ࡱ> @ ;5jbjbqq ŀ;/lDDDDDDD t hzggggggg,j lVgDg DD :DDg XJJDDDDg  s^DD{fl$\aJ{fL h hial l{f 17Թ Academic Senate Agenda Jan 9, 2006, 2:00-4:00pm, Room 3404 President: Paul Starer 06 Vice President: Dolores Davison 06 Secretary/Treasurer: Bob Cormia 07 Curric. Co-Chair: Dolores Davison 06 Student Liaison Adrian Diaz Bio & Health Sci: David Sauter 06 Carolyn Holcroft-Burns 06Language Arts: Rosemary Arca 06 Rich Morasci 06Business & Soc. Sci: Harry Saterfiled 06 Brian Evans 06Library Sciences: Mary Thomas 06Counseling: Kim Lane 06 DavCTIS: Bob Cormia 06 PE & Human Perf: Irv Ploke 06 Dixie Macias 06Adaptive Learning: Janet Spybrook 06 Mary Hawkins 06Fine Arts: Robert Hartwell 06PSME: Andy Fraknoi 06 Rick Martinez 062:002:15Call To Order Announcements(General) Approval of Minutes for 12/05/05 Consent Calendar see page two Action ActionAction & Information Items:2:152:45 2:453:15 3:153:30 3:303:45 3:454:00CCC Update & DiscussionDavison Marketing & EnrollmentsFraknoi/Starer Electronic Voting FeedbackStarer Public Domain SurveyStarer Senate ScholarshipsStarerInfo/Disc Info/Disc Info/Disc Action ActionCommittee Members Needed: Announcements Counseling at-large TRC member Course materials pdf Senate Meetings, Winter 2006 January 9 January 23 February 6 February 13 March 6 March 20 Consent Calendar Art Instructor-Ceramics, Search Committee Norma Lyon -part time ceramics instructor Hilary Ciment-art instructor Art History Instructor, Search Committee Robbie Reid-Art History instructor Jose Arenas-art instructor Drama Instructor-Technical Director, Search Committee Joe Ragey Drama instructor Janis Bergmann Drama Instructor Tom Gough Drama isntructor Minutes Academic Senate Meeting December 5, 2005 Meeting was called to order 2:04 p.m. Announcements winter meeting schedule, we will meet on January 9th, the first day of Winter Qtr, so as not to meet during the final week of class, as well as work around the January 16th holiday. Consent calendar - DeAnza faculty will be serving on anthropology and philosophy search committees for open faculty positions at 17Թ. The minutes from November 28th were approved with corrections as noted. Work to contract resolution senators generally supported the work to contract resolution, with two reservations. First, the CTIS division commented that they must continue to work on new programs, courses, and significant outreach efforts in their continued attempt to bolster enrollment. Second, several senators expressed concern that any easing of outreach efforts could affect the colleges goal of growing by 3% this year. That growth is critical to accessing growth funds, without which the FHDA district could face even more budget tightening. Several divisions indicated that, like CTIS, they must continue outreach efforts in order to maintain enrollment, and or to stem decreasing enrollments. The work action itself is thought to bring the District to good negotiation. The senate further complimented Paul Starer on authoring the resolution, and concurred that the intent of the Senates support of the FA work to contract resolution is to bring the District to good negotiations with faculty. Some senators did ask about seat count being adjusted or readjusted during the work action period, especially the start of Winter Qtr. Work to contract simply means that the minimum seat count must be fill, and or faculty must accept the first day attendance, but are not required to add students from a wait list. The rules were suspended to allow the senate to vote on the resolution put forward. The resolution to support the FA work to contract resolution was adopted unanimously. Part-time senate representation Donna Frankel discussed a movement across the state to add two senators representing part-time faculty to academic senates. This would be a dedicated senator that represents part-time faculty alone, without allegiance to any one division. Donna mentioned that across the state, many of these representatives are often paid. Many local colleges, including West Valley, Mission, and DeAnza, have part-time senators. Donna stated that many part-time faculty have told her that they do not feel represented by their divisions. Some part-time issues relate to overloads and money where full-time faculty appear to have a stronger voice. If a part-time senate position is created, a general faculty election will be needed to fill the positions. A part-time senator position would require at least one, if not two, changes to the constitution. Currently part-time faculty have vote in elections, which may change in the upcoming Spring election. An elected part-time faculty senator who did not receive an assignment would not be able to serve on the senate for that quarter. Some senators commented, with strong assertions, that they do represent their part-time faculty quite well, but others noted that sometimes the interests of full-time and part-time senators are at odds. Some part-time faculty have commented that they do not receive the same information as full-time faculty. In turn, senators commented that reaching part-time faculty is often difficult, as most part-time faculty do not check their mail boxes as frequently, and reaching part-time faculty electronically can sometimes be challenging. Currently, most part-time faculty use private email addresses, and have not forwarded their 17Թ email accounts to their private email accounts. One senator agreed that part-time faculty arent represented as well. Part-time faculty carry 50% of the teaching load and should be represented. Speaking to the vote that part-time faculty currently are allowed, anyone may draft an amendment to the senate constitution to put on the ballot for spring. Senators commented that adding a part-time faculty senator could cause a problem if that changes the number of senators required for quorum, and if attendance by a part-time faulty senator becomes a problem. Another logistical problem is the