APPROVED MINUTES of REGULAR MEETING
APRIL 23, 2009, 2:15 – 4:15 pm
Library 107 A/B
Submitted by Ming Ho
Senators
OFFICERS
Senate President
Ming-Lun Ho
Vice President
Mike Absher
SENATORS
Applied Technology
& Business
Mike Absher
Arts & Humanities
Dov Hassan
Counseling
Rachel Aziminia
Charles Gebhardt
Health, Physical
Education & Athletics
Nancy Cowan
Ken Grace
Language Arts
Jason Ames
Linda Barde
Applied Technology & Business — Michael Absher
Arts & Humanities — Dov Hassan
Counseling — Rachel Azimina & Charles Gebhardt
Health, Physical Education, & Athletics — Nancy Cowan & Ken Grace
Language Arts — Jason Ames & Linda Barde
Library — Jim Matthews
Part-time Faculty — Anne Brichacek
Science & Mathematics — Dave Fouquet & Wanda Wong
Social Sciences — Kathy Kelley & Sherri Yeager
Ex-Officios
ASCC — Justin Reyes, President
CLPFA — Shari Jacobsen, Membership Coordinator
Guests
Dr. Celia Barberena, College President
Chad Mark Glen, Accreditation Steering Committee Faculty Co-Chair
Sgt. Ruben Pola, Director of Campus Safety
Dr. Patrisha Shannon, Humanities Faculty and District Curriculum Committee Member
Presiding Officer
President Ming-Lun Ho.
ITEM
1.0
1.1
Library
Jim Matthews
Part-Time Faculty
Anne Brichacek
REPORTS I — None
3.0
ACTION ITEMS
3.1
Revision of College Budget Committee Charges — Mike Absher
Senator Absher as Chair of Budget Committee, presented revised charges for
approval. It was noted that there is an omission of unit plans in how college budget is
developed in relation to the planning priorities. Absher responded that unit plan was
discussed, but different areas began to want to list their specific unit plan by name in
the charges, which made for awkward language. The fifth bullet of the charges was
amended (Kelley/Cowan) to read, “Oversee the development of the annual college
budget in relation to the planning priorities established by the Institutional Planning
and Budget Council through unit plans.” MSC (Barde/Ames) to approve the Budget
Committee charges as amended. The charges are included at the end of the minutes.
Social Science
Sherri Yeager
Kathy Kelley
EX OFFICIO
4.0
4.1
Chabot-Las Positas
Faculty Association
Shari Jacobsen
Call to Order at 2:28 PM.
2.0
Science &
Mathematics
Dave Fouquet
Wanda Wong
Associated Students
of Chabot College
Ahmad Asir
GENERAL FUNCTIONS
DISCUSSION ITEMS
Accreditation Self-Study
Dr. Barberena and Mr. Glen reported on the forums during the week for accreditation
self-study feedback and on meeting with Classified Senate, Classified Union, and
ASCC. These constituents were ask to provide specific language that they would like
to be incorporated into the self-study. All comments needed to be sent to Senator
Matthews as Accreditation Steering Committee Faculty Co-Chair by 7 AM, April 24, to
allow lead-time for editing and other preparatory steps before presenting it to the
Board again on May 19. The Self-Study incorporating the feedback gathered will be
presented to College Council on May 8. Senator Barde expressed appreciation to Dr.
Barberena for being an involved and supportive college president during the
Chabot Academic Faculty/Senate Approved Minutes of April 23, 2009
accreditation process. Glen lauded Dr. Barberena’s communications skill in facilitating
the process.
It was remarked that the home page for Accreditation Steering Committee is not quite
updated. Glen will follow up on it.
The Senate resolved (Barde/Matthews) to accept the Accreditation Self-Study.
4.2
CurricuNet Presentation — Patricia Shannon
Dr. Shannon gave a presentation on CurricuNet, a software system to manage the
curriculum process. After examining many options, CurricuNet was the best option.
Some colleges (e.g. Ohlone, Cabrillo) have already implemented it. The State
Chancellor’s Office is also slated to go live this summer.
The Board of Trustees has approved funding for CurricuNet. The top-level timeline for
implementing CurricuNet is as follows:
F‘09 & S‘10:
Developing process and setting up the software system.
F’10:
Beta test with volunteers
S’11:
CurricuNet comes online during Curriculum Committee’s “off season”
F’11:
First full-blown use of CurricuNet
CurricuNet allows Chabot to design and implement it’s own process on CurricuNet.
The system
 Is accessible online through a web browser.
 Tracks the progress of approval process by showing a flowchart of the process
and at which step a proposal is waiting for approval.
 Standardizes document templates.
 Generates report of how changes in a curriculum proposal can affect other
courses and programs.
 Facilitates collaboration by allowing individualized viewing, commenting, and
editing access for those involved in the curriculum proposal.
 Feeds the curriculum information directly into the College Catalog for automatic
updates.
 Tracks changes of courses overtime once a course is entered into the system.
 Backs up data securely and remotely, without reliance on our IT.
