of success augurs well for continued and greater success here in the Silicon Valley.”
At Notre Dame, Jacobs worked to implement the core curriculum, launched new study abroad programs, and established the Center for Undergraduate Scholarly Engagement to cultivate scholars and enhance research opportunities for students. He initiated a Residential Scholars program to help bridge the divide between academic and residential life. He also helped recruit a more diverse undergraduate student body through a variety of strategic initiatives including modifying Notre Dame’s financial aid packaging.
“I feel privileged to have this opportunity to be a part of the next exciting chapter at Santa Clara University,” said Jacobs. “Santa Clara has all the academic ingredients to make a significant and lasting impact here in the Silicon Valley and globally.”
Jacobs is drawn to Santa Clara’s holistic approach to education informed by its rich Jesuit and Catholic tradition. “The aim is to develop outstanding leaders and professionals who are committed to form a more humane, just and sustainable world,” said Jacobs. “Santa Clara is distinctive in the way it blends an ethical perspective and the principles of social justice with intellectual inquiry and technological innovation.”
In addition to guiding the vision of Notre Dame’s undergraduate program, Jacobs has been a chemistry and biochemistry faculty member at Notre Dame since 1988. His research has focused on studying reactions relevant to semiconductor processing in the microelectronics industry. For the past decade, he has taught a community-based learning course in which student teams visit families who live below the poverty level to test for lead contamination in their homes.
Jacobs has published extensively and received numerous grants and awards. Among his many accolades are the Kaneb Teaching Award at Notre Dame, Carnegie Scholar of the Carnegie Foundation for the Advancement of Teaching, and the prestigious Professor of the Year for Doctoral and Research Universities awarded by CASE, the Council for Advancement and Support of Education. The CASE award honors dedication to teaching, commitment to students and creative approaches to education. It is the only national award to acknowledge teaching excellence.
Friday, Apr. 15, 2011
Santa Clara University is pleased to announce a partnership with the Council on Aging Silicon Valley (COA) to offer a program designed for baby boomers, older adults, and family caregivers. COA’s Aging Education and Preparation (AEP) program includes two components:
- Educational Workshops: Workshops cover a wide range of topics related to aging, including guidance on making important decisions that will prepare you (or the older adults in your life) for a happy, independent, healthier lifestyle. Speakers include professional gerontologists, therapists, attorneys, physicians and nutritionists.
- Private Consultation: Once you have attended the workshops, you will have a chance to meet with an aging consultants who can provide additional referrals and recommend the next steps in your specific aging journey. Consultation services only available to AEP enrollees.
All of the workshop will take place at Santa Clara University. Enrollment is limited. To register, please call Danielle Myers-Rickard at COA at 408-350-3237. If you have questions, please feel free to email Ed Ryan at email@example.com or the Council on Aging at firstname.lastname@example.org.
Saturday, Sep. 4, 2010
Please welcome the 16 new tenure-stream faculty joining the University in fall 2010.
College of Arts and Sciences
Naomi Andrews (History)
Christopher Bacon (Environmental Studies)
Justin Boren (Communication)
Maria Del Socorro Castaneda-Liles (Religious Studies)
Karen Fraser (Art and Art History)
Sharmila Lodhia (Women’s and Gender Studies)
George Mohler (Mathematics and Computer Science)
Daniel Turkeltaub (Classics)
Leavey School of Business
Ye Cai (Finance)
Sanjay Jain (Management)
Jaume Villanueva (Management)
Ravi Shanmugam (Marketing)
Arunima Sinha (Economics)
School of Engineering
Ahmed Amer (Computer Engineering)
Daniel Strickland (Mechanical Engineering)
School of Law
Maria Castaneda-Liles, who is joining the Department of Religious Studies, received her undergraduate degree in Sociology (with minors in Ethnic Studies and Women’s and Gender Studies) from Santa Clara University.
Wednesday, Jun. 30, 2010
Access AY 2009-10 Provost's Office blog posts here.
Friday, Jun. 4, 2010
In June 2010, the Board of Trustees approved several revisions to the Faculty Handbook.
Following two years of extensive consultation and hard work by the Faculty Affairs Committee, and a Faculty Senate vote of 108-18, the Board of Trustees approved proposed Faculty Handbook revisions related to categories of faculty appointment and policies applicable to non-tenure-track faculty.
