I Welcome II Approval of the Minutes...8045 East Chapman (714) 628-4831 Orange, CA 92869 [email protected] Agenda 1 November 2016 1:30 – 3:00 p.m. Academic Senate Room

8045 East Chapman (714) 628-4831 Orange, CA 92869 [email protected]

Agenda 1 November 2016 1:30 – 3:00 p.m.

Academic Senate Room A-211 I Welcome II Approval of the Minutes A 18 October 2016 III Public Comments (2 minute limit per person) IV AS Executive Board Reports (10 minutes) V ASG Report (5 minutes) VI Summary Reports Discussion (5 minutes) VII Action Items (20 minutes) Second Reading

A Resolution F2016.5 – Creation of a Joint Learning Management System Transition Task Force with Santa Ana College for the Blackboard to Canvas Conversion Process

B Resolution F2016.6 – Affirmation of Merging the Facilities and

Safety/Emergency Committees and Subsequent Changes to the Collegial Governance Handbook.

C Resolution F2016.7 – Affirmation of Revisions to the Budget Committee

Collegial Governance Handbook Description First Reading A Resolution F2016.8 – Creation of the Technology for Institutional Effectiveness

(TIE) Task Force

VIII Signature Program – Continuing Education Vocational Education (10 minutes) Professors Cuellar and Oase will present opportunities for faculty support.

Santiago Canyon College is an innovative learning community dedicated to intellectual and personal growth. Our purpose is to foster student success and to help students achieve these core outcomes: to learn, to act, to communicate and to think critically. We are committed to maintaining standards of excellence and providing accessible, transferable, and engaging education to a diverse community. (Approved 9/10/13)

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Agenda 1 November 2016 1:30 – 3:00 p.m.

Academic Senate Room A-211 IX Discussion Items A Participation in the Community College Equity Assessment Lab Survey (15 minutes)

Director of Student Equity, Joseph Alonzo will present information regarding a request to conduct a campus wide survey, followed by a Q&A http://m2c3.org/2013/01/01/portfolio-3/

B Faculty Request Hiring Form (15 minutes) Idenitfying 2016-17 goals from solicited input and devising action plans. Santiago Canyon College is an innovative learning community dedicated to intellectual and personal growth. Our purpose is to foster student success and to help students achieve these core outcomes: to learn, to act, to communicate and to think critically. We are committed to maintaining standards of excellence and providing accessible, transferable, and engaging education to a diverse community. (Approved 9/10/13)

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http://m2c3.org/2013/01/01/portfolio-3/

BP 2410 Board Policies and Administrative Regulations Reference: Education Code Section 70902; ACCJC Accreditation Standards IV.C.7, IV.D.4, I.B.7, and I.C.5 (formerly IV.B.1.b & e)

The Board may adopt such policies as are authorized by law or determined by the Board to be necessary for the efficient operation

of the District. Board policies are intended to be statements of intent by the Board on a specific issue within its subject matter jurisdiction. The policies have been written to be consistent with provisions of law, but do not encompass all laws relating to District activities.

All District employees are expected to know of and observe all provisions of law pertinent to their job responsibilities. Policies of the Board may be adopted, revised, added to, or amended at any regular board meeting by a majority vote. Any adoption

and/or approval of new Board policies or changes to existing Board policies must take place as part of a two meeting approval process. The first meeting will be considered the "FIRST READING, INFORMATION ONLY" of the policy or change to existing policy for the purpose of review, questions and answers, and other considerations of the recommendation. At the second meeting, it will be considered the "SECOND READING, ACTION ITEM." The Board will consider the item for action, which may have been modified at either the first or second reading. If the modification at the second reading is major, as determined by the Board, such a reading will be termed a first reading and introduced at a subsequent Board meeting as a second reading. The Board shall regularly assess its policies for effectiveness in fulfilling the District's mission.

The RSCCD Board of Trustees believes that a major trustee role is to set policy for the District. In setting policy, the Board wants to create and work within a participatory environment with respect for students and all employee groups. For developing policies regarding the academic and professional matters numbered 1, 2, 3, 5, and 8, the Board will consult collegially with the faculty by relying primarily on the advice and judgment of the Academic Senate (per previous agreement with the Senate).*

For developing policy regarding the other five academic and professional matters, the Board will consult with the faculty through the mutual agreement process previously agreed upon. At RSCCD, the mutual agreement process is the use of the shared governance structure consisting of councils, committees, and the District Council. Further, representatives of staff and student groups are encouraged to work within the established processes to address the issues of the District. The Board of Trustees values consensus building; however, it realizes its legal responsibility to make final decisions regarding policy.