 Creates report of all changes in a curriculum cycle.
 Permits individual curriculum changes to be submitted without waiting for the
whole Division to submit as a unit.
Dr. Shannon will provide the link, user name, and password to access a
demonstration site for CurricuNet. Senators are asked to recruit faculty now to serve
on the steering committee overseeing the implementation of CurricuNet. The time for
the committee’s meetings will be set based on the availability of the participants.
4.3
Waiver of AS/AA GE and Proficiency Requirement for Holders of Bachelor’s
Degree  — Jane Church
President Ho passed out two documents: (1) a proposal to waive certain degree
requirements for holders of bachelor’s degree, prepared by Jane Church through the
Academic Policy Council and (2) Appendix C to the resolution packet for the Spring
2009 Plenary Session of the State Academic Senate. Appendix C speaks to the
provision in Title 5 regarding ethnic studies under the section listing degree
requirements. Both documents are included at the end of the minutes. Due to lack of
time, the topic will be taken up at the next meeting.
4.4
Smoking Poicy — Ruben Pola
Sgt. Pola reported that LPC has further restricted smoking to only parking lots. The
Chabot Campus Health and Safety Committee recommends the same for Chabot. He
has presented the recommendation to ASCC, and it was approved there.
Many Senators responded enthusiastically and further suggested that the restriction
be broadened to a total ban on campus. They cite problems of littering of cigarette
butts and violations of current policy as support. They argue that it is easier to enforce
a total ban, because when designated places are allowed on campus, the smoking
migrates as violators move from one part of campus to another. Further, other
colleges such as Ohlone already have such ban in place, and their campus are
2
Chabot Academic Faculty/Senate Approved Minutes of April 23, 2009
cleaner as a result. Senator Ames asked if a total ban would result in more students
being late to class, and Sgt. Pola replied that tardiness is not an issue at campuses
with the ban. Senator Cowan stressed the importance of applying the smoking policy,
whatever it may be, equally to everyone, including faculty. Senator Kelley proposed
that the college should consider a campaign against smoking on campus across
different areas, involving the ASCC, the debate team, and other creative ideas.
Sgt. Pola revealed that the Health and Safety Committee actually had discussed the
option of a total ban but thought such a move would be too drastic for the various
constituency groups to accept. The Senate resolved (Absher/Barde) to limit smoking
to parking lots or designated area therein. To institute a ban on smoking will require a
change in board policy, as BP 2317 explicit permits smoking in parking lots. The
Senate will take up such recommendation to change BP 2317 at another time.
5.0
REPORTS II
5.1
Senate President — President Ho has arranged with LPC for members of both
Academic Senates to meet regarding revision to the faculty hiring procedure this
Friday, April 24.
5.2
Senate Committees
Senator Wong reports on the timeline for the Senate President election. Nominations
will end April 27, after which the Election Committee will prepare ballots and place
embossed ballots in fulltime faculties’ mailboxes. Voting period will be between April
29 and May 6.
5.3
Senators
Senator Ames brought concerns over the faculty hiring procedure that the Senate
approved on March 12, 2009. They involve the role of Stage 2 Committee and the
ranking. President Ho clarified that, while Stage 2 Committee only has a faculty
observer, that committee only interviews and must gather with all Stage 1 members to
form Stage 3 Committee for the final recommendation. Also, although Stage 1 ranks
candidates, only written evaluation of the candidates are forwarded to Stage 2, not the
rankings themselves. Ames will also submit further comments to Senators Barde and
Kelley, who will accompany Ho to LPC the next day to discuss the hiring procedure
with LPC Faculty Senators.
It was mentioned that two points should be made in the hiring procedure. First, it is the
faculty who know their disciplines better than anyone else. Second, something in the
interview or reference check process must show cause to overrule what the faculty
recommends.
Kelley would like more follow through from the administration of what they
communicate with the college community. Ho recommended that the Senate consider
asking specific persons to appear before it to address its articulated concerns.
6.0
Good of the Order
6.1
Future Agenda Items
6.2
Adjournment at 4:30 PM — Next meeting is April 30, 2009.
Future Meetings — cf. http://www.chabotcollege.edu/FacultySenate/#MeetingDates
 = Agenda Item Handout
3
Approved Budget Committee Charges – underline represents insertion due to amendment.

