ࡱ> Y Objbj[[ 79 \9 \hG_z z 8>tVVlll$4rll4hhhRllhhh-l0!;rR`0y\D$\--&\S0-hh\z > :  Date: Monday, March 23, 2015 Time: 3:00 p.m. 5:00 p.m. Location: L109 Members Present: Silvester Henderson, Janith Norman, Erich Holtmann, Alex Sample, Janice Townsend, Christina Goff, Paula Gunder, Estelle Davi, Louie Giambattista, Tue Rust, Julie Ashmore, Kyle Chuah, Elizabeth Abril, Theodora Adkins, Sophia Ramirez, Nick Garcia, Mark Lewis, Ginny Richards and Abbey Duldulao (Recorder Secretary) Members Absent: Joanna Perry, Nila Adina, and Dave Zimny Guests: Kevin Horan, Natalie Hannum, Nancy Ybarra, Kathy Griffin, Laura Subia, Ashley Skym, Melinda Capes, Michael Norris, Milton Clarke (Video), Journalism Students (Pictures & Video) Michelle Grimes-Hillman (Mt. San Antonio College, Walnut CA), Kale Braden (Consumnes River College, Sacramento, CA), Fran Chandler (Business Professor Santa Monica College, Santa Monica, CA), Mitra Moassessi (Math Professor, Santa Monica College, Santa Monica, CA) and Donald Brown (Music-Librarian, El Camino College, Torrance, CA) ItemTopic Action Items: Bolded Texts1.Call to Order (S. Henderson): The meeting was called to order at 3:08 p.m. 2.Public Comments and Announcements (S. Henderson): No public comment.3.Presidents Opening Comments (S. Henderson): S. Henderson reminded everyone of ASCCC Spring Plenary on April 9-11th to be held at the Westin Hotel in Burlingame, CA. S. Henderson also reminded everyone of CA Community Colleges Area B Meeting on March 27th, 2015, 10-3pm at San Jose City College. S. Henderson thanked and announced our special guests: Michelle Grimes-Hillman (Mt. San Antonio College) and Kale Braden (Consumnes River College) who will be conducting the Equivalency Workshop. Fran Chandler & Mitra Moassessi (Santa Monica College) and Donald Brown (El Camino College) who will be leading the discussion on Compressed Calendar. Silvester shared an article (attached) regarding Music Education Could Help Close the Achievement Gap between Poor & Affluent Students. 3.Presidents Opening Comments (S. Henderson) - Continue: Educational Presentation DSPS Virginia Richards shared the various changes within the Disabled Students Program Services (DSPS) as well as the staff who are currently in the program; Coordinator/LD Specialist 75% Coordinator/25% LD Specialist, newly hired FT DSPS Counselor, Receptionist, Testing Center Representative, Alternate Media/5OA Web Appliance, 2 Adjunct Counselors, 2 Adjunct DSPS Counselors and 1 Adjunct Specialist. An increase in hours had taken place since the loss of hours back in 2009. V. Richards presented their service categories within the DSPS Program; Acquired Brain Injured, Legal Aid, Deaf and Hard of Hearing, Learning Disabilities, Mobility Impaired, Psychological Disabilities, Visually Impaired Students, Attention Deficit, Heart Condition/Other Medical Conditions, Autism and the State is looking at breaking out Autism and Attention Deficit as Stand Alone categories to be implemented in years. Trends by DataMart were projected of 1,000 students; last year 916 students. V. Richards explained how students are identified as a DSPS student by referral from high school records, students themselves, Instructors, Counselors, Student Services, Learning Disabilities Testing and Community Agencies. Accommodations are prepared for students with assessment from Instructors; extended time for exams, Interpreters, etc. Students are required to meet with DSPS & faculty a minimum of once per year to keep service active and must have a doctors/other agencies note on file. Students who volunteer as Note Takers can receive priority in early registration for future semesters. 4.Senate Announcements and Reports (S. Henderson): SGC Finalized the Position Paper; some cleaning needed to do. Next meeting will have more formal discussion. RAP is starting and open. BSI money and Perkins BSI will be handled later. Many proposals came in with 1 minute to share and 2 minutes for questions. CC Going through all the changes and getting a lot done. TLC Finalized assessment with a little bit of adjustments. Please fill out our 11 questions survey. GE Pushing through Course of Outlines. FSCC Two things are on the calendar; Dialogue about Compressed Calendar within all the colleges and selecting the Chair for FSCC to start on July 1, 2015. Ӱɴý will need to work internally to create some sort of procedure regarding the Box 2. Legislative Liaison Report No major report except the