Academic Senate Meeting
AGENDA ITEM 4.1
April 18, 2014
College of the Redwoods Summary of Course Changes 04.11.14 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 hours 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 and R for approval removed; COMMENTS = Review of outline changes, including prerequisites. N R R I E E E N W V P A C [ Units ] CR U S Lec/Lab GE C U Hrs Comments/ Summary Changes Discipline Code/ Prerequisite Change Prefix # Title/Title Change POLSC 10 US Government & Politics X A A A ECE 10 Field Experience in Early Childhood Education X A BT 53A X [3.0] 36 / 54 P New course. The outcomes and content has become too much for one course. BT‐53A will contain the beginning and intermediate content. BT BT 111 Keyboarding I 188 Experiemental Topics Corrections Officer Training: 189 Core Course X X Course inactivation. Course inactivation. X Course inactivation. X Course inactivation. X X X X Course inactivation. Course inactivation. X X Course inactivation. X X X X Course inactivation. Course inactivation. AJ AJ 199 FT FT 1 2 FT 3 FT FT 4 5 Beginning Technical and Professional Office Procedures Advanced Officer Training: Individual Topic Titles Fire Technology Organization Fire Behavior and Combustion Fire and Emergency Services Safety and Survival Fire Prevention Fire Protection Systems Curriculum Change: 04.11.14 Regularly scheduled review to maintain online status. Last approved 11/13/09. Course updated to align with the state‐wide Curriculum Alignment Project. Academic Senate Meeting
AGENDA ITEM 4.1
April 18, 2014
Prefix # FT 6 FT Title/Title Change N R R I E E E N W V P A C [ Units ] U CR Lec/Lab S GE C Hrs U Comments/ Summary Changes Discipline Code/ Prerequisite Change Building Construction for Fire Protection X X Course inactivation. 101 Intro to Fire Behavior (NWCG S‐
190) X Course inactivation. FT 102 Basic Firefighting Training (NWCG S‐130) X Course inactivation. FT 103 Expanded Dispatch Recorder (NWCG D‐110) X Course inactivation. FT 104 Annual Fire Safety Refresher (RT‐130A) X Course inactivation. FT 105 X Course inactivation. FT 106 FT 107 FT 108 FT 109 FT 110 FT 111 FT 112 FT 113 FT 114 FT 115 FT 116 Annual Fire Safety Refresher (RT‐130B) Firefighter Type 1 (CWCG S‐131) Lookouts, Communications, Escape Routes & Safety Portable Pumps and Water Use Wildland Fire Chain Saws (NWCG S‐212) X Course inactivation. X Course inactivation. X Course inactivation. X Course inactivation. ICS for Single Resources & IA Incidents X Course inactivation. X Course inactivation. X Course inactivation. X Course inactivation. X Course inactivation. X Course inactivation. X Course inactivation. LCES & Look up, Down, Around (S‐133 & S‐134) Interagency Business Management Practices (S‐260) Applied Interagency Incident Business Management (S‐261) Basic Air Operations (S‐270) Initial Attack Incident Commander (S‐200) Prescribed Burn Boss Refresher (RT‐300FS) Curriculum Change: 04.11.14 Academic Senate Meeting
AGENDA ITEM 4.1
April 18, 2014
C [ Units ] U CR Lec/Lab S GE C Hrs U Comments/ Summary Changes Discipline Code/ Prerequisite Change Prefix # FT 117 Crew Boss, Single Resource (S‐
230) (RT‐300FS) X Course inactivation. FT 118 Engine Boss, Single Resource (S‐
231) (RT‐300FS) X Course inactivation. FT 119 FT FT MATH Title/Title Change N R R I E E E N W V P A Dozer Boss, Single Resource (S‐
232) (RT‐300FS) 180 Firefighter I Academy Fire Technology Advanced 199 Training [Individual Topic Titles] X Course inactivation. X Course inactivation. X Course inactivation. 50C Multivariable Calculus X A A Course updated to align with C‐ID curriculum specifically with the catalog description, outcomes and skills. Curriculum Change: 04.11.14 Academic Senate Meeting
AGENDA ITEM 4.1
April 18, 2014
Summary of Program Changes 04.11.14 DEGREES & CERTIFICATES NEW = New Program (form 501); SUB = Revised program that has undergone substantive changes (form 510); NONSUB = Revised program that has undergone non‐substantial changes (form 511); INA = Inactivated program (form 511); COMMENTS = nature of proposal Program Title N O N S I N E U N S B A W
U B Comments/ Summary Changes Discipline Code/ Prerequisite Change Dental Assisting Associate of Science Revision to Program Learning Outcomes. Dental Assisting Certificate of Achievement Revision to Program Learning Outcomes. Curriculum Change: 04.11.14 Academic Senate Meeting
AGENDA ITEM 4.2
April 18, 2014
College of the Redwoods
CURRICULUM PROPOSAL FOR DISTANCE EDUCATION SUBSTANTIVE CHANGE IN
DEGREE OR CERTIFICATE
Date:
1. Division: Select
2. Degree or Certificate:
3. What is the rationale to offer 50% or more of the degree or certificate as distance education?
Please relate to degree or certificate program review.
4. List the DE courses contributing to the need for a degree or certificate substantive change
approval.
Submitted by:
Tel. Ext:
Date:
To be completed by Instructional Deans/Directors only:
5. Are all courses identified in #4 currently approved for online delivery by the curriculum
committee? (Refer to curriculum stoplight)
6. Is there adequate instructional support (i.e., certified online instructors) for this degree or
certificate?
Approval:
Division Dean or Director: Select
Distance Education Faculty Appointee
Review Date:
Review Date:
CURRICULUM COMMITTEE USE ONLY
Approved by Curriculum Committee: No
Yes
Date:
Academic Senate Approval Date:
Board of Trustees Approval Date:
Curriculum Approval: 3/28/14
Academic Senate Approval:
1 of 1
Academic Senate Meeting
AGENDA ITEM 4.3
April 18, 2014
PROPOSED
Academic Senate Copresidents Slate
for
2014 - 2015
April 18, 2014
The members of the Senate Copresidents Nomination Ad Hoc Committee (Dave Bazard,
Steven Brown, and Marcy Foster) forward for approval the following proposed Academic
Senate copresidents slate to serve a one-year term from July 1, 2014 through June 30,
2015:
1. Dan Calderwood-----------Career and Technical Education/Computer
Information Services
2. John Johnston---------------Humanities/English
AGENDA ITEM 4.4
Academic Senate Meeting
April 18, 2014
EMERITUS FACULTY NOMINATION
Recommended by the Academic Senate and the President/Superintendent
SPRING 2014
Mike Cox – Physical Education and Athletics, started 8/15/1991, retiring 5/17/14
Marcy Foster – CalWORKS/Counseling, started 1/12/1998, retiring 5/17/14
Theresa Sholars – Life Science, started 3/4/1980, retiring 5/17/14
Academic Senate Meeting
April 18, 2014
AGENDA ITEM 4.5
Proposal: All courses approved for general education must list English 150
(precollegiate reading and writing), or a higher-level reading and writing course, as
recommended preparation for the general education course.
Rationale: Assessment reports and associated assessment dialogue indicate that
achievement of the college’s general education outcomes (particularly communication
and critical thinking) are hindered by a student’s inability to read and write at, or near, the
college level.
Currently most general education courses include an English 150 recommended
preparation statement, but lack of such a statement for some courses gives the false
impression that English 150 level of preparation is not essential for achieving course and
college outcomes. The assessment results are contrary to this assumption. The
assessments indicate that reading and writing skills are essential for achieving the general
education outcomes in all general education courses.
Academic Senate Meeting
AGENDA ITEM 5.1
April 18, 2014
Process for
Faculty and Associate Faculty of the Year
Eureka Campus
Spring 2015 Process

The faculty in each academic division may nominate one full-time faculty
member and one associate faculty member from their division for the Faculty and
Associate Faculty of the Year awards.

Working with the faculty members in their division, the senator from that
division, or if there is more than one, the longest serving current senator will
complete documentation in support of their nominees (see attached “Support for
Nomination” form) and will submit the nominees’ names and supporting
documentation to the Academic Senate by Tuesday, March 31. If the division
chooses to nominate the senator, the division must select another faculty member
to gather and submit the supporting documentation.