The revisions establish four appointment categories: tenured and tenure-track faculty; faculty on renewable-term or continuing appointment; faculty on fixed-term appointment; and faculty with other kinds of appointments. The revisions establish fair and consistent appointment practices across academic units; recognize a new category of renewable-term faculty in order to meet persistent programmatic needs, provide greater stability of appointment, and reduce the burden that repetitive searches place on departments; and set reappointment and promotion procedures for Lecturers and Senior Lecturers.
Given the magnitude and complexity of the changes, they will take at least one academic year to implement fully. An undetermined number of fixed-term positions will be converted over time to renewable-term positions based upon a careful determination of programmatic need and available funding.
The Board of Trustees approved the new faculty appointment policies, effective immediately, with four stipulations:
· Conversion of fixed-term positions to renewable-term positions shall not be automatic and shall follow a plan to be developed by each College and School and approved by the Provost.
· Lecturers with fixed-term appointments as described in Sections 188.8.131.52 through 184.108.40.206.1.1 shall be subject to all provisions that apply to adjunct lecturers but shall not be converted to “adjunct” titles until September 1, 2011, or the expiration of their current contract, whichever occurs later.
· The third paragraph of Section 220.127.116.11, which sets a limit of six years for certain types of fixed-term appointment, shall go into effect on September 1, 2011. The period of service counted shall include years of service prior to that date.
· Noting that “Specific targets are appropriate for planning documents but not policy documents,” the Board did not approve two passages in the proposed revisions: *
o Section 3.1.1: “Ordinarily, tenured and tenure-track faculty shall constitute no less than one-half of the faculty holding appointments for a full academic year in any department.”
o Section 18.104.22.168: “Faculty with a renewable-term or continuing appointment shall ordinarily not constitute more than one-third the number of tenured and tenure-track faculty in any department. In extraordinary circumstances and with the approval of the dean and Provost, their number may exceed this target.”
The Academic Affairs Committee of the Board expressed its willingness to consider quantitative norms in the future if they are accompanied by a strong rationale and a careful analysis of need and financial impact.
In the fall, the Provost’s Office will work with the academic deans, the Faculty Affairs Committee, and the Faculty Senate Council to develop an implementation plan for the new appointment policies. In addition, open forums will be held in the fall to discuss the changes.
The new patent policy, previously approved by the Faculty Senate on a vote of 70-7, replaces the current Section 3.7.5 of the Faculty Handbook. It clarifies that the University owns all inventions except those making only “incidental” use of University resources; requires disclosure of inventions to the University; sets procedures for filing and prosecuting patent applications; and extends the policy to staff, students, postdoctoral fellows, and others using University funds, facilities, or other resources. It is anticipated that this policy will accelerate the development of patents.
Thursday, Apr. 1, 2010
In March 2010, S. Andrew Starbird, a 23-year faculty member and expert in food safety at Santa Clara University's Leavey School of Business, was named the school’s new dean. As interim dean for the past year, Starbird has led the business school faculty in developing a new approach to entrepreneurial education, formalizing new goals for international business education, and creating two new academic programs.
As dean, Starbird plans to revise the curriculum of both the undergraduate and graduate business programs, including providing additional support services to undergraduates. One new program already underway is the Santa Clara Initiative for Financial Innovation and Risk Management, focused on corporate social responsibility, socially responsible investing and responsible risk-management products. Another is the California Program for Entrepreneurship, a six-month mentoring and training program for select startups, which aims to create 20 new California businesses within 20 months.
Monday, Jan. 4, 2010
In January 2010, we formed the SCU-JST Academic Integration Council with faculty from both campuses. In addition to the Provost, members of the Council include Kevin Burke, S.J., and Bruce Lescher, the executive dean and associate dean, respectively, of JST, and Atom Yee and Greg Corning, the dean and an associate dean, respectively, of the College of Arts and Sciences on the Santa Clara campus. The Department of Religious Studies resides in the College, and its chair, Paul Crowley, S.J., also serves on the Council as do faculty representatives from the Department of Religious Studies and from JST. The faculty representatives from the Berkeley campus are Lisa Fullam and Jerome Baggett. The faculty representatives from the Santa Clara campus are Gary Macy, Kristen Heyer, David Pleins, and William Dohar.
The Council meets every three weeks and is charged with strategic academic planning and building the infrastructure to implement plans for an effective academic integration, both short-term and long-term. Key points from our meetings to date are summarized below.
- We are working on basic policies and procedures that will guide us in the short-term and long-term with regard to faculty teaching in the programs at both campuses and instructional exchanges.
