fullerton college faculty senate president’s report 3-may...

FACSEN_050318_pres_report Page1of39

FullertonCollegeFacultySenatePresident’sReport3-May18JoshAshenmillerFinalSenateMeetingof2017-18.Nexttime,May17th.WewillbebiddingaurevoirtodepartingSenatorsandwelcomingnewSenators.WealsomightconductsomeSenatebusiness.Don’tmissit!AcademicSenateforCaliforniaCommunityColleges(ASCCC).AlltheresolutionsadoptedbytheASCCCattheSpringPlenaryarenowpostedontheASCCCwebsite.https://asccc.org/sites/default/files/Resolutions%20S18%20Adopted%204-14-2018%20Final.pdfWewillbeconsideringtheCaliforniaTeachersAssociation(CTA)resolutionsregardingtheStateallocationmodelandthenewon-linecommunitycollege.(CTAisopposedtoboth,bytheway.)Justtoupdateyou,thereareseveralbillspendinginthelegislaturethatwoulddelaybothofthesereformsuntiltheLegislativeAnalyst’sOffice(LAO)hascompletedastudyofeachreform.MoreASCCCNews:Eventstoattend,andstuff.CivicandCommunityEngagementStudentSummitCollegeoftheCanyons,SantaClarita,4-May18https://www.eventbrite.com/e/2018-ca-community-college-civic-and-community-engagement-student-summit-registration-43740208140OneopenFacultyseatontheCommunityCollegesBoardofGovernors.Applicationdeadline30-Jun18.https://www.asccc.org/board-governors-nominationsASCCCLeadershipInstituteSheratonSanDiego,14-16Junehttps://www.asccc.org/events/2018-06-14-150000-2018-06-16-200000/2018-faculty-leadership-instituteASCCCCurriculumInstituteRiversideConventionCenter,11-14Julyhttps://www.asccc.org/events/2018-07-11-150000-2018-07-14-210000/2018-curriculum-institutePart-TimeFacultyLeadershipInstituteWestinSanFranciscoAirport,2-4August


https://www.asccc.org/events/2018-08-02-160000-2018-08-04-190000/2018-part-time-faculty-leadership-instituteDistrictConsultationCouncil(DCC)meeting,23-Apr.Mybiggestconcernatthismeetingwasthenextitem—theCBTreport.ButIalsowantedtoletyouknowIheardtwoothertopicsthatIrecommendthefacultypayattentionto.1)TherewassomediscussionofferingWinterSessionbyonlyteachingclassesononecampus(CypressorFullerton),keepingtheothercampusclosedtosavemoneyonbuildingoperationscosts.2)Therewasdiscussionofputtingtheclass-sizeplanningdocumentbackontheagenda.CollaborativeBrainTrust(CBT)reportonNOCCCCD’sorganizationalstructure.Thisreportdroppedon20-Apr18.Itis165pages,butmostofthepagesareappendicesandsurveyresults.Thenarrativeispp.1-27.https://www.nocccd.edu/files/042018_nocccd-org-structure-review--final-version_51222.pdfAmongitsrecommendations:

1) Wehavea“troublingstructuraldeficit”duemostlytothelackofa“positioncontrolsystem”(read:weareover-staffedcomparedtootherdistricts).

2) Ourallocationmodelisbasedon“historicalpatterns,”resultingin“disparitiesinfundinglevels”amongunits.

3) Weneedto“rebalance”centralizationanddecentralizationofDistrictactivities,i.e.,moreclearlyexplaintherolesofthecollegesandDistrictservices.

4) Districtreorganizationshouldnotcreatenewpositions.5) “ImplementthePositionofAssociateDean.”(4and5seemtocontradict.They

suggestmaybefordivisionswithmorethan50facultymembers,p.24)6) “Thecurrenthighlydecentralizedapproachhasresultedininconsistenciesand

confusionamongstaff.”(p.12)DistrictServicesshouldbemorethanjust“whatthecollegesdon’twanttodo.”(p.12)

7) “Itisclearfromasurveyofemployeesthatthereisasignificantlackofunderstandingoftheimportanceofclasssizeandthefinancialhealthoftheorganization.”(p.14)(Ahem.Let’sseethatsurveyquestion—again.)


“Only57%ofrespondentsagreedorstronglyagreed.”(p.14,surveyonp.46)

8) IftheDistrictquicklyfillsallvacatedSERPpositions,itmightenduplosingmoneyontheSERP.(p.15)Instead,weshould“repurposeexisting”employees.(p.23)

9) WehaverelativelylowclasssizesandcomparativelylowWSCH/FTEF(WeeklyStudentContactHourperFull-TimeEquivalentFaculty—ourgoalshouldbearound500,currentlyweareinthelow400s,pp.162-3).“Anincreaseofonepupilperclasswillsaveapproximately$1.5Mperyearinclasssectioncosts.”(p.21)

Pleasereadthereportwhenyougetachance.TheDistrictwantsyourfeedbackhere:https://forms.office.com/Pages/ResponsePage.aspx?id=pFS7tXFUzEKfN-R5RoaVXRbEgZQME6BHqcRflHSrT8JURTQ2SUFEU1hDTUNLQzI2SFNQWTBTVEI2MS4uBoardofTrusteesMeeting,24-Apr.TherewasabigpresentationfromCypressabouttheDualEnrollmentProgram.TheTrusteesbalkedatapprovingthecontract,citingconcernsaboutalackofagelimits.Inotherwords,theyexpressedconcernabout14-year-oldstakingcollegeclassesandearningcollegecredit.BuildingUserGroups(BUGs):formationandrole.WearestillwaitingtoseeifthePlanningandBudgetingSteeringCommitteeandPresident’sAdvisoryCouncilhaveacceptedourrecommendations:1)thatfacultyBUGmembersbeappointedbyFacultySenate,and2)thattherulesclarifywhogetstodecidethesizeofaBUG.Iwillkeepyouinformed.


SenatorstermingoutMay2018Baker,Mike*Berger,PegByrnes,Tim*Calvert,Loretta**Crippen,JamesFouquette,DanielleGaetje,TaylorGamboa,RobertGray,SarahKageyama,JillLundergan,BobMarkley,KarenPham,KaraRodriguez,Jeanette*RomeroHernandez,AbrahamScott,MichaelSipple,Ruth*Stanton,Gretchen*Taylor,MattWade,MarcuTOTAL=20*Notreallyleaving.Re-uppedforanotherterm.**ReturningasSenateTreasurer,2018-19.


FULLERTONCOLLEGEFACULTYSENATEATTENDANCE

Pleaseinitialnexttoyourname. 6-Sep18

At-Large

_____ JulieFelender(SocSci) 2017-19_____ FlorHuerta(Couns) 2017-19_____ BryanOuchi(Couns) 2017-19_____ MarcusWilson(Bus/CIS)17-19_____ VACANT 2017-19

Business/CIS

_____ KathyStanden 2018-20_____ BrandonTran 2017-19

Counseling

_____ JuanPabloGonzalez 2018-20_____ LorenaMarquez 2017-19_____ RuthSipple 2018-20

FineArts

_____ ZacharyHarless 2017-19_____ MonicaLee 2017-19_____ MichaelMueller 2018-20

Humanities

_____ BrandonFloerke 2018-20_____ ElizabethGaitatjis 2018-20_____ AmyGarcia 2017-19_____ BridgetKominek 2018-20_____ JeanetteRodriguez 2018-20

Library

_____ ValMacias 2018-20

Math/ComputerScience

_____ PaulFarnham 2018-20_____ NickHuerta 2018-20_____ TanomoTaguchi-Trieu 2017-19

NaturalSciences

_____ MikeBaker 2018-20_____ ColleenKvaska 2017-19_____ GretchenStanton 2018-20

Part-Time

_____ ZahraAhmed 2017-19_____ VACANT 2018-20

PhysicalEducation

_____ GregAviles 2017-19_____ TimByrnes 2018-20

SocialSciences

_____ MoeAbdelHaq 2017-19_____ LeonorCadena 2017-19_____ VACANT 2018-20

Technology/Engineering

_____ BenjaminCuatt 2018-20_____ JuliePatel 2017-19

AssociatedStudents

_____ TBD 2018-19

SenateExecutives,2017-19

_____ JoshAshenmiller,President_____ KimOrlijan,President-elect_____ JenniferCombs,CurriculumChair_____ LorettaCalvert,Treasurer_____ HeatherHalverson,Secretary

