REDWOODS COMMUNITY COLLEGE DISTRICT
College Council
October 19, 2015 3:00 p.m. – Board Room
AGENDA
1. Minutes Dated 9/21/2015 (Page 3)
NEW BUSINESS
1. AP 3440 Service Animals (Page 7)
a. Review changes to administrative procedure
2. AP 3530 Weapons on Campus (Page 12)
a. Review changes to administrative procedure
OLD BUSINESS:
1. Representative on Student Equity Planning Committee
a. Appoint College Council member representative for the SEP Committee
Tabled at 9/21/15 meeting
2. BP and AP 4300 Field Trips and Excursions (Page 13)
a. Review constituent feedback
Tabled for further discussion after 9/21/15 meeting
3. BP 1200 District Mission (Page 20)
a. Review constituent feedback
4. BP and AP 4020 Program Curriculum and Course Development (Page 21)
a. Review constituent feedback
5. AP 4021Program Revitalization, Suspension, or Discontinuation (Page 29)
a. Review constituent feedback
6. AP 4231Grade Changes (Page 45)
a. Review constituent feedback
7. BP and AP 7384 Pre-Retirement Reduction of Workload (Page 56)
a. Review new board policy and new administrative procedure
Tabled at the 9/21/15 meeting so that parameters could be added
8. BP 7387 Reduced Workload Program (Page 59)
a. Sunset recommendation
Tabled at the 9/21/15 meeting so that parameters could be added
Policy and Procedure Tracking
Number
Title
BP/AP Parking Regulations
6750
Crime Reporting
BP/AP
3515
BP/AP Computer and Network
3720
Use
BP/AP Graduation Requirements
4100
for Degrees and Certificates
BP/AP
4231
Grade Changes
BP/ AP Employee Microcomputer
6331
Purchase
BP/AP Speech: Time, Place, and
3900
Manner
Philosophy and Criteria for
Associate degree and
BP 4025 General Education
BP 4223
BP/AP
4300
BP/AP
7384
AP 7387
Academic Recognition
Status
Tabled – Lee to make revisions re: Fortuna Police
Dept. issuing parking tickets.
Tabled - To Burke for revisions re addition of
Garberville/Del Norte, duplicate language on pages 2
and 4, and center/instructional site clarifications
Tabled – Lee to make revisions re licensing,
purchasing, and instillations
Council member researching the Ethnic Studies
Requirement – return with BP 4025
Sent to ASPC prior to returning to College Council
Tabled – waiting for negotiations
In ASPC que
To Academic Senate for review – return with BP and AP
4100
Tabled – can be sent to ASPC with questions regarding
requirements
Field Trips and Excursions Tabled – for further discussions
Pre-Retirement Reduction of
Workload
Tabled – Add parameters regarding PERS and STRS
Reduced Workload Program Tabled – Add parameters regarding PERS and STRS
College Council Minutes
September 21, 2015
Page 1
REDWOODS COMMUNITY COLLEGE DISTRICT
Minutes of the College Council Meeting
7351 Tompkins Hill Road, Eureka, CA, Board Room
Monday September 21, 2015
MEMBERS
PRESENT
Dr. Keith Snow-Flamer, Dr. Mark Winter, Dr. Angelina Hill, Ahn Fielding,
Connie Wolfsen, Rory Johnson (phone). Pru Ratliff, Mark Renner, Debbie
Topping, Dr. Mark Winter
MEMBERS ABSENT
Lee Lindsey, Steve Sandeen
CALL TO ORDER
Interim President Keith Snow-Flamer called the meeting to order at 3:05 p.m.
MINUTES DATED
7/20/2015
A motion was made by Mark Renner and seconded by Pru Ratliff to approve the
minutes dated 7/20/2015 as presented.
ACTION A vote was taken and Council voted unanimously to approve the minutes as
presented.
NEW BUSINESS
REPRESENTATIVE ON
STUDENT EQUITY
PLANNING
COMMITTEE
This discussion item was tabled. Item will be on the November College Council
Agenda.
TABLED
BP 1200 DISTRICT
MISSION
BP 1200 District Mission was reviewed and revised by the Board of Trustees at
their annual workshop. The changes made reflect their suggested revisions.
Council member suggested changing the tense from “…services we offered…”
to “…services we offer…” so that it is consistent with the rest of the policy.
Council member suggested changing the wording from “coupled” to
“enhanced”.
Councilmember suggested changing “ensure” to “embrace” in the language
regarding diversity.
A motion was made by Connie Wolfsen and seconded by Pru Ratliff to send BP
1200 District Mission out for a 30 day constituent review contingent upon the
aforementioned changes.
College Council Minutes
September 21, 2015
Page 2
ACTION A vote was taken and Council voted unanimously to send BP 1200 District
Mission out for a 30 day constituent review contingent upon the aforementioned
changes.
BP AND AP 4020
PROGRAM
CURRICULUM AND
COURSE
DEVELOPMENT
AP 4021 PROGRAM
REVITALIZATION,
SUSPENSION, OR
DISCONTINUATION
BP and AP 4020 Program and Curriculum and Course Development and AP
4021 Program Revitalization, Suspension, or Discontinuation were reviewed
and revised by the ASPC. This group worked to clarify the responsibilities of
those involved in the process as well as to clarify the process itself.
Council member asked if a more detailed timeline was necessary for AP 4020
Program Curriculum and Course development. It was decided that the current
outline was appropriate.
A motion was made by Mark Renner and seconded by Angelina Hill to send BP
and AP 4020 Program Curriculum and Course Development and AP 4021
Program Revitalization, Suspension, or Discontinuation out for a 30 day
constituent review.
ACTION A vote was taken and Council voted unanimously to send BP and AP 4020
Program Curriculum and Course Development and AP 4021 Program
Revitalization, Suspension, or Discontinuation out for a 30 day constituent
review.
AP 4231 GRADE
CHANGES
AP 4231 Grade Changes was revised to ensure the forms and procedure were
consistent as well as to ensure that the procedure clearly stated which documents
are required at various stages of the grade challenge process.
A student presented concerns regarding the definitions included in the
procedure. Her written feedback will be included in the constituent feedback
heard at the next College Council meeting.
A motion was made by Debbie Topping and seconded by Rory Johnston to send
AP 4231 Grade Changes out for a 30 day constituent review.
ACTION A vote was taken and Council voted unanimously to send AP 4231 Grade
Changes out for a 30 day constituent review.
AP 7217 FACULTY
PRIORITIZATION
PROCESS
AP 7217 Faculty Prioritization Process was reviewed and revised by a
subcommittee of the Academic Senate. The revisions clarify the composition of
the committee and add language regarding a failed search.
A motion was made by Mark Renner and seconded by Connie Wolfsen to send
AP 7217 Faculty Prioritization Process out for a 3 day constituent review. A
vote would then be taken via email to send AP 7217 Faculty Prioritization
Process to the Board in October.
College Council Minutes
September 21, 2015
Page 3
ACTION A vote was taken and Council voted unanimously to send AP 7217 Faculty
Prioritization Process out for a 3 day constituent review. A vote would then be
taken via email to send AP 7217 Faculty Prioritization Process to the Board in
October.
BP AND AP 7384 PRERETIREMENT
REDUCTION OF
WORKLOAD
A motion was made by Debbie Topping and seconded by Mark Renner to table
BP and AP 7384 Pre-Retirement Reduction of Workload and BP 7387 Reduced
Workload Program so that parameters could be added regarding PERS and
STRS.
BP 7387 REDUCED
WORKLOAD
PROGRAM
TABLED A vote was taken and Council voted unanimously to table BP and AP 7384 PreRetirement Reduction of Workload and BP 7387 Reduced Workload Program so
that parameters could be added regarding PERS and STRS.
OLD BUSINESS
BP AND AP 4300 FIELD
TRIPS AND
EXCURSIONS
Council member stated that League Template Language regarding liability
insurance needs to be added after the third paragraph.
Council member stated that there is a typo in “Business Office” in the fourth
paragraph.
Discussion ensued regarding students being allowed to drive their own vehicle
as well as students being required to attend field trips.
Discussion ensued regarding the difference between a field trip and a class being
held in an alternate location.
A motion was made by Debbie Topping and was seconded by Pru Ratliff to send
BP and AP 4300 Field Trips and Excursions to the Board for a first read.
ACTION A vote was taken and council voted to send BP and AP 4300 Field Trips and
Excursions to the Board for a first read. Mark Renner voted nay.
AMENDMENT After further discussion it was decided that BP and AP 4300 Field Trips and
Excursions would be tabled for further revisions.
BP AND AP 5015
RESIDENCE
DETERMINATION
A motion was made by Ahn Fielding and seconded by Connie Wolfsen to send
BP and AP 5015 Residence Determination to the Board for a first read.
College Council Minutes
September 21, 2015
Page 4
ACTION A vote was taken and Council voted unanimously to send BP and AP 5015
Residence Determination to the Board for a first read.
ADJOURNMENT
Interim President Keith Snow-Flamer adjourned the meeting at 4:06 p.m.
Redwoods Community College District
Administrative Procedure
AP 3440
SERVICE ANIMALS
The Redwoods Community College District (RCCD) Board Policy addresses the colleges’
compliance with the Americans with Disabilities Act (ADA) and Section 504 of the
Rehabilitation Act. The following procedures implement Board Policy 5640 with regard to the
use of service animals in district facilities and on college campuses.
The purpose of these guidelines and procedures is to ensure that individuals with disabilities who
have service animals can participate in and benefit from district-wide services, programs, and
activities, and to ensure compliance with Title II of the ADA (28 C.F.R. § 36.104) and state
antidiscrimination laws.
I
DEFINITIONS
Disability - A disability is a physical or mental impairment that substantially limits one or more
major life activities of an individual; a record of having such an impairment, or being regarded as
having such an impairment (Title I of the ADA Regulations, 29 C.F.R. § 1630.2 (g)).
Handler – A person with a service animal.
Service Animal - A service animal is any guide dog, signal dog, or other animal individually
trained to work or perform tasks for the benefit of an individual with a disability, including but
not limited to, guiding individuals with impaired vision, alerting individuals with impaired
hearing to intruders or sounds, providing minimal protection or rescue work, pulling a
wheelchair, or fetching dropped items (Title III of the ADA applicable to private entities). While
service animals have been traditionally identified as dogs, it should be noted that ADA currently
considers dogs or miniature horses to be used as service animals. A service animal is sometimes
called an assistance animal.
A companion animal used for its calming influence or a domestic pet is not considered to be a
service animal.
Service Animal Tasks – A service animal may be trained to perform a variety of services
depending on the nature of the disability. Examples include, but not limited to:
•
•
•
For someone with a visual impairment: obstacle avoidance, signaling changes in
elevation, and locating objects.
For someone with a hearing impairment: alerting to specific sounds and other tasks such
as retrieve unheard dropped objects.
For someone with mobility or other health impairment: retrieving, carrying, tugging,
pulling, bracing, and calling for emergency help.
•
•
For someone with a seizure disorder: tasks supporting an individual before, during, and
after a seizure.
For someone with autism: tasks may include alerting the individual of distracting
repetitive movements.
II. GENERAL RULE REGARDING SERVICE ANIMALS
Occasional use of a service animal in district facilities and on District college campuses (i.e.,
attendance at a concert or special event) may not be challenged except if the use of the animal
poses a direct threat to the health or safety of other persons, or if the presence of the service
animal will result in a fundamental alteration of the service, program or activity involved. (Title
II of the ADA Regulations, 28 C.F.R. § 130 [b] [7])
Enrolled students wishing to be accompanied to class by a service dog on a regular basis as an
accommodation are strongly recommended to notify the Disabled Students Programs and
Services (DSP&S) Office. Staff may ask: (1) Is the dog a service animal required because of a
disability? (2) What work or task has the dog been trained to perform? As a general rule, the
colleges will modify policies, practices, and procedures to permit the use of a service animal by
an individual with a disability. When appropriate, students may be issued documentation
verifying that the animal is a service animal to be used at the college.
A person with a disability wishing to be accompanied on campus by a miniature horse should
contact the DSP&S office for an assessment for a miniature horse, which will include the
following four factors: (1) whether the miniature horse is housebroken; (2) whether the miniature
horse is under the owner’s control; (3) whether the facility can accommodate the miniature
horse’s type, size, and weight; and (4) whether the miniature horse’s presence will not
compromise legitimate safety requirements necessary for safe operation of the facility. (Title II
of the ADA Regulations, 28 C.F.R. 35.136 [i])
III. RESTRICTIONS/AREAS OF SAFETY
The District imposes some restrictions on service animals for safety reasons. Restrictions may
include but are not limited to nursing and health sciences programs, food services programs,
rooms with heavy machinery, custodial closets, areas where protective clothing is required, or
areas that can pose a safety risk to the animal. Restrictions are considered individually to
determine if the animal poses a possible danger or could be in possible danger and to determine
if other reasonable accommodations can be provided to assure the student equal access to the
activity. Questions about restrictions on service animals should be directed to the college DSP&S
Coordinator, Vice President for Student Support Services, or District Human Resources
Department.
