Planning Agenda 3: Items 1-10 - Solano Community College

13

Evidence Description Page

PA Evidence 3.1.1 Request for Instructional Equipment Funding 3

PA Evidence 3.1.2 Deans Meeting Agenda, July 24, 2014 5

PA Evidence 3.2.1 Example Non Academic Program Review 8

PA Evidence 3.2.2 VP Tracking Plan 16

PA Evidence 3.3.1 Combined FaBPAC and Shared Governance Council Minutes, Feb. 20, 2013 65

PA Evidence 3.3.2 Strategic Goals AY 2010-2013, May 31, 2013 70

PA Evidence 3.3.3 Governing Board Attachments, Oct. 6, 2010 123

PA Evidence 3.3.4 Governing Board Attachments, June 15, 2011 126

PA Evidence 3.3.5 Governing Board Attachments, July 18, 2012. 130

PA Evidence 3.3.6 2009-10 SCC Recalculation Apportionment, Exhibit E 133

PA Evidence 3.3.7 2011-12 SCC Recalculation Apportionment, Exhibit E 134

PA Evidence 3.3.8 Academic Affairs Reorganization, May 18, 2011 135

PA Evidence 3.3.9 Governing Board Minutes, June 20, 2012 137

PA Evidence 3.3.10 Governing Board Minutes, May 16, 2012 139

PA Evidence 3.3.11 SCFA July 1, 2012 – June 30, 2015 contract excerpt 141

PA Evidence 3.4.1 Assistant Facilities Director Job Description 142

PA Evidence 3.4.2 Onuma Systems Announcement 145

PA Evidence 3.4.3 CCCCO Report Instructional Equipment/Deferred Maintenance funds 150

PA Evidence 3.5.1 Governing Board Minutes, Aug. 1, 2012 151

PA Evidence 3.5.2 FABPAC Minutes, Sept. 7, 2011 164

PA Evidence 3.5.3 Governing Board Minutes, Oct. 19, 2011 167

PA Evidence 3.5.4 Facilities Master Plan excerpt 169

PA Evidence 3.5.5 Assistant Director Facilities/Energy Management Job Description 190

PA Evidence 3.5.6 Custodial Supervisor Job Description 193

PA Evidence 3.5.7 Measure Q Language and Resolution Ordering Election 195

PA Evidence 3.5.8 Executive Bonds Manager Job Description 206

PA Evidence 3.5.9 CBOC Meeting Minutes May 5, 2014 209

PA Evidence 3.5.10 2012-2013 Bond Audit excerpt 215

PA Evidence 3.6.1 Equal Employee Opportunity Plan 217

PA Evidence 3.6.2 Governing Board Policy 4030 218



PA Evidence 3.6.5 EEO Training 221

PA Evidence 3.6.6 EEO/Selection Committee Training 259

PA Evidence 3.6.7 Voluntary Exit Interview Questions 260

PA Evidence 3.6.8 Board Policy 4000 261

PA Evidence 3.6.9 Non Faculty New Position Process for 2014-2015 262

PA Evidence 3.6.10 Academic Senate/ Ed Admin Minutes Nov. 25, 2013 263

PA Evidence 3.7.1 Governing Board Minutes, Sep. 5, 2012 267

PA Evidence 3.7.2 SCC Board Policy 3010 280

PA Evidence 3.7.3 Solano Fiscal Trend Analysis 2009-2014 281

PA Evidence 3.7.4 SCG and FABPAC Minutes June 16, 2010 282

PA Evidence 3.7.5 Solano Community College Bond Ratings 286

PA Evidence 3.7.6 SGC Minutes, May 28, 2014 287

PA Evidence 3.7.7 Barnes and Noble Contract Excerpt with SCC 292

Planning Agenda 3: Items 1-10

Table of Contents for Midterm Report Evidence

14

PA Evidence 3.7.8 2013-2014 Adopted Budget excerpt 293

PA Evidence 3.7.9 Solano Leadership Academy Agenda June 2-4 2014 294

PA Evidence 3.7.10 CCCCO Report Instructional Equipment/Deferred Maintenance funds 297

PA Evidence 3.7.11 Bond Spending Plan, Aug. 2014 298

PA Evidence 3.8.1 Joint Meeting with FaBPAC and Shared Governance Council Feb. 20, 2013 299

PA Evidence 3.8.2 Non Faculty Prioritization Plan 304

PA Evidence 3.8.3 Academic Senate Minutes, Dec. 3, 2012 305

PA Evidence 3.8.4 Sample Program Review 311

PA Evidence 3.8.5 PEC Meeting Minutes 375

PA Evidence 3.8.6 Institutional Planning Group, Minutes 376

PA Evidence 3.8.7 FY 2014-15 Total authorized staffing 379

PA Evidence 3.8.8 Budget Freeze Review Committee Email 390

PA Evidence 3.9.1 Academic Senate Minutes, May 5, 2012 391

PA Evidence 3.9.2 Academic Program Review Handbook and Template Pilot 2013 397

PA Evidence 3.9.3 Academic Senate Minutes, Aug. 20, 2012 411

PA Evidence 3.9.4 Academic Senate Minutes, Sep. 17, 2012 416

PA Evidence 3.9.5 Academic Senate Minutes, Oct. 15, 2012 423

PA Evidence 3.9.6 Academic Senate Minutes, Nov. 5, 2012 430

PA Evidence 3.9.7 Academic Senate President Email Oct. 17, 2012 436

PA Evidence 3.9.8 Academic Senate Minutes, Dec. 3, 2012 437

PA Evidence 3.9.9 Governing Board Minutes, Feb. 6, 2013 443

PA Evidence 3.9.10 Sample Academic Program Review Committee Agenda 461

PA Evidence 3.9.11 Flex Calendar Schedule Spring 2014 and Follow-up email 462

PA Evidence 3.9.12 Position Description for Program Review Faculty Coordinator 469

PA Evidence 3.9.13 Program Review Self-Study and Handbook, 2014-2015 471

PA Evidence 3.9.14 Academic Senate Minutes, Jan. 9, 2013 494

PA Evidence 3.9.15 Flex Calendar Fall 2014 500

PA Evidence 3.9.16 Flex Sign-In Sheet 506

PA Evidence 3.9.17 Writing program review self-studies PowerPoint Presentation 507

PA Evidence 3.9.18 Agenda for School of Social and Behavioral Sciences Meeting Aug. 12, 2014 517

PA Evidence 3.9.19 School of Math and Sciences Meeting Agenda Nov. 7, 2013 518

PA Evidence 3.9.20 Academic Senate Agenda, Aug. 25, 2014 519

PA Evidence 3.9.21 Program Review Schedule 521

PA Evidence 3.10.1 Student Services Council Meeting Notes, Feb. 7, 2012 522

PA Evidence 3.10.2 PERT Minutes, Feb. 28, 2012 524

PA Evidence 3.10.3 Instructional Equipment Funding Rubric 526

Request for Instructional Equipment Funding

Requestor

Department

Item Cost

Total

Rationale including links to outcomes assessments and how funding will improve student learning. (no more than 200 words)

Maintenance considerations and ongoing costs

Next Steps

Submit to Deans Office

• Feb

Dean publishes all proposals

• Feb

Discussion and ranking at

divsion meeting • Mar

Decisions on outstanding

items at Deans Meeting

•April

Final Decision •May

PA-E3.1.1

3

Definition of Equipment

FTE Split

45% based on last years FTE Proportion

25% based on Deans agreement

15% for library or learning resource equipment

15% remains as emergency

Rollover

We would like to rollover unused funds

4

Diane White, Interim Vice President,

Academic Affairs Shirley Lewis, Chief Student Services

Officer

Máire Morinec, Dean – School of

Career Tech Ed & Business

Neil Glines, Dean, School of Liberal

Arts Maurice McKinnon, Interim Dean,

School of Health Sciences

Jocelyn Mouton, Interim Dean,

Counseling

Jerry Kea, Dean - Vallejo Center Leslie Minor, Dean, School of Social

& Behavioral Sciences

John Yu, Dean, School of

Mathematics & Science

Recorder: Angela Buford, Substitute, Executive Coordinator Also Present: Peter Cammish

1. Process for Instructional Equipment Funding (P. Cammish)

Peter Cammish shared the Request for Instructional Equipment Funding form with the Dean’s.

The group agreed that the form should be simplified and gold’s and strategies be added to the

form, the group asked how funds would be divided and how any remaining funds would be

expended.

Dean’s agreed divisions of funds are as followed:

50% FTE

30% Deans

20% Emergency (i.e. repairs, replace)

Faculty submit proposals to Dean

Discussion and ranking at division meeting

Deans’ discussion and ranking of remaining Items

Final decision

Action:

Peter will contact Laura Scott for a full definition of equipment

Move everything back a month (March) submit to Deans office

Peter will simplify the form and add goals and strategies

Peter will research if there is a roll-over, if so will funds go into general account?

Deans will find out from faculty:

What equipment do you have?

Why do you need replacement equipment?

Why augment equipment?

How is request linked to and supported by assessment, program review and/or strategic

goals and objectives in EMP?

ACADEMIC DEANS MEETING Thursday, July 24, 2014, 2014 360 Campus Lane, Room 234

12:30 p.m. – 2 p.m. Agenda

PA-E3.1.2

5

Suggestions:

Funds should not be used for IT equipment

By 3rd quarter any remaining funds, discussion with Deans, funds expended and order

before June deadline

Vice President Diane White shared Enrollment Date as of July 23, 2014 with the

Deans

Fill rates are not looking good

Fill rates are more critical

Look at Cancellations next week (July 28th) for “single-digit” courses

Have staff contact and redirect students; if possible, to classes not satisfy same requirement

Please confer with faculty about any classes being cancelled

Deadline for cancellation August 6, 2014

Action:

August 4, 2014 Deans meet to review enrollment and determine cancellations

(Time not set)

2. Program Discontinuance Recommendations (All)

Suggestions:

Eliminate duplicate Degrees (If ADT, no AA/AS)

List Pros & Cons of eliminations

Action:

Angela will contact Curriculum office; follow up to see if Banking/Finance was pulled under

Certification?

Angela contacted the Curriculum office and Banking/Finance is active under certification

program.

Angela will contact Curriculum office; find out what’s been approved and what’s on the pipeline

for approval at the Chancellor’s office.

Keep

ADT Art-2D

Art Hist Art-3D/Screen printing (combine?)

ADT-Music Art Hist

Commercial Art or Graphic Des/Illustration (TBD)

Interior Des. Music-Instrumental (if no ADT all 3 gone)

Theory Vocal

Prof. Photography

Foreign Language General (not ASL) German

(Sign language) Air Cond.”PROGRAM”

Real Estate (move to Comm. Ed.) Banking & Finance (is active Certification)

6

Retool

Journalism-Digital Prof. photography-(become CTE Certificate program)

ASL-Certificate program ESL-Certificate program

Drafting Tech/Engineering design graphic (low unit Certification program) Ornamental Horticulture (Certificate program) Industrial tech & Maint. Tech

Ofc. Technology

Next Meeting: Set up plans for Flex Cal Program

7

Fall 2013

Program Review

Financial Aid

Prepared by Robin Darcangelo

The mission of Solano Community College’s Financial Aid Office is to be an active part in our student’s educational journey. Our goal is to create change in students’ lives by providing services, resources, and opportunities that minimizes financial barriers to higher education. We serve a diverse population with integrity, sensitivity, and respect, while maintaining the confidentiality of our students and their families. Our commitment is to comply with federal and state regulations as well as institutional policies and procedures.

Thursday, July 10, 2014 Page 1 of 8

8

PA-E3.2.1

Section 1: Completed and Current Projects Evaluation

Promoted Awareness by creating a SAP Counseling tracking tool for all FA students.Promoted awareness with FATV; created videos for portal, added flatscreen tv and videos to all three campuses. Created QR code and promoted marketing materials which included posters, bookmarks, website, catalog, and mobil phone device access. XAP was implemented for on-line fee waivers.

Major Accomplishments

Fall 2012 Previous Semester

FA-TV for Mobil Devices CompleteProject Title

Evaluation Results

QR Code with FA-TV Counseling tool created on SCC Website, bookmarks, and posters that hang throughout campus.

Project Desciption Provide access to all students to download FA Counseling from any/all mobil device.

Project Outcomes Outcome"Students are privy to the FATV videos, and portal as well as the counseling tools.Now available for all mobil devices."

Strategic Outcome Supported 2.5 Effective Enrollment Management

How is Outcome Supported Our outcome is supported by the SCC Website marketing, bookmarks being handed out to students, and posters.

Area Outcome Supported Satisfactory Academic Progress (SAP)


9

Section 2: Outcomes Assessment

Satisfactory Academic Progress (SAP)

Outcome Description Students will learn and understand the Qualitative and Quantative requirements to meet Satisfactory Academic Progress (SAP) standards and maintain financial aid eligibility by completing a mandatory online workshop.

Assessment Strategy Online Quiz /Survey once a year.

Success Criteria Students response meets 80% of SAP quiz.

Strat Objective Supported 2.5 Effective Enrollment Management

Outcomes Assessment and Actions

Supporting Projects

February 2012 Survey reflects some students havinf difficulty with clarity of financial aid informaiton.

Next Steps

Developed FA-TV and counselling tool will likely help with this. Monitor next survey results to check for improvement.

Assessment Date

Fall 2012

Assessment Results

Project Title StatusEnd Semester

SAP 101 IncompleteSpring 2014

FA-TV for Mobil Devices CompleteFall 2012


10

Students did not understand SAP requirements.A lack of communication for student understanding the financial aid programs.A need for more access.

Areas of Concern

Financial Aid Overview

Outcome Description Prospective students and current students will understand the types, sources and amounts of financial aid available; the applications required and deadline dates.

Assessment Strategy Online survey once a year.

Success Criteria 75% will indicate they have a good understanding of the financial aid resources available.

Strat Objective Supported 2.5 Effective Enrollment Management

Outcomes Assessment and Actions

Supporting Projects

Areas of concern have been discussed with FA staff

Next Steps

Implementation of improved process for 2013/2014 academic year

Assessment Date

Spring 2013

Assessment Results

Project Title StatusEnd Semester

CCC Apply BOGG IncompleteSpring 2014

Implement Banner Applications IncompleteFall 2014

FA Supervisor/ALG position and additional staff to serve students

IncompleteSummer 2015

Merge Financial Aid & EOPS/CARE and Marketing strategies IncompleteSummer 2015

Financial Aid Orientation IncompleteSummer 2015

Policies & Procedures Manual IncompleteSummer 2014


11

Section 3: Planned Work

To create FA Orientation and highlight HO card activation.

Possible Future Projects

Fall 2014

Direct Loans IncompleteProject Title

Project Desciption Contact delinquent and current borrowers to increase awareness of options available.

Project Outcomes OutcomeWill provide further project outcomes once new Default Prevention Program is implemented.

Strategic Outcome Supported 4.2 Maximize Institutional Effectiveness

How is Outcome Supported no outcome

Area Outcome Supported Responsible Borrowing

Project Activities

Activity Title Completion Date Complete

Loan Procedures Spring 2012

Implement DeFault Management Program with Chancellor's Office Fall 2014

Implement Banner Applications IncompleteProject Title

Project Desciption Implement Banner workflow applications to strenthen and streamline Banner functionality and FA efficiencies

Project Outcomes


How is Outcome Supported

Area Outcome Supported Financial Aid Overview

Project Activities


Implementation for Workflow timeline Fall 2013

BDMS Summer 2014

Argos /ODS/Discover Reporting Tools Fall 2014

Spring 2014

SAP 101 IncompleteProject Title


12

Project Desciption Satisfactory Academic Progress (SAP) awareness for Student Services areas.

Project Outcomes



Area Outcome Supported Satisfactory Academic Progress (SAP)

Project Activities


Umoja Presenation Summer 2012

Board Presentation Fall 2012

Presentation to Counseling Staff Spring 2013

Student Forum Spring 2014

CCC Apply BOGG IncompleteProject Title

Project Desciption Students apply online for BOGG

Project Outcomes




Project Activities


Work with IT and XAP on development Fall 2012

Develop data download process Summer 2013

Streamline processes Fall 2013

Transitioning from XAP to CCCApply Spring 2014

Better Security for Higher One ATM Machines IncompleteProject Title

Project Desciption Work with HO Management Team to create some additional security measures for students using ATM Machines on campus and at Centers.

Project Outcomes

Strategic Outcome Supported 4.2 Maximize Institutional Effectiveness


Area Outcome Supported Responsible Borrowing


13

Project Activities


Contact Higher One Team Spring 2014

Implement additional security for ATM Machines Spring 2014

Summer 2014

Policies & Procedures Manual IncompleteProject Title

Project Desciption Review and update Policies & Procedures Manual for FAO.

Project Outcomes




Project Activities


Research IFAP & NASFAA Templates Summer 2014

Summer 2015

FA Supervisor/ALG position and additional staff to serve students IncompleteProject Title

Project Desciption Improve financial aid administrative capacity. FA Supervisor/ALG position and additional staff to serve students

Project Outcomes




Project Activities


Collect data and evaluate program needs for FA/EOPS & CARE/Veterans Summer 2014

Evaluate Program budgets and needs Summer 2014

Create New position or reclass existing position for ALG Summer 2015

Merge Financial Aid & EOPS/CARE and Marketing strategies IncompleteProject Title

Project Desciption Develop marketing materials and communications for FA & EOPS/CARE programs.


14

Other Notes

We addressed the SAP issue by implementing the Counseling tool. The positive feedback has generated some additional ideas for educating students and we will move forward with specific plans in the future.Financial Aid TV has proven to be a great resource for students and parents. Implementing the QR code has greatly increased mobile access for students.

Project Outcomes




Project Activities


FATV Summer 2014

College Visits Summer 2014

EOPS Tracking requirment Summer 2014

In-Reach and Out-reach events. Summer 2015

Financial Aid Orientation IncompleteProject Title

Project Desciption Develop Orientation tool and communication through different mediam; Include HO Card activation.

Project Outcomes




Project Activities


Create Orientation Outline Fall 2013

Survey Summer 2014

Tracking requirements for new students Summer 2015


15

AVP Human Resources

Plan Summary

Fall

20

12

Spri

ng

20

13

Sum

mer

20

13

Summary for AVP Human Resources 13%

8

0%

4

0%

1

HR Total 13%

8

0%

4

0%

1

Equity and Inclusion

Advisory Council

0%

1

0% 0%

1

NeoGov

Implementation

20%

5

0%

3

0%

On-line Sexual

Harrassment,

Discrimination and

0%

2

0%

1

0%

Activity Status Chart

0

1

2

3

4

5

6

7

8

106 - Fall 2012 107 - Spring 2013 108 - Summer 2013

Overdue Complete

Semester

n

Project ActivitiesFor AVP Human Resources

Page 1 of 2Monday, September 8, 2014

16

PA-E3.2.2

<pdfexplode>AVP Human Resources</pdfexplode>

HR

Wade Larson

1. Foster Excellence in Learning

Project: On-line Sexual Harrassment, Discrimination and Retaliation (1.2 Teaching Environment) Incomplete

Provide required training online per AB1825 utilizing an online system for all faculty and staff.

Deadline Activity

Keenan Safe CollegeFall 2012 Overdue

Training on Keenan Safe CollegeFall 2012 Overdue

Enroll all Faculty and Staff in Keenan Safe CollegeSpring 2013 Overdue

3. Strengthen Community Connections

Project: Equity and Inclusion Advisory Council (3.1 Respond to Community Needs) Incomplete

Provide support and recommendations to the EEO Compliance Officer in regards to recruiting and diversity training for the District.

Deadline Activity

Online Diversity ResourcesFall 2012 Overdue

Campus Climate SurveySummer 2013 Overdue

4. Optimize Resources

Project: NeoGov Implementation (4.2 Maximize Institutional Effectiveness) Incomplete

Implement Online Applicant Tracking System

Deadline Activity

Create How To Apply GuideFall 2012 Overdue

Build Foundation and implement NeoGOVFall 2012 Complete

Develop Selection Committee Review CapabilityFall 2012 Overdue

Screening capability of Applicant PoolsFall 2012 Overdue

New Hire and Position Control IntegrationFall 2012 Overdue

Approval Chain ImplementationSpring 2013 Overdue

Banner IntegrationSpring 2013 Overdue

Test Reporting FunctionalitySpring 2013 Overdue


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<pdfexplode>Chief Student Services Officer</pdfexplode>

Chief Student Services Officer

Plan Summary

Fall

20

12

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20

13

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13

Fall

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Fall

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Fall

20

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Summary for Chief Student Services

Officer

92%

13

83%

6

100%

3

56%

25

49%

39

29%

14

3%

29

0%

11

33%

3

0%

2

0%

4

Admissions

and Records

Total 86%

7

50%

2

0% 20%

5

0%

8

0%

1

0%

4

0% 0% 0% 0%

Database

Management

100%

2

0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

Service to Students 100%

2

0% 0% 33%

3

0%

8

0%

1

0%

3

0% 0% 0% 0%

Staff Training 67%

3

50%

2

0% 0%

2

0% 0% 0%

1

0% 0% 0% 0%

EOPS Program Total 0% 0% 0% 100%

5

91%

11

33%

3

0%

3

0%

6

0% 0% 0%

CARE Program 0% 0% 0% 0% 100%

1

0%

1

0% 0%

2

0% 0% 0%

Community College

Visits

0% 0% 0% 0% 100%

1

0% 0%

1

0% 0% 0% 0%

EOPS and CARE Data

Collection

0% 0% 0% 0% 0% 100%

1

0%

1

0% 0% 0% 0%

EOPS and CARE

Program Marketing

2013-14

0% 0% 0% 100%

1

100%

2

0% 0% 0%

1

0% 0% 0%

EOPS Program will

continue to increase

admission of Hispanic

0% 0% 0% 100%

1

100%

2

0% 0% 0%

1

0% 0% 0%


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Fall

20

12

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01

4

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Sum

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20

15

Fall

20

15

Fall

20

18

EOPS Program EOPS Recruitment

Spring 2014

0% 0% 0% 100%

1

100%

1

0%

1

0% 0% 0% 0% 0%

Increase the retention

and persistence rates

of continuing EOPS

0% 0% 0% 100%

1

75%

4

0% 0% 0%

2

0% 0% 0%

Reserved Textbooks

for EOPS students at

SCC Library or EOPS

0% 0% 0% 100%

1

0% 0% 0%

1

0% 0% 0% 0%

Financial Aid Total 100%

5

100%

1

100%

1

67%

3

100%

4

38%

8

50%

2

0% 33%

3

0% 0%

Better Security for

Higher One ATM

Machines

0% 0% 0% 0% 100%

2

0% 0% 0% 0% 0% 0%

CCC Apply BOGG 100%

1

0% 100%

1

100%

1

100%

1

0% 0% 0% 0% 0% 0%

Direct Loans 0% 0% 0% 0% 0% 0% 100%

1

0% 0% 0% 0%

FA Supervisor/ALG

position and

additional staff to

0% 0% 0% 0% 0% 0%

2

0% 0% 0%

1

0% 0%

FA-TV for Mobil

Devices

100%

3

0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

Financial Aid

Orientation

0% 0% 0% 0%

1

0% 0%

1

0% 0% 0%

1

0% 0%

Implement Banner

Applications

0% 0% 0% 100%

1

0% 0%

1

0%

1

0% 0% 0% 0%


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Fall

20

12

Spri

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20

13

Sum

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Fall

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4

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15

Sum

mer

20

15

Fall

20

15

Fall

20

18

Financial Aid Merge Financial Aid &

EOPS/CARE and

Marketing strategies

0% 0% 0% 0% 0% 100%

3

0% 0% 100%

1

0% 0%

Policies & Procedures

Manual

0% 0% 0% 0% 0% 0%

1

0% 0% 0% 0% 0%

SAP 101 100%

1

100%

1

0% 0% 100%

1

0% 0% 0% 0% 0% 0%

Recruitment Total 0% 100%

2

100%

2

33%

3

0%

1

0% 0% 0% 0% 0% 0%

Increase Social Media

Presence

0% 0% 100%

1

100%

1

0% 0% 0% 0% 0% 0% 0%

International web

page creation

0% 100%

2

100%

1

0% 0% 0% 0% 0% 0% 0% 0%

School Housing 0% 0% 0% 0%

2

0%

1

0% 0% 0% 0% 0% 0%

Student Equity

Plan

Total 0% 0% 0% 100%

1

0%

7

0% 0%

12

0%

4

0% 0%

2

0%

4

Conduct Degree

Audits

0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

1

0%

Develop Declaration

of Major Requirement

0% 0% 0% 0% 0%

1

0% 0% 0% 0% 0% 0%

Enhance Freshman

Support

0% 0% 0% 0% 0%

2

0% 0%

3

0% 0% 0%

1

0%

Enhance Staff and

Faculty Development

0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

1


20


Fall

20

12

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13

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Fall

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Fall

20

15

Fall

20

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Student Equity

Plan

Enhance Student

Success and Support

0% 0% 0% 0% 0% 0% 0%

1

0% 0% 0% 0%

Implement Basic Skills

and ESL Initiative

0% 0% 0% 0% 0%

1

0% 0%

4

0% 0% 0% 0%

Implement Student

Education Plan

Requirement

0% 0% 0% 0% 0%

1

0% 0% 0% 0% 0% 0%

Implement Student

Success Initiative

0% 0% 0% 100%

1

0%

1

0% 0%

2

0% 0% 0% 0%

Increase Transfer

Rates

0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

2

Promote Degree

Completion

0% 0% 0% 0% 0% 0% 0%

1

0% 0% 0% 0%

Strengthen High

School Partnerships &

College Readiness

0% 0% 0% 0% 0% 0% 0% 0%

2

0% 0% 0%

Support for Retention

Programs

0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

1

Sustain Community

Outreach

0% 0% 0% 0% 0%

1

0% 0%

1

0%

2

0% 0% 0%

Tutoring Total 100%

1

100%

1

0% 0%

3

0%

1

0% 0%

2

0% 0% 0% 0%

Instructional

Equipment Upgrade

0% 100%

1

0% 0% 0% 0% 0%

1

0% 0% 0% 0%


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Fall

20

12

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Fall

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15

Fall

20

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Tutoring Tutor Training 100%

1

0% 0% 0%

1

0% 0% 0%

1

0% 0% 0% 0%

Tutor Training Series

2013

0% 0% 0% 0%

2

0%

1

0% 0% 0% 0% 0% 0%

Veterans

Affairs Center

Total 0% 0% 0% 80%

5

71%

7

0%

2

0%

6

0%

1

0% 0% 0%

Three year plan -

Newly Employed

Faculty and Staf

0% 0% 0% 0% 0%

1

0% 0% 0% 0% 0% 0%

Three Year Plan -

Provide Skype

Education Plan

0% 0% 0% 0%

1

0% 0% 0%

2

0%

1

0% 0% 0%

Three Year Plan -

Reinstating Veterans

Certification Specialist

0% 0% 0% 100%

1

0%

1

0%

2

0%

1

0% 0% 0% 0%

Three Year Plan -

Veteran Resource

Center

0% 0% 0% 100%

2

100%

1

0% 0%

2

0% 0% 0% 0%

Vet Calendar on

Website

0% 0% 0% 100%

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0% 0% 0% 0% 0% 0%

Veteran Manditory

Orientation

0% 0% 0% 0% 100%

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22


0

5

10

15

20

25

30

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106 - Fall 2012 107 - Spring2013

108 - Summer2013

109 - Fall 2013 110 - Spring2014

111 - Summer2014

112 - Fall 2014 113 - Spring2015

114 - Summer2015

115 - Fall 2015 124 - Fall 2018

Overdue Not Started Current Complete

Semester

n

Project ActivitiesFor Chief Student Services Officer

Admissions and Records

Barbara Fountain

2. Maximize Student Access and Success

Project: Database Management (2.5 Effective Enrollment Management) Incomplete

Deadline Activity

Demographic ReportFall 2012 Complete

Headcount/Demographic ReportFall 2012 Complete

Project: Service to Students (2.5 Effective Enrollment Management) Incomplete

Deadline Activity

CalendarsFall 2012 Complete

Petition OverhaulFall 2012 Complete

Internation Student ProgramFall 2013 Overdue

College SourceFall 2013 Complete

WaitlistingFall 2013 Overdue

SSB Petition ResultsSpring 2014 Overdue

How-To'sSpring 2014 Overdue

Submit Petitions OnlineSpring 2014 Overdue

EAPSpring 2014 Overdue

Degree/Cert PetitionSpring 2014 Overdue

Increase Student Use of Centers in their Service AreasSpring 2014 Overdue

Instant InfoSpring 2014 Overdue

Student Password ResetSpring 2014 Overdue

Board Policy/Admin Procedure UpdatesSummer 2014 Overdue

Education USAFall 2014 Current

Co-Requisite ProcessingFall 2014 Current


23


Degree Audit SystemFall 2014 Current

Project: Staff Training (2.5 Effective Enrollment Management) Incomplete

Provide/conduct training with staff that promotes professional development while supporting the mission of the college and ensuring efficient and student friendly processes.

Deadline Activity

Emergency ProceduresFall 2012 Overdue

Prerequisite ClearingFall 2012 Complete

Cashiering ProcedureFall 2012 Complete

CalgrantSpring 2013 Complete

Faculty HandbookSpring 2013 Overdue

Applicant StatisticsFall 2013 Overdue

Transfer Ready StudentsFall 2013 Overdue

Drop SurveysFall 2014 Current

EOPS Program

Cynthia Simon


Project: EOPS Recruitment Spring 2014 (2.1 Support Underprepared Students) Incomplete

Recruitment of new students to the EOPS Program by high school visitation at local high schools.

Deadline Activity

Increase the EOPS students served for 2013-14.Fall 2013 Complete

Campus In-ReachSpring 2014 Complete

Visit local high schoolsSummer 2014 Overdue

Project: EOPS Program will continue to increase admission of Hispanic and African-American males (2.1 Support

Underprepared Students)

Incomplete

The EOPS Program will continue to increase the number of Hispanic (males and females) and African-American males.

Deadline Activity

Work with Financial Aid Staff collarborative effortsFall 2013 Complete

In-reach recruitment for new EOPS studentsSpring 2014 Complete

Increase the number of underrepresented students in the EOPS Program for the 2013-14 academic year.Spring 2014 Complete

Continue this activity for the 2014-15Spring 2015 Not Started

Project: Increase the retention and persistence rates of continuing EOPS students (2.1 Support Underprepared

Students)

Incomplete

The EOPS Program will continue working with EOPS students that are making academic progress during the 2013-14 academic year. The EOPS Program will also continue to

work with EOPS students that have encourtered "academic challenges" during the prior sem

Deadline Activity

EOPS Mutual Responsibility Contract accessible on the EOPS websiteFall 2013 Complete

EOPS LabSpring 2014 Complete

Monthly monitoring of EOPS students on "probation"Spring 2014 Complete

EOPS News BulletinSpring 2014 Complete

EOPS "probation and academic" workshopsSpring 2014 Overdue

E-Blast communications to EOPS studentsSpring 2015 Not Started

Basic Skills tutoring for EOPS students (Math and English)Spring 2015 Not Started

Project: EOPS and CARE Program Marketing 2013-14 (2.1 Support Underprepared Students) Incomplete

Increase the awareness of EOPS and CARE on and off campus.


24


Deadline Activity

FATVFall 2013 Complete

EOPS Celebration, April 9, 2014 - college wide awareness activitySpring 2014 Complete

EOPS and CARE BrochuresSpring 2014 Complete

Work with Financial Aid Office to develop and communicate with AB 540Spring 2015 Not Started

Project: EOPS and CARE Data Collection (2.1 Support Underprepared Students) Incomplete

Develop criteria with Peter to collect data on students served in the EOPS and CARE Programs.

Deadline Activity

Provide criteria for data to be collection.Summer 2014 Complete

Continue to review the EOPS and CARE DataFall 2014 Current

Project: Reserved Textbooks for EOPS students at SCC Library or EOPS Office (2.1 Support Underprepared Students) Incomplete

The EOPS Program will work with the Solano Community College to purchase textbooks for EOPS students to use.

Deadline Activity

EOPS Textbooks in SCC Library or in the EOPS OfficeFall 2013 Complete

Update EOPS Lending Library books for Fall 2014Fall 2014 Current

Project: CARE Program (2.1 Support Underprepared Students) Incomplete

Offer CARE workshops during Spring 2014

Deadline Activity

CARE WorkshopsSpring 2014 Complete

Work with CalWORKS ProgramSummer 2014 Overdue

CARE WorkshopsSpring 2015 Not Started

Continue working with CalWORKS to increase the students and offer workshops for this particular popuSpring 2015 Not Started

Project: Community College Visits (2.1 Support Underprepared Students) Incomplete

Robin and I will be visiting several community colleges to discuss the operational functions of their EOPS and CARE Programs.

Deadline Activity

Community College Visits to be continuedSpring 2014 Complete

Continue community college visits during Fall 2014.Fall 2014 Current

Financial Aid

Robin Darcangelo


Project: SAP 101 (2.5 Effective Enrollment Management) Complete

Satisfactory Academic Progress (SAP) awareness for Student Services areas.

Deadline Activity

Board PresentationFall 2012 Complete

Presentation to Counseling StaffSpring 2013 Complete

Student ForumSpring 2014 Complete

Project: FA-TV for Mobil Devices (2.5 Effective Enrollment Management) Complete

Provide access to all students to download FA Counseling from any/all mobil device.

Deadline Activity

Finalize FA-TV contentFall 2012 Complete


25


Marketing studentFall 2012 Complete

Work with IT to implement FA-TV mobil access for studentsFall 2012 Complete

Project: CCC Apply BOGG (2.5 Effective Enrollment Management) Complete

Students apply online for BOGG

Deadline Activity

Work with IT and XAP on developmentFall 2012 Complete

Develop data download processSummer 2013 Complete

Streamline processesFall 2013 Complete

Transitioning from XAP to CCCApplySpring 2014 Complete

Project: Implement Banner Applications (2.5 Effective Enrollment Management) Incomplete

Implement Banner workflow applications to strenthen and streamline Banner functionality and FA efficiencies

Deadline Activity

Implementation for Workflow timelineFall 2013 Complete

BDMSSummer 2014 Overdue

Argos /ODS/Discover Reporting ToolsFall 2014 Current

Project: FA Supervisor/ALG position and additional staff to serve students (2.5 Effective Enrollment Management) Incomplete

Improve financial aid administrative capacity.

FA Supervisor/ALG position and additional staff to serve students

Deadline Activity

Evaluate Program budgets and needsSummer 2014 Overdue

Collect data and evaluate program needs for FA/EOPS & CARE/VeteransSummer 2014 Overdue

Create New position or reclass existing position for ALGSummer 2015 Not Started

Project: Merge Financial Aid & EOPS/CARE and Marketing strategies (2.5 Effective Enrollment Management) Complete

Develop marketing materials and communications for FA & EOPS/CARE programs.

Deadline Activity

College VisitsSummer 2014 Complete

EOPS Tracking requirmentSummer 2014 Complete

FATVSummer 2014 Complete

In-Reach and Out-reach events.Summer 2015 Complete

Project: Financial Aid Orientation (2.5 Effective Enrollment Management) Incomplete

Develop Orientation tool and communication through different mediam; Include HO Card activation.

Deadline Activity

Create Orientation OutlineFall 2013 Overdue

SurveySummer 2014 Overdue

Tracking requirements for new studentsSummer 2015 Not Started

Project: Policies & Procedures Manual (2.5 Effective Enrollment Management) Incomplete

Review and update Policies & Procedures Manual for FAO.

Deadline Activity

Research IFAP & NASFAA TemplatesSummer 2014 Overdue


Project: Direct Loans (4.2 Maximize Institutional Effectiveness) Complete


26


Contact delinquent and current borrowers to increase awareness of options available. 8-20-13: Hired ECMC to work the Delinquent borrowers list. We had approximatly 74 and

we are down to 6 delinquent borrowers available for cure. We may discontinue servic

Deadline Activity

Implement DeFault Management Program with Chancellor's OfficeFall 2014 Current

Project: Better Security for Higher One ATM Machines (4.2 Maximize Institutional Effectiveness) Awaiting Evaluation

Work with HO Management Team to create some additional security measures for students using ATM Machines on campus and at Centers.

Deadline Activity

Contact Higher One TeamSpring 2014 Complete

Implement additional security for ATM MachinesSpring 2014 Complete

Recruitment

Shemila Johnson


Project: International web page creation (2.5 Effective Enrollment Management) Complete

Work with IT to implement a full scale international students web page to include general program info, cost, housing, transportation, etc.

Deadline Activity

Update international student applicationSpring 2013 Complete

International brochureSpring 2013 Complete

HousingSummer 2013 Complete

Project: School Housing (2.5 Effective Enrollment Management) Incomplete

Develop plan for implementing an on-campus or within close proximity to campus housing option for students. Namely, foster youth, Out-of-state/international, athletes, and

local students.

Deadline Activity

Facilities Master PlanFall 2013 Overdue

ED Master PlanFall 2013 Overdue

Visit schools with model in placeSpring 2014 Overdue


Project: Increase Social Media Presence (3.2 Expand Community Ties) Complete

Regularly update district Facebook page, create twitter page, evaluate other popular social networks to determine district's need to participate.

Deadline Activity

Post daily to Facebook pageSummer 2013 Complete

Create Twitter pageFall 2013 Complete

Student Equity Plan

Shirley Lewis


Project: Implement Student Success Initiative (1.3 Student Performance) Incomplete

Plan and implement SB 1457 Student Success and Support Program (SSSP) activities that impact retention and persistence, especially target groups.

Deadline Activity

Implement Priority RegistrationFall 2013 Complete

Implement New Student Requirements PolicySpring 2014 Overdue

Develop Student-Centered Class SchedulingFall 2014 Current


27


Promote Full-time Enrollment AttendanceFall 2014 Current

Project: Support for Retention Programs (1.3 Student Performance) Incomplete

Develop and support programs and activities that focus on retention and persistence, especially target groups.

Deadline Activity

Support for Student Success ProgramsFall 2018 Not Started

Project: Enhance Staff and Faculty Development (1.3 Student Performance) Incomplete

Enhance faculty and staff professional development training to meet the needs of all students, particularly underprepared students who are African American, Hispanic,

Asian/PI, and disabled.

Deadline Activity

Support SSS Professional DevelopmentFall 2018 Not Started

Project: Develop Declaration of Major Requirement (1.3 Student Performance) Incomplete

Develop freshmen requirement to declare a course of study or major.

Deadline Activity

Design policySpring 2014 Overdue

Project: Conduct Degree Audits (1.3 Student Performance) Incomplete

Conduct comprehensive degree audits for students.

Deadline Activity

Implement Degree WorksFall 2015 Not Started

Project: Promote Degree Completion (1.3 Student Performance) Incomplete

Promote the importance of completing degree, certificate, or transfer program, particularly for African American, Hispanic, white male, and Filipino students.

Deadline Activity

Develop promotional materials.Fall 2014 Current

Project: Implement Student Education Plan Requirement (1.3 Student Performance) Incomplete

Develop implementation plan for Student Education Plan required for new students.

Deadline Activity

Finalize Ed Plan Service DeliverySpring 2014 Overdue


Project: Sustain Community Outreach (2.4 Improve access) Incomplete

Increase White, Asian/Pacific Islander, disabled, male, and ESL student enrollment.

Deadline Activity

Develop Outreach Plan and CalendarSpring 2014 Overdue

Promote Career and Education PathwaysFall 2014 Current

Promote Evening and Online ProgramsSpring 2015 Not Started

Develop Outreach MaterialsSpring 2015 Not Started

Project: Strengthen High School Partnerships & College Readiness (2.4 Improve access) Incomplete

Strengthen collaborative efforts between the College and 13 feeder high schools in Solano County.

Deadline Activity

Develop Common Core StandardsSpring 2015 Not Started

Outreach to Underrepresented StudentsSpring 2015 Not Started

Project: Enhance Student Success and Support (2.4 Improve access) Incomplete


28


SB 1457 requires the development of a Student Success and Support Plan. The SSS Plan will incorporate activities to support student equity goal regarding ACCESS.

Deadline Activity

Develop SSSP Plan to Support AccessFall 2014 Current

Project: Implement Basic Skills and ESL Initiative (2.1 Support Underprepared Students) Incomplete

Implement Basic Skills and ESL Initiative 5 year Plan (2013-18) to address those students lacking college readiness.

Deadline Activity

Analyze student success dataSpring 2014 Overdue

Support cohort-model programsFall 2014 Current

Explore Alternative Basic Skills CurriculumFall 2014 Current

Support Faculty Development in Basic Skills and ESLFall 2014 Current

Support ESL program growthFall 2014 Current

Project: Enhance Freshman Support (2.1 Support Underprepared Students) Incomplete

Provide comprehensive student support resources for entering freshmen.

Deadline Activity

Develop ASC Plan for OutreachSpring 2014 Overdue

Adopt Mandatory Services PolicySpring 2014 Overdue

Deliver ESL Student TrainingFall 2014 Current

Coordinate Academic Success effortsFall 2014 Current

Develop College Readiness IndicatorFall 2014 Current

Develop Bilingual College ResourcesFall 2015 Not Started

Project: Increase Transfer Rates (2.3 Support Transfer Students) Incomplete

Provide counseling and Academic Success Center activities that lead to improved transfer rates.

Deadline Activity

Promote transfer missionFall 2018 Not Started

Enhance transfer services.Fall 2018 Not Started

Tutoring

Marie Mayne


Project: Tutor Training (2.1 Support Underprepared Students) Incomplete

Expand training for new and continuing tutors to cover specific subject areas such as English, CME Test preparation, and Mathematics. The goal of this training is to ensure

uniformed information is taught to students being tutored (also called tutees).

Deadline Activity

Basic Subject Training for TutorsFall 2012 Complete

Tutor Practicum CourseFall 2013 Overdue

Faculty Mentor/Tutor ProgramFall 2014 Current

Project: Instructional Equipment Upgrade (2.1 Support Underprepared Students) Incomplete

Purchase new Dell computers and one iMAC for tutoring center use. Upgrade resource library with current textbook editions and add books for various tutoring subjects.

Deadline Activity

Textbooks UpdatedSpring 2013 Complete

Computer upgradesFall 2014 Current

Project: Tutor Training Series 2013 (2.1 Support Underprepared Students) Incomplete


29


Expand training for new and continuing tutors to cover specific subject areas such as English, CME Test preparation, and Mathematics. The goal of this training is to ensure

uniformed information is taught to students being tutored (also called tutees).

Deadline Activity

Tutor Practicum CourseFall 2013 Overdue

Basic Subject Training for TutorsFall 2013 Overdue

Faculty Mentor/Tutor ProgramSpring 2014 Overdue

Veterans Affairs Center

Amy Utt


Project: Vet Calendar on Website (2.4 Improve access) Complete

Create Veteran Calendare on Veterans Affairs Center page that provides SCC and Solano County Veteran information.

Deadline Activity

Discuss with IT DepartmentFall 2013 Complete

Sent Request to IT Dec. 2013. Waiting on IT to load calendarSpring 2014 Complete

Project: Three Year Plan - Reinstating Veterans Certification Specialist (2.4 Improve access) Incomplete

Reinstate previous position for Veterans Certification Specialist. In the 1990, the college downsized the Veterans Affairs Center to only have one Veteran Certification Specialist

due to the low number of Veterans & Veteran Dependents using the various V

Deadline Activity

Program ReviewFall 2013 Complete

Strategic Proposal ProcessSpring 2014 Overdue

Discussions with Robin DarcangeloSummer 2014 Overdue

College Research on Veteran ProgramSummer 2014 Overdue

CSEA, Human Resources and Fiscal ServicesFall 2014 Current

Project: Three Year Plan - Provide Skype Education Plan Appointments (2.4 Improve access) Incomplete

Providing Skype services will allow individuals deployed or out of the area to meet with a counselor for a VA and/or Active-duty Education Plan and VAC Staff for program

services.

The VAC has difficulty communicating with Active-duty servicesmembers

Deadline Activity

Research cost of equipmentFall 2013 Overdue

Research Skype at other VA SchoolsFall 2014 Current

VA approved electronic signatureFall 2014 Current

TrainingSpring 2015 Not Started

Project: Three year plan - Newly Employed Faculty and Staf Training on student Veterans (2.1 Support

Underprepared Students)

Incomplete

Veterans, Active-duty, National Guard, Reservists and Veteran dependents make up ¼ of the campus population. These individuals are unique due to their military experience,

which set them apart from the average student. Some of these individuals have Pos

Deadline Activity

Human ResourcesSpring 2014 Overdue

Project: Three Year Plan - Veteran Resource Center (2.4 Improve access) Incomplete

As of Fall 2013, Solano Community College has over 2400 self-identified Veterans, Active-duty Military, Reservists and dependents of a veteran, active-duty and Reservists who

are enrolled in courses. Within the current Veterans Affairs Center (VAC), half

Deadline Activity

Veteran Resource Center needFall 2013 Complete

Location of VRCFall 2013 Complete


30


Education Master PlanSpring 2014 Complete

CollaborationFall 2014 Current

Planning ProcessFall 2014 Current

Project: Veteran Manditory Orientation (2.4 Improve access) Incomplete

In-person and Online Orientation will be created to provide information regarding the SCC Veterans Affairs Program, USD VA Education, Veteran Resources (within Solano

County related to non-education VA benefits), This will assist in the students success

Deadline Activity

In DevelopmentSpring 2014 Complete

Create ScriptSpring 2014 Complete

ResearchSpring 2014 Complete

IT creating code in VIP and BannerFall 2014 Current


31

<pdfexplode>Chief Technology Officer</pdfexplode>

Chief Technology Officer

Plan Summary

Fall

20

12

Spri

ng

20

13

Sum

mer

20

13

Fall

20

13

Spri

ng

20

14

* Fa

ll 2

01

4

Spri

ng

20

15

Sum

mer

20

15

Fall

20

15

Summary for Chief Technology Officer 100%

11

100%

5

100%

1

0%

1

50%

2

0%

3

0%

3

0%

1

0%

1

IT Total 100%

2

100%

2

100%

1

0%

1

0% 0%

2

0%

1

0% 0%

Banner Document

Management System

0% 0% 0% 0% 0% 0%

1

0% 0% 0%

Banner Workflow 0% 0% 0% 0% 0% 0% 0%

1

0% 0%

Degree Works 100%

1

100%

1

0% 0% 0% 0%

1

0% 0% 0%

Report Tool for

Banner

100%

1

100%

1

100%

1

0%

1

0% 0% 0% 0% 0%

Library Total 100%

9

100%

3

0% 0% 50%

2

0%

1

0%

2

0%

1

0%

1

Access: Collections:

Books

0% 100%

1

0% 0% 0% 0% 0% 0% 0%

1

Access: Interlibrary

Loan

100%

2

0% 0% 0% 0% 0% 0% 0% 0%

Access: Vacaville

Center Library

0% 0% 0% 0% 0% 0% 0%

1

0% 0%

Access: Vallejo Center

Library

0% 0% 0% 0% 0% 0% 0% 0%

1

0%


32


Fall

20

12

Spri

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20

13

Sum

mer

20

13

Fall

20

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Spri

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20

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* Fa

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01

4

Spri

ng

20

15

Sum

mer

20

15

Fall

20

15

Library Access: Collections:

Databases

100%

2

100%

1

0% 0% 0% 0% 0%

1

0% 0%

Access: Textbook

Reserves

100%

1

100%

1

0% 0% 0% 0%

1

0% 0% 0%

Access: Website 100%

1

0% 0% 0% 0%

1

0% 0% 0% 0%

Instruction:

Orientations

100%

1

0% 0% 0% 0% 0% 0% 0% 0%

Service: Circulation

Desk

100%

2

0% 0% 0% 100%

1

0% 0% 0% 0%


0

2

4

6

8

10

12

106 - Fall 2012 107 - Spring 2013 108 - Summer2013

109 - Fall 2013 110 - Spring 2014 112 - Fall 2014 113 - Spring 2015 114 - Summer2015

115 - Fall 2015


Semester

n

Project ActivitiesFor Chief Technology Officer

IT

Roger Clague



33


Project: Report Tool for Banner (1.2 Teaching Environment) Incomplete

Research, test, evaluate, purchase and implement a reporting tool

Deadline Activity

ResearchFall 2012 Complete

Test ToolsSpring 2013 Complete

Choose ProductSummer 2013 Complete

Purchase ProductFall 2013 Overdue

Project: Banner Document Management System (1.2 Teaching Environment) Incomplete

Deploy Banner Document Management System and scan all building 600 documents into archive system prior to move to measure G renovated Building 600 (June

Deadline Activity

Project Start - endFall 2014 Current


Project: Banner Workflow (4.3 Maintain up-to-date Technology) Incomplete

Implementation of Banner Workflow

Deadline Activity

Prepare RFPSpring 2015 Not Started

Project: Degree Works (4.3 Maintain up-to-date Technology) Incomplete

Implementation of Degree works

Deadline Activity

Identify ResourcesFall 2012 Complete

RFPSpring 2013 Complete

Implement DWFall 2014 Current

Library

Roger Clague


Project: Access: Collections: Databases (1.1 Student Learning Environment) Incomplete

Implement discovery layer (Summons) for databases.

Deadline Activity

Go live with SummonsFall 2012 Complete

Implement new discovery layerFall 2012 Complete

Adding print collection and SNAP catalog into serviceSpring 2013 Complete

Evaluate SummonsSpring 2015 Not Started

Project: Access: Collections: Books (1.1 Student Learning Environment) Incomplete

Analyzing the library's collections to inform weeding and acquisitions so our books better meet the needs of our community.

Deadline Activity

Analysis of the collection using enrollment dataSpring 2013 Complete

Weeding the collectionFall 2015 Not Started

Project: Access: Interlibrary Loan (1.1 Student Learning Environment) Complete

The library’s InterLibrary Loan service offers access to materials and resources not available in our immediate collection.


34


Deadline Activity

Short answer survey posted in LR10 course re: SuperSearchFall 2012 Complete

Place SuperSearch in a more findable place on Library websiteFall 2012 Complete

Project: Access: Website (1.1 Student Learning Environment) Incomplete

The library’s website offers access to materials and resources regardless of media or location which provide support for student learning and academic success.

Deadline Activity

Website Usability SurveyFall 2012 Complete

Re-initiate usability survey to evluate and rebuild new siteSpring 2014 Overdue

Project: Access: Textbook Reserves (1.1 Student Learning Environment) Incomplete

The Library will provide SCC students access to high-demand and high-cost textbooks at all three campus locations.

Deadline Activity

Searchable Textbook OPACFall 2012 Complete

FundingSpring 2013 Complete

Implement new textbook catalogFall 2014 Current

Project: Service: Circulation Desk (1.3 Student Performance) Complete

The Circulation Desk will provide library services that address the current educational needs of the students and the college.

Deadline Activity

Present (again) to ASSCFall 2012 Complete

Plan new ways of dealing with copier situationFall 2012 Complete

Meet with Vendor for Book Scanner and new copiersSpring 2014 Complete

Project: Instruction: Orientations (1.3 Student Performance) Complete

Library orientations are given to classes from various academic disciplines. Orientations are tailored for specific classes and assignments, and because of that, they are usually

completed in one classroom session of fifty minutes to an hour and twenty m

Deadline Activity

QuestionnairesFall 2012 Complete

Project: Access: Vacaville Center Library (1.3 Student Performance) Incomplete

Provide a library environment that attracts and supports students from our diverse community to increase success via access to information.

Support and expand library services to address the current and future educational needs of the students and the co

Deadline Activity

Collect usage statistics for Vacaville Center LibrarySpring 2015 Not Started

Project: Access: Vallejo Center Library (1.3 Student Performance) Incomplete

Provide a library environment that attracts and supports students from our diverse community to increase success via access to information.

Support and expand library services to address the current and future educational needs of the students and the co

Deadline Activity

Collect usage statistics for the Vallejo Center LibrarySummer 2015 Not Started


35

<pdfexplode>Dean of Counselling</pdfexplode>

Dean of Counselling

Plan Summary

Fall

20

12

Spri

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20

13

Fall

20

13

Spri

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14

Sum

mer

20

14

* Fa

ll 2

01

4

Summary for Dean of Counselling 0%

1

0%

1

50%

4

0%

6

0%

1

0%

4

Career

Placement

Total 0%

1

0%

1

0% 0%

1

0%

1

0%

Certification on MBTI

and Strong's Test

Administration and

0% 0% 0% 0% 0%

1

0%

Creation and

Heightened Use of

Social Media Sites

0%

1

0%

1

0% 0% 0% 0%

Improvement and

Expansion of Career

Exploration Page

0% 0% 0% 0%

1

0% 0%

Counseling Total 0% 0% 50%

4

0% 0% 0%

Develop plan for

addressing Ed

Planning mandate of

0% 0% 50%

4

0% 0% 0%

Puente Total 0% 0% 0% 0%

3

0% 0%

2

Counseling 068:

University Transfer

Success Class

0% 0% 0% 0% 0% 0%

1

ECompanion for

Puente Learning

Community Courses

0% 0% 0% 0%

1

0% 0%

Puente Clerical

Support

0% 0% 0% 0%

1

0% 0%


36


Fall

20

12

Spri

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20

13

Fall

20

13

Spri

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20

14

Sum

mer

20

14

* Fa

ll 2

01

4

Puente Puente Mentoring

Component

0% 0% 0% 0%

1

0% 0%

Puente Motivational

Conference

0% 0% 0% 0% 0% 0%

1

Transfer Total 0% 0% 0% 0%

2

0% 0%

2

Rehire-Articulation/Tr

ansfer Center (TC)

Specialist

0% 0% 0% 0%

1

0% 0%

Transfer Student-

-Frequently Asked

Questions (FAQ’s)

0% 0% 0% 0% 0% 0%

1

Transfer/Articulation

Presentation to SCC

Faculty

0% 0% 0% 0% 0% 0%

1

Update Transfer

Center (TC) website

0% 0% 0% 0%

1

0% 0%



37


0

1

2

3

4

5

6

106 - Fall 2012 107 - Spring 2013 109 - Fall 2013 110 - Spring 2014 111 - Summer 2014 112 - Fall 2014

Overdue Current Complete

Semester

n

Project ActivitiesFor Dean of Counselling

Career Placement

Patricia Young


Project: Improvement and Expansion of Career Exploration Page (2.2 Update and Stregthen CTE) Incomplete

Revamp the Career Exploration link from the Career Center homepage so that career resources and tools are available electronically for anyone needing them. This information

is to include a Career Resources Handbook that will house resume, cover letter, in

Deadline Activity

Update Career Exploration Page on Career Center homepageSpring 2014 Overdue

Project: Certification on MBTI and Strong's Test Administration and Evaluation (2.2 Update and Stregthen CTE) Incomplete

Gain certification on MBTI and Strong's Assessments for Educators and Career Counselors

Deadline Activity

Registration and Attendance at TrainingsSummer 2014 Overdue

Project: Creation and Heightened Use of Social Media Sites (2.4 Improve access) Incomplete

Created Career Center Facebook, Twitter and LinkedIn pages and expanded use of MyGroups for purpose of posting job openings, providing career tools and information; as

well as informing subscribers about the various activities the CESC hosts or features.

Deadline Activity

Facebook, Twitter and LinkedIn Sites CreatedFall 2012 Overdue

Functionality of Facebook and Twitter Added to College Central NetworkSpring 2013 Overdue

Counseling

Jocelyn Mouton


Project: Develop plan for addressing Ed Planning mandate of Student Success Initiative (2.4 Improve access) Incomplete

With the Summer 2014 and Fall 2015 registration cycle, new students must have completed educational planning with at least two semesters planned. This project will see that

incoming Solano HS students will have the opportunity to complete the ed plan.

Deadline Activity


38


Discuss with counselors the idea of using COUN 101 as the means to address student Ed Plan needs.Fall 2013 Complete

Counselors will review COUN 101 curriculum and develop draft syllabus.Fall 2013 Overdue

Schedule COUN 101 sections for Springn 2014Fall 2013 Complete

Assign Counselors to sections of COUN 101Fall 2013 Overdue

Puente

Jocelyn Mouton


Project: Puente Clerical Support (2.1 Support Underprepared Students) Incomplete

Provide clerical support for Puente as identified in MOU

Deadline Activity

Dedicated assistantSpring 2014 Overdue

Project: Counseling 068: University Transfer Success Class (2.3 Support Transfer Students) Incomplete

Provides students with a concrete plan for understanding and succeeding in transferring to a four-year college or university.

Deadline Activity

COUN 068Fall 2014 Current

Project: Puente Motivational Conference (2.1 Support Underprepared Students) Incomplete

Provide transfer and motivational information for students in Puente Program

Deadline Activity

Participate in Puente Transfer Motivational ConferenceFall 2014 Current

Project: Puente Mentoring Component (2.3 Support Transfer Students) Incomplete

Puente students are matched with an academically and professionally successful mentor from the community.

Deadline Activity

Puente Mentor-Student MixerSpring 2014 Overdue

Project: ECompanion for Puente Learning Community Courses (2.1 Support Underprepared Students) Incomplete

The use of Canvas ECompanion shell with Puente LC classes.

Deadline Activity

Creation of Puente ECompanion shellSpring 2014 Overdue

Transfer

Marcie McDaniels


Project: Rehire-Articulation/Transfer Center (TC) Specialist (2.3 Support Transfer Students) Incomplete

Deadline Activity

Follow up with Dean of Counseling to track the status /progress of rehire requestSpring 2014 Overdue

Project: Update Transfer Center (TC) website (2.3 Support Transfer Students) Incomplete

Enhance the TC website by providing more detailed info regarding Transfer

Deadline Activity

Update Transfer websiteSpring 2014 Overdue


39


Project: Transfer/Articulation Presentation to SCC Faculty (2.3 Support Transfer Students) Incomplete

Co-Present a Transfer/Articulation workshop to Faculty during Flex Cal (Staff Development Training

Deadline Activity

Transfer/Articulation WorkshopFall 2014 Current

Project: Transfer Student--Frequently Asked Questions (FAQ’s) (2.3 Support Transfer Students) Incomplete

Develop a list of transfer-related FAQ’s and their answers and post on TC website

Deadline Activity

Post Transfer FAQ’sFall 2014 Current


40

<pdfexplode>Superintendent President</pdfexplode>

Superintendent President

Plan Summary

Fall

20

12

Spri

ng

20

13

Sum

mer

20

13

Fall

20

13

Spri

ng

20

14

Sum

mer

20

14

* Fa

ll 2

01

4

Spri

ng

20

15

Sum

mer

20

15

Fall

20

15

Spri

ng

20

16

Sum

mer

20

16

Summary for Superintendent

President

60%

15

100%

3

0%

3

19%

27

3%

30

8%

12

0%

8

0%

6

0%

2

0%

4

0%

1

0%

4

Grants Total 100%

2

0% 0% 29%

7

0%

3

0%

1

0% 0% 0% 0% 0% 0%

3

ARFTVP CCCCO

Curriculum

Development

100%

1

0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

Create grants

calendar/schedule

0% 0% 0% 100%

2

0% 0% 0% 0% 0% 0% 0% 0%

Foster Youth Program

grant

0% 0% 0% 0%

2

0% 0% 0% 0% 0% 0% 0% 0%

Modification to EDD

ARFVTP

100%

1

0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

NSF ATE Grant for FY

2013

0% 0% 0% 0%

1

0% 0% 0% 0% 0% 0% 0% 0%

Private fundraisers in

people's homes or

businesses

0% 0% 0% 0%

1

0% 0%

1

0% 0% 0% 0% 0% 0%

Secure Federal

Indirect Cost Rate

0% 0% 0% 0%

1

0% 0% 0% 0% 0% 0% 0% 0%

Title III Strengthening

Institutions Grant

funds in FY 2014

0% 0% 0% 0% 0%

3

0% 0% 0% 0% 0% 0% 0%


41


Fall

20

12

Spri

ng

20

13

Sum

mer

20

13

Fall

20

13

Spri

ng

20

14

Sum

mer

20

14

* Fa

ll 2

01

4

Spri

ng

20

15

Sum

mer

20

15

Fall

20

15

Spri

ng

20

16

Sum

mer

20

16

Grants TRIO Upward Bound

FY 2016

0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

1

TRIO Upward Bound

Math & Science FY

2016

0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

1

TRIO Upward Bound

Veterans for FY 2016

0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

1

IA - SCC

Educational

Foundation

Total 0% 0% 0% 0% 0%

2

17%

6

0% 0% 0% 0% 0% 0%

Develop Alumni

Association

0% 0% 0% 0% 0% 0%

3

0% 0% 0% 0% 0% 0%

Launch Community

Outreach Program

0% 0% 0% 0% 0% 33%

3

0% 0% 0% 0% 0% 0%

Signature Special

Event

0% 0% 0% 0% 0%

2

0% 0% 0% 0% 0% 0% 0%

Presidents

Office

Total 0% 0% 0%

1

0%

4

0%

2

0% 0% 0% 0% 0% 0% 0%

CEO Goals 0% 0% 0% 0%

2

0% 0% 0% 0% 0% 0% 0% 0%

Enrollment

Management

0% 0% 0% 0% 0%

1

0% 0% 0% 0% 0% 0% 0%

Fiscal Stability 0% 0% 0%

1

0% 0% 0% 0% 0% 0% 0% 0% 0%

Non-Credit Intensive

Aviation Training

0% 0% 0% 0%

2

0%

1

0% 0% 0% 0% 0% 0% 0%


42


Fall

20

12

Spri

ng

20

13

Sum

mer

20

13

Fall

20

13

Spri

ng

20

14

Sum

mer

20

14

* Fa

ll 2

01

4

Spri

ng

20

15

Sum

mer

20

15

Fall

20

15

Spri

ng

20

16

Sum

mer

20

16

Research and

Planning

Total 100%

7

100%

3

0%

2

27%

11

7%

14

0%

1

0%

3

0%

2

0%

1

0%

2

0% 0%

2014 Excel Training

Series

0% 0% 0% 0% 0%

3

0% 0% 0% 0% 0% 0% 0%

Add interactive data

web pages

100%

4

0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

Consolidate Reporting

Databases for

Advanced Reports

0% 0% 0% 0%

3

0%

3

0% 0% 0% 0% 0% 0% 0%

Data Manipulation

Training

100%

2

100%

2

0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

Faculty Research Tools 0% 0% 0% 0% 0%

5

0% 0%

1

0% 0% 0% 0% 0%

IPP Database 100%

1

100%

1

0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

IPP Database V2.0 0% 0% 0% 0%

1

0% 0% 0% 0% 0% 0% 0% 0%

IPP v2.0 0% 0% 0%

2

50%

2

0% 0% 0% 0% 0% 0% 0% 0%

Online Data 0% 0% 0% 100%

2

0% 0% 0% 0% 0% 0% 0% 0%

Online Planning

System

0% 0% 0% 0% 0% 0% 0%

1

0%

2

0%

1

0%

2

0% 0%


43


Fall

20

12

Spri

ng

20

13

Sum

mer

20

13

Fall

20

13

Spri

ng

20

14

Sum

mer

20

14

* Fa

ll 2

01

4

Spri

ng

20

15

Sum

mer

20

15

Fall

20

15

Spri

ng

20

16

Sum

mer

20

16

Research and

Planning

Public Data Reports 0% 0% 0% 0%

3

0%

1

0% 0% 0% 0% 0% 0% 0%

Student Transfer

Research Project

0% 0% 0% 0% 50%

2

0%

1

0%

1

0% 0% 0% 0% 0%

Staff Equity

and Diversity

Total 0%

6

0% 0% 0%

5

0%

9

0%

4

0%

5

0%

4

0%

1

0%

2

0%

1

0%

1

Annual Review 2014 0% 0% 0% 0% 0%

1

0%

2

0%

1

0% 0% 0% 0% 0%

Campus Climate

Survey

0%

2

0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

Diversity Events 0% 0% 0% 0% 0%

5

0%

1

0%

2

0% 0% 0% 0% 0%

Diversity Survey 0% 0% 0% 0%

3

0% 0% 0% 0% 0% 0% 0% 0%

Ed Code Compliance

Training

0% 0% 0% 0%

1

0% 0%

1

0%

1

0%

2

0%

1

0%

1

0%

1

0%

1

EEO Plan Update 0%

1

0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

Hiring Policy Review 0% 0% 0% 0% 0%

2

0% 0% 0%

1

0% 0% 0% 0%

NeoGov Reporting 0% 0% 0% 0%

1

0%

1

0% 0%

1

0%

1

0% 0%

1

0% 0%


44


Fall

20

12

Spri

ng

20

13

Sum

mer

20

13

Fall

20

13

Spri

ng

20

14

Sum

mer

20

14

* Fa

ll 2

01

4

Spri

ng

20

15

Sum

mer

20

15

Fall

20

15

Spri

ng

20

16

Sum

mer

20

16

Staff Equity

and Diversity

On-Line Resources 0%

3

0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%


0

4

8

12

16

20

24

28

32

106 - Fall2012

107 - Spring2013

108 -Summer

2013

109 - Fall2013

110 - Spring2014

111 -Summer

2014

112 - Fall2014

113 - Spring2015

114 -Summer

2015

115 - Fall2015

116 - Spring2016

117 -Summer

2016


Semester

n

Project ActivitiesFor Superintendent President

Grants

Cynthia Garcia


Project: Modification to EDD ARFVTP (4.2 Maximize Institutional Effectiveness) Complete

Update grant plan, narrative, budget, participant plan and other forms as required by EDD.

Deadline Activity

Update all forms with Correct DateFall 2012 Complete

Project: ARFTVP CCCCO Curriculum Development Application (4.2 Maximize Institutional Effectiveness) Complete

Apply for $700,000 funding enhancement to develop curriculum for alternative and renewable fuel vehicle transportation program for encumbent automotive workers.

Deadline Activity

Re-Write and submit concept paper for ineligible activity into a resource development plan.Fall 2012 Complete

Project: Create grants calendar/schedule (4.2 Maximize Institutional Effectiveness) Complete

Will include application deadlines, reporting deadlines, and so on.

Deadline Activity

Do a survey of existing grantsFall 2013 Complete


45


Research potential grants/funding sourcesFall 2013 Complete

Project: Foster Youth Program grant (4.2 Maximize Institutional Effectiveness) Incomplete

Apply to California College Pathways for program operation funds.

Deadline Activity

Submit full application for fundingFall 2013 Overdue

Submit Letter of IntentFall 2013 Overdue

Project: Title III Strengthening Institutions Grant funds in FY 2014 (4.2 Maximize Institutional Effectiveness) Incomplete

Submit competitive grant application.

Deadline Activity

Lead SCC team in collaboration.Spring 2014 Overdue

Hire Jennifer Dobbins for program design/editingSpring 2014 Overdue

Submit grant eligibility determination application.Spring 2014 Overdue

Project: TRIO Upward Bound Veterans for FY 2016 (4.2 Maximize Institutional Effectiveness) Incomplete

Deadline Activity

Collaborate with key partnersSummer 2016 Not Started

Project: NSF ATE Grant for FY 2013 (4.2 Maximize Institutional Effectiveness) Incomplete

Apply for multi-year NSF ATE grant for Biotech.

Deadline Activity

Collaborate with Biotech faculty and DeanFall 2013 Overdue

Project: TRIO Upward Bound Math & Science FY 2016 (4.2 Maximize Institutional Effectiveness) Incomplete

Apply for federal funds to support Math & Science achievement

Deadline Activity

Apply for grantSummer 2016 Not Started

Project: TRIO Upward Bound FY 2016 (4.2 Maximize Institutional Effectiveness) Incomplete

Apply for TRIO grant

Deadline Activity

Apply for TRIO GrantSummer 2016 Not Started

Project: Secure Federal Indirect Cost Rate (4.2 Maximize Institutional Effectiveness) Incomplete

Secure federal Indirect Cost Rate with Department of Labor

Deadline Activity

Work with Fiscal staff to complete and submit paperwork.Fall 2013 Overdue

Project: Private fundraisers in people's homes or businesses (4.1 Support Institutional Effectiveness) Incomplete

Have friends of the college host fundraisers/socials with their friends in their homes or place of business.

Deadline Activity

Determine list of potential hostsFall 2013 Overdue

Coordinate functionsSummer 2014 Overdue

IA - SCC Educational Foundation

Curt Johnston


46



Project: Launch Community Outreach Program (3.2 Expand Community Ties) Incomplete

Deadline Activity

Establish presense in business communitySummer 2014 Complete

Attend community meetings throughout service areaSummer 2014 Overdue

Market SCC CTE and Contract Education programs to industrySummer 2014 Overdue

Project: Develop Alumni Association (3.2 Expand Community Ties) Incomplete

Deadline Activity

Identify and communicate with AlumniSummer 2014 Overdue

Develop a mission statement and membership goalSummer 2014 Overdue

Create membership dues and/or campus user card program and benefitsSummer 2014 Overdue

Project: Signature Special Event (3.2 Expand Community Ties) Incomplete

Deadline Activity

Celebrate SCC 2014Spring 2014 Overdue

Solano Business ConnectionsSpring 2014 Overdue

Presidents Office

Jowel Laguerre


Project: Enrollment Management (1.2 Teaching Environment) Incomplete

The College will embark on a new enrollment management process to supplement the existing processes.

Deadline Activity

Outreach to Graduating High School SeniorsSpring 2014 Overdue

Project: CEO Goals (1.2 Teaching Environment) Incomplete

Accomplishing the goals set by the board of trustees

Deadline Activity

1. Develop the objectives and outcomes of the goalsFall 2013 Overdue

2. Share objectives and outcomes with direct reports and othersFall 2013 Overdue


Project: Non-Credit Intensive Aviation Training (3.1 Respond to Community Needs) Incomplete

To provide instruction for A&P licensing to students in an accelerated one-year time frame

Deadline Activity

1. Develop agreementFall 2013 Overdue

2. Explore FAA licensingFall 2013 Overdue

3. Recruit studentsSpring 2014 Overdue


Project: Fiscal Stability (4.1 Support Institutional Effectiveness) Incomplete


47


Through support of the board and actions and activities proposed by the President, we will:

1. Bring the budget close to being in line with state allocations

2. Explore at a minimum two addiitonal sources of revenue to strengthen the base budget

3. Pro

Deadline Activity

Review 320 Enrollment ReportsSummer 2013 Overdue

Research and Planning

Peter Cammish


Project: IPP Database (4.1 Support Institutional Effectiveness) Complete

Develop and distribute IPP database which includes data collection and reporting capabilities

Deadline Activity

Final VersionFall 2012 Complete

DistributionSpring 2013 Complete

Project: Data Manipulation Training (4.2 Maximize Institutional Effectiveness) Complete

Deliver data manipulation training to faculty on how to access and manipulate critical data

Deadline Activity

Continue with Dean level trainingFall 2012 Complete

Fall 2012 Updates and Flex PresentationsFall 2012 Complete

Arrange faculty training daysSpring 2013 Complete

MS Access Training for StaffSpring 2013 Complete

Project: Add interactive data web pages (4.2 Maximize Institutional Effectiveness) Complete

Add data pages to the website that allow users to interact with major data sets.

Deadline Activity

Design interactive pagesFall 2012 Complete

Test and publish websiteFall 2012 Complete

Fall 2012 UpdateFall 2012 Complete

Publish Fall 2012 on webFall 2012 Complete

Project: Consolidate Reporting Databases for Advanced Reports (4.2 Maximize Institutional Effectiveness) Incomplete

Whether Argos is implemented or not IR needs to be responsive to the demands of increasingly more complex reports. As well as including student data there is also a need to

include program, assessment and financial data into 'mixed' reports. This will req

Deadline Activity

Interview report usersFall 2013 Overdue

Design data reportsFall 2013 Overdue

Document report requirementsFall 2013 Overdue

Consolidate databasesSpring 2014 Overdue

Program ReportsSpring 2014 Overdue

Distribute reports on webSpring 2014 Overdue

Project: Public Data Reports (4.2 Maximize Institutional Effectiveness) Incomplete

We would like to include more data relevant to the general public rather than solely focusing on internal users.

Deadline Activity

Conduct focus group with marketingFall 2013 Overdue


48


Design reportsFall 2013 Overdue

Publish web reportsFall 2013 Overdue

Evaluation of Published ReportsSpring 2014 Overdue

Project: IPP Database V2.0 (4.1 Support Institutional Effectiveness) Incomplete

Deadline Activity

Add non-academic program review moduleFall 2013 Overdue

Project: IPP v2.0 (4.1 Support Institutional Effectiveness) Incomplete

Deadline Activity

Draft IPP 2.0Summer 2013 Overdue

Present to ALGSummer 2013 Overdue

Refine with PERTFall 2013 Overdue

Publish to whole collegeFall 2013 Complete

Project: Student Transfer Research Project (4.1 Support Institutional Effectiveness) Incomplete

Examine student transfer pathways between local high schools, SCC, employment and 4 year institutions

Deadline Activity

Collect Transfer DataSpring 2014 Complete

Consult with stakeholders on required dataSpring 2014 Overdue

Report DesignSummer 2014 Overdue

Publish ReportsFall 2014 Current

Project: Online Planning System (4.1 Support Institutional Effectiveness) Incomplete

Move all of the functionality and reporting for planning onto an online system that mirrors the current planning database

Deadline Activity

Define RequirementsFall 2014 Current

Prepare dataSpring 2015 Not Started

Evaluate vendors versus in-house optionsSpring 2015 Not Started

Implement SystemSummer 2015 Not Started

Train UsersFall 2015 Not Started

Evaluate New SystemFall 2015 Not Started

Project: 2014 Excel Training Series (4.2 Maximize Institutional Effectiveness) Incomplete

Deliver Pivot Table training to Excel Users

Deadline Activity

Evaluate TrainingSpring 2014 Overdue

Design MaterialsSpring 2014 Overdue

Deliver TrainingSpring 2014 Overdue

Project: Online Data (4.1 Support Institutional Effectiveness) Awaiting Evaluation

Add data to website

Deadline Activity

Upload DataFall 2013 Complete

Prepare DataFall 2013 Complete


49


Project: Faculty Research Tools (4.2 Maximize Institutional Effectiveness) Incomplete

Work with faculty to develop written guidance and Excel based worksheets to facilitate faculty research

Deadline Activity

Define research questionsSpring 2014 Overdue

Publish to webSpring 2014 Overdue

Test sheetsSpring 2014 Overdue

Test sheets with faculty repsSpring 2014 Overdue

Refine sheets and written instructionsSpring 2014 Overdue

Flex Cal PresentationFall 2014 Current

Staff Equity and Diversity

Charo Albarran


Project: Diversity Events (1.1 Student Learning Environment) Incomplete

Sponsor SCC Diversity Activities, such as Cinco de Mayo, Martin Luther King Day, and Pow-Wow.

Deadline Activity

2014 Black History MonthSpring 2014 Overdue

2014 Cinco de MayoSpring 2014 Overdue

2014 Foreign Language NightSpring 2014 Overdue

2014 Womans History MonthSpring 2014 Overdue

2014 MLK CelebrationSpring 2014 Overdue

2014 Pow WowSummer 2014 Overdue

2014 Geneology WorkshopsFall 2014 Current

2014 Diversity Events ReviewFall 2014 Current


Project: Campus Climate Survey (4.2 Maximize Institutional Effectiveness) Incomplete

Develop and disseminate Campus Climate Survey to all District locations.

Deadline Activity

Create subcommitteeFall 2012 Overdue

Best Practice ResearchFall 2012 Overdue

Project: On-Line Resources (4.2 Maximize Institutional Effectiveness) Incomplete

Create an online resource directory for all District community members. This online resource will be housed under the HR link on the Districts webpage

Deadline Activity

Committee BiosFall 2012 Overdue

Research Links for online resourcesFall 2012 Overdue

Research UC campus' Davis and BerkeleyFall 2012 Overdue

Project: EEO Plan Update (4.2 Maximize Institutional Effectiveness) Incomplete

Update the District EEO Plan

Deadline Activity

Updated and provided EEO Plan in draft formFall 2012 Overdue

Project: Annual Review 2014 (4.2 Maximize Institutional Effectiveness) Incomplete


50


An anuual review of equity related issues from internal and external stakeholders

Deadline Activity

Review External DriversSpring 2014 Overdue

Review Internal DriversSummer 2014 Overdue

Review EEO DataSummer 2014 Overdue

Amend Plans and TimelinesFall 2014 Current

Project: Diversity Survey (4.2 Maximize Institutional Effectiveness) Incomplete

Create a series of SCC surveys to elicit specific ideas from faculty, staff, and students on increasing diversity in areas such as hiring, student enrollment, and in the workplace.

Deadline Activity

Disseminate Survey ResultsFall 2013 Overdue

Issue SurveyFall 2013 Overdue

Design SurveyFall 2013 Overdue

Project: Hiring Policy Review (4.2 Maximize Institutional Effectiveness) Incomplete

Continue to refine faculty hiring policies in collaboration with the Academic Senate and SCFA, to include an analysis of EEO requirements.

Review and analyze existing administrative hiring policies and procedures. Design a plan to revise policies and

Deadline Activity

Non Faculty Hiring Policy ReviewSpring 2014 Overdue

EEO in Non Faculty Priority ProcessSpring 2014 Overdue

Faculty Hiring Policy ReviewSpring 2015 Not Started

Project: NeoGov Reporting (4.2 Maximize Institutional Effectiveness) Incomplete

Continue to expand the use of the SCC Applicant Tracking system (Neo Gov.) Design and implement a plan for training and systematic data reporting.

Deadline Activity

NeoGov Training for HR StaffFall 2013 Overdue

Spring 2014 Reports ProducedSpring 2014 Overdue

Fall 2014 Reports DisseminatedFall 2014 Current

Spring 2015 Reports DisseminatedSpring 2015 Not Started

Fall 2015 Reports DisseminatedFall 2015 Not Started

Project: Ed Code Compliance Training (4.2 Maximize Institutional Effectiveness) Incomplete

SCC will sponsor EEO and Sexual Harassment Workshops for all employees and include plan for evaluation.

Deadline Activity

Fall 2013 Workshops DeliveredFall 2013 Overdue

2014 Workshop EvaluationSummer 2014 Overdue

Fall 2014 Workshops DeliveredFall 2014 Current

Spring 2014 Workshops DeliveredSpring 2015 Not Started


2015 Workshop EvaluationSummer 2015 Not Started

Fall 2015 Workshops DeliveredFall 2015 Not Started


2016 Workshop EvaluationSummer 2016 Not Started


51

<pdfexplode>VP Academic Affairs</pdfexplode>

VP Academic Affairs

Plan Summary

Fall

20

12

Spri

ng

20

13

Fall

20

13

Spri

ng

20

14

Sum

mer

20

14

* Fa

ll 2

01

4

Spri

ng

20

15

Sum

mer

20

15

Fall

20

15

Sum

mer

20

16

Summary for VP Academic Affairs 0%

2

0%

2

11%

37

9%

11

9%

11

0%

9

0%

6

0%

1

0%

2

0%

2

Childrens

Program

Total 0% 0% 100%

3

0% 0% 0%

1

0% 0% 0% 0%

Family services 0% 0% 100%

3

0% 0% 0% 0% 0% 0% 0%

Full inclusion program 0% 0% 0% 0% 0% 0%

1

0% 0% 0% 0%

Education

Master Plan

Total 0% 0%

1

0%

30

0%

7

0%

2

0%

3

0%

1

0% 0% 0%

CDFS Faculty Resource

Guide

0% 0%

1

0%

1

0% 0% 0% 0%

1

0% 0% 0%

CDFS webpage 0% 0% 0%

2

0%

2

0% 0% 0% 0% 0% 0%

Child Development

and Family Studies

Faculty Hiring

0% 0% 0%

1

0%

2

0% 0% 0% 0% 0% 0%

Kinesiology Major

Change

0% 0% 0%

5

0% 0% 0% 0% 0% 0% 0%

New classrooms and

student resource

room connected to

0% 0% 0% 0% 0% 0%

3

0% 0% 0% 0%

Program Level

Assessments for AS-T

in ECE

0% 0% 0%

3

0% 0% 0% 0% 0% 0% 0%


52


Fall

20

12

Spri

ng

20

13

Fall

20

13

Spri

ng

20

14

Sum

mer

20

14

* Fa

ll 2

01

4

Spri

ng

20

15

Sum

mer

20

15

Fall

20

15

Sum

mer

20

16

Education

Master Plan

Remodel Room 1645 0% 0% 0%

2

0% 0% 0% 0% 0% 0% 0%

Softball Field –

Bleacher repair

0% 0% 0%

3

0% 0% 0% 0% 0% 0% 0%

Softball Field – Rule

compliance for 2016

season

0% 0% 0%

4

0%

1

0%

1

0% 0% 0% 0% 0%

Softball Statistics tech

equipment and

support

0% 0% 0%

5

0%

1

0% 0% 0% 0% 0% 0%

Sports Medicine AS

Degree

0% 0% 0%

4

0%

1

0%

1

0% 0% 0% 0% 0%

Science Total 0%

2

0%

1

0% 0% 0% 0% 0% 0% 0% 0%

Faculty Lab Safety

Training

0%

1

0%

1

0% 0% 0% 0% 0% 0% 0% 0%

Student Lab Safety 0%

1

0% 0% 0% 0% 0% 0% 0% 0% 0%

Vacaville

Center

Total 0% 0% 0%

2

0% 0% 0% 0% 0% 0% 0%

Center Safety and

Security

0% 0% 0%

2

0% 0% 0% 0% 0% 0% 0%

Vallejo Center Total 0% 0% 100%

1

100%

1

100%

1

0%

1

0% 0%

1

0% 0%

2

Benica Community

Relations

0% 0% 100%

1

0% 0% 0% 0% 0% 0% 0%


53


Fall

20

12

Spri

ng

20

13

Fall

20

13

Spri

ng

20

14

Sum

mer

20

14

* Fa

ll 2

01

4

Spri

ng

20

15

Sum

mer

20

15

Fall

20

15

Sum

mer

20

16

Vallejo Center E-mail Management

Policy

0% 0% 0% 100%

1

0% 0% 0% 0% 0% 0%

EMP, CTE

Development

0% 0% 0% 0% 0% 0% 0% 0%

1

0% 0%

EMP, Vallejo Planning 0% 0% 0% 0% 0% 0%

1

0% 0% 0% 0%

Measure Q, Vallejo

Center Construction

Planning

0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

1

Measure Q, Vallejo

Center

Implementation

0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

1

Outreach to South

County

0% 0% 0% 0% 100%

1

0% 0% 0% 0% 0%

Workforce

Training and

Grants

Management

Total 0% 0% 0%

1

0%

3

0%

8

0%

4

0%

5

0% 0%

2

0%

TAACCCT Program 0% 0% 0% 0% 0% 0%

1

0%

3

0% 0%

1

0%

ARFVTP Grant 0% 0% 0% 0% 0%

2

0% 0% 0% 0% 0%

BACWWE 0% 0% 0% 0% 0%

2

0%

1

0%

1

0% 0% 0%

Career Pathways 0% 0% 0% 0%

1

0%

1

0% 0%

1

0% 0% 0%


54


Fall

20

12

Spri

ng

20

13

Fall

20

13

Spri

ng

20

14

Sum

mer

20

14

* Fa

ll 2

01

4

Spri

ng

20

15

Sum

mer

20

15

Fall

20

15

Sum

mer

20

16

Workforce

Training and

Grants

Management

Contract Education

and Training

0% 0% 0% 0%

1

0%

2

0% 0% 0% 0% 0%

SB70 career pathways 0% 0% 0%

1

0%

1

0%

1

0%

2

0% 0% 0%

1

0%


0

5

10

15

20

25

30

35

40

106 - Fall 2012 107 - Spring2013

109 - Fall 2013 110 - Spring2014

111 - Summer2014

112 - Fall 2014 113 - Spring2015

114 - Summer2015

115 - Fall 2015 117 - Summer2016


Semester

n

Project ActivitiesFor VP Academic Affairs

Childrens Program

Christie Speck


Project: Family services (1.1 Student Learning Environment) Awaiting Evaluation

Human Service interns will work with the Children's Program families to assess their service needs and interests and deliver resources in response to expressed needs.

Deadline Activity

Parent Needs & Interest SurveyFall 2013 Complete

conduct a parent needs and interest surveyFall 2013 Complete

recruit student interns from HS052 courseFall 2013 Complete

Project: Full inclusion program (1.1 Student Learning Environment) Incomplete

CDFS students gain an understanding of how to work with children on Individualized Educational Plans (IEP) in partnership with Fairfield Suisun Unified School District special

education teachers who teach and model best practices.


55


Deadline Activity

Classroom management practicesFall 2014 Current

Education Master Plan

Diane White


Project: Softball Field – Bleacher repair (1.1 Student Learning Environment) Incomplete

When the facility was renovated with Measure G bond monies, new dugouts were built. Unfortunately the architect failed to install bleachers at a height that would allow for a

full view of the field. The dugouts impede the view on each side. Fans that s

Deadline Activity

Submit plan to Dean Espinoza for approval and feedbackFall 2013 Overdue

Request this project be considered with remaining Measure G funds or new bond monies.Fall 2013 Overdue

Create an academic planFall 2013 Overdue

Project: Softball Statistics tech equipment and support (1.3 Student Performance) Incomplete

In 2013, the CCCAA required that all competition statistics be uploaded to a universal website called Presto Sports following every game. In 2014, the 3CFCA will require that

home teams upload all competition statistics from both the home team and the vi

Deadline Activity



Request instructional equipment grant monies $3,000 through Dean Espinoza to fund this academic planFall 2013 Overdue

Receive approval for instructional equipment grant monies from Dean EspinozaFall 2013 Overdue

Have technology department to purchase laptop and Stats crew software.Fall 2013 Overdue

Receive training on softwareSpring 2014 Overdue

Project: Program Level Assessments for AS-T in ECE (1.3 Student Performance) Incomplete

Deadline Activity

Revise PLOs for AS-T degree; create a curriculum mapFall 2013 Overdue

Devise assessment measures for PLOsFall 2013 Overdue

Assess the PLOs for the AS-T degreeFall 2013 Overdue


Project: Sports Medicine AS Degree (2.5 Effective Enrollment Management) Incomplete

To update the curriculum of the degree to meet the changes of accreditation required by the National Athletic Trainers Association

Deadline Activity

Write curriculum to match TMC KinFall 2013 Overdue

Update CatalogueFall 2013 Overdue

Research curriculum changesFall 2013 Overdue

Discuss PLO’s/SLO’s/program reviewFall 2013 Overdue

Hire Certified athletic trainer facultySpring 2014 Overdue

Live with new changes and hireSummer 2014 Overdue

Project: Kinesiology Major Change (2.3 Support Transfer Students) Incomplete

These changes reflect a state mandate to adopt the TMC. These changes also make the Kinesiology major more streamlined. With the adoption of these changes, students will

be taking only those courses necessary and transferable for major students. Curren

Deadline Activity


56


Create proposed major changes that reflect the TMCFall 2013 Overdue

Present proposed major changes at Kinesiology monthly meeting as a discussion itemFall 2013 Overdue

Submit academic plan to Dean Espinoza for her feedback and approvalFall 2013 Overdue

Take Kinesiology Major changes to curriculum for approvalFall 2013 Overdue

Present proposed major changes at Kinesiology monthly meeting as an action itemFall 2013 Overdue

Project: Softball Field – Rule compliance for 2016 season (2.5 Effective Enrollment Management) Incomplete

NCAA rules require specific equipment and facility updates starting in 2016. As a result, Solano College will have to add padding to the backstop to comply or it cannot host a

home game.

2.1 Backstop

A backstop is the required barrier behind home plate

Deadline Activity

Request instructional equipment grant monies $2,000 through Dean EspinozaFall 2013 Overdue

Receive approval for instructional equipment grant monies from Dean EspinozaFall 2013 Overdue



Correct backstopSpring 2014 Overdue

Install PaddingSummer 2014 Overdue

Project: New classrooms and student resource room connected to Solano Children’s Program (2.2 Update and

Stregthen CTE)

Incomplete

Build instructional classrooms and a student resource room on the site of the Solano College Children’s Program

Deadline Activity

Work with Measure Q Committee to plan for the needs of the programFall 2014 Current

Visit other programs that have classrooms integrated into their campus child care centersFall 2014 Current

Consult with faculty and children’s program staff about the new facilityFall 2014 Current

Project: Remodel Room 1645 (2.4 Improve access) Incomplete

Make changes to Room 1645 so that curriculum classes can be held in the classroom. Specifically, add long tables with wheels, new chairs, and locks on cabinets. Room 1645

already has a sink and cabinets.

Deadline Activity

Consult with faculty about classroom materials desired.Fall 2013 Overdue

Submit a strategic proposal for fundingFall 2013 Overdue

Project: CDFS Faculty Resource Guide (2.5 Effective Enrollment Management) Incomplete

A consolidated handbook for new faculty , both full -and part-time to learn about resources, policies of our CDFS department

Deadline Activity

Interview current faculty and adminSpring 2013 Overdue

Create topic areas and add the informationFall 2013 Overdue

Editing and collation into a handbook.Spring 2015 Not Started

Project: CDFS webpage (2.4 Improve access) Incomplete

Create a CDFS webpage that would increase student knowledge of the program and would link to information about the Solano College Children’s Program and community

resources

Deadline Activity

Consult with Scott Ota about procedures for setting up a webpageFall 2013 Overdue

Consult with faculty and advisory members about contentFall 2013 Overdue

Forward information to Scott Ota for websiteSpring 2014 Overdue

Write content and take pictures to incorporateSpring 2014 Overdue

Project: Child Development and Family Studies Faculty Hiring (2.5 Effective Enrollment Management) Incomplete


57


Deadline Activity

Division Dean submits hiring request and corresponding paperworkFall 2013 Overdue

Position Vacancy announced/advertisedSpring 2014 Overdue

Interviewing, selection, and hiring of Full-time facultySpring 2014 Overdue

Science

Rennee Moore


Project: Student Lab Safety (1.1 Student Learning Environment) Incomplete

Deadline Activity

Science Faculty MeetingsFall 2012 Overdue

Project: Faculty Lab Safety Training (1.1 Student Learning Environment) Incomplete

Provide faculty lab stafety training to all of the science faculty that teach in the labs.

Deadline Activity

Plan Faculty Lab Safety Training ProgramFall 2012 Overdue

Deliver Faculty Lab Safety Training CourseSpring 2013 Overdue

Vacaville Center

Maire Morinec


Project: Center Safety and Security (1.3 Student Performance) Incomplete

In conjunction with the Center Security Council (established Fall 2011), address security issues at Vacaville Center

Deadline Activity

Provide Secure Office space for Community Service Officers and Sheriff's departmentFall 2013 Overdue

Increase Security to Center AnnexFall 2013 Overdue

Vallejo Center

Jerry Kea


Project: EMP, CTE Development (2.2 Update and Stregthen CTE) Incomplete

Develop plans to implement Atuomorive Technology program.

Deadline Activity

Automorive Technology ProgramSummer 2015 Not Started

Project: Measure Q, Vallejo Center Construction Planning (2.4 Improve access) Incomplete

Plan Phase II Construction

Deadline Activity

Measure Q Planning CommitteeSummer 2016 Not Started

Project: Measure Q, Vallejo Center Implementation (2.4 Improve access) Incomplete


58


Collaborate in Opening of Phase II Facilites

Deadline Activity

Vallejo Center Phase II Facilities OpeningSummer 2016 Not Started

Project: EMP, Vallejo Planning (2.4 Improve access) Incomplete

Engage in a series of community focus group meetings in order to advance the EMP goals of the Vallejo Center. The Center needs a broader set of EMP goals to represent the

programs and courses that are needed and viable in south county.

Deadline Activity

Vallejo and Benicia Focus Group MeetingsFall 2014 Current


Project: Benica Community Relations (3.2 Expand Community Ties) Complete

Deadline Activity

Benicia Community Events and Organizations.Fall 2013 Complete

Project: Outreach to South County (3.2 Expand Community Ties) Complete

Collaborate with Marketing Team to provide outreach activities to area institutions and events.

Deadline Activity

Market to Area Schools, and Annual EventsSummer 2014 Complete


Project: E-mail Management Policy (4.1 Support Institutional Effectiveness) Complete

Generate and implement E-Mail Management Policy to SCC District

Deadline Activity

Development, Pilotting , and Approval of E-Mail Mangement PolicySpring 2014 Complete

Workforce Training and Grants Management

Deborah Mann


Project: Career Pathways (2.2 Update and Stregthen CTE) Incomplete

Work with and provide professional development opportunities for college, middle and high school students, faculty, and counselors; with faculty and industry develop

curriculum, pathways and career activities for students/workers.

Deadline Activity

Develop curriculum for Water/WastewaterSpring 2014 Overdue

Advisory Committees and Skills PanelsSummer 2014 Overdue

Identify and purchase equipment, supplies and materialsSpring 2015 Not Started


Project: Contract Education and Training (3.1 Respond to Community Needs) Incomplete

Work with business and industry to develop and deliver customized training.

Deadline Activity

Develop Marketing and outreachSpring 2014 Overdue

invite Industry partners to collegeSummer 2014 Overdue

Develop and deliver customized and business and industrySummer 2014 Overdue

Project: TAACCCT Program (3.1 Respond to Community Needs) Incomplete


59


DOL Grant. Working with 10 colleges. Focus is advanced manufacturing, w/ww and bio-tech.

Deadline Activity

develop on ramp curriculumFall 2014 Current

purchase equipmentSpring 2015 Not Started

curriculum and program devSpring 2015 Not Started

develop accelerated instructionSpring 2015 Not Started

faculty developmentFall 2015 Not Started

Project: ARFVTP Grant (3.1 Respond to Community Needs) Incomplete

$646,695 grant for train the trainer in Hybrid and Electic vehicles

Deadline Activity

Buy equipment including cars and toolsSummer 2014 Overdue

Train 25 auto professionalsSummer 2014 Overdue

Project: BACWWE (3.1 Respond to Community Needs) Incomplete

Add courses, develop stackable certificates, buy equiptment, add industry partners.

Deadline Activity

Buy Training equipmentSummer 2014 Overdue

Add industry partnersSummer 2014 Overdue

Add courses to Water/Wastewater certiciateFall 2014 Current

Develop Stackable certificatesSpring 2015 Not Started

Project: SB70 career pathways (3.1 Respond to Community Needs) Incomplete

Develeop career pathways from ms-hs-college

career awareness

professional dev for faculty

curriculum dev

Deadline Activity

develop/revise curriculum for welding programFall 2013 Overdue

Purchase welding equipmentSpring 2014 Overdue

develop curriculum and programs for health career pathwaysSummer 2014 Overdue

develop automotive programFall 2014 Current

articulate-welding programFall 2014 Current

develop curriculum water/wastewaterFall 2015 Not Started


60

<pdfexplode>VP Finance and Administration</pdfexplode>

VP Finance and Administration

Plan Summary

Fall

20

13

Spri

ng

20

14

Sum

mer

20

14

* Fa

ll 2

01

4

Spri

ng

20

15

Fall

20

15

Summary for VP Finance and

Administration

100%

5

100%

4

100%

1

0%

1

0%

3

0%

2

Facilities Total 100%

5

100%

4

100%

1

0%

1

0%

3

0%

2

Automated work

order system

100%

1

100%

3

0% 0% 0%

1

0%

Energy Efficient

Lighting/Occupancy

Sensors

100%

1

0% 100%

1

0% 0%

1

0%

HVAC Efficiency 100%

3

0% 0% 0% 0% 0%

2

Key Entry Control 0% 100%

1

0% 0%

1

0%

1

0%



61


0

1

2

3

4

5

109 - Fall 2013 110 - Spring 2014 111 - Summer 2014 112 - Fall 2014 113 - Spring 2015 115 - Fall 2015

Not Started Current Complete

Semester

n

Project ActivitiesFor VP Finance and Administration

Facilities

Dwight Calloway


Project: Key Entry Control (4.3 Maintain up-to-date Technology) Incomplete

Install electronic access control devices on all exterior building doors, with the exception of emergency exit only doors

Deadline Activity

Establish electronic Access Control System StandardSpring 2014 Complete

Begin installation in 600Fall 2014 Current

Assess functionality in 600Spring 2015 Not Started

Project: Energy Efficient Lighting/Occupancy Sensors (4.3 Maintain up-to-date Technology) Incomplete

Deadline Activity

Comprehensive survey of lightingFall 2013 Complete

Install LED lighting and interior motion sensorsSummer 2014 Complete

Evaluate energy savingsSpring 2015 Not Started

Project: HVAC Efficiency (4.3 Maintain up-to-date Technology) Incomplete

Repair HVAC duct work, install new automated energy management system and various energy saving components

Deadline Activity

Initiated projectFall 2013 Complete

Selected contractorFall 2013 Complete

Receive vendor proposalsFall 2013 Complete

Install energy management systemFall 2015 Not Started

Complete duct workFall 2015 Not Started

Project: Automated work order system (4.3 Maintain up-to-date Technology) Incomplete

Install and promote automated work order management system.


62


Deadline Activity

Research work order system optionsFall 2013 Complete

Select final work order systemSpring 2014 Complete

Install work order softwareSpring 2014 Complete

Initiate projectSpring 2014 Complete

Evaluate systemSpring 2015 Not Started


63



64

1

Joint Meeting with FaBPAC and Shared Governance Council

February 20, 2013

Present

Latifa Alexander, Kevin Anderson, James “Kimo” Calilan, Sabrina Drake, LaNae Jaimez, Curt Johnson, Thomas, Gabriel Johnson, “Jerry” Kea, Patrick Killingsworth, Jowel Laguerre, Jeff Lehfeldt, Yulian Ligioso, Debbie Luttrell-Williams, Maire Morinec, Scott Parrish, Gene Thomas, Erin Vines

Call to Order

The meeting was called to order at 2:05 p.m. by Vice President Ligioso. VP Ligioso explained that he will be chairing the meeting until Dr. Laguerre arrives.

Approval of Agenda

VP Ligioso reviewed the agenda, explaining that items 1-9 will be Shared Governance information and action items. Item 10 with an expected start time of 3:00 p.m. will be the combined FABPAC and Shared Governance Council meeting.It was moved by Gene Thomas to accept the Agenda as presented and seconded by Debbie Luttrell-Williams. The motion was approved by consensus.

Approval of January 23, 2013 MinutesThe minutes of January 23, 2013, were amended as follows:

Add Gene Thomas as attending meetingPage 2, second paragraph, first sentence: delete the word “no”

Gene Thomas moved to accept the minutes as amended; seconded by Kevin Anderson. The motion was approved by consensus.

PA-E3.3.1

65

2

Public Comments

Gabriel Johnson asked for a clarification of the meeting regarding FABPAC members’participation in the Shared Governance Council portion of the agenda. VP Ligioso explainedthat FAPBAC members would not be voting on any action taken on items 1-9; these would only apply to Shared Governance members.

Board Policy 5100 – Standards for Probation and Dismissal –Revised

There was a brief discussion on the proposed revisions to policy 5100, and LaNae Jaimez asked if this had been reviewed at the Senate level. Gene Thomas clarified that the Senate has had the chance to review it.

Moved by Gene Thomas and seconded by Debbie Luttrell Williams to approve Board Policy 5100, Standards for Probation and Dismissal as revised. The motion was approved by consensus.

