March 7, 2013
The BSI committee is evaluating its processes and examining the requirements of the Student Success Act and what it means for the campus. There is definite overlap between the goals of the two. So they may be coming forward to the faculty senate with a recommendation for re-organization, which may include an merger with some sort of campus wide student success task force and at the least collaboration with such an entity.
Catherine presented for the February Board Meeting. How'd it go Catherine? I heard they asked about Sue again...
Academic Senate Elections
Next meeting we will vote for Academic Senate Executive Committee members. This includes President, Vice President, Secretary, ASCCC Rep, and COC Chair. The latter two are currently vacant and their duties covered by the former three. Please have nominations ready.
From Walt Tribley
Had a nice conversation with Walt in which I explained the importance of the "rely primarily upon" language to the faculty in those areas mentioned by the 10+1. Walt's main concern was the program discontinuance policy. I pointed out that program discontinuance is not part of the 10+1. We discussed the *possibility* of dealing with that Program Development CCLC policy by removing the Program Discontinuance policy by removing the program discontinuance references
Long conversations in AAAG about a reconfigured certificated director position at the Public Safety Training Center in Seaside.
This is a shift from a classified director position so that the new director can be involved in curriculum development. I indicated that the problem with the PSTC is that it feels so apart from the main campus; we don't really know what they do out there, and visa-versa. I suggested that the institution should find ways to integrate this position more with the "main-stream" MPC faculty and staff. I was pleased to see that the next day at AAAG, additional language had been added to the job description to suggest that the person holding the modified position would attend campus committee meetings such as AAAG. I think that would be a great step in integrating the PSTC, which is clearly an integral part of the institution's strategic plan, into the rest of campus governance.
College Council also heard plans of the revised ACCJC mid-term report and this year's version of the annual report that we must submit every year.
AAAG heard about the reconfigured certified director at the PSTC. The main question seemed to be, "Is this a division chair, or something more?"
See ACCJC/SLO for next part of AAAG report
The pace has been hurried and frantic at the SLO Meetings. The length of meetings has increased by 50% as we try to hurriedly revise the mid-term report in light of the ACCJC's response to our SLO report, which we reported at the last Academic Senate meeting. Time has also been spent on this year's version of the annual report. The request for instructor reflections came from this group. We did not take the usual path through the Academic Senate because of the tie sensitive nature of the Mid-term report.
For the Accreditation News and Views Agenda Item:
Celine is revising the mid-term report. After a conference call with ACCJC Vice President Jack Pond and Associate Vice President John Nelson, we realized that one of the pieces that was missing was an appropriate emphasis on assessment--as opposed to dialog. To an outside evaluator, discussion of specific assessment results of course, certificate, degree, and institutional outcomes is missing from MPC's dialog. We all know this is true. It is time to address it. MPC needs to be more forthcoming about its assessment results. We know that we assess students for grading purposes. We need to share these results in our reflections documents. This assessment piece was lost as we de-emphasized the Instructor Reflections over the last few semesters and concentrated on the Program Reflections instead. This is why the Instructor Reflections made a recent comeback: it has specific prompts about assessment results. Some faculty members have responded in a prompt and helpful manner. There is still time for all the people at this table to respond and help with this effort.
AAAG heard about the recent revisions of the ACCJC Mid-Term Report and reviewed this year's version of the ACCJC Annual Report. The subject of adjuncts came up. I told AAAG that we need to deal with the adjunct issue, that we've kicked it down the road long enough, that we now have to deal with it. Because so many of our courses are taught by adjuncts, we can't keep pretending that adjunct faculty don't have an important voice in the institution's discussions of student learning. Diane noted that in our recent request for Instructor Reflections, about half were submitted by adjuncts. In fact, in what has become the gold standard in how to address this form, an English 1A adjunct, Laura Headley has provided an excellent example.
The other recommendation we're dealing with is the evaluation one. Celine worked through the faculty union to include examples of faculty members responding to the new prompts about participating in program review and/or program reflections. We've worked to edit these examples to preserve anonymity so that we can use them as examples. Remember that at the time of the SLO report, MPC had not yet had faculty members go through the evaluation process with the new prompt.