Fill - Free fillable Academic Senate Packet - 2010-05-04 OFFICERS & EXECUTIVE COMMITTEE PDF form

Academic Senate of El Camino College 2009-2010

AC152, 16007 Crenshaw Boulevard, Torrance, California 90506-0001

http://www.elcamino.edu/academics/academicsenate/

May 4, 2010

DIST. ED.

CONFERENCE

ROOM!

OFFICERS & EXECUTIVE COMMITTEE

President David Vakil VP Faculty Development Chris Gold

VP Compton Educational Center Saul Panski VP Finance and Special Projects Lance Widman

Curriculum Chair Lars Kjeseth VP Legislative Action Chris Wells

VP Educational Policies Chris Jeffries Secretary Claudia Striepe

Senate Mailing List

Adjunct

Health Sci & Athletics/Nursing Natural Sciences

Michael Mangan

- English

09/10

Tom Hazell*

09/10

Miguel Jimenez

11/12

______(vacant)

______(vacant) Chuck Herzig

11/12

______(vacant) Teresa Palos

10/11

Behavior & Social Sciences

David Vakil*

10/11

Randy Firestone

11/12

Pat McGinley

09/10

______(vacant)

Christina Gold

10/11

Kathleen Rosales

11/12

Michelle Moen

11/12

Academic Affairs & SCA

Lance Widman*

09/10

Humanities

Quajuana Chapman

Michael Wynne

11/12

Brent Isaacs

11/12

Dr. Francisco Arce

Peter Marcoux

11/12

Dr. Jeanie Nishime

Business

Kate McLaughlin

11/12

Philip Lau

11/12

Bruce Peppard

11/12 Associated Students Org.

Jay Siddiqui*

11/12

Jenny Simon

11/12

Joshua Casper

______(vacant)

Begoña Guereca

Industry & Technology

Phillip Stokes

Compton Educational Center

(1 yr terms)

Patty Gebert

09/10

Saul Panski

09/10

Ed Hofmann

President/Superintendent

Estina Pratt

09/10

Douglas Marston* Dr. Thomas Fallo

Tom Norton

09/10

Lee Macpherson

09/10

Jerome Evans

09/10

_______ (vacant)

The Union

Darwin Smith

09/10

Editor

Learning Resource Unit

Counseling

Claudia Striepe*

10/11

Division Personnel

Christina Pajo

11/12

Moon Ichinaga

10/11

Jean Shankweiler

Brenda Jackson*

10/11

Don Goldberg

Chris Jeffries

10/11

Mathematical Sciences

Tom Lew

John Boerger

10/11

Fine Arts

Greg Fry

10/11

Counseling

Ali Ahmadpour

11/12

Marc Glucksman*

09/10

Ken Key

Randall Bloomberg

11/12

Susan Taylor

11/12

Patrick Schultz

11/12

Paul Yun

10/11

Ex-officio positions

Chris Wells*

11/12

ECCFT President

Mark Crossman

11/12

Elizabeth Shadish

Curriculum Chair

Lars Kjeseth

Dates after names indicate the last academic year of the senator’s three year term, except for Compton senators who

serve one-year terms. For example 11/12 = 2011-2012.

*denotes senator from the division who has served on Senate the longest (i.e. the “senior senator”)

Page 1 of 85

Academic Senate of El Camino College 2009-2010

AC152, 16007 Crenshaw Boulevard, Torrance, California 90506-0001

http://www.elcamino.edu/academics/academicsenate/

May 4, 2010

DIST. ED.

CONFERENCE

ROOM!

SENATE'S PURPOSE (from the Senate Constitution)

A. To provide an organization through which the faculty will have the means for full

participation in the formulation of policy on academic and professional matters relating to

the college including those in Title 5, Subchapter 2, Sections 53200-53206. California

Code of Regulations. Specifically, as provided for in Board Policy 2510, and listed below,

the “Board of Trustees will normally accept the recommendations of the Academic Senate

on academic and professional matters of:

(1) Curriculum, including establishing prerequisites and placing courses within disciplines

(2) Degree and certificate requirements

(3) Grading policies

(4) Educational program development

(5) Standards and policies regarding student preparation and success

(6) District and college governance structures, as related to faculty roles

(7) Faculty roles and involvement in accreditation process, including self-study and annual

reports

(8) Policies for faculty professional development activities

(9) Processes for program review

(10) Processes for institutional planning and budget development, and

(11) Other academic and professional matters as mutually agreed upon between the Board of

Trustees and the Academic Senate.”

B. To facilitate communication among faculty, administration, employee organizations,

bargaining agents and the El Camino College Board of Trustees.

ECC ACADEMIC SENATE MEETING DATES AND LOCATIONS

FALL 2009 SPRING 2010

(changes denoted with underlines)

September 15 Communications 104 March 2 Communications 104

October 6 Communications 104 March 16 Communications 104

October 20 Communications 104 April 1

April 6

Dist. Ed. Conf. Room

Communications 104

November 3 Communications 104 April 20 Compton Board Room

November 17 Communications 104 May 4 Dist. Ed. Conf. Room

December 1 Communications 104 May 18 Communications 104

December 15 Communications 104 June 1 Communications 104

CEC ACADEMIC SENATE MEETING DATES AND LOCATIONS

FALL 2009 SPRING 2010

September 17 Board Room March 4 Board Room

October 8 Board Room March 18 Board Room

October 22 Board Room April 8 Board Room

November 5 Board Room April 22 Board Room

November 19 Board Room May 6 Board Room

December 3 Board Room May 20 Board Room

June 3 Board Room

Page 2 of 85

Academic Senate of El Camino College 2009-2010

AC152, 16007 Crenshaw Boulevard, Torrance, California 90506-0001

http://www.elcamino.edu/academics/academicsenate/

May 4, 2010

DIST. ED.

CONFERENCE

ROOM!

AGENDA & TABLE OF CONTENTS

Pages

A. CALL TO ORDER

B. APPROVAL OF MINUTES

April 1,

April 6,

April 20

7-11

12-17

18-23

C. REPORTS OF OFFICERS

A. President 5-6,

35-38

B. VP- Compton Center

C. Chair- Curriculum

D. VP- Educational Policies 24

E. VP- Faculty Development 25-28

F. VP- Finance 39-46

G. VP- Legislative Action

D. REPORTS OF SPECIAL COMMITTEES

Academic Technology

Student Learning Outcomes

Dean’s Council

29-34

65-69

47-48

E. UNFINISHED BUSINESS (1:00pm)

Second reading and potential adoption Copyright Policy and Procedure 56-62

F. NEW BUSINESS

First reading A. Board Policy 4100 and

Administrative Procedure

4100 – Graduation

Requirements for Degrees and

Certificates

63-64

For consideration B. Program Review on CurricUNET 70-74

For consideration C. Strategic Initiatives 75

Information item only D. Distance Education guidelines 49-55

Information item only E. Priority Registration 75-85

G. AGENDA ITEMS FOR FUTURE MEETINGS

H. PUBLIC COMMENT

I. ADJOURN

Page 3 of 85

Academic Senate of El Camino College 2009-2010

AC152, 16007 Crenshaw Boulevard, Torrance, California 90506-0001

http://www.elcamino.edu/academics/academicsenate/

May 4, 2010

DIST. ED.

CONFERENCE

ROOM!

Committees

NAME CHAIR DAY TIME ROOM

Senate

ASSESSMENT OF LEARNING (SLOs)

Jenny Simon 2

& 4

Mon. 2:30-4:00 Library 202

COMPTON FACULTY COUNCIL

Saul Panski Thursdays 2:00-3:00 CEC Board

CURRICULUM

Lars Kjeseth 2/23, 3/16, 4/6,

5/4, 5/25, 6/1

2:30-4:30 Board Room

EDUCATION POLICIES

Chris Jeffries 2

& 4

Tues. 12:30-2:00 SSC 106

PLANNING & BUDGETING

Arvid Spor 1

& 3

Thur 1:00 – 2:30 Library 202

FACULTY DEVELOPMENT

Chris Gold 2

& 4

Tues 1:00 – 1:50 ADM 127

CALENDAR

Jeanie Nishime Sep 30 3pm Board Room

ACADEMIC TECHNOLOGY

Jim Noyes,

Virginia Rapp

Sep 24

Nov 12

12:30 –

2:00 pm

Library 202

Campus

ACCREDITATION

Francisco Arce , Arvid Spor, Evelyn Uyemura

BOARD OF TRUSTEES

Nate Jackson Mondays 4:00 Board Room

COLLEGE COUNCIL

Tom Fallo Mondays 12:00-1:00 Adm. 127

DEAN’S COUNCIL

Francisco Arce Thursdays 9:00-10:30

CAMPUS TECHNOLOGY

John Wagstaff 3

Weds. 2-3:00 pm

ENROLLMENT MANAGEMENT

Arvid Spor Thursdays 9-10:00 am Library 202

Page 4 of 85

Senate President Report, May 4, 2010

Meetinglocation

Asareminder,ourmeetingonMay4willbeintheDistanceEducationConferenceroom(wherethespecialApril1

meetingwasheld)andwehopetoteleconferencewithComptonduringthatmeeting.Theremainingtwomeetingsof

thissemesterwillbebackinCommunications104,barringunforeseencircumstances.

AcademicSenateminutes

Therearethreesetsofminutestoreview:thespecialmeetingregardingtheproposedresolutionofNoConfidencein

theleadershipofACCJConApril1,2010,theminutesfromourregularlyscheduledmeetingonApril6,andtheminutes

fromourregularlyscheduledmeetingonApril20atCompton.WedidnothaveaquorumatCompton,sowecouldnot

officiallyapprovetheminutesfromApril1orApril6.

Packetcontents

Thispacketisunusuallylong,mostlyduetotheplethoraofcommitteeminutes.Here’salistofwhatitcontains,in

sequentialorderofappearanceinthispacket:

1. AcademicSenateminutes–3sets.(Seeabove.Pages7‐11,12‐17,18‐23)

2. EducationalPolicycommitteeminutes,page24

3. FacultyDevelopCommitteeminutes–3sets.Pages25,26(awarddraftnotincluded),27‐28,

4. AcademicTechnologyCommitteeminutes–2sets,pages29‐31,32‐34

5. CollegeCouncilminutes–2sets,pages35‐36,37‐38

6. PlanningandBudgetCommittee–2setsofminutes,pages39‐41,42‐43and2010‐11budgetassumptionson

pages44‐46.

7. Dean’scouncilsummaryofApril22meetingonpages47‐48.

8. DistanceEducationproposals–3documents:AliceGrigsby’semailsummary(page49),onlineclassroom

visitationprotocol(page50),andGoodPracticesforonlineeducation(pages51‐55).

9. CopyrightPolicy(page58–revisionincluded),Procedure(pages59‐62),andmemo(pages56‐57)withlatest

revisions,forourpotentialadoption(2

reading)

10. DRAFTofBoardPolicy4100andAdministrativeProcedure(pages63‐64),for1

reading.ChrisJeffriesmaybring

arevisedversiontothemeeting,tobedistributedinplaceofthedraftversioninthispacket.

11. CoreCompetencyAssessmentPlan(pages65‐67)andUpdatedlistofUpcomingSLOdeadlines(pages68‐69)

12. CurricUNETAnnualProgramReview,alternateschedule,developedbyBarbaraJaffe,LarsKjeseth,asrequested

bySenate,pages70‐74.Forourconsideration. 

13. ThesevenproposedStrategicInitiatives,page75,forourconsiderationasagroup.(Ratherthanpicking a

subset.)

14. PriorityRegistrationpolicyandproceduresdraft,currentlybeingdiscussedbyavarietyofconsultationgroups.

Anyfacultyinputisappreciated.Pages75‐85.

PleasereadATLEASTitems9,10,12,and13becausetheyaretheagendaitemsforthemeeting.Officerreportswillbe

paused/stoppedat1pmsowecanattendtothesea gendaitems.Item14isincludedforinformationpurposes,andany

feedbackyouhaveiswelcome.Otheritemswillbediscussedinofficerreports,timepermitting.

Page 5 of 85

Governor’scommitmenttohighereducation

Earlierthisweek,GovernorSchwarzeneggervowedtovetoastatebudgetifhighereducationiscut.Thisiscertainlya

welcomeannouncement,althoughaswegetclosertogovernorelectionsandtheJuly1deadlinetopassabudget,who

knowswhatthefuturewillactuallybring.

NotesfromCollegeCouncil

PresidentFallogavehismonthlyreportatthemostrecentCollegeCouncil.Herearesomeofthehighlightsthatmaybe

ofinteresttofaculty,listedinnoparticularorder:

1. Negotiationswithbothfacultyandstaffunionswillstartsoon.Therearelong‐termbudgetconcernsaboutthe

costsofhealthbenefits,theInsuranceBenefitsCommittee,andthedistrict’srequiredcontributionstoSTRS&

PERS.Thereisnointerestinexaminingareductioninforce,norfurloughsorlayoffsoffull‐timepermanent

employees.

2. Statebudgetcontinuestobeinflux.Thetwoyeardeficitmaybebetween$20‐26billion.Thereareno

anticipatedstudentfeeincreasesforFall2010,buttheremaybefeeincreaseslater.Allofthisisverytentative.

3. TheCommissiononAthleticswasconsidering“re‐leaguing”andassigningschoolstodifferentcompetition

regionscomparedtowheretheyarenow.TheproposalsincludedmovingComptonintotheOrangeCounty

region.Alloftheseproposalsweredefeated.Compton willstayinthesameregionasECC.

4. The7strategicinitiativesfromtheplanningsummitarebeingdistributedandwillbeconsideredforadoption.

(Seepage75)

5. FCMATwillvisitComptoninearlyJune.TherearequestionsfromthecommunityaboutwhentheCompton

CenterwillbereadyforECCtoapplyforaccreditationoftheComptonCenterasacollege.ACCJCdetermines

timelines;ECCdoesnot.Butwearedevelopingplansforinternaluse.

6. AsannouncedinthemostrecentPresident’sNewsletter,severalclassifiedstaffwillbehired.Seethenewsletter

formoredetailedinformation.

7. TheallcampusFacilitiesmasterplanforumwasheldtodiscussthelatestversionofthecollege’sfacilitiesforthe

next15‐25years.I(Vakil)attended,soifyouwantmoreinformationbutwereunabletoattend,pleaseseeme.

8. ECC’sfund14and15,associatedwiththeComptonpartnership,willseesomechangesinallocation.Wehopeto

seetheComptondistrictassumemoreofitsownexpenses(e.g.auditor).Fund15willbeused,atleastinpart,

tobackfillsomereductionsintheStudentServicesarea.

9. TheremaybesomeadditionalmanagershiredatCompton.WemayhireanECCdeantohandleaccreditation

andplanningissuesandthispersonwillreporttoBarbPerez.Thisjob,likeMs.Perez’swillbeforthedurationof

thepartnership.AnnGarten’sjobmayalsoberewrittentoaccountforherdutiesatComptonrelatedtoPublic

Information.

Wealsobrieflydiscussedtheconcernsaboutthedepartmentre‐organizationatCompton.Originallytheimpetuswasto

balancetheworkloadofthedeansatCompton.Themathandsciencedepartmentsareconcernedabouttheproposalto

movethemintothevocationalarea.CollegeCouncilwantstomakesureanyconcernsbroughtfromAcademicSenate

arerelatedto“AcademicandProfessionalMatters.”

President‐Electreminder

Areminder:thesenatewillneedtoelectitsnextPresidentattheendofthissemesterfromourmembership.The

electionisscheduledtotakeplaceduringtheMay18meeting.

Page 6 of 85

ACADEMIC SENATE ATTENDANCE & MINUTES

SPECIAL MEETING 1

April 2010

Attendance

(X indicates present, exc indicates excused, pre-arranged absence)

Adjunct Faculty

Mangan, Michael(Hum)

Behavioral & Social Sciences

Firestone, Randy X

Gold, Christina ________________EXC

Widman, Lance ________________EXC

Wynne, Michael

Moen, Michelle X

Business

Siddiqui, Junaid________________EXC

Lau, Philip S

Counseling

Jackson, Brenda_______________X

Jeffries, Chris _EXC

Key, Ken

Pajo, Christina X

Fine Arts

Ahmadpour, Ali X

Bloomberg, Randall X

Crossman, Mark

Schultz, Patrick X

Wells, Chris ____X

Health Sciences & Athletics

Hazell, Tom

McGinley, Pat

Rosales, Kathleen

Humanities

Isaacs, Brent X

Marcoux, Pete

McLaughlin, Kate EXC

Peppard, Bruce

Simon, Jenny ___________________X

Industry & Technology

Gebert, Pat X

Hofmann, Ed_

MacPherson, Lee X

Marston, Doug X

Learning Resources Unit

Striepe, Claudia X

Ichinaga, Moon _______X

Mathematical Sciences

Boerger, John

Fry, Greg _____________________X

Glucksman, Marc

Taylor, Susan X

Yun, Paul

Natural Sciences

Cowell, Chas _________________X

Herzig, Chuck_______________ X

Jimenez, Miguel

Palos Teresa__________________EXC

Vakil, David

Academic Affairs

Chapman, Quajuana

ECC CEC Members

Evans, Jerome_________________X

Norton, Tom__________________X

Panski, Saul ___________________X

Pratt, Estina X

Smith, Darwin ________________X

Assoc. Students Org.

Casper, Joshua_________________X

Stokes, Philip _________________X

Safazada, Ana

Begonia Guereca________________X

Ex- Officio Positions

Arce, Francisco_______________X

Nishime, Jeanie

Shadish, Elizabeth X

Kjeseth, Lars X

Page 7 of 85

Guests and/Other Officers: Janet Young, Barbara Jaffe, Lars Kjeseth, Katie Roller (UCLA)

Unless noted otherwise, all page numbers refer to the packet used during the meeting, not the

current packet you are reading now.

The first SPECIAL Academic Senate meeting of the Spring 2010 semester was called to order at

1:05 pm in the Distance Education Classroom

Only one item was on the agenda, and that was discussion of a potential vote of no confidence in

the leadership of the ACCJC, and to guide AS President Dave Vakil’s (DV) thinking as he casts

his vote as our representative at the upcoming (April 17

)ASCCC Plenary Session.

DV noted that there were 5 options: to support the resolution, to oppose the resolution, to abstain

from voting on the resolution, to amend the resolution, or to propose a new resolution.

DV opened the floor for discussion.

Ms. Ichinaga asked about the Appendix XX mentioned in the Resolution. DV apologized, saying

there is no appendix XX, but the XX was put in as a place- holder for an expected appendix, not

available as yet.

DV pointed out that the original resolution from Area A appears on pg 7 of the packet, and the

resolution as amended by Area C appears on pg 6 of packet. The amendments are minor, and the

two might be combined and attributed as being initiated by the Area A member.

Ms. Ichinaga asked whether the ACCJC is indeed arbitrarily holding us to standards that other

areas do not have to follow?

Mr. Firestone asked why the ACCJC was the accrediting body and why we did not change?

Mr. Panski said the intent was not to leave the ACCJC necessarily, but to criticize their

leadership.

Mr. Firestone felt that for the ACCJC to change their ways they would need to have something to

lose.

Mr. Panski noted that they get most of their monies from Community Colleges, and said that we

want the agencies that work with and/or oversee the ACCJC to be aware of the situation so that

they can bear a hand in getting them in line.

Mr. Wells agreed noting that CHAE and WASC were all aligned with the ACCJC in some

respects and they are all accountable to each other as well, so the resolution decision should be

sent to all to use as leverage.

Ms. Ichinaga said it was important that these points be substantiated, and again asked if the

standards we are held to are arbitrary.

Mr. Kjeseth said he felt that the Standards, as written, are quite strong and good, but that the

ACCJC were not treating them as Standards, but as a way of making Regulations. The aim should

be to have Standards and then see how we as a college are meeting or exceeding the Standards,

but the ACCJC seems to want to tell us what it means to meet the Standards , and in this is

overstepping its’ bounds.