Guests

name/affiliation

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________


FullertonCollegeFacultySenate2018-19MeetingDates1stand3rdThursdays,3:00-5:00P,FacultyLounge(Room1246)FALL2018MandatoryflexdayThu,16-Aug18FallConvocationFri,17-Aug18FallclassesbeginMon,20-Aug18SenateWeekOneRetreat:Thu,23-Aug18(3-5P,RoomTBA)Senatemeetings:6-Sep20-Sep4-Oct18-Oct1-Nov(ASCCCFallPlenary1-3-Nov,IrvineMarriott)15-Nov29-Nov6-DecFallsemesterendsSat,8-Dec18SPRING2019JointSenates/UFMeeting:TBDMandatoryflexdayThu,24-Jan19SpringConvocationFri,25-Jan19SpringclassesbeginMon,28-Jan19Senatemeetings:7-Feb21-Feb7-Mar21-Mar4-AprSpringBreakisweekof15-Apr,no18-Aprmeeting.2-May16-MaySpringsemesterendsSat,25-May19


Proposed General Education “Pass Along” Policy The Fullerton College Curriculum Committee, in support of the work of the GE Subcommittee, recommends the following General Education Pass-Along Policy: Students may satisfy the requirements for any Fullerton College general education area (A-D) through submission of an official transcript that demonstrates completion of a GE course at another regionally accredited college/university if it can be determined that the course clearly fits the criteria for a specific GE area on the “Fullerton College Associate Degree General Education Subject Areas and Course Guidelines”.

The Articulation Officer will determine if a course will meet the requirements for “Fullerton College Associate Degree General Education Subject Areas and Course Guidelines” in consultation with discipline faculty as needed. It is proposed that the attached draft of the “Fullerton College Associate Degree General Education Subject Areas and Course Guidelines” would be used for the evaluation of other college transcripts to determine what courses taken at other regionally accredited colleges/universities would meet requirements on the FC AA GE pattern for a FC Associate’s Degree in fall 2018 through summer 2019. The Curriculum Committee will seek broad and detailed input from discipline faculty on the FC AA GE area descriptions during the 2018-2019 academic year, with the goal being Curriculum Committee and Faculty Senate approval of a thoroughly vetted “Fullerton College Associate Degree General Education Subject Areas and Course Guidelines” document before the end spring 2019 for implementation in fall 2019.


This would make it possible to give students credit for courses completed at other regionally accredited colleges that clearly fit our own Title 5 compliant (albeit not yet perfected) GE criteria next year, while recognizing that more time for review and input from discipline faculty is needed to best articulate Fullerton College GE requirements moving forward.


The Fullerton College Associate Degree is awarded to students who have successfully demonstrated that they have developed intellectual skills, information technology facility, affective and creative capabilities, social attitudes, and an appreciation for cultural diversity. General Education at Fullerton College introduces the content and methodology of major areas of knowledge. Its purpose is to encourage students to select a broad spectrum of classes. Students completing this program are able to demonstrate the following:

1. A broad understanding of mathematics, science, social science, humanities, and the arts.

2. Effective communication in oral and written form.

3. A multicultural global perspective.

4. Critical thinking skills that apply analytical and creative approaches to problem solving.

5. Social awareness and responsibility as a participating member of society.

The Fullerton College general education pattern for the Associate in Arts and Associate in Science Degree includes the completion of at least three units each in Areas A1, A2, B1, B2, C1, C2 and D1, D2.

Courses listed in two different areas (A–D) may be used to satisfy a requirement in one area but not both.

A course listed in any area (A–D) may satisfy both a general education and a major requirement.

In lieu of the above, students may satisfy the general education requirements for an Associate Degree at Fullerton College by completing the California State University General Education (CSU GE) or the Intersegmental General Education Transfer Curriculum (IGETC) pattern.

A. Specific courses within the GE program at Fullerton College fulfill the following criteria as related to their area of specialty:

1. Area A—Language and Reasoning: These courses develop the principles and applications of language toward the following for the student:

a. Logical thought

b. Clear and precise expression

c. Critical evaluation of communication

1) Area A1: Written Communication

Fullerton College Associate Degree General Education Subject Areas and Course Guidelines


Composition courses must include both expository and argumentative writing. These courses have an appropriate prerequisite that distinguishes them from a remedial course. Students will develop proficiency in written communication in English. These courses must include a research component.

2) Area A2: Analytical Thinking These critical thinking courses include critical thinking focused English composition courses examining information literacy from the rhetorical perspective practicing reasoning and advocacy, organization, and accuracy; as well as courses in oral communication, reading, logic, statistics (with a prerequisite of elementary algebra or higher), computer languages and programming, and related disciplines.

2. Area B1 and B2 —Natural Sciences and Mathematics: These courses examine the physical universe, its life forms, and its natural phenomena. These courses also should do the following:

a. Help the student develop an appreciation and understanding of the scientific method.

b. Encourage an understanding of the relationships between science and other human activities.

These courses include introductory or integrative courses in astronomy, biology, chemistry, general physical science, geology, astronomy, mathematics, oceanography, physical geography, physical anthropology, physics, and other scientific disciplines.

1) Area B1: Physical Science and Life Sciences Students develop knowledge of scientific theories, concepts, and data about both living and non-living systems. Students will achieve an understanding and appreciation of scientific principles and the scientific method, as well as the potential limits of scientific endeavors and the value systems and ethics associated with human inquiry.

2) Area B2: Mathematics

Students shall demonstrate the abilities to reason quantitatively, practice computational skills, and explain and apply mathematical or quantitative reasoning concepts to solve problems through a course with a prerequisite at the level and rigor of elementary algebra or higher.

3. Area C1 and C2 —Arts and Humanities: These courses

study the cultural activities and artistic expressions of human beings. These courses should help the student develop the following:

a. An awareness of the ways in which people throughout the ages and in different cultures have responded to themselves and the world around them in artistic and cultural creation.

b. An aesthetic understanding.


c. An ability to make value judgments.

These courses include introductory or integrative courses in the arts, foreign languages, literature, philosophy, and religion.

1) Area C1: Visual Arts, Music, Theater, and Dance

Students will cultivate intellect, imagination, sensibility and sensitivity. Students will respond subjectively as well as objectively to aesthetic experiences and will develop an understanding of the integrity of both emotional and intellectual responses through theory and analysis. Students will cultivate and refine their affective, cognitive, and physical faculties through studying works of the human imagination. Activities may include participation in individual aesthetic, creative experiences.

2) Area C2: Literature, Philosophy, Religion, and Foreign Language

Acceptable Humanities courses are those that encourage students to analyze and appreciate works of philosophical, historical, literary, aesthetic and cultural importance.

4. Area D1 and D2—Social and Behavioral Sciences: These courses focus on people as members of society. These courses should do the following:

a. Develop an awareness of the method of inquiry used by the social and behavior sciences.

b. Stimulate critical thinking about the ways people act and have acted in response to their societies.

c. Promote appreciation of how societies and social subgroups operate.

These courses include introductory or integrative survey courses in cultural anthropology, cultural geography, economics, history, political science, psychology, sociology, and related disciplines. Through fulfillment of the Area D requirement, students will develop an understanding of problems and issues from the respective disciplinary perspectives and will examine issues in their contemporary as well as historical settings and in a variety of cultural contexts.

1) Area D1: Social, Political, and Economic Institutions Students learn from courses in multiple disciplines that human social, political and economic institutions and behavior are inextricably interwoven.