IV. RESPONSIBILITIES OF FACULTY, STAFF, AND STUDENTS
Members of the college community are responsible for the following:
•
Allowing a service animal to accompany the partner/handler at all times and in public
area on district property.
•
Not petting a service animal; petting a service animal when the animal is working
distracts the animal from the task at hand.
•
Not feeding a service animal.
•
Not deliberately provoking a service animal.
•
Not separating or attempting to separate a partner/handler from his or her service animal.
V. RESPONSIBILITIES OF SERVICE ANIMAL HANDLERS
An individual with a service animal (handler) is responsible for the following:
Ensuring that the animal meets any licensing requirements of the state of California. (The animal must be
immunized against diseases common to that type of animal. Dogs are required to wear an owner identification tag, a
current rabies tag, and a dog license tag at all times.) California Health and Safety Code Section 121690(a); County
Ordinance Section 541-32(a)
•
For the rabies vaccination and licensing requirement
•
Generally ensuring that the animal is on a leash at all times.
•
Controlling the animal at all times. The care and supervision of an animal is solely the
responsibility of its handler.
•
Ensuring that all city ordinances or other laws regarding cleaning up after the animal
defecates are followed. Individuals with disabilities who physically cannot clean up after
their own service animals are not be required to pick up and dispose of feces. However
these individuals should use marked service animal toileting areas where provided.
•
Ensuring that the animal behaves properly in public settings.
•
Ensuring that the animal is in good health. If the animal becomes ill, the handler must
remove it from the area and college staff may require it to leave.
•
Complying with the RCCD Code of Student Conduct.
VI. TEMPORARY EXCLUSION OF SERVICE ANIMALS AND ACCESS ANIMALS
A community member may request the exclusion of a service animal or access animal if he or
she believes the handler is not complying with the responsibilities listed above. Such a request
should be made to the college DSP&S Coordinator, Vice President for Student Support Services,
or District Human Resources Department.
In response to a request, the DSP&S Coordinator, Vice President for Student Support Services,
or District Human Resources Department will:
•
Inform the handler of the reason that the animal is being asked to leave campus or
district facility, investigate the appropriateness of the request, and determine whether the
animal should be excluded from the campus or district facility.
•
If the DSP&S Coordinator, Vice President for Student Support Services, or District
Human Resources Department determines the animal should be excluded he or she must:
a) Inform the individual that the Vice President for Student Services or District Human
Resources Department must be contacted before the animal may return to campus.
b) Report the incident in writing to the Vice President for Student Services or the District
Human Resources Department at the earliest opportunity.
c) In the event of an emergency involving a student’s service animal or access animal,
the Vice President for Student Support Services and DSP&S Coordinator will consult
and work together with the student to resolve the situation.
d) An individual who does not agree with the resolution may file a complaint or
grievance following the district’s grievance procedures (AR 4000.5).
VII. CONFLICTING DISABILITIES
Students or employees with medical issues that are impacted by animals (such as respiratory
diseases) should contact the college DSP&S office or District Human Resources Department if
they have a concern about exposure to a service animal or access animal. The individual may be
asked to identify his/her disability and need for an accommodation, and would need to comply
with all RCCD procedures regarding accommodations. In consultation with the Vice President
for Student Support Services, the DSP&S Coordinator and District Human Resources Department
will facilitate a process to resolve the conflict that considers the conflicting needs/accommodations of
all persons involved.
VIII. CLARIFYING AN ANIMAL’S STATUS
In many cases it is easy to discern whether or not an animal is a service animal by observing the
animal’s harness, cape, or backpack, or the individual’s disability. However, in other cases, an
animal may only have a leash or the partner’s disability is not visible. Therefore, it may be
appropriate to ask the student whether or not the dog is a service animal required because of a
disability and what tasks the dog has been trained to perform. RCCD does not consider a
legitimate inquiry about whether an animal is or is not a service animal as a violation of policy.
As described in Section II, above, individuals may notify the DSP&S Office of their service
animal and be issued documentation verifying that the dog is a service animal to be used at the
College, which the individual could show RCCD staff in lieu of answering questions about the
service animal. Other questions regarding the status of a service animal should be referred to the
DSP&S Coordinator, Vice President for Student Services, or District Human Resources
Department.
XI. EMERGENCY SITUATIONS
In the event of an emergency, the colleges’ emergency response personnel should be trained to
recognize service animals and to be aware that the animal may be trying to communicate the
need for help. The animal may become disoriented from the smell of smoke from a fire or
laboratory emergency, from sirens or wind noise, or from shaking and moving ground. The
partner and/or animal may be confused by the stressful situation. Emergency response personnel
should be aware that the animal is trying to be protective and, in its confusion, is not to be
considered harmful. Emergency response personnel should make every effort to keep the animal
with its partner. However, an emergency response personnel’s first effort should be toward the
partner; this may necessitate leaving an animal behind in certain emergency evacuation
situations.
REDWOODS COMMUNITY COLLEGE DISTRICT
Administrative Procedure
AP 3530
WEAPONS ON CAMPUS
Firearms, knives, tasers, explosives or other dangerous objects, including but not limited to any
facsimile firearm, knife or explosive, are prohibited on any District campus or at any District
center, or in any facility of the District. Any duly appointed Law Enforcement Officer who is
engaged in the performance of his/her duties is exempt.
Activities involving firearms or other weapons conducted at the firearms range facility shall be
reported to the Emergency Response Training Center before taking place. Only members of law
enforcement agencies or students involved in training presented by the Emergency Response
Training Center are authorized to use the range facility. Any training conducted at other campus
buildings or locations will use only simulated weapons and advance notice will be given to the
campus community, along with having signs posted in the area.
Any person who believes that he/she may properly possess a firearm or other weapon on campus
or in a District center or other facility of the District must notify the Public Safety Director, or a
designee, before bringing any such weapon onto the campus. Exceptions may be made on a case
by case basis, resulting from extraordinary circumstances and approved by the President in
consultation with the Director of Public Safety. An exception can be revoked at any time at the
discretion of the President or Director of Public Safety.
Bringing or possessing any dirk, dagger, ice pick, or knife having a fixed blade longer than 2 1/2
inches upon the grounds, unless the person is authorized to possess such a weapon in the course
of his/her employment, has been authorized by a District employee to have the knife, or is a duly
appointed peace officer who is engaged in the performance of his/her duties, is prohibited on any
District campus or at any District Center, or in any facility of the District.
References:
Penal Code Sections 626.9 and 626.10
Approved: June 2, 2015
REDWOODS COMMUNITY COLLEGE DISTRICT
Board Policy
Draft BP 4300
FIELD TRIPS AND EXCURSIONS
The President/Superintendent shall establish procedures that regulate the use of District
funds for student travel and attendance at conferences and other activities that are
performed as a class assignment or co-curricular activity.
The District may pay for expenses of students participating in a field trip or excursion with
auxiliary, grant or categorical program funds if the funds are used consistently with the
funding source. The expenses of instructors, chaperones, and other personnel traveling
with students may be paid from District funds.
Students and staff shall at all times adhere to the standards of conduct applicable to
conduct on campus.
The Board recognizes that field trips when used as a device for teaching and learning integral to
the curriculum are an educationally sound and important ingredient in the instructional program
of the College. Properly planned and executed field trips can:
a. supplement and enrich classroom procedures by providing learning experiences in an
environment outside the College,
b. arouse new interests among students,
c. help students relate College experiences to the reality of the world outside of the College,
d. bring all the resources of the community--natural, artistic, industrial, commercial,
governmental, educational--within the ambit of a student's learning experience,
e. afford students the opportunity to study real things and real processes in their actual
environment.
To support this policy, the President is directed to develop procedures which cover:
a. authorization for field trip expense
b. insurance provisions during field trips
c. code of conduct for students on field trips
Reference: Title 5 Section, 55220
Former Board of Trustees Policy No. 112, number change
REDWOODS COMMUNITY COLLEGE DISTRICT
DRAFT AP 4300
Administrative Procedure
Number Update only from Administrative Regulation No. 112.01
FIELD TRIPS AND EXCURSIONS
The District may conduct field trips and excursions in connection with courses of instruction
or college-related social, educational, cultural, athletic or musical activities to and from
places in California, or any other state, the District of Columbia, or a foreign country for
students.
The District shall engage instructors, supervisors, and other personnel and approved
volunteers as may be necessary for such excursions or field trips who desire to contribute
their services over and above the normal period for which they are employed by the District.
The District shall, at the discretion of the appropriate administrator, transport students,
instructors, supervisors or other personnel by use of District equipment, contract to provide
transportation, or arrange transportation by the use of other equipment.
The District may pay expenses of instructors, chaperones and other personnel participating
in a field trip or excursion. Payment shall be by way of itemized reimbursement in a form
prescribed by the Business Offce. The District may pay for expenses of students
participating in a field trip or excursion with auxiliary, grant or categorical program funds
if the funds are used consistently with the funding source.
No student shall be prevented from making a field trip or excursion which is integral to the
completion of the course because of lack of sufficient funds.
All persons making a field trip or excursion shall be deemed to have waived all claims
against the District for injury, accident, illness, or death occurring during or by reason of the
field trip or excursion. All adults taking such trips and all parents or guardians of minor
students shall sign a statement waiving such claims.
A. Alert instructors will enhance the learning of their students with appropriate and carefully
planned field trips. These are to be reported and approved in advance by the Executive
Vice President, Academic and Student Services, with transportation arranged through the
Supervisor, Buildings and Grounds. Whenever possible, they should not cause absences
from classes of other instructors. If there is conflict, more careful evaluation and less
freedom to make the field trip must be accepted.
The following provisions apply:
1. When any instructor is on a field trip, or other supervised activities approved by the
Office of Academic Services, this becomes an extension of the College and the
same coverages that are available to the College are then transferred to a person on
the field trip.
1. 2. In case the district is sued for negligence, the district liability policy is effective
and
covers the district's responsibility as well as that of the employee.
2. 3. Medical coverage is available to individual students injured on an official field
trip,
and students enrolled on this campus (or branch campus).
Since faculty will be responsible for field trip or activity groups, they should uphold the
"Code of Conduct for College of the Redwoods Trips" devised by the Student Council
and approved by the Board of Trustees in January, 1966. Each person representing
College of the Redwoods recognizes his responsibility for proper conduct on all
college sponsored trips. Prior to the trip the advisor shall inform each participant
of this the code of conduct.
B.
Code of Conduct for College of the Redwoods Trips
1. Basic responsibilities:
a. Each person representing College of the Redwoods recognizes his
responsibility for proper conduct on all college sponsored trips.
b. Prior to the trip the advisor shall inform each participant of this the code
of
conduct.
2. Regulations of conduct:
a. When representing College of the Redwoods, any participant who appears
under the influence of alcoholic beverages, or is present where they are being
consumed or served, may be subject to disciplinary action.
b. Hotel or motel conduct: All participants are expected to show proper
consideration for the rights and welfare of others. Undue noise or
disturbances shall be considered violations of this regulation.
c. Mixed gatherings of men and women in private areas such as motel and hotel
rooms will not be allowed.
d. Personal dress shall be appropriate for College representation. ln preparation
for the trip, the faculty advisor and the group will determine appropriate
dress for the occasion.
3. Disciplinary action:
a. Any student whose behavior either on or off campus tends to bring discredit
to the College will be summoned before the Executive Vice President,
Academic and Student Services. Appearance before him may result in
probation, suspension, or expulsion.
C.
Transportation Procedures
1. All instructional personnel must complete a Travel Request for themselves and/or
students. This request must be properly by signed by the Executive Vice President,
Academic and Student Services, after approval by the Division Chairperson for
main campus, or Branch Coordinator and Director, Education Center, for branches.
2. After appropriate approvals are obtained, a copy of the form goes to the secretary of
the supervisor, Buildings and Grounds administrative assistant for the
Maintenance department, for scheduling of the appropriate vehicle, or
to the CSSO’s or CIO’s President's secretary administrative assistant for air travel
arrangements and tickets.
3. Scheduling of vehicles is on a first-come, first-serve basis with suggestions being
made to provide solutions for vehicle conflicts.
3. 4. To provide the best scheduling possible, a minimum of five fourteen days
prior to need of the vehicle is essential.