*For the following items the Board of Trustees will rely primarily upon the advice of the Academic Senate: 1) Curriculum, including establishing prerequisites and placing courses within disciplines; 2) Degree and certificate requirements; 3) Grading policies; 5) Standard or policies regarding student preparation and success; 8) Policies for faculty professional development activities;

For the following items, the Board of Trustees will come to mutual agreement with the Academic Senate: 4) Educational program development; 6) District and college governance structures, as related to faculty roles; 7) Faculty roles and involvement in accreditation processes, including self study and annual reports; 9) Processes for program review; 10) Processes for institutional planning and budget development.

Administrative regulations are to be issued by the Chancellor as statements of method to be used in implementing Board Policy. Such administrative regulations shall be consistent with the intent of Board Policy. Administrative regulations may be revised as deemed necessary by the Chancellor. The Board reserves the right to direct revisions of the administrative regulations should they, in the Board's judgment, be inconsistent with the Board's own policies. Copies of all board policies and administrative regulations shall be readily available to District employees through the District website.

Revised and Retitled: June 15, 2015 (Previously BP9001 and BP9023)

SCC Academic Senate Minutes - DRAFT October 18, 2016 1:30 – 3:00 A-211

Senators Present Leonor Aguilera Emma Breeden Shawn Cummins Steven Deeley Lisa Dela Cusack Alicia Frost Jared Kubicka-Miller Eden Quimzon Stephen Reed Andy Salcido Randy Scott Barbara Sproat Jeffrey Wada Senate Executive Board President Michael DeCarbo Vice President Mary Mettler CIC Chair Joyce Wagner Sec./Treas. Mike Taylor

Senators Absent Denise Bailey Nena Baldizon-Rios Shelby Clatterbuck Phillip Crabill Scott Howell Nancy Parent Christine Umali Kopp ASG Representatives Andre Eng Guests Amanda Campbell Tiffany Gause Abdul Isira Scott James Emi Kawafuchi Miguel Luna

II. Approval of minutes from the May 17, 2016 senate meeting (Deeley/Reed), approved without dissent. Approval of minutes from the October 4, 2016 senate meeting (Deeley/Frost), approved without dissent. III. Public Comments

1. Professor Breeden mentioned that the Office of Student Equity & Success, Speakers Symposium, and SCC Foundation will be hosting a presentation by Chris Crass, ”Being an Ally: Strategies for Engaging and Moving White People into Racial Justice Action” on October 27, 2016 in H-106 at 11:50am.

2. Professor Kubicka-Miller mentioned that the Forensics Club will be converting the forensics room to a haunted house on Friday, October 21st

3. Professor Wada mentioned that certain Math and Sciences faculty are concerned about PIE committee representation and that the division of Math and Sciences is not well represented.

4. Professor Dela Cusack mentioned the faculty excellence speaker, Barry Resnick, will be presenting on October 20 at 1:30pm.

IV. Board report President:

1. The Administration accepts the Senate rankings with the exception of one, child development. At this time, there will only be four faculty hires for SCC (six at SAC) and that these are replacements only. Anthropology, Biology, English, and Math will be hiring and hopefully one or two more may be hired.

2. Community Science Night is on March 24, please come out and volunteer.


3. The next Board of Trustees meeting will be Monday, October 24 in SCC H-104 at 4:30. There will be a reception at 4pm outside the Art Gallery hosted by ASG. Please attend and show your support.

Vice President: 1. No report

Secretary/Treasurer 1. SAC agrees with SCC on the starting of Intersession 2018 on January 2.

CIC

1. No report

V. ASG

1. Voter registration will be happening on campus on October 19th and 20th. 2. There will be a mini Halloween kickoff event and a treat for treat campaign for food collection

coming up October 24 through October 31. 3. On November 7 and 8 there will be a town hall event with surveys to be given out to students.

Email Andre Eng for details and to add questions to the survey ([email protected]).

VI. Summary Reports

1. Discussion on what we, as a senate, want in our summary reports. How can we make them better? Vice President Mettler will be posting the senate summary report template on the Senate website.

