ࡱ> _ bjbj 7bb_8H~$Lv##48^'{j'ep^~PN0~_~¤¤&¤ ##~¤ :  Date: Monday, September 8, 2014 Time: 3:00 p.m. 5:00 p.m. Location: L109 Members Present: Silvester Henderson, Louie Giambattista, Erich Holtmann, Alex Sample, Mark Lewis, Janice Townsend, Theodora Adkins, Janith Norman, Estelle Davi, Sophia Ramirez, Nila Adina , Nick Garcia, Tue Rust, Joanna Perry, Christina Goff, Ryan Pedersen, Anthony Hailey, Dave Zimny and Abbey Duldulao (Recorder Secretary) Members Absent: Ginny Richards, Julie Ashmore and Elizabeth Abril Guests: Kevin Horan; Vice President, Gail Newman; Senior Dean, Student Services, Jeffrey Benford; Dean of Counseling & Student Support, Nancy Ybarra; Dean of Liberal Arts, David Belman; Dean of Student Success ItemTopic Action Items: Bolded Texts1.Call to Order (S. Henderson): The meeting was called to order at 3:10 p.m. 2.Public Comments and Announcements (S. Henderson): No Public Comment.3.Presidents Opening Comments (S. Henderson): Senators Instructional Areas Representation - S. Henderson announced the Academic Senate has 4 vacancies and at 81%-82% instructional area filled. S. Henderson, M. Godinez (Counselor) and R. Armour (Director of Admissions and Records) attended the Educational Planning Initiative meeting this past weekend. The purpose of the meeting was to discuss ideas to present to vendors for creating software to help with Counseling. Educational Presentation Jeffrey Benford Dean of Counseling & Student Support J. Benford explained the areas he oversees and major initiatives in those areas; EOPS, CARE, CalWorks, DSPS, Counseling and SSR. Students served in a year were highlighted for each program; EOPS (554), CARE (78), DSPS (900+), Counseling (864) and SSR (1,700). J. Benford further explained grant funding, student and general funding for each program and mandated spending. 3.Presidents Opening Comments and Educational Presentation (S. Henderson) Continue: Major initiatives was explained EOPS focusing on Outreach and Mentoring Program in neighboring High Schools. Counseling Academic Counseling/Faculty Advising and Staff additions in CTE, Career (to be posted PT), Athletics (hired FT) and VETS DSPS Counselors added through the RAP process. SSR (Student Success Reengagement former Matriculation) State funded where they take the EOPS model and replicated throughout the state. Mandated that all new students attend an assessment, orientation and Ed Plan and hopefully do some follow up. J. Benford also explained the process of Workshop 2 process. Classified staffing is also in the plan to support cases in management, retention alert and to make sure students are making academic progress and have someone to support students in case they get stuck or almost about to get stuck. CARE was explained as an additional support and resources to EOPS meeting requirements of the program. Question: Does Counseling & Student Support Department have resources to assist homeless students and how do we help them stay connected to college and find them shelter? Answer: Because the program is 3.5 staffed, no current support is available. Question: How long has this program been in existence and do you have numbers to show how many students are in these programs? Answer: EOPS and CARE 41 years. J. Benford to share to the Senate annual reports to State; money spent, books vouchers given and services documents submitted. 4.Senate Announcements and Reports (S. Henderson): S. Henderson attended the EPI meeting nothing more than what was mentioned a little earlier. CC (Curriculum Committee) L. Giambattista: CC and Assessment Committee to meet to prepare for questions asked during Accreditation. CC not in compliant with Title V in terms of reviewing the requisites for CTE every two years. Will be working on streamlining the process. SGC (Shared Governance Council) L. Giambattista: Budget Committee Theres still disconnect. I believe we just need to learn the process a little bit better and ones we understand the processes then we may have more pointed questions and be involved in certain pointed areas. We need a little bit more work there. GE (General Education) T. Rust: Discussed State wide talk on ISLOs and GE SLOs. T. Rust emailed Gregg Stout to get information to prepare ourselves on States request in a year or so. TLC (Teaching and Learning Committee) T. Rust. Meeting was cancelled. Academic Senate agendas moving forward will include report outs from program areas: CC, SGC, GE and TLC. 5.Approval of Previous Minutes: Motion to approve previous minutes (8/25/14) Approved (M/S; Joanna Perry/Nick Garcia) Unanimous 6.Agenda Reading and Approval: Motion to approve meeting agenda Approved (M/S; Louie Giambattista/ Joanna Perry) UnanimousAGENDA ITEMS ------------------------------------------------------------------------------------------------------------------------------------------------7.