ࡱ> _ bjbj 7bb*`8H ׏tBBBVXXXXXX$Kv|BBBBB|4BFVBVu} Jj^JxLB0׏x8ss}}s}`BBBBBBB||BBB׏BBBBsBBBBBBBBB :  Date: Monday, April 28, 2014 Time: 3:00 p.m. 5:00 p.m. Location: L109 Members Present: Silvester Henderson, Erich Holtmann, Alex Sample, Mark Lewis, Janice Townsend, Theodora Adkins, Laurie Huffman, Christine Park, Kyle Chuah, Janith Norman, Alex Sterling, Estelle Davi, Sophia Ramirez, Nila Adina , Ginny Richards, and Abbey Duldulao (Recorder Secretary) Members Absent: Louie Giambattista, Julie Ashmore, Scott Cabral, Derek Domenichelli, Dave Zimny and Morgan Lynn, Guests: Dr. Mitch Watnik; CSU East Bay, Robert Phelps, Director of CSUEB-Concord Campus, Annie Chandler; Pre-Admission Advisor CSUEB-Concord Campus, Greg Enholm; Ward 5 Trustee, Nancy Ybarra; Dean of Liberal Arts, Ronke Olatunji; Ӱɴý Director of Business Office, Tue Rust; IDEA, Valerie Bobetshy; Nursing, Barbara Snyder; Nursing, Ruth Goodin; Grants/Economic Development ItemTopic Action Items: Bolded Texts1.Call to Order (S. Henderson): The meeting was called to order at 3:05 p.m. 2.Public Comments and Announcements (S. Henderson): S. Henderson introduced our guests, Dr. Mitch Watnik from CSU East Bay, Robert Phelps; CSUEB-Concord Campus, Annie Chandler; CSUEB-Concord Campus, Ronke Olatunji; Ӱɴý Director of Business Office, Greg Enholm; Board of Trustee and Nancy Ybarra; Dean of Liberal Arts. S. Henderson reserved announcements after item #3. 3.Presidents Opening Comments Educational Presentation Business Office (S. Henderson and Ronke Olatunji): S. Henderson introduced Ronke Olatunji - to do an educational presentation of functions and membership staff of Ӱɴý Business Office Department. Ronke Olatunji presented the functions, memberships, current and future projects of the Business Office: The Business Office is the support office who handles administration for Ӱɴý consists of Payroll, Human Resources, Accounting, College HR, Central Services (Copy Center, Switchboard and Mailroom) and Campus Facilities. Business Office has Linda Kohler; Senior Accountant who handles grants, Linda Maniscalco; Campus Payroll, Ann Starkie; Lead Accountant, Operational Accounting, Purchase Orders, Accounts Payable, GL Funds, Kathy Griffin; Human Resources, HR related functions and hiring and Gus Gonzalez; Campus Facilities, meeting room set-ups and needs. Central Services; Lisa McFarland and Robin Scheier handles our phones, mailroom/mailboxes and Justin Nogarr; Copy Center. Listings of Business Office responsibilities were provided in supporting documents. Ronke Olantunji shared a flowchart of Ӱɴý Budget; its operations, key players and timeline. When Ronke first came on board, the concern she heard was, What happens with budget, who is responsible and who are the key players responsible for the budget. Ronke produced the presented flowchart to show graphically how the budget is developed and whos responsible. The District Office relays the budget information from the State based on FTES numbers. The Districts produces the allocations based on the SB 361 Module (adopted in 2008); module centralizing from each campus instead of District distribution. Where each campus is responsible for its own expenses, funding and contractual obligations. The funding is allocated for operations, approved RAP proposals and campus needs and that budget is translated into tentative budget. Currently (April) the Business Office is working on the tentative budget and RAP gets done during January thru March. From the district budget information and the RAP, we come up the 2014-2015 estimated expenditures. Based on that, we will receive more information from the State with revises in May; when May revises happens, we are then given the allotted revenue for the coming academic year. Ronke works with each department on what it can spend, the Vice President and the Presidents plays the key role with the budget as well. Ronke produces the adoption budget and sent to the district which gets rolled up into one budget for the entire district (Ӱɴý, DVC and CCC) and presented to the board as our budget. The board approves it, it becomes an adopted budget and they send the adopted budget back to Ronke to be updated into Datatel for 2014-2015. Question was asked, Where do growth in sections, hiring new people and lay-offs come into the process? The process comes in January thru March related to the RAP proposals. The Vice President and the President are highly involved with this process and the strategy we are to take and its also based on mandates from the District office. If were not meeting our FTES and we need to cut, thats coming from the District office because thats going to affect our apportionment. All the information is deciding whether we lay-off, hire or expand our operation budget. S. Henderson thanked Ronke for coming in and presenting the Business Office functions and help the Senate understands and get a better picture of its overall operations here at Ӱɴý.4.Senate Announcements and Reports (S. Henderson): The President, Bob Kratochvil will be attending the last Academic Senate meeting on Monday, May 12, 2014. S. Henderson asked to defer to May 12, 2014 meeting regarding the Budget Process comments when the President is present. Senate Leadership Approvals There were some concerns related to the Senates authority in terms of approving committee