2013-2014 grcc academic governing council (agc) · the agc is an advisory group reporting to the...

Presented by AGC Executive Committee: Ann Alexander, Laurie Chesley, Amy Koning, Mike Light, Robert Long, Jill Woller-Sullivan

2013-2014 GRCC AcademicGoverning Council (AGC)Executive Committee Summary Report for GRCC Faculty

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Office of the Provost143 Bostwick Avenue NEGrand Rapids, Michigan 49503-3295

This publication is available in alternative formats upon request. Please contact the Provost Office for more details.143 Bostwick Avenue, NE • Grand Rapids, Michigan 49503-3295 • ph: (616) 234-GRCC • www.grcc.eduAccredited by the Higher Learning Commission. GRCC is an Equal Opportunity Institution. 8/14 1415-34609

Academic & Student AffairsCompletion AgendaOur goal at GRCC is to increase student success through the accomplishment of the Completion Agenda.

This agenda includes a slate of specific college action projects (outlined in our Strategic Plan) as well as department-level projects directly and indirectly aimed at improving student success. Where the College is pursuing projects with indirect impact on the completion agenda, it is building infrastructure and capacity for future projects with more direct impact.

We will measure the success of our efforts by monitoring student performance in three specific areas: Persistence, Completion and Transfer

Persistence will be measured by:

• Fall to Winter term persistence (all students)

• Fall to Fall persistence (first-time, full-time students only)

Completion will be measured by:

• Number of degrees/certificates awarded

• Percent of students who earn a degree within six years

Transfer will be measured by:

• Percent of students who successfully transfer within six years (to four-year or other two-year colleges)

VisionAs a college of distinction, GRCC inspires students to meet the needs of the community and the world.

MissionGRCC is an open access college that prepares individuals to attain their goals and contribute to the community.

ValuesExcellence

Diversity

Responsiveness

Innovation

Accountability

Sustainability

Respect

Integrity

EndsStudent Success Pathways

Workforce Pathways

Transfer Pathways

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Purpose of AGC “Grand Rapids Community College’s Academic Governing Council (AGC) is a collaborative initiative between the faculty and academic administration to strengthen communication and increase involvement in academic issues and policies. By fostering and encouraging a broader input and a sense of accountability, AGC leadership effectively mediates issues that impact students, staff, and faculty.

AGC recommendations are, upon approval by the provost, implemented on a college‐wide basis. The Provost, in conjunction with other college entities, will conduct implementation of these decisions as needed.” (Preamble, AGC Bylaws).

Policies/Practices Adopted Issues for consideration may be brought to AGC by individuals or committees from anywhere in the College and at any time. Issues approved for consideration are generally presented a minimum of three times before the AGC. This allows for a clear explanation of the issue, and time to disseminate and retrieve information from the various units of the College and make changes as needed.

The AGC is an advisory group reporting to the Provost. During the 2013‐2014 academic year, the AGC discussed and adopted the following policies. Dates in parentheses indicate the months during which the policies were approved.

1. Academic Standing Policy 8.17 (October 2013) AGC voted to approve the revision of Academic Standing Policy Subsection 8.17: Grand Rapids Community College requires all students to make satisfactory academic progress. Changes in the policy include:

Students being suspended for two consecutive semesters (including summer session) rather than one year (Fall/Winter; Winter/Summer; Summer/Fall).

An early return option after one semester or session suspension with required enrollment in CLS 102 or PY 97 (if required and not passed).

Early return students are limited to eight (8) total credits for the semester or session.

Rationale: Language changes reflect modified process. Improved engagement and success of suspended students. Present suspension time period is not demonstrating success when students return. CLS 102 and PY 97 provide a learning experience to improve academic and student

success skills. Supporting Data:

There is no evidence that a longer suspension period leads to improved success once students return. When students return from longer suspension periods, with no intervention like a CLS 102 experience, they generally do not succeed. Most colleges do not have as long a suspension period as GRCC's former policy.

Implications for Action: GRCC Academic Standing Policy is now consistent with the College's actual practice.

This keeps GRCC in compliance with the Higher Learning Commission requirements for making readily available to students and to the general public clear and complete information, including policies regarding academic good standing, probation, and dismissal. Allowing students in the early return pathway to enroll in up to eight (8) hours enables them to be eligible for financial aid.

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Evaluation Plan: This policy should be reviewed again in the 2019‐2020 Academic Year.

2. Course Transfer Policy (November 2013) Rationale:

The Higher Learning Commission (HLC) requires institutions to have a transfer policy. Commission Policy FDCR.A.l0.040‐ Publication a/Transfer Policies states, "Each institution shall determine its own policies and procedures for accepting transfer credits, including credits from accredited and non‐accredited institutions, from foreign institutions, and from institutions which grant credit for experiential/earning and for non‐traditional adult learner programs in conformity with any expectations in the Commission's Assumed Practices. "

GRCC currently does not have a formal transfer policy, only an established practice. Supporting Data:

Official transcripts are evaluated for admitted degree‐seeking students Transfer credit is awarded for:

o Courses from appropriately recognized institutions Courses with grades of "C‐ "or higher (Proposed change: Courses with grades of a "C" or higher. Feedback: This is a transfer policy only, not a grading policy).

o 100‐300‐level courses (Feedback: subs/waivers process for over 300 level. Explanation: Some of GRCC 200 level courses transfer as 300 level; none of GRCC’s 200 level transfer at 400 or above. Most 400 level courses will not meet GRCC learning outcomes and be considered an exact equivalent, so elective credit would be awarded. GRCC can meet the 45 transfer credit limit without evaluating 400 level courses and it is more helpful for the student. Counseling staff would like to continue to send courses that are over 300 level to the Department for evaluation per request from the student and/or faculty.

o A maximum 47 transfer credits may be applied toward a degree at GRCC (Proposed Change: A maximum of 45 transfer credits may be applied toward a degree at GRCC. Feedback: this policy was benchmarked for residency requirements, and GRCC is in line with other institutions. Course‐to‐course credit is awarded when course content is substantially equivalent to that at Grand Rapids Community College.

o (Feedback: What does substantially mean)? Almost identical course descriptions Course content is equal to or more than GRCC's course content, never

less than Residency Requirements at like Community Colleges:

o Jackson Community College ‐ 12 hours o Lansing Community College‐ 20 hours

Implications for Action: GRCC will now have a Course Transfer Policy

Evaluation Plan: Monitored yearly through Deans' Council.

3. General Education Distribution (December 2013) Rationale:

GRCC currently lacks a process to determine whether or where a course fits into the General Education distribution system. The College does not articulate the learner outcomes it expects students to achieve as a result of satisfying the General Education distribution requirements.

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Supporting Data: Humanities Definition: Learning or literature concerned with human culture. A branch of

study that deals with how people create the world in which they live, and how the world in which they live influences identity. Humanities is the study of the human condition in all its forms, including human interaction, expression, creativity, ideas, and values. Upon completion of a General Education Humanities course at GRCC, students will be able to:

1. Analyze scholarly and creative artifacts and activities from the past and the present in order to understand the world and himself or herself from different points of view.

2. Utilize the fundamental language and/or set of concepts associated with the scholarly and creative artifacts and activities being analyzed.

3. Articulate and understand the commonalities and differences among human beings from different time periods, cultures, and demographics through the analysis of scholarly and creative artifacts and activities.

4. Articulate and understand the ways in which various categories of human scholarship and creativity both shape and reflect cultural values.

5. Understand the role that various categories of human scholarship and creativity play in inspiring innovation, preserving culture, and encouraging empathy for all of humanity.

Social Sciences Definition: Learning and literature concerned with individual and societal relationships. A branch of science that deals with how people manage, interpret, or engage individuals, groups, institutions, societies, and cultures. Emphasis is on the factors that influence behaviors, the analysis of societal interaction, and promotion of intellectual curiosity. Upon completion of a General Education Social Science course at GRCC, students will be able to:

1. Identify questions and hypotheses important to understanding social phenomena, individual behavior and/ or the operation of societal institutions.

2. Articulate a theoretical perspective guiding the collection, analysis, and interpretation of data used to investigate social phenomena, individual behavior and/ or the operation of societal institutions.

3. Comprehend how changing social conditions affect the behavior of individuals, the operation of societal institutions and/or the perception of social phenomena.

4. Apply social and behavioral theory to explore their individual rights and responsibilities as part of a civil society

5. Use scientific evidence to describe the interplay of genes and the sociocultural context shapes the development of thoughts, emotions, and behaviors within individuals.

6. Apply behavioral and social theory to understand alternative interpersonal or cultural perspectives.

Natural Science and Mathematics Definition: Learning, literature and experimentation concerned with laws of the natural and physical world. Branches of science and mathematics that deal with how people measure, interpret, explain, define, hypothesize, analyze, research, apply , observe and study the objects, phenomena or laws of the natural and physical world. Upon completion of a General Education Natural Science course at GRCC, students will be able to:

1. Adapt and evaluate processes to find solutions to multistep or multi component problems.

2. Use calculation and measurement to solve problems, and use estimation to evaluate if the outcome to the problem is reasonable.

3. Discern relevant and irrelevant information when seeking the solutions to problems. 4. Use experimentation or practice to experience and deepen understanding of

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scientific and mathematical theories. 5. Develop hypotheses and draw and express conclusions based on mathematical

or scientific theory and/or experimentation. 6. Apply general science or mathematics principles to explain an observed

phenomenon or the results of an experiment. Wellness Definition: Wellness is the active process of becoming aware of and making

choices toward a more successful existence. It is focused on the development of lifelong healthy habits, personal goals, and the ability to be physically active in order to create and sustain emotional, intellectual, spiritual, physical, social, and environmental health and increase one's quality of life. Upon completion of a wellness course, students will be able to: 1. Apply the six dimensions of wellness to their lives. The Six Dimensions of Wellness

are: Emotional, Mental/Intellectual, Spiritual, Physical, Social, and Environmental. 2. Develop a plan to incorporate lifelong healthy habits into their lives. 3. Set personal goals for a healthy diet and safe/effective exercise training. 4. Demonstrate the ability to be physically active by meeting the requirements of

the chosen wellness course. Implications for Action:

GRCC will now have a well‐defined system of General Education Distribution. Evaluation Plan:

This policy should be reviewed again in the 2019‐2020 Academic Year.

