ACADEMIC SENATE
COLLEGE OF SAN MATEO
csmacademicsenate@smccd.edu
Governing Council Meeting
Mar. 28, 2006 minutes
Members Present
Tom Diskin
Jeremy Ball
Lloyd Davis
Rosemary Nurre
Gladys Chaw
President
Vice President
Secretary
Treasurer
Library
Andria Haynes
Dima Khudari
Eileen O’Brien
Jim Robertson
Kathleen Steele
Carlene Tonini
Business/Creative Arts
ASCSM representative
Student Services
Social Science
Language Arts
Math/Science
Others Attending
Stacey Grasso
Committee on Instruction
Beverley Madden
Julie Sevastopoulos
CSM Connects
CTL Coordinator
Tom began the meeting at 2:24 p.m., in the absence of a quorum. Bev Madden announced CSM for Service
days, the Get Linked service activities job fair April 19, and a speaker panel and CSM Volunteer Recognition Day
April 21, both in building 5. Started three years ago by students, the career fair and volunteer fair led to CSM
Connects being one of 100 organizations nationwide to get a Youth Service America grant. Service learning
students are communicating on civic engagement topics in class and on Progressive View, a nonprofit college
blog site. Diane Martinez will talk about district recycling and waste reduction efforts. Former student senator
Olga Mukha worked with Recycle Works, Goodwill Industries, and the County Board of Supervisors a few years
ago on finding locations to get rid of e-waste. Olga will have representatives of these groups on campus on 4/19.
A Notre Dame de Namur University student is coordinating speakers for the 4/21 speaker panel as her senior
community service project. Speakers are listed under What’s New on the CSM Connects website. The event is
free and open to the community. Bev is working closely with CSM’s marketing department. Stories have
appeared in the San Francisco Chronicle, the San Matean, and other publications. Calling CSM for Service a
reflection of ourselves, Bev asked everyone at the meeting to fill out a form about their own volunteer service,
with names of organizations and estimates of hours per year of service. There is a committee to review
applications for Student Leaders in the Community (SLIC) grants, which help support students in summer service
learning projects. These projects have led to jobs for some students. This year’s deadline is May 2. Last year’s
application form is on the CSM Connects web site under student resources. Members thanked Bev for her work.
NEW BUSINESS – DIVERSITY IN THE CURRICULUM Committee on Instruction (COI) chair Stacey
Grasso led the discussion. At its last meeting, COI came up with recommendations on how best to fit diversity
into our curriculum. COI began by looking at what other colleges have done. Over the past ten years, most other
colleges nationwide have integrated some form of diversity requirement or course component into their curricula.
Canada and Skyline did so quite a while ago. CSM has not, though we serve a diverse population.
Governing Council discussion followed on what “diversity in the curriculum” means: diversity in subject matter,
or addressing a diverse population. Stacey characterized it as how to teach and guide people in a diverse
population and make them comfortable at our college. One way to add diversity to the curriculum is on a course
by course basis. COI is set up for that, having recently incorporated SLOs into course approval documents. If
diversity were incorporated it would be an SLO. This, however, is not COI’s favorite option.
Tom noted this topic is on today’s agenda for brainstorming. In Fall 2004, Tom began meeting with then COI
chair George Kramm, DIAG co-chair Henry Villareal, and International Student Advisor Gerry Frassetti, to get
some dialogue started. He reported to Governing Council at that time. We’re now in the next stage – small group
discussions, such as those Stacey is having with COI and Governing Council. Tom’s view is we could
incorporate diversity into the curriculum as something every faculty member would do in every course, or we
could offer a separate course as many colleges do, e.g. in ethnic studies. How we do it is our call. Today’s
discussion, the first of several, is a jumping off point for us. We want to create an environment of invitation,
where no group is excluded because it feels uncomfortable. Jeremy pointed out our only full-timer in ethnic
studies is retiring. We have a two paragraph diversity statement in the catalog, and a long history of trying to
address diversity issues in progressive ways.
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The DIAG group told VPI Mike Claire CSM has nothing in its curriculum addressing diversity. Jeremy said
making a diverse set of students feel comfortable could be integrated into the curriculum. He added he can
maximize quality x if it is clear what quality x is. Members noted our ethnic studies fulfills Title 5 requirements.
We do teach diversity in our curriculum, in that most faculty provide a welcoming environment. During hiring,
we are asked to show we can teach to a diverse group of people.