Review the annual college budget.

Assists and supports College planning process as needed or requested.

Review and make recommendations to the Institutional Planning and Budget Council , College
Council, Academic Senate and Classified Senate.

Review and develop college allocation model with the Institutional Planning and Budget Council,
Faculty Prioritization Committee, College Enrollment Committee and Technology Committee.

Oversee the development of the annual college budget in relation to the planning priorities
established by the Institutional Planning and Budget Council through unit plans.

Coordinate the college budget and planning and district allocation models with the District Budget
Study Group.

Review monthly financial reports.

Review Perkins (VTEA).

Advise the College President on the following topics: a) on adjustments of the college budget; b)
funding levels between the centers; c) contracts; d) redirected revenues; and e) any special funds
or units such as CTE VTEA.
Chabot Academic Faculty/Senate Approved Minutes of April 23, 2009
5
Academic Policy Council
4/2/09, Revision 4/16/09
Proposal: Baccalaureate Degree Holders to satisfy AA/AS GE, proficiency and graduation requirements.
Suggested wording:
For Baccalaureate Degree holders, Chabot College will accept “as completed” all of the required units
and proficiency of General Education needed for an Associate in Arts or Associate in Science degree
under the following parameters:
1. The student has completed all of the requirements and has been granted a baccalaureate degree
from a regionally accredited university in the United States.
2. The student presents official transcripts that verify completion of the baccalaureate degree.
3. The student will need to meet current Title V minimum requirement for the Associate Degree.
4. The student will need to meet Chabot residency requirements of 12 units in residence for nonvocational or 12 units in the major for vocational/occupational majors.
4. Degrees from accredited institutions outside the United States will be evaluated on a case-by-case
basis.
Rationale: (will not appear in catalog)
Regionally accredited colleges and universities have to meet similar academic standards at the
minimum academic standards set forth in Title V.
Student with baccalaureate degrees has already completed a substantial amount of courses/units at
the lower and upper division level.
Title V allows the community colleges to grant AA/AS degrees with 12 units of residency at the
degree granting institution.
Many of the CA community colleges already have this policy in place thereby allowing students to
expeditiously complete additional studies that may be necessary to retrain.
Nursing students holding baccalaureate degrees (by legislation) have recently been granted this
opportunity. The assumption being; holders of baccalaureate degrees have fulfilled AA requirements
and not need to complete college specific requirements beyond the minimum Title V requirements.
Appendix to Explain the Ethnic Studies Resolution
In response to the following resolution research was conducted.
9.05
S08 Examine Title 5 Ethnic Studies Requirement
Whereas, Title 5 §55063 (b) (3) states “Ethnic Studies will be offered in at least one of the areas required by
subdivision (2)”*;
Whereas, The term “Ethnic Studies” is inconsistently used across the state to define courses and programs of
study such that in some cases the offering is to promote multicultural and diversity awareness and in other cases
the interpretation is to develop a high degree of expertise in specific ethnic studies subject areas;
Whereas, It is also not clear in this requirement if such studies are in fact required for all students taking general
education that leads to a degree, nor is it clear just to what level or degree these studies are intended to achieve
because the requirement just calls for Ethnic Studies to be offered; and
Whereas, In part due to this lack of clarity there seems to be a wide variety of ethnic study and or multicultural
requirements, or lack thereof across the state, and it has been quite a long time since this requirement was first
implemented such that a re-examination of the original intent and the current language to determine its
effectiveness may promote changes that lead to greater and more wide-spread student understanding of
ethnicity and diversity issues;
Resolved, That the Academic Senate for California Community Colleges examine Title 5 §55063 (b) (3), along
with its original intent, and the various current statewide practices for implementing the requirement to offer
Ethnic Studies and report back to the body its findings and recommendations. (*note: there is a known