4. Attendance Policy 8.8.A – Faculty & Attendance Policy 8.8.B – Students (December 2013)

The Academic Governing Council voted to replace the existing Policy 8.0 Faculty Attendance and Policy 8.0 Student Attendance with the Policy 8.0 Student Attendance. Changes Made:

Combined policies 8.8 A and 8.8 B to create a single attendance policy. Updated language to be consistent with current policies and practices. Omitted reference to dropping students and the No Show (NS) notation. Included wording about complying with state and federal laws. Made language consistent with that in benchmarked institutions' attendance policies.

Rationale: This policy review was part of a regularly scheduled review of college academic policies.

The current attendance policy included two sections, one for students and one for faculty members, with inconsistent language. Upon review of the current policies and comparison with benchmark institutions' policies, the Attendance Policy Committee reaffirmed the intent of the two policies and combined them into a single policy with consistent wording.

Supporting Data: The Attendance Policy Committee benchmarked attendance policies at eight other

institutions, including: Delta College, Ferris State University, Grand Valley State University, Lansing Community College, Michigan State University, University of Michigan, and Western Michigan University. While stated in various ways, all institutions basically stated that the course instructor was responsible for establishing and implementing the attendance policy of a course.

Implications for Action: The revised policy is consistent with current academic policies and practices and

maintains the intent of the former attendance policies.

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Evaluation Plan: This policy should be reviewed again in the 2018‐19 Academic Year.

5. Audiovisual Captioning Policy (February 2014) Proposed Policy:

All audiovisual media used as part of classroom activities, instruction, distance learning, training modules for institution personnel, campus sponsored events, and co‐curricular activities should include either closed, open, real time captions, interactive transcription, or subtitles; whichever is appropriate.

Rationale: The Americans with Disabilities Act requires GRCC to ensure access to equal and effective

communication for all students, staff, and community members. This policy would:

Ensure compliance with federal law. By providing ease of access in addition to reasonable accommodations to qualified individuals with disabilities, GRCC remains committed to adhering to the requirements of Sections 504 & 508 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 as amended (2008).

Benefit individuals who are deaf or hard of hearing who must have captioned media. Support an inclusive environment geared towards universal design. Benefit individuals with learning disabilities, ADD/ADHD, or other cognitive Impairments. Benefit persons learning English as their second language. Benefit persons who see GRCC produced media productions. Benefit individuals without disabilities who have stated that captioning helps in taking

notes and improves understanding and recall. Benefit anyone in the audience when variations of sound quality or surrounding noise

cause distractions. Provide the most effective means of providing equal access to audiovisual media

(including but not limited to videos, movie clips, DVDs, and films) through the use of products with open/closed‐captioning or subtitles for individuals who are deaf or hard of hearing.

Supporting Data: This policy was developed using a team approach, with input from faculty, staff, and

administration, as well as comments from teaching and non‐teaching faculty and discussion at AGC meetings in November 2013, December 2013, and February 2014.

In addition to Federal law requirements, see: Graduation Rates:

College graduation‐ 12.8% of the hearing population graduated from college whereas 5.1% of the deaf or hard‐of‐hearing population graduated. (http://research.gallaudet.edu/Demographics/deaf‐employrnent‐2011.pdf)

As compared to a 47% dropout rate for students without disabilities, the college dropout rate for students with hearing impairments is 71%. (http://www.handsandvoices.org/articles/education/ed/V13‐1 beyondHS.htm)

Legal Precedent: UC Berkley (1999), LaTrobe University (2008), Ohio State (2009), University of Kentucky

(2011), Daytona State College (2011), University of Maryland at College Park (2013) all faced class action lawsuits from advocacy and special interest groups like the National Association for the Deaf for lack of accessibility in college resources including but not limited to: Course Content and Classroom Environments, Sporting Events and Entertainment; Safety, emergency and any other Announcements.

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• National Association of the Deaf (NAD) vs. Netflix Implications for Action:

• Captioning in a given situation may be Required, Advised, or Not Required, as indicated in the full policy. This policy complies with a federal mandate to provide access to equal and effective communication for all students, staff, and community members.

• The purpose of this policy is to make the campus community aware of our responsibility, resources available to address shortcomings, and appropriate courses of action to take in select scenarios.

• Processes to supp01i implementation include the Captioning Request Procedure, as well as professional development offered through the Center for Teaching Excellence and Distance Learning and Instructional Technologies.

• Policies give us the ability to advocate for necessary and additional resources. • AGC policies are customarily approved by the Provost with a grace period to establish

procedure before implementation. There is always a transition period. Evaluation Plan:

• This academic policy should be reviewed again in Fall 2017.

6. Grading Procedures 7.10 (February 2014) Decision:

Withdrawal (W) Policy, part of 7.10 Grading Policy Proposed Policy:

Students may withdraw from a course and receive a W grade until the 70% date of course completion (as noted on the class roster) through the Online Center or at the Enrollment Center. After the 70% date, students may not initiate a course withdrawal or receive a W grade and the final course grade (A, B, C, D, or E) will be assigned based upon all graded and missed assignments. Instructors may not assign a W grade. However, during the last 30% of a course, students who have a documented extenuating circumstance such as an illness or injury, or the illness, injury or death of a significant other or family member can apply for a Hardship Withdrawal through the Office of the Associate Dean of Student Success and Retention. Students may apply to withdraw from a single course or multiple courses. There is no impact on the student's GPA for receiving a W grade in the Grand Rapids Community College grading system; however, other institutions may have different policies governing the impact of W grades on transfer student acceptance and/or their calculated GPA. In addition, W grades may have a negative impact on financial aid eligibility.

Rationale: Purpose for Policy Review:

During the February 2013 AGC meeting changes to the Grading Policy were approved, but not by an overwhelming majority. The WP and WF grades were eliminated, leaving faculty no options but to assign grades (A‐E or I) to students after 70% of the course was complete. Several dissent forms were submitted concerning the lack of options for faculty to help students in extenuating circumstances and an unclear Incomplete grade policy. The Provost has asked that a team be called upon to review the "I" and "70% Withdrawal Date" and propose some clarification. The I Policy is addressed in a separate Decision Paper.

Outline of Proposed Changes: The current Medical Withdrawal process was expanded to include other circumstances

and become a Hardship Withdrawal process. Students with a documented illness, injury or death involving themselves, a significant other

or a family member can apply for a Hardship Withdrawal under the proposed policy and

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receive a W grade in a course or courses. Language regarding the potential impact of W grades on financial aid and at transfer

schools was added. Language changes were made. For example, "Students may drop a class..." is now

"Students may withdraw from a course ..." Supporting Data:

This policy was developed using a team approach, with input from the Schools of Arts and Sciences, Student Affairs, and Workforce Development, as well as comments from teaching and non‐teaching faculty and a written table exercise at the December 2013 AGC membership meeting.

The team benchmarked other Michigan community colleges as well as GRCC's major university transfer institutions.

Implications for Action: Possible Benefits:

This policy would be aligned with many of GRCC's major transfer institutions. As students go through this process they must consider the consequences of a W

grade and their financial aid situation. W grades would be more difficult to obtain, which could lead to more students

completing classes that they would have otherwise dropped. This policy change would be easily implemented, as the process for a medical

withdrawal is already established. Possible Drawbacks:

Students would have to go through a process that requires the completion of several steps before a W grade is granted.

It is likely that more students will receive failing grades. Students who withdraw cannot continue to attend class.

Evaluation Plan: This academic policy should be reviewed again in Winter 2019.

Decision: Incomplete (I) Policy, part of 7.10 Grading Policy Proposed Policy:

An incomplete (I) grade can be temporarily assigned in the event of extenuating circumstances such as illness, injury, birth of a child, death of a family member, jury duty or other situations that are beyond the control of the student and prevent completion of the course requirements during the semester. The following requirements must be met in order to receive an incomplete (I) grade:

a. The coursework up to the time of the absence has been satisfactory and in the instructor's judgment, the student can complete the required work without repeating the course or attending any class sessions in subsequent semesters.

b. Approximately 90% of the course time has elapsed or coursework has been completed as determined by the instructor.

c. An incomplete form has been completed. This form will indicate the actions the student will take to finish the course, when those actions will take place (not to exceed one year), and the grade the instructor will submit (A, B, C, D, or E) should the work remain incomplete after the allotted time. Both the student and instructor will make every effort to sign the form and a copy will be provided to the student and the instructor's Department Head/Program Director.

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d. Once the coursework is completed or the allotted time lapsed, the instructor will submit an official grade change within 10 business days. If the course work is not completed and/or the instructor does not submit an official grade change, the incomplete (I) grade will default to a grade of "E" one year from the end date of the class. In the event of further unforeseen, extreme or unusual circumstances, a written appeal for an extension can be made to the Associate Dean of Hiring and Evaluation of the School where the course resides

Rationale: Purpose for Policy Review:

During the February 2013 AGC meeting changes to the Grading Policy were approved, but not by an overwhelming majority. The WP and WF grades were eliminated, leaving faculty no options but to assign grades (A‐E or I) to students after 70% of the course was complete. Several dissent forms were submitted concerning the lack of options for faculty to help students in extenuating circumstances and an unclear Incomplete grade policy. The Provost has asked that a team be called upon to review the "I" and "70% Withdrawal Date" and propose some clarification. The W Policy is addressed in a separate Decision Paper.

Outline of Proposed Changes: A statement indicating that the incomplete grade is only applicable in extenuating

circumstances was added. A statement regarding the approximate portion of the course that must be completed

(90%) in units of time or points before an incomplete grade can be assigned was added. A statement regarding the fact that the student should be able to complete the

coursework without attending the class in which the I grade was assigned during subsequent semesters was included.

The Registrar's Office will no longer receive a copy of the Incomplete Grade Form, but the DH/PD will receive and maintain a copy.

A 10‐day time frame for faculty to submit a grade change upon completion of the coursework was added.

The statement about student satisfaction with the instructor's decision was removed as grade dissatisfaction should go through the Grade Appeal Process.