We must be clear about what diversity means. For example, if we taught how accounting is done in China, would
even Chinese students care? Tom said it is more teaching style than subject matter. We’re after an open learning
environment for everybody, and to get voices heard. Carlene asked isn’t diversity accommodating all kinds of
students? Andria, who teaches cosmetology, said she has made a point of being able to do everybody’s hair. She
cautioned a diversity policy may not change individual faculty perception of how things work. Sensitivity to
diversity should be part of how you teach and of your philosophy, but how do we bring about change in someone
for whom that is not the case? Carlene cited an example of telling her dean her classroom needed a non-fixed seat
for a student, and the dean not only agreed but showed her different models. Sometimes we are told certain kinds
of accommodation are not worth it. Dima said some teachers include diversity in their perspective on their job,
but a lot don’t think about it. Just yesterday she heard about teachers who give extra work to help students who
don’t get something the first time.
Kathleen said techniques involved in student centered learning such as group work, and techniques where
everybody’s voice is heard, also work for diversity. In terms of teaching methods, that is how she addresses
diversity. Kathleen said content diversity is not a problem in English because the subject matter is so conducive
to studying works from diverse authors and cultures. Most English instructors have been doing that in the fifteen
years Kathleen has been here. We were told to be sure we didn’t teach just the literary canon, most of which is
from dead white men. It would be hard to legislate something like that for every subject.
Stacey offered more information for discussion. COI wants diversity content to be a natural part of every course,
but does not want it mandated. Other colleges have made diversity either a general education area requirement or
a graduation requirement. Handout – City College of San Francisco makes diversity part of general education,
communication, and other areas, and offers a separate degree for transfer students. Skyline made it parallel to
American history, English, and PE, in ther graduation requirements. Truckee Community College’s stands out.
Jeremy said Cabrillo has something similar. Cabrillo has a logo next to such courses, representing diversity
across the curriculum. Faculty involved meet regularly and talk about issues. COI favored one of these
approaches, which could be approached at a multi-departmental level.
Tom will schedule this for further discussion. Carlene asked whether this is mostly ethnic and cultural diversity.
Rosemary said somebody needs to define it before we can talk about it. Jeremy said to conduct a diversity audit,
we look around at the ethnicities of faculty and students, also sexual preference. Teaching is open to as many
different perspectives as possible. What are we trying to maximize diverse looking, a group that embraces a
multiplicity of teaching and learning styles, institutionally supported. Tom will arrange for someone from DIAG
to come. As the driving force behind this, DIAG will have the clearest idea of what it is looking for. We could
meet with a couple of their people. Dima noted DIAG has student representatives. Tom said let’s hear from
students as well as from DIAG. Andria called for including the diversity of learning styles, including dyslexia
and ADD. Students with learning disabilities sometimes get left in the dust. Tom agreed we need to look at that
as well. Diversity is a big issue with lots of pieces and affecting many interests. We’ll be influential in any
decisions. We should focus on what our community feels we need to address that we aren’t. ASGC needs to be
educated on those points of view.
Carlene said a scholarly cultural diversity exists within the faculty. Recommendations to students from science
faculty are very different from those from others. Does anyone ever look at our faculty microcultures? Jeremy
said these disciplinary silos are a big problem nationwide. If we can’t make the crossover; how can our students?
Tom said DIAG wants to know we’re working on it. The first step is the series of meetings Tom is engaged in
now in the instruction office with the steering group: Tom, Mike Claire, Henry Villareal, Stacey Grasso, and
Gerry Frassetti. As a next step, Tom will get some of the DIAG folks to speak with us, hopefully at our next
meeting.
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NEW BUSINESS – ONLINE COURSE EVALUATION Julie Sevastopoulos distributed two faculty
evaluation handouts for online courses, one from the district, the other from ASCCC. Julie is charged with
creating a student feedback form, along with Romy Theile (Canada). Christine Roumbanis (Skyline) and Eric
Brenner (AFT). Online courses will be equivalent in content to on-campus versions. That’s the curriculum
committee’s business. The online component of evaluation is about the quality of delivery. Online instruction
requires not a different skill set, but an additional skill set. The group first tried making a few changes in the
existing SMCCCD peer evaluation form, and adding guidelines for online courses. It found that approach didn’t
work well. Half the group did simple rewording, e.g. “educational facilities appropriately and effectively use
media technology.” Guidelines were added so evaluators could check those things are being done. This was the
conservative, simple fix.