Board Policy 6000 – Course Repetition – Revised

Board Policy 6000 was tabled until the next meeting. The group would like to review Administrative Procedure 6000 first before approving Board Policy 6000, as the procedures are referred to in three areas of the policy concerning definitions of terms and allowable exceptions.

Code of Ethics

Kevin Anderson reviewed with the group the current draft of the Solano Community College Code of Ethics. After discussion focusing on #10 concerning proper use of social network resources (Facebook, Twitter, etc.), the following motion was made by Debbie Luttrell-Williams and seconded by Gene Thomas:

Approve the Code of Ethics Draft, correcting the typos and revising #10 to read: “Use technology resources appropriately and professionally.”

The motion was approved by consensus.

LaNae Jaimez asked if this draft has been reviewed by the Academic Senate. Professor Anderson explained that the Senate has seen earlier versions but not this current one. Professor Jaimez will place it on the February 25, 2013 Academic Senate agenda for their review. It will also be sent out campus wide for input and comments.

66

3

Approval of Committee on Committees

Maire Morinec stated that there was no report at this time, as Barbara Fountain was unable to attend the meeting. Dr. Laguerre reviewed with the group that the Committee on Committees was formed to look at reducing the overall number of committees on campus, determine how to improve efficiency, and reduce the time that employees spend at meetings, as there is often repetition of information. The committee has met and made some recommendations, including the development of a standardized template for agenda items and recommendations to the president. The committee is in the process of finalizing the list and developing a policy to be brought back to Shared Governance Council for action.

It was noted that a better name for the committee would be “Task Force on Committees” as this more accurately reflects the work that is taking place. When the work is completed, the task force will be disbanded so as not to add an additional committee.

Gene Thomas stated that he felt that there should be motions within the agenda, which Roberts Rules of Order promotes. This was formalized into a motion with Debbie Williams seconding the motion. The Motion was approved by consensus.

Discussion on Academic and Student Services Leadership Model

Dr. Laguerre shared that the college is currently looking at the configuration of the leadership in Student Services as well as Academic Affairs. One of the main questions is whether to have a separate CAO and CSO or have both areas under one, combined position. Student Services has been in discussions concerning leadership for their area. They would like to have more of avoice in the decision-making process, including more clearly delineated leadership at the top of Student Services. They are currently looking at different models, and a recommendation should be coming forward in the next few months. Gene Thomas asked that when the model comes forward, that it is presented in writing and include the budget impact.

Banner Consortium

Kimo Calilan shared that the Community College Consortium (4CIS), with the assistance of ellucian (formally SunGard), has drafted a plan to consolidate technology from several colleges into one centralized ERP system to reduce costs and economies of scale while reducing the structural burden on each participating district. Centralizing systems would allow for ongoing cost reductions and include use of hardware and software purchases to achieve cost savings for the districts. The participating districts in the consortium are Feather River, Imperial Valley, Sequoias, Sierra, Taft, Gavilan, Santa Barbara, Siskiyous, Solano, and Cuesta.

Gene Thomas moved, and it was seconded by Debbie Williams that the College pursue consolidating technology from several colleges into one centralized ERP System to achieve cost savings for the district. The motion was approved by consensus.

67

4

Accreditation – Next Steps

Dr. Laguerre shared that the college is currently in the process of hiring an Accreditation Coordinator so that the college can immediately begin work on the recommendations from ACCJC for the report that is due October 15, 2013. It is great news is that we have met expectations for SLOs. Maire Morinec asked that it be noted the fine work done by Dr. Thomas in working with faculty to get us to this point with SLOS.

Governing Board Agenda – February 20, 2013

The February 20, 2013 Governing Board meeting will be held in Vacaville; Dr. Laguerre reviewed the agenda. Erin Vines will give the report for Shared Governance Council.

Combined FaBPAC and Shared Governance Council

The joint meeting of the Shared Governance Council and FaBPAC began at 3 p.m. The proposed model of the merged SGC/FABPAC was presented and amended (attached to the minutes). It was noted by Jeff Lefeldt the importance that there be equity in terms of representation for the classified staff. It was clarified that both the Minority Coalition and Administrative Leadership Group (ALG) would be making their own selection of representatives, and that the individuals would be representing that particular group and not specifically management, faculty or staff.

The name of the merged group will be “Shared Governance Council.”

Membership will consist of:

Voting Members:Faculty: Academic Senate President and SCFA President Minority Coalition: Two representatives, as determined by the Coalition.CSEA: CSEA President and one other representativeLocal 39: Two representativesStudents: Two representatives (recommended that one is the ASSC

President)ALG: Two representatives (recommended that one is a representative

from Student Services)

Advisory (non voting) members:Vice President of Academic Affairs, Council Chair (In the event of a tie vote, the Council Chair will vote)Vice President of Finance and Administration Dean of Research, Planning, and Institutional Effectiveness

Total voting membership: 12Total membership with advisory members: 15

68

5

Meetings will be held the 2nd Wednesday of each month from 2-4 p.m.

It was moved by Gene Thomas and seconded by Maire Morinec to approve the newly constitutedShared Governing Council model as amended. It was approved by consensus.

Dr. Laguerre thanked everyone for their hard work and the Committee on Committees for the suggestion to merge FABPAC and Shared Governance Council. The first meeting of the new Shared Governance Council will be Wednesday, March 13, 2013 from 2-4 p.m. in the Boardroom. Vice President Diane White will be leading the meeting.

Adjournment

It was moved by Gene Thomas and seconded by Erin Vines to adjourn the meeting. Approved by consensus. The meeting adjourned at 3:50 p.m.

Respectfully submitted by Laurie Gorman

69

California Community College Goal B: STUDENT SUCCESS AND READINESS I. Promote college readiness and provide the programs and services to enable all students to achieve their educational and career goals. [CCC/B]

E. Teaching and Learning Effectiveness. Support effective teaching and learning. [CCC/B5]

President’s Goals: 1. Accreditation3. Compliance with regulations and reporting

Strategic Goal #1: Foster Excellence in Learning.

Objective Responsibility Timeline Activity(ies) Expected Outcome(s)

Actual Result(s)

1.1 Create an environment that is conducive to student learning.

Director, Children’s Program

June 2011 Early childhood education students specializing in infant/toddler care giving will receive comprehensive training and weekly coaching to implement the nationally acclaimed Program for Infant Toddler Care (PITC) philosophy while working in the lab school.

By 5/2011, 75% of the students enrolled in ECE75 will successfully complete the course measured by a grade of C or better. The students will demonstrate implementation of respectful and responsive care giving measured by the Infant Toddler Environmental Rating Scale – ITERS utilized during the evaluation of the lab school in 10/2010 and 3/2011.

90% of the students employed at the Children’s Program who were enrolled in ECE75 successfully completed the course with a grade of C or better. The self-study process using the ITERS tool determined compliance in all areas of respectful and responsive caregiving.

Executive Vice President, Academic & Student Affairs

Phase 2 2012 Phase 3 2013

Develop a Distance Education Program Review and Distance Education plan for Solano Implement DE plan

A comprehensive strategic plan to address the needs of our online students and faculty. In particular the plan will speak to: faculty and course evaluation, accreditation and Title 5

Establishing three year plan process for DE program. Faculty and course evaluations are part of the SCFA contract and were not included in negotiated items for this negotiation session. Addressing accreditation issues from recommendation #6 through the DE committee. Working with the research office to compile data for the three year plan process. LMS: RFP process completed to evaluate and select a LMS. Canvas selected by committee. Pilot program to test canvas currently in place with 25

PA-E3.3.2

70


Actual Result(s)

requirements, managing growth, staffing and support, robust training for faculty and DE coordinator, orientations for students, retention and persistence best practices, access to and use of enterprise reporting data, and a calendar for evaluating our learning management system (LMS).

faculty participating this fall semester. Comprehensive three year plan to be completed in academic year 12-13.

Dean, School of Liberal Arts; Executive Vice President, Academic & Student Affairs; English Faculty who teach online courses

2011 – 2012 Given any actual disparities, develop a set of recommendations for student orientation and support to increase retention in existing and future online courses in English. Develop measures/data for online students to discover/assess disparities between the profile of a successful online student in English and the profiles of actual online students. Research and collect data on enrollment, retention and success of online students in all levels of English courses offered. Compare to equivalent face-to-face courses, and then further compare to equivalent institutions to determine our relative

The Dean of AS/ LR and the DE Coordinator will work with English faculty to develop reports for online students. Develop an orientation for online students along with evaluation metrics to measure its success.

This work has not been done specifically for the English Department; however, the DE Committee is now working to pull together the data and narrative for a Distance Education Program Review. This, in addition to Program Level Outcomes for DE, will bring the distance education offerings more in line with institutional practices. Data comparing online and face to face student success has been published and presented to DE Committee.

71


Actual Result(s)

success. Confer with other schools as to best practices for instructors and for determining what different skills students need to succeed in online courses, and use all that data to assist department in generating teacher guidelines for delivery, and assisting students in developing the requisite skills to enhance their success.

Dean, School of Liberal Arts; Foreign Language Faculty; DE Coordinator; TLC Coordinator

2011 – 2013 Distance Mediated Instruction: Begin departmental use of distance-mediated instruction with eWorkbooks online lab, and course companions with intention of offering hybrid foreign language courses.

The Dean of AS/LR, the DE Coordinator and the TLC Coordinator will provide data and training for FL faculty. Determine effectiveness and buy-in of eWorkbooks for professors and students by end of 2013. Collect data of completion rates of hard copy and e-versions of workbooks. Evaluate effectiveness.

All Foreign Language classes are now using eWorkboooks for the online lab and for online workbooks. Hybrid classes have not been implemented.

Dean, School of Liberal Arts; Foreign Language Faculty

2011-2013 Community outreach: Host annual SCC Foreign Language Night with following innovations: capture non-credit FTES for event; expand event to include SCC classes taught by adjunct faculty and Annual French Immersion Day for local high school.

Showcase student accomplishments and strengthen community relations.

The FL Department did hold their annual culture night and did have at least one additional adjunct faculty member participate.

Dean, School of Career 2012 Develop and implement a By 5/30/2012, faculty and

72


Actual Result(s)

Technical Education ‘Brown Bag” monthly support group for nursing students

staff will have implemented a “Brown Bag” monthly support group based on the Men Nursing model at Monterey Peninsula College.

Director, Admissions & Records

2011-14 Regularly send email blasts to students informing them of important dates and deadlines affecting their success.

Increased awareness of student responsibilities; decrease in angry students who end up with poor grades; more efficient use of staff resources. Students start each term in best possible condition to learn that we can help them achieve.

Occurring regularly since Fall 2011.

Executive Vice President Academic & Student Affairs; BSI Coordinators

2011-12 2012-13

Begin implementation of the Center for Academic Success. Expand/complete the Center for Academic Success.

In phase 2, and other components of CAS. Establish timeline and metrics for success in the implementation of CAS. In phase 3, implement and evaluate CAS.

Hiring ASC summer coordinator to begin planning and setting priorities, establishing timeline and success measures. Will develop a comprehensive plan to move the initiative to completion.

Executive Vice President Academic & Student Affairs; TLC Coordinator

2011-2012 Implement Teaching and Learning Center re-design that was approved via the Integrated Planning Process.

The creation of a Teaching Commons as a physical and virtual space for best practices in teaching and learning.

Combined with ASC. Hiring ASC summer coordinator to begin planning and setting priorities, establishing timeline and success measures. Will develop a comprehensive plan to move the initiative to completion

Dean, School of Human Performance and Development

2011-2013 Review student surveys and student success data to improve the effectiveness of the Student-Athlete Study Skills Center.

Revise hours or services to meet the needs of the students.

Center was reviewed using student surveys and changed to include the student recommendations.

Dean, School of Liberal Arts

2011-2012 Remodel Building 1300 to provide improved classroom/studio/lab experience for students

By August of 2012 all classrooms will be “smart”; a computer lab for graphic design will be built and equipped; faculty

The new opening day for the 1300 building is scheduled for November/December. (Should this even be on this list?)

73


Actual Result(s)

will have offices where they can meet with students privately.

Chief of Police; Safety Committee (sub-group)

June 2013 Update current District Smoking Policy #4215 to create a healthier, cleaner, and safer learning/work environment. Draft Policies to be presented to Safety Committee at June 2011 meeting.

A Tobacco Free District Policy or a greatly enhanced current policy.

Accepted by Superintendent’s Cabinet with minor modifications. To be reviewed by Safety Committee Nov 2011.6 Shared Governance Approved in May 2012. Dr. Laguerre to take it to Policy Committee of the Governing Board.

Chief of Police June 2013

Extend Automatic External Extend Automatic External Defibrillator (AED) training to students. In cooperation with the Associated Students of Solano College, it is the intent to train a large number of students in support of the District’s AED program. Cooperative efforts with ASCC to begin.

Greatly increased number of people trained in using AED District-wide.

In Progress: After presentation, review, and action ASSC voted to support and help lead this effort. Three sessions completed during Spring 2012.

Human Resources

Manager Jan 2012 Develop a plan to provide

hiring committee training specifically on the faculty recruitment process to provide them with skills to hire faculty to support and encourage student learning.

Faculty can successfully reach and teach students of all ethnic backgrounds, with all learning styles, and those with disabilities.

HR has developed a training that will be delivered to during the required Flex day in August. The training will include definitions and explanation of Employment law, EEO and Title V . The faculty recruitment process will be reviewed as well. HR is working with the Academic Senate in revising the currently faculty hiring policy that is currently in place. This work should be completed by Winter of 2012.

Director, Human Resources

April 2012 Partner with teachers’ union (CTA) to support the District

Prevent harassment, discrimination, and

District has arranged with Keenan & Associates to provide on-line sexual harassment training for all employees at no cost. Currently

74


Actual Result(s)

in providing on-line Sexual Harassment, Discrimination, and Retaliation prevention training for all SCC instructors on a volunteer basis.

retaliation in the academic setting/environment.

new staff/faculty and those who are due for the training are registered to complete the free online training.

Human Resources Manager

June 2012 Work closely with the newly established Equity and Inclusion Advisory Council to develop a model recruitment plan to hire quality faculty sensitive to our diverse student population.

Faculty can successfully reach and teach students of all ethnic backgrounds, with all learning styles, and those with disabilities.

The Equity and Inclusion Advisory Council is working on updating the Diversity plan and creating an outreach model to recruit more disabled and veteran applicants.

Center Dean, Vacaville Center

2011-12 Promote recycling at Center.

Increased awareness of the benefits of recycling and increased student and staff recycling effort.

Continuing: Recycling bins and posters placed in Centers in Spring 2011.

Center Dean, Vallejo 2011-12 Expand recycling opportunities.

Additional accommodations for recycling nonpaper items

Increased interior bins to facilitate paper and nonpaper goods

Director, Facilities; Dean, School of Sciences; faculty and lab technicians

2011 –2012 Update Physical Science and Engineering lab spaces.

By the start of Fall 2011 the Physical Science and Engineering laboratories will be a fresh and clean environment for learning with up to date technology for students and faculty.

Completed summer 2011; computer updates are underway Updated HMBP training is planned for the week of 7/16/12 thru 7/20/12. Deep cleaning is in progress Summer 2012progress.

Dean, School of Sciences; Math Faculty

2013-2014 Write a strategic proposal to landscape the area around building 1500

The current building area is shabby and does not create a strong connection to our community. Planting new bushes and water-conserving plants will make the area less intimidating.

There was no strategic proposal but a new area for students has been established north of the building with seating and study space. Thanks M&O!

Dean, School of 2011-2012 New computers and lab Updated computers will Technology needs for 300 were evaluated; a list of equipment to

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Actual Result(s)

Sciences; Chemistry faculty; Director, Facilities, Chief Information Systems Officer

software for Fairfield campus chemistry labs

be obtained to perform modern chemical experiments

be purchased was developed and submitted for approval. Funding was authorized and the equipment purchased and implemented. Newer computers have been installed but they are still using the old software. The new software is being installed this summer (2012)

Science faculty; Dean, School of Sciences

2012 -2013 Update samples and equipment in labs (main campus and centers)

Lab equipment and samples will be inventoried and updated as necessary to ensure up to date education. (Biotechnology microscopes, Ecology field gear, physics lab equipment, GIS plotter, Vernier Quest interfaces….)

A strategic proposal was submitted and funded – new microscopes are being purchased for general Biology lab (summer 2012). New balance purchased for Chemistry.(Spring 2012) New vernier interfaces were acquired for Physics. (Spring 2012) A GIS plotter was installed (summer 2011) Orbital shaker and power pack were purchased for Biology electrophoresis labs.(summer 2012) Strategic proposals have been submitted for more equipment. (summer 2012)

Dean of Counseling and Special Services Dean of Counseling and Special Services

June 2013 June 2013

Offer Counseling courses that correlate with basic skills, associate, and transfer courses. Offer workshops that teach appropriate college behavior.

Audit course offerings to determine need for additional courses to correlate with basic skills, associate and transfer Courses. Increase number of workshops held. Offer workshops at Vallejo, Fairfield and Vacaville.

In Progress Will recommend to faculty in fall that we incorporate in mandatory orientation.

Center Deans (Vacaville/TAFB, Vallejo)

2011-12 Implement student disciplinary procedures at

Responsibility for Center student discipline delegated to Center Deans. Code of Student Conduct enforced at Center.

Center Deans met with Dean of Counseling in Fall 2011 regarding disciplinary processes at Centers, and accessing Discipline Shared Drive Vallejo Center: Facilitated student disciplinary procedures as needed. Met with Library Committee and Center Librarians to plan Center Library reorganization, expansion and development. Plans to be executed in end of Summer of 2012.

Center Deans (Vacaville/TAFB, Vallejo); Chief of Police

2011-13 Establish Center Security Council

Security issues at Center addressed.

Council met in Fall, 2011, recommendations for future security submitted to administration, and Safety Committee Chair. Several items implemented several on hold due to fiscal restraint.

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Actual Result(s)

Center Dean (Vacaville/TAFB)

2012-13 Expand parking capacity at VV Center

Additional parking added Facilities and Kitchell are addressing this need and have made a preliminary assessment of possible designs.

1.2 Create an environment that supports quality teaching.

School Deans; Director, Workforce and Economic Dev.

2011 -2013 Using available funds provide faculty with supplies, materials, equipment and media needed to provide students with a positive learning environment.

Make available resources and information for faculty. Better and more prepared faculty encourages student retention and faculty satisfaction.

Instructors are selected for knowledge, skill and excellence. Materials, supplies and texts are purchased as requested. Professional development opportunities, including workshops, are regularly offered.

Chief Information Systems Office

2011-2013 Develop a plan for maintaining and upgrading hardware and software in classrooms.

A plan for maintaining and upgrading hardware and software in smart classrooms will exist.

VP Ligioso has worked to include money in a proposed Nov. 2012 bond measure that would fund IT needs for several years.

School Deans 2012 Expand technology use in the classrooms.

By 5/2012, the Health Occupations, Public Safety, and Family Studies division will add 2 additional “Smart Boards” to classrooms in the 800 building, at least one faculty member from the division will be designated as a “Trainer” after attending in-service training.

In the process of ordering “Smart Boards for use in the 800 Building and Vallejo Center Smart Boards ordered for classroom in Vallejo and 800 building, currently used by Criminal Justice Faculty Science: a strategic proposal was submitted for clickers to use in Behavioral Science classes.

VP Finance & Administration

June 2013 Increase funds for faculty/staff development.

Add $10,000 for faculty support

Set aside $200/person or approximately $60,000 for faculty/staff development. Implemented in spring 2012, this funding has partially been used. An additional $5,000 was set aside for flex activities.


June 2012 Continue to work closely with the Flex-Cal Committee to provide staff development that supports quality teaching and

Faculty will be trained and better prepared in the classroom.

In progress.

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Actual Result(s)

strategic goals. Director, Workforce and Economic Dev.

2010-2013 Provide contract education instructors with resources they need to provide quality teaching, customized course design and contextualized instruction.

Assure student retention and success in classes/programs; student certificates/degrees; assure part-time faculty retention.

Instructors are selected for knowledge, skill and excellence. Materials and supplies, including texts and other resource materials are purchased as requested. Professional development opportunities, including workshops, are regularly offered. Projects to assure accurate data collection are on-going.


2011-2013 • Work with Maintenanceand Operations toprovide safe andpedagogically soundoutdoor teachingspaces for PhysicalEducation and AthleticsCourses.

• Work with the Nutritionfaculty to expand theemphasis of nutritioncourses to cover moreapplied nutrition that willmeet the needs of allstudents and reachmore vocationalstudents.

• Construct a yearly,monthly, weekly anddaily maintenanceschedule for outdoor teaching spaces andcoordinate so work canbe done in an efficientmanner to provide safeand pedagogicallyappropriate outdoor teaching spaces.

• Teach more sections ofNutrition 012 & 053,which are more, appliedand include more actualmeal preparation inthose courses.

Maintenance schedules were developed and ongoing conversation with M&O is taking place.

One section of Nut, 53 was added to the schedule.

Executive Vice President Academic & Student Affairs; School Deans; Fiscal Services

2011-12 Plan for completing the faculty prioritization process for potential hiring of full-time faculty who have retired.

New full-time faculty hired for the 2012-13 academic year. Fiscal has been working with HR to identify vacancies and budget for positions that will be filled with new staff.

New full-time faculty hired for School of CTE and Business. Faculty hiring process is in place for 12-13.

Math and Science faculty; Dean, School of Sciences

2011-2013 Develop Departmental guidelines for hiring and mentoring adjunct faculty

A mentoring program will help new adjunct faculty understand their obligations while helping them with teaching advice and support. This will include written material as

Because of the section reductions, only two new adjuncts were hired in Math; they were mentored on an informal basis. A formal system still needs to be developed.

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Actual Result(s)

well as personal mentors. Dean; School of

Sciences; Math faculty 2011-2013 Write a general guide for

three math courses. These guides will provide detailed information about how a particular math course is taught at Solano College as well as resources available to the teacher.

MAC activities written and compiled for Math 320. Still need to do this for more courses. (11-12)

Dean, School of Sciences; Math faculty

2012-2013 Make a strategic proposal to procure released time or hourly compensation for Math Course Coordinators.

Receive funding to compensate course coordinators for the basic math classes which have large numbers of sections and many adjunct instructors. This will help ensure consistency across the curriculum

Center Dean (Vacaville/Travis); Director of Facilities

2011-2013 Explore feasibility of enlarging Travis Education Center classrooms.and/or acquiring suitable class space on base.

Classroom size increased to accommodate more students and allow for expanded course offerings

Director of Facilities and Center Dean met with Base Ed Chief. Determined that it would not be feasible to remove a wall and combine two classrooms. Possibility of using Conference Center after completion.

Center Deans (Vacaville/Travis,)

2012-13 Expand library services * Textbook on Reserve Collection established *Service hours adjusted to accommodate evening students *Library space expanded *Library security issues addressed with equipment purchase

*$3,000 allocated to textbooks on reserve in Spring 12, and will be budgeted each year *May 2012 Meeting with Librarian Ruth Fuller, re: increasing evening service hours by adjusting existing schedule *Strategic Proposal submitted re: library renovation and installing security features

Center Dean (Vacaville/Travis),

2012-13 Explore feasibility of staffing for open computer lab to assist students who have little or no computer skills

Student worker with outstanding computer skills hired to work in open computer lab

1.3 Optimize Executive Vice President 2011-2013 Continue to assess Student School of Human Sciences: There was robust SLO discussion in August 2011.

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Actual Result(s)

student performance on Institutional Core Competencies.

Academic & Student Affairs; School Deans; Faculty

Ongoing for Nursing

Learning Outcomes (SLOs) and implement course improvements particularly as they relate to Core Competencies.

Performance & Development:: We will continue to work with the campus SLO Coordinator to refine course assessments, assess programs and add department program objectives. Vallejo Center: SAOs will be developed for the 11-12 year and efforts made to realize these outcomes. Assessment instruments will be developed and implemented. The findings from these assesments will increase services to the Center and community. The SLO’s pertaining to the Vallejo Center courses of its certificates, and associate degrees will be realized. These academic programs are as follows: Computer Science, Accounting, Human Services, Criminal Justice, Education, ART, and pre-nursing. School of Liberal Arts: SLOs, including core competencies will be assessed each semester. Faculty will meet in department meetings during flex cal and at other times during the semester to discuss

All depts. with FT faculty have SLOs for all The March FLEX was dedicated to revision of SLOs and discussion of their relation to PLOs and core competencies. Vacaville Center: Assessment of SAO’s is currently taking place with student survey instrument being administered 2011-12. Fall 2011 survey results compiled and summarized. Will utilize the Student Services Survey as it pertains to the Center, and if does not assist in assessing student needs at the Center it will be revised to include more Center-specific questions. School of CTE and Business in process of curriculum review and program review. Planned program meetings over the course of the semester to continue the work. Nursing Program completed curriculum revision—new curriculum sent to the Board of Registered Nursing-awaiting approval. Will be submitting new curriculum to Curriculum Committee in fall of 2012. Robust SLO discussion and implementation of new forms occurred in all CTE and Business areas fall and spring Flex. Courses not active have been sent to curriculum for deletion. Liberal Arts: We have been working to arrive at “proficiency” by continuing SLO/SAO discussions, assessing outcomes, applying resources, implementing change and evaluating progress. Most recently, we have made efforts to provide the tracking and evidence required by ACCJC via the Liberal Arts Shared Drive and the forms that were created by R&P. Vallejo Center: Surveyed students to assess satisfaction with student services. Developed SAO’s for Center and service area for current year. Increased training and service to students and community. Provided signage to enhance awareness of Center Services. Coordinated a faculty led SLO focus for flex day in January resulting in substantial progress on SLO completion, assessment, and discussion on course improvements. Allocated significant resources to facilitate and support continuing SLO work over summer with faculty involvement and leadership. Guidance and direction provided by deans to ensure transition to new reporting portal and creating of new forms.

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Actual Result(s)

assessment findings and how to implement changes needed as a result of the assessment. Based upon the SLO findings we are trying new approaches in instruction and linking the SLO’s to our planning work (IPP). The disciplinary faculty also discusses appropriate assessments for program level SLOs with connections to the College’s Core Four Competencies. School of Career Technical Education: We will continue to work with the campus SLO coordinator to insure that division SLOs including core competencies will be assessed per division schedule. Faculty will devote division meeting time during flex cal to update and discuss assessment findings. Nursing faculty will be working this semester to revise SLOs and program outcomes to incorporate IOM and QSEN competencies. Vacaville Center: SAO’s will be further developed and refined. Assessment measures will be developed and

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Actual Result(s)

implemented. Improved service delivery will result from assessment findings. School of Sciences: SLOs will be assessed in at least one class in every department each year. Faculty will discuss the results and ways to improve the student outcomes.

Dean, School of Liberal Arts; History Faculty

2011 – 2012 Improve documentation on articulation of History courses with transfer institutions. Develop a portfolio of course syllabi and sample assignments for future reference by faculty and transfer institutions. Conduct Flex Cal workshop (Fall/August 2011) with regular and adjunct History faculty to share ideas on reading and writing assignments that include interpretation of primary and secondary sources.

Improved communication with transfer institutions. Increase consistency of student reading and writing assignments in all sections of History courses.

The History Department revised their Section K documents for the major transfer courses (Hist 2, 3, 4, 5, 17, & 18) and sent them to University of California (thru Robin Arie-Donch). These revised Section Ks were approved by UC. They haven't done the workshops with adjuncts yet, because that pool was changing at the time. They will do this in Fall 2012 or Spring 2013.

Deans, School of Career Technical Education and School of Human Performance and Development

2013 Develop and implement learning community for ECE, EMT, Fire and CJ with focus on basic skills attainment.

By 5/2013, at least one new learning community will be added to each program area to meet the Basic Skills needs of students in the school.

Placed on hold at this time with focus on new Fire Academy and completing Curriculum and Program review New Fire Academy implemented. EMT course revision with additional hours added to meet both the requirements of the state and needs of the student implemented. New prerequisites for EMT in place.

Executive Vice President Academic & Student Affairs; SLO Coordinator

2012 Achieve the SLO assessment goals

Achievement of SLO assessment goals.

Reassessed SLO completion collaboratively with faculty, deans, and office of research to determine potential over-reporting to the ACCJC in past communication. Reported accurate outcome completion based on data from actual archived documents, input

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Actual Result(s)

from dean’s assessment, and review of work during flex activities. Gained faculty senate ownership of SLO process and commitment to achievement of assessment goals.

Deans, School of Liberal Arts and School of Sciences

2011-2013 Work with the Tutoring Center and the Math Activities Center to improve coordination with the Student-Athlete Study Skills Center to ultimately improve academic success.

Improved academic success.

The Math program worked well in Spring 2011 but budget constraints caused it to be reduced in Spring 2012.

Dean of Counseling and Special Services

June 2013 Create and/or modify Basic Skill Counseling courses that promote student success and retention.

Will address during curriculum review process

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California Community College Goal A: COLLEGE AWARENESS AND ACCESS I. Increase awareness of college as a viable option and enhance access to higher education for growing populations. [CCC/A]

C. Innovative Programs and Outreach for Growing Populations. Increase college access among growing population groups that will emerge from current demographic trends. [CCC/A3]

President’s Goals: 1. Accreditation 3. Compliance with regulations and reporting 5. Long-term planning vision

Strategic Goal #2: Maximize Student Access & Success


Actual Result(s)

2.1 Identify and provide appropriate support for underprepared students.

Executive Vice President Academic & Student Affairs; Center Dean, Vallejo; School Deans;

2011-2013

Collaborate with K-12 superintendents and high school administrators to align K-12 benchmarks with CCC/SCC collegiate level English and Math and to define behavioral expectations of college students (special admissions as well as new HS graduates).

SCC and Vallejo USD Committee initiated and completed alignment of Grade 12 exit benchmarks and SCC collegiate level English, Math (Kea). Perkins funds will be allocated to provide student support services such as tutoring specific to CTE course and program offerings. Strengthen collaborative relationships with K-12 schools in order to provide students with seamless transition from high school to SCC. Perkins funds will be used to establish a Lending Library for CTE Students who are members of Special Populations.

VJO: Assisted in planning and promoting Tutorial services, in support of Vallejo Superintendent’s imitative for competency level achievement of3rd and 9th grade students. Ongoing communication with Vallejo and Benicia Superintendents... Participated in special task force to establish standards in present and future Career Academies. No progress made.

Director, Workforce & Economic Dev.

Ongoing Continue to work with local companies to provide instruction/training needed for job success and to comply with state and federal mandates.

Provide agencies, businesses and industry groups with education and training needed to retain jobs and staff companies/agencies.

Water/Wastewater training program is training new and incumbent workers Bay Area wide. Local manufacturing plants, distribution facilities, Travis Air Force base and others are active SCC clients.

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Actual Result(s)

Executive Vice President Academic & Student Affairs; Center Dean (Vacaville/TAFB)

2011-2013 Expand curricular offerings in basic skills courses, including learning support services, based on community and student needs.

Greater access to and more students taking basic skills courses. Improved learning support to basic skills students, including reading/writing lab service hours and basic skills tutoring.

Additional basic skills courses offered at the Vacaville Center scheduled in 2012-13.. MAC Lab functioning well. Friday MAC Lab hours re-established. Basic Skills Lab Specialist position originally approved is on hold due to budget constraints. Embedded tutoring introduced in Spring 2012, and piloted in math class. Basic skills English tutors will be hired and supervised in Fall 2012 by English faculty, Changes to curriculum offering in English regarding acceleration, pilot English courses that do not require lab, and changes to lab curriculum have contributed to additional access to students in the lab. Budget initiated course reductions limited offerings additional basic skills section. Enhanced and well-coordinated tutoring services provide expanded exceptional support services to Basic Skills students.

Dean, School of Liberal Arts; Humanities Basic Skills Coordinator; Executive Vice President Academic & Student Affairs; English Faculty

2011 -2012

Increased ability to meet student needs for developmental English instruction. Students stay in class in greater numbers and advance through the pre-collegiate English curriculum in fewer semesters. Propose and pilot an experimental five-unit ENGL355 to gather evidence of efficacy and efficiency of this mode of instruction for comparison with current model.

Create multiple pathways through developmental English. For example, a five-unit ENGL 355. Metrics and data to evaluate student retention, persistence and success.

The English Department has created English 348G “Accelerated English”. We are heading toward our third semester of offerings. The data on student success and retention is, at the moment, inconclusive but the faculty anecdotally report that things are going well.

Dean, School of Liberal Arts; History Faculty

2011-2012 Develop a program of teaching assistants / readers in History classes to work with at risk students on reading and writing assignments. Link this to student success on SLOs. Integrate this program with workshops offered through the Center for Academic Success.

Measurable increases in student retention and success rates and retention rates in History courses.

No progress. The creation of a Center for Academic Success has been put on hold.

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Actual Result(s)

Director, Financial Aid

2011 – 2013

Increase FAFSA workshops year round both in English & Spanish.

Increased FAFSA applications as well as the Board of Governor’s Fee Waivers by October 2011, as measured by exceeding prior year’s total in annual reports.

Still developing additional workshops in Spanish. Increased workshops provided in English have been accomplished. Increased FAFSA & BOGG application for 11-12.Continue to develop Spanish tools through FA-TV and additional counseling/workshop opportunities for students which includes Satisfactory Academic Progress in 12-13 academic year.

Director, Financial Aid 2011 – 2013

Increase debt management workshops for our loan students.

Provide debt management workshops to increase student awareness of loan defaults by November 2010, as measured by decreased loan defaults on Loan Default Reports.

Currently Working on a Virtual Model for FA website through ECMC. Provide Loan Literacy and counseling through FA-TV modules in 12-13.

Assessment; Director, Admissions & Records; Center Deans

2011

Increase number of assessment offerings at the Educational Centers.

Increase assessment testing at the educational centers by January 2012 as measured by exceeding prior years total on annual reports.

Scheduled weekly assessment testing offered at Centers and at TAFB by appointment. VVCT: Batch assessment testing, followed by counseling and orientation, offered to local VV and Travis high school seniors in Spring. Assessment now being offered regularly each month at both centers and at Travis AFB

Director, Workforce & Economic Dev.

Ongoing Provide customized assessments for contract clients.

Customized assessments provided. Regularly provide needs and student assessments for clients when needed/ requested. .

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Actual Result(s)

Executive Vice President Academic & Student Affairs; Deans, School of Liberal Arts and School of Sciences; Dean, Counseling & Special Services; Basic Skills Coordinators (overall and in mathematics and English); program faculty and counselors.

2011-2012 Phase I Spring/Summer 2011 Phase II Fall/Spring 2012 Phase III Fall 2012 Phase IV Ongoing

Identify needs and allocate support staff to plan developmental studies learning communities (LC). This includes planning and coordination of LC faculty; scheduling, advertising, assessment, and counseling enrollment management. 1. Efficient scheduling and recruitment of underprepared students for the learning communities to enhance student success, such as Umoja, Puente, Pathways learning communities for English and Mathematics. 2. An abiding commitment of institutional funds and personnel to run efficient and effective learning community classes for underprepared students. 3. Systematic collection of relevant data (both quantitative and qualitative data) concerning program recruitment, baseline data regarding student skills pre-/post program activities. The proposed First-Year Experience (FYE) program at Solano College will have the following elements: 1) student recruitment, 2) professional development for faculty, 3) student cohorts in linked classes, 4) community building activities, 5) academic enrichment activities and 6) on-going, embedded data collection. Phase I Planning Phase II Preparation Phase III Implementation Phase IV Evaluation

• Enhanced levels of academic achievement and occupational success for students who enter SCC underprepared for college learning and studies.

• Documentation of changes in students’ attitudes and beliefs related to confidence in academic skills and in coping skills to achieve their academic goals.

• Increased levels of retention, persistence, achievement of goals, including transfer, obtaining associate degrees and certificates of completion.

Under the leadership of Brad Pascal and Kamber, the District has entered into Phase III. Funding has been provided by Basic Skills and General fund dollars via the Strategic Proposal Process. Brenda Tucker will soon be leading this program. A strategic proposal was submitted and funded for this project. (11-12) There will be a FYE developmental English/Math learning community cohort in Fall 2012.Programs (PUENTE, UMOJA) scheduled effectively and successful recruitment is in place. First Year Experience program beginning Fall 2012 Data related to equity and student success now available through the office of research and planning for ongoing review. Equity plan will address the need to collect relevant data (both quantitative and qualitative data) regarding student performance indicators to inform future efforts to increase retention, persistence, transfer, degree completion and certificate completion.

Dean, Counseling & Special Services

June 2012 Evaluate course sections success rates by gender and ethnicity and then develop strategies for improvement.

If there are inequities develop strategies to close gaps.

. Shared data and will continue work in the fall

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Actual Result(s)


May 2012 Develop strategies to increase transfer by underrepresented groups.

Increase transfer rate of underrepresented groups by May 2013, as measured by analyzing transfer data.

Stiles Hall partnership, Invited students from underrepresented groups to attend


2011-2013 Increase educational support in the Centers’ Learning Labs and Tutoring Centers,, including evening services.

Student tutor(s) will be added. Funding for textbooks on reserve collection will be secured for Vacaville Center Library.

Joint Centers’ Committee organized to review Student Services at Centers. Funding for reserve collection at Vacaville Center secured for Spring 2012, and will be line-itemed in the 2012-13 Center budget

Dean, School of Human Performance and Development; MESA Director

2011-2013 Work with the Basic Skills Coordinator to provide students with additional support so they can reach their academic goals successfully.

Expand staffing or services for student-athletes with Basic Skills needs. MESA Program will provide summer bridge type program to increase the number of MESA students and their proficiencies in math and science

The School of HP&D is going to analyze the number of student athletes in Basic Skills.

Dean, School of Liberal Arts; Non-Credit Coordinator; Librarians

Continuing 2011-2012

• Implement marketing and outreach plan to promote LR500 (non-credit workshops) to students & faculty.

• Survey students/faculty to determine additional workshop topics needed.

• Develop diverse calendar of workshops based on campus needs.

• Evaluate effectiveness of workshops; repeat.

• Work with various district entities on other workshop series serving underprepared students.

• Increase referrals to LR500 workshops from various campus entities (from 0-10 in the first semester).

• Increase attendance of non-credit workshops (to 25 students through fall 2011).

Much of the initial work done to increase LR500 offerings was linked to the Academic Success Workshops. Today, because the AS workshops will not continue in the AY 12-13, faculty in the Library will renew their efforts.

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Actual Result(s)

Superintendent/President; Executive Vice President Academic & Student Affairs; Center Dean (Vacaville/TAFB)

June 2011-2013

Explore feasibility with local high schools to establish Middle College Program. Visit Model MCHS programs (CCCCD). Establish goals and create a MCHS program in Vacaville and Fairfield by Fall 2012 by Fall 2013. Vallejo to follow.

Documentation of recommendations related to Middle College Program. Program established. Visits to Middle/Early College programs in vicinity. Proposals made to Travis, VVUSD School Boards, & SCC Governing Board for the establishment of a Middle College at Vacaville Center.

Summer-Fall 2011: Board presentation made MCHS Presentation to ALG Deadline for starting: Fall 2013 Three visits made to sites. Middle College Proposal visit made to Benicia Superintendent of Schools – not likely to go further Early talks with FSUSD were productive but progress stalled due to personnel changes at the district office Vacaville project is on target. A grant was submitted and received good reviews but did not get funded. Planning Group, chaired by Deans Lewis and Julian convened in February 2012 foris ongoing meetings with VUSD and FFSUSD. MOU entered into with VUSD in April 2012. CCCCO MCHS grant application in Apr 2012 denied due to lack of existing MCHS. MCHS Presentation to Academic Senate planned for Fall 2012. First class should enter in Fall 2013.


2011 – 2012 Implement student assessment program.

The ability to implement an alternative to the 10% rule should enable us to better place our math students, especially basic skills students.

SCC is a participant in the EAP program. Mandated statewide assessment proposed for near future may make this local effort unnecessary.

Director, Financial Aid 2011-2013 Utilize AppWorx job scheduler to automate data download process.

Increased efficiency in processing and packaging of Financial Aid.

Increase packaging through Banner software Applying additional testing with increased federal and state regulations to utilize during the 12-13 academic year.

Director, Financial Aid 2011-13 Develop and implement a Student Loan Default Prevention and Management Plan.

Increased retention and reduced delinquency and default. Continued participation in the loan programs resulting from satisfactory cohort default rates (CDRs). Students have continued access to Title IV Student Financial Assistance Program, learn good debt management practices, and establish a healthy credit history.

Currently working toward this goal with ECMC tools. Implementing tools and counseling through FA-TV on FA webpage. Students will have Mobil Device Access.

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Actual Result(s)


2012-2013 Establish video and screen shot style step by step tutorials for students to use to assist them with all aspects of admissions, registration, and graduation.

Students will be able to get effective assistance 24/7 by utilizing online tutorials; improved use of staff resources.

All but videos complete. Scripts for video complete. Staff shortage hampering ability to begin work shooting videos.

Dean, School of Sciences; Math faculty, MAC staff

2011 – 2012 Purchase additional resources for student use in the MAC (e.g. expand DVD collection, create files of course resources).

The MAC will contain more DVDs and course resources for student use.

There was no budget for purchase of materials but faculty created a set of in house MAC activities for Math 320.


June 2013 Identify a percentage of SARS-ALRT referred students and develop a pilot intervention program.

Increase of student success and retention on SARS-ALERT referred students.

No progress


June 2012 Work with interested faculty to arrange classroom visits by Counselors.

Increase in class visits to identified classes

Complete. Will continue in the fall

2.2 Update and strengthen career/technical curricula.

School Deans; Faculty; Director, Workforce and Economic Dev.

2011-2013 Ongoing, completed for this year

Recruit members and convene advisory boards to identify workplace skills to incorporate into courses and programs.

This activity will ensure that CTE course offerings and programs are relevant to labor market needs. The advisory boards for all programs in the Health Occupations, Public Safety and Family Studies division will meet bi-yearly. Assure that EWD and Contract Ed training continues to work closely with industry groups and employers to develop training and education that meets workforce and industry needs. Developed curriculum and training can and should be used and integrated into regular on-campus credit programs. All Perkins Funded Programs will have its corresponding Advisory Committee which will be responsible for providing feedback on program growth, viability of programs. This will help ensure the success of all CTE Students.

Work with industry and faculty to review, refresh, and revise curriculum. Work with faculty to forward updates to the curriculum committee. Advisory boards met for Nursing, Fire Technology, Water/Wastewater, Office Technology and Welding. Continuing to work on developing strong advisory committees.

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Actual Result(s)

School Deans; Faculty; Director, Workforce and Economic Dev.

2012-2013 • Using Labor Market information, investigate new occupational trends and develop new courses and programs.

• Develop and implement a Health Information Technology Associate in Science certificate/ degree program.

• Increase the number of sections of pre-hospital care programs, including EMT and First-Responder courses.

• Develop and implement a Forensic Technology certificate and degree. • Continue to develop

water/wastewater program. • Identify local industry partners for college

advisory committees. • Develop and articulate Industrial

maintenance curriculum with regional colleges.

By May 2013, the Health Occupations, Public Safety and Family Studies division develop new courses and programs in Health Information Technology, Medical Assisting and Paramedic Program. Continue to serve the bay area with the only viable and robust Water/Wastewater program in the northern half of the state. Invite industry partners to serve on advisory committees. Plan and hold all CTE advisory committee meetings annually. Work regionally to articulate curriculum so that students have broader and deeper CTE options.

Regularly research, read and interpret labor market data to identify trends and opportunities. New courses have been developed, including one leading to a “Water Efficiency Practitioner” certificate. Currently developing a Motors and Pumps class for W/WW. Currently working with employers, DVC and Laney to develop an Industrial Machining, Maintenance and Mechanics program. Regularly recruit industry partners for CTE programs. Manage W/WW Advisory committee. Ongoing for CTE

Center Deans (Vacaville/TAFB, Vallejo) ; Director, Workforce and Economic Dev.

2011-2013 Expand curricular offerings in career technical education based on community and student needs. Work with Bay Area Community College Consortium, industry and faculty to revise and refresh Industrial Maintenance curriculum and courses.

More availability of career technical courses and more students taking these courses in preparation for the workplace. By Fall 2012, new Aviation (Professional Pilot) curriculum will be offered at Vacaville Center.

Five new courses have been developed in W/WW, one leading to a new certificate. A Pumps and Motors class is being developed. Working with BACCC, and local employers to develop grants, curriculum and programs. Vallejo Center: Vallejo Expansion Committee CTE curriculum proposal articulated. New Fire Technology courses added. Established committee to review Film and Television option.

Director, Workforce and Economic Dev.

2011-2013 Work with Water/Wastewater faculty to add additional courses to address industry needs, beginning with Water Recycling and Conservation. Work with CTE Division to investigate Instrumentation Curriculum. As part of SB 70 grants begin to develop curriculum for Mechatronics, Welding and Drafting.

A Water Recycling and Conservation class has been developed to prepare students/ workers for the Water Efficiency Practitioner exam/ certification. Begin work with faculty on new curriculum development.

WATR 125, Conservation, has been developed and was offered as a BACWWE class in Spring 2012.

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Actual Result(s)

Dean, School of Career Technical Education; Executive Vice President Academic & Student Affairs

2011-2013 Work with the Basic Skills Learning Communities Coordinator to successfully offer fitness courses linked with Fire course to help the students successfully meet the rigors of the Fire Academies and be successful in the workplace.

Ensure the success of Fire students relative to their fitness needs. Linked Fire courses, metrics and data to evaluate student success, retention and persistence.

On hold while working on curriculum revision

Deans, School of Liberal Arts and School of Career Technical Education

2011-11 Recruit new advisory boards for Graphic Design, Technical Theater, and Film and TV programs.

Advisory Boards will meet at least once prior to June, 2011.

Scheduling meetings this spring. No Progress.

Deans, School of Liberal Arts and School of Career Technical Education

2011--2013 Update program majors in Technical Theatre, Graphic Design, and Film and TV.

Have new programs approved by the Curriculum committee by May, 2013.

No Progress.

Dean, School of Liberal Arts; Music Department faculty

2011-2012 Investigate a new major in commercial music. By June, 2012, faculty will complete a review of labor market information, programs offered by neighboring college and costs of expanding our current offerings in commercial music to create a vocational major in this field.

Adjunct faculty member Matthew Dudman has completed this work. Additionally, he has submitted a Strategic Proposal for funding to create the necessary curriculum (VTEA) for this major. The Dean has requested a faculty hire for AY 13-14.

2.3 Identify and provide appropriate support for transfer students.

Center Dean (Vacaville/TAFB, Vallejo)

2011-13 Schedule Offer additional transfer services at Center Representatives from Transfer Institutions (i.e. UCD, CSUS) at Center

Center students will be able to meet with transfer reps without having to go to main campus.

SSU Information Workshops scheduled. Transfer Workshops scheduled by Counseling


2011-2013 Expand curricular offerings in transfer courses based on community and student needs.

More availability of transfer courses and more students taking transfer courses.

Center Dean, Vallejo 2011-2012 Promote CMA, SSU, and CSEB and increase advertising for College Fair

Vallejo Canter: Worked with SSU to provide new marketing materials for district. Held SSU Information Sessions. Participated in joint SSU/SCC Executive meeting to plan next steps in MOU- BA in Education. Held meetings with CMA and laid plans for BA in Business program with anticipated date of MOU late Summer, early Fall 2012. Advertised College Fair.

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Actual Result(s)

Dean, School of Liberal Arts; Creative Writing Faculty

2011 -2013 Establish an A.A. degree in Creative Writing and increase transfer students in writing. Develop curriculum for A.A. in Creative Writing. Investigate interdisciplinary course offerings as a part of the major/minor (e.g., screenplay or play writing) for A.A. in Creative Writing.

Creative Writing Faculty will complete a review of labor market information for writers and review programs in Creative Writing at other California Community Colleges.

The Creative Writing faculty were involved in the internal TMC discussions and have developed an emphasis in Creative Writing within the ENGL TMC.

School Deans & faculty (Curriculum Committee)

2011-2012 Implement SB 1440 to increase ease of transfer to CSU

Chancellor’s Office directions for campus implementation of this legislation will be in place by December, 2011.

Transfer degrees approved in Math and Sociology. The Psychology degree is nearly ready.


2011-2012 Discuss and decide whether to revamp Math 30 and 31 to agree with new UC Davis requirements

Decision on whether or not to modify Math 30 and 31 to articulate with UC Davis.

In progress

Dean, School of Sciences; Science faculty

2012 -2013 Increase lab options for students Create new labs in Astronomy, Anthropology, and Marine biology

A new lab has been approved for Bio 16, including an online option.

2.4 Improve student access to college facilities and services for students.

Director, Financial Aid a. Jan– 2012 b. Fall – 2011

a. CCCApply – BOGFW-Automate on-line BOGFW application

b. Scholarship Application - Create on-line scholarship application

a. Increase number of BOGFW recipients.

b. Increase number of scholarship opportunities.

Xap ready for implementation Jan. 30, 2013 Working feverishly toward a scholarship program to be enhanced and to provide more opportunities and resources for students.


June 2013 Collaborate with Student Development and ASSC to develop and promote student life activities and programs such as clubs and student government in order to increase retention

Student life activities will increase at the Centers and Center students will have meaningful representation on student government.

Continuing. Two clubs established at Vacaville Center with increased level of student participation in student sponsored events. ASSC meeting hosted by Vallejo Center in Spring 12. Constitutional revisions for Center student representative scheduled for Fall 2012 vote. : Held ASSC Meeting/tours in Vallejo, Senator selected from Vallejo Center. Worked with SD Director to establish dedicated space for clubs. Laid plans with VCUSD Superintendent and staff to extend club participation to VCUSD students.

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Actual Result(s)


June 2013 Establish at the Centers, “entry level” services in the areas of Veterans Affairs, Disabled Student Program, EOPS, Tutoring, Cal WORKS, Puente, and MESA.

Additional student services will be provided to Center students that are otherwise only offered at the main campus. EOPS Counseling and increased Financial Aid services will be offered at Vacaville Center beginning Fall 2011.

Vallejo Center: Meetings with VUSD Superintendent and staff: Extending SCC student clubs to VCUSD, VJOCTR: Increased training in Financial aid, Enrollment Management. Center staff receiving special OJT/service in Curriculum A&R offices June and July. Offered regular Assessment testing, group counseling. Embedded tutoring piloted in Spring 2012. Grant funded tutoring to be provided for 2012-2013 VVCT: Staff training in Financial Aid direct loan document intake; Veterans programs; EOPS, and CalWORKs/CARE. Scheduled weekly assessment testing offered at Centers and at TAFB by appointment. VVCT: Batch assessment testing, followed by counseling and orientation, offered to local VV and Travis high school seniors in Spring. Center Deans met with new Tutoring Center Director regarding Center tutoring needs in Spring 2012. Center Deans are working with Administration to add remote services via VIDYO.

Center Deans (Vallejo.,

Vacaville/TAFB) 2011-2012 Review all student services at the Center and

enhance services as necessary VJO: Provided additional training and service in

Financial Aid Services, A&R. Along with Vacaville Center, administered student survey in Fall, 2011, Centers submitted joint report including data and proposed recommendations to administration

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Actual Result(s)

Dean, School of Liberal Arts; Dean, Counseling & Special Services; ESL Faculty; Assessment Specialist ; Director, Workforce and Economic Dev.

2011 -2013 • Increase access and streamline the pathways that lead ESL students from Adult School to the Community College

• Meet with colleagues from Solano County adult schools to articulate program levels and identify points of transfer from their program to ours

• Familiarize adult school students with the SCC ESL program and campus by making presentations each semester at adult schools, and inviting adult school students to bi-annual ESL open house

• Work with middle and high school students, teachers, counselors, administrators and parents to develop and articulate water/wastewater pathways, articulations and career awareness. Begin same for Mechatronics, Welding and Drafting.

The relationships between ESL departments in Adult Education Schools and SCC will be built and sustainable. Students will be encouraged and aided as they transition from the Adult School to Community College. Increase by 10% the number of students entering the SCC ESL program from adult schools by Fall 2013 Develop close ties with SCOE, and Solano county middle and high schools. Develop articulations, and prepare students to matriculate to SCC for Water/Wastewater, Mechatronics, Welding and Drafting. Science, math and other CTE programs.

We are actively working with middle and high school students, teachers, counselors, administrators and parents to develop and articulate water/wastewater pathways, articulations and career awareness. Curriculum, career academies, and programs have been developed. A website and other marketing collaterals are developed for M/H schools and SCC. Several ancillary programs and projects have been developed to increase career awareness. Additionally, the ESL faculty have hosted local Adult School students at SCC for a potluck.

Executive Vice President Academic & Student Affairs; Distance Ed Committee; Academic Senate; Faculty within their disciplines

2011 -2012 Further development of distance education courses and guidelines while maintaining a high level of excellence in student learning. Develop departmental policies and guidelines for distance education courses; present policies to divisions.

Departmental policies and guidelines for distance education courses. Academic Senate approval.

School Deans; Director of Technical Services; Chief Information Systems Officer; Faculty; Student Development Center; Director, Workforce and Economic Dev.

2011-2013 Improve web site so students can find accurate information via the SCC web site. Develop Community Collaborative website, improve BACWWE website. Develop additional collaterals to increase industry, student, and school participation.

Students will be able to find more information easier and it will be kept up to date. Employer sponsorships and student/worker enrollments will increase leading to additional prepared students/workers and more students moving into secure and sustainable employment.

All are completed except for college student website/database. Number of students, classes and sponsors has increased.

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Actual Result(s)

Director, Admissions & Records; MESA Director

January 2011 Hold Service Area Outcome (SAO)-focused student workshops once a month. Target various county groups to improve access and success.

Prospective and current students become proficient users of technology available to them to assist them in registering and carrying out all other functions related to their SCC success (ordering transcripts, scheduling counseling appointments, accessing various forms, researching policies and procedures). Students from low-performing and rural area K-12 schools will be invited to participate in MESA Student orientations.

Held several workshops with good turnout and interest in maintaining. Due to budget cuts, unable to continue to staff and maintain workshops. Hope to begin offering again starting with 13/14 registration period (April/May 2013). Submitting proposal for funding for next year.

Director of Admissions and Records, IT, Curriculum

January 2012 Implement Degreeworks. Students will have access to online software that will create education plans with their records and evaluators will have automated degree audits by January 2012, as measured by students able to utilize software.

RFP in progress Fall 2012, begin planning phase in Spring 13 and functional user work in Summer 13.


June 2012 Implement mandatory orientation. Mandatory Orientation to improve matriculation and community college awareness for students by June 2012, as measured by orientations implemented.

Complete


2011-2013 Work with industry and community groups to provide learning and education opportunities to employees/members.

Prepare workers for jobs/careers; provide companies and agencies with trained workers, provide students/workers with skills for high and middle wage jobs/careers.

W/WW has been particularly successful in meeting this goal. Other programs for employers achieve this goal as well.

Director, Admissions & Records, Fiscal Services

2012-2013 Implement Drop for Non Payment and Payment Plans

Provide means by which students can spread payment requirements out over specified time frame making it easier for them to be able to attend when they cannot come up with total cost all at once. Drop for nonpayment will allow for more efficient practices within retention and enrollment management efforts.

Working with Fiscal and IT to determine funding source and review Banner baseline DFNP setup during summer/fall 2012. Anticipated go live of summer/fall 2013 priority registration. Signage would go out in early January 2013.

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Actual Result(s)

Director, Research and Planning

June 2013 Evaluate matriculation services from recruitment to graduation for their effectiveness.

By June 2013, student satisfaction of matriculation services will have improved in 30% of the matriculation services assessed compared to October 2010, as measured by a student satisfaction survey.

Online survey developed to look at major student services. Some items borrowed from October 2010 survey to allow comparison. Student Services survey was expanded but has not been fully analyzed due to competing priorities. Analysis to be finished before Fall 2012

Chief of Police, Vice President of; VP, Finance &and Administration

June 2013 Increase revenue to parking fund for parking lot maintenance and improvements by increased sales of semester parking permits and enhanced enforcement. Continue advertisement for Fall 2011 with enhanced enforcement.

Relieve fiscal pressures to general budget and Bond monies.

Ongoing. Continuous Project: Advertisement conducted, increased enforcement efforts occurring. Revenues to be checked fiscally.

Vice President of Finance & Administration,; Chief of Police

2011-201313 Develop localized emergency preparedness plan.

Offer various training and exercises: Disaster service worker (DSW); community emergency response team (CERT); update evening administrator duties; develop localized emergency preparedness plan.

DSW offered over past year and continued. Seven Public Awareness to an Active Shooter Workshops Held. EOP/IRP Complete. ICC Training for Command Staff Complete. Emergency Notifications Plan complete; training for key people Summer 2010. Fire/Evacuation Drill Planned for Fall 2012. Effort – completed the DSW training, and also hosted a locally sponsored CERT exercise. Will continue to work with Chief on the localized emergency preparedness plan.


2011 Update and streamline Tutoring Center processes and services

Electronic forms, SARS integration.


2011 Revise and refine Reading and Writing Lab processes and services

Greater efficiency in the number of students served and a decrease in wait times for students.

We have changed the curriculum (decreasing the number of assignments in ENGL 350/5L and 370L). Additionally, we have changed the hours and staffing patterns in the lab to meet the needs of students while at the same time REDUCING the cost of the R/W Lab.

Librarians; Dean, School of Liberal Arts

2011 -2012 Survey and assess the success of the library Information Commons in meeting student needs.

Student satisfaction will exceed that of the prior year.

Sent e-mail to Librarians for update (6/17/12)

Librarians; Dean, School of Liberal Arts

Fall 2011 – 2013.

• Increase number of hours the service is staffed by our librarians.

• Monitor the offline queue daily so our students receive an answer within one business day.

• 30% increase of student usage of reference.

Increase student satisfaction as reported on surveys.

Sent e-mail to Librarians for update (6/17/12)

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Actual Result(s)

Dean, School of Sciences; Math faculty 2012-2013

2012 - 2013 Write a strategic proposal to extend MAC hours at the main campus and two branch campuses

Receive funding to increase the MAC hours and increase flexibility for students to use this resource.

MAC hours were extended at the Vacaville center and evening hours were added in Fairfield.

Director, Fiscal Services; Director, Admissions & Records; Chief Information Systems Officer

12/31/2011 Implementation of Installment Payment Plan for students

Students will be able to take advantage an installment payment plan to pay for fees when enrolling in classes.

Working with Fiscal and IT to determine funding source and review Banner baseline DFNP setup during summer/fall 2012. Anticipated go live of summer/fall 2013 priority registration. Signage would go out in early January 2013.

Director, Fiscal Services; Director, Financial Aid; Chief Information Systems Officer

12/31/2011 Disbursing student secured scholarships electronically

Students will be able to receive all financial aid refunds electronically

FA currently working toward this goal; using Higher One process/Goal accomplished Spring 2012


June 2012 Provide students with updated information, including confidentiality laws, rights, and Financial Aid regarding AB 540 at High School Counselor’s Conference and at High School Outreach.

Increase in information during orientation online /in-person, outreach and the High School Counselors Conference.

FA continues to provide additional services to outreach locations including Counselor’s conference and High School outreach. Complete and ongoing

2.5 Develop and implement an effective Enrollment Management Plan.


November 2011

Establish plan for converting Student Accounts Receivable work to direction of Fiscal Services. Implement by end of year to allow for A&R to focus on Outreach and Recruitment the following year.

Streamline services to students and increase ability of A&R staff to participate less in cash handling and more in outreach, recruitment and assessment. Fiscal staff continues to develop and manage accounts receivable and billing efficiency, independent of A&R. A&R continues to provide training materials and information as needed and requested by fiscal.

Effected areas determined that higher priority was to stabilize efforts within specified departments. Preference to not further inflict more confusion and change amongst student population. Cashiering to remain in A&R for time being since it is working well there and is stable with respect to compliance and audit issues.

Center Deans (Vacaville/TAFB, Vallejo); Executive Director, Institutional Advancement

June 2012 Collaborate with Executive Director, Institutional Advancement, to develop marketing plan outreach/marketing materials specific to for Centers in conjunction with new Marketing Director.

Marketing materials will be developed that will communicate benefits and opportunities of Centers in a consistent manner, including marketing of Center niche programs that will draw students. Market more extensively to the communities.

Vallejo Center: Updated Center Flyer, Website, and marketing letter. Developed marketing packets for tours, and community events. VVCT: New Center flyer for VV marketing letter. and Travis produced and printed in-house in Feb 2012, and is being disseminated at community outreach events links on website

Division Deans 2011 Map the cycle of all program course offerings to ensure that programs can be completed in a timely manner.

Completed maps of course offerings.

Ongoing Sciences: course maps were developed for the vocational programs in Horticulture and Water/wastewater

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Actual Result(s)

Executive Vice President,

Academic & Student Affairs, Vice President of; VP, Finance & Administration

2011 Create an Enrollment Management Plan. Develop productivity model to drive adjunct funding.

Enrollment Management Plan completed. A committee that is able to serve as a meaningful resource to faculty, staff, students and administration relative to enrollment management questions.

Committee in place and effectively addressing enrollment management issues collaboratively. – began meetings to discuss components of adjunct funding model; also set direction, goals and targets to increase Vacaville Center FTES for 12/13 and on.

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California Community College Goal C: PARTNERSHIPS FOR ECONOMIC AND WORKFORCE DEVELOPMENT I. Strengthen the Colleges’ capacities to respond to current and emerging labor market needs and to prepare students to compete in a global economy. [CCC/C]

E. Defining and Addressing Long-Range Economic and Workforce Trends. Build on the California Community Colleges’ Economic Development Initiatives to define and develop emerging career clusters. Ensure that the Colleges have access to the tools and resources needed to track and respond to long-term economic and workforce trends. [CCC/C5]

President’s Goals: 1. Accreditation 4. Community relations

Strategic Goal #3: Strengthen Community Connections Objective Responsibility Timeline Activity(ies) Expected Outcome(s) Actual Result(s)

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Objective Responsibility Timeline Activity(ies) Expected Outcome(s) Actual Result(s)

3.1 Respond to community needs.

Executive Vice President Academic & Student Affairs; Center Deans (Vacaville/TAFB, Vallejo); Executive Director, Institutional Advancement; Director, Workforce and Economic Dev.; Tech Prep Coordinator; Theatre Manager; School Deans; MESA Director; Student Development Center

June 2011 a. Continue high school outreach b. Continue to offer classes as

appropriate at high schools c. Continue discussions and

collaboration with Superintendent and high school principals on access strategies

d. Through community collaborative and WIP grants outreach and collaborate with Solano County schools and SCOE

e. Continue working with high schools to increase number of Tech Prep articulated courses

f. Continue with participation in community-wide Ford Academies initiative for K-12 district

g. Serve on Chamber Economic Development Committee

h. Build alliance, hold conference with government officials, chambers, K-12 in Vallejo and Benicia communities

i. Work with and serve business, industry, and agencies in Solano County.

Greater access and enrollment of VUSD students in SCC courses (Kea). Trained Associated Student of Solano Community College Ambassadors and MESA peer advisors will work with outreach staff to assist in K-12 outreach. School, business, and community partnerships aimed at responding to educational needs of students will be strengthened and student access will increase. Collaborations and partnerships with our community members, institutions, companies, industry groups, schools, etc. ensure a rich and diverse community and community college. As partnerships grow, our ability to attract students from our schools and community grows, as does our ability to attract additional grant dollars. Increased funding allows the college to grow in ways our community needs us to grow-to prepare our students and community for the good jobs available in our community. A trained workforce also attracts new business to our community.

Vallejo Center: Meetings with VUSD Superintendent and staff: offering classes at JB and VHS, and MIT, planning tutoring support, participating in Wall to Wall Academies Committee. VEBA Academic Goals established for VCUSD, south county higher education. Attended local city council meetings, chamber mixers, community organization meetings Rotary, etc.) Along with Boards and committees served on. The Theatre Arts Department/Solano College Theatre has created partnerships with several community performing arts groups to enable more performances to take place at both the Campus and Harbor theaters. In FY 2011-12 we will have increased the number of community (non-college) event dates by approximately 40%. We are currently revising and reorganizing the Theatre Arts curriculum to offer more transfer and tech prep options to our students. A proposal for this has been submitted to the Theatre faculty and the Dean. Work on new and revised curriculum has begun, but has not yet been submitted for approval. We are working closely with Solano Co. HS’s to provide career awareness and programs in W/WW and Entrepreneurship. Mechatronics, Welding and Drafting have been added to our areas of CTE pathway, career awareness and curriculum development focus. Current CC grants are funded through 2013, with an opportunity for an additional $411,000 due this summer. Working with local business and industry to train workers, and build advisory committees to inform college programs.

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Center Dean, Vacaville Center

2011-13 Explore feasibility of offering upper division courses in selected major(s) from CSU Sacramento at Vacaville Center, including data collection and analysis, and organizing transfer student focus group meetings to determine desirability of taking CSUS courses at Center.

By 2012-13, CSUS courses will be offered at Vacaville Center.

In progress discussions with Lakshmi Malroutu, Asst VP, Acad Affairs, CSUS.

Dean, School of Liberal Arts; Executive Director, Institutional Advancement; ESL Faculty

2011 -2013 Offer courses targeting ESL health care workers. Work with the SCC Nursing Department to make these courses required or recommended for foreign-born nursing students. Contact area health care professionals making them aware of SCC’s ESL courses for Health Care Professionals. Work with the College to market these courses at the Vallejo and Vacaville Centers.

By 2013, offer and fill one to two sections of the ESL Health Care Professional courses per semester.

Not offered at this time due to reduction in FTES Sent email on 6/17/12

Dean, Liberal Arts; Executive Director, Institutional Advancement; Foreign Language Faculty, Dean, Vallejo Center

2011 -2013 Greater outreach to the community in foreign languages. Build firm foundations for program offerings in foreign language for the professions, e.g., Spanish for Medical Workers, Cross-Age Teaching in French and German, and summer work-study in German.

Research opportunities to secure external support (grants or in-kind collaboration) for applied programs in foreign languages.

No Progress

Director, Admissions & Records, Research and Planning, Centers, IT

2012-2013 Establish usage report reflecting staffing volumes versus student need/usage volumes. Reconfigure staffing accordingly based on findings.

If it is determined that many students who live close to Centers are travelling to main campus for assistance, we will identify them and let them know they can receive same service online or at Centers which is more convenient for them. We can also reconfigure staffing accordingly to handle changes to volume of students being served at particular locations.

Reports completed. Review of data for use in staffing planning to commence summer/fall 2012.

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Director, SBDC June 2011, 2012, 2013

Negotiate annual contracts with cities and county to deliver training and counseling to small businesses in Solano County.

Signed contracts are secured each fiscal year from the cities and county with amounts sufficient to meet the cash match requirements of our Federal Small Business Administration (SBA) funding. Goal is to secure 100% match for SBA funding, 50% of which must be cash match.

Signed contract for $12K with City of Vallejo for FY 11-12 Signed contract for $6K with City of Benicia for FY 11-12 Signed contract for $5K with County of Solano for FY 11-12 Note: Due to State eliminating the Redevelopment Agencies as of February 1, 2012, the cities of Fairfield, Suisun City, Vacaville and Dixon cancelled their long-time contract is with the SBDC. The SBDC Director is on the agenda to meet with all the City Managers on June 27, 2012 to request some level of funding be reinstated.

Director, SBDC Jan and July of 2011, 2012, 2013

Conduct client and stakeholder surveys twice a year to capture economic impact data and determine the needs of small businesses in Solano County.

40% of the SBDC clients report some sort of economic impact in the form of businesses started, jobs created, jobs retained, increased sales, loans, and equity investments. A minimum of 30 stakeholder surveys are returned with information on small business needs in our community.

For CY 2011, 148 (43%) of the 344 clients receiving SBDC counseling reported achieving a milestone. The SBDC completed an annual stakeholder survey in the fall of 2011 with 24 responses received.

Director, SBDC Jan 2011, 2012, 2013

Submit an annual proposal for federal Small Business Administration (SBA) funding to the SBDC Lead Center at Humboldt State University. Deliver training and counseling to Solano County small businesses per the negotiated contract.

The Solano College SBDC will meet all the negotiated milestones for training and counseling in the annual contract with the SBDC Lead Center.

The Center secured a $103,000 contract for CY 2011. Below are results for CY 2011: Goal Actual Percent to Goal Training 60 93 155% Counseling 2,394 hrs. 1,843 hrs. 78%

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Executive Vice President Academic & Student Affairs; Center Deans, Vacaville/TAFB Center, Vallejo Center

June 2012 June 2013

Vacaville Center: Continue discussions with local high schools for the development of a Middle College Program. Vallejo Center: Continue planning with CMA, the Vallejo Business and Education Alliance, and interested parties in establishing a Middle College

Follow-up on initial discussion by Vacaville Schools/City Select Committee about the feasibility of developing an Early College or Middle College and agreement on next steps. Vallejo Center: Further articulate and develop plans for Middle College

Vallejo Center: Reconfirmed in VEBA Committee and Subcommittee CMA plans to establish separate campus with Middle College as joint venture with SCC. Have laid plans for MOU in the Summer or early Fall, 2012

School Deans; Director, Workforce and Economic Dev.

June 2013 On-going

Engage potential new student populations (i.e. older adults, Winters, Dixon), including students who matriculate to the college after taking contract education courses.

Continue to offer a broad variety of courses in the community through business, agency and industry groups. Students in contract education classes frequently enroll in regular college courses after the excellent experiences they have via contract ed. Expand student pools from county high schools through exposure to courses offered via the Community Collaborative and WIP.

BACWWE students and Meyer and ChildStart students regularly enroll in traditional Solano Community College classes.

CTE deans; Director, Workforce and Economic Dev.

2011-2013 Have regular meetings of CTE program advisory committees.

This will help ensure compliance by Solano College with Perkins IV requirements. Water/Wastewater faculty meet quarterly to discuss the industry, trends, new courses and industry certifications, outreach, etc.

W/WW full Advisory committee meets at least once a quarter; sub-committees meet more frequently. IMMM _Industrial maintenance and Mechanics advisory committees have met multiple times this year.


2011-2013 Work with companies, agencies, industry groups, unions, government, community-based organizations, the state Chancellor’s Office and other colleges to provide employers and workers with occupational and career skills.

Provide local business, industry, and agencies with the education and training needed to develop needed skill sets for local jobs/employers. Provide incumbent and new workers with skills to get/keep and promote into jobs. Expand the local tax base with middle and high wage jobs for county residents. Generate college revenue to build college capacity.

Classes, workshops and programs are regularly developed and implemented. Since


2011 Work with academic deans/divisions to develop training and education programs to meet employer/employee needs resulting from new jobs, processes, equipment, products, etc.

Assure that local employers have access to trained local employees/workers. Generate college revenue to build college capacity.

W/WW and IMMM programs are vetted by instructional deans and faculty. Some current programs include Spanish Immersion for Travis Airmen, ESL for factory workers, and Welding for Engineers working on the Bay Bridge

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2011 Contextualize Contract Education instruction so that workers learn new skills in the way they will be used in the workplace.

Contextualizing instruction is an excellent method to assure that learners learn quickly and can apply what they have learned in the workplace. This method assures that employers have the trained workers they need and that employees/workers have the skills/education they need to do their jobs.

W/WW classes are taught at industry facilities. Other classes including writing, ESL and software classes are taught using documents and text used at the contracting company. Technical training is hands –on as well as theoretical.


2011 With excess revenue from contracts and grants, buy equipment, materials and pay faculty to develop new curriculum.

New curriculum, materials, software and equipment to better serve employers, workers, and students.

Faculty has been hired to develop both credit and not-for-credit curriculum. Materials, software and equipment has been purchased to better serve employers, workers, and students.


2011 Maintain awareness of local and regional employment trends, as well as new companies locating to Solano County.

Awareness of new local companies is critical for contract education success. Labor market data informs us about what kinds of programs we should be looking to develop. New client and revenue generation depends on current and frequently updated data.

Meet/talk regularly with BACCC, Chancellor’s office, city economic development departments and EDC.


2011-2013 Increase and diversify Community Education course offerings to match community needs.

The number of courses and variety of offerings will increase by June, 2013.

More PE activity courses address diverse interests and are being offered fall 2012.

Chief of Police June 2013 Outreach to Solano County to address the community needs and improve District ties. Divert youthful, juvenile criminal offenders into programs to avoid the stigma of the criminal justice system, thus preparing the juvenile to succeed in life and education. Sit in support and as an advisor and contributor in creating a County-wide Youth Offender Program operated by the Solano County District Attorney’s Office.

Enhance prospective Solano College Student’s ability to succeed. Possible increased enrollment and revenue to the District.

In Progress: After various meetings and planning the day long Youth Summit took place on May 11, 2011, hosted by the District Attorney and all the County’s Police Chiefs and Sheriff. Various dignitaries; including Dr. Laguerre were invited to a hosted lunch/keynote address by Dr. Michael Pritchard. Chief Dawson is Committee Chair for Unincorporated Anti-Truancy Group. The group approved a resources manual in November 2011. A Truancy Court has been established. As of Spring 2012 this project is complete.

Executive Director, Institutional

June 2011

Establish an Alumni and Friends web site that reconnects alumni to Solano College

Alumni Association will crystallize Alumni and Friends will give to campaigns

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Advancement Executive

Director, Institutional Advancement

Fall 2011

Support and increase community engagement with Solano College and our sites through facility usage and special events

More groups connected to the College Strategic Plan will be institutionally connected and attend activities on campus and increase in underserved students will take place

Executive Director, Institutional Advancement

July 2011

Establish new community connection for the SCC Foundation Board of Directors

Transform foundation from custodial function to fund-raising body increasing charitable giving


June 2011

Solicit grants that improves the connection between the College and the community while also addressing college fiscal priorities

Minimum of a million raised annually in grants and gifts for Solano College


On-going Recognize and promote the district-wide engagement of SCC staff and the community

New collaborations and connections will be established annually that believe in the mission and strategic plan of SCC

Dean, School of Sciences

2011-2013 Create website for Math and Science Websites will be created for Math and the Sciences, providing a location where students and the community can learn about courses, degrees, careers, faculty, and upcoming events.

A new website is being developed for the entire college so this goal is postponed.


June 2011 Increase outreach to county high schools to include continuation schools.

Increase outreach to all continuation high schools in the county by June 2011, as measured by outreach established.

Increased outreach to nontraditional institutions (Outreach made to Juvenile Hall, Vallejo Adult) ,Invited all continuation schools to High School Counselors conference .

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3.2 Expand ties to the community.

Director, Children’s Program

August 2010– June 2013

An MOU with Solano County Office of Education will create a full inclusion classroom in the lab school. Preschool age children with diagnosed disabilities will be enrolled in a natural environment with typically developing peers. An MOU with FSUSD will facilitate the placement of identified children on an IEP beginning August 2012. Two special education teachers will work at the lab school to support the identified children; serve as teaching team members; and provide modeling and coaching to the practicum students who will be student teaching in a second full-inclusion classroom.

Beginning August 2010, Solano County Office of Education and Fairfield Suisun Unified School District will place special education teachers at the campus lab school to team teach with the preschool staff. Up to ten students from Special Day Programs will be enrolled at the Children’s Program each fall and spring semesters to receive their education services. Each child will successfully achieve at least 75%of the goals written in their IEPs as a result of their enrollment in a nature preschool environment. Practicum students will gain skills to read IEPs; integrate IEP goals into the curriculum; and how to support children with learning disabilities.

Each of the enrolled children achieved between 75% - 90% of their IEP goals when transitioning from the Children’s Program to kindergarten. SCOE continues to place identified children into the full-inclusion preschool classroom each semester and a special education teacher works with the Children’s Program staff as a member of the teaching team.

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Executive Vice President Academic & Student Affairs; Center Deans (Vacaville/ TAFB, Vallejo Centers); Director, Workforce and Economic Dev.; Director, SBDC; School Deans; ALG; MESA Director; Student Development Center; Interim Supervisor, Bookstore

June 2012 Expand network and develop partnerships with governmental entities, community service organizations, and business/industry, including the following: a. Attend and host Mixers, collaborate

with Filipino-American, Hispanic, Black, and Vallejo Chambers of Commerce

b. Host Leadership Vallejo c. Host Youth Together d. Host SBDC Small Business

Workshop e. Provide Tours for Community f. Develop coalition with local

government, chambers and industry, K-12 education, and non-profits to advance K-16 education and local industry

g. Attend City Council and Service Organization (i.e. Rotary) meetings

h. Develop contract education programs both credit and not-for-credit in off campus and outlying/remote areas.

i. Develop relationships, career pathways and articulations via community collaborative grants.

j. Provide materials for community organizations, grant programs and local institutions K-12 and K-16 Higher Education.

The Centers will become established as part of the larger community and additional revenue streams, student internships/work experience, career pathways, and workforce development collaborative will be developed. An estimated 100 people will attend the annual Fall Lenders Fair conducted at the Vallejo Center co-sponsored by the SBDC and City of Vallejo. Contract education students frequently become traditional community college students. Students in high school articulation programs matriculate to our college. Vacaville Center will expand ties in Vacaville, Winters, and Dixon by continuing to build partnerships with city, school, and business officials. Solano College Bookstore will promote and provide for the community during the calendar year giving the community access to the public services for neighboring communities.

Strategic partnership development is on-going. BACWWE sponsorship base continues to grow. EWD is working more closely with city of Fairfield Economic Development and EWC. Have been selected to be on ED team that hosts roundtable discussions with all county cities to achieve business retention, expansion and new business/ industry attraction. Via the CC’s and WIP, partnerships with SCOE and local HS and MS continue to grow and flourish. A manufacturing summit with area companies, colleges, hs’s, ms’s,SCC faculty and staff and BACCC took place at Anheuser Busch on December 2011.. Work with local companies to develop IMMM program continues. Continuing. Vacaville Center hosted two Chamber Major Employers Meetings and Chamber Mixer in 2011-12. Regular attendance at Select Committee on City & School Relations, Business Issues Committee, English Learners Community Connection (VVUSD) meetings. SCC recognized at Vacaville School Board Meeting for Hispanic community outreach effort. Dean serves on Strategic Plan Committee for Vacaville Unified and City’s Post-High School Youth Master Plan Committee. Vallejo Center : Worked with Vallejo Community Access Television to reestablish organization including renewed Contract with the City of Vallejo. , began preliminary plans for extended coverage of SCC; established cooperative with Mayor’s Interagency Committee, provided monthly report to Economic Development Committee of SCC and VEBA activities and plans, hosted Annual Business and Economic Symposium/Mayors’ Forum with Fil/Am Chamber, hosted SBDC workshop 11/11, hosted, Leadership Vallejo met with Superintendent to

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School Deans; Director, MESA; Director, Workforce and Economic Dev.

2011 -2013 Enhance the visibility of student accomplishments, for example performances and displays. Raise community awareness of the Solano Community College educational programs.

MESA students will present independent student research and community service projects to local and national science, technology and engineering organizations and their conferences; utilize campus bulletin boards to post student accomplishments and research poster projects; send out local and national press releases; publish a semester MESA newsletter. Contract education, workforce development and HS students in articulated programs matriculate to the college. Send weekly campus releases on Athletics and on our student-athlete accomplishments.

A website and other marketing collaterals will enhance the visibility of W/WW and BACWWE program, as well as middle school to high school to college career pathways. News about students success, hires and promotions are regularly circulated.

Director, SBDC June 2013 Negotiate Cooperative Agreements with all the chambers of commerce in Solano County.

Signed Cooperative agreements with all the chambers of commerce in Solano County are secured detailing how the SBDC and chambers will work together to promote economic development in the community.

The Center no longer negotiates cooperative agreements with the chambers since it now officially falls under the college’s membership to the chambers. A total of 12 workshops were held at chamber facilities in 2011.

Director, SBDC June 2013 Explore sources of cash match for the SBDC program that can be used to match the federal Small Business Administration (SBA) funds that the Center receives.

An additional $120,000 in cash match is secured to match federal Small Business Administration (SBA) funds to expand training and counseling services to small businesses in Solano County.

The SBDC secured $111,690 in cash match in CY 2011 to leverage $100,000 in federal SBA funding.

Director, SBDC June 2013 Convene a SBDC Advisory Board comprised of small business representatives, lenders, economic development representatives, chambers of commerce and other business communities.

The SBDC Advisory Board meets a twice a year to provide guidance on SBDC programs. An estimated 50% of the SBDC Advisory Board members are small business owners.

The SBDC Lead Center now longer requires the individual SBDCs to maintain Advisory Boards. Instead, there is a new regional Advisory Board administered by the SBDC Lead Center.

MESA Director; Director, Workforce and Economic Dev.

June 2012 On-going

Expand network and develop partnerships with community organizations, schools, governmental entities and business/industry, with emphasis on the development of revenue streams, student internships/work experience, career pathways, and workforce development collaborative.

The MESA program will create and build on an industry council to solicit program direction, internships, mentors, and scholarships for current SCC students. Contract education, workforce development and HS students in articulated programs matriculate to the college. New curriculum, materials, software and equipment to better serve employers and workers. Prepare workers for jobs/careers; provide companies and agencies with trained workers, provide students/workers with skills for high and middle wage jobs/careers. Revenue generation for the college.

Contract education, workforce development and HS students in articulated programs matriculate to the college. Contract ed programs and services prepare students and workers for middle and high wage/skill jobs/careers and promotions; provide companies and agencies with trained workers.

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Director, Workforce and Economic Dev.; Student Development Center; Interim Supervisor, Bookstore

2011-2013 Develop and maintain relationships with community groups and resources. These include community based organizations, business and professional organizations, and cities. Negotiate and implement Online Textbook Rental Program Summer 2011

Contract education, workforce development and HS students in articulated programs matriculate to the college. Prepare workers for jobs/careers; provide companies and agencies with trained workers, provide students/workers with skills for high and middle wage jobs/careers. Revenue generation for the college. Students will gain access to a cost reduction in textbooks and more options to providing course materials.

Regularly talk and meet with industry groups, companies, city resources and community resources. SCC is currently participating in state-wide effort to collect data on student outcomes, including completers/for non-completers, Exit with job/ matriculation/ other. Job in college discipline. Wage at placement. Time on job., etc. Many BACWWE students enroll at SCC; many SCC students take BACWWE courses. Grant revenue” almost $1,000,000; contract ed, $300,000-$400,000 per annum. EWD Director has been selected to be on ED team that hosts roundtable discussions with all county cities to achieve business retention, expansion and new business/ industry attraction


2011-2013 Respond to requests to participate in community organizations, ad-hoc committees, initiatives, etc.

Meet with and participate in community events/ projects/think the placement is a mistake.

When requested to meet with/call employers and/or community groups, it is an office priority.

Center Dean, Vallejo Center

2011-2012 Establish membership with City Sister Coalition; development partnership in providing ESL training with students from Akashi Japan

SCC will become an active member of City Sister Coalition and provide summer ESL training for students from Akashi Japan

ESL Committee to provide ESL training to all 6 cities from abroad Worked with Sister City Int, VCUSD, and VCAT to establish Education Subcommittee with goal of advancing International Student Program, and ESL training. Working on extended grant proposal project to provide funding, equipment.

Director, Fiscal Services

12/31/2011 Become active in community outreach Promotion of SCCD


Dec 2012 Develop on-line employee recruitment process to reach the communities we serve.

NEOgov applicant tracking system will go to the Board for approval on June 20, 2012. Implementation process will begin July 2nd and will be completed by mid August, 2012.

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Dec 2012 Through the newly established Equity and Inclusion Advisory Council, build community relationships to enhance and support our goals to promote equity and inclusion for the College.

Committee has met three times and is developing a campus climate survey, revising the Diversity Plan and editing the EEO Plan


Dec 2012 Conduct a Business Process Analysis in the Office of Human Resources to improve response time and effectiveness.

The Office of Human Resources will be more functional and streamlined.

With the implantation of the applicant tracking system, HR will conduct a business process analysis on the recruitment function first in order to set up the new system. The next area that will be viewed will be operations within the HR office.

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California Community College Goal E: RESOURCE DEVELOPMENT I. Provide enhanced resources and allocation methods to ensure high-quality education for all. [CCC/E]

D. Resource Optimization. Ensure that existing resources are used efficiently in meeting State priorities. [CCC/E4]

President’s Goals: 1. Accreditation 2. Fiscal and financial stability with accuracy 3. Compliance with regulations and reporting 5. Long-term planning vision

Strategic Goal #4: Optimize Resources


4.1 Develop and manage resources to support institutional effectiveness.

Dean, Vallejo Center 2011-2013 Engage Vallejo Center Expansion Advisory Committee to plan for Stage II.

Preliminary plans made for Phase II of Vallejo Center.

Completed meetings with Expansion Advisory Committee and Subcommittees and planning for Phase II. Provided Phase II report for input into EMP Completed planning of Phase II and drafted Executive Report of for Proposed Recommendations to for SCC. Second parking lot for installation underway with completion date of 8/2012.

Dean, Vacaville Center 2011-13 Convene Vacaville Center Expansion Committee

Faculty/staff/community input provided to Ed Master Plan and Facilities Master Plan

Expansion Committee and Center Faculty subcommittee met several times in Spring 2012, and provided input to Ed Master Plan and Facilities Master Plan consultants. Work ongoing.


2012-13

Further develop Center budgets as separate cost center.

Completed Center budgets with all revenue streams and expenses included.

Met with Finance officials and proposed Center budget in 2011-12. Further discussion and planning needed. Vallejo Center: Completed VJO Budget.


2011-12 Expand personnel resources for Center. Adequate science lab and learning lab staffing as well student worker hours at the front counter will be made available to Vacaville Center.

Science lab staffing increased Fall 11: Science lab tech (.5 FTE); assisted by 2 student workers. Two college work study students hired and trained to provide front counter service.

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June 2012 Assess and provide Center staff with staff development training.

Staff will continue Banner training in additional areas of enrollment and financial aid services.

Financial Aid, Admissions and Records, CalWORKs, EOPS/CARe, Veterans Affairs, and other student support services provide ongoing training to VV Center staff Services Generalists reassigned to OAR & FAO on main campus during summer 2012 and are undergoing additional training.

Dean, Vallejo Center June 2012 Develop 2020 Vision for Vallejo Center Phase II Facilities, Curriculum, Personnel, and Budget developed

Completed 2020 Vision projecting growth and commensurate future needs/resources

Dean, Vallejo Center 2012-2013 Expand Library Library area extended, security established, dedicate annual budget allocation to Library, extend service hrs

Met with Library Committee and Vallejo Librarians-made plans to dedicate $3000 to Vallejo Library annually, and to extend library and establish security during Summer 2012. Provided $4000+ to Texts Reserves.

Dean, School of Liberal Arts; ESL Faculty ; Executive Director, Institutional Advancement; Director, Workforce and Economic Dev.; Interim Bookstore Supervisor

2011 -2013 Increase the programs that serve and attract international students by identifying potential partners and form campus work group for developing International Student Program (ISP) strategic proposal. Work with international entities to develop workforce development training programs for international students. Work with the Nigerian government has started. The Solano College Bookstore will continue to partner and connect with the military, community, state, federal and local government programs to become a stronger and more efficient resource for outside organizations to provide resources for higher education training in all areas of training.

Generate more revenue from student fees that international students pay. Enhance the learning environment for all SCC students by diversifying the campus community with the addition of more international students. Provide international students and other countries with a skilled labor force. Create awareness of Solano Community College capacity to serve international students and their host countries. The bond of community partnership will strengthen throughout the community.

Nigerian project is on hold. Students not able to acquire visa’s.. Currently 600 applications are being vetted by the state department. Proposals have moved through the Nigerian system, and been approved, to serve an initials 100 students. As of June 2012, no update. Money is in U.S. banks to proceed with project.

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Superintendent/President; Executive Vice President, Academic & Student Affairs; Deans; Executive Director, Institutional Advancement, Vice President of ; VP, Finance & Administration Coordinator of Recruitment

May 2011/June 2012

Develop program to recruit international students; development of a business plan to show if profitable and how it can impact culture and student outcomes.

Program to recruit international students developed and approved through process.

Funding set aside for selected initiatives Vacaville Center Dean assisted on development of proposals to train Asian and Pacific Islanders in modern fire technology. practices. Follow up on . Recruiter hired. Recruiter is working with others to develop partnerships and standards for recruitment. Brochure has been developed. Orientation for students took place. Student Recruitment & Marketing Coordinator organized the infrastructure of an international education program. She has presented program information to the Governing Board, developed housing opportunity partnerships, chair of international education committee, created an int’l recruitment brochure, submitted int’l program information for new website, participated in a virtual education fair to develop partnerships in Brazil, conducted int’l student focus group meeting, hosted int’l student party, applied for and granted CCIE funds to assist with brochure development, and met with various local colleges int’l program colleagues to obtain feedback and best practices in the field. Vallejo Center: Worked with International Student Program Committee: wrote and obtained grant and developed marketing brochure.

Superintendent/President; Director of Facilities, Vice President of; VP, Finance & Administration

May 2011 and ongoing

Develop and implement plan for maintenance of grounds on all campuses. Develop standards of care.

Plan developed and implementation begun.

OPEN – see comment below. Prepared drafts, awaiting new Facilities Director to review, update as appropriate, then implement.Ongoing.Grounds care upgraded. Standard of care not yet developed. Ongoing.

Superintendent/President; Director of Human Resources

May 2012 Develop District Organization Succession Plan for key departments and positions.

Plan developed. No formal plan was developed, due to staff changes. Need to update for 2012-2013. Succession achieved in Finance and Administration, Human resources and IT.

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July 2012 June 2013

Develop a Data Mart to provide better access to needed data by users.

Funding of strategic proposal for Research Analyst and software to develop Data Mart.

Strategic Proposal requesting additional funds for database programmer and/or software has been submitted. ARGOS software evaluated. First steps to implement have been taken. Downloaded CCCO data and put in single database. Links between tables have been defined and a selection of lookup tables added. CCCCO Database has been expanded to include 10 years and summer data increasing range of research. A number of interactive workbooks have been developed using this data. Data sheets presented at recent Flex Cal and instructions emailed to $ALL

Director, Fiscal Services; VP, Finance & Administration

12/31/2011 Finalize purchasing manual (this is a grant audit issue)

District personnel will have a reference for how to purchase goods and services for the district.

In progress.

Director, Fiscal Services 12/31/2011 Training and functional guides for budget managers

Budget managers will be able to better manage their budgets by seeing in Banner the purpose of expenses and sources of revenues.

2011/2012 classroom training delivered to functional managers, budget managers have requested update training which will be provided in 2012/2013

Director, Fiscal Services 06/30/2012 Regular, timely monthly close, complete with balance sheet reconciliations and timely posting of expenses

Budget managers will be able to better manage their budgets because the numbers will be available for their review

Close schedule developed in Q4 2012 and is currently in use. Balance Sheet reconciliations being performed monthly.

Director, Fiscal Services; VP, Finance & Administration

12/31/2012 Examine potential for utilization of Cal Card to improve efficiencies and save money (via rebates)

Realize savings from care rebate programs. Improve efficiencies.

In progress

Director, Fiscal Services 12/31/2012 Image fiscal documents which will begin with review and revision of district records retention policy

Reduced cost from the purchase of storage supplies & folders. Improved efficiency data will be quickly available.

Being re-assessed for cost-benefit, journal entries currently stored electronically.

Director, Fiscal Services 06/30/2013 Develop written business processes for areas of fiscal responsibility

District staff will better understand what we do and why and identify the stakeholders involved in a process

In progress

Director, Fiscal Services; Director, Facilities

06/30/2013 Improve fixed asset management Cost savings by reducing consultant expense

Scheduled for post 2012 audit.

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4.2 Maximize organizational efficiency and effectiveness.


June 2011 Establish comprehensive seasonal employee training plan. Train seasonal employees more quickly, accurately and efficiently to provide optimal service at a low cost to the District.

More knowledgeable staff who are adequately trained in a more efficient time frame thereby saving the institution money previously needed for seasonal staff.

Based on review of staffing needs, pursuing discontinuance of use of seasonal staff in exchange for permanent staff. Better use of employee resources since no longer need to continually retrain and be subject to seasonal staff limits for days and hours. Due to budget constraints, have had to continue reliance on seasonal staff. Training manual completed. (June, 2012)


2011-2013 Work with CTE to expand faculty pools, curriculum, materials and equipment.

Provides college with important resources for our college and community.

Faculty have been hired through contract ed and BACCC. Most recently for the hybrid automotive grant. BACCC partner SFCC also gave SCC curriculum to teach the course. . Many materials were purchased for W/WW. Currently working with Kingsborough CC, a CUNY college, to bring entrepreneurship programs to SCC.A two- day training for faculty was held in Spring 2012. A $10,000 grant was awarded to integrate entrepreneurship into CTE using the VE platform.

Chief Information Systems Officer

June 2011

Implementation of Banner 8 and improvement in use of Banner to reduce staff workloads.

Banner 8 will be implemented and functions automated to reduce staff workloads.

Banner 8 was implemented in Nov. 2010. Work continues to occur on areas identified as needing improvement to reduce staff workloads.

Superintendent/President 2011-12 Develop policy about class cancellation Improve customer service to our students by canceling classes one or two weeks before the start of the semester.

This issue was dealt with at some meetings, but policy or guidelines to be developed with the deans in July 2012.

Deans, School of Sciences, Vallejo, Vacaville

2011-2012 Ensure adequate and stable staffing of the science labs on the main campus as well as at both centers.

There will be a permanent lab technician at each center to oversee the science labs. This will increase the level of safety as well allowing an increase in the variety of courses that can be taught at the centers.

Vallejo Center: Hired permanent Science lab tech. Lab technicians now at both centers


2010-2013 Update all relevant Board Policies and Administrative Procedures

Provide accurate, up to date resource information to internal and external clientele. Ensure audit compliance and minimize confusion regarding handling of various processes.

First drafts of 7 policies and procedures complete. To begin being reviewed by various campus committees fall 2012.

Information Competency Coordinator, Director Admissions and Records, Director of Technology/

Continuing 2012-2013

Work with Director of Admissions and Records to implement a more streamlined method for dealing with first census/add/drops for LR10 and English 001.

Decrease in number of students dropped for not attending LR10 by first census Decrease in number of students

This project has not yet moved to the top of the priority list for local customizations. The need has been reported to SunGard in hopes they can do an enhancement that meets the needs. Other schools have been encouraged to support our request to

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Interim CISO

Work with Director of Technology/Interim CISO to streamline concurrent add/drops in Banner for LR10 and English 001 on the instructor side.

needing to be re-instated or late adds Replacement of manual adds/drops by English 001/LR10 instructors (e.g. student is dropped from one class, system automatically drops student from the other class)

build critical mass needed to make SunGard’s priority list.. Project will remain on our local project list until staff are able to do a local mod or SunGard provide the capability as a baseline feature.

Superintendent/President June 2011 Organize the College to maximize the use of personnel.

Re-organization completed. - Package is completed - Deans are assigned

Classified are assigned Superintendent/President June 2011

October 2011 January 2012 April 2012

Make four presentations on issues of national importance to the Board.

Presentations completed. Presentation on Pell Grants Presentation on Middle College Presentation on Middle College Presentation on financial aid

Superintendent/President September 2011 November 2011 February 2012 May 2012

Facilitate four Board work sessions on issues of importance to the college community, involving all stakeholders.

Work sessions completed. Pell grants discussion Middle College discussions Budget issues took over our time and no more discussions took place.

Superintendent/President July 2011 March 2012

Complete two surveys of the Board regarding development activities.

Surveys completed. Survey conducted and input gathered and used.

Superintendent/President April 2012 Provide opportunities for the Board to participate in advocacy.

Fifty percent of Board members participated in advocacy at the local, state, or national levels.

T. Chapman and SCEI; Young and Chapman at WRCBAA Letters of support for issues Resolution for Parcel tax

Superintendent/President November 2011

Facilitate joint meetings between the Board and Foundation Board.

Meetings held. Meeting to be held on February 1

Superintendent/President; Executive Director, Institutional Advancement

April 2012 Facilitate the Board participating in resource identification for the foundation.

Resource identification completed. BOT directed us toward sustainability to save funds and approved application for solar energy.

Superintendent/President June 2011 Facilitate the reformation of the Board agenda to allow time for in-depth discussions.

Agenda reformed.

Accomplished

Superintendent/President June-October 2011

Reduce length of presentations at Board meetings.

Presentation times reduced. Accomplished

Superintendent/President August 2011 Facilitate Board discussions of long-term ideas prior to votes.

Discussions completed. Accomplished

Superintendent/President 2011-12 Facilitate the Board supporting efforts to improve the College’s fiscal picture.

Board supported College efforts to improve fiscal picture.

Accomplished with budget approval and other actions.

Director, Research and June 2012 Provide training to faculty and managers Two trainings completed. FlexCal presentation

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Planning regarding how to access and interpret needed data.

delivered. Written instructions emailed.


June 2012 Revise the Integrated Planning Process (IPP) so that it is more effective and user friendly.

Results of evaluation conducted by the Process Evaluation and Review Team (PERT) demonstrate that the revised IPP is more effective and user friendly than the current version. Currently looking at simplifying the planning process using a central relational database structure.

Database has been programmed and will be trialed with 2 users in Spring semester. Trial completed and now available to all users. Written instructions emailed and classroom sessions scheduled for summer. Strategic proposal process overhauled and 39 proposals have started moving through the evaluation process. Draft non-faculty hiring process being discussed with staff, CSEA and HR representatives


June 2012 Develop college-wide institutional research agenda.

research agenda completed Institutional research agenda is developed and disseminated to the internal college community.


June 2013 Evaluate the Human Resources Board agenda process to improve efficiency and effectiveness of reported information.

The Board agenda process will be more transparent, will provide detailed information, and will ensure Board action is assigned to appropriate staff and implemented.

In progress

4.3 Maintain up-to-date technology to support the curriculum and business functions.


June 2011 Implement Banner 8. Complete A&R Banner goals established to bring database to a point of being reasonably well functioning for all major business needs.

Completed.

Manager, Technology Services & Support

2011-2013 Replace all faculty and staff desktop computers that are over five years old. 345 – Desktops out or will go out mid-year 367 – More out next year. (All Vjo Center will be past) Note: 184 laptops out or will be by mid-year, 156 more by mid-2012

All faculty and staff desktop computers will be newer than 5 years old.

We attempt to update older systems as we get newer ones into the district. Most of this is accomplished by VTEA from the 500 bldg or Measure G. Since Measure G is coming to an end and there are so many computers going past the 5 year mark we simply cannot do all upgrades to some sort of budget is established to do so.

Chief Information Systems Officer, Vice President of; VP, Finance & Administration

2011-2012 Reestablish the Strategic Technology Advisory Committee (STAC) and work with it to update the district’s technology plan.

The STAC will exist and the district’s technology plan will be updated.

OPEN – developed drafts and intend to finalize in fall of 2012.The STAC has been reestablished as of October 2011 with it’s first meeting to be held November 2011 at which time it will begin updating the Technology Plan.


2012-2013 Develop a plan of needed ongoing maintenance and upgrading of technology.

We will have a plan for ongoing maintenance and upgrading of technology.

VP Ligioso has worked to include money in a proposed Nov. 2012 bond measure that would fund IT needs for several years.


2012-2013 Prepare an RFP and perform the RFP process to complete the installation of the remaining ERP software that has been

RFP will be created, executed and approved so work can begin on the installation of the listed software.

