REDWOODS COMMUNITY COLLEGE DISTRICT
Meeting of the Academic Senate
• Eureka: 7351 Tompkins Hill Road, SS 202 (New Board Room)
• Del Norte: 883 West Washington Boulevard, Crescent City, Room E4
• Mendocino Coast: 1211 Del Mar Drive, Ft. Bragg, Room 106 B
Friday, November 16, 2012, 1 p.m.
AGENDA
1. Call To Order
2. Introductions and Public Comment: Members of the audience are invited to make comments
regarding any subject appropriate to the Academic Senate.
3. Approve the November 2, 2012 Meeting Minutes
4. Action Items
4.1 Approve November 9 Curriculum Committee Recommendations, Peter Blakemore
(Attachment)
4.2 Approve October 26 Academic Standards and Policies Committee Recommendation – AP
7211 Faculty Service Areas, Minimum Qualifications, and Equivalencies, Mike Richards
(Attachment)
5. Discussion Items
5.1 Academic Standards and Policies Committee November 9 Recommendation – BP 2520
Responsibilities of the Academic Senate, Connie Wolfsen (Attachment)
5.2 AP 5055 Enrollment Priorities, Bob Brown (Attachment)
5.3 Multicultural and Diversity Committee Recommendation – Proposed Revision to Academic
Senate Bylaws, Philip Mancus (Attachment)
6. Reports
6.1 Academy of the Redwoods Update, Danielle Carmesin
6.2 Accreditation Oversight Committee Update, Dave Bazard
6.3 Budget Planning Committee Update, Bob Brown
6.4 ASCR Update, Solomon DeCamp
6.5 Vice President of Instruction Update, Utpal Goswami
6.6 Board of Trustees November 7 Meeting, Mike Richards and Bob Brown
7. Announcements and Open Forum
7.1 December 15 CR Holiday Party, Mike Richards
8. Adjournment
Public Notice—Nondiscrimination:
College of the Redwoods does not discriminate on the basis of ethnicity, religion, age, gender, sexual orientation,
color or disability in any of its programs or activities. College of the Redwoods is committed to providing
reasonable accommodations for persons with disabilities. Upon request this publication will be made available in
alternate formats. Please contact Sally Frazier, Administrative Secretary to the Academic Senate, 7351 Tompkins
Hill Road, Eureka, CA 95501, (707) 476-4259, 8:30 a.m. to 5:00 p.m., Monday—Friday.
Next Meeting:
Friday, December 7, 2012
REDWOODS COMMUNITY COLLEGE DISTRICT
Meeting of the Academic Senate
November 2, 2012, 1 p.m.
• Eureka: 7351 Tompkins Hill Road, SS 202 (New Board Room)
• Mendocino Coast: 1211 Del Mar Drive, Ft. Bragg, Room 106 B
Members Present: Mike Richards, Bob Brown, Dave Bazard, Steve Brown, Brie Day, Solomon
DeCamp (on the phone for a portion of the meeting), Kady Dunleavy, Ryan
Emenaker, Marcy Foster, Chris Gaines, Jennifer Gardner, Dave Gonsalves, Garth
Johnson (meeting substitute for Cindy Hooper), Vinnie Peloso, Bruce Wagner,
Maggie White.
Members Absent: Jennifer Gardner, Utpal Goswami, Cindy Hooper, Sandra Rowan.
1. Call to Order: Copresident Mike Richards called the meeting to order at 1:04.
2. Introductions and Public Comments: Copresident Mike Richards welcomed senators and guests,
and he introduced Garth Johnson as the meeting substitute for Cindy Hooper. Mike called for
public comments; no public comments were forwarded.
3. Approve the October 19 Meeting Minutes: On motion by Dave Bazard, seconded by Steve
Brown, the minutes were approved as written.
4. Action Items
4.1 Approve October 26 Curriculum Committee Recommendations: Chair Peter Blakemore
presented the recommendations. On motion by Dave Bazard, seconded by Maggie White,
the recommendations were approved by the following roll call vote: Bazard – y, Brown –
y, Day – y, Dunleavy – abstained, Emenaker – y, Gaines – y, Gonsalves – y, Peloso – y,
White – y.
4.2 Approve October 12 Faculty Development Committee Recommendations: Chair Kerry
Mayer presented the recommendations, she answered questions, and she explained the
criteria the committee used to make its determinations. On motion by Dave Bazard,
seconded by Steve Brown, the recommendations were approved by the following roll call
vote: Bazard – y, Brown – y, Day – y, Dunleavy – abstained, Emenaker – y, Foster –
abstained, Gaines – y, Gonsalves – y, Peloso – y, White – y.
5. Discussion Items
5.1 Academic Standards and Policies Committee (ASPC) October 26 Recommendation – AP
7211 Faculty Service Areas, Minimum Qualifications, and Equivalencies: Committee
member Ruth Moon presented the proposal, and she highlighted the process that ASPC used
to draft the procedure. During discussion it was suggested that the Minimum Qualifications
Academic Senate Minutes
November 2, 2012
Page 2
for Faculty and Administrators in California Community Colleges, which is published by
the Chancellor’s Office and specifies the Board of Governors minimum requirements, be
named in the procedure. It was also suggested that the process for the initial screening of
applicants for determining equivalencies be clarified to more accurately reflect current
practices. There was agreement that a revised proposal will be forwarded for Senate
approval on November 16.