4. 5. Individuals scheduling with a college vehicle (other than buses) shall obtain the
travel package (key, credit card, trip slip, first aid kit and flares), and at the same
time shall register his driver's license number with the secretary to the Supervisor,
Buildings and Grounds administrative assistant for the Maintenance
department.
When school buses are provided, the driver will be obligated to register the
necessary information and be at the appointed place at the request hour as assigned
by the secretary.
6. For trips involving the school bus, the Buildings and Grounds office will obtain a
properly approved driver, and he shall be in charge of the conduct on the bus, and
be responsible to the instructor conducting the trip only as far as the required times,
places, etc. Under no circumstances is the bus driver to be considered as an
instructor or advisor responsible for the conduct of the students on a trip unless he is a
certificated employee and licensed to drive the bus.
5 7. Out of consideration for fellow instructors and employees, a point of politeness and
courtesy is expected. This means the individual returning the car should do so at the
time that was agreed to. Furthermore, out of common courtesy all debris and
materials left in the vehicles should be cleaned out. There are many instances where
the vehicle is returned by one instructor, and within the hour it is on the road again.
5. The individual having the travel package keys, credit card and the use of any given
vehicle must assume the responsibility of returning same to the secretary to the
Supervisor, Buildings and Grounds administrative assistant for the
Maintenance department.
6. 6 8. For any person all drivers to be reimbursed for use of his own car, (instructors
or students) there must have been previously filed a signed statement showing the
name and
address of the driver, of the insurance broker, name of the insurance company, the
driver's license number and expiration date name of vehicle to be used. The above
required information must be registered with the secretary to the Supervisor,
Buildings and Grounds administrative assistant for the Maintenance
department.
.
Reimbursement Schedule
Reimbursement for use of private vehicles on previously approved College
functions shall be either (a) or (b):
a.
Board of Trustees travel policy, which allows 20 cents a mile, not to exceed
appropriate air fare.
b.
At the request of many instructors, a reimbursement schedule allowing the
individual to use his own vehicle and a College credit card has been
established. Therefore, reimbursement to individual students or instructors
under this option considers the purchase of gas and oil on the College credit
card in the individual vehicle.
Interpretations Regarding Insurance and Responsibility
1. A student who takes his own car in conjunction with the district car on the same
trip, is this an extension of the classroom?
"YES" if taken at the request of the College and properly registered previously.
2. Will the student be reimbursed for his vehicle?
"YES," according to policy above.
3. The student insurance for his own vehicle is primary and required by the
California Vehicle Code as well as College of the Redwoods.
4. In case of accident involving a student or students in student car, does the
College vehicle medical coverage apply?
"NO," The student's own insurance is never canceled by virtue of going on an
approved trip for College of the Redwoods; therefore, his medical insurance
will apply for his passengers.
5. Can the instructor or student who is reimbursed by the college make claims
against the college for more than the amount of the reimbursement policy?
"NO," this includes vehicle use for his blown tires, any damage or medical, or
mechanical breakdown. The district is not obligated financially nor is the
insurance carrier.
6. The College insurance program is designed and available only for the protection
of College instructors and its employees acting within the scope of their
required duties.
7. All of the vehicles have been supplied with accident report forms, provided and
required by the insurance company together with first-aid kits. Many of these
vehicles have received two and three sets of first-aid kits. ln addition, we have
given up trying to keep flares in the vehicles as they always disappear.
8. All accidents must he reported to a law enforcement immediately as well as
completing the accident form.
The Faculty Handbook makes the following statements appropriate to this
problem:
1. When any instructor is on a field trip or other supervised activity approved
by the Office of Academic Services, this becomes an extension of the
College and the same coverages that are available to the College are then
transferred to a person on the field trip.
2. In case the district is sued for negligence, the district liability policy is
effective and covers the district's responsibility as well as that of the
employee.
D. Out-of-State Travel
Travel expenses by employees or students at District expense after approval by the
appropriate administrative personnel involved, and without any increase in budgetary
allowance for the individual departments or divisions concerned, will be permitted in the
states of Oregon and Washington. Travel for anyone outside the state of
California beyond the three Pacific Coast States will be approved only by the College
President or his/her designee.
Former Administrative Regulation No. 112.01, number change only on May 1, 2012
Former Administrative Regulation No. 116.01, number change only on May 1, 2012
Approved: June, 1983
REDWOODS COMMUNITY COLLEGE DISTRICT
Board Policy
Proposed BP 1200
District Mission
College of the Redwoods puts student success first by providing accessible and
relevant outstanding developmental, career technical, and transfer education enhanced
by targeted instructional support strategies. The College partners with the community
to contribute to the economic vitality and lifelong learning needs of its service area. We
The College continually assesses student learning and institutional performance and
practices to embrace diversity and improve upon the programs and services we offer, all
to promote student learning.
Reference: ACCJC Standard I.A
Adopted: August 15, 1977
Amended: July 12, 2011
Amended:
REDWOODS COMMUNITY COLLEGE DISTRICT
Board Policy
BP 4020
PROGRAM, CURRICULUM, AND COURSE DEVELOPMENT
The programs and curricula of the District shall be of high quality, relevant to community and
student needs, and evaluated regularly to ensure quality and currency. To this end, the Board of
Trustees directs the President/Superintendent and the Academic Senate to establish procedures
for the development and review of all curricular offerings, including their initiation,
development, modification, revitalization or discontinuation. These procedures shall include:
•
•
•
•
•
Involvement of the faculty, administration, and Academic Senate regarding program and
curriculum initiation and development. The primary responsibility for curriculum resides
with the faculty and the advice and judgment of the Academic Senate. Educational
program initiation, development, modification, revitalization or discontinuation is
mutually agreed upon by the Board or its representative and the Academic Senate.
Initial justification and regular review of programs and courses.
Opportunities for training of persons involved in their relevant areas of curriculum
development.
Consideration of labor market and other relevant information for career and technical
programs.
A mechanism to periodically report curriculum changes and results of program review to
the Board of Trustees for the purpose of institutional decision-making.
All new credit and noncredit courses, programs, certificates, and degrees must satisfy the
conditions authorized by Title 5 regulations, shall be approved by the Board of Trustees, and
shall be submitted to the California Community College Chancellor’s Office for approval as
required. In addition, all course and program deletions shall be approved by the Board of
Trustees.
Credit Hour
Consistent with federal regulations applicable to federal financial aid eligibility, the District shall
assess and designate each of its programs as either a “credit hour” program or a “clock hour”
program.
The President/Superintendent will establish procedures which:
•
Prescribe the definition of “credit hour” consistent with applicable federal regulations, as
they apply to community college districts.
•
•
Assure that curriculum at the District complies with the definition of “credit hour” or
“clock hour,” where applicable.
Establish procedures for using a clock‐to‐credit hour conversion formula to determine
whether a credit hour program is eligible for federal financial aid.
The conversion formula is used to determine whether such a credit‐hour program has an
appropriate minimum number of clock hours of instruction for each credit hour it claims.
Reference: Education Code Section 70901(b), 70902(b); 78016; Title 5, Section 51000, 51022,
55100, 55130, 55150
Adopted by Board of Trustees: 05/03/2011
Amended: 9/9/91
Revised by ASPC 10/24/14; Approved by Academic Senate November 7, 2014
2
REDWOODS COMMUNITY COLLEGE DISTRICT
Board of Trustees Policy
BP 4020
PROGRAM AND CURRICULUM DEVELOPMENT
The programs and curricula of the District shall be of high quality, relevant to community and
student needs, and evaluated regularly to ensure quality and currency. To this end, the Board of
Trustees directs the President/Superintendent and the Academic Senate to establish procedures
for program and curriculum development.
These procedures shall include:
•
Appropriate involvement of the faculty, administration, and Academic Senate regarding
program and curriculum development. The primary responsibility for the development,
modification and inactivation of curriculum resides with the faculty and the advice and
judgment of the Academic Senate. Educational program development, modification,
revitalization and discontinuation is mutually agreed upon by the Board or its
representative and the Academic Senate.
•
Regular review and justification of programs and courses.
•
Opportunities for training of persons involved in their relevant areas of curriculum
development.
•
Consideration of labor market and other relevant information for career and technical
programs.
•
A mechanism to periodically report curriculum changes and results of program review to
the Board of Trustees for the purpose of institutional decision-making.
Recommendations on curriculum and academic programs that are in compliance with the
policies and procedures adopted by the Chancellor’s Office and approved through established
College of the Redwoods Administrative Procedures (AP) will be regularly forwarded to the
Board of Trustees for review and action.
Reference: Education Code Section 70901(b), 70902(b); 78016; Title 5, Section 51000, 51022,
55100, 55130, 55150
Adopted by Board of Trustees: 05/03/2011
Former Policy #104: “Curriculum Development,” Adopted by the Board of Trustees: 8/15/77
Amended: 9/9/91
Former Policy #122: “Educational Program Review,” Adopted by the Board of Trustees: 7/16/84
Amended: 11/4/91
3
REDWOODS COMMUNITY COLLEGE DISTRICT
Administrative Procedure
AP 4020
PROGRAM, CURRICULUM AND COURSE DEVELOPMENT
College of the Redwoods is committed to the vitality and integrity of its educational offerings.
Following a transparent process and using appropriate data is central to this endeavor. This
procedure outlines the processes that will be used to initiate a new instructional program and
develop curriculum, both credit and noncredit.
Instructional Program Initiation
An instructional program is defined as a discipline and/or as an organized sequence or groupings
of courses leading to a defined objective such as a major (area of emphasis), degree, or
certificate.
In order to create and maintain a viable curriculum compatible with the Education Master Plan,
the President/Superintendent or designee shall be responsible for recommending to the Board for
approval all new credit and noncredit programs in accordance with the Education Code. New
instructional programs are mutually agreed upon by the Board of Trustees or its representative
and the Academic Senate.
Program initiation requires significant commitment of resources and should only occur after
serious deliberation. The following process incorporates the same criteria used to evaluate an
instructional program for discontinuance.
The following indicators to be considered include, but are not limited to, the following:
•
•
•
•
•
•
•
Alignment with the Chancellor’s Office priorities, the College’s mission, and
accreditation standards
Alignment with state and federal requirements
Requirements from transfer institutions
Availability of fulltime and associate faculty
Budget concerns and sufficient funding
Demand in the workforce
Adequate facilities and equipment
Instructional Program Initiation Process
Step One: New Instructional Program Request
A new instructional program request can be initiated by the administration, faculty, or the
Academic Senate by submitting a written proposal to the appropriate Dean/Director. Proposals
will be forwarded to the Chief Instruction Officer/Chief Student Services Officer (CIO/CSSO)
who will consult with the Academic Senate Co-Presidents on whether to move the proposal
forward to the President/Superintendent.
Step Two: Appointment of the Task Force
If a new instructional program request is approved by the President/Superintendent, he or she
will, with consultation with Expanded Cabinet, appoint a Task Force to analyze viability of the
new program. The Task Force shall be composed of the following:
•
•
•
•
2 Deans or Directors, one of which will not be directly connected to the new program
Academic Senate Co-President or member of the Executive Committee
2 faculty members appointed by the Academic Senate, one of which will be a member of
the division most closely aligned with the proposed program
1 representative appointed by the President
The Task Force will be co-chaired by a faculty member and a Dean or Director, to be selected
from and by the membership of the Task Force. The responsibilities of the co-chairs of the Task
Force include, but are not limited to the following:
•
•
•
•
Consultation with the Office of Institutional Research and other resources to validate
information being used in determining recommendations
Maintenance of objectivity and integrity during the entire process
Written summary recorded for each meeting
Production of a Task Force Recommendation Report
Step Three: New Instructional Program Viability and Sustainability Analysis
The first task is to draw up a matrix of criteria by which viability and sustainability may be
assessed, for example:
•
•
•
•
Best practices of other colleges
Job Market analysis
Develop a matrix for or set targets for the success rate with a timeline for assessment of
the program
Literature review
2
Step Four: Task Force New Program Recommendation Report
Subsequent to review of all the relevant information, the Task Force will present a written report
to the CIO/CSSO and President/Superintendent. The report will consist of:
1. A summary of the data
2. An analysis of the data
3. A detailed assessment of the institutional support for sustained program success,
including budget, infrastructure, and faculty
4. Other factors considered in making the recommendation
5. The recommendation; approval, no approval, or look for alternatives such as modifying
existing programs.