leads. S. Henderson candidly talked to President Kratochvil and the real concern was just making sure and both came into an agreement that its just important that we follow process more. It was an emotional situation for Julie Ashmore, the senate and management. S. Henderson intended to bring forth again because things happens, in the midst of trying to take care of so many different groups, sometimes we shy away from process within the institution and its something that we have to be very mindful of. Its a constant subject S. Henderson and President Kratochvil are in discussion with as we still have some other positions to fill. S. Henderson announced Julie Ashmore lost her father and asked everyone to be in positive thoughts for her and her family during this difficult time and extremely difficult because of the time of year as well, not that losing anyone of any other time but having such a tragedy close to the end of academic year with so many things going on, its very difficult. S. Henderson is going to get a card and give it to Abbey for anyone who likes to sign or send out an email to Julie Ashmore. Nancy Ybarra announced the Senate President; Mr. Silvester Henderson was honored by the East County NAACP at a special dinner and award ceremony last Saturday evening (April 26, 2014).5.Approval of Previous Minutes (4/14/14): Motion to approve 4/14/14 meeting minutes Approved (M/S; J. Norman/K. Chuah) Unanimous with 13 votes. J. Norman made a comment of how well articulated the minutes were and she appreciated it.6.Agenda Reading and Approval: S. Henderson announced and included in the agenda of Dr. Mitch Watnik of CSU East Bay being invited and willingly came in today to present to the senate in person of progress within the CSU system of Ӱɴýs successful graduates and their progress at CSUEB. S. Henderson would like to make relations with outside external campuses because one of our obligations is to prepare in order to transfer to gain continual knowledge and improvement in their instructional areas. Question was asked when the Accreditation item is going to be discussed and approved. S. Henderson said, on May 12, 2014 meeting and theres a link that was sent out for Senators to read the Accreditation report ready for discussions and final comments at the next meeting. Motion to approve 4/28/14 meeting agenda Approved (M/S; T. Adkins/K. Chuah) Unanimous AGENDA ITEMS ------------------------------------------------------------------------------------------------------------------------------------------------7.Ӱɴý Student at CSU East Bay/Guest Lecturer (S. Henderson and Dr. Mitch Watnik): S. Henderson introduced Dr. Mitch Watnik; Senate President at CSU East Bay and mentioned this is our first effort in trying to seek how our students are doing. S. Henderson sent him a series of questions (shown on projector screen) he put together: How many Ӱɴý students attend CSU East Bay? What are some of the academic areas that the students are majoring in? Ones the students are at CSUEB, are additional GE courses required? How long are the Ӱɴý students at CSUEB before they graduate? How did your faculty view community college education? Are our students prepared for the CSU curriculum after attending Ӱɴý? What could Ӱɴý do to ensure our students have a greater success at the CSUEB campus? How are the African American or Latino American students performing at your campus? Does our AAT degree adequately prepare students to be successful in their major? What are some of the Senates concern as it relates to the AAT degree? What additional partnership could we create between Ӱɴý and CSU to improve the success of our African American/Latino male students? These are some of the questions S. Henderson came up with in his introduction with Dr. Watnik in their meeting on January 31, 2014 and had another meeting a couple of months ago regarding this subject. S. Henderson thanked Dr. Watnik for coming and for putting a lot of work in this information and presentation to us and he also thanked CSUEB-Concord campus for coming in. M. Watnik expressed his thanks and also thanked his colleague Robert Phelps; Director of CSUEB-Concord Campus and Annie Chandler; Pre-Admission Advisor CSUEB-Concord Campus. Robert Phelps also a Professor and teaching our Ӱɴý students at CSUEB-Concord Campus and Annie Chandler visits Ӱɴý and Brentwood on a weekly basis working with our students one on one. M. Watnik clarified there are only 2 Presidents at CSUEB; University President and the President of the Student Body. The previous President didnt like it when the Senate Chair was called the President. M. Watnik clarified that his title is Senate Chair of CSUEB and his field of studies is Statistics. Coming up with numbers are doable with the help of his friend, the Associate Vice President of Institutional Research who generated the numbers for him and he in turn interpreted them. M. Watnik began to answer S. Hendersons questions: About 5 years ago, Ӱɴý had 244 students, 84 new students and jumped to 309 students, with over 100 students in the beginning of fall 2013. The largest major for Ӱɴý students are Health Sciences (52 students), 5 years ago, there were 9. Health Science is a big major at CSUEB both in the Concord and Hayward campuses. The second largest Ӱɴý students are majoring in is Business Administration which used to be the largest transfer from Ӱɴý and a few other popular, Psychology Nursing/Pre-Nursing, Sociology, Criminal Justice, Kinesiology. R. Phelps pointed out to M. Watnik (last week) every one of those majors are available in the CSUEB-Concord campus. A major portion of Ӱɴý students are continuing their studies at Concord campus.7.