numbering and reference error in this statement that is scheduled to be corrected in a pending administrative
clean-up package. The actual reference is to Title 5 §55063 (b) (1) – General Education Requirements). MSC
Disposition: Local Senates
Title 5 Reference
§ 55063. Minimum Requirements for the Associate Degree.
The governing board of a community college district shall confer the associate degree upon a student who has
demonstrated competence in reading, in written expression, and in mathematics, and who has satisfactorily
completed at least 60 semester units or 90 quarter units of degree-applicable credit course work (as defined in
section 55002(a)) which falls into the categories described in section 55062. A college may also accept toward
satisfaction of this requirement courses that were not completed at a California community college that would
reasonably be expected to meet or exceed the standards of section 55002(a).
Effective for all students admitted to a community college for the Fall 2009 term or any term thereafter, competence
in written expression shall be demonstrated by obtaining a satisfactory grade in an English course at the level of the
course typically known as Freshman Composition (either Freshman Composition or another English course at the
same level and with the same rigor, approved locally) or by completing an assessment conducted pursuant to
subchapter 6 of this chapter (commencing with section 55500) and achieving a score determined to be comparable to
satisfactory completion of the specified English course. Satisfactory completion of an English course at the level of
Freshman Composition shall satisfy both this competency requirement and the coursework requirement set forth in
subdivision (b)(1)(D)(i) of this section.
Effective for all students admitted to a community college for the Fall 2009 term or any term thereafter, competence
in mathematics shall be demonstrated by obtaining a satisfactory grade in a mathematics course at the level of the
course typically known as Intermediate Algebra (either Intermediate Algebra or another mathematics course at the
same level, with the same rigor and with Elementary Algebra as a prerequisite, approved locally) or by completing
an assessment conducted pursuant to subchapter 6 of this chapter (commencing with section 55500) and achieving a
score determined to be comparable to satisfactory completion of the specified mathematics course. Satisfactory
completion of a mathematics course at the level of Intermediate Algebra shall satisfy both this competency
requirement and the coursework requirement set forth in subdivision (b)(1)(D)(ii) of this section.
Appendix C
The competency requirements for written expression and mathematics may also be met by obtaining a satisfactory
grade in courses in English and mathematics taught in or on behalf of other departments and which, as determined
by the local governing board, require entrance skills at a level equivalent to those necessary for Freshman
Composition and Intermediate Algebra respectively. Requirements for demonstrating competency in reading shall
be locally determined.
The required 60 semester or 90 quarter units of course work must be fulfilled in a curriculum accepted toward the
degree by a college within the district (as shown in its catalog). It must include at least 18 semester or 27 quarter
units in general education and at least 18 semester or 27 quarter units in a major or area of emphasis as prescribed in
this section. Of the total required units, at least 12 semester or 18 quarter units must be completed in residence at the
college granting the degree. Exceptions to residence requirements for the associate degree may be made by the
governing board when it determines that an injustice or undue hardship would be placed on the student.
(a) Requirements for a major or area of emphasis.
(1) At least 18 semester or 27 quarter units of study must be taken in a single discipline or related disciplines, as
listed in the community colleges "Taxonomy of Programs," or in an area of emphasis involving lower division
coursework which prepares students for a field of study or for a specific major at the University of California or
the California State University.
(2) Effective for all students admitted to a community college for the Fall 2009 term or any term thereafter, each
course counted toward the unit requirement of this subdivision must be completed with a grade of C or better or
a "P" if the course is taken on a "pass-no pass" basis.
(b) General Education Requirements.
(1) Students receiving an associate degree shall complete a minimum of 18 semester or 27 quarter units of