VII. Action Items 1. Second Readings

A. Resolution F2016.3 – Adoption of the Revised “Academic Renewal without Course Repetition” (Wagner/Aguilera). Discussion: Pros: This will help students who did not have direction at first to have a second chance. The poor grade is still on the transcript, just not calculated into the GPA. This is a Title 5 requirement which SCC has been in compliance; however, the new policy is more student focused and is similar to those at local campuses. Cons: There should be a waiting period. Transcript stands as a historical record. There should be consequences for choices. Vote: Approved, Professors Breeden, Cummins, Dela Cusack, Salcido, and Wada were not in favor.

B. Resolution F2016.4 – Recommendation for the Adoption of Canvas, Santiago Canyon College’s Learning Management System (Taylor/Cummins). Discussion: Considerable savings to the district. Almost all of the community colleges in California have already switched, the ones who have not have internal reasons (still in a contract, dedicated position(s) for the current LMS). Pros: There was a faculty driven process for the investigation on using canvas. All faculty on the taskforce were initially against using Canvas, but changed their minds after seeing its improved accessibility and ease of use for students. Great cost savings to the district.


Cons: This seems to be an administration mandate that is being endorsed by the senate, yet not all senators (faculty) are in favor of the change. Hard to make a decision (vote) on something that some have not even seen. Vote: Approved, Reed was not in favor.

2. First reading A. Resolution F2016.5 – Creation of a Joint Learning Management System Transition Task Force

with Santa Ana College for the Blackboard to Canvas Conversion Process (Taylor/Dela Cusack) Discussion: There will be an amendment of a whereas to show that the Academic Senate for California Community Colleges advocates for the monies saved due to the change to Canvas be used for faculty development and training in the use of Canvas (Cummins/Quimzon). Vote to add whereas (no dissent). There will be an amendment of a resolved for monies saved to be used for faculty development and training in the use of Canvas (Taylor/Frost). Vote to add the resolved (no dissent).

B. Resolution F2016.7 – Affirmation of Revisions to the Budget Committee Collegial Governance Handbook Description (Deeley/Mettler) Discussion: Changed some of the wording and the membership representation.

C. Resolution F2016.6 – Affirmation of Merging the Facilities and Safety/Emergency Committees and Subsequent Changes to the Collegial Governance Handbook (Kubicka-Miller/Quimzon). Discussion: concern of less faculty representation due to the merge. Suggestion of the senate to strike out “or designee” and that the Vice President of Administrative Services must be the position. Addition of one more faculty to the new group (5 faculty and the faculty co-chair) and also to have 2 students on the committee (one non-voting).

VIII. Signature Program – Transfer Success Center

1. Presentation by Miguel Luna from the Transfer Success Center. 13% increase in transfers to CSU and 31% to private/out of state. SCC has one of the highest transfer rates for local community colleges (higher then SAC, IVC, FJC, OCC).

2. What the Transfer Success Center offers: Transfer fairs, individual advising for students to create a transfer plan, promoting of the program on social media, visitations to transfer campuses, and can help with entrance essays.

3. What can faculty do to assist in the Transfer Success Center? Have the Transfer Success Center representative come into the classrooms and present for five minutes, referrals from the faculty to the Transfer Success Center, and have faculty support for large events like the transfer fairs by promoting schools that faculty attended and attending the events personally.

4. Since this is a signature program, the faculty needs to get behind the Transfer Success Center by inviting them into our classrooms and promoting the transfer fair and to also let students know of how they use Social Media to promote the program.

SCC Academic Senate Minutes - DRAFT October 18, 2016 1:30 – 3:00 A-211 IX. Discussion items

1. Professional Development Real Time Calendar A. A calendar was created to show any/all professional development opportunities scheduled (webinars, conferences, discussions, etc.). Send these opportunities to Vanessa Jones so she can update the calendar ([email protected]). Good for adjuncts as well. 2. Senate Goals

A. Budget training, credit by exam, MOU with FARSCCD, Programs. Senate Exec’s will each take a goal and provide information to the senators as it is compiled.

3. Faculty Request Hiring Form

A. Discussed proposed changes to the faculty hiring form. Feedback was asked for the first page and to the number of characters to the narratives.

