ࡱ> U W B C D E F G H I J K L M N O P Q R S T '` 4bjbjLULU p.?.?+8+4HdLLLTH d̼4۽~Y,qssssss$Fh۽۽ þbqq  ͨ|.L%ue 8` 004%0|$%@^dddDdddddd Chapter 1: Introduction This document is intended to represent best teaching practices. In issues related to negotiated faculty rights and working conditions, the Agreement between 17Թ-De Anza Community College District and the 17Թ-De Anza Faculty Association always supersedes this document.  History of 17Թ XE "History of 17Թ"  XE "History of 17Թ"  In the 1950s northern Santa Clara County was quickly changing from orchards to subdivisions. Educational leaders grew concerned that local colleges would be unable to accommodate the thousands of students graduating from the areas high schools each year. In July 1956, Henry M. Gunn, Superintendent of Schools in Palo Alto, called a meeting of other high school superintendents and trustees to explore the possibility of a junior college. On January 15, 1957, voters in the areas of Palo Alto, Mountain View, Los Altos, Cupertino, and Sunnyvale voted by a margin of six to one to create a community college district. Calvin C. Flint, President of Monterey Peninsula College, was appointed as the first Superintendent and President of the 17Թ District. In September 1958, 17Թ opened for classes in temporary quarters at the old Highway Grammar School in Mountain View, offering a full range of academic and vocational programs. That same year, voters passed a $10.4 million bond issue and a hilly 122acre parcel next to Adobe Creek in Los Altos Hills was purchased. The new campus of 17Թ opened on September 5, 1961 to national acclaim. The schools design won a number of architectural awards, including the First Honor Award of the American Institute of Architects. Time magazine, which sent a correspondent to the campus in March 1962, said: Starting from scratch, Flint has already made 17Թ a mountaintop among U.S. junior colleges--the fastest growing segment of U.S. higher education. Alan Temko, architectural critic for the San Francisco Chronicle, described 17Թ as the most beautiful community college ever built. In 1962, the Board made the decision to limit the growth of the college district to two major campuses. They abandoned an earlier plan to have a threecampus district in favor of satellite centers. In 1974 17Թϒs Mountain View Center opened, followed by the Palo Alto Center in 1976. The satellite centers were consolidated into the Middlefield Campus site, located in Palo Alto, in 1984. 17Թ was originally built to house 3,500 students, but enrollments have grown rapidly to over 18,000 today. Calvin Flint was the first President of 17Թ (1958-67) followed by Hubert Semans (1967-73), James S. Fitzgerald (1973-82), Thomas Clements (198394), Bernadine Chuck Fong (19942006), Penny Patz (Interim, 2006-2007), and Judy Miner (2007-present). Core Values, Purpose and Mission XE "Core Values, Purpose and Mission"  At 17Թ, our vision is built on the following core values, purpose, and mission: Our core values XE "core values"  are forgiveness, honesty, integrity, openness, sustainability, transparency, and trust. Our purpose XE "purpose"  is to provide educational opportunity for all with innovation and distinction. Our mission: A well-educated population being essential to sustaining and enhancing a democratic society, 17Թ commits itself to providing access to outstanding educational opportunities for all of our students. Whether through basic skills, career preparation, lifelong learning, or transfer, the members of the 17Թ community are dedicated to the achievement of learning and to the success of our students. We affirm that our unwavering dedication to this mission is critical to the prosperity of our community, our state, our nation, and the global community to which all people are members. Our vision: 17Թ envisions itself as a community of scholars where a diverse population of students, faculty and staff intersect and are engaged in the search for truth and meaning. We recognize that by necessity this search must be informed by a multiplicity of disciplinary modes of inquiry. In order to ensure that every student has the opportunity to share in this vision, 17Թ commits itself to providing students with the necessary student support services, outstanding instruction, and opportunities for leadership both within and outside the classroom. By enacting this vision, the college ensures that it remains the distinctive and innovative institution it has been since its inception. 17Թ offers: associate in arts and associate in science degrees, and certificates preparation for transfer to another college, university or postsecondary institution career education, training and services basic skills, English as a Second Language (ESL) leadership skills, and student development and support services to promote student success The following quality indicators measure 17Թs success: Access: Educational Opportunity for All; Student Success: Improving Student Performance; Pedagogy, Scholarship and Support of Learning; Climate for Learning; Fiscal and Enrollment Stability; and Reputation: Innovation and Distinctiveness. About The 17Թ Faculty XE "About The 17Թ Faculty"  The strength and success of 17Թϒs academic programs and its commitment to excellence rests on the quality of the faculty. A 17Թ faculty member is both a teacher and a scholar who is committed to stimulating and nurturing the intellectual needs of students. As a result, 17Թϒs faculty search and selection process is comprehensive and rigorous. It emphasizes the skills and attributes which we believe make for masterful teachers. Members of the 17Թ faculty are selected for their innovation and enthusiasm for teaching and respect for student diversity as well as for their academic training and achievements. Faculty selection is based on teaching demonstrations and professional ability as well as potential and creativity. 17Թϒs tenure review process emphasizes commitment to excellent teaching as well as involvement in other aspects of academic and professional life outside of the classroom. All faculty members are encouraged to participate in collegewide activities and committees that strengthen the colleges programs and continually improve our responsiveness to students. Facts About 17Թ XE "Facts About 17Թ"  Date founded XE "Date founded" : January 15, 1957 as 17Թ District First classes held: September 15, 1958 in Mountain View at the highway school Present campus built: 1961 Architectural style: Distinctive Pacific Style with brick, redwood, concrete piers and hippedshake roofs. Awardwinning campus was built on 122 acres in Los Altos Hills. District Service areas: Palo Alto, Stanford, Mountain View, Los Altos, Los Altos Hills, Cupertino, Sunnyvale Off Campus center XE "Off Campus sites" : Middlefield Campus in Palo Alto (1984) Motto and seal XE "Motto and seal" : Educational Opportunity for All Colors XE "Colors" : Red and Black Mascot & Athletic team symbol: XE "Mascot & Athletic"  Owl Accreditation by XE "Accreditation by" : Accrediting Commission for Community and Junior Colleges, Western Association of Schools and Colleges Accredited since 1959. The most recent accreditation was January 2006. Radio Station XE "Radio Station" : Educational Radio Station, KFJC (89.7 FM) College President: Dr. Judy Miner District Chancellor XE "District Chancellor" : Dr. Linda Thor District Board of Trustees XE "District Board of" : Joan Barram Betsy Bechtel Laura Casas-Frier Pearl Cheng Bruce Swenson Two Student Trustees (elected annually) Chapter 2: General Information Calendar XE "Calendar"  The academic calendar is negotiated by the Faculty Association and 17ԹDe Anza Community College District. Communications XE "Communications"  17Թ faculty, administrators and staff communicate using several systems. E-mail XE "E-mail" : All faculty have email accounts, provided by the college. Call Tech Support at x8324 for email accounts. Intranet XE "Intranet" : College wide information about programs, events, schedules, forms, etc. http://www.foothill.edu/fac_staff.php Mail XE "Mail" : Mailboxes are provided in the Administration Building for all fulltime or parttime faculty who teach oncampus. Those instructors who teach classes at offcampus sites are listed in alphabetical order on the appropriate drop box for offcampus delivery. Instructors at Middlefield campus have their mailboxes on that campus. If you are unable to locate an instructors mailbox, check with the Office Services staff. All outgoing mail must be in Office Services by 3:00 p.m. Mail received after 3:00 p.m. will be postmarked and sent the following work day. Meeting Maker: Meeting Maker is available for all faculty; call Tech Support at x8324. Presidents Office: Online information site is available on the Web at http://www.foothill.edu/president/. It contains Annual and Quarterly reports from the Presidents Office, important planning documents and college publications. The Office of Instruction website at  HYPERLINK "http://www.foothill.edu/staff/irs/" http://www.foothill.edu/staff/irs/ contains information about SLOs, instructional materials, and other important documents pertaining to instruction. Shared Files: The Chancellor and Human Resources have shared files posted in the campus intranet system. They can be accessed through faculty computers. Call computer support @ x8324 for instructions. Voice mail XE "Voice mail" : Voice mail is available on all telephones. Instructions for use are available when you call Telephone Services at x8324. Web Sites XE "Web Sites" : Extensive information can be found on the 17Թ web site: www.foothill.edu and at the District site: www.fhda.edu Emergency Services XE "Emergency Services"  Campus Police XE "Campus Police" : Emergencies: 911 from 6:00 a.m. to 12:00a.m. 911 at all other times Business: x7313 Campus police can help you if you have locked your keys in your car and they will escort you to your car after dark. See Appendix A for Emergency Procedures Facilities XE "Facilities"  Main Campus: 12345 El Monte Rd. Los Altos Hills, CA 940224599 (650)9497777 FAX: (650)9497375 www.foothill.edu Hours: Mon.Fri., 7:00 a.m. to 11:00 p.m. Middlefield Campus: 4000 Middlefield Rd. Palo Alto, CA 943034739 (650)9496950 FAX (650)9496979 Hours: Mon.Thurs., 8 a.m. to 9:30 p.m. For facilities/custodial maintenance, call x7264. Fitness XE "Fitness"  The track, cross country course, and tennis courts are open to faculty and the community. The Wellness Center, swimming pool, and other facilities of the Human Performance/Physical Education Division are open to faculty only through class enrollment. Special and limited lockers are available to faculty members. Call x7222 for information. Wellness Center hours: Mon.Fri., 6:00 a.m. to 7:30 p.m. Sat., 8:00 a.m. to 11:00 a.m. Call P.E. Department: x7742 for summer schedule Forms XE "Forms"  See Appendix B for most Commonly Used Request Forms. Health Services XE "Health Services"  The Health Counseling and Services office will help faculty keep track of personal weight, blood pressure, etc., and can help with referrals. Additional information can be found at the Health Services website at: http://www.foothill.edu/health/ Location: Room 5941 Telephone: x7243 Hours: Mon.Fri., 8:30 a.m. to 4:30 p.m. Closed: Mon.Fri., 1:00 p.m. to 2:00 p.m. Health Services FAX: x7160 Lost and Found XE "Lost and Found"  Take articles to the 17Թ Campus Police or to the Middlefield Campus Administrative Office. Main Campus Telephone: x7313 Hours: Mon.Fri., 6:00 a.m. to 12:00 a.m. Middlefield Campus Contact Cubberley Community Center Office Bldg. T2 Telephone: 650 329-2418 Hours: Mon.Thurs., 8:00 a.m. to 6:30 p.m. Offices Office and Classroom Assignments XE "Classroom Assignments" : All classrooms are initially assigned by Division Deans. A master room schedule is maintained by the Scheduling Office, at x7256. All classroom assignments and changes need to be coordinated through the master room schedule to avoid conflicts. The Director of Facilities, x7033, maintains a master list of faculty office assignments and assigns any vacant offices. Division Deans assign offices for new faculty. Office hours and offices of parttime faculty: See the current District/Faculty Association Agreement, Section 7.15. Guiding Principles for Allocation of Office Space XE "Allocation of Office Space" : Full-time faculty, classified staff, and administrative Offices shall be allocated according to the nature and content of the job. As has been the past practice, full time faculty shall be assigned a private office whenever possible. People working in similar programs, areas, or disciplines shall be located in physical proximity, if practicable. An employee shall have no more than one office. Procedures for allocation of office space: Division Deans, using the guiding principles, shall have authority to designate office spaces equivalent to the number of full-time faculty in the division. Unmet needs for full-time faculty space shall be resolved by negotiation among Division Deans. When additional office space is needed, those offices unoccupied for a quarter or more by employees on Professional or Staff Development Leave or Article 18 may be temporarily allocated by that employees supervisor to other employees. The Dean of Faculty and Staff shall resolve office space conflicts if Division Deans are unable to resolve them directly. The President and Vice Presidents shall have authority to resolve conflicts for administrative offices. The President and Vice Presidents shall allocate office space for other groups only after the allocation of office space for faculty, classified staff, and administrators. (Source: Roundtable Guidelines May 2, 2001) Parking XE "Parking"  Staff lots are available in various places and are designated with signs. Faculty may obtain up to two (2) free parking stickers from Campus Police. Faculty and staff may park in any lot on both campuses. Reciprocal staff parking is extended by other Santa Clara County community colleges to those with a 17Թ sticker. If you need a courtesyparking permit for a guest, you can contact Campus Police at x 7313.  Middlefield Campus Map  Parking Regulations XE "Parking Regulations"  The 17Թ Police Department supervises oncampus parking and traffic. The following rules and regulations apply to all day and evening students, staff and public. You can find a complete list of college parking and traffic regulations in the Admissions & Records Office or the Police Department. Except in areas with 30minute parking meters, all vehicles must display a valid parking permit to park on campus. Dayuse parking permits are valid for the date of issuance only and are available from red and yellow permit dispensers in all student parking lots. You may purchase dayuse permits for $2. You may purchase longterm permits from the Admissions & Records Office. Shortterm meter parking (30 minutes maximum) is available in Lot 1 and on Perimeter Road at the Footbridge for 25 cents (quarters only). The speed limit in campus parking areas and access ways is 5 miles per hour. The speed limit of 20 miles per hour is posted on all roadways and is strictly enforced. All vehicles must properly display a valid parking permit. Students are authorized to park in marked stalls in student lots only. Students may not park in stalls marked for disabled, staff, vendors, official vehicles or park in roadways, dirt areas or along parking lot curbing. People with disabilities are required to display stateissued identification on their vehicles or, in the event of temporary disabilities, obtain permits from the Adaptive Learning Office, Room 5801; or call x7332. Motor vehicles, bicycles and skateboards are not permitted on the interior portion of campus. Staff parking permits are required for all staff spaces. Staff permits are issued by the College Police Department and are authorized for all employees paid monthly. Special permits will be issued only by the College Police Department. The permit must be displayed on the dashboard or hang on the inside mirror so it can be read from the outside. Special permits are valid only when used within the areas and dates designated on the permit. Do not invite theft by leaving articles of value in your automobile. Anything left in a car should be locked in the trunk. Lock your vehicle. All vehicles remaining for more than 20 minutes in areas posted for 20minute maximum will be cited. Parking or loitering on campus after 11 p.m. and/or after special activities is prohibited. Alcoholic beverages are prohibited on campus. Parking permits are required seven days a week from 7 a.m. to 10 p.m. This requirement is enforced during these days and hours. Parking permits are not required at the Middlefield Campus. For more information, call the College Police Department at x7313. Chapter 3: Governance and Organization Board of Trustees XE "Board of Trustees"  17Թ is governed by a publicly elected fivemember Board of Trustees plus two student trustees. The Board usually meets in the District Board Room, located at the District Offices, on the first Monday of the month at 6:00 p.m. Information and the Boards calendar can be found on the Web site  HYPERLINK "http://www.fhda.edu" www.fhda.edu Mission Statement: The mission of the 17ԹϖDe Anza Community College District is student success. We accomplish this by providing access to a dynamic learning environment that fosters excellence, opportunity and innovation in meeting the diverse educational and career goals of our students and communities. Call x6102 for information. The Chancellor XE "Chancellor"  The Chancellor reports to the Board and represents the Board to the College. The Chancellor has a constituencybased advisory committee, the Chancellors Advisory Council, which meets monthly. Administration XE "Administration"  The President reports to the Chancellor and has various campus committees that are used as advisory committees. Planning and Resource Council (PaRC) Mission and constituencybased Administrative Council Management Presidents Cabinet Vice Presidents and Associate Vice Presidents Deans Council Division Deans Presidents Community Advisory Council Community and government leaders Planning and Resource Council (PaRC) XE "Roundtable"  The purpose of the 17Թ Planning and Resource Council is to advise and consult with the President on collegewide governance issues and institutional planning from a missionbased perspective. See Appendix I for Planning and Resource Guidelines.. The objective of PaRC is to ensure open communication, genuine involvement (before and while decisions are made), and inclusive participation. Standard meeting agendas allow a brief period for open hearings from any member of the college community on appropriate items. Meeting agenda items are annotated and posted for nonmembers to be informed and know when to come to participate when desired. PaRC meets the first and third Wednesdays of the month, from 1:30-3:00pm. Academic Senate XE "Academic Senate"  The Academic Senate, the representative body of the faculty in academic and professional matters, is empowered by Title 5 to make recommendations to the administration of the College and to the Board of Trustees with respect to academic and professional matters. These matters are defined as either falling under primary reliance or joint development. See Board policy #2223. Primary Reliance encompasses curriculum, program and general education requirements, degrees and certificates, grading policies, standards regarding student preparation and success, and faculty professional development activities. Joint Development encompasses units for degrees, educational program development, governance structures as related to faculty roles, faculty involvement in accreditation, program review polices, institutional planning and budget development processes. Other Academic and Professional Issues may be assigned by the Chancellor and the Board. Each Division elects two representatives to the Senates Executive Committee which generally meets every other Monday from 2:00 to 4:00 p.m. All full and parttime faculty are members of the Senate and may serve on the Executive Committee of the Senate. Faculty appointments to all College and District committees are ratified by the Executive Committee. Academic Senate Office: Location: Administration Building, Room 1929 Hours: By appointment Telephone: x7202 Web: http://www.foothill.edu/senate Classified Senate XE "Classified Senate"  The Classified Senate participates in the governance of 17Թ to collect, evaluate, and disseminate information for the classified staff; and to represent the collective interests of the classified staff before or on any governance or college committee. See Board policy # 2224. Location: Administration Building, Room 1932 Telephone: Hours: By appointment Classified Unions XE "Classified Unions"  California School Employees Association (CSEA) and Association of Classified Employees (ACE) and Teamsters are the collective bargaining units for the classified staff. The Teamsters is the collective bargaining unit for the supervisors. The classified unions participate in 17Թ governance. There is also a union which represents the police officers of the 17Թ-De Anza district police department. CSEA Telephone Contact: Leo Contreras, x6151 ACE Chief Steward: Art Hand, x7029 Teamsters Chief Steward: George Robles, x8952 Police: Stan Cross, x7917 Faculty Association XE "Faculty Association"  The Faculty Association of 17ԹDe Anza Community College District is the sole collective bargaining unit for faculty. See the current contract for further information on faculty rights and working conditions. The Faculty Association participates in 17Թ governance. Telephone: x7544 Hours: Mon.Fri., 8:30 a.m. to 5:00 p.m. FAX: (650)9417322 Web: http://fa.fhda.edu/ Student Government XE "Student Government"  The Associated Students of 17Թ (ASFC) elect officers and senators as representatives to the Student Council. They usually meet Thursday afternoons in the Student Council Meeting Room. The Student Council is represented on committees that recommend policies and procedures that have a significant effect on students such as grading, discipline, academic disciplinary policies, curriculum development, course addition/deletion, institutional planning and budget development, standards/policies for student preparation and development, student fees and other issues determined by College and District governing boards. Telephone: x7281 or x7062 Hours: Mon.Thurs., 8:00 a.m. - 5:00 p.m., Fri., 8:00 a.m. - 4:00 p.m. By appointment Chapter 4: Instruction Academic Policies and Procedures XE "Academic Policies and Procedures"  Faculty members are expected to provide instruction at a level of quality, rigor, and currency that is appropriate to their assignment. In addition to their instructional duties, office hours, and divisional/departmental meetings, fulltime faculty are encouraged to contribute to the college through participation on college committees, involvement in college governance, other activities, and, in some cases, student recruitment and outreach. These additional contributions generally do not apply to parttime faculty unless one or more are specifically included in the assignment. However, part-time faculty members are welcome to increase their level of involvement in the college community by participating in the shared governance process and should see their Division Dean or Academic Senate President for details. Parttime Faculty Office Hours XE "Office Hourss"  Optional paid office hours are available to eligible parttime faculty. See the current FA Agreement, Article 7.15. All Faculty Common practices XE "Common practices"  and procedures include: 1. Maintaining the highest possible standards of classroom instruction: Plan each course carefully and adhere conscientiously to the course outline of record. Prepare course syllabi/Green Sheets and submit them to the Division Office, and make them available upon request. Prepare lectures, discussions, laboratories, practice sessions and other student exercises and assignments with due regard to the demands of time and of varying student abilities. Effectively use textbook(s), laboratory and study manuals, audio-visual aids, tests and community resources. Effectively use the full classroom time assigned. Keep abreast of new information in the subject field of the course. Stay apprised of best pedagogical practices, and demonstrate willingness to adopt new methods and techniques as they are appropriate to course(s) taught. 2. Demonstrate a holistic interest in the students education: Discuss with the student his/her problems in both subject matter and study habits. Motivate the student to his/her best possible achievement. Interpret to the student his/her responsibilities to the College, to instructors, to society and to himself/herself. Discuss student problems with counselors and administrators as indicated to improve instructional effectiveness, and use the  HYPERLINK "http://www.foothill.edu/staff/forms/earlyalert.php" Early Alert program as appropriate (http://www.foothill.edu/staff/forms/earlyalert.php). 3. Engage in a program of professional improvement as described in Section 38.4 and Appendix O of the Faculty Agreement. Examples include: Participation in courses and conferences related to professional and/or academic area. A record of community service involvement, as appropriate. Other appropriate activities agreed upon between the Division Dean and faculty member. 