аЯрЁБс>ўџ >@ўџџџ=џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС` №П•0bjbjъъ .:э€э€•(џџџџџџЄтттттттіоооо ъі?Ж        ОРРРРРР$ѕh]Œфтœ  œœфтт  љШШШœВт т ОШœОШШ:,ттž ў `Х aћХоNюB О0?LRщ<vщžщтž >H,Шt$˜   ффВ   ?œœœœіііњ фіііњ іііттттттџџџџ агАЩДЋУН Academic Senate Draft Minutes 11-28-2005 Room 213 3-5 p.m. Present: Alex Sample, Mark Lewis, Brad Nash, Nancy Ybarra, Cindy McGrath, Michael Norris, Shirley Baskin, Colin McDowell, Scott Cabral, Andy Ochoa, Phil Gottlieb, Erich Holtmann, Ginny Buttermore. II. Public Comment None III. Senate Announcements -Stripend cards are available today. Senate members must fill out the cards to get paid for attending the Academic Senate meetings. -The Senate web page is being updated and will be online soon. -Management will like to raise class maximum for some of the classes. The classes that will have the maximum raised will depend on the department. Management stated that the increase in the maximum will be considered revenue neutral. Awards (Holtmann). -There are two awards still available, the G. Hayward Award for Excellence in Education applications are due December 2nd and the Jonnah Laroche Memorial Student Scholarship award applications are due in February. Follow-up on Senate Actions (Norris). Dan Henry signed off on the LS change on classes. Curriculum Committee report (Cabral)- No report SGC report (Nash) – Next meeting 12/14 TAG- The Technology survey will be given online so that the analysis can be immediate through Survey Monkey Online. Planning Committee – Committee was broken down into 2 sub groups to reorganize the planning document and integrating assessment. CSOD- No report Tutoring Committee- No report DGC- The survey that was taken and the results are negative. They will analyze which areas to work on first and then start working on them. FSCC- When агАЩДЋУН hires candidates that do not meet minimum qualifications, they must go through a equivalency process. We have a book the “Uniform Employment Selection Guide. We are having problems trying to figure out the process that the book is referring to regarding equivalency. Certificate Review- For the Certificate review of the Vocational programs, they are looking at the external factors effecting the Vocational programs not the actual programs. The Budget calendar- The Chancellor and FSCC have been working on the budget process. President Holtmann emailed the budget calendar to everyone and is asking for feedback regarding SGC roll. District-wide Educational Planning Committee- No report District-wide Compressed Calendar Committee- No report. Matriculation – No report Enrollment Management- Henry released a partial list with idea on how to increase enrollment. Student Services Report- Meeting 12/1 Online education- follow up to last motion regarding online education, the online committee is being offered to be the online education task force. Senate Unit Plan- No report IV. Minutes Approved 10-24-05 minutes were approved Cabral moved, Nash 2nd (12,0,0) 11-14-05 minutes were approved with minor changes to attendance and clarification on enrollment facts Nash moved, Ochoa 2nd (12,0,0) V. Agenda Approved Agenda approved Norris moved, Buttermore 2nd (12,0,0) VI. Agenda Items Hispanic-Serving Institutions Grant Report: Goodin spoke to Senate and stated that агАЩДЋУН has been awarded $2,750,000 over a 5-year period ($550,000 per year). In order for an institution to qualify as an HIS: Hispanic students must comprise at least 25% of the institutions FTES (агАЩДЋУН has 25.35%) and at least 50% of the individual Hispanic students must be low income (агАЩДЋУН has 52.01%). There are major problems to be addressed: 1). агАЩДЋУН’s academic programs and academic support services do not meet the needs of Hispanic students, as evidenced by low Hispanic transfer, graduation and certificate rates (15% Hispanic certificates and 19% Hispanics transfer). 2). агАЩДЋУН has not been able to keep pace with the needs of its services area and cannot offer the instructional and student support services that the district demands, as evidenced by low enrollments from identified pockets of its service area (particularly Bay Point) and loss of students to other community colleges. 3). агАЩДЋУН does not have a comprehensive ELS program. 4). Loss of revenue from lost enrollments due to “drive-bys”, drop out rates, and the low post secondary continuation rates of local Hispanic populations. The Institutional Objectives: 1). To reach 2010 enrollment growth target of 10,920, with overall enrollments at агАЩДЋУН increasing by 4% per year over the Fall 2004 baseline of 8,977. 2). The number of Hispanics enrolling at агАЩДЋУН will rise by 5% per year over the Fall 2004 baseline of 2,240 Hispanic students. 3). By 2010, the percentage of first-time students who persist to the second term will increase by 5% per year based over the 2004 Fall to Spring persistence rate of 46%. 4). By 2010, the number of Hispanic students who transfer will increase an average of 5% earch year over the 2004 baseline of 41. 5). By 2010, the number of Hispanic degree and certificated completers will increase by 5% each year over the 2004 baseline of 50. 