Mr. D. Smith noted that it had been observed that the ACCJC were not abiding by their own

bylaws and the issue took off from there.

Mr. Wells agreed, saying that the perception was that Standards had been applied differently in

different places at different times.

Mr. Kjeseth used SLO’s as an example, saying that the Standards say that outcomes can be many

(measurable) things that a college promotes and meets, but the ACCJC has made regulations and

rules to accompany the Standards stating that to meet the Standards you must do this and

that…which is contrary to the original intent. So the Standards themselves are OK, it is the move

to Regulations that is troubling.

Page 8 of 85

Mr. Marston agreed, saying it was important to stand up and speak out. He felt the tone of some

of the ACCJC replies to documentation were insulting in their tone.

Mr. Smith noted that this move is not a knee- jerk reaction, but a considered response to things

that have been brewing since the tenure of the previous President of the Statewide Academic

Senate.

Ms. Striepe asked about the recommendations [pg. 19 of packet] and whether these were linked to

the resolution, and DV answered that these were not being considered today, only the Resolution,

and that the recommendations would be considered at a later date.

Mr. Firestone repeated his opinion that the resolution should have “teeth”, and suggested adding

another point stating that the colleges would seek to change leadership if the issues could not be

resolved.

Mr. Panski noted that the colleges could bypass the ACCJC and go directly through WASC.

DV said he would like to get suggestions for amendments and suggested people send him these

suggestions in writing with specific wording.

Ms. Taylor asked if we were going to be voting on the issue today, as if we were, she would

prefer to hear all the suggestions now so that she could make a considered vote. If suggestions

were emailed to DV she would not be able to consider them.

DV said that he was seeking guidance on how to respond. He would also be hearing more

arguments at the Plenary Session that he would have to consider and might influence his final

vote.

Ms. Taylor felt that changes and amendments needed to be aired here and now so that we could

all be privy to them.

Mr. Wells said it would be good to talk over the merits of the resolution and possible

amendments, but not get bogged down in wordsmithing the specifics because of time constraints.

DV agreed.

Ms. Striepe asked if any punitive measures were possible (for instance, against the Compton

Center) if we voted one way or another. Ms. Pratt felt that the votes would be considered as a

body, and that the votes of individual colleges would not be noted. “No names would be taken”

Mr. Panski said that he appreciated the sentiment, but agreed with Ms. Pratt that it would be seen

as a total area/region vote.

Mr. Marston said he did not appreciate the tone, and that these problems had been brewing for a

while, and not being taken seriously by the ACCJC.

Mr. Caspar asked what the Senate really expected to happen after we had sent the Resolution on

to various people like Secretary Duncan and President Obama? What did we expect the outcome

to be? The Student Senate is also considering a similar Resolution.

DV felt this was a good question. Mr. Panski said that this was a vote of No Confidence and what

was wanted was a change of leadership. Mr. Wells said that if the ACCJC was engaged in robust

discussion with its constituents, we might not need the whereases.

Ms. Ichinaga had a question about the composition of the Body listed on the letter to Mr. Scott.

Who are these people? Are any of them educators, or representatives of institutions? Mr. Kjeseth

said that one could find this information on their website. Some were faculty members, others

community and business/industry representatives.

DV asked Dr. Arce to make some comments on how he felt the ACCJC might possibly respond.

Dr. Arce noted that he was an Accreditation officer of El Camino to the Commission, and is

responsible for reports and responses to the Commission.

In his opinion the Commission HAS made some changes in response to outcries and concerns

expressed from around the State. He felt that many schools had been slow in responding to

recommendations to change (for instance) their planning and review processes. The colleges did

not seem to take the recommendations seriously. Many were also slow to respond to the issue of

SLOs. So we and many others have had a problem meeting the Standards. So some of the

Commission actions were warranted. There had been shock in the Community College system re:

Page 9 of 85

the sanctions, terminations and probations, as with Compton in 2006. But as colleges have started

responding and improving, so the Commission has responded, and some colleges are now off

warning and probation.

Dr. Arce pointed out that he is NOT a spokesperson or apologist for the Commission, although he

personally would not support a vote of no confidence.

The Commission IS increasing training opportunities. ECC and Compton will be sending folks to

workshops on how to respond to the Standards. To some laughter, Dr. Arce said the Commission

felt like they WERE being responsive to concerns.

Dr. Arce noted that many of the members of the Commission are members of Community

Colleges and they are not comfortable with the criticisms. He noted that we had been on warning

(NOT probation), which forced us to improve and become better at what we do. Dr. Arce noted

that the improvement has been dramatic in some areas.

Dr. Shadish said that the Commission may be changing as we comply with their demands…but

are they changing in ways that we want, and that are meaningful for us?

Dr. Arce agreed that they could have approached things differently, like making

recommendations and visits before warnings, etc.

Mr. Wells said that either the Commission is right and other Accrediting Commissions have got it

wrong, or vice versa…but someone is out of step.

Dr. Arce said to remember that our system is the largest by far, with over 100 colleges. At any

one time there may be 15- 30 colleges under full review and some 60 on some level of review

(NOT warning). He urged being rational over being emotional.

Mr. Panski said he hoped this would be a wake- up call for the Commission.

DV said there were now 2 issues before the Senate.

1. To accept, in principle, the proposed amendment to the resolution as suggested by Mr.

Firestone by adding “teeth” in the form of “exploring a change in leadership” – specific

wording to be worked out later.

2. To vote on the Resolution of No Confidence.

The ECC/CEC Academic Senate voted in favor of adding the amendment to the resolution,

and

strongly supported a proposed resolution to the statewide Academic Senate

asking the statewide Academic Senate to vote no confidence in the leadership of the

Accrediting Commission for Community and Junior Colleges (ACCJC, ECC’s

accrediting body).

The meeting was adjourned at 2:02pm

Cs/ecc2010

2.03 S10 Vote of No Confidence in the Leadership of the Accrediting Commission for

Community and Junior Colleges (ACCJC)

Shaaron Vogel, Butte College, Area A

Whereas, The purpose of accreditation is to ensure quality in higher education through the use of

a peer review process that focuses on self-study, a meeting of standards that represent best

practices, and identification of areas of needed improvement;

Whereas, To effectively carry out the accreditation peer review process, which the Academic

Senate for California Community Colleges highly supports, the leadership of the body that

accredits must model openness, frank discussion, robust dialog, honesty in communications, and

willingness to improve, and the Accrediting Commission for Community and Junior Colleges

(ACCJC) leadership has consistently failed to model any of these;

Page 10 of 85

Whereas, The leadership of ACCJC has exhibited no evidence that they hold themselves

accountable to their own standards of improvement, was unresponsive to the recommendations

from official statewide representative bodies, denied representatives from those bodies the

opportunity to speak at a public meeting, and is unwilling to improve its own dysfunctional

processes; and

Whereas, Collaborative and collegial communication to ACCJC leadership from CEOs, CIOs,

CSSOs, and faculty indicating specific areas of concern received a answer from the ACCJC

president that was not responsive to any of the suggestions that ACCJC should address for its

own improvement, and which was at variance with the facts (See Appendix B);

Resolved, That the Academic Senate for California Community Colleges vote no confidence in

the leadership of ACCJC;

Resolved, that the Academic Senate for California Community Colleges work with its

Consultation Council partners to send this no-confidence vote to Council for Higher Education

Accreditation (CHEA), Council of Regional Accrediting Commissions (CRAC), the U.S.

Secretary of Education, and the President of the United States.

2.04S10AccreditationOptions

RichardAkers,ContraCostaCollege,AreaB



Whereas,TheAcademicSenateforCaliforniaCommunityCollegesgreatlyvaluesandrespects

theessentialcomponentsofpeerreviewandexternalaccreditationintheeducationalprocess;



Whereas,TheAccreditingCommissionforCommunityandJuniorColleges’(ACCJC)approachto

accreditationhasbeenpunitiveandpubliclydivisive,causingadditionalandunnecessary

expensesandre‐appropriationofresourcesfromtheclassroom;and



Whereas,AlternativeaccreditingbodiesotherthantheACCJCexistandareutilizedbyour

transferinstitutions;



Resolved,ThattheAcademicSenateforCaliforniaCommunityCollegesconductresearchasto

theoptionsavailableforpeerreviewandaccreditationotherthantheACCJCandmakethe

resultsofthisresearchavailablebySpring2011

Page 11 of 85

ACADEMIC SENATE ATTENDANCE & MINUTES

April 2010

Attendance

(X indicates present, EXC indicates excused, pre-arranged absence)

Adjunct Faculty

Mangan, Michael(Hum)

Behavioral & Social Sciences

Firestone, Randy X

Gold, Christina

Moen, Michelle________________EXC

Widman, Lance X

Wynne, Michael X

Business

Siddiqui, Junaid_________________X

Lau, Philip S

Counseling

Jackson, Brenda_______________X

Jeffries, Chris _ X

Key, Ken

Pajo, Cristina X

Fine Arts

Ahmadpour, Ali X

Bloomberg, Randall X

Crossman, Mark

Schultz, Patrick EXC

Wells, Chris ___X

Health Sciences & Athletics

Hazell, Tom

McGinley, Pat__________________X

Rosales, Kathleen ______________X

Humanities

Isaacs, Brent ___________________X

Marcoux, Pete ___X

McLaughlin, Kate X

Peppard, Bruce X

Simon, Jenny __________________X

Industry & Technology

Gebert, Pat X

Hofmann, Ed_

MacPherson, Lee X

Marston, Doug X

Learning Resources Unit

Striepe, Claudia _X

Ichinaga, Moon _______X

Mathematical Sciences

Boerger, John

Fry, Greg _____________________X

Glucksman, Marc_______________ X

Taylor, Susan X

Yun, Paul______________________X

Natural Sciences

Cowell, Chas

Herzig, Chuck_______________ X

Jimenez, Miguel ______________X

Palos Teresa__________________X

Vakil, David X

Academic Affairs

Chapman, Quajuana

ECC CEC Members

Evans, Jerome

Norton, Tom

Panski, Saul

Pratt, Estina

Smith, Darwin

Assoc. Students Org.

Casper, Joshua

Safazada, Ana

Stokes, Philip

Begona Guereca________________X

Ex- Officio Positions

Arce, Francisco_______________X

Nishime, Jeanie ______________X

Shadish, Elizabeth

Kjeseth, Lars X

Page 12 of 85

Guests and/Other Officers: Barbara Jaffe, Caroline Pinedo

Unless noted otherwise, all page numbers refer to the packet used during the meeting, not the current

packet you are reading now.

The third Academic Senate meeting of the Spring 2010 semester was called to order at 12:35pm

Approval of last Minutes:

The minutes [pp. 5 -10 of packet] were approved following a motion from Mr. Wells, seconded by Mr.

Marcoux.

REPORTS OF OFFICERS

President’s report – Dave Vakil

(henceforth DV)

DV reported a successful Area C Academic Senate meeting hosted by ECC on March 27

, 2010.

Approximately 30 colleges were represented, and much was accomplished. DV mentioned the proposal of

a “no confidence” resolution for the ACCJC, and that a topic of concern was how to encourage more

diversity in the Academic Senate at the state- wide level.

DV asked for practical ideas and suggestions on this to be forwarded to him. DV particularly thanked Ms.

Suekawa for her help and support in preparing for the meeting.

DV also expressed thanks to all the senators who participated in the special meeting on April 1

, which

led to a vote of “no confidence” in the ACCJC leadership, with support for an amendment to the current

“no confidence” resolution with the intent of looking at alternative accrediting bodies. DV also asked for

volunteers to read through and offer guidance on the myriad resolutions that will be considered at the

State Plenary session, April 15-17

DV reminded the senators again about the “disciplines” list of minimum hiring qualifications. He

has received one revision proposal from the Physics/Earth Sciences Dept. to date.

An ECC Planning Summit was held recently, and a summary of the discussions and ideas can be

found in the packet [pp 14-17]

DV reminded the senate that the next Academic Senate meeting would be held on the Compton

campus in the Board Room on April 20

. Unfortunately the Compton bus is NOT available for use.

Alternative transport was discussed. ECC vans can be borrowed if one has undergone the driver training,

but hardly any senators had done so. The other alternative would be to carpool, and DV asked all those

willing to drive to let him know so that he could arrange some “teams”. Ms. Jeffries also mentioned that

the police have two vans which hold 7 people; she will investigate this option further. Compton is very

happy to hear that we are coming to their campus. A teleconference Senate meeting has been planned for

May 4

; Mr. Marcoux is awaiting more details from Mr. Story on this.

DV remarked that there seemed to be more “personal” problems, and that services are available to

help people. DV mentioned the EASE program which offers counseling to employees, and that we should

advertise this service to our peers. DV included a brochure in the packet [pp 22-25]

The Climate Survey will be distributed next week, with a submission date of the end of

April. It is hoped that we will get a high participation rate.

DV encouraged the senators to also read his detailed report [pp 11-13 of packet]

VP – Compton Center - Saul Panski (SP)

No report.

Curriculum Committee – Lars Kjeseth (LK)

LK noted that according to the CCC bylaws the Curriculum Chair’s successor must be elected from the

current faculty voting membership. However the CCC election committee’s “exhaustive process” had

elicited no candidates. LK felt that the reason that no candidates has stepped forward were that people

were wary of the time and energy the commitment required. LK felt this was the biggest obstacle. Also

Page 13 of 85

they were apprehensive about the technical and training issues related to the transfer to CurricUNET, and

about attaining a workable 6 year (or 4 year) Course Review cycle. Lastly, people did not feel they had

enough curriculum knowledge, or enough training opportunities to gain said knowledge.

LK felt that the key to resolving the problem would be to “right- size” the job to make it more

attractive to current CCC members. LK noted that at the next meeting he might ask the Senate to suspend

the by-laws to allow a bigger pool of candidates.

Dr. Arce stated that he is aware of and sympathetic to the issue, and has a proposal under

consideration to increase staffing in the Academic affairs office. If there were an analyst to help, this

would reduce the pressure significantly. Dr. Arce noted that we are under scrutiny as regards our Review

cycle as the perception seems to be that we start initiatives but cannot sustain them. We have to prove to

the Commission that we CAN sustain initiatives, for instance in the areas of Course Review and SLOs.

Dr. Arce agreed that no one should have to work for free.

Mr. Marcoux asked LK if he had someone in mind for the position. LK said no, and that a better solution

would be to make the job attractive to people who are currently on the Curriculum Committee so that they

could step in now.

Mr. Marcoux asked whether LK felt 100% release time was needed. LK said yes, it was necessary at least

during the transition period, and after that it could taper off to about 50%, in his opinion. LK also stated

that he would be on board to help out as much as he could. The Chair elect needed a plan re: training,

going to Curriculum Institute conferences, shadowing the current Chair, etc. as the job is very complex.

DV noted that as Chair elect of the Academic Senate, he had found shadowing Ex President AS Pete

Marcoux very helpful indeed, and Mr. Marston agreed re: his time with Joe Bonano.

VP - Educational Policies – Chris Jeffries (CJ)

CJ reported that minutes from the last meeting, March 9

, are in the packet [pg 34] The next meeting has

had to be changed, due to Spring Break, and will take place on April 27

at 1pm in the Student

Counseling Conference room.

VP - Faculty Development – Chris Gold (CG)

CG was unable to attend, but DV noted that the Committee continues to work on the Outstanding

Adjunct Faculty Award and on revising the Faculty Handbook.

VP - Finance & Special Projects/Planning & Budgeting Committee (PBC)– Lance Widman (LW)

[See pp. 26- 28 of packet] for the PBC 3/4/2010 Minutes. LW reported that President Fallo had attended

this meeting for a discussion of PBC responsibilities, especially in the areas of planning, budgeting and

communication. LW felt that improvement in the interaction between program Review and Planning and

Budgeting is taking place and is on- going. LW felt that the critical element is how individual faculty

communicate planning and budgeting processes at the grassroots level of our Divisions and departments,

and campus communications in general.

[See pp 31-33 of packet] for the tentative budget assumptions for 2010-2011. This shows an initial draft

of the assumptions that will be used in building the 2010-11 budget.

Council of Dean’s Meeting Report –Moon Ichinaga (MI)

[See pp 35-37 of packet] MI reported that Copy Center Direct is set to replace email near the end of the

semester. MI felt that the “Facts and Figures” for both ECC and CEC, which had earlier been reviewed by

Ms. Graf and which are available from the Office of Institutional Research’s web site, provided much

valuable information especially as regards information for planning and budgeting. MI mentioned

particularly statistics on racial composition, first generation college goers, and textbook purchases. This

information also was helpful in proving the college with a culture of evidence. DV also thanked Ms.

Pineda for regularly attending the Senate meetings.

Mr. Widman wondered whether anyone had thought of the impact of not having textbooks on SLOs , and

how it might affect the outcomes.

Page 14 of 85

Discussion followed on the new methods of getting textbook information to students, including “half”

textbooks, customized textbooks, buying chapters of a textbook of the internet, and renting textbooks to

students. Ms. Nishime said that buying textbooks was at times a matter of priorities, but that Financial

Aid way trying to find ways of alleviating the wait for money, including issuing debit cards. MI noted

that with inflation costs had risen and that not many colleges had textbook collections now. MI thanked

Mr. Yun for his continued contribution of textbooks to the ECC library, as sometimes teacher donations

were our only source of textbooks. Begonia Guereca agreed that many students have problems in this

area, with the expense and that she would discuss the issue at the Thursday meeting of the ASO.

VP – Legislative Action – Chris Wells (CW)

CW reported that there are many Bills being considered by the State legislature that may affect

community colleges.

He mentioned the following:

SB 1440 & AB 440 California Community Colleges: Student transfer. Colleges would not be allowed to

add requirements for a transfer degree.

AB 2302 would have transfer degreed students transfer as juniors/have third year status.

AB 2385 Pilot Program for Accelerated Nursing and Allied Health Care Profession Education at the

California Community Colleges, which would allow a degree to be earned in 18 months or less.

AB 1909 would authorize Community Colleges to run K-12 Charter schools.

AB 2542 Accelerating Student Success: Improving Student Outcomes at Community Colleges, would

change funding from being based on the third week census to students who successfully complete the

degree/certificate. An extra $1,000. in funding would be provided for each student who completes a

degree/certificate, or who is eligible to transfer to a 4 year college.

Kaplan College has come up with a MOU. This may be problematic as it seems it was written without

collegial consultation.

CW also distributed a handout showing section offerings. He urged us to look at this so that we avoid

creating bottlenecks in the system. Mr. Kjeseth said he had also been at the Conference and had attended

a presentation on assessment that had brought up the question of how we can know if Community

Colleges are successful. It seems that everyone realizes that measuring success by the number of degrees

award is not the fairest method, but no one knows quite how else to calculate success. CW said he feared

that success measured by degrees awarded might lead to grade inflation.

REPORTS OF SPECIAL COMMITTEES

NONE

UNFINSIHED BUSINESS

NONE

NEW BUSINESS

AS President- Elect – Dave Vakil (DV).

DV noted that the Senate will need to select a new President- Elect by the end of the Spring Semester.

The President- Elect will shadow DV for the 2010-11 year, and will then become the new Academic

Senate President and serve a two year term 2011-2012 through 2012-2013. DV said that after much

thought he has decided not to run for President again. Mr. Marcoux has volunteered to chair the election

committee. DV said that he wanted to put the information out there so that interested parties could start

campaigning.

Area C/ASCCC Resolutions – Dave Vakil (DV)

Page 15 of 85

DV is still inviting input and feedback on ALL the resolutions so that he can cast informed votes. Please

contact DV with your thoughts.