4. Be familiar with the purposes of the community college as a part of higher education in California and the nation. As appropriate, interpret these purposes to students, colleagues, and the community. 5. Participate in departmental activities involving academic curricular policy and review. Attend department meetings as part of regular responsibilities. Consult with colleagues and administration on academic, curricular, and other relevant matters including student and program learning outcomes. Participate in professional development activities. Class Responsibilities Class Records XE "Class Records"  It is critical that records of students, their attendance, drops, and grades be accurately maintained. Students who are not properly registered jeopardize funding. All students attending a class must register by the second class meeting. Be sure to have an accurate count of all registered students by the end of the first meeting. Students who do not pay their fees within five working days of registration will be dropped from their classes by the Admissions and Records office. Maintaining Class Rosters, Attendance, and Grade Records Faculty access and manage their current class rosters via the  HYPERLINK "https://myportal.fhda.edu/cp/home/displaylogin" My Portal web site. This system serves to document enrollment and thus its accuracy is essential to ensure appropriate state funding. Faculty record grades via the MyPortal web site. Since it is the source document for all grade reports, great care must be taken to ensure its legibility and accuracy. It is also used by administrators to explain grades when instructors are not on campus. These official school documents are critical in documenting the school's collection of FTES and assigned grades. The importance of this documentation cannot be overemphasized. A calendar of relevant dates is available on the 17Թ website at http://www.foothill.edu/schedule/dates.php Class Lists: Course rosters are available through the Portal, as are add codes for each course being offered. Grades XE "Grades"  Grades assigned in each course are recorded on the students permanent record, and therefore profoundly affect the students future. Clear thought and consistency must underlie the instructors determination of grades. Letter grades are determined in relation to the attainment of set criteria as published on the course syllabus. Only the faculty member of record can assign and/or change a students grade, except in cases of mistake, fraud, bad faith, or incompetency. All faculty teaching a particular course should be in agreement regarding the objectives and standards of that departments course outline of record. Since improved teaching, learning, and evaluation occur when the teacher and student know clearly the outcomes and objectives of a given course, the instructor should present at the beginning of the quarter an appropriately detailed written summary (syllabus) of the specific learning outcomes and objectives of the course, the methods of evaluation to be employed, and the standards by which letter grades will be determined. This document serves as the contract between the faculty member and the student. Course Outline of Record XE "Course Outline of Record"  Each course is described by a formal course outline of record that is approved by the appropriate divisional curriculum committee. This document is extremely important because it serves as the basis for articulation with other colleges. It also serves to clearly communicate course criteria to all faculty teaching that course at 17Թ, thus increasing consistency across sections. The course outline provides the catalog description, pre- and/or co-requisites, advisories, course objectives, special facilities and/or equipment needed, expanded description of course content, repeatability criteria, methods of evaluation, representative texts, and authorized teaching discipline, examples of required reading and writing assignments, and laboratory content. All course outlines of record are filed in the Division Office in which the course is offered. Please consult the appropriate course outlines in preparing the course syllabus. Although California state law (Title 5) requires faculty to review course prerequisites every six years, at minimum, 17Թ policy mandates that faculty to review their course outlines of record on three-year cycle. For revisions and new course outlines, faculty are strongly encouraged to consult their College Curriculum Committee division representative(s). In addition, the Academic Senate for California Community Colleges (ASCCC) has produced a guide to best practices in writing a Course Outline of Record called, The Course Outline of Record: A Curriculum Reference Guide (available on the 17Թ Curriculum Committee web page or at http://www.asccc.org/node/175016). Faculty members are encouraged to propose new courses and when doing so are advised to work with their curriculum committee representatives as well as the college articulation officer to maximize the likelihood that such courses will be accepted by other schools. Additional resources are available on the College Curriculum Committee web page. Title 5 XE "Title 5"  At 17Թ, in accordance with State and District regulations involving Academic Standards (Title 5), each course must (be): 1. approved by the appropriate divisional curriculum committee; 2. offered as described in the official Course Outline of Record; 3. taught in accordance with a set of instructional objectives common to all students enrolled in the course as described in the official Course Outline of Record; 4. provide for measurement of standard performance in terms of the stated course objectives. 5. grant units of credit based upon a relationship specified by the governing board between the number of units assigned to the course and the number of lecture and/or laboratory hours or performance criteria. 6. treat subject matter with a scope and intensity that requires students to study independently outside of class time. 7. require, when the divisional curriculum committee deems appropriate, entrance skills and consequent prerequisites for the course before students are enrolled. 8. substantiate the Program and Course Approval Handbook requirements for establishing prerequisites (April 2009). 9. require, in order to participate in the course, the ability to think critically and to understand and apply concepts at levels determined by the curriculum committee to be college level. 10. require learning skills and a vocabulary which the Curriculum Committee deems appropriate for a college course. 11 require that educational materials used be judged to be college level by the divisional curriculum committee. 12. allow repeated enrollment only as permitted by State regulations. (Generally, no repeats are allowed in academic courses in which a "C" grade or higher was earned). Academic standards and criteria for courses not applicable to the Associate Degree may be obtained from all Division Offices and in the Office of Instruction. Grading System XE "Grading System"  XE "Grading System"  Letter grades or P/NP marks are earned on each course and are recorded on the students permanent record. A statewide mandate changed 17Թϒs grading policy, effective July 1981. Faculty may (but are not required to) use plus/minus symbols, but as per Title 5 regulations, cannot assign a C-. Pluses and minuses will not be computed into the grade point for an A+ or F- grade. Grades and symbols used: A Excellent B Good C Satisfactory D Passing; less than satisfactory (In courses that are prerequisite, such as Math, English, Foreign Language, etc.), a D grade will block progress to the next level. F Failing I IncompleteCannot be issued prior to the end of the 8th week. The I symbol can only be assigned for incomplete academic work due to an unforeseeable emergency and justifiable reason. W WithdrawalIssued to a student who withdraws from class after the deadline. Prior to the deadline, no mark will appear on the students record. After the 8th week, a grade symbol must be assigned. IP In ProgressFor classes that extend over more than one quarter. Students must reregister for the class the next quarter. P PassAt least a C or better in a class offered on a Pass/No Pass basis. NP No PassLess than a C in a class offered on a Pass/No Pass basis. RD Report DelayedAssigned by the Registrar. Summary Incomplete (I) Incompletes may be issued to a student after the 9th week if the academic work is incomplete due to unforeseeable, emergency, and justifiable reasons. A student must request that the instructor assign an Incomplete. The instructor then completes an incomplete contract (available online at http://www.foothill.edu/fga/online_forms.php) with the student that contains the reason for assigning the incomplete, outlines the conditions for the removal of the incomplete, and states the grade assigned in lieu of the removal of the incomplete. The student may have up to one year to complete the incomplete, although the actual length of time is determined by the faculty member and included in the contract. After the arranged period, assuming no completion, the incomplete automatically changes to the assigned grade (or F if none given) if no further changes are made. Withdrawal (W) No grade symbol will appear on a students record if the withdrawal occurs on or before the end of the 3rd week. The W symbol will be used to indicate withdrawal from class from the 4th week to the end of the 8th week. From the 8th week to the end of the quarter, a grade symbol other than W must be used. In most cases, the grade issued for a withdrawal after the 8th week will be an F. Exceptions are made for active military personnel and in other extenuating circumstances. In Progress (IP) The IP should be used only for those courses that extend beyond the normal end of an academic quarter or quarters. A student enrolled in an open entry/open exit course is eligible to receive an IP. The student must reenroll and complete course requirements the subsequent quarter, at which time the final grade will be assigned. Pass (P) and NoPass (NP) Certain courses are designated in the catalog as being Pass/No Pass. In addition, students may elect before the end of the fourth week to take any course on a Pass/No Pass basis. They do so by submitting a Pass/No Pass card to Admissions and Records (available online at http://www.foothill.edu/fga/online_forms.php). If the grade awarded is A, B, or C, P will appear on the students record. If D or F is awarded, NP will appear. Students selecting the P/NP option must complete all course requirements and exams and be evaluated on the same basis as students taking the course for a letter grade. Progress Probation After attempting at least 12quarter units, a student will be placed on Progress Probation when the number of units of a grade of W, I, and NP reaches or exceeds 50% of total units attempted. After three consecutive quarters of probation, the student is subject to disqualification. Academic Probation A student who has attempted 12 or more quarter units and whose cumulative GPA is less than 2.00 will be placed on Academic Probation. After three consecutive quarters of probation, the student is subject to disqualification. Credit by Examination Credit by examination policies can be found at: http://www.foothill.edu/articulation/fhdaboard.php Quarter Grade Reports Grades and unofficial transcripts are available online through the MyPortal system at https://myportal.fhda.edu/cp/home/displaylogin. Students may request an official copy of their grades either in person, online, by letter or by fax. Detailed instructions for each of these methods are available online at http://www.foothill.edu/reg/transcripts.php. Audit Request Procedures A number of 17Թ classes are available for audit. To be eligible, the student must have already taken and completed the class at 17Թ the number of times permitted and received a grade of C or better. Audit requests must have the signatures of the instructor and the registrar before the request can be submitted to the cashier. Auditors are admitted on a space-available basis. Chapter 5: Registration, Enrollment and Auditing Registration XE "Registration"  Information It is critical that accurate records of students, their attendance, drops,, and grades be maintained. Students who are not properly registered jeopardize our state funding. Be sure to check the clean up roster at the third week for any dropped students. Please send them to Admissions and Records to make payment or to clear their records. All students attending a class must register by the second class meeting. Be sure to have an accurate count of all registered students by the end of the first meeting. Registration XE "Registration"  All currently enrolled students are eligible to use Internet registration approximately one week before new and returning student registration begins. Registration priority is based on a number of different criteria, including enrollment in special programs, students who are veterans, and the units completed within the district. Registration begins approximately four weeks before the start of the quarter. Add/Drop Period XE "Add/Drop Period"  To enroll during the first two weeks of the quarter (to add a class), students must obtain an add code from the instructor as approval to enroll in classes. Add codes can be processed at Admissions and Records or online. Students should print out their registration information as proof of enrollment for the faculty member. If students do not have prerequisites, they will be blocked from enrolling. After the 2nd week, a student will need the instructors verification that he/she attended during the first two weeks in order to add the class. The 20 Rule XE "The 20 Rule"  The following outline covers the 20 Rule that governs class enrollment. All classes must have a minimum of 20 REGISTERED students. However, a 20 minimum is not to be construed as the maximum. Classes with fewer than 20 are subject to cancellation before the beginning of the quarter. Classes with 20 students but far from the expected class size, which may be 100, are also subject to cancellation before the beginning of the quarter. Exceptions to the 20 Rule are classes that are second or more in a course sequence, experimental classes, classes that serve a special population or clientele. A decision will be made on what constitutes special on a casebycase basis. Cancellation procedures generally will be more rigorous for courses with multiple sections than for singlesection courses. Instructors should be assigned in the most efficient, and therefore productive, manner possible. That is, very lowenrolled classes should not be protected just because they are taught by a fulltime instructor as part of load. Such instructors may be better utilized in assisting Division Deans in selected administrative tasks. Audit Request Procedures XE "Audit Request Procedures"  To be eligible to audit a class, the student must have already taken and completed the class the maximum number of times permitted and received a grade of C or better (see the College Catalog). All student class audit requests must have the signature of the instructor before the student submits the request to Admissions and Records. There is an audit fee of $10.00 per unit. If the student is presently enrolled in six or more units, fees for the first three units of audit are waived. Approved audit requests will be accepted beginning the second week of class. Audit forms are in the Admissions and Records Office. Classes Eligible for Auditing Consult with individual divisions regarding auditable classes. Examination Procedures XE "Examination Procedures"  Supervision of Examinations: Instructors are responsible for the supervision of all exams given in their classes and are to be present and actively monitoring the exams. Examinations: Examinations are given at the discretion of the instructor. Numerous entries of student work in the class record are highly desirable, as a sound basis is needed for determining which students are to receive early notice of unsatisfactory work. Final Examinations: All finals must be taken or must be due during the final exam week. Faculty must be present at their scheduled final exam days and times. Final examinations are given in all courses except Physical Education activities, Counseling 50, and tutoring courses according to the online schedule. Each scheduled final examination period is two hours in length. If stated in the syllabus, failure to take the final may result in the grade F for the entire course. No instructor may give a final examination at a time other than that listed in the final examination schedule except as preapproved in writing by the Division Dean. In person examinations take precedence over online examinations with a window of less than 8 hours; if there is a conflict, it is expected that the online exam will be offered at an alternate time. Examination Schedule: Students are responsible for taking all assigned final examinations as they are listed in the final examination schedule. Faculty members will state in their syllabi the hour and day on which the examination for each class will be given. Special Examinations: Special final examinations to individual students are given only under one of the following three conditions: before the scheduled time by arrangement with instructor. after the scheduled time to make up an Incomplete. in order to comply with ADA and Section 504 regulations. Posting of Examination Scores: Examination scores or grades are posted for the information of students. The identification of individual scores should be made by a specially assigned student number (not social security number or numbers which correspond to alphabetical order of surname) rather than by name to stay in compliance with the Federal Privacy Act and avoid embarrassment to any individual. Syllabi XE "Course Information Sheets" \t "See Green Sheets" /Green Sheets XE "Green Sheets"  XE "Green Sheets" \t "See Course Information Sheets"  Generally known as Green Sheets, regardless of their color, syllabi are to be distributed to each student on the first day of class. They serve the dual purpose of informing the student and protecting the instructor. To the extent that faculty expectations, attendance and grading procedures are specified in writing, misunderstandings and disagreements will be kept to a minimum. The most frequent student complaints about a course usually originate from the absence of a clear Green Sheet. As there is no prescribed format, Syllabi/Green Sheets vary greatly. However, each Syllabus/Green Sheet must include all of the following: all course requirements, papers, quizzes, examinations, etc. how the course grade will be determined. attendance expectations. student assignments. required texts and materials. office hours. Faculty members must submit Syllabi/Green Sheets to the Division Assistant for the Division files or make them available upon request. Textbooks XE "Textbooks" \t "See"  Official textbooks are selected by the instructor. The bookstore provides textbook requisitions to Division Offices. In some cases faculty teaching different sections of the same course will work together to select a common textbook. Orders for official textbooks and supplementary materials are placed by the faculty through the bookstores website (http://books.fhda.edu) Requests for desk copies of official textbooks are made to the publisher by the individual instructor at the time texts are ordered. Each instructor should have a desk copy of each textbook adopted for the courses to be taught. An instructor may purchase copies of textbooks from the Bookstore. A refund will be given when the instructor receives the publishers desk copy and then returns the unmarked student copy to the Bookstore. Chapter 6: Classroom Regulations and Procedures Early Alert XE "Early Alert"  The 17Թ matriculation plan outlines a system to monitor and support the success of all new nonexempt students. The system, called Early Alert, involves the integration of instruction, counseling, data processing, skills assessment, and research. Students identified through Early Alert will receive assistance to prevent probation and/or disqualification. The form to report concerns can be found at: http://www.foothill.edu/staff/forms/earlyalert.php Field Trips XE "Field Trips"  The field trip destination should be specifically described on the Field Trips/Excursion Request Form, which is to be submitted to the Office of Instruction and Educational Resources. Forms can be found at: http://business.fhda.edu/risk/forms Forms for Local field trips under 24 hours must be submitted at least two weeks prior to the trip. Outofstate or out of continental United States field trips that are over 24 hours must be submitted at least one month prior to departure to assure time for appropriate approvals and signatures. The field trip request is for the instructors protection. Without such a form, approved and on file, while on a trip, an instructor may be personally liable for any accident or injury incurred by any of the students, including students driving to and from the field trip site. Faculty are not to arrange for field trips that involve commercial transportation. Arrangements are to be made through a licensed travel agent and risk management to avoid personal liability. Faculty may not in any way coordinate the transportation of students to the field trip destination (including coordinating carpools). Board policy states that field trips cannot be required if they are not already listed in the College Catalog (not just the Schedule of Classes). However, if an instructor wishes to take a field trip not listed in the catalog, it must be optional. Students who choose not to go should be given an outofclass assignment. Forms that must be completed for fieldtrips/excursions are outlined below. The forms are selfexplanatory and may be used for various dates as long as they are for the same class or club. Forms are available from your division/department and through District Stores. Student Field Trips/Excursion Forms Coversheet Fieldtrips/Excursions Instructor/staff must fill it out and submit it to the Division Dean/Dept. Head two weeks prior to the event. Voluntary Assumption of Risk All adult students must fill out this form and submit it to the instructor/staff. Completed forms should be submitted with coversheet to the Division Dean/Dept. Head two weeks prior to the event. Minor Authorization and Notification If the student is a minor, his/her parent/guardian must fill out the form and submit it with the completed coversheet to the Division Dean/Dept. Head two weeks prior to the event. Charter Request If a chartered vehicle is used, the instructor or staff member must complete this form and submit it to the Division Dean/ Dept. Head for approval. The completed form should be submitted to Purchasing Services. Volunteer of Record This form is to be completed by the instructor or staff member and any volunteers who may be training with the field trip/excursion group. Travel Agent Agreement If a travel agent is used, the agency must complete this form and forward it to the Vice Chancellor of Business Services for a signature. Specific questions regarding fieldtrips and excursions may be directed to Risk Management at x6146. Social Events XE "Parties"  Some instructors may elect to have a class gettogether socially at the end of the quarter. If such an event is desired, it must be scheduled after the meeting period for the final exam. Such gatherings become private affairs rather than part of the colleges class. Please note that any social events in 17Թ classrooms may not have any alcoholic beverages, regardless of the age of the students. Student Conduct XE "Student Conduct"  Note: The College is mandated to provide educational opportunities to adults of all ages who can profit from instruction. Faculty Role Faculty have the authority to: 1) evaluate the work of students in courses, programs, and activities; 2) dismiss a student for a maximum of two class sessions from any course, program, or activity if a student fails to meet satisfactorily the college's expected student behavior standards as outlined in the Student Code of Conduct 3) deny access and/or exclude a student from a course, program, or activity on the grounds that the student is failing to meet the requirements of the course, program, or activity (documentation is essential if a student is to be denied access or excluded from a program); Faculty's expectation for students should be clearly outlined on the class "Green Sheet." For guidance on student discipline, please contact the Program Coordinator, the supervising dean, or the Dean of Student Affairs and Activities. Attendance Regulations XE "Attendance Regulations"  Students are expected to maintain regular and prompt attendance and participate in all class activities unless absent because of a genuine emergency, illness, or collegerelated activity. Instructors will consult with students who miss class due to an unexpected emergency or illness. An instructor may use his/her discretion in excusing the absence. While grading on attendance is not allowable, instructors can give points for participation or take them away for lack thereof. Instructors should