- We are developing policies and procedures for both upper-division advanced undergraduate students who may want to sample graduate courses and for graduate students at both campuses who may want to participate in current or future graduate programs.
- We are piloting a graduate teaching fellow program on the Santa Clara campus. Two JST doctoral students who are at the dissertation stage in their studies will be assigned to teach undergraduate courses in the Department of Religious Studies and will be assigned faculty mentors for their teaching.
- Plans for harmonizing the Faculty Handbooks from the Santa Clara and JST campuses are moving forward. Don Dodson, Senior Vice Provost, has been meeting with faculty and administrators at Berkeley with the goal of using the Santa Clara campus handbook as the master document and incorporating carve-outs where necessary for JST policies and procedures that are unique to the Berkeley campus faculty.
- We appointed William (Bill) Dohar to assist JST with the development and implementation of alternative delivery models for the Master of Theological Studies (MTS) program. The Graduate Programs in Theology and Ministry Initiative, headed by Bill, Bruce Lescher and Kevin Burke, has been meeting to develop alternative delivery classes and programs at JST with the aim of increasing enrollments among non-degree students and in the MTS degree program. The strategy is to develop an attractive menu of course options for part-time students, which JST named Theology after Hours, scheduled for implementation in Fall 2010, with evening courses and weekend intensives. JST hopes to add additional January inter-session and summer-session options for 2011. JST also is examining ways to take its offerings to parishes, dioceses, and other learning sites away from Berkeley, with the goal of launching some pilot programs that pick up on these possibilities.
Friday, Dec. 4, 2009
The University has a number of programs and initiatives designed to promote excellence through inclusion. Summarized below are some examples in the area of Programs designed to address the educational pipeline.
College of Arts and Sciences Inclusive Excellence Initiative
Recognizing the importance of diversifying the faculty and curriculum to enhance educational quality, the College implemented a program in the 2004-2005 academic year to bring persons of color to campus through two-year post doctoral and pre-doctoral teaching and research positions as well as one-year post-baccalaureate fellowship positions.
This Inclusive Excellence Initiative has enjoyed remarkable success to date. As of the 2009-2010 academic year, three post doctoral fellows have graduated from the program. One of these, from the Department of English, was successful in obtaining a tenure track faculty position at a research university in the West, and two stayed to take faculty positions at Santa Clara University in the Environmental Studies Institute and the Women’s and Gender Studies Program. Currently, there are two postdoctoral fellows in the program, one in Anthropology and one in Sociology. Of the three post baccalaureate fellows, who spend a year at Santa Clara to prepare for graduate programs, one in Theatre and Dance has completed a prestigious MFA program in the Midwest and another in Political Science is completing a MPP (Master of Public Policy) degree at an elite research university. The one pre-doctoral fellow who was in the Art and Art History Department now is in a tenure track faculty position at the California College of the Arts in San Francisco. Starting in the 2010-2011 academic year, one new post doctoral fellow will join the Department of Theatre and Dance and the Ethnic Studies program, and a search currently is underway to fill two other positions. In summary, the program has successfully combined diversity with academic excellence to improve the teaching, learning, and research environment in the College of Arts and Sciences.
LEAD Scholars Program
The LEAD (Leadership Excellence and Academic Development) Scholars Program, initiated in fall 2007, is a four-year academic program within the portfolio of the University Honors Program. To be invited into the LEAD Scholars Program, students must be first-generation, have submitted a FAFSA that shows need for financial aid, and be offered financial aid packages that include merit-based funds (i.e., scholarships, grants). Of the students who meet these criteria, approximately 50 are selected to participate in the program each year.
The LEAD Scholars Program strives to enhance the academic success and retention of first-generation college students. This is accomplished through the academic components of the program and through its social and community building components. The Program has a strong academic focus. Each of the program’s courses, including Critical Thinking and Writing and Difficult Dialogues, is a rigorous seminar with fewer than 20 students to ensure that students are challenged in a supportive, attentive environment. The program promotes social support and social networking for students and provides opportunities for students to be involved in programs on study abroad and graduate school preparation, undergraduate research, and leadership and internship opportunities.
To gauge program success, we compared persistence of students in the LEAD Scholars Program to that of a cohort of matched first-time freshmen who entered SCU in the same years as LEAD Scholars. The matched cohort met all the selection criteria but were not LEAD Scholars. Our analyses indicated that the two groups entered the University equally prepared academically, as evidenced by SAT scores and both high school GPAs and SCU GPAs, but students in the LEAD Scholars Program have higher rates of first- and second-year persistence, with the difference in rates being statistically significant (first year, 96% vs. 90%; second year, 93% vs. 79%, respectively.) The mean family income in the year students applied to the university was $42,845.