Ӱɴý Student at CSU East Bay/Guest Lecturer (S. Henderson and Dr. Mitch Watnik) - Continued: Yes. CSU system as part Title V requires 3 upper division general education courses, not available at Ӱɴý. Those courses are supposed to be taken in resident so even if somebody transferred from another Cal State even if they have upper division standing, they still have to take 3 upper division classes outside the major from CSUEB campus. Those courses are upper division Humanities C4, upper division Social Sciences and upper division Science. M. Watnik pointed out the link provided from Ӱɴý Senates office and link address he also provided. There are courses that might be required beyond GE for students; code classes on American Government in Politics and History. Your students could satisfy the code requirement here at Ӱɴý but we also offer some upper division courses to satisfy the requirements. To satisfy here, it transfers over with no problem. They dont have to take it at CSUEB but if they didnt take those courses here, they would have to take it at Cal State. The university system also is required to acquire the writing term requirement. Writing skills requirement is a requirement where the students have to be proficient in writing. Usually its argumentative writing and that is done in upper division level, it cannot be satisfied here. They dont have to take a class to satisfy the writing skills requirement there is something CSUEB called The Writing Skills Task (WST) where a student agrees to take the task usually on a Saturday morning. They come in, theyre given whats called The Prompt and some evidence, hears a debate and hears from each side, what do you think about this? They can do it that way. If they dont satisfy the writing skills requirements using the WST for example they fail it twice, you can only take it twice before its time to move on then you have to take classes to satisfy it. Depending on how they do on the WST, it could be up to two classes. There is one additional graduation requirement that comes from CSUEB campus which is called Cultural Groups in Womens Requirement. Some other campuses might refer to it as Ethnic Studies requirement. That can be satisfied as part of GE and if youre going to at the upper division level, its frequently done under C4 but there may be some D4 classes, Social Science classes that might satisfy cultural groups of women. There are classes that do not satisfy GE that satisfy cultural groups of women, but usually students do it at the same time to satisfy GE. Five years ago, there were 84 new students, so that cohort 31 of those 84 graduated in 2 years and 63 of 84 graduated within 5 years. In 2009 we had a fewer students, maybe a little lower proportionately graduated in 2 years and up to the most recent data 4 years for them being in (through last spring), 46 of those 69 graduated, 6 of 69 remained, 17 students of those dropped out. Fifty-three from 3 years ago, 17 graduated in 2 years, 39 graduated in 3 years, 5 continued on and 9 dropped out. Two years ago, 28 graduated in 2 years, 36 remained in CSUEB and 16 dropped out. One year ago, 72 new students and 11 dropped out. Asking faculty members a question you will get 8 different answers. M. Watniks view point, it depends on the discipline, some disciplines are more likely to have transfers than others. M. Watniks discipline has very few undergraduate majors and even fewer transfer majors. M. Watnik cannot speak authoritatively on this subject but commented of frequently Statistics taught within Math Department are rare. Community colleges and even Cal State level with 23 campuses at Cal State in the system and there are only two Statistics Department in the CSU system; M. Watniks Department and Cal Poly San Luis Obispo which coincidently, these two campuses Senate Chairs from this year and last year are both from Statistics Department. When Mathematicians teach Statistics they often concentrate on the math and arithmetic and not as much on the ideas. Its extremely rare that a community college has a Statistics department, if its taught by a Non-Statistician, sometimes there are Statistician within the math department, but Mathematicians tend to be too mathematical and Introductory Statistics in particular is a conceptual, a way of thinking. 7.