report, at any time, to the counselors a student whose attendance is so irregular as to cause concern about his/her health or his/her attitude toward college work. Tardiness XE "Tardiness"  The penalty for tardiness is left to the discretion of the instructor and should be announced at the beginning of the quarter. Tardiness should not be marked as absence in attendance reporting. Instructors should confer with students when tardiness or poor attendance is damaging their grade. Each instructor's policy on dropping students should be made known to the students via the syllabus or Green Sheet at the beginning of the quarter. It is the student's responsibility to officially drop a class after notifying the instructor. Students should be reminded of this early in the quarter. If, however, a student does not officially drop a class, the instructor should drop the student when, in the judgment of the instructor, the student has ceased to attend class or when the number of absences prevent the student from meeting the objectives of the course. For financial aid and international visa status purposes, students must be attending the course regularly, as well as contributing in an academically appropriate manner, to remain in a course. Note: The date of last attendance should be the date the instructor decides to drop a student in accordance with the instructor's attendance policy and not the date the student last attended class. Academic Honor Code XE "Academic Honor Code"  (on the web at http://www.foothill.edu/services/honor.php) The Academic Honor Code assumes that all students will pursue their studies with integrity and honesty. However, all students should know that incidents of academic dishonesty are taken very seriously. When students violate the honor code, a process is begun that may result in severe consequences. The following is from the Academic Honor Code found in the Student Handbook, the Course Catalog, and online: What is Academic Dishonesty XE "is Academic Dishonesty" ? The two most common kinds of academic dishonesty are cheating and plagiarism. Cheating is the act of obtaining or attempting to obtain credit for academic work through the use of dishonest, deceptive or fraudulent means. Plagiarism is representing the work of someone else as your own and submitting it for any purpose. It is the students responsibility to know what constitutes academic dishonesty. Interpretations of academic dishonesty may differ among individuals and groups. However, students are expected to refrain from the behavior outlined below. If they are unclear about a specific situation, they should speak to their instructor. The following list identifies some of the activities defined as academic dishonesty: Cheating XE "Cheating"  Copying, in part or in whole, from someone elses test. Submitting work presented previously in another course if contrary to the rules of either course. Altering or interfering with grading. Using or consulting, during an examination, any sources, including consulting with others, use of cell phones, PDA or materials not authorized by the instructor. Committing other acts that defraud or misrepresent. Plagiarism XE "Plagiarism"  Incorporating the ideas, words, sentences, paragraphs or parts of another persons writings without giving appropriate credit, and representing the product as your own work. Representing anothers artistic/scholarly works (such as musical compositions, computer programs, photographs, paintings, drawings or sculptures) as ones own. Submitting a paper purchased from a research or term paper service, including from the Internet. Undocumented web source usage. Other Specific Examples of Academic Dishonesty Purposely allowing another student to copy from his/her paper during a test. Sharing homework, term paper or other academic work with another student to plagiarize. Having another person submit any work in the students name. Lying to an instructor or college official to improve a grade. Altering a graded work after it has been returned then submitting the work without regarding the instructors permission. Stealing tests. Forging signatures on college documents. Collaboration without permission of instructor. Consequences of Academic Dishonesty Academic and/or administrative sanctions may be applied in cases of academic dishonesty. Depending on the seriousness of the infraction, the student may: Receive a failing grade on the test, paper, or exam; Have a course grade lowered; Get an F in the course if the assignment is of such magnitude that failing the assignment results in a F in the course; Be placed on disciplinary suspension; Be expelled. The Office of the Dean of Student Affairs and Activities maintains a record of students who have engaged in academic dishonesty. This information is used to identify and discipline students reported for academic dishonesty. Copies of the Student Code of Conduct and Due Process Procedures manuals are available in the Office of the Dean of Student Affairs. To ensure that the Academic Honor Code is understood and its principles of academic integrity are incorporated into the classes you teach, the following procedures are suggested: Teach students what plagiarism is and how to avoid it - discuss plagiarism by giving examples. Discuss the academic dishonesty policy at length - at the beginning of each quarter instructors can distribute a copy of the Academic Honor Code to the students, discuss how it applies to the class, and have the students sign a statement that they read and will abide by the Honor Code. References to and sections from the Academic Honor Code can be quoted in the course Green Sheet. Create meaningful assignments - make sure assignments support the course objectives and learning outcomes and relate to the skills you want students to learn; this will encourage good work. Limit sources - if you want students to incorporate outside sources in their work, choose a few authors or journals that they can use. Make it clear if internet sources, encyclopedias, and others types of materials will be accepted. Review documentation style -- discuss your disciplines documentation style and have examples accessible to students. Hand out a model paper to emulate - you may want to point out examples of correctly paraphrased and quoted passages. Require students to turn in copies of their sources. Take advantage of services to identify plagiarism and Internet search engines. Contact x7109 for an account. Penalize those who plagiarize. Create consistent policies and follow them. Please feel free to contact the Dean of Student Affairs for assistance in this area and for in-class presentations. Student Conduct XE "Student Conduct" , Discipline XE "Discipline" , and Due Process XE "Due Process"   XE "Due Process"  On the web at  HYPERLINK "http://www.foothill.edu/services/conduct.html" http://www.foothill.edu/services/conduct.html A student disruption may occur for a variety of reasons. There are resources on campus to help, depending upon the nature or the type of disruption. The first step is to contact the Division Dean who will help determine whether it will go to the Dean of Student Affairs and Activities. In case of medical emergency, call Campus Police at 911; a simultaneous alert to Campus Police and Health Services will be activated. Students at 17Թ are, by Education Code and Board policies, afforded certain rights and privileges and at the same time assume certain responsibilities. The student looks to his/her college and its several agents and agencies i.e., student government, administration, faculty, and staff to protect those rights. To encourage responsible student conduct, disciplinary proceedings play a role substantially secondary to example, counseling, and admonition. In the exceptional circumstances when these preferred means fail to produce student acceptance of responsibility commensurate with student freedom, due process shall be observed to protect the student from the unfair and arbitrary imposition of serious penalties. In such instances, the college community will take action as the particular occurrence, judged in the light of attendant circumstances, seems to require. The goal of such action shall be educational rather than retributive or punitive. However, appropriate disciplinary action will be taken when circumstances so indicate. As legally required, students are advised in Schedule of Classes and the student handbook, Beyond the Classroom, the following categories of behavior shall constitute good and sufficient cause for disciplinary action. Dishonesty, such as cheating, plagiarism, or knowingly furnishing false information to the college. Appropriate faculty and staff response: See Academic Honor Code or speak to your Division Dean or supervisor. Forgery, alteration, or misuse of college documents, records, or identification. Response: See your Division Dean or supervisor. Obstruction or Disruption of teaching, research, administration, disciplinary procedures, or other college activities, including its public service functions, or of other authorized activities on college premises. Response: See your Division Dean or supervisor first; call College Police (x7313 or 911) if necessary; see Dropping Disruptive Students below. Be sure to report incident to the Dean of Student Affairs (x7241). Physical Abuse of Any Person on collegeowned or controlled property or at collegesponsored or supervised functions, or conduct that threatens or endangers the health or safety of any such person. Response: Call Campus Police (x7313 or 911). Theft or Damage to property of the College or of a member of the college community or campus visitor. Response: Call Campus Police (x7313 or 911). Unauthorized Entry To or Use of College Facilities. Response: Call Campus Police (x7313 or 911). Violation of College Policies or Campus Regulations including campus regulations concerning the registration of student organizations, use of college facilities, or the time, place and manner of public expression. Response: See the Dean of Student Affairs and Activities (x7241) Use, Possession, or Distribution on District Premises of any narcotic or dangerous drugs, such as marijuana or LSD or alcoholic beverages. Response: See the Dean of Student Affairs and Activities (x7241), or Campus Police (x7313 or 911). Disorderly Conduct or Lewd, Indecent, or Obscene Conduct or Expression on collegeowned or controlled property or at collegesponsored or supervised functions. Response: Call Campus Police (x7313 or 911). Willful Disobedience. Response: See your Division Dean first; or call Campus Police (x7313 or 911) for immediate intervention. See also Managing Disruptive Behavior and Dropping Disruptive Students below. Please report incident to Dean of Student Affairs (x7241). Other Acts or Omissions defined as illegal under civil or criminal law. Response: See Campus Police (x7313 or 911). Smoking, Alcohol and Illicit Drugs XE "Smoking, Alcohol and Illicit Drugs"  17Թ is a smoke-free campus. Smoking is prohibited on all campus property, with the exception of designated parking lots. The District is in compliance with federal law in the statement The unlawful possession, use, or distribution of any illicit drug or alcohol by students on district property or at any District activities or events is prohibited. Health Services at 17Թ, x7243, can provide students with information on referrals to drug and alcohol counseling, treatment, and rehabilitation programs. It is district policy to impose appropriate disciplinary sanctions, including completion of a rehabilitation program, suspension, or expulsion, on employees and students for unlawful possession, use, or distribution of illicit drugs or alcohol. Standards of conduct for students and applicable sanctions are found in the 17Թ Student Handbook, Beyond the Classroom (copies available through Student Activities). Disruptive Student Behavior XE "Disruptive Student Behavior"  Examples of student reactions that are disruptive include: making verbal threats or verbally abusing faculty, staff or students on campus. physically threatening or assaulting people on campus. willfully damaging college property. using drugs or alcohol on campus. habitually interfering with the learning environment, with verbal or nonverbal expressions. persistently making inordinate demands for time and attention from faculty or staff. Faculty Response XE "Faculty Response"  Examples of onthescene coping actions of faculty or staff are: showing encouragement and attention to a students constructive actions, anticipating that as these increase, disruptive actions will diminish. defer taking action, hoping that the disruptive behavior will decrease. providing additional academic help. disarming an angry student by not responding in ways that will escalate the situation, and responding helpfully by listening, paraphrasing, repeating, focusing on specific, immediate issues, moving into constructive agreements, and actions, etc. acknowledging a students feelings and responding constructively to them. communicating your own feelings, needs, expectations (of a student), and limits. teaching the student appropriate problemsolving and social skills. suggesting (privately) appropriate oncampus and community resources that could help the student. accompanying a student to make initial contacts with an oncampus or community resource. Managing Disruptive Behavior XE "Managing Disruptive Behavior"  In an emergency where physical safety is endangered, call CAMPUS POLICE at x7313 or 911. Many instances of disruptive behavior can be managed by the instructor or staff, and no reporting is necessary. If the students behavior seems likely to remain disruptive, it is wise to document the incident in writing by reporting it to the Dean of Student Affairs and Activities (x7241). Please do this even if you or a staff member may wish to attempt to handle the situation personally. If the student is so disruptive that you need to remove the student from class, call campus police. Instructors have the authority to dismiss the student from two class periods (see Dropping Disruptive Students below). During this period, you must notify the Dean of Student Affairs and Activities. You must also inform your Division Dean. Immediately file a Disruptive Student Incident Report Form. It can be found at: http://www.foothill.edu/campuslife/affairs.php If the instructor or staff does not wish to manage the situation and feels the situation is best resolved by police, call Campus Police (x7313 or 911 in an emergency). Call Campus Police if criminal behavior is involved, or if the student is endangering self or others. If faculty or staff feel the situation could be best handled by administrative response: Call your Division Dean immediately. You may also call Psychological Services x7241 or x7668 or a counselor x7423 for consultation about or with the student. For immediate help, call Psychological Services x7241 or x7668, or any dean. Be sure to report the incident to your Division Dean. Dropping A Disruptive Student XE "Dropping A Disruptive Student"  Occasionally, in the classroom and/or lab there will be a disruptive student whom the instructor wishes to drop from the class. The following is a review of the instructors rights and responsibilities regarding dropping students in accordance with the Education Code. Instructors may drop a student from their class because of absences, but they should have announced their drop policy to their classes at the beginning of the quarter. Instructors may also drop students by mutual consent between instructor and student. An instructor can also ...dismiss a student for a specified period of time... if a student fails to meet satisfactorily the colleges expected student behavior standards... According to Education Code, Section 76032 and 76033, instructors have the right to remove students for good cause from their classes for the day of the removal and the next class meeting. However, the instructor must then immediately report this removal to a designated chief administrative officer, in our case the Dean of Student Affairs and Activities, for any further appropriate action, such as longterm suspension or expulsion from the class. As an instructor, you do not have the legal right to suspend a student for more than one class session after the day of removal. Therefore, if the student is a disruption or a danger to others, immediately call the police if their help is needed. Then do not delay notifying your Division Dean and the Dean of Student Affairs and Activities. This will ensure swift appropriate action legally to remove the student from class or campus, without making the College susceptible to a lawsuit. Immediately file a Disruptive Student Incident Report Form. It can be found at: http://www.foothill.edu/campuslife/affairs.php An instructor may not legally suspend or expel a student without due process. In all cases when a student is to be excluded from class for good cause, immediately notify the Dean of Student Affairs and Activities to ensure that legal requirements are met. Procedures  NonAcademic Offenses Procedures can be obtained from the Dean of Student Affairs and Activities. What To Do? Assess the problem, analyze the severity, know the process, and take a definite step. Do not escalate a situation. Curtail abusive behavior immediately. Document the offense in writing by filing a Disruptive Student Incident Report Form. It can be found at: http://www.foothill.edu/campuslife/affairs.php The Law Students are not exempt from the law. If any faculty member views a crime and does not report it, he or she has committed a misdemeanor, which is a $200.00 fine. Sections 626.4 and 626.6 of the Penal Code provide for withdrawal of consent to remain on campus for reasonable cause. Section 66017 of the Education Code provides for the right to exclude. Process Any disruption should be reported to the Dean of Student Affairs and Activities. Call Police if necessary. A written complaint should be made of the incident The student meets with the Dean and an appropriate process is worked out according to established guidelines. Due Process begins (see below). Due Process Procedures XE "Due Process Procedures"  at 17Թ Due process procedures can be found on the web at http://www.foothill.edu/services/conduct.php Working with Students with Disabilities Adapted from materials developed by Patricia Carlton, Jennifer Hertzfeld, and Ann Yurcism of The Ohio State University Partnership Grant Improving the Quality of Education for Students with Disabilities Introduction Educational access is the provision of classroom accommodations, auxiliary aids and services to ensure equal educational opportunities for all students regardless of disability. Creating equal educational opportunities is a collaborative effort between the student, the faculty member, and the Disability Resource Center. Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990 protect students with disabilities from discrimination that may occur as a result of misconceptions, attitudinal barriers, and/or failure of the institution to provide appropriate accommodations, auxiliary aids, or services. Examples of accommodations and auxiliary aids include, but are not limited to: qualified interpreters, note takers, extra time for exams, and educational materials in alternate format (i.e. Braille, audiotape, electronic format, enlarged print). Faculty Rights and Responsibilities Faculty Have the Right To: Documentation ( Faculty should request verification of a students eligibility for any requested accommodations. Such verification will be in the form of a referral or memo written by a professional from the respective campuss disability services office and delivered by the student or mailed directly to you. The Disability Resource Center is the only office designated to review disability documentation and determine eligibility for appropriate accommodations. Faculty may not view this documentation. Accommodations ( Expect the student to initiate accommodation requests. ( If the student is taking his/her tests at the Disability Resource Center, expect the disability services personnel to administer exams in a secure and monitored environment. Faculty Have the Responsibility To: Accommodations ( Identify and establish essential functions, abilities, skills, and knowledge of their courses and evaluate students on this basis. Students with disabilities should meet the same course expectations as their peers. ( Provide accommodations only to students who are registered with the Disability Resource Center. It is NOT your responsibility to provide accommodations to students who are not registered with the disability services office. ( Use a syllabus statement and class announcements to invite students to disclose their needs. A fact sheet on syllabus statements is available from the Disability Resource Center and at  HYPERLINK "http://www.osu.edu/grants/dpg/" www.osu.edu/grants/dpg/. ( Act immediately upon getting a students request for accommodations by contacting the Disability Resource Center (if unsure about request), by providing the service or by meeting with the students to complete test accommodation paperwork. These forms facilitate exam accommodations and should be completed by the student and faculty member collaboratively. The student is responsible for returning them to the respective campus Disability Resource Center. If you have questions, contact the disability services office on your campus. ( If a student needs alternative media, please provide the Disability Resource Center with syllabi, textbooks, course packets etc., well before classes begin (5 weeks prior to the start of the quarter is recommended) in order for students with disabilities to use alternative media when all other students have course materials. With such timely consideration, students with disabilities who have alternative media needs for accommodations and instructional access will be best served. Converting print materials is both labor and time intensive. Alternative media may be print material in Braille, on audiotapes, scanned onto discs, or enlarged. ( Work to ensure that all audio-visual materials used in class are accessible (e.g., that videos shown are captioned for students with hearing impairments and that the VCR equipment used has captioning capabilities.) Confidentiality ( Treat and protect all disability-related information as confidential medical information. For example, keep printed items, such as test accommodation forms or emails regarding student disability-related information in a protected location. Communication ( Clearly communicate your testing procedures with the student and with the Disability Resource Center by completing test accommodation forms upon request. ( Consult with students with disabilities and the Disability Resource Center in providing appropriate accommodations PLEASE NOTE: Faculty members do NOT have the right to ask students if they have a disability. For those students with documented disabilities, a faculty member does NOT have the right to ask about the nature of the disability. However, if students choose to disclose their disability, this information must be treated confidentially. Student Rights and Responsibilities Students Have the Right To: Confidentiality ( Expect all disability-related information to be treated confidentially. Accommodations ( Receive appropriate accommodations in a timely manner from faculty or Disability Resource Center. Students should have the opportunity to meet privately with faculty to discuss needed accommodations and any other concerns. Please keep in mind that the Disability Resource Center is the only office designated to review disability documentation and determine eligibility for appropriate accommodations. ( Appeal decisions regarding accommodations and auxiliary aids. For more information, see the student handbooks produced by Disability Resource Center on campus. Students Have The Responsibility To: Documentation ( Provide the Disability Resource Center with appropriate documentation of the disability. Confidentiality ( Go to the instructors office hours or make an appointment with the instructor to facilitate privacy when requesting accommodations. Accommodations ( Initiate requests for specific accommodations in a timely manner, preferably early in the quarter. ( Follow procedures with faculty and the Disability Resource Center in order to receive the appropriate accommodations. When arranging for exam accommodations at the Disability Resource Center, first pick the proper forms. Then meet privately with the instructor to collaboratively fill out the forms. Once the forms have been completed, return them to Disability Resource Center will before the actual date of the exam. ( Inform the Disability Resource Center of the materials needed in alternate format as soon as possible. ( Notify faculty/Disability Resource Center immediately when an accommodation is not being provided completely or correctly. ( Notify faculty/Disability Resource Center immediately when a decision has been made to not use an accommodation or the accommodation is no longer needed. ( Provide for personal independent living needs or other personal disability-related needs. For example, coordinating services of personal care attendants or acquiring homework assistance are student responsibilities and are not the responsibilities of the Disability