ࡱ> [ Fbjbj 4rΐΐ>  OODl4zzz_aaaaaaazvzzzaOOv@@@z@OR_@z_@@fjp"q =@mDK0Wm6&6q6qTzz@zzzzzaa  zzzzzzz6zzzzzzzzz  :  ACADEMIC SENATE MEETING SUMMARY 05/03/10 Room 223 3:00-5:00 p.m. Present: Michael Norris, Clint Ryan, Alex Sample, Bill Fracisco, Mark Lewis, Lois Yamakoshi, Robin Aliotti, Nancy Bachmann, Scott Cabral, Janice Townsend, Estelle Davi, Nancy Ybarra, Cindy McGrath, John Henry, Phil Gottlieb, Lydia Macy, Cathy McCaughey, Colleen Ralston, Andy Ochoa Guests: Mike Becker, Frank Dorritie, David Kail, Tawny Beal Topic/ActivitySummary/Actions Taken1Call to Order2Public CommentConservation of Power for Computers Mike Becker, Manager of Technology Systems at Ӱɴý is here to discuss the trials and in the near future possible implementation of software that would conserve energy for laptops and computers on campus. This software puts the computer into a deep sleep or standby mode. Once your mouse is moved the computer will display a message to the user that it is warming up and in a few moments the user may re-enter their password, making the computer ready for use. The desktop powersave program was tested on 144 campus computers the week after Spring Recess and resulted in saving over 1559 kilowatt hours. The kilowatt hours we saved for that week on those 144 computers is equivalent to $200, or $10,000 a year. If this software was implemented on all of the computers on campus all year long Ӱɴý could save tens of thousands of dollars each year. PG&E currently offers a rebate on the software and the software company activates that rebate immediately so the cost is nothing for Ӱɴý. IT will be asking for volunteers to try the program as well as requesting feedback on it.8TLP Documents (See Handouts)Public Comment Frank Dorritie (Handout) Frank Dorritie is here representing the Recording Arts Department. Review of the handout that Frank has given to the Academic Senate shows that the Recording Arts Department would like to vote No on the TLP Position Proposal. His department feels that the funding for this position would be better utilized on restoring course sections, adjunct faculty and campus security, all of which should be funded as a priority before any new position. The department also feels that the language in the TLP Lead document, particularly under Responsibilities is ambiguous and infringes on the ideals of Shared Governance and Academic Freedom. Proposed Language Changes of TLP Documents Mark Lewis (Handout) The handout states strong objections to the language of Section 3 in the TLP Lead Document and a suggested replacement language to the TLP Lead Roles Document. Objection #1: There is no way to determine student shortfalls. Without a control or normal assessment data who can say what percentages do or dont show inadequate student academic performance. Unless estimation is used there is no way that the assessment data that is currently being collected and reported can determine student shortfalls. Objection #2: There is growing concern that faculty maybe evaluated by the TLP Lead as well as the idea that a change made by the instructor will improve the outcomes. There is no way anyone can guarantee improvement. Some changes will work and some wont. It is felt that the statement improvement over the next cycle is repetitive of the K-12 No Child Left Behind Law. Suggested Language Change to TLP Lead Roles Document: Replace: and that student shortfalls are delineated, interventions are provided, and changes are made in services, so that improvements are made over the next cycle. With: and that possible areas of problematic service or pedagogy are identified, and that changes are attempted and analyzed for effectiveness, in the hope of eventually attaining a general student or institutional improvement in these areas. Comments and Suggestions Suggestion: Table/postpone the TLP Position until courses and/or faculty positions are restored. Some feel that Ӱɴý should not be funding a full-time, 1.0 position while classes are being cut/cancelled. One statement is that this position is equal to 5 classes (35 students per class) or 175 students each semester who could get a class that they need, if the money funded for this position is spent on restoring courses instead. Comment: The language of the TLP Position Documents does need to be changed. The TLP Lead Roles and Responsibilities Document is basically a mechanism for doing what faculty already do (i.e. find out how the students are doing, think of ways to improve teaching and therefore the student outcomes, etc.). Comment: It is felt that there should be something stated or implemented in the language of the TLP Lead Documents pertaining to the role in self reflection, self improvement and/or professional development. A response to that is there is already language integrated in item #8 of TLP Lead Roles and Responsibilities document. In response to the reply, it is stated that there should be additional language on professional development inserted into item #3 on that document. Comment: It is stated that the main problem with the language used is the underlying assumptions. Once the underlying assumptions are addressed by altering the language of the document the majority of the issues regarding