Meeting Date: 11/06/2012
20 in attendance
I. Approval of minutes from the previous meeting 9/25/12
It was suggested that a minor grammatical error be corrected. Grammar corrected 11/12/12.
A. Christmas Parade
The Lynchburg Christmas Parade will be Sunday, December 2. Connie Deacon would like 100% faculty and staff participation. CVCC personnel would meet up at 4 PM.
B. Food Drive
The Blue Ridge area food bank has bins set up around campus, along with many flyers posted with most needed food items.
C. Professional Development Funds
Funds for professional development are ready for disbursement. $528 has been allocated per faculty member, although more may be made available. Faculty must apply by March 1, 2013, and funds must be spent by June 15, 2013.
The Professional Development Committee is developing a method that will award faculty faster than the current system.
D. Possibility of a college electronic newspaper
At the last town hall meeting, it was suggested that CVCC supplement the daily update from Dianne Sykes. This would be set up almost like a blog and could include classified ads, new policies, and announcements (personal, professional in nature). David Lightfoot is currently developing the platform, which will have 2 options for CVCC subscribers – receiving an email update once per day or receiving an email notification with every new item.
E. Gerry Olsen, David McGee’s VaCIE exchange partner from 2002 died rather unexpectedly of a heart attack at his home.
III. New Business
- Early College
Several faculty members have expressed concerns about the Early College program.Jim Atkinson has formalized his concerns for consideration by the Faculty Association:
- What are the attitudes and experiences of faculty who have taught Early College classes?
Could there be a formal survey or questionnaire sent to all faculty?
2.Early college students are college, not high school students and there needs to be a formal document explaining rights and responsibilities, along with a contract.Currently, the students are treated differently by administration at the offsite centers.This is of particular concern for disciplinary issues.In one case, a faculty member was mooned by a student, who did not experience any negative consequences.Other issues include the social maturity, attention span for longer class periods, in addition to the appropriate role for parents.
It was noted that administrators at offsite centers are coddling students; there is no discipline, no enforcement, and no support for faculty.
Some faculty members feel capable of handling each issue independently, using the CVCC Student Handbook as a reference tool.Others would appreciate a well-articulated institutional policy.
3.Which schedule will be used, the CVCC schedule or high school?
The major concern is that CVCC faculty members who teach on the main campus and at one of the offsite centers have no spring break and teach continuously from January until graduation.
It was noted that all of the offsite centers adhere to the CVCC schedule except Bedford.This is because Bedford was the first to do the program, and they have continued to demand this.However, it was noted that there were different schedules at some of the offsite centers and at the high schools.Furthermore, there are different policies about emergency closures.
It was also mentioned that Lynchburg City Schools Early College students would meet on the CVCC campus and would adhere to the CVCC schedule.
Are faculty members required to teach dual enrollment/Early College classes if requested to do so by the dean?
It was noted that this is covered in the faculty contract, but it was then commented that it was not in the adjunct contract.
a. The role of administrators at the offsite centers is unclear in mediating problems between students and faculty, and in supporting faculty. Essentially: who is in charge: the academic deans or the offsite administrators?
b. Who will be responsible for evaluating faculty and adjuncts?
It was noted that full-time faculty will be evaluated by the academic deans in accordance with the new policy.
c.It was also noted that faculty should be aware of the possible implications of House Bill 11.84, which will require academic institutions to provide students with the option of earning at least a certificate in General Education.
d.Faculty should also be aware of a Governor’s Initiative to require all high school students to take an online course before graduating.
e. A request was made to ask administration what their positions are on all of these issues so that the faculty association would be better equipped to discuss concerns.
David McGee will present to the administration and then return to faculty for further discussion.
- Course Syllabi – common elements
1. All syllabi must include the college ADA policy.
This policy was emailed to all faculty 2 or 3 years ago.
2. Common format, “look and feel”
Having a common format would help students know where to find information in the syllabi for all of their classes. In addition, it would help new faculty assemble a correct syllabus more easily.
It was suggested that the common format be an option made available, but not a requirement.
- According to CVCC policy there are 12 items that need to be in all syllabi (not including the ADA policy, which would be #13). This may also be relevant for SACSCOC accreditation.
a.Some of the policies are rather obvious (course information, pre-requisites.Some policies appear to be out of date (office phone number but not email required)
b.Universal information, such as ADA statement, SmartThinking tutoring, drop/withdraw dates could be effectively communicated in the universal syllabus attachment.