Step Five: Decision
The President/Superintendent has full responsibility and authority to implement the decision as
designee of the Board of Trustees. If the President/Superintendent decides to implement the
recommendation for initiation of the new program the President/Superintendent will task the
appropriate administrators to work with faculty and staff to develop the new instructional
program. If the decision is to initiate a new program, a corresponding commitment should be
made to include adequate resources, including faculty support. If the President/Superintendent
decides not to implement the recommendation for initiation of the new program, then he or she
shall communicate the reasons in writing to the Expanded Cabinet and to the Academic Senate.
Curriculum and Course Development
Curriculum development and course development are closely related and are the primary
responsibility of the Curriculum Committee and the Academic Senate. As a standing committee
of the Academic Senate, the Curriculum Committee follows the procedures set forth in the
current California Community Colleges Chancellor’s Office Program and Course Approval
Handbook. Documentation of these processes is available on the Curriculum Committee website.
Upon Curriculum Committee and Academic Senate approval, the Academic Senate
recommendations are forwarded to the CIO and then to the Board of Trustees (BOT) at least
once during each fall and spring term for approval.
The BOT recommendation(s) shall be submitted to all required regulatory bodies for approval.
New programs and courses shall be offered only after such approval has been obtained. Under
the direction of the CIO, the district shall keep program and course lists updated and publicly
available. Chancellor’s Office approved course information is published in the college’s catalog
and in schedules.
The CIO, in mutual agreement with the Academic Senate, shall set timelines for regular review
of existing courses or programs as well as catalog cutoff dates. The Curriculum Committee shall
publish its calendar of meetings for the year and disseminate it to all departments and offices
involved in the curricular process.
3
Definition of a Credit Hour
(1) An amount of student work represented in the intended learning outcomes and verified by
evidence of student achievement that reasonably approximates not less than one hour of
classroom or direct faculty instruction and a minimum of two hours of out-of-class work each
week for approximately fifteen weeks for one semester hour of credit, or the equivalent amount
of work over a different amount of time.
(2) For other academic work leading to award of credit hours (such as internships, practica, and
studio work) the award of credit hours will be based on an amount of work implied by the
paragraph before.
(3) For asynchronous online courses, where no classroom instruction takes place per se, the
assignment of credit hour will be based on the equivalent amount of work as represented by the
definition above. An existing face to face course may be taught in an online format for the same
credit hours provided the amount of work expected remains the same.
The CIO and the Curriculum Committee are charged with the responsibility to ensure that the
curriculum adheres to this requirement. The CIO and the Curriculum Committee must make a
reasonable determination that proposed assignment of credit hours for new courses conforms to
commonly accepted practice in higher education.
Reference: Title 5 Sections 51021, 55000 et seq., and 55100 et seq.; Accreditation Standard II.A;
California Community Colleges Chancellor’s Office Student Attendance Accounting Manual –
Chapter 3; 34 CFR 600.2
Adopted by the Board of Trustees May 1986
Amended: 04/04/2011
Revisions approved by Academic Senate November 7, 2014
4
REDWOODS COMMUNITY COLLEGE DISTRICT AP 4020
Administrative Procedure
PROGRAM AND CURRICULUM DEVELOPMENT
The primary responsibility for the development, modification, and inactivation of
curriculum resides with the faculty and the advice and judgment of the Academic Senate.
Educational program development, modification, revitalization and discontinuation is
mutually agreed upon by the Board or its representative and the Academic Senate. The
formal work of the curriculum process is performed and overseen by the Curriculum
Committee. The membership of the Curriculum Committee can be found in the
Curriculum Committee By-Laws. The formal work includes creating or modifying
programs, degrees, or certificates and developing and updating course outlines, including
the identification of course learning outcomes, course content, methods of student
assessment and the use of a range of delivery systems and modes of instruction.
As a standing committee of the Academic Senate, the Curriculum Committee is
responsible for the review and endorsement of curriculum in accordance with procedures
set forth in the current California Community Colleges Chancellor’ s Office Program and
Course Approval Handbook. The Curriculum Committee is also responsible for
establishing and maintaining College of the Redwoods curricular processes. These
processes are found at the Curriculum Committee website.
Upon Curriculum Committee and Academic Senate approval, the Academic Senate
recommendations are forwarded by the Chief Instructional Officer to the Board of
Trustees (BOT) at least once during each fall and spring term for action.
The BOT recommendation(s) will be submitted to all required regulatory bodies for
approval. New programs and courses will be offered only after such approval has been
obtained. Under the direction of the CIO, the district shall keep program and course lists
updated and publicly available. Chancellor’s Office approved course information is
published in the college’s catalog and in schedules.
The CIO, in mutual agreement with the Academic Senate, shall set timelines for regular
review of existing courses or programs as well as catalog cutoff dates. The Curriculum
Committee shall publish its calendar of meetings for the year and disseminate it to all
departments and offices involved in the curricular process.
Reference: Title 5 Sections 51021, 55000 et seq., and 55100 et seq.; Accreditation
Standard II.A
Approved: 04/04/2011
Former Administrative Regulation #104.01, “Curriculum Development,” Approved: 5/86
Revised: 10/91 and 1/9/95, and
Former Administrative Regulation #122.01, “Program Review,” Approved: 6/6/94
Revised: 1/9/95; 4/6/98; and 4/5/04
5
REDWOODS COMMUNITY COLLEGE DISTRICT
Administrative Procedure
AP 4021
PROGRAM REVITALIZATION, SUSPENSION, OR DISCONTINUATION
Philosophy and Purpose
The College of the Redwoods District is committed to upholding the vitality and integrity of
its educational programs through processes of regular and ongoing evaluation. This may lead
to instances where there are concerns about program viability and that may cause a program
to be recommended to the President/Superintendent for analysis. This procedure delineates a
transparent and data-driven process to consider the relevant issues and to bring an
appropriate and timely resolution regarding program revitalization, suspension or
discontinuation.
Definition of a Program
An instructional program is defined as a discipline and/or as an organized sequence or
grouping of courses leading to a defined objective such as a major (area of emphasis),
degree, or certificate.
Consideration of Collective Bargaining Rights
Nothing contained in this Administrative Procedure is intended to infringe upon, diminish, or
supersede any collective bargaining rights established for employees of the District.
Consideration of issues that fall under the scope of bargaining will be addressed through the
regular processes established for such consideration by the District and its collective
bargaining units.
Program Revitalization, Suspension or Discontinuation Evaluation Process
Step One: Program Analysis Request
Program revitalization, suspension, or discontinuance discussions can be initiated by
administration, faculty, Program Review Committee or Academic Senate. The Program
Analysis Request (Appendix A) submitted to the appropriate Dean/Director shall be
forwarded to the Chief Instruction Officer/Chief Student Services Officer (CIO/CSSO). The
Academic Senate Co-Presidents shall be consulted on whether to move the recommendation
forward to the President/Superintendent.
Step Two: Appointment of the Task Force
If a Program Analysis Request is approved by the President/Superintendent, a task force will
be appointed. The Task Force shall be composed of the following:




One Dean or Director not connected to the program
One Academic Senate Co-President or their designee
Two faculty members who are not members of the program or division,
appointed by the Academic Senate (or designee appointed by the President if
a faculty member is not available)
One representative appointed by the President/Superintendent
The Task Force will be co-chaired by the Dean/Director and one faculty member. The Cochairs’ responsibilities include, but are not limited to, the following:




Consult with the Office of Institutional Research and other resources to
gather information being used to formulate recommendations
Arrange a meeting with a spokesperson from the program under review
Prepare a written summary of each meeting
Produce a Task Force Recommendation Report
The Dean/Director and faculty who are responsible for, or teach in, the program under
review will not serve as members of the Task Force but will appoint a spokesperson by
consensus. The spokesperson will meet with the Task Force to provide information and
perspective in the early stages of the process.
The work of the Task Force is strictly confidential. Information relating to the process may
only be discussed with other Task Force members.
Step Three: Program Analysis
Program Analysis involves completion of Appendices B and C. The Office of Institutional
Research is responsible for completing the quantitative data within Appendix B. The Task
Force is responsible for researching and gathering the qualitative data within Appendix C.
When data collection is complete, the Dean/Director and faculty from the program shall be
given the opportunity to review and/or supplement the data from Appendices B and C. The
Task Force will then commence analysis of all data.
Step Four: Task Force Program Recommendation Report
Subsequent to review of all of the relevant information, the Task Force will prepare a
report that consists of a summary and analysis of the data and a final recommendation. The
report will include a tally of the final vote and reasons for any disagreement among Task
Force Members.
The Dean/Director responsible for and Faculty who teach in the program under review will
have the opportunity to review the initial report for findings of fact and craft a formal
response that shall become part of the final report. The final report shall be submitted to
the CIO/CSSO and the President/Superintendent no more than sixty (60) days after
formation of the Task Force unless otherwise agreed to between the CIO/CSSO and the
task force co-chairs.
The three possible recommendations that may be provided by the Task Force include:
1. Program Revitalization: A program may be recommended to continue with
qualifications. These qualifications may include specific interventions designed to
improve the viability of the program, such as training and professional development,
curriculum changes, reallocation of resources, a new full-time faculty position, or
restructuring the program.
2.
The Task Force Recommendation Report for Program Revitalization shall include:




Detailed description of recommended interventions
Timeline during which these interventions will occur
Expected outcomes following program revitalization
Plan for program re-evaluation that includes a timeline for feedback
regarding program viability from the CIO/CSSO to the
President/Superintendent and Academic Senate
3. Program Suspension: A program may be recommended for one or more year’s
suspension.
The Task Force Recommendation Report for Program Suspension shall include:






Detailed plan and recommended timeline for the suspension of the program
that minimizes the impact on students, faculty, staff and the community
Impact report explaining how phasing out the program for suspension will
affect students, faculty, staff, and the community
Amount of cost savings achieved by the program’s suspension
Recommendations for how currently enrolled students may meet their
educational objectives through alternative means while the program is under
suspension
Requirements of collective bargaining for faculty and staff, including
application of policies for reduction in force and opportunities for retraining
of faculty and staff, if necessary, while the program is under suspension
Conditions necessary for program reinstatement (refer to AP 4020)
3. Program Discontinuance: A recommendation to discontinue a program will occur
when, after a full evaluation study, it is concluded that it is no longer in the best
interest of the College, its students, and the larger community for the program to
continue.
The Task Force Recommendation Report for Program Discontinuance shall include
the following:





Detailed plan and recommended timeline for phasing out the program that
minimizes the impact on students, faculty, staff and the community
Impact report explaining how phasing out the program will affect students,
faculty, staff, and the community
Amount of cost savings achieved of the program’s discontinuance
Recommendations for how currently enrolled students may meet their
educational objectives through alternative means
Requirements of collective bargaining for faculty and staff, including
application of policies for reduction in force and opportunities for retraining
of faculty and staff
Step Five: Decision
The President/Superintendent has full responsibility and authority to implement the
recommendation as designee of the Board of Trustees. If the President/Superintendent
concurs with the Task Force recommendation, the President/Superintendent will direct the
appropriate administrators to work with faculty and staff to create a detailed plan for
implementation.
If the President/Superintendent decides not to implement the recommendation for
revitalization, suspension, or discontinuance, then he or she shall communicate the reasons in
writing to the College community.
History:
Approved: July 12, 2011
Appendix A
PROGRAM ANALYSIS REQUEST FORM
Program Name: ____________________________________________________
This Program Analysis Request must be supported by the program review or other
appropriate data and shall be submitted to the President/Superintendent. The
President/Superintendent will determine if a Task Force shall be convened to evaluate the
program for revitalization, suspension or discontinuance.
Please check the indicators that triggered the initiation of the program revitalization,
suspension or discontinuance process. Please attach the program’s most recent Program
Review to this proposal request.
MULTIPLE INDICATORS (please check multiple indicators below)
Multiple Indicators (please check the indicators below)

Enrollment has declined at least three of the last five years.
FTES/FTEF is consistently below the district average, or has declined at least three of
the last five years.
Success rates are consistently below the district average, or have declined at least
three of the last five years.
Retention rates are consistently below the district average, or have declined at least
three of the last five years.
Program completions are consistently below the division’s district average, or have
declined at least three of the last five years.
Insufficient availability of courses for students to complete the program within its
stated duration.
Nonaligned with state, the Chancellor’s Office priorities or College mission.
Nonaligned with federal and state law.
Lack of available program personnel (faculty/staff).
Inadequate equipment and/or facilities.
Changes in the local and/or regional job market.
Changes in community/student needs or interests.
Change in transfer requirements.
Diminished outside funding resources.
Program creates financial hardship for the institution.
Budget concerns and lack of sufficient funding.
Outdated curriculum.