Program Review Timeline – Dave Vakil (DV)

The question is whether to adopt a 4 year review cycle instead of the current 6 year review cycle. Also

how to meet the ACCJC requirements while making our process meaningful and reasonable. DV noted

that some background information was available in his President’s Report [see pp 11-13 of packet]

Mr. Kjeseth suggested having a mini annual cycle – perhaps targeted at a different aspect each year - and

using these annual reports to construct the larger 4 year reviews. Ms. McGinley said that the Nursing

Department does just that as they have State and National reviews to do, so she agrees with the idea of an

annual model. Dr. Jaffe said the CurricUNET module would work with such a plan. She added that

review should be annual to fit into Plan Builder. Dr. Arce said it would make the review process more

relevant if it were on-going. We would be constantly current.

Ms. Striepe asked whether we should not be having this discussion in tandem with a discussion on

Department Chairs, as this might alleviate some of the concerns about who would be doing/directing all

the work involved. Dr. Simon said there was also the question of the SLO cycles – the Assessment of

Learning Committee is currently compiling a timetable re: SLOs.

Mr. Marcoux asked where the idea of the 4 year cycle had come from, what was wrong with the 6 year

cycle, and what were other colleges doing?

Dr. Arce noted that the 6 year cycle is a Matriculation regulation and is still common around the state. He

noted that if we adopted an annual “mini” review that 4 year review would not be onerous. Ms. Taylor

said that while she liked the idea of being flexible and spreading the work out, but was concerned that it

was not being made clear what exactly was being talked about. If we were expected to vote on the issue,

she wanted annual review and Program Review to be clearly defined.

Dr. Arce said that what we currently have is good, but a bit long. In his opinion, the time did not really

matter so much as the credibility of our Program Review efforts. Whatever we decide we have to make it

sustainable, and show we are serious about Program Review. Dr. Arce is exploring the possibility of

having the Office of Institutional Research create and analyze data for each Division, which the Divisions

could use in their review and planning processes.

Mr. Wells said he sees Program Review as a document one updates and revises as one goes along. It does

not have to be a NEW document each time. Mr. Kjeseth said he felt Program Review should be

important, not just a tired updating , but a showcase for new ideas and initiatives that show what we are

doing. The value lies in talking to each other about processes and practices, creating a record and

stimulating each other. Dr. Jaffe said it is shortsighted to think of Program Review only as a way of

getting money. Dr. Nishime said that the Foundation would be offering the “mini- grants” again next

year, but that she has asked the Foundation and Grants Office to consider for grants only those items that

are in Plan Builder. Dr. Jaffe and Mr. Kjeseth were asked to bring an overview of the Program Review

process and a mock- up of the Program Review module in CurricUNET to the May 4

Academic Senate

meeting.

Amendment to “No Confidence” Resolution – Dave Vakil (DV)

DV noted that Mr. Firestone had proposed stronger language in the ‘no confidence’ resolution. DV was

not quite sure how to make the amendment. DV decided to work with someone to meld the proposed

language into a new resolution before and during the Plenary Session.

Senate Meeting with the Deans’.

Discussion postponed to next meeting.

FUTURE AGENDA ITEMS

April 20

– Copyright policy and procedures, 2

reading

May 4

– Basic Skills presentation – Margaret Quinones

Page 16 of 85

Future

ARCC report results for ECC/Compton

DV’s survey of Deans’ regarding thoughts on Department Chairs

Evaluating the Academic Senate

Program Discontinuance/Support

PUBLIC COMMENT.

NONE

The Academic Senate meeting was adjourned at 1:56pm

Cs/ecc2010

Page 17 of 85

ACADEMIC SENATE ATTENDANCE & MINUTES

April 2010 @ Compton Education Center

Attendance

(X indicates present, EXC indicates excused, pre-arranged absence)

Adjunct Faculty

Mangan, Michael(Hum) X

Behavioral & Social Sciences

Firestone, Randy

Gold, Christina X

Moen, Michelle________________EXC

Widman, Lance EXC

Wynne, Michael X

Business

Siddiqui, Junaid_________________X

Lau, Philip S

Counseling

Jackson, Brenda_______________X

Jeffries, Chris _ X

Key, Ken

Pajo, Cristina X

Fine Arts

Ahmadpour, Ali

Bloomberg, Randall

Crossman, Mark

Schultz, Patrick X

Wells, Chris ___X

Health Sciences & Athletics

Hazell, Tom

McGinley, Pat

Rosales, Kathleen

Humanities

Isaacs, Brent

Marcoux, Pete ___X

McLaughlin, Kate EXC

Peppard, Bruce

Simon, Jenny EXC

Industry & Technology

Gebert, Pat

Hofmann, Ed_

MacPherson, Lee

Marston, Doug

Learning Resources Unit

Striepe, Claudia _X

Ichinaga, Moon EXC

Mathematical Sciences

Boerger, John

Fry, Greg

Glucksman, Marc ______________X

Taylor, Susan X

Yun, Paul

Natural Sciences

Cowell, Chas

Herzig, Chuck

Jimenez, Miguel

Palos Teresa_________________EXC

Vakil, David X

Academic Affairs

Chapman, Quajuana

ECC CEC Members

Evans, Jerome X

Norton, Tom X

Panski, Saul X

Pratt, Estina X

Smith, Darwin X

Assoc. Students Org.

Casper, Joshua

Safazada, Ana

Stokes, Philip

Begona Guereca________________

Ex- Officio Positions

Arce, Francisco_______________X

Nishime, Jeanie ______________X

Shadish, Elizabeth

Kjeseth, Lars X

Page 18 of 85

Guests and/Other Officers: Barbara Jaffe, Caroline Pinedo

Unless noted otherwise, all page numbers refer to the packet used during the meeting, not the current

packet you are reading now.

The fourth Academic Senate meeting of the Spring 2010 semester was called to order at 12:33pm in the

Compton Board Room.

Approval of last Minutes:

The minutes of the Special Meeting of April 5th[pp. 5 -9 of packet] and the minutes of the Academic

Senate meeting of April 6

[pp. 10 – 15 of packet]were looked at. There were no questions/comments

forthcoming, but as there was no quorum, formal approval was postponed until the next meeting.

REPORTS OF OFFICERS

President’s report – Dave Vakil

(henceforth DV)

The next Academic Senate meeting will be on May 4

in the Distance Education Conference

Room, where we hope to teleconference with the CEC.

DV wondered whether the Senate should meet on Fridays instead of Tuesdays. He had learned

at the Plenary Session that many colleges meet on a Friday. The advantages are:

• there are fewer conflicts with classes

• can stay and finish business instead of having to come late/leave early

• frees up the college hour

Some disadvantages are:

• there are fewer faculty on campus

• some senators might have to drive in to campus especially for the meeting

DV asked that we give the matter some thought and he would call for a vote at the May 4

or 18

meeting, noting that we should think what would be best for the school. Ms. Taylor said we should also

be cognizant of environmental concerns, and asked if the timeframe (were we to move to a Friday

meeting) would remain the same. DV thought it probably would be held at the same time. It was also

noted that many ECC conferences and seminars are held on Fridays.

DV noted that it was announced at College Council yesterday that the faculty hiring numbers

have increased. The reasons given were that there were some unexpected retirements at ECC AFTER the

number of full-time hires was decided in November. Thus President Fallo had decided that we needed to

hire nine more full-time faculty, above the original eleven, to make our Faculty Obligation Number. The

hires are mainly in areas where current hiring is already underway.

Math went from 1 to 4

English went from 1 to 3

Counseling went from 1 to 3

Accounting went from 1 to 2

Additionally the college will hire a welding instructor (originally number 13 on the list) Welding would

lose its only full-time instructor if we did not hire, so it was moved up the list. The original 12th position,

Communications Studies, will not be hired this year.

Ms. Taylor asked if there had been any discussion on changing the prioritization process as she had

concerns about the manner in which things were done. DV said that the Academic Senate could convene a

task force investigate and make recommendations if there was enough interest. Dr. Nishime pointed out

re: the process that the Prioritization Committee list is just a recommendation and President Fallo does

not have to follow the Committee recommendations. Ms. Perez also repeated that, unlike in most years,

many people unexpectedly put in for retirement – for example there was a big loss in Counseling that had

not been projected when the original list was compiled. DV remarked that many positions on the list

were not being hired, and while he had no objections per se, it was important to understand the process.

Page 19 of 85

Ms. Taylor agreed, saying that transparency is always good. Due to a lack of a quorum, the creation of a

taskforce could not be voted on, but the sentiment of the meeting was in favor of more information on the

process. Mr. Smith asked what the climate was like on the ECC campus re: hiring from the adjunct pool

to full-time positions. DV said that ECC does not do this, adjuncts must go through the same full-time

hiring process as any other applicants. Mr. Wells noted that there is a policy for hiring full-time temps.,

but they can only teach for a certain period of time. It was repeated that in most cases the hiring

processes are already underway, or will begin soon, as in the case of Welding and Counseling.

At the Board of Trustees meeting of the 19

April, the BOT approved $332,000. to be spent

from unallocated reserves to purchase faculty computers. [see pg. 34 of packet] Discussions are

underway re: computers for CEC faculty. Mr. Panski wondered who the parties were that are involved in

the CEC discussions. Ms. Perez noted that it was senior management, and that the issue was also in the

CEC Education Plan. Mr. Panski felt more parties should be involved in the discussion to bring up issues

like prioritization, and various labs needing computers. Ms. Perez said that the most frequent requests

were for faculty computers, but the labs would be given due attention. Dr. Nishime noted that the feeling

was that if the Compton faculty are teaching ECC course they need access to the same equipment,

including computers. Ms. Taylor asked, if the money was coming from reserves, did that mean there was

no formal plan for replacements? DV and Dr. Nishime said that a timeline was being investigated. Mr.

Marcoux noted that a CEC representative was needed for the Technology Committee and Mr. Panski said

he would try and find someone.

The El Camino Community College District Board of Trustees adopted a resolution

acknowledging the efforts of faculty, staff and managers in providing the best academic

environment possible during these challenging times. Mr. Panski wondered why? DV felt that

president Fallo and the Board felt appreciation for all the parties mentioned, and that similar resolutions

were being passed State-wide. Mr. Panski felt they meant nothing, but DV disagreed. Dr. Arce said that

the title of the resolution was important. The title reads: The ECC District Board of Trustees Resolution

Acknowledging Students, Employees and Communities. DV noted one change – the word “transfer” in

the RESOLVED section had been changed to “academic”.

DV said that at the Plenary Session the ASCCC did NOT pass the ‘No Confidence’ proposal,

but instead (with a unanimous 96 – 0 vote) endorsed the 7 recommendations developed by the

Consultation Task Group. The ASCCC expressed to the Consultation task Group their ongoing

concerns about the operations of the ACCJC, and their disappointment at the lack of responsiveness to the

recommendations written in the spirit of a sincere desire to strengthen the accreditation process. The

ASCCC also committed to continuing efforts with the Consultation Task Group as the Group pursues

possible next steps which might result in actions including, but not limited to, the following:

• writing a letter of no confidence in the Commission leadership from the Academic Senates and

(or in conjunction with) the Consultation Group.

• Seeking advice and support from federal education agencies

• Considering legislative alternatives

The ASCCC felt that this unified response was better. Dr. Arce noted that the Standards are old and the

Commission may work on revisions to the Standards, and on procedures. There is a feeling that we

collectively need to work with the Commission to effect changes.

The CCCI – an independent Unions group – passed a no confidence vote in the ACCJC and Dr.

Beno a while ago.

As noted, the ASCCC’s potential vote of no confidence was withdrawn by majority vote.

However, it could come back later. Mr. Norton asked why the resolution was withdrawn and who “got

cold feet?” DVV said it was withdrawn by the same person who had originally authored the resolution

(Sharon Vogel). Mr. Smith noted that the no confidence vote might have slammed the door on

negotiations, now discussion is still possible and options are still open. DV agreed that a no confidence

vote was not an appropriate first step. Mr. Smith said he had originally been in favor of the no confidence

vote, but after hearing the discussions and alternatives thought the more measured response was better.

He said he had a lot of respect and admiration for Ms. Vogel.

Page 20 of 85

The ASCCC unanimously (97- 0) passed a resolution to “conduct research as to the options

available for peer review and accreditation other than the ACCJC and make the results of this

research available by Spring 2011.”

Regarding Transfer degrees:

• Resolution 4.01 was moot, and 4.02 failed by the author’s request.

• Resolution 4.03, the Delgado Amendment, and 2 newly written resolutions were referred back to

the executive for clarification. The Delgado Amendment seeks to remove the 18 unit requirement.

Ms. Taylor asked if the 18 units would be replaced with another number and DV said he was not

sure, but perhaps that was why it had been referred back for clarification.

• The newly written Resolution 4.07 S10 passed. This supports legislation to allow, but not

mandate, the establishment of transfer associates degrees that guarantee transfer and protect

students from repeating coursework. It would also work with the UC and CSU systems to identify

common major preparation pathways to simplify student course planning and to inform

community college development of degrees designed to transfer. It would also strongly encourage

all local senates to ensure that students are provided with the degree options that meet their needs,

be that aligning degree requirements with transfer institutions and/or offering degrees that serve

as preparation for work.

AB 2400, potentially exploring having some community colleges offer Bachelor’s degrees,

had several resolutions:

• 6.01 S10senate opposed any expansion of the California community college mission as proposed

in AB 2400 and wants to educate the legislature and general public about the impact of budget

cuts, and the impact of expanding the mission. DV felt some colleges, especially in rural areas

could be authorized to offer Bachelor degrees.

• 6.11 S10 part 1 wants to study the issue if CCC’s potentially offering baccalaureate degrees and,

based on that analysis, develop a white paper for consideration no later than Spring 2011.

50%law. No position has been taken on this yet, as the ASCCC explores the topic further,

seeking to get data about the “administrative’ part of the 50%law. Not really a concern to ECC as

we are usually well above that figure, but it may be a concern for the CEC.

The ASCCC did NOT recommend the “no equivalency to associate degree” as more research

is being done related to possible career and technical education impacts.

DV mentioned that there were several other resolutions related to “minimum qualifications” for

faculty especially as relates to non- credit courses.

DV said that ECC/CEC is one of only a few schools that has a 6 year gap between program

reviews. A 5 year gap seemed most common, followed by 3 or 4 year gaps.

DV mentioned the need to elect the President-elect of the Academic Senate. He reminded

potential candidates that the term would be one year as president-elect, then two years as President. As

President-elect they would serve side-by-side with DV for the 2010-2011 year, and alone through2011-

2012, 2012 – 2013. DV will not stand for reelection. Mr. Marcoux will chair the election committee. Mr.

Marcoux that nominations were now officially opened through May 4

, with elections to be held on May

. Please send all nominations to Mr. Marcoux.

VP – Compton Center - Saul Panski (SP)

No report.

Curriculum Committee – Lars Kjeseth (LK)

LK entertained questions about CurricUNET. Mr. Marcoux asked whether there were any in-house

training videos on CurricUNET? LK said not at present, but that he would enlist the help of faculty and

staff to help him produce something. Dr. Arce noted that he had a very capable student who might be able

to help. Dr. Gold suggested starting by video- taping the current training sessions. LK said there was

Page 21 of 85

plenty of room at the training sessions and that all were welcome, saying that all who had attended had

been impressed. LK mentioned that the campus also has access to CurricUSEARCH, which accesses 40-

50 other member schools, and we can look at their outlines, SLO’s etc. Right now the training focuses on

new courses, and modules on revising courses, and course review will be rolled out in the Fall. LK will

work with the Deans and when your course is ready for review, you will be invited to a training session.

DCC reps should also sign up for training. There is currently NO link on the ECC web site to

CurricUNET, LK hopes to get this up over the Summer, or you can go directly to the CurricUNET site

www.curricunet.com/elcamino

LK is working with Ms. Perez to arrange training sessions on the CEC

campus.

VP - Educational Policies – Chris Jeffries (CJ)

No report. CJ announced that the Committee would meet next Tuesday.

VP - Faculty Development – Chris Gold (CG)

CG advertised the Great Teacher’s seminar to be held August 1 -6

in Santa Barbara. Be

advised that this IS during our Summer Session. If interested, contact CG.

FIPP – The Faculty Inquiry Partnership Program has been operational for a year now with 40

faculty participants working to introduce active learning strategies into the classroom. Involvement with

FIPP comes with a stipend. FIPP started at the CEC this Spring. ECC faculty 9including Kristi Di

Gregorio won a WALMART grant of $100,000 to continue the program for another 2 years.

CG hopes to bring news of the Adjunct Faculty Award to the May 4

meeting.

VP - Finance & Special Projects/Planning & Budgeting Committee (PBC)– Lance Widman (LW)

No report.

Council of Dean’s Meeting Report –Moon Ichinaga (MI)

MI was not able to be present. [See handout] DV mentioned a few highlights from the meeting:

• Please volunteer to help out at the new student welcome day – faculty are needed.

• Please complete the Campus Climate survey.

• FCMAT will visit the CEC in June.

• Priority registration is being reviewed. This will be in the next packet for discussion. Ms. Perez

noted that many people/groups seem to get priority registration at ECC and CEC. The question is

why? All will now have to reapply for priority registration status and provide a valid reason with

their application.

VP – Legislative Action – Chris Wells (CW)

No report.

REPORTS OF SPECIAL COMMITTEES

VP – Technology Committee – Pete Marcoux (PM)

Will keep his report for the next packet.

Calendar Committee

Dr. Nishime said the Committee had met this semester. Pat McGinley is the Senate representative on the

Committee, with Tony Wassberger (?sp) from Compton. Dr. Arce noted that there are NO plans to cancel

the Winter Session this year.

UNFINSIHED BUSINESS

NONE

Page 22 of 85

NEW BUSINESS

AG could not attend due to a prior commitment. This was the second reading of the Policy and Procedure.

[See pg. 43 of packet for Policy, and pp.44-47 for Procedure]

DV noted that there had been one change made to the Procedure since the first reading, and that was the

Addition of Section F Procedures – and this was added to settle the question of settling disputes…As

there was no quorum the Senate could not vote, but comments were requested.

CS had a comment re: the Prohibition section, stating that the sentence should perhaps read…”including,

but not limited to…” the examples given, as there were other instances besides those quoted which fell

into this category, including the commercial value of the section copyrighted. DV advised working with

AG. DV will also work with AG on the issue of some departments being permitted to have their own

additional procedures re: copyright.

Senate Meeting with the Deans’.

Dr. Arce proposed a meeting between faculty leaders and Deans to:

• Discuss methods of moving ECC from a “compliant” to an “exemplary” institution.

• Focus on improving/increasing student success, student outcomes, and student achievement.

• Encourage collaboration on these issues.

Dr. Arce said he would like faculty to work with management on the Student Success Initiative. How do

we improve success re: matriculation, and what strategies can we implement next year. Mr. Marcoux

suggested a flex day summit, but Dr. Arce said he wanted to move faster than that. A one- day

workshop/summit to be held earlier than flex day was a possibility. Mr. Wells noted that faculty would

have no reason not to participate, but the time factor may be an issue.

FUTURE AGENDA ITEMS

May 4

– Basic Skills presentation – Margaret Quinones

Future

ARCC report results for ECC/Compton

DV’s survey of Deans’ regarding thoughts on Department Chairs

Evaluating the Academic Senate

Program Discontinuance/Support

PUBLIC COMMENT.

Dr. Nishime noted that out of the recent Planning Summit, 7 strategic initiatives had been distilled. These

will be put out to general vote in due course. It is possible that all 7 could be adopted.

Dr. Nishime also said that there would be a survey re: Winter Sessions a little later in the semester. This

survey will gather data and a presentation on the findings will be made in Fall.

