210 Academic Programs and Planning
The mission of Academic Programs and Planning is to support the development, delivery and continuous improvement of academic programs which help students achieve University and program learning objectives. Academic Programs and Planning provides leadership in academic planning and the development of policies affecting curricula, facilitates the implementation of these policies, assists faculty in the development of their curricula (both undergraduate and graduate), and coordinates the University’s regional accreditation as well as the accreditation (where applicable) and program review of all academic programs.
Academic Programs and Planning has responsibility for ensuring Cal Poly meets the CSU’s accountability requirements. The office coordinates Community Based Learning and administers the University’s Instructionally Related Activities (IRA) program. In addition, the provost has delegated authority to Academic Programs and Planning to resolve academic appeals (other than grade appeals) and oversee the administration of Cal Poly’s General Education.
For additional policies related to academic programs, please consult the Cal Poly Catalog or the Academic Programs and Planning website http://www.academicprograms.calpoly.edu.
References for CAP 210:
- Date approved by the President: September 3, 2013
- Effective Date: September 3, 2013
- Responsible Department/Office: Academic Programs and Planning
- Revision History: Use when applicable
- Related University Policies, Procedures, Manuals and/or Documents:
- Academic Programs and Planning website, http://www.academicprograms.calpoly.edu
- CSU Accountability Process, http://www.calstate.edu/AcadAff/accountability/index.shtml
- Laws, Regulations and/or Codes of practice referred to herein or related to this policy: None cited.
210.1 Academic Graduate Certificate Programs
210.1.1 Introduction
Academic graduate certificate programs shall provide a specialized area of study that meets the requirements for professional competence and to expand access to specialized knowledge. The subject matter should be advanced and narrow in focus
The programs are typically designed for working professionals who are seeking to advance their career opportunities by obtaining specialized knowledge in their field or in a new field
This policy does not apply to Continuing Education Units (CEUs) or other noncredit certificate programs offered by Extended Education. This policy does not apply to the following academic certificate programs at Cal Poly; Teaching English as a Second Language (TESL), Technical Communication, Organizational Leadership, Wine Industry, and Gerontology.
210.1.2 Definitions
210.1.2.1
An academic graduate certificate program:
210.1.2.1.1
Declares that a student has satisfactorily completed a sequence of advanced academic courses that provide instruction in a stand-alone, coherent body of specialized knowledge; and
210.1.2.2
Is designed to meet requirements for professional competence, expand access to specialized knowledge, or meet occupational needs for advanced interdisciplinary work
210.1.2.3
Is a stand-alone program that is distinct from a specialization taken in conjunction with or as part of a degree program;
210.1.2.4
Provides a set of learning experiences with a specific set of educational objectives;
210.1.2.5
Consists of 12-24 quarter units (3-6 courses);
210.1.2.6
May be provided via Special Sessions (self-support) through Extended Education (see Executive Order 1047); and
210.1.2.7
Has a formal application process and a distinct matriculation
210.1.3 Specific Requirements
210.1.3.1
The educational background and prerequisites for admission into the graduate certificate program must be clearly stated.
210.1.3.2
The graduate certificate program advisor must verify that applicants have the appropriate and relevant background to meet the prerequisites of the program and to be successful in the program.
210.1.3.3
Admission to a graduate certificate program requires a bachelor’s degree from an accredited institution with a major in a relevant field of study. The applicant must have attained a minimum GPA of 2.5 in the last 90 units attempted or have earned a GPA of at least 2.5 in the last degree completed. Work experience may substitute (at the discretion of the program) for the relevancy of the bachelor’s degree and for the minimum GPA requirements.
210.1.3.4
Courses taken to satisfy the requirements of a graduate certificate program may be applied to the requirements of a graduate degree program; however, students must apply separately for admission into a graduate degree program.
210.1.3.5
Students who are enrolled only in a graduate certificate program are exempt from the continuous enrollment requirement for graduate students
210.1.3.6
The graduate certificate program may allow a maximum of one 4-unit course in transfer credit, as determined by the graduate certificate program advisor.
210.1.4 Establishing Academic Graduate Certificate Programs
210.1.4.1
An academic graduate certificate program, and all its courses, must be approved by the provost upon the recommendation of the Academic Senate through the regular curriculum approval process.
210.1.4.2
A graduate certificate program will generally consist of courses at the 500 level. No more than half of the courses may be at the 400 level. No course-work may be below the 400 level.