Ӱɴý Senates Responsibilities to Diversity & Equity (S. Henderson): Strategic Plan/Equity/Diversity There were some concerns around Equity and Diversity from many stand points as a campus not just from the stand point of the document of Strategic Plan/Equity/Diversity Plan. There were some concerns about our hiring pool and part of the plus items of AB1725. There are some areas in AB1725 that we have 100% authority over and there are some other areas that we have conversation with for pointing out things to management that we can work collaborate together and this is a plus item especially the item that relates to diversity of faculty in hiring and other concerns in all those items. There were some various faculty members who want to share some ideas and I want to ask J. Perry, she want to begin the conversation just for us to begin to look at some perhaps ways in which we can make recommendations to our campus leaders and perhaps to impact/some suggestions for our Student Equity Plan as well. J. Perry shared a demographic census report listing the African Americans in Antioch and Pittsburg for 2013 2014: Antioch: Males 8246 Females 9421 Median Age Range: Males 32 Females 35 Pittsburg: Males 5155 Females 6032 Median Age Range: Males 29 Females 35 According to the various groups in the Ӱɴý Student Equity Data Packet, the African American cohort showed only 200-310 students group to group (i.e. transfer, completion, etc.) For me (J. Perry) that raised the question that need to be addressed, why is the number so low when youre over 15,000 community college students from Antioch and Pittsburg. This begs the question how much community recruitment or outreach is being done to bring in more African American students so these group numbers can be increased and then once here, how do we get them to stay on campus, finish their goals and either transfer or graduate. We need to have a better idea of why the population that comes to Ӱɴý is seemingly low and also what will assist them in becoming more successful. This should be part of any discussion on access. In November 2013 there was an article published in the Contra Costa Times about increasing academic achievement of African American male students in the Antioch school system. According to the article data showed that 71% of African American males met graduation requirements compared with 86% of other males in the Antioch school district. And some key issues in the article. 7.Ӱɴý Senates Responsibilities to Diversity & Equity (S. Henderson) - Continue: Stephanie Anello makes the point that it is not a question of equality but of equity. According to Lamont Francies, a counselor at Antioch Middle School, states the Antioch District has not caught up with cultural changes. She suggests the classroom itself needs to move away from a model based on traditional white, middle class values and look more towards issue of social justice and real life experiences to keep students engaged. This particular point Francies makes speaks to curriculum issues of equity and access that is another crucial aspect of determining where at Ӱɴý we are succeeding and where and how we need to improve. Superintendent of Antioch Schools points out in the article that Antioch is not altering the quality of education for students but is making African American male success a focal point. This focus is also something Ӱɴý might want to look at regarding whether it is also a priority at the college and if so, how and if not, both why and how do we make it a focal point? J. Perry stated she is just raising questions based on the data she found. Question: What is group to group? Answer: The Student Equity Data Packet contained information broken down by subject related to data found by ethnicity (i.e. Course Completion, ESL Completion, Basic Skills English/Math Completion, etc.) T. Rust stated: This is something I have been focusing on since the first year I got here its been 7 years for me. I went to Up Where We Belong conference in Georgia and it was facilitated by predominantly African Americans. The conference was about helping and better support for African American Males and it all just made a lot of sense to me. That if our goal is to help a group that our leader should be comprised of that group. When I look at our department and we have this Math 12 course were about 5% of the cohort successfully complete transferal Math within 3 years. Its like 95% never complete transferal Math. That is required to transfer and 44% of that cohorts are African Americans and were school that only has about 18-20% African Americans. Twice as many Americans in this class where were seeing what I consider very low long term success rate. So were try to create Acceleration and were doing other things but were still doing this from our little world of Curriculum, Math and numbers and its very hard for our Math Department with one African American male; Poku and we lost our African American female; she moved on to management so we have very little influence on what I think is the real issue here because were missing something we cant see it. Weve been working on this IDEA and we have a lot in our communities and I think at some point Im interested in asking for help from outside of Ӱɴý. Asking help from our community to find out why, there are 15,000 females and 1,000 males were not seeing the success that we would hope. I think there are education institutions in the country that have obliterated the achievement gaps especially with respect to African American males. Its not impossible and there are lots of instances where people have gone into specific communities and change things. I know Carl is a person who went to San Lorenzo which was at the time experienced diversity for the first time and theres a lot of racial tension. He helped really flipped the high school around, he was here and he focused a lot of attention on that. So I know that there are other giants in the field throughout the country that specializes in that. I would be interested in seeing if the Senate would be interested to reach out to leaders within the group that were trying to serve.7.