Mr. Panski thanked all for coming to the CEC for the meeting

The Academic Senate meeting was adjourned at 2:00pm

Cs/ecc2010

Page 23 of 85

MinutesforEdPoliciesmeeting3/30/10

MembersPresent:C.Jeffries,C.Wells,V.Robles,R.Smith

GuestsPresent:D.Patel

1) DiscussionregardingBPandAP4055–AcademicAccommodationsforStudentswithDisabilities

a) Itwasdiscussedwhyanythingdealingwithstudentswithdisabilitieswasn’tonthestudent

servicessideofthehouseespeciallysinceinthe4000seriesandnotthe5000series,but

sinceitdealtwithacademicaccommodations,itstillbelongedundertheacademicaffairs

sideofthehouse;

b) D.PatelpassedoutBPandAP4055andexplainedtheunderlinedareaswereadditionsand

thestrikeoutswerebeingremoved;theproceduresweredevelopedfromacombinationof

inputsespecially thosemostaffectedliketheMathDepartmentwhereawholeareawas

addedandadditionalinputwouldbesolicitedfromthedean;

c) D.Patelexplainedthe3levelsofaccommodationswhichincludeLevel1:Reasonable

Accommodations,Level2:CourseSubstitution,andLevel3:CourseWaiver;essential

classeswillnormallynotbewaived;

d) WordingforLevel1wasaddedtoincludetakingcoursesinalternateformatssuchas

distanceeducation;

e) Anemailedinsuggestionfr omcounselorMichaelOdanakafromtheComptonCenterwas

addedtotheprocedurestostatethatprovidingtheseprovisionsdoesnotguaranteethe

outcomeofthestudent’sendeavors;

f) Level3‐CourseWaiversisonlyusedwhenthereisnoalternativeorsubstitute;wordingwas

addedtomakesureitwasunderstoodthisoptionwouldbeusedonlywhenexhaustingall

otheroptions;

g) ThemakeupoftheAcademicAccommodations Committeewasdiscussedanddecidedthat

itispreferredtohaveafull‐timefacultymemberfromthestudent’smajororfieldof

concentration,butwhennotavailablearepresentativefromthatareamaybeused;

h) ItwasalsoclarifiedthattheDSP&Sfacultymemberisknowledgeablewiththedisability

and/oreducationallimitationsofthestudent,butisnotnecessarilyanadvocateofthe

student;

i) Itwasdecidedtochangethewordingto“ReviewMeeting”ratherthan“Hearing”sincethe

AACisreallyonlymakingrecommendationsafterreachingconsensusastothecourse

substitutionorwaiver;appealswillbeheardbytheVPofAcademicAffairs;theMath

Departmentwillbeconsultedastohowtheyfeelaboutusingconsensusratherthan

majorityvote;

j) Itwasdecidedtoremovetheformsthatwereincludedintheproceduressincetheseare 

moreoperationalanddonotbelonginBoardprocedures;

k) NextstepistobringbacktotheMathDepartmentandDr.Arceandthenhopefullyonto

AcademicSenateforavote



2) NextmeetingwillnotbeuntilTuesday,April27,2010sincethe2

Tuesdayofthemonthfalls

duringSpringBreakweek.

Page 24 of 85

Faculty Development Committee Meeting

MINUTES

Tuesday, February 23, 2010

Committee Members:

Fazal Aasi Compton Center Donna Manno Staff Development

Rose Cerofeci Humanities Christina Pajo Counseling

Kristie Daniel-DiGregorio BSS Margaret Steinberg Natural Sciences

Christina Gold (Chair) BSS Chelvi Subrmaniam Compton Center (Faculty/

Briita Halonen Humanities Staff Development)

Anita-Marie Higgins Compton Center Mercedes Thompson Humanities

Moon Ichinaga Learning Resources David Vakil Natural Sciences

Barbara Jaffe Academic Affairs

In Attendance

: Fazal Aasi, Rose Ann Cerofeci, Chris Gold, Moon Ichinaga, Barbara Jaffe, Donna Manno,

Christina Pajo, Mercedes Thompson.

I) Spring Flex Day – Guest Speaker – Student Generated Content

The Committee discussed the speaker on Spring flex day. Faculty generally liked the presenter and

wondered why ECC will not purchase Macs. There was more Mac content than expected, and some faculty felt

that it seemed like an advertisement. Donna Manno noted that the original speaker was prepped to avoid a

“sales pitch,” but he was replaced with another speaker at the last minute. It was also noted that the Compton

campus doesn’t even have the most basic technology in the classroom, let alone the sort of technology

necessary to produce student generated content.

II) Mission Statement

The committee revised and finalized its mission statement to read as follows: “The El Camino College

Faculty Development Committee provides opportunities and support to promote instructional excellence and

innovation through faculty collaboration.”

III) Adjunct Job Application Workshop

Two sessions of the Adjunct Job Application Workshop are being planned. Chris G. needs to get the

speakers and plan the times. Suggestions were made that the panels be smaller and that clear expec. tations be

set with the speakers. The handouts should be posted to the website.

IV) You Want It? You Got It!

There are three remaining workshops in the series. Rose Ann Cerofeci confirmed that she will be

leading the “Identifying and Maximizing Your Teaching Style” workshop on March 4. Chris Gold will

advertise the workshop.

V) Book Club

The Book Club will be reading Miles Corwin’s “And Still We Rise.” They are meeting on March 19,

April 23 and May 21. Kate McLaughlin is coordinating and leading the group this semester.

VI) Faculty Handbook Progress

The committee discussed the faculty handbook. Several committee members stressed the importance of

creating transparency on campus in regards to the college structure and organization. Donna Manno explained

that Brian didn’t work on it over the winter, but she will talk to Lynn in Human Resources about whether the

FDC can begin developing it. Margaret Steinberg offered to get the process started, but Donna said we should

hold off until we speak with Human Resources. We should also speak with the union.

Page 25 of 85

Faculty Development Committee Meeting

MINUTES

Tuesday, March 23, 2010

Committee Members:

Fazal Aasi Compton Center

Rose Cerofeci Humanities

Kristie Daniel-DiGregorio Behavioral and Social Sciences

Christina Gold (Chair) Behavioral and Social Sciences

Briita Halonen Humanities

Anita-Marie Higgins Compton Center

Moon Ichinaga Learning Resources

Barbara Jaffe Academic Affairs

Donna Manno Staff Development

Christina Pajo Counseling

Margaret Steinberg Natural Sciences

Chelvi Subramaniam Compton Center (Faculty/Staff Development)

Mercedes Thompson Humanities

David Vakil Natural Sciences

Mission Statement: The El Camino College Faculty Development Committee provides

opportunities and support to promote instructional excellence and innovation through faculty

collaboration.

In Attendance: Fazal Aasi, Rose Ann Cerofeci, Christina Gold, Briita Halonen, Moon

Inchinaga, Barbara Jaffe, Christina Pajo, Margaret Steinberg, Mercedes Thompson.

I) On-Going Programs Up-Date

Rose Ann reported on the progress of the FIPP program. The ECC FIPP program is in its second

successful semester with 40 participating faculty. A 3 day On Course II program will be offered

in June. Compton FIPP began this semester. ECC won a Walmart award to continue with the

FIPP program next year. The program will be scaled back somewhat. Rose Ann also reported

on the Learning Teams program being facilitated through Pearson publishers. Faculty work in

small teams to address a particular pedagogical issue in their field. They develop, implement

and revise strategies to tackle those problems, meeting once a week.

II) Outstanding Adjunct Faculty Award

The committee reviewed the Distinguished Faculty Award application and began the process of

revision to develop the Outstanding Adjunct Faculty Award. The award will be offered by the

Senate and an award committee will select the recipients. Staff Development, in the past, agreed

to purchase a plaque. The Committee can also approach the Foundation to ask for money, or

Harold Tyler and the Associated Students. In addition, the parking committee can be approached

for the possibility of providing a parking spot to the winner. $500 is a reasonable amount for the

award.

A copy of a ROUGH draft of the award follows:

Page 26 of 85

Faculty Development Committee Meeting

MINUTES

Tuesday, March 9, 2010

Committee Members:

Fazal Aasi Compton Center

Fazal Aasi Compton Center Donna Manno Staff Development

Rose Cerofeci Humanities Christina Pajo Counseling

Kristie Daniel-DiGregorio BSS Margaret Steinberg Natural Sciences

Christina Gold (Chair) BSS Chelvi Subrmaniam Compton Center (Faculty/

Briita Halonen Humanities Staff Development)

Anita-Marie Higgins Compton Center Mercedes Thompson Humanities

Moon Ichinaga Learning Resources David Vakil Natural Sciences

Barbara Jaffe Academic Affairs

Mission Statement:

The El Camino College Faculty Development Committee provides opportunities and

support to promote instructional excellence and innovation through faculty collaboration.

I) Adjunct Job Application Workshop

The “Getting the Job” workshop will be held on Wednesday, March 17, 6-7:00 p.m. in the Distance

Education room. Since there are not enough panelists, the second workshop will be cancelled. The workshop

will be videotaped and posted to either ECC’s educational YouTube site or the Staff Development site.

II) Faculty Handbook Progress

The FDC was very pleased to hear that Donna Manno will be giving Margaret Steinberg a stipend to

begin working on the faculty handbook.

III) Fall 2010 Flex Day

The committee discussed the possibility of having themed break-out sessions in the afternoon. The

theme would be “Connecting with the Campus” and would be coordinated with the on-line faculty handbook

going live. The themes could include topics like, “How to Hold Effective Meetings,” “How Decisions About

Money are Made,” “Plan Builder,” “The Digital Divide,” “Functions of Committees on Campus.” These

sessions would be of particular interest to new faculty.

III) Mentorship Program Progress

Linda Ho is continuing the mentorship program in the Math department. We need to develop a survey

to question fall 2009 participants regarding program strengths and weaknesses.

IV) Book Club

• Kate McLaughlin

• Miles Corwin, “And Still We Rise”

• 12:30-2:00; March 19, April 23, May 21 in Library West Basement

IV) You Want It? You Got It!

The committee discussed the development of the final two workshops. For the Collaborative and Active

Learning workshop, Rose Ann Cerofeci will ask the FIPP participants on Friday if they would like to present in

the workshop as part of their leadership goals. It was suggested that each presenter could briefly explain their

interactive activity, and then break out into corners so that participants could seek further information and

discussion on the topics which interested them most. FIPP activity reports which describe the activities could

be handed out.

For the Assessment Techniques, the committee decided to change the name to “Writing Effective

Tests,” and to have a 50 minute instructional workshop followed by an optional second follow-up component.

Page 27 of 85

The participants could decide whether they would like a follow-up workshop. Bill Hunzel in the SRC was

suggested as an excellent choice to lead the workshop.

V) Outstanding Adjunct Faculty Award

The suggestion to have the Senate offer the Outstanding Adjunct Faculty Award was well received in

the Senate. The FDC may go ahead and develop the award and present it to the Academic Senate. We should

approach the Foundation and Parking Committee for possible awards. Chris G. will send out the full-time

faculty award application so that the FDC may review it and discuss it at the next meeting.

Page 28 of 85

Academic Technology Committee Meeting Minutes

3 December 2009

The Academic Technology Committee is a sub-committee of

the College Technology Committee and the Academic Senate

that focuses on the academic technology needs of the college.

Communications 305

12:30 p.m. – 2:00 p.m.

Jim Noyes √

Dick Barton

Noreth Men √

Virginia Rapp √

Steve Cocca

Dave Murphy √

John Wagstaff √ Alice Grigsby

√

Stephanie Rodriguez

Donald Treat √

Dwayne Hayden Howard Story

Donna Post √

Pete Marcoux

Ralph Taylor √

Michael Wynne

(A √ indicates that the committee member was present.)

The meeting became a discussion of the status of technology on campus, and the role of the

Academic Technology Committee (ATC), especially what the ATC can effectively do in the

current budgetary and organizational environment (in which many technology decisions are

decentralized).

In the past, the ATC was a forum in which faculty prioritized academic technology and directed

the use of funds towards these priorities. Now, the ATC plays a purely advisory role, and can

merely try to get attention for issues like:

• There is no regular budget item to purchase and maintain academic software

(the software needed to teach courses: no software, no course).

• El Camino College (ECC) does not have enough staff to maintain the technology

that we have.

• Faculty laptops are out-of-warranty and there are no replacement parts to repair them,

yet faculty are required to do more and more work on their computers (e.g., active

enrollment, grades, committee communication).

Another example is the greater use of bond money and grants to purchase technology.

Committee members agreed that it makes little sense to purchase computers and other items with

bond money, since the operational lifetimes of the computers are far shorter than the timeframe

for paying off the bond. The availability of funds for technology via grants and the bond has

encouraged the growth of technology on campus, but there are not enough staff on campus to

maintain it or there is not funding for replacement parts to maintain it, so it will likely have a

shorter-than-average lifespan. Because of more frequent breakdowns, longer repair times, and

no funds to regularly replace technology at the end of its lifespan, faculty members will not make

the technology a central part of their courses (they cannot rely on it), further reducing the

technology’s cost effectiveness.

A recent example of this phenomenon is the use of SEED and STEM grants to purchase “mobile

computer labs,” laptop computers on rolling mobile racks. Information and Technology Services

(ITS) has not been given additional funds to maintain these computers, which are likely to have

shorter-than-average lifetimes due to being shaken and jostled as they are rolled between

Page 29 of 85

buildings. The racks are heavy and large, so they cannot be used in classrooms above the ground

floor and require multiple people to move them (typically students are enlisted, and committee

members worried that they could strain themselves and become injured, as faculty have done

with A/V carts in the past). In addition, if all of the laptops link to the wireless network at one

time, they will use a large amount of bandwidth, slowing down access to the internet for the

“mobile lab” and all other local users.

Several strategies for addressing these concerns were suggested and discussed.

John Wagstaff, director of ITS, is planning on replacing ECC staff computers with “virtual”

machines, workstations run from centralized servers which can be maintained and updated much

more quickly and easily than many individual machines. A prototype project has been running

in the library for a couple of years and has been largely successful, though problems include

slow-running workstations when there are many users and students cannot use the latest flash

drives with the workstations.

To plan and budget effectively, ECC needs a “snapshot of technology” on the campus, much like

the survey of computer labs conducted by ITS a few years ago. Keeping an inventory of our

technology and its use needs to be done regularly, perhaps as part of an annual “the-state-of-

technology-on-campus” report.

To maintain up-to-date knowledge of the technology on campus, communication is essential, and

here the ATC can play an important role in developing effective procedures. At the meeting, we

discussed the need for better communication between ITS and the divisions. The divisions

develop curriculum that require technology but ITS does not receive information about future

needs until late in the process. For example, recently ITS learned that Industry and Technology

faculty wanted to use new, up-to-date software in their courses, but had to tell them that the

software will not run on the computers in their labs; they need new computers to implement the

new curriculum. Issues discussed included which curriculum forms should be sent to ITS, and

how ITS should communicate with the divisions about planning for the use of technology and

what do when and if the technology breaks down (e.g., how it will be replaced).

In the recent past, decision-making related to technology was given to the divisions, but

improving communication and making efficient use of limited resources will probably require re-

centralization of more decision-making in places like ITS and the ATC. An example of this is

academic software: the ATC developed a list of academic software needs; the divisions send new

and updated information and requests to ITS, which maintains the master software list. Some

kind of centralized forum like the ATC is needed to establish and balance priorities (e.g.,

maintaining curriculum, supporting instruction) with limited resources like facilities (power,

space, etc.), ITS staff, and funding for regularly replacing aging technology. A centralized

forum like the ATC is a place where faculty can learn about the needs of other parts of campus,

focus on the “big picture” and identify core needs, consider consequences (benefits and costs) to

all parts of the campus, and find ways to share resources and look for efficiencies.

Page 30 of 85

In the meantime, it is worth reiterating the following conclusion of the ATC: Until we can afford

to maintain and regularly replace the technology that we already have on campus, we should be

cautious about bringing new technology to ECC.

Submitted by Jim Noyes

Page 31 of 85

Draft

Academic Technology Committee Meeting Minutes

8 April 2010

The Academic Technology Committee is a sub-committee of

the College Technology Committee and the Academic Senate

that focuses on the academic technology needs of the college.

Communications 306

12:30 p.m. – 2:00 p.m.

Jim Noyes √ Dick Barton

√

Stephanie Rodriguez

Virginia Rapp √

Steve Cocca

John Ruggirello √

John Wagstaff

Tom Jackson

√

Margret Steinberg √

Donald Treat √ Alice Grigsby

√

Howard Story

Donna Post √ Dwayne Hayden

√

Ralph Taylor √

Pete Marcoux √ Noreth Men

√

Francine Vasilomanolakis

√

Dave Murphy

√

Michael Wynne √

(A √ indicates that the committee member was present.)

In the past, the Academic Technology Committee (ATC) was a forum in which faculty

prioritized academic technology and directed the use of funds towards these priorities.

Now, the ATC plays a purely advisory role, and merely tries to get attention for issues like:

• There is no regular budget item to purchase and maintain academic software

(the software needed to teach courses: no software, no course).

• El Camino College (ECC) does not have enough staff to maintain the technology

that we have.

• Faculty laptops are out-of-warranty and there are no replacement parts to repair them,

yet faculty are required to do more and more work on their computers (e.g., active

enrollment, grades, committee communication).

Software:

Currently Information and Technology Services (ITS) is using money allocated for hardware to

pay for the software necessary to teach courses at El Camino College (ECC). Divisions should

report their software needs to ITS, and ITS will attempt to find the funds needed to buy the

software or maintain the license. It was noted that the lack of a software budget is effectively

degrading hardware on campus.

ITS tries to consolidate all software requests so that it can search for the best price for each piece

of software (e.g., purchase vs. annual renewal), and estimate how much money needs to be

budgeted for software each year. Divisions often buy software using their own money, and there

are times when ITS could have found a better deal (e.g., through the foundation or by combining

their purchase with software purchased for another division). In addition, grants can often be

used to purchase software, but cannot be used to maintain an annual license. So, divisions may

buy software, but later need money from ITS to maintain it. By buying the software, they

effectively increase the amount ITS needs to request for and spend on software, but typically ITS

is not informed until after the software has been purchased.

Page 32 of 85

It would greatly help ITS if all renewals of annual licenses could be done at one time each year.

Because there are so many different due dates, the staff of ITS worry that they will miss a due

date, making it impossible for instructors to teach a course and/or resulting in higher costs for

ECC.

Currently, ITS is analyzing software needs at ECC. ATC members requested that ITS send their

list of software to the deans and committee members so that they could review and comment on

the list to make sure that it is complete and that no unnecessary software is purchased.

Purchasing Procedures:

In general, lots of technology is bought by ECC, but we do not maintain it, which is inefficient

and wasteful. Part of the problem is that funding for innovative teaching technology is available

and ECC takes advantage of this funding, but ECC does not add maintenance and replacement

costs to the technology budget when the new technology is purchased.

For example, more and more “smart” classrooms are being built on campus. These classrooms

contain LCD projectors, computers, DVD players, control consoles, and more. Since they have

been purchased, the LCD projectors have not received any maintenance, which presumably

reduces the lifespan of this expensive classroom technology and makes it more likely that they

will break down, disrupting instruction. Worse yet, since many were purchased at the same time,

there could be a flood of broken projectors requiring a large amount of money to fix or replace

them in a short period of time. Essentially, we are saving money now, but sooner or later there

will be a huge bill to pay – or our “smart” classrooms will become “dumb” classrooms once

more.

Until we can afford to maintain and regularly replace the technology that we already have on

campus, we should be cautious about bringing new technology to ECC. We must either increase

staffing to maintain the technology we have or purchase maintenance contracts with outside

vendors. So that the TRUE cost of technology will begin to be brought into the budgeting and

planning process:

The ATC recommends that a maintenance contract of 4 or more years be required for the

purchase of ALL instructional technology (e.g., projectors, consoles, DVD players, and so on).