5.2 Assessment Committee Institutional Learning Outcomes/General Education Learning
Outcomes: Committee Chair Erik Kramer presented the following Assessment Committee
updates and issues being discussed: (1) The revised assessment software is now in place.
Faculty can only do one outcome at a time, but the result is a cleaner output report; (2) The
program assessment dialog is now a formal process that occurs in the software; (3) Erik has
been facilitating program dialog trainings, which he hopes to extend in the future; (4) The
assessment mapping and planning documents are now posted on the webpage; (5) Some of
the master spreadsheets do not fit the program and student learning outcomes, but Erik can
work with people to fix the problem; (6) There is flexibility in the software that allows for
assessing more outcomes in the sequencing; and (7) The committee has been discussing
whether to continue to use the general education outcomes, which are already in place and
being assessed, as the institutional outcomes. They were informed that it is a common
model among California community colleges, and Erik reported that the committee agreed
that it would be best to continue the practice for the current year. The committee will
continue the discussion throughout the year, and Erik reported that he will keep the Senate
informed.
5.3 Writing Across the Curriculum: Curriculum Committee Chair Peter Blakemore reported
that while there was a lot of interest expressed at Convocation for writing across disciplines,
the discussion and ideas for implementation have not progressed. With the need for Senate
and administrative support, Peter suggested that an ad hoc group of faculty members from a
variety of disciplines be tasked with (1) how to institutionalize a process for writing across
the curriculum and (2) forwarding a plan for Senate consideration. The Senate supported
forming an ad hoc committee, and Kady Dunleavy, Garth Johnson, Brie Day, and Vinnie
Peloso all expressed an interest in serving. The copresidents agreed to appoint additional
members, and senators were asked to inform their constituents of the opportunity to
participate.
6. Reports
6.1 Accreditation Oversight Committee (AOC) Update: Dave Bazard reported that the AOC is
discussing the future of the committee, and it is anticipated that it will be restructured after
the January ACCJC Commission meeting. It will probably become a steering committee
that is structured much like the Standards with individuals identified for reviewing how the
college is meeting each of the Standards. Regarding the upcoming ACCJC team visit, the
members are scheduled to arrive on Sunday and meet with Senate, CRFO, CSEA, ASCR
and Board leadership on Monday and Tuesday, November 5 and 6. No exit forum is
scheduled, and the team will write a report that will be submitted for Commission
consideration in January.
6.2 Budget Planning Committee (BPC) Update: Faculty Co-chair Bob Brown reported that (1)
the committee met recently to be informed of any updates regarding the ACCJC team visit,
Academic Senate Minutes
November 2, 2012
Page 3
and it is anticipated that the financial member of the team will want to meet with one or
more BPC members; (2) the Program Review template has been revised and now includes
links to the Strategic Plan, Education Master Plan, and assessment information, which the
BPC anticipates will help its processes; and (3) the committee was informed that President
Smith will ask the Board for the authority to draw from the employee benefit trust fund to
help build the district’s reserve and demonstrate fiscal solvency. Her proposal will include a
plan for paying back the money borrowed from the fund.
6.3 ASCR Update: Solomon DeCamp reported that (1) The ASCR is in the process of
organizing its first annual paint ball tournament to be held toward the end of November; (2)
Most of the ASCR leadership is currently attending the Student Senate for California
Community Colleges general assembly where a number of legislative decisions will be
made; (3) All the winners of the trip to Washington D.C. in January will be announced at
the same time; and (4) The ASCR leaders are scheduled to meet with a member of the
ACCJC visiting team on Tuesday, November 6.
6.4 Vice President of Instruction Update: VPI Goswami was not present to give his report.
6.5 College Council October 22 Meeting: Copresident Richards reported on the status of the
following policies and procedures: (1) AP 3250 Institutional Planning was revised to
include the Senate’s feedback and was then approved by College Council. The AP will be
forwarded to the Board as information; (2) BP/AP 5030 Fees was approved for a 30 day
constituent review; (3) Following discussion, BP/AP 5570 Student Credit Card Solicitation
was returned to PPRS for further review and revision; (4) AP 5055 Enrollment Priorities is
out for a 30 day constituent review and will be forwarded for Senate discussion on
November 16; (5) BP 7111 Job Descriptions ties descriptions to institutional goals, and the
constituent review ends November 19; and (6) Constituent review on BP 7370 Political
Activity, which prohibits college employees from advocating for political causes during
working hours, ends on November 19. Mike encouraged senators to access the College
Council website to stay appraised of proposals that are out for constituent review.
7. Announcements and Open Forum
7.1 Senate Rostrum September 2012: Copresident Richards highlighted several of the articles in
the September Senate Rostrum, and he encouraged senators to read the Rostrum and be
informed on the issues. In addition to the printed copies included in the Senate packet,
faculty can access the Rostrum via the link on the ASCCC website.
