ࡱ> `b_@ r.jbjbqq Rr(l$$$$$ 0d$]DBDDDDDDD,F HVHDHD D66DN=B$$$ b?0Bd]D]D?$IIB17Թ Academic Senate Agenda January, 10 2005, 2:30-4:30pm, Room 6708 President: Paul Starer 06 Vice President: Dolores Davison 06 Secretary/Treasurer: Bob Cormia 05 Curric. Co-Chair: Dolores Davison 06 Student Liaison Kee Hoon Chung Bio & Health Sci: David Sauter 04Language Arts: Richard Morasci 05 April Flowers 05Business & Soc. Sci: Rob Johnstone 05 Brian Evans 05Library Sciences: Mary Thomas 05Counseling: Dee Lee DavCTIS: CormiaPE & Human Perf: Irv Ploke 05 Dixie Macias 05Adaptive Learning: Janet Spybrook Mary HawkinsFine Arts: Robert Hartwell 05PSME: Andy Fraknoi 05 Rick Martinez 062:302:35Call To Order AnnouncementsWinter Meetings Approval of Minutes for 12/06/04 (17Թ) Consent Calendar  Action ActionAction & Information Items:2:352:45 2:453:00 3:003:30 3:303:45 3:454:00 4:004:30Student Equity PlanStarer MLK CelebrationKim Lane Basic Skills TaskforceJohnson/Alfsen Disciplines ListStarer/Davison Dead Day DiscussionStarer Presidents AddressFongAction Info/Disc Info/Disc Info/Disc Info/Disc Info/DiscCommittee Members Needed: District Budget District Safety Committee Consent Calendar 17Թ Academic Senate Minutes December 6, 2004 2:30-4:30 p.m. Meeting was called to order at 2:34 p.m. Announcements: Consent calendar Leticia Del Gado was added to the search committee for VP of instructional research (Bill Patterson). Consent calendar was approved unanimously. Approval of Minutes and Consent Calendar A motion to approve the minutes of November 22nd was approved unanimously with amendments as noted. Rose Meyers Student equity plan (still need the soft copy of the document). We will update the plan every 10 years, consistent with the partnership for excellence goal to increase retention and success. Pieces of the plan were preserved that helped ethnicity success. Rose will need comments by January 3rd for the plan. Institutional research was used to answer questions in ways other than how they were written. The district has moved forward with student equity, especially access and success, and closing the achievement gap. The student equity plan may not have a proponent or champion in Sacramento because of funding. California has cut more than 50% of the partnership for excellence funds. Martha Kanter 17Թ master plan document. Martha presented the front piece for the districts master plan, including philosophy, mission priorities, etc., of the FHDA Community College district. Priorities are transfer, vocational education, and basic skills. The document may need to expand on purposes and functions, and who has responsibility for each are. For instance, what does central services do? Pedagogical excellence is both a priority and hallmark of the district. The document should say that. As chancellor, quality is very important, especially pedagogical excellence. What our faculty are doing in the classroom, especially their quality and expertise, is important to document. Martha touched on several other topics. The public domain policy will need to be managed to ensure that it will actually have a positive impact. Accreditation and self-study has been a great process. Fees and visas are an issue that is likely affecting enrollment. Tight money will likely be an issue for the next 2-3 years. We need proposition 98 and equalization for our district, and a stable and predictable funding formula to allow us to develop better long term investment strategies. There were some questions for Martha, one focusing on opening day activities. Are they productive? Can they have more faculty input? Martha responded that if the 17Թ senate came forward with ideas for those days, they would be put forward to JDG. Quality and learning experience of the students, prioritize that section of the document. Paul Starer stipends of $25 will appear in senators December check. Block scheduling task force will study the issue for at least one year. The college may refrain from 100% block scheduling until we see if student success is not adversely affected. The scheduling task force has met, but ultimately it is the presidents decision to make. The president has stated that a blended schedule is not possible. It either is (block schedule) or it isnt. President Fong is inclined to pursue block scheduling. Block scheduling task force. Faculty drove block scheduling. President drives fully implemented block schedule in time blocks. Lectures are hard to keep for greater than 60 minutes. Afternoon and evening schedules will remain different than morning courses. Afternoon and evening have traditionally been block scheduled, or not applicable to block scheduling. Instructional venues are not created equal, in that evening and afternoon have traditionally been longer but more infrequent meetings, with the reverse true for morning courses. The semester system is also quite different than the quarter system. A decision will be made on block scheduling soon. The plus minus grading letter has been sent out with grade forms. Senators should inform their division faculty, especially part-time faculty, as soon as possible to make sure they understand the new (trial) system. Refer questions to the plus-minus FAQ if needed. The fall schedule is in the works, and some room changes will occur. Printed