ࡱ> a +\jbjb,, KNNR- 0 SSS8S< T0 PvTTTTTVVV,R~ V{V@VVVSZ TT SZSZSZVb 8T TSZ r VSZSZ*}  sT gSY6`sT 0PlSZsSZ 0 0 ,80 0 817Թ Academic Senate Agenda February 11, 2008, 2:00-4:00pm, Toyon Room President: Dolores Davison 08 Vice President: C. Holcroft-Burns 08 Secretary/Treasurer: Tess Hansen 09 Curric. Co-Chair: C. Holcroft-Burns 08 Student Liaison Anthony Gooran Adjunct Faculty Donna Frankel 09Bio & Health Sci: C. Holcroft-Burns 08 Karen Erickson 09Language Arts: Rosemary Arca 09 Rich Morasci 08Business & Soc. Sci: Mari Huerta 09 Brian Evans 08Library Sciences: K. Kieffer Gillette 08Counseling: Kim Lane 08 Tobias Nava 09PE & Dixie Macias 09 Human Performance Shanan Rosenberg 08CTIS: Mike Murphy 08 Sandi Watkins 09PSME: David Marasco 08 Rachel Mudge 08Adaptive Learning: Don McNeil Ernie Schmidt 09Fine Arts & Preston Ni 09 Communication: Kay Thornton 08FA Liaison Meredith Heiser2:002:15Call To Order Announcements(General) Approval of Minutes (01/28/08) Consent Calendar see page two Action ActionAction & Information Items:2:152:35 2:352:45 2:453:00 3:003:15 3:153:25 3:25 3:35 3:35 3:45 3:45 3:50Mental Health TrainingHale/Schmidt Textbook Rental Policy--Davison CAC/Roundtable ReportDavison Curriculum UpdateHolcroft-Burns Elections TimelineMorasci EIS AdoptionDavison Part Time Faculty Survey Davison Calendar Survey Update Info/Disc Action Info/Disc Info/Disc Info/Disc Info/Disc Info/Disc Info/DiscAnnouncements Committees in need of members: Ad hoc Faculty Development Scholarship Committee Senate Meetings, Winter 2008 January 14 January 28 February 11 February 25 March 10 Consent Calendar Sustainability Committee Charlotte Thunen, Bob Cormia PSME Hiring Committee Marnie Francisco, Rick Martinez, Phuong Lam, Marc Knobel Scholarship Committee Donna Frankel, David Marasco, Kay Thornton, Brian Evans Faculty Development Rita Wong, Karen Kieffer Gillette, Nicole Gray Minutes from the January 28, 2008 meeting of the 17Թ Academic Senate Members Present: Dolores Davison, Carolyn Holcroft-Burns, Tess Hansen, Donna Frankel, Don McNeil, Ernie Schmidt, Karen Erickson, Sandi Watkins, Preston Ni, Kay Thornton, Rosemary Arca, Karen Gillette, Dixie Macias, David Marasco, Rachel Mudge, Meredith Heiser (FA liaison), Anthony Gooran (Student Liaison) Members Absent: Mari Huerta, Brian Evans, Kim Lane, Mike Murphy, Rich Morasci, Shanan Rosenberg Guests: Pat Hyland, Matais Pouncil Dolores Davison called the meeting to order at 2:05 pm. Announcements Space is available for part-time instructors in the 1900 building (formerly the Counseling Division). Instructors should note that the area is not secure, so please dont leave personal items or student records in the space. A 40F key is needed; see John DuBois for a key. Faculty are still needed to sit on the ad hoc faculty development committee, chaired by Pat Hyland. Senators should send names of interested faculty to Dolores. Dolores will be going to Florence for the Study Abroad Program in Spring. The Senate leadership will change once again for that quarter. Senate elections for president and vice president (for 08-09) will be held in Spring as well. Approval of Minutes The January 14, 2008, minutes were approved as amended Consent Calendar 1. The following faculty were approved to serve on committees: Jerry Cellilo, Debra Lew: Counseling Hiring Committee Sandi Watkins: Senate Elections Committee Action & Information EOPS Matais Pouncil attended the Senate meeting to thank senators for faculty support. He reminded faculty of the services available to students through EOPS: book service, student educational plans, tutoring, laptop load program, and calculator loan program. He explained the CARE Program for single parents; services include transportation and meal tokens for students. In thanking faculty for their support in filling out student progress reports, he explained that these reports are necessary to address the state requirement that the EOPS Program monitor students progress; he again thanked faculty for their support with these reports. CAC/APM Report Dolores announced the following from the Chancellors Advisory Committee and Academic and Professional Matters committee meetings: Enrollment in the District is up 1.5% net from Summer 07. The district intends to increase non-resident fees by $8.00/unit. Board policies will be voted on February 8. Any further comments need to be sent to Dolores as soon as possible. Charles Allen presented a sustainability plan. Two 17Թ faculty are needed to sit on this committee, which will discuss such issues as what to purchase and how to obtain lead certification. Interested faculty should contact Dolores. Bob Barr will send out a district-wide survey on whether faculty are interested in exploring a new calendar. Senators should tell faculty to expect the survey in the next two weeks. Please let faculty know that their opinions are very important. The District Academic Senate President will attend Senate meetings at De Anza and 17Թ in Spring to determine each colleges positions on issues to be voted on in Plenary. This will eliminate the need for joint senate meetings. The District is still working on the textbook policy. One issue is that faculty should not be able to profit from materials made only for district use. The new textbook policy regarding open education resources and faculty profits will be presented to the board soon. Brian Murphy (De Anza) and Dolores will work together on this policy. Tenure Review Coordinator