Ӱɴý Senates Responsibilities to Diversity & Equity (S. Henderson) - Continue: N. Garcia stated One of the things that were mentioned the last time that I love the idea was bringing heads of schools that are predominantly African American and asking them to come and share their ideas of whats been successful for them because it would be really helpful to create ways for us to channel a success pathway. One thing I want to point out is it looks like our access is about proportional with each of the races; in looking at this break down. I remember growing up in an area which was Caucasians and Hispanics and I also remember growing up looking for role models and mentors; people who look like me. I do remember that because it helped me guide my life. I always knew that everyone had that and I think a lot of people take that for granted. I grew up in a place where my father and mother left; they got divorced when I was young so my step-father was an amazing man but he was also a Caucasian, theres also a hole in myself, that I was also looking for someone who looked like me. So I think it does help to have somebody to look up to who looks like you. Theres another side of that coin and thats that Ive had some success with African American students and Im not African American. I think what we want to look for is how we take with the people that we have, everybody wants to connect to our students, we want them to succeed, access is the same and our completion rates are not. Thats something that we can work on and we already have amazing teachers in this school, we all know this, we all have them in our department, Im looking at them right now. We have that its just about finding the pathway to connect with them and those kind of strategies at least where it is right now I dont think that the absolute answer to our question is to hire immediately because we already have people here. We have to focus on first and foremost is how do we get the people we have focus on that success but in the future we want to bring in people as well. Question to T. Rust Why is it that you feel that you cant see what the need is? Speaking directly in opposition to what Nick is saying. You can say that and necessary mean it but if you have somebody sitting next to you telling you theres a part of this piece that Im missing. We have to figure out how to see it. Is it possible to see it? Everybody does not have the vision. Can we all become visionaries? Its a philosophical and I dont know if we have all the answers. I do feel like what Tue said we do need an amount of representation. Theres level when we talk about equity and racial equality and access, we really need to talk about this in many different levels. Its a topic that needs to happen because the reality is that one of the missions of the community college is to try to find effective ways to encourage your faculty and your staff to mirror the community in which we live. Knowing that this is the conversation that going to continue on and on with a lot of discussion. I would like to make a recommendation that we bring this back or perhaps to create a sub-committee that would be willing to have more in depth conversation and to come back perhaps present us variety of ways to our managers for considering effective way trying to address this issue. Theyre not going to have and were not going to solve them now but the conversation does need to happen because this is the conversation even everywhere you go. This is a big ticket item and every institution because theres not enough success for African American males, theres more African American males are going to jail than going to college. There not enough leadership in not only the management/ Classified side but at the same time in the instructional as well. Im not sure how we can deal with it. Perhaps a small group of two or three will be willing to create a sub-committee in Academic Senate because making recommendations at the plus item of AB1725 is the mandate of the Senate. The sub-committee will then present recommendations for management to consider. We need to decide how we want to deal with this or not deal with it.7.