Dec 2, 2010
Elections in Spring 2011
From the Academic Senate Bylaws:
Section 2. Election of Senators
Academic senators are to be
elected for a term of three years so that one third of the academic senate is
elected each academic year. The
executive board of the senate, with the senate's consent, shall communicate the
necessary staggered schedule, which will be conveyed to the individual areas or
divisions listed in Art. III, I. b. by February
1st of each year.
Following the staggered
schedule, each of the areas or divisions listed in Art.
III. I.b. shall entertain nominations and elect its senator from its own
faculty members, in whatever manner it chooses. Senate representatives shall be
selected by March 1st of each year.
The staggered schedule is here:
The following areas should have elections to elect an
Academic Senate representative. There are no term limits for Academic Senate
Division or Area
The Academic Senate President, as an agent of the executive
board of the Academic Senate, communicate to appropriate division chairs, deans,
directors or coordinators of these
divisions/areas the necessary staggered schedule and the need for this selection
to take place.
I am not sure if we want to take
time today to talk about these if they are still in discussion at Senate.
Just to give you my thoughts though as you and Senate continue to think about
them, here’s how I see it.
The new goal is fine. We are
getting rid of the idea of critical thinking, which is really important in my
view, but I guess you want to focus on “success.” But this isn’t a change
I would quibble over as long as when we get to implementing this “student
success” is viewed broadly. In other words, we need to define student
success broadly, and not simply measure it by graduating with a degree or
certificate. Success is defined by the student, and for some it may be
improving Basic Skills without getting a degree; or, it may be a UC or CSU
student taking a class they need in the summer; or, it may be a student taking a
class for personal growth and lifelong learning. The difficulty of
identifying student success and my fear that it will devolve into measuring
certificates and degrees, and then using that as a way to judge programs and
funding scares me, to be honest.
I do like the idea of looking at
high rigor; I would love to see the faculty take a stand against grade
inflation, for example, and courses and programs with unusually high GPAs are
not necessarily a sign of “student success”; they may be signs of grade
inflation and low standards. I also think a broader range of grading
options would help us ensure better rigor by more accurately measuring success.
I would love for the Senate to look at cheating and plagiarism and to advocate
for the tools and policies (honor policy?) that would help us combat these
problems. In my experience, they are rampant and much worse than many want
On 3a, I wonder if we need that
as an objective as I think we are doing it through our SLO evaluation process.
We are supposed to be having dialog to discuss student success and SLOs as part
of that process. We also have flex days, which provides a framework for
this objective. Do we need more? Personally, I have enough to do and don’t
welcome more meetings if I can help it. I think you will find a majority
of faculty feel the same.
3b: not sure what this means in
practice. Do we really have a problem? If so, I am not aware of it in
Humanities or Social Science.
4 looks good to me.
Going back to 1, I wonder if it
could be amended to this?
Investigate ways to articulate “student success”
that represent the diverse range of our student goals,
retain strong academic rigor, high academic standards.
10_07 - Limitations on Enrollment for Cohorts of Students.pdf
07-12 - Assigning Fail or I Grades due to Academic Dishonesty.pdf
Pertinent language from the 2010-2011 MPC
We need to make our colleagues aware of these issues.
Plagiarism detection is a related issue; some MPC faculty have used
Background for the Legal Opinions
From the 2010-2011 MPC Catalog, pp. 23-24.
Plagiarism and Cheating
Academic honesty is a cornerstone of the educational
community; therefore, students are expected to understand the standards of
academic honesty as they pertain to students’ behavior in the classroom.
It is important for students to acknowledge sources that are
used for completing classroom assignments. Plagiarism is a form of academic
Plagiarism may be any one of the following:
Verbatim copying without proper documentation of the source(s).
Paraphrasing without proper documentation of the source(s).
Unacknowledged appropriation of information or ideas from someone else.
If students have any questions about these forms of
plagiarism or about an assignment they are preparing, they should ask their
instructor for clarification rather than risk unintentional plagiarism.
It is important for students to act in an honest and
trustworthy manner. Work performed on examinations or other forms of evaluation
must represent an individual’s own work, knowledge and experience of the subject
matter. Students are expected to follow the classroom rules established by the
Cheating may be any one of the following:
Unauthorized looking at or procuring information from any unauthorized sources
or from another student’s work during an examination or from any work that will
be graded or given points.
Unauthorized acquiring, reading or learning of test questions prior to the
testing date and time.
Changing any portion of a returned graded test or
report and resubmitting it as an original work to be regraded.
Presenting the work of another as one’s own for a grade or points.
Knowingly assisting another student in cheating.
This list is not all-inclusive and the list itself is not
meant to limit the definition of cheating to just these items mentioned.
The disciplinary action for cheating or plagiarism is up to
the discretion of the instructor. The instructor may select one or more of the
an oral or written notification and warn the student that further acts of this
sort will result in additional disciplinary action.
an "NP" or a failing grade ("F") or "0" for the assignment in question.
the student to the Vice President for Student Services for disciplinary action.