Supporting Data: This policy was developed using a team approach, with input from the Schools of Arts and

Sciences, Student Affairs, and Workforce Development, as well as comments from teaching and non‐teaching faculty and a written table exercise at the December 2013 AGC membership meeting.

The team benchmarked other Michigan community colleges as well as GRCC's major university transfer institutions.

Implications for Action: This policy clarifies expectations and requirements for both the student and the faculty

member in assigning the I grade, completing coursework, and changing final grades. Evaluation Plan:

This academic policy should be reviewed again in Winter 2019.

7. Student Rights/Catalog Requirements Policy 8.5 (March 2014) Grand Rapids Community College (GRCC) students are required to fulfill the graduation and program requirements of the Catalog in effect at the time they officially declare their program as a degree‐seeking student. If students change their program, they must fulfill the graduation and program requirements of the Catalog in effect for the academic year in which the student made the change. Students may petition to fulfill the graduation and program requirements of the Catalog in effect at the time of graduation instead of being governed by the above two guidelines.

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For students declaring multiple academic programs, the date of declaration determines the Catalog requirements for each academic program. (Please see full policy language at the end) Rationale: The purpose of this policy is to clarify for GRCC students what program requirements will be used for their graduation audit, to allow students to align their course selections to these Catalog requirements. The Curriculum Operations Support Team (COST) identified the issues:

Current policy is from 1991 and has not been updated Current practice is not in line with policy With all of the GRCC curriculum work, the policy is not in the student's nor college's best

interest Current policy does not support Academic Standing Policy 8.17 that was passed in

October 2013 Supporting Data:

This policy was developed using a team approach, with representation from faculty members, Counseling, Student Support, Curriculum, and the Provost's office. This issue was discussed at AGC meetings in January, February, and March 2014.

The team identified need for revision, pulled together a cross college team of stakeholders, benchmarked 2 year and 4 year partners' processes, and developed policy. Presented to AGC for feedback, and will work with the curriculum revision team for implementation.

Implications for Action: (default) Students will utilize the catalog from the year they declared their program including any

program changes Students can elect to utilize the current catalog at time of graduation. Students have an option to appeal for extenuating circumstances Students must follow the Readmit Policy


8. ACT Cut Score Policy 8.27 (March 2014) Proposed Policy:

Admission to Grand Rapids Community College is open to all high school graduates, or those who have satisfactorily completed the General Education Development (GED) test or individuals 18 years or older. Grand Rapids Community College requires degree‐seeking students to submit high school transcripts with a cumulative GPA of2.0 or higher and an American College Test (ACT) score of 18 or higher in the subject areas of math, reading, and English. (Please see full policy language at the end)

Rationale: This policy, last reviewed in 2008, was up for review. Upon review of benchmarking data,

the team determined that GRCC's ACT composite score of 18 was consistent with other community colleges. The team did not recommend a change in the ACT Cut Score Policy.

Supporting Data: This policy was developed using a team approach, with representation from English and

Mathematics faculty members, the Enrollment Center, and the Student Success Center, as well as comments from teaching and non‐teaching faculty and discussion at AGC meetings in December 2013, February 2014, and March 2014.

The team benchmarked twelve other community colleges; discussed effectiveness of current policy, last updated in 2008; reviewed feedback; and edited current policy.

Implications for Action: Students may be admitted without having received a high school diploma or GED, but

must have completed either a high school diploma or GED to graduate from GRCC and to

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receive financial aid from GRCC. • AGC need not wait five more years to propose revised AGC cut scores, but an issue paper

would need to be prepared in order to reopen the topic for discussion. Evaluation Plan: This academic policy should be reviewed again in Spring 2019.

9. Children in the Classroom Policy 8.18 (March 2014) Proposed Policy: 1. Classroom Policy

GRCC prohibits bringing children to class and/or leaving them unattended on campus, such as halls, the library, the student center, or computer labs.

2. Campus Policy Children accompanying visitors, employees, or students of Grand Rapids Community

College must be under the constant supervision of a responsible adult while on GRCC property or on the site of any approved off‐campus class or other GRCC event. (Please see full policy language at the end)

Rationale: This policy, last reviewed in 2007, was assigned to a team for review and revision as

necessary. Children accompanying visitors, employees, or students of Grand Rapids Community

College must be under the constant supervision of a responsible adult while on GRCC property or on the site of any approved off‐campus class or other GRCC event. Members of the College community, such as, administrators, faculty, staff, or students are not authorized to assume responsibility for the caring of the children, unless the person is leaving the child in a College program sanctioned for children. Children on campus without the proper supervision may disrupt the educational process or work setting. Leaving the children unsupervised may also create a safety hazard for the children themselves or for others at the College.

Supporting Data: This policy was developed using a team approach, with representation from Psychology

and Music faculty members, Counseling, and Student Support, as well as comments from teaching and non‐teaching faculty and discussion at AGC meetings in January, February, and March 2014.

Team members reviewed the existing document and discussed it with colleagues. The team also benchmarked with GVSU, which is currently in the process of establishing a policy on children in the classroom.

Implications for Action: Under Contacts and Procedures, change Dean of Student Affairs to Associate Director of

Student Conduct and Student Satisfaction Initiative. Children accompanying visitors, employees, or students of Grand Rapids Community

College must be under the constant supervision of a responsible adult while on GRCC property or on the site of any approved off‐campus class or other GRCC event.

Children found unattended will be reported to the College police, who will follow‐up with the child to obtain information on who his or her parent or guardian is. That person will then be located and required to supervise the child or leave campus.


10. Student Code of Conduct (endorsement) (April 2014) Decision: Student Code of Conduct Note: This was a vote to endorse the revised Student Code of Conduct, and not a vote to approve an

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academic policy. Proposed Policy:

Changes to the former Student Code of Conduct include: Addition of a Student Rights section Formatting Removed Athletics section ‐ moved to their handbook Removed Student Organization section‐ moved to their handbook Added definitions for Accused student, Complainant, Cyber Stalking, Cyber Bullying,

Student Group or Organization Edited definition from "school days" to "business days" Added Interpretation and Revision section Rearranged (put in alpha order) Added Bullying and Sexual Misconduct sections Expanded sanctions section Expanded language Afforded both parties equal rights Change to appeal process Tobacco Free Update (E‐cigarettes, Medical Marijuana)

Rationale: The mission of Grand Rapids Community College (GRCC or the College) is to provide the

community with learning opportunities that enable people to achieve their goals. In order to achieve its mission, the College must foster a secure learning environment by protecting people, property and processes. The Student Code of Conduct sets forth expectations for individuals who choose to become part of the College community. Students attending GRCC are responsible for adhering to GRCC's Student Code of Conduct, rules and regulations, college policies and for compliance with all local, state and federal laws.

AGC is asked specifically to provide input on direct academic components (Academic Dishonesty, Classroom Conduct, and Student Rights); the document then moves to Cabinet for final review.

Supporting Data: Faculty focus groups were convened in spring 2013; a smaller review team included

representatives of faculty, Enrollment, General Counsel, and Student Affairs. Academic Deans and DHs/PDs provided input, and the Code was discussed at AGC meetings in January, February, and March 2014

Implications for Action: AGC has voted to endorse the revised Student Code of Conduct, which will then go to

GRCC's Cabinet for review and approval. Code review is a collaborative process; the Cabinet will receive the same information that

AGC received. AGC has decision making authority over the academic components, and Cabinet has purview

over the rest. Provost/Deans are representatives of the voice of AGC at Cabinet and can support the

decisions made by AGC if questioned. Evaluation Plan:

This policy should be reviewed again at the date determined by the GRCC Policy committee once the policy is approved by that body. At that time, we will include it on the AGC agenda for consideration of the academic portion of the document.

Response from Provost: The Provost endorses the Student Code of Conduct as endorsed by the AGC effective August

13, 2014.

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Updates and Presentations Throughout the year, faculty, academic administrators, and staff made presentations and submitted written updates of work related to campus‐wide issues and to previous AGC decisions. Details for each report and presentation are available at the AGC website, http://cms.grcc.edu/agc. Dates listed indicate the month when the update/presentation took place. Some issues will be scheduled to return to AGC for further updates.

Written Reports presented to AGC: September 2013

Sabbatical Learning Environment Team

October 2013 Course Approval Process Student Code of Conduct Academic Grade Grievance Process

November 2013 Academic Program Review Course Learning Outcomes Institutional Learning Outcomes Middle College

December 2013 ESL Course Endorsement

February 2014 Bookstore Expectations Presentations to AGC

Presentations:

September 2013 President’s Remarks Issue Paper: E‐Learning Strategies to Promote Student Success Proposed issue regarding the success rates of students in online courses. AGC determined that the issue needs to be better defined and requested more information; i.e. policies for taking online classes and what makes students eligible to take an online course. The vote was postponed until a clearer definition can be developed and AGC requested that the Distance Learning Faculty Advisory Team address this issue.

December 2013

Textbook Pricing Jennifer Rockafellow, Course Materials Manager ‐ Follett, thanked members for contributing to the huge strides made in HEOA compliance from the Fall 2012 to present. She noted that the improvements have allowed the bookstore to purchase books from students sooner, allowed the opportunity to pursue rental option, and to obtain books from wholesalers. It has also saved on expenses and allowed more time to solve problems. Jennifer reviewed the college's use of Rent‐A‐ Text, and noted that has saved students approximately 50% off the suggested retail price of a new

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text. She asked members to contact her with suggestions for texts to make available through Rent‐ A‐Text. Jennifer also reviewed the use of Digital text. This type of text is mobile friendly, and can be accessed on all mobile devices. It also allows students to highlight and take notes just as they would in a physical text book, and also has an option to print notes taken to study. Jennifer stated that students have the option to try the Digital text now, and buy it later as well as the option to have the text read to them. She noted that it is compatible with Black Board through the use of an access code given to the student, and requires no tech support.