Ӱɴý Senates Responsibilities to Diversity & Equity (S. Henderson) - Continue: Before forming a sub-committee, perhaps bring in the heads of the schools in or community members for ideas and we can start trying to improve within our groups and departments. The State Senate is having a student diversity event on Friday, September 26, 2014 at American Canyon and they are bringing in an expert to speak at this event. A group of people from Senate will be attending this event and will report back. T. Rust volunteered to assist, coordinate and planning on bringing in resources, speakers and ideas to compile within the sub-committee or sub-group for gathering information and strategies and to find out whats happening locally or across the country. Suggestion to contact the Superintend of the school districts in the area to obtain information and ideas of what going on in the community. Motion to approve for Senate to request LPG to plan a focus flex surrounding successful diversity strategies and bring in speakers to assist during focus flex day. Approved (M/S; Janise Townsend/Janith Norman) Quorum met, two opposed.8.Student Equity Plan (D. Belman): David Belman, Dean of Student Success introduced himself to the group and stated its his first time attending the Academic Senate meeting. D. Belman shared the Student Equity Plan previously presented on campus Opening Day and stated there is an existing Planning Committee consist of 11 members working on this before State deadline in November. Planned template was sent out by the State in late Spring 2014, Planning Committee got assembled and attended an Institute held by Center for Urban Education in June 2014 and did some initial planning, collecting data and exploring some action plans of what were going to do as a college. The Planning Committee has been holding various meetings specifically the Open Forum held on Friday, August 29, 2014 where 65-70 faculty and staff attended along with 12 students. All attendees at the Open Forum were really interested and very engaged in the discussions. The charge comes from the State Chancellors office and Board of Governors for the State; We as colleges need to work To ensure that groups historically underrepresented in higher education have an equal opportunity for access, success, and transfer and one of the ways that we are charge with doing this and the way the State holds us accountable is we are required to have a Student Equity Plan with template highly prescribed by the state by looking at five different areas; Access, Course Completion Rates, ESL & Basic Skills Sequence Completion Rates, Students Final Outcomes around Degrees and Certificate Completion and Transfer. The key is to disaggregate our data; how do we intentionally serve populations where we find that equity gaps exist based upon gender, race, ethnicity, age groups, economic status, abilities, foster youth and veterans status and ultimately, what are we going to do as an institution to address these gaps. This is moving away from the student deficit model previously discussed a couple of years ago. What kind of resources are to be funded will it take ultimately to make that happened. The data provided by Greg Stout and the District Research Group shows that we are under represented by when it comes to the white population on campus, students in age ranges of 25-39 and 40 or older. The data is reflected within the entire county and not just east county. Structure of the Plan will consist of Campus Based Research, Data Analysis and Findings, Activities, Resources, Goals and Funding. 8.Student Equity Plan (D. Belman): Student Equity Plan Overview: Access To compare the population group that is enrolled compared to the groups representation in the adult population within the community served. Race is a function of age and should we be a representative of age? The District to provide more relevant data. Course Completion The number of credit courses that students, by population group, complete compared to the number of courses in which students in that group are enrolled on the census day of the term. We found the largest disproportion of impact were the African American and Multi-Ethnic students. There is really high disproportion impact for foster youth when it comes to course completion rate. ESL Completion The ratio of the number of students by population group who complete a degree-applicable course after having completed the final ESL course compared to the number of those students who complete such a final ESL course. Were not the only ESL program in the state that has issues with the data and with the section because many community college ESL programs are not design for the last level of ESL to be headed towards degree applicable course. A lot of ESL students come in for many different reasons not necessary to advance to applicable course. Our ESL programs have four levels. Basic Skills English The ratio of the number of students by population group who complete a degree-applicable course after having completed the final basic skills course compared to the number of those students who complete such a final basic skills course. Basic Skills Math The ratio of the number of students by population group who complete a degree-applicable course after having completed the final basic skills course compared to the number of those students who complete such a final basic skills course. Degree & Certificate Completion The ratio of the number of students by population