X. Moved to adjourn (Kubicka-Miller/Deeley), passed without dissent.


Resolution F2016.5 Creation of a Joint Learning Management System Transition Task Force with Santa Ana College for the Blackboard to Canvas Conversion Process Handbook Description Moved: Professor Taylor Seconded: Professor Dela Cusack Whereas, It is necessary to have discussions on the potential issues with converting from our current Learning Management System (LMS) Blackboard to the new LMS Canvas; and Whereas, Discussions will include, but are not limited to, resources for faculty and staff, instructional design support, a plan for budgeting the cost savings, a timeline for the transition, and Informational Technology Systems (ITS) support; and Whereas, The Academic Senate of California Community Colleges urge local senates and bargaining units to work with their administration to ensure that any monetary savings which may result from a district or college transitioning to a Common Couse Mangaement System (CCMS) be used primarily to support the professional development needs of distance education faculty making the transition to the new CCMS; Resolved, That the Academic Senate of Santiago Canyon College, in collaboration with the Academic Senate of Santa Ana College, create a joint Learning Management System Transition Task Force to facilitate the conversion from Blackboard to Canvas. Resolved, That the Academic Senate of Santiago Canyon College recommends that the savings incurred by Rancho Santiago Canyon College District in moving from Blackboard to Canvas flow to the colleges in accordance with the budget allocation model and be used for implementation, support and ongoing improvement of our online educational offerings, slo long as such savings exist. Date Presented: October 18, 2016 Date Passed: Santiago Canyon College is an innovative learning community dedicated to intellectual and personal growth. Our purpose is to foster student success and to help students achieve these core outcomes: to learn, to act, to communicate and to think critically. We are committed to maintaining standards of excellence and providing accessible, transferable, and engaging education to a diverse community. (Approved 9/10/13)

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Resolution F2016.6 Affirmation of Mergin the Facilities and Safety/Emergency Committees and Subsequent Changes to the Collegial Governance Handbook Description Moved: Professor Kubicka-Miller Seconded: Professor Quimzon Whereas, Both the Facilities and Safety Committee have reviewed their roles and responsibilities; and Whereas, Both committees recommend merging and changing the name to the Facilities, Safety & Emergency Committee; and Whereas, The Academic Senate of Santiago Canyon College passed resolution S2016.1 Support for Merging the Facilities & Safety/Emergency Committees; Resolved, That the Academic Senate of Santiago Canyon College Affirm the merging of the Facilities and Safety/Emergency Committees; and Resolved, That the Academic Senate of Santiago Canyon College affirm the proposed revisions to the Facilities and Safety/Emergency Committee Governance Handbook Descriptions. Date Presented: October 18, 2016 Date Passed: Santiago Canyon College is an innovative learning community dedicated to intellectual and personal growth. Our purpose is to foster student success and to help students achieve these core outcomes: to learn, to act, to communicate and to think critically. We are committed to maintaining standards of excellence and providing accessible, transferable, and engaging education to a diverse community. (Approved 9/10/13)

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Mission

The Facilities, Safety & Emergency Committee reviews and recommends safety issues, capital outlay projects and facility modifications, revises the college’s five-year facility plan for the district in context with the current Educational Master Plan, and makes recommendations on new facilities and facility modifications to the College Council.

Responsibilities

• Review the scheduling of safety drills, staff training, and provision of required safety/emergency equipment • Review requests from departments for facilities space and make recommendations to the College Council for approval and implementation • Review and update the five-year Facilities Master Plan annually and forward any recommendations for changes to College Council for approval • Review the annual State Scheduled Maintenance Program and recommend changes if necessary • Address general issues related to safety, emergency, custodial service, building maintenance, and utility usage.

Chairs

One faculty and Vice President of Administrative Services or designee will serve as co-chairs

Membership

6 Faculty

Vice President of Administrative Services or designee

4 Classified (appointed by CSEA)

2 Students

Vice President of Administrative Services (co-chair)

Faculty (co-chair)

1 Administrator

5 Faculty (one from Continuing Education)

4 classified (appointed by CSEA)

2 students (one non-voting member)

SAFETY/EMERGENCY COMMITTEE

Updated and approved by College Council 6-11-13

Mission

The Safety/Emergency Committee develops and maintains the College Safety Plan and Emergency Plan that coordinates with district, state, and federal mandates.