Dolores announced that the Tenure Review Coordinator position will be re-opened to follow process set out in the contract. Applicants will be interviewed by a committee made up of Tom Strand (FA), Dolores, (AS), and Pat Hyland (Presidents designee), and recommended name(s) will be sent to Judy Miner for final decision. Senators should inform faculty of the position and increased responsibilities of the position. Applications are due in Pat Hylands office by February 8. Scholarship Committee & AS Scholarships Dolores announced that she met with Kevin Harrall, Director of Financial Aid regarding the re-organized scholarship committee. The committee will need 10 faculty to participate. Senators should recruit faculty to serve on the committee; names need to be submitted by the Feb 11 meeting. The Senate budget allows for 1-2 additional scholarships of $1000. Senators should talk to their constituents about spending this money from the senate dues account. Non-Credit Expansion The state has recently changed the funding format for non-credit courses; these courses are now funded at higher levels, which means there is more money available to colleges. 17Թ would like to create a new non-credit division, with Denise Swett as the lead administrator. The division would be staffed by part-time faculty. The plan is set for Summer 08 implementation. Senators expressed concern about faculty involvement in curriculum development and hiring. Most courses are in the work force areas, and these courses have already been approved at the state level. The new division would have its own curriculum committee. Dolores will invite Denise Swett to a future Senate meeting to hear senators concerns that non-credit courses are a good representation of 17Թϒs quality of education. Dolores Davison adjourned the meeting at 3:40 pm. 1 DRAFT revised AP 3216 Procedures for the Naming of College and District Buildings or Facilities This procedure outlines the process for naming District properties, programs and facilities in accordance with District Board Policy 3216. The 17Թ-De Anza Community College District has a tradition of naming college or District properties and facilities in honor of persons or entities that have made important contributions to enable the teaching, learning and public service missions of the District and its colleges. All naming in recognition of an honoree must be consistent with the Districts role as a public trust. Accordingly, all such proposals will be reviewed and approved in accordance with District policies and these procedures. Commitments regarding naming shall only be made to a donor or a non-donor honoree based upon prior approval of the related proposal for naming. Each proposal for naming will be considered on its merit and not because a gift meets a particular predetermined goal. Research on the proposed name will be submitted with the proposal so that all due attention can be given to both the long-term and short-term appropriateness for naming. In accordance with these guidelines, naming proposals will be reviewed by the 17Թ- De Anza Foundation for possible conflicts, and submitted for approval through the following procedures: Procedure for Naming or Renaming College Facilities Requests for naming college facilities and significant land features; including buildings and the components of buildings (classrooms, laboratories, auditoria, conference and seminar rooms; etc.) will be submitted to the appropriate college president. College presidents will submit proposals in favor of naming through the colleges governance process to make a recommendation on the request. The college president will then forward a recommendation to the chancellor for approval. The chancellor will forward favorable recommendations to the Board of Trustees for final approval. Procedure for Naming or Renaming District Facilities Requests for naming District facilities, centers, campuses and land features, including buildings and the components of buildings (classrooms, laboratories, auditoria, conference and seminar rooms, etc.) will be submitted to the chancellor who will, in turn, forward favorable recommendations to the Chancellors Advisory Council for review. The chancellor will then forward a recommendation to the Board of Trustees for information and action. Procedures for Ornamental Structures, Fountains, Courts; Plazas, Gardens, Benches, Trees and Other Memorials Requests for memorials may emanate from any source and should have the sponsorship of the senior administrator in whose jurisdiction the memorial will exist, and must have the approval of the appropriate college president. College presidents will submit proposals in favor of naming through the colleges governance process to make a recommendation on the request. College or District facilities directors will be consulted regarding the appropriateness of the site, the aesthetic impact, relationship to the campus landscape, and maintenance obligations. 