group who receive a degree/certificate to the number of students in that group with the same goal as documented in their educational plan. Transfer Compare the number of transfer directed students, to the number of students in that group who actually transfer after one or more (up to six) years. Activity Themes: Learning Communities/Cohorts Should we create more for specific groups or strengthen what currently exists. Embedded Tutors/ Supplemental Instruction Especially for basic skills, ESL Peer Support (Tutoring, Mentoring, Clubs, etc.) Basic Skills, Transfer and come within other groups. Dedicated Counselors (ESL, Foster Youth) Should we have a dedicated Counselor (s) for the under-served. Counseling Presentations in Classes Bridge the gap between Student Services and Instruction Professional Development: Culturally Relevant Pedagogy For both faculty and staff Contextualized Curriculum Ethnic Studies Acceleration Marketing/Advertising  8.Student Equity Plan (D. Belman) - Continue: Comments In EPI meeting, concerns were brought up, the concern was the inability for students to be able to read something and the care to comprehend. In some form of that is to find effective way to increase the support around learning communities for the development of comprehension. Greg Stout presented to the Planning Committee Part of the data presented and not reflected here today was, the greatest gaps no matter what your race, ethnicity or age is whether you come to college prepared or not. Your chances of being successful if you dont come to college prepared were 30% and if you come to college prepared no matter you age, race or ethnicity is 75%. First we have to do more to support as teachers, our expertise second and help them with the checklist on their Ed Plan. We have to do more in the field in our departments to reach students success and create more touch points in their day to day lives because they see us more rather than Counselors who sees them ones or twice a semester and I dont see that reflected in there. How do we utilize the people that theyre seeing every day more to have effective touch points? Question: Did you ever disaggregate male students vs. females? Answer: The District did not give us the information that way. Although weve had mixed experience here with SSI in the past (supplemental tutoring), what Ive noticed it has really helped in my lab (Biology Lab) that we have an African American lab assistant (male), when he comes in the lab, to help out and talks with the students. The students gravitate to him, wont let him go and he has done more for my retentions than I have ever done. Just having him there. In terms of literacy and the importance of comprehend We didnt grow up with texting and internet. If theres a difference with people read from a screen and comprehend and the way we grew up in learning things. This needs to be intergraded during discussions of whats going on with comprehension. Disaggregating African Americans by gender, research has shown that if interventions were targeted too broadly the advantage groups within that category will benefit more than the disadvantage groups and will increase the equity gap. Its very important that these groups be disaggregated further by gender, gender be disaggregated by race bins, gender and race bins should be disaggregated by age, veteran status should be aggregated by race, gender and age, etc. So we have very specifics targets for these interventions that are up on the screen rather broadly targeting all African American, broadly targeting Veterans, broadly targeting all females, etc. An idea of removing the word minority from all curriculum, job announcements, and college documents was suggested. One of the ways Im working with African American students is to help them recognize that they are global citizens and encouraging them to get passports even if they dont intend to go anywhere because ones they understand that they are part of huge network of people that they are not the minority in the world, they never have been and that was used to lessen their ability to achieve, they dont get the services they need, they dont learn so much and they are not college prepared. Then they go HBCU, everybody there knows theyre not minorities so they treat them a different way and so theres no achievement gap there. We have to start with our minds, you need to stop looking at the students; we need to stop looking at them that way. We have to start with looking in rather than looking out. 8.Student Equity Plan (D. Belman) - Continue: The Planning Committee will have a draft and will be sending out beforehand and scheduled to come back on October 6, 2014. It needs to be approved by all three Senates; Student, Faculty and Classified Staff then forwarded to the Governing Board for approval and due to the State by mid-November. Motion to remove the word minority be taken out of everything at Ӱɴý regarding Equity Approved (M/S; Joanna Perry/Janith Norman) Quorum met (Motion was not reflected on the published agenda).9.CSLO Position Spring 2015 Discussion Leadership Parameters (T. Rust): CSLO Coordinator Position The position for this