Responsibilities

• Coordinate with local, state, and federal agencies and keep current with city and county regulations • Formulate and coordinate emergency responses and oversee the scheduling of safety drills, staff training, and provision of required safety/emergency equipment Chair

Co-Chairs: One committee member and one faculty member

Membership

2 Administrators

4 Faculty

4 Classified

1 Student


Resolution F2016.7 Affirmation of the Revisions to the Budget Committee Collegial Governance Handbook Description Moved: Professor Deeley Seconded: Professor Mettler Whereas, It is the charge of every committee to review its membership, roles, and responsibilities; and Whereas, The Budget Committee has reviewed its membership, roles, and responsibilities; and Whereas, Upon that review the Budget Committee recommends a change in membership; Resolved, That the Academic Senate of Santiago Canyon College affirm the proposed revisions to the Budget Committee Governance Handbook Description. Date Presented: October 18, 2016 Date Passed: Santiago Canyon College is an innovative learning community dedicated to intellectual and personal growth. Our purpose is to foster student success and to help students achieve these core outcomes: to learn, to act, to communicate and to think critically. We are committed to maintaining standards of excellence and providing accessible, transferable, and engaging education to a diverse community. (Approved 9/10/13)

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Mission

The mission of the SCC Budget Committee is to provide fiscal analysis of college planning and advocates greater efficiency and effectiveness of budget resources. The Budget Committee facilitates communication about budgetary matters between college constituents and the District

Responsibilities

Provides fiscal analysis of resource allocation requests. grant funding requests, and additional funding requests.

Monitors long range fiscal plans to determine if college and district long-term priorities funded.

Regularly reviews college revenues and expenditures and communicates concerns to constituent group and proposes adjustments to budgets as requested.

Monitors the budget development process and the on-going implementation of the annual college budget.

Reviews the district and college budget allocation models and recommends changes if necessary.

Ensures the exchange of information between the Budget Committee and groups such as Associated Student Government, classified staff, the District Fiscal Resources Committee, the Planning & Institutional Effectiveness Committee, the Academic Senate, and College Council

As needed, reviews grant funding requests, and additional funding requests.

Chairs

One faculty and Vice President of Administrative Services will serve as co-chairs

Membership

4 Faculty members (one from Continuing Education)

3 Classified members (one from Continuing Education) (appointed by CSEA)

4 Vice Presidents or designees (Administrative Services, Student Services, Academic Affairs, and

Continuing Education)

1 Student

Vice President of Administrative Services

Vice President of Continuing Education

3 Faculty (one from Continuing Education)

2 classified (one from Continuing Education) (appointed by CSEA)

1 student


Resolution F2016.8 Creation of the Technology for Institutional Effectiveness (TIE) Task Force Moved: Professor DeCarbo Seconded: Whereas, Santiago Canyon College applied for, and has been awarded a visit from a team representing the Istitutional Effectiveness and Planning Initiative; and Whereas, The Educational Master Planning Committee was directed to suggest a task force to represent Santiago Canyon College during the visit; and Whereas, College Council has approved said task force and asks the Academic Senate to approve this recommendation; Resolved, That the Academic Senate of Santiago Canyon College affirm the creation of the Technology Institutional Effectivess Task Force as prescribed by the Educational Master Planning Committee.

Date Presented: October 18, 2016 Date Passed: Santiago Canyon College is an innovative learning community dedicated to intellectual and personal growth. Our purpose is to foster student success and to help students achieve these core outcomes: to learn, to act, to communicate and to think critically. We are committed to maintaining standards of excellence and providing accessible, transferable, and engaging education to a diverse community. (Approved 9/10/13)

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Santiago Canyon College has sought the assistance of the Institutional Effectiveness Partnership Initiative (IEPI) in order to address Actionable Improvement Plan 1, first identified through the accreditation self-evaluation process in 2014. Actionable Improvement Plan 1 The Office of Institutional Effectiveness & Assessment will incorporate planning and resource allocation documents and forms into the Taskstream user interface so that the College community will have a “one-stop-shop” for institutional effectiveness related activities (I.B.3.). The following individuals have been identified to serve on the Technology for Institutional Effectiveness (TIE) Task Force based on their institutional role and experience with outcomes assessment, integrated planning, and/or resource allocation: • AS President • Budget Committee Faculty Co-Chair • Biology or Chemistry Department Chair • CIC Chair • Continuing Education Faculty Member • EM Faculty Co-Chair • EMP Faculty Co-Chair • Former EMP Faculty Co-Chair • Assistant Dean Admissions and Records (A&R Expert) • Dean of Institutional Effectiveness, Library and Support Services • Interim Dean Counseling • Project Manager • Vice President of Academic Affairs • Vice President Continuing Education • Student Representative (ASG Appointed) • Assistant Vice Chancellor of ITS • SCC IT Staff • Two classified members with Taskstream experience It is recommended that this Task Force lead the college in its interactions with the Institutional Effectiveness Partnership Initiative – Partnership Resource Team, assist in the development of the Innovation and Effectiveness Plan that includes the identification of project objectives and associated planning elements, as well as a request for IEPI resources to fund the plan.