7.2 DSPS Fundraiser: Senators asked if the DSPS fundraiser held last night at Applebee’s was
successful, and while a dollar amount netted is not yet available, the report is that it was
very well attended.
7.3 Enrollment Management Committee Update: Committee Co-chair Bruce Wagner
announced that Institutional Research found an error in the fall student enrollment data, and
the revised estimate is that enrollment is lower than what was stated in previous reports. An
expanded spring schedule will attempt to increase the FTES for the academic year, but
finding qualified instructors remains a challenge. Additional sections may still be added to
the spring schedule, and Bruce encouraged faculty to forward ideas for classes and the
names of people who are willing to teach in the spring.
7.4 Book of the Year (BOY) Story of Success Contest: BOY Co-chair Vinnie Peloso
announced that the call for the first Student Story of Success competition proposals has been
Academic Senate Minutes
November 2, 2012
Page 4
distributed, and the submission deadline is Monday, November 26. The competition is open
to all CR and HSU students, and the winner will receive $500 and given the opportunity to
present his or her work to the public in both Eureka and Del Norte. Vinnie asked faculty to
encourage their students to apply. An application and more information is available on
CR’s BOY website.
7.5 Last Home Football Game: Copresident Brown invited everyone to attend the last home
football game of the season, which is scheduled for tomorrow in the CR Community
Stadium.
8. Adjournment: On motion by Ryan Emenaker, seconded by Dave Bazard, the meeting was
adjourned at 3:02 p.m.
Respectfully submitted by Sally Frazier, Administrative Secretary to the Academic Senate.
Next Meeting:
Friday, November 16, 2012
4.1
College of the Redwoods
Summary of Course Changes
Nov. 9, 2012
LEGEND
PREFIX = Course prefix; # = Course Number; TITLE = Course title or title change; NEW = New course or large format/distanced education proposal first
submission; REV = Revised course; REP = Replaces existing course; INA = Inactivated course; UNITS = Total Units and hrs of new or revised course; UC = UC
transferable – indicate UC transfer status by placing an A for approved courses and a P for courses pending; CSU = CSU transferable – indicate CSU transfer
status by placing an A for approved courses and a P for courses pending CR GE = credits apply to CR General Education; underlined indicates new CR GE;
COMMENTS = Review of outline changes, including prerequisites.
Title/Title Change
N
E
W
R
E
V
R
E
P
I
N
A
[ Units ]
Lec/Lab
Hrs
U
C
C
S
U
Prefix
#
AG
6
Animal Health and Sanitation
X
X
AG
8
Beef Science
X
X
AG
40
Independent Study
X
X
BUS
10
Introduction to Business
X
BUS
35
Strategic Marketing
X
BUS
52
Business Communications
Curriculum Summary: 11.9.12
X
A
A
CR
GE
Comments/ Summary Changes
Discipline Code/ Prerequisite Change
Course inactivation. Course is no longer a program
requirement.
Course inactivation. Course is no longer a program
requirement.
Course inactivation. Course is no longer a program
requirement.
A
Course updated with revised course learning outcomes
to increase sustainability of the assessment process and
better reflect the outcomes of the course. CRGE status
has been retained.
A
Course updated with revised course learning outcomes
to increase sustainability of the assessment process and
better reflect the outcomes of the course.
A
Course updated with new catalog description and
revised course learning outcomes. New CLOs will
increase sustainability of the assessment process and
better reflect the outcomes of the course.
Title/Title Change
N
E
W
R
E
V
R
E
P
I
N
A
[ Units ]
Lec/Lab
Hrs
U
C
C
S
U
CR
GE
Prefix
#
BUS
68
Introduction to Management
X
A
BUS
69
Business Plan Development
X
A
PE
14
Defensive Tactics
X
A
PE
15
Women's Self Defense
X
A
A
ENVSC
10
Introduction to Environmental
Science
X
A
A
A
ENGL
17
American Literature:
Beginnings to the Civil War
X
A
A
A
ART
1A
Art History: Pre-History to
Gothic
X
A
A
A
ART
1B
Art History: Renaissance to
Contemporary
X
A
A
A
ART
2
Introduction to Art
X
A
A
A
ART
4
Art Appreciation
X
A
A
A
ART
18
Intermediate Drawing
X
A
A
ART
22
Techniques in Watercolor
X
A
A
ART
35
Photography
X
A
A
ART
ART
56
57
Figure Drawing Lab
Painting Lab
X
X
A
A
A
A
Curriculum Summary: 11.9.12
Comments/ Summary Changes
Discipline Code/ Prerequisite Change
Course update includes new course title, course
learning outcomes, course content and textbooks.
Course update includes new course title, catalog
description, course learning outcomes and textbook.
Regularly scheduled update. Grading standard changed
to match other PE activity courses.
Regularly scheduled update. Catalog description has
been revised.
Course update includes new catalog description and
revised course learning outcomes. CRGE status has
been retained.
Regularly scheduled update. Course learning outcomes
updated. CRGE status has been retained.
Course update includes revised course learning
outcomes and ENGL-1A added as recommended
preparation. CRGE status has been retained.
Course update includes revised course learning
outcomes and ENGL-1A added as recommended
preparation. CRGE status has been retained.