Funding for the RFP does not exist. Projects will be made part of the proposed Nov. 2012 bond measure.

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purchased but not yet installed. Specifically this refers to DegreeWorks, Banner Document Management System, Workflow, and R25 Room Scheduler.


2012 Implement Banner 8.6 Compliance with state and federal legal requirements, improved efficiencies for staff, up to date and properly functioning database.

Complete

Chief Information Systems Officer; Executive Director of Institutional Advancement

2011-2012 Implement redesigned Website. College will have an updated website with added functionality

Other priorities have delay implementation of the new website. It is now priority one and the plan is to move forward with a prototype site that will be vetted with the campus community spring 2012 for rollout Summer/Fall 2012. – Completed

Chief Information Systems Officer; Executive Director of Institutional Advancement

2012-2013 Implement a content management system for the college website.

There will be a mechanism for updating and maintaining the web site that will make it easier to update and maintain.

It is planned that rollout of the content management system will be made part of the rollout of the new web site in summer/fall 2012.

Chief Information Systems Officer; Manager of Technology Services & Support

2012 Develop a plan for technology staffing. A report/proposal for technology staffing will be presented.

Some research and updating of job description has been done in preparation for developing a plan proposal.


2012 Upgrade the district eFax system to the latest version.

eFax system will be on the latest version offering improved performance, supportability and features.

Due to budget restrictions nothing has been done regarding this project and cannot be done until budgets permit.


2012-2013 Update Call Manager system to maintain supportability.

Call Manager system will be on supported hardware and software.



2012-2013 Update Contact Manager system to maintain supportability.

Contact Manager system will be on supported hardware and software.



2012-2013 Update digital signage system to maintain supportability.

Digital Signage system will be on supported hardware and software.



2012-2013 Update Emergency Responder system to maintain supportability.

Emergency Responder system will be on supported hardware and software.


Chief Information Systems Officer; Manager of

2011-2012 Develop a plan to bring all smart classrooms up to standards.

We will have a plan for bringing all smart classrooms up to standards.

Data has been collected on the tasks/equipment needed to accomplish this item but budget will likely

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Technology Services & Support

not permit anything to be done.


2012-2013 Update the district Storage Area Network (SAN) to a supported scalable solution.

District will be on a supportable, scalable SAN solution.

Completed


2011-2013 Update the district’s wireless network to 802.11N technology.

The district wireless network will be on the latest technology offering greater speeds and thru-put for students, faculty and staff.

Plans are to upgrade the server as part of the building 1300 remodel however, due to budget restrictions nothing else can be done regarding this project and cannot be done until budgets permit.


2011-2012 Participate in development of the district’s Facilities Master Plan (FMP).

Technology infrastructure needs will be a major part of the Facilities Master Plan.

IT staff continue to be involved in the FMP as well as the Educational Master Plan and the proposed Nov 2012 Bond Measure.

Director, Human Resources; Training Resources Committee

Jan 2011 On-line training via Keenan & Associates. Training system to establish compliance to state and federal regulations and professional development.

Better informed faculty and staff; fewer internal complaints; safer work practices and fewer accidents; fewer worker’s comp claims; compliance with state and federal regulations.

New staff are now required to complete on-line training for job specific safety reasons


2011-2013 Work with IT and Maintenance and Operations to expand the network to the outdoor facilities to improve teaching and to improve State-mandated reporting of sport statistics.

Find ways to access funds to successfully expand the network to outdoor teaching facilities.

Fundraising is underway.

Dean, School of Liberal Arts; Director of Facilities; Chief Information Systems Officer

2011-2012 Design and renovate the 1300 building with smart classrooms and a computer lab for graphic design.

Classrooms will have new technology built in as part of the building design.

A technology list for building 1300 has been developed and should be completed by December 2011. Realistically, we won’t be in the building until Spring 2013.

Vice President ofVP, Finance & Administration

Summer 2011 Engage consultant to assist with pre-campaign bond activities; hire bond counsel, send request for qualifications to an investment banker/underwriter and a pollster.

Determine community support for a 2012 facilities bond

Completed; hired bond counsel, underwriters, a polling firm and a strategist. Conducted a base poll in November 2011 which showed a near 2/3 community support for a November 2012 bond. Hired the investment bankers, pollsters, campaign strategists and bond counsel and all were Board approved by September.

Vice President ofVP, Finance & Administration, Director of, Facilities

Summer 2011 Review and update the 5 year capital outlay plan; as well as update a capital project list for a new facilities bond

Refreshed 5 year capital project plan and updated capital projects list for a potential 2012 bond

Completed and submitted to CCCCO5 year capital outlay plan was updated and submitted to the State Chancellor’s Office; the tentative new bond project list has been presented to FaBPAC, SCG, and SPC


Fall 2011 Develop and send out a request for proposal for a facilities master plan

Update the Facilities Master Plan as driven by the Educational Master Plan.

Completed – hired Architecture VBN to lead the district through the facilities master planning. Sent out, reviewed proposals, and recommended a firm. Board approved VBN Architects at its Sep 21

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meeting Vice President ofVP,

Finance & Administration Fall 2011 Clear potential DSA and CCCCO

contingencies associated with the prospective purchase of the Vacaville (previously leased) site

Purchase of Vacaville (previously leased) site

Board decided to not move forward with the purchase but instead expand parking. Cleared aeronautics board contingency and pursued assessment for Field Act compliance. Fees for the assessment study and the estimated rehabilitation costs were deemed too costly by the Board and the prospective purchase process was stopped.

Vice President ofVP, Finance & Administration; Director of, Facilities

2011-2012 Work with campus and center constituents on developing facilities, grounds and custodial related upkeep standards.

Facilities Fitness Plan; Standards of care

OPEN - Prepared drafts, awaiting new Facilities Director to review, update as appropriate, then implement. The M&O Director developed standards of care and we will now work with center and school deans to implement during spring 2012. The district is severely understaffed for custodians to reach APPA and NCES Level 1 or Level 2 standards. We are currently staffed at Level 4 (Moderate Dinginess) should be the expected level. Without more staffing(approx. 5-7 FT) it will be difficult to reach the higher levels.


2011-2012 Build bond campaign team, readying for a November 2012 facilities bond

November 2012 Prop 39 bond Established a bond steering team, a speakers’ bureau and also a Blue Ribbon Committee, comprised of community leaders as well as local elected officials.

Vice President ofVP, Finance & Administration; Director of, Fiscal Services; Accounting Manager

Summer 2011 – 2012

Update and streamline various business and accounting processes; obtain closing procedures from surrounding Banner districts

Financial audits with reduced findings Expect audit draft by December 14 Incorporated closing procedures from three Banner districts, and Sungard into district procedures.


Summer 2011 and ongoing

Provide Self Service Banner budget training to managers and administrative staff; training to include chart of accounts, financial queries, requisitions, researching transactions.

Improved staff access to Banner and understanding of budget information.

Provided Banner training to deans in October 2011 as well as trained around twenty individuals, managers and admins through, additional trainings are planned for spring 2012.


Summer 2011 – Fall 2011

Send out Bookstore request for proposal; work with Bookstore staff to negotiate a final contract with a prospective vendor

Outsource Bookstore operations, creating improved access to programs and services to students and staff; improved efficiencies; generating additional funds to the college

Completed; new vendor Barnes & Noble began managing bookstore operations on December 1, 2011.Developed RFP with Bookstore staff, reviewed proposals with them, then recommended B&N. Board approved B&N at its Sep 21 meeting.


2011-2012 Streamline/develop new copying service model working toward an increased de-centralized model; assess equipment needs and purchase more robust equipment ; digitize forms

2 staff reprographics department For FY 2011-12 reprographics has been staffed with 2 full-time and occasional temp/student staff; the department worked toward greater decentralization, updated equipment and in conjunction with IT and user departments has migrated many printed materials over to digital

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format. Transitioned college staff toward decentralized copy model; updated remote equipment,, and reprographics is now operating with 2 staff.

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SOLANO COMMUNITY COLLEGE DISTRICT GOVERNING BOARDMINUTES – MAY 18, 2011 PAGE 8

(a) Resignation to Retire – Claudia Purvis

Name Assignment Effective

Claudia Purvis Records Evaluation Technician 06/30/11 12 years

Ms. Karen Ulrich, Director of Human Resources, presented the resignation to retire by Claudia Purvis. Ms. Purvis’ years of service were acknowledged and congratulations extended to her on behalf of the Board.

Moved by Vice President Young and seconded by Trustee Thurston to approve the resignation to retire by Claudia Purvis, effective June 30, 2011. The motion carried unanimously.

(b) Resolution Honoring Donna Vessels

In the absence of Ms. Donna Vessels, Dr. Jowel Laguerre acknowledged the service that Ms. Donna Vessels has given to the Solano Community College District since April 16, 1990. Ms. Vessels has served the District with distinction and faithful service for 21 years. A resolution honoring Donna, on behalf of the Board, will be presented to Donna at another time.

Moved by Trustee Thurston and seconded by Vice President Young to approve the resolution honoring Donna Vessels. The motion passed unanimously with the following roll call vote.

STUDENT TRUSTEE ADVISORY VOTE – Lexi Parmer concurred. AYES: Vice President Young, Trustee Keith, Trustee Chapman, Trustee Thurston,

Trustee McCaffrey, Trustee Claffey, and Board President Honeychurch NOES: None ABSENT: None

14. NON-CONSENT AGENDA ITEMS – ACTION ITEMS

Superintendent-President

(a) Proposed Reorganization Plan for Academic Affairs

Dr. Jowel Laguerre, Superintendent-President, presented the proposed Reorganization Plan for Academic Affairs, which is to align disciplines with opportunities for succession and offer savings to the District in these critical budgetary times. This plan was vetted through forums, College committees, and the President’s Cabinet.

President Laguerre stated that the reorganization will be monitored to ascertain how it is working. In open forums, it has been stated that within two to five years the District needs to look at the aspect of Department Chairs and how we want to support the Deans. We want to

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involve faculty and staff in discussions very soon. EVP Reyes has already begun discussions with the Academic Senate.

Had the budget situation been different for us, we could have done things differently. As the budget picture improves, we definitely will take another look at what other options may be available to us. Right now we need the savings that the reorganization offers us. Originally the reorganization was planned for fall 2012, but because of the budget issues we felt we needed to move more quickly. Dr. Laguerre promised to re-evaluate and make necessary adjustments as necessary.

Moved by Trustee Chapman and seconded by Trustee Keith to approve the proposed Reorganization Plan for Academic Affairs, to take effect July 1, 2011. The motion passed with the following roll call vote.

STUDENT TRUSTEE ADVISORY VOTE – Lexi Parmer concurred. AYES: Trustee Keith, Trustee Chapman, Trustee Thurston, Trustee McCaffrey, Vice

President Young, and Board President Honeychurch NOES: Trustee Claffey ABSENT: None

Trustee Chapman commented that these are difficult times. In listening to the comments expressed by faculty and friends relative to the need for transparency, Trustee Chapman feels Dr. Laguerre has handled this matter in an open democratic process. We have gained a lot of ground by being open and would hate to lose that momentum. Trustee Chapman stated the reason why she voted yes was based on the current budget situation and the need to do what is necessary in order to function as an organization.

Board President Honeychurch stated he will hold Dr. Laguerre to the concept if there needs to be revisions that he will bring this matter back to the Board as needed. Our speakers made good points, but we need to try this in light of the current budget situation.

Human Resources

(b) Public Hearing and Adoption of the District’s Initial Proposal to California School Employees Association, Chapter #211

President Honeychurch recessed the regular meeting and called the public hearing to order at 8:48 p.m. In hearing no comments from members of the public, Board President Honeychurch closed the public hearing and reconvened the regular meeting at 8:49 p.m. Ms. Karen Ulrich, Director of Human Resources, presented the District’s initial proposal to CSEA, Chapter #211.

Moved by Vice President Young and seconded by Trustee McCaffrey to receive the proposals for negotiations with CSEA, Chapter #211. The motion carried unanimously.

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Moved by Trustee Young and seconded by Trustee Ritch to approve the Tentative District Budgets and Proposed Time and Place for the Public Hearing and Adoption of the Official District Budgets for 2012-2013 as presented. The motion carried unanimously.

A full and complete copy of the tentative District Budgets (revised from the original publication date of June 14, 2012) and PowerPoint presentation is available for review in the Office of the Superintendent-President and the Office of the Vice President of Finance and Administration.

(d) Termination of Contract Between Solano College and the Solano College Theater Association

Due to a lack of funding it is necessary for the District to eliminate the approximate $750,000 annual investment into the Solano College Theater association (SCTA) that runs our theater productions. While this arrangement has been in place for many years and SCTA, a separate non-profit foundation, has produced terrific performances for the College and the community, the continued revenue reductions from the state show that the college’s resources are not sufficient to continue to subsidize the College Theater Association at that level. Instead, the College will allocate $150,000 to run the theater for the coming year refocusing the program to be a faculty run program with opportunities for students to engage in hand-on experience in stagecraft, costume design, and other aspects of theater arts. Our new approach will allow greater faculty and student participations and encourage partnerships with dance, music, theatre; poetry, choir, marketing, and other disciplines within the College.

Dr. Jowel Laguerre, Superintendent-President, reported that this item went to the May 16, and June 6, 2012 Board meetings for information. Since this time, Dr. Laguerre has held conversations with Trustee Honeychurch and entertained recommendations from Professor George Maguire regarding increasing funding for the theatre to $150K, which does not include the salary for the current full-time instructor for Theatre. Dr. Laguerre advised he is committed to adding an additional full-time faculty position for 2012-2013. Dean Lamb has started meeting with the departments that cooperate together for a Performing Arts Center. Discussions are being held surrounding the proposed Facilities Master Plan to expand the theatre and having a great center at the College.

Dr. Laguerre emphasized to everyone that we are not eliminating theatre at the College, but rather strengthening our performing arts at the College in general, and exploring how to continue the Actors’ Training Program (ATP), blending it with the rest of the theater program. He stated he has listened to the comments that have been made and wants to preserve the performing arts and Fine Arts Department believing we have a great opportunity (like we have done in past years) to include all the performing arts and provide to the county a diverse program, not only for theater, but for dance and music.

Trustee Honeychurch spoke on this item, stating when it appeared before the Board that he wanted the District to discuss it further and consider more options. Administration has agreed to fund the theatre program to a greater degree than originally proposed. The Superintendent-President says this isn’t the end of our theatre, but a different theatre, and given the fiscal

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responsibility of the Board, I don’t believe we can fund the SCTA as we have in the past. Trustee Honeychurch stated he would be voting yes on this item; regrettably so, but sees no other realistic options at this point in time. Moved by Vice President Chapman and seconded by Trustee Young to approve the Termination of Contract between Solano College and the Solano College Theater Association as presented. The motion passed. Trustee McCaffrey voted no. The Student Trustee cast an advisory no vote. 11. INFORMATION/ACTION ITEMS – ACTION MAY BE TAKEN (a) Executive Director Foundation Position The Solano Community College Educational Foundation Executive Director position job description was presented to the Governing Board for approval to replace the current Executive Director, Institutional Advancement position. Placement on the Administrative Leadership Salary Schedule will remain the same, and Board Policy 4800 will be updated to reflect the revision. This job description has been reviewed and approved by the Educational Foundation Executive Board, and was reviewed by the President’s Cabinet and the Shared Governance Council. Dr. Laguerre advised he will be investigating the possibility of backfilling the position with an interim employee until the position can be advertised. Moved by Trustee Young and seconded by Trustee Keith to approve the Executive Director Foundation job description as presented. The motion carried unanimously. (b) Approval of New Position – Classified Management/Confidential – Human Resources

Generalist As a result of a District-initiated reclassification, the District is proposing the new Human Resources Generalist position to replace the current Human Resources Specialist position in the Administration Leadership Group, Range 33. Board Policy 4800 will be updated to reflect the revision.

Two current positions in the Human Resources Department are going to a new level, effective June 22, 2012. The former Interim Human Resources Director, Dr. Trudy Largent, presented a reorganization of this area which did not get approved before she left the College. We have two employees who have been performing duties outside of their job descriptions. With the onset of the CalPERS Health Plan responsibilities and new duties surrounding workman’s compensation, added responsibilities warrant reclassification of these positions.

Moved by Trustee Young and seconded by Vice President Chapman to approve the New Position – Classified Management/Confidential – Human Resources Generalist as presented. The motion carried unanimously.

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SOLANO COMMUNITY COLLEGEDISTRICT GOVERNING BOARD MINUTES – MAY 16, 2012PAGE 11

ABSENT – None

(c) Resolution Electing to be Subject to Public Employees’ Medical and Hospital Care Act Only with Respect to Members of a Specific Employee Organization and Fixing the Employer’s Contribution for Employees and the Employer Contribution for Annuitants at Different Amounts, Resolution No. 11/12-35

Dr. Jowel C. Laguerre, Superintendent-President, presented the Resolution Electing to be Subject to Public Employees’ Medical and Hospital Care Act Only with Respect to Members of a Specific Employee Organization and Fixing the Employer’s Contribution for Employees and the Employer Contribution for Annuitants at Different Amounts, Resolution No. 11/12-35.

Solano Community College, like many California Community Colleges, faces tremendous financial challenges in light of the state budget. In order to find ways to cope with increasing costs and diminishing revenues, the college and its employees are working together to cut the cost of healthcare and use the savings to make Solano Community financial basis more solid and enhance educational opportunities for our students and the community.

Moved by Trustee Young and seconded by Trustee Chapman to adopt the Resolution Electing to be Subject to Public Employees’ Medical and Hospital Care Act Only with Respect to Members of a Specific Employee Organization and Fixing the Employer’s Contribution for Employees and the Employer Contribution for Annuitants at Different Amounts, Resolution No. 11/12-35, for the members of International Union of Operating Engineers/Stationary Engineers, Local 39, aspresented. The motion carried unanimously with the following roll call vote.

STUDENT TRUSTEE ADVISORY VOTE – Kayla Salazar concurred.AYES – Trustee McCaffrey, Trustee Ritch, Trustee Young, Trustee Keith, Vice President

Chapman, Trustee Honeychurch, and Board President ThurstonNOES – NoneABSENT – None

Human Resources

(d) Resolutions Electing to Establish a Health Benefit Vesting Requirement for Future Retirees Under the Public Employees’ Medical and Hospital Care Act, Resolution No. 11/12-36; Resolution No. 11/12-37; Resolution No. 11/12-38; Resolution No. 11/12-39,and Resolution No. 11/12-40

Charo Albarran, Human Resources Manager, proposed the Resolutions Electing to Establish a Health Benefit Vesting Requirement for Future Retirees Under the Public Employees’ Medical and Hospital Care Act, Resolution No. 11/12-36 (SCCD Governing Board); Resolution No. 11/12-37 (SCFA); Resolution No. 11/12-38 (CSEA); Resolution No. 11/12-39 (ALG), and Resolution No. 11/12-40 (Operating Engineers, Local 39) [as corrected].

Moved by Trustee Keith and seconded by Trustee Ritch to adopt the Resolutions Electing to Establish a Health Benefit Vesting Requirement for Future Retirees Under the Public

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Employees’ Medical and Hospital Care Act, Resolution No. 11/12-36; Resolution No. 11/12-37; Resolution No. 11/12-38; Resolution No. 11/12-39, and Resolution No. 11/12-40, as previously corrected. The motion carried unanimously with the following roll call vote.

STUDENT TRUSTEE ADVISORY VOTE – Kayla Salazar concurred.AYES – Trustee Ritch, Trustee Honeychurch, Trustee Keith, Vice President Chapman,

Trustee Young, Trustee McCaffrey, and Board President ThurstonNOES – NoneABSENT – None

Trustee Ritch asked a clarifying question, stating there are three sections (a, b, and c) to Government Code 22892, and if Dr. Laguerre knew which section was applicable. Dr. Laguerre affirmed that section c applies to the Resolution.

Moved by Trustee Ritch and seconded by Trustee Keith to amend the motion to adopt the Resolutions Electing to Establish a Health Benefit Vesting Requirement for Future Retirees Under the Public Employees’ Medical and Hospital Care Act, Resolution No. 11/12-36; Resolution No. 11/12-37; Resolution No. 11/12-38; Resolution No. 11/12-39, and Resolution No. 11/12-40, per Government Code 22892(c). The motion carried unanimously with the following roll call vote.

STUDENT TRUSTEE ADVISORY VOTE – Kayla Salazar concurred.AYES – Trustee Young, Trustee Keith, Vice President Chapman, Trustee Honeychurch,

Trustee McCaffrey, Trustee Ritch, and Board President ThurstonNOES – NoneABSENT – None

(e) District and the Solano Community College Faculty Association, Agreement for a Successor Agreement, July 1, 2012 through June 30, 2015

Dr. Jowel Laguerre, Superintendent-President, presented the District and the Solano Community College Faculty Association, Agreement for a Successor Agreement, July 1, 2012 through June 30, 2015. Dr. Laguerre thanked the faculty for being supportive and helpful in getting all concerned to agree to and finalize this agreement.

Moved by Vice President Chapman and seconded by Trustee McCaffrey to approve and adopt the District and the Solano Community College Faculty Association, Agreement for a Successor Agreement, July 1, 2012 through June 30, 2015, as presented. The motion carried unanimously.

Vice President Chapman expressed thanks and appreciation to the faculty for the work they did in finalizing this agreement. As a long-time resident of Solano County, she stated how aware she has been of the history of negotiations at Solano College. Listening to faculty, staff, and the community stand up before the Board to express their willingness to make suggestions on whatto do to alleviate some of the stress on the College when it comes to money has been a wonderful experience. Vice President Chapman stated she believes this is the first time a contract has been

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ARTICLE 21HEALTH AND WELFARE BENEFITS

21.1 The District shall provide all regular faculty members, with more than a sixty percent (60%) load, and their dependents with full health and welfare benefits as follows:

21.101 Health Insurance: Regular faculty shall participate in the CalPERS Health Benefits program effective July 1, 2012. The District will pay the minimum contribution toward PERSCare; all other plans will be fully paid, including the administrative fee, by the District. (Adopted 5/16/12)

21.102 Dental Insurance: Delta Dental Service, dental care plan now in effect (annual maximum $2,500).

21.103 Vision Care: Vision Service Plan C ($5 deductible)

21.104 The District shall pay all premiums and premium increases for the above mentioned plans during the life of this agreement for full-time employees working 100% workload.

21.105 The District will provide a $10,000 life insurance policy for regular faculty.

21.106 Domestic partners: The parties acknowledge domestic partners, as defined by the California Family Code section 297, are eligible for medical, dental and vision coverage.

21.2 Adjunct Faculty: Adjunct faculty may purchase health and welfare benefits, at their expense, to the extent permitted by the District’s health and welfare benefits carrier and/or broker. This agreement shall in no way obligate the District to expend any funds towards health and welfare benefits for adjunct faculty, nor shall it require the District to change health and welfare benefits carriers or brokers or modify any existing plan or program if the result would be in anincrease in the overall amount paid by the District for existing health and welfare benefits. (Revised 6-20-07)

21.201 Eligibility: Taught at Solano Community College for at least two semesters (excludes summer session); must be scheduled for a minimum of 40% assignment at the time of enrollment in the health plan; enrollment periods to be determined each semester; once enrolled mandatory participation will be required (participation period to be determined); premiums will be made through payroll deduction and additional premiums due on a monthly basis by check to the Business Office no later than the 10th of each month for the succeeding month’s

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Subject: ***New Work Order System***

Importance: High

From: Dwight Calloway Sent: Wednesday, July 02, 2014 12:01 PM To: $ALL Subject: ***New Work Order System***

Greetings SCC:

The Facilities Department is pleased to announce our new online Work Order Request system beginning Monday, June 23rd. This will replace the previous Facilities Service Calls email.

To access the new Work Order Request form click on the following link: https://www.onuma.com/plan/wo.php?sysID=137&siteIDs=339,332,331,342

We recommend saving this link as a shortcut to your taskbar or desktop for future

use. Here’s how:

After you have clicked on the link above you will get this window:

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Click on the icon in the address (the address will then be highlighted):

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You can drag this icon to your taskbar or to your desktop where it will remain as a shortcut to the Work Order Request form:

Another option would be to add it to your “Favorites” list by clicking on the star and then the Add button:

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For more information, please see the following link for a tutorial which gives instructions on how to access the Work Order Request form via My Solano (another choice!) as well as instructions on how to complete the Work Order Request form: http://youtu.be/vQeVxFcXkOw Section from “My Solano” Employee Tab:

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If you should attempt send an email work request to Facilities Service Calls, you will receive a response with a link to take you to the new Work Order Request form and you will have to resubmit your request on the new form.

As always, if you have an urgent request, please call Facilities Service Calls at x7196. Dwight Calloway Director, Facilities 760‐864‐7196

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SOLANO COMMUNITY COLLEGE DISTRICT GOVERNING BOARD

UNADOPTED MINUTES August 1, 2012

1. CALL TO ORDER

A Board Study Session of the Solano Community College District Governing Board was called to order at 6:30 p.m., on Wednesday, August 1, 2012, in the Administration Building, Room 626, located at Solano Community College, 4000 Suisun Valley Road, Fairfield, California 94534, by Board President Rosemary Thurston.

Board President Thurston announced that due to participation of Trustee McCaffrey in the meeting via teleconference, all votes would be considered by roll call vote.

2. PLEDGE OF ALLEGIANCE TO THE FLAG OF THE UNITED STATES OFAMERICA

At the request of Board President Thurston, the Honorable Elizabeth Patterson, Mayor of the city of Benicia, led those present in the pledge of allegiance to the flag of the United States of America.

3. ROLL CALL

Members Present:

Rosemary Thurston, President Sarah E. Chapman, Vice President** Denis Honeychurch, J.D. Pam Keith Phil McCaffrey* (participated via teleconference) Catherine M. Ritch A. Marie Young Kayla Salazar, Student Trustee Jowel C. Laguerre, Ph.D., Secretary

*Teleconference Location: Trustee McCaffrey - Fort Eustis, Virginia - SPOC Training Area

**Arrived after roll call.

Members Absent:

None

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Others Present: Charo Albarran, Interim Director, Human Resources Yulian Ligioso, Vice President, Finance and Administration Judy Spencer, Executive Coordinator, Superintendent-President and Governing Board 4. APPROVAL OF AGENDA Board President Thurston reported that Dr. Jowel Laguerre, Superintendent-President, made the following correction to the Agenda. Item 10.(c), Bond Election, beginning with pages 21-33, was amended. The amended version has been identified as Appendix A.

A copy of the amended resolution is available for review on the Solano College Web site at www.solano.edu (Governing Board – Minutes – August 1, 2012 - Appendix A).

Moved by Trustee Young and seconded by Trustee Keith to approve the Agenda as amended. The motion carried unanimously with the following roll call vote. Trustee Chapman arrived at 6:38 p.m. STUDENT TRUSTEE ADVISORY VOTE: Kayla Salazar concurred. AYES: Trustee Ritch, Trustee Honeychurch, Trustee Keith, Vice President Chapman,

Trustee Young, Trustee McCaffrey, and Board President Thurston NOES: None ABSENT: None 5. COMMENTS FROM MEMBERS OF THE PUBLIC Board President Thurston recognized Mr. Rufus T. Williams, Jr., VFW Post 2333, who requested to comment on Item 10.(c), Bond Election. Mr. Rufus commented buy saying veterans today come back from military service sometimes physically marred and emotionally challenged and need a facility where they can normalize and re-enter society at large and train for civilian vocations. Solano College plays a critical role in helping our veterans and others improve their lives. Mr. Williams encouraged the Board to favorably consider the Bond Election. Board President Thurston recognized Mr. Galen Tom, Technology Specialist, who requested to comment on Item 10.(c), Bond Election. Mr. Tom began by commenting that SCC has been a part of his family’s education for the past 40 years. Mr. Tom, as an employee, voter, and especially as a father of a three-month old daughter, encouraged the Board to support the Bond Election initiative stating this bond will enhance his daughter’s opportunity to transition from high school to college with expanded course opportunities.

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Board President Thurston recognized the request of the Honorable John Vasquez, Solano County Supervisor, District 4, who could not be present, but sent his comments as follows: “I have a meeting this evening in Dixon, but want to say that I am in favor of the Bond Election.”

Board President Thurston recognized the Honorable Anthony Intintoli, former Mayor of the city of Vallejo, who requested to comment on Item 10.(c), Bond Election. Mayor Intintoli stated he was heavily involved in the first Bond initiative and thanked the Board for keeping their promises to Vallejo. Mr. Intintoli urged the Board to continue to believe in the future and offer veterans an opportunity for training and affordable education. Vallejo is particularly interested in their continued partnership with Sonoma State University and efforts to increase involvement with California Maritime Academy.

Board President Thurston recognized Ms. Laura Strand, representing Stationary Engineers, Local 39, who requested to comment on Item 10.(c), Bond Election. She began by stating that members of Local 39 in Solano College’s employment know firsthand the condition of facilities. This Bond measure creates opportunity for Solano College to invest in the future and provide the region with a modern learning environment to prepare students for the future. Additionally, it will create jobs, which in turn circulates and promotes the local economy. Ms. Strand, on behalf of Local 39, encouraged approval of the Bond Election and offered assistance to get the Bond initiative passed.

Board President Thurston recognized Ms. Laura Strand, representing Stationary Engineers, Local 39, who requested to comment on Item 9.(a), resignation to retire by Zandra Gilley. Ms. Strand’s comments were deferred to later on the Agenda.

Board President Thurston recognized Mr. Jim DeKloe, Professor of Biotechnology, who requested to comment on Item 10.(a), Bond Election. Professor DeKloe commented that he teaches at the Vallejo Center and that the Center is a good example of the results of the last Bond measure, stating further that the Vacaville Center is just as beautiful. Part of the 2002 vision was for a Biotechnology Training Center, which would be the only of its type west of the Mississippi. The next century is the century of bio science. This is our century. Mr. DeKloe encouraged passage of the Bond Election and the hope of doing something even more special for Solano Community College.

Board President Thurston recognized Mr. Naser Baig, Interim President, ASSC, who requested to comment on Item 10.(a), Bond Election. Mr. Baig expressed gratitude and appreciation for Solano Community College. “This institution,” he said, “has transformed my life.” Students depend on institutions like this one and encouraged the Board to approve the Bond Election in order to continue to transform students’ lives.

Board President Thurston recognized the Honorable Elizabeth Patterson, Mayor of the city of Benicia, who requested to comment on Item 10.(a), Bond Election. Mayor Patterson stated that she was not representing her city as Mayor but as a citizen and voter in Solano County. She began by stating she would not be where she is today without Pasadena City College, which gave her opportunity to pursue her career. It was because of working class people like her parents who

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were willing to pass measures to benefit community colleges that offered opportunity, a story which is universal. She concluded by saying if we want to change facts and figures of high unemployment that this is the time to offer vital tools needed to prosper, and providing good experiences at this community college is a way to make people better citizens in our community and county. Board President Thurston recognized Ms. Monica Brown, citizen, teacher in the Fairfield-Suisun Unified School District, and parent of a SCC student. Ms. Brown expressed concern that if the Bond Election is passed and approved by the voters that we employ Solano County workers from our community—“not someone from Arizona.” Ms. Brown encouraged that the College employ local firms and include a project labor agreement in contracts, and also to make sure our facilities are built to last. Ms. Brown also encouraged the Board to work hard on this initiative, including walking precincts and participating in phone banks. Board President Thurston stated additional requests to comment on Item 10.(c), Bond Election, would be heard later on the agenda, and thanked all those who came forward with their comments. 6. REPORTS (NO ACTION REQUIRED): (a) Update by The Lew Edwards Group

Facilitated by Catherine Lew, President Dr. Jowel Laguerre, Superintendent-President, introduced Ms. Catherine Lew, President of The Lew Edwards Group (Consultant), who gave a PowerPoint presentation on the latest polling results relative to whether Solano Community College could be successful with a Bond initiative on the November ballot. Ms. Lew began by stating that The Lew Edwards Group was successful in all June election measures attempted and remains undefeated in community college bonds attempted. Two-thirds of all school measures on the June ballot passed, and with the right proposals, voters are willing to protect and expand affordable local education. Consultant recommendations are that a Solano Community College District bond of as much as $348M is potentially viable in November 2012. Overall support levels are consistent with support levels from November 2011. The Lew Group recommends that the Board consider proceeding with placing a measure on the November 2012 ballot. Ms. Lew identified the methodology behind the recommendations given as well as their key findings as a result of their research. A full and complete copy of the PowerPoint presentation is available for review in the Office of the Superintendent-President and the Office of the Vice President of Finance and Administration.

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Dr. Jowel Laguerre, Superintendent-President, thanked Ms. Lew for her presentation and reminded the Board that the Office of the Finance and Administration has actively worked with this group and engaged the public at large to inform them of the importance of this initiative and the needs of the College. 7. CONSENT AGENDA – ACTION ITEMS Superintendent-President (a) Minutes from the Regular Meeting held July 18, 2012, will be approved at a future

meeting. Human Resources (b) Employment 2011-2012; Employment 2012-2013; Gratuitous Service Finance and Administration (c) Personal Services Agreements Moved by Trustee Keith and seconded by Trustee Young to approve the Consent Agenda as presented. The motion carried unanimously with the following roll call vote. STUDENT TRUSTEE ADVISORY VOTE: Kayla Salazar concurred. AYES: Trustee Young, Trustee Keith, Vice President Chapman, Trustee Honeychurch,

Trustee McCaffrey, Trustee Ritch, and Board President Thurston NOES: None ABSENT: None 8. ITEMS REMOVED FROM CONSENT AGENDA There were no items removed from the Consent Agenda. 9. RETIREMENTS OF STAFF WITH 10 OR MORE YEARS OF SERVICE Board President Thurston recognized Ms. Laura Strand, representing Stationary Engineers, Local 39, who requested to comment on the resignation to retire by Zandra Gilley. Ms. Strand commented that she was saddened to learn of Ms. Gilley’s intent to retire. She stated when you envision Solano Community College, you can most assuredly see Zandra Gilley at the hub, and her contributions must be acknowledged. On behalf of the members of Local 39 and herself, Ms. Strand thanked Ms. Gilley for her excellence, efficiency and professionalism to provide a positive employer-employee relationship. It was with warm affection that Ms. Strand wished Zandra well “as she strolls off to loafers paradise” for a happy and healthy retirement. She will be missed.

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(a) Resignation to Retire – Zandra Gilley

Dr. Jowel Laguerre, Superintendent-President, presented the resignation to retire on behalf of Ms. Zandra Gilley, who has served the District faithfully for 35 years, 3 months as Executive Assistant in the Office of Human Resources. Moved by Trustee Young and seconded by Vice President Chapman to approve the resignation to retire for Zandra Gilley, effective August 17, 2012. The motion carried unanimously with the following roll call vote. STUDENT TRUSTEE ADVISORY VOTE: Kayla Salazar concurred. AYES: Trustee Keith, Vice President Chapman, Trustee Honeychurch, Trustee

McCaffrey, Trustee Ritch, Trustee Young, and Board President Thurston NOES: None ABSENT: None 10. NON-CONSENT AGENDA ITEMS – ACTION ITEMS Superintendent-President (a) Proposal Between Solano Community College and KPS|3 for Media/Interview Training Dr. Jowel Laguerre, Superintendent-President, presented a proposal offering extensive media training/interviewing skills, crisis communications, and strategic message development services for designated College personnel during the fall semester. This training will prepare more College personnel to interact with the media more productively. KPS|3 Marketing is a full-service agency based out of Reno, Nevada. It specializes in advertising, marketing, public relations, Web, and digital media. Dr. Laguerre stated since we no longer have the Office of Institutional Advancement to do public relations for us, we need others to speak on behalf of the College. Interaction with KPS|3 will provide needed training for faculty and staff who will play different roles in providing information to the public. Moved by Trustee Young and seconded by Vice President Chapman to approve the proposal between Solano Community College and KPS|3 for Media/Interview Training. The motion carried unanimously with the following roll call vote. STUDENT TRUSTEE ADVISORY VOTE: Kayla Salazar concurred. AYES: Vice President Chapman, Trustee Honeychurch, Trustee McCaffrey, Trustee

Ritch, Trustee Young, Trustee Keith, and Board President Thurston NOES: None ABSENT: None

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Human Resources (b) Proposed New Job Descriptions – Operating Engineers/Stationary Engineers, Local 39

Theater Technician and Theater Production Technician Dr. Jowel Laguerre, Superintendent-President, presented the proposed new job descriptions for Operating Engineers/Stationary Engineers, Local 39 Theater Technician and Theater Production Technician. With the changes made in the Theater, it was determined that these two positions are needed to accommodate the theater operations. The job descriptions have been discussed with the Operating Engineers/Stationary Engineers, Local 39 constituent group. The funding schedule is part of the allocated $150K when the association with the SCTA was terminated. Moved by Trustee Honeychurch and seconded by Trustee Keith to approve the new job descriptions for Operating Engineers/Stationary Engineers, Local 39 Theater Technician and Theater Production Technician as presented. The motion carried unanimously with the following roll call vote. STUDENT TRUSTEE ADVISORY VOTE: Kayla Salazar concurred. AYES: Trustee Honeychurch, Trustee McCaffrey, Trustee Ritch, Trustee Young, Trustee

Keith, Vice President Chapman, and Board President Thurston NOES: None ABSENT: None Finance and Administration (c) Bond Election Board President Thurston recognized Mr. George Guynn, Jr., who requested to comment on Item 10.(c), Bond Election. As President of the Central County Citizens Taxpayers Group, Mr. Guynn stated that his group has their eyes on what we [SCC] are trying to do. He stated, “This is not the right time to go out for a bond.” We already have $124M from the past Bond initiative. It is very easy to redistribute someone else’s money and asked how the consultant was going to be paid. Mr. Guynn was clear in his opposition of the Board approving the Bond Election resolution. Board President Thurston recognized Chief Vince Webster, President of the Solano County Fire Chiefs Association, who commented on how important it is to hire people as soon as possible upon completion of their education, which SCC does by providing the successful Fire Academy. “We are thrilled by the College’s commitment to expanding their Fire Training Facility that will assist area firefighters in learning vital skills and we, the County Fire Chiefs, hope the College will consider adding EMT and Paramedic Programs in the future.” Chief Webster stated the County Fire Chiefs in the audience were present to lend their support for continuing education and approval of the Bond Election.

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Board President Thurston recognized Chief Jay Huyssoon, Cordelia Fire Protection District, who also requested to comment on Item 10,(c), Bond Election. Chief Huyssoon stated that the majority of students in the fire fighter program come from Solano Community College. There is not enough money available to put students through the association fire academy; therefore, the association relies heavily on Solano Community College and its Fire Academy program. Chief Huyssoon thanked SCC for what we do for students and the community. Board President Thurston recognized Mr. Richard Giddens, a citizen and taxpayer from Suisun. Mr. Giddens stated that the state of California and government agencies once again have come to town begging for more money. Mr. Giddens believes the average citizens are thinking people and are going to see this. We have massively overspent taxpayer dollars. As a veteran and homeowner, “I don’t like bloated government,” he said. Mr. Giddens commented that California spends half of its budget on education. The schools and colleges need to seek productivity and efficiency gains instead of exercising on the basketball courts. Mr. Giddens stated that he didn’t think the schools could wager a bet on folks going along with this (propositions and resolutions with monetary attachments) in light of what has happened in the past, i.e., Prop 29. (smoking initiative). “Stop living in fantasy land and take a long hard look at our once golden state, which now has massive unemployment, riots in the streets, bankruptcies, and leadership woes.” Board President Thurston recognized Ms. Cecilia Aguiar-Curry from the city of Winters, who requested to comment on Item 10.(c). Ms. Aguiar-Curry thanked Dr. Laguerre for his visits to Winters, stating for many years the city didn’t know of their affiliation with Solano Community College. Our association has opened the flood gates for opportunities for our students and residents and appreciates the relationship that now exists. The city of Winters is committed to helping with the bond initiative. Ms. Aguiar-Curry shared a story of a woman in the city who married young, did not graduate high school, but raised her three children who now are attending university. A recent visit by Dr. Lamb was encouragement for her to get her GED and is now enrolled at SCC. This is only one success story. The city of Winters wished the Board well in making this tough decision and extended their help however it is needed. Board President Thurston recognized Mr. Lou Franchimon, representing the Napa-Solano Building Trades, who requested to comment on Item 10.(c). Mr. Franchimon stated a vote of the Building Trades Executive Council was to support the bond initiative 100%. Mr. Franchimon elaborated on recent meetings with Dr. Laguerre regarding working with the College to get curriculums established for training programs to move people from college into the work place. Passage of this bond would help with this planning. Board President Thurston recognized Ms. Carol Larson, a Vallejo business owner, who requested to comment on Item 10.(c). Ms. Larsen stated that she is a small business owner, property owner, and participated in the Blue Ribbon Committee. As a result of lively and interesting discussions, she feels confident that the Bond measure is the right move for Solano Community College. In these tough economic times, Solano College is more important now than ever before. It is important to keep the College current with state of the art facilities and equipment in order to move students into the job market. Ms. Larson encouraged the Board to approve the Bond Election.

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Board President Thurston recognized Mr. James Pierson, a medic and ambulance driver, who requested to comment on Item 10.(c). Mr. Pierson echoed what Chief Webster had to say, stating that Solano’s programs (EMT, nursing, and fire) are important in what we do in the community, and they need to stay viable, active, and expanded upon wherever possible. Dr. Jowel Laguerre, Superintendent-President, read a statement supporting the Bond Election.

“This is really a historic evening for the Solano Community College District. We are determined and committed to serving the diverse communities within our District and supporting the teachers and staff who implement our vision for quality, affordable education.

In today’s tough economy, this vision is more important than ever. The state deficit has caused years of state budget cuts to education and community colleges. In this fiscal year alone, Sacramento took $4.7 million from Solano College and is proposing to take another $2 million from us next year, an absolutely devastating reality. It is clear we can’t rely on Sacramento to fund some of the needs of this community’s college. That’s why it’s so important that we continue providing the affordable education and job training needs our communities are desperate to have.

Many of our College classrooms were built in the 1970’s—they don’t meet current earthquake safety standards or fire codes for college facilities built today. A potential bond measure will provide funding to repair campus facilities, address health and safety hazards, improve facility access for disabled students, and ensure that all buildings meet current earthquake and fire safety codes.

As the home of Travis AFB, our community is very proud of those who serve in our armed forces. Many local veterans returning from Iraq and Afghanistan have been hit hard by the recession and are unemployed. We are committed to providing resources to expand job-placement programs and facilities to train and re-train local veterans as they re-enter the civilian workforce.

While it is true that we had a bond ten years ago, it brought us the Vallejo Center, the Vacaville Center, and the Student Services Building in Fairfield among other projects. It is a strong indication of the District’s ability to show results for the investments the taxpayers have made.

We promised the voters in 2002 that we will bring classes from Sonoma State University to Vallejo. Not only did we do that, the first class of these students graduated this year. That was a promise made and a promise kept. We have the will and the track record to keep our promise to the voters of Solano County and Winters.

I am extremely gratified at the overwhelming response and support that we’ve continued to receive from the community! More than 1,000 constituents were engaged in our effort, providing important input to our planning, which has taken more than a year to complete. Six of you have sat through numerous meetings and discussion sessions leading to this recommendation. We did our best to prepare you for this day. And I so value our business and workforce development partnerships with local employers who have pledged support.

Thank you to our faculty, staff, students, and the community, as well as the local media, who recognize our needs and have been so supportive.

I call on an overwhelming majority of the Board to place this measure on the ballot for the community’s consideration. The future of many generations of students is at stake.

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The easy decision is to resist looking toward the future. You have so far steered this institution in the right direction with your prudent fiscal decisions. Your employees are eager to get to work to change the face of this College with the funds this bond would bring.” Trustee Honeychurch stated that as the senior member of the Board and after 25 years of experience at the College that he can say this is the right thing to do to move the College forward and will support the resolution. Trustee Ritch commented that she will be voting no on this item. She stated that she does everything she can to support the mission of Solano College, but is troubled by this measure. She thanked the staff and Bond Counsel, but stated her concerns are that she would have been more comfortable if the Educational Master Plan and Facilities Plan were approved. She is uncomfortable with the fact that the document stated the Board has reviewed and prioritized projects which have not been adequately identified. She is uncomfortable asking her family, friends, and neighbors to increase their property tax assessment when it is not specific how the money is going to be allocated. Trustee Ritch encouraged the Board to take a deep breath, work diligently to finalize the two documents, cost them out, and define specific needs. Dr. Jowel Laguerre, Superintendent-President, presented the recommendation that the Board of Trustees approve Resolution No. 12/13-01 ordering an election and establishing specifications of the election order. Moved by Trustee Honeychurch and seconded by Trustee Keith to approve Resolution No. 12/13-01, as amended, ordering an election and establishing specifications of the election order. The motion passed with the following roll call vote. STUDENT TRUSTEE ADVISORY VOTE: Kayla Salazar concurred. AYES: Trustee McCaffrey, Trustee Young, Trustee Keith, Vice President Chapman,

Trustee Honeychurch, and Board President Thurston NOES: Trustee Ritch ABSENT: None 11. INFORMATION ITEMS – NO ACTION REQUIRED Academic and Student Affairs (a) Agreement Between Solano Community College District and the Permanente Medical

Group Dr. Jowel Laguerre, Superintendent-President, presented the Agreement between Solano Community College District and the Permanente Medical Group. A collaborative agreement dated June 18, 2012 through December 31, 2012, between Solano Community College and The Permanente Medical Group, Inc., for use of facilities in support of the Healthy Hearts Cardiac Project and Kaiser Foundation Hospitals in order for Solano College

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to provide on-campus facilities to conduct a one-day cardiac screening for student athletes in the community in an effort to identify cardiac abnormalities that could place student athletes at risk of cardiac events. The screening will be conducted between the hours of 8 a.m. and 4 p.m., on August 4, 2012. A copy of the agreement is available in the Office of the Superintendent-President, the Office of the Executive Vice President of Academic and Student Affairs, and in the Office of the School of Human Performance and Development. 12. ANNOUNCEMENTS Student Trustee Salazar announced that the ASSC will be assisting with Preview Day scheduled August 8, 2012. Ms. Salazar encouraged the Board to attend if their schedules permit. The event will begin at 9:30 a.m., in the theater. Vice President Chapman announced that The Solano Kids Insurance Program (SKIP) [helps kids get the coverage they need by assisting families to enroll their children into Medi-Cal and Healthy Families programs, or into the Healthy Kids Solano program for those children who do not qualify for state-sponsored care] will be holding another fundraiser this year and that she will have tickets available for purchase at the next Board meeting. If interested in participating in the golf tournament, it will be held at the Chardonnay Golf Course, off Highway 12, at $175 per person. 13. ITEMS FROM THE BOARD Trustee Keith reported that the city of Vallejo passed their sales tax measure last November. $3.4M has been set aside towards a new idea, participatory budgeting. A steering committee will be tasked with structuring how things will work, and Trustee Keith stated she is on that committee to determine how best to spend the money. In talking with Dr. Laguerre, Trustee Keith is hopeful the College will partner with the city and encourage students to participate. Student Trustee Salazar gave visiting Chinese students a tour of the campus. She thanked Ms. Shemila Johnson for organizing the event. Ms. Salazar stated how fascinated the students were with American culture and feels confident many will return to Solano College and other institutions and emerge into the American college systems. Trustee Keith announced that she attended the Interagency Committee meeting in Vallejo, held July 30, comprised of city officials, school districts, parks and recreation, library representatives, and others, all of whom who were supportive of the Bond Election. Board President Thurston reported that she attended the recent Blue Ribbon Committee meeting and was impressed with the presentation. Both she and Dr. Laguerre went to Gilroy for the Chancellor’s Circle Luncheon at Gavilan College held on July 24, 2012. Trustee Young reported that she attended the following College and community events:

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July 2012 19 – Blue Ribbon Community Advisory Group meeting, which was held at Solano Community College. 22 – 29 – 2012 International Conference (65th Boulé) of Alpha Kappa Alpha Sorority, Inc., (AKA), which is an international service organization. AKA is the oldest Greek lettered organization established in 1908 by African-American, college-educated women. The local chapter of the sorority, Kappa Beta Omega, of which Trustee Young is a chartered member (1974), was one of the sponsoring chapters for the awesome conference. The conference was held at the Moscone Center in San Francisco with over 9,000 in attendance, and its theme was “Gateway to Global Leadership through Timeless Service.” Trustee Chapman also attended. Trustee Young introduced from the audience 11th grade Debutante students from Alpha Kappa Alpha Sorority: Erika Kenion, Deonna Smisek, and Asia Bridges, from Rodriguez High School. Board President Thurston recessed the Governing Board Meeting at 8:12 p.m. 14. CLOSED SESSION Board President Thurston called the Closed Session to order at 8:17 p.m. (a) Conference with Labor Negotiator Agency Negotiator: Charo Albarran Employee Organization: CCA/CTA/NEA, CSEA, Operating Engineers—Local 39 (b) Public Employee Discipline/Dismissal/Release 15. RECONVENE REGULAR MEETING Board President Thurston reconvened the regular meeting at 8:25 p.m. 16. REPORT OF ACTION TAKEN IN CLOSED SESSION Board President Thurston reported that the Board held Conference with Labor Negotiator and CCA/CTA/NEA, CSEA, Operating Engineers—Local 39 in Closed Session, and no action was taken. Board President Thurston reported that the Board discussed Public Employee Discipline/Dismissal/Release in Closed Session, and no action was taken.

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17. ADJOURNMENT There being no further business, the meeting was adjourned at 8:26 p.m. JCL:js BOARD STUDY SESSION MINUTES.08.01.12.FINAL _________________________________ APPROVED _________________________________ ROSEMARY THURSTON JOWEL C. LAGUERRE, Ph.D. BOARD PRESIDENT SECRETARY SCCD Board minutes are summarized per SCCD Board Policy 1045 and 1046. To listen to the full deliberation of the Board, please contact the Office of the Superintendent-President within thirty (30) days.

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Financial and Budget Planning Advisory Council (FABPAC) September 7, 2011, 2:00 pm

Board Room Adopted Meeting Minutes

FABPAC Members

Present

Kevin Anderson Ethnic Minority Coalition Richard Crapuchettes Local 39 Sabrina Drake CSEA Chris Guptill Classified Manager Les Hubbard SCFA Betsy Julian Dean, School of Sciences Jeff Lehfeldt Local 39 Yulian Ligioso Vice President, Finance & Administration and Chair Louis McDermott Academic Senate Jocelyn Mouton Ethnic Minority Coalition Sheryl Scott CSEA Charlene Snow SCFA President Thomas Watkins Academic Senate

Absent:

Peter Bostic Executive Director, Institutional Advancement Susan Foft Director, Fiscal Services Lynette Gray Interim Grants and Resource Development Manager Mary Ann Haley Academic Senate Jowel Laguerre Superintendent-President Deborah Mann Classified Manager Phil McCaffrey, Jr. ASSC President Arturo Reyes EVP, Academic & Student Affairs

_

I. Approve September 7, 2011 Agenda:

Motion (Lou McDermott), second (Chris Guptill) to approve the agenda. The motion passed unanimously

II. Approve July 20, 2011 Meeting Minutes:

Motion (Jeff Lehfeldt), second (Thom Watkins) to approve the minutes.The motion passed unanimously.

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III. 2011-12 Adoption Budget

VP Ligioso presented and discussed the 2011-12 Adoption Budgets, which he presented to the Governing Board on September 7. The adoption budget and Power Point presentation are available online at: http://www.solano.edu/administration/budget.html. Select “2011-12” year, then the desired file. VP Ligioso spoke in detail to two slides of his Power Point. The first, “Review of 06/30/11 Ending Balance,” highlighted the fund balance which is estimated to be $5,788,325. He discussed fund balance composition comprised of the 5% minimum requirement, a small balance set aside for staff/professional development and strategic initiatives, and the notion of a stability fund for the remainder. Plans for use of the stability fund in 2011-2012 and 2012-2013 were identified as follows: (1) offset the operating 2011-12 deficit of $1,463,000 and delay permanent reductions with one-time stability funds; and, (2) set aside $1.7 million in stability funds for 2012-2013 in anticipation of cost increases and further state reductions. The second slide, “3-Year Perspective,” provided an overview of revenues and expenditures through 2014 and showed that if nothing is done, Solano College would be bankrupt by 2014 with a $1.5 million negative reserve. Sobering conversations ensued regarding the District’s future and the lack of revenue streams. The take-away message was: We need to focus on extreme changes and what it will take to avoid a structural deficit now and bankruptcy in three years.

The glimmers of hope are

• the benefits audit may save the District $89,000, • the prospect of a 2012 bond, and • the anticipated income from outsourcing the bookstore.

VP Ligioso requested a motion to support a stability fund. Motion (Lou McDermott), second (Sheryl Scott) to support the concept of having a stability fund. The motion passed unanimously.

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http://www.solano.edu/administration/budget.html

jl, 09.12.11 Page 3 of 3

IV. Results of Bookstore RFPs

The Bookstore RFP, worked out in collaboration with CSEA and bookstore staff, was published and sent out to fifteen potential vendors, with two firms – Follett and Barnes & Noble – eventually tendering proposals. The proposals contained and addressed all items listed in the RFP and after a thorough review and vetting process, Bookstore staff, CSEA, and VP Ligioso recommended to the Board that the District enter into an agreement with Barnes & Noble to provide bookstore services. The proposal provides for reimbursement of existing bookstore staff salaries and benefits, and financial re-numeration to the college as follows: a minimum income guarantee of $350,000 per year, plus a percentage of net sales; a $200,000 sign-on bonus; $25,000 toward facilities upgrades; $50,000 for a new point of sale system; and $15,000 in scholarships for ASSC.

V. Bond Process Update

• RFPs were emailed to prospective Investment Banker/Underwriter and Public Opinion

Research firms in June, and seven firms were interviewed over two days, July 19 and 22. The District has entered into contract with two underwriters, RBC Capital Markets and Piper Jaffray, and polling firm, Fairbank, Maslin, Maullin, Metz & Associates.

• RFPs were emailed to prospective Campaign Consultant and Bond Counsel firms on July 21, and six firms were interviewed over August 31 and September 2. The District will enter into contract with campaign strategist Lew Edwards and the bond counselor firm, Stradling, Yocca, Carlson & Rauth.

• Facilities Master Plan RFPs were emailed on July 26, and nine proposals were received on August 19. All nine architectural firms will be interviewed over two days, September 20 and 21.

VI. Adjournment

Motion (Betsy Julian), second (Jeff Lehfeldt) to adjourn the meeting. The motion passed unanimously, and the meeting adjourned at 3:30 p.m.

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SOLANO COMMUNITY COLLEGE DISTRICT GOVERNING BOARDMINUTES – OCTOBER 19, 2011 PAGE 8

(b) Review of Benefit Services by PSW Benefit Resources

Ms. Sandra Dillon, Interim Director of Human Resources, introduced Mr. Peter Wantuch of PSW Benefit Resources, who provided a review of benefit services provided for Solano Community College.

Mr. Wantuch began by identifying SCC employee benefit/insurance services provided by PSW as follows:

Established rapport and confidence with bargaining units, Human Resources, and management. Reviewed and clarified all current in-force insurance plans. Created an online benefit information center for employee/dependent use on a 24/7 basis. Successfully negotiated July 1, 2011, medical insurance renewal rates below normal market levels. Presented numerous alternative medical insurance benefits/rates savings options. Explored alternate insurance providers, carriers, and vendors/arrangements for savings. Successfully assisted in filing for claims refunds with the Employee Retirement Reimbursement Plan—current pending refund of $48,000. Collectively met monthly with all bargaining units and management to review insurance concepts and discussed viable savings options. Provided material and assistance for July 1, 2011, Dependent Child Special Open Enrollment. Conducted dependent audit yielding over $172,000 in annual savings to Solano Community College. Assisted in providing all employee materials for November 1, 2011, open enrollment. Conducted benefit administrative training for Human Resources and Payroll Departments with ongoing assistance and training being provided. Direct resolution of claims and administrative issues with employees, dependents, and Human Resources Department. Goal of PSW Benefit Resources is to be the Human Resources Benefits Administrator for Solano Community College.

(c) Facilities Master Plan Presentation by ARCHITECTURE/vbn

Dr. Jowel Laguerre, Superintendent-President, presented the Facilities Master Plan Presentation by ARCHITECTURE/vbn. As part of the College’s long-range strategic planning processes on July 20, 2011, the Board approved a request to solicit proposals for a Facilities Master Plan. Over the next two weeks, the Finance and Administration Office sent such Requests for Proposals to twenty-two (22) firms who also participated in an on-site information pre-bid conference on August 9, 2011. The District subsequently received nine submittals and all nine firms were interviewed by a panel consisting of faculty, staff, and managers who short-listed three firms as prospective candidates. After extensive reference checking, ARCHITECTURE/vbn was determined to be the recommended finalist. As a result of that

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process, ARCHITECTURE/vbn provided a presentation of its approach to the planning process, how they interface with the Educational Master Plan effort and some discussion of the results of their effort.

The Review Team Panel consisted of Ms. Laura Scott, Mr. David Froehlich, Professor Jim DeKloe, Mr. Rich Augustus, Ms. Debbie Luttrell-Williams, V.P. Yulian Ligioso, and Mr. Roy Stutzman.

Presenting from ARCHITECTURE/vbn were Rob Barthelman-Principal; Suniya Malhotra, Professional Architect; and David Gates, Landscape Architect.

Mr. Barthelman stated that they propose to work with the District by mapping out opportunity not only by identifying facilities, but long-term investments that come from this study. Facilities master planning is not putting buildings on campus, but rather facilitating curriculum that the District is trying to provide to students. As architects, they change perceptions by talking more about how the facilities support educational master planning. As they go through this process working with stakeholders of District, they are integrally involved, and data is discussed for capturing facilities to support current and future needs that are done efficiently and effectively. Any planning is ensuring everyone affected by that planning has an opportunity to be involved. We don’t come in and say this is our process, but instead we work within the established structure of District. Mr. Barthelman concluded by stating this is a great opportunity for both processes to benefit each other—facility and educational master plan—and is looking forward to working with the District.

The contract with ARCHITECTURE/vbn will be approved at the next Board meeting.

(d) Proposed Naming Opportunity for the Fitness Ramada

Ms. Terri Pearson-Bloom, Interim Dean of School of Human Performance and Development, presented the Proposed Naming Opportunity for the Fitness Ramada.

Dean Bob Myers has served the Solano Community College District with distinction for 19 years as the Dean of Physical Education and Athletics Division. Under the direction of Bob Myers, the Physical Education and Athletic programs soared to new heights, winning numerous championships and achieving great success on and off the field. Bob Myers founded the Solano College Athletic Hall of Fame, of which his was recently inducted. His contributions, accomplishments, and accolades are many and the students were the true benefactors.

This naming opportunity is being proposed to honor the service of Bob Myers to Solano Community College, and in particular to recognize the monetary and gift in-kind donations he procured for the College through his fundraising. Bob Myers went above and beyond in this area. Bob solicited corporate sponsorships, sought out individual gifts, held fundraisers, and through his efforts was able to generate hundreds of thousands of dollars, in the course of his career, in contributions to the College. Ms. Pearson-Bloom stated she is asking, on behalf of the School and campus community, that Bob Myers be honored for these financial contributions by naming the Fitness Ramada after him. The Fitness Ramada was a facility that was realized through the efforts

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SOLANO COMMUNITY COLLEGE DISTRICT Measure Q Facilities Master Plan UpdateMeasure Q Facilities Master Plan Update

June 19, 2013

SOLANO COMMUNITY COLLEGE DISTRICT 2012 FACILITIES MASTER PLAN

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FACILITIES MASTER PLAN UPDATE

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Fairfield Key Additional Feedback

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• Library will house Academic Success Center that requires adjacency to Building 400 for counseling services

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• Corporate Training Center more optimal at Vacaville, however Business/Entrepreneurship at Fairfield

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FAIRFIELDOrganizational C t Business

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VALLEJO CENTERRevised June 2013

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VACAVILLE CENTEROctober 2012 Draft

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Vacaville Key Additional Feedback

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• Natural Landscaping preferred Landscape Approach• Need more Social Spaces, More Shade & Better Signage• Would like Intimate Courtyards Outdoor Café Spaces Tree

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• California Contemporary preferred Campus Aesthetic

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SOLANO COMMUNITY COLLEGE DISTRICT

RESOLUTION NO. 12/13-01

RESOLUTION OF THE BOARD OF TRUSTEES OF THE SOLANO COMMUNITY COLLEGE DISTRICT ORDERING AN ELECTION, AND ESTABLISHING SPECIFICATIONS OF THE ELECTION ORDER

WHEREAS, Solano Community College District (the “District”) provides high quality, affordable local educational programs and essential job training, re-training and workforce preparation for students of all ages; and

WHEREAS, the costs of attending a U.C. and State college are expensive—more than six times that of attending a community college-- students are relying on community colleges, such as Solano College for the high quality, affordable college options; and

WHEREAS, in today’s tough economic times and competitive job environment, the District must continue offering local residents accessible, affordable training and education in the automotive, technology, nursing, firefighting, health sciences, biotechnology and clean energy career programs; and

WHEREAS, to accommodate students in high-demand, core academic classes which facilitate transfer to a four-year university, will require investment in Solano College facilities; and

WHEREAS, the Board of Trustees (the “Board”) has determined that updating academic facilities and technology to help students prepare to transfer to four-year universities; providing up-to-date academic facilities and technology to prepare students for 21st century jobs; making all buildings, classrooms and community facilities earthquake safe and accessible to people with disabilities; and improving college buildings to provide students with more affordable course options are among the highest priorities of the District; and

WHEREAS, the District is home to Travis Air Force Base and our region has a tradition of supporting our military, and our Iraq, Afghanistan and other war veterans, many of whom need better access to job placement programs and facilities to be trained and re-trained as they re-enter the civilian workforce; and

WHEREAS, the Board has determined that certain college classrooms, buildings, properties and facilities within the District need to be repaired, maintained, acquired, constructed, improved, furnished and equipped to enable Solano College to provide affordable, local higher education; and

WHEREAS, notwithstanding concerted and ongoing efforts by the District to obtain sufficient money from the State of California (the “State”), the State has been unable to provide the District with enough money for the District to adequately maintain and enhance Solano College facilities; and

WHEREAS, the Board has been presented with each of the Solano College Educational Master Plan and the Solano College Master Facilities Plan (together, the “Master Plans”), each of which sets forth the long-range strategic plans for Solano College, and prioritizes their most immediate and critical project needs; and

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WHEREAS, in the judgment of the Board, it is advisable to provide additional funding for such facility, technology and basic infrastructure needs as described in the Master Plans by means of a general obligation bond; and

WHEREAS, Proposition 46, approved by the voters of the State of California on June 3, 1986 (“Proposition 46”), amended Section 1(b) of Article XIIIA of the California Constitution by adding a provision which exempts from the 1% of full cash value limitation, those ad valorem taxes used to pay for debt service of any bonded indebtedness for the acquisition or improvement of real property approved on or after July 1, 1978, by two-thirds of the votes cast by voters voting on the proposition; and

WHEREAS, on November 7, 2000, the voters of California approved the Smaller Classes, Safer Schools and Financial Accountability Act (“Proposition 39”) which reduced the voter threshold for ad valorem tax levies used to pay for debt service or bonded indebtedness to 55% of the votes cast on a community college district general obligation bond; and

WHEREAS, concurrent with the passage of Proposition 39, Chapter 1.5, Part 10, Division 1, Title 1 (commencing with Section 15264) of the Education Code (the “Act”) became operative and established requirements associated with the implementation of Proposition 39; and

WHEREAS, the Board desires to make certain findings herein to be applicable to this election order and to establish certain performance audits, standards of financial accountability and citizen oversight which are contained in Proposition 39 and the Act; and

WHEREAS, the Board desires to authorize the submission of a proposition to the District’s voters at an election to authorize the issuance of bonds to pay for essential improvements to the District’s educational facilities; and

WHEREAS, the Board determines that, in accordance with Opinion No. 04-110 of the Attorney General of the State of California, the restrictions in Proposition 39, which prohibit any bond money to be used for administrator salaries and other operating expenses of the District shall be strictly enforced by the District’s Citizens’ Oversight Committee; and

WHEREAS, pursuant to Education Code Section 15270, based upon a projection of assessed property valuation, the Board has determined that, if approved by voters, the tax rate levied to meet the debt service requirements of the bonds proposed to be issued will not exceed the Proposition 39 limits per year per $100,000 of assessed valuation of taxable property; and

WHEREAS, Section 9400 et seq. of the Elections Code of the State of California (the “Elections Code”) requires that a tax rate statement be contained in all official materials relating to the election, including any ballot pamphlet prepared, sponsored or distributed by the District; and

WHEREAS, the Board desires to authorize the filing of a ballot argument in favor of the proposition to be submitted to the voters at the election; and

WHEREAS, pursuant to the California Elections Code, it is appropriate for the Board to request consolidation of the election with any and all other elections to be held on November 6, 2012, and to request each of the Solano County Registrar of Voters and the Yolo County Registrar of Voters to perform certain election services for the District;

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NOW THEREFORE, THE BOARD OF TRUSTEES OF THE SOLANO COMMUNITY COLLEGE DISTRICT DOES HEREBY RESOLVE, DETERMINE AND ORDER AS FOLLOWS:

Section 1. That the Board, pursuant to Education Code Sections 15100 et seq., 15264 et seq. and Government Code Section 53506, hereby requests each of the Solano County Registrar of Voters and the Yolo County Registrar of Voters to conduct an election under the provisions of Proposition 39 and the Act and submit to the electors of the District the question of whether bonds of the District in the aggregate principal amount of $348,000,000 (the “Bonds”) shall be issued and sold to raise money for the projects described in Exhibits “A” and “B” hereto. Both exhibits are directed to be printed in the voter sample ballot pamphlet.

Section 2. That the date of the election shall be November 6, 2012.

Section 3. That the purpose of the election shall be for the voters in the District to vote on a proposition, a copy of which is attached hereto and marked Exhibit “A” and incorporated by reference herein, containing the question of whether the District shall issue the Bonds to pay for improvements to the extent permitted by such proposition. In compliance with Proposition 39 and the Act, the ballot proposition in Exhibit “A” and “B” are subject to the following requirements and determinations:

(a) that the proceeds of the sale of the Bonds shall only be used for the purposes set forth in the ballot measure and not for any other purpose, including teacher or administrator salaries or other college operating expenses;

(b) that the Board, in establishing the projects set forth in Exhibit “B,” evaluated safety, class size reduction, class size and offerings, and information technology needs of the District;

(c) that the Board will cause to be conducted an annual, independent performance audit to ensure that the Bond moneys are expended for the projects identified in Exhibit “B” hereto;

(d) that the Board will cause an annual, independent financial audit of the proceeds from the sale of Bonds to be conducted until all Bond proceeds have been expended;

(e) that the Board will cause the appointment of a Citizens’ Oversight Committee in compliance with Education Code Section 15278 no later than 60 days after the Board enters the election results in its minutes pursuant to Education Code Section 15274; and

(f) that the tax levy authorized to secure the bonds of this election shall not exceed the Proposition 39 limits per $100,000 of taxable property in the District when assessed valuation is projected by the District to increase in accordance with Article XIIIA of the California Constitution.

Section 4. That the authority for ordering the election is contained in Education Code Sections 15100 et seq. and 15264 et seq. and Government Code Section 53506.

Section 5. That the authority for the specifications of this election order is contained in Section 5322 of the Education Code.

Section 6. That the Solano County Registrar of Voters, the Solano County Board of Supervisors, the Yolo County Registrar of Voters and the Yolo County Board of Supervisors are

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hereby requested to consolidate the election ordered hereby with any and all other elections to be held on November 6, 2012 within the District.

Section 7. That this Resolution shall stand as the “order of election” to the Solano County Registrar of Voters and the Yolo County Registrar of Voters to call an election within the boundaries of the District on November 6, 2012. The Board approves the filing of a Tax Rate Statement and primary and rebuttal arguments, as appropriate, and directs their publication in accordance with the requirements of the Elections Code.

Section 8. That the Secretary of the Board is hereby directed to deliver an original or a certified copy of this Resolution to each of the Solano County Registrar of Voters and the Yolo County Registrar of Voters no later than August 10, 2012.

Section 9. That any Bonds issued pursuant to Section 15264 et seq. of the Education Code shall have a maturity not exceeding twenty-five (25) years, and Bonds issued pursuant to Section 53506 of the Government Code shall have maturity not exceeding forty (40) years. The maximum interest rate on any Bond shall not exceed the maximum rate allowed by Education Code Sections 15140 to 15143, as modified by Government Code Section 53531.

Section 10. That the Board requests the governing body of any such other political subdivision, or any officer otherwise authorized by law, to partially or completely consolidate such election and to further provide that the canvass be made by any body or official authorized by law to canvass the returns of the election, and that the Board consents to such consolidation.

Section 11. Pursuant to Section 5303 of the Education Code and Section 10002 of the Elections Code, the Board of Supervisors of each of Solano and Yolo County are requested to permit the Registrars of Voters of each of Solano and Yolo County to render all services specified by Section 10418 of the Elections Code relating to the election, for which services the District agrees to reimburse each of Solano and Yolo County, such services to include the publication of a Formal Notice of School Bond Election and the mailing of the sample ballot and tax rate statement (described in Section 9401 of the Elections Code) pursuant to the terms of Section 5363 of the Education Code and Section 12112 of the Elections Code.

ADOPTED, SIGNED AND APPROVED this 1st day of August, 2012.

BOARD OF TRUSTEES OF THE SOLANO COMMUNITY COLLEGE DISTRICT

By Board President

Attest:

Secretary

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STATE OF CALIFORNIA ) )

SOLANO COUNTY )

I, Jowel C. Laguerre, do hereby certify that the foregoing is a true and correct copy of Resolution No. ________, which was duly adopted by the Board of Trustees of the Solano Community College District at the meeting thereof held on the 1st day of August, 2012, and that it was so adopted by the following vote:

AYES:

NOES:

ABSENT:

ABSTENTIONS:

By Secretary to the Board of Trustees of Solano

Community College District

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EXHIBIT A

“SOLANO COMMUNITY COLLEGE DISTRICT STUDENT/VETERANS’ AFFORDABLE EDUCATION, JOB TRAINING, CLASSROOM REPAIR MEASURE. To prepare Solano/Yolo County students and veterans for universities/ jobs, by:

• Expanding access by students, military, disabled veterans to affordable education; • Meeting earthquake and fire safety codes; • Upgrading employer job placement facilities; • Upgrading engineering, welding, nursing and firefighter training centers; • Acquiring, constructing and repairing facilities, sites and equipment,

shall Solano Community College District issue $348,000,000 in bonds, at legal rates, with citizens' oversight, annual audits and no money for pensions and administrators' salaries?”

Bonds - Yes Bonds – No

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EXHIBIT B

FULL TEXT BALLOT PROPOSITION

OF THE SOLANO COMMUNITY COLLEGE DISTRICT BOND MEASURE ELECTION NOVEMBER 6, 2012

“SOLANO COMMUNITY COLLEGE DISTRICT STUDENT/VETERANS’ AFFORDABLE EDUCATION, JOB TRAINING, CLASSROOM REPAIR MEASURE. To prepare Solano/Yolo County students/veterans for universities/ jobs, by:

• Expanding access by students, military, disabled veterans to affordable education; • Meeting earthquake and fire safety codes; • Upgrading employer job placement facilities; • Upgrading engineering, welding, nursing and firefighter training centers; • Acquiring, constructing and repairing facilities, sites and equipment,

shall Solano Community College District issue $348,000,000 in bonds, at legal rates, with citizens' oversight, annual audits and no money for pensions and administrators' salaries?”

Bonds - Yes Bonds – No

PROJECTS

The Board of Trustees (the “Board”) of the Solano Community College District, to be responsive to the needs of students and the community, evaluated the District’s urgent and critical educational needs, including completing essential repairs to aging classrooms and college buildings to today’s health and earthquake safety requirements, and providing sufficient classrooms and science labs to offer more job training and workforce development courses and programs to students, military, and veterans, facility maintenance, safety and security issues, class size and offerings in key disciplines such as nursing, health sciences, biotechnology, solar and clean technology fields, automotive technology, and information and computer technology, in developing the scope of projects to be funded, as outlined in the Solano College Educational Master Plan and the Facilities Master Plan, both of which are incorporated herein by reference in their entirety (collectively, the “Master Plans”). In developing the scope of the Master Plans, the faculty, staff and students have prioritized the key health and safety needs so that the most critical needs and the most urgent and basic needs and infrastructure repairs are addressed consistent with community and District priorities. The Board conducted comprehensive evaluations and considered community and District priorities and perspectives in developing the scope of college projects to be funded, as listed in the Master Plans. The Board, faculty and community leaders concluded that if these needs were not addressed now, the problems will only become more pressing and expensive. In approving the Projects, the Board of Trustees determines that the SOLANO COLLEGE must:

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• PROVIDE ESSENTIAL JOB TRAINING AND WORKFORCE PREPARATION for students, military and veterans by providing facilities for training and education in automotive technology, nursing, firefighting, health sciences, biotechnology and clean energy fields, among others.

• IMPROVING ACCESS TO DISABLED STUDENTS AND WAR VETERANS by expanding job placement programs and facilities to train and re-train local veterans as they re-enter the civilian workforce; and

• EXPAND HIGH QUALITY AFFORDABLE COLLEGE OPTIONS FOR STUDENTS TRANSFERRING TO FOUR-YEAR COLLEGE such as Sonoma State, Cal Maritime, Sacramento State, UC Davis, UC Berkeley and others.

• OFFER MIDDLE COLLEGE OPTIONS TO HIGH SCHOOL STUDENTS to allow high school students to start their college work when in high school and earn an Associate’s degree, saving time and money on their way to a four-year degree.

• Increase collaborations and partnerships with private and public employers to fulfill local job training and placement needs.

The Master Plans are on file and available for review at the Solano College President’s

Office and include the types of projects listed below.

Basic Maintenance, Repair and Construction Projects That Provide Essential Job Training for Students, Military, and Veterans

Goal and Purpose: Since it is hard to get a job in the current economy, Solano College provides essential job training and workforce preparation for students of all ages. Additional funding can support training and education in automotive technology, nursing, firefighting, cosmetology, welding, health sciences, biotechnology and clean energy fields, among others. Our job training facilities at Solano College need basic repair, renovation, or replacement. Addressing these essential maintenance, repair and new construction projects at Solano College will allow it to continue to provide high quality, affordable education to local students, military and veterans:

• Upgrade facilities to meet earthquake and fire safety codes.

• Update campus facilities to provide access for disabled students.

• Replace aging plumbing and sewer systems to prevent flooding, water damage and reduce future maintenance costs.

• Repair, renovate or replace aging classrooms and facilities that lack adequate heating, ventilation, air conditioning, electrical and lighting systems.

• Repair leaky roofs.

• Upgrade utility infrastructure such as electric, communications, environmental, sewer and gas systems to improve function, control and energy efficiency and to reduce energy costs.

• Modernize nursing and firefighting job training centers.

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Academic Facility and Technology Upgrade Projects To Help Students, Military and Veterans to Transfer To Four-Year Universities

Goal and Purpose: Since the costs of attending a public university in California have risen to as much as six times that of Solano College, we need to provide a high quality, affordable, option to students transferring to a four-year university. Improvements to academic facilities and technology implementations will allow it to continue preparing students, military and veterans for transfer to four-year colleges or universities:

• Replace outdated science, laboratories and classrooms to equip students with the advanced skills they need to compete in the fields of science, technology, engineering, mathematics and medicine.

• Increase the capacity to offer distance learning opportunities and on-line courses.

• Expand facilities for Middle College options to high school students to allow them to earn an associate’s degree so that when they graduate they are better prepared for college.

21st Century Job Training and Projects To Increase Collaboration and Partnerships with

Private and Public Employers to Fulfill Local Job Training Needs

Goal and Purpose: Solano College provides essential job training and workforce preparation for students, military and veterans. In today’s economic times, these projects will allow the District to continue offering local residents training and education in the nursing, health sciences, biotechnology, and clean energy technology fields, as well as other job training and workforce programs:

• Upgrade facilities and classrooms to meet earthquake and fire safety codes.

• Provide and maintain up-to-date technology, data and communication equipment for job-training programs and facilities.

• Renovate, repair or replace outdated laboratories, classrooms, training centers and support facilities.

• Upgrade and expand telecommunications, Internet and network connections.

• Upgrade and replace computers, hardware and software systems.

• Upgrade and replace classroom instructional equipment.

• Replace or upgrade outdated electrical systems.

• Upgrade job training classrooms for engineering skills.

• Modernize bio-technology job training facilities.

• Provide facilities for vocational engineering, cosmetology, welding and automotive technology.

* * *

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The listed projects in the Master Plans will be completed as needed. Each project is assumed to include its share of furniture, equipment, architectural, engineering, and similar planning costs, program/project management, staff training expenses and a customary contingency. In addition to the listed projects stated above, the Project List at Solano College and its several centers, also includes the acquisition of a variety of instructional, maintenance and operational equipment, including the reduction or retirement of outstanding lease obligations and interim funding incurred to advance fund projects from the Project List, payment of the costs of preparation of all facility planning, facility studies, assessment reviews, facility master plan preparation and updates, environmental studies (including environmental investigation, remediation and monitoring), design and construction documentation, and temporary housing of dislocated college activities caused by construction projects. In addition to the projects listed above, repair, renovation and construction projects may include, but not be limited to, some or all of the following: renovation of student and staff restrooms; landscaping; repair and replacement of heating and ventilation systems; upgrade of facilities for energy efficiencies, including solar projects; construction of a new library, science building, vocational career center; repair and replacement of worn-out and leaky roofs, windows, walls doors and drinking fountains; removal of outdated buildings and construction of new classrooms and support buildings; renovation of the cosmetology building, renovation of locker rooms; installation wiring and electrical systems to safely accommodate computers, technology and other electrical devices and needs; library upgrades and materials; repair and replacement of fire alarms, emergency communications and security systems; upgrading, resurfacing, replacing or relocating of hard courts, fields, turf and irrigation systems; construct or renovate campus theatre and performing arts and physical education, math and science facilities, retrofit pool; upgrade classrooms; construct new or upgrade existing parking lots or facilities; construct police training complex, maintenance building; repair, upgrade and install interior and exterior lighting systems; replace water and sewer lines and other plumbing system; construct student services buildings in Vacaville and Vallejo; build biotech center, fire training facility and child care facility in Vacaville; replace outdated security systems. The upgrading of technology infrastructure includes, but is not limited to, computers, LCD projectors, portable interface devices, servers, switches, routers, modules, sound projection systems, laser printers, digital white boards, document projectors, upgrade voice-over-IP, call manager and network security/firewall, other miscellaneous equipment and software, and the creation of a technology fund to keep learning technology up-to-date.

The allocation of bond proceeds will be affected by the District’s receipt of State matching funds and the final costs of each project. In the absence of State matching funds, which the District will aggressively pursue to reduce the District’s share of the costs of the projects, the District will not be able to complete some of the projects listed above. Some projects may be undertaken as joint use projects in cooperation with other local public or non-profit agencies. The budget for each project is an estimate and may be affected by factors beyond the District’s control. The final cost of each project will be determined as plans and construction documents are finalized, construction bids are received, construction contracts are awarded and projects are completed. Based on the final costs of each project, certain of the projects described above may be delayed or may not be completed. Demolition of existing facilities and reconstruction of facilities scheduled for repair and upgrade may occur, if the Board determines that such an approach would be more cost-effective in creating more enhanced and operationally efficient campuses. Necessary site preparation/restoration may occur in connection with new construction, renovation or remodeling, or installation or removal of relocatable classrooms, including ingress and egress, removing, replacing, or installing irrigation, utility lines, trees and landscaping, relocating fire access roads, and acquiring any necessary easements, licenses, or rights of way to the property. Proceeds of the bonds may be used to pay or reimburse the District for the cost of District staff when performing work on or necessary and incidental to bond projects. Bond proceeds shall only be expended for the specific purposes identified herein. The District shall

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create an account into which proceeds of the bonds shall be deposited and comply with the reporting requirements of Government Code § 53410.

NO ADMINISTRATOR SALARIES. PROCEEDS FROM THE SALE OF THE BONDS AUTHORIZED BY THIS PROPOSITION SHALL BE USED ONLY FOR THE ACQUISITION, CONSTRUCTION, RECONSTRUCTION, REHABILITATION, OR REPLACEMENT OF SCHOOL FACILITIES, INCLUDING THE FURNISHING AND EQUIPPING OF SCHOOL FACILITIES, AND NOT FOR ANY OTHER PURPOSE, INCLUDING TEACHER AND COLLEGE ADMINISTRATOR SALARIES, PENSIONS AND OTHER OPERATING EXPENSES.

FISCAL ACCOUNTABILITY. THE EXPENDITURE OF BOND MONEY ON THESE PROJECTS IS SUBJECT TO STRINGENT FINANCIAL ACCOUNTABILITY REQUIREMENTS. BY LAW, PERFORMANCE AND FINANCIAL AUDITS WILL BE PERFORMED ANNUALLY, AND ALL BOND EXPENDITURES WILL BE MONITORED BY AN INDEPENDENT CITIZENS’ OVERSIGHT COMMITTEE TO ENSURE THAT FUNDS ARE SPENT AS PROMISED AND SPECIFIED. THE CITIZENS’ OVERSIGHT COMMITTEE MUST INCLUDE, AMONG OTHERS, REPRESENTATION OF A BONA FIDE TAXPAYERS ASSOCIATION, A BUSINESS ORGANIZATION AND A SENIOR CITIZENS ORGANIZATION. NO DISTRICT EMPLOYEES OR VENDORS ARE ALLOWED TO SERVE ON THE CITIZENS’ OVERSIGHT COMMITTEE.

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Solano Community College District

MEASURE Q CITIZENS’ BOND OVERSIGHT COMMITTEE (CBOC) MEETING

Fairfield Campus (Swing Space) – Conference Room 234 Solano Community College, 360 Campus Lane, Suite 201, Fairfield, California

Monday, May 5, 2014 5:00 p.m. – 6:00pm

ADOPTED MINUTES

Members Present

1. Mr. Melvin Jordan, Chairman CBOC2. Mr. Robert Charboneau3. Mr. Gary Bertagnolli4. Mr. Lyman Dennis5. Dr. Walter Quinn6. Mr. Hermie Sunga

Members Absent

1. Mr. Gabriel Johnson2. Mr. Eric Franchimon

Others Present

1. Dr. Jowel Laguerre, President/Superintendent, SCC2. Mr. Leigh Sata, Executive Bond Manager, SCC3. Ms. Ines Zildzic, Program Manager, Kitchell CEM4. Terri Montgomery, Partner, Vavrinek, Trine, Day & Co, LLP5. Ms. Camille James, Interim Business Operations Coordinator, SCC

Chairman Jordan called the meeting to order at 5:15pm and led those present in the Pledge of Allegiance to the Flag of the United States of America.

Members present at time the meeting was gaveled into order were Members Sunga and Dennis. A quorum was established by 5:20pm with the arrival of Member Quinn and Bertagnolli. The full committee was constituted with the arrival of Member Charboneau.

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I. May 5, 2014, Agenda: Approved A motion to approve the agenda was made, seconded and unanimously carried.

II. March 17, 2014, Minutes: Stricken Due to lack of prior notification of this meeting it has been stricken from the record as a meeting of the committee.

III. November 18, 2013, Minutes: Approved A motion to approve the minutes from November 18, 2013 was made, seconded, and unanimously carried.

IV. PUBLIC COMMENTS: No public comments were made at this meeting.

V. INFORMATION ITEMS:

A. Review of CBOC Rules and Responsibilities Presenter – Leigh Sata, Executive Bond Manager, SCC 1. Mr. Sata, utilizing the Duties and Authorities of the Citizens’ Bond Oversight Committee as

Specified by the Independent Citizens’ Bond Oversight Committee Amended and Restated Bylaws – Executive Summary handout, clarified the authorities and responsibilities of the committee.

a. A copy of this handout and the bylaws can be provided upon request to those members who wish an additional copy.

2. Mr. Sata addressed the issues that members are allowed only two (2) consecutive unexcused absences before that member can be replaced.

a. Member Charboneau asked for clarification on what is considered an excused absence. Chairman Jordan response was that from the date of this meeting going forward that an excused absence would be an absence in which the member provides the committee and committee staff with prior notification that they will not be able to attend the scheduled meeting.

3. Mr. Sata addressed the issues the committee has had in achieving a quorum noting that by law the committee is required to have only seven (7) members and that reaching a quorum may be made easier if the committee was reduced from nine (9) to seven (7) members. Mr. Sata will address this recommendation with the Board of Trustees Subcommittee on the Citizens’ Bond Oversight Committee when it next convenes.

B. CBOC Monthly Newsletter Presenter – Camille James, Interim Business Operations Coordinator, SCC 1. On May 2, 2014 the inaugural issue of the CBOC monthly newsletter was distributed.

a. This publication will be distributed on a monthly basis on the first Friday of each month.

b. Submissions for the newsletter by members of the committee are welcomed and encouraged. Dates for article or comment submissions will be e-mailed to the committee no less than two weeks before the next issue is to be released.

2. Chairman Jordan noted that this newsletter is a good method of keeping the committee connected to what is going on at the college and with the bond in-between committee meetings.

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C. 2014-2015 Committee Meeting Schedule Presenter – Leigh Sata, Executive Bonds Manager, SCC 1. Recursion schedule

a. The committee unanimously agreed to continue to meet quarterly. b. Meetings days will be the second (2nd) Monday of each quarter. The next scheduled

meeting dates are: • Monday, August 11, 2014 • Monday, November 10, 2014 • Monday, February 9, 2015

c. Meetings will be at 5:30pm and run for no less than one (1) hour. d. All meeting will be held at the Fairfield Campus, Administrative Swing Space (360

Campus Lane, Fairfield, CA 94534) with the exception of the February 9th meeting which will be held on the Fairfield Campus in Building 600.

D. Update of Committee Members Contact Information

Presenter – Camille James, Interim Business Operations Coordinator, SCC 1. All committee members were given a contact information sheet in their packets to be completed

and returned to committee staff at the conclusion of the meeting. a. Any member that did not complete or return the contact information sheet provided

may request a copy and return it to [email protected] or 360 Campus Lane, Office 238, Fairfield, CA 94533.

VI. ITEMS FOR COMMITTEE CONCURRENCE

A. Measure G and Q General Obligation Bonds, Financial and Performance Audit

Presenter – Terri Montgomery, Partner, Vavrinek, Trine, Day & Co, LLP 1. Measure G - Financial

a. Financial Audit: Presents Fairly • In our opinion, the financial statements referred to present fairly, in all material

respects, the financial position of the Measure G Building Fund General Obligation Bonds of Solano Community College District at June 30, 2013, and the changes in financial position for the period then ended in conformity with accounting principles generally accepted in the United States of America.

b. Member Charboneau asked of the auditor why the specificity of “in the United States of America”.

• The auditor response was that the inclusion of “in the United States of America” is to specify that the bond is in compliance with the accounting principles of the United States as other countries have different standards. The auditor went on to note that new reporting language standards were instituted in 2013 and that “unqualified” is now reported as “unmodified”.

c. Financial Statement Findings • None noted

2. Measure G – Performance a. The results of our tests indicated that the District expended Measure G funds only for

the specific projects approved by the voters, in accordance with Proposition 39, and outlined in Article XIII A Section 1(b)(3)(C) of the California Constitution.

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mailto:[email protected]

3. Measure Q – Financial a. Financial Audit: Presents Fairly

• In our opinion, the financial statements referred to present fairly, in all material respects, the financial position of the Measure Q Building Fund General Obligation Bonds of Solano Community College District at June 30, 2013, and the changes in financial position for the period then ended in conformity with accounting principles generally accepted in the United States of America.

b. Financial Statement of Findings • One Finding

o See page 14 of the Measure Q General Obligation Bonds Financial Audit.

4. Measure Q – Performance a. The results of our tests indicated that the District expended Measure Q funds only for

the specific projects approved by the voters, in accordance with Proposition 39, and outlined in Article XIII A Section 1(b)(3)(C) of the California Constitution.

b. Member Charboneau asked of the auditor why if there were no funds spent on projects why the report language reads, “expended Measure Q funds only for the specific projects approved by the voters in accordance with Proposition 39.”

• The auditor’s response was that the language used is general used in all audit reporting but agreed that the report would read better with the statement, “meets language of the bond”.

c. Member Charboneau posed his question, for comment, to Mr. Sata as the Executive Bond Manager.

• Mr. Sata’s response was that that question would be better addressed by Bond Counsel and that he would invite counsel to the next meeting to respond.

a. Chairman Jordan concurred with this decision. d. Member Quinn asked Member Charboneau to further clarify his question, on if his

inquiry was meant to bring clarity on a specific concern he had that would be of benefit for the entire committee to have knowledge of.

• Chairman Jordan further clarified Member Quinn’s question for Member Charboneau who response was, no. Member Charboneau was just request further clarification on the use of the identified language.

B. Measure G Quarterly Report

Presenter – Ines Zildzic, Program Manager, Kitchell CEM 1. This Quarterly Report covers financials through the end of second quarter (12/31/13). It

includes projects in progress, a note about future planned projects, a financial summary, completed projects and a master program schedule section. The following is a summary of report highlights made to the Committee regarding projects in progress:

2. Building 600 a. The drawings for this building’s renovations were approved by the Division of the

State Architect (DSA) in April 2014. b. Board approval of DPR’s contract is scheduled for May 21, 2014. c. This building is scheduled to be completed by December 2014.

3. Vacaville Center Parking Lot Extension a. This project construction is complete and the new parking lot opened to public first

week in April. This project was coordinated with District Photovoltaic Project and all of the solar panels are also complete.

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4. Building 202/200 Child Development Center a. This project is currently being evaluated for department needs related to their kitchen

facility. The expansion of the program will be part of a project under Measure Q Bond program.

5. Building 1100 Portables Demolition a. There is no update for this project. It remains connected to State funded Library

Building Renovation project. 6. Building 1200 Theater Building Renovation

a. This is a State funded project and is current in schematic design. Preliminary plans were submitted to the State Chancellor’s office first week of April and the District is anticipating release of next phase funded by the end of June. This renovation project will address all of structural, ADA and seismic upgrades necessary and also renovate the existing theater.

7. Financial Summary was reviewed to cover three major categories: a. Expenditures for projects completed and projects in progress were reconciled with the

Audit Report for fiscal year 12/13. In addition, projects that have been deemed complete were reviewed for any fund balances. The Committee was briefed on the Methodology and Variance Analysis applied to reallocate any fund balances from projects that are now complete.

C. Measure G Annual Report Presenter – Ines Zildzic, Program Manager, Kitchell CEM 1. Ms. Zildzic reported that the purpose of the Annual Report is for the CBOC Committee to

report that, to the best of their knowledge, Solano CCD has complied with the requirements of the state law in its accounting for an expending of Bond Funds. The Annual Report includes seven sections of which two major sections are contained within section 4 - Letter from the Chair and a summary of meetings held in fiscal year 12/13 as required by Proposition 39 language regarding CBOC. It also includes a financial report for fiscal year end 12/13.

2. Chairman Jordan motioned for the committee to accept the annual report. The motion was moved by Member Bertagnolli and seconded by Member Sunga. The motion carried unanimously.

• Member Bertagnolli asked for clarification on what was a “lease-leaseback” and what is its

intended end result. o Ms. Zildzic response was that a lease-leaseback is an alternative construction/project bid

delivery method. A contractor is selected early on in the process based on their qualifications as well as their price point. The intent is to ensure that the end product is of quality and the project is completed with fewer change orders.

• Member Sunga asked if the lease-leaseback incurred any additional financial cost then other

delivery methods o Mr. Sata response was that there is not much difference in price from the traditional

delivery methods.

• Mr. Sata asked Ms. Zildzic to provide the committee with a status update on Building 1200. o Building 1200 renovation is being paid for out of state funding. The renovations have been

approved by the state and the estimated start date for construction is summer 2015.

213

• Member Bertagnolli suggested that a “dashboard” be created so that the committee could see “trouble spots” quickly. o Mr. Sata agreed to develop a few ideas for consideration by the committee for the next

CBOC meeting.

• Member Bertagnolli asked for the definition of defeasance. o Ms. Zildzic responded that she will follow up with a more thorough definition. According

to Investopedia online dictionary, the definition is “when the borrower sets aside cash to pay off bonds, the outstanding debt and cash offset each other on the balance sheet and don't need to be recorded.”

• Mr. Sata clarified the reporting periods of the two reports and noted that due to the different cut

off dates for each of the two reports presented by Ms. Zildzic, the total fund amount remaining as reported in the quarterly report is lower than the total reported in the annual report. The annual report is reporting activity from July 1, 2012 until June 30, 2013, whereas the quarterly report period begins on October 1, 2013 and ends on December 31, 2013. The next quarterly report will cover the period from January 1, 2014 through March 31, 2014.

• Chairman Jordan asked if there were contingencies for unforeseen expenses posted after a project has been closed out. o Mr. Sata responded that there are multiple close-out processes: DSA, internal and financial.

After DSA closes a project, the District still has training, operations manuals and other documents that must be reviewed. As part of the financial close-out process, vendors are contacted and all open Purchase Orders are reviewed and closed. Once the outstanding financial issues are resolved, the project can be considered closed. By this time, no further contingencies are required. However, the “lag time” for this due-diligence process is why a project can remain “un-closed” after construction is completed.

• Member Dennis asked if an Outlook invite for all the next scheduled meetings could be sent out to each member. o Ms. James responded that invitations for all the meetings will be sent out no later than

Wednesday, May 7, 2014. • Member Bertagnolli asked if the committee could receive future reports requiring their review

or acceptance be sent out when they are completed. o Mr. Sata response was yes. The committee support staff would do its best to get reports to

the committee in a timelier manner.

VII. FUTURE MEETINGS: A. The next schedule meeting will be Monday, August 11, 2014

1. Bond Counsel will be present at this meeting to address the question posed by Member Charboneau.

VIII. ADJOURNMENT

Chairman Jordan adjourned the meeting at 6:43 pm.

214

5000 Hopyard Road, Suite 335 Pleasanton, CA 94588 Tel: 925.734.6600 Fax: 925.734.6611 www.vtdcpa.com

F R E S N O L A G U N A H I L L S P L E A S A N T O N R A N C H O C U C A M O N G A P A L O A L T O

To the Audit and Budget Oversight CommitteeSolano Community College District

We have audited the financial statements of the Measure Q bond resources of Solano Community College Districtfor the year ended June 30, 2013. Professional standards require that we provide you with information about our responsibilities under generally accepted auditing standards (and, if applicable, Government Auditing Standardsand OMB Circular A-133), as well as certain information related to the planned scope and timing of our audit. We have communicated such information in our letter to you dated August 20, 2013. Professional standards also require that we communicate to you the following information related to our audit.

Qualitative Aspects of Accounting Practices

Management is responsible for the selection and use of appropriate accounting policies. The significant accounting policies used by Solano Community College District are described in Note 1 to the financial statements. No new accounting policies were adopted and the application of existing policies was not changed during the fiscal year ended June 30, 2013. We noted no transactions entered into by the governmental unit during the year for which there is a lack of authoritative guidance or consensus. All significant transactions have been recognized in the financial statements in the proper period.

Accounting estimates are an integral part of the financial statements prepared by management and are based on management’s knowledge and experience about past and current events and assumptions about future events. Certain accounting estimates are particularly sensitive because of their significance to the financial statements and because of the possibility that future events affecting them may differ significantly from those expected. There were no significant estimates for the Measure Q bond resources.

The financial statement disclosures are neutral, consistent, and clear.

Difficulties Encountered in Performing the Audit

We encountered no significant difficulties in dealing with management in performing and completing our audit.

Corrected and Uncorrected Misstatements

Professional standards require us to accumulate all known and likely misstatements identified during the audit, other than those that are trivial, and communicate them to the appropriate level of management. The only difference noted was the county cash fair market value of $25,628 for the bond fund that in accordance with industry standards was not recorded. Management has determined that their effects are immaterial, both individually and in the aggregate, to the financial statements taken as a whole.

PA-E3.5.10

215

Disagreements with Management

For purposes of this letter, professional standards define a disagreement with management as a financial accounting, reporting, or auditing matter, whether or not resolved to our satisfaction, that could be significant to the financial statements or the auditor’s report. We are pleased to report that no such disagreements arose during the course of our audit.

Management Representations

We have requested certain representations from management that are included in the management representation letter dated March 3, 2014.

Management Consultations with Other Independent Accountants

In some cases, management may decide to consult with other accountants about auditing and accounting matters, similar to obtaining a “second opinion” on certain situations. If a consultation involves application of an accounting principle to the governmental unit’s financial statements or a determination of the type of auditor’s opinion that may be expressed on those statements, our professional standards require the consulting accountant to check with us to determine that the consultant has all the relevant facts. To our knowledge, there were no such consultations with other accountants.

Other Audit Findings or Issues

We generally discuss a variety of matters, including the application of accounting principles and auditing standards, with management each year prior to retention as the governmental unit’s auditors. However, these discussions occurred in the normal course of our professional relationship and our responses were not a condition to our retention.

This information is intended solely for the use of the Audit and Budget Oversight Committee, Citizens Bond Oversight Committee, and management of Solano Community College District and is not intended to be and should not be used by anyone other than these specified parties.

Pleasanton, CaliforniaMarch 3, 2014

216


Adoption of District Equal Employment Opportunity Plan

I. INTRODUCTION

Statement from SCC Superintendent-President:

The Solano Community College District’s Equal Employment Opportunity Plan (EEO Plan) was adopted by the SCC Governing Board on September 18, 2013. The

Plan reflects the District’s commitment to Equal Employment Opportunity and is revised on an annual basis. It is the District’s belief that taking steps to ensure

equal employment opportunity and to create an academic environment which is welcoming to all will foster diversity, promote educational excellence, and provide a quality student learning experience.

The EEO Plan’s immediate focus is to foster equal employment opportunity in its recruitment and hiring policies and practices to enrich the diversity of SCC. The

Plan contains an analysis of the demographic makeup of the District’s workforce population and the requirements for a complaint procedure for noncompliance

with Title 5 provisions relating to equal employment opportunity programs. The Plan relies on consultation with the College’s established Equity and Inclusion

Advisory Council (E.I.A.C.), to include specific goals and activities to promote equity as a central interest of our Institutional Planning and to enhance the College’s educational presence in our community.

The District endeavors to hire and retain faculty and staff who are sensitive to, and knowledgeable of, the needs of the diverse student body it serves and pursues

methods to support equal employment opportunity and procedures for dissemination of the Plan.

Solano Community College has maintained its commitment to equal employment opportunity and diversity practices since its inception and embraces equal

employment opportunity and diversity as part of the District’s core values.

Jowel Laguerre, Ph.D.

Superintendent/President Solano Community College

PA-E3.6.1

217

SOLANO COUNTY COMMUNITY COLLEGE DISTRICT

NONDISCRIMINATION 4030

POLICY: The District is committed to equal opportunity in educational

programs, employment, and all access to institutional

programs and activities.