February 2014

Institutional Review Board (IRB) Donna Kragt, Dean of Institutional Research & Planning, provide an overview of IRB in an effort to increase awareness. Many people do not realize that they need to request permission to do research at GRCC. Donna stated that rules for research are laid out by the federal government, and noted that if researchers are collecting information from their own students to make improvements, they do not need to request permission. However, researchers who are collecting information from GRCC students to write a paper, thesis, or dissertation need to request permission. Donna went on to review the history of the IRB, and noted that GRCC created its first IRB in 2007. She noted that some schools utilize an option called 'renting an IRB.' This is done through use of the Western Institutional Review Board. Donna also noted that all IRB members must go through a six hour online training certification through CITI. Michigan Transfer Agreement Erin Busscher, Transfer & Articulation Coordinator, provided members an overview of the MACRAO agreement. She noted that the agreement facilitates transfer to 4 year institutions, and assists students in meeting their general education requirements. Erin stated that many colleges participate in the MACRAO agreement. She also noted that students can have "MACRAO Agreement Satisfied" posted on their transcripts. This provides a way for the 4 year institution to know the student has completed their general education requirements. Erin proceeded to inform members about the Michigan Transfer Agreement (MTA). She noted that in 2012 the Michigan Legislature inquired about how students were transferring to 4 year institutions. As a result, the MACRAO agreement was reviewed, which had not been done in a long time. The desire was for transfer students to be treated the same as native students, and for the agreement to be easier for students to use. Katie Daniels, Curriculum Specialist, reviewed the differences between the MACRAO and MTA agreements, noting a couple of things in terms of advising students. She sighted English Composition as an example, noting that if students intended to transfer from and graduate from GRCC, they must take the English Composition sequence to satisfy the MTA.

April 2014

Standards of Progress International Students Policy Eric Mullen, Associate Dean of Enrollment Management, opened by noting that he was tasked with looking at standards of progress for international students. He stated that currently there is no policy to address this, and noted that the current policy does contain elements that apply to GRCC’s international population. Eric noted that currently we have information specific to international students in the catalog, on the website for admissions, and on the international student application. Eric stated that Deb DeWent, Executive Associate, found a policy that dates back to 1991. The first recommendation is not to write a new policy, but to refer to the current policy. The reasoning behind this recommendation is that international student standards are contingent upon federal standards, and GRCC wants to ensure alignment with those standards. The second recommendation is to draft a new section that addresses admissions. While reviewing the international student policy, it was discovered that there is no admissions policy. A draft of this section will be brought to AGC in 2015‐16 for review.

1414

Policies/Practices for Consideration during 2014‐2015

1. Sabbatical Policy 2. Expansion of Mandatory Placement for ESL/Developmental Education 3. Academic Standards Guidelines 4. Maximum Student Credit Hour Load Policy 8.22 5. Dual Enrollment Policy 8.1 6. Admissions Policy 7. Amplified Sound & Events on Campus Policy 12.8 8. Acceptance of C‐ Grades Policy 7.1.1 9. Credit Hour Policy 7.1.3 10. Guidelines for Student Success

2013‐2014 Procedural Actions

September 2013

Approved Team Chairs and Standing Committees Clarified 2012‐2013 AGC Evaluation Items Brainstormed 2013‐2014 Issues Oriented New AGC Members Conducted Member Elections Presented to Board of Trustees

October 2013

Approved Jeff Spoelman as AGC Representative to Budget Review Committee Responded to September Brainstorming

April 2014

Approved Recommendation of Graduates Conducted Year‐End Evaluation

1515

AGC 2013‐2014 Evaluation Results and Actions Taken Every year the Executive Committee of AGC conducts an evaluation and uses the results to improve AGC’s processes for the following year. The evaluation for 2013‐2014 took place during the april 8, 2014 meeting. The results from the first part of the survey and the responses from the Executive Committee of AGC follow:

Strongly

Agree Agree Disagree Strongly

DisagreeAbstain Response from ExecAGC

1. AGC fulfilled its purpose.

33% 59 0% 2% 6%

92% 2% 6% 2. AGC accomplished an

appropriate amount of work.

14% 78% 2% 0% 6%

92% 2% 6%

3. The scheduling of AGC meetings was adequate to complete the work.

24% 71% 0% 0% 6%

95% 0% 6%

4. Communication from AGC Exec helped me prepare for meetings.

19% 62% 8% 6% 6% ExecAGC will ask membership for clarification during the first meeting of the 2014‐2015 academic year.

81% 44% 6%

5. If you used he AGC website, the information was useful.


44% 23% 33%

6. The topics and issues addressed at AGC were relevant.

17% 75% 4% 0% 4%

92% 4% 4%

7. The information presented at AGC meetings was useful.

15% 79% 2% 0% 4%

94% 2% 4%

8. The quality of discussion in AGC meetings advanced the work.


79% 13% 8%

9. AGC made effective decisions this year.


81% 10% 10%

10. The decisions made by AGC had a positive impact on the college as a whole.


79% 6% 12%

1616

AGC 2013‐2014 Year‐ End Evaluation: Summary of Open Comments

Things that worked well: 1. iClickers and refreshments were appreciated 2. Monthly meetings with structured agendas and timelines 3. In‐depth discussions 4. Materials received in advance helped with preparation 5. Discussion and passing of student‐centered policies

Areas for Improvement AGC Executive Committee Response 1. Send all attachments in advance of

meetings; post all materials to website. Presenters who do not submit materials by published deadlines will have their items removed from the meeting agenda; this includes amended presentations brought to meetings. At its summer retreat, ExecAGC reviewed and revised workflow practices to ensure timely availability of materials

2. Consider number of times each proposalcomes before the AGC – do all need three sessions?

ExecAGC will ask membership for clarification during the first meeting of the 2014‐15 academic year.

3. Allow enough time for discussion. ExecAGC reviews all first presentations, including time needed, and will consider this when developing the Agenda.

4. Integrate better within AGC policies andother college guidelines.

ExecAGC reviews all first presentations, and will encourage presenters to put proposed policies in context with existing GRCC standards and guidelines.

5. Update website and include departmentfeedback section.

ExecAGC will ask membership for clarification during the first meeting of the 2014‐15 academic year.

6. Concerns re: publishing voting record andattendance.

AGC members are elected by their departments/programsand accountable for their attendance and decisions. Some members also use this documentation for college service.

1717

Issues for Next Year AGC Executive Committee Response1. AGC role in provost search This will be scheduled during the 2014‐15 academic year. 2. State and Board elections

ExecAGC will ask membership for clarification during the first meeting of the 2014‐2015 academic year and schedule topics as needed.

3. Examine voting procedures. a. Protect minority views b. Consider great than

majority vote c. Consider balance of

faculty/administrators

Voting procedures are part of the ByLaws, which will be discussed and voted on during 2014‐2015.

Voting membership during the year included 49 faculty and 15 administrators. Seven non‐voting members also attended meetings.

4. Address FPE issues. ExecAGC will ask membership for clarification during the first meeting of the 2014‐15 academic year.

5. Social Media Policy ExecAGC welcomes an issue paper to begin work on this issue. ExecAGC will ask membership for clarification during the first meeting of the 2014‐2015 academic year.

6. Number of courses a student can repeat

ExecAGC welcomes an issue paper to begin work on this issue. ExecAGC will ask membership for clarification during the first meeting of the 2014‐2015 academic year.

7. Consideration of distance education policies: orientation, mandatory screens for OL students, computer proficiency, MOOGs.

The Distance Learning Faculty Advisory Board is scheduled to address DL issues at AGC meetings in fall 2014.

8. Consider implications of policy, including operations and infrastructure.

ExecAGC reviews all first presentations, and will continue to encourage each presenter to address implications of proposed policies.

1818

AGC Executive Committee and AGC Members’ Responsibilities

AGC Executive Committee Members’ Responsibilities

According to the Bylaws, AGC Executive committee members have the following duties, responsibilities, and authority: Preside at all meetings of the Academic Governing Council and at any special meetings called by

the council. Schedule meetings of the Academic Governing Council and prepare the agenda for those

meetings. Appoint, subject to Council approval, the Chairpersons of all standing and ad‐hoc committees.

Appoint members of standing and ad‐hoc committees, subject to the confirmation of the council.

Serve as ex‐officio members of any and all Council committees. Serve as a liaison between the Provost and the AGC. The Executive Committee will also perform the duties of the Chairperson on a rotating basis to

be determined by the Committee. The individual serving as chair at a particular meeting will only be allowed to vote in the case of a tie. All other members of the Executive Committee will be voting members of the AGC.

The Executive Committee will also be responsible for keeping all records (including minutes, committee reports, and dissent forms) and for transmitting copies of approved minutes, reports, and forms to any interested party upon request.

In order to perform these duties the Executive Committee members: Meet twice a month from September to April. Hold two planning retreats during the summer. Have divided their responsibilities by member and specific tasks that include a detailed list of

actions that take place during the AGC meeting, during the AGC Executive Committee meetings and outside those occasions. The following list represents the work performed during a year by the Executive Committee members. Performed at AGC monthly meetings

Serve as parliamentarian for each meeting. Deliver an orientation for new members. Lead meetings as necessary. Facilitate table discussion at meetings. Facilitate technology. Monitor dynamics of meetings.

Performed at Exec AGC bimonthly meetings or retreats Analyze previous AGC meetings (form/structure and content). Prepare an agenda for monthly AGC meetings. Preview presentations and prepare presenters as needed. Bring up possible topics for discussion. Prepare year‐long agenda for AGC Exec meetings. Take minutes of Executive Committee meetings. Plan/organize and carry out the election processes. Plan and conduct a yearly evaluation of AGC. (April) Revise official forms (decision form, minority opinion form, committee action form, issue

proposal form, etc.)

1919

Track decisions and assign who will complete and send the decision form to the Provost' Office.

Set up committees. Assess Executive Committee work. (June) Prepare AGC yearlong agenda. Performed outside meeting time Lead the periodic revision of the bylaws. (as needed) Develop an orientation for new members. (August) Revise the team charter and formally submit it to the designated official. (January) Prepare and submit budget requests to meet the needs of the group for meetings.