position for this fall is Interim. A question of Adjuncts in leadership position was asked. We went through the whole process of making a recommendation for an Adjunct person to serve as a Coordinator of CSLO, I went to the President first, went to the Vice President; Kevin Horan; the President and the Senate agreed and then the issue of an item came up where Kevin, Vice President want to come back and come back to the Senate and the Senate then voted to retract our original person. My goal as a Senate President is primarily one thing, for us to understand that we have a document that we are supposed to follow. AB1725 is the legal document that mandate that all charge clearly start for Academic Appointments at the Academic Senate. Perhaps it was has been done in the past and what the charge says are to a distance so we have to decide as a body what were going forward. Kevin made a real good argument because we were in the Accreditation cycle. Half the Senate agreed, a small portion said that we shouldnt have an Adjunct person in CSLO. I went to Glen who is a Union Director the Union Director said any position thats a leadership position that does not make policy, Adjunct could hold that position. I looked at the requirements for the CSLO, I brought them back to the Senate, the CSLO position is one that upholds policy but that person doesnt necessarily make policy. The policy comes from a larger structure. We have a dilemma here. We are either going to make a recommendation to consider the entire faculty or do we want to keep it primarily with full-timers? Im not going to give my opinion again about that because I was very clear about that last semester and I want to stick with that however my job is to simply support with what youve come up with, it is not anything personal on my end; whatever the Senate comes up with. The issue has come up again and it was a difficult issue because it did involve us appointing someone and then to take it back. I really like and respect Kevin and I understand his reasons for not wanting a part-time/Adjunct faculty in these kinds of positions because of the relative instability of appointment and some legal issues around certain type of decision making however I disagree. Weve just been talking about Equity and when were talking about equity we should be modeling equity. When it comes to employment status at this college, were not modeling equity. How do you model equity when you essentially have a plantation system where half of our teachers dont have the full paying benefits of the other half and you expect them to do the same job? To me thats an equity issue and I hate this system. To me its a plantation system. Anything we can do to make Adjunct faculty feel more like they are welcome and important contributors to the college and to all of its processes not just in the classroom that they teach is a good thing and it helps reduce that very artificial destructive distinction. The other thing was we had a Vice President of the Senate for years and years who was an Adjunct faculty, he was in a paid position, he did a fine and excellent job in that position, he was stable. I agree that theres a greater chance with Adjunct faculty that theres certain issues but to me those issues can be dealt with fairly easily and much more easily than you can take back the bad feeling in equality in this kind of position. 9.CSLO Position Spring 2015 Discussion Leadership Parameters (T. Rust) - Continue: It was suggested to stay within the agenda of finding a CSLO Coordinator and not discussing in broader capacity the pros and cons of having an Adjunct in this position which could result slowing down the recruitment process. It was clarified that the discussion was tabled from May 12, 2014 meeting. In terms of CSLO Coordinator, according to specific job description of CSLO Coordinator there were no indication of this position to create policies and since it was a big concern for the Union, were okay with that. Another concept was whether or not Accreditation would like it if we had an Adjunct was in the position just hired, it becomes smarter politically. If this Senate Adjunct was not given classes would that mean they couldnt still hold the position? In terms of quitting full timer could quit at any moment, full timer can get tenure at any moment that has happened here at Ӱɴý. Weve had full timers quit and teach somewhere else. I dont think that argument holds up as well. I just want to clarify that CSLO/PSLO Assessment Coordinator is one of three shared leadership position in TLC so in terms of setting policy and looking at the job description it really does need to be considered along with the two other leadership, it is designed to have three positions to lead the teaching and learning committee and the assessment activity on campus. Policy is drafted in TLC it is brought forward to SGC and Academic Senate. It isnt one person responsible for creating policy, it is getting lost in this conversation how that model was developed, how the leadership is supposed to be working collaborately and that was approved by the Senate, that model so any changing in deviation in terms