Other:
Name of Requestor
Approved
Date
Denied
President/Superintendent
Date
Appendix B
If the Program Analysis Request is approved by the President/Superintendent, the Director of
Institutional Research will complete the Program Analysis Form within a two-week period and
submit to the co-chairs of the Task Force. The form will address all applicable criteria below for
the most recent 6 terms (compared to the current district average) unless information is
unavailable or not applicable.
PROGRAM REVITALIZATION, SUSPENSION AND/OR DISCONTINUANCE
PROGRAM ANALYSIS FORM– QUANTITATIVE DATA
District
Average
(if
applicable)
1. Total student
enrollment
2. Number of class
sections offered
3. Fill rates/caps
4. FTES
5. FTES/FTEF
6. Term-to term
persistence of
students in the
program
7. Retention
8. Student Success (C
or better)
9. Number of
graduated/certified
students from the
program
10. Expense or annual
cost/FTES trends
11. Labor market
demand:
vocational and
avocational
12. Number of
program/area
transfers
Fall
20__
Spring
20__
Fall
20__
Spring
20__
Fall
20__
Spring
20__
Appendix C
PROGRAM ANALYSIS FORM – QUALITATIVE DATA
This report will address all applicable criteria below unless information is unavailable or not
applicable.
1. The impact the action will have on the general education curriculum or the curriculum of
other programs.
2. The ability of students to complete their degree or certificate or to transfer. This includes
maintaining the catalog rights of students.
3. The College’s ability or inability to provide the resources to maintain the program.
4. Balance of college curriculum (for example, ensuring the non-elimination of all of one type
of programs, such as foreign languages).
5. Replication of programs in the surrounding area and their efficacy.
6. The potential impact on diversity at the College.
7. Alignment with Chancellors Office priorities, college mission, accreditation standards, and
state and federal law.
8. Effects on local business and industries- i.e., declining market/industry demand (local,
regional).
9. Employment outlook – regional, national and international.
10. Availability of the program at other community colleges.
11. If this is a grant-funded program, what was the agreed institutional commitment for the
campus to continue this program?
12. Describe additional financial resources that would be required to sustain the program on an
annual basis:
 Faculty compensation FT/PT
 Support Staff compensation
 Facilities costs
 Equipment costs
 Supplies cost
13. Potential impact on the community.
REDWOODS COMMUNITY COLLEGE DISTRICT
Administrative Procedure
AP 4021
PROGRAM REVITALIZATION OR DISCONTINUATION PROCESS
Purpose
College of the Redwoods recognizes that academic programs must be responsive to the changing
needs of students and the community. Thus, a process for identifying and assessing at-risk
programs for possible revitalization or discontinuation is essential for ensuring that all programs
are viable and effective and that they continue to serve the mission of the college. The
Revitalization or Discontinuance Process is separate from the Program Review Process. The
Program Review process is formative, providing evaluation that leads to continual improvement.
The Revitalization or Discontinuation Process provides a summative evaluation of a program or
discipline’s viability and may lead to the termination of a program or discipline. For the purpose
of this document, programs and disciplines are defined as they are for Program Review.
Identification of At-Risk Programs
Only programs with trends showing consistently low or continual declining enrollment,
decreasing demand for service, or clear obsolescence shall be considered for discontinuance. An
at-risk instructional program may be identified, on the basis of the criteria listed below, by the
Chief Instructional Officer (CIO), or to the CIO by the area Director/appropriate administrator, a
member of the discipline, the Program Review Chair, or the Academic Senate. A declining trend
will be identified using the following key performance indicators alone or in combination:
• Statistically significant consistent/continual decline in class enrollment throughout the
program in four consecutive semesters
• A consistently low enrollment over four consecutive semesters
• Poor retention at the end of each term for four consecutive semesters
• Statistically significant decline in, or consistently low rate of, student success
As soon as a declining trend has been identified within a specific program and reported to the
CIO, the CIO shall contact the appropriate administrator(s) responsible for the program, the
Academic Senate Copresidents, and the College of the Redwoods Faculty Organization. The
CIO will notify the faculty and staff working in the program and, within two work weeks of
notification, will meet with representatives from each area within the program—administration,
faculty, and staff. These representatives will then be responsible for disseminating the
information to all employees and students in the program.
Formation of Task Force
The CIO will create and convene a Task Force consisting of the following members:
• CIO or designee
• the respective Director/appropriate Administrator(s)
• a representative of Institutional Research
• an academic counselor
• two faculty members appointed by the Academic Senate:
a) one from the program being assessed or if the program currently has no fulltime faculty, an
associate faculty from the program, or a subject matter expert
b) one who is not a member of the division in question
• one faculty member not in the program appointed by CRFO
• a representative from the industry advisory committee (for Career and Technical
Education programs)
Review of Data
The Task Force, working with the Office of Institutional Research, will conduct a review of the
program’s status, collecting and addressing as many qualitative and quantitative measures as are
reasonably attainable. Data used should be based on two to five year trends and should relate to
program goals as well as to the mission of the college. (See “Suggested Criteria”.) The task
force will be charged with interpreting those measures. After a thorough analysis of the data, the
Task Force will make a recommendation to a) strengthen the program or b) discontinue the
program or c) take no action. If the program is found to be sufficient as is, the Task Force may
decide that no action is necessary. With few exceptions, a recommendation for discontinuance
would not be made without first recommending actions to strengthen the program. In most
cases, a recommendation to discontinue would only follow failed attempts at reviving/improving
the program or compelling evidence to indicate that this is not the best use of the college
resources.
Written Report
The Task Force will issue a written report consisting of 1) a summary of the data, 2) an analysis
of the data, 3) the recommendation, and 4) the factors used to make the recommendation, as well
as any dissenting opinions. The report will be given to program faculty and administrators for
commentary. The Task Force may revise the report if appropriate and then will send the report
and commentary to the Academic Senate for discussion and a recommendation.
The written report, including comments from the program faculty, administration, and the
Senate, will be forwarded to the Board of Trustees for review and discussion.
If the task force recommends discontinuation of the program, a community forum will be held to
receive public commentary.
Development of Action Plan to Strengthen Program
If a recommendation for strengthening the program is made, the Task Force, in consultation with
the Office of Institutional Research, the Chief Business Officer or designee, and CRFO, will
develop an action plan to revitalize the program. The action plan shall include all of the
following components:
• a clear description of each action that will take place (See “Suggested Actions”)
• a timeframe during which that action will take place;
• a method and process by which the usefulness of the action will be measured;
• an analysis of the fiscal impact of recommended program improvements, including any
facilities, salaries and benefits, marketing, or retraining costs.
Development of Action Plan to Discontinue Program
If a recommendation for discontinuing the program is made, the Task Force, in consultation with
the Office of Institutional Research, the Chief Business Officer or designee, and CRFO, will
develop a plan to phase out the program, respecting the needs of students, fulfilling contractual
obligations to faculty and staff, and addressing the concerns identified by relevant community
groups at the community forum. The plan for discontinuation should address all of the following:
• Effect on students currently enrolled in the program
• Impact to related programs and community
• Report from advisory committee (if appropriate)
• Projected use of facilities
• Alternatives for students
• Timeline for implementation of phase out
• Fiscal impact, including savings in salaries and benefits and revenue from sales of
equipment and/or facilities.
Any changes to the employment status of full-time faculty will be done in accordance with the
current Collective Bargaining Agreement.
Approval of Plan (Revitalization or Discontinuation)
The action plan will be reviewed by program faculty, the Chief Business Officer, and CRFO, and
revised if appropriate. The Task Force will then submit the action plan to the Academic Senate
and administration for review and comment. Budget considerations should not be the primary
consideration in the decision to revitalize or discontinue a program. Rather the primary
consideration should be the service the program provides to the college and the community.
While approval of the revitalization plan does not obligate the college to fund all
recommendations in the action plan, the college will make an effort to provide resources where
clearly needed. Prior to implementation, any action plan for program revitalization or
discontinuation will be submitted to the Board of Trustees for discussion and action.
Implementation of Action Plan to Strengthen Program
If a recommendation for strengthening the program is approved, the program personnel will
conduct the work and activities described in the Action Plan. The Action Plan may be amended
or revised at any time during this time period by mutual consent of the CIO and the program
personnel. The CIO will appoint someone from the program to submit evidence of these
activities, including the assessment of the activities, at regular intervals. The CIO will meet with
the program personnel to discuss information and analysis going into the progress reports.
Progress will be reported to the Senate.
If there has not been a statistically significant increase in key performance indicators after three
semesters of the implementation of the process, the Chief Instructional Officer will reconvene
the Task Force to recommend an appropriate course of action from the following:
• Give the program an extension of two semesters. At the end of the extension, the
committee will reconvene and re-evaluate.
• Accept the program in its current state if it serves a community, instructional, or training
need.
• Create a new plan to improve recruitment and enrollment. This plan will then be
implemented over the following three semesters.
• Discontinue the program. Develop an action plan to phase out the program.
Implementation of Action Plan to Discontinue Program
If a recommendation for discontinuing the program is approved by the Board of Trustees,
opportunities will be provided for students to complete the program or transfer to a related
program. In addition, provisions will be made for adequate notification of affected faculty. Any
changes to the employment status of full-time faculty will be done in accordance with the current
Collective Bargaining Agreement.
Immediately after the Board of Trustees has approved the program discontinuance, formal
notification will be sent to all constituents:
• Students currently enrolled in the program
• Faculty and staff in the program
• Advisory groups
• Specific accreditation/certification groups
• Relevant community groups
Final Report
The Chief Instructional Officer will issue a final report whenever an action plan has been fully
implemented and the revitalized program has been “released” or the discontinued program has
been fully phased out. The report will be distributed to the Academic Senate, the administration,
and the Board of Trustees and will be made publicly available. In the case of discontinuation,
provisions will be made for inactivating course outlines, removing the program from the college
catalog, and notifying the System Office.
Suggested Timelines
Semester 1: program notified; task force convened; data collected and analyzed; report written
Semester 2: recommendation approved by Academic Senate; action plan developed; plan
approved by Board of Trustees
Semester 3: action plan implemented
Semester 4-5: progress monitored; action plan adapted if necessary
Semester 6: action plan completed; final report issued
Suggested Criteria for Evaluating Programs
Measures applied to all programs
Qualitative Quantitative (3-5 year trend)
• Balance of curriculum across the college • Enrollment
• Program consistent with mission and
values of the college
• Retention within courses and successful
course completion
• Student satisfaction • Persistence across courses within major or
certificate
• Previous work undertaken to strengthen
program
• Number of degrees and certificates
awarded
• Impact on related programs • Scheduling/course offering trends
• Accreditation issues (ACCJC/WASC and
other external accrediting bodies)
• Availability of sufficient resourcesMeasures applied to Vocational and Technical Education
programs
Qualitative Quantitative (3-5 year trend)
• Duplication or uniqueness of program in
region
• Employability of graduates, job
availability, and placement rate
• Employer satisfaction • Market trends
• Advisory committee recommendations
Measures applied to transfer programs
Qualitative Quantitative (3-5 year trend)
• Transfer program availability • Number of transfers (UC, CSU, private)
• Number of transfer-ready students
Measures that may also be considered
Qualitative Quantitative
• Constraints that may affect enrollment,
completion, persistence
• Industry/ market demand (non-vocational
programs)
• Community demand for the program
• Impact on students, including
underrepresented and/or at-risk students
Suggested Actions to Be Included in Action Plans
• Program develops plan for recruitment of targeted populations
• Program initiates cooperative ventures with local employers, transfer institutions,
and/or other community colleges
• Enhanced career and/or academic counseling services
• Adjustment of course scheduling
• Articulation of programs with K-12 and/or four year and/or technical institutions
• Faculty development in classroom techniques, methodology, best practices
• Enhanced Student support services: tutoring, learning skills, childcare, financial
aid
• Identification of possible alternate funding sources
Reference: Education Code 78016; Title 5 Sections 51022 and 55130
Approved: 07/12/11
Appendix A
PROGRAM ANALYSIS REQUEST FORM
Program Name:____________________________________________________
This Program Analysis Request must be supported by the program review or other appropriate data and
shall be submitted to the President/Superintendent. The President/Superintendent will determine if a Task
Force shall be convened to evaluate the program for revitalization, suspension or discontinuance.
Please check the indicators that triggered the initiation of the program revitalization, suspension or
discontinuance process. Please attach the program’s most recent Program Review to this proposal request.
MULTIPLE INDICATORS (please check multiple indicators below)

Multiple Indicators (please check the indicators below)
Enrollment has declined at least three of the last five years.
FTES/FTEF is consistently below the district average, or has declined at least three of the last
five years.
Success rates are consistently below the district average, or have declined at least three of the
last five years.