(January) Recruit members as needed. (yearly) Report updates to Cabinet (monthly) Present AGC to new faculty members as part of the new faculty institute. (October) Prepare a year‐ end report. (May) Run the elections. (yearly) (May/June) Prepare and deliver updates for the BOT meetings. (September) Maintain AGC history. Communicate with presenters on intended outcomes, dates of presentation and date of

AGC Executive Committee preview if necessary. (monthly) Communicate individually with presenters regarding meeting materials for sharing and

presenting. (monthly) Post all meeting and presentation information on the AGC website. (monthly) Revise minutes. (monthly) Coordinate the logistics for each meeting (room set‐up, technology, etc.). (monthly) Communicate/update on work done and decisions. (monthly) Prepare and present decisions forms to the Provost Office. (monthly as needed) Set up meeting arrangements for Executive Committee (monthly) Prepare and administer AGC evaluation for all faculty (bi‐annual?) (April)

AGC Members’ Responsibilities

AGC members have the responsibility to attend all meetings and to represent their respective departments in the discussions and decisions. AGC members also have the responsibility of communicating with their departments the issues and decisions and anything else that is discussed during the monthly meetings. See also Guidelines for Service on the Academic Governing Council (AGC): http://cms.grcc.edu/sites/default/files/attachments/AGC%20Service%20Guidelines.pdf

20

2013-2014 AGC Membership 52 Faculty/17 Administrators* *Voting Members NAME SCHOOL/DEPARTMENT/PROGRAM AGC ROLE AGC TERM

Kate Kryger Arts & Sciences Adjunct Faculty Representative Fall 2013 – Winter 2015

Lisa Gloege Arts & Sciences School-Wide At-Large Rep. Fall 2013 – Winter 2015

Laurie Foster Biological Sciences At-Large Full-Time Faculty Rep. Fall 2013 – Winter 2015

Ann Alexander Business At-Large Full-Time Faculty Rep. Fall 2013 – Winter 2015

Luann Keizer Computer Applications At-Large Full-Time Faculty Rep. Fall 2013 – Winter 2015

Jill Woller-Sullivan Counseling & Career Center At-Large Full-Time Faculty Rep. Fall 2012 – Winter 2014

Michael Whitman Culinary – SICE At-Large Full-Time Faculty Rep. Fall 2012 – Winter 2014

Diana Kooistra Dental Auxiliaries At-Large Full-Time Faculty Rep. Fall 2013 – Winter 2015

Fred Van Hartesveldt English At-Large Full-Time Faculty Rep. Fall 2012 – Winter 2014

Keith Ferguson Job Training At-Large Full-Time Faculty Rep. Fall 2012 – Winter 2014

Harold Lee Language & Thought At-Large Full-Time Faculty Rep. Fall 2012 – Winter 2014

Nan Schichtel Library & Learning Commons At-Large Full-Time Faculty Rep. Fall 2012 – Winter 2014

Troy Walwood Manufacturing At-Large Full-Time Faculty Rep. Fall 2013 – Winter 2015

Nancy Forrest Mathematics At-Large Full-Time Faculty Rep. Fall 2012 – Winter 2014

Carol VanRandwyk Music At-Large Full-Time Faculty Rep. Fall 2012 – Winter 2014

Victoria Meyers Nursing At-Large Full-Time Faculty Rep. Fall 2012 – Winter 2014

Elaine Kampmueller Physical Sciences At-Large Full-Time Faculty Rep. Fall 2012 – Winter 2014

Sarah Petz** Preschool At-Large Full-Time Faculty Rep. Fall 2012 – Winter 2014

Sandy Lancaster Psychology At-Large Full-Time Faculty Rep. Fall 2012 – Winter 2014

Heather Forrest Social Sciences At-Large Full-Time Faculty Rep. Fall 2012 – Winter 2014

Kimberly Overdevest Visual Arts At-Large Full-Time Faculty Rep. Fall 2012 – Winter 2014

Gayl Beals Workforce Development School-Wide At-Large Rep. Fall 2012 – Winter 2014

Lynda Jansen Workforce Development Adjunct Faculty Representative Fall 2013 – Winter 2015

These Departments/Programs having less than or equal to five full-time faculty are not required to have an At-Large Representative:

Adult & Developmental Education Per AGC Bylaws As of 2012-2013

Applied Technology Per AGC Bylaws As of 2012-2013

Automotive Per AGC Bylaws As of 2012-2013

Criminal Justice Per AGC Bylaws As of 2012-2013

Mechanical & Architectural Design Per AGC Bylaws As of 2012-2013

Education Per AGC Bylaws As of 2012-2013

Occupational & Disability Support Services Per AGC Bylaws As of 2012-2013

Occupational Therapy Assistant Per AGC Bylaws As of 2012-2013

Radiologic Technology Per AGC Bylaws As of 2012-2013

TriO/Student Support Services Per AGC Bylaws As of 2012-2013

Wellness Per AGC Bylaws As of 2012-2013

Department Heads/Program Directors:

Vikki Cooper Adult & Developmental Instruction Director Per AGC Bylaws

Mike Kiss Applied Technology Department Head Fall 2012 – Winter 2014

Charlie Wells Athletics Director Per AGC Bylaws

Chad Lodenstein Automotive Department Head Fall 2012 – Winter 2014

Robert Long Biological Sciences Department Head Fall 2013 – Winter 2015

Felix Pereiro Business Department Head Fall 2012 – Winter 2014

Timothy Koets Computer Applications Department Head Fall 2012 – Winter 2014

Lynnae Selberg Counseling & Career Center Program Director Per AGC Bylaws

Nikki Banks Criminal Justice Department Head Fall 2012 – Winter 2014

Daniel Gendler Culinary – SICE Program Director Per AGC Bylaws

Eve Sidney Dental Auxiliaries Program Director Per AGC Bylaws

Becky Brinks Education Program Director Per AGC Bylaws

Janice Balyeat English Department Head Fall 2012 – Winter 2014

Aleta Anderson Language & Thought Department Head Fall 2012 – Winter 2014

John Doneth Manufacturing Department Head Fall 2012 – Winter 2014

John Dersch Mathematics Department Head Fall 2012 – Winter 2014

Tom Boersma Mechanical & Architectural Design Department Head Fall 2012 – Winter 2014

Kevin Dobreff Music Program Director Per AGC Bylaws

Michelle Richter Nursing Program Director Per AGC Bylaws

Sarah Rose Occupational & Disability Support Services Program Director Per AGC Bylaws

Karen Walker Occupational Therapy Assistant Program Director Per AGC Bylaws

Tom Kaechele Theatre Program Director Per AGC Bylaws

Jennifer Batten Physical Sciences Department Head Fall 2012 – Winter 2014

Frank Conner Psychology Department Head Fall 2012 – Winter 2014

Deborah Nordman Radiologic Technology Program Director Per AGC Bylaws

Mike Light Social Sciences Department Head Fall 2012 – Winter 2014

21

Whitney Harper TriO/Student Support Services Program Director Per AGC Bylaws

Nick Antonakis Visual Arts Department Head Fall 2012 – Winter 2014

Jodi Gee Wellness Department Head Fall 2012 – Winter 2014

Deans/Associate Deans:

Laurie Chesley Arts & Sciences Dean Per AGC Bylaws

Michael Vargo Arts & Sciences Associate Dean Per AGC Bylaws

William Faber Arts & Sciences Associate Dean Per AGC Bylaws

Donna Kragt Institutional Research & Planning Dean Per AGC Bylaws

Patti Trepkowski Instructional Support & Interdisciplinary Studies Associate Provost/Dean Per AGC Bylaws

Ric Underhile Instructional Support & Interdisciplinary Studies Associate Dean Per AGC Bylaws

Daniel Clark Lakeshore Campus & Regional Centers Dean Per AGC Bylaws

Lilly Anderson Lakeshore Campus & Regional Centers Associate Dean Per AGC Bylaws

Eric Mullen Student Affairs Associate Dean Per AGC Bylaws

Diane Patrick Student Affairs Associate Dean Per AGC Bylaws

Tina Hoxie Student Affairs Associate Provost/Dean Per AGC Bylaws

John Cowles Student Success & Retention Dean Per AGC Bylaws

Casey Cornelius Student Success & Retention Associate Dean Per AGC Bylaws

Raynard Ross Student Success & Retention Associate Dean Per AGC Bylaws

Amy Koning Workforce Development Associate Dean Per AGC Bylaws

Fiona Hert Workforce Development Dean Per AGC Bylaws

Paula Sullivan Workforce Development Associate Dean Per AGC Bylaws

Non-Voting Members:

Jeremy Osborn Center for Teaching Excellence Non-Voting Member Yearly Appt./2013-2014

Kevin O'Halla Information Technology Non-Voting Member Yearly Appt./2013-2014

Pat Ingersoll Library & Learning Commons Non-Voting Member Yearly Appt./2013-2014

Gilda Gely Provost Office Ex-Officio/Non-Voting Member Per AGC Bylaws

Lisa Freiburger Business & Financial Services Non-Voting Member Yearly Appt./2013-2014

Julie Parks Workforce Training Non-Voting Member Yearly Appt./2013-2014

AGC Executive Committee:

Mike Light Social Sciences Department Head Representative Fall 2011 – Winter 2014

Robert Long Biological Sciences Department Head Representative Fall 2013 – Winter 2015

Ann Alexander Business At-Large Representative Fall 2011 – Winter 2014

Jill Woller-Sullivan Counseling & Career Center At-Large Representative Fall 2013 – Winter 2015

Amy Koning Workforce Development Administrator Representative Per AGC Bylaws

Laurie Chesley Arts & Sciences Administrator Representative Per AGC Bylaws

**Sarah Petz is completing the second year of a two-year term that was held by Elizabeth LaPonsie

22

20

13-2

014

AGC

Vote

Re

sults

(A

lpha

betic

al b

y La

st

Nam

e)

Minutes of 04.23.13

Written Report: Sabbatical

Written Report: Learning Environment Team

AGC Standing Committee: Excellence in Education

AGC Standing Committee: IIPD

AGC Standing Committee: Grade Appeal

AGC Standing Committee: DLFAB

Issue Paper: E-Learning Strategies to Promote Student Success Minutes of 09.10.13