School of Engineering Initiatives and Programs
The School has developed a range of outreach efforts to attract women and students from underrepresented groups to engineering. Examples include: SEEDs (Spring Engineering Education DayS) Saturdays in April introducing high school students to engineering – preference is given to underrepresented groups in engineering; SES (Summer Engineering Seminar) summer program aimed at underrepresented groups in engineering – more than half of the participants are women and more than half of them are minority participants; GetSET, a collaboration with the Society of Women Engineering to provide a summer residential camp for 60 to 80 local African American and Hispanic high school girls; and the Sally Ride Festival, a day-long Spring event that includes workshops for middle-school girls to support their interests in science and mathematics.
In addition, the School regularly sends its students to the national conferences of the Society of Women Engineers, National Society of Black Engineers, Society of Hispanic Professional Engineers, Grace Hopper Celebration of Women in Computing, and the American Indian Science and Engineering Society.
School of Law
For the past nine years, Santa Clara University School of Law has run an intense one-month summer program called PLUS (Prelaw Undergraduate Scholars), which is funded by the Law School Admission Council (LSAC) for under-represented students as a pipeline for those wishing to attend law school. Santa Clara has witnessed a number of its former PLUS students attend and graduate from SCU's law school as well as other law schools. In addition, SCU's law school has developed plans for a pre-law summer program, as well as a long-term mentoring program, that will address the need for more diversity in the law school student body.
University Council on Inclusive Excellence Programs and Initiatives
Please visit the Council Web site for a summary of its goals, accomplishments, and continuing projects. The Council’s activities in its first three years centered around: (1) developing the theme of “identity” to guide its efforts over a three-year period, (2) developing programs for engaged dialogue in a broad array of campus settings, and (3) developing mechanisms for weaving inclusive excellence into the fabric of the University at all levels. Appreciation is expressed to the advisory councils and working committees collaborating with the Council. Highlights include:
· Implemented the three-year campus-wide theme on Identity: Individuality, Community, Humanity. Exploring our identity to understand ourselves, others, and how we relate in the world for diversity initiatives, which took place each winter quarter from 2008 to 2010. Major guest speakers included Sean Theriault, Sylvia Hurtado and Troy Duster, who addressed topics such as “Growing up Gay in the Catholic Church” and “Whitewashing Diversity in Academia: What’s Behind the Strong Resistance to Multiculturalism?”
· Established programs for Engaged Dialogue to provide students, faculty, and staff with opportunities for acquiring the knowledge and capacity to engage in civil discourse on topics related to identity, religion, sexuality, and cultural diversity. Examples include Kip Fulbeck’s The Hapa Project, which was in exhibition at the de Saisset Museum throughout 2008-09, and the Difficult Dialogue Project being piloted by the Office of Multicultural Learning in collaboration with various academic programs.
· Implemented Perspectives. In consultation with staff and students, Perspectives, a three-part peer-educator program, was designed for student leaders to assist them in fostering an inclusive community at Santa Clara University. The program’s three parts are (1) Exploring Perspectives, which focuses on exploring one’s own social identity and multiple identities; (2) Understanding Perspectives, which focuses on developing an understanding of intergroup communication; and (3) Challenging Perspectives, which focuses on obtaining skills to engage in and challenge intergroup dialogue. A competitive grant awarded by the Access & Equity Grants program of the Jesuit Network for Equitable Excellence in Higher Education supported the program’s implementation and the evaluation of its effectiveness.
Developed SCU’s new Diversity Web site
to provide information, in a single place, on all of SCU’s Inclusive Excellence initiatives.
· Established the Multicultural Reading Area in Learning Commons to feature print and other materials associated with diversity course in the new Core Curriculum. Quarterly exhibits enliven the area!
· Instituted Inclusive Excellence Awards to honor students, faculty, and staff who demonstrate an outstanding commitment to enhancing SCU’s multicultural community.
· Established the Inclusive Excellence Roundtable to identify best practices for faculty recruitment. Professor Allen Hammond, a faculty member from the law school who is a member of the Council, chairs the Roundtable. Important goals of the Roundtable include identifying shared norms and best practices to guide the campus and enhancing the University’s efforts to further diversify its recruitment and candidate pools and ultimately its faculty.