Resource Center. Communication ( Act as his or her own advocate. Work with counselors to develop advocacy skills and communicate specific needs and accommodations to faculty. Rights of the Disability Resource Center Office Documentation ( Receive the appropriate documentation from the student prior to the services being initiated. Accommodations ( Expect students and faculty to work cooperatively with the Disability Resource Center to facilitate academic accommodations. ( Deny unreasonable academic accommodations, adjustments, and/or auxiliary services. Accommodations can not impose undue hardship to, or fundamentally alter, a program or activity of the college. ( Deny academic accommodations/services if appropriate documentation has not been provided. The Responsibility of the Disability Resource Center Office Documentation ( Collect, evaluate, securely house disability documentation and determine eligibility for services. Confidentiality ( Treat and protect all disability-related information as confidential medical information. ( Meet with the student privately in an accessible location to discuss disability-related needs. Accommodations ( Administer exams as directed in a secure and monitored environment. ( Provide appropriate accommodations in collaboration with the instructor and student. ( Provide print materials in accessible format once the faculty member and student identifies them. Communication ( Communicate procedures clearly to the student and the faculty. Advocacy ( Assist students with disabilities in understanding their strengths and functional limitations. Provide them with the skills to become self-advocates. Chapter 7: Instructional Services Articulation XE "Articulation"  On the web at http://www.foothill.edu/articulation/ When the word articulation is used in education, it often has different meanings. In this context, the term refers to course articulationthat is the formal process of developing a formal written and published agreement that identifies courses (or sequences of courses) on a sending campus that are comparable to or, acceptable in lieu of, specific course requirements at a receiving campus. The actual process of developing and reviewing curriculum and coursework rests with the faculty at each institution. The Articulation Officer, who is a faculty member, facilitates this process at 17Թ. The Articulation Officer is available to support faculty with securing articulation for general education approval and for specific course-to-course approval at all campuses with the California State University and the University of California systems, as well as with numerous independent universities. Many of the existing articulation agreements may be viewed at http://www.assist.org. For additional information, contact the Articulation Office located in Room 1906. The telephone numbers are x7225 or x7638. Office hours are typically 7:30 a.m. to 5:00 p.m. Bookstore Services XE "Bookstore Services"  The bookstore is located both on the main campus and the Middlefield Campus. Main Campus: Location: Building 2300 Campus Center Hours: 7:30am-7:00pm Tel: X7305 Web:  HYPERLINK "http://books.foothill.edu/Home.aspx" http://books.foothill.edu/Home.aspx Middlefield Campus Location: Room C7 Hours: varies- please check the website for more details Tel: X6975 Ordering Textbooks XE "Ordering Textbooks"  At this time, the textbook requisition process is entirely online. Requisitions are completed via bookstore website (http://books.fhda.edu). User ID and password may be obtained from your appropriate Division Deans. Faculty will typically receive an e-mail reminder shortly before requisitions are due. Completely fill out textbook requisitions for each course as soon as you receive them. Incomplete forms will delay your order. Textbook requisition forms must be filled out completely each quarter for each class taught. Contact the Bookstore directly if you anticipate a change in enrollment or if you have a late assignment. Classroom Supplies Art and other supplies may be requested at the same time as texts. Check Cashing XE "Check Cashing"  The Bookstore provides checkcashing privileges of $25.00 to faculty and staff with a staff card. General Supplies Check with your Division Office or Department for their account of general supplies. Materials Fee XE "Printing"  Besides enrollment fees, instructional materials fee are charged for some courses in accordance with state regulations (see Education Codes sections 81457 and 81458). Designated fees represent the actual cost for material used in these courses and are generally lower than what the student would pay if she or he were to purchase the same items separately. Required instructional and other materials are materials that the student must procure or possess as a condition of registration, enrollment or entry into a class, or any other material, which is necessary to achieve the required objectives of a course. Instructional and other materials mean tangible personal property that is owned or primarily controlled by the student. Materials purchased by the student through instructional materials fees are those which have lasting value to the student, and are transformed in some way by the student. The Dean suggests the fee, on the advice of faculty. It is then put on a materials fee list, which is updated annually. District-wide, we attempt to have consistent materials fees between FH and DA. Material fees are approved annually by the Board of Trustees. Copying and Printing Copying and printing is provided by the Quick Copy Center, a.k.a. the Print Shop, located on the northwest side of the campus near the Krause Center for Innovation. Quick Copy tries to give next day service for work brought in before 2:00 p.m. Forms must accompany all work and be filled out completely with budget code. Quick Copy forms are available in all divisions, or through Quick Copy. Materials to be copied may be brought directly to Quick Copy or may be deposited in the locked box outside the mailroom in the administration building. Originals should be prepared on 8 1/2 x 11 or 8 1/2 x 14inch paper with a 1/4inch margin on all edges. Copyright compliance is the responsibility of the instructor. Location: Bldg. 4052 Telephone: x7299 or x7574 Hours: Mon.Thurs., 7:30 a.m. to 1p.m.; 2 p.m. to 4:00 p.m. (closed from 1 2 p.m. for lunch) Friday 7:30 a.m. to 12:30 p.m. Walk-up service is available from 7:30 a.m. until 3 p.m. Food Services XE "Food Services"  Food Service Policy The Food Service policy for 17Թ relating to food brought on campus by outside caterers is subject to the health code pursuant to the Health Department, County of Santa Clara. Food Preparation Facilities NO homeprepared food is to be sold or given away. Preparation of food in private dwellings of any description is prohibited. Food must be prepared in a County of Santa Clara Health Department approved food booth or approved kitchen. Examples of such kitchens are restaurants, school cafeterias, and other facilities approved by this department. Food Transportation Perishable food must be heated or refrigerated before being transported. Temperature controls must be maintained and the food must be protected at all times. Food Brought to Campus by Outside Caterers XE "Caterers"  If a caterer is hired or volunteers a service on the 17Թ campus, a copy of its sellers permit and a copy of its health department permit must be in the hands of the 17Թ Food Service manager 48 hours prior to the event. Major catered events, catered from the outside, must have a registered catering permit from the State. If these copies are not evident, the vendor will not be allowed to serve. The person responsible for planning an event on campus must contact the manager of Food Service with the name of the caterer. The Food Service manager will then contact the caterer and explain our policies to make sure everything is in order. If an outside caterer must use the kitchen at all, there is a fee of $200.00. If the outside caterer needs to use the 17Թ kitchen after normal hours, the caterer must pay the overtime and benefits for Food Service personnel who must be present during the time the kitchen is in use. The kitchen must be restored to its original condition. These rules are for the protection of our customers and guests as well as for the protection of 17Թ. Learning Resources XE "Learning Resources"  The Learning Resources Center provides Library and Media Center resources and services and a tutorial center in the Hubert H. Semans Library complex. A map of the Learning Resources Center is available online at  HYPERLINK "http://www.foothill.edu/divisions/lrc_map.html" http://www.foothill.edu/divisions/lrc_map.html Library/Media Center XE "Library/Media Center"  On the web at  HYPERLINK "http://www.foothill.edu/ol/" http://www.foothill.edu/ol/ The Library/Media Center contains approximately 91,000 books, as well as periodicals, newspapers and college catalogs, films, slides, maps, microfilms and other audiovisuals. Facilities include reading rooms, a high tech classroom, a group study room, individual study carrels and computers with Internet access. Librarians are available to work with faculty in the preparation of library/research assignments, and drafting of new or revised curriculum, selection of textbooks, expansion or updating of topics based on current research, or any collegial assistance such as another pair of eyes to proof read curriculum or other material, as well as instruction in the use of resources, information technologies and research strategies. Library Telephone Numbers: Reference/Information: x7608 Circulation/Reserves: x7611 Media Center: x7445 Fax: (650) 9497123 Library Hours: Fall, Winter and Spring: Mon.Thurs., 8:00 a.m. to 7:00 p.m. Fri. 8:00 a.m. to 4:30 p.m. Closed on Weekends Summer Session: Mon.Thurs., 8:00 a.m. to 4:30 p.m., closed Fri, Sat and Sunday Web Access XE "Web Access" /Online Library XE "Online Library"  From the 17Թ Home Page at  HYPERLINK "http://www.foothill.edu/library/" http://www.foothill.edu/library/ you can access the link to the webbased library catalog, electronic periodical indexes containing thousands of fulltext articles as well as abstracts, an electronic encyclopedia, local and national library catalogs, instructional resources, Internet tools and much more. The Online Library is available 24 hours a day and can be searched from home, office, and from any computer on the Districts network. It can also be accessed by navigating to the 17Թ Home Page ( HYPERLINK "http://www.foothill.edu/" http://www.foothill.edu/) and clicking on the Library. Librarians are available to demonstrate the system and to instruct faculty and students in effective search techniques. Virtual reference is also available for answering questions via email. To learn about this service, click on Ask-a-Librarian from the Library home page. Materials Selection Policy XE "Materials Selection Policy"  (See Board Policy 6170 for complete text) The selection of library materials is a most important responsibility; therefore, regulations that are approved by the Board are to be incorporated in the faculty handbook. It is the joint responsibility of the teaching faculty and the librarians to select materials that will best meet the teaching and learning mission of the Colleges. As subject experts, the teaching faculty is responsible for the selection of print and nonprint materials in their subject areas. In addition, faculty is encouraged to suggest materials for the development of the entire collection. The library faculty is responsible for the selection of the reference and general materials and for maintaining a balance between various subject areas and between standard and current works. Materials added to the collection, either by purchase or by gift, shall contribute to the instructional program of the College and aim at the development of factual knowledge, critical thinking, objective evaluations, aesthetic appreciation and ethical standards in the students. Materials dealing with controversial topics shall not be eliminated because they are controversial. The administration in consultation with the librarians shall establish procedures whereby library material that is questioned for its appropriateness in the library will be reviewed. Ordering Procedures XE "Ordering Procedures"  All print and nonprint materials (with the exception of required textbooks, desk copies, tests, multiple copies of workbooks not required for student purchase, and music scores) are ordered through and processed by the librarians. Any faculty, students and staff of 17Թ may request materials (printed and nonprinted). For more information, contact the Collection Development Librarian at x7602. Library and Research Instruction XE "Library and Research Instruction"  A librarian will provide instruction to classes in the use of our online and print resources, how to develop research strategies and information competency skills. Students will learn how to find, use, evaluate, and understand the legal implications of the use of information for class assignments and for life long learning. Advance notice is required to ensure availability of classroom facilities. Orientations are scheduled through the Instruction Librarian during the fall, winter and spring quarters and the Reference Librarian during summer session. The Instruction Librarian can also work with faculty to develop instruction specifically tailored to the needs of the instructors. LIBR 50 (1 unit), LIBR 55 (1 unit), LIBR 61 (2 units), and LIBR 1 (3 units) are courses focused on library research, Internet research strategies, and information competency. Students will learn how to develop research strategies and to use library resources (online catalogs, print materials, reference books) and other databases. For more information, contact the Instruction Librarian at x7559. Circulation Procedures for Faculty XE "Circulation Procedures"  Print Materials Booksinstructors may borrow books for a sixweek period with one automatic sixweek renewal if there are no other requests for them. Periodicalscurrent issues circulate for one day (overnight). Unbound back issues circulate for three days. Bound volumes may be circulated only to faculty upon request. For more information contact the Circulation Department at x7611. NonPrint Materials Instructors may check out materials for three working days. Materials should be reserved at least two working days prior to the date needed for classroom use. For more information, contact the Media Center at x7445. Reserve Materials Faculty members wishing to place materials on reserve in the library should contact a librarian in order to fill out the appropriate forms and review library policies relating to Reserve Materials. For more information, contact the Circulation Department at x7027 or x7608 to speak to a librarian. Lost Materials If Library or Media Center materials are lost, replacement cost will be assessed according to availability via established sources, and will also include processing fees. Interlibrary Loan Interlibrary loan is a service provided to 17Թ students, faculty, and staff to obtain materials that are necessary for study or research at our college, but are not available in the Library. Such materials can often be borrowed from other libraries. Fees charged by the lending library will be passed on to the borrower. Requests must be submitted on interlibrary loan forms available from the Reference Desk. Allow from one to four weeks for delivery. For more information, contact a Reference Librarian at x7608. Material Duplication Students and staff may copy material on public use equipment in the Library. Copyright laws apply to materials in all formats (print, electronic, or microforms). Matriculation XE "Matriculation"  Matriculation is a process that enhances student access to the college, and promotes and sustains the efforts of credit students to be successful in their educational endeavors. The goals of matriculation are to ensure that all students complete their college courses, persist to the next academic term, and achieve their educational objectives. The colleges Matriculation Plan is composed of eight components: Admissions, Orientation, Assessment, Counseling and Advising, Followup, Research, Coordination, and Prerequisites. Each component requires the setting of goals, staffing, planning activities and outcomes, and designing systems to support student success. Telephone: x7639 For help with prerequisite blocks for specific courses: x7512 Educational Technology Services (ETS) XE "Educational Technology Services (ETS)"  ETS is a district service supporting technology users at both campuses and Central Services. The primary contact point for service requests is the ETS Call Center, ext. TECH (x8324) or techhelp@fhda.edu. Services include: Hardware and software support for desktop and laptop computers, as well as the district network. The ETS Call Center for audiovisual, computer, telephone, network, and classroom technology support and service requests. (All requests should go through the Call Center.) ETS Tech Services, located in the library complex, for computer and AV service and support. For more information, visit the ETS website at  HYPERLINK "http://ets.fhda.edu/" http://ets.fhda.edu/. Technology Center XE "Technology Center"  The Technology Center, located in the library complex, serves the faculty, staff, administration and students of 17Թ. Services include delivery of circulating equipment (audiovisual and electronic), and assisting faculty with equipment operation. Equipment Equipment is the responsibility of the faculty/staff member using it. Responsibilities include: locking the classroom door if College equipment is in the room. caring for equipment to prevent damage. returning the equipment to its assigned storage place. notifying the AV services immediately of any breakdown or missing equipment. Permanently placed equipment is not to be removed unless authorized by Tech Services. Circulating Equipment XE "Circulating Equipment"  Arrangements (by telephone x8324) should be made with the Call Center at least 24 hours in advance of the time the equipment will be used. Equipment is limited. To ensure availability, one weeks notice is recommended. Arrangements for delivery/pick up should be made at the time of booking. Small items and high-dollar portable equipment (e.g. video projectors) are either delivered to a secured area in the Division Office or must be picked up in person. Equipment is periodically placed semipermanently (by quarter) based on usage and availability. Operation of Equipment XE "Operation of Equipment"  Faculty/staff unfamiliar with the operation of equipment are encouraged to seek assistance from the Technology Center for training in the proper operation and care of equipment. It is recommended that faculty seek training well in advance of the time they need to use the equipment in class. OffCampus Use of College Equipment XE "OffCampus Use of College Equipment"  College equipment must be readily available for college use and, therefore, will not be loaned to individuals not connected with the District or to offcampus organizations, except where certain reciprocal arrangements with other particular organizations and institutions have occurred in the past. Offcampus use of district equipment by members of the staff will be limited to activities which are college related, or where the staff member is involved in the direct supervision of the items loaned. In all cases, discretion should be exercised, and equipment loaned only after notification of and clearance with other staff members responsible for said items. A record will be maintained of equipment while it is off campus per this policy. Board Policy 3212 Approved 1/23/63 Amended 5/15/78. Equipment Needed for Student Activities and Clubs Equipment must be booked in advance by the faculty/staff sponsor and the safety of the equipment is their responsibility. Faculty/staff must sign for equipment being picked up by a student. Videos/Films XE "Videos/Films"  The 17Թ video collection is housed and maintained in the Media Center. To reserve films, call in advance to ensure availability. A listing of videos is available in the Media Center. For further information call x7445. Media Center XE "Media Center"  Nonprint material related to instruction can be placed in the Media Center for student use. This material does not circulate out of the building to students. Instructors may check out materials from the Media Center for 72 hours. Materials should be reserved at least one week prior to the date needed for classroom use. Chapter 8: Student Services Academic Council XE "Academic Council"  Purpose The Academic Council has as its purpose and responsibility the evaluation, enforcement, interpretation, and the granting (for cause) an exception of academic regulations. The full Council meets every Tuesday of the school year at 9:00 a.m. The agenda consists of petitions that require the action of the full Council, which includes faculty, staff, and administrative representatives. All proposals from Academic Council regarding the Process to Initiate Change in College Policy/Regulations are routed through the President or authorized designee (Revised April 1993). Telephone: x7231 Career Center XE "Career Center"  The Career Center offers resume writing and interviewing workshops, guidance on job hunting techniques, referrals to community resources. Available there are computerized career guidance services, books on career exploration and job hunting, publications and video tapes dealing with various elements of career exploration and job trends, sample resumes, job listings and internship opportunities. The Center is located in the Student Services Building. Location: Room 8329 Hours: Mon.Thurs., 9:00 a.m. to 5:00 p.m. Fri. 9:00 a.m. to 3:00 p.m. Telephone: x7229 FAX: x6125 Email: oehkaren@foothill.edu Counseling Services XE "Counseling Services"  17Թ counselors assist students in planning and executing a plan of study which appropriately reflects the students interests, potential and motivation. The counselors provide advising regarding institutional requirements, career planning, personal decision-making, transfer articulation, basic skills assessment and counseling regarding personal concerns. Appointment Desk: x7423 Appointment Hours: Mon.Thurs., 8:00 to 7:00 p.m. Fri. 8:00 a.m. to 12:00 p.m. Summer hours subject to change Web site: http://www.foothill.edu/counseling/ Email: counseling@foothill.edu Assessment Center XE "Assessment Center"  The college offers a testing program in areas of academic ability, aptitude, achievement, skill, interest and personality. Test interpretation is provided by trained counselors. Individual test interpretations are also done by the Testing Office. Scantron item analysis of tests is also done for instructors. Please check to be sure that the proper Scantron (blue) forms are used. Additionally, all first-time college students are given the ESL and/or English Placement tests and the ACT/Asset tests. Student profiles are constructed from this data, for both test scores and demographic data. Counseling tests (interest, personality, etc.) are scored for guidance orientation and career classes. National Allied Health and Dental Hygiene Admissions tests are given. All students enrolling in college level English, ESL, mathematics, and chemistry courses will need to do one of the following prior to registration: take the colleges placement tests, or show proof to a counselor of completion of appropriate prerequisite courses. Location: Room 8202 Telephone: x7286 Hours: Mon-Tuesday: 8:00am-7:00pm. Wed and Fri: 8:00am-3:00pm Thurs: 8:00am-5:00pm Counseling 50 XE "Counseling 50"  Beginning freshman take CNSL 50, Introduction to College, a oneunit course designed to help students improve study habits, analyze their abilities, investigate vocational choices, and plan future education. The CNSL 50 course requires development of an educational plan to assist students in planning their future coursework. Through professional preparation and experience, counselors are able to provide students with curriculum coordination, registration advice, and help in the solution of personal problems. Telephone: x7423 or Middlefield Campus x6950. Online Counseling XE "Online Counseling"  Online counseling is available for shortterm academic concerns at counseling@foothill.edu. Quick questions can be answered at our website  HYPERLINK "http://www.foothill.edu/transfer/counselingol.php" http://www.foothill.edu/transfer/counselingol.php Reentry Services XE "Reentry Services"  This program is for mature adults who have had a break in their education and are reentering college or entering for the first time. Academic, career, and personal counseling are available to assist students in their successful transition back into the educational or work setting. Orientation and special classes are available. To make an appointment with a re-entry counselor, please call x7423. Disabled Student Programs XE "isabled Student Programs"  and Services The Adaptive Learning Division (ALD) provides equal access to educational opportunities for students with disabilities by means of specialized classes, assessment and evaluation, supportive services, and education of the campus and community. The Adaptive Learning Division staff provides support, information and consultation