Ӱɴý Student at CSU East Bay/Guest Lecturer (S. Henderson and Dr. Mitch Watnik) - Continued: Depends on the discipline. M. Watnik havent had anybody transfer that he knew of from Ӱɴý that he has dealt with but the students from Ӱɴý to CSUEB tend to graduate with a very good rate, above average graduation rate for transferred students. It seems as though that Ӱɴý is doing something right. R. Phelps added that Ӱɴý students are very solid across the board and theres always the issue of writing skills, doesnt matter where they come from and with collaborative opportunity with Don Kaiper, students coming out from Ӱɴý are very solid. Just like R. Phelps says, even in the Sciences, more writing and thats not unique to Ӱɴý at all. CSUEB have identified the writing skills as being one of the barriers to graduation. A lot of students are just not used to writing, are afraid to write and dont want to write, they need more experience, they need to get to that repetition and they need to be able to write. If we, in our lower division curriculum were to increase the amount of writing that the students do, might increase the graduation even further. M. Watnik referred to figures from supporting documents labeled Ӱɴý African American and Latino American students at CSUEB with overall numbers with GPA are a little bit lower than Ӱɴý but not that much and the Ӱɴý overall GPA is better than university wide GPA at the same time. Ӱɴý students are going to be taking primarily upper division classes and their GPAs classes tend to be higher. One thing thats rather noticeable, if broken down by sex, the male and female students from Ӱɴý African American and Latino American groups, they flip-flop, sometimes the female have a higher GPA and sometimes the male have a higher GPA. It is typically the case of CSU campuses especially among the African American males that their GPA tends to be almost always lower than the African American female GPA. CSUEB has a retention problem particularly with African American males. R. Phelps indicated that they do okay and the students he deals with from Liberal studies majors who are going into Teacher credentialing predominantly. M. Watnik will need to track down the CSUEB Nursing department and ask information of nursing transfers from Ӱɴý in her department. One thing that consistently arises when we talk about AAT degrees in general is that Cal State Faculty tends to be concern over the curriculum and there are wonders whether were forced to accept certain things that it might not be the way we want to do it. When students transfer we have articulation agreement, are those courses really the same as what we teach? There are some majors, not directly related to AAT as much as with new requirements for the 180 unit requirement that our trustees just passed, because of GE requirements combination with the Star Act and the other legislative requirements, we can increase more than 78 upper division quarter units, 52 semester units within the major. With Accreditation visits, there some concerns as to whether the outcome within AAT program aligns with the bachelors degree programs offered at Cal State. The General Statement is CSUEBs campus President addressed this year set a real ambitious goal increasing graduation rate. A lot of people felt that we dont think we can accomplish that but he certainly wants us to work whole heartedly towards these goals even if we are unable to attain them. He wants us to do a better job with respect to graduating our students. We have had on our campus within the senate a call to action to increase graduation rates as well. Theres a particular Activist within our campus who regularly points out that CSU are not doing a good job of serving African American males. CSU has what he considers a far too high dropout rate and he repeatedly makes a call that we have to do better about that. To increase graduation rate, partnering with Ӱɴý would be students writing skills. Push writing so that students are used to writing, even within lab sciences or math, to promote more writing in our curriculum. Also, could we somehow align the advising between the two institutions, we need to do a better job and being on the same page with advising. 7.Ӱɴý Student at CSU East Bay/Guest Lecturer (S. Henderson and Dr. Mitch Watnik) - Continued: CSUEB has a new program (2 years old) called Ganas. Ganas is set-up for transfer students, primarily minority transfer students and particularly Latino/Latina but they welcome students of diverse background and diverse ethnicities. Ganas provides additional advising and pure mentorship from other transfer students, how they acclimated to CSUEB. M. Watnik opened the floor for questions and answers: Is Ganas available in CSUEB-Concord Campus? Ganas is not available at the Concord Campus, but Concord is increasing tutoring services and in 2015-2016 they are introducing pure mentoring program similar to Hayward campus. In the past Ӱɴý had joint counselor meetings between counselors and local CSU & UC counselors, have we done that recently with CSUEB? R. Phelps responded that he told his advisors to specifically attend conferences with Ӱɴý counselors because theyre talking about all these issues and he would like for them to pair up, go to certain sessions and talk about the issues and partnering-up with Ӱɴý. Ӱɴý has a good relationship with Annie Chandler (CSUEB-Concord Campus). She goes out to Brentwood campus when counselors are there. They collaborate really well, we send her students and she sends us students; its been a good partnership. What kind of writing skills youd like to see the students develop and what kind of writing youd like to see them practice while they are here at Ӱɴý or any other thoughts you have about it? The writing skills test is really about the traditional couple of pages essay, thesis statements and within CSUEB writing should be more about stating facts. CSUEB Senate is talking about perhaps changing the terms of the writing skills exam. Some discipline in Statistics isnt just set up for the