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2014-02-11

Faculty Association:  
  
Meeting Date:            2/11/2014
  
Agenda Items:
Recruiting
I.    Approval of 1/7/14 minutes
There was unanimous approval for the previous meeting’s minutes.
 
II.  SDV 101
A.   Kimberly French came to discuss the new course that has been developed by the student success committee, SDV 101.  These courses will specifically address interests and concerns for specific programs; they are the same as SDV 100 with an occupational focus.  These courses will not be designed for transfer programs; instead, the SDV 101 course will be targeted for the career programs such as radiography, information technology, engineering, and so on.  While the course may be administered in multiple formats, faculty are encouraged to design the course as a face-to-face experience in order to make genuine connections with students.  The SDV 101 course is designed to be a recruiting tool for career programs on campus.  In addition, it is a career counseling tool, in that a student can learn about a program via SDV 101 without committing to a particular course of study and with no drawbacks, as SDV 101 will count towards their program no matter what.  It is equivalent to SDV 100.  The specific topic would be indicated in the course title. 
B.   In the fall of 2014 the SDV 101 course is being offered on a volunteer basis, and the goal is that there will be one SDV 101 from each division.  English already has one that has been developed by Nelson & Wood for the ENF 3/EN111, and it has been approved by Muriel Mickles.
C.   Comments, Suggestions, Concerns:
1.   Certain areas and topics are required among all SDV courses, and these may be taught by counselors for some sessions.  An example is career planning using the Virginia Wizard.
2.   Currently there are blocks in place to require students to take SDV 100 (or SDV 101) during first 15 hours, as per VCCS policy.  This is to obviate the problem of students taking SDV 100/101 during their last semester.
3.   One option is that the course is team-led by faculty and counselor.
4.   Yet another option is that the course be team taught within business or within allied health with one faculty member as regular professor and other faculty members leading specific sessions.  Others mentioned a willingness to volunteer to teach a session each semester, with the counseling faculty retaining the course. 
5.   This new course was brought to the college governance committee by the student success committee.  The college governance committee recommended that the course be presented to the faculty association for input.
 
III. Protocol for adding prerequisites to courses
A.   Problems:
There are several problems with the current enforcement of prerequisites. 
  1. Admissions and Records employees have enrolled students with no regard for prerequisites.
2.   SIS blocks students currently enrolled in prerequisite courses from registering into the following course.
3.   SIS fails to drop students who have failed, earned D’s or withdrawn from the prerequisite course.
4.   Faculty agree on prerequisites and submit the proposed changes to a dean, yet there is no change in the student handbook or SIS. 
B.   Will Sandidge has written a draft of a policy to address these issues.  This is listed in the addendum below.
C.   A suggestion was made that Peter Dorman check with Admissions and Records about language of “administratively dropped”.  Will the students be dropped with or without a refund, dropped before entering the class, or withdrawn after the drop date?  This has financial consequences.
C.   There was discussion on how faculty members access student records for prerequisites via SIS.  Faculty members who have advisor status can access this in SIS, but most do not have this status.  Those who do not have access must go through counseling to get that information.  However, it is difficult to scan each student individually even with access; this needs to be an automatic process.  If the appropriate blocks are in place, and if the prerequisites are explicitly stated in the handbook, then scanning student records would be superfluous.
D.   There has been an ongoing issue over the waiver of prerequisites by dean or faculty member – change.  It was suggested that the waiver of prerequisites be in the power of the faculty member teaching the course. 
 
IV.  Determine the next year's committee assignments by the end of the spring term.
The Faculty Association executive committee assigned new members to committees in fall.  It was suggested that this process occur in spring instead.  The motion was approved.
 
V.   Rotation procedure for program and department coordinators; 3 years; volunteer vs nomination
A.   Currently there is no policy for rotation or term limits when possible, and there is not mechanism for transitioning in new heads and coordinators. 
B.   Ad hoc committee:  Tim Rhoads, Shannon McDermott, Michelle Penner will write a policy.  This policy will be presented to the faculty association, then the college governance committee, followed by the deans and then Will Sandidge.
 
VI.  Adjunct faculty evaluation policy
A.   The current adjunct faculty evaluation policy has been approved by president’s cabinet.  It is a policy with minimal detail, as it has been written to satisfy SACS requirements.  There are many issues that need refinement, such as the definition of “new” and the establishment of a baseline, in addition to the consequences of these evaluations.  This is important as 60% of courses at CVCC are taught by adjunct faculty.
B.   A more detailed policy should be developed.  There is an effort in the VCCS to create a policy.  Peter Dorman will find out what that initiate is.  In the meantime, a subcommittee consisting of Jessy Hogan and Peter Dorman will evaluate and develop the current policy.
 