concerning students with conditions that affect learning in higher education as well as suggestions for appropriate academic adjustments and accommodations. Location: Room 5801 Hours: Mon.Thurs., 8:00 a.m. to 5:00 p.m. Fri. 8:00 a.m. to 4:30 p.m. Telephone: x7017 or 7332 FAX: (650) 9171064 Web site:  HYPERLINK "http://www.foothill.edu/al/" http://www.foothill.edu/al/ Computer Access Center (CAC) XE "Computer Access Center (CAC)"  The Computer Access Center offers a program to assist students whose disability limits their use of computers. Special classes provide individualized instruction. Students can learn keyboarding on the computer as well as basic word processing using assistive technology. Assistive technology consists of magnification equipment for visually impaired students, voice synthesizers for blind students, speech recognition, adaptive keyboards and other learning software. The program provides special support and instruction in software tools for reading, writing and memory for students with learning disabilities or brain injuries. Location Room 5710 Hours: Mon. Thurs, 8:15am-4:45pm, Fri, 8:15am-4:15pm Telephone: x7056 or x7332 FAX: (650) 9171064 The Disability Resource Center (DRC XE "The Disability Resource Center (DRC" ) The Disability Resource Center is responsible for meeting the academic support needs of 17Թ students with verified disabilities. Services and accommodations provided include counseling, adaptive equipment, coordination of academic support aides (note takers, readers, sign language interpreters), test accommodation, assistive computer technology and training. Location: Room 5801 Hours: Mon. Thurs., 8:00 a.m. to 5:00 p.m. Fri. 8:00 a.m. to 4:30 p.m. Telephone: x7038, x7017, x7332 Web site:  HYPERLINK "http://www.foothill.edu/al/drc.html" http://www.foothill.edu/al/drc.html Services for Students with Learning Disabilities XE "Learning Disabilities"  Students with learning disabilities may be eligible for services and reasonable accommodations. To receive services, a student must have his/her learning disability documented and verified by a learning disability specialist. Students who wish to learn more about learning disabilities and how to optimize their learning experience may take ALLD 210, Understanding Learning Disabilities. For more information about services for students with learning disabilities, please contact Disability Resource Center. Telephone: x7017 or x7332 Hours: Mon.Thurs., 8:00 a.m. 5:00 p.m. Fri. 8:00 a.m.4:30 p.m. Location: Room 5801 EOPS XE "EOPS"  The purpose of the Extended Opportunity Program and Services (EOPS) is to increase the enrollment and retention of students who are low income and educationally disadvantaged. EOPS provides assistance in counseling, tutoring, registration, college applications, special career programs, financial aid applications, computer lab, campus services, and transfer. It also provides financial assistance, textbook service, emergency loans, calculators on loan, and priority registration for eligible students. Location: Room 8202 Hours: Mon.Tues., 8:00 a.m. to 7:00 p.m. Wed/Thursday, 8:00am 5:00 pm Fri. 8:00 a.m. to 3:00 p.m. Telephone: x7207 Web: http://foothill.edu/services/eops/ Financial Aid XE "Financial Aid"  Location: Building 8200 Hours: Monday and Tuesday, 8:00 a.m. to 7:00 p.m. Wednesday and Thursday, 8:00 a.m. to 5:00 p.m. Friday, 8:00 a.m. to 3:00 p.m. Telephone: x7245 Website: http://www.foothill.edu/aid/ Pass the Torch Study Team XE "Pass the Torch Study Team"  A Pass the Torch study team consists of one team leader and one team member. Matched around their mutually available times, the team leader and member meet a minimum of two hours each week. The leader, who has an A or B in the subject, offers academic support to the member who is currently enrolled in the subject. Team subjects include English composition, ESL composition and Mathematics. Students who want to sign up should leave a message, x7358. Web site: http://www.foothill.edu/services/torch/ Student Success Center Location: Student Services Building Hours: Monday Thursday, 8 am 7 pm Friday, 8 am 3 pm Telephone: x7713 Transfer Center XE "Transfer Center"  The Transfer Center offers services to students who are interested in transferring to a fouryear college or university. Services include transfer information, applications, application essay assistance, and a Transfer Center library with many current catalogs and videotapes for student use. Representatives from the University of California campuses, the California State University campuses, and many private colleges and universities visit this campus. Group workshops, computer assistance and individual student appointments are offered. Location: Student Development Building Hours: Mon.Thurs., 9:00 a.m. to 5:00 p.m. Fri., 9:00 a.m. to 3:00 p.m. Closed on Fridays in the summer Telephone: x7235 FAX: x6125 Web: http://www.foothill.edu/transfer/ Tutorial Services Tutorial Center XE "Tutorial Center"  17Թϒs Tutorial Center helps students achieve their career and academic goals through individualized/group tutoring in a wide variety of subjects. Tutors are faculty recommended and have received an A or B grade in the subject they tutor. Their familiarity with course objectives and materials helps ensure that students receive high quality assistance. The Tutorial Center houses Dropin/Appointment Tutorial, and EOPS Tutorial. To recommend a tutor or for further information, please contact the Tutorial Center. Location: Room 5320 Hours: Hours are subject to change. Students should consult the Centers website for tutoring schedules. Summer: Consult the Centers website for tutoring schedules. Telephone: x7447 or x7444 Web site: http://www.foothill.edu/tutor/ (Tutor schedules are available on the website.) Extended Opportunity Program and Services (EOPS) Tutorial Program XE "Extended Opportunity Program and Services (EOPS) Tutorial Program"  The EOPS Tutorial Program offers oneonone assistance to students who participate in the EOPS Program. Students should see the program coordinator, to determine participation qualifications. Location: Room 5999 Hours: Mon.Thurs., 8:30 a.m. to 6:00 p.m. Telephone: x7206 Web site: http://www.foothill.edu/services/eops/services.php#tutor The Physical Sciences, Math and Engineering Center (PSME Center) XE "Math Center"  The Center offers tutoring for PSME students. Location: Room 5960 Hours: Mon.Thurs, 9:00am-6:00pm Fri: 9:00-2:00pm Telephone: x7042 Chapter 9: Student Programs  XE "Campus Abroad Program"  Cooperative Education Program XE "Cooperative Education Program"  The Cooperative Work Experience Program provides an opportunity for 17Թ students to earn one to four units of college credit for employment learning experiences that improve work skills and knowledge. To participate in the Coop Work Experience students must be employed and enrolled in at least 7 units (includes Coop) in any one quarter for the fall, winter, or spring quarters. Summer quarter requires enrollment in one additional class. Coop Work Experience classes are repeatable up to maximum allowed units. Location: Room 4057 Hours: Mon.Fri., 8:00 a.m. to 4:00 p.m. Telephone: x7232 Fax: (650) 9417618 Website:  HYPERLINK "http://www.foothill.edu/co-op" http://www.foothill.edu/co-op Distance Learning/Global Access (FGA) XE "Distance Learning/Global Access (FGA)"  17Թ is one of the leading colleges in Distance Education in California offering some 240 webenhanced, hybrid and online courses using ETUDES (Easy to Use Distance Education Software) each quarter. Online offerings are coordinated through Foothill Global Access (FGA), which also offers training in using ETUDES to teach online and workshops in instructional design and pedagogy. If you are interested in supplementing your courses with ETUDES or teaching a hybrid or online class, contact the 17Թ Global Access office. Location: Room 3601 Hours: Mon.Fri., 8:00 a.m. to 4:30 p.m. Telephone: x7446 Website:  HYPERLINK "http://www.foothillglobalaccess.org/" http://www.foothillglobalaccess.org/ Honors Institute XE "Honors Institute"  Students with strong scholastic ability and motivation are offered separate honors sections of general education courses, and special oneunit honors seminars. Students complete the program by taking six honors courses. Faculty willing to serve on the Honors Faculty Advisory Council, propose courses and activities, or recommend a student for the program, should contact the Honors Institute Coordinator. Students who are interested in becoming a member must complete an Honors Institute Application. Native students who have completed 10 University of California transferable quarter units must have achieved a 3.5 cumulative GPA. For students new to 17Թ, evidence of one of the following is required: 3.5 high school or college GPA (photocopy of transcript is required); SAT total of at least 1200, or enhanced ACT composite score of at least 26; reading score of at least 41 on the FHC Assessment Test or; FHDA Chancellors Scholarship. Additional criteria include a letter of recommendation, a personal statement and one of the following: SAT I Verbal scored 590 or more; AP English score of three (3) or more; completion of English 1A: with a grade of A or B; and English Reading score of at least 32 or ECPT Reading score of at least 102, plus English Writing score of at least 58 or ECPT writing score of at least 111 (FH Assessment Test). Location: Room 5425 Hours: Mon.Fri., 7:30 a.m. to 4:00 p.m. Telephone: x7225 Website:  HYPERLINK "http://foothill.edu/hon" http://foothill.edu/hon Service Learning/Volunteer Center XE "Service Learning/Volunteer Center"  The Service Learning/Volunteer Center (SLVC) is 17Թϒs gateway to community service and service learning. In addition to connecting students to community service experiences throughout the Bay Area, the SLVC provides faculty with professional development opportunities, information, and guidance in the development of service learning courses. Service learning is a pedagogical strategy that combines community service experiences with the disciplinespecific objectives of a course. The central tenet of this strategy being, service, combined with learning, adds value to each and transforms both. SLVC sponsored activities include, but are not limited to, the fall and spring Volunteer Fairs, the Community Service Work Study Program, the Think Tank and Think Tank Seminar Series, as well as numerous DoneInADay activities. Location: Room 5912 Hours: Mon.Fri., 9:30 a.m. to 5:00 p.m. Telephone: x7635 Web site: http://www.foothill.edu/campuslife/volunteer.php Chapter 10: Student Activities XE "Student Activities"  The Student Activities Office coordinates Commencement, New Student Orientation, Welcome Week, Volunteer Center, Service Learning programs, and arranges other services and programs for the campus community, including the Smart Shop (student body cards, and copy center). Student Accounts serve as the students campus bank for student government, campus clubs, and other campus programs accounts. The Associated Students of 17Թ (ASFC) Campus Council conducts the business of student government. A substantial budget is provided student government from the sale of the student body cards to provide a range of services, activities and events. There are currently over 20 active clubs and organizations on campus. The activities of these organizations focus on student interest in career options, cultural concerns, recreation, crafts, politics, service, or social events. Faculty may serve as sponsors for clubs and other events. The student activities staff provides campus posting approval and literature distribution guidelines, legal service consultation appointments, public transit information, housing referrals, and more. Location: Room 6402 Hours: Mon.Thurs., 8:00 a.m. to 5:00 p.m. Fri. 8:00 a.m. to 4:30 p.m. Telephone: x7282 Web site: http://www.foothill.edu/campuslife/activities.php Chapter 11: Other Campus Services and Programs Dental Hygiene Clinic XE "Dental Hygiene Clinic"  The Dental Hygiene Clinic provides patient services under the supervision of a licensed dentist and registered dental hygiene instructors. There is a modest charge. Please see  HYPERLINK "http://www.foothill.edu/bio/programs/dentalh/clinic.php" http://www.foothill.edu/bio/programs/dentalh/clinic.php for more information. Performing Arts XE "Performing Arts"  Free student and faculty recitals, concerts and exhibitions are scheduled by the Fine Arts and Communication Division regularly throughout the year. Complimentary tickets are frequently available for selective productions in the Lohman and Smithwick Theaters. Should one have thespian tendencies, one should ask not only what the Drama Department could do for them; but what s/he can do for the Drama Department-audition to act in a play! Several colleagues have done so with great success. Other Fine Arts and Communication Division classes provide opportunities for self-expression while improving techniques in drawing, painting, ceramics, photography and digital imaging, vocal or instrumental music, etching, books as art, and public speaking. See the current class schedule. Current productions:  HYPERLINK "http://www.foothill.edu/theatre/index.php" http://www.foothill.edu/theatre/index.php Purchase tickets online: http://www.foothill.edu/theatre/tickets.php Current auditions: http://www.foothill.edu/theatre/auditions.php Community Services XE "Community Services"  17Թ provides a variety of opportunities and resources to its neighboring communities, including short courses, authors series, celebrity forum, and an astronomy lecture series. For more information about current programs, visit http://www.foothill.edu/community.php. Chapter 12: District Services The District provides many centralized services. District offices are normally open Monday thru Friday, 8:00am to 5:00pm. District staff performs services in the following areas: Accounting XE "Accounting"  Contact the accounting department for accounts payable or receivable. Telephone: x6250 Website: http://business.fhda.edu/accounting/ Archives XE "Archives"  To preserve the institutional memory, the District maintains Archives to document the historical, financial, legal and administrative records of the District and its two campuses in the Carriage House. Telephone: x7721 Hours: By appointment FAX: 6509170874 Educational Technology Services XE "Educational Technology Services"  ETS implements and maintains the technology and networking infrastructure to provide instruction and administrative support. Support: x8324 Operations: x8824 Web: http://ets.fhda.edu Human Resources XE "Human Resources"  For information on: Benefits: x6225 Employment: x6217 Personnel: x6219/x6220 For other inquiries: x6224 Web: http://hr.fhda.edu Payroll Services XE "Payroll Services"  For information on payroll and voluntary payroll deductions: Authorization forms are available on the Business Services Web. Telephone: x6264 (fulltime) 6265 (part-time) Web: http://business.fhda.edu/payroll Plant Services XE "Plant Services"  Plant Services includes plant operations, custodial, grounds, HVAC, and maintenance. Telephone: x6156 Website: http://facilities.fhda.edu Purchasing XE "Purchasing"  For assistance in materials selection and purchases. Telephone: x6166 Web: http://purchasing.fhda.edu Risk Management XE "Risk Management"  For information on insurance, field trips, volunteer liability, general liability, disaster preparedness, first aid kits, and other safety issues. Telephone: x6131 FAX: 6509485194 Web:  HYPERLINK "http://www.fhda.edu/risk/" http://www.fhda.edu/risk/ Marsha C.S. Kelly CPCU, ARM Director, Risk Management 17Թ-De Anza Community College District 650 949-6131 Workers Compensation XE "Workers Compensation"  Telephone: x6225 Chapter 13: Faculty Academic Titles XE "Academic Titles"  Faculty members are often sought for their professional advice and consultation. Many seek grants and fund raise among community groups. In general, faculty members are encouraged to pursue grants, submit professional publications, and provide student and colleague letters of recommendation. To these ends, full-time faculty may use academic rank or title as prescribed in the following guidelines. Guidelines For The Use Of Academic Titles By Full-Time Faculty IIIIIIIVVYears of Service1 2 3 4Assistant ProfessorAssistant ProfessorAssistant ProfessorAssistant ProfessorAssistant Professor5 6 7 8Associate ProfessorAssociate ProfessorAssociate ProfessorAssociate ProfessorAssociate Professor9 10 11 Professor12 13 14 15 16 17 18 19 20 ProfessorProfessorProfessor21Professor Faculty Column I 1. Associate Degree and six years of appropriate work experience, or Bachelors and two years of appropriate work experience. Column II 1. Masters, or 2. Bachelors, two years of appropriate work experience, and 24 semester units subsequent to Bachelors. Column III 1. Masters and 24 semester units subsequent to date of Masters, or 2. Masters and 60 semester units subsequent to date of Bachelors, or 3. Bachelors, two years of appropriate work experience and 48 semester units subsequent to Bachelors. Column IV 1. Masters and 48 semester units subsequent to date of Masters, or 2. Masters and 84 semester units subsequent to date of Bachelors. Column V 1. Earned Doctorate, or 2. Masters and 72 semester units subsequent to date of Masters, or 3. Masters and 108 semester units subsequent to date of Bachelors. Emeritus Status XE "Emeritus Status"  Any retired faculty member gains emeritus status and is listed in the Catalog. Faculty Service Areas (FSAs) XE "Faculty Service Areas (FSA's)"  It is the faculty members responsibility to upgrade both his/her personnel file regarding faculty service areas. For specific language, refer to Article 15 of the District/Faculty Association Agreement. FSA application forms may be obtained from the Campus Personnel Office or Human Resources Tech at FH. (See Agreement) Professional Achievement Award XE "Professional Achievement Award"  All regular (permanent) faculty members who have served at least one full year at the top step of the appropriate salary schedule are eligible to apply for a Professional Achievement Award (PAA) which offers recognition and monetary reward for excellent service to the District. Details on the PAA are contained in the District/Faculty Association Agreement in Article 38. PAA applications are available in the District/Faculty Association agreement, Appendix I. Professional Growth XE "Professional Growth"  All contract (probationary) and regular (permanent) faculty members are required to engage in professional growth activities. Six semester units (9 quarter units) of course work or other approved activities are required every four years for step advancement on the salary schedule. For the current professional growth guidelines, refer to the Salary Schedule section of the District/FA Agreement. Recording forms are available in the District/FA Agreement, Appendix 01, 02, 03. Chapter 14: Staff Development Flex Days XE "Flex Days"  17Թ participates in the Flex Day Calendar. The District/Senate Flex Day and the College Flex Day are mandatory for fulltime faculty. Faculty members do not teach on flex days and are required to file individual flex day plans with their Division Deans. See District Agreement, Appendix H4. For additional information on flex days, refer to Article 27 of the District Agreement Financial Support XE "Financial Support"  for Faculty Travel and Conference Funds These funds are available to: 1. allow faculty to engage in professional activities which would provide renewal for the person and serve as a benefit to the persons employment relationship with the District. 2. provide opportunities for faculty to remain current in their fields, improve their techniques, and maintain their intellectual vigor. Guidelines and application forms are available from the Dean of Student Activities. Training/Retraining Funds Refer to Article 35 of the District/FA Agreement. Applications are available from District Office or refer to the District/FA Agreement, Appendix R for application. Professional Development Leave Refer to Article 17 of the District/FA Agreement. Applications may be obtained in the Instruction Office. For more information, see the Vice President of Instruction. See District/FA Agreement, Appendix P1 for application. Chapter 15: Events Ceramics Sales XE "Ceramics Sales s"  Pottery and ceramics from the Claybodies in the Ceramics Department are sold twice each year, before winter break and in the spring. Watch for the flyers! Graduation XE "Graduation"  Graduation is held at the end of spring quarter. All faculty members are strongly encouraged to attend to honor their students. Complimentary gowns for faculty and staff are available through the Bookstore. Watch for the flyers! Plant Sale XE "Graduation"  The Environmental Horticulture Department has one plant sale in the late fall (poinsettias) and two plant sales in the spring. Watch for the flyers Lets Play Math at 17Թ LPM is a hands-on event aimed at elementary school-aged children. The Mathematics Department has one LPM event in the spring each year. Watch for the flyers! The Physics Show The Physics Show is an entertaining look at science aimed at grade school children, but fun for all. See how exciting physics can be through our vivid, memorable demonstrations. The show held in Smithwick on a January weekend. Visit  HYPERLINK "http://www.foothill.edu/physics" \t "_blank" http://www.foothill.edu/physics for information and tickets. Appendix A: Emergency Procedures In case of an emergency, call 911. State your name and the type, seriousness, and location of the problem. For police services, emergency medical care, illness, malfunctions, or any other inconveniences, call the appropriate number listed below: Police/Security Services/Emergency Medical Care: 911 Middlefield Emergency (Palo Alto Police & Fire Dept.): 911 Other Medical Services (Health Services): x7243 Equipment and Facility Services (Plant Services): x6156 First Aid 1. Do not move an injured person unless absolutely necessary. 2. Stop bleeding with firm pressure on the wound. (Use latex gloves.) 