2) Area D2: Social Behavior and Self-

Understanding Content may include topics such as human

behavior, sexuality, social relationships, and human development including lifespan, personal, and career development.


[This draft provided courtesy of the Cypress College Academic Senate]

Student Survey: Winter Intersession Questions will have a 5-point agreement scale unless otherwise noted: Strongly Agree, Somewhat Agree, Neutral, Somewhat Disagree, and Strongly Disagree.

• I am currently enrolled at: � Cypress College � Fullerton College � Both Cypress College and Fullerton College

• I support the idea of Cypress College offering classes during a winter intersession between the fall and spring semesters.

• I would enroll in a course during a winter intersession at Cypress College. • I would support the spring semester at Cypress College starting in mid-February

and ending in mid-June to accommodate a winter intersession. • It is important to me that the spring semester at Cypress College end by Memorial

Day. • I would support giving up Spring Break if it meant Cypress College could offer

classes during a winter intersession. • I would support having a “Fall Break” in which there are no classes during the

week of Thanksgiving. • I would prefer that Cypress College offer more classes during the summer rather

than creating a winter intersession. • My decision to take a class during winter intersession at Cypress College would

depend on which courses were being offered. • What courses would you like to see offered in a winter intersession at Cypress

College? (check all that apply). Note: There is no guarantee these classes will be offered during a Winter Intersession.

o College Level Math (Math 100 and above) o College Level English (English 100 and above) o Basic Skills Math (Classes below Math 100) o Basic Skills English (Classes below English 100) o ESL Classes o General Education Course o Classes within a Major o Skill Building Classes o Other – Please Specify_________________________________________.

• I would enroll in a(n) ________ course during winter intersession at Cypress

College. (check all that apply) � On-Campus � Online � Hybrid (meets both on-campus and online)

• Have you taken a winter intersession course at a different college? (yes or no)


• What college? • What class? • Was it an online class?

• Is there anything else you would like to say regarding winter intersession? (open-ended catch all question)

• If you would be interested in participating in a focus group to discuss your views on winter intersession, please provide your name and e-mail address below. (will provide space to input name and e-mail)


[This draft provided courtesy of the Cypress College Academic Senate]

Faculty Survey: Winter Intersession Questions will have a 5-point agreement scale unless otherwise noted: Strongly Agree, Somewhat Agree, Neutral, Somewhat Disagree, and Strongly Disagree.

• I am currently teach at: � Cypress College � Fullerton College

• I support the idea of Cypress College offering classes during a winter intersession between the fall and spring semesters.

• I would teach a course during a winter intersession at Cypress College. • I would support the spring semester at Cypress College starting in mid-February

and ending in mid-June to accommodate a winter intersession. • It is important to me that the spring semester at Cypress College end by Memorial

Day. • I would support giving up Spring Break if it meant Cypress College could offer

classes during a winter intersession. • I would support having a “Fall Break” in which there are no classes during the

week of Thanksgiving. • I would prefer that Cypress College offer more classes during the summer rather

than creating a winter intersession. • What courses would you think could be offered during a 5 1/2 week winter

intersession at Cypress College? Please list: • Would you be able to offer those same courses if the Winter Intersession were

only 4 weeks? • Why/Why not? • I would teach a(n) ________ course during winter intersession at Cypress

College. (check all that apply) � On-Campus � Online � Hybrid (meets both on-campus and online)

• Is there anything else you would like to say regarding winter intersession? (open-ended catch all question)


ResolutionsuggestedbyUnitedFaculty/CaliforniaTeachersAssociationinoppositiontoStudent-FocusedAllocationFormula(SFAF)WHEREAS,GovernorBrownhasproposedanewfundingformulainhisJanuarybudgetproposal,andWHEREAS,theproposedfundingformulaprovidesthat25%ofacommunitycollegedistrict’sfundingwillbedeterminedbythenumberofstudentsreceivingadegreeorcertificate,aswellasthenumberofstudentsreceivingadegreeorcertificateinthreeyearsorless,andWHEREAS,studentsarebestservedwhentheyareabletoexploreanddiscovertheircareerpath,andwellasretainingthecriticalskillsneededforsuccessintheworkforce,whichmaynotmeetthesametimeframesanddegreemetricssetoutbythisproposal,andWHEREAS,studieshaveshownthatdistrictsdirectedinthismanneroftenreducehighcostprograms,suchascareertechnicaleducation,orde-emphasizeprogramsthatdonottendtoyieldhighstudentperformance,andWHEREAS,stateswhichhaveinstitutedthistypeofperformance-basedfundingshowadecreaseinthenumberofAssociate’sdegreesandanincreaseinthenumberofshort-termcertificates,andWHEREAS,amoreeffectivewayofquantifyingstudentsuccessisthroughincreasedfundingoffull-timefacultywhoprovidedirectaccessandsupporttostudentstohelpguidethemontheircareerpath,andWHEREAS,augmentingthecompensation,officehoursfunding,andhealthbenefitsofthelargenumberofpart-timefacultyservingcommunitycollegestudentshasapositiveimpactonstudentsuccess,andWHEREAS,utilizingthe75/25goalandincreasedpart-timefacultybenefitsasmetrics,thegoalsofthispartofthefundingformulacanbeachievedinamannerthatwilladdressthelong-termskillsstudentswillneedintheworkforcetobesuccessful,THEREFORE,BEITRESOLVEDthatthe[insertnameofassociation/Senate/governingboard]opposestheGovernor’sproposaltobase25%ofacommunitycollegedistrict’sfundingonperformance-basedmetrics,unlessthemetricsweretoincludeasignificantshiftinadditionalfaculty-orientatedmetricsthatareproventoincreasestudentsuccess,andBEITFURTHERRESOLVEDthatthe[insertnameofassociation/Senate/governingboard]insteadsupportsraisingthepercentageofthesupplementalgranttoprovidelow-incomestudentswithsupport.Signed,

_____________________________________

______________________(date)


ResolutionsuggestedbyUnitedFaculty/CaliforniaTeachersAssociationinoppositiontoFullyOnlineCommunityCollege(FOCC)WHEREAS,GovernorBrownhasproposedacompletelyonline115thcommunitycollegeinhisJanuarybudgetproposal,andWHEREAS,theCaliforniaCommunityCollegesChancellor’sOfficewouldbetheemployerofrecordfortheproposedonlinecommunitycollege,whichisaviolationoftheCaliforniaConstitution,andWHEREAS,thebudgetbilllanguageproposesthatthiscollegewouldbestaffedentirelybypart-timefaculty,contrarytoAB1725anditsintendedcommitmenttofull-timefaculty,andWHEREAS,thiscollegewouldnotadheretoCalifornia’scollectivebargaininglaw,andWHEREAS,the114existingCaliforniacommunitycollegesalreadyofferrobustonlineprograms,andWHEREAS,theOnlineEducationInitiative(OEI)isdesignedtogivestudentsacrossthestateaccesstoDistanceEducationprogramsofferedbyallparticipatingcolleges,andWHEREAS,theOEIisstillinitsinfancyandshouldbegivenachancetosucceed,andWHEREAS,the$120millionthatisproposedtofundtheonlinecommunitycollegewouldgoalongwaytowardstrengtheningexistingDistanceEducationprogramsaroundthestate,THEREFORE,BEITRESOLVEDthatthe[insertnameofassociation/Senate/governingboard]opposestheGovernor’sproposedonlinecommunitycollege,andurgestheLegislaturetorejectitinfavorofalternativesinvolvingexistingcommunitycolleges.Signed,___________________________________________________________(date)


FullertonCollegeStudyAbroadCoordinatorPosition

EffectiveDatesofAssignment:Fall2018:InformallyshadowthecurrentStudyAbroadCoordinatorSpring2019:Splitthereassignedtime(3unitseach)withcurrentStudyAbroadCoordinatorFall2019:3yeartermbeginswith6unitsofreassignedtime.Possiblerenewalofsecond3-yeartermpursuanttothemutualagreementoftheStudyAbroadCoordinatorandtheDeanofLLRISPSQualifications:Full-timefacultymember(tenuredbyFall2019)atFullertonCollege