2. Guidelines for Naming College or District Properties When a facility or area is named in recognition of a donor or a non-donor honoree, that name will generally be effective for the useful life of the facility or the designated use of the area. If a facility must be replaced or substantially renovated, or the use of an area redesignated, it may be submitted for new naming, subject to the specific terms and conditions set forth in any gift agreements related to the prior naming action. When a facility or area is proposed for renaming, college and/or District representatives will make all reasonable efforts to inform in advance the original donors or honorees and their immediate families. A. Criteria for naming in honor of an individual with no gift involved: 1. A proposed honoree shall have achieved distinction in one or more of the following ways; a. While serving the colleges or District in an important employee capacity, the individual has rendered distinguished service that warrants recognition of the individuals exceptional contributions to the welfare of the colleges and/or District. b. The individual has contributed in truly exceptional ways to the welfare of the institution or achieved such unique distinction as to warrant recognition. 2. When an individual has achieved distinction as recognized above, a proposal may be made for naming in honor of the individual on the earlier of the following: a. Two years after retirement or other separation from the colleges or District or from elected or appointed office; or, b. Two years after the persons death, if the person had not yet retired or otherwise separated from the colleges or District. B. Criteria for naming involving a gift: 1. In reviewing a request for approval of naming, consideration shall be given to: a. The significance of the proposed gift as it relates to the realization and/or success of the project or to the enhancement of the projects usefulness to the colleges or the District; b. The urgency of need for the project or for support funds for the project; c. The eminence, reputation and integrity of the individual or entity whose name is proposed; and, d. The relationship of the individual or entity to the colleges or District. 2. The gift shall constitute a significant portion of the total cost of the project to be named; 1) representing 25 50 percent of the total cost of a building or project to be named, or (2) provide substantial funding for that portion of the total cost which would not have been available from another source (such as state or federal appropriations, bond issues, or loans). 3. Donor names proposed for fountains, ornamental structures, landscaping or similar features will normally require a gift to cover the full cost of the project as well as a maintenance fund for long-term preservation. 4. A naming conferred in recognition of a pledge is contingent upon the gift agreement that makes every effort to ensure fulfillment of the pledge. Naming may be removed if the pledge is not fulfilled. 5. To avoid any appearance of commercial influence or conflict of interest, due diligence should be taken before recommending the naming of a major program or area, building, open space, or roadway that involves the name of a corporation or corporate funding. The naming for an individual associated with a corporation should be handled as any naming for an individual. 6. The size, design, and wording of any signs acknowledging corporate generosity and acknowledging District appreciation should exclude logos to avoid the appearance of advertising. C. Changed Circumstances: 1. If the colleges or District proposes to change the function of a named facility or area, it must document the review of related gift agreements in consultation with the Districts Foundation to determine if the proposed use is consistent with the restrictions that may have been previously stipulated. If the proposal for change in use is inconsistent, District counsel shall be consulted. 2. If at any time following the approval of a naming, circumstances change so that the continued use of that name may compromise public trust, the District counsel will consult with the California Attorney General regarding future action. QPR Gatekeeper Instructor Certification Course For any person or organization interested in preventing suicide in their communityPRIVATE  Course Description: This certification course trains Instructors to teach QPR for Suicide Prevention to their community. Participants first learn about the nature of suicidal communications, what forms these communications take and how they may be used as the stimulus for a QPR intervention. To gain perspective, participants are introduced to the history of suicide, suicide prevention and the spectrum of modern day public health suicide prevention education efforts. The history, background and research support for QPR are reviewed. Participants then learn to market QPR, target potential Gatekeepers, and how to teach the QPR curriculum. Participants also learn to deal with pent up audience demand to talk about suicide, survivor issues and how to make immediate interventions and referrals. Each participant has the opportunity for individual rehearsal and practice through role-plays. Course Objectives: To understand the nature, range and importance of suicidal communications and their importance in preventing suicide. To review and understand the groups at greatest risk of suicide and why QPR can work for them. To train participants to teach QPR, for Suicide Prevention. To gain a historical perspective about suicide prevention and how QPR fits into national efforts. To acquire specific knowledge about how audiences may respond to the QPR message and how to react in a helpful manner. To learn how to effectively promote suicide prevention in their own communities. To gain the competence and confidence to teach others how to save lives and help prevent suicidal behaviors. Course Content: Suicide