Portland State University Portland, Oregon

• 9:00 - 10:00 a.m. Provosts Only Meeting
• 10:00 - 1:30 p.m. Regular Council Business; open to staff, IFS representative, guests

• 1. Minutes of November 16, 2000 Meeting [enclosure] All Campus specific attributions in the minutes but none otherwise is to be the rule.
• 2. December Meetings: Agendas/Issues [see Board docket] Clark
Performance Funding Policy Revision [enclosure] Goldschmidt Had a meeting with rep. Schrader, one of the strongest critics. Campus's must identify indicators they are going to use by Jan 15. Feb 16 full board approves revised performance funding policy. Do we lock into the same number of indicators for all campuses or allow some diversity? "Total enrollment" has been moved to "Indicators Not Tied to Performance Funding. (put in page listing 13 in both categories) This will be the report to the legislators and used to evaluate presidents. (Performance Measurement Framework) Moseley: with the budget planned now, we ought to junk the whole thing or tell the legislature it will not work with that level of funding. Goldschmidt (G): we can show with these what is necessary to do the job. Campus specific indicators should (must?) be from the list of those for which there is baseline data. Shepard: we collected data this year for one that is not on the list and we want to use it. That institution specific must come from a common list is a contradiction in terms. Clark: you would need to meet criteria for validity of data base (appropriateness, reliability of data and availability of data over longer term). Eastern should propose its indicators and make a case for it rather than expand the list or criteria. G: need an adaptable record to support the consistent use of and reliability of the data. Minahan: It should be made clear that this kind of reporting depends on adequate funding to accomplish the goals.

Kerans: report on meeting with Rep. Schrader: Made point of having the data and linking performance to available resources. If you set goals then remove resources, you can't expect more from less time and again. You can't expect above average performance on declining resources. Schrader seemed to realize that this is true. White: If performance goes down and they withhold funds how can there be improvement? Moseley: There can only be performance funding if the system is funded at the current service level. Until we get the CAL, there should be no such thing as performance funding. We will be into survival strategy. G: you (legislature) are imposing performance reporting and backing away from supporting it if you don't give us the wherewithal to do it. G: Schrader seemed much more receptive to OUS problems after this discussion. G: With declining resources, the performance will go down, and if resources are increased, there will be a lag in catching up. Give us the money to get the job done and we will be happy to measure the upward progress.

3. Legislative Update Kerans (it was not separate from the above)

4. Articulation Issues Credit for Prior Learning Recommendations [held over from 11/16/00 meeting; enclosure] Tetreault, Arnold "Credit for Prior Learning Recommendations Revisions suggested by Joint Boards Articulation Commission/September 2000

Based on their (September 13, 2000) discussion of the topic, the Joint Boards Articulation Commission suggests that the language of the recommendations on Credit for Prior Learning be modified to read:

The Joint Boards Articulation Commission recommends that:

• 1. Credits completed through proficiency-based assessment methods should be accepted for transfer among all Northwest Association of Schools and Colleges (NASC) accredited postsecondary institutions in Oregon. Allowance is made for individual campuses to accept credits consistent with NASC guidelines.
• 2. Compliance with the (attached) NASC and Council for Adult and Experiential Learning (CAEL) standards related to proficiency-based assessment be required for credits granted for life experience prior experiential learning or other options.
• 3. Accurate information about the use and transferability of each of the options for credit for proficiency-based assessment should be made available to students. These credits may will be accepted for elective credit only and may not apply to specific requirements in a student's major."
Some changes in wording (that are substantive issues) proposed that will be discussed at the next Academic Council meeting.
Proposal to Increase " 108 Credit Transfer Cap" to 124 Credits [held over from 11/16/00 meeting; postponed again Markwood, Duncan

Portland Community College Proposal to Increase Credits for Selected Math Courses [enclosure] Arnold Some math courses come from CC with 5 credits but only 4 credits count for math credit (other credit is just credit for graduation, not requirement satisfying (dangling credit). Does more time mean more learning? Further work needed on transfer of credit and how OUS will handle it.

5. Distance Education Update Zanville May 16, 2001 Meeting in Portland Featuring Bruce Calix (SERB) and Sandra Elan (NARC) - Dinner with Provosts

6. Faculty work report is being developed and will be mailed to provosts for comments & corrections shortly. Goldschmidt

7. Other Items/Updates All

For Your Information [enclosure]

Status Report: Common Procedures Among OUS Institutions Regarding Reduced Fee Enrollment Privileges (Teacher Education)

Administrative Council:

 
• Tuition: Must not link tuition increases to cell values in the RAM model (Moseley plus others) G: Don't let the government off the hook by providing tuition funds to solve their shortfall provisions in resources.
• Tuition Plateau elimination might be considered with a gradual testing of the waters by narrowing the plateau (move bottom up one, top down one initially and track the results in student course chaises = will it make a difference) Recourse fees: the local flexibility now prevailing allows the campus to fine tune them to market realities. Students can be involved in the decision and the fees are less likely to be raised to the point that students will be excluded and the institution loses money.