Course updated with revised course learning outcomes.
CRGE status has been retained.
Course updated with revised course learning outcomes.
CRGE status has been retained.
Course updated with revised course learning outcomes.
Course update includes new catalog description and
revised course learning outcomes.
Course update includes new catalog description and
revised course learning outcomes.
Course updated with revised course learning outcomes.
Course updated with revised course learning outcomes.
Prefix
ART
ANTH
#
99A
1
Title/Title Change
Museums and Galleries of
California
Physical Anthropology
N
E
W
R
E
V
R
E
P
I
N
A
[ Units ]
Lec/Lab
Hrs
U
C
X
X
A
C
S
U
Course update includes new catalog description,
grading standard changed to letter grade only, and
recommended prep has been removed.
A
Course updated to include revised course learning
outcomes. Course is being updated in order to stagger
then number of ANTH courses being updated each
year, based upon the Curriculum Committee's
recommendation that each discipline update 20percent of its course outlines each year. CRGE status
has been retained.
4
Folklore
X
A
A
ENGL
1A
Analytical Reading and Writing
X
A
A
2
Research Methods in
Psychology
Curriculum Summary: 11.9.12
X
A
Comments/ Summary Changes
Discipline Code/ Prerequisite Change
A
ANTH
PSYCH
CR
GE
A
A
Course is being updated in order to stagger then
number of ANTH courses being updated each year,
based upon the Curriculum Committee's
recommendation that each discipline update 20percent of its course outlines each year.
A
New modality: online
This course is an important course for Psychology
majors. In the TMC this course is a required course for
students taking lower division courses hoping to
transfer to a University to complete upper division
major work. In speaking to the primary transfer
institution, HSU, the faculty have been very clear that
CR transfer students need a solid background in
research methods, statistics, psychological concepts
and that they be prepared to write effectively.
4.2
AP 7211
ASPC Draft 10/26/12
Revised Draft to Senate 11/16/12
REDWOODS COMMUNITY COLLEGE DISTRICT
Administrative Procedure
FACULTY SERVICE AREAS, MINIMUM QUALIFICATIONS, AND
EQUIVALENCIES
References:
Education Code Section 87001, 87003, 87359, and 87743.2
Title 5 Sections 53400 et seq.
Faculty Service Areas
Faculty service areas shall be established after negotiation and consultation as required by
law with the appropriate faculty representatives.
Minimum Qualifications
All faculty shall meet minimum qualifications established by the Board of Governors and
published in the Minimum Qualifications for Faculty and Administrators in
California Community Colleges (Minimum Qualifications Handbook), or shall
possess qualifications that are at least equivalent to the minimum qualifications set out in
the regulations of the Board of Governors.
Equivalencies
The Academic Senate’s Faculty Qualifications Committee is responsible for fulfilling the
requirement of Education Code Section 87359, which states that the equivalency process
“shall include reasonable procedures to ensure that the Board of Trustees relies primarily
upon the advice and judgment of the Academic Senate to determine that each individual
employed under the authority granted by the regulations possesses qualifications that are
at least equivalent to the applicable minimum qualification…” In order to ensure that the
Board of Trustees relies primarily on the advice and judgment of the Academic Senate,
the Academic Senate Faculty Qualifications Committee shall:
• Be available as a resource regarding equivalency determinations.
• Recommend all equivalency determinations.
• Further clarify the criteria to be used for determining equivalency.
• Ensure that careful records are kept of all equivalency determinations.
• Periodically review this procedure and recommend necessary changes to the
Academic Senate and Board of Trustees.
• In general, ensure that the equivalency process works well and meets the
requirements of the law.
1
Determination of Equivalencies – The following procedure is to be used to determine
when an applicant for a faculty position, although lacking the exact degree or experience
specified in the Disciplines List of the Board of Governors Minimum Qualifications
Handbook that establishes the minimum qualifications for hire, nonetheless does possess
qualifications that are at least equivalent to those required by the Disciplines List Board
of Governors. The procedure is intended to ensure a fair and objective process for
determining when an applicant has the equivalent qualifications. It is not intended to
grant waivers for lack of the required qualifications.
Supporting documentation might include but not be limited to:
• A transcript showing that appropriate courses in general education and in the
discipline were successfully completed at a regionally accredited college or
through an appropriate foreign institution; and
• A review of the application and recommendation by the subject matter expert.
• Other evidence of sufficient mastery and currency of the discipline, such as
publications, portfolios, and appropriate professional experience; or
• Eminence in the field. (Refer to the Minimum Qualifications Handbook)
All faculty position announcements will state the required qualifications as specified by
in the Disciplines List Minimum Qualifications Handbook, including the possibility of
meeting the equivalent of the required degree or experience. District applications for
faculty positions will ask applicants to state whether they meet the minimum
qualifications of the Disciplines List for the discipline or whether they believe they meet
the equivalent. Those claiming equivalency will then be asked to state their reasons and
to present evidence. It will be the responsibility of the applicant to supply all evidence
and documentation for the claim of equivalency at the time of application.
Human Resources will initially screen all full-time faculty applicants applications.