The Academic Senate will announce Faculty and Associate Faculty of the Year
nominees at the April 3 Senate meeting and will call for additional support for
nominees from students, staff, and faculty members from outside of the
nominee’s division. (Nominees are highly discouraged from soliciting support
from students currently enrolled in their classes.) Additional support for nominees
must be submitted to the Academic Senate office, in writing, by Thursday,
April 16.

Academic Senate members will vote (via signed ballots) for Faculty and
Associate Faculty of the Year by Friday, May 1, 2015.

The Awardees for both Faculty and Associate Faculty of the Year will be
announced at the college-wide Convocation event on Thursday, August 20, 2015.

The Faculty of the Year Awardee will not give an acceptance speech at
Commencement. However, they will be given first refusal for presenting a Speech
to Graduating Students at the May 16 Eureka Commencement ceremonies.
Should that awardee refuse this honor, last year’s FOY will be given the
opportunity to give the speech. If this awardee refuses, the honor will fall to a
Senate Co-President.
Academic Senate Approved Process March 4, 2005
Reviewed by Senate Executive Committee March 24, 2010
Revisions Approved by Academic Senate February 28, 2014
Academic Senate Meeting
AGENDA ITEM 5.1
April 18, 2014
Support for Nomination
Faculty and Associate Faculty of the Year
Name of Nominee: ________________________________________________________
Division: ________________________________________________________________
Signature of Academic Senator ______________________________________________
(or faculty member submitting the documentation)
Date: ___________________________________________________________________
Please tell us about the candidate’s qualifications in the following areas:
1. Exceptional performance in their service area (teaching, counseling, librarianship,
etc.)
2. Contribution to College of the Redwoods through participation on committees,
special projects, student-related activities, or development activities.
3. Representation of College of the Redwoods in community services, participation
and/or presentations at professional meetings, or active membership in
professional organizations.
Academic Senate Approved Process March 4, 2005
Reviewed by Senate Executive Committee March 24, 2010
Revisions Approved by Academic Senate February 28, 2014
Academic Senate Meeting
AGENDA ITEM 5.2
April 18, 2014
The Academic Senate
For College of the Redwoods
Bylaws
**********
ARTICLE II
Committees
The Senate shall have the following standing committees: Executive Committee, Academic
Standards and Policies Committee, Curriculum Committee, Faculty Development Committee,
Faculty Qualifications Committee, CRFO/Academic Senate Liaison Committee, Tenure Review
Committee, Associate Faculty Committee, and Multicultural and Diversity Committee. For the
purposes of committee representation, please refer to the Constitution of the Academic Senate,
Article IV, Section 2 list of instructional divisions as defined by College Administration.
Nonvoting, ex-officio committee members may make motions and participate in discussions, but
shall not count towards a quorum. Substitutions will not be allowed on any Senate committee.
**********
Section 3. Curriculum Committee
A. Membership: Terms of each 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 from the Committee’s members past or present by the
Copresidents and confirmed by the Senate;
2. One faculty from each division, selected by the division. If a division chooses not
to fill the position, the Copresidents may appoint a faculty member from any
division to fill that vacancy. With the exception of the chair, no division shall
have more than two representatives.
2.3.College aArticulation lLiaison (AL), who shall serve as a regular, voting member,
if the AL is a faculty member. If the AL is not faculty, they shall be a nonvoting,
ex-officio member.
3.4.The Chief Academic OfficerChief Instruction/Student Services Officer
(CIO/CSSO), who shall serve as a nonvoting, ex-officio member; and.
4.5.College articulation liaison, who shall serve as a nonvoting, ex-officio member.
5.6.The Curriculum Committee chair may request a MIS Admissions and Records
representative, who shall serve as a nonvoting, ex-officio member.
B. Duties and Purposes: The Curriculum Committee is concerned with the development of
and continual improvement of educational programs and the curriculum. The major
functions of the Committee are the following:
1. To make recommendations to the Senate regarding additions, modifications, or
deletions to the curriculum;
2. To advise the Senate and the administration on issues related to curriculum and
educational programs;
3. To maintain an on-going evaluation of the college curriculum;
Academic Senate Meeting
April 18, 2014
AGENDA ITEM 5.2
4. To assist in the development and long-range planning of the overall educational
program of the college; and
5. To advise faculty who are developing groupings of classes into cohorts or other
linked units.