210.1.4.3
Academic graduate certificate programs will be published in the catalog.
210.1.4.4
A graduate certificate program will be required to undergo program review at a frequency determined by Academic Programs.
210.1.5 Awarding an Academic Graduate Certificate
210.1.5.1
A minimum GPA of 3.0 is required for successful completion of a graduate certificate program. Students may not elect to take courses required for the certificate as credit/no credit.
210.1.5.2
A graduate certificate program must be completed within three years.
210.1.5.3
The title of the graduate certificate will appear on the student’s official transcript.
210.1.5.4
Completion of the graduate certificate program will be commemorated by a document bearing the University seal and signed by the program’s college dean(s).
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210.2 Accessibility of Instructional Materials
210.2.1
Faculty shall use best efforts to choose course materials from publishers who provide accessible content in accordance with the Americans with Disabilities Act (ADA).
210.2.2
For as many courses as possible, departments will establish standing textbook selections with the Cal Poly campus bookstore.
210.2.3
Departments are required to inform the campus bookstore of textbook and coursepack selections for all courses requiring textbooks or coursepacks in a timely manner, at least six weeks prior to the start of the academic quarter.
210.2.3.1
Documented course exceptions to the six week deadline are permissible with justification by the department chair/head.
210.2.3.2
Any changes to standing textbook selections will be made at least six weeks prior to the start of the academic quarter.
210.2.3.3
Departments will establish processes to monitor and remind faculty who do not have their instructional material selections placed at least six weeks prior to the start of the academic quarter (e.g., use of faculty or staff instructional material coordinators).
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210.3
Compliance to this plan will be annually reviewed by the provost or designee. If satisfactory compliance is not demonstrated, the Academic Senate will revisit this issue to recommend further action.
210.4 Course Syllabi
Every instructor shall make available to each student in her/his class, during the first class meeting, a written course syllabus providing:
210.4.1
Instructor’s contact information including office hours and office location;
210.4.2
A list of required text(s) and supplementary material for the course;
210.4.3
Methods and expectations for assessing/grading student performance for the course;
210.4.4
Attendance requirements and make up policy (if applicable); and
210.4.5
Other information the instructor deems necessary to assure the student’s understanding of the nature, requirements, and expectations of the course.
210.4.6 Course Learning Objectives
210.4.6.1
Faculty shall communicate the course learning outcomes to students, and may use the syllabus or other means appropriate to the course to do so.
210.4.6.2
Every instructor shall be required to spend a portion of the first meeting of the class discussing the course syllabus.
210.4.6.3
Faculty have final responsibility for grading criteria and judgment and have the right to alter student assessment or other parts of the syllabi during the term.
References for CAP 210.4:
- Date approved by the President: September 3, 2013
- Effective Date: September 3, 2013
- Responsible Department/Office: Academic Programs and Planning
- Revision History: Use when applicable
- Related University Policies, Procedures, Manuals and/or Documents:
- Academic Senate Resolution AS-644-06 Resolution on Course Syllabi
- Academic Senate Resolution AS-739-12 Resolution on Course Learning Outcomes
- Laws, Regulations and/or Codes of practice referred to herein or related to this policy: None cited.
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210.5 Credit Hour, Definition
For all CSU degree programs and courses bearing academic credit, the “credit hour” is defined as “the amount of work represented in intended learning outcomes and verified by evidence of student achievement that is an institutionally established equivalency that reasonably approximates not less than:
210.5.1
one hour of classroom or direct faculty instruction and a minimum of two hours of out-of-class student work each week for approximately fifteen weeks for one semester or trimester hour of credit, or ten to twelve weeks for one quarter hour of credit, or the equivalent amount of work over a different amount of time; or
210.5.2
at least an equivalent amount of work as required in Section 210.7 of this policy for other academic activities as established by the institution, including laboratory work, internships, practica, studio work, and other academic work leading to the award of credit hours.”
210.5.3
A credit hour is assumed to be a 50-minute (not 60-minute) period. In courses, such as those offered online, in which “seat time” does not apply, a credit hour may be measured by an equivalent amount of work, as demonstrated by student achievement.
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210.6 Final Assessments and Examinations
210.6.1 Courses with Lectures and Seminars (other than 1-unit courses)
Course activity, including assessments, shall continue through the week designated for final assessments for all courses with a lecture component. Faculty are required to meet with students at the scheduled final assessment period and will use the week designated at the end of the quarter for the final assessing of student work. Faculty should decide the pedagogically appropriate assessment activity, e.g., exams, receipt of term papers or projects, presentations, etc.