traditional 5 or 6 paragraph essay. When youre writing a statistics report, youre writing a set of facts, youre trying to explain the models, but even in that context, youre getting use to writing complete sentences, having a thought structure with paragraphs. Ӱɴý has Allied Health (Nursing, EMT, Paramedics) and CSUEB listed nursing separately and CSUEB does not have EMT and Paramedics, what does CSUEB Health Science consist of? Health Sciences is similar to Allied Heath. Its for people who want to go into the healthcare industry; Nurses, path to go into Medical or Dental school, Optometry or Health Management and it is not Biology major. Question was asked; what are the, lower individual requirements for Health Sciences, theres not an AAT and we dont have health sciences here, but theyre going into a Health Science major? Are you looking for individual requirements in Biology? As a Health Sciences will be going mainly as Liberal Arts students because if theyre going in pre-dental or pre-medical, theyre off in three years here if they come in academically prepared. CSUEB responded; for health sciences is really about preparation. If the student already knows that theyre going to want to go pre-med, we have different options; Business, Pre-Clinical, Pre-doctoral, etc., if the students already knows or have an idea that they want to go into pre-med, then they would be taking different courses such as Anatomy, Bio-Chem as oppose to general education. S. Henderson presented Dr. Mitch Watnik a small gift for coming in in his own time and thanked him and his staff; Phelps and Chandler. 8.Technology Plan Accreditation Standard III-B (Technology Advisory Group TAG) (M. Becker): Tabled, Mike Becker was not present in the meeting but it was announced M. Becker was ill today. 9.Proposed Budget Committee Task Force Research Update (M. Lewis): SGC requested to put together a proposed Budget Committee, its contents, functions and responsibility. Senators who are involved are E. Holtmann and L. Giambattista who gave feedback from earlier draft and M. Lewis incorporated it with current draft. M. Lewis passed out handouts and noted the handout is tentative only and confirmed with S. Henderson to bring back the proposed Budget Committee subject item at the final Academic Senate on May 12, 2014 meeting. M. Lewis referred to proposed budget committee handout with ideas, memberships and functions and highlighted that its a shared governance committee which would consists of classified personnel, students, managers and faculty. Theres a reporting relationship who will report directly to SGC and because its important the budget committee should publish their agenda and minutes online and they should report to the Senate a couple of times a semester. M. Lewis explained #2 of handout stating recommending priorities for spending among broad spending categories such as how much we spend on personnel, how much we spend for release time, how much we give to the RAP budget and etc.. This committee should be involve with managers and dealing with prioritization of those broad categories not specific dollar amount for each category or specific dollar amount for sub-allocations within each category. Thats not this committees responsibility. This committees job isnt to review individual proposals on spending but to look at categories of spending and to see if were allocating our resources the way we want to, putting more into certain categories and lessen the others. The one category to exclude from the prioritization is existing salaries and benefits for current employees those are contractual issues. This committee cannot deal with that. The other priorities for the group to evaluate the budget allocation, to develop good management or budgeting process for regular budgeting issues and allocations. Also to discuss ways to improve college revenues so that we can get more money; its part of the budgeting process. Finally, recommend the total RAP budget, its really a matter of prioritization related to #2. Again, this group does not decide specific RAP allocations, it decides the total RAP budget, how much of college resources are actually going to RAP. As far as meeting, this group should be meeting all year round, they have to meet in the summer unlike other groups on campus which does not because Ronke was saying, a lot of the important budgeting decisions are made in the summer time. If this group didnt meet in the summer it would be kind of useless from final budgeting standpoint. S. Henderson recommended of non-instructional hours support for the faculty who are involve in the group. If adjuncts are in that group or students, they should get compensated. Concern was brought up in particular in #2 - categorical, some are not specific regulations, its not being appropriate at all like DSPS is a categorical funding program and we are absolutely regulated on how we spend the money. M. Lewis was not using categorical in that context and will reword the proposed budget committee specifics. Suggested for summer meeting is to use CCC concur, remote system to resolve a lot people showing up in campus and traditional face to face. Recommendation to have someone in the group with budget experience. Suggestion - to look at productivity goals, to look for growth and offer more sections hoping to attract and sometime cut back; loss leader model Suggestion to include increase the basis for different departments. To get accurate basis for permanence and to evaluate the process. The next step and more detail are to be discussed at the final meeting on May 12, 2014. 