Faculty Computer Needs:

In the past, ITS has had a few faculty “test drive” laptops before purchasing them for all faculty.

Members of the ATC would like to formalize the process. The ATC requests that when testing

laptops or other faculty computers, ITS asks the ATC to provide faculty volunteers to “test

drive” the computers. The ATC would like to receive reports from the faculty volunteers and

use them to make recommendations to ITS.

Members of the ATC were open to a variety of ideas for improving computer resources available

to faculty and to reducing the costs of these resources. For example, some instructors (e.g.,

computer science, math) need far more powerful computers and software to teach their courses

Page 33 of 85

than other instructors who use their computers mainly to access the internet and for word

processing. The ATC favors the idea that 2 kinds of new faculty computers be purchased:

computers for “power users” and computers for “regular” users. This would be far more

efficient and less expensive than providing uniform laptops to all instructors, in which case the

“power users” would struggle to do their jobs (if they could at all) and the other instructors

would not use their machines to their full potential (money spent on a more powerful laptop for

them would be wasted).

The members of the ATC were open to the idea of providing desktops – or better yet, the virtual

desktops discussed by ITS. Most classrooms now have computers in the classroom, and most

faculty use flash drives and the classroom computer instead of carrying their heavy – and

valuable – laptop to their classes and then setting their laptop up and taking them apart multiple

times each day . Desktop machines are, of course, cheaper than laptops, and also last longer: the

faculty laptops brought to classes get a lot of wear-and-tear as they are opened and closed again

and again each day and as cables are plugged in and removed again and again. Of course, the

cost of providing ergonomically-appropriate desks would add to the costs of providing desktop

computers or virtual desktops instead of laptops, but even with these additional costs, desktops

are no more expensive (or less expensive) than laptops. Moreover, when the computers need to

be replaced in the future, the furniture will not need to replaced, making the next round of

computer purchases far cheaper.

Submitted by Jim Noyes

Page 34 of 85

FINAL

EL CAMINO COLLEGE

Office of the President

Minutes of the College Council Meeting April 19, 2010

Present: Francisco Arce, Joshua Casper, Don Brown, Thomas Fallo, Ann Garten, Irene Graff,

Jo Ann Higdon, Jeanie Nishime, Michael Odanaka, Barbara Perez, Susan Pickens, Gary

Robertson, Lynn Solomita, Elizabeth Shadish, and David Vakil.

1. Board Agenda

a. There will be a presentation of the Citizen’s Bond Oversight Committee Annual

Report.

b. Administrative Services, page 24, item A – AB 2910 – Quarterly Federal income

increased due to the American Reinvestment Act (ARA).

c. Administrative Services, page 25, item E – Transfer of Funds – General Fund

Unrestricted (11). We are taking this out of the ending balance.

d. Administrative Services, page 27, item G 1. This contract is funded by the

Employment Training Panel.

e. Measure “E” Bond Fund, page 45, item C. TV Studio Upgrade Project. This is for

the studio that we use for academic courses.

f. Measure “E” Bond Fund, page 46, item F. There was a question about the “Dates of

Service.” It should have said from April 2010 – Completion of Project.

g. President/Board of Trustees, page 60, paragraph 7, “transfer” courses will be

changed to “Academic” courses.

2. Faculty Hiring Priority list – This year we had thought we had a list of 11. We had two

carry over’s from last year (baseball and counseling) and 7 or 8 remaining. We had 10

retirees. We want to propose that we augment our list as follows: Math – total of four;

Accounting – total of two; English – total of three; Welder – one; and Counselors – total of

two.

3. State Budget – We have heard there is going to be a 2% increase in workload. The .45

negative COLA may go by the wayside. The State budget will most likely not be on time.

Fees will probably not go up for the fall semester.

4. ASIMO Robot – Honda was here two days to set up for the Space Science Day. They had

two ASIMOs. The kids went crazy for ASIMO. ASIMO is pre-programmed speech now,

next year it will be voice activated.

Agenda for the April 26, 2010 Meeting:

1. Minutes of April 19, 2010

2. President’s Report

Policies completed 2009-10

3430 – Prohibition of Sexual and Other Forms of Harassment Adopted 11/16/09

4050 – Articulation – Adopted 3/15/10

AP 4050 – Articulation 3/15/10

4250 – Probation, Dismissal and Readmission – Adopted 2/16/10

5310 – Student Grievance deleted 1/19/10

5500 – Academic Honesty & Standards of Conduct Adopted 12/21/09

Page 35 of 85

AP 5520 – Student Discipline & Due Process Procedure 11/16/09

AP 5530 – Student Rights and Grievances 1/19/10

College Council Goals 2009-2010

1. Improve internal college communications.

2. Communicate fiscal issues facing the College and Center throughout the year.

3. Review – El Camino Community College District – Vision Statement, Mission

Statement, Statement of Values. Recommend revisions, as appropriate, to Guiding

Principles & Strategic Goals for new 2010-2013 document.

4. Support, review, and discuss results of a Campus Climate survey.

5. Complete 10 + 1 policies and accompanying procedures.

6. Continue to build a sense of community.

7. Increase the amount of recognition for work well done.

8. Incorporate evidence-based decision making.

Page 36 of 85

DRAFT

EL CAMINO COLLEGE

Office of the President

Minutes of the College Council Meeting April 26, 2010

Present: Thomas Fallo, Irene Graff, Jo Ann Higdon, Michael Odanaka, Susan Pickens, Lynn

Solomita, Elizabeth Shadish, Luukia Smith, Arvid Spor, and David Vakil.

1. Negotiations – There is a concern about what we do with health benefits in the long run.

Also we need to decide what to do with the Health Benefits committee and the way it

operates. There is also concern over the increase in pension costs. We are in no way

trying to negotiate a reduction in workforce or in provisions.

2. State budget – Some think the state deficit is growing to $27 billion. Fees – we are still

hearing $26 from the Governor and $40 from the Legislative Analyst. The Governor

may restore CSU and UC cuts from last year. If he does that there is a concern about

what will happen with K-14 and Proposition 98. The good news is that people are

beginning to believe that this is the last down year. By the next Board meeting we

should have the May revise and will know what the Governor’s position is on the State

budget. Some people predict that PERS contributions for districts could go up 50%. A

Standford University study reports a $500 billion debt for California pension funds.

There are a lot of discussions about pensions. We have our budget assumptions for this

year based on a five-year projection we published a year ago.

3. COA – At a meeting earlier this month the issue of re-conferencing was discussed. The

Compton Center was going to be sent to Orange County. ECC was going to stay in

current league and lose Mt. Sac. The proposal failed. This was a cost containment

issue. They did other cost containment measures. COA is committed to Title IX.

4. More districts are talking about furloughs. There is more action in Northern California.

San Francisco is asking people to take their vacations. We do not believe given the

current fiscal situation that we will have any dislocations of full time employees

(furloughs, layoffs) at ECC or the Compton Center. We are testing the issue of

eliminating the winter session.

5. Planning session – Many participated and good work was done. There was a lot of

involvement by the Compton Center employees. Jeanie will bring the seven initiatives

to College Council. PBC recommended accepting all seven. These need to be in place

for the planning process in September.

6. Classified positions will probably go out before the next Board meeting. We will fill 9

or 10 classified positions and some management positions that went through the

planning process.

7. We are going forward with a number of equipment purchases. Those lists are all

generated out of the planning process. These will be going to the Board throughout the

year.

8. Facilities – tomorrow we are having an all-campus meeting in Haag Hall. The

presentation will include everything you have seen up to now except with a couple of

changes with the Administration building and field house. We need to get to the Board

with the change. We will have to extend the bond. The timing for that is 2012.

9. Fund 14 – we are going to see a little change. We are going to back fill some of the cuts

to specially funded programs with Fund 15. We are changing some of the services we

Page 37 of 85

are providing Compton. FCMAT recommended that Compton have its own auditor.

We will hire the auditor out of Fund 14. We are going to bring back the stipends. There

will be a major position change with Ann Garten. There is some thought about having

another dean at the Center that would report directly to Barbara. That would be a lot of

relief for her. We are now getting into the academics and students side of things.

10. All employees need to ensure that Human Resources have all their current information

such as addresses and emergency contacts. Luukia and Elizabeth will send out an email

to their groups about this. They will forward the request on to Gary Robertson. This

needs to be done at Compton too.

Agenda for the May 3, 2010 Meeting:

1. Minutes of April 26, 2010

2. Team Reports

Policies completed 2009-10

3430 – Prohibition of Sexual and Other Forms of Harassment Adopted 11/16/09

4050 – Articulation – Adopted 3/15/10

AP 4050 – Articulation 3/15/10

4250 – Probation, Dismissal and Readmission – Adopted 2/16/10

5310 – Student Grievance deleted 1/19/10

5500 – Academic Honesty & Standards of Conduct Adopted 12/21/09

AP 5520 – Student Discipline & Due Process Procedure 11/16/09

AP 5530 – Student Rights and Grievances 1/19/10

College Council Goals 2009-2010

1. Improve internal college communications.

2. Communicate fiscal issues facing the College and Center throughout the year.

3. Review – El Camino Community College District – Vision Statement, Mission

Statement, Statement of Values. Recommend revisions, as appropriate, to Guiding

Principles & Strategic Goals for new 2010-2013 document.

4. Support, review, and discuss results of a Campus Climate survey.

5. Complete 10 + 1 policies and accompanying procedures.

6. Continue to build a sense of community.

7. Increase the amount of recognition for work well done.

8. Incorporate evidence-based decision making.

Page 38 of 85

EL CAMINO COLLEGE

Planning & Budgeting Committee

Minutes

Date: March 18, 2010

MEMBERS PRESENT

Jackson, Tom – Academic Affairs

Lopez, Jessica – ASO

Ott, Jonathan – Campus Police

Quinones-Perez, Margaret – ECCFT

Reid, Dawn – Student & Community Adv.

Shenefield, Cheryl – Administrative Svcs.

Spor, Arvid – Chair (non-voting)

Turner, Gary – ECCE

Tyler, Harold – Management/Supervisors

Widman, Lance – Academic Senate

OTHERS ATTENDING: Janice Ely, Jo Ann Higdon, Ken Key, Jeanie Nishime, John

Wagstaff

Handouts: Draft 2010-11 Tentative Budget Assumptions

Sample Strategic Initiatives

ECC Planning Model

The meeting was called to order at 1:00 p.m.

Approval of March 4, 2010 Minutes

Minutes were approved with no changes.

State Budget Update (J. Higdon)

1. L.A. Times article on CalSTRS projecting 14% contribution increase (currently at 8% for

district) over next 30 years and increasing working teachers’ contributions (currently at

8.25% for employees). ECC will have to revise its projected 1% increase each year on its

Five-Year Budget Assumption & Projection.

2. Based on actuarial study for June 2008, shortage projected at $20B+, increasing to $43B by

June 2009. Shortage would increase to $70B if all present shortages were recognized.

3. Insurance Benefits Committee meets next Tuesday. All representatives from major carriers

will be at the meeting.

Tentative Budget Assumptions

(handout)

1. Student enrollment fees remaining at $26 per unit and 19,000 FTES based on information

known at this time.

2. Document is very fluid at this stage but gives an idea what the budget will look like.

3. Recommend PBC members read this document before the next meeting. This document will

be part of the final budget book. It is close to Governor’s proposed budget with 2% to 2.2%

growth and no deficit factor or negative COLA.

4. Restricted/Categorical funding still unknown for 2010-11.

5. Collected almost $400,000 in outstanding student accounts receivables – keeping $291,000

and the difference will go to Chancellor’s Office. Good portion already recognized as

income – this was more of a cash flow issue. Has the accounts receivable percentage

increased since implementing the add/drop policy? Still $922,000 outstanding fees for spring

semester from students not dropped, i.e. financial aid students and non-residents. May be

good to compare with last spring’s numbers to show how much improvement made.

Page 39 of 85

6. Page 72, #7b – didn’t know Fund 15 was specific to SLOs and enrollment management.

Does not include SLOs. It was a combination of planning requests, enrollment management

requests, and one-time requests not linked to planning. Suggest changing the wording of this

section. “Questionable whether this approach can or should continue in future years” should

be item for future PBC discussion.

7. Is $95.218M the 2010-11 general apportionment total? This is total revenue – property taxes

and collection of enrollment fees will be deducted. About the same amount as last year.

8. May see decrease in instructional and capital outlay block grants next year.

9. Page 73, #9 – what will happen to funding of GASB? Amount increased from $930,000 to

$1.24M. Would like to see small amount in irrevocable fund because uncertain of cash flow.

10. A. Spor will send this document out via email for those who are not here today to review for

future discussions.

Planning Update

1. PBC members should have a good understanding of the planning process. A. Spor conducted

an exercise pairing members to diagram and discuss the planning process, showing what they

know.

2. Planning Summit looks at global planning. Review mission statement (overarching piece)

and strategic initiatives (goals) every three years. Most focus is on annual plans and

Enrollment Management Plans on yearly cycle. Master Plan revisited every five years look at

global needs for infrastructure. Program review (faculty, manager, and staff driven) looks at

improving programs, in-depth look at program driven by content and data. Curriculum must

be reviewed within every academic program. SLO assessment for Academic Affairs and

Student Services – what changes do students need to gain information they need to know.

Planning is informed by other parts of the process – interwoven on various cycles.

3. Program review is the common thread at every institution that informs annual plans. Program

review recommendations are entered in Plan Builder annually for funding consideration.

Suggestion was made to change Plan Builder on flow chart to Annual Program Review

Update. Accreditation team did not understand our process partly because they didn’t

understand our terminology.

4. Do program review recommendations go to area councils or directly to VPs? The challenge

at the division and area levels is to find consistent means of communicating information and

engaging in discussions.

5. If PBC is an intricate part of the planning process, shouldn’t PBC’s role be clearly shown on

planning model? No specific entity was listed, just the components of the process. PBC is

mentioned in the narrative under planning and the calendar.

6. Opinion was made that the model is too abstract. Difficult to see how parts fit together until

you read the narrative. Model would be too cluttered if all entities involved were listed on

model. Why can’t the process be more clearly and simplistically defined? There should be a

better way to chart the process so that anyone will understand.

7. Might be better to use flow chart (i.e. Gantt or Pert) to show process. Would clarify variables

in planning process.

8. Besides a model, maybe show linear progression of the process. People may want to see what

happens after the annual plan box leading to the budget. Suggestion was made to add in the

narrative after Annual Plan (page 6) a link to a Gantt chart that shows a linear progression:

program

ÆunitÆareaÆPBCÆPresidentÆBoardÆ$$.

9. Will add to Comprehensive Master Plan: Program Review

ÆEducational Master

Plan

ÆTechnology Plan ÆFacilities PlanÆStaffing PlanÆCollege CouncilÆBoard of

Trustees.

Page 40 of 85

10. ITS plans at two different levels – unit (ITS division) plan and Technology (college-wide)

plan. How does the cost for campus laptops factor into the budget? Through the Technology

Plan. When prioritizing, institutional IT plans are considered before department plans? The

Technology Plan is guided by the Educational Master Plan which is informed by program

reviews. Suggestion was made to separate institution technology plans from IT unit plans in

Plan Builder. Not easily done for staffing and educational plans. VPs need to discuss.

11. A. Spor will revise model and bring back to committee for further discussion at April 1

meeting.

12. Suggestion was made to develop a clear, step-by-step planning manual (Moorpark College

has one) and annual report each fall highlighting key, global areas.

The next meeting is scheduled on April 1, 2010.

The meeting ended at 2:23 p.m.

Page 41 of 85

EL CAMINO COLLEGE

Planning & Budgeting Committee

Minutes

Date: April 1, 2010

MEMBERS PRESENT

Jackson, Tom – Academic Affairs

Lopez, Jessica – ASO

Ott, Jonathan – Campus Police

Quinones-Perez, Margaret – ECCFT

Reid, Dawn – Student & Community Adv.

Shenefield, Cheryl – Administrative Svcs.

Spor, Arvid – Chair (non-voting)

Turner, Gary – ECCE

Tyler, Harold – Management/Supervisors

Widman, Lance – Academic Senate

OTHERS ATTENDING: Jo Ann Higdon, Jeanette Magee, Jeanie Nishime, Emily Rader, Regina

Smith

Handouts: 2011-2014 Proposed Strategic Initiatives

2010 Planning Summit Power Point Slides

The meeting was called to order at 1:05 p.m.

Planning Summit Debrief

1. PBC members had a poor showing at the Planning Summit - only student representative and two

alternates attended. Attendance: fifty-six total, most support staff, strong showing from

Compton, and three ECC students.

2. PowerPoint slides gives sense of how event flowed.

a. Who are we? - Covered student demographics, enrollment, educational goals, and

transfers.

b. Mission Statement – Reaffirmed, no changes.

c. How did we do? – Goals and objectives tied to current strategic initiatives (SIs); success

stories over past three years.

d. Where were we? – Information on the mission statement and strategic initiatives that

were developed three years ago. The focus at the time was growth.

e. Where are we going? – For 2008-09, 324 goals were tied to SI #1; 64 goals tied to SI #2;

92 goals tied to SI #3. $7.8M allocated towards plans. 470 plans were written for ECC

and CEC. In 2009-10, 700 plans were written.

f. What now? – Sampling of SIs – groups developed new or modified draft SIs for 2011-14.

Clickers were used for voting and the list was reduced from forty items to seven. Both

campuses will vote to rank final seven SIs in order of importance.

3. Preparation for 2011-12 plans will start this fall. SIs voted by the college will become the new

goals. IT will try to create a drop down menu to enable goal selection with a click.

4. A suggestion was made to show the seven SIs are for 2011-2014 fiscal plans before sending out

to campus for voting. The seven SIs are not listed in priority order.

5. Program review recommendations must always go into Plan Builder. SIs will be the goals used

when programs, units, and areas create their plans. PBC needs to be part of communication

process to inform campus how money is spent and what was funded.

6. Not all seven SIs may be used depending on what the both campuses decides. A suggestion was

made to use all seven SIs, increasing flexibility. A concern was voiced that the final decision will

Page 42 of 85

come from the President and Board of Trustees, no matter what both campuses decide. Will SIs

also be adopted as Board goals and will the Board be held accountable? President Fallo is

supportive of process and Board will most likely approve for the institution. In the past, the

Board had different goals. A comment was made that the goals for the institution should also be

followed by the Board.

7. Some departments have difficulty fitting their needs with SIs. Will campus rank the seven SIs in

order of importance to get a sense of what’s important campus-wide. May drop SI if not viewed

as highly as others. Voting can be skewed based on the number of people in areas worked and

importance of SI to area. Main purpose is teaching and learning. Opinion made that main

purpose of the institution is successful students, not just teaching and learning. Need to frame

voting according to institutional priorities. Since this is the first time the campus is voting, we

will need to see what happens.

8. Communication to the campus about SI information is important. Flex time is a good way to

deliver information to faculty but need to find a method to include staff and managers. Important

to explain intent behind initiatives with accreditation and program review – might help classified

staff and faculty understand the process.

9. Why vote to establish priorities? A suggestion was made to use all seven initiatives as

institutional goals, giving more options to choose from. Comment was made that if all seven

were adopted, would need multiple activities (i.e. workshops, flex days) to help faculty and staff

understand processes and what it means to their areas. Suggestion was made to create ‘teaching

teams’ and make as part of on-going accreditation teams. Those who understand planning

process (i.e. PBC members) can participate in department meetings to explain process through

their experience and examples.

10. New SIs will begin fiscal year 2011-2012. The current SIs will be in the budget book through

June 2011. Program and unit plans have already been submitted for 2010-2011.

April 15

Meeting?

1. Not meeting on April 15

due to spring break. Will reschedule the next meeting to April 29

The meeting ended at 2:00 p.m.