The District, and each individual who represents the District,

shall provide access to its services, classes, and programs

without regard to race, religion, creed, color, national origin,

ancestry, disability, sex (i.e., gender), marital status, or sexual

orientation.

The Superintendent/president shall establish administrative

procedures that ensure all members of the college community

can present complaints regarding alleged violations of this

policy and have their complaints heard in accordance with

the Title 5 regulations and those of other agencies that

administer state and federal laws regarding

nondiscrimination.

No District funds shall ever be used for membership, or for

any participation involving financial payment or contribution

on behalf of the District or any individual employed by or

associated with it, to any private organization whose

membership practices are discriminatory on the basis of race,

creed, color, sex (i.e., gender), religion, or national origin.

REFERENCES/ California Government Code, Section 12940 et seq.

AUTHORITY:

California Education Code, Sections 66250, et seq.; 72010 et seq.

California Administrative Code, Title 5, Sections 53000, et seq.

Solano Community College District Affirmative Action Policy

SLD/zg

BP 4030

ADOPTED: May 19, 1982

REVISED: February 18, 1987

February 5, 1992

January 21, 2004

PA-E3.6.2

218


EQUAL EMPLOYMENT OPPORTUNITY 4035

POLICY: The Board supports the intent set forth by the California

Legislature to assure that effort is made to build a community

in which opportunity is equalized, and community colleges

foster a climate of acceptance, with the inclusion of faculty

and staff from a wide variety of backgrounds. It agrees that

diversity in the academic environment fosters cultural

awareness, mutual understanding and respect, harmony and

respect, and suitable role models for all students. The Board

therefore commits itself to promote the total realization of

equal employment through a continuing equal employment

opportunity program.

The Superintendent/President shall develop, for review and

adoption by the Board, a plan for equal employment

opportunity that complies with the Education Code and Title

5 requirements as from time to time modified or clarified by

judicial interpretation.

REFERENCES/

AUTHORITY: California Education Code, Sections 87100, et. Seq.

California Administrative Code, Title 5, Section 5300, et. seq.

JW/cw SLD/zg

BP 4035

ADOPTED: January 21, 2004

PA-E3.6.3

219


COMMITMENT TO DIVERSITY 4037

POLICY: The District is committed to employing qualified

administrators, faculty, and staff members who are dedicated

to student success. The Board recognizes that diversity in the

academic environment fosters cultural awareness, promotes

mutual understanding and respect, and provides suitable role

models for all students. The Board is committed to hiring

and staff development processes that support the goals of

equal opportunity and diversity, and provide equal

consideration for all qualified candidates.

REFERENCES/

AUTHORITY: California Education Code, Section 87100 et seq.

California Administrative Code, Title 5, Section 5300, et. Seq.

JW/cw SLD/zg

BP 4037

ADOPTED: January 21, 2004

PA-E3.6.4

220

EEO/DIVERSITY

TRAINING AND COMMITTEEORIENTATION

A D M I N I S T R AT I V E A N D FA C U LT Y R E C R U I T M E N T

C O M M I T T E E S

SOLANO COMMUNITY COLLEGE

SCC Human Resources

PA-E3.6.5

221

AGENDA

Background-Diversity and required EEO training

Federal and State Laws

District Policies/Demographics

The Recruitment Process

222

Diversity Hiring

When it all began •1961–Affirmative Action linked to civil rights.

The CCC Commitment •1977 –California Code of Regulations, Title 5 Adopted. •1978 –Sections 87100 et seq. of Education Code adopted Affirmative Action hiring. •1988 –AB1725 (Ed Code 87100 et seq.) emphasis on a major commitment to Affirmative Action.

Voters Change the California Constitution •1996 –Proposition 209. •2002–CA Code of Regulations, Title 5, Sections 51010 & 53000 et seq. Revised Ed Code 87100 –87107 Revisions followed.

The Next Step •2006–Chancellor’s Office –Approved Model EEO Plan. •2010–Has been placed on hold by Chancellor’s Office.

223

CCC Board of Governors' Support

Equity & Diversity

“The Legislature has sent a clear message that

unlawful employment discrimination will not be

tolerated, and that diversity still remains a

system goal.”

(Board of Governor’s response to Prop. 209)

224

Our Commitment


is committed to honoring diversity by providing

students, faculty and staff with an environment free from

prejudice.

Diversity

The mosaic of people who bring a variety of

backgrounds, styles, perspectives, values, and beliefs

as assets to the groups and organizations with which

they interact.

225

The Hiring Challenge

The law has changed

The vocabulary has changed

The concepts have changed

But . . . .

Expected results have not changed

226

The Law Has Changed

Law has long required “equal opportunity” employment

Meaning of “equal” has changed

Equal access – to equal treatment

227

What is

Equal Employment Opportunity?

Equal Employment Opportunity ensures that recruitment efforts afford all groups equal opportunity to apply for job opportunities.

“Equal employment opportunity” means that all qualified individuals have a full and fair opportunity to compete for hiring and promotion and fully enjoy the benefits of employment by a community college district… (Section 87101(a))

ALL SUCH DISCRIMINATION IS UNLAWFUL.

228

The Vocabulary Has Changed

Affirmative Action EEO

Affirmative Action Hiring Diversity Hiring

Underrepresented Groups Monitored Groups

229

The Concepts Have Changed

Improving representation of specific underrepresented

groups

Creating work environments that are “diverse” in

many respects (race/ethnicity, gender, religion, age,

disability, sexual orientation, socio-economic status,

marital status, geography, etc.)

230

Expected Results

Eliminate under representation based on gender,

race, color, ethnicity , national origin, veterans

and disability.

231

FEDERAL LAWPROHIBITS DISCRIMINATION

Equal Employment Opportunity Commission

EEOC enforces Federal statutes that prohibit discrimination.

Provides oversight & coordination of all Federal EEO regulations,

practices and policies.

Title VII of the Civil Rights Act of 1964

Prohibits discrimination on the basis of race, color, religion, sex,

pregnancy, or national origin.

Title IX of the Education Amendments of 1972

Prohibits sex discrimination.

232

Age Discrimination Act of 1975

Prohibits discrimination on the basis of age in programs or activities

receiving Federal financial assistance (age 40+).

The Americans with Disabilities Act of 1990

Prohibits discrimination against the disabled in employment and public

services.

FEDERAL LAWPROHIBITS DISCRIMINATION (cont.)

233

STATE LAW PROHIBITS DISCRIMINATION

Proposition 209 - Prohibits discrimination or preferential treatment on the basis of

race, sex, color, ethnicity, or national origin.

California Government Code Section 11135 through 11139.5 - Prohibits

discrimination against any person or denial of benefits on the basis of ethnic group

identification, religion, age, sex, color, or physical handicap or mental disability under any

program that is funded directly by the State or receives any financial assistance.

California Fair Employment & Housing Act, CA Gov’t Code 12900, et. seq.Prohibits discrimination in employment on the basis of race, religious creed, color, national

origin, ancestry, physical handicap, medical condition, marital status, sex, age (over 40), and

pregnancy.

California Labor Code 1102.1 - Prohibits discrimination or different treatment in any

aspect of employment or opportunity for employment based on actual or perceived sexual

orientation.

California Code of Regulations, Title V – Sections 51010 & 53000 et seq. -

Inclusive Outreach *** Careful Data Collection *** Adverse Impact Monitoring

Education Code – Section 87100 – 87107 – EEO hiring.

234

Recruitment Committee Process

235

Confidentiality

Do not discuss any candidates or the committee process outside of

committee meetings.

Maintain detailed, accurate, job-related written material.

Do not release any information to unauthorized persons.

Refer all hiring process inquiries to Immaculate Adesida, x4530.

Return ALL materials with signatures to the committee chairperson

after the final candidates have been selected.

IMPORTANT

A breach of confidentiality may result in:

Disciplinary action

Suspension of the privilege to serve on a recruitment committee.

236

Conflict of Interest

May Occur when Screening Committee Members are:

-Related by blood or marriage to an applicant OR

-Have a personal or financial relationship with an applicant that

would prevent committee member from being objective during

the screening process.

Committee Member’s Responsibilities:• recognize potential biases or conflicts of interest.

• discern whether or not a close friend, or a possible dislike

of someone would be so compelling that you cannot

remain fair or impartial.

• understand that NOT revealing a conflict of interest could

lead to a complaint of an unfair hiring practice.

• withdraw from the committee if a conflict of interest exists.

237

Chairperson Responsibilities

Guides, directs, facilitates, and oversees committee meetings.

Reviews committee responsibilities with members.

Monitors the overall process for fairness.

Coordinates and attends all committee meetings andinterviews.

Facilitates the development of the interview questions and submits for approval.

Submit interviewee names to Human Resources for committee and final interviews.

Maintains compliance with all district policies and procedures governing the hiring process.

238

Committee Member Responsibilities

Attends all meetings and interviews. Missing a portion of any interview disqualifies the committee member.

Adheres to hiring guidelines to ensure bias does not contaminate the process.

Protects the integrity of the process.Maintains confidentiality at all times (before, during, and following the recruitment process).

Discusses applicants only during appropriate committee meetings.

239

Works with chair to develop interview questions.

Reviews all applicant files.

Screens and evaluates applicants fairly and consistently.

Determines applicants to invite for first and final interviews.

Fully completes, signs and returns all recruitment materials.

Committee Member Responsibilities (cont.)

240

Equal Employment Opportunity Representative

Serves as a representative of the District’s staff diversity efforts. Along with the Chairperson, monitors the selection process for adherence to established procedures and sound personnel practice.

Monitors the development of screening criteria and interview questions.

Serves as a resource in the areas of equal employment opportunity

Serves as a liaison between the Committee and Human Resources.

241

Prior to First Committee Meeting:

Committee Work Begins…

First Committee Meeting:A timeline is set – members agree on a schedule (Bring your calendars).

Oral Interview Evaluation Forms are developed.

1. Interview Evaluation Form (diversity question required)2. Teaching demonstration or presentation (if applicable) 3. Writing exercise (if applicable)4. Other applicable job-related performance indicators5. Times assigned to each applicable portion

EEO training is completedConfidentiality/conflict of interest statements are signed and returned to HR

242

Step 1 – Review the Job Announcement

-Discuss the most important traits of a successful candidate

-List the skills, knowledge, and abilities (job announcement) that

would result in a superior performance in that position.

Step 2 – Develop Experienced-based Questions

Characteristics of effective experienced-based questions…

Distinguish between the applicant’s ability to do the job

and their ability to get the job done!

Shift focus from experience to results, i.e. job performance, accomplishments, productivity.

Highlight what an applicant has accomplished rather than

highlighting their total years of experience in the field.

Cause the applicant to describe their past results and accomplishments.

Tips for Developing Effective Questions

243

Experienced-based Questions Contain Three Key Components

1. Require candidates to draw from past experiences.

2. Require candidates to describe specific examples.

3. Prevent candidates from answering with a prepared statement.

Sample Questions

Diversity: “Describe a specific event in your past that

has shaped your approach in dealing with diverse groups of

individuals.”

Team: “Please describe your experience working as a member

of a team, the role you played, and the outcome of the project.”

Professional Development: “Please provide specific examples of how

you have worked toward your own professional development.”

“The best predictor of future performance is

past performance in similar situations.”

244

• Applicant pool is certified by Human Resources.

• Questions are completed and approved.

• Committee sets a tentative schedule for future

committee work, i.e. paper screening, interview dates, etc.

• Human Resources notifies all committee members when

and where applicant files are available for paper

screening review.

• List of applicants and the paper screening forms are

created by Human Resources.

Before the Applicant Files are Released for Committee Review

245

Paper Screening Guidelines

Measure each applicant file in the same fair and consistent manner. All applicant files must be reviewed by each committee member.

The Paper Screening is to be conducted without reference to or consideration of personal knowledge of the applicant or perceived or actual race, ethnicity, religion, disability, sexual orientation, or other protected characteristics

Review each applicant file thoroughly. Evaluation must be based entirely on how the application materials relate to the job announcement, i.e. required qualifications, position description and desirable qualifications.

Confidentiality must be maintained on all application packets, including no discussion of the applicants during the screening process.

Committee member signatures and comments are required for each completed evaluation sheet.

*Every District Document is Discoverable*

246

How to Assess the Evidence for Sensitivity Minimum Qualification Statement

“A sensitivity to and understanding of the

diverse academic, socioeconomic, cultural,

disability and ethnic backgrounds of community

college students.”

Paper screening: Diversity question on the

application

Oral interview: diversity question required

247

Look and Listen for: (cont.)

• History of involvement in communities or colleges with

diverse populations.

• Membership in organizations promoting understanding of

other groups.

• Experience in implementing innovative multicultural and/or

international courses, programs or workshops.

• Materials and publications prepared by the candidate

manifesting knowledge and/or sensitivity.

248

Candidates with Disabilities

It is unlawful to ask an applicant questions about his/her disability before a job offer is made. Even if the committee becomes aware of an applicant’s disability during the hiring process, the committee may NOT ask about its nature or severity. These questions can only be asked after a job offer is made.

Do not “make a note” or write down the nature of the disability or any information relating to it.

249

During the interview process,

please keep in mind…

that the candidates are interviewing SCC with the same level of

interest……………………………and

that the candidates should always leave SCC feeling that the process was

handled professionally,………………………..and

that they were treated with respect!

Review the job announcement.

Assign questions to committee members

Note: Failure to attend any portion of any candidates’ interview will

disqualify the committee member from further participation in the

process.

Oral Interviews

Before the interviews begin….

250

Rating the Candidates During Interviews

Complete one interview evaluation form per candidate (forms provided by HR).

Evaluate each candidate only on the basis of performance during

their interview.

Write down as much information as possible that weighs into your

overall summary.

Be consistent…evaluate each applicant in the same fair and

impartial manner.

Fully complete, sign and date each interview evaluation form.

251

Asking Follow-up Questions

Follow-up questions may be asked

ONLY IF

they meet the following criteria:

1. The follow-up question is directly related to the original

question. For example – Can you expand on your specific

role in the project?

2. The follow-up question is directly related to something

contained in their answer. For example – you mentioned

you won an award, can you tell us more about that?

252

Hold Committee Discussion until …

1. All interviews have been completed.

2. Each committee member has had an opportunity to

complete and sign all forms.

3. Each committee member determines which candidates he/she

would recommend for final consideration.

After Oral Interviews

253

After the Completion of All Interviews

TIME TO DISCLOSE

Previously Known Information Relative to a Candidate Information must be:

*factual*verifiable*reliable

NO Personal Opinions

During committee discussion, never share personal experiences involving candidates.

To do so can create bias and influence the judgments of other committeemembers as well as subject you to personal liabilities.

254

Final Candidate Selection for Administrative Committees

Administrative Procedure

The committee will recommend the finalists to the Superintendent/President - Unranked for a second interview.

If a decision is reached by the Superintendent/President, Dean and the hiring committee to recommend one of the candidates, Human Resources will be informed in writing.

In the event the Superintendent/President, Dean and the committee decide not to recommend any of the final candidates, the committee will reconvene to determine if it will recommend one or more additional candidates for interview, or to recommend recruitment for additional candidates.

255

Housekeeping

After interviews are completed committee members should review:

Oral interview evaluation form Notes of any type Any other pertinent recruitment materials

Check to ensure all forms are completed and signed.

Return All Forms to the committee chairperson.

Important Note:

Failure to return all materials is a violation of the Public Records Act!

256

Help Maintain the Integrity of the Hiring Process

If you become aware of acts that violate confidentiality or fairness, immediately notify:

Wade LarsonAVP, Human Resources

Ext.7263

257

Hiring the best fit for a position lays the

foundation for a strong and productive

work force for an organization….

Making an organization diverse starts

with a fair and unbiased hiring process!

258

PA-E3.6.6

259


VOLUNTARY EXIT QUESTIONNAIRE

Name:

Position: Supervisor:

Resignation Date: Last Working Day:

1. Please indicate below the reason(s) why you are leaving the District:

2. Do you believe that your performance evaluations were valuable? If "yes," in what ways? If "no," why not? How would you

improve the process?

3. Do you believe that you were given a satisfactory orientation upon initial employment to:

General orientation concerning salary/benefits

given by Human Resources Yes No

The role of the community college in general. Yes No

SCC purposes, goals, objectives/priorities. Yes No

Your job assignment and your department. Yes No

4. What have you most enjoyed about working at SCC?

5. What have you least enjoyed about working at SCC?

6. What was your level of job satisfaction while working at SCC?

7. What would you recommend to increase morale among personnel at SCC?

8. If you would like to share any other impressions you have about the District not covered in the questions above, please

indicate below:

Date: Signature:

E:\forms\EXIT 4-Vol Exit Ques.doc

PA-E3.6.7

260


EMPLOYMENT OF DISTRICT PERSONNEL 4000

POLICY: The selection and appointment of all personnel is the

responsibility of management, subject to final approval of

the Governing Board.

The objective of the District is to recruit and employ the best

qualified applicants available for any vacant position

consistent with Title 5 regulations.

Applicants shall be evaluated for a position on the basis of

meeting educational background and experience

qualifications, the possession of skills and professional

knowledge, and any other job-related criteria applicable to

the position consistent with approved job descriptions.

REFERENCES/

AUTHORITY: Solano Community College District Governing Board

California Administrative Code, Title 5, Section 51010

SLD/zg

BP 4010

ADOPTED: May 19, 1982

REVISED: February 18, 1987

March 5, 2003

January 21, 2004

PA-E3.6.8

261

1

Rachel Ancheta

From: Rachel AnchetaSent: Monday, March 24, 2014 3:19 PMTo: ALGSubject: Non-Faculty New position process for (2014-2015 fiscal year)- Submission deadline

April 4, 2014. Attachments: Personnel+Requisition+for+Mngment+and+Classified1.pdf;

Non_Fac_Prioritizationv4.pdf; _TEMPLATE_NEW JD.doc

Just a reminder, this is the time of year to propose new positions for the new fiscal year. The NonFaculty New Position process (attached) is designed for management to review their current staffing requirements and determine if new positions are required for FY20142015. If your department/divisions requires new positions, be sure to begin the process below:

1. Management identifies need for new position(s) with input from program review, area committee, and 3 yearplans. In addition, management determines cost and allocates funding for the new position.

2. Once identification and funding complete, management completes the Personnel Requisition Form (attached)and provides Job descriptions (template attached) to me by April 4, 2014.

Once all new positions are received, the process will continue for the next couple months for review and finalized in July.

New nonfaculty positions are defined as: 1. CSEA, Local 39 or ALG Positions2. This does not include replacements or reclassifications

If you have any questions regarding the process, please let me know.

Regards, Rachel Ancheta, PHR Human Resource Generalist Solano Community College Phone 707.864.7000 ext. 4784 Fax 707.646.2075 [email protected]

PA-E3.6.9

262

Academic Senate/Ed Admin Joint Meeting Minutes November 25, 2013 Page 1 of 4

1. Call to Order

President Gunther called the meeting to order at 3:05 pm.

2. Roll Call:

Academic Senate: Susanna Gunther, President, Sabine Bolz, Kevin Brewer, Nick Cittadino, Catherine Cyr,

Joe Conrad – ex officio, Erin Duane, Lisa Giambastiani, Amanda Greene, Les Hubbard, Katherine Luce,

Amy Obegi, Teri Pearson-Bloom, Ken Williams, Michael Wyly, Connie Adams, Admin Assistant

Ed Admin: Peter Cammish, Lily Espinoza, Jerry Kea, Bruce Kinghorn, Shirley Lewis, Maurice McKinnon,

Maire Morinec, Barbara Pavao, John (Zhanjing) Yu

Absent/Excused: Lue Cobene, Sal Codina, Dale Crandall-Bear ex-officio, Neil Glines, LaNae Jaimez, Diane

White

Guests: Marion Cowee, Tonmar Johnson

3. Approval of Agenda – November 25, 2013

Motion to approve – Senator Bolz; Seconded – Senator Pearson-Bloom; Passed – unanimous

4. Comments from the Public

5. Information/Discussion Items

5.1 Faculty Hiring

President Gunther reported the Academic Senate did not receive the list until this meeting. Dean Lewis

asked Dean Cammish to begin the discussion by explaining the criteria and process used by the deans to

determine priority. Dean Cammish reported that 21 position requests were received. The deans reviewed

and rated each position on four criteria: efficiency; labor market and potential for growth; staffing and

capacity; assessments. Twenty positions were placed on the list and to create a mathematical list, deans had

20 points to distribute to their priority choices. Following a lot of discussion, some changes were made to

the list. Dean Lewis added that, after the deans’ opportunity for input, S/P Laguerre wanted consideration

for aeronautics, business, accounting, and nursing. Dean Morinec pointed out there will be no full-time

faculty teaching business courses in the spring due to two retirements and one instructor going on full-time

release. FTES are routinely full and, as noted in Program Review, one accounting instructor is retiring this

semester. The Aeronautics program requires one instructor for every 24 students and one of the two full-

time instructors is retiring. Dean Kea noted none of the seven requests for CTE positions made the list.

Concern was voiced and due to Chancellor’s Office requirements as well, a balance was created. Dean

Lewis reported the Board of Registered Nursing made an accreditation visit recently. The BRN exit report

noted the College should consider hiring a full-time nurse with geriatrics expertise to work on curriculum

changes required by the BRN and also open the CRN program.

The academic deans each gave a brief rational for their fall 2014 positions that were included on the list.

CTE/Business - Maire Morinec:

Business has only one full-time faculty who will be on release time this spring and the other full-time

instructor will be teaching business and CIS. Due to retirements, five classes now have to be taught by

adjuncts. Emergency hiring will get the department through spring and maybe fall. The full-time

Accounting instructor is retiring this semester and adjunct hiring is planned for spring. Aeronautics is a

vibrant and growing program that must have a full-time instructor.

The Auto Tech Program has restarted and will be moved from Armijo High School to a new location in

Vallejo. To have NATIF certification, the industry standard, two full-time instructors are required.

ACADEMIC SENATE/ED ADMIN

JOINT MEETING

Adopted Minutes

November 25, 2013

ASSC 1421

3:00 pm – 5:00 pm

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CIS will be interviewing next week for a spring full-time tenure track position.

Auto Body is a growing program in the second year of Perkins funding and three years is the maximum

allowed. Two positions are currently funded with soft money and the College should consider bringing the

positions into the main stream. The two faculty were hired on tenure track positions and the salary and

benefits (about $200,000) out of Perkins decreases funding for programs, professional development and

equipment.

Office Tech currently has no full-time instructors. Program and Curriculum reviews were completed, forces

realigned, and significant changes made. It is also an entry level program for many students and it is

unfortunate it is at the bottom of the list.

Counseling – Barbara Pavao: Counseling put forth three positions. Over the past five years or so, the

College has been calculating which counselors to include in this hiring priority process. Bringing DSP,

EOPS, etc. into the enumerators, contractually we are still within the ratio. However, the Student Success

Initiative (SSI) relies heavily on counseling (previously matriculation) services and will be much more

intensive. Services have always been provided but never mandated as they will be now. All three position

requests are for general counselors. Another impact on counseling comes from CTE grants that include a

counseling component. The College has approximately 9.1 FTE counselors and it has become quite a

challenge for them. More adjuncts have been used but that budget was severely cut. The counselor/student

ratio is about 1:1400 without taking into account the counselor teaching time. DSP and EOP students often

see general counselors as well. Counseling 101 will be initiated in spring and could double efficiency. The

department is looking at ways to do things differently and, if the course can address some of the SSI issues, it

will be a good use of counselors’ time. Counselors are limited to 40% teaching, some are at 100%

counseling, and the average in-load per counselor is one.

Senator Pearson-Bloom pointed out that decreased enrollment occurs if students can’t see counselors and

Senator Cittadino noted the importance of personal contact.

Math/Science – John Yu: Six positions were put forward but, due to needs in other areas, he looked for

balance. Math and Science generate 1/3 of FTES.

The only full-time Astronomy/Physics instructor is retiring. Other schools of comparable size generally

have two full-time.

Chemistry has a ratio of 40:60 full-time to part-time faculty but should be at least 50% full-time. It is

difficult to find part-time instructors and by the time interviews are scheduled a pool of five may decrease to

one.

The Math ratio is also below at 45:55.

One full-time Anatomy instructor is retiring.

Following questions and discussion, it was understood that full-time faculty positions that were approved last

year for Computer Science and Horticulture will be hired as soon as possible and are not included as part of

the new positions on the current list of positions that will be hired for fall 2014.

Liberal Arts – Bruce Kinghorn: Interior Design and Journalism are totally covered by adjuncts but the

greatest need is in English with about five full-time faculty lost due to resignations and retirements. It is

very difficult to find adjuncts and the pools decline by interview time. There is a good chance a class or two

will have to be cancelled for spring semester. There is a desperate need as English covers all degrees and

certificates and someone is needed who can cover Basic Skills as well.

Behavioral Sciences: Professor Tonmar Johnson, the only full-time Sociology instructor, offers 16 sections

per semester. There are six adjuncts and a current hiring pool is underway because of the need for more. If

someone isn’t hired next semester, some classes will likely be cancelled. One adjunct quit before semester

started and Professor Johnson added that core class to his schedule. Professor Johnson noted he is also

teaching five prep classes due to College transfer agreements. He is the advisor for the very active Sociology

Club and he is serving on various committees as it is essential for sociology teachers to be involved on

campus. Colleges at comparable size generally have two full-time instructors. Current retention rates are

87%, higher than the state average, and ranks third in that number. A sociology instructor retired a few years

back. The Sociology position needs to remain on the list and be moved up. Dean Kea noted the load is at

700, Sociology 1 at 50 students has had over 100% filled in 9 of 10 classes. Sociology 2 and other courses at

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35 max and are always over-enrolled. Dean Lewis pointed out Professor Johnson’s classes carry about 75%

of the others and Dean Kea added the importance of fill rate and contact hours. Although all deans agreed

the top ten positions are essential, there were questions as to why Sociology was not higher on the list. Dean

Kea noted that they are all critical and not negotiable, competition is always fierce, the new SSI brings in

math, English, counseling, and on top of that there is the survival of departments to consider. Dean

Espinoza added that some of the proposals were 30 pages and included a long, thought out process. Dr.

Conrad noted that all proposals in math/science were generated by faculty and there is a disadvantage if the

dean doesn’t advance it. Adjuncts don’t necessarily have time to complete proposals or put together a 50-

page Program Review and then show why FT is needed.

Senators expressed disappointment in the last minute list and limited information with no data to back up

decisions. The joint meeting purpose has been to have faculty input after there has been time to review the

list and data.

Human Performance & Development – Lily Espinoza: CDFS submitted a 30-page proposal, an instructor

is retiring after 30 years, and this great program needs to be kept great. The program is both CTE and

general education and receives Perkins funding. Students who go through the program are placed into

careers right away. The program is leading the College in terms of the Program Review process. The full-

time retirement will be a huge blow to this program and everything will be impacted. The request is not to

add, but to maintain faculty. Special training and expertise are needed as well as diversity in staff. As

business grows in this county, families will need more quality childcare. A 20% rise in childcare by 2020 is

projected. In response to the question of childcare programs at the centers, Dean Espinoza replied there is

state funding for subsidized childcare and that could be another area to expand but it would have to go

through Measure Q and be developed. Dean Kea added there have been discussions about that and building

ECE at both centers but it isn’t at the top of the list. Senator Obegi queried why Aeronautics is higher on the

list than CDFS that has completed their Program Review and the numbers now show the need for faculty.

Dean Morinec pointed out the legal mandate for aeronautics. She also noted that CTE programs have been

starved at the College over the years and the FT hires have historically been at the bottom of the list. If the

mission includes CTE, Transfer, and Basic Skills, those positions need to be filled.

Health Sciences – Maurice McKinnon: Dean McKinnon reported she was unable to attend the deans’

meeting when the list was discussed and the Nursing proposal was submitted after the BRN visit to know the

status. It appears that, to become fully compliant with BRN standards, a FT instructor and geriatrics content

expert are required and are critical now to oversee curriculum for that specialty area. The program is

currently in the beginning stages of curriculum revision that has started and stopped over the years but now

must move forward. Four content experts are needed, two were hired this fall, but geriatrics is still needed.

The curriculum must be completed and is due by fall 2015. The BRN will return to check for substantial and

deliverable progress. The program integrity must be reestablished and maintained. Documents of

regulations show the program is out of compliance. Without being present to advocate for Nursing during

dean discussions, and without certainty of requirements at that time, it was placed at #10 on the list. Dean

Morinec clarified that the BRN doesn’t state that FT are needed but they can say that sufficient resources are

lacking and issue a citation after a couple years of that. Attempts were made to fill the geriatric position last

year. It is difficult to get a pool of applicants. Dean McKinnon added that faculty have to demonstrate

competency and have a Master’s Degree to teach theory. If not current, remediation has to be done at

College expense and faculty can’t teach while working on that. Dean Morinec explained the Nursing

program serves community needs and provides other areas with FTES. Nursing enrollment is kept low as

hospitals have a limit of eight students. There will be lots of job openings for CRNs and that also serves as

pathways to other positions. Curriculum has not been updated since the 1990s.

Discussion: VP Wyly reported that six FT English faculty have resigned or retired in the last five years and

only one has been replaced. Emergency hire of adjuncts took place this fall and there are currently unstaffed

sections in English that could result in cancelled classes next semester. President Gunther added there will

be an increase in numbers due to SSI. The Educational and Equity plans rely on a fully fleshed out

department that is in desperate circumstances instead. Dean Lewis reported she met with Chuck Spillner and

the ASC Task Force. They are planning to bring a proposal to the Senate that all incoming freshman take

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math and English their first semester. At least 75% will be in Basic Skills. Dean Kea added that the College

will have to find money for counseling, assessment, and English and math teachers and be more efficient due

to state requirements.

Regarding concern the chemistry ratio is way out of balance, Dean Kea responded that some of the science

classes stand or fall together. Students will go elsewhere if needed classes aren’t available.

Dean Morinec noted that programs can be adversely affected by one retirement. If Autobody isn’t moved

out of Perkins funding, faculty will have to be let go after three years and that brings up contractual issues as

well. The Senate should recommend that positions not be filled with soft money due to the risks, but, if that

funding is used, job announcements must clearly state that. Enrollments are down and Perkins funds are

based on enrollments and are also regionalized. Positions should be considered based on the labor market as

well.

President Gunther wrote a revised list on the chalkboard: 1) Business; 2) Accounting; 3) Aeronautics; 4)

Counseling 1; 5) Nursing; 6) Astronomy/Physics; 7) English; 8) Sociology; 9) Chemistry; 10) CDFS; 11)

Math 1; 12) Math 2.

Dean Morinec suggested the positions with federal mandates should be separate from the regular list and

Dean McKinnon reiterated the positions are critical to the programs with mandates. Dean Kea pointed out

that the College was given 36 months to recover enrollment after the cap was lost a year ago and faculty

needs to be hired to raise enrollment. He suggested presenting an approved list of twelve positions.

Professor Johnson pointed out how sociology brings numbers to the College. Sociology was moved to #3

and Aeronautics moved to #8.

6. Action Items

6.1 Vote on Faculty Hiring Priorities

Motion to accept ranking as written on board (listed above) and, in addition, have someone summarize the

Senate’s discontent and how the process should be in the future, send to S/P Laguerre with the caveat that ten

full-time positions will be hired and, if not, would like that to come back to Senate – Senator Brewer;

Seconded – Senator Cittadino

Discussion: Dr. Conrad suggested moving the second counseling position or anatomy up to the math

positions. Dean Kea pointed out a second counseling position would be a student services position, rather

than academic. After further discussion, the ranking was revised by moving Anatomy to #12 and

Counseling 2 to #13. Senator Giambastiani requested adding to notations above that numbers do not

represent ideas of how the positions should be ranked in importance but presupposes the ten will get hired.

The final amended list: 1) Business; 2) Accounting; 3) Sociology; 4) Counseling 1; 5) Nursing; 6)

Astronomy/Physics; 7) English; 8) Aeronautics; 9) Chemistry; 10) CDFS; 11) Math 1; 12) Anatomy; 13)

Counseling 2. The numbers do not represent how the positions should be ranked in importance but

presupposes the top ten will be hired.

Motion to accept the amended list with notations as stated in the first motion – Senator Brewer; Seconded –

Senator Cittadino; Passed as amended - unanimous.

7. Adjournment

The meeting was adjourned at 5:00 pm.

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UNADOPTED MINUTES September 5, 2012

The Governing Board Accreditation Leadership Adhoc Subcommittee met prior to the Board Meeting at 5 p.m., in the Office of the Superintendent-President, to discuss the Accreditation Follow-Up Report.

1. CALL TO ORDER

A Board Study Session of the Solano Community College District Governing Board was called to order at 6:30 p.m., on Wednesday, September 5, 2012, in the Administration Building, Room 626, located at Solano Community College, 4000 Suisun Valley Road, Fairfield, California 94534, by Board President Rosemary Thurston.


At the request of Board President Thurston, Ms. Charo Albarrán, Interim Director of Human Resources, led those present in the pledge of allegiance to the flag of the United States of America.

3. ROLL CALL

Members Present:

Rosemary Thurston, President Sarah E. Chapman, Vice President Pam Keith Phil McCaffrey Catherine M. Ritch A. Marie Young Kayla Salazar, Student Trustee Jowel C. Laguerre, Ph.D., Secretary

Members Absent:

Denis Honeychurch, J.D.

Others Present:

Charo Albarran, Interim Director, Human Resources J. Arturo Reyes, Executive Vice President, Academic and Student Affairs Yulian Ligioso, Vice President, Finance and Administration Judy Spencer, Executive Coordinator, Superintendent-President and Governing Board

PA-E3.7.1

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4. APPROVAL OF AGENDA Moved by Trustee Young and seconded by Trustee Keith to approve the Agenda. The motion carried unanimously. 5. COMMENTS FROM MEMBERS OF THE PUBLIC Board President Thurston recognized Naser Baig, Interim ASSC President, who requested to comment and in turn introduced Ms. Latifah Alexander, the new Governing Board Representative. Board President Thurston recognized Dr. Lily Espinoza, Dean of School of Human Performance and Development, who announced the upcoming Inaugural SCC Golf Tournament scheduled Monday, October 15, 2012. She invited the Board and those present to join the department in kicking off the Tee It Up Fore Athletes Golf Invitational. To register and play in the golf tournament, the cost is $125 per player. This is a tax-deductible donation to the Solano Athletics Boosters Club. A company or organization that would like to sponsor the event for $150 can purchase a tee sign that will be on display on the course. This is an all-sports fundraiser to support the Athletics Department. Dr. Espinoza stated, “As you know, we lost two teams in the spring semester, Football and Water polo, as a result of budget cuts. This fundraiser will go toward supporting current and future student athletes and to bringing back our teams.” Faculty and staff are encouraged to attend to show support of the College and our athletes. If you are not a golfer, persons can still participate by registering as a non-golfing individual for $65. By doing so, people are eligible to attend the dinner and auction and support a worthy cause. Dinner begins at 4:30 p.m. Dr. Espinoza also announced the 17th Annual Hall of Fame Banquet, honoring past coaches, players, athletes, and administrators, which will be held on Monday, October 1, 2012, at the Hilton Garden Inn. Tickets cost $50 and include dinner and a silent auction. Board President Thurston recognized Ms. Kelcey Cromer, ASSC Representative, who requested to comment on the Campus Police. Ms. Cromer began by stating, “I'm here before you not just as an ASSC representative, but as a student. I had the distinct pleasure of meeting Police Chief Dawson earlier this year when he was here on campus during the 99-mile march pit stop that SCC facilitated. This was at a time when the pepper spray incident at U.C. Davis was still fresh in everyone's memory. I, like many other college students, wanted to voice our opinion about the cuts to education without fear of retaliation or police brutality. Within five seconds of talking with Chief Dawson, I knew I had little to fear. We laughed and shared stories and in that moment I considered Chief Dawson a friend. From then on, every time I saw him on campus I'd go out of my way to say hello and share a quick smile. I am not "thrilled" that he is gone from the SCC campus because I feel that he's an integral part of this school. My personal experience with Chief Dawson proves why he is a valuable member not only of the faculty here at SCC, but also of Solano County.”

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Board President Thurston recognized Ms. Monica Brown, Fairfield resident and parent of a Solano College student, who began by stating that last week the Solano County Democratic Central Committee endorsed Measure Q (SCC’s Bond initiative). Flyers will be going out soon. She will be working with Solano’s campaign person to coordinate walking precincts. She further commented that the fallen highway patrolman on life support was the father of one of her students and will be attending the candlelight vigil to support the family and friends. She concluded her comments by stating that she hopes the Board will support a “no” position in Opposition to Proposition 32, Item 9.(a). 6. REPORTS (NO ACTION REQUIRED): (a) Ethics/Conflicts of Interest and Form 700 – Statement of Economic Interest Presentation

Facilitated by Mark W. Kelley, J.D., and William B. Tunick, J.D., Law Firm of Dannis Woliver Kelley (DWK)

Dr. Jowel Laguerre, Superintendent-President, introduced Dr. Kelley and Dr. Tunick from the law firm of Dannis Woliver Kelley (DWK). Dr. Kelley began by stating that that pursuant to Solano Community College District’s Board Policies 1020 and 1072, the District invited them to provide a presentation on ethics and conflicts of interest. The training by both attorneys included a review of the prohibitions on conflicts of interest under the Government Code Section 1090 and the Political Reform Act, required disclosure of financial interests, restrictions on and disclosure of gifts, prohibitions on the use of District resources to support or oppose ballot measures or candidates, and restrictions on incompatible activities and offices. Although ongoing training is not explicitly required by state law, the law firm encouraged the District to continue to periodically receive trainings on these topics and indicated their willingness to return again to present to the Board in the future. A letter of confirmation that attorneys from Dannis Woliver Kelley provided a one-half hour training for the Board and staff at the September 5, 2012, Governing Board meeting will be forthcoming. A full and complete copy of the PowerPoint presentation is available for review in the Office of the Superintendent-President. (b) Horticulture Expansion Project

Facilitated by Ken Williams, Sandy Diehl, and Dr. Rennee Moore, School of Sciences

Dr. Jowel Laguerre, Superintendent-President, introduced Professors Williams and Diehl, instructors in the Horticulture program. Mr. Williams gave a PowerPoint presentation on the horticulture renovation project, which is the result of the facility being damaged by a fire in October 2010, with several major irrigation components of the Solano Irrigation District (SID) water system becoming damaged. Professor Williams explained that not all of the damage was directly caused by the fire; some of the damage

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was due to the heavy equipment used to remove the damaged trees, debris, and grading operations. Phase One of the expansion project will deal with these issues and prepare the site underground infrastructure for the future and establish a new community garden area; remove existing trees within the northern area; investigate and locate all existing underground utilities (irrigation and electrical); and build a cross-connect system for SID and potable water. The projected cost for Phase One is between $110,000 to $125,000. Phase Two is the construction of a new botanical garden. This area could be opened up for fund raising, weddings, concerts, and other social events. The projected cost for this area is $350,000 to $375,000. Phase Three is the northern area continuation. The intent would be the build a farmer’s market stand, with structure, electricity, sewer, water, drainage, and a floor. This would include revamping the adaptive garden quadrant. The projected cost for this area is $150,000 to $175,000. Phase Four is a sustainable agriculture demonstration area, with the installation of additional fencing and gates for animal areas and housing and water for animals. The projected cost for this area is $20,000 to $25,000. Phase Five is the clear and grub the existing orchard. With the addition of 50 new fruit trees, a new irrigation system, and a 20’x20’ paver work area and gravel road from gate to work area, the projected cost is $23,000 to $26,000. An additional Miscellaneous Phase would total approximately $30,000 to $35,000 and include the removal of old storage sheds, clearing the back lawn area for preparation of an Event Center, isolate and set up watering systems for the back lawn area, and the installation of a hydroponic greenhouse and hydroponic system. Phase Six would include major buildings, a Museum and Event Center. Projected costs would be between $330,000 and $370,000. It is anticipated this expansion project would be a total cost of approximately $1,193,000 to $1,356,000. Dr. Laguerre commented what a beautiful addition this would be to the overall campus and a great naming opportunity for a potential donor. Dr. Laguerre stated we do have a potential donor who is very interested in the project. The overall project honors the memories of migrant workers who have worked in the fields in Solano County. Other resources would be donated materials, fund raising, possible grant funding, and potentially Measure G money. As more information becomes available, this project will come to the Board for approval.

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A full and complete copy of the PowerPoint presentation is available for review in the Office of the Superintendent-President. 7. CONSENT AGENDA – ACTION ITEMS Board President Thurston reported that Dr. Jowel Laguerre, Superintendent-President, made the following specific corrections to the Consent Agenda as follows: Item 7.(c), Consent Agenda – Human Resources, Page 2, line 6, To be Announced, Scheduling Specialist, should read Lynette Gray, effective September 10, 2012. Item 7.(c), Consent Agenda – Human Resources, Page 3, lines 19-25, should read as follows: Approval of Reclassifications, CSEA, Chapter #211, Administrative Assistant III, Range 13 to Administrative Assistant IV, Range 14, Leslie Almonte, effective July 1, 2012; Jill Crompton, effective July 1, 2012; Debbie Luttrell-Williams, effective July 1, 2012; Donna Meyer, effective July 1, 2012; and Research Analyst, Range 15 to Lead Research Analyst, Range 17, Pei-Lin Van’t Hul, effective July 1, 2012. Leslie Almonte should read: Temporary change in assignment from Student Services Generalist, 20 hours per week, to Administrative Assistant III, one-year temporary, effective August 8, 2012. Superintendent-President (a) Minutes from the Regular Meeting held August 15, 2012 (b) Donation Human Resources (c) Employment 2012-2013; Gratuitous Service; Resignation; Approval of Reclassifications,

CSEA, Chapter #211 Finance and Administration (d) Personal Services Agreements Academic and Student Affairs (e) Memorandum of Understanding Between Solano Community College District and Ball

Metal Beverage Container Corporation (f) Grant Agreement Between the County of Solano on Behalf of the First 5 Commission and

Solano Community College on Behalf of the Children’s Programs (g) Amended Renewal of Children’s Programs Contract – CCTR-2321 and Resolution

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Moved by Vice President Chapman and seconded by Trustee McCaffrey to approve the Consent Agenda as corrected. The motion carried with the following roll call vote. STUDENT TRUSTEE ADVISORY VOTE: Kayla Salazar Concurred. AYES: Trustee McCaffrey, Trustee Ritch, Trustee Young, Trustee Keith, Vice President

Chapman, and Board President Thurston NOES: None ABSENT: Trustee Honeychurch 8. ITEMS REMOVED FROM CONSENT AGENDA There were no items removed from the Consent Agenda. 9. NON-CONSENT AGENDA ITEMS – ACTION ITEMS Superintendent-President (a) Resolution in Opposition to Proposition 32: Prohibition on Political Contributions by

Payroll Deduction and on Contributions to Candidates, Resolution No. 12/13-03 Dr. Jowel Laguerre presented the Resolution in Opposition to Proposition 32: Prohibition on Political Contribution by Payroll Deduction and on Contributions to Candidates, Resolution No. 12/13-03. The Community College League of California (League) has taken an OPPOSE position on Proposition 32. The League encourages local community college governing boards, student governments, Academic Senates, and other organizations to join the League’s opposition by adopting the following resolution. Moved by Trustee Young and seconded by Trustee Keith to approve the Resolution in Opposition to Proposition 32: Prohibition on Political Contribution by Payroll Deduction and on Contributions to Candidates, Resolution No. 12/13-03, as presented. The motion carried with the following roll call vote. STUDENT TRUSTEE ADVISORY VOTE: Kayla Salazar Concurred. AYES: Trustee McCaffrey, Trustee Young, Trustee Keith, Vice President Chapman, and

Board President Thurston NOES: Trustee Ritch ABSENT: Trustee Honeychurch (b) International Education Program Dr. Jowel Laguerre presented the International Education Program. In an attempt to grow the College’s international education program, it was determined that hiring a consultant to assist with branding the College overseas, recruiting students, and working with agents on Solano Community College’s behalf would be advantageous to our growth. Mr. Maoki Hirota, a

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consultant, was referred to SCC by a major player in the international education field, namely Contra Costa Community College District. Based on Mr. Hirota’s experience and proven results with the Contra Costa Community College District, a contract for approval with Mr. Hirota will provide international student marketing and recruitment in parts of Asia, primarily, but not limited to, in China, Korea, Japan, and Viet Nam. The effective date is September 6, 2012, and terminates on August 31, 2013, unless terminated sooner. SCCD’s total payments under this annual contract shall not exceed $53,000 per contract year. Moved by Trustee Ritch and seconded by Trustee Young to approve the International Education Program contract with Mr. Maoki Hirota, not to exceed $53,000 per contract year. The motion carried unanimously. (c) Premier Partners Doctor of Education in Organizational Leadership Scholarship

Agreement Between Brandman University and Solano Community College District Dr. Jowel Laguerre presented the Premier Partners Doctor of Education in Organizational Leadership Scholarship Agreement Between Brandman University and Solano Community College District. Brandman University offers a Doctor of Education in Organizational Leadership Program which is accredited by the Western Association of Schools and Colleges (WASC). The University has established a Premier Partners Scholarship Program, which is designed to support locally-based organizations with their employee development efforts. The Program will provide scholarship support for those students who are designated by these selected organizations for the participation in the Doctorate of Education in Organizational Leadership Program. This Agreement applies only for student enrollments on the Doctorate of Education in Organizational Leadership Program for the 2013 fall semester, one session, which began August 31, 2013. The University will offer and fund $120 per credit toward designated employees who apply are accepted into the Doctorate Program. Moved by Vice President Chapman and seconded by Trustee Young to approve the Premier Partners Doctor of Education in Organizational Leadership Scholarship Agreement Between Brandman University and Solano Community College District. The motion carried unanimously. Finance and Administration (d) Resolution Establishing Ad Valorem Tax Rates for the 2012-2013 Fiscal Year, Resolution

No. 12/13-04

Dr. Jowel Laguerre, Superintendent-President, presented the Resolution Establishing Ad Valorem Tax Rates for the 2012-2013 Fiscal Year, Resolution No. 12/13-04. Each year, pursuant to Revenue & Taxation Code Section 93, the Board established the rates to be levied on the voter-

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approved bonded indebtedness for Fiscal Year 2012-2013. The District is required to furnish the Solano County Auditor-Controller’s Office with this information, as well as the 2012-2013 debt service requirements. The bonds are general obligations of the District payable solely from the proceeds of ad valorem tax against the taxable property in the District’s service region to pay for the 2005 General Obligation Refunding Bonds and 2006 Series B Bonds. Moved by Trustee Keith and seconded by Vice President Chapman to approve the Resolution Establishing Ad Valorem Tax Rates for the 2012-2013 Fiscal Year, Resolution No. 12/13-04, as presented. The motion carried unanimously with the following roll call vote. STUDENT TRUSTEE ADVISORY VOTE: Kayla Salazar Concurred. AYES: Trustee Ritch, Trustee Keith, Vice President, Chapman, Trustee Young, Trustee

McCaffrey, and Board President Thurston NOES: None ABSENT: Trustee Honeychurch (e) Reallocation of a Portion of the American Recovery and Reinvestment Act of 2009 Bond

Allocation Dr. Jowel Laguerre, Superintendent-President, presented the reallocation of a portion of the American Recovery and Reinvestment Act of 2009 Bond Allocation. At the May 2, 2012, Board meeting, the Trustees approved Resolution No. 11/12-30 authorizing staff to proceed with a competitive application process administered by the California Debt Limit Allocation Committee (CDLAC) to seek an award of Qualified Energy Conservation Bonds (QECB) of up to $16M for the purpose of financing a solar generation project. The resolution also authorized Vice President Ligioso to coordinate with the County of Solano and CDLAC regarding the application, and specifically authorized the County to submit the Application to CDLAC on behalf of the College. On August 14, 2012, SCCD was awarded $12,300,000 of Qualified Energy Conservation bonds for solar projects at the Vallejo and Vacaville Centers and the Fairfield campus. Dr. Laguerre thanked Vice President Ligioso for his outstanding work on this project and expressed gratitude to Solano County for their continued support. Moved by Trustee Keith and seconded by Trustee Young to accept the QECBs and authorize staff to work with the Community College League of California in the procurement process and issuance of bonds within the CDLAC required 90-day timeline. The motion carried unanimously.

10. INFORMATION/ACTION ITEMS – ACTION MAY BE TAKEN

(a) Proposed New Job Descriptions – California School Employees’ Association (CSEA), Chapter #211, Administrative Assistant IV and Lead Research Analyst

Ms. Charo Albarran, Interim Director of Human Resources, presented the proposed new job descriptions for Administrative Assistant IV and Lead Research Analyst. In accordance with Article 18 of the CSEA Collective Bargaining Agreement, employees may request a

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reclassification based on significant changes in job duties and levels of responsibility. A reclassification review was conducted and approved. Moved by Trustee Young and seconded by Trustee McCaffrey to approve the new job descriptions for Administrative Assistant IV and Lead Research Analyst as presented. The motion carried unanimously. 11. INFORMATION ITEMS – NO ACTION REQUIRED (a) CCFS-311Q Financial Report, Fourth Quarter, FY 2011-2012 Mr. Yulian Ligioso, Vice President of Finance & Administration presented the CCFS-311Q Financial Report, Fourth Quarter, FY 2011-2012. AB 2910, Chapter 1486, Statues of 1986, which requires California community college districts to report quarterly on its financial condition. Vice President Ligioso stated that this is the report that we file with the state. The identified issues are principally related to the state budget and that the College is financially on track. (b) Proposed 2012-2013 District Budgets Mr. Yulian Ligioso, Vice President of Finance & Administration presented the Proposed 2012-2013 District Budgets. Vice President Ligioso gave a PowerPoint presentation and identified the guiding principles and priorities for budget development, which are: promote offerings that emphasize career technical education, transfer, and basic skills; maintain well-balanced offerings and student support services that are responsive to community needs and ensure timely and successful completion of students’ education goals; achieve enrollment targets for maximum funding/resources; maintain adequate reserves to meet District obligations and cash flow, and accreditation recommendations. Vice President Ligioso identified the budget shortfall in the May 2012 Revise, which in January 2012 was $9.2B and is now estimated at $15.7B. Balancing of the 2012-2013 budget includes billions of additional expenditure reductions and other budget-balancing actions, and is also predicated on the passage of a revised tax initiative. Additionally, the May Revise projects a $1B reserve if the Governor’s proposals are adopted. Should the November tax initiative fail, about 90% of the cuts would be borne by schools and colleges. The community colleges would lose the $213M in deferral repayments as well as incur additional base cuts of $338M, representing an approximate 7.3% workload reduction (equates to approximately 600 FTES reduction). The good news is that community colleges have received full backfill guarantee on both current as well as budget year proceeds of redevelopment agency wind down. Vice President Ligioso identified the 2012-2013 major revenue and expenditure assumptions.

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Revenue Base Apportionment Components total $41,522,757. The full-time equivalent students (FTES) base is reduced from 9,229 in 2011-2012 to 7,885 for 2012-2013. Relative to the reduction strategies in place, while the District continues to address the institution’s structural financial imbalance, the fiscal outlook is improving. The tentative budget shows estimated deficit spending of about $515,000 compared to a near $1.5M in 2011-2012. It is important to note that the District is precariously close to the 5% floor of reserve levels, and falling below that minimum reserve level has serious implications, including being out of compliance with state and board guidelines, cash flow, credit rating, and accreditation. Additionally, the College is planning to realign categorical spending to be in line with certified funding and has tentatively budgeted special funds at approximate fiscal year 2011-2012 levels. A full and complete copy of the PowerPoint presentation is available in the Office of the Superintendent-President, the Office of the Vice President of Finance and Administration, and on the SCC Web site at www.solano.edu. Trustee Young thanked Vice President Ligioso for a comprehensive report. This item will return to the Board for adoption at the scheduled meeting of September 19, 2012. 12. ANNOUNCEMENTS Ms. Kayla Salazar, Interim Student Trustee, invited the Board members to the student celebration of Mexican Independence Day scheduled Monday, September 17, 2012, between 12 noon and 2 p.m., to be held in the back-half of the cafeteria. Vice President Chapman advised she is still selling raffle tickets for the drawing to be held on Friday, September 21, 2012, at 7 p.m., Chardonnay Golf Club in Napa, California. The fundraiser is the 6th Annual Classic for Kids, benefitting SKIP, State Kids Insurance Program. Trustee McCaffrey reported that on September 3 he attended a Central Labor Council Breakfast, together with Vice President Ligioso and President Laguerre, which was informative and lent support for the College’s Measure Q (Bond initiative). Trustee Young reported that the Board Accreditation Leadership Adhoc Committee, comprised of Trustee Young, Chair; Trustee Chapman, and Trustee Keith, met prior to the Board meeting with Dr. Lewis and Dr. Dambrosio, Co-chairs of the ACCJC Follow-Up Report. The Co-chairs are working to complete a narrative draft to send to $ALL on September 10, 2012, in keeping with the proposed Accreditation calendar. A SLOs Coordinator, Dr. Gene Thomas, was selected on August 17, and efforts to refine SLOs and SAOs are ongoing throughout the College community. The final draft of the Code of Ethics was sent to the entire campus community ($ALL) on September 4, 2012, for comments.

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http://www.solano.edu/

The Accreditation Report addresses the three areas that ACCJC deemed as significant concerns (i.e., Warning Status). The three warning status mandates are:

• The need for a more comprehensive Institutional Planning Process. • The need for accelerated and significant work on SLOs. • The need to provide appropriate, comprehensive, and reliable Student Services at the

Centers and online. Furthermore, the Accreditation Report addresses all 6 ACCJC recommendations, to include:

1. Revision of the College’s Mission statement. 2. The expansion of resources and support for institutional research. 3. The expansion of the College’s data collection, analysis, and planning models to meet the

needs and fostering the success of an increasingly diverse student population. 4. Inclusion of SLOs into SCC policies and procedures. 5. Development of mechanisms and learning support systems for distance education students. 6. Development of a clear, written code of ethics for all personnel.

Dr. Jowel Laguerre, Superintendent-President introduced the following new employees present in the audience: Mr. Dwight Calloway, Director of Facilities; Mr. Patrick Killingsworth, Director of Fiscal Services, and Lt. Ed Goldberg (R), Interim Chief of Police. There was applause from the audience. 13. ITEMS FROM THE BOARD Trustee Ritch greeted Dr. Frances McCullough in the audience. Trustee Ritch stated her first love was to become a film editor, but couldn’t afford the USC Film School. She reported that she has started a new path by producing and directing and writing a T.V. program for Supervisor Linda Seifert. The program will air on VCAT this month, highlighting services around Solano County. Interim Student Trustee Salazar reported that the first Associated Students of Solano College Inter-Club Council meeting was held August 30, 2012. All Clubs will be promoting their individual Clubs on September 12. Solano Daze are scheduled September 10-14, and College Transfer Day is September 15, 2012.

Vice President Chapman stated how pleased she was to see Dr. Frances McCullough in the audience and also inquired if there would be a voter registration day on campus. Board President Thurston reported that the American Association of University Women (AAUW) will be sponsoring a registration day with help from the students next Tuesday, Wednesday, and Thursday (September 11-13, 2012). Board President Thurston announced again the documentary film by Jennifer Siebel Newsom, Miss Representation, may be viewed Thursday, September 20, 2012, 7 p.m., at the Rizza Auditorium, California Maritime Academy, Vallejo, California. Solano Community College is one of many coalition partners sponsoring this opportunity.

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Trustee Young reported that she attended the following College and campus events: August 2012 27 – Vallejo Interagency meeting, which was held at Norma King Community Center. 28 – Community Task Force meeting in collaboration with various groups to get out the vote for Measure Q. September 2012 03 – Napa Solano Central Labor Council Labor Day Breakfast in Benicia, California. 05 – SCCD Board Accreditation Leadership Adhoc Subcommittee meeting in the President’s Office. Board President Thurston recessed the Board Study Session at 8:22 p.m. 14. CLOSED SESSION (a) Conference with Labor Negotiator Agency Negotiator: Charo Albarran Employee Organization: CCA/CTA/NEA, CSEA, Operating Engineers—Local 39 (b) Public Employee Discipline/Dismissal/Release Board President Thurston called the Closed Session to order at 8:30 p.m. 15. RECONVENE REGULAR MEETING Board President Thurston reconvened the Regular Meeting at 8:38 p.m. 16. REPORT OF ACTION TAKEN IN CLOSED SESSION Board President Thurston reported the Board held Conference with Agency Negotiator and CCA/CTA/NEA, CSEA, Operating Engineers—Local 39 in Closed Session, and no action was taken. Board President Thurston reported the Board discussed Public Employee Discipline/Dismissal/Release in Closed Session, and no action was taken. 17. ADJOURNMENT

There being no further business, the meeting was adjourned at 8:39 p.m. BOARD STUDY SESSION MINUTES.09.05.12.FINAL

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_________________________________ APPROVED _________________________________ ROSEMARY THURSTON JOWEL C. LAGUERRE, Ph.D. BOARD PRESIDENT SECRETARY SCCD Board minutes are summarized per SCCD Board Policy 1045 and 1046. To listen to the full deliberation of the Board, please contact the Office of the Superintendent-President within thirty (30) days

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BUDGET – GENERAL FUND CONTINGENCY RESERVE 3010

POLICY: It is the policy of the Governing Board to attempt to maintain a General Fund Contingency Reserve equal to a minimum of five (5) percent of the total unrestricted budget. This General Fund Reserve is necessary to provide for the loss of anticipated revenue and/or unforeseen emergencies and needs which may arise during the budget year.

REFERENCES/ AUTHORITY: California Education Code, Sections 85200-85201

WCW/jkb

Policy 3010

ADOPTED: January 21, 1987 REVISED: August 17, 1988; August 2, 1989; May 17, 2000 REVIEWED: 2008 – No Updates

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Analysis of Selected Data from the Annual Fin. and Budget Report (CCFS-311), Qtrly. Fin. Status Report (CCFS-311Q), and Fiscal Data AbstractFor the period FY 2009-10 to 2013-14

Updated_2/7/2014

280 Unrestricted GF - Col. 2

Solano Community College District Budgeted Actual Actual Actual Actual

EDP No. Acct Description

2013-14 13/14 LineItem %

2012-13 12/13 LineItem %

2011-12 11/12 LineItem %

2010-11 10/11 LineItem %

2009-10 09/10 LineItem %

12/13 to 13/14$ Change

12/13 to 13/14% Change

11/12 to 12/13$ Change

11/12 to 12/13% Change

10/11 to 11/12$ Change

10/11 to 11/12% Change

09/10 to 10/11$ Change

09/10 to 10/11% Change

8100 Federal Revenues 0 0.0% 8,439 0.0% 14,208 0.0% 33,712 0.1% 25,538 0.1% -8,439 -100.0% -5,769 -40.6% -19,504 -57.9% 8,174 32.0%8600 State Revenues 31,407,186 67.1% 30,191,562 63.5% 33,062,889 72.1% 37,892,390 73.6% 35,744,748 72.0% 1,215,624 4.0% -2,871,327 -8.7% -4,829,501 -12.7% 2,147,642 6.0%8800 Local Revenues 15,370,904 32.9% 17,348,695 36.5% 12,759,929 27.8% 13,556,225 26.3% 13,850,942 27.9% -1,977,791 -11.4% 4,588,766 36.0% -796,296 -5.9% -294,717 -2.1%8900 Other Financing Sources 0 0.0% 5,092 0.0% 3,955 0.0% 17,825 0.0% 12,500 0.0% -5,092 -100.0% 1,137 28.7% -13,870 -77.8% 5,325 42.6%801 Total Revenues 46,778,090 100.0% 47,553,788 100.0% 45,840,981 100.0% 51,500,152 100.0% 49,633,728 100.0% -775,698 -1.6% 1,712,807 3.7% -5,659,171 -11.0% 1,866,424 3.8%

1000 Academic Salaries 19,123,296 40.4% 18,376,089 41.6% 18,319,512 38.7% 20,346,385 41.4% 21,293,765 41.2% 747,207 4.1% 56,577 0.3% -2,026,873 -10.0% -947,380 -4.4%2000 Classified Salaries 9,421,591 19.9% 8,542,194 19.4% 8,671,383 18.3% 9,092,683 18.5% 8,766,314 17.0% 879,397 10.3% -129,189 -1.5% -421,300 -4.6% 326,369 3.7%3000 Employee Benefits 12,863,865 27.2% 10,900,826 24.7% 13,067,710 27.6% 12,341,919 25.1% 11,540,772 22.3% 1,963,039 18.0% -2,166,884 -16.6% 725,791 5.9% 801,147 6.9%4000 Supplies and Materials 686,429 1.5% 614,030 1.4% 398,532 0.8% 516,534 1.1% 1,163,445 2.3% 72,399 11.8% 215,498 54.1% -118,002 -22.8% -646,911 -55.6%5000 Other Operating Expenses and Services 5,152,513 10.9% 5,346,825 12.1% 6,632,891 14.0% 6,172,663 12.6% 8,547,208 16.5% -194,312 -3.6% -1,286,066 -19.4% 460,228 7.5% -2,374,545 -27.8%6000 Capital Outlay 40,000 0.1% 201,840 0.5% 124,522 0.3% 265,600 0.5% 273,533 0.5% -161,840 -80.2% 77,318 62.1% -141,078 -53.1% -7,933 -2.9%7000 Other Outgo 0 0.0% 157,885 0.4% 128,058 0.3% 375,461 0.8% 69,914 0.1% -157,885 -100.0% 29,827 23.3% -247,403 -65.9% 305,547 437.0%501 Total Expenditures 47,287,694 100.0% 44,139,689 100.0% 47,342,608 100.0% 49,111,245 100.0% 51,654,951 100.0% 3,148,005 7.1% -3,202,919 -6.8% -1,768,637 -3.6% -2,543,706 -4.9%

201 Excess/(Deficiency) of Rev. over Expenditures -509,604 n/a 3,414,099 n/a -1,501,627 n/a 2,388,907 n/a -2,021,223 n/a -3,923,703 -114.9% 4,915,726 327.4% -3,890,534 -162.9% 4,410,130 218.2%

901 Net Increase/(Decrease) in Fund Balance -509,604 -8.9% 3,414,099 54.9% -1,501,627 -53.6% 2,388,907 41.8% -2,021,223 -63.0% -3,923,703 -114.9% 4,915,726 327.4% -3,890,534 -162.9% 4,410,130 218.2%902 Net Beginning Balance, July 1 6,214,519 108.9% 2,800,420 45.1% 5,713,219 204.0% 3,207,000 56.1% 3,419,596 106.6% 3,414,099 121.9% -2,912,799 -51.0% 2,506,219 78.1% -212,596 -6.2%903 Prior Year Adjustment 0 n/a 0 0.0% -1,411,172 -50.4% 117,312 2.1% 1,808,627 56.4% n/a n/a n/a n/a -1,528,484 -1302.9% -1,691,315 -93.5%904 Adjusted Beginning Balance 0 n/a 2,800,420 45.1% 4,302,047 153.6% 3,324,312 58.2% 5,228,223 163.0% n/a n/a n/a n/a 977,735 29.4% -1,903,911 -36.4%905 Ending Balance, June 30 5,704,915 100.0% 6,214,519 100.0% 2,800,420 100.0% 5,713,219 100.0% 3,207,000 100.0% -509,604 -8.2% 3,414,099 121.9% -2,912,799 -51.0% 2,506,219 78.1%

chk 6,214,519 2,800,420 5,713,219 3,207,000

- - - -

Fund Balance: 2013-14 2012-13 2011-12 2010-11 2009-10 % Change % Change % Change % ChangeFund Balance % [905/501] 12.1% 14.1% 5.9% 11.6% 6.2% -2.0% 8.2% -5.7% 5.4%

Required Fund Balance to meet 5% threshold 2,364,385 2,206,984 2,367,130 2,455,562 2,582,748 157,400 7.1% -160,146 -6.8% -88,432 -3.6% -127,185 -4.9%Over -Under 5% threshold 3,340,530 4,007,535 433,290 3,257,657 624,252 -667,004 -16.6% 3,574,245 824.9% -2,824,367 -86.7% 2,633,404 421.8%

FTES: 2013-14 1st Qtr

311Q Report 2012-13 2011-12 2010-11 2009-10 # Change % Change # Change % Change # Change % Change # Change % ChangeFTES - Resident 8,502 6,993 8,534 9,321 9,544 1,509 21.6% -1,541 -18.1% -787 -8.4% -223 -2.3%FTES - Nonresident 62 74 77 69 -12 -16.2% -3 -3.9% 8 11.6%Total FTES 7,055 8,608 9,398 9,613 -1,553 -18.0% -790 -8.4% -215 -2.2%

50 % Law: 2013-14 2012-13 2011-12 2010-11 2009-10 $ Change % Change $ Change % Change $ Change % Change $ Change % ChangeInstructional Salary Costs (AC 100-5000 and 6110) 20,498,312 22,080,025 23,527,459 23,712,739 -1,581,713 -7.2% -1,447,434 -6.2% -185,280 -0.8%Current Expense of Education (AC 100-6799) 40,698,047 43,201,581 44,745,904 47,023,839 -2,503,534 -5.8% -1,544,323 -3.5% -2,277,935 -4.8%

% of Instructional Salary Costs to CCE 50.37% 51.11% 52.58% 50.43% -0.7% -1.5% 2.2%50% Requirement 20,349,024 21,600,791 22,372,952 23,511,920 Over -Under 50% Requirement 149,288 479,234 1,154,507 200,819

% Change % Change % Change % ChangeSalaries and Benefits as % of Total Expenditures 87.6% 85.7% 84.6% 85.1% 80.5% 1.9% 1.1% -0.5% 4.5%

GF Cash Balance (unrestricted and restricted):2013-14 1st Qtr

311Q Report2012-13 4th Qtr




311Q Report $ Change % Change $ Change % Change $ Change % Change $ Change % ChangeCash Balance Per 311Q (excluding investments) 6,947,336 1,377,969 -3,031,815 2,913,700 -3,189,461 5,569,367 404.2% 4,409,784 145.5% -5,945,515 -204.1% 6,103,161 191.4%

Change from 12/13 to 13/14


Unrestricted GF - Fund 11, Col. 1 Year-to-Year Change


Change from 11/12 to 12/13 Change from 10/11 to 11/12 Change from 09/10 to 10/11






Change from 12/13 to 13/14 Change from 11/12 to 12/13






: For purposes of this analysis, Other Financing Sources is combined into Total Revenues and Other Outgo is combined with Total Expenditures.: FTES data for 2012-13, 2011-12, 2010-11, and 2009-10 is from Chancellor's Office Data Abstract ; 2013-14 Total Resident FTES from latest 311Q and is a projected amount.: 50% law data from data abstract. (Instructional Salary Costs/Current Expense of Education) >= 50%Note: If "no data" is displayed for any FTES or GF Cash Balance, the district did not submit CCSF-311Q as of the date of this analysis.

Solano_Fiscal_Trend_Analysis_12_13 311_Analysis 1 of 1

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JOINT MEETING: Financial and Budget Planning Advisory Council (FABPAC)

and Shared Governance Council (SGC) June 16, 2010 – 2:00 pm

Board Room Adopted Meeting Minutes

Members Present: Philip Andreini Ed. Administrator Richard Crapuchettes Local 39 John Glidden ASSC for FABPAC Tom Grube SCFA Les Hubbard SCFA Jowel Laguerre Superintendent/President Mary Lexi Parmer ASSC for SGC Debbie Luttrell-Williams CSEA Louis McDermott Academic Senate Ralph Meyer Local 39 Mary Ellen Murphy CSEA Lillian Nelson ASSC for FABPAC Carey Roth Chair, VP, Admin & Business Services Jennifer Sandoval ASSC for SGC John Urrutia Ed. Administrator Lisa Waits VP, Student Services Thomas Watkins Academic Senate

Absent: Mary Ann Haley Academic Senate Derek Graves ASSC Mary Ann Haley Academic Senate Jeff Lamb Academic Senate Barbara Pavao Academic Senate Kheck Sengmany Ethnic Minority Coalition Nalini Srinivasan Director, Fiscal Services Robin Steinback VP, Academic Affairs Marge Trolinder Classified Manager

I. Approve June 16 Agenda: • Motion (Richard Crapuchettes), second (Thom Watkins), to approve the agenda as

presented. Motion passed unanimously.

II. Approve May 19 and June 2 FABPAC Meeting Minutes:• Motion (Louis McDermott), second (John Urrutia), to approve the May 19 and June 2

meeting minutes. Motion carried unanimously.

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III. Approve Shared Governance Council Meeting Minutes of March 24, April 14, April28, and May 12:• Motion (Kevin Anderson), second (Mary Lexi Parmer) to approve all meeting

minutes. Motion carried unanimously.

IV. Change the “Learning Outcomes Assessment Coordinator” title to “OutcomesAssessment Coordinator”:• Dr. Laguerre explained that this position handles “Service Outcomes” as well as

“Learning Outcomes,” and taking the work “Learning” out of the job descriptionprovides a more appropriate title for this position.

V. BP 1140, Building Dedication Plaques: • BP was reviewed at the May 12 SGC meeting. Motion (Shirley Lewis), second

(Kevin Anderson) to approve Board Policy 1140. The motion carried unanimously.

VI. Accreditation Special Report and Self-Study:• Tom Grube advised that the Working Group for Recommendations 1 and 8 are

identifying areas where ACCJC concerns need to be addressed. In areas where theACCJC has complimented progress thus far, this Working Group is identifying areasof continued improvement. They have created a bullet-item list outlining progressmade as well as areas of concern. Lillian Nelson stated that they are ensuring thatthe evidence they need has been identified and collected. In addition, the membersof this Working Group spent time with Special Trustee Tom Henry concerningprogress of the Governing Board.

• Shirley Lewis advised that her Working Group, covering Item II-B, Student SupportServices, has been meeting and expects to have their first draft in by June 30, 2010.

VII. Third Quarter Variance Report:• VP Carey Roth responded to a prior question on the capital outlay budget. The

balance in this budget is comprised of current activities and a budget reservation—oruncommitted dollars as a placeholder ($8 million). He and the Director of FiscalServices are working to clear out the reservations and have the budget match theactuals.

• The vacation payoff of $93,000 should not be placed under instructional salaries soto not adversely affect the 50% law calculation.

• At present, there is a projected shortfall of $1.16 million for 2009-10. The District hasabout $14 million in revenue due to us - $5.3 million property taxes and $8.5 millionapportionment. The state will defer our June revenue to July but it’s still booked intothe 2009-10 year. We’re temporarily borrowing up to $8.2 million from the Countytreasury again. We have up to 120 days to repay, with a 1.1% interest rate.

• The District will apply for a TRAN again; however, we can’t draw down from bothTRAN and County at the same time.

VIII. Tentative 2010-11 District Budgets:

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• VP Roth presented the budgets (including a power point) that will get presented to the Board for approval at tonight’s Board meeting.

• Discussion ensued on expenditure assumptions on health & welfare benefits increases, step & column salary increases, future retiree health benefits costs (not just booking it, per GASB recommendation), and utility cost increases, as well as potential apportionment reductions.

• A question was asked on why the District is funding $225,000 for the retiree health benefits JPA in an irrevocable trust when dollars are scarce. The response is that it’s a GASB recommendation to end the “pay-as-you-go” strategy, and ACCJC requirement to address long-term liabilities. It’s a widespread issue and the amount being proposed is comparatively small.

• VP Roth reviewed the BREM List (budget revenue/expense measures) of proposed reductions to net savings.

• It’s expected the CMF clean-up matter will be finished in 2010-11. • It was the Chancellor’s advisement to utilize the Special Trustee services. If we

remain off sanction, can we subtract it from the budget? • Dr. Laguerre presented a status of the budgets. He projects a $2.35 million deficit.

An ongoing deficit from 2009-10 of $853,000 is on top of the current deficit. Positives: People savings: $504,000 Things savings: $757,000 Total: $1.2 million Negatives: Health care & salary increases: $1.2 million “Old” deficit from 2009-10: $853,000 Election cost: $250,000 eCollege: $20,000 Total: ($2.3 million) TOTAL DEFICIT: ($1.06 million)

• The District expects 11 retirements will net $329,000 because five will be replaced

on a temporary basis and five will be backfilled by adjunct. We have to be careful not to replace those positions or the savings will not be realized. It’s still to be determined how this affects the 50% law.

• Dr. Laguerre pointed out that we have to revisit the savings list. He emphasized the need to address the deficit and reductions—we have negotiations that will be coming up.

IX. Vacaville and Vallejo Centers Staffing Proposal: • Dr. Laguerre reported that about $700,000 will be expended to provide

administrative support for the Centers, to include science lab coordinator (next spring in Vacaville), full-time custodian and full-time groundskeeper for both and security (in evenings, at each center), and one full-time student services specialist at each center. Also looking at a half-time basic skills technician (part tutor, similar to a reading/writing lab tech) at each center. With the remaining dollars, the District will have conversations about new faculty and workforce development needs.

X. Center Status Revenues:

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• The District is expected to receive $1 million for 2009-10; however, allocations arepending on further review of the budgets. We do know that Vacaville needs moresupplies.

• The $1 million augmentation will be an offset to the apportionment and enrollmentfees revenues. $2.9 million in BOG fee waivers is built into our appropriations aswell.

XI. Next Meetings During the Summer:• By group consensus, the next meeting will be a joint meeting again, and scheduled

for Wed, July 28.

Dr. Laguerre expressed a “thank you for serving” to both FABPAC and SGC committee members who are either retiring, departing or assuming other positions

in the college and no longer on the committees.

Meeting adjourned at 3:45 pm.

Minutes taken by Nora O’Neill and Judy Anderson

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PRELIMINARY OFFICIAL STATEMENT DATED MAY 22, 2013NEW ISSUE—FULL BOOK-ENTRY RATINGS: Moody’s: “Aa3”; S&P: “AA-”

(See “RATINGS” herein)In the opinion of Stradling Yocca Carlson & Rauth, a Professional Corporation, San Francisco, California (“Bond Counsel”), under

existing statutes, regulations, rulings and judicial decisions, interest (and original issue discount) on the Bonds is exempt from State of California personal income tax. In the opinion of Bond Counsel, under existing statutes, regulations, rulings and judicial decisions, and assuming the accuracy of certain opinions and representations and compliance with certain covenants and requirements described herein, interest (and original issue discount) on the Series A Bonds is excluded from gross income for federal income tax purposes and is not an item of tax preference for purposes of calculating the federal alternative minimum tax imposed on individuals and corporations. In the opinion of Bond Counsel, under existing statutes, regulations, rulings and judicial decisions, interest on the Series B Bonds is not excluded from gross income for federal income tax purposes under Section 103 of the Internal Revenue Code of 1986, as amended (the “Code”). See “TAX MATTERS” herein with respect to tax consequences relating to the Bonds.

$120,000,000*

SOLANO COMMUNITY COLLEGE DISTRICT(Solano and Yolo Counties, California)

$90,000,000*

Election of 2012 General Obligation Bonds, Series A (Federally Tax-Exempt)

$30,000,000*

Election of 2012 General Obligation Bonds, Series B (Federally Taxable)

Dated: Date of Delivery Due: August 1, as shown on the insider coverThis cover page contains certain information for quick reference only. It is not a summary of this issue. Investors must read the entire Official

Statement to obtain information essential to the making of an informed investment decision. Capitalized terms used on this cover page not otherwise defined shall have the meanings set forth herein.

The Solano Community College District (Solano and Yolo Counties, California) Election of 2012 General Obligation Bonds, Series A (Federally Tax-Exempt) (the “Series A Bonds”), in the aggregate principal amount of $90,000,000*, and the Solano Community College District (Solano and Yolo Counties, California) Election of 2012 General Obligation Bonds, Series B (Federally Taxable) (the “Series B Bonds,” and collectively with the Series A Bonds, the “Bonds”), in the aggregate principal amount of $30,000,000* were authorized at an election of the registered voters of the Solano Community College District (the “District”) held on November 6, 2012 (the “Authorization”), at which the requisite fifty-five percent of the persons voting on the proposition voted to authorize the issuance and sale of $348,000,000 aggregate principal amount of general obligation bonds of the District.

The Series A Bonds are being issued to finance the acquisition, construction, modernization, renovation and equipping of District sites and facilities, and to pay the costs of issuance associated with the Series A Bonds. The Series B Bonds are being issued to (i) fund certain of the District’s regularly scheduled lease payments with respect to the District’s outstanding Lease Agreement (Taxable QECB Direct Subsidy); (ii) finance the acquisition, construction, modernization, renovation and equipping of District sites and facilities; and (iii) pay the costs of issuance associated with the Series B Bonds.

The Bonds are general obligations of the District payable solely from ad valorem property taxes. The Boards of Supervisors of Solano and Yolo Counties (the “Counties”) are empowered and obligated to annually levy ad valorem property taxes upon all property within the District subject to taxation thereby, without limitation as to rate or amount (except certain personal property which is taxable at limited rates), for the payment of principal and Accreted Value (defined herein) of and interest on the Bonds when due.

The Bonds will be issued in book-entry form only, and will be initially issued and registered in the name of Cede & Co., as nominee of The Depository Trust Company, New York, New York (“DTC”). Purchasers of the Bonds (the “Beneficial Owners”) will not receive certificates representing their interests in the Bonds. See “THE BONDS – Book-Entry Only System” herein.

The Series A Bonds will be issued as current interest bonds (the “Series A Current Interest Bonds”), capital appreciation bonds (the “Capital Appreciation Bonds”) and convertible capital appreciation bonds (the “Convertible Capital Appreciation Bonds”). The Series B Bonds will be issued as current interest bonds (the “Series B Current Interest Bonds,” and collectively with the Series A Current Interest Bonds, the “Current Interest Bonds”). Interest with respect to the Current Interest Bonds accrues from the date of delivery and is payable semiannually on February 1 and August 1 of each year, commencing February 1, 2014. The Capital Appreciation Bonds accrete interest from the date of delivery, compounded semiannually on February 1 and August 1 of each year, commencing on August 1, 2013. The Convertible Capital Appreciation Bonds accrete interest from the date of delivery, compounded semiannually on February 1 and August 1 of each year, commencing on August 1, 2013, to August 1, 20__ (the “Conversion Date”) and bear interest from such Conversion Date on the Accreted Value thereof as of the Conversion Date (the “Conversion Value”), payable semiannually on February 1 and August 1 of each year, commencing on _______ 1, 20__. The Current Interest Bonds are issuable in denominations of $5,000 or any integral multiple thereof. The Capital Appreciation Bonds and the Convertible Capital Appreciation Bonds are issuable in denominations of $5,000 Maturity Value or Conversion Value, as applicable, or any integral multiple thereof.

Payments of principal and Accreted Value of and interest on the Bonds will be made by Wells Fargo Bank, National Association, the designated paying agent, bond registrar and transfer agent (in such capacity, the “Paying Agent”), to DTC for subsequent disbursement to DTC Participants (defined herein) who will remit such payments to the Beneficial Owners of the Bonds. See “THE BONDS – Book-Entry Only System” herein.

The Bonds are subject to optional and mandatory sinking fund redemption as further described herein. *

_________________________Maturity Schedule*

(See inside front cover)_________________________

The Bonds are offered when, as and if issued, subject to the approval as to their legality by Stradling Yocca Carlson & Rauth, a Professional Corporation, San Francisco, California, Bond Counsel and Disclosure Counsel to the District. It is anticipated that the Bonds in book-entry form will be available for delivery through the facilities of The Depository Trust Company, in New York, New York, on or about June _____, 2013.

Dated: May __, 2013

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286

Shared Governance Council SPECIAL MEETING

May 28, 2014 Minutes

Present

Michael Wyly, Kevin Anderson, Karen McCord, Debbie Luttrell-Williams, George Olgin, Jeff Lehfeldt, Richard Crapuchettes, Maire Morinec, Diane White, Yulian Ligioso, Patrick Killingsworth, Annette Dambrosio, Nasir Baig

Absent:

James DeKloe, Robin Darcangelo

Call to Order

The meeting was called to order at 2:22 p.m. by Chair, Interim Vice President Diane White.

Approval of Agenda

It was moved by Jeff Lehfeldt and seconded by Debbie Luttrell-Williams to approve the agenda as presented.

The motion passed unanimously.

Public Comments

None

Budget

Superintendent-President Dr. Laguerre shared with the Council members an overview of the budget and efforts the college is making to boost enrollment and deal with the projected shortfall in FTES. The list of vacant positions was then reviewed, and council members were asked to review it to make sure it includes all unrestricted general vacant positions. It was noted that the Administrative Assistant for the School of Mathematics and Science is missing from the list.

Vice President Yulian Ligioso reviewed the projected budget (draft) for 2014-15 and the projected shortfall in revenues:

PA-E3.7.6

287

Solano Community College DistrictTotal Computational Revenue BudgetFiscal year 2014-15

Projected Budget13/14 14/15 2013-14, 8400 FTES 2014-15 8400 FTES

Base Allocation 5,622,822.77 5,670,617.00

Summer 700.00 Fall 3,300.00 3,700.00 Spring 3,400.00 3,700.00 Summer 700.00 Adjust 200.00 900.00

Total FTES 8,300.00 8,300.00

Base Funding - Prior 4,564.83 4,636.49 COLA 1.57% 0.85% 71.67 39.41 Total 4,636.49 4,675.90

Computational Revenue 38,482,891.45 38,809,996.02

Non - Credit 1.46 2,744.96 4,007.64

Total Computational Revenue 44,109,721.86 44,480,613.02

Enrollment Fees 8,875,004.00 8,875,004.00 BOGG Waiver (5,381,571.00) (5,381,571.00) Net Enrollment Fees 3,493,433.00 3,493,433.00

Property Taxes 11,616,592.43 11,616,592.43

Less: Prop 30 5,123,776.00 0

Net General Apportilonment 23,875,920.43 29,370,587.59

Total Current Year Apptnmt 28,999,696.43 29,370,587.59 Prior Year Adjusts:

Rev Shortfall 515,840.00 Prop 30 31,430.00

Total Per Summary 29,546,966.43 29,370,587.59

288

Solano Community College DistrictTotal Computational Revenue BudgetFiscal year 2014-15

Projected Budget13/14 14/15 2013-14, 8400 FTES 2014-15 8400 FTES

Base Allocation 5,622,822.77 5,670,617.00

Summer 700.00 Fall 3,300.00 3,700.00 Spring 3,400.00 3,700.00 Summer 700.00 Adjust 200.00 900.00

Total FTES 8,300.00 8,300.00

Base Funding - Prior 4,564.83 4,636.49 COLA 1.57% 0.85% 71.67 39.41 Total 4,636.49 4,675.90

Computational Revenue 38,482,891.45 38,809,996.02

Non - Credit 1.46 2,744.96 4,007.64

Total Computational Revenue 44,109,721.86 44,480,613.02

Enrollment Fees 8,875,004.00 8,875,004.00 BOGG Waiver (5,381,571.00) (5,381,571.00) Net Enrollment Fees 3,493,433.00 3,493,433.00

Property Taxes 11,616,592.43 11,616,592.43

Less: Prop 30 5,123,776.00 0

Net General Apportilonment 23,875,920.43 29,370,587.59

Total Current Year Apptnmt 28,999,696.43 29,370,587.59 Prior Year Adjusts:

Rev Shortfall 515,840.00 Prop 30 31,430.00

Total Per Summary 29,546,966.43 29,370,587.59

289

Vice President Ligioso then reviewed how the college receives funding based upon enrollment. VP Ligioso explained that the college went into stability funding in 2012/13. It is his recommendation to maximize 2013/14 and then again go into stability for 2014/15 to achieve approximately 8500 FTES. It was moved by Debbie Luttrell-Williams and seconded by Maire Morinec to recommend that we go to stability for 2014/15. The motion passed unanimously.

Vice President Ligioso then discussed with Council members the proposal to maintain the college reserve at 9 percent. He explained the importance of maintaining a healthy reserve. It was moved by Jeff Lehfeldt moved and seconded by Richard Crapuchettes that the College stay within the range of 6% to 9% for the reserve. The motion passed unanimously. It was the recommendation of the Council that the District not initiate layoffs for 2014-15. There was discussion regarding scheduling a time to discuss the vacancy list in greater detail. It was the consensus of the Council to schedule a special meeting on June 25, 2014 from 12 p.m. to 2 p.m. to continue discussion on the budget and the vacancy list. An additional special meeting will be held on July 16, 2014 for budget. There was a question concerning substitutes for meetings, as the current procedures allow for this, but it is against the Brown Act. It was moved by Jeff Lehfeldt and seconded by Richard Crapuchettes that substitutes not be allowed per the Brown Act. Ayes: 7 Noes: 0 Abstain: 1 (George Olgin) The motion passed.

290

Adjournment

It was moved by Richard Crapuchettes and seconded by Debbie Luttrell-Williams to adjourn the meeting. The motion passed unanimously. The meeting adjourned at 3:17 p.m. Respectfully submitted by Laurie Gorman SGC Minutes May 28, 2014:lg

291

PA-E3.7.7

292

2013-14 GENERAL FUND BUDGET

UNRESTRICTED

PA-E3.7.8

293

Solano Community College

Leadership Academy

June 2-4, 2014

Rancho Solano Club House

3250 Rancho Solano Parkway

Fairfield, California

DAY ONE

Monday, June 2, 2014

8:00 a.m. - 8:30 a.m. President's Welcome and Academy Purpose - Dr. Jowel Laguerre

8:30 a.m. - 9:00 a.m. Academy Overview and Getting Better Acquainted - Dr. Pam Fisher

9:00 a.m. - 10:00 a.m. Defining Leadership: The AACC Leadership Competencies - Dr. Pam Fisher

10:00 a.m. - 10:15 a.m. Break

10:15 a.m. - Noon Communication Styles: A Personal Assessment - Dr. Pam Fisher

Noon - 1:00 p.m. Group Lunch

1:00 p.m. - 2:30 p.m. Leadership at All Levels: What Does it Take? - Dr. Helen Benjamin,

Chancellor, Contra Costa Community College District

2:30 p.m. – 2:45 p.m. Break

2:45 p.m. - 4:15 p.m. California’s Community Colleges: A State and National Perspective -

Mr. Scott Lay, President, California Community College League

4:15 p.m. – 4:30 p.m. Debrief

PA-E3.7.9

294


Leadership Academy

June 2-4, 2014




DAY TWO

Tuesday, June 3, 2014

8:00 a.m. - 10:00 a.m. Understanding Community College Finance and Budget Development –

Ms. Teresa Scott, Executive Vice Chancellor, Yosemite

Community College District (Note: The SLA Class of 2013 will

join this session.)

10:00 a.m. – 10:30 a.m. Break

10:30 a.m. – 11:30 a.m. Continuation: Community College Finance and Budget Development

11:30 a.m. – Noon Solano College Budget - Mr. Yulian Ligioso, Vice President of Finance

and Administration, Solano Community College

Noon - 1:00 p.m. Group Lunch

1:00 p.m. - 2:15 p.m. Institutional Success at Solano College – Dr. Jowel Laguerre

2:15 p.m. – 2:30 p.m. Break

2:30 p.m. - 4:00 p.m. The New Vice President's First Day: Priorities and Politics –

Dr. Pam Fisher

4:00 p.m. – 4:30 p.m. Debrief and Planning for Closing Ceremony

295


Leadership Academy

June 2-4, 2014




DAY THREE

Wednesday, June 4, 2014

8:00 a.m. - 9:30 a.m. College and Community Collaboration – Dr. Jowel Laguerre and

Community Leaders:

* City of Vacaville * City of Vallejo * City of Winters

9:30 a.m. - 9: 55 a.m. Break

9:45 a.m. - 11:00 a.m. The Leaders Role in Promoting Inclusion - Dr. Andrew Jones,

Chancellor, Coast Community College District

11:00 a.m. - 11:15 a.m. Break

11:15 a.m. - 12:00 p.m. Your Professional Development Plan - Dr. Pam Fisher

12:00 p.m. - 1:00 p.m. Group Lunch with Board of Trustees

1:00 p.m. - 2:00 p.m. The Academy Speaks – The Participants

2:00 p.m. – 3:00 p.m. Closing Ceremony and Celebration

296

PA-E3.7.10

297

PROJECT NAME

08/20/14 PROPOSED

MEASURE Q BOND

SPENDING PLAN

348,000,000$

FF CAMPUS FF Subtotal 87,800,000$

Library/Learning Resource Center 21,800,000$ 326,200,000$

Performing Arts Building (Phase 1 B1200 Renovation) 6,200,000$ 320,000,000$

Performing Arts Building (Phase 2) 13,700,000$ 306,300,000$

Science Building (Phase I) 33,100,000$ 273,200,000$

Science & Math Building (Phase 2) 8,000,000$ 265,200,000$

Career Technology Building (CTE) 3,000,000$ 262,200,000$

Agriculture (Horticulture) 2,000,000$ 260,200,000$

VV CAMPUS VV Subtotal 80,200,000$

VV Classroom Building Purchase & Renovation 8,200,000$ 252,000,000$

Biotechnology & Science Building 28,000,000$ 224,000,000$

Aeronautics & Workforce Development Building 15,000,000$ 209,000,000$

Student Success Center/LRC 22,000,000$ 187,000,000$

Fire Training 7,000,000$ 180,000,000$

Agriculture Building -$ -$

VJ CAMPUS VJ Subtotal 80,200,000$

Vallejo Prop Purchase Belvedere 4,800,000$ 175,200,000$

Vallejo Prop Purchase Northgate 6,800,000$ 168,400,000$

Site Improvements 5,100,000$ 163,300,000$

Autotechnology Building 19,600,000$ 143,700,000$

Student Success Center/LRC 22,000,000$ 121,700,000$

Career Technology Building 21,900,000$ 99,800,000$

INFRASTRUCTURE IMPROVEMENTS Infrast. Subtotal 37,800,000$

IT Infrastructure Improvements 14,000,000$ 85,800,000$

Utility Infrastructure Upgrade (Energy) 23,800,000$ 62,000,000$

ADA & CLASSROOM IMPROVEMENTS Improv. Subtotal 19,200,000$

Small Capital Projects 8,300,000$ 53,700,000$

ADA Improvements 10,900,000$ 42,800,000$

PLANNING, ASSESSMENTS & PROGRAM MANAGEMENT Prog. Subtotal 25,400,000$

Program Management, District Support and Planning 25,400,000$ 17,400,000$

RESERVE & INTEREST* Reserve Subtotal 17,400,000$

Program Reserve & Interest 17,400,000$ -$ TOTAL BOND SPENDING PLAN 348,000,000$

SOLANO COMMUNITY COLLEGE DISTRICTMEASURE Q BOND PROPOSED SPENDING PLAN 08/20/14

BOND FUNDS BALANCE SUMMARY

*Bond interest accrued annually.

Page 1

Revised 8/12/2014

PA-E3.7.11

298

Joint Meeting with FaBPAC and Shared Governance Council

February 20, 2013

Present

Latifa Alexander, Kevin Anderson, James “Kimo” Calilan, Sabrina Drake, LaNae Jaimez, Curt Johnson, Thomas, Gabriel Johnson, “Jerry” Kea, Patrick Killingsworth, Jowel Laguerre, Jeff Lehfeldt, Yulian Ligioso, Debbie Luttrell-Williams, Maire Morinec, Scott Parrish, Gene Thomas, Erin Vines

Call to Order

The meeting was called to order at 2:05 p.m. by Vice President Ligioso. VP Ligioso explained that he will be chairing the meeting until Dr. Laguerre arrives.

Approval of Agenda

VP Ligioso reviewed the agenda, explaining that items 1-9 will be Shared Governance information and action items. Item 10 with an expected start time of 3:00 p.m. will be the combined FABPAC and Shared Governance Council meeting. It was moved by Gene Thomas to accept the Agenda as presented and seconded by Debbie Luttrell-Williams. The motion was approved by consensus.

Approval of January 23, 2013 Minutes The minutes of January 23, 2013, were amended as follows:

• Add Gene Thomas as attending meeting• Page 2, second paragraph, first sentence: delete the word “no”

Gene Thomas moved to accept the minutes as amended; seconded by Kevin Anderson. The motion was approved by consensus.

PA-E3.8.1

299

Public Comments Gabriel Johnson asked for a clarification of the meeting regarding FABPAC members’ participation in the Shared Governance Council portion of the agenda. VP Ligioso explained that FAPBAC members would not be voting on any action taken on items 1-9; these would only apply to Shared Governance members. Board Policy 5100 – Standards for Probation and Dismissal –Revised There was a brief discussion on the proposed revisions to policy 5100, and LaNae Jaimez asked if this had been reviewed at the Senate level. Gene Thomas clarified that the Senate has had the chance to review it. Moved by Gene Thomas and seconded by Debbie Luttrell Williams to approve Board Policy 5100, Standards for Probation and Dismissal as revised. The motion was approved by consensus. Board Policy 6000 – Course Repetition – Revised Board Policy 6000 was tabled until the next meeting. The group would like to review Administrative Procedure 6000 first before approving Board Policy 6000, as the procedures are referred to in three areas of the policy concerning definitions of terms and allowable exceptions. Code of Ethics Kevin Anderson reviewed with the group the current draft of the Solano Community College Code of Ethics. After discussion focusing on #10 concerning proper use of social network resources (Facebook, Twitter, etc.), the following motion was made by Debbie Luttrell-Williams and seconded by Gene Thomas:

Approve the Code of Ethics Draft, correcting the typos and revising #10 to read: “Use technology resources appropriately and professionally.”

The motion was approved by consensus. LaNae Jaimez asked if this draft has been reviewed by the Academic Senate. Professor Anderson explained that the Senate has seen earlier versions but not this current one. Professor Jaimez will place it on the February 25, 2013 Academic Senate agenda for their review. It will also be sent out campus wide for input and comments.

300

Approval of Committee on Committees Maire Morinec stated that there was no report at this time, as Barbara Fountain was unable to attend the meeting. Dr. Laguerre reviewed with the group that the Committee on Committees was formed to look at reducing the overall number of committees on campus, determine how to improve efficiency, and reduce the time that employees spend at meetings, as there is often repetition of information. The committee has met and made some recommendations, including the development of a standardized template for agenda items and recommendations to the president. The committee is in the process of finalizing the list and developing a policy to be brought back to Shared Governance Council for action. It was noted that a better name for the committee would be “Task Force on Committees” as this more accurately reflects the work that is taking place. When the work is completed, the task force will be disbanded so as not to add an additional committee. Gene Thomas stated that he felt that there should be motions within the agenda, which Roberts Rules of Order promotes. This was formalized into a motion with Debbie Williams seconding the motion. The Motion was approved by consensus. Discussion on Academic and Student Services Leadership Model Dr. Laguerre shared that the college is currently looking at the configuration of the leadership in Student Services as well as Academic Affairs. One of the main questions is whether to have a separate CAO and CSO or have both areas under one, combined position. Student Services has been in discussions concerning leadership for their area. They would like to have more of a voice in the decision-making process, including more clearly delineated leadership at the top of Student Services. They are currently looking at different models, and a recommendation should be coming forward in the next few months. Gene Thomas asked that when the model comes forward, that it is presented in writing and include the budget impact. Banner Consortium Kimo Calilan shared that the Community College Consortium (4CIS), with the assistance of ellucian (formally SunGard), has drafted a plan to consolidate technology from several colleges into one centralized ERP system to reduce costs and economies of scale while reducing the structural burden on each participating district. Centralizing systems would allow for ongoing cost reductions and include use of hardware and software purchases to achieve cost savings for the districts. The participating districts in the consortium are Feather River, Imperial Valley, Sequoias, Sierra, Taft, Gavilan, Santa Barbara, Siskiyous, Solano, and Cuesta. Gene Thomas moved, and it was seconded by Debbie Williams that the College pursue consolidating technology from several colleges into one centralized ERP System to achieve cost savings for the district. The motion was approved by consensus.

301

Accreditation – Next Steps Dr. Laguerre shared that the college is currently in the process of hiring an Accreditation Coordinator so that the college can immediately begin work on the recommendations from ACCJC for the report that is due October 15, 2013. It is great news is that we have met expectations for SLOs. Maire Morinec asked that it be noted the fine work done by Dr. Thomas in working with faculty to get us to this point with SLOS. Governing Board Agenda – February 20, 2013 The February 20, 2013 Governing Board meeting will be held in Vacaville; Dr. Laguerre reviewed the agenda. Erin Vines will give the report for Shared Governance Council. Combined FaBPAC and Shared Governance Council The joint meeting of the Shared Governance Council and FaBPAC began at 3 p.m. The proposed model of the merged SGC/FABPAC was presented and amended (attached to the minutes). It was noted by Jeff Lefeldt the importance that there be equity in terms of representation for the classified staff. It was clarified that both the Minority Coalition and Administrative Leadership Group (ALG) would be making their own selection of representatives, and that the individuals would be representing that particular group and not specifically management, faculty or staff. The name of the merged group will be “Shared Governance Council.” Membership will consist of: Voting Members: Faculty: Academic Senate President and SCFA President Minority Coalition: Two representatives, as determined by the Coalition. CSEA: CSEA President and one other representative Local 39: Two representatives Students: Two representatives (recommended that one is the ASSC

President) ALG: Two representatives (recommended that one is a representative

from Student Services) Advisory (non voting) members: Vice President of Academic Affairs, Council Chair (In the event of a tie vote, the Council Chair will vote) Vice President of Finance and Administration Dean of Research, Planning, and Institutional Effectiveness Total voting membership: 12 Total membership with advisory members: 15

302

Meetings will be held the 2nd Wednesday of each month from 2-4 p.m. It was moved by Gene Thomas and seconded by Maire Morinec to approve the newly constituted Shared Governing Council model as amended. It was approved by consensus. Dr. Laguerre thanked everyone for their hard work and the Committee on Committees for the suggestion to merge FABPAC and Shared Governance Council. The first meeting of the new Shared Governance Council will be Wednesday, March 13, 2013 from 2-4 p.m. in the Boardroom. Vice President Diane White will be leading the meeting. Adjournment It was moved by Gene Thomas and seconded by Erin Vines to adjourn the meeting. Approved by consensus. The meeting adjourned at 3:50 p.m. Respectfully submitted by Laurie Gorman

303

No

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Ne

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Pro

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Action

Output

Identification Prioritization Confirmation Hiring

Fa

cult

y P

roce

ssN

on

-fa

cult

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ing

Po

siti

on

P

roce

ss

PCR Committee review prioritized

list

SGC Confirm funding available

SPC Approve ListHR initiate hiring

process

Personnel Request Form

Prioritized list of positions

List of positions that can be budgeted

Approved list of positions

Applicants for positions

Discussion within ALG(sub) to produce

initial priority list

Managers and VPs identify positions with

input from their program review, area committee, and 3 year

plans.

Prioritized list, presented to PCR

Committee

Action

Output

PCR Committee review decision

FABPAC and SGC receive details for

information

SPC Approve Replacement

HR initiate hiring process

Replacement Request Form

PCR Committee confirm decision

Fully approved replacement


Area Committee decide whether

position replacement is

essential

Managers identify upcoming

replacement positions

Decision on position presented to PCR

Committee

Position Control Review Committee: This committee is made up of representatives from Local 39, CSEA, HR and ALG. The role of this committee is to review the priorities and decisions presented from ALG(sub) and identify and potential problems or issues with union contracts.