10.AAT Degree in Anthropology (L. Padilla, E. Davi and A, Sample): For new courses and looked at whats transferrable. Curriculum Committee also approved this and made some changes that would benefit students with additional choices. L. Huffman expressed her thanks for making the changes. Motion to approved AAT degree Approved (M/S; J. Townsend/T. Adkins) - Unanimous.11.Updates from SGC EEOC & Others (G. Richards): SGC approved the EEOC charges. Since its going to be a SGC sub-committee, its going to consist of 3-3-3; 3 managers, 3 faculties, 3 classified. EEOC Charges handout did not make it into packet and Senators received it electronically but were asked to resend back to be later discussed on 5/12/14 meeting. Kiran Kamath distributed the Revised Actionable Plan at the last presentation about a week ago at College Assembly. A revised from 7 plans down to 6; the change was two of them were combined. Question was asked about diversity versus equity in terms of numbers of different groups within classified and faculty where equity might be looking at how certain groups of students are performing relative to what our goals are. Is this focus on EEOC plan or focused more on students? Answer Diversity is a broader and equity is specific focus. It could satisfy the requirement by hiring more classified staff which is what we need to do. It is part of Standard III-A Human Resources found in #4; Actionable. Question What does it mean validating program review updates, what do you mean validating? It wasnt talked about specifically but it has to be a tie end from program reviews and allocation process. Theyre looking for a way to sustain all program reviews everyone seems to be expanding numbers, program reviews as well as collaboration different programs in departments. Ryan Pedersen came in and talked about it and he showed the DVCs pure program validation and CCCs pure program review validation and they have forms on the internet. The form have boxes to respond, is the goal clearly stated, judge if the goal is appropriate or not. Remembering there was some hesitancy in the Senate about people from outside say the Math Department judging whether the goals that weve set for ourselves are the objectives which youve set for us are appropriate. Whose expertise in Biology tells the Math faculty whether weve set an appropriate objective for ourselves or not which was the concern that was discussed when Ryan Pedersen was here is that where is the feedback that we have with program review? The concern was people who do not have intimate knowledge of your program making a decision about your program review. Are we talking feedback and using the term validation or are we talking about validation and having decisions made. That was why Ryan came to the Academic Senate because Ryan was stressing this concern as it was being discussed in the Planning Committee and to ditto his concern about the validation process rather than the feedback process and if we are changing it with input, what does the Senate and partners have about this whole progress, we want to see something coming in and say, This is our validation process and did is what were going to use as to what happened in the Planning and the feedback group when we did our program review couple of years ago. Nobody was told that they were going to have this document process. I dont want anyone to come back and say This is the validation. Thats the plan and its developing. The Planning Committee at SGC which means we get through faculty members on it and its important that we fill all of those spots. This is words from Accreditation theyre not defined for us. As a college we can design what is sustainable process for validating annual program review, its important we are active on the committee when this is happening and they keep the Senate really inform of whats happening. We have to do this for Accreditation, theres a lot of room for us to define it. These are words from Accreditation we just need to get 3 active faculties.11.Updates from SGC EEOC & Others (G. Richards): The general consensus of the Senate at the time that this was discussed when Ryan came was that our Deans right now are doing the validation of program reviews and we like how thats working. A question was posed of what is not working and we probably would want to change it and thats where we have to start. A comment mentioned when we had the activity during college day, this was one of the lower priority for the same reason the process we thought we have is already working and its already integrated into the new law of assessment that ties everything together. Between what the managers are doing and what the new model of assessment do we saw no need to have this goal because we already have a process and yet Im not seeing that that feedback was integrated, its the same strategic goal. A concern was going back to Achievement Cal studies in 2013 with Academy of Ace Program results that were published two months ago that show that Ӱɴý did an extra substantial positive achievement for the African American male population