StudyAbroadCoordinatorDuties

TheStudyAbroadCoordinatorcoordinatesalltheacademicaspectsoftheStudyAbroadprogramwiththeDeanofLibrary/LearningResources,InstructionalSupportProgramsandServices(LLRISPS)andprogramfaculty.Thisincludesassistingfacultyinplanningandrunningprograms,promotingprograms,counselingstudentsontheprogram,andevaluatingprograms.Thespecificdutiesinclude:ProgramPlanning1.HelpfacultywiththeirStudyAbroadproposals,whichincludesrunninginformationsessionsforfaculty,answeringemailqueries,andreadingdraftsofproposals2.WiththeDeanofLLRISPSandStudyAbroadCommitteemembers,conductfacultyinterviewsandchoosefutureprograms3.Consultwithprogramfacultywhilethey’replanningtheirprogramsincludinghowtoincorporatethelocationintotheirteaching;howtogearFCcurriculumtoStudyAbroad;whatchangestomaketonormalacademicaffairswhileonStudyAbroad;howtomanagestudentdiscipline,health,andsafety;andhowtohelpstudentswiththedecisionaboutwhethertogoRecruitmentandPromotion1.Answerfrequentemailorphoneinquiriesfrominterestedstudentsandparents2.WorkwiththeOfficeofCampusCommunicationsonsocialmediaandwebsitepresenceoftheprogram3.MaintainStudyAbroad’sFacebookandTwitterpages4.Withtheprogramfaculty,conductclassroomvisitstopromotetheprogram5.Withtheprogramfaculty,runinformationsessions,usuallyatnight,forprograms,about4perprogram


6.Withtheprogramfaculty,intervieweverystudentwhosubmitsanapplication(7-10hoursperprogram)7.WorkwithDistrictPrintingonpromotionalmaterialincludingpostersandbrochures8.WorkwiththeLLRISPS’sAdministrativeAssistantonpromotionalmaterialincludingflyersandbrochuresProgramCoordination1.Withtheprogramfacultyandprogramproviderstaff,runtwopre-travelorientations,usuallyatnight2.Answerfrequentemailorphoneinquiresfromstudents3.WorkwithHealthServices,DisabilitySupportServices,andAcademicServicesongettingstudentssupporttheyneedbeforeandwhilethey’reontheprogram4.Assiststudentsattheairportupondeparture(inrotationwiththeDeanofLLRISPS)5.ConsultwithProgramFacultyandDeanofLLRISPSonprogrameffectivenesswhiletheprogramisin-country,particularlyissuesofhealthandsafetyanddiscipline6.Conductsitevisitsofprograms(inrotationwiththeDeanofLLRISPS),includingtalkingtofaculty,students,andrepresentativesofprogramvendor;evaluatingfacultyandstudentapartments;evaluatingclassroomresources;dealingwithanystudentconductissues;and,ingeneral,evaluatingtheappropriatenessofthesiteforFC’sStudyAbroadprogram.Administrative1.PrepareagendasforandruntheStudyAbroadCommitteemeetings,whichoccuronceamonth2.MeetregularlywithDeanofLLRISPSaboutallaspectsoftheprogram3.TaketheleadintheStudyAbroadprogram’sProgramReviewandothercampusprocesses4.AssisttheDeanofLLRISPSwithRFPsandcontractswithprogramvendors5.Consultfrequentlywithprogramvendorsoverallaspectsofprograms6.AttendStudyAbroadconferencesforcontinuingeducation


April29,2018DearFullertonCollegeColleagues,MynameisGaryGravesandI’dliketoapplyfortheStudyAbroadCoordinatorpositionatFullertonCollege.Ibelieveourprogramisoneoftheoutstandingprogramsofferedbyourcollegeandisuniqueinthecommunitycollegesystem.Asafull-timebusinessfacultymember,aformeradjunctintheFineArtsDivision,anACTIVEmemberoftheFullertoncommunityandanentrepreneur,aswellashavingmorethanthreeyears’experienceinvolvedinStudyAbroadactivitiesonourcampus,Iamreadytobetheleadingadvocateforhelpingourstudentsachievegreatnessthroughstudyabroad.IhaveaclearcommitmenttoincreasingstudentparticipationfromunderrepresenteddemographicsinStudyAbroadincludingCTE,STEM,Veterans,low-incomeandothers.BythetimethispositionofficiallystartstogetmoreinvolvedinthedutiesrequiredinSpring2019,Iwillhavejustreturnedfromafull-semesterstudyabroadprograminBarcelona,Spain,whichIthinkisanessentialpieceofexperiencerequiredforthisposition.Throughmydutiesasfaculty,Ihavestrivedtounderstandourstudents’needsandstrugglesontheireducationjourney.MyaccomplishmentsinsupportofStudyAbroadincludecreatingtwocoursestodirectlymakeadifferenceinthelivesofourstudents(BUS228FStudyAbroadExperienceandBUS186F-FundingSpecialProjectsandNewVentures).Also,Ihavecreatedandledstudyabroadfundingworkshopsincludingadetailedfinancialplanningworkbook.Ihaveparticipatedinstudentrecruitmentforstudyabroadtripsbycreatingpresentations,flyers,posters,videoandonlineadvertisements.Ihavealsobeentoonestudyabroadconference,andIactivelyfollowseveralgroups/associationswhosegoalsaretosupportstudyabroadatcommunitycolleges.Throughmyinvolvementonthestudyabroadcommittee,Ihavehelpedtoselectfacultyandplanfuturetrips.Lastly,Ibringa20-yearcareerasamarketingprofessionaltoutilizeaswe'verecentlydoubledthenumberofprogramsofferedperyear.Wewillneedadditionalmarketingeffortstoincreaseexposureandadvertiseourprogram.Iampreparedtocreateacultureofstudyabroadonourcampus.Mycreativityandcommunicationskillsallowmetoworkwellwithandunderstandtheneedsofstudents,faculty,andadministrators.Also,Iamextremelyorganizedandabletomultitasktofulfillvariousstudyabroadtriptasksanddeadlinesastheyoccur.ForrecruitmentofmytriptoBarcelona,Iwasabletobringuniquemarketingexposuretoimprovegettingstudentsinterestedinstudyabroadandtoknowtheyareeligible.Ibelievewithmyhelp;wewillbeabletostrengthenthemarketingonourcampusesandalsofindnewfundingsourcesforstudentscholarships.Additionally,asabusinessprofessional,Iamaprovennegotiatorandabletoanalyzecontractsforthebenefitourdistrict,colleges,andprogram.


MyexperienceinleadingeducationalteamsinconjunctionwithmyenergyandenthusiasmforacademicsmakemeideallysuitedtotakeontheStudyAbroadCoordinatorroleatourschool.Ihavecreatedandimplementedinnovativecurriculumacrossvariousacademicdisciplinesandamreadytobringmyprovenformulaofcollaborationforthesuccessofthisprogram.ThroughmyworkonStrongWorkforceprogram,IhavedemonstratedIcanworkacrosscampusesandimprovecooperationforthebenefitofourstudents.IbelieveIhaveauniquebackgroundthatwillallowmetoextendtheStudyAbroadprogrambeyonditstraditionalspace.Becauseofmymarketing,entrepreneurial,andartisticexperience,Iamwell-positionedtomakeanimmediateimpactintheprogram.Asyoucansee,Ipossesstheexperience,enthusiasm,andcharacteristicsthatarerequiredofasuccessfulStudyAbroadCoordinator.Iavailabletoansweranyquestionyouhaveviaemailatggraves@fullcoll.edu(orphoneat714.264.8778)andIwouldbehonoredtohaveyoursupport.Thankyouforyourtimeandconsideration.AllMyBest,GaryGary T. Graves Professor, Business Management/Entrepreneurship Fullerton College - Business/CIS Division cell: (714) 264-8778 email: [email protected] SPONSOR ME ON THE 2018 AIDS LIFECYCLE: www.545miles.com Fullerton College Mission Fullerton College advances student learning and achievement by developing flexible pathways for students from our diverse communities who seek educational and career growth, certificates, associate degrees, and transfer. We foster a supportive and inclusive environment for students to be successful learners, responsible leaders, and engaged community members. Fullerton College Vision Fullerton College will transform lives and inspire positive change in the world.