VII.      New Business – budget committee
A.   The budget committee has been formed this year and will need to be in place after March 1, with one faculty member per division, along with deans, vice presidents, representatives of the part time staff association and the classified staff.  The fiscal year requires a March-March term.  The committee mostly operates between late March and May, as the structure of the budget must be in place by June, and there is very little work after that.  In the past, the SLRP was composed of volunteers at large. 
B.   It was suggested that the division representatives of the faculty association automatically serve as representatives for the budget committee.  A vote was taken with unanimous support.
2014/2015 term
BAH – Ernie Wade
SME – Michelle Penner
HHS – Cynthia Lofaso
 
VIII.     New Business – weather closures
A.   There have been student complaints about online classes in session when college is closed. These courses are operating with Collaborate.  However, if the faculty member has stated in the syllabus that courses will meet via Collaborate, then the complaint is null. 
B.   There is confusion about the college policy about 2 hour college closures.  This issue arose under the previous administration. 
 
Jessy Hogan will check the policy about classes that begin before 10 AM.
As stated on the college webpage:  http://cvcc.vccs.edu/Weather.asp
Impact Of A Two-Hour Delay
For Students:
All morning classes scheduled to begin PRIOR TO 10:00 a.m. are cancelled. All classes scheduled to begin AT OR AFTER 10:00 a.m. will meet as scheduled.
 
For Faculty/Staff:
Faculty should report and be prepared to teach any classes scheduled to begin at or after 10:00 a.m. or arrive two hours after their normal arrival time (which ever is earlier). Administrators/staff should report to work two hours after their normal arrival time.”
 
In years past, faculty with classes that began before 10 AM, such as 9:30-10:45 classes, had the option of starting class at 10 AM as long as they stated this in the syllabus.  It would appear that this option has been eliminated. 
 
Recommendations to the College Governance Committee:
 
Submitted by Jessy Hogan 
 
Addendum:
A.   Draft Policy for Adding Prerequisites or Corequisites
Central Virginia Community College is committed to creating an environment that leads to the greatest possible likelihood for student success. To achieve this goal, many courses have prerequisites or corequisites. These requirements, which were established to foster a student’s success in the course, are identified in the Course Descriptions section of the CVCC Catalog and Student Handbook. Students may not enroll in a course for which they do not meet the prerequisites by the time the course begins. (The authorization for a waiver of any prerequisite may be made only by the division dean offering the course.) Students may be administratively dropped from any course for which they have not met the prerequisite.
In a course that requires placement tests, students must obtain the required minimum scores to enroll in a course or complete prescribed developmental studies courses before enrolling in the desired course.

Procedure for adding additional prerequisites or corequisites:
The VCCS has established system-wide prerequisites for courses (see VCCS Master Course File) that cannot not be altered.  However, if departmental faculty believe that additional prerequisites or corequisites for particular classes are needed to improve student success, the faculty will determine the required prerequisite or corequisites and submit a proposal validating the need for the additional prerequisite or corequisites to the division dean. The division dean will review the faculty proposal and if in agreement with the faculty, the dean will submit the proposal to the Curriculum Committee.
After review and approval by the Curriculum Committee, the changes will be submitted by the Office of the Vice President of Academic Affairs and Student Services to the:

1. SIS Analyst (Information Technology Department) who will enter additional prerequisites or corequisites into PeopleSoft and;
 2.  CVCC Graphic Designer who will enter the prerequisites into the online CVCC Catalog and Handbook.  The Graphic Designer will also create a PDF. This PDF will be sent to the:
a. CVCC Webmaster (Information Technology Department) who will put the information on the internet and;
b. Enrollment Services Coordinator (Admissions & Records Office) who will put the information in the next publication of printed catalog.
No prerequisites or corequisites may be deleted from or added to a course without approval of the Curriculum Committee. Prerequisites or corequisites must be in place before registration begins for the semester.
If registration is not in progress, any prerequisites or corequisites added by CVCC departmental faculty may be switched from unenforced to enforced, or enforced to unenforced. Prerequisites or corequisites may not be switched or changed once registration has begun.
All sections of a course must use the same prerequisites or corequisites that have been approved for that course.
 
B.   SDV 101
1. Brief description of recommendation or proposal:
a.     The committee would like to propose faculty teaching SDV 101 Orientation to specific programs.
b.     Course Description of SDV 101: Introduces students to the skills which are necessary to achieve their academic goals, to services offered at the college and to the discipline in which they are enrolled. Covers topics such as services at the college including the learning resources center; counseling, and advising; listening, test taking, and study skills; and topical areas which are applicable to their particular discipline. Lecture 1-3 hours per week. 1-3 credits).
c.     Courses would be specific to respective programs/curriculum. Faculty can utilize student services staff to assist with required course material as needed.
 
2. Proposed action plan for implementation:
a.     One faculty member per division for the fall 2014 semester to teach SDV 101 for their respective program/curriculum. Each faculty member may choose delivery mode (i.e. online, hybrid, in-person) and session length (i.e. fall/spring: Dynamic, 8 week, or 16 week or summer: 5 week or 10 week summer).
b.     Following a successful outcome in fall 2014, the college would implement an increase in faculty participation in SDV 101 courses across the curricula for future semesters.
 
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