since the last research came out in November and this was sent to Kiran. More concern about our college goal at the last Accreditation Self Study were very tied to achievement for African American males and theres really nothing there, theres identify the diversity issues, expand awareness but theres no called to action or respond to our achievement cap. When the team members come and look at the fact that we have 50% dropped out rate on our first academic year theyre going to ask about persistent retention. It should have somewhere written in action for improvement plan that speaks directly to those numbers that were presented by the district to us. Diversity awareness is a term thats vague to a point of almost completely meaninglessness. #5 on revised Actionable Improvement Plan talks about having the President office work diligently to identify resources for the technology infastracture but the self-evaluation improvement plan in the actual technology resources accreditation talks also about adequate staffing to install and maintained this hardware. I dont see that actual improvement plan and if we had time to actually comment on the accreditation report I wouldve mention mentioned that in Standard 3.8.2, the standard about the institutions maintains a sufficient number of faculty and has a sufficient number staff and administrators,, the descriptive summary says nothing about sufficient number anywhere. Evidence for that is not about sufficient number at all, its about how faculties are hired and never address the sufficiency. Sufficient staffing for IT, sufficient staffing faculty and sufficient staffing for classified, administrators is completely left out of our accreditation report and our actual improvement plans, its a huge oversight and it needs to be in there. S, Henderson asked the Senators to email Ginny Richards with mentioned concerns and other additional concerns although each Senators emailing Ginny violates the Brown Act. The purpose of the Brown Act is for Senators to discuss in the Senate out loud in a public arena. It was then suggested to get a feedback in the minutes because the Senate really raised some concerns, at least get it into the minutes. Ginny Richards will report concerns to get it into minutes. Concerns have been brought up several times and many occasions and many other meetings but it doesnt make it into the Senate, theres a problem and it seems like, I dont want it on paper, I dont want to write it down, thats an issue! There was a general feedback done but diversity or equity was not mentioned. It was more make it tangible. N. Ybarra suggested for conversations of Brown Act, the most effective thing to do is to be that each one of these standards has a chair, standard chairs who writes the report. Go directly to those standard chairs and ask what you want in a report. Go directly to the person who wrote the report and get feedback and would like to see in self-study. Another suggestion, the President was there and many representatives. They should come to Senate meetings and report back. 12.GE Chair Leadership Opportunity FALL 2014 Candidates Tue Rust (S. Henderson): Were still looking and have several individuals we have contacted but so far we still have not have anyone else come forward for the GE Chair. S. Henderson would like the Senate to make a firm foundation and to make a vote on who would be our new GE Chair so we can have that individual by to start by July 1st. The only person who came forward, if no one else will take on the position is Tue Rust. T. Rust studied music for 20+ years, did sports, went into philosophy of science, astrophysics ; learn to understand what you can through science, did a lot of work with middle school and high school before finally settling in in Math and started teaching AVID which is now a GE course. Also taught ACE courses, Social Justice and had one foot in a lot of things which transcends on what GE is. Hes been doing the concept of assessment, assessment with GE; essays and ethics. In terms of the group, Tue gets along with the group and hope he can continue serving, learning and ideas with respect to GE presence on campus and he sees this as part of GE Chairs position is. Senators agreed to have three separate individual to be in GE. Cindy McGrath volunteered to do it for one year term only if the Senate does not find anyone by May 12th and need to get commitment from leadership not only faculty leaders but management to increase conversations of other professional responsibility of faculty serving in leadership roles so it doesnt fall on the same individuals all the time. FT faculties are paid to do more than classroom teachers. Perhaps for Deans and Managers should encourage faculties to take on leadership roles. Question was asked if Managers or Deans are evaluated based on the amount of Full-timers in their responsible sections sign up for leadership roles. S. Henderson pointed out that Nancy Ybarra is in this meeting and perhaps she can communicate to Managers and Deans of suggested ideas on Full-timers taking on leadership roles. S. Henderson will bring it back to Senate for final vote on May 12, 2014 meeting.13.Center for Urban Education Workshop 5/29 5/30 LA Approved Senate Rep Selected Senator Team Member Ӱɴý Student Equity Plan: S. Henderson received an email from K. Horan