April 7, 2018 Dear Senators, I am writing to express my interest in serving as the Fullerton College Study Abroad Coordinator beginning in fall 2018. A long-term goal of mine has been to teach a study abroad course, so I applied as soon as my personal circumstances allowed me to go. I am leading a study abroad program in Cape Town, during January 2020 intersession. Over the past 24 years, I have held positions both at Mt. San Antonio College and Fullerton College that demonstrate my commitment to special programs for students and my administrative strengths. At Mt. San Antonio College, I was the Tutorial Specialist Manager. In this 100% release time position, I recruited students through extensive classroom presentations as well as interviewed and hired all tutors. I wrote a Fund for Student Success grant to launch the Supplemental Instruction Program in 1998. When I resigned at Mt. SAC, the SI Program had fifteen subject areas with 75 SI leaders. While at Fullerton College, I have balanced my teaching responsibilities with numerous release-time positions. From January 2010 to June 2015, I was in charge of the tutor training for Entering Scholars Program (ESP) Tutors. Then, in January 2012, when Fullerton College began the Supplemental Instruction Program (SI), I was given release-time to recruit faculty, design the SI Leader training and develop the program. Currently, I serve as the Pathways Transformation Initiative (PTI) Coordinator for the reading component of the grant. In all of the above release-time roles, I worked closely with students, faculty, classified staff, and administrators to develop a comprehensive program and have a good reputation on campus for my rapport with people. My role in both the SI Program and PTI Grant includes giving faculty guidance and direction, working closely with students, preparing agendas, running meetings, and providing extensive administrative support for the programs, including promotional materials. Likewise, I worked collaboratively with Brandon Floerke, Jeanne Costello, and Laura Melella to plan and to revise my study abroad application. It is exciting that preparing and planning study abroad programs elicits such collegiality. Finally, I have served as the Reading Department chairperson for two three-year terms. The duties of a chairperson most closely parallel the demands of the Study Abroad Coordinator position. Primarily, the chairperson works with the department faculty to coordinate various components including faculty teaching schedules, as well as the hiring and evaluation of adjunct faculty. I have prepared Program Review and Strategic Plans for the department. The role requires keeping confidential information as it pertains to adjunct evaluations, student complaints and other issues that arise. I work closely with Dean Dan Willoughby and meet with him regularly because the communication between Dean and Chairperson is critical in keeping smooth administration of a program. Through the Pathways Transformation Initiative, I have been working with the deans of social


science, math and CTE (automotive), so I am well versed in coordinating a program across disciplines. Since I serve on the Study Abroad committee, I recognize how much is involved in recruiting for a study abroad program, but I was not familiar with other information that plays a key role in delivering a successful program. Therefore, I attended the Madrid summer program information meeting, the Gilman Scholarship meeting, and the re-entry student workshop with AIFS this year. I plan to attend the London informational meeting on April 17th. These meetings reiterated to me the many important details that must be conveyed when recruiting students and the central role faculty play in the process. I hope what is now evident from my career experience is a vision and commitment to special programs for students. ESP, SI and the PTI grant all seek to support students in various ways to achieve their educational goals. Study Abroad is another special program that provides a unique experience to develop global citizenship. My commitment to study abroad is evident in my service on our study abroad campus committee, my scheduled program in January 2020 to Cape Town, South Africa, as well as attending the IIE Study Abroad conferences in October 2017 and March 2018. I look forward to sharing my vision for Fullerton College’s Study Abroad Program as well as my qualifications for this position at the interview. Although you can reach me at my campus office number (714) 992-7352 or email, [email protected], please don’t hesitate to contact me via my cell number (714) 323-2316. Sincerely, Angela Henderson Reading Department


Letter of Interest for Study Abroad Coordinator Position April 11, 2018 TO: FC Faculty Senate FROM: Callista Lee, Professor of Psychology I’m interested in taking on the duties of the Study Abroad Coordinator for the four year term beginning with a training year with Doug, next year. I’ve always been a huge fan of the program, sharing with any student, staff or faculty member who will listen to me go on about what a wonderful opportunity it is for our students to take significant steps out of their comfort zone in Orange County into the world beyond our U.S. borders, especially during this era of major changes in the world economy, overlapping political, social, business and ecological interests between nations, and a communications network that is bringing us closer together in ways not even imaginable just a couple of decades ago. Looking back at the U.S.A. from the outside also provides opportunities for insights that just aren’t likely otherwise. As you know, I’ve taught for 3 SA programs: Athens Summer 2008, Rome Spring 2013, and Paris Fall 2017. I recall serving on the committee for a short time, many, many years ago. Aside from being a dedicated cheerleader for the program I believe that I bring a skill set to the position that will be of value. Since beginning my tenure as a full-time faculty member in 1991 I have been active at many levels: Psychology department – Coordinator for several terms, Chaired the Psychology Day Event (over 100 students attend each year) several times, Primary Writer of Program Review one time (ordinarily the task is shared more equally), Hiring Committee member, Mentor for new faculty, Psychology Club & Psi Beta Honor Society Advisor for many years, and all of the other usual duties of a FT Department member. I’ve also represented the department at various community events for students, families, and faculty applicants. Division – Served as Division Rep to the Faculty Senate for two full terms. Various work groups. Campus – Served as an At-Large Rep to the Faculty Senate including a stint on the Senate Exec and member of PAC; Chaired the Distance Ed Advisory Committee for many years, Chaired the Accreditation Task Force for Distance Ed in 2016-17, Member of various other committees. District – Member of the District Professional Development Committee for two terms, Member of the District Distance Ed Advisory Group, Member of the District Equivalency Committee.


Professional & Community Involvement – Western Psychological Association (presenter, attendee, student chaperone), American Psychological Association (attendee and presenter) Society for the Scientific Study of Sexuality, Certified Sexual Assault Victims Counselor for the OC Rape Crisis Center (7 years), and many years serving my spiritual community in roles of local leadership and as a nationally published author in a small-scale magazine. I also served as the Western Regional VP for the Psi Beta National Honor Society in Psychology for Community Colleges for two terms. Before going into education as a profession I worked in business in bookkeeping, market research, and various administrative positions. I’m very comfortable with crunching numbers and making sure that documentation is done correctly. And despite the messiness of my office I really am well organized! My Masters in Psychology was focused on a combination of clinical skills and community problem prevention and interventions. I started teaching Cross Cultural Psychology in Spring of 2008, just before my first adventure as an FC Study Abroad instructor to Athens, Greece. Continuing my study of cultures both within the U.S. and around the globe is my passion, as is travel to and exploration of the sites, cultures, histories, and peoples of the world. I believe that I bring a solid set of good “people skills,” administrative acumen, enthusiasm, creativity, leadership and dedication to the program. I have ideas for the improvement of the website, marketing the program, and a desire to gather information that will assist the program in making good decisions about future sites and courses. I’d like to facilitate more sharing of experiences and suggestions between former and future SA instructors in a way that allows for maximum flexibility for faculty to create their own programs while taking advantage of lessons already learned. Faculty shouldn’t have to re-invent the wheel each semester for the INDS class, for example. I’d like to see the creation of a video featuring our students for use in marketing. Thank you, with my best wishes to you in making the choice that will be the right fit for the program. Callista


Student Equity Committee

Existing Statement of Mission and Purpose

The Student Equity Committee develops and recommends policies, programs and strategies that promote equity in student success, retention, degree/certificate completion and transfer as outlined in the Fullerton College Student Equity Plan.