No

Yes

Communicate all campus


Area Committees: These committees are the normal committee overseeing a particular area. Student Services Council discusses student services positions, EVP and Deans discuss academic administration positions, VP Business and Admin discuss business and admin positions, SPC will discuss other positions that have a reporting line to the S/P

Timing: The new position process should happen once a year starting in March and complete before July. There will always be unforeseen circumstances that no amount of planning could have anticipated. In these exceptional cases the new position process is still followed but prioritization is evaluated in the context of the organization. The existing position process should happen as and when needed

InformGoverning Board

ALG(sub): This committee is a sub committee of ALG, it is made up of representatives from Student Services (2), Academic Deans (2), Finance and Admin (2), SP Cabinet (1) and Student Government (1). The role of this committee is to help prioritize and provide feedback on staffing requests. The members of this committee should be non-partisan and knowledgeable of the strategic goals and objectives of the college.

Communicate ALG

Faculty Senate review and refine

prioritized list

FABPAC Confirm funding available

SPC Approve ListHR initiate hiring

process

Hiring Criteria Submittals

Prioritized list of positions

List of positions that can be budgeted

Approved list of positions


Action

Output

Deans discuss their positions with VP to

produce initial priority list

Deans identify positions with input

from program review, their department, and

3 year plans.

Prioritized list, presented to Faculty

Senate

Communicate SGC


InformGoverning Board

Employee Hiring Process

HR Director initiates appeal

As Required

This process illustrates the mechanism for prioritizing and initiating ALL permanent hires, it s to be used in any hiring situation which will have permanent budget implications. Upgraded positions, temporary contracts and consultancy arrangements are not part of this process.

PA-E3.8.2

304

1

1. Call to Order

President Gunther called the meeting to order at 3:04 p.m.

2. Roll Call:

Susanna Gunther, President

Abla Christiansen, Nick Cittadino, Kevin Brewer, Dale Crandall-Bear ex-officio, Joe Conrad – ex officio,

Erin Duane, Tracy Fields, LaNae Jaimez, Katherine Luce, Amy Obegi, Scott Parrish, Teri Pearson-

Bloom, Melissa Reeve, Ken Williams

Connie Adams, Admin Assistant

Absent/Excused:

Guests: Jowel Laguerre, Jeff Lamb, Renee Moore, Maire Morinec, Erin Vines, Marcie McDaniels,

Immaculate Adesida

3. Approval of Agenda – December 3, 2012

Motion to approve – Senator Obegi; Seconded – Senator Duane;

Discussion: Action items (#9 on agenda) will follow the Discussion items (#10 on agenda); the Kiosk

action item will be voted on after the other three; passed – unanimous

4. Approval of Minutes – November 5, 2012

Deferred


6. President’s Report

President Gunther and S/P Laguerre agreed to forego reports to ensure time for the agenda

discussion/information items.

7. Discussion Items

7.1 Faculty Hiring Priority List (Jowel Laguerre, Academic Deans, and Senate)

S/P Laguerre gave a brief history and update: two hiring lists were emailed and hard copy distributed;

some positions were ranked last year; because of funding concerns, it was decided to forego hiring, but if

departments wanted to go through the hiring process they could and positions would be offered in

January dependent on passage of Prop 30 and one school decided to do that; Prop 30 passed; the plan

was to open some of those positions in advance, forgot that was done with two positions and included

those positions on the list to be filled; a request for nursing positions was included; looking at

prioritization for 2013-14, S/P Laguerre took out those positions, liberating them for spring and to not

mix them up, and then provided new ranking; the biggest change on the current list was the theatre’s # 1

and #2 positions because the theatre association was promised the hiring of two full-time replacement

positions; S/P Laguerre had promised President Gunther the hiring of seven positions and seven plus

eight was the total that could be hired (see both lists). The seven went through the normal process, the

list was submitted to S/P Laguerre, and this was the result. Because the Academic Senate just received

the most current list, the deans first explained reasoning for the ranking of faculty positions followed by

questions.

Comments/Questions: Senators queried why another math person wasn’t added to replace retirements;

agriculture (new) and horticulture (only two part-time now) should be discussed, they require two

different degrees and possibly could be funded by VTEA if the College would commit to a permanent

ACADEMIC SENATE

Adopted Minutes

December 3, 2012

Board Room 626

3:00 pm – 5:00 pm

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funding priority; the English department is down several full-time faculty and only one was hired; there

is a similar situation in math which has been a perpetual problem in these large areas; the need to grow

some areas that have few or no full-time faculty was understood, but English is struggling, just getting

the first new hire in five years. English positions now rank 12th and 13th even though that department

teaches every Solano College student. Nursing has a similar situation and are at crisis mode.

S/P Laguerre stated the good news that state funding is turning around and the College has committed to

hire new faculty. In coming years things will continue to move forward. President Gunther noted how

fortuitous it was that Measure Q passed, which was written to allow payment for solar panels that will

bring in more revenue as well as more general funds indirectly. One position has already been hired,

fourteen more positions will be hired between now and fall, which will help the faculty obligation

number. S/P Laguerre concluded the discussion pointing out the institution must bring in new faculty to

keep operating and there are nine faculty pools this semester.

7.2 Shared Governance Senate Sub-Committee (Jowel Laguerre, Susanna Gunther)

S/P Laguerre proposed a shared governance plan (see distributed document: Proposal for Strengthening

Faculty Senate and Administration, fall 2012) to strengthen communication with the Senate. He

reminded Senators that he and past Senate President Thom Watkins discussed effective ways to work

closer with the Academic Senate, especially as related to AB 1725. Although he wanted Senate feedback

many times, he wasn’t always able to seek it in a timely fashion and there were times when some

colleagues spoke about how he may not use feedback well or at all. S/P Laguerre continued that to work

more closely with the Senate, instead of leaving things for the Academic Senate President to pick up here

and there and the waiting time for reports brought back to the Senate, he will invest in time to make a

formal process. He suggested formation of a group along with continuing conversations with the

Academic Senate President. Agendas would be published, meetings held regularly with notes taken,

items presented for information/discussion and action following the meetings. The topics would be

limited to Title 5 10+1 items and would be brought forward to the Senate for consideration. Bargaining

items would not be discussed. S/P Laguerre can attend Senate meetings to answer questions and give

updates but this process will eliminate the time needed for involved discussion of the items at regular

Senate meetings. The aforementioned document has a summary of the proposal and an agenda format.

8. Reports

8.1 Subcommittees

8.1.1 Basic Skills – Melissa Reeve

Senator Reeve sent email announcements in the past week pertaining to BSI sponsored professional

development opportunities including: summer Evergreen College Institute for First Year Experience;

OnCourse training in San Francisco; solicitation of ideas for other potential professional development

events. The Basic Skills Committee would like to identify robust high quality faculty training

opportunities that will support campus Basic Skills instruction and faculty will be invited to apply for

funding to attend. The process will begin next spring with ideas obtained for conferences, workshops,

and other professional development as well as the familiar mini-grant project opportunities. January

Flex Cal for student equity was the third item the Committee focused on in recent weeks.

8.1.2 Curriculum – Joseph Conrad

Transfer Degree information from the Chancellor’s Office was emailed to Senators recently. Curriculum

Chair Conrad noted it will have a significant impact on the whole system regarding transfer degrees

without moving deadlines. By fall of 2014 every College program with corresponding transfer model

curriculum needs to be in place. What has become more difficult is that, when a TMC is set up, there are

course numbers as part of the C-ID numbering system, in response to legislation for common numbering

with CSUs, community colleges, and hopefully UCs. New course C-IDs are being added all the time.

As part of TMC, a Solano College course would say that it matches up with that C-ID. Up to now it was

adequate to just say a particular course was running parallel and verification could be submitted that it

corresponded to a particular C-ID number, and could then be placed in the College catalog. It would

also mean there should be seamless transfer to other colleges. Many faculty had certified they had

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course “x” when they really didn’t, so the Chancellor’s Office put in the new rule, effective January 13,

that no TMC can be submitted unless you already have the course approved through the C-ID system.

As an example, MATH 40 doesn’t meet it because the prerequisite is different and would have to be

changed. Other courses might take much more drastic revision to comply. This adds another layer of

complexity to produce the TMCs. Increasing awareness is needed as the TMCs have to be submitted in

time. The statistics course C-ID with intermediate algebra as a pre-requisite was withdrawn for re-

vetting. Significant numbers of faculty across the state raised concern about standing C-IDs for

statistics. President Gunther noted there were at least 19 schools already teaching statistics without pre-

algebra. The situation in math is particular to math and accelerated English hasn’t had the same

challenges or the same type of subfields as in math. The particular algebra needed in stats is taught but

will no longer be acceptable. Math, sociology, and communication have already been submitted and

approved and the deadline is June 14 to ensure everything is properly C-ID approved or they will be

withdrawn. The articulation officers submit course outlines to the C-ID review process, which is run by

a grant at Los Rios College; they are forwarded to a faculty review group with a chairperson in each area

across the state; courses will be reviewed by two community college faculty and one or two USC review

faculty; the process generally takes a few weeks; if there are minor problems, they have to be

resubmitted; larger problems would require the process start over. Chair Conrad is working with Robin

Arie-Donch, Articulation Officer, to submit some series 20 math courses (easiest to start with) and move

forward from there. As Ms. Arie-Donch becomes familiar with the process it should run smoothly next

spring. Community colleges should be trying to get as many C-IDs as possible to benefit students.

Senator Cittadino expressed his concern that more than 50% release time is needed for the Articulation

Officer.

Chair Conrad noted that faculty will have to check into what courses are needed and if they match

Solano College courses. If they don’t, course modifications will be needed and noted under

“justification” to comply with C-ID descriptor. Once the Curriculum Committee passes a course, the

faculty will be responsible to confer with the Articulation Officer. President Gunther agreed a

recommendation would be wise to have the Articulation Officer position changed to full-time as soon as

possible. Senator Pearson-Bloom suggested creation of a flow chart with a C-ID checklist of steps

required. Chair Conrad will work on that and bring back to the Senate along with where to find C-ID

information.

8.1.3 Distance Ed – Dale Crandall-Bear

DE Chair Crandall-Bear reported that spring will be busy with mostly positive changes coming. Some

major proposals will be brought to the Academic Senate, including one for new administrative staff to

assist in the LMS/Banner interface. Because DE growth happened quickly, is in need of more

organization, and with new state requirements, the DE Committee began working on proper guidelines

and procedures to have in place, including an entirely new DE course approval process. DE will actually

review course shells and approve them in conjunction with the Curriculum Committee. The

Chancellor’s Office and ACCJC now require documentation that publisher/canned courses are not being

used and the only way to do that is to actually look at courses during the approval or review process

every five years. S/P Laguerre has confirmed the transfer to Canvas over a two year phase which will

begin next fall and be realized by spring 2015. As the DE Committee works on these items, Professor

Crandall-Bear will forward proposals to take to the Curriculum Committee and the Academic Senate.

8.2 Treasurer

Deferred

9. Action Items

9.1 Motion for Program Review

Senator Obegi read the motion.

Motion to approve – Senator Reeve; Seconded – Senator Duane; passed – unanimous.

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Discussion: Senator Obegi met with President Gunther last week and discussed initial resources and

reassign time or some type of compensation for lead writers. Senator Obegi only heard back from two

other colleges. One has .2 release time for the lead writer. During reviews, another school has 1.6 total

release time split between 8 writers to review 8 programs per year. That could be considered as Solano

College has 15-18 smaller programs to be reviewed each year per school. San Diego Mesa College

doesn’t offer any compensation, they’re trying to simplify the process and make program review smaller.

Santa Rosa College uses the discipline faculty chairs. Compensation ideas were discussed: consideration

for the program size; reassign time based on how big schools are; a stipend might be easier to prorate

based on program size; potential of stipend split with whoever works together, chair starting at .2 release

time and review if that is sufficient during the pilot. Whatever is proposed will go through the union

and administration and it should be give serious thought. It can be difficult to ask for reassign time

when non-instructional time takes away from mandated instruction time. President Gunther suggested

both reassign and stipends could be used. A job description would be needed for the writer but an

interview shouldn’t be needed. A small program wouldn’t need release time and larger programs would

need a coordinator and lead writer. Senator Pearson-Bloom added that with reduced overload statewide,

if reassign time hurts programs, a stipend would be a better choice for that instructor and administration

should let divisions decide.

9.2 Tempest Kiosks

Motion to allow Tempest to bring in outside company kiosks to raise revenue – Senator Reeve; Seconded

– Senator Jaimez; passed – unanimous.

9.3 Faculty Hiring Policy & Procedures Review Task Force (Immaculate Adesida)

Emergency Hiring was discussed at the last Senate meeting. Additional comments were not sent in after

the meeting. Both emergency and non-emergency policies need to be updated. The idea was brought up

to have a similar or the same task force to revise the full-time permanent faculty hiring policy and bring

back in sections next semester to discuss with constituents. Senators agreed that would be more efficient

than working on it during Senate meetings.

Motion to expand the Emergency Hiring Policy Task Force role to move forward and work on sections

of the full-time permanent hiring process in spring 2013 – Senator Reeve; Seconded – Senator Pearson-

Bloom; passed – unanimous.

9.4 Faculty Emergency Hiring Policies (Immaculate Adesida) (10 minutes)

HR Manager Adesida reported no more feedback was received from Senators after the last discussion or

from deans who were emailed the draft. She suggested voting on the new policy if there are no other

comments. EVP Reyes added that once approved by the Senate, it will be submitted to Shared

Governance Council, the President’s Cabinet, and the Board of Trustees. President Gunther reminded

Senators they can inform their constituents, let them know the policy is being vetted and moving forward

in the approval process and to contact her, Gene Thomas, and/or the deans if they have additional input.

It is important this move forward to have something reasonable rather than no policy. She has been

impressed working with the current HR staff on this collaboration and other items last summer.

Comments/Questions: Based on Senator Obegi’s concern, addressed also at the November 5th meeting,

regarding what happens to faculty who aren’t evaluated, wording will be added “unless they receive

negative evaluation they could be renewed for two years”. In reply to suggestions to increase the low

minimum timeframes for emergency and adjunct hiring, President Gunther noted there is a current

adjunct pool and a continuous advertisement and application process. Ms. Adesida added that adjunct

positions remain open for twelve months and are reopened every year. Emergency hiring interviews

would be scheduled within a couple days and deans would check references a day or two after the

interviews.

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Motion to accept emergency hiring policy as amended to reflect change (see above quote) – Senator

Reeve; Seconded – Senator Pearson-Bloom; passed – unanimously.


10.1 MOUs & Transfer Agreements with Independent Institutions - Robin Arie-Donch &

Marcie McDaniels (10 minutes)

Marcie McDaniels, Transfer Center counselor, distributed a cross-town agreement document. She

explained that agreements have been in place since one made with UC Berkeley in 1991. Sacramento

State requested an updated and signed agreement with the ROTC program; the cross-town agreement is

with several colleges including Solano; it explains the requirements and benefits. Usually 2-3 Solano

students participate each year and scholarships pay up to $900 per semester. The commitment from

Solano College is to advertise it in the catalog (page 51). Ms. McDaniels noted they see this as a win-

win arrangement. The original and very simple agreement was revised with a little elaboration on

wording. Students take whatever courses are required for the program as a normal Solano College

student with minimal commitment and time at Sac State. Solano College counts the units for the

aeronautics studied there. Senators had no objections and the updated agreement will be voted on in

January.

10.2 Schedule of Classes (Barbara Fountain) (10 minutes)

President Gunther read Barbara Fountain’s memo which included the following points: plans are to have

a hard copy Schedule of Classes that includes all CRN level information for the next cycle (summer/fall

2013); the intention is to have that ready at least one month prior to the start of priority registration so

that students and employees can use it for planning purposes; the main roadblock to accomplishing this is

having all the courses built into Banner in a timely manner if deans don't know projected targets to build

their schedules and if the deans and faculty cannot agree on who is teaching what/when in a timely

manner; all involved will need to be part of accomplishing the timeline above and there will need to be

an understanding that regardless of whether everything is in correctly or not by the stated timelines,

printing will move forward. In next week's enrollment management meeting, R&P Director Cammish

will be providing targets and accompanying information. Dates will be set but it will be difficult for staff

to have everything in Banner by February 13.

A decision needs to be made on whether or not to charge students $1 or more for the Schedule of Class

booklets. Senators should bring this question to their constituents and report their responses to Barbara

Fountain and President Gunther. The spring version cost roughly $5,000.00 for 20,000 copies, which

was much less than the past ($20,000) devoted mostly to mailing the postcards. Savings were used for

more advertising via radio, on campus, buses, bus stops, etc. Those items can be reviewed.

Approximately 40,000 postcards will be sent.

Comments/Questions: it is easier to look up classes in the printed schedule rather than checking one

class at a time on the computer, which is frustrating for counselors; it is a good idea to charge students

who will likely be willing to pay for it; schedules organized by CRNs work much better for daily reports.

Senator Pearson-Bloom opined the schedule is good to have but scheduling must be fixed; CRNs weren’t

available until the schedule went out, students wanted to meet again with counselors because of CRN

and class changes. She queried if the Academic Senate could take on a bigger role to ensure

improvement. President Gunther responded that when she met with S/P Laguerre last Monday he felt

strongly that one of the biggest issues was adding classes late, which was part of the reason enrollment

was down. A paper schedule has been issued for years and it is good to see administration trying to

improve that. Their big concern is mostly about communication problems to get rooms in a timely

manner without changes that negatively affect students. Senator Pearson-Bloom added that timelines

for the schedule should be set and published; everyone would have to adhere to it, no matter their

individual school method; that should start now; new deans need to follow what’s scheduled. President

Gunther replied that Barbara Fountain stated similar points and this item will be brought to the

Enrollment Management meeting. Senator Jaimez added that since faculty have been more removed

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from the scheduling process, there have been problems getting schedules done. Senator Pearson-Bloom

noted that while waiting on the Prop 30, the enrollment issue wasn’t foreseen and sections are needed to

stabilize outside of the dean’s control of department cuts; new school coordinators would be a help with

the scheduling process. Senators voiced general agreement that follow-up is needed.

10.3 Flex Cal Proposal Draft

There needs to be more uniformity and clarity regarding approved Flex Cal activities. Deans were in

favor of the Academic Senate giving guideline input on faculty Flex Cal credit for attending Academic

Senate, division, and department meetings. Some administrators noted a challenge scheduling meetings

because the contract requires three hours and with some faculty off campus, more than one division

meeting has to be scheduled. Credit should be given for Academic Senate meetings. Senator Pearson-

Bloom suggested the approval form could have more guidelines. President Gunther thought it might be

best to create a different committee than the regular Flex Cal Committee to decide what would be

approved for Flex credit.

10.4 ASCCC regional Leadership Development Workshop

President Gunther reminded Senators that volunteers are needed for the March 1, 2013 workshop to be

hosted by the Senate. It will be similar to a mini-leadership institute. Senator Jaimez reported she was

inspired and learned a lot from her recent attendance at the ASCCC Plenary Institute. She encouraged

others to participate in these events. Anyone willing to help should contact President Gunther or

Senator Jaimez.

10.5 Meeting with Administrators and early January Senate Meeting Schedule:

After brief discussion, Wednesday, January 9, the day before required Flex Cal, was chosen as the

available option for the regular and joint Senate meetings and a majority of Senators confirmed they

could attend. A calendar invite will be sent to Senators and educational administrators.

11. Action Reminders

12. Announcements

President Gunther reminded everyone that Senator Jaimez will fill in as Acting President during her

maternity leave.

13. Adjournment

Motion to adjourn – Senator Reeve; Seconded – Senator Jaimez; Passed – unanimous

The meeting adjourned at 5:03 p.m.

AS Minutes 12.03.12/ca

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PROGRAM REVIEW: HUMAN SERVICESReported: Fall 2013

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CONTENTS

Self-Study: Human Services ---------------------------------------------------------------------------- 1

Curriculum Development, Assessment, and Outcomes ------------------------------------- 155

Student Equity & Success ------------------------------------------------------------------------------- 30

Program Resources -------------------------------------------------------------------------------------- 344

Programmatic Goals & Planning --------------------------------------------------------------------- 37

Appendix: Evidence & Support Signatures-------------------------------------------------------- 41

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SELF-STUDY: HUMAN SERVICES

1.1 Introduction.

The Human Services program is housed in the School of Social and Behavioral Sciences Division. In existence at Solano Community College (SCC) for 15 years, this program is designed to equip students with the basic knowledge and skills necessary for the variety of jobs in the field of Human Services (HS). The courses are intended, but not limited, to provide entry-level skills and training for students who are interested in employment in mental health, social welfare, developmental services, corrections, alcohol and drug treatment, or child/adolescent treatment services. Graduates gain specific knowledge and skills to create alliances and facilitate change, run groups, and case manage a diverse population; this is achieved through classroom instruction and training, and the completion of 200 hours of applied experience through 2 required internships.

A Certificate of Achievement can be obtained upon completion of the 23-unit major with a grade of “C” (2.0) or better in each HS program course. The Associate of Arts Degree can be obtained upon completion of 60 units, including the major with a grade of “C” (2.0) or better in each course, general education requirements, and electives. All courses in the major must be completed with a grade of C or better or a P if the course is taken on a pass-no basis. Required courses include:

• HS 051 Introduction to Human Services • COUN 062 Helping Skills: Creating Alliances & Facilitating Change• HS 053 Special Populations • HS 052 Introduction to Group Processes • HS 055 Case Management • COUN 064A Practicum• COUN 064B Practicum

More recently, there has been a stronger emphasis on blending theory with practice within the program, as well as actively recruiting students from other disciplines like psychology, where the Human Services training will prove to be invaluable. The added value is that in the Human Services program, students get to engage in a lot of self-exploration, which results in self-growth and their ability to serve with less bias. This is achievable because instructors each have an average of about 15-20 years of experience in the Human Services field which translates into innovative classroom activities and assignments that mirror the complexity of the field and people served.

Having students from different disciplines also adds to the diversity in the classroom, thus making it a richer learning environment. For example, in recent semesters, we have had in increase of males (17% in Fall 208 as compared to 24% in Spring 2013) which provides females the opportunity to learn from their perspectives. The increased academic ability of the mixed disciplines is another positive contribution to the learning process for everyone as is the diversity in age. Students enrolled between age 18 and 20 increased 6% (8% in Spring 2008 compared to 14% in Spring 2013). Having the HS program housed in the same Division and in active partnership with Psychology professors enables this seamless recruitment given two of

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the full time HS instructors serve in both Human Services and Psychology programs at Solano Community College. Current data shows an increase in psychology majors taking Human Services courses to 14% from 5% in Spring 2010. In the future, the HS Coordinator plans to create an email that may be sent to all students at SCC who are interested in such growth. Students don’t necessarily have to major in Human Services. They could simply get the certificate by completing the 7 courses or take a few courses they see fit. We see this trend with the nursing majors who constituted 18% of HS program enrollment in the Spring 2013 semester; that is a 17% increase since Fall 2011. We know the learning is invaluable especially when we have students calling back after they graduate and tell us they refuse to take a course at their new learning institution because they already learned the material at SCC. This is especially true for the Introduction to Social Work class offered in the Social Work department, at the University of Sacramento, where it is waived for successful completion of HS 51 at SCC taught by Dr. Cabrera in Spring 2012. This highlights the rigor of the program content and experience of the instructors. Similarly, conducting a student orientation in between semesters would introduce people to the HS program and its support to the community. This may assist with enrollment and also increase community collaborations given they will learn about the internships and community needs met by student workers. Another goal is to see the program expand in terms of instructors and content offered. For example, we need a new full time faculty person dedicated to this program, are thinking about the development of a CAADAC program, and the creation of a Spanish/English bilingual course to cover the intake process so that everyone feels empowered (given the large percentage of Latinos who speak Spanish in Solano County). Other goals include the creation of a viable budget and a resource center. The HS program is in need of a budget that is robust enough to enable the purchase of electronic resources such as tablets, pay for field trips, fingerprinting and purchase varied items to support student learning, e.g., case file folders. The budget for the program was removed without notice, thus, students and instructors use their own resources to ensure the tools needs are obtained. The HS Coordinator will work closely with faculty to develop and submit for a program budget. At minimum, having a student directed Resource Center would enable students and community members one place to search for resources, study and network with one another. Currently, there is no transfer model curriculum for Human Services under SB1440.

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1.2 Relationship to College Mission and Strategic Goals.

Given the aforementioned, the services provided within the Human Services program at SCC support the overall mission of the college: “Solano Community College educates an ethnically and academically diverse student population drawn from our local communities and beyond. We are committed to help our students to achieve their educational, professional and personal goals centered on thoughtful curricula in basic skills education, workforce development and training, and transfer level education. The College accomplishes this three-fold mission through its dedicated teaching, innovative programs, broad curricula, and services that are responsive to the complex needs of all students.” The data provided in Table 1 on the next page highlights the specific SCC Strategic Directions and Goals that are supported via the Human Services program.

Table 1. SCC’s Strategic Directions and Goals

Goal 1: Foster Excellence in Learning Program Evidence

Obj. 1.1 Create an environment that is conducive to student learning.

Instructors model the characteristics and skills that are taught, using the classroom as a model for service where the environment is free from distraction, filled with active listening; attention to one’s non-verbal behavior, inclusive of words and tone used when participating. Being genuine, non-judgmental, and striving for competence is a continuous goal for both students and instructors. Instructors use vignettes, past professional experiences, case files, role play, and critical reflection papers, in addition to textbooks, research, videos, Power Points and guest speakers. As a result, students report having various unexpected moments filled with greater clarity, knowledge and competence that will enable them to serve consumers successfully. The following student feedback demonstrates the successful creation of an environment that is conducive to student learning: “The exercise in which each person in class stood up and pointed to the person that triggered them, whether it be negative or positive, helped to put this in perspective for me. It made me aware of how I might have treated him differently than I would someone who triggers me in another way.”

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“One of the most important aspects of HS 51 for me was learning to open up and be honest with myself. I have always thought of myself as being one of the most accepting nonjudgmental people. After participating in many of the activities in this class I have learned that I may actually have some prejudices. I also learned…. to understand the populations I can or cannot serve and not to let my prejudices become discriminating actions.” “Listening to all of the individuals in the class was somewhat of a flooring experience, to see 50 different people from all different walks of like all have a pretty incredible story to tell.” “Role playing for this class was very beneficial for me. I remember being in front of the entire class and feeling overwhelmed. I was supposed to be the professional and my job was to make the consumer feel comfortable. I had a difficult time remembering what to say or do. It was definitely a learning experience.” (Further feedback from students regarding their learning experiences in the Human Services Program can be obtained upon request.)

Obj. 1.2 Create an environment that supports quality teaching.

In addition to the evidence provided in 1.1, different learning modalities are tapped into with the use of: Power Point presentations, videos, charts, role-play, field trips, panel discussions, and lectures. Varied books are used as well as guest speakers.

Obj. 1.3 Optimize student performance on Institutional Core Competencies

Students are referred to take courses in English and attend Basic Skills training offered at SCC.

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Goal 2: Maximize Student Access & Success Program Evidence

Obj. 2.1 Identify and provide appropriate support for underprepared students

In print and verbally, students are made aware of the courses and skills needed to be successful and encouraged to take fewer classes, in a specific order. Instructors will speak and work with students who are not academically prepared and encourage them to complete English courses first and/or obtain a tutor after reading their first writing assignment. Course prerequisites have been added to a few courses to decrease those occurrences. The use of email to assist students beyond office hours and assigning group work also has been effective in providing students with academic support.

Obj. 2.2 Update and strengthen career/technical curricula

To meet the demands of employment, the Field Work requirement was extended; students now take 2 courses (instead of 1) and are mentored by students who have already completed an internship; 200 hours total are required in the field. The implementation of department meetings, curriculum review and program review allow for such changes. A future change under review is to rename the Field Work courses from Coun 64 A & B to HS 56 & HS 57 given that enrollment is provided solely to Human Services majors. The added benefit is ease of student registration and one administrative unit (e.g., 1 Dean and 1 administrative assistant under one division) to coordinate program needs. For example, to complete this program review only data was provided for HS titled courses, not all HS program courses--which include Coun 62, Coun 64A and Coun 64B. Furthermore, in the past 4 years, we have had 6 Deans, 2 VPs and 3 Administrative Assistants to assist with HS program related issues. This is neither time nor cost effective and presents unusual challenges. In Fall 2013, we have an official HS Coordinator with release time, 1 interim Dean in SBSS, 1 interim Dean in Counseling and 1 Interim VP—all who are devoted to streamlining communication and addressing program related issues.

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Obj. 2.3 Identify and provide appropriate support for transfer students

Instructors work with students to identify colleges and suitable programs for further study. Students are encouraged to double major, e.g., HS and psychology, to increase their chances of being admitted to institutions of higher learning. Time is allotted for announcements and guest speakers from other institutions and places of employment. Announcements for jobs are emailed to students. Students are encouraged to regularly communicate with their counselors at SCC.

Obj. 2.4 Improve student access to college facilities and services to students

Instructors: • Enable students to attend counseling

meetings during class time; • Email announcements from internal

and external resources to students; • Supply free resources to students; and • Allow time for Guest speakers to

promote services during class time

Obj. 2.5 Develop and implement an effective Enrollment Management Plan

As a Human Services program we: • Vary courses offered by time, location,

and instructor; • Advertise the courses for the upcoming

semester during class; and • Mention the HS program at meetings

with colleagues and community members.

Goal 3: Strengthen Community Connections Program Evidence

Obj. 3.1 Respond to community needs

Students in the HS program are trained to meet the diverse needs that are present in the community. For example, a graduate would be able to conduct an intake and link a consumer to appropriate services, documenting everything in a timely manner and within federal and state guidelines. They actually do this in their internships; the actual needs vary from helping someone who is homeless find resources to assisting a first time pregnant mother link to health resources. Because the internships are not paid, employers can serve more people at no cost.

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Obj. 3.2 Expand ties to the community

The internships directly tie Solano College students and the College as an entity to the community. These partnerships are celebrated at the end of each academic year during graduation time. Advisory Board meetings may also serve to consolidate community collaborations given resources are shared and networking occurs.

Goal 4: Optimize Resources Program Evidence

Obj. 4.1 Develop and manage resources to support institutional effectiveness

The Teaching Internship in HS 52 was developed. Currently there are 51 field sites which constitute a 22% increase since 2010 in options for students to successfully complete their internships.

Obj. 4.2 Maximize organization efficiency and effectiveness

In term of effective communication, email if often used to disseminate program related information. Department meetings also is a useful event but difficult to coordinate given the varied schedules of program faculty.

Obj. 4.3 Maintain up-to-date technology to support the curriculum and business functions.

When a budget is created, included will be a request for up to date portable technology so that we can more easily and timely communicate with community members and students alike.

1.3 Enrollment. Reviewing data from the past 4 years, we traditionally offer 2 sections of HS 51 in the Fall semesters and an average of 1 section of HS 52, 53, and 55 each in all semesters. The rationale for offering multiple sections of HS 51 is because in Introduction to Human Services course, students assess whether they want to pursue a career in Human Services related work. Faculty discuss and assess fit in the classroom and expect people to realize they are not a fit for this field and self-select out and not enroll in subsequent courses. A limitation, however, is the lack of faculty to offer multiple sections of all courses every semester. During the Fall 2013 semester, a hiring committee is being developed to post for new HS qualified instructors. (The position was posted late in Spring 2013 due to other hires being prioritized; moreover, suggested sites to post the position, such as APA, NASW and NOHSE, were not accepted by Human Resources because there was no money to pay for such listings. It is clear that the HS Program needs a budget!) When reviewing the full-time equivalent enrollment (FTE) for each semester since the last program review in 2010, we find different ranges for different classes for different semesters, thus not detecting any one viable pattern for the program as a whole. The following list indicates the ranges for each course:

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• HS 51 3.5 in Spring 2013 to 7.4 in Fall 2010 • HS 52 2.7 in Fall 2010 to 3.7 Spring 2011 • HS 53 2.3 in Spring 2013 to 4.8 Spring 2011 • HS 55 1.8 in Fall 2010 to 3.9 in Spring 2012

When looking at it by semester, for only the HS titled courses (which is not the entire program) we yield the following results:

• 14.3 Fall 2010 • 15.8 Spring 2011 • 13.09 Fall 2011 • 13.7 Spring 2012 • 13.1 Fall 2012 • 10.4 Spring 2013

When we compare the enrollment pattern to that of the college as a whole, the FTE for Spring 2013 increased to 3640.85 from 35553.09 in Fall 2012; that is contrary to the pattern found in those semesters at SCC for the HS program. A plausible reason for such variability is due to the location of course offerings and decrease number of sections offered. There was a push to offer the courses at the Centers when historically enrollments are lower and some courses are cancelled due to low enrollments or lack of an available classroom. In years past, course offering were also more restricted in terms of times offered, where now the rotation occurs over all time slots which include mornings, afternoons and evenings. The number of declared degree seekers within the Human Services program continues to yield consistent percentages over the years. Currently at 47% in the Spring 2013 semester, the program serves most students interested in majoring in Human Services. Students declared as Registered Nurses fell second at 18% with Psychology students at 13%. A few other disciplines were equally represented at 3% and included Social Sciences, Early Childhood Education, and Criminal Justice. Five percent of the students were undeclared. Such evidence supports advertisement to all departments within SCC and the community as a whole given the education applies to many disciplines. Learning to actively listen, document properly, and respect cultural norms is vital to many roles when serving others. 1.4 Population Served. Utilizing data obtained from Institutional Research and Planning, the following trends are found since the last program review:

• Gender: The majority of students in the HS program are females. In Spring 2013, 75% identified as female with 24% as males. And yet, the male enrollment represents an increase from past years. This pattern is consistent with that of Solano Community College (SCC), however, the spread is closer where females represent 54.7% of student enrollment. Traditional gender roles may contribute to these differences where females are taught to be helpers early in life.

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• Age: The ranking of students in different age categories has remained consistent over the history of the program with students over 30 years old representing the majority of students enrolled. Students between 20 and 30 years of age fall second, followed by 18-20 year olds with very little students under age 18. A new finding indicates that students between ages 18-20 represent a subset that has increased in percentage over the years, e.g., in Spring 2013 they accounted for 14% compared to 10% in Fall 2010. The SCC college data has different age categories, thus making it challenging to make valid comparisons. For Spring 2013, students 30 years of age and older constituted 23.9%, with 50.85% of students aged between 20 and 29 and 25.5% were 19 years old or younger. From this, we can surmise that students age 30 and over do not constitute the majority of enrolled students at SCC but they do in the HS program at SCC. A plausible explanation for older students in the HS program includes career changes and retirees training for a second career; they constitute the second largest enrolled group (12% in Spring 2013 after continuing students at 75%). We also find there are many helpers in the field that are coming to be professionally trained in order to sustain or gain employment and obtain the certificate.

• Ethnicity: Historically, the program has mostly served students who identify as Black

non-Hispanic, White Non-Hispanic, and Hispanic. Overall, there has been an increase in the White Non-Hispanic student enrollment, followed by Hispanics and Asian Pacific Islander students. Presented is the current ranking and percentages of students recorded in Spring 2013: White-Non Hispanic (34%), Black Non-Hispanic ( 27%), Hispanic (25%), Asian (9%), other (4%) and American Indian or Alaskan (1%). This pattern is slightly different when we compare it to the SCC college enrollment overall, where Hispanics constitute most of the enrollment (30.16%) followed by White Non-Hispanic (28.47%) and African Americans ranking in third representing 11.81% of the population. Filipinos, American Indian/Alaskan each constitutes about 10% at the college and mirrors the underrepresenting groups within the Human Services program as well. This underrepresentation might be due to traditional types of employment sought by specific ethnic groups which do not include human service work. Outreach and attendance in cultural events might help increase enrollment of underrepresented groups.

1.5 Status of Progress toward Goals and Recommendations. A detailed description on the status of goals or recommendations identified in the previous educational master plan and program review are provided below. Similar information is provided in Table 2 and Table 3 in brief.

• Hire a full time faculty member and more adjunct faculty. Currently, an average of 1 section per HS course is provided at SCC and only offered at the Main Campus in Fairfield because of limited faculty. Increasing our adjunct pool would enable an increase in offerings. However, obtaining a new full time faculty member would enable not only an increase in offerings, but also a consistent voice for the program to serve students needs and increase community collaborations—given the increase in load and requirements such as office hours. A proposal to request a full time faculty member will

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be developed in the 2013-2014 academic year and submitted for review. A hiring pool is currently in place to obtain more adjunct faculty.

In 2011, Veronica Piper-Jefferson was hired as an adjunct. She has successfully taught HS 51 and is currently teaching HS 53 Fall 2013 for the fist time. Veronica is currently a trainer and consultant for Bay Area Training Academy which is a training institute for Child Welfare Agencies in twelve Bay Area Counties. In addition, Veronica is a Child Custody Recommending Counselor for the Solano Superior Court where she assists parents in devising parenting plans for custody and visitation. Veronica's passion and experience lies in the field of Child Welfare Services serving children who are victims of child abuse and neglect. She has over 17 years of experience as a Child Welfare Worker, a Supervisor and a Manager and has worked in San Francisco, Stanislaus and Solano Counties. Veronica received both her Bachelor of Arts Degree and her Masters Degree in Social Welfare from the University of California at Berkeley. Veronica is a long-time resident of Solano County where she continues to reside with her husband and three children.

• The HS Coordinator position was created in Spring 2013. The duties include:

o Provide direct supervision and coordination of the Human Services program. o Teach classes in Human Services as assigned. o Coordinate the activities of the Human Services Advisory Committee. o Research, compile, and prepare appropriate reports and records based on

statistical data. o Recommend schedules for day and evening course offerings. o Make recommendations for and prepare proposals for curriculum additions,

modifications, and deletions. o Assist in the development of new electronic networking resources for Human

Services students and alumni. o Provide liaison between Counseling, Psychology and Human Services. o Prepare brochures and publicity for the Human Services Program. o Assist in enlisting, screening, and counseling students into the Human Services

Program. o Assist in the recruitment of new instructors, participate in interviews, and make

recommendations. o Make budget recommendations for the Human Services Program. o Recruit, collaborate, organize, and conduct trainings with in-house and

community providers. o Coordinate with county agencies and other providers for placement of Human

Services students and services. o Work with other colleges and universities in the expansion of the Human

Services program. o Perform other valid related duties as assigned in accordance with provisions of

the contract between CTA/NEA and the District.

• The HS Coordinator position was filled for the 2013-2014 academic year. Dr. Saki Cabrera serves as the HS Coordinator and full time faculty in the Human Services and Psychology program. Under administrative direction of the Dean of Social and

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Behavioral Sciences, Saki is responsible for the supervision and coordination of the Human Services program and teaches courses in Human Services. Her extensive applied and theoretical background in Human Services, professional training in program evaluation and psychology, and proven success in the community will enable her to successfully perform the duties and responsibilities previously outlined.

• Increase media resources for classroom use to increase quality teaching and student

learning. Several DVD's related to course content for increase knowledge in diverse areas and application were purchased. They include: Basic Attending Skills, The Challenge and Conflict Among Allies: Risks and Opportunities, Psychotherapy with Gay, Lesbian and Bisexual Clients, Them and Us, What Does it Mean to be White? The Invisible Whiteness of Being, The Counseling Intake Process: Culturally Competent Demonstrations and Debriefings, The Clumsy Counselor, and Group Work: Leading in the Here and Now.

• Having all HS courses conducted in smart classrooms. This has allowed instructors video access and use of Power Point for instruction and training.

There are some goals and recommendations where progress was made but the goals are not yet fully actualized. The progress is noted below.

• In order to increase the quality of teaching and student learning, a reduction in class size

is needed. In particular, the following enrollments are suggested based on expertise in content and instruction; reduce HS class maximum enrollment of HS 51 to 30; HS class maximum enrollment of HS 52 to 15; HS class maximum enrollment of HS 53 to 20; HS class maximum enrollment of HS 55 to 20.

• There were multiple meetings since the last program review aimed at getting a better understanding of the HS program and to facilitate the coordination of the HS Program, the courses HS 51,52,53,55 and COUN 62, 64A and Coun 64B into one Human Services Program and Division. What was made more transparent, is that the HS program has historically been housed in one Division, now called the School of Social and Behavioral Sciences. However, the HS Department affairs e.g. scheduling, curriculum review, program review, hiring of faculty, budget decisions, require working collectively and consistently within a minimum of 2 Deans and 2 different administrative assistants, which continually proves not to be efficient for the person who does all the work. A lot was learned from meetings with faculty, Deans, and Vice Presidents of Academic Affairs that serve to guide future steps in strengthening the program. For example, some courses only serve HS students so having them in a different department is not necessary. Therefore, one current focus is to change Coun 64A and Coun 64B to HS 64A and HS 64B. Counselors would still be abler to teach the courses. Coun 62 could be cross listed. Pursuing this also has the added benefit of locating the courses more easily given students usually look for the courses under Human Services and don’t find them. Furthermore, this would enable administrators and potential funders to obtain information about the entire HS program not just some of the courses with the HS title

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which has been acceptable in the past and misrepresents the program as a whole. (This too is evident in this Program Review where only data for the HS titled courses (4) was made available and again only represents some of the courses—not the program.) Proposing such program changes will be initiated in the 2013-2014 academic year.

• Another goal not yet reached was to create a more suitable environment for quality teaching and learning. This would require the purchase of chairs and desks to allow for group activities. We are unable to do so without a program budget but can submit an operational proposal in the future.

• Similarly, to create a technologically advanced classroom for a more suitable environment for quality teaching and learning the installation of response systems that would allow for timely feedback to case scenarios would allow for greater application of diverse situations. These requests can be made official in the near future.

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Table 2. Educational Master Plan

Educational Master Plan Status

1. Hire a full-time HS Instructor

HS Coordinator met with the new Dean in August 2013 to discuss the need. HS Coordinator will work with the Dean to create a full time position. Currently working on hiring a new adjunct.

2. Consolidate program into one division

HS Coordinator has communicated the need to the new Dean and the VP in 2013 and will work to develop a proposal within the 2013-2014 academic year.

3. Offer smaller courses for more student interaction and support

HS Coordinator has communicated the need to the Dean in August 2013 and will work to develop a proposal within the 2014-2015 academic year.

4. Partner with 4-year college to provide upper-division courses.

This is a long term goal. We have met with Brandman on to discuss programs.

5. Continue partnerships with local agencies

We work closely with 51 Human Services/Social Service agencies in the county ; this represent an increase of 23 sites since 2010

Develop more specialized course offerings

We need a full time person dedicated to this program and additional faculty to teach the courses before we can expand. Possibilities include the development of a CAADAC program, and the creation of a Spanish/English bilingual course to cover the intake process so that providers feel empowered (given the large percentage of Latinos who speak Spanish in Solano County). Have had informal conversations with faculty who teach Spanish in creating a Learning Community.

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Table 3. Program Review Recommendations

Program Review Recommendations (Previous Cycle) Status

1. Hire a full time faculty member and additional adjunct faculty.

A new full time faculty member was not hired but a new adjunct was hired. Will advocate for a new full time HS faculty position in 2013.

2. Create a HS Program Coordinator position. The position was created in Spring 2013 and filled to serve the 2013-2014 academic year

3 Reduction of class size.

This has not yet been formally initiated. Several meetings with Deans have indicated this will be a challenge given the college need for increasing FTEs.

4. Combine the HS program into one Division.

The program is housed under one Division; the courses aren’t. Will initiate to change Coun 64A & B to HS 56 & HS 57 and cross list Coun 62 as HS 52 during 2013-2014 academic year.

5. Increase media resources for classroom use to increase quality teaching and student learning

A few videos were purchased.

6. Having all HS courses conducted in smart classrooms All classes are offered in smart classrooms.

Completing all the aforementioned goals and recommendations is imperative given the growth in the county population is estimated to require additional employees trained in human/social services. Expansion of course offerings, training on current initiatives and practice trends, partnerships with local human services agencies, and offering specialized course topics could provide an opportunity to increase enrollment and FTES as well as potentially train current workers. 1.6 Future Outlook. We find that the value of this program remains consistent since its inception—to help serve the needs of the community. This is not only done through workforce training, but also through non-paid student internships where student work in agencies within Solano County for 2 semesters. When looking at Labor Market Data for Social and Human Service Assistants, we find that employees on average made $17.25 an hour—with those in the 75th percentile being paid $21.033 per hour. Projections of Employment (Outlook or Demand) are promising for students trained in Human Services. Between 2010-2020, employment is estimated at 34,600 with 42,200 being projected (a 22% increase). This results in 7500 additional openings for net replacements in California alone! The following provides a list of Industries employing Human

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Services workers. The places vary as do the needs of different employers. What is evident is that the training provided at SCC does not only benefit our local community, but abroad as well. Industries Employing Human Services Workers [Top]

Industry Title

Number of Employers in State of California

Percent of Total Employment for Occupation in State of

California

Individual and Family Services 18,414 23.3% Vocational Rehabilitation Services

1,806 7.8% Emergency and Other Relief Services

649 6.7% General Medical and Surgical Hospitals

1,393 5.8% Nursing Care Facilities 2,386 3.9% Social Advocacy Organizations 7,971 3.2% Outpatient Care Centers 6,487 2.9% Residential Mental Health Facilities

10 2.1% Grant Making and Giving Services

813 1.7% Child Day Care Services 11,003 1.6% Offices of Physicians 62,928 1.5% Religious Organizations 25,283 1.4% Civic and Social Organizations 6,083 1.2% Elementary and Secondary Schools

17,985 1.1%

CURRICULUM DEVELOPMENT, ASSESSMENT, AND OUTCOMES Program Level Outcomes

2.1 In Table 4, you will find a list of the Program Level Student Learning Outcomes (PLSO) and which of the “core four” institutional learning outcomes (ILO) they address. In the same chart, specifically stated (in measurable terms) is how the HS department assesses each PLSO.

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Table 4. Program Level Outcomes

Program Level Outcomes ILO (Core 4) How PLO is assessed

1.

Development of basic knowledge within the field of Human Services.

1A,1B,1C,1D 2A,2C,2D 3B 4A,4B,4C

• 70% of students score a minimum of 70% in courses HS 51, Coun 62, HS 53, HS 52, HS 55 and Coun 64A&B

2.

Development of cultural competency, group facilitation, and case management skills.

1A,1B,1C,1D 2A,2C,2D 3B 4A,4B,4C

• Overall, 70% of students score a minimum of 70% in courses HS 51, Coun 62, HS 53, HS 52, HS 55 and Coun 64A&B.

• Cultural Competency: 70% of students score a minimum of 70% in HS 53

• Group Facilitation: : 70% of students score a minimum of 70% in HS 52

• Case Management : 70% of students score a minimum of 70% in HS 55

3.

Application of Human Services knowledge and skills.

1A,1B,1C,1D 2A,2C,2D 3B 4A,4B,4C

• Overall, 70% of students score a minimum of 70% in courses HS 51, Coun 62, HS 53, HS 52, HS 55 and Coun 64A&B.

• Coun 64A: 70% of students score a minimum of 70%

• Coun 64B: 70% of students score a minimum of 70%

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2.2 The level (introduced (I), developing (D), or mastered (M)) at which courses support the Program Level Outcomes is illustrated in Table 5. Table 5. Program Courses and Program Level Outcomes

Course PL01 PL02 PL03

HS 51 I I I

HS 52 I I D

HS 53 D I D

HS 55 M M M

Coun 62 I I I

Coun 64A I I I

Coun64B D D D HS 55 serves as capstone course for the Human Services Program. 2.3 The results of the program level assessments and planned actions made based on the outcomes of program level student learning assessment is reported below for Spring 2013. PLO 1: Development of basic knowledge within the field of Human Services.

Results: There were 178 students enrolled in the Human Services Program Spring 2013. Of these, 89% (158) were successful. Eleven percent of the student body did not achieve success. In particular, 3% (6) felt just short and 8% (14) failed to pass the courses.

Planned action: In each course, instructors will continue the varied activities which serve to engage students using different learning modalities. Overall, they will continue to explain the importance of human services in a historical, cultural, and political context; describe HS occupations, purposes, roles and qualifications; and identify and evaluate their personal and professional goals as they apply to employment in HS.

Timeline for Planned action: Immediately

PLO 2: Development of cultural competency, group facilitation, and case management skills.

Results: If we look at the program as a whole where all these concepts are introduced, developed or mastered, we yield the following same results as those found in PLO 1. (There were 178 students enrolled in the Human Services Program Spring 2013. Of these, 89% (158) were successful. Eleven percent of the student body did not achieve success. In particular, 3% (6) felt just short and 8% (14) failed to pass the courses.) The following are the results for each concentration:

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o Cultural Competency: Twenty students were enrolled in HS 53. Ninety-five percent of the students (19) were successful, with one student failing the course. This student stopped attending class mid-semester.

o Group Facilitation: Twenty four students were enrolled in HS 52. Twenty students passed the course (83%) with 4 students not achieving success.

o Case Management Skills: Twenty students were enrolled in HS 55. All of them (100%) were successful in achieving the necessary skills.

Planned action: Sustain current instructional practices. Instructors will have students identify the strengths and needs of special populations; appraise their own cultural identity; and demonstrate cultural competence in areas of self-awareness, skills, and knowledge. They also will encourage students to verbalize understanding of the essentials of group counseling and how to facilitate groups using various group skills and techniques. Finally, instructors will provide ample opportunities for students to demonstrate basic case management skills in assessing HS clients for their service needs; evaluate case managements roles in the context of needs assessment, documentation, referrals, service planning, and service provision. Instructors will have students create a mock case file, exhibiting skills from a variety of case management functions.


PLO 3: Application of Human Services knowledge and skills.

Results: Again, in each course students get to apply their skills in the classroom, and some externally, such as the internships in Coun 64A&B and assignments in all the other courses which require students to interact with people and provide documentation. This is not the case with Group Processes unless the experience directly applies. Thus, the same results are found as reported in PLO 1. (There were 178 students enrolled in the Human Services Program Spring 2013. Of these, 89% (158) were successful. Eleven percent of the student body did not achieve success. In particular, 3% (6) felt just short and 8% (14) failed to pass the courses.) When we specifically look at the course designed to apply their knowledge and skills in the field, we find that 96% (29 students) yield success. The following are the results for each practicum course:

o Coun 64A: 100% of students (16) were successful. o Coun 64B: 93% of students (13) were successful with one student not passing.

Planned action: Continue with the application of the most pertinent culturally

appropriate beginning helping skills, e.g. attending, active listening, inquiry and most importantly, empathy. Demonstrate the helping model and knowledge of pertinent legal and ethical issues as described in class and in the text e.g. “Building the Relationship and Facilitating Action” and “client welfare, multicultural competency, informed consent, confidentiality and scope of expertise and practice”. Continue with assessment and action e.g. making an informed and sensible referral, being sure to

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follow up regarding RED FLAG safety issues and working within the scope of limited experience; and professionalism and appropriate demonstration of interest and attention. Maintain personal/professional boundaries and work within scope of expertise and training. Add diverse mock case files for practice.


Overall, the results of this program assessment indicate success on every outcome based on the effective implementation of curricula, community collaborations, responding to student needs, and the commitment to creating a rich learning environment from both students and faculty alike. Student Learning Outcomes

2.4 We update course level SLO’s, assessments, and plan actions for change at department meetings. Completed assessments are posted on shared drives and instructors share their learning experiences after changes are implanted. We use the same tool to assess student learning outcomes when we offer multiple sections. More recently, we have only offered one section of each HS titled course so this does not always apply. 2.5 At Solano Community College, we were instructed to adopt an assessment schedule based on odd and even number of courses to be completed in different semesters. However, given we have only 4 courses in the HS program in the Social and Behavioral Sciences Division; we are assessing 2 courses per semester. Overall, we value the lessons learned from SLO assessments and will attempt to complete an SLO assessment for each course every semester. For example, HS 55 is scheduled to be assessed Fall 2013 and was assessed in Soring 2013 as well.

Table 6. SLOs

Course # Course Name F2013 S2014 F2014 S2015 F2015 S2016 F2016 S2017

HS 51 Intro to Human Services X X X X

HS 52 Intro to Group Process X X X X

HS 53 Special Populations X X X X

HS 55 Intro to Case Management X X X X

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2.6 SLO assessments have consistently been completed since the last program review and changes have been made to improve outcomes. Although we have a schedule to alternate when assessments are completed, the goal is to conduct them every semester in order to implement changes and improve outcomes in a more timeline manner. Hence, all HS titled courses were completed for the Spring 2013 semester and include: HS 51, HS 52, HS 53 and HS 55. Provided below is the detailed information for each course assessment. HS 51: Introduction to Human Services The following is the most recent assessment completed for Spring 2013 by Professor Piper-Jefferson. SLO 1: Explain the importance of human services in a historical, cultural, and political context

Success criteria #1: 70% of students will score at least 70% on Exam #1 (essay format, multiple choice and true/false) which included the following questions related to human services in a historical context:

Results: 77% of the students who took Exam #1 scored 70% or above. These results

represent a 5% increase from Fall 2012. As planned, the instructor added the administering of pop quizzes after assigned Chapter reading.

Planned action: Track the success rate of each individual question listed above to determine if there are individual topic areas that warrant additional focus to ensure that the learning objective is met in its entirety.

Success criteria #2 : 70% of students will score at least 70% on Exam #2 (essay format, fill in the blank and short answer) which included the following questions related to human services in a political and cultural context:

Results: 69% of the students who took Exam #2 scored 70% or above. Planned action: 1. After assigning a Chapter in the text for reading, provide the students

with a pop quiz to ensure comprehension and synthesis. 2. Complete one exercise (at the end of each chapter) during the class as a group activity. 3. Provide a study guide to students one week prior to the scheduled exam.

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SLO 2: Describe HS occupations, purposes, roles and qualifications

Success criteria: 70% of the students will score 70% or above on their Human Services Agency Profile report. The report requires students to research a Human Service agency in Solano County, interview a Human Service professional who works for the selected agency , learn about their occupation, role and qualifications.

Results: 91% of the students completed the Human Services Agency Profile report. 88% of the students who completed the Human Services Agency Profile report scored 70% or above.

Planned actions implemented: (changes, new ideas, or no changes?): Two different guest speakers were invited to the class. One guest speaker was a Public Health Nurse with Solano County who provided information about her education, qualifications and positions held in the field of Human Services. A second guest speaker was a Developmental Specialist from Children’s Nurturing Project who graduated from Solano College. She shared about her education, qualifications and positions held in the field of Human Services. Both speakers answered questions from students about their work experience and qualifications. Both speakers were well received.

Planned actions forthcoming: revise the human services presentation sheets to include a question about the purpose, role and qualifications of the individual interviewed by the presenter.

SLO 3: Identify and evaluate their personal and professional goals as they apply to employment in HS.

Success criteria: o 1. 70% of the students will complete a Human Services Profile report which

includes a two page written response to the following question: There are three reasons why I would or would not see (the selected agency) as a viable place for me to be employed.

o 2. 70% of the students will indicate in writing on a minimum of 10 Presentation Summary Sheets why the agency that presented by verbal reports of fellow students would or would not be a viable place of employment.

Results: 91% of the students completed the Human Services Agency Profile report. 88% of the students who completed the Human Services Agency Profile report scored 70% or above. 89% of the students completed one page summary presentation sheets about the peer’s agency. 97% of the students who completed the assigned minimum of ten presentation sheets scored 70% or above.

Planned action: (changes, new ideas, or no changes?): No changes will be implemented.

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HS 52: Introduction to Group Processes This assessment was completed for Spring 2013 by Professor McIlvery. SLO 1: Demonstrate a working knowledge of the various types of groups in human services,

their structure and their purposes.

Success criteria: • 70% of students score 70% on the semester project (proposal and mock group

facilitation) • 70% of students score 70% on the student demonstration evaluation

Results: • Of 27 students, 25 (96%) scored 70% or more (minimum of 210 points). • On the student demonstration, 15 (56%) scored 31 points or more; of the 12 students

who did not score 70% or above, 7 of them did not complete the activity at all. Planned action: (changes, new ideas, or no changes?) Next semester the semester

project results will be graded individually in order to learn if the mode of dissemination makes an impact. Student demonstration: I think the reasons students didn’t complete the student demonstration is because students look at it as being minimal points and choose not to complete it. Students also seem to lack time management skills and attempt to complete all assignments at the end of the semester not appreciating that these presentations have due dates. I will continue to inform them that this assignment is not extra credit; that all points earned affect their final grade; be available to discuss the assignments, and announce it repeatedly. I also realize that students felt there were too many demonstrations; therefore I will revise the number of demonstrations and create them in more depth to meet student need. I will retain all aspects of the semester project given its success.

SLO 2: Apply basic skills to facilitate a small group in HS for psycho-educational, support, or self-improvement purposes.

Success criteria: • 70% of students score 70% on the semester project (proposal and mock group

facilitation) • 70% of students score 70% on the Student demonstration evaluation • 70% of students score 70% on the Paper regarding human service

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Results: • Of 27 students, 25 (96%) scored 210 points or more. • On the student demonstration, 15 (56%) scored 31 points or more; of the 12 students

who did not score 70% or above, 7 of them did not complete the activity at all. • On the paper regarding human service, 23 (85%) scored 35 points of more. The

remaining 4 did not complete the paper at all. Planned action: (changes, new ideas, or no changes?)

Semester Project and Human Services Paper: I will retain all aspects of these assignments given its success. However, the semester project results will be graded individually in order to learn if the mode of dissemination makes an impact. Student demonstration: I think the reasons students didn’t complete the student demonstration is because students look at it as being minimal points and choose not to complete it. Students also seem to lack time management skills and attempt to complete all assignments at the end of the semester not appreciating that these presentations have due dates. I will continue to inform them that this assignment is not extra credit; that all points earned affect their final grade; be available to discuss the assignments, and announce it repeatedly. I also realize that students felt there were too many demonstrations; therefore I will revise the number of demonstrations and create them in more depth to meet student need.

SLO 3: Design a fictitious group

Success criteria: 70% of students score 70% on the Fictitious Group Proposal

Results: Of 27 students, 25 (96%) scored 210 points or more. Planned action: (changes, new ideas, or no changes?) Next semester the fictitious group

proposal results will be graded individually in order to learn if the mode of there are differences in scores based on the different components outline/Contract, Rationale, and Agenda)

HS 55: Introduction to Case Management This assessment was completed for Spring 2013 by Professor Cabrera. SLO 1: Demonstrate basic case management skills in assessing HS clients for their service needs.

Success criteria: 70% score a grade of C or better on the Mock Case File Results: 100% of students scored a grade of C or better. All students (N=20) passed the

class with a grade of C or better.

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Planned action: o Continue to blend lecture with practical application in class. o Continue to have them create clients and then use their materials to work

throughout the semester. o Continue 5 quizzes per semester and 3 exams. o Continue group exercises and reporting.

SLO 2: Evaluate case managements roles in the context of needs assessment, documentation, referral, service planning, and service provision.


class with a grade of C or better. Planned action:

o Continue to provide diverse examples for them to apply what they have learned and critically think.

o Continue to have them create clients and then use their materials to work throughout the semester; use pre-post assessments to witness academic growth.

o Continue with applied quizzes (that present scenarios for the application of various parts of case management).

o Have them continue to pretend they are providing services and create treatment plans with related Goals and Objectives.

o Continue group exercises and reporting, e,g., discharge summaries and termination letters.

SLO 3: Create a mock case file, exhibiting skills from a variety of case management functions.


class with a grade of C or better. Planned action:

o Continue to use the classroom as a “workplace” training model; have every week build upon the prior week. Repeat concepts & skills learned at the beginning of each class.

o Continue to require the Case File as the final assessment, inclusive of working within teams and with different “clients” and reporting to the supervisor.

o Continue with pre-post assessments so they witness their own academic growth o Continue to use the grading rubric that represents a variety of case management

functions taught and modeled throughout the course

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2.7 In short, the Human Services is in need of a more unified and visible support from administration. The great news is that it again is occurring given the HS Coordinator position has been created and filled for the first time in the history of the program and the current Dean and VP have been very supportive in learning about the program in order to meet the needs of the program. What is further needed is to hire new full time faculty members and increase adjunct hires as well. This will enable multiple class offerings at multiple sites, thereby meeting the projected needs of the field. Having regularly scheduled department meetings will enable the timely exchange of information to sustain program strengths and meet the needs. And, to increase the visibility of the program and community collaborations, the Advisory Board meetings can be organized once a semester at minimum and faculty and students can advertise the program via community event participation. What is evident is that the outcomes demonstrate that the Human Services Program is successful and program faculty are dedicated to maintaining the academic rigor of the program as well as its ability to meet community needs by training a workforce that will be able to serve a diverse population. 2.8 Please review section 2.6 to review changes made to the program or courses that were a direct result of student learning outcomes.

2.9 Course offerings. The following are course descriptions found in the Human Services section of the course catalogue at Solano Community College: HS 051 3 Units Introduction to Human Services Course Advisory: Eligibility for ENGL 001 and SCC minimum Math standard. Provided is an overview of the history and purpose of human services. Students will familiarize themselves with skills needed to provide optimum services to diverse consumer populations in areas such as social welfare, mental health, substance use, rehabilitation, and child, adult and elder care. Political and economic aspects inclusive of roles and functions of local human services agencies systems will be examined. Three hours lecture. HS 052 3 Units Intro Group Process Course Advisory: COUN 062; eligibility for ENGL 001; SCC minimum Math standard. An introduction to the theory and dynamics of group interaction including psychoeducational, support, and therapeutic context. The various stages and process of group development are studied using both a conceptual and experiential approach. This course is intended to assist persons who will function as leaders in a variety of small group situations. Three hours lecture.

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HS 053 3 Units Special Populations Course Advisory: Eligibility for ENGL 001 and SCC minimum Math standard. The study of the values, problems, issues, concerns and counseling needs of special population groups including, but not limited to age, gender, ethnicity, socioeconomic status, physical or psychiatric disability, sexual orientation, and chemical dependency characteristics. The course provides students with the insight, knowledge and skills necessary to work with diverse populations in human services settings. Three hours lecture. HS 055 3 Units Case Management Prerequisite: COUN 062. Course Advisory: Eligibility for ENGL 001 and SCC minimum Math standard. An introductory course which acquaints students to the basic concepts and skills of case management. This course provides an introduction to the history and purpose of case management, case management concepts, legal and ethical considerations of case management, service planning and delivery, careers in case management and other topics. Three hours lecture. HS courses have been offered at both the Vacaville and Vallejo centers. However, the entire program has never been offered at Vacaville—only HS 51 and HS 53. This is due to the lack of need and ability given only one section is offered of each course per semester. More instructors are needed to be able to offer multiple sections as is program advertisement and support for its rigor and student training. (This is stated because students have informed faculty that they were incorrectly told majoring in Human Services wouldn’t help them attain their future degree in Social Work or Psychology.) 2.10 Instructional Quality. High quality instructions and appropriate breath, depth and rigor in courses is a result of following sections Ks and the professional experiences professors bring in to the classroom. In most classes, the student to faculty ratio is too high. The current maximum instructor to student ratio is 1:50 in HS 51 and 1:35 in HS 52, HS 53 and HS 55. As recommended in section 1.5 of this Program Review, a reduction in class size is needed. In particular, the following enrollments are suggested based on expertise in content and instruction; reduce HS class maximum enrollment of HS 51 to 30; HS class maximum enrollment of HS 52 to 15; HS class maximum enrollment of HS 53 to 20; HS class maximum enrollment of HS 55 to 20. This will again be addressed in the 2013-2014 academic year.

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2.11 Teaching Methodologies. Professors vary their delivery modes and teaching methodologies to reflect the diverse needs and learning styles of its students. All courses are offered in smart classrooms enabling access to a variety of tools. Power points are utilized to tap into visual learning as well as auditory learning, given professors often embed videos for further illustration or application of reviewed course content. Many of the professors use role play as a viable way for students to apply their knowledge and skills and obtain feedback from both professors and peers, thus the use of tactile learning. Guest speakers also are utilized as a resource. Examples of efforts to extend learning beyond the classroom into the community include the 200 hours of field work all students must complete and interviewing employers and HS consumers in the community on a variety of topics. All of these components contribute to a student success rate as high as 85% in Spring 2012 and currently at 83% in Spring 2013. This represents about a 10% increase over the last 5 academic cycles—a testament to the contribution of 2 new hires in complimenting the strength in existing faculty and increased community collaborations. A future goal, after a budget is created and approved, is to provide field trips so that students get additional opportunities with the guide of the professor to learn about the different employment opportunities and how work is actually completed in the field. 2.12 Fill rates/Class size. Reviewing data from the past 3 academic years (Fall 2010-Spring 2013), the following is found:

• HS 51: Class average is 37 students with a total 296 students served in 8 sections. • HS 52: Class average is 31 students with a total of 184 students served in 6 sections. • HS 53: Class average is 27 students with a total of 187 students served in 7 sections. • HS 55: Class average is 27 students with a total of 136 students served in 5 sections.

Classes in HS 51 often begin with higher than 50 enrollments and decrease given students drop themselves given they do not meet course requirements or realize they are not suited for this field. This also explains why the enrollments are smaller in subsequent class. All of the averages are lower than the maximum number possible and classes HS 51 and HS 53 enrollments have been negatively affected by offering them at the Centers where historically enrollments are lower when comparisons are made to them being offered on main campus. Although from an administrative viewpoint, the goal is to have maximum enrollment, from an instructor’s experience, the number of students that can enroll in each course needs to decrease in order to provide quality instruction and meet the unique needs of some students. That said, the reported numbers are still too high given the recommended possible enrollments per class that is being reported as a goal for the HS program: reduce HS class maximum enrollment of HS 51 to 30; HS class maximum enrollment of HS 52 to 15; HS class maximum enrollment of HS 53 to 20; HS class maximum enrollment of HS 55 to 20. In all of these courses, a lot of activities are provided, thus having a large class size poses more challenges for diversity of teaching modalities to be further introduced into the class or where all students each get the opportunity to thoroughly engage and critically evaluate their experience as well as others’.

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Given the aforementioned, the current strategy is to continue to offer the courses at main campus only and rotate times and days as usual. The other is to advocate for additional staff; a HS hiring committee is being formed in Fall 2013 for an adjunct hire and a proposal to support a new full time hire will be initiated in the 2013-2014 academic year. This will allow for program expansion and advertisement as well as diversity in instruction and students served. 2.13 Course sequencing. There is a natural course sequence students are encouraged to follow; it is presented in all courses so that students can plan their schedules accordingly. Students are encouraged to take HS 51 and Coun 62, and maybe HS 53 first; then HS 52, and HS 55 and then Coun 64A and Coun 64B. A student may complete the program in 2 years (4 semesters) if they follow this sequwnce. If they solely are focusing on obtaining the HS certificate only, they can complete it within 3 semesters. Since the last program review, faculty met to discuss the placement of prerequisites on the courses in the spirit of ensuring student progress through the program with the necessary skills and knowledge to optimize their new learning experience and application of everything learned up to that point. In fact, this semester (Fall 2013) a student was enrolled in HS 55 and after hearing the responses of her peers, she consulted with the professor and decided she needed to first complete HS 55 to be able to understand and learn in HS 55. Dr. Cabrera agreed, in spite of it negatively affecting her class size, and provided her with an add code for HS 51. Changing the current structure as recommended would decrease the amount of time students are able to complete the program but would help them be better prepared and less frustrated in accomplishing course requirements. Discussed was the different between those who major in HS or seek a HS certificate from those who just want s few classes to strengthen their knowledge and skills in a specific area. Therefore, for HS 52 and HS 53, the addition of Coun 62 and HS 51 as prerequisites is recommended if the student is an HS major or obtaining a certificate. For HS 55, adding HS 51, HS 52 and HS 53 is recommended for all students. This is a capstone course that covers case management and the expectation is that students are equipped with the basic knowledge and skills and possess the ability to understand and help different groups that may be served in the community. Finally, adding HS 55 as a prerequisite to Coun 64A would ensure that students know how to document properly before going into the field. (This course only serves HS majors and certificate seekers.) The challenge is always evident. Do we allow students to enroll without prerequisite will help increase enrollment and facilitate progress through the program? Or do we ensure all students are fully prepared to complete course requirements and not feel disadvantages when comparing themselves to their peers? What is certain is that with the current structure, all faculty assist students make this personal evaluation.

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2.14 Basic Skills Basic Skills training is not applicable for this program. However, students are strongly encouraged to enroll in those courses based on personal assessments. A course advisory for ENGL 001 and SCC minimum Math standard exists for every HS course ad noted in the course catalogue. 2.15 Student Survey. In the past, a simple questionnaire was distributed to learn in what courses students planned to enroll and what desired times and locations would be most feasible to them. This aided scheduling for currently enrolled students only. This information along with comparisons to prior semesters, guides the development of the schedule. In recent semesters, the survey was not implanted in paper and students were asked orally. The current strategy is to review previous offerings and vary them by time and day offered. With lower enrollments at the Centers and only 1 course offered per course, all courses have been offered at the main campus in Fairfield. An all evening semester was also implemented in Fall 2012 and was the re-introduction of morning classes that was held on a Friday. Student feedback has been mixed given the wide range of students that enroll in HS courses. For every happy student, there may be someone who is not because they preferred that the course be offered at another time. This holds true for all course offerings in any program. That said, the survey will be reintroduced Fall 2013 semester and the practice of altering by days and times and offering all classes in Fairfield will continue to be utilized given its success. When we obtain additional faculty, we will consider multiple sections and offering them at the Centers. 2.16 Four-year articulation. Currently, all of the HS courses articulate to the CSU four year institution. However, unofficially, HS 51 served in lieu of an upper division Introduction to Social Work at Sacramento State because a student refused to repeat what she had learned at SCC. School officials contacted Dr. Cabrera and they reviewed her syllabus and program content. The student was successful and that class was waived for her. Given this experience, this course may be planned for upper division articulation as well given this holds true for other courses, such as HS 53 course where students have repeatedly contacted the instructor for the same reason. Or, perhaps a revised goal could include partnerships with 4-year colleges to provide fluid transfer pathways to HS students. 2.17 High school articulation. There are no HS courses with articulation/Tech Prep agreements at local high schools. Having the HS Coordinator advertise the HS program at High Schools may help increase enrollment into HS courses.

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2.18 Distance Education (if applicable). There are no distance education courses offered in the HS program. Given the training requires a lot of observation, role play and responding to diverse activities in real time, with real people, there is no plan to develop DE courses within the Human Services program. 2.19 Advisory Boards/Licensing (CTE) The following represents the last recorded list of advisory board members in alphabetical order: Sabine Bolz, Professor of Psychology & Human Services at Solano Community College

Saki Cabrera, Ph.D., Professor of Psychology & Human Services; Coordinator of the Human Services at Solano Community College

Rick DeGette, Alameda County Vocational and Behavioral Services

Elvira DeLeon, Success Center Vallejo

Robert Epstein, Solano County Mental Health

Marianne Flatland, Solano College Counselor/Professor/HS Fieldwork Coordinator

Joana McIlvery, Professor of Human Services at Solano Community College

Ron Nelson, Solano Community College Counselor/Disabled Student Services

Patricia Cookie Powell, Dixon Family Services

Members have met annually in the past but not all have met formally within the past two years. Some have attended department meetings, graduation celebrations, responded to emails and phone calls, assisted with field placements and are available to meet program needs. In the 2013-2014 academic year, a review of membership will be initiated to determine who wants to continue to serve as an active member and who might be interested in joining the official board. Once the Advisory Board members have been confirmed, a meeting will be held every semester where an official agenda will be followed and minutes taken.

STUDENT EQUITY & SUCCESS 3.1 Course Completion and Retention. The HS Program works to promote student success in various ways. • Professor use of student support services such as the library to help students learn about the

resources available at SCC, how to find scientific articles, and use reference books not available at other instructions. A library class is scheduled every semester.

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• Availability of community partnerships that welcome student workers every semester through the field work course within the HS program.

• Review of course advisories and skill requirements to be successful in HS courses. • Being innovative in class when covering content through use of role play, power points with

embedded videos of service, and use of guest speakers • Meeting with students to discuss future goals. Professors provide assistance with course

selections and discuss schools to which students may apply after successful completion of their HS certificate or AA degree

• Professors serve as a model for service and course requirements, e.g., being cultural competent, organize, providing timely and efficient documentation, and being punctual.

• Linking students to other resources for personal use. Students confide in HS faculty and often are linked to community services to assist themselves or family members.

• Students obtain employment opportunities as a result of their service provision through internships.

When reviewing Institutional Research and Planning data, success rates are as high as 85% in Spring 2012 and last reported at 83% in Spring 2013. Looking at the trend, the overall success rates have increased over time. Most students pass the courses in the program; most students earn Bs, and a fair amount earn As and Cs. Fourth are those were earn Fs followed by those who did not quite meet course requirements and earned a D. Interesting, those earning A’s increased 12% since Fall 2010. This could be the result of better prepared students and the diversity in students taking HS courses than in years past, e.g., the increase of nursing and psychology majors. 3.2 Degrees/Certificates Awarded Since the 2008-2009 academic year, 68 Associate of Arts degrees have been awarded to HS majors and 124 Certificates of Achievement in Human Services have been earned. The number of awarded Associate in Arts degrees in each semester has fluctuated while the number of Certificates of Achievement has remained consistent. This is expected given the Certificate of Achievement is attained after successfully passing 7 courses and the Associate of Arts takes more time given there are more classes in diverse disciplines to complete. In particular, the following represents the number of Associate in Arts Degrees awarded each semester: 16 in 2008/9; 5 in 2009/10; 19 in 2010/11; 20 in 2011/12; and 8 in 2012.2013. For the Certificate of Achievement, 22 were awarded in 2008/9; 29 in 2009/10; 26 in 2010/11; 23 in 2011/12 and 24 in 2012/13. This represents an average of 14 Associate of Arts and 25 Certificates of Achievement awarded per semester. Please note the average for the AA is greatly skewed given the very low number of AA earned in 2009/10 and 20012/13. Of 50 possible areas of study, the Human Services Program is ranked second in awarding Certificates of Achievement at Solano Community College. The number of certificates earned since 2008-2009 from different disciplines range from 1 to 143. Certificates of Achievement in Human Services account for 13% of all (962) certificates earned in this 5 year academic span; Cosmetology accounts for 15%. No other discipline comes even close! To sustain this success and further progress, current faculty deserves more resources to sustain quality instruction, inclusive of financial support for professional development to keep current and abreast of local and global issues. The employment of additional faculty is necessary to avoid burnout. The

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active recruitment to other students in different disciplines and community collaborations will continue. Finally, advertising the program within SCC will enable increased enrollments and influence graduation rates as well. 3.3 Transfer (if applicable). We learn about HS student’s overall academic standing when students connect with faculty seeking guidance on what classes to take or inquire about future programs to which they may apply. Therefore, no systematic data is acquired about students who are transfer eligible in an official systematic way by faculty. Professors always review HS program requirements and refer students to counselors for such detailed matters. 3.5 Career Technical Programs Successful students gain basic knowledge and skills necessary for the variety of jobs in the field of Human Services. The courses are intended, but not limited, to provide entry-level skills and training for students who are interested in employment in mental health, social welfare, developmental services, corrections, alcohol and drug treatment, or child/adolescent treatment services. Graduates gain specific knowledge and skills to create alliances and facilitate change, run groups, and case manage a diverse population; this is achieved through classroom instruction and training, and the completion of 200 hours of applied experience through 2 required internships. Students are placed into internships as part of their training and many have been hired permanently after successful completion of the HS program, e.g., Opportunity House, Lift 3, and the Department of Health and Human Services. In particular, Sarah Francis (HS graduate of Spring 2013) was recently hired by Parents by Choice where she supervises court ordered visitations between foster kids and biological parents, and writes case notes that are forwarded to social workers and may be used in court proceedings. Valorie Hawkins is currently the Volunteer Coordinator at the Opportunity House program where she makes contacts with the community, case manages a diverse population and also conducts new employee interviews and training. A record of graduates who become gainfully employed as a result of training in the HS program at SCC will officially be implemented during the 2013-2014 academic year. The following list represents the places for employment for HS students given these organizations offer opportunities for field work; note the diversity in focus and populations served within each agency.

• Aldea Foster Care • AK Bean • Alpha Pregnancy Center • American Red Cross • Archway Recovery Center • Bay Area Respite Care • Benicia Family Resource Center • Big Brothers and Big Sisters • Big Brother: Youth to Youth Mentoring Program • Black Infant Health Program • Cache Creek Recovery

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• Caminar Laurel Creek • CASA • Catholic Social Services • Child Start • Child Haven • Centerpoint, Vacaville prison • Child Protective Services • Children’s Nurturing Project • Community Action Council • Cope Family Center • Crestwood Behavioral Health • Department of Rehabilitation, Fairfield • Dream Catchers • Dixon Family Services • EMQ Children & Family Services • Fairfield Community Action Center • Fairfield PAL Matt Garcia Center • Faith in Action • Fighting Back Partnership-Family Resource Centers • Global Center for Success • Healthy Partnerships • Heart to Heart • Independent Living Resource • McBride Center • Mission Solano • Napa Solano Health Project -Housing Opportunities • Neighborhood of Dreams • New Foundations Juvenile Hall • Opportunity House • Pharmatox • Place to Live • Planned Parenthood • Rio Vista Community Assistance Center • Safe Quest • Salvation Army • Sexual Assault & Domestic Violence, Yolo County • Solano Parent Network • Solano County: Cal Works • Solano County Health and Social Services: Family Division • Solano County Health and Social Services : Employment and & Eligibility Services • Solano County Mental Health • Solano County Probation • Solano Community College: Adaptive Horticulture • Travis Support Center • City of Vacaville police, Family Services • City of Vacaville, Housing Services • Vallejo City Unified School District: Vallejo Transition Partnership

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• Vallejo City Unified School District: Healthy Start Family Resource Center • Youth and Family Services • Yolo County: Sexual Assault and Domestic Violence Center

PROGRAM RESOURCES 4.1 Human Resources. Within the Human Services Program, we have 2 full time faculty members who share their service with the department of Psychology. There are 2 adjuncts in the current pool and who teach HS courses regularly. The full to part time teaching ratio is 2:2; however, 1 adjunct instructor will not be available to teach after Fall 2013 semester and 1 full time faculty member has been concentrating on meeting the needs in the Psychology department. Therefore, it will be a 1:1 ratio as of Spring 2014 in terms of available HS instructors. Again, the need for a full time professor and more adjuncts is evident to sustain and expand the Human Services Program at Solano Community College. Overall, instructors from the Social & Behavioral Sciences and Counseling divisions foster Human Services student success by creating active, challenging and encouraging learning environments. The faculty demonstrate a positive tone with high yet realistic expectations. Human Services students become part of a built in learning community of Human Services student professionals where the subject matter subject matter is relevant and applicable to their Human Services career. Professors in the these respective divisions collaborate to create a learning environment that engenders critical thinking and compassionate commitment to bettering community services both in the classroom and out in the field (within their required two semester practicum.) Instructors consistently commit to program and curricular development, and past sabbatical projects that solely focused on Human Services program development e.g. Flatland Sabbatical Human Fieldwork program development 2003. Below are a few additional highlighted faculty contributions that benefit students, Solano Community College and the greater community:

Jocelyn Mouton has contributed to Solano College 20+ years of experience as a Counselor providing, academic, career, and personal counseling to improve student success. She is a former psychiatric social worker bringing a wealth of knowledge and information to assist our students who have personal problems which could interfere with student success. Currently, she serves in a leadership position as CalWORKs Coordinator, primarily responsible for the day to day operation of the CalWORKs program serving students/clients who are receiving cash-aid and working towards self-sufficiency. This position requires ongoing collaboration with Solano County Health and Social Services and utilizes a case management approach. Finally, Ms. Mouton is a founding member of the Community College CalWORKs statewide Association.

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Joana McIlvery’s strengths include her genuine interest in the academic growth of students and willingness to offer help (counsel and advise) students just coming back after a long absence from school. She serves as a role model for older students and recovering students. Joana began working at the Vallejo PD for Mental Health as a paraprofessional in 1973, earned her B.A. in 1994 and MA in 1997 after attending school year round for 7 years. Ms. McIlvery also has developed a field placement position at Solano Community College, where students serve as her Teaching Assistant in the Introduction to Group Process class (HS 52) and get applied experience in instruction, group management and group process, at minimum. Students and faculty benefit greatly from her mentoring given her extensive years in the field and 11 of instruction at Solano Community College. Veronica Piper-Jefferson, MSW has been an adjunct faculty since 2011 and teaches Introduction to Human Services (HS51) and currently Serving Special Populations (HS53). Veronica is currently a trainer and consultant for Bay Area Training Academy which is a training institute for Child Welfare Agencies in twelve Bay Area Counties. In addition, Veronica is a Child Custody Recommending Counselor for the Solano Superior Court where she assists parents in devising parenting plans for custody and visitation. Veronica's passion and experience lies in the field of Child Welfare Services serving children who are victims of child abuse and neglect. She has over 17 years of experience as a Child Welfare Worker, a Supervisor and a Manager and has worked in San Francisco, Stanislaus and Solano Counties. All this experience is directly applied to classroom instruction and her success in assisting students achieve academically. Saki Cabrera, Ph.D. has performed the duties of the HS Coordinator over the past 5 years without financial compensation or release time, in addition to serving students in both Psychology and Human Services. She meets with students regularly to assist with academic as well as personal issues. She leads a tutoring program in the local community and provides volunteer/mentoring experiences that help SCC students give back to their community, serve a role models, and provides them with an opportunity to evaluate their future goals by assessing fit with their responsibilities at the tutoring program—whether it be working with kids or working within an academic setting. Saki is currently writing a grant to fund the tutors at the tutoring program. More recently she collaborated with Dr. Kea to assist with the implementation of tutors within Vallejo—again via the use of Solano Community College students. She has attended a conference on memory and is scheduled to be trained on the recent changes that are in the Diagnostic and Statistical Manual of Mental Health Disorders 5 (DSM 5) in October of this year. Overall, Dr. Cabrera has served on several hiring committees, co-chaired the Ethics Committee, participates in all department and Division meetings and collaborates when different opportunities arise. She also completes all program related reports and assists faculty with SLO assessments. 4.2 Described below includes changes that were made to classified or academic faculty since the last program review cycle and how those changes have impacted the program.

• A new adjunct, Professor Piper-Jefferson, was hired and has successfully taught HS 51 and is currently teaching HS 53. This has enable diversity in terms of instructors and the ability to offer multiple sections, e.g., HS 51.

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• With the creation of an HS Coordinator, additional tasks can now be given full

consideration and follow-up to strengthen the program. Many initiatives are foreseeable.; for example, the creation of an HS Intranet to serve as a spotlight and networking tool for students, graduates, community members and employers local and abroad.

• Given the need for instructors, a hiring pool is being created to hire adjuncts for the HS program. One is needed to teach HS 52 in Spring 2014. If an adjunct is not found, the course may not be offered. Furthermore, additional full time faculty is needed for program expansion. Therefore, a proposal will be developed within the 2013-2014 academic year.

4.3 Equipment. All courses are held in Smart classrooms enabling the use of Power Point, Internet, and a document reader. We would like to have a clicker system where students are readily able to compare aggregate data on different activities and questions that are presented in the classroom. Having access to tablets in the classroom would enable chat sessions with consumers and employers local and abroad. In addition, having proper dimmable lighting would enable us to see the Power Points more clearly, as well as create a more suitable learning environment for different activities. Similarly, we would require the purchase of chairs and desks to allow for group activities. All of this is not possible without a program budge. Therefore, the plan is to review what the previous budgets were, review current and future program needs, and create a budget for the Human Services Program and submit for review and acceptance. Another task is to then develop and submit an operational proposal.

4.4 Facilities. Courses are offered in smartroom classrooms and have parking spaces available to both students and faculty. New construction at the college will enable proper lighting and desks. 4.5 Budget/Fiscal Profile. The budget review for the HS Program is another priority in 2013-2014 academic year. In April 2013, Saki Cabrera was informed that the HS program had no budget. This news was surprising given she had reviewed the budget with prior Deans, inclusive of VTEA funding being allocated to this program. The current strategy is to meet with the interim Dean Codina and request a copy of the budgets for the HS program for the prior 5 years. The HS Coordinator then plans to meet with program staff to review the items and create a new budget for review and approval based on current and projected needs to support quality teaching at SCC. The following represents a breakdown of the financial data for the HS program for the past 6 years. Please note that this represents half of the program given 3 courses are currently housed in Counseling. Thus, future estimates will considerably increase if proposed changes are incorporated, e.g., changing Coun 64A&B to HS 56 & HS 57.

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Fiscal Yea Academic

Salary Classified Salary

Benefits Supplies Other Operating

Total

2008 12,669.66 108.232 504.24 15,598.13 2009 1221.87 424.77 1646.64 2010 17,793.32 406 1498.68 696.34 278.97 20,673.31 2011 14,334.16 270 1307.29 3293.71 19,205.16 2012 19,475.13 3,841.38 368.14 635.41 24,320.66 2013 60,322.89 14,332.13 146.50 96.18 74,897.70

PROGRAMMATIC GOALS & PLANNING 5.1 Below is a summary of the Human Services program’s strengths and major accomplishments in the last 5 years, followed by the areas that are most in need of improvement. 1. The entire range of courses required to complete the Human Services major and /or the 23

unit certificate program continues to be offered. Moreover, multiple sections of HS 51 were offered.

2. The Human Services Program is ranked second (of 50 possible rankings) in awarding

Certificates of Achievement at Solano Community College.

3. Course offerings were provided in different locations and times. HS 51 and HS 53 were offered at Vacaville for the first time in the history of the

program. Courses continue to be offered at the main campus, as well as Vallejo when feasible.

All courses were offered at night (Fall 2012) for one semester enabling students to complete course requirements faster.

• HS courses are also offered in the morning enabling students more options to enroll, e.g., HS 55 offered at 9am on Main Campus, Fall 2013

4. Student success is celebrated with local and global communities. This is accomplished through a ceremony for HS graduates only where community collaborators join as well as their families and faculty. Student success is also highlighted in newspapers; for example Blanca Guerra was featured in the Daily Republic June 24, 2013—highlighting her contributions to the community as a Human Service provider who was trained at Solano Community College. Dr. Cabrera has a direct contact and is working collaboratively with a reporter to have a consistent spotlight on HS Graduates from SCC. This information will also be posted on the SCC intranet for Human Services that will be created in the near future.

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4 Marianne Flatland continues to sustain contacts with our Human Services fieldwork/practicum sites and added new sites to the program. We work closely with currently 51 Human Services/Social Service agencies in the county ; this represent an increase of 23 sites since 2010

5 A total of 124 students successfully completed the 23-unit Human Services Program and

attained a Certificate of Achievement and a total of 68 students graduated with an Associate’s Degree in HS between Fall 2008 and Spring 2013.

6 The curriculum review for all HS courses (HS 51, 52, 53, 55, 60, 61), updating course

outlines, textbooks, and program and student learning outcomes was completed in Fall 2009 and is scheduled again in Fall 2013.

7 In 2011, a new Human Services Instructor was hired enabling multiple course offerings at

different locations.

8 A Human Services Program Coordinator position was created in Spring 2014 and filled for the 2013-2014 academic year for the first time in the history of the program.

9 An operational plan, developed in Fall of 2009, serves as a guide for proposals to improve

quality teaching and student learning in the Human Services program. Several of the proposals have been achieved, e.g., hire a new adjunct, create and fill HS Coordinator Position.

10 Student Learning Outcomes (SLOs) for all Human Services classes are currently assessed in

a consistent manner since 2009 11 Program Assessments have been completed in 2009 and 2013. The results make apparent the success of the Human Services Program. 12. As a result of rigorous academic rigor and application both inside and outside the classroom (through internships) Human Services graduates have become gainfully employed. For example, Valorie Hawkins is currently the Volunteer Coordinator at the Opportunity House program where she makes contacts with the community, case manages a diverse population and also conducts new employee interviews and training; this is a direct result of her success as a Human Services intern. 13. The Human Services education and experience continues to transform students’ lives, as indicated by the following excerpts: “In turn, by understanding a little bit more about how people work, I now know more about myself. …will help me in any situation involving other people. It will also help me through challengers that I may face because I now have a better understanding of who I am and how I want to be.”

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“I think it is a strength to see my weaknesses and be honest enough to admit them….you can’t help other people if your own life is not in order, so I have been actively trying to improve myself every day.” “The lessons that I have learned in this course will serve me well for the rest of my life.”

The areas that need most improvement include: 1. Reducing maximum enrollments for all HS courses. 2. Consolidating courses into one Division. 3. A majority of members attending bi-annual Human Services Advisory Committee meetings. 4. The creation of a viable HS Program Budget. 5. Hiring new faculty--both full time and part time. 6. Increasing program visibility within SCC, local communities and abroad. 5.2 Based on the self-study analysis, below are the prioritized short (1-2 years) and long term goals (3+ years) for the Human Services Program. In the source column, we denoted “SP” for Strategic Proposals, “DP” for Department Budget, “P” for Perkins or “NR” for No Additional Resources Needed. Table 8. Short-Term and Long-Term Goals

Short-Term Goals Planned Action Target Date Person Responsible Source

1.Hire faculty

Advertise adjunct position and create hiring pool; advocate for a new faculty full time position

December 2013 HS Coordinator lead

It’s been approved for the adjunct positions but the position has not yet been filled.

2. Develop bi-annual Advisory Board Meetings

Confirm membership and schedule one per semester

December 2013 HS Coordinator lead

DB

3.Change course titles to HS

Develop Proposal and submit for approval

May 2014 HS Coordinator initiated

SP

4.Obtain new professional contacts with Human Services agencies in Solano County

Attend community events & meetings

May 2015 All Faculty DB

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5. Create a HS program budget

Review prior HS budgets, program needs and develop a budget

May 2015 All Faculty, HS as the initiator

SP

Long-Term Goals Planned Action Target Date Person Responsible Source

1.Purchase Equipment like clickers and tables to support an optimal teaching environment

Develop a proposal

May 2016 All Faculty SP

2.Reduce maximum enrollments for each course

Develop and submit a proposal for review

May 2016 HS Coordinator to initiate

SP

3.Exapnd the program

Offer multiple sections in multiple sites; offer new courses

May 2017 All Faculty SP

In Conclusion, the Human Services Program at Solano Community College is successful in serving students academically, workforce training, developing community collaborations and transforming students’ lives. With continued support at all levels, the program will continue to thrive in ways that are immeasurable!

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Appendix Evidence & Support Signatures

Outreach for Internships (p. 42)

Class Preference Survey (p. 43) Department Meeting Notes (p. 44)

DSM 5 Training (p. 48)

Veteran Success Story (p. 50)

Student Recruitment (p. 51)

Tutor Request (p. 52)

Multiple Administration Challenge: Scheduling and Program Coherence (p. 54)

Multiple Administration Challenge: Time Inefficiency & Delayed Progress (p. 55)

Dean’s Narrative (p. 56)

Academic Program Review Committee excerpt (p. 58)

Revised HS Program with All courses in SBSS (p. 59)

SBSS HS Faculty Support Signatures (p. 60)

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Outreach for Internships

2nd Medical Brigade

Richmond, CA

September 4, 2013

9:00 am – 11: 00am

Invited by Liz Mahoney, Volunteer Coordinator, Military Spouse

Present: Liz Mahoney, June A Stanfield, Family Readiness Support Assistant (FRSA), Dr. Saki Cabrera

1. Introductions

2. Program Review • Military spouses and other family support

• “Our Army Community is struggling to be in compliance and meet the needs of our Families. I promised to provide our regulation we are supposed to guide on providing for our families. I think of it as similar to Head Start--being parent run. A minimal amount of structure and the Families being self-sustaining. It is a program that has been struggling to get off the ground for some time. I have included my compliance slide, which is reviewed once a month. I can be overwhelming with peppering people with paperwork, so I will try to refrain. Please let me know if there is anything else I can provide to help with direction.”

• Use HS student interns • Target Site to be developed in Vallejo • Reviewed different strategies:

o Ongoing outreach via cell phone off site and on-site calling o Yellow Ribbon participation

• Consulted with Commander and received verbal approval to proceed

3. Conducted a site review at Richmond

4. Next Steps: • June will follow-up with compliance related issues • Saki will consult with students and faculty to discern interest • Communication via email henceforth or cell given schedules

June A. Stanfield, Family Readiness Support Assistant (FRSA) 2nd MD BDE 2600 Castro Rd San Pablo, CA 94806 510-970-3223 [email protected]

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Class Preference Survey HUMAN SERVICES

If you answered the survey in another class, do not complete it again!

Which of the HS classes will you enroll in for FALL 2010?

o HS 51 Intro to HS o COUN 62 Helping Skills o HS 53 Special Populations o HS 52 Group Process o COUN 64A Fieldwork o HS 55 Case Management o COUN 64B Field Work

Which is your preferred location for classes?

o Fairfield o Vallejo o Vacaville

Which is your preferred time for classes?

o morning o afternoon o evening

Thank you very much!

This helps us in our class scheduling.

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Department Meeting Notes Human Services Department Meeting

December 3, 2010

12:30 – 2:50pm

Room 902

Full Time Faculty Present: Sabine Bolz, Saki Cabrera, Marianne Flatland

Adjunct Faculty Present: Rick Degette

Protocol Development

• We reviewed a Challenge: knowledge and skills or delay in getting degree;

burden of proof is on student p. 57 in old catalogue 2008-2009; review online for

current one.

• Delay in getting degree: Courses are offered every semester in HS so that is not

seen as a valid reason to support the challenge being approved

• Saki will lift the language in the catalogue and add to it that Dean Rota (not

counselors) will be the only one to be able to approve such requests in Human

Services, inclusive of enabling students to take courses concurrently when there

are prerequisites. Signature will be obtained from HS staff and forwarded to both

Deans and all counselors.

Establish Guest Lecture Pool

• The intent is to create an electronic version of people (with bios and full contact

information) from which all HS faculty may utilize as guest speakers in the

classroom.

• Each faculty person is asked to compile their own list to share electronically or

hard copy to Saki who will create one electronic version.

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• Marianne will forward to everyone list of agency reps for Saki to include in this

list, along with Sabine’s list provided at the meeting. Saki will work on updating

it and distributing it to all HS staff until a section in the intranet is created for us.

HS Program Binder

• Bio and a picture from Brenda and Jocelyn.

• Highlighted Students – Saki created a questionnaire to utilize not only for the

binder but also for other program related events and advertising in the future.

Saki will email it to staff to utilize. Staff are to get 1-2 persons each and

summarize what they would like to include in the binder and under which bullet

point under Student Strengths and Success section.

• Consent Form – Saki created the electronic version of the form used in

photography and will email to all staff to utilize for student consent to take

pictures. Staff agreed to create copies and provide it the first day of class along

with the syllabus and have students consent (or not) and file. Rick mentioned

that we need to create a consent form for Coun 64B for students to consent to

mentoring 64A students.

• Marianne will email Saki a sample of a Coun 64A and Coun 64B course

document/activity/assignment with a short description of its purpose/use to

include in the binder.

• Target completion date for the binder is: Feb 4 th, 2010 (pending student

feedback)

• Binder will be printed with information received; no additional follow-ups will

be sent.

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Evaluation of File Work sites

• Students evaluate the sites and are empowered by professors to go back and

work on communicating about what is supposed to be offered to students

• Professors talk and meet with agency representatives based on student

feedback at class meetings and student evaluations and negotiate an optimal

learning environment with diplomacy; an agency may be removed from a list

until an agency can meet student needs

• An Advisory Committee with agency representatives could assist in the

review and provide feedback during meetings.

Adjunct Pool

Issues and questions to cover during the interview included the following:

Informing potential hires of some of the challenges with the position when

hiring; pose the question to increase the possibility of retaining staff and

for them to participate in other activities such as department meetings,

work with students with multiple challenges, and meet students outside the

classroom. Challenge noted: part-time faculty are not required to do so

and full time faculty don’t all meet requirements. As always, look for

intent.

Learn about their philosophy of instruction and student sense of learning

and teaching.

How do you embrace and involve student in learning?

Rick is added to the hiring pool.

Sabine will email the announcement for us all to distribute and email

everyone. Marianne will email the agency representatives.

Rick suggested having the new hire to teach both classes HS and Coun and get

both Deans involved; Rick supports program consolidation into one division

and noted that this presents an opportunity to begin that process.

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We talked about the process and effects of having one program in one

division, and building on other successful models: Under the leadership of

one administrator, having the same goals, expectations and timelines, and

having the time within the scope of work (not as an overload) to meet student

needs given instructors need to do a lot more than just instruction in the

classroom, e.g., develop operational plans, participate in program review,

conduct SLO assessments, and actively participate in department meetings.

Different strategies were discussed pertaining to the amount of students

capped for each class and the structure of the class itself, e.g., revising the

course to have a practicum component.

All agreed we should review models that work, review the past successes here

at SCC and build upon them to strengthen the program which is a natural part

of program development

Proposal Development

• All counseling staff were not present to discuss and assign leads (to be place on

next agenda). However, some discussion and review of the operational proposal

occurred amongst Rick, Sabine and Saki. Some issues and questions are

provided below.

Need to review retention numbers, student feedback, and what is

practiced externally and internally

Build on success with Coun 64A&B

Revise HS major instead of revising classes

Look at Chancellors Office and compare academic vs vocational needs

Look at ability needed in the jobs and how that correlates to class size

Learn whether all Counseling classes are at 30; if so, why? If so, why are

the numbers different for HS classes if it is one program and the classes

are all interactive and need to address students in the classroom as well?

If we are one program, why are there different philosophies?

Thank you all for a very productive meeting! Happy Holidays and enjoy your break!

Next meeting: February 4th, 2011, room 902

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DSM 5 Training

A PRACTICAL INTRODUCTION TO THE DSM-5: IMPLEMENTING THE CHANGES IN CLINICAL PRACTICE

Diane R. Gehart, Ph.D.