· Established an Inclusive Excellence Student Advisory Council to serve in an advisory capacity to the Council on Inclusive Excellence. In addition, one of its members serves on the Council.
Wednesday, Nov. 4, 2009
The Undergraduate Research Initiative (URI) was launched in 2008 to: expand research opportunities for SCU undergraduates; foster a culture supportive of undergraduate research; and develop an infrastructure for undergraduate research. Here is an update on the initiative.
The URI helps coordinate, and in some cases supports, a wide variety of undergraduate research symposia on campus. For example:
· The Undergraduate Science and Engineering Symposium (USES) is in its third year. This unique University-wide and interdisciplinary symposium provides a forum for junior and senior students to present their research to the campus community. Students participate in panel discussions focused on the value of research in their development and education. The symposium introduces freshmen and sophomores to the wide range of undergraduate research opportunities that exist at SCU. Sessions this year will include “Ecology & Environmental Studies,” “All Things Nano,” and “Social Science.” In 2010, the URI supported this symposium with a $2,000 grant.
· The Western Departments of Anthropology and Sociology Undergraduate Research Conference has been hosted at SCU for 37 years. Held this year on 4/24/10, the conference promotes and recognizes undergraduate research in Anthropology and Sociology. This year’s program included presentations from 37 students, nine of whom are SCU students. In 2010, the URI supported this symposium with a $500 grant.
· Sigma Xi is the honor society for scientific research. This year 21 undergraduates presented research posters at a session held in conjunction with the DeNardo scholars’ event.
· The West Coast Biological Sciences Undergraduate Research Conference was founded at SCU 35 years ago and was hosted on our campus on 4/24/10.
· The School of Engineering’s 40th Annual Senior Design Conference was held on 5/6/10.
URI provides grants and awards to support undergraduate research and faculty mentoring of undergraduate research:
· Undergraduate Student Travel Awards: The URI granted 18 awards in 2009-2010 for up to $1,000 per undergraduate student. Students used these funds to travel to professional society meetings and to research sites both within the U.S. and abroad.
· Faculty-Student Research Assistant Program (FSRAP): This year FSRAP supported 24 faculty members with grants of $1,000 each to be used for student wages. Projects ranged from “Kinship and Justice: Christian Perspectives on Immigration” (Dr. Kristen Heyer, Religious Studies) to “Microfinance to Assist Economic Recovery in Haiti” (Dr. Hoje Jo, Finance) and “Attempts to Change a Spouse’s Health Behavior” (Dr. Keiran Sullivan, Psychology). Each faculty member described how he or she would train and mentor an undergraduate assistant to assist the project.
· Clare Booth Luce Undergraduate Research Scholars: Clare Booth Luce Research Scholar awards are for undergraduate women majoring in the natural sciences and engineering. Each awardee received $6,000 to support summer research. All three of this year’s recipients are juniors who are on the path to becoming outstanding scholars.
· Doelger Undergraduate Research Scholars receive up to $6,000 to support summer research or creative work. These awards are open to undergraduate students in all disciplines. There were four recipients this year.
The URI also rolled out a pilot program in 2008 to explore how to incorporate mentorship of undergraduate research into faculty teaching. Departments have been awarded anywhere from $10,000 to $20,000 to support undergraduate research. Recipient departments include Economics, Mathematics and Computer Science, Religious Studies, Sociology, Psychology, Environmental Studies, and the “natural sciences” (Chemistry, Biology, and Physics). The departments used these funds to support innovative models for the mentoring of undergraduate research. Here are just a few highlights:
· Psychology used URI funds to support student travel to conferences. URI funds, supplemented by a grant from the College of Arts and Sciences dean’s office, supported travel to professional meetings for 18 students and covered registration fees of several students at nearby undergraduate research conferences.
· Environmental Studies used URI funds to support student wages, research supplies, and student travel to study sites and professional meetings. Thirteen students supported by URI funds completed projects and presented their work at USES.
· URI funds are supporting SCU’s first-ever Religious Studies Student Research Colloquium held on 4/30/10. Undergraduate presentations covered topics such as “Women’s Ordination and Catholicism: A Perspective from Santa Clara Students,” “Bonds After Bombs: A Study of the Uniting Effect of Conflict for the Maronite Church,” and “Jesuit Education at Santa Clara.” Francis X. Clooney, S.J., of Harvard University acted as the respondent to the student presentations.