Those applicants who require an equivalency determination will be forwarded to the
Academic Senate’s Faculty Qualifications Committee. The Academic Senate Faculty
Qualifications Committee shall submit its recommendation and evaluation concerning
equivalency and non-equivalency to Human Resources. Only applicants who are found
to meet equivalency may be selected for an interview.
Human Resources will initially screen all associate faculty applicants applications.
Those applicants who require an equivalency determination will be forwarded to the
Academic Senate’s Faculty Qualifications Committee. The Academic Senate Faculty
Qualifications Committee shall submit its recommendation and evaluation concerning
equivalency and non-equivalency to Human Resources the Academic Senate and to the
Board of Trustees. Only applicants who are found to meet equivalency may be selected
for an interview considered for an associate faculty appointment.
Process for Granting Associate Faculty an Emergency Equivalency
All departments, divisions, and campus administrators are expected to initiate the
equivalency process in an expeditious manner prior to the end of each term. In those
emergency circumstances (for instance during summer and winter break when members
2
of the Faculty Qualifications Committee may not be available) the determination of
equivalency can be made on a temporary basis by the Chief Instructional Officer in
consultation with the respective discipline’s dean or director.
The Academic Senate Faculty Qualifications Committee shall employ the following
procedures in emergencies or special circumstances. For the purposes of this procedure,
an emergency or special circumstance is defined as a situation in which the full hiring
process cannot be carried out in a timely manner. Such situations may include, but are
not limited to the following:
• Vacancies that occur shortly before the beginning of a session in which there is
not sufficient time for the full equivalency process to take place.
• Additional sections of a class added shortly before the beginning of a session or
after the session begins.
An emergency equivalency is valid for one appointment contract. The Faculty
Qualifications Committee’s first agenda item at each meeting is to review emergency
equivalencies granted since the Committee’s previous meeting. Once the Academic
Senate has approved or denied the Faculty Qualifications Committee’s recommendation
on equivalency for a faculty member, an emergency equivalency for the same faculty
member for the same discipline cannot be granted.
Graduate Students as Faculty Interns
In the case of graduate students as faculty interns, refer to the Minimum Qualifications
Handbook.
Approved: July 9, 1990
Revised: April 6, 1992; June 3, 1996; January 9, 2007
[Academic Standards and Policies Committee draft proposal to Academic Senate
November 2, 2012]
[Current Policy 305.02; renumbered 7211]
COLLEGE OF THE REDWOODS
Board of Trustees Policy No. 305
Administrative Regulation No. 305.02
FACULTY QUALIFICATIONS
For the purpose of this regulation the term “faculty,” unless otherwise indicated, includes
full-time faculty and associate faculty.
Minimum qualifications for faculty in the Redwoods Community College District are
established in accordance with the regulations on minimum qualifications adopted by the
Board of Governors of the California Community Colleges. Every faculty member hired
by the Redwoods Community College District after July 1, 1990, must meet the
requirements for the discipline or disciplines in which he or she is assigned. Upon
meeting the requirements, the person is eligible to teach only those courses or perform
3
those functions that fall within the disciplines for which he or she is qualified.
Faculty who do not meet the applicable minimum qualifications may be employed by the
Redwoods Community College District if the Academic Senate has determined that the
candidate possesses qualifications that are at least equivalent to the locally established
minimum qualifications.
For establishing the local discipline minimum qualifications, the Redwoods Community
College District will be guided by the following principles:
1. The minimum qualifications will equal or exceed minimum qualifications
established by the Board of Governors of the California Community Colleges.
2. The minimum qualifications will be the same for all pre-tenured, tenured and
temporary faculty.
3. The establishment, review and modification of faculty qualifications is the
responsiblility of the Academic Senate.
4. The establishment, review, and modification of the process by which equivalency
is determined is the responsibility of the Academic Senate through the Faculty
Qualifications Committee.
5. Every credit course taught in the District must fall under a locally recognized
discipline.
EQUIVALENCY TO THE MINIMUM QUALIFICATIONS
The equivalency process shall be applied to determine the qualification for appointment
of faculty who state that they possess education, training, and/or experience which is at
least equivalent to the District’s minimum qualifications established by the Academic
Senate for each specific discipline. The procedure is intended to insure a fair and
objective process for determining when an applicant has the equivalent qualifications. It
is not intended to grant waivers for lack of the required qualifications.
In keeping with sections 87356, 87357, 87358, and 87359 of the Education Code, the
goal of the Faculty Qualifications Committee is to rule on discipline-wide equivalency.
SUBJECT MATTER EXPERTS
The role of the subject matter expert is to make a recommendation to the Faculty
Qualifications Committee on the qualifications of an individual to teach in a specific
discipline. Each discipline shall select a full-time, tenured faculty member from that
discipline as a subject matter expert. If a tenured faculty member is not available, a pretenured faculty member may be selected. In disciplines that do not have full-time faculty
members, subject matter experts may be chosen from a closely related discipline. In the
situation where no full-time faculty are available in the discipline or a closely related
discipline, the division chair or lead faculty member shall act as the subject matter expert.
4
The individual selected, in consultation with other faculty in the discipline, will review
all applications for equivalency for that particular discipline.