Approval of Jeff Spoelman as AGC Representative to BRIT

Written Report: Course Approval Process

Written Report: Student Code of Conduct

Written Report: Academic Grade Grievance Process

Academic Standing Policy 8.17

Minutes of 10.08.13

Written Report: Academic Program Review

Written Report: Course Learning Outcomes

Written Report: Institutional Learning Outcomes

Written Report: Middle College

Course Transfer Policy

Minutes of 11.12.13

Written Report: ESL Course Endorsement

General Education Distribution

Attendance Policy 8.8.A/Faculty & 8.8.B/Students

Minutes of 12.10.13

Minutes of 01.14.14

Written Report: Bookstore Expectations

Audiovisual Captioning

Grading Procedures 7.10: Incomplete Grade

Grading Procedures 7.10: Withdrawal Grade

Minutes of 02.11.14

8.5 Student Rights/Program Requirements-Catalog Year

ACT Cut Score Policy 8.27

Children in the Classroom 8.18

Minutes of 03.11.14

Recommendation of Graduates: Fall 2013

Recommendation of Graduates: Winter and Summer 2014

Endorsement: Student Code of Conduct

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, Mik

e N

V N

V N

V N

V N

V N

V N

V N

V A

A A

A A

A A

A A

A B

A A

A B

A N

V A

A B

B A

A A

NV

A A

A A

A Ko

ets,

Tim

A

A A

A A

A A

A N

V N

V N

V N

V N

V A

NV

NV

NV

NV

NV

NV

A A

A A

NV

NV

NV

B A

A A

A A

A N

V N

V N

V A

Kooi

stra

, Dia

na

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

Kryg

er, K

ate

NV

NV

NV

NV

NV

NV

NV

NV

A A

A A

NV

A A

A A

A A

A A

A A

A A

A A

B A

A A

A A

A A

A A

A La

ncas

ter,

Sand

ra

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

NV

NV

NV

NV

A A

A B

A A

A A

A A

A A

A A

Lee,

Har

old

NV

A A

A A

A A

B N

V N

V N

V N

V A

A N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V A

A B

C A

A A

NV

A N

V A

A A

Ligh

t, M

ike

A A

A A

A A

NV

B A

A A

A A

B A

A A

A A

A A

A A

A A

A A

A A

A A

A B

A A

A A

A Lo

dens

tein

, Ch

ad

A B

B B

A A

B B

A A

A A

A A

A A

A A

A A

A A

B A

NV

A A

B A

A A

A B

A N

V N

V N

V N

V Lo

ng, R

ober

t A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

B A

A A

A A

A A

A A

A M

eyer

s, V

icki

N

V N

V N

V N

V N

V N

V N

V N

V A

A A

A A

A N

V N

V C

A A

A A

A B

A A

A A

B A

A A

A A

A N

V N

V N

V N

V N

ordm

an, D

eb

A N

V A

A A

NV

NV

NV

NV

NV

A A

A A

NV

NV

NV

NV

NV

NV

NV

A A

A A

NV

NV

NV

NV

NV

NV

NV

B N

V A

A A

A O

verd

eves

t, K

imbe

rly

NV

A A

A A

A A

NV

NV

NV

NV

NV

NV

NV

A A

A A

A A

A N

V A

A N

V N

V N

V A

A A

A A

A A

NV

NV

NV

NV

Petz

, Sar

ah

NV

A A

A A

NV

A B

A A

A A

A A

A A

A A

A A

A A

A A

A N

V N

V N

V N

V N

V N

V A

NV

A N

V N

V N

V N

V Pe

reiro

, Fel

ix

A A

A A

A A

A C

A A

A A

A A

A A

A A

A C

NV

NV

A A

NV

A A

A A

A A

A A

A N

V N

V N

V N

V Ri

char

ds, H

eath

er

NV

A A

A A

A A

NV

A A

A A

NV

A A

A A

A A

A A

A A

A A

A A

B A

A A

A A

A A

A A

A Ri

chte

r, M

iche

lle

C A

A A

A N

V A

NV

A A

A A

A A

A N

V N

V N

V C

A A

A B

A A

A A

B A

A A

A A

A N

V N

V N

V N

V Ro

se, S

arah

A

A A

A A

A A

B A

A A

A A

A A

A A

A A

A A

A B

A A

A A

NV

B A

A A

A A

A A

A A

Schi

chte

l, N

an

NV

NV

NV

NV

NV

A A

B A

A A

A A

A A

A A

A A

A A

A A

A N

V A

A B

A A

A A

A A

A A

A A

Selb

erg,

Lynn

ae

A A

C A

A A

A A

A A

A A

A B

A A

A A

A A

A A

NV

A A

A A

A A

A A

A A

A N

V A

A A

Sidn

ey, E

ve

A A

A A

A N

V A

NV

NV

NV

NV

NV

NV

NV

A N

V A

A A

A N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V A

NV

A A

A N

V Va

n H

arte

svel

dt, F

rede

rick

N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

N N

V N

V N

V N

V N

V N

V A

A B

B B

A A

NV

A A

A A

A Va

nRan

dwyk

, Car

ol

A A

NV

A A

A A

B A

A A

A A

A A

A A

A A

A N

V N

V N

V N

V N

V A

A C

A A

NV

NV

NV

NV

NV

NV

NV

NV

Wal

ker,

Kar

en

A A

A A

A A

A B

A A

A A

NV

A A

A A

A A

A A

A C

A A

NV

NV

NV

NV

NV

NV

NV

NV

NV

A A

NV

A W

alw

ood,

Tro

y A

A A

A A

A A

B A

A A

A A

A N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V A

A A

B A

A A

A A

A A

A A

A W

ells

, Cha

rlie

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

Whi

tman

, Mik

e A

A A

A A

A A

NV

A A

A N

V A

A N

V N

V N

V N

V N

V N

V A

A A

A N

V A

A B

A A

NV

NV

NV

NV

NV

NV

NV

NV

Wol

ler-

Sulli

van,

Jill

A

A A

NV

NV

NV

NV

B A

A A

A A

B A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A D

eans

/Ass

ocia

te D

eans

: An

ders

on, L

illy

A A

A A

A A

A B

A A

NV

NV

A A

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

A N

V A

A N

V A

A A

A A

A N

V N

V A

Ches

ley,

Laur

ie

NV

A A

A A

A A

B N

V N

V N

V N

V N

V A

A A

A A

A A

A A

A A

A A

NV

A A

A A

A A

A A

NV

NV

A Cl

ark,

Dan

A

A A

A A

A A

B A

A A

A A

A A

A A

A A

A N

V N

V N

V N

V A

A A

A A

A A

A A

A A

NV

NV

A Co

rnel

ius,

Cas

ey

A A

A A

A A

A N

V N

V A

A A

NV

A A

A A

A A

A A

A B

A A

A A

A N

V A

NV

NV

NV

NV

NV

NV

NV

NV

Cow

les,

John

A

A A

A A

A A

NV

A A

A A

A A

A A

A A

A A

A A

B A

A A

A A

A B

A A

A A

A N

V N

V A

Fabe

r, Bi

ll A

A A

A A

A A

B A

NV

A A

A A

A A

A A

NV

A A

NV

A A

A A

A A

A A

A A

B A

A N

V N

V A

Hert

, Fio

na

NV

A A

A A

A A

NV

A A

A A

A A

A N

V A

A A

A N

V N

V A

A N

V N

V N

V A

A A

A A

A N

V A

NV

NV

A H

oxie

, Tin

a A

A A

A A

NV

A A

A A

A A

A A

A A

NV

A A

A A

A B

A N

V A

A A

A A

A A

NV

A N

V N

V N

V N

V Ko

ning

, Am

y A

A A

A A

A A

B N

V N

V N

V N

V N

V A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A N

V N

V A

Krag

t, D

onna

A

A A

A A

A A

B A

A A

A A

A A

A A

A A

A A

NV

A A

A A

A A

A A

A A

A A

A N

V N

V A

Mul

len,

Eric

N

V N

V N

V N

V N

V N

V N

V N

V A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

NV

NV

A Pa

tric

k, D

iane

A

A A

A A

A A

B A

A A

A A

A A

A A

NV

NV

NV

A A

A A

A A

A A

A B

A A

A A

A N

V N

V A

Ross

, Ray

nard

A

A A

A A

A A

B A

A A

A A

A N

V N

V N

V N

V N

N

V A

NV

A A

A A

A A

B A

A A

NV

A A

NV

NV

A Su

lliva

n, P

aula

A

A N

V A

A A

A B

NV

NV

NV

NV

NV

A N

V N

V N

V N

V N

V N

V A

NV

B A

A A

A A

A A

A A

A A

NV

NV

NV

NV

Trep

kow

ski,

Patt

i A

NV

A A

A A

A N

V A

A A

A A

NV

A A

A A

A A

A A

A A

A N

V N

V A

NV

A A

A A

A A

NV

NV

A U

nder

hile

, Ric

A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A N

V A

A A

A A

A A

A A

A N

V N

V A

Varg

o, M

ike

A A

NV

A A

A A

B N

V N

V N

V N

V N

V B

A A

A A

NV

A A

A N

V N

V A

A A

B B

A A

A B

A A

NV

NV

A A

= YE

S / B

= N

O /

C =

ABST

AIN

/ N

V =

NO

VO

TE /

D =

INVA

LID

CH

OIC

E Fe

brua

ry 2

014:

Van

Har

tesv

eldt

repl

aced

Cha

pman

23

20

13-2

014

AGC

Vote

Re

sults

(A

lpha

betic

al b

y La

st

Nam

e)

Minutes of 04.23.13

Written Report: Sabbatical

Written Report: Learning Environment Team

AGC Standing Committee: Excellence in Education

AGC Standing Committee: IIPD

AGC Standing Committee: Grade Appeal

AGC Standing Committee: DLFAB

Issue Paper: E-Learning Strategies to Promote Student Success Minutes of 09.10.13