Page 43 of 85

Tentative Budget Assumptions

Board of Trustees

June 21, 2010

DRAFT DRAFT

The guiding assumptions for the 2010-2011 tentative budget are:

1. Continue to reflect the goals in the El Camino College Master Plan

2. Offer a comprehensive program with academic integrity and balanced student support

services.

3. Maintain a fiscally responsible long-term vision.

4. Optimize Full-Time Equivalent Student (FTES) at approximately 19,000

5. Commit to retain support of permanent regular employees.

6. Manage reserves with the goal of maintaining a 6% reserve for contingency

throughout a four-year period of fiscal changes.

7. Use planning, evaluation and assessment processes in reviewing programs.

8. Student enrollment fees will remain at $26 per unit.

UNRESTRICTED GENERAL FUND

Ending Fund Balance

1. The 2009-10 ending fund balance is projected to be $ _____ million or _____ %

reserve, assuming all revenue and expenditures match budgeted expectations. The

ending balance in excess of the reserve for contingency is used to support the cash

flow needed as a result of the State’s continuing deferrals of apportionment. This is a

$_____ million decrease from the 2008-09 ending fund balance of $18.7 million. This

planned decrease in ending balance is due primarily to the revised base revenue limits

imposed by the State beginning fiscal year 2009-10. The District implemented

reductions in class offerings to offset the decline in State revenue. This resulted in

budget reductions in faculty salaries. A reduction of $1 million in hourly and student

salary budgets and the elimination of capital outlay expenditures were also used in the

2009-10 budget to offset the revenue adjustment. The ending balance also reflects the

planned use of reserves to supplement expenditures in the 2009-10 fiscal year. Budget

reduction actions may need to be taken in the preparation of the Final Budget for fiscal

year 2010-11 in anticipation of further budget allocation reductions from the State.

Other contributing factors are listed below.

2. Other significant amounts during 2009-10: (none at this time—Tentative Budget)

Revenue & Incoming Transfers

The proposed Final Budget reflects the information available at this time from the California

Community College System

Office. Updates are expected from the State throughout the

summer. It is anticipated that additional adjustments may be required in preparing the Final

Budget.

1. State revenue projections for 2010-11 were formulated using:

Page 44 of 85

a. Foundation Base Revenue allocation of $8,857,454 million; and

b. Credit Base Revenues calculated on 18,895 credit and 39 non-credit FTES;

c. Both the Foundation ($8,857,454) and Credit Base Revenue calculations

($86,253,740) are at the revised 2009-10 funding level. These amounts may be

adjusted after the submittal of the final Attendance Report to the State. The

State is not expected to apply a COLA (Cost of Living Adjustment) percentage

to either the 2009-10 funding formula.

d. This formula provides for the total available general revenue of $95,218,467

for fiscal year 2010-11.

2. Lottery funds are based on 18,895 FTES funded at a rate of $122 per FTES.

3. The projected revenue for 2010-11 does not include any unusual or one-time revenue

amounts that were received in previous fiscal years, including:

a. Prior Year Apportionment Correction;

b. One-time Reappropriation/Trailer Bill;

c. Mandated Cost Claims.

Appropriations:

1. No COLA salary increases have been built into the 2010-11 budget. The budget does

include step and column increases for employees.

2. Classified Salaries and Benefits appropriations include the costs of the Compton

Educational Center Police Department (~ $1,000,000).

3. Medical premiums are projected to increase by ___%. This allocation may be

adjusted when the district’s insurance companies announce their actual renewal rates.

4. Contract Services includes the College’s Paramedic and Fire Academy program

expense for faculty instruction.

a. These amounts are budgeted as contracts for personal services (#5100); then

b. The final salary related amounts of these contracts are transferred to the full

time faculty salary expenditure accounts (#1100) at the end of the fiscal year.

5. Utilities (#5500) are projected to increase by ___%.

6. Additional hardware and software maintenance and licensing contracts ($________)

are included in the Contract, Rental and Repair (#5600) accounts.

7. State Principal Apportionment includes $4 million to El Camino College District as a

result of its Compton Center activities:

a. El Camino CCD currently appropriates $1 Million (Fund 14) of this allocation

for specialized activities. (currently under review.)

b. $3 million (Fund 15) is included in the Interfund Transfers Out (#7300) and

has been historically available only to fund one-time programs to improve

student learning outcomes and enrollment management efforts. However,

given the current stresses on El Camino College’s budget, a portion is now

Page 45 of 85

appropriated to backfill revenue losses from the State as well as new budget

planning requests. It is questionable whether this approach can or should

continue in future years. (See page 76 for a list of allocations).

8. Interfund transfers (#7300) totaling $5,640,000 include support to other District funds

to support insurance premiums and to support the ongoing needs of the District’s

specially funded programs. Major transfers include:

a. $1 million apportionment for Compton Center related expenses (Fund 14)

b. $3 million apportionment used for Special Programs/Services (Fund 15)

c. Dental Premium $900,000 (Fund 63)

d. Parking Citation revenue $400,000 (Fund 12)

e. Child Development Center $75,000 (Fund 33)

f. Auxiliary Services $25,000 (Fund 79)

g. Foundation Scholars—Pioneer Theater $10,000 (Foundation)

h. Parking Fund Expenditure Offset $30,000 (Fund 12)

i. Workers’ Compensation $100,000 (Fund 61)

j. Property & Liability $100,000 (Fund 62)

9. The Unrestricted General Fund budget does not include a transfer of funds for the

Government Accounting Standards Board (GASB) – 45 Retirees’ Benefits Fund

reserve. The district will continue to support the Retirees’ Benefit Fund (Fund 17)

with other available funds.

RESTRICTED/CATEGORICAL FUNDS (unknown for 2010-11)

Perhaps the most difficult budgeting challenges are in the categorical programs. State and/or

Federal budget reductions may continue in 2010-11. In addition, “the rules” on which

categorical program reductions can be shared among categorical programs continue to

change. Further, the amount of Federal stimulus funds that the State plans to use to backfill

categorical programs remains unknown.

SUMMARY

The proposed Tentative Budget also reflects the collegial and consultative efforts of the

Planning and Budget Committee, division deans and department staff to develop a strategic

and meaningful financial plan for 2010-11. As a “living” document, it represents a starting

point that will be referenced, adjusted and evaluated throughout the fiscal year. It is, with all

available information reviewed and all input weighed and presented in the form of budget

assumptions, presented as a financial record of the college district’s financial and operational

plan for 2010-11.

Page 46 of 85

Report on the April 22, 2010 Deans’ Council Meeting

Moon Ichinaga

April 26, 2010

(Note: Meeting was chaired by Dr. Nishime; Dr. Arce was absent.)

I. Campus Climate Survey – J. Nishime

It is important to complete the climate survey, despite the controversy that has raged at the

College of the Redwoods recently about the Web posting of all survey results and

comments.

II. ECC Academic Awards Presentation – D. Parsons (student)

A. Sponsored by the ASO, the ceremony will take place on May 19, at 5 p.m. in Marsee

Auditorium.

B. The Presidential Scholar award will also be given at this program.

C. The division offices should have received a packet of materials. Nominations are

requested as soon as possible, certainly by next Friday, since the planning for the

program cannot proceed without processing the nominations.

D. B. Perez announced that the CEC’s Academic Awards program will take place on May

16.

III. Field Trip/Off-Campus Alternative Class Site Policies and Procedures

A. Harold Tyler asked to be placed on the next meeting’s agenda to discuss the policies

and procedures. There are issues regarding liability that need to be discussed.

B. Dean Goldberg asked whether the problems involve the policies/procedures themselves

or the implementation—apparently both are involved, but implementation is more of the

issue.

C. Carol Vakil-Jessop noted that the Student Development Office has had to deal with

alcohol consumption and sexual assault charges recently.

IV. Academic Senate Update – M. Ichinaga

V. Scheduling of Program Reviews – J. Nishime

A. Following up on D. Vakil’s report at the last Academic Senate meeting that there are few

colleges which follow ECC’s scheduling of Program Reviews only every 6 years, Dr.

Nishime indicated that it is clear that ECC needs to do an annual update of the Program

Review, and it is likely that we will move to a 4-year cycle.

B. At this week’s accreditation training for managers, constant evaluation and re-evaluation

has been emphasized.

VI. CEC Update

A. B. Perez announced that the upcoming Athletic Dinner program at the San Pedro

Crowne Plaza Hotel will raise money to support athletic programs at Compton.

VII. ASO Update – P. Stokes

A. The ASO General Assembly will meet in downtown Los Angeles from April 30-May 2.

Student representatives from all over the state will be voting on various resolutions.

B. All ECC ASO officers will be transferring/moving on next year, and positions will be

vacant. Elections are being planned.

Page 47 of 85

C. A presentation on the ASO was given recently to students in the Honors Transfer

program.

D. A flyer will be sent to the Deans encouraging wider student representation on the ASO

Policies Committee.

VIII. Priority Registration – J. Nishime

Any questions or comments about BP 5055 and AP 5055 should be sent to Bill Mulrooney.

IX. Copyright Policy and Procedures – A. Grigsby

A. There have been concerns expressed in the Academic Senate about how a dispute

over copyright will be adjudicated.

B. The copyright committee is proposing that the Director or Dean to whom the involved

faculty member reports should be the arbitrator. This recommendation has been added

to the AP proposal.

C. There were no objections expressed.

D. The creation of a web site to help with copyright issues is being planned. The web site

will include an online form which the faculty may use to request permissions.

E. J. Nishime commented that she thought the recent ECC ITS workshop on Internet

security, phishing, and illegal music and movie downloading was useful. A session will

be held at CEC on April 27.

Page 48 of 85

file:///C|/Users/David/Documents/Academic%20Senate/packets/2010-05-04/DE%20Proposal%20for%20Senate%20Agenda..txt

From: Grigsby, Alice

Sent: Thursday, April 29, 2010 9:56 AM

To: Vakil, David

Subject: DE Proposal for Senate Agenda.

Attachments: ECC_Principles_Good_Practice(DRAFT).pdf; ECC Classroom

Visitation Protocol (4).docx

Importance: High

Attached are two recommendations from the Distance Education Advisory Committee

designed to strengthen the ECC Distance Education Program.

The Principles of Good Practice document is a tool that would be used by each online

faculty member to do a technical review of their courses each school year to determine

online course readiness. It is not original but modified to meet ECC needs.

The second document establishes a “classroom visitation protocol for online classes”.

This is also modeled after a resource used by one of our neighboring colleges.

Other documents that are awaiting Faculty Senate discussion are the (1) minimum

requirements for online course shells (2) DE guideline and definition of effective

instructor-student contact and (3) requirements for first time online instructors.

file:///C|/Users/David/Documents/Academic%20Senate/packets/2010-05-04/DE%20Proposal%20for%20Senate%20Agenda..txt [4/29/2010 5:22:53 PM]

Page 49 of 85

El Camino College

Classroom Visitation Protocol for Online Courses

Background: It is common practice for administrators to visit on-ground classes

occasionally to offer support to instructors as well as to observe students in class

settings on campus and to stay connected to the actual practice of instruction.

Instructional Administrators also have the responsibility to ensure that classes are

meeting as posted in the schedule of classes and that the administrator visits as on-

ground class in session, the instructor is present in the room and aware of the

visitation. It is appropriate to assume that the same situation should exist during

visitations in the virtual classroom. Because it is possible for administrators to

observe as online course without the instructor’s knowledge, the following

protocol has been prepared and will be followed by El Camino College

instructional administrators.

This is not formal evaluation. Visitation of online courses by administrators may

occur for the purposes listed below. The course instructor will be notified in a

timely fashion via email and/or phone prior to the visitation.

Visitation of online courses may occur:

1. To ensure that the course is appropriately available to students in the course

management system.

2. To ensure that regular effective contact is taking place according to the

established ECC Regular Effective Contact Policy (see attached.) and

compliance with Section 508 of the Federal Rehabilitation Act (accessibility

for disabled students).

3. In response to a request from the instructor in the course. (Questionable

student conduct, technical problems, course development review and

recommendations.)

4. In response to student complaints about the instructor, the course, or the

course management system infrastructure.

At the conclusion of the visitation the Dean or designee will contact the instructor

and share any recommendations or comments.

[Typetext] March5,2010

Page 50 of 85

D R A F T

PRINCIPLES OF GOOD PRACTICE FOR EFFECTIVE

ONLINE INSTRUCTION WORKSHEET

INTRODUCTION

An institution offering courses through electronic or other modes of distance delivery is expected to meet the standards

and policies of the Accrediting Commission for Community and Junior Colleges (ACCJC). ACCJC policy specifies that

all learning opportunities provided by our accredited institutions have the same quality, accountability, and focus on

student outcomes, whether they are delivered electronically or by more traditional means. The intent of the policy is to

provide a framework that allows institutions the flexibility to adapt their delivery modes to the emerging needs of students

and society while maintaining quality. Any institution offering courses and programs electronically is expected to meet

the requirements of accreditation in each of its courses and programs and at each of its sites (Policy on Distance Learning).

In additon, the ACCJC has adopted the seven Principles of Good Practice as developed by the Academic Senate for California

Community Colleges. El Camino College encourages the use of the Principles to help ensure the quality, integrity, and effectiveness

of distance learning. All courses listed as a distance education course at El Camino College will be reviewed against the Principles

of Good Practice to ensure they are technically sound and of high quality. Faculty members must complete the worksheet and gain

approval by their Dean or Academic Officer for each distance education course taught. The completion of this document is the final

step in the assessment process to determine online course readiness.

Please complete each section listed below before the start of the semester. Contact the Distance Education office for assistance.

Faculty may complete the form electronically by using Adobe reader then print the form to sign. Please return the signed form to

the Distance Education office. The form will be technically reviewed by the Distance Education (DE) office and forwarded to the Academic

Dean for approval. You will be notified as soon as the documents are finalized. The completed document will be housed in the DE Office.

COURSE INFORMATION

Instructor's Name: Department:

Name of Course: Delivery Method: (ex. Etudes, Website, etc.)

Distance Education Course Start Date: CMS Shell ID: (ex. ENGL_1301_DEV)

Distance Education Format: (check one) Internet Hybrid

Comments (Optional)

CID use only: Date Received

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Distance Education Office - Telephone 310-660-6453 - Fax 310-660-3513 - distanceed@elcamino.edu

Instructor's Name:

D R A F T p. 2

Updated Spring 2010

TECHNICAL REVIEW (check all that apply)

Students will use a variety of browsers and hardware. This course has been checked for function on the following:

Browsers: Firefox Internet Explorer Other Platforms: Windows Macintosh

If you are using audio and/or video in the course please answer the following:

Audio

Number of segments:

Length of longest segment:

Transcript of Audio Included yes

Video

Number of segments:

Length of Longest segment:

Transcript of Video Included: yes

Additional Information as appropriate:

This course meets the guidelines of the Americans with Disabilities Act and specifically the Rehabilitation Act

Amendments in Section 508. For information on the actual guidelines, see the following:

http://www.usdoj.gov/crt/ada/adahom1.htm

or http://www.access-board.gov/508.htm.

CURRICULUM AND INSTRUCTION (check all that apply)

The course results in learning outcomes appropriate to the rigor and breadth of

the course outline of record.

Degree or certificate (if applicable):

The course offered electronically is coherent and complete

. The course incorporates (check all that apply):

A consistent course structure

A variety of learning activities that meet

diverse learning styles

Guidelines for feedback on assignments and

questions

Graphical and multimedia elements

Course navigation that is easy for the student

to follow

PDF and other downloadable files

Links to other web sites (opens in new

window)

Interactive activities

Evaluation instruments

If students are not required to meet on campus, they can complete the course without physically visiting the

institution offering the course. (i.e. all necessary instruction and support infrastructure is in place to serve the off-

campus student)

The course encourages appropriate interaction between faculty and students and promotes communication among

students. Contact is achieved through: (check all that apply, the total of all percentages should be equal to 100%)

Communication Mode %

Discussion Boards

Chat/IM

Small Groups Email

Announcements Phone/Internet Calls

In Person (F2F) Enter Other Here

Page 52 of 85

Other

Instructor's Name:

D R A F T p. 3

Updated Spring 2010

Feedback for students on assignments and questions will be provided in a timely manner and guidelines for feedback

are defined or outlined in the syllabus or course menu.

The course information or syllabus includes (check all that apply):

Assignment, Discussion Board, Introduction/Course Description

Test/Quiz dates Course Objectives

Instructor contact information Course Prequisites

Hyperlink to Student Support Information

Hyperlink to the Library Information

Where is the ADA statement located?

A link and/or information on technical

support including Information

Systems and Services information

Stude

nts have been made aware of

testing options and locations

Course number and title

Required text and purchase information

Student Learning Outcomes

Description/Outline of lessons/modules

Policies and Procedures of the course

Calendar of all assignments

ECC's software and hardware

recommendations

Information for downloading needed

viewers (i.e. Office 2007, Flash, PDF,

audio) and other software required for

the course

A backup plan if technology fails

(example: backup email to all students, etc)

Other (list):

The course specifies necessary technology competence and skills?

The course adheres to the ECC Policies and Guidelines for Distance Education? (For guidelines and policies, contact the DE Office.)

COPYRIGHTS AND PERMISSIONS

Have you confirmed that the course materials and any course materials not developed by the copyright holder are “fair use” or

that you are otherwise exempt from liability from infringement?

Yes No In Process

If not, have you acquired permission to use or link to the materials?

Yes No In Process

Page 53 of 85

Instructor's Name:

D R A F T p. 4

Updated Spring 2010

EVALUATION AND ASSESSMENT

(Check all that apply)

Students will be given an opportunity to provide feedback for this online course

Student achievement in the course will be assessed

Necessary revisions to this course will be made at regular intervals

Communication between student and instructor regarding the effectiveness of the course will be open

PLATFORM AND TRAINING

Are you using Etudes as a delivery software for your online course? Yes No

What CMS or delivery method do

you use to teach your online course?

You will make your course available to students on the first official first day of ECC classes.

You have received training on techniques for transforming a face-to-face course into an effective distance

learning class (How to Teach Online seminar or equivalent as approved by Distance Education Committee)?

Name of Course taken: Date:

Location taken:

Please identify any particular areas and/or issues in this course that y

ou want to ask for feedback from the reviewing team.

Page 54 of 85

Instructor's Name: D RA

F T p. 5

Updated Spring 2010

By signing this, faculty certify that all efforts have

been made to ensure that copyright permissions have been obtained and all efforts have

been made to comply with institutional policies regarding technology and other learning resources. The Distance Education Office will

notify the instructor of course approval status. The original checklist will be kept in the Distance Education Office.

Instructor’s Comments:

Date Signature

Instructional Media Coordinator's Comments:

Date Signature

Division Dean's Comments:

Date Signature

Approved Denied

Director, Learning Resources:

Date Signature

Page 55 of 85

Distance Education Office - Telephone 310-660-6453 - Fax 310-660-3513 - distanceed@elcamino.edu

file:///C|/Users/David/Documents/Academic%20Senate/packets/2010-05-04/Memo%20Regarding%20Copyright%20policy%20and%20procedure.txt

From: Grigsby, Alice

Sent: Thursday, April 29, 2010 11:41 AM

To: Vakil, David

Subject: Memo Regarding Copyright policy and procedure

Attachments: 2nd Revision AP 3750 Use of Copyrighted Material.doc; revised

Importance: High

Hope we have met your timeline.

April 28, 2010

To: Academic Senate President

David Vakil

From: Alice Grigsby

Heather Parnock

Sydney Smith, Howard Story, Evelyn Uyemura and Satish Warrier. The copyright

webpage is being developed by webmaster Omar Brenes. Support is being provided

by Ann Garten, Director of Community Relations.

Re: Copyright Policy & Procedures

The goal of the policy and procedure is to provide general direction for the

implementation of copyright law and to protect the college from liability.