general education coursework which includes a minimum of three semester or four quarter units in each of the
areas specified in paragraphs (A), (B) and (C) and the same minimum in each part of paragraph (D). The
remainder of the unit requirement is also to be selected from among these four divisions of learning or as
determined by local option:
(A) Natural Sciences. Courses in the natural sciences are those which examine the physical universe, its life
forms, and its natural phenomena. To satisfy the general education requirement in natural sciences, a course
shall be designed to help the student develop an appreciation and understanding of the scientific method, and
encourage an understanding of the relationships between science and other human activities. This category
would include introductory or integrative courses in astronomy, biology, chemistry, general physical science,
geology, meteorology, oceanography, physical geography, physical anthropology, physics and other
scientific disciplines.
(B) Social and Behavioral Sciences. Courses in the social and behavioral sciences are those which focus on
people as members of society. To satisfy the general education requirement in social and behavioral sciences,
a course shall be designed to develop an awareness of the method of inquiry used by the social and
behavioral sciences. It shall be designed to stimulate critical thinking about the ways people act and have
acted in response to their societies and should promote appreciation of how societies and social subgroups
operate. This category would include introductory or integrative survey courses in cultural anthropology,
cultural geography, economics, history, political science, psychology, sociology and related disciplines.
(C) Humanities. Courses in the humanities are those which study the cultural activities and artistic
expressions of human beings. To satisfy the general education requirement in the humanities, a course shall
be designed to help the student develop an awareness of the ways in which people throughout the ages and in
different cultures have responded to themselves and the world around them in artistic and cultural creation
and help the student develop aesthetic understanding and an ability to make value judgments. Such courses
could include introductory or integrative courses in the arts, foreign languages, literature, philosophy, and
religion.
(D) Language and Rationality. Courses in language and rationality are those which develop for the student
the principles and applications of language toward logical thought, clear and precise expression and critical
evaluation of communication in whatever symbol system the student uses. Such courses include:
7
Appendix C
(i) English Composition. Courses fulfilling the written composition requirement shall be designed to
include both expository and argumentative writing.
(ii) Communication and Analytical Thinking. Courses fulfilling the communication and analytical
thinking requirement include oral communication, mathematics, logic, statistics, computer languages and
programming, and related disciplines.
(2) Ethnic Studies will be offered in at least one of the areas required by subdivision (1).
Description of Research and Findings
Title 5 §55063 lists the minimum requirements for the associate degree. These general education requirements are
as follows: (A) Natural Sciences; (B) Social and Behavioral Sciences; (C) Humanities; and (D) Language and
Rationality; including (i) English Composition and (ii) Communication and Analytical Thinking. In addition, Title 5
§55063 (2) states: “Ethnic Studies will be offered in at least one of the areas required by subdivision (1) [the areas
listed above].”
Therefore, colleges are required to offer Ethnic Studies classes within the subject areas. Title 5 goes on to say that
“while a course might satisfy more than one general education requirement, it may not be counted more than once
for these purposes” (Title 5 §55063 (2) (c)). A college that offers an Ethnic Studies class within the Humanities
requirement, for example, gives the students a choice about whether to take an Ethnic Studies course or any other
Humanities requirement.
In researching statewide practices, a sample of 39 colleges listed, found 21 colleges have instituted an Ethnic Studies
requirement which may or may not be Title 5 compliant due to lack of accountability. 19 other colleges have
followed Title 5 to the letter by embedding Ethnic Studies classes within the required subject areas. It is
recommended that colleges review their ethnic studies requirement and assure that students are held accountable to
get this important aspect of general education.
Research by Tess Hansen, Foothill College, Curriculum Committee
8