part-time faculty senator would have to poll a large amount of faculty in order to gain a reasonable consensus on any issue. Electronic voting Robert Cormia presented an overview of the electronic voting system being developed by 17Թ Institutional Research as a secure survey. The system will allow for secure authentication and one use user-password combinations. Senators will receive a mock election ballot in the coming week to test the system. Both eligible part-time and full-time faculty would be notified by email using the 17Թ email address, with a link and their individual user-password. The results are outputted as a spreadsheet, from which we can check for irregularities such as double-voting. Senate scholarships The senate budget has enough funds to increase our support of academic scholarships. Discussion focused on the possibility for increasing the amount of the scholarship from $500 to $1000 for both academic and vocational scholarships. Senators should poll all their constituents. An additional thought was to possibly have an additional scholarship, or twice as many smaller scholarships. A further thought was to have 10 new smaller $100 scholarships, or perhaps have a new Sentinel scholarship. Senate budget - Robert Cormia showed the status of the senate budget: Balance - $12,292 Payments - $2,522 Future revenue - $834 a month through July 1st 2006 Future expenses (est. $3,000) Expected closing balance - $12,608 The meeting was adjourned at 3:37 p.m. FHDA Web-based Faculty Survey on Public Domain Learning Materials DRAFT5 - RBB 11/17/05 A Strategy to Reduce the Costs of Learning Materials In December 2004, the 17Թ-De Anza Board of Trustees adopted a policy to advance the use of public domain-based learning materials. The purpose of the policy is to promote the use of learning materials residing in the public domain to augment and/or replace commercial materials, including textbooks, to reduce the cost to students of learning and resource materials for their classes. Generally, works are regarded as being in the public domain if they are either ineligible for copyright protection or have expired copyrights. No permission is needed to copy, use, modify, or quote extensively works in the public domain. They can be copied and distributed to classes or digitized and placed on course Web sites. For details about what carries a copyright, click here. [The follow paragraph is linked and does not appear as a whole] The current 1976 Copyright Act, as amended, gives authors exclusive rights to their works to copy, distribute, sell, modify, convert to other formats, and/or to perform or display. Currently, the authors rights begin automatically when a work is created and are not limited to those that bear a copyright notice or are registered. Almost all works created after 1978, even those with no mention of copyright, have copyright protection. For works created after 1978, copyright generally lasts for the life of the author plus 70 years. If a work is published prior to 1923, it is in the public domain. If published in the U.S. between 1923 and 1978 without a notice, it is in the public domain. If published between 1923 and 1963 with a notice that has not been renewed, it is in the public domain. If you want to put a current work in the public domain, you can make it clear, preferably in the work itself, that you do not assert any copyright ownership or interest. To assess the interest in and current use of public domain materials, the Academic Senates of 17Թ and De Anza request that you complete the following survey. Are you interested in using public domain learning materials in your classes? Very interested Somewhat interested Not interested If you have no interest, you need not complete the rest of this brief survey. Are you aware of public domain learning materials for teaching and learning in your field? I am aware of such materials. I am not aware of such materials. If aware, may we have your name, phone extension, and email? ________________________________ If you are aware of public domain learning materials for your field, what is your assessment of the quality of those materials? At least some have very high quality At least some have high quality All have low quality Are you currently using any public domain learning materials in your classes? Yes No If Yes, in which courses? (Please list all such courses)_________________________________________ If yes to #4, what is the nature of the public domain materials learning materials that you use? Public domain: Paper Textbooks Textbooks available on the Internet Non-fiction Books Fiction Books Journals and journal articles Resource or Reference works or materials Images, music, or movies Other materials ______________________ If yes to #4, how are the costs of the public domain learning materials for your classes handled? A) Students make or buy copies, other. B) Copies provided to students using college/district funds Assuming you became aware of relevant public domain learning materials, how likely would you use them in any of your classes in the future? Very likely Likely Neither likely nor unlikely Not likely What is your level of interest in helping to produce public domain materials for your classes or field and under what conditions would you be willing to contribute to such a project? Respond in your own words in the text box below. If you are interested in any way, would you please provide your name? ______________________ If you expressed interest in #8, what support or resources would you need? Check all that apply: A development team to work with. Workshop on copyright, intellectual property, and the nature, availability, and accessibility of public domain materials. A FHDA web site repository of public domain materials. Training in conjunction with Etudes/Sakai course management. Support in handling UC/CSU and other articulation concerns. 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