California State University, Northridge

Acknowledgements Sections of this chapter were developed as part of the “Introduction to the DSM-5” Webinars (available for download at aamft.org) hosted by the American Association for Marriage and Family Therapy, which sponsored Dr. Gehart’s training at the American Psychiatric Association’s “Training the Trainer” course for the DSM-5. Additionally, Corie Loiselle, M.S., provided invaluable assistance in researching and preparing the manuscript. © 2014 Copyright of Cengage Learning, Inc. Table of Contents Introduction ........................................................................................................................... 5 Lay of the Land: Organization of This Text ......................................................................... 5 In a Nutshell: The Least You Need to Know ....................................................................... 6 The Big Picture: The DSM in Context ................................................................................. 7 Making of the Manual: Overview of the Revision Process ................................................. 7 International Effort................................................................................................................ 8 Public Process ...................................................................................................................... 8 Guiding Principles ............................................................................................................... 9 DSM-5 Development Process and Timeline.......................................................................... 10 Manual Organization and Cross-Diagnosis Changes ........................................................... 12 Title ....................................................................................................................................... 12 Manual Structure ................................................................................................................... 13 Definition of Mental Disorder .............................................................................................. 13 Reorganization of Diagnostic Chapters ................................................................................ 14 Diagnostic Code Changes and the ICD ................................................................................ 16 New Diagnosis Format ......................................................................................................... 17 Subtypes and Specifiers ........................................................................................................ 20 Dimensional Assessment ...................................................................................................... 21 NOS vs. NEC Diagnosis ....................................................................................................... 21 Overview of Changes to Specific Disorders ......................................................................... 23 Changes to Specific Diagnoses ............................................................................................. 26 Neurodevelopmental Disorders ............................................................................................ 27 Schizophrenia Spectrum and Other Psychotic Disorders ..................................................... 30 Bipolar and Related Disorders .............................................................................................. 31 Depressive Disorders ............................................................................................................ 32 Anxiety Disorders ................................................................................................................. 34 Obsessive-Compulsive and Related Disorders ..................................................................... 36 Trauma- and Stressor-Related Disorders .............................................................................. 39 Dissociative Disorders .......................................................................................................... 43 Somatic Symptom and Related Disorders ............................................................................ 43 Feeding and Eating Disorders ............................................................................................... 45 Elimination Disorders ................................................................................................... 46 Sleep-Wake Disorders .................................................................................................. 47

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Sexual Dysfunctions ..................................................................................................... 48 Gender Dysphoria ......................................................................................................... 49 Disruptive, Impulse-Control, and Conduct Disorders .................................................. 49 Substance-Related and Addictive Disorders ................................................................. 51 Neurocognitive Disorders ............................................................................................. 52 Personality Disorders .................................................................................................... 53 Paraphilic Disorders ...................................................................................................... 54 Other Conditions that May Be a Focus of Clinical Attention ....................................... 55 Section III: Emerging Measures and Models.................................................................... 59 Cross-Cutting Symptom Measures .............................................................................. 59 Symptom Severity Scales ............................................................................................. 61 WHODAS 2.0 ............................................................................................................... 61 Cultural Formulation ..................................................................................................... 62 Alternative DSM-5 Model for Personality Disorders ................................................... 63 Conditions for Further Study ........................................................................................ 67 Critique of the DSM-5 ...................................................................................................... 69 Next Steps: Getting Started ............................................................................................... 71 References ......................................................................................................................... 73 Resources .......................................................................................................................... 75 List of DSM-5 Assessments Available Online ............................................................. 76 Corrected Codes ............................................................................................................ 82 About the Author .............................................................................................................. 83

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Veteran Success Story 9-3-13 I hope this note finds you well. As you may have noticed, I had to drop all of my human services classes this semester. Although it was disappointing, I was really looking forward to your classes, it was due to an exciting new venture. I was presented with an opportunity last semester to rejoin the Air Force as a Aeromedical Evacuation Specialist and had to go through a pretty extensive process to be accepted. The process included among many other things a panel interview with my future unit supervisors. This is actually why I felt compelled to write to you. During the interview, I was questioned on many topics, some about my history in the Air Force, my reasons for leaving, what I have been doing this whole time etc. During a portion of the interview the panel asked me a particularly interesting question. They said, "Tell us about a time when you worked with a team and learned something about yourself during the process." Well, interestingly enough I had JUST finished the Autism Group Project and took a moment to gather my thoughts. I told them that I had just been a part of a group for my Human Services class and that I had a fabulous instructor who pushed us in ways I had never been pushed anywhere else, including the Air Force. I learned that a team is only as strong as the bond between each individual. That skills in a group could be shared if the individuals in the group were willing and that weaknesses could be overcome if you are willing to help, but more importantly if you are willing to ASK FOR HELP. I told them that the class I had just taken had taught me to try and step out of my cultural bubble and try to view things from a team members’ point of view not just my own, to appreciate the differences rather than resent them or fight them. Just last Wednesday I officially re-enlisted in the Air Force Reserves and I got that job! At the enlistment one of the TSgt's that was on the panel told me it was one of the best interviews they ever had. I really think that had A LOT to do with you and the impact you had on me and my education over the last year. I would be remiss if I didn't write this letter and tell you what a difference you made for me. I will be leaving next March to go back to Tech School I hope to see you again sometime and maybe when I get to pick up my education full time again I will lucky enough to be in your classroom once again. Thank you from the bottom of my heart and please continue challenging your students for better! (I know you will!) Sincerely,

(Name removed intentionally for confidentiality.)

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Student Recruitment

Fairfield High School

October 21, 2013

9:00 am – 10:15 am

Invited by Ms. Myrna Baylis

Conducted by Dr. Saki Cabrera

Present: Psychology Class (1st period)

1. Introductions • 11th and 12 graders

2. Program Review

• Psychology: AA and AAT • Human Services • Distributed HS Brochure and business cards (Psyc brochure is being updated.)

3. Student Q & A to Dr. Cabrera

• Course format • Work load • Time management

4. Dr. Cabrera Q & A to Students • Concerns:

o Time Management o Pressure to perform o Financial hardship o Balancing personal, social and academic responsibilities

• Students view college as preparation for life and career

5. Provided contact information for SCC • Encouraged students to visit and talk to staff and faculty at SCC

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Tutor Request

Students Helping Students: Solano College Meets Educational Needs

In such dire economic times, we often forget how generous people can be. For the last 2 years, Solano College students were asked to volunteer their time during the school semester to tutor elementary school aged youth grades 1-6. On April 11th, 2011, students at Cordelia Elementary Hills were offered after school tutoring three days a week for free. Classroom teachers provide the direction and work for the tutors to use with the students so that the tutoring sessions are focused on the specific needs of the students. Families at Cordelia Hills donated money to pay for the fingerprinting for tutors. Principal Allen, members of the School Site Council, and Dr. Cabrera, a professor at Solano College, provide the leadership to design and implement this tutoring program-- all donating their time to meet student needs.

We now are doing it again and need tutors!

This time we may be able to compensate you up to $8.00 an hour (if you qualify).

How the program works: The same group of students are tutored each week by the same tutor. Grades 1-2 on Monday, grades 3-4 on Wednesday and grades 5-6 on Thursday. You can volunteer for one day, two days, or all three days. Consistency of attendance by tutors is an important component as it increases each child’s level of comfort with the tutors and their own self-confidence, which in turn help them learn more.

What time? The actual tutoring session is from 2:45pm to 3:45pm. Tutors are asked to be onsite at 2:30pm so they may review any work and begin on time. Tutors end at 4:00pm, after they have documented services rendered for each student.

Where? At the Cordelia Hills Elementary School library.

What subjects are covered?: Students often have math and English work to complete. We spend a lot of time working on basic skills, e.g., learning multiplication facts, phonics. We have all the materials needed such as books, computers, paper and pencils. We need your brain & skills!

How many students? It depends on how many tutors volunteer but no more than 4 students per tutor. Students often are in the same class and have the same work so it makes it efficient. With more tutors, there can be two students per tutor.

When will it start? The goal is to begin as soon as possible and end May 23, 2013, with a one week break (March 25-April 1). There is tutoring when Solano College is on Spring break. I would send out a calendar for other dates that might affect the services provided.

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So if you are interested and have the ability to do this work, please email me and provide me with the following information:

First and Last Name,

Solano Student ID (so that we can see if you qualify for compensation),

Email and telephone number, and

the day(s) you would be interested to tutor.

Also note, in addition to helping the children, this also will look good on your resume as a representation of community service !

I had a lot of capable students this year and hope to hear from many soon so that we can begin the fingerprinting. Join your fellow heroes, of Solano College students, who already have demonstrated that together we can help others achieve.

Happy holidays!!!

Dr. Cabrera

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Multiple Administration Challenge: Scheduling and Program Coherence On October 7, 2013, the Dean of SBSS and HS Coordinator were informed via email that Coun 62 was moved to an 8:00am offering (approved by Dean of Counseling) for Spring 2014 after advisement to not offer the class at 8am (given student transportation and child-challenges.) The Dean of SBSS spent unnecessary time to remedy the problem and found a room in which it could be offered and it was switched back to the original offering beginning 9:30am. Below is a Copy of the Email exchange; the change sheet can be provided upon request. Such incidences may reflect lack of timely communication, comprehension of program needs that are student driven, or differences of philosophy amongst SBSS and Counseling administration and faculty. Compound this example with the extensive turnover at SCC in administration, and the negative effects surmount very quickly. (In the past 4 years, the HS Coordinator has to consult with 6 Deans, 2 VPs and 3 Administrative Assistants to assist with HS program related issues given the turnover.) This is neither time nor cost effective and presents unusual challenges that can be prevented if there were one Dean to provide leadership and make program decisions for all courses within the HS Program. From: Saki Cabrera To: Barbara Pavao; Brenda Tucker; Marianne Flatland Cc: Salvador Codina; Kathleen Callison Subject: RE: COUN 62 in Spring Date: Thursday, October 03, 2013 8:42:00 AM

Good Morning, I suggest the W or F option given it begins at 9am instead of 8am and doesn’t conflict with the other classes. Enjoy your day! SAki Dr. Cabrera Professor, Psychology & Human Services Coordinator, Human Services Solano Community College 707 864-7000 X 4698 [email protected] BE the Change you Wish to See in the World. Ghandi From: Barbara Pavao Sent: Thursday, October 03, 2013 8:36 AM To: Brenda Tucker; Marianne Flatland; Saki Cabrera Cc: Salvador Codina; Kathleen Callison Subject: COUN 62 in Spring COUN 62 in spring is currently scheduled for Thursday mornings 9:30 – 12:20. However, there are no rooms available at those times. Two alternatives: M or W or F from 8:00 – 11:00 or W or F from 9:00 – 12:00 I need an answer ASAP. Thanks for your help.

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Multiple Administration Challenge: Time Inefficiency & Delayed Progress The Dean of Counseling was not available between October 12-17, 2013 to meet to discuss HS program issues. Thus, a meeting was scheduled to accommodate different schedules and then rescheduled to accommodate a counseling faculty member, although the original meeting was proposed amongst the Deans and the HS Coordinator. Both the SBSS Dean and HS Coordinator were available as early as October 5th—that is an extension of a 1 month, which is significant given a semester is only 18 weeks. This is not time efficient and impedes progress, thus, supporting the need to move all courses into the SBSS and have one Dean. (Because of schedule conflicts amongst faculty in different divisions, the last Department meeting to do work was in 2010! ) Email Exchange: From: Barbara Pavao To: Salvador Codina Cc: Saki Cabrera; Marianne Flatland Subject: RE: Human Services Meeting Date: Tuesday, October 08, 2013 12:28:07 PM

In checking with Marianne, the 29th does not work. Would Tuesday, Nov. 5 at 10 work? Barbara From: Salvador Codina Sent: Monday, October 07, 2013 5:20 PM To: Barbara Pavao Subject: Human Services Meeting Barbara, Regarding your proposed dates and times for the meeting between Saki, Marianne, you, and me; a time that would work for Saki and me would be Tuesday, October 29th, at 10:00 a.m. (or 11:00 if that works best for you). Let me know if this works for you and Marianne. Thanks, Sal

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Dean’s Narrative To: Program Review Committee

From: Salvador Codina, Interim Dean, SSBS

Subject: Dean’s Narrative of the Human Services Program Review, Fall 2013

I met with Dr. Saki Cabrera earlier this semester in order to better educate myself regarding the Human Services Program at Solano College. For a variety of reasons, this is not one of the college’s better-known programs. After meeting with Dr. Cabrera on several occasions I believe that will no longer be the case. Her expertise and passion for the program bode well for its future growth. In my opinion, it is in the best interests of the college and the community to, as much as possible, support this program.

I agree with Dr. Cabrera’s following recommendations:

• The program needs a viable budget. Earlier, for reasons unknown to me, its budget was revoked. No program can experience growth when instructors and students have to pay for some supplies.

• Eventually, given continued growth, the program will require a full-time instructor. For the short term, perhaps increased release time should be provided for the Human Services Coordinator (from 20% currently to 40%).

• A “student directed Resource Center.” A good idea; however, couldn’t such a center be contained within the Academic Success Center? Tutors and Supplemental Instruction might be good resources for student success.

• Converting some counseling courses, which are a part of the Human Services Program (eg., Counseling 64A and 64B), to Human Services courses (although counselors will still teach these courses). This makes sense administratively and it would also facilitate student registration.

Some areas of concern:

• The goal of decreasing class size in Human Services courses o In my opinion, given the District’s desire to increase enrollments, I’m not certain

this goal is attainable any time soon. • The goal of offering upper-division courses

o In the section entitled “Educational Master Plan” (see p.12), Human Services proposed “partnering with 4-year college to provide upper division courses.” Are upper-division courses the responsibility of a 2-year community college or are they more appropriately the domain of the 4-year colleges?

Overall, I feel that with Dr. Cabrera’s leadership, and with the District’s support, the future of the Human Services Program is a positive one. The program is growing. Enrollments and student success rates attest to this. Projections for employment in the field of Human Services are encouraging, a 22% increase between 2010-2020; 7500 additional openings in California

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alone (see p.14). Additionally, the Human Services Program works closely with 51 human and/or social services in Solano County, an increase of 23 additional sites since 2010 (see p.12).

One statistic which I found quite interesting was in regards to the age of students enrolled in the HS Program. Typically, the majority of students enrolled are over 30 years old. However, “a new finding indicates that students between ages 18-20 represent a subset that has increased in percentage over the years, e.g., in Spring 2013 they accounted for 14% compared to 10% in Fall 2010 (see p.8).” This is consistent with a study I recently read which showed that more and more people in this age group feel a greater cultural and/or moral imperative to help others. Perhaps this is due, in part, to the recent downturn in the national economy.

I hope this narrative aids somewhat in your task.

Sincerely,

Salvador Codina, Interim Dean, SSBS

9-16-13

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Academic Program Review Committee excerpt Curricular Offering Development The curriculum taught by the HS department appears to promote student success in the program. Courses are offered at varied times in different locations, and diverse teaching techniques are utilized to promote quality teaching. The committee supports Human Service’s short term goal #3 of changing the relevant counseling course titles to HS or cross-listing these courses (assuming counseling supports this change). We see the advantages for students and faculty of housing all the program courses under one discipline.

Many thanks for your program’s hard work and commitment to student success and program improvement. Academic Program Review Committee Sept. 23, 2013

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Revised HS Program with All courses in SBSS The required courses presented below serves as a template should the request to move all courses into SBSS be approved. Please note that the course numbers would mirror the sequence in which the courses should be taken and the number of classes required to complete the certificate (7); this serves as an added visual aide and asset for visual learners and aide in registration. (HS 51, HS 52, HS 53, HS 54, HS 55, HS 56, HS 57) In the full brochure, electives have been updated to reflect current programs, e.g., CDFS.

Required Courses Units

HS 051 Intro to Human Services 3 HS 052 Helping Skills: Creating 3 Alliances & Facilitating Change

HS 053 Special Populations 3 HS 054 Intro to Group Processes 3

HS 055 Case Management 3 HS 056 Practicum I 4

HS 057 Practicum II 4 ____

23

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SBSS HS Faculty Support Signatures

October 14, 2013

To whom it may concern,

The undersigned faculty members in the Human Services program concur with the program review self-study as submitted Fall 2013.

_______________________________________________

Sabine Bolz

_______________________________________________

Saki Cabrera

_______________________________________________

Joana McIlvery

_______________________________________________

Veronica Piper-Jefferson

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From: Peter CammishTo: Annette Dambrosio; Cynthia Simon; Connie Barron-Griffin; Rachel Ancheta; Roger Clague; Shirley Lewis;

Thomas WatkinsSubject: Planning ReviewDate: Tuesday, May 27, 2014 8:01:00 PM

Thank you all for your input today – these processes are not easy to get adjusted but I think weidentified some great areas for improvement.

The areas for improvement were

Strategic Proposals

· Must end by early April (confirmation of results sent by then)· The process is losing focus on the “Strategic” part – we will encourage SPC to define

strategic goals and encourage proposals related to that.· Look to value innovation in the process· Remove instructional equipment portion and fund through deans· Look to rate proposals on ‘opportunity savings’

Hiring Process

· We saw a mix of re-org positions, positions approved and not hired and a few that followedprocess – this suggests the process is easy to work around if need be.

· Start earlier - positions need to be available for advertisement before July 1st if need be.· Ask SPC to help define the additional areas that include staffing requests (re orgs).· Possible solution of ALL management areas submit staffing plan tied to program review that

justifies current positions and additional positions. Additional positions removed and followcurrent process as described.

· Must be a process for exceptions – although this should be rare.

Peter CammishDean, Research, Planning and Effectiveness

Solano Community College4000 Suisan Valley RoadFairfield, CA 94534

t: (707) 864-7278f: (707) 646-2094e: [email protected]

PA-E3.8.5

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INSTITUTIONAL PLANNING GROUP

MEETING NOTES

2nd

July 2014

Attended: Jowel Laguerre, Diane White, Michael Wyly, Peter Cammish, Naser Baig

Absent: Yulian Ligioso, Shirley Lewis

ED MASTER PLANNING TIMELINE

Talked about the cyclical need for EMP planning. Proposed time line was

Early Fall: Complete and document Outcome assessments (course and program)

Late Fall: Incorporate assessment results into EMP projects and activities

Early Spring: Report EMP revisions

TASKS

Diane, Deans and Assessment Committee to draft process with Academic Senate

PA-E3.8.6

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STRATEGIC PROPOSALS

Talked about need for

Separation of strategic funding and equipment supplies funding

Reducing number of potential forms to be completed for funding

Communicating funding routes in easy to understand

Process for making strategic funding proposals permanent

Revising strategic proposal rubric to encourage efficiency projects

Staffing components of strategic proposals

Strategic ideas and immediate goals to be communicated via SPC

TASKS

Peter to work with deans to approve process for division level equipment funding

Peter to work with BSI to see if we can incorporate BSI funding into process

Peter to produce fact sheet showing funding processes and timelines

Peter to canvas SGC for ideas on process for institutionalizing strategic proposals

Peter to revise Strategic Proposal rubric

Peter to work with HR/Unions to clear any staffing issues

SPC to decide on role in strategic proposal process

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NON FACULTY HIRING

Talked about

Problems with people using “re-orgs” to circumvent hiring processes

Lack of documented process for “re-orgs”

Need for staffing plans that identify

Current staff

Additional staff required

Re-organisation plans

Training plan for staff

TASKS

Peter to work with PERT and HR to produce staffing plan process for approval

NON ACADEMIC PROGRAM REVIEW

Talked about

Problems with quality (missing information)

Lack of top down direction being given to managers

TASKS

Peter to distribute nonacademic program review ratings with SPC

Peter to discuss with PERT method for increasing VP level involvement

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lconvent

Highlight

lconvent

Highlight

2014-15 TOTAL AUTHORIZED STAFF

GENERAL FUND UNRESTRICTED FACULTY

NAME POSITION DESCRIPTION FTE

Vacant Nursing FT Instructor 1.000

Vacant Nursing FT Instructor 1.000

Abel-Quintero, Margaret M. Spanish 1.000

Allen, Darryl G. Mathematics 1.000

Anderson, Isabel M. English 1.000

Anderson, James Counselor (Matriculation) 1.000

Anderson, Kevin L. CIS/Business Mgmt/Law 1.000

Arce, Michelle History FT Instructor 1.000

Arie-Donch, Robin Counselor/Articulation Officer 1.000

Ayala, Anthony Child Development/Family Studies 1.000

Berger, Jane L. English Comp/ESL 0.500

Berrett, Debra Instr Coord/Work Experience 1.000

Berrett, Mark CIS Instructor 1.000

Blair, Emily English 1.000

Boerner, Howard C. Reading 1.000

Bolz, C. Sabine Psych/HumServices FT Instruct 1.000

Borchert, Matthew J. PE/Head Coach/Wmns Basketball 1.000

Bourdon, Ingeborg A. Nutrition 1.000

Brewer, Kevin Mathematics 1.000

Brown, Curtiss R. PE 1.000

Bullis, Eric G. Drama 1.000

Bundenthal, Thomas Political Science 1.000

Burgess, D. Glenn Nursing FT Instructor 0.600

Burnsed, Frank F. FT Instructor - Kinesiology 1.000

Cabrera, Saki Psych/HumServ FT Instruct 1.000

Cain, Ginger L. PE 1.000

Cardinal, Jeffrey S. PE/Head Coach Wmns Soccer 1.000

Carter, Quentin R. Librarian - Public Svcs 1.000

Cary, Adrienne CIS Instructor 1.000

Christiansen, Abla Counselor 1.000

Cittadino, Nicholas J. Counselor 1.000

Clement, Susan E. Nursing (EMT Prog Coord) 0500 1.000

Cobene, Harold L. English 1.000

Codina, Salvador History Instructor 1.000

Conrad, Joseph F. Mathematics 1.000

Conrad, Kathleen Chemistry 1.000

Cook, Karen S. Drafting 1.000

Cowee, Marion H. ECE-Early Chilhood Education 1.000

Craig, Erin Nursing (Med Surg/Mntl Health) 1.000

Crandall-Bear, Dale History FT Instructor 1.000

Cyr, Catherine E. Nursing FT Instructor 1.000

Dambrosio, Annette Reading 1.000

Daprato, Robert M. Psychology FT Instr 0100 1.000

Dekloe, James D. Biology 1.000

Diehl, Sandra Horticulture/Agriculture 0.500

Donovan, Sarah M. Mathematics 1.000

Duane, Erin E. Librarian - Full Time 1.000

PA-E3.8.7

379


GENERAL FUND UNRESTRICTED FACULTY (CONT.)


Ducoing, Christine G. Chemistry 1.000

East, Evangeline Speech 1.000

Enemmuo, Vitalis Nursing FT Instructor 1.000

Esteve, Carlos M. Mathematics 1.000

Farmer, Erin D. English FT Instructor 1.000

Feighner, Mark A. Geology/Astronomy/Physics 1.000

Fields, Tracy L. Nursing(MedSurg/MntlHealth) FT 1.000

Flatland, Marianne Counselor 1.000

Florence, Ferdinanda P. Art History 1.000

Fracisco, Marylou H. Office Technology 1.000

Fuller, Ruth Librarian - Access Services 1.000

Gaylor, Amy E. Counselor 1.000

Giambastiani, Lisa K. English 1.000

Goodwin, Michael W. Criminal Justice 1.000

Gotch-Posta, Mary L. Psychology FT Inst 0100 1.000

Gregg, Michael Astronomy/Physics 1.000

Grube, Thomas E. Mathematics 1.000

Gumlia, Mary J. Counselor 1.000

Gunther, Susanna E. Mathematics 1.000

Hannan, Zachary Mathematics 1.000

Hidy, Paul D. FT Instructor-Automotive Tech 1.000

Higashi, John M. Chemistry 1.000

Hubbard, Leslie V. Accounting 1.000

Itaya, Patricia Anatomy/Biology 1.000

Jacobo, Isaias Spanish 1.000

Jaimez, Theresa L. Psychology FT Instr 0100 1.000

Jian, Alan S. Mathematics 1.000

Johnson, Tonmar Sociology FT Instructor 1.000

Juliano, Kristy L. Music 1.000

Kaur, Kiran Chemistry 1.000

Kirkbride, Corrine R. Mathematics 1.000

Kiss, Julia FT Instructor - Nursing (Skills Lab) 1.000

Kissinger, Jeffrey L. Welding 1.000

Konecny, Nancy G. Reading Instructor 1.000

LaCount, Rebecca Counselor 1.000

Lancet, Marc K. ART 1.000

Long, Darsen B. FT Instructor-Theater-Tech 0.500

Lorenz, Jeanne M. ART 1.000

Lutz, Melanie P. Physics 1.000

Maghoney, Laura Economics 1.000

Marks, Kevin W. FT Instructor - Kinesiology 1.000

Marlow-Munoz, Lorna S. French/Spanish 1.000

Martinelli, Willie J. Instructor - Full Time 1.000

Mayes, Brooks Aeronautics 1.000

McBride, Christopher M. English 1.000

McCord, Karen M. Ethnic Studies/Social Sciences 1.000

380




McDaniels, Marcie B. Counselor (Matriculation) 1.000

McDonald, Cheryl A. Cosmetology 1.000

McKinnon, Sarah English Instructor 1.000

Molnar, Margherita Biology Instructor - Full Time 1.000

Moore, Rennee A. Biology/Physiology 1.000

Moore-Harper, Terrye Nursing FT Instructor 1.000

Moreno, Erma B. Counselor 1.000

Nagle, John J. PE/Head Coach/Mens Basketball 1.000

Nordin, Sarah P. Criminal Justice 1.000

Obegi, Amy C. ECE 1.000

Ozsu, Valerie Nursing (OB) 1.000

Padilla, Lindsay Sociology Instructor 1.000

Pandone, Marc V. ART 1.000

Parrish, Scott L. PE/Head Coach/Polo/Swim 1.000

Paschal, Robert B. Biology 1.000

Pavao, Barbara Counselor 1.000

Pearson-Bloom, Theresa L. PE/Head Coach/Womens Softball 1.000

Pike, Roy Fire Technology Instructor 1.000

Pirott, Laura E. Spanish 1.000

Podkolzina, Svetlana Mathematics 1.000

Poff, Greg B. Speech 1.000

Powell, Joel J. Political Science FT Instr 1.000

Re, Edward B. Biology/Bio-Technology 1.000

Reeve, Melissa M. English/ESL 0.600

Rhoads, Genele G. Mathematics 1.000

Robertson, Randall J. Mathematics 1.000

Roe, Candace T. Disability Svcs Coord/Couns 0.800

Rotenberg, Sandra D. Librarian - Access Services 1.000

Santiago, Maria E. Chemistry 1.000

Schneider, Tracy L. English 1.000

Schouten, Jonathan W. English 1.000

Scott, Joshua R. English 0.800

Sengmany, Kheck Mathematics 1.000

Silva-Attianese, Belinda T. Cosmetology 1.000

Slaton, Lavonne Business/Mgmt Law Instructor 1.000

Smith, Michelle L. Biology 1.000

Smith, Tasha R. ECE-Human Development 1.000

Spillner, Charles J. Chemistry 0.800

Spoelstra, Kevin J. Aeronautics 1.000

Springer, Steven C. Counselor 1.000

Stover, Scott E. PE/Head Coach/Mens Baseball 1.000

Summers, Philip J. Biology/Human Physiology 0.533

Sytsma, Robin L. Nutrition 1.000

Taylor Hill, Lauren FT Instructor - Anthropology 1.000

Taylor, Mark CIS 1.000

Thomas, Gene M. Biology 1.000

Tucker, Brenda T. Counselor 1.000

381




Urrutia, John T. CIS 1.000

Villatoro, Barbara R. Mathematics 1.000

Whitesell, Janene C. Speech 1.000

Widemann, Danielle C. Geography/Geology 1.000

Williams, Darla R. PE/Head Coach/Wmns Volleyball 1.000

Williams, Kenneth Horticulture/Agriculture 0.500

Word, James Biology 1.000

Wyly, Michael J. Englsih 1.000

Young, Maria Cristina Biology/Human Physiology 1.000

Yumae, Teresa M. Music 1.000

Zak, Ronald A. Photography 1.000

TOTAL GENERAL FUND UNRESTRICTED – FACULTY: 147.13

382


GENERAL FUND UNRESTRICTED CLASSIFIED


Vacant Accounting Specialist 2 - AP 1.000

Vacant Admin Assist 3 - Articulation/Transfer 1.000

Vacant Admin Asst 3 - Vacaville Ctr 1.000

Vacant Administrative Asst 3 - Math 1.000

Vacant Articulation and Transfer Specialist 1.000

Vacant Automotive Lab Technician 1.000

Vacant Comm Svcs Reg Aide Assistant 0.500

Vacant Customer Service Rep-Stu Srvs 1.000

Vacant Engineer 1.000

Vacant Financial Aid Specialist-CDR 1.000

Vacant Grounds Maintenance Technician 1.000

Vacant Lead Engineer 1.000

Vacant Occupational Education Assistant 1.000

Vacant Payroll Technician 0.500

Vacant PE/Athletic Assistant 2 1.000

Vacant Reading/Writing Lab Tech 0.500

Abbate, Salvatore J. Admin Asst 4-School of Science 1.000

Abbate, Tina R. Admissions & Records Analyst 1.000

Abbott, Lisa A. Scheduling Specialist 1.000

Adams, Connie J. Admin Asst 1-Acad Senate .5FTE 0.500

Ahmed, Adil Senior Accountant 1.000

Almonte, Leslie Ann E. Scheduling Specialist 0.550

Amick, Eileen Admin Asst2 - Workforce Trng & Grants 0.150

Anderson, Gale Admissions & Records Analyst 1.000

Athey, Timothy A. Aeronautics Lab Technician 1.000

Atoigue, Sandra A. Custodian 1.000

Aubert, Alison Athletic Trainer 1.000

Augustus, James Telecommunication Network Tech 1.000

Balabis, Gavino R. Custodian 1.000

Barron-Griffin, Connie Warehouse Operator 1.000

Bates, Maureen C. Admin Asst 3 - Vallejo Ctr 1.000

Beavers, Susan J. Customer Service Rep-Stu Srvc 1.000

Blanc, Nancy E. Admissions & Records Analyst 1.000

Branch, Jesse J. Community Service Officer/50% 0.250

Brown, Keith W. Telecommun Network Engineer 1.000

Brown, Robert B. Custodian 1.000

Bryant, Kenneth Custodian 1.000

Burtenshaw, Judith K. Admin Assistant 3 - Stu Services 1.000

Camins, Irene M. Science Lab Tech - .5FTE/VJO 1.000

Carlsmith, Kandy J. College Police Officer 0.250

Ceja, Patricia A. Instruc Assist-Office Tech 1.000

Ceja, Robert Custodian 1.000

Cheatham, Amber R. Admin Asst 3-Fin Aid/EOPS/VA 0.500

Cheatham, Laurie Admissions & Records Analyst 1.000

Collins, Alice L. Acctng Speclst 1 - Cash Cntrl 1.000

Cortes, Jose Reading/Writing Lab Tech 1.000

Crapuchettes, Richard W. Physical Science/Engineering 1.000

Crompton, Jill M. Admissions and Records Analyst 1.000

383


GENERAL FUND UNRESTRICTED CLASSIFIED (CONT.)


Cross, Richard B. Electrician 1.000

Cunningham, Vernon R. Custodian 1.000

Dagcuta, Bernardita M. Acctng Spec 2 - Genrl Accts 1.000

Del Pilar, Eduardo M. Lead Custodian 1.000

Delgado, Marisol Customer Services Rep-Stu Srvc 1.000

Dipasquale, Nancy G. Financial Aid Specialist 1.000

Doty, David P. Technology Specialist (Lead) 1.000

Eason, Angela Biology Lab Technician 1.000

Eaves, Janice E. Admin Assistant 2 - Comm Svcs 0.500

Ercole, Steven L. Grounds Maintenance Technician 1.000

Escobar, Steve Technology Specialist 1.000

Gentilli, Toni L. Photography Lab Technician 0.625

Gonzalez, Jenny Stu Srvs Generalist/Vaca 0.500

Gover, Claire G. Admin Asst 3-Human Perf FTE 1.000

Gravely, Barbara A. Cosmetology Lab Assistant 1.000

Green, Christy A. Chemistry Lab Technician 1.000

Guerra, Candyce Admin Assist 3 - Maintenance 1.000

Hentzen, Casey Technology Specialist 1.000

Hesling, Jennifer Payroll Specialist 1.000

Hiner, Lisa P. Technology Specialist 1.000

Howell, Justin Telecommunication Network Tech 0.500

Hudson, Dena Admin Asst 2 - Stu Dvlpmt/Mesa 0.966

Interim/Agency Purchasing Technician/Buyer 1.000

Johal, Rashmi Learning Resources Technician 1.000

Jones, Leigh A. Admin Asst 3 - Lib Arts 1.000

Kassa, Kahsay Custodian 1.000

Kearns, Kathryn M. Art Lab Technician 1.000

Kucala, Christine R. Science Lab Tech-OpEng/Vacaville 1.000

Kulmus, Martin W. Technology Specialist 1.000

Leary, Janet Admin. Asst 3 - School of Social & Beh Sciences 1.000

Lehfeldt, Jeffery Vehicle & Equipment Mechanic 1.000

Lim, Amanda Acctng Spec 2 - Student Accts 1.000

Low, Jennifer E. Biotechnology Lab Tech 0.250

Lowe, Jerry E. Cosmetology Lab Technician 0.918

Loza, Isaias Grounds Maintenance Technician 1.000

Loza, Porfirio Courier 1.000

Lugatiman, Chris P. Reprographics Systems Tech 1.000

Luttrell-Williams, Deborah L. Admin Asst 4-Career Tech & Bus 1.000

Luttrell-Williams, Donna Stu Srv Customer Service Rep 1.000

Maguire, Carla J. Learning Resources Technician 1.000

Makosa, Seweryn Information Analyst 1.000

Mayne, Marie A. Tutoring Center Specialist 1.000

McKinney, Samuel C. PE/Athletic Assistant 1.000

McLeod, M. Teresa Stu Srvs Generalist/Vaca/FT 1.000

Meyer, Deborah A. Custodian-Vacaville 1.000

Meyer, Donna Admin Asst 4 - Liberal Arts 1.000

Meyer, Patricia L. Admin Asst 3 - Couns/DSP 1.000

Miller, Diana C. Financial Aid Specialist 1.000

384


GENERAL FUND UNRESTRICTED CLASSIFIED (CONT.)


Mitchell, Karen Exec Asst-Institutional Advanc 1.000

Monroy, Rosa N. Student Svcs Assist I - Matric 1.000

Moore, Erin M. Curriculum Analyst 1.000

Moss, Deidra Acctng Spec 2 - Accts Payable 1.000

Murashige, Cynthia Police Services Technician 0.250

Murillo, Alfredo D. Carpenter 1.000

Nalley, Anita Acctng Spec 1 - Accts Recvbl 1.000

Nesler, Kathy A. Grounds Maintenance Technician 1.000

Nguyen, Dao T. Custodian 1.000

Nichols, Evette A. Information Analyst 1.000

Olgin, George F. Reading/Writing Lab Tech 1.000

Ota, Scott Webmaster 1.000

Pederson, Donald L. Lead Carpenter 1.000

Pierce, Douglas A. Math Act Ctr Lab Tech (Lead) 1.000

Reese, David C. Custodian 1.000

Rieschick, Diane P. Instructional Lab Assistant 0.927

Rivera, Ignacio Custodian 1.000

Robinson, Edna M. Customer Support Technician 1.000

Robinson, Jay O. InfoAnalyst/DatabaseAdminLead 1.000

Robinson, Laura S. Custodian 1.000

Schwartz, Janet M. Admin Asst 3 - Health Sciences 1.000

Scoccia, Hai Yen H. Payroll Analyst - Lead 1.000

Siefert, John Stu Srvs Generalist/VJO FT 1.000

Sisto, Francesca M. Financial Aid Systems Analyst 1.000

Smith, Carol T. Bkstr Assistant - Cashiering 1.000

Smith, Erika A. Cosmetology Lab Technician 1.000

Srisung, Padungsak Custodian 1.000

Takahashi, April-Love D. Admissions & Records Analyst 1.000

Tanaka, Ray H. Technology Specialist 1.000

Tatum, Douglas G. Grounds Maintenance Technician 1.000

Tipton, Darcia A. Theater Technician 0.500

Tom, Galen J. Technology Specialist 1.000

Troupe, Anna M. Financial Aid Specialist 1.000

Trujillo, Kelly R. Grounds Maintenance Technician 1.000

Trujillo, Thomas Bkstr Assistant/Shipping-Recvg 1.000

Uquillas, Jerry General Maintenance Worker 1.000

Utt, Amy L. Veterans Affairs Coordinator 1.000

Valenzuela, Juan Bkstr Evng Oper/Retail-Merch 1.000

Van'T Hul, Pei-Lin Lead Research Analyst 1.000

Washington, Anthony C. Custodian 1.000

Watson, Karen M. Reading/Writing Lab Tech 0.500

Wollrich, Kristine R. Reading/Writing Lab Tech 1.000

Young, Patricia D. Career & Job Placement Coordtr 1.000

Zadnik, Carol Distance Education Technician 1.000

Zavala, Pete Information Analyst 1.000

TOTAL GENERAL FUND UNRESTRICTED – CLASSIFIED: 131.14

385


GENERAL FUND UNRESTRICTED

ADMINISTRATIVE LEADERSHIP GROUP


Vacant Human Resource Generalist 1.000

Ancheta, Rachel Human Resources Manager 1.000

Ballesteros, Jose Mesa Coordinator 1.000

Buchanan, James Asst. Director, Facilities/Energy Management 1.000

Calara, Marielle Executive Assistant - Human Resources 1.000

Calilan, James D. Director/Technology Svcs/Suppo 1.000

Calloway, Dwight D. Director/Facilities 0.800

Cammish, Peter J. Dean,Research,Planning & Inst 0.800

Chappel, Monique HR Analyst/Recruiter 1.000

Clague, Roger Chief Technology Officer 0.750

Convento, Laura (Interim) Business Operations Coordinator 1.000

Darcangelo, Robin D. Assoc Dean, Stu,FA,EOPS&Vet 1.000

Drake, Tracy Human Resource Generalist 1.000

Fountain, Barbara L. Assoc Dean-Stu,Adm,Assesmt&Sch 0.750

Garcia, Cynthia K. Grants & Resource Develop Mgr 1.000

Glines, Neil Dean-School of Liberal Arts 1.000

Gorman, Laurie Exec Coordinator - Acad Affairs 1.000

Hord, Myron D. Custodial Supervisor 1.000

Johnson, Shemila R. Outreach&Public Relations Mgr 0.750

Kea, Thomas G. Dean - Vallejo Center 1.000

Killingsworth, Patrick R. Director/Fiscal Services 1.000

Laguerre, Jowel Superintendent-President 1.000

Laroski, Donna R. Senior Human Resource Generalist 1.000

Larson, Wade Assoc VP, Human Resources 1.000

Lewis, Shirley Chief Student Services Officer/Dean of Sdt Svs 1.000

Ligioso, Yulian I. VP-Finance & Adminstration 1.000

Mann, Deborah Dir,Workforce Trng&Grants Mgmt 0.350

McKinnon, Maurice Dean,School of Health Sciences 1.000

Minor, Leslie B., PhD Dean, Social & Behaviorial Sci 1.000

Morinec, Maire A. Dean-Sch of Career Tech & Bus 1.000

Mouton, Jocelyn (Interim) Dean/Counseling & Special Srvs 0.900

Pegues,Renee Exec Coord-Supt/Gov Board 1.000

Slade, Rischa Director, Student Development 1.000

Speck, Christie J. Director - Children's Programs 1.000

Spencer, Judy Chief of Staff 1.000

Visser, Erik Athletic Director 1.000

White, Diane M. Vice President-Acad Affairs 1.000

Yu, Judy H. Accounting Manager 0.500

Yu, Zhanjing Dean/Math-Science 1.000

TOTAL GENERAL FUND UNRESTRICTED – ALG: 36.60

TOTAL – GENERAL FUND UNRESTRICTED: 314.87

386


GENERAL FUND RESTRICTED


VOCATIONAL & TECHNICAL EDUCATION ACT - VTEA

Smith, Rachel A. FT Instr-Graphic Art & Design 1.000

Ulrich, Daniel J. Auto Body Repair 1.000

DISABLED STUDENTS PROGRAMS & SERVICES - DSPS

Vacant Alternate Media Specialist 0.750

Apostal, Angela T. DSP Counselor 1.000

Moore, Carolyn F. DSP Specialist 1.000

Nash, Judy J. Student Svcs Assist I - DSP 1.000

Parker, Sidne Student Svcs Assist 2 - DSP 1.000

Roe, Candace T. Disability Svcs Coord/Couns 0.200

Williams, Cheryl Student Svcs Assist 2 - DSP 1.000

CALWORKS

Thomas, Makesha Clerical Spec - CALWORKS 0.750

Vacant Counselor 0.750

STUDENT SUCCESS (SSSP)

Cammish, Peter J. Dean,Research,Planning & Inst 0.200

Campos, Claudia A. Student Svcs Assist I - Matric 1.000

Fountain, Barbara L. Assoc Dean-Stu,Adm,Assesmt&Sch 0.250

Gonzalez, Jenny Stu Srvs Generalist/Vaca 0.500

Johnson, Shemila R. Outreach&Public Relations Mgr 0.250

Mostafa, Nazia Assessment Center Specialist 1.000

Mouton, Jocelyn (Interim)

Dean/Counseling & Special Srvs 0.100

COOPERATIVE AGENCIES RESOURCES FOR EDUCATION (CARE)

Simon, Cynthia EOPS & CARE Coordinator 0.200

SMALL BUSINESS DEVELOPMENT CENTER

Pegg, Melissa Admin Asst II - Small Business 0.500

Penwell, Kelly Director/Small Bus Dev Ctr 1.000

STUDENT FINANCIAL AID ADMINISTRATION (SFAA)

Gross, Tracy M. Student Services Ass 2-Fin Aid 1.000

Larot, Zyra Stu Services Asst 2-Fin Aid 1.000

Martinez, Julie Student Svcs Assist 2-FinAid 1.000

Mason-Muyco, J. M. Financial Aid Outreach Spec 1.000

Payne, Antoinette M. Student Svcs Assist 2-FinAid 1.000

BASIC SKILLS

Reeve, Melissa M. English/ESL 0.400

Scott, Joshua R. English 0.200

Spillner, Charles J. Chemistry 0.200

CAREER TECHNICAL EDUCATION - CTE

Amick, Eileen Admin Asst2 - Workforce Trng & Grants 0.850

Low, Jennifer E. Biotechnology Lab Tech 0.750

Mann, Deborah Dir,Workforce Trng&Grants Mgmt 0.650

387


GENERAL FUND RESTRICTED (CONT.)


PARKING

Branch, Jesse J. Community Service Officer/50% 0.250

Carlsmith, Kandy J. College Police Officer 0.250

Murashige, Cynthia Police Services Technician 0.250

EXTENDED OPPORTUNITY PROGRAMS & SERVICES (EOPS)

Cheatham, Amber R. Admin Asst 3-Fin Aid/EOPS/VA 0.500

Simon, Cynthia EOPS & CARE Coordinator 0.800

Sta Maria, Kamber M. Special Srvs/EOPS Counselor 1.000

TEMPORARY ASSISTANCE FOR NEEDY FAMILIES (TANF)

Vacant Counselor 0.250

SECTOR NAVIGATOR

Brock,Barbara Deputy Sector Navigator - Health 1.000

Eason, Charles Small Business Section Navigator 1.000

WORKFORCE DEVELOPMENT & CONTINUING EDUCATION

Fay, Gay Leslie (Interim)

Ex Coord-WDCE-Cont Ed-Interim 1.000

Uhl, Andrea Admin Asst 2 - Contract Ed 1.000

Watkins, Thomas D.

(Interim)

Interim Dean,Wrkfc Dev& ContEd (WDCE) 1.000

NURSING ENROLLMENT GROWTH

Burgess, D. Glenn Nursing FT Instructor 0.400

TOTAL GENERAL FUND RESTRICTED: 31.20

388


SPECIAL FUNDS


CHILD DEVELOPMENT

Vacant Childrens Program Specialist 1.000

Alsip, Dana G. Cook - Preschool 0.844

Drake, Sabrina Childrens Prog Asst Dir 1.000

Miranda, Sharon Childrens Program Specialist 1.000

Muhammad, Sharon Childrens Program Specialist 1.000

Park, Nedra H. Admin Assistant 1 - Preschool 1.000

Spann, Patrice E. Childrens Program Assistant 0.750

Stedman, Lisa G. Childrens Program Specialist 1.000

Takhar, Jotinder Childrens Program Assistant 0.688

Vartanian, Juwan Childrens Program Specialist 1.000

REVENUE BOND CONSTRUCTION

Vacant Accounting Manager - Bonds 1.000

Vacant Business Operations Coordinator-Bond 1.000

Calloway, Dwight D. Director/Facilities 0.200

Clague, Roger Chief Technology Officer 0.250

Howell, Justin Telecommunication Network Tech 0.500

Murphy, Dawna Accounting Spec 2/AP-Bond 1.000

Sata, Leigh T. Executive Bonds Manager 1.000

Scott, Laura G. Purchasing Tech/Buyer - Bond 1.000

Yu, Judy H. Accounting Manager 0.500

TOTAL – SPECIAL FUNDS: 15.73

TOTAL DISTRICT AUTHORIZED STAFF: 361.80

389

1

Laura Convento

From: Yulian LigiosoSent: Friday, August 15, 2014 4:46 PMTo: $ALLCc: Laura Convento; Diane White; Wade Larson; Jowel LaguerreSubject: Budget Freezes

As first steps to begin to address the college’s 2014-15 structural imbalance the District is implementing spending freezes, effective immediately until further notice, in the following areas:

- Non-Instructional Supplies - Travel - Memberships - Contract Services - Equipment - Overtime - Classified Hourlies

All requests for exceptions must be approved by the Expense Freeze Review Group (EFRG), consisting of VPAA White, AVP Larson and VPFA Ligioso. Please forward any such request for exception to Laura Convento. EFRG will meet bi-weekly to review all such requests.

We are concurrently working on additional expenditure reduction initiatives and will keep you apprised.

Thank you for staying vigilant and helping your institution working toward a balanced budget.

Yulian Ligioso, CPA/MBA Vice President, Finance & Administration Solano Community College 4000 Suisun Valley Rd. Fairfield, CA 94534 Phone: 707.864.7209 Fax: 707.646.2056 [email protected]

PA-E3.8.8

390

1

1. Call to Order

President Watkins called the meeting to order at 3:08 pm.

2. Roll Call:

Thomas Watkins, President

Abla Christiansen, Nick Cittadino, Kevin Brewer, Dale Crandall-Bear ex-officio, Joe Conrad – ex officio, Erin

Duane, Tracy Fields, LaNae Jaimez, Richard Kleeberg, Amy Obegi, Scott Parrish, Melissa Reeve

Absent/Excused: Susanna Gunther

Guests: Peter Cammish, Arturo Reyes, Katherine Luce, Terri Pearson-Bloom, Roy Pike, Ken Williams


3. Approval of Agenda – May 7, 2012

Motion to Approve – Senator Duane; Seconded – Senator Parrish

Discussion: President Watkins reported that S/P Laguerre ceded his report time (Item 7.1) for a Bond

presentation. Peter Cammish, Director of Research & Planning, ceded 10 minutes of Item 9.2 as well.

Motion to Approve as amended – Senator Kleeberg; Seconded – Senator Duane; Passed – Unanimous

4. Approval of Minutes – March 19, April 2, & April 16, 2012

Motion to Approve the three sets of minutes – Senator Reeve; Seconded – Senator Duane; Passed – Unanimous


Scott Parrish presented gifts and expressions of appreciation from himself and Senate colleagues to President

Watkins for his service on the Academic Senate.


Flex-Cal Funding: President Watkins met with VP Ligioso to establish permanent funding for Flex-Cal of $5000

per year. This is a required College function that should be properly funded without having to search for money

each year. VP Ligioso agreed and added Flex-Cal to the budget, it was discussed at the last FaBPAC meeting,

and it will be voted on at the next meeting to become permanent funding. President Watkins thanked VP Ligioso

for his support.

Proposed High School Admissions Criteria: Dean Jerry Kea revised the proposal after discussion at the March

19th Academic Senate meeting. The revision was forwarded to Senators on April 19th. Dean Kea and EVP Reyes

agreed that discussion between the Senate and deans will be planned in order to reach agreement.

Reality of Shared Governance Planning: Current plans are to address this topic at the September Academic Senate

meeting and have an hour dedicated to discussion with S/P Laguerre.

Printed Schedule: President Watkins reported there has been discussion for and against printing of catalogues,

full or shortened versions, whether or not to charge students for copies that could be made available at the

bookstore, concern about the amount of errors in the catalogue and that it wasn’t available until after registration

began. The significant decrease in copies printed and the discontinuance of mailing saved the district $25,000.

Barbara Fountain plans to address the catalogue topic at the joint Academic Senate and Ed Admin meeting in

August. Students’ opinions will be requested as well.

ACADEMIC SENATE

Adopted Minutes

May 7, 2012

Board Room 626

3:00 pm –5:00 pm

PA-E3.9.1

391

2

Comments/Questions: Senator Kleeberg suggested that, along with staff who proofread, instructors should be

given 48-hour access to proofread their own courses, which would significantly decrease the tremendous amount

of errors. Ken Williams noted that classes are rolled over from BANNER one semester to the next, even if not

offered in that semester. Senator Christiansen opined that the catalogue should be available for sale because there

are always students who need it and she recommended including counseling, general education, and other

information. President Watkins reported that Barbara Fountain plans to also speak with counselors. Senators can

forward input to incoming Senate President Gunther for discussion that will continue at Enrollment Management

meetings where the Senate President is automatically a member.

7. Reports

7.1 Superintendent/President Jowel Laguerre / changed to Bond Presentation by Bonnie Jean von Krogh

of Lew Edwards & Associates.

VP Ligioso thanked the Academic Senate, S/P Laguerre, and Peter Cammish for providing time for this update on

the bond potential. He noted that most faculty have a good sense of where the College is financially from

presentations in other meetings. He introduced Bonnie Jean Krogh to provide an update and overview of the

bond planning. She is from the Edwards Group; a strategy firm specialized in working with districts that are

considering bonds. The firm has helped 19 college districts pass bonds, have been undefeated and plan to keep

that record.

Ms. Krogh specifically talked about planning for the potential November 2012 bond and the external community

survey done in November 2011. Outreach efforts have begun through meetings with community groups

throughout the district, discussing priorities and fiscal challenges. A letter (copy distributed at meeting) will be

sent out in the next few days to faculty and students.

The results of the independent survey of just over 600 voters district-wide included:

A bond of up to $350 million is potentially viable in November 2012.

The community was most interested in job training, workforce preparation, four-year college preparation and

access.

A high level of fiscal accountability with any measure is important.

Perception: 89% of voters see community colleges in general in an important role to train and retrain

residents.

Questions were asked in different ways to see if voters had a different take. Overall 80% were favorable of

the College and 69% were favorable of the district. Even 69% is very high compared to what has been seen

throughout the state and shows a strong overall support for the district.

There was absolute consensus that the College offers access to higher education and serves residents well.

Nearly 8 in 10 believe the College is in need of additional funding.

Majority believe the buildings are in need of repair.

The next part specifically addressed the bond question with legal language that would be on the ballot as approved

by the Bond Council: “Shall Solano Community College District issue $350 million in bonds at legal rates, with

citizens’ oversight, annual audits and no money for administrators’ salaries?” Over 60% are inclined to support a $350 million bond measure.

All ethnic groups are supportive of a potential bond.

Renters and property owners showed support at 72% and 62%. The threshold to go forward is 55% for

bonds.

Voters placed the highest priority on workforce development, safety issues, and preparing students for

university.

Facilities should meet earthquake and fire safety codes.

Increase public and private collaboration and partnerships.

Prepare students for universities and jobs.

Questions were posed with positive and negative points and still resulted in 62% overall support.

Ms. Krogh noted the question then is if the bond measure is a good idea at this time. The answer is “yes” because

voters are concerned about rising college costs and are supportive of education here and economic downturn

renews concerns the community colleges can address. There are a variety of items on the November ballot from

state to local. Voters tend to look at local measures first and then think about how they’ll vote on state.

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How you can help:

Join district planning sessions during the summer

Faculty in local communities participate in informational presentations

Assist with circulating information about the needs

Additional comments, questions, and points:

Poll numbers at Solano are quite good in comparison to other colleges.

Direction is taken from the College District regarding bonding capacity.

Facilities plans: a new LRC, science center, theatre, and additional buildings at both centers to support student

services as addressed in one of the Accreditation recommendations. The College is working with Kitchell to

cost out.

Plans include Foundation funding for deferred maintenance needs in the future and alternative energy and

greening buildings that can put money back into the general fund.

A $350 million bond would cost $12-23 per $100,000 of assessed property value.

There is room for change, including the Shared Governance process, and this can be brought back to the Senate.

Voters become more engaged closer to Election Day. Poll tracking will be done after July 4th before the

Governing Board decision in August whether or not to be on the November ballot. If numbers wane much, the

bond would be postponed.

Funds remaining from the Measure G bond are being spent on the 600 and 1300 buildings.

Ms. Von Krogh met with various groups on campus and asked for faculty opinion and input. Dr. Conrad raised

concern about ill feelings concerning the previous bond, in particular how it was presented to the public, including

modernizing science. There are still things not completed and substandard work and materials had to be replaced.

He expressed concern that what is sold actually happens. Other Senators agreed and expressed concern about

classes being cut and facilities being added. While there was general agreement with what is needed, the reality of

the College staffing and continuing programs to serve the needs of the community was questioned. Terri Pearson

was glad to hear the bond could finance construction and move money around in a smart way, which could free up

money for other things. Ms. Von Krogh confirmed that bonds can only be used for facilities, but can take the

weight off the general fund and can also backfill it through alternative energy and greening of buildings. Voters

were specifically asked about the green aspect which is a little harder mental leap than preparing students for

university. She added that CTE, firefighting, nursing, energy jobs and biotech are popular among voters. Senator

Parrish suggested that tutoring rooms near CTE classrooms would be beneficial.

VP Ligioso requested questions and comments be forwarded to Janet Leary. He distributed a facilities update

draft memo that will be sent campus-wide tomorrow and an invitation to the two Facilities Master Plan

Community Workshops. VP Ligioso encouraged everyone to participate in the workshops to help define the

future College environment. MIG engaged the entire College community in the educational planning process

and recently presented an overview of goals. A continuation meeting will be held on May 9th and additional

sessions on May 15th and 16th are planned to discuss how to implement the three-prong approach to the state-

refined mission: transfer, basic skills, and CTE. Concurrently with that, facilities planners will be participating in

the meetings with MIG and architects to translate wishes to actual brick and mortar. VP Ligioso again urged

attendance at these planning meetings.

7.2 Sub-Committee Reports (15 min)


Melissa reported that the Committee put a lot of energy to defining roles and structure in terms of decision making

and how to manage the BSI budget. An announcement for grant proposals was emailed to all faculty members

with a deadline last Friday for summer proposals and a May 11th deadline for fall proposals. The Committee will

review summer proposals at tomorrow’s BSI meeting. They agreed to retain the Basic Skills Math and English

Coordinator positions because human resources are very important and must be a top priority to support the

direction of Basic Skills and student services. Announcements were sent out for both positions with a closing date

of May 15th.

7.2.2 Curriculum – Joe Conrad

Chair Conrad reported that Curriculum Review is a good idea, it is also required by law, and he hopes to meet

with the deans this week to discuss it and get the regular five-year Curriculum Review rotation back on track.

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Dr. Conrad attended the regional ASCCC Curriculum meeting and reported: Solano College has met the

expectation to have two transfer degrees in place; a third one has been approved by the College but has not been

submitted to the Chancellor’s Office; several others are in process; one college submitted ten; ASCCC urged

colleges to continue working on and submitting degrees, and; Dr. Conrad encouraged the College as well. There

was a proposal in the legislature to require all colleges to develop a transfer degree for every major for which

there is transfer model curriculum. The state Academic Senate and the Chancellor’s Office hopes that, if colleges

show in good faith that they are trying to develop them, the legislature won’t mandate any number by any

particular schedule.

Finally, and most significantly for some instructors, ASCCC expects that there will be a final decision this

summer to end the traditional role of course repeatability. By summer 2013, the College will probably have to

remove repeatability from all courses that have it. That will entail a tremendous amount of work for the

Curriculum Committee and especially faculty teaching courses that have been repeatable, such as performing arts

and PE. There will be some exceptions, including adaptive PE, intercollegiate athletics, music, and anything that

is required by law to be repeatable. Dr. Conrad advised caution regarding creation of course levels because of a

regulation that no more than four courses of the same type can be taken. Schools will have to decide what is

called a “family of courses”. While there could be twelve in a “family”, students could only take four that the

school would receive appropriation for. Once the repeatability decision is made, a lot will have to be done

quickly but, hopefully, there will be time from the notification to work through all the courses on the campus. As

with course repetition, there will be no “grandfathering in” with course repeatability either.


DE Coordinator Crandall-Bear reported the Governing Board approved the LMS last week and S/P Laguerre

stated at that meeting that this is a transitional phase and the College will move to Canvas in the second year of

the Pearson contract. Pearson publisher reps are not part of the Pearson division that proposed the LMS, they

hadn’t been informed until very recently of specifics, and weren’t happy with the contract regarding materials.

Pearson arrived at $80 as an average for digital materials, instructors have the option to discourage students if it

would be a price increase for them, and they can opt out of the program. The Canvas pilot is moving forward with

a group of 15-20 faculty and training workshops will begin next week. Pearson brought another proposal to the

College for a Pearson online course with tutors not trained or hired by the College. Faculty were deeply disturbed

by this proposal that feeds into the canned courses issue. A focused task force has been proposed to study issues

of publisher materials, canned courses, workload issues etc., and draft a policy as there isn’t one currently in place

to address issues like this recent Pearson proposal. Beginning next semester, the task force will be made up of

people from the Academic Senate, Distance Ed, the Faculty Association, and the Curriculum Committee.

Plans have been discussed to implement Program Review for Distance Education and Chair Crandall-Bear looks

forward to having data to compare online and face-to-face courses.

7.2.4 Tenure Tea – Nick Cittadino & LaNae Jaimez

Senator Jaimez reported the event went well, the music was a hit, and overall positive feedback was received.

7.2.5 Distinguished Faculty Awards – Tracy Fields & Amy Obegi

Senator Fields reported: Senator Obegi got information out in a timely manner; nominations closed on May 4th;

three, possibly four, nominations were received, only one is for an adjunct, and; the five-member committee will

meet next Wednesday to choose the winners. President Watkins noted adjunct nominations have been a problem

in the past, sometimes with only one or even no nominations received, and it is important to look at the criteria to

decide if someone meets it and should receive an award. Senator Obegi queried if committee members can

nominate faculty. General Senate agreement was to allow that, noting that the voting should be balanced with

five members on the committee.

7.3 Treasurer’s Report

Senator Kleeberg reported a balance of approximately $8000, with some checks to be deposited. He will turn

over all treasury information to the next Secretary/Treasurer, to be elected in the fall.

8. Action Items

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8.1 Program Review Subcommittee

Senator Obegi emailed a proposal (May 7th) to create a program review subcommittee of the Academic Senate.

S/P Laguerre brought forth discussion previously about revamping the Program Review process. He and Senator

Obegi have met to discuss how to ensure it is faculty driven. Program Review has not been integrated with other

planning processes and reviews have not had direction to implement beneficial changes. A new Program Review

process would highlight strengths of programs and advocate for support. A Program Review subcommittee of the

Academic Senate would basically be a task force to set up policy and procedures, separate from committees that

would actually review programs.

Motion to establish a Program Review subcommittee of the Academic Senate – Senator Jaimez; Seconded –

Senator Reeve; Passed – Unanimous

Senator Obegi will forward a request for faculty interested in serving on the committee to President Watkins to be

emailed to all faculty.


9.1 SLO Update – Peter Cammish, Arturo Reyes

EVP Reyes reminded Senators that accreditation and SLO reports will be submitted in October to the

Accreditation Commission. Over the past few years, the College has submitted reports to the Commission

showing nearly 100% completion status for SLOs and SAOs. Research & Planning Director Peter Cammish and

EVP Reyes reviewed everything and their report reflects a more realistic 60-80%. It is important between now

and October to complete the work needed and have accurate reports. EVP Reyes noted that his broader question

is how to get this work completed between now and October.

Director Cammish spoke about the process to implement for this term and the immediate future. Time was

dedicated to SLOs at the spring Flex Cal day and some deans are moving forward. He noted that part of the

problem the Commission had was not readily finding information. Director Cammish presented screen views of

the new forms that were filled out at Flex. When the online forms and network drive are ready, he will give

faculty access to go in and update their programs. He explained how to access information and noted that, each

course had just one outcome on the form, but in this program there can be a description, success criteria, cognitive

process, assessments used, links to program outcomes, and links to core competencies. The links don’t mean a

lot for each course, but when mapping the curriculum, it will show how it builds up and if students are having a

chance to develop skills and master them by the end. There is an assessment diary to keep track. Reports at

program level bring together all courses in the program. One advantage to having this database, information

related to courses can be pulled in from BANNER. No matter what course is picked, all information will be

available going back five years. Faculty will maintain their information and reports will generate automatically

from the database. Over the summer, information will be input into the database for access by fall.

Comments/Questions: Senator Cittadino suggested having an SLO/SAO link for faculty on the home page.

Director Cammish replied that could be done with static information only. EVP Reyes reported that clerical

personnel will transfer information from word docs into the program during the summer and he hopes to

eventually have faculty input their information directly. Once the information from there is in a form that makes

sense, it will be available for public access. Faculty should let deans know of any more changes they need to

make before the end of the semester so work is coordinated and not duplicated. The process will be made as easy

as possible. In response to Senator Reeve’s question about the functionality of linking outcomes to courses,

Director Cammish recommended focus on the most important outcomes. Quality could be lost by trying to link to

them all. EVP Reyes clarified that reflections would be integrated at the course level which would then be

included in the program as well.

9.2 Faculty Hiring Policy & Procedures – Peter Cammish, Thom Watkins (30 min)

President Watkins reported that S/P Laguerre wants to make sure the faculty hiring procedures are integrated with

the campus proposal process for faculty, equipment, staff, etc. Proposals come from the schools, go to review

groups, Shared Governance Council to be prioritized, FaBPAC for funding information, and then to S/P Laguerre.

A proposal for new faculty would be submitted and forwarded to the Academic Senate for prioritization, then to

Shared Governance for information only. The Senate prioritization cannot be changed by any other group.

Dr. Conrad opined that the current faculty hiring process is set up under the assumption that particular hiring is

going to happen. There hasn’t been anything to get to the point of who will be hired. President Watkins replied

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that is a discussion the Academic Senate should have that S/P Laguerre wants to happen. Staff would go through

same process all under one umbrella. Director Cammish clarified that there will be a transparent process for

people to see. FaBPAC cares about funding, not order. President Watkins pointed out that the process is separate

from faculty hiring policy and procedure. Senator Jaimez queried if priorities should be addressed in policy.

That would precede what is being worked on. Director Cammish noted that SGC proposal decisions were quite

varied and a more formalized process for prioritization needs to be created. President Watkins and Director

Cammish looked at that. SGC will use something like survey monkey and generate a chart for a clearer process.

Faculty hiring priorities will be sent to SGC for information only. President Watkins stated that current faculty

hiring will go through the regular process.

9.3 Flex-Cal Resolution – Richard Kleeberg

Senator Kleeberg emailed a resolution draft that was also distributed at the meeting. There seems to be agreement

with some deans and S/P Laguerre to meet, discuss Flex Cal activities and resolve and clarify how decisions are

made and where authority lies. S/P Laguerre agreed no one will lose sick leave hours and credit will be given for

attendance at the Academic Senate meeting. S/P Laguerre would prefer to have an agreement in August that

would be retroactive. Senator Kleeberg advised faculty who lost sick leave hours should contact S/P Laguerre,

who stated that no one will lose those hours. President Watkins reported that S/P Laguerre was surprised to hear

of this issue, agreed it was not right and it needs to be fixed. Senator Reeve suggested Senators inform their

constituents to carefully watch their paystubs.

9.4 Matters of Concern – Susanna Gunther

In VP Gunther’s absence, President Watkins shared the following: faculty interested in working on Accreditation

and SLO tasks over the summer should attend a meeting next Monday, from 3-5 pm in the Boardroom. VP

Gunther will notify all faculty about the potential summer work for which faculty chosen would be compensated

an hourly wage. The student equity issue has been discussed and Senators were asked to consider if a student

equity task force or Senate subcommittee should be created. This topic will be revisited in the fall.


11. Announcements

11.1 Welcome New Senators

President Watkins welcomed the incoming Senators: Katherine Luce, Part-Time Rep; Ken Williams, Part-Time

Rep; Terri Pearson-Bloom, At-Large Senator, and; Roy Pike, Vice President.

12. Adjournment

Motion to Adjourn – Senator Kleeberg; Seconded – Senator Reeve; Passed – Unanimous Meeting adjourned at

5:07 pm


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PROGRAM REVIEW HANDBOOK & SELF-STUDY TEMPLATE

Pilot Spring 2013-Fall 2013

PA-E3.9.2

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CONTENTS

Introduction -------------------------------------------------------------------------------------------------- 1

Program Review Process --------------------------------------------------------------------------------- 2

Self-Study Template --------------------------------------------------------------------------------------- 4

Curriculum Development, Assessment, and Outcomes ---------------------------------------- 6

Student Equity & Success -------------------------------------------------------------------------------- 9

Program Resources ----------------------------------------------------------------------------------------- 9

Programmatic Goals & Planning --------------------------------------------------------------------- 10

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Program Review Handbook & Self-Study Template 1

INTRODUCTION

At Solano Community College (SCC) program review has three goals:

1. To maintain academic integrity and rigor

2. To facilitate integrated, long-range planning

3. To provide continual program improvement

Both the California Education Code and the Accrediting Commission for Community and

Junior Colleges (ACCJC) describe the purpose and essential features of program review. The

California Education Code states: “The segments of higher education are encouraged to improve the

quality of undergraduate education as a central priority of California’s public colleges and universities”

(Ed Code #66050). Standard I of the code recommends that an institution use “analysis of

quantitative and qualitative data and analysis in an ongoing and systematic cycle of evaluation,

integrated planning, implementation, and re-evaluation to verify and improve the effectiveness by which

the mission [of the institution] is accomplished.” In addition, Standard II states that instructional

programs be “systematically assessed in order to assure currency, improve teaching strategies, and

achieve stated student learning outcomes.”

In 2012 and 2013, the process of program review was revised to align more closely with ACCJC

accreditation standards, increase accountability, and integrate with the budget and planning

process. In May 2012, the Academic Senate established the Academic Program Review

Committee. This committee is responsible for reviewing all programs and providing support to

faculty tasked with completing program review. The Academic Program Review Committee

works closely with the Office of Institutional Research and Planning, and in particular with the

Program Review Facilitator, to provide current data to the faculty of programs under review, to

create and analyze student surveys, and to support a manageable system for data entry and

retrieval.

Program review at SCC is intended to provide faculty members an opportunity for self-

reflection, review, and assessment. Program review is also intended to be central to the college’s

overall planning, becoming the basis for goal setting, resource allocation, and needs assessment.

Finally, program review will make visible and accessible to all interested parties the evidence

that demonstrates fulfillment of accreditation standards.

Program review follows a five-year cycle, wherein all of a school’s programs are reviewed over

the course of one year. It consists of two components: formal reporting and administrative

review. Faculty complete a comprehensive self-study every five years as well as an annual

status report, which addresses progress made on recommendations identified in the previous

program review cycle. These reports are then reviewed, first by the Academic Program Review

Committee and then by the Executive Vice President of Academic and Student Affairs.

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2 Program Review Handbook & Self-Study Template

PROGRAM REVIEW PROCESS

Preparation

The Program Review Facilitator from the Office of Institutional Research and Planning will

notify the dean of the school the year prior to the review. Each program will designate a lead

writer and a committee from their faculty to produce a self-study report. Lead writers will be

awarded reassigned time commensurate with the size of the program (still in under

negotiation) and can opt for their reassigned time to be awarded the Spring semester prior to

the review, during the summer prior to the review year, or during the Fall semester of the

review year.

During flex week of the Spring semester prior to the review year, representatives from the

Academic Program Review Committee attend the school meeting to discuss the purpose and

scope of the self-study report. Each program will be asked to develop a student survey, with

support from Institutional Research and Planning, the results of which will become part of the

self-study.

Trainings

Early in the semester prior to the review year, a self-study training will be held for lead writers.

This meeting will be facilitated by the Program Review Facilitator from the Office of Research

and Planning and the Chair of the Academic Program Review Committee. A data packet will be

provided to each program under review, and writers will be walked through the self-study

process. The Academic Program Review Committee members and school deans will be

available subsequently to answer questions and provide support to self-study committees.

Self-Study Report

A self-study report is completed every five years and addresses the program’s performance as it

relates to the college’s mission and strategic goals, curriculum development, student success,

program resources, and long-range planning. The report draws on qualitative and quantitative

data relevant to the program. To assist the Academic Program Review Committee in making

sound recommendations regarding allocation of resources, careful attention should be given to

the quality of writing and the adequacy of documentation so that the self-study accurately

reflects the areas of strength and struggle for the program.

The self-study committee will collect and analyze data for the self-study, dividing work as

appropriate. The self-study will include an examination of data from the Office of Institutional

Research and Planning, a student survey, and responses to questions from the self-study

template (discussed below). The lead writer will be responsible for compiling the work of the

committee into one, integrated written document (and in subsequent years into a database) and

adhering to all deadlines.

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Self-study reports are due to the school’s dean early in the first semester of the review year. The

dean will review the report with the lead writer and self-study committee, recommend any

additions or changes, and submit the final report to the Academic Program Review Committee.

Administrative Review

The Academic Program Review Committee will review the self-study report. When clarification

about aspects of the report is necessary, the Committee will prepare written questions for the

self-study committee. The Committee will forward the questions to the lead writer, dean, and

faculty coordinator (if applicable). The self-study committee will, in consultation with the dean,

provide written responses to the Committee.

Next, the lead writer will present their self-study report to the Academic Program Review

Committee. Following the meeting, the Committee will formulate its commendations as well as

recommendations to either expand, maintain, or revamp the program. The recommendations

will be forwarded to the Executive Vice President of Academic and Student Affairs (EVP),

Superintendent/President and Governing Board.

The EVP will review the findings of the Academic Program Review Committee and issue a

reject, revise, or accept decision regarding the self-study report and the recommendations of the

Academic Program Review Committee. If a revise or reject is issued regarding the self-study,

the EVP will meet with the Academic Program Review Committee to discuss the basis of the

decision. A meeting will be set up with the dean of the school and the program faculty to

address the findings and make an action plan (if applicable). Lead writers and deans can submit

a written rebuttal to the EVP’s findings. Once changes have been completed, the program will

come before the Academic Program Review Committee to report the changes.

When the review process has been completed, the Academic Program Review Committee will

submit a written report to the Faculty Coordinator (if applicable), the school dean, Academic

Senate, the EVP, and the Superintendent/President. The Superintendent/President will sign the

report. The chair of the Academic Program Review Committee will present the final report to

the Governing Board.

Follow-up Report

Every year programs will be required to submit a follow-up report to the dean and the EVP.

The report shall address the status of progress in addressing the program’s goals and the

recommendations made by Academic Program Review Committee’s in the previous review

cycle and any updates to the program’s plans to address these. In addition, the EVP will meet

with the faculty representative(s) of the program and the school dean each year after the review

to follow-up on progress made. Finally, the follow-up report will be inputted into the Program

Review Database and forwarded to the Academic Senate.

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SELF-STUDY TEMPLATE

1.1 Introduction. Introduce the program. Include the program’s catalogue description, its

mission, the degrees and certificates offered, and a brief history of the program. Include recent

changes to the program or degrees and whether a transfer degree has been established in

accordance with SB 1440.

1.2 Relationship to College Mission and Strategic Goals. Describe the program’s relationship to

the overall mission of the college: “Solano Community College educates an ethnically and

academically diverse student population drawn from our local communities and beyond. We

are committed to help our students to achieve their educational, professional and personal goals

centered on thoughtful curricula in basic skills education, workforce development and training,

and transfer level education. The College accomplishes this three-fold mission through its

dedicated teaching, innovative programs, broad curricula, and services that are responsive to

the complex needs of all students.”

Using the matrix provided in Table 1, describe which of SCC’s Strategic Directions and Goals

the program supports. Address only the Goals relevant to the program. Limit evidence to one

paragraph per objective.



Obj. 1.1 Create an environment that is conducive to student

learning.

Obj. 1.2 Create an environment that supports quality

teaching.

Obj. 1.3 Optimize student performance on Institutional Core

Competencies

Goal 2: Maximize Student Access & Success Program Evidence

Obj. 2.1 Identify and provide appropriate support for

underprepared students

Obj. 2.2 Update and strengthen career/technical curricula

Obj. 2.3 Identify and provide appropriate support for transfer

students

Obj. 2.4 Improve student access to college facilities and

services to students

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Obj. 2.5 Develop and implement an effective Enrollment

Management Plan

Goal 3: Strengthen Community Connections Program Evidence




Obj. 4.1 Develop and manage resources to support

institutional effectiveness

Obj. 4.2 Maximize organization efficiency and effectiveness

Obj. 4.3 Maintain up-to-date technology to support the

curriculum and business functions.

1.3 Enrollment. Utilizing data from Institutional Research and Planning, analyze enrollment

data. Include the number of sections offered, the full-time equivalent enrollment (FTE) for each

semester since the last program review cycle, and the number of declared degree seekers in the

program. Compare the enrollment pattern to that of the college as a whole, and explain some of

the possible causal reasons for any identified trends.

1.4 Population Served. Utilizing data obtained from Institutional Research and Planning,

analyze the population served by the program (gender, age, and ethnicity) and discuss any

trends in enrollment since the last program review. Explain possible causal reasons for these

trends, and discuss any actions taken by the program to recruit underrepresented groups.

1.5 Status of Progress toward Goals and Recommendations. Report on the status of goals or

recommendations identified in the previous educational master plan and program review.



1.

2.

3.

4.

5.


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Program Review Recommendations (Previous Cycle) Status

1.

2.

3.

4.

5.

1.6 Future Outlook. Describe both internal and external conditions expected to affect the future

of the program in the coming years. Include labor market data as relevant for CTE programs.

CURRICULUM DEVELOPMENT, ASSESSMENT, AND OUTCOMES

Program Level Outcomes

2.1 Using the chart provided, list the Program Level Student Learning Outcomes (PLSO) and

which of the “core four” institutional learning outcomes (ILO) they address. In the same chart,

specifically state (in measurable terms) how your department assesses each PLSO. For example,

is there a capstone course (which one), is it completion of a series of courses (list), is it a passing

grade on certain assignments that are universally given (list), passing a licensing exam,

completing a portfolio, etc.


Program Level Outcomes ILO (Core 4) How PLO is assessed

1.

2.

3.

2.2 Report on how courses support the Program Level Outcomes at which level (introduced (I),

developing (D), or mastered (M))

Table 5. Program Courses and Program Level Outcomes

Course PL01 PL02 PL03 PL04

2.3 Describe the results of the program level assessments and any changes/planned actions

made based on the outcomes of program level student learning assessments.

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Table 6. Program Level Assessments

Program Level Outcomes Dates Assessed Results Action Plan

1.

2.

3.

Student Learning Outcomes

2.4 Describe your program’s process of updating course level SLO’s, assessments, and planned

actions for change. Address how courses with multiple sections have been aligned so that a

common tool is utilized to assess student learning outcomes; describe any steps taken to

standardize measures.

2.5 Fill out the chart that records your department’s timeline/cycle for completing SLO’s during

the next Program Review Cycle.

Table 7. SLOs

Course # Course Name F2013 S2014 F2014 S2015 F2015 S2016 F2016 S2017

2.6 Based on data received from the office of Institutional Research and Planning, report the

percent completion of course level student learning outcomes, assessments, and results of

actions completed. Review the course level SLOs at all levels to ensure accuracy of information

provided (core four, level of mastery, assessment tool, etc.).

2.7 Provide a gap analysis, and your program’s planned strategy for achieving/maintaining

currency.

2.8 Describe any changes made to the program or courses that were a direct result of student

learning outcomes.

Curricular offerings

2.9 Course offerings. Attach a copy of the course descriptions from the most current catalogue.

Describe any changes to the course offering since the last program review cycle (course content,

methods of instruction, etc.) and provide rationale for deletion or addition of new course

offerings. Include a discussion of courses offered at Centers (Vacaville, Vallejo, Travis) and any

plans for expansions/contraction of offerings at the Centers.

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2.10 Instructional Quality. Describe how the faculty ensures high quality instruction and

appropriate breadth, depth, and rigor in courses. Include the student to faculty ratio.

2.11 Teaching Methodologies. Provide examples of how instructors vary their delivery modes

and teaching methodologies to reflect the diverse needs and learning styles of its students.

Include examples of efforts to extend learning beyond the classroom into the community.

2.12 Fill rates/Class size. Based on data from ITRP, discuss the trends in course fill rates and

possible causes for these trends (include comparison/analysis of courses by modality if

applicable). Address how the size of classes affects courses and if there are any necessary

adjustments to course classroom maximums. If there are courses that are historically under-

enrolled, discuss strategies that might increase enrollment.

2.13 Course sequencing. Report on whether courses have been sequenced for student

progression through the major, how students are informed of this progression, and the efficacy

of this sequencing. Report on whether curriculum is being offered in a reasonable time frame.

2.14 Basic Skills (if applicable). Describe the basic skills component of the program, including

how the basic skills offerings prepare students for success in transfer-level courses. Analyze

courses with prerequisites and co-requisites, and whether this level of preparation supports

student success.

2.15 Student Survey. Describe the student survey feedback related to course offerings. In terms

of the timing, course offerings, and instructional format, how does what your program

currently offer compare to student responses?

2.16 Four-year articulation (if applicable). Utilizing the most current data from the articulation

officer, and tools such as ASSIST.org, state which of your courses articulate with the local four

year institutions and whether additional courses should be planned for articulation.

2.17 High school articulation (if applicable). Describe the status of any courses with

articulation/Tech Prep agreements at local high schools. What (if any) are your plans for

increasing/strengthening ties with area high schools and advertising your program to

prospective students?

2.18 Distance Education (if applicable). Describe the distance education courses offered in your

program, and any particular successes or challenges with these courses. Include the percentage

of courses offered by modality and the rationale for this ratio. Discuss your program’s plans to

expand or contract distance education offerings. State how you ensure your online courses are

comparable to in-class offerings.

2.19 Advisory Boards/Licensing (CTE) (if applicable). Describe how program curriculum has

been influenced by advisory board/licensing feedback. How often are advisory board meetings

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held, provide membership information and what specific actions have been taken. Attach

minutes from the past two years.

STUDENT EQUITY & SUCCESS

3.1 Course Completion and Retention. Anecdotally describe how the program works to

promote student success. Include teaching innovations, use of student support services (library,

counseling, DSP, etc), community partnerships, etc. Then, utilizing data from the office of

Institutional Research and Planning, report on student success through course completion and

retention data. Analyze by gender, age, ethnicity, and on-line (may analyze other variables such

as disability, English as a second language, day vs. night courses, etc. as appropriate). Provide

possible reasons for these trends and planned action to equalize student success.

3.2 Degrees/Certificates Awarded (if applicable). Include the number of degrees and certificates

awarded during each semester of the program review cycle. Describe the trends observed and

any planned action relevant to the findings.

3.3 Transfer (if applicable). Describe any data known about students in your program who are

transfer eligible/ready (have 60 transferable units with English and math requirements met).

Include how your program helps students become aware of transfer opportunities.

3.5 Career Technical Programs (if applicable). For career technical programs, describe how

graduates are prepared with the professional and technical competencies that meet

employment/ licensure standards. State if there are any efforts made to place students in the

workforce upon graduation, including any applicable placement data.

PROGRAM RESOURCES

4.1 Human Resources. Include the number and names of full-time faculty, adjunct faculty,

classified staff, and the full to part time teaching ratio (compare this ratio to the college

average). Describe how the members of the department have contributed to the college and the

community to improve student success. List relevant professional development activities,

college leadership positions, community affiliations/leadership positions, grant writing, etc.

Include any sabbatical activities and their relevance to program goals.

4.2 Describe any changes to classified or academic faculty since the last program review cycle

and how those changes have impacted the program. Address current or future staffing needs.

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4.3 Equipment. Address the currency of equipment utilized by the program and how it affects

student services/success. Make recommendation (if relevant) for technology, equipment, and

materials that would improve quality of education for students.

4.4 Facilities. Describe the facilities utilized by your program. Comment on the adequacy of the

facilities to meet program’s educational objectives.

4.5 Budget/Fiscal Profile. Provide a five year historical budget outlook including general fund,

categorical funding, VTEA, grants, etc. Discuss the adequacy of allocations for programmatic

needs.

PROGRAMMATIC GOALS & PLANNING

5.1 Summarize what you believe are your program’s strengths and major accomplishments in

the last 5 years. Next, state the areas that are most in need of improvement.

5.2 Based on the self-study analysis, prioritize the program’s short (1-2 years) and long term

goals (3+ years). Check whether the goal requires fiscal resources to achieve.

Table 8. Short-Term and Long-Term Goals

Short-Term Goals Planned Action Target Date Person Responsible Source

1.

2.

3.

Long-Term Goals Planned Action Target Date Person Responsible Source

1.

2.

3.

In the source column denote “SP” for Strategic Proposals, “DP” for Department Budget, “P” for

Perkins or “NR” for No Additional Resources Needed. Can add more than 3 short and long-

term goals.

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8

1. Call to Order

President Gunther (via phone) called the meeting to order at 3:08 pm

2. Roll Call:


Abla Christiansen, Nick Cittadino, Kevin Brewer, Dale Crandall-Bear ex-officio, Joe Conrad – ex officio, Tracy Fields,

LaNae Jaimez, Katherine Luce, Amy Obegi, Scott Parrish, Teri Pearson-Bloom, Melissa Reeve, Ken Williams

Absent/Excused: Erin Duane

Guests: Jowel Laguerre, Annette Dambrosio


3. Approval of Agenda – August 20, 2012

Motion to Approve – Senator Reeve; Seconded – Senator Jaimez;

Discussion: President Gunther requested potential rescheduling of 9.5 items (information will be emailed to Senators);

postponement of 9.2, 9.4 and 9.7, and; deletion of 9.3.

Motion to approve as amended – Senator Reeve; Seconded – Senator Brewer; Passed – Unanimous

4. Approval of Minutes – May 7, August 8 (Senate), & August 8 (joint Senate/Ed Admin), 2012

Motion to group the minutes for approval – Senator Jaimez; Seconded – Senator Reeve; Passed - Unanimous


None


Senator Gunther welcomed new Senators Kitty Luce, Teri Pearson-Bloom, and Ken Williams. She hoped the Flex

training went well and looks forward to the end of her sick leave and returning to campus a week from today.

7. Reports

7.1 Superintendent/President Jowel Laguerre SLOs: S/P Laguerre thanked all those who worked on SLOs over the summer and especially President Gunther for making

sure it happened. He asked Dean Shirley Lewis for access to see what has been done. S/P Laguerre announced that the

Chemistry Department sent a budget request based on SLO success and anticipates there are others at that same level,

which would be really good. He reported there is a timeline crunch for the Accreditation Report and there is also the need

for a specific SLO report to ACCJC, due in October as well. The work is very critical for the College. Last Friday Gene

Thomas became the new campus SLO Coordinator.

EMP: Last spring EMP (Educational Master Plan) work began with the arts and kinesiology disciplines. Quality time was

spent on challenges in those two areas. Two meetings were held with consultants, faculty and staff and a tremendous

amount of work was done to make EMP more meaningful for different areas. This was a good model of engaging faculty

to look at the future so that the EMP has a lot of faculty participation and plans are to do the same thing for other

disciplines.

Questions/Comments: Senator Pearson-Bloom noted how effective it was working in smaller groups as opposed to bigger

breakouts and how it got the groups focused. Senator Parrish added there was a lot of progress made from finals week of

May to last Friday. His school (HP&D) changed from doom and gloom meetings to bringing in new ideas and heading

now in the right direction. Senator Pearson-Bloom spoke of the deans’ presentations to the Academic Senate to show how

they envision their programs several years from now. S/P Laguerre is always interested to see how groups are doing.

There were suggestions that counselors should have been in those discussions to see what students are wanting. He will

engage the rest of the areas in discussions. Liberal Arts fund requests have been submitted for different programs.

ACADEMIC SENATE

Adopted Minutes

August 20, 2012

Board Room 626

3:00 pm – 5:00 pm

PA-E3.9.3

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7.2 Sub-Committee Reports 7.2.1 Basic Skills – Melissa Reeve

Senator Reeve reported regular meetings will be held this year on the second and fourth Wednesdays at 3 pm beginning

this Wednesday. She asked Senators to announce this to their constituents. Senator Reeve reported on two big things the

Committee is looking at. The first item will be revamping work started last year with CUE (the USC Center for Urban

Education). Before the CUE visit last spring, she worked hard to solicit faculty participation, but with other things

scheduled, only five people came. Senate President Gunther had announced intention to put together a student equity task

force, work with Dean Erin Vines to pick up the data part from March, inform larger groups about data, action planning,

numbers, completion rates, etc. that show equity gaps that exist, and followed by active intervention to close those gaps.

CUE will follow-up with a visit on November 8. The Basic Skills goal is basically to expand the original group, offer in-

house training to disseminate the information gathered last spring, and then form a larger group of faculty, administrators

and staff for the action planning stage. The second item is approval of a strategic proposal for ASC, co-funded by BSI and

the school-wide strategic process. Diane White was hired as ASC Coordinator for a three-year term. The ASC has been a

four-years-plus work in process. Main ASC goals are a one-stop student support center on the academic side and faculty

professional development. No one has been in charge of professional faculty development for a while. Workshops would

be held on teaching and learning, technology, mentoring, and ways to cultivate potential faculty and supplemental

instructors. ASC Coordinator White has her same office for now in room 101 and is on 40% reassign time. A goal with

the EMP and FMP is to eventually have space for this.


CC Chair Conrad reported that, as of July 7th, the Curriculum Analyst position was finally filled by Erin Moore. There

was a huge backlog of things not submitted to the Chancellor’s Office, so she is working on that and the Curriculum

Committee and office are glad to have her there. Ms. Moore, new to the College and California, has made a lot of

progress. The Chancellor’s Office is closed during August and re-doing the computer system that keeps track of all this.

New items will be accepted in September.

Highlights for coming year include Curriculum Review moving forward on new schedule after delays because of many

changes on campus. The School of HP&D will be finishing this year and the School of Liberal Arts review will take place

this year. Senator Parrish reminded everyone that his department has been updating courses from PE (term no longer used)

to kinesiology. Chair Conrad pointed out that, because of the reorganization, some of the departments have a change of

schedule for their review. If no changes need to be made, the report would be that the curriculum has been reviewed and

there are no changes.

One of the big curriculum items is Course Repetition. Signs are on doors that inform students of change in repetition,

which is effective this semester. Students can retake a course three times, based on substandard grades, which will now

include W. That limit cannot be exceeded, at least for apportionment, so students will likely have to go somewhere else.

Students can petition to retake courses, if they have good reason which would need to be defined by the College. An

example would be a significant lapse of time (at least three years) due to military service. Students could also petition to

audit a course, once they exceed the three repetitions.

Another big curriculum item is Course Repeatability: Beginning in fall of 2013 new rules will apply. The only courses

that can be repeated after a successful completion are: intercollegiate athletics; conditioning courses for intercollegiate

athletics; courses specifically designed for non-athletic intercollegiate competition (Speech 50 is the only course at the

College), and; courses required by CSUs and UCs to be repeatable (no one has found an example of that yet). Solano

College has around 350 courses identified as repeatable once, twice or up to 99 times. Class levels may have to be created

for some courses that people take to become more skilled. For example, Ceramics Level 1, Level 2, Level 3, or Intro to

Ceramics, Intermediate Ceramics, and Advanced Ceramics might be created. If Ceramics were expanded to 12 courses,

students could only take four of the twelve. New courses would have to be developed to include totally different section

Ks, but could potentially be cross-listed. Repeatability affects Active Participatory (formerly Activity) courses. Chair

Conrad clarified that repeatability refers to a course that was passed and can be taken again. Repetition refers to repeating

a course that ended with a substandard grade. Adaptive courses are currently repeatable, but under the new law individual

students will have to petition to repeat the course and the school would have to have the appropriate form to allow a repeat

for adaptive issue reasons. Other similar issues would be mandatory job changes where job training is needed. There are

constant questions, the Chancellor’s Office has not sent out a directive yet, and there are only the words of law, which is

not yet defined well. Chair Conrad hopes that one blanket proposal for all 350 classes can be made, rather than separately.

Proposals to add new levels will need to be submitted to the Curriculum Committee before Thanksgiving to be included in

the fall 2013 schedule. The Chancellor’s Office should be sending out guidelines soon.

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Chair Conrad reported that by fall, California Community Colleges are expected to have 80% of TMCs they offer become

transfer degrees. By 2014, the expectation rises to 100%. The deans should have the link to see what degrees are needed

and they may make a list and send out. Senator Cittadino confirmed this is an issue that needs to be addressed so that

students can transfer. Many CSUs won’t take anyone unless they have transfer degrees.


Chair Crandall-Bear reported the DE Committee will meet on the 2nd Monday of each month from 3:00 – 4:30 pm. Work

this year will include responding to Accreditation Recommendation 6. Program review has never been done specifically

for DE, which includes academic programs in different departments. The main focus will be to look at the DE program,

data, fill rates, retention rates, effectiveness, etc. Chair Crandall-Bear stated that his priority is to have more discussion on

ideas. The Committee discussed reactivating the eTeachers group and setting aside the fourth Monday meetings to talk

about teaching and exchange ideas, tools, etc.

A small group is piloting the new Canvas LMS this term and other instructors plan to begin in spring. Chair Crandall-Bear

intends to work closely with Diane White in ASC, as there is a need to provide comparative services that can be available

online and on campus. He asked Senators to inquire at their school meetings as to who is on the DE Committee from their

area and welcome new people to join. DE is a subcommittee of the Senate so it is appropriate for Senate representatives to

assist and promote the Committee. Curriculum Chair Conrad noted that applies for the Curriculum Committee as well.

7.3 Treasurer’s Report

None - new Treasurer to be elected.

8. Action Items

8.1 Senate Secretary/Treasurer election

Senator Jaimez volunteered for the position, which was agreed to by consensus.

8.2 Student Equity Task Force

Creating a task force was discussed last spring. President Gunther stated the timeliness of this as Accreditation

Recommendation 1 is associated with student equity. President Gunther told Student Services Dean Erin Vines, at a

meeting she attended earlier today, that she would try to get a group approved as an Academic Senate subcommittee to

oversee CUE work, in addition to plan updates for faculty input and oversight of student equity. If that works well, the

Senate may end up with a Student Equity Committee, but first will create a task force and then decide how to continue.

Some of the recent approved strategic proposals are associated with student equity and it would be good to have a group

involved with this to have more articulation there. Senator Reeve was the only faculty member at the meeting and there is

a dire need for faculty voice on this matter. Dean Vines presided, others deans and Peter Cammish were there. The work

is late on this, and it seems that substantive discussion is needed before the Accreditation visit. Peter Cammish, Research

& Planning Director, assembled much data on the demographics of the county and the College student population. It

shows disparities of who lives in the service area and who is actually at the College. In 2003, plans for a student equity

committee began and then were shelved. Faculty could update and articulate it into a live plan. Benchmarks in the old

plan were basically ignored and may be one reason Accreditation is not pleased with the College. Senator Cittadino

queried if Accreditation is asking the College to meet a deadline with the plan. President Gunther responded that the plan

is just the beginning of the work and all of the update should probably be completed by the October report time. Senator

Reeve added that it is not just to show documents but also evidence that it is actually integrated into the planning processes

and how it is going to be implemented. Just getting started will entail quite a series of meetings through October. Data

from 2007 to the present showed pretty significant demographic gaps in some areas such as ESL. About 30% of the county

population speaks English less than very well and only 5% of the student body are designated ESL. Senator Reeve queried

what the goal should be and the next step and activity towards that. President Gunther placed this as a Senate action item

to create a task force and move forward. Senator Cittadino made a motion to create a Student Equity Task Force; seconded

by Senator Reeve; Passed – unanimous.

8.3 Flex Cal sub-committee

The Academic Senate has also discussed creation of a Flex Cal subcommittee that will come up with a proposal to be

brought to the Academic Senate and other bodies (maybe SGC) to cover information on what is admissible for Flex Cal

and what shouldn’t be and to change process and/or forms if needed. Richard Kleeberg, who worked with Flex Cal during

his many years of service as Senator and Senate President agreed to serve on this subcommittee, which might include

deans, EVP Reyes, and others. That would be decided once the Senate approves to form a subcommittee. Senator Reeve

made a motion to establish a Flex Cal Task Force; seconded by Senator Cittadino. Professor Kleeberg will be invited to a

Senate meeting to give an overview of Academic Senate Flex Cal rights. President Gunther sent out emails to union

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members regarding issues associated with workload. S/P Laguerre stated at a Senate meeting last spring that Academic

Senate meetings would stand as flex credit and he would rectify any retroactive problems with that.


9.1 Accreditation Draft – Annette Dambrosio

Annette Dambrosio, Accreditation Co-chair, presented an update. She noted she has been at Solano College since 1985,

teaching reading and English. She was hired to work as Accreditation Co-chair with Dean Shirley Lewis on July 25. She

reported they are working as hard, diligently and quickly as they can to submit a report that will help re-accreditate the

College. She thanked the Academic Senate for work that has been done and is happy to have an SLO Coordinator. She

reported there has been some confusion on what is required for the items that put the College on warning status. These

include SLOs, the integrated planning process, and student services at the centers. There are six recommendations from

the Commission. Reading through all reports coming in, people may be too worried about getting things done that can’t

get done. The important thing is to document work towards these goals. Time is needed to complete everything right, but

the process and progress needs to be documented. Some of the recommendations will look pretty complete and some will

not. Reports not yet completed are SLOs and Planning. There is a dire need for faculty involvement and any suggestions

are welcome. If anyone sees a weakness in any of the recommendations where there is not enough faculty involvement,

they can join the related committee. It’s too late to start over and the work must move forward. Co-chairs Lewis and

Dambrosio tried to create a new calendar as reports were originally due last June. They decided that, rather than publicize

reports at their different stages of completion, it might be better to read through them, find where evidence is missing, edit,

revise, and go back to committees to find missing evidence. Their intention is to get a final draft to faculty on September

10, which will allow about a month before the report is due to Accreditation. So rather than vet now, they will get a

reasonable final draft, email it, plug in comments/suggestions wherever relative, and get a report to the Academic Senate

on September 17 for information/discussion. A special Senate meeting for approval will be held on September 24,

followed by SGC, the Board of Trustees, before submitting to the Accreditation Commission. The Board of Trustees has

to have the report as an information item on September 19th and as an action item for approval on October 3 Nine of the

Senators were able to commit to attending the September 24 special meeting. Co-chair Dambrosio plans to have the report

completed on September 8 and send it out on September 10 to find if there are any substantive problems. The biggest

concern now is timely return of reports from some of the recommendation committees. EVP Reyes is the lead for the SLO

Report and will be working with SLO Coordinator Gene Thomas.

9.2 High School Admissions Criteria – Jerry Kea

Postponed

9.3 Printed Catalog – Barbara Fountain

Deleted

9.4 BANNER Upgrade – Kimo Calilan

Postponed

9.5 Results From Request for Faculty Input:

9.7.1 Facilities and Educational MPs

9.7.2 Faculty Hiring

9.7.3 MOUs with APU and Brandman

The 9.5 items may be rescheduled. President Gunther will email information to Senators.

9.6 Program Review Committee: Who Should Be On It?

Senator Obegi reported that the Senate approved a Program Review subcommittee last spring. The Senate will need to

decide who should be members. Senator Obegi was paid over the summer to do some work on this, created a draft

handbook and would like to begin discussion on what should be kept, changed, etc. She has ideas and questions regarding

the scope of what can be done. Some just focus on academic programs, some add administration and student services all in

one. The membership and questions would depend on the scope of the Committee. Dr. Laguerre suggested beginning

this new process with academic review and then add on student services. Questions were raised as to whether just the

Senate or other bodies would be involved in review, and if Student Services would include Financial Aid. Senator Obegi

reviewed Grossmont, Truckee Meadows, San Diego Mesa and Consumnes River colleges, which all varied in their mix.

She created a draft for Academic Program review and would need feedback from areas in Student Services to expand to

that. President Gunther explained that part of the issue with Accreditation is not having student services at centers but that

could be incorporated later. Dr. Conrad agreed that getting the academic side in order could be the first priority, then that

model with relative changes could be extended to other areas and may be good to put in the plan. Other Senators agreed.

Senator Reeve pointed out that part of the decision would answer who would be the body to approve Program Review for

financial aid, etc. President Gunther noted the educational environment is related to student academics and student success

and counselors may be needed to know what is happening in regards to their Program Review. Senator Cittadino stated

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that the counseling department is understaffed and overworked. Senator Obegi that would be good to have eventually, PR

drives other budgetary planning, and if overworked and understaffed, it would be good to get working on that. Agreement

was made to focus on academic review for the short term, then to expand if that is agreed to be the right direction. Senator

Obegi asked for ideas to make sure the body has some teeth to it and would want departments working hard for goals,

plans, and follow-up. Unless vetted through PR, it is not so easy to sign up for monies. It calls for more integrated

planning, faculty need to be the main drive, and some administration like EVP Reyes on it as well. Senate consensus was

that a faculty member should be chair. More discussion considered two reps from schools; the Committee members can

help design plans, but it should really be a PR Committee, for review, feedback, recommendations, commendations, etc.

Senator Obegi’s idea was to have a 5 to 6-year cycle depending on schools, as larger schools might go over a year and a

half. How to officially define programs for pr. It might be best to have school representatives at all times, but maybe

phase people coming on the Committee as their PR is coming up and the dean from that school as well. She summarized

another proposal to always one rep from each school, but the year prior and year of their review, have two or three from

that school and that could be left open depending on size of the school as larger could have more. There are advantages to

learning what other schools are doing. President Gunther liked the idea of one required rep, then 2-3 reps on prior to and

during the review year, with administrative deans in the process.

Research & Planning and PERT could be included for data purposes. Some schools include library and counseling reps.

Peter Cammish had suggested including the Curriculum Chair. Many colleges do the Program and Curriculum Reviews at

the same time, and they should at least be linked somehow. PR informs CR to fix things, possibly in the next year.

President Gunther agreed it would make sense to have a CC rep from an area under review. The Curriculum Chair or

designee, counseling rep or Articulation Officer, a DE rep (CTE is often left out), and possibly a student rep from the

review area were considered. Senator Obegi will email an update. The Senate will vote at the next meeting on criteria for

a Program Review Committee. Program Reviews could be placed one year in advance of Curriculum Reviews.

9.7 Vocational Education Committee – Maire Morinec

Postponed

9.8 Senate Vice President Election Committee

President Gunther reported that the Senate Vice President stepped down this summer. An email will be sent to all faculty

for nominations / volunteers. The new vice president will probably be more active than usual because of President

Gunther’s pregnancy. She asked Senate members to consider volunteering for this important position. President Gunther

also requested an election committee and Senator Brewer, Senator Pearson-Bloom, and Senator Jaimez volunteered.


11. Announcements

12. Adjournment

Motion to Adjourn – Senator Cittadino; Seconded – Senator Reeves; Passed – Unanimous

The meeting adjourned at 5:02 pm


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1. Call to Order


2. Roll Call:


Nick Cittadino, Kevin Brewer, Dale Crandall-Bear ex-officio, Joe Conrad – ex officio, Erin Duane, Tracy Fields,

LaNae Jaimez, Katherine Luce, Amy Obegi, Scott Parrish, Teri Pearson-Bloom, Melissa Reeve, Ken Williams


Absent/Excused: Abla Christiansen

Guests: Arturo Reyes, Annette Dambrosio, Chuck Spillner, Gene Thomas

3. Approval of Agenda – September 17, 2012

Discussion: President Gunther requested the following changes to the agenda: she reported that Senator Luce

suggested a discussion for a resolution to support Proposition 30 which can be added as item 9.9; Flex Cal Task Force

requires the Deans attendance, as does 9.1, so it should be moved up to 9.2; move Accreditation to 9.3; move Mission

Statement Modification to 9.4, and; Code of Ethics to 9.5.