6. The specific functions of the Curriculum Committee are to act on the following
proposals:
a. Creation, modification or deletion of programs, courses, or certificates;
b. Revision of a catalog description to reflect changes in the nature of a
course;
c. Changes in hours and/or units of a course;
d. Changes in the requirements of an existing certificate or degree
program;
e. Changes in prerequisites, corequisites, and recommended preparation;
f. Assignment of courses to disciplines; and
Significant changes in the course outline related to grading standards, method of evaluation, or
instructional materials.
Academic Senate Meeting
April 18, 2014
AGENDA ITEM 6.2
April 2, 2014 To: ACCJC Commission From: Tim Karas; President Council of Chief Librarians, California Community Colleges RE: Revision to ACCJC Standards Attached is the official feedback form concerning the revision of Standard II. The recommendations provided have been vetted through the library community and recently re‐affirmed at the Annual Library Deans and Directors Meeting in March 2014. The Council of Chief Librarians (CCL) is committed to working with ACCJC to provide Standards that uphold high quality education and learning opportunities. 






June 2012: Several Council of Chief Librarian Executive Board Members addressed the commission during public comments September 2012: Council of Chief Librarian submitted a feedback form on the Standard revisions. November 2013: A resolution was passed by the Academic Senate for California Community Colleges. “Whereas, As of November 7, 2013, the Accrediting Commission for Community and Junior Colleges (ACCJC) has drafted new Standards to replace the 2002 Standards without incorporating proposals given to the Commission from the Council of Chief Librarians, a group that represents librarians in the California Community Colleges, to strengthen the coordination of student learning among librarians, learning support staff, and discipline faculty;…” June 2013: Solicitation by ACCJC staff of preliminary draft was not extended to the library community (Council of Chief Librarians). January 2014: CCL President attends ACCJC Commission to read statement regarding Standard Revisions March 2014: CCL Annual Library Deans and Directors meeting reaffirm recommendations April 2014: CCL submits comment form to ACCJC The ACCJC draft Standards weaken, to the detriment of student learning, the criteria used in the 2002 Standards in regard to information competency and access to library materials and services regardless of location or means of delivery by placing the standards now in that section IIC under Standard IIB (Student Services). This eliminates the existence of library and learning support services unique significance of being comprised of instructional and student service element. It is critical to retain Library and Learning Support Services as an independent sub‐section. Moving the Library and Learning Support Section (2C) to Student Support lessens the linkage that these areas have to Instruction and enhances the "silo" that is faced by the current 2C programs. Libraries, tutorials and other learning support services have to be linked to instruction in order to be effective. The Instruction Section (Standard 2A) had a major component, Information Competency. Standard II.A.3.b The Revision weakens this effort to improve student learning of this vital concept. The Revision lessens the linkage between other instructional programs in the teaching of information literacy. The current Standard 2C, as an independent subsection, allows for more focused evaluation by both the colleges in creating their Self Evaluation Reports as well as for teams who work with the colleges. Tim Karas; President Council of Chief Librarians, California Community Colleges tim.karas@wvm.edu 408‐855‐5164 Academic Senate Meeting
April 18, 2014
AGENDA ITEM 6.2
ACCREDITING COMMISSION FOR COMMUNITY AND JUNIOR COLLEGES
Western Association of Schools and Colleges (ACCJC)
COMMENT ON JANUARY 2014 FIRST READING REVISIONS TO
ELIGIBILITY REQUIREMENTS AND ACCREDITATION STANDARDS
Contact information for Respondent: Name: Tim Karas Title: President, Council of Chief Librarians: California Community Colleges Email_tim.karas@wvm.edu_______ Telephone__408‐855‐5164____________ College affiliation or name of other organization you are representing: ___ Council of Chief Librarians: California Community Colleges______________ Comment submitted (attach additional pages if needed): 1. Comment on revisions to the Eligibility Requirements N/A 2. Comments on revisions to the Accreditation Standards: The ACCJC draft Standards weaken, to the detriment of student learning, the criteria used in the 2002 Standards in regard to information competency and access to library materials and services regardless of location or means of delivery by placing the standards now in that section IIC under Standard IIB (Student Services). This eliminates the existence of library and learning support services unique significance of being comprised of instructional and student service element. It is critical to retain Library and Learning Support Services as an independent sub‐section. Moving the Library and Learning Support Section (2C) to Student Support lessens the linkage that these areas have to Instruction and enhances the "silo" that is faced by the current 2C programs. Libraries, tutorials and other learning support services have to be linked to instruction in order to be effective. The Instruction Section (Standard 2A) had a major component, Information Competency. Standard II.A.3.b Academic Senate Meeting
April 18, 2014
AGENDA ITEM 6.2
The Revision weakens this effort to improve student learning of this vital concept. The Revision lessens the linkage between other instructional programs in the teaching of information literacy. The current Standard 2C, as an independent subsection, allows for more focused evaluation by both the colleges in creating their Self Evaluation Reports as well as for teams who work with the colleges. See Details Below: Academic Senate Meeting
April 18, 2014
AGENDA ITEM 6.2
Current Language
ACCJC Draft Revisions
CCL Recommendations
Standard II.A.3.b
Standard IIA 12.
