Accountability Several years ago under Chancellor Munitz,
the CSU began a system-wide strategic planning project known as
"Cornerstones." Under Chancellor Reed, the result of this
project has evolved into an "Accountability Process" for
the CSU and each CSU campus. This process specifies the following
areas in which campuses must be accountable:
Quality of baccalaureate degree programs
Access to the CSU
Progression to degree
Persistence and graduation
Areas of special state need - teacher credentials
Relations with K-12
Quality of graduate and post-baccalaureate programs
Faculty scholarship and creative achievement
Contributions to community and society
Area 1 focuses upon academic assessment in
undergraduate programs. In areas 2-9 specific quantitative measures
of campus performance have been specified by the Chancellor's Office.
Areas 10-13 are less rigidly specified and campuses have more flexibility
CSULB provided its first accountability report
in August 2000. The report is also available on the CSULB Strategic
Planning web site. At the request of the Chancellor, the campus
provided goals relative to area 1 and areas 2-9. These goals specify
levels of campus attainment for coming two- and four-year periods.
The plan for reporting on areas 10-13 is not yet fully developed
by the Chancellor's Office but it is likely that two of these areas
will be addressed in each of the upcoming accountability reports,
due in fall 2002 and fall 2004.
To date, CSULB has responded to these accountability
requests by calling on an ad hoc group of campus faculty members
and administrators with expertise relevant to respective goals.
For example, in spring 2001 the chair of the Policies and Educational
Planning Council drafted the goals for quality of baccalaureate
degree programs. Draft documents created by this team have been
reviewed by the Dean's Council, the President's Cabinet, the Executive
Committee of the Academic Senate, and the President before going
to the Chancellor. The Director of Strategic Planning manages this
In the coming academic year, the vice presidents
have agreed to work toward integrating the demands created by the
accountability process into the campus planning processes. Because
the accountability indicators are largely quantitative, campus attainment
of specific goals -- or lack of attainment -- will be unambiguous.
Thus, it is quite important to the campus
to have effective planning to ensure that accountability goals are
attained. While it is possible to take issue with the specific measures
of the accountability goals developed by the Chancellor's Office,
most observers will agree that the planning areas delineated by
the accountability goals are central to any public institution of
higher education and therefore deserving of careful campus attention.