The University’s schedule for final assessment periods is available online at the Office of the Registrar’s Calendars and Deadlines information site. The schedule, drafted by University Scheduling and approved by the provost, will designate an assessment period for each time block in which lecture sections are normally scheduled and the location assigned.
Final assessments will be given in all sections of lecture and seminar courses unless exempt under the provisions below.
The maximum time allotted for final assessment is three hours in a facility that is normally controlled by University Scheduling.
210.6.2 Non-lecture Courses and 1-unit Courses
210.6.3 Exempt Courses
Assessment exemptions may be granted for such reasons as uniqueness of course content or method of instruction, and/or a more appropriate procedure for establishing an evaluation of the student’s performance in the course. Exemptions ordinarily will be established at the time the course is proposed by the department for inclusion in the University Catalog. Subsequent requests for exemptions will be submitted in writing through the department chair/head for approval by the appropriate college dean with notification of approved exemptions sent to University Scheduling.
210.6.4 Rescheduling
210.6.4.1 Early Assessments
No final assessments shall be given prior to the scheduled final assessment period without written approval of the appropriate college dean and notification sent to University Scheduling at least two weeks before the final assessment.
210.6.4.2 Common Assessments
Courses with three or more sections may hold assessments during “common assessment” times designated by University Scheduling with approval by the department chair/head and appropriate college dean. Faculty who have requests approved must notify University Scheduling at least two weeks before the final assessment. Any student who is unable to attend the common assessment time due to a conflict with another course’s final assessment shall be permitted to arrange an alternate assessment time.
210.6.4.3 Alternate Assessments
Faculty may offer an additional (i.e., alternate) assessment period during the final assessment week; however, the assessment must also be offered at the original time set aside in the final exams schedule. Courses with alternate assessment periods during the final period must notify University Scheduling at least two weeks before the final assessment.
210.6.4.4 Special Student Arrangements
Permission to take final examinations out of schedule may be granted by the dean of the college in which the course is offered for the following reasons only:
- Student going into the Armed Forces;
- Illness of the student;
- Death or serious illness in the student’s family;
- Student requested by the University to represent the University at an educational activity. Written statement by the person sponsoring the conflicting activity must be presented to the college deans of all schools in which the student is taking courses involved in the examination conflict;
- Permanent job placement interview arranged by the University
- As an accommodation for a disability as confirmed by Cal Poly’s Disability Resource Center.
210.6.5 Midterm Assessments and Examinations
Examinations are given during normal class meetings. No University schedule is published.
210.6.6 Student Conflicts
Examinations which conflict with University activities should be brought to the attention of the college dean as early as possible.
210.6.7 Procedures during Assessments and Examination
Faculty members should make every effort to ensure academic honesty and integrity by properly monitoring assessments and examinations.
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210.7 Four-Unit Course Standard
All courses taught at Cal Poly, with the exception of those listed below, shall be standardized to four or more units. Courses with fewer than four units may be desirable in the following cases:
- Activity or laboratory classes (e.g., Physical Education, Art, Music, etc.);
- Classes taught in the supervision mode;
- Orientation classes;
- Library classes; and
- Coupled classes (e.g., lecture and labs taken concurrently, but listed separately).
References for CAP 210.7:
- Date approved by the President: September 3, 2013
- Effective Date: September 3, 2013
- Responsible Department/Office: Office of the Registrar
- Revision History: Use when applicable
- Related University Policies, Procedures, Manuals and/or Documents:
- Academic Senate Resolution AS-453-96 Resolution on Standardizing Course Units.
- Laws, Regulations and/or Codes of practice referred to herein or related to this policy: None cited.
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210.8 Instructionally Related Activities
"Instructionally related activities" are those activities and laboratory experiences that are at least partially sponsored by an academic discipline or department and that are, in the judgment of the president of a particular campus, with the approval of the trustees, integrally related to its formal instructional offerings. Activities that are considered to be essential to a quality educational program and an important instructional experience for any student enrolled in the respective program may be considered instructionally related activities.
Instructionally related activities include, but are not limited to, all of the following:
- Intercollegiate athletics costs that are necessary for a basic competitive program including equipment and supplies and scheduled travel, not provided by the state. Athletic grants should not be included.