Standard IIA.3.b.
A capability to be a productive
individual and life-long learner:
skills include oral and written
communication, information
competency, computer literacy,
scientific and quantitative
reasoning, critical analysis/ logical
thinking, and the ability to acquire
knowledge through a variety of
means. The institution includes in all of
its programs student learning
outcomes, appropriate to the
program level, in
communication
competency, information and
quantitative competency,
analytic inquiry skills, and the
ability to engage diverse
perspectives, and other
program specific learning
outcomes. CWIIA2c, IIA3b,
IIB3d
A capability to be a critical thinker
and skilled communicator: skills
include critical analysis/logical
thinking, information
competency, computer
proficiency, scientific and
quantitative reasoning, and oral
and written communication. New c) The ability to acquire
knowledge through a variety of
means and to acquire and
critically evaluate information.
Standard IIC Introduction
Standard IIB 9:
Library and other learning support
services for students are sufficient
to support the institution's
instructional programs and
intellectual, aesthetic, and cultural
activities in whatever format and
wherever they are offered. Such
services include library services
and collections, tutoring, learning
centers, computer laboratories,
and learning technology
development and training. The
institution provides access and
training to students so that library
and other learning support services
may be used effectively and
efficiently. The institution
systematically assesses these
services using student learning
outcomes, faculty input, and other
appropriate measures in order to
improve the effectiveness of the
services
The institution supports student
learning and achievement by
providing library, and other
learning support services to
students and personnel
responsible for student learning
and support that are sufficient
in quantity, currency, depth,
and variety to support
educational programs,
regardless of location or means
of delivery, including distance
education and correspondence
education. Learning support
services include, but are not
limited to, library collections,
tutoring, learning centers,
computer laboratories, learning
technology, and ongoing
instruction for users of library
and other learning support
services.
CWIIC,Intro, IIC1, IIC1b,c
The ACCJC draft Standards
weaken, to the detriment of
student learning, the criteria used
in the 2002 Standards in regard
to information competency and
access to library materials and
services regardless of location or
means of delivery by placing the
standards now in that section IIC
under Standard IIB (Student
Services). This eliminates the
existence of library and learning
support services unique
significance of being comprised
of instructional and student
service element. It is critical to
retain Library and Learning
Support Services as an
independent sub-standard.
Standard IIC1.
The institution supports the quality
of its instructional programs by
providing library and other learning
support services that are sufficient
in quantity, currency, depth, and
variety to facilitate educational
offerings, regardless of location or
Academic Senate Meeting
April 18, 2014
AGENDA ITEM 6.2
means of delivery.
Standard IIC 1b.
The institution provides ongoing
instruction for users of library and
other learning support services so
that students are able to develop
skills in information competency.
Standard IIC 1c.
The institution provides students
and personnel responsible for
student learning programs and
services adequate access to the
library and other learning support
services, regardless of their
location or means of delivery. Standard II.C.1. b. The
institution provides ongoing
instruction for users of library and
other learning support services so
that students are able to develop
skills in information competency.
See Above Standard
IIB 9.
Standard II.C.1. b.
The institution provides ongoing
instruction for library users of
library and other learning support
services so that students are
able to develop skills in
information competency. The
institution promotes learning
support services to faculty and
students so that students use
these services to increase their
success. Standard IIC 1.a.
Standard IIb 10.