requesting from Academic Senate to send one Senate Representative to serve on Ӱɴý Student Equity Plan Committee and the individual will attend the Center for Urban Education Workshop in Los Angeles from 5/29/14 5/30/14. S. Henderson forwarded the email to all Senators and so far only T. Adkins had come forward to represent the Academic Senate. Motions to approve T. Adkins to represent on Ӱɴý Student Equity Plan Committee Approved (M/S; J. Townsend/L. Huffman) Unanimous 14.PDAC Release Time Position, Teaching Learning Facilitator .50 (Release Time) (R. Goodin): Last year R. Goodin came in to Academic Senate and talked about creating the Teaching Learning Facilitator position for teaching and learning. It was announced last week that we are going to have this PT position and its going to be a faculty position. Its to develop a culture of professional around teaching and learning on campus. It will not only serve faculty members, it will be for all members of the community, but it will be a faculty person and very specifically looking at the needs for teaching and learning. One of the issues weve have had is much of the work that were doing is silo in different departments and wonderful things are happening, theres needs that we hear about. What we want to do next year in program review is have a part that you fill out about what your professional learning needs are so that we can really start bringing together the different departments. The position is being held until this Friday, May 2, 2014 and it is being funded for only one year for now. Its a position is for reassign time. We do have a new committee with PDAC, what we have are specific sub-committees weve expanded from 4 people to 12 people. The focus for this semester was to develop the job description for this position and were also looking at how to engage part-timers in professional development and other areas of the campus. We are looking for another faculty member on PDAC and LPG (Local Planning Group). 15.Academic Senate Membership List Update/Confirmation Call for Committee Members for Fall 2014 Spring 2015: S. Henderson requested from the Senate to extend the final meeting, Monday, May 12, 2014 to 2 hours starting from 2:30 5:00 pm. 12 Senators voted yes with unanimous votes. S. Henderson and E. Holtmann will update our Senate list because some Senators are overlapping and to see how were doing for next year.16.Legal Challenge to Academic Senate/Professional Unity Process Discussion (S. Henderson): S. Henderson explained the difficulties and legal challenges to Academic Senate/Professional Unity. One of challenges that he had noticed that came out of our college assemblies was communication and meetings. S. Henderson is going to address this issue because not just from emails but he has received so many calls and being bombarded, many times with a 2 hour meeting. If we start at 3:05 pm and understanding each of you as professionals that have to leave then being very passionate about what we want to do individually does not make it many times possible to cover everything on the agenda. We need to create some policy and discuss how we should receive items for the agenda. We looked at the agenda for May 12, 2014 and it is packed and if another person adds another item, how do you put another item on the agenda. Am I to call another person and say, Youre item is not important! Sometimes what happened as professionals were not able to answer all the things that occurs, we can be flexible as much as we possibly can working within the purview. One of the things that is a reality is that at the level of Academic Senate, at a State level, theres been a lot of conversations as to having greater communication, greater transparency and greater unification and unity among the Senate as a body so that it can maintain this instructional power and purview throughout the state of California. I would encourage me and you if you have an opportunity to read this because many group leaders of Academic Senate as a body does not really hold institutionally the value as it should. One of the topics that came up at the Plenary in one of the sessions was having more local unification. These are just something Im bringing forward for us to talk about going forth for the next year because I do respect each of you and Ive learned a lot from each of you. I dont hold anything, I will say what I need to say and not say what I dont need to say because the key is trying to work my job to facilitate all your concerns but the difficulty comes within many times, were not really meeting for 2 hours, were actually only meeting for 1 hours, how do you get all the request in? Sometimes its impossible, sometimes people email me and its nothing against anyone. It is sometimes Im not able to get everything in and trying to move it and then not allowing one person to cover an item who is very passionate and then giving leeway to another, then it creates issues. I just want to mention that, Ive had a great learning experience this semester and I look forward to serving as a Senates President for two more semesters. I would like to discuss at some point about a timeline in terms of submitting information in not just for the Senate but for the campus in general. I would like each of us to think about that! 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