- Radio, television, film costs related to the provisions of basic "hands-on" experience not provided by the state. Purchase or rental of films as instructional aids shall not be included
- Music and dance performance costs to provide experience in individual and group performance, including recitals, before audiences and in settings sufficiently varied to familiarize students with the performance facet of the field.
- Theatre and musical productions basic support of theatrical and operatic activities sufficient to permit experience not only in actual performance, but in production, direction, set design, and other elements considered a part of professional training in these fields.
- Art exhibits support for student art shows given in connection with degree programs.
- Publications costs to support and operate basic publication programs including a periodic newspaper and other laboratory experience basic to journalism and literary training. Additional publications designed primarily to inform or entertain shall not be included.
- Forensics activities designed to provide experience in debate, public speaking, and related programs, including travel required for a competitive debate program.
- Other activities associated with other instructional areas that are consistent with purposes included in the above may be added as they are identified.
The Instructionally Related Activities Fee, established in March 1978 by Executive Order No. 290 (superseded by subsequent Executive Orders), provides support for these essential educational experiences and activities, which aid and supplement the fundamental educational mission of the institution.
Contributions from Associated Student Associations, as well as other contributions, income derived from gate receipts, exhibition charges, sale of publications, etc. also may be deposited in the Instructionally Related Activities fund.
210.8.1 Use of Funds
IRA funds are to be used solely for the support of instructionally related activities as defined in Section 89230 of the California Education Code and by CSU Systemwide policy.
210.8.1.1
If capital equipment is purchased that will not be used solely by IRA programs/activities, IRA funds may be employed only in proportion to the anticipated IRA use.
210.8.1.2
Expenditures for awards that are the culmination of a group(s) or individual(s) efforts through competition or as a normal part of program activities will be allowed. Awards shall be in the form of trophies, plaques, ribbons, and other similar items, the value of which is primarily intangible and limited to the recipient(s).
210.8.1.3
The following expenditures of IRA funds are not permitted:
- Any expenditure for direct instruction.
- The purchase or rental of films to be used as instructional aids in a formal course offering.
- Gifts or contributions made to any individual, charity, business firm, or any other entity for any purpose, regardless of funding source.
- Salaries, stipends, or wages for faculty, students, or others to participate in IRA programs/activities may not be paid using IRA funds. However, IRA funds may be used to pay individuals to perform tasks essential to the provision of IRA programs/activities in which students will participate. Examples of such allowed expenditures include payment for ticket takers or security personnel for IRA events and the hiring of musicians and accent coaches for theater-related activities.
- Any expenditure that exceeds available cash on hand.
210.8.2
Students may be expected to contribute a modest amount financially in order to participate, provided that steps are taken to ensure that the activity is open to all students.
210.8.3 IRA Advisory Committee
The IRA Advisory Committee (IRAAC) shall be formed to advise the University President or designee regarding both the level of the fee and allocation of feerevenue. The President or designee shall establish the advisory committee with the number of students equaling the number of faculty and administrators combined. Faculty and administrators shall be appointed by the University President after appropriate consultation. Student members shall be appointed by the President of the Associated Students, Inc. (ASI) according to established campus procedures. The president of the ASI or designee, as one of the student representatives, shall serve as chair or co-chair.
210.8.3.1 Functions
The primary function of the (IRAAC) is to advise the University President regarding the allocation of the Instructionally Related Activity fees revenues. In addition, the IRAAC will ensure that IRA groups focus on learning outcomes, that program accountability and assessment is incorporated into the IRA groups’ activities, that the IRA groups’ activities are consistent with departmental and college/division priorities, and that the IRA fee revenues be allocated in a manner that supports the University’s goals.
The IRAAC shall evaluate and document the eligibility of activities for IRA fee funding. The procedures for evaluating eligibility shall be distinct from the procedures for determining the level of funding of eligible activities.
210.8.3.2 Membership
- ASI president or designee (co-chair)
- Associate vice provost for Programs and Planning or designee (co-chair)
- Three student members shall be nominated by the ASI president in consultation with the chairs of the student councils (or equivalent) from the academic colleges. Membership should be rotated between the colleges annually. Additional alternates may be named, but voting members shall remain at three.