Approval of Jeff Spoelman as AGC Representative to BRIT

Written Report: Course Approval Process

Written Report: Student Code of Conduct

Written Report: Academic Grade Grievance Process

Academic Standing Policy 8.17

Minutes of 10.08.13

Written Report: Academic Program Review

Written Report: Course Learning Outcomes

Written Report: Institutional Learning Outcomes

Written Report: Middle College

Course Transfer Policy

Minutes of 11.12.13

Written Report: ESL Course Endorsement

General Education Distribution

Attendance Policy 8.8.A/Faculty & 8.8.B/Students

Minutes of 12.10.13

Minutes of 01.14.14

Written Report: Bookstore Expectations

Audiovisual Captioning

Grading Procedures 7.10: Incomplete Grade

Grading Procedures 7.10: Withdrawal Grade

Minutes of 02.11.14

8.5 Student Rights/Program Requirements-Catalog Year

ACT Cut Score Policy 8.27

Children in the Classroom 8.18

Minutes of 03.11.14

Recommendation of Graduates: Fall 2013

Recommendation of Graduates: Winter and Summer 2014

Endorsement: Student Code of Conduct

Alex

ande

r, A

nn

A A

A A

A A

A B

A A

A A

A A

A A

A A

A A

A A

A N

V A

A A

A A

A A

A A

A A

A A

A An

ders

on, A

leta

A

A A

A A

A A

A N

V N

V N

V N

V N

V N

V A

A A

A A

A A

A B

A A

A A

A A

A N

V N

V N

V A

A A

A A

Anto

naki

s, N

ick

A A

A A

A A

A B

A A

A A

A A

NV

NV

NV

NV

NV

NV

A B

A A

NV

A A

B A

A A

A A

A N

V N

V N

V N

V Ba

lyea

t, Ja

nice

A

A A

A A

A A

NV

A A

A A

NV

NV

A A

A A

A A

NV

NV

A N

V A

A A

B B

B A

A N

V A

A A

A A

Bank

s, N

ikki

N

V N

V N

V N

V N

V N

V N

V B

A A

A A

A A

A A

A A

A A

A B

A A

A N

V N

V A

A A

NV

NV

A A

A A

A A

Batt

en, J

enni

fer

A A

A A

A A

A B

A A

A A

A A

A A

A A

A A

A A

A A

NV

A A

A A

A A

A B

A A

A A

A Be

als,

Gay

l A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

B A

A A

A A

A A

A A

A Bo

ersm

a, T

om

NV

A A

A A

A N

V A

NV

NV

NV

NV

NV

A N

V N

V N

V N

V N

V N

V A

A A

A A

A A

B A

A N

V N

V N

V N

V A

A A

A Br

inks

, Reb

ecca

A

A A

A A

A A

B N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V A

A N

V A

A A

A A

NV

A A

A A

A A

A Ch

apm

an, J

anic

e A

A A

A A

A A

B A

A A

A A

A A

A A

A A

A N

V A

A A

C N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V Co

nner

, Fra

nk

A C

A B

A A

B B

NV

NV

NV

NV

NV

NV

A A

A A

A A

A A

A A

A A

A B

A A

A A

A A

A A

A A

Coop

er, V

ikki

N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V A

A A

A A

A N

V A

A A

A A

A A

A A

A A

A A

A A

A A

Der

sch,

John

N

V A

A A

A A

A N

V A

A A

A A

A N

V A

A A

A A

A A

A A

A A

A B

A A

A A

A A

A A

A A

Dob

reff

, Kev

in

A A

A A

A A

A B

NV

A A

A A

A A

A A

A N

V A

A A

B A

A N

V N

V B

A A

NV

NV

NV

NV

NV

NV

NV

NV

Don

eth,

John

A

A A

A A

A A

B N

V N

V N

V N

V N

V N

V A

A A

A A

A A

A B

B A

A A

B B

A A

A N

V A

B A

A A

Ferg

uson

, Kei

th

NV

NV

NV

NV

NV

NV

NV

NV

A A

A A

A A

A A

A A

A A

A A

A A

NV

NV

NV

A A

A N

V N

V N

V A

A A

A A

Forr

est,

Nan

cy

A A

A A

A A

A B

A A

A N

V A

A A

A A

A A

A N

V N

V A

A A

A A

B A

A A

A A

A A

A A

A Fo

ster

, Lau

rie

A A

A A

A A

A A

A N

V A

NV

A A

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

A A

A B

A A

NV

NV

A A

A A

A A

Gee

, Jod

i A

A A

A A

A A

B A

A A

A A

A A

A A

A A

A A

NV

A A

A A

A A

A A

A A

C N

V A

A A

A G

endl

er, D

an

A A

NV

A A

A A

B N

V N

V N

V N

V N

V N

V A

A A

A A

A N

V N

V N

V N

V N

V N

V N

V A

A A

A A

A A

NV

NV

NV

A G

loeg

e, L

isa

NV

NV

NV

NV

NV

NV

NV

NV

C A

A A

A A

A A

A A

A A

A A

A A

A A

A B

A A

A A

A A

A A

A A

Har

per,

Whi

tney

A

A A

A A

A A

B N

V N

V N

V N

V N

V N

V A

A A

A A

A N

V N

V B

A N

V N

V N

V B

A A

NV

NV

NV

A A

A A

A Ja

nsen

, Lyn

da

NV

NV

NV

NV

NV

NV

NV

NV

A A

A A

NV

A N

V A

A A

A A

A A

NV

A A

NV

NV

NV

A A

A A

A A

A A

A A

Kaec

hele

, Tom

A

A A

A A

A A

B A

A A

A A

A N

V N

V N

V N

V N

V N

V A

A A

A N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V Ka

mpm

uelle

r, E

lain

e A

A A

A A

A A

B A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A B

A A

A A

A Ke

izer,

Luan

n N

V N

V N

V N

V N

V N

V N

V N

V A

A N

V A

A A

A A

A A

A A

A A

NV

NV

A A

NV

B D

B

A A

A A

A A

A A

Kiss

, Mik

e N

V N

V N

V N

V N

V N

V N

V N

V A

A A

A A

A A

A A

A B

A A

A B

A N

V A

A B

B A

A A

NV

A A

A A

A Ko

ets,

Tim

A

A A

A A

A A

A N

V N

V N

V N

V N

V A

NV

NV

NV

NV

NV

NV

A A

A A

NV

NV

NV

B A

A A

A A

A N

V N

V N

V A

Kooi

stra

, Dia

na

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

Kryg

er, K

ate

NV

NV

NV

NV

NV

NV

NV

NV

A A

A A

NV

A A

A A

A A

A A

A A

A A

A A

B A

A A

A A

A A

A A

A La

ncas

ter,

Sand

ra

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

NV

NV

NV

NV

A A

A B

A A

A A

A A

A A

A A

Lee,

Har

old

NV

A A

A A

A A

B N

V N

V N

V N

V A

A N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V A

A B

C A

A A

NV

A N

V A

A A

Ligh

t, M

ike

A A

A A

A A

NV

B A

A A

A A

B A

A A

A A

A A

A A

A A

A A

A A

A A

A B

A A

A A

A Lo

dens

tein

, Ch

ad

A B

B B

A A

B B

A A

A A

A A

A A

A A

A A

A A

B A

NV

A A

B A

A A

A B

A N

V N

V N

V N

V Lo

ng, R

ober

t A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

B A

A A

A A

A A

A A

A M

eyer

s, V

icki

N

V N

V N

V N

V N

V N

V N

V N

V A

A A

A A

A N

V N

V C

A A

A A

A B

A A

A A

B A

A A

A A

A N

V N

V N

V N

V N

ordm

an, D

eb

A N

V A

A A

NV

NV

NV

NV

NV

A A

A A

NV

NV

NV

NV

NV

NV

NV

A A

A A

NV

NV

NV

NV

NV

NV

NV

B N

V A

A A

A O

verd

eves

t, K

imbe

rly

NV

A A

A A

A A

NV

NV

NV

NV

NV

NV

NV

A A

A A

A A

A N

V A

A N

V N

V N

V A

A A

A A

A A

NV

NV

NV

NV

Petz

, Sar

ah

NV

A A

A A

NV

A B

A A

A A

A A

A A

A A

A A

A A

A A

A N

V N

V N

V N

V N

V N

V A

NV

A N

V N

V N

V N

V Pe

reiro

, Fel

ix

A A

A A

A A

A C

A A

A A

A A

A A

A A

A C

NV

NV

A A

NV

A A

A A

A A

A A

A N

V N

V N

V N

V Ri

char

ds, H

eath

er

NV

A A

A A

A A

NV

A A

A A

NV

A A

A A

A A

A A

A A

A A

A A

B A

A A

A A

A A

A A

A Ri

chte

r, M

iche

lle

C A

A A

A N

V A

NV

A A

A A

A A

A N

V N

V N

V C

A A

A B

A A

A A

B A

A A

A A

A N

V N

V N

V N

V Ro

se, S

arah

A

A A

A A

A A

B A

A A

A A

A A

A A

A A

A A

A B

A A

A A

NV

B A

A A

A A

A A

A A

Schi

chte

l, N

an

NV

NV

NV

NV

NV

A A

B A

A A

A A

A A

A A

A A

A A

A A

A N

V A

A B

A A

A A

A A

A A

A A

Selb

erg,

Lynn

ae

A A

C A

A A

A A

A A

A A

A B

A A

A A

A A

A A

NV

A A

A A

A A

A A

A A

A N

V A

A A

Sidn

ey, E

ve

A A

A A

A N

V A

NV

NV

NV

NV

NV

NV

NV

A N

V A

A A

A N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V A

NV

A A

A N

V Va

n H

arte

svel

dt, F

rede

rick

N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V N

N N

V N

V N

V N

V N

V N

V A

A B

B B

A A

NV

A A

A A

A Va

nRan

dwyk

, Car

ol

A A

NV

A A