In 1997 ASCCC adopted a statement on best practices in technology-mediated instruction, with seven principles:
Encourages effective contact between students and faculty; Develops reciprocity and cooperation among students;
Uses active learning techniques; Gives prompt feedback; Emphasizes time on task; Communicates high
expectations; Respects diverse talents and ways of learning. These principles are nationally recognized and are
familiar to accreditation people and to the California Virtual Campus. Former DAS president Connie Beringer
pointed out to Julie’s group the online component of evaluation is independent of on-campus evaluation, and the
standard they develop has to last 15-20 years. The group developed a draft evaluation form based on the seven
principles, so it is in a more universal format than the reworded SMCCCD form. Christine Roumbanis and Julie
found online that standard practice at other institutions is to limit the evaluator’s attention to one unit of course
content. The evaluator needs access to the course website, to course email, and to a discussion board. ASCCC
has that form. Guidelines must be in place for checking the quality of delivery. Our draft form has ideas on how
to check in parentheses. The last page includes accessibility, so that Section 508 students (students with
disabilities, such as carpal tunnel syndrome and limited vision) can use materials. Evaluators may consult with
DSPS people on compliance issues. CTL has detailed instructions on how to make web pages comply with this
federal standard.
Discussion followed on whether we want the simple rewording of our existing form, or something more broad
and universal, as encouraged by ASCCC. Julie’s group favors the latter. ASCCC is trying to bring colleges
closer together in terms of how we do things. Tom said in the mid-80’s we had an exchange instructor from
Australia, which led to contact with the International Society for Distance Education (ISDE.) In the mid-’80’s
there was little interest in distance ed. That has changed, as distance ed has swept the globe.
Kathleen noted the classroom observation form is negotiated by the union. Julie said we put it to the three college
senates. Choose your preference. We clean it up. Then it goes out to faculty. The student feedback form has to
be aligned with the process. Tom said he scheduled it today for introductory discussion. He asked that we look
it over and come to the next meeting ready to make a decision. The SMCCCD form is used for regular classes.
Julie said they considered a rubric form, but saw that as micromanaging. Rosemary remarked this is great way to
do course outlines. It seems good for any class we develop. We develop course outlines for every single class.
Julie will be out of the country for a month, so others on the committee may meet with us.
NEW BUSINESS – ON-LINE ASSOCIATE DEGREE PROGRAMS Eileen O’Brien led the discussion. She
distributed information from www.foothillglobalaccess.org. Foothill Global Access offers students 12 or 13
associate degree programs. Foothill has alliances with two universities which give online degrees: Ohio-based
Franklin University (for BS degrees) and the University of Illinois at Springfield (for BA degrees.) Foothill has
introduced a new course management system, ETUDES-NG, with an extensive schedule of online courses. A
student can get an entire bachelor’s degree online. This should be an option for people, since some students lack
time to go into a classroom. This is a good way to capture students who can’t attend physically. The Enrollment
Management Committee has a group to discuss this. Gladys reported the VPI and the distance learning task force
are also forming such a group. Rosemary said it looks great, but she noted Foothill has a tremendous amount of
institutional support. We have only Julie and one or two others. Jeremy pointed out our distance learning person
is staff, not faculty. Tom said the chancellor wants more online offerings, moving us into the future. Rosemary
said there is zero institutional support for her two online courses. She has one class which started with 60
students, and she fields 40 to 50 emails per day. It is much more work than an on-campus course. She noted the
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Foothill model has online orientation and counseling. Tom has standing meetings with Mike and Shirley every
month, and can bring this up to each of them to determine their level of interest and whether they can put money
into it.
Jeremy said accessing as many students as possible who have trouble making traditional classes is a worthy cause.
The district wants cheap FTES. Right now the biggest problem we face is we have lots of faculty who are retiring
but aren’t being replaced. We have scarce institutional funds to spend on the future of the institution. Is this the
best place to spend them? Where are our priorities? We need to hire full-time faculty. We need to bolster what
we currently have. Jim said it is either/or, a zero-sum game. Jeremy disagreed. He called this part of the Walmartization of education – finding a cheap way to distribute it. Online education accesses lots of people really
cheaply. We are committed to accessing people who can’t come here. Kathleen said distance learning is more
work for the teacher. We’ll be reaching students we wouldn’t normally reach, which is good, but inadequate
compensation is a concern. We have fewer and fewer full-time hires, fewer people to work on committees. The
loss of one full-timer can impact everyone else in terms of committee and departmental work.
Kathleen asserted we have to be careful about quality in any online program. She said some people in online
degree programs shouldn’t be in them. She is glad to see Julie Sevastopoulos bring in a great evaluation
instrument. Tom said a danger of competing with institutions that do only online instruction, like the University
of Phoenix, is we may lose our reputation as a fine educational institution of traditional learning. Let’s add to
what we’re already doing. Be very aware certain courses are adaptable to online instruments, but others are not.