- Vice president for Student Affairs, or designee
- Vice president for University Advancement, or designee
- Academic Senate Curriculum Committee chair, or designee
- Vice president for Administration and Finance, or designee (non-voting)
210.8.3.3
Students shall serve a one-year term
210.8.3.4
The Instructionally Related Activities Advisory Committee may utilize staff as needed to ensure proper liaison function and support.
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210.9 New Degree Programs
Cal Poly follows the Trustees policies regarding criteria for new degree programs. The campus Academic Plan shall represent the collective opinion of campus constituencies about which desired new programs best serve the long-term interests and development of the campus as a whole and which programs most contribute to advancement toward the campus’ goals. When developing/creating a degree proposal, refer to the CSU Trustees Policy on Academic Program Planning, http://www.calstate.edu/app/documents/Trustee_Planning_Policy_Fnd_Prgms.pdf
210.9.1 CSU Criteria for Degree Program Proposals
The traditional criteria for reviewing the academic master plans generally center on need, demand, and the ability to establish programs of high quality. These considerations will continue to pertain, along with considerations about the appropriateness of new curricula to campus missions.
210.9.2 Resources
Existing faculty should be sufficient to initiate and sustain all of the programs offered and projected; new faculty positions may not necessarily accompany total campus enrollment growth. If existing faculty are not sufficient, the campus plan may require reassignment of faculty positions from existing programs or to reduce the number of programs.
210.9.2.1
There should be a campus commitment to devoting resources (space, facilities, equipment, and the library) to the development of new programs at a level sufficient to demonstrate the campus’ commitment to the success of those programs. A coherent degree major cannot be designed by merely “repackaging” existing courses in an effort to reduce costs. If new programs cannot be well supported, the campus must seriously consider whether they should be initiated at all.
210.9.3 Need for the Proposed Degree Program
210.9.3.1
The proposed degree program must fit with the campus’ and college’s Academic Master Plan.
210.9.3.2
The proposed degree program must fill an unmet need in terms of student demand or statewide or regional manpower needs. If not, there should be a compelling rationale for the program.
210.9.3.3
The proposed new degree program should be the most efficient way of meeting the need identified, or other alternatives should be considered.
210.9.3.4
The proposed new degree program should set realistic expectations about student enrollment as compared with other campuses.
210.9.3.5
Plans should be made for the resulting enrollment declines in existing programs if programs exist on the campus or at nearby campuses from which the projected program would draw students.
210.9.3.6
A review should be undertaken to determine if there are current surpluses of individuals in the region or in the state so trained, if the program is one that will prepare students for a specific occupation or profession. If so, there should be indications that the need will increase. A rationale for investing campus and state resources should be made if surpluses are expected to persist.
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210.10 New Master’s Degree Programs
210.10.1
Master’s degree programs should be projected only when the sponsoring department is well established and has achieved a level of quality that has been affirmed by a program review or in subjects for which national accreditation, including review by a visiting team, is available.
210.10.2
Attention should be given to the impact the proposed master’s degree will have upon the corresponding bachelor’s degree and other instructional activities of the department.
210.10.3
The program should fit with the University and College Academic Master Plan.
210.10.4
For proposed graduate degree programs, a minimum of five full-time faculty members with the terminal professional degree should be on the program staff.
210.10.5
New master’s degree programs should be initiated only if: they have the enrollment potential to support the offering of at least four graduate-level courses each year, there is evidence of the proposing department’s capacity to support the level of research required for a graduate program, and sufficient graduate-level coursework can be offered to permit a student’s program to include 70% graduate-level coursework.
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210.11 Off-Campus Programs and Sites, Distance Learning
The University’s accrediting commission, the Western Association of Schools and Colleges (WASC), requires a Substantive Change approval for programs offered 50% or more at off-campus locations or through distance education. Approval must be obtained from WASC before students may be admitted into such programs.
210.12 Posthumous Degrees
Cal Poly may award a posthumous degree to family of a deceased student when the student has satisfactorily completed at least two-thirds (2/3) of all coursework toward a degree. Under special circumstances, the President or designee may grant the awarding of a posthumous degree or certificate for a student who has completed less than two-thirds (2/3) of the degree coursework.
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210.13 Prerequisite of C minus (C-)
Departments may designate a C- as the minimum grade required for students to advance to the next course in a sequence if the C- minimum is clearly indicated under the University Catalog description for the class and “or consent of instructor” is included along with the C- prerequisite in sequenced courses to allow individual students the opportunity to make a case for exceptions.