A A

B A

A A

A A

A A

A A

A A

A N

V N

V N

V N

V N

V A

A C

A A

NV

NV

NV

NV

NV

NV

NV

NV

Wal

ker,

Kar

en

A A

A A

A A

A B

A A

A A

NV

A A

A A

A A

A A

A C

A A

NV

NV

NV

NV

NV

NV

NV

NV

NV

A A

NV

A W

alw

ood,

Tro

y A

A A

A A

A A

B A

A A

A A

A N

V N

V N

V N

V N

V N

V N

V N

V N

V N

V A

A A

B A

A A

A A

A A

A A

A W

ells

, Cha

rlie

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

Whi

tman

, Mik

e A

A A

A A

A A

NV

A A

A N

V A

A N

V N

V N

V N

V N

V N

V A

A A

A N

V A

A B

A A

NV

NV

NV

NV

NV

NV

NV

NV

Wol

ler-

Sulli

van,

Jill

A

A A

NV

NV

NV

NV

B A

A A

A A

B A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A D

eans

/Ass

ocia

te D

eans

: An

ders

on, L

illy

A A

A A

A A

A B

A A

NV

NV

A A

NV

NV

NV

NV

NV

NV

NV

NV

NV

NV

A N

V A

A N

V A

A A

A A

A N

V N

V A

Ches

ley,

Laur

ie

NV

A A

A A

A A

B N

V N

V N

V N

V N

V A

A A

A A

A A

A A

A A

A A

NV

A A

A A

A A

A A

NV

NV

A Cl

ark,

Dan

A

A A

A A

A A

B A

A A

A A

A A

A A

A A

A N

V N

V N

V N

V A

A A

A A

A A

A A

A A

NV

NV

A Co

rnel

ius,

Cas

ey

A A

A A

A A

A N

V N

V A

A A

NV

A A

A A

A A

A A

A B

A A

A A

A N

V A

NV

NV

NV

NV

NV

NV

NV

NV

Cow

les,

John

A

A A

A A

A A

NV

A A

A A

A A

A A

A A

A A

A A

B A

A A

A A

A B

A A

A A

A N

V N

V A

Fabe

r, Bi

ll A

A A

A A

A A

B A

NV

A A

A A

A A

A A

NV

A A

NV

A A

A A

A A

A A

A A

B A

A N

V N

V A

Hert

, Fio

na

NV

A A

A A

A A

NV

A A

A A

A A

A N

V A

A A

A N

V N

V A

A N

V N

V N

V A

A A

A A

A N

V A

NV

NV

A H

oxie

, Tin

a A

A A

A A

NV

A A

A A

A A

A A

A A

NV

A A

A A

A B

A N

V A

A A

A A

A A

NV

A N

V N

V N

V N

V Ko

ning

, Am

y A

A A

A A

A A

B N

V N

V N

V N

V N

V A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A N

V N

V A

Krag

t, D

onna

A

A A

A A

A A

B A

A A

A A

A A

A A

A A

A A

NV

A A

A A

A A

A A

A A

A A

A N

V N

V A

Mul

len,

Eric

N

V N

V N

V N

V N

V N

V N

V N

V A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

NV

NV

A Pa

tric

k, D

iane

A

A A

A A

A A

B A

A A

A A

A A

A A

NV

NV

NV

A A

A A

A A

A A

A B

A A

A A

A N

V N

V A

Ross

, Ray

nard

A

A A

A A

A A

B A

A A

A A

A N

V N

V N

V N

V N

N

V A

NV

A A

A A

A A

B A

A A

NV

A A

NV

NV

A Su

lliva

n, P

aula

A

A N

V A

A A

A B

NV

NV

NV

NV

NV

A N

V N

V N

V N

V N

V N

V A

NV

B A

A A

A A

A A

A A

A A

NV

NV

NV

NV

Trep

kow

ski,

Patt

i A

NV

A A

A A

A N

V A

A A

A A

NV

A A

A A

A A

A A

A A

A N

V N

V A

NV

A A

A A

A A

NV

NV

A U

nder

hile

, Ric

A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A A

A N

V A

A A

A A

A A

A A

A N

V N

V A

Varg

o, M

ike

A A

NV

A A

A A

B N

V N

V N

V N

V N

V B

A A

A A

NV

A A

A N

V N

V A

A A

B B

A A

A B

A A

NV

NV

A A

= YE

S / B

= N

O /

C =

ABST

AIN

/ N

V =

NO

VO

TE /

D =

INVA

LID

CH

OIC

E Fe

brua

ry 2

014:

Van

Har

tesv

eldt

repl

aced

Cha

pman

24

20

13-2

014

AGC

Att

enda

nce

Rost

er

(Alp

habe

tical

by

Last

Nam

e)

9.10

.201

3 10

.8.2

013

11.1

2.20

13

12.1

0.20

13

1.14

.201

4 2.

11.2

014

3.11

.201

4 4.

8.20

14

Alex

ande

r, An

n

An

ders

on, A

leta

An

tona

kis,

Nic

k

Ba

lyea

t, Ja

nice

Ba

nks,

Nik

ki

Batt

en, J

enni

fer

Beal

s, G

ayl

Boer

sma,

Tom

Br

inks

, Reb

ecca

Ch

apm

an, J

anic

e (s

ee V

an H

arte

svel

dt)

Conn

er, F

rank

Co

oper

, Vik

ki

Ders

ch, J

ohn

Dobr

eff,

Kevi

n

Do

neth

, Joh

n

Fe

rgus

on, K

eith

Fo

rres

t, N

ancy

Fo

ster

, Lau

rie

Gee

, Jod

i

G

endl

er, D

an

Gloe

ge, L

isa

Har

per,

Whi

tney

Ja

nsen

, Lyn

da

Kaec

hele

, Tom

Ka

mpm

uelle

r, El

aine

Ke

izer

, Lua

nn

Kiss

, Mik

e

Ko

ets,

Tim

Ko

oist

ra, D

iana

Kr

yger

, Kat

e

La

ncas

ter,

Sand

ra

Lee,

Har

old

Ligh

t, M

ike

Lode

nste

in, C

had

Long

, Rob

ert

Mey

ers,

Vic

ki

Nor

dman

, Deb

O

verd

eves

t, Ki

mbe

rly

Petz

, Sar

ah

Pere

iro, F

elix

Ri

char

ds, H

eath

er

Rich

ter,

Mic

helle

Ro

se, S

arah

Sc

hich

tel,

Nan

Se

lber

g, L

ynna

e

Si

dney

, Eve

Va

n Ha

rtes

veld

t, Fr

eder

ick

(Effe

ctiv

e Fe

b. '1

4)

VanR

andw

yk, C

arol

W

alke

r, Ka

ren

Wal

woo

d, T

roy

Wel

ls, C

harli

e

W

hitm

an, M

ike

Wol

ler-

Sulli

van,

Jill

D

eans

/Ass

ocia

te D

eans

: An

ders

on, L

illy

Ches

ley,

Lau

rie

Clar

k, D

an

Corn

eliu

s, C

asey

Co

wle

s, Jo

hn

Fabe

r, Bi

ll

He

rt, F

iona

Ho

xie,

Tin

a

Ko

ning

, Am

y

Kr

agt,

Donn

a

M

ulle

n, E

ric

Patr

ick,

Dia

ne

Ross

, Ray

nard

Su

lliva

n, P

aula

Tr

epko

wsk

i, Pa

tti

Und

erhi

le, R

ic

Varg

o, M

ike

Non

-Vot

ing

Mem

bers

: Fr

eibu

rger

, Lisa

G

ely,

Gild

a

Gr

aves

, Jod

y (E

ffect

ive

Feb.

201

4)

Inge

rsol

l, Pa

t

O

'Hal

la, K

evin

Pa

rks,

Julie

25

20

13-2

014

AGC

Att

enda

nce

Rost

er

(Alp

habe

tical

by

Last

Nam

e)

9.10

.201

3 10

.8.2

013

11.1

2.20

13

12.1

0.20

13

1.14

.201

4 2.

11.2

014

3.11

.201

4 4.

8.20

14

Alex

ande

r, An

n

An

ders

on, A

leta

An

tona

kis,

Nic

k

Ba

lyea

t, Ja

nice

Ba

nks,

Nik

ki

Batt

en, J

enni

fer

Beal

s, G

ayl

Boer

sma,

Tom

Br

inks

, Reb

ecca

Ch

apm

an, J

anic

e (s

ee V

an H

arte

svel

dt)

Conn

er, F

rank

Co

oper

, Vik

ki

Ders

ch, J

ohn

Dobr

eff,

Kevi

n

Do

neth

, Joh

n

Fe

rgus

on, K

eith

Fo

rres

t, N

ancy

Fo

ster

, Lau

rie

Gee

, Jod

i

G

endl

er, D

an

Gloe

ge, L

isa

Har

per,

Whi

tney

Ja

nsen

, Lyn

da

Kaec

hele

, Tom

Ka

mpm

uelle

r, El

aine

Ke

izer

, Lua

nn

Kiss

, Mik

e

Ko

ets,

Tim

Ko

oist

ra, D

iana

Kr

yger

, Kat

e

La

ncas

ter,

Sand

ra

Lee,

Har

old

Ligh

t, M

ike

Lode

nste

in, C

had

Long

, Rob

ert

Mey

ers,

Vic

ki

Nor

dman

, Deb

O

verd

eves

t, Ki

mbe

rly

Petz

, Sar

ah

Pere

iro, F

elix

Ri

char

ds, H

eath

er

Rich

ter,

Mic

helle

Ro

se, S

arah

Sc

hich

tel,

Nan

Se

lber

g, L

ynna

e

Si

dney

, Eve

Va

n Ha

rtes

veld

t, Fr

eder

ick

(Effe

ctiv

e Fe

b. '1

4)

VanR

andw

yk, C

arol

W

alke

r, Ka

ren

Wal

woo

d, T

roy

Wel

ls, C

harli

e

W

hitm

an, M

ike

Wol

ler-

Sulli

van,

Jill

D

eans

/Ass

ocia

te D

eans

: An

ders

on, L

illy

Ches

ley,

Lau

rie

Clar

k, D

an

Corn

eliu

s, C

asey

Co

wle

s, Jo

hn

Fabe

r, Bi

ll

He

rt, F

iona

Ho

xie,

Tin

a

Ko

ning

, Am

y

Kr

agt,

Donn

a

M

ulle

n, E

ric

Patr

ick,

Dia

ne

Ross

, Ray

nard

Su

lliva

n, P

aula

Tr

epko

wsk

i, Pa

tti

Und

erhi

le, R

ic

Varg

o, M

ike

Non

-Vot

ing

Mem

bers

: Fr

eibu

rger

, Lisa

G

ely,

Gild

a

Gr

aves

, Jod

y (E

ffect

ive

Feb.

201

4)

Inge

rsol

l, Pa

t

O

'Hal

la, K

evin

Pa

rks,

Julie

Presented by AGC Executive Committee: Ann Alexander, Laurie Chesley, Amy Koning, Mike Light, Robert Long, Jill Woller-Sullivan

2013-2014 GRCC AcademicGoverning Council (AGC)Executive Committee Summary Report for GRCC Faculty

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