6). Over the course of the five-year grant period, агАЩДЋУН will increase the numbers of students enrolled in its credit ESL program by 10% a year over the Fall 2004 baseline of 228. The Programmatic components the grant will fund are: A comprehensive ESL program, Learning Communities, Tutoring (Learning Leadership), and a Foundation endowment. агАЩДЋУН will fund collaboration project with Mt Diable and Pittsburg School Distraict to provide a total of at least 26 workshops in English and in Spanish to middle and high schools on topics of academic achievement, financial aid, and other college-related topics. Goodin was assigned as Project Director 50% of the time. Personnel to be hired: Classified Clerical Position, ESL Faculty Lead, Bilingual Education Counselor, Learning Communities Corodinator, Tutor Coordinator, Year Three Hire a Tutoring Lab Coordinator. Curriculum Committee Report: On the new Course Outlines for Institutional Student Learning Outcomes the choices will include General Education SLO’s, Occupational Education SLO’s, Developmental Education SLO’s, Student Services SLO’s, Library and Learning Support Services SLO’s, and None of the Above. Within the General Education SLO there are 5 there are 5 different criteria that the student must meet to complete the course. These are: 1). Read critically and communicate effectively as a writer and speaker. 2). Understand connections among disciplines and apply interdisciplinary approaches to problem solving. 3). Think critically and creatively. 4). Consider the ethical implications inherent in knowledge, decision-making and action. 5). Possess a worldview informed by diverse social, multicultural and global perspectives. This area will imply what the student will be learning while taking the course. The Program-Level Student Learning Outcomes identifies the program, major, or sequence of courses to which the course belongs. The Assessment Criteria area of the Course Outcome determines how the student will demonstrate the abilities needed to pass the course. Advanced Placement Policy: Advanced Placement Exams are taken in high school, at the completion of a rigorous course of study in specific subject areas. To receive credit towards their college degree, students must score a 3,4,or 5 of a total of possible 5. There are 30 AP exams, in 19 different subject areas, in circulation throughout the country. Local feeder high schools for агАЩДЋУН offer AP exams in 14 subject areas: English Language and Composition, English Literature and Composition, Mathematics-Calculus, Biology, Chemistry, Physics, History-U.S., Government-U.S., Spanish Language, Spanish Literature, French Language, Psychology, and Art History. Students are assured by their high schools that it is “worth it” to expend the extra effort for these classes and exams because they will be granted credit towards their college degrees, thus saving time and money. High school graduates who complete AP exams look for colleges that will grant them credit towards their transfer requirements. агАЩДЋУН grants course credit for AP exams with a score of 3,4,or 5 for seven AP exams. D No other credits or specific degree requirements are granted for AP exams. No credit is given towards CSU GE or IGETC for transfer students. Current policy fails to sufficiently recognize their extra effort and thereby contributes to our loss of local students who choose to drive “over the hill”. Both the UC and CSU systems publish their policies on acceptance of AP exams with regard to university credit, applicability to GE requirements, and substitution for actual classes. The UC system gives a standard number of units for all AP exams with scores of 3,4, or 5. Each UC campus publishes its policy with regard to AP exams accepted as GE/Breadth requirements or actual course credit. The UC permits AP exams to e applied to IGETC requirements. The CSU permits AP exams to be used by CA Community Colleges to certify designated areas of the GE-Breadth requirements. Individual CSU campuses determine whether AP exams can be used to meet other Baccalaureate degree requirements. Other California community colleges with substantial numbers of transfers, such as DVC, and SMC (anta Monica College), usually have policies accepting AP exams for CSU-GE and IGETC requirements, as well as granting credit for AA/AS requirements. The specific recommendations are to: 1). Adopt the SCU policy regarding inclusion of AP exams in GE-Breadth Certification, 2). Adopt the UC policy granting college credit for all AP exams with scores of 3 or higher, 3). Adopt the UC policy of accepting AP exams as equivalent for IGETC courses, and 4). Adopt a policy granting credit for specific AA/AS degree requirements. Senate moved to implement the CSU-GE and the IGETC recommendation, however to table the remainder until additional information can be gathered and discussed. Lewis moved, Norris 2nd (12,0,0) Enrollment Management: Tabled Compensation for Curriculum Development: Motion moved that we approve Compensation for Curriculum Development as long as variable flex credit applies to all course development except online development. Lewis moved, Nash 2nd . Quorum no longer present, voting tabled to next Senate meeting. Appointments to committees: Tabled VII. 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