it would cease. Suggestion: Some other colleges have implemented some principles of assessments that address the majority of the concerns. A statement of principles or a statement of assumptions that are agreed upon. Some feel that the way this position is stated in the document does not look like it would be easy to rotate because of the amount of expertise involved. If the individual selected for this position leaves, as is appears in the document now, it would prove very difficult to replace them. Comment: There is some TLP leadership at this time but the release time is currently being divided up because of the vacancy of the prior TLP Lead. At this time TLP and the assessment cycle is being overseen by a Manager which, begs the question if Faculty or a Manager should be the TLP Lead. Accreditation requires that by Fall 2011 a completed assessment cycle must be completed for a large amount of our courses and someone must oversee that. A lot of the position requires faculty input but the language makes the TLP Lead position appear to be half manager. Statement: Michael Norris comments that he received an e-mail from Marci Allen-Craig who is the SLO Coordinator at Cabrillo College. In her e-mail she stated that it is the opinion of not only herself, but the State Senate as well (stated in the paper SLO: Agents of Change), that faculty lead assessment. Suggestion: There are two suggested changes to the language suggestions that Mark had presented. One is on the second line to replace attempted with implemented. The other is to remove the word eventually. Suggestion: To insert the term if necessary after the phrase improvements are made at every point in the document that the phrase appears. Comment: All of the tools specifically The Follow-Up Path are there to assist faculty in learning what is going on with your students and how you, as an instructor, can improve on teaching. It is there for faculty to ask themselves if they need to make any changes or not, it is not a requirement that faculty do make changes. Comment: One concern is that someone from outside will interfere with the academic freedom of faculty. Comment: The Academic Senate will have to make a major decision regarding TLP. Does the Senate want this position to be done by a faculty member or an administrator? When ACCJC returns, the leader will be questioned extensively and will be required to show evidence of statement and replies to Accreditation. If the person in this TLP Lead position is not prepared or ready for this, Ӱɴý could be placed on Show Cause. It is felt that the Ӱɴý Academic Senate needs to be proactive in the formation of this position and its roles and responsibilities so that it may be exactly what we all want. Comment: This position should be a managerial one due to the administrative component, the fact that it crosses disciplines and that a large portion of the position appears to be services and not academics. Possibly make it a manager position in consultation with faculty from different areas. Furthermore, there is no possible way that we can accurately measure whether or not implemented changes have improved students academic performance. Faculty expand on what we are already doing (i.e. staff development, discussions amongst same discipline faculty, possibly implement some changes, etc.). There will never be any good statistics to support whether or not any said changes have caused improvements. Also, the assessment data and/or statistics created from the CLASS system can or may be used against faculty. Comment: Does the data that comes from the CLASS program demonstrate or show the changes that were made? How do we evaluate the effectiveness of those changes in a way that is beneficial? Do we have the resources to do so? Comment: The Radio Buttons are for gathering data. The meaning behind the data comes after that with the results. That is when the discussion occurs about the results, what they mean and how you can use those results to decide whether you want to try something different or not. Public Comment David Kail David Kail is a Process Technology Instructor that feels that, due to the economic downturn affecting our District, hiring a full time Faculty person for the TLP Lead Position would not be prudent. The money would be better spent on a full-time instructor. David also states that he has had a lot of previous experience with the idea of continuous improvement cycles and this is what we are doing with the assessment cycles. His experience in this tells him that we may be making this harder than it should be and that we may be spending more time on this than what is necessary. He suggests that we find a simpler way to document for ACCJC the continuous assessment and improvement in and of classes on a daily basis. Comments/Suggestions Comment: Brentwood faculty would like to vote No on a full time faculty position for the TLP Lead. They feel that the funding should go directly to Counseling or Student Services and that the release time should be directed to those departments. Comment: The Counseling Department feels that the money/funding allotted for this position should be deferred directly to the students. Suggestion: There is a request