SCC Requests Packet—PROPOSAL DRAFT

SANTIAGO CANYON COLLEGE FACULTY HIRING REQUEST FORM (Only 1 position request per form)

The following information will be used by the senate to assist in the ranking of faculty hiring requests. No one part on this form will guarantee a position; nor is any one part more important than the other. The sections are divided into: DPP description and goals, full to part time ratio, history of the request, enrollment demand, and educational services.

Department: Position: 1 2 3 4 Job description Provide a description that would be similar to one used by Human Resources to advertise the position

DPP GOAL In order to link our budgeting to our planning, copy the goal from your DPP that specifically requests this position. list the goal(s) in your DPP Plan that specifically support the request. Goal(s):

EDUCATIONAL SERVICES Would failure to fill the position result in an inability to schedule all courses or offer a program in the discipline? Would failure to fill the position result in the closing of a laboratory or other instructional facility? Would failure to fill the position result in limiting student services or programs? If this a replacement position, whom will this position replace Is this a brand new position for the campus? Is this a non-classroom faculty position? If requesting multiple positions, rank the give priority of this request amongst the other requests from your department.

[Insert Data Chart Here & Include Alt Tag for accessibility]:


Counseling Position Supplement

SECTION 4A: COUNSELING RATIOS A How many counseling LHE/hours were offered last Fall and Spring? A B Multiply A. by 0.6 to determine this amount in Lecture LHE B C How many LHE were reassigned Release Time LHE for department purposes last Fall and Spring? C D Total the number of Lecture and Release LHE (B + C = D) D E Total number of faculty? E F Total number of non-student contact faculty? F G Total number of student contact faculty? G H Total number of instruction LHE offered? H I Total number of instruction LHE taught by adjunct faculty? I J Total number of LHE taught by contract faculty? J K Total number of student contacts (appts./drop-in/new student orientation/Early Welcome/Academic Probation

Workshop/Financial Aid/CTE)? K

L Total number of student contacts previous year? L M What is the percentage change from the previous year (student contacts)? M

Please compare SCC’s counselor to student ratio to 3 comparable community colleges

Name of Campus Number of Counselors Number of Students Ratio Santiago Canyon College 1. 2. 3.

Supporting Narrative


Library Position Supplement

SECTION 4B: LIBRARY RATIOS A What is the current number of Librarians (fulltime + adjunct)? A B Number of fulltime Librarians B C Number of adjunct Librarians C D How many LHE were reassigned Release Time LHE for department/credit instruction purposes last Fall and

Spring? D

E What was the ratio of Librarians to student headcount last Fall and Spring? E F What was the ratio of Librarians to student FTES last Fall and Spring? F

Please compare SCC’s librarian to student ratio to 3 comparable community colleges

Name of campus Number of librarians Number of students Ratio Santiago Canyon College 1. 2. 3.



Other Non-Instructional Position Supplement

SECTION 4C: A Number of fulltime SCC faculty in this role? A B Number of adjunct SCC faculty in this role? B

Please compare SCC’s position to 3 comparable community colleges

Name of campus Faculty in Position Number of Students Impacted Ratio Santiago Canyon College 1. 2. 3.



Use this area to address any answers on the previous page and explain how this position meets the community college mission of transfer education, occupational training, basic skills, and non-credit adult education. 7250 – 10 point Times New Roman All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. 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Use this area to address any answers on the previous page and explain how this position meets the community college mission of transfer education, occupational training, basic skills, and non-credit adult education. 6275 – 11 point Times New Roman All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. 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All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy.


Use this area to address any answers on the previous page and explain how this position meets the community college mission of transfer education, occupational training, basic skills, and non-credit adult education. 5125 – 12 point Times New Roman All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. 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All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy.


Use this area to address any answers on the previous page and explain how this position meets the community college mission of transfer education, occupational training, basic skills, and non-credit adult education. 4000 – 13 point Times New Roman All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy. All work and no play makes Jack a dull boy.

Documents

I Welcome II Approval of the Minutes...8045 East Chapman (714) 628-4831 Orange, CA 92869 [email protected] Agenda 1 November 2016 1:30 – 3:00 p.m. Academic Senate Room