The Committee feels that the procedures should be as generic as possible since:

.the issues involve all segments of the college community

.the need is to have immediate decisions in a possible dispute

.we truly anticipate relatively few issues

The issues in the past have been fairly simple. Examples include:

.failure to attribute sources of item

.inability to copy an entire work

.repeatability – copying or placing on electronic reserves the same article

multiple semesters

file:///C|/Users/David/Documents/Academic%20Senate/p...Regarding%20Copyright%20policy%20and%20procedure.txt (1 of 2) [4/29/2010 5:23:00 PM]

Page 56 of 85

file:///C|/Users/David/Documents/Academic%20Senate/packets/2010-05-04/Memo%20Regarding%20Copyright%20policy%20and%20procedure.txt

The copyright webpage that is under development will provide added resources and

support for the ECC community . http://www.elcamino.edu/copyright/ .

We are hopeful that, as modified, this document will be approved by the Academic

Senate.

file:///C|/Users/David/Documents/Academic%20Senate/p...Regarding%20Copyright%20policy%20and%20procedure.txt (2 of 2) [4/29/2010 5:23:00 PM]

Page 57 of 85



BoardPolicy3750UseofCopyrightedMaterials



The Board of Trustees of El Camino College requires compliance with the provisions of the U.S.

harmonization Act (TEACH Act); laws governing Peer‐to‐Peer file sharing (P2P ) and all other  legislation

governing the maintenance of the highest ethical standards in the use of copyrighted material.The

President/Superintendent or designee shall establish procedures for compliance and provide

informationalandtrainingprogramstohelpfacultyandstaffcomplywithcopyrightlaws.Allmembers

of the ECC  community are prohibited from violation of these provisions, including but not limited to,

from

 copying or disseminating materials not specifically allowed by the copyright laws, fair use

guidelines,licenses,contractualagreements,districtprocedures,orotherpermissions.



DraftbytheCopyrightCommittee

10/12/09



Page 58 of 85

AP 3750 Use of Copyrighted Material

References:

U. S. Code Title 17, Copyright Act of 1976; Education Code Sections 32360, 67302

Employees and students shall not reproduce copyrighted materials without prior permission

of the copyright owner, except as allowed by the “fair use” doctrine.

FAIR USE

Reference:

The “fair use” doctrine permits limited use of copyrighted materials in certain situations,

including teaching and scholarship. In some instances, copyright permissions may be

required for works that fall within “fair use.”

A. Single Copying for Teachers

A single copy may be made of any of the following by or for a teacher at his or her

individual request for his or her scholarly research or use in teaching or preparation to

teach a class:

1. A chapter from a book

2. An article from a periodical or newspaper

3. A short story, short essay or short poem, whether or not from a collective work

4. A chart, graph, diagram, drawing, cartoon or picture from a book, periodical, or

newspaper

B. Multiple Copies for Classroom Use

Multiple copies (not to exceed in any event more than one copy per pupil in a course)

may be made by or for the teacher giving the course for classroom use or discussion

provided that:

1. The copying meets the tests of

brevity and spontaneity as defined below; and

2. Meets the

cumulative effect test as defined below; and

3. Each copy

includes a notice of copyright

Definitions:

1. Brevity:

a) Poetry: (a) A complete poem if less than 250 words and if printed on not

more than two pages or (b) from a longer poem, an excerpt of not more

than 250 words.

b) Prose: (a) Either a complete article, story or essay of less than 2,500

words, or (b) an excerpt from any prose work of not more than 1,000

words or 10% of the work, whichever is less, but in any event a minimum

of 500 words. (Each of the numerical limits stated in “A” and "B" above

Page 59 of 85

may be expanded to permit the completion of an unfinished line of a poem

or of an unfinished prose paragraph.)

c) Illustration: One chart, graph, diagram, drawing, cartoon or picture per

book or per periodical issue.

a. "Special" works: Certain works in poetry, prose, or in "poetic prose"

which often combine language with illustrations and which are

intended sometimes for children and at other times for a more

general audience fall short of 2,500 words in their entirety.

Paragraph "B.1(b)" above notwithstanding such "special works" may

not be reproduced in their entirety; however, an excerpt comprising

not more than two of the published pages of such special work and

containing not more than 10% of the words found in the text thereof

may be reproduced.

2. Spontaneity

a) The copying is at the instance and inspiration of the individual teacher

b) The inspiration and decision to use the work and the moment of its use for

maximum teaching effectiveness are so close in time that it would be

unreasonable to expect a timely reply to a request for permission.

3. Cumulative Effect

a) The copying of the material is for only one course in the school in which

the copies are made.

b) Not more than one short poem, article, story, essay or two excerpts may

be copied from the same author, nor more than three from the same

collective work or periodical volume during one class term.

c) There shall not be more than nine instances of such multiple copying for

one course during one class term. (The limitations stated in "B.2 and B.3”

above shall not apply to current news periodicals and newspapers and

current news sections of other periodicals).

4. Prohibitions

Notwithstanding any of the above, the following shall be prohibited:

a) Copying shall not be used to create or to replace or substitute for

anthologies, compilations, or collective works. Such replacement or

substitution may occur whether copies of various works or excerpts

therefrom are accumulated or are reproduced and used separately.

b) There shall be no copying of or from works intended to be "consumable"

in the course of study or teaching. These include workbooks, exercises,

standardized tests and test booklets and answer sheets and like

consumable material.

c) Copying shall not:

1. Substitute for the purchase of books, publisher's reprints or

periodicals

2. Be directed by higher authority

Page 60 of 85

3. Be repeated with respect to the same item by the same teacher from

term to term.

d). No charge shall be made to the student beyond the actual cost of the

photocopying.

Compilations

Reference:

Basic Books, Inc. vs. Kinko's Graphics Corp. (S.D.N.Y. 1991) 758 F.Supp. 1522; and

Princeton University Press v. Michigan Document Services, Inc. (6th Cir. 1996) F.3d

1381.

Permission from the copyright owner should be obtained when using excerpts of

copyrighted work to create anthologies or “coursepacks,” even if the excerpts fall under

the definitions in the “fair use” doctrine.

C. Online Courses

Reference:

The TEACH (Technology, Education and Copyright Harmonization) Act, USC 17,

The Teach Act provides instructors’ greater flexibility to use third party copyrighted works

in online courses. An individual assessment will be required to determine whether a given

use is protected under the Act. The following criteria are generally required:

1. The online instruction is mediated by an instructor.

2. The transmission of the material is limited to receipt by students enrolled in the course.

3. Technical safeguards are used to prevent retention of the transmission for longer than

the class session.

4. The performance is either of a non-dramatic work or a “reasonable and limited portion”

of any other work that is comparable to that displayed in a live classroom session.

5. The work is not a textbook, course pack, or other material typically purchased or

acquired by students for their independent use and retention, including commercial

works that are sold or licensed for the purposes of digital distance education.

6. The district does not know, or have reason to know, that the copy of the work was not

lawfully made or acquired.

7. The district notifies students that the works may be subject to copyright protection and

that they may not violate the legal rights of the copyright holder.

D. Library Reserves

All materials placed on print and electronic reserve within the Library will be at the

initiative of faculty for the non-commercial, educational use of students. All Reserves will

be provided in a manner that respects current copyright law, the rights of copyright holders

and Fair Use rights.

Page 61 of 85

E. Obtaining Permission to Use Copyrighted Material

1. It is the responsibility of the individual faculty member or other person requesting

copies to obtain permission to use copyrighted material. The college will not

knowingly duplicate copies of copyrighted materials.

2. Employees with questions regarding copyright law will be directed to the U.S.

and the ECC Copyright

page for other references including links to operating procedures related to copyright.

Forms will also be available in the bookstore and the copy center.

F. Procedures

1. In cases of unresolved disputes between the requestor and the service provider, the

issue will be addressed according to the division or department’s written procedures,

which must adhere to copyright laws. If no procedures are available at the time of the

dispute, the issue will be referred to the requestor’s Dean or Director.

2. The service will not be rendered until the disputed issue is resolved.

Reference:

AP 3720 Computer and Network Use

Page 62 of 85

Draft – 4/28/10

BP 4100 Graduation Requirements for Degrees and Certificates

References:

Education Code Section 70902(b)(3); Title 5, Sections 55060 et seq.

The District grants the degrees of Associate in Arts and Associate in Science to those students who have completed the

subject requirements for graduation and who have maintained a 2.0 grade point average in subjects attempted. Students

must also complete the general education residency and competency requirements set forth in Title 5 regulations.

Students may be awarded Certificates of Achievement upon successful completion of a minimum of 18 or more semester

units of degree-applicable coursework designed as a pattern of learning experiences designed to develop certain

capabilities that may be related to career or general education.

The President/Superintendent shall establish procedures to determine degree and certificate requirements that include

appropriate involvement of the College Curriculum Committee. The procedures shall assure that graduation requirements

are published in the College Catalog and included in other resources that are convenient for students.

Page 63 of 85

Draft – 4/28/10

AP 4100 Graduation Requirements for Degrees and Certificates

References:

Title 5, Sections 55002(a) and 55060 et seq.; Board Policies 4100.1 and 4235

1) Graduation requirements for degrees include:

a) Satisfactory completion of at least 60 semester units of college work. “College work” is defined as courses

acceptable toward the associate degree including those that have been properly approved pursuant to Title 5,

Section 55002(a) at a California Community College. The college will honor each course in the same general

education area in which the originating institution placed each course.

(i) Courses taken at other than a California community college may satisfy general education if the

institution is accredited by one of the regional accrediting associations and the scope and rigor of the course

meets the general education guidelines set forth by the college.

(ii) If there is doubt of the reasonable application, the course(s) must be approved by the discipline faculty

and/or the dean of the division in which the course(s) in question would normally be placed.

b) Completion of at least 18 semester units in general education and at least 18 semester units in which a grade

of C or better has been earned in a major listed in the Community Colleges’ “Taxonomy of Programs.”

Catalog rights do apply; see Board Policy 4100.1. The general education requirements must include a

minimum number of units as specified in the college catalog in the natural sciences, social and behavioral

sciences, humanities, and language and rationality. Ethnic studies must be integrated within general

education offerings.

c) Completion of at least 12 semester units of study in residence.

d) Demonstrated competence in reading, written expression, and mathematics.

2) Students may receive credit for knowledge or skills to be counted toward satisfaction of the requirements for an

associate degree as defined in Policy 4235 – Credit by Exam. Advanced Placement Exams with a score of 3, 4, or

5 may be used toward general education as approved by the Academic Senate for California Community Colleges

document entitled “Standardized Template for Advanced Placement Examination Information.” Credit may be

used towards specific courses as determined by the faculty and listed in the college catalog.

3) District policies and procedures regarding general education and degree requirements are published in the college

catalog and are filed with the State Chancellor’s Office.

4) Requirements for Certificates of Achievement include:

a) Successful completion of a course of study or curriculum that consists of 18 or more semester units of

degree-applicable credit coursework. The certificate of achievement shall be designed to demonstrate that

the student has completed coursework and developed capabilities relating to career or general education.

b) Content and assessment standards that ensure the certificate programs are consistent with the mission of the

District.

c) Shorter credit programs that lead to a certificate may be established by the District. Certificates for which

the State Chancellor’s approval is not sought may be given any name or designation deemed appropriate

except for certificate of achievement, certificate of completion, or certificate of competency.

5) Students qualifying for more than one AA or AS degree will have all degrees posted on their transcripts; however,

they will only receive one diploma for an achieved AA degree and one diploma for an achieved AS degree.

6) Students qualify

ing for more than one certificate will receive the certificates and have them posted on their

transcripts.

Page 64 of 85

Draft: 4/26/2010 Page 1

Core Competency Assessment Plan

A core competency describes what students are able to do upon graduating or transferring

from El Camino.

Assessing core competencies gives faculty, staff, and managers at the

college a broader view of the college as a whole and how their area or program fits into it than

they would get from program-level or course-level assessment. El Camino College’s Core

Competencies are as follows:

Students completing a course of study at El Camino College will achieve the following core

competencies:

I. Content Knowledge: Students possess and use the knowledge, skills and abilities specific to

a chosen discipline, vocation or career.

II. Critical, Creative and Analytical Thinking: Students solve problems, make judgments and

reach decisions using critical, creative and analytical skills.

III. Communication and Comprehension: Students effectively communicate in written, spoken

or signed and artistic forms to diverse audiences. Students comprehend and respectfully

respond to the ideas of others.

IV. Professional and Personal Growth: Students exhibit self-esteem, responsible behavior and

personal integrity. Students are reflective and intellectually curious; they continue to improve

themselves throughout life.

V. Community and Collaboration: Students appreciate local and global diversity and are

respectful and empathetic during personal interactions and competitions. Students effectively

collaborate and resolve conflicts. They are responsible, engaged members of society, who are

willing and able to assume leadership roles.

VI. Information and Technology Literacy: Students locate, critically evaluate, synthesize, and

communicate information in various traditional and new media formats. Students understand

the social, legal, and ethical issues related to information and its use.

In a process starting in the Spring semester of 2010, ECC will begin assessing these core

competencies. The first core competency assessment will be the “Communication and

Comprehension” competency. Every year, the college will assess one core competency in the

following order:

1. Communication and Comprehension (Fall 2010)

2. Critical, Creative, and Analytical Thinking (Fall 2011)

3. Professional and Personal Growth (Fall 2012)

4. Community and Collaboration (Fall 2013)

5. Information and Technology Literacy (Fall 2014)

6. Content Knowledge (Fall 2015)

According to the California state Academic Senate’s “SLO Terminology Glossary,” “core competencies are the

integration of knowledge, skills, and attitudes in complex ways that require multiple elements of learning which

are acquired during a student’s course of study at an institution. Statements regarding core competencies speak to

the intended results of student learning experiences across courses, programs, and degrees. Core competencies

describe critical, measurable life abilities and provide unifying, overarching purpose for a broad spectrum of

individual learning experiences. Descriptions of core competencies should include dialogue about instructional

and student service competencies.”

Page 65 of 85

Draft: 4/26/2010 Page 2

Then, the order will repeat starting in Fall 2016. Thus, core competency assessment will take

place in a six-year cycle. Other core competencies may be added later on as needed; if this

happens, the core competency assessment cycle will be lengthened.

Mapping Course- and Program-Level SLOs to the Core Competencies

In order to start the process of assessing core competencies, during spring flex 2010, the

college will map their courses and programs to the core competencies. That is, for each

course, the faculty will determine which core competencies match up with the outcomes for

that course; at the program level, the faculty will determine which core competencies match

up with the outcomes for their program. This will accomplish several things:

1. One of the ways that the college plans to assess these core competencies is by survey.

Thus, the mapping will help the college determine which courses may be targeted for

administering the survey.

2. An additional way that the college plans to assess the core competencies is by

matching the survey results to student grades in the courses which align with the core

competency being assessed. Thus, mapping will help the college determine which

course grades should be included.

3. A third way that the college plans to assess these core competencies is by having the

faculty rate their students in the various competencies. Thus, the mapping will help

the college determine which courses should be targeted for this rating.

4. The mapping will help faculty determine whether or not they have a complete list of

SLOs for their courses and programs and whether the SLOs they currently have match

up with the college’s core competencies.

Methods for Assessing the Core Competencies:

The college will collect data for each of the core competencies in three ways:

1. Student Survey: For each core competency, the Assessment of Learning committee

will develop a survey to assess to what extent students feel they have met the core

competencies. The survey will be administered in courses which rate a “4=very

important” for the core competency being measured and which tend to be ones that

students take at the end of their studies at ECC. Students particularly targeted for the

survey will be ones who are about to graduate with a degree or certificate from the

college; however, in the process of administering the survey, students at various stages

of their studies will be surveyed. This will give the college a good means to compare

achievement of core competencies between students at various stages.

2. Faculty Survey: The faculty whose courses were targeted for the student survey will

then be asked to rate their students with respect to the core competency being

assessed. They will be asked to rate student competence in general, not with respect to

specific skills within the competency.

3. Course Grades: In the process of surveying students, the college will collect the

identity numbers of these students and match them to their course grades. Then the

college will pull out only the grades from courses where the core competency being

Page 66 of 85

Draft: 4/26/2010 Page 3

assessed played a significant role (determined by mapping). The college will average

these grades in order to compare them with the survey averages. The college will not

look at grades of individual students nor will it disaggregate grades based on

individual instructor. In this way, the college insures the privacy of students and

instructors.

Reporting the Results:

After the data is collected, a core competency summit will be planned to bring together

faculty, staff, and managers from various parts of the college to reflect on the data. These

summits will take place on the Friday of the Assessment of Student Learning Week. (the tenth

week of the semester). After reflection and input from summit participants, the Assessment of

Learning Committee will be responsible for writing and disseminating a report.

The Summit:

1. Faculty and staff who have performed assessment in the core competency area being

assessed will be asked to give a short presentation on their findings and conclusions.

At the end of these presentations, a facilitator will ask summit participants to think

about commonalities and differences in the presented assessment studies.

2. The Assessment of Learning Committee will present the data from the core

competency assessment.

3. Summit participants will be broken into groups based on their general area of the

campus (e.g. Basic Skills, GE, CTE, etc.). The groups will be asked to reflect on the

data and its implications for their particular area.

4. The groups will report out their findings and conclusions.

Timeline for the First Core Competency Assessment (“Communication and

Comprehension”):

Spring Flex Day, 2010

Mapping of courses, programs to core

competencies

Spring 2010

Survey instrument for “Communication

and Comprehension” developed

Survey planned and administered

Faculty survey planned and administered.

Assessment of Student Learning Week,

Fall 2010

Core Competency Summit takes place

End of Fall 2010

Report written and disseminated

Page 67 of 85

UpdatedListofUpcomingDeadlines(CourseandProgramL evels)

One‐TimeDueDates

DueDate Task

Fri.April23,2010 SLOassessmentplanssubmittedforallremainingcourseswithout

SLOs.

Spring,2010 Assessfirstprogram‐levelSLO(instructionalprograms)

Fri.,June11,2010



Allprogramssubmitfirstprogram‐levelassessmentreport.

Thereafter,program‐levelSLOassessmentswillbetiedto

programreviewcycles(detailstofollowatalatertime).

Fri.,Dec.3,2010 AllcoursesandprogramshavecompletesetsofSLOAssessment

Plansthatarealignedwiththecorecompetencies.



Inordertoaccomplishthis,duringSpring2010andFall2010,

pleasedothefollowing:

• Reviewexistingcourse‐andprogram‐levelSLOsforalignment

withcorecompetencies.

• IdentifygapsinSLOsbycomparingexistingSLOswithcore

competencyalignmentmapcompletedduringflexday,Spring

2010

NOTE:Forallcorecompetenciesratedasa“4=veryimportant”fora

particularcourseorprogram,theremust

beatleastonecorresponding

SLOforthatcourseorprogram.Forcorecompetenciesmarked

“3=somewhatimportant,”thereshould

beacorresponding SLOunless

thereisacompellingreasonnottohaveone.*

Feb.15,2011 Program‐LevelSLOsarepublishedonalldivisionand/or 

departmentwebsitesandpreparedforinclusioninElCamino

CourseCatalog.

Feb.15,2012 Course‐levelSLOsarepublishedondivision/departmentwebsites.

CorrespondingRequirementfor“Proficiency”According toACCJCRubric:

• Student learning outcomes and authentic assessment are in place for courses, programs and degrees.

• Course student learning outcomes are aligned with degree student learning outcomes.

• Students demonstrate awareness of goals and purposes of courses and programs in which they are

enrolled.



OngoingDueDates

DueDate Task

Reportsofassessed

course‐levelSLOs

dueannuallyatthe

endofthethird

weekofspring

semester.

Continuetoassessexistingcourse‐levelSLOs.



Courseoutcomeassessmentstakeplacethroughouttheyear;

assessmentreportsdueannuallyattheendofthethirdweekof

springsemester.