Motion to Approve – Senator Cittadino; Seconded – Senator Reeve; Passed as amended – Unanimous

4. Approval of Minutes – August 20, 2012

Deferred


None

6. President’s Report – Susanna Gunther

Accreditation: President Gunther reported that Accreditation, the number one priority, should be looked at considering

the best interests of the students and the School for the long-term, not just for the report. She acknowledged the

importance of accurately reporting the progress that the college has made and acknowledged that SCC has a good

accreditation team in place.

Flex Cal: There may be a mini student equity conference at spring Flex. A task force may be created to take care of

inconsistencies related to Flex Cal among the different schools, including what acceptable activities are, what

activities to consider as acceptable going forward, paperwork and what it should look like, what Flex is, and who is

really in charge of it. President Gunther would like a task force to include Richard Kleeberg, who has done an

enormous amount of work around these issues, and Chuck Spillner, Flex Cal Committee Chair.

International English Program: President Gunther hadn’t heard about this program until there was an MOU on the

Board of Trustees agenda. She would like everyone to be informed earlier regarding such issues.

Faculty Hiring Policy: President Gunther expressed concern that there are two hiring procedures approved by the

Board of Trustees, but the procedures have not been strictly followed so policy and action are not in sync. The

Academic Senate began working on full-time hiring policy and procedures last year, but with Senate agreement,

President Gunther hopes to work this year on the emergency hiring procedure first, which is not on the website and is

very out-of-date. The College may need two to four policies; full-time faculty, adjunct faculty, emergency hires, and

maybe long-term temporary, unless it is decided that the full-time policy will be used.

ACADEMIC SENATE

Adopted Minutes

September 17, 2012

Board Room 626

3:00 pm – 5:00 pm

PA-E3.9.4

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7. Reports

7.1 EVP Report – Arturo Reyes

EVP Reyes expressed his agreement with President Gunther’s comments, particularly pertaining to the hiring process.

He reiterated that there is no process for emergency hiring of adjuncts right before semester begins, rather than the

concern that deans weren’t following a process. As a result, alterations have been made for last-minute faculty hiring.

Accreditation: EVP Reyes gave a brief update on the Accreditation visit. He recently heard from ACCJC that the visit

will be between October 15 and November 15. They have not yet specified the date or time and do not yet have a

chair. ACCJC asked for the College’s preferences, so EVP Reyes will recommend a date closer to November 15. He

thanked the Academic Senate, the faculty, and the SLO Committee for all their work on SLOs. He continues to

encourage Gene Thomas to keep making progress and has received replies that the work is continuing. The College

needs to address the Repeatability issue which CC Chair Conrad may address in his report. The Student Success Task

Force is at the Governor’s desk to be signed and the assumption is that he will sign it. That will mean changes in how

the College operates regarding admissions/records and reporting and recording of student completion. SB 1440

Transfer Degrees are also on the Curriculum Chair’s agenda for the year. EVP Reyes thanked the Curriculum

Committee and Chair Conrad for work towards deletion of courses from the catalog that have been listed, but not

taught in many years... The deletions will make a significant difference in terms of presenting an accurate picture of

where SCC is with SLOs

Enrollment: Enrollments are below what was expected for the semester. EVP Reyes, Peter Cammish, and Pei-Lin

brainstormed today as to what the reasons might be. There were more sections but fewer students. Perhaps extreme

past reductions led the public to believe there wasn’t availability of some courses, perhaps not having summer classes,

or maybe what courses were offered when and where affected enrollment. The Enrollment Management meeting on

Friday may be rescheduled due to another workshop taking place. EVP Reyes invited faculty to the next meeting,

probably the following Friday, to share ideas. Input can also be sent to his office or to President Gunther on how to

place and maintain classes on all campuses to reach target numbers. Approximately 250 sections that are productive

with high enrollment will have to be added and increases are needed on all campuses. A lot of work will be needed

whether or not the tax initiative passes. Input is needed from all departments and the Academic Senate by Friday,

September 21, on how to move forward, how to serve students, keep enrollment strong, and meet expectations. This

is happening against the deadline for spring schedule development, and the College would like to avoid rushing

schedule development. Ideas for participation in discussion included a forum or faculty attendance at the Enrollment

Management meeting. Sections need to be added for next spring. If summer classes are held, some of those can

count backwards if absolutely needed, but it would be best to add as many sections as possible and meet our

enrollment numbers in the spring. In response to queries if the elimination of summer school affected the numbers

and would result in SCC’s FTESs being re-benched, EVP Reyes noted that when money isn’t available for summer, it

can’t be run. The summer decision was budget based and the re-benching would be coming from the lack of state

funds, not from the College not meeting the numbers. Senator Pearson-Bloom queried if it is too late to add late

starts for October that a lot of students are requesting and how online classes are being counted. Charlene Snow

replied that online classes are counted from where they originated. Hybrid classes with one face-to-face meeting at

the centers count as long as meetings are for orientation or lecture classes, but can’t be counted if the on-site is just for

an exam. Senator Reeve pointed out that it is difficult for faculty to attend morning Enrollment Management

meetings. EVP Reyes indicated that s the time may possibly be changed. Senator Brewer asked if the approximately

250 new sections would be taught by adjuncts. EVP Reyes confirmed that would be the case for spring as there would

be no time to hire full-time instructors.

7.2 Sub-Committee Reports


Coordinator Reeve reported that the Committee met last Wednesday and she is working on the year-end report due to

the state the beginning of October. She pledged to S/P Laguerre that he will have more than 24 hours to read and sign

it. The report requires looking forward and back over the last five years with comments on results and what would

have been done differently. The Committee discussed what cohort to select for the cohort tracker on the Chancellor’s

Office site and the reasons why that cohort was chosen. Most of the Committee’s focus is on reporting and deciding

on what cohort to work on.

In the next month the Committee may launch another opportunity for BSI grants. They have to account for the

budget for the coming year, and haven’t allocated all of the funds yet. Some small projects were funded over the

summer and this fall. They will be looking for people to propose spring semester projects. The idea for a student

equity conference for spring flex came up in an ASC Task Force meeting, when it was discovered that there are

various groups on campus working on different contracts related to addressing student achievement gaps and equity

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issues. This would be an opportunity to bring everyone together and involve more faculty by making it something the

entire faculty can participate in.

BSI had two major launches last spring: seed money began the FYE (First Year Experience) pilot and Diane White

was hired as the ASC Coordinator. Brenda Tucker is overseeing FYE. There are some growing pains, the people

who wrote the proposal aren’t currently involved and everyone is new. They are discussing how to make resources

funded through the proposal process available to students. Students are all enrolled in Corrine Kirkbride’s math class

together and are either in English with Melissa Reeve or Josh Scott. Brenda Tucker works with those three instructors

on some collaborative assignments and they discuss results, issues and actions. They have been in communication

with Brad Paschal who spent a lot of time researching FYE. Often half of the basic skills students generally are lost

and improvement is needed. There are currently 40 students enrolled in FYE. There are questions to answer as to

how everyone can stay together and if they should, depending on success in courses, and what it means for the

program and chances of success. Students have recently had their first paper and mid-terms due and it is a critical

time to see how participation in this program will be different from just having the classes. The social aspect was

obvious immediately as students began functioning as a unit more (they are together 10 hours per week) than you

typically see but that can’t be the only improvement. Charlene Snow pointed out that, if students do well in Math

104, they could take college algebra, stats, or math 30 or 31, so there are three different directions to move forward.


Course Deletions: The Committee approved a resolution last week to delete 92 courses from the catalog that have

been inactive for years or never taught. Many of the courses were electives for various programs and every instance

of those courses needs to be removed from the catalog. Chair Conrad has gone over about 20 different program

modifications to delete courses from programs. The next step is to make sure programs are properly updated and most

won’t be an issue. He has and will contact people as needed as the process continues.

Associates Degree for Transfer: The College has one degree waiting at the Chancellor’s Office which will be on hold

until they switch to a new computer program. Communications Studies is in the queue, Art History is very close, at

least half a dozen are at various stages in the pipeline, and a few others will need to be done as well. After the

deletion work is completed, Chair Conrad will go through the list of state TMC aligned degrees, compare what the

College offers, and let everyone know what is expected. By the end of next year, the College must have 100% of

anything eligible for transfer degrees available for students.

Repeatability: This is the most complicated issue. New repetition rules are in place now for how many times

students can repeat courses they have not successfully completed. Repeatability affects students’ options to repeat

courses they have passed. The College now has 350 courses in the catalog that are repeatable. When the new rule

takes effect next fall there will probably be 30 or less. Only three types of courses will be repeatable: if required by

UCs or CSUs to be repeatable at the community college level; intercollegiate athletics courses and conditioning

courses for those sports, and; intercollegiate non-athletic competition course (Speech and Debate is the only SCC

course that fits this category). All courses that do not fit into those categories will have to be changed. Title 5 will

allow students to repeat courses only if repeatable or if a student satisfies a condition of special circumstance that

allows them to repeat it. There will be a much smaller list of courses, but the list of exceptions will expand to include

some of the things that use to happen. An exception example would be Adaptive PE which won’t be repeatable but an

exception would allow an individual student to repeat it if they are an adaptive student taking an adaptive course. Job

related mandated training could also be an exception if the student is taking it for that reason. Students will have to

file paperwork for any exceptions. Because of open enrollment for students, any student can take adaptive or job

training courses once. If the course is repeatable, it means any student can take the course and repeat it. Chair Conrad

has contacted Barbara Fountain as exception forms will be needed. By next year all changes in repeatability will have

to be completed and a list sent to the state of what is repeatable and why. That will be the easiest part of the process.

The more difficult part will involve faculty decisions to create opportunities for students by making other

arrangements such as leveled courses. Three classes created from a three-unit course would have to show how they

include distinctly different content. New Section Ks, outline course of record, will need to be distinct for each level.

Theoretically, under the old rules, it would show what would happen the second and third time a course is repeated,

but that no longer will be enough. There have been many warnings at state-wide meetings to not push the envelope

on that. Courses currently called repeatable under Title 5 are also known as activity courses, such as kinesiology, arts,

etc.

Students will only be allowed to take four courses within a “family”, so if there are courses called Art 1 – 8 in a

family, only four of those can be taken. Families will be extended to all activity courses. Currently, there is no

universally accepted definition of what a family is. For example, would painting be one family or would watercolor

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be separate from oils and acrylics, etc.? A Curriculum Committee general resolution will be helpful to remove most

of the currently repeatable courses. Families can be defined locally, but it will be an issue for Banner. It has not

been clear statewide and there are questions emailed daily. Banner will be a logistical answer that will need to be

ironed out.

Comments/Questions: Senator Reeve noted that there are some English courses with labs that have different course

numbers that can be a co-requisite to a lecture course or a free-standing version. They are essentially the same course

but students can sign up two different ways. She queried if it could only be taken as a co-requisite or free-standing

and not both. Because of the nature of lab courses, students can take similar courses with progressive materials.

Senator Reeve explained that assessments are done at the beginning of semesters and students in the same course

number have different materials and work. Students repeat labs in developmental areas in English to improve their

skills by doing different tasks. Chair Conrad replied that they would need separate section Ks. The course outline for

a co-requisite has to be different from free-standing the same way as English courses. As of changes made last year,

math labs are tied in to courses and are not separate. Chair Conrad reiterated that repeatability is something that can

be changed in one or two Curriculum Committee meetings, but to replace courses with levels will take faculty

months. He asked everyone to speak to their constituents about this issue. Changes may not be needed next fall,

because courses in place could be the first levels, but need to be worked on in time for spring 2014 at the latest. He’ll

see what is distilled by the October 13 regional Curriculum meeting at Consumnes River College. Auditing has been

suggested for students to repeat courses but the schools lose money. The bottom line is that the state is tired of paying

for repeats. Dean Morinec noted that nursing has a skills set course that is a co-requisite and students take up to ½ unit

each semester. Chair Conrad clarified that should be acceptable for variable unit classes until the two units of the co-

requisite are completed, or whatever number completes the class.

Senator Cittadino queried if pressure could be put on the deans for more transfer majors since CSUs will not be taking

students in the spring unless they have an AS-T or AA-T. He queried how to prioritize. Chair Conrad responded

that transfer degrees aren’t equally easy or difficult to create. Some are close to what the College already has and

some aren’t. Faculty in those programs will have to decide. Dean Lamb noted that in Liberal Arts part of the

Curriculum Review will be to take a look at TMCs that are now mandated. The department came to an agreement on

the Studio Art degree which is moving forward. The School of Liberal Arts has ten degrees now in the pipeline and

three more coming forth.


Accreditation: Accreditation Recommendation #6 addresses DE and the Committee is working on DE Program

Review, which flows together with Senator Obegi’s work. There will be a separate section in PR for a DE

comparison.

Student Survey: The Committee is also working on a comprehensive survey of online students and compiling

questions with Peter Cammish.

Faculty Training & Professional Development: This is another major DE issue because Pearson had a class for faculty

to learn to teach online in the old arrangement, but under current arrangements that is not available. The Committee is

looking at the opportunity to develop internal training for instructors to teach online. They are also considering ways

to have an online professional development program. One idea is that veteran online instructors would be expected to

devote some of their optional flex hours to related workshops. Chair Crandall-Bear is working closely with the ASC

because the mandate is that if services provided for onsite students need to be available for online students as well.

The question is how to implement those services.

Pearson Integrated LMS Program: Work with Pearson has begun on how to launch the new optional program in

spring 2013. Chair Crandall-Bear is preparing information for faculty.

7.3 Treasurer’s Report Senate Treasurer Jaimez reported the account balance is $8031.09. No recent deposits or withdrawals have been

made. Five checks from 2009 that were never deposited will be reissued, which will add $608 to the account.

President Gunther announced that the State Senate Plenary will be held November 8-10 in Irvine. She will be

attending and hopes two other Senators will attend, per S/P Laguerre’s promise to fund three participants at this

conference.

8. Action Items

8.1 Program Review Task Force

Senator Obegi presented an update. Committee membership was discussed at the last meeting. Since then she met

first with S/P Laguerre and then Peter Cammish to review drafted documents. They gave her a few points, overall

were pretty satisfied, and a few ideas were suggested. Senator Obegi also met with DE Chair Crandall-Bear to get DE

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fully integrated. Before work can move forward, a meeting with the Deans and EVP Reyes will be held on Oct 9 to

obtain their feedback, per S/P Laguerre. One of his concerns was her suggestion that each school would review all of

their courses in one year which could be an overload for the School Deans. He suggested that it would be better to

review a few programs from each school within a year. The decision will affect committee membership. Discussion

previously concluded with two faculty members from each school and the dean from the school up for review on the

committee as well as the dean whose review would be next. Membership can be voted on once the review timeline is

decided. A task force could be established to look over reviews and send information out to all faculty. Part of the

10+1 will affect the way Program Review is done. It used to be one page but will now be more extensive. Because

the new PR process needs to be in place next year, training will be needed this spring. Data will be needed and the

Academic Senate and faculty will need to review it before beginning PR work.

When information is entered it will go into a database. Peter Cammish will make it easy to access, but time is needed

to put all systems into place so it is up and running. Senator Obegi will send information out to the faculty to review

very soon, request input before meeting with the Deans, obtain their input, and then it can be voted on October 15 or

another meeting scheduled to vote so everything can be ready to begin in the spring.

Comments/Questions: President Gunther noted two things that have come up around campus. The first idea was an

opportunity to have a pilot, similar to the Canvas pilot. One or two programs, or one program in each school, could

be piloted to run through the kinks as a live process to prevent difficulties when PR is begun in a lot of programs.

This good idea came from Gene Thomas. Another thing that came up was regarding ramifications of the definition of

program and the discontinuance policy. During the summer the term programs was redefined for SLOs: a certificate

or degree is associated with it. The College can decide on its definition for SLOs, but in Program Review that or

another definition, such as that used in the Program Discontinuance policy might be more applicable. The new

definition used for SLOs and Accreditation is accepted by the Chancellor’s Office. Some issues could arise based on

how programs are defined. For example, the engineering program is not really a program according to the definition

used in the SLO process and people need to be cognizant of this issue. To incorporate these things maybe wording

defining a program should be put into program review. Dr. Conrad pointed out that Title 5 has a different definition

which may be more appropriate. The Engineering Program is an organized sequence of courses that meets one of the

following: gives a degree or certificate etc. or prepares for transfer and Engineering meets that definition.

Anthropology would be different as most students take it as a GE class, not for transferring. Senator Obegi noted that

S/P Laguerre wants that discussion brought back to faculty to come up with what their definition would be based on

their programs and that’s why she didn’t put a specific definition in the proposal. Some programs can be placed under

one umbrella. Senator Cittadino noted that in major classes for UC requirements, even if it is not a program for a

specific degree it may still be a class students need to take. Senator Reeve added that in Basic Skills sequences, the

entire ESL program is exclusively a program. It doesn’t lead to a degree but it leads to a different program in English.

Both math and English have Basic Skills sequences that are part of their program and Senator Reeve raised concern

that nothing addresses those pathways. She added that PR Handbook item 2.13 should also note “if applicable”. If

the English department review only addresses students moving through majors, 99% of the students would be left out.

Senator Reeve also queried how DE is defined as a program when it is just a different modality. DE Chair Crandall-

Bear responded that he used the term generically because DE is a collection of courses that need to be reviewed.

President Gunther concluded the discussion and noted the need to get faculty and CTE input which can be sent to

Senator Obegi. The Senate can vote on creating a task force to look through Program Review as written. SLO

Coordinator, Gene Thomas, stated the outcomes are to inform Program Review, which in turn informs planning. Very

little of that has been done. He requested that the Senate pilot this procedure in order to document our progress for

Accreditation and demonstrate that we are moving in the right direction. As President of the Faculty Association, he

expressed concern about time requirements for review of programs where there are many adjuncts. The institution

needs to do something to support programs only staffed by adjuncts. Senator Obegi replied that S/P Laguerre is on

board for reassign time for the lead writer.

Motion to establish a PR Task Force to review and analyze suggestions for the Program Review process – Senator

Obegi; Seconded – Senator Parrish; Passed – Unanimous

9. Information/Discussion Items 9.1 Faculty Hiring Prioritization – Arturo Reyes

EVP Reyes suggested, for the sake of time, Senators could begin by asking questions about specific positions. The

list is the result of the Deans individually ranking the 25 positions. It is based on the assumption that if the tax doesn’t

pass more money will not be received. Positions in limbo right now are also included, such as anthropology that was

already approved. Money was allocated but the College is waiting to see if the funds come through in November. If

not, those positions wait until spring.

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Senator Reeve queried why the English BS temporarily filled one-year position wasn’t included on this list for a

permanent position. Dean Lamb responded that the assumption was that the position would continue. EVP Reyes

added that this list was the prioritization of what was received from the Deans. President Gunther agreed with

Senator Reeve that the potential hire should be full-time. EVP Reyes stated his understanding was that it was already

assumed to be hired so it is not on the list. President Gunther opined that was not a reasonable assumption and that

BS math should have been submitted to be placed on the hiring priority list as well. She queried the Deans if any of

the positions were required by regulations or law. Dean Morinec replied that Tracy Fields is working to meet the

standards for the OB content expert position. Senator Fields added that the nursing faculty is down 40% from four

positions that should have been hired over the years. The current nursing staff has taken on the overload and is

overwhelmed. Dean Morinec clarified that one position had been hired but the applicant did not meet the content

expert criteria in spite of the fact that the position was placed on the priority hiring list during the last cycle with the

understanding that there was a legal requirement that the position be filled as listed, and instead a candidate was

chosen by the hiring committee based on skills but without the OB content requirement.

EVP Reyes explained that this is a new process, so the rankings should be looked at based on their own merits and

independent of where they were last year because things change such as when someone retires. He reminded Senators

that this is a conversation and feedback is requested for this process. It is meant to be transparent. Last year EVP

Reyes was comfortable making changes after Senate discussion. President Gunther questioned having two English

positions in the top 5-6, with one position added during the Senate meeting at the “zero” position, and noted the

biology non-major has been on lists for nine years. Senator Obegi added that, following the PR discussion, it was

important to note that sometimes the serious commitment to programs on the campus must be questioned and the need

for full-time faculty considered, such as in Horticulture and Anthropology. CTE Dean Morinec pointed out that a real

strong mission of California Community Colleges is to ensure students are trained for the workforce of tomorrow.

Dixon is looking into entering an agreement with a studio from down south to have movie making ability in Dixon,

and auto tech, graphic design, horticulture, office tech, and CIS are programs which prepare students for the

workforce. President Gunther added that graphic art design will have wonderful new facilities, but there is no one to

develop curriculum or teach in those facilities. EVP Reyes clarified the list is based on the tax not passing. If it

does, some of the positions will be removed from that list as they will be hired in spring and everything else will be

moved up accordingly and there could be opportunity to also hire farther down the list. Last year the list was limited

to eleven as it was expected at least six or seven could be hired.

Prioritization was based on documented data which included positions that haven’t been hired over many years.

President Gunther asked if nursing could be hired through use of the Perkins Funds. Dean Morinec cautioned that

with categorical money, if it goes away, the position goes away. She emailed the Chancellor’s Office to find out

how long a position could be funded and added that it would not supplant the general fund. If it could be built into

Perkins plans as a current priority, a position could be filled for a certain amount of time, but she reiterated that, if the

economy doesn’t turn around, if priorities change, or if the College doesn’t incorporate it into funding, it will fall

away. That has happened at numerous colleges throughout the state. Faculty lose jobs, students lose courses and the

opportunity for program completion. Senator Pearson-Bloom added that for hiring purposes, it is required to show

how positions are funded and a good pool would be unlikely if applicants see that.

EVP Reyes agreed to look at modification of the list to align with Senate input. Interim Dean Moore pointed out that

Horticulture is incorporated into facilities bond money, there are grants that need to be filled out, and there are only

adjuncts who have put in a tremendous amount of work over the years.

President Gunther objected to the process which left off the temporarily filled Basic Skills English position because of

the assumption it would become a permanent position, and on the resulting addition of it at a non-existent “0”

position. Joe Conrad mentioned that the English BS position was below Nursing and Math BS on last year’s priority

list as approved by the Senate. That list was later changed by administration.

After more discussion, Senators agreed on the following revised ranking: #0 BS English at the top of the list; #1

Nursing (not OB, depending on if Tracy qualifies); #2 Anthropology; #3 BS Math; #4Auto Tech; #5 Biology non-

major; #6 Political Science; #7 Horticulture; #8 English; #9 Biology – Anatomy/Physiology, and; the remaining

positions would continue as they are.

Motion to accept the list as revised – Senator Cittadino; Seconded – Senator Parrish; Passed – Unanimous.

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9.2 Accreditation Draft – Annette Dambrosio

Professor Dambrosio reported that work is continuing and she will be back in a week for Academic Senate approval.

The truth is incumbent on everyone to check out what has been written. The writers receive what was submitted and

they need to know if information or evidence is incorrect or if changes are needed. They are still writing on Planning

and SLOs as fast as they can, and faculty are submitting as they can. Student Services is pretty complete. Banner will

be down all next week which won’t help anyone with this. The final report that will be brought for approval next

Monday will be somewhat changed but nothing of substance. Professor Dambrosio raised concern that there haven’t

been many people on Accreditation My Groups. Scott Ota updates the web regularly and will have posted whatever is

available next week. Everyone is responsible to read and send input if anything is needed including corrections.

Some of the documents are enormous with evidence and she has been working on placing some evidence in separate

documents.

9.3 Emergency Faculty Hiring Policies & Procedures – Charo Albarran & Immaculate Adesida

No discussion due to time constraint

9.4 Flex Cal Resolution – Richard Kleeberg

Deferred

9.5 Flex Task Force

Deferred

9.6 Mission Statement Modification

The Mission Statement and Ethics Code are separate and may be reported differently to accreditors. The Mission

Statement Modification (docs distributed at meeting) went through PERT and Shared Governance Council. There

were probably no huge edits.

9.7 Code of Ethics

President Gunther reported that the Code of Ethics Committee prepared a one-page document last spring. There was

some dissatisfaction in the Committee and it was rewritten and became the two-page document (both docs distributed

at this meeting) that went to Shared Governance. It wasn’t passed and President Gunther was unsure of what to do

with respect to the two documents. She decided to bring both to the Senate for consideration and requested Senators

review and send comments before a vote for approval at next Monday’s Senate meeting. EVP Reyes reported that

SGC recommended the document be returned in a more precise one-page format about ethics and not include practices

beyond that. It was unclear if the document should be approved at that point. Professor Dambrosio clarified that the

co-chairs sent out a second document after the Committee resigned. Accreditation requested the Code of Ethics, but it

is a recommendation, and the report could state that it is being worked on. EVP Reyes suggested that these items

were just informational today. If some agreement occurs in the next week, then a vote of approval could be made on

what you have seen with some slight changes. He can forward to President Gunther recommendations from SGC.

9.8 English International Program

Deferred


11. Announcements

12. Adjournment

Motion to Adjourn – Senator Reeve; Seconded – Senator Parrish; Passed – Unanimous

Meeting adjourned at 5:05 p.m.


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1. Call to Order


2. Roll Call:


Nick Cittadino, Kevin Brewer, Dale Crandall-Bear ex-officio, Joe Conrad – ex officio, Erin Duane, Tracy

Fields, LaNae Jaimez, Amy Obegi, Teri Pearson-Bloom, Melissa Reeve, Ken Williams

Absent: Abla Christiansen, Katherine Luce, Scott Parrish

Guests: Jowel Laguerre, Gene Thomas, Samanda Dorger

Visitors: Annette Dambrosio, Ruth Fuller, Roy Pike


3. Approval of Agenda – October 15, 2012

Motion to approve – Senator Fields; Second – Senator Reeve;

Corrected date from Oct. 1 to Oct. 15; Passed – unanimous

4. Approval of Minutes – August 20 & September 17, 2012

Deferred


6. President’s Report Regarding Shared Governance

President Gunther noted that the intention of AB1725, approved in 1988, was to change the way

community colleges did business to include effective faculty participation in decision-making processes.

Her report included the following examples of items that involved little or no consultation with College

faculty or the Academic Senate:

Adoption of a new DE platform

o The DE committee, as well as a subcommittee of the DE committee, spent many months

carefully evaluating which DE platform would be best for Solano College. They decided

that Canvas was the best option after much careful consideration.

o Then Dr. Laguerre apparently unilaterally made the decision that eCollege be continued

as the DE platform with some possibility of later canvas adoption.

The administrative reorganization

o A reorganization committee chaired by the VPI and with both faculty and staff

representatives met for over 30 hours to come up with a proposal for an administrative

reorganization plan. During this time, the committee took input from both the deans as

well as the Superintendent-President.

o The final Reorganization Plan brought forth to the college substantially changed the

reorganization committee’s proposal and did not reflect their suggestions.

o One result of this reorganization was that an academic dean was hired without an

academic dean hiring process, and although this academic dean was said to be hired as an

interim, he was given a two year contract and is only now being evaluated after almost

two years.

ACADEMIC SENATE

Adopted Minutes

October 15, 2012

Board Room 626

3:00 pm – 5:00 pm

PA-E3.9.5

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Decision to buy an auto dealership

o Dr. Laguerre decided that Solano College should spend several million dollars to

purchase an auto dealership. This was first brought to faculty in an Academic Senate

meeting after the decision had already been made. The decision did not reflect any

previous planning documentation as far as the faculty was aware.

Addition of full-time Aeronatics faculty to the hiring list without proper procedure

o An Aeronautics Full Time permanent hire was added to the priority list by the

administration without being submitted for consideration by any level of shared

governance. The reason given was that it was a necessary hire to prevent the

discontinuance of the program, but if this were the case then the position should have

been vetted through our normal faculty hiring process in any case.

MOU signed and marketer hired for International English Program

o An MOU was signed and a recruiter was sent to Asia to recruit international students for

Solano College to start an International English Program which may lead to these

students transferring to Solano College as international students to grow an international

student program at Solano.

o In spite of the fact that “Educational Programs” is #4 of the 10 + 1 topics for which

Academic Senate has purview, this topic was never brought before senate, and only a

handful of ESL faculty were even informed about these plans before the MOU was

signed and $50,000 was approved by the governing board for to the recruiter.

o A proposal was submitted through the integrated planning process seeking $100,000 for

creating a more robust international student program, but this proposal was entirely

denied funding in both SGC and FaBPAC, thus going forward with this endeavor at this

time is in direct violation of both shared governance and our integrated planning process.

Substantial change to the strategic proposal application

o Peter Cammish and the administration created a substantially different new format for the

strategic proposal application without Academic Senate or other significant faculty input.

Recent positions hired or planned for hire

o Many recent positions have come through committees without as purely information

items, with the decision to hire already made, and without any known written document

describing a plan for which the position is necessary nor the expected outcomes from

hiring these positions

o Examples include but are not limited to: Public Relations, CTE Coordinator, and

Programmer

Football, aquatics, and actor training programs were cancelled without faculty or academic senate

consent or input

o All of these programs include for-credit courses which are now unable to be offered

A Strategic Goals and Objectives presentation at the Oct. 3rd Board meeting included a goal with the

deans to create a policy for class cancellation

o No mention was made of including the academic senate in the development or adoption

of such a proposal

The Accreditation Report

o The Accreditation report writer was hired and then became Accreditation Co-Chair

without any apparent process or input from the senate

o The Accreditation Committee which is cited in the Accreditation Report has never met

Faculty Hiring

o Administration met with only one faculty member in an attempt to create a temporary

full-time position without following procedure. The union prevented this due to obvious

contract violations.

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Administrators and other meeting attendees spend time on cell phones, texting, or emailing.

o President Gunther felt that this appears to be a result of overworked administrators as

well as too many required meetings which are either entirely or mostly informational

only in nature, with none or extremely little real shared decision-making power.

PERT, Shared Governance, and FaBPAC appear to be primarily “shared reporting” sessions.

o Committees associated with planning or budget are essentially powerless except for some

input regarding $200,000 (out of a $30-31 million budget). Items are mostly brought

forth for information only.

o These committees’ agendas are filled with “Information” items for which the committees

have no real input.

o Even FaBPAC, our finance committee, seems to have real input regarding only the

$200K associated with our strategic proposals out of a total school budget of around

$30,000-31,000K

The Senate has not been consulted regarding the Educational or Facilities Master Plan.

o Neither of these important plans have been presented to the academic senate in spite of

the fact that the Educational Master Plan is being presented in other committees as being

almost completed. President Gunther claimed that when she brought this up to Dr.

Laguerre recently, he seemed genuinely surprised and some effort has since been made to

bring these plans through senate in the future.

President Gunther opined that the process of shared governance is routinely not being observed at the

College. That was also the opinion of SCFA President, Gene Thomas. President Gunther asked the

Senate to consider creating a motion to be voted on later and brought to the Board of Trustees to request a

change in board policy from “mutually agree upon” to “rely primarily on” for all or at least most of the 10

+ 1 Items. The Academic Senate should be granted important and meaningful input and joint decision

making as part of shared governance. She referred Senators to the Academic and Professional Matters

Power Point she emailed on Aug. 8 and Oct. 12, for a good description of what it means to “rely primarily

on”. President Gunther summarized her concerns, noting three patterns associated with the lack of shared

governance:

1. Decisions are made by faculty committees and then disregarded by upper administration.

2. Little or no initial Senate and/or faculty input solicited until after decisions are made.

3. Little or no Senate or faculty input sought for decisions on items that do not appear on known

planning documentation.

7. Reports

7.1 S/P Jowel Laguerre’s Report Regarding Shared Governance

S/P Laguerre responded that he was hearing about most of these items for the first time and he would like

to come back again to respond to those. He asked how President Gunther and the Senate would like to

see some of these things done by addressing examples given and, if having the Senate President on

committees is not enough to bring information to the Senate for discussion and input, what particular

format or vehicle could be used. S/P Laguerre’s reports give updates rather than actions to be taken and

he would be happy to consider if there could be a different way to have things done and ensure the

Academic Senate is included in the process. An example might be as he has done with the hiring process:

it goes through the Senate and, if changes are made, he will provide that information and rationale. It

would be helpful to him to know the best timing and way to do that. When he began here Marc Pandone

suggested at a division meeting that the Academic Senate President be included on the President’s

Cabinet so the Senate could be fully informed. S/P Laguerre added that a lot of these concerns are more

about having the best communication.

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7.2 SCFA President’s Report/Comments Regarding Shared Governance

SCFA President Thomas noted his concern at a recent Shared Governance meeting when a job description

for Public Relations was put forth. He raised a question about approving it and S/P Laguerre replied it

was on the agenda as an information item. President Thomas has requested that information be sent

ahead of time for discussion but, if there is no ability to approve or disapprove things, it is just shared

reporting. He opined that Research & Planning needs another position, rather than public relations. He

would have suggested that, if there had ever been opportunity to do so and stated that R&P Director Peter

Cammish has put in more work than anyone to help with the Accreditation and SLO evidence and reports.

FaBPAC operates the same way. President Thomas has asked VP Ligioso for information that has never

been presented. Communication could be improved, but wouldn’t change the lack of opportunity to bring

input and vote. On the other hand, the Facilities Master Plan has been covered many times over in both

committees, but the Board ultimately makes the decisions. President Thomas disagreed with S/P

Laguerre regarding communication being the problem and opined it is more a problem of presentation of

information and no opportunity to take timely information from most items to constituents and bring back

input for decision making. Administration has two empty positions in SGC, one of them since June.

President Thomas opined administrators have been disrespectful and disruptive by texting and emailing at

the meetings.

S/P Laguerre pointed out that, in terms of SGC, Board policy defines what it does. If people agree that

recommendations should be made to change decision making, policy would need to be modified. He

added the need to ensure that the intent of everything is considered. When speaking of decision making,

everyone is making recommendations to somebody and all need to be cognizant of that.


8.1 Shared Governance Discussion

President Gunther read from the Shared Governance Board policy which states “reasonable

consideration” defined as “input into policies at an early stage, adequate time to review and respond to

concerns raised, commitments to reach closure, and it doesn’t necessarily mean agreement”. However,

information has routinely been given after decisions are made. President Gunther opined it is not a board

policy problem. S/P Laguerre reiterated that, as far as voting and other items, policy would need to be

changed. President Gunther acknowledged the problem predates S/P Laguerre. President Thomas noted

that Dorothy Hawkes had coined the term “shared reporting”. Ruth Fuller thought the College had some

of the best language in the state on shared governance and believed through Senate discussion that it was

primarily relied upon. President Gunther shared her perspective based on two times that language may

have been changed in Board policy. The policy on the website is dated 1992, but there was likely a

change 3-5 years later to “rely primarily on”.

Roy Pike opined there is a problem with communication; many meetings are held; few minutes are seen

from the meetings; no action items are put forward; no information given on reports to be made; he has

been to meetings where administrators aren’t paying attention; administrators have to attend too many

meetings which denies faculty the right to consult with them, and; transparency would help to make

things better. Professor Pike shared a communication example from previous work experience: every

year his chiefs would have three days to meet, confer, plot out, and give answers to each problem; the

promise was that he would answer each and every issue, and; he would work to solve them. This up-flow

worked well. At the College, no one is consulting faculty on problems they have answers for. Also, up-

flow doesn’t always get to S/P Laguerre, if deans or others feel threatened. He doesn’t hear all the

problems as described earlier with shared governance.

FaBPAC is also an advisory body, rather than decision making. President Thomas noted that committee

members didn’t do all their work and rate strategic proposals that went through SGC and FaBPAC and

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S/P Laguerre made some good decisions. VP Ligioso asked to present solar update information at

FaBPAC, but this is after decisions have already been made.

Other comments and concerns included:

o It is frustrating to get passionate in discussions to find it doesn’t matter when decisions have already

been made.

o There seems to be different hiring processes for every area on campus except full-time faculty.

Suddenly positions other than faculty open up without knowing where they’re coming from.

While strategic proposal and planning processes may have been streamlined, it is a detailed and slow

process by which anyone in rank and file has to go through documenting and justifying proposals for

small amounts of funding; it can take 1 ½ years, but; much bigger decisions were made by the

administration, seemingly by fiat without rationale, justification, or planning. During the last

accreditation visit, questions were asked about that. The College has gotten in trouble for not having

good planning processes or adhering to them, such as hires that can’t be found on any planning

document; who has input and decision making power, and; is there a process by which decisions are

made uniformly at every level of the campus similar to faculty hiring.

o Rationale would be helpful for how decisions were made for the CTE Coordinator (or director?) and

Public Relations Officer. Plans and timing need to be in line with the administrative hiring policy.

S/P Laguerre stated that a policy on hiring administrators doesn’t exist, but a process whereby every

related budget item regarding positions was presented to the Board of Trustees by Director Cammish after

many discussions. So now there is a way, but new processes aren’t discussed with the Senate that don’t

involve faculty. Before this change HR had a form that the cabinet would generally approve.

The position description is brought to SGC, but S/P Laguerre has argued that a creation of the position,

rather than the description, should be brought to Shared Governance or the Board of Trustees.

Regarding outcome and assessment methods for administrative hiring, S/P Laguerre responded that it will

be part of the new strategic goals and objectives process. Senator Reeve queried if there is an

assessment cycle to review if expected goals for new positions are reached. That would help with reports

to ACJCC. Faculty have raised concerns that the previous reorganization wasn’t evaluated before the

next one took place. Decisions were made without a clear sense of desired outcomes and no pre-

determined way to see what was or wasn’t working for effective decisions. S/P Laguerre replied that not

many organizations question decisions in a year or two after new positions are in place. Tenure is to

evaluate people, not positions. The reorganizations have mostly been around budget and money has been

saved. Maybe evaluation tools should be developed, but more personnel would be needed to effectively

make that happen. The ideal of evaluating everything would benefit decision making, but the workforce

is not in place to do that. S/P Laguerre agreed that would be worthwhile to review every decision made,

not just administration. Senator Reeve opined that some groups seem to be held more accountable than

others. President Gunther added that the Senate is mostly concerned with administrators and

administrative decisions centered on academic programs. Faculty could have lots of input regarding

deans and reorganization that shifts them around. There are problems in many divisions now and faculty

could address that.

Accreditation Co-Chair Dambrosio clarified her position regarding President Gunther’s list of concerns:

there were mishaps with receipt of her application; upon return from a trip oversees, she checked with

EVP Reyes to get clarity on the report writer and co-chair tasks; he affirmed the job would include both;

she came on board very late (July); she was informed it was customary to set up a committee; it would

have been good to have questioned the meetings, and; she reported no mis-intentions were made in the

focus to get the work done.

Senator Pearson-Bloom addressed communication problems and how that is intertwined with

accreditation issues: progress was made through the last accreditation at the College but there has been

much turnover; it is important to learn from everyone’s mistakes and move forward; many of the same

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issues return due to the turnover which also leaves out institutional memory; leadership stability is needed

and is in place now with S/P Laguerre, but the deans are on overload which doesn’t help leadership; a

great administrative dean left because she couldn’t be successful in the task given; huge breakdowns

occurred in communication; solutions were not carried forth; people do not work as a team;

representatives need to report back to constituents, and; there is a disconnect between the

Superintendent/President and the EVP and deans. Senator Pearson-Bloom gave an example regarding the

money for professional development. Money was awarded last year, but there is still no process in place

to administer it. President Gunther noted that many meetings are informational, there is not much

impetus to serve on committees without input to make a difference, and administrators are on overload so

she doesn’t fault them for distractions at meetings while trying to get things done

S/P Laguerre concluded with these points: He agreed that people are too much on electronic gadgets at

meetings in terms of not engaging; as Senator Pearson-Bloom noted, people don’t often report back to

constituents; agreement to do things and follow-up is not there; he is very interested in terms of how to

move forward with the Academic Senate in order to obtain the right input and make decisions by

consulting the Senate as needed. S/P Laguerre asked everyone to seriously consider: when a Senate rep is

on a committee, will the Senate be apprised, or will he, a vice president, or someone else need to come

formally to the Senate regarding decisions.

Ruth Fuller explained she had been on PERT with Tracy Schneider for years. At first they felt they were

getting somewhere, plans looked good, but people didn’t know about them, so they began letting

everyone know. She and Tracy decided not to attend anymore after seeing that nothing would move

forward if no one was sitting there who could actually implement things and move forward. Faculty had

to go through all the bureaucracy but no one else did. The accreditation team would come down on them

with how their planning wasn’t good and then a vice president would tell them to fix everything. They

couldn’t represent faculty and come up with ideas, when nobody knows about it. Those who have power

to make it happen have to show up, implement, and follow through. Director Cammish has been great

and given excellent input, but he is running into the same problems. Also, while there has been progress,

the same faculty driven proposals cannot continue to be cited. Senator Reeve noted a recent proposal for

$75,000 went through the process and came out of FaBPAC decreased to $12,000. President Thomas

reported that there was not enough detail and planning. Senator Reeve continued that, after proceeding

through all the proposal groups, the President’s Cabinet approved it for $50-75,000, but it never came to

the Academic Senate.

8.2 Program Review - Amy Obegi

Senator Obegi reported a couple meetings have been held. Information needs to get out to all constituents

and feedback from the Senate is needed before moving forward. Peter Cammish and others have been

very positive about the template. There will be something in place where faculty can input their data in

and get it out, have links to planning, annual reports, links to finance, and it will provide institutional

history. Senator Obegi asked Senators if Program Discontinuance should be linked to Program Review.

Some colleges have that linked and others don’t. S/P Laguerre recommended linking for effective

decisions. Gene Thomas, President Gunther, and Senator Obegi will discuss this with S/P Laguerre on

Friday. Barbara Paveo, task force member, had questioned if faculty would be as honest in their reporting

without the fear their program might be discontinued. Discontinuance has been vetted and there are a lot

of provisions, but this doesn’t have that and could undermine some of the safeguards. S/P Laguerre was

also concerned that if not linked, faculty would have to redo their work.

Continued discussion included the following points:

o Clarify “linked to Program Discontinuance”. The discontinuance policy should inform the review,

Program Review could get Program Discontinuance started as a “link”, but would not be the process.

The group involved as the program standard bearer should decide.

o EVP Reyes suggested a six year cycle tied to accreditation; do reviews during the first four years;

data will all be in the database when time to write self-study report; with four schools there would be

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one reviewed each year, then none for two years, and; an update would be done every year. EVP

Reyes will be invited to the next Senate meeting to explain current reorganization plans.

o Tie Program Review to the SLO cycle as well.

o Someone additional will be needed in Research &Planning.

o The College needs to commit to reassign time for people in the program to work on the review, and

possibly a coordinator for the schools working on it. It would be appropriate to create a strategic

proposal once plans are decided.

o Create a visual to show programs and cycles. Every program may not need review and each school

should decide on their preference.

o The academic component of counseling should be included in the review plans.

o Everyone should solicit input from their colleagues.

o An effective review process will take care of planning, SLOs, etc. Assessments can happen, but

reviews are needed.

8.3 Tempest Kiosk – Samanda Dorger

Samanda Dorger, Tempest Advisor reported that kiosks on campus have been vandalized. The auto body

shop repaired some of them. Professor Dorger emailed a Q&A flyer on the Adcamp kiosks. The

Journalism Program would receive $200 a month from advertising on the kiosks. Many community

colleges, CSUs, and UCs have them. S/P advocated putting this item on the agenda so everyone will be

informed. Professor Dorger would like to see revenue go to Tempest fund for conferences, supplies etc.

Tobacco, weapons, and sexual material would be excluded from advertisement as well as other items the

College would want excluded.

The contract will be review by the College legal advisor. Adcamp stated that language can be changed.

Senators agreed that political advertising should also be excluded. As a military community, military

advertising would not be excluded. The Tempest is separate from ASSC. Journalism students could

decide to use one side of kiosks for local advertising revenue for the program or public service messages.

President Gunther recommended there be a committee on campus to vet advertising, have veto power, or

at least be able to object to something and not have repeated. Four kiosks would be placed on the main

campus only, based on the student population. Some of the repaired boxes could be placed at the centers.

Professor Dorger will contact the rep regarding political ads and vetting of ads. Senators expressed

concern that nothing be placed on the kiosks that would show intolerance to any subset of College

students. The placement of ads could make it appear positions are endorsed by the Tempest or the

College. If there is anything against anything or anyone, it would take away the feeling of safety.

Anyone can call or email the Adcamp rep with questions. Professor Dorger will address questions and

send responses back for the Senate.

9. Announcements

9.1 Committee to Draft Emergency Hiring Policy Proposal

Committee has been created.

9.2 Committee to Draft Flex Cal Proposal

Committee has been created.

10. Adjournment

Motion to adjourn – Senator Cittadino; Second – Senator Brewer; Passed – Unanimous



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1. Call to Order


2. Roll Call:


Abla Christiansen, Nick Cittadino, Kevin Brewer, Dale Crandall-Bear ex-officio, Joe Conrad – ex officio, Erin

Duane, Tracy Fields, LaNae Jaimez, Katherine Luce, Amy Obegi, Scott Parrish, Teri Pearson-Bloom, Melissa

Reeve, Ken Williams


Visitor: Isabel Anderson

Guests: Robin Arie-Donch, Arturo Reyes, Daniel Iacofano of MIG, Rob Barthelman of Architecture vbn,

Yulian Ligioso, Immaculate Adesida

3. Approval of Agenda – November 5, 2012

A revised agenda was emailed to Senators on Nov. 2nd and changes from the original agenda were discussed

for approval: Item #7 Reports – deleted; Action Item #8 changed to #7;

Motion to approve as amended: Senator Duane; Seconded – Senator Reeve; Passed – unanimous

4. Approval of Minutes – August 20, September 17, September 24, October 1, and October 15, 2012

Motion to approve the five sets of minutes grouped together: Senator Duane; Seconded – Senator Cittadino;

Passed – Unanimous



7. Action Items


8.1 MOUs & Transfer Agreements with Independent Institutions - Robin Arie-Donch

Articulation Officer, Robin Arie-Donch explained she requested this agenda item in the spirit of shared

governance to obtain input from constituencies, transfer counselors, senators, and all parties that have an

interest in agreements. The idea is to: find out how much oversight the Academic Senate wants to have;

decide where oversight should begin and end; discuss a transfer admission agreement template. Ms. Arie-

Donch gave a brief MOU history: approximately four years ago Kaplan University approached her requesting

a transfer agreement with the College; materials were distributed to the Academic Senate along with points

for and against; the Kaplan representative was informed that the Senate did not approve an agreement; since

that time, the College has entered into other agreements, including APU (a for-profit) and Brandman (a non-

profit); more and more in-state and out-of-state institutions are contacting the Articulation and Transfer

offices directly so it might be best to develop a template agreement for the colleges to submit that spells out

benefits for Solano College students and involvement specifics; the Academic Senate could help decide

criteria to develop a transfer agreement, what it means, who would be the responsible party (counseling was

ACADEMIC SENATE

Adopted Minutes

November 5, 2012

Board Room 626

3:00 pm – 5:00 pm

PA-E3.9.6

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suggested) and decide, with justification, if only not-for-profits would be considered or for-profit colleges as

well. Ms. Arie-Donch distributed templates developed after consulting with Erin Vines and other people.

APU received a negative response from the Academic Senate and a Brandman MOU was never submitted to

the Academic Senate. Clear and consistent requirements would be good to have and workload issues

reviewed. Kathleen Callison is creating a professional looking pdf template that can be filled in. A sample

template was also distributed to give an idea of how it would look. Ms. Arie-Donch queried Senators’ interest

and how to move forward. Private institutions would benefit from agreements with the College as well as

student benefits. Schools make something attractive to students (see sample) and may offer convenience

factors such as online education and decreased program time. Not all students can get into CSUs or UCs and

these agreements make options available for interested students. Feedback should be requested from

institutions for follow-up as to how Solano College students do. Allowing 30 days to terminate could leave

students hanging with no place to go but the College could also cancel an agreement that is not working.

MOUs are different from school to school.

Comments/Questions: Some Senators agreed that agreements should not be made with for-profit institutions

as many online university students aren’t getting support from those schools. Erin Duane noted that, in her

experience at the library reference desk, a significant number of our students' information competency skills

are not sufficiently developed to critically evaluate the pros/cons of entering in to such an agreement with a

for-profit institution. Establishing these agreements may seem like an endorsement from SCC, which may

lend a sense of (unintended) security to students. The sudden interest in community college students seems

like a feeding frenzy capitalizing on the public education budget crisis. Students are not finding job markets

as seen in national news. Rather than sanction choices by making some kind of formal agreement, students

should be discouraged from making those choices and these pathways should not be created. The College

should have something in writing for accountability. Ms. Arie-Donch pointed out the sample form which

could be modified to require tracking data from the institutions. Senator Cittadino added there is a need to be

practical and look at individual college requests. Students want to attend certain specialized schools such as

culinary institutes. Schools should be regionally accredited.

In closing the discussion, Ms. Arie-Donch asked Senators to speak with their constituents, discuss the types of

limitations, if any, to put on programs; review the template; consider what to add in terms of required data etc.

She has a long list of schools waiting for a response and she would like to clearly say no or have something to

move forward. President Gunther asked Senators to forward input from their constituents and adjustments

can be made.

8.2 Reorganization Update – EVP Arturo Reyes

EVP Reyes gave a brief reorganization overview: input was solicited last spring from all schools, deans, and

constituent groups; it was a very transparent process with a lot of communication that resulted in a

reorganization plan after review of 10-15 variations; it was taken to Shared Governance Council; a five

academic dean model was considered the best alternative; a hardcopy of the end result was distributed; actual

disciplines in each school that are crossed out were moved to other areas; more recent changes (after the

March version, see email EVP Reyes sent on 10.31.12) included moving Tutoring to Social and Behavioral

Science and Inter-disciplinary Studies, Fire and Aeronautics moved to Vacaville, and Facilities will be moved

to Administration. The purpose of discussion today is for Academic Senate feedback. EVP Reyes has

received some responses to his email and the School of Sciences has requested additional administrative

support increase from 1.0 to 1.5 for their area.

Comments/Questions: Senator Reeve reported that when this information was received last week, immediate

feedback from her discipline questioned why journalism was moved out of Liberal Arts. A generalist

instructor asked her to bring the argument to the Senate that journalism belongs in the same division as

cinema, English and TV. Questions also arose as to why Political Science and History were moved but not

Philosophy. History doesn’t seem to be a social or behavioral science. Other comments included: why

Puente and Umoja were moved to Interdisciplinary Studies when English instructors are assigned to them and

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how it would work when instructors are in another school with another dean assigned to these classes; Puente,

delete because it is currently in the School of Science and Umoja should stay in Student Services (not

represented on the document) as they are traditionally at least half time or more supported by counselors or

student services people who run the program, Human Services was developed there and people are ready to

teach, but there is only one half-time person in psychology who teaches. Regarding Human Services, Senator

Jaimez stated psychologists would argue that they developed the program, a psychology instructor is teaching

Human Services part time because she is covering more psychology classes this semester because a full-time

psychology instructor is on sabbatical. The current part-time Human Services instructor also serves as

coordinator for that program, so it should remain in same school as Psychology.

Comments continued: by the time the reorganization rolls out ECE and Human Development will be

combined and, although Senator Obegi hasn’t yet spoken with the department, it seems odd to be placed with

athletics as it is more a CTE program as well as behavioral sciences; Business is primarily a transfer major

and should be moved from CTE; Biotech and Water/Wastewater are both CTE but are under the School of

Sciences; Puente has always been housed in and supported by Counseling. EVP Reyes replied to the latter

that a lot of academic success initiatives would fall under ASC, be put under one dean, with an opportunity to

make the program stronger with ASC resources and would have less duplication of services and more

program quality support. For example, the Tutoring Center might be an easier services access place. It would

be beneficial to have a home for all related groups under one roof. Senator Reeve acknowledged the rationale

to have an administrator and administrative support to coordinate and centralize those programs, but to have

programs severed from schools where instructors provide instruction and are housed would seem to limit

faculty support. She also noted that centralizing it appears that the new School of Social & Behavioral

Sciences and Interdisciplinary Studies almost reconstitutes the Dean of Academic Success with some

additional jobs, a position that was disbanded after a year. There was recognition that the dean didn’t have

near the workload of other deans, without faculty evaluations or scheduling of courses etc., and it now looks

like that job again with a few other courses thrown in there.

Senator Cittadino reminded everyone that the Student Services facility was built to have all student services

together but that seems to be changing causing students to go to different building for support classes,

tutoring, counseling etc. EVP Reyes noted that tutoring is overseen by counseling; Puente, Umoja, and

English faculty work with counseling so this wouldn’t be different and would still be supported by other

deans. The new dean role would include coordination and reporting similar to BSI. Mesa is already under

School of Sciences and EOPS has no academic services. The reorganization model was a result of a loud

campus voice urging the need to create another division and came together last spring. It was taken through

the schools and forums and changes were made based on responses. It will cost more, but it is a result of the

request for a fifth dean. A new school has been shaped in an attempt to not change the core of what the other

schools are and have enough disciplines to create a reduced workload for deans. There is not just one

discipline that is just math, or science etc. and 8-9 deans would be needed to do that. This is not perfect, but a

good option that was created through campus-wide input and concensus. Senator Reeve stated that people

want to see allied disciplines grouped together with a core basis. EVP Reyes reiterated that all points were

taken during the process and even though it may not appear cohesive, it is at least as cohesive as could be

made to create a new division. Senator Cittadino raised another issue that there is no vice president to speak

for Student Services, potential difficulties with this model are unknown and he expressed hope that it can be

reviewed if things don’t work as expected. EVP Reyes ensured that conversations will continue.

8.3 Educational Master Plan Overview – Daniel Iacofano and EVP Arturo Reyes

Mr. Iacofano gave a brief overview: he had an opportunity to meet with Dr. Laguerre and AS President

Gunther and a concept emerged from that discussion (hardcopy distributed) which is not just a document to

sit on a shelf but can serve the district over time; this looks at the potential efficiency and effectiveness with a

more coordinated approach for all campus educational plans as it draws from the same inclinations overall by

looking at how to prepare students for professional careers, academic advancement etc.; it builds a tool box,

putting results in accessible format to create programs, fashion courses and course materials, and address

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needs; much of this has to do with the formatting of tools and accessibility to help curriculum committees and

faculty develop courses; it laid out a fairly crisp schedule to obtain feedback and create a system as designed

here.

President Gunther expressed at that meeting that master plans have been binders on a bookshelf and she was

excited to have something easily accessible online, similar to the best parts of the new SLO database. This

offers a great opportunity to have a centralized location to find plans and pull up information. It will require a

time commitment and meetings outside of regular Senate meetings will be needed. It would be good to have

designees. Senator Reeve asked if this plan was proposed as a one-time process to devise plans to follow or

something the Academic Senate would engage in on an annual basis. She also queried if meetings would

include other faculty participants. President Gunther’s interpretation was more towards the idea of meetings

to develop a plan and start implementation of a computer presence that is easily accessible to give faculty a

one-place planning station online. Mr. Iacofano explained the initial set of sessions for designing the system

would take place over the next three or four months because the holidays are approaching and feedback is

needed from faculty and programs. There would be three two-hour working sessions to better involve the

Academic Senate; session discussions would include how to best institutionalize the content of the

educational plan, building an educational tool box, and the process of how to incorporate this throughout the

district; the outcome would hopefully be, as a result of group discussion, a proposal from the group on how to

proceed for the future. President Gunther shared that her image of this was related to the way faculty moved

the College forward when they worked together on SLOs over this last summer. It will benefit everyone to

finally be able to know where to find plans and easily access the information. The large EMP binder also has

good demographics and other data, and she could see that as a great resource for grant writing and

information for the community. Mr. Iacofano added that the role of the Research & Planning office would be

discussed and, because they provide much of the information, it could be the database home. This needs to be

something sustainable that flows naturally out of the existing campus structure. President Gunther concluded

that this will need more discussion. She asked Senators to email her and EVP Reyes with comments and she

will write something before the next meeting.

8.4 Hiring Process Proposal Drafts – Immaculate Adesida

President Gunther reported that the Committee, which included members from the Curriculum Committee,

the Academic Senate, the faculty union, HR, and administration, met to review the process and create a draft.

The College has not had a policy and process for emergency adjunct hiring or temporary hiring situations.

These are needed as distinct and separate from regular hiring policy that allows time to follow a more

reasonable process. HR Manager Adesida explained that HR realized that when a code red situation occurs,

with only one or two days to fill a position, they have to go outside the normal process and the document they

used for emergency hire to guide them have some loopholes. The proposal includes Code Red as one day to

one week emergency hiring, in which case a dean with one faculty member would review applications to have

the position filled. HR would always require some reference checks in that short period. Code Orange would

cover an eight to twenty day hiring time, which would allow time for a hiring committee and more reference

checks. The proposal is called a recommendation to differ from the normal Faculty Hiring Policy 4005,

where the full process for hiring is followed. President Gunther added that an emergency hire should only be

until the end of one semester or into the following semester when hired within the last six weeks.

Comments/Questions: Senator Obegi pointed out that regular adjunct non-emergency applicants are in a pool

for two years and can be renewed with satisfactory evaluations and queried the safety for adjuncts if the dean

doesn’t complete their evaluation. EVP Reyes suggested it could be changed to “unless they have received

negative evaluation they could be renewed for another two years”. Senator Reeve that in Emergency Hiring

Policy 2 time frames are delineated to 5-20 days for part-time hire. EVP Reyes replied that it comes down to

the dean getting names and there was a consensus. Senator Obegi added that if there is not pool, the process

would be halted. EVP Reyes explained there would be an open application process. Ms. Adesida stated the

purpose of a pool is for active recruitment to have people in every area and that time-frame for interviews

should be fine. Full-time hires need two interviews with the hiring committee and one with the committee

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and President. Part-time hires don’t need the second interview. Senator Reeve noted that emergency hires are

often at the beginning of a semester when faculty are on break. Senator Parrish opined that, in cases of code

red, people make things happen. Senator Cittadino posed the question that if it could be done in five days,

wouldn’t people want to do that? Dr. Conrad added that adjunct hires can be a shorter process and a line

needs to be drawn somewhere. The purpose of the Committee was to not make everything an emergency.

EVP Reyes considered the five-day timeline may need revision. Senator Reeve added the committee

diversity requirement would be another challenge to creating a committee and to compliance. Ms. Adesida

stated that auditors can check on process and agreed compliance is very necessary. The three weeks is in

there because three weeks might be available before school begins.

President Gunther concluded the discussion, noting the draft needs to be taken to constituents for feedback

and returned to the Senate, with edits if needed, for a vote. The same or a similar committee will be needed to

work on a revision of the current full-time hiring policy and process. The committee will be addressed as an

action item at the December meeting. Senator Reeve agreed that the revision and draft process, begun by the

Senate last year, can be a challenge regarding efficiency with the whole Senate, but she recommended that, if

done by some smaller committee, it needs to be inclusive.


Deferred

8.6 Motion Related to Program Review – Amy Obegi

Senator Obegi read the motion that was emailed to Senators (along with attached documents as mentioned

here):

Move to solicit membership for the Academic Program Review Subcommittee as outlined in attached

documents and to begin a pilot of the new Academic Program Review process, including the self-study

described in the Program Review Handbook beginning Spring 2013. Further, move to create a plan to request

additional resources for Academic Program Review committee members, the office of Institutional Research

and Planning, and self-study editors, in the event of a hastened timeline for Program Review this cycle (all

Programs to be reviewed according to the new process by the next accreditation self-study).

Senator Obegi explained Program Review will entail a trial year with a different and lengthier process. EVP

Reyes suggested all program reviews can be completed by the next accreditation report and that a strategic

proposal could be written and submitted for needed resources.

8.7 Facilities Master Plan Update – Rob Barthelman and Yulian Ligioso

Rob Barthelman updated the Senate on this plan that will help lead the district through evaluation of district

planning at all campus sites; Architecture vbn has been working with the district during this last year

developing facility plans in support of the Educational Master Plan; over the past two months Mr. Barthelman

has been sharing the plans with SGC, FaBPAC, students, and staff; a lot of feedback has been gathered; they

are still studying the Vallejo campus after being asked by a Trustee to look at relocation, parking etc.; many

questions have come up about where programs would be located. The implementation plan follows the

determination of what facilities are needed to accommodate the EMP. Not everything could be achieved from

the previous bond program. The district helped Architecture understand what priorities were and are and

what projects are most needed to support the district. A number of buildings came out of that such as Library,

ASC, Technology, Science and Math, Biotechnology, Agriculture, and Fire Academy programs, welcoming

places for students. There are growing programs in support of the EMP with some focus towards business

and community industries. Upgrades and new facilities provide the ability to achieve the EMP. There are

other costs included that aren’t necessarily seen in the facilities but are part of the costs (see documents), such

as electricity, gas services, equipment maintenance, landscaping. A certain percentage of costs was allocated

into the numbers for landscape, infrastructure, and contingencies. Doing nothing other than priorities would

use about 76% of Measure Q funds. Implementation planning requires identification of building priorities.

A plan was created to move programs temporarily and efficiently; portables should be removed; newer

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facilities would be provided first to house programs temporarily or permanently as facilities continue to be

built. Document graphics support the level of data. No times or dates are set yet. Construction and design

schedules will be discussed later. A roadmap is needed to get there.

Dr. Conrad noted that another facilities variable, trying to match square footage, is not always as relevant as

desirable space per class. Mr. Barthelman affirmed they won’t just consider square footage and will consider

desirable space per class. He also pointed out that a wall will be provided for safety when the Children’s

Center is being expanded and children are moved to another area.

9. Treasurer’s Report


-Dr. Laguerre has forwarded the contract for the kiosks to legal, whether or not to approve the kiosks will

be voted on at the next meeting.

11. Announcements

-The Solano Academic Senate will be hosting the ASCCC regional Leadership Development Workshop

on March 1, 2013. Please volunteer to be a part of our attending team and also to help out as needed!

12. Adjournment

Motion to Adjourn – Senator Cittadino; Seconded – Senator Reeve

The meeting was adjourned at 5:08 p.m.

AS minutes 11.05.12/ca

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Wed 10/17/2012 7:14 PM

Dear Faculty,

In an effort to improve our program level and college-wide assessment and planning, Academic Senate in collaboration with administration, developed a more comprehensive Academic Program Review Self-

Study. The goal of the self-study is to look closely at our programs to assess our strengths and

weaknesses, and then to create short and long term goals based on our needs assessment. The self-study is designed to review SLO's, PLO's, curriculum, student success and equity, program resources, etc.

Many sections of the self-study ask the program to make an action plan for programmatic improvements, which can be tied to strategic proposals/financial planning.

The self-studies will be completed on a cycle (likely every 5 years), with annual follow-ups to assess progress of short/long term goals. Support will be given for the completion of self-studies (trainings, data

provided, etc. - more info to come!). When self-studies are complete, they will go to a new sub-

committee of the senate, the Academic Program Review Committee, for presentation. The committee will provide the program commendations and recommendations based on the self-study.

We recognize this is a much more comprehensive and time-consuming Program Review self-study than existed in the past. Yet, we are hopeful that this thoughtful review of our programs with systematic

follow-up, and clear and integrated links to our planning, will serve our students and us all. Hopefully student needs will be met more efficiently. Also, it will greatly help us meet accreditation requirements;

with all this information at our fingertips, the writing of our accreditation self-study should be more

efficient and fruitful!

All the bugs haven't been worked out in the new process; you will be getting more information. Yet, we

wanted faculy to have a look at the draft Program Review Self-Study Handbook, to provide feedback about the document. This feedback can be sent to Amy Obegi, who was tasked with creating

the document over the summer, at [email protected] as well as Academic Senate President Susanna Gunther, at [email protected] . Please send feedback by Wednesday, October 31st.

Thanks,

Amy Obegi & Susanna Gunther

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1. Call to Order


2. Roll Call:


Abla Christiansen, Nick Cittadino, Kevin Brewer, Dale Crandall-Bear ex-officio, Joe Conrad – ex officio,

Erin Duane, Tracy Fields, LaNae Jaimez, Katherine Luce, Amy Obegi, Scott Parrish, Teri Pearson-

Bloom, Melissa Reeve, Ken Williams


Absent/Excused:

Guests: Jowel Laguerre, Jeff Lamb, Renee Moore, Maire Morinec, Erin Vines, Marcie McDaniels,

Immaculate Adesida

3. Approval of Agenda – December 3, 2012

Motion to approve – Senator Obegi; Seconded – Senator Duane;

Discussion: Action items (#9 on agenda) will follow the Discussion items (#10 on agenda); the Kiosk

action item will be voted on after the other three; passed – unanimous

4. Approval of Minutes – November 5, 2012

Deferred



President Gunther and S/P Laguerre agreed to forego reports to ensure time for the agenda

discussion/information items.

7. Discussion Items

7.1 Faculty Hiring Priority List (Jowel Laguerre, Academic Deans, and Senate)

S/P Laguerre gave a brief history and update: two hiring lists were emailed and hard copy distributed;

some positions were ranked last year; because of funding concerns, it was decided to forego hiring, but if

departments wanted to go through the hiring process they could and positions would be offered in

January dependent on passage of Prop 30 and one school decided to do that; Prop 30 passed; the plan

was to open some of those positions in advance, forgot that was done with two positions and included

those positions on the list to be filled; a request for nursing positions was included; looking at

prioritization for 2013-14, S/P Laguerre took out those positions, liberating them for spring and to not

mix them up, and then provided new ranking; the biggest change on the current list was the theatre’s # 1

and #2 positions because the theatre association was promised the hiring of two full-time replacement

positions; S/P Laguerre had promised President Gunther the hiring of seven positions and seven plus

eight was the total that could be hired (see both lists). The seven went through the normal process, the

list was submitted to S/P Laguerre, and this was the result. Because the Academic Senate just received

the most current list, the deans first explained reasoning for the ranking of faculty positions followed by

questions.

Comments/Questions: Senators queried why another math person wasn’t added to replace retirements;

agriculture (new) and horticulture (only two part-time now) should be discussed, they require two

different degrees and possibly could be funded by VTEA if the College would commit to a permanent

ACADEMIC SENATE

Adopted Minutes

December 3, 2012

Board Room 626

3:00 pm – 5:00 pm

PA-E3.9.8

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funding priority; the English department is down several full-time faculty and only one was hired; there

is a similar situation in math which has been a perpetual problem in these large areas; the need to grow

some areas that have few or no full-time faculty was understood, but English is struggling, just getting

the first new hire in five years. English positions now rank 12th and 13th even though that department

teaches every Solano College student. Nursing has a similar situation and are at crisis mode.

S/P Laguerre stated the good news that state funding is turning around and the College has committed to

hire new faculty. In coming years things will continue to move forward. President Gunther noted how

fortuitous it was that Measure Q passed, which was written to allow payment for solar panels that will

bring in more revenue as well as more general funds indirectly. One position has already been hired,

fourteen more positions will be hired between now and fall, which will help the faculty obligation

number. S/P Laguerre concluded the discussion pointing out the institution must bring in new faculty to

keep operating and there are nine faculty pools this semester.

7.2 Shared Governance Senate Sub-Committee (Jowel Laguerre, Susanna Gunther)

S/P Laguerre proposed a shared governance plan (see distributed document: Proposal for Strengthening

Faculty Senate and Administration, fall 2012) to strengthen communication with the Senate. He

reminded Senators that he and past Senate President Thom Watkins discussed effective ways to work

closer with the Academic Senate, especially as related to AB 1725. Although he wanted Senate feedback

many times, he wasn’t always able to seek it in a timely fashion and there were times when some

colleagues spoke about how he may not use feedback well or at all. S/P Laguerre continued that to work

more closely with the Senate, instead of leaving things for the Academic Senate President to pick up here

and there and the waiting time for reports brought back to the Senate, he will invest in time to make a

formal process. He suggested formation of a group along with continuing conversations with the

Academic Senate President. Agendas would be published, meetings held regularly with notes taken,

items presented for information/discussion and action following the meetings. The topics would be

limited to Title 5 10+1 items and would be brought forward to the Senate for consideration. Bargaining

items would not be discussed. S/P Laguerre can attend Senate meetings to answer questions and give

updates but this process will eliminate the time needed for involved discussion of the items at regular

Senate meetings. The aforementioned document has a summary of the proposal and an agenda format.

8. Reports

8.1 Subcommittees


Senator Reeve sent email announcements in the past week pertaining to BSI sponsored professional

development opportunities including: summer Evergreen College Institute for First Year Experience;

OnCourse training in San Francisco; solicitation of ideas for other potential professional development

events. The Basic Skills Committee would like to identify robust high quality faculty training

opportunities that will support campus Basic Skills instruction and faculty will be invited to apply for

funding to attend. The process will begin next spring with ideas obtained for conferences, workshops,

and other professional development as well as the familiar mini-grant project opportunities. January

Flex Cal for student equity was the third item the Committee focused on in recent weeks.


Transfer Degree information from the Chancellor’s Office was emailed to Senators recently. Curriculum

Chair Conrad noted it will have a significant impact on the whole system regarding transfer degrees

without moving deadlines. By fall of 2014 every College program with corresponding transfer model

curriculum needs to be in place. What has become more difficult is that, when a TMC is set up, there are

course numbers as part of the C-ID numbering system, in response to legislation for common numbering

with CSUs, community colleges, and hopefully UCs. New course C-IDs are being added all the time.

As part of TMC, a Solano College course would say that it matches up with that C-ID. Up to now it was

adequate to just say a particular course was running parallel and verification could be submitted that it

corresponded to a particular C-ID number, and could then be placed in the College catalog. It would

also mean there should be seamless transfer to other colleges. Many faculty had certified they had

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course “x” when they really didn’t, so the Chancellor’s Office put in the new rule, effective January 13,

that no TMC can be submitted unless you already have the course approved through the C-ID system.

As an example, MATH 40 doesn’t meet it because the prerequisite is different and would have to be

changed. Other courses might take much more drastic revision to comply. This adds another layer of

complexity to produce the TMCs. Increasing awareness is needed as the TMCs have to be submitted in

time. The statistics course C-ID with intermediate algebra as a pre-requisite was withdrawn for re-

vetting. Significant numbers of faculty across the state raised concern about standing C-IDs for

statistics. President Gunther noted there were at least 19 schools already teaching statistics without pre-

algebra. The situation in math is particular to math and accelerated English hasn’t had the same

challenges or the same type of subfields as in math. The particular algebra needed in stats is taught but

will no longer be acceptable. Math, sociology, and communication have already been submitted and

approved and the deadline is June 14 to ensure everything is properly C-ID approved or they will be

withdrawn. The articulation officers submit course outlines to the C-ID review process, which is run by

a grant at Los Rios College; they are forwarded to a faculty review group with a chairperson in each area

across the state; courses will be reviewed by two community college faculty and one or two USC review

faculty; the process generally takes a few weeks; if there are minor problems, they have to be

resubmitted; larger problems would require the process start over. Chair Conrad is working with Robin

Arie-Donch, Articulation Officer, to submit some series 20 math courses (easiest to start with) and move

forward from there. As Ms. Arie-Donch becomes familiar with the process it should run smoothly next

spring. Community colleges should be trying to get as many C-IDs as possible to benefit students.

Senator Cittadino expressed his concern that more than 50% release time is needed for the Articulation

Officer.

Chair Conrad noted that faculty will have to check into what courses are needed and if they match

Solano College courses. If they don’t, course modifications will be needed and noted under

“justification” to comply with C-ID descriptor. Once the Curriculum Committee passes a course, the

faculty will be responsible to confer with the Articulation Officer. President Gunther agreed a

recommendation would be wise to have the Articulation Officer position changed to full-time as soon as

possible. Senator Pearson-Bloom suggested creation of a flow chart with a C-ID checklist of steps

required. Chair Conrad will work on that and bring back to the Senate along with where to find C-ID

information.


DE Chair Crandall-Bear reported that spring will be busy with mostly positive changes coming. Some

major proposals will be brought to the Academic Senate, including one for new administrative staff to

assist in the LMS/Banner interface. Because DE growth happened quickly, is in need of more

organization, and with new state requirements, the DE Committee began working on proper guidelines

and procedures to have in place, including an entirely new DE course approval process. DE will actually

review course shells and approve them in conjunction with the Curriculum Committee. The

Chancellor’s Office and ACCJC now require documentation that publisher/canned courses are not being

used and the only way to do that is to actually look at courses during the approval or review process

every five years. S/P Laguerre has confirmed the transfer to Canvas over a two year phase which will

begin next fall and be realized by spring 2015. As the DE Committee works on these items, Professor

Crandall-Bear will forward proposals to take to the Curriculum Committee and the Academic Senate.

8.2 Treasurer

Deferred

9. Action Items

9.1 Motion for Program Review

Senator Obegi read the motion.

Motion to approve – Senator Reeve; Seconded – Senator Duane; passed – unanimous.

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Discussion: Senator Obegi met with President Gunther last week and discussed initial resources and

reassign time or some type of compensation for lead writers. Senator Obegi only heard back from two

other colleges. One has .2 release time for the lead writer. During reviews, another school has 1.6 total

release time split between 8 writers to review 8 programs per year. That could be considered as Solano

College has 15-18 smaller programs to be reviewed each year per school. San Diego Mesa College

doesn’t offer any compensation, they’re trying to simplify the process and make program review smaller.

Santa Rosa College uses the discipline faculty chairs. Compensation ideas were discussed: consideration

for the program size; reassign time based on how big schools are; a stipend might be easier to prorate

based on program size; potential of stipend split with whoever works together, chair starting at .2 release

time and review if that is sufficient during the pilot. Whatever is proposed will go through the union

and administration and it should be give serious thought. It can be difficult to ask for reassign time

when non-instructional time takes away from mandated instruction time. President Gunther suggested

both reassign and stipends could be used. A job description would be needed for the writer but an

interview shouldn’t be needed. A small program wouldn’t need release time and larger programs would

need a coordinator and lead writer. Senator Pearson-Bloom added that with reduced overload statewide,

if reassign time hurts programs, a stipend would be a better choice for that instructor and administration

should let divisions decide.

9.2 Tempest Kiosks

Motion to allow Tempest to bring in outside company kiosks to raise revenue – Senator Reeve; Seconded

– Senator Jaimez; passed – unanimous.

9.3 Faculty Hiring Policy & Procedures Review Task Force (Immaculate Adesida)

Emergency Hiring was discussed at the last Senate meeting. Additional comments were not sent in after

the meeting. Both emergency and non-emergency policies need to be updated. The idea was brought up

to have a similar or the same task force to revise the full-time permanent faculty hiring policy and bring

back in sections next semester to discuss with constituents. Senators agreed that would be more efficient

than working on it during Senate meetings.

Motion to expand the Emergency Hiring Policy Task Force role to move forward and work on sections

of the full-time permanent hiring process in spring 2013 – Senator Reeve; Seconded – Senator Pearson-

Bloom; passed – unanimous.

9.4 Faculty Emergency Hiring Policies (Immaculate Adesida) (10 minutes)

HR Manager Adesida reported no more feedback was received from Senators after the last discussion or

from deans who were emailed the draft. She suggested voting on the new policy if there are no other

comments. EVP Reyes added that once approved by the Senate, it will be submitted to Shared

Governance Council, the President’s Cabinet, and the Board of Trustees. President Gunther reminded

Senators they can inform their constituents, let them know the policy is being vetted and moving forward

in the approval process and to contact her, Gene Thomas, and/or the deans if they have additional input.

It is important this move forward to have something reasonable rather than no policy. She has been

impressed working with the current HR staff on this collaboration and other items last summer.

Comments/Questions: Based on Senator Obegi’s concern, addressed also at the November 5th meeting,

regarding what happens to faculty who aren’t evaluated, wording will be added “unless they receive

negative evaluation they could be renewed for two years”. In reply to suggestions to increase the low

minimum timeframes for emergency and adjunct hiring, President Gunther noted there is a current

adjunct pool and a continuous advertisement and application process. Ms. Adesida added that adjunct

positions remain open for twelve months and are reopened every year. Emergency hiring interviews

would be scheduled within a couple days and deans would check references a day or two after the

interviews.

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Motion to accept emergency hiring policy as amended to reflect change (see above quote) – Senator

Reeve; Seconded – Senator Pearson-Bloom; passed – unanimously.


10.1 MOUs & Transfer Agreements with Independent Institutions - Robin Arie-Donch &

Marcie McDaniels (10 minutes)

Marcie McDaniels, Transfer Center counselor, distributed a cross-town agreement document. She

explained that agreements have been in place since one made with UC Berkeley in 1991. Sacramento

State requested an updated and signed agreement with the ROTC program; the cross-town agreement is

with several colleges including Solano; it explains the requirements and benefits. Usually 2-3 Solano

students participate each year and scholarships pay up to $900 per semester. The commitment from

Solano College is to advertise it in the catalog (page 51). Ms. McDaniels noted they see this as a win-

win arrangement. The original and very simple agreement was revised with a little elaboration on

wording. Students take whatever courses are required for the program as a normal Solano College

student with minimal commitment and time at Sac State. Solano College counts the units for the

aeronautics studied there. Senators had no objections and the updated agreement will be voted on in

January.

10.2 Schedule of Classes (Barbara Fountain) (10 minutes)

President Gunther read Barbara Fountain’s memo which included the following points: plans are to have

a hard copy Schedule of Classes that includes all CRN level information for the next cycle (summer/fall

2013); the intention is to have that ready at least one month prior to the start of priority registration so

that students and employees can use it for planning purposes; the main roadblock to accomplishing this is

having all the courses built into Banner in a timely manner if deans don't know projected targets to build

their schedules and if the deans and faculty cannot agree on who is teaching what/when in a timely

manner; all involved will need to be part of accomplishing the timeline above and there will need to be

an understanding that regardless of whether everything is in correctly or not by the stated timelines,

printing will move forward. In next week's enrollment management meeting, R&P Director Cammish

will be providing targets and accompanying information. Dates will be set but it will be difficult for staff

to have everything in Banner by February 13.

A decision needs to be made on whether or not to charge students $1 or more for the Schedule of Class

booklets. Senators should bring this question to their constituents and report their responses to Barbara

Fountain and President Gunther. The spring version cost roughly $5,000.00 for 20,000 copies, which

was much less than the past ($20,000) devoted mostly to mailing the postcards. Savings were used for

more advertising via radio, on campus, buses, bus stops, etc. Those items can be reviewed.

Approximately 40,000 postcards will be sent.

Comments/Questions: it is easier to look up classes in the printed schedule rather than checking one

class at a time on the computer, which is frustrating for counselors; it is a good idea to charge students

who will likely be willing to pay for it; schedules organized by CRNs work much better for daily reports.

Senator Pearson-Bloom opined the schedule is good to have but scheduling must be fixed; CRNs weren’t

available until the schedule went out, students wanted to meet again with counselors because of CRN

and class changes. She queried if the Academic Senate could take on a bigger role to ensure

improvement. President Gunther responded that when she met with S/P Laguerre last Monday he felt

strongly that one of the biggest issues was adding classes late, which was part of the reason enrollment

was down. A paper schedule has been issued for years and it is good to see administration trying to

improve that. Their big concern is mostly about communication problems to get rooms in a timely

manner without changes that negatively affect students. Senator Pearson-Bloom added that timelines

for the schedule should be set and published; everyone would have to adhere to it, no matter their

individual school method; that should start now; new deans need to follow what’s scheduled. President

Gunther replied that Barbara Fountain stated similar points and this item will be brought to the

Enrollment Management meeting. Senator Jaimez added that since faculty have been more removed

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from the scheduling process, there have been problems getting schedules done. Senator Pearson-Bloom

noted that while waiting on the Prop 30, the enrollment issue wasn’t foreseen and sections are needed to

stabilize outside of the dean’s control of department cuts; new school coordinators would be a help with

the scheduling process. Senators voiced general agreement that follow-up is needed.


There needs to be more uniformity and clarity regarding approved Flex Cal activities. Deans were in

favor of the Academic Senate giving guideline input on faculty Flex Cal credit for attending Academic

Senate, division, and department meetings. Some administrators noted a challenge scheduling meetings

because the contract requires three hours and with some faculty off campus, more than one division

meeting has to be scheduled. Credit should be given for Academic Senate meetings. Senator Pearson-

Bloom suggested the approval form could have more guidelines. President Gunther thought it might be

best to create a different committee than the regular Flex Cal Committee to decide what would be

approved for Flex credit.

10.4 ASCCC regional Leadership Development Workshop

President Gunther reminded Senators that volunteers are needed for the March 1, 2013 workshop to be

hosted by the Senate. It will be similar to a mini-leadership institute. Senator Jaimez reported she was

inspired and learned a lot from her recent attendance at the ASCCC Plenary Institute. She encouraged

others to participate in these events. Anyone willing to help should contact President Gunther or

Senator Jaimez.

10.5 Meeting with Administrators and early January Senate Meeting Schedule:

After brief discussion, Wednesday, January 9, the day before required Flex Cal, was chosen as the

available option for the regular and joint Senate meetings and a majority of Senators confirmed they

could attend. A calendar invite will be sent to Senators and educational administrators.


12. Announcements

President Gunther reminded everyone that Senator Jaimez will fill in as Acting President during her

maternity leave.

13. Adjournment

Motion to adjourn – Senator Reeve; Seconded – Senator Jaimez; Passed – unanimous



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UNADOPTED MINUTES February 6, 2013

The Governing Board Audit Adhoc Subcommittee met prior to the Board Meeting at 5:30 p.m., in the Administration Building, Conference Room 618, Building 600, to discuss the 2011-2012 District Annual Financial Report.

1. CALL TO ORDER

A Board Study Session of the Solano Community College District Governing Board was called to order at 6:30 p.m., on Wednesday, February 6, 2013, in the Administration Building, Room 626, located at Solano Community College, 4000 Suisun Valley Road, Fairfield, California 94534, by Board President Sarah Chapman.


At the request of Board President Chapman, Trustee Thurston led those present in the pledge of allegiance to the flag of the United States of America.

3. ROLL CALL

Members Present:

Sarah E. Chapman, President Denis Honeychurch, J.D.* Monica Brown Michael A. Martin Rosemary Thurston A. Marie Young Kayla Salazar, Student Trustee Jowel C. Laguerre, Ph.D., Secretary

Members Absent:

Pam Keith, Vice President

*Arrived after roll call.

Others Present:

Charo Albarrán, Interim Director, Human Resources LaNae Jaimez, Interim Academic Senate President Yulian Ligioso, Vice President, Finance and Administration Diane M. White, Interim Vice President, Academic Affairs Judy Spencer, Executive Coordinator, Superintendent-President and Governing Board

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4. APPROVAL OF AGENDA Moved by Trustee Thurston and seconded by Trustee Brown to approve the Agenda as presented. The motion carried unanimously. Trustee Honeychurch arrived after roll call at 6:35 p.m. 5. COMMENTS FROM MEMBERS OF THE PUBLIC Board President Chapman recognized Professor Jim DeKloe, Bio Science/Biotechnology; Interim Dean Genele Rhoads, School of Math; Professor Maria Santiago, Chemistry; Professor Melanie Lutz, Physics and Engineering; Mr. Sebastian Bloem, a Solano Community College student; and Mr. Andrew Cloud, a Solano Community College student, who requested to comment on the Facilities Master Plan. Board President Chapman recognized Mr. Dan Broadwater, Business Manager/Financial Secretary, IBEW, Local 180; Mr. John Takeuchi, Central Solano Citizen/Taxpayer Group; Mr. George Guynn, Jr., President of the Central Solano Citizen/Taxpayer Group; Mr. Eric Christen, Executive Director of the Coalition for Fair Employment in Construction, Ms. Nicole Goehring, Government Affairs Director of Associated Builders and Contractors, Inc.; Mr. Richard Markuson, Western Electrical Contractors Association (WECA) and Plumbing Heating Cooling Contractors (PHCC), Mr. Greg Armstrong, National Electrical Contractors Association (NECA) for Solano County; and Mr. Frank Crim, Carpenters Union, Local 180, Solano County, who requested to comment on PLAs. Board President Chapman thanked each member from the public for their comments. A full and complete copy of the comments from members of the public is available for review on the Solano College Web site at www.solano.edu (Governing Board – Minutes – February 6, 2013 – Appendix A). Board President Chapman, on behalf of the Board, expressed sincere sympathy to Vice President Yulian Ligioso and his family for the loss of his mother. Board President Chapman asked those present to continue to remember Trustee Pam Keith in their thoughts and prayers as she continues to recuperate from her recent surgery. 6. REPORTS (NO ACTION REQUIRED): (a) Measure Q Construction Delivery Methods

Facilitated by Mark Kelley, J.D., DWK/Dannis Woliver Kelley Dr. Mark W. Kelley is the head of the firm’s Construction Practice Group. He advises and represents school districts and other public entities in all phases of planning and construction. Dr. Kelley assists clients with compliance with the California Environmental Quality Act (CEQA),

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drafts and negotiates agreements, works with staff and consultants on project management issues, advises on claims avoidance and resolution, and represents clients in litigation. Dr. Kelley gave a PowerPoint presentation to the Board on project delivery options for Measure Q. His introduction included main project delivery methods, i.e., concepts for design-bid-build; leave-leaseback; multiple prime contracting, and construction management (CM). Advantages and disadvantages in today’s bidding environment were identified. Recommendations were cited for the various concepts available for delivery methods. The Lease-Lease Back (LLB) process was identified. The District competitively selects an architect to design a project. The district competitively selects the builder. The builder works with the district and architect during the project design. The architect completes the design and gets DSA approval. The builder lines up the trade contractors and develops the guaranteed maximum price. The Board then awards the LLB contract. It is recommended that the District complete the validation action. The builder constructs the project for the negotiated guaranteed maximum price. Advantages most suited to projects were identified as were the disadvantages less suited to projects, with examples given. Two attempts to legislate LLB limitations in 2005 were both vetoed, which would have created a proven overlay similar to the design-building statute. The concerns about the LLB are general preference for bid-based selection, cost vs. projects put out to public bid, and doesn’t always prevent claims and change orders. Multiple prime contracting was explained by stating the District is responsible for the delivery of the project, with multiple checks in place, i.e., architect reviews submittals, Request for Information (RFI) and pay applications; Project Inspector (PI) monitors compliance with Division of the State Architect (DSA) approved plans; the Construction Management (CM) is recommended unless the District has experienced and sufficient staff to coordinate trades, and the Project Manager (PM) is an optional check. The advantages are this saves the General Contractor (GC) markups and allows more direct control of the trade contractors. Disadvantages are that any coordination of problems between the trades, or problems with one trade affecting another trade’s performance become the District’s responsibility, with a higher likelihood of claims an disruptions. Dr. Kelley made the following recommendations. Don’t use this model for an early project (Multiple Prime Contracting). Let the team settle in before taking on this level of responsibility. Only use multiple prime if the district and construction management staff are highly efficient and quick to resolve challenges. The Construction Management (CM) At-Risk was identified. The CM is responsible for delivery of the project, providing a Guaranteed Maximum Price. The checks in place are: architect reviews submittals, RFIs, and pay applications; Project Inspector monitors compliance with

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DSA-approved plans; the CM is required by definition, and the Project Manager is an option check. The advantages are that the builder is selected by qualifications, not by low bid; the builder is involved early on in design review and cost saving ideas; which put the CM in charge of the trade contractors, with more control of the final cost via Guaranteed Maximum Price (GMP). Disadvantages include legality issues, depending on the structure; and some CM At Rick projects have gone well over budget and/or into litigation, similar to bid projects. Examples were cited. Dr. Kelley recommended that the Board set up strong, but legal contracting; a good selection process with reference checks; keep an outside CM or in-house staff in an oversight position, and evaluate any builder self-performed work for pricing. The Design-Build concept is for the design and delivery of a project, with selection of Requests for Proposal (RFP) and Board findings per statutes. There are no checks by the Architect for change orders, etc., the Project Inspector monitors compliance with the DSA-approved plans. The PM and/or CM are recommended unless the District has experience and sufficient staff. The advantages are this is the least intrusive (“turn-key” projects); the fast growing delivery method in private construction, and the best record of on-time, on-budget performance. The disadvantages are that this is not the most economical delivery method, loss of control by owner at an early stage of design; with a general consensus, this is not for the inexperienced owner. Examples were identified. Dr. Kelley recommended that the District not start out with this approach, but rather let the team get settled in; do thorough reference checks with other public entities; establish a strong set of program-level design documents with a proven record at the District before turning the design over to the Design-Build entity. Dr. Kelley’s final conclusions and recommendations were that the District not decide immediately. As the Board gets into planning, see how the team works, and then address the options available. A full and complete copy of the PowerPoint presentation is available for review in the Office of the Superintendent-President and the Office of the Vice President of Finance and Administration. (b) Project Labor Agreements

Facilitated by Yulian Ligioso, Vice President, Finance and Administration Vice President Ligioso thanked the Board for their cards, flowers, and expressions of sympathy. They were very much appreciated by his family. Vice President Ligioso began by stating that the Project Labor Agreement (PLA) is also known as a project stabilization agreement. It is a collective bargaining agreement that applies to a specific construction project and lasts only for the duration of the project. Wages and fringe benefits are paid on the project; provides for binding procedures to resolve labor disputes; includes provisions for barring unions from striking and contractors from locking out workers,

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and generally requires one contractor to hire workers through a union hiring hall or two employees to become union members after being hired,. The PLA applies to all contractors and subcontractors on a project. Vice President Ligioso provided a history of PLAs in general, stating they were first used in 1930. He identified projects completed with a PLA, i.e., Grand Coulee Dam, Hoover Dam, Disney World, Trans-Alaska Pipeline, Genentech, to name a few. Selected successfully used PLAs in California were identified: Cities of Sacramento, Los Angeles and Concord, Contra Costa Water District, Port of Oakland, San Francisco Airport, to name a few. Vice President Ligioso addressed the ongoing debates about PLAs as follows:

• Who benefits from a PLA? Workers, contractors (union and non-union); and the District (owners), with delays in work eliminates.

• How are PLAs devised? Through negotiations with the owners. • Do all projects benefit from a PLA? They are ideal for complex projects or multiple

projects, such as Measure G and Measure Q. • Can a PLA cover more than one project? Yes. It can serve as an umbrella for multiple

projects. • Are PLAs only good for billion dollar projects? No. • Are PLAs limited to new construction? No • Can a PLA extend beyond the completion of the project? Yes • Savings or added costs? Health and welfare benefits are carved out and cost overruns

and delays at a minimum. • Competition? Non-union contractors and workers are not prevented from bidding and

can prevail, citing the work on Building 1300 as an example. • Value to community? Local workers, money stays community contributing to prosperity.

Arguments in favor and opposition of PLAs were identified. Vice President Ligioso concluded his presentation identifying fifteen California Community College Districts in the bay area that have successfully used PLAs, projects completed in Solano County and the private sector, and laws that protect the use of PLAs statewide and nationwide. This item will return for approval at the February 20 Board meeting. A full and complete copy of the PowerPoint presentation is available for review in the Office of the Superintendent-President and the Office of the Vice President of Finance and Administration. (c) Facilities Master Plan - Vallejo Design Alternative

Facilitated by Suniya Malhotra, STV/vbn/ARCHITECTURE Ms. Suniya Malhotra, Project Architect at STV|vbn presented the Solano Community College 2012 Facilities Master Plan (FMP) Vallejo design alternative. The alternative placement site plan was presented via PowerPoint. A view from the west together with driving alternatives

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from both the east and west were viewed and compared to the previous placement site plan and previous driving patterns from the east and west, and modification to the tower and signage. The Vallejo Trustees, together with Trustee Honeychurch, expressed their favor for the alternative view. Signage continues to be a concern. Dr. Laguerre was asked to work with the city to address the expressed concerns. A full and complete copy of the PowerPoint presentation is available for review in the Office of the Superintendent-President and the Office of the Vice President of Finance and Administration.

• Academic Senate Dr. Jowel Laguerre introduced Professor LaNae Jaimez who has been chosen by the Academic Senate to assume leadership as Interim President while Dr. Gunther is on maternity. It is expected Professor Gunther will return in the fall. Professor Jaimez stated the Senate will continue to actively support work on the projects begun under Dr. Gunther’s leadership. The new Program Review will be ready for the pilot stage in fall, which will be more rigorous than in the past. The Senate continues to work with MIG on the Educational Master Plan, with goals of the Senate making it a living, breathing document. Professor Jaimez thanked the Office of Research Planning for their support in this effort and Dr. Laguerre for formulating a Ten Plus One Committee. The committee will meet once a month with the hope of increasing communication.

• Superintendent Dr. Laguerre stated Dr. Gunther’s has the ability to confront issues head on, which is good for the Institution. She has been willing to work hard and to communicate. SLOs are now in place because of her leadership. Additionally, Interim Vice President White has also helped to move SLOs along and stated that he feels we are moving in the right direction. IVP White will be holding open forums for input on both the Facilities Master Plan and Educational Master Plan. Sections on campus confessed they did not think Measure Q would pass; therefore, did not pay a lot of attention in the planning process. We are going to go back and make sure we have had proper involvement and IVP White will be remediating that for us. The main goal is to be sure we do what is best for students, today and tomorrow. In approximately eight weeks, the Facilities Master Plan will come before the Board for approval.

7. CONSENT AGENDA – ACTION ITEMS Board President Chapman announced that Dr. Jowel Laguerre, Superintendent-President, made the following specific corrections to the minutes as follows:

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December 19, 2013, Page 9, Line 1: Trustee Thurston reported that she attended the following College and community events: Add the following language: December 2012 11 – Attended the Solano County Board of Supervisor’s meeting to present a certificate of appreciation to Supervisor Barbara Kondylis for her contributions and support for Fighting Back Partnership of Vallejo. Supervisor Kondylis is retiring after 20 years of service on the Board of Supervisors and is to be commended for her service especially to youth and families and the environment. Trustee Thurston serves as President of Fighting Back Partnership. January 23, 2013, Page 3, Lines 1-2: The site maps for each location were discussed and the Board asked for more detailed information for the Vallejo location, which included different options for the entrance to the facility, including three dimensional if available location of the new building. It was also requested that the current proposal be presented in three-dimension showing approaching it from the freeway as well as coming west on Columbus Parkway toward the freeway. January 23, 2013, Page 4, Lines 16–17: Add the following language: Trustee Thurston requested copies of all of the PowerPoint presentations made this evening be given to Board members as well. Superintendent-President (a) Minutes for the Regular Meetings of December 19, 2012; January 16, 2013, and Special

Meeting of January 23, 2013. Minutes of the January 30, 2013, Board Retreat will be approved at a future meeting.

Human Resources (b) Employment – 2012-2013; Resignations; Gratuitous Service Finance and Administration (c) Professional Services Agreements Academic and Student Affairs (d) Request for Approval of Curriculum Actions as Submitted by the Curriculum Committee,

a Subcommittee of the Academic Senate

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(e) Renewal of Clinical Experience Agreement Between Solano Community College District and Sutter Medical Center, Sutter Health Sacramento Sierra Region

(f) Memorandum of Understanding Between Solano Community College District and Green

Tech Education and Employment (g) Agreement Between Solano Community College District and Diablo Valley College (h) Agreement for Educational Services Between Solano Community College District and

the Doctor’s Company Moved by Trustee Thurston and seconded by Trustee Brown to approve the Consent Agenda as corrected. The motion carried unanimously. 8. ITEMS REMOVED FROM CONSENT AGENDA There were no items removed from the Agenda. 9. NON-CONSENT AGENDA ITEMS – ACTION ITEMS Superintendent-President (a) Alternative and Renewable Fuels Vehicle Technology Program Training Resources

Development Plan Dr. Jowel Laguerre, Superintendent-President, reported that the Alternative and Renewable Fuels Vehicle Technology Program Training Resources Development Plan is a $700,000 enhancement to the existing California Energy Commission Grant for the Alternative and Renewable fuels Vehicle technology Program in which the college trains automotive technicians and students to maintain hybrid vehicles. These funds are divided into three categories: Curriculum and Training Materials Development ($170,000); Training equipment ($330,000); and Instructor Training ($200,000). The funds will be used to support development of training curriculum and materials, to purchase training equipment, and deploy instructor training in Hybrid and Electric vehicles to 25 regional automotive technology faculty and foremen over a thirteen-month period. This Energy Commission program is managed by the California Community College Chancellor’s Office. Dr. Laguerre stated the previous $500K grant ends in April. This new grant provides training for the future.

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Moved by Trustee Brown and seconded by Trustee Young to approve the Alternative and Renewable Fuels Vehicle Technology Program Training Resources Development Plan. The motion carried unanimously. Finance and Administration (b) Board Acceptance of District’s 2011-2012 Financial Audit Report The Governing Board is required to provide for an independent audit of the district’s financial statements and to evaluate the management controls. Vavrinek, Trine, Day, & Company LLP, CPA, were engaged to conduct the District’s annual audit for Fiscal Year 2011-2012. Ms. Kirsten Moore from VTDC presented the report and stated that no internal control findings or significant weaknesses were noted. Chair Young, Board Audit Adhoc Subcommittee met to review and discuss the report with District staff and the representative from Vavrinek, Trine, Day, & Company LLP, and recommended acceptance of the report on behalf of the Adhoc Subcommittee. Moved by Trustee Young and seconded by Trustee Thurston to accept the District Independent Audit Report for Fiscal Year 2011-2012 as presented. The motion carried unanimously. (c) Extension of Agreement with Kitchell CEM, Inc., for Construction Management Services Dr. Jowel Laguerre, Superintendent-President, reported that the Kitchell Construction Management Services contract was originally a 2003 agreement with four subsequent contract extensions, the most recent of which expired December 31, 2012. This proposed renewal will provide Program Planning and Project/Construction Management services to complete the Measure G projects currently being managed by Kitchell CEM, which include active and closeout Kitchell-managed programs and projects. Trustee Honeychurch questioned the agreement end date, which Vice President Ligioso responded to as being August 2014. President Laguerre stated it is in the best interest of the College to have Kitchell CEM complete the projects to save money. Moved by Trustee Young and seconded by Trustee Thurston to approve the extension of agreement with Kitchell CEM, Inc., for construction management services, with an end date of no later than August/September 2014 and closeout with DSA no later than December 2014. The motion carried unanimously as amended. (d) ELMAST Construction & Inspection Services Additional Project Inspection, Inc. Dr. Jowel Laguerre, Superintendent-President, introduced Mr. John Lett, Senior Project Manager, Kitchell CEM, who presented the extended special inspection services agreement in the amount of $41,140 with ELMAST Construction and Inspection Services for Building 1300. The added

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services by ELMAST include sixteen (16) additional weeks of inspection services from January 1 to April 21, 2013. These inspection services are due to the extended construction period for the Fine Arts Building (defective trusses). Moved by Trustee Thurston and seconded by Trustee Martin to approve the ELMAST Construction Inspection Services agreement for additional project inspections. The motion carried unanimously. (e) Construction Testing Services

Mr. John Lett, Senior Project Manager, Kitchell CEM, presented the extended special inspection services agreement in the amount of $13,300 with Construction Testing Services for the Building 1300 addition/remodel project. Services by Construction Testing Services will include special inspection services due to the extended construction period (defective trusses). Moved by Trustee Honeychurch and seconded by Trustee Brown to approve Construction Testing Services agreement for additional project inspections. The motion carried unanimously. Academic and Student Affairs (f) Agreement Between Contra Costa Community College District and Solano Community

College District to Participate in Design It-Build It-Ship It Regional Workforce Development Initiative

Solano Community College District (SCCD) is in receipt of a Department of Labor Trade Adjustment Assistance Community College Career Training (TAACCCT) Initiative Grant in the amount of $1,281,000. The terms of the grant are October 1, 2012 – September 30, 2015. The focus of the TAACCCT workforce development grants include building regional capacity with industry, other colleges, and other workforce entities, working closely with industry to identify training and education priorities; identifying cohorts of students, developing curriculum and stackable certificates and articulating same; identifying and purchasing equipment and materials, and developing programs that produce completers and job ready students. This agreement is entered into between Contra Costa Community College District and SCCD who will work collaboratively with each other and other regional stakeholders to create the Design It-Build It-Ship It Regional Workforce Development Initiative funded under the U.S. Department of Labor’s TAACCCT. Moved by Trustee Thurston and seconded by Trustee Young to approve the Agreement between Contra Costa Community College District and Solano Community College District to participate in Design It-Build It-Ship It Regional Workforce Development Initiative. The motion carried unanimously.