Proposed Mission, Vision, and Purpose Statements Vision: The Student Equity Committee (SEC) will cultivate an equitable, inclusive, and just campus community that understands and responds to the strengths and needs of disproportionately impacted groups, and empowers students to achieve their goals. Mission: The SEC addresses the needs of disproportionately impacted students by identifying institutional barriers that contribute to an inequitable environment. The SEC will dismantle barriers by recommending equitable practices through shared governance. Using state and institutional guidelines, the SEC also facilitates the development, implementation, and review of programs and services to make funding recommendations which foster equitable student outcomes. Purpose: To embrace its values and fulfill its mission, the SEC’s purpose is to transform our institution by dismantling institutional barriers that impact specific student populations.


Recommendations on Equity in Faculty Hiring

A district-wide team of faculty and administrators participated in the USC Rossier School of Education, Institute on Equity in Faculty Hiring, on March 26 and 27, 2018. Representatives from each Campus and the District Office comprised the membership of the team.

At the institute, research was shared that shows student success and achievement increases when an institution of higher education has faculty who are representative of the student population it serves. The research shows this link is particularly important in closing the achievement gap. Chancellor Eloy Ortiz Oakley was one of the Institute’s keynote speakers. He spoke of the urgency to increase the diversity of our faculty so that they more closely resemble the students we serve. He spoke passionately about the importance of equity in faculty hiring and its positive educational impact on students; and in particular its impact on student groups affected by the achievement gap. He asked districts to be direct and courageous in promoting equity in faculty hiring and to champion the equity-minded approach described at the Institute.

Between 2012 and 2016, 56% of the Master’s and Doctorate degrees conferred in the State of California were awarded to Latinx, African-American, AANHPI (Asian-American, Native Hawaiian, and Pacific Islanders), or Multi-ethnic graduates. However, since 2017, applicants of color made up only 47% of those applying for full-time faculty positions in the NOCCCD. Last year, applicants of color constituted 46% of new faculty hires and applicants of color were more likely to be included in interviews, but not hired, than white applicants. This trend is consistent over the past five years, with 42.3% of full time faculty hires in the NOCCCD being faculty of color. These data suggest that our hiring processes are not attracting qualified applicants of color, and those who apply may be experiencing bias in the hiring process.

As of 2016, 70% of NOCCCD students are students of color and 39% of faculty are faculty of color. Multiple studies of student success (Hagedorn et al 2007, Hurtado 2001, Marx and Goff 2005) argue that students of color are more engaged and more successful when their campuses are inclusive and the faculty, administrators, and staff are ethnically diverse.

At the institute, community college teams from throughout the state heard from experts on equity faculty hiring and student achievement and discussed strategies and best practices to assist current efforts at diversity and equity in faculty hiring. As a result of the NOCCCD team’s discussions and reflections at the Institute, the following recommendations to the District on faculty equity hiring are proposed. These recommendations are made with the goal of addressing the District and Campus objectives of achieving equity in both student achievement and in faculty hiring, and understanding the link between them.

A. Job Announcement 1. All job announcements should include a description of the diversity of the

campus’ student population. This description should be placed in the beginning of the job announcement, and not buried at the end of the job announcement.


2. All job announcements should state whether the Campus is an HSI (Hispanic Serving Institution) and/or an AANAPISI1 (Asian American and Native American Pacific Islander Serving Institution)2.

3. All job announcements should include references to campus initiatives, programs, and support groups with an equity focus, such as Fullerton’s Umoja program, the District PIE series, or the various faculty and staff associations that demonstrates what we do to meet the needs of these populations. Perhaps these programs can be highlighted in videos we embed in the job announcement.

4. Preferred or desirable qualifications should include specific competencies related to equity, equity-mindedness, and diversity that potential candidates should possess.

5. Include throughout the job announcement more “Equity Minded” and “Diversity” language, and be cautious with “Deficit Minded” language.3

6. Consider including in Job Announcements links to videos that provide potential candidates further information, such as describing the position or campus. This can provide a more personal touch in our outreach. Individuals in the video should reflect the diversity of the campus.

7. Include all requirements that some positions may have, such as licenses, CPR, or requirements from an accrediting agency. Health Sciences accreditation for example requires that cultural competence be included in the curriculum.

8. Be clear about different job duties or requirements for the same job classification that may exist because of the specific location where the position may be housed.

1InstitutionsofHigherEducationcanachieveAANAPISIstatusif10%ormoreofitsstudentsareAsianAmerican,NativeAmericanPacificIslanders.AsianAmericanmeansapersonhavingoriginsinanyoftheoriginalpeoplesoftheFarEast,SoutheastAsia,ortheIndiansubcontinent(including,forexample,Cambodia,China,India,Japan,Korea,Malaysia,Pakistan,thePhilippineIslands,Thailand,andVietnam),asdefinedinOMB'sStandardsforMaintaining,Collecting,andPresentingFederalDataonRaceandEthnicityaspublishedintheFederalRegisteronOctober30,1997(62FR58789).NativeAmericanPacificIslandermeansanydescendantoftheaboriginalpeopleofanyislandinthePacificOceanthatisaterritoryorpossessionoftheUnitedStates.InstitutionscanachieveHSIstatusif25%ormoreofitsstudentsareHispanic.ForbothHSIandAANAPISIstatus,acertainpercentofstudentsmustreceivefinancialaid.2FullertonCollegeandCypressCollegehavebeenformallydesignatedasHSI’s.BothmeettherequirementsforAANAPISIstatusbuthavenotbeenformallydesignated.3SeeAddendum“A”frompage16oftheCUEEquityinFacultyHiringInstitute,FacultyHiringToolkit,forexamplesof“EquityMinded,“Diversity,”and“DeficitMinded”language.SeeAddendum“B(1)”forasampletemplateofwhataCypressCollegejobannouncementmaylooklike.Addendum“B(2)”includesothersamplejobannouncementsthatincludeequityanddiversitymindedlanguagefromtheCUEEquityinFacultyHiringToolkit.Addendum“B(3)”isachecklistforequitymindedpositionannouncementsfrompage22oftheToolkit.


B. Screening Applicants

1. Given the research that demonstrates bias occurs when the applicant’s name may suggests their sex, race, or ethnicity, consideration should be given to conducting initial screening with the individuals name redacted from the application materials.

2. In order to ensure consistency in the applicant screening process it is recommended the District revisit how applicants are screened for minimum qualifications.

C. Interviews 1. Consider permitting Skype interviews. This may allow more applicants an

opportunity to be considered for positions. 2. Develop interview questions designed to provide candidates with the

opportunity to demonstrate whether and how they exemplify the characteristics of equity-minded competence and develop rubrics to evaluate responses to these questions. This can be done in several ways; the following is a sampling of a few suggestions.

a. Ask more than one question related diversity and equity. b. Incorporate into “non-diversity” questions elements related to equity

or diversity. c. Regularly review sample diversity/equity minded questions to assure

they are designed to elicit the equity-minded competencies we are looking for.

d. Review diversity and equity questions currently used in our hiring committees, review the sample equity minded questions on pages 49-51 in the toolkit, and make available an updated list of sample diversity questions.4

D. Recruiting In addition to the posting in major publications and the standard online sites, job announcements should also be posted and shared through more informal methods in consultation with faculty and other campus groups.5 1. This would include, for example, sending job descriptions to affinity groups

and networks within specific disciplines, such as the Hispanic Nursing

4Forsampleequity-mindedquestionsseeAddendum“C”(Source,page49-51oftoolkitandupdatedNOCCCDdiversity/equitysamplequestions,2018).5Requestsshouldbemadeatvariouspointsoftheprocessaskingforinformallocationsandnetworkstopublishjobannouncementsthatwouldattractadiversepool.Althoughtheequity-mindedapproachistofocusprimarilyonwherethegreatestinequitiesexist,inthisinstanceraceandethnicity,postingininformallocationsshouldalsoincludeotherformsofdiversitysuchasdisability,religion,sexualorientationetc.