Parody Issues keep coming up. The Legislature left that to the District based on their budget situations versus the 75/25 progress; progress on one can affect the other in a negative way cant afford to do both; Parody & 72/25. Accreditation Steering Committee 3/12/15 meeting was cancelled and another meeting will take place on Wednesday, 3/25/15. Planning Committee Has not met since last time Working on Integrating planning, integrating model, and formations of focus group of faculty, staff and managers to ask about Program Reviews peoples participation (not Program Review tool). EEOC Recommending changes and update the policy to include Veterans status, marital status, parental status and highlighted sections of supporting documents presented. DGC will be examining the proposed changes. DGC Academic Senates have looked at draft of policy about department/division reorganization; management is recommending minor change to how its done and Academic Senates are recommending this be done in consultation with faculty of divisions of departments reorganize.5.Approval of Previous Minutes 3/9/15: Motion to approve previous 3/9/15 minutes Approved (M/S;J. Norman/S. Ramirez) Majority (12 Votes) Abstained T. Adkins and N. Garcia6.Agenda Reading and Approval: Motion to approve the 3/09/15 agenda as listed Approved (M/S;J. Norman/Kyle Chuah) UnanimousAGENDA ITEMS ------------------------------------------------------------------------------------------------------------------------------------------------7.Equivalency Workshop/Seminar Standards and Practice, Emeritus Chair, ASCCC (Michelle Grimes-Hillman & Kale Braden): S. Henderson shared his experience of signing Equivalencies and requirements; no how to book existed. Discrepancies existed when individuals submitted their Equivalency forms however majority of time it was concise and clear-cut. S. Henderson shared he attended two break-out sessions from Plenary and before discussing any proposed guidelines to follow the Uniform Selection Guide, S. Henderson would like the Senate to participate in a workshop presented by Michelle Grimes-Hillman and Kale Braden who represents the State. Michelle Grimes-Hillman introduced herself (and Kale Braden) who is currently the State Curriculum Chair, former Standards and Practices Chair; Standard Practices Committee of the State Senate is the one that does the process for revisions, the minimum qualifications submitted to the Board of Governors. M. Grimes-Hillman asked around the room of their current positions within the campus and acknowledged them of their presence and K. Griffin (representing Ӱɴý Human Resources Department) introduced herself to M. Grimes-Hillman. S. Henderson and M. Grimes-Hillman pointed out the State Qualifications Booklet (Minqual book) and explained that Minqual is not top codes. It is not the discipline. Every course on your book/catalog (credit and non-credit) must be assigned to a discipline. Spring Plenary will be in April and will be voting on some new discipline changes including DSPS. Minimum Qualifications in back of Title 5 are imbedded in the document. Minquals at the State level may be increase locally; make sure the faculty you hire meet the minimum however you may decide to raise the bar. M. Grimes-Hillman presented some examples options of qualifications when hiring potential faculty candidate or equivalent. She explained the determination of equivalency must be agreed upon between the Senate and the Board. Equivalency must be stated within the college such as the Uniform Selection Guide Appendix B. M. Grimes-Hillman and K. Braden shared stories of equivalency hiring process within their colleges; how some worked and how some created more challenges than expected. 7.Equivalency Workshop/Seminar Standards and Practice, Emeritus Chair, ASCCC (Michelle Grimes-Hillman & Kale Braden) Continue: A discussion took place surrounding equivalency and HR process; K. Braden shared two paths being done; to appeal to have equivalency done and HR determines reasonable or not and it both cases, HR is the gatekeeper for the information needed. M. Grimes-Hillman shared her colleges HR role in the process is to make sure that faculty who are applying had filled out the appropriate paperwork. It is the Senate President who signs off on equivalency and a faculty may be hired and goes through the entire process however their degree must be confirmed by HR before they can set foot in the classroom and