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(g) Approval to Enter into Agreement with California State University, Sacramento to Furnish Non-Clinical Experience in an Internship Program

The School of Liberal Arts requests that the District enter into an agreement with CSU, Sacramento, which allows for continued opportunities for the College to have students from the University participate in directed observations via an Internship Program. The students from the University will work with our faculty, staff, and students as non-paid teaching assistants. It was noted that we have partnerships with Sacramento State in other areas, and this will continue that relationship, opening the doors for further opportunities such as we enjoy with Sonoma State University. Moved by Trustee Thurston and seconded by Trustee Honeychurch to approve the Agreement with California State University, Sacramento, to furnish non-clinical experience in an internship program. The motion carried unanimously. 10. INFORMATION/ACTION ITEMS – ACTION MAY BE TAKEN (a) Academic Affairs Reorganization Ms. Diane White, Interim Vice President, Academic Affairs, presented the Academic Affairs reorganization plan, with a proposed implementation date of July 1, 2013. The plan proposes increasing the total number of schools from four to five, i.e., Social and Behavioral Sciences added. Consequently, the addition of Coordinators and Department Chairs and Curriculum staff would be needed. There are some minor changes from the original draft that include leaving Journalism in the School of Liberal Arts; removing the Library from Liberal Arts and consolidating the Tutoring Services in the division of Social Sciences and Interdisciplinary Studies. The reorganization redistributes workloads for Deans to concentrate on specific disciplines. The funding is made possible through the savings generated from the reduction of Learning Management Systems costs. Moved by Trustee Young and seconded by Trustee Thurston to approve the Academic Affairs Reorganization as presented. The motion carried unanimously. 11. INFORMATION ITEMS – NO ACTION REQUIRED (a) 4CIS - Banner Consortium

Mr. James “Kimo” Calilan, Interim Director of Technology Services and Support, gave a PowerPoint presentation on the banner consortium.

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The 4CIS (California Community College Consortium Information Systems), a group of ten Districts which includes Feather River, Gavilan, Imperial, Santa Barbara, Sequoias, Siskiyous, Sierra, Taft, Cuesta, and Solano, was created with a goal to address each of the district’s increasing technological operational costs and lack of resources needed to efficiently manage their Enterprise Resource Planning (ERP) systems (Banner). The consortium in partnership with ellucian™ is developing a plan that will address these issues saving each participating district thousands of dollars as well as freeing up resources to focus on providing functional efficiencies. Technology Services and Support recommends the continued consortium participation of Solano Community College. Districts are financially unstable and our current technology structural model is not sustainable. Information Technology (IT) systems costs are high and rising with Enterprise Resource Planning (ERP) and Learning Management Systems (LMS) related systems the highest cost items, with no relief in the foreseeable future. The consortium plan is to consolidate technology from several colleges into one centralized ERP system achieving cost reductions and economies of scale while reducing the structural burden on each participating district. With this structure in place, the impact of regulatory changes, MIS reporting requirements, and software/hardware upgrades can be minimized and functional efficiencies enhanced. Solano Community College’s cost under the current configuration is $652,647 for participation in the data center, maintenance fees, application management (consulting) and training. Participation allows for shared talents and avoids potential pitfalls. This item will return to the Board for approval at the February 20, 2013, Board meeting. A full and complete copy of the PowerPoint presentation is available for review in the Office of the Superintendent-President and the Office of the Vice President of Finance and Administration. (b) 2012 Accountability Reporting for Community Colleges (ARCC) Report The ARCC is a legislated report produced by the California Community Colleges Chancellor’s Office (CCCCO) since 2007. The reports draws from data submitted by all state community colleges to present a series of demographic and performance measures. In addition to detailing some system-wide performance measures, the report mainly focuses on individual colleges. Peer grouping for the major performance indicators are also included to allow meaningful comparison. Dean Peter Cammish presented the data from the 2012 ARCC Report for Solano Community College. The presentation gave a brief background on ARCC and then focused on key areas of:

• Demographics and changes, in particular changes to age groups • Stability in key performance indicators of progress and persistence rates • Declines in ESL and Basic Skills completions and improvement rates • Comparison with peer group on key performance indicators

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A full and complete copy of the PowerPoint presentation is available for review in the Office of the Superintendent-President and the Office of Research and Planning. (c) Status Report on Program Review Professor Amy Obegi, Early Childhood Education, School of Human Performance and Development, gave an information status report on Solano College’s program review. The contents of her presentation included the program review process, a self-study template, curriculum development, assessment, and outcomes; study equity and success, program resources, and programmatic goals and planning. Dr. Laguerre commented that he went to the Senate and asked them to address program review because it wasn’t clearly linked to outcomes, which the ACCJC requires. Program review has three goals: maintain academic integrity and rigor, facilitate integrated long-range planning, and to provide continual program improvement. The ACCJC is paying close attention to program review which should mean we will be in much better shape when they come back to visit. (d) Middle College High School Presentation Dr. Shirley Lewis, Dean of the Vacaville Center, gave a presentation on Middle College High School programs. Middle or Early College High School programs provide an innovative, academic environment designed to serve motivated high school students with high potential for future academic and career success. The California State Legislature has declared Middle College High Schools to be highly effective collaborative efforts between local school districts and community colleges. In February 2012, planning groups were convened for the establishment Middle College High Schools in partnership with the Vacaville Unified School District and the Fairfield-Suisun Unified School District. The goal of Middle College High School is to identify at-risk high school students who are performing below their academic potential and place the students in an alternative high school located at a community college in order to reduce the likelihood that they will drop out of school before graduation. It also provides rigor and challenge to the advanced student with an increased access to a wider range of course options, college instructors, technology, resources, and facilities. Dr. Laguerre commented that after these two pilots move forward that the goal is to incorporate Benicia and Vallejo coming to Fairfield and Winters, Dixon, and Travis going to Vacaville. A full and complete copy of the PowerPoint presentation is available for review in the Office of the Superintendent-President and the Office of the Interim Vice President of Academic Affairs. (e) Associated Students of Solano College 2012-2013 Budget Dr. Jowel Laguerre, Superintendent-President, presented the Associated Students of Solano College (ASSC) 2012-2013 budget. Governing Board Policy 5515, Associated Students

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Finance, specifies that the ASSC budget shall be adopted as provided for in the Constitution of the ASSC and shall be presented to the governing Board for review and informational purposes. The total budget funds were reflected as follows:

Approved Budget 2011-12 Actual Budget 2011-12 Approved Budget 2012-2013 $159,572 $212,829 $286,884 (f) First Reading - Course Repetition Policy No. 6000 – Revised The Governing Board establishes and regularly reviews broad institutional policies and appropriately delegates responsibility to implement these policies. Revised Policy No. 6000, Course Repetition, which has been grossly out of date, has been reviewed by the Superintendent-President’s Cabinet and Board Policies and Procedures Adhoc Subcommittee, and properly vetted through the Shared Governance Council. The revised procedures are submitted for informational purposes only. This item will return for approval at the February 20, 2013, Board meeting (g) First Reading of Proposed Academic Calendars for 2014-2015 and 2015-2016 The proposed Academic Calendars for 2014-2015 and 2015-2016 have been recommended by the Academic Calendar Advisory Committee, and have received the endorsement of the Community College Association/California Teachers Association/National Education Association (CCA/CTA/NEA) bargaining unit in accordance with the collective bargaining agreement. The proposed calendars have also been reviewed by the Superintendent-President’s Cabinet, with recommendation to move forward as presented. This item will return for approval at the February 20, 2013, Board meeting. 12. ANNOUNCEMENTS Board President Chapman announced that the Board held their Retreat on January 30, 2013, at the Vacaville Center. It was well facilitated by Dr. Pam Fisher, who has always done a great job for the Board. This Retreat was for our new trustees, in particular, with information that will serve them well. Board President Chapman stated how sorry she was that Trustee Brown was unable to attend, but has since been provided with the materials provided by Dr. Fisher. Board President Chapman stated that she has not connected with Trustee Brown yet, but hopes to meet with her soon to go over the materials in more detail. Board President Chapman stated there was a question raised during the Retreat relative to the length of time recordings need to be kept. According to the Education Code, we remain in compliance.

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Board President Chapman asked the Board to watch their e-mails relative to possible dates to hold the next Board Retreat that will cover the President’s evaluation and Board self-assessment. Judy Spencer will be sending out dates that work for Dr. Pam Fisher and will ask for consensus of availability from the Trustees. 13. ITEMS FROM THE BOARD Trustee Brown advised she has a new e-mail address that can accommodate any volume of information. She stated that she is available any day that is picked for the retreat. Trustee Martin attended a fundraiser for the Solano County Food Bank and was able to work the event as well. Trustee Thurston reported that she attended the following College and community events: January 2013 09 – Forum presented by Congressman Mike Thompson and a panel of local experts on gun control legislation. Congressman Thompson has been appointed by Congresswoman Nancy Pelosi to head a taskforce on the subject. 10 – Suisun Redevelopment Oversight Committee. 20 – “Living the Dream” Dr. Martin Luther King, Jr., 12th Anniversary Program. Trustee Thurston was honored to accept the Lifetime Achievement Award for both herself and her late husband, Trustee Bill Thurston. Dr. Karen McCord and her committee are to be commended for an outstanding program. 26 – Tau Upsilon Omega Chapter of Alpha Kappa Alpha Sorority, Inc., 11th Annual Winter Gala Scholarship Fundraiser. Trustee Young was presented with their Community Person of the Year Award. 28 – California College League of California (CCLC) Legislative Conference in Sacramento. Trustee Thurston, Trustees Young, Martin, and Student Trustee Salazar were able to visit the following legislator offices to discuss our concerns about legislative issues affecting Solano Community College: Senator Lois Wolk, Assemblywoman Mariko Yamada, Assemblywoman Susan Bonilla, and Assemblyman Jim Frazier. It was a very productive day. 30 – Board Retreat held at the Vacaville Center. 31 – 30th Annual Meeting of the Solano Economic Development Corporation luncheon at the Hilton Garden Inn in Fairfield. The keynote speaker was Colonel Dwight Sones, Commander of the 60th Air Mobility Wing of Travis Air Force Base. February 2013 01 – League of Women Voters Meet Your Elected Officials night at Gallery 621 in Benicia, The event was very well attended by both citizens and elected officials. Trustee Young reported that she attended the following College and community events:

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January 2013 26 – Alpha Kappa Alpha Sorority, Inc., Tau Upsilon Omega Chapter’s 11th Annual Winter Gala Scholarship Fundraiser Mardi Gras in Monte Carlo. Trustee Young was the recipient of their 2013 Woman of the Year Award for Outstanding Community Service. The event was held at Rancho Solano County Club in Fairfield, California. 28 – California College League of California (CCLC) 2013 Legislative Conference in Sacramento. The them was, “Restoring the Promise.” The day started with a continental breakfast followed by a session where Senate President Pro Tempore Darrell Steinberg highlighted issues for the upcoming legislative year. The next session featured four legislative leaders key to shaping education policy in the State Legislature. The speakers were Senator Marty Block, Chair of Senate Budget Subcommittee on Education; Assemblymember Joan Buchanan, Chair, Assembly Education Committee; Assemblymember Kristin Olson, Vice Chair, Assembly Education Committee, and Assemblymember Das Williams, Chair, Assembly Higher Education Committee. After lunch, Trustees Martin, Thurston, and Young joined Student Trustee Salazar and visited the office of four legislators where they advocated against AB182 (changing paying off bonds from 40 years to 25); and they emphasized that K-14 and not K-12 should be part of the dialog when discussing Prop 30. 30 – SCCD Board Retreat. 31 – Attended 30th Annual Meeting of Solano Economic Development Corporation. The keynote speaker was Colonel Dwight Sones, Commander of the 60th Air Mobility Wing, Travis Air Force Base. The meeting was held at the Hilton Garden Inn. February 2013 06 – Attended CalRTA Solano County Division luncheon at Zio Fraedo’s Restaurant in Vallejo. 06 – Tutored mathematics to high school athletes at Vallejo High School. 06 – Attended and Chaired SCC Board Adhoc Audit Committee meeting held prior to tonight’s meeting. Student Trustee Salazar reported that the students are still in the planning stages of Cinco de Mayo Day. Student Trustee Salazar also expressed how much she enjoyed the opportunity to meet with the legislators in Sacramento at the CCLC Conference. Board President Chapman reported that she attended the Redevelopment Oversight Committee in Winters the afternoon of February 4, and the Vacaville City School Select Committee meeting in Vacaville that evening. Board President Chapman recessed the Board Study Session at 10:17 p.m. 14. CLOSED SESSION (a) Conference with Labor Negotiator Agency Negotiator: Charo Albarrán Employee Organization: CCA/CTA/NEA, CSEA, Operating Engineers—Local 39

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(b) Public Employee Discipline/Dismissal/Release (c) Public Employee Performance Evaluation

(All Contract Faculty)

(d) Conference with Real Property Negotiator Property: 2000 N. Village Parkway, Vacaville, California 95688 Negotiating Party: Jowel C. Laguerre, Ph.D. Negotiating Parties: Solano Community College District and Sierra Properties Under Negotiation: Price and Terms of Payment Board President Chapman called the Closed Session to order at 10:22 p.m. 15. RECONVENE REGULAR MEETING Board President Chapman reconvened the regular meeting at 10:32 p.m. 16. REPORT OF ACTION TAKEN IN CLOSED SESSION Board President Chapman reported that the Board held Conference with Labor Negotiator and CCA/CTA/NEA, CSEA, Operating Engineers—Local 39 in Closed Session, and no action was taken. Board President Chapman reported that the Board discussed Public Employee Discipline/Dismissal/Release in Closed Session, and no action was taken. Board President Chapman reported that the Board discussed Public Employee Performance Evaluations for all contract faculty in Closed Session, and no action was taken. Board President Chapman reported that the Board held Conference with Real Property Negotiator regarding property located at 2000 N. Village Parkway, Vacaville, California 95688 in Closed Session, and no action was taken. 17. ADJOURNMENT There being further business to come before the Board, the meeting was adjourned at 10:33 p.m. JCL:js BOARD STUDY SESSION MINUTES.02.06.13.FINAL

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_________________________________ APPROVED _________________________________ SARAH E. CHAPMAN JOWEL C. LAGUERRE, Ph.D. BOARD PRESIDENT SECRETARY SCCD Board minutes are summarized per SCCD Board Policy 1045 and 1046. To listen to the full deliberation of the Board, please contact the Office of the Superintendent-President within thirty (30) days

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ACADEMIC PROGRAM REVIEW COMMITTEE Solano Community College

Agenda – Monday, December 9, 2013

2:30-4:00pm Room 443

1. Approval of Minutes

2. Feedback on Spring 2014 program review handbook/template

3. Review of Self-Studies

a. Criminal Justice

b. Occupational Education

c. TV/Film

Training will be held for programs undergoing review on the mandatory flex day, January 10th.

Next semester all meetings will be from 2:30-4:00pm on Mondays in Room 443

Dates are:

January 27th

February 10th

February 24th

March 10th

March 24th

April 28th

May 12th? (if necessary)

PA-E3.9.10

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SPRING 2014 STAFF DEVELOPMENT FLEX CAL ACTIVITIES

UPDATED 12/18/13

Thursday, January 9 (optional day) Friday, January 10 (required day)

Tuesday, February 18 (optional day)

Images by Mary Weidig Courtesy of SCC Photography Dept.


Human Resources Department 360 Campus Lane

Fairfield, CA 94534-3197 (707) 864-7169

http://www.solano.edu

Workshops are first-come, first-served!

Faculty Participation - Full-time faculty are required to attend four campus in-service days and contract for the remaining six days in either optional workshops or individually planned activities. Adjunct faculty may participate in on- and off-campus in-service activities with approval of immediate supervisor for the number of hours equal to their weekly assigned hours for the semester and will be reimbursed for their participation at their hourly rate of pay. Staff Participation - Classified and management staff are strongly encouraged to attend flex workshops and staff development activities. Released time should be arranged with their immediate supervisor. Small Group/Individual Projects/Student Info Tables - Prior approval from the Dean is necessary for this option. Faculty may use up to six optional flex cal hours per day on optional days to work on curricular activities.

cs: 12-18-13

PA-E3.9.11

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UPDATED 12/18/13

Images by Sheila Williams Courtesy of SCC Photography Dept.

THURSDAY, JANUARY 9, 2014

(Optional Day—6 hours)

9:00 a.m. -12:00 p.m. (3 hours optional flex credit), Building 1400, Room 1421 Academic Senate meeting, Susanna Gunther, Academic Senate President

9:00 a.m. - 12:00 p.m. (3 hour optional flex credit) Building 1500, Room 1526/Capacity 40 Math Basic Skills Workshop, Math Faculty Basic Skills Instructors will make presentations based on their recent conference attendance to share best practices in Basic Skills Math. Recent SLO assessments will be analyzed and discussed. Finally, the group will create goals for the coming semester.

10:00 a.m. – 12:00 p.m. (2 hours optional flex credit) Building 800, Room 804/Capacity 54 EEO/Selection Committee Training, Human Resources (RSVP to Eileen X 7169) This workshop is designed to familiarize hiring committees charged to hire new staff and faculty with procedures related to areas of selection, diversity, Title V, and Equal Employment Opportunity (EEO) guidelines. Anyone who wishes to serve on a hiring committee must have this training.

10:00 a.m. – 12:00 p.m. (2 hours optional flex credit) Building 700, Room 705/Capacity 55 Improving Students' Writing in Science Courses, Jack Shouten, English Professor and Brad Paschal, Biology Professor This workshop is intended for English and biology faculty to discuss student writing in biology courses.

12:00 p.m. - 5:00 p.m. (5 hours optional flex credit) Vacaville Center, conference room 232 Joint Meeting of the Student Equity Committee and Equity and Inclusion Advisory Council: Seminar on diversity and equity. This session is for committee members only.

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12:00 p.m. – 1:30 p.m. Building 1400, Back half of the Cafeteria CSEA luncheon, RVSP to Lisa Raquel @ ext. 4615 or [email protected]

1:00 p.m. – 4:00 p.m. (3 hours optional flex credit), Building 1400, Room 1421 Academic Administrators and Academic Senate Meeting, Susanna Gunther, Academic Senate President

1:00 p.m. – 3:00 p.m. (2 hours optional flex credit) Building 800, Room 804/Capacity 54 Sexual Harassment Workshop, Human Resources (RSVP to Eileen at X 7169) This workshop will meet the requirements of AB 1825, which requires community college employers to provide harassment prevention training and education to their new supervisory employees within 6 months of hire/promotion and to their current supervisory employees every two years. Faculties that have supervision over students are required to attend every two years, as well. Everyone is encouraged to attend this training as we all have interactions with faculty, staff, and students. This workshop provides information on how best to avoid liability based on alleged sexual and other forms of harassment, discrimination and retaliation in colleges. The focus of the workshop is practical, and includes discussions of hypothetical, but realistic, fact situations. This workshop will address harassment, discrimination, and retaliation between:

Employees & Employees

Employees & Students

Students & Students

Supervisors & Employees

1:00 p.m. – 3:00 p.m. (2 hr. optional flex) Building 400, Room 446/Capacity 36 CalSTRS Retirement Workshop Charlene Bode, Benefits Counselor.

Client outreach and guidance.

1:00 p.m. - 2:00 p.m. (1 hour optional flex credit) Building 400, Room 444/Capacity 36 i>clickers: How I use them to teach Chemistry, Kathleen Conrad, Adjunct Chemistry Instructor

Using "clickers" in class is a great way to keep students interested and engaged during lectures, promote group interaction and learning, and a way to quickly assess student understanding of the concepts and materials presented in class. You can even use them to assess SLO's! An overview of how to set-up your lecture to use clickers using the FREE instructor kit given by the publisher (Macmillan), sample clicker questions (including how to take attendance using clickers), and how to view and immediately access student responses will be given. And no - you do NOT need to get IT involved! The system is "self-contained" using a base unit and memory stick that works with either your laptop or the campus computers.

1:00 p.m. – 3:00 p.m. Building 400 Room 445/Capacity 42 Understanding your CalPERS Rights & Rewards, Nadine Franklin, Sr. Member Benefits Coordinator, CSEA If you are part of CalPERS you need to know how the system works, what benefits are available while you are employed and how to protect your retirement funds if you leave your current employment. You will learn what information CalPERS uses to calculate your retirement and how to find out if your contributions are correct so you will receive the maximum monthly retirement to which you are entitled. You will also learn what your beneficiary will receive if you are deceased before or after retirement. Your Social Security coordination with CalPERS will also be discussed. This fast paced seminar is packed with important information for employees of all ages. Booklets will be distributed and questions will be answered.

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CANVAS TRAINING. All workshops in Building 500, Room 503/Capacity 32

Priority seating will be given to faculty planning to teach in Canvas in Fall semester 2014. 10:00 a.m. - 11:00 a.m. (1 hour optional flex credit) RSVP to Dale Crandall-Bear, DE Coordinator

at [email protected] by Monday, Jan. 6 at 4:00 pm. Canvas Training Workshop 1: Getting Started in Online Teaching with Canvas

Topics covered: 1.1 What is Canvas? 1.2 Overview of the Canvas Workspace (from eCollege to Canvas) 1.3 Personalizing Canvas 1.4 Setting Up a Course Shell 1.5 Creating and Organizing Content As part of this workshop, participants will be enrolled in an online Canvas course shell for follow-up activities.

11:00 a.m. - 12:00 p.m. (1 hour optional flex credit) RSVP to Dale Crandall-Bear at Dale.Crandall-

[email protected] by Monday, Jan. 6 at 4:00 pm. Canvas Training Workshop 2: Building an Effective Online Course in Canvas,

Topics covered: 2.1 Using the Communication Tools 2.2 Creating & Managing Assignments 2.3 The Learning Outcomes Tool 2.4 Working with the Gradebook / Giving Feedback / Speed Grader As part of this workshop, participants will be enrolled in an online Canvas course shell for follow-up activities.

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1:00 p.m. - 2:00 p.m. (1 hour optional flex credit) RSVP to Dale Crandall-Bear at Dale.Crandall-

[email protected] by Monday, Jan. 6 at 4:00 pm. Canvas Training Workshop 3: Creating Interactive, Engaging Online Learning Environments

3.1. Strategies for Engaging & Retaining Students in Online Courses 3.2 Creating an Interactive Learning Environment 3.3 Groups and Collaborations 3.4 Mobile Apps

2:00 p.m. - 3:00 p.m. (1 hour optional flex credit) RSVP to Dale Crandall-Bear at Dale.Crandall-

[email protected] by Monday, Jan. 6 at 4:00 pm. Canvas Training Workshop 4: DE Guidelines / ADA-508 / Student Support Services

4.1 Overview of DE Guidelines (ACCJC & Chancellor’s Office) 4.2 ADA Guidelines; 508 Compliance & Best Practices 4.3 Student Support Services for Online Education

ADJUNCT SUPPORT CENTER-Adjunct Faculty Forum and Support Center Kickoff 6:00 p.m. – 8:00 p.m. (2 hours optional flex credit) Building 100, Library Rotunda

Adjunct Faculty Forum, Master of Ceremonies, Nick Perrone, Adjunct History Professor Agenda:

Tour of Adjunct Support Center

Update on: Rehire Rights, Salary Increases, and Other Adjunct Issues

Dinner and Refreshments

Guests: Superintendent/President Jowel Laguerre; IVP Diane White; CTA President James DeKloe

CTA Membership Forms Available for New Adjunct Faculty

FRIDAY, JANUARY 10, 2014 (Required Day—6 hours)

8:00 a.m. – 9:00 a.m. (1 hour optional flex credit) Building 1400, Cafeteria

Lite Breakfast, Sponsored by S/P office

Breakfast will include Presidential awards and recognize 10, 15, 20 yrs. of service for employees.

(2.5 hours required flex credit 9:15 a.m. – 12:00 p.m.) These activities are in Building 1200, Theater

9:15 a.m. – 9:25 a.m. Welcome, Janene Whitesell, Speech Professor

9:25 a.m. – 9:45 a.m. State of the College, Dr. Jowel Laguerre, Superintendent-President

9:45 a.m. – 10:00 a.m. Q & A with the Superintendent-President, Dr. Jowel Laguerre

10:00 a.m. – 12:00 p.m. Student Success Discussion-“Conversations That We Don’t Have But Should” 10:00-10:10 Introduction to the Student Success Initiative (SB1456) 10:10-10:30 TED TALK on Student Success 10:30-11:30 Breakout sessions: discussions about what our faculty/staff can do to help our students succeed. 11:30-12:00 Reassembly to share ideas and suggestions

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UPDATED 12/18/13

12:00 p.m. – 1:00 p.m., Building 1400, Cafeteria

All College Lite Lunch, Sponsored by S/P office

(3.5 hours required flex credit 1:00 p.m. – 4:30 p.m.)

1:00 a.m. – 2:00 p.m. Building 1500, Room 1530/Capacity 42 The Brain that is Doing is the Brain that is Learning, Danielle Widemann, Geology Professor The OnCourse Workshop taught me new skills to make my classroom more interactive. Students really do need to be interactive to learn. I was excited to see the students' scores improve and they really did! I will work with you on some of the methods through classroom simulations. Hopefully, you will leave with some new ways to teach a concept that you can use in your classroom next semester.

1:00 p.m. – 2:00 p.m. Building 400, Room 446/Capacity 36 Academic Calendar Development Workshop, Barbara Fountain Director, Admissions & Record Hate the calendar? Confused by the calendar? Angry about the calendar? Join us for this workshop to learn the regulations that guide the development of the calendar as well as local challenges that contribute the final product. Get your questions answered. Contribute your ideas for improvement. This workshop will be recorded & will be available online. This will be offered again next semester also.

1:00 p.m. - 2:00 p.m. Building 700, Room 713/Capacity 55 Accreditation: What is next for SCC? SCC Accreditation: How to Stay off Warning, Probation, and All ACCJC Sanctions, Annette Dambrosio, Accreditation Coordinator

SCC has struggled off and on for the last few years to get off sanctions. What can we do to break the "on sanction" cycle and ensure compliance with SCC standards? Attend this session and voice your ideas. Our Self Study is on the horizon and we need all reasonable ideas!

1:00 p.m. - 2:00 p.m. Building 800, Room 812/Capacity 55 Program Review Training for the School of Social and Behavioral Sciences, Counseling and ½ School Math and Sciences, Amy Obegi, Child Development and Family Studies Professor; Peter Cammish, Dean Research and Planning; Pei-Lin Van’t Hul, Lead Research Analyst This workshop is designed for faculty who will be undergoing Program Review during the 2014-2015 academic year. We will discuss the process, review the self-study template, and discuss data collection.

2:00 p.m. – 3:30 p.m. SLO and PLO Departmental Discussions.

Career Technical Education & Business, Building 500, Room 505 Counseling/DSP&S/Special Services, Building 400, Room 445 Human Performance & Development, Building 1700, Room 1746 Liberal Arts, Building, 800, Room 812 Math/Science, Building 300, Room 308 Social and Behavioral Sciences Building 700, Room 703 School of Health Sciences Room Building 800, Room 807b

3:30 p.m. – 4:30 p.m.

School Meetings Career Technical Education & Business, Building 500, Room 505 Counseling/DSP&S/Special Services Building 400, Room 445 Human Performance & Development Building 1700, Room 1746 Liberal Arts Building 800, Room 812 Math/Science Building 300, Room 308 Social and Behavioral Sciences Building 700, Room 703 School of Health Sciences Building 800, Room 807b

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From: Amy ObegiSent: Tuesday, January 14, 2014 1:12 PMTo: $MATH-SCIENC-DIV; $SOCIAL-BEHAVIORAL-SCIENCES-DEPT; $COUNSELING-REG; Nursing; $HUMAN-

PERFORM&DEV-DEPTCc: Susanna Gunther; Connie Adams; Peter Cammish; Pei-Lin Van't Hul; Lily Espinoza; Barbara Pavao;

Zhanjing Yu; Salvador Codina; Diane White; Roger Clague; Annette DambrosioSubject: Program Review Template and InformationAttachments: Program Review Handbook 2014-2015.docx; WASC Rubric Assess Prog Learn Outcomes Sep 08.pdf;

ECEHUDVStudent Survey.docx; EMPGOALS AND STRATEGIES_2nd Revised Draft_1 7 14.pdf

Good Afternoon,It was a pleasure to see you at the Program Review Flex training on Friday. I wanted to follow up with the Program Reviewtemplate in electronic format so that when you start writing your self-studies, you can type directly into the word document. Iam also attaching a few other documents that might be helpful as your program starts to plan for the self study:

1) The WASC Rubric for program level outcomes. This can provide some insight into what accreditation is looking for interms of how we create, assess, and let student’s know about our PLOs.

2) The student survey ECE/HUDV used to get student feedback. This is not meant as a template you must use, but just anexample of how one program obtained student feedback. As mentioned in the training, Peter will be creating a generalelectronic college-wide survey that could be utilized. If you want to personalize a survey, a program may also considermaking a survey that could be used with a scantron.

3) The Educational Master Plan goals and strategies. I know Diane just sent these out last week, but as I was reviewingthem, it struck me how many of these college-wide plans could potentially be individual programmatic goals. I thoughtthey might be a discussion piece for faculty.

Peter, Pei-Lin and I will be holding additional trainings and program review office hours this semester. We will let you know thedates and times as we establish them. We will also be posting completed program reviews that could be used as samples on theCollege website when they are ready.

As a reminder, not all programs included in this email will be going through program review this cycle. We will be reviewing thefirst half of math/science. I believe: Astronomy, Biology, Biotech, Chemistry, Engineering, Geography, and Horticulture. Theentire school of Social and Behavioral Sciences (minus Human Services because they have already done it), Kinesiology, Dance,Nutrition, the two academic programs that fall under counseling: Interdisciplinary Studies (I/S) and University Studies (U/S) academicprograms, and nursing (though their self-study will likely be abridged, supplemental to their BRN report).

Please let me know if you have questions. The goal is that this a faculty driven process, where programs can collectively analyze their programsand together create goals for their program.

My Best,Amy

Amy Obegi, MSChild Development and Family Studies InstructorAcademic Program Review Faculty CoordinatorSolano College4000 Suisun Valley RoadFairfield, CA 94534(707) 864-7000 x. [email protected]

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PA-E3.9.12

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PROGRAM REVIEW HANDBOOK & SELF-STUDY TEMPLATE

2014-2015

PA-E3.9.13

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CONTENTS

Introduction --------------------------------------------------------------------------------------------------- 1

Program Review Process ----------------------------------------------------------------------------------- 2

Program Review Document Rubric ---------------------------------------------------------------------- 5

Self Study Rubric for Academic Program Review ---------------------------------------------------- 6

Abridged 2 year program reviews for Career Technical Education Programs ---------------- 7

Self-Study Template ----------------------------------------------------------------------------------------- 8

Curriculum Development, Assessment, and Outcomes --------------------------------------------- 10

Student Equity & Success --------------------------------------------------------------------------------- 13

Program Resources ---------------------------------------------------------------------------------------- 14

Programmatic Goals & Planning ------------------------------------------------------------------------ 14

Signature page ----------------------------------------------------------------------------------------------- 16

Finding Data for Self-Study ------------------------------------------------------------------------------ 17

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INTRODUCTION

At Solano Community College (SCC), program review has three essential goals:

To maintain academic integrity and rigor;

To facilitate integrated, long-range planning;

To provide continual program improvement.

Both the California Education Code and Accrediting Commission for Community and

Junior Colleges (ACCJC) describe the purpose and essential features of program review. The

California Education Code states: “The segments of higher education are encouraged to improve

the quality of undergraduate education as a central priority of California’s public colleges and

universities” (Ed Code #66050). Standard I of the code recommends that an institution use

“analysis of quantitative and qualitative data and analysis in an ongoing and systematic cycle of

evaluation, integrated planning, implementation, and re-evaluation to verify and improve the

effectiveness by which the mission [of the institution] is accomplished.” In addition, Standard II

states that instructional programs be “systematically assessed in order to assure currency,

improve teaching strategies, and achieve stated student learning outcomes.”

In 2012 and 2013, the process of program review was revised to align more closely with

ACCJC accreditation standards, increase accountability, and integrate with the budget and

planning process. In May 2012, the Academic Senate established the Academic Program Review

Committee. This committee is responsible for reviewing all programs and providing support to

faculty tasked with completing program review. The Academic Program Review Committee

works closely with the Office of Institutional Research and Planning to provide current data to

the faculty of programs under review, to create and analyze student surveys, and in the future to

support a manageable system for data entry and retrieval.

Program review at SCC is intended to provide faculty members an opportunity for self-

reflection, review, and assessment. Program review is also intended to be central to the college’s

overall planning, becoming the basis for goal setting, resource allocation, and needs assessment.

Finally, program review will make visible and accessible to all interested parties the evidence

that demonstrates fulfillment of accreditation standards.

Program review follows a five-year cycle wherein all of a school’s programs are

reviewed over the course of one year. The process consists of two components: formal reporting

and review. Faculty complete a comprehensive self-study every five years as well as an annual

status report, which addresses progress made on recommendations identified in the previous

program review cycle. In addition, Career Technical Education Programs (CTE) will submit an

abridged program review every two years to meet Perkins funding requirements. Program review

self-studies are created collaboratively with program faculty and then reviewed by the school

dean. The dean submits the report to the Academic Program Review Committee with a narrative

of their feedback on the self-study and programmatic needs. The Vice President of Academic

Affairs and the Superintendent/President provide the final reviews and comments. Approved

reports are submitted to the board and then posted on the Solano College website.

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PROGRAM REVIEW PROCESS

Preparation

The Academic Program Review Committee Chair will notify the dean of the school the

year prior to the review. Each program will designate a committee from their faculty to produce

a self-study report. Time spent on program review writing can be utilized as optional flex-cal

credit. Adjunct faculty will be paid for time spent writing program reviews when there are no

full-time faculty members in the department (see Office of Academic Affairs for exact hours

allotted and time sheets). When full-time faculty members are present in the program, adjunct

faculty can be paid for up to three hours for their contributions to the self-study.

Trainings

Early in the semester prior to the review year, a self-study training will be held. This

meeting will be facilitated by the Academic Program Review Coordinator and the Office of

Research and Planning. Instructions for accessing data will be provided and writers will be

walked through the self-study process. The Academic Program Review Committee members and

school deans will be available subsequently to answer questions and provide support to self-

study committees.

Self-Study Report

A self-study report is completed every five years and addresses the program’s

performance as it relates to the college’s mission and strategic goals, curriculum development,

student success, program resources, and long-range planning. The report draws on qualitative

and quantitative data relevant to the program. To assist the Academic Program Review

Committee in providing sound feedback to the program, careful attention should be given to the

quality of writing and the adequacy of documentation, so that the self-study accurately reflects

the areas of strength and struggle for the program.

The self-study committee will collect and analyze data for the self-study, dividing work

as appropriate. The self-study will include an examination of data from the Office of Institutional

Research and Planning, a student survey, and responses to questions from the self-study template

(discussed below). The project should be a collaborative effort, so that the work doesn’t fall

solely on one faculty member, and so that the report reflects the collective assessment of the

program.

The suggested timeline for the self-study is as follows. The dean may ask for status

reports based on these benchmarks.

Spring the semester prior to the review year:

Train programs about the self-study process.

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Programs form self-study committees.

Create and administer a student survey.

Decide how to divide tasks and calendar meetings for fall.

Gather evidence that will aid in report writing (advisory meeting minutes, labor market

data, etc.).

Collect and begin to analyze data, complete Sections 1.1 and 1.2

Fall semester year of review:

Beginning of September – completion of sections 1.3-1.6.

Middle of October – completion of sections 2.1-2.19.

Middle of November – completion of sections 3.1-3.4 & 4.1-4.5.

End of semester – completion of sections 5.1-5.2

Spring semester year of review:

Beginning of term, draft disseminated to program faculty for review and feedback.

Create a signature sheet where faculty can state that they have read and concur with the

self-study report.

Self-study reports should be completed by the 1st Monday in February, with some

flexibility depending on programmatic need. The self-study should be submitted with the

signature sheet from faculty (all full-time faculty and as many adjunct faculty as is feasible).

Relevant evidence should also be attached (not raw data but items like a copy of the student

survey, advisory meeting minutes, etc.). The dean will review the report and write a narrative

that provides his or her feedback and or assessment of the self-study including the principle

strengths and needs of the program. The dean will begin submitting self-studies to the Academic

Program Review Committee by the third Monday in February. Please note programs are always

able to turn in their reports before the February deadline. Particularly if programs are trying to

expedite requests for programmatic change, wish to hire new faculty, etc. they may submit the

self-study in the fall before the strategic proposal or faculty hiring request deadlines.

The Academic Program Review Committee will review self-studies utilizing two rubrics

(attached). The first rubric addresses the completeness of the document and the self-study rubric

tracks progress toward “Sustainable Continuous Program Improvement.” It is not the expectation

that all programs are immediately at this level, but that through short and long term planning,

programs are working toward this goal. The Academic Program Review Coordinator will

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compile the feedback from the committee and submit a report and the two rubrics to the program

faculty and dean. It is then up to the program faculty to decide if they want to integrate this

feedback into their self-study and potentially adjust their short and long term goals. The program

should return the self-study to the Academic Program Review Coordinator, who will in-turn pass

it on to the Vice President of Academic Affairs for review.

The Vice President of Academic Affairs will review the findings of the Academic

Program Review Committee, the Dean’s narrative, and the self-study and issue an “accept”

“revise” or “reject” decision regarding the self-study report. If an “accept” is issued, the

document will be forwarded to the Superintendent/President for signature. It will be returned to

the Academic Program Review Committee for signature by the APR Coordinator and the

Academic Senate President. Finally, it will be submitted to the Solano College Governing Board

and then posted on-line.

If a “revise “or “reject” is issued regarding the self-study, the Vice President will meet

with the Academic Program Review Committee to discuss the basis of the decision. A meeting

will be set up with the dean of the school and the program faculty to address the findings and

make an action plan (if applicable). Lead writers and deans can submit a written rebuttal to the

VP’s findings. Once changes have been completed, the self-study will be returned to the

Academic Program Review Committee, and then forwarded to the VP and the

Superintendent/President for signature. It will be returned to the Academic Program Review

Committee for signature by the APR Coordinator and the Academic Senate President. Finally, it

will be submitted to the Solano College Governing Board and then posted on-line.

Follow-up Report

Every year programs will be required to submit a follow-up report to the dean. The report

shall address the status of programmatic goals and any new updates or goals. The goals can be

submitted as “projects” to input into the Institutional Research and Planning Database. The

follow-up report will be forwarded to the Vice President of Academic Affairs.

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PROGRAM REVIEW DOCUMENT RUBRIC

Program:

Rank Structure &

Organization Content Evidence Assessment Vision

Absent

Template not

followed Missing sections No evidence No assessment No next steps

Needs

Improvement

Information not

organized clearly

or succinctly

All sections

reported, but

information is

minimal

Evidence lacking

in relevance

Assessments do

not follow from

evidence

Initiatives are

unrealistic or

unfounded

Good

Information

follows the

template

Sections reported

completely

Evidence used

appropriately

Assessment

follows from

the evidence

Initiatives are

realistic

Exceptional

Information well

organized Complete,

thoughtful

Evidence shows

variety of types

and from several

sources

Assessment

complete

including gap

analysis

Initiatives

connect with

entire campus

vision and

mission

Comments:

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SELF STUDY RUBRIC FOR ACADEMIC PROGRAM REVIEW Attributes

Levels of

Implementation

Program Mission and

Planning

PLOs and SLOs Curricular Offerings Co-curricular

Activities &

Community

Integration

Student Success Resources: Human,

Equipment &

Facilities

Undeveloped No program mission or long range plans

established

PLOs, SLOs and/or

curriculum map

not published

Curricular offerings are not adequate to

meet programmatic

needs; efforts have not been taken to update

offerings

Program has not made efforts to link

with student services

or community

Data has not been gathered about

student success

Inadequate resources to meet programmatic

needs. Plans do not

identify or address needs.

Awareness Working toward a

clear program mission and considering future

plans for program development

PLOs and SLOs

are written and published.

Curriculum map has been

developed

Program aware of

curricular needs; steps have not been taken to

rectify problem areas

Advertises campus

and/or community events related to the

program. Maintains some links to the

community

Data about student

success exists but has not been

sufficiently analyzed.

Programmatic needs

are identified, but are insufficiently met.

Plans made to bridge some gaps in

resources.

Development Clearly defined

program mission that is in line with the

college’s mission.

CTE programs hold some advisory

meetings and feedback

is utilized by program

Most PLOs and

SLOs have been assessed, with

some linking to

program plans/goals.

Plans do not

identify or sufficiently

address some

gaps

Program curriculum is

analyzed for effectiveness and steps

are being taken to

strengthen offerings

Program is involved

in some co-curricular and community

activities, and is

actively planning further endeavors

Data is analyzed to

determine trends in student success,

leading to some

recommendations to address those trends

Programmatic needs

are mostly met by resources; plans have

been put in motion to

bridge gaps

Proficiency Most Educational Master and past

program review

recommendations are being addressed.

Program has goals for

future linked to mission; CTE

programs hold twice

yearly advisory meetings

All PLOs and SLOs have been

assessed, mostly

linked with programmatic

planning.

Understanding of gaps and action

planned to

address gaps

Curriculum is satisfactory and

current for

programmatic needs. Faculty analyze the

efficiency of offerings

and make adjustments when necessary

Program actively supports co-

curricular and

community partnerships.

Regularly-scheduled

activities foster community ties and

address needs.

Data used to make changes in

programs to

improve student success; planned

actions lead to

documented results.

Resources are sufficient for current

programmatic needs;

ongoing planning to address future needs

Sustainable

Continuous

Quality

Improvement

Educational Master

Plan and past program

review recommendations are

continually analyzed

and acted upon. Program’s mission is

integrated in planning

and there is a clear vision for the future.

Community feedback

from advisory meetings is an integral

part of planning.

Data from SLOS

and PLOs are

regularly analyzed by all

faculty to

collaboratively make

programmatic

changes

Curriculum is

routinely analyzed to

assess content, rigor, prerequisites,

sequencing, and

efficiency in scheduling (time,

location, modality,

etc.). Faculty keep current on articulation

agreements and state

mandates for curriculum

Co-curricular

activities are an

integral part of the program. The

program maintains

links to the community and

adjusts activities and

efforts based on student and

community needs.

Success rates for

students in the

program are regularly analyzed

and action is taken

to equalize student success; results are

analyzed for

continuous assessment. CTE

programs routinely

assess adequacy of workforce

preparation.

Resources are sought

and allocated based on

regular assessment of needs, student

learning, and expected

benefits.

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ABRIDGED 2 YEAR PROGRAM REVIEWS FOR CAREER TECHNICAL EDUCATION

PROGRAMS

In addition to the regular five-year cycle of comprehensive self-studies, Career Technical

Education Programs will be required to complete an abridged program review every two years to

meet Perkins requirements. These abridged reviews should be submitted directly to the school

dean and the dean of CTE/Business (if not the same) by October 1st.

The abridged review should include:

Program introduction – A one to two paragraph introduction to the program including

any significant programmatic changes that took place in the last two years;

Curriculum analysis – Completion of sections 1.3 (Enrollment), 2.9 (Course offerings),

2.12 (Fill rates), 2.13 (Course sequencing if applicable), and 1.6 (Future outlook

including labor market data);

PLO/SLO review - Ensure PLO and SLO assessments are up-to-date. Respond to

sections 2.3 and 2.8;

CTE industry analysis – Assess whether students are gaining employment upon

completion of coursework. Respond to 3.4 (Career technical programs);

Advisory Meeting Minutes – Describe membership on the advisory committee and

summarize recommendations from committee meetings. Attach minutes (2 meetings per

year since last program review);

Perkins Funding – Provide a summary of how your program has utilized Perkins

funding received over the last two years as far as program improvement, curriculum

development, and/or professional development.;

Planned Action – Include any new short/long term goals based on current analysis of

data, industry changes/recommendations, etc.

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SELF-STUDY TEMPLATE

1.1 Introduction. Introduce the program. Include the program’s catalogue description, its

mission, the degrees and certificates offered, and a brief history of the program. Include the

number and names of full-time faculty, adjunct faculty, and classified staff. Discuss any recent

changes to the program or degrees.

1.2 Relationship to College Mission and Strategic Goals. Describe the program’s relationship to

the overall mission of the college: “Solano Community College educates an ethnically and

academically diverse student population drawn from our local communities and beyond. We are

committed to help our students to achieve their educational, professional and personal goals

centered on thoughtful curricula in basic skills education, workforce development and training,

and transfer level education. The College accomplishes this three-fold mission through its

dedicated teaching, innovative programs, broad curricula, and services that are responsive to the

complex needs of all students.”

Using the matrix provided in Table 1, describe which of SCC’s Strategic Directions and Goals

the program supports. Address only the goals relevant to the program. Limit evidence to one

paragraph per objective.



Obj. 1.1 Create an environment that is

conducive to student learning.

Obj. 1.2 Create an environment that

supports quality teaching.

Obj. 1.3 Optimize student performance on

Institutional Core Competencies

Goal 2: Maximize Student Access &

Success Program Evidence

Obj. 2.1 Identify and provide appropriate

support for underprepared students

Obj. 2.2 Update and strengthen

career/technical curricula

Obj. 2.3 Identify and provide appropriate

support for transfer students

Obj. 2.4 Improve student access to college

facilities and services to students

Obj. 2.5 Develop and implement an

effective Enrollment Management Plan

Goal 3: Strengthen Community

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Connections Program Evidence




Obj. 4.1 Develop and manage resources to

support institutional effectiveness

Obj. 4.2 Maximize organization efficiency

and effectiveness

Obj. 4.3 Maintain up-to-date technology to

support the curriculum and business

functions.

1.3 Enrollment. Utilizing data from Institutional Research and Planning, analyze enrollment

data. Include the number of sections offered, the full-time equivalent enrollment (FTES) for each

semester since the last program review cycle, and the number of declared degree seekers in the

program. Compare the enrollment pattern to that of the college as a whole, and explain some of

the possible causal reasons for any identified trends.

1.4 Population Served. Utilizing data obtained from Institutional Research and Planning, analyze

the population served by the program (gender, age, and ethnicity) and discuss any trends in

enrollment since the last program review. Explain possible causal reasons for these trends, and

discuss any actions taken by the program to recruit underrepresented groups.

1.5 Status of Progress toward Goals and Recommendations. Report on the status of goals or

recommendations identified in the previous educational master plan and program review.



1.

2.

3.

4.

5.

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Program Review Recommendations (Previous

Cycle)

Status

1.

2.

3.

4.

5.

1.6 Future Outlook. Describe both internal and external conditions expected to affect the future

of the program in the coming years. Include labor market data as relevant for CTE programs

(limit to one page or less).

CURRICULUM DEVELOPMENT, ASSESSMENT, AND OUTCOMES

Program Level Outcomes

2.1 Using the chart provided, list the Program Level Outcomes (PLOs) and which of the “core

four” institutional learning outcomes (ILOs) they address. In the same chart, specifically state (in

measurable terms) how your department assesses each PLSO. For example, is there a capstone

course (which one), is it completion of a series of courses (list), is it a passing grade on certain

assignments that are universally given (list), passing a licensing exam, completing a portfolio,

etc.


Program Level Outcomes ILO (Core 4) How PLO is

assessed

1.

2.

3.

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2.2 Report on how courses support the Program Level Outcomes at which level (introduced (I),

developing (D), or mastered (M))

Table 5. Program Courses and Program Level Outcomes

Course PL01 PL02 PL03 PL04

2.3 Utilizing table 6, describe the results of the program level assessments and any

changes/planned actions made based on the outcomes of program level student learning

assessments. Results should be both quantitative and qualitative in nature, describing student

strengths and areas of needed improvement. Action plans should be specific and link to any

needed resources to achieve desired results.

Table 6. Program Level Assessments

Program Level

Outcomes

Date(s)

Assessed Results

Action

Plan

1.

2.

3.

2.4 Describe any changes made to the program or courses that were a direct result of program

level assessments.

Student Learning Outcomes

2.5 Describe the current status of SLOs in your program. Are SLOs being updated as necessary,

are they being assessed yearly? Are assessment results driving course level planning? If

deficiencies are noted, describe planned actions for change. Address how courses with multiple

sections have been aligned so that a common tool is utilized to assess student learning outcomes;

describe any steps taken to standardize measures.

2.6 Review the course level SLOs completed by the program in the last year to ensure accuracy

of information provided (core four, level of mastery, assessment tool, etc.). Note if any changes

are needed.

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2.7 Describe any changes made to the program or courses that were a direct result of student

learning outcomes assessments.

Curricular Offerings

2.8 Course offerings. Attach a copy of the course descriptions from the most current catalogue.

Describe any changes to the course offering since the last program review cycle (course content,

methods of instruction, etc.) and provide rationale for deletion or addition of new course

offerings. Also state whether a transfer degree has been establish in accordance with SB 1440.

Include a discussion of courses offered at Centers (Vacaville, Vallejo, Travis) and any plans for

expansions/contraction of offerings at the Centers.

2.9 Fill rates/Class size. Based on data from ITRP, discuss the trends in course fill rates and

possible causes for these trends (include comparison/analysis of courses by modality if

applicable). Address how the size of classes affects courses and if there are any necessary

adjustments to course classroom maximums. If there are courses that are historically under-

enrolled, discuss strategies that might increase enrollment.

2.10 Course sequencing. Report on whether courses have been sequenced for student

progression through the major, how students are informed of this progression, and the efficacy of

this sequencing. Report on whether curriculum is being offered in a reasonable time frame (limit

to one or two paragraphs).

2.11 Basic Skills (if applicable). Describe the basic skills component of the program, including

how the basic skills offerings prepare students for success in transfer-level courses. Analyze

courses with prerequisites and co-requisites, and whether this level of preparation supports

student success.

2.12 Student Survey. Describe the student survey feedback related to course offerings. In terms

of the timing, course offerings, and instructional format, how does what your program currently

offer compare to student responses?

2.13 Four-year articulation (if applicable). Utilizing the most current data from the articulation

officer, and tools such as ASSIST.org, state which of your courses articulate with the local four

year institutions and whether additional courses should be planned for articulation (limit to one

or two paragraphs).

2.14 High school articulation (if applicable). Describe the status of any courses with

articulation/Tech Prep agreements at local high schools. What (if any) are your plans for

increasing/strengthening ties with area high schools and advertising your program to prospective

students? (limit to one or two paragraphs).

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2.15 Distance Education (if applicable). Describe the distance education courses offered in your

program, and any particular successes or challenges with these courses. Include the percentage of

courses offered by modality and the rationale for this ratio.

Then:

1) Discuss your program’s plans to expand or contract distance education offerings;

2) State how you ensure your online courses are comparable to in-class offerings

2.16 Advisory Boards/Licensing (CTE) (if applicable). Describe how program curriculum has

been influenced by advisory board/licensing feedback. How often are advisory board meetings

held, provide membership information and what specific actions have been taken. Attach

minutes from the past two years.

STUDENT EQUITY & SUCCESS

3.1 Course Completion and Retention. Anecdotally describe how the program works to promote

student success. Include teaching innovations, use of student support services (library,

counseling, DSP, etc), community partnerships, etc.

Then, utilizing data from the office of Institutional Research and Planning, report on

student success through course completion and retention data. Analyze by gender, age, ethnicity,

and on-line (may analyze other variables such as disability, English as a second language, day vs.

night courses, etc. as appropriate).

Provide possible reasons for these trends AND planned action to equalize student

success.

3.2 Degrees/Certificates Awarded (if applicable). Include the number of degrees and certificates

awarded during each semester of the program review cycle. Describe the trends observed and

any planned action relevant to the findings.

3.3 Transfer (if applicable). Describe any data known about students in your program who are

transfer eligible/ready (have 60 transferable units with English and math requirements met).

Include how your program helps students become aware of transfer opportunities (limit to one or

two paragraphs).

3.4 Career Technical Programs (if applicable). For career technical programs, describe how

graduates are prepared with the professional and technical competencies that meet employment/

licensure standards. State if there are any efforts made to place students in the workforce upon

graduation, including any applicable placement data.

487


PROGRAM RESOURCES

4.1 Human Resources. Describe the adequacy of current staffing levels and a rationale for any

proposed changes in staffing (FTES, retirements, etc.). Address how current staffing levels

impact the program and any future goals related to human resources.

4.2 Current Staffing. Describe how the members of the department have made significant

contributions to the program, the college, and the community. Do not need to list all the faculty

members’ names and all their specific activities, but highlight the significant contributions since

the last program review cycle.

4.3 Equipment. Address the currency of equipment utilized by the program and how it affects

student services/success. Make recommendation (if relevant) for technology, equipment, and

materials that would improve quality of education for students.

4.4 Facilities. Describe the facilities utilized by your program. Comment on the adequacy of the

facilities to meet program’s educational objectives.

4.5 Budget/Fiscal Profile. Provide a five year historical budget outlook including general fund,

categorical funding, Perkins, grants, etc. Discuss the adequacy of allocations for programmatic

needs. This should be a macro rather than micro level analysis.

PROGRAMMATIC GOALS & PLANNING

5.1 Summarize what you believe are your program’s strengths and major accomplishments in the

last 5 years. Next, state the areas that are most in need of improvement.

5.2 Based on the self-study analysis, prioritize the program’s short (1-2 years) and long term

goals (3+ years). Check whether the goal requires fiscal resources to achieve.

488


Table 8. Short-Term and Long-Term Goals

Short-

Term

Goals

Planned

Action

Target

Date

Person

Responsible Source

1.

2.

3.

Long-

Term

Goals

Planned

Action

Target

Date

Person

Responsible Source

1.

2.

3.

In the source column denote “SP” for Strategic Proposals, “DB” for Department Budget, “P” for

Perkins or “NR” for No Additional Resources Needed.

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SIGNATURE PAGE

6.1 Please include a signature page with all full-time faculty and as many part-time faculty as

you are able. The signature page should include lines with the signatures and then typed names

of the faculty members.

Example:

The undersigned faculty in the ________________program, have read and concur with the

finding and recommendations in the attached program review self-study, dated

________________________.

________________________________________

Faculty Name

________________________________________

Faculty Name

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FINDING DATA FOR SELF-STUDY

SECTION 1:

1.3 and 1.4 Enrollment data can be found in the SCC Drop-box:

http://dropbox.solano.edu

With Username: coursedata

Password: coursedata

There is a program review report section on the left, you must download to your computer and

then open.

If you want to compare data to the college as a whole, you can mine the Chancellor’s office MIS

data mart:

http://datamart.cccco.edu/ (also accessible through the research and planning website)

Choose queries, student headcounts, and then search by Solano College and the terms you are

looking for. Once you have run the initial search, you can filter by ethnicity, age, etc.

1.5 Your dean (or you) may have a copy of the Educational Master Plan to refer to. There is

also a copy online (found under administration, district plans):

http://www.solano.edu/district_plans/1213/Solano_EMP_Revised_Draft_052312_reduced2.pdf

Previous program reviews may be stored by faculty and or deans. They should also be found on

the program review webpage: http://solano.edu/research_planning/program_review.php (Can be

found under Administration, research and planning, program review).

1.6 CTE programs should utilize labor market data as part of their future outlook summary.

California labor market data can be found here:

http://www.labormarketinfo.edd.ca.gov/Content.asp?pageid=1011

This link will take you to a page where you can type in an occupation (fire fighter, preschool

teacher, etc.) and get the California labor market projections.

491

https://owa.solano.edu/owa/redir.aspx?C=4e950019bfff4e7f889064b54f7e6f11&URL=http%3a%2f%2fdropbox.solano.edu

http://datamart.cccco.edu/

http://www.solano.edu/district_plans/1213/Solano_EMP_Revised_Draft_052312_reduced2.pdf

http://solano.edu/research_planning/program_review.php

https://owa.solano.edu/owa/redir.aspx?C=4e950019bfff4e7f889064b54f7e6f11&URL=http%3a%2f%2fwww.labormarketinfo.edd.ca.gov%2fContent.asp%3fpageid%3d1011


SECTION 2:

2.1 PLOs should be listed in the college catalogue (if they are not will want to make this a short-

term goal to submit them for inclusion). The last program review should also have them or your

dean/fellow faculty. You should have linked them to the ILOs in your last program review. If

not, you need to do this now; the ILOs are the Core 4 and they are listed here:

http://solano.edu/research_planning/1112/SCC_Core_Competencies_rev2.pdf

You can also get to them on the Solano webpage, by going to: Administration, Research and

Planning, then Assessment.

2.2 Curriculum maps are in the SLO Drop-box. To access:


Using Username: slodata

Password: SLod@ta1

If one hasn’t been completed, it should be done.

2.3 When filling out the table, make sure to report the strengths and weaknesses of students and

make actions plans to support student success.

2.6 SLO data from the database is available in the dropbox.


Using Username: slodata

Password: SLod@ta1

2.9 Program review reports and efficiency reports provide data about courses offered at the

Centers:




2.10 In the Drop-box (with coursedata password), you will find a link to institutional reports. In

this report you can open course data for Fall 2012 and Spring 2013 and analyze data related to

course sequencing. I recommend searching in the find box, as the reports are VERY long.

492

http://solano.edu/research_planning/1112/SCC_Core_Competencies_rev2.pdf





2.13 Go to Assist.org and [email protected] is the email for our articulation officer,

Robin Arie-Donch.

2.14 Berta Lloyd is the contact for high school articulation agreements. Her contact is x 5431 or

[email protected].

2.15 Data from the drop box can be used to look at courses offered by modality.

2.16 Contact the faculty member who keeps the advisory board minutes for this portion.

SECTION 3:

3.1 The program review reports in the Drop-box includes success data by department and course:




3.2 Awards can be found in the drop box under the heading institutional reports.




SECTION 4:

4.5 Budget/Fiscal information will be provided in the drop box by TOP code. You can contact

Pei-Lin Van’t Hul if you additional questions.




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Academic Senate Meeting Minutes January 9, 2014 Page 1 of 6

1. Call to Order

President Gunther called the meeting to order at 9:05 am.

2. Roll Call:


Sabine Bolz, Kevin Brewer, Nick Cittadino, Lue Cobene, Catherine Cyr, Joe Conrad – ex officio,

Erin Duane, Les Hubbard, LaNae Jaimez, Katherine Luce, Amy Obegi, Teri Pearson-Bloom,

Ken Williams, Connie Adams - Admin Assistant

Absent/Excused: Dale Crandall-Bear ex-officio, Lisa Giambastiani, Amanda Greene, Scott Parrish,

Michael Wyly

Guests: Jowel Laguerre, Annette Dambrosio, Dan Ulrich

3. Approval of Agenda – January 9, 2013

Motion to approve – Senator Williams; Seconded – Senator Brewer; Passed – unanimous

4. Approval of Minutes – November 25 & December 2, 2013

Deferred


None


No report

7. Superintendent/President’s Report

Accreditation: The Commission is meeting today and tomorrow to make decisions for schools in

this region and Colleges will hear results within a month. DE Coordinator Dale Crandall-Bear,

Accreditation Coordinator Annette Dambrosio, IVP Diane White and S/P Laguerre met to review

what has been done since the report, whether or not the report reflected everything or the team

missed some of the DE and equity information and evidence. S/P Laguerre wrote to the

Commission stating that all standards have been met and current work continues. He made a

strong case showing the College is actually exceeding the standards.

Nursing Department: S/P Laguerre reported that Glen Burgess brought the Nursing department

challenges to his attention. Due to Academic Senate and College support and completion of the

self-study through tremendous work by the Nursing Department, the College received the good

news yesterday that the Board of Registered Nursing extended a five-year accreditation approval

to the College nursing program.

Academic Realignment: S/P Laguerre spoke with different groups about the planned academic

realignment to disband the School of Human Performance & Development and the placement of

its programs in other areas. An athletic director, requested by coaches for a long time, will be

hired. The director will help with fundraising, determining what other sports should be added, if

football should be brought back, and provide support for current sports. The director will focus

ACADEMIC SENATE

Adopted Minutes

January 9, 2013

ASSC 1421

9:00 am – 12:00 pm

PA-E3.9.14

494


completely on athletics and will report to the Dean of Student Services. Kinesiology, Nutrition

and Dance will be placed in the School of Health Sciences. Child Development and Family

Services (CDFS) will report to the School of Social and Behavioral Sciences which will increase

that dean’s workload.

8. Interim Vice President’s Report

No report


9.1 Administrative Hiring Update – S/P Laguerre

The search has begun for Health Science and Social and Behavioral Science deans. Ads are

placed for one month. S/P Laguerre would like the search completed by March for the best

chance of hiring the people needed.

Once athletics is added to Student Services, conversation will take place to discuss potential

addition of a Student Services vice president. In response to CTE faculty support concerns, S/P

Laguerre explained that when Dean Morinec was placed in charge of the Vacaville Center, part of

the condition was to create a CTE support position using Perkins funds. A new position should be

in place and hired by August and that person will report to Dean Morinec.

9.2 Faculty Hiring Update – IVP White

In IVP White’s absence, S/P Laguerre reported full-time faculty hiring is moving forward and advertisements have been placed for the top ten positions that were approved by the Academic Senate in

November.

9.3 Faculty Hiring Committees Update – S/P Laguerre

S/P Laguerre announced the committees should be formed soon.

9.4 Assessment Committee

Deferred due to IVP White’s absence

9.5 Accreditation Update – Annette Dambrosio

Accreditation Coordinator Dambrosio spoke of the need to institute Accreditation Standards as

part of the SCC culture. She noted that the task shouldn’t be that difficult if we document many

tasks that are already being done here. It has been three months since submission of the ACCJC

Follow-Up Report and up to four months can lapse before the Commission’s report is sent to the

College, therefore we need to be continually documenting what we do. She has continued to

review past SCC Accreditation reports and will be eventually putting together a grid for S/P

Laguerre and IVP White to help her find out what needs to be done as we examine our history.

She is currently spending much of her time assisting Equity and DE committees as needed, as

these three areas must continue to document progress. Again she noted that Student Equity and

Staff Equity have to be part of the College culture, rather than Plans simply put on our shelves.

Equity needs to be a more conscious part of our strategic proposal process, for example, and

overall College planning. Coordinator Dambrosio will continue to ensure that student equity, staff

equity, and DE plans are being implemented, and work to assist that other Recommendations

remain in compliance.

The new ACCJC Standards are still being examined by the Commission. When officially

adopted, Coordinator Dambrosio will have them posted on the College web and help everyone to

495


be familiar with them. She will continue to work with the Accreditation Task Force and solicit

ideas and work to ensure collaboration with ongoing Accreditation work. She has asked Deans to

place Accreditation on School meeting agendas, which will allow her to answer faculty questions

directly, and help to get all involved in ongoing Accreditation tasks. SCC will make space on its

Website to document Accreditation work being done, such as the Academic Senate’s continuation

of work on the faculty hiring policies. Overall, SCC needs to make sure that our good intentions

must be followed by action and documentation. Because writers have different styles, Dambrosio

hopes to eventually construct templates to assist with more uniform structures (e.g., bullet point

style, monthly updates) for continuous documentation.

Coordinator Dambrosio would like to see the next SCC Accreditation self-study under way this

semester because it should be an ongoing process and to allow for collaborative input without

rushing before the final Report is due. She distributed a one-page comparison outline of the old

and new Standards to give everyone a sense of the changes. She pointed out the language and

noted the differences in “intent” she sees. New Standards are more focused and will expect more

accountability. Coordinator Dambrosio, IVP White, SLO Coordinator Gene Thomas, and

Institutional Research Dean Peter Cammish attended a state SLO meeting that was held here last

semester and reiterated that everyone needs to be more accountable for SLOs, especially with

regard to quality. Coordinator Dambrosio opined the College has made good progress this past

year, but she could not predict what the Commission will say about our ACCJC status.

Comments/Questions:

Dr. Conrad suggested it would be wise to have devoted time to educate everyone on campus about

the new Standards and expectations. Coordinator Dambrosio agreed, reiterating that

Accreditation needs to become part of the culture. She’ll begin by working within the different

Schools, workshops can be set up if needed, and easy-access information needs to be placed

prominently on the Web. Her job will be to be available as needed and help to initiate ongoing

Accreditation work. Senators expressed their appreciation for her good work.

9.6 Faculty Development

President Gunther spoke with Chuck Spillner, Flex Cal Chair and ASC Coordinator, and reported

he was supportive of the idea to combine the Flex Cal Committee with faculty development.

Senator Jaimez, Senator Cobene, Senator Pearson-Bloom, and Flex Call Chair Chuck Spillner will

meet before the end of January and report ideas and Committee plans back to the Senate on

February 3.

9.7 Basic Skills Funding – professional development/conferences – Melissa Reeve

Coordinator Reeve was unable to attend today’s meeting. Senators briefly discussed the concerns that

came up last semester when the full cost for the three coordinators was charged to the Basic Skills

budget, leaving little funds for Basic Skills activities and faculty development. President Gunther

will contact Barbara Illowsky at the Chancellor’s Office for her input. Senator Pearson-Bloom

suggested this item also be addressed with IVP White at the afternoon joint meeting.

10. Action Items

10.1 Program Review revisions

The revised handbook and self-study template were emailed last week and hard copies were

distributed at the meeting. Coordinator Amy Obegi reported that the documents are not in the

ultimate final form, because the Committee continues to review what works and will make

changes as needed. Due to some significant changes made last fall, she asked the Academic

496


Senate to review the revisions and approve this newest version as the next step before spring

training begins. Coordinator Obegi reported only a few changes were made since the December

Senate meeting report. She pointed out those revisions as follows:

Page 3, second to last paragraph, “reject” was added to “revise is issued”.

Page 6, regarding the abridged CTE review, “anecdotally” was dropped from “assess”.

The document is intended to evaluate the program, not individual faculty members. In

large programs, such as Math, it would be cumbersome to list all faculty and what they are

doing, so general points of what was done can be documented instead. On page 11, the

previous first question about highlighting significant contributions was moved to 4.2.

Changed 4.1 to describe adequacy of staffing levels, changes requested, future goals etc.

Coordinator Obegi expressed her personal concern that deans haven’t put names forward,

there needs to be discussions with deans, analysis of what needs to be done, and to look at

that more systematically.

Took out 2.10 instructional quality and 2.11 teaching methodology as these are addressed

in student equity and success in 3.1 and in table 1 relationship to college.

SLOs timeline chart was removed now that the process is in place.

Coordinator Obegi confirmed she has carefully reviewed what departments need to be working on

Program Review, since many areas fell behind due to reorgs. Now that the latest realignment has

been announced, she will need to revisit the Program Review calendar. Program Reviews will be

started this semester by Social & Behavioral Sciences, half of Math/Science (dean suggested in

alphabetical order – likely chemistry, biology, geology and horticulture), Counseling, Nutrition,

Dance, Kinesiology, and Nursing. After this initial phase of reviews to get current, they will be

spaced more reasonably.

Coordinator Obegi concluded the discussion, querying if the handbook, with its rubrics and where

to find some of the data, can be approved in content for now. She would like to meet with Chief

Technology Officer Roger Clague and Institutional Research Dean Peter Cammish to discuss a

strategic proposal database where people can enter input. It should be as user friendly as possible

as well as offering the ability to access quality and depth of analysis needed for reviews.

Motion to approve the Program Review Handbook and Self-Study Template for use in 2013-

2014 – Senator Obegi; Seconded Senator Jaimez; Passed – unanimous.

10.2 Reciprocity Resolution

Senator Cittadino reminded Senators that this resolution was brought to the Senate and discussed

a number of times in the last couple years. The purpose of the resolution is basically to allow the

College to accept classes from other CCCs in areas where classes aren’t offered here. Dr.

Conrad stated the biggest concern is in cases where the College does offer the same named course

but, due to higher standards, does not accept what is offered at some of the CCCs, such as has

been discussed about the multicultural course. Senator Cittadino replied that tradition has been

that most courses are accepted anyway but without a policy. Senator Obegi queried if a list could

be made as these kinds of requests come in. Senator Cobene explained the origin of the decision

to not accept anthropology courses was partially in response to Berkeley requirements in the

1990s. There was heavy discussion across campus as the College was one of the first CCCs with

that course. Senator Bolz reported that cross cultural standards are very specific with emphasis on

ethnicities to meet various population groups in the United States. Senator Cittadino replied that

it should be open to all cultures. No one was aware of an actual policy but general agreement was

that a policy is needed. Senator Cittadino reminded Senators that this resolution is only for the

497


General Ed Option A. Most schools require intermediate algebra or a course with equivalent

rigor. The concern would be whether the alternative meets what is wanted here. President

Gunther opined that Math faculty wouldn’t likely agree to the resolution because it would go

against what they determined previously. Senator Cittadino suggested revising the resolution to

state in Math, students need to have Algebra 2 or an alternative course that has to be evaluated by

the department. An approved resolution would be forwarded to the Shared Governance Council

for approval before submission to the Board of Trustees to become policy. Senator Cittadino

explained the current process. If evaluators are unclear about a particular course, they call Gayle

Anderson for her determination or go through a petition process by submitting to Admissions &

Records, then it goes to the dean, they check with faculty, and it becomes a longer, messy and

arbitrary process. Senators agreed that most of the time things work fine and the policy will

benefit students but questionable classes need a better process.

Motion to approve the resolution as amended: include Option A specifically; the exception

for intermediate algebra alternatives, to meet equivalency they have to be evaluated by the

department – Senator Cittadino; Seconded – Senator Jaimez; Passed – unanimous.

11. Reports

11.1 Subcommittees

11.1.1 Accreditation – Annette Dambrosio

See Item 9.5


No report – Coordinator Reeve unable to attend


Chair Joe Conrad reminded Senators that all ADTs need to be in place by the end of spring

semester. There are several that need to be submitted quickly.

One of the first things the Committee did last fall was to approve the new Curriculum Review

calendar based on Program Review and reorganizations. This will have to be revisited due to the

newest realignment.

Chair Conrad stated he will be unable to attend Senate meetings this semester due to a Monday

class he’ll be teaching at 3:30 pm. He noted questions can be sent to him and he will also see if

someone else can come in his place.

Senator Obegi inquired if resources are available for adjuncts to complete the Film & TV degree.

Chair Conrad replied that it won’t have to be completed until fall 2015. He pointed out the main

challenge is due to course changes based on C-ID requirements. He gave the example that

Economics had to be changed for Business to complete their degree. Faculty in some departments

will have to work on course changes for degrees in other departments.


No report

11.1.5 Program Review – Amy Obegi

See Item 10.1

11.1.6 10+1 Committee – LaNae Jaimez

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The next meeting will be held on January 14.

11.2 Treasurer

No report


The afternoon meeting begins at 2:30 pm due to conflict of other meetings scheduled at Senate

time.

13. Announcements

Academic Senate rep is needed from HP&D.

Program Review needs reps from Math/Science and Health Sciences.

The next regular Senate meeting will be held on February 3, 3pm – 5pm in ASSC 1421.

14. Adjournment

Motion to adjourn – Senator Pearson-Bloom; Seconded – Senator Brewer; Passed – unanimous.

The meeting adjourned at 10:38 am.

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FALL 2014

STAFF DEVELOPMENT

FLEX CAL ACTIVITIES UPDATED 8/3/14

Friday, August 8 (optional day)

Monday, August 11 (optional day)

Tuesday, August 12 (required day)

Images by Mary Weidig Courtesy of SCC Photography Dept.


Human Resources Department

360 Campus Lane

Fairfield, CA 94534-3197

(707) 864-7137

http://www.solano.edu

Workshops are first-come, first-served!

Faculty Participation - Full-time faculty are required to attend four campus in-service days and contract for the

remaining six days in either optional workshops or individually planned activities. Adjunct faculty may participate in on-

and off-campus in-service activities with approval of immediate supervisor for the number of hours equal to their weekly

assigned hours for the semester and will be reimbursed for their participation at their hourly rate of pay.

Staff Participation - Classified and management staff are strongly encouraged to attend flex workshops and staff

development activities. Released time should be arranged with their immediate supervisor.

Small Group/Individual Projects/Student Info Tables - Prior approval from the Dean is necessary for this option.

Faculty may use up to six optional flex cal hours per day on optional days to work on curricular activities.

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Page 2 of 6 FALL 2014 FLEX CAL_mc

UPDATED 8/3/14

Images by Sheila Williams Courtesy

of SCC Photography Dept.

FRIDAY,

AUGUST 8, 2014

(Optional Day - 6 hours)

8:00 a.m. – 10:00 a.m. (2 hours optional flex credit) Building 800 Room 804

Assessment Committee meeting - Organizational meeting to develop plans for 2014-15.

10:00 a.m. – 4:00 p.m. (6 hours optional flex credit) Board Room, 1st Floor 360 Campus Lane

New Employee Orientation, Human Resources

ALL NEW FACULTY SHOULD ATTEND, SENIORITY DRAW WILL TAKE PLACE DURING THIS

ORIENTATION.

MONDAY,

AUGUST 11, 2014

(Optional Day - 6 hours)

9:00 a.m. – 12:00 p.m. (3 hours optional flex credit), Building 1400, Room 1421

Academic Senate meeting, Michael Wyly, Academic Senate President

9:00 a.m. – 12:00 p.m. (3 hour optional flex credit) Building 1500, Room 1530/Capacity 40

Math Basic Skills Workshop, Math Faculty

Kheck Sengmany will present a workshop to share her experiences at the AMATYC conference last fall. Results of

the summer review and drop-in faculty advising service will be shared and the committee will discuss future plans to

attempt to properly place students. The common SLO assessment problems that were developed last fall will be

revisited and revised. Finally, the group will discuss plans and create goals for the coming semester.

10:00 a.m. – 12:00 p.m. (2 hours optional flex credit ) Building 300, Room 308

School of Math and Science New Faculty Orientation, John Yu, School of Math and Science Dean

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10:00 a.m. – 12:00 p.m. (2 hour optional flex credit) Building 100, Room 103/Capacity 32

Canvas Training Workshop Priority seating will be given to faculty planning to teach in Canvas in Fall semester

2014. RSVP to Dale Crandall-Bear, DE Coordinator at [email protected] by Friday, Aug 8 at 4:00

pm.

10:00 a.m. – 12:00 p.m. (2 hours optional flex credit) Building 400, Room 443 Capacity 36

Book Discussion: “David and Goliath: Underdogs, Misfits, and the Art of Battling Giants” by Malcolm Gladwell,

facilitated by James DeKloe, Biology and Biotech Professor

In David and Goliath, Malcolm Gladwell challenges how we think about obstacles and disadvantages, offering a new

interpretation of what it means to be discriminated against, or cope with a disability, or lose a parent, or attend a mediocre

school, or suffer from any number of other apparent setbacks.

10:00 a.m. – 12:00 p.m. (2 hours optional flex credit) Building 700, Room 705/Capacity 55

Improving Students' Writing in Science Courses, Josh Scott, English Professor, Michelle Smith, Biology

Professor and Brad Paschal, Biology Professor

Although we all agree that close reading and effective writing skills are essential to success across the curriculum,

many instructors feel that, with all of the other tasks and goals of the semester, they don’t have the time to hold

students to--and help students achieve--certain reading and writing standards. To this end, the English and biology

departments have begun collaborating in order to help science students, in particular, engage in meaningful reading

and writing tasks. This workshop will focus on at least some the following tasks: writing and developing papers

which compare/contrast and/or argue a point, interpretation of graphs and designing and analyzing studies. Please

bring a specific task or assignment you would like to revise or improve—the goal of this workshop is for you to leave

with something specific that is useful for your class this semester!

12:00 p.m. – 1:30 p.m. Building 1400, Room 1401, (Faculty Staff Lounge)

CSEA luncheon, RVSP to Debbie Luttrell-Williams @ ext. 4477 or Debbie.Luttrell-Williams @solano.edu

12:00 p.m. – 1:30 p.m. Building 1400, Cafeteria

SCFA Luncheon and Meeting, James DeKloe, SCFA President

1:30 p.m. – 4:30 p.m. (3 hours optional flex credit), Building 1400, Room 1421

Academic Administrators and Academic Senate Meeting, Michael Wyly, Academic Senate President

1:30 p.m. – 3:30 p.m. (2 hr. optional flex) Building 400, Room 443/Capacity 36

CalSTRS Retirement Workshop, Charlene Bode, Benefits Counselor.

Client outreach and guidance.

1:30 p.m. – 3:30 p.m. Building 400 Room 445/Capacity 42

Understanding your CalPERS Rights & Rewards, Danny Brown, Division Chief, CalPERS

If you are part of CalPERS you need to know how the system works, what benefits are available while you are

employed and how to protect your retirement funds if you leave your current employment. You will learn what

information CalPERS uses to calculate your retirement and how to find out if your contributions are correct so you

will receive the maximum monthly retirement to which you are entitled. You will also learn what your beneficiary

will receive if you are deceased before or after retirement. Your Social Security coordination with CalPERS will also

be discussed. This fast paced seminar is packed with important information for employees of all ages. Booklets will

be distributed and questions will be answered.

1:30 p.m. – 3:30 p.m. (2 hour optional flex credit) Building 1500, Room 1530/Capacity 40

Embedded Tutor Orientation & Training, Genele Rhoads, Math Professor

Math instructors and embedded tutors will meet to discuss expectations of the student tutors. There will be

opportunities to assess the math basic skills embedded tutor program that began last semester, share practices that

were especially effective with the entire group, and collaborate in smaller groups to address course specific

issues. There will also be time for instructors to work individually with their embedded tutors and plan for the

coming semester.

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1:30 p.m. – 3:30 p.m. (2 hour optional flex credit), Building 500, Room 505 (Limited to 42 participants)

Curriculum & CurricUNET Training for Faculty, Curtiss Brown, Kinesiology Professor

CurricUwhat? Come learn about course development and the curriculum approval process, find out how the

Committee works and what it’s looking for when your course is on the agenda, and get specific information on

navigating CurricUNET


1:30 p.m. – 3:30 p.m. (2 hour optional flex credit) Building 800, Room 812/Capacity 55

New Smart Classroom Training, Dale Crandall-Bear, Distance Education Coordinator

This will primarily be for the faculty who will be using the rooms in Fall 2014, but could be open to any other

interested faculty. RSVP to Dale Crandall-Bear, DE Coordinator at [email protected] by Friday,

Aug 8 at 4:00 pm.

3:30 p.m. – 5:30 p.m. Building 300 Room 308 /Capacity 85

Adjunct Healthcare Issues and the Affordable Care Act, Sponsored by the Adjunct Support Center and CTA,

Mark DeWeerdt, CTA.

Anyone interested is welcome.

4:00 p.m. – 5:30 p.m. (2 hours optional flex credit) Building 400, Room 414

Supplemental Instruction (SI) Information and Planning Meeting, Diane White, IVP Academic Affairs and Charles

Spillner, ASC Coordinator

This will be an informational, training and planning meeting for First Year Experience (FYE) teachers and SI leaders.

This derives from a strategic proposal to support the (FYE) Learning Community. Implementation of SI for FYE

Spring semester will be discussed also.

ADJUNCT SUPPORT CENTER-Adjunct Faculty Forum and Support Center Kickoff

6:00 p.m. – 8:00 p.m. (2 hours optional flex credit) Building 100, Library Rotunda

Adjunct Faculty Forum, Master of Ceremonies, Nick Perrone, Adjunct History Professor

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TUESDAY, AUGUST 12, 2014

(Required Day—6 hours)

8:00 a.m. – 8:50 a.m. (1 hour optional flex credit) Building 1400, Cafeteria

Lite Breakfast, Sponsored by S/P office

Breakfast will include Presidential awards and recognize 10, 15, 20 yrs. of service for employees.

(3 hours required flex credit 9:00 a.m. – 12:00 p.m.)

These activities are in Building 1200, Theater

9:00 a.m. – 9:10 a.m.

Welcome, Janene Whitesell, Speech Professor

9:10 a.m. – 9:45 a.m.

State of the College, Dr. Jowel Laguerre, Superintendent-President

9:45 a.m. – 10:20 a.m.

Distinguished Faculty Presentations – Introductions by Michael Wyly, Academic Senate President

10:20 a.m. – 10:40 a.m.

Assessment Update – Gene Thomas, Assessment Coordinator

10:40 a.m. – 12:00 p.m.

Student Success and Support Panel Presentation 10:40 - 11:15 Update on SSSP Plan and progress

11:15 - 11:30 SARS Alert demonstration

11:30 - 11:35 Academic Success Center

11:40 - 11:50 Safety Committee

11:50 - 12:00 Questions

12:00 p.m. – 1:00 p.m., Building 1400, Cafeteria

All College Lite Lunch, Sponsored by S/P office

12:00 p.m. – 2:00 p.m., Building 1700, Room 1738

CCCAA Compliance, Presenter: Dale Murray, Commissioner of Coast Conference

Commissioner Murray will present on the California Community College Athletic Association (CCCAA)

Constitution and Bylaws. All coaching staff are encouraged to attend. Completion of R-Series Forms will take place

during this workshop.

(3 hours required flex credit 1:00 p.m. – 4:00 p.m.)

1:00 p.m. – 2:00 p.m. Building 800, Room 802 /Capacity 62

2014-15 Budget, Yulian Ligioso, Vice President, Finance and Administration

1:00 p.m. – 2:00 p.m. Building 800, Room 812/Capacity 55

Demonstration of our new Smart Classroom, Dale Crandell-Bear, Distance Education Coordinator.

This will be an introductory orientation to the smart classrooms funded by the Instructional Equipment money.


Perkins Funds – Who, What, Where, When, Why. Maire Morinec, Dean of the School of CTE and Business


Creative Approaches to Be Fully Engaged in Staff Equity

504


Meet with members of the Equity, Inclusion, and Advisory Committee (EIAC) and exchange ideas pertaining to

diversity, inclusion, and equity! Come one and all and engage in informal dialogue on how we might continue to

improve staff equity at SCC.


Accreditation: 2014 Midterm Report Update, Annette Dambrosio, Accreditation Coordinator

All are welcome to a dialogue pertaining to the 2014 Midterm Report (draft).


Program Review Workshop: It’s Writing Time! Amy Obegi, Child Development and Family Studies Professor;

Peter Cammish, Dean Research and Planning; Pei-Lin Van’t Hul, Lead Research Analyst

Programs that are currently undergoing program review (Schools of Social and Behavioral Sciences, ½ of Math and

Sciences, School of Health Sciences and Counseling) are invited to attend a program review workshop to support the

writing process. Samples will be provided, writing benchmarks will be discussed, and questions will be answered.

Peter Cammish and Pei-Lin Van’t Hul from Research and Planning will also be available to answer questions

regarding data.

2:00 p.m. – 4:00 p.m. Building 800 Room 811/ Capacity 55

Equity and Diversity Workshop SPECIAL SESSION for Maintenance Staff, Karen McCord,

Dr. McCord will lead this two hour workshop which will serve as ongoing training and professional development for

all SCC.

2:00 p.m. – 4:00 p.m. See room assignments below:

School and Departmental Discussions. Deans and faculty to address these items:

SLO/PLO assessments work (discussions; presentations on assessments and changes faculty have made as a

result of assessments)

Updates on Project Database for Implementation of Educational Master Plan Goals (by department)

FTES Targets and Scheduling discussions

Program Review (for a few Schools)

Curriculum Review

The Achievement Gap and the SCC Student Equity Plan

Career Technical Education & Business, Building 500, Room 505

Counseling/DSP&S/Special Services, Building 400, Room 445

Liberal Arts, Building, 1300, Room 1301

Math/Science, Building 300, Room 308

Social and Behavioral Sciences Building 700, Room 703

School of Health Sciences Room Building 800, Room 807b

505

shared

Highlight

PA-E3.9.16

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WRITING PROGRAM REVIEW SELF-STUDIESFlex Presentation, Fall 2014

PA-E3.9.17

507

PROGRAM REVIEW HANDBOOK & TEMPLATE PROVIDES GUIDELINES

On the Solano website:Go to Administration Research & Planning Program ReviewContact me: [email protected] for a word version of the templateType directly into the template

508


TIMELINE

Due by first Monday in February, 2015

Benchmarks:Beginning of September – completion of sections 1.3-1.6.

Middle of October – completion of sections 2.1-2.19.

Middle of November – completion of sections 3.1-3.4 & 4.1-4.5.

End of semester – completion of sections 5.1-5.2

509

WRITING THE SELF-STUDY…

Should be collegial. Faculty in the department should collaborate to complete portions of the document, should apprise each other of the data, and work together to develop goals for the program and planned actions

The self-study will need to be signed off by the faculty in the program. Adjuncts can be paid 3 hours for their program review work. Faculty can use the time for optional flex.

510


Should be based on data:http://dropbox.solano.edu Username: coursedataPassword: coursedata

Student input (survey)The goal isn’t to already be perfect, but to analyze where your program is and to make plans for program improvement

511


Follow the template

Responses should be thorough yet concise. Don’t get too bogged down in Table 1. Answer each question in the template and include appropriate data when required.

Refer to the rubric to see how the committee will be providing feedback

512

GOALS FOR PROGRAM IMPROVEMENT:

•Hopefully this process will help you look back, so you can see the way forward and set goals for increasing student success•When writing your goals remember they do not all need to be budget related. Some may be to strengthen online offerings, to improve scheduling, or to review courses with multiple sections to bridge variance across sections, to increase marketing, etc.•Think about institutional goals too and what our programs can to do support:

•Student access•Student equity•Student success

513

INFORMATION USED FOR REPORTINGInformation in your self-study will be integrated as evidence for accreditation reportingFor example:

Distance Education Equity PlansSLOS/PLOS – what programmatic changes are being made based on assessments

514

INFORMATION USED FOR PLANNING

Program Review Self-Studies help inform:Faculty HiringStrategic ProposalsInstructional Equipment Requests, etc.Curriculum ReviewEducational Master Plan

515

IF YOU HAVE QUESTIONS ASK

Amy Obegi – 707 864-7000 ext. 5045Your Program Review Committee RepsPeter Cammish – 707 864-7000 ext. 7278Pei-Lin Van’t Hul – 707 864-7000 ext. 7116

516

School of Social and Behavioral Sciences

Faculty/Staff Meeting August 12, 2014 2:00-4:00, room 703

Agenda:

I. Welcome

II. Informational Items:

a. Grade submission reminder

b. Day/time for regular monthly meetings – complete the Doodle poll

c. Syllabi: SLOs must be included, PLOs and ILOs do not need inclusion

d. Adjunct pools open in all disciplines, set as “continuous” (no end date)

e. Weekend/evening IGETC classes launching Spring 2015

f. Solano Expo at the Mall, Oct. 17-18, looking for outreach/info participation

g. First week of Fall 2014 semester: don’t drop students

h. “Right-sizing” Solano: beginning the discussion

III. Educational Master Plan updates: begin the work in draft from last May

IV. Program Review update: SBS is scheduled this year (Amy)

V. Assessment of SLOs (LaNae)

a. What modifications have you made in response to assessments?

b. Several SLO assessments missing for Spring 2014

VI. Academic Senate updates (Sabine)

VII. Scheduling discussion

a. Goal: prepare class first draft of schedules 1.5 – 2 years ahead, by August 29

b. Base schedules on fill rates, student access, facilities usage, sequences, etc.

VIII. The Achievement Gap and SCC Equity Plan – upcoming discussions

IX. Student Club discussion (Marvin)

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517

School of Math and Sciences Meeting Agenda

Location: The faculty/staff lounge in 1400

Date and Time: Thursday, Nov. 7, 1:00 pm-2:00 pm

1:00 pm Full-time Faculty Hiring Proposals – Deadline, 11/27

Astronomy/Physics – Received from Melanie Lutz

Biology/Anatomy – Received from Margherita Molnar

Chemistry – Received from Christine Ducoing

Horticulture - ?

Math - ?

1:10pm Visit to College of Marin on their Math, Science and Nursing Building – Mark Feighner

1:15 pm Formation of an Activities Committee

1:30 pm Program Review Training – Amy Obegi, Academic Program Review Faculty Coordinator

2014-2015 AY half of the Programs to be reviewed: Astronomy, Biology, Biotech, Chemistry,

Engineering and Geography.

1:45 pm Student Loan Default

1:50 pm Updates

- ASSC

- Academic Senate

- Curriculum

- Basic Skills

- Other Updates or Items of Interest from the School

1:55 pm SCFA

PA-E3.9.19

518

1

1. Call to Order

2. Roll Call:

Michael Wyly, President

Mark Berrett; Sabine Bolz; Curtiss Brown ex-officio; Tom Bundenthal; Nick Cittadino; Lue Cobene;

Catherine Cyr; Dale Crandall-Bear ex-officio; Joe Conrad; Erin Duane; Lisa Giambastiani; Susanna

Gunther ex-officio; Les Hubbard; LaNae Jaimez; Amy Obegi; Terri Pearson-Bloom; Ken Williams


Guests: Jowel Laguerre, Diane White, Annette Dambrosio, Melissa Reeve

3. Approval of Agenda – August 25, 2014

4. Approval of Minutes – August 11, 2014

5. Comments from the Public (3 minute limit per person)

6. President’s Report (10 minutes)

7. Superintendent/President’s Report (10 minutes)

8. Interim Vice President’s Report (10 minutes)


9.1 Accreditation Update – Annette Dambrosio

9.2 Senate Goals for AY 2014-15

9.3 Brown Act / Senate Responsibility Guidelines – Michael Wyly

9.4 Code of Ethics, Report to Shared Governance – Michael Wyly

9.5 AB86 Update and Report Presentation – Melissa Reeve and Michael Wyly

9.6 Faculty Development Committee: composition, policy, process, who will develop

9.7 Senate elections

9.8 10+1 Information / Training – Michael Wyly

9.9 AS/SCFA – monthly reports – Michael Wyly

9.10 Solutions for Additional Procedural PR Language – Joe Conrad

9.11 Creation of Task Force to Develop One Annual Form for Updating/Reviewing PR/EMP/PLOs

– Joe Conrad

9.12 SLO/Assessment Committee: charge/composition/rubric, etc. – Michael Wyly

10. Action Items

10.1 Emergency and Part Time Hiring Policy (revised)

10.2 Co/Prerequisite Policy and Calendar

10.3 Student Success Taskforce – Specific Sub-committee Tasks

10.4 Student Equity Plan / Combining Committees – Proposal

10.5 Secretary/Treasurer Election

10.6 High School Outreach – Proposed Task Force

ACADEMIC SENATE

AGENDA

August 25, 2014

ASSC 1421

3:00 pm – 5:00 pm

PA-E3.9.20

519

2

11. Reports

11.1 Subcommittees (3 minutes each)


11.1.2 Curriculum – Curtiss Brown


11.1.4 Flex Cal – Chuck Spillner

11.1.5 Program Review – Amy Obegi

11.2 Other Committees

11.2.1 Assessment -- Gene Thomas

11.2.2 Equity – Shirley Lewis

11.2.3 10+1 Committee – LaNae Jaimez

11.3 Treasurer (2 minutes)


12.1 Program Review needs reps from Math/Science and Health Sciences.

13. Announcements

13.1 The next regular Senate meeting will be held on September 15, 3:00 – 5:00 pm in ASSC 1421.

14. Adjournment

520

Academic Program Review: Schedule of Self-Studies

2013-2014 School of Career Technical Education & Business,

School of Human Performance and Development

2014-2015 School of Social and Behavioral Sciences, School

of Health Sciences (supplemental to BRN report)

Counseling, and ½ of the School of Math & Sciences

2015-2016 ½ of the School of Math & Sciences, and School of

Liberal Arts

2016-2017 Any outstanding programs & comprehensive review of the

Program Review process

2017-2018 School of Career Technical Education & Business

2018-2019 School of Health Sciences, Counseling

2019-2020 School of Social & Behavioral Sciences

2020-2021 School of Math & Sciences

2021-2022 School of Liberal Arts

PA-E3.9.21

521

Student Services Council Meeting NotesFebruary 07, 2012

10:30 am-NoonBoard Room

***Partial Meeting Minutes since note taker had to leave****

Present: Dr. Jowel Laguerre, VP Yulian Ligioso, Robin Darcangelo, Barbara Fountain, Mostafa Ghous, Gale Anderson, Lisa Collins, Peter Cammish, Shemila Johnson, Erin Vines, Maire Mayne, Amy Utt. Via video conference: Lisa Rachuel, John Siefert

Agenda item 4 - Accreditation Review:Warning until October 2012Areas of Show Cause:

PlanningProgram Reviews

o Strategic GoalsSLO/SAO

o March 2, 2012 deadline for all areas too submit SAO & SLO’s to Petero Combine course with program levelo Program appropriative institution level

Equity of services at Centerso Review gap between Student Services and Centero Lack of Financial Aid services at the Centers is the biggest complainto Possibly Financial Aid staff at the Centers in person or via videoo Robin providing additiona1 training for the Centers on February 10, 2012

Recommendation 8 – Online services o Currently campus wide working on increase services

Agenda item 5 - SAO’s and SLOCounseling accessStudents Services Counsel to pay close attention to SAO”sPeter has sent out form to be used and will resendTutoring Center – is review ideas and need help to capture dataDr. Laguerre suggested focusing on measurable goals 2 – 3Fiscal Review – Service is the focusMesa – working with Amy Gaylor

o ASSC – New SAO and are in developmentAdmissions and Records are on trackShemila – working on forming her SAO’sPresident’s Office has submitted theirs to PeterVallejo – Gerry is working on them

Agenda Item 6 - RetreatRetreat Committee reviewing draft Dr. Laguerre wants to create Missions and Vision for Student Services during the Retreat – Baseline will be campus Mission, Vision & GoalsSuggestion for the Retreat

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522

o Student Services updateso Student mapping for programso SLO & SAO could be reviewedo Retreat Committee to discuss if Center Directors should attendo Determination to be made if the Centers will close

Agenda Item 7 – Budget Update Governor’s Budget on tax packet passes no cuts to College. If it does not pass there will be cuts there will be cutsTax packet if it does pass SCC will have 3 million shortfallFebruary 01, 2012 FABPAC recommended for planning on the tax packet not passing and begin looking at areas to cutNeed to consider short falls of tuition increaseAdditional hit because of lack of tuition decline collectionDiscussions will be started regarding possible Bond for 20121.1 million reduction – retirement funds put into trust non restricted1.5 million defect approved by Board

o 11/12 enrolment shortfalls will effect bottom lineo Close with 5% reserve

Saving suggestions for 12/13o Working with benefit consultanto No step/columno Census outcomes for Solano Countyo Stop travel on unrestricted fundso Brainstorm cut ideaso Energy Consultant for solar installo Zero base budgeting exploreo Using the Lottery funds

Audit found overspendingAgenda Item 8 – Cleaning Up Scheduling Data

John Motler will be assisting on scheduling dataInformation is causing problems with 320 reportCompliance issues are a concern

523

PERT Date: 02/28/12

Room: 431

Attended: Thomas Watkins; Tracy Schneider; Connie Barron-Griffin;; Ruth Fuller; Yulian Ligioso; Jeffrey Lamb

Proposal Process

Review of proposed process o Funding

The group discussed the sources of funding and recognized the need to movetowards modified zero based budgeting for discretionary allocations. Concernwas expressed that, with impending budget cuts, the amount of discretionaryfunds may be so little as to make wide participation difficult.VP Ligioso reiterated that this process is only planning for discretionary funds,separate mechanisms exist to plan for facilities and salaries & benefitsexpenditure.It was suggested that certain pots of money, such as prop 20 funds be used inthis process.The group suggested that the process confirms that funding allocations be madeinto a separate accounting code for audit and tracking purposes.The group recommended that FABPAC and SGC could define recommendationsand conditions for dealing with multiple year proposals. For example fundingcould be agreed for more than one year with annual evaluation reported.The group acknowledged the need for SP to make funding allocations outside ofthis process when specific needs arise. However, it was felt that theseallocations should be documented and shared with SGC so that proposalparticipants do not feel that a separate funding process exists.The group discussed the need to discuss within departments what funds areessential to operations and what may be termed discretionary.

Rubrics

Brief discussion of the rubrics to be used, including some minor changes.

PA-E3.10.2

524

The rubrics should go out to SGC and FABPAC for final approval

Actions

Peter and Yulian to discuss sources and amounts of funding for the process. Peter to amend draft process in light of comments. Peter to make recommendation to SP Laguerre regarding ad-hoc special funding (Ad hoc, in year and/or unplanned funding requests will occur, and can be made at SPs discretion. However, to strengthen the proposal process – it is recommended that these sorts of decisions still go through SGC for information purposes and documentation) Peter to send rubrics to chair of FABPAC and SGC for discussion / approval

525

Request for Instructional Equipment Funding

Requestor

Department

Item Cost

Total

Rationale including links to outcomes assessments and program goals and objectives in the Educational Plan and how funding will improve student learning. (no more than 200 words)

Maintenance considerations and ongoing costs

Next Steps

Submit to Deans Office

• Feb

Dean publishes all proposals

• Feb

Discussion and ranking at

divsion meeting• Mar

Decisions on outstanding

items at Deans Meeting

•April

Final Decision •May

PA-E3.10.3

526

Definition of Equipment

FTE Split

45% based on last year’s FTE Proportion

25% based on Deans’ agreement

15% for library or learning resource equipment

15% remains as emergency

Rollover

We would like to rollover unused funds

Coll Desc

Academic Year / SemesterDesc

2013/2014

Spring2014 Fall 2013

Summer2013

GrandTotal

Applied Technology & Busi..

Counseling & Spec. Services

Health Sciences

Human Perform. & Develop..

IT & Learning Resources

Liberal Arts

Mathematics and Science

Social & Behavioral Sciences

Student Services

Vacaville & Travis

Grand Total 100.00%

0.35%

45.13%

24.70%

8.88%

2.26%

2.91%

15.77%

100.00%

0.95%

0.01%

12.42%

33.07%

24.68%

0.84%

7.87%

2.86%

1.81%

15.49%

100.00%

0.95%

0.01%

12.47%

31.98%

23.21%

0.84%

8.25%

3.42%

2.08%

16.80%

100.00%

0.89%

0.01%

11.21%

33.77%

24.01%

0.76%

8.14%

3.06%

2.04%

16.12%

527