3. Restore breathing. Clear air passages and begin mouthtomouth resuscitation or CPR. 4. Firstaid kits are located in the following places: Administration Campus Center Kitchen Carriage House Corporation Yard District Offices Division Offices Health Center Laboratory Stockrooms Library Maintenance Shop Middlefield Campus Administration Office Middlefield Campus Human Performances Office Physical Education Locker Room Presidents Conference Room Registrars Office Stage Shop Student Government Building Power Blackout In the event of a power blackout, do one or more of the following: Between 7:30 a.m. and 5:00 p.m. notify Plant Services at x6156, or deliver a message to the office (or at Middlefield Campus, x6950). Phones in the outage area may not work. After hours, notify x7313, or deliver a message to the Campus Police  HYPERLINK http://Dept.in Dept. in the campus center building # 2101. If evacuation of the building is required, seek out any handicapped persons and provide assistance. Staff in labs or offices should secure experiments, activities, or equipment that may present a danger, if electrical power is off or if a danger may be created by the return of power at a later time. Turn off any gas outlets used in lab experiments. Turn off all electrical equipment and appliances (leave lights on). Telephone Service During Power Failures Power failure will disable all regular office phones. The white phones (in Division and other offices) will continue to operate on battery backup. Pay or cell telephones may also be used. Explosions In the event of an explosion in a building, employees should do the following: Take cover under tables, desks, or other objects, which will give protection against flying glass and debris. TELEPHONE EMERGENCY number 911 (between 11 p.m. and 7 a.m. call 911). Wait for the Campus Emergency Service Coordinator to determine if evacuation is necessary after the effects of the explosion have subsided. Exit building, if evacuation is ordered, as directed by emergency personnel. Seek out any handicapped or injured persons and provide assistance. Upon leaving the building, proceed to the designated evacuation area(s) (see campus map) and await further instructions. Keep walkways clear for emergency vehicles. Fire Use fire alarm box if possible, and stay at the box until the Fire Department arrives. If you are not near an alarm box, phone 911. Do not risk life to save property. Evacuate the building if necessary, closing fire doors and all other doors and windows. Seek out any handicapped or injured persons and provide assistance. Upon leaving the building, proceed to the designated evacuation area(s) and await further instructions. Keep walkways clear for emergency vehicles. Fire alarms are sounded by bells to indicate the location of the fire. Everyone is to leave the building and remain 50 feet away until the ALL CLEAR (a long, continuous, electronic tone) is heard or unless the alarm is repeated immediately and the code is not for your building.. Earthquake In the event of an earthquake: Stay in the building, DO NOT EVACUATE. Take immediate shelter under tables, desks, doorways and similar places. Use hands and arms to protect back of neck, ears, and eyes. Keep away from overhead fixtures, windows, filing cabinets, bookcases, and electrical power equipment. Assist any disabled persons in the area and find a safe place for them. Stay outside if you are outside. Go to a clear area away from buildings, trees, power lines, etc. Keep walkways clear for emergency vehicles. Keep calm and await emergency instructions. Evacuation The purpose of any evacuation will be to empty a building or area of all occupants as quickly and safely as possible. Building Evacuation  In most cases that require evacuation of a building (fire, explosion, bomb threat), occupants should proceed to a clear or safe area near the evacuated building. General Evacuation  When orders are given to evacuate a building (e.g., after an earthquake or major disaster), occupants should proceed to the main evacuation assembly area on the campus lawn or mall. Campus Police or other emergency personnel will be available to direct evacuees to clear or safe areas. Evacuation of disabled persons will be given the highest priority. They will be evacuated by the most expeditious and safe means available. When evacuating buildings, occupants should walk, remain quiet and grasp handrails. Anyone with high heels should remove them, if advised to do so, and follow all other emergency instructions. Occupants should gather in the evacuation area and await further instructions. DO NOT reenter the building until instructed to do so by Campus Police. Be aware that emergency vehicles must use the walkways. Bomb Threats and Search Employees receiving or discovering a bomb threat or emergency should immediately notify EMERGENCY at 911. See Bomb Threat Checklist DO NOT evacuate the building. DO NOT activate fire alarm. If a bomb threat is received by phone, ask the following questions: When is the bomb going to explode? Where is the bomb right now? What kind of bomb is it. What does it look like? Why did you place the bomb? Keep the caller on the phone as long as possible. Record the following information for the police: Time of call Date of call Exact words of person Sex, age Speech pattern, accent Background noises If a bomb threat is received by mail, employees should: NOT handle envelope or package. Leave immediate area. Notify EMERGENCY at 911 and stop anyone from entering area where package is located. If a suspicious object is discovered, the employee should: NOT attempt to touch or move objects. Evacuate immediate area. Notify EMERGENCY at 911 and await further instructions. Work Place Violence Random shooting In the unlikely event of a random shooting incident, certain protective actions are recommended: It is advised that you secure the classroom (area) and take cover. Immediately call Campus Police Department at 911 and give them your extension number along with the detailed report of the event. Do not forget to give them a complete description of the individual(s) responsible and their location. You should remain in the same secure area unless it is clear that moving to a new location takes you out of danger. The Police will call you back to advise you of what actions to take. You should not call the Police repeatedly, unless you must report additional new information. This kind of event is the most difficult situation to plan for and control; prior incidents have shown that shooting perpetrators often have predictive behavior patterns. You should therefore, report all threats, stalker incidents, comments or statements of intent to do harm immediately to x7313 or 911. The policy of the College is to undertake interventions in order to avoid a potential incident. EMERGENCY PROCEDURES Campus Closure Campus Closure During Normal Business Hours: Chancellor/President/presidents designee or Chief of Campus Police will determine if closure is necessary. Faculty/Staff: Notified by supervisor or Vice President, PT Evening & Middlefield instructors/staff should call FH Evening College Office (650) 9497711, or Middlefield main number (650) 9496950 for information or message. Students: Notified through faculty (if during class) or through local radio/TV stations if not in class. Radio: KFJC, KLIV, KCBS 740 AM, KGO 810 AM, KQED FM; TV: Channels 11, 4 & 5. Also notified through switchboard if functioning (650) 9497777. In the event we lose power, telephones are equipped to run for 2 hours. The Director of Facilities, Operations and Construction Management keeps the President or Evening Dean posted in person or through emergency telephone on status of return to power. The status of outage will be relayed to all divisions within 15 minutes. An emergency telephone is available in the Presidents Office (650) 9484244, and in Plant Services (650) 4937492. No staff should leave campus until they have been notified to do so by the President, Division Dean or Vice President. The Police will post signs at campus entrance to notify of closure. Overnight or Weekend Campus Closure Students: Notified through local radio/TV stations. Also notified through switchboard if functioning (650) 9497777. Faculty/Staff: Should call their immediate supervisor and/or check voice mail after 7:00 a.m. for an update on status of closure or, if telephone system is not functioning, listen to Radio/TV stations for further information. Flooded Rooms, Downed Trees, etc: Notify the Director of Facilities, Operations and Construction Management (x6150). Flashlights: There should be at least one functioning flashlight in each division and/or department office. Emergency Evacuation: The Police will direct procedures in: Directing evacuation traffic flow. Changing traffic radio station message (1610 AM). On campus emergency provisions. Appendix B: Commonly Used Request Forms Administrative and Peer Evaluation Forms Administrator or peer to evaluate faculty (current District/Faculty Contract, Appendix J1). AudioVisual Project Request Schedule the taping of a class, etc. (TV Center at De Anza). Change of Address Forms Update address information (District Offices). Curriculum Committee New Course Forms Propose a new course (Office of Instruction or Division Offices). Flex Day Activity Form Request an individual flex day activity. (current District/Faculty Contract, Appendix H). Grade Correction Card Change a students grade due to clerical error (A&R office). Incomplete Form Fill out if student does not complete work in any given quarter (Admissions and Records) Leave Report for Faculty Report back following an absence (Division Offices). Non-emergency or sick leaves filed in advance. Library Materials Request Order books, periodicals, etc. (Library Services). Local Mileage Voucher Reimburse staff/faculty for college related business travel (Division Offices). Professional Development Leave Request a sabbatical (current District/Faculty Contract, Appendix P). Professional Growth Activity Recording Form Record professional growth activities (current District/Faculty Contract, Appendix 0). Purchase Requisition Request payment of new equipment or supplies (Division Offices). Quarter Planning Calendar Sheets Plan quarter (Division Offices). Quick Copy Printing Request Duplicate/photocopy tests, etc. (Division Offices). Request for Check Reimbursement of materials, supplies, etc. (Staff Development or Division Office). Request for Professional Achievement Award A monetary award for service (current District/Faculty Contract, Appendix I). Staff Revitalization Funds Staff/faculty to attend conferences, etc. (Staff Resource Center). Student Evaluation Forms Students to evaluate faculty (current District/Faculty Contract, Appendix J2). Student Travel Request Field trip request forms (Division Offices). Travel and Conference Funds Staff/faculty to attend conferences, etc. (Dean, Faculty and Staff). Trip Voucher Professional travel reimbursement (Dean, Faculty and Staff Office). Work Requisition Order Request maintenance, repairs, construction (Division Offices). All medical dental, life insurance, retirement, beneficiary, etc. forms are available in the District Offices. (ALL REQUESTS ARE SUBJECT TO APPROVAL.) Appendix C: Faculty Class and Load Samples By Division When 17Թ was first established, its academic calendar operated on the semester system. However, the college changed to the quarter system in the 1960s. Thus, faculty loads were initially established on the semester system and later converted to the quarter system. All load factors are established or changed for any course by the Curriculum Committee. Biological and Health Sciences The general definition of a full load in this division is 15 hours of lecture, 18 hours of lecture lab, 21 hours of laboratory, or some combination. In addition, double load credit is given for sections with more than 100 students. Loads in the Health Sciences portion of the Division average over 22 hours per week but are not strictly reconcilable to regular Biology classroom instruction. Class sizes tend to be smaller, and some of the total assignment is involved in supervising clinics. The activities are considerably different from regular classroom work. Given these different circumstances, the contact hours are higher and more irregular than those of the rest of the division. As an example of load, the following is used for Dental Programs: lecturelab has 19.5, lab has 21 hours, and clinic has 28 hours. Courses Most Frequently Offered by the Biological and Health Sciences Division Course Description Units Hours Load Factor AHS 200 Orientation to Health Care Careers 3.0 3.0 .0667 VT 51 Introduction to Veterinary Technology 1.5 3.0 .0592 BIOL 1A Principles of Cell Biology 6.0 11.0 .1894 BIOL lB Multicellular Life 6.0 11.0 .1894 BIOL 1C Organismic and Evolutionary Biology 6.0 11.0 .1894 BIOL 10 General BiologyBasic Principles Lecture 5.0 8.0 .1391 BIOL 13 Marine Biology 5.0 8.0 .1391 FACULTY CLASS and LOAD SAMPLES by DIVISION Course Description Units Hours Load Factor BIOL 14 Human Biology 5.0 8.0 .1391 BIOL 40A Functional Anatomy & Physiology 5.0 8.0 .1391 BIOL 4OB Functional Anatomy & Physiology 5.0 8.0 .1391 BIOL 4OC Functional Anatomy & Physiology 5.0 8.0 .1391 BIOL 41 Microbiology 5.0 10.0 .1672 DA 62A Dental Sciences 2.0 3.0 .0630 DMS 52A Phy. Principles of Diagnostic Ultrasound 3.0 3.0 .0667 HLTH 21 Health Education 3.0 3.0 .0667 HORT 50A Orientation to Environmental Horticulture 4.0 5.0 .1016 HORT 54A Landscape Construction 4.0 6.0 .1143 HORT 90C Garden Ponds & Water Features 1.0 1.25 .0257 RT 64 Radiation Sciences  Fluoroscopy 3.0 4.0 .0794 RT 52A Principles of Radiologic Technology 3.0 3.0 .0667 RSPT 51B Respiratory Physiology 3.0 3.0 .0667 Note: Official course units, hours, and load factors are maintained by the Curriculum Specialist in the Office of the Vice President of Instruction and Institutional Research. Business and Social Sciences Traditionally the Social Science load has been 15 hours a week, either under the quarter system or under the semester system. In addition, with a few exceptions, class sizes have been listed at 50 students. With conversion to the quarter system, some courses became four hours and some five hours in length, with either 10 classes or 45 hours, depending on the makeup of the assignments, as the full load in Social Science. When an instructor has all fivehour courses, nine courses or 45 hours is a yearly load; when an instructor has a combination of four and fivehour courses, he/she will have either nine or 10 courses and between 40 and 45 hours, depending on whether he/she has more fourhour courses or more fivehour courses. Although instructors in some areas are the only fulltime faculty associated with their program, they do not receive release time for the programs supervision. All instructors are responsible for program supervision as part of the ordinary work of a fulltime instructor beyond his/her classroom assignment and office hours.. Courses Most Frequently Offered by the Business and Social Science Division Course Description Units Hours Load Factor ACTG IA Principles of Accounting 5.0 5.0 .1111 ACTG 67 Tax Accounting 3.0 3.0 .0667 BUSI 59 Advertising 4.0 4.0 .1000 ANTH 1 Intro to Physical Anthropology 4.0 4.0 .1000 ANTH 2A Cultural Anthropology 4.0 4.0 .1000 BUSI18 Business Law 1 4.0 5.0 .1111 BUSI 22 Introduction to Business 4.0 4.0 .1000 Course Description Units Hours Load Factor ECON 1A Principles of Economics (Macro) 5.0 5.0 .1111 ECON 1B Principles of Economics (Micro) 5.0 5.0 .1111 GEOG 1 Physical Geography 5.0 5.0 .1111 HIST 4ABC Western Civilization 4.0 4.0 .1000 HIST 17ABC History of the United States 4.0 4.0 .1000 PHIL 1 Critical Thinking 5.0 5.0 .1111 PHIL 2 Intro to Social & Political Philosophy 4.0 4.0 .1000 POLl 1 American Government 5.0 5.0 .1111 POLl 7 Amer. Gov. & Politics from a Black Perspective 5.0 5.0 .1111 PSYC 1 General Psychology 5.0 5.0 .1111 PSYC 14 Childhood & Adolescence 4.0 4.0 .1000 PSYC 33 Intro to the Concepts of Personality 4.0 4.0 .1000 R E 50 Real Estate Principles 4.0 4.0 .0889 SOC 1 Intro to Sociology 5.0 5.0 .1111 SOC 40 Aspects of Marriage & Family 4.0 4.0 .1000 Note: Official course units, hours, and load factors are maintained by the Curriculum Specialist in the Office of the Vice President of Instruction and Institutional Researc. Counseling Counselors are expected to spend 30 inoffice hours meeting with students on a onetoone basis through appointments, dropin, and/or duty schedules. Load for this type of assignment is equated on an hourforhour basis. The general basis for load in counseling is that each assignment subtracts from a 35hour weekly load. The basic responsibility of each counselor is to assist students and mediate problems of personal and/or academic nature relating to access and success at 17Թ. To accomplish this goal, counselors meet with students in a variety of formats. The assignment of load depends on these different student/counselor configurations. Special assignments receive an hourforhour load assignment. If a counselor receives a .50 assignment in a specific area, then his/her hours, in general oneto-one counseling, would be reduced accordingly. Most counselors teach small or large groups. These groups have the same academic format as the instructional divisions. Load for instruction in Counseling or Career Life Planning courses is hourforhour. One hour of preparation is attached to every hour of instruction. Evening and/or off campus assignments are hourforhour. When counselors attend committee meetings and are involved in college and district governance, these responsibilities form a part of their 35 hour assignment. Courses Most Frequently Offered by the Counseling Division Course Description Units Hours Load Factor CNSL 50 Introduction to College 1.0 1.0 .0381 CNSL 53 Effective Study 3.0 3.0 .0667 CNSL 55 Becoming a Master Student 3.0 3.0 .0667 CNSL 60 College Success 3.0 3.0 .0667 CNSL 85G Assertive Communication 1.5 1.5 .0333 CRLP 85H Transfer Readiness 1.0 1.0 .0381 Course Description Units Hours Load Factor CRLP 85P Transfer Preparation for Minority 1.0 1.0 .0381 Students CRLP 86 Leadership: Theories, Styles & Realities 1.0 1.0 .0222 CRLF 70 Self Assessment 3.0 3.0 .0667 CRLF 71 Exploring Career Fields 1.0 1.0 .0381 CRLP 72 Interviewing for Career Information 1.0 1.0 .0381 CRLP 73 Effective Resume Writing 1.0 1.0 .0381 CRLP 74 Successful Interviewing Techniques 1.0 1.0 .0381 CRLP 75A Career Mentoring 3.0 5.0 .0667 CRLP 76A Women in Transition 3.0 3.0 .0667 CRLF 90 HighTech Career Exploration on 1.0 1.0 .0381 the Internet Note: Official course units, hours, and load factors are maintained by the Curriculum Specialist in the Office of the VP of Instruction and Institutional Research. Fine Arts and Communication Across the Fine Arts and Communication Division, loads vary from something under 40 to 72 hours per year. Although the loads are similar, the number of contact hours in Photography is established at 24 hours when they are straight laboratory. In Ceramics, Graphic Design, and Studio Art, the number of hours of a fulltime load varies from 18 to 21 depending on how many of the courses are lecture or lecture/lab. Class sizes are 25 to 30 depending on the laboratory room. Supervision of paraprofessional help is not considered part of course load, but neither is supervision of students in special project courses, nor is supervision of tutors. No release time is given for preparation on exhibits or other required professional activities. The number of preparations is usually two or three per quarter, and four or five per year. In Music, the average hourly contact load is 16 or 17 hours, and the average number of preparations runs between three and four per quarter (counting core courses as a single preparation) and averages five per year. Although WSCH is collected for scheduled rehearsal and performance time, these hours are in addition to the 16 or 17-hour average contact load. These additional hours balance out smaller class sizes; the applied music classes usually run between 15 and 20 students. Piano and Voice classes usually run at 24 students. Drama loads, a mixture of lecture and lecture/lab courses, average 18 hours per week without including special release time for rehearsal time or performances. In the quarter that instructors are assigned responsibility for a major production, they carry a production course as part of their load. Production responsibilities and load are shared by the department; the equivalent of one TBA evening play production course per quarter may be split in any way. There are usually three preparations per quarter, nine preparations per year in Drama, with the production counting as one of the preparations. Broadcasting has an 18hour quarterly load because the courses are a mixture of lecture and lecture/lab. Although there are ordinarily 8 or 9 preparations per year and 10 to 12 courses per year, the load remains at 18 hours per week. Class sizes are 35 students except when only 30 students can be accommodated. In Photography the load includes from four to six different lectures per week with classes varying from 24 to 36 students and three to four labs of 24 students each. Labs require constant instruction and supervision. In addition, exhibits are organized, both in the Lab gallery space and in locations offcampus. Because photographic technology is changing at such a rapid rate, it is necessary to attend tradeshows, seminars, demonstrations, and workshops to keep up with new equipment and processes. In Speech, class sizes have had to be limited to 25 students in Speech 1A (30 in the others) because each student must make a minimum of five speeches per quarter, and even with absences, no more than 25 students can complete their assignments in a quarter. Because of this small number of students per class, the yearly instructor contact hour load is 11 fourhour courses with the fifth hour TBA. Courses Most Frequently Offered by the Fine Arts and Communication Division Course Description Units Hours Load Factor ART 1 Introduction to Art 4.5 5.5 .1111 ART 2ABC Art History 4.0 5.0 .1000 ART 4A Drawing 3.0 6.0 .1111 ART 5A Basic Design 3.0 6.0 .1111 ART 45A Ceramics 3.0 6.0 .1111 DRAMA 1 Theatre Arts Appreciation 4.0 4.0 .1042 DRAMA 2ABC Intro to Dramatic Literature 4.0 4.0 .1000 DRAMA 20A Principles of Acting 3.0 6.0 .1111 DRAMA 21A Fund of Theatre Production 4.0 6.0 .1111 DRAMA 49 Rehearsal and Performance 3.0 12.0 .1777 FA 150 Directed Study in Fine Arts 0.5 1.5 .0000 GRDS 53 Intro to Graphic Design 4.0 6.0 .1111 MUSIC P32 Symphonic Wind Ensemble 2.0 5.0 .0852 Course Description Units Hours Load Factor MUSIC P33 Evening Jazz Ensemble 2.0 5.0 .0852 MUSIC P41A Applied Music Training 2.0 7.0 .0370 MUSIC 1 Introduction to Music 4.0 5.0 .1037 MUSIC 2ABC Music Masterpieces 4.0 6.0 .1185 MUSIC 3ABC Music Theory, Literature, & Composition 4.0 6.0 .1185 MUSIC 8 Music of Multicultural America 4.0 6.0 .1185 MUSIC 10 Fundamentals of Music 4.0 5.0 .1037 MUSIC 12A Class Piano Level I 2.0 3.0 .0444 PHOTO 1 Basic Photography 3.0 5.5 .0888 PHOTO 1L Basic Photography Lab 0.0 3.5 .04 RADIO 80 Fundamentals of Radio Operations 3.0 5.5 .0778 RADIO 90A News & Information Production 3.0 7.0 .0794 SPCH 1A Public Speaking 4.5 5.5 .1111 SPCH 2 Interpersonal Communication 4.5 5.5 .1111 SPCH 4 Group Discussion 4.5 5.5 .1111 Note: Official course units, hours, and load factors are maintained by the Curriculum Specialist in the Office of the VP of Instruction and Institutional Research Office. Human Performance/Physical Education The Human Performance/Physical Education (HP/PE) Division loads have been scheduled at 20 hours per quarter. Coaching athletic classes counts as 10 hours load if the instructor is fulltime, while parttime coaches are paid for 10 hours a week. Both preseason conditioning and athletic classes are counted as load. Coaches work many hours that are not counted toward load, e.g. recruiting, meeting with other coaches and groups, scouting and travel. The number of units for athletic classes is usually three per quarter. Courses Most Frequently Offered by the Human Performance/Physical Education Division Course Description Units Hours Load Factor HP 1 Intro to Physical Education 3.0 3.0 .0667 HP 10 Beginning & Intermediate Swimming 1.0 3.0 .0500 HPl0B Aquatic Fitness 1.0 3.0 .0500 HP 19 Weight Training 1.0 3.0 .0500 HP 26 Tennis, Beginning 1.0 3.0 .0500 HP 27 Basketball 1.0 3.0 .0500 HP 29 Soccer 1.0 3.0 .0500 HP 30A Advanced Volleyball 1.0 3.0 .0500 HP 31 Self Defense 1.0 3.0 .0500 HP 33 Modern Jazz 1.0 3.0 .0500 Note: Official course units, hours, and load factors are maintained by the Curriculum Specialist in the Office of the VP of Instruction and Institutional Research. Language Arts Before the change to the quarter system, and traditionally among community colleges, the Language Arts loads were four courses per semester in English Composition and five courses per semester in the other departments. At the change to the quarter system, the English Composition Department converted their eight threehour courses per year to eight fivehour courses per year. Currently, the English Composition load is eight fivehour composition courses of 30 students each. When an instructor also carries an elective literature load (50 students), the load remains eight courses when there is only one literature course, but it is nine courses when there are three or more. The English load, therefore, varies from 39 hours to 42 or 43 hours, and the most common load is 40 hours. ESL loads are the same as English composition for composition courses (ESL 167, 25, and 26), with eight fivehour courses of 30 students each comprising a full-time load. Other five-hour ESL courses are like foreign language courses, with nine five-hour classes of 30 students each comprising a full-time annual load. An ESL instructor primarily teaching a composition load may teach one or two non-composition classes as part of the eight course annual load. The Foreign Language loads are nine fivehour classes per year. Class size is 35. Because of low enrollments in second-year programs, three to five levels of students (in different courses with different assignments) are taught in the same room at the same time for a single load. Courses Most Frequently Offered by the Language Arts Division Course Description Units Hours Load Factor CHIN 1 Beginning Chinese 5.0 7.0 .1111 CRWR 40A Creative Writing Fiction 5.0 5.0 .1111 ENGL 1A Composition and Reading 5.0 6.0 .1250 Course Description Units Hours Load Factor ENGL 1B Composition and Reading 5.0 6.0 .1250 ENGL 8 Childrens Literature 4.0 4.0 .1000 ENGL 14 Contemporary Fiction 4.0 4.0 .1000 ENGL 46C Survey of English Literature 4.0 4.0 .1000 ENGL 100 Basic Reading Skills 5.0 6.0 .1250 ENGL 110 Basic Writing Skills 5.0 6.0 .1250 ESL 25 Composition and Reading 5.0 6.0 .1250 ESL 156 High-Intermediate Grammar 5.0 6.0 .1111 ESL 176 Applied Editing and Grammar Skills 3.0 3.0 .0667 JAPAN 33 Introduction to Japanese Culture 4.0 4.0 .0889 SPAN 1 Beginning Spanish 5.0 7.0 .1111 Note: Official course units, hours, and load factors are maintained by the Curriculum Specialist in the Office of the VP of Instruction and Institutional Research. Learning Resources Library Librarians meet the library and information needs of the 17Թ Community-students, faculty and staff. To accomplish this goal, librarians may be responsible for a variety of tasks. Librarians hours are determined by the College to provide coverage to meet the Colleges needs and educational goals, and to supervise the Library staff and Library functions. Librarians may be expected to be involved in supervision, reference, collection development, library instruction and orientations, technical and public services responsibilities, program, workshop planning, and implementation, decision-making, and other tasks and projects as assigned. The normal workweek is 37.5 hours. Instruction, curriculum development, and preparation can be part of the 37.5hour weekly load, or, if outside the 37.5 hours, it is then treated as overload. Librarians are encouraged to attend College and Districtwide committees, be involved in College and District governance, attend Division meetings and provide coverage for other librarians when necessary. Generally, the library instruction courses are selfpaced and must be completed in one quarter. Assisting students in these courses is part of the librarians professional responsibility. Maximum class size is 30. Courses Most Frequently Offered by the Learning Resources Division Library Instruction Course Description Units Hours Load Factor LIBR 1 Principles of Library Research 3.0 9.0 .0856 LIBR 190 Directed Study 0.5 3.0 .0000 LIBR 190X Directed Study 1.0 5.0 .0000 LIBR 190Y Directed Study 1.5 7.0 .0000 LIBR 190Z Directed Study 2.0 9.0 .0000 LIBR 36Y Special Projects in Lib Science 3.0 3.0 .0000 Course Description Units Hours Load Factor LIBR 36Z Special Projects in Lib Science 4.0 4.0 .0000 LIBR 50 Introduction to Lib Skills 1.0 3.0 .0286 LIBR 36 Special Projects in Lib Science 1.0 1.0 .0000 LIBR 36X Special Projects in Lib Science 2.0 2.0 .0000 LIBR 90AH Library Info Seminars 0.5 0.5 .0111 LIBR 55 Internet Resource Strategies & Critical 1.0 1.5 .0578 Thinking Skills LIBR 56 Internet Resource Techniques 1.0 1.5 .0289 & Information Literacy Physical Sciences, Mathematics, and Engineering The Physical Sciences, Mathematics and Engineering Division employs a uniform formula for assigning load to all course offerings in the division: lecture, lab and lab-lecture hours all carry the same weight, and full load is set at 15 hours. For Math the maximum class size is 35. Due to lab constraints, maximum class size ranges from 28 to 32 in Physics and Chemistry. Note: Official course units, hours, and load factors are maintained by the Curriculum Specialist in the Office of the VP of Instruction and Institutional Research. Appendix D: The Quarter Beginning of the Quarter Class Meetings First Class Meeting Distribute your Green Sheet (or information sheet), which should contain office hours/phone, books required/recommended, how course is conducted, course grade formula, attendance policy, and any other specific information pertinent to student success. A specific assignment sheet (course syllabus) listing homework and other project due dates is recommended (many students need a visual record of work expected; these can be labeled as tentative with a footnote that changes and/or additions may be made at any time). Instructors are expected to meet for the full period of the first meeting. Department/Division policy should indicate how no shows and late adds are dealt with. If seats are available, students not on your roll sheets may be given an add sticker allowing them to add online. All course roster information is available online in the faculty portal. Class Meetings Begin and end on time. Most students expect a full quota of instruction, especially if they have driven a long distance or taken time off from work. Classes should meet as scheduled, including finals, and in the assigned room. Instructors must receive permission from the Division Dean before any change is made. If any change is made, please also notify the room scheduler, x7256. During the Quarter Assignments, Testing, And Evaluation Of College Level Credit Courses Assignments and Other Homework For college credit courses, assignments, testing and evaluation should be consistent with the course outline and reflect appropriate college level work, require critical thinking, and demonstrate skill mastery. Outofclass assignments can be an important part of the students learning process, whether an extension of a lesson just covered, preparation for a new topic, or the review of a unit of study. Assignments need to be well thought out as to relevancy to the subject matter and well prepared with step by step instructions with few assumptions. Check that students have been given or already have the skills needed to complete the assignment. Although students may not have questions about an assignment given orally, they often need a written copy for best results. Realistically, courses compete with one another for students time, and courses in which assignments are infrequent, unclear, or unrealistic will suffer. The general rule for college level credit courses is two hours outside class for each one-hour in lecture class. Suggestions for Assignments Students should know exactly what the assignment requires and when it is due. Clarify the assignment. Give the assignment before the last minute of class while there is still time for questions and explanations. Remind students not to pack up during the last few minutes and become distracted or distract others. Vary assignments to fit different student learning styles; have both exercises from the text and application exercises that require students to extend their skills (e.g., interviews, research, community involvement). To show students that there was a reason for doing the work, make it relevant and use the assignment in some way; for instance, as a basis for class discussion, a way to assess class understanding, or a leadin for a new lesson. If homework is to reinforce skills, the instructor might choose not to collect it but to have students exchange papers or just discuss the answers. If the assignment will be collected and graded, students should be informed ahead of time. If students are told the assignment is to be graded, it should be done in a timely manner and returned with feedback as to student success. The reason a student gave an incorrect answer is much more important than just that he/she made an error. Homework may or may not be considered when assigning a final grade. Either way, the policy should be clearly noted on the Green Sheet. If homework is collected and used as part of the grade, students should be responsible for turning in work on time and in an organized, acceptable, legible form. Such work encourages successful student behaviors and selfrespect. Testing There are many forms of testing and other graded tasks that can significantly contribute to the student assessment process and help the instructor assign a final grade. A test is defined as a quantitative observation of a moment in the learning process. The instructor and student should be a team in this evaluation. Final examinations are required for every college level credit course and should be given in accordance with the final exam schedule published in the schedule of classes. Any deviation from the published schedule must have prior approval from the Division Dean. Note: Students who are registered with 17Թϒs STEP (Student Tutorial Education Program), x7377, or with the Adaptive Learning Division (ALD) x7332, should be given extra considerations when being tested. STEP students get a 1 1/2time factor and ALD students may need special apparatus. Instructors will receive a form from each program on the special needs of any student registered in their class. To be fair to all students, only those registered in these programs should be given special testing allowances. If a student says he/she has a special learning problem but no letter has been received, call either program for information. Some Objectives of Testing are to: Evaluate each students achievement on particular skills. Evaluate the instructors teaching. Provide a learning experience in the testing itself and in the discussion of the results/answers. Provide a degree of objectivity in arriving at a students grade. Suggestions for Preparing and Grading Tests Note: Software that can scramble test questions or store banks of questions and select some at random is currently on the market. Before spending a large amount of time in writing exams (of any type described below) such software may be worth investigating and/or encouraging your department/division to purchase for faculty use. In addition, educational materials stores sell calculators specifically designed to compute grades. Ask other department members or check in the Division Office for sample tests to aid in preparing evaluation material. Peruse the Classroom Assessment Techniques Handbook. Instructors preparing test questions can easily assume that the question is clear and direct, but students can often misunderstand a word or term and incorrectly respond. Because it is difficult to anticipate every possible interpretation, encourage students to clarify their understanding of the questions as much as possible. If almost every student misses a certain question, it may need to be reconsidered in its present format. Request a holistic grading session to be offered through your department chair. Grading of tests should be objective (the same standards used on all students) and based on a formula or criteria. An explanation of how the grade was determined should be discussed openly with students. Students can benefit most from feedback that identifies the type of error they have made rather than just a score of correct and incorrect responses. If students know the reason for their errors, they then know what to focus and improve upon. Tests should reflect what students have learned and were told to review, unless specified as application type tests. Tests should be returned to students as soon as possible. If a letter grade is given, test answers, especially for midterms and other important tests, can be gone over onebyone during class as a learning experience (overheads are useful here) or in conference with each student. Makeup Testing Determine whether you will have any alternate (makeup) exams for students who do poorly on a test, and if so, indicate this fact on the Green Sheet. You should allow makeup of original tests for students who legitimately miss an exam due to jury duty, work, illness, etc., as much as reasonably possible. Your Dean may have a place designated for makeup tests. Scheduling of Tests Tests should be noted on the class syllabus handed out at the beginning of a quarter. If this isnt feasible, announce a test at least two class meetings prior to the test. The frequency of testing depends upon the course but, generally, a minimum of three 50minute tests per quarter seems reasonable. Short quizzes, or classroom assessment techniques, either announced or unannounced, can be given during or at the end of any instructional unit. Types of Tests Multiple Choice When multiple choice tests are used, it is especially important that instructors write them well. These tests are used: To access memory of specific information. To evaluate higher levels of learning, synthesis skills such as integrating material from several sources, and critical thinking skills, such as evaluating and comparing response choices. For diagnostic purposes (identification of skills previously acquired) and, if questions are coded as to specific skill being asked for, helping students see strengths and weaknesses. To provide immediate feedback. Advantages Multiplechoice tests can: Show student learning accurately if questions and choices are well written. Facilitate scoring (Scantron machine is available in Staff Lounge). Measure both memory and judgment. Disadvantages Questions requiring judgment are difficult to construct. Inadequate reading ability may cause error rather than lack of knowledge about specific skill. Often used for specific but trivial information. Time consuming to construct. Students can pass on answers to others. Suggestions for Writing Multiple Choice Items Allow sufficient time to write thoughtful, relevant questions and to validate them or at least check for possible misinterpretation. Write one or two a day/week after particular skill lessons that are to be evaluated. Use note cards to draft questions on so that they can be sorted easily. Create a mix of memory and higher learning (judgment) questions; however if critical thinking is the primary goal, concentrate on questions that ask the student to apply, analyze, synthesize, and evaluate. Create a stem firsta single, definite problem in the form of a question or incomplete sentence; then, write the correct option and three or four distracting options (the latter should not be trick options but require some sort of comparison of key elements). State the problem concisely; what the student is to answer must be obvious and discernible without having to read all of the options. The stem should include all necessary information to determine the problem but not contain irrelevant material (padding) unless that is part of what is being assessed. Avoid unnecessary repetition (leadins) in the answer choices by including as much as possible in the stem. State the problem or ask the question in a positive form. The use of negatives can be confusing to even the best students, and poor readers may miss words like not. Avoid making the correct answer obviously shorter or longer than the other choices. Distraction options can come from actual student errors on homework or other class work. Be aware of absolutes (all, never, none); these usually make an option incorrect, whereas, qualifiers (sometimes, usually) are more likely to be found in the correct choice. Be aware of grammatical inconsistencies between the stem and the distraction options; students can use these to determine the correct answer without understanding the skill. Be cautious in using all of the above or none of the above. Completion Tests These tests require the student to fill in the missing part of a statement either from their own knowledge or from a list of numbered choices. Advantages Little chance to guess correct answer. Good when student must recall specific facts, words, or symbols. Disadvantages Measures memory more than judgment. Difficult to make only one answer fit. Suggestions for Writing CompletionType Questions Write out a number of short statements covering the most important information students have been taught. Go through these and omit one or two key words; make sure the meaning of the sentence is still clear. Omit only words that call for specific information; be sure that only one word will fit, or if more than one is correct, provide for credit for all possible answers. Make all blanks the same length so as not to give clues to right word. Omit only those words that will test for what students should know; do not omit verbs unless the action of the concept being tested. Number each blank space; it works well to have students put answers on a blank page with the same numbers or in a column along the margin. Identification Tests This type of test requires the student to name certain objects and is useful for measuring knowledge of such factors as names of tools, materials, locations, or parts. Like completion tests, this type often works best if items are numbered and students write answers on a separate page with same numbers. True-False Tests These tests are quite commonly used in college courses but are difficult to write well. Advantages Can be used to cover a wide range of material quickly. Easy to score. Disadvantages Guessing correct answer is a 5050 chance. May measure reading ability not knowledge of subject matter. Apt to be low in reliability. Difficult to write well. Suggestions for Writing TrueFalse Questions Write statements that are 100% true or 100% false. If correct answer must be qualified, discard the statement or rewrite. Do not have part of a statement be true, another part be false. Make a balanced truefalse ratio of questions in total. Keep language simple; avoid double negatives. Questions should be about major points, not unimportant details. Make statements as short as possible without padding. Avoid trick questions, especially beginning with absolutes (all, none), if put in to trick students with only one or two remote exceptions. Avoid words or construction that may help students guess correct answer. Avoid copying sentences directly from the text; some students can recall exact wording but do not really understand the meaning. Matching Questions Matching questions involve identifying items listed in one column which have some relationship to items in another column. Usually students are asked to place the appropriate numbers or letters from the right column item next to the corresponding item on the left. Usually there are extra items in the right hand column. Advantages A large number of responses can be obtained in one test item. Very objective. Good for definitions and simple relationships. Easy to construct if matching only words or phrases. Disadvantages Does not measure complete understanding of information. Does not measure judgment. Difficult to construct if matching complex, long sentences. Suggestions for Writing Matching Questions Use at least four but no more than twelve items in each question. The answer column should contain two or more items more than the matching column. Do not mix numbers, names, and dates in one list of answers. Put numbers and dates in ascending or descending order. Put names in alphabetical order. Each item should be used only once (unless there are two distinct matches for one item). All items for a single question should be on the same page. Essay Tests Essays are excellent for determining students ability to analyze, organize, and to apply knowledge. They also show depth of students knowledge. They can be short answers (12 paragraphs or less) or require many pages. Advantages Relatively easy to correct. Perhaps best indication of students overall understanding. Requires students to use higher level cognitive skills, i.e., analysis, synthesis, some form of organization. Disadvantages Knowledge may be obscured by students poor writing abilities. Difficult to score objectively, if not a holistic grading process. Will not measure as many discreet items as objective test. May encourage bluffing or circular answers. Suggestions for Writing Essay Examination Do not assume students understand essay prompt words (compare, describe, explain, etc.); hand out your definitions of these terms and what is being looked for with each before the exam date (or better yet, samples of good answers for each type). If more than one part to a question, separate the parts clearly and use a specific prompt word for each part. Clearly explain any specific qualifications required, such as length limits, use of key terms, numbering, special formats, reasoning for points, examples, attributing to sources, editing. Remind students that only complete sentences are acceptable. Suggestions for Grading Before the test, discuss grading standards with students; ask them what components would comprise an A grade for essay answer (on task, examples, clear reasoning, mention of sources, etc.), then a B and so on. Use sample answers if possible. Doing this one time during the quarter will give students a better understanding of what will be looked for as well as involve them in the grading process. Before looking at the finished exams, list clear grading criteria. Grade the first question by looking at all students answers for that question before going on to the next. For better consistency and fairness of grades, separate into piles the potential A, B, etc. responses and do a quick comparison of answers in each group before assigning grades; doing this can spot ones that really belong in another grade group. Keep essays anonymous, if possible. Provide comments that address reasons for errors (doesnt fit task, didnt define terms, answer too narrow or too broad, etc.). Be willing to listen to students interpretation of the questions and his/her answer. Be willing to explain scoring to the students. Problem Tests Many tests will consist partially or totally of problems of various types. These are particularly common in mathematics, accounting, and science courses and are similar to essay tests but with numbers rather than words. Other Types of Assessment Illustration Performance Field Trips Demonstration Discussion Lab Reports Oral Presentation Special Projects Community Service Projects The particular needs of a particular course may dictate a method of testing other than those described in detail above, for example, in horticulture, the demonstration of grafting processes or in painting, the productions of perspective. Whatever the form, a test should measure the attainment of a unit studied or of specific course objectives. Tests should not be tricks but measures of works in progress, the student and instructor learning processes. Grades Attendance cannot be used as sole criterion for determining a grade in a college level credit course. Activities which will be factored in determining course grade along with the relative weight of each component should be clearly indicated on the Green Sheet (course description). When final averages are computed according to the policy that has been described on the Green Sheet, the resulting numbers will generally fall into reasonably welldefined groups with a few scattered intermediate cases. Once a decision has been reached about the clusters, the intermediate cases should be considered individually. Such factors as diligence in doing homework, participation in class discussions, whether the quality of work improved over time, evidence of understanding that is not reflected in the record, etc. can guide decisionmaking. The reasons for these decisions, however, should be clear in the instructors mind and in the records so that a student can clearly understand how the grade was determined (so that the Admission and Records department can explain the grade to a student if the instructor is not on campus). Final grades can be based on absolute scores or percentages; most instructors, however, find that a slightly more flexible approach is best. Design the course with computing final grades in mind. If you want tests to be 70% of the final grade, have seven equal tests of 10% each (maybe eight total to include a discard one as well) or two at 30% and one at 10%, etc. If you have any alternate exams for students doing poorly on an original exam, determine how these grades will be weighted and calculated. A student should know, within reason, what his/her grade is at anytime during the quarter. Encourage students to keep a total of points or letter grades. Be sure students know that a 10 point A on a 10% quiz is not the same as an A on a 35% quiz. After midterms, it is good practice to confer with students about what grade they would get if grades were issued at that time (some colleges actually email midterm grades to students). Doing this will allow instructors to assess students progress and allow students to decide on options (to drop or to put in additional effort). Also, early registration for such programs as EOPS occurs around midterm time and EOPS students doing poorly should be told NOT to register for the next sequence course if they are likely to receive a failing or incomplete grade. End of the Quarter Grade Reports and Attendance Records All grades are submitted online through the portal. Please turn in keys to the Office of Instruction and Educational Resources if not teaching the next quarter. Grade Change Card To change a grade because of clerical or mechanical error or because an incomplete has been made up, the instructor should get the forms from the Division Offices or the Admissions and Records Office. Only the instructor can change a grade and that can only be for correction of an error. Appendix E: The Classroom Experience Curriculum CoChairs of College Curriculum Committee Administrative CoChair The Administrative CoChair of the Curriculum Committee is the VP of Instruction and Institutional Research. Faculty CoChair The Faculty CoChair is the vice president of the Academic Senate Executive Committee and is appointed to a twoyear term. The Faculty CoChair is expected to demonstrate the following characteristics: Knowledge of the curriculum process at the college and state level. Ability to give honest feedback and avoid political pressure. Good organizational skills, e.g., ability to adhere to timelines and to detail. Ability to assume a collegewide perspective. Effective communication and facilitation skills. Involved in the college community. The primary duties of the Faculty CoChair are as follows: Presides over curriculum meetings. Promotes awareness of the curriculum proposal process. Plans the curriculum committee meeting agendas collaboratively with the Administrative CoChair. Is involved in training sessions for new curriculum committee members. Acts as a catalyst for curricular and program change. Develops new strategies for curriculum implementation. Is open to suggestions. Local Curriculum Committees Each division has its own curriculum approval process in order to approve individual courses and manage majors and certificates. General Guidelines for Expanded Description of Format See Curriculum Development Handbook, the Division Dean, or Division faculty curriculum committee representative for help with preparing course outlines. For examples of course outlines, see Appendix K. Prerequisites State regulations require that all of our prerequisites, corequisites and advisories-including entrance requirements for special programs and auditions and tryouts-must be established according to a district policy. Please call x7639 if you have questions about how your classes or program may be affected. The Prerequisite Requirements An Overview What Title 5 requirements for prerequisites, corequisites and advisories were expressed in a comprehensive 17ԹDe Anza Board Policy adopted in June, 1994. This board document establishes college guidelines for developing policies and procedures related to prerequisites, corequisites and advisories. Why Prerequisites, corequisites and advisories have the potential of unfairly discriminating against students and/or limiting their access to classes necessary for completion of their educational goals but, without prerequisites, the quality of some classes or programs-as well as student success-may be jeopardized. A properly designed set of prerequisites benefits the student, the instructor, and the college. Who The State Model District