The Faculty Qualifications Committee is responsible for providing an orientation and
training to all subject matter experts before the subject matter expert may evaluate an
application for equivalency. Subject matter expert training and orientation should consist
of information regarding the faculty qualification process and the role of subject matter
experts in that process.
PROCESS FOR EVALUATING FACULTY QUALIFICATIONS
Process for Evaluating Full-Time Faculty Candidates Qualifications
The process for determining a faculty candidate’s qualifications is described in AR
305.01, “Faculty Appointment Procedures.”
Process for Evaluating Existing Full-Time Faculty Qualifications to Teach in an
Additional Discipline
The process begins when an individual is considered for a faculty assignment in a
discipline for which they have not been previously qualified.
1. The Vice President of Academic Affairs, or designee, determines if the faculty
member meets the District’s minimum qualifications for the assignment.
2. If the faculty member does NOT meet the District’s standard, the individual with
the intent to assign submits an application for equivalency, with supporting
documentation, to the Faculty Qualifications Committee.
Supporting documentation might include but not be limited to:
•
•
•
A transcript showing that appropriate courses in general education and the
discipline were successfully completed at a regionally accredited college
or through an appropriate foreign institution; or
Other evidence of sufficient mastery and currency of the discipline, such
as publications, portfolios, and appropriate professional experience; or
Eminence in the field.
3. The subject matter expert reviews the application and forwards a recommendation
to the Faculty Qualifications Committee.
4. The Faculty Qualifications Committee will review the application and supporting
evidence to determine a faculty member’s equivalency. If more documentation is
needed, the application packet is returned to the Vice President of Academic
Affairs, or designee, (step 1) at which point the process begins again.
5. The Faculty Qualifications Committee forwards its recommendation to grant/deny
equivalency to the Academic Senate for approval.
5
6. Once the Academic Senate grants or denies an equivalency, the action is reported
to the Vice President of Academic Affairs, Dean of Faculty, and all division
chairs, directors, and campus vice presidents. The Vice President of Academic
Affairs shall notify the originator of each application for equivalency and the
respective candidates of the Senate’s action.
Process for Evaluating Associate Faculty Qualifications
The process begins when an individual is considered for a faculty assignment.
1. The Vice President of Academic Affairs, or designee, determines if the candidate
meets the District’s minimum qualification for appointment.
2. If the candidate does NOT meet the District’s standard, the individual with the
intent to assign submits an application for equivalency with supporting
documentation to the Faculty Qualifications Committee.
Supporting documentation might include but not be limited to:
•
•
•
A transcript showing that appropriate courses in general education and the
discipline were successfully completed at a regionally accredited college
or through an appropriate foreign institution; or
Other evidence of sufficient mastery and currency of the discipline, such
as publications, portfolios, and appropriate professional experience; or
Eminence in the field.
3. The subject matter expert reviews the application and forwards a recommendation
to the Faculty Qualifications Committee.
4. The Faculty Qualifications Committee will review the application and supporting
evidence to determine a candidate’s equivalency. If more documentation is
needed, the application packet is returned to the Vice President of Academic
Affairs, or designee, (step 1) at which point the process begins again.
5. The Faculty Qualifications Committee forwards its recommendation to grant/deny
equivalency to the Academic Senate for approval.
6. Once the Academic Senate grants or denies an equivalency, the action is reported
to the Vice President of Academic Affairs, Dean of Faculty and all division
chairs, directors, and campus vice presidents. The Vice President of Academic
Affairs shall notify the originator of each application for equivalency and the
respective candidates of the Senate’s action.
Process for Granting Associate Faculty an Emergency Equivalency
For associate faculty, all departments, divisions, and campus administrators are expected
to initiate the equivalency process in an expeditious manner prior to the end of each term.
In those emergency circumstances (for instance during summer and winter break when
members of the Faculty Qualifications Committee may not be available) the
determination of equivalency can be made on a temporary basis by the Vice President for
6
Academic Affairs in consultation with the respective discipline’s division chair or
director.
An emergency equivalency is valid for one appointment contract. The Faculty
Qualifications Committee’s first agenda item at each meeting is to review emergency
equivalencies granted since the Committee’s previous meeting. Once the Academic
Senate has approved or denied the Faculty Qualifications Committee’s recommendation
on equivalency for a faculty member, an emergency equivalency for the same faculty
member for the same discipline or course cannot be granted.
GRADUATE STUDENTS AS FACULTY INTERNS
Faculty interns may be employed as associate faculty under the terms and minimum
qualifications describe in the Title 5 regulation Regulations on Faculty Interns
(subchapter 5, sections 53500, 53501 and 53502). Note this regulation covers only
“faculty interns” and does not include “interns,” which are described in Title 5,
subchapter 5, section 53500 as “. . . any person, no matter how designated, who only
assists in a class taught by a regularly qualified faculty member, and who has no
independent responsibility for instruction or supervision of students.”