Very few courses in technology are adaptable to online instruction, because of their lab component. DeVry used
to have a great reputation as an institution offering traditional instruction. Now they’re marginal, since in their
online courses they put labs in simulated format, which doesn’t do well for students. If we buy off on this and
don’t pay attention to what does and doesn’t work well in online environment, we could hurt ourselves. We must
proceed carefully. Foothill is doing some great things. He noted Foothill is known for starting and stopping
programs very quickly in some areas. They eliminated a program similar to Tom’s years ago; hired adjuncts for
the program, then didn’t rehire them when it got soft. It’s not a format that works for everyone or in all subject
areas. Other points in discussion: There are management issues, and non-teaching commitments of faculty.
Skyline counseling allows students to talk via emails. Why do we make it so hard for students to get information
they need from the counseling department? Dean Chowenhill started email contact between counselors and
students. Someone had dedicated time to answer emails. When a student uses e-reference to the library, the
reference librarian has 48 hours to respond. We should proceed cautiously, especially if we are diverting funds.
We have a mission statement, let’s work with it. There is lots of district level money for distance learning work,
and some people say distance learning is the future. However, everyone learns differently. We are teaching
individuals who will be working in the community – online, we don’t know who people are, so we aren’t
educating the person as a whole and we may lose touch.
Tom recalled he was hired in 1981 for offsite workplace training programs, at which he worked for 10 years as a
field instructor. He was rarely on campus. He visited each company once or twice a week. He got out of that
experience teaching open-entry, open-exit credit/no credit courses with which a student could get the first half of
an electronics degree at the worksite but would miss the human interaction. He had to work for years to get the
administration to bring him back to campus. He helped companies set up the process. It was very cumbersome,
and there was a tight balance. Regardless of the technology we use as a platform, people learn through interaction
with others. Tom said there’s a place for online courses. Carlene mentioned that a number of students have told
her that they enjoy their online communities provided by courses and in many cases students feel closer to this
community than their in-class experience. Kathleen called it a generation thing. Eileen emails people elsewhere,
and finds they can still form attachments and learn from each other. It is a different kind of community. We
could find out about what kind of staffing Foothill has. Union concerns, in particular compensation, must be
addressed.
Tom said the old format for TV courses seems good, with material suitable for technology based instruction and
two or three mandatory face to face class meetings. Rosemary said it lacks regular interaction. Online classes
involve daily communication. TV is watching presentations. There is a huge dropout rate in TV courses. If you
do it right online, there is communication with students all the time, hence less tendency for students to fall
behind. Asked where she finds the time for emailing, Rosemary said early in the morning and late at night, but
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never on weekends. Tom said we must recognize the time involved. The issue of compensation is for the union.
What it takes to teach online courses and how to value that time are not yet defined. Eileen asked how the union
is involved at present. Jeremy said an instructor who teaches a TV course is paid at the regular rate the first three
times, but at the lower special rate after that. There is no incentive for the instructor. Tom will get feedback for
our next meeting.
Rosemary said educating the whole student is critical. Taking all courses online may not be the right thing. We
need to decide what it is we’re about. If we’ll lose programs and full-time faculty just to attract FTES from
students who’ll never come here, that may not be good. Dima said while a couple of classes on line, or a TV
course, can work, online degrees are impossible for laboratory sciences or cosmetology. Eileen said Foothill’s
online degrees aren’t highly technical, and attract a lot of industry folks. St. Mary’s has accelerated online
degrees. We can capture some of those nontraditional students. Tom said lots of private companies calling
themselves universities and colleges are invading our ranks. With their huge advertising budgets, they will draw
students away. Those students are aware they’re paying for an inferior product, but on a time schedule and format
that works for them. Eileen said we’re offering a better product. Employer polls rate community colleges higher
than vocational schools. Gladys said those schools have fewer general education courses. Jeremy asked whether
distance learning has inherent difficulties, and whether we can meaningfully develop what we already do and
distance learning simultaneously. Online courses have lots of promise, and lots of limitations. There is concern
about their dying on the vine. Eileen asked whether our online courses can be packaged differently. Andria
suggested limiting the number of online courses a student can take. Dima asked whether the teacher can
guarantee a student taking a class online is the person named on the roll sheet. A student may pay someone to
take the class under their name. Of course we can also have imposters in live classes.
CALL TO ORDER The meeting was called to order at 3:56 p.m. in the presence of a quorum. The agenda, and
the minutes of March 14, 2006, were approved.