Retention rates are consistently below the district average, or have declined at least three of
the last five years.
Program completions are consistently below the division’s district average, or have declined at
least three of the last five years.
Insufficient availability of courses for students to complete the program within its stated duration
Nonaligned with state, the Chancellor’s Office priorities or College mission
Nonaligned with federal and state law
Lack of available program personnel (faculty/staff)
Inadequate equipment and/or facilities
Changes in the local and/or regional job market
Changes in community/student needs or interests
Change in transfer requirements
Diminished outside funding resources
Program creates financial hardship for the institution
Budget concerns and lack of sufficient funding
Outdated curriculum
Other:
Name of Requestor
Approved
President/Superintendent
Date
Denied
Date
Appendix B
If the Program Analysis Request is approved by the President/Superintendent, the Director of Institutional
Research will complete the Program Analysis Form within a two-week period and submit to the co-chairs
of the Task Force. The form will address all applicable criteria below for the most recent 6 terms
(compared to the current district average) unless information is unavailable or not applicable.
PROGRAM REVITALIZATION, SUSPENSION AND/OR DISCONTINUANCE
PROGRAM ANALYSIS FORM– QUANTITATIVE DATA
District
Average
(if applicable)
13. Total student
enrollment
14. Number of class
sections offered
15. Fill rates/caps
16. FTES
17. FTES/FTEF
18. Term-to term
persistence of
students in the
program
19. Retention
20. Student Success
(C or better)
21. Number of
graduated/certifi
ed students from
the program
22. Expense or
annual
cost/FTES trends
23. Labor market
demand:
vocational and
avocational
24. Number of
program/area
transfers
Fall
2010
Spring
2011
Fall 2011
Spring
2012
Fall 2012
Spring
2013
Appendix C
PROGRAM ANALYSIS FORM – QUALITATIVE DATA
This report will address all applicable criteria below unless information is unavailable or not applicable.
14. The impact the action will have on the general education curriculum or the curriculum of
other programs.
15. The ability of students to complete their degree or certificate or to transfer. This includes
maintaining the catalog rights of students.
16. The College’s ability or inability to provide the resources to maintain the program.
17. Balance of college curriculum ( for example, ensuring the non-elimination of all of one type
of programs, such as foreign languages)
18. Replication of programs in the surrounding area and their efficacy.
19. The potential impact on diversity at the College.
20. Alignment with Chancellors Office priorities, college mission, accreditation standards, and
state and federal law.
21. Effects on local business and industries- i.e., declining market/industry demand (local,
regional).
22. Availability of the program at other community colleges.
23. If this is a grant-funded program, what was the agreed institutional commitment for the
campus to continue this program?
24. List specific financial resources required to sustain the program:
 Faculty compensation FT/PT
 Support Staff compensation
 Facilities costs annualized
 Equipment costs annualized
 Supplies cost annualized
25. Potential impact on the community.
REDWOODS COMMUNITY COLLEGE DISTRICT
Administrative Procedure
AP 4231
GRADE CHANGES
1.0
Course Grade Challenge
The instructor of the course shall determine the grade to be awarded to each student.
The determination of the student’s grade by the instructor is final in the absence of
mistake, fraud, bad faith or incompetence. Any student who believes he or she has a
grade grievance shall make a reasonable effort to resolve the matter on an informal
basis. If the student’s concern cannot be resolved informally, this procedure outlines the
course grade challenge process. The course grade challenge process is not a legal
proceeding. An observer may attend meetings as support but may not act as legal
counsel. When challenging a grade assigned by an instructor, the burden of proof is on
the student to provide evidence of mistake, fraud, bad faith, or incompetence.
Mistake: an unintentional act, omission or error by the instructor or the college.
Fraud: a deception deliberately practiced in order to secure unfair or unlawful gain.
Bad Faith: disregarding or changing the basis of assigning grades after publication in the
course syllabus or using a system of grading other than that found in the syllabus
without prior notification to the students.
Incompetence: a lack of ability, legal qualification, or fitness to discharge a required
duty
Step 1: Discuss the Issue with the Instructor. Every attempt should be made to discuss the
issue with the instructor. However, if the instructor is not available or the student does
not wish to meet with the instructor, the student may proceed to Step 2.
Step 2: Student Files a Grade Challenge Form. No later than the second week of the academic
semester following the award of the grade, a student may file a grade challenge form and
supporting evidence with the Dean/Director. The Dean/Director will forward a copy of
the completed course grade challenge form and supporting evidence to the instructor.
Step 3: Instructor’s Rebuttal to Grade Challenge. The course instructor is required to
respond within ten (10) faculty contracted work days of their notification of the
challenge. During times when faculty are not under contract to teach, the course
instructor is not mandated to respond and students may need to wait until the faculty
member resumes contracted work days. The instructor is responsible for providing the
criteria used in determining the course grade as part of their written response. The
instructor’s written response will be sent to the Dean/Director, who will forward the
rebuttal to the student. If needed, additional information may be requested by the
Dean/Director from the student and/or instructor. In the event that the instructor is on
leave or no longer employed by the District, the Dean/Director may appoint another
faculty member as a substitute in these proceedings.
Step 4: Meeting with Dean/Director, Student and Instructor. Following the review of these
materials, the Dean/Director shall meet with the student and the instructor together to
attempt to resolve the dispute. If the student chooses not to attend this meeting the course
grade challenge is terminated. The Dean/Director may request additional documentation
from either student or instructor to help in the mediation process, which may require a
follow-up meeting. If the course grade challenge is not resolved or terminated at this step,
the student may then proceed to Step 5.
Step 5: Appeal to a Course Grade Challenge Committee. If the course grade challenge is not
resolved or terminated at Step 4, the student may file a written request with the Chief
Instructional Officer/Chief Student Services Officer (CIO/CSSO) for a review of the
evidence by a Course Grade Challenge Committee. The written request for a review
must be submitted within fourteen (14) calendar days of the completion of Step 4.
Failure to submit this request within fourteen (14) calendar days terminates the course
grade challenge. Upon receipt of this request, the CIO/CSSO shall convene a Course
Grade Challenge Committee comprised of two faculty members, two students, and the
CIO/CSSO who shall serve as the non-voting chair.
The CIO/Chair shall advise the student and the instructor of the date, time and location of
the appeal hearing. The hearing shall be informal and shall take place before the entire
Course Grade Challenge Committee. No formal witnesses representing either party may
attend. However, each party may have an advocate that does not act as legal counsel. The
format and duration of the hearing shall be left to the discretion of the committee. The
burden of proof rests with the student. The student and the instructor shall answer
questions related to the materials submitted in Steps 2-4.
At the close of the hearing, the decision to affirm or deny the student’s Course Grade
Challenge shall be determined by a vote of three out of four of the voting members, and
shall be based solely upon substantiation of mistake, fraud, bad faith, or incompetence
(Ed. Code 76232). The decision of the committee shall be final. The Committee shall
submit a written report of its decision to the CIO/CSSO within three (3) working days of
the hearing or review of the written record, as the case may be. The Chief Instructional
Officer shall notify the instructor and the student of the outcome within three working
days after receiving the Committee’s written report. The Committee’s written report shall
be considered Confidential. At the conclusion of this process, all documentation will be
secured in the office of the CIO/CSSO.
The decision of the Course Grade Challenge Committee will be final. If the student feels
they have been denied due process through these proceedings, please refer to BP 5530
Student Complaints and its procedures.
2.0
Late Withdrawal
Students who have extenuating circumstances beyond their control (i.e., medical issues
or military orders) may petition for a withdrawal after the deadline. Students must
complete a petition, include detailed information and attach verifying documentation
within one year of the term in question.
2.0
Security of Grade Records
The District shall implement security measures for student records that assure no person
may obtain access to student grade records without proper authorization. These measures
shall be installed as part of any computerized grade data storage system.
The measures implemented by the District shall include appropriate security for database
access and locking mechanisms for computer stations from which student grade
databases can be viewed, and strict limits on who is authorized to change student grades.
Anyone authorized to change grades shall be designated by the CIO/CSSO or
his/her designee. No more than five District employees may be authorized to
change student grades. Only regular full-time employees of the District may be
authorized to change grades. Student workers may not change grades at any time.
Anyone who discovers unauthorized activity in grade databases shall notify the
CIO/CSSO or his/her designee who shall immediately take steps to lock the grade
storage system entirely while an investigation is conducted.
If any student’s grade record is found to have been changed without proper
authorization, the District will notify 1) the student; 2) the instructor who originally
awarded the grade; 3) any educational institution to which the student has
transferred; 4) the accreditation agency; and 5) appropriate local law enforcement
authorities.
Whenever a grade is changed for any reason, corrected transcripts will be sent to any
educational institution to which a student has transferred.
Any student or employee who is found to have gained access to grade recording systems
without proper authorization, or who is found to have changed any grade without proper
authority to do so, shall be subject to discipline in accordance with District policies and
procedures.
Any person who is found to have gained access to grade recording systems without
proper authorization, or who is found to have changed any grade without proper authority
to do so, shall be reported to the appropriate law enforcement agency having jurisdiction
over the college where the incident occurred.
References: Education Code Sections 76224 and 76232; Title 5 Section 55025
Approved: 10/03/2011 Former Administrative Procedure #528.01 “Regulations Regarding Academic Complaints,”
Adopted by Board of Trustees: June 6, 1994
Revised by ASPC June 17, 2015; forward for Senate approval process Sept. 4, 2015
Grade Challenge Form
Student Name:
________________________________
Date:
Student Phone:
________________________________
Student ID#: _____________________
Term:
_____________________
_______________________________
Course Number: ________________________________
Instructor:
_____________________
Policy: The course grade given to each student shall be determined by the instructor(s) of the course and, in the absence of
mistake, fraud, bad faith or incompetence, shall be final. A student who believes he or she has a grade grievance shall make a
reasonable effort to resolve the matter on an informal basis.
Student Request for Grade Change due to:
Mistake
Fraud
Bad Faith
Incompetence
Instructions: This form should accompany all original documentation submitted by the student.
Step 1:
Student and instructor meet informally and if the dispute is resolved, no further action is required.
If student is not satisfied with instructor explanation, or student does not wish to meet with the instructor,
the student must initiate a formal course grade challenge.
Date of informal meeting between Instructor and Student: ____________________
Appeal Denied
Step 2:
Student declined to meet informally
No response from instructor
A student who wishes to file a formal course grade challenge must do this no later than the second week of
the academic semester following the award of the course grade. The student must submit a written appeal
(including syllabus, student statement and supporting evidence) using the course grade challenge form and
must make an appointment with the immediate supervisor of the instructor.
Date Supervisor was notified by Student: _______________
Date Instructor was notified by Dean/Director: ________________
Step 3:
The course instructor shall respond to the Dean/Director regarding the course grade challenge within ten
(10) faculty contract days of being notified of the student’s grade challenge. The instructor’s written
response will be forwarded to the student.
Date Instructor Response Due: ______________
Date Instructor Response forwarded to Student: ______________________
Instructor’s response: Grade change:
Instructor submits grade change
No Grade Change:
The student may proceed to Step 4
No Grade Change:
Course grade challenge terminated
Step 4:
The Dean/Director shall meet with both the student and instructor together to attempt to resolve the dispute
regarding the contested grade.
Date of Meeting: _________________
Who Attended: ___________________________________________
Additional Information requested by Dean/Director from student &/or instructor:
Instructor’s response: Grade change:
Instructor submits grade change
No Grade Change:
The student may proceed to Step 4
No Grade Change:
Course grade challenge terminated*
* If the student chooses not to attend this meeting the course grade challenge is terminated.
Step 5:
If the course grade challenge is not resolved or terminated at step 4, the student may file a written request with
the Chief Instructional Officer (CIO) for a review of the evidence with the Course Grade Challenge Committee.
The written request for a review must be submitted within fourteen (14) calendar days of the completion of
Step 4.
Date request submitted to Chief Instructional Officer for Committee review of grade: _____________________
The Course Grade Challenge Committee Chair will arrange a date, time and location for the hearing.
Date/Time/Location: ____________________
Student
and Instructor
notified
The hearing shall be informal. During the hearing, student and instructor shall answer questions related to the
materials submitted in steps 2 through 4. The burden of proof rests with the student. The decision to sustain the
course grade shall be determined by a vote of three out of four of the voting members. The decision to change a
grade shall be based solely upon substantiation of mistake, fraud, bad faith, or incompetence. The committee
shall submit a written report within three (3) working days of the hearing date. The Chief Instructional Officer
shall notify the student and instructor within three (3) working days after receiving the committee’s report.