Approved: July 9, 1990
Revised: April 6, 1992; June 3, 1996; January 9, 2007
7
5.1
REDWOODS COMMUNITY COLLEGE DISTRICT
BP 2520
Board Policy
ASPC Draft 11/9/12
Draft to Academic Senate 11/16/12
RESPONSIBILITIES OF THE ACADEMIC SENATE
The Board of Trustees (Board) recognizes the College of the Redwoods Academic Senate
as the organization formed in accordance with the California Code of Regulations Section
53200 to represent the faculty to the administration of the College and to the Board with
respect to academic and professional matters. Recognition of the Academic Senate
ensures that faculty have a formal and effective procedure for participating in the
development and implementation of district policies on academic and professional
matters.
The Board delegates to the President/Superintendent the authority to consult collegially
with the Academic Senate on these matters prior to making a recommendation to the
Board. The President/Superintendent will rely primarily upon the advice and judgment
of the Academic Senate and/or reach mutual agreement with the Academic Senate for the
designated academic and professional matters.
Primary Matters
1. Curriculum, including establishing prerequisites and placing courses within
disciplines
2. Degree and certificate requirements
3. Grading policies
4. Standards or policies regarding student preparation and success
5. Policies for faculty professional development activities
In these areas, the recommendations of the Academic Senate will normally be accepted.
Only in exceptional circumstances and for compelling reasons will the recommendations
not be accepted. If a recommendation is not accepted, the Board or the
President/Superintendent, upon request of the Academic Senate, will communicate its
reasons in writing.
Mutual Agreement Matters
1. Educational program development
2. District and College governance structures, as related to faculty roles
3. Faculty roles and involvement in accreditation processes, including self-study and
annual reports
4. Processes for program review
5. Processes for institutional planning and budget development
6. Other academic and professional matters as mutually agreed upon between the
Board and the Academic Senate.
1
In these areas, when agreement cannot be reached between the President/Superintendent
and the Academic Senate, existing policy shall remain in effect unless continuing with
such policy exposes the district to legal liability or causes substantial fiscal hardship. In
cases where there is no existing policy, or in cases where the exposure to legal liability or
substantial fiscal hardship requires existing policy be changed, the Board and the
President/Superintendent will act, only after a good faith effort to reach agreement.
In addition to the specific responsibilities noted above, the Academic Senate is
responsible, after consultation with the President/Superintendent or his or her designee,
for making faculty appointments to all committees, task forces, or other groups dealing
with academic and professional matters.
Nothing in this policy is intended to preclude the Academic Senate from exercising its
right to present its views on any issue it deems appropriate directly to the Board at a
regularly scheduled meeting.
Former Board of Trustees Policy No. 203, number change only on May 1, 2012
Adopted by the Board of Trustees: June 6, 1994
References:
Education Code 70902 (14), 87357, 87359, 87360, 87458, 87663, 87743.1, 87743.2
California Code of Regulations 53200, 53203, 51023.5, 51023.7
REDWOODS COMMUNITY COLLEGE DISTRICT
BP 2520
Board Policy
Number Update only from Board of Trustees Policy No. 203
RESPONSIBILITIES OF THE ACADEMIC SENATE
In order to ensure that the faculty have a formal and effective procedure for participating
in the development and implementation of district policies on academic and professional
matters, the Board of Trustees recognizes the College of the Redwoods Academic Senate.
The Board will consult collegially with the Academic Senate when adopting policies and
procedures on academic and professional matters and will rely on the knowledge and
experience of the faculty as expressed through the Academic Senate. The Board will, in
turn, expect the Academic Senate to communicate the Board's issues and concerns clearly
and effectively to the faculty.
In the following areas the Board delegates authority and responsibility to the Academic
Senate for making recommendations to the Board. In making decisions in these areas, the
Board will rely primarily upon the advice and judgment of the Academic Senate:
1. Curriculum, including establishing prerequisites and placing courses within disciplines
2. Degree and certificate requirements
2
3. Grading policies
4. Standards or policies regarding student preparation or success
5. Faculty qualifications, including equivalencies, internships, and the placement of
courses
in disciplines for the purpose of establishing minimum qualifications
6. Decisions to offer tenure.
7. Policies for faculty professional development activities
In these areas the recommendations of the Senate will normally be accepted, and only in
exceptional circumstances and for compelling reasons will the recommendations not be
accepted. If a recommendation is not accepted, the Board or its representative, upon
request of the Academic Senate, will communicate its reasons in writing.
In the following areas the Board or its representatives will reach mutual agreement with
the Academic Senate, and such agreement will be expressed either by written resolution,
administrative regulation, board policy, or other board action:
1. Educational program development, including both the initiation and elimination of
programs
2. College governance structures, as related to faculty roles
3. Faculty roles and involvement in accreditation processes, including self-study and
annual reports
4. Processes for program review
5. Processes for institutional planning and budget development
6. Other academic and professional matters as mutually agreed upon between the Board
and the Academic Senate
In these areas, when agreement cannot be reached between the Board and the Academic
Senate, existing policy shall remain in effect unless continuing with such policy exposes
the district to legal liability or causes substantial fiscal hardship. In cases where there is
no existing policy, or in cases where the exposure to legal liability or substantial fiscal
hardship requires existing policy to be changed, the Board will act, after a good faith
effort to reach agreement, only for compelling legal, fiscal, or organizational reasons.