Association, the Black Nursing Association, the American Philosophical Association Newsletter on Hispanic/Latino Issues in Philosophy, Society of Indian Psychologists, the Asian/Pacific American Librarians Association, etc.

2. Job announcements should also be sent to Historically Black Colleges and Universities (HBCU), Tribal Colleges and Universities, and other affinity groups in Higher Education such as the American Association of Hispanics in Higher Education, and the Asian Pacific Americans in Higher Education.

3. NOCCCD faculty and deans should be encouraged to send job announcements to colleagues and networks they are familiar with that may have access to diverse candidates. Faculty and Deans should also be encouraged to take and share job announcements at conferences.

E. Hiring Committee Training 1. Ensure an equity-minded rationale and approach is emphasized in training for

hiring committees. [There are several slides from the institute presentations that can be added to our current training. The training can also be more direct in terms of what we are attempting to accomplish and why]

F. Retention 1. The Director of Diversity and Compliance should meet with faculty of color

to get a pulse on how they are experiencing the college/district, and ensure they have the necessary support. Do they feel welcome and included and to troubleshoot any issues or concerns they may have.

G. Professional Development In addition to providing training on equity in faculty hiring through the training provided to the hiring committees, the team believes it is important that broader training on equity and diversity should be provided to all personnel (faculty, staff, and administrators) through professional development opportunities, which can include: 1. Professional development on equity-mindedness during new faculty

orientation. 2. Offer Professional development workshops to discuss equity-minded

practices. 3. Provide this training at adjunct faculty orientation (if any). 4. Require that all managers and administrators receive equity mindedness

training. This training should include the hiring committee training components on equity in faculty hiring.

5. Include equity-minded training during the Leadership Academy.


H. Adjunct Faculty 1. The equity-minded faculty hiring training should be provided to committees

or individuals hiring adjunct faculty. 2. Procedures or guidelines for adjunct hiring should include equity-minded

practices.

I. Changes to Faculty Hiring Guidelines 1. The team recommends that the District and UF/ADFAC move forward on

updating and/or developing both the full time and adjunct hiring policies so they may be better designed to increase the diversity of full time and adjunct faculty.

J. Climate Surveys

Although not directly related to faculty hiring, climate surveys can provide helpful data in addressing both recruitment and retention of diverse faculty. Recommendations regarding climate surveys include: 1. Although each campus may develop its own climate survey, some

commonality should exist in the questions so that district-wide data can be collected and comparisons can be made.

2. Results of the data from climate surveys should be reported and accessible to the campus community.

3. Ensure confidentiality of individuals responding to campus climate surveys. For example, a question was raised whether a survey completed on an individual’s computer, although submitted anonymously, could still be traced to their computer. One solution was to use a designated computer for all individuals in a department to use to respond to surveys.

4. Ensure campus survey questions ask questions specific to issues of equity and inclusiveness and can be disaggregated in ways to provide data by gender, race, ethnicity, disability and other forms of diversity. Survey questions should be designed to serve as a vehicle to provide additional support as needed.

See following pages for addendums:

4/17/2018 Addendum B (1) Sample Equity Minded Job Announcement

https://nocccd.peopleadmin.com/postings/2850/print_preview 1/4

Sample Mortuary Science Instructor (Clinical Coordinator)

Position Details

Job Title Mortuary Science Instructor (Clinical Coordinator) Full Time Classification Title Credit Faculty

Department Health Sciences

Location Cypress College

About Cypress College (Optional) College is a two-year community college accredited by Western Association of

Schools and Colleges – opened in 1966 and has grown to a beautiful 110-acre campus offering over 50 programs of study in academic and vocational areas. The ideal candidate will share Cypress College’s commitment to diversity, equity, and inclusion. Cypress College truly embodies an inclusive learning culture. The student body is incredibly diverse, with over 46% Latinx, 24% Asian/Pacific Islander, 18% Caucasian, and 4% African American. Students from over 30 countries join our International Student program every year. The College believes in a multicultural learning experience where faculty and staff from diverse backgrounds can contribute to the development of our students.

Cypress College is ranked 17th in the nation (among 1500+ community colleges) by its students

for the quality of faculty/teaching and 3rd in California (out of 113) by Schools.com for student success. Cypress College epitomizes an environment of academic excellence. Whether it is vocational studies such as our T-TEN program, a collaboration with Toyota Motor Corporation which is ranked #1 in the nation, or academic programs, such as English and ESL, where the success rate of our students is 15% higher than statewide averages, Cypress College sets the benchmark for excellence. Cypress College is designated as an Hispanic Serving Institution and an Asian American, Native American Pacific Islander Serving Institution. Cypress College is proud of its many programs that serve our diverse student body, such as the Legacy and Puente programs. The College provides many avenues of support for our faculty and staff through support networks that include the Latino, Asian/Pacific Islander, Black, and GLIDE Faculty Staff Associations.

Our comprehensive Student Services programs support and enhance strategic goals related to access, retention and persistence initiatives on campus. As a valued partner with instructional faculty, student services staff and counseling faculty strive to implement innovative strategies to reduce and eliminate documented achievement gaps on campus. Cypress College has strong partnerships with the local community that culminated in a $574 million bond measure in 2014, the second largest in the history of Orange County. The College is poised to revitalize infrastructure and facilities to provide a state-of-the art learning environment for students. College employees are dedicated to the core values of Excellence, Integrity, Collegiality and Inclusiveness. We invite you to be a part of this celebrated and diverse community of learners where we put Students First. More information can be found at www.cypresscollege.edu.

Months of Employment 10 Months/Year (This position will require intersession overload assignments for clinical coordination)

Work Schedule Full Time, Tenure Track

Primary Purpose Duties and responsibilities as presented are intended to be representative and not restrictive.

The District reserves the right to modify the assignment and allocation of duties in accordance with operational needs.

Essential Functions Examples of essential functions are interpreted as being descriptive and not restrictive in nature.

Job Duties (Optional) Teach scheduled college-level lecture and laboratory classes in the Mortuary

Science program in a manner consistent with the department’s standards, accreditation standards, and with the content cited in the approved course outline and plan of instruction. This includes, but are not limited to, clinical practicum management, funeral directing, and decedent care.

Supervise and evaluate students in theory and laboratory settings, including off-site externship, practicum, and work experience assignments; establish and maintain liaison and membership with professional funeral service associations and licensees in the funeral industry. Develop practicum agreements/contracts, establish policies, processes, and metrics to assess

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clinical competencies of students, including coordinate the organization, administration, continuous review, planning, and general effectiveness of clinical experiences for students enrolled in mortuary science program. Supervise students’ clinical experiences and maintain oversight of student practicum experiences in a variety of assigned off-campus locations and ensure each funeral service location/site’s compliance with relevant state and federal statutes and regulatory requirements as a part of the clinical practicum (i.e., number of students assigned, competency certification, adherence to ABFSE accreditation standards, preceptor training, etc.) Serve as the Mortuary Science Student Club advisor and manage annual memorial service and completion ceremonies. Participate in the program accreditation process, department planning, and program review. Maintain communication with the Program Director and affiliated funeral service site personnel. Perform professional tasks related to the areas of assignment, in student advisement, curriculum design, evaluation, program review, advanced computer skills (including funeral service software, learning management and course management systems), and other affairs of the department/division. Participate in curriculum development and serve on department, division, college and district committees as necessary to maintain and improve the instructional program. Participate in appropriate professional development activities. Participate in co-curricular activities, including planning, implementing, and teaching in special programs designed to support student success. Participate in the formulation of Student Learning Outcomes (SLOs) and the Student Learning Outcomes assessment cycle. Review and assess student learning outcomes and course success rates, disaggregated by race/ethnicity, gender, and other groups where achievement gaps exist. Maintain formal office and campus hours; participate in department and division meetings. Maintain current knowledge of instructional methods and new technologies pertinent to areas of assignment; learn and apply emerging technologies and advances (e.g., computer software applications) as necessary to perform duties in an efficient, organized and timely manner. Develop culturally responsive pedagogical techniques and effective practices for engaging underrepresented or historically underserved students. Teach scheduled classes and perform related duties as assigned, including timely compliance with clerical and administrative responsibilities; comply with district, college and division policies in the performance of duties. Instruct and assist in the growth and success of a diverse population of students through careful preparation of course materials, effective teaching methodologies and informed critical feedback on assignments and discussions. Work cooperatively with staff and students. Off-campus, evening, weekend, hybrid and/or online assignments will be required as part of the regular contract. Summer and winter intersession assignments are expected for clinical coordination.