Grade change:
Correction of Grade Change Form completed by Committee Chair/Chief Instructional Officer
No Grade Change:
Student notified
The decision of the Course Grade Challenge Committee is Final.
date: ______
Instructor notified
date: _________
Signature of CIO: _________________________________________________________
Course Grade Challenge – Letter Template
[Part of Step Two of the Formal Course Grade Challenge]
To the student: If you have decided to pursue a grade challenge, you may use the following template to
communicate your challenge in a business letter format. This is not the only acceptable format you can use, but it
can help you express your concerns and reason(s) for your challenge in a clear manner. Be sure to address the
specific circumstances of your situation and your grade. Limit your letter (or statement) to three pages. This letter is
required as part of the documents you will submit to the instructor and the instructor’s immediate supervisor for the
formal challenge.
If you feel that the matter was not resolved through the discussions with the instructor and Dean/Director (steps 1
through 4), this letter will become part of the documents that you present to the Course Grade Challenge Committee.
The Chair of the Course Grade Challenge Committee can assist you in determining what materials or documents you
should provide for the committee. If necessary, the chair can help you clarify or articulate your concerns.
Date
Course Grade Challenge Committee
Office of Instruction
College of the Redwoods
Eureka, CA 95501
To Whom It May Concern:
The first paragraph should briefly state the purpose of the letter (i.e. to challenge your grade). You should
mention the course name, number, and section.
The middle paragraphs should present the reason(s) why the assigned grade was, in your opinion, unjustified or
unfair, as outlined by the syllabus for the course and the course work you completed. You should include
evidence for supporting your reasons, including references to specific assignments, exams, or other materials that
might pertain to and support your case. You should not include unsubstantiated claims or malicious comments
about the class, other classmates or the instructor as personal attacks.
In the last paragraph, you should thank the chairperson and/or the committee for reviewing your materials and
assisting you during the process.
Sincerely,
Signature
Typed name
Student ID number
Enclosures:
tests, etc.)
Course syllabus
Documentation you deem relevant to your challenge (e.g. written assignments with feedback,
REDWOODS COMMUNITY COLLEGE DISTRICT
Administrative Procedure
AP 4231
GRADE CHANGES
Course Grade Challenge
The course grade given to each student shall be determined by the instructor(s) of the course. The
determination of the student’s grade by the instructor(s), in the absence of mistake, fraud, bad faith,
or incompetence, shall be final (Ed. Code 76232). A student who has evidence that the course grade
awarded to him/her by the instructor(s) of the course is based upon mistake, fraud, bad faith, or
incompetence may appeal the grade by following the steps below. The course grade challenge
process is not a legal proceeding. Advocates may attend but cannot act as legal counsel.
Grades will be reviewed within the following context:
1. Mistake – an error in calculation, or an error in marking the roll book relevant to grades, or
attendance. Additionally, mistakes may occur when physically assigning grades or when
grades are scanned into the computer system.
2. Bad Faith – disregarding or changing the basis of assigning grades after publication in the
course syllabus or using a system of grading other than that found in the syllabus without
prior notification to the students.
3. Fraud – selling grades or asking students to perform non-relevant activity in exchange for
grades.
4. Incompetence – impaired ability (due to accident or illness) to adequately judge the student’s
performance.
Step 1: Consultation with the Instructor(s). No later than the second week of the academic
semester following the award of the grade, a student must attempt to resolve the course grade dispute
through consultation with the instructor of the course. In the event the course instructor is no longer
at the college, is on leave of absence, or refuses to consult with the student, the student may proceed
to the next step. However, during times when faculty are not under contract to teach, the course
instructor is not required to respond to requests for course grade consultation or to meet with
students. Students may need to wait until the beginning of the semester following the award of the
disputed course grade for a response to their request for a consultation. Upon resuming their contract
to teach, the course instructor shall respond to a course grade challenge within fourteen (14) calendar
days of the first instructional day of the term or within fourteen (14) calendar days of the student’s
grade challenge request.
Step 2: Appeal to the Instructor’s(s’) Immediate Supervisor. If the student is not satisfied with
the result of Step 1, the student may appeal the matter to the instructor’s immediate supervisor using
the Course Grade Challenge form. The Course Grade Challenge form may be obtained from
Enrollment Services or center campus office. The student must complete the form and supply all
supporting evidence in writing to the instructor’s immediate supervisor within fourteen (14) calendar
days of completion of Step 1. Failure to submit these materials within fourteen (14) calendar days
terminates the course grade challenge.
The immediate supervisor will inform the instructor that the student has completed a course grade
challenge form. The instructor is responsible for providing the criteria used in determining the
course grade. Following the review of these materials, the instructor’s immediate supervisor shall
meet, when possible, with the student and the instructor together to attempt to resolve the dispute
regarding the contested grade. If the course grade challenge is not resolved or terminated at this
step, the student may then proceed to Step 3.
Step 3: Appeal to the Course Grade Challenge Committee. If the course grade challenge is not
resolved or terminated at Step 2, the student may file a written request with the Chief Instructional
Officer for a review of the evidence with the Course Grade Challenge Committee. The written
request for a review must be submitted within fourteen (14) calendar days of the completion of Step
2. Failure to submit this request within fourteen (14) calendar days terminates the course grade
challenge. Upon receipt of this request, the Chief Instructional Officer shall take the steps necessary
to acquire the materials and convene a Course Grade Challenge Committee comprised of two faculty
members, two students, and the Chief Instructional Officer who shall serve as the non-voting chair.
It is at the committee’s discretion to determine if sufficient evidence exists to make a determination
on the basis of the written record or to go to a hearing.
If the committee decides to go to a hearing, the chair shall advise the student and the instructor of the
date, time and location of the appeal hearing. The hearing shall be informal and shall take place
before the entire Course Grade Challenge Committee. No formal witnesses representing either party
may attend. However, each party may have an advocate that does not act as legal counsel. The
format and duration of the hearing shall be left to the discretion of the committee. The burden of
proof rests with the student. The student and the instructor shall answer questions related to the
materials submitted in Step 2.
At the close of the review of the written record or hearing, as the case may be, approval to sustain
the course grade challenge shall be determined by a vote of three out of four of the voting members.
The decision to change a grade shall be based solely upon substantiation of mistake, fraud, bad faith,
or incompetence (Ed. Code 76232). The decision of the committee shall be final. The committee
shall submit a written report of its decision to the Chief Instructional Officer within three (3)
working days of the hearing or review of the written record, as the case may be. The Chief
Instructional Officer shall notify the instructor and the student within three working days after
receiving the committee’s written report.
Step 4: Notification to the Board of Trustees. A student may appeal the committee’s decision to
the Board of Trustees only if evidence exists that the Course Grade Challenge policy and procedures
were not followed. Within 14 calendar days, the student shall notify the Chief Instructional Officer
in writing identifying specifically where the process was not followed. Failure to submit this written
appeal within 14 calendar days shall terminate the course grade challenge. The Chief Instructional
Officer will forward the written appeal to the Board of Trustees. The Board of Trustees will review
the written appeal to verify whether or not the process was followed. The Board of Trustees shall
refer the matter back to the committee if it finds that the course grade challenge policy and
procedures were not followed. Otherwise, the decision of the committee shall stand.
Late Withdrawal
Students who have extenuating circumstances beyond their control (i.e., medical issues or military
orders) may petition for a withdrawal after the deadline. Students must complete a petition, include
detailed information and attach verifying documentation within one year of the term in question.
Security of Grade Records
The District shall implement security measures for student records that assure no person may obtain
access to student grade records without proper authorization. These measures shall be installed as
part of any computerized grade data storage system.
The measures implemented by the District shall include, but not necessarily be limited to, password
protection for all student grade data bases, locking mechanisms for computer stations from which
student grade data bases can be viewed, and strict limits on the number of persons who are
authorized to change student grades.
Persons authorized to change grades shall be designated by the Vice President of Student
Development or his/her designee. No more than five District employees may be authorized to
change student grades. Only regular full-time employees of the District may be authorized to
change grades. Student workers may not change grades at any time.
Any person who discovers that grades have been changed by someone other than the persons
authorized to do so shall notify the Vice President of Student Development or his/her designee
immediately. The designee shall immediately take steps to lock the grade storage system entirely
while an investigation is conducted.
If any student’s grade record is found to have been changed without proper authorization, the
District will notify 1) the student; 2) the instructor who originally awarded the grade; 3) any
educational institution to which the student has transferred; 4) the accreditation agency; and 5)
appropriate local law enforcement authorities.
Whenever a grade is changed for any reason, corrected transcripts will be sent to any educational
institution to which a student has transferred.
Any student or employee who is found to have gained access to grade recording systems without
proper authorization, or who is found to have changed any grade without proper authority to do so,
shall be subject to discipline in accordance with District policies and procedures.
Any person who is found to have gained access to grade recording systems without proper
authorization, or who is found to have changed any grade without proper authority to do so, shall be
reported to the appropriate law enforcement agency having jurisdiction over the college where the
incident occurred.
References: Education Code Sections 76224 and 76232; Title 5 Section 55025
Approved: 10/03/2011
Former Administrative Procedure #528.01 “Regulations Regarding Academic Complaints,”
Adopted by Board of Trustees: June 6, 1994
REDWOODS COMMUNITY COLLEGE DISTRICT
Board Policy
BP 7384
PRE-RETIREMENT REDUCTION OF WORKLOAD
A reduced workload leave of absence may be granted to regular employees who wish to
reduce their workload from full-time to part-time duties in accordance with Education
Code and Government Code.
The President/Superintendent shall establish procedures for employees who wish to
participate in a reduced workload as authorized by law, PERS, STRS, and any collective
bargaining agreements entered into by the District.
Reference: Education Code Sections 22713; 44922; 45139; 87483; 88038; 89516; and
Government Code Sections 20815; 20900; 20905; and 53201.
Approved: NEW
1
REDWOODS COMMUNITY COLLEGE DISTRICT
Administrative Procedure
AP 7384
PRE-RETIREMENT REDUCTION OF WORKLOAD
ELIGIBILITY REQUIREMENTS:
1. The employee must be a member of the Public Employees Retirement System
(PERS) or State Teachers Retirement System (STRS).
2. The employee must have reached the age of 55 prior to the reduction in workload
and may not participate beyond the age of 70.
3. The employee must have 10 years of full-time service and the immediately preceding
five years must be without a break in service.
4. Transfer to the reduced work time is optional to the employee and termination from
the program requires the employee and employer consent.
5. Salary shall be a pro-rata share of the active salary that would have been earned
had the employee not elected to enter the pre-retirement reduction of workload
program.
6. During the reduced workload period, no benefit entitlements shall be lost, including
health, survivor benefits, disability benefits, and retirement.
7. The minimum part-time employment level must be 50% of the employee’s previous
full-time employment.
8. Participation in this pre-retirement reduction of workload program shall not exceed
five years, nor extend beyond the end of the school year during which the employee
reaches the age of 70.
9. Sabbaticals and other approved leaves do not constitute a break in service, however,
such leaves are not used to compute the five-years full-time service requirement
prior to entering the program.
EMPLOYEE/EMPLOYER OBLIGATIONS:
1. Notification dates: An employee requesting participation in the pre-retirement
reduction of workload program must apply at least 120 days in advance of the
1
period of reduced load or at a later time based on mutual consent of the District,
Employee, and any representative bargaining unit, if applicable.
a. The request must be initiated by the employee and forwarded through the
supervisor to the appropriate senior administrator.
b. Final approval of employee participation shall be obtained by the Board of
Trustees through the monthly board personnel action report.
2. The employee shall pay member contributions based on the full-time earnings
reported by Payroll. This will result in full service credit and benefits based on full
salary levels.
3. The payroll office shall:
a. Verify eligibility of the employee and maintain the necessary records to
identify the employees involved in the program.
b. Report to STRS or PERS employees under the reduced worktime program
as if they had worked full time (i.e., report the pay rate and earnings the
employee would receive if he/she works full time).
4. Participation in the program must be for a full academic year for STRS members,
however, the 50% reduction may take place over the whole academic year or full
time in one semester and complete leave in the other semester.
5. Unless otherwise provided through a collective bargaining agreement, the District
reserves the right to deny granting a pre-retirement reduction of workload if doing
so would create unusual or difficult staffing problems. A denial of participation in
the program shall only be temporary and the employee may reapply for the
program within the request timelines for a later date.
Reference: Education Code Sections 22713; 44922; 45139; 87483; 88038; 89516; and
Government Code Sections 20815; 20900; 20905; and 53201.
Approved: NEW
2
REDWOODS COMMUNITY COLLEGE DISTRICT
Board Policy
BP 7387
Recommend Sunset:
Outdated and defined in Collective Bargaining Agreement an STRS requirements.