and suicide prevention in history Gatekeeper training; how, why and the research New and promising approaches to suicide prevention Targeting prevention education efforts Review of the QPR video Teaching QPR Facilitating role plays Handling questions from audiences National and local resources and how to use them Expanding QPR to other community prevention efforts Completion of training evaluations Orientation to the national QPR network and QPR Institute Awarding of three year Instructor Certificates  Become a QPR Gatekeeper Learn QPR for Suicide Prevention  QPR is not intended to be a form of counseling or treatment. QPR is intended to offer hope through positive action. QPR is intended to teach those who are in a position to recognize the warning signs, clues and suicidal communications of people in trouble to ACT vigorously to prevent a possible tragedy. SUICIDE PREVENTION GATEKEEPERS A gatekeeper is anyone trained to recognize a suicide crisis and, because of their training, knows how and where to find help. WHY QPR FOR SUICIDE PREVENTION GATEKEEPERS? QPR gatekeeper training takes just one hour and is taught in a format that is clear and concise. Gatekeepers are given information that is easy to understand and reinforced by a QPR booklet and card complete with warning signs, methods to encourage a person to get help and a list of resources available in your community. WHO TEACHES QPR GATEKEEPERS? QPR was created and developed by Paul Quinnett, Ph.D. of Spokane, Washington. Dr. Quinnett began a QPR Instructor Certification Program to allow qualified candidates to teach QPR and increase the number of gatekeepers trained to act in a bold and positive manner to prevent a suicide and save a life. \ ASK A QUESTION, SAVE A LIFE QPR Suicide Triage Training Course For First Responders And Organizations Wishing To Help Prevent Suicide And Violence In Their Communities Suicide prevention is violence prevention. Course Covers: The size and scope of the suicide problem in America Risk factors for suicide Relationship of mental illness to suicide The current status of suicide risk assessment How to Question suicidal persons How to Persuade them to accept help How to Refer them to resources How to determine immediate risk for suicide How to document a suicide risk assessment Requirements: Time: 4-8 hours Passing a post training quiz at 75% items correct Registration and licensing agreement For web-based training program, an adequate computer system with CD player or monitor and VCR Certificate and Continuing Education Credits: This course is approved for Continuing Education Credits through the National Board of Certified Counselors A Certificate of Course Completion is provided Course Content: Orientation to QPR Triage Training The Epidemiology of Suicide (65-minute video/CD lecture) Mental Illness and Suicide (45-minute video/CD lecture) The Current Climate of Suicide Risk Assessment (text file) Introduction to the QPR Triage Document Teaching How to Ask the Suicide Question Teaching triage questions, rationale and samples Audio files for documentation practice Role-play exercises Instructions for completing the QPR Triage Document Evaluation and quiz with QPR Triage method Please note that in the web-based course, student assignments include options to visit Web sites of interest in suicide prevention, as well as a collection of course document files for areas of special interest. Benefit Summary of QPR Suicide Triage Training: Brief and user friendly Training in its use is standardized and competency-based Routinely addresses issues of suicide risk Heavily field tested Standardizes suicide risk data collection Improves triage decision making Reduces communication friction with other providers Peer reviewed and contributed to by leading suicidologists Routinely detects suicidal thoughts, feelings and plans Nests well with existing protocols and may be migrated into existing assessment/screening methods Enhances relationship with suicidal persons (89% of interviewees report high satisfaction with the interviewers skill and comfort level) Is accepted by triage and assessment professionals (94% believe it improves their standard of practice) Improves standards of care while reducing risk of exposure to suicide malpractice Certification Program includes: A full-day training course A QPR Instructors Manual complete with: Detailed teaching information QPR Instructors Teaching CD with suicidal communications vignettes, suicide statistics, QPR introductory video hosted by Carrie Fisher, PowerPoint slides for the core QPR Gatekeeper training, overhead masters for handouts Audio CD of a QPR Gatekeeper training 25 QPR booklets and QPR wallet cards A copy of Tender Leaves of Hope booklet Tool kit (continuously updated) with information on issues related to suicide Two of Dr. Quinnetts books: Suicide: The Forever Decision Counseling Suicidal People: A Therapy of Hope Access to QPRIs toll free number for consultations on QPR training QPR Times, a newsletter created for QPR Certified Gatekeeper Instructors  +-{1_c ABVWmp4 7 a b {   K P c d        񥗥h-CJOJPJQJaJ hRXh-CJOJPJQJaJh-5CJOJQJaJh-CJOJQJaJ"hRXh-5CJH*OJQJaJhRXh-5CJOJQJaJhRXh-CJOJQJaJ: KL{@At $d$Ifl  p`$If]`l $Ifl $@&If^l $a$XX*\   0Bnwgggg$Ifl kd$$Ifl4F6`,40'86     4 laPnop 5 wgNN;;$Ifgd-l  pH`$If]`l $Ifl kd$$Ifl4F6 ,40'86     4 laP5 6 7 N b { wgggP=$Ifgd-l $d$Ifgd-l $Ifl kd$$Ifl4F6 ,40'86     4 laP * 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