In addition to the specific responsibilities noted above, the Academic Senate is
responsible, after consultation with the President or his or her designee, for making
faculty appointments to all committees, task forces, or other groups dealing with
academic and professional matters. Notwithstanding this provision, the collective
bargaining representative may also seek to appoint faculty members to such committees,
task forces, or groups.
Nothing in this policy is intended to preclude the Academic Senate from exercising its
right to present its views directly to the Board on any issue it deems appropriate. Nor is
anything intended to impinge upon the due process rights of faculty or to detract from
any negotiated agreements between the Board and the collective bargaining
representative.
3
Former Board of Trustees Policy No. 203, number change only on May 1, 2012
Adopted by the Board of Trustees: June 6, 1994
4
5.2
REDWOODS COMMUNITY COLLEGE DISTRICT
Administrative Procedure
Draft Revised AP 5055
10/15/12
ENROLLMENT PRIORITIES
Enrollment in courses and programs may be limited to students meeting properly established
prerequisites and co-requisites.
Enrollment may be limited due to the following:
• health and safety considerations
• facility limitations
• faculty workload
• availability of qualified instructors
• funding limitations
• regional planning
• legal requirements
• contractual requirements
Priority Registration days and times for any semester will be assigned as follows:
1. Documented member or former member of the Armed Forces of the United States within
four years of leaving active duty and foster youth, or former foster youth who have
completed orientation, assessment, and developed student education plans and are
in good academic standing. "Foster youth" means a person who is currently in foster
care, and "former foster youth" means a person who is an emancipated foster youth, and
who is up to 24 years of age.
2. Documented eligible students actively participating in Disabled Student Programs and
Services (DSPS) or in Extended Opportunity Programs and Services (EOPS) who have
completed orientation, assessment, and developed student education plans and are
in good academic standing.
3. In descending order, continuing students who have completed orientation, assessment,
and developed student education plans and are in good academic standing,
(effective, Fall 2014) and:
a. have completed 45 or more but less than 100 units at College of the Redwoods;
or is an ASCR Student Government Officers or ASCR Senate Board Member, a
continuing student athlete, or an Honors Program student;
b. have completed between 30 and 44.5 units at College of the Redwoods;
c. have completed between 15 and 29.5 units at College of the Redwoods;
d. attempting or completed between 0.5 and 14.5 units at College of the
Redwoods;
New students who have completed college orientation, assessment and developed education
plans as well as continuing students in good academic standing who have not exceeded 100 units
(not including units in basic skills English, math or English as a Second Language) will have
priority over student who do not meet these criteria.
4. New (includes transfer students) and returning students who have completed College of
the Redwoods’ orientation, assessment, and developed student education plans, as
well as continuing students in good academic standing who have not exceeded 100
units (not including units in basic English, math or English as a Second Language);
5. All other continuing students without a declared academic program, certificate or transfer
or educational goal and/or less than a 2.00 cumulative grade point average, who
accumulated units in excess of the number needed to transfer or earn a certificate or
degree;
6. Concurrently enrolled high school students.
References: Title 5 Sections 56232, 56026, 58106, 58108; Education Code Sections 66025.8,
66025.9, 76001
Approved: 8/7/07
Amended: 1/15/08; 04/06/10; 01/03/2012
Former Policy #500, “Priority Registration,” Adopted by the Board of Trustees: 6/3/91
Amended: 6/5/95; 8/7/07
5.3
Multicultural and Diversity Committee
Proposed Revisions to the Senate Bylaws
October 26, 2012
Section 10. Multicultural and Diversity Committee
A. Membership: The term of each faculty and associate faculty member, including the
chair, shall be two years, with staggered terms expiring July 1. The Committee shall
consist of the following members:
1. The chair appointed by the Copresidents and confirmed by the Senate;
2. At least three faculty appointed by the Copresidents;
3. At least one associate faculty appointed by the Copresidents;
4. Director of Human Resources who shall serve as a nonvoting, ex-officio member;
5. President/Superintendent who shall serve as a nonvoting, ex-officio member;
6. Liaison from Disabled Student Services who shall serve as a nonvoting, ex-officio
member;
7. Liaison from among division chairs Deans who shall serve as a nonvoting, exofficio member;
8. Liaison from Academic Support Center Student Development who shall serve as
a nonvoting, ex-officio member; and
9. Liaison from Residential Life who shall serve as a nonvoting, ex-officio
member;
10. At least one student, including the ASCR Student Diversity Coordinator,
who shall serve as a nonvoting, ex-officio member; and
11. At least one community member who shall serve as a nonvoting, ex-officio
member.
B. Duties and Purposes:
1. To encourage the educational, vocational, and social value of a rich variety of
backgrounds and perspectives to the students and the campus community;
2. To work with the administration to review the Student Equity Plan;
3. To assist Human Resources in the development and implementation of equity and
diversity training for search committee members;
4. To expand support multicultural and diversity training for all faculty;
5. To promote the retention of students, faculty, and staff of underrepresented
groups on campus; and
6. To assist in the development of strategies to create a campus community
environment that promotes inclusiveness as an institutional community value
district-wide.