210.13.1
A footnote under the University grading policy in the catalog alerts students that certain sequenced courses may have a C- prerequisite for advancement.
210.13.2
C- prerequisites are enforced by departmental faculty or advisors (not the Office of the Registrar) during the Add/Drop period.
References for CAP 210.13
- Date approved by the President: September 3, 2013
- Effective Date: September 3, 2013
- Responsible Department/Office: Office of the Registrar
- Revision History: Use when applicable
- Related University Policies, Procedures, Manuals and/or Documents:
- Academic Senate Resolution AS-528-99 Resolution on C- Prerequisites
- Laws, Regulations and/or Codes of practice referred to herein or related to this policy: None cited
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210.14 Priority Registration
Priority is established by recommendation to the President by the Registration and Scheduling Committee.
References for CAP 210.14
- Date approved by the President: September 3, 2013
- Effective Date: September 3, 2013
- Responsible Department/Office: Office of the Registrar
- Revision History: Use when applicable
- Related University Policies, Procedures, Manuals and/or Documents:
- Academic Senate Resolution AS-408-93 Resolution on Priority Registration
- Laws, Regulations and/or Codes of practice referred to herein or related to this policy: None cited
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211 Academic Calendar
The academic calendar is the official University document identifying the dates for major academic events and deadlines for the university year. Cal Poly's academic calendar is based upon a quarter system, year round operation, and consists of four quarters: fall, winter, spring and summer. Each quarter consists of 10 weeks of instruction.
The academic calendar shall be developed two years in advance following norms and definitions adopted by the CSU Chancellor's Executive Council. Extensive consultation with various campus constituencies shall occur, including Academic Deans' Council, Academic Senate Executive Committee, Academic Senate Instruction Committee, ASI, Academic Personnel, Enrollment Support Services, Human Resources, Foundation, and Student Affairs. The Provost, or his/her designee, shall submit the academic calendar, including explanation of any anomalies and/or disputed dates, to the President for approval.
The following guidelines shall be considered in the preparation of the academic calendar and will be followed whenever possible:
211.1 Instructional and Faculty Work Days
The typical academic year shall consist of 147 instructional days. From year-to-year a variation of plus or minus two days is permissible. There shall be a minimum of 170 academic workdays in the academic year. There shall be a maximum of 180 workdays in the academic year.
Whenever possible, the first day of instruction each quarter shall be a Monday with a 48-day minimum per quarter (49-day minimum spring quarter) and the last day of instruction each quarter shall be a Friday. In calendar years in which the first Monday of the quarter falls on Cesar Chavez Day, instruction shall begin on the Tuesday of that week. In calendar years in which the first Monday of the quarter falls on a major religious or cultural holiday, it is recommended that instruction shall begin on the Tuesday of that week.
Whenever possible, each academic quarter shall consist of a minimum of nine (9) offerings of calendar days’ schedules.
The need to start the first day of instruction on a Monday shall take higher priority in planning the academic calendar than ending summer quarter prior to Labor Day and ending spring quarter prior to the second week in June.
Summer quarter should end prior to Labor Day. Spring quarter should end prior to the second weekend in June.
Final examination days should include 5 days per quarter, preferably Monday through Friday of the week following the last day of instruction.
Commencement shall be held the first Saturday after the end of the spring quarter final examinations and the first Saturday after the end of the fall quarter final examinations.
Fall quarter shall include faculty work days as necessary for Fall Conference.
Unless an Evaluation Day is included at the end of the quarter, the quarter will end coincident with the end of the final examination period except spring quarter which ends with Commencement, marking the end of the University year.
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211.2 Quarter Break
Whenever possible, quarter breaks should include no less than five calendar days between the last day of final examinations and the beginning of the subsequent quarter.
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211.3 Academic Holidays
Academic Holidays shall be observed in accordance with Title 5, Section 42920 and theCalifornia Faculty Association Collective Bargaining Agreement (Article 33), or as designated by the Governor for a public fast or holiday. Pursuant to 42920(c), any holiday which falls on a Saturday shall be observed on the preceding Friday, and any holiday which falls on a Sunday will be observed on the following Monday. The following holidays, when not occurring on a Saturday or Sunday, shall be observed on the days specified:
- January 1
- Third Monday in January (Dr. Martin Luther King, Jr. Day)
- March 31 (Cesar Chavez Day)
- July 4
- First Monday in September (Labor Day)
- Thanksgiving Day
- December 25
The following days are designated holidays which shall be observed on the day specified unless they fall on a Saturday or Sunday, or are rescheduled by the President for observance on another day:
- Third Monday in February (President's Day)
- February 12 (Lincoln's Birthday)
- Last Monday in May (Memorial Day)
- September 9 (Admission Day)
- Second Monday in October (Columbus Day)
- November 11 (Veteran's Day)
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211.4 Additional Quarterly Dates
Census Date is the 15th day of instruction.