Relying on appropriate expertise of
faculty, including librarians and
other learning support services
professionals, the institution
selects and maintains educational
equipment and materials to
support student learning and
enhance the achievement of the
mission of the institution. Relying on appropriate
expertise of faculty, including
librarians, and other learning
support services professionals,
the institution selects and
maintains educational
equipment and materials to
support student learning and
enhance the achievement
of the mission. CW IIC1a
Standard IIC 2.
Standard IIB 11.
Standard II.C.
The institution evaluates library
and other learning support services
to assure their adequacy in
meeting identified student needs.
Evaluation of these services
provides evidence that they
contribute to the achievement of
student learning outcomes. The
institution uses the results of these
The institution defines and
assesses learning and other
intended outcomes for library
and learning support services
and uses assessment data
to continuously improve
programs and services.
CW IIC2
The institution evaluates library
and other learning support
services to assure their
adequacy in meeting identified
student learning needs.
Evaluation of these services
provides evidence that they
contribute to the achievement of
student learning outcomes. The
Academic Senate Meeting
April 18, 2014
AGENDA ITEM 6.2
evaluations as the basis for
improvement.
Standard IIC 1 d.
Standard IIB 12. The institution provides effective
maintenance and security for its
library and other learning support
services.
Standard IIC 1 e.
When the institution relies on or
collaborates with other institutions
or other sources for library and
other learning support services for
its instructional programs, it
documents that formal agreements
exist and that such resources and
services are adequate for the
institution's intended purposes, are
easily accessible, and utilized. The
performance of these services is
evaluated on a regular basis. The
institution takes responsibility for
and assures the reliability of all
services provided either directly or
through contractual arrangement. institution uses the results of
these evaluations as the basis for
improvement. When the institution relies on or
collaborates with other
institutions or other sources
for library and other learning
support services for its
instructional programs, it
documents that formal
agreements exist and that
such resources and services
are adequate for the
institution’s intended purposes,
are easily accessible and
utilized.
The institution takes
responsibility for and
assures the security,
maintenance, and reliability of
services provided either
directly or through contractual
arrangement. The institution
regularly evaluates these
services to ensure their
effectiveness. CW IIC1d,e
Academic Senate Meeting
AGENDA ITEM 7.2
April 18, 2014
Senate Members Needed for 2014-15
Developed from information derived by Human Resources on April 15, 2014
Representatives Needed as per Constitution (1 representative for each 5
faculty/division)
Division
Name
CR
Phone
Term
Exp.
Division
Total
/Needed
for 201415
Copresident
Bob Brown
4239
6/14
Copresident
Mark Renner
2340
6/14
Associate Faculty
Associate Faculty
Career & Tech Ed
Career & Tech Ed
Health, PE & Athletics
Health, PE & Athletics
Humanities
Humanities
Math, Science & Social Sciences
Math, Science & Social Sciences
Instruction & Student Development
Del Norte
Mendocino
Chris Vicory
Sandra Rowan
Steve Brown
Dan Calderwood
Mike Cox
Kady Dunleavy
John Johnston
Peter Blakemore
Dave Bazard
Richard Ries (S14)
Marcy Foster
Philip Mancus
Laura Mays
4567
x 3018
4347
4365
4244
4355
4375
4314
4224
962-2681
4157
2362
964-7056
6/14
6/15
6/14
6/15
6/14
6/15
6/15
6/15
6/14
6/15
6/14
6/14
6/15
ISD 1/1
DN 1/1
MC 1/0
Student Representative
Jerred Scheive
4180
6/14
ASCR 1/1
Chief Instruction Officer
Administrative Support
Keith Snow-Flamer
Debbie Williams
4196
4259
Committee Chairs
Academic Standards and Policies
Associate Faculty
Curriculum
Faculty Development
Faculty Qualifications
Multicultural & Diversity
Tenure Review
Connie Wolfsen
Sandra Rowan
George Potamianos
Kerry Mayer
Michelle Haggerty
Philip Mancus
Susan Nordlof
4254
x 3018
4318
4326
4319
2362
4336
Senate Member List revised 1/23/14
(Agenda
item 4.3)
(Agenda
item 4.3)
AF 2/1
CTE 3/2
HPEA 2/1
Hum 3/1
MSSS 3/2
6/15
6/14
6/15
6/14
6/15
6/14
6/15
phone numbers with “x” - dial 476-4100, then ext. #