Policy (which is what our Board has adopted) was developed by a State Chancellors Task Force consisting of representatives of the State Academic Senate and Chief Instructional Officers. The Chancellors Office has charged college matriculation officers with the responsibility of reporting on compliance with the new regulations. College curriculum committees are charged with implementing them in a process that principally involves college academic senates and discipline faculty. When All new prerequisites must be established under these regulations. All prerequisites, corequisites and advisories must be reviewed every six years to establish that each is still supported by the faculty in the discipline and the curriculum committee. Catalog The catalog and schedule of classes must provide information on prerequisites, corequisites and advisories for all classes, as well as procedures for challenging them. Challenge If the challenge process takes more than five working days, the college must reserve a seat for the student in the class. The class instructor may not be involved in the challenge process. The student may be subsequently unenrolled if the challenge is failed. If a prerequisite or corequisite class is not available in a given quarter, the student may cite this circumstance as a justification to be allowed to enroll in the related class. Curriculum Committee The Curriculum Committee must be principally involved with the implementation of prerequisites, with its authority delegated by the College Academic Senate. It must make all related approvals, including those pertaining to standards for degree applicable courses, limitations on enrollment, course outlines, and the necessity of communication or computation skills in a course. Content Review Content review must minimally involve the following: involvement of faculty with appropriate expertise; consideration of course objectives; a detailed course syllabus and outline of record, tests, etc.; specification of knowledge and/or skills necessary at entry; review of the prerequisite which develops the body of knowledge and/or measures skills so identified; matching of the knowledge and skills in the targeted course and those developed in the prerequisite; and documentation of all of the above. Satisfactory Completion Satisfactory completion of a prerequisite is defined as A, B, C, or CR. A D grade does not constitute satisfactory completion of a prerequisite. Implementation Implementation must be done in some consistent manner and not be left exclusively to the classroom instructor. If the prerequisite is not enforced (i.e., if there is no enrollment block associated with it), then it is not a prerequisite and may not be identified as such. In addition, once students are placed in a class, they may only be removed due to incorrect placement through the administrative process, and not by the instructor. Course Outline Each course for which prerequisites or corequisites are established must be taught in accordance with the course outline, particularly those aspects of the course outline that are the basis for justifying establishment of the prerequisite or co-requisite. UC and CSU Prerequisites may be established if, in addition to content review, the college specifies as part of the course outline of record at least three of the campuses of the University of California or the California State University that reflect in their catalogs that they offer the equivalent course with the equivalent prerequisite(s) or corequisite(s). Other fouryear college course equivalents do not qualify under this provision. Computational and Communication Skills Prerequisites establishing communication or computational skill requirements may not be established across the entire curriculum. They may only be established on a coursebycourse basis. In addition to a content review, the following must be done to establish such a prerequisite: a list of the specific skills a student must possess in order to be ready to take the course must be included in the course outline of record, and research must be conducted according to specific requirements. TwoYear Grace Period A communication/computational prerequisite or corequisite may be established for a period of not more than two years while the research is being conducted to establish it. Up to 20% of the students not having the prerequisite may be admitted to the class research to evaluate the prerequisite. Cut scores Data must be collected to substantiate the validity of cut scores on placement tests (scores below which students fail placement). If these data are insufficient to establish cut scores, any related course prerequisites may not be published or enforced until this problem is resolved. Programs In order to establish a prerequisite for a program, the proposed prerequisite must be approved with regard to at least one course that is required as part of the program. A college must adhere to the provisions under Limitations on Enrollment (see below) if it wishes to establish priorities for admission to a program by requiring that a course or courses be completed before admission. Recency and Other Measures of Readiness Other measures may be established as a prerequisite only if, in addition to the review by the discipline faculty, at least one of the following is also done: a survey of students asking their perceptions on the necessity of the prerequisite; comparison of students performance with prerequisite completion; and a comparison of performance with test scores. Limitations on Enrollment Limitations on enrollment may only be established through the curriculum committee by the discipline faculty in the following categories: performance courses (i.e., audition or tryout); honors courses; and blocks of courses or sections. Limitations for performance courses must be reviewed at least every six years to determine whether the audition or tryout process is having a disproportionate impact. Appendix F: Frequently Asked Questions ANSWERS TO THE MOST FREQUENTLY ASKED QUESTIONS BY NEW HIRES Instructional What if we want to create a workbook, lab manual, or collection of readings for our students? 17Թ encourages you to publish these for several reasons. First, it reduces the use of the departments copying budget by transferring the expense over to the students. Second, it eliminates last minute flurries to get handouts and readings copied in preparation for class. Take the following steps to: Obtain permission from the publishers if materials are not your own and are copyrighted. These forms and the laws which govern copyrighting are available in the Bookstore. Make an appointment with the Bookstore manager to discuss where and how the syllabus will be copied. The course reader/syllabus will then be available for purchase at the bookstore along with (or in lieu of) the course texts. However, some publishers refuse permission, and our clearinghouse does not always agree with many of the publishers. How do we schedule AV equipment? What do they have? The Technology Center provides equipment such as overhead projectors, slide projectors and screens, video monitors and cameras, tape recorders, etc. You can either call x7329 to make a request over the telephone (at least 24 hours in advance) or you can plan your entire quarters teaching needs and fill out forms requesting equipment. Forms are available in the Division Offices. Where can we get transparencies or other unusual classroom supplies? The District Stores has a catalog that is available in each Division Office. It is best to look through this catalog in advance and order what you need on a purchase requisition. If the need suddenly arises or if you have not prepared sufficiently in advance, you have two options. You can obtain a purchase requisition from your Division Office, have it signed by the Division Dean, and go to the campus bookstore. Or you can purchase what you need either in the campus bookstore or in an off-campus store and save the receipt to be reimbursed through petty cash. (Since each Division has different procedures for allocating the budget, you should check with your Division Dean or Department Chair to see how supplies funds are allocated for your Division to ensure that you will be reimbursed for your purchases.) How can we propose a new class for the schedule? This may take two major steps. If the course has not been taught before (i.e., does not exist in the catalog) the course has to be proposed using the standard college format, approved by the department and the Division Curriculum Committee. The second step (once the course has been approved, or if the course already exists) is to discuss the idea with the division dean to see which quarter, day, time, etc. is available and to see if it is possible that you (or someone else) can be assigned that course. Can we be trained in library reference skills? Can our students be trained? The campus librarians are happy to guide you through the resources available in the Library. Call them in advance to make an appointment. They will also provide tours and orientations to your students. Again, call to make an appointment. Library staff will also customize a presentation for your class if you call in advance and explain the particular research area or focus you would like your students to explore. Emergencies If we are sick, whom do we call? How do we get substitute instructors? If you are sick, call your Division Office and inform the Division Assistant who will post a sign on your classroom doors notifying your students. If you are sick and it is in the evening or on Saturday, call the Evening Office at x7711 or call the Police at x7313. The campus has had limited funds for shortterm substitutes in recent years. If you know enough in advance, it is best if you can work out an arrangement with a colleague to take over your classes. If not, perhaps you can assign a special film or specific task in the library. What happens if we have a medical emergency? If you have a medical emergency, call Campus Police at 911 (or ask a student to go to the nearest office phone and make this call). Campus Police is hooked in to the local emergency system and will be able to get help to you more quickly than if you call the offcampus 911. In addition, if you call directly, you may be liable for the costs of the ambulance, etc. Dealing with Students How do we deal with problem students? The Dean of Student Affairs and Activities is the primary clearinghouse for dealing with problem students. Refer to the publication provided by the Dean of Student Affairs and Activities and Instruction for steps you should take when you encounter a disruptive student. What if we think a student has learning problems? Where do we start to get help? The College provides a learning disabilities program to help support instructors and students in the diagnosis and prescriptive plan for the learning disabled. Call x7332. Facilities Whom do we call regarding a leak in a classroom roof? Any facilities needs can be addressed by either calling x6156 or reporting to your Division Assistant or Division Dean. For ongoing needs, obtain a Work Requisition Form from your Division Office and fill out the appropriate information. Miscellaneous How do we purchase something? First, talk to the Dean, or other appropriate person, to make sure there is an adequate budget to cover your needs; then, use one of the following ways to purchase items: Petty Cash: If the item (or combination of items) you want to purchase is under $100.00, a quick way to get it is to: Purchase it yourself (and save the original receipts). Fill out a petty cash voucher. Attach the original receipt. Have your Division Dean sign it, and go directly to the Cashiers Office in the Registration Office for a cash reimbursement. Note: Petty cash reimbursements not available on Fridays. For standard classroom and office items, order through the division office. Ordering from an Outside Vendor: To purchase something from an outside vendor, see the Division Office. Buying something at the Bookstore: If you are on campus and simply need some items that are not available in the Division Office, you can get them at the bookstore. Because of bookstore policy, you need to have a Purchase Requisition signed by your Division Dean to purchase something. Then you can go pick up the item. For a textbook: If you wish to get a complimentary copy of your textbook, you need to purchase it directly from the Bookstore, save your receipt, and then send the publishing company a request for a desk copy of the book. When the publishing company sends you your text, you can take the original one (which you have kept in good condition!) with the receipt back to the Bookstore for reimbursement. From whom do we get keys to the classroom? Obtain a Key Request Form from your Division Assistant and submit it to your Division Dean, who in turn will send it to the Office of Educational Resources and Instruction. When the keys are ready, you can get them from the Office of Educational Resources and Instruction. When you no longer need the key, return it to the Office of Educational Resources and Instruction. How do we reserve special rooms or facilities? Call the Schedulers Office, x7256, to see which classrooms are available to meet your needs. If you wish to use one of the facilities in the Fine Arts and Communications Division (including the Theater, Appreciation Hall, etc.) call x7252. If you want to use athletic facilities, call x7222. If you wish to use the Campus Center Facility, call Student Activities at x7282. What are mentor teachers and how can I get one? Mentor teachers are senior faculty members who are there to intentionally help teach you the ropes and give you answers to questions in a variety of areas. Division Deans can help you find a mentor or you may find one on your own. How do we get help dealing with the telephone? Call telecommunication services at x8324 for assistance and training. What about long distance calls? Most faculty offices do not have telephones that call outside of the 650, 408, and 510 area codes. To make a long distance call, ask the Division Assistant which telephone to use. What about the Internet? All faculty should have access to the college administrative systems via their Division Administrative Assistant, and Internet and email from within their offices. If you find that your office is not connected and you would like to have access to these services, contact x8324 for an e-mail account. How can we get office furniture? Office furniture is acquired by going down to the district storage areas and perusing the equipment that is in storage. If you find something that meets your needs which is being surplused, you can get it. First, check with the head of district purchasing. New equipment needs to be purchased through capital and requires participation in a divisionbased process. The Police. What will the Police do for us? The Campus Police Office is open until 12:00 a.m. If you need a courtesyparking sticker for an intern who is working with you, you can go to Campus Police to get one. Campus Police will help you get into your car if you have locked your keys in it, escort you to your car after dark, and also give you a ticket if you park incorrectly. What should I know about parking on campus? What are resources or concerns when I teach at night? Currently there are only limited resources. Stay in welllighted areas. Campus Police provides an escort service. There is an office for the Evening Program in the Administration Building with limited support staff. If you need any assistance, call x7711. Paychecks  who has them? Call the District for paycheck procedures. Most paychecks are directly deposited in your bank account. What is PAA/PGA in real language? Refer to Article 38, the salary schedule in the District/FA Agreement. How do we get something copied? For over 21 copies, use on campus Quick Copy. This generally takes from 24 to 48 hours. While you Wait hours are available as well. Fill out the requisition for Quick Copy which is available in your Division Office. Many Divisions have their own copiers, and you should consult with the Division Assistant on your Divisions policy for use. Most Division Offices are closed in the evening. See the Evening Secretary for help. Appendix G: Statement on Professional Ethics Adopted by 17Թ Academic Senate, Spring 1988 The Statement on Professional Ethics was adopted by the Council of the American Association of University Professors in April 1966 and endorsed by the 52nd annual meeting as association policy. I. Faculty members, guided by a deep conviction of the worth and dignity of the advancement of knowledge, recognize the special responsibilities placed upon them. Their primary responsibility to their subjects is to seek and to state the truth as they see it. To this end, they devote their energies to developing and improving their scholarly competence. They accept the obligation to exercise critical selfdiscipline and judgment in using, extending, and transmitting knowledge. They practice intellectual honesty. Although they may follow subsidiary interests, those interests must never seriously hamper or compromise their freedom of inquiry. II. As teachers, faculty members encourage the free pursuit of learning in their students. They hold before them the best scholarly standards of their discipline. They demonstrate respect for the student as an individual, and adhere to their proper role as intellectual guides and counselors. They make every reasonable effort to foster honest academic conduct and to assure that evaluation of students reflects their true merit. They respect the confidential nature of the relationship between faculty member and student. They avoid any exploitation of students for private advantage and acknowledge significant assistance from them. They protect the academic freedom of students. III. As colleagues, faculty members have obligations that derive from common membership in the community of scholars. They respect and defend the free inquiry of their associates. In the exchange of criticism and ideas, they show due respect for the opinions of others. They acknowledge their academic debts and strive to be objective in their professional judgment of colleagues. They accept their share of faculty responsibilities for the governance of their institution. IV. As members of their institutions, faculty members seek above all to be effective teachers and scholars. Although they observe the stated regulations of their institutions, provided the regulations do not contravene academic freedom, they maintain their right to criticize and seek revision. They determine the amount and character of the work they do outside their institution with due regard to their paramount responsibilities within it. When considering the interruption or termination of their service, they recognize the effect of their decisions upon the program of the institution and give due notice of their intentions. V. As members of their community, faculty members have the rights and obligations of all citizens. They measure the urgency of these obligations in the light of their responsibilities to their subject areas, to their students, to their profession, and to their institutions. When they speak or act as private persons, they avoid creating the impression that they speak or act for their colleges or universities. As citizens engaged in a profession that depends upon freedom for its health and integrity, faculty members have a particular obligation to promote conditions of free inquiry and to further public understanding of academic freedom. (The text of the AAUP statement has been modified to reflect todays concern for nonsexist language). Appendix H: Common 17Թ Acronyms A & R Admissions and Records ACE Association of Classified Employees ALD Adaptive Learning Division AMA Administrative Management Association BHS Biological and Health Sciences Division BSS Business and Social Sciences Division CSEA California School Employee Association ETS Educational Technology Services FA Faculty Association FRS Financial Resource System HRS Human Resource System ISC Instructional Support Center (also known as the Media Center) KCI Krause Center for Innovation LRC Learning Resource Center (Library) MERS Monthly Expense Report Summary MAUI Macintosh Assisted User Interface PAA Professional Achievement Award PDL Professional Development Leave PGA Professional Growth Award PIO Public Information Office (Marketing & Com) PSME Physical Sciences, Engineering, and Math SIS Student Information System STEP Student Tutorial Program (through ALD) Index  INDEX \r \h " " \c "2"  About The 17Թ Faculty, 3 Academic Council, 63 Academic Dishonesty, 34 Academic Honor Code, 34 Academic Policies and Procedures, 17 Academic Senate, 14 Academic Titles, 80 Accounting, 78 Accreditation by, 4 Add/Drop Period, 26 Administration, 13 Allocation of Office Space, 8 Archives, 78 Articulation, 52 Assessment Center, 64 Attendance Regulations, 33 Audit Request Procedures, 27 Board of Trustees, 13 Bookstore Services, 52 Box Office, 76 Calendar, 5 Campus Abroad Program, 71 Campus Police, 6 Career Center, 63 Caterers, 55 Ceramics Sales, 84 Chancellor, 13 Cheating, 35 Check Cashing, 53 Circulating Equipment, 62 Circulation Procedures, 59 Class Lists, 19 Class Records, 18 Classified Senate, 15 Classified Unions, 15 Classroom Assignments, 8 Colors, 4 Common practices, 17 Communications, 5 Community Services, 76 Computer Access Center (CAC), 66 Cooperative Education Program, 71 Copying, 54 Core values, 2 Core Values, Purpose and Mission, 2 Counseling 50, 65 Counseling Services, 64 Course Information Sheets, See Green Sheets Course Outline of Record, 21 Date founded, 4 Dental Hygiene Clinic, 76 Disabled Student Programs, 65 Discipline, 37 Disruptive Student Behavior, 40 Distance Learning/17Թ Global Access (FGA), 72 District Board of, 4 District Chancellor, 4 Dropping A Disruptive Student, 42 Due Process, 37 Due Process Procedures, 43 Early Alert, 31 Educational Technology Services, 78 Educational Technology Services (ETS), 60 E-mail, 5 Emergency Services, 6 Emeritus Status, 81 English Writing Center, 71 EOPS, 67 Examination Procedures, 28 Extended Opportunity Program and Services (EOPS) Tutorial Program, 70 Facilities, 6 Facts About 17Թ, 4 Faculty Association, 15 Faculty Response, 40 Faculty Service Areas (FSAs), 81 Field Trips, 32 Financial Aid, 67 Financial Support, 83 First Aid, 85 Fitness, 7 Flex Days, 83 Food Services, 54 Forms, 7 Grades, 21 Grading System, 23 Graduation, 84 Green Sheets, 29 Health Services, 7 History of 17Թ, 1 Honors Institute, 72 Human Resources, 78 Intranet, 5 Learning Disabilities, 66 Learning Resources, 56 Library and Research Instruction, 58 Library/Media Center, 56 Lost and Found, 8 Mail, 5 Managing Disruptive Behavior, 41 Mascot & Athletic, 4 Materials Selection Policy, 57 Math Center, 70 Matriculation, 62 Media Center, 63 Mission, 2 Motto and seal, 4 NASA/Ames Program, 73 Newspaper, 4 Off Campus sites, 4 OffCampus Use of College Equipment, 61 Office Hours, 17 Online Counseling, 65 Online Library, 57 Operation of Equipment, 61 Ordering Procedures, 58 Ordering Textbooks, 53 Parking, 9 Parking Regulations, 12 Parties, 33 Pass the Torch Study Team, 67 Payroll Services, 79 Performing Arts, 76 Plagiarism, 35 Plant Sales, 84 Plant Services, 79 Preznet, 6 Printing, 54 Professional Achievement Award, 82 Professional Growth, 82 Purchasing, 79 Purpose, 2 Radio Station, 4 Reentry Services, 65 Registration, 26 Risk Management, 79 Roundtable, 14 Service Learning/Volunteer Center, 74 Smoking, Alcohol and Illicit Drugs, 39 Social Events, 33 Student Activities, 75 Student Conduct, 33, 37 Student Government, 16 Tardiness, 34 Technology Center, 61 Textbooks, 30 The 20 Rule, 26 The Disability Resource Center (DRC), 66 The ESL Writing Center, 79 Title 5, 22 Transfer Center, 68 Tutorial Center, 68 Videos/Films, 62 Voice mail, 6 Web Access, 57 Web Sites, 6 Workers Compensation, 79 Working with Students with Disabilities, 46      PAGE 27 PAGE 97 PAGE  OLD MAP! 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" # $ % & ' ( ) * + , - . / 0 1 2 3 4 5 6 7 8 9 : ; < = > ? @ A B C D E F G H I Oh+'0  < H T `lt|Chapter 1: Introduction FootHill Normal.dotFaculty Staff2Microsoft Office Word@F#@~@Hz.@Hz.'y՜.+,D՜.+,H hp  College*' Chapter 1: Introduction TitleH  8@ _PID_HLINKSA qBhttp://dept.in/C>;? http://www.foothill.edu/physicsCHN<http://www.fhda.edu/risk/C[Z9*http://www.foothill.edu/theatre/index.phpC?$68http://www.foothill.edu/bio/programs/dentalh/clinic.phpCo,3http://foothill.edu/honCQM0%http://www.foothillglobalaccess.org/CC-http://www.foothill.edu/co-opC8-*$http://www.foothill.edu/al/drc.htmlC?/'http://www.foothill.edu/al/C$2http://www.foothill.edu/transfer/counselingol.phpCJZ!http://ets.fhda.edu/C^Chttp://www.foothill.edu/CH!http://www.foothill.edu/library/C1/http://www.foothill.edu/ol/C4/http://www.foothill.edu/divisions/lrc_map.htmlCu&$http://books.foothill.edu/Home.aspxC*#http://www.osu.edu/grants/dpg/CNI .http://www.foothill.edu/services/conduct.htmlC;? /https://myportal.fhda.edu/cp/home/displayloginC{.3http://www.foothill.edu/staff/forms/earlyalert.phpCILhttp://www.fhda.edu/C0##http://www.foothill.edu/staff/irs/C  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@BCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~                           ! 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