The last day to drop a class is the 8th day of instruction.
The last day to add a class is the 8th day of instruction.
The last day to register late and pay a late registration fee is the 8th day of instruction.
After the end of the 7th week of instruction, students requesting permission to withdraw from classes must cite "emergency situations clearly beyond the control of the student" rather than "serious and compelling reasons."
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211.5 Definitions
University year
consists of four consecutive quarters beginning with summer quarter, each quarter approximately the same length.
Academic year
consists of three consecutive quarters: fall, winter and spring quarters.
The following definitions have been adopted by the Chancellor's Executive Council:
Instructional Day
Any Monday through Friday during regular academic term when class meetings are scheduled on a regular and extensive basis for the purpose of instruction. During a summer term that satisfies the criteria to be equivalent to a full semester, designation of a Saturday as an instructional day will be approved by exception only.
Examination Day
Any day that is set aside for the exclusive purpose of administering final examinations for the term. When comparing campus calendars institutions which integrate all or part of examination activity with regular instruction will be presumed to have four examination days per term. 8 DAYS MAXIMUM MAY BE SCHEDULED.
Registration Day
Any day during the academic year during which faculty members are on duty for the purpose of advising, orientation, course enrollment, and similar activities. For purposes of counting work days, registration days which are also instruction or examination days will not be included a second time.
"Other Day"
Any day during the academic year when faculty members are on duty for such purposes as faculty and departmental conferences, committee meetings, faculty development activities, etc.
Grades Due Days
Any day(s) prior to or at the close of the term that is designated specifically for the purpose of turning in final grades. This day must be included when computing total academic work days. Campuses that schedule grades due over several dates may count up to two days per semester or one day per quarter as academic work days. One day is preferred.
Evaluation Day
Days that are set aside for the reading of examinations and papers and for submission of final grades. A maximum of one day per term may be scheduled as an evaluation day.
Commencement
Any day set aside for graduation ceremonies. Commencement is counted as an academic work day only if faculty participation is expected and normal, and if the day is not otherwise credited as an academic day. Campuses with school commencements extending over several days may count only one day in computing total academic work days.
Academic Work Days
The total of all of the above that occur between the beginning and ending dates of the academic year.
Academic Holiday
Any day (Monday through Friday) occurring between the beginning and ending of the academic year that is so designated by the President. Except by special arrangement, faculty members are not expected to be on duty during academic holidays.
Faculty Vacation
The period from the end of one academic year to the beginning of the next, when all continuing academic year faculty members are on vacation status, except for those scheduled to teach in summer term or for those on duty by other special arrangement. For faculty members taking a quarter off in exchange for summer quarter teaching, the period extends from the end of the quarter preceding the quarter taken off to the beginning of the quarter succeeding the quarter taken off.
Starting/Ending Cutoff
Midnight on a cutoff date indicates the end of one term and the beginning of the next term for administrative and systemwide reporting purposes. For all campuses, the summer/fall cutoff date is August 31. Thus, for these purposes August 31 is the last day of the summer term and September 1 is the first day of the fall term. For all campuses, the spring/summer cutoff is May 31. Other permanent cutoff dates (fall/spring or fall/winter and winter/spring) may be set by the campus.
Reference
- Date approved by the President: November 18, 2004
- Office responsible for implementation: Academic Programs and Undergraduate Education
- Related University Policies/Documents/Manuals/Handbooks: AS-677-09, AS-635-05, AS-576-01/EC, AS-511-98/IC, AS-467-96/IC, AS-421-94/EX
- Any laws, regulations or codes of practice which should be referred to in conjunction with the policy: Title 5 Section 42920, the California Faculty Association Collective Bargaining Agreement (Provision 20.4, Article 33), CSU Coded Memo: HR 2004-11
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212 Academic Program Review
The CSU Trustees have an academic planning and program review policy requiring each campus to establish criteria and procedures for planning and developing new programs and conduct regular reviews of existing programs. The CSU requires “regular periodic reviews of general education policies and practices in a manner comparable to those of major programs. The review should include an off-campus component.” The CSU also requires periodic reviews of centers, institutes, and similar organizations.