The Counseling Office produces the universal syllabus attachment and feels that any additional information would make the document too crowded.
It was noted that it is a legal requirement that all students given access to the syllabus attachment – paper or electronic are acceptable formats.Having a universal syllabus page would satisfy #4 in the policy, as well as other universal information.
are redundant; these should be combined.
2) Should #7/#12 be required?How specific should dates and homework assignments be?
A committee was formed to redefine the policy.Carol Keeth Williams, Cindy Wallin and Rick Tyler volunteered with a deadline for after Thanksgiving.
IV. Old Business
A. Faculty Social Club
Ernie Wade was not in attendance.
- Peter Dorman – CFAC/Faculty Evaluations
Faculty evaluations will be on a calendar year.There were multiple supporting statements for the rationale in favor of a calendar year instead of the academic year.
- Committee minutes are not being posted in communication central. Why not?
Initially, the policy was that minutes would be posted after approval, which would require two meetings before posting.At the town hall meeting in October, it was decided that minutes should be posted and modified, if they were not approved by committee, in order to speed up communication.However, most committees have met at least twice, with no minutes posted.
- There will be an email coming soon for professional development for MOOC’s (Massively Online Open Courses).
Recommendations to the College Governance Committee:
Issue of meeting minutes not being posted
Submitted by Jessy Hogan
Addendum #1: Current CVCC Syllabus Policy
Each faculty member, either full-time or part-time, is required to present an outline/syllabus to the respective Dean's office for each course offered by Central Virginia Community College. The outline should contain the following information:
1. Course title, number, prerequisites, credit/contact hours, course description
2. Instructor's name, office room number, office telephone number, and office hours, as posted
3. Textbook(s) and/or supplementary books and materials (Append a bibliography if available)
4. A list of dates that are important to students, such as last day to withdraw without academic penalty and final exams
5. Attendance policy and policy for missing assignments
6. Grading scale and procedures
7. Homework assignments
8. Statements on safety where applicable
9. General course goals
10. Specific educational objectives or outcomes for topics covered in lectures and/or labs
11. A list of topics which will be covered during the course
12. A list of specific assignments students will be expected to complete during the course and, where appropriate, due dates for those assignments
Addendum #2: Response from John Capps & Will Sandidge
Here is the list of issues that were raised during the meeting:
1. Early college students at CVCC are college students and not high school students. Is there a way for the college to clearly identify its expectations for these students in a written document and require students and parents/guardians to sign it?
Each Early College program has a student handbook which the students and parents sign. This handbook outlines the expectations for the students. Parents and students also go through an orientation prior to the start of Early College program where expectations are clearly stated.
2. Which schedule will the students follow (CVCC’s or the individual school systems)? Can this be made consistent across the board?
NOTE: The biggest single issue here seems to be spring break. If the school system uses a different spring break schedule from the college, a faculty member could be in that class from early January until graduation without any break.
Lynchburg City wants to go on the CVCC calendar so the breaks will be the same as indicated on the CVCC calendar. Amherst County also adheres to the CVCC calendar. Appomattox, Bedford and Campbell County Early College programs follow the school divisions academic calendar. For Campbell and Bedford this was necessitated by transportation being provided from 3 or 4 different schools in their district.
3. Are faculty required to teach Early College classes if requested by their dean? (Based on the reaction of the faculty members, this was a big concern.)
The deans will first try to get faculty who want to teach Early College students. However the bottom line is that the deans must insure we meet all classes. In some instances fulltime faculty may have to teach Early College to meet this requirement.
4. Who is in charge of course selection at the offsite centers—the offsite center administrators or the division deans? Is there a written process for determining course selection at the centers?
The selection of courses for Early College is a collaborative effort between the school district and the Dean of Humanities and Social Sciences (who the General Studies transfer degree comes under). If there is a question the Dean of HSS will consult with the other deans or Vice President of AA and SS as necessary. The selection of courses is based on offering the General Studies degree.
5. Who do the offsite administrators report to, CVCC or the local school systems? (Some faculty feel that the administrators and staff tend to side heavily with the students and parents against the faculty, especially on classroom issues such as discipline and academic dishonesty/)
The Offsite Center Directors report to the VP of AA and SS. If there is a problem the faculty need to work with the appropriate Site Director and Dean. Where required the VP of AA and SS will get involved.
6. The biggest, overarching concern of the faculty was the issue of control. Who controls the Early College program, CVCC or the school systems?
The Early College comes under CVCC and the college has ultimate control over this program.