FACULTY APPOINTMENTS To the President Search Committee: Sandra Stefani Comerford, Larry Owens,
Diana Bennett, Mike Burke, Richard Castillo (alternate), Kate Motoyama (AFT faculty rep.) The AFT
appointment is not subject to Senate approval. It is on our list as a courtesy. Tom also announced, and Governing
Council accepted, appointments to a number of screening committees: Dean of Physical Education/Athletics:
Mikel Schmidt, Brett Pollack, Heidi Eggert, James Carranza, Rich Statler (alternate.) Rich is on post-retirement;
Librarian: Diane Musgrave, Gladys Chaw. Tim Karas was on a one year leave but is submitting his resignation;
Disability Resource Center Counselor: Danita Scott-Taylor, Marsha Ramezane, Ruth Turner, Marie Paparelli,
Laura Demsetz; LD Specialist: Marsha Ramezane, Danita Scott-Taylor, Carolyn Fiori, Laura Skaff, Tania Beliz.
ANNOUNCEMENTS Tom distributed a list of announcements, some with supporting handouts. One was a
copy of a letter from the Council for International Exchange of Scholars informing President Kelly CSM will be
award a grant for a Scholar-in-residence for Spring 2007. Governing Council voted in September to support the
proposal from Kate Motoyama. The @ONE Scholar program is seeking faculty applicants for research grants on
using technology to improve student learning. Tom distributed an ad (provided by Linda Phipps) the West
Valley Mission Association of College Educators placed in the Saratoga News about their situation. The Joint
AFT/Academic Senate class size resolution will be on our next agenda.
NEW BUSINESS – DATE OF RETIREE LUNCHEON Tom reported May 3 and May 11 are available dates
for this annual event. Following last year’s precedent, Governing Council authorized Tom to work with Valerie
Anderson in the President’s office in picking the date. Tom said we do a good job at CSM recognizing people.
With so many events this year, people must pick and choose. Retirement events are being held for Shirley Kelly,
Pat Griffin, and Gary Dilley.
Pat Griffin and Mike Claire are each having thank you events.
NEW BUSINESS – APRIL 11 MEETING Because our April 11 meeting date is in the middle of spring break,
Governing Council discussed whether to cancel the first April meeting or to meet on two consecutive Tuesdays by
meeting April 4 or April 18. Andria suggested we cancel, so people will be more likely to show up at the April 25
meeting. Jeremy suggested meeting on the 18th, recognizing we may not have a quorum. In view of that, and of
how much we have to do, consensus was to put discussion items on the 18th, action items on the 25th. Citing the
Rick Ambrose principle – you always have the right to say no – Tom called for quality over quantity. He wants
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to carry our views, the forum Governing Council provides is most important, and is what Tom is trying to
promote. There is also pressure to hammer through lots of stuff and make quick decisions. It’s a fine balance.
NEW BUSINESS – USE OF FACULTY CENTER Tom reported the Faculty Center has not been lockable
because of a problem with the hallway keypad, and a faculty member found students in the room. Tom will check
with Diane Martinez about the keypad. Working with Dima, Tom has offered to schedule student senate events in
the Faculty Center. Student groups have taken good care of the center. Dima said the student senate is trying to
get a center for students, a lounge where they can sit, study, and eat. Jim said we’re supposed to be student
oriented, so let students into the Faculty Center. Kathleen suggested the quiet room in the new writing center as a
great place for students to study. It has big tables, computer access, and people to ask for help. Rosemary said
students can gather in the accounting lab, which also has tables. Building 19 has a gathering place for engineering
students. Dima reported somebody once stole all the food from the Integrated Science Center in Building 12.
Members said a no food rule is hard to enforce. Food is a problem in the writing center and in the library. Jeremy
referred Dima to facilities master planning. We need lots of rooms for students around campus. Tom suggested
having a list of gathering places on the portal page. He said the faculty center hosts impromptu gatherings and
meetings, but also can be reserved for scheduled events. Any campus group can ask to schedule the room for a
function. Tom suggested we get faculty feedback, perhaps with a short survey.
NEW BUSINESS – ACADEMIC SENATE ELECTIONS Election of senate officers takes place four weeks
prior to the end of the semester. Rick has agreed to help find nominees.
ANNOUNCEMENTS Gladys distributed fliers about the library’s pizza/gardening (collection development)
parties, April 21 and 28, 2-4:45 p.m. Dima invited everyone to Mohsen Janatpour’s March 31 “Abstract Realism
and the Story of My Art” presentation in the CSM Theater, for which ASCSM will host a reception at 7:30 p.m.
with baklava and other treats.
ADJOURNMENT The meeting was adjourned at 4:20 p.m. The next meeting will be April 18, 2006.