teach. K. Griffin shared examples of equivalency process being done at Ӱɴý. Past hiring equivalency experiences were shared amongst the group. M. Grimes-Hillman read the State Minimum Qualifications; Possesses qualifications are at least equivalent to the State minimum quals, they cannot be less than the State established Minquals and she read Ӱɴý Minquals. The District may add additional qualifications that are more rigorous and equivalency may be granted on the basis of eminence in the field. The college will have to carefully define eminence. Disciplines within equivalency were discussed within the group. K. Braden shared Ӱɴýs Masters Degree Discipline Equivalency form and M. Grimes-Hillman liked the form and she shared examples of disciplines by using this form. Discussions were surrounded by Board policy, College policy, Administration process, relevant disciplines, Title 5 and how this form should be used and in some cases may have to be done by local decisions. M. Grimes-Hillman gave examples of declared equivalent and suggested to create some mark of completion; have a list of multiple things that is equal to a masters degree. K. Braden suggested to use the Title 5 guidelines and Ӱɴý can make them stronger and within this the violation is go weaker on the other side. Ultimately its not the Academic Senate President that makes this determination on how its going to be interpreted its the Senate who directs the President as to how its going to happened. M. Grimes- Hillman explained the presented example of discipline, hiring criteria, resources and asked the group if the applicant meet the criteria. She suggested for the group to have a larger conversation within the other colleges in the district. S. Henderson tabled this item for 4/13/15 meeting for further discussion. 8.Compressed Calendar Discussion/Seminar (Fran Chandler, Mitra Moassessi and Donald Brown): Donna Wapner (UF4CD President) gave a history introduction of Compressed Calendar and the conversations taken place within the District from years ago. Gathering information, research, examples, pros and cons are listed in the UF4CD website for further reading. The District and UF4CD decided to bring in individuals from other colleges to hear of their experiences under the Compressed Calendar process. Donna Wapner introduced Fran Chandler; Business Professor-Santa Monica College, Mitra Moassessi (Math Professor-Santa Monica College) and Donald Brown (Music Librarian-El Camino College) and informed everyone that this session will be recorded for training purposes. 8.Compressed Calendar Discussion/Seminar (Fran Chandler, Mitra Moassessi and Donald Brown) Continue: F. Chandler gave a brief introduction of the new idea from their Chancellors office that they were willing to try if they can get the faculty on board. She explained the new process; same course, same textbooks and same course of outlines in 18 weeks, 14 weeks and in 15 weeks quarter system & semester system. Some faculty was less enthused of the idea however it was welcomed and used these times for self-reflection. Surveys were done a couple of weeks ago and all did not want to go back to the old schedule; not one person wanted to go back. M. Moassessi her experience with Compressed Calendar process; all materials were covered and she preferred covering materials in an hour and twenty minutes as to 50 minutes. Representing faculty in the Union, M. Moassessi has not have one faculty since that had requested to be placed back into the old calendar schedule. She shared that they have 156 days of Monday through Fridays, 9 days of Flex days, and 5 Saturdays per semester as part of Instruction Days with the total of 175 days. Nine days of Flex days consist of 2 Institutional day, 3 department day and 4 individual Flex days. They started with 10 Flex days however 1 was dropped and brought back into the calendar; a lot of wiggle room. The Compressed Calendar was a pilot program for 2 years at Santa Monica College before placing it in a contract due to State requirements; the State watched over the entire pilot process. D. Brown shared El Camino Colleges experience of two years of discussion before switching over to Compressed Calendars. El Camino College had many similarities as Santa Monica College however made many adjustments along the way, more so than Santa Monica College. They count more Saturdays and fewer Flex days for their total of 175 days. A question was asked of how it