schedules are problematic 50% of students and faculty comment that errors are rampant throughout the schedule, and wonder what the value of such an error prone document is. 17Թ has invested in new publishing software that may allow us to publish the course schedule (catalog) just in time, leading to fewer errors. Paul Starer thanks the senators for their hard work, and a safe and restful break. The senate will meet next on January 10th. The meeting was adjourned at 4:21 p.m. BASIC SKILLS/ESL TASK FORCE RECOMMENDATIONS FOR THE 2005 20015 EDUCATIONAL MASTER PLAN 17Թ Basic Skills / ESL Program Mission: Our mission is to provide appropriate learning contexts that promote success for students as they move toward their individual goals. Recognizing that not all incoming students have the basic skills to succeed in general education courses, the college is committed to (1) identifying students in need of basic skills or ESL development through appropriate assessment and placement procedures; (2) providing students with coordinated support services; (3) providing curriculum reflective of current pedagogy; and (4) promoting staff development to ensure campus-wide focus on achieving this mission. In order to respond to changing student needs, the college is also committed to monitoring its performance through research and ongoing reviews of these activities. Guiding Principles: The Basic Skills / ESL Task Force will continue to design and implement plans to improve student performance in basic skills and ESL courses. The College will establish clearly specified goals and objectives for basic skills and ESL programs. The College will continue to utilize research to monitor progress. The College will strive to improve communication and coordination among faculty teaching basic skills and ESL, collegiate-level courses, and counseling. Goals in terms of Measurable Outcomes: The Basic Skills / ESL Task Force has identified the following measurable outcomes: Improved success and retention rates in basic skills and ESL courses, especially among underrepresented students Increased percentage of students progressing from basic skills or ESL to success in college-level courses, especially among underrepresented students Increased percentage of those who are assessed as needing basic skills or ESL courses who take those courses, especially within their first two quarters at 17Թ. Increased percentage of students in General Education classes who have college-level math and/or English skills as appropriate. Action Plan: In order to achieve our goals, the Task Force recommends that the College: Improve Assessment and Placement Procedures Coordinate assessment, counseling and registration processes into a one-stop shop. Examine assessment procedures and instruments in order to streamline the process for English and ESL placement. use the electronically-scored direct writing assessment included with ACT's ESL COMPASS test battery for quicker reporting of results examine problems in the assessment process, including those arising from state requirements, cited in program review for English and ESL programs implement multiple measures, as required by Title 5 Ensure early remediation of basic skills or successful completion of ESL prior to students entry into higher-level courses. i. automatically enroll students into basic skills or ESL courses upon placement. Increase percentage of students tested. Improve Services and Coordination of Services Coordinate assessment, counseling and registration processes. Continue efforts in programs such as Pass the Torch, Puente, Mfumo. Support tutorial services and study centers to assist basic skills and ESL students and seek alternate ways to maintain level of support in light of state budget constraints. Revise, computerize, and increase the usage of the Early Alert system Improve Curriculum and Pedagogy Utilize learning communities and block scheduling, combining basic skills and/or ESL with counseling courses or other appropriate courses. Ensure consistent standards among basic skills and ESL courses Identify exit standards for basic skills and ESL courses that are consistent with entry standards for college-level curriculum. Create manuals or guidebooks written by department faculty. Investigate the possibility of common final exams Develop strategies to improve success of students receiving C grades in prerequisite courses. Develop alternate approaches to a traditional lecture/discussion delivery of content, such as modularized course offerings or integration of classroom and laboratory activities. Provide Staff Development for Basic Skills and ESL Provide faculty development on basic skills and ESL, basic skills and ESL pedagogy, and learning styles. Ensure communication with part-time faculty. Facilitate participation of part-time faculty in staff development activities.  Jf=@PQS  `xZ t 7 9 qs ""5%B%%%&'((n**Y--q.r. CJOJQJCJOJPJQJ>*CJCJH*CJPJOJQJ 5OJQJ OJPJQJPJ55CJCJC IJf=Q $d$If`$If]` p$If $If^$a$  IJf=QRSz  0@`x          3 4 5 ? I S ] g q   & 0 : D N X Y Z t ( )      TQRSzzxtttt$If$$Ifl4F5`,40;76     4 laP zltdtztttt`$If]` pH$If$$Ifl4F5 ,40;76     4 laP  0@`xztttit $d$If$If$$Ifl4F5 ,40;76     4 laP    zttttttttt$If$$Ifl4F5,40;76     4 laP        3 4 5 ? 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