The timing of program review shall coincide with the schedule for accreditation review to minimize the workload of the program faculty for academic programs with specialized accreditation. A program review shall be scheduled at the midpoint in the accreditation cycle if the accreditation cycle is ten years or longer.
The program review cycle is typically six years for academic programs without specialized accreditation.
The Academic Programs office shall provide annual summaries to the Academic Senate on the findings of academic programs that underwent academic program review in that year, including a list of internal reviewers as part of the report.
All campuses shall send selected materials regarding institutional and specialized accreditation annually when preparing the Trustees agenda item on academic planning and program review.
References for CAP 212
- Date approved by the President: To be determined
- Effective Date: To be determined
- Responsible Department/Office: Academic Programs and Planning
- Revision History: Use when applicable
- Related University Policies, Procedures, Manuals and/or Documents:
- Academic Senate Resolution AS-496-98 Resolution on External Review
- Academic Senate Resolution AS-552-00 Resolution on Academic Program Review
- Academic Senate Resolution AS-718-10 Resolution on Modification to Academic Program Review Procedures
- CSU Trustees AP 71-32 Academic Planning and Program Review Policy
- CSU Academic Program and Resource Planning Program Review Policy 1980 www.calstate.edu/app/policies/blue-book-1980-program-review.pdf
- CSU Chancellor's Office Coded Memorandum AA-2002-55 Annual Report for Inclusion in Board of Trustees Agenda Item on Academic Planning and Program Review
- CSU Executive Order Number 751, Centers, Institutes, and Similar Organizations on Campuses of the California State University, http://www.calstate.edu/EO/EO-751.pdf
- CSU Executive Order Number 1065, General Education Breadth Requirement, http://www.calstate.edu/EO/EO-1065.pdf
- http://www.academicprograms.calpoly.edu/accred_progrev/
- Laws, Regulations and/or Codes of practice referred to herein or related to this policy: None cited
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216 University Honors Program
Founded in 1999, the mission of the University Honors Program is to provide Cal Poly's most academically motivated students with the opportunity to develop their potential both intellectually and personally by fully exploring the resources at Cal Poly.
The Program typically admits an incoming freshman class who are selected from among the numerous highly-qualified high school students who have completed their Statement of Intent to Register and who meet at least two of the following requirements:
- SAT combined score of 1250 or ACT composite score of 27
- High School GPA of at least 3.75
- Two Advanced Placement scores of at least 4
The Program includes students from a wide variety of backgrounds, interests, and talents. These students represent majors from all six undergraduate colleges on campus. Following Cal Poly's distinctive "hands-on" approach to education, students participate in community projects and co-curricular activities to enhance their coursework and develop leadership skills and global perspectives.
Honors students who complete the Program requirements earn a "with Honors" distinction on their diploma and are awarded a special sash to wear during graduation ceremonies.
For additional information, consult the Honors Program: http://honors.calpoly.edu/index.htm
216.1 Program Administration
The Director of the Honors Program oversees the program and advises the Honors students on their Honors curriculum. Based upon a recommendation forwarded by the Honors Council, the Vice Provost for Academic Programs and Undergraduate Education appoints the Director to a three-year renewable term.
The Honors Council provides oversight and is the source of university policy governing the program. The Council consists of the Director of the Honors Program; at least one faculty member from each College; one representative from each of the following areas: Academic Affairs/Academic Senate Curriculum Committee, Admissions, Office of Academic Records, Advising, and Residential Life; and three Honors students (serving one year, renewable terms). The Council members are selected by the Director of the Honors Program in consultation with the college deans or department managers.
The Honors Council approves Honors courses and colloquia, evaluates the program periodically, and advises on matters important to the program.
The faculty who teach Honors courses are normally selected jointly by the Director of the Honors Program and the chairperson of the department offering appropriate courses. Faculty are selected on the basis of their ability to work collectively with faculty in other disciplines, to foster intellectual growth, and to work individually with students. Faculty are provided with a supportive environment for working with students and are encouraged to involve themselves at various stages of the development of the students.
Reference
- Date approved by the President: September 6, 2006
- Office responsible for implementation: Academic Programs
- Related University Policies/Documents/Manuals/Handbooks: AS-434-95
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