of what the leadership of TLC is and what positions we are doing is opening up of that model again. To have the discussion should include Anthony, Tue, myself (Christina Goff) and the TLC committee and bring forward the feeling of TLC to the Senate and to SGC following what we had done in years past. That this discussion did not happened at TLC in terms of Adjunct leadership, I think there are some pieces, some voices that need to be heard before any actions taken. Until something changes, this is Reassign Time; Reassign Time is the final decision of the President. I would engage in that part of that conversation, if the Senate wants to make recommendation with the President for that policy to be changed. That policy need to be addressed first before you go and appoint somebody to a position. Its multi-faceted we have Accreditation visit in the fall, were implementing a new module of CurriCunet that need some insight in terms practice with that vision and also that Reassign Time is at the pleasure of the President. When I spoke as a Senate President with Bob Kratochvil, we made the original assessment he verified that he was comfortable with it thats one of the reasons why it came back to the Senate. I spoke clearly to Bob Kratochvil before it came back to the Senate before we even brought the original idea of an Adjunct of holding the position, I went through the procedures first, I spoke with you, I asked your feeling, I spoke with President Kratochvil, I have the date of the minutes and the time. He said, Silvester thats a good idea we need to engage our faculty, all our faculty to a more leadership position. Then we came back to the Senate, then I had a meeting with Julie, then Ive gone back to the Senate, then at that point, we had followed the process. Then after following the process then you had some concern which were good concern and then all of sudden the Senate voted in favor of your concern. The concern just for conversation is if the Senate makes a recommendation for full time, its kind of difficult because we our purview on one side and the managements purview on another side. The managements purview is to support AB1725 which are the rules of the Academic Senate; to make all recommendation in terms of Committee Lead and Committee Chair. 9.CSLO Position Spring 2015 Discussion Leadership Parameters (T. Rust) - Continue: The issue came was that we had gone through the process because had management said to me earlier We dont want an Adjunct I probably would not have brought it to the Senate because as part of AB1725 item plus is to try to work colleaguerally and we wouldnt have brought it but I clearly kept the actual notes and the time that I spoke with President Kratochvil and we received that approval prior. Coming from a part-times point of view, when I voted against Julie getting that position it was because of the Vice President stood before me and gave me information about Accreditation. I did not want to jeopardize that. I had to suspend my strong feelings regarding part-time in this type of position just so we can move forward with our Accreditation. I want you all to think about moving forward; how do we incorporate part-time in all of our decision making a policy. If youre going to have a majority of your faculty being that of a part time status you might want to make them feel like they are included. There are not enough jobs, full time faculty jobs for me to get one. Theyre not hiring in the Business Department today. So I sit here, I come here and I participate on many levels and I enjoy it, its part of who I am as an Instructor. This is what I live to do and I can accept that maybe theyll be a position and I wont get it but please let me participate to the level that I cant, dont pull that back from me because there are not enough positions for me to have one. I just want to make that appeal because I think sometimes you dont see it from that perspective. Youre looking at it from this is how its always been. So now maybe its time for us to do things the way we use to do. We are the Senate, we can make policy, decisions, changes and recommendation and we need to start looking at that. Just to clarify what I was trying to say was, I think the Senate should invite the President for discussion about policy and practice around Reassign time. TLC is the committee that reports jointly to the Senate and Shared Governance Council. Its got two masters sort of speak. I encourage the Senate to invite the President to have discussion around that practice and policy. Some concerns within the Senate were expressed before any motions passed based on concerns about practice and policy. A report advocating for a type position at the Senate that there should be a discussion in committee of TLC. How TLC leadership is structured and what the job descriptions are and what is best for the committee is a discussion that should happened along with that committee and that hasnt happened. Tabled for further discussions on September 22, 2014 meeting. 10. Tabled to September 22, 2014 meeting. 11. Tabled to September 22, 2014 meeting. 12. 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