does it impact the institution financially, what happens when facilities dont accommodate having a compressed calendar, limited classrooms and fewer lab schedules? F. Chandler shared how they had to better use of Fridays, looked at it as the totality of the year, better enrollment management for the entire year, it improved the number of FTES and courses were maxed out. M. Moassessi added some had 2 full 6 weeks of summer sessions back to back if they let go of winter sessions. Discussions surrounding the 4CDs history of introducing the Compressed Calendar; where it all began, how did faculty felt about it, was the Union involved, has the 16 bullet points changed as to why we did not want to go to Compressed Calendar and if it hasnt changed, why are we discussing it? Was there any research done regarding students view point to Compressed Calendar having more hours a week of study and homework time? How has it affected student learning? F. Chandler explained that they looked at the data and back then there were no SLOs, there were no surveys done from the students however the students were just as successful and as a faculty, there was not one second to waste, she had everything planned out and no time to waste. She made maximum use of every second and she saw her students respond in kind. M. Moassessi explained she use to teach a 3 unit course, 3 days a week, 50 minutes per day and now she teaches the same course, 2 days a week at 1 hour and 20 minutes, students learn more and they are more involved in learning; she has more time to get them involved in their own learning and get in groups. D. Brown added that Santa Monica College has one of the highest transfer rates and El Camino College is only a little bit behind and it continues to go up over the years so there has been some evidence of student success. Discussion continued regarding faculty load, making transitions, fall & spring are full load and summer & winter are overload and retirement contribution; winter and summer will go to DBS, it helps the retirement. Longer hours and did your professional obligation suffered? Theyre professional obligation did not suffer. D. Brown recommended using less specified contract.8.Compressed Calendar Discussion/Seminar (Fran Chandler, Mitra Moassessi and Donald Brown) Continue: Demographics were discussed from both Colleges; El Camino College and Santa Monica resembles quite a bit because they are right next to each other. They represent among the most diverse student body in the county. F. Chandler explained that they appeal to LA where their primary students come from. They have 3-4% from Santa Monica and the rest are from LA. They also have a lot of money coming in because of international students; $20M from international in their budget and their administrators are very good of managing their FTES. A motion was raised to extend the meeting to 10 additional minutes Approved (M/S; T. Rust/J. Norman) Majority Unanimous (11 Votes) The group discussed contracted hours, Counselors and Librarians impact, hours per week for staff and faculty, Counselors are not compressed that works 18 week/starts 2 weeks earlier than the semester with 26 to 30 hour week range, department meetings and committee work are part of the hours. Classified employees were not affected and the Child Development schedules were changed and have not heard any complaints from Classified. Lab hours and days in week were brought up; they would lose one lab however other lab hours were longer. D. Brown pointed out to their Chemistry Lab Schedule and shared lab times are extended. They found it difficult however it was doable and they knew where the wiggle room was. The early hours were also discussed if students were showing up for classes and they were still able to go to their places of work. Early transition, details, the Senate and Union conversation were also discussed. Santa Monica Colleges Academic Senate approved it and asked their Union to work out the negotiation details, placed it to a vote of the faculty and their surveys helped with all the details; with extra 6 weeks off to renew, travel, to do research, make extra money and attract more faculty. A large number of faculties found it better to work with their Compressed Calendar schedule. 9.Ӱɴý Compressed Calendar Voting Structure Senators Department and Division Reps or All Faculty: Tabled for April 13, 2015 meeting. 10. 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