DRAFT: 4-6-10

Page 68 of 85

DRAFT: 4-6-10



(Thismeanscourse‐

levelSLOsshould

beassessedbyfall

semesterofthe

previousyear.)

Howmany?



 Forsmallprograms(5orfewerfull‐timefaculty):two

completeassessmentcyclesperyear

 Formediumprograms(6to12full‐timefaculty):three

completeassessmentcyclesperyear

 Forlargeprograms(13ormorefull‐timefaculty):four

completeassessmentcyclesperyear



Note

:AfterFall2010,course‐levelSLOassessmentcyclestiedto

programreviewcycles(detailswillfollowatalatertime.)



Startingin2011,

reportsofassessed

program‐levelSLOs

dueattheendof

thethirdweekof

fallsemester.



(Thismeansthat

program‐levelSLOs

shouldbeassessed

bytheprevious

springsemester.)

Startingin2011,programoutcomeassessmentsaretiedto

programreviewcycles(detailswillfollowatalatertime);

assessmentreportsdueattheendofthethirdweekoffall

semester.



CorrespondingRequirementfor“Proficiency”According toACCJCRubric:

• Comprehensive assessment reports exist and are completed on a regular basis.

• Results of assessment are being used for improvement and further alignment of institution-wide practices.

• There is widespread institutional dialogue about the results.

• Decision-making includes dialogue on the results of assessment and is purposefully directed toward

improving student learning.



*Moreabouthowtomakesurethatcourse‐andprogram‐levelSLOsarealignedwith

corecompetencies:

• OneSLOmaycorrespondtomorethanonecorecompetencyandviceversa.

Theredoesnothavetobeaone‐to‐onecorrespondence.

• YoumayadjustyourSLOstomatchyourcorecompetencymapinoneofthree

ways:

1. Addacorecompetencytothelistofcorecompetenciesthatanexisting

SLOcorrespondstowithoutalteringthewordingofyourSLO.

2. AlterthewordingofanexistingSLOtoaccommodateacorecompetency.

3. AddanadditionalSLOthatcorrespondstoaparticularcorecompetency.

Page 69 of 85

DRAFT of CurricUNET Annual Program Review

Comment: We are at the earliest design stages for the CurricUNET Program Review module, so

you will need to use your imagination a bit to get an idea of how much simpler the CurricUNET

Annual Program Review Update will be than the full CurricUNET Program Review.

CurricUNET Annual Program Review Update

The annual program review update will have questions that will need to be answered in each of

the broad areas of our program review document. Below is a copy of each of these sections and a

mock-up of what the Annual Program Review Update (APRU) might look like.

Even though the final APRU report will be in the order below, the pages that will appear in

CurricUNET for preparing the APRU will appear in a slightly different order, to mimic the

preparation process.

Order for the report:

I. Program Overview

tes

ent

II. Analysis of Institutional Research Da

III. Curriculum – Courses, Degrees, and Certifica

IV. Assessment of Student Learni

V. Facilities and Equipm

VI. Staffi

VII. Planning

VIII. Conclusions / Recommendations

Directions and tentative order of the pages for the APRU preparation:

Part 1: Review what happened in the past twelve months. You do not have respond to the

areas below in the order they appear but we recommend completing the areas in this part before

moving on to the next part.

II. Analysis of Institutional Research Data: [CurricUNET will automatically bring up the

current Analysis of IR Data narrative and any previous amendments made to the current Analysis

if IR Data narrative. CurricUNET, working with IR, would provide an update to the IR research

data, available within CurricUNET or as a downloadable document.]

1. After reviewing the updated data set, have there been significant changes in the

outcomes and trends the data reflect?

| YES | NO

[If YES is chosen, a textbox will appear with the following instructions: Provide a brief

summary of the changes in the data-driven outcomes and trends. This summary will be

an amendment to your Analysis of Institutional Research Data section.]

[Also, only if YES is chosen above will the second question below appear.]

2. Based on the amendment to the Analysis of Institutional Research Data section, will

any new recommendations need to be created?

| YES | NO

[If YES is chosen, then you will be reminded to create a new recommendation on the

Recommendation Management Page.]

Page 70 of 85

DRAFT of CurricUNET Annual Program Review

III. Curriculum – Courses, Degrees, and Certificates: [CurricUNET will automatically bring

up the current Curriculum narrative and any previous amendments made to the current

Curriculum narrative. CurricUNET will automatically list the curriculum proposals that have

been completed in the previous twelve months. These would include new courses, course

review/revisions, new degrees/certificates, and degree/certificate updates.]

1. After reviewing the curriculum activity over that last year, is an amendment needed

for the Curriculum section?

| YES | NO

[If YES is chosen, a textbox will appear with the following instructions: Provide a brief

summary of the changes in curriculum. This summary will be an amendment to your

Curriculum section.]

[Also, only if YES is chosen will the second question below appear.]

2. Based on the amendment to the Curriculum section, will any new recommendations

need to be created?

| YES | NO

[If YES is chosen, then you will be reminded to create a new recommendation on the

Recommendation Management Page.]

IV. Assessments of Student Learning: [CurricUNET will automatically bring up the current

Assessments of Student Learning narrative and any previous amendments made to the current

Assessments of Student Learning narrative. CurricUNET will automatically list the SLOs and

Assessment work that has occurred within the CurricUNET SLOs and Assessment module.]

1. After reviewing the SLOs and Assessment activity over that last year, is an

amendment needed for the Curriculum section?

| YES | NO

[If YES is chosen, a textbox will appear with the following instructions: Provide a brief

summary of the changes in SLOs and Assessments. This summary will be an amendment

to your SLOs and Assessments section.]

[Also, only if YES is chosen will the second question below appear.]

2. Based on the amendment to the SLOs and Assessment section, will any new

recommendations need to be created?

| YES | NO

[If YES is chosen, then you will be reminded to create a new recommendation on the

Recommendation Management Page.]

Page 71 of 85

DRAFT of CurricUNET Annual Program Review

V. Facilities and Equipment: [CurricUNET will automatically bring up the current Facilities

and Equipment narrative and any previous amendments made to the current Facilities and

Equipment narrative.]

1. Based on what has occurred over the last twelve months, is an amendment to the

Facilities and Equipment section necessary at this time? This could include progress

made in attaining facilities or equipment, but may also include new circumstances that

have created new facilities or equipment needs.

| YES | NO

[If YES is chosen, a textbox will appear with the instructions: Summarize the changes to

facilities and equipment resources and needs. This summary will be an amendment to

your Facilities and Equipment section.]

[Also, only if YES is chosen will the second question below appear.]

2. Based on the amendment to the Facilities and Equipment section, will any new

recommendations need to be created?

| YES | NO

[If YES is chosen, then you will be reminded to create a new recommendation on the

Recommendation Management Page.]

VI. Staffing: [CurricUNET will automatically bring up the current Staffing narrative and any

previous amendments made to the current Staffing narrative.]

1. Based on what has occurred over the last twelve months, is an amendment to the

Staffing section necessary at this time? This could include progress made in attaining

new staff, but may also include new circumstances that have created new staffing needs.

| YES | NO

[If YES is chosen, a textbox will appear with the instructions: Summarize the changes to

staffing resources and needs. This summary will be an amendment to your Staffing

section.]

[Also, only if YES is chosen will the second question below appear.]

2. Based on the amendment to the Staffing section, will any new recommendations need

to be created?

| YES | NO

[If YES is chosen, then you will be reminded to create a new recommendation on the

Recommendation Management Page.]

Page 72 of 85

DRAFT of CurricUNET Annual Program Review

Part 2: Summarizing Changes in the Big Picture – Program Overview and Planning

I. Program Overview: [CurricUNET will automatically bring up the current Program

Overview narrative and any previous amendments made to the current Program Overview

narrative.]

1. Based on amendments made to the areas in Part 1, do the changes in your program in

the past twelve months necessitate an amendment be made to the program overview

section? This could include changes in program resources, personnel, degrees or

certificates, methods of instruction, or assessments.

| YES | NO

[These are radio buttons. If YES is chosen, a textbox will appear with the instructions:

Summarize the changes that have occurred. This summary will be an amendment to your

Program Overview section.]

[Also, only if YES is chosen will the second question below appear.]

2. Based on the amendment to the Program Overview section, will any new

recommendations need to be created?

| YES | NO

[If YES is chosen, then you will be reminded to create a new recommendation on the

Recommendation Management Page.]

VII. Planning: [CurricUNET will automatically bring up the current Planning narrative and

any previous amendments made to the current Planning narrative.]

1. Based on what has occurred over the last twelve months, is an amendment to the

Planning section necessary at this time? This could include progress made in attaining

earlier plans, but may also include new circumstances that have created new planning

needs.

| YES | NO

[If YES is chosen, a textbox will appear with the instructions: Summarize the changes in

your program planning. This summary will be an amendment to your Planning section.]

[Also, only if YES is chosen will the second question below appear.]

2. Based on the amendment to the Planning section, will any new recommendations need

to be created?

| YES | NO

[If YES is chosen, then you will be reminded to create a new recommendation on the

Recommendation Management Page.]

Page 73 of 85

DRAFT of CurricUNET Annual Program Review

Part 3: New Goals, New Recommendations, Recommendation Progress Reports

VIII. Conclusions / Recommendations: [This is where the most work is likely to take place.

On the Recommendation Management Page, at least one of the following actions will be need to

be taken on each existing recommendation:

Annual Progress Report on Recommendation

Recommendation Completed

I don’t have a mock-up of these actions yet, but one can imagine…

In addition, on the Recommendation Management Page, CurricUNET will list those sections

above where new recommendations were proposed, as a reminder to create the new

recommendations.]

Page 74 of 85

Prioritization of strategic initiatives by participants at the Planning Summit indicated

consensus around the themes of “Teaching and Learning” and “Comprehensive

Programs and Services” that result in “Quality Education” which is validated by “Data-

driven Planning”.

Many of our current initiatives were supported with minor changes. In addition, financial

stability, campus climate, and sustainability were raised as additional issues of

importance to participants.

Strategic Initiative A

Enhance teaching to support student learning using a variety of instructional methods

and services.

Strategic Initiative B

Strengthen quality educational and support services to promote student success.

Strategic Initiative C

Foster a positive learning environment and sense of community and cooperation.

Strategic Initiative D

Develop and enhance partnerships with schools, colleges, universities, businesses, and

community-based organizations to respond to the workforce training and economic

development needs of the community.

Strategic Initiative E

Improve processes, programs, and services through the effective use of assessment,

program review, planning, and resource allocation.

Strategic Initiative F

Support facility and technology improvements to meet the needs of students,

employees, and the community.

Strategic Initiative G

Promote environmentally-sensitive processes and policies that move the College toward

sustainable practices.

Page 75 of 85

EL CAMINO COLLEGE

Board Policy 5055 Enrollment Priorities

All courses of the El Camino Community College District shall be open to enrollment,

subject to a priority system that may be established. Enrollment also may be limited to

students meeting properly validated prerequisites and co-requisites, or due to other

practical considerations

The Superintendent/President shall establish procedures defining enrollment priorities,

limitations, and processes for student challenge, which shall comply with Title 5

regulations.

Reference:

Title 5, Sections 51006, 58106, 58108

Revision of Board Policy 5055

Replaces Board Policy 5120

El Camino College

First Draft 04/15/09 from W. Mulrooney to E. Nieto & G. Sequeira

Page 76 of 85

EL CAMINO COLLEGE

Administrative Policy 5055 Enrollment Priorities

Version I Draft 1.4 – 04/08/10 - WM

I. Limitations

Enrollment in courses and programs may be limited to students meeting properly

established prerequisites and co-requisites. Enrollment may be limited due to the

following:

1) Health and safety concerns

2) Facility limitations

3) Faculty limitations

4) Availability of qualified instructors

5) Funding limitations

6) Regional planning

7) Legal requirements

8) Contractual requirements

II. Registration Priorities

During registration periods, the following registration priority shall be followed:

1) Continuing students

2) New and returning students

3) K-12 concurrently enrolled students

Within each of the above cohorts, sub-cohorts may be established by law or through

policy and procedure of the district

III. Continuing Students

Within the continuing student cohort each student shall be assigned a priority registration

time based on the following:

1) Legally mandated student cohorts (continuing DSPS, EOP&S and qualified

members or former members of the Armed Forces of the United States shall

2) Student cohorts established by a federal or state grant in which priority registration

is mandated by the grant and the granting of priority registration to the cohort does

not contradict the provisions or intent of the laws and regulations governing

registration priorities.

3) Qualified students who are members of cohorts that meet the criteria for priority

registration as established and approved by a Priority Registration Committee.

4) All other continuing students shall receive one registration point for each unit

earned at El Camino College since 1983 up to a maximum of “X” points.

Page 77 of 85

5) The more registration points, the earlier the registration appointment assignment.

6) Registration point ties shall be broken by random selection.

7) The maximum number of registration points a student may accrue is “X.”

8) Students with a value greater than “X” in registration points, and who are not

pursuing a multiple degree or certificate option, shall forfeit those points and be

assigned a registration point value of one.

IV. New and Returning Students

Within the new and returning student cohort each student shall be assigned a registration

appointment time based on the following:

1) New or returning students who are in legally mandated student cohorts (new or

returning DSPS, EOP&S and qualified members or former members of the Armed

Forces of the United States shall register before other new or returning students

2) New international students with F-1, M-1, or J-1 visas

3) Qualified students who are members of cohorts that meet the criteria for priority

registration as established and approved by a Priority Registration Committee.

4) All other new and returning students shall have their registration appointment time

based on the submission date of the application for admissions. Assignment of the

registration appointment time for new and returning students not in the groups

described in IV 1 and 2 is on a first come, first serve basis.

V. K-12 Concurrently Enrolled Students

Within the K-12 concurrently enrolled student cohort each student shall be assigned a

registration appointment time based on the submission date of the final required

document for admissions (application for admissions, K-12 concurrent enrollment form,

and other documents required by law, regulation, and district policy). Assignment of the

registration appointment time for K-12 concurrently enrolled students is on a first come,

first serve basis.

VI. Registration Time Allowance

1) Students in all cohorts may register on or after their scheduled registration

appointment time, but not before.

2) All students must register by the published deadlines and in accord with the

policies and procedures of the district. If a student fails to meet these deadlines or

follow the district’s policies and/or procedures, the student will not be allowed to

proper registration will neither receive credit nor a grade for that course and the

backdating of registration will not be considered by the district unless the student

can prove that he/she properly registered in a timely manner and it was a college

error that caused the registration to fail. A hold against a student (dean, fee,

dismissal, etc), a failure by the student to apply for admissions, a failure by the

student to meet prerequisites or co-requisites, an unapproved course overload, a K-

12 form or process not properly executed, an admissions hold (residency, AB540,

Page 78 of 85

missing data, etc) not resolved by the student in the manner and timeframe

proscribed by the district shall not be considered to be college error. A student

will not be allowed to enroll in a class if there is any time overlap with another

class. A student may not be allowed to enroll in a class if it violates any of the

repeat rules as set forth in Title 5 or in the El Camino College policy and

procedure on repeats. If a student attends and participates in a course, this does

not constitute error by the district to allow for a post-deadline registration due to

college error.

VII. District Designated Priority Groups

Cohorts or student groups that may qualify for priority registration must meet criteria as

set forth by the district.

1) The group must demonstrate that extra-curricular or co-curricular activities require

considerable dedicated hours outside of the classroom.

2) It would be detrimental to the students within the group not to receive priority

registration. The failure of these students to receive priority registration would

make it difficult to enroll in classes.

3) The group must demonstrate that there are no other alternatives or options at their

disposal to priority registration.

4) Groups shall be provided the opportunity to request priority registration based on

guidelines established by a Priority Registration Committee.

5) The burden of proof to demonstrate that the student group qualifies for priority

registration is on the student group.

VIII. Priority Registration Committee

A. Composition of the Committee

The committee shall be composed of the following:

1) El Camino College Director of Admissions & Records or Assistant Director of

Admissions & Records

2) An at large representative appointed by the El Camino College President’s

Cabinet.

3) Student Representative appointed by the Associated Student Organization of El

Camino College

B. Chair of the Committee

The El Camino College Director of Admissions & Records shall be the chair of the

committee during its first year. In subsequent years, the chairmanship may rotate or be

elected in a manner to be determined by the committee and contained in the Guidelines.

C. Other Officers

Page 79 of 85

The Priority Registration Committee shall determine its other officers as needed in a

process to be determined by the committee and contained in the Guidelines.

IX. Priority Registration Application Process

A. Application Period

1) The application period for eligible student groups to apply for priority registration

shall be established and publicized by the Priority Registration Committee to the

campus community in advance. The application period shall be for no less than

30 calendar days.

2) This application period will be once in a calendar year. A student group that fails

to meet the deadline will need to wait until the following year to apply. All

material including supporting documentation must be submitted by the deadline.

There will be no extensions.

B. Committee Review Period

The Priority Registration Committee shall establish a period of time to review,

collectively or severally, the application material submitted by the student groups.

C. Committee Vote

The Priority Registration Committee shall meet to discuss, evaluate, consider, and vote

on the applications submitted by the student groups.

1) Those student groups who do not qualify to apply (student clubs), have not

submitted the required documentation, or have failed to demonstrate that the

minimum criteria have been met will not be considered.

2) Those student groups who have met all criteria and have supplied all the

documentation required may be considered as a priority registration group by the

Priority Registration Committee. However, meeting all the criteria and supplying

all the documentation does not guarantee approval.

3) Those student groups who have supplied all the documentation required but

questions remain regarding the criteria, may be asked to appear before the

committee to answer questions and provide clarification.

D. Committee Decision

The Priority Registration Committee shall make its determination on the applications for

priority registration by a date established within the Guidelines.

E. Notification of Decision

1) The student groups shall be notified in writing of the committee’s decision.

2) The committee may at its discretion limit priority registration within a group by

seasonality of activities

2) A copy of the notification is to be provided to the Vice President Student and

Community Advancement.

3) A copy of the notification is to be provided to the El Camino College Division

Page 80 of 85

of Information Technology Services.

4) The decision of the Priority Registration Committee is final.

5) Any group whose request is denied may reapply for consideration after waiting a

period of two (2) years.

X. Automatic Granting of Priority Registration Status

A. By Statute

Any group or cohort that is granted priority registration by statute following the

passage and adoption of this procedure shall receive priority registration in accord

with that stature and will not need to apply for priority registration as sited in VII of

this procedure.

B. By Grant or Other Contractual Arrangement

Any group or cohort that is dependent on a grant or other legally binding arrangement

that requires priority registration will not need to apply for priority registration as

sited in VII of this procedure. However, the Vice-President of Student and

Community Advancement will need to certify in writing that this group or cohort is

legally entitled to priority registration under the terms of the grant or other legally

binding arrangement.

XI. Loss of Group or Cohort Priority Registration

A. By Statute

Any group that has received priority registration by statute shall loose priority

registration if that statute is repealed or declared null and void by a court of law.

B. By Grant or Other Contractual Arrangement

Any group or cohort that received priority registration based on the terms of a grant or

other legally binding arrangement shall be subject to the loss of priority registration if

the terms of the grant or arrangement have materially changed. The Priority

Registration Committee may subject the group to the conditions of VII of this

procedure.

C. Other Groups or Cohorts

Other groups or cohorts that have been granted priority registration may be subject to

review by the Priority Registration Committee if, in the opinion of the committee, the

group or cohort no longer meets the criteria to continue to receive priority registration.

Page 81 of 85

El Camino College

History of Proposed Revision to BP 5055 and AP 5055

Draft – Version 2A

• 04/2709 - First Draft from W. Mulrooney to J. Nishime, E. Nieto, G. Sequeira, &

S. Waterhouse.

Page 85 of 85

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