Special Requirements The award of all degrees must be verifiable on a legible transcript. If degree award date is not posted on transcript your application will be deemed incomplete and removed from consideration. Grade cards will not be accepted in lieu of transcripts. All degrees and course work used to satisfy the required minimum qualifications must be from accredited postsecondary institutions. See our website at http://www.nocccd.edu/minimum- qualifications regarding accredited postsecondary institutions. Evaluations of foreign degrees and/or course work are required. See our website at http://www.nocccd.edu/minimum-qualifications for information regarding evaluation of foreign degrees.

Minimum Qualifications Master’s degree or equivalent foreign degree AND a Bachelor’s degree in the discipline or

closely related discipline AND six (6) years of professional experience directly related to the assignment which must include a minimum of two years of clinical decedent care as a California licensed embalmer;

AND ALL OF THE FOLLOWING: Graduation from an institution of funeral service education accredited by the ABFSE. National Board Exam certification from the ICFSEB. Possession of a valid California funeral director’s license or acquisition of license not later than date of hire. Possession of a valid California embalmer’s license or acquisition of license not later than date of hire. Commitment to diversity. All applicants must have demonstrated sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, gender, gender identity, sexual orientation, and ethnic backgrounds of community college students, faculty and staff.

4/17/2018


Desirable Qualifications Teaching experience, preferably at the upper division/university level or with adult populations. Demonstrated leadership experience and/or participation in community or professional organizations. Ability to develop culturally responsive pedagogical techniques and effective practices for engaging underrepresented or historically underserved students Experience and skill with addressing issues of equity and inclusion in the classroom. Experience as a clinical coordinator or preceptor in an accredited funeral service education program. Licensed funeral service practitioner with recent mortuary, cemetery, and crematory experience as a supervising embalmer or clinical preceptor. Experience designing alternative educational activities that develop different learning outcomes. Experience using technology in education/funeral service practice.

Salary Range $64,236 - $97,252 Annually Posting Detail Information Posting Number 2016110FT Number of Vacancies 1 Desired Start Date 08/16/2018 Open Date 12/12/2017 Close Date 04/20/2018 Special Instructions Summary

Initial salary placement will be determined by the Office of Human Resources in accordance with the faculty collective bargaining agreement and is not negotiable. The candidate selected for employment will be required to provide the following: official transcripts and verification of experience prior to the first duty day, identification and employment eligibility as outlined in the Immigration Reform and Control Act, fingerprints and required medical certification pursuant to statue. NOCCCD will not sponsor any visa applications. The District may choose to fill one or more positions from this recruitment within the same fiscal year or 8 months, whichever is longer. To ensure consistency and fairness to all applicants, please do not submit materials in addition to those requested. Additional materials will not be considered or returned. Be sure to complete all questions and sections of the application. For questions which may not apply, indicate “N/A” (not applicable). Do not use terms such as “see resume” or “see attached”. The minimum required number of references for this position is five (5). All applications will be screened under a process of utmost confidentiality by a committee of representatives from the college community. Possession of the minimum qualifications does not ensure an interview. At the time of the interview a written exercise and/or an oral presentation related to the assignment may be required. Subsequent to the interviews, the screening committee will select candidates for final consideration. A second interview will be required of candidates selected as finalists. References, including a supervisor will be contacted if a candidate is moved forward as a finalist in the recruitment process. The effective start date may vary pending the approval of the academic calendar. NOCCCD offers reimbursement for candidate travel expenses. Visit http://www.nocccd.edu/Policies/PoliciesAndProcedures.htm to view the administrative procedures – AP 7120-10. Reasonable accommodations for applicants with disabilities may be requested by calling (714) 808-4821 at least three business days in advance of the scheduled examination/interview date.

Supplemental Questions

Required fields are indicated with an asterisk (*).

1. * Please check the response that applies:

• I meet the minimum qualifications for this position as outlined by the Minimum Qualifications for Faculty and Administrators

in California Community Colleges.

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• I do not meet the minimum qualifications for this position 2. * Describe your experience, training, and/or education that demonstrates your understanding and sensitivity to the needs of students who have

been historically underrepresented and marginalized. Describe how you have been (or would be) responsive and understanding of the racial, socioeconomic, academic, disability, gender, gender identity, sexual

orientation, and ethnic backgrounds within the community college student population as these factors relate to the need for equity-minded practice within the classroom.

3. * How did you hear about this employment opportunity?

CalJobs CCC Registry Cypress College Employee Referral Fullerton College Higheredjobs.com Human Resources Indeed Insidehighered.com Monster NOCCCD Website OC Register School of Continuing Education Other (list below)

4. Other, please specify. (Open Ended Question)

Documents Needed to Apply

Required Documents

1. Cover Letter 2. Resume 3. Undergraduate transcripts with degree posted (may be unofficial) 4. Graduate transcripts with degree posted (may be unofficial) 5. ABFSE accredited institution/program transcripts (may be unofficial) 6. National Board Exam certification from the ICFSEB 7. Valid California funeral director’s license or acquisition of license not later than date of hire. 8. Valid California embalmer’s license or acquisition of license not later than date of hire.

Optional Documents

1. Additional Transcripts I 2. Additional Transcripts II 3. NACES Evaluation of Foreign Degree 4. Copy of California Community College Credenti

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Addendum “C” Sample Equity Minded Interview Questions

A. Sample questions from the Equity in Faculty Hiring Institute Toolkit.

1. As an instructor, how do you create a classroom culture that intentionally welcomes and supports students from different racial/ethnic and socio-economic backgrounds?

2. How do you draw upon your student’s prior knowledge, backgrounds, and lived experiences?

3. What do you feel are two or three teaching strategies that you use to ensure that your students have an enriching learning experience in your classes? How do you determine whether these strategies result in this outcome?

4. Do you currently look at outcomes data for your students to identify inequities in outcomes by race and ethnicity? Please describe your process of doing so, or how you could do it if you don’t already.

5. What does “equity” mean to you? How to you enact your definition of equity in your classrooms?

6. In your experience, what are the challenges faced by racially minoritized students in higher education? What strategies have you used to address these challenges, and how successful were those strategies.

7. Tell me about a time when you helped a student connect their educational, professional, and/or life with the means (e.g., resources, actions) to achieve those goals. What motivated you to do so?

8. Give a student population that is diverse in terms of gender, nationality, race, ethnicity, religion, sexual orientation and abilities, how do you ensure that each student feels they can succeed?

9. Have you encountered concerns about “chilly climate” raised by colleagues from identity groups that have historically experienced discrimination? If so, how have you handled them?

B. Sample questions from NOCCCD diversity/equity interview questions.

1. Describe how you have incorporated concepts of diversity, multiculturalism, inclusion, and or equity into your course content in the past and how you would do so in the future.

2. Provide specific examples how you have helped marginalized students feel included and valued both in and outside of the classroom.

3. What diversity, equity, and inclusion efforts/initiatives have you been involved in where you played a significant role? What were the outcomes of those efforts/initiatives?

4. What are some of the current issues involving diversity, inclusion or equity in the discipline or subject area you would be teaching in if hired for this position? How would you address or approach these current issues in and outside of the classroom?