REDUCED WORKLOAD PROGRAM
Initiation of Request: The option of reduced-load employment must be exercised at the timely
request of the employee and by the mutual consent of the District.
Eligibility Requirements:
A. The member must have reached the age of 55 prior to reduction in workload. The
member's last year of eligibility is the year of his/her 70th birthday.
B. The member must have been employed in a full-time position requiring certification for
at least ten years, of which the immediately preceding five years were full-time
employment. For purposes of the Reduced Workload Program, a member of the State
Teacher's Retirement System is considered to have been employed full-time if there was
as agreement between the member and the employer to perform service equal to that
required by the governing board of other full-time employees in similar grades and
positions to receive a full-time compensation for each day the schools of the district were
maintained during the school year. On-the-job performance is not required. As long as
there was an agreement to perform full-time service at the beginning of the school year,
the employee will still be considered as being employed full-time if he or she is
unavoidably absent due to illness, bereavement, etc., during the school year. Sabbaticals
and other approved leaves do not constitute a break in service. Such leave, however, is
not used to compute the five years' full-time service requirement prior to entering the
program.
C. The certificated member in community colleges who is a participant in good standing in
the State Teachers' Retirement System may hold any position.
Participation Requirements:
A. The minimum Reduced Workload employment shall be the equivalent of at least half Of
the number of days of service required by the contract of employment during the last year
served in a full-time certificated position. This requirement can be met in many different
ways. The employee can work at least 1/2 time for the complete year; full-time for at
least 1/2 year, etc. The measurement of full and half workload will be by Teacher Load
Units (TLU).
1
B. The member shall be paid a salary that is the pro rata share of the salary that would have
been earned had the member not elected to enter the Reduced Workload Program. The
salary received must be at least half the salary the member would have earned on a
fulltime basis. If the member is paid less than half of the full-time salary, the minimum
participation requirement will not have been met. It is mandatory that both the minimum
salary and minimum employment requirements are met. If the member has a contract
requiring more or actually serves more than half time, but is not paid at least half fulltime salary, the participation requirements will not have been met and the member will
not be entitled to a full year of service credit. All contracts will be written to provide for
more work than half time so that the member who takes an unanticipated leave for
bereavement, illness, etc., and is docked, will still meet the minimum equivalent of half
the number of days and be paid at least half salary. If this cannot be done, the member
must make up any days docked in the same school year if the participation requirements
are to be met.
C. The employer and employee must contribute to the STRS 12.50% and 8%, respectively,
of the full-time compensation the employee would have earned if employed on a fulltime
basis.
D. The employee cannot participate in the plan for more than five years or beyond the year
in which the 70th birthday falls, whichever comes first. During the period of
participation, the employee is entitled to all other rights and benefits for which payments
are made that would be required if employed full-time, including health benefits as
provided in Section 53201 of the Government Code. The employee failing to meet any
of the above requirements will receive only that service credit based on the ratio of
earnings to earnable salary, and will not receive the service credit that would have been
received if employed on a full-time basis.
Administrative Requirements:
A. The agreement or contract must be executed by the employer and member, in writing, and
submitted to the State Teachers' Retirement System through the County Superintendent
of Schools to arrive at STRS at least 15 days prior to the participation in the Reduced
Workload Program at the beginning of the school year or before the beginning of the
second half of the school year, if only the second half is to be considered Reduced
Workload service.
B. The participant must be identified and reported to STRS in accordance with the
County/District Procedures Manual instructions.
C. Contributions for the participant and employer must be submitted to STRS based on the
amount the participant would have earned if employed on a full-time basis regardless of
the schedule of employment.
Former Board of Trustees Policy No. 336, number change only on August 7, 2012
2
Adopted by Board of Trustees: February 2, 1982
Revised: August 5, 1985
3
REDWOODS COMMUNITY COLLEGE DISTRICT
Administrative Procedure
AP 7387-P
PRE-RETIREMENT REDUCTION OF WORKLOAD FOR PERS MEMBERS
ELIGIBILITY REQUIREMENTS:
1. The employee must be a member of the Public Employees Retirement System (PERS.
2. The employee must have reached the age of 55 prior to the reduction in workload and
may not participate beyond the age of 70.
3. The employee must have 10 years of full-time service and the immediately preceding five
years must be without a break in service.
4. Transfer to the reduced work time is optional to the employee and termination from the
program requires the employee and employer consent.
5. Salary shall be a pro-rata share of the active salary that would have been earned had the
employee not elected to enter the pre-retirement reduction of workload program.
6. During the reduced workload period, no benefit entitlements shall be lost, including
health, survivor benefits, disability benefits, and retirement.
7. The minimum part-time employment level must be 50% of the employee’s previous fulltime employment.
8. Participation in this pre-retirement reduction of workload program shall not exceed five
years, nor extend beyond the end of the school year during which the employee reaches
the age of 70.
EMPLOYEE/EMPLOYER OBLIGATIONS:
1. Notification dates: An employee requesting participation in the pre-retirement reduction
of workload program must apply at least 120 days in advance of the period of reduced
load or at a later time based on mutual consent of the District, Employee, and any
representative bargaining unit, if applicable.
a. The request must be initiated by the employee and forwarded through the
supervisor to the appropriate senior administrator.
b. Final approval of employee participation shall be obtained by the Board of
Trustees through the monthly board personnel action report.
2. The employee shall pay member contributions based on the full-time earnings reported
by Payroll. This will result in full service credit and benefits based on full salary levels.
3. The payroll office shall:
a. Verify eligibility of the employee and maintain the necessary records to identify
the employees involved in the program.
b. Report to PERS employees under the reduced worktime program as if they had
worked full time (i.e., report the pay rate and earnings the employee would
receive if he/she works full time).
4. Unless otherwise provided through a collective bargaining agreement, the District
reserves the right to deny granting a pre-retirement reduction of workload if doing so
1
would create unusual or difficult staffing problems. A denial of participation in the
program shall only be temporary and the employee may reapply for the program within
the request timelines for a later date.
Reference: Education Code Sections 22713; 44922; 45139; 87483; 88038; 89516; and
Government Code Sections 20815; 20900; 20905; and 53201.
Approved:
2
REDWOODS COMMUNITY COLLEGE DISTRICT
Administrative Procedure
AP 7387-S
PRE-RETIREMENT REDUCTION OF WORKLOAD FOR STRS MEMBERS
ELIGIBILITY REQUIREMENTS:
1. The employee must be a member of the State Teachers Retirement System (STRS).
2. The employee must have reached the age of 55 prior to the reduction in workload and
may not participate beyond the age of 70.
3. The employee must have 10 years of full-time service and the immediately preceding five
years must be without a break in service.
4. Transfer to the reduced work time is optional to the employee and termination from the
program requires the employee and employer consent.
5. Salary shall be a pro-rata share of the active salary that would have been earned had the
employee not elected to enter the pre-retirement reduction of workload program.
6. During the reduced workload period, no benefit entitlements shall be lost, including
health, survivor benefits, disability benefits, and retirement.
7. The minimum part-time employment level must be 50% of the employee’s previous fulltime employment.
8. Participation in this pre-retirement reduction of workload program shall not exceed five
years, nor extend beyond the end of the school year during which the employee reaches
the age of 70.
9. Sabbaticals and other approved leaves do not constitute a break in service, however, such
leaves are not used to compute the five-years full-time service requirement prior to
entering the program.
EMPLOYEE/EMPLOYER OBLIGATIONS:
1. Notification dates: An employee requesting participation in the pre-retirement reduction
of workload program must apply at least 120 days in advance of the period of reduced
load or at a later time based on mutual consent of the District, Employee, and any
representative bargaining unit, if applicable.
a. The request must be initiated by the employee and forwarded through the
supervisor to the appropriate senior administrator.
b. Final approval of employee participation shall be obtained by the Board of
Trustees through the monthly board personnel action report.
2. The employee shall pay member contributions based on the full-time earnings reported
by Payroll. This will result in full service credit and benefits based on full salary levels.
1
3. The payroll office shall:
a. Verify eligibility of the employee and maintain the necessary records to identify
the employees involved in the program.
b. Report to STRS employees under the reduced worktime program as if they had
worked full time (i.e., report the pay rate and earnings the employee would
receive if he/she works full time).
4. Participation in the program must be for a full academic year, however, the 50%
reduction may take place over the whole academic year or full time in one semester and
complete leave in the other semester.
5. Unless otherwise provided through a collective bargaining agreement, the District
reserves the right to deny granting a pre-retirement reduction of workload if doing so
would create unusual or difficult staffing problems. A denial of participation in the
program shall only be temporary and the employee may reapply for the program within
the request timelines for a later date.
Reference: Education Code Sections 22713; 44922; 45139; 87483; 88038; 89516; and
Government Code Sections 20815; 20900; 20905; and 53201.
Approved:
REDWOODS COMMUNITY COLLEGE DISTRICT
Board Policy
BP 7387
Number Update only from Board of Trustees Policy No. 336
REDUCED WORKLOAD PROGRAM
Initiation of Request: The option of reduced-load employment must be exercised at the
timely request of the employee and by the mutual consent of the District.
Eligibility Requirements:
A. The member must have reached the age of 55 prior to reduction in workload. The
member's last year of eligibility is the year of his/her 70th birthday.
B. The member must have been employed in a full-time position requiring certification
for at least ten years, of which the immediately preceding five years were full-time
employment. For purposes of the Reduced Workload Program, a member of the State
2
Teacher's Retirement System is considered to have been employed full-time if there
was as agreement between the member and the employer to perform service equal to
that required by the governing board of other full-time employees in similar grades
and positions to receive a full-time compensation for each day the schools of the
district were maintained during the school year. On-the-job performance is not
required. As long as there was an agreement to perform full-time service at the
beginning of the school year, the employee will still be considered as being employed
full-time if he or she is unavoidably absent due to illness, bereavement, etc., during
the school year. Sabbaticals and other approved leaves do not constitute a break in
service. Such leave, however, is not used to compute the five years' full-time service
requirement prior to entering the program.
C. The certificated member in community colleges who is a participant in good standing in the
State Teachers' Retirement System may hold any position.
Participation Requirements:
A. The minimum Reduced Workload employment shall be the equivalent of at least half
of the number of days of service required by the contract of employment during the
last year served in a full-time certificated position. This requirement can be met in
many different ways. The employee can work at least 1/2 time for the complete year;
full-time for at least 1/2 year, etc. The measurement of full and half workload will be
by Teacher Load Units (TLU).
B. The member shall be paid a salary that is the pro rata share of the salary that would have
been earned had the member not elected to enter the Reduced Workload Program. The salary
received must be at least half the salary the member would have earned on a full­ time basis.
If the member is paid less than half of the full-time salary, the minimum participation
requirement will not have been met.
It is mandatory that both the minimum salary and minimum employment
requirements are met. If the member has a contract requiring more or actually serves
more than half time, but is not paid at least half full-time salary, the participation
requirements will not have been met and the member will not be entitled to a full year
of service credit. All contracts will be written to provide for more work than half time
so that the member who takes an unanticipated leave for bereavement, illness, etc.,
and is docked, will still meet the minimum equivalent of half the number of days and
be paid at least half salary. If this cannot be done, the member must make up any
days docked in the same school year if the participation requirements are to be met.
C. The employer and employee must contribute to the STRS 12.50% and 8%, respectively, of
the full-time compensation the employee would have earned if employed on a full­ time
basis.
3
D. The employee cannot participate in the plan for more than five years or beyond the
year in which the 70th birthday falls, whichever comes first.
During the period of participation, the employee is entitled to all other rights and
benefits for which payments are made that would be required if employed full-time,
including health benefits as provided in Section 53201 of the Government Code.
The employee failing to meet any of the above requirements will receive only that
service credit based on the ratio of earnings to earnable salary, and will not receive the
service credit that would have been received if employed on a full-time basis.
Administrative Requirements:
A. The Agreement or contract must be executed by the employer and member, in writing, and
submitted to the State Teachers' Retirement System through the County Superintendent of
Schools to arrive at STRS at least 15 days prior to the participation in the Reduced Workload
Program at the beginning of the school year or before the beginning of the second half of the
school year, if only the second half is to be considered Reduced Workload service.
B. The participant must be identified and reported to STRS in accordance
with the County/District Procedures Manual instructions.
C. Contributions for the participant and employer must be submitted to STRS based on
the amount the participant would have earned if employed on a full-time basis
regardless of the schedule of employment.
Former Board of Trustees Policy No. 336, number change only on August 7, 2012
Adopted by Board of Trustees: February 2, 1982
Revised: August 5, 1985
4