that Michael Norris, Academic Senate President, ask Peter Garcia, Ӱɴý President, to table this TLP Lead position for two to three years until the economy turns around. Comment/Suggestion: The Ӱɴý Academic Senate needs to determine whether or not we want it to be a Faculty or Management position first and then move forward in regards to the document once that is decided. Summarization of Suggestions and Changes Issue that no one can guarantee improvement. This has to stay away from evaluations. Need to get the most out of it from the amount of effort that is put into the process in comparison to the improvement that you get out of it. Cannot guarantee that there is a problem in the first place so that you might need any improvement or changes in a particular area. Language changes associated with Marks replacements and Janices two alterations with those replacements. The issue of is it valid, is it worthwhile, is this where we should be spending time and money at this point? What are the principles and/or assumptions that are underlying the document? Manager vs. Faculty issue. Suggestion: Michael can meet with Mark Lewis and anyone else who may have suggested changes and get those changes in writing to bring back to the Senate so that the Senators may take the written changes back to their constituents. Suggestion: Michael should discuss with Peter the option of tabling the TLP Lead position and what impact this position has on the budget. Suggestion: Nancy suggested that she would bring back a principles list to the Senate, and if that would help the Senators and their constituents make a decision on the TLP Lead. Motion is moved, seconded and defeated to accept the TLP Roles and Responsibilities for TLP Lead document with the changes to the language in item #3 as follows: and that possible areas of problematic service or pedagogy are identified, and that changes are implemented and analyzed for effectiveness, in the hope of attaining general student or institutional improvement in these areas. Also to include the phrases if appropriate or if necessary whereas it states in the document that changes are required. (Townsend Y, Cabral, Ybarra and Henry A, eleven others, N) 5Agenda Reading and ApprovalAgenda approved with two corrections: (12-0-0) Agenda item #8 is moved up to after item #2. Agenda items #3, #4 and #10 are postponed from this agenda. Approval of previous minutes postponed until next Senate meeting.6AppointmentsCurriculum Committee (C.C.) Appointments Julie Von Bergen (Math), Christina Goff (Library), Phil Gottlieb (Counseling), Pam Perfumo (CTE-Occupational Ed.) and Theodora Adkins (Business/Computer Science) are all nominated for Curriculum Committee Appointments in their discipline. Gabriella Boehme and Rosa Armendariz are part time Faculty that are both nominated for the only Liberal Arts appointment for C.C. Carol Hernandez is also nominated but she is full time Faculty. It is recommended that the Senate postpone the vote for the Liberal Arts C.C. appointment to the next Senate meeting when the Senators can review the Position Paper for the C.C. to determine whether or not a part time Faculty member can be a C.C. Representative. Julie Von Bergen (Math), Christina Goff (Library), Phil Gottlieb (Counseling), Pam Perfumo (CTE-Occupational Ed.) and Theodora Adkins (Business/Computer Science) are all approved for appointment to the Curriculum Committee. (15-0-0)7Graduation Name ReadersNominations for Graduation Name Readers Janice Townsend and Madeline Puccioni are both nominated as Graduation Name Readers. Janice Townsend and Madeline Puccioni are both approved for appointment as Graduation Name Readers. (15-0-0)9BP 18.01 (See Handout)Review of Board Policy 10.12 and 10.09 Helen has drafted a preliminary look at Board Policy 10.12 and 10.09. BP 10.12 discusses establishing assessment cycles and review processes. Board Policy 10.09 looks at articulating how governance works at the District and campus level. Helen has broken it down into five different governmental processes. They are as follows: Participatory Governance pertaining to SGC, DGC, etc.; Academic and Professional Matters pertaining to the Faculty/Academic Senates; Administrative pertaining to Chancellors Cabinet, Presidents Cabinet, etc.; Labor pertaining to the UF, Local 1, etc.; Public Interests pertaining to anything where the Board has to deal with public comment, regulatory issues, insurance, etc. One issue that was brought up was the draft chart on the next page of BP 10.09 was that there is no Student Balloon. The Senates have direct access to the Governing Board by statutes. The students have someone on the Governing Board as an advisory vote and students are one of the four constituency groups that are a part of DGC in participatory governance. There could be a push for students to have a direct balloon to the Governing Board. Suggestions and Comments Suggestion: Create a balloon that comes directly from the Governing Board shows the Student Representative as the direct balloon for students to the Governing Board. Comment: The language in BP 10.09 needs to represent that dotted line that is shown on the chart. 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